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Date of preparation: 05/01/2019 Date of teaching: 09/01/2019
PERIOD 055/105: GETTING SECOND TERM SCHEDULE
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
Lead in Ask Ss to look through the book and find out general information | Do as appointed - 5 Units, 2 reviews |
1. Review Asks Ss to review what they have learned in the second term How many parts are there in each unit and what are they? |
There are 8 parts:
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2. Introduction Ask Ss to look through the book and name topics Asks Ss to give the reasons for their answers Introduce regular assessment and exams |
Regular assessment: 6 15-minute tests: 3 45-minute tests: 2 End-term test: 1 |
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Date of preparation: 05/01/2019 Date of teaching: 10/01/2019
PERIOD 056/105: GETTING STARTED
I. AIMS/OBJECTIVES OF THE LESSON
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
1. Listen and read Ask Ss to look at the picture and answer the question
Play the recording, ask Ss to listen and read | - Do as appointed carbon print-foot infectious disease heat-related illnesses |
2. Answer the questions Ask Ss to work in groups, ask and answer the question Asks Ss to give the reasons for their answers | Do as appointed
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related diseases, impact on water supplies, threat to food production and upset ecological balance
Effects: natural disasters such as floods, droughts, tsunami, acid rain | |
3. Read the conversation again match the words and definition Ask Ss to read the conversation again, work in pairs, do the task | Do as appointed c – g – d – b – a – e – h – f |
4. Find the sentences with the structure having VpII Ask Ss to do the task | Do as appointed Having planned Having contributed Having treated |
IV. SELF-EVALUATION:
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Date of preparation: 05/01/2019 Date of teaching: 12/01/2019
PERIOD 057/105: LANGUAGE
- Teaching method: Communicative language teaching
- Talk about the causes, the effect of and solution to global warming
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
VOCABULARY Complete the sentences with the right form of the words/phrases Ask Ss to work individually first and then in pairs to do the task | Do as appointed 1. carbon footprint 2. infectious diseases 3. emissions 4. ecological balance 5. heat-related illnesses 6. climate change |
PRONUNCIATION 1. Listen and repeat | Do as appointed Pay attention to the intonation |
Play the recording and let Ss listen Play it again with pauses for them to sentence | |
2. Listen and mark the symbol of rising intonation Ask Ss to read the word in rows paying attention to the intonation | Do as appointed |
GRAMMAR Perfect participles in clauses of time and reason 1. Underline the perfect participles in the sentences Ask Ss to work in pairs, do the task | Do as appointed
After we have planned the content …
Because/Since humans have treated the …. The perfect participle is used to express a reason |
2. Match the two parts to make complete sentences Ask Ss to work individually then in pairs to check their answer | Do as appointed 1. e 2. c 3. a 4. b 5. g 6. h 7. f 8. d |
GRAMMAR Perfect gerunds Rewrite the sentences, using the passive voice Ask Ss to work individually first, then in groups and check their answers | Do as appointed 1The students in group 11G were praised for having planted the most trees in the schoolyard in the Tree Planting Competition
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Date of preparation: 10/01/2019 Date of teaching: 16/01/2019
PERIOD 058/105: READING
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
PRE READING 1. Work with a partner and guess what problems are described in the pictures Let Ss work in pairs, do the task | Do as appointed
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WHILE READING 2. Read the text and select the statement that expresses main idea Let Ss read the three heading a, b, c d first and make sure they understand all of them Ask Ss to read through the text once without stopping at the words that they don't know the meaning Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text Help them eliminate the choice that is only one aspect of the text | The best title of the text is "Global warming is mainly caused by humans and has negative impacts on people’s lives" |
3. Match the words with their meanings Ask Ss to work in pairs and do the task | Do as appointed 1. g 2. f 3. d 4. e 5. b 6. a 7. c |
4. Answer the questions Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words Let Ss read the text again and locate the parts of the text where they can get the answers | Do as appointed 1.We are responsible
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POST READING 5. Work in groups, discuss the question Put Ss in groups of four and let them discuss the questions freely | Do as appointed |
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Date of preparation: 12/01/2019 Date of teaching: 17/01/2019
PERIOD 059/105: SPEAKING
- To instruct learners how to express opinions, agreements or disagreements about solutions to global warming
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
1. Work in pairs, in your opinion, which of the following activities in the table below can help to reduce global warming? Ask Ss to work in pairs, do the task | Do as appointed 1, 2, 4, 5, 6 |
2. The table below presents the reasons why the activities in 1 can help reduce global warming. Match them with the activities Let Ss work in pairs, do the task | Do as appointed 1. e 2. b 4. c 5. a 6. d |
3. Lan, Mai and Minh are talking about the activities presented in 1. Work in groups of three. Complete the conversation using the phrases in the box and then practice it Ask Ss to do the task | - Do as appointed
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4. What do you think about these solutions to global warming? Work in groups of three. Use the idea in 1 and 2 to have a similar conversation Ask Ss to do the task | Do as appointed |
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Date of preparation: 12/01/2019 Date of teaching: 19/01/2019
PERIOD 060/105: LISTENING
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
1. a Match the words with the pictures and answer the question Ask Ss to work in pairs and do the task b. What is the common cause of all the disasters depicted in the pictures above? | Do as appointed 1. c (drought) 2. d (flood) 3. a (famine) 4. e (water shortage) 5. b (forest fire)
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2. Prof Linn is talking to a class of grade 11 students about global warming. Listen to the talk and choose the best answers | Do as appointed 1. D 2. B 3. B 4. C 5. A |
3. Listen to the talk again and answer the questions Let Ss work in pairs to answer the questions | Do as appointed
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lifestyle and you’ll be able to inform others and inspire change. | |
4. Work in groups. Discuss if the weather patterns in VN have changed over the last ten years. Provide some examples. Then report the results to the class | Do as appointed |
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Date of preparation: 20/01/2019 Date of teaching: 23/01/2019
PERIOD 061/105: WRITING
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
1. Which are the causes and which are the effects of global warming? Complete the diagram with the idea below. Ask Ss to do the task | Do as appointed Causes: 2, 4, 7 Effects: 1, 3 6, 8 5 9 |
2. Work in pairs, discuss and complete the outline using the ideas from 1. Brainstorm some possible solutions Ask Ss to do the task in pairs | Do as appointed 1. Introduction (introduce topic and the main contents)
2. What global warming is and its cause |
3. Complete the following outline for the | a. Topic: The benefits of earbuds |
passage on earbuds in activity 2 Ask Ss to do the task |
not costly -> about 100 000 VND Supporting idea 3 and further explanation: used anywhere -> will not disturb anybody |
4. Choose one invention and write a similar paragraph about its benefits Ask Ss to exchange their writing for peer comment | Do as appointed |
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 062/105: COMMUNICATION & CULTURE
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
Communication Discussion
Ask Ss to do the task
| Do as appointed The best invention is TV. It is useful to many people. It's not expensive. It's easy to use and easy to buy. Do as appointed We voted for digital cameras because they are very useful. We use them to take pictures of people we spend time with or beautiful places we visit. What's more, a digital camera does not cost too much, and we don't have to buy rolls or film for it. |
Culture 1. Do you know which countries these | Do as appointed 1. China - c chopsticks |
inventions are from? Match the country names with the inventions.
- Ask Ss to do the task
2. Read the text and answer the questions
Ask Ss to read the text and work in pairs to answer the questions
Chaipattana Aerator: cleans wastewater
Rain-making technique: improve forest conditions
Biodiesel: reduces the use of fossil energy
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 063/105: LOOKING BACK & PROJECT
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
LOOKING BACK Pronunciation These words below are compound nouns or noun phrases. Put them in the correct columns | Oo oO food processor solar charger smartphone correction pen laptop digital camera washing machine earbuds/ runway |
Vocabulary Complete these sentences using the words given in the box Grammar 1. Read the following short exchange. Fill in the gaps with the present perfect or the present simple forms of the verbs - Ask Ss to work in pairs to finish these sentences 2. Answer these questions, using the gerunds or infinitives to describe functions or purposes | - Do as appointed 1. economical 2. inventions 3. portable 4. benefits 5. expensive - Work in pairs, do the task 1. is 2. haven't planned 3. have wasted 4. don't have 5. haven't started 6. says - Work in groups, do the task
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PROJECT 1. Think about an imaginary invention that may be useful to you or other people Ask Ss to do the task | - Do as appointed
Let the groups have some time together the assemble their inventions
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 064/105: GETTING STARTED
1. Knowledge: Lexical items: vocational, academic, undergraduate, postgraduate, doctorate, major, gap year, CV.
3. Skill: - Main skill: + Scanning for specific information to answer questions
+ Identifying the meaning of words depending on the context
- Sub skills: Speaking; Listening; Writing
Teacher’s activities | Students' activities |
I. PRESENTATION: 5’ Lead-in: Inform the class of the lesson objectives: | I. PRESENTATION Lead-in: Listen and answer |
getting to know the topic Introduce the topic by asking Ss some guiding questions Encourage Ss to talk about further education. | Talk about further education |
Ask Ss questions about the illustration: Who are the people in the picture? What are they doing? What do you think they plan to do after leaving secondary school? Tell Ss that that are going to listen to a conversation in a school library between three friends: Phong, Kevin and Maria. Let Ss predict what these friends will be talking about. Encourage and accept all types of predictions from Ss. Play the recording. Ask Ss to listen and read the conversation at the same time.
Asks Ss to work first individually, and then in pairs. Focus their attention on the instructions and allow time for them to read the incomplete sentences. They may refer back to the conversation to get the necessary information. Checks sts’s answers and give explanation. |
Answer the questions: Listen Predict what these friends will be talking about. Listen and read the conversation at the same time. Work in pairs to practice asking and answering the questions Give explanation Who are the people in the picture? What are they doing? What do you think they plan to do after leaving secondary school? Keys suggested: academic or vocational undergraduate and postgraduate a bachelor’s degree vocational courses/ a vocational course apply for scholarships |
III. PRODUCTION: 6’ Have sts read the question and example. Ask them to think of their own answer to the question. Sts work individually first, then with a partner. Elicit some answers and writes the best ones on the board. Give feedback and discuss any points. Read the question and example and think of their own answer to the question. Work individually first, then with a partner. | III. PRODUCTION Give answers Keys suggested:
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4. Homework: (2 mins) - Prepare the next period "Language and Vocabulary"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF-EVALUATION:
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 065/105: LANGUAGE
1. Knowledge: - Lexical items:
3. Skill: - Main skill: Identifying the meaning of words depending on the context
- Sub skills: Speaking; Listening; Writing
Teacher’s activities | Students' activities |
I. PRESENTATION: 2’ Warm-up: Ask: What do you know about the Vietnam’s education system?? | I. PRESENTATION Answer |
II. PRACTICE: 11’
Go through the words in the box and check Ss’ understanding/ Asks Ss to guess the words(s) and complete the diagram individually. Alternatively, in weaker classes, have Ss work on the diagram in pairs. Call some sts to give out the answer Have a st write the answers on bb. Check & give remarks
Have Ss work individually. Ask sts to complete the sentences individually. Monitor the activity and offer support, if necessary. Check the completed sentences as a class, making sure that all sts have the right answers. |
Work individually, read each of the words and think about its word class. Some sts to give out the answer A st. writes the answers on bb. Listen Key: 1. Kindergarten 2. Primary education
2. Activity 2: Complete the sentences individually. May compare their answers with a partner. Listen to T’s comments Keys suggested: 1. Academic 2. major 3. vocational 4. postgraduate 5. analytical |
PRONUNCIATION: 10’ Intonation on Wh- questions
Explain the use of rising and falling intonation by modeling the two types of questions Play the recording again for sts to repeat chorally and individually. Help sts to distinguish between rising and falling intonation by highlighting the rise and fall of the voice. Ask sts to work in pairs, taking turns to say the questions.
Ask sts to read the instructions and explain |
Listen Distinguish between rising and falling intonation by highlighting the rise and fall of the voice. Work in pairs, taking turns to say the questions.
Read the instructions and explain the task. Read the sentences, focusing on the words in |
the task. Ask them to read the sentences, focusing on the words in bold and have sts repeat. Play the recording for sts to repeat once or twice. Extend this task by having sts take turns reading each of the sentences twice- with and without elisions of weak vowels. | bold and have sts repeat. Listen Take turns reading each of the sentences twice- with and without elisions of weak vowels. |
Tell sts that the activity focuses on the present perfect and the present continuous tenses. Ask if they can remember any rules of the present perfect and the present continuous tenses that they have learnt in the lower grades. Have sts work in pairs to figure the answers. Monitor the activity and help sts, if necessary. Remind sts to pay attention to the adverbs of time when they choose the correct form of the verbs. Check answers as a class.
Tell sts that the activity focuses on the correct form of the verbs- the past simple or the present perfect. Let sts work in pairs to give answers. Observe and help when and where necessary. Remind sts to pay attention to the adverbs of time when they choose the correct form of the verbs. Check sts’ answers by asking individual sts to take turns reading aloud each of the sentences. |
Listen Answer teacher’s questions Work in pairs to figure the answers. Pay attention to the adverbs of time when they choose the correct form of the verbs. Listen Keys expected for several days lately since grade 9 before
Work in pairs to give answers. Observe and help when and where necessary. Pay attention to the adverbs of time when they choose the correct form of the verbs. Take turns reading aloud each of the sentences. Keys suggested have been surfing has been living has been looking have been studying has been teaching |
3. Activity 3: 6’ Tell students that the activity focuses on the distinction between the present perfect and the present perfect continuous. Have St work in pairs to work out the answers. Monitor the activity and offer help if necessary. Check answers by asking individual Ss to take turn reading aloud their answers. Can ask Ss to explain their choice of tense. The pair that gets the most points is the winner. | 3. Activity 3 Listen Work in pairs to answer Read aloud the answers Keys suggested
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- Prepare the next period "Skills- Reading"
+ Look up the new words/ phrases + Revise the uses of modal verbs
IV. SELF-EVALUATION:
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 066/105: READING
- Read for general ideas and specific information about higher education.
+ Identifying the meaning of words depending on the context
Teacher’s activities | Students' activities |
I. PRE- READING: 5’ Activity 1: Have Ss read the table of the British state-run education system. Provide sts with some information if necessary Have sts work in pairs and draw a table or a diagram similar to the one in vocabulary. Section1. Encourage sts to explain and give reasons for their answers. Correct answers as a class & have sts guess the possible content of the reading text. | I. PRE-READING Activity 1: Look at the diagram to give the answers. Encourage sts to explain and give reasons for their answers. School Age Exam Kindergarten 3-5 No Primary school 6-10 No Lower secondary 11-14No Upper secondary15-17 GCSE |
Tell Ss that the activity focuses on reading for gist. Have them read the heading before the text. Explain to SS that repeated and similar vocabulary can form a vocabulary chain in a paragraph. The main ideas of the paragraph will contribute to the main idea of the whole text. Ask sts to work individually to choose the best heading (a-c). Then Ss can check their answers with a partner. Check answers as a class and write them on the board. Give feedback 3. Activity 3: Ask sts to work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them (a-e). provide help, if necessary. Explain the meaning further and give examples. Check answers as a class and write them on the board. |
Work individually, read the work individually to choose the best heading (a-c). Then check their answers with a partner. Write them on the notebook. Keys suggested b 3. Activity 3: Listen Work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them(a-e). Check their answers with a partner. Keys suggested d – c – e – a – b |
Give feedback. Then sts can Check answers as a class and 4. Activity 4: Tell sts that the activity focuses on reading for specific information. Ask sts to read the passage gain and decide whether the following statements are true (T), false (F) or (NG). Have sts write their answer individually and check with their partner. Check answers as a class & provide feedback. | 4. Activity 4: Read the passage gain and decide whether the following statements are true (T), false (F) or (NG). Write their answer individually and check with their partner. Keys suggested 1. NG 2. F 3. F 4. F 5. T |
III. POST- READING: 6’ Activity 5: Put sts in pairs and ask them to discuss the questions freely: How can you prepare for higher education in the UK? Ask one or two pairs to report the discussion results to the class. Give remarks | III. POST- READING Activity 5: Work in pairs and discuss the questions freely. One or two pairs to report the discussion results to the class. Listen How can you prepare for higher education in the UK? |
- Prepare the next period "skills- Speaking"
+ Look up the new words/ phrases + Revise the uses of modal verbs
IV. SELF-EVALUATION:
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 067/105: SPEAKING
- practice talking about further education
3. Skill: - Main skill: +Interviewing & discussing
- Sub skills: Speaking; Listening; Writing
Teacher’s activities | Students' activities |
I. PRE- SPEAKING: 7’ Activity 1: Ask sts to work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them (a-e). Provide help, if necessary. Explain the meaning further and give examples. Check answers as a class and write them on the board. |
Listen Work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them (a-e). Check their answers with a partner. Keys suggested
3. a 4. b 5. d |
Give feedback. | |
II. WHILE-SPEAKING: 16’ Activity 2: Explain the context and ask sts to read through the phrases in the box. Have sts work in pairs to fill the gaps in the interview. Check answers as a class and give feedback. | II. WHILE- SPEAKING Activity 2: Read through the phrases in the box. Work in pairs to fill the gaps in the conversation. Listen Keys suggested 1. b 2. e 3. a 4. f 5. d 6.c |
III. POST- SPEAKING: 15’ Activity 3: Have sts read the question and example. Ask them to think of their own answer to the question. Sts work individually first, then with a partner. Elicit some answers and writes the best ones on the board. Give feedback and discuss any points. Activity 4: Allow enough time for sts to read the conversation individually before they practice in pairs. Monitor the activity and select some pairs to role-play the conversation in front of the class. Activity 5: Ask Ss to think about their choices and reasons for their preferences for further education. Encourage them to share their ideas in groups. Have different groups work together so they can help each other with ideas and suggestions. Ask groups of students to have a discussion using the expressions and flow in the model in 2. Then choose one or two groups to role-play their conversation in front of the class. | III. POST- SPEAKING Activity 3: Read the question and example and think of their own answer to the question. Work individually first, then with a partner. Give answers Activity 4: Read the conversation individually before they practice in pairs. Role-play the conversation in front of the class. Activity 5: Think about their choices and reasons for their preferences for further education. Share their ideas in groups. Work together Discuss using the expressions and flow in the model in 2. Role-play their conversation in front of the class. Keys suggested
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- Prepare the next period "Listening"
+ Look up the new words/ phrases + Revise the uses of modal verbs
IV. SELF-EVALUATION:
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 068/105: LISTENING
- listen for specific information in a talk from an Canadian undergraduate student studying in Vietnam.
1. Knowledge: - Lexical items: undergraduate course, study abroad, knowledgeable, thorough, programme coordinator, host family, outing, gathering, staff, fellow student.
+ Deciding whether the statements are true (T), false (F) or not given (NG)
Teacher’s activities | Students' activities |
Show pictures of the students on page 21. Ask: Where are they? What are they doing? | I. PRE- LISSTENING Expected answers: They are in Vietnam. They are learning about Vietnamese culture. They are getting to know their Vietnamese fellow students. |
Have sts read the instruction about a famous girl with a disability and the table they have to complete. Play the CD. Ask sts to complete the notes while listening. Have sts listen the CD again and check their answers. Have sts compare their answers before checking answers as a class.
Tell sts that the activity focuses on listening for specific information. Ask sts to listen to the passage gain and decide whether the following statements are true (T), false (F) or (NG). Have sts write their answer individually and check with their partner. Check answers as a class & provide |
Complete the notes while listening Listen the CD again and check their answers. Compare their answers before checking answers as a class. Keys expected
2. Activity 3: Listen the passage gain and decide whether the following statements are true (T), false (F) or (NG). Write their answer individually and check with their partner. Keys expected 1. F 2. T 3. NG 4. F 5. T |
feedback. | |
III. POST- LISSTENING: 8’ Activity 4 Ask sts to work in groups of three or four to discuss the question: How should you prepare for studying abroad? Brainstorm ideas. Have some sts present their reports to the class. Give remarks | III. POST- LISSTENING Activity 4 Work in groups of three or f How should you prepare for studying abroad? our to discuss the question: Present the reports Listen Keys expected (depending on Ss’s answers) |
+ Look up the new words/ phrases + Revise the uses of modal verbs
IV. SELF-EVALUATION:
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 069/105: WRITING
1. Knowledge: - Lexical items: eligible, consult, pursue higher education qualification, pursue a career, transcript, tuition fees, experience cultural shock
3. Skill: - Main skill: + Writing an email asking for information about higher education opportunities
- Sub skills: Speaking; Listening; Writing
Teacher’s activities | Students' activities |
I. PRE- WRITNG: 8’ Activity 1 Give sts time to read the sample writing about higher education in the UK. Ask sts to choose the appropriate phrases (a-c) to fill in the blanks. Have them compare their answers with a partner first Ask sts to read out loud their answers to check as a class. Lead to the writing lesson | I. PRE- WRITNG Activity 1 Read the sample writing about higher education in the UK. Choose the appropriate phrases (a-c) to fill in the blanks. Compare their answers with a partner first Read out loud their answers Keys expected
5. I am eligible to 6. I should send |
II. WHILE- WRITNG: 25’ | II. WHILE- WRITNG |
Activity 2:Ask sts to work in groups of 4, and give each group a large size sheet of paper Have sts read the email in their book and study the outline. Ask sts to discuss in groups and complete the outline on the sheet of paper. Encourage sts to move around to look at the outlines of other groups. Ask leaders of some groups to present their outlines to the rest of the class.
Have sts work in groups of three or four to choose one problem and discuss what information they want to ask for and what kind of advice they need. Each student should choose two of the eight problems and write an email to a friend in another country. Encourage sts to make complete sentences, using the suggestions in this activity. Ask sts to read their group’s sentences. | 1. Activity 2: Work in groups of 4, and give each group a large size sheet of paper Discuss in groups and complete the outline on the sheet of paper. Leaders of some groups to present their outlines to the rest of the class. Keys expected:
2. Activity 3: Work individually to choose two of the eight problems and write an email to a friend in another country. Keys expected (depending on Ss’s answers) Provide help by correcting mistakes in grammar or word choice. Ask sts to work independently and write their emails. |
III. POST- WRITNG: 8’ Ask some individuals to read their emails. Have the rest of class give comments, and correct errors. Give remarks & correction | III. POST- WRITNG Some individuals to read their emails. Listen to comments & correction |
- Prepare the next period "Language and Vocabulary"
+ Look up the new words/ phrases + Revise the uses of modal verbs
IV. SELF-EVALUATION:
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 070/105: COMMUNICATION & CULTURE
1. Knowledge: - Lexical items: vocational school, certificate of secondary education, entrance exam.
3. Skill: - Main skill: Reading about higher education
- Sub skills: Speaking; Listening; Writing
1. Stabilization: 2 mins
3. New lesson: | |
Teacher’s activities | Students' activities |
Activity 1:Focus sts’ attention on the diagram. Have sts guess what they are going to listen Have them work in pairs to guess the information and think about how to express such information Ask sts to complete the diagram Let sts compare their answers with a partner, then check answers as a class and write them on the board. 2. Activity 2: Tell sts that the activity focuses on listening for specific information. Ask sts to listen to the passage gain and decide whether the following statements are true (T) or false (F) Have sts write their answer individually and check with their partner. |
Work in pairs to guess the information and think about how to express such information Complete the diagram Compare their answers with a partner. Check answers Keys expected 1. Doctorate 2. Postgraduate education 3. University 4. College 5. Upper secondary education 2. Activity 2: Listen the passage gain and decide whether the following statements are true (T) or false (F) . Write their answer individually and check with their partner. Keys expected 1. F 2. F 3. T 4. F 5. F Check answers as a class & provide feedback. |
II. CULTURE: 20’
Focus sts’ attention on the diagram and allow enough time for sts to describe the stages following secondary education in Singapore’s education system. Invite individual sts to present their descriptions in front of the class. Activity 2:Ask sts to read the text again and answer the questions individually. Allow time for sts to read and underline the key words in the questions. Ask them to read the text and underline relevant information Offer help when necessary Check answers as a class. | II. CULTURE
Present their descriptions in front of the class. Activity 2:Read the text again and answer the questions individually. Read and underline the key words in the questions. Read the text and underline relevant information Check answers. Keys expected
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III. LESSON OUTCOME: 5’ Ask: What have you learn today? What can you do now? | III. LESSON OUTCOME Answer: Expected answers: I have improved my speaking, listening, and reading skills. Now I know more about Vietnam’s and Singapore’s education system. |
4. Homework: (3 mins) - Prepare the next period "Language and Vocabulary"
+ Look up the new words/ phrases + Revise the uses of modal verbs
IV. SELF-EVALUATION:
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PERIOD 071/105: LOOKING BACK & PROJECT
1. Knowledge: - Lexical items: vocational, academic, undergraduate, postgraduate, doctorate, major, gap year, CV, save money, waste of time, voluntary work, travel around the world.
3. Skill: - Main skill: + Presenting in front of the class
- Sub skills: Speaking; Listening; Writing
Teacher’s activities | Students' activities |
Review using intonation on Wh- questions Play the recording and let sts listen and mark the rising (^) or falling (Ÿ) intonation for each questions. Check answers as a class by asking some sts to read the sentences with the appropriate pronunciation. Play the recording again and let sts listen and repeat the sentences. Encourage them to use the rising and falling intonation.
Ask sts to identify the questions using the falling or rising intonation. Check answers as a class by asking sts to call out the number of the questions using the falling intonation and that of the rising intonation. Play the recording again and let sts listen and repeat the sentences. Praise sts who try to use the intonation. | I. LOOKING BACK PRONUNCIATION
Listen and mark the rising (^) or falling(Ÿ) intonation for each questions. Read the sentences with the appropriate pronunciation. Listen and repeat the sentences. Encourage them to the rising and falling intonation.
Listen & identify the questions using the falling or rising intonation. Call out the number of the questions using the falling intonation and that of the rising intonation. Listen and repeat the sentences. |
B. VOCABULARY: 10’ Explain the activity aims to review the | B. VOCABULARY Do the task individually. |
key vocabulary in the unit, and have sts do it individually. Remind sts to put the words into the correct form according to its position in the sentences. Check answers as a class by asking individual sts to read their sentences. Provide the correct answers. | Put the words into the correct form according to its position in the sentences. Individual sts read their sentences. Listen Keys expected: 1. academic 2. broaden 3. graduation 4. analytical 5. internship 6. respectively |
Activity 1:Have sts work in pairs to work out the answers. Monitor the activity and offer help, if necessary. Check sts’ answers by asking individuals to take turns reading aloud their answer.
Have sts to tell the teacher again about the difference between usages of the present perfect and the present perfect continuous tenses. Have sts do this activity orally first Check answers as a class. |
Work in pairs to work out the answers. Individuals to take turns reading aloud their answers. Keys expected: Have taken/ have … been waiting have…. Attended/ have been waiting has been travelling
Tell the teacher again about the difference between usages of present perfect and the present perfect continuous tenses. Do this activity orally first Listen Keys expected: …have been…. since / have all arrived has been doing….since/ have three times (before) have been…..for/ have been ….since |
B. PROJECT: 10’
Have sts do the survey in class or during break. Allow time for sts to compare their findings groups Ask each group to present the final results to the class. Make comments on their findings. Activity 2:Have sts work in their groups to prepare their presentation about their reasons for taking a gap after secondary school in front of the class. Tell sts that the plan should be in written form. Choose some groups to present their plans to the class. Give comments and mark. |
Activity 1:Do the survey in class or during break. Compare their findings groups Each group presents the final results to the class.
Work in their groups to prepare their presentation about their reasons for taking a gap after secondary school in front of the class. Notice that the plan should be in written form. Some groups to present their plans to the class. Listen to the teacher’s comment. |
+ Look up the new words/ phrases + Revise the uses of modal verbs
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PERIOD 072/105: WRITTEN TEST 2
- To get feedback from the students
- Testing method: Multi-choice questions
Superstitions in VN
Wedding traditions of a small community in the USA
Write about typical characteristics of the Vietnamese people LISTENING
FAMILY | WORK | VACATIONS | THE WEATHER | |||
| | | | |||
| | | | |||
| | | | |||
| | | |
Listen to the message. Complete the information.(0.25 pt/item)
Message for: ------------------(1)-------------------
Name of caller: ----------------(2)-----------------
Telephone number: -------------(3)---------------
Best time to call: between------(4)----- and 6:00
B. PHONETICS, GRAMMAR & VOCABULARY
A.Because B.In spite of C.Although D.Because of
10.I work from Tuesday to Saturday, and Sunday and Monday are my . A.days off B.breaks C.working days D.days out
11. a long time for the bus.
C.have talked/ has come D.talked/ has come
READING
The electronic computer is the (1)............... significant invention since the steam engine. While the industrial revolution previously (2)................. the nature of manual work, the computer revolution is now changing the work done by the brain. Nowadays micro-computers are manufactured in hundreds of thousands and are constantly being equipped with more (3)................ more ingenious devices. Contrary to popular belief, computers themselves cannot (4)................mistakes. The answer will always be correct if the programme fed into the computer is correct.
For the last few months I have spent every Saturday in my flat and have done nothing more exciting than work at home, read the newspapers and watch television. I had begun feeling, bored with this and so, last weekend I thought I would do something different. I rang up several of my friends and we decided to go to London for the day. I was really excited as I hadn't been to London since I was ten. We decided to go by coach as this was by far the cheapest means of transport that was available even though it meant that we needed to get up very early. Once in London we decided to take a sightseeing tour as we wanted to see some of the famous buildings. After the tour we bought some sandwiches and ate them in a small park. In the afternoon two of us went shopping and the others went to the theater. We met up again at 6:30 p.m. and went to a small restaurant in Soho. The meal was really good but, unfortunately, it took much longer than we had expected. We had to get a taxi back to the coach station. Luckily, we got there just two minutes before our coach left.
C. has lived in London for ten years. D. feels bored with his life.
C. he went there ten years ago. D. he hadn't been there for a long time.
Bill | Mary | 654-9389 | 5:00 |
Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 073/105: CORRECTION OF TEST 2
- To get feedback from the students
- Teaching method: Communicative language teaching
work | family | vacations | the weather |
TEACHER’S ACTIVITIES | STUDENTS’ ACTIVITIES |
|
|
LISTENING I.(0.25pt/item) II.(0.25pt/item) B. PHONETICS, GRAMMAR & VOCABULARY I. (0.25pt/item) |
most | change | and | make |
A | C | A | B |
A | D | A | D | ||
II.(0.25pt/item) D A C D D C C A D A C B READING
D.WRITING
5. The house has been tidied by me. II.(1 pt)
|
The Passive voice with modals/ Comparative/ Superlative/ Articles
Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 074/105: GETTEING STARTED
- Teaching method: Communicative language teaching
1. Listen and read Have Ss answer some questions about the pictures What devices do you see in the picture? What are the people doing with the devices? Ask Ss to listen to the recording and read the conversation | - Do as appointed We see laptops and tablets They are learning with the help of these devices |
2. Work in pairs. Decide whether the statements are true (T), false (F) or not given (NG) and tick the correct box. Ask Ss to work in pairs and do the task Asks Ss to give the reasons for their answers | keys 1. F 2. F 3. NG 4. T 5. F 6. T |
3. Find the adjectives which describe the devices used as learning tool Have Ss do this task | keys personal electronic modern excellent useful mobile digital perfect great |
4. Read the conversation again and answer the questions Ask Ss to work in pairs and do the task |
|
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 075/105: LANGUAGE
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
VOCABULARY 1. Matching the words and phrases on the left with their explanations on the right Ask Ss to do the tasks and compare the results with their partner | keys 1. e 2. d 3. b 4. c 5. a |
2. Read the conversation in getting started again. Match pictures A-C with their uses as learning tools 1-6 Ask Ss to work in pair. Read the conversation again and do the task | keys 1. B 2. C 3. A 4. B 5. B 6. C |
PRONUNCIATION 1. Listen and repeat Play the recording and let Ss listen Play it again with pauses for them to repeat each word | Do as appointed |
2. Listen again and give a mark before stressed syllable Play the recording and let Ss listen to the sentences and do the task |
|
GRAMMAR - Relative Clauses 1. Read the sentence from getting started Let Ss read the conversation individually once and ask them to do the task Ask them to work in pairs to compare their answers | 1. that 2. which 3. that 4. which 5. whose Defining: 1, 3, 5 Non-defining: 2, 4 |
2. Match 1-6 with a-f to make meaningful sentences Let Ss work in pairs to give the answers | keys 1. e 2. d 3. a 4. f 5. c 6. b |
3. Use who/which/that/whose to complete each of the sentences Let Ss work in pairs to give the answers | keys 1. which/that 2. whose 3. which 4. who/that 5. whose 6. who |
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PERIOD 076/105: READING
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
Lead in Inform Ss of the lesson objectives: Read and understand the text about digital English | |
PRE READING 1. Look at the pictures and answer the questions Let Ss work in groups, do the task | The students are using smart-phones and tablets to study English in the classroom. I think we're going to read about electronic devices that help us learn English |
WHILE READING 3. Choose the best title Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text | Do as appointed Title b: new ways to learn English |
4. Answer the questions Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words Let Ss read the text again and locate the parts of the text where they can get the answers |
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POST READING 5. Discuss in pairs or groups Put Ss in groups of four and let them discuss the questions freely | I have an old mobile phone. I use it for communication only. Some of my classmates have more modern smart-phones and laptops. So they use these devices to record materials, look up new words, download and store digital lessons and practise. |
- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
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PERIOD 077/105: SPEAKING
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
1. Read the information about some attractions in Hue. Work in pairs. Choose one of place in Hue you would like to visit. Tell your partner about it | Do as appointed I would like to suggest visiting Quoc Hoc High School. It is one of the oldest high school in VN and is famous for its beautiful ancient buildings. It is also a very prestigious high school where President Ho Chi Minh and many scholars studied. Walking around the school can give you the feeling of old- time VN |
2. Work in groups. Imagine that you have one day to explore Hue. Which attractions would you visit? Discuss and decide on two places you all want to see. Use the phrases below. | Do as appointed We would like to suggest visit Hue Imperial Citadel because of its significance and magnificence. We can see ancient palaces and the luxury of the royal family. Let’s also visit Thien Mu Pagoda. We can enjoy the beautiful scenery of the pagoda and the feeling of peace there. |
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 078/105: LISTENING
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
1. You are going to listen to a radio programme about Phong Nha Ke Bang National Park, one of the world heritage site in VN. What do you know about this place? Use the words and phrases in the box to describe it | Do as appointed Phong Nha – Ke Bang National Park, one of the world heritage site of Vn, is very popular with both domestic and foreign holiday- makers. It’s famous for its geological museum as well as beautiful forests, rivers and mountains. It’s home to a variety of plant and animal species |
2. Match the words with the correct pictures | Do as appointed 1. cave 2. stream 3. limestone 4. mountain climbing 5. underground river 6. grotto |
3. Listen to a nature radio programme and choose the correct answer. | Do as appointed Phong Nha – Ke Bang was recognized as a world heritage site because it is a significant geological site. |
4. Listen again and complete the sentences with no more than three words | Do as appointed 1. 500 km south 2. geological museum 3. mountains 4. rivers and streams 5. in the world 6. mountain climbing |
5. Work in groups. Discuss the following questions | Do as appointed |
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 079/105: WRITING
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
1. Ask and answer the questions below Ask Ss to do the task | Do as appointed
|
2. Complete an outline of an essay explaining the reasons why Trang An scenic landscape complex was recognized as a world heritage site Ask Ss to do the task | - Do as appointed Cultural value: c, d Natural beauty: a, b Geological value: b Preservation of heritage: e |
3. Use the information and the completed outline in 2 to write your essay about Trang An Scenic Landscape Complex. Ask Ss to do the task | Do as appointed Trang An scenic landscape complex, recognized as a world heritage site, is famous for its cultural value, natural beauty, geological value and the preservation of heritage. The most outstanding feature of this site is its cultural value. Archaeologists have discovered signs of human activity dating back almost 30,000 years. With such a long –lasting history, Trang An scenic landscape complex is home to many temples, pagodas and places of worship. The natural beauty of the place with its geological value is another outstanding feature. Trang An Tam Coc Bich Dong not only has a natural scenic landscape but also is an archaeological site. Moreover, the area is famous for its magnificent landscape of limestone mountain tops surrounded by valleys and steep rocks. As a place of cultural and natural value, Trang An heritage is well preserved and protected. Visitors are amazed to discover that the site is home to more than 800 species of flora and fauna Having met UNESCO criteria for outstanding |
universal value to humanity, Trang An scenic landscape complex was added to the world heritage site list in 2014 as a mixed natural and cultural property.
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 080/105: COMMUNICATION & CULTURE
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
Communication A field trip to a heritage site
On a heritage site on your next field trip Ask Ss to do the task
Ask Ss to do the task |
My Son Sanctuary Citadel of Ho Dynasty
|
Culture 1. Look at the photo of Taj Mahal, a world heritage site. Answer the questions - Ask Ss to do the task 2. Read the text. Match the highlighted words in the text with the definitions below. | - Do as appointed
- Do as appointed 1. dome 2. masterpiece 3. mausoleum 4. mosque |
- Do the tasks again, Read Unit 8 - Looking back and Project at home
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 081/105: LOOKING BACK & PROJECT
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus - To help students revise what they have learned in unit 8
- To give them a chance to do a small project in which they can develop their speaking skills
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
LOOKING BACK Pronunciation
Vocabulary
Ask Ss to do the task
Grammar
Ask Ss to do the task |
1. scenery 2. heritage 3. architecture 4. dynasty 5. ancient Do as appointed Geological/ Exploring/ archaeological Excavation/ preservation - Do as appointed 1. ringing 2. invited 3. living 4. to offer 5. called 6. to be recognized * Do as appointed
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| |
PROJECT Work in groups. Choose a heritage site in VN and find information about it. Then discuss and make a proposal for its preservation and protection. Present your ideas to the class. Ask Ss to do the task | - Do as appointed |
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 082/105: LANGUAGE
- To give them a chance to practice
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
Language Vocabulary 1. Use the correct form of the words in the box to complete the sentences Ask Ss to do the task | Do as appointed carbon footprint/ excavation intact/ academic/ undergraduate |
2. Complete the sentences, using the correct form of the works in the brackets Ask Ss to do the task | * Do as appointed 1. further 2. lower 3. heat-related 4. scenic 5. cultural |
Pronunciation 3. Listen and mark the intonation patterns of the questions. Then practice reading the sentences. Ask Ss to do the task | * Do as appointed 1. rising/ falling 2. rising/ falling 3. falling 4. rising 5. rising |
Grammar 4. Rewrite and/ or combine the sentences. Begin each one as shown Ask Ss to do the task | Do as appointed
|
5. Complete the sentences with the verbs in the box. Use the present perfect or the present perfect continuous Ask Ss to do the task | Do as appointed has been studying/ have … taken have been learning/ has been living has finished |
6. Finish the incomplete sentences, using either a participle or to infinitive clauses Ask Ss to do the task | Do as appointed The London Tower Bridge, measuring 244 metres long, is a world heritage site Visitors come to admire the relics excavated from the ancient tombs The capital city of Ecuador was the first city in the world to be declared a world heritage site by UNESCO The citadel of the Ho Dynasty, is located in Thanh Hoa Province, was added to UNESCO’s world heritage list in 2011 The complex of Hue monuments, lying along the Perfume River in Hue City, is a good example of a well-designed capital city |
- Do the tasks again, Read Review 3 at home
Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 083/105: SKILLS
- To give them a chance to practice
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
Skills Reading 1. Read the text about the risk of sea- level rise. Ask Ss to do the task | Do as appointed |
2. Read the text again and answer the questions Ask Ss to do the task | Do as appointed
|
Speaking 3. Work with a partner, choose a heritage site and talk about what you can do and see there. Use the information in Unit 8 if necessary. Ask Ss to do the task | Do as appointed - If you visit central sector of the imperial citadel of Thang Long you can see with your own eyes stone dragons in Kinh Thien Palace and relics of Vietnamese royal families. You can know more about our long history with different royal dynasties. You will understand your history lessons more and take pride in the history of our country. |
Listening 4. Listen to the recording about Trang An scenic landscape complex. Decide whether the following statements are T or F according to the speaker. Ask Ss to do the task | Do as appointed T F T F T |
Writing 5. Read and complete David’s letter, using the words in the box | Do as appointed higher education admitted to scholarship extra-curricular activities your culture |
6. Write a similar letter to letter in 5 | Do as appointed |
- Do the tasks again
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 084/105: WRITTEN TEST 4
- To get feedback from the students
- Testing method: Multi-choice questions
+ Unit 7: Further education
+ Unit 8: Our world heritage sites
+ Unit 7: The present perfect and the present perfect continuous
+ Unit 8: Participle and to-infinitive Clauses
A. PHẦN TRẮC NGHIỆM (8 points)
Choose from the four options A, B, C, or D to complete each of the gaps below.
Without transportation, our modern society could not (01)_ , we would have no metal, no coal and no oil nor would we have any product made from these materials.
Besides, we would have to spend most of our time (02)_
food and food would be
limited to the kinds that could grow in the climate and soil of our neighborhoods. Transportation also (03)_ our lives in other ways. Transportation can speed a doctor to the (04)_ of a sick person, even if the patient lives on an isolated farm. It can take police to the scene of a crime within moments of being notified. Transportation (05)_ teams of athletes to compete in national and international sports contests. In time of disasters, transportation can rush aid to person in areas stricken by floods, famines and earthquakes.
Question 01. | A. | happen | B. | establish | C. | exist | D. | take place |
Question 02. | A. | raising | B. | buying | C. | paying | D. | taking |
Question 03. | A. | effects | B. | makes | C. | influences | D. | affects |
Question 04. | A. | part | B. | body | C. | side | D. | way |
Question 05. | A. | gets | B. | brings | C. | fetches | D. | enables |
Choose the option among A, B, C, or D provided the best one to complete each of the following questions.
Greetings in all languages have the same purpose: to establish contact with another person, to recognize his or her existence and to show friendliness. The formulas for greeting are very specific and usually do not carry any literal meaning people say “Good morning” even if it is a miserable day and may reply to “How are you?” with “Fine, thanks” even if they aren’t feeling well. Closings, like greetings are commonly used to exchange with no literal meaning. People who are leaving each other permanently or for a long time shake hands or embrace, depending on the relationship. If you are in an unfamiliar situation and wonder what to do, watch other people or ask. It is interesting, and sometimes very important to learn about the standards of courtesy in different cultural areas of the world so that we can practice them well and avoid awkwardness in case we get a chance to visit a person or a community of unfamiliar social customs.
Question 06. In what way are closings similar to greeting?
A. They have no literal meaning. B. They are common.
C. They are familiar. D. They are exchanges.
Question 07. Which of the following is NOT mentioned in the passage as a purpose of greetings?
Question 08. Which of the following is a benefit of learning about the standards of courtesy
in a different cultural area?
Question 09. According to the passage, what should you do when you are in an unfamiliar situation?
A. Use formulas you know. B. Ask your friends for help.
C. Observe what other people do. D. Wonder what you should do.
Question 10. Which of the following is a characteristic of the formulas for greeting?
A. usual B. common C. literal D. specific
Mark the letter A, B, C, or D to indicate the underlined part that needs correcting.
Question 11. Tom remembered switching off the oven when he left, so there was nothing wrong at all.
A. switching off B. left C. nothing wrong D. remembered Question 12. A schedule of the day’s events can obtain at the front desk.
A. day’s B. front desk C. A schedule D. can obtain
Question 13. Not everyone realizes that the most largest organ of the human body is the skin.
A. Not everyone B. the human C. realizes that D. most largest Question 14. The physician appeared nervously when he talked to the patient.
A. the patientB. appeared C. nervously D. The
Question 15. There exists more than 2,600 different varieties of palm trees with varying flowers, leaves, and fruit.
A. more than B. exists C. varieties D. varying
Mark the letter A, B, C, or D to indicate the word whose underlined part is pronounced differently.
Question 16. A. stops B. miles C. laughs D. kites Question 17. A. developed B. started C. kissed D. kicked
Mark the letter A, B, C, or D to indicate the word that differs in the position of the primary stress.
Question 18. A. communicate B. characterize C. essential D. particular Question 19. A. remember B. discovery C. international D. environment Question 20. A. underline B. singular C. engineer D. understand Mark the letter A, B, C, or D to indicate the correct answer in each of the following questions. Question 21. In some places, people are not allowed to pets.
A. need B. buy C. keep D. preserve
Question 22. The FIFA Football World Cup Tournament takes place four years.
A. each B. during C. every D. in
Question 23. What do you say when you are given a of sound advice?
A. piece B. peace C. bit D. little
Question 24. I’m not
with what you have done.
A. satisfying B. satisfactory C. satisfy D. satisfied
Question 25. It was after midnight that the noise next door stopped.
A. until not B. not much C. not until D. till not
Question 26. All sport-men in this country wish to take in the Olympic Games.
A. roleB. position C. place D. part
Question 27. John cannot make a to get married to Mary or stay single until he can afford a house and a car.
A. decide B. decision C. decisively D. decisive
Question 28. He prefers watching documentary films to the news on the radio.
A. to listening B. to listen C. than to listen D. than listening Question 29. It is who cheats during the exam.
Question 30. From the hotel there is a good of the mountains.
A. view B. vision C. sight D. picture
Question 31. We need to make sure that our waste will be and will not pollute the environment.
A. harmed B. harmful C. harm D. harmless
Question 32. Is there a bank where I can these pounds for dollars?
With around 120 words, write a paragraph to talk about the benefits of students doing volunteer work. The following tips may help you to have better arguments:
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TEACHER’S ACTIVITIES | STUDENTS’ ACTIVITIES |
|
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A. PHẦN TRẮC NGHIỆM (8 points)
Câu Mã Đề Mã Đề Mã Đề Mã Đề Câu Mã Đề Mã Đề Mã Đề Mã Đề 107 256 389 413 107 256 389 413
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B. PHẦN TỰ LUẬN (2 points) Chấm bài theo bảng mô tả tiêu chí dưới đây Mục Mô tả tiêu chí đánh giá | C A D C D Điểm tối đa | |
1. Bố cục (0.7 điểm) |
| 0.2 điểm 0.3điểm 0.2 điểm |
2. Nội dung (0.7 điểm) |
|
0.2 điểm |
3. Sử dụng ngôn ngữ (0.6 điểm) |
| 0.2 điểm 0.2 điểm 0.2 điểm |
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PERIOD 086/105: GETTING STARTED
- Students: Textbook
Time/Stages | Activities |
1. Warm up 5 minutes | Lead in
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2. New lesson 7 minutes | Activity 1: Phong, Chi and Ha are discussing their class assignment. Listen and Read
|
12 minutes 8 minutes 10 minutes | ask Ss if their predictions were correct. Have Ss summarise the conversation.
Activity 3: Find the question tags in the conversation
Activity 4: Read the conversation again and complete the conditional sentences.
* Keys:
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3. Consolidation 2 minutes |
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4. Homework 1 minute |
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PERIOD 087/105: LANGUAGE
- Students: Textbook
Time/Stages | Activities |
1. Check up 3 minutes |
|
2. New lesson 8 minutes 5 minutes | A. Vocabulary: Activity 1: Write the words or phrases given in the box next to their meaning
* Keys: 1. inhabitants 2. infrastructure 3. renewable 4. urban 5. liveable 6. sustainable 7. overcrowded 8. quality of life Activity 2: Complete the sentences with the right forms of the words in the phrases in 1
* Keys: 1. urban 2. liveable 3. infrastructure 4. overcrowded 5. inhabitants 6. renewable 7. quality of life 8. sustainable 2. Pronunciation Intonation: Question tags Activity 1: Listen and decide whether the question tags in B’s responses have a rising or falling intonation
Keys: 1. falling 2. rising 3. rising 4. falling 5. rising Activity 2: Listen and repeat the exchanges in 1
2. Grammar: Question tags Activity 1: Mach the question tags with the statements to make complete |
12 minutes 14 minutes | sentences
*Keys: 1. c 2. h 3. f 4. d 5. g 6. a 7. b 8. e Activity 2: Complete the sentences with the correct question tags
*Keys: 1. is there 2. can’t you 3. has it 4. will/would/could/won’t you 5. shall we 6. aren’t they 7. haven’t they 8. has she Conditional sentences type 0 Activity 3: Match the if clauses with the result clauses
Keys: 1. e 2. c 3. f 4. a 5. h 6. b 7. d 8. g Activity 4: Combine the sentences or rewrite them to make conditional sentences.
*Keys: 1. If the baby is crying, he may be hungry (1)
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3. Consolidation 2 minutes |
+ Vocabulary related to the cities in the future + Intonation in question tags; Conditional sentences |
4. Homework 1 minute |
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E. Self-Evaluation:
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PERIOD 088/105: READING
- Students: Textbook
Time/Stages | Activities |
1. Homework 8 minutes |
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2. New lesson 7 minutes 7 minutes 10 minutes | Activity 1: Use a dictionary to find the meaning of the words in the box. Then complete the sentences with their correct form - Ask Ss to look at the picture. Ask some questions as warm-up: + What do the colours indicate? + What energy sources will be used in the future? + Why is our planet placed in a hand of a person?
Keys: 1. a warning 2. detect 3. a sensor 4. promote 5. an insoluble 6. dwellers Activity 2: Read the text about Superstar City and choose the best title for it
The best title of the reading passage is C – A safe and green city Activity 3: Read the text carefully, answer the following questions
*Keys: 1. Barbara is an engineer and Mark is a city planner
Activity 4: Complete the following summary about Superstar City using |
8 minutes 2 minutes | the words in the text
Keys: 1. safe 2. detecting 3. threats 4. energy 5. carry out 6. deal with 7. paradise Activity 5: Do you think that our cities will all be like Superstar City in the year 2060?
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3. Consolidation 2 minutes |
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4. Homework 1 minute |
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E. Self-Evaluation:
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PERIOD 089/105: SPEAKING
- Students: Textbook
Time/Stages | Activities |
1. Check up 8 minutes |
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2. New lesson 10 minutes 10 minutes | Activity 1: Choose the sentences to complete the conversation between two Londoners
-Ask Ss comprehension questions to make sure they understand the text
1. c 2. d 3. a 4. b Activity 2: Answer the questions
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14 minutes | which information from the text helped them to answer the questions - Check Ss’ answers as a class. Keys:
Activity 3: Practice the conversation with a partner
Activity 4: Choose one of the cities below. Use the ideas provided or your own to make a similar conversation
Example: Tokyo’s trains are overcrowded during rush hours, aren’t they? Activity 5: Work with a partner. Make predictions about a future cities
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3. Consolidation 2 minutes |
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4. Homework 1 minute |
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E. Self-Evaluation:
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PERIOD 090/105: LISTENING
1. Check up 5 minutes | - Ask some pairs of Ss to talk about future cities.
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2. New lesson 10 minutes
| A better or worse place to live in? Task 1: Discuss with a partner
*Suggested answers:
- It’s likely that many of them will be solved in the next twenty years, as local authorities are taking measures to deal with them step by step. Task 2: Listen to a talk on predictions about our future cities. Underline the words or phrases that you hear
Keys: a b d e h Task 3: Listen again. Decide which of the following predictions will come true (T) and which will not (NT)
*Key: 1. T 2. NT 3. NT 4. T 5. T 6. T 7. NT Task 4: Listen again. Complete the summaries of the two viewpoints - Ask Ss to read the through the summaries of the two viewpoints in the talk and try to complete the sentences..
*Key: 1. healthy; effective; overcrowded; heavier 2. medicine; renewable; fossil fuel Task 5: Which viewpoint do you agree with, the optimistic or pessimistic?
+ Do you think our cities will be better or worse than they are now? + What factors do you need to consider? + Are you an optimist or a pessimist?
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3. Consolidation 2 minutes |
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4.Homework | - Vocabulary related to the topic of our world heritage sites |
E. Self-Evaluation:
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PERIOD 091/105: WRITING
- Students: Textbook
Time/Stages | Activities |
1. Check up 5 minutes | - Inform the class of the lesson objectives: Writing an essay about the reasons why Trang An Scenic Landscape Complex was recognized as a World Heritage Site. |
2. New lesson 9 minutes 10 minutes 18 minutes | Different predicyions Task 1: Hung and his friend Tanaka are exchanging emails about the future of their cities. Read the email and answer the questions
* Keys:
Task 2: Put the sections of the email in the correct order
*Key: 1. g 2. a 3. c 4. b 5. f 6. d 7. e Task 3: Use the information below about New York City to write an email of about 160-180 words to a friend
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Task 4: Write your predictions about a future city in Vietnam in an email of 160 words to a friend
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3. Consolidation 2 minutes |
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4.Homework 1 minute |
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E. Self-Evaluation:
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PERIOD 092/105: COMMUNICATION & CULTURE
- Students: Textbook
Time/Stages | Activities |
1. Warm up 5 minutes | - Ask some Ss to go to the board and read their writings - Feedback |
2. New lesson 17 minutes | 1. Communication: Task 1: Use the information about the cities mentioned in this unit and complete the diagram about the ideal city of the future
Let Ss form groups of three and start their discussion. Have one of them take notes
Keys:
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20 minutes | 3. - Waste is treated and turned into energy or fertilizers - Wastewater is treated and turned into drinking water. Task 2: Discuss the questions in groups
means of transport, environmental conditions, energy sources, treatment of waste, climate …
2. Culture: Activity 1: Read the text about Songdo, a smart city, and complete the table below
*Suggested answers: 1. 60km southwest of Seoul, South Korea 2. 53.3 square km 3. 2005 4. more than 65,000 people Activity 2: Decide whether the following statements are T, F, or NG
* Keys: 1. F 2.T 3. NG 4. F 5. T 6. T 7. NG |
3. Consolidation 2 minutes |
What can you do now? |
4.Homework 1 minute |
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E. Self-Evaluation:
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PERIOD 093/105: LOOKING BACK & PROJECT
- To give them a chance to do a small project in which they can develop their speaking skills
- Students: Textbook
Time/Stages | Activities |
1. Homework 5 minutes | * Checking
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2. New lesson 10 minutes 8 minutes 19 minutes | Pronunciation: Activity 1: Decide whether the question tags in B’s responses have a rising or falling intonation - Ask Ss to listen to the exchanges and mark the intonation patterns on the questions using a downward upward arrow on each choice.
Keys: 1. Falling 2. Rising 3. Falling 4. rising Activity 2: Listen and repeat the sentences in 1
Vocabulary: Activity 1: Complete the sentences with the correct form of the words or phrases in the box
*Keys: 1. city dwellers 2. infrastructure 3. overcrowded 4. advanced technology 5. detect 6. urban planners Grammar: Activity 1: Complete the sentences with the correct question tags
*Keys: 1. shall we 2. don’t they 3. aren’t there 4. will you 5. haven’t you 6. do they 7. should they 8. isn’t it Activity 2: Answer the questions, using conditional sentences
*Keys: 1. Flowers died if they are not watered
Project: - Work in groups of four to six. Discuss and decide on your ideal city |
of the future - Introduce your poster to the class. Present the features of your city and explain what make it the most liveable city in the world
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3. Consolidation 2 minutes |
Expected answer: Learn more about:
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4.Homework 1 minute |
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E. Self-Evaluation:
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PERIOD 094/105: GETTING STARTED
- Students: Textbook
Time/Stages | Activities |
1. Warm up 5 minutes | Lead in
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2. New lesson 7 minutes | Activity 1: Kim is asking Mark about a TV health show she missed. Listen and read
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12 minutes 8 minutes 10 minutes | conversation.
Activity 2: Read the conversation again. Find the verbs that go with the following nouns
Keys: relieve weaken practice increase do practice take Activity 3: Complete the following notes on Dr. Quan’s four principles to stay healthy
Keys: relieving stress we practice meditation eating healthy food developing heart diseases exercising regularly sports; yoga and t’ai chi natural remedies; take prescription medicine Activity 4: Work in pairs. Answer the following questions
* Keys:
Activity 5: Find all the examples of reported speech in the conversation.
* Keys: Dr. Quan said if you practiced … Yesterday, I read an article on the internet which claimed … He said read meat is high in fat … Dr Quan advised viewers to … He suggested playing sports … |
3. Consolidation 2 minutes |
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4. Homework 1 minute |
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PERIOD 095/105: LANGUAGE
- Students: Textbook
Time/Stages | Activities |
1. Check up 3 minutes | - Ask some Ss to write some new words and do the tasks again - Take notes and give feedback. |
2. New lesson 7 minutes 6 minutes 12 minutes | A. Vocabulary: Activity 1: Complete the sentences with the right forms of the following words and phrases
* Keys: 1. cholesterol 2. nutrition 3. natural remedies 4. immune system 5. ageing process 6. meditation 7. life expectancy 8. boost Activity 2: Use a dictionary to check the meaning of the following adjectives formed with -free or anti-
* Keys: 2. lifestyle that does not cause stress
2. Pronunciation Intonation: Invitations, suggestions, polite requests, uncertainty and surprise Activity 1: Listen and repeat. Pay attention to the fall-rise intonation
Keys: 1. invitation/ suggestion 2. surprise 3. uncertainty 4. polite request 5. hesitation Activity 2: Listen and mark the fall-rise intonation - Play the recording and ask Ss to read along with the recording, |
imitating the intonation patterns.
Conditionals in reported speech
Activity 1: Read the statement in direct speech. Decide if it is necessary to change the verb tenses in reported speech after reporting verbs in the past tense. Write C or U in the space provided
*Keys: 1. C/U 2. C/U 3. U 4. U 5. U 6. U 7. U 8. C/U
*Keys: 1. I told him that if I drank coffee before bedtime, I couldn’t sleep C
I told him that If I drink coffee before bedtime, I can’t sleep. U
Dr. Quan said that we will boost our immune system if we have a healthy lifestyle. U
Mary’s father said that Mary/she will recover quickly if she follows the doctor’s advice. U
Activity 3: Write the sentences in reported speech, using the reporting verbs in bracket
Keys: 1. Jack’s father advised him not to eat fast food every day.
Activity 4: Change the sentences in reported speech into direct speech
*Keys: 2. “Kim, don’t forget to turn off the lights before leaving the house”
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3. Consolidation 2 minutes |
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4. Homework 1 minute |
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E. Self-Evaluation:
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PERIOD 096/105: READING
- Students: Textbook
Time/Stages | Activities |
1. Homework | - Ask some Ss to do the tasks again |
8 minutes | - Feedback |
2. New lesson 7 minutes
10 minutes | Activity 1: The machine described in the picture above help doctors to diagnose and treat diseases. Discuss with a partner.
+ Have you ever seen them? + What are they used for?
Keys: MRI (Magnetic Resonance Imaging) scanners and X-ray machines take medical images of patients’ internal body parts. MRI images provide a 3D representation of organs, which X-rays usually cannot. Activity 2: Read an article about the main factors for the increased life expectancy. Four sentences have been removed from the article. Choose a sentence (a-d) to complete each gap (1-4)
Keys: 1. c 2. b 3. d 4. a Activity 3: Find the words or expressions in the text which have the following meanings
*Keys: 1. be attributed to 2. obesity 3. antibiotics 4. vaccine 5. dietary Activity 4: Read the text again and answer the questions
Keys: 1. The three factors are healthier lifestyles, better nutrition and advances in medical science and technology
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2 minutes | 6. They are the discovery of antibiotics and vaccines, and the development of medical imaging Activity 5: Which of the factors mentioned in the article do you think is the most important? Discuss with a partner
Healthy lifestyles (physical exercise, low levels of stress and anxiety) Better nutrition (nutritious diets and dietary changes) Advances in medical science and technology |
3. Consolidation 2 minutes |
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4. Homework 1 minute |
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E. Self-Evaluation:
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PERIOD 097/105: SPEAKING
- Students: Textbook
Time/Stages | Activities |
1. Check up 8 minutes | - Ask Some Ss to go to the board and do the tasks again - Feedback |
2. New lesson 10 minutes | Take care of your body Activity 1: Below is a set of note cards for a talk about skincare. Use the words and phrases in the box to complete them
Suggested answers: B1: wear protective clothing - avoid sunburn wear sunscreen with a sun protection factor (SPF) of at least 15 B2: eat a wide variety of fruit and vegetables – provide vitamins and nutrients - drink a lot of water – prevent water loss B3: wash your face twice a day with warm water and mild soap – remove |
10 minutes 9 minutes 5 minutes | dirt - Don’t squeeze pimples – can lead to swelling, redness and infection Activity 2: Work in pairs. Use the note cards to talk about skincare, paying attention to the following - Ask Ss to pay some attention when they speak
Taking care of your vision
Activity 4: Work in groups of four or five. Take turns to present your talk to your group members
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3. Consolidation 2 minutes |
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4. Homework 1 minute |
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E. Self-Evaluation:
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..
PERIOD 098/105: LISTENING
Time/Stages | Activities |
1. Check up 5 minutes |
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2. New lesson 10 minutes
| Exercise precautions Task 1: Discuss with a partner
*Suggested answers: a. fitness walking b. aerobic exercise c. yoga d. swimming Task 2: Look at the picture. Listen to John Keith, a fitness instructor, talking about four types of physical activity. Number the pictures as you listen.
Task 3: Listen again. Which safety rules are mentioned for each type of physical activity? Tick the correct boxes.
*Key: Aerobic exercise: 1,2 Yoga: 3,5 Swimming: 1,3,4 Fitness walking: 2,6,7 Task 4: Work in four groups. Each group chooses a different activity from 3. Discuss the following
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3. Consolidation 2 minutes |
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4. Homework 1 minute |
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E. Self-Evaluation:
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PERIOD 099/105: WRITING
- Students: Textbook
Time/Stages | Activities |
1. Check up 5 minutes | - Inform the class of the lesson objectives: Writing a story about how people have changed their lifestyles to overcome a problem. |
2. New lesson 9 minutes 10 minutes 18 minutes | Lifestyle changes Task 1: Read a story posted on Medline, a website about fitness. Complete the story, using the correct forms of the words in the box
* Keys: 1. appetite 2. overweight 3. weight 4. fainted 5. dieting 6. supported Task 2: Read the story again and answer the questions
* Key: 1. Because as a child he used to eat a lot of fast food.
Task 3: Use the information below to write a similar story.
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3. Consolidation 2 minutes |
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4. Homework 1 minute |
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E. Self-Evaluation:
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PERIOD 100/105: COMMUNICATION & CLTURE
- Students: Textbook
Time/Stages | Activities |
1. Warm up 5 minutes | - Ask some Ss to go to the board and read their writings - Feedback |
2. New lesson 17 minutes 20 minutes | 1. Communication: Task 1: Listen to Phong’s talk about meditation. Complete the notes below.
Keys: 1. five 2.a Location: at a quiet place b Time: at night or early morning c Duration: 15 minutes a day d. Techniques: Listen to the silence around you and breathe slowly and deeply 3. Benefits of meditation a. Relieving stress Reason: … you let your mind relax b. Staying healthy and living longer. Reason: … may weaken your immune system Task 2: Discuss the question with a partner
Keys: 1. To relieve stress and feel relaxed, we should
2. I think listening to soft music may work best because it can ease your stress, lull you to sleep and refresh your mind 2. Culture: Activity 1: Decide whether the following statements are T, F or NG
*Suggested answers: |
1. F 2. NG 3. T 4. F 5. T 6. NG 7. NG Activity 2: Discuss with a partner
* Keys:
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3. Consolidation 2 minutes |
What can you do now? |
4. Homework 1 minute |
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E. Self-Evaluation:
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PERIOD 101/105: LOOKING BACK & PROJECT
- Students: Textbook
Time/Stages | Activities |
1. Homework 5 minutes | * Checking - Speak out their ideas and opinions, knowledge that they have learnt in Unit 10. - Feedback. |
2. New lesson 10 minutes | Pronunciation: Activity 1: Listen and mark (fall-rise intonation) in the following conversation - Ask Ss to listen to the exchanges and mark the intonation patterns on the questions using a downward upward arrow on each choice.
Activity 2: Listen again. Then practice the conversation with a partner. Try to use the appropriate fall-rise intonation
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8 minutes 16 minutes 3 minutes | try to use the appropriate intonation. Vocabulary: Activity 1: Complete the sentences with the correct form of the words or phrases in the box
* Keys: 1. boost 2. life expectancy 3. immune system 4. remedies 5. nutritious 6. dietary 7. are attributed to 8. prescription Grammar: Activity 1: Report each statement. Make all necessary changes.
*Keys: 1. The teacher told Tuan and Phong not to talk in class
Activity 2: Read the conversation. Imagine that Nga talks to a friend the next day, telling him/her what her father had said.
*Keys: 1. My father said that if I want to be stress-free, I need to balance study and leisure
Project: Work in groups of 4 or 5. Choose one of the projectsAsk Ss to do the project
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3. Consolidation 2 minutes |
Expected answer: Learn more about:
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E. Self-Evaluation:
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PERIOD 102/105: LANGUAGE
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
Language Vocabulary 1. Complete the sentences using the correct forms of the words in brackets Ask Ss to do the task | Do as appointed natural polluted environmental sustainable ecological |
2. Complete the following sentences with suitable words from the box Ask Ss to do the task | * Do as appointed 1. pollution 2. global warming 3. deforestation 4. protect 5. acid rain |
Pronunciation 3. Sort out the words according to their stress patterns and read them aloud. The ones in the first row have been done as examples. Ask Ss to do the task | * Do as appointed poverty, energy, chemical, newsletter pollution, solution, awareness, protection economy, sustainable, ecology, environment conversation preservation, relaxation, composition |
Grammar 4. Rewrite the following sentences using reported speech Ask Ss to do the task | Do as appointed
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5. Put the verbs in brackets in the correct forms | Do as appointed 1. didn’t throw 2. will go |
Ask Ss to do the task | 3. closed down 4. is 5. build |
6. Put the verbs in brackets in the correct tenses Ask Ss to do the task | Do as appointed 1. will … do 2. would be 3. were … would go 4. use 5. knew … would/could phone |
- Do the tasks again - Read Review 4 at home
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PERIOD 103/105: SKILLS
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
Skills Reading
Ask Ss to do the task | Do as appointed
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2. Read the text again and write down the environmental problems each one talk about and what can be done to solve it. Ask Ss to do the task | Do as appointed Linda: landfills - do more recycling Jenny: the thinning of the ozone layer – drive less Kate: water pollution – treat all waste more carefully |
Speaking 3. Work in pairs. Choose one of the following destinations for ecotourism in VN Ask Ss to do the task | Do as appointed
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4. Answer the questions. Discuss with a | Do as appointed |
partner. Ask Ss to do the task |
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Listening 5. Listen to the recording about Cuc Phuong National Park and fill in the missing information Ask Ss to do the task | Do as appointed 1. 135 2. tourists and scientists 3. 2000 – 400 4. most impressive 5. 1000 |
Writing 6. Write a paragraph about different environmental problems and give advice on how to solve them. Use the information in box of your own ideas Ask Ss to do the task | Do as appointed Today, we can’t deny the fact that human beings are facing many environmental problems and they are doing their best to solve them. First of all, people produce too much waste which then is thrown everywhere and pollute the environment. The best solution to this problem is that we should do more recycling. …. |
- Do the tasks again
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PERIOD 104/105: REVISION
Students’ activities | Teacher’s activities |
- Revise the knowledge in previous lessons: * Vocabulary: + Unit 6: Gender Equality + Unit 7: Cultural Diversity + Unit 8: New ways to learn Grammar: + Unit 6: The passive voice with modals + Unit 7: Comparative and Superlative + Unit 8: Relative Clauses | - Asks Ss to review the knowledge in previous lessons |
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PERIOD 105/105: END-TERM TEST
+ 45 multiple choice questions
+ Relative clauses
+ Reported speech
+ Stress pattern
+ Comparative
+ Passive voice
+ Vocabulary
+ Unit 6 – 8
Listening: 5 sentences Pronunciation : 5 sentences Vocabulary: 7 sentences
Grammar: 13 sentences
Reading: 10 sentences
Writing: 5 sentences
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