GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10,11,12 – HỌC KÌ I – HỆ ĐỔI MỚI

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH

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Ths Nguyễn Thanh Tú eBook Collection DẠY KÈM QUY NHƠN LESSON PLAN PHÁT TRIỂN NỘI DUNG

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10,11,12 – HỌC KÌ I – HỆ ĐỔI MỚI WORD VERSION | 2021 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI PERIOD 01 UNIT 1: FAMILY LIFE GETTING STARTED - Household chores Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To help learners get started with some language items in Unit 1 - For vocabulary, that is words and phrases related to household chores and duties - For pronunciation, that is how to pronounce /tr, kr, br/ - For grammar, that is the distinction between the present simple and the present progressive 2. Skills: - To help learners get started with 4 skills in Unit 1 - Reading: Read about the benefits of sharing housework - Speaking: Exchange opinions about household chores - Listening: Listen to people talk about the roles of family members - Writing: Write about doing household chores in the family 3. Attitudes: - To help Ss get started for Unit 1 with the topic "family life" - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: - Read through English Unit 1 - getting started at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (omitted) 3. New lesson: (40 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Lead in Mother: cook/prepare meals (do the cooking), wash Ask Ss if they often do housework and the clothes (do all the laundry), what housework each member of their You: clean/sweep/mop the house/the floor, Father: take out the garbage, do some cooking family does - She's busy doing her work. She spends time both Ask them look at the pictures and guess going out to work and taking after her family what they show - She's a student. She is busy doing her homework.

She often has too much homework to do but she also helps with the housework - He also goes out to work to support the family, but he also shares the household tasks with his family member 1. Listen and read - ask sb out for a game of tennis - go out with sb - prepare dinner - do the cooking Ask Ss listen to the recording and read the conversation - work late - help with the housework/cooking - share the household duties - study for exams - divide household chores - split the chores equally - shops for groceries/ do shopping - clean the house - do the heavy lifting - do all the laundry/ wash the clothes - do the washing up/ wash the dishes - take out the rubbish/garbage - handle/take responsibility for/ be responsible for most of the chores around the house - be responsible for the household finances - homemaker - breadwinner - housework, household/ domestic

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI chores/tasks/duties/ 2. Work in pairs. Decide whether the 4. T 5. T 6. NG statements are true (T), false (F) or 1. F 2. NG 3. F not given (NG) and tick the correct box.

Ask Ss to work in pairs and do the task Asks Ss to give the reasons for their answers household chores household finances 3. Listen and repeat the heavy lifting laundry words/phrases Ask Ss to listen to the recording and rubbish groceries washing - up repeat the words/phrases 4. Write the verbs/verb phrases that split, divide, handle (household) chores are used with the words/phrases in do laundry take out rubbish the conversation shop for groceries do heavy lifting Ask Ss refer back to the conversation do washing - up be responsible for household finances and do the task 4. Consolidation: (3 mins) - Household chores mentioned in the conversation - Practice the conversation 5. Homework: (1 min) - Household chores mentioned in the conversation - Practice the conversation - Do the task again - Read Unit 1 - Language at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 02

UNIT 1: FAMILY LIFE LANGUAGE Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To provide learners some language items in Unit 1 - For vocabulary, that is words and phrases related to household chores and duties - For pronunciation, that is how to pronounce /tr, kr, br/ - For grammar: the distinction between the present simple and the present progressive 2. Skills: - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: - Read through English Unit 1 - language at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) - Ask some Ss to write some new words and do the tasks again 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES VOCABULARY 1. f 2. e 3. a 4. h 5. b 6. g 7. d 8. c 1. Matching the words and phrases - the act of washing plates, glasses, pans with their meaning below.

- an action that requires physical strength Ask Ss to do the tasks and compare the - a person who manage the home, raise children results with their partner - earn money from a job - instead of - routine task - food/ other goods at a shop/ supermarket

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI - cook (do the cooking) - prepare dinner - clean the house - shop - take out the rubbish - do the laundry - do the heavy lifting - do the washing up - be responsible for the household chores Others - mop/sweep/tidy up the house - bathe the baby - water the house plants - feed the baby Elicit more chores to add to the list - feed the cat and dog - iron/fold/put away the clothes - lay the table for meals - mow the lawn I often help my parents V/to V 3. Work in pairs. Discuss the questions below.

I often help with N/Ving in my family Ask Ss to work individually, read their I take the responsibility for Ving/N list of chores and write down the I am responsible for My main responsibility is to V person who does each of the chores Let Ss work in pairs or in groups to ask .... and answer the questions PRONUNCIATION Do as appointed 1. Listen and repeat /tr/ trash Play the recording and let Ss listen /kr/ crane, crack Play it again with pauses for them to /br/ brush repeat each word 2. Listen to the sentences and circle 1. Her brother borrowed her motorbike and crashed the word you hear. it - b Ask Ss to read the word in rows paying 2. The crane has been there for quite a while - b attention to the difference between the 3. I like bread with butter - c 4. Is it true that he quit? - a sound clusters Play the recording and let Ss listen to the sentences and circle the word they hear GRAMMAR - daily habits and routines 1. Read the text and choose the - is happening or not happening now, at the moment correct verb form of speaking 2. cooks 3. cleans 4. is watching Let Ss read the text individually once 1. does and ask them to pay attention to the 5. is doing 6. is doing 7. is tidying up 8. is trying - do most of the housework words/phrases such as every day, - housewife - Mother's Day - do it all for her today, at the moment Ask them to work in pairs to compare - watch one's favourite programme on TV - try hard - make it a special day for sb their answers Elicit the use of the present simple and the present progressive 2. Use the verbs in brackets in their 1. does, is not cooking, is working 2. is taking out 4. is preparing correct form to complete the 3. cleans, is cleaning 5. look after, works 6. is watching, watches sentences Let Ss work in pairs to give the answers - work on an urgent report - prepare for one's exams Ask them to give clues for their answers divide the duties in the house look after the children work to earn money watch out now = presently = currently 4. Consolidation: (3 mins) - Vocabulary related to household chores - The present simple Vs the present progressive - The pronunciation of /tr, cr, br/ 5. Homework: (1 min) - Vocabulary related to household chores - The present simple Vs the present progressive - The pronunciation of /tr, cr, br/ - Do the task again - Read Unit 1 - Reading at home 2. List all the household chores that are mentioned in the conversation.

Then add more chores to the list.

Ask Ss to work in pair. Read the conversation again and do the task

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI PERIOD 03 UNIT 1: FAMILY LIFE READING – Sharing housework Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - Vocabulary related to the topic of sharing housework 2. 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 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 1 - Reading at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) The use of the present simple and the present progressive and do the tasks?

3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Lead in Inform Ss of the lesson objectives: Read and understand the text about roles in the family PRE READING the mother is doing the washing up 1. Look at the pictures and answer the the father is tidying up the dinning table questions the first daughter is cleaning the floor Let Ss work in groups, do the task the second daughter is cleaning the refrigerator Yes they are because they do the housework together. all members of the family share the housework WHILE READING 2. Read the text below and decide c. Sharing housework makes the family happier which of the following is the best title - be considered + a + N/to be for it - woman's duty - the rest of the family Let Ss read the three heading a, b, c first - help out and make sure they understand all of - be good for all the relationships within the family - be good for sb as individual - psychologist them - realise enormous benefits Ask Ss to read through the text once - do well/better at school - become more sociable without stopping at the words that they - have better relationships with sb - learn good skills - be more responsible don't know the meaning - tend to V - overall good people Ask them to work in pairs to decide on - see sb Ving - care about sb the best title for the text that gives the - put all of the housework on sb - contribute to the household chores general idea of the whole text - be vulnerable to illness - think about divorce Help them eliminate the choice that is - work together on household chores only one aspect of the text - positive atmosphere >< negative - set a good example for sb - find a way to do st - be critical of each other - work well together 3. Look again at the text. Can you 1. sociable - friendly understand the words from the 2. vulnerable - able to be easily physically, context? Tick the appropriate meaning emotionally or mentally hurt 3. critical saying that st is bad for each word from the text Let Ss read the text again, understand the 4. enormous - very very large 5. tend - likely to behave in a particular way words: sociable, vulnerable, critical,

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI enormous and tend 4. What does "it" in line 11 and line 14 mean?

Ask Ss to work in pairs, find out what "it" refers to in each sentence.

5. 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

Line 11: c - the husband doing housework Line 14: b - the time when everyone work together in the house 1. children benefit 2. why ... better relationship 3. What may happen 4. family benefit 1. They do better at school, become more sociable, and have better relationships with their teachers and friends 2. Because it shows that they care about their wives and that makes their wives happy 3. They may fall ill easily or may think about divorce 4. There is a positive atmosphere for the family POST READING 1. I have some problems/ difficulty/ trouble in 6. Discuss with a partner organizing the time and the order of my housework logically and scientifically Put Ss in groups of four and let them discuss the questions freely 2. Sharing housework makes my family members closer to each other 4. Consolidation: (3 mins) - Vocabulary related to sharing the household chores - Reading skills: skimming, scanning, guessing the meaning (words/phrases) through context 5. Homework: (1 min) - Vocabulary related to sharing the household chores - Reading skills: skimming, scanning, guessing the meaning (words/phrases) through context - Do the task again - Read Unit 1 - Speaking at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 04

UNIT 1: FAMILY LIFE SPEAKING – Chores I like!

Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - Vocabulary related to the topic of household chores - To provide learners different expressions of like and dislike 2. Skills: - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: - Read through English Unit 1 - Speaking at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Distinguish the use of the present simple and the present progressive and do the tasks again 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Lead-in Do as appointed Ask Ss to brainstorm with the key - Do/share the housework/household/domestic chores/ work housework tasks/duties Suggestions: - split/divide/handle the household chores - peel the potatoes - prepare breakfast, lunch, dinner - run to the shop/ get some eggs - cook breakfast, lunch, dinner

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI - help sb with the dinner ...

- empty the dustbin/dishwasher/waste-bin - clean the refrigerator/cooker - put the toy away - throw out empty bottles - be responsible for the family/household finances - work to earn money

- do the cooking, shopping, laundry, washing up, gardening, dusting, ironing, cleaning, heavy lifting, washing - shop for groceries - make the bed - water the plants - water/feed the pets - clean/mop/sweep the house, the floor, the patio - hoover the sitting room - tidy up the house - take out the rubbish, garbage - look after/raise the children - lay/clear/wipe the table - hang the washing out - wash the dishes/clothes - iron/fold the clothes - give st a wipe/ clean Do as appointed. Like: - cooking I like eating/cooking - sweeping the floor It's easy/not too hard /I like seeing the house clean after I sweep it - lay the table I like seeing delicious food on the table - do the ironing I like to be well-dressed/I like my clothes to be in good conditions - water the plants/feed the pets I love animals/ I love green plants in my house - take out the rubbish - It helps to protect the environment Dislike: - cleaning the bathroom It's dirty - wash the dishes I often break things when I do the washing up - do the cooking It's hot and I sometimes cut myself

1. Which household chores do you like and which do you dislike? Why? Ask Ss to work by themselves, write at least 3 household chores they like and 3 they dislike then add a reason More Suggestions: - mop/tidy up the house It make me tired/It's tiring - do the laundry It's time consuming - do the ironing It's not easy. I sometimes burn the clothes 2. Match Mai's answer with Do as appointed Anna's question and practise What household chores do you do every day? the dialogue Which of the chores do you like doing the most?

Let Ss work in pairs. Ask them to What do you like about it?

Which of the chores do you dislike doing the most? read all the questions and guess the answer.

1. c 2. a 3. d 4. b 3. a.

Have a similar - Do as appointed conversation with a partner. What household chores do you do every day?

Find out which chores she/he Which of the chores do you like doing the most? likes or dislikes and why.

What do you like about it?

Ask Ss to interview their friends Which of the chores do you dislike doing the most? and note down on the sheet of Like/ enjoy/ fancy/ be interested in/ feel like/ love/ be paper fond of/ be keen on - Name: - Household chores: Dislike/ hate/ don't like/ detest/ - Do as appointed - Likes Reason - Dislike Reason I have just interviewed .... about the household chores 3. b. Report to the class about he/she does in the family. your partner's likes and She/He often ... dislikes She/He likes ... because Ask Ss to go to the board, look at She/He dislikes ... because their note and report the result to the class 4. Consolidation: (3 mins) - Vocabulary related to household chores one likes and dislikes - Speaking skills: making a dialogue based on the sample, interviewing, reporting 5. Homework: (1 min) - Vocabulary related to household chores one likes and dislikes - Speaking skills: making a dialogue based on the sample, interviewing, reporting - Do the task again - Read Unit 1 - Listening at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI PERIOD 05 UNIT 1: FAMILY LIFE LISTENING – Family Life – Changing Roles Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: Vocabulary related to the topic of family life - changing roles 2. Skills: - To promote Ss to develop their listening skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: - Read through English Unit 1 - Listening at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) - Ask some pairs of Ss to make the interview and report again 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Do as appointed Lead in Woman/wife Man/Husband Write down two words wife/woman and husband/man and ask Ss to note - do all the housework share any not down the role of them in the past and - be responsible for child- housework in present time raising/ be financially - go out to work and earn dependent money/ breadwinner - not have much power in - have the total power in both the society and both the society and family family - go out to work and look - earn money and share after the family the housework - have better education, - fair attitude toward have more power in both women the society and family 1. Look at the chart and discuss the Do as appointed changes in weekly hours of basic In 1976, married women in the USA did four times as housework by married men and much housework as married men In 2012, married women in the USA did three-fifths of women in the USA Ask Ss to work in pairs, look at the the housework and married men did the rest. chart and discuss the changes in the From 1976 to 2012 the weekly hours of basic weekly hours of basic housework by housework done by married men increased greatly.

This means that married men in the USA tend to share married men and women in the USA more and more housework with their wives.

Do as appointed 2. Listen to a family expert talking 1. T 2. T 3. T 4. F 5. T about how the role of men and Tape script women in families have changed and decide whether the following Today we'll discuss the changes in roles performed by is T or F men and women in the family. Changes in family life 1. children raising: Both parents have have made men's and women's roles more alike than equal responsibility to nurture and to ever as the wives are also be responsible for the family take care of the children finances.

2. Breadwinning: Husband's and Family experts say the old notions of who does what in wife's careers are equally important the family may be more and more unclear. Men are not 3. Housework: The household chores the sole breadwinners for the family like they used to should be equally divided between be and they are becoming much more involved in the wife and the husband housework and parenting

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI 4. Recreation: Both partners have an equal chance at time for their own interests and of course, to be with each other Experts have found out that families that can keep to those four principles of "equally shared parenting" become happier and the divorce rate is the lowest amongst them.

3. Work in pairs. Match the word and phrase with appropriate meaning Let Ss work in pairs to match the word and phrase with its appropriate meanings 4. Listen again and answer the question Ask Ss to read the question carefully and then answer the questions

Because men and women's role in families have become more alike, for couples to balance their work and family life, perhaps, "equally shared parenting" is the best solution. "Equally shared parenting" means the "conscious and purposeful sharing" in domains of life:

Do as appointed 1. e 2. b 3. c 4. d 5. a Provide Ss with the tape script and ask them to fill in the blank 1. alike 2. sole 3. involved 4. balance 5. equally 6. divorce 1. They are not the only breadwinner in the family, and they get more involved in housework and parenting 2. Both are responsible for family finances, home making and parenting 3. The families become happier and the divorce rate amongst them is the lowest 4. Consolidation: (3 mins) - Vocabulary related to the topic - Listening skills - Vocabulary related to the topic of family life - changing roles 5. Homework: (1 min) - Listening skills - Do the task again - Read Unit 1 - Writing at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 06

UNIT 1: FAMILY LIFE WRITING – Many hand-made light work Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: Vocabulary related to the topic sharing the housework 2. Skills: - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: - Read through English Unit 1 - Writing at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some pairs of Ss to make the interview and report again 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Work in pairs and discuss the Do as appointed meaning of the saying "Many hands This saying means if many people share a piece of make light work" work, it will become easy for everybody. This also Ask Ss to do the task applies to doing housework in the family. If all members contribute to housework, each won't have to do much.

2. Read the text about Lam's family Dad: mending things around the house, cleaning the and complete the chore chart bathroom

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI Ask Ss to do the task

Mum: do most of the cooking and grocery shopping Lam: doing the laundry, taking out rubbish, cleaning the fridge, laying the table for meals, sweeping the house and feeding the cat (share with sister) An: helping mum prepare meals, wash the dishes, laying the table for meals, sweeping the house and feeding the cat (share with brother) 3. Read the text again and answer the 1. There are four people in Lam's family 2. Both parents work and the children spend most of question Ask Ss to do the task their time at school 3. They split the housework equally in the family 4. The father ...

5. Yes, they do, they do it willingly 6. The burden is not on one or two people, so everyone has time to relax.

4. Make your family chore chart, then Do as appointed using the ideas in the chart, write a - work individually to make family chore chart paragraph about how people in your - make an outline of the paragraph family share housework based on the - exchange their writing for peer comment 1. Introduction (Q 1, 2) 2. Body (Q 3, 4) idea on the chart 3. Conclusion (Q 5, 6) 4. Consolidation: (3 mins) - Vocabulary related to the topic - Writing skills 5. Homework: (1 min) - Vocabulary related to the topic of sharing household chores - Writing skills - Do the task again - Read Unit 1 - Communication and Culture at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 07

UNIT 1: FAMILY LIFE COMMUNICATION AND CULTURE Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: To provide learners some communication samples and cultural items 2. Skills: - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 1 - Communication and Culture at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some Ss to go to the board and read their writings 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Communication Discussion - who does what in your Mr. Pham Hoang c, e, g Mrs. Mai Lan: a, f family?

Mr. Nguyen Nam: b, d 1. Look at the pictures and say what Tape script is each person doing TV host: Good evening, welcome to the Happy Family Ask Ss to do the task Programme. Our topic today is "Roles in the family" and our guests are Mr. Pham Hoang, an artist, Mr. Nguyen

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI Nam, a teacher and Ms. Mai Lan, a doctor. Now We'll hear what they think the roles of the wife and husband are in today's society. Mr Pham Hoang?

Mr. Pham Hoang: Well, in my opinion, in the family, the husband is the provider while the wife if the homemaker. Her job is to look after everyone in the family and take care of the house to make sure it's clean and neat and that the family has good meals every day.

TV host: So you mean the wife has to do most of the housework? What do you think Ms. Mai Lan? Ms. Mai Lan: Well I don't think so. Women's roles have changed. They also work to share the financial burden with their husbands, so their husbands should share the household duties with them TV host: I see. What do you think, Mr. Nguyen Nam? Mr. Nguyen Nam: I agree with Ms. Mai Lan. 3. Work in groups. Discuss the Homemaking can't only be the job of the wife or the questions. Then report your group's husband. Both should join hands to provide for the opinions to the class. family and to make it happy.

Do as appointed Ask Ss to do the task Culture - Two students read out the texts Read the two test about family life in - take note new words Singapore and in Vietnam and nuclear family >< extended family child minder = baby sitter answer the questions - Ask Ss to do the task nursing home Answers Questions in Singapore In Vietnam Type of family nuclear family extended family Child caring Nursery Grandparents or school or child great minder grandparents Old-person Nursing home Children or caring grandchildren Educating Taking part in Helping children activities of with their children Parent homework, Support Group giving them or Parent advice on Teacher behaviour Association 4. Consolidation: (3 mins) - Discussion the change in women's and men's roles - Family life in Singapore and in VN 5. Homework: (1 min) - Discussion the change in women's and men's roles - Family life in Singapore and in VN - Do the task again - Read Unit 1 - Looking back and Project at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

2. Listen to the TV talk show. Who said what?

Ask Ss to read the statements Play the recording. Ss listen and do the task The man is doing his housework: do the cooking, cleaning and laundry The woman is doing her housework: do the cooking, ironing, cleaning, laundry, and looking after the children They are too busy and tired of their household chores. They look unhappy and They are easy to get angry

PERIOD 08

UNIT 1: FAMILY LIFE

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI LOOKING BACK AND PROJECT Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To help students revise what they have learned in unit 1 - To do a small project in which they can develop their speaking skills 2. Skills: - To develop their communication skills and cultural understanding - To develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students Read through English Unit 1 - Looking back and Project III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask Ss to go to the board talk about family life in Singapore and in VN 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES LOOKING BACK - Do as appointed Pronunciation cream /kr/ brushed /br/ crashed /kr/ - Play the recording and let Ss listen and tree /tr/ traffic /tr/ try /tr/ write created /kr/ brother /br/ brown /br/ /tr/, /br/ and /kr/ above the word that bread /br/ breakfast /br/ brave /br/ true /tr/ has the corresponding consonant cluster travelling /tr/ train /tr/ increasing /kr/ sound. Then, put Ss in pairs to practise crime /kr/ reading the sentences - Do as appointed Vocabulary 1. What are the people doing?

1. preparing meals 2. shopping for groceries - Let Ss work in pairs to write the name 3. doing the laundry 4. taking out rubbish of the chore under each picture 5. cleaning the toilet 6. doing the washing-up 7. doing the ironing 8. sweeping the house 2. Use the words/phrases to complete 9. watering house plants 10. feeding the cat - Do as appointed the text 2. shops for groceries - Ask Ss to read the text carefully, using 1. does the cooking the context clues to decide which 3. does the heavy lifting 4. laundry 5. ironing 6. takes out the rubbish word/phrase can be used 7. sweeping the floor/house 8. lays the table 9. does the washing up Grammar 1. Finish the sentences with either the present simple or the present - Work in pairs, do the task 1. am writing/ miss 2. am looking after continuous - work in pairs to finish these sentences 3. looks/ is wearing 4. am cooking 2. Work in groups. Discuss the 5. are you reading 6. do people in your family do following questions Put Ss in groups to discuss the questions - Work in groups, do the task PROJECT Work in groups, compare your findings and Do a survey reports to the class.

Let the groups have some time together the assemble Ask Ss to do the survey the results of their survey 4. Consolidation: (3 mins) - Revise what Ss have learnt in unit 1 - Do a survey and report the result 5. Homework: (1 min) - Revise what Ss have learnt in unit 1 - Do a survey and report the result - Do the task again - Read Unit 2 - Getting started

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 09

UNIT 2: YOUR BODY AND YOU GETTING STARTED - An apple a day Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To help learners get started with some language items in Unit 2 - For vocabulary, that is words and phrases related to illnesses and health - For pronunciation, that is how to pronounce /pr, pl, gr, gl/ - For grammar: the future simple and going to and the revision of the passive voice 2. Skills: - To help learners get started with 4 skills in Unit 2 - Reading: Read about acupuncture - Speaking: Speak about getting rid of bad habits - Listening: Listen to a text of choosing a healthy diet - Writing: Write about what to eat and not to eat 3. Attitudes: - To help Ss get started for Unit 2 with the topic "your body and you" - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 2 - getting started at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Revise vocabulary, grammar, pronunciation of unit 1 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Lead in Ask Ss to make a list of healthy and unhealthy things - Healthy things: fruit, fruit juice, milk, vegetable, vitamin, fish, beef, physical exercise - Unhealthy things: wine, beer, coffee, cigarette, lack of physical exercise 1. Listen and read - take notes some new words Ask Ss listen to the recording and saying = idiom = proverb read the conversation sick = ill Alzheimer's disease lose weight >< gain weight / put on weight boost = rise = encourage = promote disease = illness = sickness = malady brain's memory function incredible = unbelievable = amazing/surprising get a disease 2. Work in pairs. read the - Work in pairs, answer the questions conversation again and answer 1. This saying means apples in particular and fruits in general are good for our health the question Ask Ss to work in pairs and do the 2. Eating apples or drinking apple juice can bring about 3 main benefits: helping you to lose weight, build healthy task Asks Ss to give the reasons for their bones and prevent diseases like cancer.

3. It affects memory or the brain answers 4. He feels surprised at the benefit of apples and apple juice.

3. Listen and repeat the prevent disease bones weight words/phrases brain boost healthy Ask Ss to listen to the recording and repeat the words/phrases 4. Wise words: laughter is the When I failed my math examination last semester and had

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI to retake it, I felt really upset and ashamed of myself. I avoided meeting my friends and just stayed at home during summer holiday, but my close friend was very helpful and sympathetic. She encouraged me and cheered me up by telling me jokes and making me laugh. The laughter really helped and I could be more comfortable and confident.

4. Consolidation: (3 mins) - Benefits of apples and apple juice mentioned in the conversation - Practice the conversation 5. Homework: (1 min) - Benefits of apples and apple juice mentioned in the conversation - Practice the conversation - Do the task again - Read Unit 2 - Language at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

best medicine Ask Ss to work in groups to report on a time when laughter was the best medicine for them

PERIOD 10

UNIT 2: YOUR BODY AND YOU LANGUAGE Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To provide learners some language items in Unit 2 - For vocabulary, that is words and phrases related to illnesses and health 2. Skills: To promote Ss to develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 2 - language at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some Ss to write some new words and do the tasks again 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES VOCABULARY - Take notes some new words circulatory system be made up of 1. Matching the words and phrases with their definitions below. blood vessels digestive system a. Matching break down the food we eat respiratory system breath out carbon dioxide Ask Ss to do the tasks and compare the breathe in oxygen results with their partner skeletal system support our body nervous system b. Practise saying the names of the 5 protect our organs controller feel emotions systems 2. d 3. b 4. e 5. a Asks Ss to take turns to say the name of 1. c the 5 systems - Do as appointed 2. Which system do the body parts 1. circulatory system: blood/ heart below belong to?

2. digestive system: stomach/ intestine Ask Ss to work in pair. Put body parts 3. respiratory system: breath/ air/lung in correct systems 4. skeletal system: bone/ spine 5. nervous system: skull/ brain/ nerve/ thinking PRONUNCIATION Do as appointed 1. Listen and repeat /pr/ print /pl/ plough /gr/ gradual /gl/ glance Play it again with pauses for them to repeat each word 2. Read these sentence aloud - Do as appointed: to read the sentence aloud Play the recording and let Ss listen to

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI the sentences GRAMMAR - Do as appointed 1. Read the following about will and Give examples or explanation if necessary be going to Let Ss read through the use of will and going to - Work in pairs, do the task 2. Identify the use of will and be 1. 1 2. 3 3. 5 4. 6 5. 2 going to Ask them to give clues for their answers - Work in pairs, do the task 3. Put a tick for an appropriate 1. x (2) 2. v (4) 3. v (6) 4. v (5) sentence and a cross for an 5. x (5) 6. v (4) 7. v (5) 8. v (1) inappropriate one Ask Ss to work in pairs, read the sentence and do the task 4. Complete the following sentences - Work in pairs, do the task with the right form of will/ be going 1. is going to rain/will (6/4) 2. won't (2) 3. will/ is going to (4/6) 4. are going to (5) to - Ask Ss to work in pairs and do the 5. will (4) 6. are going to (5) task 7. will (1) 8. am not going to 4. Consolidation: (3 mins) - Vocabulary related body parts and systems - Will Vs be going to - The pronunciation of /pr, pl, gr, gl/ 5. Homework: (1 min) - Vocabulary related body parts and systems - Will Vs be going to - The pronunciation of /pr, pl, gr, gl/ - Do the task again - Read Unit 2 - Reading at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 11

UNIT 2: YOUR BODY AND YOU READING - Acupuncture Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: To provide learners some vocabulary related to acupuncture 2. 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 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 2 - Reading at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some Ss to distinguish the use of will and be going to 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Lead in Inform Ss of the lesson objectives: Read and understand the text about acupuncture PRE READING Work in groups, do the task 1. Look at the picture and title, do Acupuncture is a traditional medical treatment which you know anything about is widely used in Asian countries such as China and acupuncture Vietnam.

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI Let Ss work in groups, do the task WHILE READING 2. Read the text below. In pairs or groups, choose the three most interesting things you learnt about acupuncture.

Let Ss read the text and do the task

- Work in groups, do as appointed + one of the oldest medical treatment in the world + can ease pain and treat from simple to complicated ailments. + There are more than 2000 acu-points where hairthin needles are placed + is considered to be very safe + is used as a reliable alternative to modern medicine by a lot of people Ask Ss to report their result to class + an estimated 8.2 million American adults have tried acupuncture 1. diseases = ailment 2. stop = ease 3. Read the text quickly and find words which are closest in meaning 3. pressure point = acupoint 4. care = precaution 5. choice = alternative 6. cure = treatment to the following Let Ss read the text again, work in pairs 7. proof = evidence 8. enhance = promote and do the task 4. Read the text again and answer the questions Ask Ss to work in pairs, read the text again and answer the questions 1. It's promoting harmony between humans and the world around them and a balance between jin and jang 2. It is believed to promote the body's natural healing capacities and enhances its functions 3. There are more than 2000 nowadays 4. They are soreness, slight bleeding or discomfort 5. Those who have electrical or electronic medical devices inside them 6. Acupuncture is considered as a reliable alternative to modern medicine POST READING Yoga consists of light or medium physical exercise 5. Do you know any other which helps to enhance your strength and healing alternative therapies like yoga, capacities. acupressure, head massage or Like acupuncture, Acupressure affects your acupoints.

However, It's considered to be safer. It helps to aromatherapy Put Ss in groups, ask them give release/ease pressure, stress and tiredness information they know about other Head massage helps to release pressure, stress and alternative therapies tiredness, helps blood to circulate better.

The aromatherapy use fragrance to make us feel Ask Ss to report comfortable, it helps us to reduce stress.

4. Consolidation: (3 mins) - Vocabulary related to acupuncture and other alternative therapies - Reading skills: skimming, scanning, guessing the meaning through context 5. Homework: (1 min) - Vocabulary related to acupuncture and other alternative therapies - Reading skills: skimming, scanning, guessing the meaning through context - Do the task again - Read Unit 2 - Speaking at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 12

UNIT 2: YOUR BODY AND YOU

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI SPEAKING Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To provide learners some vocabulary related to good and bad habits - To provide learners different expressions of giving advice and suggestions 2. Skills: - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 2 - Speaking at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some Ss to talk about acupuncture 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Which of the following Do as appointed habits are good for you?

There are a lot of habits which are good for us. They are Let Ss to discuss in groups and being thankful, keeping a routine, doing regular exercise, find out which habits are good never giving up, saving money, and reading regularly. for them and which are bad for On the other hand, some habits such as staying up late, smoking, watching TV all day, littering, and eating what you them? like are bad for us.

2. Discuss why some of the Do as appointed habits are good for you, why There are a lot of reasons why some habits are good for us. some are bad for you. How can Firstly such habits as doing regular exercise and keeping a you stop the bad habit? routine are good for our health. Besides some habits such as Ask Ss to work in groups to reading regularly help us to enrich our knowledge. In discuss the questions addition, other habits make us to behave better and live more independently.

Most of bad habits often affect our health, make us tired and reduce our strengths.

There are some things we can do to stop a bad habits. First of all, we should make a list of negative effects of that habit.

Besides, We must find out an alternative to that habit. For example, instead of watching TV too much, you can read books, go out with your friends and take part in other outdoor activities. Last but not least, We are advised to hang out with people who don't have that bad habit.

3. Look at the following text Do as appointed and read the advice. Do you We could follow some of these tricks to get rid of bad habits think you could follow it? Why - swap good habits for bad ones or why not. Ask them to read - think of the benefits you will have when you get rid of a bad the text and discuss with their habit partner to answer the questions - shake up your routine slightly 4. Choose one bad habit and - Do as appointed Kick staying up late make a list of do's and don'ts Do's Don'ts Ask Ss to work in groups and do the task Plan things carefully Watch horror films or Finish work early frightening TV programs Eat just enough at dinner Drink coffee and strong tea Take naps during the day Wake up early

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI Do exercise Kick smoking

Get up late

Do's Don'ts Make a list of dangerous effects of Hang out with smoking smokers Chew sing gum whenever you want Put/place cigarettes to smoke within your reach Only go to non-smoking places 4. Consolidation: (3 mins) - Vocabulary related to good and bad habits - Expressions of giving advice and suggestions - Speaking skills: discussing in pairs and groups, reporting the result to class 5. Homework: (1 min) - Vocabulary related to household chores one likes and dislikes - Vocabulary related to good and bad habits - Expressions of giving advice and suggestions - Speaking skills: discussing in pairs and groups, reporting the result to class - Do the task again - Read Unit 2 - Listening at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 13

UNIT 2: YOUR BODY AND YOU LISTENING – The Food Pyramid Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: To provide some vocabulary related to food pyramid and a healthy diet 2. Skills: - To promote Ss to develop their listening skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 2 - Listening at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some pairs of Ss to talk about good and bad habits 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Do as appointed Lead in Good Bad Let Ss make a list of food and drink that are good and bad for us vegetable/ fruit/ fish meat/ oil/ coffee milk/ fruit juice/ beer and wine/ mineral water alcoholic drink 1. What do you usually have for Do as appointed lunch and dinner? Do you care I often have rice, meat, and sugary drink about the nutritional value of the I rarely have vegetable and fruit juice for my lunch and dinner things you eat?

Ask Ss to work in pairs, discuss and We know little about the nutritional value of the things we eat answer the questions 2. Look at the picture below. What Do as appointed do you think the listening is about? Look at the food pyramid we can see that in order to control our weight, we should not only have a healthy Now listen Let Ss work in groups and describe diet but also do regular exercise. the food pyramid As can be seen from the food pyramid, we should eat

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI Play the tape twice 3. Listen again and decide whether the statements are T or F Let Ss work in pairs to do this task 4. Listen again divide the plate into sections and label which food should be in each section Ask Ss to work in groups and do this task

more foot from the bottom part of the pyramid (vegetable, fruit, whole grains) and fewer from the top (red meat, refined grains, potatoes, sugary drink and salt) Do as appointed 1. F – simple 2. T 3. F - fewer/ at the bottom 4. T 5. F - a quarter of - Do as appointed Vegetable (varied) whole fish, nut grains poultry, beans

4. Consolidation: (3 mins) - Vocabulary related to food pyramid and a healthy diet - Listening skills 5. Homework: (1 min) - Vocabulary related to the topic of family life - changing roles - Vocabulary related to food pyramid and a healthy diet - Listening skills - Do the task again - Read Unit 2 - Writing at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 14

UNIT 2: YOUR BODY AND YOU WRITING Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To provide learners some vocabulary related to healthy foods and drinks - To instruct Ss different expression of thanks, asking for and giving advice 2. Skills: - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 2 - Writing at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask Ss to talk about different sections of a healthy dinner plate 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES - Do as appointed 1. Build a list of food from your own experience Ask Ss to do the task 2. Read the fact below. Do you - Read the text and note down new words have some of these foods on your - allergies: shellfish, mussel, shrimp, crab, seafood, milk, list? wheat, soya, peanuts - bad breath: garlic, onion, fish, curry, alcohol, cabbage Ask Ss to do read the text - stress: caffeine-containing food: coffee, cola, chocolate More:

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI - sleepiness: dairy product, cottage cheese, milk, soy product: soy milk, tofu, honey, almonds, banana, poultry, whole grains, beans, rice, avocado, sesame, flaxseed, papayas

tea, alcoholic drink, refined sugar, white flour, salt, saturated fats, processed food, junk food, fast food containing synthetic additives - sleeplessness: caffeine containing coffee, cocoa, strong tea, coffee, alcohol, fatty/spicy food, (MSG (monosodium glutamate), artificial colours, flavourings) Dear expert, 3. Write inquiries for advice on the diet I have been an expectant woman for two months and I Ask Ss to work in groups and do the really wonder which foods are good and which are not good for me and my baby. I would be very task Or: grateful/thankful if you could give me some information Dear expert, about this.

I have just had my appendix out/ Thank you Linda appendicitis operation last week/ and I was wondering if you could Dear expert, advise me what to eat and not to eat I am going to have my stomach operation next week and I so that I can recover quickly. know that what I eat may have some effect on my recovery Many thanks after the operation. Could you give me some advice on this.

Peter Thank a lot James 4. You are the food specialist, give Do as appointed advice Ask Ss to work in groups to Dear Linda, do this task Pregnancy is a very important and sensitive period on which foods and drinks have great influences. They provide Ask Ss to exchange their writing for nutrition and necessary substances for the development of peer comment the baby.

You are advised to eat whole grains with fish, beef, poultry or red meat which make up half of your plate in your major meals. They will provide you and your baby enough amount of protein.

For the other half of the plate, you should eat vegetables and fruits which are rich in vitamins and fibres.

Besides, you drink about 2 litters of water, or fruit juice per day. This ensures that you and your baby are well hydrated.

Three glasses of milk each days will provide you and your baby with carbohydrate and micro-substance You shouldn't smoke during you pregnancy in case your baby may be defected or mentally retarded.

You shouldn't drink caffeine containing and alcoholic drink.

4. Consolidation: (3 mins) - Vocabulary related to the topic of sharing household chores - Writing skills 5. Homework: (1 min) - Vocabulary related to the topic of sharing household chores - Writing skills - Do the task again - Read Unit 1 - Communication and Culture at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 15

UNIT 2: YOUR BODY AND YOU

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI COMMUNICATION AND CULTURE Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: To provide learners some communication samples and cultural items 2. Skills: - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups - To provide Ss some motivation 3. Attitudes: - To encourage Ss to work harder II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 2 - Communication and Culture at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some Ss to go to the board and read their writings 3. New lesson: (40 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Communication - Do as appointed Discussion - who does what in your Picture 1, 2, 3: People are doing physical exercise. family?

Picture 4: People are swimming and diving.

1. Look at the pictures. Which parts These activities benefit various parts of our body. They of the body does each activity are good for skeletal system, circulatory system benefit? respiratory system, nervous system and digestive Ask Ss to work in groups and do the system. task - Do as appointed 2. In pairs or groups, discuss why They stimulate our bones, joints and muscles and us to these activities are healthy reduce pressure and tiredness (skeletal system) , cause Ask Ss to read the statements the blood to circulate better (circulatory system), help us to control our breath (respiratory system), make us Play the recording. Ss listen and do feel comfortable and relieved so that we can think the task reasonably(nervous system), help us to break 3. Work in groups. Choose a system down/digest the food quickly, burn calories (digestive of the body and make a list of all system).

- Do as appointed activities that are good for it Culture - Two students read out the texts 1. Read about the health beliefs and - take note new words practices in two different countries. balance >< imbalance - Ask Ss to do the task Herbal medicines indigenous/local folk practices cost-effective 2. Discuss the similarities and - Do as appointed differences in health beliefs and Vietnamese and Indonesian people have both practices between the two similarities and differences in their health beliefs and countries practices. For the similarity, that is the use of herbal and traditional medicines to treat the ill. In these both countries, traditional treatments, and herbs are considered to be safe, effective and affordable. For the differences, Vietnamese people consider the imbalance of yin and yang as the cause of sicknesses while 3. Do you know any traditional therapy (treatment without Indonesian people believe that illnesses are caused either naturally or personally. That is the reason why medicine)? Share the basic ideas folk medicine Vietnamese practicers try to restore the Ask Ss to work in groups, talk about yin/yang balance whereas Indonesian ones pay acupuncture attention to restoring normal, proper and comfortable

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI condition.

- Work in groups, talk about acupuncture.

4. Consolidation: (3 mins) The similarities and differences in health beliefs and practices between two countries - Discussion the change in women's and men's roles 5. Homework: (1 min) - Discuss the similarities and differences in health beliefs and practices between two countries - Read Unit 2 - Looking back and Project at home - Do the task again IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 16

UNIT 2: YOUR BODY AND YOU LOOKING BACK AND PROJECT Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To help students revise what they have learned in unit2 - To do a small project in which they can develop their speaking skills - To promote Ss to develop their communication skills and cultural understanding 2. Skills: - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 2 - Looking back and Project III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) To talk about health beliefs and practices in VN and in Indonesia 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES LOOKING BACK - Do as appointed Pronunciation prince /pr/ play /pl/ prime /pr/ - Play the recording and let Ss listen producing /pr/ glance /gl/ pray /pr/ and write grounding /gr/ growth /gr/ /pr/, /pl/,/gr/,/gl/ above the word grimm /gr/ ground /gr/ that has the corresponding grass /gr/ consonant cluster sound. Then, put Ss in pairs to practise reading the sentences - Do as appointed Vocabulary 2. lung/heart 3. digestive Complete the following sentences 1. brain 6. stomach with a word or phrase about the 4. skeletal 5. respiratory 7. nervous body - Let Ss work in pairs to do this task - Do as appointed Grammar 1. will become (4) 5. is used Underline the word in italics that 2. are broken down and converted 6. won't go (3) best completes the sentence 3. is going (5) 7. are supported by - Ask Ss to work in pairs to do the 4. are stimulated 8. is going to rain (6) task PROJECT 1. Go round the class and ask other - Do as appointed students to rank the order of Diets/ Personal hygiene/ Medical Care/ Leisure importance of the following Activities Lan thinks/ believes that categories in staying healthy.

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI Ask Ss to work in groups and do the In Lan's opinion task ... is the most important to stay healthy Next is ...

2. Report your findings to the class it is followed by ...

Let Ss to present the findings in front ... is more important than ... .... is less important than ... of the class ... is the least important.

4. Consolidation: (3 mins) - Revise what Ss have learnt in unit 2 - Discuss the question and report the result - Revise what Ss have learnt in unit 2 5. Homework: (1 min) - Discuss the question and report the result - Do the task again IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 17

WRITTEN TEST I Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To test and mark the students - To get feedback from the students 2. Skills: To help Ss develop their skills to do MCQ tests 3. Attitudes: To give Ss the motivation to learn hard for their exam II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, test papers - Testing method: Multi-choice questions 2. Students: Prepare for the test at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check – up: (omitted) 3. Testing fields: (43 minutes) * Vocabulary: Unit 1 – FAMILY LIFE Unit 2 – YOUR BODY AND YOU * Grammar: The present simple vs the present progressive/ Will vs be going to V * Reading skills: Nuclear family vs Extended family/ Healthy diets * Listening skills: The role of family in our lives/ Advices on good habits * Writing skills: The role of men and women in modern families/ How to kick a bad habit 4. Test matrix: Levels of questions Knowledge/ Skills Numbers of Total easy fair hard very hard Questions Points 1. Listening 8 2 4 (1.0) 3 (0.75) 2 (0.5) 1 (0.25) 2. Pronunciation 4 1 2 (0.5) 2 (0.5) 0 0 3. Use of language 12 3 4 (1.0) 5 (1.25) 2 (0.5) 1 (0.25) 4. Reading 8 2 2 (0.5) 4 (1.0) 2 (0.5) 2 (0.5) 5. Writing 5 2 0 2 (0.5) 2 (0.5) 1 (1.0) Total 37 10 12 (3.0) 12 (3.0) 8 (2.0) 5 (2.0) 5. English Paper: IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 18

TEST CORRECTION Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI 1. Language focus: - To help Ss revise the knowledge - To get feedback from the students 2. Skills: To correct Ss’ errors if necessary 3. Attitudes: To give Ss the motivation to learn hard for their exam II. PREPARATION 1. Teacher: - Teaching aids: Lesson plan, answer keys - Teaching method: Communicative 2. Students: Look at their test paper at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check – up: (omitted) Some Ss go to the board, do some tasks again 3. Testing correction: (40 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Gives the answer keys - Compare the answer keys with their performance - Explains some knowledge

- Revise some knowledge

- Answers Ss’s questions - Ask questions 4. Consolidation: (3 minutes) - Vocabulary in unit 1 and unit 2 - The present simple vs the present progressive - Will vs be going to V 5. Homework: (1 minute) - Unit 3 - Getting started IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 19

UNIT 3: MUSIC GETTING STARTED - Live on Stage Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To help learners get started with some language items in Unit 3 - For vocabulary, that is words and phrases related to music - For pronunciation, that is how to pronounce /est, Ənt, eit/ - For grammar, that is compound sentences and infinitives with to 2. Skills: - To help learners get started with 4 skills in Unit 3 - Reading: Read about TV show - Speaking: Exchange opinions about TV show - Listening: Listen to communication about music - Writing: Write a biography 3. Attitudes: - To help Ss get started for Unit 3 with the topic "music" - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 3 - getting started at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (omitted) 3. New lesson: (40 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Listen and read - Read the conversation, take notes new word Ask Ss listen to the recording and read pop star/ teen idol/ excite female fans/ look passionate the conversation on stage/ deceiving/ platinum album/ biography/on the Internet/ win second place in the Idol Contest/ home country/ become popular/ homemade/ post st on the internet/ superstar/ (video) get over ....

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI Explain new words if necessary 2. Work in pairs. Decide whether the statements are true (T), or false (F) and tick the correct box.

Asks Ss to give the reasons for their answers 3. Read the dialogue again and give answer to the questions Ask Ss to work in pairs, and do the task

views/ solo artist/ single/ debut album/release = publish Work in pairs, do the task 1. T

2. F

3. F

4. F

5. T

Work in pairs, ask and answer the questions 1. They are talking about a young pop star 2. He looked shy and passionate 3. He won second place in an Idol contest 4. His mother did 5. They gained over 10 million views 6. He had four singles enter top 40 before his first album 4. Find the adjective which describe shy: not at ease with other people the teen idol and write them down passionate: having a keen enthusiasm or intense desire for st then discuss their meanings Ask Ss refer back to the conversation talented: a person with good natural ability popular: widely liked or appreciated and do the task well-known: famous 5. Reread the dialogue. Circle the decide to buy verbs which are followed by began to post infinitives the first solo artist to have four singles 4. Consolidation: (3 mins) - The young pop star mentioned in the conversation - Practice the conversation - Do the task again - Read Unit 3 - Language at home 5. Homework: (1 min) IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 20

UNIT 3: MUSIC LANGUAGE Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To help learners get started with some language items in Unit 3 - For vocabulary, that is words and phrases related to music - For pronunciation, that is how to pronounce /est, Ənt, eit/ - For grammar, that is compound sentences and infinitives with to 2. Skills: To promote Ss to develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 3 - language at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some Ss to write some new words and do the tasks again 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES VOCABULARY - Do as appointed 1. talent 2. pop 1. Use the word in the box to complete the 3. idol 4. contest definitions

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI Ask Ss to do the tasks and compare the results with their partner 2. Discuss the equivalent Vietnamese meanings of the words from a to g. Ask Ss to work in pair and finish the task 3. Use the words to make sentences about the music or singers you know Ask Ss to work in groups, and make sentences from given words Let Ss present their results

5. fan

6. clip

Work in pairs, do the task 1. c 2. a 3. b 4. d 5. f 6. e 7. g - Work in groups, do as appointed 1. My Linh is a one of the most popular solo singers in VN 2. "..." is My Tam's debut album 3. A lot of photos taken at Ho Ngoc Ha's Live Show were posted on the Internet - Work in groups, do as appointed 4. Expand your vocabulary. Add more related words Music: concert, album, live show, solo, Ask Ss to work in groups, add more related words single, video clip, band, orchestra, musician, singer, composer, Let Ss present their results Contest: competition, audience, judge, fan, star, singer, pageant PRONUNCIATION Work in groups, do the task 1. Read the conversation in getting started passionate again. Circle words that have the ending talent sounds /est, Ənt, eit/ contest Let Ss read the conversation again and do the task 2. a Listen and repeat Do as appointed Play the recording and let Ss listen /est/ contest /Ənt/ achievement Play it again with pauses for them to repeat each /eit/ stage word 2. b. Listen again and circle the word you hear. - Do as appointed Ask Ss to read the word in rows passionate/best talent/different Play the recording and let Ss listen to the guest/date/ test achievement/ parent sentences and circle the word they hear 3. Can you write down some more words for - Work in groups, do as appointed each ending request/ development/ penetrate Ask Ss to work in groups and do the task GRAMMAR - Work in pairs, do the task Compound sentences 1. d 2. c 3. a 4. b 1. Match the conjunctions and, or, but, so with - Work in groups of four, do the task their meanings Let Ss work in pair and do the task 1. c 2. e 3. a 2. Match each heading with the correct end 4. b 5. f 6. d Ask Ss to work in groups of four and do the task GRAMMAR 1. to sing 2. to make 3. to do Infinitives. Use the infinitive to complete the 4. sleep 5. Ride 6. to buy following sentences Let Ss work in pairs to give the answers 4. Consolidation: (3 mins) - Vocabulary related to music - Compound sentences, infinitives with to - The pronunciation of /est, Ənt, eit/ 5. Homework: (1 min) - Vocabulary related to music - Compound sentences, infinitives with to - The pronunciation of /est, Ənt, eit/ - Do the task again - Read Unit 3 - Reading at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 21

UNIT 3: MUSIC

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI READING - A Global Smash hit Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: To provide learners some vocabulary related to music 2. 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 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 3 - Reading at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) The use of and, or, but, so; some students note down structures with to and bare infinitives?

3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Lead in * Do as appointed, answer the question freely.

Let Ss brainstorm the names of some Have you seen Vietnam Idol? ... Sao Mai Television Singing Contest? current contest TV shows ... The Voice?

What are your favourite TV contest shows?

What do you think about them?

1. Look at the logos. Are you familiar * Do as appointed with them? Tell a partner what you a. Pop Idol, created by the British entertainment know executive Simon Fuller, is a music competition Idol: A Global Smash Hit - great success in which began on British ITV on October 6 2001 to select the best new young pop singer in the UK the world Ask Ss to work in groups and discuss what based on viewer voting and participation they know about the logos b. Who wants to be a millionaire or informally More: c. Vietnam Idol is a part of the Idol called Millionaire is an American TV quiz show Franchise of the original reality program based upon the British program of the same title, Pop Idol by Simon Fuller. The first season which offers a maximum prize of $ 1,000,000 for of Vietnam Idol aired on May 23 2007 on correctly answering a series of consecutive HTV 9 and the fourth season aired on multiple choice questions August 17, 2012 2. Read the text below discuss the * Do as appointed significance of these years 2001, 2002, 2001: the year that Pop Idol was first launched in 2007 and 2012 the UK Ask Ss to read through the text once 2002: The beginning of the American Idol without stopping at the words that they 2007: The first season of Vietnam Idol don't know the meaning 2012: The fourth season of Vietnam Idol Ask them to work in pairs to find out the significance of these years * Do as appointed 3. Circle the appropriate meaning for 1. b 2. a each word from the text 3. a 4. a Let Ss read the text again, find out the 5. b words from the text Ask Ss to work in pairs, choose the answers 4. Ask and answer the questions * Do as appointed 1. The Idol format Put Ss in groups of 3, ask them to read the questions first to make sure they 2. It came from the UK understand them by asking them to 3. 12 years

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI 4. It's a franchised programme underline key words 5.

Answers vary Let Ss read the text again and locate the parts of the text where they can get the answers 4. Consolidation: (3 mins) - Vocabulary related to Idol Contest - Reading skills: skimming, scanning, guessing the meaning through context 5. Homework: (1 min) - Do the task again - Read Unit 3- Speaking at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 22

UNIT 3: MUSIC SPEAKING - Talking about TV Show Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To provide learners some vocabulary related to the topic of TV show - To provide learners different expressions of like and dislike 2. Skills: - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 3 - Speaking at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some Ss to talk about the history of Idol Contest 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Read the following TV blurbs. Do as appointed Complete the table with the notes VN Idol from each show then compare - To find a pop star and contrast the show with a - The winner will be chosen by a celebrity panel and partner home viewers Ask Ss to work by themselves, - The winner will get a recording contract with VNR complete the table then share their records Who Want to be a Millionaire answer with their partner - To find a winner who will get a big sum of money - The winner will answer a series of general knowledge questions - The amount of prize-money increase with the number of questions 2. Imagine you are a TV producer. Do as appointed Show name: Laughter's Show You are creating a new show.

Show type: Entertainment TV Show Make a list of details about your Time: 45 minutes, Saturday evenings from 8.00 - 8.45 show Let Ss work in groups, develop their - To find out the winner who can refrain from laughing when participants are put into humorous situations imagination to create a TV show Let representatives from different - The winner will be awarded a 30-day traveling tour groups to go to the board and give around VN their presentations 4. Consolidation: (3 mins) - Vocabulary related to TV show

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI - Speaking skills: making discussion, comparison and distinction; presenting in front of the class - Vocabulary related to TV show 5. Homework: (1 min) - Speaking skills: making discussion, comparison and distinction; presenting in front of the class - Do the task again - Read Unit 3 - Listening at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 23

UNIT 3: MUSIC LISTENING - Inspirational Music Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: To provide some vocabulary related to the topic of inspirational music 2. Skills: - To promote Ss to develop their listening skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 3 - Listening at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some Ss go to the board and talk about their TV show 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Lead in Ask Ss to write down different kinds of music that they know Ask them what kinds of music they like: Do as appointed/ Pop music/ Folk music/ Country music/ Rap/ Hip-Hop Do as appointed 1. Do you know these artists? Discuss 1. Trinh Cong Son 2. Luu Huu Phuoc their name 3. Michael Jackson 4. Elton John Ask Ss to work in pairs, look at the picture and give the names of these artists 2. Listen to the following song excerpt. Do as appointed Tell your partner what you thought That's the song Tien Quan Ca by Van Cao about and how you felt while you were I feel excited, patriotic and proud of my country listening to it whenever I hear this song Play the tape once Listen to the recording and work in pairs to do the task 3. Now listen to the conversation Do as appointed C between Anna and Nam. What are the The speakers are talking about favourite songs speakers talking about? Circle the best Listen to the recording and work in pairs to do the task answer.

Play the tape twice 1. "I have a dream" by Abba 4. Listen again and answer the question Ask Ss to read the question carefully and 2. Inspirational songs then answer the questions 3. His favourite songs inspire him and he can learn lessons from them 4. Rap or Hip-hop 5. Work with a partner. Tell him/her Do as appointed about your favourite music. Give I like folk music because it's sweet and soft. It helps me to relax and reduce stress. It makes me reasons Ask Ss to work in pairs, talk about their find easy to go to sleep.

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI favourite music

I like hip hop because it's strong and exciting. It makes me become more active. Whenever I listen to hip hop I just want to dance and jump.

4. Consolidation: (3 mins) - Vocabulary related to the topic of Inspirational music - Talk about your favourite music - Listening skills 5. Homework: (1 min) - Vocabulary related to the topic of Inspirational music - Talk about your favourite music - Listening skills - Read Unit 3 - Writing at home - Do the task again IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 24

UNIT 3: MUSIC WRITING - Write a biography Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: To provide learners some vocabulary related to biography 2. Skills: - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 3 - Writing at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some Ss to talk about inspirational music and their favourite music 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Do you know this man? Read the Do as appointed following paragraph. Match each of 1. b them with the corresponding 2. c 3. d headings Explain the word biography 4. a Ask Ss to work in pairs and do the task Do as appointed 2. Work with a partner to ask and 1, 2. Van Cao was born in 1923 in Hai Phong answer questions 3. It was Tien Quan Ca Ask Ss to work in pairs and do the task 4. He died in 1995 in HN 5. Answers vary He was one of the greatest Vietnamese composers, a man of many talents and devoted all his life to the career of music.

3. Write a biography, using one of the Do as appointed Luu Huu Phuoc was born on September 12, 1921 in fact files Can Tho. He was one of the most famous figures in culture. He is remembered as a composer of many Ask Ss to do the task lively patriotic wartime songs, children songs and the occasional opera.

Among his most well- known works are Bach Dang Giang; Tieng Goi Thanh Nien, Giai Phong Mien Nam. For his great contribution to Vietnamese culture, he was appointed many important positions. He was a

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI member of the National Assembly. He also worked as the chairman of the Committee of Culture and Education of the National Assembly of the Social Republic of VN. After his death, he received the most rewarding prize, HCM Prize.

Luu Huu Phuoc is regarded as one of the most prominent culture figures during the national liberation movements. He diedon June, 16, 1989 in HCM City.

4. Consolidation: (3 mins) - Vocabulary related to writing a biography - Writing skills: write a biography 5. Homework: (1 min) - Do the task again - Read Unit 3 - Communication and Culture at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 25

UNIT 3: MUSIC COMMUNICATION AND CULTURE Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To provide learners some communication samples and cultural items 2. Skills: - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 3 - Communication and Culture at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some Ss to go to the board and read their writings 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Communication Do as appointed 1. Match the name with the picture a. Chopin b. Elvis Presley c. Michael Jackson Ask Ss to do the task d. Tchaikovsky e. Johann Strauss f. Van Cao 2. Read and complete the sentence Do as appointed using the names above 1. Johann Strauss 2. Tchaikovsky 3. Elvis Presley 4. Van Cao Ask Ss to read the sentence and work in pairs to do the task 5. Chopin 6. Michael Jackson Do as appointed 3. Listen to the recording, ask and 1. Their are three speakers answer the questions Ask Ss to read the questions and check 2. They are talking about a local entertainment understanding programme Play the tape twice 3. It is going to take place in the City Opera Ask Ss to work in pairs and do the task 4. Mai will buy the ticket Culture - Two students read out the texts 1. Read the texts and do the task - Take note new words that follow mono chord - Ask Ss to do the task back vocal 2. Work with a partner, complete Quan Ho singing Dangdut music

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI the table Ask Ss to work in pairs and do the task

Vietnam Folk music Four singers Bamboo flutes, s36stringed musical instrument

Indonesia Pop music Eight singers Both traditional and modern musical instruments: drums flutes, electric guitars, organs

Do as appointed 1. Nhu Co Bac Ho trong Ngay Vui Dai Thang 2. Pham Tuyen 3. Answers vary Yes. I like it. It's a good song about HCM President.

4. Consolidation: (3 mins) Discussion “Quan Ho singing in VN and Dangdut music in Indonesia” 5. Homework: (1 min) - Do the task again - Read Unit 3 - Looking back and Project at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

3. Listen to the music. Ask and answer the following questions Let Ss to work in pairs and do the task

PERIOD 26

UNIT 3: MUSIC LOOKING BACK AND PROJECT Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To help students revise what they have learned in unit 3 - To do a small project in which they can develop their speaking skills 2. Skills: - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 3 - Looking back and Project III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some Ss to talk about family life in Singapore and in VN 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES LOOKING BACK - Do as appointed Pronunciation /est/ /әnt/ /eit/ - Do as appointed 1. Listen and repeat the following 1. passionate /eit/ sentences 2. talented /әnt/ - Play the recording and let Ss listen and 3. confident /әnt/ write /est, Ənt, eit/ above the word that has the 4. modest/est/ corresponding consonant cluster sound.

Then, put Ss in pairs to practise reading - Do as appointed 1. It came from Bac Ninh in the 13th century the sentences 2. Listen and write down the words 2. A pair of female singers sing a challenging phrase Vocabulary and a pair of male singers respond by singing a 1. Complete the text with the matching phrase. The order is reserved in the next appropriate words from the box round with a different melody.

3. Answer vary

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI 2. Read the text - Ask Ss to read the text carefully, using the context clues to decide which word/phrase can be used 3. Describe

Grammar 1. Complete the following compound sentences - Ask Ss to work in pairs to finish these sentences 2. Read the following sentences.

Underline the incorrect form of the verb Put Ss in groups to discuss the questions 3. Rewrite the incorrect sentences

1. Quan Ho Singing is a kind of Vnese folk music which originated in the 13th century and was recognised by UNESCo in 2009 2. Dangdut music is a kind of exciting Indonesia pop music which is played with a combination of traditional and modern musical instruments such as drums, flutes, electrical guitars and organs. * Do as apppointed - Work in pairs, do the task 1. I will not be able to go to the concert tomorrow night 2. Let me to explain what the music except means 3. He asked me sing a few songs by Van Cao 4. His performance makes me to fall asleep 5. My sister never agrees to let me to go to the rap show - Work in groups, do the task 1. I will not be able to go to the concert 2. Let me explain 3. he aske me to sing 4. His performance makes me fall 5. My sister never agree to let me go

PROJECT Research a song of Quan Ho Singing or - Do as appointed a Dangdut song. Think about the Where did it originate? How long has it been popular? following questions What are its influences? Do you like it?

4. Consolidation: (3 mins) Revise unit 3, do research & present to the class 5. Homework: (1 min) - Do the task again - Read Review 1 at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 27

REVIEW 1 UNIT 1,2,3 PERIOD 1 Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To help students revise what they have learned in unit 1, 2, 3 - To give them a chance to practice 2. Skills: - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through Review 1 III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some Ss to go to the board talk about Quan Ho Singing 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Do as appointed Language 1. c d Vocabulary 2. e a 1. Match the phrases in A with the

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI 3. b * Do as appointed 1. lift weights 2. go rollerblading 3. exercise 4. exercise 5. watch TV Pronunciation * Do as appointed 3. Write the words in the correct Tr: train, traffic, travel, treat, trash columns and read them aload Kr: crash, credit, critical, cream, crime Pl: play, plum, please, plough, place Gl: glide …

Ant: statement Eit: create, late 4. Consolidation: (3 mins) Revise what Ss have learnt in unit 1, 2, 3 5. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3 - Read Review 1 at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… correct one in B 2. Complete the conversation, using the words from the box

PERIOD 28

REVIEW 1 UNIT 1,2,3 PERIOD 2 Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To help students revise what they have learned in unit 1, 2, 3 - To give them a chance to practice 2. Skills: - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through Review 1 III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some Ss to go to the board talk about Quan Ho Singing 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Grammar Do as appointed 4. Put the verbs into the correct form 1. is coming – don’t want 2. don’t make – am studying 3. speaks – is speaking 4. am – will bring 5. isn’t working/ doesn’t work – will fix 5. Write the following sentences without Do as appointed 1. This road isn’t used very often changing the meaning of the given sentences 2. David is not often invited to parties 3. Fruit juice is included in the menu 4. Mr Miller’s room is cleaned every day 5. The music can be heard from far away Do as appointed 6. Match the beginnings in A with the 1. c 2. d 3. e ends in B 4. a 5. b 4. Consolidation: (3 mins) Revise what Ss have learnt in unit 1, 2, 3

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI 5. Homework: (1 min)

- Revise what Ss have learnt in unit 1, 2, 3 - Read Review 1 at home

IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 29

WRITTEN TEST I Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To test and mark the students - To get feedback from the students 2. Skills: To help Ss develop their skills to do MCQ tests 3. Attitudes: To give Ss the motivation to learn hard for their exam II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, test papers - Testing method: Multi-choice questions 2. Students: Prepare for the test at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check – up: (omitted) 3. Testing fields: (43 minutes) * Vocabulary: Unit 1. FAMILY LIFE Unit 2. YOUR BODY AND YOU Unit 3. MUSIC * Grammar: The present simple vs the present progressive/ Compound sentences/ Infinitives with to * Reading skills: TV show * Listening skills: Conversation about music * Writing skills: A biography 4. Test matrix: Levels of questions Knowledge/ Skills Numbers of Total easy fair hard very hard Questions Points 1. Listening 8 2 4 (1.0) 3 (0.75) 2 (0.5) 1 (0.25) 2. Pronunciation 4 1 2 (0.5) 2 (0.5) 0 0 3. Use of language 12 3 4 (1.0) 5 (1.25) 2 (0.5) 1 (0.25) 4. Reading 8 2 2 (0.5) 4 (1.0) 2 (0.5) 2 (0.5) 5. Writing 5 2 0 2 (0.5) 2 (0.5) 1 (1.0) Total 37 10 12 (3.0) 12 (3.0) 8 (2.0) 5 (2.0) 5. English Paper: Read the passage below and choose one correct answer for each question.

In Britain, wedding invitations go out about six weeks before the wedding day. The guests reply as soon as possible to say if they can come or not. Choosing a present for the couple can be difficult. People don't take their presents for the wedding. They send them to the woman's house before the wedding day. Most weddings take place before lunch or in the early afternoon.

Many people like to get married in church. The bride often wears a long white dress. Guests wear their best clothes and most of the women wear hats. In the church, the bride's family sits on the left and the groom's one sits on the right. Married people wear their wedding rings on the third finger of the left hand. Most married women wear wedding rings, but married men often do not.

Câu 1. According the passage, which of the following is NOT true?

A. It is not easy to choose a present for the couple.

B. Married people wear their wedding rings on the third finger of the right hand.

C. Invitations are sent out some weeks before the wedding day.

D. People who accept the invitations have to send their presents to the couple.

Câu 2. The word presents has the same meaning with .

A. gifts B. hats C. flowers D. fingers

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI Câu 3. When do the British have to send wedding invitations?

A. before the wedding day B. after the wedding day C. no need to send D. in the wedding day .

Câu 4. Many people like to hold their wedding ceremony A. at home B. in a park C. at a restaurant D. in church Câu 5. Where do people often send their gifts for the wedding to?

A. both the bride and the groom's house. B. the bride's house.

C. the groom's house.

D. the church.

Choose one sentence that has the same meaning as the root one: Câu 6. "You're always making terrible mistakes," said the teacher.

A. The teacher told his students that they were always making terrible mistakes.

B. The teacher told to his students that they were always making terrible mistakes.

C. The teacher told to his students that they was always making terrible mistakes.

D. The teacher told his students that they was always making terrible mistakes.

Câu 7. Bob wrote some letters and then went to bed.

A. Before Bob wrote some letters, he had gone to bed.

B. After Bob had written some letters, he went to bed.

C. After Bob had gone to bed, he wrote some letters.

D. While Bob was writing some letters, he went to bed.

Câu 8. " Thank you very much for your help, John," said Daisy.

A. Daisy told John to help her.

B. Daisy would like John to help her.

C. Daisy thanked John for helping her.

D. Daisy wanted John to help her and said thanks.

Câu 9. "Would you like to have lunch with me on Sunday?" she said to me.

A. She suggested me to have lunch with her on Sunday.

B. She invited me to have lunch with her on Sunday.

C. She reminded me to have lunch with her on Sunday.

D. She begged me to have lunch with her on Sunday.

Câu 10. Someone repaired his car last week.

A. There was something wrong with his car last week.

B. He had his car repaired last week C. He wanted to repair his car last week D. He asked for a repairman last week Choose the best answer to fill in each gap to complete the sentences: Câu 11. John helping him carrying the package A. thanked me for B. said thank you me C. asked me to D. told me to thank Câu 12. The teacher accused the boy not listening to what she was explaining.

A. of B. for C. with D. to Câu 13. They on the street when it rained A. walked B. walking C. were walking D. was walking Câu 14. Jack and Kate have been married for 25 years already. Tomorrow will be their Silver .

A. celebration B. birthday C. part D. anniversary Câu 15. They volunteer to work in remote or areas to provide education for children.

A. low B. high C. mountainous D. mountain Câu 16. Michael: " ?" John: "Well, she's not very beautiful. But she's got bright eyes and a very friendly smile."

A. What are her personalities B. What is she look like C. What does she like D. What does she look like Câu 17. Jane expected to the university, but he wasn't.

A. admitting B. being admitted C. to admit D. to be admitted Câu 18. Would you mind for a moment?

A. waits B. waiting C. wait D. to wait Câu 19. My sister sees him .

A. visited his uncle every Sunday B. to visit his uncle every Sunday

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI C. visits his uncle every Sunday D. visit his uncle every Sunday ".

Câu 20. "What kind of volunteer work are you participating in?" - - " A. Yes, I was participating in helping sick people B. We took part in helping sick people C. We're helping people in mountainous areas D. No, we don't enjoy volunteer work Câu 21. What would you like to drink? A. Yes, please B. Coffee, please C. Thank you D. No, I don't Câu 22. He Japanese before he started to study French in 2006.

A. has studied B. studies C. studied D. had studied Câu 23. out of the window, he saw the cat climbing over the fence.

A. Being looked B. To look C. Look D. Looking Choose the underlined word or phrase (A, B, C, or D) that needs correcting: Câu 22. John congratulated us of passing our exam.

A B C D Câu 23. I couldn't make my car to start this morning.

A B C D Câu 24. He said if the weather was bad tomorrow, the match would be postponed.

A B C D Câu 25. Everyone are wearing black this year because it's fashionable .

A B C D Choose a word in each line that has the underlined part pronounced differently from the rest: Câu 26. A. champion B. chemistry C. changeable D. church Câu 27. A. usefulness B. unhealthy C. university D. usually Câu 28. A. wanted B. visited C. handicapped D. decided Câu 29. A. award B. area C. agree D. arrange Listening: You are going to listen to people talking about their birthday.

Task 1: Listen and check whether they have had their birthdays or not this year. Tick (√) the correct answers.

Name Yes No 00. Ted √ 30. Jill 31. Sue 32. Brian Task 2: Listen again then check what activity each person do or will each person do for his or her birthday party. Circle the best answers A, B, or C. 33. Ted A. have a party B. study for exams C. meet friends 34. Jill A. go to her parents’ house B. go on a trip by herself C. go to New York 35. Sue A. have a barbecue B. go out to dinner with friends C. stay at home alone 36. Brian A. meet friends B. have a busy day C. have a family party 37. Write a paragraph to describe a person you admire most.

IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 30

TEST CORRECTION II Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To help Ss revise the knowledge - To get feedback from the students 2. Skills: To correct Ss’ errors if necessary

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI 3. Attitudes: To give Ss the motivation to learn hard for their exam II. PREPARATION 1. Teacher: - Teaching aids: Lesson plan, answer keys - Teaching method: Communicative 2. Students: Look at their test paper at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check – up: (omitted) Some Ss go to the board, do some tasks again 3. Testing correction: (40 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Gives the answer keys - Compare the answer keys with their performance - Explains some knowledge

- Revise some knowledge

- Answers Ss’s questions - Ask questions 4. Consolidation: (3 minutes) - Vocabulary in unit 1 and unit 2 - The present simple vs the present progressive - Will vs be going to V 5. Homework: (1 minute) - Unit 3 - Getting started IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 31

UNIT 4: FOR A BETTER COMMUNITY GETTING STARTED - Who needs our help?

Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To help learners get started with some language items in Unit 4 - For vocabulary, that is words and phrases about volunteer work - For pronunciation, that is how to pronounce /nd, ng, nt/ - For grammar, that is irregular past tense verbs, the past simple and past progressive 2. Skills: - To help learners get started with 4 skills in Unit 4 - Reading: Read about why people do volunteer work - Speaking: Talk about local community development - Listening: Listen to an announcement for volunteers - Writing: Write an application letter for volunteer work 3. Attitudes: - To help Ss get started for Unit 4 with the topic "volunteer work" - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 4 - getting started at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (omitted) 3. New lesson: (40 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Listen and read - Read the conversation, take notes new word volunteer (n, v) do volunteer work Ask Ss listen to the recording voluntary voluntarily and read the conversation Explain new words if disadvantaged by chance advertisement for volunteer positions necessary be hopeless at math meaningful 2. Read the dialogue again Read the dialogue again and give answer to the Work in pairs, ask and answer the questions

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI questions 1. at 2 p.m. yesterday afternoon Ask Ss to work in pairs, and do 2. He was teaching children at the Happy Mind Charity Centre the task 3. Yes, he was. At first, many of his children couldn't read and write 4. It's useful to the society and meaningful 5. We raised funds to help the poor We bought handmade products by the handicapped We visited the sick and gave them money 3. Make dialogues using the Do as appointed A: Hi Trang. I've received a leaflet advertising the Green Sunday expressions in the box Ask Ss to work in pairs or Movement. Have you by chance heard of it? groups to do this task B: Yes. Many of my classmates are taking part in this movement.

A: You are joining it, aren't you?

B: Not really. I took part in one of its meeting but I haven't become its member yet.

A: What is the Green Sunday Movement for?

B: Its members help to protect the environment from pollution.

A: That sounds great. What exactly do they do?

B: Well, they plan more trees, collect the rubbish, and raise people's awareness of the importance of protecting environment.

4. Consolidation: (3 mins) - Talking about volunteer work - Practice the conversation 5. Homework: (1 min) - Talking about volunteer work - Practice the conversation - Do the task again - Read Unit 4 - Language at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 32

UNIT 4: FOR A BETTER COMMUNITY LANGUAGE Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To help learners get started with some language items in Unit 4 - For vocabulary, that is words and phrases about volunteer work - For pronunciation, that is how to pronounce /nd, ng, nt/ - For grammar, that is irregular past tense verbs, the past simple and past progressive 2. Skills: To promote Ss to develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 4 - language at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some Ss to write some new words and do the tasks again 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES VOCABULARY - Do as appointed -ed: disadvantaged, interested, excited 1. Read the conversation again, find the adjectives -ing: interesting, exciting Ask Ss to do the tasks and compare the -ful: useful, helpful, meaningful -less: hopeless, meaningless results with their partner 2. Use the words in the brackets with Work in pairs, do the task

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI their appropriate form Ask Ss to work in pair and finish the task PRONUNCIATION 1. Listen and repeat Play the recording and let Ss listen Play it again with pauses for them to repeat each word 2. Practise saying the following sentences Ask Ss to read the sentences Correct mistakes if necessary GRAMMAR 1. Rewrite the sentences in the past tense, using the time expression in the brackets Let Ss work in pair and do the task

1. meaningless 2. interested 3. hopeless 4. useful 5. excited/ meaningful 6. exciting Do as appointed /nd/ second /ng/ interesting /nt/ announcement

- Do as appointed

- Work in pairs, do the task 1.I wore Jeans to school yesterday 2. My sister and I bought a lot of clothes last summer 3. My father read newspapers in bed last night 4. My mother made my bed last Sunday 5. I wrote letters to my grandparents yesterday afternoon 2. Match 1-5 with a-e and complete 1.were walking/started 2. was talking/asked 4. were sitting/took the sentences in the past simple or 3. lost/ were playing 5. rang/ was having the past continuous Let Ss work in pairs to give the answers 4. Consolidation: (3 mins) - Vocabulary related to volunteer work - Irregular past tense verbs, the past simple and past progressive - The pronunciation of /nd, ng, nt/ 5. Homework: (1 min) - Do the task again - Read Unit 4 - Reading at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

PERIOD 33

UNIT 4: FOR A BETTER COMMUNITY READING - Why do people volunteer?

Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: To provide learners some vocabulary related to volunteer work 2. 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 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 4 - Reading at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) The use of and, or, but, so; some students note down structures with to and bare infinitives 3. New lesson: (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES WARM UP - Raise the question “Why do people volunteer?”

- Elicit students’ opinions, and encourage different viewpoints.

- Lead sts in to new lesson.

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI BEFORE YOU READ BEFORE YOU READ Activity 1 Activity 1 - Introduce the title of the reading text and elicit the - Listen to the T reasons why people volunteer.

- Ask students to tick the reasons they may read about - Work individually first, then work in in the text and then compare their choices with their pairs to share the ideas. partners’ - Ask some students to share their opinions with other students in the class, encourage different viewpoints.

WHILE YOU READ WHILE YOU READ Activity 2 Activity 2 - Ask students to scan the text and check their - Scan the text and check their predictions in Activity 1. predictions in Activity 1.

- Check students’ answers, asking them to give clues - Give the answers. from the reading text.

- Check and correct the answers.

- Expected answers: a, √ b, X c, √ d, X e, √ f, √ Activity 3 Activity 3 - Ask students if they remember strategies to deal - Read the text quickly to get general with this reading exercise – Gapped text or Missing ideas of what it is about.

Sentences.

- Read the removed sentences. Think - Elicit strategies from students and repeat them if about the meaning of these sentences necessary. and make sure they match the - Ask students to do this activity individually and then meaning of the text before and after compare with a partner. the gaps.

- Check students’ answers and give further - Make sure that the extra sentence explanation if necessary. doesn’t fit in any of the gaps. If it - Expected answers: 1. D 2. A 3. B 4. C does, check your work again.

Activity 4 Activity 4 - Ask students to look back at the reading text to locate - Look back at the reading text to locate the highlighted words the highlighted words - Guess the meaning of each of these - Ask students to guess the meaning of each of these highlighted words, based on the highlighted words, based on the context.

- Have them choose their meaning, then compare their context. choices with other friends.

- Check students’ answers.

- Give the answers.

- Expected answers: 1. A 2. B 3. C 4. B 5. A AFTER YOU READ AFTER YOU READ Activity 5 Activity 5 - Let students work in pairs to discuss the statements. - Work in pairs to discuss the - Elicit different ways to express giving opinions that statements. students know. Add more if necessary.

- Remind students to take turns speaking, not letting one keep speaking and the other keep listening.

- Call on some pairs to perform in front of the whole - Present in class. class.

4. Consolidation: - Vocabulary related to Volunteer - Reading skills: skimming, scanning, guessing the meaning through context 5. Homework: - Do the task again - Read Unit 4- Speaking at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

PERIOD 34

UNIT 4: FOR A BETTER COMMUNITY SPEAKING Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. Objectives: 1. Knowledge:

- To speak about volunteers and volunteer work - Discuss in pairs/ groups about related topic.

2. Skills: - To help learners get started with 4 skills in Unit 4 - Reading: Read about why people do volunteer work - Speaking: Talk about local community development - Listening: Listen to an announcement for volunteers - Writing: Write an application letter for volunteer work 3. Educational aims: - To help Ss get started for Unit 4 with the topic "volunteer work" - To provide Ss some motivation II. Methods: - Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil…

IV. Procedures: 1. Class organization: 2. Old lesson checking: Checking new words of the previous lesson.

3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES WARM UP WARM UP - Asks Ss to work in pairs to answer the questions.

-Work in pairs for 3 mins, then give 1. Have you taken part in volunteer work? answers freely.

2. What kinds of volunteer work do you often do?

Eg: ? Helping people in remote and Sets the scene: Supposed you are a volunteer and in the mountainous areas now you decide which activities are volunteer and talk ? Helping old or sick people ? Taking part in directing the trafic… about them.

PRE – SPEAKING PRE – SPEAKING - Ask students to look at the pictures on this page and - Pay attention to teacher and then name the activities in these pictures. Students should answer; comment whether these activities are useful to the Funding community or not.

Bringing things (clothes) to the needy Activity 1 Raising fund or taking opinions - Ask students to work by themselves to look at some activities for community development and to match them with the reasons why they are important.

- Check students’ answers.

- Call on individual students to read aloud these activities and give the reasons why they are important.

WHILE SPEAKING WHILE SPEAKING Activity 2 Activity 2 - Have students work in pairs to discuss why the - Work in pairs to discuss why the activities in Act 1 are important for community activities in Act 1 are important for development community development.

-Ask students to prepare ideas to support their reasons.

- Students may have different viewpoints. Encourage

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI these differences, providing that they support their Activity 3 - Work in groups and look at opinions properly.

Activities for community Activity 3 - Have students work in groups and look at Activities development in Act 1 - Rank the activities in the order of for community development in Act 1 - Ask members of each group to rank the activities in importance.

- Discuss to decide on the three most the order of importance.

- Encourage them to discuss to decide on the three urgent/important things to do in most urgent/important things to do in their local area their local area and explain why. and explain why.

- Ask students to practice using Useful phrases in speaking.

POST SPEAKING POST SPEAKING Activity 4 Activity 4 - Each group chooses a presenter from their group to - Present the group’s decisions to the present the group’s decisions to the whole class. whole class.

- Other students in the class may raise questions to ask the presenter for further explanations.

- Ask the class to vote for the group with the best - Vote for the group with the best decisions. decisions.

4. Consolidation: - Vocabulary related to Volunteer - Reading skills: skimming, scanning, guessing the meaning through context 5. Homework: - Do the task again - Read Unit 4- Listening at home V. Self-Evaluation: …………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………

PERIOD 35

UNIT 4: FOR A BETTER COMMUNITY LISTENING Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. Objectives: 1. Knowledge:

- Words and phrases related to volunteers and volunteer work - Listening to an announcement for volunteers to get specific information 2. Skills: Listening: Listen to an announcement for volunteers.

3. Educational aims: - To help Ss get started for Unit 4 with the topic "volunteer work" - To provide Ss some motivation II. Methods: Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil…

IV. Procedures: 1. Class organization: 2. Old lesson checking: Checking new words of the previous lesson.

3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES WARM UP WARM UP - Put the vocabulary items on the board in any order, eg: - Look at the words on the board. war valid, martyr, intersection, the aged, orphanage, remote…..

- Ask the Ss to work in pairs to answer the questions then - Discuss in pairs for 2 mins. asks them to run to the board, as a representative.

- Give a Vietnamese translation for one of the words on the board. The first team to hit the correct word gets the - One is a representative and point, ready for the next word…..

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI - Call on some to give the answers aloud in front of the class.

- Lead sts into new lesson.

PRE – LISTENING - Ask students to look at the pictures to see what the people in these pictures are doing and why they are doing these activities Activity 1 - Have students discuss the questions with a partner - Students are encouraged to speak about the needy in the community.

- Call on one or two ss to share their stories.

WHILE SPEAKING Activity 2 - Tell students to match the words with their definitions, then decide the parts of speech of these words.

- Have students compare with their friends.

- Check students’ answers.

- Expected answers: Public service announcement (noun phrase) Donate (v) Non-profit Activity 3 - Have students guess their answers, encouraging all possible guesses and explanations.

- Write the students’ guesses on a corner of the board so that they can see if their guesses are correct later.

- Play the recording and let students do the activity.

- Check students’ answers. If many students in the class have the same incorrect answers, play the recording again and stop at the place where students can get the correct answers.

- Expected answers: 1. T 2. F 3. F 4. F 5. T Activity 4 - Have students listen to the announcement again and do the activity - Check students’ answers - Expected answers: 1. C 2. A 3. B POST SPEAKING Activity 5 - Have students work in groups to ask and answer the questions.

- Encourage students to share their personal experience or intentions to volunteer or do community service.

4. Consolidation:

changes, ready for the next word quickly…. to get more points to be winner PRE – LISTENING - Pay attention to teacher and then answer.

Activity 1 - Work in pairs.

- Speak out the needy.

WHILE SPEAKING Activity 2 - Work in pairs to do the task.

- Give the answers.

- Check and correct the answers.

Activity 3 - Firstly, work individually to listen to the recording and do the class.

- Compare the answers with a partner.

- Give the answers.

- Check and correcting the answers.

Activity 4 - Listen again and do the task in pairs.

- Give the answers.

- Check and correct the answers.

POST SPEAKING Activity 5 - Work in groups to ask and answer the questions.

- Share their personal experience or intentions to volunteer or do community service.

- Vocabulary related to Volunteer - Reading skills: skimming, scanning, guessing the meaning through context - Do the task again - Read Unit 4- Writing at home

5. Homework: V. Self-Evaluation: …………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………

PERIOD 36

UNIT 4: FOR A BETTER COMMUNITY WRITING Date of planning: ……/……./2018

Date of teaching: ……/……./2018

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To provide learners some vocabulary related to biography 2. Skills: - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups - To provide Ss some motivation 3. Attitudes: - To encourage Ss to work harder II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 4 - Writing at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some Ss to talk about inspirational music and their favourite music 3. New lesson: (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES WARM UP WARM UP - Divide the class into small groups to complete the - Work in pairs and give the sentences about writing formal letters in English. answers in each group.

1. You write your address in ..........of the letter A peer stands up to give the 2. The address of the receiver should be written on… .. , answers with the others 1. the top right-hand corner starting below our address.

3. When the letter starts Dear Sir/ Madam, you end it with 2. left …….

3. “yours sincere”,/ “yours 4. You should leave a …between paragraphs faithfully”, 4. space Introduce: Today we are going to learn how to write a - The group which has many formal thank – you letter. Now we’re going to revise the characteristics of a form letter. correct answers will be winner.

Others declare for the winner PRE – WRITING Activity 1 PRE – WRITING Activity 1 - Ask students to read the letter and find out the reason - Read the letter and find out the why Quan wrote it. reason why Quan wrote it.

- Students read and discuss with their friends.

- Check students’ answers.

- Give the answers.

- Expected answers: He wanted to apply for the volunteer teaching job.

WHILE WRITING Activity 2 WHILE WRITING Activity 2 - Have students read the letter again and answer the - Read the letter again and answer questions. the questions.

- Check students’ answers by asking them to read their - Work by themselves first then answers aloud and correct the wrong answers if there are compare the answers with other any. students.

- Expected answers: 1. He saw the advertisement in the Youth Newspaper on February 22nd.

2. He taught a group of primary students in his area.

3. He taught them for two months.

4. He is creative, patient, and has great love for children.

5. He can give four references.

6. He can start teaching from next month.

Activity 3 Activity 3 - Have students read the different purposes of each - Read the different purposes of each paragraph of an application paragraph of an application letter.

- Have students read the letter again to match each letter.

- Read the letter again to match paragraph in the letter with its purposes.

- Check students’ answers each paragraph in the letter with

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI - Expected answers: its purposes.

Para 1-b Para 2-c Para 3- d Para 4- a - Check and correct the answers.

Activity 4 Activity 4 - Ask students to read the job advertisement and answer - Read the job advertisement and the questions about this job advert. answer the questions about this - Check students’ answers job advert.

- Expected answers: - Answer these questions by 2. Reliable and hard-working themselves first and then check 3. Welcoming guests and receiving donations for the with their partners. organization.

POST WRITING Activity 5 POST WRITING Activity 5 - Have students read the activity. Students may work in - Work in pairs or groups to pairs or groups to brainstorm the ideas for the letter. brainstorm the ideas for the letter.

- Go around and helps students when needed.

If time is available, writing can be done in class. If not, this can be assigned as part of the homework.

4. Consolidation: (3 mins) - Vocabulary related to writing a letter - Writing skills: write a letter - Do the task again 5. Homework: (1 min) - Read Unit 4 - Communication and Culture at home V. SELF-EVALUATION: …………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………

PERIOD 37

UNIT 4: FOR A BETTER COMMUNITY COMMUNICATION AND CULTURE Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: To provide learners some communication samples and cultural items 2. Skills: - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups - To provide Ss some motivation 3. Attitudes: - To encourage Ss to work harder II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 4 - Communication and Culture at home III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask some Ss to go to the board and read their writings 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Communication Do as appointed 1. Look at the list of activities. Which - helping the old and the sick of them are necessary for - helping handicapped and disadvantaged children community development in your - Taking part in directing the traffic area?

- Taking care of war invalids and the families of Ask Ss to do the task martyrs Do as appointed What is the most important volunteer activity in your 2. Work in groups, exchange your area? opinions I think it's protecting the environment is the most Asks Ss to work in groups to do the important.

Really? I think directing the traffic is the most task

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI Culture 1. What do you know about this man - Ask Ss to do the task 2. Read the text about Mahatma Gandhi and answer the questions Ask Ss to work in pairs and do the task

important - Do as appointed Do as appointed 1. He was born in 1869 in India 2. He fought for the rights of coloured people in general and the Indians in particular 3. He helped to make the British leave India so that India became independent in 1947. He also fought for the rights of poor people and women in India Do as appointed 1. Ho Chi Minh President 2. Dr. Ton That Tung ....

3. Work in groups talk about a person who contributed to the development of your local area/country Share your ideas with your group.

Let Ss to work in groups and do the task 4. Consolidation: (3 mins) Talk about Mahatma Gandhi and famous volunteers 5. Homework: (1 min) - Talk about Mahatma Gandhi and famous volunteers - Do the task again - Read Unit 4 - Looking back and Project at home V. SELF-EVALUATION: …………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………

PERIOD 38

UNIT 4: FOR A BETTER COMMUNITY LOOKING BACK AND PROJECT Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To help students revise what they have learned in unit 4 - To do a small project in which they can develop their speaking skills 2. Skills: - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students; Read through English Unit 4 - Looking back and Project III. PROCEDURE 1. Class organization: (1 minute) 2. Check up: (5 minutes) Ask Ss to talk about Mahatma Gandhi and other famous volunteers 3. New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES LOOKING BACK - Do as appointed Pronunciation 1. B 2. A 3. B Listen and circle the word you hear 4. B 5. B 6. B - Play the recording and let Ss listen and circle the word they hear with /end, ant/ * Do as appointed Vocabulary Choose the word from the box to 1. meaningless 2. excited complete the following sentences 3. meaningful 4. interesting 5. donate 6. disadvantaged Let Ss do this vocabulary exercise in

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI pairs or groups of 4 Grammar 1. Write the sentences. Use the past simple or the past progressive form of the verbs - Ask Ss to work in pairs to finish the task

* Do as appointed 1. The telephone rang while we were having dinner 2. I was waiting at the bus stop when I received his text massage 3. It started to rain while we were walking home from school 4. Were you listening when the teacher called your name?

5. He was walking along the corridor when he saw a job advertisement on the notice board.

2. Read the text about Tilly Smith * Do as appointed 2. realised 3. was sitting and put the verbs in the past simple 1. was having or the past progressive 4. recognized 5. wanted 6. was happening 7. told 8. ran Put Ss in pairs to do this task 9. was 10. didn't kill 3. Read the text again and answer * Do as appointed 1. She was a school girl from Surrey England the following questions 2. She was interested in geography 3. The sea water suddenly receded from the shoreline, which is a symptom of a tsunami 4. She told her parents about the possible tsunami, and her father warned other people on the beach and the staff at the hotel where they were staying about it.

5. Student's own answers PROJECT Do as appointed Ask Ss to work in groups, so they can Find someone or place in their community who/that share the workload needs help Find out the problems and suggest solutions Work out what they can do to help and make a plan 4. Consolidation: (3 minutes) - The pronunciation of /end, ant/ - The past simple vs the past progressive - Vocabulary related to the topic volunteer work 5. Homework: (1 minute) - Vocabulary related to the topic volunteer work - Do the tasks again V. SELF-EVALUATION: …………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………

PERIOD 39

UNIT 5: INVENTIONS GETTING STARTED – Computers and our life Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. Objectives: 1. Knowledge:

- By the end of the lesson, students are able to: + Use words and phrases related to the topic Inventions + Role play, practicing listening and speaking 2. Skills: - To help learners get started with 4 skills in Unit 5 - Reading: Read about natural world as inspiration for inventions.

- Speaking: Talk about Inventions, their uses and their benefits.

- Listening: Listen for specific information from an interview.

- Writing: Write about the benefits of an inventors.

3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions" - To provide Ss some motivation

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI II. Methods: Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil…

IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitted) 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES WARM UP - Give some pictures and writes the names of these inventions on board: a. Electric cooker b. Refrigerator c. Television d. Washing machine e. Computer f. Cassette player g. Air conditioner h. Fax machine - Ask sts to give name for the each modern invention.

- Ask some sts to read their names aloud and then give remarks.

- Lead sts into new lesson.

LISTEN AND READ Activity 1 LISTEN AND READ Activity 1 - Ask students to look at the picture and tell them the - Look at the picture. two people in the picture are Phong and his father. Let students guess what Phong and his father are talking - Guess what Phong and his father are talking about. about.

- Listen to the conversation and read - Play the recording. Have students listen and read silently. after silently.

- Tell students not to worry about the new vocabulary or grammar points.

Activity 2 Activity 2 - Get sts to work in pairs to do the task.

- Work in pairs to do the task.

- Call on sts to give the answers on the board.

- Write the answers on the board.

- Check and correct the answers.

- Check and correct the answers.

- Expected answers: 1. He promises to reward Phong if Phong passes the English test.

2. Because his old mobiphone is still good.

3. Computers have changed our lives in many ways: faster communication (emails), free entertainment (online games), convenient shopping (online shopping), etc.

4. He will use his laptop for listening to music, chatting with friends, playing games, researching topics on the web and typing his assignment.

Activity 3 5. (Answers may vary) - Firstly, work individually to do the Activity 3 - Firstly, get sts to work individually to do the task. task.

- Ask sts to compare the answers with a partner.

- Work in pairs to compare the answers.

- Write the answers on the board.

- Call on sts to give the answers on the board.

- Check and correct the answers.

- Check and correct the answers.

- Expected answers: 1. C 2. A 3. D 4. B 4. Consolidation: - Talking about some inventions and their benefits.

- Practice the conversation 5. Homework: - Practice the conversation - Do the task again - Read Unit 5 - Language at home V. Self-Evaluation: …………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………

PERIOD 40

UNIT 5: INVENTIONS

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI LANGUAGE Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. Objectives: 1. Knowledge: By the end of the lesson, students are able to: - Understand the formation of compound nouns and their meanings - Identify the stress patterns of compound nouns and noun groups - Use the gerunds and to infinitives to talk about the uses or purposes of something - Use present perfect tense to describe an event or action happening in the past but having result in the present.

2. Skills: - To help learners get started with 4 skills in Unit 5 - Reading: Read about natural world as inspiration for inventions.

- Speaking: Talk about Inventions, their uses and their benefits.

- Listening: Listen for specific information from an interview.

- Writing: Write about the benefits of an inventors.

3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions" - To provide Ss some motivation II. Methods: Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil…

IV. Procedures: 1. Class organization: 2. Old lesson checking: (Omitted) 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES VOCABULARY Activity 1 VOCABULARY Activity 1 - Explain to the students that the meaning of a - Listen to the T’s explanation. compound noun is not always based on the meaning of its parts.

- Figure out the meanings of five - Help them to use the dictionary to look for compound nouns and their parts.

- Look at the pictures. meanings of five compound nouns and their parts.

- Prepare some pictures of a video game, a smart phone, a laptop, and an e-book reader for Key a 4. E-book: A book that is displayed on a illustration, if students don’t know these things.

Key a computer screen or an electronic device 1. Video game: a game in which players control and (electronic using microchips to control a move images on a screen (video: film or image; small electric current; book: a written work) game: something you play for fun) 2. Smartphone: a mobile phone that has some 5. Email: a way of sending messages to functions of a computer (smart: intelligent, other people by using a computer (electronic: using microchips to control computer-controlled, phone: a telephone) 3. Laptop: a portable, small computer that can work a small electric current; mail: post, with a battery (lap: top part of your leg; top: upper letter) b. No, not always (e.g: laptop) surface) Activity 2 Activity 2 - Listen to the T - Explain the formation of compound nouns.

- Take notes +N+N + N + Adj + V-ing + N - Remind sts that some compound nouns are written - Work in pairs as one word ( e.g: bedroom), some as two words (e.g. - Give the answers. swimming pool), ans some with a hyphen (-) in - Check and correct the answers.

- Key b: between ( e.g. mother-in-law ).

- Get sts to complete the task in pairs.

1. d pencil case 4. c headphones - Elicit sts’ answers.

2. e blackboard 5. b food processor - Check and correct the answers.

3. a washing machine

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI PRONUNCIATION - Explain some simple rules of stress in 2 syllable words.

1. Đa số các động từ 2 âm tiết thì trọng âm chính nhấn vào âm tiết thứ 2.

Ex: En’joy - co’llect - es’cape - de’stroy en’joy re’peat - A’llow - as’sist - ac’cept re’lax - a’ttract - a’ccent - Ex’plain - de’scend - for’get - a’llow - main’tain - con’sent Chú ý: động từ tận cùng bằng ow; en; y; el; er; le; ish: trọng âm ở âm tiết thứ nhất Ex: ‘offer, ‘happen , ‘answer , ‘enter , ‘listen , ‘open, ‘finish, ‘study, ‘follow, ‘narrow...

2. Đa số các danh từ và tính từ 2 âm tiết thì trọng âm chính nhấn vào âm tiết thứ 1 Ex: ‘mountain ‘evening ‘butcher ‘carpet ‘busy ‘village ‘summer ‘birthday ‘porter ‘pretty ‘morning ‘winter Ngoại trừ : ma’chine mis’take a’lone a’sleep .....

3. Danh từ ghép thường có trọng âm chính vào âm tiết 1 : Ex: ‘raincoat ‘tea- cup ‘film- maker ‘shorthand ‘bookshop ‘footpath ‘shortlist ‘airline Activity 2 - Play the recording.

- Ask Ss to listen and tick the words they hear.

- Get sts to read outloud the words they hear.

- Check and correct. 1. b 2. a 3. a 4. b 5. a GRAMMAR Infinitive and gerund Exercise 1 - Get sts to recall the use of gerunds and infinitves.

- Have sts work in pairs and groups to complete the exercise 1 - Call some sts to give the answers on the board.

- Check and correct the answers.

PRONUNCIATION - Listen to the T - Take notes into their notebooks.

4. Tính từ ghép thường có trọng âm chính nhấn vào từ thứ 1, nhưng nếu tính từ ghép mà từ đầu tiên là tính từ hay trạng từ hoặc kết thúc bằng đuôi “ ed” thì trọng âm chính lại nhấn ở từ thứ 2.

Tương tự động từ ghép và trạng từ ghép có trọng âm chính nhân vào từ thứ 2 : Ex: ‘home - sick ‘air- sick ‘praiseworthy ‘water- proof ‘trustworthy ‘lighting- fast , Nhưng : bad- ‘temper short‘sighted well-‘ informed ups’tair well – ‘done short- ‘handed north‘east down- ‘stream 5. Các từ kết thúc bằng các đuôi : how, what, where, thì trọng âm vào âm tiết 1 : Ex: ‘anywhere ‘somehow ‘somewhere ....

6. Các từ hai âm tiết bắt đầu bằng A thì trọng âm vào âm tiết 2 : Ex: a’bed a’bout a’bove a’back Activity 2 - Listen to the recording - Tick the words they hear.

- Read out loud the words GRAMMAR Infinitive and gerund Exercise 1 - Recall the use of gerunds and infinitves.

1. getting; sending 2. to creat; (to) contact 3. to read 4. to play 5. chopping; mixing 6. to store Exercise 2 - Listen to the T - 2-3 model the example.

- Work in pairs to do the activity.

The present perfect.

Exercise 1 - Look at the timelines on the board Exercise 2 1. b has broken 2. d looks, has lost/lost 3. e Do you know; have forgotten/ forget 4. a have asked 5. c left; have disappeared Exercise 3 1. Seems 2. Have affected 3. Were 4. Have encouraged 5. Has aided 6. Have killed 7. Prefer

Exercise 2 - Explain the requirement of the task.

- Have 2-3 sts model the example.

- Divide class into pairs and let them do the activity.

The present perfect.

Exercise 1 - Draw the timelines on the board and explain Exercise 2 - Have sts work in pairs and groups to complete the exercise 2 - Call some sts to give the answers on the board.

- Check and correct the answers.

Exercise 3 - Have sts work in pairs and groups to complete the exercise 3 - Call some sts to give the answers on the board.

- Check and correct the answers.

4. Consolidation: - Stress pattern: compound nouns and noun groups.

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI - The present perfect and Infinitives and gerunds.

5. Homework: - Do the task again - Prepare Unit 5 – Reading.

V. Self-Evaluation: …………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………

PERIOD 41

UNIT 5: INVENTIONS READING Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. Objectives: 1. Knowledge: By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions - Read a text about inventions based on nature for the main idea and specific information 2. Skills: Reading: Read about natural world as inspiration for inventions.

3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions" - To provide Ss some motivation II. Methods: Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil…

IV. Procedures: 1. Class organization: 2. Old lesson checking: (Omitted) 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES WARM UP WARM UP - Ask students some questions: - Listen to the teacher and answer the 1. What machine is used to type/ watch a film/ questions: 1. The computer listen to music/ do calculators/ play games?

2. Yes, I can.

2. Can you use computers?

BEFORE YOU READ BEFORE YOU READ - Preteach new words.

- Read through the text to find out new - Ask sts to read through the text to find out new words. words.

- Explain the words’ meanings.

- Instructs sts to read the new words.

- Take notes.

- Call on some sts to read out loud to check their - Practice reading the new words. pronunciation.

WHILE YOU READ Activity 1 WHILE YOU READ Activity 1 - Have students in pairs to discuss what the animals - Work in pairs to discuss what the in the pictures can do but people can’t animals in the pictures can do but people - Ask students questions to help them think of some can’t devices or equipments that people have created to - Key act 1 allow them to do what they normally cannot. (e.g. as Picture a: A bird can fly people cannot fly, what have they made to help Picture b: A dolphin can swim and stay them fly??) underwater for a long time People have invented an aeroplane, a ship or Picture c: A lotus leaf does not get wet. It submarine, and a waterproof raincoat to make up washes water away. for what they cannot do as well as these animals or leaves.

Activity 2 Activity 2 - Ask students to read the text quickly and pick out - Read the text quickly and pick out repeated words or phrases (e.g. inventions/ invent, repeated words or phrases (e.g. imitating/ imitates, inspirational/ inspired). inventions/ invent, imitating/ imitates,

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI - Tell them that repeated words in a text may reveal inspirational/ inspired).

- Skim the text and choose the best title its main idea or general title. from three options.

- Have students skim the text and choose the best - Give the answers. title from three options.

- Key: Imitating Nature - Check the answers.

Activity 3 Activity 3 - Read the text again and underline the - Ask students to read the text again and underline six words from Activity 1 the six words from Activity 1 - Encourage students to guess the meanings of these - Give the answers.

- Key: 1. B 2. E 3. A 4. C 5. F 6. D words from context and match them with the Activity 4 correct definition.

- Answer the questions individually Activity 4 - Key: - Ask students to answer the questions individually 5. The material that makes up the glass - Key: 1. The inventions that imitate animals are the window has the ability to wash away the dirt in the rain. aeroplane and the submarine.

2. The inventions that imitate plants are Velcro, the 5. An aeroplane: “its wings and shape imitating those of a bird” self-cleaning glass window and umbrella fabric.

3. The aeroplane is considered one of the greatest 6. A submarine: “imitates a dolphin’s inventions in our history because it helps us to shape” travel long distances in the air and encourages the The Vecro: “hook and loop fastener”; development of tourism and trading. “two fabrics sticking together thanks to 4. A submarine can help scientists to learn about life the hooks on one surface and the loops on the other”. under the sea.

AFTER YOU READ Activity 5 AFTER YOU READ Activity 5 - Discuss the question and decide which of the tour - Work in groups of 3 or 4 to discuss the inventions is the best imitation of nature. question and decide which of the tour - The invention needs to be very similar to the inventions is the best imitation of nature. related animal or plant in aeroplane or function.

4. Consolidation: By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions - Read a text about inventions based on nature for the main idea and specific information - Practise working in groups 5. Homework: - Do the task again V. Self-Evaluation: …………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………

PERIOD 42

UNIT 5: INVENTIONS SPEAKING Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. Objectives: 1. Knowledge: By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions - Practise a dialogue with a partner about a 3-D printer - Discuss about inventions - Introduce some inventions in front of the class 2. Skills: Speaking: Talk about Inventions, their uses and their benefits.

3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions" - To provide Ss some motivation II. Methods: Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil…

IV. Procedures:

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI 1. Class organization: 2. Old lesson checking: (Omitted) 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES WARM UP - Ask students to work in groups to write as many words related to computers as possible in 2 minutes. Which group writes the most correct words will be the winner.

-Call the representatives of each group to give the answers.

-Give remarks, lead into the lesson.

PRE – SPEAKING Activity 1 PRE – SPEAKING Activity 1 - Ask students what they think the heading of the - Brainstorm to figure out the meaning speaking section Unique inventions means. of the heading of the speaking section - Ask students to practice the conversation in pairs.

Unique inventions .

Activity 2 Activity 2 - Have students complete the table with the - Complete the table with the information from the conversation. information from the conversation.

- Explain them that the four ideas suggested in the - Listen to the T table are the key points they need to mention when talking about an invention.

- Key: - Give the answers.

Inventions 3-D printer - Check the answers.

Characteristics Bigger and heavier than normal printer Use To produce solid objects similar to the originals benefits Economical (saving lots of money) WHILE SPEAKING Activity 3 WHILE SPEAKING Activity 3 - Ask students to look at the pictures of a portable - Look at the pictures of a portable solar solar charger and a USB stick (or flash drive) and charger and a USB stick (or flash drive) discuss which benefits are suitable for each invention. and discuss which benefits (suggested - Key in the box) are suitable for each Portable solar charger: not dependent on electricity; invention. environmentally-friendly; easy to carry, not costly USB stick: not costly; easy to use; easy to transport files Activity 4 Activity 4 - Ask students to use the information in the table (in - Work in pairs, use the information in Activity 3) and talk about one invention. the table (in Activity 3) and talk about - Tell them that they can make some changes in the one invention. sample conversation (from 1) to make their own conversation natural and logical.

POST SPEAKING Activity 5 POST SPEAKING Activity 5 - Put students in groups of 4 or 5. Each group chooses - Work in groups of 4-5 and chooses one one invention and discusses which information they invention and discusses which may use to introduce the invention to other groups. information they may use to introduce Their talk should include information about the the invention to other groups. characteristics, use, and benefits of the invention.

4. Consolidation: - Use words and phrases related to the topic Inventions - Practise a dialogue with a partner about a 3-D printer 5. Homework: - Do the task again - Prepare Unit 5 - Listening V. Self-Evaluation: ……………………………………………………………………………………………………………………

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI ……………………………………………………………………………………………………………………

PERIOD 43

UNIT 5: INVENTIONS LISTENING Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. Objectives: 1. Knowledge:

By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions - Discuss about inventions 2. Skills: Listening: Listen for specific information from an interview.

3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions" - To provide Ss some motivation II. Methods: Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil…

IV. Procedures: 1. Class organization: 2. Old lesson checking: (Omitted) 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES WARM UP - Show a picture of a radio and ask students to say how to do when you use a radio - Listen to the students and repair their mistakes PRE – LISTENING Activity 1 PRE – LISTENING Activity 1 - Ask students to look at the picture and answer the - Look at the picture and answer the guiding questions. guiding questions.

A, What does this flying car have on both sides of its body? Does it have wheels?

B, Can it fly? Can it run on the ground? Can it move in water?

Activity 2 Activity 2 - Look at 8 words in Activity 2.

- Before students listen to the recording, ask them to - Listen to the T look at 8 words in Activity 2.

- Explain the meanings of the words they do not know. Key: Traffic jams, collapse, garage, - Have students listen and tick the words they hear. gallon, runway WHILE LISTENING Activity 3 WHILE LISTENING Activity 3 - Ask students to listen again and answer the Key: 1. In New York City.

2. He’s a businessman. questions 3. He’s considering owning a flying car - Encourage students to take notes.

- Remind them that notes are key words and ideas that to deal with the traffic problem. can be written down quickly 4. It’s not too big, so it can be put in a - Have students compare their answers with their garage. partner’s 5. This flying can cannot take off without a runway.

Activity 4 Activity 4 Key - This task focuses on specific information about the flying car.

Bigger 5 (in the air); 1 (on the ground) - Ask students to guess what kind of information they 200 (in the air); 120 (on the ground) may put in the gaps.

POST LISTENING Activity 5 POST LISTENING Activity 5 - Ask students to discuss in pairs whether or not they - Work in pairs to discuss whether or want to own a flying car. not they want to own a flying car.

- Draw their attention to the program with flying car

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI (e.g. in need of a runway).

4. Consolidation: - Use words and phrases related to the topic Inventions - Practise a dialogue with a partner about a flying car - Discuss about inventions 5. Homework: - Do the task again - Prepare Unit 5 - Writing V. Self-Evaluation: …………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………

PERIOD 44

UNIT 5: INVENTIONS WRITING Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. Objectives: 1. Knowledge: By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions - Write about inventions based on nature for the main idea and specific information 2. Skills: Writing: write a paragraph about benefits of inventions.

3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions" - To provide Ss some motivation II. Methods: Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil…

IV. Procedures: 1. Class organization: 2. Old lesson checking: (Omitted) 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES WARM UP - Show pictures of some audio devices and ask students to name the devices.

- Listen to the students and repair their mistakes A: They are the speakers.

B: They are the headphones.

C: They are earbuds.

PRE – WRITING Activity 1 PRE – WRITING Activity 1 - Work in pairs and discuss whether or not e.g: the speaker can produce sound loud enough they have any of the audio devices for everybody in a large room to hear; headphone and earbuds do not disturb other people when illustrated by the pictures.

- Encourage them to extend their you listen to music, earbuds are more convenient discussion to the benefits of each kind of than headphones because they are smaller in size. devices Note: headphone (BE)= earphone (AM) Activity 2 Activity 2 - Explain to students that one way to - Listen to the T’s explanation. support one idea in a paragraph is to give - Read a paragraph about the benefits of earbuds and match the details with the benefits. further explanation or an example.

- Firstly, get sts to work individually to - Firstly, work individually to complete the task, complete the task, then compare their then compare their answer with a partner for peer check. answer with a partner for peer check.

- Check and correct the answers.

- Elicit the answers from the sts.

- Give feedback.

1. C 2. A 3. B Activity 3 Activity 3 - Work in groups of 4 - Put sts in groups of 4.

- Have students read the paragraph about A, Topic: the benefits of earbuds. earbuds again and complete the outline of B, Thesis sentence (Topic sentence): What are its this paragraph. benefits?

- Help students to analyze the structure of C, - Supporting idea 1 and further explanation:

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI the paragraph step by step.

Small, light, portable - After each group has finished their put in a bag or pocket. discussion, let the groups exchange their - Supporting idea 2 and further explanation: Not outline for peer checking. costly about 100,000 VND - Elicit the answers from the sts.

- Supporting idea 3 and further explanation: Use - Give feedback. anywhere We not disturb anybody.

WHILE WRITING Activity 4 WHILE WRITING Activity 4 - Put students into groups of three or four. - Work in groups of 3 or 4.

-Ask them to choose one invention and - Choose one invention and discuss what they will discuss what they will write about. write about.

- Encourage students to make complete - Some sts suggest their group’s thesis sentence sentences about the benefits of the and the benefits of the inventions aloud. inventions they have chosen.

- After finishing group discussion, work - Call on some students to suggest their independently and write their own paragraph. group’s thesis sentence and the benefits of the inventions aloud.

POST WRITING POST WRITING - Choose one or two paragraphs and ask - Listen to the T’s correction. the whole class to give comments and You can also remain connected through social correction. networking sites like Twitter, and Facebook.

- Pay attention to sts’ mistakes in Secondly, a smart phone is considered as a magic grammar and word choice. means of entertainment. Most models also boast a SAMPLE WRITING camera, enabling you to capture and share photos It’s no secret that smartphones are and video. It is also a handy CD player allowing everywhere these days and it can not be you to listen to music wherever and whenever you denied that smartphones have some like. Finally, you can use your smart phone to surf benefits which make them more and mote web as it can access easily to the Internet. In some popular to people around the world. recent latest models, we can download many Firstly, it is an useful tool to communicate useful applications from network into ours, which with friends, family members, or help we save the time a lot for some purposes such coworkers, etc. While this can get your as study or selfie.. Furthermore, you don’t message across, smartphones allow you need to worry if you are lost when you are multiple ways of communicating. Not only travelling, because smartphones allow you to find out the way a map can they call, text and IM, they give you access to email, video calling and video application. Overall, smartphones is really useful for people with many advantages. conferencing.

4. Consolidation: - Vocabulary related to Inventions.

- Writing: practise writing paragraph about advantages of inventions.

5. Homework: - Vocabulary related to Inventions.

- Choose another invention to practise writing a paragraph about disadvantages at home.

IV. Self-Evaluation: ………………………………………………………………………………………………………. ……………………………………………………………………………………………………….

PERIOD 46

UNIT 5: INVENTIONS COMMUNICATION AND CULTURE Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. Objectives: 1. Knowledge: By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions - Speak about inventions in Asian countries.

2. Skills: Integrated skills: 3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions"

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI - To provide Ss some motivation II. Methods: Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil…

IV. Procedures: 1. Class organization: 2. Old lesson checking: (Omitted) 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES WARM UP WARM UP A: They are the speakers.

- Show pictures of some audio devices and ask students to name the devices.

B: They are the headphones.

- Listen to the students and repair their mistakes C: They are earbuds.

COMMUNICATION Activity 1 COMMUNICATION Activity 1 - Provide the sts with some language inputs.

- Work in four groups, vote for the best + We vote for… + Firstly/ secondly… invention among the given list. + What’s more… + Besides,…

- Students have more chance to practice + Futhermore,… speaking.

- Go around, observe and give necessary help.

- Pay attention to the four criteria when Activity 2 they do voting.

- Ask sts to present their groups’ choice, remind Activity 2 them to make full sentences using the suggested - Prepare well for the presentation with strong argument to protect the group’s information in the table.

- Listen to the groups’ presentation. voting.

- Present the result of the group’s voting.

- Select some mistakes or errors for later correction while listening.

- Give feedback and necessary correction, focus - Listen carefully to the T’s feedback and on sts’ pronunciation and grammar structures. correction.

CULTURE Activity 1 CULTURE Activity 1 - Ask students to look at the picture and discuss - Look at the picture and discuss with a with a partner what the inventions are for. partner what the inventions are for.

- Have them guess which country these 1, China: C chopsticks 2, Japan: D instant noodles inventions are from.

- Elicit the answers from the sts.

3, Singapore: B PC sound card - Expected answers: 4, The Philippines: A Medical incubator Activity 2 Activity 2 - Tell students some important information about - Listen to the T. King Bhumibol Adulyadej.

1. The two issues are agriculture - Ask students if they know the meaning of development and environment protection. “patent”.

2. A. rain-making technique; b. biodiesel; c.

- Explain to them that an inventor needs to get a Chaipattana Aerator patent for his invention to protect his/her idea.

3. Chaipattana Aerator and rain=making For more advanced classes, extend the activity by techniques. letting students discuss whether there are 4. All three inventions have helped to patents in Vietnam. protect the environment: Chaipattana - Ask students to read the text and answer the Aerator cleans waste water; rainquestions. making techniques improves forest - Expected answers: conditions; biodiesel reduces the use offossil energy 5. Answer may vary.

4. Consolidation: - Vocabulary related to Inventions.

- Practise speaking aoutt inventions in Asian countries.

5. Homework: - Vocabulary related to Inventions.

- Prepare for the following lesson- U5(Looking back and project).

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI IV. Self-Evaluation: ………………………………………………………………………………………………………. ……………………………………………………………………………………………………….

PERIOD 46

UNIT 5: INVENTIONS LOOKING BACK AND PROJECT Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. Objectives: 1. Knowledge: By the end of the lesson, students are able to: - Revise stress pattern with compound nouns and noun groups.

- Recall how to use the present perfect and gerund and infinitives.

2. Skills: Integrated skills.

3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions" - To provide Ss some motivation II. Methods: Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil…

IV. Procedures: 1. Class organization: 2. Old lesson checking: (Omitted) 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES WARM UP WARM UP - List some words/ word phrases on the board.

- Look at the words/ word phrases on the blackboard raincoat smartphones board. food processor running dog light house - Firstly, work individually to identify the greenhouse stress pattern.

- Ask sts to put stress on the correct pattern.

- Then, compare the answers with a partner.

- Elicit sts’ answers.

- Give the answers.

- Check and correct.

- Check and correct.

LOOKING BACK PRONUNCIATION LOOKING BACK PRONUNCIATION Activity 1 Activity 1 - Ask students to pick out the compound nouns - Firstly, work individually to identify the and put them in the first column. The other stress pattern. words are noun groups and are put in the - Then, compare the answers with a partner. second column.

- Help students to review the stress patterns of + First: food processor, smartphone, laptop, compound nouns and noun groups. washing machine, earbuds, runway - Elicit sts’ answers. + Second: solar charger, correction pen, - Check and correct. digital camera - Expected answers.

Activity 2 Activity 2 - Listen to the recording.

- Play the recording for sts to practse listening - Practising pronouncing the given words. and pronouncing the given words.

- Ask some sts to read outloud the words for checking.

- Provide correction if necessary.

VOCABULARY VOCABULARY - Listen to the T’s explanation.

- The five words in the box are the most commonly used ones in the unit.

- Have students put them in the gaps of the five sentences.

- Extend this task by asking students to make

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI their own sentences with these words.

- Get sts to work in pairs to do the exercise.

- Elicit sts’ answers.

- Check and correct.

- Expected answers.

GRAMMAR Exercise 1 - Have a quick review of the present perfect tense. + Form + Usage + How to recognise.

- Get sts to work in pairs to do the exercise.

- Elicit sts’ answers.

Exercise 2 - Get sts to work in groups of 5 to do the task. In each group, each st tells about one invention.

- Remind sts to use gerund or infinitive forms of verbs to make description.

- Elicit sts’ answers.

- Check and correct.

- Expected answers.

4. Consolidation:

1, Economical 2, Inventions 3, Portable 4, Benefits 5, Expensive

GRAMMAR Exercise 1 - Recall the present perfect tense.

1, Is 2, Haven’t planned 3, Have wasted 4, Don’t have 5, Haven’t started 6, says

Exercise 2 1, A washing machine is used for washing clothes.

2, A solar charger can be used for charging mobile devices.

3, I use a laptop (smartphone, ipad,…) to listen to music and watch videos.

4, A correction pen is used for covering a writing error.

5, I use a 3-D printer to produce/ make solid objects. (for producing sold objects).

- Vocabulary related to Inventions.

- Practise speaking about inventions in Asian countries.

- Vocabulary related to Inventions.

5. Homework: IV. Self-Evaluation: ………………………………………………………………………………………………………. ……………………………………………………………………………………………………….

PERIOD 48

REVIEW UNIT 4,5 (L1) Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. Objectives: 1. Knowledge:

- To help students revise what they have learned in unit 4, and 5.

- To give them a chance to practice 2. Skills: - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Educational aims: - To encourage Ss to work harder - To provide Ss some motivation II. Methods: Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil…

IV. Procedures: 1. Class organization: 2. Old lesson checking: (Omitted) 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES LANGUAGE – Vocabulary - Activity 1 LANGUAGE – Vocabulary - Activity 1 - Explain the task requirement.

- Listen to the T - Get sts to work individually first to do the - Firstly, work individually first to do the task, task, then work in pairs to compare the then work in pairs to compare the answers.

- Give the answers. answers.

- Ask sts to give the answers.

1. Bored- boring 2. Interested – interesting - Check and correct the answers.

3. Parentless- homeless 4. Useful

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI - Expected answers.

5. Disappointed – hopeful Activity 2 Activity 2 - Explain the task requirement.

- Listen to the T - Get sts to work individually first to do the - Firstly, work individually first to do the task, task, then work in pairs to compare the then work in pairs to compare the answers.

- Give the answers. answers.

- Ask sts to give the answers.

1. Smartphone 2. E-books 3. Online games - Check and correct the answers.

4. Laptop 5. Mobile phones - Expected answers.

Pronunciation - Activity 3 Pronunciation - Activity 3 - Listen to the T - Explain the task requirement.

- Firstly, work individually first to do the task, OO OO then work in pairs to compare the answers.

- Give the answers.

Washing machine Electronic book - Check and correct the answers.

Food processor Solar charger - Listen to the recording, and write down the Immune system Medical mirror words that they hear.

Laptop Mobile phone - Ask sts to read aloud the words.

Hearing aid Online game GRAMMAR - Activity 1 GRAMMAR - Activity 1 - Explain the task requirement.

- Listen to the T - Get sts to work individually first to do the - Firstly, work individually first to do the task, task, then work in pairs to compare the then work in pairs to compare the answers.

- Give the answers. answers.

- Ask sts to give the answers.

1. Arrived – was talking 2. Was making – rang - Check and correct the answers.

3. Were playing – began 4. Saw- was standing - Expected answers.

5. Stole- was getting on Activity 2 Activity 2 - Listen to the T - Explain the task requirement.

- Firstly, work individually first to do the task, - Get sts to work individually first to do the task, then work in pairs to compare the then work in pairs to compare the answers.

- Give the answers. answers.

- Ask sts to give the answers.

1. Have you visited 2. Did you see - Check and correct the answers.

3. Saw 4. Was spending - Expected answers.

5. Have never been Activity 3 Activity 3 - Explain the task requirement.

- Listen to the T - Get sts to work individually first to do the - Firstly, work individually first to do the task, task, then work in pairs to compare the then work in pairs to compare the answers.

- Give the answers. answers.

- Ask sts to give the answers.

1. Conducting 2. To surf 3. Printing - Check and correct the answers.

4. To buy 5. To defrost 4. Consolidation: - Revise what Ss have learnt in unit 1, 2, 3 5. Homework: - Redo activities at home and prepare for the rest of the Review.

IV. Self-Evaluation: ………………………………………………………………………………………………………. ……………………………………………………………………………………………………….

REVIEW UNIT 4,5 (L2)

PERIOD 49

Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. Objectives: 1. Knowledge: 2. Skills:

- To help students revise what they have learned in unit 4, and 5.

- To give them a chance to practice - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI 3. Educational aims:

- To encourage Ss to work harder - To provide Ss some motivation II. Methods: Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil…

IV. Procedures: 1. Class organization: 2. Old lesson checking: (Omitted) 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES SKILLS - Reading SKILLS - Reading - Ask sts to do the activities 1 and 2 - Check and correct the answers. individually first, then work in pairs to 1. Aviator: A person who flies an aircraft compare the answers.

Glider: A light aircraft that flies without an - Ask sts to give the answers. engine Soaring: Flying fast and high in the air - Check and correct the answers.

Centenary: The 100th anniversary of an event - Expected answers.

Replica: An exact copy of something 2: 1. T 2. F 3. F 4. T 5. F Speaking Speaking - Get sts to work in groups of 4, take turns - Work in groups of 4, take turns asking and asking and answering questions about answering questions about household chores household chores in their families. in their families.

- After about 5 minutes, ask groups to choose - Choose choose one representatives to report one representatives to report the interview the interview result to the class. result to the class.

- Others give the comments and decide which - Ask other students to give the comments sts has the best answers.

Listening and decide which sts has the best answers.

Listening - Listen to the T - Tell sts that they are going to listen to Kate talking about the lifestyles of her father and - Listen to the recording and do the task her uncle.

- Explain the task requirement.

- Give the answers 1. A 2. B 3. C 4. C 5. B - Play the recording 2 times for sts to listen and do the task.

Writing Writing - Explain the task.

- Listen to the T - Ask sts to use the information in Listening - Work individually to do their writing task task to do their writing.

- Give some more instructions.

- Work in pairs for peer correction after - Get sts to work individually to do their finishing their own writing.

- Pay attention to the T’s model correction. writing task.

- Ask sts to work in pairs for peer correction + using wifi or 3G technology, full-HD movies, video clips with high resolution, make voice after finishing their own writing.

- Select one st’s writing for model correction. calls/ video calls through the Internet.

- Give feedback.

4. Consolidation: Revise what Ss have learnt in unit 4, and 5.

5. Homework: Redo activities at home IV. Self-Evaluation: ………………………………………………………………………………………………………. ……………………………………………………………………………………………………….

PERIOD 50

THE FIRST SEMESTER REVIEW (L1) Date of planning: ……/……./2018

Date of teaching: ……/……./2018

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI I. Objectives: 1. Knowledge:

- Help sts revise the knowledge they have learnt in the previous lessons.

- Check how sts understand and remember the lesson they learnt.

2. Skills: Integrated skills.

3. Educational aims: A good preparation for the coming exam and a positive attitude towards learning.

II. Methods: Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil….

IV. Procedures: 1. Class organization: 2. Old lesson checking: (Omitting) 3. New lesson: Teacher’s activities Students’ activities Warm up Warm up - Call on sts to introduce themselves.

- Introduce themselves.

- Listen to the sts.

Pre-teaching Pre-teaching - Help sts review the knowledge they learnt in the - Review the knowledge they previous lessons. learnt in the first semester.

CÁC ĐIỂM NGỮ PHÁP CHÍNH 1. Simple present (Hiện tại đơn): Be-> am/ is/ are + Use: A. Diễn tả thói quen ở hiện tại: Have-> have/ has B. Diễn tả sự thật, chân lí Khẳng định Phủ định Nghi vấn + Trạng từ thường gặp: never, He/ she/ it + V- He/ she/ it + Does + he/ sometimes, usually, often, always, s/es doesn’t + V she/ it +V? as a rule, normally…

I/ You/ We/ I/ You/ We/ They Do + I/ you/ + Ex: Mr Vy usually gets up at 4:40 They + V +don’t + V we/ they +V? a.m - Do you go to school on Sunday?

2. Present continuous (Hiện tại tiếp diễn) - Lan doesn’t know how to use a S + am/ is/ are + Ving computer. + Use: A. Diễn tả hành động đang xảy ra ở thời điểm nói + Ex: - I’m learning English now B. Diễn tả dự định tương lai có mốc thời gian cụ thể.

- My mother isn’t cooking lunch at + Trạng từ thường gặp: now, at present, at this moment, this moment. right now - What are you doing this evening?

3. Present perfect (Hiện tại hoàn thành): + Use: S+ have/ has/ + PP A. Diễn tả hành động xảy ra trong khẳng định phủ định nghi vấn quá khứ kéo dài đến hiện tại He/ She/ It + has He/ She/ It Has + He/ She/ B. Diễn tả hành động xảy ra trong + PP +hasn’t +PP It + PP? quá khứ để lại kết quả ở hiện tại I/ You/ We/ I/ You/ We/ Have + I/ You/ C. Diễn tả kinh nghiệm They + have + PP They + haven’t We/ They + + Trạng từ thường gặp: never, just, + PP PP? ever, recently, already, yet, lately, + Ex: - They have just built a hospital in this area for, since, so far….

- Tom hasn’t eaten Chinese food before - How long have you lived here? + Use: Diễn tả hành động xảy ra và 4. Simple past (Quá khứ đơn) kết thúc trong quá khứ. + Be-> was/ were + Trạng từ thường gặp: yestersay, + Have/ has-> had ago, last…. khẳng định phủ định nghi vấn Ex: - I went to Hue three day ago.

S + V-ed/V2 S + didn’t + V Did + S + V?

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI - Did you watch TV last night?

- Peter wasn’t at home yesterday evening.

Ex: - I was watching TV at 5 p.m yesterday.

- Were they having lunch when you called? + Use: Diễn tả hành động sẽ xảy ra trong tương lai . + Trạng từ thường gặp: Tomorrow, next…….

Ex: - Will you go to university after you finish school?

- I will say goodbye to you before I leave Danang.

While teaching While teaching - Give sts handouts to do exercises.

- Receive the handouts from the T - Get sts to do the exercises individually, then work in - Do the exercises individually, then work in pairs to compare the pairs to compare the answers. answers.

Post teaching Post teaching - Ask sts to give the answers.

- Give the answers.

- Check and correct the answers with the whole class.

- Correct mistakes.

- Expected answers: EXERCISE II EXERCISE I 1. have never watched 2.

1. have 2. Is working 3. Is looking Watched 3. Has read 4. had 5. Have had 4. Goes 5. Are doing 6. is cooking 7. Rains/ is raining 8. Work 6. Have not seen 7. met/ has become 9. has come 9. Sings/ is singing 10. eat EXERCISE IV 8. Has not drunk 10. Has travelled 1. will go-stops 2. Will stay- answers EXERCISE III 1. was sitting / saw 3. catch 4. Am- count 5. goes 6. Will help- finishes 2. Went/ was shining 7. will tell – get 8. Will not come- are 3. went/ was having 9. will tell-ask 10. Will come-see-leave 4. Rained/ was having 5. were walking/ began 4. Consolidation: - Summarize the main points of the lesson.

5. Homework: - Redo the exercises and prepare for the next lesson.

APPENDIX Exercise I: Put the verbs in brackets in the present simple or the present continuous tense.

1. I (have) coffee for breakfast every day.

2. My brother (work) in a shoe store this summer.

3. The student (look) up that new word now.

4. She (go) to school every day.

5. We (do) this exercise at the moment.

6. My mother (cook) some food in the kitchen at present. She always (cook) in the mornings.

7. It (rain) very much in the summer. It (rain) now.

8. Bad students never (work) hard.

9. He generally (sing) in English, but today he (sing) in Spanish.

10. We seldom (eat) before 6.30.

Exercise II: Put the verbs in brackets in the present perfect or the simple past tense.

1. We (never watch) that TV programme.

2. We (watch) a good programme on TV last night.

5. Past continuous (Quá khứ tiếp diễn): S+ was/ were + Ving + Use: Diễn tả hành động đang xảy ra tại 1 thời điểm quá khứ 6. Past perfect (Quá khứ hoàn thành) S+ had + PP + Use: Diễn tả hành động xảy ra và hoàn thành trước 1 hành động khác ở quá khứ. + Trạng từ thường gặp: after, before 7. Simple future (tương lai đơn): khẳng định phủ định nghi vấn S + will + V1 S + won’t + V1 Will + S + V1?

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI 3. He (read) that novel many times before. a little trouble with my car last week.

4. I (have) 5. However, I (have) no trouble with my car since then.

6. I (not see) John for a long time. I (see) him 3 weeks ago.

Mary last night. She (become) a very big girl.

7. I (meet) 8. He is very thirsty. He (not drink) since this morning. .

9. It is very hot. Summer (come) 10. Mr Brown (travel) by air several times in the past.

Exercise III: Put the verbs in brackets in the past simple or the past continuous tense.

1. He (sit) in a bar when I (see) him.

2. When I (go) out, the sun (shine) . out while I (have) tea.

3. The light (go) 4. When it (rain) , she(carry) an umbrella. to the station when it (begin) to rain.

5. We (walk) Exercise IV: Put the verbs in brackets in the simple present or the simple future tense.

1. We (go) out when the rain (stop) .

2. I (stay) here until he (answer) me. you.

3. Wait until I (catch) 4. I (be) ready before you (count) ten.

5. John must eat his breakfast before he (go) out.

6. Miss Helen (help) you as soon as she (finish) that letter.

7. He (tell) you when you (get) there.

8. She (not come) until you (be) ready.

9. He (tell) you when you (ask) him.

10. I (come) and (see) you before I (leave) for England.

IV. Self-Evaluation: ………………………………………………………………………………………………………. ……………………………………………………………………………………………………….

PERIOD 51

THE FIRST SEMESTER REVIEW (L2) Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. Objectives: 1. Knowledge:

- Help sts revise the knowledge they have learnt in the previous lessons.

- Check how sts understand and remember the lesson they learnt.

2. Skills: Integrated skills.

3. Educational aims: A good preparation for the coming exam and a positive attitude towards learning.

II. Methods: Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil….

IV. Procedures: 1. Class organization: 2. Old lesson checking: (Omitting) 3. New lesson: Teacher’s activities Students’ activities Warm up Warm up - Call on sts to introduce themselves.

- Introduce themselves.

- Listen to the sts.

Pre-teaching Pre-teaching - Help sts review the knowledge they learnt in the - Review the knowledge they learnt previous lessons. in the first semester.

PASSIVE VOICE: S+ BE+ PP+ BY+ O Cách chuyển từ câu chủ động sang câu bị động:

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI S

+

V

+

O

S + be+ PP + BY + O Bị động hiện tại đơn: S + is/ am/ are + PP + BY + O Bị động quá khứ đơn: S+ was/ were + PP + BY + O Bị động hiện tại hoàn thành: S + have/ has + been + PP + BY + O Bị động tương lai đơn: S + will + be + PP + BY + O GERUND AND INFINITIVE Danh động từ động từ nguyên mẫu có to 1. Đứng sau một số động 1. Đứng sau một số động từ: keep, like, enjoy, mind, từ: hope, seem, expect, practise, delay, miss, plan, decide, agree, suggest, understand, refuse, wish, offer, finish, admit, look promise.... forward to.......

Ex: We hope to see you Ex: - He likes swimming again 2. Đứng sau giới từ(in, at, 2. Đứng sau tính từ, danh on, to, from, about. ) từ, từ hỏi, đại từ bất - She is afraid of going định, chỉ mục đích there - It is difficult to do this exercise - It is time to go - I don't know what to do - Do you have something to eat?

- She went to the library to borrow some books While teaching - Give sts handouts to do exercises.

- Get sts to do the exercises individually, then work in pairs to compare the answers.

- Ask sts to give the answers.

- Check and correct the answers with the whole class.

- Expected answers: EXERCISE I 1. has just been promoted 2. has taken 3. have you been 4. have you saved 5. has been given 6. has risen 7. has been called 8. haven’t been offered EXERCISE II 1. My bike has been stolen.

2. The class meeting has been postponed.

3. A new school near our hospital has been built.

4. Has Lan been informed of the change?

5. Their assignments haven’t been finished.

While teaching - Receive the handouts from the T - Do the exercises individually, then work in pairs to compare the answers.

Post teaching - Give the answers.

- Correct mistakes.

Post teaching EXERCISE III 1. making 2. to drive 3. to book 4. to send 5. to meet 6. Taking 7. Wearing 8. to take 9. to receive 10. Opening 11. Reading 12. driving 13. learning 14. to study 15. to get 15. to go 17. studying 18. to take 4. Consolidation: - Summarize the main points of the lesson.

5. Homework: - Redo the exercises and prepare for the next lesson.

APPENDIX Exercise 1: Active or Passive? Underline the correct verb form.

1. Tom has just promoted / has just been promoted to area manager of East Asia.

2. My father has taken / has been taken English class in the U.S. 3. How many times have you / have you been fired?

4. How much money have you saved / have you been saved for your vacation.

5. My brother has given / has been given tickets to the concert 6. The population of our city has risen / has been risen to nearly one million.

7. A strike has called / has been called by the factory worker.

8. They haven’t offered / haven’t been offered more money by the management.

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI Exercise 2: Change into passive voice 1. Somebody has stolen my bike. → ……………………………………………………………..

2. They have postponed the class meeting. → ……………………………………………………

3. They have built a new school near our house. → ……………………………………………

4. Has somebody informed Lan of the change? →………………………………………………

5. They haven’t finished their assignments. → …………………………………………………

Exercise 3: Supply the corrrect form of the verb in brackets.

1. It’s obvious he’s is only interested in (make). ..................... money.

2. Ann couldn’t find a taxi so I offered (drive). ........................... her to the station.

3. I managed (book). ......................... two seats on the morning flight.

4. I promise (send). .......................you our new brochure as soon as it’s available.

5. Peter was delighted (meet) ....................... a former colleague at the conference.

6. I avoid (take). ....................the car whenever possible, especially in big cities.

7. My father hates (wear). ...................... a tie to work 8. We can’t afford (take). ........................a vacation this summer.

9. The company was pleased (receive)........................... your thank-you letter.

10. Would you mind (open). .......................... a window?

11. The children are fond of (read). ............. picture books.

12. John is from London. He isn't used to(drive). ....................... on the right 13. Ba stopped (learn). ....................Chinese 3 years ago 14. My teachers advised me (study). ............. hard 15. Mr Johnson decided (get). ...................... another job.

16. Our class planned (go) ..................for picnic 17. My daughter spends two hours (study). ...............maths every day 18. It's very nervous (take). ................the exam.

IV. Self-Evaluation: ………………………………………………………………………………………………………. ……………………………………………………………………………………………………….

PERIOD 52

THE FIRST SEMESTER REVIEW (L3) Date of planning: ……/……./2018

Date of teaching: ……/........ /2018

I. Objectives: 1. Knowledge:

- Help sts revise the knowledge they have learnt in the previous lessons.

- Check how sts understand and remember the lesson they learnt.

2. Skills: Integrated skills.

3. Educational aims: A good preparation for the coming exam and a positive attitude towards learning.

II. Methods: Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil….

IV. Procedures: 1. Class organization: 2. Old lesson checking: (Omitting) 3. New lesson: Teacher’s activities Students’ activities Warm up Warm up - Call on sts to introduce themselves.

- Introduce themselves.

- Listen to the sts.

Pre-teaching Pre-teaching Ngọai lệ: bình thường chữ s phát âm - Help sts review the knowledge they learnt in the previous lessons. /s/, nhưng có những ngoại lệ cần * CÁCH PHÁT ÂM "S" CUỐI: trong trường hợp danh từ số nhớ: - Chữ s đọc /z /sau các từ: busy, nhiều nhiều hoặc động từ số ít.

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI /s/

Khi đi sau các phụ âm điếc (voiceless consonants): /f/, /k/, /p/, /t/ ,/θ/,/h/ Ex: laughs, walks, cups, cats, tenths; books... / iz / Khi đi sau một phụ âm rít: /z/, /s/, /dz/, / t∫/, / ∫ /, /z/. Hoặc các chữ cái: s, x, z, ch, sh, ce, ge Ex: washes, kisses, oranges….. // z Không thuộc hai loại trên. Ex: bags, kids, / days … * CÁCH PHÁT ÂM “ –ED” CUỐI: Đây là hình thức Past tense và Past participle: 1. “-ed ” pronounced as / id /: sau / t, d /: Thường sau chữ t, d: .Ex: wanted; decided 2. “-ed ” pronounced as / t /: sau / k, f, p, s, ∫, t∫, h ,θ/ hoặc chữ p, k, f, th, s, sh, ch:.Ex: asked; stopped; laughed...

3. “-ed ” pronounced as / d /: Trừ 2 trường hợp trên : .Ex: moved; played; raised Ngọai lệ: Đuôi - ed trong các tính từ sau được phát âm /id/: aged, learned, beloved, blessed, naked,...

please, easy, present, desire, music, pleasant, desert, choose, reason, preserve, poison..

- Chữ s đọc /'∫/ sau các từ: sugar, sure Stress: 2/ Nói chung, trọng âm thường rơi vào nguyên âm kép hoặc dài, ít rơi vào nguyên âm ngắn như /∂/ hay /i/ * Ex: a'bandon, 'pleasure, a'ttract, co'rrect, per'fect, in'side, 'sorry, 'rather, pro'duct, for'get, de'sign, en'joy 3/ Một từ hai vần vừa là động từ vừa là danh từ thì: Động từ: trọng âm thường rơi vào âm tiết thứ 2.

Danh từ: trọng âm thường rơi vào âm tiết thứ 1 EX: 'rebell(n), re'bell(v), export, import, increase, object, perfect, permit, present, produce, record, *STRESS - Một số quy tắc cơ bản để nhận biết trọng âm 1/ Trọng âm thường ít rơi vào các tiền tố (prefix) và hậu refuse... * Ngoại lệ: 'promise (n), (v)... tố (suffix) 4/ Trọng âm thường rơi vào trước (ví dụ: dislike, unhappy, uncertain, disappointed, các hậu tố (suffixes) sau đây một unashamed, forefather. ... * Ngoại lệ: 'foresight, 'forecast, 'unkeep, 'upland, vần: - ION, - IC, - IAL, - ICAL, - UAL, ITY, - IA, - LOGY, - IAN, - IOUS, 'surname, 'subway ....

Dưới đây là vài hậu tố không thay đổi dấu nhấn của EOUS, - IENCE, - IENT, - GRAPHY, NOMY, - METRY từ gốc V + ment: ag'ree(thoả V + al: ap'prove(chấp EX: 'vision, uni'versity, phy'sician, thuận) =>ag'reement thuận) => ap'proval li'brarian, Ca'nadian, Au'stralian, V + ance: re'sist(chống V + y: de'liver(giao ex'perience, im'patience, edu'cation, elec'tricity, bi'ology, cự) =>re'sistance (sự hàng)=> de'livery(sự giao a'bility, psy'chology, Au'stralia, 'Austria, chống cự) hàng) V + er: em'ploy(thuê V + age: pack(đóng gói) => 'Asia, ge'ography, pho'tography, làm) => em'ployer(chủ 'package(bưu kiện) e'ssential, ha'bitual, me'chanical, lao động) V + ing: under'stand(hiểu) mathe'matical, po'litical, de'licious, V + or: in'vent (phát => under'standing pho'netics, scien'tific, ge'ometry, minh) => in'ventor adj + ness: 'bitter a'stronomy...

Ngoại Trừ (exceptions): 'lunatic, V + ar: beg (van xin) => (đắng)=> 'bitterness(nỗi a'rithmetic, 'politics, 'Arabic, 'beggar(người ăn xin) cay đắng) 'television...

Ex: bamboo, millionaire, engineer, themselves, saloon, balloon, thirteen, Vietnamese, employee, agree, 5/ Trọng âm rơi vào các vần cuối sau đây: - ADE, - OO, - OON, - EE, - EEN, picturesque, Cartoon, guarantee, kangaroo, typhoon...

EER, - ESE, - AIRE, - SELF, - ETTE, *Ngoại lệ: 'centigrade, 'coffee, co'mmittee, 'cukoo, ESQUE. 'teaspoon…

While teaching - Give sts handouts to do exercises.

- Get sts to do the exercises individually, then work in pairs to compare the answers.

Post teaching

While teaching - Receive the handouts from the T - Do the exercises individually, then work in pairs to compare the answers.

Post teaching

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI - Ask sts to give the answers.

- Give the answers.

- Check and correct the answers with the whole class.

- Expected answers: 4. Consolidation: - Summarize the main points of the lesson.

5. Homework: - Redo the exercises and prepare for the next lesson.

IV. Self-Evaluation: ………………………………………………………………………………………………………. ……………………………………………………………………………………………………….

PERIOD 53

THE FIRST TERM TEST Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. Objectives: 1. Knowledge: - To check Ss’ study from Unit 1 to Unit 5 -To help Ss to get to know whether they are making progress in studying or not.

-To help the teacher to apply appropriate teaching methods for each class 2. Skills: - Practice doing MCQ test.

3. Education aims: - Students have positive attitude towards learning and testing.

II. Methods: - Integrated, mainly communicative III. Teaching aids: - Teacher: Paper tests (40 MCQs), cassettes/ CD player, CD. - Students: pens, pencils, erasers….

IV. Procedures: 1. Class organization: 2. Old lesson checking: ( Omitting ) 3. New lesson: CONTENT OF THE TEST (See in attachment) IV. Self-Evaluation: ………………………………………………………………………………………………………. ……………………………………………………………………………………………………….

PERIOD 54

THE FIRST TERM TEST CORRECTION Date of planning: ……/……./2018

Date of teaching: ……/……./2018

I. Objectives: 1. Knowledge: Find out errors in the test so as not to make mistakes the next time.

2. Skills: - Develop sts’ ability to correct mistakes and errors.

3. Educational aims: - Students have positive attitude towards learning.

II. Methods: - Integrated, mainly communicative III. Teaching aids: - Teacher: tape, board, chalk, textbook, answer key.

- Students: textbook, workbook, pen, pencil….

IV. Procedures: 1. Class organization: 2. Old lesson checking: (Omitting) 3. New lesson: KEYS TO ANSWER (See in attachment)

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GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI ĐA NH GIA THANH KIE M TRA

DUYE ̣ T CỦA LÃNH ĐẠO

NGƯ Ơ I SOẠ N GIA NG

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Date of preparation: 04/09/2018 Date of teaching: 06/09/2018 PERIOD 001/105:

INTRODUCING THE PROGRAMS OF ENGLISH 11

I. AIMS/OBJECTIVES OF THE LESSON: 1. Language focus: - To introduce English 11 - To motivate learners, prepare them to get ready for the new school year.

2. Skills: To test Ss's language skills 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: - Read through English 11 at home III. PROCEDURE: 1. Class organization (1 minute) 2. Check up (omitted) 3. New lesson (40 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Warm up: Do as appointed Introduces herself to the students Asks some students to introduce themselves: What’s your name?

Do you like English?

Do you find English easy or difficult?

Which is the easiest, the most difficult? reading, speaking, listening, or writing?

Why do you learn English?

How long have you learned English?

Are you good or bad at English?

2. The text- book English 11 the 1st term Listen * Unit 1- Unit 6: 8 parts for each unit: getting started, Take notes language, reading, speaking, listening, writing, communication and culture and looking back & project * Review 1, 2 * Test yourself 1 * Written tests: 6: 15’(3) 45’(2) end- term (1) the 2nd term: * Unit 7- Unit 12: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project * Review 3, 4 * Test yourself 2 * Written tests: 6: 15’(3) 45’(2) end- term (1) 3. Teacher’s demand Books * Text - book English 11 Listen Take notes * Work - book English 11 At home: * Prepare for the new lessons: content, structures, words and phrases, pronunciation * Revise the old lessons + do all the homework At class: Trang 1

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I * Participate in all activities * Keep the discipline 4. Students’ assessment (5 mins) What do you find your English?

Very good Excellent: Good: Average: Do as appointed Bad: Very bad: 4. Consolidation (3 mins) - English test book 11 5. Homework: (1 min) - Read unit 1 - getting started at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: 04/09/2018

Date of teaching: 08/09/2018

UNIT 1: THE GENERATION GAPS PERIOD 002/105:

GETTING STARTED

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help learners get started with some language items in Unit 1 - For vocabulary, that is words and phrases related to the generation gap and family rules, as well as some compound nouns - For pronunciation, that is strong and weak form of words in connected speech - For grammar, that is the use of some modal verbs: should, ought to, must, have to 2. Skills - To help learners get started with 4 skills in Unit 1 - Reading: Reading for specific information in an article about the generation gap - Speaking: Talking about parent-child relationship problems, and offering advice on how to solve them - Listening: Listening for specific information in a conversation between two teenagers about conflicts with their parents - Writing: Write a letter about family rules to a teenager staying with a homestay family 3. Attitudes: - To help Ss get started for Unit 1 with the topic "the generation gap" - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: - Read through English Unit 1 - getting started at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (omitted) 3. New lesson (40 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Lead in - Vocabulary - Pronunciation - Grammar - Skills Ask Ss to read the box and inform the - Communication and Culture class of the lesson objectives 1. Listen and read - Do as appointed Ask Ss listen to the recording and read + extended family + nuclear family + childcare + generation gap the conversation + viewpoint Ask them to pay attention to highlighted + table manners words and phrases - Do as appointed 2. Read the conversation again. Decide 1. F whether the statements are T or F 2. F Ask Ss to work individually and finish Trang 2

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I

the task Ask them to exchange their answers with a partner.

3. Complete the definitions by filling highlighted compound nouns in the gaps Ask Ss to work individually and finish the task Ask them to exchange their answers with a partner.

3. T 4. F 5. T - Do as appointed 1. A nuclear family 2. A generation gap 3. A viewpoint 4. Childcare 5. Table manners 6. An extended family - Do as appointed 4. Find other compound nouns in the Grandparents/ grandma/ grandpa conversation.

As Ss to work in groups and finish the Grandmother/ hairstyles Housework/ footsteps task - Do as appointed 5. Find verbs used to express duty, + Opinion and advice: should, shouldn't, ought obligation, advice or lack of obligation to, ought not to Ask Ss to work in groups and finish the + Duty and obligation: must, have to task + Lack of obligation: not have to, not need to - Do as appointed 6. Ask and answer the questions + Nuclear family: Ask Ss to work in pairs and finish the have closer relationships with each other task less generation gaps worry about childcare + Extended family: - more help from family members - not worry about childcare - more conflicts and generation gaps 4. Consolidation (3 mins) - Compound nouns in the conversation - Practice the conversation 5. Homework: (1 min) - Compound nouns in the conversation - Practice the conversation - Do the tasks again - Read Unit 1 - Language at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: 04/09/2018

Date of teaching: 09/09/2018

UNIT 1: THE GENERATION GAPS PERIOD 003/105:

LANGUAGE

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some language items in Unit 1 - For vocabulary, that is words and phrases related to the generation gap and family rules, as well as some compound nouns - For pronunciation, that is strong and weak form of words in connected speech - For grammar, that is the use of some modal verbs: should, ought to, must, have to 2. Skills: - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan Trang 3

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I - Teaching method: Communicative language teaching 2. Students: - Read through English Unit 1 - language at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask some Ss to write some new words and do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES VOCABULARY - Do as appointed 1. g / 2. h / 3. i / 4. f / 5. c 1. Matching to form compound nouns 6. b/ 7. a/ 8. d/ 9. e Ask Ss to do the tasks and compare the results with their partner - Do as appointed 2. Complete each question with one of the 1. hairstyle/table manners compound nouns in 1 2. generation gap 3. nuclear family Ask Ss to do the tasks and compare the 4. junk food 5. schoolchildren results with their partner PRONUNCIATION Do as appointed 1. Listen and repeat Which word is stressed in a sentence? + content words: n, v, adj, adv Ask Ss to read the box and check their + negative auxiliaries understanding + question word Play the recording and let Ss listen + demonstrative pronouns: this, that, these, Play it again with pauses for them to repeat those without nouns + possessive pronouns each sentence 2. Listen and check - Do as appointed Ask Ss to read the sentences, decide 1. A: strong/ B: weak B: strong whether bold words are stressed or 2. A: weak/ 3. A: weak/ B: strong unstressed Play the recording and let Ss listen and check GRAMMAR - Do as appointed 1. Underline the correct word 1. should 2. ought to Ask Ss to read the box and check their 3. must understanding Ask them to do the task then compare their 4. have to 5. mustn't answers with a partner's 2. Rewrite the sentences - Do as appointed Let Ss finish the task and compare their 2. You mustn't use your mobile phone in the answers with their partner's examination room 3. I don't have to type my essay 4. You should tell the truth to your parents 5. Young people must plan their future career carefully 4. Consolidation (3 mins): - Compound nouns - Weak form and strong form of words - Modal verbs: should, ought to, must, have to 5. Homework: (1 min): - Compound nouns, weak form and strong form of words - Modal verbs: should, ought to, must, have to - Do the tasks again, Read Unit 1 - Reading at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Date of preparation: 10/09/2018 Date of teaching: 12/09/2018

UNIT 1: THE GENERATION GAPS PERIOD 004/105:

READING

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: To provide learners some vocabulary related to the topic of conflicts in the family 2. 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 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: - Read through English Unit 1 - Reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss to distinguish the use of should, ought to, must, have to and do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES PRE READING - Do as appointed 1. You are going to read a text about the Some Ss write their predictions on the board conflicts between parents and their teenager children. Which of the following may be found in the text?

Let Ss work in groups, do the task WHILE READING - Do as appointed 2. Read the text quickly and check your b–c–d–e–f predictions in 1 Let Ss skim the text, then check their predictions - Do as appointed 3. Match the highlighted words in the text 1. afford with the definitions below Let Ss look at the highlighted words again, 2. impose 3. brand name then do the task individually 4. norms Ask Ss to compare their answer with a 5. conflicts partner 4. Read the text carefully then answer the - Do as appointed 1. Because they strongly believe that they questions Put Ss in pairs, ask them to ask and answer know what is best for their children 2. They want to be more independent, create the questions their own opinions and make their own decisions Let Ss read the text again and locate the 3. They are worried because these clothes parts of the text where they can get the may break rules and norms of society, or answers distract them from schoolwork 4. They want their children to spend their time in a more useful way 5. No. Some of them try to impose their choices of university or career on their children POST READING - Do as appointed Trang 5

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I 5. Discuss with a partner Yes. My parents keeps complaining about my Put Ss in pairs and let them discuss the irresponsibility for the housework and about my exam results question 4. Consolidation (3 mins) - Vocabulary related to conflicts in the family - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context 5. Homework: (1 min) - Vocabulary related to conflicts in the family - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context - Do the task again - Read Unit 1 - Speaking at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: 10/09/2018

Date of teaching: 13/09/2018

UNIT 1: THE GENERATION GAPS PERIOD 005/105:

SPEAKING

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus To provide learners some vocabulary related to the topic of conflicts in the family - To promote Ss to develop their speaking skills 2. Skills: - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 1 - Speaking at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss to talk about the conflicts between parents and children 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Read about the three situations Do as appointed facing teenagers. Match them with 1.b the problems a, b or c in the box 2. c 3. a below Ask Ss to do the task then compare the result with their partner.

2. Here are some of the things Do as appointed teenagers and parents complain My children: about. Tick the complaints that - watch too much TV - don't help with housework you hear in your family Let Ss do the task then compare - dress badly and have ugly hairstyle - spend too much time on their mobile phones and the result with their friend computers Let representatives from different My parents: groups to go to the board and give - don't respect my privacy - criticize my appearance their presentations - want me to follow in their footsteps - always tell me what to do Trang 6

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I - don't like my friend 3. Work in pairs. Tell your partner Do as appointed what you or your brothers/sisters A: What kind of conflict do you get into with your and your parents complain about. parents?

Give advice on how to solve the B: Well I don't like the way my parents criticizing my appearance. They don't like my jeans and T-shirt. What problem. should I do?

A: I think that your parents are true to some extent.

- Let Ss work in pairs You shouldn't wear Jeans and T-shirt when you are at school or formal party. However, they are OK if you go out with your friends or on other occasions. And you should tell your parents about that B: Thanks, I'll try.

4. Consolidation (3 mins) - Vocabulary related to conflicts in the family - Speaking skills: giving problems, asking for advice, giving solutions - Vocabulary related to conflicts in the family 5. Homework: (1 min) - Speaking skills: giving problems, asking for advice, giving solutions - Do the tasks again - Read Unit 1 - Listening at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: 10/09/2018

Date of teaching: 15/09/2018

UNIT 1: THE GENERATION GAPS PERIOD 006/105:

LISTENING

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: To provide learners some vocabulary related to the topic of conflicts and differences - To promote Ss to develop their listening skills 2. Skills: - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 1 - Listening at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss go to the board and ask and answer about conflicts in their family 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. You are going to listen to Tom and Linda Do as appointed discussing their conflicts with their parents. - They may talk about conflicts of watching What do you think they will mention?

TV/playing computer games too much; Ask Ss to work in pairs, discuss the hairstyle; clothes and not helping with the housework questions 2. Match the words in the box with the Do as appointed appropriate definitions 1. d/ 2. a Ask Ss to do this task in pairs 3. b/ 4. c Do as appointed 3. Listen to the conversation. Decide if the 1. F following sentences are T or F Play the tape twice 2. F Trang 7

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I 3. T Let Ss listen to the recording, do the task then compare the answer with their 4. T partner 5. T Do as appointed 4. Listen to the conversation again and 1. C 2. A 3. B 4. C 5. B choose the best answer A, B, or C Ask Ss to listen again and do the task then compare the answer with their partner 5. Work with a partner. Ask and answer the Do as appointed 1. No, they don't. They think that my clothes following questions Ask Ss to work in pairs, ask and answer the are colorful and not suitable for a student.

2. I think that computer games help me to questions relax after hard work but my parents disagree. They think that computer games are totally harmful.

4. Consolidation (3 mins) - Vocabulary related to the topic of conflicts and differences - Listening skills - Vocabulary related to the topic of conflicts and differences 5. Homework: (1 min) - Listening skills - Do the tasks again - Read Unit 1 - Writing at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: 16/09/2018

Date of teaching: 19/09/2018

UNIT 1: THE GENERATION GAPS PERIOD 007/105:

WRITING

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To provide learners some vocabulary related to family rules 2. Skills: - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: - Read through English Unit 1 - Writing at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask some Ss go to the board talk about how to solve the problems in their family 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. The following are some Do as appointed family rules. Complete 1. My parents do not let me go out late at night them, using the phrases 2. They make me help with the household chores below. Add a few more if 3. They tell me to keep my room clean and tidy.

4. They warn me not to tell any lies. you can.

Ask Ss to work in pairs 5. They want me to prepare carefully for all my exams 6. I am not allowed to play computer games and do the task 7. They forbid me to use a cell phone.

8. I have to finish all my homework before going to bed 9. I'll be punished if I neglect my study and get bad marks Trang 8

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I 10. I'll be rewarded if I get good marks.

2. Read the list in 1 again. Do as appointed Choose the three most 1. One important rule in my family is that I have to help around important rules that your with the housework and other home duties. This will give my parents often apply to mother more free time to relax, teach me lessons about my you. Think of the reasons responsibility and make my family members closer to each and write them in the other. spaces provided 2. Another important rule in my family is that my parents want me to take my study seriously. I'm expected to finish all my Ask Ss to do the task, then homework before going to bed and prepare carefully for every compare the result with exam at school. I will I'll be punished if I neglect my study and their partner get bad marks but I'll be rewarded if I get good marks.

3. The third important rule in my family is that I am not allowed to tell lies. Whether I make a small or serious mistake, my parents make me to tell the truth so that they can know everything about me and help me to solve the problem.

3. An English teenager is Pham Ngoc Thach, Dong Da, Ha Noi, Viet Nam going to stay with your February, 10th, 2014 family for two months on Dear Lauren, a cultural homestay I'm very happy to know that you'll be staying with my family for two months. We live in a four-bedroom flat on the 15th floor. programme.

Complete a letter to You will have your own bedroom for your stay here. inform him/her of the You asked me about our family rules. There are three important rules in your family ones that we must follow.

One important rule in my family is that every member of the Ask Ss to do the task family has to keep his or her room tidy. My brother and I have to make our beds every morning, and clean the floor and windows twice a week.

Another important rule is that my brother and I must be home before 10 p.m. My parents are very strict and believe that setting a curfew with help us become responsible, and stay safe and healthy. The third important rule is that we mustn't invite friends to stay overnight. This is not only our family rule, but also the rule for all people living in the building.

If you have any questions, please let me know. We will try our best to make you feel comfortable during your stay with us.

I hope you will enjoy your time in VN Looking forward to meeting you Best Wishes Ha 4. Consolidation (3 mins): - Vocabulary related to family rules - Writing skills: write a letter about family rules 5. Homework: (1 min): - Vocabulary related to family rules - Writing skills: write a letter about family rules - Do the tasks again - Read Unit 1 - Communication and Culture at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………..

-------------THE END---------------

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Date of preparation: 16/09/2018 Date of teaching: 20/09/2018

UNIT 1: THE GENERATION GAPS PERIOD 008/105:

COMMUNICATION & CULTURE

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: To provide learners some communication samples and cultural items 2. Skills: - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: - Read through English Unit 1 - Communication and Culture at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes): Ask some Ss to go to the board and read their writings 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Communication Do as appointed 1. Work in groups. Practise I live in a nuclear/an extended family asking the following questions Living in a nuclear family has both advantages and disadvantages. On the one hand there are only two and take notes of their answers generations in a nuclear family so there will be less Ask Ss to do the task conflicts and generation gaps. On the other hand nuclear families have to face with the problem of childcare and elderly care Living in an extended family brings about both advantages and disadvantages. For advantages, 2. Report your groups' opinions members in extended families often help each other a to the class lot with child care, elderly care and housework.

Each groups give the Children can also learn a lot of experiences from the representative to report their elderly. For disadvantages, extended families often have a lot of conflicts and generation gaps. opinions Do as appointed Culture - Do as appointed The return of the extended 1. The number of multi-generational households with families in the UK and the USA three or four generations living under the same roof 1. Read the following text about 2. Unemployment, part-time work and low-paid jobs the coming back of the extended have become more common. The cost of housing has families and answer the become higher. The pressures of childcare and elderly questions care have become heavier 3. The disadvantages are the lack of space, - Ask Ss to work in pairs and do independence and privacy, and the daily conflicts the task 4. They can develop relationships with adults other than their parents.

5. Old people can become more active when interacting with the younger generations 2. Discuss with a partner Do as appointed Ask Ss to work in pairs and do the 1. The current family trend in VN is the increase in the task number of nuclear families 2. The reasons for this is the influence from Western Trang 10

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I

and the depletion in the cultures, busy lifestyle traditional customs 3. Yes. 4. Consolidation (3 mins) - Talk about nuclear and extended families - Talk about family trend in the UK, the USA and in VN 5. Homework: (1 min) - Talk about nuclear and extended families - Talk about family trend in the UK, the USA and in VN - Do the task again - Read Unit 1 - Looking back and Project at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: 16/09/2018

Date of teaching: 21/09/2018

UNIT 1: THE GENERATION GAPS PERIOD 009/105:

LOOKING BACK & PROJECT

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To help students revise what they have learned in unit 1 - To give them a chance to do a small project in which they can develop their speaking skills 2. Skills: - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: - Read through English Unit 1 - Looking back and Project III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss to go to the board talk about Mahatma Gandhi and other famous volunteers 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES LOOKING BACK - Do as appointed Pronunciation 1. Tim and his parents often argue about what time 1. Identify the stressed words and he should come home put a stress mark before their 2. Money is a source of conflict for many families. stressed syllables in the following 3. Susan's parents want her to do well in school, and statements. Listen and check your if that doesn't happen, her parents get angry, so she answer gets worried - Play the recording and let Ss listen 4. Kate's parents often complain that she doesn't and do the task help clean the house.

2. Identify the stressed words and * Do as appointed put a stress mark before their 1. A: At what age were you allowed to stay at home stressed syllables. Listen and check alone? your answers.

B: I don't remember exactly. I think it was when I Vocabulary was nine or ten.

Fill in the gaps with the words/ 2. A: These jeans look really cool. Would you like to try them on? phrases from the box B: No, I don't like them. I like those over there.

Let Ss do this vocabulary exercise in 3. A: Do you think life is safer in the countryside? pairs or groups of 4 Trang 11

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I 2. Can you find other compound nouns with the word family?

Grammar 1. Complete the following sentences with should or ought in their positive or negative form - Ask Ss to work in pairs to finish the task 2. Complete the following sentences with must/mustn't or have to/ has to and don't have to/ doesn't have to 3. Read the text again and answer the following questions

B: Yes, I do. It's also cleaner.

Do as appointed 1. nuclear family/ 2. generation gap 3. homestay/ 4. Conflicts/ 5. curfew Do as appointed nuclear family/ extended family one-parent family/ single-parent family family name/ family tree family doctor/ family rules * Do as appointed 1. ought/ 2. shouldn't, ought 3. shouldn't/ 4. oughtn't, should * Do as appointed 1. have to, has to/ 2. mustn't 3. must/ 4. don't have to Do as appointed

PROJECT The class is divided into groups of 6 to 8. Your group will interview 15 teenagers, aged 15-17, who live in your area, and take notes of their answers. Report your group's findings to the whole class 4. Consolidation (3 minutes) - Words and phrases related to the generation gaps and family rules, as well as some compound nouns - Strong and weak form of words in connected speech - The use of some modal verbs: should, ought to, must, have to 5. Homework (1 minute) - Words and phrases related to the generation gaps and family rules, as well as some compound nouns - Strong and weak form of words in connected speech - The use of some modal verbs: should, ought to, must, have to - Do the tasks again IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: 23/09/2018

Date of teaching: 26/09/2018

UNIT 2: RELATIONSHIPS PERIOD 010/105:

GETTING STARTED ROMANTIC RELATIONSHIPS

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To help learners get started with some language items in Unit 2 - For vocabulary, that is words and phrases related to relationships - For pronunciation, that is contracted forms: nouns/pronouns, etc + verb/ verb not - For grammar, that is the use of linking verbs and cleft sentences 2. Skills: - To help learners get started with 4 skills in Unit 2 - Reading: Reading for general ideas and specific information about teenage relationship problems - Speaking: Talking about problems and asking for advice - Listening: Listening for specific information about parent-child relationships - Writing: Writing an online posting about relationship problems 3. Attitudes: - To help Ss get started for Unit 1 with the topic "Relationships" Trang 12

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 1 - getting started at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (omitted) 3. New lesson (40 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Lead in - Do as appointed Inform the class of the lesson objectives: getting to know the topic, vocabulary relating to relationships Ask them look at the pictures and guess what they show 1. Listen and read - Do as appointed Ask Ss listen to the recording and read the get involved in romantic relationships conversation single-sex school start a relationship with sb concentrate on one's study 2. Decide whether the following statement Do as appointed 1. T 2. F 3. T is T, F or NG Ask Ss to do the task then compare the 4. T 5. NG 6. T answer with their partner 3. Read the conversation again, and find 1. get involved the verbs that come before the words 2. feel bored 3. are very kind, caring and sympathetic below 4. sounds good Ask Ss to do the task then compare the answer with their partner 4. Consolidation (3 mins) Words and phrases related to relationships 5. Homework: (1 min) - Words and phrases related to relationships - Practice the conversation - Do the task again - Read Unit 2 - Language at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: 23/09/2018

Date of teaching: 27/09/2018

UNIT 2: RELATIONSHIPS PERIOD 011/105:

LANGUAGE

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To provide learners some language items in Unit 2 - For vocabulary, that is words and phrases related to relationships - For pronunciation, that is contracted forms: nouns/pronouns, etc + verb/ verb not - For grammar, that is the use of linking verbs and cleft sentences 2. Skills: To promote Ss to develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan Trang 13

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I - Teaching method: Communicative language teaching 2. Students: - Read through English Unit 2 - language at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss to talk about Mai's relationships 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Do as appointed VOCABULARY 2. break up 1. Write the words or phrases given 1. have got a date 3. romantic relationship 4. argument in the box next to their meaning 5. sympathetic 6. lend an ear Ask Ss to work in pairs, do the task 7. be in a relationship 8. be reconciled Do as appointed 2. Complete the sentences with the 1. lend an ear, broke up words or phrases in 1 2. reconciled Ask Ss to do the task then compare 3. romantic relationship 4. in a relationship, arguments the answer with their partner 5. have got a date 6. sympathetic PRONUNCIATION Do as appointed 1. Find the contracted forms in the shouldn't - should not/ you're - you are conversation and write their full there's - there is/ we're - we are don't - do not/ Didn't - did not form he's - he is Ask Ss to do the task then compare It's - It is/ the answer with their partner I'm - I am Do as appointed 2. Listen and underline what you 1. I will, I'll 2. I am hear 3. He is, he's 4. we are, didn't Ask Ss to do the task then compare 5. I've, That's the answer with their partner GRAMMAR Do as appointed Linking verbs 1. sounds 2. grow/get 4. getting 1. Choose the verbs in the box to 3. stay complete the sentences. Make 5. seem 6. look/seem changes to verb forms if necessary.

Ask Ss to do the task then compare the answer with their partner Do as appointed 2. Underline the correct words to 1. unhappy 2. warmly 3. suddenly complete the sentences 4. excited 5. angry 6. annoyed 7. awful 8. quickly GRAMMAR Do as appointed Cleft sentences with It is/ was ...

1. It was her sad story that made me cry 1. Rewrite each sentences to 2. It is you who are to blame for the damage emphasize the underline part.

It is you that is to blame for the damage 3. It's hiking in the forest that we really enjoy.

Ask Ss to do the task then compare 4. It's your parents that/who you should really speak the answer with their partner to when you have problems 5. It's his dishonesty that I dislike the most 6. It's Jim that/who Laura is in a relationship with 7. It was at the age of 20 that he became successful as a famous writer 8. It was in a nice coffee shop that they had their first date.

2. Write the answer to these Do as appointed questions. Use the words or phrases 1. No. It was Mary that I had a date with Trang 14

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I in bracket as the focus 2. No. It was a smart phone that he gave me for my birthday Ask Ss to do the task then compare 3. No. It's in Tokyo that I'm going to spend the holiday the answer with their partner with my family 4. No. It's a lawyer that I want to become 5. No. It's his brother that/who earns 10,000 dollars a month 6. No. It's Ha that/who is in love with Phong.

7. No. It's my friend that/ who can speak three languages fluently.

8. No. It's at 8 a.m tomorrow that we have a meeting 4. Consolidation (3 mins) - Vocabulary related to relationships - Contracted forms, linking verbs, cleft sentences 5. Homework: (1 min) - Vocabulary related to relationships - Contracted forms, linking verbs, cleft sentences - Read Unit 2 - Reading at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: 23/09/2018

Date of teaching: 29/09/2018

UNIT 2: RELATIONSHIPS PERIOD 012/105:

READING PLEASE HELP ME!

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: To provide learners some vocabulary related to the topic.

2. 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 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: - Read through English Unit 2 - Reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss to go to the board and do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Lead in Inform the class of the lesson objectives: skimming and scanning a text for main ideas and specific information PRE READING Do as appoitned 1. Discuss with a partner Picture a: The teacher is returning students' papers. The boy is depressed because of his poor Let Ss work in pairs, do the task grades.

Picture b: Their relationship is breaking up Picture c: They're having an argument WHILE READING 2. An advice column in a newspaper Do as appointed offers help to readers when they are in Trang 15

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I trouble. Read the column and match the readers' names with their problems.

Let Ss work in pairs, do the task 3. Find the words or expressions in the text that have the following meanings and write them in the space below

1. b. Van Ha: My friend betrayed my trust 2. c. Quang Nam: I don't have friends Do as appointed

1. be on good terms with sb 2. take the initiative 3. trust Ask Ss to do the task then compare the 4. engage in a conversation 5. drop out of school answer with their partner

4. Read the newspaper column again and Do as appointed 1. They are close friends answer the questions 2. Ha told Hoa aobut her depression and her Ask Ss to work in pairs to do this task intention to drop out of school 3. Because Hoa promised to keep Ha's story secret, but then she told their teacher about that.

4. No. She tries to explain why Hoa told the teacher about Ha's problem, and advises Ha to talk to Hoa again.

5. He thinks he is short and fat, and girls don't find him attractive 6. Because Nam doesn't have a good relationship with the girls in his class 7. The counsellor advises Nam to focus on his studies, become an excellent student and learn how to start a friendly conversation with his classmates POST READING Do as appointed 5. If you were the counsellor in charge of the advice column, what would you advise Ha and Nam to do?

Put Ss in groups of four and let them discuss the questions freely 4. Consolidation (3 mins) - Vocabulary related to relationships - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context - Vocabulary related to relationships 5. Homework: (1 min) - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context - Do the task again - Read Unit 2 - Speaking at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 2: RELATIONSHIPS PERIOD 013/105:

SPEAKING SEEKING ADVICE

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary related to the topic of relationship problems - To provide learners expressions of asking and giving advice 2. Skills - To promote Ss to develop their speaking skills Trang 16

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 2 - Speaking at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask Some Ss to go to the board and do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Do as appointed 1. Choose sentences a-f to complete the 1. b 2. e 3. d conversation between two classmates Ask Ss to do the task then compare the 4. a 5. f 6. c answer with their partner 2. Answer the question Do as appointed 1. She was chosen to take part in the English Let Ss work in pairs, do the task Public Speaking Contest in Da Nang, but her parents don't allow her to go there. They are worried because she has never been away from home 2. Van advises Chi to ask their teacher to persuade Chi's parents - Do as appointed 3. Practice the conversation with a partner Ask Ss to work in pairs, practice the conversation Do as appointed 4. Choose 1 topic. Use the ideas below to make a similar conversation A: Hi, John. You look unhappy. What's the matter with you?

Ask Ss to work in pairs, do the task B: Well. My classmates keep making fun of me because I got poor grades at school A: Don't worry. You should ask your teacher for help when having a problem.

B: But the problem is that I don't understand my homework and I can't do it.

A: If I were you, I will find a tutor who explain the lesson again to you and help you with your homework at home.

B: That's a good idea. I'll try it. Thank you for your advice.

5. Work with a partner. Talk about a Do as appointed problem that you have had at school or I had a terrible row with my best friend over a boy at home. that we both like. And she hasn't spoken to me ever since. I don't want to lose this best friend but I don't know what to do, so I asked my mother for her advice. She told me that I must know who is more important to me, my best friend who I have known since childhood or a boy who I have just known for some days and that I should apologize to my best friend and make up with her.

4. Consolidation (3 mins) - Vocabulary related to relationship problems - Speaking skills: making a dialogue based on the sample, 5. Homework: (1 min) - Vocabulary related to relationship problems Trang 17

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I - Speaking skills: making a dialogue based on the sample - Do the tasks again - Read Unit 2 - Listening at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 2: RELATIONSHIPS PERIOD 014/105:

LISTENING TEENAGE RELATIONSHIPS

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary relating teenage relationships 2. Skills - To promote Ss to develop their listening skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 2 - Listening at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss to go to the board and talk about relationship problems and solutions 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. If you have a boyfriend or girlfriend, Do as appointed will you tell your parents about it? why Yes, because my parents are sympathetic. They or why not? can give me some advice No, because my parents are very strict and Ask Ss to work in pairs and do the task unsympathetic.

2. Listen to a talk show with host Vicky Do as appointed 2. B Holmes and guest speaker Dr Dawson. 1. C 3. C 4. A Choose the best answer to complete each statement.

3. Listen again. Answer the questions Do as appointed 1. The talk show is about how teenagers and Let Ss work in pairs to answer the their parents deal with problems questions 2. They need to learn to form safe and healthy relationships with other people 3. Parents should offer a shoulder for their children to cry on and listen to them 4. No because their strong opposition will make their children stop talking about their feeling Do as appointed 4. In your opinion, what is the right age A person should start a romantic relationship for a romantic relationship? Discuss when he/she is at an age or stage in life when with a partner he/she is mature enough, and is ready for a possible marriage. For this reason, the "right" age can be different from person to person 4. Consolidation (3 mins) - Vocabulary related to teenage relationships - Listening skills Trang 18

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I 5. Homework: (1 min) - Vocabulary related to teenage relationships - Listening skills - Do the tasks again - Read Unit 2 - Writing at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 2: RELATIONSHIPS PERIOD 015/105:

WRITING TEEN FORUM

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary related to the topic of relationship problems 2. Skills - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 2 - Writing at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask some pairs of Ss to talk about flying car 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Read an online posting on Teen Do as appointed 1. upset 2. shocked Forum and fill the gaps. Use the words in the box 3. influence 4. different Ask Ss to do the task 5. talented 6. appearances Do as appointed 2. Put the following parts of the 2. c online posting in the correct order 1. g 3. f 4. d Ask Ss to do the task in pairs 5. e 6. a 7. b 3. Choose one of the stories below. Do as appointed I feel lonely in my home!

Use the ideas to write an online

by Lion King >> Tuesday, December 3, 2014 at 9 P.M posting of 160-180 words My parents are always busy at work. They often work late on weekdays and most weekends. So I'm left alone Ask Ss to do the task at home with the housemaid or tutor. I feel so lonely and miss my parents a lot. I wish my parents understood and spent more time with me.

What should I do?

4. Think of st that happened to you Do as appointed or another person. Write an online posting of 160-180 words Ask Ss to exchange their writing for peer comment 4. Consolidation (3 mins) - Vocabulary related to the topic of relationship problems - Writing skills 5. Homework: (1 min) - Vocabulary related to the topic relationship problems - Writing skills Trang 19

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I - Do the tasks again - Read Unit 2 - Communication and Culture at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 2: RELATIONSHIPS PERIOD 016/105:

COMMUNICATION & CULTURE

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: To provide learners some communication samples and cultural items 2. Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 2 - Communication and Culture at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask some Ss to go to the board and read their writings 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Communication Do as appointed 1. Listen to Hung's opinions about 1. Hung can have more knowledge of different cultures online friends. and lifestyles because his online friends come from Answer the questions. different places around the world.

Ask Ss to do the task 2. He can contact his friends whenever he wants, as long as they are online.

3. Because he doesn't have to spend money on dinners, parties or cinema tickets.

4. The most important benefit of having online friends is that he can end a relationship quickly 5. Sometimes he doesn't know for sure who these friends really are, as they may not use their real names.

Do as appointed Yes. I have some online friends. I want to meet them 2. Discuss the following questions fact to face. I think that making friends online have in groups both advantages and disadvantages. You can make friends with a lot of people from different backgrounds, cultures, nations ... You will learn a lot of new things from your new friends. You can share your feelings and tell them your problems and ask them for advice ... However, you don't really know what your online friend say is true or not.

Culture Do as appointed 1. Read the text about dating a. online dating - US around the world and complete b. speed dating - Singapore the information in the table below c. group dating - Europe and Australia the correct pictures on page 23 Do as appointed Trang 20

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I - Ask Ss to do the task 1. T 2. F 3. T 2. Read the text on page 22 again. 4. NG 5. NG 6. F Decide whether the following Do as appointed statements are T, F or NG Group dating are popular in VN especially among Ask Ss to read the text and do the young people. Speed dating is not popular as there are task no companies that provide that kind of service. Online 3. Discuss with a partner dating can be found on the Internet, but they are not Ask Ss to work in groups, discuss very popular as many people think online dating is not safe the question 4. Consolidation (3 mins) Different kinds of dating - Different kinds of dating 5. Homework: (1 min) - Do the tasks again - Read Unit 2 - Looking back and Project at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 2: RELATIONSHIPS PERIOD 017/105:

LOOKING BACK & PROJECT

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in unit 2 - To give them a chance to do a small project in which they can develop their speaking skills 2. Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students Read through English Unit 2 - Looking back and Project III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss to go to the board talk about different kinds of dating 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES LOOKING BACK Do as appointed Pronunciation 1. A she is B You have 1. Underline the words which could be 2. A I am, I will 3. A It would B can not, he is contracted in these exchanges Ask Ss read the exchanges and do the 4. A It is, will not B do not task Do as appointed 2. Listen to check your answers Ask Ss to listen and check their answer - Do as appointed 1. dating 2. lend an ear Vocabulary 3. romantic relationship 4. meet face to face 6. be in a relationship Complete these sentences with the 5. broke up correct forms of the words or phases in the box Grammar - Do as appointed Trang 21

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I 1. Put the words in the correct order to make questions

Ask Ss to do the task then compare the answer with their partner

2. Write the answer to the questions in 1 Ask Ss to do the task then compare the answer with their partner

1. How did Peter feel when his girlfriend broke up with him?

2. How will I look if I cut my hair short?

3. How did you feel when you lost the game?

4. How did Martin's voice sound in the live show on TV last night?

5. How does your soup taste?

6. How would you feel if you had no friends?

- Do as appointed 1. He felt depressed 2. You'll look attractive 3. I felt disappointed 4. His voice sounds awful 5. It tastes great 6. I'd feel lonely - Do as appointed 1. f 2. d 3. a 4. g 5. b 6. c 7. e

3. Join the two parts to make cleft sentences Ask Ss to do the task then compare the answer with their partner PROJECT 1. Your group is going to take part in a - Do as appointed storytelling contest organized by your school. Each group member tells a story about friendship or teacher-student relationships. Think about the following questions Ask Ss to do the task 2. Your group chooses the best story which meet the following criteria Ask Ss to work in groups and do the task 4. Consolidation (3 mins) - Revise what Ss have learnt in unit 2 - Talk about relationships 5. Homework: (1 min) - Revise what Ss have learnt in unit 2 - Talk about relationships - Do the tasks again IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

WRITTEN TEST PERIOD 018/105:

WRITTEN TEST 1

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To test and mark the students - To get feedback from the students 2. Skills - To help Ss develop their skills to do MCQ tests 3. Attitudes - To give Ss the motivation to learn hard for their exam II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, test papers - Testing method: Multi-choice questions 2. Students: - Prepare for the test at home III. PROCEDURE Trang 22

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I 1. Class organization (1 minute) 2. Check – up (omitted) 3. Testing contents (43 minutes) * Vocabulary: Unit 1 – THE GENERATION GAP Unit 2 – RELATIONSHIPS * Grammar: Some modal verbs/Linking verbs * Reading skills Parent-child problems/Relationship problems * Listening skills Conflicts and solutions/Parent-child relationships * Writing skills Family rules/ An online posting ENGLISH TEST No 1 LANGUAGE Pronunciation Mark the stressed words in the following sentences with the mark “'” 1. Being rude to your parents won't convince them you're right. This can have the opposite effect.

2. How can parents support their children through the bad times?

3. Money can be source of conflict for many families.

Choose the best answer 1. Here we are./ we're. This is my place.

2. Why will not/ won't you help me with my housework?

I will./ I'll. I will/ I'll be with you in a minute.

3. You must be pleased with your test results.

Yes, I am./ I'm.

Vocabulary Make words related to generation gap and relationships using the letters 1. lucaner mafyil ............................................. 2. wucfer .............................................

3. norcedciel ............................................. 4. tconarim .............................................

5. borlmep .............................................

Complete the sentences with the correct words based on the letter given 1. When Laura suffer a b.................. in her relationship, she saw a c. ................. for advice.

2. To maintain a lifelong f................. you should be s................... and care about your friend's feelings.

3. The biggest advantages of living in an extended family is that parents don't have to worry much about c. ....................... and housework.

Grammar Complete the sentences with the verbs in the box. taste seem look stay grow 1. Jack broke up with his girl friend, and he ............. very sad when I saw him 2. Getting involved in a romantic relationship .......... unreasonable to you now. You are too young.

3. I can't ................ awake any longer 4. This boy will become a genius when he ........................... older.

5. This curry..................... delicious. Is it Thai or Indian?

Rewrite the sentences, using the cleft structure 1. Their wedding will be held on a luxury cruise ship.

2. Hoa couldn't understand Phong's sense of humour.

3. I am in charge of organising the storytelling contest.

SKILLS READING Read the text the do the following tasks Max and Carol's weeding is to be held next week. Max never thought he could find the woman of his dreams. He became a successful businessman at the age of 37. He has worked hard all his life to get through university and then set up a company to provide a income. The problem was that meetings and hard work made it difficult for him to meet a suitable . Last year, when he wanted to , he looked around and found that all Trang 23

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I his old friends and female college were already married.

Some friends suggested going to bars or dance clubs. However, he thought the girls who went to these places were not mature or enough. Another suggestion was to look for a partner online. In fact, Max had a lot of online girlfriends, but he did not . He was beginning to feel lonely and hopeless them, as they usually hid their real when he saw an advertisement about the Speed Dating and Matchmaking Center When Mark went to the Speed Dating and Matchmaking Centre Office, he thought they could help. After completing a survey about his age, education, religion, like and dislike, he was invited to a get-together with other nine men and ten women. There, he spent about six minutes with each woman, talking about things like jobs, hobbies, families which women he wished to and children. At the end of the evening he made a report see a gain. Luckily, Lucy, the woman that he chose, was also interested in him. They had a meeting the following week. Max and Lucy had many things in common, but he did not really feel to her. Lucy felt the same, and they agreed to friends. A month later, Lucy invited Max to her birthday party and introduced him to her friends. Fate was kind to Max this time as he met Carol there, and they fell in love with each other at first sight.

Fill in the missing words stating settle down identity form partner attracted serious stable trust remain Find the words or phrases from the text which means the following 1. the money a person earns from work or business (n) 2. an informal meeting (n) 3. fully grown and developed; sensible (adj) 4. when you see someone for the first time (pre) 5. the power that is believed to control people's life (n)_ LISTENING Listen to the conversation between Paul and Andrea and decide whether the statements are T or F 1. Andrea can't wait for her flight 2. Paul is excited about coming home 3. Paul's home is 280 km from where they are now.

4. There are more children in Andrea's family than in Paul's.

5. When Andrea's family get together, they often go out to dinner Listen again and give short answer to each of the following question 1. How many children are there in Andrea's family?

2. Is Paul's family a close-knit one?

3. What does Paul's mother do when his family gets together?

WRITING Write a paragraph about conflicts in your family 4. Consolidation (omitted) 5. Homework (1 minute) - Look at the test paper at home Date of preparation: ……./…../2018

Date of teaching: ……./……./2018

WRITTEN TEST PERIOD 019/105:

CORRECTION OF TEST 1

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help Ss revise the knowledge - To get feedback from the students 2. Skills - To correct Ss’ errors if necessary 3. Attitudes - To give Ss the motivation to learn hard for their exam II. PREPARATION 1. Teacher: - Teaching aids: Lesson plan, answer keys - Teaching method: Communicative language teaching Trang 24

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I 2. Students: - Look at their test paper at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (omitted) - Some Ss go to the board, do some tasks again 3. Testing correction (40 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Gives the answer keys - Compare the answer keys with their performance - Explains some knowledge - Revise some knowledge - Answers Ss’s questions - Ask questions ANSWER KEY LANGUAGE Pronunciation Mark the stressed words in the following sentences with the mark ' 1. Being 'rude to your 'parents 'won't con'vince them you're 'right. 'This can 'have the 'opposite ef'fect.

2. 'How can 'parents sup'port their 'children through the 'bad 'times?

3. 'Money can be 'source of 'conflict for 'many 'families.

Choose the best answer 1. we are 2. won't; I will; I'll 3. I am Vocabulary Make words related to generation gap and relationships using the letters 1. nuclear family 2. curfew 3. reconciled 4. Romantic 5. problem Complete the sentences with the correct words based on the letter given 1. break-up; councellor 2. friendship; sympathetic 3. childcare Grammar Complete the sentences with the verbs in the box.

1. looked 2. seems 3. stay 4. grows 5. tastes Rewrite the sentences, using the cleft structure 1. It is on a luxury cruise ship that their wedding will be held.

2. It was Phong's sense of humour that Hoa couldn't understand.

3. It is me that is/ It is I who am in charge of organizing the storytelling contest.

SKILLS READING Read the text the do the following tasks 1. stable 2. partner 3. settle down 4. serious 5. trust 6. identity 7. form 8. stating 9. attracted 10. remain Find the words or phrases from the text which means the following 1. income 2. get-together 3. mature 4. at first sight 5. fate LISTENING Listen to the conversation between Paul and Andrea and decide whether the statements are T or F 1. F 2. F 3. F 4. T 5. T Listen again and give short answer to each of the following question 1. 6 2. No 3. cooks big meals WRITING Write a paragraph about conflicts in your family - form of a paragraph - correct grammar and vocabulary - coherence 4. Consolidation: (3 minutes) - Vocabulary in unit 1 and unit 2 - Some modal verbs - Linking verbs 5. Homework (1 minute) - Unit 3 - Getting started IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Trang 25

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 3: BECOMING INDEPENDENT PERIOD 020/105:

GETTING STARTED AN INDEPENDENT PERSON

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help learners get started with some language items in Unit 3 - For vocabulary, that is words and phrases related to being independent - For pronunciation, that is sentence stress and rhythm: linking between a consonant and a vowel - For grammar, that is to infinitive after some adj and n 2. Skills - To help learners get started with 4 skills in Unit 3 - Reading: Reading for general ideas and specific information about timemanagement skills - Speaking: Giving opinions about of the skills needed for being independent - Listening: Listening for specific information about how children are raised to become independent - Writing: Write a letter requesting further information about a course 3. Attitudes - To help Ss get started for Unit 3 with the topic "becoming independent" - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 3 - getting started at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (omitted) 3. New lesson (40 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Listen and read - Do as appointed Ask Ss to look at the picture and answer the question They are active, confident and independent - How do you think the people in these picture are?

Play the recording, ask Ss to listen and read Do as appointed 2. Answer the questions about the conversation 1. Because Minh doesn't rely on other people for help and isn't influenced by other people's opinion Ask Ss to work in pairs to do the 2. Because he always completes his tasks on time, and task never need to be reminded about assignments and other schoolwork.

3. He tried hard and spent the whole night on a hard Maths problem when most students in the class had given up 4. He always tries to find solutions to his problems and seldom needs help from others 5. Responsible, reliable, self-reliant, determined, wellinformed and confident 6. Student's own answer 3. Read the conversation again, Do as appointed 2. e match the words with their 1. d Trang 26

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I definitions 3. b 4. c 5. f 6. a Ask Ss to read the conversation again, do the task 4. Find the sentences with to- Do as appointed infinitives after adjectives or 1. It's good to have a friend you can rely on nouns in the conversation and 2. Even our Maths teacher was very surprised to read his answer write them in the spaces below 3. His parents must be really pleased to have such a son Ask Ss to read the conversation 4. But he still have time to read ...

5. It's interesting to talk to him again, do the task 6. I really admire his ability to make decisions so quickly 7. You're lucky to have a close friend like him 4. Consolidation (3 mins) - Words and phrases related to being independent - Practice the conversation 5. Homework: (1 min) - Words and phrases related to being independent - Practice the conversation - Do the task again - Read Unit 3 - Language at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 3: BECOMING INDEPENDENT PERIOD 021/105:

LANGUAGE

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some language items in Unit 3 - For vocabulary, that is words and phrases related to being independent - For pronunciation, that is sentence stress and rhythm: linking between a consonant and a vowel - For grammar, that is to infinitive after some adj and n - To promote Ss to develop the skill of working in pairs and groups 2. Skills 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 3 - language at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss to talk about how to become independent 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES VOCABULARY Do as appointed 1. Complete the table with words that 1. reliable - reliability - reliably have the same roots as the adjectives 2. confident - confidence - confidently in the first column 3. independent - independence - independently 4. self reliant - self-reliance Ask Ss to work individually first and 5. decisive - decisiveness- decisively then in pairs to do the task 6. determined - determination - determinedly 7. responsible - responsibility - responsibly 2. Complete the following sentences Do as appointed 1. reliable 2. confidence with some of the words given in 1 Trang 27

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Ask Ss to work in pairs and do the task PRONUNCIATION Linking between a consonant and a vowel 1. Listen and repeat the following sentences Play the recording and let Ss listen Play it again with pauses for them to repeat each word 2. Listen and link the consonant sounds and the vowel sounds Ask Ss to read the word in rows paying attention to the difference between the stress pattern GRAMMAR To infinitives after nouns and adjectives 1. Work in pairs. Underline the toinfinitive in the sentences you found in 4 in getting started

3. well-informed 4. responsible 5. self-reliance 6. decisively 7. Independence Do as appointed Pay attention to the linking between the words

Do as appointed

Do as appointed 1. It's good to have a friend you can rely on 2. Even our Maths teacher was very surprised to read his answer 3. His parents must be really pleased to have such a son 4. But he still have time to read ...

5. It's interesting to talk to him Ask Ss to work in pairs, do the task 6. I really admire his ability to make decisions so quickly 7. You're lucky to have a close friend like him 2. Rewrite the sentences using the to- Do as appointed 1. The little boy was afraid to jump into the pool infinitive 2. She is proud to be the leader of the group 3. The students were excited to hear that they had Ask Ss to work individually then in won the competition pairs to check their answer 4. My mother was very surprised to hear that I would take part in the storytelling contest 5. I'm sorry to disturb you Do as appointed 3. Combine the sentences using to infinitive 1. It's unreasonable to expect that everybody will understand you Ask Ss to work individually first, then 2. It's impossible to guess what will happen in groups and check their answers 3. It's easy to learn some simple sentences in English such as How are you? or Thank you 4. It's necessary to take a map with you when travelling in a foreign country 5. It's possible for you to finish the project on your own.

Do as appointed 4. Rewrite the sentences using the 1. You are not ill so there's no need to sttay in bed noun in brackets and a to-infinitive 2. My teacher has the ability to make complicated phrase things easy to understand 3. His decision to take part in the contest surprised Ask Ss to work individually then in pairs to check their answer all of us 4. I couldn't get permission to go to the party 5. I didn't know about their plan to go to Nha Trang for the summer holidays 4. Consolidation (3 mins) - Vocabulary related to becoming independent Trang 28

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I - To infinitive after some adj and n - Linking between a consonant and a vowel 5. Homework: (1 min) - Vocabulary related to becoming independent - To infinitive after some adj and n - Linking between a consonant and a vowel - Do the task again - Read Unit 3 - Reading at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 3: BECOMING INDEPENDENT PERIOD 022/105:

READING TIME-MANAGEMENT SKILLS

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary related to the topic of time management 2. 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 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 3 - Reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss to go to the board and do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES PRE READING Do as appointed 1. Work with a partner, ask and answer the Sometimes, I forget to do my homework or questions below have to struggle to meet deadlines. I make Let Ss work in pairs, do the task plans to manage my time WHILE READING Do as appointed 2. Read the text and select the statement The main idea of the text is "Time that expresses its main idea Let Ss read the four statement A, B, C, D management skill has many benefit and there first and make sure they understand all of are three steps to develop them" 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 main idea of the whole text Help them eliminate the choice that is only one aspect of the text 3. Read the text again. Decide whether the Do as appointed 1. NG 2. F 3. F sentences are T, F or NG 4. T 5. T Ask Ss to work in pairs and do the task 4. Answer the following questions Do as appointed Trang 29

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Put Ss in groups of 3, ask them to read the 1. With good time management skills, you questions first to make sure they don't feel very stressed when exam dates are understand them by asking them to approaching; you can act more independently underline key words and responsibly, get better grades at school and have more time for family and friends.

Let Ss read the text again and locate the 2. Write the things you will have to do on a parts of the text where they can get the planner or an app on your mobile device, and answers put time limits on them 3. So you can check them later 4. Decide what is important to you and give it the most of your time or add it to the top of your list 5. Once routines are developed, they take less time to do POST READING Do as appointed 5. Work in groups, discuss the questions.

Put Ss in groups of four and let them discuss the questions freely 4. Consolidation (3 mins) - Vocabulary related to time management - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context 5. Homework: (1 min) - Vocabulary related to time management - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context - Do the task again - Read Unit 3 - Speaking at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 3: BECOMING INDEPENDENT PERIOD 023/105:

SPEAKING

SKILLS YOU NEED TO BE INDEPENDENT I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary related to the topic skills for becoming independent - To provide learners different expressions of uses and benefits 2. Skills - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 3 - Speaking at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask Some Ss to go to the board and do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Work in pairs. Discuss and match Do as appointed 1. d 2. f the skills with the appropriate 3. e 4. a reasons Trang 30

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I 6. b 7. c Ask Ss to work in pairs, do 5. g matching exercise Do as appointed 2. Use the words in the box to 1. loneliness 2. decisions complete the conversation. Then 3. Interpersonal communication practice it in pairs Let Ss work in pairs, do the task 4. communicate - Do as appointed 3. If you want to be independent, which of the skills in 1 are the most A: Which of the life skills do you think are the most important? important for you?

Work in pairs. Make the similar B: I think that interpersonal communication is the conversation most important skill.

A: Really? Why do you think so?

B: Because lacking this skill may keep me out of the social communication. I cannot make friends with other people as well as develop personal relationships. What about you? Which of the skills are the most important?

A: Problem solving skill. Because it helps me to feel confident have experiences when I deal with my own problem.

4. Consolidation (3 mins) - Vocabulary related to skills for being independent - Speaking skills: making a dialogue based on the sample, interviewing, reporting 5. Homework: (1 min) - Vocabulary related to skills for being independent - Speaking skills: making a dialogue based on the sample, interviewing, reporting - Do the tasks again - Read Unit 3 - Listening at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 3: BECOMING INDEPENDENT PERIOD 024/105:

LISTENING HOW PARENTS HELP YOU BECOME INDEPENDENT

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus To provide learners some vocabulary related to the topic of how to become independent 2. Skills - To promote Ss to develop their listening skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 3 - Listening at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss to talk about skills to become independent 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Do as appointed 1. Look at the photo and answer the The boy is riding a bicycle and his father is question Ask Ss to work in pairs and do the task helping him 2. Listen to an interview on life skills, the Trang 31

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I most popular radio show for teens and Do as appointed parents, and match the statements with the 1. Long: b, f speakers 2. Tuan: a, d Let Ss listen to the recording and do the 3. Minh: c, e task 3. Answer the questions Do as appointed Let Ss work in pairs to answer the 1. They didn't let him do any household questions chores and drove him to school until he finished Grade 9 2. To voice (speak out) his opinions 3. They focus on teaching him about responsibility 4. If he does his responsibilities well, they give him a reward 5. To do chores and follow set routine 6. He can make his own choices about these items 4. Work in groups. Tell your group Do as appointed members whether you were brought up in the same way as Tuan, Long or Minh 4. Consolidation (3 mins) - Vocabulary related to the topic of becoming independent - Listening skills 5. Homework: (1 min) - Vocabulary related to the topic of becoming independent - Listening skills, do the tasks again - Read Unit 3 - Writing at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 3: BECOMING INDEPENDENT PERIOD 025/105:

WRITING WRITE A LETTER REQUESTING INFORMAATION

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary related to the topic .

2. Skills - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 3 - Writing at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some pairs of Ss to talk about how to become independent 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Read the advertisement for life skill Do as appointed courses in Teenage Magazine below and 1. Courses that teach the skills people need to answer the questions become independent Ask Ss to do the task 2. Those who want to be independent/ live on their own successfully Trang 32

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I 3. The skills to overcome the feeling of loneliness 4. A discount on the tuition fee 5. Write to Mrs. Angela Brown 2. Put parts of the letter in the right order - Do as appointed 1. d 2. a 3. f Ask Ss to do the task in pairs 4. b 5. e 6. c 3. Match each problem with its sign. Then - Do as appointed 1. Lacking time management skills c, d discuss with a partner 2. Suffering from stress: a, e Ask Ss to do the task 3. Lacking interpersonal skills: b, f 4. Imagine that you have one of the Do as appointed problems, write a letter similar to the one in 2 to Mrs. Brown for advice Ask Ss to do the task Ask Ss to exchange their writing for peer comment 4. Consolidation (3 mins) - Vocabulary related to the topic of requesting information - Writing skills 5. Homework: (1 min) - Vocabulary related to the topic of requesting information - Writing skills - Do the tasks again - Read Unit 3 - Communication and Culture at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 3: BECOMING INDEPENDENT PERIOD 026/105:

COMMUNICATION & CULTURE

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus To provide learners some communication samples and cultural items 2. Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 3 - Communication and Culture at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask some Ss to go to the board and read their writings 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Do as appointed Communication - What it meant to be independent Discussion Work in groups, discuss the extract and prepare a short talk expressing your group's opinion about it Culture - Ways of raising children Do as appointed 1. Read the two passage about how 1. To teach their children to live Trang 33

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I American and Vietnamese parents raise independently their children and answer the questions 2. To protect their children and to provide - Ask Ss to do the task them with a happy and wealthy childhood.

3. They make them do things such as washing, cleaning, and cooking for themselves from the time they are very small 4. No. Vietnamese parents seldom ask for their children's opinions before making 2. Make some comparisons between the family choices. two ways of child raising using while, 5. They show respect for them and let them whereas, different from voice their opinions on family issues.

6. After they get married Ask Ss to do the task Do as appointed 4. Consolidation (3 mins) Ways of raising children in the USA and in VN 5. Homework: (1 min) - Ways of raising children in the USA and in VN - Do the tasks again - Read Unit 3 - Looking back and Project at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 3: BECOMING INDEPENDENT PERIOD 027/105: LOOKING BACK & PROJECT I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in unit 3 - To give them a chance to do a small project in which they can develop their speaking skills 2. Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 3 - Looking back and Project III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss to go to the board talk about how to teach children to become independent in VN and in the USA 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES LOOKING BACK Pronunciation 1. Listen and repeat these sentences Do as appointed - Do as appointed Ask Ss to listen then link the final - Do as appointed consonants and initial vowels 2. well-informed 2. Read the paragraph below and link 1. confident 4. decision the final consonants and initial 3. determined 5. decisiveness 6. responsibly vowels 7. Reliability 8. independent Vocabulary - Work in pairs, do the task Complete these sentences using the 1. Denis was happy to receive a letter from his words given in the box Trang 34

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I

Grammar 1. Combine the sentences using to infinitives - Ask Ss to work in pairs to finish these sentences

2. Rewrite the sentences using the nouns in brackets and to infinitives without changing the meaning of the sentences

mother 2. Ann was so lucky to pass the exam 3. It's impossible to learn a foreign language in one day 4. The students are very keen to take part in the "Green Day" activities 5. It's necessary for you to develop habits that will keep your body healthy and clean 6. We are relieved to hear that Helen is feeling better now.

7. It's difficult to guess what will happen 8. It's important to learn how to cope with loneliness 9. It's important to learn how to get from one place to another.

10. Dave was very surprised to receive a birthday gift from an old friend - Work in groups, do the task 1. Their goal to win the first prize seems unrealistic 2. Nobody knew about his dream to become a doctor 3. Her failure to obey the school rules upset her parents very much 4. Tania's ability to speak three foreign languages is amazing 5. Tom's attempt to persuade his parents to allow him to join the club failed 6. He made an effort to overcome any difficulties by himself

PROJECT 1. Complete the questionaire. Tick - Do as appointed the number based on how accurate each statement is for you. The number you tick represents the point you get for ach item Ask Ss to do the task 2. Work in groups of ten. Make questions from the statements in the questionaire. Then use the question to interview students in your group Let the groups have some time do the task 4. Consolidation (3 mins) - Revise what Ss have learnt in unit 3 - Determine how independent you are 5. Homework: (1 min) - Revise what Ss have learnt in unit 6 - Determine how independent you are - Do the tasks again IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

REVIEW 1 (UNIT 1,2,3) PERIOD 028/105:

LANGUAGE

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in unit 1, 2, 3 - To give them a chance to practice 2. Skills - To promote Ss to develop their skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through Review 1 III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss to go to the board do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Do as appointed Language 1. household 2. childcare Vocabulary 3. viewpoint 4. grandparents 1. Form compound nouns with the 5. girlfriend words in the box 2. Complete the conversation, using the * Do as appointed 1. relationship 2. an argument words from the box 3. reconciled 4. independent 5. self-reliant Pronunciation * Do as appointed 3. Listen and link the final consonants and initial vowels in the sentences Grammar Do as appointed 4. Complete these sentences with 1. should/ought to 2. shouldn't/ ought not to 3. must/have to 4. mustn't should/shouldn't ...

5. must/has to Do as appointed 5. Rewrite the following sentences to emphasis the underlined parts 1. It was in Greece that the first Olympic Games were held.

2. It was Nam who/that won the first prize in the English speaking contest 3. It's a chocolate cake that I am making for my best friend's birthday party 4. It was in 1975 that Scotland's most famous poet Robert Burns was born 5. It's working on a computer that gives me headaches.

6. Rewrite new sentences with a similar Do as appointed 1. Our school is quite easy to find meaning 2. The paragraph is difficult to translate 3. I'm delighted to work for the school library 4. She was very surprised to see him at the party 5. I was sorry to hear that your grandma was ill 4. Consolidation (3 mins) - Revise what Ss have learnt in unit 1, 2, 3 5. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3 Trang 36

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I - Read Review 1 at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

REVIEW 1 (UNIT 1,2,3) PERIOD 029/105:

SKILLS

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in unit 1, 2, 3 - To give them a chance to practice 2. Skills - To promote Ss to develop their skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through Review 1 III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss to go to the board do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES SKILLS Do as appointed Reading 1: 1. Read and complete the text with the words 1. decisions 2. hopefully 3. unemployment 4. advantage 5. straight 6. qualifications from the box 7. possibility 8. practical 2. Read the text again and answer the 2: 1. Around the age of seventeen questions 2. There is more unemployment 3. Getting a job more easily 4. There are many opportunities for training Speaking Do as appointed 3. Work with a partner. Make a conversation about your friends' problem and give them advice.

Listening Do as appointed 4. Listen to recording about relationship 1. T 2. F 3. T 4. F 5. T problems between parents and teenage children. Decide whether the following statements are T or F Writing 5. Read the advertisements and choose one of Do as appointed the language schools you want to attend to improve your English 6. Write a letter requesting more information Do as appointed 4. Consolidation (3 mins) - Revise what Ss have learnt in unit 1, 2, 3 5. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3 - Read Review 1 at home IV. SELF-EVALUATION: ………………………………………………………………………………………………………………………………..

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

WRITTEN TEST PERIOD 030/105:

WRITTEN TEST 2

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To test and mark the students - To get feedback from the students 2. Skills To help Ss develop their skills to do MCQ tests 3. Attitudes To give Ss the motivation to learn hard for their exam II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, test papers - Testing method: Multi-choice questions 2. Students: - Prepare for the test at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (omitted) 3. Testing contents (43 minutes) * Vocabulary: Unit 3 – BECOMING INDEPENDENT * Grammar: To infinitive after certain adjectives and nouns * Reading skills Time management skills * Listening skills How children are raised to become independent * Writing skills A letter requesting further information ENGLISH TEST No 2 LANGUAGE Pronunciation Mark the consonant sounds that link with the vowel sounds 1. An apple a day keeps the doctor away.

2. Independent people believe in themselves and trust their own abilities 3. She spends an hour a day practicing her English 4. He lives on his own in a small apartment.

5. I took on family responsibilities from an early age.

Vocabulary Complete the missing word to make a compound noun 1. t.......................................... skill 2. i. .......................................... communication 3. t.......................................... fee 4. self e..................................

5. household e....................................................

Choose the best answer 1. He can be trust to do the job well. He's a very person A. responsible B. well-informed C. self-reliant D. independent 2. If you want to be financially , try to find a good job that pays well.

A. reliable B. independent C. dependent D. decisive 3. Our teams needs a leader who can make important decision quickly and dependently.

A. well-informed B. determined C. decisive D. self-reliant 4. is necessary for a good friendship.

A. Reliable B. Reliant C. Reliance D. Reliability 5. Everyone should act_ in order to protect our environment A. responsible B. responsibility C. responsibly D. irresponsibly Grammar Rewrite the sentences using the nouns in brackets and to infinitive 1. She can cook for herself and that makes her more independent. (ability) 2. We were very impressed when we saw that she tried very hard to overcome difficulty. (effort) 3. She was disappointed because her father couldn't attend the teacher - parent meeting (failure) 4. Her teachers like her because she is always willing to learn (willingness) 5. The headmaster refused to allow us to go camping in the mountains. (permissions) Trang 38

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Rewrite the sentences using the adjective and to infinitive 1. The student heard that the President would visit their school. They were excited.

2. Laura has been selected to represent her class at the May Festival. She is proud 3. I'll win the race. I'm determined 4. Mike will volunteer to help at the special school for children with disabilities. He's willing 5. Don't try to make him change his mind. It's not easy.

SKILL Reading Read the text and fill each gaps with an adjective which best describes each paragraph.

How to live independently is, probably, one of the questions that are most frequently asked by people, young and old. According to experts, there are a number of steps that people who want to become independent should follow. Below are some of them.

First, you should believe in yourself. That is the first and most important condition to make other believe in you. If you don't have faith in yourself, you will always turn to others for help every time you have to make a decision. Believing in yourself will make you trust your own decisions, even if they completely go against someone else's.

Second, get your own information. You should watch and read the news from different sources. It's important to read as much as possible, whether it is literature or daily newspapers.

The information you get from reading will allow you to get both sides of every story before you form an opinion.

Third, maintain solid friendship. You don't have to reject people as friends to be independent. In fact, your independence is reinforced with good friends. When your friend needs someone to talk to, be there for them, and listen to their problems with sympathetic and understanding attitude. This way, you will not only help your friends, but their stories will help you learn how to deal with similar situations that may come up to you later in your life.

Read the text again and decide whether the following statements are T, F or NG 1. You should believe in yourself so that other people will help you when you have to make a decision 2. You should watch and read news on both TV and the Internet 3. People who reject their friends are not very independent 4. There are three steps to become independence 5. You can learn from your friend's experiences Listening Listen to the first part of the recording and fill the missing words in the gaps Marie Curie was born in Warsaw on She received general education in local schools and some from her father.

As a brilliant and mature student, Marie of a scientific career, which was impossible for a woman at that time. To save money for a she had to work as a and her studies were interrupted.

Listen to the second part of the recording and decide whether the following statement is T, F or NG 1. At the Sorbonne, she studied physics and Maths.

2. She married Pierre Curie in 1894 3. She was the first woman professor at the Sorbonne 4. She had returned to visit Warsaw several times 5. She was awarded a Nobel Prize in physics.

Writing Write a paragraph to show the differences in the ways Vietnamese and American parents use to raise children.

4. Consolidation (omitted) 5. Homework (1 minute) Look at the test paper at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

WRITTEN TEST PERIOD 031/105:

CORRECTION OF WRITTEN TEST 2

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help Ss revise the knowledge - To get feedback from the students 2. Skills - To correct Ss’ errors if necessary 3. Attitudes - To give Ss the motivation to learn hard for their exam II. PREPARATION 1. Teacher: - Teaching aids: Lesson plan, answer keys - Teaching method: Communicative language teaching 2. Students: - Look at their test paper at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (omitted) Some Ss go to the board, do some tasks again 3. Testing correction (40 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Gives the answer keys - Compare the answer keys with their performance - Explains some knowledge - Revise some knowledge - Answers Ss’s questions - Ask questions ANSWER KEY LANGUAGE Pronunciation Mark the consonant sounds that link with the vowel sounds 1. An apple a day keeps the doctor away.

2. Independent people believe in themselves and trust their own abilities 3. She spends an hour a day practicing her English 4. He lives on his own in a small apartment.

5. I took on family responsibilities from an early age.

Vocabulary Complete the missing word to make a compound noun 1. time-management skill 2. interpersonal communication 3. tuition fee 4. self esteem 5. household expense Choose the best answer 1. A 2. B 3. C 4. D 5. C Grammar Rewrite the sentences using the nouns in brackets and to infinitive 1. Her ability to cook for herself makes her more independent 2. We were impressed by her effort to overcome difficulties 3. She was very disappointed because of her father's failure to attend the teacher-parent meeting 4. Her teachers like her because of her willingness to learn 5. The headmaster refused to give us permission to go camping in the mountain Rewrite the sentences using the adjective and to infinitive 1. The student were excited to hear that the president would visit their school 2. Laura is proud to be selected to represent her class at the May Festival 3. I'm determined to win the race 4. Mike is willing to volunteer to help at the special school for children with disabilities 5. It's not easy to make him change his mind SKILL Reading Read the text and fill each gaps with an adjective which best describes each paragraph.

1. independent 2. self-reliant 3. well-informed 4. friendly Trang 40

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I

Read the text again and decide whether the following statements are T, F or NG 1. F 2. NG 3. NG 4. T 5. T Listening Listen to the first part of the recording and fill the missing words in the gaps 1. November 7th 1867 2. scientific training 3. habored the dream 4. study tour abroad 5. private tutor Listen to the second part of the recording and decide whether the following statement is T, F or NG 1. T 2. F 3. F 4. NG 5. F Writing Write a paragraph to show the differences in the ways Vietnamese and American parents use to raise children.

4. Consolidation: (3 minutes) - Vocabulary in unit 3 - To infinitive after certain adjectives and nouns 5. Homework (1 minute) - Unit 4 – Getting started IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 4: CARING FOR THOSE IN NEED PERIOD 032/105:

GETTING STARTED HELPING STUDENTS IN NEED

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help learners get started with some language items in Unit 4 - For vocabulary, that is words and phrases related to people with disabilities and how to support them - For pronunciation, that is elision of weak vowels - For grammar, that is the past simple and the present perfect 2. Skills - To help learners get started with 4 skills in Unit 4 - Reading: Read about helping people with disabilities - Speaking: Interview a volunteer and discuss volunteer work - Listening: Listen to a radio program about an outstanding person with a disability - Writing: Write an article about problems facing disabled people and how they can be solved 3. Attitudes - To help Ss get started for Unit 4 with the topic "caring for those in need" - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students Read through English Unit 4 - getting started at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (omitted) 3. New lesson (40 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Lead-in - Do as appointed In the first picture, people are using sign Ask Ss listen to look at the pictures and ask language which is often used to communicate with the mute or the dumb them what they see in the pictures In the second picture, we can see students with disabilities. They looks happy and optimistic Trang 41

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I In the third picture, we can see students preparing gifts. Maybe they are going to give these presents to disable children.

Ask Ss to guess the content of the Maybe the conversation is about disabled conversation students 1. Listen and read - Listen and read the conversation, take notes new word What's up?

Ask Ss listen to the recording and read the conversation visual/ hearing/ physical impairments cognitive impairments disrespectful Explain new words if necessary integrate in the community Youth Union Do as appointed 2. Read the conversation again. Decide if 1. T I'm preparing some gift .... the following statements are T, F or NG disabilities Ask Ss to do the task, then compare the 2. F Sure! A few .... us result with their partner 3. NG collect gift for local charities Check their answer, ask them to give 4.

T I have an idea ......languages evidences for the answer Further practice 5. NG I'm preparing ......ago 1. disabilities Ask Ss to find out in the conversation the 2. cognitive impairment synonyms to the following words 1. impairment 2. mental retardation 3. dumb 3. mute 4. present 4. gift 5. what's the matter?

5. what's up?

3. How do you think non-disabled people Do as appointed Non-disabled people often feel sorry for perceive and treat people with disabilities people with disabilities.

Ask Ss to work in groups of three or four to Many people think that disabled people can do this task do nothing and can't live independently.

Suggest some questions: Many people think disabled people are How do non-disabled people think about burdens to their family and the society I think non-disabled people used to think that disabled one? people with disabilities always need to be Do you believe that disabled people can live looked after. However, attitudes have independently and make their changed.

People with disabilities are now perceived as contributions to the society?

Can you give some examples of people who valued members of society. overcome their disabilities to succeed in Nguyen Ngoc Ky life?

Nick Vujicic What should we do to help disabled We can listen to their problems, give them people? encouragements, and help them to overcome their difficulty.

4. Consolidation (3 mins) - Practice the conversation - Talking about what we should do to help people with disabilities 5. Homework: (1 min) - Practice the conversation - Talking about what we should do to help people with disabilities - Do the task again - Read Unit 4 - Language at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 4: CARING FOR THOSE IN NEED PERIOD 033/105:

LANGUAGE

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help learners get started with some language items in Unit 4 - For vocabulary, that is words and phrases about people with disabilities and how to support them - For pronunciation, that is elision of weak vowels - For grammar, that is the past simple and the present perfect 2. Skills - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 4- language at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss to write some new words and do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES VOCABULARY - Do as appointed 1. Match each word with its meaning 1. b Ask Ss to do the tasks and compare the 2. e 3. d results with their partner Ask Ss to pay attention to the word 4. c 5. a "campaign", Here it is a noun.

2. Complete the following sentences with - Do as appointed the appropriate words from the box 1. blind 2. cognitive Ask Ss to do the task then compare the 3. donation 4. physical 5. hearing answer with their partner PRONUNCIATION - Do as appointed Elision of vowel 1. Listen and repeat. Pay attention to the vowel in bold Ask Ss to read the yellow box and then report their understanding.

Play the recording and let Ss listen Play it again with pauses for them to repeat each word 2. Listen and repeat the following - Do as appointed sentences. Pay attention to the vowel in bold Play the recording and let Ss listen Play it again with pauses for them to repeat each sentence Ask other Ss to give comments GRAMMAR - Do as appointed 1. Choose the correct form of the verbs in 1.launched 2. decided brackets to complete the sentences Asks Ss to read the yellow box and review 3. invited the use and structure of the past simple and 4. have completely changed 5. have collected the present perfect Trang 43

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Ask Ss to do the task then compare the answer with their partner 2. Complete each sentences, using the past Do as appointed simple or present perfect form of the verb 1. In October, we decided to start a "Special Christmas Gifts" campaign in brackets Ask Ss to do the task then compare the 2. About 30 students from other schools have answer with their partner joined us since last month.

6. Last month, I talked to some students 3. I have volunteered at a special school twice since I finished Grade 10. about how to learn English effectively.

7. They have sent some textbooks and 4. I presented an action plan to the school dictionaries recently principal when I was at the meeting.

8. I'm preparing some Christmas gifts for 5. So far, people have donated more than 100 the students with disabilities in the school gifts we visited two months ago 4. Consolidation (3 mins) - Vocabulary related the disabled and how to help them - The simple past tense and the present perfect tense - Elision of vowel 5. Homework: (1 min) - Vocabulary related to the disabled and how to help them - The simple past tense and the present perfect tense - Elision of vowel - Do the task again - Read Unit 4 - Reading at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 4: CARING FOR THOSE IN NEED PERIOD 034/105:

READING HELPING EACH OTHER

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary related to helping the disabled 2. 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 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 4 - Reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask some Ss to distinguish the use of the past simple and the present perfect and do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Looking at the symbols. They are used to * Do as appointed indicate access for people with disabilities. 1. People with mobility impairments 2. People with visual impairments Write who each symbol is for 3. People with hearing impairments Ask Ss to work in pairs to do this task 4. People with speech impairments 2. Match each of the words with its * Do as appointed Trang 44

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I meaning 1. b 2. d Use a dictionary if necessary.

3. e 4. a Ask Ss to do the task then compare their 5. c answer with a partner 3. Read a school magazine report on some * Do as appointed interviews with class monitors. Choose the 1. b 2. c appropriate heading for each paragraph Let Ss read the text, do the task, then 3. a compare their results 4. Complete these sentences with no more * Do as appointed than three words.

1. students with disabilities 2. record popular books 3. participating fully in Let Ss read the text, do the task, then compare their results 4. record-breaking 5. this Christmas unforgettable 5. Discuss with a partner how you can help Do as appointed children with disabilities in your - play games with them - listen to their problems community - give them encouragement - offer them gifts Ask Ss to work in pairs, do the task - help them with their study 4. Consolidation (3 mins) - Vocabulary related to helping people with disabilities - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context 5. Homework: (1 min) - Vocabulary related to helping people with disabilities - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context - Do the task again - Read Unit 4- Speaking at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 4: CARING FOR THOSE IN NEED PERIOD 035/105:

SPEAKING GET INVOLVED

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary related to the topic of volunteer work - To provide learners expressions of asking and answering in an interview 2. Skills - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 4 - Speaking at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss to talk about ways to help disabled children 3. New lesson (35 minutes) Trang 45

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Read the following phrases. Write R if it Do as appointed 2. A 3. R expresses a reason and A if it expresses a 1. R voluntary activity 4. R 5. A Ask Ss to work by themselves, do the task then share their answer with their partner 2. The principal of a special school is Do as appointed 2. special school interviewing a potential volunteer. 1. volunteer position 3. change people's lives 4. in the past Complete the interview 5. improve coordination Let Ss work in pairs and do the task 6. clearly and effectively Let Ss practice the interview Do as appointed 3. Read the information about two special schools in VN. Choose one of them. Work in pairs and make a similar interview as in 2 Let Ss work in pairs and do the task Let Ss practice the interview 4. Consolidation (3 mins) - Vocabulary related to interviewing a volunteer - Speaking skills: interviewing, presenting in front of the class 5. Homework: (1 min) - Vocabulary related to interviewing a volunteer - Speaking skills: interviewing, presenting in front of the class - Do the tasks again - Read Unit 4 - Listening at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 4: CARING FOR THOSE IN NEED PERIOD 036/105:

LISTENING OUTSTANDING PEOPLE WITH DISABILITIES

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary related to the topic of outstanding people with disabilities 2. Skills - To promote Ss to develop their listening skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 4 - Listening at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss go to talk about caring for disabled children 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Look at the picture. Can you recognize Do as appointed the people? What disabilities do you think 1. Luis Einstein 2. Chopin they had Ask Ss to work in pairs, discuss the questions 2. Listen to the radio program about a Do as appointed 1. Nguyen Anh 2. Vietnamese famous youngster with a disability and fill Trang 46

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I in the information 3. Glass-bone 4. Music Ask Ss to do this task in pairs 5. Outstanding youngster with disability 3. Listen again and complete the sentences Do as appointed 1. Get started 2. disease Play the tape twice 3. sing songs 4. supporting Let Ss listen to the recording and work in 5. equally treated pairs to do the task 4 Work with a partner. Ask and answer the Do as appointed - give them care, comfort and support following question Ask Ss to work in pairs, ask and answer the - encourage them to succeed in life questions 4. Consolidation (3 mins) - Vocabulary related to caring disabled outstanding people - Listening skills 5. Homework: (1 min) - Vocabulary related to caring disabled outstanding people - Listening skills - Do the tasks again - Read Unit 4 - Writing at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 4: CARING FOR THOSE IN NEED PERIOD 037/105:

WRITING PRACTICAL SOLUTIONS

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary related to solving problems facing a disabled person 2. Skills - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 4 - Writing at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Talk about some outstanding people with disabilities 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Read the a student's article Do as appointed about a problem facing children 1. c 2. b with cognitive impairments Ask Ss to work in pairs and do the 3. a task 2. Read the article again and Do as appointed complete the outline Introduction Ask Ss to work in pairs and do the Main body Conclusion task 3. Choose one of the following Do as appointed problems and write an article of Nowadays, we all find the fact that many students 160 - 180 words using the outline with visual impairments have to struggle in regular schools whose activities they cannot fully participate in Ask Ss to do the task and often are left behind. What are the solutions to this Trang 47

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I problem?

First of all, the government should set up more special schools for people with visual impairments where they have the best facilities and conditions to learn and study. In these schools, disabled people can receive enough care and support, they won't have to face up with discrimination from non-disabled students. All the facilities are furnished for them, so they won't have any difficulty in achieving the knowledge.

Secondly, in the event of mixed education, people with visual impairments should also be specially taken care of. They need to be provided with large-scale or Braille books, talking computers or materials with large print. Besides, we should encourage them to become part of study group; create atmosphere of friendliness, respect and acceptance during all activities.

4. Consolidation (3 mins) - Vocabulary related to writing an article posing a problem and solutions to that - Writing skills: write an article 5. Homework: (1 min) - Vocabulary related to writing an article posing a problem and solutions to that - Writing skills: write an article - Do the tasks again - Read Unit 4 - Communication and Culture at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 4: CARING FOR THOSE IN NEED PERIOD 038/105:

COMMUNICATION & CULTURE GET INVOLVED

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus To provide learners some communication samples and cultural items 2. Skills - To promote Ss to develop their skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 4 - Communication and Culture at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask some Ss to go to the board and read their writings 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Communication Do as appointed East meets West 1. 1994 2. non-government 3. to children in poor countries 1. Listen to an introduction to a 4. to develop their agriculture charitable organization Ask Ss to do the task 5. invest money Trang 48

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I 2. Work in groups, your class wants to get involved in East Meets West's work Asks Ss to work in groups to do the task

Culture International day of persons with disabilities 1. Look at the logos. What do you think they present?

- Ask Ss to do the task 2. Read the text and check your guesses Ask Ss to work in pairs and do the task 3. Read the text again and answer the questions

Do as appointed Aims: to help disadvantaged children Funding: fund-raising performances Volunteers: Students from grade 10 and 11 Cooperation: With Student's Parents Society Message: Happiness rises double; Sadness divides half Events: fund-raising performances, volunteer work - Do as appointed These logo presents the care and support for disabled people

Do as appointed

Do as appointed 1. The United Nations did 2. Its aim is to further raise awareness of disability Let Ss to work in pairs and do the issues and to call for world-wide support for the rights task and well-being of disabled people 3. Challenges, discrimination, poverty and limited access to education, employment and health care 4. For a civilized society where disabled people enjoy their lives 4. Consolidation (3 mins) - Talk about International day for persons with disabilities 5. Homework: (1 min) - Talk about International day for persons with disabilities - Do the task again - Read Unit 4 - Looking back and Project at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 4: CARING FOR THOSE IN NEED PERIOD 039/105:

LOOKING BACK & PROJECT

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in unit 4 - To give them a chance to do a small project in which they can develop their speaking skills 2. Skills - To promote Ss to develop their skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 4 - Looking back and Project III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask some Ss to go to the board talk about International day for persons with disabilities Trang 49

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES LOOKING BACK - Do as appointed Pronunciation 1. dictionary 2. police 3. library 4. deafening 1. Listen and underline thee syllable with 5. history vowel elision - Do as appointed - Play the recording and let Ss listen and 1. v 2. underline the vowel elision 3.

4. v 2. Listen and tick the sentences that are 5.

6. v read with elision of weak vowel Vocabulary * Do as appointed 1. impairments 2. non-disabled Complete the sentences using the correct 3. integration 4. disrespectful form of the words in brackets Let Ss do this vocabulary exercise in pairs 5. involved 6. donations Grammar * Do as appointed 1. Complete the sentences using the correct 1. came 2. have agreed/ have signed 3. came 4. have started form of the verbs in the brackets - Ask Ss to work in pairs to finish the task 5. had * Do as appointed 1. has never volunteered 3. has recorded/ visited 2. Complete the sentences with the verbs in 2. invented 4. has supported the box 5. have .... worked/ organized/ coached Put Ss in pairs to do this task PROJECT Do as appointed Ask Ss to work in groups, so they can share Find someone : the workload 1. how many students in your class have taken part in voluntary work 2 What their reasons to volunteer were 3. What they did 4. What they would like to do in the future Prepare an action plan for volunteer work in your neighborhood 4. Consolidation (3 minutes) - The vowel elision - The past simple vs the present perfect - Vocabulary related to the topic caring those in need 5. Homework (1 minute) - The vowel elision - The past simple vs the present perfect - Vocabulary related to the topic caring those in need - Do the tasks again IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 5: BEING PART OF ASEAN PERIOD 040/105:

GETTING STARTED ASEAN AND THE ASEAN CHARTER

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help learners get started with some language items in Unit 5 - For vocabulary, that is words and phrases about Asian and the ASEAN charter - For pronunciation, that is falling and raising intonation - For grammar, that is the use gerunds and state verbs in continuous forms 2. Skills - To help learners get started with 4 skills in Unit 5 Trang 50

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I - Reading: Skimming and scanning - Speaking: Talk about Asian member states - Listening: Listening for gist and specific information about the ASEAN member states - Writing: Write a short brochure introducing an ASEAN member state 3. Attitudes - To help Ss get started for Unit 5 with the topic "Being part of ASEAN" - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 5 - getting started at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (omitted) 3. New lesson (40 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Listen and read - Do as appointed Ask Ss listen to the recording and read the conversation - Do as appointed 2. What is the conversation about, choose Preparation for a competition on ASEAN and the best answer Ask Ss to work in pairs and do the task ASEAN charter Asks Ss to give the reasons for their answers Do as appointed 3. Match each words with its definitions 2. a Ask Ss to listen to the recording and repeat 1. e the words/phrases 3. c 4. d 5. b 4. Read the conversation again and answer Do as appointed the questions 1. Because she fears that her classmates know a Ask Ss to work in pairs, do the task lot more about ASEAN and they are more confident than her 2. 10 members 3. Its aims and purposes are to improve member states' economies and maintain regional peace and stability 4. It offers the Singapore Scholarship and the ASEAN scholarships to students from other ASEAN countries 5. Its main principles 6. After he finishes his work 5. Underline the phrases with -ing form in Do as appointed the conversation Ask Ss to do the task 4. Consolidation (3 mins) - ASEAN and the ASEAN charter - Practice the conversation 5. Homework: (1 min) - ASEAN and the ASEAN charter - Practice the conversation - Do the task again - Read Unit 5 - Language at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 5: BEING PART OF ASEAN PERIOD 041/105:

LANGUAGE

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some language items in Unit 5 - For vocabulary, that is words and phrases about Asian and the ASEAN charter - For pronunciation, that is falling and raising intonation - For grammar, that is the use gerunds and state verbs in continuous forms 2. Skills - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 5 - language at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask some Ss to talk about ASEAN and the ASEAN charter 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES VOCABULARY - Do as appointed 2. scholarship 1. Complete the sentences using the words 1. constitution 3. solidarity 4. principle in the box Ask Ss to work individually, do the task and 5. cooperation 6. dominate compare the results with their partner - Do as appointed 2. Use the words in 1 to complete the 1. constitution 2. principle sentences Ask Ss to work in pairs, do the task 3. cooperation 4. dominate 5. solidarity 6. scholarship PRONUNCIATION Do as appointed 1. Listen and repeat Pay attention to the intonation Play the recording and let Ss listen Play it again with pauses for them to repeat each sentence 2. Listen and repeat with correct intonation Do as appointed Ask Ss to listen and repeat each sentence GRAMMAR Do as appointed Gerunds 1. Volunteering 2. promoting 4. building 1. Choose the correct gerund to fill each gap 3. Sharing Ask Ss to work individually, do the task and 5. playing 6. becoming compare the results with their partner 2. Complete the sentences with the correct Do as appointed 1. to take 2. traveling form of the verbs in brackets Ask Ss to work individually, do the task and 3. to go 4. to apply 5. preparing 6. participating compare the results with their partner GRAMMAR Do as appointed State verb 1. regret 2. consists 3. Choose the correct answers 3. didn't realise 4. Do you know 6. sees Ask Ss to work individually, do the task and 5. likes compare the results with their partner 4. Use the simple or continuous form of the Do as appointed verbs in brackets 1. is 2. was tasting 4. are you smelling Ask Ss to work individually, do the task and 3. hope Trang 52

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I compare the results with their partner 5. are having 6. are being 4. Consolidation (3 mins) - Vocabulary related to ASEAN and the ASEAN charter - Gerunds, state verbs - Falling and raising intonation 5. Homework: (1 min) - Vocabulary related to ASEAN and the ASEAN charter - Gerunds, state verbs - Falling and raising intonation - Do the task again - Read Unit 5 - Reading at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018

Date of teaching: ……./........ /2018

UNIT 5: BEING PART OF ASEAN PERIOD 042/105:

READING THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary related to the topic of ASEAN 2. 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 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 5 - Reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask some Ss to go to the board and do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Lead in Draw Ss' attention to the headline of the reading section "Wonderful Nature" ask them to guess what the text may be about PRE READING A bird can fly 1. What can the animals or the leaves in the A dolphin can swim and stay underwater for pictures do that people can't? Name some a long time things people have invented to make up for A lotus leaf does not get wet. It washes water what they cannot do. away Let Ss work in groups, do the task People have invented an aero-plane, a ship or submarine, and a waterproof raincoat to make up for what they cannot do as well as these animals or leaves WHILE READING 2. Read the text and find out the best title The best title of the text is "Imitating Nature" for the text - hook and loop Let Ss read the three heading 1, 2, 3first and - Velcro cling - clung to st make sure they understand all of them Ask Ss to read through the text once without stopping at the words that they Trang 53

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I

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 3. Match the words with their meanings

4. 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

1. b 2. e 3. a 4 c 5. f 6. d 1. The inventions that imitate animals are the aero plane and the submarine 2. The inventions that imitate plants are Velcro, the self-cleaning glass window and umbrella fabric 3. The aero plane is considered one of the greatest inventions in our history because it helps us travel long distances in the air and encourages the development of tourism and trading 4. A submarine can help scientists learn about life under the sea 5. The material that makes up the glass window has the ability to wash away the dirt in the rain

Let Ss read the text again and locate the parts of the text where they can get the answers 6. An aero plane: its wings and shape imitating those of a bird A submarine: "imitates a dolphin's shape" The Velcro: hook and loop fastener, two fabrics sticking together thanks to the hooks on one surface and the loops on the other POST READING The aero plane is the best imitation of nature.

5. Which of the four inventions mentioned in the text is the best imitation of nature?

Put Ss in groups of four and let them discuss the questions freely 4. Consolidation (3 mins) - Vocabulary related to ASEAN - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context 5. Homework: (1 min) - Vocabulary related to ASEAN - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context - Do the task again - Read Unit 5 - Speaking at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation:……../……./2018

Date of teaching: ……../ ........ /2018

UNIT 5: BEING PART OF ASEAN PERIOD 043/105:

SPEAKING ASEAN – MEMBER STATES

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary related to the topic of ASEAN member states - To provide learners different expressions of uses and benefits 2. Skills - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups Trang 54

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 5 - Speaking at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask Some Ss to go to the board and do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Practice the dialogue with a Do as appointed partner Ask Ss to work in pairs, practice the dialogue Do as appointed 2. Complete the table with the A 3-D printer is a new invention in science and information about the invention mentioned in the dialogue above technology. It is bigger and heavier than a normal printer. It is used to produce solid objects similar to the Let Ss work in pairs, do the task originals. A 3-D printer has many benefits. You can make your own things at home and save a lot of money with this machine.

- Do as appointed 3. Discuss two more inventions with a partner A portable solar charger is a new invention in science and technology. It is small and portable. It's used for charging mobile devices such as mobile phones, cameras and laptops. It has many benefits. It's not dependent on electricity and environment friendly. It's also easy to use and not costly.

A USB stick is a small and portable device. It's used to store data. It has a lot of benefits. It's small so it's easy to carry. It's also easy to transport files.

4. Work with a partner. Choose Do as appointed one inventions mentioned in 3 A: What's that device, Nam? and make a similar dialogue as in B: Oh. it's a USB stick. I've bought it Activity 1 A: A USB stick? What's it used for?

B: It's used for storing data including documents, audio and video files A: Is it easy to transport file to and from a computer B: Sure it is. It's also small enough to put in your pocket or handbag.

A: I see. It's very convenient. I think I'll buy one.

5. Work in groups. Choose one of Do as appointed the inventions below and prepare - laptop - ebook reader a talk to introduce it to other group members - food processor 4. Consolidation (3 mins) - Vocabulary related to ASEAN member states - Speaking skills: making a dialogue based on the sample, interviewing, reporting 5. Homework: (1 min) - Vocabulary related to ASEAN member states - Speaking skills: making a dialogue based on the sample, interviewing, reporting - Do the tasks again - Read Unit 5 - Listening at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Date of preparation:……../……./2018 Date of teaching: ……../……./2018

UNIT 5: BEING PART OF ASEAN PERIOD 044/105:

LISTENING ASEAN – SCHOOL GAMES

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary relating to new inventions 2. Skills - To promote Ss to develop their listening skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 5 - Listening at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask some Ss to talk about new inventions, uses benefits 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Look at the picture and discuss with Do as appointed a partner what this flying car can and This flying car has wings, so it can fly in the air. It cannot do has wheels, so it can travel on the ground but it Ask Ss to work in pairs and do the task can't move in the water 2. Listen to an interview with Mr Do as appointed 2. gallon Brown, a spectator at a test flight of a 1. traffic jam 3. garage 4. collapse flying car. Tick the words or phrases that you hear 5. runway 3. Work in pairs. Answer the questions Do as appointed Let Ss work in pairs to answer the 1. In New York City 2. He's a businessman questions 3. He's considering owning a flying car to deal with the traffic problem 4. It's not too big, so it can be put in a garage 5. This flying car cannot take off without a runway 1. bigger 2. 5/ 1 3. 200/ 120 4. Listen again and complete the information about the flying car.

5. Do you want to own a flying car like Yes, We want to own a flying car to solve the problem of traffic jam. We can make it leave the Mr. Brown? Why? Why not? ground like a helicopter 4. Consolidation (3 mins) - Vocabulary related to the topic of ASEAN member states - Listening skills 5. Homework: (1 min) - Vocabulary related to the topic of ASEAN member states - Listening skills - Do the tasks again - Read Unit 5 - Writing at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Date of preparation:……../……./2018 Date of teaching: ……../……./2018

UNIT 5: BEING PART OF ASEAN PERIOD 045/105:

WRITING ASEAN – MEMBERS – BRIEF INTRODUCTION

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - Vocabulary related to ASEAN member states 2. Skills - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 5 - Writing at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask some pairs of Ss to talk about flying car 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Do as appointed 1. Which of these audio devices do you We may want to own a pair of earbuds have or want to have?

Ask Ss to do the task 1. c 2. The following text is about earbuds and their three benefits 2. a Ask Ss to do the task in pairs 3. b 3. Complete the following outline for the a. Topic: The benefits of earbuds b. Thesis sentence: What are its benefits? passage on earbuds in activity 2 Ask Ss to do the task c. Supporting idea 1 and further explanation: small, light, portable -> put in a bag or pocket Supporting idea 2 and further explanation: not costly -> about 100 000 VND Supporting idea 3 and further explanation: used anywhere -> will not disturb anybody Do as appointed 4. Choose one invention and write a similar paragraph about its benefits Ask Ss to exchange their writing for peer comment 4. Consolidation (3 mins) - A brochure about one member state of ASEAN - Writing skills 5. Homework: (1 min) - A brochure about one member state of ASEAN - Writing skills - Do the tasks again - Read Unit 5 - Communication and Culture at home Date of preparation:……../……./2018

Date of teaching: ……../……./2018

UNIT 5: BEING PART OF ASEAN PERIOD 046/105:

COMMUNICATION & CULTURE

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - Communication samples and cultural items 2. Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder Trang 57

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 5 - Communication and Culture at home III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask some Ss to go to the board and read their writings 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Communication Do as appointed Discussion The best invention is TV. It is useful to many 1. In groups, vote for the best people. It's not expensive. It's easy to use and easy invention among those in the list to buy.

Do as appointed below Ask Ss to do the task We voted for digital cameras because they are 2. Report and explain your group's very useful. We use them to take pictures of results to the whole class people we spend time with or beautiful places we visit. What's more, a digital camera does not cost too much, and we don't have to buy rolls or film for it.

Culture 1. Do you know which countries these inventions are from? Match the country names with the inventions.

- Ask Ss to do the task 2. Read the text and answer the questions Ask Ss to read the text and work in pairs to answer the questions

Do as appointed 1. China - c chopsticks 2. Japan - d instant noodles 3. Singapore - b PC sound card 4. The Philippines: a - medical incubator Do as appointed 1. The two issues are agriculture development and environmental protection 2. a - rain-making technique; b - biodiesel; c Chipattana Aerator 3. Chaipattana Aerator and rain-making technique 4. All three inventions have helped protect the environment Chaipattana Aerator: cleans wastewater Rain-making technique: improve forest conditions Biodiesel: reduces the use of fossil energy 5. Biodiesel is the most important because it helps to solve the crisis of energy 4. Consolidation (3 mins) - Singapore and ASEAN scholarships 5. Homework: (1 min) - Singapore and ASEAN scholarships - Do the tasks again - Read Unit 5 - Looking back and Project at home Date of preparation:……../……./2018

Date of teaching: ……../……./2018

UNIT 5: BEING PART OF ASEAN PERIOD 047/105:

LOOKING BACK & PROJECT

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in unit 5 - To give them a chance to do a small project in which they can develop their speaking skills 2. Skills - To promote Ss to develop their communication skills and cultural understanding Trang 58

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 5 - Looking back and Project III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) Ask some Ss to talk about ASEAN member states 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES LOOKING BACK Oo oO Pronunciation food processor solar charger correction pen These words below are compound nouns smartphone digital camera or noun phrases. Put them in the correct laptop columns washing machine earbuds/ runway - Do as appointed Vocabulary 1. economical 2. inventions 4. benefits Complete these sentences using the 3. portable 5. expensive words given in the box - Work in pairs, do the task 1. is 2. haven't planned Grammar 4. don't have 1. Read the following short exchange. Fill 3. have wasted in the gaps with the present perfect or 5. haven't started 6. says - Work in groups, do the task the present simple forms of the verbs - Ask Ss to work in pairs to finish these 1. A washing machine is used for washing sentences clothes 2. Answer these questions, using the 2. A solar charger can be used for charging gerunds or infinitives to describe mobile devices 3. I use a laptop to listen to music and watch functions or purposes video 4. A correction pen is used for covering a writing error 5. I use a 3-D printer to produce solid objects PROJECT 1. Think about an imaginary invention - Do as appointed that may be useful to you or other people Ask Ss to do the task 2. Work in groups, describe your invention to your group members.

Let the groups have some time together the assemble their inventions 3. Design a poster about the invention from activity 2 4. Consolidation (3 mins) - Revise what Ss have learnt in unit 5 - Talk about ASEAN member states 5. Homework: (1 min) - Revise what Ss have learnt in unit 5 - Talk about ASEAN member states - Do the tasks again IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Date of preparation:……../……./2018 Date of teaching: ……../……./2018

REVIEW 2 (UNIT 4,5) PERIOD 048/105:

LANGUAGE

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in units 4,5 - To give them a chance to practice 2. Skills - To promote Ss to develop their skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through Review 2 III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask some Ss to talk about new inventions in Asia 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Do as appointed Language Vocabulary bored/boring interested/interesting 1. Complete the sentences using the parentless/homeless useful endings: ing, ed, ful, less disappointed/hopeful * Do as appointed 2. Complete the following sentences with 1. smart phone 2. e- books suitable words or phrases from the box 3. online games 4. laptop 5. mobile phones Pronunciation * Do as appointed Oo oO 3. Group the words or phrases according to washing machine electronic book their stress patterns and read them aloud food processor solar charger immune system medical mirror laptop mobile phone hearing aid online game 4. Consolidation (3 mins) - Revise what Ss have learnt in units 4, 5 5. Homework: (1 min) - Revise what Ss have learnt in units 4, 5 - Read Review 2 at home IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation:……../……./2018

Date of teaching: ……../ ........ /2018

REVIEW 2 (UNIT 4,5) PERIOD 049/105:

SKILLS

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in units 4,5 - To give them a chance to practice 2. Skills - To promote Ss to develop their skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION Trang 60

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through Review 2 III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Some Ss go to the board, do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Grammar Do as appointed 1. arrived/ was talking 2. was making/ rang 4. Complete the sentences, using the 3. were playing/ began 4. saw/ was standing correct form of each verb 5. stole/ was getting on 5. Put the verb into the correct form Do as appointed 1. Have you visited 2. did you see 3. saw 4. was spending 5. have never been Do as appointed 6. Complete the following sentences 1. conducting 2. to surf using the correct form of the verb 3. printing 4. to buy 5. to defrost 4. Consolidation (3 mins) - Revise what Ss have learnt in units 4, 5 5. Homework: (1 min) - Revise what Ss have learnt in units 4, 5 - Do the task again IV. SELF-EVALUATION: ……………………………………………………………………………………………………………………………….. ……………………………………………………… THE END ………………………………………………………..

Date of preparation:……../……./201..

Date of teaching: ……../……./201..

END TERM REVISION PERIOD 050/105:

COPLETING TERM TEST PREPARATION

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in unit 1, 2, 3, 4, 5 - To give them a chance to practice 2. Skills - To promote Ss to develop their skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Review what they have learned III. PROCEDURE 1. Class organization (1 minute) 2. Check up (Omitted) 3. New lesson (40 minutes) LANGUAGE FOCUS Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions.

Question 1. A. transfer B. career C. variety D. afraid Question 2. A. surfaces B. temples C. exercises D. pages Mark the letter A, B, C or D on your answer sheet to indicate the word that differs from the other three in the position of primary stress in each of the following questions.

Question 3. A. powerful B. remember C. obvious D. primary Question 4. A. sacrifice B. impossible C. confident D. interview Trang 61

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Question 5. A. vacant B. factor C. college D. device Mark the letter A, B, C or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions.

Question 6. In the 1980s, TV viewers began to hook up videocassette players to their TVs. A. combine B. stop C. fasten D. connect Question 7. Thanks to better health care, there are more and more centenarians nowadays.

A. children whose parents can't afford their schooling B. children who die at birth C. people who live 100 years or more D. people who suffer from fatal diseases Question 8. These machines are older models and have to be operated by hand.

A. manually B. spiritually C. automatically D. mechanically Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions.

Question 9. It's discourteous to ask Americans questions about their age, marriage or income.

A. impolite B. polite C. unacceptable D. rude Question 10. One of the reasons why families break up is that parents are always critical of each other. A. unaware B. supportive C. intolerant D. tired Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions.

Question 11. In the future, we will certainly lead a more healthier life.

A. In B. will C. more D. certainly Question 12. In the end of the story, Cinderella and the prince get married and live happily together.

A. the prince B. In the end C. get married D. happily Question 13. Rattan, a close relative of bamboo, is often used to make tables, chairs, and other furnitures.

A. furnitures B. a close C. is often D. to make Question 14. Either Mr. Anderson or Ms. Wiggins are going to teach our class today.

A. or B. are C. Either D. today Question 15. I prefer living in a nuclear family than a joint one.

A. a nuclear family B. one C. than D. living Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions. made her angry.

Question 16. Her boss fired her, A. that B. this C. what D. which Question 17. You the washing. My sister could have done it for you.

A. needn't have done B. couldn't have done C. hadn't to do D. mustn't have done Question 18. These school-leavers are looking forward on campus.

A. living B. to live C. live D. to living Question 19. Would you like to take a gap year before a university?

A. filling in B. applying to C. applying for D. filling out Question 20. In 1837 the University of Michigan became the first state university by a board of regents elected by the voters of the state.

A. being controlled B. it was controlled C. to be controlled D. under the control Question 21. We all believe that a happy marriage should be mutual love.

A. based on B. concerned with C. confided in D. obliged to Question 22. By the end of the 21st century, the first car running on the sea water .

A. will finish B. will be finished C. will have been finished D. will be finishing Question 23. - "What a lovely house you have!"

-" " A. No problem.

B. Thank you. Hope you will drop in.

C. Of course not, it's not costly.

D. I think so.

Question 24.

I get your letter, I will reply to you at once.

A. By the time B. As though C. As soon as D. Now that Question 25. not to come late, the applicant set out for his job interview.

A. He was advised B. People advised him C. Advised D. Advising Question 26. If Lucy's car down, she would be here right now.

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I A. wouldn't have been B. hadn't broken C. doesn't break D. didn't break Question 27. the film director, Ben Affleck, was famously left off of the 85th Oscar's Best Director list of nominees surprised everyone.

A. Although B. What C. Due to D. That Question 28. According to people, most animal and plant species on earth will soon die out.

A. optimists B. pessimistic C. pessimists D. optimistic Question 29. My mother asked me .

A. which tertiary institution did I choose B. which tertiary institution I choose C. which tertiary institution I would choose D. which tertiary institution will I choose Question 30. It is really an .

A. undergraduate interesting economics course B. economics course interesting undergraduate C. interesting economics undergraduate course D. interesting undergraduate economics course in my paper to write down my name on it.

Question 31. Not until A. I handed/ that I remembered B. I handed/ did I remember C. did I hand/ did I remember D. did I hand/ I remembered Question 32. - ''Did you enjoy the movie yesterday?" - " " A. Certainly, I'd be glad to. B. Yes, it is warmer than today.

C. Not really. I couldn't follow the story.

D. No, I dislike moving.

Question 33. Is it necessary that I here tomorrow?

A. would be B. am being C. were D. be Question 34. We received a call from the teacher charge of our course.

A. on B. at C. in D. to 4. Consolidation (3 mins) - Revise what Ss have learnt in unit 1, 2, 3, 4, 5 5. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3, 4, 5 Date of preparation:……../……./201..

Date of teaching: ……../……./201..

END TERM REVISION PERIOD 051/105:

COPLETING TERM TEST PREPARATION

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in unit 1, 2, 3, 4, 5 - To give them a chance to practice 2. Skills - To promote Ss to develop their skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Review what they have learned III. PROCEDURE 1. Class organization (1 minute) 2. Check up (Omitted) 3. New lesson (40 minutes) SKILLS Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

A survey is a study, generally in the form of an interview or a questionnaire, which provides information concerning how people think and act. In the United States, the bestknown surveys are the Gallup poll and the Harris poll. As anyone who watches the news during presidential campaigns knows, these polls have become an important part of political life in the United States.

North Americans are familiar with the many "person on the street" interviews on local television news shows. While such interviews can be highly entertaining, they are not Trang 63

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I accurate indication of public opinion. First, they reflect the opinions of only those people who appear at a certain location. Thus, such samples can be biased in favor of commuters, middle-class shoppers, or factory workers, depending on which area the new people select.

Second, television interviews tend to attract outgoing people who are willing to appear on the air, while they frighten away others who may feel intimidated by a camera. A survey must be based on a precise, representative sampling if it is to genuinely reflect a broad range of the population.

In preparing to conduct a survey, sociologists must exercise great care in the wording of questions. An effective survey question must be simple and clear enough for people to understand it. It must also be specific enough so that there are no problems in interpreting the results. Even questions that are less structured must be carefully phrased in order to elicit the type of information desired. Surveys can be indispensable sources of information, but only if the sampling is done properly and the questions are worded accurately.

There are two main forms of surveys: the interview and the questionnaire. Each of these forms of survey research has its advantages. An interviewer can obtain a high response rate because people find it more difficult to turn down a personal request for an interview than to throw away a written questionnaire. In addition, an interviewer can go beyond written questions and probefor a subject's underlying feelings and reasons. However, questionnaires have the advantage of being cheaper and more consistent.

Question 35. According to the passage, the main disadvantage of person-on-the-street interviews is that they .

A. are not based on a representative sampling B. reflect political opinions C. are not carefully worded D. are used only on television Question 36. According to the passage, one advantage of live interviews over questionnaires is that live interviews .

A. minimize the influence of the researcher B. are easier to interpret C. costless D. can produce more information Question 37. The word "precise" is closest in meaning to .

A. accurate B. rational C. required D. planned Question 38. According to the reading passage, there are main categories of surveys.

A. four B. five C. two D. three Question 39. Which word is given definition in the text?

A. sampling B. poll C. survey D. interview Question 40. The word "they" refers to .

A. interviews B. opinions C. news shows D. North Americans Question 41. What does the passage mainly discuss?

A. The principles of conducting surveys B. The importance of polls in American political life C. Problems associated with interpreting surveys D. The history of surveys in North America Question 42. According to paragraph 3, which of the following is most important for an effective survey?

A. A sociologist who is able to interpret the results B. Carefully worded questions C. An interviewer's ability to measure respondents' feelings D. A high number of respondents Question 43. The word "indispensable" is closest in meaning to .

A. necessary B. complicated C. expensive D. simple Question 44. It can be inferred from the passage that one reason that sociologists may become frustrated with questionnaires is that .

A. respondents often do not complete and return questionnaires B. questionnaires are expensive and difficult to distribute C.respondents are too eager to supplement questions with their own opinions D. questionnaires are often difficult to read Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks.

Education is more important today than ever before. It helps people acquire the skills they need for such everyday (45) as reading a newspaper or managing their money. It also gives them Trang 64

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I the

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I specialized training they may need to (46) for a job or career. For example, a person must meet certain educational requirements and obtain a (47) or certificate before he can practice law or medicine. Many fields, like computer operation or police work, (48) satisfactory completion of special training courses.

Education is also important (49) it helps people get more out of life. It increases their knowledge and understanding of the world. It helps them acquire the skills that make life more interesting and enjoyable, (50) the skills needed to participate in a sport, paint a picture, or play a musical (51) . Such education becomes (52) important as people gain more and more leisure time.

Education also helps people adjust to change. This habit has become necessary because social changes today take place with increasing speed and (53) the lives of more and more people. Education can help a person understand these changes and provide him (54) the skills for adjusting to them.

Question 45. A. works B. jobs C. actions D. activities Question 46. A. do B. prepare C. make D. work Question 47. A. license B. card C. diploma D. paper Question 48. A. requires B. requiring C. require D. to require Question 49. A. therefore B. despite C. although D. because Question 50. A. such as B. for instance C. such that D. for example Question 51. A. B. equipment C. instrument D. device appliance Question 52. A. B. increasing C. increase D. increasingly increased Question 53. A. effect B. affect C. affective D. effective Question 54. A. with B. for C. in D. to 4. Consolidation (3 mins) - Revise what Ss have learnt in unit 1, 2, 3, 4, 5 5. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3, 4, 5 Date of preparation:……../……./201..

Date of teaching: ……../……./201..

END TERM REVISION PERIOD 052/105:

COPLETING TERM TEST PREPARATION

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in unit 1, 2, 3, 4, 5 - To give them a chance to practice 2. Skills - To promote Ss to develop their skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Review what they have learned III. PROCEDURE 1. Class organization (1 minute) 2. Check up (Omitted) 3. New lesson (40 minutes)

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I SKILLS Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

You can usually tell when your friends are happy or angry by the looks on their faces or by their actions. This is useful because reading their emotional expressions helps you to know how to respond to them. Emotions have evolved to help us respond to important situations and to convey our intentions to others. But does raising the eyebrows and rounding the mouth say the same thing in Minneapolis as it does in Madagascar? Much research on emotional expressions has centered on such

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I questions.

According to Paul Ekman, the leading researcher in this area, people speak and understand substantially the same "facial language". Studies by Ekman's group have demonstrated that humans share a set of universal emotional expressions that testify to the common biological heritage of the human species. Smiles, for example, signal happiness and frowns indicate sadness on the faces of people in such far- flung places as Argentina, Japan, Spain, Hungary, Poland , Sumatra ,the United States, Vietnam, the jungles of New Guinea , and the Eskimo villages north of Artic Circle. Ekman and his colleagues claim that people everywhere can recognize at least seven basic emotions: sadness, fear, anger, disgust, contempt, happiness, and surprise. There are, however, huge differences across cultures in both the context and intensity of emotional displays - the so called display rules. In many Asian cultures, for example, children are taught to control emotional responses - especially negative ones- while many American children are encouraged to express their feelings more openly. Regardless of culture, however, emotions usually show themselves, to some degree , in people's behavior. From their first days of life, babies produce facial expressions that communicate their feelings.

The ability to read facial expressions develops early, too. Very young children pay close attention to facial expressions, and by age five, they nearly equal adults in their skill at reading emotions on people's faces. This evidence all points to a biological underpinning for our abilities to express and interpret a basic set of human emotions. Moreover, as Charles Darwin pointed out over a century ago, some emotional expressions seem to appear across species boundaries. Cross - cultural psychologists tell us that certain emotional responses carry different meanings in different cultures. For example, what emotion do you suppose might be conveyed by sticking out your tongue? For Americans, this might indicate disgust, while in China it can signify surprise. Likewise, a grin on an American face may indicate joy, while on a Japanese face it may just as easily mean embarrassment. Clearly, culture influences emotional expressions.

Question 55. Unlike American children, Asian children are encouraged to .

A. display their emotions openly B. conceal their positive emotions C. control their emotions D. change their behaviour Question 56. The word "evolved" is closest in meaning to .

A. increased B. reduced C. developed D. simplified Question 57. The phrase "this evidence" refers to .

A. human facial expressions B. the fact that children can control their feelings C.a biological underpinning for humans to express emotions D. the fact that children are good at recognizing others' emotions Question 58. Young children .

A. make amazing progress in controlling their emotions B. take time to control their facial expressions C.are sensitive towards others' emotions D. spend a long time learning to read others' emotions Question 59. According to the passage, we respond to others by .

A. watching their actions B. observing their looks C. observing their emotional expressions D. looking at their faces Question 60. The biggest difference lies in .

A. how often positive emotions are shown B. how emotional responses are controlled C. how intensive emotions are expressed D. how long negative emotions are displayed Question 61. Smiles and frowns .

A. are universal expressions across cultures B. are not popular everywhere C.do not convey the same emotions in various cultures D. have different meanings in different cultures .

Question 62. Paul Ekman is mentioned in the passage as an example of A. investigators on universal emotional expressions B. researchers on universal language C.researchers who can speak and understand many languages D. lacked many main ingredients Trang 68

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Question 63. The best title for the passage is .

A. ways to control emotional expressions B. cultural universals in emotional expressions C. Human habit of displaying emotions D. review of research on emotional expressions Question 64. Many studies on emotional expressions try to answer whether .

A. eyebrow raising means the same in Minneapolis and Madagascar.

B. different cultures have similar emotional expressions.

C.rounding the mouth has the same meaning in Minneapolis and Madagascar.

D. raising the eyebrows has similar meaning to rounding the mouth.

PHẦN TỰ LUẬN (2 điểm) I. Finish each of the following sentences in such a way that it means the same as the sentence printed before it. Write your answers on your answer sheet.(0.1 point/ each correct answer) Question 1. The book is so interesting that it has become the best-seller of this year. → It is such an interesting book that it has become the best-seller of this year.

Question 2. People think that he is an excellent football player. → He is thought to be an excellent football player.

Question 3. My mother started cooking for the party two hours ago. → My mother has been cooking for the party for two hours.

Question 4. In spite of the bad weather, they had a wonderful holiday. → Although the weather was bad, they had a wonderful holiday.

Question 5. “I’m sorry I gave you the wrong number” said Paula to Susan. → Paula apologized to Susan for giving/ having given her the wrong number.

II. “Would you like to attend higher education or vocational training after leaving high schools?” In about 140 words, write a paragraph about your choice.(1.5 points) 4. Consolidation (3 mins) - Revise what Ss have learnt in unit 1, 2, 3, 4, 5 5. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3, 4, 5 Date of preparation:……../……./201..

Date of teaching: ……../……./201..

END TERM REVISION PERIOD 053/105:

COPLETING TERM TEST PREPARATION

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in unit 1, 2, 3,4 - To give them a chance to practice 2. Skills - To promote Ss to develop their skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Review what they have learned III. PROCEDURE 1. Class organization (1 minute) 2. Check up (Omitted) 3. New lesson (40 minutes)

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I LANGUAGE Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part is pronounced differently from that of the rest in each of the following questions.

Question 1: A. measles B. meant C. leader D. teacher Question 2: A. needed B. afforded C. advanced D. invented Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the rest in the position of the main stress in each of the following questions.

Question 3: A. favor B. deny C. decide D. again

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Question 4: A. information B. calculation C. energetic D. investigate Question 5: A. history B. mathematics C. literature D. physics Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions.

Question 6: The majority of workers find it quite hard to live on the amount of the money they earn. A. most B. entire C. almost D. all of Question 7: Paul always gets nervous whenever he has to give a presentation.

A. anxious B. fearful C. impressed D. supportive Question 8: Tests are regularly conducted in this area to ascertain whether pollution levels have dropped. A. contemplate B. behold C. determine D. consider Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is OPPOSITE in meaning to the underlined part in each of the following questions.

Question 9: The dim lights made it hard to see, so Ben squinted to make out the stranger's face in the distance. A. faint B. muted C. strong D. weak Question 10: Henry hoped that his sons would someday take over his retail business and maintain the high level of customer service and satisfaction that Henry valued so much.

A. uphold B. continue C. eliminate D. connect Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction.

Question 11: The rate of snow accumulation in the formation area are critical to the pace of glacial movement.

A. accumulation B. are C. to the D. movement Question 12: More murders are reported in December in the United States than for any other month. A. More B. are reported C. the D. for Question 13: Although Emily Dickinson publishes only three of her verses before she died, today there are more than one thousand of her poems printed in many important collections.

A. publishes B. there are C. thousand of D. in Question 14: Humans who lived thousands years ago, long before alphabets were devised, they used pictures to record events and to communicate ideas.

A. who B. ago C. they D. to communicate Question 15: More companies returned to the task of development new kinds of antibiotics, and as this book is being prepared, a number are undergoing clinical trials.

A. to B. development C. kinds of D. a Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

Question 16: The students don’t know how to do the exercise by the teacher yesterday.

A. written B. is writing C. who written D. which written Question 17: It’s only a small flat but it my needs perfectly.

A. settles B. meets C. supplies D. fills Question 18: A of interest briefly crossed his face at the mention of her name.

A. flicker B. trace C. mark D. hint Question 19: The teacher made up a difficult question, but at last, Tung a good answer.

A. came up for B. came up to C. came up against D. came up with Question 20: disabled children cannot enjoy toys designed for nondisabled youngsters is the subject of the report.

A. What B. Those C. That D. Because Question 21: You should have your research paper again before you handed it in.

A. gone over B. gone under C. gone with D. gone down with Question 22: Manh asked me that film the night before.

A. that I saw B. had I seen C. if I had seen D. if had I seen Question 23: We’ve got another set to if this one doesn’t work.

A. fall back on B. come out with C. set out D. go in for Question 24: I said that I had met her .

A. yesterday B. the previous day C. the day D. the before day Question 25: When we arrived at the meeting place, the others .

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I A. left B. have left C. had left D. are leaving Question 26: She has been studying engineering .

A. since 5 years B. for 5 years C. 5 years before D. during 5 years Question 27: She told me .

A. shut the door but don’t lock it.

B. shut the door but not lock it.

C. to shut the door but not lock it.

D. to shut the door but not to lock it.

- Carol: “ ” Question 28: - Alice: “What shall we do this weekend?”

A. I went out for dinner.

B. Oh, that’s good.

C. Let’s go out for dinner.

D. No problem.

Question 29: Don’t be late for the class often, people will think you are a disobedient student. A. unless B. otherwise C. if not D. or so with us, he would have a good time.

Question 30: If Bean A. would had come B. came C. would come D. have come .”

Question 31: - Khanh: “I’d like the blue jacket, pleases! Can I try it on?” - Tien: “Yes, A. you would B. you must C. certainly D. you do , he would have passed the exam.

Question 32: A. were Manh studied B. Had Manh studied harder C. If Manh had not studied harder D. If Manh studied harder Question 33: By the time you get back, I all my correspondence and then I you with yours.

A. will have finished/ can help B. will finish/ can have helped C. will be finished/ have helped D. have finished/ have helped Question 34: - Toan: “Thank you for the delicious meal” - Minh: “ .”

A. Never wonder B. No problem C. All right D. I’m glad you enjoyed it 4. Consolidation (3 mins) - Revise what Ss have learnt in unit 1, 2, 3, 4 5. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3, 4 Date of preparation:……../……./201..

Date of teaching: ……../……./201..

COMPLETING TERM PERIOD 054/105:

END-TERM TEST

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To test and mark the students - To get feedback from the students 2. Skills - To help Ss develop their skills to do MCQ tests 3. Attitudes - To give Ss the motivation to learn hard for their exam II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, test papers - Testing method: Multi-choice questions 2. Students: - Prepare for the test at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (omitted) 3. Testing contents (43 minutes) * Vocabulary: Unit 1: Generation gaps Unit 2: Relationships Unit 3: Becoming independent Unit 4: Caring for those in need * Grammar: Modal verbs; Linking verbs The passive; To infinitive The past simple and the present perfect * Reading skills Where do conflicts come from?

Please help me!

Time - management Skills Trang 72

GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ I Helping each other * Listening skills Conversation about family conflicts Talk show with an expert Conversation about how people become independent Monologue about youngster with disabilities * Writing skills A paragraph about family rules; An online posting A letter of application; An article 4. Consolidation (omitted) 5. Homework (1 minute) - Look at the test paper at home

--------------THE END OF THE LESSON PLAN FOR FIRST SEMESTER----------------

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CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI Date of preparation: ….../……./ 2018 Date of Teaching: .…../……./ 2018 TIẾT 01: INTRODUCTION OF ENGLISH 12 A. Aims: - Help Ss to know about the English book grade 12 in general.(themes, tests, lessons etc. ) - Introduce how to do an oral test, a fifteen - minute tests and a written test.

- Some requires of student to study well English.

- To help Ss have the opportunities to develop their oral fluency.

- To introduce the theme and units.

- By the end of the lesson, students will be able to: know the topic, the theme and units.

B. Preparations: - Teacher: Handouts, textbook, boards, colored chalks and lesson plan.

- Students: Textbook.

C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Activities Interactions 1. Warm-up (8 minutes) Introduces herself to the students.

T <--> Ss Asks some students to introduce themselves: What’s your name? Do you like English?

Do you find English easy or difficult?

Which is the easiest, the most difficult?

Individually Reading, speaking, listening, or writing?

Why do you learn English?

How long have you learned English?

Are you good or bad at English?

2. Presentation (30 minutes) 1. The text- book English 12 - The 1st term: * Unit 1- Unit 6: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking T <--> Ss back & project * Review 1, 2 * Test yourself 1 * Written tests: 6: 15’(3) 45’(2) end- term (1) - The 2nd term: * Unit 7- Unit 12: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project. * Review 3, 4 * Test yourself 2 * Written tests: 6: 15’(3) 45’(2) end- term (1) 2. Teacher’s demand: - Read the lesson before studying in class.

- Do all exercises at home.

- It is good to find the meaning and the pronunciation of the new words in the dictionary at home.

-Listen to the teacher attentively and take part in the lesson actively and creatively.

- Take part in the activities that the teacher required such as pairs work, group work or individual - Each S has a notebook and book (student book and work book) Books * Text - book English 12 * Work - book English 12 At home: * Prepare for the new lessons: content, structures, words and phrases, pronunciation * Revise the old lessons + do all the homework At class: * Participate in all activities * Keep the discipline 3. Consolidation (5 minutes) Trang 1

CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI

Students’ assessment T <--> Ss What do you find your English? Very good/ excellent: Good:……… Average:……… Bad:……….. Very bad:………

- Give feedback.

4. Homework (2 minutes) T <--> Ss - Prepare Unit 1: Life stories Lesson1: Getting started E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 UNIT 1. LIFE STORIES TIẾT 02: LESSON 1. GETTING STARTED A. Objectives: 1. Language focus:- To introduce the overall topic of Unit 1: “Life Stories”, lexical items related to people’s life stories, homophones, revision of the past simple vs. the past continuous.

- To check students’ comprehension thorough True / False - To provide Ss with a chance to express their opinion about their choice.

- To help learners get started with some language items in Unit 1 2. Skills: - To help learners get started with 4 skills in Unit 1.

- Reading: Reading for specific information in an article about Life stories.

- Speaking: Talking about a historical figures.

- Listening: Listening for specific information.

- Writing: Write a life stories.

3. Attitudes: - To help Ss get started for Unit 1 with the topic "Life stories" - To provide Ss some motivation B. Preparations: - Teacher: Handouts, textbook, lesson plan, papers and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Activities Interactions 1. Warm up (5 minutes) Answer some lead-in questions.

1. Who is your favourite singer / footballer /…?

T <--> Ss 2. Why do you like him / her?

3. Look at the picture on page 6 and answer questions: Do you know who they are? What do you know about them?

Possible answers: 1. My favourite singer/ footballer is Sơn Tùng/ David Beckham.

2. I like Sơn Tùng most because he not only sings beautifully but he is also really handsome. I like David Beckham very much because he both plays football excellently and is manly.

3. I have no idea about the first photo. The second is Michael Jackson, a popular American singer and dancer. The third one is a good cook / chef. And the last one is two students. May be they are talking about the three people just mentioned.

2. New lesson Activity 1: Listen and read (15 minutes) T <--> Ss - Tell Ss that they are going to listen to a conversation.

- Play the recording - Ask Ss listen to the recording and read the conversation. + Steven Paul “Steve” Jobs (February 24, 1955 – October 5, 2011) was an American entrepreneur, marketer, and inventor, who was the co-founder, Whole class chairman, and CEO of Apple Inc. Trang 2

CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI + Michael Joseph Jackson (August 29, 1958 – June 25, 2009) was an American singer, song writer, record producer, dancer, and actor. + Christine Ha (May 9, 1979) is an American chef, the first blind contestant of the TV show Master Chef and winner of its third season in 2012.

Activity 2: Read the conversation again. Decide whether the statements are T or F. (12 minutes) - Ask Ss to work individually and finish the task - Ask them to exchange their answers with a partner.

T (Quang says he hasn’t decided between Steve Jobs and Michael Jackson.)

NG F (Hung thinks Michael Jackson was a great dancer, but not an excellent singer and his singing voice became weak and thin in his later years.)

F (Quang says M. Jackson’s music inspired him to learn to play a musical instrument.)

T (Quang says Christine Ha won the US Master Chef trophy in 2012. Hung says Christine is a blind chef and a gifted writer, very talented and determined, and it was absolutely amazing to watch her use all the kitchen tools and prepare the dishes.)

T (Hung says Christine is a blind chef.)

Activity 3: Discuss with a partner.

If you were Quang, who would you choose to talk about, Steve Jobs or Michael Jackson? Why? - T has Ss read the question and discuss their answers with a partner; elicits some answers and writes the best ones on the board. - Ss discuss in pairs and answer the questions.

Possible answers: 1. If I were Quang, I would choose to talk about Steve Jobs because he is amazingly talented - he was an entrepreneur, marketer, and inventor, who was the co-founder, chairman, and CEO of Apple Inc. 2. If I were Quang, I would choose to talk about Michael Jackson because he was a wonderful singer, a professional dancer, a great song writer, a leading record producer, and a popular actor.

Activity 4: Find the words in the conversation that have the same sounds as the following.

- T explains briefly to Ss that many English words (or combinations of words) may have the same pronunciation, but different spellings and different meanings. They are called homophones.

1. too 2. eye 3. sea 4. one 5. no Feedback: 1. two 2. I 3. see 4. won 5. know Activity 5: Read the conversation again and write the correct tenses of the verbs in brackets.

This activity focuses on revision of the past simple and the past continuous.

- T asks Ss to give the correct tenses of the verbs in brackets first, and then has Ss read the conversation to check their answers. Feedback: 1. became, wasn’t 2. felt, was creating

Individually

T <--> Ss

Pair work

T <--> Ss

Individually

T <--> Ss Individually and pair work T <--> Ss

3. Consolidation (2 minutes) - Ask Ss: What have you learnt today? What can you do now?

T <--> Ss - Summarize the main points of the lesson.

4. Homework (1 minute) T <--> Ss - Ask Ss to learn by heart the words or phrases related to life stories. - Prepare for the next lesson.

E. Evaluation: ...........................................................................................................................................................................................................

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CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 03: UNIT 1. LIFE STORIES LESSON 2. LANGUAGE A. Aims and Objectives: 1. Language focus: - To provide learners some language items in Unit 1 - For vocabulary, that is words and phrases related to people’s life stories - For pronunciation, that is homophones in connected speech - For grammar, the use of the past simple vs. the past continuous and use of articles 2. Skills: - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes: To encourage Ss to work harder, to provide Ss some motivation B. Preparations:- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Activities Interactions 1. Homework (3 minutes) Tell about the person you admire.

T <--> Ss What’s his / her name? What does he / she do? What is he / she famous for?

Does he / she inspire you to do anything? What is it?

2. New lesson A. Vocabulary: (8 minutes) Activity 1: Write the words given next to their meanings.

Individually - T asks Ss to match the words with their meanings - Ss read the words and their definitions in the box and then do the matching.

- Ss give the Vietnamese meanings of these words and then practise pronouncing them.

- T checks answers as a class.

Feedback: 1. Figure: hình ảnh 2. Talented: có tài 3. distinguished: lỗi lạc, xuất chúng 4. Achievement: thành tích 5. respectable: đáng kính trọng 6. perseverance: tính kiên trì 6. generosity: lòng bao dung Activity 2: Complete the sentences with the correct forms of the words in 1.

- T asks Ss to pay attention to the grammar when using the words in 1. When using a noun, Ss need to consider its suitable form (singular or plural).

- T has Ss complete the sentences individually, and then compare their answers in pairs.

- Ss complete the sentences with the correct forms of the words in 1. Then Pair work compare their answers in pairs.

- T checks answers as a class.

Feedback: 1. distinguished 2. talented 3. achievements 4. respectable 5. generosity 2. Pronunciation: Homophones (10 minutes) T <--> Ss Activity 1: Listen to pairs of sentences. Write the correct words in the gaps.

- T asks Ss to study the Do you know…? box and practise saying the pairs of homophones using the correct pronunciation; tells Ss that they are going to listen to the recording and write the words they hear in the blanks; asks Ss to read the two sentences a and b carefully, and decide on the part of speech of the missing words.

- T checks answers as a class.

Individually/ - Ss study the Do you know…? Box; listen to the recording and write the words Trang 4

CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI they hear in the blanks; Ss work in pairs, discuss the meaning of each word and choose the correct one for each sentence.

Feedback: 2. a. allowed b. aloud 5. a. here b. hear 3. a. write b. right 6. a. been b. bean 4. a. new b. knew Activity 2: Listen and repeat the sentences in 1.

- T plays the recording again and has Ss repeat each sentence chorally; asks Ss to read the sentences in pairs.

2. Grammar: The Past Simple vs. the Past Continuous Activity 1: Underline the correct word (8 minutes) - T has Ss review the use of the past simple and the past continuous; asks Ss to look at the Remember box and draws their attention to the examples and asks them guiding questions: In the first example, which verb indicates an action in progress? Which verb indicates a shorter action that interrupts it?

What kind of action does the second example indicate? Why is the adverb “always” used?

- Ss listen to the tape again and repeat the sentences chorally.

- Ss read the sentences in pairs.

Feedback: 1. went, was having 2. met, was traveling 3. was working, was, were 4. shared, was always taking 5. called, was doing, did not hear 6. was constantly asking, was 7. requested, was composing 8. joined, was then leading Definite articles and omission of articles Activity 2: Complete THE gaps with the where necessary. If an article is not necessary, write a cross ( ). (6 minutes) - T asks Ss to study the Do you know…? box and draw their attention to the special cases (use of the and omission of articles).

- T asks Ss to complete the gaps with the or a cross ( ) if an article is not necessary.

- T has Ss compare their answers with a partner.

- Ss look at the Remember box and pay attention to the examples.

- Ss read each sentence carefully and decide which action is in progress and which one is a shorter action that interrupts it.

- Ss complete the sentences.

Feedback: 1. the 3. , 5. the, , the 7. , the, 2. the, the 6. the, , , the, the 8. the, 4.

Indefinite articles Activity 3: Complete the gaps with A, AN or a cross ( ) if an article is not necessary.

- T asks Ss to study Do you know…? box.

- Ss study the Do you know…? box. DO YOU KNOW…?

The definite article THE is generally used before a singular or plural noun when we talk about a specific thing or action.

Examples: The dog that bit me ran away.

They like the films directed Steven Spielberg.

- T asks Ss to complete the gaps with an indefinite article or a cross ( ) if an article is not necessary and draw their attention to sentences 7 and 8, in which the nouns (ice cream, coffee) can be countable or uncountable.

- Ss read the sentences carefully and underline the nouns / noun phrases after the gaps.

Feedback: 1. a 3. a 5. , a 7. , an

Pair work

T <--> Ss

Pair work

Individual

Ss <--> Ss T <--> Ss Ss <--> Ss Individually T <--> Ss Individually T <--> Ss Trang 5

CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI 2. , a 4. , a, 6. a, , a 8. a, Activity 3: Read the following story and complete each gap with an Individually article. Write a cross ( ) if an article is not necessary.

- T tells Ss that to do Activity 4, they need to consider whether to use a T <--> Ss definite article, an indefinite article, or no article at all for each gap in the story; asks Ss to read the whole story first to understand the context before completing the gaps; has Ss compare their answers with a partner.

- T checks answers as a class.

Feedback: 1. a 4. a / the 7. the 10. the 2.

5. the 8. the 11. a 3. a 6.

9. a 12. a 3. Consolidation (2 minutes) - Ask Ss: What have you learnt today? What can you do now?

T <--> Ss - Summarize the main points of the lesson.

Expected answers: I can use: Homophones in connected speech The past simple vs. the past continuous and use of articles 4. Homework (1 minute) T <--> Ss - T asks Ss to do exercises again at home.

- Prepare for the next lesson.

- Complete Exercises in workbook.

E. Evaluation: ………………………………………………………………………………………………………………………………………………..

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 UNIT 1. LIFE STORIES TIẾT 04: LESSON 3. READING A. Aims and Objectives: - To teach Ss to scan a text for specific information about two people’s life stories and carefully read it for more detailed information through completing the/ a table with correct information and answering questions.

- To teach Ss new vocabulary by finding words or expressions with the definitions given.

1. Language focus: To provide learners some vocabulary related to people’s life stories.

2. 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 3. Attitudes: - To encourage Ss to work harder/ - To provide Ss some motivation B. Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Activities Interactions 1. Check up (8 minutes) Choose the correct words from the box to fill in the blanks.

- T has 2 Ss do this on the poster hang on the board.

T <--> Ss - Other Ss observe and give comments. piece genes he’ll threw brake peace jeans hill through break 1. You should have a now. You’ve been working non-stop for four hours.

2. Bryan’s got an ankle sprain, but I believe overcome his injury to win the gold medal.

3. Alex said his day was very busy, and he just wants some and quiet now. a stone into the river.

4. Angela 5. Blue , the most popular clothing item in the world, were invented by Jacob Davis.

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CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI Feedback: 1. break 2. he’ll 3.peace 4. threw 5. jeans 2. New lesson (12 minutes) Giving back to the community Activity 1: Discuss with a partner.

Who do you think the people in the pictures are? What do they need? What can Pair work you do to help them?

Use the words under the pictures to answer the questions.

Picture a: flood/ food/ shelter Picture b: shabby classroom/ study equipment Picture c: cancer/ care/ comfort Who and what they need a. flood victims who need food and shelter b. students studying in a shabby/ dilapidated classroom who need study T <--> Ss equipment and a decent place to study c. young cancer patients who need care and comfort What to do: a. donating money, rice, old clothes b. donating books, money c. visiting them and giving gifts, organising different activities Feedback: The answers vary.

Activity 2: Read two people's life stories and complete the table with facts about them. (12 minutes) - T tells Ss that they are going to read the life stories of 2 people and complete the table with facts about them.

- T checks answers in pairs and then as a class.

Pair work Feedback: Name Larry Stewart Le Thanh Thuy Born 1948 1988 Died 2007 2007 T <--> Ss Nationality American Vietnamese Health problem cancer bone cancer Dedicated life to... the needy young cancer patients Activity 3: Find the words or expressions in the text that have the following meanings. Write them in the correct spaces. (10 minutes) - T asks Ss to work in pairs and asks them to read the definitions.

- Ss read the definitions and find the words or expressions.

Pair work Feedback: the needy: người thiếu thốn ['ni:di] reveal: bộc lộ, tiết lộ [ri'vi:l] anonymous [ə'nɒniməs] vô danh amputate ['ӕmpjuteit] cắt chi memory: trí nhớ ['meməri] initiate [i'niʃieit] khởi xướng Activity 4: Read the stories again. Answer the questions.

- T asks Ss to read the stories individually again and answer the questions by writing complete sentences or just taking short notes; has Ss work in pairs, taking turns to ask and answer the questions. - T checks answers as a class.

Feedback: 1. Every Christmas, Larry handed out thousands of dollars to needy people in public places.

T <--> Ss 2. Because he gave money to people during the festive season of December while his identity was hidden.

3. People have been inspired to continue his mission of kindness and charitable work.

4. Thuy organised charity activities to relieve young cancer patients’ pain.

Individually/ 5. She was awarded the title “HCM Outstanding Young Citizen”.

6. The newspaper organises annual events to support her program. One of Pair work them is the Sunflower Festival, where children and their families get together and have fun. Gifts are given to the young patients, and the memory of Thuy is T <--> Ss kept alive by retelling the story about love and sharing.

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CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI

Activity 5: Discuss with a partner.

Have you ever taken part in the Sunflower Festival to support Thuy's Dream Programme?

- T has Ss work in pairs and discuss the questions. - If Ss have never heard of Thuy’s Dream Programme or the Sunflower Festival, T encourages them to search the Internet for information before they answer question b.

Possible answers: Pair work No, I didn’t.

I’d like to do it in the future. I’d paint portraits/ make sunflowers /perform T <--> Ss chicken dance to help. I would like to do these things in order to ease cancer patients’ sufferings.

3. Consolidation (2 minutes) T <--> Ss - Summarize the main points of the lesson 4. Homework (1 minute) - Ask students to learn by heart the new words.

T <--> Ss - Prepare for the next lesson.

E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 UNIT 1. LIFE STORIES TIẾT 05: LESSON 4. SPEAKING A. Aims and Objectives: - To teach Ss to talk about some famous historical figures of Vietnam to be able to talk about a historical figure’s life story.

- By the end of the lesson, students will be able to: + Express their opinion about some famous historical figures. + Perform their viewpoints to other people in real life.

B. Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions 1. Check up Look at the picture and say who he is.

8 minutes Possible answer: He is Nguyen Trai, a famous historical T <--> Ss figure of Vietnam.

A historical figure 2. New lesson Activity 1: Choose the correct sentences (a-e) to complete Individually the conversation between two friends.

8 minutes - T has Ss read the conversation quickly to get the main idea.

- Ss practise pronouncing new and difficult words.

Feedback: 1.d 2.a 3.c 4.e 5.b Activity 2: Practise the conversation with a partner.

T <--> Ss - T asks Ss to practise the conversation in pairs.

- Ss practise the conversation in pairs.

Activity 3: Choose one topic. Use the information below or your own ideas to make a similar conversation.

- T has Ss read the conversation again and complete the 13 minutes information about Nguyen Trai.

- Ss choose one topic and make a similar conversation.

Group work Feedback: Conversation 2 13 minutes John: Hi, Van. What are you doing? Why are you talking to the T <--> Ss mirror?

Van: Well … I’m practising for the storytelling contest next week. I want to see my expression while I’m speaking.

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CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI

John: I see. The topic is the life of a historical figure, isn’t it?

Pair work Van: That’s right. I’ve decided to talk about Le Quy Don. John: Le Quy Don? Who is he?

Van: He was a distinguished philosopher, poet, and encyclopaedist ([en,saikləu'pi:dist] nhà bách khoa), he was responsible for a large number of encyclopaedic ([en,saikləu'pi:dik]), historical and philosophical ([,filə'sɔfikl]) works.

John: Wow! He is a real national hero. Do you know any stories about him? An interesting story will hold the attention of your audience and the examiners.

Van: Yes. This is an interesting story about him: When he was Ss <--> Ss still a child, he created a poem, using words with double meanings to describe the characteristics of different types of snakes. The poem can also be interpreted as a lazy student’s self-accusation ([,ækju:'zei∫n]) and promise to study harder.

He is respected for his sharp wit and wide knowledge.

John: Excellent. Can you read the poem to me?

Van: Yes, I’ll read it at the contest. Why don’t you come to the contest and listen to the poem?

John: OK, I will. I really want to know more about this famous man.

3.

- Summarize what they have learnt by asking Ss some Consolidation questions: T <--> Ss What have you learnt today? What can you do now?

2 minutes 4. Homework - Ask students to learn by heart the expressions.

1 minute - Prepare for the next lesson.

T <--> Ss E. Evaluation: ………………...................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 06: UNIT 1. LIFE STORIES LESSON 5. LISTENING A. Aims and Objectives: - To teach Ss listen for specific information about a talk show on privacy and disclosure of people’s private lives.

- To provide learners some vocabulary related to the topic of life stories.

- To help Ss develop the skill of working in pairs and groups - By the end of the lesson, students will be able to: + Listen and do the tasks. + Develop the listening skills for specific details. + Talk about the topic of life stories + Identify specific information through multiple-choice task and question answering B. Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions 1. Check up - Talk about a historical figure well-known in Viet Nam or Individually 7 minutes around the world.

- 1 or 2 ss do as required in front of the class and other ss T <--> Ss observe. - Other students observe and give comments.

- Feedback 2. New lesson Learning from people’s lives Task 1: Why are people often interested in the life of celebrities 13 minutes Individually or famous people? Tick the possible reasons and add some Trang 9

CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI

13 minutes

9 minutes

more, if you can.

- T has Ss discuss the question with a partner; asks Ss to tick the reasons why people are interested in the life of celebrities or famous people.

- If necessary, T explains the meanings of some new words that Ss will hear (overwhelm, slander, take advantage of) - Ss tick the possible reasons and add some more.

Feedback: Students’ answers 1. 2. 3. 4. 5. Ø 6. Just for fun.

7. To show that they are well-informed.

Task 2: Listen to a talk show with host Cindy Brown and guest speaker Andy Lewis, a sociologist. Choose the best answer to complete each statement.

- T tells Ss to read through the statements and the answer options so that they have some ideas about what they have to listen for; helps Ss to identify the key words in each statement or option.

- Ss match the words with their definitions.

- Ss compare their answers. - T checks as a class.

Feedback: 1.B 2.A 3.C 4.A Task 3: Listen again. Answer the questions.

- T has Ss listen again for more specific details to answer the questions.

- T checks answers as a class Feedback: 1. The audience should have life skills to protect themselves and to learn from other people’s lives.

2. We should ask ourselves two questions: “Why is this story told?” “What lesson can I learn from it?”

3. We can learn how to avoid making similar mistakes or how to adopt a new way of life so we can improve ourselves and become better human beings.

Task 4: Listen to the conversation again and choose the best answer A, B, or C. - Ask Ss to listen again and do the task then compare the answer with their partner.

1. C 2. A 3. B 4. C 5. B Key: Task 5: Do you agree with Andy that everyone’s life story like a book that can teach us something. Discuss with a partner.

What can we learn from a person’s life? Can we learn from his / her good or bad experiences or deeds?

Think about a famous person (for example Steve Jobs). What can we learn from his / her life?

- T asks Ss some guiding questions before they start the discussion. Some Ss present their answers before the class.

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

Pair work

T <--> Ss

Individually

T <--> Ss

Ss <--> Ss

Group work

3.

Consolidation T <--> Ss 2 minutes 4. Homework - Prepare for the next lesson.

T <--> Ss 1 minute E. Evaluation: ...........................................................................................................................................................................................................

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CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 07: UNIT 1. LIFE STORIES LESSON 6. WRITING A. Aims and Objectives: - To teach Ss to write about a life story.

- To teach Ss to develop ability to think in a logical way when rearranging sets of jumbled paragraphs to form a well-structured text.

- By the end of the lesson, students will be able to: + Learn about the life stories./ + Write about a life story. + Develop the writing skills in general. Build up vocabulary supported for writing.

B. Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions Answer the questions: 1. Check up 5 minutes 1. Why shouldn’t we let other people take advantage of our stories?

2. How can we learn from other people’s lives?

Key: 1. Because they may use our private lives for blackmail or Individually slander … in order to harm our reputation or just for fun.

2. By reading reasons for a person’s failure or success may help T <--> Ss us avoid similar failure or to adopt a new way of life so we can improve ourselves and become better human beings.

2. New lesson Task 1: Read the story of a champion swimmer and complete the Group work blanks. Use the words in the box.

- This activity aims to provide Ss with a sample story.

12 minutes - T asks Ss to read the story and complete it.

- Ss read the story and complete the blanks.

Feedback: 1.adopted 2.obsessed 3.helpless T <--> Ss 4. overcome 5. competed 6. misfortune Task 2: Put the following parts of the story in the correct order.

8 minutes - T asks Ss to read through the list (a-g).

Pair work - Ss read through the list (a-g).

Possible answers: 1.e 2.a 3.d 4.c 5.g 6.b 7.f Task 3: Use the given information to write another story of about 180-250 words.

T <--> Ss - T asks Ss to work in pairs and discuss the suggested ideas about Thu Ha. - T collects some of Ss’ final drafts and gives comments.

13 minutes Individually - Ss discuss the suggested ideas about Thu Ha; write drafts individually, and exchange their writing.

- Ss make revisions, if necessary.

Suggested answer: Poverty is no shame

By Thu Ha Published: 06:00 GMT, 20 September My parents died in a traffic accident when I was ten years old, so I grew up with my grandmother who was too old and weak to work. I had to leave school and did odd jobs to earn a living: selling lottery tickets, washing dishes and doing babysitting.

When I was 15, my grandma encouraged me to attend evening classes, so I could improve my literacy and job prospects.

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After lots of hardship and effort, I completed secondary school and passed a challenging exam to enter Medical University, which is the dream of many students. However, I could not pay the school fees and had to reject the offer. The door to a new life was closed before me. I was completely disappointed and saw only gloomy days ahead. Then something incredible happened: I was awarded a scholarship from the Thanh Nien newspaper for T <--> Ss college students from poor families. This was really a turning point in my life because I could continue my university studies and hope for a better future.

Six years of hard work at the university and of trying to live on a very tight budget came to an end at last. Now I am working as a doctor at a hospital, but I will never forget those difficult days. I am planning to set up and run a charitable organisation to help poor students, as a way to acknowledge other people for supporting me.

I’ve told my own story hoping to encourage other people like me to overcome hard times. Don’t let poverty defeat you and destroy your hopes for a better future. This is my motto.

4 minutes Task 4: Write your own story or the story of a person who has overcome hardship to become successful.

Individually - This activity is optional.

- T has Ss do it in class if there is enough time, or lets them do it at home.

- T collects Ss’ drafts in the next lesson for further comments and grading.

3.

- Ask Ss to consolidate the main contents.

T <--> Ss Consolidation - Ask Ss to complete the writing at home and collect - Ask Ss: What have you learnt today? What can you do now?

2 minutes 4. Homework - Write the text again at home.

1 minute - Prepare for the next lesson.

T <--> Ss E. Evaluation: …………………………………………………………………………………………………………………………………………………

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 08: UNIT 1. LIFE STORIES LESSON 7. COMMUNICATION AND CULTURE A. Aims and Objectives: 1. Language focus: To provide learners some communication and cultural items 2. Skills: - To develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder. To provide Ss some motivation.

- By the end of the lesson, students will be able to: + Understand and communicate about communication skills and cultural understanding + Talk about life stories.

B. Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions 1. Warm up - Inform the class of the lesson objectives: Further skill T <--> Ss 5 minutes development 2. New lesson 1. Communication: Family stories Activity 1: Listen to An’s story. Complete the statements Trang 12

19 minutes

- T tells Ss that they are going to listen to An’s story.

Group work - T asks Ss to read the statements and underline the key words.

- T plays the recording once or twice for Ss to take notes.

- T has Ss work with a partner to compare their answers.

- T checks as a class.

- Ss listen, answer the questions and take notes.

Feedback: T <--> Ss 1. people’s life stories 2. walking/well-known historical figures 3. unreal 4. the countryside 5. respect/ real Activity 2: Discuss the questions in pairs.

- T has Ss read question 1 and asks them if they know what family stories mean - T asks Ss to work in pairs and discuss the questions.

- Ss discuss the questions in pairs.

Suggested answers: Family stories should be told to children Pair work because this is the best way to teach children about the family’s history and traditions. Children will know more about their ancestors and feel strongly attached to their family. Moreover, when stories are told, everybody recalls memories of the past, which provides the best opportunity for family members to spend T <--> Ss time together.

2. Culture: The creator of Sherlock Holmes Activity 1: Read and decide whether the statements about it are true (T), false (F), or not given (NG). Tick the correct boxes.

18 minutes - T has Ss read the text about Arthur Conan Doyle.

Pair work - T encourages Ss to compare their answers in pairs.

- T checks as a class.

- Ss read the text about Arthur Conan Doyle, and decide if the statements are true, false, or not given.

- Ss compare the answers in pairs.

Possible answers: 1. NG 2. T (par. 2, lines 2…4) 3. F (par. 2, lines 5-6.) 4. T (par. 3, line 1) 5. T (par. 4, lines 5- T <--> Ss 6.)

6. NG (A statue of Sherlock Holmes was built in London. => A statue of Doyle was built in Crowborough.)

3.

- Ask Ss to consolidate the main contents.

Consolidation - Ask Ss: What have you learnt today?

T <--> Ss What can you do now?

2 minutes 4.Homework - T asks Ss to learn the structures and vocabulary.

1 minute - Prepare for the next lesson.

T <--> Ss E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 09: UNIT 1. LIFE STORIES LESSON 8. LOOKING BACK AND PROJECT A. Aims and Objectives: - To help Ss pronounce revise what they have learned in unit 1.

- To teach Ss some lexical items related to life stories.

- To give them a chance to do a small project in which they can develop speaking skills - By the end of the lesson Ss are able to: + Use the homophones in connected speech correctly. + Use some key words of the life stories. + Do the exercises on past simple and past continuous tense.

B. Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.

- Students: Textbook Trang 13

C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Write the words having the given sounds. [breik] [sʌn] [bai] [diə] [pi:s] 1. Warm up 5 minutes - T has Ss work in groups to write (on posters) the words having the given sounds.

- Ss write (on posters) the words having the given sounds.

- T gives the feedback and leads to the new lesson.

Feedback: [breik] brake, break [sʌn] son, sun [bai] buy, by [diə] dear, deer [pi:s] peace, piece 2. New lesson Pronunciation: Activity 1: Tick the word that does not have the same sound as 7 minutes the other two.

- T helps Ss review homophones (words or combinations of words that have different spellings and meanings, but the same pronunciation).

- T asks Ss to work with a partner to compare the answers.

- Ss say aloud the words in each group.

- Ss use a dictionary if they are unsure about the pronunciation.

- Ss read the sentences aloud.

Feedback: 1. brick 2. dare 3. wet 4. soon 5. greet 6. bay Activity 2: Listen and write the correct homophones to complete the sentences.

- T plays the recording and has Ss listen and complete.

- T asks Ss to repeat and has Ss spell the homophones.

- T has Ss practise saying aloud these sentences in pairs.

- Ss practise saying aloud these sentences in pairs.

Feedback: 1. wood, would 2. bored, board 3. weather, whether 4. hole, whole Vocabulary: Activity 1: Complete the sentences with the correct forms of the words or phrase in the box.

- T asks Ss to read the instructions, do the activity individually.

- T checks answers as a class.

- Ss read the instructions, do the activity individually, and then compare their answers in pairs.

Feedback: 1. historical figures 4. (a) reputation 2. respectable 5. dedication 3. achievement 6. (a) distinguished 10 minutes Grammar: 10 minutes Activity 1: Read the following story about Tran Quoc Toan. Put the verbs in brackets in the past simple or the past continuous.

- T has Ss read through the whole story about Tran Quoc Toan before deciding on the correct tense of each verb.

- T has Ss do the activity individually first, and then compare their answers in pairs.

- T checks answers as a class.

- Ss read through the whole story about Tran Quoc Toan before deciding on the correct tense of each verb.

- Ss do the activity individually first, and then compare their answers in pairs.

Feedback: 1. was 2. began 3. gathered 4. was 5. became

Interactions

Group work T <--> Ss

Individually

T <--> Ss

Pair work

T <--> Ss

Individually

T <--> Ss Pair work

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6. was shouting 7. came 8. gave 9. ordered 10. were discussing 11. was still waiting 12. got 13. crushed 14. began 15. managed 16. were fighting 17. was always dashing Activity 2: These sentences are incorrect. Correct them, adding articles where necessary.

T <--> Ss - T asks Ss to underline the nouns or noun phrases.

- T has Ss do the activity individually first, and then compare.

- T checks answers as a class.

- Ss underline the nouns or noun phrases and decide if these words need an article or not.

Feedback: a (great time), the (USA) the (army), a (soldier), the (country) the (English) a (two-week holiday), the (Philippines) the (Louvre), a (boat trip), the (Seine), a (warm hat), a (new coat), a (pair of woolen gloves), the (bank), the (supermarket), the (theatre), the (way), the (rush hour), a Individually (taxi) Project: Activity 1: Your group is going to take part in the Public Speaking Contest organised by your school on the topic: “A famous person you admire”.

- Ss work in groups of four.

T <--> Ss - T allows Ss one week to collect information about a famous person, write his / her profile, and organize their presentations.

Each group member chooses a famous person, creates his / her profile, and gives a presentation about this person.

Feedback: Charlie Chaplin 1. Where and when was he/she born? 16 April 1889 in London 2. Where did he grow up? In London 3. What is he famous for? an English comic actor and filmGroup work maker 4. Something interesting facts about him: - worked mainly in the US/ - appeared as a humorous T <--> Ss character with a small moustache, a bowler hat, a walking stick, walked in a funny way with the backs of his feet together and his toes pointing out to the sides 5. Lessons to learn from his/her life story: During his childhood he lived in poverty and hardship but he tried hard to achieve success.

3.

- Ask Ss to consolidate the main contents.

Consolidation - Ask Ss: What have you learnt today?

T <--> Ss What can you do now?

2 minutes 4.Homework - T asks Ss to learn the structures and vocabulary.

T <--> Ss 1 minute - Prepare for the next lesson.

E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 TIẾT 10:

Date of Teaching: ………../……./ 2018

UNIT 2. URBANISATION

LESSON 1. GETTING STARTED A. Objectives: 1. Language focus: To help Ss to know the overall topic of Unit 2: “Urbanisation”, some vocabulary related to urbanisation and its features - To check students’ comprehension thorough True / False Trang 15

- To help learners get started with some language items in Unit 2 2. Skills: - To help learners get started with 4 skills in Unit 2.

- Reading: Reading for specific information about urbanization and its causes.

- Speaking: Discussing key features of urbanisation and expressing opinions.

- Listening: Listening for the advantages and disadvantages of urbanization.

- Writing: Describing a line graph about the rate of urbanisation.

3. Attitudes: - To help Ss get started for Unit 2 with the topic "Urbanisation" - To provide Ss some motivation B. Preparations: - Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions 1. Warm up - To think of as many words related to urbanisation as they 5 minutes can.

- Give the words by pronouncing them aloud or write them.

T <--> Ss Possible answers: + city, urban, areas, problems, + advantages, disadvantages + solutions, overpopulation, etc.

- T leads to the new lesson 2. New lesson Activity 1: Listen and read - T shows Ss the pictures in the textbook and asks ss some 7 minutes questions.

T <--> Ss - Ss look at the picture and do the guessing as required.

- T asks Ss to read the instructions and predict what the two friends will be talking about in their conversation.

Who are the boy and the girl? What are they talking about?

Suggested answers: They are Nam and Lan. I think they are talking about urbanisation. They will probably be talking about how they will organize the information for Whole class their presentation about urbanisation.

- T plays the recording.

- Ss listen and read the conversation silently.

Activity 2: Answer the questions.

10 minutes - Ask Ss to work individually and finish the task - Ask them to exchange their answers with a partner.

- T has Ss read the questions and find the answers.

- Ss read the conversation again and answer the questions.

Individually Feedback: 1. They are discussing the outline, structure and content of their presentation on urbanisation.

2. Next Friday.

3. Itâ&#x20AC;&#x2122;ll be 15-minute presentation, followed by a five-minute Q&A session.

4. It will cover the definition of urbanisation, its causes, and its main advantages and dis-advantages. It will also refer to urbanisation in Viet Nam. T <--> Ss 5. No, because that would make their presentation too long and overload listeners with lots of information.

6. Studentsâ&#x20AC;&#x2122; answers Activity 3: Match the words in box A with the words in box B 8 minutes to form the compound adjectives that are used in the conversation.

- Ss read the words in the boxes and do the matching.

- T has Ss give the Vietnamese meanings of these words.

Feedback: 1. five-minute (Lan 2) 2. well-known (Lan 7) Individually 3. thought-provoking (Nam 4) or Trang 16

12 minutes

Activity 4: Complete the sentences, using the correct forms of the verbs in the box. Then find them in the conversation.

- T asks Ss to read the conversation again and complete.

- Ss do as required Feedback: 1. be 2. focus 3. talk 4. talk 5. include - T explains the subjunctive structure to Ss. Notes: It is recommended that I suggest that S + advised that S + Inf It’s important that It’s really necessary that Activity 5: Work in pairs. Ask and answer the following questions.

- T has Ss ask and answer the questions in pairs.

- Ss work in pairs first then they present their opinions freely.

- Talk about urbanisation in their hometowns or local areas.

Possible answers: 1. I live in an urban area. There are a lot of things that I like about it: we can enjoy good living condition and health care, various forms of entertainment, efficient transport, plenty of job opportunities.

2. If a lot of people have moved in or out of our area, there will be traffic jams. This will lead to traffic accidents because we don’t have enough good road systems. It also results in lack of security because we are shortage of policemen.

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

Pair work T <--> Ss

Individually

T <--> Ss

Pair work

T <--> Ss

3.

T <--> Ss Consolidation 2 minutes 4. Homework - Ask Ss to learn by heart the words or phrases related to the 1 minute topic - Prepare for the next lesson.

T <--> Ss E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 11: UNIT 2. URBANISATION LESSON 2. LANGUAGE A. Aims and Objectives: 1. Language focus: - To provide learners some language items in Unit 2 - For vocabulary, that is words and phrases related to urbanization - For pronunciation, that is diphthongs in connected speech - For grammar, that is the form and use compound adjectives and the subjunctive.

2. Skills: - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder/ - To provide Ss some motivation B. Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions 1. Homework Ss ask and answer the questions. Others listen and give T <--> Ss 3 minutes comments on their answers.

1. Do you live in an urban/ rural area? What you like about it?

2. Do you know if a lot of people have moved in or out of your area? What are the reasons?

2. New lesson A. Vocabulary: Activity 1: Look at the conversation in Getting Started again.

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5 minutes

7 minutes

12 minutes

15 minutes

Match the words in the conversation with the appropriate definitions.

- T has Ss go through the words and the meanings provided.

- T encourages Ss to read through the conversation again.

- T asks Ss to match the words with the definitions individually, and then compare their answers in pairs or groups.

- T checks the answers as a class.

Feedback: 1. c (sự đô thị hóa) 2. f (cung cấp quá nhiều) 3. a (sự công nghiệp hóa) 4. e (thuộc nông nghiệp) 5. d (không chú ý nữa) 6. b (nạn thất nghiệp) Activity 2: Complete the sentences with the correct forms of the words in 1.

- Ss exploit the contextual clues that can help to figure out the answers. For example, the use of the adjectives increased and the verb form after the gap suggests a noun.

- Ss complete the sentences with the correct forms of the words.

Feedback: 1. urbanisation 2. overload 3. switched off 4. agricultural 5. industrialisation 6. unemployment Compound adjectives Activity 1: Match a word on the left with a word on the right to make a compound adjective.

- T has Ss work individually first.

- T encourages Ss to refer to the Do you know …?

- Ss do the matching as required.

- T checks answers as a class.

Feedback: 1. weather-beaten (dày dạn nắng gió) 2. well-paid (được trả lương cao) 3. long-lasting (lâu dài) 4. year-round (quanh năm) 5. worldwide (khắp thế giới) 6. downmarket (phục vụ giới bình dân) Activity 2: Complete the text below with the compound adjectives given in the box.

- To complete the text with appropriate compound adjectives.

- T has Ss work individually first.

- Asks Ss to work in pairs or groups, and compare their answers.

- Ss complete the text with the compound adjectives given.

- Ss work in pairs or groups, and compare their answers.

- T checks answers as a class.

Feedback: 1. weather-beaten 2. long-term 3. well-paid 4. fast-growing 5. up-to-date 2. Pronunciation: Diphthongs Activity 1: Listen to the conversation and pay attention to the pronunciation of the underlined parts.

- T has Ss listen to the conversation and pay attention to the pronunciation of the underlined parts.

- T has Ss refer to the Do you know …?

- T checks if Ss pronounce these diphthongs correctly.

- Ss listen to the conversation.

- Ss refer to the Do you know …?

Activity 2: Now listen to the conversation in 1 again.

- T has Ss write the diphthongs as headings of 8 columns.

- T lets Ss listen to the conversation in 1 again.

- T asks Ss to practise the conversation with a partner.

2. Grammar: The subjunctive in that-clauses after certain verbs

Pair work

T <--> Ss

Individually

T <--> Ss

Individually/ or Pair work

T <--> Ss

Pair work

T <--> Ss

Individually

Ss <--> Ss T <--> Ss Trang 18

and expressions Activity 1: Complete the sentences, using the correct form of the verbs in brackets - T encourages Ss to refer to the Do you know …? box to get Ss <--> Ss more information about the subjunctive.

- T asks Ss to compare their answers in pairs.

- T checks answers as a class.

Individually Feedback: 1. (should) get 2. (should) be cleaned 3. (should) work 4. (should) be allowed 5. (should) attend T <--> Ss 6. (should) not look down on Activity 2: Complete the sentences with the verbs in the box.

Use the appropriate forms.

Individually - T asks Ss to complete the sentences with the verbs in the box.

- T asks Ss to check answers in pairs or groups.

- T checks answers as a class.

- Ss complete the sentences with the verbs in the box, using the T <--> Ss appropriate forms.

Feedback: (should) study/ (should) be told/ (should) obey (should) be returned/ (should) search / (should) be searching 3.

- What have you learnt today? What can you do now?

T <--> Ss Consolidation - Summarize the main points of the lesson.

2 minutes Expected answers: I can use: Homophones in connected speech The past simple vs. the past continuous and use of articles 4. Homework - T asks Ss to do exercises again at home.

1 minute - Prepare for the next lesson. - Exercises in workbook.

T <--> Ss E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 12: UNIT 2. URBANISATION LESSON 3. READING A. Aims and Objectives: - To teach Ss to scan a text for specific information about urbanization and its causes.

- To teach Ss new vocabulary by finding words or expressions with the definitions given.

- To develop reading skill through deciding true-false and answering questions.

- To learn new vocabulary by finding words or expressions with the definitions given.

B. Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions 1. Check up Find parts of speech of family words.

- Then T has Ss give their Vietnamese meanings.

8 minutes - Ss find the words as required.

T <--> Ss Word Part of speech Vietnamese meaning urban adjective thuộc đô thị urbanise ? ? urbanised ? ? urbanisation ? ? suburb ? ngoại ô suburban ? ?

2. New lesson Activity 1: You are going to read a text about urbanisation.

Pair work Predict whether the statements are true (T) or false (F).

12 minutes - T elicits Ss’ answers, encouraging all different predictions. T Trang 19

17 minutes

5 minutes

has Ss explain their predictions.

Activity 2: Read the text and check your predictions in 1.

- T has Ss scan the text & compare their predictions in 1, checks answers as a class and asks Ss to give the clues from the reading text which help them to work out the answers.

- Ss read an advice column and the questions.

- Ss choose the best summary of each reader’s problem.

Feedback: 1. T (Before the 1950s, urbanisation mainly occurred in more economically developed countries (MEDCs).)

2. F (Since 1950s, urbanisation has grown rapidly in LEDCs (Less Economically Developed Countries)) 3. T (People migrate to urban areas on a massive scale due to lack of resources in rural areas.)

4. F (The standard of living in urban areas will be higher than in rural areas) 5. T (The urban population will continue to grow and it is expected that its proportion will increase to 70% by 2050.)

Activity 3: Find the words in the text having the following meanings. Write the words in the space provided.

- T has Ss study the meanings, and go back to the reading text.

- T checks answers as a class.

Feedback: 1. expanding 2. counter-urbanisation 3. doubled 4. increase 5. migrate Activity 4: Read the text carefully. Answer questions.

- This activity helps Ss to practice reading for details and specific information.

- T asks Ss to look at the questions quickly and underline the key words.

- T checks answers as a class.

Feedback: 1. It’s a process by which urban areas grow bigger as more and more people leave the countryside to live in towns and cities.

2. MEDCs stands for more economically developed countries.

LEDCs stands for less economically developed Countries.

3. Before the 1950s, rapid urbanisation took place in Europe and North America because it was the period of industrialisation in these areas.

4. After 1950, urbanisation started to grow rapidly in LEDCs. 5. Some of the “push” factors of urbanisation are lack of resources in rural areas, bad weather conditions, and competition from large agricultural companies.

6. Because they have to suffer bad weather conditions and competition from large agricultural companies.

7. Some of the “pull” factors of urbanisation are the centralisation of resources such as money, services, wealth and opportunities as well as the higher living standards of these areas.

Activity 5: Discuss with a partner.

Has your area been affected by urbanisation? How? - This follow-up activity enables Ss to personalise the topic.

- T asks Ss to work in pairs to share their experiences; invites several pairs to share their experiences with the rest of the class; encourages other Ss to ask follow-up questions.

- Ss work in pairs to ask and answer their guiding questions.

T <--> Ss

Pair work

T <--> Ss

Pair work T <--> Ss

Individually/ Pair work

T <--> Ss

Pair work T <--> Ss

3.

Trang 20

T <--> Ss Consolidation - Summarize the main points of the lesson 2 minutes 4. Homework - Ask students to learn by heart the new words.

T <--> Ss - Prepare for the next lesson.

1 minute E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 13: UNIT 2. URBANISATION LESSON 4. SPEAKING A. Aims and Objectives: - To teach Ss to talk about the features of life in big cities - To teach Ss to practise sharing and giving responses to new information.

- By the end of the lesson, students will be able to: + Express their opinion about some features of life in big cities + Perform their viewpoints to other people in real life.

B. Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions Put the words/ phrases in correct columns.

1. Check up Advantages or Disadvantages of living in big cities.

Advantages Disadvantages T <--> Ss 8 minutes air pollution better transport service good education high cost of living higher standard of living jobless job opportunities noisy overcrowded slums Life in big cities 2. New lesson Activity 1: Read a conversation between two friends about life in big cities. What features do they mention? Are they positive 8 minutes Individually or negative?

- T lets Ss practice the conversation in pairs.

- Ss complete the table with the correct information.

Feedback: Positive features Negative features T <--> Ss + There are more + Big cities are overcrowded employment opportunities and overpopulated. + People have chances to get + Many people are jobless / high-paying jobs. unemployed. + People’s standard of living + Some people live in slums. is higher.

Activity 2: Look at these features of city life. Decide whether 13 minutes they are positive or negative. Can you think of other features?

Pair work - T lets Ss work in pairs to decide whether the given features are positive or negative. - T checks answers as a class.

Feedback: Positive job opportunities, efficient services Negative noisy, densely populated, traffic congestion, Trang 21

severe shortage of housing, air pollution higher rate of crime (–), stressful (–), social and Others cultural integration (+), sports facilities (+), better schools (+) Activity 3: Discuss the positive and negative features of city Ss <--> Ss 13 minutes life and decide if you want to live in an urban or rural area.

What are your reasons? Present your group’s decision to the whole class, using the ideas in 2 and the example below.

- T sets a time limit for the group’s preparation and practice; invites some groups to present their ideas to the rest of the class; encourages Ss to give feedback on things such as Group work interesting content, original ideas, fluency of speech.

- Ss work in groups to do as required.

Possible answers: Another example for reference All members of our group think that rural life is better than urban life. We all agree that the cost of living is much cheaper in rural areas. People are also more friendly and helpful. We can live in an environment with little or no pollution. In addition, the crime rate is fairly low compared to the city. The only problem is that people have little access to modern facilities and technology. It is important that the government invest more in Ss <--> Ss rural areas so that people there can have the same opportunities as people in the cities.

3.

- Summarize what they have learnt by asking Ss some Consolidation questions: T <--> Ss What have you learnt today? What can you do now?

2 minutes 4.Homework - Ask students to learn by heart the expressions.

- Prepare for the next lesson.

T <--> Ss 1 minute E. Evaluation: .......................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 14: UNIT 2. URBANISATION LESSON 5. LISTENING A. Aims and Objectives: - To develop Ss’ skill of listening to a passage about the advantages and disadvantages of urbanisation.

- To help Ss understand general ideas and specific details to answer questions.

- By the end of the lesson, students will be able to: + Listen and do the tasks. + Develop the listening skills for specific details. + Identify specific information through multiple-choice task and question answering B. Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions - T. has Ss discuss the pros and cons of urbanisation 1. Check up => Ss’ answers. (Suggested: + opportunities for better-paid Individually 7 minutes jobs + access to schools, hospitals and other social services + higher standard of living. – more crime in big cities – unemployment may result in robbery, kidnapping, murder and T <--> Ss other illegal activities – shortage of housing, decrease in agricultural and food production …)

2. New lesson Task 1: Look at the following statistics about urbanisation and then answer the questions Trang 22

10 minutes

13 minutes

12 minutes

- T asks Ss to look at the statistics and describe any trends that they notice.

- Ss answer the questions.

Suggested answers: The urbanisation rate has been increasing steadily over the past 30 years. / In 2030, nearly two thirds of the population will live in urban areas. Urban areas become very crowded. A lot of people in the cities are not able to find jobs.

Some people have to live in slums with poor sanitation.

Task 2: Match the words with their meanings (group work) - T asks Ss to look at the words and the meanings given.

- Check answers as a class Key: 1.d 2.e 3.a 4.c 5.b Task 3: Listen to a talk about urbanisation and choose the title for it.

- Ss look at the three options and make their own predictions for the title of the talk that they are going to listen to.

- Listen to the recording and choose one of the 3 options given.

- Ss compare their answers in pairs or groups - T. checks answers as a class Key: B Task 4: Listen again and choose the best option to complete the sentences.

- Ss read the sentences and predict the information needed in each gap.

- T. gives Ss sufficient time to listen to the recording so they can extract the information needed and select the correct choice.

- Ss compare their answers in pairs or groups - T. checks answers as a class Key: 1. A 2. B 3. C 4. C 5. A Task 5: Read the sentences in 4 again. Do you agree or disagree with them? Give examples to support your point of view.

- Ss discuss the questions in groups.

– T. encourages groups to reach an agreement on each question.

- T. asks some groups to present their discussions to the rest of the class.

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

Individually

T <--> Ss

Group work

T <--> Ss

Individually T <--> Ss

Ss <--> Ss

Group work

3.

Consolidation T <--> Ss 2 minutes 4. Homework - Prepare for the next lesson.

T <--> Ss 1 minute E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 15: UNIT 2. URBANISATION LESSON 6. WRITING A. Aims and Objectives: - To develop Ss’ skill of writing a description of a line graph about trends in urbanisation.

- To provide Ss with the language and sentence structures used to describe trends.

- By the end of the lesson, students will be able to: + Learn about the life stories. + Describe a line graph about the rate of urbanisation.

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CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI + Develop the writing skills in general. Build up vocabulary supported for writing.

B. Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions T <--> Ss 1. Check up Asks Ss to talk about the advantages and disadvantages of 5 minutes urbanization.

2. New lesson Task 1: Match the phrases in the box with the graphs (1-6) T. asks Ss to match the phrases given in the box with the Pair work 10 minutes appropriate graphs.

Key: a. rise/ increase steadily b. fall/ decrease sharply c. stay the same/ remain stable/ level off d. fluctuate e. rise / increase sharply f. fall / decrease steadily Task 2: Rewrite the sentences without changing their meaning - T. asks Ss to study the examples given and rewrite.

T <--> Ss - Ss rewrite the sentences and check their answers in pairs.

- T. checks answers as a class.

Key: 1. There has been a dramatic rise in the migration of young people to big cities.

2. Due to shortages of jobs, the population in rural areas has 8 minutes decreased in the last 10 years.

3. There was an increase of over 30% in the urbanisation rate in Indonesia from 1969 to 2009.

Individually 4. The rate of urbanisation in South Korea rose sharply during the period between 1969 and 1989.

5. There was a slight decrease in the urbanisation rate in this city during the economic crisis in 2008.

Task 3: The line graph below shows the urbanisation rate in South Korea and Indonesia. Write a description (of about 150 words) of the trends in the graph.

- T. asks Ss to write the first draft of their line graph description.

T <--> Ss - Ss revise their drafts based on their partners’ comments.

- T collects Ss’ final pieces of writing for checking and marking.

Suggested answer: The line graph shows the rate of urbanisation in two countries, namely Indonesia and South 15 minutes Korea, from the mid-1960s to 2009.

In the mid-1960s, the rate of urbanisation in Indonesia was about 17%, followed by a slight increase of 3% in 1969. Then the rate Individually remained stable at around 20% for a ten-year period from 1969 to 1979. In the next fifteen years, there was a steady rise in the rate of urbanisation in this country. From 1995 to 2009, Indonesia’s urbanisation rate increased sharply, reaching over 50%.

South Korea’s urbanisation rate was about 30% in 1969, roughly 10% higher than that of Indonesia. The rate went up sharply T <--> Ss throughout the next thirty-year period to about 82% in 2005, and then levelled off towards 2009.

In conclusion, it is clear that while both countries experienced a growth in their urbanisation rate, in South Koreait almost doubled by the end of the period.

3.

- Ask Ss to consolidate the main contents.

T <--> Ss Consolidation - Focus on the form of a biography Ask Ss to complete the writing at home and collect 2 minutes Trang 24

- Ask Ss: What have you learnt today? What can you do now?

4. Homework - Write the text again at home.

- Prepare for the next lesson.

T <--> Ss 1 minute E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 16: UNIT 2. URBANISATION LESSON 7. COMMUNICATION AND CULTURE A. Aims and Objectives: 1. Language focus: - To provide learners some communication and cultural items 2. Skills: - To develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups - To encourage Ss to work harder 3. Attitudes: - To provide Ss some motivation - By the end of the lesson, students will be able to: + Understand and communicate. + Talk about urbanisation in Bangkok.

B. Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions 1. Warm up Inform the class of the lesson objectives: Further skill T <--> Ss 5 minutes development 2. New lesson 1. Communication: The urban world in 2050 Activity 1: Listen to a talk about predictions for life in cities in 18 minutes 2050 and choose the correct option in each of the following Pair work sentences.

- T tells Ss that they are going to listen to a talk.

- T asks Ss to read the statements and underline the key words.

- Ss listen, answer the questions and take notes.

Activity 2: Discussion T <--> Ss 1. What is sustainable urbanisation?

2. Which of these processes can contribute to sustainable urbanisation? a. Better urban planning b. Efficient infrastructure c. Increased water, air and industrial pollution d. Lack of exercise e. Equal access to educational resources Group work 3. What do you think the government and local authorities should do to ensure sustainable urbanisation in Viet Nam? - T asks Ss to practise asking and answering the questions.

- Ss work in groups.

- Take notes of their partners’ answers, their ideas if necessary.

Key: 1. Sustainable urbanisation is an urbanisation process that ensures better urban planning, efficient infrastructure, equal T <--> Ss access to educational resources and other facilities.

2. a, b, e 3. Students’ answers 2. Culture: Urbanised Bangkok Activity 1: Look at the two photos of Bangkok, Thailand. What aspects of city life do they show?

19 minutes Pair work - T. asks Ss to look at the two pictures and encourage them to talk about the aspects of an urbanised Bangkok.

Suggested answers: It is a fast-growing city. The first picture shows modern Bangkok with its improved infrastructure and Trang 25

high-rise buildings. The second one shows the other side of urbanisation, such as the growth of slums and urban poverty.

Activity 2: Read the text about urbanisation in Bangkok.

Answer the questions: - T asks Ss to read the text individually to get an overall idea about its content, read the questions and underline the key words.

- Ss compare their answers in pairs or groups Key: 1. Bangkok plays an important role in Thailand. It has been a capital city for over 200 years. The growth of Bangkok is the world’s window on the growth of Thailand.

2. It has brought about economic, social and cultural benefits.

3. The drawbacks include the growth of slums, social issues such as drugs and crime, traffic congestion, and environmental pollution.

Activity 2: Discussion: If you had the opportunity, would you migrate to a city like Bangkok? Why/ Why not?

- Ss work in pairs or groups to express their opinions.

- T. encourages all Ss to answer the question.

- Ss present their opinions to the class - T. gives appropriate feedback whenever needed.

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today? What can you do now?

T <--> Ss Individually

T <--> Ss

Pair work or Group work T <--> Ss

3.

T <--> Ss Consolidation 2 minutes 4. Homework - T asks Ss to learn the structures and vocabulary.

T <--> Ss - Prepare for the next lesson.

1 minute E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 17: UNIT 2. URBANISATION LESSON 8. LOOKING BACK AND PROJECT A. Aims and Objectives: - To help Ss pronounce revise what they have learned in unit 2.

- To teach Ss some lexical items related to urbanisation.

- To give them a chance to do a small project to develop their speaking skills - To help Ss review and recognize the diphthongs in connected speech.

- To help Ss consolidate the use of compound adjectives and revise the subjunctive - To provide further opportunities for Ss to use the language, skills and information.

- By the end of the lesson Ss are able to: + Use the diphthongs in connected speech correctly. + Use some key words of urbanisation. + Do the exercises on compound adjectives and the subjunctive.

B. Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions Find the words which have the following phonetic 1. Homework transcription.

1. / ɡrəʊθ /: ……………

2. / reɪt /: ……………

5 minutes Individually 3. / səˈraʊndɪŋ /: …………

4. / kəmˈpeə(r) /: ………

5. / prəˈvaɪd /: ………….

6. / sɪˈvɪəli /: …………

- T gives Ss handouts and asks Ss to find out the words.

T <--> Ss - Ss do the task individually and exchange the answers in Trang 26

2. New lesson 7 minutes

10 minutes

7 minutes

3 minutes

3.

pairs.

- T gives feedback. 1. growth 2. rate 3. surrounding 4. compare 5. provide 6. severely Pronunciation: Activity 1: Listen to the words containing diphthongs and put them in the correct box.

- Listen to isolated words containing diphthongs and put them in the correct box, compare their answers in pairs or groups - T. checks answers as a class.

Key: /eɪ/: age, nation /aɪ/: style, mine /ɔɪ/: destroy, noise /əʊ/: grow, hope /aʊ/: crowd, proud /ɪə/: here, near /eə/: there, wear /ʊə/: poor, sure Activity 2: Listen and mark the diphthongs. Then practise saying the sentences with a partner - T. plays the recording and has Ss circle the diphthongs.

- Ss compare their answers in pairs - T. checks answers as a class Key: 1/ played, eight, years (/eɪ/ /eɪ/ /ɪə/) 2/ nine, hours, without, break, tired /aɪ/ /aʊ/ /aʊ/ /eɪ/ /aɪ/ 3/ Despite, environmental, air, (/aɪ/ /aɪ/ /eə/) 4. noise, remains, dangerous(/ɔɪ/ /eɪ/ /eɪ/) Vocabulary: Activity 1: Underline the correct word in each sentence.

- T asks Ss to underline the correct word in each sentence.

- Ss compare their answers in pairs or groups.

- T gives feedback.

Feedback: 1. urbanisation 2. industrial 3. urban 4. risen 5. off Activity 2: Complete the sentences, using the compound adjectives in the box.

- T asks Ss to go through the compound adjectives in the box.

- Ss complete the sentences with these compound adjectives.

- Ss compare their answers in pairs or groups - T gives feedback.

Feedback: 1/ off-peak 2/ upmarket 3/ thought-provoking 4/ never-ending 5/ day-to-day Grammar: Activity 1: Complete the following sentences, using the correct forms of the verbs in brackets.

Ss work individually, and then compare their answers in pairs or groups.

T. gives feedback and further explanations if necessary.

Feedback: (should) organize/ (should) be divided/ (should) call/ (should) be given/ (should) support Project: Activity 1: Choose a city or a country, and find out how it has undergone urbanisation. Think about how to organise your information.

Ss work in groups of 4 to discuss the guiding questions and brainstorm their ideas T. encourages groups to prepare an outline for their presentation. Ss practise their presentation in groups - Ask Ss to consolidate the main contents.

Individually

T <--> Ss

Pair work

T <--> Ss

Pair work

T <--> Ss Pair work

T <--> Ss

Individually T <--> Ss

Group work T <--> Ss

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T <--> Ss Consolidation - Ask Ss: What have you learnt today?

What can you do now?

2 minutes 4. Homework - T asks Ss to learn the structures and vocabulary.

T <--> Ss - Prepare for the next lesson.

1 minute E. Evaluation: ………………………………………………………………………………………………………………………………………………..

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 18: WRITTEN TEST 1 LISTENING (2 points) I. Hannah is listening to messages on her voicemail. Why is each person calling? Listen and circle the correct answer.

1. A. to remind her about a dental appointment 3. A. to tell her the book has not arrived B. to cancel a dental appointment B. to tell her the book has arrived C. to remind her about a business meeting C. to tell her the book can’t be ordered 2. A. to tell her about a restaurant 4. A. to copy her homework B. to invite her to a movie B. to chat with her about friends C. to cancel a date C. to ask for help with her homework II. Listen to the message then complete the information.

Telephone number: (7) Message for: (5) Best time to call: between (8) and 6:00 Name of caller: (6) B. PHONETICS, GRAMMAR & VOCABULARY (4 points) III. Choose the word whose underlined part is pronounced differently from that of the others.

9. A. agreed B. organized C. looked D. listened B. which C. changeable D. characteristic 10. A. each IV. Choose the word whose main stress is different from that of the other words.

11. A. mausoleum B. engineering C. solidarity D. delicate 12. A. fascinating B. ignorant C. artificial D. astronaut V. Choose the best answer among A, B, C, or D to complete each of the following sentences.

13. You can subscribe to your favorite newspapers and magazines the nearest post office.

A. in B. on C. from D. at 14. He is very capable learning and understanding things.

A. with B. of C. at D. about 15. I need to £1,000 to my daughter's account.

A. transfer B. transform C. transmit D. transact 16. The health of our children is being by exhaust fumes.

A. danger B. endanger C. dangerous D. endangered 17. Portland, Maine, is the poet Henry Wadsworth Longfellow spent his early years.

A. where B. it where C. where is D. which is where 18. We could make better of our energy resources.

A. spend B. use C. need D. limit 19. Many newer cars have a much lower fuel .

A. consuming B. consumer C. consumation D. consumption 20. I've no idea he behaved strangely at the meeting A. why B. where C. which D. when 21. The old man said he in this village for over 70 years.

A. has been living B. was living C. is living D. had been living 22. The singer was on the piano by her sister.

A. played B. performed C. accompanied D. helped VI. Choose the one that is SIMILAR in meaning to the underlined word.

23. The astronauts were able to send the information back to the earth.

A. spaceships B. space stations C. spacemen D. space shots Trang 28

24. No one knew precisely what would happen to a human being in space.

A. exactly B. clearly C. carefully D. vividly READING (2 points) VII. Fill in each blank space with one appropriate from the box. journey groundless space flown affected harmless Before man had appeared in space it was thought that his physical and mental capabilities might be (25) by long periods of weightlessness, and that he might be endangered by high levels of radiation. Yuri Gagarin's first (26) flight in April 1961 showed that man could live in space and, although this (27) only lasted for 108 minutes, it gave encouragement to those interested in the future of manned space flight. In fact most of the early fears about man's health in space have proved (28) , and although several odd medical effects have been observed, none has seriously affected man's ability for useful work.

VIII. Read the following passage and choose the best answer among A, B, C. or D provided.

The Asian Games, also called the Asiad, is a multi-sport event held every four years among athletes from all over Asia. The games are regulated by the Olympic Council of Asia (OCA) under the supervision of the International Olympic Committee (IOC). Medals are awarded in each event, with gold for first place, silver for second and bronze for third, a tradition which started in 1951. The Asian Games are dominated by the People's Republic of China.

Competitors are entered by a National Olympic Committee (NOC) to represent their country of citizenship. National anthems and flags accompany the medal ceremonies, and tables showing the number of medals won by each country are widely used. In general only recognized nations are represented, but a few non-sovereign countries are allowed to take part.

The special case of Taiwan was handled by having it compete as Chinese Taipei, due to the political status of Taiwan.

29. Which of the following is true?

A. The Asian Games are held every year.

B. The International Olympic Committee is the founder of the Asiad.

C. The first gold medals given to by the winning athletes in 1951.

D. The Olympic Council of Asia regulated the Games.

30. The People's Republic of China .

A. is the strongest in the Asian Games B. is the host of all Asian Games C. is not allowed to take part in the Games D. refuse to enter the Games 31. In the medal ceremonies .

A. the competitions are entered to represent their country of citizenship B. national anthems are played C. the number of medals won by each country is first announced D. the winners are given a string of flowers 32. Which of the following is not true of the right to participate in the Asian Games?

A. Only recognized nations are allowed to take part.

B. Almost every nation can take part in the Games.

C. Non-sovereign countries are also allowed to participate.

D. All are correct.

WRITING (2 points) IX. Rewrite each of the following sentences without changing its original meaning. (1 point) 33. They decided to go to the zoo in spite of the heavy rain. → Though .

34. Because the weather was bad, the plane couldn’t take off. → Because of .

35. They had no intention of travelling around the world. → They didn’t intend .

36. Somebody has taken away some of my books. → Some of my books .

X. In about 80-100 words, write a letter to a friend to tell about a film you saw recently. (1 Trang 29

point) Date of preparation: ………../……./ 2018 TIẾT 19:

Date of Teaching: ………../……./ 2018

WRITTEN TEST 1 - CORRECTION A. LISTENING (2 points)

I. (0.25point per one correct item) 1. A 2. B 3. B 4. C II. (0.25point per one correct item) 5. Bill 6. Mary 7. 654 9389 8. 5:00 B. PHONETICS, GRAMMAR & VOCABULARY (2 points) III. (0.25point per one correct item): 9. C 10. D IV. (0.25point per one correct item):11. D 12. C V. (0.25point per one correct item): 13. D 15. A 17. A 19. D 21. D 14. B 16. D 18. B 20. A 22. C VI. (0.25point per one correct item): 23. C 24. A READING (2 points) VII. (0.25point per one correct item): 25. affected 26. space 27. journey 28. harmless VIII. (0.25pt/item) 29. D 30. A 31. B 32. D D. WRITING (2 points) IX. (0.25point per one correct sentence): 33. → Though it rained heavily, they decided to go to the zoo.

34. → Because of the bad weather, the plane couldn’t take off.

35. → They didn’t intend to travel around the world.

36. → Some of my books have been taken away.

X. (1 point) Phần Mô tả tiêu chí đánh giá

Bố cục (0.4 point) Nội dung (0.4 point) Sử dụng ngôn ngữ (0.2 point)

o Câu đề dẫn chủ đề mạch lạc o Bố cục hợp lí rõ ràng phù hợp yêu cầu của đề bài o Câu kết luận phù hợp o Phát triển ý có trình tự logic, thuyết phục người đọc o Đủ dẫn chứng, ví dụ, lập luận o Độ dài: Số từ không nhiều hơn hoặc ít hơn ới quy định 5% o Sử dụng ngôn từ phù hợp nội dung, văn phong/ thể loại o Sử dụng ngôn từ phong phú, ngữ pháp, dấu câu, chính tả

Date of preparation: ………../……./ 2018 TIẾT 20:

Điểm tối đa point points 0.1 point 0.1 points points point 0.1 point 0.1 point

Date of Teaching: ………../……./ 2018

UNIT 3: THE GREEN MOVEMENT LESSON 1. GETTING STARTED

A. Objectives: 1. Language focus: To help Ss to know the overall topic of Unit 3: “The green movement”, some vocabulary related to The green movement and its features - To check students’ comprehension thorough True / False - To help learners get started with some language items in Unit 3 2. Skills: - To help learners get started with 4 skills in Unit 3.

- Reading: Reading for general ideas and specific information about soot pollution.

- Speaking: Discussing lifestyle choice and deciding if they are environmentally friendly.

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- Listening: Listening for general ideals and specific information.

- Writing: Writing an essay about the advantages and disadvantages of a green lifestyle.

3. Attitudes: - To help Ss get started for Unit 3 with the topic "The green movement" - To provide Ss some motivation B. Preparations: - Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions To elicit some of their ideas of what a green lifestyle is.

1. Warm up 5 minutes To look at the picture and guess what the students in the T <--> Ss picture are talking about.

2. New lesson Activity 1: Listen and read T <--> Ss - T tell Ss that they are going to listen to a conversation 7 minutes between Kevin, Maria, and Mai about a green lifestyle.

- T plays the recording - Ss listen and read silently.

10 minutes Whole class Activity 2: True-False- Not given Statements - T asks Ss to work in pairs to decide whether the statements are true (T), false (F) or not given (NG).

Individually Sts do as required, they may refer back to conversation to get the necessary information.

Key: 1. T 2. NG 3. F 4. NG 5. T 6. F Activity 3: Combine each pair of sentences using the word in 8 minutes T <--> Ss bracket.

- T asks Ss to read the simple sentences and focus on the Individually words (conjunctions) given in brackets.

- Ask Ss to combine the sentences and then have them read or their compound or complex sentences to check their answers. Pair work Key: 1. Some chemical…………surfing but they affect the…….

2. We should……resources because they…………

3. We are…..habitats, which will help………….

T <--> Ss Activity 4: Identifying information 12 minutes - Ss work out the meaning of the new phrases from the context. - T asks Ss to work individually.

- Sts read the meaning of each noun phrase, and then read all the conversation again to find the correct phrase.

Individually - T has Ss write the correct phrase next to the meanings given.

- Ss compare their answers in pairs or groups.

- T checks answers as a class.

Key: 1. Dangerous climate change. 2. renewable resources T <--> Ss 3. eco-friendly products 4. hazardous chemicals 5. green technology 3.

- Ask Ss: What have you learnt today? What can you do now?

Consolidation - Summarize the main points of the lesson.

T <--> Ss 2 minutes 4. Homework - Ask Ss to learn by heart the words or phrases related to the 1 minute topic - Prepare for the next lesson.

T <--> Ss E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 21: UNIT 3: THE GREEN MOVEMENT LESSON 2. LANGUAGE A. Aims and Objectives: Trang 31

1. Language focus: - To provide learners some language items in Unit 3 - For vocabulary, that is words and phrases related to the green movement - For pronunciation, that is assimilation in connected speech - For grammar: compound and complex sentences. And relative clauses with which.

2. Skills: - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation B. Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions 1. Homework - T sticks cards with words on them to the board, asking sts to T <--> Ss 3 minutes try to remember as many words as they can. clutter - mould and mildew - preservation â&#x20AC;&#x201C; depleted â&#x20AC;&#x201C; pathway - dispose of - asthma - conservation - After 1 minute, T removes the cards.

- Sts volunteer to read the words as they remember.

A. Vocabulary: 2. New lesson Activity 1: Read the conversation in GETTING STARTED again 5 minutes and match each word and phrases with its meaning.

- T ask Ss to work individually, read each word or phrase.

Individually - Sts read explanations and decide a verb, noun, or adjective.

- T can provide support by encouraging Ss to use the context and clues in the conversation.

- T asks Ss to study the context in which the words or phrases T <--> Ss in 1 have been used.

Key: 1c 2d 3g 4e 5b 6h 7f 8a.

7 minutes Activity 2: Complete the sentences with the correct forms of the words and phrases in 1.

- Sts do as required, bearing in mind a verb or a noun must be used its suitable form (e,g. verb tense, singular or plural form Individually of nouns).

- T asks Ss to complete the sentences individually.

Alternatively, in a weaker class, T has Ss work on the sentences in pairs.

- Sts find the suitable words to fill in the gaps.

T <--> Ss - T checks answers as a class.

Key: 1. pathway 2. mould and mildew 3. preservation 4. dispose of 5. deplete 12 minutes B. Pronunciation: Assimilation Activity 1. Listen and repeat, paying attention to the ending and beginning sounds in red. : - T explains the process of assimilation (Ss should not Individually/ intentionally change the ending sounds as described.)

- T plays the recording or - Sts listen and follow - Sts repeat as a class.

- T asks Ss to work in pairs and take turns pronouncing.

Pair work - Sts try to say them as naturally as possible.

Activity 2: Listen and repeat the following sentences, paying 15 minutes attention to the assimilation indicated in bold.

- T can extend this task by having Ss take turns reading each of the sentences twice: 1. slowly, trying to enunciate the sounds clearly and avoid any T <--> Ss assimilation 2. quickly, trying to blend the final and initial sounds. Sts do as Trang 32

3.

Consolidation 2 minutes

required, asking their partners to listen carefully and identify any assimilated sounds.

2. Grammar: Simple, compound, and complex sentences Activity 1: Identifying types of sentences Work in pairs and decide whether the following are simple, compound or complex sentences and tick the right box.

- T asks Ss if they can remember the differences between simple, compound and complex sentences.

- Ss work in pairs to figure out the answers.

- T monitors the activity and helps Ss, check answers as a class Key: 1. Simple 2. Compound 3. Complex 4. Simple 5. Complex 6. Complex Activity 2: Combine the following simple sentences, using words from the box.

- T asks Ss to do the activity individually.

- Sts do as required, paying attention to the meaning.

Key: 1. If we all adopt a green lifestyle, we will help conserve our natural resources.

2. Some foods taste good, but they do not have many nutrients.

3. We should keep the school air clean because this will improve studentsâ&#x20AC;&#x2122; concentration and help them to learn better.

4. Germs can cause infections in parts of our body and make us feel unwell.

5. When we all start conserving the environment, we can all enjoy better living conditions.

6. Coal, which is still used in a lot of power plants, remains one of the most important energy sources.

Relative clauses with which Read the Do you knowâ&#x20AC;Ś? And explain the difference between which defining something in the main clause and which defining the whole idea of the main clause.

Main clause, which + relative clause Note: In relative clauses, the relative pronoun which can be used to define the whole idea presented in the main clause. It is usually separated with a comma after the main clause.

Activity 3: Combine the following sentences using which - Ss do the activity individually - T Monitors the activity and helps Ss, if necessary.

Key: The water in this river is being seriously polluted, which places some species of native fish in danger of extinction.

Burning coal is the main source of carbon dioxide emissions, which can cause global warming.

The air in most classrooms in this school contains a lot of harmful gases, which is very worrying as many young children are studying here.

We should all go green by practicing the 3Rs: reduce, reuse and recycle, which is always encouraged by environmentalists.

Illegal dumping is strictly prohibited in the town, which has helped to keep our environment clean and green.

Young people are starting to practice simple green living, which will help to save our planet for future generations.

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

Expected answers: I can use: Assimilation in connected speech

Pair work

T <--> Ss

Individually

Ss <--> Ss

T <--> Ss

Ss <--> Ss

Individually

T <--> Ss

T <--> Ss Trang 33

Compound, complex sentences / Which as a connector - T asks Ss to do exercises again at home.

- Prepare for the next lesson.

T <--> Ss - Complete Exercises in workbook.

E. Evaluation: ...........................................................................................................................................................................................................

4. Homework 1 minute

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 22: UNIT 3: THE GREEN MOVEMENT LESSON 3. READING A. Aims and Objectives: - To teach Ss to scan a text for specific information in an article about soot pollution.

- To teach Ss new vocabulary by filling the missing information.

- To develop their reading skill through choosing the main idea for each paragraph.

- To learn new vocabulary by finding words or expressions with the definitions given.

B. Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions - Make 3 sentences of 3 types learnt in the previous lesson 1. Check up - Make a sentence with a relative clause in which which is used T <--> Ss to presented the whole idea in the main clause.

8 minutes Black carbon pollution 2. New lesson Activity 1: Match the pictures with the appropriate phrases - Focus attention on the pictures and do the matching.

Pair work 17 minutes - Sts match first individually, and then check with a partner.

- T checks the answers as a class.

Key: 1. Diesel vehicle 2. Melting of the Arctic 3. Soot T <--> Ss Activity 2: Choose the appropriate heading for each paragraph - T has Ss read the headings quickly.

- Sts do as required, and express the main idea of the paragraph.

- T checks answers as a class and write them on the board.

Pair work Key: 1. C 2. A 3. B 4. D Activity 3: Complete the sentences with no more than 5 words.

- T tells Ss that the activity focuses on reading for specific information and that Ss cannot write more than five words in T <--> Ss each blank - T allows enough time for Ss to read the instructions and the 12 minutes incomplete sentences.

- T has Ss work in pairs. They should write their answers, and then check with another pair.

Pair work - T checks answers as a class and provide feedback.

Key: 1. ….know little about soot/ don’t know much about soot.

2 ........., oil, wood, and other fuels.

T <--> Ss 3. ...... second most damaging greenhouse gas ......

4 .........smaller than dust and mold/ very tiny.

5. ..... clean, alternative fuel stoves ......

Individually/ Activity 4: Discussion. Question: Are soot emissions a problem Pair work in your community in Vietnam in general?

5 minutes - T puts Ss in pairs and let them discuss the questions freely. If Ss have difficulty coming up with new ideas, give them some Trang 34

examples of soot emissions and the pollution and health problems they cause.

- One or two pairs to report the discussion results to the class.

T <--> Ss

3.

T <--> Ss Consolidation - Summarize the main points of the lesson 2 minutes 4. Homework - Ask students to learn by heart the new words.

T <--> Ss 1 minute - Prepare for the next lesson.

E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 23: UNIT 3: THE GREEN MOVEMENT LESSON 4. LANGUAGE A. Aims and Objectives: - To teach Ss to talk about lifestyle choices.

- To teach Ss to practise sharing and giving responses to new information.

- By the end of the lesson, students will be able to: + Express their opinion about lifestyle choices + Perform their viewpoints to other people in real life.

B. Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions - Do you have a green lifestyle?

- Tell one green activity you have done.

1. Warm up T elicits answers from students about how green they are.

T <--> Ss 8 minutes How green are you?

2. New lesson Activity 1: Put the following lifestyles in the right column - T informs the objectives: discussing lifestyle choices and 8 minutes Individually deciding if they are environmentally friendly or not.

- Ss read all the lifestyle choices to get an overall understanding of the topic.

- T explains any unfamiliar language or concepts.

Key: Green activities: 2. Walk whenever and wherever possible.

3. Plug in your electric appliances where you can easily turn them off at night or when you do not use them.

5. Take short showers instead of long baths.

T <--> Ss 7. Turn off your computer or put it on sleep mode when you do not use it.

8. Start growing an organic vegetable garden.

9. Clean surfaces with natural products like lemon juice and olive oil.

Environmentally unfriendly activities: 1. Set your printer’s default to one-sided printing.

4. Ask your parents to buy you a car or motorcycle for convenient travelling.

6. Ask your parents to get you a new mobile phone immediately after the latest model comes out.

10. Take part in deforestation and hunting activities.

13 minutes Activity 2: Complete the conversation using the lifestyle choices in 1 and the reason in the box.

- T lets Ss work in pairs to complete the conversation.

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- Encourage Ss to share their ideas.

- Ask Ss to practice the conversation.

Key: Mai: take short showers instead of long baths.

Mai: to save electricity, water and other non-renewable energy resources.

Kevin: buy us motorcycles for convenient traveling ……help Pair work reduce traffic congestion and air pollution, which causes 13 minutes global warming and health problems.

Activity 3: Think of more green activities and discuss how Ss <--> Ss they will benefit the environment - T asks Ss to discuss and practice in pairs.

Then one or two pairs to present their ideas in front of the Group work class. - T listens and gives feedback.

3.

Summarize what they have learnt by asking Ss some T <--> Ss Consolidation questions: What have you learnt today? What can you do 2 minutes now?

4. Homework - Ask students to learn by heart the expressions.

1 minute - Prepare for the next lesson.

T <--> Ss E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 24: UNIT 3: THE GREEN MOVEMENT LESSON 5. LISTENING A. Aims and Objectives: - To develop Ss’ skill of listening to for general ideas and specific information in a talk show about a Go Green initiative of a school.

- To help Ss understand general ideas and specific details to answer comprehension questions. - By the end of the lesson, students will be able to: + Listen and do the tasks. + Develop the listening skills for specific details. + Identify specific information through multiple-choice task and question answering B. Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions - T asks Ss some questions: 1. Check up What are some Go Green activities that you like taking part in? Individually 7 minutes What benefits do they bring to the environment?

1 or 2 students are called to the board to do as required.

T <--> Ss 2. New lesson Task 1: Discuss and prepare an action plan for the Go Green Week.

- Listening for general ideas and specific information in a talk Pair work 10 minutes show about a school’s Go Green initiative.

- Sts do as required, describing the activities and the reasons for doing them.

- T asks sts to present their plans to the whole class.

Task 2: Listen to a talk show and answer the following T <--> Ss Trang 36

13 minutes

12 minutes

questions.

- T asks sts to read through the questions and make some guesses about what they are going to hear.

- Plays the recording without pausing first and for gist.

- Sts listen for gist - T plays the recording again.

Answers: 1. A secondary schools Go Green Movement in Cam Ranh.

2. To help their school to go green and save the planet.

3. Students spare 10 minutes during the break time every weekday at school for green activities.

4. He hopes the project will encourage more people to change their lifestyle and go green.

Task 3: Listening - True/ False/Not Given (6’) - T has sts read through the statements and check their comprehension before playing the recording.

- T plays the recording- Sts listen.

- Sts work in pairs and exchange ideas -T checks the answers as a class.

Answers: 1. NG 2. F 3. F 4. T 5. T Task 4: Listen again and complete the table, using no more than 5 words for each blank.

- T tells the requirements of the task.

- Sts do as required, then share their ideas so that they can help each other with the answers.

- T checks the answers as a class.

Key: Days of week Green Activities Monday 1. Recycling old /broken electronics Tuesday 2. Growing organic vegetables Wednesday 3. Learning about going green Thursday 4. Checking for mould growth Friday 5. Testing and widening environmental knowledge.

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today? What can you do now?

Group work

T <--> Ss

Individually

T <--> Ss Group work

T <--> Ss

3.

T <--> Ss Consolidation 2 minutes 4. Homework - Prepare for the next lesson.

T <--> Ss 1 minute E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 25: UNIT 3: THE GREEN MOVEMENT LESSON 6. WRITING A. Aims and Objectives: - To develop Ss’ skill of writing an essay about the advantages and disadvantages of a green lifestyle.

- To provide Ss with the language and sentence structures used to describe trends.

- By the end of the lesson, students will be able to: + Learn about the advantages and disadvantages of a green lifestyle. + Write an essay about the advantages and disadvantages of a green lifestyle. + Develop the writing skills in general. Build up vocabulary supported for writing.

- Teacher: Handouts, textbook, lesson plan and pieces of papers.

B. Preparations: - Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

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CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI D. Procedures: Time/Stages Activities Interactions T <--> Ss 1. Check up Name some Go Green activities and their benefits to the 5 minutes environment.

2. New lesson The advantages and disadvantages of a green lifestyle Task 1: Read the incomplete essay about the advantages and 13 minutes disadvantages of green energy. The aim of this activity is to help Pair work sts plan and write an essay about the advantages and disadvantages of green lifestyle.

- T has sts read through the incomplete essay - Sts do as required, then discuss in groups to identify the aim of the 3 paragraphs - introduction to the topic, the advantages T <--> Ss of green energy and the conclusion.

- T asks Ss to use the ideas and words given to draft the missing paragraph.

20 minutes Task 2: Use the ideas in 1 to write an essay of about 180-250 words about the advs and disadvs of consuming organic food.

Complete the outline before you write an essay.

INTRODUCTION BODY Advantages: *...............................................................

Individually *...............................................................

Disadvantages: *............................................................... *...............................................................

CONCLUSION USEFUL LANGUAGE A pro/ a con...

T <--> Ss A positive aspect.../A positive point ...

A negative aspect.../Negative consequences.../As a consequence of...

A further (dis)advantage.../One more (dis)advantage ...

The advantages outweigh the disadvantages ....

However,.../ Nevertheless .../On the other hand, ... /In contrast, .../ On the contrary,.../ Despite all of this ..

3.

- Ask Ss to consolidate the main contents.

Consolidation - Ask Ss to complete the writing at home and collect T <--> Ss - Ask Ss: What have you learnt today? What can you do now?

2 minutes 4.Homework - Write the text again at home.

- Prepare for the next lesson.

T <--> Ss 1 minute E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 26: UNIT 3: THE GREEN MOVEMENT LESSON 7. COMMUNICATION AND CULTURE A. Aims and Objectives: 1. Language focus: To provide learners some communication and cultural items 2. Skills: - To develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder,, to provide Ss some motivation - By the end of the lesson, students will be able to: Understand and communicate about communication skills and cultural understanding - Teacher: Handouts, textbook, lesson plan and pieces of papers.

B. Preparations: - Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

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Time/Stages 1. Warm up 5 minutes 2. New lesson

Activities Interactions - Inform the class of the lesson objectives: Further skill T <--> Ss development 1. Communication: The Green Movement in Vietnam Activity 1: Listen to an overview of the green movement in Pair work 18 minutes Vietnam. Decide whether the statements are True, False - T plays the recording - Sts listen and do the task - T plays the recording again and checks answers as a class.

T <--> Ss Key: 1. T 2. F 3. T 4. T 5. F Activity 2: Discussion - T asks Ss to work in groups and discuss the questions - 1 or 2 groups to present their ideas in front of the class 1. How can you contribute to the Green Movement in Viet Nam? 2. What else can Super Motor Viet Nam and the Plaza s Viet Nam do to encourage green lifestyles in Viet Nam? Group work 3. What kind of campaign can your school launch to raise teachers and students awareness of going green?

2. Culture: The Greenest Countries and cities in the world Activity 1: Read the text and answer the questions - Ss compare their answers in pairs or groups 19 minutes T <--> Ss - T. checks answers as a class.

Key: 1. 5 countries: Sweden, Norway, Costa Rica, Germany and Denmark. 10 cities: Copenhagen, Amsterdam, Stockholm, Vancouver, London, New York, Singapore, Beijing, New York, Individually Helsinki and Oslo.

2. Their public transport run on electricity.

3. Freiburg s building design standards requires that consumption should be limited to 65kw/hours.

Pair work 4. Both of them have a lot of bike path and encourage people to cycle.

5. Solar panels are installed on public or private building in T <--> Ss Freiburge.

Activity 2: Discuss the question - T asks Ss to work in groups and discuss the questions Individually - T invites one or two groups to present their ideas in front of the class. - T. encourages all Ss to answer the question.

T <--> Ss - Ss present their opinions to the class - T. gives appropriate feedback whenever needed.

3.

- Ask Ss to consolidate the main contents.

Consolidation - Ask Ss: What have you learnt today?

T <--> Ss What can you do now?

2 minutes 4. Homework - T asks Ss to learn the structures and vocabulary.

T <--> Ss 1 minute - Prepare for the next lesson.

E. Evaluation: ...................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 27: UNIT 3: THE GREEN MOVEMENT LESSON 8. LOOKING BACK AND PROJECT A. Aims and Objectives: - To help Ss pronounce revise what they have learned in unit 3.

- To teach Ss some lexical items related to the green movement.

- To give them a chance to do a small project to develop their speaking skills Trang 39

CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI - To help Ss review and recognize the assimilation in connected speech.

- To help Ss consolidate the use of simple, compound and complex sentences and which.

- To use the language, skills and information they have learnt in the unit 2.

B. Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions -T informs the class the objectives: reviewing pronunciation, 1. Warm-up vocabulary and grammar.

T <--> Ss - T reviews what assimilation is and when the process happens.

5 minutes Pronunciation: 2. New lesson Activity 1: Listen and underline the sounds that are 10 minutes assimilated.

Individually - Ss compare their answers in pairs or groups - T. checks answers as a class.

- T plays the recording again and have Ss repeat the sentences Key: 1. This is the best book on environmental issue.

2. We believe that both side should focus more on energy saving projects.

3. Well make the earth a green planet.

4. Wind power produces no green-house gas emission during operation.

5. Bio-fuels are obtained from biodegradable plant material.

Activity 2: Listen and complete the sentences T <--> Ss -T has Ss to refer back to the Do you know...?

-T. plays the recording Sts listen and write down what they hear.

-Ss compare their answers in pairs -T. checks answers.

Key: 1. green been 2. town planning 3. food poisoning 4. Green Britain 5. light bulbs Pair work Vocabulary: Activity 1: Complete the sentences with the correct words / phrases in the box.

T asks Ss to underline the key words in each sentence, then fill T <--> Ss in the gaps with the words given, making changes if necessary - Ss compare their answers in pairs or groups.

- T gives feedback.

Key: 1. disposal of 2. depleted 3. cluster 4. organic 5. combustion 6. soot particles 7. pathway Grammar: 7 minutes Activity 1: Combine the simple sentences into compound sentences, using appropriate conjunctions.

- Ss work individually, and then compare their answers in pairs Pair work or groups.

- T. gives feedback and further explanations if necessary.

Key: 1. We read food labels carefully, for we want to buy only organic products.

2. The burning of fossil fuels is the largest source of greenhouse T <--> Ss gas emissions and causes air pollution.

3. Shall we organize a tree-plating day or launch a recycling campaign at school?

4. Regular exercise is essential to longevity, but it is not the only 12 minutes factor.

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5. Noise pollution can cause stress and psychological problems, so try to spend some peaceful, quiet time in nature.

Pair work Activity 2: Combine the simple sentences into complex sentences using the words in brackets.

- Ss work individually, and then compare their answers in pairs or groups.

- T. gives feedback and further explanations if necessary.

Key: 1. If we change our consumption habits, we can reduce our T <--> Ss carbon footprint.

2. We should use bicycles instead of cars because this will help reduce exhaust fumes and pollution.

3. When fossil fuels are burned, they emit harmful gases to the environment.

4. Protect the environment where you live.

Individually 5. We reuse bags, old clothes and scrap paper at home so that we can reduce waste.

Activity 3: Match the simple sentences, then write complex sentences with which.

- Ss work individually, and then compare in pairs or groups.

- T. gives feedback and further explanations if necessary.

T <--> Ss Key: 1. d. The indoor air quality at school is better now, which has helped students to improve their concentration and test results.

2. a. They have cleaned the mould from the walls, which ahs resulted in fewer asthma attacks.

Pair work 3. e. We keep our school environment clean and green, which has made us very proud.

4. b. They have started using more green products, which has T <--> Ss brought them many financial and health benefits.

8 minutes 5. c. School staff have shown parents different ways to go green, which has an impact on the entire community.

Group work Project: Doing a survey: Ss work in groups of 8, using the questionnaire to interview group members.

T <--> Ss T tells Ss to use 1 a questionaire for all groups member to better figure out the situation.

T. encourages groups to prepare an outline for their presentation.

3.

- Ask Ss to consolidate the main contents.

Consolidation - Ask Ss: What have you learnt today?

T <--> Ss What can you do now?

2 minutes 4. Homework - T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

T <--> Ss 1 minute E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018 PERIOD 28: REVIEW 1 (UNIT 1,2,3) I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in unit 1, 2, 3 - To give them a chance to practice 2. Skills - To develop communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder Trang 41

- To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through Review 1 III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask some Ss to go to the board do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Language - Vocabulary Language - Vocabulary 1. Use the correct form of the word in Do as appointed 1. preservation 2. distinguished the box 3. respectable/respected 4. urbanization Ask Ss to do the task then exchange 5. disposal 6. industrialization the result with their partner 2. Match the word on the left with the * Do as appointed 2. off-speak word on the right to form compound 1. thought-provoking 3. well-planned 4. long-term adjectives.

Ask Ss to do the task then exchange 5. worldwide the result with their partner Pronunciation Pronunciation * Do as appointed 3. Listen and write the correct words 2. counsil, counsel in the blanks. Then practice reading 1. their, theyâ&#x20AC;&#x2122;re 3. Where, wear 4. made, maid the sentences Ask Ss to do the task then exchange 5. red, read the result with their partner Grammar Grammar Do as appointed 4. Complete the sentences, using the 1. join 2. complete 3. come correct form of the verbs in the box Ask Ss to do the task then exchange 4. offer 5. be provided the result with their partner 5. Put the verbs in brackets in the past Do as appointed 1. was walking 2. saw 3. was standing simple or past continuous 4. came 5. realized 6. stopped 7. helped 8. led 9. met Ask Ss to do the task then exchange 10. was waiting 11. said the result with their partner 12. was worrying 13. wondered 6. Make compound or complex Do as appointed sentences, using the words in 1. If students can keep their homes and schools green brackets and the prompts and clean, they will contribute to the go green campaign Ask Ss to do the task then exchange 2. The burning of fossil fuels emits harmful gases, but the result with their partner people still use them for heating and cooking 3. The city buses and taxis use noise reduction devices and run on environmentally friendly fuels 4. Many residents use coal fires for cooking, which can seriously pollute the air of the city 5. They use corn to make bio-fuels, which may lead to food shortage.

4. Consolidation (3 mins) - Revise what Ss have learnt in unit 1, 2, 3 5. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3 E. Evaluation: ...........................................................................................................................................................................................................

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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018 PERIOD 29: REVIEW 1 (UNIT 1,2,3) (continued) I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in unit 1, 2, 3 - To give them a chance to practice 2. Skills - To develop communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through Review 1 III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Ask some Ss to go to the board do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES SKILLS – Reading: Counter SKILLS – Reading: Counter urbanization urbanization Do as appointed 2. Read the text again decide whether Do as appointed the following statements are T, F or NG Read the text about the causes and effects of and tick the correct box counter-urbanization Ask Ss to do the task then exchange the 1. T 2. F 3. NG 4. F 5. T result with their partner Speaking: Historical figures Speaking: Historical figures 3. Work with a partner. Use the Do as appointed information below or your own ideas to A: Who are you going to talk about in your make a conversation about one presentation tomorrow? historical figure B: I’m going to talk about our national hero – Emperor Quang Trung. He was a very talented Ask Ss work in pairs to do the task political and military leader. He led the Vietnamese people against the Qing invaders between 1788 and 1789 A: You should also mention the year of his birth and death. The emperor was born in 1753 and died in 1792 B: I agree. Though he died young, he was able to introduce some very important economic and educational reforms in Vietnam.

Listening: Wave energy Listening: Wave energy 4. Listen to the recording about wave Do as appointed 1. C 2. B 3. C 4. A 5. B energy. Choose the best option to complete the sentence Do the task then compare the result with that of their partner Writing: Solar energy Writing: Solar energy 5. Write meaningful sentences about the Do as appointed pros and cons of solar energy. Use the 1. Solar energy comes directly from the sun and this words given renewable energy source is sustainable 5. Solar energy is not always available 2. This type of energy is environmentally friendly and since access to sunlight is limited at does not cause pollution certain times 3. Solar energy is available everywhere and is very 6. Although it is greener than fossil fuels, quiet because its devices do not have any moving the production of solar panels may emit pars.

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4. Solar panels are expensive as they use rare and special materials, and the technology used to store solar energy is costly.

6. Use the ideas in 5 (and your own Do as appointed ideas) to write an essay of about 180 – Nowadays, it has become necessary to use green 250 words about the pros and cons of technology with green renewable sources. Among all solar energy green energy sources, solar energy is the most important renewable energy source.

First of all, …

4. Consolidation (3 mins) - Revise what Ss have learnt in unit 1, 2, 3 5. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3 - Read Review 1 at home E. Evaluation: ...........................................................................................................................................................................................................

some greenhouse gases

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018 TIẾT 30: UNIT 4: THE MASS MEDIA LESSON 1. GETTING STARTED A. Objectives: 1. Language focus: To help Ss to know the overall topic of Unit 4: “The mass media”, some vocabulary related to The mass media.

- To check students’ comprehension thorough questions and answers - To help learners get started with some language items in Unit 4 2. Skills: - To help learners get started with 4 skills in Unit 4.

- Reading: Reading for general ideas and specific information.

- Speaking: Talking about social networking.

- Listening: Listening for specific information.

- Writing: Describing a pie chart.

3. Attitudes: - To help Ss get started for Unit 4 with the topic " The mass media " - To provide Ss some motivation B. Preparations: - Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions 1. Warm up - T asks students to elicit some of their ideas of what a green 5 minutes lifestyle is.

- T asks Ss to look at the picture and guess what the students in T <--> Ss the picture are talking about. -Sts answer.

2. New lesson Activity 1: Nam and Lan are talking about the use of mobile T <--> Ss 7 minutes devices and the Internet. Listen and read - T. plays the recording, asks Ss to listen and read silently.

- Ss listen and read silently.

Activity 2: Answer the following questions - T. asks Ss to read the questions, and underline any key words. Whole class - Ss read the questions, underline any key words.

Keys: 1. They are chatting, sending messages or searching for news and information on different websites.

2. Because everyone in his house uses digital devices to read Individually the news.

3. He had used the computers in the local library to access the Internet.

4. She thinks that they may not understand the benefits of sharing online information.

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10 minutes

10 minutes

10 minutes

5. He thinks that she is addicted to social media and relies too much on the Internet.

6. Ss’ answers.

Activity 3: Complete the table with the appropriate words and phrases in the box - Ss work in pairs to compare answers.

- T. checks answers as a class.

Key: 1. Digital devices: smartphones, tablet PCs, computers 2. The mass media: newspapers, magazines, radio, TV, DVDs, social media, the Internet 3. Online activities: chatting, sending messages, searching for news and information, reading online newspapers, accessing Internet resources Activity 4: Read the text again. Pick out 5 verbs followed by a prep. Discuss the meaning with a partner.

- T explains to Ss how to do the activity.

- T has Ss scan the conversation quickly and underline the five verb phrases in focus.

Key: Cut down (on), subscribe to, take sth. with, listen to, connect with Activity 5: Read the following sentence. Underline the verbs.

What tenses are they in?

- T. reminds Ss of the verb forms of the tenses.

- Ss underline the verbs forms in the two sentences.

- T. asks two Ss to explain which action happened first in each sentence.

Key: He had (already) started using the computers in the local library to access Internet resources Past perfect (This action happened first) When Minh’s dad bought him a tablet PC four months ago.

Past simple - Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

T <--> Ss

Individually or Pair work T <--> Ss Individually

T <--> Ss Individually

T <--> Ss

3.

T <--> Ss Consolidation 2 minutes 4. Homework - Ask Ss to learn by heart the words or phrases related to the T <--> Ss 1 minute topic - Prepare for the next lesson.

E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 31: UNIT 4: THE MASS MEDIA LESSON 2. LANGUAGE A. Aims and Objectives: 1. Language focus: - To provide learners some language items in Unit 4 - For vocabulary, that is words and phrases related to The mass media - For pronunciation, that is the pronunciation of the verb ending -ed in connected speech - For grammar, the past perfect vs. the past simple.

2. Skills: - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes: To encourage Ss to work harder. To provide Ss some motivation B. Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions Trang 45

1. Homework 3 minutes

2. New lesson 5 minutes

7 minutes

12 minutes

15 minutes

- T spells some words, asking Ss to try to recognize them - Ss try to recognize them - T. asks Ss to read the context provided to do the task.

Media website communication smart phone Email television newspaper magazine A. Vocabulary: Activity 1: Match the words and phrases with the definitions.

- Ss work individually, read each word or phrase and match it with the definitions.

- T checks answers as a class.

Key: a. 3 b.1 c.5 d.2 e.6 f.4 Activity 2: Complete the sentences with the correct forms of the words and phrases in 1.

- T asks Ss to complete the sentences individually.

- Sts find the suitable words to fill in the gaps.

- T checks answers as a class.

Key: 1. Mass media 2. Addicted 3. social networking 4. Efficient 5. instant messaging 6. Cyberbullying 2. Pronunciation: The pronunciation of the verb ending -ed Activity 1. Listen and repeat, paying attention to the ending -ed of the verbs - T tells Ss what the objective of the activities is, and asks them to read the information in the Remember box.

- T plays the recording for Ss to listen and repeat all the verbs.

- Ss recognise & practise pronunciation of the verb ending-ed.

- Ss repeat chorally and individually.

Activity 2: Listen and repeat the following sentences, paying attention to the verbs ending -ed - T plays the recording for Ss to repeat chorally and individually.

- Ss listen and repeat the following sentences.

2. Grammar: Prepositions after certain verbs Activity 1: Match each verb with a preposition The aim of this matching activity is to focus Ssâ&#x20AC;&#x2122; attention on collocations consisting of verbs and prepositions that normally appear together.

- T has Ss work in pairs to read the Do you know..? box and discuss the meaning of the verb phrases provided.

- Ss work in pairs to discuss the meaning of the verb phrases provided and do the matching.

Key: 1. d 2. e 3. b 4. a/c 5.c Activity 2: Make sentences with the verbs in 1 - T allows time for Ss to work individually - T asks them to exchange their work in pairs for peer comments.

- T asks a few Ss to read their sentences aloud, and have the class make comments on grammar, word choices and meaning.

- Ss make sentences with the verbs in 1.

The past perfect vs. the past simple - Remember the use of relative pronouns who, that, and which.

- Sts read the Do you knowâ&#x20AC;Ś? and explain the difference between which defining something in the main clause and which defining the whole idea of the main clause.

Main clause, which + relative clause Note: In relative clauses, the relative pronoun which can be used

T <--> Ss

Individually

T <--> Ss Individually

T <--> Ss

Individually/ or Pair work

T <--> Ss Pair work T <--> Ss

Individually

Ss <--> Ss T <--> Ss

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to define the whole idea presented in the main clause. It is usually separated with a comma after the main clause.

Activity 1: Put the verbs in brackets in the correct tenses.

- T explains the objective of activity 1, and ask Ss to read the Individually Remember box. Check their comprehension and review the formation of the past perfect (had + past participle).

- T allows time for Ss to do the task individually.

- Ss do as required - T checks answer as a class, then invites a few Ss to read the Ss <--> Ss sentences aloud if necessary.

Key: 1. had invented, completed 2. appeared, helped 3. had risen, started 4. understood, had read 5. Had (ever) … appeared, took part, had 6. got, submitted, showed, had arrived 7. had already finished, left, arrived Activity 2: Complete the following sentences using either the past simple or past perfect and your own ideas.

- Ss work independently to exchange their work with a partner Individually for peer checking.

- A few Ss read out their sentences.

Suggested answers: T <--> Ss 1. … had used the library’s computer to get access to the Internet.

2. … rang his doorbell.

3. … started sending me their greetings/ had already posted their greetings for my birthday.

4. … they began drawing their charts.

5. … the teacher changed the topic.

6. … he wrote a brief description of the data.

3.

- Ask Ss: What have you learnt today? What can you do now?

T <--> Ss Consolidation - Summarize the main points of the lesson.

2 minutes Expected answers: I can use: ed-ending in connected speech Prepositions after certain verbs The past perfect and past simple 4. Homework - T asks Ss to do exercises again at home.

- Prepare for the next lesson. - Complete Exercises in T <--> Ss 1 minute workbook.

E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 32: UNIT 4: THE MASS MEDIA LESSON 3. READING A. Aims and Objectives: - To scan a text for specific information about mass media.

- To teach Ss new vocabulary by completing true false task.

- To develop their reading skill through choosing the main idea for each paragraph.

- To learn new vocabulary by finding words or expressions with the definitions given.

B. Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions 1. Lead-in Objectives: skimming and scanning an article for general ideas T <--> Ss 8 minutes and specific information, and learning additional vocabulary Trang 47

2. New lesson 17 minutes

12 minutes

5 minutes

and information related to the history and forms of mass media.

Mass media forms Activity 1: Put the words and phrases related to the mass media in three groups - T checks answers as a class.

Key: Print: books, magazines, leaflets, newspapers Television: news programmes, dramas, reality shows, documentaries The Internet: email, websites, instant messaging, data sharing Activity 2: Quickly read instructions and choose the best heading for the text.

- T. gets Ss to read instructions and predict the best heading for the text.

- T checks answer as a class, invites one or two Ss to explain how they came up with their answers.

- T draws Ss’ attention to the keywords (… each form of…; new digital media forms…) in the last paragraph.

- Ss read instructions and choose the best heading for the text.

Key: Forms of mass media Activity 3: Match each of the following words with its meaning.

This matching activity is to improve and expand Ss’ vocabulary by learning words in context.

- Ss do the task individually.

- T checks answers as a class, invites several Ss to say the Vietnamese equivalent.

Key: a. 3 b. 4 c. 6 d. 2 e. 7 f. 1 g. 5 Activity 4: True, False or Not given: - Ss read the sentences in the table and underline the key words which help to justify the answers.

- T checks answers as a class.

Key 1. F 2. T 3. F 4. F 5. T 6. NG 7. F Activity 5: Discussion Discuss the forms of mass media that you use daily. Explain how you benefit from using them.

- T asks Ss to work in pairs to share their preferred forms of mass media for daily communication.

- T reminds them of the six forms of mass media mentioned in the text.

- T asks several pairs to report their discussion results.

- Ss work in groups of four to discuss the forms of mass media.

Pair work T <--> Ss

Pair work

T <--> Ss

Pair work T <--> Ss Individually/ Pair work

T <--> Ss Group work T <--> Ss

3.

Consolidation - Summarize the main points of the lesson T <--> Ss 2 minutes 4. Homework - Ask students to learn by heart the new words.

T <--> Ss 1 minute - Prepare for the next lesson.

E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 33: UNIT 4: THE MASS MEDIA LESSON 4. SPEAKING A. Aims and Objectives: - To teach Ss to talk about social networking.

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- To teach Ss to practise sharing and giving responses to new information.

- By the end of the lesson, students will be able to: + Express their opinion about social networking + Perform their viewpoints to other people in real life.

B. Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions - Ss work in groups to make a list of their favourite social 1. Warm up networking sites. Making as many words as possible from the 8 minutes words: A SOCIAL NETWORKING SITE. T <--> Ss - Social networking sites: Facebook, Twitter, Linkedln, Pinterest, Google Plus +, Instagram, etc. (The following URL is a good reference for the most popular social networking sites: http://www.ebizmba.com/articles/social-networking-websites)

2. New lesson

Talking about social networking Activity 1: Complete conversation with sentences in the box Individually - T asks Ss to read the sentences in the box and the 10 minutes conversation, reminds them to underline any contextual clues.

- Ss read the sentences in the box and the conversation and then do the task as required.

- T checks answers as a class.

T <--> Ss Key: 1. E 2. C 3. D 4. B 5. F 6. A Activity 2: Put the following opinions about using social 11 minutes networks in the appropriate box - T lets Ss work in pairs to complete the conversation.

Pair work - Encourage Ss to share their ideas and help each other complete the sentences.

Key: Positive opinions: 2, 4, 5 Negative opinions: 1, 3, 6 T <--> Ss Activity 3: Make a similar conversation 13 minutes - T explains the opinions provided in the table.

- T asks Ss to work in pairs.

Pair work - T asks several pairs to role-play their conversations in front of the class, encourages Ss to make comments or ask questions.

- Ss make a similar conversation (as in 3) and express the opinions about social networking. Ss explain the opinions Ss <--> Ss provided in the table.

3.

- Summarize what they have learnt by asking Ss some Consolidation questions: T <--> Ss What have you learnt today? What can you do now?

2 minutes 4.Homework - Ask students to learn by heart the expressions.

- Prepare for the next lesson.

T <--> Ss 1 minute E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 34: UNIT 4: THE MASS MEDIA LESSON 5. LISTENING A. Aims and Objectives: - To develop Ss’ skill of listening to for general ideas and specific information in a conversation about social media: language-learning apps - To help Ss understand general ideas and specific details to answer comprehension questions. - By the end of the lesson, students will be able to: + Listen and do the tasks. + Develop the listening skills for specific details. + Identify specific information through multiple-choice task and question answering Trang 49

B. Preparations:

- Teacher: Handouts, textbook, pieces of papers and cassette.

- Students: Textbook - The whole lesson: Integrated, mainly communicative.

C. Methods: D. Procedures: Time/Stages Activities Interactions Inform the class of the lesson objectives: listening for specific information in a conversation between two students talking 1. Lead-in about their uses of social media and how they use it for language T <--> Ss 7 minutes learning.

Social media: language-learning apps 2. New lesson Task 1: Read about how three students use social media.

Pair work 10 minutes Complete the sentences with the words from the box.

- T allows time for Ss to quickly read the conversation and complete the gapped sentences.

- T checks answers as a class.

Key: 1. app 2. record 3. GPS 4. interactive 5. connect 6. audio 7. updates T <--> Ss Task 2: Listen to a conversation between two students talking 13 minutes about language learning applications. Which of the following did they not talk about?

Group work - T asks Ss to read the instructions and the information provided.

- T plays the recording without pausing, so Ss get the gist of it.

- T plays the recording again. This time T asks Ss to listen and circle the information that they did not hear in the recording.

T <--> Ss Key : 2 & 3 12 minutes Task 3: Listen again. Give short answers to the following questions.

Individually - T asks Ss to read through the questions and answer them.

- Ss do as required.

Key: 1. He showed her a few social networking sites that help people to improve their English.

T <--> Ss 2. She downloaded some language learning apps on her smartphone and started learning vocabulary on the go.

3. Because she wants to improve her English.

4. She uses some social networking sites.

5. She used a free programme on her smartphone.

6. She used it to collect samples from English TV and radio.

3.

- Ask Ss to consolidate the main contents.

Consolidation - Ask Ss: What have you learnt today?

T <--> Ss What can you do now?

2 minutes 4. Homework - Prepare for the next lesson.

T <--> Ss 1 minute E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 35: UNIT 4: THE MASS MEDIA LESSON 6. WRITING A. Aims and Objectives: - To develop Ss’ skill of describing a pie chart showing the use of online resources.

- To provide Ss with the language and sentence structures used to describe trends.

- By the end of the lesson, students will be able to: + Learn about a pie chart showing the use of online resources.

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+ Describe a pie chart showing the use of online resources. + Develop the writing skills in general. Build up vocabulary supported for writing.

B. Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions 1. Check up The lesson objective: describing a pie chart showing Ss’ use of T <--> Ss online resources at a secondary school.

5 minutes 2. New lesson Describing a pie chart showing the use of online resources Task 1: In pairs, discuss what a pie chart is and how you can Pair work 15 minutes describe it.

- T asks Ss to look at the illustrations and credit their answers.

- Sts do as required. + A pie chart - a circular chart divided into triangular areas (slices/ segments) proportional to the percentages of the whole.

T <--> Ss + To describe a pie chart: the information (content) and proportion of each segment, which can be measured in percentages (%) or fraction (e.g. one-third, a quarter).

8 minutes Task 2: The pie chart below illustrates the forms of communication used by students in Intel school. Complete the description with the words in the box.

- T allows time for Ss to read the text and do the task.

Individually - T checks answer as a class.

Key: 1. preferences 2. recorded 3. majority 4. tied in 5. dominant 6. the least Task 3: Study the pie chart and write a paragraph of about T <--> Ss 130-160 words to describe the sections.

- T asks Ss to work in pairs and discuss the words and phrases.

- Sts work independently and write their final drafts.

- One or two students write the description on the board.

- Ss listen to the T’ feedback Suggested answer: The pie chart shows students’ preferred online resources recorded in a survey carried out at Intel Secondary School Library in 2014. A brief description of the students’ preferences follows.

We can see that a majority of students used interactive games, which rank the first at 30%. Fiction e-books line in the second at 20%, and are given 10% less than interactive games. Online magazines rank the third at 18% while non-fiction e-books account for 15%. Online dictionaries are the fifth library resource at 11%. Only a minority of students, or 6% used science journals, which is the least popular of all resources, and used five old less than the most preferred resource, interactive games.

To conclude, the dominant form of online resources used by the students at Intel Secondary School Library is interactive games.

Of all the resources – fiction e-books, online magazines, nonfiction e-books, online dictionaries – students used science journals the least.

3.

- Ask Ss to consolidate the main contents.

Consolidation - Ask Ss to complete the writing at home and collect T <--> Ss - Ask Ss: What have you learnt today? What can you do now?

2 minutes 4.Homework - Write the text again at home.

1 minute - Prepare for the next lesson.

T <--> Ss Trang 51

CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 36: UNIT 4: THE MASS MEDIA LESSON 7. COMMUNICATION AND CULTURE A. Aims and Objectives: 1. Language focus: - To provide learners some communication and cultural items 2. Skills: - To develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder. To provide Ss some motivation - Understand and communicate about communication skills and cultural understanding B. Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions 1. Warm up - Inform the class of the lesson objectives: Further skill T <--> Ss 5 minutes development 2. New lesson 1. Communication: Learning English with video Activity 1: Listen to a conversation between Nam and Mai 18 minutes about learning English with video. Decide whether the Pair work statements are T or F. - T plays the recording all the way through for the first time, plays it again for Ss to do the task.

T <--> Ss - Ss work in pairs to compare their answer.

Key: 1. F 2. T 3. T 4. F 5. T Activity 2: Discussion - T asks Ss to work in groups and discuss what videos they would like to watch in their English lessons classes.

Group work Suggested ideas: 1. The videos clips are powerful audio-visual resources for learning a language.

2. They can: - provide authentic language use - capture learners’ attention - increase their motivation - enhance their learning experience T <--> Ss 2. Culture: Social media apps Activity 1: Read the following text and give short answers to 19 minutes the questions.

- Ss read the instructions and brainstorm the social networking.

- Ss compare their answers with a partner.

Key: 1. They are for communication, entertainment and Pair work security on the Internet.

2. Because they want to have more advanced options than basic services.

3. A video-sharing app is an application for creating videos and sharing them with family and friends.

4. They are action and adventure games followed by puzzles and board games.

T <--> Ss 5. Beside protecting smartphones and tablet devices from theft and loss of data, these security apps detect and remove viruses as well as phishing scams.

6. We should go through its functions very carefully and read the user reviews.

Activity 2: Work in groups. Tell your group about your favorite Trang 52

social networking app and its functions.

Group work - Ss discuss their favourite social networking apps in groups.

- Ss read the questions and underline the key works or any clues that may help them to identify the answers as they scan T <--> Ss the text.

- Some Ss are asked to present the apps and demonstrate its functions in front of the class.

3.

- Ask Ss to consolidate the main contents.

T <--> Ss Consolidation - Ask Ss: What have you learnt today? What can you do now?

2 minutes - Elicit answer: I have improved my listening, speaking and reading skills. I can talk about the educational values of videos for learning English. I can also talk about social media apps for communication, entertainment and security.

4. Homework - T asks Ss to learn the structures and vocabulary.

T <--> Ss - Prepare for the next lesson.

1 minute E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 37: UNIT 4: THE MASS MEDIA LESSON 8. LOOKING BACK AND PROJECT A. Aims and Objectives: - To help Ss pronounce revise what they have learned in unit 4.

- To teach Ss some lexical items related to the social media apps.

- To help Ss review and recognize the pronunciation of ed in connected speech.

- To help Ss consolidate the use of simple past tense and past perfect tense.

- By the end of the lesson Ss are able to: + Use some key words of the social media apps. + Do the exercises on simple past tense and past perfect tense B. Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions T informs the class the objectives: reviewing pronunciation, 1. Warm-up vocabulary and grammar. T reviews from and use of simple T <--> Ss 5 minutes past tense and past perfect tense.

2. New lesson Pronunciation: Activity 1: Put the words in the correct box.

Individually - T asks Ss to do the task independently.

10 minutes - Ss put the words in the correct box, then compare their answers in pairs or groups Key: /t/: watched, surfed, talked, checked /d/: installed, enabled, shared, enjoyed, offered /id/: updated, reported, provided, protected, downloaded Activity 2 Listen and write down the verbs in the appropriate 7 minutes columns.

T <--> Ss - Ss are asked to read the verbs aloud.

Key: /t/: 1. decreased 2. developed 4. influenced 7. produced /d/: 6. emerged 9. compared /id/: 3. downloaded 5. invented 8. provided Vocabulary: Activity 1: Complete the sentences with the correct words / phrases in the box.

Pair work - Ss compare their answers in pairs or groups.

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- T gives feedback.

T <--> Ss Key:1. disposal of 2. depleted 3. cluster 4. organic 5. combustion 6. soot particles 7. pathway Activity 2: Complete gapped sentences with words in the box.

12 minutes - T asks Ss to read and complete the gapped sentences.

- Ss are asked to underline the key words in each sentence, then fill in the gaps with the words given.

Key: 1. social media 2. Social networking 3. Mass media 4. app 5. Advent 6. Microblogging Grammar: Pair work Activity 1: Complete the gapped sentences with the appropriate prepositions.

- T asks Ss to read the statements and understand all the verbs.

- Ss discuss these clues in pairs and decide on the correct 8 minutes T <--> Ss preposition.

Key: 1. on 2. Out 3. to 4. for 5. of/ about 6. with Activity 2: Match the two halves of the sentences.

- T asks Ss to read and complete the gapped sentences.

- Ss are asked to underline the key words in each sentence.

Pair work Key: 1.b 2.d 3.a 4.e 5.f 6.c Activity 3: Put the words in brackets in past simple or past perfect tense.

- T asks Ss to read the incomplete sentences and underline any T <--> Ss key words independently.

- Ss underline the key words in each sentence.

- Ss exchange the answers in pairs.

Key: 1 had had 2. attended 3. deleted, had received Individually 4. got, stopped 5. had wasted 6. had edited, uploaded Project: Interview three classmates to find out their opinions about social networking sites and apps. Then report to the T <--> Ss class.

Ask Ss to work in groups of four.

Group work Ask Ss to read and discuss the guiding questions.

T. encourages groups to prepare an outline for their presentation.

3.

- Ask Ss to consolidate the main contents.

Consolidation - Ask Ss: What have you learnt today?

T <--> Ss What can you do now?

2 minutes 4. Homework - T asks Ss to learn the structures and vocabulary.

1 minute - Prepare for the next lesson.

T <--> Ss E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018 TIẾT 38: WRITTEN TEST 2 LISTENING I. Hannah is listening to messages on her voicemail. Why is each person calling? Listen and circle the correct answer. (0.25 pt/item) 1. A. to remind her about a dental 3. A. to tell her the book has not arrived B. to tell her the book has arrived appointment C. to tell her the book can’t be ordered B. to cancel a dental appointment 4. A. to copy her homework C. to remind her about a business meeting B. to chat with her about friends 2. A. to tell her about a restaurant C. to ask for help with her homework B. to invite her to a movie Trang 54

C. to cancel a date II. Listen to the message. Complete the information. (0.25 pt/item) .

Name of caller: (6) .

Message for: (5) Telephone number: (7) . Best time to call: between (8) .and 6:00.

B. PHONETICS, GRAMMAR & VOCABULARY III. Choose the word that has different stress pattern from that of the others. (0.25 pt/item) 9. A. visited B. decided C. handicapped D. wanted 10. A. each B. which C. changeable D. characteristic IV. Choose the word that has main stress placed differently from the others. (0.25 pt/item) 11. A. education B. universal C. eradication D. population 12. A. volunteer B. struggle C. promise D. concentrate V. Choose the best answer to complete each of the following sentences. (0.3 pt/item) shortage of food and safe water after the flood.

13. There was A. Ø B. an C. a D. the 14. Mr. John thanked me helping him with the homework.

A. to B. for C. of D. on 15. it was a formal dinner party, James wore his blue Jeans.

A. Even though B. Since C. Only if D. Until 16. Population growth rate in recent years.

A. has fallen B. had fallen C. have fallen D. fell 17. The children were warned in the lake without an adult present.

A. not swim B. not to swim C. not swimming D. to not swim 18. It’s no use him us.

A. asking / helping B. asking / to help C. to ask/ helping D. to ask / to help 19. My handbag was stolen we were playing tennis.

A. before B. while C. after D. during 20. If I had enough money, I a good dictionary.

A. would buy B. would have bought C. will buy D. will have bought 21. He me that if he were me, he would do that work.

A. told B. said to me C. said D. says 22. Lan: What do you think of the General Knowledge Quiz?

Nga: . It’s an opportunity to test my general knowledge.

A. Yes, that’s right B. Oh, it’s great C. It’s not a good idea. D. Ok, I don’t agree READING VI. Fill in each blank in the following passage with a suitable word. (0.25 pt/item) The United Nations released new population projections for all countries in July 2014.

Gerland analyzed the data (23) described the probabilistic population projections for the entire world as (24) as individual regions and countries. World population is (25) to continue growing for the rest of the century, with at (26) a 3.5-fold increase in the population of Africa. Furthermore, the ratio of working-age people to older people is almost certain to decline substantially in all countries, (27) just currently developed ones.

VII. Read the following passage and choose the best answer. (0.25 pt/item) One of the most serious problems threatening human life is the dirtying and poisoning of air and water. It is the pollution of our environment. Air pollution occurs when wastes are poured into the atmosphere and the air becomes contaminated and unpleasant to breathe. We depend for life on the air we breathe. As the air becomes more and more polluted, hazards to health increase. Today we have industrial air pollutants from factories and mills and engineexhaust fumes. That’s why some large cities have to ban cars from the city center to wipe out smoke and limit the emission of poisonous gases and dangerous chemicals from industrial smoke stacks in order to clean the air in our living environment as much as possible.

28. One of the following is a serious problem threatening human life except .

A. dirty air B. the poisoning of water C. environmental pollution D. environmental conservation 29. In some large cities people clean the air by .

A. emitting dangerous chemicals into the air B. emitting poisonous gases into the air Trang 55

C. forbidding cars from the city center D. building more factories 30. The word “wipe out” in line 6 means: C. change A. ban B. place D. remove WRITING IX. Rewrite each of the following sentences without changing its original meaning. (0.2 pt/item) 31. He is not old enough to do the volunteer work. → He is.....................,..............................................................................

32. She said, "I'll call the police if you don't leave immediately!” → She threatened.....................,.........................................................

33. My father doesn’t smoke and he doesn’t drink. → My father neither.....................,.....................................................

34. The last time I saw Rose was three years ago. → I have.....................,.............................................................................

35. It is believed that the man escaped in a stolen car. → The man is believed .....................,...............................................

X. In about 100-120 words, write a paragraph about your hobby. (1 pt) E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018 TIẾT 39: WRITTEN TEST 2 - CORRECTION LISTENING I. (0.25pt/item): 1. A 2. B 3. B 4. C II. (0.25pt/item): 5. Bill 6. Mary 7. 654-9389 8. 5:00 B. PHONETICS, GRAMMAR & VOCABULARY III. (0.25pt/item): 9. C 10. D IV. (0.25pt/item): 11. C 12. A V. (0.3pt/item): 13. C 15. B 17. A 19. A 21. B 14. B 16. B 18. A 20. B 22. B READING VI. (0.25pt/item): 23. and 24. well 25. likely 26. least 27. not VII. (0.25pt/item): 28. D 29. C 30. D D. WRITING VIII. (0.2pt/item) 1. He is not old enough to do the volunteer work. → He is too young to do the volunteer work.

2. She said, "I'll call the police if you don't leave immediately!” → She threatened to call the police if I didn’t leave immediately.

3. My father doesn’t smoke and he doesn’t drink. → My father neither smokes nor drinks.

4. The last time I saw Rose was three years ago. → I have not seen Rose for three years.

5. It is believed that the man escaped in a stolen car. → The man is believed to have escaped in a stolen car.

IX. (1 pt) - Task fulfillment (idea/content): 30% - Organization (coherence, cohesion); 30% - Vocabulary/structures (variety, accuracy, appropriacy): 40% E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 40: UNIT 5: CULTURAL IDENTITY Trang 56

CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI LESSON 1. GETTING STARTED A. Objectives: 1. Language focus: To help Ss to know the overall topic of Unit 5: “Cultural identity”, some vocabulary related to Cultural identity.

- To check students’ comprehension thorough questions and answers - To help learners get started with some language items in Unit 5 2. Skills: - To help learners get started with 4 skills in Unit 5.

- Reading: Reading for general ideas and specific information.

- Speaking: Talking about the ways to maintain cultural identity.

- Listening: Listening for specific information.

- Writing: Writing an essay about the most important feature.

3. Attitudes: - To help Ss get started for Unit 5 with the topic " Cultural identity " - To provide Ss some motivation B. Preparations: - Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions 1. Warm up Look at the picture and guess who they are and what they are 5 minutes talking about. They are three students and their teacher. They T <--> Ss are probably talking about Japanese culture.

2. New lesson Activity 1: Listen and read - T. plays the recording, asks Ss to listen and read silently.

7 minutes T <--> Ss - Ss listen and read silently.

- T. tells Ss that they are going to listen to a conversation.

Whole class Activity 2: Complete the diagram: - T ask students to complete the diagram individually first, and 10 minutes then compare their answers with a partner.

Key: 1. Language 2. Food 3. Clothing Individually 4. Beliefs 5. Cultural practices Activity 3: Answer the following questions - T. asks Ss to read the questions, and underline any key words T <--> Ss before they scan the conversation for the answers.

- Ss read the questions, underline any key words.

Keys: 1. Because it’s essential to understand their family history and traditions.

10 minutes 2. They wear kimonos on special occasions and celebrate Japanese festivals. They eat sushi, sashimi and udon noodles.

Individually They also speak Japanese at home.

3. She doesn’t know whether her home is Japan, where her or parents come from, or Viet Nam, where she was born and grew Pair work up.

4. (Suggested answer): Language: Vietnamese; food: square and round sticky rice cakes, pho; clothing: ao dai, ao ba ba; beliefs: ancestor worship; cultural practices: Hung Kings’ Festival, Quan T <--> Ss ho singing.

Activity 4: Find the verb or adjective that goes with each of the following nouns or noun phrases. If necessary, use a dictionary to check the meaning.

10 minutes - T asks students to read the conversation again and find the verbs or adjectives that go with the given nouns or noun phrases.

Key: 1. express/ protect 2. traditional 3. cultural Individually 4. understand 5. maintain Activity 5: Read the conversation again and write the correct Trang 57

tenses of the verbs in brackets.

- T asks students to write the correct tenses of the verbs in brackets first, and then has them read the conversation to T <--> Ss check their answers.

Key: 1.have been living/ have lived 2. ’ve been - Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

T <--> Ss

3.

Consolidation 2 minutes 4. Homework - Ask Ss to learn by heart the words or phrases related to the 1 minute topic - Prepare for the next lesson.

T <--> Ss E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 41: UNIT 5: CULTURAL IDENTITY LESSON 2. LANGUAGE A. Aims and Objectives: 1. Language focus: - To provide learners some language items in Unit 5 - For vocabulary, that is words and phrases related to Cultural identity - For pronunciation, that is the assimilation in connected speech - Grammar: perfect vs. the present perfect continuous and repeated comparatives.

2. Skills: - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes: To encourage Ss to work harder. To provide Ss some motivation B. Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions 1. Homework - T spells some words, asking Ss to try to recognize them - Ss try to recognize them 3 minutes T <--> Ss - T. asks Ss to read the context provided to do the task.

- T asks Ss to do exercises on workbook.

A. Vocabulary: 2. New lesson Activity 1: Write the words or phrases given in the box next to Individually 7 minutes their meanings.

- To match the words or phrases with their meanings.

- T checks answers as a class.

Key: 1. national costumes 2. assimilate 3. custom T <--> Ss 4. maintain 5. cultural practices 6. multicultural Activity 2: Complete the sentences with the correct forms of the words in 1.

- Sts do as required, bearing in mind a verb or a noun (e,g. verb Individually tense, singular or plural form of nouns).

- T checks answers as a class.

Key: 1. cultural practices 2. custom 3. national costumes 4. maintain 5. multicultural 6. assimilated T <--> Ss B. Pronunciation: Assimilation Activity 1. The following phrases are spoken in low, careful Individually/ 7 minutes speech and in fast, connected speech. Listen and repeat. Pay attention to the pronunciation of the underlined sounds or - Ss repeat chorally and individually.

Activity 2: Listen and repeat the following sentences spoken in Pair work Trang 58

fast, connected speech - T plays the recording for Ss to repeat chorally and individually.

- Ss listen and repeat the following sentences, paying attention 10 minutes T <--> Ss to the assimilation.

C. Grammar: The present perfect and present perfect continuous.

Pair work Activity 1: Put the verbs in brackets in the present perfect or present perfect continuous.

-T asks students to read each sentence carefully and decide T <--> Ss whether the focus is on the action/ event or the result of the action/ event. Draw their attention to the time expression used in sentences 2,4,8 (for many years, all morning, for hours) Key: 1. have cleaned 2. have been trying 3. has stood 15 minutes 4. has been working, has planted 4. have gone Individually 6. haven’t finished Activity 2: Complete the following sentences with the correct Ss <--> Ss forms of the words in brackets, using repeated comparatives.

- T asks students to complete the sentences.

Key: 1. better and better 2. higher and higher T <--> Ss 4. More and more 5. More and more difficult 6. faster and faster 7. fewer and fewer 8. more and more Individually Activity 3: Put the verbs in brackets in the correct tenses.

- Use the given information to complete the sentences.

Ss <--> Ss - T has students do the activity individually first, and then compare the answers in pains. T checks answers as a class.

Key: 1. is becoming colder and colder 2. are becoming lower and lower 3. More and more people 4. was driving faster and faster 5. Fewer and fewer customers 3.

- Ask Ss: What have you learnt today? What can you do now?

T <--> Ss Consolidation - Summarize the main points of the lesson.

2 minutes Expected answers: I can use: Assimilation in connected speech The present perfect and present perfect continuous 4. Homework - T asks Ss to do exercises again at home.

- Prepare for the next lesson.

T <--> Ss 1 minute - Complete Exercises in workbook.

E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 42: UNIT 5: CULTURAL IDENTITY LESSON 3. READING A. Aims and Objectives: To teach Ss to scan a text for specific information in a passage about cultural identity in today’s modern society.

- To teach Ss new vocabulary by answering questions.

- To develop their reading skill through choosing the main idea for each paragraph.

- To learn new vocabulary by finding words or expressions with the meanings given.

B. Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Trang 59

Time/Stages 1. Lead-in 8 minutes 2. New lesson 17 minutes

12 minutes

5 minutes

Activities T informs the class of the lesson objectives: skimming and scanning an article for general ideas and specific information, and learning additional vocabulary and information related to the cultural identity Cultural identity in modern society Activity 1: Use a dictionary to find the meaning of the words or phrases in the box. Then complete the sentences with their correct forms.

-Use a dictionary to find the meanings of the words in the box.

Key: 1. for granted 2. cultural identifiers 3. identity 4. integrated 5. aspects Activity 2: Read the newspaper column about cultural identity.

Four sentences have been removed from the column. Choose a sentence (a-d) to complete each gap (1-4) Key: 1.b 2.d 3.c 4.a Activity 3: Read the newspaper column again and answer the questions.

-T has students work in pairs and practice asking and answering the questions.

Key: 1. They define themselves by (cultural identifiers such as) nationality ethnicity, location, history, language, gender, beliefs, customs, clothing and food.

2. In this stage, culture is taken for granted. Cultural ideas and values provided by families, communities or the media are easily accepted without much critical thinking.

3. They may become more curious, and willing to explore, analyses and compare their beliefs with other cultures.

4. When they develop a clear sense of cultural identity, know which social group they belong to, and feel satisfied with their cultural identity.

5. Because access to the Internet and the media provides instant contact with many cultures.

6. First, they keep their cultural identity. Second, they assimilate into the new culture of the majority. Third, they integrate into the new cultural environment (keeping their cultural identity and flexibly adjusting to the different aspects of the new culture).

Activity 4: What should young people do to develop their cultural identity in today’s modern society? Discuss with a partner.

- T has some pairs/ groups summarize their discussion and present the main points/ ideas to the rest of the class.

Interactions T <--> Ss

Pair work

T <--> Ss Pair work

T <--> Ss

Individually/ Pair work

T <--> Ss

Group work T <--> Ss

3.

Consolidation - Summarize the main points of the lesson T <--> Ss 2 minutes 4. Homework - Ask students to learn by heart the new words.

- Prepare for the next lesson.

T <--> Ss 1 minute E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 43: UNIT 5: CULTURAL IDENTITY LESSON 4. SPEAKING Trang 60

A. Aims and Objectives: To talk about activities that can help maintain cultural identity.

- To teach Ss to practise sharing and giving responses to new information.

- By the end of the lesson, students will be able to: + Express their opinion about some activities on cultural identity. + Perform their viewpoints to other people in real life.

B. Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions 1. Homework - Check students’ work books T <--> Ss 8 minutes Maintaining cultural identity 2. New lesson Activity 1: Work with a partner .Discuss and decide if these activities can help to maintain cultural identity. Can you add any Individually 10 minutes more activities?

-T asks students to work in pairs. T has them discuss and decide if the activities can help maintain cultural identity especially in situations when people are away from their home countries.

-T encourages students to add more activities.

T <--> Ss Suggested answers: 6. Singing/ Listening to folk songs 7. Reading heritage folklore 8. Conserving heritage sites Activity 2: Work in pairs. Talk about why each of the activities 11 minutes in 1 is important.

Pair work -T encourages them to talk about why the activities in 1 (or their suggested activities) are important maintaining cultural identity Example: I think it’s important to preserve our native language. It’s a vital T <--> Ss part of culture and it is critical to a person’s cultural identity. Our first language helps us to develop intellectual abilities and shape our cultural identity. It enables us to communicate, establish links with family and community members, and acquire and value native culture.

Activity 3: Work in groups of three. Choose an activity in 1. Group work 13 minutes Discuss how it will help to maintain cultural identity in the age of globalization. Use the reasons discussed in 2 and any information you may want to add.

-T encourages them to use the reasons they have discussed in 2 Ss <--> Ss and any additional information they may want to add.

3.

- Summarize what they have learnt by asking Ss some questions: T <--> Ss Consolidation What have you learnt today? What can you do now?

2 minutes 4. Homework - Ask students to learn by heart the expressions.

- Prepare for the next lesson.

T <--> Ss 1 minute E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 44: UNIT 5: CULTURAL IDENTITY LESSON 5. LISTENING A. Aims and Objectives: - To develop Ss’ skill of listening to for general ideas and specific information and to help Ss understand general ideas and specific details to answer comprehension questions. By the end of the lesson, students will be able to: + Listen and do the tasks. + Develop the listening skills for specific details.

Trang 61

+ Identify specific information through multiple-choice task and question answering B. Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions Inform the class of the lesson objectives: listening for specific 1. Lead-in information in a conversation between two students talking T <--> Ss about their uses of social media and how they use it for language 7 minutes learning.

Cultural diversity in Singapore 2. New lesson Task 1: You are going to listen to a talk about cultural diversity 10 minutes in Singapore. What do you know about this city- state? Look at Pair work the information below and describe Singapore Key: 1. Eurasians and other 2. Indians 3. Malays 4. Chinese T <--> Ss Task 2: Work in pairs. Discuss and match the national costumes with their names.

13 minutes -T focuses Ssâ&#x20AC;&#x2122; attention on the pictures and has them do the matching first individually, and then check with a partner.

Key: 1.d 2.a 3.c 4.b Pair work 12 minutes Task 3: Listen to a talk. What is the speaker talking about? Tick the correct boxes.

- T plays the recording non-stop so students can get the gist of the talk. T has students compare answers in pairs, and then T <--> Ss check answers as a class.

Key: 1.v 4.v 6.v Task 4: Listen again and answer the following questions 1. When did Singapore become an independent country?

2. What is Singaporeâ&#x20AC;&#x2122;s national costume?

3. Who used to wear the cheongsam?

4. How is the sari worn?

Individually 5. What is the office attire for men and women in Singapore?

6. How do young Singaporeans think of themselves?

-T tells students that the activity focuses on listening for specific information.

- T has students work in pairs first, and then checks their answers as a class.

Key: 1. Singapore gained its independence on 9 August 1965.

2. Singapore does not have a national costume, as people from the different ethnic groups tend to wear their traditional T <--> Ss clothing.

3. Both Chinese men and Chinese women used to wear cheongsam.

4. Itâ&#x20AC;&#x2122;s wrapped around the waist and hung over the shoulder.

5. Men usually wear dark trousers, white shirts and a tie while women wear long-sleeved blouses skirts.

6. The young people often think of themselves as Singapore first, and then as Chinese, Malay or Indian.

3.

- Ask Ss to consolidate the main contents.

Consolidation - Ask Ss: What have you learnt today?

T <--> Ss What can you do now?

2 minutes 4. Homework 1 minute - Prepare for the next lesson.

T <--> Ss E. Evaluation: Trang 62

...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 45: UNIT 5: CULTURAL IDENTITY LESSON 6. WRITING A. Aims and Objectives: - To develop Ss’ skill of writing an argumentative essay about the most important feature that defines someone’s cultural identity.

- To provide Ss with the language and sentence structures used to describe trends.

- By the end of the lesson, students will be able to: + Learn about an essay about the most important cultural identity. + Develop the writing skills in general. Build up vocabulary supported for writing.

B. Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions The lesson objective: Writing an argumentative essay about the T <--> Ss 1. Check up most important feature that defines someone’s cultural identity.

5 minutes What makes me Vietnamese 2. New lesson Task 1: Work in pairs. Discuss the reasons why language is often 7 minutes considered the most important cultural identifier.

Pair work - T tells students that they can refer back to the reading.

- T asks students to read the example and discuss.

- T encourages students to share their ideas.

Example: Language is the most important cultural identifier because it allows me to communicate with my family and T <--> Ss community.

Task 2: Read the following argumentative essay on language as 10 minutes defining a person’s cultural identity. Complete the essay, using the correct forms of the words in the box - T tells students that they are going to read an argumentative essay. Allow enough time for them to read through the text and work out the essay structure -T asks students to use a dictionary to check the meaning of Individually or difficult words and phrases.

- T checks answers as a class.

Pair work Key 1. Expressing 2. Demonstrate 3. Features 4. Unite 5. Share 6. Invaded 7. Unifying 8. Unique Task 3: Which is the most important cultural identifier or the 15 minutes feature that defines your cultural identity?

- T asks students to work independently and write their final essays incorporating all the feedback from students and teacher T <--> Ss - T invites some students to read their essays. - Ss can choose one of the following cultural identifiers: - Festivals and cultural practices/ - Shared values and beliefs - Traditional food /- History / - Education Individually Introduction Definition of cultural identity……………

Thesis statement…………

Body First argument……………………………

Second argument………………………

Conclusion T <--> Ss Summary of the arguments Trang 63

3.

- Ask Ss to consolidate the main contents.

T <--> Ss Consolidation - Ask Ss to complete the writing at home and collect - Ask Ss: What have you learnt today? What can you do now?

2 minutes 4. Homework - Write the text again at home.

T <--> Ss 1 minute - Prepare for the next lesson.

E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 UNIT 5: CULTURAL IDENTITY TIẾT 46: LESSON 7. COMMUNICATION AND CULTURE A. Aims and Objectives: 1. Language focus: To provide learners some communication samples and cultural items 2. Skills: - To develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation - By the end of the lesson, students will be able to: + About communication skills and cultural understanding. + About the migration and cultural identity.

B. Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions 1. Warm up Inform the class of the lesson objectives: Further skill T <--> Ss 5 minutes development 2. New lesson 1. Communication: Migration and cultural identity Activity 1: Listen to a talk by Mr Ben Wilson, a sociologist and Pair work psychologist, about preserving migrants’ cultural identity.

17 minutes Answer the questions.

- Tell students that they are going to listen to a talk by Mr Ben Wilson about preserving migrants’ culture identity.

- Play the recording once or twice for students to take notes of their answers.

T <--> Ss Activity 2: Discuss the questions with a partner.

- Ask students to work with a partner to compare their answers. Check answers as a class.

2. Culture: Festivals Activity 1: Read the text about celebrations of some ethnic 20 minutes groups in Viet Nam. Write the names of the festivals under the pictures.

- T has students read the text quickly and write the names of the festivals under the photos.

Group work Key: a. Elephant Racing Festival b. Forest Worshipping Festival Activity 2: Read the text again and complete the table.

- T asks students to study the table and consider what kind of information they need to write in it.

- T asks students to read the text again and complete the table.

T <--> Ss T checks answers as a class.

Key: Elephant Racing Festival; Location: Dak Lak Province Time: annually, in March; Ethnic groups: M’Nong and Ede Pair work Purpose: to promote the martial spirit of the M’Nong and Ede Trang 64

people; Activities: - watching elephant race T <--> Ss Eating traditional food and drinking rice wine; Dancing Watching elephants play soccer Activity 3: Discuss the questions with a partner T <--> Ss - T has students discuss the questions in pairs.

- After their discuss, T asks some pairs to report their experiences and opinions to the class.

3.

- Ask Ss to consolidate the main contents.

T <--> Ss Consolidation - Ask Ss: What have you learnt today? What can you do now?

2 minutes - Elicit answer: I have improved my listening, speaking and reading skills. I can talk about the educational values of videos for learning English. I can also talk about social media apps for communication, entertainment and security.

4.Homework - T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

T <--> Ss 1 minute E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018 TIẾT 47: UNIT 5: CULTURAL IDENTITY LESSON 8. LOOKING BACK AND PROJECT A. Aims and Objectives: - To help Ss pronounce revise what they have learned in unit 5.

- To teach Ss some lexical items related to the cultural identity.

- To give them a chance to do a small project to develop their speaking skills - To help Ss review and recognize the assimilation in connected speech.

- To help Ss consolidate the use of simple past tense and past perfect tense.

- To use the language, skills and information they have learnt in the unit 5.

- By the end of the lesson Ss are able to: + Use some key words of the cultural identity. + Do the exercises on present perfect tense and present perfect continuous tense.

B. Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.

- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative.

D. Procedures: Time/Stages Activities Interactions -T informs the class the objectives: reviewing pronunciation, 1. Warm-up T <--> Ss vocabulary and grammar.

5 minutes - T reviews from and use of simple past tense and past perfect tense.

Pronunciation: 2. New lesson Activity 1: Underline the sounds that can be affected by assimilation.

Individually 8 minutes - T helps students to review the process of assimilation in this unit (/t,d,n/ before /k,g/; /s,z/ before /s,j/) - T asks students to work with a partner to compare their answers. T checks answers as a class.

Activity 2: Listen and repeat the sentences in 1 T <--> Ss -T plays the recording and has students listen and repeat.

-T asks some students to say these sentences aloud.

Vocabulary: 9 minutes Pair work Activity 1: Complete the sentences with the correct forms of the words or phrases in the box -T has students read the instructions and do the activity.

-T checks answers as a class.

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12 minutes

Key: 1. preserve practices 4. national pride costume

2. cultural identity 5. Solidarity

3. cultural

T <--> Ss

5. national

Pair work

Grammar: Activity 1: Read the exchanges. Put the verbs in brackets in the T <--> Ss present perfect or present perfect continuous. Use the passive voice if necessary.

-T has students do the activity individually first, and then compare their answers in pains.

-T checks answers as a class.

Pair work Key: 1. has become, have continued, has been working Have never seen, have worn, has even become Activity 2: Read the situation and complete Andy’s statements about himself, using repeated comparatives.

-T tells students that they are going to write sentences about T <--> Ss someone called Andy.

-T allows students to do the activity individually first, and then compare their sentences in pains.

- T checks answers as a class.

Key: 2.lower and lower 3. more and more difficult 4. more and more complicated 5. More and more 6. less and less 8 minutes Group work Project: Work in groups of four or five. Choose one ethnic group in Viet Nam. Look for information about the features that define the group’s cultural identity.

-T has students work in groups of four or five -T allows students one week to collect the information about an ethnic group, prepare a poster, and organize their presentation about the ethnic group.

3.

- Ask Ss to consolidate the main contents.

Consolidation - Ask Ss: What have you learnt today?

T <--> Ss What can you do now?

2 minutes 4.Homework - T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

T <--> Ss 1 minute E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018 PERIOD 48: REVIEW 2 (UNIT 4,5) I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in units 4,5 - To give them a chance to practice 2. Skills - To develop communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation Trang 66

II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through Review 2 III. PROCEDURE 1. Class organization (1 minute) 2. Check up (5 minutes) - Talk about ethnic groups in Vietnam 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Language - Vocabulary Language - Vocabulary Do as appointed 1. Use the correct form of the words or phrases in the box to complete the sentences 1.blog 2. social networking Ask Ss to do the task then compare the result with 3. digital devices 4. mass media 5. instant messaging 6. advent their partner Do as appointed 2. Complete the sentences, using the correct form of 1. assimilate 2. identity 3. National the words in brackets.

Ask Ss to do the task then compare the result with 4. ethnicity 5. integrate their partner Pronunciation Pronunciation Do as appointed 3. Listen to the sentences and pay attention to the /t/: 4, 6, 8, 11 regular verbs in the past tense. Tick the correct box /d/: 1, 2, 10, 12 Ask Ss to do the task then compare the result with /id/: 3, 5, 7, 9 their partner 4. Consolidation (3 mins) - Revise what Ss have learnt in units 4, 5 5. Homework: (1 min) - Revise what Ss have learnt in units 4, 5 - Read Review 2 at home E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018 PERIOD 49: REVIEW 2 (UNIT 4,5) (continued)

TEACHER'S ACTIVITIES Grammar 4. Fill each gap with an appropriate preposition Ask Ss to do the task then compare the result with their partner 5. Put the words in brackets in the correct tenses Ask Ss to do the task then compare the result with their partner

STUDENTS' ACTIVITIES Grammar Do as appointed 1. to 2. of 3. in 4. for 5. from

Do as appointed 1.have … cleaned 2. haven’t swept 3. have washed 4. have tried 5. has been studying 6. Match the two halves of the sentences Do as appointed 1. f 2. e 3. g 4. a 5. d 6. b Ask Ss to do the task then compare the result with 7. c their partner 4. Consolidation (3 mins) - Revise what Ss have learnt in units 4, 5 5. Homework: (1 min) - Revise what Ss have learnt in units 4, 5 - Read Review 2 at home E. Evaluation: ...........................................................................................................................................................................................................

Date of preparation: ……./…../2018

Date of teaching: ……./……./2018

PERIOD 50: REVIEW FOR THE 1ST TERM TEST I. PHONETICS. Find the word whose underlined part is pronounced differently from the others of the same group.

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1.

A. geology B. psychology C. classify D. photography A. idiom C. item D. identical 2.

B. ideal B. child 3.

A. children C. mild D. wild 4.

A. both B. myth C. with D. sixth 5.

A. helped B. booked C. hoped D. waited 6.

A. name B. natural C. native D. nation 7.

A. blood B. food C. moon D. pool 8.

A. comb B. plumb C. climb D. disturb 9.

A. thick B. though C. thank D. think 10. A. flour B. hour C. pour D. sour Find the word whose stress pattern is different from the others of the same group.

1.

A. uncle B. machine C. rubber D. butter 2.

A. every B. evening C. potato D. factory 3.

A. produce B. money C. improve D. because 4.

A. vegetable B. university C. Wednesday D. television 5.

A. coffee B. farmer C. paper D. deliver 6.

A. eleven B. elephant C. energy D. envelope 7.

A. preparation B. decoration C. television D. exhibition 8.

A. leather B. paper C. iron D. ceramics 9.

A. mirror B. invent C. wallet D. engine 10. A. discovery B. calculator C. aero-plane D. difficulty II. LEXICO-GRAMMAR. Choose one word or phrase marked A, B, C, or D that best complete the preceding sentence.

1. I remembered up in that house with my brothers and sisters.

A. to grow B. to growing C. grow D. growing 2. They are going to the pool to 1.8 meter.

A. deep B. depth C. deepen D. deeply to the cinema without him?

3. Is it possible for us to A. reach B. come C. arrive D. go 4. I want you to _ your best clothes tonight for the party.

A. wore B. dress C. put on D. hung up.

5. She encouraged the job.

A. to take the job B. that Frank should take C. Frank to take D. to Frank to take 6. I you can swim so well and I can’t.

A. hate B. hate it that C. hate that D. hate it 7. Michael made me him next week.

A. to promise to call B. to promise calling C. promise to call D. promise calling 8. We watched the cat the tree.

A. climbed B. climb C. had climbed D. was climbing 9. I wish you stop interrupting me whenever I speak A. will B. would C. did D. might 10. I expect a postcard from my father in England today.

A. being received B. to receive C. receiving D. to be receiving

Date of preparation: ……./…../2018

Date of teaching: ……./……./2018

PERIOD 51: REVIEW FOR THE 1ST TERM TEST II. LEXICO-GRAMMAR. Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

1. He failed in the election just because he his opponent.

A. overestimated B. underestimated C. understated D. undercharged 2. They because it is a national holiday.

A. don’t work B. won’t work C. haven’t worked D. aren’t working Trang 68

3. She’s finished the course, ?

A. isn’t she B. hasn’t she C. doesn’t she D. didn’t she 4. “Would you like a beer?”

“Not while I’m .”

A. in the act B. in order C. on duty D. under control are quite simple.

5. Some friends of mine are really fashion-conscious, while A. some other B. some others C. anothers D. the other 6. According to some historians, If Napoleon had not invaded Russia, he the rest of the world.

A. had conquered B. would conquer C. would have conquered D. conquered 7. Is that the man has been stolen?

A. the car of whom B. the car of his C. whose car D. the car of who 8. When someone answers the phone, you say, “Can I Elsie, please?”

A. talk to B. say to C. tell D. speak to 9. “How much do you earn, Mary?”

“I’d .”

A. rather don’t say B. better not to say C. rather not say D. prefer not say 10. Captain Scott’s to the South Pole was marked by disappointment and tragedy.

A. excursion B. visit C. tour D. expedition 11. The teacher made a difficult question, but at last, Joe a good answer.

A. came up with B. came up to C. came up against D. came up for 12. There are a lot of buildings in the centre of the city.

A. many-floored B. many story C. multi-storied D. multi-storey 13. “Make yourself at home.” “ .”

A. Yes, can I help you B. Thanks. Same to you C. Not at all. Don’t mention it D. That’s very kind. Thank you.

14. Olympiakos 0 – 0 with Real Madrid in the first leg of the semi-final in Athens.

A. drew B. equalled C. equalised D. shared 15. The pop star when the lights .

A. sang/ were going out B. was singing/ went out C. was singing/ were going out D. sang/ went out 16. It was not until she had arrived home remembered her appointment with the doctor.

A. when she B. that she C. and she D. she 17. a novelty in American retailing, fixed prices are now universal in sales.

A. It was once B. Once it was C. That once D. Once 18. Jane will have to repeat the course because her work has been .

A. unpleasant B. unnecessary C. unusual D. unsatisfactory 19. I don’t know If _ in my essay.

A. is there a mistake B. there a mistake is C. a mistake is there D. there is a mistake 20. you ever the U.S. before your trip in 2006?

A. Have/ been B. Would/ be C. Would/ have been D. Had/ been III. CLAUSES. Fill in each gap with a suitable relative pronoun: which, that, whose, whom, who, where, when, why, or which.

1. Here is the beach is the safest for swimmers.

2. Mr. Bike will buy the house is opposite to my house.

3. I’ve ever read the book Huong gave me yesterday.

4. The man I saw last weekend said something totally different.

5. The town we are living is noisy and crowded.

6. Sunday is the day we usually go fishing on.

7. Sunday is the day we usually go fishing.

8. The boy sister is in my class can speak Japanese and Korean languages.

9. The dictionary is on the table belongs to Long.

10. He wore a hat made him look like a cowboy.

Date of preparation: ……./…../2018

Date of teaching: ……./……./2018 Trang 69

PERIOD 52: REVIEW FOR THE 1ST TERM TEST IV. SENTENCE TRANSFORMING. Choose the sentence that is similar in meaning to the one given.

1. I last saw him in 1998.

A. I didn't see him since 1998.

B. It is in 1998 that I saw him.

C. I haven't seen him since 1998.

D. It has been 1998 since I saw him.

2. They say that the doctor has made a serious mistake.

A. The doctor is said that he has made a serious mistake.

B. It is said that the doctor has been made a serious mistake.

C. The doctor is said to have made a serious mistake.

D. The doctor is said to make a serious mistake.

3. My shoes need cleaning.

A. I need to clean my shoes.

B. I have to clean my shoes.

C. Cleaning is needed for my shoes.

D. I need to have my shoes cleaned.

4. You ought to make up your mind now.

A. It is time you made up your mind.

B. Making up your mind is necessary.

C. You should have made up your mind. D. It is possible to make up your mind.

5. She is the most intelligent woman I have ever met.

A. I have never met a more intelligent woman than her.

B. She is not as intelligent as the women I have ever met.

C. I have ever met such an intelligent woman.

D. She is more intelligent than I. 6. She says that it's good if I make my own decisions.

A. She encourages me making my own decisions.

B. She encourages me to make my own decisions.

C. I was encouraged by her to make my own decisions D. Making my own decisions is her encouraging.

7. It is worthiness to ask John for help.

A. John is worthless to help.

B. John is worth helping.

C. It is no use to ask John for help.

D. It is no good asking John to help.

8. His behavior is understandable.

A. We can understand what he behaves. B. We can understand why he behaves like that.

C. It is difficult to understand his behavior. D. It is understood that he behaves.

Exercise 1. It isn’t necessary to finish the work today. → You don’t 2. Sally finally managed to get a job. → Sally Pinally succeeded 3. That’s the last time I go to that restaurant. → I certainly 4. “I advised you to take a holiday” The doctor said. → “You’d 5. If you don’t rest yourself you really will be ill. → Unless 6. The doctor told him that he worked too hard. → You 7. Those pictures are beautiful. → How 8. It was an interesting film. → What Exercise 1. We arrived too late to see the first film. → We didn’t 2. “I’m sorry that I broke the glass” said Peter. → Peter apologized 3. I was downing, but he saved me. → If he 4. Sally is the cleverest student in the class. → Nobody 5. I have never read such a romantic story before. → This is 6. We can’t afford to buy the car. → The car 7. His parents made him study hard for the exams. → He was 8. We started cooking for the party four hours ago. → We have Date of preparation: ……./…../2018 PERIOD 53: THE 1ST TERM TEST

Date of teaching: ……./……./2018

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I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help Ss revise their old lessons 2. Skills - To give Ss the chance to test and mark themselves 3. Attitudes - To motivate Ss to test themselves - To get feedback from the students II. PREPARATION 1. Teacher: - Teaching aids: Lesson plan, text book - Teaching method: Communicative language teaching 2. Students: - Revise their old lessons at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) Some Ss go to the board, revise the use of although/ in spite of 3. New lesson (35 minutes) FIRST TERM TEST TRƯỜNG THPT MÃ ĐỀ 257 Time allowance 45 minutes A. LEXICO-GRAMMAR & READING. I. Complete the passage by choosing the best option (marked A, or B, C, D) for each blank.

All men should study: we have to study to broaden our knowledge and develop our intelligence. An (01) man can only utilize his body strength to work and live. An educated man, besides his strength, still has the faculty of his intelligent brain and good reflection. This intelligence and thought enable him to help his physical strength to act more quickly and cleverly.

In a same profession or work, the educated man differs (02) the uneducated man considerably. Therefore, intellectual workers have to study, this is a matter, of course, but manual workers must also gain an education. In civilized countries, compulsory education has also (03) applied. Everyone must spend seven or eight years to study. From ploughmen to laborers in these nations, no one is (04) to read a book or a paper fluently.

Question 01. A. educate B. educated C. educating D. uneducated Question 02. A. with B. in C. from D. about Question 03. A. to be B. been C. is D. being Question 04. A. disable B. unable C. enable D. able II. Choose the best option among A, B, C, or D provided to finish each of the questions below.

Question 05: Many rare and precious species are now danger of extinction.

A. in B. from C. on D. by Question 06. Paul has just sold his car and intends to buy a new one.

A. Japanese old black B. old black Japanese C. old Japanese black D. black old Japanese Question 07. The man gave me the book is my uncle.

A. who B. when C. where D. which Question 08: - Linda: “I’ve passed my driving test.” – Peter: “ .”

A. Do you?

B. That’s a good idea C. It’s nice of you D. Congratulation Question 09: Many of pictures from outer space are presently on display in the public library.

A. that sent B. sent C. sending D. to sending Question 10: You ill unless you stop working so hard.

A. will becomeB. would have become C. would become D. become Question 11: The flight was cancelled the air-traffic controllers being on strike.

A. despite B. because C. because of D. although Question 12: They are nice people that everyone likes them.

A. a so B. so a C. such a D. such Question 13: I hadn’t heard from him for ten years, then , I got a fax from him.

A. once in a blue moon B. blue in the face C. out of the blue D. having green fingers Question 14. Last summer, we visited Canada and United States.

A. an B. a C. the D. ∅ Question 15. If he were better qualified, he get the job.

A. will B. could C. may D. can Question 16. The mobile phone is an effective means of in the world nowadays.

A. communicated B. communicative C. communicate D. communication III. Choose the word (marked A, B, C, or D) whose stress pattern is different from the others.

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Question 17. A. Vietnamese B. challenge C. fortunate D. gravity Question 18. A. benefit B. aspiration C. understand D. engineer IV. Choose the option marked A, B, C, or D that best completes each of the following sentences.

The Nobel prizes, awarded annually for distinguished work in chemistry, physic, physiology or medicine, literature, and international peace, were made available by a fund bequeathed for that purpose by Swedish philanthropist, Alfred Bernard Nobel. The prizes, awarded since 1901, are administered by the Nobel Foundation in Stockholm. In 1969, a prize for economics endowed by the Central Bank of Sweden was added. Candidates for the prizes must be nominated in writing by a qualified authority in the field of competition. Candidates are judged by Swedish and Norwegian academies and institutes on the basis of their contribution to mankind. The awards are usually presented in Stockholm ion December 10, with the King of Sweden officiating, an appropriate tribute to Alfred Nobel on the anniversary of his death. Each prize includes a gold medal, a diploma, and a cash award of about one million dollars.

Question 19. What does this passage mainly discussed?

A. The Nobel prizes.

B. Great contributions to mankind.

C. Swedish philanthropy.

D. Alfred Bernard Nobel.

Question 20. How often are the Nobel prizes awarded?

A. Five times a year B. Twice a year C. Once a year D. Once every two year Question 21. A Nobel prize would NOT be given to .

A. a doctor who discovered a vaccine B. an author who wrote a novel C. a composer who wrote a symphony D. a diplomat who negotiated a peace settlement Question 22. Why are the awards presented on December 10?

A. Because that date was Nobel’s will.

B. Because Central Bank administers the trust.

C. Because it is a tribute to the King.

D. Because Alfred Nobel died on that day.

V. Choose the word (marked A, B, C, or D) whose underlined part is pronounced differently from the others of the same group.

Question 23: A. hesitate B. basic C. physics D. reserve Question 24: A. decided B. practiced C. laughed D. cooked B. LISTENING: VI. PART 1. Listen to Eric talking to Mary about the weekend. Their friend, Carlos, Is coming to visit them. You will hear the conversation twice. For questions 25-28, choose A, B or C. Question 25. When is the football match?

A. Saturday afternoonB. Saturday morning C. Sunday afternoon Question 26. Where are they going to eat on Saturday evening?

A. at home B. in a Chinese restaurant C. in an Italian restaurant Question 27. What are they going to do on Sunday morning?

A. go to the cinema B. get up late C. go for a drive Question 28. Where are they going to have lunch on Sunday?

A. in a pub B. in a café C. at home VII. PART 2. You will hear a telephone conversation. A girl wants to speak to Martin, but he is not there. Listen and complete questions 29-32. You will hear the conversation twice.

Phone Message To: MARTIN Time: (31) From: (29) Please bring: a friend Party at: (30) Her phone number: (32) C. WRITING: VIII. Rewrite each of the following sentences in such a way that the original meaning of the provided.

33. The dress is more expensive than the skirt. → The skirt .

34. “Turn off all the lights when you go out, Tim.” Jane said.→ Jane .

35. The last time I saw him was in 2005. → I haven’t .

36. It was a bit difficult to get into work this morning. → Getting .

IX. WRITING A LETTER. (1 point) Imagine that you want to join “Lien Son High School English Speaking Club” (LS ESC) for students.

Write a letter of about 100 words to the Club Manager (Mr. Bright) to ask for permission.

You may follow the outline below: Introduction Request Further information Conclusion

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- Reason to write?

- Your interest?

- Level of English?

- Membership?

4. Consolidation: (3 minutes)

- Eagerness to join?

Polite ending - English proficiency?

THE END - Phonetics - Vocabulary - Grammar - Reading - Writing - Revise their old lessons for end term test

5. Homework (1 minute) V. Evaluation: ……………………………………………………………………………………………………………………………………………….

Date of planning: …....../…....../2018

PERIOD 54

Date of teaching: …....../......... /2018

THE FIRST TERM TEST CORRECTION

I. AIMS/OBJECTIVES OF THE TEST 1. Language focus - To check understanding and access the process of teaching - To get feedback from students 2. Skills - To help Ss develop their skill of doing MCQ tests 3. Attitudes - To motivate Ss to work harder for their test II. PREPARATION 1. Teacher: - Teaching aids: copies of MCQ test, answer key - Teaching method: Written test – multiple choice questions 2. Students: - Prepare for the test at home III. PROCEDURE 1. Class organization (1 minute) 2. Testing time: (44 minutes) 3. Contents: FIRST TERM TEST TRƯỜNG THPT Time allowance 45 minutes Đáp án chính thức: Đáp án các mã đề Đáp án các mã đề 168 257 346 479 168 257 346 479 Câu Câu 01.

C D D A 15.

C B A B 02.

B C D B 16.

D D B C 03.

D B B C 17.

B A D D 04.

A B C B 18.

C A C B 05.

C A C B 19.

B A B B 06.

C B A A 20.

B C B D 07.

C A A C 21.

D C B A 08.

D D C D 22.

C D A A 09.

B B C A 23.

A B C D 10.

C A D D 24.

D A C B 11.

A C C B 25.

C A B C 12.

A D D B 26.

C B C C 13.

D C D A 27.

B C A A 14.

A C B A 28.

C A B A

29.

30.

33.

34.

35.

36.

ELAINE THE GRAND HOTEL

31.

32.

8.30 P.M. (p.m.)

7245936

The skirt is not (isn’t) as expensive as the dress.

Jane told (asked) Tim to turn off the lights when he went out.

I haven’t seen him since 2005.

Getting into work this morning was (a bit) difficult.

- Bài viết:

Đú ng mã u thư trang trọ ng, đủcá c phà n, đủsó từ

0,4 điẻ m Trang 73

Bó cụ c cha ̣ t chẽ, liên két ý, liên két đoạ n tót Dù ng từ mạ ch lạ c, vó n từ phong phú

0,3 điẻ m 0,3 điẻ m Tổng 1 điểm

______THE END OF THE FIRST TERM________

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