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Date of preparation: 04/09/2018 Date of teaching: 06/09/2018

PERIOD 001/105: INTRODUCING THE PROGRAMS OF ENGLISH 11

1. AIMS/OBJECTIVES OF THE LESSON:

Language focus:

• To introduce English 11
• To motivate learners, prepare them to get ready for the new school year.

1. Skills: To test Ss's language skills

3. Attitudes: - To encourage Ss to work harder

- To provide Ss some motivation

1. . PREPARATION
   1. Teacher: - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students: - Read through English 11 at home

1. PROCEDURE:
2. Class organization (1 minute)
3. Check up (omitted)
4. New lesson (40 minutes)

• Participate in all activities
• Keep the discipline

1. Students’ assessment (5 mins) What do you find your English? Very good Excellent:

Good: Average:

Bad: Very bad:

• 1. Consolidation (3 mins) - English test book 11

Do as appointed

• 1. Homework: (1 min) - Read unit 1 - getting started at home

1. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: 04/09/2018 Date of teaching: 08/09/2018

UNIT 1: THE GENERATION GAPS

PERIOD 002/105: GETTING STARTED

1. AIMS/OBJECTIVES OF THE LESSON

Language focus

• • To help learners get started with some language items in Unit 1
  • For vocabulary, that is words and phrases related to the generation gap and family rules, as well as some compound nouns
  • For pronunciation, that is strong and weak form of words in connected speech
  • For grammar, that is the use of some modal verbs: should, ought to, must, have to

Skills

• • To help learners get started with 4 skills in Unit 1
  • Reading: Reading for specific information in an article about the generation gap
  • Speaking: Talking about parent-child relationship problems, and offering advice on how to solve them
  • Listening: Listening for specific information in a conversation between two teenagers about conflicts with their parents
  • Writing: Write a letter about family rules to a teenager staying with a homestay family

1. Attitudes: - To help Ss get started for Unit 1 with the topic "the generation gap"

- To provide Ss some motivation

1. PREPARATION
   1. Teacher: - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students: - Read through English Unit 1 - getting started at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (omitted)
4. New lesson (40 minutes)

1. Consolidation (3 mins) - Compound nouns in the conversation
   • Practice the conversation
2. Homework: (1 min) - Compound nouns in the conversation
   • Practice the conversation
   • Do the tasks again
   • Read Unit 1 - Language at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: 04/09/2018 Date of teaching: 09/09/2018

UNIT 1: THE GENERATION GAPS

PERIOD 003/105: LANGUAGE

1. AIMS/OBJECTIVES OF THE LESSON

Language focus

• • To provide learners some language items in Unit 1
  • For vocabulary, that is words and phrases related to the generation gap and family rules, as well as some compound nouns
  • For pronunciation, that is strong and weak form of words in connected speech
  • For grammar, that is the use of some modal verbs: should, ought to, must, have to

1. Skills: - To promote Ss to develop the skill of working in pairs and groups
2. Attitudes: - To encourage Ss to work harder

- To provide Ss some motivation

1. . PREPARATION
   1. Teacher: - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students: - Read through English Unit 1 - language at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) - Ask some Ss to write some new words and do the tasks again
4. New lesson (35 minutes)

1. Consolidation (3 mins): - Compound nouns
   • Weak form and strong form of words
   • Modal verbs: should, ought to, must, have to
2. Homework: (1 min): - Compound nouns, weak form and strong form of words
   • Modal verbs: should, ought to, must, have to
   • Do the tasks again, Read Unit 1 - Reading at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: 10/09/2018 Date of teaching: 12/09/2018

UNIT 1: THE GENERATION GAPS

PERIOD 004/105: READING

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus: To provide learners some vocabulary related to the topic of conflicts in the family
3. Skills: - To promote Ss to develop their reading skills
   • Skim the text to get the general idea
   • Scan the text to get some specific details
4. Attitudes: - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher: - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students: - Read through English Unit 1 - Reading at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss to distinguish the use of should, ought to, must, have to and do the tasks again
4. New lesson (35 minutes)

1. Discuss with a partner

Put Ss in pairs and let them discuss the question

Yes. My parents keeps complaining about my irresponsibility for the housework and about my exam results

• 1. Consolidation (3 mins) - Vocabulary related to conflicts in the family
     • Reading skills: skimming, scanning, guessing

the meaning of new words/phrases through context

• 1. Homework: (1 min) - Vocabulary related to conflicts in the family
     • Reading skills: skimming, scanning, guessing

the meaning of new words/phrases through context

• • • Do the task again
    • Read Unit 1 - Speaking at home

1. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: 10/09/2018 Date of teaching: 13/09/2018

UNIT 1: THE GENERATION GAPS

PERIOD 005/105: SPEAKING

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus To provide learners some vocabulary related to the topic of conflicts in the family
3. Skills: - To promote Ss to develop their speaking skills
   • To help Ss develop the skill of working in pairs and groups
4. Attitudes: - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher: - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 1 - Speaking at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss to talk about the conflicts between parents and children
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Vocabulary related to conflicts in the family
   • Speaking skills: giving problems, asking for advice, giving solutions
2. Homework: (1 min) - Vocabulary related to conflicts in the family
   • Speaking skills: giving problems, asking for advice, giving solutions
   • Do the tasks again - Read Unit 1 - Listening at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: 10/09/2018 Date of teaching: 15/09/2018

UNIT 1: THE GENERATION GAPS

PERIOD 006/105: LISTENING

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus: To provide learners some vocabulary related to the topic of conflicts and differences
3. Skills: - To promote Ss to develop their listening skills
   • To help Ss develop the skill of working in pairs and groups
4. Attitudes: - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 1 - Listening at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss go to the board and ask and answer about conflicts in their family
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Vocabulary related to the topic of conflicts and differences
   • Listening skills
2. Homework: (1 min) - Vocabulary related to the topic of conflicts and differences
   • Listening skills
   • Do the tasks again
   • Read Unit 1 - Writing at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: 16/09/2018 Date of teaching: 19/09/2018

UNIT 1: THE GENERATION GAPS

PERIOD 007/105: WRITING

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus: - To provide learners some vocabulary related to family rules
2. Skills: - To promote Ss to develop their writing skills

- To help Ss develop the skill of working in pairs and groups

1. Attitudes: - To encourage Ss to work harder

1. Consolidation (3 mins): - Vocabulary related to family rules
   • Writing skills: write a letter about family rules
2. Homework: (1 min): - Vocabulary related to family rules
   • Writing skills: write a letter about family rules
   • Do the tasks again
   • Read Unit 1 - Communication and Culture at home

IV. SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………..

-------------THE END---------------

Date of preparation: 16/09/2018 Date of teaching: 20/09/2018

UNIT 1: THE GENERATION GAPS

PERIOD 008/105: COMMUNICATION & CULTURE

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus: To provide learners some communication samples and cultural items
3. Skills: - To promote Ss to develop their communication skills and cultural understanding
   • To help Ss develop the skill of working in pairs and groups
4. Attitudes: - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher: - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students: - Read through English Unit 1 - Communication and Culture at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes): Ask some Ss to go to the board and read their writings
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Talk about nuclear and extended families
   • Talk about family trend in the UK, the USA and in VN
2. Homework: (1 min) - Talk about nuclear and extended families
   • Talk about family trend in the UK, the USA and in VN
   • Do the task again
   • Read Unit 1 - Looking back and Project at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: 16/09/2018 Date of teaching: 21/09/2018

UNIT 1: THE GENERATION GAPS

PERIOD 009/105: LOOKING BACK & PROJECT

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus: - To help students revise what they have learned in unit 1
   • To give them a chance to do a small project in which they can develop their speaking skills
3. Skills: - To promote Ss to develop their communication skills and cultural understanding
   • To help Ss develop the skill of working in pairs and groups
4. Attitudes: - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher: - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students: - Read through English Unit 1 - Looking back and Project

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss to go to the board talk about Mahatma Gandhi and other famous volunteers
4. New lesson (35 minutes)

1. Consolidation (3 minutes) - Words and phrases related to the generation gaps and family rules, as well as some compound nouns
   • Strong and weak form of words in connected speech
   • The use of some modal verbs: should, ought to, must, have to
2. Homework (1 minute) - Words and phrases related to the generation gaps and family rules, as well as some compound nouns
   • Strong and weak form of words in connected speech
   • The use of some modal verbs: should, ought to, must, have to
   • Do the tasks again
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: 23/09/2018 Date of teaching: 26/09/2018

UNIT 2: RELATIONSHIPS

PERIOD 010/105: GETTING STARTED

ROMANTIC RELATIONSHIPS

1. AIMS/OBJECTIVES OF THE LESSON
   1. Language focus: - To help learners get started with some language items in Unit 2
      • For vocabulary, that is words and phrases related to relationships
      • For pronunciation, that is contracted forms: nouns/pronouns, etc + verb/ verb not
      • For grammar, that is the use of linking verbs and cleft sentences
   2. Skills: - To help learners get started with 4 skills in Unit 2
      • Reading: Reading for general ideas and specific information about teenage relationship problems
      • Speaking: Talking about problems and asking for advice
      • Listening: Listening for specific information about parent-child relationships
      • Writing: Writing an online posting about relationship problems
   3. Attitudes: - To help Ss get started for Unit 1 with the topic "Relationships"
      • To provide Ss some motivation
2. . PREPARATION
   1. Teacher: - Teaching aids: textbook, lesson plan
      • Teaching method: Communicative language teaching
   2. Students: Read through English Unit 1 - getting started at home
3. PROCEDURE
4. Class organization (1 minute)
5. Check up (omitted)
6. New lesson (40 minutes)

1. Consolidation (3 mins) Words and phrases related to relationships
2. Homework: (1 min) - Words and phrases related to relationships
   • Practice the conversation
   • Do the task again
   • Read Unit 2 - Language at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: 23/09/2018 Date of teaching: 27/09/2018

UNIT 2: RELATIONSHIPS

PERIOD 011/105: LANGUAGE

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus: - To provide learners some language items in Unit 2
   • For vocabulary, that is words and phrases related to relationships
   • For pronunciation, that is contracted forms: nouns/pronouns, etc + verb/ verb not
   • For grammar, that is the use of linking verbs and cleft sentences
3. Skills: To promote Ss to develop the skill of working in pairs and groups
4. Attitudes: - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher: - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students: - Read through English Unit 2 - language at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss to talk about Mai's relationships
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Vocabulary related to relationships
   • Contracted forms, linking verbs, cleft sentences
2. Homework: (1 min) - Vocabulary related to relationships
   • Contracted forms, linking verbs, cleft sentences
   • Read Unit 2 - Reading at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: 23/09/2018 Date of teaching: 29/09/2018

UNIT 2: RELATIONSHIPS

PERIOD 012/105: READING

PLEASE HELP ME!

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus: To provide learners some vocabulary related to the topic.
3. Skills: - To promote Ss to develop their reading skills
   • Skim the text to get the general idea
   • Scan the text to get some specific details
4. Attitudes: - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher: - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students: - Read through English Unit 2 - Reading at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss to go to the board and do the tasks again
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Vocabulary related to relationships
   • Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
2. Homework: (1 min) - Vocabulary related to relationships
   • Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
   • Do the task again
   • Read Unit 2 - Speaking at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 2: RELATIONSHIPS

PERIOD 013/105: SPEAKING

SEEKING ADVICE

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To provide learners some vocabulary related to the topic of relationship problems

- To provide learners expressions of asking and giving advice

1. Skills - To promote Ss to develop their speaking skills
   • To help Ss develop the skill of working in pairs and groups
2. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
3. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 2 - Speaking at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask Some Ss to go to the board and do the tasks again
4. New lesson (35 minutes)

known for some days and that I should apologize to my best friend and make up with her.

1. Consolidation (3 mins) - Vocabulary related to relationship problems
   • Speaking skills: making a dialogue based on the sample,
2. Homework: (1 min) - Vocabulary related to relationship problems
   • Speaking skills: making a dialogue based on the sample
   • Do the tasks again
   • Read Unit 2 - Listening at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 2: RELATIONSHIPS

PERIOD 014/105: LISTENING

TEENAGE RELATIONSHIPS

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To provide learners some vocabulary relating teenage relationships
3. Skills - To promote Ss to develop their listening skills
   • To help Ss develop the skill of working in pairs and groups
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 2 - Listening at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss to go to the board and talk about relationship problems and solutions
4. New lesson (35 minutes)

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

1. Consolidation (3 mins) - Vocabulary related to teenage relationships
   • Listening skills
2. Homework: (1 min) - Vocabulary related to teenage relationships
   • Listening skills - Do the tasks again
   • Read Unit 2 - Writing at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 2: RELATIONSHIPS

PERIOD 015/105: WRITING

TEEN FORUM

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To provide learners some vocabulary related to the topic of relationship problems
3. Skills - To promote Ss to develop their writing skills
   • To help Ss develop the skill of working in pairs and groups
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 2 - Writing at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) - Ask some pairs of Ss to talk about flying car
4. New lesson (35 minutes)

for peer comment

1. Consolidation (3 mins) - Vocabulary related to the topic of relationship problems
   • Writing skills
2. Homework: (1 min) - Vocabulary related to the topic relationship problems
   • Writing skills
   • Do the tasks again
   • Read Unit 2 - Communication and Culture at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 2: RELATIONSHIPS

PERIOD 016/105: COMMUNICATION & CULTURE

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus: To provide learners some communication samples and cultural items

Skills

• • To promote Ss to develop their communication skills and cultural understanding
  • To help Ss develop the skill of working in pairs and groups

1. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
2. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 2 - Communication and Culture at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) - Ask some Ss to go to the board and read their writings
4. New lesson (35 minutes)

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 2: RELATIONSHIPS

PERIOD 017/105: LOOKING BACK & PROJECT

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To help students revise what they have learned in unit 2

- To give them a chance to do a small project in which they can develop their speaking skills

Skills

• • To promote Ss to develop their communication skills and cultural understanding
  • To help Ss develop the skill of working in pairs and groups

1. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
2. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students Read through English Unit 2 - Looking back and Project

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss to go to the board talk about different kinds of dating
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Revise what Ss have learnt in unit 2
   • Talk about relationships
2. Homework: (1 min) - Revise what Ss have learnt in unit 2
   • Talk about relationships
   • Do the tasks again
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

WRITTEN TEST

PERIOD 018/105: WRITTEN TEST 1

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To test and mark the students

- To get feedback from the students

1. Skills - To help Ss develop their skills to do MCQ tests
2. Attitudes - To give Ss the motivation to learn hard for their exam
3. . PREPARATION
   1. Teacher: - Testing aids: Lesson plan, test papers

- Testing method: Multi-choice questions

• 1. Students: - Prepare for the test at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check – up (omitted)
4. Testing contents (43 minutes)

• Vocabulary: Unit 1 – THE GENERATION GAP Unit 2 – RELATIONSHIPS
• Grammar: Some modal verbs/Linking verbs
• Reading skills Parent-child problems/Relationship problems
• Listening skills Conflicts and solutions/Parent-child relationships
• Writing skills Family rules/ An online posting

ENGLISH TEST No 1

LANGUAGE

Pronunciation

Mark the stressed words in the following sentences with the mark “'”

1. Being rude to your parents won't convince them you're right. This can have the opposite effect.
2. How can parents support their children through the bad times?
3. Money can be source of conflict for many families.

Choose the best answer

1. Here we are./ we're. This is my place.
2. Why will not/ won't you help me with my housework?

I will./ I'll. I will/ I'll be with you in a minute.

1. You must be pleased with your test results. Yes, I am./ I'm.

Vocabulary

Make words related to generation gap and relationships using the letters

1. lucaner mafyil ............................................. 2. wucfer .............................................

3. norcedciel ............................................. 4. tconarim .............................................

5. borlmep .............................................

Complete the sentences with the correct words based on the letter given

1. When Laura suffer a b.................. in her relationship, she saw a c................. for advice.
2. To maintain a lifelong f................. you should be s................... and care about your friend's feelings.
3. The biggest advantages of living in an extended family is that parents don't have to worry much about c....................... and housework.

Grammar

Complete the sentences with the verbs in the box.

taste seem look stay grow

1. Jack broke up with his girl friend, and he ........... very sad when I saw him
2. Getting involved in a romantic relationship ......... unreasonable to you now. You are too young.
3. I can't............... awake any longer
4. This boy will become a genius when he ......................... older.
5. This curry.................... delicious. Is it Thai or Indian?

Rewrite the sentences, using the cleft structure

1. Their wedding will be held on a luxury cruise ship.
2. Hoa couldn't understand Phong's sense of humour.
3. I am in charge of organising the storytelling contest.

SKILLS READING

Read the text the do the following tasks

Max and Carol's weeding is to be held next week. Max never thought he could find the woman of his dreams. He became a successful businessman at the age of 37. He has worked hard all his life to get through university and then set up a company to provide a income. The problem was that meetings and hard work made it difficult for him to meet a suitable . Last year, when he wanted to , he looked around and found that all his old friends and female college were already married.

Some friends suggested going to bars or dance clubs. However, he thought the girls who went to these places were not mature or enough. Another suggestion was to look for a partner online. In fact, Max had a lot of online girlfriends, but he did not them, as they usually hid their real . He was beginning to feel lonely and hopeless when he saw an advertisement about the Speed Dating and Matchmaking Center

When Mark went to the Speed Dating and Matchmaking Centre Office, he thought they could help. After completing a survey about his age, education, religion, like and dislike, he was invited to a get-together with other nine men and ten women. There, he spent about six minutes with each woman, talking about things like jobs, hobbies, families and children. At the end of the evening he made a report which women he wished to see a gain. Luckily, Lucy, the woman that he chose, was also interested in him. They had a meeting the following week. Max and Lucy had many things in common, but he did not really

feel to her. Lucy felt the same, and they agreed to

friends. A month later,

Lucy invited Max to her birthday party and introduced him to her friends. Fate was kind to Max this time as he met Carol there, and they fell in love with each other at first sight.

Fill in the missing words

stating settle down identity form partner attracted serious stable trust remain Find the words or phrases from the text which means the following

1. the money a person earns from work or business (n)_
2. an informal meeting (n)
3. fully grown and developed; sensible (adj)_
4. when you see someone for the first time (pre)
5. the power that is believed to control people's life (n)_

LISTENING

Listen to the conversation between Paul and Andrea and decide whether the statements are T or F

1. Andrea can't wait for her flight
2. Paul is excited about coming home
3. Paul's home is 280 km from where they are now.
4. There are more children in Andrea's family than in Paul's.
5. When Andrea's family get together, they often go out to dinner

Listen again and give short answer to each of the following question

1. How many children are there in Andrea's family?
2. Is Paul's family a close-knit one?
3. What does Paul's mother do when his family gets together?

WRITING

Write a paragraph about conflicts in your family

1. Consolidation (omitted)
2. Homework (1 minute) - Look at the test paper at home

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

WRITTEN TEST

PERIOD 019/105: CORRECTION OF TEST 1

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To help Ss revise the knowledge

- To get feedback from the students

1. Skills - To correct Ss’ errors if necessary
2. Attitudes - To give Ss the motivation to learn hard for their exam
3. . PREPARATION
   1. Teacher: - Teaching aids: Lesson plan, answer keys

- Teaching method: Communicative language teaching

• 1. Students: - Look at their test paper at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check – up (omitted) - Some Ss go to the board, do some tasks again
4. Testing correction (40 minutes)

1. Consolidation: (3 minutes) - Vocabulary in unit 1 and unit 2
   • Some modal verbs
   • Linking verbs
2. Homework (1 minute) - Unit 3 - Getting started
3. . SELF-EVALUATION:

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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 3: BECOMING INDEPENDENT

PERIOD 020/105: GETTING STARTED

AN INDEPENDENT PERSON

1. AIMS/OBJECTIVES OF THE LESSON

Language focus

• • To help learners get started with some language items in Unit 3
  • For vocabulary, that is words and phrases related to being independent
  • For pronunciation, that is sentence stress and rhythm: linking between a consonant and a vowel
  • For grammar, that is to infinitive after some adj and n

1. Skills - To help learners get started with 4 skills in Unit 3
   • Reading: Reading for general ideas and specific information about time- management skills
   • Speaking: Giving opinions about of the skills needed for being independent
   • Listening: Listening for specific information about how children are raised to become independent
   • Writing: Write a letter requesting further information about a course
2. Attitudes - To help Ss get started for Unit 3 with the topic "becoming independent"
   • To provide Ss some motivation
3. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 3 - getting started at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (omitted)
4. New lesson (40 minutes)

1. Consolidation (3 mins) - Words and phrases related to being independent
   • Practice the conversation
2. Homework: (1 min) - Words and phrases related to being independent
   • Practice the conversation
   • Do the task again
   • Read Unit 3 - Language at home
3. . SELF-EVALUATION:

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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 3: BECOMING INDEPENDENT

PERIOD 021/105: LANGUAGE

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To provide learners some language items in Unit 3
   • For vocabulary, that is words and phrases related to being independent
   • For pronunciation, that is sentence stress and rhythm: linking between a consonant and a vowel
   • For grammar, that is to infinitive after some adj and n
3. Skills - To promote Ss to develop the skill of working in pairs and groups
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 3 - language at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss to talk about how to become independent
4. New lesson (35 minutes)

pairs to check their answer all of us

1. I couldn't get permission to go to the party
2. I didn't know about their plan to go to Nha Trang for the summer holidays
3. Consolidation (3 mins) - Vocabulary related to becoming independent
   • To infinitive after some adj and n
   • Linking between a consonant and a vowel
4. Homework: (1 min) - Vocabulary related to becoming independent
   • To infinitive after some adj and n
   • Linking between a consonant and a vowel
   • Do the task again
   • Read Unit 3 - Reading at home
5. . SELF-EVALUATION:

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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 3: BECOMING INDEPENDENT

PERIOD 022/105: READING

TIME-MANAGEMENT SKILLS

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To provide learners some vocabulary related to the topic of time management
3. Skills - To promote Ss to develop their reading skills
   • Skim the text to get the general idea
   • Scan the text to get some specific details
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 3 - Reading at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss to go to the board and do the tasks again
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Vocabulary related to time management
   • Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
2. Homework: (1 min) - Vocabulary related to time management
   • Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
   • Do the task again
   • Read Unit 3 - Speaking at home
3. . SELF-EVALUATION:

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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 3: BECOMING INDEPENDENT

PERIOD 023/105: SPEAKING

SKILLS YOU NEED TO BE INDEPENDENT

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus - To provide learners some vocabulary related to the topic skills for becoming independent

1. Consolidation (3 mins) - Vocabulary related to skills for being independent
   • Speaking skills: making a dialogue based on the sample, interviewing, reporting
2. Homework: (1 min) - Vocabulary related to skills for being independent
   • Speaking skills: making a dialogue based on the sample, interviewing, reporting
   • Do the tasks again - Read Unit 3 - Listening at home

IV. SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 3: BECOMING INDEPENDENT

PERIOD 024/105: LISTENING

HOW PARENTS HELP YOU BECOME INDEPENDENT

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus To provide learners some vocabulary related to the topic of how to become independent
3. Skills - To promote Ss to develop their listening skills
   • To help Ss develop the skill of working in pairs and groups
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 3 - Listening at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss to talk about skills to become independent
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Vocabulary related to the topic of becoming independent
   • Listening skills
2. Homework: (1 min) - Vocabulary related to the topic of becoming independent
   • Listening skills, do the tasks again
   • Read Unit 3 - Writing at home
3. . SELF-EVALUATION:

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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 3: BECOMING INDEPENDENT

PERIOD 025/105: WRITING

WRITE A LETTER REQUESTING INFORMAATION

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To provide learners some vocabulary related to the topic .
3. Skills - To promote Ss to develop their writing skills
   • To help Ss develop the skill of working in pairs and groups
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 3 - Writing at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some pairs of Ss to talk about how to become independent
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Vocabulary related to the topic of requesting information
   • Writing skills
2. Homework: (1 min) - Vocabulary related to the topic of requesting information
   • Writing skills - Do the tasks again
   • Read Unit 3 - Communication and Culture at home
3. . SELF-EVALUATION:

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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 3: BECOMING INDEPENDENT

PERIOD 026/105: COMMUNICATION & CULTURE

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus To provide learners some communication samples and cultural items
3. Skills - To promote Ss to develop their communication skills and cultural understanding
   • To help Ss develop the skill of working in pairs and groups
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 3 - Communication and Culture at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) - Ask some Ss to go to the board and read their writings
4. New lesson (35 minutes)

1. Consolidation (3 mins) Ways of raising children in the USA and in VN
2. Homework: (1 min) - Ways of raising children in the USA and in VN
   • Do the tasks again
   • Read Unit 3 - Looking back and Project at home
3. . SELF-EVALUATION:

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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 3: BECOMING INDEPENDENT

PERIOD 027/105: LOOKING BACK & PROJECT

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To help students revise what they have learned in unit 3

- To give them a chance to do a small project in which they can develop their speaking skills

1. Skills - To promote Ss to develop their communication skills and cultural understanding
   • To help Ss develop the skill of working in pairs and groups
2. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
3. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 3 - Looking back and Project

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss to go to the board talk about how to teach children to become independent in VN and in the USA
4. New lesson (35 minutes)

Ask Ss to do the task

1. Work in groups of ten. Make questions from the statements in the questionaire. Then use the question to interview students in your group Let the groups have some time do the task
   1. Consolidation (3 mins) - Revise what Ss have learnt in unit 3
      • Determine how independent you are
   2. Homework: (1 min) - Revise what Ss have learnt in unit 6
      • Determine how independent you are
      • Do the tasks again
2. . SELF-EVALUATION:

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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

REVIEW 1 (UNIT 1,2,3)

PERIOD 028/105: LANGUAGE

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To help students revise what they have learned in unit 1, 2, 3

- To give them a chance to practice

1. Skills - To promote Ss to develop their skills and cultural understanding
   • To help Ss develop the skill of working in pairs and groups
2. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
3. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through Review 1

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss to go to the board do the tasks again
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Revise what Ss have learnt in unit 1, 2, 3
2. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3

- Read Review 1 at home

1. . SELF-EVALUATION:

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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

REVIEW 1 (UNIT 1,2,3)

PERIOD 029/105: SKILLS

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To help students revise what they have learned in unit 1, 2, 3

- To give them a chance to practice

1. Skills - To promote Ss to develop their skills and cultural understanding
   • To help Ss develop the skill of working in pairs and groups
2. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
3. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through Review 1

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss to go to the board do the tasks again
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Revise what Ss have learnt in unit 1, 2, 3
2. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3

- Read Review 1 at home

1. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

WRITTEN TEST

PERIOD 030/105: WRITTEN TEST 2

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To test and mark the students

- To get feedback from the students

1. Skills To help Ss develop their skills to do MCQ tests
2. Attitudes To give Ss the motivation to learn hard for their exam
3. . PREPARATION
   1. Teacher: - Testing aids: Lesson plan, test papers

- Testing method: Multi-choice questions

• 1. Students: - Prepare for the test at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check – up (omitted)
4. Testing contents (43 minutes)

• Vocabulary: Unit 3 – BECOMING INDEPENDENT
• Grammar: To infinitive after certain adjectives and nouns
• Reading skills Time management skills
• Listening skills How children are raised to become independent
• Writing skills A letter requesting further information

ENGLISH TEST No 2

LANGUAGE

Pronunciation

Mark the consonant sounds that link with the vowel sounds

1. An apple a day keeps the doctor away.
2. Independent people believe in themselves and trust their own abilities
3. She spends an hour a day practicing her English
4. He lives on his own in a small apartment.
5. I took on family responsibilities from an early age.

Vocabulary

Complete the missing word to make a compound noun

1. t.......................................... skill 2. i.......................................... communication

3. t.......................................... fee 4. self e..................................

5. household e....................................................

Choose the best answer

1. He can be trust to do the job well. He's a very person
   1. responsible B. well-informed C. self-reliant D. independent
2. If you want to be financially , try to find a good job that pays well.
   1. reliable B. independent C. dependent D. decisive
3. Our teams needs a leader who can make important decision quickly and dependently.
   1. well-informed B. determined C. decisive D. self-reliant
4. is necessary for a good friendship.
   1. Reliable B. Reliant C. Reliance D. Reliability
5. Everyone should act_ in order to protect our environment
   1. responsible B. responsibility C. responsibly D. irresponsibly

Grammar

Rewrite the sentences using the nouns in brackets and to infinitive

1. She can cook for herself and that makes her more independent. (ability)
2. We were very impressed when we saw that she tried very hard to overcome difficulty. (effort)
3. She was disappointed because her father couldn't attend the teacher - parent meeting (failure)
4. Her teachers like her because she is always willing to learn (willingness)
5. The headmaster refused to allow us to go camping in the mountains. (permissions)

Rewrite the sentences using the adjective and to infinitive

1. The student heard that the President would visit their school. They were excited.
2. Laura has been selected to represent her class at the May Festival. She is proud
3. I'll win the race. I'm determined
4. Mike will volunteer to help at the special school for children with disabilities. He's willing
5. Don't try to make him change his mind. It's not easy.

SKILL

Reading

Read the text and fill each gaps with an adjective which best describes each paragraph.

How to live independently is, probably, one of the questions that are most frequently asked by people, young and old. According to experts, there are a number of steps that people who want to become independent should follow. Below are some of them.

First, you should believe in yourself. That is the first and most important condition to make other believe in you. If you don't have faith in yourself, you will always turn to others for help every time you have to make a decision. Believing in yourself will make you trust your own decisions, even if they completely go against someone else's.

Second, get your own information. You should watch and read the news from different sources. It's important to read as much as possible, whether it is literature or daily newspapers. The information you get from reading will allow you to get both sides of every story before you form an opinion.

Third, maintain solid friendship. You don't have to reject people as friends to be independent. In fact, your independence is reinforced with good friends. When your friend needs someone to talk to, be there for them, and listen to their problems with sympathetic and understanding attitude. This way, you will not only help your friends, but their stories will help you learn how to deal with similar situations that may come up to you later in your life. Read the text again and decide whether the following statements are T, F or NG

• 1. You should believe in yourself so that other people will help you when you have to make a decision
  2. You should watch and read news on both TV and the Internet
  3. People who reject their friends are not very independent
  4. There are three steps to become independence
  5. You can learn from your friend's experiences

Listening

Listen to the first part of the recording and fill the missing words in the gaps

Marie Curie was born in Warsaw on She received general education in local

schools and some from her father.

As a brilliant and mature student, Marie of a scientific career, which was impossible for a woman at that time. To save money for a she had to work as a and her studies were interrupted.

Listen to the second part of the recording and decide whether the following statement is T, F or NG

1. At the Sorbonne, she studied physics and Maths.
2. She married Pierre Curie in 1894
3. She was the first woman professor at the Sorbonne
4. She had returned to visit Warsaw several times
5. She was awarded a Nobel Prize in physics.

Writing

Write a paragraph to show the differences in the ways Vietnamese and American parents use to raise children.

1. Consolidation (omitted)
2. Homework (1 minute) Look at the test paper at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

WRITTEN TEST

PERIOD 031/105: CORRECTION OF WRITTEN TEST 2

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To help Ss revise the knowledge

- To get feedback from the students

1. Skills - To correct Ss’ errors if necessary
2. Attitudes - To give Ss the motivation to learn hard for their exam
3. . PREPARATION
   1. Teacher: - Teaching aids: Lesson plan, answer keys

- Teaching method: Communicative language teaching

• 1. Students: - Look at their test paper at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check – up (omitted) Some Ss go to the board, do some tasks again
4. Testing correction (40 minutes)

Choose the best answer

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

Grammar

Rewrite the sentences using the nouns in brackets and to infinitive

1. Her ability to cook for herself makes her more independent
2. We were impressed by her effort to overcome difficulties
3. She was very disappointed because of her father's failure to attend the teacher-parent meeting
4. Her teachers like her because of her willingness to learn
5. The headmaster refused to give us permission to go camping in the mountain

Rewrite the sentences using the adjective and to infinitive

1. The student were excited to hear that the president would visit their school
2. Laura is proud to be selected to represent her class at the May Festival
3. I'm determined to win the race
4. Mike is willing to volunteer to help at the special school for children with disabilities
5. It's not easy to make him change his mind

SKILL

Reading

Read the text and fill each gaps with an adjective which best describes each paragraph.

• 1. independent 2. self-reliant 3. well-informed 4. friendly

Read the text again and decide whether the following statements are T, F or NG

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

Listening

Listen to the first part of the recording and fill the missing words in the gaps

Listen to the second part of the recording and decide whether the following statement is T, F or NG

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

Writing

Write a paragraph to show the differences in the ways Vietnamese and American parents use to raise children.

1. Consolidation: (3 minutes) - Vocabulary in unit 3

- To infinitive after certain adjectives and nouns

1. Homework (1 minute) - Unit 4 – Getting started
2. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 4: CARING FOR THOSE IN NEED

PERIOD 032/105: GETTING STARTED

HELPING STUDENTS IN NEED

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To help learners get started with some language items in Unit 4
   • For vocabulary, that is words and phrases related to people with disabilities and how to support them
   • For pronunciation, that is elision of weak vowels
   • For grammar, that is the past simple and the present perfect
3. Skills - To help learners get started with 4 skills in Unit 4
   • Reading: Read about helping people with disabilities
   • Speaking: Interview a volunteer and discuss volunteer work
   • Listening: Listen to a radio program about an outstanding person with a disability

- Writing: Write an article about problems facing disabled people and how they can be solved

1. Attitudes - To help Ss get started for Unit 4 with the topic "caring for those in need"
   • To provide Ss some motivation
2. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students Read through English Unit 4 - getting started at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (omitted)
4. New lesson (40 minutes)

independently and make their contributions to the society?

Can you give some examples of people who overcome their disabilities to succeed in life?

What should we do to help disabled people?

changed.

People with disabilities are now perceived as valued members of society.

Nguyen Ngoc Ky Nick Vujicic

We can listen to their problems, give them encouragements, and help them to overcome their difficulty.

1. Consolidation (3 mins) - Practice the conversation
   • Talking about what we should do to help people with disabilities
2. Homework: (1 min) - Practice the conversation
   • Talking about what we should do to help people with disabilities
   • Do the task again
   • Read Unit 4 - Language at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 4: CARING FOR THOSE IN NEED

PERIOD 033/105: LANGUAGE

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To help learners get started with some language items in Unit 4
   • For vocabulary, that is words and phrases about people with disabilities and how to support them
   • For pronunciation, that is elision of weak vowels
   • For grammar, that is the past simple and the present perfect
3. Skills - To promote Ss to develop the skill of working in pairs and groups
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 4- language at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss to write some new words and do the tasks again
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Vocabulary related the disabled and how to help them
   • The simple past tense and the present perfect tense
   • Elision of vowel
2. Homework: (1 min) - Vocabulary related to the disabled and how to help them
   • The simple past tense and the present perfect tense
   • Elision of vowel
   • Do the task again
   • Read Unit 4 - Reading at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 4: CARING FOR THOSE IN NEED

PERIOD 034/105: READING

HELPING EACH OTHER

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To provide learners some vocabulary related to helping the disabled
3. Skills - To promote Ss to develop their reading skills
   • Skim the text to get the general idea
   • Scan the text to get some specific details
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 4 - Reading at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) - Ask some Ss to distinguish the use of the past simple and the present perfect and do the tasks again
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Vocabulary related to helping people with disabilities
   • Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
2. Homework: (1 min) - Vocabulary related to helping people with disabilities
   • Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
   • Do the task again
   • Read Unit 4- Speaking at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 4: CARING FOR THOSE IN NEED

PERIOD 035/105: SPEAKING

GET INVOLVED

1. AIMS/OBJECTIVES OF THE LESSON

Language focus

• • To provide learners some vocabulary related to the topic of volunteer work
  • To provide learners expressions of asking and answering in an interview

1. Skills - To promote Ss to develop their speaking skills
   • To help Ss develop the skill of working in pairs and groups
2. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
3. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 4 - Speaking at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss to talk about ways to help disabled children
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Vocabulary related to interviewing a volunteer
   • Speaking skills: interviewing, presenting in front of the class
2. Homework: (1 min) - Vocabulary related to interviewing a volunteer
   • Speaking skills: interviewing, presenting in front of the class
   • Do the tasks again
   • Read Unit 4 - Listening at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 4: CARING FOR THOSE IN NEED

PERIOD 036/105: LISTENING

OUTSTANDING PEOPLE WITH DISABILITIES

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To provide learners some vocabulary related to the topic of outstanding people with disabilities
3. Skills - To promote Ss to develop their listening skills
   • To help Ss develop the skill of working in pairs and groups
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 4 - Listening at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Ask some Ss go to talk about caring for disabled children
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Vocabulary related to caring disabled outstanding people
   • Listening skills
2. Homework: (1 min) - Vocabulary related to caring disabled outstanding people
   • Listening skills - Do the tasks again
   • Read Unit 4 - Writing at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 4: CARING FOR THOSE IN NEED

PERIOD 037/105: WRITING

PRACTICAL SOLUTIONS

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To provide learners some vocabulary related to solving problems facing a disabled person
3. Skills - To promote Ss to develop their writing skills
   • To help Ss develop the skill of working in pairs and groups
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 4 - Writing at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) Talk about some outstanding people with disabilities
4. New lesson (35 minutes)

1. Consolidation (3 mins)
   • Vocabulary related to writing an article posing a problem and solutions to that
   • Writing skills: write an article
2. Homework: (1 min)
   • Vocabulary related to writing an article posing a problem and solutions to that
   • Writing skills: write an article
   • Do the tasks again
   • Read Unit 4 - Communication and Culture at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 4: CARING FOR THOSE IN NEED

PERIOD 038/105: COMMUNICATION & CULTURE

GET INVOLVED

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus To provide learners some communication samples and cultural items
3. Skills - To promote Ss to develop their skills and cultural understanding
   • To help Ss develop the skill of working in pairs and groups
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 4 - Communication and Culture at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) - Ask some Ss to go to the board and read their writings
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Talk about International day for persons with disabilities
2. Homework: (1 min) - Talk about International day for persons with disabilities
   • Do the task again
   • Read Unit 4 - Looking back and Project at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 4: CARING FOR THOSE IN NEED

PERIOD 039/105: LOOKING BACK & PROJECT

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To help students revise what they have learned in unit 4

- To give them a chance to do a small project in which they can develop their speaking skills

1. Skills - To promote Ss to develop their skills and cultural understanding
   • To help Ss develop the skill of working in pairs and groups
2. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
3. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 4 - Looking back and Project

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) - Ask some Ss to go to the board talk about International day for persons with disabilities
4. New lesson (35 minutes)

1. Consolidation (3 minutes) - The vowel elision
   • The past simple vs the present perfect
   • Vocabulary related to the topic caring those in need
2. Homework (1 minute) - The vowel elision
   • The past simple vs the present perfect
   • Vocabulary related to the topic caring those in need
   • Do the tasks again
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 5: BEING PART OF ASEAN

PERIOD 040/105: GETTING STARTED

ASEAN AND THE ASEAN CHARTER

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To help learners get started with some language items in Unit 5
   • For vocabulary, that is words and phrases about Asian and the ASEAN charter
   • For pronunciation, that is falling and raising intonation
   • For grammar, that is the use gerunds and state verbs in continuous forms
3. Skills - To help learners get started with 4 skills in Unit 5
   • Reading: Skimming and scanning
   • Speaking: Talk about Asian member states
   • Listening: Listening for gist and specific information about the ASEAN member states
   • Writing: Write a short brochure introducing an ASEAN member state
4. Attitudes - To help Ss get started for Unit 5 with the topic "Being part of ASEAN"
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 5 - getting started at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (omitted)
4. New lesson (40 minutes)

1. Consolidation (3 mins) - ASEAN and the ASEAN charter
   • Practice the conversation
2. Homework: (1 min) - ASEAN and the ASEAN charter
   • Practice the conversation
   • Do the task again
   • Read Unit 5 - Language at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 5: BEING PART OF ASEAN

PERIOD 041/105: LANGUAGE

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To provide learners some language items in Unit 5
   • For vocabulary, that is words and phrases about Asian and the ASEAN charter
   • For pronunciation, that is falling and raising intonation
   • For grammar, that is the use gerunds and state verbs in continuous forms
3. Skills - To promote Ss to develop the skill of working in pairs and groups
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 5 - language at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) - Ask some Ss to talk about ASEAN and the ASEAN charter
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Vocabulary related to ASEAN and the ASEAN charter
   • Gerunds, state verbs
   • Falling and raising intonation
2. Homework: (1 min) - Vocabulary related to ASEAN and the ASEAN charter
   • Gerunds, state verbs
   • Falling and raising intonation
   • Do the task again
   • Read Unit 5 - Reading at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: ……./…../2018 Date of teaching: ……./……./2018

UNIT 5: BEING PART OF ASEAN

PERIOD 042/105: READING

THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To provide learners some vocabulary related to the topic of ASEAN
3. Skills - To promote Ss to develop their reading skills
   • Skim the text to get the general idea
   • Scan the text to get some specific details
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 5 - Reading at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) - Ask some Ss to go to the board and do the tasks again
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Vocabulary related to ASEAN

- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context

1. Homework: (1 min) - Vocabulary related to ASEAN
   • Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
   • Do the task again
   • Read Unit 5 - Speaking at home
2. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation:……../……./2018 Date of teaching: ……../……./2018

UNIT 5: BEING PART OF ASEAN

PERIOD 043/105: SPEAKING

ASEAN – MEMBER STATES

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To provide learners some vocabulary related to the topic of ASEAN member states

- To provide learners different expressions of uses and benefits

1. Skills - To promote Ss to develop their speaking skills
   • To help Ss develop the skill of working in pairs and groups
2. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
3. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 5 - Speaking at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) - Ask Some Ss to go to the board and do the tasks again
4. New lesson (35 minutes)

1. Consolidation (3 mins) - Vocabulary related to ASEAN member states
   • Speaking skills: making a dialogue based on the sample, interviewing, reporting
2. Homework: (1 min) - Vocabulary related to ASEAN member states
   • Speaking skills: making a dialogue based on the sample, interviewing, reporting
   • Do the tasks again
   • Read Unit 5 - Listening at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation:……../……./2018 Date of teaching: ……../……./2018

UNIT 5: BEING PART OF ASEAN

PERIOD 044/105: LISTENING

ASEAN – SCHOOL GAMES

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To provide learners some vocabulary relating to new inventions
3. Skills - To promote Ss to develop their listening skills
   • To help Ss develop the skill of working in pairs and groups
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 5 - Listening at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (5 minutes) - Ask some Ss to talk about new inventions, uses benefits

New lesson (35 minutes)

1. Consolidation (3 mins) - Vocabulary related to the topic of ASEAN member states
   • Listening skills
2. Homework: (1 min) - Vocabulary related to the topic of ASEAN member states
   • Listening skills
   • Do the tasks again
   • Read Unit 5 - Writing at home
3. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation:……../……./2018 Date of teaching: ……../……./2018

UNIT 5: BEING PART OF ASEAN

PERIOD 045/105: WRITING

ASEAN – MEMBERS – BRIEF INTRODUCTION

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - Vocabulary related to ASEAN member states
3. Skills - To promote Ss to develop their writing skills
   • To help Ss develop the skill of working in pairs and groups
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through English Unit 5 - Writing at home

III. PROCEDURE

1. Class organization (1 minute)
2. Check up (5 minutes) - Ask some pairs of Ss to talk about flying car

New lesson (35 minutes)

1. Choose one invention and write a similar paragraph about its benefits

Ask Ss to exchange their writing for peer comment

Do as appointed

• 1. Consolidation (3 mins) - A brochure about one member state of ASEAN
     • Writing skills
  2. Homework: (1 min) - A brochure about one member state of ASEAN
     • Writing skills - Do the tasks again
     • Read Unit 5 - Communication and Culture at home

Date of preparation:……../……./2018 Date of teaching: ……../……./2018

UNIT 5: BEING PART OF ASEAN

PERIOD 046/105: COMMUNICATION & CULTURE

AIMS/OBJECTIVES OF THE LESSON

• 1. Language focus - Communication samples and cultural items

Skills

• • • To promote Ss to develop their communication skills and cultural understanding
    • To help Ss develop the skill of working in pairs and groups
  1. Attitudes - To encourage Ss to work harder
     • To provide Ss some motivation

PREPARATION

• 1. Teacher - Teaching aids: textbook, lesson plan
     • Teaching method: Communicative language teaching
  2. Students - Read through English Unit 5 - Communication and Culture at home

PROCEDURE

1. Class organization (1 minute)
2. Check up (5 minutes) - Ask some Ss to go to the board and read their writings

New lesson (35 minutes)

environment

Chaipattana Aerator: cleans wastewater

Rain-making technique: improve forest conditions Biodiesel: reduces the use of fossil energy

5. Biodiesel is the most important because it helps to solve the crisis of energy

1. Consolidation (3 mins) - Singapore and ASEAN scholarships
2. Homework: (1 min) - Singapore and ASEAN scholarships

- Do the tasks again - Read Unit 5 - Looking back and Project at home

Date of preparation:……../……./2018 Date of teaching: ……../……./2018

UNIT 5: BEING PART OF ASEAN

PERIOD 047/105: LOOKING BACK & PROJECT

AIMS/OBJECTIVES OF THE LESSON

• • 1. Language focus - To help students revise what they have learned in unit 5

- To give them a chance to do a small project in which they can develop their speaking skills

Skills

• • • • To promote Ss to develop their communication skills and cultural understanding
      • To help Ss develop the skill of working in pairs and groups
    1. Attitudes - To encourage Ss to work harder
       • To provide Ss some motivation

PREPARATION

• • 1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• • 1. Students - Read through English Unit 5 - Looking back and Project

PROCEDURE

1. Class organization (1 minute)
2. Check up (5 minutes) Ask some Ss to talk about ASEAN member states

New lesson (35 minutes)

1. Consolidation (3 mins) - Revise what Ss have learnt in unit 5
   • Talk about ASEAN member states
2. Homework: (1 min) - Revise what Ss have learnt in unit 5
   • Talk about ASEAN member states
   • Do the tasks again

IV. SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation:……../……./2018 Date of teaching: ……../……./2018

REVIEW 2 (UNIT 4,5)

PERIOD 048/105: LANGUAGE

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To help students revise what they have learned in units 4,5
   • To give them a chance to practice
3. Skills - To promote Ss to develop their skills and cultural understanding
   • To help Ss develop the skill of working in pairs and groups
4. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
5. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through Review 2

1. PROCEDURE

Class organization (1 minute)

1. Check up (5 minutes) - Ask some Ss to talk about new inventions in Asia

New lesson (35 minutes)

laptop mobile phone

hearing aid online game

1. Consolidation (3 mins) - Revise what Ss have learnt in units 4, 5
2. Homework: (1 min) - Revise what Ss have learnt in units 4, 5

- Read Review 2 at home

1. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation:……../……./2018 Date of teaching: ……../……./2018

REVIEW 2 (UNIT 4,5)

PERIOD 049/105: SKILLS

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To help students revise what they have learned in units 4,5

- To give them a chance to practice

1. Skills - To promote Ss to develop their skills and cultural understanding
   • To help Ss develop the skill of working in pairs and groups
2. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
3. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Read through Review 2

1. PROCEDURE

Class organization (1 minute)

1. Check up (5 minutes) - Some Ss go to the board, do the tasks again

New lesson (35 minutes)

1. Consolidation (3 mins) - Revise what Ss have learnt in units 4, 5
2. Homework: (1 min) - Revise what Ss have learnt in units 4, 5

- Do the task again

1. . SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation:……../……./201.. Date of teaching: ……../……./201..

END TERM REVISION

PERIOD 050/105: COPLETING TERM TEST PREPARATION

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To help students revise what they have learned in unit 1, 2, 3, 4, 5

- To give them a chance to practice

1. Skills - To promote Ss to develop their skills and cultural understanding
   • To help Ss develop the skill of working in pairs and groups
2. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
3. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Review what they have learned

1. PROCEDURE

Class organization (1 minute)

1. Check up (Omitted)
2. New lesson (40 minutes)

1. Consolidation (3 mins) - Revise what Ss have learnt in unit 1, 2, 3, 4, 5
2. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3, 4, 5

Date of preparation:……../……./201.. Date of teaching: ……../……./201..

END TERM REVISION

PERIOD 051/105: COPLETING TERM TEST PREPARATION

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To help students revise what they have learned in unit 1, 2, 3, 4, 5
   • To give them a chance to practice
3. Skills - To promote Ss to develop their skills and cultural understanding

• • To help Ss develop the skill of working in pairs and groups

1. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
2. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Review what they have learned

1. PROCEDURE

Class organization (1 minute)

1. Check up (Omitted)
2. New lesson (40 minutes)

1. Consolidation (3 mins) - Revise what Ss have learnt in unit 1, 2, 3, 4, 5
2. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3, 4, 5

Date of preparation:……../……./201.. Date of teaching: ……../……./201..

END TERM REVISION

PERIOD 052/105: COPLETING TERM TEST PREPARATION

AIMS/OBJECTIVES OF THE LESSON

• • 1. Language focus - To help students revise what they have learned in unit 1, 2, 3, 4, 5

- To give them a chance to practice

• • 1. Skills - To promote Ss to develop their skills and cultural understanding
       • To help Ss develop the skill of working in pairs and groups
    2. Attitudes - To encourage Ss to work harder
       • To provide Ss some motivation

PREPARATION

• • 1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• • 1. Students - Review what they have learned

PROCEDURE

1. Class organization (1 minute)
2. Check up (Omitted)
3. New lesson (40 minutes)

SKILLS

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

You can usually tell when your friends are happy or angry by the looks on their faces or by their actions. This is useful because reading their emotional expressions helps you to know how to respond to them. Emotions have evolved to help us respond to important situations and to convey our intentions to others. But does raising the eyebrows and rounding the mouth say the same thing in Minneapolis as it does in Madagascar? Much research on emotional expressions has centered on such questions.

According to Paul Ekman, the leading researcher in this area, people speak and understand substantially the same "facial language". Studies by Ekman's group have demonstrated that humans share a set of universal emotional expressions that testify to the common biological heritage of the human species. Smiles, for example, signal happiness and frowns indicate sadness on the faces of people in such far- flung places as Argentina, Japan, Spain, Hungary, Poland , Sumatra ,the United States, Vietnam, the jungles of New Guinea , and the Eskimo villages north of Artic Circle. Ekman and his colleagues claim that people everywhere can recognize at least seven basic emotions: sadness, fear, anger, disgust, contempt, happiness, and surprise. There are, however, huge differences across cultures in both the context and intensity of emotional displays - the so called display rules. In many Asian cultures, for example, children are taught to control emotional responses - especially negative ones- while many American children are encouraged to express their feelings more openly. Regardless of culture, however, emotions usually show themselves, to some degree , in people's behavior. From their first days of life, babies produce facial expressions that communicate their feelings.

The ability to read facial expressions develops early, too. Very young children pay close attention to facial expressions, and by age five, they nearly equal adults in their skill at reading emotions on people's faces. This evidence all points to a biological underpinning for our abilities to express and interpret a basic set of human emotions. Moreover, as Charles Darwin pointed out over a century ago, some emotional expressions seem to appear across species boundaries. Cross - cultural psychologists tell us that certain emotional responses carry different meanings in different cultures. For example, what emotion do you suppose might be conveyed by sticking out your tongue? For Americans, this might indicate disgust, while in China it can signify surprise. Likewise, a grin on an American face may indicate joy, while on a Japanese face it may just as easily mean embarrassment. Clearly, culture influences emotional expressions.

Question 55. Unlike American children, Asian children are encouraged to .

A. display their emotions openly B. conceal their positive emotions

C. control their emotions D. change their behaviour Question 56. The word "evolved" is closest in meaning to _.

A. increased B. reduced C. developed D. simplified Question 57. The phrase "this evidence" refers to_ _.

1. human facial expressions
2. the fact that children can control their feelings
3. a biological underpinning for humans to express emotions
4. the fact that children are good at recognizing others' emotions Question 58. Young children _.
5. make amazing progress in controlling their emotions
6. take time to control their facial expressions
7. are sensitive towards others' emotions
8. spend a long time learning to read others' emotions

Question 59. According to the passage, we respond to others by _.

A. watching their actions B. observing their looks

C. observing their emotional expressions D. looking at their faces Question 60. The biggest difference lies in .

A. how often positive emotions are shown B. how emotional responses are controlled

C. how intensive emotions are expressed D. how long negative emotions are displayed Question 61. Smiles and frowns _.

A. are universal expressions across cultures B. are not popular everywhere

1. do not convey the same emotions in various cultures
2. have different meanings in different cultures

Question 62. Paul Ekman is mentioned in the passage as an example of _.

A. investigators on universal emotional expressions B. researchers on universal language

1. researchers who can speak and understand many languages
2. lacked many main ingredients

Question 63. The best title for the passage is_ _.

A. ways to control emotional expressions B. cultural universals in emotional expressions

C. Human habit of displaying emotions D. review of research on emotional expressions Question 64. Many studies on emotional expressions try to answer whether _.

1. eyebrow raising means the same in Minneapolis and Madagascar.
2. different cultures have similar emotional expressions.
3. rounding the mouth has the same meaning in Minneapolis and Madagascar.
4. raising the eyebrows has similar meaning to rounding the mouth.

PHẦN TỰ LUẬN (2 điểm)

I. Finish each of the following sentences in such a way that it means the same as the sentence printed before it. Write your answers on your answer sheet.(0.1 point/ each correct answer)

Question 1. The book is so interesting that it has become the best-seller of this year.

→ It is such an interesting book that it has become the best-seller of this year.

Question 2. People think that he is an excellent football player.

→ He is thought to be an excellent football player.

Question 3. My mother started cooking for the party two hours ago.

→ My mother has been cooking for the party for two hours.

Question 4. In spite of the bad weather, they had a wonderful holiday.

→ Although the weather was bad, they had a wonderful holiday. Question 5. “I’m sorry I gave you the wrong number” said Paula to Susan.

→ Paula apologized to Susan for giving/ having given her the wrong number.

II. “Would you like to attend higher education or vocational training after leaving high schools?” In about 140 words, write a paragraph about your choice.(1.5 points)

1. Consolidation (3 mins) - Revise what Ss have learnt in unit 1, 2, 3, 4, 5
2. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3, 4, 5

Date of preparation:……../……./201.. Date of teaching: ……../……./201..

END TERM REVISION

PERIOD 053/105: COPLETING TERM TEST PREPARATION

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To help students revise what they have learned in unit 1, 2, 3,4

- To give them a chance to practice

1. Skills - To promote Ss to develop their skills and cultural understanding
   • To help Ss develop the skill of working in pairs and groups
2. Attitudes - To encourage Ss to work harder
   • To provide Ss some motivation
3. . PREPARATION
   1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

• 1. Students - Review what they have learned

1. PROCEDURE
2. Class organization (1 minute)
3. Check up (Omitted)
4. New lesson (40 minutes)

LANGUAGE

Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part is pronounced differently from that of the rest in each of the following questions.

Question 1: A. measles B. meant C. leader D. teacher

Question 2: A. needed B. afforded C. advanced D. invented

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the rest in the position of the main stress in each of the following questions.

Question 3: A. favor B. deny C. decide D. again Question 4: A. information B. calculation C. energetic D. investigate Question 5: A. history B. mathematics C. literature D. physics

Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions.

Question 6: The majority of workers find it quite hard to live on the amount of the money they earn. A. most B. entire C. almost D. all of

Question 7: Paul always gets nervous whenever he has to give a presentation.

• 1. anxious B. fearful C. impressed D. supportive

Question 8: Tests are regularly conducted in this area to ascertain whether pollution levels have dropped. A. contemplate B. behold C. determine D. consider

Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is OPPOSITE in meaning to the underlined part in each of the following questions.

Question 9: The dim lights made it hard to see, so Ben squinted to make out the stranger's face in the distance. A. faint B. muted C. strong D. weak

Question 10: Henry hoped that his sons would someday take over his retail business and

maintain the high level of customer service and satisfaction that Henry valued so much.

A. uphold B. continue C. eliminate D. connect

Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction.

Question 11: The rate of snow accumulation in the formation area are critical to the pace of glacial movement.

A. accumulation B. are C. to the D. movement

Question 12: More murders are reported in December in the United States than for any other month. A. More B. are reported C. the D. for

Question 13: Although Emily Dickinson publishes only three of her verses before she died, today there are more than one thousand of her poems printed in many important collections.

A. publishes B. there are C. thousand of D. in

Question 14: Humans who lived thousands years ago, long before alphabets were devised, they used pictures to record events and to communicate ideas.

A. who B. ago C. they D. to communicate Question 15: More companies returned to the task of development new kinds of antibiotics, and as this book is being prepared, a number are undergoing clinical trials.

A. to B. development C. kinds of D. a

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of

1. Consolidation (3 mins) - Revise what Ss have learnt in unit 1, 2, 3, 4
2. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3, 4

Date of preparation:……../……./201.. Date of teaching: ……../……./201..

COMPLETING TERM

PERIOD 054/105: END-TERM TEST

1. AIMS/OBJECTIVES OF THE LESSON
2. Language focus - To test and mark the students

- To get feedback from the students

1. Skills - To help Ss develop their skills to do MCQ tests
2. Attitudes - To give Ss the motivation to learn hard for their exam
3. . PREPARATION
   1. Teacher: - Testing aids: Lesson plan, test papers

- Testing method: Multi-choice questions

• 1. Students: - Prepare for the test at home

1. PROCEDURE
2. Class organization (1 minute)
3. Check – up (omitted)
4. Testing contents (43 minutes)
   • Vocabulary: Unit 1: Generation gaps

Unit 2: Relationships

Unit 3: Becoming independent Unit 4: Caring for those in need

• • Grammar: Modal verbs; Linking verbs

The passive; To infinitive

The past simple and the present perfect

• • Reading skills Where do conflicts come from?

Please help me!

Time - management Skills Helping each other

• • Listening skills Conversation about family conflicts

Talk show with an expert

Conversation about how people become independent Monologue about youngster with disabilities

• • Writing skills A paragraph about family rules; An online posting A letter of application; An article

1. Consolidation (omitted)
2. Homework (1 minute) - Look at the test paper at home

--------------THE END OF THE LESSON PLAN FOR FIRST SEMESTER----------------