GIÁO ÁN TIẾNG ANH 11 HỆ 7 NĂM – HK2 (CHƯƠNG TRÌNH CŨ) THEO CÔNG VĂN 5512 (1 CỘT) NĂM HỌC 2021-2022

GIÁO ÁN TIẾNG ANH THEO CÔNG VĂN 5512

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GIÁO ÁN TIẾNG ANH 11 HỆ 7 NĂM – HK2 (CHƯƠNG TRÌNH CŨ) THEO CÔNG VĂN 5512 (1 CỘT) NĂM HỌC 2021-2022 WORD VERSION | 2022 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

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

Date: 02/01/2021 Period 55 UNIT 9 : THE POST OFFICE Section A Reading

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I. OBJECTIVES 1. Knowledge: By the end of the students will be able to know about the services.

- New words: Words to the post office.

2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

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2. Checking: During the lesson 3. New lesson:

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest 1. How often do you go to the post office?

2. What do go to the post office for?

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a) Objectives (Mục tiêu) b) Content (Nội dung)

c) Products (Sản phẩm)

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d) Implementation (Tổ chức thực hiện)

-answering -listening & guessing Lead in -asking monitor - dividing the class into 2 groups -Starting the game (Winner? ) -introducing the new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING 1

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Apply 4 steps of teaching vocabulary: Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term.

Step 2: Restate—Ask students to restate the description, explanation, or example in their own words.

Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term.

Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks.

ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Understand about a post office more and use the experiences in their life

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c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

Pre-teach vocabulary: _ be equipped with (v): _well trained ( a) _express Mail service ( n) _express Money Transfer ( n) _press distribution (n) _Messenger Call Service ( n) _facsimile (n): bản sao, bản fax. _subscribe to (v): đặt mua (dài hạn), thuê bao. _notify + O + of (v): thông báo + notification (n).

Master of using the words related to the topic

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(Hoạt động 2: Hình Thành Kiến Thức) Use lexical items related to the topic Global warming

a) Objectives (Mục tiêu) b) Content (Nội dung)

Task 1: Multiple Choice .(p.102) ( poster ) Task 2: Read the text again and then answer the following questions.(p.102)  Key: 1.Thanh Ba Post Office is equipped with advanced technology and has a spacious and pleasant front office .

2. Mail and Parcel service , Express Money Transfer , Phone Calls and Faxes , Press Distribution .

3. They are air mail surface mail and the Express Mail Service .

4. It is used for notifying the recipient of the time and place to receive the call .

5. You will have to subscribe to your favorite newspapers and magazines .

Task 3: Find evidence in the text to support these statements.(p.102)  Key: 1.The post office opens daily from 7a.m to 9 p.m.

2. We offer a very competitive rate for parcels under 15kg 3.We also have the express Mail Service and your EMS mail will be delivered in the shortest possible time .

4. We offer a speedy and secure service of transferring money in less than 24 hours .

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a) Objectives (Mục tiêu) b) Content (Nội dung)

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- Develop such reading micro-skill as scanning for specific ideas, and guessing meaning in context.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Identify the grammar structure for the topic

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c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

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a) Objectives (Mục tiêu) b) Content (Nội dung)

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d) Implementation (Tổ chức thực hiện)

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c) Products (Sản phẩm)

Discussion 1. Which service provided by Thanh Ba Post Office do you think is the most important and why ?

2.What servicess do you think post office of your town should have in the future ?

- In the past, a lot of industries denied having contributed to global warming.

- Having treated the environment irresponsibly, humans now have to suffer the effects of global warming.

Follow steps for Building Discussion throughout a Class Session 1. Turn Students Into Instructors 2. Plan Time for Students to Interact 3. Encourage Higher-Level Thinking 4. Let Students Record Themselves Speaking 5. Give Students a Format for Their Explanations

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UNIT 9: THE POST OFFICE Bưu điện 1. advanced (a) [əd'vɑ:nst]: tiên tiến 13. recipient (n) [ri'sipiənt]: người nhận 2. courteous (a) ['kə:tjəs]: lịch sự 14. secure (a) [si'kjuə]: an toàn, bảo đảm 3. equip (v) [i'kwip]: trang bị 15. service (n) ['sə:vis]: dịch vụ 4. express (a) [iks'pres]: nhanh 16. spacious (a) ['spei∫əs]: rộng rãi 5. Express Mail Service (EMS) [iks'pres meil 17. speedy (a) ['spi:di]: nhanh chóng 'sə:vis]: dịch vụ chuyển phát nhanh 18. staff (n) [stɑ:f]: đội ngũ 6. facsimile (n) [fæk'simili]: bản sao, máy fax 19. subscribe (v) [səb'skraib]: đăng ký, đặt mua 7. graphic (n) [græfik]: hình đồ họa 20. surface mail (n) ['sə:fis'meil]: thư gửi đường 8. Messenger Call Service (n) ['mesindʒə kɔ:l bộ hoặc đường biển 'sə:vis]: dịch vụ điện thoại 21. technology (n)[tek'nɔlədʒi]: công nghệ 9. notify (v) ['noutifai]: thông báo 22. thoughtful (a) ['θɔ:tfl]: sâu sắc 10. parcel (n) ['pɑ:s(ə)l]: bưu kiện 23. transfer (n;v) ['trænsfə:]: chuyển 11. press (n)[pres]: báo chí 24. transmit (v)[trænz'mit]: gửi, phát, truyền 12. receive (v) [ri'si:v]: nhận 25. well-trained (a)[wel 'treind]: lành nghề 3

26. clerk (n) [klɑ:k]: thư ký 27. customer (n) ['kʌstəmə]: khách hàng 28. Flower Telegram Service (n) ['flauə 'teligræm 'sə:vis]: dịch vụ điện hoa 29. greetings card (n) ['gri:tiηkɑ:d]: thiệp chúc mừng 30. registration (n) [,redʒi'strei∫n]: sự đăng ký 31. telephone line (n) ['telifoun lain]: đường dây điện thoại 32. advantage (n) [əd'vɑ:ntidʒ]: thuận lợi 33. capacity (n) [kə'pæsiti]: công suất 34. cellphone (n) [sel foun]: điện thoại di động 35. demand (n) [di'mɑ:nd]: nhu cầu 36. digit (n) ['didʒit]: chữ số 37. disadvantage (n) [,disəd'vɑ:ntidʒ]: bất lợi 38. fixed (a) [fikst]: cố định 39. on the phone (exp) [foun]: đang nói chuyện điện thoại

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40. reduction (n) [ri'dʌk∫n]: sự giảm bớt 41. rural network (n) ['ruərəl 'netwə:k]: mạng lưới nông thôn 42. subscriber (n) [səb'skraib]: thuê bao 43. upgrade (v) [ʌp'greid]: nâng cấp 44. attitude (n) ['ætitju:d]: thái độ 45. director (n) [di'rektə]: giám đốc 46. dissatisfaction (n) [di,sætis'fæk∫n]: sự không hài lòng 47. picpocket (n) ['pikpɔkit]: kẻ móc túi 48. punctuality (n) [,pʌηkt∫u'æləti]: tính đúng giờ 49. reasonable (a) ['ri:znəbl]: hợp lý 50. shoplifter (n)['∫ɔp'liftə]: kẻ cắp giả làm khách

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Date: 02/01/2021 Period 56 UNIT 9: THE POST OFFICE Section B. Speaking

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I. OBJECTIVES 1. Knowledge: - Words to speak about postal and telecommunication services 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

2. Checking: During the lesson 3. New lesson:

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ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

a) Objectives (Mục tiêu) b) Content (Nội dung)

QU Y

-Greeting -Checking attendance Brainstorming

The services of the post office

-Answering -Listening & guessing -Asking monitor - Dividing the class into 2 groups -Starting the game ( Winner ? ) -Introducing the new lesson.

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c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

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a) Objectives (Mục tiêu) b) Content (Nội dung)

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Master of using the words related to the topic Pre teach vocabulary: _document ( n) _rate ( n) _to install ( v) : lắp đặt + installation (n) _registration ( n) _fee ( n) _greeting card ( n ) _ deliver ( v) 5

Master of using the words related to the topic Apply 4 steps of teaching vocabulary: Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term.

Step 2: Restate—Ask students to restate the description, explanation, or example in their own words.

Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term.

Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks.

ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Understand about a post office more and use the experiences in their life

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c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

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a) Objectives (Mục tiêu) b) Content (Nội dung)

- Develop speaking skills about the situation in scribing for post office services - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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Task 1: What service is the customer using in the dialogue ?

Key: The service the customer is using is the fax service .

Task 2: Make a conversation from the suggestions (p.104) Key: Clerk: Good morning . Can I help you ?

Customer: Yes . I would like to have a telephone line installed at home .

Cl.: OK. Where do you live ?

Cus.: I live in Ngoc Ha street . When can you install it ? ( When will take installation take place ? ) CL.:We can install it one week after you register . ( The installation will take place one week after you register .)

Cus.: Can you come on Friday ?

Cl.: Yes , that’s fine . Have you got a telephone yet ?

Cus.: Yeah . I have a telephone already . How much is the installation fee and monthly fee?

CL.: The installation fee is 600 thousand Dong and the monthly fee is 30 thousand Dong including VAT . Could you please fill this form ?

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ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) Identify the grammar structure for the topic

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

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Task 3: Making a dialogue

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d) Implementation (Tổ chức thực hiện)

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Example: a model Dialogue 1: A: Good morning. Can I help you?

B: yes. I would like to subscribe to Lao Dong daily newspaper.

A: Yes, how long would you like to get the newspaper?

B: For a year please.

A: Where would you like to get the newspaper?

B: At home. I live at 67 Ngoc Ha street.

A: ok. 67 Ngoc Ha street.

B:Oh, can I get the newspaper every morning before 6.30 ?

A: Before 6.30? Well, it might be a little bit too early. How about before 7.30?

B: OK. That is fine. Thank you!

A: All right. Could you fill in this form please?

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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Date: 02/01/2021 Period 57 UNIT 9: THE POST OFFICE Section C. Listening

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I. OBJECTIVES 1. Knowledge: - Words to speak about postal and telecommunication services 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

2. Checking: During the lesson 3. New lesson:

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ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

a) Objectives (Mục tiêu) b) Content (Nội dung)

QU Y

-Greeting -Checking attendance Brainstorming

The services of the post office

-Answering -Listening & guessing -Asking monitor - Dividing the class into 2 groups -Starting the game ( Winner ? ) -Introducing the new lesson.

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c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

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a) Objectives (Mục tiêu) b) Content (Nội dung)

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Master of using the words related to the topic

Questions: 1. Is your family on the phone? What is your phone number?

2. Does any members of your family have a cellphone?

3.What do you think are the advantages and disadvantages of cellphones Pre-teach Vocabulary: _digit subscriber (n): người thuê bao điện thoại _commune (n): xã, nhóm người có chung tài sản và trách nhiệm. + communal growth (n): sự phát triển chung.

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Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term.

Step 2: Restate—Ask students to restate the description, explanation, or example in their own words.

Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term.

Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks.

ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Understand about a post office more and use the experiences in their life

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c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

_capacity (n): _rural network (n): hệ thống điện thoại nông thôn.

Master of using the words related to the topic

a) Objectives (Mục tiêu) b) Content (Nội dung)

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Task 1 : Listen and choose the best answer A, B, C, D for the following statements and questions. ( Textbook pages :105 , 106 ) Key: 1. B 2. D 3. C 4. D 5. C Task 2: Listen again and answer the following questions ( Textbook , page 106) Key : 1. China has the best growth in telephone numbers 2. In the early 1990s, there were only 140.000 telephones in VN .

3. In the 1996 , there were changed from six to seven digits in Hanoi and HCM City as well as five to six digits in other Provinces .

4. In 2001 .

5. There are 6.014 communal post offices in VN .

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- Develop speaking skills about the situation in scribing for post office services - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Identify the grammar structure for the topic

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c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

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Summarize the main ideas of the listening passage with the following points: 1. Vietnam’s rapid growth in the telephone numbers.

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d) Implementation (Tổ chức thực hiện)

2. The addition of digits to existing telephone numbers to meet the increasing demands.

3. The reduction in monthly telephone fees.

4. The expansion of telephone networks to Vietnam’s rural areas.

Follow these steps: 1. Turn Students Into Instructors 2. Plan Time for Students to Interact 3. Encourage Higher-Level Thinking 4. Let Students Record Themselves Speaking 5. Give Students a Format for Their Explanations

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(Sản phẩm)

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Date: 02/01/2021 Period 58 UNIT 9: THE POST OFFICE Section D. Writing

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I. OBJECTIVES 1. Knowledge: - Words used in writing about the topic 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

2. Checking: During the lesson 3. New lesson:

NH

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

a) Objectives (Mục tiêu) b) Content (Nội dung)

c) Products (Sản phẩm)

Key: Polite , helpful , spacious , large Good , reasonable , cheap , punctual , reliable -Asking monitor - Dividing the class into 2 groups -Starting the game ( Winner ? ) -Introducing the new lesson.

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d) Implementation (Tổ chức thực hiện)

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-Greeting -Checking attendance Handout Polite , rude , cold , helpful , spacious , crampled , large , small , good , bad, reasonable , expensive , cheap , arrogant , punctual , reliable .

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c) Products (Sản phẩm)

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Master of using the words related to the topic 1/.Suggested questions 1.What time does Thanh Ba post office open and close ?

2.What is Thanh Ba post office equipped with ?

3.What services are offered at Thanh Ba post office ?

4. What are the attitudes of the staff ?

1. Thanh Ba post office opens at 7a.m and closes at 9p.m .

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2. It is equipped with advanced technology and a spacious , pretty place for transaction .

3.They are Mail and Parcel Services , EMS , Express Money Transfer , Phone Calls and Faxes , Messenger Call Services , Press Distribution 4. The staff are always thoughtful and courteous to the customers .

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Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term.

Step 2: Restate—Ask students to restate the description, explanation, or example in their own words.

Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term.

Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks.

ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Students learn to write a formal letter to express their evaluation of a service.

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d) Implementation (Tổ chức thực hiện)

a) Objectives (Mục tiêu) b) Content (Nội dung)

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2/. Task 1: ( Textbook page 107) The opening hours of the post office : It is too early when closing at 9 p.m . It would be much better if the post office opened until 11p.m so that customers can have more access to the services. The quality of the equipment: Thanh Ba Post office is a well-equipped and reliable address for the postal and telecommunication needs. The security conditions of the post office : The parking area of Thanh Ba Post office is not a good and security place / Although the parking area is large, it has no security guards. The attitudes of the staff : The staff are always helpful and polite to the customers / The attitude of the staff sometimes seems a bit cold and not very helpful Task 2: Write such a letter , using the ideas you discussed in Task 1(P.107) Dear Sir, I have been using the services provided by Thanh Ba Post Office for years and I am in response to your call for customers to express their satisfaction or dissatisfaction towards the post office services. Like many other customers, I find your post office a well equipped and reliable address.

Firstly, I’m impressed by your spacious place for transaction, the seats are clean. Nine telephone boxes are always available so customers do not have to wait to make their call. More interestingly, I am satisfied with the price of the services. Although the packing area is large, it has no security guards and I sometimes feel insecure when leaving my motorbike there.

And the last point I would like to comment on is the opening hours of the post office. I think it would be better if the post office opens until 11 p.m so that customers can have more access to your services. I know that you and your staff have done so far for the developmem of the post office.

This letter is written in the hope that your post office will be a better place.

Yours faithfully, Nguyen Le Ha

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c) Products (Sản phẩm)

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- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Identify the grammar structure for the topic Correction

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Give comments to other’s writing

Follow these steps: 1. Turn Students Into Instructors 2. Plan Time for Students to Interact 3. Encourage Higher-Level Thinking 4. Let Students Record Themselves Speaking 5. Give Students a Format for Their Explanations

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a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

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d) Implementation (Tổ chức thực hiện)

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Date: 02/01/2021 Period 58 UNIT 9: THE POST OFFICE Section E. LANGUAGE FOCUS

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I. OBJECTIVES 1. Knowledge: - Students should use defining relative clauses and non-defining relative clauses.

- Fluency in pronouncing /sp/ -/st/ and /sk/ and use of relative clauses 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

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2. Checking: During the lesson 3. New lesson:

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

a) Objectives (Mục tiêu) b) Content (Nội dung)

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-Greeting -Checking attendance Kim’ s game

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a) Objectives (Mục tiêu) b) Content

Actively participate in the game -Asking monitor - Dividing the class into 2 groups -Starting the game ( Winner ? ) -Introducing the new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Master of using the words related to the topic Pronunciation 14

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Exercise 1: Using who in defining clauses.

St.A: What’s an architect ?

St.B: An architect is someone who designs building.

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Key: 1. ( a burglar ) …. Who breaks into a house to steal things?

2. ( a customer ) … who buys sth from a shop .

3. ( a shoplifter ) … who steals from a shop .

4. ( a coward ) …. Who is not brave?

5. ( a tenant ) …. Who pays rent to live in a house or flat?

Exercise 2: Completing the sentences, using who, whom or whose. ( Textbook : page 109 ) ( poster ) Key: 1. who 2. whose 3. whom 4. whose 5. whom

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Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term.

Step 2: Restate—Ask students to restate the description, explanation, or example in their own words.

Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term.

Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks.

ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Students learn to write a formal letter to express their evaluation of a service.

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/ sp / / st / / sk / Speak stanley ask Speech stand disk Speed stop dusk Crisp best skill Spacious text school Practise reading aloud this dialogue : ( Textbook : page 108 ) - Fluency in pronouncing /sp/ -/st/and /sk/ and use of relative clauses

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(Nội dung)

Exercise 3: Join the sentences, using who, that, or which.

1. lucky No 2. A man answered the phone …

3. A waitress ….

4. Some people were arrested …

5. lucky No 6. A building …..

7. A bus ….. ( Text book : page 109 , 110 ) Use the language in communication - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 15

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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Extra exercise

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(Tổ chức thực hiện)

a) Objectives (Mục tiêu) b) Content (Nội dung)

Use the language in communication - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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Complete these sentences with the correct form of the words from the box. compete distribute transmit space post courteous transfer subscribe deliver satisfy 1. All mail deliveries were suspended during the strike.

2. It's only common courtesy to thank someone when they help.

3. Do you wish to take out a full twelve-month subscription to the journal?

4. We offer a wide range' of goods at very competitive prices.

5. If you are dissatisfied with our service, please write to the manager, 6. The person who bought it only uses this ticket. It is not transferable.

7. Fax transmission has now become a cheap and convenient way to transmit texts over distances.

8. White walls can give a feeling of spaciousness.

9. The newspaper is distributed free.

10. How much was the postage on that letter?

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Grammar - Unit 9 tiếng Anh 11 Relative pronouns (Đại từ quan hệ) 1. Chức năng − Đại từ quan hệ (relative pronouns) có 3 chức năng ngữ pháp chính trong một câu: - Thay cho một danh từ ngay trước nó làm một nhiệm vụ trong mệnh đề (clause) theo sau. liên kết mệnh đề với nhau.

- Đại từ quan hệ có hình thức không thay đổi dù thay cho một danh từ số ít hay số nhiều.

- Động từ theo sau thay đổi tùy theo tiền tiến từ của đại từ quan hệ. Mệnh đề có chứa đại từ quan hệ được gọi là mệnh đề quan hệ (relative clause) hay mệnh đề tính ngữ (adjective clause). Danh từ được đại từ quan hệ thay thế gọi là tiền tiến từ antecedent) của nó.

2. Phân loại Có 5 đại từ quan hệ chính với chức năng ngữ pháp như trong bảng sau: Thay thế cho loại danh từ

Nhiệm vụ trong câu

Who

Chỉ người

Chủ từ

Whom

Chỉ người

Túc từ

Which

Chỉ vật

Chủ từ hay túc từ

That

Chi người hay chỉ vật

Whose

(chỉ người) chỉ quyền sở hữu

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Đại từ quan hệ

Chủ từ hay túc từ

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e.g - The person who phoned me last night is my teacher.

(Người đã gọi cho tôi tối qua là giáo viên của tôi) - The person whom I phoned last night is my teacher.

(Người mà tôi gọi điện thoại tối qua là giáo viên của tôi!)

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a. That − THAT bắt buộc dùng trong những trường hợp sau: - Sau những tính từ ở dạng so sánh cực cấp (superlative). e.g: Yesterday was one of the coldest days that I have ever known.

(Hôm qua là một trong những ngày lạnh nhất mà tôi đã từng biết.)

- Sau những cách nói mở đầu bằng "It is /was... " e.g: It is the teacher that is important, not the kind of school he teaches in.

(Giáo viên mới quan trọng, không phải loại trường học mà ông ấy dạy.)

- Sau những tiền tiến từ (antecedent) vứa là người vừa là vật. e.g: He talked brilliantly about the men and the books that interested him. (Ông ấy đã diễn đạt xuất sắc về người đàn ông và những cuốn sách của anh ta mà ông thích.)

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b. WHOSE − WHOSE thay cho một danh từ chỉ người đứng trước, chỉ quyền sở hữu đối với danh từ theo sau nó. Giữa WHOSE và danh từ theo sau không có mạo từ (article). Đôi khi WHOSE cũng được dùng thay cho danh từ chỉ vật ở trước. Trong các trường hợp khác người ta dùng OF WHICH. e.g: - The man whose car was stolen Yesterday is my uncle.

(Người đàn ông có chiếc xe đã bị đánh cắp ngày hôm qua là chú tôi.)

- He came in a car of which the windows were broken.

(Anh ta đến trong một chiếc xe có cửa đã bị vỡ.)

3. Tính chất DEFINING và NON-DEFINING 17

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− Đại từ quan hệ (relative pronouns) có thể được dùng trong những mệnh đề xác định (defining clause) hay những mệnh đề không xác định (non-defining clause). Ở một số tài liệu khác người ta còn gọi là mệnh đề hạn chế (restrictive clause) hay mệnh đề không hạn chế (non-restrietive clause). − Mệnh để xác định (defining clause) là những mệnh đề giúp làm rõ nghĩa tiền tiến từ. − Không có mệnh đề này ta không hiểu rõ nghĩa mệnh đề còn lại. e.g: The man whom you met yesterday is a dentist.

(Người đàn ông mà bạn gặp ngày hôm qua là một nha sĩ.) − Không có mệnh đề "whom you met yesterday” ta không rõ “the man” đó là ai. − Mệnh đề không xác định (non-defining clause) là mệnh đề không làm rõ nghĩa tiền tiến từ.

Không có nó mệnh để còn lại vẫn rõ nghĩa. e.g: My father, whom you met yesterday, is a dentist.

(Cha tôi, người mà bạn gặp ngày hôm qua, là một nha sĩ.) − Không có mệnh đề "whom you met yesterday" người ta vẫn hiểu rõ mệnh đề còn lại. Nhờ có tính chất xác định và không xác định này mà ta có thể hiểu rõ nghĩa các câu sau: e.g: (a) All the books, which had pictures in, were sent to Lan. (Tất cả các sách, trong đó có hình ảnh họ, đã được gửi cho Lan.) (b) All the books which had pictures in were sent to Lan. (Tất ca các sách có hình ảnh của họ đã được gửi cho Lan.) Ở câu (a ) người ta gửi tất cả sách cho Lan và trong sách ấy có hình ảnh của họ, ở câu (b) người ta chỉ gửi cho Lan những quyển sách có hình ảnh của họ, những quyển khác không có hình ảnh của họ không được gửi cho Lan.

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Date: 02/01/2021 Period 60 TEST YOURSELF C

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I. OBJECTIVES 1. Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

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2. Checking: During the lesson 3. New lesson:

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Listening test

a) Objectives (Mục tiêu) b) Content (Nội dung)

QU Y

Listen to the conversation and put these telephone expressions in the order you hear from 1 - 11. Number 1 has been done as an example.

Lời giải chi tiết: 1. g 2. b 3. e 4. f 5. d 6. j 7. h 8. k 9. c 10. a 11. I TAPESCRIPT R: Good morning. Father & Son Ltd. for Sales press one. For Account press two. For enquiries, please hold.

Dona: Father & Son Company, thank you for calling. This is Donna speaking. How can I help you?

Georgia: Hello, my name is Georgia King. I'd like to speak to Jon Barnes, please.

Dona: Sorry. What name is that?

Georgia: It's Georgia King speaking.

Dona: Oh. I'm afraid Mr. Barnes isn't here at the moment. Can I take a message?

Georgia: Well. I'm returning his call. He left me a message to call him.

Dona: OK. Can you hold on, please... The line's busy at the moment. Can you call Mr. Barnes back later?

Georgia: I'm... Can I leave a message, please?

Dona: Oh. Just a minute. I'll put you through to one of his colleagues...

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- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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d) Implementation (Tổ chức thực hiện)

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Reading test

Read the passage and answer the questions.

Questions 1. What do people in Spain and Portugal often do before midnight on New Year’s Eve? 2. Why do the Spanish and Portuguese people eat twelve grapes on New Year’s Eve? 3. Where in the world is the New Year’s Day called No-Ruz? 4. How long does it last ?

5. What do people usually do on No-Ruz? Lời giải chi tiết: 1. They gather before midnight and select twelve grapes from a large bunch.

2. Because the twelve grapes are symbols of the twelve months of the year.

3. In Iran.

4. It lasts for thirteen days.

5. They read from the Koran, then all embrace each other and say. "May you live 100 years!"

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

c) Products (Sản phẩm)

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a) Objectives (Mục tiêu) b) Content (Nội dung)

a) Objectives

ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Pronunciation and Grammar 20

a) Listen and put a tick (✓) in the right box. Pay ing attention to the pronunciation of the underlined part of the word. c. Matching a.

1. ✓ glean □ clean 2. □ fly ✓ fry 3. □ drive ✓ thrive 4.✓ overflow □ overthrow

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(Mục tiêu) b) Content (Nội dung)

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Writing test

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d) Implementation (Tổ chức thực hiện)

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b.

1. Earth is a planet which can support life.

2. The book is about a girl who runs away from home.

3. A dictionary is a book which gives vou the meaning of words.

Read the cues and then write a paragraph on what they like and don't like about our Tet holidays.

Before Tet: clean and decorate the house buy peach flowers and kumquat trees buy things: sweets, candies,...

During Tet: cook traditional food(s) go to pagoda or church visit relatives and friends Typical foods: banh chung (square sticky rice cake) fruit jams The weather: cold and wet

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c) Products (Sản phẩm)

Modal Tet is one of the most important traditional holidays in our country. It celebrates the Lunar New year. Actually, Tet starts on the first day of the 21

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lunar year, however, people always prepare well for it in advance. The house is usually cleaned and decorated with flowers, kumquat trees or peach flowers. People usually buy sweets, candies, biscuit... and prepare traditional food: "banh chung”. In Tet holiday, people visit relatives and friends. They also go to pagodas or churches. Children are very happy at that time because they usually receive lucky money inside red envelopes. Both children and adults take part in traditional games. People usually are polite to each other because they want to have good luck on New Year's Day. In short, Tet holiday is the time people always expect in the year.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

22

Date: 02/01/2021 Period 61 +62 Unit 10. NATURE IN DANGER A. Reading

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I. OBJECTIVES 1. Knowledge: - Language: students could know about environmental destruction and conservation - New words: Words related to nature in danger 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Encourage the students to be interested in the topic lesson

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d) Implementation (Tổ chức thực hiện)

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Before you read Work in pair.

Read these facts about endangered species and discuss the questions below

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a) Objectives (Mục tiêu) b) Content (Nội dung)

c) Products (Sản phẩm)

NH

2. Checking: During the lesson 3. New lesson:

Keys 1. The facts above show that the numbers of some wild/ rare animals such as cheetahs, pandas and Siberian tigers have become small/ extinct.

2. The numbers of these animals have become small because they are killed for food, fur or skin.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) 23

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Pre teach vocabulary

a) Objectives (Mục tiêu) b) Content (Nội dung)

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Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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Task 1. The words in the box all appear in the passage. Fill each blank with a suitable word.

1. pollutants 2. decreasing 3. protect 4. interference 5. extinct 6. endangered

Master of using the words related to the topic 1. Dinosaurs became extinct millions of years ago.

2. She tried to protect herself from the wind.

3. This species of bird is decreasing in numbers every year.

4. The chemical pollutants from cars and factories make the air, water and soil dangerously dirty.

5. The blue whale is a(an) endangered species.

6. Because of the interference of human beings, many animals have become extinct.

d) Implementation (Tổ chức thực hiện)

Follow steps for teaching vocabulary Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term.

Step 2: Restate—Ask students to restate the description, explanation, or example in their own words.

Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term.

Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks.

Step 5: Refine and reflect—Periodically ask students to return to their notebooks to discuss and refine entries.

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ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Guessing meaning in context, scanning for specific information and passage comprehension Task 2. Circle A, B, C or D that best sums up each paragraph.

Task 3. Answer the questions: Task 2. Circle A, B, C or D that best sums up each paragraph.

1. C 2. B 3. A 4. C Task 3. Answer the questions: 24

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d) Implementation (Tổ chức thực hiện)

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1. Four ways that people change the world are: - They are changing the environment by building cities & villages.

- They are affecting the water supply by using water for industry and agriculture.

- They are changing weather conditions by cutting down trees in the forests.

- They are destroying the air by adding pollutants like smoke from factories.

2. The serious consequences of people's interference with the environment are: - Many kinds of rare animals are killed.

- The environment where these animals are living is badly destroyed.

- The numbers of rare animals is decreasing so rapidly that they are in danger of becoming extinct.

3. Many things have been done to protect endangered nature, such as: - Many organizations have been set up and money has been raised to save rare animals.

- Thousands of national parks have been established.

- Laws have been passed to prohibit killing endangered animals.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Discussion

a) Objectives (Mục tiêu) b) Content (Nội dung)

d) Implementation (Tổ chức thực hiện)

DẠ

Y

Modal - People kill animals for fur, skin and food.

- People keep animals as pets.

- People hunt or capture animals for recreation or entertainment.

Strategies for Building Discussion throughout a Class 1. Turn Students Into Instructors 2. Plan Time for Students to Interact 3. Encourage Higher-Level Thinking 4. Let Students Record Themselves Speaking 5. Give Students a Format for Their Explanations

M

KÈ

c) Products (Sản phẩm)

After you read Work in groups. Find out why some animals have become extinct.

25

UNIT 10: NATURE IN DANGER Thiên nhiên đang lâm nguy 12. endangered (a) [in'deindʒə(r)d]: bị nguy hiểm 13. estimate (v)['estimit - 'estimeit]: ước tính exist (v) [ig'zist]: tồn tại 14.

15. extinct (a) [iks'tiηkt]: tuyệt chủng 16. habit (n) ['hæbit]: thói quen human being (n)['hju:mən 'bi:iη]: con 17. người 18. human race (n)['hju:mən'reis]: nhân loại in danger (exp) ['deindʒə]: có nguy cơ 19.

20. industry (n) ['indəstri]: công nghiệp interference (n) [,intə'fiərəns]: sự can thiệp 21.

22. make sure (v)[meik ∫uə]: đảm bảo 15.

37. discharge (v) [dis't∫ɑ:dʒ]: thải ra, đổ ra 38. discourage (v) [dis'kʌridʒ]: không 16. khuyến khích 17. + encourage (v) [in'kʌridʒ]: khuyến khích 18.

39. fertilizer (n) ['fə:tilaizə]: phân bón 19.

40. hunt (v) [hʌnt]: săn 20.

41. pesticide (n) ['pestisaid]: thuốc trừ sâu 21.

42. threaten (v) ['θretn]: đe dọa 22.

43. devastating (a) ['devəsteitiη]: tàn phá 23.

44. maintenance (n) ['meintinəns]: sự giữ gìn, duy trì 24.

45. preserve (v) [pri'zə:v]: bảo tồn 25.

46. scenic feature (n) ['si:nik 'fi:t∫ə] : đặc điểm cảnh vật 26.

47. abundant (a) [ə'bʌndənt]: dồi dào, phong phú 48. coastal waters (n)['koustəl 'wɔ:təz]: 27. vùng biển duyên hải

FI CI A

L

action (n) ['æk∫n]: hành động affect (v) [ə'fekt]: ảnh hưởng Africa (n) ['æfrikə]: châu Phi agriculture (n) ['ægrikʌlt∫ə]: nông nghiệp cheetah (n)['t∫i:tə]: loài báo gêpa co-exist (v) [kou ig'zist]: sống chung, cùng

DẠ

Y

KÈ

M

QU Y

NH

1.

23. nature (n) ['neit∫ə]: thiên nhiên 24. offspring (n) ['ɔ:fspriη]: con cháu, 2. dòng dõi 3.

25. planet (n) ['plænit]: hành tinh 4.

26. pollutant (n) [pə'lu:tənt]: chất gây ô nhiễm 5.

27. prohibit (v) [prə'hibit]: cấm 6.

28. rare (a) [reə]: hiếm 7.

29. responsible (a)[ri'spɔnsəbl]: có trách nhiệm 8.

30. result in (v) [ri'zʌlt]: gây ra 9.

31. scatter (v) ['skætə]: phân tán 10.

32. serious (a) ['siəriəs]: nghiêm trọng 11.

33. species (n) ['spi:∫i:z]: giống, loài 12.

34. capture (v) ['kæpt∫ə]: bắt 13.

35. cultivation (n) [,kʌlti'vei∫n]: trồng trọt 14.

36. cut down (v) [kʌt daun]: đốn, chặt (cây)

OF

consequence (n) ['kɔnsikwəns]: hậu quả destruction (n) [dis'trʌk∫n]: sự phá hủy dinosaur (n)['dainəsɔ:]: khủng long disappear (v) [,disə'piə]: biến mất effort (n)['efət]: nỗ lực

ƠN

1.

2.

3.

4.

5.

6. tồn tại 7.

8.

9.

10.

11.

26

Period 63 Unit 10. NATURE IN DANGER B. Speaking

ƠN

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FI CI A

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I. OBJECTIVES 1. Knowledge: - General knowledge: Students could talk about endangered nature and ways to protect it .

- Language: asking for and giving information.

- New words: words related to nature in danger.

2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

KÈ

a) Objectives (Mục tiêu) b) Content (Nội dung)

Y

c) Products (Sản phẩm)

DẠ

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Vocabulary checking

QU Y

- Vocabulary checking

-Understand new words related to the topic

Call some sts to write the new words they learned in the previous lesson Lead in ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Word and structures related to the lesson

M

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

NH

2. Checking: During the lesson 3. New lesson:

d) Implementation (Tổ chức thực hiện)

Task 1. Work in pairs. Below are some reasons why nature is threatened. Put them in the order of importance.

Answers 1. burning forests 2. cutting down trees for wood 3. discharging chemical pollutants into the environment 4. using fertilizers and pesticides for cultivation 5. killing endangered animals for fur, skin and food 6. hunting or capturing animals for recreation or entertainment 7. keeping animals as pets Follow steps for teaching vocabulary 27

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

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ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Asking for and giving information.

FI CI A

L

Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term.

Step 2: Restate—Ask students to restate the description, explanation, or example in their own words.

Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term.

Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks.

Step 5: Refine and reflect—Periodically ask students to return to their notebooks to discuss and refine entries.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Pair work practice

KÈ

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

M

QU Y

NH

d) Implementation (Tổ chức thực hiện)

ƠN

Task 2. Match the reasons in Task 1 with possible measures for protecting the environment below.

Answers 1-2-D 3. F 4. E 5. A 6. C 7. B

DẠ

Y

d) Implementation (Tổ chức thực hiện)

Task 3. Work in pairs. State the negative impacts made by people on the environment and suggest measures to protect it.

Modal

A: People are keeping animals as pets.

B: Keeping animals as pets should be discouraged - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.

28

DẠ

Y

KÈ

M

QU Y

NH

ƠN

OF

FI CI A

L

- Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

29

Date of preparation: 22/01/2021

FI CI A

L

Period 64 Unit 10. NATURE IN DANGER C. Listening

2. Checking: During the lesson 3. New lesson:

NH

ƠN

OF

I. OBJECTIVES 1. Knowledge: - General knowledge: Students learn more about the national parks.

- New words: Words related to the topic.

2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

- Work in pairs. Name some national parks in Vietnam. (Làm việc theo cặp.

Tên một số vườn quốc gia ở việt Nam.) Cuc Phuong National Park - Cat Tien National Park - Bach Ma National Park 1. Introduction of images 2. Ask questions 3. Call on a few students to give their individual ideas 4. Synthesize, comment and lead into the topic of the lesson ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Word and structures related to the lesson

KÈ

M

d) Implementation (Tổ chức thực hiện)

QU Y

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Encourage the students to be interested in the topic lesson

Y

a) Objectives (Mục tiêu) b) Content (Nội dung)

DẠ

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

Listen and repeat. scenic features devastating maintenance approximately vehicles completely Know the meaning and pronunciation of those words Follow steps for teaching vocabulary Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term.

30

FI CI A

L

Step 2: Restate—Ask students to restate the description, explanation, or example in their own words.

Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term.

Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks.

Step 5: Refine and reflect—Periodically ask students to return to their notebooks to discuss and refine entries.

ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Listening for specific information.

Task 1. Listen to the passage and decide if the following statements are true (T) Or false (F).

Task 2. Listen again and answer the questions.

Answers task 1 1. T 2. T 3. F 4. T 5.T Answers task 2 1. There are 52 national parks in the United States.

2. Millions of people visit national parks every year.

3. - Rare animals are killed or hunted for fur.

- Trees are cut down for wood.

- Forest fires.

- Pollution from visitors’ vehicles.

4. Rare animals and trees should be protected.

Fires caused by careless people should be limited.

Pollution from their vehicles should be decreased.

Money should be raised for the parks' staff and maintenance of their sources - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Summarize The passage

OF

a) Objectives (Mục tiêu) b) Content (Nội dung)

KÈ

M

d) Implementation (Tổ chức thực hiện)

QU Y

NH

ƠN

c) Products (Sản phẩm)

DẠ

Y

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

After you listen Work in groups. Summarize The passage, using the information in Tasks 1 and 2.

Modal 31

L

DẠ

Y

KÈ

M

QU Y

NH

ƠN

OF

FI CI A

d) Implementation (Tổ chức thực hiện)

National parks are to protect and preserve the natural beauty of land. They contain a variety of scenic features. There are 52 national parks in the USA and millions of people visit it every year. Many national parks are in danger of being destroyed. If their problems are not solved, they will be destroyed.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

32

Date of preparation: 22/01/2021

FI CI A

L

Period 65 Unit 10. NATURE IN DANGER D. Writing

2. Checking: During the lesson 3. New lesson:

NH

ƠN

OF

I. OBJECTIVES 1. Knowledge: - Language: The simple present of verbs and the connectors often used in a narrative.

- New words: Words related to national park.

2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Encourage the students to be interested in the topic lesson

QU Y

a) Objectives (Mục tiêu) b) Content (Nội dung)

KÈ

M

Lead in: Have you ever been to Cat Ba? If Ss say yes, ask Ss: When did you go? What is Cat Ba like?

If Ss say No: Would you like to know some information about Cat Ba ?

To day I would like to introduce to you some more information about Cat Ba national park

DẠ

Y

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

a) Objectives (Mục tiêu) b) Content

Make questions and answers about Cat Ba National parks 1. Introduction of images 2. Ask questions 3. Call on a few students to give their individual ideas 4. Synthesize, comment and lead into the topic of the lesson ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Word and structures related to the lesson Pre teaching Vocabulary: 33

1. coastal waters(n): vùng nước ven biển( drawing) 2. abundant:(adj) = plentiful, more than enough: nhiều, phong phú (synonym) e.g: Vietnam has a lot of abundant natural resources 3. Ha = hectare 4. stone tool(n): (picture): đồ đá 5. human bone(n) (picture): Elicit from Ss what they would include in a description of a location : * Outlining: 1. Location 2. Total area 3. Special features 4. Animals and plants 5. Historic Know the meaning and structure of a descriptive writing

OF

Steps for teaching a descriptive paragraph Step 1: With class, read the text you have chosen. Have students underline phrases that catch their attention based on their five senses.

Step 2: Direct students to the chart on the board. Give the class an example of a place you love. Describe the place with reference to your five senses. .

Step 3: Have students discuss the notes in their charts with a partner. Then ask students to return to their charts and, based on their conversations, add details, thoughts, and emotions. Step 4: Ask students to find a new partner and again, based on their notes, describe their special place. Following their second conversation, have them add more details to their charts.

Step 5: Give students time to write a paragraph based on the notes they took.

(Instead of a paragraph, intermediate-level classes can write an essay.)

Step 6: Arrange students in pairs so they can read their paragraph aloud to a partner.

Step 7: When pairs have finished their discussions, have students revise what they wrote, basing revisions on their classmates’ questions and comments.

Step 8: Pair students with new partners and have them read their revisions and discuss them as before Step 9: Have students revise their pieces again. The final draft of the paragraph can be turned in during the following class.

Final point: Remember, once students see something in their minds, they have a much easier time writing about it ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Writing a descriptive paragraph

KÈ

a) Objectives (Mục tiêu) b) Content (Nội dung)

M

QU Y

NH

ƠN

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

FI CI A

L

(Nội dung)

DẠ

Y

c) Products (Sản phẩm)

Write a description of Cat Ba National Park, using the facts and figures below Modal Cat Ba National Park is located on Cat Ba island, 120 km from Hanoi and 20 km east of Hai Phong. Its total area is 15.200 ha, including 9.800 ha of ocean. It is famous for both tropical forests and coastal water with white sand beach, abundant natural resources, beautiful landscape and many kinds of rare animals and plants. There are 300 species of fish, 40 kinds of animals, 150 different birds and 620 species of plants. The stone tool and 34

OF

FI CI A

L

d) Implementation (Tổ chức thực hiện)

human bones are found in the island's caves that people inhabited there at least 6.000 years ago.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Presentation

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

ƠN

Work in group to make a presentation about a National park you know

DẠ

Y

KÈ

M

d) Implementation (Tổ chức thực hiện)

QU Y

NH

Modal Cat Ba National Park is located on Cat Ba island, 120 km from Hanoi and 20 km east of Hai Phong. Its total area is 15.200 ha, including 9.800 ha of ocean. It's famous for both tropical forests and coastal water with white sand beach, abundant natural resources, beautiful landscape and many kinds of rare animals and plants. There are 300 species of fish, 40 kinds of animals, 150 different birds and 620 species of plants. The stone tool and human bones are found in the island's caves that people inhabited there at least 6.000 years ago EVALUATION CRITERIA FOR GROUP PROJECT PRESENTATION 1. Evaluating group……………………………..

2. Presenting group………………………………

TT Criteria Marks (5 points for each criterion) 01 Presentation Organization 02 Content: development of context, depth of analysis, Accuracy 03 Quality of graphics 04 Effective use of materials 05 Delivery of presentation (speed, clarity of articulation, eye contact) 06 Strength of transitions between speakers 07 Coordination with other presentations by group members 08 PowerPoint effectiveness 09 Audience engagement 10 Ability to answer questions Total marks

35

Date of preparation 25/01/2021 Period 66 Unit 10. NATURE IN DANGER E. Language focus

NH

2. Checking: During the lesson 3. New lesson:

ƠN

OF

FI CI A

L

I. OBJECTIVES 1. Knowledge: - General knowledge: Students learn how to use of the relative pronouns with prepositions.

- Language: Non - defining vs defining relative clauses.

- New words: - Words related to pronunciation /sl/-/sn/-/sm/-/sw/ .

2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Encourage the students to be interested in the topic lesson

a) Objectives (Mục tiêu) b) Content (Nội dung)

Get involved in the game 1. Introduction of the game 2. Ask questions 3. Call on a few students to give their individual ideas 4. Synthesize, comment and lead into the topic of the lesson ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Pronunciation /sl/-/sn/-/sm/-/sw/ .

KÈ

M

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

QU Y

Game: Finding words - Divide the class into 2 groups and B and ask Ss to close their books.

- Write the phonemic sounds / sl /, / sm /, / sn /, / sw / on the board.

Example: /sl/ like sleep, /sm/ like small, /sn/ like snack, /sw/ like swim

DẠ

Y

a) Objectives (Mục tiêu) b) Content (Nội dung)

Listen and repeat. /sl/

/sm/

/sn/

slave

small

snack

swallow

sleep

smart

sneeze

swim

slim

smell

snooker

swing

36

/sw/

switch

FI CI A

Practise reading aloud this dialogue.

A: Is Snowy at home? Snowy Smith?

B: He is sleeping. Go away.

A: Sleeping? Where?

B: In there. Why do you smile?

A: Perhaps Snowy is in there. But he is not asleep.

B: I swear he is sleeping.

A: When Snowy sleeps, he snores but he looks sweet.

Master of pronouncing these sounds

Steps for teaching pronunciation Go over the basic rules of English phonics.

Show students how to make sounds that combine consonants Demonstrate sounds by exaggerating your mouth, lips, and tongue Encourage students to practice unfamiliar sounds diligently Assign weekly vocabulary words to help students memorize exceptions.

ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Relative Pronouns with prepostitions

OF

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

snowy

L

slowly smoke

ƠN

a) Objectives (Mục tiêu) b) Content (Nội dung)

NH

Exercise 1. Choose the suitable italicized words to complete the following sentences.

Exercise 2. Combine the following sentences, using preposition + whom or which.

Exercise 3. Complete the following sentences, using who, whom, which or that.

Exercise 1. Choose the suitable italicized words to complete the following sentences.

1. To whom it may concern.

2. It was a service for which I was grateful.

3. The success of a shared holiday depends on whom you share it with.

4. Do you like the person who sits next to you?

5. Midway through the second half, Manchester United scored their third goal, at that point Leeds United gave up completely.

6. There is one person to whom I own more than I can say.

7. It was the kind of accident for which nobody was really to blame.

Exercise 2. Combine the following sentences, using preposition + whom or which.

1. The man to whom I talked yesterday was very kind.

2. The man about whom I told you works in the hospital.

3. The woman about whom I am telling you teaches me English.

4. The movie about which they are talking is fantastic.

5. The picture at which she was looking was beautiful.

6. I'll give you the address to which you should write.

Exercise 3.

1. Jack is the one whom/ that I miss most.

2. It was a kind of computer with which I was not familiar.

3. Do you get on with the person who lives next door?

4. I must thank the man from whom I got the present.

5. It is an event which/ that I would rather not forget.

DẠ

Y

KÈ

M

QU Y

c) Products (Sản phẩm)

37

L

OF

FI CI A

d) Implementation (Tổ chức thực hiện)

6. The meeting to which I went was interesting.

7. The person who did it was never caught.

8. That's the woman to whom Jim used to be married.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Summarize the main points

ƠN

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

Pronunciation and grammar structures

M

QU Y

NH

a - Formal: * The man to whom Tom is talking is his teacher. * I'll introduce you to the man with whom I share a flat. * This is the magazine about which I talked yesterday. b - Informal: * The man whom/who/that Tom is talking to is his teacher. * I'll introduce you to the man whom/who/that I share a flat with. * This is the magazine about which/that I talked yesterday.

- Elicit the use of relative pronouns with prepositions from Ss. Notes: - A relative pronoun can be the object of a preposition.

- In formal English we can put the preposition before whom or which.

We cannot leave out whom or which here, and we cannot use who or that - In informal English the preposition can come after the verb or the object of the verb. We can also leave out the relative pronoun. (Whom is formal and rather old-fashioned. In everyday speech we often use who ) - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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d) Implementation (Tổ chức thực hiện)

38

Grammar - Unit 10 tiếng Anh 11 Giới từ trong mệnh đề quan hệ - Trong văn nói thân mật, chúng ta thường đặt giới từ ở cuối mệnh đề quan hệ. Chúng ta không dùng đại từ nhân xưng sau giới từ

FI CI A

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•

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QU Y

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1. Giới thiệu Đại từ quan hệ có thể làm túc từ của giới từ. e.g: - This is the bus that I've been waiting for. (Đây là chiếc xe buýt mà tôi đợi nãy giờ. ) (I’ve been waiting for the bus.)

- The restaurant that we usually go to is closed today. ( Nhà hàng mà chúng tôi thường đến hôm nay không mở cửa.)

(We usually go to the restaurant.)

Trong văn nói thân mật, chúng ta thường đặt giới từ ở cuối mệnh đề quan hệ. Chúng ta không dùng đại từ nhân xưng sau giới từ e.g: NOT: the restaurant that we go to it.

NOT: someone who I work with her.

2. Lược bỏ đại từ quan hệ Chúng ta thường lược bỏ đại từ quan hệ khi nó làm túc từ của giới từ. e.g: - The bus (that) I'm waiting for is late.

(Xe buýt (mà) tôi đang chờ đến muộn) - Is this the article (which) you were interested in? (Đây là bài viết (mà) bạn đã quan tâm sao?)

- That's the man (who) I was talking about. (Đó là người đàn ông (người) tôi đang nói đến) -I can't remember the name of the hotel we stayed at.

(Tôi không thể nhớ tên khách sạn chúng tôi ở) 3. Giới từ đứng đầu mệnh đề quan hệ e.g: - Was that the restaurant to which you usually go? (Đó có phải là nhà hàng bọn thường đến ăn không?)

- Electronics is a subject about which I know very little. (Điện tử là một lĩnh vực mà tôi biết rất ít.)

Trong tiếng Anh trang trọng, giới từ đứng đầu mệnh đề quan hệ, trước which hoặc whom.

Chúng ta không thể đặt giới từ trước that hoặc who. e.g: a subject (that) I know little about NOT: a subject-about that I know little the person (who) I got the figures from NOT: the-person from who I got the figures

39

Date of preparation 25/01/2021

FI CI A

L

Period 67 + 68 Unit 11. SOURCES OF ENERGY A. Reading

2. Checking: During the lesson 3. New lesson:

NH

ƠN

OF

I. OBJECTIVES 1. Knowledge: - General knowledge: By the end of the lesson, students will be able to understand more about the different sources of energy.

- New words: Words related to sources of energy 2. Competence: - Guessing meaning in context, and passage comprehension.

- Good communicative skills 3. Quality : - To encourage Ss to work harder - To provide Ss some motivation - Good communicative skills II. TEACHING AIDS 1. Equipments: computer, projector.

2. Learning materials: textbook, pictures, videos.

III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

QU Y

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Encourage the students to be interested in the topic lesson

a) Objectives (Mục tiêu) b) Content (Nội dung)

DẠ

Y

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1. Do you these sources of energy?

2. Can you tell about their advantages and disadvantages?

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

Get involved in the game 1. Introduction of the pictures 2. Ask questions 40

3. Call on a few students to give their individual ideas 4. Synthesize, comment and lead into the topic of the lesson

FI CI A

a) Objectives (Mục tiêu) b) Content (Nội dung)

Before you read: Work in pairs. Answer the following questions.

NH

ƠN

d) Implementation (Tổ chức thực hiện)

Modal answers: 1. Wind energy Solar energy Water energy 2. We need energy to cook, to light to heat or cool the house and to run machines...

Follow steps for teaching vocabulary Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term.

Step 2: Restate—Ask students to restate the description, explanation, or example in their own words.

Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term.

Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks.

Step 5: Refine and reflect—Periodically ask students to return to their notebooks to discuss and refine entries.

ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Students can: - understand the passage.

- identify the main idea.

- guess the meaning in context Task 1. The words in the box all appear in the passage. Fill each blank with a suitable word (Use a dictionary when necessary).

Task 2. Scan the passage and write down the advantage(s) and disadvantage(s) of each alternative source of energy.

Task 3. Answer the questions.

The words in the box all appear in the passage. Fill each blank with a suitable word (Use a dictionary when necessary).

1. Six hundred balloons were released at the ceremony.

2. They are looking for alternative methods of making it.

3. People use energy to run machines, heat and cool their homes.

4. The food in the restaurant is cheap, but the choice is rather limited.

5. Fuel supplies are nearly exhausted.

Task 2. Scan the passage and write down the advantage(s) and disadvantage(s) of each alternative source of energy.

Lời giải chi tiết:

OF

c) Products (Sản phẩm)

QU Y

a) Objectives (Mục tiêu)

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M

b) Content (Nội dung)

c) Products (Sản phẩm)

L

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Pre teach vocabulary

41

Advantages

Disadvantages

Nuclear power

It's unlimited.

It can be very dangerous.

Water power It's clean and unlimited.

Geothermal heat

It's available.

There's no wind energy when there is no wind.

It's available only in a few places.

OF

It's clean and unlimited.

It's expensive.

ƠN

Task 3. Answer the questions.

1. Our major source of energy comes from fossil fuels.

2. Five sources of energy are mentioned in the text. They are nuclear power, solar energy, water power, wind power, geothermal heat. I think solar energy is the most potential.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Summarize the main points

DẠ

Y

M

KÈ

a) Objectives (Mục tiêu) b) Content (Nội dung)

QU Y

NH

d) Implementation (Tổ chức thực hiện)

Wind power

It's only possible when it's sunny.

FI CI A

Solar energy It's available. It's not only plentiful and infinite but also clean and safe.

L

Source of energy

c) Products (Sản phẩm)

After you read: Complete the summary of the reading passage by filling each blank with a suitable word from the box.

We need energy to live and work. Our major source of (1) ______ is oil. Oil is (2) ______ kind of fossil fuel. The amount of fossil (3) ______ in the world is (4) ______. Therefore, we must save it, and at the same time, we must find new sources of energy. Geothermal heat and nuclear power are (5) ______ sources of energy. They can give us electricity. Other alternative (6) ______ are the sun, waves and water. These sources are not only (7) ______ and available but also clean and safe for the (8) ______. People should develop and use them more and more in the future.

Modal anwser 1. energy 2. one 42

L

OF

FI CI A

d) Implementation (Tổ chức thực hiện)

3. fuels 4. limited 5. alternative 6. sources 7. unlimited 8. environment - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

Tổng hợp từ vựng tham khao

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UNIT 11: SOURCES OF ENERGY Các nguồn năng lượng 1. alternative (a): thay thế 23. enormous (a) [i'nɔ:məs]: to lớn, khổng lồ 2. at the same time (exp): cùng lúc đó 24. harmful (a)[hɑ:mful]: có hại 3. available (a): sẵn có 25. hydroelectricity (n) [,haidrouilek'trisiti]: thủy 4. coal (n) : than đá điện 5. dam (n): đập (ngăn nước) 26. nuclear reactor (n) ['nju:kliə [ri:'æktə]: phản 6. electricity (n): điện ứng hạt nhân 7. energy (n): năng lượng 27. radiation (n) [,reidi'ei∫n]: phóng xạ 8. exhausted (a) : cạn kiệt 28. renewable (a) [ri'nju:əbl]: có thể thay thế 9. fossil fuel (n): nhiên liệu hóa thạch 29. run out (v) [rʌn'aut]: cạn kiệt 10. geothermal heat (n) : địa nhiệt 30. ecologist (n) [i'kɔlədʒist]: nhà sinh thái học 11. infinite (a) : vô hạn + ecology (n) [i'kɔlədʒi]: sinh thái học 12. make use of (exp) : tận dụng 31. as can be seen (exp) [si:n]: có thể thấy 13. nuclear energy (a): năng lượng hạt nhân 32. consumption (n) [kən'sʌmp∫n]: sự tiêu thụ 14. plentiful (a): nhiều 33. make up (v) ['meikʌp]: chiếm (số lượng) 15. power demand (n): nhu cầu sử dụng điện 34. conduct (v) ['kɔndʌkt]: tiến hành 16. release (v) : phóng ra 35. experiment (n) [iks'periment]: cuộc thí nghiệm 17. reserve (n) : trữ lượng 36. extraordinary (a) [iks'trɔ:dnri]: lạ thường 18. solar energy (n) : năng ượng mặt trời 37. overlook (v) [,ouvə'luk]: nhìn ra 19. solar panel (n) : tấm thu năng lượng mặt trời 38. progress (n)['prougres]: sự tiến triển 20. windmill (n): cối xay gió 39. research (v) [ri'sə:t∫, 'ri:sə:t∫]: nghiên cứu 21. abundant (a)[ə'bʌndənt]: dồi dào, phong phú 40. surround (v) [sə'raund]: bao quanh 22. convenient (a) [kən'vi:njənt]: tiện lợi

43

FI CI A

Period 69 Unit 11. SOURCES OF ENERGY B. Speaking

L

Date of preparation 25/01/2021

2. Checking: During the lesson 3. New lesson:

QU Y

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Words related to the topic Vocabulary checking

Master of using words related to the topic alternative sources of energy Synthesize, comment and lead into the topic of the lesson

KÈ

M

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

NH

ƠN

OF

I. OBJECTIVES 1. Knowledge: - General knowledge: Students could talk about the advantages and disadvantages of using alternative sources of energy in the future.

- New words: words related to the topic.

2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

DẠ

Y

a) Objectives (Mục tiêu) b) Content (Nội dung)

c) Products (Sản phẩm)

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Ideas about advantages and disadvantages

Task 1. The following statements list some advantages and disadvantages of various sources of energy. Read and tick (✓) the appropriate box A (for the advantages) or D (for the disadvantages), then compare the results with partner Modal answers: A D 1. Fossil fuels will be exhausted within a relatively short time.

44

✓

2. Geothermal heat is available only in a few places in the world.

✓

3. If the wind does not blow, there is no wind energy.

✓

6. Solar energy is not only plentiful and unlimited but also clean and safe.

7. It is expensive to build a dam for hydroelectricity.

ƠN

NH

QU Y

a) Objectives (Mục tiêu) b) Content (Nội dung)

Y

KÈ

M

c) Products (Sản phẩm)

DẠ

d) Implementation (Tổ chức thực hiện)

✓

✓

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 3: PRACTICE (Hoạt động 3: Luyện Tập) Practice talking about the advantages and disadvantages of using each alternative source of energy Task 2. Work in pairs. Talk with your friend about the advantages and disadvantages of using each alternative source of energy, using the suggestions from Task 1.

Modal answers: A: I think wind can be an alternative source of energy.

B: Why do you think so?

A: Because our major sources of energy are running out while wind is abundant and unlimited.

B: I know it is also clean and safe to the environment. However, it is not available when there is no wind.

Useful language: enormous, plentiful, available dangerous clean and safe expensive unlimited, renewable polluted convenient limited, non-renewable cheap, simple devices/ technology harmful exhausted - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ):

OF

d) Implementation (Tổ chức thực hiện)

✓

FI CI A

5. A nuclear reactor releases radiation which is dangerous to the environment.

✓

L

4. Water power provides energy without pollution.

45

FI CI A

L

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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Express the belief on the increasing use of alternative source of energy

Task 3. Work in groups. Express your belief on the increasing use of alternative source of energy in the future, using the ideas from Task 2.

Modal anwser In my opinion, using alternative sources is the necessary way to solve the rapid exhaustion of our major sources of energy. The alternative sources such as solar energy, water power, wind power… are clean and safe for our life.

Besides that, they are unlimited and can be renewable. Nowadays, there are some developed countries that use alternative sources parallel the major sources of energy. Day after day, science and technology have developed so fast. There are more windmills, dams are built, more solar panels are set on the roofs of houses to create energy. I think in the future, alternative sources will replace completely our major sources of energy.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

DẠ

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QU Y

d) Implementation (Tổ chức thực hiện)

NH

ƠN

OF

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

46

FI CI A

Period 70 Unit 11. SOURCES OF ENERGY C. Listening

L

Date of preparation 25/01/2021

2. Checking: During the lesson 3. New lesson:

NH

ƠN

OF

I. OBJECTIVES 1. Knowledge: - General knowledge: By the end of the lesson Students will be able to develop such listening microskill as listening for specific information.

- New words: Words related to the topic 2. Competence: - Comprehension questions.

- Listening and deciding on choosing the best answer 3. Quality : - To encourage Ss to work harder - To provide Ss some motivation - Good communicative skills II. TEACHING AIDS 1. Equipments: computer, projector.

2. Learning materials: textbook, pictures, videos.

III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

QU Y

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Words related to the topic

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

Can you list the names of devices that need to use energy in your home?

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Know the names of devices that need to use energy in your home

47

d) Implementation (Tổ chức thực hiện)

Synthesize, comment and lead into the topic of the lesson

FI CI A

a) Objectives (Mục tiêu) b) Content (Nội dung)

L

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Word related to the listening text

QU Y

NH

ƠN

d) Implementation (Tổ chức thực hiện)

OF

c) Products (Sản phẩm)

Before you listen: Work in pairs. List some of the things you use energy for in your house.

Listen and repeat. ecologist resources renewable fossil fuels unlimited fertilized Some of the things you use energy for in your house: lights, television, washing machine, rice cooker, air-conditioner, fridge, hairdryer,...

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 3: PRACTICE (Hoạt động 3: Luyện Tập) Practice listening to specific information.

a) Objectives (Mục tiêu) b) Content (Nội dung)

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Y

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c) Products (Sản phẩm)

While you listen Task 1. Listen and complete the sentences by circling the letter A, B, C or D. Task 2. Listen again to the last pan of the talk and write in the missing words.

d) Implementation (Tổ chức thực hiện)

Task 1. Listen and complete the sentences by circling the letter A, B, C or D. 1. D 2. C 3. D 4. A 5. B Task 2. Listen again to the last pan of the talk and write in the missing words.

Solar energy, air, and water are renewable resources because there is an (1) unlimited supply. However, this definition may change if people are not careful with these resources. The amount of solar energy that reaches the earth depends on the (2) atmosphere. If the atmosphere is polluted, the solar energy that reaches the earth (3) may be dangerous. If life is going to continue, the air must contain the correct amount of nitrogen (N), oxygen (O), carbon dioxide (CO), and other (4) gases. If humans continue to pollute the air, it will not contain the correct (5) amount of these gases.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 48

OF

FI CI A

L

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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Discussion

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

ƠN

After you listen Work in group to discuss : do these sources of energy belongs to? Put a tick (✓) in the right column.

Modal anwser Sources of energy Non-renewable Renewable Coal

Petroleum Solar energy

QU Y

Oil

NH

Geothermal heat

✓

✓

✓

KÈ

M

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

DẠ

Y

✓

✓

Wind energy

d) Implementation (Tổ chức thực hiện)

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Period 71 Unit 11. SOURCES OF ENERGY D. Writing

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Date of preparation 25/01/2021

2. Checking: During the lesson 3. New lesson:

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ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Encourage students to be interested in the topic

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Game: Hot Seat Lead-in: Are you interested in the energy consumption in your family? your city ? your country ?

Do you know how much energy your country consume in a year ?

To know how to read and write a chart of energy consumption, we will study the lesson today - Put 2 chairs in front of the class.

- Ask Ss to work in 2 groups. One person from each group sits on each chair.

- Write a word on the board. The others in their group explain the word without using the exact word on the board.

- When the person on the chair can say out the word correctly, their group will get one mark. It's time to change another Ss to continue the game.

The words chosen for the game: petro, coal, energy, proportion, nuclear, hydroelectricity.

- The group that scores more points will win the game.

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a) Objectives (Mục tiêu) b) Content (Nội dung)

c) Products (Sản phẩm)

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I. OBJECTIVES 1. Knowledge: arn how to write descriptions of a chart.

- Language: students should interpret and compare date described in chart form and write A report of the data analysis.

2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

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d) Implementation (Tổ chức thực hiện)

Synthesize, comment and lead into the topic of the lesson

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a) Objectives (Mục tiêu) b) Content (Nội dung)

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ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Word related to the lesson

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Study the chart about energy consumption in Highland in 2000 and fill in the gaps with the information from the chart.

Modal answers The chart shows the energy consumption in Highland in 2000. As can be seen, the total energy consumption was (1) 100 million tons petroleum made up the largest amount of this figure (57 million tons). This was followed by the consumption of (2) Nuclear & Hydroelectricity (40 million tons).

Nuclear & Hydroelectricity made up the (3) smallest amount of energy consumption (20 million tons).

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 3: PRACTICE (Hoạt động 3: Luyện Tập) Practice Writing descriptions of pie charts..

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d) Implementation (Tổ chức thực hiện)

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c) Products (Sản phẩm)

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a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

Task 2. Continue your description of the trends in energy consumption in the year 2005 in Highland.

Modal answers 51

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

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The chart shows the energy consumption in Highland in 2005. As can be seen, the total energy consumption was 170 million tons. Nuclear and Hydroelectricity made up the largest amount of this figure (75 million tons).

This was followed by the consumption of petroleum (50 million tons). Coal made up the smallest amount of energy consumption (45 million tons).

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Discussion Task 3. Describe the chart, using the information from Task 1 and Task

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Modal answers The chart shows the energy consumption in Highland in 2000 and 2005.

It's clear that the total energy consumption was 287 million tons in two years.

Petroleum made up the largest amount in 2000 (57 million tons) whereas petroleum consumption was 50 million in 2005. In 2000 the consumption of coal came the second (40 million tons); however, this consumption came the third (45 million tons) in 2005 after petroleum consumption. And the consumption of Nuclear and Hydroelectricity was 20 million in 2000.

Nevertheless, nuclear and hydroelectricity consumption was 75 million tons in 2005. In conclusion, the energy consumption in Highland in 2000 is less than that in 2005.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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L Period 72 Unit 11. SOURCES OF ENERGY E. LANGUAGE FOCUS

FI CI A

Date of preparation 25/01/2021

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I. OBJECTIVES 1. Knowledge: - General knowledge: By the end of this lesson, students will be able to use relative clauses replaced by participles and to infinitives correctly and appropriately.

- New words: Words related to pronunciation /sr/ -/spl/- / spr/.

2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

2. Checking: During the lesson 3. New lesson:

c) Products (Sản phẩm)

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d) Implementation (Tổ chức thực hiện)

a) Objectives (Mục tiêu) b) Content (Nội dung)

Game: Show a picture or a realis of a shrimp, a split ring, spring onion then ask: - What are these ?

Expected answer: They are : a shrimp, a split ring and a piece of spring onion.

- Ask Ss to listen to the teacher and repeat.

Synthesize, comment and lead into the topic of the lesson

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a) Objectives (Mục tiêu) b) Content (Nội dung)

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Encourage students to be interested in the topic

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Pronunciation Pronunciation Hang on the chart with the sounds: / r /, / spl /, / spr / 53

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- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 3: PRACTICE (Hoạt động 3: Luyện Tập) Grammar structure

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c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

/ r/ / spl / / spr / shred split spray shrill splash spread shrug spleen sprain shrink splutter sprat Practice reading in sentences correctly

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a) Objectives (Mục tiêu) b) Content (Nội dung)

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Exercise 1. Rewrite the following sentences, using a present participial phrase.

Exercise 2. Rewrite the following; sentences, using a past participial phrase.

Exercise 3. Rewrite the following sentences, using an infinitive phrase.

Exercise 1.

1. The boy playing the piano is Ben. 2. Do you know the man coming towards us?

3. The people waiting for the bus in the rain are getting wet.

4. The scientists researching the causes of cancer are making progress.

5. The fence surrounding our house is made of wood.

6. We have an apartment overlooking the park.

Exercise 2.

1. The ideas presented in that book are interesting.

2. I come from a city located in the southern part of the country 3. They live in a house built in 1890.

4. The photographs published in the newspaper were extraordinary.

5. The experiment conducted at the University of Chicago was successful.

6. They work in a hospital sponsored by the government.

Exercise 3.

1. John was the last man to reach the top of the mountain.

2. The last person to leave the room must turn off the light.

3. The first person for us to see is Mr. Smith.

4. This is the second person to be killed in that way.

5. The first person to catch the ball will be the winner.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ)

d) Implementation (Tổ chức thực hiện)

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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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Practice in communication

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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d) Implementation (Tổ chức thực hiện)

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- Make 5 sentences relative clauses replaced by participles and to infinitives Modal answers The singer singing on T.V is a disabled girl.

The house built over 150 years must be pulled down.

The bridae connecting two villages is very small.

The books written by Dickens are still popular.

He was the first man to reach the top ot this mountain.

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GRAMMAR RELATIVF CLAUSE REPLACED BY PARTICIPLES AND TO INFINITIVE (Mệnh đề quan hệ thay thế bởi phân từ và động từ nguyên mẫu) Mệnh đề quan hệ dùng như tính từ chỉ được thay thế khi đại từ quan hệ làm chủ từ. Relative clauses with BE: động từ của mệnh đề quan hệ ở thì tiếp diễn continuous tense) hoặc thể bị động (passive voice): chúng ta bỏ đại từ quan hệ và động từ BE. e.g: - The singer who is singing on T.V is a disabled girl.

(The singer singing on T.V is a disabled girl.)

(Ca sĩ đang hát trên truyền hình là một cô gái tàn tật.)

- The house which was built over 150years must be pulled down.

(The house built over 150 years must be pulled down.)

(Ngôi nhà được xây dựng trên 150 năm phải được dỡ xuống.)

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Relative clauses without BE: bỏ đại từ quan hệ, động từ đưa về dạng nguyên thể rồi cộng thêm đuôi "ING” (present participle) e.g: The bridae that connects two villages is very small.

(The bridae connecting two villages is very small.)

(Cây cầu nối hai làng thì rất nhỏ.)

Chú ý: Chúng ta chỉ được thay thế mệnh đề quan hệ khi hai mệnh đề cùng thời gian hoặc thời gian được hiểu rõ/ xác định. e.g: The books which were written by Dickens are still popular, (past-present: nhưng thời gian xác định: Dickens) (The books written by Dickens are still popular.)

(Những cuốn sách được viết bởi Dickens vẫn còn phổ biến.)

Trái lại với câu: Do you know the man who has stolen your motorbike?

(Chúng ta không thể thay thế mệnh đề tính từ vì hai hành động không cùng thời gian I Relative clauses by infinitives: mệnh đề quan hệ được thay thế bằng động từ nguyên mẫu.

Khi liền ngữ (antecedent) với số thứ tự (ordinal number) hay từ "the only, the last, the next” hay so sánh nhất của tính từ (superlative). e.g: . He was the first man who reached the top oi this mountain.

(He was the first man to reach the top ot this mountain.)

(Anh ấy là người đầu tiên lên đến đỉnh của ngọn núi này.)

- This is the only mechanic who can repair this machine - (This is the only mechanic to be able / to repair this machine.) (Đây là thợ máy duy nhất có thể sửa chữa chiếc máy này.)

Chú ý - Mệnh đề tính từ chỉ được thay thế khi hai mệnh đề cùng chủ từ.

Khi hai mệnh đề tính từ diễn ra: sự cần thiết hay nhiệm vụ phải thực hiện. a. Hai mệnh đề cùng chủ từ: e.g: - He has some homework that he must do.

(He has some homework to do.)

(Anh ta có bài tập về nhà mà anh ta phải làm.)

- They need a large yard in which they can dry rice.

(They need a large yard to dry rice in.)

(Họ cần một khoảng sân rộng, trong đó họ có thể làm khô lúa.) b. Hai mệnh đề khác chủ từ e.g: - He finds a house with a yard which his children can play in.

(He finds a house with a yard for his children to play in.)

(Anh ta tìm thấy một ngôi nhà có sân mà các con của mình có thể chơi đùa.)

- Here are some accounts that you must check.

(Here are some accounts for you to check.)

(Dưới đây là một số tài khoản mà bạn phải kiểm tra.)

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Date: 02/01/2021 Period 74 TEST YOURSELF D

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I. OBJECTIVES 1. Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, and writing.

- Improve their knowledge through the test yourself.

- Language: Students can improve their techniques of doing the simple tests 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

2. Checking: During the lesson 3. New lesson:

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Listen to the passage about water conservation and complete the following sentences.

Modal answers : 1. Without water, people and other living things cannot live.

2. If there were no plants, water would run off after it rains.

3. Water can be held on the land by planting vegetation.

4. Dams are built across rivers to help hold back the water.

5. Water is stored in reservoirs during wet seasons for use in dry seasons.

TAPESCRIPT Water is very necessary to people and other living things. Without water, people, animal and plants cannot live. And if there were no plants, water would run off after it rains; and this would cause a lot of floods. But nature has many ways of consening and controlling water. Water can be held on the land by planting vegetation. Forests and grass should be planted in where there are no natural growths. Dams built across rivers help hold back the

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a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Listening test

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d) Implementation (Tổ chức thực hiện)

water. Reservoirs behind the dams store water during wet seasons for use in dry seasons. Dams help prevent floods by controlling the flow of water.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Reading test

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a) Objectives (Mục tiêu) b) Content (Nội dung)

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Read the passage and answer the questions.

Questions 1. What is necessary for the survival of all living things?

2. What can polluted air, water and soil cause?

3. Why is the pollution problem complicated? Give one example?

4. What would people have to do to end or to reduce pollution immediately?

5. How can governments control pollution?

Modal answers : 1. Air, water and soil are necessary for the survival of all things.

2. Badly polluted air can cause illness and even death. Polluted water kills fish and other marine life. Pollution of soil reduces the amount of land that is available for growing food.

3. Because much pollution is caused by things that benefit people. For example, exhaust from automobile causes a large percentage of air pollution, but the automobile provides transportation for millions of people.

4. They would have to stop using many things that benefit them.

5. Governments can pass and enforce laws that require businesses and individuals to stop, or cut down on certain polluting activities.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định):

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c) Products (Sản phẩm)

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d) Implementation (Tổ chức thực hiện)

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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.

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a) Objectives (Mục tiêu) b) Content (Nội dung)

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ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Pronunciation and Grammar

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a. Listen and put a tick (✓) in the right box, paying attention to the pronunciation of the underlined part of the word.

1. □ sleep □ sneeze 2. □ snack □ smash 3. □ shrimp □ spring 4. □ spread □ splash b. Complete each of the following sentences, using the correct form (to-infinitive or participle) of the verb below: drink invite blow live ring leave a.

1. Sometimes life is very unpleasant for people living near airports.

2. I was woken up by a bell ringing.

3. John was the last student to leave the lecture hall.

4. Do you have anything to drink?

5. None of the people invited to the party can come.

6. There was a tree blown down in the storm last night. b.

1. Sometimes life is very unpleasant for people living near airports.

2. I was woken up by a bell ringing.

3. John was the last student to leave the lecture hall.

4. Do you have anything to drink?

5. None of the people invited to the party can come.

6. There was a tree blown down in the storm last night.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Writing test

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a) Objectives (Mục tiêu) b) Content (Nội dung)

Write a paragraph of 120 words about the measures to protect the environment, using the cues given below.

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/ stop cutting trees for timber.

- instead, they / plant trees and forests.

- people / reduce using cars, motorbikes / that cause noise and air pollution.

- we / prevent farmers / use fertilizers and pesticides / that damage soil.

- people / not leave / litter on land and in water.

- we / prohibit factories / dump industrial waste rivers and lakes.

Conclusion: - it / be high time/governments / have suitable measures that require companies, individuals/stop/cutting down polluting activities.

You may begin with: We are trying to find solutions to environmental pollution. People should stop cutting trees for timber...

Modal We are trying to find solutions to environmental pollution problem. People should stop cutting trees for timber, Instead, they should plant more trees and forests. They should reduce using cars and motorbikes that cause noise and air pollution. We should prevent farmers from using fertilizers and pesticides that damage the soil. People should not litter on the land and in the water. We should prohibit factories from dumping industrial wastes into rivers and lakes. It is high time governments over the world had measures that require companies and individuals to stop or cut down on polluting activities.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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Date: 02/01/2021 Period 74 + 75 Unit 12. THE ASIAN GAMES A. Reading

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2. Checking: During the lesson 3. New lesson:

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I. OBJECTIVES 1. Knowledge: - Through this unit, students know the history of the Asian Games - New words: Words related to the Asian Games.

- Reading for identifying the main idea and specific information 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest Work with a partner. Discuss the following questions 1. How often are the Asian Games held?

2. How many countries take part in the Asian Games?

3. What sports is Vietnam best at Suggested answers 1, every four years 2, the number of participating countries has increased tremendously since the first games. n 1951 only 11 countries participated in the first Asian games, In 2002 the games attracted nearly 10000 participants from 44 countries 3, Vietnam seem to do well in bodybuilding, billiard. Karate do and wushu

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c) Products

Elicit students’ answers.

Give feedback.

Lead into new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Words related to the Asian Games.

Task 1. The words in the box all appear in the passage. Fill each blank with a suitable word. effort appreciated advancing aquatic enthusiasm facilities Suggested answers 61

d) Implementation (Tổ chức thực hiện)

1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Reading for identifying the main idea and specific information

a) Objectives (Mục tiêu) b) Content (Nội dung)

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1,facilities 2,aquatic 3, enthusiasm 4, effort 5, advancing 6, appreciated

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(Sản phẩm)

Task 2. Scan the passage and match the following sentences.

Year

Events

1954

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(1)_______ The 1st Asian Games began in New Delhi, India.

Boxing, shooting and wrestling were added at (2)_______

(3)_______ Tennis, volleyball, table tennis and hockey were added at the 3rd Asian Games held in Tokyo, Japan.

(4)_______ were introduced at the 13th Asian Games in Bangkok, Thailand.

(5)______

The 14,h Asian Games were held in Busan, Korea.

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1998

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Task 3. Answer the questions.

1. What is the purpose of the Asian Games?

2. How many countries took part in the 14th Asian Games?

3. In which sports events did the Vietnamese athletes win gold medals at the Busan Games?

Suggested answers Task 2: 1 1951 2,the second Asian games in Manila, the Philippines 3.1958 4, squash, rugby. Fencing and mountain biking 5.2002 Task 3 1. the purpose is to develop intercultural knowledge and friendship within Asia 2.9,919 3. body building, billiard and women’s karate do - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định):

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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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Work in groups to talk about sports in which Vietnamese athletes have won gold medals at the Asian Games Suggested answers - In 1951, the 1st Asian Games were held in New Delhi. 489 athletes from 11 nations took part in the Games.

- Boxing, shooting and wresting were added at the 2nd Asian Games in Manila, the Philippines in 1954.

- Tennis, volleyball, table tennis and hockey were added at the 3rd Asian Games in Tokyo, Japan in 1958.

- Squash, rugby, fencing and mountain biking were introduced for the first time at the 13th Asian Games in Bangkok.

- The 14th, which were held in Busan, Korea in 2002, attracted 9,919 participants from 44 countries.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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Date: 02/01/2021 Period 76 Unit 12. THE ASIAN GAMES B. SPEAKING

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2. Checking: During the lesson 3. New lesson:

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I. OBJECTIVES 1. Knowledge: - Through this unit, students can ask and answer about the Asian Games and sports.

- Language: Ask and answer questions about the Asian Games and sports - Fluency in expressing opinion and expressions about the Asian Games and sports in Vietnam 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest - Introduce the picture about the list of the host cities and host nations for the Asian Games

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Suggested answers Students know about the list of the host cities and host nations for the Asian Games and pronounce correctly their names Elicit students’ answers.

Give feedback.

Lead into new lesson.

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ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Words related to the Asian Games.

a) Objectives (Mục tiêu) b) Content (Nội dung)

c) Products (Sản phẩm)

OF

FI CI A

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Introduce the structures to ask and answer questions about the Asian Games A: When and where were the ….. Asian Games held?

B: In … in …

A: How many countries took part in the Games?

B: …..

A: How many sports were there at the Games?

B: ……

Suggested answers - Make similality dialoguge base on the structures

a) Objectives (Mục tiêu)

1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Fluency in expressing opinion and expressions about the Asian Games and sports in Vietnam

b) Content (Nội dung)

Task 1. Work in pairs. Ask and answer questions about the Asian Games, using the information from the table below.

c) Products (Sản phẩm)

Suggested answers Example: A: When and where were the 1st Asian Games held?

B: In 1951 in India.

A: How many countries took part in the Games?

B: Eleven.

A: How many sports were there at the Games?

B: Six. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations

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a) Objectives (Mục tiêu)

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Task 2. Work in groups. Take turns to talk about the sports results of the Vietnamese athletes at 14th Asian Games.

Suggested answers - In billiards, the Vietnamese athletes won one gold medal and one silver medal.

- In karatedo, the Vietnamese athletes won two gold medals and one bronze medal.

- In shooting, the Vietnamese athletes won one bronze medal.

- In wushu, the Vietnamese athletes won one silver medal and one bronze medal.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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b) Content (Nội dung) c) Products (Sản phẩm)

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Date: 02/01/2021 Period 77 Unit 12. THE ASIAN GAMES C. LISTENING

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2. Checking: During the lesson 3. New lesson:

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I. OBJECTIVES 1. Knowledge: - Students listen for the main idea and comprehension questions.

- New words: Words related to the sports and sportsmen.

- Listening for gist and for specific information.

2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

a) Objectives (Mục tiêu) b) Content (Nội dung)

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M

QU Y

Work with a partner. Look at the pictures and answer the questions.

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c) Products (Sản phẩm)

d) Implementation (Tổ chức thực hiện)

Suggested answers 1. high jump, swimming, gymnastics, long jump 2. - No, I haven't.

- Yes, I often watch these sports on TV every night.

3. I like swimming best because swimming is easy on the joints, making it suitable for every age and stage of life Elicit students’ answers.

Give feedback.

Lead into new lesson.

67

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c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

Listen and repeat. coming live freestyle gymnasium land Lee Bong-Ju land bar gymnast Vichai Suggested answers Understand the meaning and pronounce correctly the words 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Students listen for the main idea and comprehension questions.

- Listening for gist and for specific information.

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a) Objectives (Mục tiêu) b) Content (Nội dung)

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ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Words related to the sports and sportsmen.

a) Objectives (Mục tiêu)

Task 1. Listen and choose the best answer A, B, C or D for the following sentences.

Task 2. Listen again and answer the following questions.

Suggested answers Task 1. 1. C 2. A .3 A ,4 B .5 D Task 2 1. 10.15 p.m 2. 6 gold medals.

3. 2 times.

4. High jump.

5. He was very disappointed.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Sit in groups and talk about A famous athlete you know

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d) Implementation (Tổ chức thực hiện)

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a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

Suggested answers Le Cong Vinh (born 10 December 1985) is a Vietnamese footballer who currently plays for Becamex Binh Duong. He is also an important part of the Vietnamese.

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In 2008, after a well-documented transfer saga, Vinh he turned down The Cong at the last minute to accept a more lucrative offer from T & T Ha Noi; it was the highest transfer fee in national football at the time.

At the beginning of August 2009, T & T announced that Vinh would be joining Leixões Sport Club of Portugal in a three-month loan deal, starting 1 September 2009. The deal was facilitated by Henrique Calisto, who was once Leixões' manager - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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Date: 02/01/2021 Period 78 Unit 12. THE ASIAN GAMES D. WRITING

2. Checking: During the lesson 3. New lesson:

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I. OBJECTIVES 1. Knowledge: - General knowledge: Students can write a passage describing the preparations for the coming Asian Games.

-New words: Words related to topic.

- Describing the preparations for the coming Asian Games.

2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

a) Objectives (Mục tiêu) b) Content (Nội dung)

QU Y

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest -Ask students to arrange the jumble word: Build, upgrade, widen, equip. advertise, recruit, hold

Suggested answers Students know the meaning of the words Elicit students’ answers.

Give feedback.

Lead into new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Words related to the Asian Games.

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a) Objectives (Mục tiêu) b) Content (Nội dung)

Introduce the outline: • build

-one more National Stadium, some sports buildings and car parks

• upgrade

- National Sports Centres and local stadiums (because they are not in good condition)

• widen

- training areas and roads to sports buildings

70

• promote and advertise

- preparations for the Asian Games on the radio and TV

• recruit

- volunteers to serve the Games (university teachers and students with good English)

• hold

- competition to choose an official song

FI CI A

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- hotels, guest houses with modem facilities (also special services for disabled athletes)

Suggested answers Make sentences from the outline 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Reading for identifying the main idea and specific information

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c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

• equip

Write a paragraph: Suppose Vietnam is going to host the coming Asian Games. Write a paragraph of about 120 words to describe the preparations for the Games using the cues given below.

Suggested answers To prepare for the coming Asian Games, we have a lot of things to do. First of all, we will build one more National Stadium, some sports buildings and car parks. The National Sports Centers and local stadiums are not in good condition, so they need to be upgraded. And we will Widen the training areas, roads and sports buildings. Then we have to equip all hotels and guest houses with modern facilities to welcome foreign athletes and visitors. These hotels should also have special services for disabled athletes. It is necessary to promote and advertise all the preparations for the Asian Games on the radio and T.V. Finally, we need to recruit volunteers to serve the Games. These people should be university teachers and students with good English. One more important thing is that we have to hold a competition to choose an official song for welcoming the Asian Games.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng)

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a) Objectives (Mục tiêu) b) Content (Nội dung)

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c) Products (Sản phẩm)

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Students apply the knowledge they have just learned into communicative and practical situations Present the writing

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Suggested answers Give general comments to others’ writing - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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Date: 02/01/2021 Period 79 Unit 12. THE ASIAN GAMES E. Language focus

2. Checking: During the lesson 3. New lesson:

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I. OBJECTIVES 1. Knowledge: - General knowledge: Students can Use relative clauses and equivalent types of clauses without relative pronouns appropriately.

- Pronunciation: str/, /skr/ and/ skw/ - Grammar: - Relative clauses (revision) - Omission of relative pronouns 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

a) Objectives (Mục tiêu) b) Content (Nội dung)

QU Y

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) - Pronunciation: str/, /skr/ and/ skw/

I. Pronunciation -Model the two sounds / str/ and /skr/ and/ skw//for a few time Suggested answers Pronounce the word containing sounds correctly.

Steps for teaching pronunciation Go over the basic rules of English phonics.

Show students how to make sounds that combine consonants Demonstrate sounds by exaggerating your mouth, lips, and tongue Encourage students to practice unfamiliar sounds diligently ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - Grammar: - Relative clauses (revision) - Omission of relative pronouns Introduce how can a pronoun be omitted: Rule: In defining clauses, we can omit the relative pronoun in the position of object.

Ex: The boy who / whom / that you don’t like much wants to talk to you.

The boy you don’t like much wants to talk to you.

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a) Objectives (Mục tiêu)

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c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

Note: In non-defining sentences you neither omit the relative pronoun nor use "that".

My mother, who / whom that you met yesterday, wants to talk to you.

My mother you met yesterday...

Suggested answers Students understand the rule 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - General knowledge: Students can Use relative clauses and equivalent types of clauses without relative pronouns appropriately.

Exercise 1. Complete each of the following sentences, using a suitable sentence in the box to make a relative clause without a relative pronoun Exercise 2. Tick (✓) the sentences in which the relative pronoun can be omitted.

Suggested answers Exercise 1 1, you lost 2, he invited to the birthday party 3, John told 4, I bought yesterday 5, we met this morning 6, we had for lunch Exercise 2 1, I work with 2, we went to 3,we are living in 4,they were talking about 5.he applied for 6,I slept in - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Exercise 3. Tick (v) the sentences in which the relative pronoun can be omitted

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a) Objectives (Mục tiêu) b) Content (Nội dung)

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Suggested answers

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- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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c) Products (Sản phẩm)

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Date: 02/01/2021 Period 80 + 81: REVIEW

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I. OBJECTIVES 1. Knowledge: - To help students revise what they have learned in unit 9,10,11.

- To give them a chance to practice 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

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2. Checking: During the lesson 3. New lesson:

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Choose the word - a, b, c or d - that has the underlined part pronounced differently from that of the others. b. aquatic c. added d. facility 1. a. attract 2. a. athlete b. appreciate c. wrestling d. freestyle 3. a. gather b. athletics c. enthusiam d. through 4. a. compete b. sport c. effort d. introduce 5. a. attracted b. added c. competed d. developed I. LANGUAGE FOCUS A. Choose the word or phrase - a, b, c or d - that best completes the sentence or substitutes for the underlined word or phrase.

6. The Vietnamese participants always take part ______ sports events with great enthusiasm. a. in b. on c. at d. to 7. The Asian Games have been advancing ______ all aspects. a. on b. at c. in d. for 8. New sports and traditional sports have been added ______ the Games. a. in b. on c. up d. to 9. In spite of all its ______, medical science knows little about the brain. a. advantages b. advances c. approaches d. advents 10. Football fans gathered around the TV in the comer of the club to see the final. a. assembled b. collected c. wandered d. reached 11. Recently the Asian Games has increased in ______. a. polular b. popularizing c. popularity d. popularly 12. I'd rather go to the football field ______ being at home today. a. instead of b. because of c. inspite of d. due to 13. The World Cup is a football ______ which is open to all countries. a. participation b. involvement c. occasion d. competition 14. Scuba-diving and windsurfing are both aquatic sports. a. field b. water c. combat d. individual 76

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15. Their efforts were much ______ when they won 2 gold, medals in bodybuilding and billiards. a. considered b. required c. expended d. appreciated B. Choose the word or phrase - a, b, c or d - that best completes the sentence.

16. Bill Gate, ______ is the president of Microsoft Company, is a billionare. a. who b. whose c. whom d. that 17. Tuna, ______, may weigh up to 1,000 pounds. a. one of the sea giants b. can be giants of the sea c. is the sea giant d. the sea of the giant 18. Louis Renault greatly improved automobile technology ______ the drive shaft in 1898. a. by inventing b. that he invented c. his inventing d. the invention of 19. The whistle signaled the end of the first half. The march will continue after half-time and now AC Milan ______ Juventus by 2 goal to nil. a. led b. is leading c. has led d. leads 20. Not only ______ visit Japan but they plan to stop off in the USA as well. a. they plan to b. they must c. will they d. are they paying 21. There are believed ______ over 300 species of trees in El Yunque rain forest in Puerto Rico. a. to be b. being c. they are d. there are 22. Helen asked me ______ the film called 'Star Wars'. b. if I had seen c. have you seen d. if had I seen a. have I seen 23. Peter's score on the test is the highest in class; he ______ last night. a. must study b. must have studied c. studied d. had studied 24. He speaks English as if he ______ a native English. a. were b. had been c. is d. be 25. Her parents insisted that she ______ until she finished her degree. a. stayed b. stays c. stay d. would stay C. Choose the word or phrase- A, B, C or D - that needs correcting.

26. Those of you who signed up for Dr. Daniel's anthropology class should A B get their books as soon as possible. (your) C D 27. The geology professor showed us a sample of volcanic rock dated back A B C D seven hundred years. (which dated) 28. Scientists worry what the continued use of certain pollutants may A B C damage the Earth's ozone layer. (that) D 29. Cable television companies recently announced that it will increase A B C services charges next year. (they) D 30. Rattan, a close relative of bamboo, is often used to make tables, chairs, A B C and other furnitures. (furniture) D

77

Date: 02/01/2021 Period 82: THE MID TERM TEST

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I. OBJECTIVES 1. Knowledge: - To help students revise what they have learned in unit 9, 10, 11.

- To give them a chance to practice 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

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2. Checking: During the lesson 3. New lesson:

78

Date: 02/01/2021 Period 83 Unit 13. HOBBIES A. Reading

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

a) Objectives (Mục tiêu) b) Content (Nội dung)

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Work in pairs. The pictures below present some hobbies. Work with a partner and say which say like to do in your free time.

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c) Products (Sản phẩm)

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d) Implementation (Tổ chức thực hiện)

a) Objectives (Mục tiêu)

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2. Checking: During the lesson 3. New lesson:

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I. OBJECTIVES 1. Knowledge: - General knowledge: By the end of the students will be able to know about the topic.

- New words: Words related to hobbies -Reading for general or specific information.

2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

Suggested answers - What do you often do in your free time?

I like watching TV, reading English books, playing games, go fishing, playing football, go shopping, ...

- What are your hobbies?

My hobbies are listening music, reading book and watching TV, ...

Elicit students’ answers.

Give feedback.

Lead into new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Words related to hobbies 79

While you read: Read the passage and then do the tasks that follow.

Task 1. The words and phrases below appear in the passage. Use a dictionary to get their meaning. And translate them into Vietnamese.

b) Content (Nội dung)

Suggested answers 1. accomplished : (adj) = talented, well-trained: tài năng 2. accompany (+so with): (v) hộ tống, đi cùng, đệm đàn e.g: The Prime Minister is always accompanied by faithful body-guards.

3. modest: (adj): khiêm tốn e.g: They are workers. They live in a modest little house.

4. avid : (adj): khao khát, thèm khát, thèm thuồng e.a: Everyone in the world is avid for good luck.

5. discarded : (adj): loại bỏ 6. indulge in = take interest in: ham mê, say mê, thích thú 7. keep me occupied: làm tôi bận rộn 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Reading for identifying the main idea and specific information

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d) Implementation (Tổ chức thực hiện)

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c) Products (Sản phẩm)

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

NH

Task 2. Answer the questions.

Suggested answers

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1, playing the guitar 2,No, he isn’t 3,because he is an accomplished guitarist and he is good at accompanying people singing with his guitar 4, it is keeping fish 5, he bought some from the shop and collected some from the rice field near his house 6,he is not an avid stamp collector 7, he collects them from discarded envelops his relatives and friends give him 8,local stamps 9.he keeps the less common ones inside A small album .the common ones he usually gives away to others of if no one wants them he simply throws them away - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định):

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d) Implementation (Tổ chức thực hiện)

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a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

Suggested answers My hobby is reading books. I like reading when I have free time. I often read on the bed. Reading helps me to relax and get knowledge.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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d) Implementation (Tổ chức thực hiện)

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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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Work in groups. Talk about your hobby.

81

Date: 02/01/2021 Period 84 Unit 13. HOBBIES B. SPEAKING

NH

2. Checking: During the lesson 3. New lesson:

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I. OBJECTIVES 1. Knowledge: - General knowledge: Ask and answer about their hobbies and collections.

-New words: Words to speak about hobbies and collections - Expressing opinions 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

QU Y

Name some hobbies you know.

Suggested answers

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swimming • fishing • stamp-collecting • mountain-climbing • playing computer games • reading books • watching TV • chatting with a friend on the phone Elicit students’ answers.

Give feedback.

Lead into new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Words related to hobbies - Structures to talk about your hobbies Task 1. Say which of the following you should like/ not like to do and why.

Suggested answers What do you like doing in your free time?

- I like playing guitar in my free time.

d) Implementation (Tổ chức thực hiện)

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a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

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Task 2. Lan is talking to Huong about her hobby of collecting books.

Practise reading their dialogue with a partner.

Suggested answers Practice the dialoge fluently.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Task 3. Work with a partner. Make a similar dialogue about collecting stamps. Use the suggestions below

QU Y

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a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

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d) Implementation (Tổ chức thực hiện)

- I enjoy singing when I have free time.

- I am interested in music.

- I spend much time on reading books.

- I love fishing best.

- I love swimming.

1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Ask and answer about their hobbies and collections

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c) Products (Sản phẩm)

Suggested answers Viet: What is your hobby, Nam? Nam: Well, I like collecting stamps.

Viet: Could you tell me how you collect your stamps?

Nam: Well, this must be done regularly. Whenever a new kind of stamp is issued. I buy it immediately. And I ask my friends, inland or overseas, to give me the stamps in their countries. Sometimes I exchange my stamps with my friends'.

Viet: How do you organize your collection?

Nam: I classify them according to the countries or to the categories: animals, plants, flowers,...

Viet: What do you plan to do next, Nam? Nam: I think I’ll continue to make my collection richer and richer.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ)

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a) Objectives (Mục tiêu) b) Content (Nội dung)

d) Implementation (Tổ chức thực hiện)

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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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

84

Date: 02/01/2021 Period 85 Unit 13. HOBBIES C. LISTENING

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I. OBJECTIVES 1. Knowledge: - New words: Words related to hobbies - Listening for general or specific information 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

NH

2. Checking: During the lesson 3. New lesson:

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

c) Products (Sản phẩm)

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d) Implementation (Tổ chức thực hiện)

Before you listen Work with a partner. Write down three benefits of reading books. Then share your ideas with the class.

Suggested answers Three benefits of reading books: + Books help to widen our knowledge. + Books give us valuable experience. + Books are good sources of information.

Elicit students’ answers.

Give feedback.

Lead into new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Words related to hobbies

QU Y

a) Objectives (Mục tiêu) b) Content (Nội dung)

Y

a) Objectives (Mục tiêu) b) Content (Nội dung)

DẠ

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

Listen and repeat. magazine continually otherwise gigantic profitably available bygone ignorantly Suggested answers Understand the meaning and pronounce the words correctly.

1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember 85

ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Listening for general or specific information While you listen Task 1. You will hear a student talk about his hobby. Listen to his talk and decide whether the statements are true (T) or false (F).

Task 2. Listen again and write the missing words.

Suggested answers Task 1: 1. T 2. F 3. F 4. F 5. T 6. T 7. T 8. F Task 2 (1) wonderful (2) disease (3) jungle (4) certainly (5) ignorantly - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Work with a partner. Talk about the disadvantages of over reading.

c) Products (Sản phẩm)

Y

d) Implementation (Tổ chức thực hiện)

DẠ

Suggested answers Some disadvantages of over-reading: + Becoming shortsighted + Not having enough physical exercise + Lacking practical knowledge + Becoming a bookworm/ overweight - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận )

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a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

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d) Implementation (Tổ chức thực hiện)

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a) Objectives (Mục tiêu) b) Content (Nội dung)

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Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

Date: 02/01/2021 Period 86 Unit 13. HOBBIES D. WRITING

QU Y

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I. OBJECTIVES 1. Knowledge: - General knowledge: Students learn to write about a collection.

- Language: Words used in writing about the topic - Writing about a collection 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

2. Checking: During the lesson 3. New lesson:

c) Products (Sản phẩm)

DẠ

Y

d) Implementation (Tổ chức thực hiện)

a) Objectives (Mục tiêu) b) Content (Nội dung)

Ask students to make as many sentences as possible with the words provided: stamps – fish- book- swimming

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a) Objectives (Mục tiêu) b) Content (Nội dung)

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

Suggested answers 1, I like stamps / I have A lot of stamps 2. we usually have fish for meals /what kind s of fish would you like to eat?

Elicit students’ answers.

Give feedback.

Lead into new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Words related to hobbies Task 1: Ask students to make sentences base on these suggestions • name of your collection 87

c) Products (Sản phẩm)

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d) Implementation (Tổ chức thực hiện)

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• how you classify them • how you collect them • why you collect them • how you keep them • your plan for the future • when you started your collection Suggested answers 1. name of your collection: I like collecting books 2. how you classify them: I classify them into 2 kinds: science books and stories 3. how you collect them: I buy from the bookstores or borrow from the school library 4. why you collect them: Because they can help me widen my knowlegde 5. how you keep them: I put them on my bookshelf 6. your plan for the future: I will richen my collection 7. when you started your collection: When I was 10 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Writing about a collection

NH

a) Objectives (Mục tiêu) b) Content (Nội dung)

QU Y

Write about your collection, real or imaginary, following these guidelines.

• name of your collection • how you classify them • how you collect them • why you collect them • how you keep them • your plan for the future • when you started your collection Suggested answers My hobby is collecting stamps, I started to collect stamps 6 years ago. I have been collecting both local stamps and foreign stamps from the letters of friends and relatives.

I classify the stamps into categories. I put stamps of animals, flowers, birds... on different pages. I keep them in two albums, one for local and the other for foreign ones.

Collecting stamps helps me to broaden my knowledge about the world around me and it is also an effective way to be a good geography.

I plan the stamp exhibitions to learn from experienced stamp collectors and I can expose my collection at an exhibition in the future.

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c) Products (Sản phẩm)

DẠ

Y

d) Implementation (Tổ chức thực hiện)

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.

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- Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Call on some students to read loudly their writing

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

DẠ

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QU Y

NH

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d) Implementation (Tổ chức thực hiện)

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Suggested answers - Other group appreciate and correct mistakes each other

89

Date: 02/01/2021 Period 87 Unit 13. HOBBIES E. LANGUAGE FOCUS

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I. OBJECTIVES 1. Knowledge: - General knowledge: Students should use Cleft sentences: Subject focus, Object focus, Adverbial focus - Fluency in pronunciation pt/ -/bd/and /ps/-/bz/ / and use of Cleft sentences 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

KÈ

a) Objectives (Mục tiêu) b) Content (Nội dung)

Y

c) Products (Sản phẩm)

DẠ

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) - Fluency in pronunciation pt/ -/bd/and /ps/-/bz/ /

QU Y

Introduce syllables /pt/ -/bd/and /ps/-/bz/ Listen and repeat words and sentences Suggested answers Pronounce the words containing those sounds correctly.

Elicit students’ answers.

Give feedback.

Lead into new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Introduce Cleft sentences: Subject focus, Object focus, Adverbial focus

M

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

NH

2. Checking: During the lesson 3. New lesson:

d) Implementation (Tổ chức thực hiện)

Write on the board some examples containing cleft sentences with different focus Ex: The boy visited his uncle last month +Subject focus : It was the boy who visited his uncle last month +Object focus : It was his uncle that the boy visited last month +Adverbial focus : It was last month that the boy visited his uncle Suggested answers Students understand the structures of cleft sentences It + be + focus +clause 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember 90

ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Master of using Cleft sentences: Subject focus, Object focus, Adverbial focus

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Exercise 1. Write the following sentences after the model, paying attention to the subject of the sentence.

Exercise 2. Write the following sentences after the model, paying attention to the object of the verb.

Exercise 1.

1,it was the boy visited his uncle last month 2, It was my mother who bought me A present on my birthday 3, it was Huong and Sandra who sang together at the party 4, it was Nam ‘s father who got angry with him 5, it was the boys who played football all the day 6, it was the girl who received A letter for her friend yesterday

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b) Content (Nội dung)

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- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Exercise 3. Write the following sentences after the model, paying attention to the adverbial modifier of the sentence.

Suggested answers 1,it was in the garden that the boy hit the dog 2,it was for tea that she made some cakes 3,it was for him that his father repaired the bicycle 4, it was for him that his fat her repaired the bicycle 5.it was on his birthday that she presented him A book 6, it was in Britain that he met his wife

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Exercise 2.

1,It is English that the man is learning 2.it was the book that the woman gave him 3, it was the postcard that she sent her friends 4, it was the book that Hoa borrowed from Long 5,it was his grandfather who the little boy greeted in A strange language 6, it was the policeman who the pedestrian asked A lit of questions 7, it was the stranger who the dog barked at

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7, it was from the shop she bought that present 8, it was at 8.00 A.m that the meeting started

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- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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Date: 02/01/2021

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Period 88: TEST CORRECTION I. OBJECTIVES 1. Knowledge: - General knowledge: Students should use Cleft sentences: Subject focus, Object focus, Adverbial focus - Fluency in pronunciation pt/ -/bd/and /ps/-/bz/ / and use of Cleft sentences 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

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2. Checking: During the lesson 3. New lesson:

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Period 89: TEST YOURSELF E I. OBJECTIVES 1. Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, and writing - Improve their knowledge through the test yourself - Language: Students can improve their techniques of doing the simple tests 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

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2. Checking: During the lesson 3. New lesson:

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) - Check themselves their skills in listening - Improve their knowledge through the test yourself

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a) Objectives (Mục tiêu)

LISTENING: Listen and complete the sentences.

b) Content (Nội dung) c) Products (Sản phẩm)

b) Content (Nội dung)

II. READING: Read the passage and decide whether the statements are true (T) or false (F).

c) Products (Sản phẩm)

Suggested answers 1. Linda has been collecting the royal mementoes since 1960. T

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Suggested answers 1. pictures and sounds 2. watch the president 3. about people, places, and things 4. plays or dramas, light comedies, sporting events, and motion pictures 5. than to go out Elicit students’ answers.

Give feedback.

Lead into new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - Check themselves their skills in reading.

- Improve their knowledge through the test yourself

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d) Implementation (Tổ chức thực hiện)

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2. The first things she bought were some Coronation mugs and the Queen's disk. F 3. She has collected over 4.000 Royal souvenirs. T 4. Foreign visitors never aet bored with talking about her Royal family.T 5. She bought the Coronation mug from the shop keeper and put it in its proper home. F 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Check themselves their skills in reading, speaking, listening, and writing - Improve their knowledge through the test yourself

II. PRONUNCIATION AND GRAMMAR a. Listen and put a tick (✓) in the right box, paying attention to the pronunciation of the underlined part of the word. b. Complete the following sentences with that or who. If it is possible to write "that" or leave it out, write "that" in brackets.

Suggested answers a) 1. street, 2. squeeze, 3. meets, 4. managed. b) Give the correct form of verbs.

1. who, 2. that, 3. (that), 4. who, 5. who, 6. (that).

c) Products (Sản phẩm)

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) - Check themselves their skills in reading, speaking, listening, and writing - Improve their knowledge through the test yourself IV. WRITING Write a paragraph of 120 words about one of your hobbies, following these guidelines.

Suggested answers My hobby is reading. I read storybooks, magazines, newspapers and any kinds of material that I find interesting. I started reading when I was a little girl. I used to ask my father to read fairy tales. Then I learned to read. At

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b) Content (Nội dung)

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first, I read simple books, then stories. Now I read everything. I love reading novels. Even I can read short stories in English, especially I'm interested in reading funny stories. Through reading, I can learn about many things: how people live, how things go on everywhere in the world.

Books provide me necessary information and fact. I don't have to learn things the hard way, books have certainly helped me so much in my daily life. Books would be my lifelong friends. I would never stop reading them in my life.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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Date: 02/01/2021 Period 90 Unit 15: SPACE CONQUEST A. Reading

2. Checking: During the lesson 3. New lesson:

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I. OBJECTIVES 1. Knowledge: - General knowledge: sts can have a general idea of the lesson as well as enrich their knowledge in the field of space and spacecraft; how human conquered the space.

- New words: words/ phrases related to space and spacecraft - Reading for general or specific information 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

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Before you read Work in partner. Ask and answer the following questions.

1. Who is the first human to fly into space?

2. Can vou name the first humans to set foot on the moon?

3. Who is the first Vietnamese to fly into space?

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d) Implementation (Tổ chức thực hiện)

Suggested answers 1. The first human to fly into space is Yuri Aleksevevich Gagarin.

2. The first humans to set foot on the moon are Neil Armstrong and Buzz Aldrin.

3. The first Vietnamese to fly into space is Pham Tuan.

Elicit students’ answers.

Give feedback.

Lead into new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING 97

(Hoạt động 2: Hình Thành Kiến Thức) - New words: words/ phrases related to space and spacecraft Read the text about Yuri Alekseyevich Gagarin, the first human to fly into space and then do the tasks that follow.

Present some new words 1.astronaut (n) ['æstrənɔ:t]: phi hành gia 2. cosmonaut (n) ['kɔzmənɔ:t]: nhà du hành vũ trụ(Nga) 3. desire (n) [di'zaiə]: khát vọng 4. gravity (n) ['græviti]: trọng lực 5. honour (v) ['ɔnə]: tôn kính 6. lift off (v)['lift'ɔ:f]: tàu vũ trụ) phóng vụt lên 7. name after (v) [neim 'ɑ:ftə]: đặt tên theo 8. orbit (n) ['ɔ:bit]: quỹ đạo 9. plane crash (n) [plein kræ∫]: vụ rơi máy bay 10. psychological tension(n)[,saikə'lɔdʒikl 'ten∫n]: căng thẳng tâm lý 11. set foot on (exp)[set fut]: đặt chân lên 12. space (n)['speis]: vũ trụ 13. spacecraft (n)['speis'krɑ:ft] : tàu vũ trụ 14. technical failure (n) ['teknikl 'feiljə]: trục trặc kỹ thuật Suggested answers Understand the reading text about Yuri Alekseyevich Gagarin 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Reading for general or specific information

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While you read Task 1. Match the headings to the paragraphs.

Task 2. Read the passage again and answer the questions.

Suggested answers Task 1. Match the headings to the paragraphs.

Paragraph 1 - B. The lift-off Paragraph 2 - D. View on Earth Paragraph 3 - E. Uncertainties Paragraph 4 - C. Congratulations Paragraph 5 - A. The tragic accident Task 2. Read the passage again and answer the questions.

1. He was 27 years old.

2. He was in space for 108 minutes.

3. They were what would happen to a human being in space or how the body would react to the extreme changes in temperature or how the mind would deal with the psycholigical tension.

4. It was more than 17.000 miles per hour.

5. Because he died in a plane crash on a routine training flight in March 1968.

6. After his death, his hometown of Gzhatsk was renamed Gagarin, and the Cosmonaut Trainins Center at Star City, Russia, was given the name of this national hero.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ)

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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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations After you read Complete the summary of the reading passage by putting the words/ phrases in the box into the blanks. impossible named after lasted gravity success view in space cosmonaut Suggested answers On 12th April, 1961, Yuri Gagarin, a Russian (1) cosmonaut became the first human being (2) in space. Although his flight (3) lasted only 108 minutes, its (4) success made him become a national hero. He also became the first person to eat and drink in zero (5) gravity, and he was able to (6) view the Earth in a way that no one had done before. Unfortunately, plane crash in March 1968 made Gagarin's desire of revisiting space (7) impossible. After his death, his hometown and the Cosmonaut Training: Centre at Star City, Russia were (8) named after him.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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Date: 02/01/2021 Period 91 Unit 15: SPACE CONQUEST B. SPEAKING

2. Checking: During the lesson 3. New lesson:

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ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest Checking vocabulary related to the reading text Suggested answers Understand the words related to the topic Space conquest Elicit students’ answers.

Give feedback.

Lead into new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Words/phrases relate to the process of launching its first man spacecraft into space

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I. OBJECTIVES 1. Knowledge: - General knowledge: Students know how to talk about possible of events.

- Talk about historical events on the space conquest - Language: making a conversation of a famous person - New words: Words/phrases relate to the process of launching its first man spacecraft into space 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

Task 1. Work in pairs. Read the following piece of news, then ask and answer the questions.

Suggested answers 1. When did China launch its first manned spacecraft into space? ⟶ On 15th October 2003.

2. What was the name of the spacecraft? ⟶ The spacecraft was called “Shenzhou 5".

3. Who was the astronaut? How old was he? ⟶ Yang Liwei. China's first astronaut, was 38 years old.

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d) Implementation (Tổ chức thực hiện)

4. How important was the flight? ⟶ The successful flight marked a milestone in China's space project.

1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Talk about historical events on the space conquest

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

c) Products (Sản phẩm)

Suggested answers Make a presentation about the important event in the space conquest

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Task 2. Work in groups. Take turns to talk about the important events in space exploration.

Suggested answers 1. On 4th October, 1957, the USSR launched its first artificial satellite, sputnik, into space. It marked as the beginning of Space Age. 2. On 3rd November, 1957, first living being in space was a dog named Laika. It was abroad in Sputnik 2.

3. On 12th April l961, Yuri Gasarin, a Russian cosmonaut became the first human in space. He was 27 years old then. He made a 108 - minute flight.

4. On 16th June, 1963, a Russian cosmonaut. Valentina Tereshkova became the first woman in space.

5. On 20th July, 1969, first humans to set foot on the moon were Neil Armstrong and Buzz Aldrin. They were American astronauts.

6. On 23th July, 1980, Pham Tuan became the first Vietnamese in space.

He was along with V.V.Gorbotko, a Russian cosmonaut. They stayed 8 days in orbit.

7. On 29th October, 1998, the oldest human every to fly into space was John Glenn, an American astronaut. He was 77 years old.

8. On 15th October, 2003, Yang Liwei became the first Chinese in space, 38 years old. He spent 21 hours in space.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Some students come form of the class and talk about the important event in the space conquest.

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- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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Date: 02/01/2021 Period 92 Unit 15: SPACE CONQUEST C. LISTENING

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I. OBJECTIVES 1. Knowledge: - General knowledge: To help Ss practice listening about the 1st human moon landing.

- New words: Words related to memorable experiences - Listening for specific information and comprehension questions 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest Before you listen Work in pairs. Match the pictures with the captions.

Suggested answers Picture A ⟶ 2. The Apollo crew Picture B ⟶ 5. The first foot print on the moon Picture C ⟶ 3. Walking on the Moon Picture D ⟶ 1. Orbiting Picture E ⟶ 4. The Moon landing Elicit students’ answers.

Give feedback.

Lead into new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Words related to memorable experiences

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Preteach new words: 15. telegram (n) ['teligræm]:điện tín 16. temperature (n) ['temprət∫ə]: nhiệt độ 17. uncertainty (n) [ʌn'sə:tnti]: sự không chắc chắn 18. venture (n) ['vent∫ə]: việc mạo hiểm 19. weightlessness(n) ['weitlisnis]: tình trạng không trọng lượng 20. artificial (a) [,ɑ:’tifi∫əl]: nhân tạo 21. carry out (v) ['kæri'aut]: tiến hành 103

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22. launch (v) [lɔ:nt∫]: phóng (tàu vũ trụ) 23. manned (a) ['mænd]: có người điều khiển 24. mark a milestone (exp) ['mailstoun]: tạo bước ngoặc 25. satellite (n) ['sætəlait]: vệ tinh 26. achievement (n) [ə't∫i:vmənt]: thành tựu 27. congress (n) ['kɔηgres]: quốc hội (Mỹ) 28. mission (n) ['mi∫n]: sứ mệnh, nhiệm vụ 29. NASA (n) (National Aeronautics and Space Administration) ['næsə][,eərə'nɔ:tiks][əd,minis'trei∫n]: cơ quan hàng không và vũ trụ Hoa Kỳ 30. appoint (v) [ə'pɔint]: bổ nhiệm Suggested answers Students understand the meaning and pronounce the words correctly 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Listening for specific information and comprehension questions

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a) Objectives (Mục tiêu) b) Content (Nội dung)

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QU Y

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c) Products (Sản phẩm)

While you listen Task 1. Listen and decide whether the following statements are true (T) or false (F).

Task 2. Listen again and answer the questions.

While you listen Task 1. Listen and decide whether the following statements are true (T) or false (F).

1 - F (1961) 2-T 3 - F (Neil Armstrong) 4 - F (two and half hours) 5-T Task 2. Listen again and answer the questions.

1. NASA's Apollo programme was developed to meet President Kennedy's challenge.

2. The Apollo 11 launched on July 16th 1969.

3. It was used for controlling tile oxygen, temperature and pressure inside the spacesuit.

4. The astronauts stayed on the surface of the moon for two and a half hours.

5. They performed a variety of experiments and collected soil and rock samples to return to Earth.

6. They returned to the Earth on July 24th, 1969.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định):

DẠ

Y

d) Implementation (Tổ chức thực hiện)

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L

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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations After you listen Discuss the following questions.

1. In your opinion, what is the reason for the human interest in Mars and other planets in the solar system?

2. If you were offered a chance of going to the moon and you could take three things with you, what would you choose and why?

Suggested answers 1. I think human beings like an adventure.

2. I would take a camera to take a lot of photos, water to drink and a Vietnam flag as a reminder for a Vietnamese person's appearance.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

c) Products (Sản phẩm)

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Y

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QU Y

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d) Implementation (Tổ chức thực hiện)

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FI CI A

a) Objectives (Mục tiêu) b) Content (Nội dung)

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Date: 02/01/2021 Period 93 Unit 15: SPACE CONQUEST D. Writing

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2. Checking: During the lesson 3. New lesson:

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I. OBJECTIVES 1. Knowledge: - General knowledge: Students learn about the content and structure of a biography of a person.

- Language: The Simple Past Tense and Simple Present Tense - Writing a biography 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

a) Objectives (Mục tiêu) b) Content (Nội dung)

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QU Y

Show a short video clip /picture about Neil Armstrong and ask students some questions about him: - Who is he?

- What does he do?

- Is he Russian or American?

- When did he walk on the moon?

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c) Products (Sản phẩm)

d) Implementation (Tổ chức thực hiện)

Suggested answers

- He is Neil Armstrong - He is an astronaut - He is American - In 1969 Elicit students’ answers.

Give feedback.

Lead into new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING 106

(Hoạt động 2: Hình Thành Kiến Thức) Students learn about the content and structure of a biography of a person.

Task 1. Below is some information about Neil Armstrong, the first human to set foot on the moon. Put each of the headings in the box in the appropriate blank.

Career Place of birth Date of birth Quote Known as Suggested answers (1) Birth (2) Place of Birth (3) Known As (4) Career (5) Quote 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Writing a biography

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d) Implementation (Tổ chức thực hiện)

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c) Products (Sản phẩm)

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a) Objectives (Mục tiêu) b) Content (Nội dung)

Task 2. Write a biography of Neil Armstrong from the information given in Task 1.

Suggested answers Neil Armstrong is an American astronaut. He is known as the first person to walk on the Moon. He was born on August 5th, 1930 in Wapakoneta in Ohio. From 1949 to 1952, he worked as a pilot in the United States Navy.

Armstrong received his B.S from Purdue University in 1955. He joined the NASA astronaut program in 1962. Neil Armstrong became the first human to step on the Moon’s surface on July 20th, 1969. Armstrong and Aldrin spent two and a half hours on the Moon's surface. Armstrong received his M.S at the University of Southern California in 1970. In 1971, he resigned from NASA and from 1971 to 1979, he taught at the University of Cincinnati. In 1986. Armstrong was appointed vice-chairman of the committee that investigated the space shuttle Challenger disaster. He is also well- known for what he said when he stepped on the moon's surface: "That's one small step for man, one giant leap for mankind".

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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

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a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

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d) Implementation (Tổ chức thực hiện)

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Suggested answers Students know how to write and talk about biography - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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QU Y

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c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

FI CI A

Ask students to exchange their paper card to correct Ask one group to show their biography on the board.

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(Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations

a) Objectives (Mục tiêu) b) Content (Nội dung)

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Date: 02/01/2021

I. OBJECTIVES 1. Knowledge:

FI CI A

- Distinguish the sounds /nt /, /nd/ /nθ /, /ns/ and /nz/ - Pronounce the words and sentences containing these sounds correctly - How to use could/be able to and tag questions

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Period 94 Unit 15: SPACE CONQUEST E. Language focus

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2. Checking: During the lesson 3. New lesson:

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2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) - General knowledge: Students know how to distinguish sounds nt /, /nd/ /nθ /, /ns/ and /nz/and

QU Y

a) Objectives (Mục tiêu)

Pronunciation: Listen and repeat

Practise reading aloud this dialogue.

A: Florence, Mr. Barnes went on the tenth of last month.

B: Oh. I have warned you, haven’t I ? Did he pay the rent?

A: Only to the seventh.

B: Only to the seventh?

A: Yes, and we may have no chance to see him again. Is he your friend?

B: No, Mr. Barnes is not my friend and if he phones, remind him that he must pay the rent to the end of the month.

A: Don’t be so tense. We’ll have a new tenant on the thirteenth of this month.

Suggested answers Students pronounce correctly the words and sentences Steps for teaching pronunciation 10.

Go over the basic rules of English phonics.

11.

Show students how to make sounds that combine consonants 12.

Demonstrate sounds by exaggerating your mouth, lips, and tongue

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b) Content (Nội dung)

DẠ

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

109

Encourage students to practice unfamiliar sounds diligently

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Revise structures could/be able to and tag questions

FI CI A

a) Objectives (Mục tiêu) b) Content (Nội dung)

L

13.

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Exercise 1. Complete the sentences, using could, couldn’t or was/were (not) able to.

Exercise 2. Read the situation and write a sentence with a tag question. In each situation you are asking your friend to agree with you.

Exercise 3. Mark and Jenny were showing some farnily photographs to a friend. Here are some of the questions that were asked. Complete the questions by adding the tag questions.

Exercise 1.

1. couldn’t/ wasn’t able to 4. was able to 2. was able to 5. could/ was able to 3. could/ was able to 6. couldn’t/ wasn’t able to Exercise 2.

1. It’s (very) expensive, isn’t it?

2. The film was great, wasn’t it?

3. She has/ She has got/ She’s got a lovely voice, doesn’t she? Or She has a lovely voice, doesn’t she?

4. It doesn’t look very good, doesn’t it?

5. You’ve had your hair cut, haven’t you?

Exercise 3.

1. doesn’t she 4. didn’t we 6. can’t you

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a) Objectives (Mục tiêu) b) Content (Nội dung)

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c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

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1. Could và be able to Ex1- Jack was an excellent tennis player. He could beat anybody (= He had the ability to beat anybody).

Ex2- Once in a difficult same against Alex. Alex played very well but in the end Jack was able to beat him. (= He managed to beat him in this particular game) - Ta có thể sử dụng thể phủ định couldn't trong mọi trường hợp: e.g: - My grandfather couldn't swim. (Ông của tôi không biết bơi.), - We tried hard but we couldn't persuade them to come with us.

2. Tag questions The structure is generally as follows: Affirmative statement Negative Tag He likes reading books, doesn't he?

Negative statement Affirmative Tag She doesn't care about him, does she?

Suggested answers Rememer the forms and the uses of could/be able to and tag questions 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Know to use structures could/be able to and tag questions

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Suggested answers Do exercises at home - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

DẠ

Y

KÈ

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QU Y

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

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FI CI A

L

d) Implementation (Tổ chức thực hiện)

2. haven’t you 5. won’t we 7. mustn’t it 3. wasn’t it - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Make sentences with the could/be able to and tag questions

111

Date: 02/01/2021 Period 95 Unit 16: THE WONDERS OF THE WORLD A. Reading

2. Checking: During the lesson 3. New lesson:

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I. OBJECTIVES 1. Knowledge: - General knowledge: reading to find the sentences that show facts and the ones that describe opinions - Language: Sentences and expression for expressing topic - New words: Words related to topic the wonder of the world - Guessing meaning in context, understanding and using new words by speaking asking and answering 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

QU Y

a) Objectives (Mục tiêu) b) Content (Nội dung)

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Before you read Below are two famous man-made wonders of the world. Look at them and answer the questions.

1. Can you name these two wonders of the world?

2. Where do you think they are located?

3. What do you know about them?

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c) Products (Sản phẩm)

d) Implementation (Tổ chức thực hiện)

Suggested answers 1. These two wonders are Great Pyramid Cheop (Khufu), and the Taj Mahal.

2. The Great pyramid Cheop is in Cairo, Egypt, and the Taj Mahal in India.

3. They were built as tombs for their royal families. The Great Pyramid was built over 4000 years ago. And the Taj Mahal was built from 1630 to 1652 by an Indian king.

Elicit students’ answers.

Give feedback.

112

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Words related to topic the wonder of the world

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a) Objectives (Mục tiêu) b) Content (Nội dung)

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d) Implementation (Tổ chức thực hiện)

Task 1. The words in the box all appear in the passage. Fill each blank with a suitable word. mysterious ramp tomb chamber spiral wonder Suggested answers 1. tomb 4. chamber 2. wonder 5. mysterious 3. ramp 7. spiral 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Reading for -Guessing meaning in context, understanding and using new words by speaking asking and answering Task 2. Answer the following questions.

Task 3. Scan the text and say what the following words refer to.

Task 2. Answer the following questions.

1. It is located on the west bank of the River Nile and it was built around the year 2560 B.C. 2. It was about 147 metres high on a base of 230 metres square.

3. The purpose of this huge stone Pyramid was to serve as a tomb when the Egyptian Pharaoh Khufu died and to protect the burial chamber from the weather and from thieves who might try to steal the treasures and belongings there.

4. It is thought that the ancient Egyptian used straight or spiral ramps/or huge weight arms to lift and place the blocks of stone.

5. The boat is believed to have been used to carry the body of Khufu in his last journey on earth before being buried inside the pyramid.

Task 3. Scan the text and say what the following words refer to.

1. who (line 4) refers to the thieves.

2. it (line 8) refers to the Great Pyramid.

3. it (line 9) refers to the Great Pyramid.

4. each (line 12) refers to the block of stone.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định):

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c) Products (Sản phẩm)

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QU Y

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a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

Y

d) Implementation (Tổ chức thực hiện)

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Lead into new lesson.

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a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

Suggested answers Describe a famous place about the information of location, special features…

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

DẠ

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QU Y

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d) Implementation (Tổ chức thực hiện)

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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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Work in groups: Tell about a famous place that you know

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Date: 02/01/2021 Period 96 Unit 16: THE WONDERS OF THE WORLD B. Speaking

2. Checking: During the lesson 3. New lesson:

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a) Objectives (Mục tiêu) b) Content (Nội dung)

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c) Products (Sản phẩm)

QU Y

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest Vocabulary checking

Suggested answers Students remember the words related to the topic Elicit students’ answers.

Give feedback.

Lead into new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Sentences and expressions for making suggestions about events Task 1. The sentences below all appear in the reading passage. Work in pairs. Which sentences express facts (F) and which ones, opinions (O)? Put a tick (✓) in the right column.

Suggested answers

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a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

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I. OBJECTIVES 1. Knowledge: - General knowledge: learn about the historical or cultural events - Language: making a conversation of a famous person - New words: Sentences and expressions for making suggestions about events - Speaking Fluency in expressing opinions and making suggestions about events 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

F 1. The Great Pyramid is believed to have been built over a 20year period.

2. The Great Pyramid was 147 metres high.

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O

✓ ✓

✓

4. The structure consisted of approximately 2 million blocks of stone.

✓ ✓

FI CI A

5. One theory involves the construction of a straight or spiral ramp that was raised as the construction proceeded.

L

3. The Great Pyramid ranked as the tallest structure on earth for more than 43 centuries.

6. A second theory suggests that the blocks were lifted and placed using thousands of huge weight arms.

✓

7. The boat is believed to have been used to carry the body of Khufu in his last jouney on earth before being buried inside the pyramid.

OF

1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Speaking Fluency in expressing opinions and making suggestions about event Task 2. Work in pairs. Tell your partner about some facts and opinions of the Great Pyramid of Giza, using the information in Task I. Suggested answers A: Hi, What are you doing?

B: I'm searching for some wonders of the world.

A: Great. Can you tell me something about the Great Pyramid of Giza?

B: What do you need to know about it?

A: Who built the Great Pyramid of Giza?

B: I think the Great Pyramid of Giza was built by a giant.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Task 3. Work in groups. Discuss possible answers to the following question, using the suggestions below.

• Who built the Great Pyramid of Giza?

• How long did it take to build it?

ƠN

d) Implementation (Tổ chức thực hiện)

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d) Implementation (Tổ chức thực hiện)

QU Y

NH

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

DẠ

a) Objectives (Mục tiêu) b) Content (Nội dung)

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QU Y

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d) Implementation (Tổ chức thực hiện)

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c) Products (Sản phẩm)

• Where did the builders find the stones?

• How could they build the Pyramid so high?

Suggested answers A: How long did it take to build it?

B: It is believed/ said/supposed/thought that the Great Pyramid was built over a 20-year period.

A: Where did the builders find the stones?

B: The stones are believed/ said/ supposed/ thought to be found in Everest Mountain.

A: How did they transport them?

B: The stones are believed/ said/ supposed/ thought to be transported by thousands of huge weight arms.

A: How could they build the Great Pyramid of Giza?

B: People say/ think/ believe/ suppose that its construction of a straight or spiral ramp that was raised as the construction proceeded. The blocks were lifted and placed using thousands of huge weight arms.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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Date: 02/01/2021 Period 97 Unit 16: THE WONDERS OF THE WORLD C. Listening

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I. OBJECTIVES 1. Knowledge: - New words: Words related to describing Great Wall of China - Listening for specific information 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

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2. Checking: During the lesson 3. New lesson:

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

a) Objectives (Mục tiêu) b) Content (Nội dung)

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Before you listen Look at the picture and answer the question that follow.

1. What can you see in the picture?

2. Where do you think it is?

3. When did you think it was built?

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d) Implementation (Tổ chức thực hiện)

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a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

Suggested answers 1. It's the Great Wall of China.

2. I think it's located in China.

3. I think it was built around 1368.

Elicit students’ answers.

Give feedback.

Lead into new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Words related to describing Great Wall of China

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c) Products (Sản phẩm)

Task 1.Listen to the passage about the Great Wall of China and fill in the missing information.

1. the moon

Suggested answers 2.1987 118

Task 2. Listen to the passage again and answer the questions.

1. When did the ancient Chinese start building the Great Wall?

2. How many provinces does the wall cover?

3. Why is it considered one of the greatest man-made wonders in the world?

4. Which part of the wall is the best choice for visit? Why? Suggested answers 1. The ancient Chinese started to build the Great Wall in 1368.

2. Five provinces.

3. Because it can be seen from the moon.

4. The part of the northwest of Beijing is the best choice for visit because it is still in its original state.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Work in groups. Tell your partners why the Great Wall is considered one of the greatest wonders in the world and how it was built.

Suggested answers A: Why is the Great Wall considered one of the greatest wonders in the world?

B: Because it takes very, very long time to complete, about 200 years.

C: And it is said to be visible from the moon and down across deserts, grasslands and mountains of 5 provinces. It stretches for about 6,000km from east to west.

A: How was it built?

D: It was made of stone, brick, tamped earth, wood, and other materials.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ)

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3. the Ming Dynasty 4.200 5. 200 B.C 6. 6000km 7. 11 metres 8. stones 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Listening for specific information

d) Implementation

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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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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(Tổ chức thực hiện)

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Date: 02/01/2021 Period 98 Unit 16: THE WONDERS OF THE WORLD D. Writing

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I. OBJECTIVES 1. Knowledge: - New words: Adjectives and verb forms often used in description of a historical place.

- Writing a paragraph about historical place 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

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2. Checking: During the lesson 3. New lesson:

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

a) Objectives (Mục tiêu) b) Content (Nội dung)

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Introduce some special features of Ponagar Cham Towers in Nha Trang

c) Products (Sản phẩm)

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a) Objectives (Mục tiêu)

Suggested answers Students know some information about Ponagar Cham Towers in Nha Trang Elicit students’ answers.

Give feedback.

Lead into new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Adjectives and verb forms often used in description of a historical place.

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Present the structure of describing a place:

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

Suggested answers Students can base on the structure to write a description of a place.

1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Writing a paragraph about historical place

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b) Content (Nội dung)

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Below are some notes made by a visitor to the Ponagar Cham Towers in Nha Trang. Use her/ his notes to write a report on the visit.

Suggested answers Last year, during my stay in Nha Trang, I had a brief tour to Ponagar Cham Towers, one of the most beautiful examples of Cham architecture in central Vietnam.

The Ponagar Cham Towers consist of four towers. They are located on Cu Lao Marble Hill, two kilometers north of Nha Trang. They were built between the 8th and 13th centuries.

The remaining towers were dedicated to different god. The largest tower was built in honor of Lady Thien Y. The 22.5m high tower contains her sandstone statue sitting on Buddha's throne. The 2.6m high statue has 10 hands, holding specific objects illustrating the power of Buddha.

The tour to Ponagar Cham Towers lasted 5 hours. I was rather tired, but the tour was enjoyable, memorable and informative.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định):

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a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Make a presentation about the Ponagar Cham Towers in Nha Trang or other place you know Suggested answers Do at home - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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Date: 02/01/2021 Period 99 Unit 16: THE WONDERS OF THE WORLD E. Language focus

2. Checking: During the lesson 3. New lesson:

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I. OBJECTIVES 1. Knowledge: - General knowledge: Students learn 3 sounds and review some tenses - Pronunciation: ending sounds /ft/, /vd/, /fs/ and /vz/.

- Grammar: + It is said that …………. + He is said …………….. + People say that ……….

2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

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ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) - Pronunciation: ending sounds /ft/, /vd/, /fs/ and /vz/.

a) Objectives (Mục tiêu) b) Content (Nội dung)

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Pronunciation Listen and repeat.

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Practise reading aloud these sentences.

1. They are not on the roofs now. They’ve been moved to the ground. Use the lift. I’ll ring to say you’ve arrived.

2. I think he’s improved, but he still coughs a lot.

3. We have plenty of laughs. We miss him when he leaves.

4. He loves a nurse. Her name’s Soft. He wants me to bring her this gift.

5. He brought me a gift when he arrived.

Suggested answers Students pronounce correctly the words and sentences Steps for teaching pronunciation 14.

Go over the basic rules of English phonics.

15.

Show students how to make sounds that combine consonants 16.

Demonstrate sounds by exaggerating your mouth, lips, and tongue 124

17.

Encourage students to practice unfamiliar sounds diligently

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ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - Grammar: + It is said that …………. + He is said …………….. + People say that ……….

Cấu trúc: It is said that…được dùng để tường thuật hay đưa tin tức. Ta có thể dùng cấu trúc tương tự với một số động từ như: thought (nghĩ); believed (tin rằng); considered (xem xét, cho là); reported (báo cáo); known (biết); expected (mong chờ); alleged (buộc tội); understood (hiểu). e.g: - Cathy works Very hard.

It is said that she works 16 hours a day.

- The police are lookins for a missing boy.

It is believed that the boy is wearing a white pullover and blue jeans.

Suggested answers Students understand the form and the use of the structures 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Do exercises on using : + It is said that …………. + He is said …………….. + People say that ……….

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

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a) Objectives (Mục tiêu)

Exercise 1. Rewrite each of the following sentences in such a way that it means almost the same as the sentence printed before it.

Exercise 2. Rewrite each of the following sentences in such a way that it means almost the same as the sentence printed before it.

Exercise 1.

1. Many people are said to be homeless after the floods.

2. The prisoner is thought to escape by climbing over the wall.

3. He is believed to drive through the town at 90km an hour.

4. Two people are reported to be seriously injured in the accident.

5. Three men are said to be arrested after the explosion.

6. The strike is expected to begin tomorrow.

7. He is said to speak English very well.

Exercise 2.

1. He is thought to be very clever.

2. The wanted man is believed to be living in the New York.

3. He is known to be very rich.

4. The film is supposed to be very good.

5. Many people are thought to be killed in the accident.

6. About a million puppies are thought to be born each year.

7. The factories are said to be much worse.

8. Those dogs are said to be dangerous.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ)

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b) Content (Nội dung)

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d) Implementation (Tổ chức thực hiện)

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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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Extra exercise: Write these sentence in another way, beginning as shown.

1. People know that he is armed.

He ____________________________________________________ 2. It is believed that the man was killed by terrorists.

The man _______________________________________________ 3. People think that the company is planning a new advertising campaign.

The company ___________________________________________ 4. It was reported that the President had suffered a heart attack.

The President ____________________________________________ 5. It is alleged that the man was driving at 110 miles an hour.

The man ________________________________________________

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Suggested answers 6. People know that he is armed.

He is known to be armed.

7. It is believed that the man was killed by terrorists.

The man is believed to have been killed by terrorists.

8. People think that the company is planning a new advertising campaign.

The company is thought to be planning a new advertising campaign.

9. It was reported that the President had suffered a heart attack.

The President was reported to have suffered a heart attack.

10. It is alleged that the man was driving at 110 miles an hour.

The man is alleged to have been driving at 110 miles an hour.

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c) Products (Sản phẩm)

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d) Implementation (Tổ chức thực hiện)

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 126

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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.

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Date: 02/01/2021

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Period 100: TEST YOURSELF F I. OBJECTIVES 1. Knowledge: - After this lesson, students will be able to: - Improve their knowledge through the test yourself - Language: Students can improve their techniques of doing the simple tests 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

NH

2. Checking: During the lesson 3. New lesson:

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Listening test I. LISTENING Listen to the passage about Man in Space and decide whether the statements are True (T) or False (F).

Suggested answers 1. The first artificial satellite was launched on 4th October 1957. T 2. Many other heavier Sputniks and rockets have been launched by the former Soviet Union and other countries since that time. F 3. The first manned spaceship was launched on 20th April, 1961. F 4. Yuri Gagarin, the Soviet pilot, took mankind's first step into space. T 5. This historical event has proved that step by step man can conquer outer space. T Elicit students’ answers.

Give feedback.

Lead into new lesson.

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Reading test

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a) Objectives (Mục tiêu) b) Content (Nội dung)

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a) Objectives (Mục tiêu) b) Content (Nội dung)

Read the passage and answer the questions.

1. When were many very important discoveries made in medicine?

2. Who developed the X-ray machine in 1895?

3. When was penicillin, the first antibiotic, discovered?

4. What can doctors do to save people's lives and help them live better today?

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5. What is acupuncture?

Suggested answers 1. Many very important discoveries were made in medicine in the 19th and 20lh centuries.

2. A German doctor named Roentgen developed the X-ray machine in 1895.

3. It was discovered in 1928.

4. Doctors can save people's lives by giving them a new heart or a new kidney. Hospitals have large computers and machines that help sick people live better.

5. It is a very old method of treating sickness and pain. It uses needles to help the human body fight pain and disease.

1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Language focus

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c) Products (Sản phẩm)

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III. PRONUNCIATION & GRAMMAR a) Listen and put a tick (√) in the right box, paying attention to the pronunciation of the underlined part of the word. b) Complete the sentences, using question tag.

(Hoàn thành câu, sử dụng câu hỏi đuôi) 1. The seafood is delicious,_________ ?

2. He passed the entrance exams,__________ ? c) Rewrite each of the following sentences in a such way that it means almost the same as the sentence printed before it.

(Viết lại mỗi câu sau sao cho nó có nghĩa gần giống với câu in trước nó.)

1. People think that Jane is very rich.

2. It is said that she won a special prize.

3. People say that he knows five foreign languages.

4. It is thought that the thief got in through the kitchen window.

Suggested answers b) 1. isn't it 2. didn't he c) 1. Jane is thought to be very rich.

2. She is said to have won a special prize.

3. He is said to know five foreign languages.

4. The thief is thought to have got in through the kitchen window.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ):

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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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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 (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Write a biography of Mark Twain, using the following information: Known as one of the greatest American writers.

Suggested answers Mark Twain, one of the greatest American writers, was born in Missouri in 1835. His real name was Samuel Langhome Clemens. He spent his childhood on the riversides of the Mississippi River. Twain started writing during the Mississippi River During Civil War. He worked as a newspaperman in Nevada and California. In 1870, he married Olivia Langdon. He was also a famous lecturer and travelled around the country, giving talks on a variety of subjects. The "Life on the Mississippi" told about his adventures on the riverboats. Among his novels are best ones: "The Adventures of Tom Sawyer'' and "The Adventures of Huckleberry Finn". He wrote his last novel in 1909, and he died, at the age of 75.

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 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 tasks (Thực hiện nhiệm vụ): 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, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

- Step 4: Conclusion, judgment (Kết luận, nhận định): 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.

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(Các tiết sau này các thầy cô vui lòng copy đề và bài ôn tập vào sau các phần new lesson giúp ạ) Period 102 + 103: REVISION FOR THE 2ND TERM TEST

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2. Checking: During the lesson 3. New lesson:

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I. OBJECTIVES 1. Knowledge: - To help students revise what they have learned in the second term.

- To give them a chance to practice 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

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Date: 02/01/2021

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Period 104: FINAL TERM TEST I. OBJECTIVES 1. Knowledge: - To help students revise what they have learned in the second term.

- To give them a chance to practice 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

3. Qualifications : - Increasing 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 Date of teaching Attendance

KÈ

M

QU Y

NH

2. Checking: During the lesson 3. New lesson:

Date: 02/01/2021

DẠ

Y

Period 105: TEST CORRECTION I. OBJECTIVES 1. Knowledge: - To help students revise what they have learned in the second term.

- To give them a chance to practice 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.

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FI CI A

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3. Qualifications : - Increasing 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 Date of teaching Attendance

DẠ

Y

KÈ

M

QU Y

NH

ƠN

OF

2. Checking: During the lesson 3. New lesson:

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