Professional Documents
Culture Documents
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
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:
............................................................................................................................
............................................................................................................................
..........................................................................................................................
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
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
9
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
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.
10
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
g).
Task 2:
- T asks Ss to read the three heading (a-c) first and asks them if
11
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
12
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.
13
............................................................................................................................
..........................................................................................................................
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.
14
- 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
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.
16
Homework - Prepare for the next lesson
1 minute
E. Experience:
............................................................................................................................
............................................................................................................................
..........................................................................................................................
............................................................................................................................
.............................................................
Date of preparation:
Date of signing:
Distributive period: 6
Date of teaching:
Unit 1 The
generation gaps
Lesson 5
Listening
How are we different
17
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
18
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.
3. Activity 3
Activity 4
Key
1. C 2. A 3.B 4. C 5. B
Time/Stag Activities
es
* Checking
1.
Homework
21
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
12
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:
............................................................................................................................
............................................................................................................................
..........................................................................................................................
............................................................................................................................
............................................................................................................................
..........................................................................................................................
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
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.
Date of preparation:
Date of signing:
Distributive period: 9
Date of teaching:
26
Unit 1 Family life
Lesson 8 Looking
back and project
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:
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
29
Date of preparation:
Date of signing:
Distributive period: 10
Date of teaching:
Unit 2
Relationships
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
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:
............................................................................................................................
............................................................................................................................
..........................................................................................................................
............................................................................................................................
.............................................................
............................................................................................................................
.............................................................
32
Date of preparation:
Date of signing:
Distributive period: 11
Date of teaching:
Unit 2 Relationships
Lesson 2
Language
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
Grammar
Unking verbs
Task 1:
Key
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
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:
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:
............................................................................................................................
............................................................................................................................
..........................................................................................................................
............................................................................................................................
............................................................................................................................
..........................................................................................................................
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
41
Date of signing:
Distributive period: 13
Date of teaching:
Unit 2
Relationships
Lesson 4 Speaking
Seeking 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
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.
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:
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
Date of preparation:
Date of signing:
Distributive period: 16
Date of teaching:
48
Unit 2
Relationships
Lesson 7
Communication and culture
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'
51
Date of preparation: Date
of signing:
Distributive period: 17
Date of teaching:
Unit 2 Relationships
Lesson 8 Looking
back and project
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
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:
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
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 ..
.
2. How does tourism affect the environment?
..
..
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
61
1) That was a very strange question (ask) ......................... .
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
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
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:
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
68
Do you like it?
T shows the pictures and has Ss read
aloud the sentence
Ss read aloud
T elicits
- 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.
5. Homework (3)
71
V - Self- evaluation:
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
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
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:
_____________________________________________________
_____________________
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?
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
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:
Distributive period: 25
Date of teaching
CORRECTING TEST
.
2. How does tourism affect the environment?
..
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
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.
83
It
VIII. Writing : Theconflicts between you and your friends
(Write about 80 words (1m)
Distributive period: 25
Date of teaching
Writing
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
* 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
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:
- 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 checks Ss answers
5. Homework: (3)
- Talk about American vs Vietnamese ways of rising children.
89
V. Self- evaluation:
_______________________________
Distributive period: 28
Date of teaching
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.
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 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.
93
inaccuracyVery
inaccuracy
1. You can cook for yourself
V. Self- evaluation:
_______________________________
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.
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.
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:
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 :
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 :
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
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 :
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 :
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 :
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 :
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 :
Distributive period: 36
Date of teaching
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 :
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 :
COMMUNICATION &
CULTURE
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.
115
What the Teacher and Students do Content
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.
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 :
4. disrespectful 5. hearing
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:
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
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 ..
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
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
Date of preparation:
Date of signing:
Distributive period: 41
Date of teaching:
GETTING STARTED
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.
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
Vietnam March 14, 2008 March 19, 2008 Minister of Foreign Affairs
Burma
July 21, 2008 July 21, 2008[3] Foreign Minister
(Myanmar)
Indonesia October 21, 2008[6] November 13, 2008[5] The House of Representative
SELF EVALUATION :
-------------------------------------------------------------------------------
-------------------
Date of preparation:
Date of signing:
Distributive period: 42
Date of teaching:
129
LANGUAGE
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
PART 2: Pronunciation
PART 2: Pronunciation :Falling and
rising intonation Task 1: Listen and repeat :
Task 2:
_ Ask Ss to work in pairs to take turns
giving the answer. Sepak Takraw- Malaysias national spo
_ 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:
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
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.
* 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?
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)
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
142
Date of preparation:
Date of signing:
Distributive period: 46
Date of teaching
LISTENING
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
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
............................................................................................................................
.............................................................
Date of preparation:
Date of signing:
147
Distributive period: 45
Date of teaching
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
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:
A. Pronunciation: ( ) or falling ( )
Play the recording and ask Ss to listen. *Key : Falling intonation: 1,3,5
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 :
154
4. disrespectful 5. hearing
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:
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.
___________________________________________
Week: 22 Date of
preparing: 10/1/2015
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
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
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
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
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
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
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
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
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.
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
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 :
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
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
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
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.
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