Giáo án Tiếng ANh 12 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: ENDANGERED SPECIES Lesson 1: Getting Started I Objectives: 1.Knowledge: - To provide learners some knowledge about wildlife, endangered animal, and plants, - To help learners learn some vocabulary related to endangered species, and the two grammar points: the future perfect and double comparatives 2.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 3.Attitudes: - To help Ss get started for Unit with the topic "Endangered species" - To provide Ss some motivation - Help Ss to have a chance to know more about endangered animal, and plants, and raise their awareness about preservation 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 (4 ms) Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work - Write the heading (A new wildlife park) on Suggested answers - In a zoo, animals are kept in the board - Ask Ss to work in pairs and answer these captivity (cages or enclosed space) A wildlife park is questions: usually bigger than a zoo, and How is a wildlife park different from a zoo? What can people see and in a wildlife animals can move freely in their natural environment park? - In a wildlife park, people can - Elicit answers from Ss and write the key LEAD IN drive in their own vehicles or words of the answers on the board ride in vehicles provided by the - T asks Ss the questions to elicit the new park to observe the freely lesson roaming wild animals Visitors - Ask Ss to look at the picture and guess what can buy souvenirs at a gift shop, or have a light meal at a the three people are talking about They are talking about wild animals such café or restaurant as rhinos (rhinoceros), tigers and bears B: ACTIVITY 1: TASK (8 ms) Aims of the activity Lesson content & techniques for organising students’ learning activities Expected products & assessment of student work - Tell Ss that they are going to listen to a conversation between a father and his two children about a new wildlife park - Play the recording Ask Ss to listen and practice reading in groups of three - Elicit new words from Ss and write - Listen to the recording, practice reading Make SS on the board familiar with - Elicit/ explain the meaning, the part in groups of three the topic and of speech and the use of the new - Underline the words they don’t know the words conversation - Guess, explain, listen and take notes Possible new words: - die (v) out: chết - in danger of extinction: có nguy tuyệt chủng - Botanical Garden (n phr): vườn thực vật - campfire (n): lửa trại - the more the merrier: đông vui C: ACTIVITY 2: TASK (15 ms) Aims of the activity Focus on comprehension, develop scanning skill Lesson content & techniques for organising students’ learning activities - Elicit Ss the common steps to the task: Read and underline the key words/ phrases Scan the information in the conversation Decide whether the statements are true or false Correct the false ones - Ask Ss to read the statements individually first Then have them discuss in pairs and decide whether the statements are true, false, or not given - Help where necessary - Encourage Ss to provide reasons for their answers Ask them to refer back to the conversation to get the necessary information Expected products & assessment of student work - Retell the common steps to the task: - Work individually first, and then work in pairs to decide whether the statements are true, false, or not given - Answer the questions Expected answer: 1.T F( will->won’t) NG T T F ( can->can’t) D: ACTIVITY 3: TASK (8 ms) Aims of the Lesson content & techniques for Expected products & assessment of activity Help SS to learn word collocation organising students’ learning activities student work - Work in pairs to read the question and - Ask Ss to read the incomplete discuss their answers with their partner phrases, and then read the * Expected answers conversation to pick out the words extinct (species) that can go with them (animals in danger of) extinction endangered (trees and plants) build (a campfire) E: ACTIVITY 4: TASK (7 ms) Aims of the activity help Ss to recognize the verb forms used in the future perfect tense Lesson content & techniques for organising students’ learning activities - Ask Ss to read the conversation again and write the correct forms for the given verbs in the space provided - Draw Ss'attention to the time expressions used in these sentences (by Sunday, by the time) - Ask Ss to read aloud the two sentences Expected products & assessment of student work - Listen to the teacher’s explanation - Read the conversation again and find the words that have the same sound as the given ones * Expected answers (I)'ll/will have gathered (We)'ll/will have walked 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 help Ss - understand and use words and phrases related to endangered species, word formation by adding prefixes or suffixes before or after the base of a word - identify and use linking between vowels in fast and connected speech - use the future perfect to describe future actions and events, learn how to use double comparatives to describe a cause and effect process Skills: - To help Ss develop the communication skills such as expressing their opinions about future actions and events, describing a cause and effect process 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 ACTIVITY1 : VOCABULARY (10 ms) Aims of the activity Lesson content & techniques for organising students’ learning activities 1.1 Complete the diagrams - Ask Ss to work in pairs and complete the word diagrams - Encourage Ss to use a dictionary to check their answers - Let S share the answers with their partners - Check answers as a class Help Ss understand word formation by adding prefixes or suffixes before or after the base 1.2 Complete the sentences with the words of a word in the box - Ask Ss to pay attention to the context in which the words given in the box can be used - Have Ss complete the sentences individually, and then compare their answers with a partner - Check answers as a class B ACTIVITY 2: PRONUNCIATION (7ms) Expected products & assessment of student work - Work in pairs and complete the word diagrams - Use a dictionary to check their answers if necessary - Share the answers with their partners Expected answers : extinction (n) dangerous (adj), endanger (v) survival (n) diversity (n), diversify (v) evolution (n) - Pay attention to the context in which the words given in the box can be used Complete the sentences individually - Compare their answers with a partner - Expected answer: evolution, survival endangered habitat vulnerable extinct Biodiversity conservation Aims of the activity Lesson content & techniques for organising students’ learning activities Identify and use linking between vowels in fast and connected speech - Pronunciation : Linking vowel to vowel 2.1 Listen and repeat the words - Ask Ss to Study the Do you know…? Box and then practice saying the linking sounds in the samples - Tell Ss that they are going to listen to five phrases spoken in two different ways: low, careful speech (with no linking) and fast, connected speech (with linking), - Ask Ss to listen and repeat - Play the recording and let Ss listen - Ask students to pay attention to the linking between two vowels - Play the recording again - Pause after each question for students to repeat 2.2 Listen and repeat the sentences - Tell Ss that they are going to practise saying five exchanges including the phrases in again - Play the recording for Ss to repeat chorally first, and then in pairs - Call some Ss to practise in front of class Expected products & assessment of student work - Study the Do you know…? Box and then practice saying the linking sounds in the samples - Listen and repeat - Practice saying five exchanges including the phrases in again - Listen and repeat S1: S2 , S3: S4 present in front of class C ACTIVITY 3: GRAMMAR (23ms) Aims of the activity Help Ss to practice using the future perfect to describe future actions , Help SS to know and use double comparatives to describe a cause and effect process Lesson content & techniques for organising students’ learning activities The future Perfect 3.1 Activity Circle the correct verb form in each sentence Ask Ss to study the Do you know…? box Drew their attention to the time expressions and the conjoin turns indicating time (by the time, when, as soon as, after, before) - Help Ss to review the use of the verb tenses they have already learnt in previous years, Expected products & assessment of student work - Study the Do you know…? Box - Review the use of the verb tenses they have already learnt in previous years, Notes - The present perfect is used to talk about a completed action Example: I have already completed my report on endangered species - The future continuous is used to talk about an action which will be in progress at a certain time in the future Example: I’ll be playing tennis at p.m tomorrow - Ask Ss to read each sentence carefully, underline the time expressions and circle the correct verb tense 3.2 Complete the sentences, using present perfect or future perfect * Activity In this activity, Ss have to decide whether to put the verbs in brackets in the present perfect or the future perfect tense - Ask Ss to read each sentence carefully, paying attention to the context and the time expressions - Have Ss the activity individually first, and then compare the answers in pairs - Check answers as a class Double comparatives 3.3 Activity Discuss which words in the box can be used in each gap - Ask Ss to study the Do know ? box Draw their attention to the use of in this structure (The is used before a comparative adjective/ adverb or more/less) Note The word the in this structure is not really the definite article It was originally a form of the demonstrative pronoun, meaning 'by that much (Practical English Usage, by Michael Swan, 3rd ed, p.l16) - Ask Ss to complete the gaps with the words in the box - Have Ss compare their answers with a partner - Check the answers with the whole class - Read each sentence carefully, underline the time expressions and circle the correct verb tense Expected answer: will have released (by the end of this week) has lived (for 40 years), will have (tomorrow) will have finished (next time I see you) will be watching (at o'clock tonight), will have finished (By then) won't have completed (by Monday) * Expected answers will have saved and taken in has lived will have finished will have visited have collected - Read each sentence carefully, paying attention to the context and the time expressions - Do the activity individually - Compare the answers in pairs - Study the Do you know…? Box - Complete the gaps with the words in the box - Compare their answers with a partner * Expected answers The higher the pollution becomes, the more animals lose The more I study , the more I worry The warmer the weather , the faster the polar ice caps The more effort you make, the greater/ better/higher the achievements The more renewable energy 3.4 Complete the sentences with the words sources , the better our living from the box One word can be used more conditions than one - Have Ss study the words in the box - Study the words in the box - Ask Ss to complete the gaps with these words - Compare their answers with a - Remind them that there can be more than partner one correct answer * Suggested answers - Have Ss compare their answers with a higher more partner more …more warmer ….faster more…greater/ better/ higher more…better 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 in the lesson diagrams E HOMEWORK ( 1m) Ask Ss to all the exercises in Work book prepare for the next lesson Period 57 UNIT 6: ENDANGERED SPECIES LESSON 3: READING Saving endangered species: pros and cons I Objectives: Knowledge: General knowledge: Ss will be able read and understand a passage about different people’s opinions about the protection of endangered species Language: Ss can revise lexical items related to the topic Skills: Ss can improve reading skill: skim the text to get general idea, and scan the text for specific information and key words Attitudes: - To encourage Ss to explore wildlife species read more about them Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Pictures, Video clip IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure A ACTIVITY1 : WARM-UP (4 ms) Aims of the activity Lead in the topic of the lesson “ Saving endangered species” Lesson content & techniques for organising students’ learning activities - Let Ss watch a video clip about the protection of endangered species and ask Ss whether they like the ways of protecting or not - Lead in the lesson Expected products & assessment of student work - Watch a video clip about the protection of endangered species and discuss the ways of protecting B ACTIVITY 2: PRE- READING (6 ms) Aims of the activity Focus Ss’ attention on the reading topic and activate Ss' knowledge about endangered animals Lesson content & techniques for organising students’ learning activities Discuss in pairs - Have Ss work in pairs to answers the following questions a Which of these animals are on the list of endangered species ? b Can you find them in Viet Nam now ? - Call some SSs to present the answers in front of class Notes: - Saola (or Vu Quang ox): Only recently discovered, the saola is already at risk Its rarity; distinctiveness and vulnerability make it one of the greatest priorities for conservation in the Indochina region The Expected products & assessment of student work - work in pairs to ask and answer the questions - Ask Ss to present their answers with their class * Expected answers Tigers, saolas, elephants, sea turtles, and giant pandas are on the list of endangered species Tigers, saolas, elephants and sea turtles are still found in Viet Nam, but each with a small species is found in the Vu Quang Nature Reserve (north-central Viet Nam) - Giant panda (or panda bear): Pandas live mainly in bamboo forests in a few mountain ranges of central China They are endangered mainly because of habitat destruction As the population in China continues to grow, the pandas' habitat is affected People cut down more and more bamboos to clear land for building, industry and farming; as a result, the panda loses its food source and its home.- Ask some Ss to share their opinions with other Ss in the class, encouraging different viewpoints population C ACTIVITY 3: WHILE- READING (22ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Reading for 3.1 Find the main idea of the passage general idea - - Tell Ss that they are going to read three ( Skimming skill) people’s opinions posted on a website - Ask Ss to read the opinions and decide what the writers are discussing - Have Ss compare their answers with a partner - Call S1 to give the answer in front of class - Check the answer with the whole class Read for specific information and identify different opinions about protecting endangered species 3.2 Write the correct name in the space before each statement - Explain to Ss that they have to decide which person mentions the ideas expressed in statements 1-6 - Elicit from Ss on how to approach this kind of activity: Ss should (1) underline the key words and phrases match the key words in the six statements, then (2) read through each person’s opinion, and (3) find ideas, words or phrases that match the key words in the statements - Ask some Ss to explain the answers Expected products & assessment of student work - Read three peoples’ opinions posted on a website, and decide what the writers are discussing - Compare their answers with a partner * Expected answer: C Whether or not we should protect endangered specie - Study the requirement and decide how to the task - Underline the key words and phrases match the key words in the six statements - Read through each person’s opinion - Find ideas, words or phrases that match the key words in the statements - Give the answer * Expected answers Yoshiko, Ai Lien; Simon; Yoshiko; 4, Simon; (Extra statement); Ai Lien two (Yoshiko: shouldn't reasons, protect) natural should or process, must not shouldn't interfere with it; not protect all animals are friendly or harmless, constant threats (Ai Lien: should protect) all creatures, ecosystem, help humans; nature is beautiful, relax, feel at peace Humans, responsible, extinction, (Simon) our duty to endangering, start repairing the extinction damage we've caused Saving, going (Yoshiko) because against, laws it's against the laws of nature of nature Humans, (Simon) put animals, ourselves in equal chance, endangered animals’ protected shoes, we are living creatures and so are the animals Animal (Simon) put ourselves products, in endangered medicine to animal’s shoes, we treat diseases are living creatures and so are the animals Preserving, (Ai Lien) extinction species, can ruin the maintain ecosystem and biodiversity biodiversity - Read the text and find the prepositions to complete the phrases in group work Help SS to learn about phrasal verbs 3.3 Find the prepositions in the reading text to complete the phrases and expressions use a dictionary to find their meaning - Have Ss read the text again and find the prepositions to complete the phrases in 10 - 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 listening practice President Ho Chi Minh as an example of a successful lifelong learner - Ask Ss to read the statements and try to anticipate what information to write in each gap - Play the recording once (or twice, if necessary) for Ss to complete each statement - Ask Ss to compare the answers in pairs Check answer as a class - 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: 1.continuous self-motivation travelling and work writing words, glancing at them reading in libraries C: ACTIVITY 2: TASK (10 ms) Lesson content & techniques for Aims of the organising students’ learning activity activities - Have Ss read the instruction carefully - Ask Ss to work in groups of four to discuss the lessons of lifelong learning Further they can learn from President Ho Chi speaking Minh practice on the - Ask some groups to present their topic opinions in front of the class - Alternatively, for stronger class, ask Ss to give more examples of what they can learn from other successful lifelong learners Expected products & assessment of student work Suggested answer: I can learn from President Ho Chi Minh when he learned languages I can write new words on my hand, and then I will glance at them while I am working D: ACTIVITY 3: CULTURE - TASK 1- (8 ms) Lifelong learning in Australia and Singapore Aims of the activity Provide more information about what governments in developing countries have Lesson content & techniques for organising students’ learning activities - Ask Ss to read the text carefully and answer the questions individually - Allow enough time for Ss to read and underline the key words in the questions Then ask them to read the text and underline the information that 128 Expected products & assessment of student work - Discuss the question in pairs - Guess the answer - Report their opinions to the class * Expected answers To increase individual they think is relevant to answer the questions - Monitor the activity, and offer help done to with unfamiliar vocabulary if encourage and necessary facilitate - When the information has been lifelong absorbed, ask Ss to answer the four learning questions - Encourage Ss to share their answers in pairs or groups - Check answers as a class E: ACTIVITY 4: CULTURE - TASK (10 ms) Lesson content & techniques for Aims of the organising students’ learning activity activities To encourage Ss to relate the content of the text in to the situation in Viet Nam income and employment security; to help businesses and organisations to be more competitive; to keep up with global development To get a good job and meet their employers' demands To build the future and strengthen social security It enables Singaporeans to actively take responsibility for their learning throughout their lives by attending various courses Expected products & assessment of student work * Suggested answers I think the government should carry out programmes to raise people's awareness of lifelong learning as a key to creating happy citizens and - Make Ss work in pairs to discuss successful employees Besides, there the question should be more and more initiatives - Invite some Ss to present their and policies to support the answers to the class employees who are following courses and programmes to meet the demands of employers Consequently, these citizens will contribute more and more to the development of the country F: ACTIVITY 5: CONSOLIDATION (3ms) Aims of the activity Lesson content & techniques for organizing 129 Expected products & assessment of student work students’ learning activities - The aim of this activity is - Elicit from Ss what they Repeat the main points: to help Ss to Repeat what have leant and briefly The content of text they have learnt consolidate the 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: LIFELONG LEARNING 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 questions - Use conditionals of Type 1, Type 2, Type 3, and mixed conditionals of Type and Type Skills: Revising, making presentation Attitudes: Being aware of the importance of lifelong learning 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) Lesson content & techniques for Aims of the Expected products & organising students’ learning activity assessment of student work activities List all language points covered in Unit 10 Suggested answer: Let SS list all language points intonation of questions, words covered in Unit 10 LEAD IN related to lifelong learning, Check as the whole class conditionals of Type 1, Type 2, Lead in the lesson Type 3, and mixed conditionals of Type and Type B ACTIVITY 1: TASK 1- PRONUNCIATION (5 ms) Aims of the Lesson content & techniques Expected products & assessment 130 activity Provides practice on intonation patterns for questions for organising learning activities students’ - Play the recording and ask Ss to identify the questions with rising intonation and those with falling intonation Then mark the intonation pattern - Check answers as a class - Play the recording again for Ss to repeat of student work Key and audio script What does lifelong learning mean?↷ Does lifelong learning contribute to social ⤻ or personal development? ↷ Excuse me, I’ve just arrived Has the seminar on learning skills started? ⤻ Do you think that continuous learning is the key to success? ⤻ How should I apply for part-time courses? ↷ C ACTIVITY 2: TASK 2- PRONUNCIATION (5’ ms) Lesson content & techniques Aims of the Expected products & assessment for organising students’ activity of student work learning activities -Listen the the recording Check their answers Key and audio script A: Did you say that we need to - Have Ss work in pairs to pursue practise the conversations knowledge throughout our and mark the intonation lives? ⤻ patterns on the questions A: Do you think learning from onProvide further - Play the recording and ask thepractice on Ss to listen to the intonation job experiences is always conversations and check the patterns for effective? ⤻ intonation patterns questions A: How can parents encourage - Have Ss compare their their answers in pairs or groups children to learn all their lives? ↷ - Check Ss’ answers as a A: Which is more important, class working experience ⤻ or qualifications? ↷ A: Does asking questions encourage learning? ⤻ ACTIVITY 3: VOCABULARY (7 ms) Aims of the Lesson content & techniques for Expected products & 131 activity organising activities students’ learning - Have Ss the activity individually Ask them to use the words or phrases Review the in their correct form to complete the key words gapped sentences frequently used in the unit - Ask Ss to compare their answers with and their form a partner - Check answers as a class E ACTIVITY 4: GRAMMAR (10 ms) Lesson content & techniques Aims of the for organising students’ activity learning activities - Ask Ss to work in pairs and discuss the ideas to complete the sentences Help SS - Explain to Ss that they should put review the the verbs in brackets in the correct types of form as requested before conditionals completing the sentences learnt so far - Invite Ss from different pairs to write the sentences on the board - Check answers as a class F ACTIVITY 5: PROJECT (12 ms) 132 assessment of student work Expected answers Self-motivation pursuit, pursuit self-directed lifelong learners improving flexible professional voluntarily Expected products & assessment of student work Expected answers: 1.Lifelong learning will be successful if the learner is selfmotivated If that school provided better educational materials, the students would be more interested in lifelong learning If the lifelong learning programmes had started earlier this year, I could have arranged my schedule to attend some of them If he had not kept learning while working here, he would not be the director now If you not develop leadership skills, you will have difficulties in working with your staff If I had followed your advice on professional training, I would have got a higher salary If he had completed the previous management course, he would be recruited to the team now If we had taken online courses, we would have saved more time Lesson content & techniques for organising students’ learning activities Work in groups Each group member interviews ten people about their perception of lifelong learning Use the questionnaire shown here as a guide ( Ss prepare in advance at home one week ago) - Ask Ss to report in front of the class - Give feedback Further Presentation explore the - Ask Ss in each group to compare the topic in a information they have collected about collaborative their survey participants and try to find way out similarities and differences in the perceptions of lifelong learning of the people interviewed - Encourage the rest of the class to ask questions and give feedbacks the presentation - Have the class vote for the best presentation Aims of the activity Expected products & assessment of student work - Report the information Ss have collected to the whole class focusing on the similarities and differences in the perceptions of lifelong learning of the ten people Ss have interviewed Vote for the best presentation G: ACTIVITY 6: CONSOLIDATION (2ms) Lesson content & Expected products & techniques for organising Aims of the activity assessment of student students’ learning work activities - The aim of this activity is - Elicit from Ss what they Repeat the main points: to help Ss to Repeat what have leant and briefly -Vocab+ grammar+ they have learnt consolidate the lesson pronunciation HOMEWORK ( 1m) - Ask Ss to complete their work at home and prepare for the next lesson Period 99 REVIEW LESSON LANGUAGE I Objectives: 1.Knowledge: - To help students revise what they have learned in Unit 9,10 133 - To give them a chance to practice - For vocabulary: words and phrases related to unit 6,7,8 - For pronunciation, get to know unstressed words, intonation of questions - For grammar, phrasal verbs, adverbial clauses and conditional sentences Skills: - To develop 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 Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Lesson plan, Board, chalk, textbook, CD IV Anticipated Problems: Some students may lack vocabulary to understand the dialogue V Procedure A START/ WARM UP - ACTIVITY (4 ms) Lesson content & techniques Aims of the Expected products & assessment of for organizing students’ activity student work learning activities Suggested answers For pronunciation: - Begin the review by Unit 9: unstressed words asking Ss whether they Unit 10: intonation of questions To help Ss remember what they have For grammar: revise the Unit 9: - phrasal verbs learnt so far in terms of language they - Adverbial clauses of condition, language Summarize Ss’ have learnt in comparison, manner, and result answers and add more Unit and 10 Unit 10: - Conditionals type details if necessary - Mixed conditionals of type and type B: ACTIVITY 2: Vocabulary - Task 1(6 ms) Aims of the activity To revise the vocabulary taught in the previous units Lesson content & techniques for organizing students’ learning activities - Ask Ss to this activity individually and then check their answers with a partner - Provide them with the correct answers if 134 Expected products & assessment of student work - Ss write their answers on the board or read them out loud (depending on the level of the class) Suggested answers careers apprenticeship necessary pursue flexible professional options C: ACTIVITY 3: Vocabulary – Task (6 ms) Aims of the activity To revise the vocabulary taught in the previous units Lesson content & techniques for organizing students’ learning activities - Have Ss match the words individually first - Remind them to use the correct form - The compound words may or may not need hyphenating - Ask some Ss to write the compound words on the board or read them out loud - When all the compound words have been correctly identified, have Ss the gap filling activity - Check answers as a class D: ACTIVITY4: Pronunciation ( ms) Lesson content & techniques Aims of the for organizing students’ activity learning activities -Remind Ss of the rules about unstressed words in Unit if necessary - Have Ss underline the weak forms and check with a partner before listening to the To check recording their - Play the recording Ask Ss to knowledge of listen and confirm their unstressed answers words - Check answers as a class - Play the recording again for Ss to repeat each sentence out loud - Alternatively, assign this activity as homework and encourage Ss to practise saying the sentences at home E: ACTIVITY 5: Grammar – task (6 ms) 135 Expected products & assessment of student work - Ss write the compound words on the board or read them out loud Suggested answers full-time selflearning textbooks life long self-directed workforce Expected products & assessment of student work Suggested answers 1.There are subtledifferences between a letter of application and a covering letter, but the terms are sometimes used interchangeably A letter of application can stand on its own A covering letter, which is always accompanied by other documents, expresses the job applicant's interest Lesson content & techniques for organizing students’ learning activities -Ask Ss to follow the instruction and complete the To review sentences individually phrasal verbs -Have Ss compare their answers with a partner - Check answers as a class Aims of the activity Expected products & assessment of student work - Ss write down their answers on the board Suggested answers to cut down on back on to talk back to out of come up with will think dropping keep up with F: ACTIVITY 6: Grammar – task (7 ms) Aims of the activity Lesson content & techniques for organizing students’ learning activities -Elicit Ss’ knowledge of adverbial clauses of condition, comparison, manner, and result - Revisit the rules regarding To focus on them if necessary revising - Ask Ss to complete the adverbial sentences on the board while clauses others the activity individually or in pairs - Check answers, and ask Ss to explain their choice of an adverbial clause in each case if necessary Expected products & assessment of student work - Ss write their completed sentences on the board Suggested answers A person will not be able to adapt to changes in life and work unless he or she becomes a lifelong learner Lifelong learning has become so important in our lives that various courses and programs have been designed and developed to meet our needs Minh doesn’t read as many books as Kieu (does) He acts as if he were/ was a career adviser If you don’t keep up with new technology, you’ll be left behind at work Tom studies harder than Jane (does) G: ACTIVITY 7: Grammar – task (7 ms) Lesson content & Aims of techniques for the Expected products & assessment of student work organizing students’ activity learning activities To revise -Ask Ss to the - Ss read their answers in front of the class conditiona activity individually Suggested answers l sentences first, and then … if you could help me to plan my career compare answers with …, he couldn’t/ wouldn’t have done so many a partner things in his life - Have some Ss write …he will earn more money 136 their answers on the board, and then check Ss’ answers as a class … she wouldn’t have achieved this level of success … he would make his lessons more interesting … he would now be able to work with new technologies H ACTIVITY 7: CONSOLIDATION (2ms) Lesson content & Expected products & techniques for organising Aims of the activity assessment of student students’ learning work activities - The aim of this activity is Repeat the main points: to help Ss to consolidate - Elicit from Ss what they The grammar what they have learnt have leant and briefly Pronunciation consolidate the lesson Some new words in the diagrams I HOMEWORK ( 1m) Ask Ss to all the exercises in Work book prepare for the next lesson Period 100 REVIEW LESSON SKILLS I Objectives: 1.Knowledge: - To help students revise what they have learned in Unit 9,10 - To give them a chance to practice Skills: - To help learners get started with skills - Reading: Reading for general ideas and specific information - Speaking: Talking about career planning steps - Listening: Listening for specific information - Writing: Writing a letter of application - To develop 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 Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Lesson plan, Board, chalk, textbook, CD IV Anticipated Problems: Some students may lack vocabulary to understand the dialogue 137 V Procedure A START/ WARM UP - ACTIVITY (3 ms) Lesson content & techniques for organizing students’ learning activities - Begin the review by asking Ss whether they To help Ss remember what they have revise the learnt so far in terms of theme they themes Summarize Ss’ have learnt in answers and add more Unit and 10 information if necessary Aims of the activity Expected products & assessment of student work Suggested answers Unit 9: Choosing a career Unit 10: Lifelong learning B ACTIVITY – Reading (Task 1) (5 ms) Lifelong learning: Why? Lesson content & techniques Aims of the Expected products & assessment of for organizing students’ activity student work learning activities -Ask Ss to read the title and To focus on make guesses about the content -Write the best predictions on the board scanning for of the text, first in pairs, then as - Read the text to check specific information a class C ACTIVITY – Reading (Task 2) (5 ms) Lifelong learning: Why? Lesson content & Aims of the techniques for Expected products & assessment of student activity organizing students’ work learning activities To focus on -Have Ss skim the Suggested answers scanning for questions before reading They need to learn new skills and keep specific improving them throughout their lives because of the text information -Give Ss enough time to the astonishing speed of technological read the text and scan it development to answer the questions LLL means the continuous accumulation of an individual’s knowledge and skills - Ask Ss to discuss their It includes learning that happens in formal answers with a partner and organized settings like schools and - Check answers as a universities, and very often leads to certificates class and give or degrees explanations if Non-formal learning is learning gained in necessary planned activities, whereas informal learning is learning acquired from daily life activities 138 Apart from knowledge, skills, and learning experiences, it builds up systems of values necessary for all individuals With their skills, abilities, and ideas knowledgeable individuals make communities more productive and creative, and contribute to their country’s development and prosperity D ACTIVITY – Speaking (10 ms) Career planning steps Aims of the activity Lesson content & techniques for organizing students’ learning activities Expected products & assessment of student work To consolidate their ability to talk about steps in career planning -Have Ss work in pairs - Ask them to discuss the career planning steps first, and then role play the example with a partner - Ask Ss to decide on the steps important to them - Encourage Ss to practise their conversation until they are fluent and confident Some pairs role play their conversation in front of the class base on the example E ACTIVITY – Listening (8ms) Lifelong learning: good or bad? Aims of the activity Lesson content & techniques for organizing students’ learning activities Expected products & assessment of student work - Have Ss to look at the table and read statements 16 - Play the recording once for Ss to listen and decide on the correct answers To listen for - Play the recording again, pausing at appropriate specific places and highlighting the clues in the listening information text, so that Ss can check their answers in a talk about lifelong - Ask some Ss to report their answers.Correct any wrong answers learning -If time allows, have Ss rewrite and correct the false answers Ss the task then compare the result with their partner Suggested answers T T T F (damage -> enhance) (decrease -> improve) NG NG F ACTIVITY – Writing (Task 1) (4 ms) A letter of application Aims of the Lesson content & techniques for organizing activity students’ learning activities Expected products & assessment of 139 student work -Give Ss enough time to read through the advertisement To get information - Explain any words or concepts that they may not Ss understand the necessary for understand information in job their letter of - Ask Ss to work in pairs or groups and discuss the advertised application qualities and experience necessary for the job advertised G ACTIVITY – Writing (Task 2) (7 ms) A letter of application Lesson content & Aims of techniques for the Expected products & assessment of student work organizing students’ activity learning activities Suggested answers - Give Ss enough time to read through the suggestions individually Encourage them to add any information or ideas To focus - Remind Ss of the on having format of the job them write application letter a letter of applicatio provided in Unit if necessary n - Have Ss write their draft first in class, swap them with a partner for peer review, and then write their final versions at home Personnel Department Happy Travels 1861 Giang Van Minh St Ha Noi Nguyen Minh Quang 2099 Hai Ba Trung St, Ho Chi Minh City 29 May 20 Dear Sir or Madam, I am writing in response to your advertisement in today's Viet Nam News for the post of tour guide at your agency in Ho Chi Minh City I enclose my cv for your information As you can see, I have previous experience which has prepared me for this position I worked as an assistant tour guide for Binh Minh Travels in Ho Chi Minh City for eight weeks last summer My responsibilities included giving information to visitors, accompanying groups of foreign tourists on overnight and multi-location tours, answering visitors' questions and keeping the tours organised, safe, and efficient I am an active and hard-working person I am also self-motivated, sociable, friendly, and enthusiastic I have a good command of English and my IELTS score is 7.5 I sometimes work as a freelance interpreter and translator In addition, I can speak Spanish fluently, as well as a little French If required, I can provide references and any additional information I am very keen to work for your agency and would be grateful for an opportunity to discuss my application with you in person I would be available for an interview at any time Thank you very much for taking the time to consider this application I look forward to hearing from you Yours faithfully, Nguyen Minh Quang H ACTIVITY 8: CONSOLIDATION (2ms) 140 Aims of the activity Lesson content & techniques for organising students’ learning activities Expected products & assessment of student work - The aim of this activity is Repeat the main points: to help Ss to consolidate - Elicit from Ss what they what they have learnt have leant and briefly consolidate the lesson I HOMEWORK ( 1m) Ask Ss to all the exercises in Work book, prepare for the second term test 141 142 ... student work - Do the task in pairs - Explain the answers Suggested answers: C2 D A F III- ACTIVITY 2: Task 2: Decide T or F (12ms) Aims of the Lesson content & techniques for organising activity students’... content of the 22 have learnt lesson - conversation The grammar Some new words HOMEWORK ( 2ms) - Ask Ss to complete their work at home and prepare for the next lesson Period 62 UNIT 6: ENDANGERED... exchanges B: there is - Have Ss compare their answers in pairs A: Lisa and B: or saola 23 C ACTIVITY 2: TASK 2- PRONUNCIATION (5’ ms) Aims of the Lesson content & techniques for activity organising