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Date of preparation: Date of signing

Distributive period: 1 Date of signing:

INTRODUCING THE PROGRAMS OF ENGLISH 11


A. Aims:
- Help Ss to know about the English book grade 11 in general. (Including themes, tests, lessons etc. )
- Introduce how to do an oral test, a fifteen - minute tests and a written test.
- Some requires of student to study well English.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce the theme and units.
- By the end of the lesson, students will be able to:
+ Know about the English book grade 10 in general.
B. Preparations:
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stage Activities Interaction
s s
* Game: Lucky Number
1. Warm-up -T divides the whole class into two groups and plays the game. T <--> Ss
- The leader of each group chooses a number for their own group
9 minutes and does the following requirement in each question. If the answer
is correct, they will get 10 marks.
1. Lucky Number
2. How many girls are there in your class?
3. Do you know what your English teachers name is?
4. Lucky Number
5. What do you prepare for this semester?
6. Do you like studying English? Why or Why not? Group work
7. How do you learn English well?
8. Do you speak English fluently?
- T leads Ss in the lesson.
A. Content: Including five topics in each term
2. - T introduces the topics. T <--> Ss
1
Presentatio 1. The generation gaps 2. Relationships
n1 3. Becoming independent 4. Caring for those in need
5. Being part of Asean
And there are 2 reviews
12 minutes B. The design of each unit in textbook:
1. Getting started: Introducing the overall topic of the unit
2. Language: Learning vocabulary, grammar and pronunciation
3. Reading: Developing reading skills and providing Ss with
language and ideas about the topic
4. Speaking: Developing speaking skills and encouraging Ss to
apply and share their own knowledge
5. Listening: Developing listening skills
6.Writing: Developing writing skills and helping Ss cope with
ideas and necessary language
7. Communication and culture: providing Ss with an opportunity
for further practice and consolidation of the skills and the language
learnt previously in the unit.
8. Looking back and project:
- Revising and consolidating of the language in the unit
- Providing Ss with an opportunity to apply the language and
skills they learnt throughout the unit to perform a task in a realistic
situation
- After 2 units, Ss have one period for test themselves. It helps
them test themselves about what theyve learnt.
C. Tests:
3. 1- Checking frequency knowledge for the previous lesson. T <--> Ss
Presentatio 2- Fifteen minutes test (3 times for each semester)
n2 3- Forty minutes test (2 times for each semester)
4- Semester test (Once for each semester)
20 minutes D. The new point in learning English 10
- Communicative method /approach.
- Task - based method /teaching.
- The book is designed with 4 skills.
- Complete and various tests.
- Learner - centered approach.
2
E. Introduce the English book grade 10
- Ask Ss to look through the book then tell class how many units it
has.
- Introduce some more information. T <--> Ss
- There are 6 themes including You and Me; Education;
Community; Nature and Environment; National Parks; Recreation
and People and Places.
- There are 8 periods in each unit. They are Getting Started,
Language, Reading, Speaking, Listening, Writing, Culture and
communication and Looking Back
F. Some requires of students
- Read the lesson before studying in class.
- Do all exercises at home. T <--> Ss
- It is good to find the meaning and the pronunciation of the new
words in the dictionary at home.
-Listen to the teacher attentively and take part in the lesson
actively and creatively.
- Take part in the activities that the teacher required such as pairs
work, group work or individual
- Each S has a notebook and book (student book and work book)
4.
Consolidati - Ask Ss to consolidate the main contents. T <--> Ss
on - Give feedback.
2 minutes
5. - Prepare the new words in Unit 1:The generation gaps T <--> Ss
Homework Lesson1: Getting started
2 minutes
E. Experience:
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Date of preparation: Date of signing:

3
Distributive period: 2 Date of teaching:
Unit 1 The generation gaps
A. Aims and Objectives:
By the end of this unit, Ss can
use words and phrases related to the generation gap and family rules
identify and pronounce strong and weak forms of words in connected speech
use modals to give opinions and advice: should, ought to
use must and have to to express obligation
read for specific information in an article about the generation gap
talk about parent-child relationship problems and offer advice on how to solve them
listen for specific information in a conversation between two teenagers about conflicts with their
parents
write a letter about family rules to a teenager staying at a homestay family
understand the concept of extended and nuclear families, and the reasons for the return of extended
families in the UK and the US
: Lesson 1 Getting started
B. Preparations
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook

C. Methods: - The whole lesson: Integrated, mainly communicative.


* Skills: - Reading for gist and for specific information.
- Skimming and scanning reading
D. Procedures:

Time/Stag Activities Interactio


es ns
.Tell Ss that these differences can be in the choice of music, clothing,
1. Warm- values, lifestyles, ways of shopping (directly from shopping centres or T <--> Ss
up online), or communication
Ask Ss questions about the picture: This is a photo of a big family.
5 Who are the people in the photo? Is this type of family popular in your
minutes community? Elicit answers from Ss
2. New
Whole class
4
lesson Task 1: Listen and read:
Tell Ss that they are going to listen to a conversation between two
7 minutes friends, Sam and Ann. Let Ss guess what Sam and Ann are talking
about` Pair work
13 - T plays the recording and asks Ss to listen and pay attention to the
minutes text to understand the content.
- Ss listen and read along silently. T <--> Ss
Task 2: Decide whether the sentences are true,
false or not given
- T asks Ss to read the passage again and get information to do Task 2
in pairs.
- Ask students to compare the answers with a partner.
- Ask some students to read the answers. Ss

7 minutes - Checks and gives the correct answers:


1. F 2. F 3. T 4. F 5. T T <--> Ss
Task 3: Listen and repeat:
1 - Tell Ss this activity focuses on compound nouns. S
Ask them to complete the definitions, using the highlighted
7 minutes compound nouns in the conversation.
Ask Ss to check answers in pairs. Ss <--> Ss
Check Ssanswers.

T <--> Ss

Key
1. A nuclear 2. Childcare
family
3. A generation 4. Table manners
gap
5. A viewpoint 6. An extended
k______________ family

Key
grandparents
, grandma,
5
grandpa,
grandmother
Task 4:
, hairstyles,
Ask Ss to read the conversation again
housework,
to find seven other compound nouns.
footsteps
Allow Ss to use a dictionary to look
up the meanings of the compound
nouns.
Tell Ss to compare their answers in
pairs / groups. Then check answers as
a class
3.
- Ask Ss to consolidate the main contents.
Consolidatio
n
- Give feedback. As doing task 5 and task 6
5 minutes This activity focuses on should, ought to, must and have to.
Ask Ss to read the conversation again, and find the verbs
expressing duty, obligation, advice, or lack of obligation
4. - T asks Ss to learn by heart the words and phrases in the lesson
Homework - Prepare for the next lesson.
1 minute
E. Experience:
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Date of preparation:
Date of signing:
Distributive period: 3
Date of teaching:
Unit 1 The
generation gaps
Lesson 2
Language

6
I A. Aims and Objectives:
This activity focuses on stressed and unstressed words in
sentences, and enables Ss to discover a connection between
stress and grammar.
Tell Ss that this activity focuses on the compound nouns in the
unit and their spelling
can distinguish between compound nouns and free
combinations of words. lean understand vocabulary related to
the generation gap
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly
communicative.
D. Procedures:

Time/Stag Activities
es
* Checking
1. .This activity provides initial speaking pwctice, using the ideas
Homework from the conversation and Ss' own ideas.
Ask Ss to work in pairs to ask and answer the questions.
6 Have some Ss tell the class about their partners' type of family
minutes
and what they like and dislike about it.
2. New
A. Vocabulary:
lesson
Task 1:
Draw Ss' attention to the four compounds written as one word:
8 minutes
household, hairstyles, schoolchildren, footstepsA
compound noun is a noun that is made up of two or more
words.
Each compound noun acts as a single unit and can be modified
by adjectives and other nouns.
In compound nouns, the stress usually falls on the first word.
7
7 minutes This helps us to distinguish between compound nouns and free
word combinations.

Example:
a 'greenhouse: a place for growing plants (compound noun)
a 'green 'house: a house painted green (free word
combination)
7 minutes

Key 1 -g 2-h B-i 4-f

5-c 6-b 7-a 8-d 9-e


Key 1. hairstyle / table manners
2. generation gap 3. nuclear family
5 minutes
4. junk food 5. schoolchildren

Task 2: Adding more


- T asks Ss to read the conversation again and get information to
do Task 2 individually.
- Ss elicit more chores to add to the list.
- Ask students to compare the answers with a partner.
- Ask some students to read the answers.
4 minutes
- Feedback
B. Pronunciation:
Task 1: Listen and repeat:
- T plays the recording and asks Ss to listen then repeat the words
twice.
- T asks some Ss to read the words.
- T corrects Ss pronunciation
- T helps Ss with the pronunciation.
Task 2: Listen and choose
5 minutes Play the recording for Ss to listen and repeat.
Ask Ss to pay attention to the stressed words with the stress
mark before the stressed syllable.
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Play the recording again for Ss to listen, pausing after each
sentence. Have Ss work in pairs to find out the parts of speech
of the words which are stressed in these sentences.
Ask Ss to study the Do you know...? box for more information
about words that normally receive stress in connected speech
- T plays the recording and asks Ss to listen then circle the word
they hear.
- T asks Ss to work individually.
1 C. Grammar:
Tell Ss that this activity focuses on the use of should /shouldn't,
ought to/ought not to, must/mustn't, have to/don't have to.
Ask Ss to underline the correct words to complete the
sentences, and pay attention to the meaning of the sentences in
order to choose the right word.
Have Ss work individually first, then ask them to compare their
answers in pairs.
Check Ss'answers.

Task 1:
- T asks Ss to read the text once and asks them to pay attention to
the words / phrases .
- T asks Ss to exchange the answers with their partner.
- T checks Ss answers and elicits from them the rules of using
and - T gives feedback.
1. ashould 2. ashould not 3. must 4. Have to
5. must not
Task 2:
Have Ss do this exercise individually. Monitor the activity and
help them, if necessary.
Check Ss' answers by asking individual Ss to take turns to read
aloud the sentences, and then write them on the board.
Key
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2. You mustn't use your mobile phone in the examination room.
3. I don't have to type my essay.
4. You should tell the truth to your family.
5. Young people must plan their future career carefully

3. - Ask Ss to consolidate the main contents.


Consolidatio - Give feedback.
n
2 minutes
4. - T asks Ss to do exercise 2 page 8 at home.
Homework - Prepare for the next lesson.
1 minute
E. Experience:
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Date of preparation:
Date of signing:
Distributive period: 4
Date of teaching:
Unit 1 The
generation gaps
Lesson
3 Reading

Where do conflicts
come from?
A. Aims and Objectives:
This activity focuses on Ss' predictions about the reading text.

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Introduce the reading text, and elicit some sources of conflict.
Ask Ss to tick the conflicts (a-g) and then compare their
choices with their partner's.
This activity focuses on skimming (See Introduction).
Ask Ss to skim the text and compare their predictions in 1.
Check Ss' answers, and ask them to give the clues from the
reading text which helped them to work out the answers
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly
communicative.
D. Procedures:

Time/Stag Activities
es
* Checking
1. Ask Ss to skim the text and compare their predictions in 1.
Homework Check Ss' answers, and ask them to give the clues from the

reading text which helped them to work out the answers


6 Ask the question Where do you think family conflicts come
minutes
from?
2. New
lesson Task 1:
- T asks Ss work in groups, look at the picture and answer the
8 minutes questions.
- T asks Ss to call out the answers to question 1 freely.
Ask Ss to tick the conflicts (a-g) and then compare their
choices with their partner's.
Ask some Ss to share their opinions with the whole class.
7 minutes Don't give any comments at this stage. Help Ss with any unfamiliar words in the list

g).
Task 2:
- T asks Ss to read the three heading (a-c) first and asks them if
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they understand the meaning.
- Ask Ss to read through the text once without stopping at words
that they dont know the meaning of, and then ask them to work
in pairs to decide on the best title for the text.
- Remind Ss that the title for the text is the one that gives the
general idea of the whole text.
- Ask students to compare the answers with a partner.
Ask Ss to skim the text and compare their predictions in 1.
Check Ss' answers, and ask them to give the clues from the
7 minutes
reading text which helped them to work out the answers.

Task 3:
Ask Ss to match the highlighted words in the text with the
definitions given.
Tell Ss to go back to the reading text to locate the highlighted
7 minutes words and study the context surrounding the words to work out
their meaning. Then match them with the definitions.
Have Ss work individually, then check their answers in pairs or
groups.
Check the answers again as a class.
Key
7 minutes
1. afford 2. impose 3. brand name
1. norms 5. conflicts
Task 4:
- T asks Ss to continue to work in pairs, and find out what
to in each of the sentences. Let Ss read and understand the
sentences before and after the one has the word in it to decide
what it means. Ss can use the elimination technique to get the
right answer.

Key
1. Because they strongly believe they know what is best for
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their children.
2. They want to be more independent, create their own opinions,
and make their own decisions.
3. They are worried because these clothes may break rules and
norms of society, or distract them from schoolwork.
4. They want their children to spend their time in a more useful
way.
5. No. Some of them try to impose their choices of university
or career on their children.
Task 5:
- Put Ss in groups of three; ask them to read the questions first to
make sure they understand what information they need in order to
answer the questions. It may help if Ss can understand the key
words in the questions.
- Ask Ss to read the text again, and locate the part of the text
where they can get the answer to each of the questions before they
discuss the answers.
- Check Ss answer by inviting a representative form each group
to give the answer to one of the questions. If the Ss answer is
incorrect, dont give the right one at once, but try to elicit it form
other Ss.

3. - Ask Ss to consolidate the main contents.


Consolidatio - Give feedback.
n
2 minutes
4. - T asks Ss to do task 4 again at home
Homework - Prepare for the next lesson.
1 minute
E. Experience:
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Date of preparation:
Date of signing:
Distributive period: 5
Date of teaching:
Unit 1 The
generation gaps
Lesson 4
Speaking
What are the coflicts
about?
A. Aims and Objectives:
- To teach Ss to talk about the coflicts
- To teach Ss some words and phrases related to .the coflicts
- By the end of the lesson, students will be able to:
+ Talk about their coflicts at home.
+ Exchange opinion about coflicts at home
+ Talk about coflicts at home and how to solve they
often do.
+ Express their opinions about the coflicts between the
members in the family
+ Knowledge:
- General knowledge: + Single-parent family: Gia nh ch c
cha hoc m.
+ Extended family: Gia nh c nhiu th
h hoc h hng sng chung.
+ Nuclear family: Gia nh ch c cha, m
v con ci.
B. Preparations:
- Teacher: Handouts, textbook and pieces of papers.

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- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly
communicative.
D. Procedures:
Time/Stag Activities
es
* Checking
1. - T asks Ss to do the brainstorming
Homework
cookin washing
g up
7 Household
chores
minutes

sweeping Doing the


laundry

Who do the works and the feelings

List three household chores you like and dislike


Discuss the reasons
Give comments and lead in the lesson
2. New 1. Activity 1
lesson This activity focuses on conflicts between teenagers and their
parents.
10 Ask Ss to read about three situations facing teenagers, and then
minutes
match them with the problems a, b, or c in the box.
Walk around and help Ss, if necessary.
Have Ss compare their answers. Check Ss' answers.
Ask Ss to further discuss if they have ever experienced these
situations, and how they felt. They may give advice or express
their opinions.

15
1. B 2. C 3. A

minutes
2. Activity 2
15
.This activity focuses on the ideas and useful language that Ss can
use in 3 when they talk about their problems with parents.
Ask Ss to read the list of things teenagers and their parents
complain about.
Have them tick the complaints that they hear in their families.
Encourage Ss to add some more complaints if they can.
Help Ss with any new language they may need to express their
ideas.
Key Students'answers

10
3. Activity 3
minutes
focuses on speaking about conflicts between teenagers and
parents, and giving opinions and advice to solve the problems.
Ask Ss to work in pairs and take turns to tell their partner what
they or their siblings and their parents often complain about,
and then practise giving advice on how to solve the problem.
Encourage Ss to use the structures listed in Helpful expressions.
Walk around and help Ss, if necessary.
3. Ask some pairs to role-play their conversation, and give feedback
Consolidatio - Ask Ss to consolidate the main contents.
n
- Give feedback.
2 minutes
Can talk about conflicts between teenagers and parents. I can give
opinions and advice on how to solve the problems between
teenagers and parents.

4. - T asks Ss to write the dialogue in the notebook

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Homework - Prepare for the next lesson
1 minute

E. Experience:
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Date of preparation:
Date of signing:
Distributive period: 6
Date of teaching:
Unit 1 The
generation gaps
Lesson 5
Listening
How are we different

A. Aims and Objectives:


- To teach Ss to listen a programme about the roles of
family members.
- To teach Ss about the coflicts
- By the end of the lesson, students will be able to:
+ Develop the listening skills for details and for specific
details.
+ Lislistening for general ideas.

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ten to a programme about the roles of family members.
+ Listen the monologue and do exercises.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly
communicative.
D. Procedures:

Time/Stag Activities
es
* Checking
1. - Collect some homework books to mark writing.
Homework - Give marks.
8 - Give comments and lead in the lesson.

minutes

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2. New
1. Activity 1
lesson
Tell Ss that this activity focuses on listening for general ideas.
Tell Ss that they are going to listen to two teenagers, Tom and
6 minutes
Linda, discussing their conflicts with their parents. Ask Ss to
circle what they think the speakers will mention in their
conversation.
Key Studentsanswers

8 minutes
2. Activity 2
Ask Ss to look at the sentences in task 2
This activity focuses on new vocabulary items.
Tell Ss to match the words with their definitions. These words
will be heard in the conversation.
Have Ss compare their answers. Check their answers.
If you think your class might not be able to understand the
conversation, pre-teach additional words.

10 skinny (adj), top (n), stare at (v), balance (v)


minutes

3. Activity 3

Tell Ss that they are going to listen to the conversation between


Tom and Linda and decide whether the statements are true (T)
or false (F).
Have Ss make guesses first. Encourage all possible answers and
explanations. Write their guesses
on the board so they can see if the guesses are correct later.
Play the recording for Ss to listen.
Check Ss' answers. If many students have the same incorrect
answers, play the recording again, pausing at the places where

10 Ss might have got the incorrect answers and discuss the


minutes problems.
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Key l.F 2. F 3.T 4.T 5.T

Activity 4

This activity focuses on listening for specific information and


inference (Question 3).
Tell Ss that they are going to listen to the conversation again,
and do a multiple choice exercise.
Remind Ss to try to ignore any distractors that may appear in
the recording, and listen for specific information

Key
1. C 2. A 3.B 4. C 5. B

3. - Ask Ss to consolidate the main contents.


Consolidatio - Give feedback.
n
2 minutes
4. - T asks Ss to write the dialogue in the notebook
Homework - Prepare for the next lesson.
1 minute
E. Experience:
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Date of preparation:
Date of signing:
Distributive period: 7
Date of teaching:
Unit 1 The
generation gaps
Lesson 6
Writing
Family rules

A. Aims and Objectives:


- To teach Ss to write about family rules.
- To teach Ss some words and structures related to family rules
- By the end of the lesson, students will be able to:
+ Know how to write aabout family .family rules
+ Write about how each member of their family has to do
at home
+ Develop the writing skills in general. Build up
vocabulary supported for writing.
B. Preparations:
- Teacher: Handouts, textbook and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly
communicative.
D. Procedures:

Time/Stag Activities
es
* Checking
1.
Homework
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8 - Collect some homework books to mark writing.
minutes - Give marks.
- Give comments and lead in the lesson.
2. New
lesson 1. Activity 1
Ask Ss to read the family rules provided.
8 minutes Have Ss complete the sentences and think about the rules in
their families. They may add more rules if they can.
Suggested answers
1. My parents don't let me stay out late at the weekend.
2. They make me keep my room tidy.
3. They tell me to take my studies seriously.
4. They warn me not to smoke or take drugs.
5. They want me to have good table manners.
6. I am not allowed to stay overnight at my friends'house.
7. They forbid me to swear or spit on the floor

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2. Activity 2
minutes
Ask Ss to choose the three most important rules that their
parents often apply in their family, and then give the reasons in
the space provided.
Tell Ss to read and analyse the example so that they know what
they are expected to do.
Help Ss to express their ideas, if necessary
Ask Ss to read the text.
In pairs complete the chore chart.
Call some of them to tell class.
- Ss present in class.
3. Activity 3
Ask Ss to complete a letter about family rules.
Explain that they can use the ideas provided previously to write
the letter.
Have Ss exchange their letters for peer checking. Walk around
22
and help Ss, if necessary.
Collect Ss' letters to give further feedback.
Suggested answer
Pham NgocThach, Dong Da, Ha Noi, Viet Nam February, 10'\ 20-
Dear Lauren,
I'm very happy to know that you'll be staying with my family for
14
minutes
two months. We live in a four-bedroom flat on the 15lh floor. You will have your
own bedroom during your stay here.
You asked me about our family rules. There are three important ones that we must
follow.
One important rule in my family is that every member of the family has to keep his
or her room tidy. My brother and I have to make our beds every morning, and clean
the floor and windows twice a week.
Another important rule is that my brother and I must be home before 10 p.m. My
parents are very strict and believe that setting a curfew will help us to become
responsible, and stay safe and healthy.
The third important rule is that we mustn't invite friends to stay overnight. This is
not only our family rule, but also the rule for all people living in the building.
If you have any questions, please let me know. We will try our best to make you feel
comfortable during your stay with us.
I hope you will enjoy your time in Viet Nam.
Looking forward to meeting you.
Best wishes,
Ha
*Can write a letter to a teen to inform him/her about the rules in
my family before his / her homestay with us
Call him/her write the writing on the board, and the rest of
students write in their notebook. (Time limited is 10 minutes)
Check the writing on the board.
Collect the writing to give marks.
3. - Ask Ss to consolidate the main contents.

23
Consolidatio - Ask Ss to tell class how to write a paragraph about how people
n
in your family rules.
2 minutes
- Give feedback.
4. - T asks Ss to write the dialogue in the notebook
Homework - Prepare for the next lesson.
1 minute
E. Experience:
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Date of preparation:
Date of signing:
Distributive period: 8
Date of teaching:
Unit 1 The
generation gaps
Lesson 7
Communication and culture
The return of the extended families
in the UK and the USA

A. Aims and Objectives:


-Communication
This activity aims at giving Ss further speaking practice related to
the unit topic.
Ask Ss to work in groups to practise asking and answering the
questions.
Have Ss take notes of their partners' answers, and help them to
express their ideas, if necessary.
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B. Preparations:
- Teacher: Handouts, textbook and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly
communicative.
D. Procedures:
Time/Stag Activities
es
* Checking
1. - Collect some homework books to mark writing.
Homework - Give marks.
7 - Give comments and lead in the lesson.
minutes
2. New 1. Communication: Discussion about the family rules
lesson Activity 1: Communication

6 minutes Ask Ss to work in groups to practise asking and answering the


questions.
Have Ss take notes of their partners' answers, and help them to
express their ideas, if necessary.
Key
8 minutes Students'answers
(Suggested answers for question 2)
Living in an extended family:
Advantages: have more support from other family
members,...
Disadvantages: there are a lot of conflicts between
different generations,...
10
minutes

2. Culture:
Ask Ss to read the text carefully and highlight any words they
may not know. Explain their meaning or have Ss look up the
words in a dictionary.
25
Encourage Ss to compare their guesses about the reasons for the
11 return of the extended families in the UK and the USA with the
minutes ones provided in the text.
Have Ss answer the questions, and compare their answers.
Check answers as a class.

-The number of multi-generational households with three or four


generations living under the same roof
-Unemployment, part-time work and low-paid jobs have become
more common. The cost of housing has become higher. The
pressures of childcare and elderly care have become heavier.
-The disadvantages are the lack of space, independence and
privacy, and the daily conflicts
-They can develop relationships with adults other than their
parents.
-Old people can become more active when interacting with the
younger generations
3. - Ask Ss to consolidate the main contents.
Consolidatio - Give feedback.
n
2 minutes
4. - T asks Ss to learn the structures and vocabulary.
Homework - Prepare for the next lesson.
1 minute
E. Experience:
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Date of preparation:
Date of signing:
Distributive period: 9
Date of teaching:
26
Unit 1 Family life
Lesson 8 Looking
back and project

A. Aims and Objectives:


- Revising strong and weak forms of words in connected speech.
- Focuses on the stressed words in short exchanges.
-Revising some of the vocabulary items used in the unit
-Revising should/shouldn't and ought to/oughtn't to for giving
opinions and advice.
-Providing additional speaking practice and helps Ss to
consolidate the language they have learnt throughout the unit.

B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly
communicative.
D. Procedures:
Time/Stag Activities
es
* Checking
1. - Collect some homework books to mark writing.
Homework - Give marks
7 - Give comments and lead in the lesson.
minutes
2. New Pronunciation:
lesson 1. Activity 1
Ask Ss to identify the stressed words and put a stress mark
11 before the stressed syllables.
minutes
Have them listen and check answers.
Ask several Ss to read the sentences aloud. Praise Ss who

27
try to stress the correct words, and reduce the unstressed
vowels.
2. Activity 2
This activity focuses on the stressed words in short exchanges.
Ask Ss to identify the stressed words and put a stress mark
before their stressed syllables.
Have them compare their answers with a partner, and
then listen and check.
Ask Ss to practise reading the exchanges in pairs.
Vocabulary

1
10
Have Ss read the instructions and do this activity
minutes
individually. Then ask them to compare their answers in
pairs.
2.
Ask Ss to make compound nouns with family.
Ss can use a dictionary, if necessary. Then they compare their
answers in pairs or groups.

Grammar:

14 Activity 1:

minutes Ask Ss to complete the sentences with should, shouldn't,


ought or oughtn't.
Have Ss do the task individually first, and then compare their
answers.
Check answers as a class.
Key:
1- ought to
2- . should not
3- Should not
4- Ought to

28
Activity 2:
Ask Ss to complete the sentences with must / mustn't
to/has to and don't have to /doesn't have to.
Have Ss do the task individually first, and then compare their
answers.
Check answers as a class.

PROJECT

Tell Ss that this project aims at providing additional speaking


practice and helps Ss to consolidate the language they have
learnt throughout the unit.
Ask Ss to work in groups of 6 to 8. Each group will
interview 15 teenagers, aged 15-17, living in their area, and
take notes of their answers. Ss can use the suggested
questions.
Ss report their group's findings to the whole class.
Encourage Ss to ask additional questions related to the report
3. - Ask Ss to consolidate the main contents.
Consolidatio - Give feedback.
n
2 minutes
4. - T asks Ss to learn the structures and vocabulary.
Homework - Prepare for the next lesson.
1 minute
E. Experience:
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29
Date of preparation:
Date of signing:
Distributive period: 10
Date of teaching:

Unit 2
Relationships

A. Aims and Objectives:


By the end of this unit, Ss can
use words and phrases related to the topic Relationships
pronounce contracted forms correctly
use linking verbs to describe or identify the subject, and use
cleft sentences for emphasis
read for general ideas and specific information about teenage
relationship problems
talk about problems and ask for advice
listen to a talk show about parent-child relationships
write an online posting about relationship problems
understand and talk about online friendship

Lesson 1 Getting started


Romantic relationships

A. Aims and Objectives:

-Getting to know the topic, some vocabulary related to


relationships, and two grammar points: linking verbs and cleft
sentences.
- Ask Ss to look at the picture and guess what the two people's
relationship is and what they are talking or thinking about.

30
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly
communicative.
* Skills: - Reading for gist and for specific information.
- Skimming and scanning reading
D. Procedures:
Time/Stag Activities
es
T

To talk about one of their friends


1. Warm
up
8
minutes
2. New
lesson Task 1:
. Ask Ss to look at the picture and guess what the two
14 people's relationship is and what they are talking or
minutes thinking about.
Suggested answers
They are grandmother and granddaughter.
The grandmother is telling her granddaughter to focus
on schoolwork, while the girl is thinking about
romantic relationships.
Tell Ss that they are going to listen to a conversation
between a student and her grandmother.
Play the recording. Ss listen and read the conversation silently
Task 2:
Ss read the statements about the conversation and decide
whether they are true, false or not given.
Key
12 1. T (oh, one of my classmates)

31
minutes 2. F (Mai tells her grandmother they're just friends and
Nam is not her boyfriend.)
3. T (*... there's no real friendship between a boy and a
girl.)
4. T (Mai's grandmother went to a single-sex school.)
5. NG
6. T (Mai tells her grandmother that all her classmates are
very kind, caring and sympathetic.)

Task 3:
Have Ss work in pairs. Ask them to read the conversation
again, and find the verbs that come before the words in the
list. This activity helps Ss to discover the use of linking
verbs with adjectives.

8 minutes Key
1. get involved
2. feel bored
3. are very kind, caring and sympathetic
sounds good

3.
Consolidatio - Summarize the main points of the lesson
n
2 minutes
4. - Ask students to write a passage about their daily routine (50
Homework words)
1 minute - Prepare for the next lesson.
E. Experience:
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32
Date of preparation:
Date of signing:
Distributive period: 11
Date of teaching:
Unit 2 Relationships
Lesson 2
Language

A. Aims and Objectives: By the end of the lesson, students


will be able to:
- Using a verb or a noun, Ss need to consider its suitable
form (tense of verbs; singular or plural form of nouns).
- Contracted forms in casual speech. Ask Ss to find the shortened
forms of verbs and negative words (not) and write their full
forms in the space provided.
-Cleft structures are used to emphasise a particular part of a
sentence.
It is... is used when the main verb is in the present tense, and It
was... is used when the main verb is in the past tense.
- Can recognise and pronounce contracted forms. I can use linking
verbs to describe the subject of the verb and cleft sentences for
emphasis
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly
communicative.
D. Procedures:
Time/Stag Activities
es
33
* Checking
1. Warm - Teach some of the words using the glossary, some pictures.
up - Prepare some pictures of the people for illustration if
possible.
5 - Lead in: Were going to learn about ...
minutes
2. New
A. Vocabulary:
lesson
1
- Ask Ss to match the words or phrases with their meanings.
10
Key
minutes
1. have got a date 2. break up
3. romantic relationship 4. argument
4. sympathetic 6. lend an ear
7. be in a relationship 8. be reconciled
2

- Ask Ss to pay attention to the context in which the words


or phrases in 1 can be used. When using a verb or a noun, Ss
need to consider its suitable form (tense of verbs; singular or
plural form of nouns).
Key
10 1. lend an ear, broke up
minutes 2. reconciled
3. romantic relationship
4. in a relationship, arguments
5. have got a date
6. sympathetic

B. Pronunciation
Task 1:
17
- contracted forms in casual speech. Ask Ss to find the
minutes
shortened forms of verbs and negative words (not) and
write their full forms in the space provided.

34
shouldn't - should not
+you're - you are
+we're - we are
+It's - It is
+there's - there is
+don't - do not
+he's - he is
+you'll - you will
+Didn't - Did not
+I'm-I am

Task 2:
- Ask Ss to listen and underline the contractions or the full
forms in the exchanges. Explain some of the rules for
contracted forms. Check answers as a class.
f
Key
1.1 will, I'll
2.1 am
3. He is, he's
4. we are, didn't

Notes

a. Noun / pronoun, etc. + verbs

; - The short form 's(=is/has) can be used after


nouns, pronouns, question words, here and there.
short forms'd (= had/would), 'll and 're are usually used
after pronouns, some question words, short nouns, and
there.
- Full forms are used at the end of a clause
(e.g. Yes, he is.) or when the speaker wants to emphasise
some information, hence the primary stress on the full
form (e.g. He HAS done it, not WILL do it.).
35
b. Verbs + not
- There are two possible contractions for negative
expressions, e.g. She's not... /She isn't...
Negative contractions can be used at the end of a clause, e.g.
No, they haven't
Play the recording for Ss to repeat chorally and individually

Grammar
Unking verbs

Explain to Ss that linking verbs are used to describe or identify


the subjects of the verbs. An adjective or a noun can follow a
linking verb, but the focus of the lesson is on the use of
linking verbs with adjectives.
First, have Ss choose a suitable verb for each sentence from
the word box, and then ask them to use the correct form of
the verb to complete the sentence.

Task 1:
Key

1. sounds 2. grow/get 3. stay


4,gtting 5 seem 6. look

Task 2:
Ask Ss to read the
sentences
carefully and
identify the
linking verbs.
Explain to them that some verbs (appear, look, taste, smell,
sound, and feel) can refer to an action (= action verbs) and be
followed by an adverb.
Key

1. unhappy 2 warmly 3. suddenly 4. excited

36
5. angry 6. annoyed 7. awful 8. quickly

Task 3:
- Cleft sentences with It is / was ...that...
Explain to Ss that cleft structures are used to
emphasise a particular part of a sentence.
It is... is used when the main verb is in the present tense, and
It was... is used when the main verb is in the past tense.
Ask Ss to put the underlined part (= the focus) in each
sentence after It is/was...
Key
1. It was her sad story that made me cry.
2. It is you who are to blame for the damage. / It's you that is
to blame for the damage.
3. It's hiking in the forest that we really enjoy.
4. It's your parents that / who you should really speak to
when you have problems.
5. It's his dishonesty that I dislike the most.
6. It's Jim that / who Lana is in a relationship with.
7. It was at the age of 20 that he became successful as a
famous writer.
8. It was in a nice coffee shop that they had their first

Task 4:

Have Ss practise asking and answering the


questions in pairs. Tell them not to emphasise any of the words
in the questions. Encourage them to stress the words in focus in
the answers
Key

1. No. It was a smartphone that he gave me for my birthday


2. No. It's in Tokyo that I'm going to spend the holiday with my
family

37
3. No. It's a lawyer that I want to become
4. No. It's his brother that / who earns 10,000 dollars a month
7. No. No. It's my friend that / who can speak three
languages fluently
8. It's Ha that / who is in love with Phong.
8. No. It's at 8 a.m. (tomorrow) that we have a meeting
3. - Ask Ss to consolidate the main contents.
Consolidatio - Give feedback.
n
2 minutes
4. - T asks Ss to do exercises again at home.
Homework - Prepare for the next lesson.
1 minute
E. Experience:
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Date of preparation:
Date of signing:
Distributive period: 12
Date of teaching:

Unit 2 Relationships
Lesson 3
Reading
Please help me
A. Aims and Objectives:
By the end of the lesson, students will be able to understand:
- General knowledge: Ss read for specific information.
- Language: Present simple

38
The lesson objectives: skimming and scanning a text for main
ideas and specific information

B. Preparations:
- Teacher: Handouts, textbook, pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly
communicative.
D. Procedures:

Time/Stag Activities
es
- Lead in: Inform the class of the lesson objectives: Skimming
1. Warm (glancing over a text for a general overview) and scanning
up (quickly looking at a text for specific information) the text for
the main idea and specific information. Ask the class to recall
6
what skimming and scanning are.
minutes
2. New
Task 1:
lesson
- Ask Ss to look at the people in the three pictures, paying
attention to their body language. Have Ss work in pairs and
36
guess what is happening to these people or how they are
minutes
feeling.
Suggested answers
Picture a. The teacher is returning students' papers. The boy
is depressed because of his poor grades.
Picture b. Their relationship is breaking up.
Picture c. They're having an argument
Task 2:
Tell Ss that they are going to read an advice column in a
newspaper including readers'questions and a counsellor's
replies.
Ask Ss to read the questions and replies quickly and find the

39
main ideas.
Have Ss choose the best summary of each reader's problem
Key
b (Van Ha: My friend betrayed my trust.)
c (Quang Nam: I don't have friends
Notes
The part of a newspaper or magazine in which a
counsellor gives advice to the readers who have
sent letters about their personal problems is usually
called an agony column. In British English, the
person who gives advice is called an agony aunt or
agony uncle.

Task 3:
Have 5s read the five definitions in this part. Ask them to find
the words or expressions in the text to match with these
definitions.
Key
1. be on good terms with someone
2. take the initiative
3. trust
4. engage in (a conversation)
5. drop out (of school)
Have Ss work in pairs and practise asking and answering
questions
Task4
Key

1. They are close friends.


2. Ha told Hoa about her depression and her intention to drop
out of school.
3. Because Hoa promised to keep Has story secret, but then
she told their teacher about it.
4. No. She tries to explain why Hoa told the teacher about
Ha's problem, and advises Ha to talk to Hoa again.
5. He thinks he is short and fat, and girls don't find him
40
attractive.
6. Because Nam does not have a good relationship with the
girls in his class.
7. The counsellor advises Nam to focus on his studies,
become an excellent student and learn how to start a
friendly conversation with his classmates.
Task5

Have Ss discuss with a partner. Ask them some guiding


questions before they start their discussion: If you were Ha
or Nam, would you feel pleased with the counsellor's
advice? If you were the counsellor, what else would you tell
them?
LESSON OUTCOME

Ask Ss: What have ydu learnt today?


What can you do now?
Elicit answers: / can understand a text about teenage
relationship problems in an advice column. I know where
people could seek advice when they have problems

3. - Ask Ss to consolidate the main contents.


Consolidatio - Give feedback.
n
- Summarize the main points of the lesson.
2 minutes
4.
Homework - Prepare for the next lesson.
1 minute
E. Experience:
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Date of preparation:

41
Date of signing:
Distributive period: 13
Date of teaching:

Unit 2
Relationships
Lesson 4 Speaking
Seeking advice

A. Aims and Objectives:


By the end of the lesson, students will be able to understand: the
lesson objectives: talking about personal problems; asking for and
giving advice.

B. Preparations:
- Teacher: Handouts, textbook, pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly
communicative.
D. Procedures:
Time/Stag Activities
es

1. Warm - Lead in: Inform the class of the lesson objectives: asking and
up giving advice
5
minutes
2. New
Task 1:
lesson
Ask Ss to read the conversation quickly to get the main
idea.Then they read it again and match the sentences
37
the gaps (1-5) in the conversation.
minutes
Key 1.b 2. e 3d 4. a 5.f 6. c

42
Task 2:
Have Ss identify the main ideas in the conversation. Ask them
to answer the questions
Key

She was chosen to take part in the English Public Speaking


Contest in Da Nang, but her parents don't allow her to go
there.They are worried because she has never been away
from home.
Van advises Chi to ask their teacher to persuade Chi's parents
Task 3+4
Ask Ss to practise the conversation in pairs.
Have Ss work in pairs, choose one topic and make a similar
conversation.
Ask them to use the expressions when talking about problems,
asking for advice and giving advice: What's the problem?
What should I do?
have an idea...
Task 5 :
Ask Ss to work in pairs or groups. Have them take turns talking
about the problems that they have had at school or at home
(e.g. conflicts or misunderstandings between them and their
friends, siblings, parents, or teachers), and what they did to deal
with the problems.

3. - Ask Ss to consolidate the main contents.


Consolidatio - Give feedback.
n
- Summarize the main points of the lesson.
2 minutes
4.
Homework - Prepare for the next lesson.
1 minute
E. Experience:
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43
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Date of preparation:
Date of signing:
Distributive period: 14
Date of teaching:

Unit 2
Relationships
Lesson 5 Listening
Teenage relationships
A. Aims and Objectives:
- . Educational aim: By the end of the lesson, students will be
able to talk aboutRelationships improve listening skill.
- The lesson objectives: listening to a talk show for specific
information
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly
communicative.
D. Procedures:
Time/Stag Activities
es
Task 1:
1. Warm Have Ss discuss the questions in Activity 1 with a partner. Ask
up Ss some other guiding questions: Do you usually tell your
5 problems or secrets to your parents? Are they willing to lend an
minutes ear? If you have a boyfriend or girlfriend, will you tell your
parents about it?
Suggested answers
- Yes, because my parents are sympathetic. They can give
44
me some advice.
- No, because my parents are very strict and unsympathetic.
2. New
Task 2:
lesson
Ask Ss to listen to a talk show for specific details and choose
the best option to complete each statement. If Ss cannot find
37
the answer, stop the recording after the sentence containing the
minutes
information for the answer.
Ask Ss to compare their answers with a partner.

Key: l.C 2. B 3. C 4. A

Task 3:
Activity 3 focuses on listening for more specific information.
Ask Ss to read the questions before listening, and underline the
key words in each question.
Example:
Q1: main topic
Q2: teenagers, prepare for becoming adults Q3: what,
parents do, children experience break-ups Q4: parents,
strongly oppose, romantic relationships
Play the recording without pausing. Ask Ss to listen, write
down the answers, and then discuss their answers in pairs.
Key
1. The talk show is about how teenagers and their parents
deal with problems.
2. They need to learn to form safe and healthy relationships
with other people (friends, parents, teachers and romantic
partners).
3. Parents should offer a shoulder for their children to cry on
and listen to them.
No. Because their strong opposition will make their children
stop talking about

45
Task 4:
Ask Ss some questions before they start the discussion.
What is the purpose of a romantic relationship? Do people
start a relationship just for fun or for a possible marriage?
Tell Ss that the answers to these questions will help them to
decide on the "right' age for a romantic relationship.
Suggested answer
A person should start a romantic relationship when he / she
is at an age or stage in life when he / she is mature enough,
and is ready for a possible marriage. For this reason, the
right age can be different from person to person.

3. - Ask Ss to consolidate the main contents.


Consolidatio - Give feedback.
n
- Summarize the main points of the lesson.
2 minutes
4.
Homework - Prepare for the next lesson.
1 minute
E. Experience:
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Date of preparation:
Date of signing:
Distributive period: 15
Date of teaching:

Unit 2
Relationships
Lesson 6 Writing
Teen forum
46
A. Aims and Objectives:
. Educational aim: the lesson objectives: writing an online
posting about relationship problems.
Can write an online posting to tell about an incident or a
relationship problem, and how I felt about it.

B. Preparations:
- Teacher: Handouts, textbook, pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly
communicative.
D. Procedures:
Time/Stag Activities
es
- Lead in: Inform the class of the lesson objectives
1. Warm Task 1:

up Explain to Ss that people now tend to write about recent events


7 or any topics of interest and post their stories on the Internet
minutes (through social networking sites or online forums).
Ask Ss to read through the posting and complete it with the
words in the box.

Key
1. upset 2. shocked 3. influence
3. different5. talented 6. appearances

2. New
Task 2:
lesson
The focus of this activity is on the different parts of the story
posted to the teen forum. Ask Ss to read through the list
35
and put the parts in the order they appear in the online posting
minutes
in 1.
Key
47
g 2. c 3. f 4. d 5. e 6. a 7.

Task 3:
.Explain to Ss that there are three topics for them to choose
from. These topics are about teenagers' relationship problems
with parents or friends. Encourage Ss to add more details when
they write the story.
Ask Ss to write their drafts individually, and then exchange
their writing with a partner for peer
feedback. Encourage Ss to make revisions, if necessary.
Collect some of Ss final drafts and give comments.
Task 4:This activity is optional. Have Ss do it in class if there
is enough time or let them do it at home. Collect Ss'drafts in the
next lesson for further comments and grading

3. - Ask Ss to consolidate the main contents.


Consolidatio - Give feedback.
n
- Summarize the main points of the lesson.
2 minutes
4.
Homework - Prepare for the next lesson.
1 minute
E. Experience:
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Date of preparation:
Date of signing:
Distributive period: 16
Date of teaching:

48
Unit 2
Relationships
Lesson 7
Communication and culture

A. Aims and Objectives: By the end of the lesson:


- The lesson objectives: further skill development
- Have improved my listening, speaking and reading skills. I
have learnt about the advantages and disadvantages of having
online friends, and about the different ways of dating around the
world
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly
communicative.
D. Procedures:
Time/Stag Activities
es
* Checking
1. - Collect some homework books to mark writing.
Homework - Give marks.
7 - Give comments and lead in the lesson.
minutes
2. New 1. Communication:
lesson I This activity provides further listening practice. Explain to Ss
that when
35 people use the Internet, they have a lot of opportunities to
minutes make online
friends from around the world.
Have Ss read the questions and underline the key words
before listening.

49
Play the recording once or twice depending on Ss' level.
Ask Ss to work with a partner to compare their answers.
Check answers as
a class.
Key
1. Hung can have more knowledge of different cultures and
lifestyles because his online friends come from different
places around the world.
2. He can contact his friends whenever he wants, as long as
they are online.
3. Because he doesn't have to spend money on dinners, parties
or cinema tickets.
4. The most important benefit of having online friends is that
he can end a relationship quickly.
5. Sometimes he doesn't know for sure who these friends really
are, as they may not use their real names.
6. Have Ss work in groups and discuss the questions
Ask the representatives of some groups to report their groups'

opinions to the rest of the class.


2. Culture:
Culture
Have Ss read the text about dating in some countries and write the
information below the pictures.
Ask them to look at the pictures carefully to find out what the
people in the pictures are doing.
Example:
In Picture a: A woman is typing on a computer. The roses
indicate that she is probably on a dating site and someone
has sent her a love message.
In Picture b: People are talking in pairs. They want to know
more about their partners.
In Picture c: A group of young people are probably going
50
camping or hiking.
Key
a. online dating/US
b. speed dating / Singapore
c. group dating / Europe and Australia
Ask Ss to read the text again to decide whether the statements
are true, false, or not given.
Have Ss compare their answers with a partner.
Key

Have Ss discuss the question in pairs. After their discussion, ask


some pairs to report their opinions to the class.
Suggested answer
Group dating is very popular in Viet Nam, especially
among young people. Speed dating is not popular as there
are no companies that provide that kind of service. Online
dating services can be found on the Internet, but they are
not very popular as many people think online dating is not
safe.

3. - Ask Ss to consolidate the main contents.


Consolidatio - Give feedback.
n
2 minutes
4. - T asks Ss to learn the structures and vocabulary.
Homework - Prepare for the next lesson.
1 minute
E. Experience:
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51
Date of preparation: Date
of signing:
Distributive period: 17
Date of teaching:
Unit 2 Relationships
Lesson 8 Looking
back and project

A. Aims and Objectives:


.The lesson objectives: reviewing pronunciation, vocabulary, and
grammar
can pronounce the contracted forms of verbs and negative
words correctly.
-Can use linking verbs to describe the subject, and can use cleft
structures to emphasise a particular part in a sentence
-Can tell a story about friendship or teacher-student relationship
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly
communicative.
D. Procedures:
Time/Stag Activities
es
* Checking
1. - Collect some homework books to mark writing.
Homework - Give marks.
8 - Give comments and lead in the lesson.
minutes
2. New Pronunciation:
lesson Help Ss to review the pronunciation rules for contracted and
full forms. Have 5s underline the words which could be
52
34 contracted in the exchanges, and then work with a partner to
minutes compare their answers.
Play the recording. Have Ss listen and check their answers
Vocabulary:
The six words and phrases in the box are the ones most
frequently used in the unit. Have Ss write them in the
blanks, making changes to the verb forms, if necessary.
Key
1. dating 2. lend an ear
2. romantic relationships 4. meet face to face
5. broke up 6. be in a relationship
Grammar:
1 This activity aims to help Ss to make questions with

linking verbs. This is the first step before Ss answer these


questions, using adjectives after the linking verbs.
Key
1. How did Peter feel when his girlfriend broke up with him?
2. How will I look if I cut my hair short?
3. How did you feel when you lost the game?
4. How did Martin's voice sound in the live show on TV
last night?
5. How does your soup taste?
6. How would you feel if you had no friends?
2 Have Ss write their answers in the gaps, using the given

adjectives. Then ask Ss to practise in pairs. One student asks


questions and the other gives answers.
Suggested answers
1. He felt depressed.
2. You'll look attractive.
3.1 felt disappointed.
1. His voice sounded awful.
2. It tastes great.
53
3. I'd feel lonely.
3 Activity 3 focuses on cleft sentences. Draw Ss' attention to

the verb tense of be (is/was) after It and the focus in the first
part of each sentence. This will help them to choose the right
answer.
Key
1 f It was me that started arguing with Jim.
2 d It's travelling around the world that has
helped me to learn about other cultures.
3 a It's on Friday that Sue usually visits her
grandmother.
4 g Its his attitude towards others that really
upsets me.
5 b It's John that is always telling lies.
6 c It was my old friend that I got the news from.
7 e It was in Paris that I started my first romantic
relationship.

Project:
1 - For this project, Ss vote for the best story for a storytelling

contest organised by the school,


First, ask Ss to think about the questions in the Student's
Book and take notes. They can do this individually.
Then have them discuss their notes in groups, and get some
feedback from the group members.
Next, have Ss work individually to write their stories. Ask
them to think about the following ideas when they draft their
stories:
* setting (where it happened)
* characters (who was involved; what their personalities
were)
* structure or planning (introduction, incidents or events,
54
conflicts, solutions)
* moral lesson of the story (Examples: Don't tell lies to your
friends or parents; don't run away from problems; be ready
to help people in need.)
Finally, ask Ss to practise telling their stories in groups.
2 Each group chooses the best story which meets the two

criteria (content and storyteller's performance).


The best storyteller of each group tells his / her story in front
of the class.

3. - Ask Ss to consolidate the main contents.


Consolidatio - Give feedback.
n
2 minutes
4. - T asks Ss to learn the structures and vocabulary.
Homework - Prepare for the next lesson.
1 minute
E. Experience:
............................................................................................................................
............................................................................................................................
..........................................................................................................................
............................................................................................................................
............................................................................................................................
..........................................................................................................................
Date of preparation:
Date of signing:
Distributive period: 18
Date of teaching:

revision
A. Aims:
- To practice speaking, reading, listening and writing.
- To make Ss feel confident of their ability in order to
understand and speak English by setting tasks within
their competence.
55
- To help Ss have the opportunities to develop their oral
fluency.
- To introduce some words and phrases.
* Language focuses:
- Tenses (simple present/ present continous, simple future,
be going to)
B. Preparations:
- Teacher: Handouts, textbook, sub boards, colored chalks.
- Students: Textbook.
C. Methods: - The whole lesson: Integrated, mainly
communicative.
- Grammar: Revision
- Exercises: Practice and production
D. Procedures:

Teachers and Students activities Content

LANGUAGE
1. Form compound nouns with the Vocabulary
words in the box. Then complete the Task 1. KEY
sentences using correct ones. 1.housework
- Ask Ss to do this activity 2.childcare
individually, and then compare their 3.viewpoint
answers with a partner. Check answers 4.grandparents
as a class and write the correct ones on 5.girlfriend
the board.
Task 2. KEY
2. Complete the sentences with 1. relationship
correct words from the box. 2. an argument
- Have Ss do this activity individually. 3. reconciled
Then ask a student to write his / her
4. independent
answers on the board. Check the
answers with the whole class. 5. self-reliant

56
3. Listen and link the final Pronunciation
consonants and initial
Task 3.
vowels in the sentences. 1. Kate is a teacher of
Then read them aloud. English in an upper
- Play the recording and have Ss do this secondary school.
activity individually, and then compare 2. Look at these pictures and
their answers with a partner. Write the answer my questions in English.
sentences on the board. Then ask Ss to
3. Tom used to live in his
practise reading the sentences aloud.
parents'house, but he's moved into a
new flat with some friends
4. Complete these sentences with 4. Can I have a cup of apple tea?
should/ shouldn't/ought to/ought 5. Don't forget to turn off
not to/must/ mustn't/have to/has the lights when you leave after
to. the party.
Grammar
- Elicit the form and use of the modals:
should/ shouldn't/ought to/ought Task 4. KEY
not to/must/mustn't/ have to/has 1. should / ought to
to. 2. shouldn't / ought not to
3. must / have to
- Ask a volunteer to do the activity on
4. mustn't
the board while the rest of the class
works on it individually. 5. must / has to

- Check Ss'answers, and ask Ss to


provide explanations for their
choice of modals if necessary.

1 and 2. Read and complete the text with


the words from the box, then answer the
questions. Reading
Task1. KEY
1 . decisions 2. hopefully
Ask Ss to complete Activities 1 and 2
individually and compare their 3. unemployment
answers with a partner. Then give the 5. straight 6. qualifications
correct answers and any explanations 7. possibility 8. practical
if necessary. Task2. KEY
1 . Around the age of seventeen.
2. There is more unemployment.
3. Getting a job more easily.

57
4. There are many opportunities fo
training.
3. Work with your partner. Make a
conversation about your friend's problem
Speaking
and give them advice. Use your own
ideas or the suggestions below. Task 3.
Your friend's problem:
- getting bad exam results
- Ask Ss to work with a partner to
Your advice:
make a conversation about a friend's
- spend less time surfing the Internet fo
problem. One student explains the pleasure
problem while the other asks - spend more time searching
questions and offers advice. Ss may information for assignments
use their own ideas or the suggestions. - work harder
- ask a teacher for extra tuition
- Encourage Ss to swap roles and role-
play the conversation again.

E. Experience:
............................................................................................................................
............................................................................................................................
..........................................................................................................................
............................................................................................................................
.............................................................Date of preparation:
Date of signing:
Distributive period: 19
Date of testing:

Test 45'
A. Aims:
- To check Ss understanding.
- To give marks.
B. Preparations:
- Teacher: Sheets of papers.
- Students: Pens
C. Language focus:
* Phonetics:
- Pronunciation.
* Vocabulary:
58
* Grammar:
- Tenses
- Passive voice.
* Listening:
* Writing:
D. Time: 45 Minutes
3. Time: 45 minutes

Name
Class ..

I: READING: READ THE TEXT CAREFULLY


TRAVEL GREEN
Travel and tourism are very important to millions of people
over the world. In every country you can find people that work in
travel and tourism. Some countries need the money from tourism
to help their people survive. It is necessary for these places that
travel and tourism continue to expand and bring money to their
regions.
However, travel and tourism have negative aspects. Planes,
buses, boats and other means of transportation that carry travellers
and tourists cause pollution. Moreover, some people do things on
a holiday they would never think of doing at home. For example,
many travellers use a lot of water and electricity when they stay in
hotels. They forget to turn of the lights or even leave televisions
and air conditioning units on when they leave the room. On top of
that, it is often difficult or impossible for travellers to recycle
items, so they end up leaving large amounts of waste behind.
Thats why it is important for people to travel wisely and respect
the places they visit.
There are ways you can travel and be environmentally
friendly. Here are some tips to help you:
1. Dont throw rubbish on streets, beaches or in the countryside.
Use bins. Dont throw anything into the sea, especially plastic
bags. Every year many turtles and other sea animals die after
swallowing plastic bags.
2. Dont use too much water or electricity. Many parts of the
world have not got enough water.
3. Taste the local and national dishes of the country. This is an
important part of your experience and can be lots of fun, while
supporting local farming.
4. Buy local products or souvenirs. This helps people keep their
jobs and will help you remember your trip and share the
59
experience with friends and family.
5. Dont buy any products made from endangered species; sea
turtle shells or bags made from reptiles or other animals. Its
illegal! Dont buy seashells, sea sponges or marine plants. Dont
take anything from the sea.

A. MARK THE STATEMENTS T (TRUE), F (FALSE).


(1m)
1. Travel and tourism only have negative aspects.
2. People do the same way on holidays as they do at
home.
3. Plastic bags can harm some sea creatures.
4. You should not buy any products made from
endangered species.

B. ANSWER THESE QUESTIONS ABOUT THE


TEXT. (2m)
1. Why is tourism important for a country?

.
2. How does tourism affect the environment?

..

3. What should you do to be environmentally


friendly? Mention TWO ideas.

4. How can you help local people keep their jobs?

..

II. Choose the words having the stress pattern different from
the others (0.5m)
1. A: animal B: invention C: energy
D: influence
2. A: atmosphere B: removal C: dioxide
D: consumption

III. Choose the words having the pronounce different from the

60
others (0.5m)
1, A. dissolved B. blamed C. misused
D. increased
2: A. amuses B. purses C. blouses
D. pleases

IV. Complete these sentences using the CORRECT FORMS of


the words in brackets. (1m)
1. The ___________world is the world of trees, rivers,
animals and birds. (NATURE)
2. Drinking water in this area is highly ___________ by
waste. (POLLUTE)
3. All countries around the world should make plans for
__________development. (SUSTAIN)
4. Scientists are studying the ___________effects of global
warming. (ECOLOGY)

V. Complete the following sentences with suitable words from


the box. (1m)

protect acid rain pollution

global warming deforestation

1. Air ___________is threatening the health of older people


and children.
2. All efforts should be made to reduce the negative impacts of
___________on climate change and human health.
3. ___________and land use for agriculture are destroying rare
plants and wildlife.
4. The ozone layer helps___________ us from the sun's rays.
5. ___________ has a terrible effect on forests and life in rivers
and lakes.

VI. Give correct form of the verbs (1m)

61
1) That was a very strange question (ask) ......................... .

2) It was very kind of you (show).......................... the way.

3) The teacher let him (stay) ................... at home to finish the


assignment.

4) It was quite a surprise (see) ........................ him again.


.
VII. Finish the incomplete sentences using the suggestions
given. (2ms)
1. Car pollution is a big problem in my city.
Tom
said

2. Dont lean your bicycles against my windows, boys,
said the shopkeeper.
The shopkeeper
warned..................................................................................................................
3. Mary doesnt speak English. He cant get a good job.
Mary
would
.
4. Sue was sad because she missed the train.

It

VIII. Writing : The conflicts between you and your
friends? How to solve? (Write about 80 words (1m)

62

Date of preparation:
Date of signing:
Distributive period: 20
Date of teaching

Getting started
I. Objectives: By the end of the lesson, Ss can:
- get to know the topic of becoming independent, vocabulary
related to being independent.
- make dialogues using expressions
- be raised an awareness of becoming independent

63
II. Knowledge:
Language: To-infinitive after certain adjectives and nouns
Vocabulary: reliable, self-reliant, decisive, determined, well-
informed, confident
III. Skills:
Main skills : listening, reading
Sub-skills : speaking, writing
IV. Methods: Integrated, mainly communicative
V. Teaching techniques: Eliciting, synonyms, explanation,
information, transfer, asking and answering the questions,
discussion, pair-work, group-work.
VI. Teaching aids: textbooks, posters, pictures and cassette
VII. Time: 45 minutes
VIII. Procedures:
Teachers and Students activities Content
A. Warm-up (4) * Questions:
T shows Sts some pictures and asks Ss to 1. What words come up to your mind w
answer the questions you think of an independent person?
Ss Look at the pictures and answer the 2. Does an independent person often ask
questions. help when doing things?
3. Can she do things for herself?
T elicits answers from students,
encourages different interpretations
Lead in: These people are doing the work
without being paid for it. What do you
call this kind of work?
(Expected answer): BECOMING
INDEPENDENT
In our lesson today, you will know about
volunteer activities

B. PRESENTATION (10) 1. Listen and read


1. Listen and read * Conversation: (page 26): AN
INDEPENDENT PERSON
- T asks Ss to guess what the conversation
might be about by reading the title An * Vocabulary:
independent person - reliable /rlb()l/(adj.) :
- T asks Ss some questions about the good in quality or performance; able to b

64
conversation: What are Mai and Lan trusted
talking about? Eg: a reliable source of information
- self-reliant /slfrlnt
- Ss can guess the content of the ones own powers and resources rather th
conversation those of others
Eg: a self-reliant little girl
- T plays the recording. - decisive /dssv/ (adj.) :
issue; producing a definite result:
- Ss listen and read the conversation at the
Eg: The archers played a decisive part i
same time. victory
- determined /dtmnd
- T asks Ss to not to worry about the new made a firm decision and being resolve
words or grammar points. to change it:
- T asks Ss to read the questions in task 3 Eg: Alina was determined to be heard
(page 27) - well-informed: Having or showing mu
- T gives some new words knowledge about a wide range of subject
about one particular subject
Eg: a wide and well-informed debate
- confident / knfd()nt
- Ss read the new words in chorus and
showing confidence in oneself or ones
individually.
abilities or qualities
Eg: she was a confident, outgoing girl
2. Read the conversation again and an
- Ss work in pairs to practice the dialogue. the questions: (page 27)
Then demonstrate before class.
* Expected answers:
- T corrects Ss intonation and stress if
1. Because Minh doesnt rely on other pe
necessary.
for help and isnt influenced by other pe
opinions
2. Because he always completes his tasks
C. Practice (20) time, and never needs to be reminded ab
assignments and other schoolwork.
3. He tried hard and spent the whole nigh
hard Maths problem when most student i
T lets Ss read the questions first, then class had given up.
read the conversation again to answer the
questions 4. He always tries to find solutions to his
problem and seldom needs help from oth
Ss work in pairs to practice asking and
answering the questions 5. Responsible, reliable, self-reliant,
determined, well-informed and confiden
6. Ss own answers
- Ss report their answers
3. Match each word with their definiti
- T checks if they have any difficulty in
1. d
65
understanding the conversation. 2. e
- Ss refer the conversation to get clues for 3. b
their answers 4. c
- T checks Ss answers and encourages Ss 5. f
to give their opinions to answer the
question 6 6. a

Match each word with their definitions 4. Find the sentences with
certain adjectives and nouns in the
- T: asks students to look through the task conversation and write down them in t
then work individually to finish the task spaces below (page 27)
- Ss: work individually to finish the task * KEY:
- T; asks them to work in pairs to compare 1. Its good to have a friend you can rely
and check their answers
2. Evan our Maths teacher was very surp
- Ss: work in pairs to read his answer.
- T: calls some students to give the 3. His parents must be really pleased to h
answers then gives the correct answers such a son.
4. But he still has time to read,
- T tells Ss to take a quick look at the 5. Its interesting to talk to him.
conversation to find the sentences with
To-infinitive after certain adjectives and 6. I really admire his ability to make dec
nouns, underline them and then write so quickly.
down 7. Youre lucky to have a close friend lik
- Ss: work in pairs

- T goes around to observe


- Check their answers and gives the
feedback.

D. PRODUCTION (8)
T asks Sts to work in groups. Talk about
your independent friends or relatives
T goes around to observe and correct
typical errors
T calls some groups to talk about the
activity they take part in.
T elicits feedback from the class and
gives final comments.
5. Homework (3):

66
+ Talking about some kinds of volunteer work that you are
going to join next summer and say why
V - Self -evaluation:

Date of preparation: Date


of signing:

Distributive period: 21
Date of teaching

LANGUAGE
I. Objectives: By the end of the lesson, Students can:
- know more vocabulary related to being independent.
- form words in ending with the suffixes ity, -ce, -ness, -tion
- link between a consonant and a vowel
- use To-infinitive after certain adjectives and nouns
II. Knowledge:
Language: To-infinitive after certain adjectives and nouns
Vocabulary: How to form NOUNS, ADVERBS from the words
such as reliable, self-reliant, decisive, determined, well-informed,
confident
III. Skills:
Main skill: speaking
Sub-skills: reading, writing, listening
IV. Methods: Integrated, mainly communicative
V. Teaching techniques: Eliciting, synonyms, explanation, asking
and answering the questions, discussion, pair-work, group-work.
VI. Teaching aids: textbooks, posters, pictures and cassette
VII. Time: 45 minutes
VIII. Procedures:
Teachers and Students activities Content

67
A. Warm-up: (4)
T asks Ss to look at the pictures and write
down adjectives to describe them
- Ss give the adjectives (if they cant, T
give some letters to help them find out
Adj. easily)
- T leads into the new lesson.
PART 1: Vocabulary
* Activity 1: Complete the table with
words that have the same roots as the
2. PRESENTATION: (30) in the first column.
T explains to Ss what they are supposed to (page 27)
do Adjective Noun
1 reliable reliability
2 confident confidence
Ss can use dictionaries to look up words
3 independe independen
to complete the table
nt ce
T can point out the use of suffixes such as
4 self-reliant self-reliance
ity, -ce, -ness, -tion as a word formation
strategy 5 decisive decisiveness
Ss speak out 6 determine determinati
d on

T writes the corresponding word form on 7 responsibl responsibilit


the board e y

* Activity 2: Complete the sentences w


some of words from 1 (page 27)
1. reliable
- T asks Ss to work individually first
2. confidence
- Ss work individually
3. well-informed
- T lets Ss work in pairs or groups to
compare their answers 4. responsible
- Ss work in pairs or groups to compare 5. self-reliance
their answers 6. decisively
- T calls some representatives to speak out 7. independence
their answers and explain them if T asks
- T gives feedback PART 2: Pronunciation (
consonant and a vowel)

68
Do you like it?
T shows the pictures and has Ss read
aloud the sentence

Ss read aloud

T elicits

- Linking between a consonant and a


T introduces how to link between a is a very important feature of English as
consonant and a vowel helps preserve rhythm and makes the sp
T plays the recording language sound natural.
Ss listen * Activity 1: Listen and repeat the
following sentences, paying attention
T plays the recording again with pauses linking between the words. (page 28)
for Ss to repeat each sentence
- Linking can occur when a word ends i
Ss listen and repeat the sentences consonant and the following word starts
Ss study The Yellow stick note (page 28) a vowel. The consonant sound is linked
T asks Ss to work in pairs and take turns the vowel sound.
reading the sentences in rows
- Ss practice the sentences a few times.
- T invites some Ss to read the words and * Activity 2 : Listen and link ( )the
corrects their pronunciation consonant sounds and the vowel soun
Then practice reading the sentences. (
- T reminds Ss of To-infinitives after 28)
nouns/ adjectives
- T asks Ss to pay attention to sentences Grammar:
with TO- INFINITVE in GETTING * Activity 1: To-infinitives after nouns
STARTED adjectives
(page 28)
1. Form:
- Ss write down and discuss how to TO- S + linking V + N/ Adj. + TO-
infitive used in these sentences.
2. Uses:
- T gives feedback. We can use the to- infinitive after certa
to give a reason for the adj.
Eg: Im happy to meet you again.
* Note:
We can use the to- infinitive after with I
certain adj. to make a comment or judgm
- Ss make some examples of their own.
69
- T gives explanations and provides help It + linking V + Adj. + TO-
when necessary. Eg: It is interesting to talk to him.
(IT is the formal subject while the infini
phrase is the real subject of sentence.
Eg: Talking to him is interesting

- Ss rewrite the sentences + Key:

- T asks Ss to work in pairs to check their 1. Its good to have a friend you can rely
answers (It + linking V + Adj. + TO-

- T gives feedback and highlights TO- 2. Even our Maths teacher was very surp
infinitive to read his answer. (S + linking V + Ad
TO- infinitive)
3. But he still have time
linking V + N + TO- infinitive)
- T lets Ss do the exercise individually
- Ss work by themselves * Activity 2: To-infinitives after adjecti
- T observes and helps them if necessary. (page 28)
+ Key:
- T asks Ss to take turns reading the 1. The little boy was afraid to jump into
sentences aloud and then write them on the pool.
board.
2. She is proud to be the leader of the gr
- Ss read and write the sentences
3. The students were excited to hear tha
had won the competition.
- T gives comments. 4. My mother was very surprised to hea
I would take part in the storytelling
contest.
5. Im sorry to disturb you.
- T ask Ss to look at examples and do the
exercise individually
- Ss work by themselves * Activity 3: To-infinitives after Noun
(page 29)
- T observes and helps them if necessary. 1. Its unreasonable to expect that every
will understand.
2. Its impossible to guess what will hap
- T asks Ss to take turns reading the
sentences aloud and then write them on the 3. Its easy to learn some simple sentenc
board. English such as How are you
- Ss read and write the sentences 3. His decision to take part in the conte
surprised all of us.
4. Its necessary to take a map with you
traveling in a foreign country.

70
5. Its possible for you to finish the proj
- T elicits Ss answers about rules your own.

- Ss study the rules given in the yellow * Note:


box (page 29) and give examples We can use the to- infinitive after certain
- T explains the rules if necessary abstract nouns to say what action they re
to.

NOUN+ TO- infinitive


- T lets Ss do the exercise individually Eg: Your dream to become a teacher wil
come true.
- Ss work by themselves
- T observes and helps them if necessary.
* Activity 4: To-infinitives after Noun
(page 29)
- T asks Ss to take turns reading the
sentences aloud and then write them on the 1. You are not ill so theres no need to st
board. bed.
- Ss read and write the sentences 2. My teacher has the ability to make
complicated things easy to understand.
3. His decision to take part in the contes
surprised all of us.
4. PRODUCTION: (8)
4. I couldnt get permission to go to the
What have you learnt today?
5. I didnt know about their plan to go to
form words in ending with the suffixes Trang for the summer holidays.
ity, -ce, -ness, -tion
- link between a consonant and a vowel
- use To-infinitive after certain adjectives
and nouns
Ss give some examples for what they have
learnt, using the pictures or situations T
assigns

5. Homework (3)

Exercise : Build the sentences with the clues


1. It/ dangerous/ go /such/ bad weather.
2. You/ have/ good/ methods/ study English.
3. He/ seem/nervous/ take/ live show game.
4. They/ excited/ hear/ that/ form teacher/ become/ healthy.
5. I/ determined/ win/ race.

71
V - Self- evaluation:

Date of preparation: Date


of signing:

Distributive period: 22
Date of teaching

READING
I. Objectives: By the end of the lesson, Ss can:
- read a text about why people do volunteer work for the main
idea and specific information
- talk about benefits of doing volunteer works
- be awareness of helping community
II. Knowledge:
Vocabulary: obvious, fortunate, concerned, narrow-minded,
dedicated
Language: volunteer work
III. Skills:
Main skill: Reading
Sub-skills: Listening, Speaking, Writing
IV. Methods: Communicative
V. Teaching techniques: Eliciting, synonyms, explanation,
information, transfer, asking and answering the questions,
discussion, pair-work, group-work.
VI. Teaching aids: textbooks, posters, pictures and cassette
VII. Time: 45 minutes
VIII. Procedures:
Teachers and Students activities

I. Warm up (4) Chatting

72
- T plays a video about time-management and
ask Ss some questions to set the topic of
reading?
- Ss give their answers
- T encourages Ss to give different viewpoints
- T introduces the title of the reading text

II. Pre-reading (8) * Activity 2: Read the text and


Group-work statement that expresses its main
29)
- Ss read the text quickly and choose the
statement they think its the main idea of the
text * key: D
- T goes around the class to help Ss with some
difficult if necessary
- T asks Ss compare with the others.
- T doesnt give feedback * Activity 3: Read the statements.
they are true, false or not given (p
III. While-reading (20)
+ Key:
- T asks Ss to read through the passage, check
if the statements are true, false or no given, 1. NG
referring to the text if necessary. 2. F (However, the ability to be an in
- T asks them to underline the key words in the person does not develop naturally
statements and relevant words/ phrases in the
3. F (. You need a number of life s
text
relying on your parents and older
- Ss read the text and underline the key words
in the statements and relevant words/ phrases 4. T
in the text 5. T
- Ss work individually to do the task, then
discuss their answers with their partners
- T calls on some Ss to give their answers and
asks them to give clues from the reading text * Activity 4: Read the text again. A
- T gives feedback the questions. (Page 30)
+ Key:
- T asks Ss to do this exercise individually, 1. With good time-management skill
then compare with a partner dont feel very stressed when exa
+ ask them to scan the text to find answers to are approaching; you can act mor
the questions. independently and responsibly, ge
+ let them highlight the keys words both in the grades at school and have more ti
questions and in the text. family and friends.
+ let them take turns asking and answering in 2. Write the things you will have to d
pairs.- Ss do this task, then discuss their planner or an app on your mobile
answers with their partners and put time limits on them.
- T checks Ss answers and give further
73
explanation if necessary 3. So you can check them later.
- T asks Ss to look back at the text to locate 4. Decide what is important to you a
the highlighted words the most of your time or add it to
- Ss try to guess the meaning of each of the your list.
highlighted words, based on the context 5. Once routines are developed, they
- Some representatives read aloud their time to do.
answers
- T checks Ss answers * Activity 5: Work in groups.
IV. Post-reading (10) - Making plans
Group-work - Prioritizing activities.
- T has Ss work in groups of 4 to note down - Developing routines
the time-management skills mentioned in the
text
- Ss express giving opinions that they know
- Ss take turns speaking
- T joins some group and reminds Ss to take
turns speaking
- T asks some representatives from groups to
perform in front of the whole class.
- Feedback by listening to each other.

5. Homework (3)
Read Time Management Tips For Students and give your
points of view. Add more tips if you can.
The time management skills and disciplines that you develop as a
student can help you for the rest of your life.
Do something today that your future self will thank you for.
Here are some tips to help you develop good time management
skills.
A. Create good study habits
1. Study at the same time each day so that it becomes a habit.
2. Plan for weekly reviews.
3. Set aside blocks of study time (about 45 minutes each).
4. Keep your study area just for studying and get rid of
distractions.
5. Write down assignments in every class including the DUE
DATE and then check off items as you complete them.
6. Take advantage of open time windows.
Use the time you spend waiting, walking, riding, etc. to review
what youve learned.
Just before class, quickly review your notes or readings relating
to that class.
74
V - Self- evaluation:

_____________________________________________________
_____________________

Date of preparation: Date


of signing:

Distributive period: 23
Date of teaching

Speaking
I. Objectives: By the end of the lesson, Ss can:
- talk about the skills teens need to develop in order to become
independent and the reason why those skills are necessary.
- be educated to raise their awareness of becoming independent
II. Knowledge:
Language: volunteer activities, expressions of giving opinions
Vocabulary: I think, I believe, I agree, thats true
III. Skills:
Main skill: Speaking
Sub-skills: Listening, Reading, Writing
IV. Methods: Communicative
V. Teaching techniques: Brainstorming, Pair-work, Group-work,
Ask-answer, Listen-repeat
VI. Teaching aids: textbooks, posters, pictures
VII. Time: 45 minutes
VIII. Procedures
Teachers and Sts activities Content

75
1. Warm up: (4)
Brainstorming
- T shows Sts the pictures and asks Ss
how to manage their time?

- Ss look at the pictures and give their


own answers
- T asks Ss if these skills are useful
- Ss comment

Lead in: These people are doing the


work without being paid for it. In our
lesson today, you will talk about local * Activity 1: The table below prese
community development. skills teens need to develop in order to
2. Pre-speaking: (8) independent and the reason why thos
- T asks Ss to work in pairs to look at the are necessary. (page 30)
table and discuss and match the skills + Key:
with the appropriate reasons 1. d
- Ss discuss and match 2. f
- T goes around and help Ss when and 3. e
where necessary
4. a
- Ss compare their answers with the
others in groups 5. g
- T calls on some Ss to give their 6. b
answers by reading aloud these activities 7. c
and the reasons why they are important
- T checks Ss answers
* Activity 2: Lan and Minh are talkin
what they think are the most importa
3.While-speaking: (20) they need in order to become independ
the words in the box to complet
- T asks Ss to read the conversation. conversation. Then practice it in pairs
- Ss read and use the words in the box to (page 30)
fill in the blanks individually first.
* Key:
- T has Ss work in pairs to role-play the
conversation. 1. loneliness.
- Ss work in pairs and role-play 2. decisions
3. Interpersonal communication
4. communicate

* Activity 3: Work in groups. Look aga


the activities in 1. Discuss and decid
76
- T asks Ss to look at Activity 1 and three most urgent / important things
decide on the three most urgent / in your local area and explain why. (
important skills for them to in order to 42)
become independent and the reason why Useful phrases:
those skills are necessary.
Ss make a similar conversation as the - Our top/ first priority is ../ The most urgen
one in 2 important things to do is
- T asks Ss to practice using Useful - The second priority is / The second urgent
phrases in speaking
important things to do is
- Ss support reasons based on their own
- We consider . To be a priority ..
experience.
- We think is a priority task ..
- T joins some pairs and help Ss when
and where necessary - . take/have priority over.

- T asks some pairs to practice speaking


their dialogues in front of the class.
- Feedback by listening to each other.

4. Post-speaking (10)
- T asks some pairs to present their
conversation
- Some pairs perform their decisions in
front of the whole class
- Other Ss in the class may raise
questions to ask the presenter for further
explanation
- T asks the class to vote for the pair with
the most interesting ideas.
- The pair having the most votes will be
awarded by the teacher

5. Homework (3)
You are a student being under pressure of studying. Write a
paragraph about how to manage your time to study better.
Your writing is about 80 words.
V - Self- evaluation:




____________________________________
77
Date of preparation: Date
of signing:

Distributive period: 24
Date of teaching

Listening
I. Objectives: By the end of the lesson, pupils will be able to:
- listen to a radio show of three grade 11 students for specific
information.
- be educated to be aware of how some parents help their children
to become independent.
II. Knowledge:
Language:
Vocabulary: complex, influence
III. Skills:
Main skill: Listening
Sub-skills: Reading, Speaking, Writing
IV. Methods: Communicative
V. Teaching techniques: Multiple Choice, Pair-work, Group-
work, Listen-repeat
VI. Teaching aids: textbooks, posters, pictures and cassette
VII. Time: 45 minutes
VIII. Procedures
Teachers and Sts activities Content
I. Pre-listening: (10) * Activity 1: Look at the photo and
T tells the requirements of the task. the questions:
- What are the people in the photo doin
T asks the Ss to work in pairs.
- Do you think the boy needs his fathe
Ss answer the questions and explain why to learn to ride a bicycle independently
78
T introduces the title of listening: How
parents help you become independent

II. While-listening (25)


Listen to check prediction
- T plays the recording and let Ss do the
exercise
- Ss listen to the tape one more time and
match the statements with the speakers. * Activity 2:. Listen to an interview
Skills., the most popular radio sh
- T calls on Ss to check their answers.
teens and parents, and match the
statements with the speakers. (pa
- Ss give clues for their answers * KEY:
1. Long: b, f
Listen for detailed information 2. Tuan: a, d
- T asks Ss to read the questions carefully to
3. Minh: c, e
make sure that they understand what is
asked in each questions. * Activity 3: Listen again and answ
- T has them underline the key words if questions: (page 31)
necessary. + Key:
- T plays the recordings once or twice.
1. They didnt let him to do any house
- Ss listen then compare the answer with chores and drove him to school unt
their partners. finished Grade 9.
2. To voice (speak out) his opinion.
- T invites representative from pairs to 3. They focus on teaching him about
present the answer to each question to the responsibility.
class.
4. If he does his responsibilities well, t
- T gives feedback and corrects if necessary. give him a reward.
5. To do chores and follow a set routin
III. Post-listening: (10) 6. He can make his own choices about
items.
- T has Ss work in groups of 4 to tell your
group members whether you were brought * Activity 4: Work in groups. Tell yo
up in the same way as Long, Tuan or Ming. group members whether you were b
up in the same way as Long, Tuan or
If Ss meet some difficulties finding ideas, T (page 31)
should help them with guided pictures
- T asks some representatives from groups
to practice speaking in front of the class.

79
5. Homework: (3)
- Learn the new words
- Practice speaking the reasons why we should need our
parents help to become independent
Prepare the next lesson: WRITING
V. Self- evaluation:

Date of preparation: Date


of signing:

Distributive period: 25
Date of teaching

CORRECTING TEST

I: READING: READ THE TEXT CAREFULLY


TRAVEL GREEN
Travel and tourism are very important to millions of people
over the world. In every country you can find people that work in
travel and tourism. Some countries need the money from tourism
to help their people survive. It is necessary for these places that
travel and tourism continue to expand and bring money to their
regions.
However, travel and tourism have negative aspects. Planes,
buses, boats and other means of transportation that carry travellers
and tourists cause pollution. Moreover, some people do things on
a holiday they would never think of doing at home. For example,
many travellers use a lot of water and electricity when they stay in
hotels. They forget to turn of the lights or even leave televisions
and air conditioning units on when they leave the room. On top of
that, it is often difficult or impossible for travellers to recycle
items, so they end up leaving large amounts of waste behind.
Thats why it is important for people to travel wisely and respect
80
the places they visit.
There are ways you can travel and be environmentally
friendly. Here are some tips to help you:
1. Dont throw rubbish on streets, beaches or in the countryside.
Use bins. Dont throw anything into the sea, especially plastic
bags. Every year many turtles and other sea animals die after
swallowing plastic bags.
2. Dont use too much water or electricity. Many parts of the
world have not got enough water.
3. Taste the local and national dishes of the country. This is an
important part of your experience and can be lots of fun, while
supporting local farming.
4. Buy local products or souvenirs. This helps people keep their
jobs and will help you remember your trip and share the
experience with friends and family.
5. Dont buy any products made from endangered species; sea
turtle shells or bags made from reptiles or other animals. Its
illegal! Dont buy seashells, sea sponges or marine plants. Dont
take anything from the sea.

C. MARK THE STATEMENTS T (TRUE), F (FALSE).


(1m)
1. Travel and tourism only have negative aspects.
2. People do the same way on holidays as they do at
home.
3. Plastic bags can harm some sea creatures.
4. You should not buy any products made from
endangered species.

D. ANSWER THESE QUESTIONS ABOUT THE


TEXT. (2m)
1. Why is tourism important for a country?

.
2. How does tourism affect the environment?

..

3. What should you do to be environmentally


friendly? Mention TWO ideas.

4. How can you help local people keep their jobs?

81
..

II. Choose the words having the stress pattern different from
the others (0.5m)
1. A: animal B: invention C: energy
D: influence
2. A: atmosphere B: removal C: dioxide
D: consumption

III. Choose the words having the pronounce different from the
others (0.5m)
1, A. dissolved B. blamed C. misused
D. increased
2: A. amuses B. purses C. blouses
D. pleases

IV. Complete these sentences using the CORRECT FORMS of


the words in brackets. (1m)
5. The ___________world is the world of trees, rivers,
animals and birds. (NATURE)
6. Drinking water in this area is highly ___________ by
waste. (POLLUTE)
7. All countries around the world should make plans for
__________development. (SUSTAIN)
8. Scientists are studying the ___________effects of global
warming. (ECOLOGY)

V. Complete the following sentences with suitable words from


the box. (1m)

protect acid rain pollution

global warming deforestation

6. Air ___________is threatening the health of older people

82
and children.
7. All efforts should be made to reduce the negative impacts of
___________on climate change and human health.
8. ___________and land use for agriculture are destroying rare
plants and wildlife.
9. The ozone layer helps___________ us from the sun's rays.
10.___________ has a terrible effect on forests and life in rivers
and lakes.

VI. Give correct form of the verbs (1m)

1) That was a very strange question (ask) ......................... .

2) It was very kind of you (show).......................... the way.

3) The teacher let him (stay) ................... at home to finish the


assignment.

4) It was quite a surprise (see) ........................ him again.


.
VII. Finish the incomplete sentences using the suggestions
given. (2ms)
5. Car pollution is a big problem in my city.
Tom
said

6. Dont lean your bicycles against my windows, boys,
said the shopkeeper.
The shopkeeper
warned..................................................................................................................
7. Mary doesnt speak English. He cant get a good job.
Mary
would
.
8. Sue was sad because she missed the train.

83
It

VIII. Writing : Theconflicts between you and your friends
(Write about 80 words (1m)

Date of preparation: Date


of signing:

Distributive period: 25
Date of teaching

Writing

I. Objectives: By the end of the lesson, Sts will be able to:


- write a letter requesting information
- be educated to know that tone is very important in writing
II. Knowledge:
Language: tenses, full form
Vocabulary: priorities, schedule
III. Skills:

84
Main skill: Writing
Sub-skills: Reading, Speaking, Listening
IV. Methods: Communicative
V. Teaching techniques: Brainstorming, Pair-work, Ask-answer
VI. Teaching aids: pictures, books
VII. Time: 45 minutes
VIII. Procedures
Teachers and Sts activities

I. Warm up: ( 3)
- T asks Ss to list some kinds of letter

- Ss list

- T elicits Ss answers and introduces the new


lesson

* Expected answers:
II. Pre-writing: (15) 1. Course that teach the skills peop
- T has Ss look at the advertisement for life become independent.
skills course in Teenage Magazine answer the 2. Those who want to be independe
questions. their own successfully.
- Ss read the advertisement and read aloud 3. The skills to overcome the
their answers loneliness.
- T elicits vocabulary using explanations and 4. A discount on the tuition fee.
examples. 5. Write to Ms Angela Brown
- T lets Ss repeat the new words in chorus,
individual.
* Activity 1: Denise is interested
skills courses. Below is her letter
- Check Ss vocabulary using the technique further information, but the
Letter template jumped-up. Put them in the ri
according to the template on page

- T asks Ss to read the letter and find out the (page 31)
right order letter
- Ss read and discuss with their partner + KEY:
85
- T checks Ss answer and inform this is a 1. d 2. a 3. f
sample letter 4. b 5. e 6. c

- T asks Ss to read the problems and identify * Activity 2: Match each pro
their signs one by one identify its sign (page 32)
- Ss read and find signal words by themselves + KEY:
- T lets Ss compare with their groups 1. c, d
- Ss share and compare their answers with their 2. a, e
friends
3. b, f
- T checks Ss answer by asking Ss to read
their answer aloud and correct wrong answers
if there are any
III. While-writing: (15) * Activity 3: Imagine that you hav
- T makes sure that Ss know why they write the problems above. Write a letter
the letter the one in 2 to Ms Brown for advic
- T explains to Ss that now they should pretend suitable course and get further inf
that they have one of the problems, and need to about:
take a course to overcome their problem - course duration
- Ss read the sample letter again and write a - lecturer/ trainer
letter asking for further information about the
- starting date
course they need to take.
- certificate
IV. Post-writing: (10)
- T asks Ss to have peer correction. Tell them
to pay attention to mistakes regarding verb
tense and preposition
T goes around the class to help Ss when
needed
Mistake Correction
- Ss exchange their writings together to correct
the mistakes.
- T chooses some writings to correct them in
front of the class.
- T makes a list of Ss common mistakes in
their writings.

5. Homework: (3)
+ Write the letter into the notebook.
* HAND-OUT: Outline of a request letter (Its a formal letter)
1. Heading:
- Your address, date of writing
86
3. Body:
- Stating the reason for writing
- Giving background information
- Requesting advice based on the background information
- Expressing hope
- Thank-you note
- Name and address of the company/ Organization
2. Opening:
- Dear Mr. /Ms. Last Name,
- Dear Sir/Madam, (if you do not have information about the
receiver)
A comma after greeting is necessary.
4. Closing:
- Yours faithfully (if you dont know the persons name)
- Yours sincerely (if you address the person by name)
V. Self - evaluation:

Date of preparation:
Date of signing:

Distributive period: 27
Date of teaching

Communication and Culture

I. Objectives: By the end of the lesson, Sts will be able to:


- discuss a fathers words to his son to work out what it means to
be independent

87
- know some information about American vs Vietnamese ways of
rasing children.
- be raised an awareness of becoming independent
II. Knowledge:
Language: a fathers words to his son to work out what it means
to be independent
Vocabulary: gotta, gonna
III. Skills:
Main skill: Speaking
Sub-skills: Reading, Writing, Listening
IV. Methods: Communicative
V. Teaching techniques: Brainstorming, Pair-work, Ask-answer
VI. Teaching aids: pictures, books
VII. Time: 45 minutes
Teachers and Sts activities Content
1. Warm up ( 4) * General questions:
T asks Ss some questions to set the Have you ever listened to your fathers wor
scene yes, what did you do?
Ss answer
T elicits Ss answers and introduces the
new lesson
T writes : What it means to be
independent
Ss speak their minds
T helps Ss understand this saying
COMMUNICATION
* Activity 1: Discuss the extract and prep
2. COMMUNICATION short talk expressing your groups opinio
about it. (page 32)
Vocabulary
Vocabulary
- T elicits vocabulary using
explanations - gotta: have got to
- gonna: going to

Ss read A father tells his son 1. What kind of person does the father wan
to grow up to be?
Group discussion
- Ss work in groups discuss 3
questions 2. What does the father mean by saying: yo
dream, you gotta protect it. And you want
88
something, go get it? Do you agree with him
or why not?

- T calls some groups to ask them to 3. What your dream? How do you protect i
perform in front of the whole class make sure it will come true one day?
CULTURE:

- Other Ss can raise questions for the American Vietnamese


performers

- T gives comment

3. CULTURE
- T asks Ss to look at the pictures and
raise the question Are there any
differences between thee ways
American and Vietnamese parents raise
their children? * Activity 1: Read two passages about ho
American and Vietnamese parents raise
children and answer the questions (page
- Ss answer Ts question
1. To teach their children to live independen
- T elicits Ss knowledge about
American vs Vietnamese ways of 2. To protect their children and to provide t
rasing children. with a happy and wealthy childhood.
3. They make them do things such as washi
cleaning and cooking for themselves from t
- T tells Ss to read two passages about
they are very small.
how American and Vietnamese parents
raise their children and answer the 4. No. Vietnamese parents seldom ask for th
questions childrens opinions before making family c
- Ss read the questions first to find out 5. They show respect for them and let them
key words in these questions their opinions on family issues.
6. After they get married.
- Ss read the passages on their own,
find information to answer questions

- T asks Ss to compare with their


partner

- T checks Ss answers
5. Homework: (3)
- Talk about American vs Vietnamese ways of rising children.

89
V. Self- evaluation:




_______________________________

Date of preparation: Date


of signing:

Distributive period: 28
Date of teaching

LOOKING BACK & PROJECT

I. Objectives: By the end of the lesson, students will be able to:


- review what they have learnt in the unit.
- have a self assessment to see how far they have progressed and
which areas need further practice.
- know to learn English better, Ss should review, practice,
practice and practice what they have learnt
II. Knowledge:
Language: the past simple, the past progressive
Vocabulary: - adjectives with suffixes : -ing; -ed; -ful; -less
- words referring to volunteer activities
III. Skills:
Main skill: Writing
Sub-skills: Reading, Listening, Speaking
IV. Methods: Communicative
V. Teaching techniques: Brainstorming, Pair-work, Ask-answer
VI. Teaching aids: pictures, books
VII. Time: 45 minutes

Teachers and students activities Content

90
I. Warm-up: (4) "Hello"
I've been alone with you
- T plays a piece of song and asks Ss to take Inside my mind
notes the words that link the final And in my dreams I've kissed your lip
consonants and initial vowels. A thousand times
- The winner is the person who has the most I sometimes see you
words in class Pass outside my door
Hello!
Is it me you're looking for?
- T gives presents for the winner I can see it in your eyes
I can see it in your smile
You're all I've ever wanted
- T leads into the new lesson. And my arms are open wide
'cause you know just what to say
II. PRESENTATION: (8) And you know just what to do
And I want to tell you so much
LOOKING BACK I love you
- T lets Ss practice reading sentences
LOOKING BACK
- Ss say the words linking the final
consonants and initial vowels. Pronunciation
- T checks Ss pronunciation and helps Ss * Activity 1: Listen and repeat thes
say these sentences correctly sentences (page 33)
- T plays the recording for Ss to listen to the + KEY:
sentences and repeat 1. Hes a teacher of
- Ss listen and do the exercise, then cross school.
check with their friends 2. My brother is well-informe
- T checks Ss answers issues.
3. Most Americans u
discipline for their children
T asks Ss to read the paragraph below and
link the final consonants and initial vowels.
- Ss read and link * Activity 2: Read the paragraph be
and link the final consonants and in
- T checks Ss pronunciation and helps Ss
vowels. (page 33)
read correctly
Being independent i
- T plays the recording for Ss to listen to the
of yourself, and not having to rely o
sentences and check their answers
else. That is what many young people
for. However, the ability to li
- Ss do this activity individually. Then does not develop naturally: you nee
compare their answers with a partner. number of life skills to stop relyi
parents and older siblings.

- T calls on Ss to give answers.

Vocabulary
91
- Ss go to the board and write their answers. * Activity : Choose the words from
to complete the following sentences(
34)
1. confident
- T asks Ss to explain their answers if
necessary and gives feedback 2. well-informed
3. determined
4. decision

- T lets Ss remember how to combine the 5. decisiveness


sentences, using To- infinitive 6. responsibly
7. Reliability
- T asks Ss to combine the sentences 8. independent
Grammar
- Ss do this exercise individually. Then * Activity 1: Combine the sentences
compare their answers with a partner. To- infinitive (page 34)
+ KEY:
- T asks Ss to write their answers on the 1. Denis was happy to receive a letter
board mother.
2. Ann was so lucky to pass the exam.
3. Its impossible to learn a foreign lan
- T has other Ss comment in one day

- T checks Ss answers on the board 4. The students are very keen to take p
the Green Day activities.
5. Its necessary for you to develop ha
T asks Ss to rewrite the sentences using the will keep your body healthy and clean
nouns in brackets and To- infinitives without
changing the meaning of the sentences 6. We are relieved to hear that Helen is
better now.
7. Its difficult to guess what will happ
- Ss do this exercise individually. Then
compare their answers with a partner. 8. Its important to learn how to cope w
loneliness.
10. Dave was very surprised to receive
- T asks Ss to write their answers on the birthday gift from an old friend.
board
* Activity 2: Rewrite the sentences
the nouns in brackets and To- infinit
without changing the meaning of the
sentences(page 34)
- T has other Ss comment
+ KEY:
1. Their goal to win the first prize seem
unrealistic.
- T checks Ss answers on the board and
92
gives explanation if necessary 2. Nobody knew about his dream to be
Project doctor.

- T tells Ss they need to conduct a survey to 3. Her failure to obey the school rules
find out how independent they and their her parents very much.
friends are 4. Tanias ability to speak three foreign
- Ss study the questionnaire language is amazing.

- T guides Ss how to complete the 5. Toms attempt to persuade his paren


questionnaire and work out the total score. allow him to join the club failed.

- Ss interview their friends by the 6. He made an effort to overcome any


questionnaire difficulties by himself.

- As groups, Ss present their ideas to the


whole class Project
- Other Ss raise questions for performers Handout (at the end of the lesson pla

- T observes and comments


- T can provide further practice if necessary.
5. Homework: (3)
Rewrite sentences, using Its + adj./ noun Key
+ to-infinitive
1. Guessing what will happen is difficult. 1. It's difficult for me to guess what will
2. Knowing when a rat will get loose is hard. happen.
3. Doing this project in 24 hours is 2. It's hard to know when a rat will get loose.
impossible. 3. It's impossible for us to do this project in
4. Taking a break twice a day is important 24 hours
5. Working on your own project is possible. 4. It's important to take a break twice a day.
6. Being here is exciting 5. It's possible for you to work on your own
7. Getting cold in the laboratory is likely. project.
8. Putting on your lab coat is a good idea. 6. It's exciting for us to be here.
9. Having you here is a pleasure. 7. It's likely for it to get cold in the laboratory.
10. Working in this lab is an honor. It's a good idea to put on your lab coat.
It's a pleasure for us to have you here.
It's an honor for us to work in this lab.

HANDOUT FOR PROJECT


Please complete the following questionnaire with specific regard
to how accurate each statement, by placing a CROSS (X) in the
appropriate box

93
inaccuracyVery

inaccuracy
1. You can cook for yourself

2. You dont feel sad, helpless and uncomfortable


when alone

3. You always take the initiative and start your own


project.

4. You have a good daily habits and keep your


body healthy and clean.

5. You can make decisions about everyday matters


quickly

Please write any further comments overleaf


Thank you for your help

V. Self- evaluation:




_______________________________

Date of preparation: Date


of signing:

Distributive period: 29 + 30 Date


of teaching

I. Objectives : By the end of the lesson, Ss will be able to


revise the language they have learnt from units 1-3.
II. Knowledge: - Vocabulary: Words / phrases related to topics
The generation gap, Relationships, and Becoming
independent"
94
- Grammar: Modal verbs, Linking verbs,
Cleft sentences, and To infinitive.
III. Skills: - Main skills: listening, reading
- Sub-skills: speaking, writing
IV. Methods: Integrated, mainly communicative
V. Teaching techniques: Eliciting, synonyms, asking and
answering the questions, discussion, pair-work, group-work.
VI. Teaching aids: textbooks, posters, pictures and cassette
VII. Time: 90 minutes
VIII. Procedures:

Teachers and Students activities Content

LANGUAGE
1. Form compound nouns with the Vocabulary
words in the box. Then complete the Task 1. KEY
sentences using correct ones. 4. housework
- Ask Ss to do this activity 5. childcare
individually, and then compare their 6. viewpoint
answers with a partner. Check answers 6. grandparents
as a class and write the correct ones on 7. girlfriend
the board.
Task 2. KEY
2. Complete the sentences with 1. relationship
correct words from the box. 2. an argument
- Have Ss do this activity individually. 3. reconciled
Then ask a student to write his / her
4. independent
answers on the board. Check the
answers with the whole class. 5. self-reliant

Pronunciation
3. Listen and link the final
consonants and initial Task 3.
vowels in the sentences. 6. Kate is a teacher of English
in an upper secondary
Then read them aloud.
school.
- Play the recording and have Ss do this
7. Look at these pictures and answer my
activity individually, and then compare
questions in English.
their answers with a partner. Write the
95
sentences on the board. Then ask Ss to 8. Tom used to live in his parents'house,
practise reading the sentences aloud. but he's moved into a new flat with
some friends
9. Can I have a cup of apple tea?
4. Complete these sentences with 10. Don't forget to turn off the lights
should/ shouldn't/ought to/ought when you leave after the party.
not to/must/ mustn't/have to/has
to. Grammar
Task 4. KEY
- Elicit the form and use of the modals: 1. should / ought to
should/ shouldn't/ought to/ought 2. shouldn't / ought not to
not to/must/mustn't/ have to/has
to. 3. must / have to
4. mustn't
- Ask a volunteer to do the activity on 5. must / has to
the board while the rest of the class
works on it individually.

- Check Ss'answers, and ask Ss to


provide explanations for their
choice of modals if necessary.

5. Rewrite the following sentences to Task 5. KEY


emphasise the underlined parts 1. It was in Greece that the first Olympic
using It is/was... that. Games were held.
- Elicit the form and use of the 2. It was Nam who / that won the first
sentence structure It is / was... that. . . . prize in the English speaking contest.
3. It's a chocolate cake that I am making
- Have Ss do this activity individually, for my best friend's birthday party.
and then compare their answers with a 4. It was in 1759 that Scotland's most
partner. famous poet Robert Burns was born.
5. It's working on a computer that gives
- Ask a student to write his / her me headache.
sentences on the board. Check the
answers with the whole class.
Task 6. KEY
1. Our school is quite easy to find.
6. Write new sentences with a
2. The paragraph is difficult to translate.
similar meaning. Use the to-
3. I am delighted to work for the schoo
infinitive after the adjective.
library.
- Elicit the use of the to-infinitive.
4. She was very surprised to see him at th
- Ask Ss to do this activity party.
individually, and then compare their 5. I was sorry to hear that your grandm
answers with a partner. was ill.

96
- Write the correct answers on the
board.
SKILLS
Reading
1 and 2. Read and complete the text with Task1. KEY
the words from the box, then answer the 1 . decisions 2. hopefully
questions.
3. unemployment
5. straight 6. qualifications
Ask Ss to complete Activities 1 and 2 7. possibility 8. practical
individually and compare their Task2. KEY
answers with a partner. Then give the
1 . Around the age of seventeen.
correct answers and any explanations
if necessary. 2. There is more unemployment.
3. Getting a job more easily.
4. There are many opportunities fo
training.

Speaking
3. Work with your partner. Make a
conversation about your friend's problem Task 3.
Your friend's problem:
and give them advice. Use your own - getting bad exam results
ideas or the suggestions below.
Your advice:
- spend less time surfing the Internet fo
- Ask Ss to work with a partner to pleasure
make a conversation about a friend's - spend more time searching
problem. One student explains the information for assignments
problem while the other asks - work harder
questions and offers advice. Ss may - ask a teacher for extra tuition
use their own ideas or the suggestions.

- Encourage Ss to swap roles and role-


play the conversation again.
Listening
4. Listen to recording about relationship Task 4. KEY
problem between parents and teenage
children. Decide whether the following 1. T
statements are true (T) or false (F) 2. F
according to the speaker.
3. T
- Play the recording once for Ss to 4. F
listen and choose their answers.
- Play the recording again pausing at 5. T
appropriate places and highlighting
the clues in the listening text, so Ss
Writing
can check their answers. Then give the
correct answers, for weaker Ss. Sample letter:

97
- Play the recording several times Dear Ms Smith,
pausing after sentences to check Ss I saw your advertisement about the
comprehension. language courses on your website. I am
5. Read the advertisements and choose one interested in learning English, and I am
writing to enquire about the English
of the language schools you want to attend
courses at your centre.
to improve your English. I can read and write in English, but I can't
- Ask Ss to read the two speak the language very well. If
advertisements and choose one of the necessary, I can complete an oral test. I
language schools they would like to want to improve my pronunciation, and
attend to improve their English. hope to be able to practise my English
with native speakers.
6. Write a letter requesting more I would also like to have more
information I about the language information about the starting date,
courses. You can ask about the starting course duration, teachers' experience, fees
date, course duration, teachers and course certificate.
experience, fees and course certificate. I look forward to hearing from you.
- Ask Ss to write a letter requesting Yours sincerely,
more Thu Trang
information about the language
courses. Ss may write their drafts first
in class, swap them with a partner for
peer review, and write their final
version at home.

Homework:
_ Learn some new words and listen the recording again at home.
Self evaluation:

Date of preparation: Date


of signing:

Distributive period: 31 Date


of teaching

UNIT 4: CARING FOR THOSE IN NEED

LESSON 1: GETTING STARTED


98
I. Aims and Objectives:
By the end of this lesson, Ss can:
- Get to know the topic of caring for people with disabilities,
and the past simple and the present.
1. Knowledge:
- Lexical items: disability, blind, deaf, dumb, get around,
integrate, campaign, charity, donate.
3. Skill :
- Main skill: + Scanning for specific information to answer
questions
+ Identifying the meaning of words depending on the
context
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3
player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up : No
3. New lesson :
Teachers and Students' activities Content

I. PRESENTATION: 7' I. PRESENTATION


Lead-in: Lead-in:
T: Inform the class of the lesson objectives II. WHILE- PRACTICE
Introduce the topic by asking Ss to talk
about the photos of people with disabilities.
Then elicit more ideas from Ss
background knowledge.
Encourage Ss to talk about disabled
peoples achievements. Tell them to
include respect for disabled people and
donation to charities in their discussion.
Ss: Listen and answer
Talk about disabled peoples achievements;
include respect for disabled people and
donation to charities in the discussion.
II. PRACTICE: 26' 1. Activity 1:
1. Activity 1: Who do you see in the picture?
T: Ask Ss questions about the illustration: What are they doing?
Tell Ss that that are going to listen to a What do you think they are going to
conversation in a school library between with the gift?
three friends: Mai, Kevin and Maria.
Let Ss predict what these friends will be
talking about.
Encourage and accept all types of
predictions from Ss.
99
Play the recording. Ask Ss to listen and
read the conversation at the same time.
Ss: Answer the questions:
Listen
Predict what these friends will be talking
about.
Listen and read the conversation at the same
time. Keys suggested:
1. T
2. Activity 2: 2. F
T: Asks Ss to work first individually, and 3. NG
then in pairs to decide whether the 4. T
statements are True(T) or False(F), or not 5. NG
given(NG). ss can provide their answers.
They may refer back to the conversation to
get the necessary information.
Checks stss answers and give explanation.
Ss: Work in pairs to practice asking and
answering the questions
Give explanation
Read the question and example and think of
their own answer to the question.
Work individually first, then with a partner.
Give answers
III. PRODUCTION: 5'
Have sts read the question and example.
Ask them to think of their own answer to
the question. Sts work individually first,
then with a partner.
Elicit some answers and writes the best ones
on the board. Give feedback and discuss any
points.
3. Homework: (5 mins)
- Prepare the next period " Language and Vocabulary"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF EVALUATION :

Date of preparation: Date


of signing:

Distributive period: 32 Date


of teaching

100
UNIT 4: CARING FOR THOSE IN NEED

LESSON 1: LANGUAGE
I. Aims and Objectives:
By the end of this lesson, Ss can:
- enrich their vocabulary with words or phrases related to people
with disabilities and how to support them
- know the elision of weak vowels before /l/, /n/ and /r/
- know how to use and distinguish between the past simple and
present perfect
1. Knowledge:
- Lexical items: disability, blind, deaf, dumb, get around,
integrate, campaign, charity, donate, disrespectful, impairment.
3. Skill :
- Main skill: Identifying the meaning of words depending on the
context
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3
player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up : No
3. New lesson :

Teachers and Students' activities Content


I. PRESENTATION: 2' I. PRESENTATION
Warm-up: How do you perceive and treat peo
Ask and Answer disabilities? How do you about Nick

II. PRACTICE II. WHILE- PRACTICE


A. VOCABULARY: 10' 1. Activity 1:
1. Activity 1: Keys suggested
T: Ask sts work individually, read each of the 1.b; 2. e; 3.d; 4.c; 5.a
words and think about its word class.
Guide sts that they should read each
explanation and decide if it defines a verb,
noun or adjective. Provide support if
necessary by encouraging sts to use the
context and clues in the conversation
Call some sts to give out the answer
Have two sts write the answers on bb.
Check & give remarks
Ss: Work individually, read each of the
words and think about its word class.
Some sts to give out the answer
101
Two sts write the answers on bb.
Listen
2. Activity 2:
2. Activity 2: Keys suggested.
T: Go through the words in the box and 1. blind
check sts understanding. 2. cognitive
Ask sts to complete the sentences individually. 3. donation
Check the completed sentences as a class, 4. physical
making sure that all sts have the right 5. hearing
answers.
Ss: Listen
Complete the sentences individually.
Listen to Ts comments B. PRONUNCIATION
Elision of vowels
B. PRONUNCIATION: 10' 1. Activity 1:
Elision of vowels
1. Activity 1:
T: Explain elision of vowels, especially the
schwa sound//. Elision is not mandatory.
Weak vowels are sometimes elided before the
sounds/l/, /n/ and/r/ to speed up or simplify the
pronunciation of a word.
Play the recording for sts to listen and follow.
Play the recording again for sts to repeat
chorally and individually.
Help sts to distinguish between the
pronunciation without elision and the
pronunciation with elision.
Ask sts to work in pairs, taking turns to
pronounce the words twice- with and without
elision of weak vowels. 2. Activity 2:
Ss:Listen
Distinguish between the pronunciation
without elision and the pronunciation with
elision.
Work in pairs, taking turns to pronounce the
words twice- with and without elision of Textbook, page 40
weak vowels.
2. Activity 2:
T: Ask sts to read the instructions and explain
the task.
Ask them to read the sentences, focusing on
the words in bold and have sts repeat.
Play the recording for sts to repeat once or
twice.
Extend this task by having sts take turns C. GRAMMAR
reading each of the sentences twice- with and 1. Activity 1:

102
without elisions of weak vowels. Keys expected
Ss: Read the instructions and explain the 8. launched
task. 9. decided
Read the sentences, focusing on the words in 10.invited
bold and have sts repeat. 11.have completely changed
Listen 12.2ave collected
Take turns reading each of the sentences
twice- with and without elisions of weak
vowels.
C. GRAMMAR: 14'
1. Activity 1:
T: Tell sts that the activity focuses on the past
simple and the present perfect tense of verbs.
Ask if they can remember any rules for the use
of the past simple and the present perfect that
they have learnt in the lower grades.
Have sts work in pairs to figure the answers.
Monitor the activity and help sts, if necessary.
Remind sts to pay attention to the adverbs of 2. Activity 2:
time when they choose the correct form of the Keys suggested
verbs. 1. decided
Remind sts of the past participle forms of 2. have joined
regular verbs and irregular verbs. 3. have volunteered
Check answers as a class. 4. presented
Ss: Listen 5. have donated
Answer teachers questions 6. talked
Work in pairs to figure the answers. 7. have sent
Pay attention to the adverbs of time when 8. visited
they choose the correct form of the verbs.
Listen
2. Activity 2:
T: Tell sts that the activity focuses on the Expected answer
correct form of the verbs- the past simple or I can talk about people with disabili
the present perfect. how to help people in need. I can
Let sts work in pairs to give answers. Observe past simple and the present perfect
and help when and where necessary. about past actions with time expres
Remind sts to pay attention to the adverbs of can recognize and pronounce wor
time when they choose the correct form of the elision of vowels.
verbs.
Check sts answers by asking individual sts to
take turns reading aloud each of the sentences.
Ss: Work in pairs to give answers. Observe
and help when and where necessary.
Pay attention to the adverbs of time when
they choose the correct form of the verbs.
Take turns reading aloud each of the
sentences.

103
LESSON OUTCOME: 2'
Ask sts:
What have you learnt today?
What can you do now?

3. Homework: (5 mins)
- Do Part A 1+2, B 2-5 in the exercise book.
- Prepare the next period "Skills- Reading"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF EVALUATION :

Date of preparation: Date


of signing:

Distributive period: 33 Date of


teaching

UNIT 4: CARING FOR THOSE IN NEED

LESSON 1: READING
I. Aims and Objectives:
By the end of this lesson, Ss can:
- Read for general ideas and specific information about helping
people disabilities.
1. Knowledge:
- Lexical items: disability, blind, deaf, dumb, get around,
integrate, campaign, charity, donate.
3. Skill :
- Main skill: + Scanning for specific information to answer
questions
+ Identifying the meaning of words depending on the
context
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3
player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up : No
3. New lesson :

104
Teachers activities Students' activities

I. PRE- READING: 5' I. PRE-READING


Activity 1: Activity 1:
T: Shows the symbols used to indicate Ss: Look at the symbols and work
access for people with disabilities. groups to compare the answe
Provide sts with some information about Encourage sts to explain and give reaso
improving accessibility for disabled for their answers.
people. Keys suggested
Have sts look at the symbols and work in People with mobility impairments/
groups to compare the answers. disabilities.
Encourage sts to explain and give reasons People with visual impairments/
for their answers. disabilities.
Correct answers as a class & have sts People with hearing impairments/
guess the possible content of the reading disabilities.
text. People with speech impairments/
disabilities.
II. WHILE-READING: 27'
1. Activity 2:
T: Ask sts to work individually, read the II. WHILE- READING
words and phrases in the columns, then 1. Activity 2:
discuss and find the meaning of each of Ss: Work individually, read the words
them(a-e). provide help, if necessary. and phrases in the columns, then
Explain the meaning further and give discuss and find the meaning of each of
examples. Check answers as a class. them(a-e).
Keys suggested
- b
- d
- e
3. Activity 3: - a
T: Tell sts that the activity focuses on - c
reading for general ideas and have them
read the headings quickly before the texts 3. Activity 3:
that follows. Ss: Listen
Explain to sts that repeated and similar Skim the text individually to choose
vocabulary can form a vocabulary chain best heading for each paragraph
in a paragraph, and consequently help Write the answers on the board.
express the main idea of the paragraph. Keys suggested.
Have sts skim the text individually to 1. b;
choose the best heading for each 2. c;
paragraph. Then sts can check their 3.a
answers with a partner.
Check answers as a class and write them
on the board. Give feedback.
4. Activity 4: 4. Activity 4:
T: Tell sts that the activity focuses on Ss: Read the passage gain and fill in
reading for specific information and that blanks.

105
sts cannot write more than three words in Pay attention to details like names
each blank. schools, classes, activities and to
Ask sts to read the passage gain and fill in context to identify what kind of words
the blanks. Remind sts to pay attention to phrases are needed.
details like names of schools, classes, Write their answer individually and che
activities and to the context to identify with their partner.
what kind of words or phrases are needed. Keys suggested.
Have sts write their answer individually 1. students with disabilities
and check with their partner. 2. record popular books
Check answers as a class & provide 3. participating fully in
feedback. 4. record-breaking
5. this Christmas unforgettable
III. POST- READING
III. POST- READING: 6' Activity 5:
Activity 5: Ss: Work in pairs and discuss
T: Put sts in pairs and ask them to discuss questions freely.
the questions freely: One or two pairs to report the discussi
Ask one or two pairs to report the results to the class.
discussion results to the class. Listen
Give remarks How can you help children with
disabilities in your community?

3. Homework: (5 mins)
- Do Part C in the exercise book.
- Prepare the next period "skills- Speaking"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF EVALUATION :

Date of preparation: Date


of signing:

Distributive period: 34 Date of


teaching

UNIT 4: CARING FOR THOSE IN NEED

LESSON 4: SPEAKING
I. Aims and Objectives:
By the end of this lesson, Ss can:
- practice interviewing a volunteer and discussing voluntary
work
1. Knowledge:
106
- Lexical items: disability, blind, deaf, dumb, get around,
integrate, campaign, charity, donate, coach, cognitive
impairment.
3. Skills :
- Main skill: +Interviewing & discussing
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3
player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up : No
3. New lesson :

Teachers activities Students' activities

I. PRE- SPEAKING: 7' I. PRE-SPEAKING


Activity 1: Activity 1:
T: Write Get involved! On the board and Ss: Answer
give sts time to discuss the phrase. Listen
Ask: Read the phrases.
Explain the activity aims to differentiate Have you ever taken part in campaign
between the notions reason and to help people with disabilities?
activity Why do you volunteer to help people?
Have sts read the phrases, and check How can you help people in need?
answers as a class. Keys suggested.
1. R; 2. A; 3. R; 4. R; 5.A

II. WHILE- SPEAKING


II. WHILE-SPEAKING: 24' Activity 2:
Activity 2: Ss: Read through the phrases in the box
T: Explain the context and ask sts to read Work in pairs to fill the gaps in
through the phrases in the box. interview.
Have sts work in pairs to fill the gaps in Listen
the interview. Read the interview individually before t
Check answers as a class and give practice in pairs.
feedback. Role-play the conversation in front of
Allow enough time for sts to read the class.
interview individually before they practice
in pairs. Keys suggested.
Monitor the activity and select some pairs 1. volunteer position
to role-play the conversation in front of the 2. special school
class. 3. change peoples lives
4. in the past
5. improve coordination
6. clearly and effectively

107
III. POST- SPEAKING
Activity 3:
III. POST- SPEAKING: 7' Ss: Read the instructions carefully, t
Activity 3: have them go through the informa
T: Ask sts to read the instructions about Nguyen Dinh Chieu School
carefully, then have them go through the Nhan Chinh School.
information about Nguyen Dinh Chieu Prepare the reason why they want
School and Nhan Chinh School. volunteer, and what they can do.
Ask sts to prepare the reason why they Work in pairs to share their ideas
want to volunteer, and what they can do. suggestions.
Tell sts that they can use suggestions in One or two pairs to role-play t
Activity 1. conversation in front of the class.
Have sts work in pairs to share their ideas
and suggestions.
Choose one or two pairs to role-play their
conversation in front of the class.

3. Homework: (5 mins)
- Do Part D in the exercise book.
- Prepare the next period " Listening"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF EVALUATION :

Date of preparation: Date


of signing:

Distributive period: 35 Date of


teaching

UNIT 4: CARING FOR THOSE IN NEED

LESSON 5: LISTENING
I. Aims and Objectives:
By the end of this lesson, Ss can:
- listen for specific information in a radio programme about an
outstanding person with a disability.
1. Knowledge:
- Lexical items: disability, blind, deaf, dumb, get around,
integrate, campaign, charity, donate.
2. Skills :
- Main skill: + Scanning for specific information to answer
questions
108
+ Identifying the meaning of words depending on the
context
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3
player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up : No
3. New lesson :

Teachers activities Students' activities


I. PRE- LISSTENING: 7 mins I. PRE- LISSTENING
1. Activity 1: Expected answers:
Show pictures of Albert Einstein, Ludwig a. Albert Einstein, learning disability
van Beethoven and Thomas Edison b. Ludwig Beethoven, hearing loss
Ask: c. Thomas Edison, learning disability
Who are they?
What disabilities do you think they had?

II. WHILE- LISSTENING


1. Activity 2:
Complete the notes while listening
II. WHILE- LISSTENING: 26 mins Listen the CD again and check their a
1. Activity 2: Compare their answers before
Have sts read the instruction about a famous answers as a class.
girl with a disability and the table they have Keys expected
to complete. Name: Nguyen Anh
Play the CD. Ask sts to complete the notes Nationality: Vietnamese
while listening. Kind of disability Glass-bone diseas
Have sts listen the CD again and check their Interests Singing and helping ch
answers. campaigns
Have sts compare their answers before Title honoured by UNICEF
checking answers as a class. outstanding child with a disability.
2. Activity 3: 2. Activity 3:
Ask sts to recall what they heard and guess Recall what they heard and guess th

109
the words to complete the sentences. Then to complete the sentences.
play the recording again for sts to check their Check their answers.
answers. Listen
Play the recording twice if necessary. Keys expected
Check answers as a class & provide 1. get involved
feedback. 2. over 30 times
3. broadcasting radio programme
4. friendly and supportive
5. treated equally
III. POST- LISSTENING
Work in groups of three or four to di
question:
What can you do to support peo
disabilities and help them succeed in
III. POST- LISSTENING: 5 mins Present the reports
Activity 4 Listen
Ask sts to work in groups of three or four to
discuss the question:
What can you do to support people with
disabilities and help them succeed in life?
Brainstorm ideas.
Have some sts present their reports to the
class.
Give remarks

3. Homework: (5 mins)
- Prepare the next period "Writing"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF EVALUATION :

Date of preparation: Date


of signing:

Distributive period: 36
Date of teaching

UNIT 4: CARING FOR THOSE IN NEED

LESSON 6: WRITING
I. Aims and Objectives:
By the end of this lesson, Ss can:

110
- write an article about problems facing disabled people
- propose solutions to problems facing people with disabilities.
- be educated to help people with disabilities to integrate in the
community.
* Skill :
- Main skill: + Proposing solutions
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3
player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up : No
3. New lesson :

Teachers activities Students' activities


I. PRE- WRITNG: 7 mins I. PRE- WRITNG
Activity 1 Activity 1
Give sts time to read the sample writing Read the sample writing about the pr
about the problems that children with that children with cognitive impairme
cognitive impairments are facing. facing.
Ask sts to choose the appropriate phrases (a- Choose the appropriate phrases (a-c
c) to fill in the blanks. in the blanks.
Have them compare their answers with a Compare their answers with a partner
partner first Read out loud their answers
Ask sts to read out loud their answers to Keys expected
check as a class. 1.c; 2.b; 3.a
Lead to the writing lesson

II. WHILE- WRITNG: 26 mins


1. Activity 2: II. WHILE- WRITNG
Ask sts to work in groups of 4, and give each 1. Activity 2:
group a large size sheet of paper Work in groups of 4, and give each
Have sts read the text in their book and study large size sheet of paper
the outline. Discuss in groups and complete the
Ask sts to discuss in groups and complete on the sheet of paper.
the outline on the sheet of paper. Leaders of some groups to presen
Encourage sts to move around to look at the outlines to the rest of the class.
outlines of other groups. Keys expected
Ask leaders of some groups to present their Introduction
outlines to the rest of the class. Children with cognitive impairments
face discrimination in life
Main body
Solution 1
People should learn more about child
with cognitive impairments
Solution 2

111
There should be more contacts betwe
people with cognitive impairments an
disabled people.
Conclusion
Better understanding and better coop
between the two groups of people wi
change attitudes and reduce discrimin
2. Activity 3:
Have sts work in groups of three or four to 2. Activity 3:
choose one problem and discuss what Work in groups of three or four to
solutions they will recommend. one problem and discuss what so
Encourage sts to make complete sentences, they will recommend.
using the suggestions in the table. Ask sts to Work independently and write their a
read their groups sentences.
Provide help by correcting mistakes in
grammar or word choice.
Ask sts to work independently and write
their articles.
III. POST- WRITNG: 7 mins
Ask some individuals to read their articles. III. POST- WRITNG
Have the rest of class give comments, and Some individuals to read their article
correct errors. Listen to comments & correction
Give remarks & correction

3. Homework: (3 mins)
- Do Part E in the exercise book.
- Prepare the next period " Language and Vocabulary"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF EVALUATION :

Date of preparation: Date


of signing:

Distributive period: 37 Date of


teaching

UNIT 4: CARING FOR THOSE IN NEED

COMMUNICATION &
CULTURE

I. OBJECTIVES: By the end of the lesson, students will be able


to :
112
- listen to an introduction to a charitable organization and
discussing a campaign to support it.
- know the International Day of Persons with disabilities.
- be educated to help people with disabilities to integrate in the
community.
II. Skills:
+ Main skills : writing
+ Sub-skill : listening, reading, speaking
III. Methods: Integrated, mainly communicative
IV. Teaching techniques: Eliciting, synonyms,
explanation, information, transfer, asking and answering the
questions, discussion, pair-work, group-work.
V. Teaching aids: Text book, teacher's book, a speaker and a
mp3 player
VI. Procedures:

What the Teacher and Students do Content

1. WARM-UP: (3) I. COMMUNICATION


Chatting: 1. Activity 1:
- Have you ever done volunteer work? Keys expected
- What do you know about a charitable 1. 1988
organization? 2. non- governmental
2. PRESENTATION & PRACTICE: (35) 3. clean water and good hygiene
COMMUNICATION 4. have better lives
1. Activity 1: 5. Life is beautiful
Focus sts attention on the instructions and 2. Activity 2:
the table.
Have sts guess what they are going to
listen
Have them work in pairs to guess the
information and think about how to CULTURE
express such information (e.g how to say
the date and year, or how to classify
organizations as governmental, non-
governmental, profit, non-profit)
Ask sts to complete the table while
listening. Have them listen again to check

113
the answers.
Let sts compare their answers with a
partner, then check answers as a class and
write them on the board.
2. Activity 2:
Have sts read the instructions and
suggested words/ phrases carefully.
Ask sts to work in groups of 4 to brain
storm ideas and prepare a proposal for a
new campaign to support disabled people.
Ask some groups to present their
campaigns.
Praise sts for original and interesting
ideas, and good presentation skills.
Give comments and mark
International Day of Persons with
CULTURE Disabilities
1. Activity 1: Expected answers:
Focus sts attention on the logos and allow 1. The United Nations
enough time for sts to discuss how often
2. This special day aims at raising
they think the International Day of people
awareness of disability issues and calls fo
with disabilities is celebrated and what its
support for the rights and well-being of
purpose is.
disabled people.
Invite individual sts to present their ideas.
3. They are facing challenges,
2. Activity 2: discrimination, poverty and limited acces
Have sts read the text quickly to check to education, employment and health care
their guesses. 4. Now I know more about international
3. Activity 3: organizations and celebrations for people
with disabilities; I can express my opinio
Ask sts to read the text again and answer about how to help disabled people
the questions individually. overcome difficulties; I can suggest
Allow time for sts to read and underline themes and action plans to celebrate the
the key words in the questions. International Day of Persons with
Ask them to read the text and underline Disabilities
relevant information
Offer help when necessary
Check answers as a class.
3. PRODUCTION: (8)
LESSON OUTCOME
What have you learn today?

114
What can you do now?
3. Homework: (3)
Tell some suggestions for the theme of the International Day of
Persons with Disabilities next year.

Date of preparation: Date


of signing:
Distributive period: 38
Date of teaching

UNIT 4: CARING FOR THOSE IN NEED

LOOKING BACK AND PROJECT

I. OBJECTIVES: By the end of the lesson, students will be able


to :
- review all the grammar points, pronunciation and vocabulary.
- conduct a survey and prepare an action plan for voluntary work
in your neighbourhood.
- be educated to help people with disabilities to integrate in the
community.
II. Skills:
+ Main skills : writing
+ Sub-skill : listening, reading, speaking
III. Methods: Integrated, mainly communicative
IV. Teaching techniques: Eliciting, synonyms,
explanation, information, transfer, asking and answering the
questions, discussion, pair-work, group-work.
V. Teaching aids: Text book, teacher's book, a speaker and a
mp3 player
VI. Procedures:

115
What the Teacher and Students do Content

1. RECAP: (4) I. LOOKING BACK


What is you suggestions for the them for A. PRONUNCIATION
disabled people next year? 1. Underline the syllables with elision o
2. PRESENTATION & PRACTICE: weak vowels in the words in bold.
(35) 1. dictionary
LOOKING BACK 2. Police
A. PRONUNCIATION 3. library
1. Activity 1: 4. deafening
Review what elision of vowels is and 5. history
when this happens.
2.
Play the recording and let sts listen and
underline the syllables with elision of Key expected:
weak vowels in the words in bold. 1.
2. Activity 2: 4.
Play the recording 6.
Ask sts to identify the sentences
containing words read with elision of
B. VOCABULARY
weak vowels.
Keys expected:
T gives the feedback.
1. impairments
B. VOCABULARY
2. non-disabled
Explain the activity aims to review the
key vocabulary in the unit, and have sts 3. integration
do it individually. 4. disrespectful
Remind sts to put the words into the 5. involved
correct form according to its position in
the sentences. 6. Donations

Check answers as a class by asking C. GRAMMAR


individual sts to read their sentences. 1. Activity 1:
Provide the correct answers. Keys expected:
C. GRAMMAR 1. came 2. have agreed, hav
1. Activity 1: signed

Have sts work in pairs to work out the 3. has come 4. have started
answers. 5. had
Monitor the activity and offer help, if 2. Activity 2:
necessary. Keys expected:
116
Check sts answers by asking individuals 1. has never volunteered 2
to take turns reading aloud their answers. invented
2. Activity 2: 3. has recorded- visited 4. ha
Have sts to tell the teacher again about supported
the difference between usages of the past 5. Have you ever worked- organized
simple and the present perfect have also coached
Have sts do this activity orally first B. PROJECT
Check answers as a class. A survey on voluntary work
B. PROJECT- A survey on voluntary
work
1. Activity 1:
Have sts do the survey in class or during
break.
Allow time for sts to compare their
findings groups
Ask each group to present the final
results to the class.
Make comments on their findings.
3. PRODUCTION: (8)
2. Activity 2:
Have sts work in their groups to prepare
an action plan for voluntary work in
their neighborhood or community.
Tell sts that the plan should be in written
form.
Choose some groups to present their
plans to the class.
Give comments and mark.
3. Homework: (3)
Sentence transformation
1. Lucy hasnt worn that dress since Barbaras wedding
The last time ___________________________________________________________
2. My sister has studied French for 2 years
My sister began_________________________________________________________
3. I have never seen such a mess in my life
Its __________________________________________________________________
4. Robert and Catherine have been married for 4 years

117
Its __________________________________________________________________
5. When did Catherine and Henry get engaged?
How long______________________________________________________________
6. I have never seen a dirtier-looking dog
Its __________________________________________________________________
7. Mary rang hours and hours ago
Its___________________________________________________________________
8. Tom is ill. He became ill three days ago
Tom _________________________________________________________________
9. Its 2 years since she left university
She __________________________________________________________________
KEY
1. The last time Lucy wore that dress was on Barbaras wedding.
2. My sister began studying French 2 years ago.
3. Its the first time I have seen such a mess.
4. Its 4 years since Robert and Catherine were married
5. How long have they got engaged?
6. Its the dirtiest-looking dog that I have ever seen.
7. Its hours and hours since Mary rang.
8. Tom has been for 3 days.
9. She has left university for 2 years.

Date of preparation: November, 21st 2014


Date of signing:
Distributive period: 39
Date of teaching

Revision

Part 1: LANGUAGE
I. Objectives: By the end of the lesson, Ss will be able to revise
the language and skills they have practised in Units 4,5.
II. Language focus :
Vocabulary: Words / phrases about Caring for those in need
and Being part of ASEAN.

118
Grammar: The Past Simple, The Present Perfect, Gerunds and
State verbs in the continuous forms.
Pronunciation: Elision of weak vowels before |n|, |l|, |r|;
Falling and rising intonation.
III. Teaching aids : handouts, cards
IV. Time: 45 mins
IV. Procedures :

Teachers activities Students activities


- Write down on the board: REVIEW 2 : LANGUAGE
UNITS 4,5 Vocabulary:
Task 1: Task 1: Complete the sentences using
- Ask Ss to do this activity individually, correct forms of the words in brackets
and then compare their answers with a
partner. Do this activity individually, and t
- Check answers as a class and write compare their answers with a par
the correct sentences on the board. * KEY
1. disabilities 2. visual

4. disrespectful 5. hearing

Task 2: Complete the following sente


with suitable words from the box
Task 2:
Ss do this task individually, then Ss ca
T asks Ss to complete the following their answers on the board and then che
sentences with suitable words from the box answers with the whole class.
* KEY
1. Association
2. member
3. stability
4. Charter
5. bloc

Pronunciation: Pronunciation:
- Ask Ss to do this activity individually, then
Task 3: Listen to the sentences spoken with f
compare their answers with a partner.
intonation and read them aloud.
- Play the recording again and check answers as
a class. - Then have Ss practise reading the Practise reading the sentences
sentences aloud using appropriate intonation. appropriate intonation.
Grammar:

Task 4. Task 4: Put the verb into the correct form, th

119
- Ask Ss to do this activity individually. present perfect, the simple past, or the past
- Elicit the form and use of the present perfect progressive.
tense and the past simple tense. A student writes the answers on the bo
- Ask a student to do the activity on the board while the rest of the class works on it
while the rest of the class works on it individually.
individually. * KEY
- Check Ss' answers, or ask them to explain 1. has lived
their choice of tenses. If necessary, refer Ss to
the Do you know.., ? box on page 40. 2. got
3. developed

Task 5. 4. have reached


- Elicit the form and use of gerunds and 5. has been
infinitives. Task 5: Complete these sentences using th
correct forms of the verbs in the box.
- Ask Ss to do this activity individually,
and then compare their answers with a Do this activity individually, and then c
partner. their answers with a partner.
* KEY
- Ask a student to write his / her sentences
on the boord. Then check the answers 1. watching
with the whole class. 2. to go
3. having
4. to post
5. hearing
Task 6. Choose the correct form of the verb in
- Ask Ss to do this activity individually and brackets.
then compare their answers with a Write the correct sentences on the board,
partner. give explanations for their choice of verb
necessary.
- Have Ss write the correct sentences on * KEY
the board, and give explanations for 1. think
their choice of verb forms if necessary.
2. are you thinking
3. is tasting - tastes
4. are seeing
5. see

5. Homework: (3)
* Give the right form of the verbs in brackets.
1. My mother is fond of (watch) TV.
2. It was clever of her (say) so.
3. I have decided (allow) my friend (do) as she please.
4. (Read) this book, he found that was difficult to please other
120
persons
5. He thought of (give) up (smoke).
6. Stop (argue) and start (work).
7. I couldnt help (overhear) what you said.
8. He tried (explain), but she refused (listen).
9. Im beginning (understand) what you mean.
10. Dont forget (lock) the door before (go) out.
V - Self- evaluation:




_____________________________________________________
_________

Date of preparation:
Date of signing:
Distributive period: 40
Date of teaching:

Test 2- 45'
A. Aims and objectives:
- To check Ss understanding.
- To give marks.
- By the end of the lesson, students will be able to:
+ Revise all the language skills and grammatical points
which they have studied and used in units: 3 and 4.
+ Improve their techniques of doing the simple tests
+ Improve their knowledge through the test.
B. Preparations:
- Teacher: Sheets of papers, written tests.
- Students: Pens, erasers
C. Language focus:
* Phonetics:
- Pronunciation.
* Vocabulary:
* Listening:

121
Choose the most suitable option to complete the passage
* Reading:
* Grammar:
Name
Class ..

The worlds population (1) 5-billion


mark in 1987, and it is increasing (2) about
1.7% a year. At this rate of growth, the number of people in the
world will double every 41 years. This rapid increase has been
called the (3) explosion. No one knows how
many people the earth can support. But many scientists,
economists and other experts fear that food production cant keep
pace with the present rate of population increase. They believe the
world will soon become (4) , that is, it will
have more people than it can support at an acceptable standard of
living. When too many people live in a small place, life can
become very difficult and (5) . Many families
move to the cities, hoping to find work and homes.
Cu 1: A. passed B. pass C. past
D. passing
Cu 2: A. of B. in C. by
D. to
Cu 3: A. popularized B. population C. populations
D. populated
Cu 4: A. population B. overpopulated C. overpopulation
D. populated
Cu 5: A. pleasant B. pleasing C.
unpleasant D. pleased
Choose the word whose stress pattern is different from that of
the others
Cu 6: A. refreshment B. decorate C. friendship
D. relative
Cu 7: A. appreciate B. activity C. American
D. anniversary
Cu 8: A. situation B. experience C. correctly
D. embarrassing
Choose A, B, C, or D that best completes each unfinished
sentence
Cu 9: Friendship is . two-sided affair; it lives
by give-and-take.
A. the B. no article C. an
D. a
Cu 10: He took up the work . enthusiasm.
A. about B. on C. with

122
D. in
Cu 11: He is very generous and everyone admires his
.
A. selfish B. unselfish C. unselfishness
D. selfishness
Cu 12: Until he entered this school last year, he
. to school by his mother.
A. had always taken B. had always been
taken
C. was always taking D. was always taken
Cu 13: When I left for school this morning, it
. so I used my umbrella.
A. would rain B. was raining C. rained
D. had rained
Cu 14: Mrs. Smith spends most of her salary
. expensive clothes
A. at buying B. to buy C. buy
D. buying
Cu 15: On entering the bedroom, I found my cat
. a roast chicken leg in bed
A. was eating B. ate C. to eat
D. eating
Cu 16: The new students hope . in many
schools social activities.
A. to be included B. to include C. being included
D. including
Cu 17: The mountain climbers are in danger of
. by the coming storm.
A. being killed B. to be killed C. killing
D. to kill
Cu 18: Peter denied the accused man on the
day of the crime.
A. of having seen B. to see C. to have seen
D. having seen
Choose the word whose underlined part is pronounced differently
from the rest
Cu 19: A. celebrate B. special C. secret
D. selfish
Cu 20: A. among B. annual C. announce
D. award
Cu 21: A. throughout B. growth C. their
D. birth
Choose the one answer A, B, C, or D which best fits the space
Cu 22: What sports do you like?
A. Well, I love volleyball and soccer B. I think its boring
C. No, I dont D. Yes, its my
favorite sport

123
Choose the item among A, B, C or D that best answers the question about the passage
A music competition is an event in which people compete for prizes by performing music.
Music competitions can be for solo performers or for small or large groups such as orchestras,
bands or choirs. Some competitions are for young people who are starting to make a
professional career in music. Other music competitions may be for amateurs, which means that
professional musicians are not allowed to compete.
The person who decides who is the winner is called the adjudicator. Some big festivals have a
team of several adjudicators who decide together on the winner.
The British and International Federation of Music Festivals organizes music competitions for
amateurs in many parts of the British Isles. Children and adults can take part in competing for
music, speech and drama and dance. Competitions like these are often called festivals
because the main reason for taking part is to enjoy performing rather than just to win.
Cu 23: Could I get you something else to eat?

A. Lets go to the restaurant B. Im having a
hamburger
C. Let me pay D. No thanks, Im
full.
There are many big international competitions for some of the
most talented musicians from all over the world. Winning a big
competition can help a young musician to start a successful
career. Some people think that it can also be a bad thing to win a
big competition, especially for musicians who are still very
young. It may make them a star for a short time but they still have
to get better and mature as a musician and a person.
Cu 24: Who are not allowed to compete in competitions for
amateurs?
A. Old musicians. B. Young musicians.
C. Amateur musicians. D. Professional
musicians
Cu 25: The adjudicator is ..
A. the person who observes the competition
B. the person who decides who is the winner in a competition
C. the loser in a competition
D. the winner in a competition
Cu 26: Why are some music competitions called festivals?
A. Because many competitors want to get enjoyment rather
than to win.
B. Because there are many competitors in each music
competition.
C. Because they are well-organized.
D. Because people of all ages can take part in the competitions.
Cu 27: Why is it sometimes bad for young musicians to win a
big competition?
A. Because they can be a star for a short time.
B. Because they get too little money.
C. Because they can think they are the best and dont learn any

124
more.
D. Because they still grow up and can play better.
Cu 28: The word talented in the last paragraph is closest in
meaning to..
A. wealthy B. gifted C. disabled
D. clever

Supply the correct form of the words in brackets (1 m)


1/ The program aims to encourage the youths
in sporting activities. (participate)
2/ I didnt ask them to help me. They did everything
. (volunteer)
3 To be is to be lonely, to have a friend is
to be happy. (depression)
4/ He suffered much in his childhood.
(embarrass)

Rewrite the sentences, using the suggestions given in brackets


or using the given words in such a way that their meanings
remain unchanged (2 m)
1/ Could you please give me some 10p coins for the telephone?
said Tom to his aunt.
Tom asked

2/ Im sorry for not having a tie on, said Peter.


Peter
apologized

3/ It was very kind of you to invite me to your birthday party, Ann


said to Peter
Ann
thanked
.....................................................................................................
4/ David didnt write to his wife.

It
.....................................................................................................
5/ She had taken the time to help me and I wanted to thank her for
that.
I wanted

6/ They hadnt been told about the changes and complained about it.
They complained about

125
7/ I havent talked to my parents since Christmas.
It was Christmas when

8/ I liked Hemingways short stories best. (Complete the sentence


using a relative clause)
Hemingway is the author

Date of preparation:
Date of signing:
Distributive period: 41
Date of teaching:

GETTING STARTED

I. Objectives: By the end of the lesson, Ss can:


- get to know the topic, vocabulary related to ASEAN- its aims,
member states and activities.
- use gerunds and state verbs in continuous forms.
- know about the cooperation and solidarity among ASEAN
countries.
II. Knowledge:
- Lexical items: ASEAN, ASEAN Para Games, Charter,
external interference, quiz
III. Skills:
Main skills : listening, reading
Sub-skills : speaking, writing
IV. Methods: Integrated, mainly communicative
V. Teaching techniques: Eliciting, synonyms,
explanation, information, transfer, asking and answering the
126
questions, discussion, pair-work, group-work.
VI. Teaching aids: textbooks, posters, pictures and cassette
VII. Time: 45 minutes
VIII. Procedures:

Teachers activities Students activities

1. Warm-up: (4) Ss look at the pictures and answe


questions.
T shows Ss some pictures and asks Ss to
answer the questions * Questions:
T elicits answers from students, 1. What does it symbolise? / (what is this
encourages them if they know more about symbol ?)
ASEAN. Then T adds some more
information about ASEAN, for example:
Viet Nam became a member of ASEAN
in 1995. They are
* Lead in: In our lesson today, you will
know sth about ASEAN: its aims, member
states and activities.
2. What does ASEAN stand for ?
3. How many members are there in ASE
2. Presentation: (8) * Answer: +It is the symbol of ASEAN
Vocabulary + ASEAN stands for Associati
Southeast Asian Nations
- Elicit vocabulary using explanations and
examples. + There are 10 members in ASEAN
- Let sts repeat the new words in chorus, Sts take notes
then individually. * Vocabulary:
- Check Ssvocabulary using the Charter ['t:t] (n) : hin chng
technique Rub out and Remember.
External Interference
[,int'firns] :
s can thip bn ngoi
3. PRACTICE: (20)

1. Listen and read

- Tell Ss they are going to listen to a 1. Listen and read:


conversation between a girl and her father
- Play the recording. Have Ss listen and Ss listen and read at the same time.

127
read at the same time.
- Ask Ss to not to worry about the new Task 2 : Ss work in pairs to answer the
words or grammar points. question (page 49)
2. Task 2: Ask Ss to work in pairs to Question : What is the conversation abo
answer the question (page 49) Choose the best answer.

Key : Preparation for a competition


Asean and the ASEAN Charter
3. Task 3: Ask Ss to work by individual Task 3 : Ss use the word in context in th
to match each word with its definition conversation when choosing the correct
- Then ask Ss to work in pairs to practise definition for each word
reading the words aloud Key :
- Encourage Ss to use the word in 1e 2a 3c 4b 5d
context in the conversation when
choosing the correct definition for each *Task 4 : Ss work in pairs to read the tex
word again and take turns to answer the quest
4. Task 4: Ask Ss to work in pairs to read Key :
the text again and take turns to answer
the questions 1. Because her classmates know a lot
about ASEAN and the ASEAN Charter
- Encourage Ss to refer back to the
and are more confident than her.
conversation if necessary.
- Check Ss answers in the class 2. As of 2010, it consists of 10 membe
states , but may be bigger because o
4. Production : (10)
countries because other countries ha
_ Divide Ss in class into groups of 3.
applied to join the bloc.
_ Without books, ask Ss if they still
remember what they know about ASEAN. 3. ASEAN focuses on improving mem
states economies, and maintaining
regional peace and stability
4. It offers the Singapore Scholarship
the ASEAN Scholarships to students f
other ASEAN countries.
5. He wants her to tell him the main
principles of the ASEAN Charter
6. Hell continue quizzing her tonight
work.

IV. Homework:
Tell about one of the ASEAN countries. (capital city, population,
economy, people, unit of currency)
128
Document:

Deposit of
Member State Government Ratification
Instrument of Ratification

Singapore December 18, 2007 January 7, 2008 Prime Minister

Brunei January 31, 2008 February 15, 2008 Sultan

Laos February 14, 2008 February 20, 2008 Prime Minister

Malaysia February 14, 2008 February 20, 2008 Foreign Minister

Vietnam March 14, 2008 March 19, 2008 Minister of Foreign Affairs

Cambodia February 25, 2008[2] April 18, 2008 National Assembly

Burma
July 21, 2008 July 21, 2008[3] Foreign Minister
(Myanmar)

Philippines October 7, 2008[4] November 12, 2008[5] Senate

Indonesia October 21, 2008[6] November 13, 2008[5] The House of Representative

Thailand September 16, 2008[7] November 14, 2008[5] Parliament

SELF EVALUATION :

-------------------------------------------------------------------------------
-------------------
Date of preparation:
Date of signing:
Distributive period: 42
Date of teaching:

129
LANGUAGE

I. Objectives: By the end of this lesson, Ss can:


- use lexical items related to vocabulary with words or phrases
related to the topic of ASEAN
- say statements and yes/no questions with appropriate intonation.
- understand and use Gerunds after some words, verbs and
prepositions, and phrases;
- know about the cooperation and solidarity among ASEAN
countries.
II. Knowledge:
Lexical items: solidarity, cooperation, dominate, constitution,
principle
III. Skills:
Main skills : writing, speaking
Sub skills: listening; reading
IV. Methods: Integrated, mainly communicative
V. Teaching techniques: Eliciting, synonyms,
explanation, information, transfer, asking and answering the
questions, discussion, pair-work, group-work.
VI. Teaching aids: textbooks, posters, pictures and cassette
VII. Time: 45 minutes
VIII. Procedures:
Teachers activities Students activities

1. Warm-up: (4) Ss look at the pictures and guess the wo


T asks Ss to look at the pictures and guess relating to each picture
the words relating to each picture, (T can
give some missing letters if necessary)
Answer : Picture 1: V- - - - - - - - -__
Volunteers
Picture 2: S- - - - - - - - -- __ Solidarity
Picture 3 : C- - - - - - - - - - __
Cooperation
130
Lead in: Now you are going to study some
words relating to the topic ASEAN

PART 1: Vocabulary
2. PRESENTATION & PRACTICE: Task 1: Complete the sentences, usin
(30) words in the box : Ss work individuall
PART 1: Vocabulary the words, and then match them with th
Task 1: ask Ss to work individually, read definitions
the words, and then match them with the Solidarity, cooperation, dominate, cons
definitions principle, scholarship
*Key: 1. constitution, 2. scholarship, 3
solidarity, 4.
principle, 5. cooperation, 6. dominate

Task 2: Task 2: Use the words in 1 to comple


sentences:
_ Have Ss work first individually, then with
a partner Ss work first individually, then with a p

_ Monitor the activity and offer support, if *Key: 1. constitution, 2. principles,


necessary cooperation, 4. dominate, 5. principles
scholarship
_ Check answers in front of the class

PART 2: Pronunciation
PART 2: Pronunciation :Falling and
rising intonation Task 1: Listen and repeat :

Task 1: Note: Intonation is the rise and fall of a


speakers voice, and is important in
_ Play the recording and let Ss listen. Play it communication.
again for Ss to repeat each sentence chorally.
Speakers usually use
_ Ask Ss to focus on falling intonation in the end of the statements. Falling inton
statements and rising intonation on yes/no communicates certainty and finality.
questions
Speakers often use
Task 2: end of yes / no questions.
_ Play the recording. Ask Ss to repeat each signal uncertainty and doubt.
sentence without any pauses. To show Task 2: Listen and repeat with the co
falling intonations, their voice should go intonation. Then practise saying the
down at the end of a statement. To show sentences with a partner
rising intonation, their voice should go up at
the end of a yes/no question Ss repeat each sentence without any pa

_ Ss work in pairs to take turns reading the


sentences. Then some Ss read them out loud
in front of the class, and have other Ss make
comments on their intonation.
PART 3: Grammar
PART 3: Grammar
131
Task 1: A. Gerund:
Ask Task 1: Choose the correct Gerund (t
Give the meaning of some words in the task form) in the box to fill each gap

(using picture) : Ss follow the instruction and complet


sentences.
Then have Ss compare their answers
playing becoming sharing buildin
Check answers in front of the class
volunteering promoting
*New words :
New words:
+ Sepak Takraw : Malaysias national sport
+ AYVP : ASEAN Youth Volunteer
Programme

Task 2:
_ Ask Ss to work in pairs to take turns
giving the answer. Sepak Takraw- Malaysias national spo

_ Ask some pairs to read their completed *Key: 1. Volunteering, 2. promoting, 3


sentences to check answers and give Sharing, 4. building, 5. playing, 6. beco
feedback Task 2: Complete the sentences with
Task 3: correct form of the verbs in brackets

_ Have Ss discuss their answers with a Some pairs read their completed senten
partner first, and then circle the correct *Key: 1. to take, 2. travelling, 3. to go
answers apply, 5. preparing, 6. participating
_ Monitor the activity, and offer help if B. State verbs:
necessary State verbs describe
_ Check Sss answers by asking some of which is unchanging
them to read out their answers State verbs are not normally used in
continuous tenses
Task 4:
Task 3: Choose the correct answers i
_ Ask Ss to work first individually, then
brackets to complete the sentences
with a partner
*Key: 1. regret, 2. consists, 3. didnt
_ Check answers
4. Do you know, 5. likes, 6. is seeing
_ Have Ss to read the explanation in the Do
Task 4: Use the simple or continuous
you know? box and check if they
the verbs in brackets to complete the
understand them
sentences
_ Give further explanation if necessary
*Key: 1. was, 2. was tasting, 3. hope, 4
3. production: (8) smelling, 5. are having, 6. are being
Ask Ss: What have you learn today? Suggested answers: I can say statemen
What can you do now? falling intonation and yes/no questions
rising intonation. I understand and can
Gerunds after some verbs , verbs and
132
prepositions, phrases and state verbs in
continuous forms

4. HOMEWORK : (3)
Supply the correct verb form:
1. Dont forget _________ (phone) your mother
2. My friend let me _________ (drive) her car
3. Would you like _________ (go) to the beach this afternoon?
4. I enjoy _________ (read) your letters very much
5. We like _________ (collect) stamps.
6. Mathew suggested _________ (go) out for a meal but I wanted
_________ (stay) at home
7. She couldnt _________ (reply) because she didnt know what
to say
KEY:
1. to phone 2. drive 3. to go 4. reading
5. collecting 6. going/ to go 7. reply
SELF EVALUATION :



---------------------------------------------------------------------------

Date of preparation:
Date of signing:
Distributive period: 43
Date of teaching:

reading
I. Objectives: By the end of this lesson, Ss can:
- read for general ideas and specific information about ASEAN.
- know about the cooperation and solidarity among ASEAN
countries.

133
II. Knowledge:
- Lexical items: bloc, motto, promote, internal affairs, integrate,
Para Games..
III. Skills:
Main skills : Reading
Sub-skills: Listening, Speaking, Writing
IV. Methods: Integrated, mainly communicative
V. Teaching techniques: Eliciting, synonyms,
explanation, information, transfer, asking and answering the
questions, discussion, pair-work, group-work.
VI. Teaching aids: textbooks, posters, pictures and cassette
VII. Time: 45 minutes
VIII. Procedures:

What the Teacher and Students do Content

1. Warm-up: (5) Ss work in pairs to name the countries


Ask Ss to work in pairs to name the basing on their national flags
countries basing on their national flags .
The first pair to give the correct answers
is the winner
* Key: 1. Brunei Darussalam, 2.
Cambodia, 3. Indonesia, 4. Laos, 5.
Singapore, 6. Malaysia , 7. Myanmar, 8.
The Philippines, 9. Singapore, 10. Viet New words:
Nam + Bloc [blk] : (chinh tri) khi
2. Pre-reading: (8) (Eg: left-wing parties bloc
Vocabulary phi ta)
- Elicit vocabulary using explanations + motto ['mtouz] (n) :
and examples. chm
- Let pupils repeat the new words in + integrate : ho nhp, hi nhp
chorus, then individually.
- Check Ssvocabulary using the
technique Rub out and Remember. Task 1: The following text has five
3. While-reading : (20) paragraphs. read it first and then match
Task 1: the heading (1-5) with the paragraphs (
E)
Inform the Ss that the activity is for
skimming only (reading quickly for Ss work individually, and then compare
their answers with a partner.
134
general ideas). 1. E 2. C 3. D 4. B 5. A
Set a time limit for the class.
Have Ss work individually, and then Task 2: Find the words or expressions in
compare their answers with a partner. the text that have the following meaning
Ask Ss to read their answers out loud to Write them in the correct spaces
make sure they have watched them Key: 1. the ASEAN Charter, 2. non-
correctly. interference
Task 2: 3. motto, 4. respect
Give Ss enough time to work first Task 3: Read the text again and answer
individually, then have some Ss read the questions:
their answers out loud to check as a Ss scan (look only for specific facts or
class. details without reading everything) the tex
Task 3: to find the answers to the questions
Ask Ss to scan (look only for specific 1. They were Indonesia, Malaysia, the
facts or details without reading Philippines, Singapore and Thailand
everything) the text to find the answers 2. Brunei became the 6th
to the questions VietNam became the 7th
Have them highlight the key words in Laos and Myanmar joined the bloc in 199
the questions first, and then try to and Cambodia joined 2 years later.
answer the same words in the text. 3. It has a land area of 4.46 million km
Then, Ss can take turns asking and a population of about 600 million people .
answering the questions in pairs. (ASEAN would rank as the 8
Check answers in front of the class. economy in the world if it were a single
country.
4. Post-reading : (10)
4. They are Indonesia, Thailand, Malaysia
Arrange Ss into groups and set a time Singapore, the Philippines and Viet Nam.
limit.
5. It is One vision, One identity, One
Walk around to monitor the class and Community
offer help if necessary.
6. They are respect for the member states
Allow enough time for one or two independence and non-interference in thei
groups to demonstrate the activity in internal affairs.
front of the class.
7. It organises different projects and
activities, including educational awards, a
various cultural and sport activities.
3. Homework: (5) Fill each gap in the passage with a
suitable word.
The Association of Southeast Asian Nations (ASEAN) is an
organization of ten Southeast Asian countries: Brunei,
Cambodia, Indonesia, Laos, Malaysia, Myanmar, (1)
. Philippines, Singapore, Thailand and (2)
.. . It promotes political, economic, cultural and

135
social cooperation (3) .. its members. Although
ASEAN works (4) peace and stability in Southeast
Asia, it is (5). a defence organization.
KEY: 1. the 2. Vietnam 3. among 4. for
5. considered
SELF EVALUATION :

-------------------------------------------------------------------------------
------------
Date of preparation:
Date of signing:
Distributive period: 44
Date of teaching:

speaking

I. Objectives: By the end of this lesson, Ss can:


- talk about ASEAN member states.
- know about the cooperation and solidarity among ASEAN
countries.
II. Knowledge:
Lexical items: Currency unit, official language
III. Skills:
- Main skill: Speaking
- Sub skills: Listening; Writing
IV. Methods: Integrated, mainly communicative
V. Teaching techniques: Eliciting, synonyms,
explanation, information, transfer, asking and answering the
questions, discussion, pair-work, group-work.
VI. Teaching aids: textbooks, posters, pictures and cassette
VII. Time: 45 minutes
VIII. Procedures:

136
Teachers activities Students activities

1. Warm-up: (4)
Watch some pictures and guess What
countries they symbolise
Key: * Picture 1 : Singapore
* Picture 2 : Malaysia
* Picture 3 : Viet Nam
* Picture 4 : Cambodia
Lead in: We are going to talk about
ASEAN member states.

2. PRE- SPEAKING: (8) Task 1: Match each country with its ca


city and listen to check your answers
Task 1:
*Key: 1.d, 2.h, 3. j, 4.i, 5.a, 6. g, 7.c, 8
Write ASEAN member states on the 10f
board
Task 2: Listen to a brief introduction to
Give Ss enough time to do matching ASEAN member state and complete the
individually. text with the correct numbers
Play the recording for them to check *Key: 1. thirty-seven million
their answers.
2. Twenty-four thousand
Ask Ss to focus on the pronunciation of
the countries and their capitals 3. sixty-three (237,424,363)
Task 3: Work in pairs. Student A uses
table below and student B uses the tabl
3. WHILE-SPEAKING: (20) page 63. Ask each other questions to fil
Task 2: gaps in your table
Ask Ss to read through the text about *Key:
Indonesia before they listen to the Student A: 1. 6,477,211; 2. 329,847; 3.
recording. Focus their intention on how English; 4. 513,115; 5. 701.1, 6. Manda
to say long numbers
Student B: 1. 236,800; 2. 27,565, 821; 3
Play the recording more than once if 300,000; 4. Peso; 5. 66,720,153; 6. 5,07
necessary. 700
Task 3: Task 4: Work in groups. Use the
Focus Ss attention on their construction information in Task 1,2,3 and in Readin
137
Choose the most suitable option to complete the passage
Tell Ss that is an information gap to talk about one ASEAN country. Rep
activity. to the class.
In information gap activities, each S has
information that his / her partner doesnt
have. The objective is for Ss to ask
questions to find out the missing Example:
information. Student A: Lao is a country in Southeast
Asia. It has an area of 236, 800 square
kilometers.
4. POST-SPEAKING: (10)
Student B: Its population is 6,477,211.
Task 4: Vientiane is the capital city.
Ss work in groups. Use the information Student C: The currency unit in Laos is t
in Task 1, 2, 3 and in Reading to talk Lao Kip and its official language is Lao
about one ASEAN country.
Student D: And the country joined ASEA
Ss report to the class. in 1997

* Homework: (3)
Talk about one ASEAN country, mentioning area, population,
currency unit, official language
SELF EVALUATION :

Date of preparation:
Date of signing:
Distributive period: 45
Date of teaching

Correction test
Test 2-45

Name
Class ..

138
The worlds population (1) 5-billion
mark in 1987, and it is increasing (2) about
1.7% a year. At this rate of growth, the number of people in the
world will double every 41 years. This rapid increase has been
called the (3) explosion. No one knows how
many people the earth can support. But many scientists,
economists and other experts fear that food production cant keep
pace with the present rate of population increase. They believe the
world will soon become (4) , that is, it will
have more people than it can support at an acceptable standard of
living. When too many people live in a small place, life can
become very difficult and (5) . Many families
move to the cities, hoping to find work and homes.
Cu 1: A. passed B. pass C. past
D. passing
Cu 2: A. of B. in C. by
D. to
Cu 3: A. popularized B. population C. populations
D. populated
Cu 4: A. population B. overpopulated C. overpopulation
D. populated
Cu 5: A. pleasant B. pleasing C.
unpleasant D. pleased
Choose the word whose stress pattern is different from that of
the others
Cu 6: A. refreshment B. decorate C. friendship
D. relative
Cu 7: A. appreciate B. activity C. American
D. anniversary
Cu 8: A. situation B. experience C. correctly
D. embarrassing
Choose A, B, C, or D that best completes each unfinished
sentence
Cu 9: Friendship is . two-sided affair; it lives
by give-and-take.
A. the B. no article C. an
D. a
Cu 10: He took up the work . enthusiasm.
A. about B. on C. with
D. in
Cu 11: He is very generous and everyone admires his
.
A. selfish B. unselfish C. unselfishness
D. selfishness
Cu 12: Until he entered this school last year, he
. to school by his mother.

139
A. had always taken B. had always been
taken
C. was always taking D. was always taken
Cu 13: When I left for school this morning, it
. so I used my umbrella.
A. would rain B. was raining C. rained
D. had rained
Cu 14: Mrs. Smith spends most of her salary
. expensive clothes
A. at buying B. to buy C. buy
D. buying
Cu 15: On entering the bedroom, I found my cat
. a roast chicken leg in bed
A. was eating B. ate C. to eat
D. eating
Cu 16: The new students hope . in many
schools social activities.
A. to be included B. to include C. being included
D. including
Cu 17: The mountain climbers are in danger of
. by the coming storm.
A. being killed B. to be killed C. killing
D. to kill
Cu 18: Peter denied the accused man on the
day of the crime.
A. of having seen B. to see C. to have seen
D. having seen
Choose the word whose underlined part is pronounced differently
from the rest
Cu 19: A. celebrate B. special C. secret
D. selfish
Cu 20: A. among B. annual C. announce
D. award
Cu 21: A. throughout B. growth C. their
D. birth
Choose the one answer A, B, C, or D which best fits the space
Cu 22: What sports do you like?
A. Well, I love volleyball and soccer B. I think its boring
C. No, I dont D. Yes, its my
favorite sport
Cu 23: Could I get you something else to eat?

A. Lets go to the restaurant B. Im having a


hamburger
C. Let me pay D. No thanks, Im
full.

140
Choose the item among A, B, C or D that best answers the question about the passage
A music competition is an event in which people compete for prizes by performing music.
Music competitions can be for solo performers or for small or large groups such as orchestras,
bands or choirs. Some competitions are for young people who are starting to make a
professional career in music. Other music competitions may be for amateurs, which means that
professional musicians are not allowed to compete.
The person who decides who is the winner is called the adjudicator. Some big festivals have a
team of several adjudicators who decide together on the winner.
The British and International Federation of Music Festivals organizes music competitions for
amateurs in many parts of the British Isles. Children and adults can take part in competing for
music, speech and drama and dance. Competitions like these are often called festivals
because the main reason for taking part is to enjoy performing rather than just to win.
There are many big international competitions for some of the
most talented musicians from all over the world. Winning a big
competition can help a young musician to start a successful
career. Some people think that it can also be a bad thing to win a
big competition, especially for musicians who are still very
young. It may make them a star for a short time but they still have
to get better and mature as a musician and a person.
Cu 24: Who are not allowed to compete in competitions for
amateurs?
A. Old musicians. B. Young musicians.
C. Amateur musicians. D. Professional
musicians
Cu 25: The adjudicator is ..
A. the person who observes the competition
B. the person who decides who is the winner in a competition
C. the loser in a competition
D. the winner in a competition
Cu 26: Why are some music competitions called festivals?
A. Because many competitors want to get enjoyment rather
than to win.
B. Because there are many competitors in each music
competition.
C. Because they are well-organized.
D. Because people of all ages can take part in the competitions.
Cu 27: Why is it sometimes bad for young musicians to win a
big competition?
A. Because they can be a star for a short time.
B. Because they get too little money.
C. Because they can think they are the best and dont learn any
more.
D. Because they still grow up and can play better.
Cu 28: The word talented in the last paragraph is closest in
meaning to..
A. wealthy B. gifted C. disabled
D. clever

141
Supply the correct form of the words in brackets (1 m)
1/ The program aims to encourage the youths
in sporting activities. (participate)
2/ I didnt ask them to help me. They did everything
. (volunteer)
3 To be is to be lonely, to have a friend is
to be happy. (depression)
4/ He suffered much in his childhood.
(embarrass)

Rewrite the sentences, using the suggestions given in brackets


or using the given words in such a way that their meanings
remain unchanged (2 m)
1/ Could you please give me some 10p coins for the telephone?
said Tom to his aunt.
Tom asked

2/ Im sorry for not having a tie on, said Peter.


Peter
apologized

3/ It was very kind of you to invite me to your birthday party, Ann


said to Peter
Ann
thanked
.....................................................................................................
4/ David didnt write to his wife.

It
.....................................................................................................
5/ She had taken the time to help me and I wanted to thank her for
that.
I wanted

6/ They hadnt been told about the changes and complained about it.
They complained about

7/ I havent talked to my parents since Christmas.


It was Christmas when

8/ I liked Hemingways short stories best. (Complete the sentence


using a relative clause)
Hemingway is the author

142
Date of preparation:
Date of signing:
Distributive period: 46
Date of teaching

LISTENING

I. Objectives: By the end of this lesson, Ss can:


- listen for general ideas and specific information about the
ASEAN member state.
- listen to decide the True-False Statements or choose the main
ideas.
- identify the meaning of words depending on the context
- know about the cooperation and solidarity among ASEAN
countries.
ii. Knowledge:
- Lexical items:
iii. Skills :
- Main skill: listening
- Sub skills: speaking; writing, reading
IV. Methods: Integrated, mainly communicative
V. Teaching techniques: Eliciting, synonyms,
explanation, information, transfer, asking and answering the
questions, discussion, pair-work, group-work.
VI. Teaching aids: textbooks, posters, pictures and cassette
VII. Time: 45 minutes
VIII. Procedures:

Teachers activities Students activities

1. Warm up: (4) Ss look at the people and guess wher

143
Ask Ss to look at the people and guess are from.
where they are from.
2. Pre-listening: (8)
Task 1:
Ask Ss to work individually to do task 1
Then Ss compare the answers with their
partners.
Write ASEAN School Games on the board
and asks Ss to work in pairs to make
guesses about the content of the listening Task 1: Match the words (1-6) wi
text. words and phrases (a-f) to form comp
Lead-in: You are going to listen to a sports or meaningful phrases. Compare wi
instructor talking about the ASEAN School partner
Games. * Key :
3. While-listening: (20) 1f 2e
Task 2: 3a 4b
Ask Ss to 5c 6d
Play the recording non-stop for them to get
the gist of the talk.
Task 2: Listen to a sports instructor
Have Ss work in pairs before checking the What is he talking about? Tick the corr
answers
Ss read through the four choices
in front of the class.
* Key:
Task 3:
c. Five ASEAN School Games
Check Ss comprehension of sentences 1-5
Task 3: Listen again and decide
before playing the recording statements
Have Ss work in pairs first are true (T) or False (F)
Then check their answers in front of a class *Key:
Task 4: 1F 2T 3T
Ask Ss to read the instruction and the table 4F 5F
Check their comprehension. Task 4: Listen again and compl
Play the recording once or twice again for following ASG medal table
Ss to fill the gaps *. Key :
Ask Ss to work with a partner to compare 1. Viet Nam (18)
their answers.
2. Malaysia (45)
Invite representatives from some pairs to
3. Singapore (26),
report their answers to the class.
4. Indonesia (33),
Give feedback and correct any wrong
answers if necessary. 5. Viet Nam (50)
144
4. Post-listening: (10)
Ask Ss to work in groups of three or four.
Ss note down their group members ideas
and get ready to prepare a brief talk.
Have some Ss present their talk to the class.

* Homework:
Write about ASEAN School Game. (About 60 words)
SELF EVALUATION :

Date of preparation:
Date of signing:
Distributive period: 47
Date of teachin

WRITING

I. Objectives: By the end of this lesson, Ss can:


- write a short brochure introducing an ASEAN member state.
- identify the meaning of words depending on the context
- know about the cooperation and solidarity among ASEAN
countries.
ii. Knowledge:
- Lexical items:
iii. Skills :
- Main skill: writing
- Sub skills: Speaking; Listening
IV. Methods: Integrated, mainly communicative
V. Teaching techniques: Eliciting, synonyms,
explanation, information, transfer, asking and answering the
questions, discussion, pair-work, group-work.
145
VI. Teaching aids: textbooks, posters, pictures and cassette
VII. Time: 45 minutes
VIII. Procedures:

Teachers activities Students activities

1. Warm-up: (4)
Show some beautiful spots in Viet Nam
Ask Ss to call the names of the beautiful
spots
* Lead in : Besides beautiful sights like
Halong Bay, Sapa, Da Lat,you are
going to know some more about Viet Nam
basing on a short brochure.
2. Pre-writing: (8)
Task 1 :
_ Ask Ss if they know about Viet Nam :
How big is Viet Nam? How many people
live in the country?
What does VN export? What is typical of
the Vietnamese country? What are some
tourists attractions in VN?
Get Ss some time to do the gap-filling.
Have Ss compare their answers with a
partner first. * Key: 1 Halong Bay, 2. Da lat , 3.
4. Sa pa, 5. Mui ne, 6.
Then ask some pairs to read different
paragraphs out loud to check the answers. Task 1 : Read the following inform
about
*Key:
Viet Nam. Fill the gaps with the co
1. land area, 2. income, 3. Vovinam, 4. words or phrases in the box
family values, 5. Heritage Sites
Task 2: Read the extract from a
3. While-writing: (20) brochure introducing Viet Nam. Match
Task 2: subheadings (1-5) with the paragraphs (
Ask Ss to read through the extract from a * Key: a.4, b.5, c.2, d.3, e.1
short brochure introducing Viet Nam Notes : Vovina ( Vit V o : Martial
Ask Ss to focus their attention on how the of Viet Nam) is a Vietnamese ,artial art.
points in Task 1 have been developed into Task 3: Brochures are often used to in
sentences and paragraphs, and the people and include information text and
informative language used in a brochure. brochure above. Work with a partner

146
Have Ss do the matching first individually, find examples of each feature.
and then compare their answers with a Sample answers:
partner.
a. The extract in task 2 consists o
Check Ss answers as a class. paragraphs
Give explanations if necessary. b. Examples of impersonal language
Task 3: present tense : covers a land area, is ab
Set a time limit for Ss to read the is Ha Noi, speak Vietnamese
instructions, the brochure and find the c. There are 5 paragraphs and each
examples of each point. focuses on a different topic and h
Task 4: heading summarising the topic

Ask Ss to read the sample brochure in 2 d. Important information is highlig


and the information text features in 3 land area, population, agricult
again. exporter.

Have Ss go through the points about


Indonesia in pairs.
Give the meaning of new words if
necessary.
Have Ss write a short text using the
information given
4. Post-writing: (10)
When Ss finish their drafts, ask them to
exchange the drafts with a partner for peer
review.
Walk round to help Ss if necessary.
* Homework:
Write a short brochure (about 100 words) introducing an ASEAN
country.
E. Experience:
............................................................................................................................
............................................................................................................................
..........................................................................................................................

............................................................................................................................
.............................................................

Date of preparation:
Date of signing:
147
Distributive period: 45
Date of teaching

COMMUNICATION and CULTURE

I. Objectives: By the end of this lesson, Ss can:


- talk about Singapore Scholarships and ASEAN Scholarships.
- read and speak about Lamvong- a traditional Lao dance.
- know about the cooperation and solidarity among ASEAN
countries.
ii. Knowledge:
- Lexical items: accommodation fee, populous, male-orientated
iii. Skills :
- Main skill: reading, speaking
- Sub skills: writing, listening
IV. Methods: Integrated, mainly communicative
V. Teaching techniques: Eliciting, synonyms,
explanation, information, transfer, asking and answering the
questions, discussion, pair-work, group-work.
VI. Teaching aids: textbooks, posters, pictures and cassette
VII. Time: 45 minutes
VIII. Procedures:

Teachers activities Students activities

WARM-UP: (4)
Chatting: I. COMMUNICATION: Sin
Do you want to have a scholarship to study Scholarships
in Singapore? and ASEAN Scholarships
I. COMMUNICATION: (18) Task 1: Read the school notice about th
Task 1: Singapore Scholarships and A
Explain to Ss that they need to read the Scholarships.
information about 2 kinds of Singapore Use the words or phrases to fill the gap
sponsored scholarships.
148
Ask them to distinguish between the Check with a partner
Singapore Scholarships Have Ss work first * Key: 1c, 2e, 3b, 4f, 5d, 6a
individually, and then check their answers
in front of the class. (for 12th graders to study at Sing
Universities) and the ASEAN Schola
(for 10th and 11th
Task 2: Singapore Schools)
Tell Ss to read the instructions carefully.
Ask a pair of Ss to model the example. Task 2: Create a list of FAQs ( Freq
Have Ss work in pairs. If they have access Asked
to the Internet, they can also use additional Questions) about the Singapore
information to formulate further questions. and the ASEAN Scholarships in Ta
Have some pairs ask and answer their Qs in Work with a partner
front of the class. to think of as many questions as yo
Ask the rest of the class to comment how Then ask each other the questions
useful or detailed the answer to each
question is.
II. CULTURE: (18)
II. CULTURE:
Task 1: Ask Ss to watch a video clip about
Lamvong Lao Task 1 :
(youtube- SARAVAN LAMVONG or
FONE
LAMVONG)
Ask Ss to look at the picture of Lamvong
Ask Ss : Do you know anything about this
dance? Lamvong- a traditional Lao dance
Task 2: * Suggested answers: They are da
Ask Ss to work first individually, then in Lamvong. This is a traditional Lao
pairs to decide if the statements are True dance.
(T) or False (F), or not given (NG) Task 2: Read the text about Lamvon
Encourage Ss to provide reasons for their decide whether the following statemen
answers. True (T) or False (F), or not given
Tick the correct boxes.
Check Ss answers as a class and give
explanations if necessary. * Key : 1.F, 2T, 3F, 4NG, 5F, 6T
Task 3: (A post-reading activity) Task 3: Talk with a partner
popular folk dances of Viet Nam or any
Show the music or video clip of trongcom ASEAN country. Use the foll
(a Vietnamese traditional dance) and Rasa questions:
Sayang (a Malay folk song popular )
http://mp3.zing.vn/bai-hat/Rasa-Sayang-
Nhac-dan-vu-Malaysia-
Unknown/IW9U9AE7.html
149
Have Ss work in groups of 4 or 5 and talk
about one popular folk dance.
Invite representatives of different groups to
show their dance to the class.
PRODUCTION: (7) trongcom (a Vietnamese trad
What have you learn today? dance)
What can you do now? Suggested answers
Singapore sponsored scholarships
Lamvong- a traditional Lao folk dance
I can speak about the Singapore schol
and the ASEAN Scholarships. I can
speak about some folk dances.
Homework:
Write about your favourite dance in Viet Nam. (About 60 words)
E. Experience:
............................................................................................................................
............................................................................................................................
..........................................................................................................................

............................................................................................................................
.............................................................

Date of preparation:
Date of signing:
Distributive period: 49
Date of teaching

LOOKING BACK and PROJECT


I. Objectives: By the end of this lesson, Ss can:
- review the falling and rising intonations, words and phrases
related to ASEAN, Gerund and state verbs in continuous forms.
- know about the cooperation and solidarity among ASEAN
countries.
ii. Knowledge:
- Lexical items: currency unit, landlocked

150
iii. Skills :
- Main skill: speaking, writing
- Sub skills: reading, listening
IV. Methods: Integrated, mainly communicative
V. Teaching techniques: Eliciting, synonyms,
explanation, information, transfer, asking and answering the
questions, discussion, pair-work, group-work.
VI. Teaching aids: textbooks, posters, pictures and cassette
VII. Time: 45 minutes
VIII. Procedures:

Teachers activities Students activities

RECAP: (4) I. LOOKING BACK


Talk about your favourite dance in Viet A. Pronunciation:
Nam. saying the following sentences. Mark
I. LOOKING BACK intonation: rising

A. Pronunciation: ( ) or falling ( )

Play the recording and ask Ss to listen. *Key : Falling intonation: 1,3,5

Remind them to use falling statements and Rising intonation: 2,4


rising intonation on yes/ no questions. B. Vocabulary: Complete the sente
Play the recording again for Ss to repeat. with the words (a-f)

B. Vocabulary: * Key: 1e, 2d, 3b, 4f, 5c, 6a

Inform Ss that the words in the box are


among the most frequently used in the unit.
Ss decide which words best complete the
sentences.
Ask Ss to make their own sentences with C. Grammar:
each of the words.
Task 1 : Choose the correct form
C. Grammar: brackets to complete each sentence:
Task 1 : * Key : 1. to win, 2 entering, 3. catch
Give Ss time to read the sentences. Set a 4. to take, visiting
time limit
and get Ss to do the activity individually Task 2 : Complete the sentences with
Ask some Ss to read their answers. Write the verbs in the box. Use the correct form
correct ones on the board if necessary. * Key : 1. swimming, 2. dancing
Task 2 : finding,
151
Set a time limit and tell Ss to do the activity 4. speaking, 5. completing
individually. Task 3 : Choose the correct verb for
Invite five Ss to write their answers on the complete
board. each of the sentences
Task 3 : * Key : 1. feel, 2. is having, 3.
Have Ss work in pairs by taking turns looking, 4. is smelling, 5. is feeling
reading each sentence and proving the right Task 4 : Use the simple or progre
verb forms. Then check their answers as a form of the verbs in brackets to com
class. the sentences
Task 4 : * Key : 1. recognise, 2. know, 3
Ask five Ss to write their answers on the thinking, 4. Doremember, 5. a
board while having the rest of the class do feeling
this activity in pairs. Give feedback on Ss II. PROJECT :
answers and correct any mistakes.
1. Task 1: Work in two groups.
II. PROJECT: group should choose a different se
1. Task 1: questions. Do some research
Divide the class two groups. and find out the following:
Have Ss find out the answers to the * Key :
questions and take notes. Provide help if Set A:
necessary.
- Laos
Set A: Which ASEAN member state :
- Indonesia (largest), Singapore (smal
- is landlocked?
- Brunei ( Brunei dollar) and Singa
- has the largest / smallest population? (Singapore dollar)
- uses the dollar as the currency unit? - Indonesia ( It has about 17, 508 islan
- has the largest number of islands ? Set B:
1. The Philippines and
Set B: Which ASEAN member state : 2. Myanmar
- uses English as one of their official 3. Thailand
languages ?
4. Indonesia (largest: 1,904,569km
- is called the land of golden pagoda ? Singapore
- is known asthe land of smiles ? (smallest: 707,1 km
- has the largest / smallest area ?
2. Task 2: 2. Task 2: Present your findings to
Allow enough time for representatives of whole class
each group to present their reports to the
class.
Encourage Ss from the same group to
provide support by giving explanations or

152
additional information.
Ss from the other groups should listen ans
ask extra questions

HOMEWORK:
Give the correct form of the verbs in brackets:
1. It is easy (see) __________ sometimes at night it is difficult
_____________(avoid)
2. I caught him (climb)_____________over my wall. I asked
him (explain)__________ but he refused (say) ___________
anything, so in the end I had (let)_________ him (go).
3. He saw the lorry (begin)________(roll)__________forwards
but he was too far away (do)___________anything (stop)
_______it.
4. There was no way of (get)________out of the building except
by (climb) __________down a rope and Ann was too terrified (do)
this.
5. We heard the engine (roar)_________as the plane began
(move) ___________ and we saw the people on the ground
(wave) ____________________________ goodbye.
6. It's no good (write)________to him; he never answers letters.
The only thing (do)___________ is (go)___________and
(see)___________him.
7. Ask him (come)_________in. Don't keep him (stand)_________
at the door.
8. We watched the children (jump)________from a window
and (fall)__________into a blanket held by the people below.
9. It is very unpleasant (wake)________up and (hear)__________
the rain (beat)_________on the windows.
KEY
1. to see/ to avoid
2. climb / to explain / to say/ let / go
3. begin/ rolling / to do / to stop
4. getting / climbing/ to do
5. roar/ to move/ wave
6. writing/ to do / to go / see
7. to come / standing
8. jump / fall

153
9. to wake / hear/ beating
________________________________________

Date of preparation:
Date of signing:
Distributive period: 50
Date of testing:

Part 1: LANGUAGE
I. Objectives: By the end of the lesson, Ss will be able to revise
the language and skills they have practised in Units 4,5.
II. Language focus :
Vocabulary: Words / phrases about Caring for those in need
and Being part of ASEAN.
Grammar: The Past Simple, The Present Perfect, Gerunds and
State verbs in the continuous forms.
Pronunciation: Elision of weak vowels before |n|, |l|, |r|;
Falling and rising intonation.
III. Teaching aids : handouts, cards
IV. Time: 45 mins
IV. Procedures :

Teachers activities Students activities


- Write down on the board: REVIEW 2 : LANGUAGE
UNITS 4,5 Vocabulary:
Task 1: Task 1: Complete the sentences using
- Ask Ss to do this activity individually, correct forms of the words in brackets
and then compare their answers with a
partner. Do this activity individually, and t
- Check answers as a class and write compare their answers with a par
the correct sentences on the board. * KEY
1. disabilities 2. visual

154
4. disrespectful 5. hearing

Task 2: Complete the following sente


Task 2: with suitable words from the box
T asks Ss to complete the following Ss do this task individually, then Ss ca
sentences with suitable words from the box their answers on the board and then che
answers with the whole class.
* KEY
1. Association
2. member
3. stability
4. Charter
5. bloc

Pronunciation:
Pronunciation:
- Ask Ss to do this activity
individually, then compare their Task 3: Listen to the sentences spoken
falling intonation and read them aloud
answers with a partner.
Practise reading the sentences
- Play the recording again and check
using appropriate in
answers as a class. - Then have Ss
practise reading the sentences aloud Grammar:
using appropriate intonation. Task 4: Put the verb into the correct fo
present perfect, the simple past, or the
progressive.
Task 4.
- Ask Ss to do this activity individually.
A student writes the answers on
board while the rest of the class w
- Elicit the form and use of the present on it individually.
perfect tense and the past simple
tense. * KEY
1. has lived
- Ask a student to do the activity on the
board while the rest of the class 2. got
works on it individually. 3. developed
- Check Ss' answers, or ask them to 4. have reached
explain their choice of tenses. If 5. has been
necessary, refer Ss to the Do you
know.., ? box on page 40. Task 5: Complete these sentences using the
forms of the verbs in the box.
Do this activity individually, and t
Task 5. compare their answers with a par
- Elicit the form and use of gerunds and
infinitives. * KEY

155
- Ask Ss to do this activity individually, 1. watching
and then compare their answers with
a partner. 2. to go
3. having
- Ask a student to write his / her
sentences on the boord. Then check 4. to post
the answers with the whole class. 5. hearing
Choose the correct form of the verb in
brackets.
Write the correct sentences on th
board, and give explanations for
Task 6.
choice of verb forms if necessary.
- Ask Ss to do this activity
* KEY
individually and then compare
their answers with a partner. 1. think
2. are you thinking
- Have Ss write the correct 3. is tasting - tastes
sentences on the board, and 4. are seeing
give explanations for their
5. see
choice of verb forms if
necessary.
5. Homework: (3)
* Give the right form of the verbs in brackets.
1. My mother is fond of (watch) TV.
2. It was clever of her (say) so.
3. I have decided (allow) my friend (do) as she please.
4. (Read) this book, he found that was difficult to please other
persons
5. He thought of (give) up (smoke).
6. Stop (argue) and start (work).
7. I couldnt help (overhear) what you said.
8. He tried (explain), but she refused (listen).
9. Im beginning (understand) what you mean.
10. Dont forget (lock) the door before (go) out.
V - Self- evaluation:



_____________________________________________________
_________

Date of preparation:
Date of signing:

156
Distributive period: 51
Date of teaching

Part 2: SKILLS
I. Objectives: By the end of the lesson, Ss will be able to revise
the language and skills they have practised in Units 4,5.
II. Language focus:
Vocabulary: Words / phrases about Caring for those in need
and Being part of ASEAN.
Grammar: The Past Simple, The Present Perfect, Gerunds and
State verbs in the continuous forms.
Pronunciation: Elision of weak vowels before |n|, |l|, |r|;
Falling and rising intonation.
III. Teaching aids : handouts, cards
IV. Time: 45 mins
IV. Procedures:

Teachers and Sts activities Content


I. Reading
Tasks 1 and 2: Ss do Activities 1 and 2 individually,
then compare their answers with a pa
Have Ss do Activities 1 and 2 Task 1. Read the text and match the w
individually, and then compare their A with their definitions in B.
answers with a partner. Check answers * KEY
as a class and provide any 1. a
explanations if necessary. 2. d
3. b
4. c
Task 2. Answer the questions.
* KEY
1. Devices that help disabled people perfor
activity.
2. They can communicate quickly by sendi
receiving messages.
3. They can have documents read out loud
electronically on their computer.
4. Children with visual impairment and the
parents can read together /share reading.
157
5. It can improve the quality of life fo
people.
Tasks 3.
II. Speaking
Ask Ss to work in pairs, and read about Ss work in pairs, and read about the
the three universities in Singapore and universities in Singapore and discuss
discuss any unfamiliar words or unfamiliar words or phrases.
phrases. Tasks 3 and 4. Work in pairs. Read the
Tasks 4. information, answer the questions by disc
- Have Ss stay in the same pair or work with a partner.
with a different partner to answer the
two questions.
- Encourage Ss to discuss their choices
with their partners. Have Ss present their 1. Which university do you want to go
answers to the class. 2. Why do you want to study there?

III. Listening.
Task 5. Task 5. Listen to the conversation betwee
- Play the conversation between Mr Long Long and his daughter Mai. Decide whet
and his daughter Mai discussing the following statements are true (T) or false (
different cultures in the ASEAN Ss to listen and do the activity individ
countries. then check their answers with partne
- Ask Ss to listen and do the activity * KEY:
individually.
- Play the recording again for Ss to listen and 1. T
check their answers. For weaker Ss, play the 2. F
audio several times pausing after sentences 3. T
and checking Ss' comprehension. 4. F
- Check answers as a class, and give any 5. T
explanations if necessary.
IV. Writing.
Task 6. Write an introduction to Thailan
Task 6.
the facts below. Add more
- Ask Ss to use the facts given (or find
additional information if necessary) to Ss can use the example to start their
write an introduction to Thailand. Ss introductions. They can also refer to
may write their drafts first in class, and for the features of information text a
swap with a partner for peer review. sample writing.
- Ask Ss to make any revisions based on Example:
their partner's comments and complete Thailand has a total area of 513,120 square
their final versions at home. kilometres. Its capital is Bangkok. It has a
population of 67,149,778 (2014 estimate).
language used in Thailand is Thai.

VI. Homework: (3)


- Learn some new words and listen the recording again at home.
- Write about the benefits of one of the countries in the ASEAN
158
that you know well.
VII. Self- evaluation:



___________________________________________

Week: 22 Date of
preparing: 10/1/2015

Unit 7: FURTHER EDUCATION


GETTING STARTED

I. Aims and Objectives:


By the end of this lesson, Ss can:
- Get to know the topic of Further Education, words and phrases
related to further education.
1. Knowledge:
- Lexical items: vocational, academic, undergraduate, postgraduate,
doctorate, major, gap year, CV.
3. Skill :
- Main skill: + Scanning for specific information to answer questions
+ Identifying the meaning of words depending on the context
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up : No
3. New lesson :
Teachers activities Students' activities
I. PRESENTATION: 5 I. PRESENTATION
Lead-in: Lead-in:
Inform the class of the lesson objectives: getting to Listen and answer
know the topic Talk about further education
Introduce the topic by asking Ss some guiding
questions Encourage Ss to talk about further
education.
II. PRACTICE: 30 II. WHILE- PRACTICE
1. Activity 1: 1. Activity 1:
Ask Ss questions about the illustration: Answer the questions:
Who are the people in the picture? Listen
What are they doing? Predict what these friends will be talking abou
What do you think they plan to do after leaving Listen and read the conversation at the sa
secondary school? time.
Tell Ss that that are going to listen to a
159
conversation in a school library between three
friends: Phong, Kevin and Maria.
Let Ss predict what these friends will be talking Work in pairs to practice asking and answering
about. the questions
Encourage and accept all types of predictions from Give explanation
Ss. Who are the people in the picture?
Play the recording. Ask Ss to listen and read the What are they doing?
conversation at the same time. What do you think they plan to do after leavi
secondary school?
2. Activity 2:
Asks Ss to work first individually, and then in Keys suggested:
pairs. Focus their attention on the instructions and 1. academic or vocational
allow time for them to read the incomplete 2. undergraduate and postgraduate
sentences. They may refer back to the conversation 3. a bachelors degree
to get the necessary information. 4. vocational courses/ a vocational cours
Checks stss answers and give explanation. 5. apply for scholarships

III. PRODUCTION: 6 III. PRODUCTION


Have sts read the question and example. Ask them Read the question and example and think of th
to think of their own answer to the question. Sts own answer to the question.
work individually first, then with a partner. Work individually first, then with a partner.
Elicit some answers and writes the best ones on the Give answers
board. Give feedback and discuss any points. Keys suggested:
1. They can pursue further education.
2. They can help students develop analyti
skills, critical thinking and knowledge for high
education at a university or college.
3. Because they want to take some time befo
deciding on their career and major.
4. Taking a gap year can allow students to
voluntary work or internships, and travel. T
practical experience will make their CVs lo
good.

3. Homework: (2 mins)
- Prepare the next period " Language and Vocabulary"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF EVALUATION :

160
Week: 23 Date of
preparing: 15/1/2015

Unit 7: FURTHER EDUCATION


LANGUAGE

I. Aims and Objectives:


By the end of this lesson, Ss can:
- enrich their vocabulary with words or phrases related to further education
- know intonation on WH- questions.
- know how to use and distinguish between the present perfect and the
present perfect continous
1. Knowledge:
- Lexical items:
3. Skill :
- Main skill: Identifying the meaning of words depending on the context
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up : No
3. New lesson :

Teachers activities Students' activities


I. PRESENTATION: 2 I. PRESENTATION
Warm-up: Answer
Ask:
What do you know about the Vietnams
education system??
II. PRACTICE: 11 II. WHILE- PRACTICE
A. VOCABULARY 1. Activity 1:
1. Activity 1: Work individually, read each of the words an
Go through the words in the box and check Ss think about its word class.
understanding/ Some sts to give out the answer
Asks Ss to guess the words(s) and complete the A st. writes the answers on bb.
diagram individually. Listen
Alternatively, in weaker classes, have Ss work
on the diagram in pairs. Key:
1. Kindergarten
Call some sts to give out the answer 2. Primary education
Have a st write the answers on bb. 3. Lower secondary education
Check & give remarks 4. Upper secondary education
5. College
6. University
2. Activity 2:
Have Ss work individually. 2. Activity 2:
Ask sts to complete the sentences individually. Complete the sentences individually. Ma
Monitor the activity and offer support, if compare their answers with a partner.
necessary. Listen to Ts comments
161
Check the completed sentences as a class, Keys suggested:
making sure that all sts have the right answers. 1. Academic
2. major
3. vocational
4. postgraduate
5. analytical
B. PRONUNCIATION: 10 B. PRONUNCIATION
Intonation on Wh- questions Intonation on Wh- questions
1. Activity 1: 1. Activity 1:
Explain the use of rising and falling intonation Listen
by modeling the two types of questions
Play the recording again for sts to repeat Distinguish between rising and falling intonation
chorally and individually. by highlighting the rise and fall of the voice.
Help sts to distinguish between rising and
falling intonation by highlighting the rise and
fall of the voice. Work in pairs, taking turns to say the questions.
Ask sts to work in pairs, taking turns to say the
questions.

2. Activity 2:
Ask sts to read the instructions and explain the 2. Activity 2:
task. Read the instructions and explain the task.
Ask them to read the sentences, focusing on the Read the sentences, focusing on the words in bol
words in bold and have sts repeat. and have sts repeat.
Play the recording for sts to repeat once or Listen
twice. Take turns reading each of the sentences twic
Extend this task by having sts take turns reading with and without elisions of weak vowels.
each of the sentences twice- with and without
elisions of weak vowels.

C. GRAMMAR: 11 C. GRAMMAR
1. Activity 1: 1. Activity 1:
Tell sts that the activity focuses on the present Listen
perfect and the present continuous tenses. Answer teachers questions
Ask if they can remember any rules of the Work in pairs to figure the answers.
present perfect and the present continuous Pay attention to the adverbs of time when the
tenses that they have learnt in the lower grades. choose the correct form of the verbs.
Have sts work in pairs to figure the answers. Listen
Monitor the activity and help sts, if necessary.
Remind sts to pay attention to the adverbs of Keys expected
time when they choose the correct form of the 1. for several days
verbs. 2. lately
Check answers as a class. 3. since grade 9
4. before
2. Activity 2:
Tell sts that the activity focuses on the correct 2. Activity 2:
form of the verbs- the past simple or the present Work in pairs to give answers. Observe and hel
perfect. when and where necessary.
Let sts work in pairs to give answers. Observe Pay attention to the adverbs of time when the
and help when and where necessary. choose the correct form of the verbs.
Remind sts to pay attention to the adverbs of Take turns reading aloud each of the sentences.
time when they choose the correct form of the
verbs. Keys suggested
Check sts answers by asking individual sts to 1. have been surfing
take turns 2. has been living

162
reading aloud each of the sentences. 3. has been looking
4. have been studying
5. has been teaching

3. Activity 3: 6 3. Activity 3
Tell students that the activity focuses on the Listen
distinction between the present perfect and the Work in pairs to answer
present perfect continuous. Read aloud the answers
Have St work in pairs to work out the answers. Keys suggested
Monitor the activity and offer help if necessary. 1. have read
Check answers by asking individual Ss to take 2. have been reading
turn reading aloud their answers. 3. Have you applied
Can ask Ss to explain their choice of tense. The 4. have been waiting
pair that gets the most points is the winner. 5. has been giving
6. have never understood
3. Homework: (2 mins)
- Do Part A 1+2,B 2-5 in the exercise book.
- Prepare the next period "Skills- Reading"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF EVALUATION :

Week: 23 Date of
preparing: 10/1/2015

Unit 7: FURTHER EDUCATION


READING

I. Aims and Objectives:


By the end of this lesson, Ss can:
- Read for general ideas and specific information about higher education.
1. Knowledge:
- Lexical items: mandatory, respectively, broaden, Baccalaureate, appreciate,
pursue
163
- Main skill: + Scanning for specific information to answer questions
+ Identifying the meaning of words depending on the context
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up : No
3. New lesson :

Teachers activities Students' activities


I. PRE- READING: 5 I. PRE-READING
Activity 1: Activity 1:
Have Ss read the table of the British state-run Look at the diagram to give the answers.
education system. Encourage sts to explain and give reasons for
Provide sts with some information if necessary their answers.
Have sts work in pairs and draw a table or a
diagram similar to the one in vocabulary. School Age Exam
Section1 . Encourage sts to explain and give Kindergarten 3-5 No
reasons for their answers. Primary school 6-10 No
Correct answers as a class & have sts guess the Lower secondary 11-14No
possible content of the reading text. Upper secondary15-17 GCSE

II. WHILE-READING: 27 II. WHILE- READING


1. Activity 2: 1. Activity 2:
Work individually, read the work individually to
Tell Ss that the activity focuses on reading for choose the best heading(a-c
gist. Have them read the heading before the text. answers with a partner. Write them on the
Explain to SS that repeated and similar notebook.
vocabulary can form a vocabulary chain in a Keys suggested
paragraph. The main ideas of the paragraph will b
contribute to the main idea of the whole text.
Ask sts to work individually to choose the best
heading(a-c). Then Ss can check their answers
with a partner. Check answers as a class and
write them on the board.
Give feedback
3. Activity 3: 3. Activity 3:
Ask sts to work individually, read the words and Listen
phrases in the columns, then discuss and find Work individually, read the words and phrases in
the meaning of each of them (a-e). provide help, the columns, then discuss and find the meaning
if necessary. Explain the meaning further and of each of them(a-e).
give examples. Check answers as a class and Check their answers with a partner.
write them on the board. Keys suggested
Give feedback. 1. d
2. c
Then sts can Check answers as a class and 3. e
4. a
5. b

4. Activity 4: 4. Activity 4:
Tell sts that the activity focuses on reading for Read the passage gain and decide whether the
specific information. following statements are true (T), false (F) or
Ask sts to read the passage gain and decide (NG).
whether the following statements are true (T), Write their answer individually and check with
false (F) or (NG). their partner.

164
Have sts write their answer individually and
check with their partner. Keys suggested
Check answers as a class & provide feedback. 1. NG
2. F
3. F
4. F
5. T

III. POST- READING: 6 III. POST- READING


Activity 5: Activity 5:
Put sts in pairs and ask them to discuss the Work in pairs and discuss the questions freely.
questions freely: One or two pairs to report the discussion results
How can you prepare for higher education in to the class.
the UK? Listen
Ask one or two pairs to report the discussion How can you prepare for higher education in
results to the class. the UK?
Give remarks

3. Homework: (5 mins)
- Do Part C in the exercise book.
- Prepare the next period "skills- Speaking"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF EVALUATION :

Week: 23 Date of
preparing: 15/1/2015

Unit 7: FURTHER EDUCATION


SPEAKING

I. Aims and Objectives:


By the end of this lesson, Ss can:
- practice talking about further education
1. Knowledge:
- Lexical items: part-time course, full-time course, cloud-based course,
credit-based, campus-based, simultaneously
3. Skill :
- Main skill: +Interviewing & discussing
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up : No
3. New lesson :

Teachers activities Students' activities


165
I. PRE- SPEAKING: 7 I. PRE-SPEAKING
Activity 1: Activity 1:
Ask sts to work individually, read the words and Listen
phrases in the columns, then discuss and find the Work individually, read the words and phrases in
meaning of each of them (a-e). provide help, if columns, then discuss and find the meaning of
necessary. Explain the meaning further and give of them(a-e).
examples. Check answers as a class and write Check their answers with a partner.
them on the board. Keys suggested
Give feedback. 1. c
2. e
3. a
4. b
5. d

II. WHILE-SPEAKING: 16 II. WHILE- SPEAKING


Activity 2: Activity 2:
Explain the context and ask sts to read through the Read through the phrases in the box.
phrases in the box. Work in pairs to fill the gaps in the conversation.
Have sts work in pairs to fill the gaps in the Listen
interview. Keys suggested
Check answers as a class and give feedback. 1. b
2. e
3. a
4. f
5. d
6.c

III. POST- SPEAKING: 15 III. POST- SPEAKING


Activity 3: Activity 3:
Have sts read the question and example. Ask them Read the question and example and think of
to think of their own answer to the question. Sts own answer to the question.
work individually first, then with a partner. Work individually first, then with a partner.
Elicit some answers and writes the best ones on Give answers
the board. Give feedback and discuss any points.

Activity 4: Activity 4:
Allow enough time for sts to read the Read the conversation individually before
conversation individually before they practice in practice in pairs.
pairs. Role-play the conversation in front of the class.
Monitor the activity and select some pairs to role-
play the conversation in front of the class. Activity 5:
Activity 5: Think about their choices and reasons for
Ask Ss to think about their choices and reasons preferences for further education.
for their preferences for further education. Share their ideas in groups.
Encourage them to share their ideas in groups. Work together
Have different groups work together so they can Discuss using the expressions and flow in the m
help each other with ideas and suggestions. in 2.
Ask groups of students to have a discussion using Role-play their conversation in front of the class.
the expressions and flow in the model in 2. Then Keys suggested
choose one or two groups to role-play their 1. Because higher education will help Ss to
conversation in front of the class. more knowledge and critical thinking skills a
bachelors degree will help them to find a job m
easily.
2. Because students need some skills for getting a

166
before they can decide if they want to pursu
undergraduate degree or not.
3. They are campus-based, part-time, full-time
online.
4. Cloud learning allows students to work
study simultaneously.
5. They provide students with more flex
programmes and schedules.

3. Homework: (5 mins)
- Do Part D in the exercise book.
- Prepare the next period " Listening"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF EVALUATION :

Week: 24 Date of
preparing: 20/1/2015

Unit 7: FURTHER EDUCATION


LISTENING

I. Aims and Objectives:


By the end of this lesson, Ss can:
- listen for specific information in a talk from an Canadian undergraduate
student studying in Vietnam.
1. Knowledge:
- Lexical items: undergraduate course, study abroad, knowledgeable,
thorough, programme coordinator, host family, outing, gathering, staff,
fellow student.
3. Skill :
- Main skill: + Scanning for specific information to take notes about the
main points
+ Deciding whether the statements are true (T), false (F) or
not given (NG)
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up : No
3. New lesson :

Teachers activities Students' activities


I. PRE- LISSTENING: 7 I. PRE- LISSTENING
1. Activity 1: Expected answers:
Show pictures of the students on page 21 They are in Vietnam. They are learning about
Ask: Vietnamese culture. They are getting to know
Where are they? their Vietnamese fellow students.
What are they doing?
167
II. WHILE- LISTENING: 26 II. WHILE- LISSTENING
1. Activity 2: 1. Activity 2:
Have sts read the instruction about a famous girl Complete the notes while listening
with a disability and the table they have to Listen the CD again and check their answers.
complete. Compare their answers before checking answ
Play the CD. Ask sts to complete the notes while as a class.
listening.
Have sts listen the CD again and check their Keys expected
answers. 1. undergraduate
Have sts compare their answers before checking 2. Vietnamese history and economic developme
answers as a class. 3. very friendly and helpful
4. very organized, knowledgeable and thorou
always available for emergency
5. lives with a host family, has his own roo
comfortable and clean, has Internet
6. Eat breakfast, dinner with host family, a
lunch with Vietnamese fellow students; fo
healthy and delicious; has his favourite dishes

2. Activity 3: 2. Activity 3:
Tell sts that the activity focuses on listening for Listen the passage gain and decide whether
specific information. following statements are true (T), false (F)
Ask sts to listen to the passage gain and decide (NG).
whether the following statements are true (T), Write their answer individually and check w
false (F) or (NG). their partner.
Have sts write their answer individually and
check with their partner. Keys expected
Check answers as a class & provide feedback. 1. F
2. T
3. NG
4. F
5. T
III. POST- LISSTENING: 8 III. POST- LISSTENING
Activity 4 Activity 4
Ask sts to work in groups of three or four to Work in groups of three or f
discuss the question: prepare for studying abroad?
How should you prepare for studying abroad? our to discuss the question:
Brainstorm ideas. Present the reports
Have some sts present their reports to the class. Listen
Give remarks
Keys expected
(depending on Sss answers)

3. Homework: (2 mins)
- Prepare the next period "Writing"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF EVALUATION :

168
Week: 24 Date of
preparing: 20/1/2015

Unit 7: FURTHER EDUCATION


WRITING

I. Aims and Objectives:


By the end of this lesson, Ss can:
- Write an article about problems facing disabled people
- Propose solutions to problems facing people with disabilities.
1. Knowledge:
- Lexical items: eligible, consult, pursue higher education qualification,
pursue a career, transcript, tuition fees, experience cultural shock
3. Skill :
- Main skill: + Writing an email asking for information about higher
education opportunities
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up : No
3. New lesson :

Teachers activities Students' activities


I. PRE- WRITNG: 8 I. PRE- WRITNG
Activity 1 Activity 1
Give sts time to read the sample writing about Read the sample writing about higher education
higher education in the UK. UK.
Ask sts to choose the appropriate phrases (a- Choose the appropriate phrases (a-c) to fill i
c) to fill in the blanks. blanks.
Have them compare their answers with a Compare their answers with a partner first
partner first Read out loud their answers
Ask sts to read out loud their answers to Keys expected
check as a class. 1. I am writing to ask you for
Lead to the writing lesson 2. I want to consult you about
3. I am worried most
4. I have to take
5. I am eligible to
6. I should send

II. WHILE- WRITNG: 25 II. WHILE- WRITNG


1. Activity 2: 1. Activity 2:
169
Ask sts to work in groups of 4, and give each Work in groups of 4, and give each group a larg
group a large size sheet of paper sheet of paper
Have sts read the email in their book and Discuss in groups and complete the outline on the
study the outline. of paper.
Ask sts to discuss in groups and complete the Leaders of some groups to present their outlines
outline on the sheet of paper. rest of the class.
Encourage sts to move around to look at the
outlines of other groups.
Ask leaders of some groups to present their Keys expected:
outlines to the rest of the class. 1. Dear Kevin,
2. I am writing country.
3. What are the university .. UK?
4. What types of accommodation students?
5. Wish you and soon.
6. Regards
2. Activity 3:
Have sts work in groups of three or four to 2. Activity 3:
choose one problem and discuss what Work individually to choose two of the eight pro
information they want to ask for and what and write an email to a friend in another country.
kind of advice they need. Each student should
choose two of the eight problems and write Keys expected
an email to a friend in another country. (depending on Sss answers)
Encourage sts to make complete sentences,
using the suggestions in this activity. Ask sts
to read their groups sentences.
Provide help by correcting mistakes in
grammar or word choice.
Ask sts to work independently and write their
emails.

III. POST- WRITNG: 8 III. POST- WRITNG


Ask some individuals to read their emails. Some individuals to read their emails.
Have the rest of class give comments, and Listen to comments & correction
correct errors.
Give remarks & correction

3. Homework: (2 mins)
- Do Part E in the exercise book.
- Prepare the next period " Language and Vocabulary"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF EVALUATION :

170
Week: 24 Date of
preparing: 20/1/2015

Unit 7: FURTHER EDUCATION


COMMUNICATION & CULTURE

I. Aims and Objectives:


By the end of this lesson, Ss can:
- Listen to an interview on Vietnams higher education.
- Know the further education in Singapore
1. Knowledge:
- Lexical items: vocational school, certificate of secondary education,
entrance exam.
3. Skill :
- Main skill: Reading about higher education
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up : No
3. New lesson :

Teachers activities Students' activities

I. COMMUNICATION: 15 I. COMMUNICATION
1. Activity 1: 1. Activity 1:
Focus sts attention on the diagram. Work in pairs to guess the information and think
Have sts guess what they are going to listen how to express such information
Have them work in pairs to guess the Complete the diagram
information and think about how to express Compare their answers with a partner.
such information Check answers
Ask sts to complete the diagram Keys expected
Let sts compare their answers with a partner, 1. Doctorate
then check answers as a class and write them 2. Postgraduate education
on the board. 3. University
4. College
5. Upper secondary education

2. Activity 2: 2. Activity 2:
Tell sts that the activity focuses on listening for Listen the passage gain and decide whethe
specific information. following statements are true (T) or false (F) .
Ask sts to listen to the passage gain and decide Write their answer individually and check with
whether the following statements are true (T) partner.
or false (F)
Have sts write their answer individually and Keys expected
check with their partner. 1. F
Check answers as a class & provide feedback. 2. F
3. T
4. F
5. F

II. CULTURE: 20 II. CULTURE


1. Activity 1: Further education in 1. Activity 1: Further education in Singapore

171
Singapore Pay attention to the diagram to describe the
Focus sts attention on the diagram and allow following secondary education in Singa
enough time for sts to describe the stages education system.
following secondary education in Singapores
education system. Present their descritptions in front of the class.
Invite individual sts to present their
descritptions in front of the class.
2. Activity 2: 2. Activity 2:
Ask sts to read the text again and answer the read the text again and answer the que
questions individually. individually.
Allow time for sts to read and underline the Read and underline the key words in the question
key words in the questions. Read the text and underline relevant information
Ask them to read the text and underline Check answers.
relevant information
Offer help when necessary Keys expected
Check answers as a class. 1. To help students to discover their talent
develop a passion for learning.
2. They have to pass standardized examination.
3. It builds up students strengthens and develo
talents in both academic and non-academic areas
4. They can select pre-university education or tec
education.
5. There are four local universities with
programmes for higher education.

III. LESSON OUTCOME: 5 III. LESSON OUTCOME


Ask: Answer:
What have you learn today?
What can you do now? Expected answers:
I have improved my speaking, listening, and r
skills. Now I know more about Vietnam
Singapores education system.

3. Homework: (3 mins)
- Prepare the next period " Language and Vocabulary"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF EVALUATION :

Week: 25 Date of
preparing: 27/1/2015

Unit 7: FURTHER EDUCATION


LOOKING BACK AND PROJECT

I. Aims and Objectives:


By the end of this lesson, Ss can:

172
- Review all the grammar points, pronunciation and vocabulary learnt
- Discuss reasons for taking a gap year and reasons for starting university
immediately and present them in class.
1. Knowledge:
- Lexical items: vocational, academic, undergraduate, postgraduate,
doctorate, major, gap year, CV, save money, waste of time, voluntary work,
travel around the world.
3. Skill :
- Main skill: + Presenting in front of the class
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up : No
3. New lesson :

Teachers activities Students' activities

I. LOOKING BACK: 10 I. LOOKING BACK


A. PRONUNCIATION A. PRONUNCIATION
1. Activity 1: 1. Activity 1:
Review using intonation on Wh-questions Listen and mark the rising(^
Play the recording and let sts listen and mark
for each questions.
the rising(^) or falling() intonation for each Read the sentences with the approp
questions. pronunciation.
Check answers as a class by asking some sts to Listen and repeat the sentences. Encourage the
read the sentences with the appropriate the rising and falling intonation.
pronunciation.
Play the recording again and let sts listen and
repeat the sentences. Encourage them to use
the rising and falling intonation. 2. Activity 2:
2. Activity 2: Listen & identify the questions using the fallin
Play the recording rising intonation.
Ask sts to identify the questions using the
falling or rising intonation. Call out the number of the questions using the fa
Check answers as a class by asking sts to call intonation and that of the rising intonation.
out the number of the questions using the Listen and repeat the sentences.
falling intonation and that of the rising
intonation.
Play the recording again and let sts listen and
repeat the sentences. Praise sts who try to use
the intonation.
B. VOCABULARY: 10 B. VOCABULARY
Explain the activity aims to review the key Do the task individually.
vocabulary in the unit, and have sts do it Put the words into the correct form according
individually. position in the sentences.
Remind sts to put the words into the correct Individual sts read their sentences.
form according to its position in the sentences. Listen
Check answers as a class by asking individual Keys expected:
sts to read their sentences. 1. academic
Provide the correct answers. 2. broaden
3. graduation
4. analytical
5. internship
6. respectively
173
C. GRAMMAR: 10 C. GRAMMAR
1. Activity 1: 1. Activity 1:
Have sts work in pairs to work out the answers. Work in pairs to work out the answers.
Monitor the activity and offer help, if Individuals to take turns reading aloud their answ
necessary.
Check sts answers by asking individuals to Keys expected:
take turns reading aloud their answer. 1. Have taken
2. have been waiting
3. have. attended
4. have been waiting
5. has been travelling

2. Activity 2: 2. Activity 2:
Have sts to tell the teacher again about the Tell the teacher again about the difference bet
difference between usages of the present usages of present perfect and the present pe
perfect and the present perfect continuous continuous tenses.
tenses. Do this activity orally first
Have sts do this activity orally first Listen
Check answers as a class.
Keys expected:
1. have been. since
2. have all arrived
3. has been doing.since
4. have three times (before)
5. have been..for
6. have been .since

B. PROJECT: 10 B. PROJECT- A survey on voluntary work


- A survey on voluntary work 1. Activity 1:
1. Activity 1: Do the survey in class or during break.
Divide sts into groups of four Compare their findings groups
Have sts do the survey in class or during break. Each group presents the final results to the class.
Allow time for sts to compare their findings
groups
Ask each group to present the final results to
the class. 2. Activity 2:
Make comments on their findings. Work in their groups to prepare
2. Activity 2: their presentation about their reasons for taking a
Have sts work in their groups to prepare their after secondary school in front of the class.
presentation about their reasons for taking a Notice that the plan should be in written form.
gap after secondary school in front of the class. Some groups to present their plans to the class.
Tell sts that the plan should be in written form. Listen to the teachers comment.

Choose some groups to present their plans to


the class.
Give comments and mark.

4. Homework: (3 mins)
- Prepare the next period " Unit 8- Getting Started
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF EVALUATION :

174

Week: 26 Date of
preparing: 5/2/2015

Unit 8: OUR WORLD


HERITAGE SITES
GETTING STARTED
I. AIMS AND OBJECTIVES :
+ Language content:
- To introduce Ss the overall topic of the unit.
+ Language function:
- To help sts get familiar with the topic of the unit.
+ Educational aim:
- To attract Ss attention on the topic of World Heritage Sites.
1. Language:
Vocabulary: words and pharases related to the topic of World
Heritage Sites
Structures: participles and to infinitives to replace relative clauses
2. Skills : Integrated skills.
3. Educational factor :
To make the students be aware of the importance of world Heritage
Sites.
II. TEACHERS AND STUDENTS PREPARATION:
1. Method: Communicative approach
175
2. Techniques / Activities: pair-wok, explanation, group-work,
eliciting, synonyms, explanation, information, transfer, asking and
answering the questions, discussion, etc.
3. Materials needed: textbooks, references, teaching aids, etc.
4. Students preparation : Lesson preparation
Appliances for studying.
5. Previous exercises : No
III. TEACHING PROCEDURES:
1. Stabilization (2): Greets and has a talk with sts.
Good morning class!
How are you today ?
Who is absent today, monitor ?
2. Checking up the previous knowledge: No
3. New lesson:

Teachers Activities Students Activities


I. Lead-in: 7 - Look at the photos and recognise these monument
- Shows Ss two photos and ask them to
recognise these monuments. - Listen and participate in the talk.
- Listen.

Unit 8: OUR WORLD HERITAGE SITES


Getting started

- Look at the heading and guess what the two


speakers will be talking about.
- Has a talk with Ss about the two - Listen and read the conversation silently.
monuments.
- Informs the class of the lesson - Tells if their predictions were correct.
objectives and lead to the lesson. - Summarise the conversation.
- Some Ss share their summaries.
II. Presentation: 5
Activity 1: Listen and read.
- Asks Ss to read the heading and guess what Activity 1: Listen and read.
the two speakers will be talking about.
- Play the recording twice. - Listen to the teachers explanation.
- Has Ss listen and read the conversation - Do activity 2 individually in 3.
silently. - Compare their answers in pairs.
- Then asks Ss if their predictions were - Give their answers
correct. - Pay attention the feedback and write down.
- Has Ss summarise the conversation.
- Calls some Ss share their summaries.
III. Practice: 18 Activity 2:
Activity 2: Read the conversation again. Key:
Are the following sentsnces are true (T) or 1. F (He wants to go sightseeing.)
false (F). Expalin your choice. 2. T
- Guides and reminds Ss of some tips to do 3. F (Most of the citedel was demolished in the early
this kind of task. 20th century.)
- Asks sts to work individually to do activity 4. T
2 in 3. 5. T
- Goes around the class to help if necessary.
- Then asks Ss to compare their answers in
pairs.
- Call sts to present answers. - Listen to the teachers explanation.

176
- Corrects and gives feedback. - Work in pairs in 4.
Activity 3: Match the words in the - Ss write their answers on the board.
conversations with the appropriate - Listen and take notes.
definitions. Activity 3:
- Explains the task to Ss and asks students to Key:
look through the task, read the conversation 1. b
again and find the phrases in the left-hand 2. d
column and underline them. (Encourage Ss to 3. e
guess the meanings of the phrases and then 4. f
match them with their definitions in the right- 5. a
hand column.) 6. c
- Asks sts to work in pairs in 4.
- Goes around for help. - Listen to the teachers explanation.
- Calls on Ss to give their answers. - Work individually in 3.
- Gives feedback and correct answers. - Ss write their answers on the board.
Activity 4: Find the sentences in the - Listen and take notes.
conversation which have the same meaning Activity 4:
as the following sentences. Key:
- Explain the task to Ss. 1. It is a cultural complex comprising royal palaces
- Asks Ss to work individually in 3. and monuments.
- Goes around for help. 2. Most of the citadel, first built during the Ly
- Call on some Ss to write their answers on Dynasty in the 11th century and then expanded by
the board. subsequent dynasties, was demolished in the early
- Gives feedback and correct answers. 20th century.
3. The only structure to remain intact is the Flag
Tower of Ha Noi.

IV. Production: 8
Activity 5: Ask and answer the following - Ask and answer the question in pairs.
questions. - Ss present.
- Asks Ss if they have visited the Central - Listen and take notes.
Sector of the Imperial Citadel of Thang Long
or would like to visit the site. Activity 5: Ask and answer the following
- Has Ss ask and answer the question in pairs. questions.
- Invites Ss who have visited the site to tell
the class about their trip there.
- Asks Ss who have not been there to tell
the class why they would (or not) like to
visit the site.
- Gives comments and correction.
V. Consolidation and homework: 5 - Listen and take notes.
- Summarise the main points of the lesson.
- Asks sts to: - Do at home.
+ Learn the new words by heart, read and
translate the conversation, do the tasks again.
+ Prepare the next lesson (Language).

Homework: Complete the gaps with a word from the box: for in from for
with to
1. In Victorian times, Britain was famous _______________ producing things.
2. Nowadays, the canals are used ___________ leisure and many of them
have cafs, restaurants and art galleries.
3. The National Railway Museum is devoted _______________ British trains.
4. The streets of York are crowded _______________ tourists.
5. Britains culture and history are different _______________ anywhere else
177
in the world.
6. The guides in the museum are dressed _______________ Victorian
costumes.
SELF EVALUATION :

-------------------------------------------------

Week: 26 Date of
preparing: 5/2/2015

Unit 8: OUR WORLD


HERITAGE SITES
LANGUAGE
I- AIMS AND OBJECTIVES:
- Language content:
+ To provide Ss with words and phrases related to the World Heritage
Sites in Viet Nam.
+ To help the sts recognise and use appropriate intonation on choice
questions.
+ To have them revise participle and to-infinitive clauses.
- Language function: To enable students to use the language for
practice correctly.
- Educational aim: Some advice of studying.
1. Language :
a. Vocabulary: words and phrases related to the World Heritage Sites
in Viet Nam
b. Structures: participle and to-infinitive clauses
2. Skill : Integrated skills.
3. Educational factor : Give students some advice of studying.
II- TEACHERS AND STUDENTS PREPARATION:
1. Method : Communicative appoach
2. Techniques : Repetition, Trasnsformation,
3. Materials needed : Pictures, sub-boards, CD, cassette player
4. Students preparation : The structures & words / pharses
5. Previous exercise : No.
III- PROCEDURES IN CLASS:
1. Stabilization: Greeting ( 2 )
2. Checking absence: Whos absent today?
3. Checking up previous knowledge: No
4. New Lesson:

178
Teachers activities Studentsactivities
A. VOCABULARY: 5 - Listen to the teachers explanation.
Activity
Homework:1: Fill in the blanks with the right - Go through the words given in the box and
form of thethe
I. Circle words
best from
answerthefor
box.
each sentence. discuss with a partner their meanings.
- Explains to Ss what they are supposed
1) Have you ever met the man ____ over to do. - No.
there? Complete
Who the sentences individually in 3.
is he?
- Has Ss go through
A. stands B.the words given in
is standing C.the box - Compare
standing D. whotheir
he isanswers in pairs.
standing
and discuss with a partner their
2) The boy ____ the piano is my son.meanings. - Some Ss give answers.
- Asks
A. whoSs complete
is playingthe sentences individually
B. that is plying A. VOCABULARY
C. playing D. All are correct
in3)
3.____ by his parent, this boy was very sad. Activity 1:
- Then asks Ss to compare
A. Punished their answers
B. Punishing in be punished
C. To Key: D. Be punished
pairs.
4) We have apartment ____ the park. 1. heritage
- Calls some Ss to give
A. overlooking B. answers.
overlooks 2. dynasties
C. to overlook D. overlooked
- Checks and gives correct answers.
5) He was the last person ____ in this way. 3. excavations
A. to kill B. who killed 4. intact D. to be killed
C. being killed
6) Solar energy is not only plentiful ____ clean and 5. relics
safe.
A. but also B. and C. but 6. complex D. as well
7) Who was the first man that set foot ____ the moon?
Activity
A. on 2: Use the correct B. to form of the word C. in D. up
in8)brackets to complete
Nellie Ross of Wyomingeach sentence.
was the first woman -Listen to thegovernor
_____ teacher. in the
- Explains to
United State. Ss what they are supposed to do.
- Asks
A. whoSs to study the B.
elected sentences given andC. was elected
to be elected - Study theD. sentences given
her election as and work out the part
work out the part of speech that needs to be of speech that
9) Pioneers, ____ in isolated areas of the United States, were almost totallyneeds to be filled in.
filled in.
self-sufficient. - Discuss the contextual clues that can help figure
- Reminds Ss
A. who living that they should discuss
B. living the out the answers.
C. lived D. that lived
contextual clues that can help figure out the
10) ____ in large quantities in the Middle East, oil became known as black
answers.
gold because of the large profit it brought. - Do the task individually in 2 and compare their
-Has SsA. doDiscovering
the task individually
B. Discovered C. Whichanswers
in 2, then in pairs.
was discovered D. That
compare answers in pairs.
when discovered -Participate in checking the answers.
-Checks the answer with the whole class. Activity 2:
II. Turn the relative clauses into participle clauses. Key:
1. A person who watches (watching) television is1.called archaeological
a television viewer.
2. natural
2. The students discussed the problems which faced (facing) the international
youth movement. 3. Cultural
3. The tree which stands (standing) near the gate4.has attraction
lovely flowers.
4. The pencil which is lying (lying) on the desk is hers. 5. preservation
5. The boy who threw (throwing) that stone will be punished.
B.6.PRONUNCIATION:
The chicken which araised5 (araising) on our farm are very fat.
Choice questions
7. My parents are living in a house which was built - Study the Do
(built)in you know? box.
1972.
Activity
8. The 1: Listen to
students arethese exchanges
copying and which
the words pay are written (written) on the
attention
board. to the intonation pattern of the
questions. - Listen and notice
9. Do you know the policeman who is coming (coming)towards us? the intonation patterns of the
- Asks Ss to study the Do you know? box to questions.
10. Anyone who applies (applying)to that school must take an entrance
learn some general rules of intonation patterns
examination. - Listen and repeat the exchanges with
for choice questions. appropriate intonation.
- Has
SELFSs listen and notice the
EVALUATION : intonation
patterns of the questions.
Activity 1: Listen to these exchanges and pay
-
Has them listen and repeat the exchanges attention to the intonation pattern of the
with appropriate intonation. questions.

Activity 2: Listen to 1 again and practise


saying these exchanges. - Read along with the recording, immitating the
- Plays the recording and asks Ss to read along intonation patterns.
with the recording, immitating the intonation
patterns. - Practise the exhanges in pairs.
- Has Ss practise the exhanges in pairs. - Some pairs role-play the exchanges in front of
- Asks some pairs to role-play the exchanges in the class.
front of the class, using appropriate intonation
patterns. - Listen. 179
- Gives comments on Ss performance. Activity 2: Listen to 1 again and practise
Places in Hue saying these exchanges.
Participle and to-infinitive clauses - Look at the two sentences.
I. Presentation:
- Writes two sentences having the same - Give comments: Relative clause in the 1st
meaning on the board. sentences is replaced by present participle clause
E.g: 1. It is a cultural complex which in the 2nd one.
comprises royal palaces and monuments. - Read the Do you know? box on page 28
2. It is a cultural complex comprising royal make some more examples..
palaces and monuments. C. GRAMMAR :
- Asks Ss to give comments on the form of the To-infinitives after certain adjectives and nouns
two sentences.
E.g: 1. It is a cultural complex which comprises
- Asks Ss to read the Do you know? box on royal palaces and monuments.
page 28 make some more examples. 2. It is a cultural complex comprising royal
palaces and monuments.

II. Practice:
Exercise 1: Underline the correct word or
phrase in each sentence. - Work individually in 2.
- Lets Ss work individually in 2.
- Then asks Ss to compare their ansers in pairs - Compare their ansers in pairs in 2.
in 2. - Some Ss give answers.
- Calls some Ss to give answers.
- Checks and gives feedback. - Listen.
Exercise 2: Rewite the sentences replacing
the relative clauses with participle or to-
infinitive clauses.
- Introduces Exercise 2 to students and explain - Listen to the teacher.
how to do it. - Explain that which has been removed and the
- Does an example as a modal and asks Ss to verb connects is changed to its present participle
explain what changes have been made to the form connecting.
reduced clause.
Example:
We walked on the bridge which connects the - Do Exercise 2 individually in 3 and then
two parts of the heritage site. compare their answers with a partners in another
=> We walked on the bridge connecting the 2.
two parts of the heritage site. - Some Ss write anwsers on the board.
- Ask students to do Exercise 2 individually in - Listen and take notes.
3 and then compare their answers with a
partners in another 2. Exercise 1:
- Calls some Ss to write anwsers on the board. Key:
- Correct mistakes. 1. islets
2. breathtaking
3. cuisine
4. magnificent
5. abundant

Exercise 2:
Key:
1. Some of the relics found at the archaeological
site of the Central Sector of the Imperial Citadel
of Thang Long belong to the Ly Dynasty.
2. The Japanese Bridge built on the early 1600s
became a tourist attaction in Hoi An.
3. Tourists should avoid purchasing unusual relics
illegallyremoved from protected heritage sites..
4. He was the last emperor to rule both parts of
the empire.
5. We visited an ancient house overlooking the180
Thu Bon River in Hoi An.
6. Trang An Scenic Landscape Complex is the 8th

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