Activities

Interactions

1. Warm-up (8 minutes) Introduces herself to the students.

Asks some students to introduce themselves:

What’s your name? Do you like English?

Do you find English easy or difficult? Which is the easiest, the most difficult? Reading, speaking, listening, or writing?

Why do you learn English?

How long have you learned English?

Are you good or bad at English?

T <--> Ss

Individually

2. Presentation (30 minutes)

1. The text- book English 12

- The 1st term: * Unit 1- Unit 6: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project

• Review 1, 2 * Test yourself 1
• Written tests: 6: 15’(3) 45’(2) end- term (1)

- The 2nd term: * Unit 7- Unit 12: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project.

• Review 3, 4 * Test yourself 2
• Written tests: 6: 15’(3) 45’(2) end- term (1)

2. Teacher’s demand:

• Read the lesson before studying in class.
• Do all exercises at home.
• It is good to find the meaning and the pronunciation of the new words in the dictionary at home.

-Listen to the teacher attentively and take part in the lesson actively and creatively.

• Take part in the activities that the teacher required such as pairs work, group work or individual
• Each S has a notebook and book (student book and work book)

Books * Text - book English 12 * Work - book English 12

At home:

• Prepare for the new lessons: content, structures, words and phrases, pronunciation
• Revise the old lessons + do all the homework

At class: * Participate in all activities * Keep the discipline

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3. Consolidation (5 minutes)

Students’ assessment

What do you find your English? Very good/ excellent: Good:……… Average:……… Bad:……….. Very bad:………

- Give feedback.

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4. Homework (2 minutes)

- Prepare Unit 1: Life stories Lesson1: Getting started

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Activities

Interactions

1. Warm up (5 minutes) Answer some lead-in questions.

1. Who is your favourite singer / footballer /…?
2. Why do you like him / her?
3. Look at the picture on page 6 and answer questions: Do you know who they are? What do you know about them?

Possible answers: 1. My favourite singer/ footballer is Sơn Tùng/ David Beckham.

1. I like Sơn Tùng most because he not only sings beautifully but he is also really handsome. I like David Beckham very much because he both plays football excellently and is manly.
2. I have no idea about the first photo. The second is Michael Jackson, a popular American singer and dancer. The third one is a good cook / chef. And the last one is two students. May be they are talking about the three people just mentioned.

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2. New lesson Activity 1: Listen and read (15 minutes)

• Tell Ss that they are going to listen to a conversation.
• Play the recording

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- Ask Ss listen to the recording and read the conversation.

+ Steven Paul “Steve” Jobs (February 24, 1955 – October 5, 2011) was an American entrepreneur, marketer, and inventor, who was the co-founder, chairman, and CEO of Apple Inc.

+ Michael Joseph Jackson (August 29, 1958 – June 25, 2009) was an American singer, song writer, record producer, dancer, and actor.

+ Christine Ha (May 9, 1979) is an American chef, the first blind contestant of the TV show Master Chef and winner of its third season in 2012.

Activity 2: Read the conversation again. Decide whether the statements are T or F. (12 minutes)

• Ask Ss to work individually and finish the task
• Ask them to exchange their answers with a partner.

T (Quang says he hasn’t decided between Steve Jobs and Michael Jackson.) NG

F (Hung thinks Michael Jackson was a great dancer, but not an excellent singer and his singing voice became weak and thin in his later years.)

F (Quang says M. Jackson’s music inspired him to learn to play a musical instrument.)

T (Quang says Christine Ha won the US Master Chef trophy in 2012. Hung says Christine is a blind chef and a gifted writer, very talented and determined, and it was absolutely amazing to watch her use all the kitchen tools and prepare the dishes.)

T (Hung says Christine is a blind chef.)

Activity 3: Discuss with a partner.

If you were Quang, who would you choose to talk about, Steve Jobs or Michael Jackson? Why?

- T has Ss read the question and discuss their answers with a partner; elicits some answers and writes the best ones on the board. - Ss discuss in pairs and answer the questions.

Possible answers:

1. If I were Quang, I would choose to talk about Steve Jobs because he is amazingly talented - he was an entrepreneur, marketer, and inventor, who was the co-founder, chairman, and CEO of Apple Inc.
2. If I were Quang, I would choose to talk about Michael Jackson because he was a wonderful singer, a professional dancer, a great song writer, a leading record producer, and a popular actor.

Activity 4: Find the words in the conversation that have the same sounds as the following.

- T explains briefly to Ss that many English words (or combinations of words) may have the same pronunciation, but different spellings and different meanings. They are called homophones.

1. too 2. eye 3. sea 4. one 5. no

Feedback: 1. two 2. I 3. see 4. won 5. know

Activity 5: Read the conversation again and write the correct tenses of the verbs in brackets.

This activity focuses on revision of the past simple and the past continuous.

- T asks Ss to give the correct tenses of the verbs in brackets first, and then has Ss read the conversation to check their answers. Feedback: 1. became, wasn’t

2. felt, was creating

Whole class

Individually

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Pair work

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Individually

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Individually and pair work

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3. Consolidation (2 minutes)

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson.

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4. Homework (1 minute)

- Ask Ss to learn by heart the words or phrases related to life stories. - Prepare

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Trang

Activities

Interactions

1. Homework (3 minutes) Tell about the person you admire.

What’s his / her name? What does he / she do? What is he / she famous for? Does he / she inspire you to do anything? What is it?

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2. New lesson

A. Vocabulary: (8 minutes)

Activity 1: Write the words given next to their meanings.

• T asks Ss to match the words with their meanings
• Ss read the words and their definitions in the box and then do the matching.
• Ss give the Vietnamese meanings of these words and then practise pronouncing them.
• T checks answers as a class.

Feedback: 1. Figure: hình ảnh 2. Talented: có tài

3. distinguished: lỗi lạc, xuất chúng 4. Achievement: thành tích

1. respectable: đáng kính trọng 6. perseverance: tính kiên trì
2. generosity: lòng bao dung

Activity 2: Complete the sentences with the correct forms of the words in 1.

• T asks Ss to pay attention to the grammar when using the words in 1. When using a noun, Ss need to consider its suitable form (singular or plural).
• T has Ss complete the sentences individually, and then compare their answers in pairs.
• Ss complete the sentences with the correct forms of the words in 1. Then compare their answers in pairs.
• T checks answers as a class.

Feedback: 1. distinguished 2. talented 3. achievements

4. respectable 5. generosity

2. Pronunciation: Homophones (10 minutes)

Activity 1: Listen to pairs of sentences. Write the correct words in the gaps.

- T asks Ss to study the Do you know…? box and practise saying the pairs of homophones using the correct pronunciation; tells Ss that they are going to

Individually

Pair work

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which the nouns (ice cream, coffee) can be countable or uncountable.

• Ss read the sentences carefully and underline the nouns / noun phrases after the gaps.

Feedback:

1. a 3. a 5. , a 7. , an

2. , a 4. , a,  6. a, , a 8. a, 

Activity 3: Read the following story and complete each gap with an article. Write a cross () if an article is not necessary.

• T tells Ss that to do Activity 4, they need to consider whether to use a definite article, an indefinite article, or no article at all for each gap in the story; asks Ss to read the whole story first to understand the context before completing the gaps; has Ss compare their answers with a partner.
• T checks answers as a class.

Feedback:

• 1. a 4. a / the 7. the 10. the 2.  5. the 8. the 11. a

3. a 6.  9. a 12. a

Individually T <--> Ss

Individually T <--> Ss

3. Consolidation (2 minutes)

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson.

Expected answers: I can use: Homophones in connected speech The past simple vs. the past continuous and use of articles

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4. Homework (1 minute)

• T asks Ss to do exercises again at home.
• Prepare for the next lesson.
• Complete Exercises in workbook.

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piece

genes

he’ll

threw

brake

peace

jeans

hill

through

break

Activities

Interactions

1. Check up (8 minutes) Choose the correct words from the box to fill in the blanks.

• T has 2 Ss do this on the poster hang on the board.
• Other Ss observe and give comments.

1. You should have a now. You’ve been working non-stop for four hours.
2. Bryan’s got an ankle sprain, but I believe overcome his injury to win the

T <--> Ss

gold medal.

1. Alex said his day was very busy, and he just wants some and quiet now.
2. Angela a stone into the river.
3. Blue , the most popular clothing item in the world, were invented by Jacob Davis.

Feedback: 1. break 2. he’ll 3.peace 4. threw 5. jeans

2. New lesson (12 minutes) Giving back to the community Activity 1: Discuss with a partner.

Who do you think the people in the pictures are? What do they need? What can you do to help them?

Use the words under the pictures to answer the questions.

Picture a: flood/ food/ shelter Picture b: shabby classroom/ study equipment

Picture c: cancer/ care/ comfort

Who and what they need

1. flood victims who need food and shelter
2. students studying in a shabby/ dilapidated classroom who need study equipment and a decent place to study
3. young cancer patients who need care and comfort

What to do: a. donating money, rice, old clothes

1. donating books, money
2. visiting them and giving gifts, organising different activities

Feedback: The answers vary.

Activity 2: Read two people's life stories and complete the table with facts about them. (12 minutes)

• T tells Ss that they are going to read the life stories of 2 people and complete the table with facts about them.
• T checks answers in pairs and then as a class.

Feedback:

Name Larry Stewart Le Thanh Thuy Born 1948 1988

Died 2007 2007

Nationality American Vietnamese Health problem cancer bone cancer Dedicated life to... the needy young cancer patients

Activity 3: Find the words or expressions in the text that have the following meanings. Write them in the correct spaces. (10 minutes)

• T asks Ss to work in pairs and asks them to read the definitions.
• Ss read the definitions and find the words or expressions.

Feedback:

the needy: người thiếu thốn ['ni:di] reveal: bộc lộ, tiết lộ [ri'vi:l] anonymous [ə'nɒniməs] vô danh amputate ['ӕmpjuteit] cắt chi memory: trí nhớ ['meməri] initiate [i'niʃieit] khởi xướng Activity 4: Read the stories again. Answer the questions.

• T asks Ss to read the stories individually again and answer the questions by writing complete sentences or just taking short notes; has Ss work in pairs, taking turns to ask and answer the questions. - T checks answers as a class.

Feedback: 1. Every Christmas, Larry handed out thousands of dollars to needy people in public places.

1. Because he gave money to people during the festive season of December while his identity was hidden.
2. People have been inspired to continue his mission of kindness and charitable work.
3. Thuy organised charity activities to relieve young cancer patients’ pain.

Pair work

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Pair work

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Pair work

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Individually/

1. She was awarded the title “HCM Outstanding Young Citizen”.
2. The newspaper organises annual events to support her program. One of them is the Sunflower Festival, where children and their families get together and have fun. Gifts are given to the young patients, and the memory of Thuy is kept alive by retelling the story about love and sharing.

Activity 5: Discuss with a partner.

Have you ever taken part in the Sunflower Festival to support Thuy's Dream Programme?

- T has Ss work in pairs and discuss the questions. - If Ss have never heard of Thuy’s Dream Programme or the Sunflower Festival, T encourages them to search the Internet for information before they answer question b.

Possible answers:

No, I didn’t.

I’d like to do it in the future. I’d paint portraits/ make sunflowers /perform chicken dance to help. I would like to do these things in order to ease cancer patients’ sufferings.

Pair work T <--> Ss

Pair work T <--> Ss

3. Consolidation (2 minutes)

- Summarize the main points of the lesson

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4. Homework (1 minute)

• Ask students to learn by heart the new words.
• Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Check up

8 minutes

Look at the picture and say who he is.

Possible answer: He is Nguyen Trai, a famous historical figure of Vietnam.

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2. New lesson 8 minutes

13 minutes

A historical figure

Activity 1: Choose the correct sentences (a-e) to complete the conversation between two friends.

• T has Ss read the conversation quickly to get the main idea.
• Ss practise pronouncing new and difficult words.

Feedback: 1.d 2.a 3.c 4.e 5.b

Activity 2: Practise the conversation with a partner.

• T asks Ss to practise the conversation in pairs.
• Ss practise the conversation in pairs.

Activity 3: Choose one topic. Use the information below or your own ideas to make a similar conversation.

• T has Ss read the conversation again and complete the information about Nguyen Trai.
• Ss choose one topic and make a similar conversation.

Individually

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Group work

13 minutes

Feedback: Conversation 2

John: Hi, Van. What are you doing? Why are you talking to the mirror?

Van: Well … I’m practising for the storytelling contest next week. I want to see my expression while I’m speaking.

John: I see. The topic is the life of a historical figure, isn’t it?

Van: That’s right. I’ve decided to talk about Le Quy Don.

John: Le Quy Don? Who is he?

Van: He was a distinguished philosopher, poet, and encyclopaedist ([en,saikləu'pi:dist] nhà bách khoa), he was responsible for a large number of encyclopaedic ([en,saikləu'pi:dik]), historical and philosophical ([,filə'sɔfikl]) works.

John: Wow! He is a real national hero. Do you know any stories about him? An interesting story will hold the attention of your audience and the examiners.

Van: Yes. This is an interesting story about him: When he was still a child, he created a poem, using words with double meanings to describe the characteristics of different types of snakes. The poem can also be interpreted as a lazy student’s self-accusation ([,ækju:'zei∫n]) and promise to study harder. He is respected for his sharp wit and wide knowledge.

John: Excellent. Can you read the poem to me?

Van: Yes, I’ll read it at the contest. Why don’t you come to the contest and listen to the poem?

John: OK, I will. I really want to know more about this famous man.

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Pair work

Ss <--> Ss

3.

Consolidation 2 minutes

- Summarize what they have learnt by asking Ss some questions:

What have you learnt today? What can you do now?

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4. Homework 1 minute

• Ask students to learn by heart the expressions.
• Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Check up 7 minutes

• Talk about a historical figure well-known in Viet Nam or around the world.
• 1 or 2 ss do as required in front of the class and other ss

Individually

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observe. - Other students observe and give comments.

- Feedback

2. New lesson 13 minutes

13 minutes

9 minutes

Learning from people’s lives

Task 1: Why are people often interested in the life of celebrities or famous people? Tick the possible reasons and add some more, if you can.

• T has Ss discuss the question with a partner; asks Ss to tick the reasons why people are interested in the life of celebrities or famous people.
• If necessary, T explains the meanings of some new words that Ss will hear (overwhelm, slander, take advantage of)
• Ss tick the possible reasons and add some more.

Feedback: Students’ answers

1. 2. 3. 4. 5. Ø 6. Just for fun.

7. To show that they are well-informed.

Task 2: Listen to a talk show with host Cindy Brown and guest speaker Andy Lewis, a sociologist. Choose the best answer to complete each statement.

• T tells Ss to read through the statements and the answer options so that they have some ideas about what they have to listen for; helps Ss to identify the key words in each statement or option.
• Ss match the words with their definitions.
• Ss compare their answers. - T checks as a class.

Feedback: 1.B 2.A 3.C 4.A

Task 3: Listen again. Answer the questions.

• T has Ss listen again for more specific details to answer the questions.
• T checks answers as a class

Feedback: 1. The audience should have life skills to protect themselves and to learn from other people’s lives.

1. We should ask ourselves two questions: “Why is this story told?” “What lesson can I learn from it?”
2. We can learn how to avoid making similar mistakes or how to adopt a new way of life so we can improve ourselves and become better human beings.

Task 4: Listen to the conversation again and choose the best answer A, B, or C.

- Ask Ss to listen again and do the task then compare the answer with their partner.

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

Task 5: Do you agree with Andy that everyone’s life story like a book that can teach us something. Discuss with a partner.

What can we learn from a person’s life? Can we learn from his

/ her good or bad experiences or deeds?

Think about a famous person (for example Steve Jobs). What can we learn from his / her life?

- T asks Ss some guiding questions before they start the discussion. Some Ss present their answers before the class.

Individually

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Pair work

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Individually

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Ss <--> Ss

Group work

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

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4. Homework 1 minute

- Prepare for the next lesson.

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Trang 1

Time/Stages

Activities

Interactions

1. Check up 5 minutes

Answer the questions:

1. Why shouldn’t we let other people take advantage of our stories? 2. How can we learn from other people’s lives? Key: 1. Because they may use our private lives for blackmail or slander … in order to harm our reputation or just for fun.
2. By reading reasons for a person’s failure or success may help us avoid similar failure or to adopt a new way of life so we can improve ourselves and become better human beings.

Individually T <--> Ss

2. New lesson 12 minutes

8 minutes

13 minutes

Task 1: Read the story of a champion swimmer and complete the blanks. Use the words in the box.

• This activity aims to provide Ss with a sample story.
• T asks Ss to read the story and complete it.
• Ss read the story and complete the blanks.

Feedback: 1.adopted 2.obsessed 3.helpless

4. overcome 5. competed 6. misfortune

Task 2: Put the following parts of the story in the correct order.

• T asks Ss to read through the list (a-g).
• Ss read through the list (a-g).

Possible answers: 1.e 2.a 3.d 4.c 5.g 6.b 7.f

Task 3: Use the given information to write another story of about 180-250 words.

• T asks Ss to work in pairs and discuss the suggested ideas about Thu Ha.
• T collects some of Ss’ final drafts and gives comments.
• Ss discuss the suggested ideas about Thu Ha; write drafts individually, and exchange their writing.
• Ss make revisions, if necessary.

Suggested answer: Poverty is no shame

By Thu Ha Published: 06:00 GMT, 20 September

My parents died in a traffic accident when I was ten years old,

Group work

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Pair work

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Individually

Trang 11

4 minutes

so I grew up with my grandmother who was too old and weak to work. I had to leave school and did odd jobs to earn a living: selling lottery tickets, washing dishes and doing babysitting. When I was 15, my grandma encouraged me to attend evening classes, so I could improve my literacy and job prospects.

After lots of hardship and effort, I completed secondary school and passed a challenging exam to enter Medical University, which is the dream of many students. However, I could not pay the school fees and had to reject the offer. The door to a new life was closed before me. I was completely disappointed and saw only gloomy days ahead. Then something incredible happened: I was awarded a scholarship from the Thanh Nien newspaper for college students from poor families. This was really a turning point in my life because I could continue my university studies and hope for a better future.

Six years of hard work at the university and of trying to live on a very tight budget came to an end at last. Now I am working as a doctor at a hospital, but I will never forget those difficult days. I am planning to set up and run a charitable organisation to help poor students, as a way to acknowledge other people for supporting me.

I’ve told my own story hoping to encourage other people like me to overcome hard times. Don’t let poverty defeat you and destroy your hopes for a better future. This is my motto.

Task 4: Write your own story or the story of a person who has overcome hardship to become successful.

• This activity is optional.
• T has Ss do it in class if there is enough time, or lets them do it at home.
• T collects Ss’ drafts in the next lesson for further comments and grading.

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Individually

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss to complete the writing at home and collect
• Ask Ss: What have you learnt today? What can you do now?

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4. Homework 1 minute

• Write the text again at home.
• Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Warm up 5 minutes

- Inform the class of the lesson objectives: Further skill development

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2. New lesson 19 minutes

18 minutes

1. Communication: Family stories

Activity 1: Listen to An’s story. Complete the statements

• T tells Ss that they are going to listen to An’s story.
• T asks Ss to read the statements and underline the key words.
• T plays the recording once or twice for Ss to take notes.
• T has Ss work with a partner to compare their answers.
• T checks as a class.
• Ss listen, answer the questions and take notes.

Feedback:

1. people’s life stories 2. walking/well-known historical figures

3. unreal 4. the countryside 5. respect/ real

Activity 2: Discuss the questions in pairs.

• T has Ss read question 1 and asks them if they know what family stories mean
• T asks Ss to work in pairs and discuss the questions.
• Ss discuss the questions in pairs.

Suggested answers: Family stories should be told to children because this is the best way to teach children about the family’s history and traditions. Children will know more about their ancestors and feel strongly attached to their family. Moreover, when stories are told, everybody recalls memories of the past, which provides the best opportunity for family members to spend time together.

2. Culture: The creator of Sherlock Holmes

Activity 1: Read and decide whether the statements about it are true (T), false (F), or not given (NG). Tick the correct boxes.

• T has Ss read the text about Arthur Conan Doyle.
• T encourages Ss to compare their answers in pairs.
• T checks as a class.
• Ss read the text about Arthur Conan Doyle, and decide if the statements are true, false, or not given.
• Ss compare the answers in pairs.

Possible answers: 1. NG 2. T (par. 2, lines 2…4)

3. F (par. 2, lines 5-6.) 4. T (par. 3, line 1) 5. T (par. 4, lines 5- 6.)

6. NG (A statue of Sherlock Holmes was built in London. => A statue of Doyle was built in Crowborough.)

Group work

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Pair work

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Pair work

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3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

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4.Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

T <--> Ss

[breik]

[sʌn]

[bai]

[diə]

[pi:s]

Time/Stages

Activities

Interactions

1. Warm up 5 minutes

Write the words having the given sounds.

• T has Ss work in groups to write (on posters) the words having the given sounds.
• Ss write (on posters) the words having the given sounds.
• T gives the feedback and leads to the new lesson.

Feedback: [breik] brake, break [sʌn] son, sun [bai] buy, by [diə] dear, deer [pi:s] peace, piece

Group work T <--> Ss

2. New lesson 7 minutes

10 minutes

10 minutes

Pronunciation:

Activity 1: Tick the word that does not have the same sound as the other two.

• T helps Ss review homophones (words or combinations of words that have different spellings and meanings, but the same pronunciation).
• T asks Ss to work with a partner to compare the answers.
• Ss say aloud the words in each group.
• Ss use a dictionary if they are unsure about the pronunciation.
• Ss read the sentences aloud.

Feedback: 1. brick 2. dare 3. wet 4. soon 5. greet 6. bay Activity 2: Listen and write the correct homophones to complete the sentences.

• T plays the recording and has Ss listen and complete.
• T asks Ss to repeat and has Ss spell the homophones.
• T has Ss practise saying aloud these sentences in pairs.
• Ss practise saying aloud these sentences in pairs.

Feedback: 1. wood, would 2. bored, board

3. weather, whether 4. hole, whole

Vocabulary:

Activity 1: Complete the sentences with the correct forms of the words or phrase in the box.

• T asks Ss to read the instructions, do the activity individually.
• T checks answers as a class.
• Ss read the instructions, do the activity individually, and then compare their answers in pairs.

Feedback: 1. historical figures 4. (a) reputation 2. respectable

5. dedication 3. achievement 6. (a) distinguished

Grammar:

Activity 1: Read the following story about Tran Quoc Toan. Put the verbs in brackets in the past simple or the past continuous.

• T has Ss read through the whole story about Tran Quoc Toan before deciding on the correct tense of each verb.
• T has Ss do the activity individually first, and then compare their answers in pairs.

Individually

T <--> Ss

Pair work

T <--> Ss

Individually

T <--> Ss

• T checks answers as a class.
• Ss read through the whole story about Tran Quoc Toan before deciding on the correct tense of each verb.
• Ss do the activity individually first, and then compare their answers in pairs.

Feedback: 1. was 2. began 3. gathered 4. was 5. became

6. was shouting 7. came 8. gave 9. ordered 10. were discussing 11. was still waiting 12. got 13. crushed 14. began 15. managed 16. were fighting 17. was always dashing Activity 2: These sentences are incorrect. Correct them,

adding articles where necessary.

• T asks Ss to underline the nouns or noun phrases.
• T has Ss do the activity individually first, and then compare.
• T checks answers as a class.
• Ss underline the nouns or noun phrases and decide if these words need an article or not.

Feedback: a (great time), the (USA) the (army), a (soldier), the (country) the (English) a (two-week holiday), the (Philippines) the (Louvre), a (boat trip), the (Seine), a (warm hat), a (new coat), a (pair of woolen gloves), the (bank), the (supermarket), the (theatre), the (way), the (rush hour), a (taxi)

Project:

Activity 1: Your group is going to take part in the Public Speaking Contest organised by your school on the topic:

“A famous person you admire”.

• Ss work in groups of four.
• T allows Ss one week to collect information about a famous person, write his / her profile, and organize their presentations.

Each group member chooses a famous person, creates his

/ her profile, and gives a presentation about this person.

Feedback: Charlie Chaplin

1. Where and when was he/she born? 16 April 1889 in London
2. Where did he grow up? In London
3. What is he famous for? an English comic actor and film- maker
4. Something interesting facts about him:

- worked mainly in the US/ - appeared as a humorous character with a small moustache, a bowler hat, a walking stick, walked in a funny way with the backs of his feet together and his toes pointing out to the sides

5. Lessons to learn from his/her life story:

During his childhood he lived in poverty and hardship but he tried hard to achieve success.

Pair work

T <--> Ss

Individually

T <--> Ss

Group work T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4.Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm up 5 minutes

• To think of as many words related to urbanisation as they can.
• Give the words by pronouncing them aloud or write them.

Possible answers: + city, urban, areas, problems,

+ advantages, disadvantages + solutions, overpopulation, etc.

• T leads to the new lesson

T <--> Ss

2. New lesson 7 minutes

10 minutes

8 minutes

Activity 1: Listen and read

• T shows Ss the pictures in the textbook and asks ss some questions.
• Ss look at the picture and do the guessing as required.
• T asks Ss to read the instructions and predict what the two friends will be talking about in their conversation.

Who are the boy and the girl? What are they talking about?

Suggested answers: They are Nam and Lan.

I think they are talking about urbanisation. They will probably be talking about how they will organize the information for their presentation about urbanisation.

• T plays the recording.
• Ss listen and read the conversation silently.

Activity 2: Answer the questions.

• Ask Ss to work individually and finish the task
• Ask them to exchange their answers with a partner.
• T has Ss read the questions and find the answers.
• Ss read the conversation again and answer the questions. Feedback: 1. They are discussing the outline, structure and content of their presentation on urbanisation.

1. Next Friday.
2. It’ll be 15-minute presentation, followed by a five-minute Q&A session.
3. It will cover the definition of urbanisation, its causes, and its main advantages and dis-advantages. It will also refer to urbanisation in Viet Nam.
4. No, because that would make their presentation too long and overload listeners with lots of information.
5. Students’ answers

Activity 3: Match the words in box A with the words in box B

T <--> Ss

Whole class

Individually

T <--> Ss

Trang 1

12 minutes

to form the compound adjectives that are used in the conversation.

• Ss read the words in the boxes and do the matching.
• T has Ss give the Vietnamese meanings of these words.

Feedback: 1. five-minute (Lan 2) 2. well-known (Lan 7)

3. thought-provoking (Nam 4)

Activity 4: Complete the sentences, using the correct forms of the verbs in the box. Then find them in the conversation.

• T asks Ss to read the conversation again and complete.
• Ss do as required

Feedback: 1. be 2. focus 3. talk 4. talk 5. include

• T explains the subjunctive structure to Ss.

Notes: It is recommended that I suggest that

S + advised that S + Inf It’s important that

It’s really necessary that

Activity 5: Work in pairs. Ask and answer the following questions.

• T has Ss ask and answer the questions in pairs.
• Ss work in pairs first then they present their opinions freely.
• Talk about urbanisation in their hometowns or local areas.

Possible answers:

1. I live in an urban area. There are a lot of things that I like about it: we can enjoy good living condition and health care, various forms of entertainment, efficient transport, plenty of job opportunities.
2. If a lot of people have moved in or out of our area, there will be traffic jams. This will lead to traffic accidents because we don’t have enough good road systems. It also results in lack of security because we are shortage of policemen.

Individually or

Pair work T <--> Ss

Individually

T <--> Ss

Pair work

T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson.

T <--> Ss

4. Homework 1 minute

- Ask Ss to learn by heart the words or phrases related to the topic - Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Homework

Ss ask and answer the questions. Others listen and give

3 minutes

comments on their answers.

1. Do you live in an urban/ rural area? What you like about it?
2. Do you know if a lot of people have moved in or out of your area? What are the reasons?

T <--> Ss

2. New lesson 5 minutes

7 minutes

12 minutes

A. Vocabulary:

Activity 1: Look at the conversation in Getting Started again. Match the words in the conversation with the appropriate definitions.

• T has Ss go through the words and the meanings provided.
• T encourages Ss to read through the conversation again.
• T asks Ss to match the words with the definitions individually, and then compare their answers in pairs or groups.
• T checks the answers as a class.

Feedback: 1. c (sự đô thị hóa) 2. f (cung cấp quá nhiều)

3. a (sự công nghiệp hóa) 4. e (thuộc nông nghiệp)

5. d (không chú ý nữa) 6. b (nạn thất nghiệp)

Activity 2: Complete the sentences with the correct forms of the words in 1.

• Ss exploit the contextual clues that can help to figure out the answers. For example, the use of the adjectives increased and the verb form after the gap suggests a noun.
• Ss complete the sentences with the correct forms of the words.

Feedback: 1. urbanisation 2. overload 3. switched off

4. agricultural 5. industrialisation 6. unemployment

Compound adjectives

Activity 1: Match a word on the left with a word on the right to make a compound adjective.

• T has Ss work individually first.
• T encourages Ss to refer to the Do you know …?
• Ss do the matching as required.
• T checks answers as a class.

Feedback: 1. weather-beaten (dày dạn nắng gió) 2. well-paid (được trả lương cao) 3. long-lasting (lâu dài) 4. year-round (quanh năm) 5. worldwide (khắp thế giới) 6. downmarket (phục vụ giới bình dân)

Activity 2: Complete the text below with the compound adjectives given in the box.

• To complete the text with appropriate compound adjectives.
• T has Ss work individually first.
• Asks Ss to work in pairs or groups, and compare their answers.
• Ss complete the text with the compound adjectives given.
• Ss work in pairs or groups, and compare their answers.
• T checks answers as a class.

Feedback: 1. weather-beaten 2. long-term 3. well-paid

4. fast-growing 5. up-to-date

2. Pronunciation: Diphthongs

Activity 1: Listen to the conversation and pay attention to the pronunciation of the underlined parts.

• T has Ss listen to the conversation and pay attention to the pronunciation of the underlined parts.
• T has Ss refer to the Do you know …?
• T checks if Ss pronounce these diphthongs correctly.
• Ss listen to the conversation.

Pair work

T <--> Ss

Individually

T <--> Ss

Individually/ or

Pair work

T <--> Ss

Pair work

T <--> Ss

Individually

15 minutes

• Ss refer to the Do you know …?

Activity 2: Now listen to the conversation in 1 again.

• T has Ss write the diphthongs as headings of 8 columns.
• T lets Ss listen to the conversation in 1 again.
• T asks Ss to practise the conversation with a partner.

2. Grammar: The subjunctive in that-clauses after certain verbs and expressions

Activity 1: Complete the sentences, using the correct form of the verbs in brackets

• T encourages Ss to refer to the Do you know …? box to get more information about the subjunctive.
• T asks Ss to compare their answers in pairs.
• T checks answers as a class.

Feedback: 1. (should) get 2. (should) be cleaned 3. (should) work 4. (should) be allowed 5. (should) attend

6. (should) not look down on

Activity 2: Complete the sentences with the verbs in the box. Use the appropriate forms.

• T asks Ss to complete the sentences with the verbs in the box.
• T asks Ss to check answers in pairs or groups.
• T checks answers as a class.
• Ss complete the sentences with the verbs in the box, using the appropriate forms.

Feedback: (should) study/ (should) be told/ (should) obey (should) be returned/ (should) search / (should) be searching

Ss <--> Ss T <--> Ss

Ss <--> Ss

Individually T <--> Ss

Individually

T <--> Ss

3.

Consolidation 2 minutes

• What have you learnt today? What can you do now?
• Summarize the main points of the lesson.

Expected answers: I can use: Homophones in connected speech The past simple vs. the past continuous and use of articles

T <--> Ss

4. Homework 1 minute

• T asks Ss to do exercises again at home.
• Prepare for the next lesson. - Exercises in workbook.

T <--> Ss

Time/Stages

Activities

Interactions

1. Check up

8 minutes

Find parts of speech of family words.

• Then T has Ss give their Vietnamese meanings.
• Ss find the words as required.

Word Part of speech Vietnamese meaning urban adjective thuộc đô thị

urbanise ? ?

urbanised ? ?

T <--> Ss

urbanisation ? ?

suburb ? ngoại ô

suburban ? ?

2. New lesson 12 minutes

17 minutes

Activity 1: You are going to read a text about urbanisation. Predict whether the statements are true (T) or false (F).

• T elicits Ss’ answers, encouraging all different predictions. T has Ss explain their predictions.

Activity 2: Read the text and check your predictions in 1.

• T has Ss scan the text & compare their predictions in 1, checks answers as a class and asks Ss to give the clues from the reading text which help them to work out the answers.
• Ss read an advice column and the questions.
• Ss choose the best summary of each reader’s problem.

Feedback:

1. T (Before the 1950s, urbanisation mainly occurred in more economically developed countries (MEDCs).)
2. F (Since 1950s, urbanisation has grown rapidly in LEDCs (Less Economically Developed Countries))
3. T (People migrate to urban areas on a massive scale due to lack of resources in rural areas.)
4. F (The standard of living in urban areas will be higher than in rural areas)
5. T (The urban population will continue to grow and it is expected that its proportion will increase to 70% by 2050.) Activity 3: Find the words in the text having the following meanings. Write the words in the space provided.

• T has Ss study the meanings, and go back to the reading text.
• T checks answers as a class.

Feedback: 1. expanding 2. counter-urbanisation

3. doubled 4. increase 5. migrate

Activity 4: Read the text carefully. Answer questions.

• This activity helps Ss to practice reading for details and specific information.
• T asks Ss to look at the questions quickly and underline the key words.
• T checks answers as a class.

Feedback: 1. It’s a process by which urban areas grow bigger as more and more people leave the countryside to live in towns and cities.

1. MEDCs stands for more economically developed countries. LEDCs stands for less economically developed Countries.
2. Before the 1950s, rapid urbanisation took place in Europe and North America because it was the period of industrialisation in these areas.
3. After 1950, urbanisation started to grow rapidly in LEDCs.
4. Some of the “push” factors of urbanisation are lack of resources in rural areas, bad weather conditions, and competition from large agricultural companies.
5. Because they have to suffer bad weather conditions and competition from large agricultural companies.
6. Some of the “pull” factors of urbanisation are the centralisation of resources such as money, services, wealth and opportunities as well as the higher living standards of these areas.

Activity 5: Discuss with a partner.

Pair work

T <--> Ss

Pair work

T <--> Ss

Pair work T <--> Ss

Individually/ Pair work

T <--> Ss

Pair work

5 minutes

Has your area been affected by urbanisation? How?

• This follow-up activity enables Ss to personalise the topic.
• T asks Ss to work in pairs to share their experiences; invites several pairs to share their experiences with the rest of the class; encourages other Ss to ask follow-up questions.
• Ss work in pairs to ask and answer their guiding questions.

T <--> Ss

3.

Consolidation 2 minutes

- Summarize the main points of the lesson

T <--> Ss

4. Homework 1 minute

• Ask students to learn by heart the new words.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Check up 8 minutes

Put the words/ phrases in correct columns. Advantages or Disadvantages of living in big cities.

Advantages Disadvantages

air pollution better transport service

good education high cost of living higher standard of living jobless

job opportunities noisy

overcrowded slums

T <--> Ss

2. New lesson 8 minutes

Life in big cities

Activity 1: Read a conversation between two friends about life in big cities. What features do they mention? Are they positive or negative?

• T lets Ss practice the conversation in pairs.
• Ss complete the table with the correct information.

Feedback:

Positive features Negative features

Individually

Time/Stages

Activities

Interactions

1. Check up 7 minutes

- T. has Ss discuss the pros and cons of urbanisation

=> Ss’ answers. (Suggested: + opportunities for better-paid jobs + access to schools, hospitals and other social services + higher standard of living. – more crime in big cities – unemployment may result in robbery, kidnapping, murder and other illegal activities – shortage of housing, decrease in agricultural and food production …)

Individually T <--> Ss

2. New lesson 10 minutes

13 minutes

12 minutes

Task 1: Look at the following statistics about urbanisation and then answer the questions

• T asks Ss to look at the statistics and describe any trends that they notice.
• Ss answer the questions.

Suggested answers: The urbanisation rate has been increasing steadily over the past 30 years. / In 2030, nearly two thirds of the population will live in urban areas. Urban areas become very crowded. A lot of people in the cities are not able to find jobs. Some people have to live in slums with poor sanitation.

Task 2: Match the words with their meanings (group work)

• T asks Ss to look at the words and the meanings given.
• Check answers as a class

Key: 1.d 2.e 3.a 4.c 5.b

Task 3: Listen to a talk about urbanisation and choose the title for it.

• Ss look at the three options and make their own predictions for the title of the talk that they are going to listen to.
• Listen to the recording and choose one of the 3 options given.
• Ss compare their answers in pairs or groups
• T. checks answers as a class

Key: B

Task 4: Listen again and choose the best option to complete the sentences.

• Ss read the sentences and predict the information needed in each gap.
• T. gives Ss sufficient time to listen to the recording so they can extract the information needed and select the correct choice.
• Ss compare their answers in pairs or groups
• T. checks answers as a class

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

Task 5: Read the sentences in 4 again. Do you agree or disagree with them? Give examples to support your point of view.

• Ss discuss the questions in groups.

– T. encourages groups to reach an agreement on each question.

- T. asks some groups to present their discussions to the rest of the class.

Individually

T <--> Ss

Group work

T <--> Ss

Individually T <--> Ss

Ss <--> Ss

Group work

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4. Homework

Trang 2

1 minute

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Check up 5 minutes

Asks Ss to talk about the advantages and disadvantages of urbanization.

T <--> Ss

2. New lesson 10 minutes

8 minutes

15 minutes

Task 1: Match the phrases in the box with the graphs (1-6)

T. asks Ss to match the phrases given in the box with the appropriate graphs.

Key: a. rise/ increase steadily b. fall/ decrease sharply

c. stay the same/ remain stable/ level off d. fluctuate

e. rise / increase sharply f. fall / decrease steadily

Task 2: Rewrite the sentences without changing their meaning

• T. asks Ss to study the examples given and rewrite.
• Ss rewrite the sentences and check their answers in pairs.
• T. checks answers as a class.

Key: 1. There has been a dramatic rise in the migration of young people to big cities.

1. Due to shortages of jobs, the population in rural areas has decreased in the last 10 years.
2. There was an increase of over 30% in the urbanisation rate in Indonesia from 1969 to 2009.
3. The rate of urbanisation in South Korea rose sharply during the period between 1969 and 1989.
4. There was a slight decrease in the urbanisation rate in this city during the economic crisis in 2008.

Task 3: The line graph below shows the urbanisation rate in South Korea and Indonesia. Write a description (of about 150 words) of the trends in the graph.

• T. asks Ss to write the first draft of their line graph description.
• Ss revise their drafts based on their partners’ comments.
• T collects Ss’ final pieces of writing for checking and marking. Suggested answer: The line graph shows the rate of urbanisation in two countries, namely Indonesia and South Korea, from the mid-1960s to 2009.

In the mid-1960s, the rate of urbanisation in Indonesia was about 17%, followed by a slight increase of 3% in 1969. Then the rate remained stable at around 20% for a ten-year period from 1969

Pair work

T <--> Ss

Individually

T <--> Ss

Individually

to 1979. In the next fifteen years, there was a steady rise in the rate of urbanisation in this country. From 1995 to 2009, Indonesia’s urbanisation rate increased sharply, reaching over 50%.

South Korea’s urbanisation rate was about 30% in 1969, roughly 10% higher than that of Indonesia. The rate went up sharply throughout the next thirty-year period to about 82% in 2005, and then levelled off towards 2009.

In conclusion, it is clear that while both countries experienced a growth in their urbanisation rate, in South Koreait almost doubled by the end of the period.

T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Focus on the form of a biography
• Ask Ss to complete the writing at home and collect
• Ask Ss: What have you learnt today? What can you do now?

T <--> Ss

4. Homework 1 minute

• Write the text again at home.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm up 5 minutes

Inform the class of the lesson objectives: Further skill development

T <--> Ss

2. New lesson 18 minutes

1. Communication: The urban world in 2050

Activity 1: Listen to a talk about predictions for life in cities in 2050 and choose the correct option in each of the following sentences.

• T tells Ss that they are going to listen to a talk.
• T asks Ss to read the statements and underline the key words.
• Ss listen, answer the questions and take notes.

Activity 2: Discussion

1. What is sustainable urbanisation?
2. Which of these processes can contribute to sustainable urbanisation?

a. Better urban planning b. Efficient infrastructure

1. Increased water, air and industrial pollution
2. Lack of exercise e. Equal access to educational resources

3. What do you think the government and local authorities should do to ensure sustainable urbanisation in Viet Nam?

Pair work

T <--> Ss

Group work

19 minutes

• T asks Ss to practise asking and answering the questions.
• Ss work in groups.
• Take notes of their partners’ answers, their ideas if necessary. Key: 1. Sustainable urbanisation is an urbanisation process that ensures better urban planning, efficient infrastructure, equal access to educational resources and other facilities.

2. a, b, e 3. Students’ answers

2. Culture: Urbanised Bangkok

Activity 1: Look at the two photos of Bangkok, Thailand. What aspects of city life do they show?

• T. asks Ss to look at the two pictures and encourage them to talk about the aspects of an urbanised Bangkok.

Suggested answers: It is a fast-growing city. The first picture shows modern Bangkok with its improved infrastructure and high-rise buildings. The second one shows the other side of urbanisation, such as the growth of slums and urban poverty.

Activity 2: Read the text about urbanisation in Bangkok. Answer the questions:

• T asks Ss to read the text individually to get an overall idea about its content, read the questions and underline the key words.
• Ss compare their answers in pairs or groups

Key: 1. Bangkok plays an important role in Thailand. It has been a capital city for over 200 years. The growth of Bangkok is the world’s window on the growth of Thailand.

1. It has brought about economic, social and cultural benefits.
2. The drawbacks include the growth of slums, social issues such as drugs and crime, traffic congestion, and environmental pollution.

Activity 2: Discussion: If you had the opportunity, would you migrate to a city like Bangkok? Why/ Why not?

• Ss work in pairs or groups to express their opinions.
• T. encourages all Ss to answer the question.
• Ss present their opinions to the class
• T. gives appropriate feedback whenever needed.

T <--> Ss

Pair work

T <--> Ss

Individually

T <--> Ss

Pair work or

Group work T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today? What can you do now?

T <--> Ss

4. Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Homework 5 minutes

Find the words which have the following phonetic transcription.

1. / ɡrəʊθ /: …………… 2. / reɪt /: ……………

3. / səˈraʊndɪŋ /: ………… 4. / kəmˈpeə(r) /: ……… 5. / prəˈvaɪd /: …………. 6. / sɪˈvɪəli /: …………

• T gives Ss handouts and asks Ss to find out the words.
• Ss do the task individually and exchange the answers in pairs.
• T gives feedback. 1. growth 2. rate 3. surrounding

4. compare 5. provide 6. severely

Individually T <--> Ss

2. New lesson 7 minutes

10 minutes

7 minutes

Pronunciation:

Activity 1: Listen to the words containing diphthongs and put them in the correct box.

• Listen to isolated words containing diphthongs and put them in the correct box, compare their answers in pairs or groups
• T. checks answers as a class.

Key: /eɪ/: age, nation /aɪ/: style, mine /ɔɪ/: destroy, noise

/əʊ/: grow, hope /aʊ/: crowd, proud /ɪə/: here, near

/eə/: there, wear /ʊə/: poor, sure

Activity 2: Listen and mark the diphthongs. Then practise saying the sentences with a partner

• T. plays the recording and has Ss circle the diphthongs.
• Ss compare their answers in pairs
• T. checks answers as a class

Key: 1/ played, eight, years (/eɪ/ /eɪ/ /ɪə/) 2/ nine, hours, without, break, tired

/aɪ/ /aʊ/ /aʊ/ /eɪ/ /aɪ/

3/ Despite, environmental, air, (/aɪ/ /aɪ/ /eə/)

4. noise, remains, dangerous(/ɔɪ/ /eɪ/ /eɪ/)

Vocabulary:

Activity 1: Underline the correct word in each sentence.

• T asks Ss to underline the correct word in each sentence.
• Ss compare their answers in pairs or groups.
• T gives feedback.

Feedback: 1. urbanisation 2. industrial 3. urban

4. risen 5. off

Activity 2: Complete the sentences, using the compound adjectives in the box.

• T asks Ss to go through the compound adjectives in the box.
• Ss complete the sentences with these compound adjectives.
• Ss compare their answers in pairs or groups
• T gives feedback.

Feedback: 1/ off-peak 2/ upmarket 3/ thought-provoking 4/ never-ending 5/ day-to-day

Grammar:

Activity 1: Complete the following sentences, using the correct forms of the verbs in brackets.

Ss work individually, and then compare their answers in

Individually

T <--> Ss

Pair work

T <--> Ss

Pair work

T <--> Ss

Pair work

T <--> Ss

Trang 2

3 minutes

pairs or groups.

T. gives feedback and further explanations if necessary. Feedback: (should) organize/ (should) be divided/ (should) call/ (should) be given/ (should) support

Project:

Activity 1: Choose a city or a country, and find out how it has undergone urbanisation. Think about how to organise your information.

Ss work in groups of 4 to discuss the guiding questions and brainstorm their ideas

T. encourages groups to prepare an outline for their presentation. Ss practise their presentation in groups

Individually

T <--> Ss

Group work T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4. Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

T <--> Ss

25. affected

26. space

27. journey

28. harmless

29. D

30. A

31. B

32. D

1. A

2. B

3. B

4. C

5. Bill

6. Mary

7. 654 9389

8. 5:00

A. LISTENING (2 points)

1. (0.25point per one correct item)
2. (0.25point per one correct item)

B. PHONETICS, GRAMMAR & VOCABULARY (2 points)

1. (0.25point per one correct item): 9. C 10. D
2. (0.25point per one correct item):11. D 12. C
3. (0.25point per one correct item):

13. D 15. A 17. A 19. D 21. D

14. B 16. D 18. B 20. A 22. C

1. (0.25point per one correct item): 23. C 24. A

READING (2 points)

1. (0.25point per one correct item):
2. (0.25pt/item)

D. WRITING (2 points)

1. (0.25point per one correct sentence):
   1. Though it rained heavily, they decided to go to the zoo.
   2. Because of the bad we at her, t he pl an e couldn ’t t ake off .
   3. They didn’t intend to travel around the world.
   4. Some of my books have been taken away.
2. (1 point)

Phần

Mô tả tiêu chí đánh giá

Điểm tối đa

Bố cục (0.4 point)

• Câu đề dẫn chủ đề mạch lạc
• Bố cục hợp lí rõ ràng phù hợp yêu cầu của đề bài o Câu kết luận phù hợp

• 1. point
  2. points

0.1 point

Nội dung (0.4 point)

• Phát triển ý có trình tự logic, thuyết phục người đọc o Đủ dẫn chứng, ví dụ, lập luận
• Độ dài: Số từ không nhiều hơn hoặc ít hơn ới quy định 5%

0.1 points

• 1. points
  2. point

Sử dụng ngôn ngữ (0.2 point)

o Sử dụng ngôn từ phù hợp nội dung, văn phong/ thể loại o Sử dụng ngôn từ phong phú, ngữ pháp, dấu câu, chính tả

0.1 point

0.1 point

Time/Stages

Activities

Interactions

1. Warm up 5 minutes

To elicit some of their ideas of what a green lifestyle is.

To look at the picture and guess what the students in the picture are talking about.

T <--> Ss

2. New lesson 7 minutes

10 minutes

8 minutes

12 minutes

Activity 1: Listen and read

• T tell Ss that they are going to listen to a conversation between Kevin, Maria, and Mai about a green lifestyle.
• T plays the recording - Ss listen and read silently.

Activity 2: True-False- Not given Statements

• T asks Ss to work in pairs to decide whether the statements are true (T), false (F) or not given (NG).

Sts do as required, they may refer back to conversation to get the necessary information.

Key: 1. T 2. NG 3. F 4. NG 5. T 6. F

Activity 3: Combine each pair of sentences using the word in bracket.

• T asks Ss to read the simple sentences and focus on the words (conjunctions) given in brackets.
• Ask Ss to combine the sentences and then have them read their compound or complex sentences to check their answers. Key: 1. Some chemical…………surfing but they affect the…….

1. We should……resources because they…………
2. We are…..habitats, which will help………….

Activity 4: Identifying information

• Ss work out the meaning of the new phrases from the context. - T asks Ss to work individually.
• Sts read the meaning of each noun phrase, and then read all the conversation again to find the correct phrase.
• T has Ss write the correct phrase next to the meanings given.
• Ss compare their answers in pairs or groups.
• T checks answers as a class.

Key: 1. Dangerous climate change. 2. renewable resources

3. eco-friendly products 4. hazardous chemicals

5. green technology

T <--> Ss

Whole class Individually

T <--> Ss

Individually or

Pair work T <--> Ss

Individually

T <--> Ss

3.

- Ask Ss: What have you learnt today? What can you do now?

Consolidation 2 minutes

- Summarize the main points of the lesson.

T <--> Ss

4. Homework 1 minute

- Ask Ss to learn by heart the words or phrases related to the topic - Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Homework 3 minutes

• T sticks cards with words on them to the board, asking sts to try to remember as many words as they can.

clutter - mould and mildew - preservation – depleted – pathway

- dispose of - asthma - conservation

• After 1 minute, T removes the cards.
• Sts volunteer to read the words as they remember.

T <--> Ss

2. New lesson 5 minutes

7 minutes

12 minutes

A. Vocabulary:

Activity 1: Read the conversation in GETTING STARTED again and match each word and phrases with its meaning.

• T ask Ss to work individually, read each word or phrase.
• Sts read explanations and decide a verb, noun, or adjective.
• T can provide support by encouraging Ss to use the context and clues in the conversation.
• T asks Ss to study the context in which the words or phrases in 1 have been used.

Key: 1c 2d 3g 4e 5b 6h 7f 8a. Activity 2: Complete the sentences with the correct forms of the words and phrases in 1.

• Sts do as required, bearing in mind a verb or a noun must be used its suitable form (e,g. verb tense, singular or plural form of nouns).
• T asks Ss to complete the sentences individually. Alternatively, in a weaker class, T has Ss work on the sentences in pairs.
• Sts find the suitable words to fill in the gaps.
• T checks answers as a class.

Key: 1. pathway 2. mould and mildew 3. preservation

4. dispose of 5. deplete

B. Pronunciation: Assimilation

Activity 1. Listen and repeat, paying attention to the ending and beginning sounds in red. :

• T explains the process of assimilation (Ss should not

Individually

T <--> Ss

Individually

T <--> Ss

Individually/

15 minutes

intentionally change the ending sounds as described.)

• T plays the recording
• Sts listen and follow - Sts repeat as a class.
• T asks Ss to work in pairs and take turns pronouncing.
• Sts try to say them as naturally as possible.

Activity 2: Listen and repeat the following sentences, paying attention to the assimilation indicated in bold.

• T can extend this task by having Ss take turns reading each of the sentences twice:

1. slowly, trying to enunciate the sounds clearly and avoid any assimilation
2. quickly, trying to blend the final and initial sounds. Sts do as required, asking their partners to listen carefully and identify any assimilated sounds.

2. Grammar: Simple, compound, and complex sentences

Activity 1: Identifying types of sentences

Work in pairs and decide whether the following are simple, compound or complex sentences and tick the right box.

• T asks Ss if they can remember the differences between simple, compound and complex sentences.
• Ss work in pairs to figure out the answers.
• T monitors the activity and helps Ss, check answers as a class

Key: 1. Simple 2. Compound 3. Complex

4. Simple 5. Complex 6. Complex

Activity 2: Combine the following simple sentences, using words from the box.

• T asks Ss to do the activity individually.
• Sts do as required, paying attention to the meaning.

Key: 1. If we all adopt a green lifestyle, we will help conserve our natural resources.

1. Some foods taste good, but they do not have many nutrients.
2. We should keep the school air clean because this will improve students’ concentration and help them to learn better.
3. Germs can cause infections in parts of our body and make us feel unwell.
4. When we all start conserving the environment, we can all enjoy better living conditions.
5. Coal, which is still used in a lot of power plants, remains one of the most important energy sources.

Relative clauses with which

Read the Do you know…? And explain the difference between which defining something in the main clause and which defining the whole idea of the main clause.

Main clause, which + relative clause

Note: In relative clauses, the relative pronoun which can be used to define the whole idea presented in the main clause. It is usually separated with a comma after the main clause.

Activity 3: Combine the following sentences using which

• Ss do the activity individually
• T Monitors the activity and helps Ss, if necessary.

Key: The water in this river is being seriously polluted, which places some species of native fish in danger of extinction.

Burning coal is the main source of carbon dioxide emissions, which can cause global warming.

or

Pair work

T <--> Ss

Pair work

T <--> Ss

Individually

Ss <--> Ss

T <--> Ss

Ss <--> Ss

Individually

The air in most classrooms in this school contains a lot of harmful gases, which is very worrying as many young children are studying here.

We should all go green by practicing the 3Rs: reduce, reuse and recycle, which is always encouraged by environmentalists.

Illegal dumping is strictly prohibited in the town, which has helped to keep our environment clean and green.

Young people are starting to practice simple green living, which will help to save our planet for future generations.

T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson.

Expected answers: I can use: Assimilation in connected speech Compound, complex sentences / Which as a connector

T <--> Ss

4. Homework 1 minute

• T asks Ss to do exercises again at home.
• Prepare for the next lesson.
• Complete Exercises in workbook.

T <--> Ss

Time/Stages

Activities

Interactions

1. Check up 8 minutes

• Make 3 sentences of 3 types learnt in the previous lesson
• Make a sentence with a relative clause in which which is used to presented the whole idea in the main clause.

T <--> Ss

2. New lesson 17 minutes

12 minutes

Black carbon pollution

Activity 1: Match the pictures with the appropriate phrases

• Focus attention on the pictures and do the matching.
• Sts match first individually, and then check with a partner.
• T checks the answers as a class.

Key: 1. Diesel vehicle 2. Melting of the Arctic 3. Soot

Activity 2: Choose the appropriate heading for each paragraph

• T has Ss read the headings quickly.
• Sts do as required, and express the main idea of the paragraph.
• T checks answers as a class and write them on the board.

Key: 1. C 2. A 3. B 4. D

Activity 3: Complete the sentences with no more than 5 words.

• T tells Ss that the activity focuses on reading for specific information and that Ss cannot write more than five words in each blank
• T allows enough time for Ss to read the instructions and the incomplete sentences.

Pair work T <--> Ss

Pair work

T <--> Ss

5 minutes

• T has Ss work in pairs. They should write their answers, and then check with another pair.
• T checks answers as a class and provide feedback.

Key: 1. ….know little about soot/ don’t know much about soot.

1. ......., oil, wood, and other fuels.
2. ...... second most damaging greenhouse gas ......
3. ...... smaller than dust and mold/ very tiny.
4. ..... clean, alternative fuel stoves ......

Activity 4: Discussion. Question: Are soot emissions a problem in your community in Vietnam in general?

• T puts Ss in pairs and let them discuss the questions freely. If Ss have difficulty coming up with new ideas, give them some examples of soot emissions and the pollution and health problems they cause.
• One or two pairs to report the discussion results to the class.

Pair work T <--> Ss

Individually/ Pair work

T <--> Ss

3.

Consolidation 2 minutes

- Summarize the main points of the lesson

T <--> Ss

4. Homework 1 minute

• Ask students to learn by heart the new words.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm up 8 minutes

• Do you have a green lifestyle?
• Tell one green activity you have done.

T elicits answers from students about how green they are.

T <--> Ss

2. New lesson 8 minutes

How green are you?

Activity 1: Put the following lifestyles in the right column

• T informs the objectives: discussing lifestyle choices and deciding if they are environmentally friendly or not.
• Ss read all the lifestyle choices to get an overall understanding of the topic.
• T explains any unfamiliar language or concepts.

Key: Green activities:

1. Walk whenever and wherever possible.
2. Plug in your electric appliances where you can easily turn them off at night or when you do not use them.

5. Take short showers instead of long baths.

1. Turn off your computer or put it on sleep mode when you do not use it.
2. Start growing an organic vegetable garden.

Individually

T <--> Ss

13 minutes

13 minutes

9. Clean surfaces with natural products like lemon juice and olive oil.

Environmentally unfriendly activities:

1. Set your printer’s default to one-sided printing.

4. Ask your parents to buy you a car or motorcycle for convenient travelling.

6. Ask your parents to get you a new mobile phone immediately after the latest model comes out.

10. Take part in deforestation and hunting activities. Activity 2: Complete the conversation using the lifestyle choices in 1 and the reason in the box.

• T lets Ss work in pairs to complete the conversation.
• Encourage Ss to share their ideas.
• Ask Ss to practice the conversation.

Key: Mai: take short showers instead of long baths.

Mai: to save electricity, water and other non-renewable energy resources.

Kevin: buy us motorcycles for convenient traveling ……help reduce traffic congestion and air pollution, which causes global warming and health problems.

Activity 3: Think of more green activities and discuss how they will benefit the environment

- T asks Ss to discuss and practice in pairs.

Then one or two pairs to present their ideas in front of the class. - T listens and gives feedback.

Pair work

Ss <--> Ss

Group work

3.

Consolidation 2 minutes

Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you do now?

T <--> Ss

4. Homework 1 minute

• Ask students to learn by heart the expressions.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Check up 7 minutes

- T asks Ss some questions:

What are some Go Green activities that you like taking part in? What benefits do they bring to the environment?

1 or 2 students are called to the board to do as required.

Individually T <--> Ss

2. New lesson 10 minutes

13 minutes

12 minutes

Task 1: Discuss and prepare an action plan for the Go Green Week.

• Listening for general ideas and specific information in a talk show about a school’s Go Green initiative.
• Sts do as required, describing the activities and the reasons for doing them.
• T asks sts to present their plans to the whole class.

Task 2: Listen to a talk show and answer the following questions.

• T asks sts to read through the questions and make some guesses about what they are going to hear.
• Plays the recording without pausing first and for gist.
• Sts listen for gist - T plays the recording again.

Answers:

1. A secondary schools Go Green Movement in Cam Ranh.
2. To help their school to go green and save the planet.
3. Students spare 10 minutes during the break time every weekday at school for green activities.
4. He hopes the project will encourage more people to change their lifestyle and go green.

Task 3: Listening - True/ False/Not Given (6’)

• T has sts read through the statements and check their comprehension before playing the recording.
• T plays the recording- Sts listen.
• Sts work in pairs and exchange ideas

-T checks the answers as a class.

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

Task 4: Listen again and complete the table, using no more than 5 words for each blank.

• T tells the requirements of the task.
• Sts do as required, then share their ideas so that they can help each other with the answers.
• T checks the answers as a class.

Key:

Days of week Green Activities

Monday 1. Recycling old /broken electronics Tuesday 2. Growing organic vegetables Wednesday 3. Learning about going green Thursday 4. Checking for mould growth

Friday 5. Testing and widening environmental

knowledge.

Pair work

T <--> Ss

Group work

T <--> Ss

Individually

T <--> Ss

Group work

T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today? What can you do now?

T <--> Ss

4. Homework 1 minute

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Check up 5 minutes

Name some Go Green activities and their benefits to the environment.

T <--> Ss

2. New lesson 13 minutes

20 minutes

The advantages and disadvantages of a green lifestyle Task 1: Read the incomplete essay about the advantages and disadvantages of green energy. The aim of this activity is to help sts plan and write an essay about the advantages and disadvantages of green lifestyle.

• T has sts read through the incomplete essay
• Sts do as required, then discuss in groups to identify the aim of the 3 paragraphs - introduction to the topic, the advantages of green energy and the conclusion.
• T asks Ss to use the ideas and words given to draft the missing paragraph.

Task 2: Use the ideas in 1 to write an essay of about 180-250 words about the advs and disadvs of consuming organic food.

Complete the outline before you write an essay. INTRODUCTION

BODY Advantages: *...............................................................

*...............................................................

Disadvantages: *...............................................................

*...............................................................

CONCLUSION USEFUL LANGUAGE

A pro/ a con...

A positive aspect.../A positive point ...

A negative aspect.../Negative consequences.../As a consequence of...

A further (dis)advantage.../One more (dis)advantage ... The advantages outweigh the disadvantages ....

However,.../ Nevertheless .../On the other hand,..../In contrast, .../ On the contrary,.../ Despite all of this ..

Pair work

T <--> Ss

Individually

T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss to complete the writing at home and collect
• Ask Ss: What have you learnt today? What can you do now?

T <--> Ss

4.Homework 1 minute

• Write the text again at home.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm up 5 minutes

- Inform the class of the lesson objectives: Further skill development

T <--> Ss

2. New lesson 18 minutes

19 minutes

1. Communication: The Green Movement in Vietnam Activity 1: Listen to an overview of the green movement in Vietnam. Decide whether the statements are True, False

• T plays the recording - Sts listen and do the task
• T plays the recording again and checks answers as a class.

Key: 1. T 2. F 3. T 4. T 5. F

Activity 2: Discussion

• T asks Ss to work in groups and discuss the questions
• 1 or 2 groups to present their ideas in front of the class

1. How can you contribute to the Green Movement in Viet Nam?
2. What else can Super Motor Viet Nam and the Plaza s Viet Nam do to encourage green lifestyles in Viet Nam?
3. What kind of campaign can your school launch to raise teachers and students awareness of going green?

2. Culture: The Greenest Countries and cities in the world

Activity 1: Read the text and answer the questions

• Ss compare their answers in pairs or groups
• T. checks answers as a class.

Key: 1. 5 countries: Sweden, Norway, Costa Rica, Germany and Denmark. 10 cities: Copenhagen, Amsterdam, Stockholm, Vancouver, London, New York, Singapore, Beijing, New York, Helsinki and Oslo.

1. Their public transport run on electricity.
2. Freiburg s building design standards requires that consumption should be limited to 65kw/hours.
3. Both of them have a lot of bike path and encourage people to cycle.
4. Solar panels are installed on public or private building in Freiburge.

Activity 2: Discuss the question

• T asks Ss to work in groups and discuss the questions
• T invites one or two groups to present their ideas in front of the class. - T. encourages all Ss to answer the question.
• Ss present their opinions to the class
• T. gives appropriate feedback whenever needed.

Pair work T <--> Ss

Group work

T <--> Ss

Individually

Pair work T <--> Ss

Individually T <--> Ss

3.

Consolidation

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

T <--> Ss

2 minutes

What can you do now?

4. Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm-up 5 minutes

-T informs the class the objectives: reviewing pronunciation, vocabulary and grammar.

- T reviews what assimilation is and when the process happens.

T <--> Ss

2. New lesson 10 minutes

7 minutes

Pronunciation:

Activity 1: Listen and underline the sounds that are assimilated.

• Ss compare their answers in pairs or groups
• T. checks answers as a class.
• T plays the recording again and have Ss repeat the sentences

Key: 1. This is the best book on environmental issue.

1. We believe that both side should focus more on energy - saving projects.
2. Well make the earth a green planet.
3. Wind power produces no green-house gas emission during operation.
4. Bio-fuels are obtained from biodegradable plant material.

Activity 2: Listen and complete the sentences

-T has Ss to refer back to the Do you know...?

-T. plays the recording

Sts listen and write down what they hear.

-Ss compare their answers in pairs

-T. checks answers.

Key: 1. green been 2. town planning

3. food poisoning 4. Green Britain 5. light bulbs

Vocabulary:

Activity 1: Complete the sentences with the correct words / phrases in the box.

T asks Ss to underline the key words in each sentence, then fill in the gaps with the words given, making changes if necessary

• Ss compare their answers in pairs or groups.
• T gives feedback.

Key: 1. disposal of 2. depleted 3. cluster 4. organic

5. combustion 6. soot particles 7. pathway

Grammar:

Individually

T <--> Ss

Pair work

T <--> Ss

12 minutes

8 minutes

Activity 1: Combine the simple sentences into compound sentences, using appropriate conjunctions.

• Ss work individually, and then compare their answers in pairs or groups.
• T. gives feedback and further explanations if necessary.

Key: 1. We read food labels carefully, for we want to buy only organic products.

1. The burning of fossil fuels is the largest source of greenhouse gas emissions and causes air pollution.
2. Shall we organize a tree-plating day or launch a recycling campaign at school?
3. Regular exercise is essential to longevity, but it is not the only factor.
4. Noise pollution can cause stress and psychological problems, so try to spend some peaceful, quiet time in nature.

Activity 2: Combine the simple sentences into complex sentences using the words in brackets.

• Ss work individually, and then compare their answers in pairs or groups.
• T. gives feedback and further explanations if necessary.

Key: 1. If we change our consumption habits, we can reduce our carbon footprint.

1. We should use bicycles instead of cars because this will help reduce exhaust fumes and pollution.
2. When fossil fuels are burned, they emit harmful gases to the environment.
3. Protect the environment where you live.
4. We reuse bags, old clothes and scrap paper at home so that we can reduce waste.

Activity 3: Match the simple sentences, then write complex sentences with which.

• Ss work individually, and then compare in pairs or groups.
• T. gives feedback and further explanations if necessary.

Key: 1. d. The indoor air quality at school is better now, which has helped students to improve their concentration and test results.

1. a. They have cleaned the mould from the walls, which ahs resulted in fewer asthma attacks.
2. e. We keep our school environment clean and green, which has made us very proud.
3. b. They have started using more green products, which has brought them many financial and health benefits.
4. c. School staff have shown parents different ways to go green, which has an impact on the entire community.

Project: Doing a survey:

Ss work in groups of 8, using the questionnaire to interview group members.

T tells Ss to use 1 a questionaire for all groups member to better figure out the situation.

T. encourages groups to prepare an outline for their presentation.

Pair work

T <--> Ss

Pair work

T <--> Ss

Individually

T <--> Ss

Pair work

T <--> Ss

Group work T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4. Homework

- T asks Ss to learn the structures and vocabulary.

Trang 41

1 minute

- Prepare for the next lesson.

T <--> Ss

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Language - Vocabulary

1. Use the correct form of the word in the box

Ask Ss to do the task then exchange the result with their partner

Language - Vocabulary

Do as appointed

1. preservation 2. distinguished

3. respectable/respected 4. urbanization

5. disposal 6. industrialization

2. Match the word on the left with the word on the right to form compound adjectives.

Ask Ss to do the task then exchange the result with their partner

* Do as appointed

1. thought-provoking 2. off-speak

3. well-planned 4. long-term

5. worldwide

Pronunciation

3. Listen and write the correct words in the blanks. Then practice reading the sentences

Ask Ss to do the task then exchange the result with their partner

Pronunciation

* Do as appointed

1. their, they’re 2. counsil, counsel

3. Where, wear 4. made, maid

5. red, read

Grammar

4. Complete the sentences, using the correct form of the verbs in the box Ask Ss to do the task then exchange the result with their partner

Grammar

Do as appointed

1. join 2. complete 3. come

4. offer 5. be provided

5. Put the verbs in brackets in the past simple or past continuous

Ask Ss to do the task then exchange the result with their partner

Do as appointed

1. was walking 2. saw 3. was standing

4. came 5. realized 6. stopped

7. helped 8. led 9. met

10. was waiting 11. said

12. was worrying 13. wondered

6. Make compound or complex sentences, using the words in brackets and the prompts

Ask Ss to do the task then exchange

Do as appointed

1. If students can keep their homes and schools green and clean, they will contribute to the go green campaign
2. The burning of fossil fuels emits harmful gases, but

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

SKILLS – Reading: Counter urbanization

2. Read the text again decide whether the following statements are T, F or NG and tick the correct box

Ask Ss to do the task then exchange the result with their partner

SKILLS – Reading: Counter urbanization Do as appointed

Do as appointed

Read the text about the causes and effects of counter-urbanization

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

Speaking: Historical figures

3. Work with a partner. Use the information below or your own ideas to make a conversation about one historical figure

Ask Ss work in pairs to do the task

Speaking: Historical figures Do as appointed

A: Who are you going to talk about in your presentation tomorrow?

B: I’m going to talk about our national hero – Emperor Quang Trung. He was a very talented political and military leader. He led the Vietnamese people against the Qing invaders between 1788 and 1789

A: You should also mention the year of his birth and death. The emperor was born in 1753 and died in 1792

B: I agree. Though he died young, he was able to introduce some very important economic and educational reforms in Vietnam.

Listening: Wave energy

4. Listen to the recording about wave energy. Choose the best option to complete the sentence

Listening: Wave energy Do as appointed

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

Do the task then compare the result with that of their partner

Writing: Solar energy

5. Write meaningful sentences about the pros and cons of solar energy. Use the words given

1. Solar energy is not always available since access to sunlight is limited at certain times
2. Although it is greener than fossil fuels, the production of solar panels may emit some greenhouse gases

6. Use the ideas in 5 (and your own ideas) to write an essay of about 180 – 250 words about the pros and cons of solar energy

Writing: Solar energy Do as appointed

1. Solar energy comes directly from the sun and this renewable energy source is sustainable

1. This type of energy is environmentally friendly and does not cause pollution
2. Solar energy is available everywhere and is very quiet because its devices do not have any moving pars.

4. Solar panels are expensive as they use rare and special materials, and the technology used to store solar energy is costly.

Do as appointed

Nowadays, it has become necessary to use green technology with green renewable sources. Among all green energy sources, solar energy is the most important renewable energy source.

First of all, …

Time/Stages

Activities

Interactions

1. Warm up 5 minutes

• T asks students to elicit some of their ideas of what a green

lifestyle is.

• T asks Ss to look at the picture and guess what the students in the picture are talking about. -Sts answer.

T <--> Ss

2. New lesson

Activity 1: Nam and Lan are talking about the use of mobile

7 minutes

10 minutes

10 minutes

10 minutes

devices and the Internet. Listen and read

• T. plays the recording, asks Ss to listen and read silently.
• Ss listen and read silently.

Activity 2: Answer the following questions

• T. asks Ss to read the questions, and underline any key words.
• Ss read the questions, underline any key words.

Keys: 1. They are chatting, sending messages or searching for news and information on different websites.

1. Because everyone in his house uses digital devices to read the news.
2. He had used the computers in the local library to access the Internet.
3. She thinks that they may not understand the benefits of sharing online information.
4. He thinks that she is addicted to social media and relies too much on the Internet.
5. Ss’ answers.

Activity 3: Complete the table with the appropriate words and phrases in the box

• Ss work in pairs to compare answers.
• T. checks answers as a class.

Key: 1. Digital devices: smartphones, tablet PCs, computers

1. The mass media: newspapers, magazines, radio, TV, DVDs, social media, the Internet
2. Online activities: chatting, sending messages, searching for news and information, reading online newspapers, accessing Internet resources

Activity 4: Read the text again. Pick out 5 verbs followed by a prep. Discuss the meaning with a partner.

• T explains to Ss how to do the activity.
• T has Ss scan the conversation quickly and underline the five verb phrases in focus.

Key: Cut down (on), subscribe to, take sth. with, listen to, connect with

Activity 5: Read the following sentence. Underline the verbs. What tenses are they in?

• T. reminds Ss of the verb forms of the tenses.
• Ss underline the verbs forms in the two sentences.
• T. asks two Ss to explain which action happened first in each sentence.

Key: He had (already) started using the computers in the local library to access Internet resources

Past perfect (This action happened first) When Minh’s dad bought him a tablet PC four months ago.

Past simple

T <--> Ss

Whole class

Individually

T <--> Ss

Individually or

Pair work T <--> Ss

Individually

T <--> Ss

Individually

T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson.

T <--> Ss

4. Homework 1 minute

- Ask Ss to learn by heart the words or phrases related to the topic - Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Homework 3 minutes

• T spells some words, asking Ss to try to recognize them
• Ss try to recognize them
• T. asks Ss to read the context provided to do the task.

Media website communication smart phone Email television newspaper magazine

T <--> Ss

2. New lesson 5 minutes

7 minutes

12 minutes

15 minutes

A. Vocabulary:

Activity 1: Match the words and phrases with the definitions.

• Ss work individually, read each word or phrase and match it with the definitions.
• T checks answers as a class.

Key: a. 3 b.1 c.5 d.2 e.6 f.4

Activity 2: Complete the sentences with the correct forms of the words and phrases in 1.

• T asks Ss to complete the sentences individually.
• Sts find the suitable words to fill in the gaps.
• T checks answers as a class.

Key: 1. Mass media 2. Addicted 3. social networking

4. Efficient 5. instant messaging 6. Cyberbullying

2. Pronunciation: The pronunciation of the verb ending -ed

Activity 1. Listen and repeat, paying attention to the ending

-ed of the verbs

• T tells Ss what the objective of the activities is, and asks them to read the information in the Remember box.
• T plays the recording for Ss to listen and repeat all the verbs.
• Ss recognise & practise pronunciation of the verb ending-ed.
• Ss repeat chorally and individually.

Activity 2: Listen and repeat the following sentences, paying attention to the verbs ending -ed

• T plays the recording for Ss to repeat chorally and individually.
• Ss listen and repeat the following sentences.

2. Grammar: Prepositions after certain verbs

Activity 1: Match each verb with a preposition

The aim of this matching activity is to focus Ss’ attention on collocations consisting of verbs and prepositions that normally appear together.

• T has Ss work in pairs to read the Do you know..? box and discuss the meaning of the verb phrases provided.
• Ss work in pairs to discuss the meaning of the verb phrases provided and do the matching.

Key: 1. d 2. e 3. b 4. a/c 5.c

Activity 2: Make sentences with the verbs in 1

Individually

T <--> Ss

Individually

T <--> Ss

Individually/ or

Pair work

T <--> Ss

Pair work T <--> Ss

Trang 46

• T allows time for Ss to work individually
• T asks them to exchange their work in pairs for peer comments.
• T asks a few Ss to read their sentences aloud, and have the class make comments on grammar, word choices and meaning.
• Ss make sentences with the verbs in 1.

The past perfect vs. the past simple

• Remember the use of relative pronouns who, that, and which.
• Sts read the Do you know…? and explain the difference between which defining something in the main clause and which defining the whole idea of the main clause.

Main clause, which + relative clause

Note: In relative clauses, the relative pronoun which can be used to define the whole idea presented in the main clause. It is usually separated with a comma after the main clause.

Activity 1: Put the verbs in brackets in the correct tenses.

• T explains the objective of activity 1, and ask Ss to read the Remember box. Check their comprehension and review the formation of the past perfect (had + past participle).
• T allows time for Ss to do the task individually.
• Ss do as required
• T checks answer as a class, then invites a few Ss to read the sentences aloud if necessary.

Key: 1. had invented, completed 2. appeared, helped

3. had risen, started 4. understood, had read

1. Had (ever) … appeared, took part, had
2. got, submitted, showed, had arrived 7. had already finished, left, arrived

Activity 2: Complete the following sentences using either the past simple or past perfect and your own ideas.

• Ss work independently to exchange their work with a partner for peer checking.
• A few Ss read out their sentences.

Suggested answers:

1. … had used the library’s computer to get access to the Internet.
2. … rang his doorbell.
3. … started sending me their greetings/ had already posted their greetings for my birthday.
4. … they began drawing their charts.
5. … the teacher changed the topic.
6. … he wrote a brief description of the data.

Individually

Ss <--> Ss T <--> Ss

Individually

Ss <--> Ss

Individually T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson.

Expected answers: I can use: ed-ending in connected speech Prepositions after certain verbs

The past perfect and past simple

T <--> Ss

4. Homework 1 minute

• T asks Ss to do exercises again at home.
• Prepare for the next lesson. - Complete Exercises in workbook.

T <--> Ss

Time/Stages

Activities

Interactions

1. Lead-in 8 minutes

Objectives: skimming and scanning an article for general ideas and specific information, and learning additional vocabulary and information related to the history and forms of mass media.

T <--> Ss

2. New lesson 17 minutes

12 minutes

5 minutes

Mass media forms

Activity 1: Put the words and phrases related to the mass media in three groups

- T checks answers as a class.

Key: Print: books, magazines, leaflets, newspapers

Television: news programmes, dramas, reality shows, documentaries

The Internet: email, websites, instant messaging, data sharing Activity 2: Quickly read instructions and choose the best heading for the text.

• T. gets Ss to read instructions and predict the best heading for the text.
• T checks answer as a class, invites one or two Ss to explain how they came up with their answers.
• T draws Ss’ attention to the keywords (… each form of…; new digital media forms…) in the last paragraph.
• Ss read instructions and choose the best heading for the text.

Key: Forms of mass media

Activity 3: Match each of the following words with its meaning.

This matching activity is to improve and expand Ss’ vocabulary by learning words in context.

• Ss do the task individually.
• T checks answers as a class, invites several Ss to say the Vietnamese equivalent.

Key: a. 3 b. 4 c. 6 d. 2 e. 7 f. 1 g. 5

Activity 4: True, False or Not given:

• Ss read the sentences in the table and underline the key words which help to justify the answers.
• T checks answers as a class.

Key 1. F 2. T 3. F 4. F 5. T 6. NG 7. F

Activity 5: Discussion

Discuss the forms of mass media that you use daily. Explain how you benefit from using them.

• T asks Ss to work in pairs to share their preferred forms of mass media for daily communication.
• T reminds them of the six forms of mass media mentioned in the text.
• T asks several pairs to report their discussion results.
• Ss work in groups of four to discuss the forms of mass media.

Pair work T <--> Ss

Pair work

T <--> Ss

Pair work T <--> Ss

Individually/ Pair work

T <--> Ss

Group work T <--> Ss

3.

Trang 48

Consolidation 2 minutes

- Summarize the main points of the lesson

T <--> Ss

4. Homework 1 minute

• Ask students to learn by heart the new words.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm up 8 minutes

• Ss work in groups to make a list of their favourite social networking sites. Making as many words as possible from the words: A SOCIAL NETWORKING SITE.
• Social networking sites: Facebook, Twitter, Linkedln, Pinterest, Google Plus +, Instagram, etc. (The following URL is a good reference for the most popular social networking sites: http://www.ebizmba.com/articles/social-networking-websites)

T <--> Ss

2. New lesson 10 minutes

11 minutes

13 minutes

Talking about social networking

Activity 1: Complete conversation with sentences in the box

• T asks Ss to read the sentences in the box and the conversation, reminds them to underline any contextual clues.
• Ss read the sentences in the box and the conversation and then do the task as required.
• T checks answers as a class.

Key: 1. E 2. C 3. D 4. B 5. F 6. A

Activity 2: Put the following opinions about using social networks in the appropriate box

• T lets Ss work in pairs to complete the conversation.
• Encourage Ss to share their ideas and help each other complete the sentences.

Key: Positive opinions: 2, 4, 5 Negative opinions: 1, 3, 6

Activity 3: Make a similar conversation

• T explains the opinions provided in the table.
• T asks Ss to work in pairs.
• T asks several pairs to role-play their conversations in front of the class, encourages Ss to make comments or ask questions.
• Ss make a similar conversation (as in 3) and express the opinions about social networking. Ss explain the opinions provided in the table.

Individually

T <--> Ss

Pair work T <--> Ss

Pair work

Ss <--> Ss

3.

Consolidation 2 minutes

- Summarize what they have learnt by asking Ss some questions:

What have you learnt today? What can you do now?

T <--> Ss

4.Homework 1 minute

• Ask students to learn by heart the expressions.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Lead-in 7 minutes

Inform the class of the lesson objectives: listening for specific information in a conversation between two students talking about their uses of social media and how they use it for language learning.

T <--> Ss

2. New lesson 10 minutes

13 minutes

12 minutes

Social media: language-learning apps

Task 1: Read about how three students use social media. Complete the sentences with the words from the box.

• T allows time for Ss to quickly read the conversation and complete the gapped sentences.
• T checks answers as a class.

Key: 1. app 2. record 3. GPS

4. interactive 5. connect 6. audio 7. updates

Task 2: Listen to a conversation between two students talking about language learning applications. Which of the following did they not talk about?

• T asks Ss to read the instructions and the information provided.
• T plays the recording without pausing, so Ss get the gist of it.
• T plays the recording again. This time T asks Ss to listen and circle the information that they did not hear in the recording.

Key : 2 & 3

Task 3: Listen again. Give short answers to the following questions.

• T asks Ss to read through the questions and answer them.
• Ss do as required.

Key: 1. He showed her a few social networking sites that help people to improve their English.

1. She downloaded some language learning apps on her smartphone and started learning vocabulary on the go.
2. Because she wants to improve her English.
3. She uses some social networking sites.
4. She used a free programme on her smartphone.
5. She used it to collect samples from English TV and radio.

Pair work

T <--> Ss

Group work

T <--> Ss

Individually

T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4. Homework

1 minute

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Check up 5 minutes

The lesson objective: describing a pie chart showing Ss’ use of online resources at a secondary school.

T <--> Ss

2. New lesson 15 minutes

8 minutes

Describing a pie chart showing the use of online resources Task 1: In pairs, discuss what a pie chart is and how you can describe it.

• T asks Ss to look at the illustrations and credit their answers.
• Sts do as required.

+ A pie chart - a circular chart divided into triangular areas (slices/ segments) proportional to the percentages of the whole.

+ To describe a pie chart: the information (content) and proportion of each segment, which can be measured in percentages (%) or fraction (e.g. one-third, a quarter).

Task 2: The pie chart below illustrates the forms of communication used by students in Intel school. Complete the description with the words in the box.

• T allows time for Ss to read the text and do the task.
• T checks answer as a class.

Key: 1. preferences 2. recorded 3. majority

4. tied in 5. dominant 6. the least

Task 3: Study the pie chart and write a paragraph of about 130-160 words to describe the sections.

• T asks Ss to work in pairs and discuss the words and phrases.
• Sts work independently and write their final drafts.
• One or two students write the description on the board.
• Ss listen to the T’ feedback

Suggested answer: The pie chart shows students’ preferred online resources recorded in a survey carried out at Intel Secondary School Library in 2014. A brief description of the students’ preferences follows.

We can see that a majority of students used interactive games, which rank the first at 30%. Fiction e-books line in the second at 20%, and are given 10% less than interactive games. Online magazines rank the third at 18% while non-fiction e-books account for 15%. Online dictionaries are the fifth library

Pair work

T <--> Ss

Individually

T <--> Ss

resource at 11%. Only a minority of students, or 6% used science journals, which is the least popular of all resources, and used five old less than the most preferred resource, interactive games.

To conclude, the dominant form of online resources used by the students at Intel Secondary School Library is interactive games. Of all the resources – fiction e-books, online magazines, non- fiction e-books, online dictionaries – students used science journals the least.

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss to complete the writing at home and collect
• Ask Ss: What have you learnt today? What can you do now?

T <--> Ss

4.Homework 1 minute

• Write the text again at home.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm up 5 minutes

- Inform the class of the lesson objectives: Further skill development

T <--> Ss

2. New lesson 18 minutes

19 minutes

1. Communication: Learning English with video

Activity 1: Listen to a conversation between Nam and Mai about learning English with video. Decide whether the statements are T or F.

• T plays the recording all the way through for the first time, plays it again for Ss to do the task.
• Ss work in pairs to compare their answer.

Key: 1. F 2. T 3. T 4. F 5. T

Activity 2: Discussion

• T asks Ss to work in groups and discuss what videos they would like to watch in their English lessons classes.

Suggested ideas: 1. The videos clips are powerful audio-visual resources for learning a language.

1. They can: - provide authentic language use
   • capture learners’ attention
   • increase their motivation
   • enhance their learning experience

2. Culture: Social media apps

Activity 1: Read the following text and give short answers to the questions.

• Ss read the instructions and brainstorm the social networking.
• Ss compare their answers with a partner.

Pair work T <--> Ss

Group work

T <--> Ss

Key: 1. They are for communication, entertainment and security on the Internet.

1. Because they want to have more advanced options than basic services.
2. A video-sharing app is an application for creating videos and sharing them with family and friends.
3. They are action and adventure games followed by puzzles and board games.
4. Beside protecting smartphones and tablet devices from theft and loss of data, these security apps detect and remove viruses as well as phishing scams.
5. We should go through its functions very carefully and read the user reviews.

Activity 2: Work in groups. Tell your group about your favorite social networking app and its functions.

• Ss discuss their favourite social networking apps in groups.
• Ss read the questions and underline the key works or any clues that may help them to identify the answers as they scan the text.
• Some Ss are asked to present the apps and demonstrate its functions in front of the class.

Pair work

T <--> Ss

Group work T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today? What can you do now?
• Elicit answer: I have improved my listening, speaking and reading skills. I can talk about the educational values of videos for learning English. I can also talk about social media apps for communication, entertainment and security.

T <--> Ss

4. Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm-up 5 minutes

T informs the class the objectives: reviewing pronunciation, vocabulary and grammar. T reviews from and use of simple past tense and past perfect tense.

T <--> Ss

2. New lesson 10 minutes

Pronunciation: Activity 1: Put the words in the correct box.

• T asks Ss to do the task independently.
• Ss put the words in the correct box, then compare their

Individually

7 minutes

12 minutes

8 minutes

answers in pairs or groups

Key: /t/: watched, surfed, talked, checked

/d/: installed, enabled, shared, enjoyed, offered

/id/: updated, reported, provided, protected, downloaded Activity 2 Listen and write down the verbs in the appropriate columns.

- Ss are asked to read the verbs aloud.

Key: /t/: 1. decreased 2. developed 4. influenced 7. produced

/d/: 6. emerged 9. compared

/id/: 3. downloaded 5. invented 8. provided

Vocabulary:

Activity 1: Complete the sentences with the correct words / phrases in the box.

• Ss compare their answers in pairs or groups.
• T gives feedback.

Key:1. disposal of 2. depleted 3. cluster 4. organic

5. combustion 6. soot particles 7. pathway

Activity 2: Complete gapped sentences with words in the box.

• T asks Ss to read and complete the gapped sentences.
• Ss are asked to underline the key words in each sentence, then fill in the gaps with the words given.

Key: 1. social media 2. Social networking 3. Mass media

4. app 5. Advent 6. Microblogging

Grammar:

Activity 1: Complete the gapped sentences with the appropriate prepositions.

• T asks Ss to read the statements and understand all the verbs.
• Ss discuss these clues in pairs and decide on the correct preposition.

Key: 1. on 2. Out 3. to 4. for 5. of/ about 6. with

Activity 2: Match the two halves of the sentences.

• T asks Ss to read and complete the gapped sentences.
• Ss are asked to underline the key words in each sentence.

Key: 1.b 2.d 3.a 4.e 5.f 6.c

Activity 3: Put the words in brackets in past simple or past perfect tense.

• T asks Ss to read the incomplete sentences and underline any key words independently.
• Ss underline the key words in each sentence.
• Ss exchange the answers in pairs.

Key: 1 had had 2. attended 3. deleted, had received

4. got, stopped 5. had wasted 6. had edited, uploaded Project: Interview three classmates to find out their opinions about social networking sites and apps. Then report to the class.

Ask Ss to work in groups of four.

Ask Ss to read and discuss the guiding questions.

T. encourages groups to prepare an outline for their presentation.

T <--> Ss

Pair work T <--> Ss

Pair work

T <--> Ss

Pair work

T <--> Ss

Individually T <--> Ss

Group work

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4. Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm up 5 minutes

Look at the picture and guess who they are and what they are talking about. They are three students and their teacher. They are probably talking about Japanese culture.

T <--> Ss

2. New lesson 7 minutes

10 minutes

10 minutes

Activity 1: Listen and read

• T. plays the recording, asks Ss to listen and read silently.
• Ss listen and read silently.
• T. tells Ss that they are going to listen to a conversation.

Activity 2: Complete the diagram:

• T ask students to complete the diagram individually first, and then compare their answers with a partner.

Key: 1. Language 2. Food 3. Clothing

4. Beliefs 5. Cultural practices

Activity 3: Answer the following questions

• T. asks Ss to read the questions, and underline any key words before they scan the conversation for the answers.
• Ss read the questions, underline any key words.

Keys: 1. Because it’s essential to understand their family history and traditions.

1. They wear kimonos on special occasions and celebrate Japanese festivals. They eat sushi, sashimi and udon noodles. They also speak Japanese at home.
2. She doesn’t know whether her home is Japan, where her parents come from, or Viet Nam, where she was born and grew

T <--> Ss

Whole class

Individually

T <--> Ss

Individually or

Pair work

10 minutes

up.

4. (Suggested answer): Language: Vietnamese; food: square and round sticky rice cakes, pho; clothing: ao dai, ao ba ba; beliefs: ancestor worship; cultural practices: Hung Kings’ Festival, Quan ho singing.

Activity 4: Find the verb or adjective that goes with each of the following nouns or noun phrases. If necessary, use a dictionary to check the meaning.

• T asks students to read the conversation again and find the verbs or adjectives that go with the given nouns or noun phrases.

Key: 1. express/ protect 2. traditional 3. cultural

4. understand 5. maintain

Activity 5: Read the conversation again and write the correct tenses of the verbs in brackets.

• T asks students to write the correct tenses of the verbs in brackets first, and then has them read the conversation to check their answers.

Key: 1.have been living/ have lived 2. ’ve been

T <--> Ss

Individually

T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson.

T <--> Ss

4. Homework 1 minute

- Ask Ss to learn by heart the words or phrases related to the topic - Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Homework 3 minutes

• T spells some words, asking Ss to try to recognize them
• Ss try to recognize them
• T. asks Ss to read the context provided to do the task.
• T asks Ss to do exercises on workbook.

T <--> Ss

2. New lesson 7 minutes

A. Vocabulary:

Activity 1: Write the words or phrases given in the box next to their meanings.

• To match the words or phrases with their meanings.
• T checks answers as a class.

Key: 1. national costumes 2. assimilate 3. custom

4. maintain 5. cultural practices 6. multicultural

Individually

T <--> Ss

7 minutes

10 minutes

15 minutes

Activity 2: Complete the sentences with the correct forms of the words in 1.

• Sts do as required, bearing in mind a verb or a noun (e,g. verb tense, singular or plural form of nouns).
• T checks answers as a class.

Key: 1. cultural practices 2. custom 3. national costumes

• 1. maintain 5. multicultural 6. assimilated

B. Pronunciation: Assimilation

Activity 1. The following phrases are spoken in low, careful speech and in fast, connected speech. Listen and repeat. Pay attention to the pronunciation of the underlined sounds

• Ss repeat chorally and individually.

Activity 2: Listen and repeat the following sentences spoken in fast, connected speech

• T plays the recording for Ss to repeat chorally and individually.
• Ss listen and repeat the following sentences, paying attention to the assimilation.

C. Grammar:

The present perfect and present perfect continuous.

Activity 1: Put the verbs in brackets in the present perfect or present perfect continuous.

-T asks students to read each sentence carefully and decide whether the focus is on the action/ event or the result of the action/ event. Draw their attention to the time expression used in sentences 2,4,8 (for many years, all morning, for hours)

Key: 1. have cleaned 2. have been trying 3. has stood

• 1. has been working, has planted 4. have gone

6. haven’t finished

Activity 2: Complete the following sentences with the correct forms of the words in brackets, using repeated comparatives.

- T asks students to complete the sentences.

Key: 1. better and better 2. higher and higher

4. More and more 5. More and more difficult

6. faster and faster 7. fewer and fewer 8. more and more

Activity 3: Put the verbs in brackets in the correct tenses.

• Use the given information to complete the sentences.
• T has students do the activity individually first, and then compare the answers in pains. T checks answers as a class.

Key: 1. is becoming colder and colder

• 1. are becoming lower and lower
  2. More and more people
  3. was driving faster and faster
  4. Fewer and fewer customers

Individually

T <--> Ss

Individually/ or

Pair work

T <--> Ss

Pair work T <--> Ss

Individually Ss <--> Ss

T <--> Ss

Individually Ss <--> Ss

3.

Consolidation 2 minutes

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson.

Expected answers: I can use: Assimilation in connected speech The present perfect and present perfect continuous

T <--> Ss

4. Homework 1 minute

• T asks Ss to do exercises again at home.
• Prepare for the next lesson.
• Complete Exercises in workbook.

T <--> Ss

Time/Stages

Activities

Interactions

1. Lead-in 8 minutes

T informs the class of the lesson objectives: skimming and scanning an article for general ideas and specific information, and learning additional vocabulary and information related to the cultural identity

T <--> Ss

2. New lesson 17 minutes

12 minutes

5 minutes

Cultural identity in modern society

Activity 1: Use a dictionary to find the meaning of the words or phrases in the box. Then complete the sentences with their correct forms.

-Use a dictionary to find the meanings of the words in the box.

Key: 1. for granted 2. cultural identifiers

3. identity 4. integrated 5. aspects Activity 2: Read the newspaper column about cultural identity. Four sentences have been removed from the column. Choose a sentence (a-d) to complete each gap (1-4)

Key: 1.b 2.d 3.c 4.a Activity 3: Read the newspaper column again and answer the questions.

-T has students work in pairs and practice asking and answering the questions.

Key: 1. They define themselves by (cultural identifiers such as) nationality ethnicity, location, history, language, gender, beliefs, customs, clothing and food.

1. In this stage, culture is taken for granted. Cultural ideas and values provided by families, communities or the media are easily accepted without much critical thinking.
2. They may become more curious, and willing to explore, analyses and compare their beliefs with other cultures.
3. When they develop a clear sense of cultural identity, know which social group they belong to, and feel satisfied with their cultural identity.
4. Because access to the Internet and the media provides instant contact with many cultures.
5. First, they keep their cultural identity. Second, they assimilate into the new culture of the majority. Third, they integrate into the new cultural environment (keeping their cultural identity and flexibly adjusting to the different aspects of the new culture).

Activity 4: What should young people do to develop their cultural identity in today’s modern society? Discuss with a partner.

Pair work

T <--> Ss

Pair work

T <--> Ss

Individually/ Pair work

T <--> Ss

Group work T <--> Ss

Trang 60

- T has some pairs/ groups summarize their discussion and present the main points/ ideas to the rest of the class.

3.

Consolidation 2 minutes

- Summarize the main points of the lesson

T <--> Ss

4. Homework 1 minute

• Ask students to learn by heart the new words.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Homework 8 minutes

- Check students’ work books

T <--> Ss

2. New lesson 10 minutes

11 minutes

13 minutes

Maintaining cultural identity

Activity 1: Work with a partner .Discuss and decide if these activities can help to maintain cultural identity. Can you add any more activities?

-T asks students to work in pairs. T has them discuss and decide if the activities can help maintain cultural identity especially in situations when people are away from their home countries.

-T encourages students to add more activities.

Suggested answers: 6. Singing/ Listening to folk songs

7. Reading heritage folklore 8. Conserving heritage sites Activity 2: Work in pairs. Talk about why each of the activities in 1 is important.

-T encourages them to talk about why the activities in 1 (or their suggested activities) are important maintaining cultural identity Example:

I think it’s important to preserve our native language. It’s a vital part of culture and it is critical to a person’s cultural identity. Our first language helps us to develop intellectual abilities and shape our cultural identity. It enables us to communicate, establish links with family and community members, and acquire and value native culture.

Activity 3: Work in groups of three. Choose an activity in 1. Discuss how it will help to maintain cultural identity in the age of globalization. Use the reasons discussed in 2 and any information you may want to add.

-T encourages them to use the reasons they have discussed in 2 and any additional information they may want to add.

Individually

T <--> Ss

Pair work

T <--> Ss

Group work

Ss <--> Ss

3.

Consolidation

- Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you do now?

T <--> Ss

2 minutes

4. Homework 1 minute

• Ask students to learn by heart the expressions.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Lead-in 7 minutes

Inform the class of the lesson objectives: listening for specific information in a conversation between two students talking about their uses of social media and how they use it for language learning.

T <--> Ss

2. New lesson 10 minutes

13 minutes

12 minutes

Cultural diversity in Singapore

Task 1: You are going to listen to a talk about cultural diversity in Singapore. What do you know about this city- state? Look at the information below and describe Singapore

Key: 1. Eurasians and other 2. Indians

3. Malays 4. Chinese

Task 2: Work in pairs. Discuss and match the national costumes with their names.

-T focuses Ss’ attention on the pictures and has them do the matching first individually, and then check with a partner.

Key: 1.d 2.a 3.c 4.b

Task 3: Listen to a talk. What is the speaker talking about? Tick the correct boxes.

- T plays the recording non-stop so students can get the gist of the talk. T has students compare answers in pairs, and then check answers as a class.

Key: 1.v 4.v 6.v

Task 4: Listen again and answer the following questions

1. When did Singapore become an independent country?
2. What is Singapore’s national costume?
3. Who used to wear the cheongsam?
4. How is the sari worn?
5. What is the office attire for men and women in Singapore?
6. How do young Singaporeans think of themselves?

-T tells students that the activity focuses on listening for specific information.

- T has students work in pairs first, and then checks their answers as a class.

Key: 1. Singapore gained its independence on 9 August 1965.

2. Singapore does not have a national costume, as people from the different ethnic groups tend to wear their traditional

Pair work T <--> Ss

Pair work

T <--> Ss

Individually

T <--> Ss

clothing.

1. Both Chinese men and Chinese women used to wear cheongsam.
2. It’s wrapped around the waist and hung over the shoulder.
3. Men usually wear dark trousers, white shirts and a tie while women wear long-sleeved blouses skirts.
4. The young people often think of themselves as Singapore first, and then as Chinese, Malay or Indian.

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

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4. Homework 1 minute

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Check up 5 minutes

The lesson objective: Writing an argumentative essay about the most important feature that defines someone’s cultural identity.

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2. New lesson 7 minutes

10 minutes

15 minutes

What makes me Vietnamese

Task 1: Work in pairs. Discuss the reasons why language is often considered the most important cultural identifier.

• T tells students that they can refer back to the reading.
• T asks students to read the example and discuss.
• T encourages students to share their ideas.

Example: Language is the most important cultural identifier because it allows me to communicate with my family and community.

Task 2: Read the following argumentative essay on language as defining a person’s cultural identity. Complete the essay, using the correct forms of the words in the box

• T tells students that they are going to read an argumentative essay. Allow enough time for them to read through the text and work out the essay structure

-T asks students to use a dictionary to check the meaning of difficult words and phrases.

• T checks answers as a class.

Key 1. Expressing 2. Demonstrate 3. Features 4. Unite

5. Share 6. Invaded 7. Unifying 8. Unique Task 3: Which is the most important cultural identifier or the feature that defines your cultural identity?

Pair work

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Individually or

Pair work

• T asks students to work independently and write their final essays incorporating all the feedback from students and teacher
• T invites some students to read their essays. - Ss can choose one of the following cultural identifiers:
• Festivals and cultural practices/ - Shared values and beliefs
• Traditional food /- History / - Education Introduction

Definition of cultural identity…………… Thesis statement…………

Body

First argument…………………………… Second argument……………………… Conclusion

Summary of the arguments

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Individually

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3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss to complete the writing at home and collect
• Ask Ss: What have you learnt today? What can you do now?

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4. Homework 1 minute

• Write the text again at home.
• Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Warm up 5 minutes

Inform the class of the lesson objectives: Further skill development

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2. New lesson 17 minutes

20 minutes

1. Communication: Migration and cultural identity Activity 1: Listen to a talk by Mr Ben Wilson, a sociologist and psychologist, about preserving migrants’ cultural identity. Answer the questions.

• Tell students that they are going to listen to a talk by Mr Ben Wilson about preserving migrants’ culture identity.
• Play the recording once or twice for students to take notes of their answers.

Activity 2: Discuss the questions with a partner.

• Ask students to work with a partner to compare their answers. Check answers as a class.

2. Culture: Festivals

Activity 1: Read the text about celebrations of some ethnic

Pair work

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groups in Viet Nam. Write the names of the festivals under the pictures.

• T has students read the text quickly and write the names of the festivals under the photos.

Key: a. Elephant Racing Festival b. Forest Worshipping Festival

Activity 2: Read the text again and complete the table.

• T asks students to study the table and consider what kind of information they need to write in it.
• T asks students to read the text again and complete the table. T checks answers as a class.

Key: Elephant Racing Festival; Location: Dak Lak Province Time: annually, in March; Ethnic groups: M’Nong and Ede Purpose: to promote the martial spirit of the M’Nong and Ede people; Activities: - watching elephant race

Eating traditional food and drinking rice wine; Dancing Watching elephants play soccer

Activity 3: Discuss the questions with a partner

• T has students discuss the questions in pairs.
• After their discuss, T asks some pairs to report their experiences and opinions to the class.

Group work

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Pair work T <--> Ss

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3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today? What can you do now?
• Elicit answer: I have improved my listening, speaking and reading skills. I can talk about the educational values of videos for learning English. I can also talk about social media apps for communication, entertainment and security.

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4.Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Warm-up 5 minutes

-T informs the class the objectives: reviewing pronunciation, vocabulary and grammar.

- T reviews from and use of simple past tense and past perfect tense.

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2. New lesson

Pronunciation:

1. minutes
2. minutes

12 minutes

8 minutes

Activity 1: Underline the sounds that can be affected by assimilation.

• T helps students to review the process of assimilation in this unit (/t,d,n/ before /k,g/; /s,z/ before /s,j/)
• T asks students to work with a partner to compare their answers. T checks answers as a class.

Activity 2: Listen and repeat the sentences in 1

-T plays the recording and has students listen and repeat.

-T asks some students to say these sentences aloud.

Vocabulary:

Activity 1: Complete the sentences with the correct forms of the words or phrases in the box

-T has students read the instructions and do the activity.

-T checks answers as a class.

Key: 1. preserve 2. cultural identity 3. cultural practices

4. national pride 5. Solidarity 5. national costume

Grammar:

Activity 1: Read the exchanges. Put the verbs in brackets in the present perfect or present perfect continuous. Use the passive voice if necessary.

-T has students do the activity individually first, and then compare their answers in pains.

-T checks answers as a class.

Key: 1. has become, have continued, has been working Have never seen, have worn, has even become

Activity 2: Read the situation and complete Andy’s statements about himself, using repeated comparatives.

-T tells students that they are going to write sentences about someone called Andy.

-T allows students to do the activity individually first, and then compare their sentences in pains.

- T checks answers as a class.

Key: 2.lower and lower 3. more and more difficult

4. more and more complicated 5. More and more

6. less and less

Project:

Work in groups of four or five. Choose one ethnic group in Viet Nam. Look for information about the features that define the group’s cultural identity.

-T has students work in groups of four or five

-T allows students one week to collect the information about an ethnic group, prepare a poster, and organize their presentation about the ethnic group.

Individually

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Pair work

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Pair work T <--> Ss

Pair work

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Group work

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

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4.Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

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TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Language - Vocabulary

1. Use the correct form of the words or phrases in the box to complete the sentences

Ask Ss to do the task then compare the result with their partner

Language - Vocabulary

Do as appointed

1.blog 2. social networking

3. digital devices 4. mass media

5. instant messaging 6. advent

2. Complete the sentences, using the correct form of the words in brackets.

Ask Ss to do the task then compare the result with their partner

Do as appointed

1. assimilate 2. identity 3. National

4. ethnicity 5. integrate

Pronunciation

3. Listen to the sentences and pay attention to the regular verbs in the past tense. Tick the correct box Ask Ss to do the task then compare the result with their partner

Pronunciation

Do as appointed

/t/: 4, 6, 8, 11

/d/: 1, 2, 10, 12

/id/: 3, 5, 7, 9

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Grammar

4. Fill each gap with an appropriate preposition Ask Ss to do the task then compare the result with their partner

Grammar

Do as appointed

1. to 2. of 3. in 4. for 5. from

5. Put the words in brackets in the correct tenses Ask Ss to do the task then compare the result with their partner

Do as appointed

1.have … cleaned 2. haven’t swept

3. have washed 4. have tried

5. has been studying

1.

A. geology

B. psychology

C. classify

D. photography

2.

A. idiom

B. ideal

C. item

D. identical

3.

A. children

B. child

C. mild

D. wild

4.

A. both

B. myth

C. with

D. sixth

5.

A. helped

B. booked

C. hoped

D. waited

6.

A. name

B. natural

C. native

D. nation

7.

A. blood

B. food

C. moon

D. pool

8.

A. comb

B. plumb

C. climb

D. disturb

9.

A. thick

B. though

C. thank

D. think

10.

A. flour

B. hour

C. pour

D. sour

1.

A. uncle

B. machine

C. rubber

D. butter

2.

A. every

B. evening

C. potato

D. factory

3.

A. produce

B. money

C. improve

D. because

4.

A. vegetable

B. university

C. Wednesday

D. television

5.

A. coffee

B. farmer

C. paper

D. deliver

6.

A. eleven

B. elephant

C. energy

D. envelope

7.

A. preparation

B. decoration

C. television

D. exhibition

8.

A. leather

B. paper

C. iron

D. ceramics

9.

A. mirror

B. invent

C. wallet

D. engine

10.

A. discovery

B. calculator

C. aero-plane

D. difficulty

Phone

To: MARTIN

From: (29) Party at: (30)_

C. WRITING:

VIII. Rewrite each of the following sentences provided.

1. . The dress is more expensive than the skirt.
2. . “Turn off all the lights when you go out, Tim.”
3. . The last time I saw him was in 2005.
4. It was a bit difficult to get into work this morn

IX. WRITING A LETTER. (1 point)

Imagine that you want to join “Lien Son High S Write a letter of about 100 words to the Club Man You may follow the outline below:

Introduction Request

Message

Time: (31) Please bring: a friend

Her phone number: (32)

in such a way that the original meaning of the

→ The skirt . Jane said.→ Jane .

→ I haven’t _.

ing. → Getting .

chool English Speaking Club” (LS ESC) for students. ager (Mr. Bright) to ask for permission.

Further information Conclusion

• Reason to write?
• Your interest?

• Level of English? - Eagerness to join?
• Membership? - English proficiency?

THE END

Polite ending