GIÁO ÁN TIẾNG ANH 12 HỆ 7 NĂM (CHƯƠNG TRÌNH CŨ) (THEO CV 5512)

GIÁO ÁN TIẾNG ANH 12 HỆ 7 NĂM

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GIÁO ÁN TIẾNG ANH 12 HỆ 7 NĂM (CHƯƠNG TRÌNH CŨ) (THEO CV 5512) Trong mỗi hoạt động sẽ được trình bày như sau: Aim - Content - Outcome - Organization WORD VERSION | 2023 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/Telegram/Zalo 0905779594

ENGLISH 12 Date of preparation: Date of teaching:

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PERIOD: 01 INTRODUCING THE PROGRAMS OF ENGLISH 12

Warm-up

* chatting * Aim: This activity helps Ss to be familiar with the topic of the lesson. * Content: Ask ss some questions about their daily routine * Product: Answer the questions naturally * Steps: 1. Warm up: Introduces herself to the students Asks some students to introduce themselves: What’s your name?

Do you like English?

Do you find English easy or difficult?

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

Why do you learn English?

How long have you learned English?

Are you good or bad at English? * Aim: Help ss have general information about the book * Content: Introduce the content, design, and * Product: Understand what they will learn in this book * Steps:

- Work individual - Answer the teacher’s questions

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15 minutes

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A. Objectives 1. Knowledge : By the end of the lesson, Ps will be able to ß Know how to learn English 12 effectively ß Have some supporting sources 2. Skill ß Ss know the requirement of different tests within English 12. Students know how to learn English 12 effectively. Students can find some useful sources to learn English 12 3. Attitudes ß Help Ss to be aware of importance of learning English and self - study B. Teaching aids ß English books 12 ß Referent books C. Teaching procedures I. Class organization: (1 minute) II. New lesson Time/Stages Contents / Teacher’s activities students’s activities

Presentation 25 minutes

- Listen and take notes in their notebooks.

- Listen and take notes in their notebooks.

- Work individual - Answer the teacher’s questions

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- Listen and take notes in their notebooks.

- Listen and take notes in their notebooks.

Do as appointed

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1. The text- book English 12 1. Guiding student’s book and workbook: * Introduce to students how to use their book and workbook * Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to do the exercises in their books 2. Guiding English tests in grade 10: * Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc. and how to do them * The tests in grade 10 include: reading : 25% listening: 25% writing: 25% language focus: 25% 3. Guiding other books and tape, disc, etc.

3. Teacher’s demand Books * Text - book English 10 * Work - book English At home: * Prepare for the new lessons: content, structures, words and phrases, pronunciation * Revise the old lessons + do all the homework At class: * Participate in all activities * Keep the discipline 4. Students’ assessment (5mins) What do you find your English? Very good Excellent: Good: Average: Bad: Very bad: Ask Ss to consolidate the main contents.

- Give feedback.

Consolidatio n 2 minutes Homework 2 minutes

Prepare the new words in Unit 1 Lesson1: Reading

Take notes

Take notes

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Date of preparation: Date of teaching: PERIOD: 2

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UNIT 1: HOMELIFE A- READING

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A. Objectives 1.Knowledge : By the end of the lesson, Ps will be able to ß Read the passage about “Homelife” and do reading comprehension tasks ß Use the information they have read to discuss related topic 2.Skill ß Develop such reading micro-skills as Completing the table, True or False and MCQs 3.Attitudes ß Help Ps to be aware of benefit of sharing household chore and the role of family in everyone’s life.

B. Teaching aids ß English books 12 ß Handouts ß Projector ß A0 paper C. Teaching procedures TIME/STAG CONTENT/TEACHER’S ACTIVITES STUDENTS’S ES ACTIVITES a. Aim: To talk about her/his family in front of the class to lead in - Keep books close 1.Activity 1 WARM UP the new lesson - Listen to the teacher b. Content: Playing games with family topics - Work in groups to (7 minutes) c. Outcome: students’s talks talk about family d. Organization: - Playing games.

- Divide the class into pairs and ask students to work in pairs to talk about their family in 3 minutes - Call of the leaders of each groups to talk about her/his family in front of the class - Feedback and lead the class to the topic of speaking activities (we are going to discuss about our family )

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PRESENTATION a. Aim: prepare for reading text b. Content: Ask and answer about the pictures c. Outcome: students’ talks * Suggestion: 1. Parents and children.

2.At home.

3.The mother is helping the daughter with her study, the father is playing with the son.

4.(depend on Ss.) - Copy down then repeat after T

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Activity 2 Before you read : (7 minutes)

d. Organization: * Chatting:- Ask Ss to talk about their family:

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- Work in pairs. * Suggestion: 1. Parents and children.

2.At home.

3.The mother is helping the daughter with her study, the father is playing with the son.

4.(depend on Ss.) -

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1. How many people are they in your family?

2. What is your father’s / your mother’s job?

- Go round the class and control - Call on some Ss to present .Then T gives feedback - Short introduction the types of family (show the pictures) + Nuclear family: consists of the father, the mother, and the children +Extended family: consists of the grandparents, aunts, uncles, cousins, nephews, nieces, and in-laws, (relatives through marriage). +Single parents families: A single parent family consists of the children and one parent either the father and the mother.

- In USA, single parent families are popular - In Viet Nam, there are more and more the type of single families. +Blended families or stepfamilies: A family in which both parents have been divorced, each with their own children they remarry and bring both sets chilren into the marriage. It consists of stepparents, stepsister,stepbrother,halfbrother and half sister.

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- Copy down then - Have SS to look at the picture (P12) and answer questions: repeat after T 1. Who do you think they are?

2. Where is the family?

3. What is each member doing?

4. How do you feel when you see such a warm and peaceful scence?/the scence of a family where people love and support each other?

- Call some pairs to answer and give feedbacks.

- Introduce the text. *Explain some new words: + Caring(a) + To be willing to do st. + Mischievous(a) + Obidient(a) + Close-knit(a) + Supportive(a) ~ of + Frankly(adv) + Secure(a) - Read aloud these words and ask Ss to repeat - Explain new words in Vietnamese if necessary

PRACTICE a. Aim: understand the text to do the tasks b. Content: Task 1: Choose the sentence A,B, or C that is nearest in meaning to the sentence given Task 2: Answer the questions c. Product: Key task 1 1.B 2. C 3. A 4. B 5. A

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Activity 3 While you read : (23 minutes)

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- Ask Ss to listen to the tape.

- Ask Ss to read the passage silently to understand about it

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- Work in groups , read the sentences carefully

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Key task 2 1. Very busy. They have to work long hours and sometimes they have to work at night.

2. She is always the first one to get up in the morning to make sure that her children leave home for school having eaten breakfast and dressed in suitable clothes. She always makes dinner ready before her husband comes home.

3. The daughter helps with household chores: she washes dishes and takes out the garbage. She also looks after the boys/her younger brothers. The father sometimes cooks/does some cooking or mends things around the house at weekends.

4. She attempts to win a place at university.

5. Because they are very closed – knit and supportive of one another. They often share their feelings and whenever problems come up, they discuss them frankly and find solutions quickly.

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d. Organization - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage

- Listen to the teacher and read up the sentences aloud .

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- Note down the new + Task 1: (10’) - Ask students to work in groups to read the sentences in the task words. and then choose the sentence A,B or C that is nearest in meaning to the sentence given.

- Read all the sentences which they have chosen loudly to the class - Read up.

Teach some new words: close –knit (a), mischievous (a), .....

- Work in groups to do the task - Ask students to work in groups to do the task.

- Call on some students to read the sentences.

- Read the passage - Common in whole class - Work in groups to find the sum up of the passage

- Note down the reason of the choice

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- Present the answers in front of the class - Commend

+ Task 2: (15’) - Divide the whole answers class into 6 groups of 8 students .

1,How busy are the parents in the passage?

2,How caring is the mother ?

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Work in groups to ask and answer the questions using the information from the

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passage

- Some students answer the questions in front of the class

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3,How do the father and the daughter share the household chore ?

4,What is the daughter attempting to do after secondary school?

5,Why do the children feel they are safe and secure in their family ?

- Ask students to read the questions carefully and discuss the answers - Help students to find the paragraph which contain the information for the answers - Call the leader of each group to answer the questions - Ask the whole class to commend - Feedback and give the correct answers and give point.

APPLICATION a. Aim: Use some new words and information to talk about their family b. Content: discuss about a happy family. c. Outcome: Students’ talks d. Organization: - Ask the whole class to discuss about a happy family.

- Call some students to say about their thinking of a happy family ∑ Asks Ps some questions -What have you learned today?

-What have you gained today

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Asks Ps to study the lesson again and prepare for the next lesson (Unit 1- B. Speaking)

Discuss Listen and take notes

∑ Answer T’s questions ∑ Expected answer - We have learned about homelife, the benefit of sharing the household chore and do such reading comprehension exercises as T or F, table completion and MCQs -Our group work skill and interpersonal skill are developed Listen to T and take note

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Homework 2 minutes

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Consolidation 2 minutes

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Activity 4 After you read (8 minutes)

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Date of preparation: Date of teaching: PERIOD: 3

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UNIT 1: HOMELIFE SPEAKING

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A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to ß Ask and answer about the family life ß Discuss the family life, including the relation and responsibility of each member in the family.

2. Skill ß Develop speaking and listening skill 3. Attitudes ß Help Ps to be aware of benefit of sharing household chore and the role of family in everyone’s life. ß Teach Ps to help their parents with suitable domestic chores at home B. Teaching aids ß English books 12 ß Handouts ß Projector ß A0 paper C. Teaching procedures Time/stages Content/teacher’s activites Students’s activites - Work in pairs Activity 1 a. Aim: lead in the new lesson - Present in front of the class WARM UP b. Content: network Expected words: c. Outcome: student’s answers 5ms + Cleaning the floor d. Organization: + Cooking + Doing the washing up * Network - Ask Ss to find out as many as possible words related to + Washing clothes household chores. + Tidying the kitchen + Ironing clothes + Hanging dry the clothes + Taking care of the baby Household chores + Repairing/ mending things +Taking out the garbage

- Call some Ss to write on the board.

- Give comments.

PRESENTATION a. Aim: Prepare to speak about the family topic b. Content: Task 1: Read the following statements and tick the ones that apply to you and your family. c. Outcome: student’s answers In my family both my father and mother go to work.

Almost all members of my family share the household chores. Washing the dishes and cleaning the house are

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Activity 2 Pre speaking (5 mins)

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Work in pairs.

- Tick the ones that apply to Ss’ family.

- Exchange the ideas

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d. Organization: *Task 1: Read the following statements and tick the ones that apply to you and your family.

- Ask Ss to work in pairs, exchange the ideas.

- Walk around and help them.

- Call some Ss to talk about their families in front of the class, using the information in task 1.

- Give feedback

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what I often do help my parents. We all like watching films on TV when we have free time at weekends. The person I often share my secrets with is my sister. I always ask my parents for advice before making an important decision.

Activity 3

PRACTICE a. Aim: Make questions to ask and answer with partners b. Content: Task 2:Prepare a list of questions to aks another Ss to find out whether his/her family life is like your: Task 3 : Ask about your partner’s family. c. Outcome:

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While speaking (20 mins)

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*Expected questions : 1. Could you tell me who works in your family?

2. By the way who in your family does the washing up?

3. What about your brother ? Does he share the household chores?

4. What’s your responsibility in the family?

5. What exactly do you have to do?

6. How do you share the household chores?

7. What interests do your family members share together?

8. What do your family members often do together in your free time?

9. Who do you often share your secrets with?

10. Who do you often talk to before making an important decision?

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d. Organization: Task 2:Prepare a list of questions to aks another Ss to find out whether his/her family life is like your: - Guide students how to practise- Help the students with new structures.

Give some special expressions +Could you tell me who….. ? + By the way who in your family ……. ? +What about your …. ? * Note: The difference between two question forms:

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Work in paris - Some pairs of student report before the class *Sample dialogue : A: - Hi,…Could you tell me a bit about your family life ?

B: - Sure, no problem.

A: - Who works in your family?

B: -Both my parents. My father is an engineer and my mother is a teacher. They work 8 hours a day.

A: Do you help them with the household chores?

B: Of course. I help my mother in the kitchen and wash the dishes.

A: What about your father?

B:He cleans the floor and sometimes when my mom is out of on business he cooks for us.

A:What interests do your family members share closely?

B:Watching films. We often watch films on TV on Saturday evening when everybody is free.

A: Who do you often share your secret with?

B:Mother.I think she

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understand me well.

A:So she is the person you often talk to before making an important decision?

B: No, in fact both my parents help a lot when I have problems.

A: You must be very happy in such a family .Thanks for giving me time. Bye. B: - Bye.

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- Walk around and help them.

- Call some pairs of student to report before the class.

- Correct their mistakes.

Task 3:Work with a different partner.

- Ask students to use the questions they have form to ask about her/his family.

Task 3

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Listen to the students and give remarks

APPLICATION a. Aim: Speak out their talks about familt b. Content: Report the information c. Outcome: *Expected answer: I’ ve just talked with B about her family life.She told me that both her parents go to work, so they are very busy. So she has to shares the household chores .She often helps her mother in the kitchen and washes the dishes after meals.

His father is also willing to help with the housework. He cleans the house and sometimes when B’s mom is out on the business. All the members of her family enjoy watching films together on Saturday evening. She shares her secret with her mother because she thinks that her mother understand her well; Hsowever, both parents help her make important decisions d. Organization

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Activity 4 10ms

-Work in groups and each group has a representative to talk about her/his family.

P1 : I talked to Tuan . Both his parents go to work. But only his mother does the household chores.....

P2 : In Loan’s family ,only her father goes to work and her mother is at home ...........

-Work in groups and then speak out their opinions.

PS : I think a happy family should have............

P : Yes it is . Because every member in the family often share the feelings with each other.........

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Asks Ps to study the lesson again and prepare for the next lesson (Unit 1- C. Listening)

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Homework 2 minutes

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Asks Ps some questions -What have you learned today?

-What have you gained today?

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Consolidation 2 minutes

-Work in groups and each group has a representative to talk about her/his family Answer T’s questions Expected answer - We have asked and answered questions about family life -Our group work skill and interpersonal skill are developed

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* Task 4:Report the information - Have Ss to work in groups - Call some Ss to report in front of the class.

- Correct and give comments.

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Date of preparation: Date of teaching: PERIOD: 4

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UNIT 1: HOMELIFE LISTENING

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A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to ß Listen to two people talking about their family life and the influence of family to their lives 2. Skill ß Develop speaking and listening skill 3. Attitudes ß Help Ps to be aware of the important role of family in everyone’s life.

B. Teaching aids ß English books 12 ß Handouts ß Projector ß A0 paper C. Teaching procedures Time/stages 1.Activity 1

Content/teacher’s activites a. Aim: warm up to lead in the new lesson b. Content: Jumbled word c. Outcome: reunion Answer the questions. + They are having a big meal. + 9 people.. + Very happy d. Organization: *Jumbled word: - Rearrange the letters to make a meaningful word: RINENOU - Which word can go with “reunion”?

WARM UP

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Presentation a. Aim: Know the new words and how to pronounce vocabulary b. Content: Describing the picture c. product: - Answer the questions. + They are having a big meal. + 9 people.. + Very happy

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Activity 2 Before listening (10mins)

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Students’s activites -> REUNION ->Family reunion

- Look at the pictures.

- Answer the questions. + They are having a big meal. + 9 people.. + Very happy

d. Organization * Describing the picture.

1. What is happening in the picture?

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+ Spread ( v) out /spred/ = to cover a large area : trải ra

- Students pay much attention to the words and how they’re pronounced

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+To reserve: = to book sth in advance: ñaët tröôùc

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2. How many pictures are there?/ who are they?

3. How are they feeling? / How do they look?

- Call some students to answers - Give feedback and introduce the topic of the lesson: * Vocabulary: (Listen and repeat) +Leftovers / `left əu vəz/: food that has not been eaten at the end of a meal (thức ăn thừa)

- Students listen to the tape carefully & repeat individually and in chorus

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+Flight(n) = a journey made by air : chuyeán bay

˘Lead-in: In today’s listening section, you’ll hear the conversation between Paul and Andrea talking about their family.

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 Teacher has students pay much attention to the words and how they’re pronounced and tells students that they’re given cues helping them to listen to the text well.

Activity 3

PRACTICE

While listening (20mins)

a. Aim: Practise listening to the conversation b. Content:

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Task 1: Listen to the conversation between Paul and Andrea and decide whether the statements are T or F and then correct the false statements.

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Task 2: Note down two things that are different about Paul’s and Andrea’s families. c. Outcome: Task 1 1. T 2. F (They not a very close nit family, they rarely get together as a family any more.)

3. F ( It is about 180 kilometers from they ….)

4. T ( There are 4 children in Paul’s family) 5. T ( There are too many people to cook for, they end up going out to dinner a lot.)

Task 2 Paul His family members are not very close.

The families often eat the meal the mother cooks at home.

Andrea His family is a close - knit one.

The family often goes out to eat when they get together.

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Read through the questions

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d. Organization: - Work individually to do the task - Compare the answers

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Task 1: Listen to the conversation between Paul and Andrea and decide whether the statements are T or F and then correct the false statements.

- Ask students to read through the questions

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- Play the tape two times - Ask Ss to do individually then compare the answer with a partner.

- Play the tape again, have students listen and check the answers - Call some Ss to give the answers - Checks and gives feedback.

Task 2: Note down two things that are different about Paul’s and Andrea’s families.

- Ask students to read through the questions.

- Let them do the task without listening again.

- Play the tape twice .

- Ask students to do Task 2 then compare the answer with a partner.

- Play the tape again, have students listen and check the answers.

- Ask some students to read the answers.

- Check and gives feedback.

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Task 2

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Paul His family members are not very close.

The families often eat the meal the mother cooks at home.

- Read through the questions.

-Work individually - Try to do the task without listening again.

- Compare the answers - Listen again and check the answers

Andrea His family is a close - knit one.

The family often goes out to eat when they get together.

APPLICATION

After listening (7mins)

a. Aim: use information to discuss the importance of family in a person's life b. Content: ask and answer the importance of family in a person's life c. Outcome: present their discussion in front of the class d. Organization: *Discussion: - Ask Ss to work in groups, discuss the importance of family in a person's life - Ask some Ss to present their discussion in front of the class.

- Give feedback.: Family is very important. It’s a place where people can share their secrets and find solutions to problems that arise. Only in family, we can enjoy love and comforts. We are sure to be

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Activity 4

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- Work in groups, discuss the questions - Report their discussion

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welcome back when we have disappointments or failures in life Answer T’s questions

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Asks Ps some questions -What have you learned today?

-What have you gained today?

Expected answer - We have listened to two people talking about their family and do listening comprehension such as True or False, Gap-filling -Our group work skill and interpersonal skill are developed Asks Ps to study the lesson again and prepare for the next lesson (Unit 1- D. Writing)

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Consolidation 2 minutes

Listen to T and take note

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Homework 2 minutes

PERIOD: 5

Date of preparation: Date of teaching:

UNIT 1: HOMELIFE WRITING

Content/teacher’s activites a. Aim: warm up and lead in the new lesson b. Content: Answers some questions c. Outcome: students’s answers d. Organization: * Chatting: - Ask Ss to work in pairs and answers some questions 1. Do your parents often let you go out in the evening ?

Students’s activites

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A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to ß Write about doing household chores in their families 2. Skill ß Develop writing skill 3. Attitudes ß Help Ps to be aware of the benefit of sharing household chores B. Teaching aids ß English books 12 ß Handouts ß Projector ß A0 paper D. Teaching procedures

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WARM UP 5ms

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Pairs work

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PRESENTATION a. Aim: prepare for writing b. Content: Task 1: What rules do you have in your family c. Outcome: * Suggested answers: 1.... to come home late / watch TV …

2. ...clean my house / do the washing 3. ....to watch TV / go out with my friends on Saturday or Sunday…

4. .....to stay up late / chat with my friends on the phone

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Activity 2 Pre writing (7 mins)

1. My parents don’t let me come home late.

2. My father permits me to use the family motorbike.

3. I have to do the household chores.

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2. Are you allowed to use your family motorbike?

3. Are you allowed to do the household chores?

- Call on some pairs to present their answer in front of the class - Feedback *Lead in: In today’s lesson, you’re going to write a letter about your family rules

* Suggested answers: 1.... to come home late / watch TV …

2. ...clean my house / do the washing 3. ....to watch TV / go out with my friends on Saturday or Sunday…

4. .....to stay up late / chat with my friends on the phone

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PRACTICE a. Aim: Use vocabulary and structues to write a letter b. Content: *Task 2: Write a letter to a pen pal about your family rules c. Outcome: * Sample writing: Dear Mary, Today, I have something interesting to tell you. It’s my family’s rules. Every family has its own rules. Mine has a few. First, during the school year I’m allowed to watch TV until I have finished my homework. Sometimes my parents let me go out with my friends on Saturday or Sunday, but I must come home early. Second, in my family everybody has to do their share of the household

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3. Activity 3 While writing (25mins)

Ss work in groups

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d. Organization: Task 1: What rules do you have in your family?

- Have students revise the verbs: +) Let sb + V +)Allow sb + to V +) Have to + V (obligation) +) Permit sb + to V - Deliver Ss handouts : Complete tthe following sentences.

1. During the school year, I am not allowed ………

2. I have to…………………………..

3. My parents allow me……………….

4. My parents want me not………………

- Ask some Ss to go to the board to write down their sentences - Together with Ss finds out the mistakes and corrects .

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- Ss work in groups and use the ideas they have written above to write a letter about their family rules.

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chores. And mine are doing the washing and preparing meals.

Third, my parents want me not to chat on the phone more than ten minutes. How about your family rules? I am very happy with my family. My parents really love me and take good care of me.

Love, Daisy d. Organization *Task 2: Write a letter to a pen pal about your family rules.

- Ask Ss to work in groups and use the ideas they have written above to write a letter about their family rules.

- Goes around to offer help.

- Call four representatives of four groups to go to the board to write down their letters - Together with Ss finds out the mistakes and corrects them - Give feedback on Ss’ work by pointing out some common mistakes .

- Remark generally Ss’ written work APPLICATION a. Aim: use the knowledge learned to make conversation about the content of their letter b. Content: Conversation about the content of their letter c. Outcome: Eg: A. Do your parents let you go out in the evening?

B. Sometimes on Saturday or Sunday.

A. Are you allowed to watch TV? B. ………

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Activity 4 Post writing (5mins)

d. Organization: - Ask Ss to make a conversation about the content of their letter - Call some Ss to practice the conversation in the front of class

Asks Ps some questions -What have you learned today?

-What have you gained today?

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Consolidation 2 minutes

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Ss work in groups

- Work in pairs ∑ Answer T’s questions ∑ Expected answer - We have listened to two people talking about their family and do listening comprehension such as True or False, Gap-filling -Our group work skill and interpersonal skill are developed

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∑

∑ Listen to T and take note

Asks Ps to study the lesson again and prepare for the next lesson (Unit 1- E. Language focus)

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Homework 2 minutes

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PERIOD: 6 UNIT 1: HOMELIFE LANGUAGE FOCUS

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A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to Revise verb tenses: simple present, present continuous, present perfect, simple past, past continuous, past perfect, simple future, future continuous, future perfect 2. Skill: Improve and use grammar points to solve the tasks and other skills 2. Attitudes ß Help Ps to learn how to cooperate with others in a team B. Teaching aids ß English books 12 ß Handouts ß Projector ß A0 paper C. Anticipated problems ß Ps may need to be provided appropriate linguistic resources so that they can complete various learning tasks.

D. Teaching procedures

Activity 1 Warm up

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Content/teacher’s activites a. Aim: Lead in the new lesson b. Content: *Tongue twisters. c. Outcome: students’ answers d. Organization: *Tongue twisters.

- Hang a poster on the board, Ask Ss to read the tongue twisters as quickly as possible. If one read 3 times he wins. +She sees Susie sitting in a shoe shine shop. + Where she sits she shines, and where she shines she sits.

- Ask Ss to pick out the word containing the ending sounds / s, z / and put in the correct column.

- Write on the B.B

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Time/stages

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Students’s activites Read the tongue twisters /s/ / z/ sits sees shines

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PRESENTATION

Pronunciatio n: (8 minutes)

a. Aim: Help ss to pronounce correctly Listen and repeat: b. Content: Listen and repeat c. Outcome: student’s answers d. Organization: Listen and repeat: - Read and ask students to listen and compare the difference betweet pronunciation of ending- s : /z / and / s /.

- Explain: - Pratise these - Let students listen again and repeat. sentences: - Write some words on board and ask students to read them aloud.

- Practise in pairs * Practise these sentences: - Read one before then read again and ask students to repeat.

- Ask students to practise themselves.

- Walk around and help them

Activity 3

PRACTICE

GRAMMAR: (35munites)

a. Aim: practise the usage of tense b. Content: Ex1, Ex2 c. Outcome: KEY EX 1 * Key: 1. Have you seen 2. Did you enjoyed 3. was 4. Did you give- saw 5. didn’t listen 6. Have you two met 7. Did you meet KEY EX 2 1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 0 1 2 3 4 5 B C A A B B B C B C B C C A B

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Activity 2

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d. Organization: * Tense revision - Hang a poster, Ask Ss to do the exercise .

Poster : Use the correct tenses: simple past, past continuous or present perfect.

1. When you (buy)................. that car?

- I (buy)................... it 2 year ago.

2. At this time yesterday we (play)............... football.

3. At 7 p.m last Sunday we (visit)................. the zoo.

4. When I (have) ................dinner, my friend (call.).............

5. I (already/see)..............................Titanic - Call a student to do on the B.B while the other practice individually.

- Correct and give feedback.

- Ask Ss to remark the uses of these tenses, give comment.

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- Do exercise individually 1. did….buy ; bought 2. were playing 3. were visiting 4. was having ; called 5.have already seen - Take note - Remarks - Note down

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* Exercises 1 (p.18): Underline the most suitable tense form in each sentence.

- Ask Ss to do exercise provided in the books.

- Have them do individually, and then compare the answers with the partners.

- Call Ss to give the answers.

- Correct and give feedback * Exercise 2 (p19): Decide which answer (A,B or C) best fits each space.

- Ask Ss to read the letter provided in the books.

- Have them do individually, and then compare the answers with the partners.

- Call Ss to give the answers.

- Correct and give feedback

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*Remarks + Simple past is used to denote an action happening at a specific time in the past with no relating to the present. + Past continuous is used to express action that was in progress at a specific time in the past; it is also used to express action that was in progress when something else happened.

- Work in pairs.

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-Check and copy.

-Do individually, and then compare the answers with the partners.

- Check and copy.

- Group work - Check and copy down

APPLICATION

At home

a. Aim: Help students to use verbs in the tense to speak and write Listen to the teacher a story b. Content: write a story c. Outcome: students’s essay d. Organization: Teacher ask students to do it at home

Consolidation 2 minutes

Asks Ps some questions -What have you learned today?

-What have you gained today?

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ACTIVITY 4

Homework 2 minutes

Asks Ps to study the lesson again and prepare for the next lesson

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∑ Answer T’s questions ∑ Expected answer - We have reviewed verbtenses by doing such exercises as MCQs, Eror identification and future family description -Our group work skill and interpersonal skill are developed Listen to T and take note

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Date of preparation: Date of teaching:

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PERIOD: UNIT 2: CULTURAL DIVERSITY A-READING

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A. Objectives 1/ Knowledge: By the end of the lesson, Ps will be able to ß Read the passage about “Cultural diversity” and do reading comprehension tasks ß Use the information they have read to discuss related topic 2/ Skill: Develop such reading micro-skills as Completing the table, True or False and MCQs 3/ Attitudes: Help Ps to be aware of differences among cultures B. Teaching aids: English books 12, Handouts, Projector, A0 paper C. Teaching procedures Time/stages

Content/teacher’s activites a. Aim: To raise sts’ interest and to introduce the topic. b. Content: Ask students to work in pairs and discuss this question in network c. Product: students’s answers d. Organization - Ask students about their personal experiences? * Network: - Prepare a hand out with a network of the word “a marriage” and ask Ss the Question: (?) What things make a marriage happy?

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Activity 1 Warm up

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marriage

Students’s activites - Group work *Expected words: - romantic love - understanding - sharing - partnership of equals ...

- Pairs works - Answers by using both Vietnamese or English language

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- Ask students to look at the pictures (p.20) and work in pairs to ask and answer the questions. + What can you see in the pictures? + What are the differences between them?

- Call students to answer before the class - Lead to the lesson Presentation

Before reading

- Free answers a. Aim: get new words to read b. Content: discuss the question c. Outcome: students’s presentation d. Organization: - Ask Ss to work in pairs and discuss the question - Copy down & liten to (?) Which of the following factors is the most important for a the teacher several happy life? Why? times and then repeat.

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+ Love + a nice house / flat. + Money ’ + a good job. + Parents approval +good health.

- Ask Ss to talk before the class and give the reason why.

- Read the passage *Vocabulary: silently + Phycical attractiveness + Confiding. + Partnership of equals + Trust built on love + Diversity (n) + Diversify (v) + Diverse (adj) + Approval (n) + Marriage (n) - Read aloud and ask Ss to repeat then correct Ss’mistakes.

- Ask Ss to read the text silently to do the tasks. Focus on the phrases :physical attractiveness; confiding; partnership of equals and trust built on love….

- Open the tape. T can ask 1 or 2 good student to read the text aloud.

Practice

While Reading

a. Aim: Practise reading b. Content: Task 1 +2 c. Outcome: Task 1 1 - a; 2 - d; 3- b; 4 - e; 5- c Task 2 1. They are Physical attractiveness; Confiding; Partnership of equals; trust built on love.

2. The young Americans are much concerned than the young Indians and the Chinese with physical attractiveness When choosing a wife or a husband.

3. The Indian students agree that a woman has to sacrifice more in a marriage than a man.

4. The American wife trusts her husband to do the right thing because he loves her not because he has to do.

5. The main finding of the survey is that young Asians are not as romantic as their American counterparts

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Activity 3

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d. Organization: Task 1: Explain the meaning of the words/ phrases: - Ask Ss to read the sentences silently.

- If Ss have any problems, T might be able to help them by giving the instruction.

- Give handouts: Matching 1.Precede a. happens or exist before 2. Determine b. tells someone about something very 3.Confide private or secret 4. Sacrific c. having a duty to do something. d. find out 5. Obliged e.willingly stop having something you want

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- Ss read the sentences silently to understand what to do.

- Individual work/ group work and pair work -Ss read the sentences in task loud what they do the other can translate them into Vietnamese pairs by pairs

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- Go around for help - Call on Ss to read aloud what they do.

- Give feedback and correct answers.

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Task 2 : Answer the following questions: - Get Ss to read the whole text silently to do the task.

- Call on some Ss to answer in front of the class.

- Give feedback Outcome task 2 1. They are Physical attractiveness; Confiding; Partnership of equals; trust built on love.

2. The young Americans are much concerned than the young Indians and the Chinese with physical attractiveness When choosing a wife or a husband.

3. The Indian students agree that a woman has to sacrifice more in a marriage than a man.

4. The American wife trusts her husband to do the right thing because he loves her not because he has to do.

5. The main finding of the survey is that young Asians are not as romantic as their American counterparts

- Pair work/ group work and whole class

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Task 2

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copy

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- Check down

Activity 4

Application

After reading

a. Aim: use information and new words to talk b. Content: Discuss the question: what are the differences between a tradition Vietnamese family and a modern Vietnamese family? c. Outcome: students’ performance d. Organization: * Dissussion:- Discuss the question: what are the differences between a tradition Vietnamese family and a modern Vietnamese family? * Number of children. * The house they like to have. * The head of the family. * Who works? * Who takes care of the housework and children? * The income….

- Go around to help Ss if they have any problem.

- Ask to talk before the class some pairs groups. ∑ Asks Ps some questions -What have you learned today?

-What have you gained today?

- Pairs work * Number of children: big- small * The house they like to have : small- big * The head of the family: fathers- ..... …..

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- Practice in pair: One asks & one answers

Consolidation

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Homework

Answer T’s questions Expected answer - We have learned about the cultural diversit and do such Asks Ps to study the lesson again and prepare for the next lesson Listen to T and take (Unit 1- B. Speaking) note

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2 minutes

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PERIOD: UNIT 2: CULTURAL DIVERSITY SPEAKING

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A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to - Ask and answer about cultural diversity - Discuss information that relates to the differences between Vietnamese and American cultures 2. Skill: Fluency in expressing opinion and expressions for making a opinion 3. Attitudes: • Help Ps to be aware of the differences between some American and Vietnamse features B. Teaching aids: English books 12, Handouts, Projector, A0 paper .

C. Teaching procedures Time/stages

Content/teacher’s activites a. Aim: To raise sts’ interest and to introduce the topic. b. Content: Ask students to work in pairs and discuss this question c. Product: students’s answers d. Organization Chatting: -Give a picture

Activity 1

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Warm up

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- Ask Ss to look at the picture and answer questions: 1.What are they doing?

2.Can you guess where they are?

3.In Viet Nam, do people often kiss in public? Why (not)?

4.What about in America? * Lead in :Today we will learn about the differences between Vietnamese and American cultures.

Activity

Presentation

Pre- speaking

a. Aim: Use the expressions b. Content: task 1 c. Outcome:

10ms

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Students’s activites Do the task

- Work in groups of 4 or 5.

* Suggested answers: 1.They are kissing 2.In the public / In the street 3.No, they don’t. It’s impolite.

4.It is very common.

- Ss open the book and look at the sentences in the box on page 22.

- Ss listen to the teacher and write down the new expression in their notebooks.

- Students choose some of these ideas & use the expressions in

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*Sample: the box to express their T: I think a happy marriage should be based on love. points of view.

S: I quite agree with you. Life will be terrible if there is not true love between a husband and a wife.

T: But in some Asian countries love is supposed to follow - Ss work in pairs. marriage, not precede it.

S: For me, I don’t think it’s true (What will happen if there is no true love even after marriage). How can two people who don’t love each other live happily in the same house?

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d. Organization: *Task 1:Express your point of view on the ideas given : - Ask Ss to open the book (p.22) & read the sentences in the box in Task 1 .

- Can explain some special expressions if necessary.

- Read aloud and instructs Ss how to use these expressions.

- Some special expressions I think / feel / believe…..

I don’t agree……

In my opinion ……

It’s not true……..

For me…..

That’s true / wrong /….

- Ask Ss to express their point of view on the ideas, using the words or expressions in the box.

- T can make a sample conversation with a student: - Go round the class and helps Ss if necessary.

- Can divide the class into the suitable groups.

Practise

20ms

a. Aim: Discuss & find out the corresponding features of Vietnamese culture b. Content: task 2 c. Outcome: + Do you know that………? +It is said that…….. + It is said that in the newspaper / on TV / radio that.

- Ask Ss to work in pairs to do the task - Call on some pairs to give their ideas - Correct and gives feedback: In Vietnam: +Three or sometime four generations live under one roof. + Elders live with children & are taken care of by their sons +Asking about age, marriage and income is acceptable. +A Vietnamese greets the head of the family or an older person first, then the younger ones + Groceries are bought everyday +Tet (Lunar New Year) is the most important + Children often sleep with their parents +A Vietnamese greets the head of the family or an older person first, then the younger ones + Groceries are bought everyday +Tet (Lunar New Year) is the most important

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Activity 3

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Ss read task 2

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- Ss write down some expressions in their notebooks.

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+ Children often sleep with their parents d. Organization: Task 2: Discuss & find out the corresponding features of Vietnamese culture.

- Ask Ss to look at task 2 on page 23 and tells them to read the typical features of the American culture in pairs, and then discuss and find out the corresponding features of the Vietnamese culture.

- Help Ss with the new words and the pronunciation.

- Give Ss some expressions to help them practice the conversation easily.

Application

10ms

a. Aim: TALK about the similarities and differences between Vietnamese and American in cultures b. Content: TASK 3 c. Outcome: There are differences and similarities between Vietnamese and American cultures. In America, there are two generations live in the same house. In Vietnam, two, three or even four generations live under on roof. It’s traditional for children to live near and take care of their parents so old people in Vietnam don’t live in nursing home as Americans do. Americans don’t want to be asked about age, marriage and income while it is acceptable in Vietnam... d. Organization:

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Activity 4

Work in groups And take note

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*Task 3: Talk about the similarities and differences between Vietnamese and American in cultures - Explain how to do the task 3 - Call on some pairs to give their ideas - Correct and give feedback There are differences and similarities between Vietnamese and American cultures. In America, there are two generations live in the same house. In Vietnam, two, three or even four generations live under on roof. It’s traditional for children to live near and take care of their parents so old people in Vietnam don’t live in nursing home as Americans do. Americans don’t want to be asked about age, marriage and income while it is acceptable in Vietnam...

Asks Ps some questions -What have you learned today?

-What have you gained today?

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Consolidation

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Answer T’s questions Expected answer - We have shown out some differences between Vietnamse and American cultures -Our group work skill and interpersonal skill

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are developed Asks Ss to do the tasks again & write a short passage about the Listen to T and take differences and similarities in celebrating a wedding ceremony in note Vietnam and American

Homework

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2 minutes

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PERIOD: UNIT 2: CULTURAL DIVERSITY LISTENING

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A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to - Listen and understand the conversation about the wedding ceremony in Vietnam.

- Listen and fill the missing information in the gaps - Listen and answer the questions about the wedding ceremony in Vietnam - Know some more new words about wedding ceremony.

2. Skill ß Develop speaking and listening skill 3. Attitudes ß Help Ps to be aware of the Vietnamse wedding ceremony B. Teaching aids: English books 12, pictures, cassette, disk, handouts and real objects C. Teaching procedures Time/stages

Content/teacher’s activites a. Aim: To raise sts’ interest and to introduce the topic. b. Content: Ask students to work in pairs and discuss this question c. Product: students’s answers Suggested answers: 1. wife 4. husband 2. love 5. spring 3. bride 6. ring 7. groom

Activity 1 Warm up

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Students’s activites

- Whole class work Each student with a correct answer will be given a present.

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d. Organization *Cross words: - Give the cross words on the extra board.

- Read aloud each clue, gets students say aloud the answers.

1 2 3 4 5 6 7 *Clues: 1. The woman that a man is married to 2. Every marriages should be based on this 3. What do we call a woman on her wedding day?

4. The man that a woman is married to

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5. people often choose this season to hold wedding ceremonies.

6. to show that you are married, what do you often wear?

7. what do we call a man on his wedding day?

- Check and correct.

- Ask Ss to guess the topic of the lesson today - Lead to the new lesson Presentation

Activity 2

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a. Aim: discuss what is happening in each one by asking some - Ss look at the pictures on page 24, questions:

Activity 3

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- Discuss in groups

- Ss write down the new words in the notebook.

Practice

a. Aim: Practise listening skill b. Content: task 1,2 c. Outcome: Task 1 - Expected answer: 1. groom’s parents 2. red paper 3. altar 4. at the wedding banquet

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While listening

Work in groups and then discuss what is happening in each one.

-Ss answer the teacher’s questions

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b. Content: Look at the pictures on page 24 and discuss what is happening in each one by asking some questions c. Outcome: students’ answer d. Organization: Ask Ss to open the book.

- Ask Ss to look at the pictures on page 24 and discuss what is happening in each one by asking some questions: 1. What do you see in the pictures?( a wedding ceremony) 2. Who are they?

(A bride and a groom) 3. What are they doing? (They are bringing a lot of gifts) - Check correct answers - Ask students to discuss the two questions: 1. Have you ever attended a wedding ceremony?

2. What do the bridge and the groom usually do at the wedding ceremony?

- Introduce the new lesson: You will hear two people talking about a wedding ceremony in Vietnam. * Vocabulary: Listen and Repeat - Teach some new words first and then plays the tape for students to listen and repeat. + Altar: + Master of Ceremony: + Banquet: + Ancestor: + Schedule: + Blessing:

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5. wedding cards/ money Task 2 1. The most important thing the groom’s family has to do on the wedding day is to go to the bride’s house bringing gifts wrapped in red paper.

2. They would pray, asking their ancestors’ permission to get married.

3. After they pray and ask their ancestors’ permission to get married.

4. The wedding banquet is usually held at the groom’s and bride’s home or at a hotel or a restaurant.

5. They stop by each table to thank their guests d. Organization: Task 1:You will hear two people talking about a wedding ceremony in Vietnam. Listen to the tape and fill in the blanks the missing information.

- Get Ss to read carefully five sentences before listening the tape to do the task.

- Play the tapes twice - (T. can play the tape one more time if students have difficulty.)

- Ask Ss to work individually, then compare their answers with the other student.

- Call on some Ss to give their answers, correct and give feedback.

Ss repeat - Read - Listen - Compare - Listen and check

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- Ss read the questions in Task 2 carefully, listen to the tape for three times and answer the questions - Ss read the question carefully and then *Task 2: Answering - Ask Ss to read carefully the five questions first, then let them try discuss in groups to answer before listening again to do the task.

- Play the tape twice, one for doing the task, one for giving feedbacks.

- Call on some Ss to give their answers, correct and give feedback.

Application

After listening

a. Aim: Use information and discuss the question b. Content: Discuss the question: What do families often to do to prepare for a wedding ceremony? c. Outcome: +Suggestions answers The wedding is very important to the bride and the groom as well as the two families. The wedding day is carefully chosenm by the groom’s parents because they think that it will affect the future life of the new couple. Both families have to talk with each other to decide the place, the number of the guests and how to hold the banquet. Not oly the bride and the groom but nearly all members in the two families have to be sure in their best clothes on that day.

The altars od the both families are cleaned and well decorated.

Then comes the cars and the flowers. They have to be ordered in advance so that everything will be available on that day.

Everybody is very busy but they all look forward to that important -Work in groups & discuss the question

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Activity 4

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Consolidation

- Some give the answers before the d. Organization: Discussion:Work in groups & discuss the question: What do class. families often to do to prepare for a wedding ceremony?

- Call on some groups to present their answers.

Asks Ps some questions Answer T’s questions Expected answer -What have you learned today?

- We have listened the -What have you gained today? conversation about the wedding ceremony in Vietnam -Our group work skill and interpersonal skill are developed - Ask Ss to write a short paragraph to introduces about the - Listen to T and take wedding ceremonies in Vietnam note

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Homework 2 minutes

Date of teaching:

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PERIOD:

Date of preparation:

UNIT 2: CULTURAL DIVERSITY WRITING

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A. OBJECTIVES: By the end of the lesson, students will: - Write a description about a symbol of the Vietnamese Culture: The Conical Leaf Hat 2. Skill ß Develop speaking and writing skill 3. Attitudes ß Help Ps to be aware of the Vietnamse culture B. Teaching aids: English books 12, pictures, cassette, disk, handouts and real objects C. Teaching procedures B. TEACHING AIDS: - Textbook, pictures, cassette, tape, handouts and real objects C. PROCEDURE: Time/stages Activity 1

Warm up 5ms

Content/teacher’s activites a. Aim: To raise sts’ interest and to introduce the topic. b. Content: Ask students to work in pairs and discuss this question

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Students’s activites

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- Look at the board - Look at the pictures and answer: P1: A line/a slope P2: A conical form P3: A triangle P4: A leaf hat - Work in pairs

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P1 P2 P3 P4 - Ask Ss to look at the pictures and asks: What’s this?

- Ask Ss some questions: 1. Where in Vietnam do people often wear leaf hat?

2. Who wear it?

3. What form is it?

- Lead to the new lesson → Describing the conical leaf hat.

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c. Product: students’s answers Expected answers: 1. Vietnam, Hue city 2. Girls, women 3. Conical form d. Organization * Brainstorming: Paint some pictures on the board :

Presentation

( 15 mins

a. Aim: get new word and use it b. Content: * Pre- teach vocabulary: TASK 1: Write the Vietnamese equivalents for the English words c. Outcome: - The answer: 1. leaf 2. ribs 3. rim 4. strap d. Organization:

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Activity 2 Pre-writing

- Listen and repeat - Copy

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* Pre- teach vocabulary: - Give Ss some new words: + Leaf (n) : + Rim (n) + Ribs (n) + Strap (n) - Read once time and then asks Ss to repeat again - Ask Ss to copy it down into their notebooks

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* TASK 1: Write the Vietnamese equivalents for the English words.

- Can ask Ss to close the book and answer some questions 1. Have you ever worn a conical leaf hat?

2. Have you ever seen a conical leaf hat?

3. If yes, what does it look like?

- T asks Ss to open the book on page 25, look at Task 1 - Explain Task 1: You are going to write about the conical leaf hat or “nãn l¸”, a

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Ss listen to the teacher’s questions and give the answers.

The answer is optional

- Ss look at the picture

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Practice

* TASK2

- Give some suggested questions a. Aim: practise writing b. Content: task 2 c. Outcome: 1.Three. They are introduction, main body and conclusion 2.Materials - shape and size - process d. Organization: 1. What is a symbol of Vietnamese girls and women?

2. What is considered as a part of the spirit of Vietnamese nation?

3. What is it made from?

4. What does it look like?

5. What is the diameter?

6. How high is it?

6. How many ribs are shaped into a conical form?

7. What is it used for?

- Call on some Ss to say out their answers.

- Comment and give feedback: 1. The conical leaf hat is a symbol of Vietnamese girls and women.

2. It is also considered as a part of the spirit of Vietnamese nation.

3. It’s made from a special kind of bamboo and young soft palm leaves.

4. It has a conical form.

5. The diameter is about 45 or 50 centimeters and it is about 25 or 30 centimeters high.

6. Either 16 or 18 ribs are shaped into a conical form which is then covered with palm leaves. The leaves are sewn into rims.

Finally the hat is trimmed and painted with a coat of attar oil.

7. The conical leaf hat is used to protect people from the sun and the rain.Wearing this conical leaf hat in summer sunny days, girls look more charming.The hat also helps to protect their complexion and give them a cool feeling in such hot weather.

Work in groups - Give their answers in front of the class.

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Activity 3

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symbol of Vietnamese culture. Look at the picture below , write on page 25, work in pairs and finish task 1 Vietnamese equivalents for the English words: - Suggest useful expression: +To be made from: ®-îc lµm b»ng - Call on some Ss to say out their answers.

- Correct and give feedback.

- Ss answer the question - Ss write a passage of about 150 words about the conical leaf hat of Vietnam, using the out line and information given (task 2- P.26).

Application

a. Aim: perform their writing b. Content: Following questions and show their writing c. Outcome: Sample writing: The conical leaf hat is one of the typical features of the Vietnamese culture because it can not be found anywhere else in

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Activity 4

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LT 14

Consolidation 2 minutes Homework

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the world. The leaf hat is not only a symbol of Vietnamese girls and women but not also become a part of the spirit of the Vietnamese nation.

The conical leaf hat is made from a special kind of bamboo and young and soft palm leaves. Either 16 or 18 ribs are shaped into a conical form which is about 45 or 50 centimeters in diameter and about 25 or 30 centimeters high. The conical form is then covered with palm leaves which are sewn into all ribs. Finally, the hat is trimmed and painted with a coat of attar oil.

The conical leaf hat is used like an umbrella to protect people from the sun and the rain. Beneath the broad rims of the leaf hat, the girls and women look more pretty and attractive.

Unfortunately, they are now only used by pedestrians or those who ride bicycles d. Organization: Following questions: 1.How many parts are there in your writing?/What are they?

2.What do you include in the main body?

- Ask Ss to write a passage of about 150 words about the conical leaf hat of Vietnam, using the out line and information given (task 2- P.26).

- Ask Ss to work individually - Go round the class to help Ss if necessary - After that, asks Ss to exchange their writing *Feedback to students’ writing: - Collect some of Ss’ works to give feedback - Should draw Ss’ attentions to the organization of description and the language use, especially the verb tenses .

Retell the main points of this lesson.

- Ask Ss to write task page 19 in the student’s workbook.

- Aks Ss to prepare for the next lesson: Unit 2: E. Language focus.

Listen to teacher Listen to teacher and take notes

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2 minutes

- Check and one good Student reads aloud in front of the class

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LT 15

Date of preparation: Date of teaching:

UNIT 2: CULTURAL DIVERSITY LANGUAGE FOCUS

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A. Objectives 1. Knowledge: By the end of this lesson, students will be able to: - recognize the differences in pronunciation of the –ed ending sound.

- revise the use of some tenses (past simple and present perfect).

2. Skill ß Develop writing ,speaking and listening skill 3. Attitudes ß Help Ps to be aware of the Vietnamse wedding ceremony B. Teaching aids: English books 12, pictures, cassette, disk, handouts and real objects C. Teaching procedures

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PERIOD:

Time/stages Activity 1 Warm up

Students’s activites - Look at - Listen - Rewrite - Answer - Listen - Ss change these verbs into past simple saw, needed, went, laughed, taught, ate, missed, painted, closed, ran, played, helped

Activity 2 Pronunciation

a. Aim: Help students to pronounce correctly b. Content: Pronunciation c. Outcome: Students’ presentation d. Organization: -Give the rules of pronouncing the verbs ending in -ed There are three ways: 1. ed → /d/ after voiced consonants and vowels.

2. ed → /t/ after [ k, p , s , ∫ , t∫ , f ) 3. ed → /id/ after / t, d/

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Content/teacher’s activites a. Aim: To raise sts’ interest and to introduce the topic. b. Content: Ask students to work in pairs and discuss this question c. Product: students’s answers d. Organization Hang a chart with 12 verbs (both regular verb and irregular verb) with the form: infinitive without “To”.

Ex: see, need, go, laugh, teach , eat, miss, paint, close, run , play, help - Divide class into 4 groups.

- Read loudly 12 verbs 2 times.

- Ask Ss to rewrite all verbs which they hear.

- Call leader of each group to write on the board.

- Check and choose the winner.

- Call some students read all verbs when adding “ed” at the end of each verb.

- Ask Ss to give comment and note how to read “ed”.

- Lead-in new lesson.

Presentation

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Ss write down the rules in the notebook Suggestion

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/ t/ /d/ / laughed closed need missed played pain helped - Ss repeat - Read - Arrange - work in pairs - Practise reading sentences in textbook in pairs and then arrange the verbs into: /t/,/d/, /id/.

Activity 3

Practise

Grammar

a. Aim: Practise using verbs tense b. Content: EX1,2,3 c. Outcome: Ex 1 1. Have you seen - saw - am going to see 2. drank- haven’t drunk - drank 3. has written - Did she write - wrote 4. have been cooking - cooked - cooked Ex 2 Answers : 1. C 5. C 2. A 6. A 3. C 7. C 4. A 8. A Ex 3 Answer: 1. moved 2. moved 3. have asked 4. have not stopped 5. study 6. will fail 7. could talk

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- Ask Ss to look at the verbs on the board and then write them into the right column.

- Read aloud and asks Ss to repeat - Ask Ss to practice with these words (P.27) *Practicse reading these sentences.

-Ask Ss to practise reading sentences in textbook in pairs & then arrange the verbs into :/t/,/d/, /id/.

- Check and gives feedback.

- Play the tape (or read) and ask Ss repeat. (note sentence stress)

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d. Organization: *Tense revision: - Give examples: a) I have learned English for 7 years b) I visited my friends last sunday.

- Check and give feedback *Exercise1: Use the correct form of the verbs…

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- Remind. (groupwork) a) Present perfect tense. b) Past simple tense.

- Make examples for these.

- Work individually then work in pairs.

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-Some Ss answer & others give comment.

- Check and copy.

- Practise the conversation

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-Ask Ss to work individually carefully and then work in pairs.

- Explains how to use tense if necessary.

- Call some Ss to answer and ask others comment.

- Give feedback.

- Call some pairs practise the conversation. *Exercise 2: Multiple choices - Ask Ss to read exercise carefully.

- Explain the meaning of the difficult words - Explain how to use tense of necessary.

- Ask Ss work in pairs - Call on some Ss answer and asks others comment.

- Give feedback. *Exercise 3: Complete the letter with the correct form of the verbs in brackets - Guide students how to do by doing the first as an example.

- Ask students to to the exercise.

- Call on some Ss write the answers on board.

- Correct and give the key.

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-Ss read exercise carefully.

-Some Ss answer & others give comment.

- Do the same

Application

Activity 4

a. Aim: Use correct verbs in the sentences b. Content: *Give handouts Rewrite these sentences c. Outcome: * Answer key : 1. He started teaching 20 years ago.

2. When did you start to study English ?

3.After they had finished their work, they drank in the pub.

4.I haven’t been to England since 1986.

5. It was a month before I received the results of my test. d. Organization: *Give handouts: Rewrite these sentences: 1. He has been teaching for 20 years. ( He started…)

2. How long have you studied English?( When) 3. They finished their work, then they drank in the pub.

(After…)

4.The last time I was in England was in 1986. (I haven’t ....)

5. I didn’t receive the results of my test for a month. ( It was ...) * Answer key: 1. He started teaching 20 years ago.

2. When did you start to study English?

3.After they had finished their work, they drank in the pub.

4.I haven’t been to England since 1986.

5. It was a month before I received the results of my test.

- Work in groups.

- The leader of each group write the answers on the board.

- Check and copy.

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Consolidation 2 minutes Homework 2 minutes

- Retell the main points of this lesson.

Listen to the teacher

- Ask Ss to redo these exercises of unit 2 (text book & workbook).

Listen to the teacher And take notes

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LT 18

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- Aks Ss to prepare for the next lesson: Unit 3: A.Reading.

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LT 19

Date of preparation: Date of teaching:

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PERIOD: 12 UNIT 3: WAY OF SOCIALIZING A-READING

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A. Objectives 1/ Knowledge : By the end of the lesson, Ps will be able to ß Read the passage about way of socializing and do reading comprehension tasks ß Distinguish the term verbal with non – verbal communication and be updated with a range of related vocabulary such as waving, nod slightly, raise hands, pointing.... ß Use the information they have read to discuss related topic 2/ Skill: Develop such reading micro-skills as Completing the table, True or False and MCQs 3/ Attitudes: - To encourage Ps work in pairs and groups 4/ Competences: Develop collaborative, problem-solving and communicative competences B. Teaching aids: English books 12, Handouts, Projector, A0 paper C. Anticipated problems: Ps may have difficulties getting the right information since the text is long and difficult to understand.

D. Teaching procedures I. Class organization: (1 minute) II. New lesson: (40 minutes) Time/stages

Content/teacher’s activites a. Aim: To raise sts’ interest and to introduce the topic. b. Content: Ask students to work in pairs and discuss this question c. Product: students’s answers d. Organization Warm-up ( 6 mins) * Jumbled words 1. Osiacsilgin ‡ socialising, ‡ of, 2. Fo ‡ ways 3. Sawy - Have Ss guess the phrase “ways of socialising”

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Activity 1 Warm-up ( 6 mins)

Students’s activites - Whole class - Go to the board and write the correct words.

- The team which writes correct words first will be the winner

- Lead in the lesson today Presentation

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Activity 2 Before reading a. Aim: to ask and answer the questions on P.30 to get the context of the reading.

(12mins) b. Content: Before you read c. Outcome: present their answers . d. Organization: * Before you read: - Ask students to look at the pictures, work in pairs to ask and answer the questions on P.30.

- Go around to offer help.

- Call on some Ss to present their answers and elicits comments from other Ss. Give feedback if necessary - Suggested answers 1. In the pictures, people are shaking hands and waving with each other.

2. They may be greeting each other.

3. If we want to get our teacher’s attention in class, we can raise our hands slightly.

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- Work in pairs, ask and answer the questions on P.30.

- Some Ss present their answers and other Ss comments on - Skim the passage and underline the new words.

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- Give the Vietnamese equivalent - Listen and repeat after the teacher

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If we need to ask someone a question, but they are busy talking to someone else, we can… * Teaching Vocabulary: - Ask Ss to skim the passage and underline the new words.

- Explain the new words. + Attract (v) + Assistance(n) + Whistle (v) + Clap (v) + Attention: (n) + Acceptable (a) + Compliment: (n): (synonym) + Decent: ( adj) + Appropriate: ( adj) ( translation) + Kidding(n) + Signal (n): ( example) + Marvellous: ( adj): ( synonym) - Ask Ss to give the Vietnamese equivalent (if necessary).

- Read a new word three times. Ss listen and repeat after T. Practice

a. Aim: Read the passage quickly and stop at the words to guess their meanings.

- Guess the meaning of the words based on the context in the sentences. b. Content: Task 1,2,3 c. Outcome: suggested anwers d. Organization: Task 1: Give the Vietnamese equivalent to the words and phrases.

- Instruct Ss to read the passage quickly and stop at the words to guess their meanings.

- Guess the meaning of the words based on the context in the sentences.

- Check that Ss understand the word correctly.

- Call some students to give the answers others correct.

- Give the true answers. + verbal (a): + non-verbal (a); + attract someone’s attention: + impolite (a) # polite (a): + rude(a) # polite: + informality (adv) # formality: + approach (v): + a slight nod will do: *Task 2: Choose the best title for the passage.

- Ask Ss to read the questions carefully & work in pairs.

- Call some students to give the answers.

- Ask others students to correct.

- Give the true answers..

A. ( Attracting Attention: Non- verbal Cues) * Task 3: Answer the questions: - Ask Ss to work in pairs and ask and answer the questions in the book basing on the information in the reading passage.

- Move around class to give help.

- Call some pairs to give their answers in front of the class - Give correct answers: 1.We can use either verbal or non- verbal communication.

2. Because they are strong actions that can easily be seen 3. We can wait until he passes near us, catch his eye, nod slightly to let him know we would like him to come to our table. Or we may raise our hand slightly to show that we need assistance.

4.You can use a small friendly wave to attract his or her attention.

5. Because it’s considered rude.

- Give the Vietnamese equivalent to the following words and phrases by reading the passage quickly and stop at the words to guess their meanings.

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Activity 3 While you read

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- Check notes together - Present answers.

- Work in pairs - Read the passage more carefully & choose the best title for it.

- Work in pairs and ask and answer the questions in the book basing on the information in the reading passage.

- Check and copy.

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Application a. Aim: to discuss the meaning of whisling and hand- clapping in Vietnamese culture. b. Content: discuss the meaning of whisling and hand- clapping in Vietnamese culture. c. Outcome: students’s discussion d. Organization: - Ask Ss to work in pairs to discuss the meaning of whisling and hand- clapping in Vietnamese culture.

- Move around to help Ss. - Ask some pairs to act out their conversation.

- Give feedback.

- Work in pairs to discuss the meaning of whisling and hand clapping in Vietnamese culture.

- Retell the main points of this lesson.

Listen to the teacher and take note - Ask Ss to learnt by heart the lesson & review the points that have Listen to the teacher been covered in the lesson and do the exercise in the exercise and take note book.

- Prepare the next part: Unit 3: B. Speaking.

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Activity 4 Discussion

Date of preparation: Date of teaching: PERIOD: 13

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UNIT 3: WAY OF SOCIALIZING B-SPEAKING

Content/teacher’s activites a. Aim: To raise sts’ interest and to introduce the topic. b. Content: Ask students to work in pairs and discuss this question, Guessing word c. Product: students’s answers d. Organization * Guessing word: What is it?

- Divide the class into two groups.

- Say that he has a word in his mind and he going to give some

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Time/stages Activity 1 Warm-up ( 5 mins)

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A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to - Know how to give and respond to different compliments in certain situations.

2. Skill: - Making dialogues to practise giving and responding to compliments, based on the given information.

3. Attitudes: • Help Ps to know more about different cultures.

4. Competences ß Develop collaborative, problem-solving and communicative competences B. Teaching aids: English books 12, Handouts, .......

C. Anticipated problems ß Ps may not know how to make sentence stress to express their ideas certain situations.

D. Teaching procedures I. Class organization: (2 minutes) II. New lesson: (40 minutes)

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Students’s activites - Listen to the teacher - Work in groups

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Answer key: COMPLIMENT

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Activity 2 Pre-speaking 8ms

- Listen and find out the answers.

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information about the word. Members of each group will listen and may stop at any information they hear to guess what the word is. Each group has only two chances to gues the word. The first group to tell exactly what the word is wins the game.

- Give information about the word.

1.It’s a noun.

2.It has got ten letters.

3.It is an expression by word or action, or admiration.

4.It shows one respect, give and respond your feeling about things which are beautiful, good, or interesting, etc.

“What is the word?”

Presentation a. Aim: to know how people give and respond to compliments in each situation. b. Content: Give and respond to compliments in each c. Outcome: Students’s presentation d. Organization: * Task 1: Practise reading these dialogues - Introduces the task: You are going to work in your group to practise reading these dialogues, paying attention to how people give and respond to compliments in each situation.

Elicit the new words by asking Ss. * Vocabulary: + Compliments(n) + Hairstyle(n) + Terrific(a) + Kidding(a) - Ask Ss to take notes and practise reading vocabulary.

- Ask Ss to work in pairs, practise reading these dialogues, paying attention to how people give and respond to compliments in each situation.

- Ask Ss to play the roles in the dialogues .

Activity 3

Practice

a. Aim: Practise giving compliments to the responses. b. Content: Task 2,3 c. Outcome: students’s practice d. Organization: * Task 2:Practise giving compliments to the responses.

- Read the cues once. Ask Ss to listen and look at the information in the task.

- Explain the situations of each dialogues.

- Guide Ss to use suitable compliments in each dialogues to practise giving compliments to suit the responses.

- Move around to give help.

- Call on some pairs to act out their conversation in front of the class.

- Give comments on their conversations & give feedback: David: You really have a beautiful dress. It is the most beautiful dress I have seen.

Hung: Your motorbike is really terrific. Then…

Michel: I Though your badminton was a lot better …. * Task 3: Practise reponding to the compliments given.

- Read the cues once. Ask Ss to listen and look at the information in the task.

-Work in pairs, practise reading these dialogues.

- Some Ss playthe role in front of the class.

- Listen & look at the information in the task.

- Work in pairs - Some pairs to act out their conversation in front of the class.

- Take notes.

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Whilespeaking (20 mins)

-Take notes and practise reading vocabulary

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Listen to the teacher

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- Work in groups.

- Listen to the teacher.

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- Act out their conversation in front of the class.

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- Explain the situations of each dialogues.

- Guide Ss to use suitable compliments in each dialogues, using the cues.

- Ask Ss to work in pairs, practise responding compliments to suit the responses.

- Move around to give help.

- Call on some pairs to act out their conversation in front of the class.

- Give comments on their conversations & give feedback.

You :+Thank you, Phil. I think you can do it as well as I do. +Thank you, Peter. That’s a nice compliment. +You must be kidding. I think it is acceptable

Work in pairs - Share with the other pairs.

- Present the dialogues - Take note teacher’s feedback - Make compliments and responses about something or performances of your friends in class.

Listen to the teacher and take note Listen to the teacher and take note

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Activity 4 Application Post speaking a. Aim: Make dialogues to practise giving & responding to compliments. ( 10 mins) b. Content: Task 4 c. Outcome: students’ talks d. Organization: * Task 4:Make dialogues to practise giving & responding to compliments.

- Before getting Ss to discuss, T reminds them of some useful expressions for giving and responding compliments in Task 1.Then divide the class into small groups of 3 or 4 & gets them to discuss the task.

- Go around to check and offer help.

- After checking that all the groups have finished, T calls on the representative of each group to report their peer’ ideas..

- Listen & take note of their errors & feedback after that: + A nice pair of glasses: A: Your pair of glasses are really nice. I really like them.

B: Really, Peter. I just bought it yesterday. + A new and expensive watch: A: You really have a new and expensive watch, ……… How did you get it?

B: Thank you, ... my father bought it for me on my birthday. + A new cell phone: A: Your new cell phone looks great. I have never seen such a nice one before.

B: Thanks. I finally found a suitable one for me.

Consolidation Retell the main points of this lesson.

2 minutes - Make compliments and responses about something or Homework performances of your friends in class: (Study/ Speaking English/ 2 minutes Singing/ Briefcase/ a new pen/ a nice hat/ ,...)

- Prepare the next part : Unit : C. Listening.

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PERIOD: 14 UNIT 3: WAY OF SOCIALIZING LISTENING

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A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to - Know which hours are suitable for calling and avoid telephoning other people at the wrong time.

2. Skill - Enhance their listening skill through True or False and Blank-filling exercises.

3. Attitudes Help Ps to be aware of the way to use telephone effectively.

4. Competences Develop collaborative, problem-solving and communicative competences B. Teaching aids: English books 12, pictures, cassette, disk, handouts.

C. Anticipated problems Ps may get lost while listening due to the length of the speech. T should break the speech into smaller pieces if necessary.

D. Teaching procedures I. Class organization: (2 minutes) II. New lesson ( 40 minutes) Content/teacher’s activites a. Aim: To raise sts’ interest and to introduce the topic. b. Content: Ask students to work in pairs and discuss this question c. Product: students’s answers d. Organization * Jumbled words: - Write the words whose letters are in a random order on the board.

- Divide the class into two teams. Ss from two teams go to the board and write the correct words. - The team which writes correct words first will be the winner.

Aniotuergl ‡ Regulation Oenetlehp ‡ Telephone Lacl ‡ Call Acidev ‡ Advice.

Students’s activites Group work - Rearrange

- Whole class

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Presentation a. Aim: to look at the pictures in the textbook and answer the questions to prepare for listening - Listen to the teacher b. Content: look at the pictures in the textbook and answer the - Look at the pictures in the textbook and questions. c. Outcome: - Expected answers: answer the questions. + They are greeting…. + They are saying goodbye…

- Expected answers: - Take notes + They are greeting…. + They are saying d. Organization: Ask Ss to look at the pictures in the textbook and answer the goodbye…

- Take notes questions. *Listen and repeat: + Argument(n) + Regulation(n)

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Actitivty 2 Before listening (10mins)

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Time/stages Actitivy 1 Warm up (5mins)

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- Individual work, pair work & whole class.

- Read through all the statements, identify the information they need to look for .

- Answers: 1. T 2. F 3. T 4. F 5. F 6. T

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Activity 3 While listening ( 20 mins)

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+ Absolute(a) + Maximum(n,a) + Install(v) + Chitchat(n) + Starling(a) - Help Ss to pronounce the words in their book correctly.

- Play the tape and then ask Ss to repeat after the tape in chorus and individually. Correct errors, if any.

- Check that Ss know the meaning of these words Practice a. Aim: Practise listening skill b. Content: task 1 c. Outcome: - Answer 1 1. T 2. F 3. T 4. F 5. F 6. T Answer 2 1. agreed 5. waking 2. to avoid 6. heart 3. particular 7. kindness 4. adults 8. to stick

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d. Organization: Task 1: You are going to listen to Linda Cupple, a social worker, advises young people on how to use the telephone in her family.

Listen to her talk and decide whether the statements are true(T) or false (F).

- Get Ss to read through the statements to understand them and underline the key words.

- Guide students the requests of the task.

- Let students listen twice time.

- Write on board from 1 to 6 and call some students to come and write their answers. Let Ss listen again and correct.

- Individual work, pair work & whole class.

- Read through all the passage, identify the information they need to look for in each gap - Check their results with a partner - Give the answers.

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* Task 2: Write the missing words: T: Now listen to the rest of the listening text again and work in pairs to write the missing words. You will listen to the tape twice.

- Check if Ss can do the task 2 without listening again. Play the tape for them to listen again but before doing this, T should encourage Ss to read through all the passage, identify the information they need to look for in each gap.

- Play the tape again for Ss to listen & do the task.

- Get Ss to check their results with a partner.

- Check with the whole class.

- Go over the answers with the class.

- Answer: 1. agreed 5. waking 2. to avoid 6. heart 3. particular 7. kindness 4. adults 8. to stick

Activity 4 8ms

Application a. Aim: to reminds them of some useful languages in task 1,2 and use them b. Content: * Summarize Ms Linda Cupple’s talk

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d. Organization:

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c. Outcome: In this talk Ms Linda Cupple gives us some pieces of advice on how use telephone in the family.

The first is to work out a reasonable length of time for a call.

Ten minutes should be an absolute maximum....

- Individual work, pair work & whole class.

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- Before getting Ss to summarize Ms Linda Cupple’s talk, Teacher reminds them of some useful languages in task 1,2.

Suggested ideas: + Length of time for each call - Summarize Ms Linda + Time for calling Cupple’s talk + Calling late at night + Calling at weekend - Divide the class into small groups of 3 or 4 & gets them to summarise the listening passage.

- Play all the passage again.

- Go around to check and offer help.

- After checking that all the groups have finished.

- Call on the representative of each group to report their peer’ ideas. T check if other groups would have the same or different ideas.

- Listen & take note of their errors. T provides corrective feedback after that beginning with: In this talk Ms Linda Cupple gives us some pieces of advice on how use telephone in the family.

The first is to work out a reasonable length of time for a call.

Ten minutes should be an absolute maximum....

- Retell the main points of this lesson.

Listen to the teacher and take notes

Homework 2 minutes

- Ask Ss to learn the new words by heart.

- Review the points that have been covered in the lesson and do the exercises in the work book - Prepare the next part: Unit 3- D. Writing.

Listen to the teacher and take notes

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Consolidation 2 minutes

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PERIOD: 15 UNIT 3: WAY OF SOCIALIZING D -Writing A. Objectives

Content/teacher’s activites

Students’s activites

a. Aim: To raise sts’ interest and to introduce the topic. b. Content: Ask students to work in pairs and discuss this question (matching). c. Product: students’s answers Key: a-4; b- 3; c- 2 ; d- 1 d. Organization * MATCHING - Give the table on the board and asks Ss to match them in correct orders. a. Pointing at someone 1. saying goodbye b. Being late for class 2.admitting one’s wrong doing c. Making mistakes 3.saying“I’m sorry I’m late ” d. Being into the farewell 4. being rule and impolite - Check mistakes.

- Ss think what T asks , give their key.

- Ss correct

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Time/stage s Activity 1 Warm –up (7 mins)

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1. Knowledge: By the end of the lesson, Ps will be able to Write about the benefits of cultural awareness 2. Skill Develop writing skill 3. Attitudes Help Ps to be aware of the benefit of cultural awareness 4. Competences Develop collaborative, problem-solving and communicative competences B. Teaching aids ß English books 12 ß Handouts ß Projector ß A0 paper .

C. Teaching procedures I. Class organization: (1 minute) II. New lesson

Presentation a. Aim: To provide new words, structures to prepare for writing b. Content: Vocabulary, task 1 c. Outcome: Key: 1.There are many ways to tell someone goodbye, and most of them depend on the situation at hand.

2.However, there is one rule that all situations observe: We seldom say goodbye abruptly.

3.In English it is necessary to prepare a person for departure.

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Activity 2 Prewriting (12 mins)

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- Look at the board, listen and take notes - Read a new word three times, listen and repeat after the - Ss listen, repeat and copy them.

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4.We lead into the farewell by saying something pleasant and thoughtful like “I’ve really enjoyed talking to you” 5.We might also say something relating to the time like“Gosh, I can’t believe how late it is ! I really must be going!” d. Organization: Pre-teach vocabulary : +Abruptly + (to) Apologize +Discourtesy + Gosh + Sorrow + Pleasant and thoughtful - Ask Ss to give the Vietnamese equivalent (if necessary).

- Read a new word three times. Ss listen and repeat after the T.

- Ss know what they are going to learn.

- Ss work in pairs and dis -cuss how to make sentences with re quired words.

- Ss compare their key and show them.

- Ss correct

Practice a. Aim: To read and discuss about the re-ordered paragraphs b. Content: Put the sentences of the two paragraphs in their right order. c. Outcome: *Paragraph 1: 1. C 2. E 3. A 4. B 5. D 1. It is difficult to write rules that tell exactly when you should apologize, but it is not difficult to learn how.

2. If we have done something to hurt someone’s feeling, we apologize.

3. An apology indicates that we realize we’ve made a mistake, and we’re sorry for it.

4. It’s a way of expressing our regret or sorrow for something.

5. When we apologize, we admit our wrongdoing or discourtesy, usually a reason for it, and express regret. * Paragraph 2: 1. C 2. E 3. B 4. A 5. D 1. The simplest way to apologize is to say “ I’m sorry”.

2. Let’s take a common situation. Tom is late for class and enters the classroom.

3. What does he do? The most polite actionis usually to take a seat as quitely as possible and apologize later.

4. But if the teacher stops and waits for him to say something, he could apologize simply “ I’m sorry I’m late”, ask permission to take his seat and sit down.

5. Naturally, more than this is needed, but it is not the time for it because it has already caused some interruption and doesn’t need to make it any longer. d. Organization: Task 2: Put the sentences of the two paragraphs in their right order.

- Ask Ss to work in pairs or in group to read and discuss about the re-ordered paragraphs.

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Activity 3 Whilewriting ( 17 mins)

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*Task1 : Use the words to make sentences. Change the form of the verb.( No addition or omission is required) - Introduce the aims of tasks in writing lesson.

In task 1,T asks Ss to discuss how to use suggested words in sentences.

- Go around the class to help sts if necessary.

- Ask Ss to show their key.T gives key to check

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- Work in pairs or in group to read and discuss about the reordered paragraphs.

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- Compare their answers in pairs and read aloud in front of the class - Give comments on the others’ writing - Check and copy

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- Go around giving help - Ask Ss to compare their answers in pairs and read aloud in front of the class.

- Ask Ss to read their answers.

- Listen to Ss and collect their mistakes for indirect correction.

Checking - Correct with Ss. - Give feedback on Ss’ work.

- Point out some common mistakes made by Ss. - Ask Ss to give comments on the others’ writing.

Application a. Aim: Use information to discuss the questions b. Content: discuss the question: - In what ways people tell someone goodbye? c. Outcome: students’s talks d. Organization: - Ask Ss to work in pair to discuss the question: - In what ways people tell someone goodbye?

- Go around giving help.

- Ask some Ss to give their answers.

- Listen to Ss and collect their mistakes for indirect correction.

Consolidati on 2 minutes Homework 2 minutes

4. Consolidation:(1 mins) - Retell the main points of this lesson.

- Pair work - Some say out their answers in front of the class.

- Others give comments.

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Activity 4 * Dicussion: 7ms

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5.Homework:(1min) - Aks Ss to learnt by heart the lessson - Review the points that have been covered in the lesson and do the exercise in the work book.

- Prepare for the next lesson: Unit 3- Language focus.

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Date of preparation: Date of teaching:

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PERIOD: 16 UNIT 3: WAY OF SOCIALIZING LANGUAGE FOCUS

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A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to Revision of stress in two – syllable words and reported speech.

2. Attitudes Help Ps to learn how to cooperate with others in a team 3. Competences Develop collaborative, problem-solving and communicative competences B. Teaching aids ß English books 12 ß Handouts ß Projector ß A0 paper C. Teaching procedures I. Class organization: (1 minute) II. New lesson

Content/teacher’s activites Students’s activites a. Aim: To raise sts’ interest and to introduce the topic. ∑Listen to Ts’ rule b. Content: Ask students to work in pairs and discuss this ∑ Answer T’s questions if question called c. Product: students’s answers - Work in group of 8 d. Organization - Guess the word. If Ps Provide three clues about the word “non – verbal” and ask Ps guess the word in the to guess the word. first clue, they get 30 Tell Ps the rule points, 20 points in the Work in group of 8 second clue and 10 - Guess the word. If Ps guess the word in the first clue, points in the third clue they get 30 points, 20 points in the second clue and 10 - Exchange the paper to points in the third clue mark - Exchange the paper to mark Group 1 ´ Group Group 1 ´ Group 3 3 Group 2 ´ Group 4 Group 2 ´ Group ∑ Checks the rule 4 (?) What to do now?

Presentation * Listen and repeat: a. Aim: Help students to pronounce sounds b. Content: Listen and repeat c. Outcome: students’ presentation d. Organization: - Hang on a flipchart of the stress in two-sylable words (P.38)on the board and introduce the pronunciation to the Ss. Teacher plays the tape, ask Ps to listen.

- Ask Ss to read the words aloud.

- Explain the ways to use the stress in two- syllable words. a.Verbs: The second syllable such as : es’cape, des’troy,

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Activity 2 Pronunciatio n 10ms

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Time/stages ACTIVITY 1: Warm-up 5 minutes

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Look at the board, listen to the teacher and take notes - Read the words aloud & give comment

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- Note down

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a’llow,re’peat, main’tain,...

But some in the first syllable: (‘offer, ‘open, ‘happen,... ) b. Noun & Adjectives: The first syllable such as: ‘butcher, ‘ standard, ‘handsome, ‘pretty, ‘Presley, ‘Foster,...

But some words in the second syllable: a’lone, mis’take,.... c. Numbers:+ The first syllable ( 20- 90) + The second syllable ( 13- 19) d. Compound words: + Compound nouns/ adjectives: The first syllable- ‘raincoat, base’ball, home’sick,..... + Compound adverbs/ verbs: The second syllable- up’stair, down’stream, ill-’treat, down- ‘grade,.... e. Both: verbs & nouns: + Nouns: - The first syllable: ‘record,’present, ‘desert,.... + Verbs: - The second syllable: re’cord, pre’sent, de’sert,...

But some words not- exchange : ad’vice(n,v), ‘visit(n,v) * Practice reading aloud the sentences.

- Ask some Ss to read the aloud the sentences.

- Correct their mistakes if necessary.

- Read aloud the sentences.

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- Whole class

Practice a. Aim: Review Reported speech in statement b. Content: Excersie 1,2 c. Outcome: +Key for the Ex1: 2. Thuan said he worked for a big company.

3. Thuan said he was their marketing manager.

4. Thuan said the company had opened an office in Ho Chi Minh City.

5. Thuan said it had been very successful.

6. Thuan said he had benn chosen to run an office in District 7. Thuan asked me how long I had been learning English.

8. Thuan said he didn’t have much time to enjoy himself. + Key for the Ex 2: 2. was upset 3. was not interested 4. had promised to go to the cinema 5. hadn’t turned up 6. didn’t want to see you.

7. she didn’t believe you had tried.

8. she would talk to you later 9. she had to go to otherwise she would be late for school d. Organization:

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Activity 3

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Present the notes in reported statements: 1. If the reporting verb is the past tense ( e.g, said, told), it is usual for the verb in the reported clause to move “ one tense back” present => past ;present perfect / past => past perfect Eg:“ I’m going” => He said he was going.

2. If the reporting verb is in the present tense ( e.g, says, asks), there is no tense change.

Eg:The train will be late.=> He says the train will be late.

3. The one tense back rule also applies to reported thoughts and feelings.

Eg:I thought she was married, but she isn’t.

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- Whole class - Look at the board, listen to the teacher and take notes - Give some examples and rewrite the sentences using the above structures.

1/ He said : "I want to go to see An tomorrow" => he said that he wanted to go to see An the next day 2/ An said to me : " I will 13

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buy a car" => An told me that he would buy a new car 3/ She said : "I have worked here for one year" => She said ( that ) she had worked there for one year 4/ His father said to him : "You must study harder" => Hisfather told him that he had to study harder 5/ The doctor said to Nam : "You should stay in bed" => The doctor told Nam that he should stay in bed

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Typical pronoun, time, place and modal verb changes 4.1 Pronoun changes: I =>he/she we => they mine => his/her me/you => him/ her us =>them ours =. theirs my => his/her our =>their myself =>himself 4.2 Time and place changes * Time: now => then ago => before today => that day tonight => that night ; tomorrow => the next/ following day last night => the night before; yesterday => the daybefore * Place: here => there this => that these => those 4.3 Modal verb changes can => could will => would may => might Note: Other modal verbs don’t change: should, might, must (or must => had to) 5. In formal situations, we can use that after the reporting verb.

Eg:He told me ( that ) he would be home late.

6. There are more than one reporting verb. We can use many other reporting verbs beside say and tell, for example, think, announce, explain, interrupt, demand, insist, admit, complain, warn. * Exercise 1& 2( P. 38- 39) - Ask Ss to work in pairs to do Exercise 1.

- Move around to help if necessary. * Feedback:

Application a. Aim: Help students to use reported speech correctly b. Content: write 10 sentences with reported speech c. Outcome: students’ writing d. Organization: T asks students to do it at home

Consolidation 2 minutes

Ask Ss to summarise the main points of the lesson.

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- Ask Ss to make five sentences using reported speech.

- Prepare the next part: TEST YOURSELF A

- Compare their results together.

- Read their answers aloud.

- Look at the board, listen to the teacher and take notes - Do exercise 2 in pairs.

- Compare their answers together - Look at the board, listen to the teacher and take notes.

Listen to the teacher and take note

Listen to the teacher and take note Listen to the teacher and take note

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Homework 2 minutes

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Activity 4 At home

- Work in pairs to do Exercise 1.

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Date of preparation: Date of teaching: PERIOD:

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UNIT 4: SCHOOL EDUCATION SYSTEM A-Reading

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A. Objectives 1. Knowledge : By the end of the lesson, Ps will be able to ß Read the passage about school education system and do reading comprehension tasks ß Have a general revision of vocabulary relating to subjects in the National Curriculum of England such as Physical Education, Science, Technology… ß Use the information they have read to discuss related topic 2. Skill ß Develop such reading micro-skills as True or False, Q&A and MCQs 3. Attitudes: ß Help Ps to know about school education system. ß To encourage Ss work in pairs and groups 4. Competences ß Develop collaborative, problem-solving and communicative competences B. Teaching aids: ß English books 12 ß Handouts ß Projector ß A0 paper C. Anticipated problems ß Ps may need to be provided appropriate linguistic resources so that they can complete various learning tasks.

D. Teaching procedures I. Class organization: (1 minute) II. New lesson: (40 minutes) Time/stages Teacher’s activities Students’ activities Work individually a. Aim: Set the scene, lead students to the main ACTIVITY 1 - Expected words : (WARM-UP) (5’) part of the period. b. Content: Active words and structures - terms c. Outcome: Ss’ understanding, ability of using - grades the words and structures - curriculum - subjects d. Organization: - examinations I. Warm – up.

- pre – school Network - secondary school - high school

schooling

Ask Ss to find as many words related to schooling as possible.

a. Aim: Students can memorize some new words 2. ACTIVITY 2: PRESENTATION b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write the new (15’) words d. Organization:

- Listen - Work in pair

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a. Aim: Helps students to speak and listen,understand the tasks b. Content: - answer the questions in the questionaire. c. Outcome: ss can do the task correctly While reading Task1 .Find words or phrases meaning - Ask Ss to read the passage again to find out the words or phrases.

- Have Ss compare with partners .

- Call on some Ss go to the bb and write the words or phrases - Correct and give feedback.

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3. ACTIVITY 3: PRACTICE (20’)

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Task 2. Answer the questions.

- Check if Ss can answer the comprehension Qs without reading the text again. If Ss cannot, T gets them to read the Qs carefully and underline the key words to do task.

- Get S to check theirs answers and explain their choices.

- Call some Ss to read theirs answers and explain their choices.

- T comments and gives feedbacks.

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feedback 1. T 2. F 3. T 4. F 5. T

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II. Presentation.

1, Pre- reading: *Vocabulary: - academic (adj) - parallel (adj) - category (n) - fee- paying (adj) - curriculum (n) - ‡ curricula - core (n) * Discussion - Ask Ss to work in pair to decide whether the statements are T or F .

- Call some Ss to give their answers.

- Correct and give feedback.

a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization: Post reading: Dialogue A B 1. May/ ask/ questions/?

Yes 2. You/ have difficulty/

- Read the passage to find out the words or phrases - Work in groups feedback 1. state schools 2. primary education 3. secondary education 4. compulsory 5. The General Certificate of Secondary Education 6. curriculum (n) Feedbacks - Read the passage and answer the questions 1. From the age of 5 2. 3 terms 3. The state school and the “ independent” or “public” school systems 4. Yes. 5. There are 3 core subjects ( English, Maths, Science) 6. When the students finish the secondary school, they can take an examination called the General Certificate of Secondary Education

- Work in pairs.

Feedback :

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3. Which school subjects/ you think/ the most difficult/?/ 4.What/ you/ do / improve /it/ ?/

( English) practice every day/take part in English

club/ ask teacher/ friends to help 5. your English be better/ now

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- Show the cues on the bb Modal if necessary - Ask Ss to work in pairs - Go around for help - Call on some pairs to present - Give comments .

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Thanks

Consolidation 2 minutes

Asks Ps some questions -What have you learned today?

-What have you gained today?

Homework 2 minutes

Asks Ps to study the lesson again and prepare for the next lesson .

Answer T’s questions Expected answer - We have learned about the school education system of an English speaking – country: England and do such reading comprehension exercises as True or False, Q&A and MCQs -Our group work skill and interpersonal skill are developed.

Listen to T and take note

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A: - May I ask you some questions ?

B: -Yes, of course. What do you want to know ?

A: - Do you have any difficulties studying ?

B: - Yes, What about you ?

A: - I find it difficult to study social subjects Which subjects do you think the most difficult ?

B: - Oh, English of course.

A: - What do you do to improve it?

B: - I practice English every day, speak as regularly as possible. I also take part in the English club in our school. If I have any problems , I ask my teacher and friends to help. They are always willing to help me.

A: - I think your English is better now.

B: - Thanks.

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studying /?/

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Date of preparation: Date of teaching:

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PERIOD: UNIT 4: SCHOOL EDUCATION SYSTEM B - SPEAKING A. Objectives 1. Knowledge: - General knowledge: Students learn about school education system - Language: Talking about the school education system in Vietnam.

- New words: words related to school education system.

2. Skill - Talk about school education system - Develop speaking and listening skill 3. Attitudes - Ss will be able to talk about his / her school by using given information and pictures.

4. Competences ß Develop collaborative, problem-solving and communicative competences B. Teaching aids ß English books 12 ß Handouts ß Projector ß A0 paper C. Anticipated problems ß Ps may need to be provided appropriate linguistic resources so that they can complete various learning tasks.

D. Teaching procedures I. Class organization: (1 minute) II. New lesson Time/stages Content/teacher’s activites Students’s activites - Work individually ACTIVITY 1 a. Aim: To raise sts’ interest and to (WARM-UP) introduce the topic.

Expected answers b. Content: Ask students to work in 1. nursery, (5’) pairs and discuss this question 2. kindergarten, 3. primary school, c. Product: students’s answers 4. secondary school, d. Organization 5.college, I. Warm – up: 6. university Network

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Kinds of school in Vietnam

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-Ask Ss to put the following words in the right order from low to high - “What do you know about the school education systems in Vietnam?”

T introduces new lesson

2. ACTIVITY a. Aim: Students can memorize some

Work in pairs.

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a. Aim: Helps students to speak and listen,understand the tasks and practise speaking b. Content: - answer the questions in the questionaire. c. Outcome: ss can do the task correctly d. Organization: While – speaking Task 2 Talk about the school education system - Ask Ss to work in groups. -Goes around the class and give help if necessary - Call on some pairs practice in front of the class - Correct Ss’ mistakes and Give feed back

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3. ACTIVITY 3: PRACTICE (20’)

a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization: Task 3: Talk about the similarities and differences between the school systems in Vietnam and England.

- Ask Ss to work in groups and compare - Call on some Ss to present their

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- When do children in Vietnam go to lower secondary education?

- When they are 6.

- How long does the lower secondary education last?

- Four years.

- Is pre –school compulsory in Vietnam?

- No, it’s optional.

- From which grade to which grade does the upper education last ?

- From 10 to 12 .

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new words 2: PRESENTAT b. Content: vocabulary, set the scene, structures ION (15’) c. Outcome: students can read and write the new words d. Organization: II. Presentation: 1. pre-reading: -Ask Ss to study the table in task 1 then find out the new words -Help Ss with the vocabulary and pronunciation * GCSE: General Certificate of Secondary Education - Elicit some useful expressions: + When do children in Vietnam go to school lower school ? + How old are children when they first go to school? + How long is the primary school? + Do all children have go to nursery?

- Read the model conservation then call on some students to read aloud it.

Listen.

- Group works. feed back: 1. In Vietnam, children can go to the nursery when they are only 3 or 4 years old.

2. After nursery, they go to kindergarten and stay there until they are 5.

3. At the age of 6they move to primary school. All primary schools in Vietnam are coed – male and female students together in the same class room. It take them 7 years to finish high school. Children leave high school at the age of 17.

4. They prepare for their higher study at colleges or universities.

Work in groups. suggested answers: Similarities: -Both countries have to follow the national curriculum set by the government -After secondary schools, Ss all have to take the national examination known as GCSE .............................................

Differences: In Vietnam

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In England

Asks Ps some questions -What have you learned today?

-What have you gained today?

Homework 2 minutes

Asks Ps to study the lesson again and prepare for the next lesson (Unit 1- C. Listening)

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Consolidation 2 minutes

- Start primary school - Start primary school at the age of 6 and at 5 and finish at 10 finish at 10 - School is compulsory -School is until the age of 16 compulsory until the .................... age of 14 - Subjects studied Answer T’s questions Expected answer - We have shown out some similarities and differences between the school system in Vietnam and in England -Our group work skill and interpersonal skill are developed ∑ Listen to T and take note

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answers.

- Give comments and feedback.

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Date of preparation: Date of teaching:

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PERIOD: UNIT 4: SCHOOL EDUCATION SYSTEM C – LISTENING

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A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to - Listen and understand the conversation about how a student performs at school.

- Improve their listening skill through exercises such as Checking the right information and Answering questions.

2. Skill - Develop speaking and listening skill 3. Attitudes - Help Ps to be aware of school education.

4. Competences - Develop collaborative, problem-solving and communicative competences B. Teaching aids: English books 12, pictures, cassette, disk, handouts and real objects C. Anticipated problems - Ps may need to be provided appropriate linguistic resources so that they can complete various learning tasks.

D. Teaching procedures I. Class organization: (1 minute) II. New lesson ( 40 minutes) Content/teacher’s activites a. Aim: To raise sts’ interest and to introduce the topic. b. Content: Ask students to work in pairs and discuss this question c. Product: students’s answers d. Organization I. Warm – up: Finding words - Ask Ss to work in groups, writing down things that they do in school days.

- Call some Ss to write on the board.

- Correct and gives comments.

2. ACTIVITY 2: PRESENTAT ION (15’)

a. Aim: Students can memorize some new words b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write the new words d. Organization: . Presentation.

1. pre-listening * Pair works - Ask Ss to work in pair. - Discuss and answer these questions in the book.

- Call some pairs to act out in front of the class.

- Give comments. * Vocabulary

Students’s activites Work in groups.

Expected words: - doing exercises - learning lessons - taking tests, exams - wearing uniform - obeying school rules - making friends - doing research

- Pair works - The answers may vary.

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Time/stages ACTIVITY 1 (WARM-UP) (5’)

- Write down - Repeat

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a. Aim: Helps students to speak and listen, understand the tasks b. Content: - answer the questions in the questionaire. c. Outcome: ss can do the task correctly d. Organization: While – listening *Task 1: Put a tick (√ ) to the question......

- Ask students to read through the questions - Play the tape two times.

- Ask Ss to do individually then compare the answer with a partner.

- Play the tape again, have students to listen and check the answers - Call some Ss to give the answers - Check and gives feedback.

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3. ACTIVITY 3: PRACTICE (20’)

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1.tearaway(n) :impetuous, irresponsible person (tướng tá, hư hỏng) 2. disruptive (adj) /dis'rʌptiv/ = unquiet 3. methodical (adj) / mi'θɔdikəl/ - Ask Ss to listen to the T’s pronunciation and repeat . Presentation.

1. pre-listening * Pair works - Ask Ss to work in pair. - Discuss and answer these questions in the book.

- Call some pairs to act out in front of the class.

- Give comments. * Vocabulary 1.tearaway(n) :impetuous, irresponsible person (tướng tá, hư hỏng) 2. disruptive (adj) /dis'rʌptiv/ = unquiet 3. methodical (adj) / mi'θɔdikəl/ - Ask Ss to listen to the T’s pronunciation and repeat

- Work individually to do the task - Compare the answers Feedback: Questions 1 2 3 4 5 6

Jenny √

Gavin √ √

√ √

√

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*Task 2: Answering - Ask Ss to read carefully the five questions first, then let them try to answer before listening again to do the task.

- Play the tape twice, one for doing the task, one for giving feedbacks.

- Call on some Ss to give their answers, correct and give feedback.

- Read through the questions

Feedback: 1. When he enjoyed the subjects.

2. He found it very difficult.

3. Because they were difficult for him to do it in a short time.

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4. Because he went away to boarding school when he was quite young and he didn’t like that. So schools weren’t the best days of his life. a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization: Post – listening: Talk about the results....

- Ask Ss to work in pairs.

- Go around and offer ha help if necessary.

- Call some Ss to present in front of the class.

- Correct and give comments.

Expected answers: I didn’t do well in the last exam period. I was content with my math, physics, and chemistry result but my history result wasn’t very good. I misunderstood the questions , so I barely passed it.

I think I have to spend more time in studying history to get a higher grade in the coming exam.

Consolidation

Asks Ps some questions -What have you learned today?

-What have you gained today?

Answer T’s questions Expected answer - We have listened to the conversation between Jenny and Gavin and do listening comprehension such as Checking the right information and Answering questions.

- Our group work skill and interpersonal skill are developed . ∑ Listen to T and take note

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4. ACTIVITY 4: APPLICATI ON (5’)

Asks Ps to study the lesson again and prepare for the next lesson (Unit 4 - D. Writing)

Homework

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2 minutes

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Date of preparation: Date of teaching: PERIOD:

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UNIT 4: SCHOOL EDUCATION SYSTEM D - WRITING

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A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to - Write about the school education system in Vietnam.

- New words: Words related to school education systems.

2. Skill - Develop writing skill.

3. Attitudes - Help Ps to be aware of the school education system in Vietnam.

4. Competences - Develop collaborative, problem-solving and communicative competences B. Teaching aids - English books 12, handouts, projector, A0 paper.

C. Anticipated problems - Ps may need to be provided appropriate linguistic resources so that they can complete various learning tasks.

D. Teaching procedures I. Class organization: (1 minute) II. New lesson Content/teacher’s activites a. Aim: To raise sts’ interest and to introduce the topic. b. Content: Ask students to work in pairs and discuss this question c. Product: students’s answers d. Organization I. Warm – up.

Network

Education system in Vietnam

Students’s activites - Work individually Suggested words : - nursery - kindergarten - pre – school - primary school - secondary school - high school - training center - vocational training center trường dạy nghề - technical college - secretary college - community college - university

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Time/stages ACTIVITY 1 (WARM-UP) (5’)

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- Ask Ss to find as many words as possible.

- Call some Ss to write on the board.

-> Describing school education system in Vietnam

2. ACTIVITY 2: PRESENTAT ION (15’)

a. Aim: Students can memorize some new words b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write the new words

- Work in groups Outline : 1 Introduction : - 2 levels of education in Vietnam : primary and secondary education

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a. Aim: Helps students to understand the tasks to write b. Content: - answer the questions in the questionaire. c. Outcome: ss can do the task correctly d. Organization: While – writing .

Write a paragraph on the formal school education in Vietnam - Ask Ss to use the outline to write about education system in Vietnam

- Write about education system in Vietnam.

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* Primary school : - at the age of 6 * secondary school : - at the age of 11 , 4 years in lower secondary , 3 years in higher secondary ; finish secondary at 17 2.Main part : * Duration of the academic year :- 35 weeks ( 9 months) - 2 terms : 1st term : from September to late December; 2nd term : starts in the early January ends in May National examination for GCSE : in June for all students finish high school. * university / college entrance examination : held in July

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3. ACTIVITY 3: PRACTICE (20’)

d. Organization: II. Presentation.

1/Pre – writing : * Elicit structures: + Tenses : Simple present + Vocabulary : 1. The academic year runs from..... to....

2. A school year consists of .... terms 3. Children start grade 1 when they....

4. duration of the academic year 5. a national examination for GSCE 6 university / college entrance examination * Outline : - Ask Ss to work in group to write outline ,using the information in Speaking Task to give ideas for their writing.

- Call a student to write on the board.

- Correct and gives feedback

Sample writing : There are two levels of education in Vietnam: Primary and secondary education.

Children in Vietnam go to primary school at the age of six and move to secondary school when they are 11. Then they spend four years in lower secondary and 3 years in upper secondary. They usually finish secondary school at the age of 17.

Schooling is compulsory for Vietnamese children until they finish lower secondary.

It take 9 years for the children to finish compulsory education.

The duration of the academic year is 35 weeks or 9 months. It runs from September to May and is divided into two terms. The first term is from the beginning of September to late December and the second term starts in early January and ends in May. A national examination for GCSE is usually held in June for all students who finish high school.

And then those who pass the GCSE exam are able to sit for the university or college entrance examination in July.

Probably, students will take only an examination for finishing high school and for university or college.

4. ACTIVITY a. Aim: Stundents apply the knowledge they learnt in practice 4: APPLICATI b. Content: Discussion

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Rewrite in the notebooks.

Asks Ps some questions Answer T’s questions -What have you learned today?

-What have you gained today?

Asks Ps to study the lesson again and prepare Study the lesson again and prepare for the for the next lesson (Unit 4 - E. Language focus) next lesson (Unit 4 - E. Language focus)

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Consolidation

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c. Outcome: students’s writing d. Organization: Post – writing ( correction ) - Ask two students to write on the board - Correct mistakes and give feedback for the whole class - Collect student’s papers, give comment and correct some serious mistakes

ON (5’)

2 minutes Homework

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2 minutes

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Date of preparation: Date of teaching: PERIOD:

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UNIT 4: SCHOOL EDUCATION SYSTEM E – LANGUAGE FOCUS A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to - Revision of stress in three – syllable words and passive voice.

2. Attitudes - Help Ps to learn how to cooperate with others in a team.

3. Competences - Develop collaborative, problem-solving and communicative competences.

B. Teaching aids - English books 12, handouts, projector, A0 paper.

C. Anticipated problems - Ps may need to be provided appropriate linguistic resources so that they can complete various learning tasks.

D. Teaching procedures I. Class organization: (1 minute) II. New lesson Content/teacher’s activites a. Aim: To raise sts’ interest and to introduce the topic. b. Content: Ask students to work in pairs and discuss this question c. Product: students’s answers d. Organization I. Warm – up.

Jumble words.

- Ask Ss to rearrange the letter to make right words.

1. YHOTSIR 2. CHIREMSTY 3. SITPOLIC 4. NGOCUPMIT - Correct and gives feedback -> What’s common about them?

-> Stress in three – syllable words

Students’s activites Work individually - Rearrange the letter to make right words Excepted answers : HISTORY CHEMISTRY POLITICS COMPUTING - They are all three – syllable words.

a. Aim: Students can memorize some Read the words aloud new words b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write Poster: the new words Stress on Stress on Stress on 1st .... d. Organization: 2nd...

3rd... algebra statistics engineer Presentation. carefully computing lemonade A. Pronunciation politics September entertain * Listen and repeat - Read the model some words and ask Ss physical compulsor employee to repeat. chemistry y Vietnames - Get some Ss to pronounce these words academic e - Correct pronunciation (if any) primary cigarette - Ask Ss to put these words in the correct cinema column. Add some more words, engineer, Reading aloud the sentences.

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Time/stages ACTIVITY 1 (WARM-UP) (5’)

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+ O

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-> P: S

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Basic rules - A: S

+ be + V3/ed

+ by O

* can, may, must. will, shall, have to, used to,…

S + can, may,… + be + V3/ed

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* * Practice reading the sentences - Play the tape, Asks Ss to read after the tapes.

- Call some Ss to read and correct mistakes B. Grammar * Lead – in :Asking questions - What is the table made of ?

- What are the windows made of ?

- Do you know who make these things ?

-> our lesson is the passive voice. * Explanation : - Hang on a poster, asks Ss to pay attentions to the sentences and point out the rules Poster : 1. A: My mother has made these cakes.

S V O ->P: These cakes have been made by my mother.

S V O 2. A: My friend can answer this question.

S V O -> P: This answer can be answered by my friend.

S V O 3. ACTIVITY a. Aim: Helps students to speak and listen, understand the tasks , and do 3: exercises PRACTICE (20’) b. Content: - answer the questions in the questionaire. c. Outcome: ss can do the task correctly d. Organization: Practice :Exercises 1, 2,3 - Ask Ss to do exercises provided in the books.

- Have them do individually, and then compare the answers with the partners.

- Call Ss to give the answers.

- Correct and gives feedback.

- Listen and repeat.

- Read - It is made of wood.

- They are made of glasses.

- No, I don’t.

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lemonade, entertain, employee, Vietnamese, cigarette - Correct and gives feedback Remarks : Words ending in - ade, - ain,ee, - eer, - ese, - ette has the main stress on these syllable ( 3rd syllable ).

- Work individually Feedback : Exercise 1 : Simple present passive voice 1. is divided 2. is separated 3. is set 4. is made up 5. is paid 6. are selected - Work individually Exercise 2 : Rewrite ,using the passive voice.

1. This school was built in 1997.

2. This dictionary was first published in 1870.

3. A surprise party is going to be organized by the students in my class tomorrow evening.

4. The kitchen is being painted now.

5. “ Romeo and Juliet” was written in 1605.

6. Shakespeare’s tragedies have been built in my village.

7. A new primary school has just been built in my village.

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a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization: Ask students to do it at home

Consolidation

Asks Ps some questions: -What have you learned today?

-What have you gained today Asks Ps to study the lesson again and prepare for the next lesson

Answer T’s questions

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2 minutes

Listen to T and take note

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4. ACTIVITY 4: APPLICATI ON (5’)

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8. English will be spoken at the conference.

9. The floor hasn’t been cleaned yet.

10. The house will be repainted soon.

Exercise 3: Fill with correct tense in passive 1. was built 6. can be used 2. were sold 7. is kept 3. has been made 8.are done 4. are used 9. must be told 5. are used 10. can be done

Homework

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2 minutes

Listen to T and take note

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Date of preparation: Date of teaching: PERIOD: UNIT 5: HIGHER EDUCATION READING

Teacher’s activities

a. Aim: Set the scene, lead students to the main part of the period. b. Content: Active words and structures c. Outcome: Ss’ understanding, ability of using the words and structures d. Organization:

-

Work in pairs, discuss and answer the questions Stand up and tell the class the answers.

Understand the aim of the lesson: Unit 5: higher education

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ACTIVITY 1 (WARMUP) (5’)

Students’ activities

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A. Objectives 1/ Knowledge : By the end of the lesson, Ps will be able to -Read the passage about higher education and do reading comprehension tasks - Understand the passage about Ss’ first impressions of university life.

- Arrange the sequence of an event.

-Use the information they have read to discuss related topic 2/ Skill: Develop such reading micro-skills as completing the table and choose the best option 3/ Attitudes: - To encourage Ps work in pairs andgroups 4/ Competences: Develop collaborative, problem-solving and communicative competences B. Teaching aids: English books 12, Handouts, Projector, A0 paper C. Anticipated problems: Ps may have difficulties getting the right information since the text is long and difficult to understand.

D. Teaching procedures I. Class organization: (2 minutes ) II. New lesson: (40 minutes) ACTIVITY 1: Warm-up: Jumbled word

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I. Warm-up: - Ask Ss some questions: 1. What are you going to do after you finish high school?

2. Which university would you like to attend?

3. Where will you live if you study at a university far from your house?

- Get feedback - Lead Ss to the new lesson: higher education

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ACTIVITY 2: PRESENTA TION (15’)

a. Aim: Students can memorize some new words b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write the new words

- Work in pairs, ask and answer the questions 1. Hue University 2. Hanoi University of Architecture 3. Hanoi University of Natural Science 4. I would like to apply for Hanoi University of Natural Science.

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Find out new words.

Understand the aim of the text.

Do the tasks that follow.

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Read the text in silence.

Work in pairs, ask and answer the questions 1. Hue University 2. Hanoi University of Architecture 3. Hanoi University of Natural Science 4. I would like to apply for Hanoi University of Natural Science.

a. Aim: Helps students to speak and listen, understand the tasks b. Content:

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Read the text in silence.

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Find out new words.

Understand the aim of the text.

Do the tasks that follow.

-

- answer the questions in the questionaire. c. Outcome: ss can do the task correctly d. Organization:

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ACTIVITY 3: PRACTICE (20’)

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- Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage Vocabulary ∑ applicant (n): người xin học ∑ application from (n): đơn xin học ∑ blame (v): đổ lỗi ∑ daunt (v): làm nản long ∑ mate (n): bạn bè ∑ scary (v): sợ hãi ∑ undergraduate course: khóa học đại học

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II. Before you read : - Ask Ss to work in pairs, ask and answer the following questions: 1. How do you say in English the names of these universities?

2. What university would you like to apply for and why?

- Get feedback.

- Give Ss suggested answers.

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d. Organization:

Task 1 : - Introduce the task: Complete the following sentences, using the right forms of the words in the box.

- Ask Ss to complete the following sentences, using the right forms of the words in the box.

- Go around class and help Ss

Task1: - Study the task carefully.

- Choose the right word to fill in the blanks.

- Exchange their answers for peer correction.

- Tell the class the answers.

1. campus 2. blamed 3. scariest 4. challenges 5. amazing.

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a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization:

Task 3: - Introduce the task: Answer the following questions.

1. What did Sarah do on the first weekend?

2. Why did Sarah feel so lonely at the party?

3. What problems did Ellen have with her roommate?

4. What did Brenden think about his first year at college?

5. What does the social calendar of the colleges provide him?

- Guide Ss to answer.

- Go round the class to help Ss if necessary.

- Call on some Ss to give their answers.

- Correct mistakes

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ACTIVITY 4: APPLICATI ON (5’)

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- Look at the task, read the text again to give the if they need. answers.

- Call on Ss to give their Sarah: 1- a. attended a party on the first weekend at answers. college.

- Correct mistakes.

2- e. was very excited about going to college.

Task 2: - Introduce the task: Find out Ellen: 3- b. didn't get on very well with the who: roommate. a. attended a party on the first 4. c. was not used to meeting different weekend at college. people every day at college. b. didn't get on very well with Brenden: 5- d. liked having a chance to be the roommate. creative. c. was not used to meeting 6- f. enjoyed the first year at college. different people every day at college. d. liked having a chance to be creative.

- Do Reading exercise of Unit 5 in workbook and e. was very excited about going prepare Part B : Speaking at home to college. f. enjoyed the first year at college.

- Go around class and help Ss if they need.

- Call on Ss to give their answers.

- Correct mistakes.

-

Understand the task.

Read the text again, answer the questions on the text.

1. She went out with her new friends, walking around the campus.

2. Because at the party everyone was busy playing some games and no one seemed to noticed her.

3. Her roommate left the window open when it was cold outside. She went to bed early.

She blamed Ellen for making her sick.

4. Brenden thought the first year at college was the best and most challenging of his life.

5. It provides him plenty of opportunities to meet non-engineering students as well as other engineers and many of them have become his best friends.

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∑ Asks Ps some questions -What have you learned today?

Homework 2 minutes

Asks Ps to study the lesson again,

-What have you gained today?

∑ Answer T’s questions ∑ Expected answer - We have known several information about university life.

-Our group work skill and interpersonal skill are developed - Listen to T and take note

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Consolidation 2 minutes

prepare for the next lesson and

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find out the names of university as

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many as possible

Date of preparation: Date of teaching:

PERIOD:

UNIT 5: HIGHER EDUCATION B. SPEAKING

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A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to - express their interests in tertiary study.

- talk about the application process to tertiaryeducation (giáo du ̣c cấ p ba: cấ p đa ̣i ho ̣c hoă ̣c cao đẳ ng)in Vietnam.

2. Skill: - Communicative approach 3. Attitudes: • Help Ps to know more about the admission requirements 4. Competences Develop collaborative, problem-solving and communicative competences

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B. Teaching aids: English books 12, Handouts, .......

C. Anticipated problems ß Ps may not know how to make sentence stress to express their ideas certain situations.

D. Teaching procedures I. Class organization: (2 minutes) II. New lesson: (40 minutes)

Teacher’s activities

ACTIVI TY 1 (WARMUP) (5’)

a. Aim: Set the scene, lead students to the main part of the period. b. Content: Active words and structures c. Outcome: Ss’ understanding, ability of using the words and structures d. Organization:

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stages

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I. Warm-up: what is my job?

- Show Ss some documents requiring for tertiary institutions and ask them what they are.

- Call on some Ss to answer.

students’ activities - One Ss go to the board, chooses a job that he/she wants to do in the future and mime a typical activity which it involves.

- Answer the questions 1. an application form 2. an identity card 3. a reference letter 4. a birth certificate

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ACTIVI TY 2: PRESEN TATION (15’)

a. Aim: Students can memorize some new words b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write the new words

-The S ask the other : - What is my job?

- The others watch his/her activity and make yes/no questions to guess the job Possible questions: - Are you mending something?

- Are you typing?

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- Do you work outside?

- The S answer the questions using only yes Pre-speaking - Call on an S to go to the board and ask or no. The game is over if an S guess the job. him/her to choose a job that he/she wants to Ask T if necessary do in the future and mime a typical activity which it involes.

- Ask the whole class to look at their friend’s - Some pairs to stand up and ask & answer; other pairs to listen and comment activity then ask him/her yes/no question to Expected pair work: guess his/her job S1: When do you fill in and send the application form?

- Observe students playing game and stop S2: In March when there is a winner S1: When do you take the GCSE examination?

S2: in May.

a. Aim: Helps students to speak and listen, understand the tasks b. Content:

- answer the questionaire.

questions

in

- One S reads aloud the request of the task - Do task 1 individually. Put the ticks on those which are obligatory for whom to be the admitted to a university in Vietnam - Exchange their answers with their friends.

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3.

ACTIVI TY 3: PRACTI CE (20’

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d. Organization:

c. Outcome: ss can do the task correctly d. Organization:

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- Some students to read aloud their answers to the class; others listen and comment Expected answers: ¸an application form Task 1 ¸an identify card - Call an Ss to read aloud the request of the ¸a copy of the originals of school certificate task ¸a birth certificate - Ask the whole class to do task 1 ¸a copy of records of your performance ay school - Ask students to exchange their answers with ¸scores of the required examination.

Possible problems: their friends.

- Students may don’t know the meanings of - Call some students to read aloud their some application process answers to the class - Give corrections and remarks.

- Work in pairs - The teacher elicits the meaning of these - Read information in their books and application process for students to guess practise asking and answering questions Task 2 - Ask students to work in pairs ,reading thee about the application process to tertiary study information in their books, asking and in Vietnam. answering the question about the application Listen to the instruction and form groups of four process to tertiary study in Vietnam - Walk around to observe students talking - Discuss and write the process of applying to and help them if necessary. a tertiary institution in Vietnam - Call some pairs to stand up and ask & - Ask T if necessary answer. Ask other pairs to listen and comment - Handle their notes among the groups and - Make necessary correction and comments check.

Task 3: - Some groups in turn stand up and make - Introduce the task to the students ask them their discussion in front of the class; other to work in groups of four groups listen and give comments - Ask students to make discussion and take Expected group work: note

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4.

ACTIVI TY 4: APPLIC ATION (5’)

a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization:

Consolida tion 2 minutes Homewor k 2 minutes

Asks Ps some questions -What have you learned today?

-What have you gained today?

Asks Ps to study the lesson again and prepare for the next lesson (Unit 1- C. Listening)

IA L

Work in groups. Discuss the process of applying to a tertiary institution in Vietnam.

Answer: In order to be admitted to a university in Vietnam, all students have to following the process of applying. During March, they have to fill in the application form and send it to the university they choose in March. After passing the GCSE examination held in May, all students are able to sit for the entrance examination in July. Successful candidates will be sent a letter of acceptance from the university. All students have to do now is to prepare all required papers to be officially accepted of that university.

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Answer T’s questions ∑ Listen to T and take note

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PERIOD:

Ask students to write a paragraph about the process of applying to a tertiary institution in Vietnam

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- Give T’s own comments - T goes around to remind students to use English and suggest some difficult structures

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- Go around and help them if necessary - Call some groups to handle their notes among the groups and check.

- Call on some groups to stand up and make discussion in front of the class. Ask other groups listen and give comments

S1: I think the first process of applying to a tertiary institution in Vietnam is to fill in and send the application form.

S2: Yes, then we must take the GCSE examination S3: Only when we pass the GCSE examination, can we take the entrance exam.

It often takes place in July. ….

Date of preparation: Date of teaching: UNIT 5: HIGHER EDUCATION C. LISTENING

A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to - listen for general and specific information.

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Students should know about the problems they may have when studying in a new school - Develop the ability to get details from listening text to do true/false and multiple choice exercises.

- Get detailed information on some problems students may have when studying in a foreign country.

2. Skill: - Communicative approach 3. Attitudes: • Help Ps to know more about the admission requirements 4. Competences Develop collaborative, problem-solving and communicative competences B. Teaching aids: English books 12, Handouts, .......

C. Anticipated problems

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ß Ps may not know how to make sentence stress to express their ideas certain situations.

D. Teaching procedures I. Class organization: (2 minutes) II. New lesson: (40 minutes)

Teacher’s activities

Students’ activities

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STAGA GE

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IC

Students form pairs and listen to T’s instructions -Work in pairs, asking and answering the problems facing students when studying in a foreign country - Work in pairs; discuss the problems they may have when studying in a new school.

Possible questions: S1: What problem you have to face when I. Warm-up: -Give Ss a question to discuss: “Talk about the studying in America? problems you may have when studying in a new S2: There are many problems such as: food, accommodation, living cost… school.”

Interview - Imagine that in each pair, one of you is a Vietnamese student studying in a foreign country; the other ask her/him problems facing students when studying in a foreign country

ACTIVITY 1 (WARM-UP) (5’) a. Aim: Set the scene, lead students to the main part of the period. b. Content: Active words and structures c. Outcome: Ss’ understanding, ability of using the words and structures d. Organization:

2.

ACTIV ITY 2: PRESE NTATI ON (15’)

a. Aim: Students can memorize some new words b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write the new words d. Organization:

3.

ACTIV ITY 3: PRACT ICE (20’)

a. Aim: Helps students to speak and listen, understand the tasks b. Content:

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II. Pre-listening: - Ask students to look at the part: Before listening - Read loudly the words: Proportion; majority; tutorial; international; available; appointment; Agricultural; rural; thoroughly.

- Walk round, listen and help students - Ask students to repeat loudly the words - Listen and check pronunciation

- answer the questions in the questionaire.

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c. Outcome: ss can do the task correctly d. Organization:

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Task 1 - Introduce the task: Listen to the conversation between John and David and circle the best option (A, B, C or D) to complete the following sentences.

- Ask students to read the questions quickly.

- Guide students the requests of the task.

- Read the conversation twice

- Listen to T and guess the meanings of these words - Practise reading the words in chorus and individually.

- Read loudly the words: - Understand those words.

- Read the questions quickly.

- Listen to the listening script.

- Listen again and tick true or false in their books - Check their answers with their friends - Answer the questions.

1-C; 2-A; 3-C; 4-A; 5-B - Read the questions and options in the task in 2 mins - Listen to the record again and choose the best option - Work in pairs and exchange their answers - Some students read aloud their answers

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a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization:

- Work in pairs. Ask and answer the question: "Would you prefer to do an undergraduate course abroad or in your country?”

- Stand up and speak out.

E.g.

S1: Would you like to do an undergraduate course in Vietnam or abroad?

S2: I’d like to do an undergraduate course in Vietnam S1: Why so?

S2: Because my English is not good enough and I cannot afford tuition fees and accommodation for studying overseas.

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4.

ACTIV ITY 4: APPLI CATIO N (5’)

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- Call some students to give their answers. ; others listen and give comments - Read the conversation the third time for Ss to Expected answers: correct.

1 2 3 Key: 1-C; 2-A; 3-C; 4-A; 5-B C C B Task 2: - Ask all students to spend 2 mins to read the questions and options in the task - Play the record once again and ask students to do the task - Ask students to work in pairs to exchange their answers - Ask some students to read aloud their answers - Listen and give remarks. T can play the record again if students cannot give correct answers

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- Ask Ss to work in pairs. Ask and answer the question: "Would you prefer to do an undergraduate course abroad or in your country?” Explain your choice.

- Guide Ss to do.

- Call some Ss to practice asking and answering the question.

E.g.

A. Would you like to do an undergraduate course abroad or in your country?

B. I would like to do an undergraduate course in my country.

A. Why? B. Because my English is not very good and I cannot afford tuition fees and accommodation for studying oversea.

Answer T’s questions Consolid Asks Ps some questions -What have you learned today? ation -What have you gained today?

2 minutes Homewo Asks Ps to study the lesson again and prepare for the Listen to T and take note next lesson (Unit 1- D rk 2 minutes

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Date of preparation: Date of teaching: PERIOD: UNIT 5: HIGHER EDUCATION WRITING

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A. Objectives 1. Knowledge: To help students:

ÿ Practice writing short passage about the problems that Vietnamese students may encounter when studying abroad. ÿ Using main ideas from discussion to write a passage.

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2. Skill: - Communicative approach 3. Attitudes: • Help Ps to know more about the admission requirements 4. Competences Develop collaborative, problem-solving and communicative competences

B. Teaching aids: English books 12, Handouts, .......

C. Anticipated problems ß Ps may not know how to make sentence stress to express their ideas certain situations.

D. Teaching procedures I. Class organization: (2 minutes II. New lesson: (40 minutes)

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a. Aim: Students can memorize some new words b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write the new words d. Organization:

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2.

ACTIVIT Y 2: PRESENT ATION (15’)

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ACTIVIT Y1 (WARMUP) (5’)

Students’ activities Listen to the T’s question a. Aim: Set the scene, lead students to the - Some students answer T’s main part of the period. question.

Students can b. Content: Active words and structures exchange their opinions with their friends c. Outcome: Ss’ understanding, ability of Possible answers : using the words and structures -Yes, I want to study abroad d. Organization: because the learning I. Warm-up: environment there is better - Ask students some questions about how to write than in Vietnam. a letter of request.

- No. I don’t want to study - Do you want to study abroad? Why or why not? abroad because the cost of - Call some students to answer then give remarks studying and living there is - Give feedback and lead Ss to new lesson. much higher in Vietnam.

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Teacher’s activities

- One S read aloud the request of task 1 - Form groups of four and discuss and take notes the problems they may face when studying abroad.

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II. Pre-writing: - Teacher introduces the task: You want to apply for an undergraduate programme in a university in England. Write a letter of request (about 150 words) to UCAS to ask for the information about the admission requirements to the university, using information in the Reading and Speaking section on page 52 & 56. You may follow the outline below: - Guide Ss to write outlines. a) Introduction:

- Study the task carefully.

- Work in pairs to give outlines

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a. Aim: Helps students to speak and listen, understand the tasks b. Content:

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Some groups make discussion in front of the class; others listen and give - answer the questions in the questionaire. comments Possible discussion: c. Outcome: ss can do the task correctly S1: I think English language d. Organization: is the first problem we will III. While-writing: face while studying abroad.

- Ask Ss to write We learn English in our - Call on some Ss to read out their writing in front country but we don’t have of the class. chance to speak English with - Ask Ss to exchange their writings for peer native people. correction S2: The second problem is - Correct mistakes. learning styles at tertiary Suggested answer. level. We are not familiar 475/57 Le thanh Ton St. District 1 with independent learning Ho Chi Minh City and modern study facilities.

March 15th, 2008 Dear sir/madam, - Use main ideas in the I’ve read a lot about tertiary study in the UK and outline to write a letter of very impressed by the reputation of many famous request (about 150 words) to universities there. Now I am in the last year of the UCAS to ask for the high school and will finish secondary education in information about the 3 months. I am very much interested in an admission requirements to the undergraduate course in economics in university Bermingham University. Could you please send - Exchange their writings for me some information about the admission peer correction requirements, tuitions fees, accommodation and details of the course? I am ready to supply any - Correct mistakes. information about myself if necessary.

- One S read aloud the I look forward to hearing from you soon. request of task 2 Yours faithfully, - Do task 2: write a passage Hoang Thanh Nam. about the problems that

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ACTIVIT Y 3: PRACTIC E (20’)

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- State the reasons why you are writing, your interest in tertiary study in England (mention the name of the programme/the universities/ ... ) b) Request: - State what information you would like them to provide: tuition fee, accommodation, exams, d) Further information: - Say you would be happy to supply further information about yourself such as your English proficiency and record of secondary education study, ... c) Conclusion: - End with a polite closing.

- Walk round the class to give Ss assistance.

Vietnamese students may encounter when studying abroad basing on the idea in task 1 - 1 or 2 students write his/her

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passage directly on the board

IV. Post- writing: - Ask Ss to read the letter again.

- Give remarks on the writing

Asks Ps some questions -What have you learned today?

-What have you gained today?

Asks Ps to study the lesson again and prepare for the next lesson (Unit 1- E

- Read the letter again - Correct mistakes - Rewrite the letter at home.

- Prepare the section D Answer T’s questions

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Consolidati on 2 minutes Homework 2 minutes

- Give corrections or comments to the writings on the board

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a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization:

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- Ask if necessary.

- Pay attention to such linking words as first, second, etc.

- Look at the board and correct their friend’s writings

PERIOD:

Listen to T and take note

Date of preparation: Date of teaching:

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UNIT 5: HIGHER EDUCATION

LANGUAGE FOCUS

A. Objectives 1. Knowledge:

ÿ Pronunciation: Students practise pronouncing stress of more than three-syllable words. ÿ Grammar: Students study the structure as well as the usage of conditional sentences. ÿ Vocabulary: Students learn to use words relating to the topic application process to tertiary study and some abbreviations of some main high school exams

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2. Skill: - Communicative approach 3. Attitudes: • Help Ps to know more about the admission requirements 4. Competences Develop collaborative, problem-solving and communicative competences

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B. Teaching aids: English books 12, Handouts, .......

C. Anticipated problems ß Ps may not know how to make sentence stress to express their ideas certain situations.

D. Teaching procedures I. Class organization: (2 minutes II. New lesson: (40 minutes)

ACTIVITY 1 (WARMUP) (5’)

Teacher’s activities

a. Aim: Set the scene, lead students to the main part of the period. b. Content: Active words and structures c. Outcome: Ss’ understanding,

Students’ activities Listen to teacher - Read aloud - Pay attention to its stress.

- Understand the aim of the new lesson.

- Listen and repeat from 2-3 times - Some of them stand and read words aloud - Practise in groups

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a. Aim: Students can memorize some new words b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write the new words d. Organization:

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ACTIVITY 2: PRESENTA TION (15’)

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Warm-up: - Write some more than threesyllable words on the board, and then pronounce those words aloud.

- Pay attention to its stress.

- Ask Ss to read after o Economics o Psychology o Philosophy o Engineering o Sociology o Mathematics o Geographical o Archeology - How do we pronounce these words?

- Read again these words and lead to the lesson - Today, we learn how to pronounce more than three-syllable words.

- Some groups compare with their results and read the words in sentences aloud

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ability of using the words and structures d. Organization:

- The answers can be various

- Listen and give more questions in pairs - Read the sentences in chorus aloud

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II. Pronunciation a. Give Ss some rules of word stress in more than three-syllable words.

- Help students how to pronounce those words correctly by reading first as model. b. Practice: - Read the words first: clearly, correctly.

- Listen and correct their pronunciation if it’s needed - Let students read the sentences and work in groups.

- Listen and remark each group.

III. Grammar: a) Review some grammar structures: conditional sentences - Give some examples - Ask Ss to make sentences with the structures.

3.

ACTIVITY

a. Aim: Helps students to speak and listen, understand the tasks

- Understand the task Answers

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1. If you fail the GCSE examination, you - answer the questions in the will not be allowed to take the entrance examination to the university. questionaire.

2. You won't be able to get into the c. Outcome: ss can do the task exanimation room if you are 10 minutes late.

3. If you don't send the application form on correctly time, you will not be able / allowed to take d. Organization: the entrance exam. b. Practice: 4. If you don't have a reference letter, you * Exercise 1: won't be able / allowed to submit your - Introduce the task: Complete the application form. sentences using conditional sentence type 5. Unless you show your identity card you I. won't be able / allowed to get into the - Guide Ss to do examination room.

- Ask Ss to complete the sentences using conditional sentence type I. - Understand the task - Correct mistakes.

- Do the exercise.

- Correct mistakes Answers 1. She doesn't have a car. She doesn't go out in the evening.

If she had a car, she would go out in the evening. * Exercise 2: 2. Sarah doesn't study hard. She hates - Introduce the task: Express these school. situations using conditional sentence type If Sarah liked school, she would study hard.

II. 3. I can't do the test. It is too difficult.

- Guide Ss to do I would/ could do the test if it was/were not - Ask Ss to express these situations using too difficult. conditional sentence type II. 4. Peter doesn't read a lot. He can't find the - Correct mistakes. time.

Exercise 3.

Peter would read a lot if he found the - Introduce the task: Complete the time/had more time. sentences with the correct form of the 5. I can't translate this. I don't speak Korean. verbs in brackets.

If I spoke Korean, I could translate this.

- Guide Ss to do.

6. They don't travel far a lot. They are afraid - Ask Ss to complete the sentences with of flying. the correct form of the verbs in brackets.

If they weren't afraid of flying, they would - Correct mistakes. travel far a lot.

b. Content:

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3: PRACTICE (20’)

- Understand the task - Do the exercise.

- Correct mistakes Answers 1. If John had passed the GCSE examination, he would have been allowed to take the entrance examination to the university.

2. If you had sent the application on time, they might have called you for an interview.

I can't understand why you didn't.

3. If John had installed an alarm, the thieves wouldn't have broken into his house.

4. I would have made a film with him if I had been a famous director, but I was not.

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Consolidation 2 minutes

Asks Ps some questions -What have you learned today?

-What have you gained today?

Asks Ps to study the lesson again and prepare for the next lesson (Unit 2/A)

use some structures to talk or make sentences

Answer T’s questions

Listen to T and take note

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Homework 2 minutes

use some structures to talk or make sentences

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ACTIVITY 4: APPLICATI ON (5’)

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5. If you had told me earlier I would have given it to you.

6. We would have sent you a Christmas card if we had had your address.

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UNIT 6: FUTURE JOBS A-Reading

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A. Objectives 2. Knowledge : By the end of the lesson, Ps will be able to ß Read the passage about “Future job” and do reading comprehension tasks ß Use the information they have read to discuss related topic 3. Skill ß Develop such reading micro-skills as Completing the table, True or False and MCQs 4. Attitudes ß Help Ps to be aware of how to deal with three stages in an interview: Pre-While and post.

5. Competences ß Develop collaborative, problem-solving and communicative competences B. Teaching aids ß English books 12 ß Handouts ß Projector ß A0 paper C. Anticipated problems ß Ps may need to be provided appropriate linguistic resources so that they can complete various learning tasks.

D. Teaching procedures I. Class organization: (1 minute) II. New lesson

Teacher’s activities a. Aim: Set the scene, lead students to the main part of the period. b. Content: Active words and structures c. Outcome: Ss’ understanding, ability of using the words and structures d. Organization:

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Guessing game - Call on an S to go to the board and give a picture to him/her. Don’t let the others see it.

- Tell the class the rules of the game.

- Everybody makes yes/no questions to guess the answer of your friend’s question.

- Observer students playing game

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+ Lead-in: - Ask students to look at the pictures in their books and work in pairs to answer the question: - What do they do?

- Ask students to work in groups of four to tick the factors that they think would help them succeed in a job interview.

- Ask some groups to report their answers - Give T’s own comments

2.

ACTIV ITY 2: PRESE

Students’ activities - One S goes to the board, gets the picture and doesn’t let others see it.

- The S leads the game by asking the others: - Which university is it in the picture?

- The others make yes/no questions Possible questions: - Are students in this university trained to be teachers?

- Is the university in Hanoi?

- Is it…university?

- The S answers the questions using only yes or no. The game is over if an S guess the right university.

- All the students look at the picture to check.

- Work in pairs and look at the pictures in their books to answer the questions Expected answers: 1. He is a waiter 2. He is a mechanic 3. She is a farmer 4. She is a teacher 5. He is a doctor

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stages ACTIV ITY 1 (WAR M-UP) (5’)

a. Aim: Students can memorize some new words b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write the new words

- Form groups of four and tick the factors that they think would help them succeed in a job interview.

-Some groups report their

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a. Aim: Helps students to speak and listen, 3. understand the tasks ACTIV b. Content: ITY 3: - answer the questions in the questionaire.

PRAC c. Outcome: ss can do the task correctly TICE d. Organization: - Ask students to look through the passage and read (20’) in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage Task 1 : - Introduce the task: These words are from the passage. Look back to the text and circle the best meanings A, B or C. - Ask Ss to circle the best meanings A, B or C. - Go around class and help Ss if they need.

- Call on Ss to give their answers.

- Correct mistakes.

answers; others listen and comment Possible answers: ¸giving clear, honest answers] ¸ feeling self-confident ¸ having good sense of humor - Work in groups. Tick (¸) the factors that they think would help them succeed in a job interview.

E.g.

- Avoiding difficult questions - Giving clear, honest answers - Feeling self-confident

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NTATI d. Organization: - Ask Ss to work in groups. Tick (¸) the factors that ON they think would help them succeed in a job (15’) interview.

• Wearing casual clothes • Giving clear, honest answers • Feeling self-confident • Feeling nervous • Having a good sense of humour • Avoiding difficult questions - Get feedback.

- Give Ss suggested answers.

Read the text in silence.

Find out new words.

Understand the aim of the text.

Do the tasks that follow.

Task1: - Read the task carefully.

- Choose the right option to finish the task.

- Exchange their answers for peer correction.

- Tell the class the answers.

1. B 2. C 3. A 4. B - Look at the task, read the text again to give the answers.

- Understand the task.

- Read the text again, decide whether the statements are true (T) or false (F).

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Task 2: - Introduce the task: Work in pairs. Decide whether the following statements are true (T) or false (F).

1. Try to reduce the feeling of pressure and make a good impression on your interviewer.

2. Find out as much information as you can about the Suggested answers: job and the vacancy.

1.F 2.T 3.F 3. Bring with you a letter of application and your 4.T resumes to the interview.

5.T 6.F 4. Take all your certificates and letters of 8.T recommendation with you.

5. Remember to dress neatly and formally.

6. Your voice should be clear and polite.

7. Tell the interviewer about your shortcomings.

8. Remember to say goodbye to the interviewer before leaving the interview.

- Go around class and help Ss if they need.

- Call on Ss to give their answers.

- Correct mistakes.

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7.F

a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization: - Introduce the task: Work in groups. Discuss the question: Which pieces of advice given in the passage do you find most useful and least useful?

Why? - Guide Ss to answer.

- Go round the class to help Ss if necessary.

- Call on some Ss to give their answers.

- Correct mistakes

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Listen to the teacher and answer the questions

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Consoli Asks Ps some questions dation -What have you learned today?

2 -What have you gained today? minute s Homew - T asks sts to learn by heart the new words ork - T asks sts to prepare the next period 2 Ask students to read the passage again. minute - Ask students to do reading exercise of Unit 5 in s workbook and prepare Part B : Speaking at home

Answer the following questions: 1. What do you prepare for a job interview?

2. What should we do and shouldn’t do before, during and after an interview?

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ACTIV ITY 4: APPLI CATI ON (5’)

Listen to the teacher Do reading exercise of Unit 5 in workbook and prepare Part B : Speaking at home

UNIT 6: FUTURE JOBS B-Speaking

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A. Objectives 1. Knowledge : By the end of the lesson, Ps will be able to ß Give their opinions about jobs ß Talk about the jobs of their choice.

2. Skill ß Develop speaking and listening skill 3. Attitudes ß Help Ps to be aware of the future jobs 4. Competences ß Develop collaborative, problem-solving and communicative competences B. Teaching aids ß English books 12 ß Handouts ß Projector ß A0 paper C. Anticipated problems ß Ps may need to be provided appropriate linguistic resources so that they can complete various learning tasks.

D. Teaching procedures I. Class organization: (1 minute) II. New lesson

stages ACTIV ITY 1 (WAR M-UP)

Teacher’s activities a. Aim: Set the scene, lead students to the main part of the period. b. Content: Active words and structures c. Outcome: Ss’ understanding, ability of using the

-

Students’ activities Listen to the questions.

Discuss the question.

Stand up, answer the questions.

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Listen to the questions.

Discuss the question.

Stand up, answer the questions.

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words and structures d. Organization: - Ask Ss some questions about jobs: 1. Would you like to work as a teacher?

2. What do you think about teaching job?

- Get feedback.

Lead Ss to new lesson 2. a. Aim: Students can memorize some new words ACTIV b. Content: vocabulary, set the scene, structures ITY 2: c. Outcome: students can read and write the new PRESE words NTATI d. Organization: Task 1 ON - Introduce the task: Work in pairs. Match a job in A (15’) with at least two descriptions in B. A B - A doctor • Take care of people's health - A farmer • Create imaginary characters and - A tourist events guide • Find good and safe hotels for - A writer customers • Take people to places of interest • Construct irrigation systems • Apply new farming techniques • Help save people's lives • Tell stories through pictures - Ask Ss to match a job in A with at least two descriptions in B. - Go around class and help Ss if they need.

- Call on Ss to give their answers.

- Correct mistakes.

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(5’)

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a. Aim: Helps students to speak and listen, understand the tasks b. Content: - answer the questions in the questionaire. c. Outcome: ss can do the task correctly d. Organization: Task 2 - Introduce the task: Task2. Work in pairs. Discuss which of the jobs in column A you would/would not like to do. Explain why/why not? You can use the cues in column B. A B Pilot Boring Waiter Rewarding Taxi driver Difficult Electrician Interesting Policeman Fascinating Journalist Dangerous Hotel receptionist Challenging

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ACTIV ITY 3: PRAC TICE (20’)

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- Work in pairs.

- Match a job in A with at least two descriptions in B. Example: A: a doctor B: - Take care of people's health - Help save people's lives - In turn, stand up and practice.

- Understand the task - Work in pairs. Discuss which of the jobs in column A they would/would not like to do. Explain why/why not? use the cues in column B.

Example: I would like to work as a doctor.

Working as a doctor would be fascinating job because I would have a chance to take care of people health.

Possible discussion: S1: Do you like to be a journalist?

S2: Yes, I would like to work as a

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a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization Task 3 - Teacher introduces the task: Task3. Work in groups.

Talk about a job you may do after you finish school, using the following cues.

• Where you will work • Who you will work with • The salary you may get paid • The working conditions - Let them work in groups - Ask some students to stand up and tell loudly - Walk round and help them - Listen and correct mistakes

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Work in groups. Talk about a job they may do after they finish school.

Example: I would like to work as a tourist guide. It would be a challenging and fascinating job because I would have a chance to travel all over Vietnam and meet many interesting people. If I work for a foreign tourist company, I can get high salary and improve my English speaking and listening skills.

Also, I am a sociable and confident person and I can work hard for a long time so I want to work far away from home to know more about the world around me.

Listen to the teacher and answer the questions

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Asks Ps some questions -What have you learned today?

-What have you gained today?

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- T asks sts to learn by heart the new words - T asks sts to prepare the next period Ask students to read the passage again..

- Ask students to prepare Part C

- Write down the homework

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Consoli dation 2 minute s Homew ork 2 minute s

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4.ACT IVITY 4: APPLI CATI ON (5’)

journalist.

S1: Why? S2: Because I think that working as a journalist would be a fascinating job, and I’d like to have a chance to travel all over the world and meet many interesting people.

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Computer programmer Fantastic - Guide students how to practise.

- Ask students to work in pairs.

- Help the students with new structures.

- Walk around and help them.

- Call some student to stand up and report before the class.

- Correct their mistakes Example: I would like to work as a doctor. Working as a doctor would be fascinating job because I would have a chance to take care of people health.

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UNIT 6: FUTURE JOBS C- Listening

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A. Objectives 1. Knowledge : By the end of the lesson, Ps will be able to ß Listen for specific details ß Know more about jobs ß Listen for general ideas and understand the dialogue 2. Skill ß Develop speaking and listening skill 3. Attitudes ß Help Ps to be aware of the future jobs 4. Competences ß Develop collaborative, problem-solving and communicative competences B. Teaching aids ß English books 12 ß Handouts ß Projector ß A0 paper C. Anticipated problems ß Ps may need to be provided appropriate linguistic resources so that they can complete various learning tasks.

D. Teaching procedures I. Class organization: (1 minute) II. New lesson

Teacher’s activities a. Aim: Set the scene, lead students to the main part of the period. b. Content: Active words and structures c. Outcome: Ss’ understanding, ability of using the words and structures d. Organization - Give Ss a question to discuss: Which is the most popular job in Vietnam?

- Get feedback - Lead Ss to new lesson.

E.g. Accountant; nurse; lawyer; teacher; computer programmer….

2.

ACTIV ITY 2: PRESE NTATI ON (15’)

a. Aim: Students can memorize some new words b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write the new words d. Organization: - Ask students to look at the part: Before listening - Read loudly the words: workforce manufacturing retail service category goods job market economy wholesale - Walk round, listen and help students - Ask students to repeat loudly the words - Listen and check pronunciation

Students’ activities Discuss and answer the questions

E.g. Accountant; nurse; lawyer; teacher; computer programmer….

- Read loudly the words: workforce manufacturing retail service category goods job market economy wholesale - Understand those words.

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stages ACTIV ITY 1 (WAR M-UP) (5’)

3. a. Aim: Helps students to speak and listen, understand ACTIV the tasks

Expected answers: 1- manufacturing

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2- service 3- transportation 4- finance 5- service

- Read the statements quickly.

- Listen to the listening script.

- Answer the questions.

IC

b. Content: - answer the questions in the questionaire. c. Outcome: ss can do the task correctly d. Organization: Task 1 - Introduce the task: Task 1. Listen to the passage and fill in the missing words in the boxes.

- Ask students to read the questions quickly.

- Guide students the requests of the task.

- Call some students to give their answers.

- Read the passage the third time for Ss to correct.

Key: 1- manufacturing 2- service 3- transportation 4- finance 5- service Task 2 - Introduce the task: Task 2. Listen again and decide whether the statements are true (T) or false (F).

1. American workers have changed from manufacturing jobs to service jobs.

2. Manufacturing jobs are jobs in which workers make something.

3. Personal services are one of the five service jobs.

4. 70% of workers produced goods one hundred years ago.

5. 80% of workers will work in the service sector by the year 2020.

- Read the passage again.

- Ask Ss to decide whether the statements are true (T) or false (F).

- Go round the class, give help to Ss if they need.

- Call some Ss to give the answers.

- Read the passage the last time to check their answers.

Suggested answers: 1- T 2- T 3- T 4- F 5- F

Answers: 1- T 2- T 3- T 4- F 5- F

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ITY 3: PRAC TICE (20’)

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4. ACTIVITY 4: APPLICATION (5’) a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization: - Work in groups. Summarize the passage using the information in Tasks 1 and 2.

- Guide Ss to do.

- Call some Ss to summarize the passage

Consoli Asks Ps some questions dation -What have you learned today?

2 minute -What have you gained today?

- Work in groups. Summarize the passage using the information in Tasks 1 and 2.

- Prepare the section C (The Writing part of Unit 5).

Listen to the teacher and answer the questions

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Listen to the teacher - Write down the homework

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- T asks sts to learn by heart the new words - T asks sts to prepare the next period Assign homework.

- Prepare the section C (The Writing part of Unit 6).

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s Homew ork 2 minute s

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UNIT 6: FUTURE JOBS

Teacher’s activities a. Aim: Set the scene, lead students to the main part of the period. b. Content: Active words and structures c. Outcome: Ss’ understanding, ability of using the words and structures d. Organization: - Raise a picture of a beauty spot ( Keo Pagoda in Vu Thu Thai Binh) and ask Ss some questions: 1. Where is it?

2. What is it famous for?

3. Do you want to work as a tourist guide here?

4. What qualification do you need?

- Get feedback.

- Lead Ss to the new lesson: “Writing a formal letter of job application”

2.

ACTIVIT Y 2: PRESEN TATION (15’)

a. Aim: Students can memorize some new words b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write the new words d. Organization: - Teacher introduces the task: Task 1. Work in pairs. Read the following advertisement and fill in the notes.

English-speaking Tour Guides Wanted We are a travel company managing holiday tours. We need English - speaking local guides to accompany foreign visitors on trips

Students’ activities - Work in pairs, answer the questions.

- Understand the aim of the lesson.

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stages ACTIVIT Y1 (WARMUP) (5’)

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D- Writing A. Objectives 1. Knowledge : By the end of the lesson, Ps will be able to ß Write a formal letter of job application 2. Skill ß Develop speaking and writing skill 3. Attitudes ß Help Ps to be aware of the future jobs 4. Competences ß Develop collaborative, problem-solving and communicative competences B. Teaching aids ß English books 12 ß Handouts ß Projector ß A0 paper C. Anticipated problems ß Ps may need to be provided appropriate linguistic resources so that they can complete various learning tasks.

D. Teaching procedures I. Class organization: (1 minute) II. New lesson

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- The new lesson: “Writing a formal letter of job application”

-

Work in pairs. Read the following advertisement and fill in the notes.

English-speaking Tour Guides Wanted We are a travel company managing holiday tours. We need English-speaking local guides to accompany foreign visitors on trips throughout Vietnam. If you have a high school diploma………….

Answers: 1. Tour guide 2. High school diploma 3. Experience as a tour guide, fluent English 4. A good manner, willing to work hard for long hours

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throughout Vietnam. If you have a high school diploma, have experience as a tour guide, a good manner, speak fluent English and are willing to work hard for long hours, please contact: The Manager, Vinatour, 450 Nguyen Du Street, Hanoi. Telephone No: 04 824 0139.

• Type of job: …………………

• Level of education needed: ……………

• Work experience: ……………………

• Character and interests: …………………

Read the task carefully.

- Work in pairs to give outlines - Base on the outline write a letter to Vinatour, applying for the job mentioned in the advertisement in Task 1.

- Exchange their writing for peer correction.

- Read out the letter.

- Correct mistakes.

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a. Aim: Helps students to speak and listen, understand the tasks b. Content: - answer the questions in the questionaire. c. Outcome: ss can do the task correctly d. Organization: - Teacher introduces the task: Task 2 Write a letter to Vinatour, applying for the job mentioned in the advertisement in Task 1.

Your letter should include the following details.

• Your name, address and date of writing • Name and address of the company • Greeting • Introduction: say where you saw the advertisement and why you are writing the letter of application • Body: mention your education, work experience and your character / interests • Conclusion: express your willingness to work for the company and when you are available for interview • Closing - Guide Ss to write outlines.

- Ask Ss to write - Call on some Ss to read out their writing in front of the class.

- Ask Ss to exchange their writings for peer correction - Correct mistakes.

Suggested answer.

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ACTIVIT Y 3: PRACTI CE (20’)

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- Guide Ss to fill in the notes.

- Walk round the class to give Ss assistance.

Flat

Ly Thuong Kiet Street, Hanoi 16, October, 2004.

Hanoi Vinatour 250, Nguyen Du Street, Hanoi Dear Sir or Madam, I am writing in reply to your advertisement in the Vietnam News for experienced English-speaking local guides to accompany foreign visitors on trips throughout Vietnam.

I think I meet all of the qualifications that you specify. I was awarded High School Certificate two years ago. After leaving high school, I worked as an accountant in a small travel agency for one year, where I was given a training course on tourism. Then I had one year of experience as a tour guide so I know many tourist areas in Vietnam arid have a basic knowledge of Vietnamese culture, history and geography. I speak English fluently. In addition, I am a sociable and confident person and can work hard for long hours. I would like to work for you and would appreciate the opportunity to discuss this position with you in person.

I am looking forward to hearing from you at your convenience.

Yours faithfully, Nguyen Quoc Anh

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a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks , writing d. Organization: - Ask Ss to read the letter again.

- Give remarks on the writing

Rewrite the letter at home.

Consolida tion 2 minutes Homewor k 2 minutes

Asks Ps some questions -What have you learned today?

-What have you gained today?

Listen to the teacher and answer the questions

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4.

ACTIVIT Y 4: APPLIC ATION (5’)

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Listen to the teacher Ask Ss to rewrite the letter at home.

- Prepare the section D (The Language focus - Write down the homework part of Unit 6).

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Period ……

UNIT 6: FUTURE JOBS E- Language focus

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A. Objectives 1. Knowledge : By the end of the lesson, Ps will be able to ß Distinguish between the strong and week forms of some conjunctions and preposition ß Revise relative clause and use reduced relative clauses 2. Skill ß Develop speaking and writing skill 3. Attitudes ß Help Ps to be aware of the future jobs 4. Competences ß Develop collaborative, problem-solving and communicative competences B. Teaching aids ß English books 12 ß Handouts ß Projector ß A0 paper C. Anticipated problems ß Ps may need to be provided appropriate linguistic resources so that they can complete various learning tasks.

D. Teaching procedures I. Class organization: (1 minute) II. New lesson

Teacher’s activities Students’ activities a. Aim: Set the scene, lead students to the - Listen to teacher main part of the period.

- Read aloud b. Content: Active words and structures c. Outcome: Ss’ understanding, ability of using the words and structures d. Organization: - Write some words on the board, and then pronounce those words aloud.

- Pay attention to its weak/strong forms.

- Ask Ss to read after

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ACTIVIT Y 2: PRESEN TATION (15’)

- Pay attention to its weak/ strong forms. a. Aim: Students can memorize some new - Understand the aim of the new lesson. words b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write the new words d. Organization: Ask Ss to look at this table.

- Read the words and their weak and strong form.

- Ask Ss to read after.

- Call some Ss to read seats Prepositions

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stages ACTIVIT Y1 (WARMUP) (5’)

- Help students how to pronounce those words correctly by reading first as model - Practice: Practise reading these sentences 1. What are you looking at?

- Listen and repeat from 2-3 times - Some of them stand and read words aloud - Practise in groups - Some groups compare with their results and

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a. Aim: Helps students to speak and listen, understand the tasks,do the tasks b. Content: - answer the questions in the questionaire. c. Outcome: ss can do the task correctly d. Organization: * Exercise 1: - Introduce the task: Exercise 1. Add who, whoever, whose, whom or which to complete the following sentences.

- Guide Ss to do - Ask Ss to fill each blank with who, whoever, whose, whom or which.

- Correct mistakes.

Suggested answers: 1. whom 2. which 3. Whoever 4. which 5. Which 6. Who 7. Whose 8. who 9. which 10. whom * Exercise 2: - Introduce the task: Exercise 2. Join the following sentences in two ways.

Example: 1. Look at the man. He is teaching in the classroom. a) Look at the man who is teaching in the classroom. b) Look at the man teaching in the classroom.

- Guide Ss to do - Ask Ss to rewrite the following sentences using the passive voice.

- Correct mistakes.

Some students read out the answers; other give corrections Suggested answers: 1.whom 6.who 2. which 7.whose 3. Whoever 8.who 4. which.

9.which 5. which 10.whom

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read the words in sentences aloud - The answers can be various - Listen and give more questions in pairs - Read the sentences in chorus aloud - Read the request of task 1 carefully and do the task -Ask T if there is any trouble

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-Compare compare their answers with their friends’

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ACTIVIT Y 3: PRACTI CE (20’)

2. I want to go but I don't know when.

3. She bought a book and two pens.

4. Thanks for coming.

5. Where is it from?

6. I'm from Hanoi.

7. She's the one I'm fond of.

8. First of all, I want to thank you for coming.

9. The letter was to him, not from him.

10. I want to ask you a question.

- Read the words first: clearly, correctly - Listen and correct their pronunciation if it’s needed - Let students read the sentences and work in groups - Listen and remark each group III. Grammar: a) Review some grammar structures: Relative clauses Whom; who; which; whoever; whose………

- Give some examples - Ask Ss to make sentences with the structures.

- Read the request of task 2 carefully and do the task - Ask T if there is any trouble - Compare compare their answers with their friends’ - Some students read out the answers; other give corrections Answers: 1. I read a book that was written by a friend of mine.

- I read a book written by a friend of mine.

2. A man who was carrying a lot of money in a box got on the bus.

- A man carrying a lot of money in a box got on the bus.

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3. In the street there were several people who were waiting for the shop to open.

- In the street there were several people waiting for the shop to open.

4. Britain imports many cars which that were made in Japan.

- Britain imports many cars made in Japan.

5. There are a lot of people in your office who want to talk to you.

- There are a lot of people in your office wanting to talk to you.

6. The cowboy who had been wounded by an arrow fell off his horse.

- The cowboy wounded by an arrow fell off ms horse.

7. Most of the people who were injured in the crash recovered quickly.

- Most of the people injured in the crash recovered quickly.

8. John, who wished he hadn't come to the party, looked anxiously at his watch.

- John, wishing he hadn't come to the party, looked anxiously at his watch.

9. The children who were playing football in the schoolyard were my students.

- The children playing football in the schoolyard were my students.

10. Vietnam exports a lot of rice which is grown mainly in the south of the country.

- Vietnam exports a lot of rice grown mainly in the south of the country.

a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization: Ask students to make some sentences by using relative clauses Asks Ps some questions -What have you learned today?

-What have you gained today?

Assign homework Do exercise ‘part E-language focus in work book.

Make some sentences by using relative clauses

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- Do exercises again and prepare the new lesson.

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ACTIVIT Y 4: APPLIC ATION (5’)

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1. I read a book that was written by a friend of mine.

- I read a book written by a friend of mine.

2. A man who was carrying a lot of money in a box got on the bus.

- A man carrying a lot of money in a box got on the bus.

3. In the street there were several people who were waiting for the shop to open.

- In the street there were several people waiting for the shop to open.

4. Britain imports many cars which that were made in Japan.

- Britain imports many cars made in Japan.

5. There are a lot of people in your office who want to talk to you.

- There are a lot of people in your office wanting to talk to you.

6. The cowboy who had been wounded by an arrow fell off his horse.

- The cowboy wounded by an arrow fell off ms horse.

7. Most of the people who were injured in the crash recovered quickly.

- Most of the people injured in the crash recovered quickly.

8. John, who wished he hadn't come to the party, looked anxiously at his watch.

- John, wishing he hadn't come to the party, looked anxiously at his watch.

9. The children who were playing football in the schoolyard were my students.

- The children playing football in the schoolyard were my students.

10. Vietnam exports a lot of rice which is grown mainly in the south of the country.

- Vietnam exports a lot of rice grown mainly in the south of the country.

Listen to the teacher and answer the questions Listen to the teacher - Write down the homework

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Unit 7: Economic reforms A: READING

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A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to - Read the passage about the world population and do reading comprehension tasks - Use the information they have read to discuss related topic 2. Skill: - Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context.

- Use the information they have read to discuss the topic.

3. Attitudes - Help Ps to know about economic reforms - To encourage Ss work in pairs and groups

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4. Competences - Develop collaborative, problem-solving and communicative competences B. Preparation 1. Teacher: - Teaching aids: Lesson plan, text book, pieces of paper with words

- Teaching method: Communicative language teaching 2. Students: Read Unit 7 at home C. Anticipated problems - Ss may not have enough vocabulary to talk about the topic, so T. should be ready to help them.

D. Procedures I. Class organization (1 minute) II. New lesson (38 minutes)

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Teacher’s activities a. Aim: Set the scene, lead students to the main part of the period. b. Content: Active words and structures c. Outcome: Ss’ understanding, ability of using the words and structures d. Organization: .

- Tell the class the the differences between schools (hospitals, houses) now and the past ten years.

- How do farmers transport their farming products now and how did they do ten years ago?

- What make all of these changes?

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Stages/time ACTIVITY 1 (WARM-UP) (5)

2. ACTIVITY 2: a. Aim: Students can memorize some new PRESENTATION words (15’) b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write

Students’ activities Now: beautiful buildings, good facilities,.. past: ….

Now: tractors, motorbikes, …

Past: Human’s force or animal’s force.

- the development of economic.

- A village, farmers, a buffalo, some huts,…

- A poor village, of course the farmers lead a poor life.

- Build a new road, change the cultivation methods, …

- Listen to the teacher then read the passages - Ask some new words if necessary - Read through the text find the new

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a. Aim: Helps students to speak and listen, understand the tasks b. Content: - answer the questions in the questionaire. c. Outcome: ss can do the task correctly d. Organization: - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage Task 1 : - Ask students to read through the text once to find out some new words, guess the main idea.

- Explain new words (give the Vietnamese equivalents), guide the sts to get the main contents of the reading text.

- Ask students to work individually in 3 minutes to do this task.

- Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to do the task effectively.

- Give students some more words that may be new/ unfamiliar to them.

- Guide the students to read the word in chorus and individually.

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- Work individually to read the text then choose whether the statements given are true (T) or false (F).

- Share the key with other Ss. 1. F 2. F 3. T 4. F 5. T - Find in the text the evidence to prove the keys.

- Do the task in pairs: A: When and by whom was …?

B: in 1986 by the Vietnamese Communist Party A: What was the aim…?

B: to restructure the economy of Vietnam, to Raise the living standard of the people.

A: Name the renovation measures…?

B: eliminated government subsidies. shifted economic priority…..of export. reduced state intervention in business. open trade relation…..the world. encourage foreign……investment.

A: How has Vietnam changed…?

B: productivity and agricultural export. farmers have enjoyed. workers have worked harder. children, especially from, training.

A: What do we believe?

B: We believe that with the …..

VN before DM: economy under developed country and poor people – production stagnant – shortage of Task 2: schools, hospitals – inflation.

- Ask students to read the passage again Renovation measures: and choose whether the statements given

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words, try to guess the meanings of those words in contexts: + National Congresses: + Renovation (n): + Under-developed (pp): + Inflation (n): + Stagnant (adj): + Government subsidies (n): + Government commitment (n): + Dissolve (v): · + Substantial (adj): - Get the meaning of some more words: + Eliminate (v): + Intervention (n). + Vietnamese Communist Party + Measure (n):…… + Promote (v):….. + Economic reforms (n):….. + Land Law + Enterprises Law

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the new words d. Organization: - Ask students (to work in pairs) to open their books, look at the pictures, and do the tasks that follow.

1. What can you see in the picture?

2. Do you think that the people in this picture lead a rich or poor life?

3. What, in your opinion, should be done to improve the situation?

- Ask them to work in 3 minutes, meanwhile the teacher moves round to help if necessary.

- Ask some pairs to report .

- Give some remark if necessary

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- Give suggested words, phrases or useful suggestions.

- Correct the students’ work.

Consolidation 2 minutes

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- T asks sts to learn by heart the new words - T asks sts to prepare the next period - Write a passage to say what changes you’ve seen in your village since the year 1986. compare to the past.

- Listen to the teacher - Write down the homework to do at home.

Listen to the teacher and answer the questions Listen to the teacher

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Homework 2 minutes

a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization: - Ask students to work in group to scan the text again.

- Ask them to work in small groups of three or four to talk about the text based on the suggested points.

- Encourage them to use their own words.

- Ask one or two pairs to report.

Asks Ps some questions -What have you learned today?

-What have you gained today?

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eliminated government subsidies - shifted economic priority…of export - reduced state intervention in business open trade relation…the world - encourage foreign……investment.

VN since DM: productivity and agricultural export -farmers have enjoyed…workers have worked harder. children, especially from …, … training.

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are true (T) or false (F).

- Ask them to work individually to do the task and give the evidence to prove the keys.

- Move round to make sure that all students are working and to help them if necessary.

- Ask some students to report and give feedback.

Task 3: - Ask students to read the passage again then work in pairs to ask and answer the suggested questions.

- Walk round the class to give help if necessary.

Period: 40 Unit 7: Economic reforms

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B: SPEAKING A.Objectives 1. Knowledge: By the end of the lesson, Ps will be able to talk about economic reforms 2. Skill: - Develop speaking and listening skill 3. Attitudes - Help Ps to know about economic reforms - To encourage Ss work in pairs and groups

-

4. Competences - Develop collaborative, problem-solving and communicative competences B. Preparation 1. Teacher: - Teaching aids: Lesson plan, text book, pieces of paper with words

-

- Teaching method: Communicative language teaching 2. Students: Read Unit 7 at home C. Anticipated problems - Ss may not have enough vocabulary to talk about the topic, so T. should be ready to help them.

D. Procedures I. Class organization (1 minute) II. New lesson (40 minutes)

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Teacher’s activities I. Warm-up: - Tell a short story to prove that the renovation measures has apparently changed the social and people’s lives positively II. Pre-speaking : Task 1 - Explain the requirements clearly in English “in your textbook, there are four pictures.

Now, what I would like you to do is to look at them carefully and say what they are about” - Ask students to work in pairs to discus the three questions and find the answers.

- Correct the students’ work and give remark.

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Stages/time

3. ACTIVITY 3: PRACTICE (20)

a. Aim: Helps students to speak and listen, understand the tasks b. Content: - answer the questions in the questionaire. c. Outcome: ss can do the task correctly

Students’ activities - Listen and give one’s own ideas or story if being asked.

- Work in pairs to discus the three questions and find the answers.

A: What does each pair of picture tell you?

B: It tells us the contrast between the present and past situations.

A: What changes can you see in each pair of…?

B: The new school and factory are much bigger and more beautiful than the old ones.

A: What do you think …to achieve these…?

B: They must have taken some renovation measures.

- Correct the answers oneself.

- Work in pairs to discus the three questions and find the answers.

A: What does each pair of picture tell you?

B: It tells us the contrast between the

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present and past situations.

A: What changes can you see in each pair of…?

B: The new school and factory are much bigger and more beautiful than the old ones.

A: What do you think …to achieve these…?

B: They must have taken some renovation measures.

- Correct the answers oneself.

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d. Organization: Task 2 - Explain the requirements “The country of Fantasia started its overall reforms…”.

- Divide the class into groups, asks each group to discuss a section: Education; Health care; Agriculture - Guide the students how to speak by giving them useful suggestions: + They have………… so …… + Due to the ……… + Thanks to the……… + By applying………

- Walk round from group to group to give help if necessary.

- Encourage students to speak out what they think even a phrase or a singular word.

- Disadvantaged(adj): in a bad social or economic situation; poor - Method(n): a way of doing sth - Qualified(adj) having passed an exam or having the knowledge, experience, etc. in order to be able to do sth - Insurance(n): an arrangement with a company in which you pay them regular amounts of money and they agree to pay the costs if, for example, you die or are ill, or if you lose or damage sth - Irrigation(n): bringing a supply of water to a dry area, especially in order to help crops to grow - Drainage(n): a system used for making water, etc. flow away from a place - Fertilizer(n): a natural or chemical substance that is put on land or soil to make plants grow better - Pesticide(n): a chemical substance that is used for killing animals, especially insects, that eat food crops Insecticide(n): a substance that is used for killing insects

Group 1: Education S1: The government of Fantasia has changed the curriculum and textbooks.

S2: They also provided schools with more equipment and facilities.

S3: They build more schools and raised the teachers’ salaries.

S1: It is obvious that they……

Group 2: Health care S1: Many hospitals have been built as well as the doctors’ and nurses’ salaries have been raised.

S2: Due to the government’s policy, many more highly qualified doctors have worked to improve the people’s health.

Group 3: Agriculture S1: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems.

S2: They’ve also applied new and advanced farming techniques, more facilities and equipment.

S3: They use fertilizers, pesticides and insecticides to protect their crops.

S1: The government of Fantasia has changed the curriculum and textbooks. They also provided schools with more equipment and facilities. They build more schools and raised the teachers’ salaries…

S2: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and

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damps, irrigation and drainage systems. They’ve also applied new and advanced farming techniques, more facilities and equipment. They use fertilizers, pesticides and insecticides to protect their crops.

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S1: What have the government and the people of Fantasia done to improve education?

S2: They have built more schools and have equipped more equipment and facilities.

S3: They also give more scholarships to poor of disadvantage students.

- Listen to the teacher.

Write down the homework to do at home. a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization: Task 3 - Ask students to work individually to summarize what they’ve discussed in their own words.

- Move round to check the activities and to make sure that students are working effectively.

- Ask one or two students to report in front of the whole class.

- Check and give remarks.

Consolidation 2 minutes

Asks Ps some questions -What have you learned today?

-What have you gained today?

Homework 2 minutes

Listen to the teacher - T asks sts to learn by heart the new words - T asks sts to prepare the next period - Ask Ss to give name some measures we’ve made to promote our economic system.

Listen to the teacher and answer the questions

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4. ACTIVITY 4: APPLICATION (5)

Unit 7: ECONOMIC REFORMS C: LISTENING

A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to listen to talk about economic reforms.

2. Skill: - Ss will be able to develop such listening micro-skills as listening for specific information and listening for general information.

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3. Attitudes - Help Ps to know about economic reforms - To encourage Ss work in pairs and groups

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4. Competences - Develop collaborative, problem-solving and communicative competences B. Preparation 1. Teacher: - Teaching aids: Lesson plan, text book, cassette tapes, handouts, …

- Teaching method: Communicative language teaching

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a. Aim: Students can memorize some new words b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write the new words d. Organization: - Ask students to work in pairs to ask and answer the given questions.

- Guide the students to answer if necessary.

- Give further information.

- Explain the words that will appear in the listening text.

- Ask students to read in chorus then individually.

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2. Students: Read Unit 7 at home C. Anticipated problems - Ss may not also be familiar with the note-taking task, so T. should be ready to provide them some tips to deal with the task.

D. Procedures I. Class organization (1 minute) II. New lesson (40 minutes) 3.New lesson: Stages/time Teacher’s activities Students’ activities Listen to the teacher.

ACTIVITY 1 a. Aim: Set the scene, lead students to the - Play the game.

(WARM-UP) (5) main part of the period.

- Do task 1 in pairs b. Content: Active words and structures S1: Do you think that drug-taking should be banned? c. Outcome: Ss’ understanding, ability of S2: Yes, I think so. using the words and structures S1: Why so? d. Organization: S2: Because taking drug is harmful - Let students play crosswords to revise the to people’s health. vocabulary in Reading lesson.

- Call some pairs to give the answers.

- Ask students to do task 1: discuss the question: Do you think that drug- taking should be banned? Why and Why not?

- Ask one pair to report what they have discussed.

Work in pairs: S1: Should drug-taking be banned?

S2: Yes, because it brings the users many harm on not only their physical but also mental health.

S1: Drug-taking is totally a social evil.

- Listen and repeat: Tango Discourage Drug-taker Rationally Ruin Solution Unfortunately Measures Islanders

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Read the statement once to get the main contents.

Listen to the tape and do the task.

Find evidences to each of the answers.

Represent if being asked.

- Answers: 1.

F(in the Atlantic Ocean) 2.

F(a plant which contained a powerful drug) 3.

T 4.

T 5.

F(on TV) 6.

F(nobody took any notice) 7.

T 8.

T 9.

F(other countries) - Listen to the teacher’s explanation then correct the answers onself.

- Read the questions once to get the main contents.

- Listen to the tape and do the task.

Task 2: - Find evidences to each of the - Ask them to guess the answers. answers.

- Play the tape once then check how many Represent if being asked. answers can students find.

1. They discovered a plant which - Play the tape again. contained a powerful drug.

- Check and give remarks.

2. They grew it all over the island.

Call some students to say out their 3. The negative effects the drug answers and the evidences they get to prove brought about were: their answers - Workers and farmers became lazy, - Children did not want to go to school, and - The whole population began to run short of food.

4. The government took three measure: introduced a law to make the drug illegal, put the drug- takers into prison, and exported the drug to other countries.

5. Eventually they decided to export the drug to other countries.

- Listen to the teacher’s explanation then correct the answers oneself.

- In groups, ask and answer the question.

S1: Do you think that the Government of Tango……?

S2: I don’t agree with that solution because when they export the drug to other countries the other peoples will suffer from the drug-taking problems, and other government will face the same problems as theirs.

- Listen to the teacher’s guide to a. Aim: Helps students to speak and listen, understand the tasks b. Content: - answer the questions in the questionaire. c. Outcome: ss can do the task correctly d. Organization: Task 1: - Ask students to read the statement at least once first.

- Ask them to guess the answers - Play the tape once then check how many answers can students find.

- Play the tape again.

- Check and give remarks.

- Call some students to say out their answers and the evidences they get to prove their answers.

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3. ACTIVITY 3: PRACTICE (20)

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Asks Ps some questions -What have you learned today?

-What have you gained today?

Homework 2 minutes

- T asks sts to learn by heart the new words - T asks sts to prepare the next period - Imagine you are an MP of Tango what would you do to solve the problem.

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Consolidation 2 minutes

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a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization: - In group, ask students to discus the guided question, find the answer.

- Move around to help if necessary.

- Give remarks or even suggestions.

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4. ACTIVITY 4: APPLICATION (5)

correct oneself.

- Listen to the teacher and write down homework to do at home.

Discus the guided question, find the answer.

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Listen to the teacher and answer the questions Listen to the teacher

Handout

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1 N F L A T

1 D O M I I O N

2 N A T I

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S 3 S T A G N A N T 4 C O N S U M E R A 5 R E N O V A T I O N T L E 6 R E S O L V E 7 E D U C T I O N

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Fill in the box with the words which means…

Down: 1. to become or to make sth become liquid 2. a soft silver-white metal that is often mixed with other metals 3. a large area of land in the countryside that is owned by one person or family Across: 1. to be more powerful, important or noticeable than others 2. a general rise in prices; the rate at which prices rise 3. not flowing and therefore dirty and having an unpleasant smell 4. a person who buys things or uses services 5. bring something such as a building back to a former better state by means of repairs, redecoration , or remodeling 6. to find an answer to a problem 7. the teaching or training of people, especially in schools Answers: 1 2 3 1 D O M I N A T E

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N F L A T 3 4 C O N 5 R E N O L 7

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6 R E S

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Unit 7: ECONOMIC REFORMS D: WRITING

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A. Objectives 1. Knowledge: By the end of the lesson, Ps will be able to ß Write about the causes/effects and solutions to economic reforms 2. Skill ß Develop writing skill 3. Attitudes ß Help Ps to be aware of the overpopulation problems 4. Competences ß Develop collaborative, problem-solving and communicative competences B. Teaching aids ß English books 12 ß Handouts ß Projector ß A0 paper C. Anticipated problems Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them D. Teaching procedures I. Class organization: (1 minute) 2.Checking up: Checking during the new lesson.

3.New lesson: Stages/time Teacher’s activities Students’ activities Do as required.

ACTIVITY 1 a. Aim: Set the scene, lead students to the main - Exchange the ideas with others.

(WARM-UP) part of the period.

(5) b. Content: Active words and structures c. Outcome: Ss’ understanding, ability of using the words and structures d. Organization:

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- Free talk about the changes in one’s home village during the renovation process.

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Listen to the teacher.

- Get the task.

- Look at the table page 76

- Listen to the teacher.

- Guess the meaning of the new words.

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a. Aim: Students can memorize some new words b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write the new words d. Organization: - Explain as clearly as possible the requirements “The table below presents the results the Government…”.

- Ask students to look at the table page 76 This table presents the achievements the government and the people of Tango have gained in some braches of the economy after two decades of their economic reform.

- Introduce some new words.( eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding) - Fishery: the catching, processing, or selling of fish, including the industries and occupations involved in these activities - Forestry: the science or skill of planting and growing trees or managing forests - Let the whole class read the new words twice or three times.

- Call 2-3 students to read new words again

- Fishery :

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2. ACTIVITY 2: PRESENTATI ON (15)

Read the words a. Aim: Helps students to speak and listen, understand the tasks b. Content: - answer the questions in the questionaire.

- Work in pairs to do the task.

S1: What was the economic situation c. Outcome: ss can do the task correctly in Tango before 1980? d. Organization: S2: It was really bad. The country Task 1 was under-developed.

- Ask students to look at Task 1.

S1: What can you say about the - In pairs, ask students to ask and answer the economic situation in Tango from questions.

1980 to 200?

- Move around to give help.

S2: Many positive changes has made.

- Check and give remarks.

The economic situation in 2000 is much better than the one in 1980.

Task 2 S1: What do you think the ….?

- Explain the requirements: Writing a report.

S: They have taken positive - Ask students to do Task 2 individually: write a measures…. report of 150 words on the economic development - Listen to the teacher to correct of Tango. It must conclude details such as: oneself.

- The economic situation of Tango before - Work in groups to do the task.

1980 The Government and the people of - The measures taken by the government Tango started their overall economic and the people of Tango to overcome the reform in the mid 1970s. Before that problems. time the economy of the country was

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3. ACTIVITY 3: PRACTICE (20)

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- Forestry:

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- The achievements (as presented in the table) they have made as a result of the reform.

What words do you often use to express changes in economy?

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in ruins………. . The Government of Tango has taken a lot of measures in order to promote the national economy such as……. . Despite all difficulties, the people of Tango ….. .

After all, they have received greater and greater achievements…. + The economic situation of Tango before 1980. + The measures taken by the Government and the - Compare the result to the other groups. people of Tango overcome the problems. + The achievement ( as presented in the table) - Listen to the teacher’s explanations.

- Exchange the writing to other they have made as a result of the reform. groups to check and give remarks.

- Ask students to work in groups to write report.

- Represent the task on board if being - Walk round to give help if necessary. asked.

- Read the writing to get others’ remarks.

The Government and the people of Tango started their overall economic reform in the mid 1970s. Before that time the economy of the country was in ruins…… The Government of Tango has taken a lot of measures in order to promote the national economy such as……Despite all difficulties, the people of Tango …After all, they have received greater and greater achievements…

- Do as the teacher asked.

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- T asks sts to prepare the next period - Imagine you are an MP of Tango what would

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Homework 2 minutes

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Consolidation 2 minutes

a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization: - Ask some groups to represent their work, ask other to give remark.

- Choose some good writing to read in class and give remark.

Listen to the teacher and answer the Asks Ps some questions questions -What have you learned today?

-What have you gained today?

Listen to the teacher - T asks sts to learn by heart the new words

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4. ACTIVITY 4: APPLICATIO N (5)

you do to solve the problem.

- Ask students to rewrite the task at home and preapare part Language Focus at home.

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Period: 43

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Unit 7: ECONOMIC REFORMS E: LANGUAGE FOCUS

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A. AIMS: 1. Pronunciation: - Students can pronounce correctly the sounds /s/ and /z/ and words pronounced with /s/ and /z/.

2. Grammar: - Students know how to use “to infinitive” to talk about purposes.

- Students revise information questions.

- Students practice using past tense to talk about people’ autobiography.

2. Attitudes Help Ps to learn how to cooperate with others in a team 3. Competences Develop collaborative, problem-solving and communicative competences B. Teaching aids ß English books 12 ß Handouts ß Projector ß A0 paper C. Anticipated problems Ps may need to be provided appropriate linguistic resources so that they can complete various learning tasks.

D. Teaching procedures I. Class organization: (1 minute) Stages/time Teacher’s activities Students’ activities - Listen to the teacher.

ACTIVITY 1 a. Aim: Set the scene, lead students to the main part of the period. b. Content: Active words and structures c. Outcome: Ss’ understanding, ability of using the words and structures d. Organization: - Introduce the lesson to the students.

Auxiliary often has the strong form when it is used in short answers, and it has the weak form when it is used in questions.

- Read the auxiliaries both strong and weak forms for students to recognize the difference - Read the second time for the students to repeat.

- Ask 2-3 students to repeat, correct their mispronounce.

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(WARM-UP) (5)

a. Aim: Students can memorize some new words b. Content: vocabulary, set the scene, structures c. Outcome: students can read and write the new

ON (15)

words d. Organization: II. Pronunciation: - Explain the way to use strong form (emphasis, positive, stressed cases ), weak form (interrogative, unstressed cases) - Help students to know the pronunciation.

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- Read the sound - Get the teacher’s explanation.

Can /kæn/ (str) /kən/ (w) Could /kud/ Must /mLst/ (str) /məst/ (w) Have /hæv/ Has /hæs/ Do /du/

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a. Aim: Helps students to speak and listen, understand the tasks b. Content: - answer the questions in the questionaire. c. Outcome: ss can do the task correctly d. Organization: III. Grammar and vocabulary: - Ask students to do Exercise complete the sentences, use “although” + a sentence from the box.

- Read the example to illustrate.

- Go around to supervise them - Ask students to discuss the answers in pairs.

- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answers - Explain once again the “Clause of concession”.

Though Although S + V, S + V Even though Guide the students how to do the exercises.

Divide the class into groups, ask them to do the exercises.

- Walk round to give help if necessary.

Correct the students’ work if necessary.

- Discuss the answers in pairs - Give the answers Exercise1: 1. Although it rained a lot, we enjoyed our vacation.

2. Although we had planned everything carefully, a lot of things went wrong.

3. Even though/ Although the doctor has advised him to quit, Bob (still)….

4. Although it was cold and rainy, we managed to go to class in time.

5. Although Luong has studied English only for six months, he can …….

6. I didn’t go to bed early although I was …

Exercise 2: 1. Although I was very tired 2. Although I had never seen her before 3. although it was pretty cold 4. although we don’t like them very much 5. Although I didn’t speak the language 6. Although the heat was on 7. although I’d met her twice before 8. although we have known ……..

Exercise 3: 1. we forget many things 2. they were very happy 3. he could speak/ read the language…

4. Although he had revised everything…

5. it is pretty cold/ there hasn’t been…

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3. ACTIVITY 3: PRACTICE (20)

Does /dLz/ Is /iz/ Am / æ m/ Will /wil/ Shall /∫æl/ - Practice reading in chorus or individually.

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- Practice: A: Can you speak English?

B: Yes, I can.

A: Must we go now?

B: I think we must.

A: Have you met Quang?

B: Yes, I have A: Has she gone?

B: Yes, she has.

A: Shall we go now?

B: I think we ought to.

A: Will you come tomorrow?

B: Yes, I will.

A: Do you really have time for it?

B: Yes, I do.

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- Listen to the teacher and write down homework to do at home

Homework 2 minutes

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Consolidation 2 minutes

a. Aim: Stundents apply the knowledge they learnt in practice b. Content: Discussion c. Outcome: students’s talks d. Organization: - Ask students to revise the strong form and weak form of auxiliaries, the use of clause of concession, redo all the exercises and prepare unit 8 at home.

Listen to the teacher and answer the Asks Ps some questions questions -What have you learned today?

-What have you gained today?

Listen to the teacher - T asks sts to learn by heart the new words

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- T asks sts to prepare the next period - Imagine you are an MP of Tango what would you do to solve the problem.

- Ask students to rewrite the task at home and preapare part Language Focus at home.

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4. ACTIVITY 4: APPLICATIO N (5)

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