I. OBJECTIVES
1. Knowledge
- Students master the main content of new English 12 and how to learn for each lesson, the ways to learn effectively
- Get to know the use of the book, improve all the skills in English
- Be confident in learning, using English and Improve all the skills in the use of English.
2. Competence
- Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills
3. Qualifications
- The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.
II. TEACHING AIDS:
- Equipments: computer, projector.
- Learning materials: textbook, pictures, videos.
III. TEACHING PROCESS:
1. Organisation:
class Teaching date Attendances Absentees Notes
12A7
2. checking: No checking
3. New lesson:
ACTIVITY 1: INTRODUCTION
a) Objectives Greeting
b) Content Check students’ to ready for the lesson
c) Products Suggested answers
Students recall the form and the uses of the language they learned
d)Implementation Elicit students’ answers. Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Introduce the English 12 textbook
b) Content 10 topics:
Unit 1: Life Stories
Unit 2: Urbanisation
Unit 3: The Green Movement
Review 1
Unit 4: The Mass Media
Unit 5: Cultural Identity
Review 2
Unit 6: Endangered Species
Unit 7: Artificial Intelligence
Unit 8: The World Of Work
Review 3
Unit 9: Choosing A Career
Unit 10: Lifelong Learning
Review 4
c) Products Suggested answers
d)Implementation
Students remember the uses and the form of the language
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
a) Objectives Doing exersises to practice the language
b) Content Question 1: Mary didn't do her homework last Monday, _____?
A. did Mary B. did she
C. did her D. she did Question 2: The dog _____ you if it hadn’t been tied up.
A. would bite B. will bite
C. would have bitten D. bites Question 3: Humans atmospheric carbon dioxide concentration by a third since the Industrial Revolution began.
A. increase B. have increased
C. had increased D. were increasing Question 4: We stood on the bridge _____ the two halves of the city.
A. connecting B. to connect
C. connected D. connect Question 5: Three students were suspected of _____ during the examination.
A. cheat B. cheated
C. having cheated D. being cheated
c) Products Keys:
động
d)Implementation
5. C
Kiến thức: Danh động từ hoàn thành (perfect gerund)
- Step 1- Transfer the tasks
State the requirements for the activity for the students. Make sure the students have a clear understanding of the task before performing it.
- Step 2- Perform the tasks:
Students work in pairs in 5 minutes
Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment
- Step 4: Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved / explained
ACTIVITY 4: APPLICATION
a) Objectives Doing extra- exersises to practice the language
b) Content Complete the following sentences without changing their meanings
Question 1. You press this button to stop the machine.
If
Question 2. The doctor said to me, “You should lose weight.”
Thedoctoradvisedme
Question 3. “I can’t go to your birthday party next Saturday evening, Jack”, said Mary.
Maryapologizedto
Question 4. After we had read the stories about people who reduced their carbon footprint, we started to change oi daily consumption habits.
(use perfect participle)
Question 5. I come from a city that is located in the southern part of the country. (Reduce relative clause)
c) Products Keys:
1. If you press this button, the machine stops.
Kiến thức: câu điều kiện loại o
2. The doctor advised me to lose weight.
Kiến thức: câu gián tiếp
3. Mary apologized to Jack for not going to his birthday party the next Saturday evening.
4. Having read the stories about people who reduced their carbon footprint, we started to change oi daily consumption habits.
5. I come from a city located in the southern part of the country.
Kiến thức: Rút gọn MĐQH ở thể bị động
d)Implementation
- Step 1- Transfer the tasks
State the requirements for the activity for the students. Make sure the students have a clear understanding of the task before performing it.
- Step 2- Perform the tasks: Students work in pairs in 5 minutes
Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment
- Step 4: Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved/ explained
4. Consolidation: Summarize the main points of the lesson
5. Homework:- Preparing for the next lesson: Read the conversation in Activity 1 in advance and find the Vietnamese equivalent for the new words.
I. OBJECTIVES
1. Knowledge
UNIT 1: LIFE STORIES
(Period: 2-9)
- Use lexical items related to people’s life stories
- Identify and pronounce homophones correctly.
- Use the past simple and the past continuous to talk about past actions or events, use articles correctly.
- Read for specific information about two people’s life stories
- Talk about a historical figure.
- Listen for specific information in a talk show about the privacy and lessons learnt from people’s life stories.
- Write a person’s life story.
- Learn about Sir Athur Conan Doyle, the creator Sherlock Homes.
2. Competence
- Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills
3. Qualifications
- The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.
II. TEACHING AIDS
1. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCESS
1. Organization:
2. Checking: No checking
3. New lesson: Getting started
d)Implementation Play the file for sts to listen to the conversation
Ask some pairs to practice reading the conversation
Give feedback
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Introduce the form and the uses of the language
b) Content Decide whether the following statements are true (T), false (F), or not given (NG). Tick the correct box.
c) Products Keys:
1. T.
Dẫn chứng:
“Hung:Thetopicfortomorrow'spresentationisreallyinteresting.Have youdecidedwhototalkabout,Quang?
Quang:Notyet...”
2. NG
3. F
Dẫn chứng: “IthinkMichaelJacksonwasagreatdancer,butnotan excellentsinger.Inhislateryears,hissingingvoicebecameweakandthin andwasn'tasgoodasbefore.”
4. F
Dẫn chứng:
“Quang:I'mnotsure...SteveJobs'sworkstimulatesmycreativityand innovation,whileMichaelJackson'smusicinspiredmetolearntoplaya musicalinstrument.”
5. T.
Dẫn chứng:
“Hung:...She's very talented and determined. It was absolutely amazingtowatchheruseallthekitchentoolsandpreparethedishes.
Quang: I agree. I remember how excited I felt when Christine was creatingthosegreat-lookingdishes...”
d)Implementation
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE
a) Objectives Doing exercises to practice the language
b) Content - Discuss with a partner. If you were Quang, who would you choose to talk about, Steve Jobs or Michael Jackson? Why?
- Find the words in the conversation that have the same sounds as the following.
c) Products Keys/ suggestions:
- If I was Quang, I would like choose to talk about Steve Job. Because Steven Job was a pioneer of the microcomputer revolution and he was a creative entrepreneur. I want to become as famous as Steve Job.
-
1. too: two
2. eye: I
3. sea: see
4. one: won
5. no: know
d)Implementation - Step 1- Transfer the tasks
State the requirements for the activity for the students. Make sure the students have a clear understanding of the task before performing it.
- Step 2- Perform the tasks:
Students work in pairs in 5 minutes
Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment
- Step 4: Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved/ explained
ACTIVITY 4: APPLICATION
a) Objectives Doing extra- exercises to practice the language
b) Content Read the conversation again and write the correct tenses of the verbs in brackets.
c) Products Keys: felt - was creating Kiến thức: Cấu trúc: QKĐ when QKTD : chỉ hành động đang diễn ra thì có 1 hành động khác xen vào. feel (v) => felt; create (v) => was creating.
=> I remember how excited I felt when Christine was creating greatlooking dishes.
d)Implementation - Step 1 - Transfer the tasks
State the requirements for the activity for the students. Make sure the students have a clear understanding of the task before performing it.
- Step 2 - Perform tasks
Students work in pairs in 1 minutes
Teachers do general observations and help if necessary.
- Step 3 - Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment
- Step 4 - Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved/ explained
Language
ACTIVITY 1: INTRODUCTION
a) Objectives Vocabulary
b) Content
1. Write the words given in the box next to their meanings.
2. Complete the sentences with the correct form of the words in 1
c) Products Keys: 1.
1. talented - gifted, having a natural ability to do something well (tàinăng-năngkhiếu,cómộtkhả năngtự nhiên để làm điềugì đótốt)
2. distinguished - very successful and admired by other people (ưutú-rấtthànhcôngvà đượcngưỡngmộ bởinhữngngườikhác)
3. respectable - regarded by society as acceptable, proper and correct (đángkínhtrọng- đượcxãhộicôngnhậnlàchấpnhận được,phùhợpvà chínhxác)
4. generosity - kindness or willingness to give (lòngbaodung-lòngtốthoặcsẵnsàng để cho đi)
5. achievement - something that has been obtained by hard work, ability or effort (thànhtựu-cáigì đó đã đượcthu đượcbằngcáchlàmviệcchămchỉ,khả nănghaynỗ lực)
2.
1. distinguished 2. talented 3. achievements
4. respectable 5. generosity
d)Implementation Ask sts to give answer by their preparation at home. Give feedback and give marks
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Pronunciation
b) Content
1. Listen to pairs of sentences. Write the correct words in the gaps. The first pair has been done as an example.
2. Listen and repeat the sentences in 1.
c) Products Keys:
1. a) My English class is at two o'clock.
b) It's never too late to learn another language.
2. a) His father is a guitarist, but he wasn't allowed to play any musical instruments until he was 15.
b) Please read the letter aloud to us.
3. a) You can write your life story and post it on this website.
b) I hope we're doing the right thing.
4. a) J.K. Rowling's new novel will come out next month.
b) I knew where he was hiding, but I didn't know why he was wanted.
5. a) Beethoven composed some of his finest works here in this house.
b) Did you hear the latest news about Steven Spielberg's film?
6. a) She has been involved in many community projects.
b) Yan has just posted his latest bean soup recipe on the Internet. You should try it out.
d)Implementation
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember ACTIVITY
3: PRACTICE
a) Objectives Grammar
b) Content
1. Put the verbs in brackets in the past simple or the past continuous.
2. Complete the gaps with the where necessary. If an article is not necessary, write a cross (x).
3. Complete the gaps with a, an or a cross (x) if an article is not necessary.
c) Products Keys: 1.
1. went, was having 5. called, was doing, did not hear
2. met, was travelling 6. was constantly asking, was
3. was working, was, were 7. requested, was composing
4. shared, was always taking 8. joined, was then leading
1. the 2. the, the 3. x, x
x 5. the, x, the 6. the, x, x, the, the
x, the, x 8. the, x
1.a 2.x, a 3. x, a, x 4. a, x, a
a 6.a, x, a 7.x, an 8.a, x
d)Implementation - Step 1- Transfer the tasks
State the requirements for the activity for the students. Make sure the students have a clear understanding of the task before performing it.
- Step 2- Perform the tasks:
Students work in pairs in 7 minutes
Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment
- Step 4: Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved/ explained
ACTIVITY 4: APPLICATION
a) Objectives Doing extra- exercises to practice the language
b) Content 4. Read the following story and complete each gap with an article. Write a cross (x) if an article is not necessary.
c) Products Keys:
1.a2.x 3.a 4.a/the
5.the 6.x 7.the 8.the
9.a 10.the 11.a 12.a
d)Implementation - Step 1- Transfer the tasks
State the requirements for the activity for the students. Make sure the students have a clear understanding of the task before performing it.
- Step 2- Perform the tasks: Students work in pairs in 3 minutes
Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment
- Step 4: Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved/ explained
ACTIVITY 1: INTRODUCTION
a) Objectives Introduce the topic of the lesson and to raise students' interest
b) Content 1. Discuss with a partner.
What do the people in the pictures need? What can you do to help them?
c) Products Suggested answers:
What people need
What to do
a. These flood victims need food and shelter. We can donate money, rice, and old clothes.
b. These students are studying in a shabby classroom. They need study equipment and a decent place to study.
We can donate books and money.
c. These young cancer patients need care and comfort. We can visit them, give them gifts, and organise different fun activities.
d)Implementation Elicit students’ answers. Give feedback.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Introduce the form and the uses of the language
b) Content 2. Read two people's life stories and complete the table with facts about them.
c) Products
Name Larry Stewart Le Thanh Thuy
Born 1948 1988
Nationality American Vietnamese
Health problem cancer
d)Implementation
bone cancer
Dedicated life to... the needy young cancer patients
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE
a) Objectives Doing exercises to practice the language
b) Content
3. Find the words or expressions in the text that have the following meanings. Write them in the correct spaces.
4. Read the stories again. Answer the questions.
c) Products Keys:
3.
1. the needy 2. reveal 3. anonymous
4. amputate 5. initiate 6. memory
4.
1. Every Christmas, Larry handed out thousands of dollars to needy people in public places.
Dẫn chứng: đoạn 2
2 Because he gave money to people during the festive season of December while his identity was hidden.
Dẫn chứng: “For over 26 years, he handed out thousands of dollars every Christmas to the needy in public places - without ever revealing his identity.”
3. People have been inspired to continue his mission of kindness and charitable work.
Dẫn chứng: “... his example has inspired others to continue his mission of kindness and charitable work. “
4. Thuy organised charity activities to relieve young cancer patients' pain.
Dẫn chứng: “...Whenever Thuy could move around, she organised different charity activities to relieve the young patients' pain.”
5. She was awarded the title ‘Ho Chi Minh City Outstanding Young Citizen’.
Dẫn chứng: “Born in 1988, Le Thanh Thuy was awarded the title ‘Ho Chi Minh City outstanding Young Citizen’ in 2006, a year before she passed away.”
6. The newspaper holds annual events to support her programme. One of 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 kept alive by her story about love and sharing.
Dẫn chứng: đoạn 3
d)Implementation - Step 1- Transfer the tasks
State the requirements for the activity for the students. Make sure the students have a clear understanding of the task before performing it.
- Step 2- Perform the tasks: Students work in pairs in7 minutes
Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment
- Step 4: Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved/ explained
ACTIVITY 4: APPLICATION
a) Objectives Doing extra- exercises to practice the language
b) Content 5. Discuss with a partner. Have you ever taken part in the Sunflower Festival to support Thuy's Dream Programme?
c) Products Suggested answers:
+ If yes, what did you do in the festival?
=> In 2015, I first went to the festival held at Cau Giay park, Hanoi city with my older sister. She was a volunteer at the festival. I helped my sister and her team make some hand-made things to sell at the festival. All the amount of money collected was then donated to the fund to save young cancer patients.
+ If no, would you like to do it in the future and how would you help? Give your reasons.
=> Yes, I'd like. Because I love children and I want to do some meaningful things to support unlucky ones. I will help to fold paper sunflowers and teach those children how to draw. Seeing their little beautiful smiles will certainly make me happy.
d)Implementation - Step 1 - Transfer the tasks
State the requirements for the activity for the students. Make sure the students have a clear understanding of the task before performing it.
- Step 2 - Perform tasks
Students work in pairs in 3 minutes
Teachers do general observations and help if necessary.
- Step 3 - Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment
- Step 4 - Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved/ explained
Speaking
ACTIVITY 1: INTRODUCTION
a) Objectives Introduce the topic of the lesson and to raise students' interest
b) Content 1. Choose the correct sentences (a-d) to complete the conversation between two friends.
c) Products Keys: 1. d 2. a 3. c 4. b
d)Implementation Elicit students’ answers. Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Introduce the form and the uses of the language
b) Content 2. Practise the conversation with a partner.
c) Products John: Hi, Van. What are you doing? Why are you talking to the mirror?
Van: Well … I’m practising for the storytelling contest next week. Iwantto seemyexpressionwhileI’mspeaking.
John: I see. The topic is the life of a historical figure, isn’t it?
Van: That’s right. I’ve decided to talk about Nguyen Trai.
John: Nguyen Trai? Whoishe?
Van: He was a talented scholar and a skilled strategist. He was born in 1380. He helped King Le Loi to free our country from the invaders in the 15th century. I admire him for his dedication to our nation.
John: Wow! He is a real national hero. Doyouknowanystoriesabouthim? Aninterestingstorywillholdtheattentionofyouraudienceandthejudges.
Van: Yes. I’ll tell the mystery of the Lychee Garden. It’s about an incident which led to the deaths of Nguyen Trai’s extended families.
d)Implementation
John: Gosh … So his life ended in tragedy?
Van: Well,inaway,buttwentyyearslaterhisreputationwasrestored. And he was nominated a World Cultural Celebrity by UNESCO in 1980. Why don’t you come to the contest and listen to my story?
John: OK. I will. I really want to know more about this famous man.
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE
a) Objectives Doing exercises to practice the language
b) Content 3. Work with a partner. Use the information below or your own ideas to talk about one of the historical figures below.
c) Products Suggested answers:
Min: Hello Mai. Have you read anything interesting, recently?
Mai: Yes, I have. I read a lot of books about historical figures to prepare for my presentation at school.
Min: Really? Who do you admire the most?
Mai: Well, the one I admire the most is Le Quy Don who is an outstanding philosopher and poet in the eighteenth century.
Min: Oh. I have no idea about him. Can you tell me more about him?
Mai: Sure. He served lots of important roles under Le Hien Tong reign. From 1760 to 1762, he was appointed as Special Envoy to China, a favourable occasion for deeply studying Chinese literature and history.
Min: He seemed to take important roles, right?
Mai: Yes. He was a prominent scholar, well known for distinguished encyclopaedic, historical and philosophical works. He was widely respected for his sharp wit and wide knowledge.
Min: Wow, he's such an admiring man!
Mai: There was an interesting story about him. Do you want to listen to?
Min: Of course, I do.
Mai: When he was 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 and promise to study harder.
Min: He's so creative!
Mai: Yes.
d)Implementation - Step 1 - Transfer the tasks
State the requirements for the activity for the students. Make sure the students have a clear understanding of the task before performing it.
- Step 2 - Perform tasks
Students work in pairs in 5 minutes
Teachers do general observations and help if necessary.
- Step 3 - Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment
- Step 4 - Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved/ explained ACTIVITY 4: APPLICATION
a) Objectives Doing extra- exercises to practice the language
b) Content Practise the conversation with a partner
c) Products Min: Hello Mai. Have you read anything interesting, recently?
Mai: Yes, I have. I read a lot of books about historical figures to prepare for my presentation at school.
Min: Really? Who do you admire the most?
Mai: Well, the one I admire the most is Le Quy Don who is an outstanding philosopher and poet in the eighteenth century.
Min: Oh. I have no idea about him. Can you tell me more about him?
Mai: Sure. He served lots of important roles under Le Hien Tong reign. From 1760 to 1762, he was appointed as Special Envoy to China, a favourable occasion for deeply studying Chinese literature and history.
Min: He seemed to take important roles, right?
Mai: Yes. He was a prominent scholar, well known for distinguished encyclopaedic, historical and philosophical works. He was widely respected for his sharp wit and wide knowledge.
Min: Wow, he's such an admiring man!
Mai: There was an interesting story about him. Do you want to listen to?
Min: Of course, I do.
Mai: When he was 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 and promise to study harder.
Min: He's so creative!
Mai: Yes.
d)Implementation - Step 1 - Transfer the tasks
State the requirements for the activity for the students. Make sure the students have a clear understanding of the task before performing it.
- Step 2 - Perform tasks
Students work in pairs in 3 minutes
Teachers do general observations and help if necessary.
- Step 3 - Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment
- Step 4 - Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved/ explained
Listening
a) Objectives
b) Content
c) Products
d)Implementation
ACTIVITY 1: INTRODUCTION
Introduce the topic of the lesson and to raise students' interest
1. Why are people often interested in the life of celebrities or famous people? Tick the possible reasons and add some more, if you can.
1. They are curious.
2. They want to know more about their idols.
3. They can have something to gossip about.
4. They want to learn lessons from famous people's failures or successes.
5. They can criticise or slander the person they do not like.
Elicit students’ answers. Give feedback.
Lead into new lesson.
ACTIVITY
2:
KNOWLEDGE BUILDING
a) Objectives
b) Content
Introduce the form and the uses of the language
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.
c) Products Keys:
1. B. overloaded with
Audio: “These days, our audiences seem to be overwhelmed with stories in the newspapers or on the Internet - stories about celebrities, political figures, or even ordinary people around us.”
=> According to Cindy, our audiences are overloaded with stories about
d)Implementation
celebrities and famous people.
2. A. damage our reputation
Audio: “They may use our private lives for blackmail or slander... in order to harm our reputation or just for fun.”
=> People may use stories about our private life in order to damage our reputation.
3. C. online
Audio: “Exactly. So we should not reveal too much of our private life on social networking sites.”
=> We should not share too much personal information online
4. A. making judgements while reading it
Audio: “Another life skill is learning from other people's lives. Everyone's life story is like a book that can teach us something. So we should open that book and read it critically.”
=> Reading a person's life story critically means making judgements while reading it.
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember ACTIVITY
3: PRACTICE
a) Objectives Doing exercises to practice the language
b) Content
3. Listen again. Answer the questions.
c) Products Keys:
1. The audience should have life skills to protect themselves and to learn from other people's lives.
Audio: “First, we don't want other people... That's the second point I want to discuss.”
2. We should ask ourselves two questions: “Why is this story told?”, “What lessons can I learn from it?”
Audio: “It means we should make careful judgements when reading a life story and ask ourselves questions like, ‘Why is this story told?’ or ‘What lessons can I learn from it?’”
3. We can learn how to avoid similar mistakes or to adopt a new way of life so we can improve ourselves and become better human beings.
Audio: “Such as a person's reasons for failure or success. This may help us to avoid similar failure or to adopt a new way of life so we can improve ourselves and become better human beings.”
d)Implementation - Step 1 - Transfer the tasks
State the requirements for the activity for the students. Make sure the students have a clear understanding of the task before performing it.
- Step 2 - Perform tasks
Students work in pairs in 3 minutes
Teachers do general observations and help if necessary.
- Step 3 - Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment
- Step 4 - Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved/ explained ACTIVITY 4:
APPLICATION
a) Objectives Doing extra- exercises to practice the language
b) Content 4. Do you agree with Andy that everyone's life story is like a book that can teach us something? Discuss with a partner.
c) Products Suggested answers:
- I agree with Andy that everyone's life story is like a book that can teach us something.
- Because person's reasons for failure or success help us to avoid similar failure or to adopt a new way of life so we can improve ourselves and become better human beings.
d)Implementation - Step 1 - Transfer the tasks
State the requirements for the activity for the students. Make sure the students have a clear understanding of the task before performing it.
- Step 2 - Perform tasks
Students work in pairs in 3 minutes
Teachers do general observations and help if necessary.
- Step 3 - Report and discuss
Ask a few students or group representatives to present their answers.
Other groups comment
- Step 4 - Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved/ explained
Writing
ACTIVITY 1: INTRODUCTION
a) Objectives Introduce the topic of the lesson and to raise students' interest
b) Content
1. Read the story of a champion swimmer and complete the blanks. Use the words in the box
c) Products Keys:
1. adopted 2 . obsessed 3. helpless
4. overcome 5. competed 6. misfortune
d)Implementation Elicit students’ answers.
Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Introduce the form and the uses of the language
b) Content
c) Products
d)Implementation
2. Put the following parts of the story in the correct order they appear in the story.
1 - e. Story title (Tiêu đề câuchuyện)
2 - a. Writer's name (Têntácgiả)
3 - d. Posting date and time (Thờigianvàngày đăngbài)
4 - c. Childhood (Tuổithơ ấu)
5 - g. Turning point in writer's life (Bướcngoặttrongcuộc đờicủatácgiả)
6 - b. Writer's ambitions and achievements (Hoàibãovàthànhtựucủatác giả)
7 - f. Story's message (Thông điệpcủacâuchuyện)
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE
a) Objectives Doing exercises to practice the language
b) Content 3. Use the given information to write another story of 180-250 words. You can add further details to make your story more interesting.
c) Products Suggested answers:
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.
After lots of hardship and effort, I completed secondary education and passed a challenging exam to enter Medical University, which is the dream of many students. However, I could not pay the tuition 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 for college students from poor families. This was really a turning point in my life because I could start 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.
d)Implementation - Step 1 - Transfer the tasks
State the requirements for the activity for the students. Make sure the students have a clear understanding of the task before performing it.
- Step 2 - Perform tasks
Students work individually in 12 minutes
Teachers do general observations and help if necessary.
- Step 3 - Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment
- Step 4 - Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved/ explained
ACTIVITY 4: APPLICATION
a) Objectives Doing extra- exercises to practice the language
b) Content Compare the answer with a partner
c) Products Giving feedback
d)Implementati on
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember Communication and culture
ACTIVITY 1: INTRODUCTION
a) Objectives Communication
b) Content
1. Listen to An's story. Complete the statements about the story. Write from 1 to 3 words in each blank.
c) Products Keys:
1. people's life stories
2. walking; well-known historical figures
3. unreal
4. the countryside
5. respect; real
d)Implementation Elicit students’ answers. Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Introduce the form and the uses of the language
b) Content
2. Discuss the question in pairs.
Doyouthinkfamilystoriesshouldbetoldtochildren?Whyorwhynot?
c) Products Suggested answers:
d)Implementation
Family stories should be told to children 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 time together.
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE
a) Objectives Culture
b) Content
c) Products
1. Read the text about Arthur Conan Doyle and decide whether the statements about it are true (T), false (F), or not given (NG). Tick the correct boxes.
1 – NG. Arthur Conan Doyle's stories about Sherlock Holmes were the first detective Stories in the world.
2 – T. The two people who had a strong influence on Doyle's writing career were his mother and Dr Joseph Beil.
Dẫnchứng: (đoạn 2) “Doyle was strongly influenced by mother, who was a well-educated woman.” và “The second person who had a great impact on writing career was Dr Joseph Bell,...”
3 – F. Doyle's mother inspired him to write about Sherlock Holmes.
Dẫnchứng: (cuối đoạn 2) “Dr Bell's keen powers of observation later inspired Doyle to create fictional detective character, Sherlock Holmes.”
4 – T. Doyle's life experiences were sources for many of his stories.
Dẫnchứng: (đoạn 3) “Doyle's active life provided him with vivid experiences for his stories”
5 – T. The Lost World and his novels and stories about Sherlock Holmes were made into films.
Dẫnchứng: (đoạn 5)
6 – NG. A statue of Sherlock Holmes was built in London.
d)Implementation - Step 1 - Transfer the tasks
State the requirements for the activity for the students. Make sure the students have a clear understanding of the task before performing it.
- Step 2 - Perform tasks
Students work in pairs in 6 minutes
Teachers do general observations and help if necessary.
- Step 3 - Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment
- Step 4 - Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved/ explained ACTIVITY 4: APPLICATION
a) Objectives Doing extra- exercises to practice the language
b) Content
2. Work with a partner. Find some Vietnamese writers of detective stories and talk about their lives and works.
c) Products Suggested answers:
In Vietnam, there are a few writers who write dectective stories. Some famous names are: Di Li, Nguyen Dinh Tu and Nguyen Xuan Thuy.
d)Implementation 1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember Looking back and project
ACTIVITY 1: INTRODUCTION
a) Objectives Pronunciation
b) Content 1. Tick the word that does not have the same sound as the other two.
2. Listen and write the correct homophones to complete the sentences.
c) Products Keys:
1.
1. brick 2. dare 3. wet
4. soon 5. greet 6. bay
2.
1. wood, would
2. bored, board
3. weather, whether
4. hole, whole
d)Implementation
Elicit students’ answers. Give feedback.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Vocabulary
b) Content 1. Complete the sentences with the correct form of the words or phrase in the box.
c) Products Keys:
1. Naming streets after historical figure is a common practice around the world.
- name sth after sth: đặt tên theo cái gì
- historical figure: nhân vật lịch sử.
2. After winning the MasterChef competition, Christine Ha gained a reputation as a first-class cook.
- reputation (n): danh tiếng
- gain reputation: tăng danh tiếng, nổi tiếng.
3. You'll look more respectable if you wear a nice suit and a tie.
4. No one can deny his hard work and dedication to the club.(
5. After a series of successes, she won a lifetime achievement award for music.
- lifetime achievement award: giải thưởng thành tựu trọn đời.
6. Nguyen Trai had a distinguished career as a skilled strategist and prominent scholar.
d)Implementation
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE
a) Objectives Grammar
b) Content
1. Read the following story about Tran Quoc Toan. Put the verbs in brackets in the past simple or the past continuous.
2. These sentences are incorrect. Correct them, adding articles where necessary.
c) Products Keys: 1.
1. was 2. began
3. gathered 4. was 5. became 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
2.
1. a (great time), the (USA)
2. the (army), a (soldier), the (country)
3. the (English)
4. a (two-week holiday), the (Philippines)
5. the (Louvre), a (boat trip), the (Seine)
6. a (warm hat), a (new coat), a (pair of woollen gloves)
7. the (bank), the (supermarket), the (theatre), the (way)
8. the (rush hour), a (taxi)
d)Implementation - Step 1 - Transfer the tasks
State the requirements for the activity for the students. Make sure the students have a clear understanding of the task before performing it.
- Step 2 - Perform tasks
Students work in pairs in 5 minutes
Teachers do general observations and help if necessary.
- Step 3 - Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment
- Step 4 - Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved/ explained ACTIVITY 4: APPLICATION
a) Objectives Project
b) Content
1) Your group is going to take part in the Public Speaking Contest 'A famous person you admire' organised by your school.
2) Work in groups. Choose the best presentation which meets the following criteria:
- Content: relevant to the topic, well-structured, interesting, truthful
- Speaker's presentation techniques: clear outline, emotional and expressive voice, good use of body language and gestures, good pronunciation
c) Products Suggested answers:
- Taylor Swift (Full name: Taylor Alison Swift)
- was born on 13th December, 1989 in Pennsylvania and then moved to Nashville, Tennessee at the age of 14 to pursue a career in country music.
- Swift is one of the best-selling music artists of all time. She became famous because of her inspiring songs towards the young all over the world.
- She has received many music awards of Grammys, Emmy, Billboard Music Awards, American Music Awards and so on.
- Facts: Swifty’s lucky number is 13, contrasting to other people: she was born on 13, Her debut album went platinum in 13 weeks; If she sees a 13, it'll bring her luck; In 2018, Swift won 13 awards...
- She’s also the person that inspires the young to live a meaningful life through her speech, her actions and her music.
d)Implementation - Step 1 - Transfer the tasks
State the requirements for the activity for the students. Make sure the students have a clear understanding of the task before performing it.
- Step 2 - Perform tasks & Step 3 – Report and discuss
Ask some students to present Other groups comment
- Step 4 - Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved/ explained
4. Consolidaion:
- Getting started: lexical items related to people’s life stories
- Language: homophones, the past simple and the past continuous, article
- Reading: two people’s life stories
- Speaking: a historical figure.
- Listening: a talk show about the privacy and lessons learnt from people’s life stories.
- Writing: a person’s life story.
- Communication and culture: Sir Athur Conan Doyle, the creator Sherlock Homes
- Looking back and project: summarise the main points of the lesson
5. Homework:
- Getting started: Preparing for the next lesson: do Vocabulary tasks in advance
- Language: Preparing for the next lesson: do Vocabulary tasks in advance
- Reading: Preparing for the next lesson: do Vocabulary tasks in advance
- Speaking: Preparing for the next lesson: do Vocabulary tasks in advance
- Listening: Preparing for the next lesson: do Vocabulary tasks in advance
- Writing: Preparing for the next lesson: do Vocabulary tasks in advance
- Communication and culture: Preparing for the next lesson: do Vocabulary tasks in advance
- Looking back and project: Preparing for the next lesson: do Vocabulary tasks in advance
Vĩnh Chân, ngày 06/9/2021
Ký duyệt của TTCM (từ tiết 1-9)
Date of preparation: 12/9/2021
I. OBJECTIVES
1. Knowledge
1. Knowledge
UNIT 2. URBANISATION (Period: 10-14)
- Use words and phrases related to urbanization and its features
- Form and use compound adjectives
- Recognize diphthongs and practise pronouncing them correctly
- Use the subjunctive in that-clauses after certain verbs and expressions
- Read for specific information in an article about urbanisation and its causes
- Describing a line graph about the rate of urbanisation
2. Competence
- Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills
3. Qualifications
- The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.
2. Competence
- Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills
3. Qualifications
- The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.
II. TEACHING AIDS
1. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCEDURE
1. Organization class Teaching date Attendances Absentees Notes
2. Checking: No checking
3. New lesson: Gettingstarted
a) Objectives Introduce the topic of the lesson and to raise students' interest
b) Content 1. Lan and Nam are discussing the plan for their presentation on urbanisation. Listen and read.
d) Implementation: Elicit students’ answers. Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Introduce the form and the uses of the language
b) Content
c) Products
2. Read the conversation again. Answer the questions about it.
1. What are Lan and Nam doing?
=> They are discussing the outline, structure and content of their presentation on urbanisation.
2. When will they give their presentation?
Thông tin: “Nam: It's next Friday. It's time we finalised the content. How long should we talk?”
=> Next Friday.
3. How much time will they have?
Thông tin: “Lan: Well it is recommended that the presentati be no more than 15 minutes. There is also a five-minute Q&A session.“
=> They will have no more than 15 minutes for their presentation and five minutes for Q&A session.
4. What content did they agree to include in introduction, body and conclusion?
d) Implementation:
introduction, body và conclusion.
Thông tin: chú
=> It will include the definition of urbanisation, its causes, and its main advantages and disadvantages. It will also refer to urbanisation in Viet Nam, the USA and the UK.
5. Will they mention any solutions to problems caused by urbanisation? Why/Why not?
Thông tin:”Lan: That would be interesting, but it would make our presentation too long. We shouldn't overload people with information or else they'll just switch off.”
=> No, because that would make their presentation too long and overload listeners with lots of information.
6. Do you know if a lot of people have moved in out of your area? What are the reasons?
=> No, because we are students, not statisticians. Thus, it's hard for us to know exactly the number of people have moved in or out of our area.
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE
a) Objectives Doing exercises to practice the language
b) Content 3. Match the words in box A with the words in box B to form the compound adjectives that are used in the conversation
c) Products five-minute : 5phút well-known : nổitiếng thought-provoking : kíchthíchtư duy
d) Implementation:
- Step 1- Transfer the tasks
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the tasks:
Students work individually, in pairs, or in groups in the PROCEDURE of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
ACTIVITY 4: APPLICATION
a) Objectives Doing extra- exercises to practice the language
b) Content
c) Products
4. Complete the sentences, using the correct form of the verbs in the box.
1. be 2. focus 3. talk 4. talk 5. include
1. It is recommended that the presentation be no more than 15 minutes.
Giải thích: Sử dụng cấu trúc: it is recommended that S + V
2. I suggest that we focus on its advantages and disadvantages
Giải thích: suggest that S + V
3. Our Geography teacher also advised that we talk about issues that are familiar and important to our classmates.
Giải thích: advise that S + V
4. It's important that we talk about how developed countries have solved the urbanisation problems.
Giải thích: It is important that S + V-infi
5. Is it really necessary that we include new information in the conclusion?
Giải thích: It is necessay that S + V
d) Implementation: - Step 1- Transfer the tasks
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the tasks: Students work individually, in pairs, or in groups in the PROCEDURE of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
Language
ACTIVITY 1: INTRODUCTION
a) Objectives Vocabulary
b) Content 1. Look at the conversation in GETTING STARTED again. Match the words in the conversation with the appropriate definitions.
2. Complete the sentences with the correct form of the words in 1.
c) Products 1)
1. urbanisation (n) - A population shift from rural to urban areas
2. overload (v) - give too much information, work or responsibility.
3. industrialisation (n) - the period of time when a country develops a lot of industries on a wide scale.
4. agricultural (adj) - relating to the practice or science of farming
5. switch off (v) - stop paying attention (tắt,dừng:không để ý) 2)
1. urbanisation 2. overload 3. switched off
4. agricultural 5. industrialisation
d) Implementation: Elicit students’ answers.
Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Vocabulary and Pronunciation
b) Content Vocabulary
3. Match a word on the left with a word on right to make a compound adjective.
4. Complete the text below with the compound adjectives given in the box.
Pronunciation: Diphthongs
1. Listen to the conversation and pay attention to the pronunciation of the underlined parts
2. Now listen to the conversation in 1 again. Pay attention to the diphthongs in the conversation. Practise it with a partner.
c) Products 3)
weather-beaten: thời tiết xấu
well-paid: trả lương cao
long-lasting: dài lâu
year-round: quanh năm
worldwide: rộng khắp thế giới
downmarket: thị trường cấp thấp
4)
1. weather-beaten 2. long-term 3. well-paid
4. fast-growing 5. up-to-date
d) Implementation:
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
a) Objectives Grammar
b) Content 1. Complete the sentences, using the correct form of the verbs in brackets.
c) Products
1. (should) get 2. (should) be cleaned 3. (should) work
4. (should) be allowed
5. (should) attend 6. (should) not look down on
1. It is important that he get into a good university.
Cấu trúc: It is important that S + V-infi
2. The teacher demanded that the classroom be cleaned immediately.
Cấu trúc: demand that S + V-infi.
3. My father insists that my brother work on the farm.
Cấu trúc: insist that S + V-infi
4. It is vital that people be allowed to choose where to live.
Cấu trúc: It is vital (=important) that S + V-infi
5. I requested that everyone in my class attend my presentation.
Cấu trúc: request that S + V-infi
6. It is crucial that urban people not look down on rural people.
Cấu trúc: It is crucial that S + V-infi.
d) Implementation: - Step 1- Transfer the tasks
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the tasks:
Students work individually, in pairs, or in groups in the PROCEDURE of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
ACTIVITY 4: APPLICATION
a) Objectives Grammar
b) Content
c) Products
2. Complete the sentences with the verbs in the box. Use the appropriate form.
1. (should) study
3. (should) obey
2. (should) be told
4. (should) be returned
5. (should) search / (should) be searching
d) Implementation: - Step 1- Transfer the tasks
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before
performing the task.
- Step 2- Perform the tasks: Students work individually, in pairs, or in groups in the PROCEDURE of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw Conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. Reading
ACTIVITY 1: INTRODUCTION
a) Objectives Introduce the topic of the lesson and to raise students' interest
b) Content Urbanisation and its causes
1. You are going to read a text about urbanisation. Predict whether the following statements are true (T) or false (F).
2. Read the text and check your predictions in 1.
c) Products
1. T 2. F 3. T 4. F 5. T
1 – T. Urbanisation happened first in more economically developed countries, then in less economically developed countries.
2 – F. Urbanisation has increased in rich countries since 1950s.
3 – T. Lack of resources in rural areas is one of the factors leading to urbanisation in less developed countries.
4 – F. The standard of living in cities and rural areas is more or less the same.
5 – T. By 2050, more than two thirds of the world's population are expected to live in urban areas.
d) Implementation: Elicit students’ answers. Give feedback.
Lead into new lesson.
ACTIVITY 2:
KNOWLEDGE BUILDING
a) Objectives Introduce the form and the uses of the language
b) Content
c) Products
d) Implementation:
3. Find the words in the text that have the following meanings. Write the words in the space provided.
1. expanding 2. counter-urbanisation
3. doubled 4. increase 5. migrate
1. becoming larger in size or amount expanding
2. the movement of people out of cities to the surrounding areas counter-urbanisation
3. became twice as big or twice as many doubled
4. a rise in size, amount or degree increase
5. go to live in another area or country migrate
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE
a) Objectives Doing exercises to practice the languag
b) Content 4. Read the text carefully. Answer the following questions.
c) Products
1. What is urbanisation?
Thông tin: (Đoạn 1)
=> It's a PROCEDURE by which urban areas grow bigger as more and more people leave the countryside to live in towns and cities.
2. What do MEDCs and LEDCs stand for?
Thông tin: (Đoạn 2) “Before the 1950s, urbanisation mainly occurred in more economically developed countries (MEDCs).” ; “Since 1950, urbanisation has grown rapidly in LEDCs (Less Economically Developed Countries)...”
=> MEDCs stands for more economically developed countries. LEDCs stands for less economically developed countries.
3. Where did rapid urbanisation take place prior to 1950? Why?
Thông tin: (Đoạn 2)
=> Before the 1950s, rapid urbanisation took place in Europe and North America because it was the period of industrialisation in these areas.
4. What happened after 1950?
Thông tin: (Đoạn 3) “Between 1950 and 1990 while the urban population in LEDCs doubled, increase was less than half in developed countries.”
=> After 1950, urbanisation started to grow rapidly in LEDCs.
5. What are some of the 'push' factors of urbanisation?
Thông tin: (Đoạn 4)
=> Some of the ‘push’ factors of urbanisation are lack of resources in rural areas, bad weather conditions, and competition from large agricultural companies.
6. Why are small farmers' lives difficult?
Thông tin: (Đoạn 4)
=> Because they have to suffer bad weather conditions and competition from large agricultural companies.
7. What are some of the ‘pull’ factors of urbanisation?
Thông tin: (Đoạn 5) “People living in rural areas are also ‘pulled’ to cities, which are known to be places of financial centres, services, wealth and opportunities.”
=> 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.
d) Implementation:
- Step 1- Transfer the tasks
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the tasks:
Students work individually, in pairs, or in groups in the PROCEDURE of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained;
Learning tasks must be performed next.
ACTIVITY 4: APPLICATION
a) Objectives Doing extra- exercises to practice the language
b) Content 5. Discuss with a partner. How has your area been affected by urbanisation?
c) Products - Some problems include inadequate water and sanitation, lack of rubbish disposal, and industrial pollution.
- Urbanisation has provided opportunities, higher incomes and better access to health facilities and education.
d) Implementation: - Step 1- Transfer the tasks
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the tasks: Students work individually, in pairs, or in groups in the PROCEDURE of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw Conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
Writing
ACTIVITY 1: INTRODUCTION
a) Objectives Introduce the topic of the lesson and to raise students' interest
b) Content Discuss about Trends in urbanisation
c) Products Studentsmaytalkabouttheproblemscausedbyurbanization
d) Implementation: Elicit students’ answers. Give feedback. Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Introduce the form and the uses of the language
b) Content 1. Match the phrases in the box with the graphs (a-f).
c) Products
a. rise/increase steadily: tăngdần
b. fall/decrease sharply: giảmmạnh
c. stay the same/remain stable/level off: giữ nguyên
d. fluctuate: biến động
e. rise/increase sharply: tăngmạnh
f. fall/decrease steadily: giảmdần
d) Implementation: 1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
a) Objectives Doing exercises to practice the language
b) Content 2. Rewrite the sentences without changing their meaning.
c) Products 1. The migration of young people to big cities has risen dramatically.
Giải thích: Cấu trúc với động từ 'rise' và trạng từ 'dramatically' đượ
d) Implementation:
thay thế bằng cấu trúc với danh từ 'rise' và tính từ 'dramatic'.
=> There has been a dramatic rise in the migration of young people to big cities.
2. Due to shortages of jobs, there has been a decrease in the population in rural areas in the last 10 years.
Giải thích: Cấu trúc với danh từ 'decrease' được thay thế bằng cấu trúc với động từ 'decrease'.
=> Due to shortages of jobs, the population in rural areas has decreased in the last 10 years.
3. The urbanisation rate in Indonesia increased by over 30% from 1969 to 2009.
=> There was an increase of over 30% in the urbanisation rate in Indonesia from 1969 to 2009.
4. There was a sharp rise in the rate of urbanisation in South Korea during the period between 1969 and 1989.
=> The rate of urbanisation in South Korea rose sharply during the period between 1969 and 1989.
5. The urbanisation rate in this city decreased slightly during the economic crisis in 2008.
=> There was a slight decrease in the urbanisation rate in this city during the economic crisis in 2008.
- Step 1- Transfer the tasks
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the tasks: Students work individually, in pairs, or in groups in the PROCEDURE of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
ACTIVITY 4: APPLICATION
a) Objectives Doing extra- exercises to practice the language
b) Content 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.
c) Products The line graph shows the rate of urbanisation in two countries, namely Indonesia and South 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 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 throughout the next thirty-year period to about 82% in 2005 and then leveled off towards 2009.
In conclusion, it is clear that while both countries experienced a growth in their urbanisation rate, in South Korea it almost doubled by the end of
the period.
d) Implementation: - Step 1- Transfer the tasks
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the tasks:
Students work individually, in pairs, or in groups in the PROCEDURE of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
4. Consolidaion:
- Getting started: lexical items related to urbanization and its features
- Language: Form and use compound adjectives, diphthongs, subjunctive in that-clauses
- Reading: an article about urbanisation and its causes
- Writing: a line graph about the rate of urbanisation
5. Homework:
- Getting started: Preparing for the next lesson: do Vocabulary tasks in advance
- Language: Preparing for the next lesson: do Vocabulary tasks in advance
- Reading: Preparing for the next lesson: do Vocabulary tasks in advance
- Writing: Preparing for the next lesson: do Vocabulary tasks in advance
Date of preparation:
UNIT 3. THE GREEN MOVEMENT
Period 15- 19
I. OBJECTIVES
1. Knowledge
- Use words and phrases related to the advantages and disadvantages of a green lifestyle
- Recognize and pronounce assimilation of consonants before /m/, /n/, /b/, /p/,and/s/.
- Use simple, compound, and complex sentences
- Use to-infinitives and bare infinitives
- Understand and use relative clauses with which referring to the whole clause
- Read for general ideas and specific information in an article about soot pollution
- Write an essay about the advantages and disadvantages of a green lifestyle
2. Competence
- Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills
3. Qualifications
- The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.
II. TEACHING AIDS
1. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCESS
1. Organization class Teaching date Attendances Absentees Notes 12A7 P1:Gettingstarted 12A7
12A7
2. Checking: No checking
3. New lesson: Getting started
ACTIVITY 1: INTRODUCTION
a) Objectives Introduce the topic of the lesson and to raise students' interest
b) Content Black carbon pollution
c) Products Burning carbon-based fuels releases carbon dioxide and other heattrapping greenhouse gases into the atmosphere. It also produces tiny particlesofsootyblackcarbonwithinthebroadercategoryoftenreferred toasPM2.5(forparticulatematterbelowacertainsize).Theseblack carbonparticlescauseground-levelairpollutionandalsocontributeto warmingtheatmosphere
d, Implementation Elicit students’ answers. Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Introduce the form and the uses of the language
b) Content
c) Products
d, Implementation
1. Look at the pictures. Match the pictures with the appropriate word or phrases.
1. diesel vehicle
2. melting of the Arctic
3. soot
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE
a) Objectives Doing exercises to practice the language
b) Content
2. Read the following article about soot pollution. Choose the appropriate heading (a-d) for each paragraph.
3. Work in pairs. Complete each of the following sentences with no more than five words.
c) Products
2)
1. c 2. a 3. b 4. d
Giải thích:
- Đoạn 1: "... are potential sources of soot" (là nguồn tiềm năng của bụi than) => nguồn gốc của bụi than
- Đoạn 2: những cụm từ như "damaging greenhouse", "quick melting of the Arctic", "global warming."... => liên quan đến global warming.
- Đoạn 3: những cụm từ "unhealthy", "...bloodstream and lungs", "asthma attacks, heart disease, bronchitis and many other respiratory illnesses." => những bệnh gây ra bởi bụi than tới sức khỏe con người.
- Đoạn 4: by ... replacing traditional stoves with clean, alternative fuel cookers and heaters. " => cách giảm bụi than 3)
1. We know about carbon dioxide and its impact on global warming, but we know little about soot./don't know much about soot.
2. Soot comes from the burning of coal, oil, wood, and other fuels.
3. Black carbon is the second most damaging greenhouse gas after carbon dioxide.
4. Soot particles can be easily breathed in because they are smaller than dust and mould/very tiny.
5. People can reduce black carbon emissions at home by using clean, alternative fuel stoves for cooking and heating.
d, Implementation - Step 1- Transfer the tasks
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the tasks:
Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
ACTIVITY 4: APPLICATION
a) Objectives Doing extra- exercises to practice the language
b) Content 4. Discuss with a partner. Are soot emissions a problem in your community or in Viet Nam in general?
c) Products
- the effect of soot on the environment and human health
- Soot does not only have an impact on globs warming and climate change, but is alsc unhealthy.
- It can easily go into our bloodstream and lungs via the nose and throat. As a result, breathing in the tiny particles car cause asthma attacks, heart disease, bronchitis and many other respiratory illnesses.
d, Implementation
- Step 1- Transfer the tasks
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the tasks: Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw Conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
Language:
ACTIVITY 1: INTRODUCTION
a) Objectives Vocabulary
b) Content
1. Read the conversation in GETTING STARTED again. Match each word or phrase with its meaning
2. Complete the sentences with the correct form of the words or phrases in 1.
c) Products TASK 1
1 – c. mould and mildew (n): agrey or black substance that grows on food, walls or surfaces in wet and warm condition.
2 - d. depleted (adj) : used up or reduced to a very small amount, and in danger of running out.
(n): a large number of things lying round in a state of disorder
a route for something to move along
5 - e. dispose of (phr.v): to give away or get rid of something
6 - a. asthma (n): a medical condition that causes difficulties in breathing.
TASK 2)
1. pathway 2. mould and mildew 3. asthma
4. dispose of 5. depleted
1. A degree in environmental studies will be a great pathway towards a rewarding career.
2. You should keep your room free from mould and mildew as they can cause serious health problems.
3. Two common symptoms of asthma are coughing and breathing with difficulty.
4. Scientists are becoming more and more concerned about how to dispose of waste safely.
5. If people and businesses don’t go green, our natural resources will be depleted
d, Implementation Elicit students’ answers. Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Pronunciation
b) Content Assimilation
1. Listen and repeat. Pay attention to the ending and beginning sounds in red.
2. Listen and repeat the following sentences, attention to the assimilation indicated in bold.
c) Products
d, Implementation
1. Can you describe any direct methods of monitoring air pollution?
2. Do you discuss any environmental issues with your pen pal?
3. Carbon monoxide is a poisonous gas produced by the incomplete burning of various fuels.
4. Despite all the environmental activities. the city is losing its fight against pollution.
5. We need a detailed action plan for maintaining clean beaches and parks.
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE
a) Objectives Grammar
b) Content Simple, compound, and complex sentences
1. Which of the following are simple, compound, or complex sentences? Tick the correct box.
2. Combine the following simple sentences, using the words from the box.
d, Implementation
1. Simple 2. Compound 3. Complex
4. Simple 5. Complex 6. Complex
(1) We should protect our environment from air pollution.
(2) The burning of fossil fuels has led to air pollution and deforestation has caused land erosion.
(3). If we do not stop deforestation, a lot of species will lose their habitats.
(4) For some people, a green lifestyle means eating organic food and wearing organic clothing.
(5) Animals that are raised on certified organic pastures provide organic meat.
(6) Because organic vegetables are grown without the use of chemical fertilisers, they are considered healthier.
1. We should all adopt a green lifestyle. We will help conserve our natural resources.
=> If we all adopt a green lifestyle, we will help conserve our natural resources.
2. Some foods taste good. These foods do not have many nutrients.
=> Some foods taste good, but they do not have many nutrients.
3. We should keep the school air clean. This will improve students’ concentration and help them to learn better.
=> We should keep the school air clean because this will improve students’ concentration and help them to learn better.
4. Germs can cause infections in parts of our body. Germs can make us feel unwell.
=> Germs can cause infections in parts of our body and can make us feel unwell.
5. We all start conserving the environment. We can all enjoy better living conditions.
=> When we all start conserving the environment, we can all enjoy better living conditions.
6. Coal remains one of the most important energy sources. Coal is still used in a lot of power plants.
=> Coal, which is still used in a lot of power plants, remains one of the most important energy sources.
- Step 1- Tranfer the task: State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the task:
Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
a) Objectives Project
b) Content 3. Combine the following sentences using which
c) Products
1. The water in this river is seriously polluted. This places some species of native fish in danger of extinction.
- Which sẽ thay thế cho cả câu đằng trước tức thay thế cho việc con sông này bị ô nhiễm nghiêm trọng.
=> The water in this river is seriously polluted, which places some species of native fish in danger of extinction.
2. The air in most classrooms in this school contains a lot of harmful gases. This is very worrying many young children are studying here.
- This ở đây là thay thế cho cả câu đằng trước “việc ô nhiễm không khí ở trường học này...” => thay which vào this.
=> 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.
3. We should all go green by practising 3Rs: reduce, reuse, and recycle. This is a encouraged by environmentalists.
- Thay which vào để thay thế cho cả câu đằng trước “chúng ta nên hành động xanh...”
=> We should all go green by practising the 3Rs: reduce, reuse, and recycle, which is always encouraged by environmentalists.
4. Illegal dumping is strictly prohibited in the town. This has helped to keep our environment and green.
- Which thay thế cho cả câu trước đó “việc bán hàng phá giá trong thị trấn bị cấm..”
=> Illegal dumping is strictly prohibited in the town, which has helped to keep our environment clean and green.
5. Young people are starting to practise simple green living. This will help to save our plane: future generations.
- Which thay thế cho cả câu trước đó “ những người trẻ đang thực hiện sống xanh...”
=> Young people are starting to practise simple green living, which will help to save our planet for future generations.
d, Implementation
- Step 1- Tranfer the task: State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the task: Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
Reading: ACTIVITY 1: INTRODUCTION
a) Objectives Introduce the topic of the lesson and to raise students' interest
b) Content Black carbon pollution
c) Products Burning carbon-based fuels releases carbon dioxide and other heattrapping greenhouse gases into the atmosphere. It also produces tiny particlesofsootyblackcarbonwithinthebroadercategoryoftenreferred toasPM2.5(forparticulatematterbelowacertainsize).Theseblack carbonparticlescauseground-levelairpollutionandalsocontributeto warmingtheatmosphere
d, Implementation Elicit students’ answers. Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Introduce the form and the uses of the language
b) Content
c) Products
d, Implementation
1. Look at the pictures. Match the pictures with the appropriate word or phrases.
1. diesel vehicle (xe độngcơ diesel)
2. melting of the Arctic (tanchảybăng ở BắcCực)
3. soot (bồ hóng,bụithan)
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE
a) Objectives Doing exercises to practice the language
b) Content
2. Read the following article about soot pollution. Choose the appropriate heading (a-d) for each paragraph.
3. Work in pairs. Complete each of the following sentences with no more than five words.
c) Products 2)
1. c 2. a 3. b 4. d Giải thích:
- Đoạn 1: "... are potential sources of soot" (là nguồn tiềm năng của bụi than) => nguồn gốc của bụi than
- Đoạn 2: những cụm từ như "damaging greenhouse", "quick melting of the Arctic", "global warming."... => liên quan đến global warming.
- Đoạn 3: những cụm từ "unhealthy", "...bloodstream and lungs",
"asthma attacks, heart disease, bronchitis and many other respiratory illnesses." => những bệnh gây ra bởi bụi than tới sức khỏe con người.
- Đoạn 4: by ... replacing traditional stoves with clean, alternative fuel cookers and heaters. " => cách giảm bụi than
1. We know about carbon dioxide and its impact on global warming, but we know little about soot./don't know much about soot.
2. Soot comes from the burning of coal, oil, wood, and other fuels.
3. Black carbon is the second most damaging greenhouse gas after carbon dioxide.
4. Soot particles can be easily breathed in because they are smaller than dust and mould/very tiny.
5. People can reduce black carbon emissions at home by using clean, alternative fuel stoves for cooking and heating.
d, Implementation - Step 1- Tranfer the task: State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the task: Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
ACTIVITY 4: APPLICATION
a) Objectives Doing extra- exercises to practice the language
b) Content 4. Discuss with a partner. Are soot emissions a problem in your community or in Viet Nam in general?
c) Products
- the effect of soot on the environment and human health
- Soot does not only have an impact on globs warming and climate change, but is alsc unhealthy.
- It can easily go into our bloodstream and lungs via the nose and throat. As a result, breathing in the tiny particles car cause asthma attacks, heart disease, bronchitis and many other respiratory illnesses.
d, Implementation - Step 1- Tranfer the task: State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the task: Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw conclusion and judgments
Writing:
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
ACTIVITY 1: INTRODUCTION
a) Objectives Introduce the topic of the lesson and to raise students' interest
b) Content Talk about some Advantages and disadvantages of going green.
c) Products
Going Green Pros
- Lessairpollution
- Lessparticlepollution
- Lesswaterpollution
- Slowingdownglobal warming
d, Implementation Elicit students’ answers. Give feedback.
Lead into new lesson.
Going Green Cons
- Socialisolation
- Eco-friendly living can be timeconsuming
- Costlyforbusinessesintheshortrun
- Difficulttofindexpertsinthisfield
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Introduce the form and the uses of the language
b) Content
c) Products
1. Read the incomplete essay about the advantages and disadvantages of green energy. Use the ideas in the following boxes to complete the second and third paragraphs.
As the world population is growing bigger and bigger, our energy demands are also growing. Governments and organisations have been trying to find new sources of energy to replace the fossil fuels which are running out. One of the solutions is to use green energy including solar, hydro, wind, geothermal, ocean and biomass. However, there are both advantages and disadvantages to this.
One major advantage is that they are renewable – they can be replaced naturally and cannot be seriously depleted. This green energy also reduces the cost of operation. As a type of clean energy, they emit little or no harmful chemical pollutants into the air, so they have a minimal impact on the environment.
While it is easy to see the environmental advantages of using green energy, we must also recognise some of the disadvantages. First, it is difficult to generate the quantities of electricity to satisfy our needs. Although the cost of operation is low, the initial cost of building and installing these new technologies are very high. Another disadvantage of using green energy is the unreliability of sources.
In conclusion, there are both advantages and disadvantages to the use of green energy. Hopefully, many of the disadvantages of these renewable sources of energy will be successfully removed through technological development and research, and they will be exploited fully to replace fossil fuels.
d, Implementation
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
a) Objectives Doing exercises to practice the language
b) Content Make an outline of the advantages and disadvantages of consuming organic food, using the outline of the essay in 1.
c) Products
d, Implementation - Step 1- Transfer the tasks
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the tasks: Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
ACTIVITY 4: APPLICATION
a) Objectives Doing extra- exercises to practice the language
b) Content
c) Products
2. Use the ideas in the following boxes to write an essay of 180-250 words about the advantages and disadvantages of consuming organic food, using the outline of the essay in 1.
Nowadays, food safety issues are regarded as one of the most important problems people, especially those in developing countries, have to face. As a result, consumers tend to pay more and more attention to organic food. Some think it should be widely promoted while others assume it has a certain limitation when in use based on its advantages and disadvantages.
First of all, organic food is very clean and safe for people's health because there are fewer chemicals or pesticide sprayed on it. Consequently, consumers will have more chances to use nutritional foods without any doubt. In addition, farmers use eco-friendly methods to cultivate so they spend fewer expenses on farming and are able to make big profits from selling their products.
In contrast, organic food has its own limitations, particularly for people
d, Implementation
with certain financial and geographical conditions. Producing organic products takes a lot of time and efforts and depends on many farming conditions such as suitable lands, weather, and farming methods. Accordingly, the price of organic food is quite expensive and buyers have fewer choices in favourite foods.
Chú ý: Nhữngthôngtin đượcgạchchânhọcsinhcóthể thaythế để phùhợpvớitìnhhuốngcủariêngmình.
- Step 1- Transfer the tasks
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the tasks:
Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw Conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
4. Consolidaion:
- Getting started: words and phrases related to the advantages and disadvantages of a green lifestyle
- Language: to-infinitives and bare infinitives, relative clauses with which
- Reading: in an article about soot pollution
- Writing: an essay about the advantages and disadvantages of a green lifestyle
5. Homework:
- Getting started: Preparing for the next lesson: do Vocabulary tasks in advance
- Language: Preparing for the next lesson: do Vocabulary tasks in advance
- Reading: Preparing for the next lesson: do Vocabulary tasks in advance
- Writing: Preparing for the next lesson: do Vocabulary tasks in advance
Vĩnh Chân, ngày ………./…………../2021
Ký duyệt của TTCM (từ tiết 15-19)
Date of preparation:
I. OBJECTIVES
1. Knowledge: Knowledge
- Review vocabulary and grammar points in unit 1-2
- Review integrated skills, reading, listening, writing, speaking
2. Competence
- Increase students’ communication, self-study skills, critical thinking, problem- solving and creativeness.
3. Qualifications
- Increase students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties
II. TEACHING AIDS
1. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCESS
1.Class organization: class Teaching date Attendances Absentees Notes
12A7
12A7
2. Checking: During the lesson
3. New lesson:
ACTIVITY 1: INTRODUCTION
a) Objectives Review of Vocabulary
b) Content
1.
P1:Revision1
P2:Revision2 :
1. She's a down-to-earth woman with no pretensions.
A. ambitious B. creative
C. idealistic D. practical
2. Polish artist Pawel Kuzinsky creates satirical paintings filled with thought-provoking messages about the world.
A. inspirational B. proposal
C. Stimulating D. universal
3. She was brought up in the slums of Leeds.
A. downtown area B. industrial area
C. poor area D. rural area
4. The Freephone 24 Hour National Domestic Violence Helpline is a national service for women experiencing domestic violence, their family, friends, colleagues and others calling on their behalf.
A. in the same country B. in the same family
C. in the same office D. in the same school
c) Products Suggested answers
Students understands the words related to the topic
1. D 2. C 3. C 4. C
d, Implementation
d, Implementation
Elicit students’answers. Givefeedback.
Lead into newlesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Review of Vocabulary
Review of Subjuctive
b) Content 2.
1. It is necessary that you ____ able to come with us.
A. are B. be C. being D. to be
2. I suggest that Peter ____ the directions carefully before assembling the bicycle.
A. read B. reading C. reads D. to read
3. We request that she ____ the window.
A. not open B. not to open
C. not opening D. to not open
4. The UK is considering the proposal that it ____ compensations for damages of the Indian embassy.
A. been paying B. is paying C. paidD. pay 5. Mary demanded that the heater____ immediately. Her apartment was freezing.
A. repaired B. be repaired
C. being repaired D. been repaired
3. Listen and underline the unstressed words in the following sentences
c) Products
Vocabulary-
1. B 2. A 3. A
4. D 5. B
Review :
Suggested answers
1. There are subtle differences between a letter of application and a covering letter, but the terms are sometimes used interchangeably.
2. A letter of application can stand on its own.
1. Assign tasks; explain
d, Implementation
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE
a) Objectives Grammar
b) Content
4. Complete the sentences using the correct form of the phrasal verbs in the box. You don't need to use all the verbs.
5. Make a complex sentence from each pair of sentences. Use the words provided and make any necessary changes.
c) Products
Suggested answers
1. to cut down on 2. will think back on
3. to talk back to 4. dropping out of
d, Implementation
5. come up with 6. keep up with
5)
1. A person will not be able to adapt to changes in life and work unless he or she becomes a lifelong learner.
2. Lifelong learning has become so important in our lives that various courses and programmes have been designed and developed to meet our needs.
3. Minh doesn't read as many books as Kieu (does).
4. He acts as if he were/was a career adviser.
5. If you don't keep up with new technology, you'll be left behind at work.
6. Tom studies harder than Jane (does).
- Step 1- Transfer the task
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the task
Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw Conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
ACTIVITY 4: APPLICATION
a) Objectives Students apply the knowledge they have just learned into communicative and practical situations
b) Content 6 Write a short paragraph about a city that has undergone urbanisation.
c) Products Stuent’s writing.
d, Implementation - Step 1- Transfer the task
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the task
Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw Conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
4. Consolidation: Summarise the main points of the lesson.
5. Homework:
- Asks Ss to review Unit 1 & Unit 2.
- Instructs Ss the way to review the old knowledge to prepare for the next test.
Date of preparation:
Period 23, 24: REVIEW 1
I. OBJECTIVES
1. Knowledge
- Review vocabulary and grammar points in unit 1-2-3
- Review integrated skills, reading, listening, writing, speaking
2. Competence
- Increase students’ communication, self-study skills, critical thinking, problem- solving and creativeness.
3. Qualifications
- Increase students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties
II. TEACHING AIDS
1. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCEDURE
1. Class organization: class Teaching date Attendances Absentees Notes
12A7
12A7
2. Checking: During the lesson
3. New lesson:
Review 1.1:
ACTIVITY 1: INTRODUCTION
a) Objectives Vocabulary
b) Content
c) Products
P1:Review1.1
P2:Review1.2
:
1. Use the correct form of the words in the box to complete the sentences.
1. preservation
4. urbanisation
2. distinguished
5. disposal
d, Implementation Elicit students’ answers. Give feedback.
Lead into new lesson.
3. respectable/respected
6. industrialisation
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Vocabulary
b) Content
c) Products
2. Match the words on the left with the words on the right to form compound adjectives. Then use them to complete the sentences.
1. thought-provoking
4. long-term
2. off-peak
5. worldwide
d, Implementation
1. Assign tasks; explain
2. Monitor; help; tutorial
3. well-planned
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember ACTIVITY
3: PRACTICE
a) Objectives Grammar
b) Content
3. Listen and write the correct words in the blanks. Then practise reading the sentences.
4. Complete the sentences, using the correct form of the verbs in the box.
5. Put the verbs in brackets in the past simple or past continuous
c) Products
3)
1. their, They're 2. council, counsel 3. Where, wear
4. made, maid 5. red, read
4)
Một số cấu trúc: insist/ recommend/suggest/be essential/ be desirable that S + (should) V-infi
1. (should) join 2. (should) complete 3. (should) come
4. (should) offer 5. (should) be provided
5) Phương pháp giải:
- Khi kể về 1 sự kiện xảy ra và kết thúc trong quá khứ => quá khứ đơn
- Khi 1 hành động đang diễn ra thì có 1 hành động khác xen ngang: sử
dụng quá khứ tiếp diễn, quá khứ đơn.
1. was walking 2. saw 3. was standing
4. came 5. realised 6. stopped
7. helped 8. led 9. met
10. was waiting 11. said 12. was worrying
13. wondered
d, Implementation
- Step 1- Transfer the tasks
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the tasks:
Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
ACTIVITY 4: APPLICATION
a) Objectives Doing extra- exercises to practice the language
b) Content 6. Make compound or complex sentences, use the prompts and the words in brackets
c) Products
1. students/ keep/ homes/ schools/ green/ clean/ contribute/ Go Green/ campaign (if)
- Câu điều kiện loại 1 If + S + V, S + will/can + V
=> If students (can) keep their homes and schools green and clean, they will contribute to the Go Green campaign.
2. burning/ fossil fuels/ emit/ harmful gases/ people/ still/ use/ heating/ cooking (but)
- But: nhưng, để chỉ vế sau có sự trái ngược với vế trước.
=> The burning of fossil fuels emits harmful gases, but people still use them for heating and cooking.
3. city buses/ taxis/ use/ noise reduction devices/ run/ environmentally friendly/ fuels (and)
- And: và, nối liền 2 mệnh đề ngang hàng
=> The city buses and taxis use noise reduction devices and run on environmentally friendly fuels.
4. many residents/ coal fires/ cooking/ can/ seriously/ pollute/ air/ city (which)
- Sử dụng đại từ quan hệ "which": thay thế cho cả vế câu trước đó (người dân sử dụng than đốt để nấu ăn)
=> Many residents use coal fires for cooking, which can seriously pollute the air of the city.
5. they/ use/ corn/ make/ bio-fuels/ may/ lead/ food shortages (which)
- Sử dụng đại từ quan hệ "which": thay thế cho cả vế câu trước đó
=> They use corn to make bio-fuels, which may lead to food shortages
d, Implementation
- Step 1- Transfer the tasks
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Perform the tasks:
Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Draw Conclusion and judgments
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
Review 1.2:
a) Objectives Reading
ACTIVITY 1: INTRODUCTION
b) Content Counter-urbanisation
1. Read the text about the causes and effects of counter-urbanisation.
2. Read the text again and decide whether the following statements are true (T), false (F), or not given (NG), and tick the correct box.
ải thích: Dựa vào thông tin trong bài đọc 'While urbanisation has led to fast urban growth, counter-urbanisation has resulted in the opposite situation.' nên đáp án là T.
2 – F. City dwellers look for houses in rural or suburban areas just because they are cheap.
Giải thích: Dựa vào thông tin trong bài 'Trying to avoid overcrowded inner cities, city dwellers look for larger, cleaner and quieter houses with more land at cheaper prices in rural or suburban areas. They want to escape the air and noise pollution, and the crime in inner cities.' Vậy lý do những người dân ở thành phố tìm kiếm những ngôi nhà ở khu vực nông thôn hoặc ngoại thành không chỉ vì chúng rẻ tiền mà vì họ muốn thoát khỏi ô nhiễm và tình trạng tội phạm ở nội thành. Vậy đáp án là F.
3 – NG. Shrinking cities still face high rates of crime.
4 – F. When populations decline, cities spend less money on maintaining infrastructure.
5 – T. Country villages quickly lose their unique character and charm when they become urbanised and grow fast.
6 – F. Governments should offer immediate short-term solutions to make life sustainable for both urban and rural inhabitants.
d, Implementation Elicit students’ answers. Give feedback. Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Speaking
b) Content
c) Products
3. Work with a partner. Use the information in the table below or your own ideas to make a conversation about one of the historical figures.
Student A: Who are you going to talk about in your presentation tomorrow?
Student B: I’m going to talk about our courageous female warrior –Lady Trieu (Trieu Thi Trinh). She was an image of a brave warrior going into battles on an elephant. She led Vietnamese people against the Wu invaders in 248.
Student A: You should also mention the year of her birth and death. Lady Trieu was born in 226 and died in 248.
Student B: I will. Though she died young, she was given the honorary title ‘Most Noble, Courageous and Virtuous Lady’ by King Ly Nam De (503-548).
d, Implementation
1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE
a) Objectives Listening
b) Content
c) Products
4. Listen to the recording about wave energy. Choose the best option to complete the sentence.