Unit 1 : - Tải miễn phí tài liệu, ebook, văn bản mẫu, mẫu hợp...

Lesson plane Ly Thanh Tong high schoolIntroduction and Revision

A.OBJECTIVES: By the end of the lesson, students will:- Review all of the knowledge of grade 11- Know how to study and learn English 12

B. TEACHING AIDS: textbook, pictures, cassette, tapeC. PROCEDURE:Method: mainly communicative

Time

Teacher’s activities Students’ activities

Greeting, introduce, get acquaintance with the studentsA. Revision-elicit all of the knowledge and language skills of grade 111.Verbs tenses ( present simple, past simple, past progressive, past perfect……….)I. HIỆN TẠI ĐƠN (Simple Present)Cách dùng1. Diễn tả một thói quen hoặc một việc thường xuyên xảy ra ở hiện tại.Ex: - We come to school on time everyday. (Chúng tôi đi học đúng giờ mỗi ngày) - My mother always gets up early. (Mẹ tôi luôn thức dậy sớm)■ Dấu hiệu thì: a. Cách dùng này thường có các trạng từ chỉ sự thường xuyên:• rarely: ít khi • usually: thường thường• sometimes: đôi khi • seldom: hiếm khi• never: không bao giờ • always: luôn luôn• often: thường • occasionally: thỉnh thoảng• hardly ever: hiếm khi • everyday: hàng ngàyb. Các kết cấu đi với every như:• every week: hàng tuần• every month: hàng tháng2. Diễn tả một sự thật hiển nhiên, một chân lýEx: - The Sun rises in the East. (Mặt trời mọc ở phương đông)

- The Earth moves around the sun. (Trái đất xoay quanh mặt trời)3. Diễn tả sự thật tương đối bền vữngEx: - Your sister speaks English well. (Chị của bạn nói tiếng Anh giỏi)

- Dick writes novel. (Dick viết tiểu thuyết)- Children need love and affection. (Trẻ em cần tình yêu và sự ấp ủ)

II. HIỆN TẠI TIẾP DIỄN (Present Continuous)Hình thức Subject + am / is / are + V-ingCách dùng1. Chỉ một sự việc đang xảy ra ở hiện tại, lúc ta đang nóiEx: - The farmers are working in the fields now. (Các nông dân đang làm việc ngoài đồng)

- My mother is cooking in the kitchen at the moment. (Vào lúc này mẹ tôi đang nấu ăn trong nhà bếp)■ Dấu hiệu thì: a. Trong câu thường có các phó từ:• now: bây giờ• at the moment: vào lúc này• at present: vào lúc nàyb. Trong câu bắt đầu bằng những từ gợi sự chú ý như:• Look! Coi kìa

Take notes

1 By Nguyen Thi Khanh

Lesson plane Ly Thanh Tong high school• Listen! Nghe kìa• Hurry up! Nhanh lênEx: - Look! The boys are fighting. (Coi kìa, bọn trẻ đang đánh nhau)

- Listen! They are speaking English. (Nghe kìa! Họ đang nói tiếng Anh)

- Hurry up! The bus is coming. (Nhanh lên! Xe buýt đang tới rồi kìa)c. Trong câu có cụm chủ vị có từ WHILE (Trong lúc)Ex: - I’ll think it over while I’m having my lunch. (Tôi sẽ suy nghĩ kỹ vấn đề này trong lúc tôi ăn trưa)2. Diễn tả một việc được xếp đặt xảy ra trong tương lai.Ex: - What are you doing this evening? (Chiều tối nay bạn định làm gì)

- We are going to Paris on Friday. (Chúng tôi định đi Pari vào thứ Sáu)III. HIỆN TẠI HOÀN THÀNH (Present Perfect)Hình thức : Subject + Has / Have + Past ParticipleCách dùng1. Để diễn tả một việc đã xảy ra trong quá khứ mà thời gian không xác định rõ.Ex: - He has lived in England before. (Trước đây, anh ấy sống ở Anh quốc)

- We have gone to Dalat several times. (Chúng tôi đã đi Dalat vài lần)

- She has already seen that film. (Cô ta đã xem phim đó rồi)- He’s never been there. (Anh ta chưa từng ở đó)- They haven’t finished their work yet. (Họ chưa làm xong việc)- Have you ever spoken Russian before? (Trước đây có bao giờ bạn

từng nói tiếng Nga chưa?)■ Dấu hiệu thì: Trong câu thường có• already: rồi, đã rồi • several times: vài lần• never: chưa bao giờ • never ... before: trước đây chưa bao giờ• yet: chưa • ever: đã bao giờ• ever ... before: trước đây đã bao giờ2. Để chỉ một việc đã bắt đầu xảy ra trong quá khứ và hiện đang còn xảy ra.Ex: - So far he has had no trouble. (Cho đến nay, anh ấy chưa gặp rắc rối gì)

- He has lived here for five years. (Anh ta sống ở đây được năm năm rồi)

- His father has been ill during the last two week. (Bố anh ấy đã bệnh suốt hai tuần vừa qua)■ Dấu hiệu thì: Trong câu thường có các trạng từ chỉ thời gian:• so far: cho đến nay • up to now: cho đến nay• up to the present: cho đến lúc này • since then: kể từ lúc đó• since: kể từ khi • for: trong (khoảng thời gian)• in / during the last + 1 khoảng thời gian3. Để diễn tả một hành động mà thời gian nó chưa kết thúc.Ex: - He has smoked ten cigarettes today. (Hôm nay anh ấy hút 10 điếu thuốc)

- I haven’t seen her this week. (Tuần này tôi không gặp cô ấy)■ Dấu hiệu thì: Trong câu thường có các phó từ như:


Lesson plane Ly Thanh Tong high school• today: hôm nay• this week: tuần này• this month: tháng này• this term: học kỳ này• this year: năm nay4. Để chỉ một sự việc vừa mới xảy ra so với hiện tạiEx: - I have seen him lately. (Gần đây tôi có gặp anh ấy)

- She’s just gone out. (Cô ta vừa mới đi khỏi)■ Dấu hiệu thì: Cách dùng này thường có các từ như:• just: vừa mới• recently: gần đâyIV. simple pastThe Simple Past can be used with a duration which starts and stops in the past. Duration is a longer action often indicated by expressions such as : for two years , for five minutes, all day, all year, etc .E.g: I live in Brazil for years 10. The Simple Past can also be used to describe a habit which stopped in the past. It can have the same meaning as “used to ”. To make it clear that we are talking about a habit, we often add expressions such as: always , often, usually, never, when I was a child, when I was younger etc.E.g : They never went to school . They always skipped their classes 11 . The Simple Past can also be used to describe past facts or generalizations which are no longer true . As in USE 4 above , this use of the Simple Past is quite similar to the expression “used to ” E .g : She was shy as a child , but now she is very outgoing V. Past continuous :+ Form : Was / were + V-ing + Meaning : Past time + Use :* Use the past Continuous to indicate that a longer action in the past was interrupted . The interrupted is a shorter action in the Simple Past or a specific time . Remember this can be a real interruption or just an interruption in time .E. g : I was watching TV when she called .Last at 6 PM , I was eating dinner * When you use the Past Continuous with two actions in the same sentence, it expresses the idea that both actions were happening in the same time. The actions are parallel.E.g: I was studying while he was making dinner.VI. Past perfectUse: * The Past Perfect expresses the idea that something occurred before another action expressed in the Past Simple. It can also show that something happened before a specific time in the past.e.g :had never seen such a beautiful beach before I went to Hanoi.infinitive and gerundT reviews the verbs that are followed by an infinitive, a gerund and both. (in handouts1 . Infinitive onlyAgree Arrange Ask Choose Decide Demand Deserve expectFail Hesitate Hope Intend Learn Manage Offer Plan RefuseSeem Wait2 . Gerund only


Lesson plane Ly Thanh Tong high schoolAdmit Avoid Deny Enjoy KeepVerbs that are followed by prepositions* BothBegin Start Continue Stop Love Like Hate Remember Forget Try Regret3. reported speechreviews reported speech with infinitives:+ Form: Verb + O + bare-infinitive+ meaning and use: We usually use an infinitive structure to report orders, requests, advice, suggestions, threats, warning, promises, (dis)agreements, and so on. We don’t use “say” in this structure.E.g: I told the kids to be quite. The policeman told me not to park here.Note: T might want to remind Ss that time and place references often have to change in reported speech. E.g:4. conditionalT elicits the from and use of conditional sentences (type 1, 2 and 3 ) from Ss . If necessary T may give Ss the following handout Type 1.If + simple present will futureIn these sentences , the times is the present or future and the situation is real . They refer to a possible condition and its probable result Example :+ If find her address , I’ll send her an invitation Type2 If + simple past , would + infinitiveLike type 1 , type 2 refers to the present of future , and the past tense in the if – clause is not a true past but a subjuntive , which indicates unreality or improbability .Example :+ If I were 18 again I would go on a round – the –world – tour . (I’m not 18 , in fact I’m 45 )+ If I studied , I would pass the exams Type 3 If +pat prefect , would have + P2The time is past , and the condition cannot be fulfilled because the action in the if – clause didn’t happen .Example :+ If I had found her address last week , I would have sent her an invitation .+ If I had studied , I would have passed the exams5. Relative clausesRelative Pronouns

Who whom which that whose-Ask ss to retell Relative clause+ Defining clause+ Now- defining clause-Ask ss to give examples then retell their functionsEg:- I met Jane’s father, who works at the U.. - I met the man who helped me yesterday+ she is the woman about whom I told you* Relative pronouns with prepositions ToWithOf whom/ which ( + S + V)About ( prohibit)(prep)Reduce relative clauses


Lesson plane Ly Thanh Tong high school6.Cleft sentences-Give 3 examples of 3ex 1,2,3 to introduce ss the new grammar points( Left sentences)Ex1: The man gave her the book S->It was the man who gave him the book ( focusing on subject)Ex2: The boy hit the dog in the grander->It was the dog that the boy hit in the ( focusing on subject)gardenEx3 :She bought him a present at the shop-> It was at the shop that she bought him( focusing on subject) a present-Through the examples, ask ss to give the way to use sentences them selvesIt is + S + ( who)Was o that…….. Adv-Give other examples then ask ss to practiseHome work-give exercise by handoutsB. Introduce the English 12 to students.+ Introduce the English 12 to students.:- Guide students about the new book.- Guide them:

+ How to learn each lesson+ How to learn each section of the lesson.+ How to study at the class+ How to prepare the lesson at home…

Demand students to master: 1. The grammar of the test.2. The main content of the English 12.3. Master the learning methods.

*****Written Test 45’

A.OBJECTIVES: By the end of the lesson, students will:- Do the test well

B. TEACHING AIDS: textbook, pictures, cassette, tapeC. PROCEDURE:Method: mainly communicative

Hä vµ tªn:..........................................................................Líp: 12.................. Written test 45’: Tæng sè c©u ®óng............../50

I. Chọn một từ mà phần gạch chân có cách phát âm khác với những từ còn lại1. a. may b. car c. day d. stay 2. a. advice b. age c. above d. affect3. a. dry b. sunny c. rainy d. daily 4. a. heal b. head c. mean d. meal5. a. big b. mild c. winter d. springII. Chọn một đáp án thích hợp nhất để hoàn thành các câu sau 1. The music ………….. we are listening is very wonderful.


Lesson plane Ly Thanh Tong high schoola. which b. to which c. with which d. who

2.They warned us against ………..that car. a. buying b. buy c. to buy d. bought

3. His mother prevented him……………coming to see me. a. in b. of c. on d. from4. The girl ………….. with Ann is very beautiful.

a. worked b. working c. work d. be worked5. The kind of music ………….. my group plays is hard to describe.

a. that b. who c. whose d. whom6. The ………….. tells us the days of the week and the months of the year.

a. calendar b. dictionary c. exercise book d. notebook7. Both the boss and his colleagues ………….. robbed last night. a. is b. are c. wered. was8. Neither you nor I………….. here yesterday.

a. am b. are c. was d. were9. He admitted ……………. that vase.

a. broke b. breaking c. to break d. for breaking10. He did well in ………….. Math and history.

a. either b. or c. both d. and11. It is the door that needs ………….. a. replacing b. replacementc. to replace d. replaced12. It ………….. who saw the ghost.

a. is us b. was us c. was we d. were we13. The book ………….. I give you is very interesting.a. which b. that c. d. all are correct14. The man …………..the bank is a millionaire.

a. is entering b. entering c. to be entered d. enters15. Tom was the last person …………..the classroom yesterday.a. to leave b. leaving c. left d. leavesIII. Chọn một đáp án thích hợp để điền vào chỗ trống trong đoạn văn sau

CELEBRATING NEW YEARTet (New Year according to the lunar calendar) is Nam’s favourite festival. He (1) _______ new

clothes and eats a (2) _______ good food on that occasion.On the first day of Tet, Nam and his family (3) _______ his grandparents. He (4) _______ them

and his grandparents beam (tươi cười) with joy and they (5) _______ him tien mung tuoi (the lucky money).

Then his family has lunch (6) _______ his grandparents. Nam is very surprised (7) _______ the delicious spread (bữa ăn linh đình/ thịnh soạn) of food before him. “Nam, I made the spring rolls specially (8) _______ you. You must eat more”, says his grandmother lovingly. Of course Nam is very happy because (9) _______ is his favourite food. After lunch, Nam and his sister (10) _______ their mother to clear the table.1. A. wear B. to wear C. wears D. wearing2. A. many B. lots C. much D. lot of3. A. visitB. to visit C. visiting D. visits4. A. saysB. greets C. sees D. asks5. A. talk B. send C. receive D. give6. A. to B. of C. with D. among7. A. with B. at C. on D. in8. A. for B. to C. with D. at9. A. theyB. he C. she D. it10. A. to help B. helpC. helping D. helpsIV. §äc ®o¹n v¨n sau vµ chän ®¸p ¸n ®óng nhÊt

UNLUCKY DAY Last Sunday was definitely not a good day for me. It all started when I got into my car and

it refused to start. I immediately realized that I had left the lights on and the battery had gone flat. I


Lesson plane Ly Thanh Tong high schooltelephoned my friend George and he came round and helped me start the car. I then drove into town to see a friend. I had arranged to meet him at six thirty, but by the time I got there, it was ten past seven and my friend was not there. I waited for him for an hour despite the freezing weather, but he didn’t come. When I returned to my car, I saw that someone had broken into it, probably looking for the radio. Luckily, I never leave the radio in the car! There was nothing I could do but get into my car and drive home. Later I spoke with my friend and discovered that he hag waited for only half an hour and left. He didn’t even apologise for not waiting for me longer!1. Why wasn’t the writer’s car started? – Because ……………

A. the lights had gone wrong. B. the battery had gone flat.C. it hadn’t been serviced. D. the battery had been stolen.

2. What was the weather like when the writer waited for his friend?A. coldB. hot C. rainy D. foggy

3. In the writer’s opinion, what did the thief want to steal?A. money B. camera C. radio D. wallet

4. What time did the writer’s friend leave after waiting for him?A. 6:30 B. 7:00C. 7:10 D. 7:30

5. Which of the following sentences is NOT true?A. A friend f the writer’s helped him start the car.B. A friend f the writer’s lived in town.C. The writer had waited his friend until 7:30.D. the writer apologized for not waiting his friend for any longer.

V. ViÕt l¹i c¸c c©u sau sao cho nghÜa c©u kh«ng ®æi1. Can you pass me the magazine?- Would you mind ……………………………………………………………………?2. The party was so wonderful that we didn’t want to leave - It was ………………………………………………………………………………….3. Tom said : “I’m feeling ill.” - Tom said that…………………………………………………………………….4. father doesn’t drink wine any more. - My father used................................................................................................5. People drive very fast, that’s why there are so many accidents. - If………………………………………………………………………………………..

*****Unit 1: HOME LIFE

A: ReadingA.OBJECTIVES: By the end of the lesson, students will:

-understand more about home life.-use vocabulary related to the topic of the lesson through exercise.

B. TEACHING AIDS: textbook, pictures, cassette, tape, handouts and real objectsC. PROCEDURE:Method: mainly communicativeTime


10’ I. warm up-Ask Ss to work in groups and tell about their family-suggestions1.how many people are their in your family?2.what is your father’s job?3.what’s your mother’s job?…………………………………………

Group work

DiscussPresent


Lesson plane Ly Thanh Tong high school

10’

-go round the class and control-call on some Ss to present -feedback-short introduction the types of family (show the pictures)Nuclear familyNuclear family consists of the father, the mother, and the childrenExtended familyExtended family consists of the grandparents, aunts, uncles, cousins, nephews, nieces, and in- laws, (relatives through marriage).SINGLE PARENT FAMILYA single parent family consists of the children and one parent either the father and the mother + In US, single parent families are popular + In Viet Nam , there are more and more the type of single families BLENDED FAMILIES OR STEPFAMILIES-A family in which both parents have been divorced, each with their own children they remarry and bring both sets chilren into the marriage+ It consists of stepparents, stepsister, stepbrother, halfbrother and half sister.

II. Before you readPairs work-have SS to look at the pictures in the textbook and answer questions1.Who do you think they are?2.Where is the family?3.What is each member doing?4.Is the family happy? Why/why not?5.Are there any pets? What are they?6.What are they doing?7.do you like having pets in your house?8.What pets do you want to have? Call some pairs to answer and give feedbacks.- Introduce the text.Explain some new words:Introduce and explain the meaning of the new words1. Caring(a): paying attention to the others2. to run the household.3. to be willing to do st.4. household chores5. responsibility(n): responsible to sb. For st.6. mischievous(a) 7. obidient(a)

Answer.( In English or Vietnamese )- Work in pairs.

* Suggestion:- Parents and children.- At home.- The mother is helping the daughter with her study, the father is playing with the son.- Depend on Ss.- Answer.

Listen to the tape.- Read the passage silently.

- Find out new words.



10’

10’

5’

8. close-knit(a)9. supportive(a) ~ of10. frankly(adv)11. secure(a)12. confident(a) confidence(n)-read aloud and ask Ss to repeat-explain new words in Vietnamese if necessary

III. While -reading:- Ask Ss to listen to the tape. - Ask Ss to read the passage silently to understand about ita. Task 1 : Choose the best answer- Get Ss to read the requirement of task1. - T asks Ss to read through 5 sentences and T helps them if necessary.- Asks Ss to work in pairs and choose the answer. - T gets Ss to share the answers with their groups.- Call 2 Ss of 2 groups to write down the answers. - T checks and give feedbacks: - Let Ss explain some sentences if necessaryb. Task 2 : Answer the questions:- Checks if Ss can answer the comprehension Qs without reading the text again. If Ss cannot, T gets them to read the Qs carefully and underline the key words to do task.- Gets S to check theirs answers and explain their choices.- T calls some Ss to read theirs answers and explain their choices.- T comments and gives feedbacks.

IV. After you read- Give some Ss handouts and asks them to fill in the table the missing information from

Read the passages- Listen to teacher’s reading.- Read the text by self.- Read the task.- Read through 5 sentences. - Work in pairs.- Share the answer.1-B; 2-C; 3-A; 4-B ; 5-A;

- Work in pairs1. Very busy. They have to work long hours and sometimes they have to work at night.2. She is always the first one to get up in the morning to make sure that her children leave home for school having eaten breakfast and dressed in suitable clothes. She always makes dinner ready before her husband comes home.3. The daughter helps with household chores: she washes dishes and takes out the garbage. She also looks after the boys/her younger brothers. The father sometimes cooks/does some cooking or mends things around the house at weekends.4. She attempts to win a place at university.5. Because they are very closed – knit and supportive of one another. They often share their feelings and whenever problems come up, they discuss them frankly and find solutions quickly.Work in groups.


Lesson plane Ly Thanh Tong high schoolthe reading text (work in groups of 4).?what is your mother/father/you responsibility in your family?Work father mothe

rchildren

-washing dishes-cooking………..

*

- T checks and gives feedbacks.- Let Ss compare the family described in the text with your own family (basing on the handouts).- T tells each group to choose a secretary to note down all of others’ ideas.- T asks the secretary to report their ideas.- T comments and corrects Ss’ mistakes. Homework: - Learn the new words by heart, read and translate the text, do the tasks again.- Prepare the section B (The Speaking part of Unit one).

- Check.- Work in groups.

- Report their ideas.- Listen and comment.

Write down the homework requirements.

*****Unit: 1 Home Life

B: SpeakingA.OBJECTIVES:By the end of the lesson, students will:-- understand more about home life, the relationship and responsibilities of family's members. - develop speaking skills: discuss home life, the relationship and responsibilities of B. TEACHING AIDS: textbook, pictures, cassette, tape, handouts and real objectsC. PROCEDURE:Method: mainly communicativeTime Teacher’s activities Students’ activities5’

10’

I. Warm – up ( 5 min.): Network- Ask Ss to find out as many as

possible words related to household chores.

- Call some Ss to write on the board.

Expected words:- cleaning the floor- cooking- doing the washing up- washing clothes- tidying the kitchen- ironing clothes- hanging dry the clothes- repairing/ mending things- taking care of the baby- taking out the garbage- Work in pairs- Present in front of the classFeedback:In my family both my father and mother go to work. Almost all


household chores


20’

10’

- Give comments.II, Pre – speaking:Task 1: Read the following statements and tick the ones that apply to you and your family.- Ask Ss to work in pairs, exchange the ideas.-Walk around and help them- Call some Ss to talk about their families in front of the class, using the information in task 1.- Give feedback

III. While – speakingTask 2:- Guide students how to practise.- Ask students to work in pairs.- Help the students with new structures.Give some special expressions * Could you tell me who….. ?* By the way who in your family ……. ?* What about your …. ?- Walk around and help them.- Call some pairs of student to stand up and report before the class.- Correct their mistakes.

Task 3 : Ask about your partner’s family.

- Ask Ss to study the table carefully. - Have the Ss to work in pairs, asking about the partner family life, noting down the answers in the table. -Call some pair to act out in front of the class.- Give comments.

members of my family share the household chores. Washing the dishes and cleaning the house are what I often do help my parents. We all like watching films on TV when we have free time at weekends. The person I often share my secrets with is my sister. I always ask my parents for advice before making an important decision. - Work in pairs .Expected questions :1. Could you tell me who works in your family?2. By the way who in your family does the washing up?3. What about your brother ? Does he share the household chores?4. What’s your responsibility in the family?5. What exactly do you have to do? 6. How do you share the household chores?7. What interests do your family members share together?8. What do your family members often do together in your free time? 9. Who do you often share your secrets with?10. Who do you often talk to before making an important decision?Sample dialogue :A: - Hi,…Could you tell me a bit about your family life ?B: - Sure, no problem.A: - Who works in your family?B: - Both my parents. My father is an engineer and my mother is a teacher. They work 8 hours a day.A: Do you help them with the household chores?B:- Of course. I help my mother in the kitchen and wash the dishes.A: -What about your father?B: -He cleans the floor and sometimes when my mom is out of on business he cooks for us.A: - What interests do your family members share closely?B: - Watching films. We often watch films on TV on Saturday evening when everybody is free. A: - Who do you often share your secret with?



IV. Post – speaking :Report the information

- Have Ss to work in pair.- Call some Ss to report in front of the

class.- Correct and give comments.

Homework: - More practice the main topics at home.- Prepare the section C (The Listening part of Unit one).

B: - Mother. I think she understand me well.A: - So she is the person you often talk to before making an important decision?B:- No, in fact both my parents help a lot when I have problems.A: - You must be very happy in such a family .Thanks for giving me time. Bye.B: - Bye.Expected answer:I’ ve just talked with B about her family life.She told me that both her parents go to work, so they are very busy. So she has to shares the household chores .She often helps her mother in the kitchen and washes the dishes after meals. His father is also willing to help with the housework. He cleans the house and sometimes when B’s mom is out on the business. All the members of her family enjoy watching films together on Saturday evening. She shares her secret with her mother because she thinks that her mother understand her well. ;however, both parents help her make important decisions


C: listeningA .OBJECTIVES: By the end of the lesson, students will:- understand more about home life- develop listening skills: listening for main ideas and specific informationB. TEACHING AIDS: textbook, pictures, cassette, tape, handouts and real objectsC. PROCEDURE:Method: mainly communicativeTime


I. Warm – up: Jumbled wordRearrange the letters to make a meaningful word.

RINENOU- Which word can go with “reunion”?II. While you listen

-> REUNION

-> Family reunion


Lesson plane Ly Thanh Tong high school* Describing the picture- Ask students to work in pairs, look at and describe the picture (p16), using the cues:

1. What is happening in the picture?2. How many pictures are there?/ who are they?3. How are they feeling? / How do they look?

- Call some students to answers- Give feedback and introduce the topic of the lesson:Lead- in: In today’s listening section, you’ll hear the conversation between Paul and Andrea talking about their family.- introduce some new words to students by using pictures or by using definitions in English Teacher asks students to repeat the words on the black board. Teacher has students pay much attention to the words and how they’re pronounced and tells students that they’re given cues helping them to listen to the text well..

* Vocabulary: Listen and repeat- Play the tape and ask Ss to read after the tape twice. - Explain new words : - leftovers / `left әu vәz/ thức ăn thừa - spread ( v) out /spred/ trải ra

1. to reserve: = to book sth in advance: ñaëc tröôùc2. coach (n): xe chôû khaùch ñöôøng daøi3. to spread out: to cover a large area4. leftovers: food that has not been eaten at

the end of a meal5. flight (n): a journey made by air,

especially in a plane: chuyen bayIII. While you listenTask 1 : Listen to the conversation between Paul and Andrea and decide whether the statements are T or F and

Look at the pictures.- Answer the teacher's questions.+ They are having a big…..+ many people..+ Very happy

Students repeat individually and in chorus

o Students listen to the tape carefully

- Read through the questions

- Work individually to do the task- Compare the answersanswer


Lesson plane Ly Thanh Tong high schoolthen correct the false statements

Ask students to read through the questions

- Play the tape two times- Ask Ss to do individually then compare the answer with a partner. - Play the tape again, have students listen and check the answers- Call some Ss to give the answers- Checks and gives feedback.

Task 2: Note down two things that are different about Paul’s and Andrea’s families.- Ask students to read through the questions.- Let them do the task without listening again.- Play the tape twice .- Ask students to do Task 2 then compare the answer with a partner. - Play the tape again, have students listen and check the answers- Ask some students to read the answers- Checks and gives feedback.

IV. after you listen : Discussing - Ask Ss to work in groups, discuss the questions:The importance of family in a person's life- Ask some students to present their discussion in front of the class.- Give feedback

1. T2. F ( They not a very close – nit family, they rarely get together as a family any more.)3. F ( It is about 180 kilometers from they ….)4. T ( There are 4 children in Paul’s family)5. T ( There are too many people to cook for, they end up going out to dinner a lot.) - Read through the questions.- Work individually to do the task - Try to do the task without listening again.- Compare the answers- Listen again and check the answersanswer:

Paul AndreaHis family members are not very close.

His family is a close - knit one.

The families often eat the meal the mother cooks at home.

The family often goes out to eat when they get together.

- Work in groups, discuss the questions - Report their discussionanswer: Family is very important. It’s a place where people can share their secrets and



Homework:- Summarize main points.- Write about family reunion.- Prepare Part D

find solutions to problems that arise. Only in family, we can enjoy love and comforts. We are sure to be welcome back when we have disappointments or failures in life.


D: WritingA.OBJECTIVES: By the end of the lesson, students will:- understand more about home life- develop listening skills: listening for main ideas and specific informationB. TEACHING AIDS: textbook, pictures, cassette, tape, handouts and real objectsC. PROCEDURE:Method: mainly communicativeTime Teacher’s activities Students’ activities5’

15’

I. Warm up-Ask Ss to work in pairs and answers some questions1. Do your parents often let you go out in the evening ?2. Are you allowed to use your family motorbike?3.Are you allowed to do the household chores?-call on some pairs to present their answer in front of the class-feedbackLead in : In today’s lesson, you’re going to write a letter about your family rules

II. Pre -writing: groups workTask 1: What rules do you have in your

family?+Have students revise the verbs * let sb + V*allow sb + to V*have to + V (obligation)*permit sb + to V- T delivers Ss handouts (Task 1 – Complete

the following sentences).1. During the school year, I am not allowed

________ 2. I have to…………………………..3. My parents allow me……………….

Pairs work

1. My parents don’t let me come home late.2. My father permits me to use the family motorbike.3. I have to do the household chores.

- Ss work in groups

1.During the school year, I am not allowed to come home late / watch TV …



20’

5’

4. My parents want me not………………- T asks some Ss to go to the BB to write

down their sentences- T together with Ss finds out the mistakes

and corrects themIII. while writing

Task 2: Write a letter to a pen pal about your family rules.

- T asks Ss to work in groups and use the ideas they have written above to write a letter about their family rules.

T goes around to offer help- T calls four representatives of four groups

to go to the BB to write down their letters- T together with Ss finds out the mistakes

and corrects themT gives feedback on Ss’ workT points out some common mistakes made

by Ss when doing this writing task.

IV. Post-writingT asks Ss to make a conversation about the content of their letterT calls some Ss to practice the conversation in the front of class- T remarks generally Ss’ written workHomework: - Rewrite at home.

- Prepare the section E (The Language focus part of Unit one).

2. I have to clean my house / do the washing3. My parents allow me to watch TV / go out with my friends on Saturday or Sunday…4. My parents want me not to stay up late / chat with my friends on the phone

- Ss work in groupsDear Mary,Today, I have something interesting to tell you. It’s my family’s rules. Every family has its own rules. Mine has a few. First, during the school year I’m allowed to watch TV until I have finished my homework. Sometimes my parents let me go out with my friends on Saturday or Sunday, but I must come home early. Second, in my family everybody has to do their share of the household chores. And mine are doing the washing and preparing meals. Third, my parents want me not to chat on the phone more than ten minutes. How about your family rules? I am very happy with my family. My parents really love me and take good care of me.Love,DaisyWork in pairsA. Do your parents let you go out in the evening?B. Sometimes on Saturday or Sunday.A. Are you allowed to watch TV?B. ………….

****Unit 1: HOME LIFEE: language focus

A.OBJECTIVES: By the end of the lesson, students will:- distinguish and pronounce correctly the ending sounds / s, z / .


Lesson plane Ly Thanh Tong high school- use correctly the Simple past, past continuous and present perfect B. TEACHING AIDS: textbook, pictures, cassette, tape, handouts and real objectsC. PROCEDURE:Method: mainly communicative…………………………………………………………………….……………………………………………………………………Time Teacher’s activities Students’ activities

I. Warm – up : tongue twisters.- Hang a poster on the B.B, Ask Ss to read the tongue twisters as quickly as possible. If one read 3 times he wins.

She sees Susie sitting in a shoe shine shop. Where she sits she shines, and where she shines she sits. - Ask Ss to pick out the word containing the ending sounds / s, z / and put in the correct column. . - Write on the B.BII. Pronounciation:+ Listen and repeat:- Read and ask students to listen and compare the difference between / z / and / s /.- Let students listen again and to repeat.- Write some words on board and ask students to read them aloud.+ Pratise these sentences:- Read one before then read again and ask students to repeat.- Ask students to practise themselves.- Walk around and help them

III. Grammar : Tense revision 1. Tense revision : - Hang a poster, Ask Ss to do the exercise

.Poster : Use the correct tenses: simple past, past continuous or present perfect.1. When you (buy) that car? - I (buy) it 2 year ago.2. At this time yesterday we (play) football.3. At 7 p.m last Sunday we (visit) the zoo. 4. When I (have ) dinner, my friend (call).

5. I (already/see )Titanic - Call a student to do on the B.B while the other practice individually.

Read the tongue twisters

/ s / / z / sits sees shines

+ Listen and repeat:- Listen and practise.+ Pratise these sentences:- Listen and repeat.- Practise in pairs.

Do exercise individually-> 1. did….buy ; bought 2. were playing 3. were visiting 4. was having ; called 5. have already seen

Take noteRemarks


Lesson plane Ly Thanh Tong high school - Correct and give feedback.- Ask Ss to remark the uses of these tenses, give comment.remarks* Simple past is used to denote an action happening at a specific time in the past with no relating to the present.* Past continuous is used to express action that was in progress at a specific time in the past; it is also used to express action that was in progress when something else happened.2, Practice: Exercises 1 (p.18) ; Ex 2( p.19)- Ask Ss to do exercises provided in the books. - Have them do individually, and then compare the answers with the partners.- Call Ss to give the answers.- Correct and give feedback

* Additional exercise: Choose the best answers1. The man got out the car,…. round to the back and opened the boot.A. walking B. walked C. walks D. walk2. I saw Maggie at the party. She … in several films. A. wears B. wore C. was wearing D. has worn3. After I had had lunch, I…. for my bag.A. looked B. had looked C. have looked D. lookHomework: - Redo the exercises at home.

Do exercises

Exercises 1 : Underline the most suitable…1. Have you seen2. have you enjoyed3. has been married4. Did you give ; saw5. didn’t listen6. Have you two met7. Did you meetExercises 2: Which answer best fit each …1. B 8. C2. C 9. B3. A 10. C4. A 11. B5. B 12. C6. B 13. C7. B 14. A 15. B

1. B2. D3.A


Lesson plane Ly Thanh Tong high school- Prepare Unit 2 (The reading part of Unit 2).

*****Unit 2: Cultural diversity

A: readingA.OBJECTIVES: By the end of the lesson, students will: - understand some more about the senses and personal experiences directly related to the sense. - improve their reading skills B. TEACHING AIDS: textbook, pictures, cassette, tape, handouts and real objectsC. PROCEDURE:Method: mainly communicative

Time Teacher’s activities Students’ activities5’

15’

I. Warm – up ( 5 min.) :Network

Competition game – network.

- Prepares a hand out with a network of the word’ a

Marriage” and asks Ss the Question

- What things make a marriage happy?

Marriage

- Teacher divides the class into 8 groups and gives

each group a hand out. Teacher asks Ss to complete

the network.

- The winner will be the group completing the network in the shortest period of time.

- Ask students to look at the pictures and work in pairs to ask and answer the questions.?what can you see in the pictures?What are the differences between them?Call students to answer before the classFeedbackLead to the lesson

II. Before you read* Pair works:

- Ask Ss to work in pairs and discuss the question:

+Which of the following factors is the most important

Group work

Expected words:-romantic love- understanding- sharing - partnership of equals……

Pairs works

Answers

Free answers

Pair work/ group work



20’

for a happy life? Why?

- Love a nice house / flat.

- Money, a good job.

- Parents, approval good health.

- T asks Ss to talk before the class and give the reason

why. The other can asks Questions.

*Vocabulary:

Give some main words to present using vocabulary

technique to teach.

1.Phycical attractiveness

2. Confiding.

3. Partnership of equals

4. Trust built on love

5.diversity (n)6.diversify (v)7.diverse (adj)8.approval (n)9.marriage (n)-read aloud and ask Ss to repeat-correct mistakeIII. While you read:

-Ask Ss to read the text silently to do the tasks. Focus

on the phrases physical attractiveness; confiding;

partnership of equals and trust built on love….

- Open the tape. T can ask 1 or 2 good student to read

the text aloud.

*Task 1: Explain the meaning of the word/

phrases:

- Ask Ss to read the sentences silently to understand

what to do.

If Ss have any problems, T might be able to help

them by giving the instruction.

- Give handouts Matching

1.Precede a. happen or exist before

2. Determine b. tell some – one about something

Very Private or secret

3.Confide

4. Sacrifice c. having a duty to do something.

5. Obliged d. find out

Read the passage silently

Individual work/ group work and pair workanswers1 – a; 2 – d; 3- b; 4 – e; 5- c

Pair work/ group work and whole classanswers1. They are Physical attractiveness; Confiding ; Partnership of equals; trust built on love.2. The young Americans are much concerned than the young Indians and the Chinese with physical attractivenessWhen choosing a wife or a husband.3. The Indian students agree that a woman has to sacrifice more in a marriage than a man.4. The American wife trusts her husband to do the right


Lesson plane Ly Thanh Tong high school5’ e. willingly stop having something

you want

-Goes around for help

- Call on Ss to read aloud what they do.

- Give feedback and correct answers.

-Get Ss to read the sentences in task loud what they do

the other can translate them into Vietnamese pairs by

pairs

* Task 2: Answer the following questions:

- Get Ss to read the whole text silently to answers the

question

- Ask them to work in pairs or groups asks and

answers the questions

- Call on some Ss to answer in front of the class.

- Give feedbackIV. After you read:- T divides class into small groups of 6 or 8 and asks

them to discuss the question: what are the differences

between a tradition Vietnamese family?

* Number of children.

*The house they like to have.

* The head of the family.

*Who works?

*Who takes care of the housework and children?

* The income….

T goes around to help Ss if they have any problem.

- T asks to talk before the class some pairs groupsHomework: - Learn the new words by heart, read and translate the text, do the tasks again.- Prepare the section B (The Speaking part of Unit two).

thing because he loves her not because he has to do.5. The main finding of the survey is that young Asians are not as romantic as their American counterpartsPairs work

* Number of children: more *The house they like to have : big* The head of the family: fathers …..


B: speakingA.OBJECTIVES: By the end of the lesson, students will: - understand more about differences among cultures. - discuss information that relates to the differences between Vietnamese and American cultures - to improve the students’ speaking skills


Lesson plane Ly Thanh Tong high schoolB. TEACHING AIDS: textbook, pictures, cassette, tape, handouts and real objectsC. PROCEDURE:Method: mainly communicative…………………………………………………………………………….……………………………………………………………………………….time


5’

10’

I. Warm - up ( 5 min.)Gives two tables and asks Ss to work in group of three or four to complete the table Give a picture

-Ask Ss to look at the picture and answer questions

1. What are they doing? 2. Can you guess where they are? 3. In Viet Nam, do people often kiss in

public? Why or Why not?4. What about in America?

-lead to the new lesson. Today we will learn about the differences between Vietnamese and American cultures

II. pre-speakingTask 1- T asks Ss to open the book on page 22 - T asks Ss to read the sentences in the box in Task 1 on page 22.- T can explain some special expressions if necessary.

- T reads aloud and instructs Ss how to use these expressions. Some special expressionsI think / feel / believe….. I don’t agree……In my opinion …… It’s not true……..For me….. That’s true / wrong /….

- T ask Ss to express their point of view on the following ideas, using the words or expressions in the box.● In Vietnam, there are three or even more generation may live in a home.● A happy marriage should be based on love.

Do the task

1. They are kissing2. In the public / In the street3. No, they don’t. It’s

impolite.4. It is very common.

Ss open the book and look at the sentences in the box on page 22.- Ss listen to the teacher and write down the new expression in their notebooks.- Ss read after the teacher

- Students choose some of these ideas and then use the expressions in the box to express their points of view.

- Ss work in pairs.



15’

10’

● In some Asian countries, love is supposed to follow marriage not precede it.● In some countries, a man and a woman may hold hands and kiss each other in public.

- T can make a sample conversation with a studentSampleT: I think a happy marriage should be based on love.S: I quite agree with you. Life will be terrible if there is not true love between a husband and a wife.T: But in some Asian countries love is supposed to follow marriage, not precede it.S: For me, I don’t think it’s true (What will happen if there is no true love even after marriage). How can two people who don’t love each other live happily in the same house?

- T goes round the class and helps Ss if necessary.- T can divide the class into the suitable groups

III. While-speakingTask 2- ask Ss to look at task 2 on page 23 and tells them to read the typical features of the American culture in pairs, and then discuss and find out the corresponding features of the Vietnamese culture.- help Ss with the new words and the pronunciation. - give Ss some expressions to help them practice the conversation easily.

Some expressionsDo you know that………?It is said that……..It is said that in the newspaper / on TV / radio that….-Ask Ss to work in pairs to do the task-Call on some pairs to give their ideas- Correct and gives feedback

IV . Post speakingTask 3: Talk about the similarities and differences between Vietnamese and American in cultures - Explain how to do the task 3- Ask Ss to read the answer of task 2 again before doing the task 3- Ask Ss to work in group of four - Call on some pairs to give their ideas- Correct and give feedback

Ss read task 2

- Ss write down some expressions in their notebooks.Answers- three or sometime four generations live under one roof- Elders live with children and are taken care of by their sons- Asking about age, marriage and income is acceptable.- A Vietnamese greets the head of the family or an older person first, then the younger ones- Groceries are bought everyday- Tet (Lunar New Year) is the most important- Children often sleep with their parentsTake noteThere are differences and similarities between Vietnamese and American cultures. In America, there are two generations live in the same house. In Vietnam, two, three or even four generations live under on roof. It’s traditional for children to live near and take



5’

Home work-Ask Ss to work the tasks again- Ask Ss to write a short passage about the differences and similarities in celebrating a wedding ceremony in Vietnam and American- Prepare part C

care of their parents so old people in Vietnam don’t live in nursing home as Americans do. Americans don’t want to be asked about age, marriage and income while it is acceptable in Vietnam……


C: listeningA.OBJECTIVES: By the end of the lesson, students will:

- Listen and understand the conversation about the wedding ceremony in Vietnam.

- Listen and fill the missing information in the gaps

- Listen and answer the questions about the wedding ceremony in Vietnam

- Know some more new words about wedding ceremony.B. TEACHING AIDS: textbook, pictures, cassette, tape, handouts and real objectsC. PROCEDURE:Method: mainly communicative………………………………………………………………………………………………………………………………………………………..Time Teacher’s activities Students’ activities5’ I. Warm-up ( 5 MIN.): cross

words-Give the cross words on the additional board.- Read aloud each clue, gets students say aloud the answers.*cross word:

123

45

67

*clues:1. the woman that a man is married to2. every marriages should be based on this3. what do we call a woman on her wedding day?4. the man that a woman is

Class workEach student with a correct answer will be given a present.

suggested answers:

1 W I F E2 L O V E3 B R I D E

4 H U S B A N D5 S P R I N G

6 R I N G7 G R O O M

5. people often choose this season to hold wedding ceremonies.6. to show that you are married, what do you often wear?7. what do we call a man on his wedding day?



15’

15’

married to-checks and correct.-Ask Ss to guess the topic of the lesson today-lead to the new lessonII. Before you listen- ask Ss to open the book.- ask Ss to look at the pictures on page 24 and discuss what is happening in each one.

- gives some guide questions:1. What do you see in the pictures?2. Who are they?3. What are they doing?-check correct answersAsk students to discuss the two questions:1.Have you ever attended a wedding ceremony?2.what do the bridge and the groom usually do at the wedding ceremony?T. introduces the new lesson: You will hear two people talking about a wedding ceremony in Vietnam. Listen and do some listening tasks.* Vocabulary: Listen and RepeatT. teach some new words first and then plays the tape for students to listen and repeat.Altar: bµn thêMaster of Ceremony:Banquet: Groom: chó rÓBride:c« d©uAncestor: «ng bµ tæ tiªnTray: khaySchedule: lÞch Blessing: cÇu chócIII. While you listen

1. TASK 1- T explains Task 1 to the SsYou will hear two people talking about a wedding ceremony in Vietnam. Listen to the tape and fill in the blanks the missing information.Get Ss to read carefully five sentences before listening the tape to do the task. - Play the tapes twice

Ss look at the pictures on page 24, work in groups and then discuss what is happening in each one.- Ss answer the teacher’s questions1. I see a wedding ceremony2. a bride and a groom3. They are bringing a lot of gifts

Answers1.yes, I have2. they usually …………..

Ss write down the new words in the notebook.

- Ss repeat

- Read- Listen- Compare- Listen and check- Expected answer:1. groom’s parents2. red paper3. altar4. at the wedding banquet5. wedding cards/ money

Ss read the questions in Task 2 carefully, listen to the tape for three times and answer the question



10’

(T. can play the tape one more time if students have difficulty.)- Ask Ss to work individually, then compare their answers with the other student.- Call on some Ss to give their answers, correct and give feedback.2. Task 2: Answering -Ask Ss to read carefully the five questions first, then let them try to answer before listening again to do the task.-Play the tape twice, one for doing the task, one for giving feedbacks.Call on some Ss to give their answers, correct and give feedback.

IV. After you listen-explains the task and asks Ss to work in groups to discuss the question: What do families often to do to prepare for a wedding ceremony?Suggestions- the importance of wedding ceremony to Vietnamese people

- the preparation for the wedding

- what groom and bride do on their wedding day

- banquet ( place, food, drink….)

guests ( gifts, blessing, ….)

-call on some groups to present their answersHomework Write a short paragraph to introduces about the wedding ceremonies in Vietnam

1. The most important thing the groom’s family has to do on the wedding day is to go to the bride’s house bringing gifts wrapped in red paper.2. They would pray, asking their ancestors’ permission to get married.3. After they pray and ask their ancestors’ permission to get married.4. The wedding banquet is usually held at the groom’s and bride’s home or at a hotel or a restaurant.5. They stop by each table to thank their guests

- Ss read the question carefully and then discuss in groupsAnswersThe wedding is very important to the bride and the groom as well as the two families. The wedding day is carefully chosen by the groom’s parents because they think that it will affect the future life of the new couple. Both families have to talk with each other to decide the place, the number of the guests and how to hold the banquet. Not only the bride and the groom but nearly all members in the two families have to be sure in their best clothes on that day. The altars or the both families are cleaned and well decorated. Then comes the cars and the flowers. They have to be ordered in advance so that everything will be available on that day. Everybody is very busy but they all look forward to that important day.


D: writingA.OBJECTIVES:


Lesson plane Ly Thanh Tong high school By the end of the lesson, students will:

- Write a description about a symbol of the Vietnamese Culture: The Conical Leaf HatB. TEACHING AIDS: textbook, pictures, cassette, tape, handouts and real objectsC. PROCEDURE:Method: mainly communicative………………………………………………………………….………………………………………………………………..Time


5’

15’

I. Warm – up ( 5 min. ) -Paint some pictures on the board :

P1 P2 P3 P4-Asks Ss to look at the pictures and asks: What’s this? -Asks Ss some questions:1. Where in Vietnam do people often wear leaf hat?2. Who wear it?3. What form is it?leads to the new lesson → Describing the conical leaf hat.II. pre-writingGives Ss some new words:+ leaf (n) : lá cây+ rim (n): vành+ ribs (n) : g©n (lá cây )+ strap (n) : d©y(da , lôa , v¶i)Reads once time and then asks Ss to repeat again- Ask Ss to copy it down into their notebooksTASK 1- T can ask Ss to close the book and answer some questions1. Have you ever worn a conical leaf hat?2. Have you ever seen a conical leaf hat?3. If yes, what does it look like?

- Now T asks Ss to open the book on page 25, look at Task 1 T explains Task 1:You are going to write about the conical leaf hat or “nãn la¸”, a symbol of Vietnamese culture. Look at the picture below , write Vietnamese equivalents for the English words- T suggests useful expressions Useful expressionTo be made from: ®îc lµm b»ng - T gives some suggested questions1. What is a symbol of Vietnamese girls and women?

Look at the boardLook at the pictures and answer:P1:A line/a slopeP2:A conical formP3: A triangleP4: A leaf hat

Expected answers:1. Vietnam, Hue city2. girls, women3. Conical form

Listen and repeat again

Copy

- Ss listen to the teacher’s questions and give the answers.The answer is optional- Ss look at the picture on page 25, work in pairs and finish Task 1

The answer 1. leaf 2. ribs 3. rim 4. strap

- Ss answer the question



20’

2. What is considered as a part of the spirit of Vietnamese nation?3. What is it made from?4. What does it look like?5. What is the diameter?6. How high is it?6. How many ribs are shaped into a conical form?7. What is it used for?

III. While-writingfollowing questions:

1. How many parts are there in your writing?

2. What are they?3. What do you include in the main

body?-Ask Ss to write a passage of about 150 words about the conical leaf hat of Vietnam, using the out line and information below. -ask Ss to work individually- T goes round the class to help Ss if necessary-After that, asks Ss to exchange their writing

1. The conical leaf hat is a symbol of Vietnamese girls and women.2. It is also considered as a part of the spirit of Vietnamese nation.3. It’s made from a special kind of bamboo and young soft palm leaves.4. It has a conical form.5. The diameter is about 45 or 50 centimeters and it is about 25 or 30 centimeters high.6. Either 16 or 18 ribs are shaped into a conical form which is then covered with palm leaves. The leaves are sewn into rims. Finally the hat is trimmed and painted with a coat of attar oil.7. The conical leaf hat is used to protect people from the sun and the rain.- Wearing this conical leaf hat in summer sunny days, girls look more charming.- The hat also helps to protect their complexion and give them a cool feeling in such hot weather.1. Three2. Introduction – main body –

conclusion3. Materials – shape and size –

process

Sample writing : The conical leaf hat is one of the typical features of the Vietnamese culture because it can not be found anywhere else in the world. The leaf hat is not only a symbol of Vietnamese girls and women but not also become a part of the spirit of the Vietnamese nation. The conical leaf hat is made from a special kind of bamboo and young and soft palm leaves. Either 16 or 18 ribs are shaped into a conical form which is about 45 or 50 centimeters in diameter and about 25 or 30 centimeters high. The conical form is then covered with palm leaves which are sewn into all ribs. Finally, the hat is trimmed and painted with a coat of attar oil.

The conical leaf hat is used like an umbrella to protect people from the sun and the rain. Beneath the broad rims of the leaf hat, the girls and women look



5’

IV. Post - Writing- Feedback to students’ writing- Collects some of Ss’ works to give feedback -Should draw Ss’ attentions to the organization of description and the language use , especially the verb tenses

HOMEWORK- T asks Ss to write task page 19 in the student’s workbook.

more pretty and attractive. Unfortunately they are now only used by pedestrians or those who ride bicycles.


E: language focusA.OBJECTIVES: By the end of the lesson, students will:

- Pronounce correctly the – ed endings sound of verb in the simple past tense.

- Review the usage of tenses.B. TEACHING AIDS: textbook, pictures, cassette, tape, handouts and real objectsC. PROCEDURE:Method: mainly communicative………………………………………………………………………….…………………………………………………………………………Time


5’

10’

I. Warm upHang a chart with 12 verbs (both regular verb and irregular verb) with the form: infinitive without “To”.For examplesee, need, go, laugh, teach , eat, miss, paint, close, run , play, help Divide class into 4 groups.- Read loudly 12 verbs 2 times.-Ask Ss to rewrite all verbs which they hear.-Call leader of each group to go to BB and write down. -Check and choose the winner.-Call some students read all verbs when adding “ed” at the end of each verb.- Ask Ss to give comment and note how to read “ed”.- leads-in new lesson.II. pronunciationActivity 1:- T gives Ss the rules of pronouncing the verbs ending in -ed

- look at

- listen- listen- rewrite- answer- listen

Ss change these verbs into past simplesaw, needed, went, laughed, taught, ate, missed, painted, closed, ran, played, helped

Ss write down the rules in the notebook.



25’

5’

There are three ways 1. ed → /d/ after voiced consonants and vowels.2. ed → /t/ after [ k , p , s , ∫ , t∫ , f )3. ed → /id/ after / t, d/- T asks Ss to look at the verbs on the board and then write them into the right column

- T reads aloud and asks Ss to repeat- T asks Ss to open the book and look at the words on page 27

- T asks Ss to practice Activity 2:-Ask Ss to practise reading sentences in textbook in pairs and then arrange the verbs into 3 kinds: /t/ - /d/ - /id/.-Check and gives feedback.-Play the tape (or read) and ask Ss repeat. (note sentence stressIII. grammar : tense revision-ask to look back the examples above and review the tenseI have learned English for 7 years - I visited my friends.- check and give feedbackExercise1: Use the correct form of the verbs… -Ask Ss to work individually carefully and then work in pairs.-Explains how to use tense if necessary.- Call some Ss to answer and ask class to give comment.- Give feedback.

- calls some pairs read the conversation.* Exercise 2: Multiple choices - Ask Ss to read exercise carefully.-Explain the meaning of the difficult words- Explain how to use tense of necessary.-Ask Ss work in pairs-Call on some Ss answer and asks class to give comment.-give feedback.Exercise 3: Complete the letter with the correct form of the verbs in bracketsGuide students how to do- Do the first as an example.- Ask students to the exercise.- Call the to on board.- Correct

Suggestion/ t/ / d / / id /

laughedmissedhelped

closedplayed

neededpainted

- Ss repeat

- Read - Arrange- work in pairs

- remind.(group work)

answers:1. Have you seen ; saw ; am going to see2. drank ; haven’t drunk ; drank3. has written ; Did she write ; wrote4. have been cooking ; cooked ; cooked- Practise the conversation

Answers :1. C 5. C2. A 6. A3. C 7. C4. A 8. A

answer:1. moved2. moved3. have asked4. have not stopped5. study6. will fail7. could talk-> A-> A


Lesson plane Ly Thanh Tong high schoolhomework ( 5 min.):- Review tenses- / ? / Give handouts: EX 1: Choose the best answer:1. The wedding party …. at the Rex Hotel.A. is B. is being C. will be D. are2. By the end of next year Gorge …..English for 2 years.A. will have learned B. will learn C. has learned D. would learn3. We …. English this time last week.A. learned B. were learning C. have learned D. had learned4. The child …. before the doctor arrived.A. died B. had diedC. has died D. was dyingEX 2 : Rewrite this sentences1. He has been teaching for 20 years.( He started…)2. How long have you studied English ?( When)3. They finished their work, then they drank in the pub.( After…) - Prepare Unit 3

->B

-> B-> He started teaching 20 years ago.-> When did you start to study English ?

-> After they had finished their work, they drank in the pub.

**********

Extra exercises Choose the best answer a, b, c or d1.You aren’t concentrating on your work. What ……….. about?a. are you thinking b. were you thinkingc. did you think d. did you thought2. My brother never ……….. the washing up.

a. do b. does c. makes d. make3. Perhaps people don’t like ……….. tourists in their country.

a. so much b. too much c. so many d. a lot4. ……….. four years in the Olympic Games, we see people from warring countries shake hands.

a. for b. in c. after d. every5. I ……….. of learning how to fly a plane now.

a. am thinking b. think c. thought d. have thought6. My car’s old but it never ………..

a. breaks down b. break down c. get down d. gets down7. Lots of tulips ……….. grown in Holland.

a. is b. are c. have d. has8. This room is used ……….. meetings.

a. for b. by c. to d. as9. Sister Wendy not only loves God and art but also ……….. good food and wine.

a. hates b. dislikes c. enjoys d. prefers10. I ……….. what you mean.

a. am not understand b. didn’t understandc. don’t understand d. haven’t understood

11. About 1,000 people are ……….. in that factory.


Lesson plane Ly Thanh Tong high schoola. employed b. worked c. lost their jobs d. redundant

12. Look ……….. that strange man over there! What’s he doing?a. after b. for c. at d. up

13. They didn’t tell the policeman ……….. they had taken the money.a. if b. that c. whether d. Ø

14. Last summer, my family ……….. a four day holiday on Sam Son beach.a. spent b. went c. had gone d. had spent

15. Picasso showed his truly exceptional talent ……….. a very young age.a. in b. from c. at d. during

16. After his mother died, Scott ……….. home to seek his fortunate in St. Louis.a. left b. was leaving c. had left d. has left

17. When I was in Paris, I ……….. a lot of friends.a. took b. made c. was making d. was taking

18. I ……….. wash my hair. It’s too dirty.a. have to b. should c. will d. must

19. He ……….. take this medicine three times a day.a. can b. has to c. must d. will

20. We aren’t ……….. to smoke and chew gum in class.a. allowed b. managed c. able d. possible

21. I don’t think you ……….. take anything valuable.a. have to b. should c. can d. must

22. The more I learn, the more I realize ……….. know.a. how little I don’t c. how little Ic. how few I d. how few I don’t

23. Tom doesn’t like dancing, but Mike ………..a. does b. did c. do d. doesn’t

24. Listen! Somebody ……….. for help.a. are screaming b. scream c. is screaming d. has scream

25. I have a test tomorrow, so I ……….. sit up late tonight to study.a. will have to b. can have to c. have d. have to26. Ann agreed to stay behind, she was used to ……….. late.

a. work b. working c. worked d. works27. Have you booked your holiday? – Yes, we have. We ……….. to Italy.

a. will go b. can go c. are going d. must go28. I haven’t got enough money to pay for my ticket.

- It’s Ok. I ……….. you some.a. will lend b. am lending c. am going to lend d. lend

29. I think it’s interesting ……….. in London.a. to go shopping b. go shoppingc. going shopping d. in going shopping

30. Have you got toothache again? - Oh! It’s agony! But I ……….. the dentist this afternoon.

a. see b. am seeing c. will see d. have to see31. None of them knows very much about the places they ………..

a. visit b. visited c. are visiting d. going to visit32. Is it possible ……….. rooms with a sea view?

a. having b. have c. to have d. to having33. She really annoys me. I can’t stand people ……….. her.

a. with b. like c. as d. the same34. Why did I agree ……….. with you?

a. work b. working c. to work d. to working35. We would like ……….. our holiday on the beach.

a. spend b. to spend c. spending d. to spending36. I want ……….. more careful with your homework in future.

a. you be b. you to be c. that you re d. you will be37. I wasn’t allowed ……….. out unless my parents knew where I was going


Lesson plane Ly Thanh Tong high schoola. to go b. going c. to going d. go

38. We don’t like living in ……….. towns.a. young b. capital c. excited d. busy

39. We have been good friends ……….. we were at university.a. as b. when c. while d. since

40. Nearly 30 people ……….. in the earthquake this morning.a. have been injured b. were injured c. have injured d. injured

41. I really look forward ……….. you again.a. meet b. meeting c. to meet d. to meeting

42. I first met my husband ……. 1995a. for b. ago c. in d. since

43. I’ll give you a ring when I ……….. the time of the train.a. know b. am knowing c. will know d. am know

44. If I ……….. the national lottery ticket, I would buy a bigger house.a. win b. won c. get d. got

45. We live in the city. We wish we ……….. in the country.a. are living b. live c. have lived d. lived

46. If I ……….. travel around the world, I would go to Hawaii.a. can b. could c. may d. want

47. If the teacher ……….. me extra homework tonight, I will not go out with you.a. makes b. gives c. helps d. lets

48. Do you know where ……….. my glasses?a. I do put b. do I put c. have I put d. I have put

49. You won’t tell anyone about the truth, ………..?a. will you b. won’t you c. you will d. you won’t

50. I have know idea ……….. the biggest office in the world is?a. why b. what c. how d. when

51. I’m not sure how many babies ……….. every hour.a. are born b. born c. were born d. will be born

52. You can use a word processor, ……….. you?a. have b. don’t c. can’t d. can

53. I wonder how ……….. to celebrate his birthday.a. he is going b. is he going c. he will d. will he

54. I don’t know where my husband gets the money ………..a. to b. from c. at d. in

55. Our train ……….. at 7,00, doesn’t it?a. has left b. have left c. leaves d. leave

56. He made me believe that they ……….. the district.a. had left b. left c. will leave d. are leaving

57. John is not at home. He ……….. his doctor about his sore throat.a. sees b. is seeing c. saw d. has seen

58. They were too late. The plane ……….. off ten minutes earlier.a. took b. had taken c. has taken d. was taking

59. When the teacher speaks, we have to keep quiet, ……….. ?a. don’t we b. mustn’t we c. won’t we d. doesn’t he

60. Paper money ……….. for over 1,000 years.a. has been used b. has used c. was used d. used

61. The weather has been bad this week. Next week it ……….. probably be even worse.a. is b. will c. is going d. must

62. She finally decided ……….. her children alone in the house.a. to not leave b. not to leave c. not leaving d. not leave

63. She ……….. her children to close all the windows. It’s raining hard outside.a. said b. told c. ask d. remembered

64. We always ……….. lots of photos while we are on holiday.a. make b. take c. catch d. do


Lesson plane Ly Thanh Tong high school65. Can you explain to me ……….. so many people think Dolphins are very clever.

a. why b. what c. how d. whether66. We are really looking forward to ……….. home at the weekend.

a. to go b. gone c. going d. go67. I’. ……….. exhausted after a hard day.

a. really b. very c. rather d. quite68. “I have never been to America”, she ……….. to me.

a. told b. said c. asked d. begged69. I thought the film ……….. interesting.

a. would be b. will be c. is d. has been70. “I ……….. for the meal”, Mark asks.

a. will pay b. would pay c. pay d will be paying

**********Unit 3: Ways of socializing

A: ReadingA.OBJECTIVES: By the end of the lesson, students will:

- read for specific information about The ways of socializing.- be able to talk some back ground information of The ways of socializing.- Give the Vietnamese equivalents to the following words and phrases.- Decide which of the three options below is the best title for the passage and

answer the questions of the lesson.B. TEACHING AIDS: textbook, pictures, cassette, tape, handouts and real objectsC. PROCEDURE:Method: mainly communicative………………………………………………………………………….…………………………………………………………………………Time Teacher’s activities Students’ activities5’

15’

I. Warm -up: Jumbled words - Write the words whose letters are in a random order on the board. - Divide the class into two teams. Ss from two teams go to the board and write the correct words. - The team which writes correct words first will be the winner.

1. osiacsilgin2. fo3. sawy

Answer : 1 socializing , 2 of , 3 ways - Have Ss guess the phrase of words

above Ways of socializing- Lead in: T asks Ss to open the textbook on page 31.T: Today we are going to learn Unit 3- Ways of socializing- A: ReadingII. Before you read:- Ask students to look at the pictures, work in pairs to ask and answer the questions

Whole class

go to the board and write the correct words.

- The team which writes correct words first will be the winner

Pairs work34 By Nguyen Thi Khanh


7’

1. What are the people in the picture doing?

2. Can you guess what they say to each other?

3. What will you do / say if: + you want to get your teacher’s attention in class? + you need to ask someone a question, but they are busy talking to someone else?-Go around to offer help.-Call on some Ss to present their answers and elicits comments from other Ss. Give feedback if necessary

* Teaching Vocabulary:- T asks Ss to skim the passage and underline the new words.- T explains the new words.1. attract (v)2. assistance(n) 3. whistle (v)4. clap (v)5. attention (n)6. acceptable (a)7.Compliment: (n): (synonym) 8.Decent: ( adj) (situation) 9.Appropriate: ( adj) ( translation) 10.Kidding(n) ( situation) 11.Signal (n): ( example) 12.Marvellous: ( adj): ( synonym)

- Ask Ss to give the Vietnamese equivalent (if necessary).- Read a new word three times. Ss listen and repeat after the teacher.III. while you readTask 1T writes these words on the board:- verbal (a)- non-verbal (a)- attract someone’s attention- impolite (a) # polite (a)- rude(a) # polite- informality (adv) # formality- approach (v)- a slight nod will do-Ask Ss to give the Vietnamese equivalent to the following words and phrases.-Instruct Ss to read the passage quickly and stop at the words to guess their meanings.-Guess the meaning of the words based on the context in the sentences.

DiscussAnswers

1.In the pictures, people are shaking hands and waving with each other.2.they may be greeting each other3. - If we want to get our teacher’s attention in class, we can raise our hands slightly. - If we need to ask someone a question, but they are busy talking to someone else, we can…

skim the passage and underline the new words.

give the Vietnamese equivalent

listen and repeat after the teacher.

Copy down

give the Vietnamese equivalent to the following words and phrases.

read the passage quickly and stop at the words to guess their meanings.



5’

10’

3’

-Check that Ss understand the word correctly.-Call some students to give the answers.- Ask others students to correct.- Give the true answers..

Task 2-Ask students to read the questions carefully.- Ask students to read through the passage again.- Divide the class into pairs to do .- Call some students to give the answers.- Ask others students to correct.- Give the true answers..

Task 3Questions and answers Ask Ss to work in pairs and ask and answer the questions in the book basing on the information in the reading passage.- Ask Ss to read the text again and write down the answers to the following questions.- T moves around class to give help. -call on some pairs to present their answers in front of the class

-give correct answersIV. After you read:* Discussion- Ask Ss to work in pairs to discuss the meaning of whiling and hand- clapping in Vietnamese culture.

Present answers- verbal (a): b»ng lêi, h÷u ng«n- non-verbal (a); kh«ng b»ng lêi, phi ng«n- attract someone’s attention: thu hut sù chó ý cña ai- impolite (a) # polite (a): kh«ng lÞch sù- rude(a) # polite: th« tôc, th« b¹o- informality (adv) # formality: th©n mËt, kh«ng nghi thøc- approach (v): tiÕp cËn- a slight nod will do: mét c¸i gËt ®Çu nhÑ lµ ®ñWork in pairs

read the passage more carefully & choose the best title for it.

AnswersA. ( Attracting Attention: Non- verbal Cues)

work in pairs and ask and answer the questions in the book basing on the information in the reading passage.Answers 1. We can use either verbal or non- verbal communication. 2. Because they are strong actions that can easily be seen 3. We can wait until he passes near us, catch his eye, nod slightly to let him know we would like him to come to our table. Or we may raise our hand slightly to show that we need assistance. 4.You can use a small friendly wave to attract his or her attention.

5. Because it’s considered rude.

work in pairs to discuss the meaning of whiling and hand- 36 By Nguyen Thi Khanh

Lesson plane Ly Thanh Tong high school- Move around to help Ss.- Ask some pairs to act out their conversation.- T gives feedback.

. Homework:-asks Ss to learnt by heart the lesson- Review the points that have been covered in the lesson and do the exercise in the exercise book.- prepare the next part: Speaking

clapping in Vietnamese culture.

*****Unit 3: Ways of socializing

B: SpeakingA.OBJECTIVES: By the end of the lesson, students will:

- practise speaking exactly and appropriately about the ways of socializing, based on the vocabulary and structures that they have learnt in the lesson.

- Make dialogues to practise giving and responding to compliments, based on the given information.

B. TEACHING AIDS: textbook, pictures, cassette, tape, handouts and real objectsC. PROCEDURE:Method: mainly communicative………………………………………………………………………….…………………………………………………………………………Time Teacher’s activities Students’ activities10’ I. Warm -up:

Guessing word:T: What is it?Divide the class into two groups.T says that he has a word in his mind and he going to give some information about the word. Members of each group will listen and may stop at any information they hear to guess what the word is. Each group has only two chances to guess the word. The first group to tell exactly what the word is wins the game.T gives information about the word.

1. It’s a noun.2. It has got ten letters.3. It is an expression by word or action,

or admiration.4. It shows one respect, give and

respond your feeling about things which are beautiful, good, or interesting, etc.

What is the word?T gives the correct answer.

Listen to the teacher.

Work in groups

Listen and find out the answers.



10’

7’

Answer key: COMPLIMENTII. Pre- speaking:

Task 1:- Introduces the task: You are going to

work in your group to practise reading these dialogues, paying attention to how people give and respond to compliments in each situation.

Elicit the new words by asking Ps.Vocabulary:- compliments(n)- hairstyle(n)- terrific(a)- kidding(a)Ask Ps to take notes and practise reading vocabulary.Ask Ps to work in pairs, practise reading these dialogues, paying attention to how people give and respond to compliments in each situation.T reads once. Ask Ps to listen.Hang the table on the board. Ask Ps to look at the information about compliments in the table.

Useful language:Give compliments Respond to

compliments- beautiful- perfect- I’ve never seen…- terrific- betterI think

-What a/an……you have/ have got!-How + adj/adv…………-You really have……………

-Your ……is/are…

- Thank you/ Thanks

- That’s a nice compliment

I thinkI’m glad you like it.Thank you. I think/ thought……………Thank you. That’s a nice compliment.You must have got to be kidding.

-Ask Ss to use the information in the table to suitable information and play the roles in the dialogues to practise the dialogues.-Move around to give help

III. While- speaking:

Work in pairs

- Look at the table on the board.

- Listen to the teacher.

- Take notes.use the information in the table to suitable information and play the roles in the dialogues to practise the dialogues.

- Work in pairs.listen and look at the information in the task.

- Some pairs perform. Others listen to.David: You really have a



8’

10’

Task 2:-Read the cues once. Ask Ss to listen and look at the information in the task.-Explain the situations of each dialogues. -Guide Ss to use suitable compliments in each dialogues, using the cues.-Ask Ss to work in pairs, practise giving compliments to suit the responses.Move around to give help.-Call on some pairs to act out their conversation in front of the class.-Give comments on their conversations.

Task 3-Read the cues once. Ask Ss to listen and look at the information in the task.-Explain the situations of each dialogues. -Guide Ss to use suitable compliments in each dialogues, using the cues.Ask Ss to work in pairs, practise responding compliments to suit the responses.Move around to give help.-Call on some pairs to act out their conversation in front of the class.-Give comments on their conversations.

IV. Post speakingTask 4:-Before getting Ss to discuss, T reminds them of some useful expressions for giving and responding compliments in Task 1.-Divide the class into small groups of 3 or 4 & gets them to discuss the task. -Go around to check and offer help. -After checking that all the groups have finished, T calls on the representative of each group to report their peer’ ideas. T check if other groups would have the same or different ideas. - Listen & take note of their errors. T provides corrective feedback after that.

beautiful dress. It is the most beautiful dress I have seen.Hung: Your motorbike is really terrific. Then…Michel: I Though your badminton was a lot better ….- Work in groups.- Listen to the

teacher.

- Listen to the teacher.

act out their conversation in front of the class.- Thank you, Phil. I think

you can do it as well as I do.

- Thank you, Peter. That’s a nice compliment.

You must be kidding. I think it is acceptable

Work in pairs

Share with the other pairs.

Present the dialoguesTake note teacher’s feedback A nice pair of glasses:

A: Your pair of glasses are really nice. I really like them.B: Really, Peter. I just bought it yesterday.

A new and expensive watch;

A: You really have a new and expensive watch, ……… How did you get it?B: Thank you, ……… My father bought it for me on my birthday.

A new cell phone: A: Your new cell phone looks great. I have never seen such a nice one



Home workWork with your friends: Make compliments and responses about something or performances of your friends in class.- study- speaking English- singing- briefcase/ a new pen/ a nice hat/ -Prepare the next part.

before.B: Thanks. I finally found a suitable one for me

******Unit 3: Ways of socializing

C: ListeningA.OBJECTIVES: By the end of the lesson, students will:

- Develop extensive listening skills.- Use the information they have listened to for other communicative tasks..

B. TEACHING AIDS: textbook, pictures, cassette, tape, handouts and real objectsC. PROCEDURE:Method: mainly communicativetime Teacher’s activities Students’ activities5’

10’

I. WARM UP: Jumbled words:Write the words whose letters are in a random order on the board. - Divide the class into two teams. Ss from two teams go to the board and write the correct words. - The team which writes correct words first will be the winner. aniotuergl regulation oenetlehp telephone lacl call acidev advice.

II .Before you listen:T sets the scene: You are going to listen to Linda Cupple, a social worker, advises young people on how to use the telephone in her family. Listen to her talk and decide whether the statements are true(T) or false (F).Ask Ps to look at the pictures in the textbook and answer the questions.Elicit the new words by asking questions, using the techniques suggested above.Vocabulary:

Pairs work

Rearrange

Whole classListen to the teacher

look at the pictures in the textbook and answer the questions.

Answer the teacher's questions.+ They are greeting….



10’

10’

10’

- argument(n)- regulation(n)- absolute(a)- maximum(n,a)- install(v)- chitchat(n)- starling(a)

Listen and repeat:-Help Ss to pronounce the words in their book correctly. -Play the tape and then ask Ss to repeat after the tape in chorus and individually.- T corrects errors, if any.-Check that Ss know the meaning of these words.

III. While you listen:Task 1: -Get Ss to read through the statements to understand them and underline the key words.-Guide students the requests of the task.- Let students listen twice time.- Write on board from 1 to 6 and call some students to come and write their answers.- Let them listen on again and correct.- Correct.

Task 2: Gap- fillT: Now listen to the rest of the listening text again and work in pairs to write the missing words. You will listen to the tape twice.

Check if Ps can answer the questions in task 2 without listening again. Play the tape for them to listen again but before doing this, T should encourage Ps to read through all the questions, identify the information they need to look for in each question

Play the tape again for Ps to listen & answer the questions Get Ps to check their answers with a partner. Then T checks with the whole

+ They are saying goodbye…

Take notes

Listen to the tape and read in chorus & individually

Individual work, pair work & whole class.

read through all the questions, identify the information they need to look for in each question ( question word: what, where, when, how…)listen and answer the questionsanswers

1. T2. F3. T4. F5. F

6 T


read through all the questions, identify the information they need to look for in each question

check their answers with a partner

give the answers.

Answer:


Lesson plane Ly Thanh Tong high schoolclass.Play the tape twice.Call on some pairs to give the answers.Go over the answers with the class.

IV. After you listen:

-Before getting Ss to summarize Ms Linda Cupple’s talk, T reminds them of some useful languages Task 1,2.Suggested ideas: - Length of time for each call - Time for calling - Calling late at night - Calling at weekend-Divide the class into small groups of 3 or 4 & gets them to summarize the listening passage. -Go around to check and offer help. -After checking that all the groups have finished, T calls on the representative of each group to report their peer’ ideas. T check if other groups would have the same or different ideas. -Listen & take note of their errors. T provides corrective feedback after that.

.Homework:- Learn the new words by heart.- Review the points that have been covered in the lesson and do the exercise in the exercise book- Prepare the next part.

1. agreed 5. waking2. to avoid 6. heart3. particular 7. kindness4. adults 8. to stick


summarize Ms Linda Cupple’s talk

*******

Unit 3: Ways of socializingD: Writing

A.OBJECTIVES: By the end of the lesson, students will:-can use the words to build complete sentences in Task 1, -put the jumbled sentences in their correct order and then rearrange them to write the complete paragraphs in Task 2.B. TEACHING AIDS: textbook, pictures, cassette, tape, handouts and real objectsC. PROCEDURE:Method: mainly communicativeTime Teacher’s activities Students’ activities5’ I . Warm –up MATCHING

-give the table on the board and asks ss to match them in correct orders.a. pointing at 1. saying goodbye

Sts think what T asks , give their keys.

Ss correct .42 By Nguyen Thi Khanh


15’

someone b. being late for class c. making mistakesd. being into the farewell

2.admitting one’s wrong doing 3. saying “I’m sorry I’m late ”4. being rule and impolite

-check mistakesPre-teach : Vocabulary

- abruptly- (to) apologize- discourtesy- Gosh - sorrow - pleasant and thoughtful

- Ask Ss to give the Vietnamese equivalent (if necessary).- Read a new word three times. Ps listen and repeat after the T.II. pre-writingTask 1 : Use the words to make sentences. Change the form of the verb.( No addition or omission is required)- introduce the aims of tasks in writing lesson. In task 1,T asks ss to discuss how to use suggested words in sentences.- go around the class to help ss if necessary.- ask ss to show their keys .T gives key to check

III. While writing-Ask Ps to work in pairs or in group to read and discuss about the re-ordered paragraphs.- Go around giving help- Ask Ss to compare their answers in pairs and read aloud in front of the class.

Key: a+4; b+3; c+2 ; d+ 1

Look at the board, listen to the teacher and take notes

give the Vietnamese equivalent (if necessary).- Read a new word three times, listen and repeat after the T.Sts listen, repeat and copy them.

Sts rewrite some words.

Sts know what they are going to learn.Sts work in pairs and discuss how to make sentences with required words.Sts compare their key and show them.Sts correct .

Key:1.There are many ways to tell someone goodbye, and most of them depend on the situation at hand.2.However, there is one rule that all situations observe: We seldom say goodbye abruptly.3.In English it is necessary to prepare a person for departure.4.We lead into the farewell by saying something pleasant and thoughtful like “I’ve really enjoyed talking to you”5.We might also say something relating to the time like “Gosh , I can’t believe how late it is ! I really must be going!”

work in pairs or in group to read and discuss about the re-



20’

5’

- Ask Ps to read their answers.- Listen to Ps and collect their mistakes for indirect correction.Checking - T correct with Ps.- T gives feedback on Ps’ work.- T points out some common mistakes made by Ps.- Ask Ps to give comments on the others’ writing.Paragraph 2:1. C 2. E 3. B 4. A 5. D

1. The simplest way to apologize is to say “ I’m sorry”.2. Let’s take a common situation. Tom is late for class and enters the classroom.3. What does he do? The most polite actions usually to take a seat as quietly as possible and apologize later.4. But if the teacher stops and waits for him to say something, he could apologize simply “ I’m sorry I’m late”, ask permission to take his seat and sit down.5. Naturally, more than this is needed, but it is not the time for it because it has already caused some interruption and doesn’t need to make it any longer.

IV. Post-writingDiscussion:Ask Ps to work in pair to discuss the question:- In what ways people tell someone goodbye?

- Go around giving help.- Ask some Ps to give their answers.- Listen to Ps and collect their mistakes for indirect correction.Homework:- Ask Ss to learnt by heart the lesson- Review the points that have been covered in the lesson and do the exercise in the exercise book.- Prepare for the next part.

ordered paragraphs.

compare their answers in pairs and read aloud in front of the classgive comments on the others’ writingParagraph 1:

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

1. It is difficult to write rules that tell exactly when you should apologize, but it is not difficult to learn how.2. If we have done something to hurt someone’s feeling, we apologize.3. An apology indicates that we realize we’ve made a mistake, and we’re sorry for it.4. It’s a way of expressing our regret or sorrow for something.5. When we apologize, we admit our wrongdoing or discourtesy, usually a reason for it, and express regret.

work in pair to discuss the question

give their answers.

**********UNIT 4 : SCHOOL EDUCATION SYSTEM

A : READING A. THE AIMS : - To practise Ss on reading skill and listening skill .


Lesson plane Ly Thanh Tong high school - To introduce Ss to School Education System in England . B. PREPARATION : 1. Teacher : - English 12 textbook. - English 12 teacher’s book. 2. Students : - English 12 textbook. C. THE TEACHING STEPS : 1. Classroom procedure : ( 2 minutes ) - greeting - checking the attendance . 2. Checking the previous lesson : * Teacher : _ To appoint two Ss to check the writing given . _ To give some remarks . 3. New lesson :

Estimated Time

Teacher’s activities Ss’ activities

I. BEFORE YOU READ - To explain the meaning .- To show Ss to complete the task given .

- To show Ss to guess what the meaning of passage is .

II . WHILE YOU READ- To read the passage twice .- To introduce new words : * Academic / / (adj) of education in school , universities , ect … The academic year :nam hoc , toan bo thoi gian trong mot nam khi viec giang day .... * Educate / / (v) to teach sb over a period of time at school , university ect……… Ex : She was educated in France . * Certificate / / (n) an official written or printed statement that may be used as proof or evidence of certain facts. Ex :an examination certificate (ie proving that sb has passed an

- To listen to the teacher . * WORK IN PAIRS

- To ask pairs of to complete the task given , choosing True or False : (1) T (2) T (3) T (4) F (5) T

- To listen to the teacher .


Lesson plane Ly Thanh Tong high schoolexamination .) * Curriculum / / (n) the subjects included in a course of study or taught at a particular school , college , ……….. Ex : Is Spanish on the curriculum at your school ?.

____________ TASK 1 ____________- To show Ss to complete the task given .- To remind Ss to read the passage learned once more before doing the task supplied.

- To help Ss to finish the task given , going around whole class .

- To correct Ss’ pronunciation .

_____________ TASK 2 ______________ - To

- To use answer key on page 46 , English 12 teacher’s book. -To help Ss to complete the task given , going around whole class .- To correct Ss’ pronunciation .

_____________ TASK 3 ______________- To explain its meaning .- To show Ss to complete the task given .

- To help Ss to finish the task given , going around whole class .- To use cues supplied on page , English 12 teacher’s book .

- To have Ss read all new words in chorus . Each word is read twice .

- To have Ss read the passage in silence .

- To listen to teacher .- To appoint Ss to complete the task given by oral drill : (1) State school (2) Primary school (3) Second school (4) Compulsory (5) The General Certificate of Second School (6) Curriculum (7) The General Certificate Of Education Advanced Level or The GCSA “A Level”.- To listen to the teacher .

* WORK IN PAIRS :- To have pairs of Ss answer the questionssupplied by oral drill .

- To write down answer key given into their notebooks.


-To have Ss complete the task supplied by oral drill .- To write down the answer key into their notebooks .

4. Consolidation :


Lesson plane Ly Thanh Tong high schoolIII . AFTER YOU READ

- To show Ss to finish the task given .- To explain the meaning of words supplied.

- To list to the teacher .- To write down those words into their notebooks : (1) IELTS : International English Language Tests . (2) TOEFL : Test Of English as a Second Language . (3) FCE : First Certificate English . (4) KET : Key English Tests (5) PET : Preliminary English Tests .

5. Home assignment : - To remind Ss to practise reading the passage learned several times . - New lesson : Ss prepare new lesson : B. SPEAKING , from page 47 to page 48 , Unit 4 , English 12 textbook .

******UNIT 4 : SCHOOL EDUCATION SYSTEM

B : SPEAKING A. THE AIMS : - To practise Ss on speaking skill and reading skill . - To show Ss to ask and answer the questions about the School Education System in Vietnam.

B. PREPARATION :1 . Teacher : _ English 12 textbook . _ English 12 teacher’s book.2. Students :

_ English 12 textbook .C. THE TEACHING STEPS :

1. Classroom procedure : ( 2 minutes ) - greeting . - checking the attendance .2. Checking the previous lesson : ( 7 minutes ) * Teacher :- appoints two Ss to check the reading , the vocabulary in the passage School Education System .

- gives some remarks . 3. New lesson :

Estimated Time


__________ TASK 1_____________- To show Ss to complete the task given .

* WORK IN PAIRS - To listen to the teacher .



- To help Ss to practise , going around whole class .

- To encourage pairs of Ss to do well.

___________ TASK 2 ____________- To explain the meaning .

- To show Ss to finish the task supplied.

- To help Ss to talk about the topic given -To go around whole class .

- To have Ss complete the task given .- To use cues in example , Task 1 .

* WORK IN GROUPS .- To listen to the teacher .- To have Ss talk about the school education system in Vietnam , using the information from Task 1 .

4. Consolidation :___________ TASK 3___________- To show Ss to complete the task supplied .- To encourage Ss to give some similarities and differences between the school system in Vietnam and in England._ asks students to notice some points:1. time2. terms3. the National curriculum4. subjects taught in school5. age _ asks some students to present their talks to the whole class._ ask some of them to give comments on their friends’ talks.

* WORK IN GROUPS :- To listen to the teacher .

- To have Ss talk about similarities and differences between the school system in Vietnam and in England ._ work in groups of fours to find the information they need to complete the task given._ some of them present their talks to the whole class._ some of them give comments on their friends’ talks.

5. Home assignment : - To remind Ss to continue to write about the topic discussed at home . - New lesson : Ss prepare new lesson : C. LISTENING , on page 46 , Unit 4 , English 12 textbook .

*****UNIT 4 : SCHOOL EDUCATION SYSTEM

C : LISTENING A . THE AIMS :

- To practise Ss on listening skill and speaking skill . B. PREPARATION : 1. Teacher : - English 12 textbook. - English 12 teacher’s book. 2. Students :


Lesson plane Ly Thanh Tong high school - English 12 textbook . C. THE TEACHING STEPS : 1. Classroom procedure : ( 2 minutes ) - greeting . - checking the attendance . 2. Checking the previous lesson : * Teacher :- appoints two Ss to talk about some similarities and differences between the school system in Vietnam and in England . - gives some remarks . 1C81-A0K5-19E5-MAAX-400F-NGFB-480X 3. New lesson :

Estimated Time


BEFORE YOU LISTEN - To explain the meaning . - To show Ss to ask and answer the questions supplied on page 46 , Unit Four English 12 textbook .


- To show Ss to read all words supplied on page 46 , Unit Four , English 12 textbook .

WHILE YOU LISTEN_____________ TASK 1 ____________- To explain the meaning .- To show Ss to complete the task provided .

- To read whole passage given from page 49 to page 50 , English 12 teacher’s book three times .- To help Ss to complete the task given , using answer key on page 49 , English 12 teacher’s book.

____________ TASK 2 __________- To read whole passage supplied once more .- To show Ss to complete the task given .

- To use answer key on page 50 , English 12 teacher’s book . - To help Ss to complete the task

* WORK IN PAIRS .- To listen to the teacher .

- To have pairs of Ss ask and answer the questions supplied on page 46 , Unit Four , English 12 textbook .

- To read all words supplied on page 46 , Unit Four , English 12 textbook . Each word is read twice .


- To have Ss read all questions supplied on page 46 , Unit Four , English 12 textbook in silence .

- To have Ss complete the task given .

- To write down answer key into their notebooks .


- To have Ss answer the questions supplied on page 46 , Unit Four , English 12 textbook by oral drill .


Lesson plane Ly Thanh Tong high schoolgiven , going around whole class .


4. Consolidation :

AFTER YOU LISTEN- To show Ss to finish the task given .

-To encourage pairs of Ss to finish the exercise well .

- To write down answer key supplied on page 50 , English 12 teacher’s book into their notebooks .

* WORK IN PAIRS :- To have Ss complete the task given , using ideas in Task 1 done .

5. Home assignment : - To remind Ss to practise talking to classmates about the studying at school several times . - New lesson : Ss prepare new lesson : D. WRITING , on page 47 , Unit 4 , English 12 textbook .

***********

UNIT 4 : SCHOOL EDUCATION SYSTEMD : WRITING

A. THE AIMS : -To practise Ss on writing skill and speaking skill . B. PREPARATION : 1. Teacher : - English 12 textbook . - English 12 teacher’s book . 2. Students : - English 12 textbook . C. THE TEACHING STEPS : 1. Classroom procedure : ( 2 minutes ) - greeting . - checking the attendance . 2. Checking the previous lesson : * Teacher : - appoints two Ss to check the reading , the vocabulary : the passage - School Education System . - gives some remarks . 3. New lesson :

Estimated Time


_____________ TASK 1 ______________- To explain the meaning .

* WORK IN GROUPS :- To listen to the teacher .


Lesson plane Ly Thanh Tong high school- To show Ss to finish the exercise supplied.

- To help Ss with the writing , going around whole class .

- To point 3 groups of Ss to write their own ideas on the blackboard. - To correct Ss’ writing .

____________ TASK 2 _____________-To explain the meaning .-To show Ss to achieve the task provided.

- To suggest choosing three ideas supplied to write the passage .

- To help Ss to finish the task provided , going around whole class .

- To have groups of Ss complete the exercise given .- To write rough draft .

- To have groups of Ss to finish the writing , using cues given on page 47,Task 1 .

- To listen to the teacher . - To have Ss complete the task given , using ideas done .

- To choose three ideas to complete the writing .

4. Consolidation :- To appoint Ss to express their own passage .

- To correct Ss’ writing .- To give some remarks .

- To ask Ss to write their own passage on the blackboard

5. Home assignment :

********UNIT 4 : SCHOOL EDUCATION SYSTEM

E: LANGUAGE FOCUS A. THE AIMS : - To practise Ss on writing skill and reading skill . - To show Ss how to use the passive voice . B. PREPARATION : 1. Teacher : - English 12 textbook . - English 12 teacher’s book . 2. Students : -English 12 textbook . C. THE TEACHING STEPS : 1. Classroom procedure : (2 minutes ) - greeting .


Lesson plane Ly Thanh Tong high school - checking the attendance . 2. Checking the previous lesson : * Teacher : _ appoints two Ss to check the writing given last period . _ gives some remarks .

3. New lesson :

Estimated Time


____________ TASK 1 ______________ PRONUNCIATION- To show Ss to read all words provided on page 47 , Unit Four , English 12 textbook.

- To show Ss to practise reading the sentences provided from page 47 to page 48 , Unit Four , English 12 textbook. - To correct Ss’ pronunciation .

___________ TASK 2 _______________ GRAMMAR* Exercise 1:-To explain the meaning .- To show Ss to complete the exercise given ..- To remind Ss to do the exercise with Simple Present Passive form : S + is / are / + P.P of main verb +…….


____________ TASK 3____________* Exercise 2 :- To explain the meaning . - To show Ss to finish the exercise provided .- To use answer key supplied on page 52 , English 12 textbook .

To help Ss to finish the exercise given ,going around whole class .- To write answer key on the blackboard .

___________ TASK 4 ____________


- To have Ss read all words provided on page 47 , Unit Four , English 12 textbook Each word is read twice . - To have Ss read the sentences provided on page 47 to page 48 , Unit Four , English 12 textbook . Each sentence is read twice .

- To appoint Ss to finish the exercise given by oral drill : (1) is divided (2) is separated (3) is set (4) is made up (5) is paid (6) are selected - To write down answer key into their notebook .


- To appoint Ss to achieve the exercise supplied by oral drill .Each sentence is read twice .

- To write down answer key into their notebook .


_ To read the text in silence .

- To appoint Ss to finish the 52 By Nguyen Thi Khanh

Lesson plane Ly Thanh Tong high school* Exercise 3 :- To explain its meaning .- To show Ss to finish the exercise provided

- To use answer key on page 53 , English 12 t teacher’s book .- To help Ss to finish the exercise given , going around whole class .

exercise by oral drill .

- To write down answer key into their notebooks .

4. Consolidation : _ Grammar note : * Teacher asks Ss to write down grammar note into their notebook . PASSIVE VOICE ( The thu dong ) A. Cach thanh lap :

……….+ Be + P.P +…………

B. Cac thi cua the bi dong :Passive tense

Simple Present

Structuream/ is / are + P.P+……………

ExampleEnglish is spoken here .

Present Continuous

am/ is / are being + P.P +……

The house is being painted .

Simple past was / were + P.P +…….. I wasn’t invited .

Past continuous

was / were being + P.P +……..

I was being watched .

Present perfect

have / has been +P.P +………….

Has Mary been told ?

Past perfect had been + P.P +………………

I has been forgotten .

Will future will be +P.P +…………………

You will be told soon .

Future perfect

Will have been + P. P +…………

Everything will have been done by Tuesday.

Going to future

Am / is / are going to be + P.P+

Who’s going to be invited ?

C. Cach doi mot cau tu the chu dong sang the bi dong :


Active : S V O


5. Home assignment : - To remind Ss to learn grammar note given by heart and practise the exercises supplied several times . - New lesson : Ss prepare new lesson : Unit Five _ Higher Education ,

*********Unit 5: higher education

A :ReadingI. Aims: To help students to practice:

Guessing words’ meanings in contexts Reading for details of information about application process for universities in

the UK Reading for gist and answer comprehension question

II. Aids: textbooks, pictures, board, chalksIII. Procedure

stages &time

teacher’s activities students’ activities

Pre-reading(7 mins)

+Warm-up : Guessing game ( - Motivate students and arouse their interest through the game.- Using picture to catch students’ attention)-Call on an S to go to the board and give a picture to him/her. Don’t let the others see it.-Tell the class the rules of the game.-Everybody makes yes/no questions to guess the answer of your friend’s question.-Observer students playing game

+Lead-in: -Ask students to look at 3 pictures in their books and work in pairs to answer the questions: -How do you say in English the names of these universities?

-Which of them would you like to apply to?

- One S goes to the board, gets the picture and doesn’t let others see it.-The S leads the game by asking the others:- Which university is it in the picture?-The others make yes/no questions Possible questions:-Are students in this university trained to be teachers?-Is the university in Hanoi?-Is it…university?-The S answers the questions using only yes or no. The game is over if an S guess the right university.-All the students look at the picture to check.

-Work in pairs and look at the pictures in their books to answer the questions

Expected answers:1.Hue University2.Hanoi University of Natural Science3. Hanoi University of Architecture

Possible answers:


Lesson plane Ly Thanh Tong high school-I would like to apply to Hanoi University of Science because I like studying mathematics.

While reading(30 mins)

-Ask students to spend 5 mins reading the text silently, trying to catch the main ideas of the text.-Ask students to read the text again and underline words and phrases that describe the requirements and application process to the universities in the UK.Task 1:-Ask students to work in pairs and guess the meanings of some new words in task 1 basing on the contexts in the reading text, then fill in the blanks.-Call some students to read aloud their answers and ask the others to listen and comment-Give T’s own remarks and corrections if necessary.

Task 2:-Ask the whole class to read through the sentences then choose the best options trying not to refer to the text as much as possible-Ask them to work in pairs, comparing their answers -Call some students to read aloud their answers -Listen to students’ answer and give remarks

Task 3:-Ask the whole class to read carefully all the application process to tertiary study in the UK then do task 3 individually.-Ask students to work in pairs, exchange their answers with their partners.-Call some students to give their answers

-Read the text carefully in 5 mins and catch its main ideas.

-Read the text again and underline words and phrases that describe the requirements and application process to the universities in theUK.

-Work in pairs, guessing the words’ meanings and fill in the blanks with their correct forms

-Some students read aloud their answers, others listen to their friends and comment correct if necessary.Expected answers:1.applications 6.required2. applied 7.requiremennts3. applicants 8.decided4. prefer 9.decision5. preference 10.decisive

-Read through the sentences then choose the best options trying not to refer to the text as much as possible

-Work in pairs and compare their answers.-Some students read aloud their answers; others listen and give their comments. Expected answers:1 2 3 4 5C C B B A

- Read carefully all the application process to tertiary study in the UK then put a tick if the information mentioned in the text or put a


Lesson plane Ly Thanh Tong high school-Listen to students’ answers and correct or comment if necessary

cross if not.-Work in pairs and exchange their answers.

-While some read their answers aloud; others listen and give their corrections or comments Expected answers:1 2 3 4 5 6D C A E F B

Post-reading (8 mins)

Homework

-Ask the whole class work in groups of four and discuss the question:+How importance is tertiary study to you?-Walk around to encourage students to express their opinions and give some suggestions to students :+It is important in gaining knowledge +It is important in your future jobs- Ask some groups to make discussion on the question in front of the class-Give comments

-Ask students to write paragraph on how important tertiary study is to them.

-Form groups of four and discuss the question of how importance tertiary study is to them.

-Ask T if there is any trouble

- Some groups make discussion on the question in front of the class; other give comments

Expected opinions:-I think that tertiary study is very important to us because we can widen our knowledge through -I think that tertiary study is a good preparation for us to get a good job in the future -Take note the homework

*****Unit 5: higher education

B :Speaking

I. Aims: To help students to practice: Talking about application process to tertiary study in Vietnam Asking and answering about time of application process to tertiary study in

VietnamII. Aids: textbooks, pictures, board, chalksIII. Procedure

stages Teacher’s activities students’ activities56 By Nguyen Thi Khanh

Lesson plane Ly Thanh Tong high school&time

Pre-speaking(5 mins)

Warm-up: what is my job?-Call on an S to go to the board and ask him/her to choose a job that he/she wants to do in the future and mime a typical activity which it involves.-Ask the whole class to look at their friend’s activity then ask him/her yes/no question to guess his/her job

-Observe students playing game and stop when there is a winner

- One S goes to the board, chooses a job that he/she wants to do in the future and mime a typical activity which it involves.-The S asks the others :

- What is my job?-The others watch his/her activity and make yes/no questions to guess the jobPossible questions:-Are you mending something?-Are you typing?-Do you work outside?-The S answers the questions using only yes or no. The game is over if an S guess the job.

While speaking(38 mins)

Task 1-Call an S to read aloud the request of the task -Ask the whole class to do task 1

-Ask students to exchange their answers with their friends.-Call some students to read aloud their answers to the class-Give corrections and remarks.

-The teacher elicits the meaning of these application process for students to guessTask 2-Ask students to work in pairs ,reading thee information in their books, asking and answering the question about the application process to tertiary study in Vietnam-Walk around to observe students talking and help them if necessary.-Call some pairs to stand up and ask & answer. Ask other pairs to

-One S read aloud the request of the task -Do task 1 individually. Put the ticks on those which are obligatory for whom to be admitted to a university in Vietnam-Exchange their answers with their friends.

- some students to read aloud their answers to the class; others listen and commentExpected answers:an application forman identify carda copy of the originals of school certificatea birth certificatea copy of records of your performance ay schoolscores of the required examination.Possible problems:-Students may don’t know the meanings of some application process

-Work in pairs -Read information in their books and practise asking and answering questions about the application process to tertiary study in Vietnam


Lesson plane Ly Thanh Tong high schoollisten and comment-Make necessary correction and comments

Task 3:-Introduce the task to the students ask them to work in groups of four-Ask students to make discussion and take note

-Go around and help them if necessary-Call some groups to handle their notes among the groups and check.-Call on some groups to stand up and make discussion in front of the class. Ask other groups listen and give comments

-Give T’s own comments

-T goes around to remind students to use English and suggest some difficult structures

-Ask T if necessary

- Some pairs to stand up and ask & answer; other pairs to listen and commentExpected pair work: S1: When do you fill in and send the application form?S2: In MarchS1: When do you take the GCSE examination?S2: in May.…

- Listen to the instruction and form groups of four

-Discuss and write the process of applying to a tertiary institution in Vietnam-Ask T if necessary

-Handle their notes among the groups and check.

-Some groups in turn stand up and make their discussion in front of the class; other groups listen and give commentsExpected group work: S1: I think the first process of applying to a tertiary institution in Vietnam is to fill in and send the application form.S2: Yes, then we must take the GCSE examinationS3: Only when we pass the GCSE examination, can we take the entrance exam. It often takes place in July.….Possible problems:-Students may speak Vietnamese while discussing.

Post-speaking (2 mins)

-Ask students to write a paragraph about the process of applying to a tertiary institution in Vietnam

-Take note their home work

*****Unit 5 : higher education


Lesson plane Ly Thanh Tong high schoolC :Listening

I. Aims: To help students: Develop the ability to get details from listening text to do true/false and

multiple choice exercises. Get detailed information on some problems students may have when studying

in a foreign country.II. Aids: textbooks, cassette, tape recorder, board, chalksIII. Procedure

stages &time


Pre-listening(7 mins)

Warm-up: interview -Ask students form pairs and give them instructions:-Imagine that in each pair, one of you is a Vietnamese student studying in a foreign country; the other ask her/him problems facing students when studying in a foreign country

-Call some pairs to report their interviews-Give remarks and leads to listening task+Pre-teach-Introduce the new words that will appear in the listening task and elicit the meanings-Read these words aloud and ask students to read them in chorus and individually

- Students form pairs and listen to T’s instructions-Work in pairs, asking and answering the problems facing students when studying in a foreign country Possible questions:S1: What problem you have to face when studying in America? S2: there are many problems such as: food, accommodation, living cost…-some pairs report their interviews; other pairs listen and give comments

-Listen to T and guess the meanings of these words

-Practise reading the words in chorus and individually.

While listening(25 mins)

task1-Ask students to carefully read all the statements silently in 1 minute -Play the record and ask students to listen for main ideas of the text-Play the record again and ask them to do the task -Ask students to compare their answers with their friends -Call some students to give their answers-T listen to and correct or comment

Task 2:Ask all students to spend 2 mins

- Read all the statements carefully in 1 minute

-Listen to the record for the main ideas of the text

-Listen again and tick true or false in their books -Check their answers with their friends

-Some students give their answers; others listen and give commentsExpected answers:

1 2 3 4 5T T T F T


Lesson plane Ly Thanh Tong high schoolto read the questions and options in the task-Play the record once again and ask students to do the task -Ask students to work in pairs to exchange their answers-Ask some students to read aloud their answers -Listen and give remarks. T can play the record again if students cannot give correct answers

-Read the questions and options in the task in 2 mins

-Listen to the record again and choose the best option

-Work in pairs and exchange their answers

-Some students read aloud their answers ; others listen and give comments Expected answers:1 2 3C C B

Post-listening(13 mins)

Homework

-Ask students to read the request aloud -Ask them to work in pairs again ,asking and answering the questions of the task -Go around and help students if necessary-Call some pairs to perform their dialogues-Listen and give remarks or good marks if students do well

-Ask students to write a paragraph about whether they like to do an undergraduate course in Vietnam or abroad and the reasons for that choice

-One student read the request aloud

-Work in group again and practise asking and answering the questions of the task-Ask T if necessary

-Some pairs stand up talking in front of the class; others listen and give commentsPossible dialogue: S1: Would you like to do an undergraduate course in Vietnam or abroad?S2: I’d like to do an undergraduate course in Vietnam S1: Why so?S2: Because my English is not good enough and I cannot afford tuition fees and accommodation for studying overseas.

-Take note their homework******

UNIT 5: HIGHER EDUCATION D :Writing

I. Aims: To help students: Practice writing short passage about the problems that Vietnamese students

may encounter when studying abroad. Using main ideas from discussion to write a passage.

II. Aids: textbooks, board, chalksIII. Procedure


Lesson plane Ly Thanh Tong high schoolstages &time


Pre-writin

g(5

mins)

Lead-in : -Ask students:-Do you want to study abroad? Why or why not?-Call some students to answer then give remarks

-Listen to the T’s question- Some students answer T’s question. Students can exchange their opinions with their friends Possible answers :-Yes, I want to study abroad because the learning environment there is better than in Vietnam.-No. I don’t want to study abroad because the cost of studying and living there ix much higher in Vietnam...

While writin

g(37

mins)

Task 1:-Ask one S to read aloud the request of task 1 -Ask students to work in groups of four discussing and taking notes the problems they may face when studying abroad.-Walk around to observe students’ activities and help them if necessary-Call some groups to make discussion in front of the class.-Give corrections if necessary and remarks.

Task 2:- Ask one S to read aloud the request of task 2-Ask all students to write a passage about the problems that Vietnamese students may encounter when studying abroad basing on the idea in task 1-T may call 1 or 2 students to write his/her passage directly on the board-Walk around help students if necessary .Ask them to pay attention to such linking words as first, second, etc.

- One S read aloud the request of task 1-Form groups of four and discuss and take notes the problems they may face when studying abroad.

-Ask T if necessary

- Some groups make discussion in front of the class; others listen and give commentsPossible discussion:S1: I think English language s the first problem we will face while studying abroad. We learn English in our country but we don’t have chance to speak English with native people.S2: The second problem is learning styles at tertiary level.We are not familiar with independent learning and modern study facilities.…

-One S read aloud the request of task 2-Do task 2: write a passage about the problems that Vietnamese students may encounter when studying abroad basing on the idea in task 1

-1 or 2 students write his/her passage directly on the board


Lesson plane Ly Thanh Tong high school-Ask all students to look at the board and correct their friend’s writings-Give T’s own comments and corrections

-Ask if necessary.-Pay attention to such linking words as first, second, etc.- Look at the board and correct their friend’s writings

-Give corrections or comments to the writings on the board

post-writing

(3 mins)

Homework-Ask students to correct their writing at home.

-Take note homework

******UNIT 5 : HIGHER EDUCATION

E :Language focusI. Aims:

Pronunciation: students practise pronouncing stress of more than three-syllable words

Grammar: students study the structure as well as the usage of conditional sentences

Vocabulary: students learn to use words relating to the topic application process to tertiary study and some abbreviations of some main high school exams


stages &time


Pronun ciation(10 mins)

1.Listen and repeat-Read the words in the textbook or play the record once or twice.-Read and ask students to repeat in chorus then individually or in pairs-Call some students to read the words aloud-Listen and correct if necessary2.Practice reading the sentences -Read the sentences once or twice then ask students to practise reading in pairs-Call some students to read the sentences aloud.-Listen ,correct if necessary and ask students to practise more at home

-Listen to the pronunciation of the words-Listen and then repeat in chorus then individually

-Some students read the words aloud; others listen and correct if there are mispronunciation

-Listen to the teacher and practise reading the sentences in pairs

-Some students read the sentences aloud; others listen and correct if necessary

Grammar and vocabulary

Exercise 1: -Ask students to read the request of task 1 carefully and do the task-Walk around to help students if

-Read read the request of task 1 carefully and do the task

-Ask T if there is any trouble62 By Nguyen Thi Khanh

Lesson plane Ly Thanh Tong high school(35mins) necessary

-Ask students to compare their answers with their friends’-Call some students to read out the answers-Give correction or comments if necessary

Exercise 2:-Ask students to read the request of task 1 carefully and do the task-Walk around to help students if necessary-Ask students to compare their answers with their friends’-Call some students to read out the answers-Give correction or comments if necessary

Exercise 3:-Ask students to read the request of task 1 carefully and do the task-Walk around to help students if necessary-Ask students to compare their answers with their friends’-Call some students to read out

-Compare compare their answers with their friends’

-Some students read out the answers; other give corrections Suggested answers:1. If you fail the GCSE exam, you will not be able to take the en trance exam to the university.2. You won’t be able to get into the exam room if you are 10 minutes late.3. If you don’t send the application form on time, you will not be able to take the entrance exam.4. If you don’t have a reference letter, you won’t be able to submit your application form.5. Unless you show your identify card, you won’t be able to get into the exam room.




-Some students read out the answers; other give correctionsSuggested answers:1. If she had a car, she would go out in the evening2. If Sarah liked school, she would study hard.3. I would/could do the test if it were not too difficult4. Peter would read a lot if he had more time5. If I spoke Korean, I would translate it.6. If they weren’t afraid of flying, they would study abroad.





Lesson plane Ly Thanh Tong high schoolthe answers-Give correction or comments if necessary

-Some students read out the answers; other give correctionsSuggested answers:1. If John had passed the GCSE exam, he would have been able to take the entrance exam to the university. 2. If you had sent me the application on time, they might have called for you an interview .I can’t understand why you didn’t.3. If John had installed an alarm, the thieves wouldn’t have broken into his house.4. I would have made a film with him if I had been a famous director5.Had you told me earlier, I would have given it to you6.We would have sent you a Christmas card if we had had your address

*********Unit 6: Future jobs

A :ReadingI. Aims: To help students to practicse:

Guessing words’ meanings in contexts Reading for details of information about job interview. Reading for gist to make discussion

II. Aids: textbooks, pictures, board, chalkIII. Procedure

stages &time


pre-reading(7 mins)

Warm-up: Guessing game-Call on an S to go to the board and give a picture to him/her. Don’t let the others see it.-Tell the class the rules of the game.-Everybody makes yes/no questions to guess the answer of your friend’s question.-Observer students playing game

+Lead-in:

- One S goes to the board, gets the picture and doesn’t let others see it.-The S leads the game by asking the others:- Which university is it in the picture?-The others make yes/no questions Possible questions:-Are students in this university trained to be teachers?-Is the university in Hanoi?-Is it…university?-The S answers the questions using only yes or no. The game is over if an S guess the right university.-All the students look at the picture


Lesson plane Ly Thanh Tong high school-Ask students to look at the pictures in their books and work in pairs to answer the question: -What do they do?

-Ask students to work in groups of four to tick the factors that they think would help them succeed in a job interview.-Ask some groups to report their answers-Give T’s own comments

to check.

-Work in pairs and look at the pictures in their books to answer the questions

Expected answers:1.He is a waiter2.He is a mechanic3. She is a farmer4. She is a teacher5.He is a doctor

- Form groups of four and tick the factors that they think would help them succeed in a job interview.

-Some groups report their answers; others listen and commentPossible answers:giving clear, honest answers] feeling self-confident having good sense of humor

While reading(25 mins)

-Ask students to spend 5 mins reading the text silently, trying to catch the main ideas of the text.-Ask students to read the text again and underline words and phrases that help people to succeed in job interviewsTask 1:-Ask students to work in pairs and guess the meanings of some new words in task 1 basing on the contexts in the reading text, then circle the options-Call some students to read aloud their answers and ask the others to listen and comment-Give T’s own remarks and corrections if necessary.

Task 2:-Ask the whole class to read through the sentences then decide whether the statement are true or false-Ask them to work in pairs, comparing their answers -Call some students to read aloud their answers

-Read the text carefully in 5 mins and catch its main ideas.

-Read the text again and underline words and phrases that help people to succeed in job interviews

-Work in pairs, guessing the words’ meanings and circle the options

-Some students read aloud their answers, others listen to their friends and comment correct if necessary.

Expected answers:1 2 3 4

B C A B

-Read through the sentences then decide whether the statement are true or false


Lesson plane Ly Thanh Tong high school-Listen to students’ answer and give remarks -Work in pairs and compare their

answers.-Some students read aloud their answers; others listen and give their comments.suggested answers:

1.F 2.T 3.F 4.T 5.T 6.F 7.F 8.T

Post-reading(13 mins)

Home- work

-Ask the whole class work in groups of four and discuss the question:+Which pieces of advice given in the passage do you find most useful and least useful? Why? -Walk around to encourage students to express their opinions and give some suggestions to students - Ask some groups to make discussion on the question in front of the class-Give comments

-Ask students to write paragraph on how important tertiary study is to them.

-Form groups of four and discuss the question of the usefulness of the advice given in the passage


- Some groups make discussion on the question in front of the classExpected opinions:-I think that trying to reduce the feeling of pressure and a good impression on your interview is the most useful advice because you will get a high mark after the interview and stand a good chance to get the job.

-Take note the homework

******Unit 6 : future jobs

B: SpeakingI. Aims: To help students to:

Practise talking about characteristics of some future jobs: teachers, doctors, farmers…

Develop students’ ability through discussing and giving personal opinions on some kinds of jobs.

Provide students with some knowledge about job interview and raise their awareness about future job.


stages &time


Pre-speaki

Warm-up: whisper game-Divide the class into 5 groups then give them the instructions

- Form 5 groups and listen to the instruction


Lesson plane Ly Thanh Tong high schoolng(7 mins)

of the game-Each group chooses a representative!-Give each representative a piece of paper that describe a job

-Observe students playing the game and stop it when the game is over.

-Choose a representative

-The representatives receive the paper-Each representative whispers the sentence to another member of the group; that member whispers it to another till the last member.-The last member of each group in turn stand up and tell the whole class the sentence that (s) he was whispered and guess the job.

While speaking(38 mins)

Task 1:-Ask students to read the request and the information in the columns carefully -Ask students work in pairs, talking about some descriptions of the jobs given in column A.-Go around and observe students’ speaking activities or help them if necessary.-Call on some pairs to stand up and talk about the descriptions of the jobs.

- Listen and give comments

Task 2:-Ask students to read the request and the information in the columns carefully -Ask students work in pairs, discussing the jobs that they like or dislike to do and the reasons why -Go around and observe students’ speaking activities or

- Read the request and the information in the columns carefully -Form pairs and talk about some descriptions of the jobs given in column A.


- Some pairs stand up and talk about the descriptions of the jobs; others listen and give commentsExpected answersA teacher is the one who has to change teaching and learning methods and/ or carries out education reformA doctor is the one who takes care of sick people and helps save people’s livesA farmer is the one who constructs irrigation system and applies new farming techniques.A tourist guide is the one who finds good and safe hotels for customers and take people to place of interest.A writer is the one who tell stories through pictures and create imaginary characters and events- Read the request and the information in the columns carefully -Form pairs, discussing the jobs that they like or dislike to do and the reasons why

-Ask T if there is any trouble67 By Nguyen Thi Khanh

Lesson plane Ly Thanh Tong high schoolhelp them if necessary.-Call on some pairs to stand up and make discussion.


Task 3:-Call one S to read aloud the request-Ask students to work in groups of four, discussing the jobs they may do after finishing school-Go around and observe students’ speaking activities or help them if necessary.-Call on some pairs to choose representatives to report the result..


- Some pairs stand up and talk about the descriptions of the jobs; others listen and give commentsPossible discussion:S1: Do you like to be a journalist?S2: Yes, I would like to work as a journalist.S1: Why?S2: Because I think that working as a journalist would be a fascinating job, and I’d like to have a chance to travel all over the world and meet many interesting people.

-One S read aloud the request

-Students form groups of four, discussing the jobs they may do after finishing school


- Some pairs choose representatives to talk about the descriptions of the jobs; others listen and give commentspossible description:-After finishing school, I’d like to work for a foreign company. I will have a chance to work with foreigners. I think that I will get a high salary and the working conditions are good.

Home-work( 2 mins)

-Ask students to write a paragraph about the job they would like to do after finishing school

-Take note their homework

******Unit 6 : Future jobs

C :ListeningI. Aims: To help students to practise:

Listening to a passage for missing words to fill in the boxes Listening for gist and do true/false exercises. Summarizing information in a job a job advertisement.

II. Aids: textbooks, cassettes, record, board, chalksIII. Procedure


Lesson plane Ly Thanh Tong high schoolstages &time


Pre-listening(7 mins)

-Ask the students to look at their books then work in pairs, discussing to rearrange the job in order of degree in Vietnam.-Call some pairs to report their results -Listen and give comments +Pre-teach-Introduce the new words that will appear in the listening task and elicit the meanings-Read these words aloud and ask students to read them in chorus and individually

- Look at their books then work in pairs, discussing to rearrange the job in order of degree in Vietnam.

-Some pairs report their results ; others listen and give comments-

-Listen to T and guess the meanings of these words

-Practise reading the words in chorus and individually

While listening (30 mins)

task1-Ask students to carefully read all the boxes silently in 1 minute -Play the record and ask students to listen for main ideas of the text-Play the record again and ask them to do the task -Ask students to compare their answers with their friends -Call some students to give their answers-T listen to and correct or comment

Task 2:-Ask students to spend 2 mins to read all the statements-Play the record once again and ask students to do the task -Ask students to work in pairs to exchange their answers-Ask some students to read aloud their answers -Listen and give remarks. T can play the record again if students cannot give correct

- Read all the boxes carefully in 1 minute

-Listen to the record for the main ideas of the text

-Listen again and fill in the boxes

-Check their answers with their friends

-Some students give their answers; others listen and give commentsExpected answers:1.Jobs2.service3.trasportation4.companies5.service

-Read all the statements

-Listen to the record again and decide which statement is true, which one is false.-Work in pairs and exchange their answers

-Some students read aloud their answers ; others listen and give comments Expected answers:


Lesson plane Ly Thanh Tong high schoolanswers 1 2 3 4 5

T F T F F

Post-listening(8 mins)

-Ask students to work in pairs retelling the content of the listening passage-Walks around to help students if necessary-Call some pairs to retell the content of the listening passage-Listen and give comments

-Students work in pairs retelling the content of the listening passage

-Ask T if necessary

- Some pairs retell the content of the listening passage; others listen and comment

*****Unit 6 : future jobs

D :WritingI. Aims: To help students to

Understand the main information in job advertisement. Write a letter applying for the job in the advertisement


stages &time


Pre-writing(5 mins)

-Ask students to read the advertisement in their books carefully.-Help students if there is any new works

-Read the advertisement in their books carefully.

-Ask T if necessary

While writing(37 mins)

Task 1:-Ask one S to read aloud the request of task 1 -Ask students to work in pairs and do task 1-Walk around to observe students’ activities and help them if necessary-Call some pairs to give their answers

-Give corrections if necessary and remarks.

Task 2:- Ask one S to read aloud the request of task 2-Ask all students to write a letter

- One S read aloud the request of task 1- Work in pairs and do task 1

-Ask T if necessary

- Some pairs to give their answers; others give corrections

Possible answers:-Type of job: tour guide-Level of education needed-Work experience: experience as tour guide, fluent in English-Characters and interests: Good manner, willing to work hard for long hours

-One S read aloud the request of task 2


Lesson plane Ly Thanh Tong high schoolapplying for the job mentioned in the advertisement in task 1-T may call 1 or 2 students to write his/her passage directly on the board-Walk around help students if necessary .Ask them to pay attention to such linking words as first, second, etc.-Ask all students to look at the board and correct their friend’s writings-Give T’s own comments and corrections

-Do task 2: write a letter applying for the job mentioned in the advertisement in task 1

-1 or 2 students write his/her passage directly on the board

-Ask if necessary.-Pay attention to such linking words as first, second, etc.- Look at the board and correct their friend’s writings

-Give corrections or comments to the writings on the board

Home- work(3 mins)

-Ask students to correct their writing at home.

-Take note homework

******unit 6 : future jobs

E :Language focusI. Aims:

Pronunciation: students practice pronouncing weak form and strong form words: and, but, at, for, of, to, from

Grammar: students study the relative clauses Vocabulary: students learn to use words relating to the topic job application


stages &time


Pronunciation(10 mins)

1.Listen and repeat-Read the words in the textbook or play the record once or twice.-Read and ask students to repeat in chorus then individually or in pairs-Call some students to read the words aloud-Listen and correct if necessary2.Practice reading the sentences -Read the sentences once or twice then ask students to practise reading in pairs-Call some students to read the sentences aloud.-Listen, correct if necessary and ask students to practice more at home

-Listen to the pronunciation of the words-Listen and then repeat in chorus then individually

-Some students read the words aloud; others listen and correct if there are mispronunciation

-Listen to the teacher and practise reading the sentences in pairs -Some students read the sentences aloud; others listen and correct if necessary


Lesson plane Ly Thanh Tong high schoolGrammar (35 mins)

Exercise 1: -Ask students to read the request of task 1 carefully and do the task-Walk around to help students if necessary-Ask students to compare their answers with their friends’-Call some students to read out the answers-Give correction or comments if necessary

Exercise 2:-Ask students to read the request of task 1 carefully and do the task-Walk around to help students if necessary-Ask students to compare their answers with their friends’-Call some students to read out the answers-Give correction or comments if necessary

Exercise 3:-Ask students to read the request of task 1 carefully and do the task-Walk around to help students if necessary




-Some students read out the answers; other give corrections Suggested answers:1.whom 6.who2. which 7.whose3. Whoever 8.who4. which. 9.which5. which 10.whom




-Some students read out the answers; other give correctionsSuggested answers:1. I read a book written by a friend of mine.2.A man carrying a lot of money in a box got on the bus.3. In the street there were several people waiting for the shop to open 4. Britain imports many cars which/that were made in Japan5. There are a lot of people in your office waiting to talk to you.6. The cowboy wounded by an arrow fell off his horse7. Most of the people injured in the crash recovered quickly8. John, wishing he hadn’t come to the party, looked anxiously at his watch.




Lesson plane Ly Thanh Tong high school-Ask students to compare their answers with their friends’-Call some students to read out the answers-Give correction or comments if necessary


-Some students read out the answers; other give correctionsSuggested answers:2. The people who have just moved in next door have the same surname as the people just moved out.3. Noticing the door was open; I decided to go in, which turned out to be a mistake.4. Pauline asked me a question to which I had no reply5. Shouting at the top of his voice, he rushed out of the room, which was a typical.6.By the end of the week, which was the deadline, everyone who wanted travel scholarships had applied (for them)

*********Unit 7 : Economic reforms

A . Language skills1. Reading:

- To help students gain some knowledge about economic reforms in Vietnam.- To help students improve their reading skills: scanning and skimming, guessing

the meaning of words in context.Students learn words and phrases in terms of economics and policies.

2. Speaking: - Students can ask and answer about a picture - Students can ask and answer about the measures that the government and

people of Fantasia have done in carrying out economic reforms.- Students learn more words and phrases in term of economy.

3. . Listening: - Students can improve their listening skill : they can understand the passage

and then they can summarize the passage that they have listened to.- Students learn more words and phrases in term of music

4. Writing: - Students can write a report basing on the information given in the Table of

Tango’ economic development in two decades.

B. Language focus1. Pronunciation:

- Students can pronounce correctly the sounds /s/ and /z/ and words pronounced with /s/ and /z/.

2. Grammar:73 By Nguyen Thi Khanh

Lesson plane Ly Thanh Tong high school- Students know how to use “to infinitive” to talk about purposes.- Students revise information questions.- Students practice using past tense to talk about people’ autobiography-

Unit : 7A. Reading

Aims- To help students gain some knowledge about economic reforms in Vietnam.- To help students improve their reading skills: scanning and skimming, guessing

the meaning of words in context.- Students learn words and phrases in terms of economics and policies.

Aids- English textbook for students- English textbook for teachers- Pictures

Procedures


Lesson plane Ly Thanh Tong high schoolStages Teacher’s activities Students’ activities

Pre- readin

g(4min)

While- readin

g( 30

min.)

Task 1( 8

- Greet Ss- Ask students to look at the picture page 70 and ask Ss to answer some questions:1. What can you see in the picture?2. Do you think that the people in this picture lead a rich or poor life?3. What, in your opinion, should be done to improve the situation?- Call a pair to report their discussion- Introduce the topic: “Economic reforms in Vietnam”

- Teach some new words: ask students whether they know the words, if they do not know them, explain in English then ask them to give Vietnamese equivalents to check their understanding- initiate(v): start sth- shift(v): move or be moved from

one position or place to another- sector(n): a part of the business

activity of a country- priority(n): the state of being

more important than sb/sth or of coming before sb/sth else

- intervention(n): the act of intervening, especially a deliberate entry into a situation or dispute in order to influence events or prevent undesirable consequences

- subsequent(n): coming after or later

- inefficient(adj): not working or producing results in the best way, so that time or money is wasted

encourage(v): give hope, support or confidence to sb- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words again.- Ask students to read the passage in silence- Ask students to do Task 1: Give Vietnamese equivalent words to ones given in the passage-Ask students to discuss the answers in pairs.- Check Ss’ answer

-Greet teacher- Listen to the teacher and think about the topic.- Answer teacher’s questions in pairs

- Give Vietnamese equivalents

- initiate(v): b¾t ®Çu, ®Ò xíng

- shift(v): chuyÓn ®æi- sector(n): ngµnh, lÜnh

vùc

- priority(n): quyÒn u tiªn

- intervention(n): sù can thiÖp

- subsequent(n): tiÕp theo

- inefficient(adj): kh«ng hiÖu qu¶

encourage(v): khuyÕn khÝch, ®éng viªn.

- Read the words

- Read the passage in silence

- Do task 1


Lesson plane Ly Thanh Tong high schoolmin.)

Task 2( 10

min.)

Task 3( 7

min.)

- Write down the answers on the board- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words again.

- Ask students to do task 2 in pairs- Go around to supervise students if necessary.- Ask representatives of pairs to give the answers. If students’ answers are right, repeat them, if not, give the right answers.

- Ask students to do task 3 in groups- Go around to supervise students if necessary- Ask representatives of groups to answer the questions. If students’ answers are right, repeat them, if not, give the right answers

- Discuss the answers in pairs.National Congress:

§¹i héi toµn quèc

Renovation: ®æi míiUnder-developed:

Cha ph¸t triÓn / ph¸t triÓn thÊp

Dominate: Chi phèi, thèng trÞ

Stagnant: Tr× trÖInflation: L¹m ph¸tGovernment subsidies:

Nh÷ng sù bao cÊp cña chÝnh phñ

Government commitment:

Sù cam kÕt cña chÝnh phñ

Dissolve: Tan r· Substantial: Lín lao, ®¸ng

kÓ

- Write down the answers and read the words

- Do task 2 in pairs

- Give the answers:1. F2. F3. T4. F5. T- Do task 3

* Answers:1. It was officially initiated in 1986 by our Vietnam Communist Party.2. Its aim was to restructure the economy of Vietnam and to raise the living standards of the people.3. The measures the Government introduced to implement Doi Moi were (as follows):

- eliminated government subsidies,

- shifted economic priority from heavy industry to three major economic programs: production of food, production of consumer goods and



Post- reading

( 11 min.)

- Ask students to do After you read in pairs, scanning the text to find information to complete the note.- Go around to supervise them. Note down the serious and common mistakes- Call some pairs to read their note

- Give feedback and correct some serious or common mistakes.

production of exports,- reduced state

intervention in business,- opened trade relations

with all countries in the world,

- encouraged foreign and domestic private investment.

4. Since Doi Moi, Vietnam has undergone substantial changes. They are:

- productivity and agricultural exports have constantly increased,

- the farmers have enjoyed land use rights and have had greater choice on How to use their agriculture land,

- the workers have worked harder,

- the children, particularly those from ethnic minorities have had more opportunities to enjoy education and training.

5. We believe that with the strong commitment of our Party and Government to Doi Moi, we will attract more foreign capital investment and build a better life for our people.

- Do the Task in pairs

* Suggested answers:Before Doi Moi:Economy: under-developed, dominated by traditional agricultureCountry and people: poorProduction: stagnantShortage of schools, hospitalsInflation Government’s renovation measures:Eliminated government subsidies,Opened trade relations with all countries in the world,Shifted economic priority from heavy industry to three major


Lesson plane Ly Thanh Tong high schooleconomic programs: production of food, production of consumer goods and production of exports,Reduced state intervention in business,Encouraged foreign and domestic private investment.Since Doi Moi:Productivity and agriculture exports: increasedFarmers: enjoyed land rights, had greater choice to use their land Workers: worked harderChildren: enjoyed education and training.- Listen to the feedback and correct their mistakes.

******Unit 7 : B : Speaking

I. Aims- Students can ask and answer about some World Cup- Students learn more words and phrases in term of music.

II. Aids- English textbook for students- English textbook for teachers

III . Procedures

Stages Teacher’s activities Students’ activitiesPre-

speaking

( 5 min.)

- Introduce the lesson: Today, we learn Unit 7: Economic Reforms, part B. Speaking(Write on the board the title)

- Listen to the teacher and write the title in their notebooks.

Task 1- Ask students to look at Task 1- Ask students to do Task 1- While students discuss, walk around the class to guide or supervise them and give them help if necessary.- Ask one pair to report what they have talked

- Look at Task 1

- Do Task 1- Work in pairs and discuss in about 2 minutes.

S1: What does each pair of pictures tell you?S2: Picture 1a, 1b are about a school, picture 2a, 2b are about a companyS1: What changes can you see in each pair of pictures?S2: The school in 1b is larger than it is in 1a; it consists of three two-floor buildings. The factory in 2b is larger and better equipped than it is in 2a.



- Give comments, correct the common mistakes after they finish.

S1: What do you think people have done to change them?S1: I think people have invest more money in the school and the factory.

While- speaki

ng( 28 min.)

Task 2

- Introduce some new words (eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding) disadvantaged(adj): in a bad

social or economic situation; poor method(n): a way of doing sth qualified(adj) having passed an

exam or having the knowledge, experience, etc. in order to be able to do sth

insurance(n): an arrangement with a company in which you pay them regular amounts of money and they agree to pay the costs if, for example, you die or are ill, or if you lose or damage sth

irrigation(n): bringing a supply of water to a dry area, especially in order to help crops to grow

drainage(n): a system used for making water, etc. flow away from a place

fertilizer(n): a natural or chemical substance that is put on land or soil to make plants grow better

pesticide(n): a chemical substance that is used for killing animals, especially insects, that eat food crops

- insecticide(n): a substance that is used for killing insects

- Listen to the teacher.- Guess the meaning of the new words.

disadvantaged: thiÖt thßi

- method: Ph¬ng ph¸p qualified: dñ t c¸ch, giái

chuyªn m«n

insurance: b¶o hiÓm

- irrigation: viÖc tíi níc

- drainage: viÖc th¸o níc

- fertilizer: ph©n bãn

- pesticide: thuèc trõ s©u

- insecticide: thuèc diÖt c«n trïng

- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words again.- Ask students to do Task 2 in groups

- Read the new words .

- Do Task 2 in groups

The country of Fantasia started its overall reform in the early 1970s. The reform has brought about positive effects in many sectors of the economy, particularly in education, health care and agriculture. Work in groups, suggesting What the government and the people of Fantasia have done to improve their economy in these sectors.

Present perfect tense

- One student repeats the teacher’s instruction.


Lesson plane Ly Thanh Tong high school+ Which tense do we use When talking about recent changes?- Call one student to repeat the instruction to check whether they are clear about what they have to do

- Go around to supervise them. Note down serious and common mistakes.

- The others listen to their friends to make clear about what they have to do.

- Do Task 2

Post- speaki

ng( 10 min.)

Task 3

Home work

( 2 min.)

- After about 3 minutes of discussion, call some groups to report what they have done.- Ask the others to listen to their friends- Listen to students attentively and pay attention to the mistakes they have made

- After students finish, give them comments: correct some pronunciation mistakes they have made- Read aloud the words and ask the whole class to repeat.- Call 1 pair to role play in front of the whole class.- Ask the others listen attentively to their friends’ dialogue and give comments or ask questions.- Call another group if there is enough time.- Give feedback and correct serious or common mistakes.- Prepare a presentation about the development of Vietnam after Doi Moi

- Some groups report what they have discussed.S1: What have the government and the people of Fantasia done to improve education?S2: They have built more schools and have equipped more equipment and facilities.S3: They also give more scholarships to poor of disadvantage students.

- Repeat after the teacher.

- One pair to role play in front of the whole class.- Listen attentively to their friends’ dialogue and give comments or ask questions.

- Listen to the teacher and correct the mistakes.- Listen to the teacher and note down homework

****** Unit: 7 – C : Listening

I. Aims- Students can improve their listening skill: they can catch detail information

from the passage.- Students can summarize the passage.II. Aids- English textbook for students- English textbook for teachers- Tapes and cassette- Handouts

III. Procedures

Stages

Teacher’ activities Learners’ activities

Pre- Warm up:


Lesson plane Ly Thanh Tong high schoollisteni

ng (6min.)

- Let students play crosswords to revise the vocabulary in Reading lesson.- Call some pairs to give the answers.- Ask students to do task 1: discuss the question: Do you think that drug- taking should be banned? Why and Why not?- Ask one pair to report what they have discussed.

- Introduce some new words (eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding)- rationally(adv): contrary to or lacking in reason or logic - unfortunately(adv): not lucky- discourage(v): stop sb doing sth, especially by making him/her realize that it would not be successful or a good idea- ruin(v): damage sth so badly that it loses all its value, pleasure, etc.- measure(n): an action that is done for a special reason- drug- taker(n): a person who use drugs- solution(n): a way of solving a problem, dealing with a difficult situation, etc.islander(n): a person who lives on a small island- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words again.

- Listen to the teacher.- Play the game.


S1: Do you think that drug-taking should be banned?S2: Yes, I think so.S1: Why so?S2: Because taking drug is harmful to people’s health.


- rationally(adv): cã lÝ trÝ

- unfortunately(adv): kh«ng may m¾n- discourage(v): lµm n¶n lßng

- ruin(v): ph¸ h¹i

- measure(n): gi¶i ph¸p

- drug- taker(n): con nghiÖn

- solution(n): c¸ch gi¶i quyÕt

- islander(n): ngêi ë ®¶o

- Read the new words

While-listeni

ng(29min

.)

Task 1- Ask students to listen to the passage the first time- Read the passage twice- Ask some students to give their answers. If their answers are right, repeat them; if not give the correct answers.

- Listen to the passage and answer the questions.

* Answers:

1. F(in the Atlantic Ocean)2. F(a plant which contained a powerful drug)3. T4. T


Lesson plane Ly Thanh Tong high school5. F(on TV)6. F(nobody took any notice)7. T8. T9. F(other countries)

Task 2- Ask them to listen again the second and the third time to finish task 2:- Ask students to discuss the answers to the questions in pairs.- Go around to supervise students if necessary.- Eliciting the answers from students, if their answers are right, repeat the answers, if they are wrong, give them the answers:

- If most students do not catch the information for the questions, let them listen again to the passage once more.

1. What did the people of Tango discover?2. What did they do with the plant?3. What negative effects did the drug bring about?

4. How many measures did the Government take and what were they?

5. What did the Government of Tango decide to do eventually?

- Listen again the third time to finish the task.- Discuss the answers to the questions in pairs.

- Answer the questions, and correct the wrong answers.

1. They discovered a plant which contained a powerful drug.2. They grew it all over the island.3. The negative effects the drug brought about were:- Workers and farmers became lazy,- Children did not want to go to school, and- The whole population began to run short of food.4. The government took three measure: introduced a law to make the drug illegal, put the drug- takers into prison, and exported the drug to other countries.5. Eventually they decided to export the drug to other countries.

Post- listeni

ng(10min

.)

- Ask students to do After you read in groups _ discuss the question: Do you think that the government of Tango’s decision to export the drug to other countries was a better solution? Why/ Why not?

- Go around to supervise them. Note down serious and common mistakes.- Ask one group to report what they have discussed- Give comments after they finish- Call another group if there is enough time.

- Do After you read in groups- Suggested expression:In my opinion…I think…I believe…I do not think…From where I stand…

- Report what they have discussed

- Listen to the teacher and correct the mistakes.

- Listen to the teacher and correct 82 By Nguyen Thi Khanh

Lesson plane Ly Thanh Tong high school- Give feedback and correct serious or common mistakes.

the mistakes.

Handout

1 2 31 D O M I N A T E

2 I N F L A T I O N IS

3 S T A G N A N T4 C O N S U M E R A5 R E N O V A T I O N T

L E6 R E S O L V E

7 E D U C T I O N

Fill in the box with the words which means…Down:

1. to become or to make sth become liquid2. a soft silver-white metal that is often mixed with other metals3. a large area of land in the countryside that is owned by one person or family

Across:1. to be more powerful, important or noticeable than others2. a general rise in prices; the rate at which prices rise3. not flowing and therefore dirty and having an unpleasant smell4. a person who buys things or uses services5. bring something such as a building back to a former better state by means of

repairs, redecoration , or remodeling 6. to find an answer to a problem7. the teaching or training of people, especially in schoolsAnswers:

1 2 31 D O M I N A T E

2 I N F L A T I O N I S3 S T A G N A N T

4 C O N S U M E R A5 R E N O V A T I O N T

L E6 R E S O L V E

7 E D U C T I O N

**********Unit 7 - D : Writing

I. Aims- Students can write a report basing on the information given in the Table of

Tango’ economic development in two decades- Students can improve their writing skill.



Lesson plane Ly Thanh Tong high schoolStage

sTeacher’s activities Students’ activities

Pre- writin

g(7min.)

- Write on the board the title of the lesson: Unit 7: Economic reforms Part D. Writing- Ask students to look at the table page 76This table presents the achievements the government and the people of Tango have gained in some braches of the economy after two decades of their economic reform.- Introduce some new words.( eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

Fishery: the catching, processing, or selling of fish, including the industries and occupations involved in these activities

Forestry: the science or skill of planting and growing trees or managing forests

- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words again.

- Write down in the notebooks the title.

- Look at the table page 76


- Fishery :ng nghiÖp

- Forestry: l©m nghiÖp

- Read the words

While- writing

(28 min.)

Task 1- Ask students to answer the questions in pairs.

- Go around to supervise them if necessary.- Call some pairs to give the answers. If their answers are right, repeat them; if not give the correct answers.

- Answer the questions in pairs

* Give the answers:S1: What was the economic situation in Tango before 1980?S2: Before 1980, Tango was in ruins, starvation was popular because of the lack of rice and foods.S1: What can you say about the economic situation in Tango from 1980 to 2000?S2: From 1982 to 2000, Tango’s economy has developed quickly.S1:What do you think the government and the people of Tango have done to achieve these result?S2: I think they have borrowed money from other countries to boost the economy.


Lesson plane Ly Thanh Tong high schoolTask 2- Ask students to do Task 2 individually: write a report of 150 words on the economic development of Tango. It must conclude details such as:

the economic situation of Tango before 1980

the measures taken by the government and the people of Tango to overcome the problems.

the achievements (as presented in the table) they have made as a result of the reform.

What words do you often use to express changes in economy?

- Go around to supervise them. Note down serious and common mistakes- Show and correct some common mistakes.

- Do Task 2 individually.

stagnantunderdevelopedincreasedecreasesteadilyby…percentgradually…

- Write the description


Post- writin

g( 10 min.)

- Ask students to revise their description.- Ask students to hand in their work to mark

- Revise their description.

- Hand in their work

**********Unit 7 – E : Language focus

I. Aims 1. Pronunciation:

- Students can pronounce correctly the sounds /s/ and /z/ and words pronounced with /s/ and /z/.

2. Grammar:- Students know how to use “to infinitive” to talk about purposes.- Students revise information questions.- Students practice using past tense to talk about people’ autobiography-II. Aids- English textbook for students- English textbook for teachers- Pictures

III. Procedures

StagesTeacher’s activities Students’ activities


Lesson plane Ly Thanh Tong high schoolPronunciation(7min.)

- Introduce the lesson:Auxiliary often has the strong form when it is used in short answers, and it has the weak form when it is used in questions.- Read the auxiliaries both strong and weak forms for students to recognize the difference- Read the second time for the students to repeat.- Ask 2-3 students to repeat, correct their mispronounce.

- Listen to the teacher - Listen to the teacher

- Read the sound

Practice these sentences- Read 2 times the sentences, and then let the whole class read the sentences twice or three times.- Put stress mark for them to practiseI’ve got something for you.You’ve got something for me?We’ve failed and they’ve passed.I haven’t always lived in this cottage, you know.Haven’t you? You’ve not been here long, of course.I haven’t. But I’ve grown to love it already.He’s left, and she’s gone to work, too.Hasn’t the doctor come yet?No. The doctor hasn’t been called.- Call 2-3 students to read the sentences again.- Ask them to read the sentences in pairs, go around to supervise them.

- Read the sentences twice or three times.

I’ve got something for you.You’ve got something for me?We’ve failed and they’ve passed.I haven’t always lived in this cottage, you know.Haven’t you? You’ve not been here long, of course.I haven’t. But I’ve grown to love it already.He’s left, and she’s gone to work, too.Hasn’t the doctor come yet?No. The doctor hasn’t been called.

- Read the sentences again

- Read the sentences in pairs.

Grammar

(38min.)

Exercise 1- Introduce some prepositional phrasesCan you tell me what the difference between in the end and at the end is? Give me some example.

-About in time and on time?

in the end : refers to time and means ‘finally’

We were too tired to cook, so in the end we decided to eat out. At the end of sth refers to the last part of a book, film, class, etc., at the point where it is about to finish:At the end of the meal, we had a row about who should pay for it.End is sometimes used before another noun:the end house • the end seat

in time: (for sth/to do sth) not late;



Among and between?

- Ask students to do exercise 1- Go around to supervise them- Ask students to discuss the answers in pairs.- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answers

Exercise 2:- Ask students to do Exercise 2_ complete the sentences, use “ although” + a sentence from the box.- Read the example to illustrate.- Go around to supervise them- Ask students to discuss the answers in pairs.- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answers

Exercise 3

with enough time to be able to do sthon time :not too late or too early; punctualBetween is usually used of two people or things However, between can sometimes be used of more than two when the people or things are being considered as individuals, especially when the meaning is that of number 7 (above) Among is always used of more than two people or things considered as a group rather than as individuals- Do Exercise 1- Discuss the answers in pairs.

- Give the answers1. in (in time for = early

enough)(“on time” doesn’t go with “for” or “to”)

2. of3. on (in business = being a

businessman, on business = to go on business).

4. At5. To

- Do Exercise 2

- Discuss the answers in pairs

- Give the answers1. Although I was very tired, I

couldn’t sleep.2. Although I had never seen

her before, I recognized her from the distance.

3. She wasn’t wearing a coat, although it was pretty cold.

4. We thought we’d better invite them to the party, although we don’t like them very much.

5. Although I didn’t speak the language, I managed to make myself understood.

6. Although the heat was on, the room wasn’t very warm.

7. I didn’t recognized her although I’d met her twice


Lesson plane Ly Thanh Tong high school- Ask students to do Exercise 3 individually- Go around to supervise them- Ask students to discuss the answers in pairs.- Go around to supervise them if necessary.- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answers

before.8. We’re not very good friends

although we have known each other for a long time.

- Do Exercise 3- Discuss the answers in pairs.

- Give the answers: 1. Although we had packed our

bags the night before, we forgot many things.

2. They didn’t eat anything although they were very happy.

3. Although Luong hadn’t studied English before, he could speak/ read the language very well/ make himself understood.

4. Although he had revised everything /studied very hard, he failed the exam.

5. Although summer has come, it is pretty cold/ there hasn’t been any rain.

***********Unit 8 : Life in the future

A. Language skills1. Reading:

- To help students improve their reading skills: scanning and skimming, guessing the meaning of words in context.2. Speaking:

- Students can ask and answer about changes of people and the world in the future.3. . Listening:

- Students can improve their listening skill : they can understand the passage about life expectancy.4. Writing:

- Students can write about the ideal world in which they would like to live in the year 2020.


- Students can pronounce correctly the contracted forms of auxiliaries(have and has)

2. Grammar:- Students know how to use articles and.


Lesson plane Ly Thanh Tong high school- Students know how to use some preposition phrases.

Unit 8 – A: ReadingI. Aims

- To help students improve their reading skills: scanning and skimming, guessing the meaning of words in context.

II. Aids- English textbook for students- English textbook for teachers- Pictures

III. Procedures


reading(4 min.)

- Ask students to look at the picture, page 80 and ask:What are the people going to do?Does it look like a normal airplane?How is it different?Do you think that life in the future will be like this?- Introduce the lesson

- Ask students to look at the questions in Before you read, page 80, working in pairs to discuss the question in Before you read:

1. Do you think life will be better in the future? Why/ Why not?

2. List three things that might happen in the future.

- Call a pair to report their discussion

- Look at the picture and answer the questions:They are going to fly.No

It looks more modern than a normal airplane. It has no wings.Yes,NoPossible answersS1: Do you think life will be better in the future? S2: YesS1: Why?S2: Because of the development of science and technology.S1: List three things that might happen in the futureS2: I think in the future, people can live in the Mar, people will be healthy without any diseases, and they can travel by plane to work everyday.

While- readin

g(30

min.)

- Teach some new words: ask students whether they know the words, if they do not know them, explain in English then ask them to give Vietnamese equivalents to check their understanding- Corporation(n): a large

business company- Chore(n): a job that is not

interesting but that you must do

- Burden(n): something that is heavy and difficult to carry

- Influence(v): to have an


- Corporation(n): doanh nghiep

- Chore(n): chuyen vat vanh

- Burden(n): ganh nang

- Influence(v): anh huong, tac dong



Task 1

Task 2

Task 3

effect on or power over sb/sth so that he/she/it changes

- Methane(n): a gas without color or smell, that burns easily and that we can use to produce heat

- Responsibility(n): a duty to deal with sth so that it is your fault if sth goes wrong


- Ask students to read the passage in silence- Ask students to do Task 1:Find the words in the passage that can match with the definition on the right column.-Ask students to discuss the answers in pairs.- Ask individuals to do the Task- Write down the answers on the board.

1. Pessimists2. Optimists3. Economic depression4. Terrorism5. Wiped out6. Space shuttle

- Check students’ understanding of the words by asking them to give the Vietnamese equivalents- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words again- Ask students to do task 2 in groups: Answer the questions according to the passage.- Go around to supervise students if necessary.- Ask representatives of groups to answer the questions. If students’ answers are right, repeat them, if not, give the right

- Methane(n): chat metan

- Responsibility(n): trach nhiem

- Read the words


- Do the task

- Discuss the answers in pairs.

- Give the answers.- Write down the answers

1. Pessimists: nhung nguoi bi quan2. Optimists: nhung nguoi lac quan3. Economic depression: suy thoai

kinh te4. Terrorism: khung bo5. Wiped out: xoa sach6. Space shuttle: tau vu tru

- Read the words- Do task 2 in groups

- Answer the questions

1. Many large corporations will be wiped out and millions of jobs will be lost.

2. The security of the earth will be threatened by terrorism, as terrorist groups will become more powerful and more dangerous.

3. People will be living in much cleaner environment, breathing fresher air and eating healthier foods. They will also be better looked after by a modern medical system. Domestic chores will no longer be a burden thanks to the interventions of labor- saving devices.

4. They are developments in micro technology- computer and telecommunication


Lesson plane Ly Thanh Tong high schoolanswers.1. What will happen in an

economic depression?2. Why, according to

pessimist, will security of the earth be threatened?

3. What will life be in the future, according to optimists?

4. What are the most important factors that will bring about dramatic changes in different aspects of out lives?

- If students’ answers are right, repeat them, if not, give the right answers.- Ask students to do After you read in pairs:

Scan the text to find information to complete the note.- Go around to supervise them. Note down the serious and common mistakes- Call some pairs to read their note.

- If students’ answers are right, repeat them, if not, give the right answers

- Do the Task in pairs.

1. Work: factories will be run by robots, offices will go electronic, many people will work from home.

2. Travel: travel by space shuttle very fast, at 15000 kms per hour; cars could run on electricity or methane gas and fitted with computers.

Post- readin

g(10min.

)

Home work

( 1 min)

- Ask students to do After you read in groupsWhat are the advantages of robots?

What are the disadvantages of robots?(write the answers on the board)- Go around to supervise them. Note down serious and common mistakes.- Ask one group to report what they have discussed- Give feedback and correct some serious or common mistakes.

- Read the passage again- Emphasize words and

- Do After you read in groups

Advantages: save labor, do difficult jobs so that men have more time to enjoy life or do more creative work.Disadvantages: replace human beings in many fields so many people will lose their jobs or go jobless


- Listen to the feedback and correct their mistakes

- Listen to the teacher and note down


Lesson plane Ly Thanh Tong high schoolstructures in the passage

******Unit 8 - B. Speaking

I. Aims- Students can ask and answer about changes of people and the world in the

future.II. Aids- English textbook for students- English textbook for teachers

III. Procedures

Stages Teacher’s activities Students’ activities

Warm up

( 2 min.)

While- speakin

g(28

min.)

Task 1(13

min.)

- Tell students a riddle + Ask students the question:

How can we get some clean water?

+ Give the answer: Bring the water from the river and wash it.

- Introduce the lesson:

- Introduce some new words (eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

- to be declared open: to be stated publicly and officially

- holiday resort: a place where a lot of people go to on holiday

- a cure for: a medicine or treatment that can cure an illness, etc.

- holiday maker: a person who go on holiday.

- running on: the action or sport of running

- cold war: the war against common cold.

- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words again.- Ask students to look at Task 1- Ask students to do Task 1:Look at these newspaper cuttings from the future, They were written on 1st of April. Say what will have happened and what people will be doing by the end of the 21st century

- Listen to the riddle- Answer the question+ We buy clean water from the shop+ We ask our parents for it.+ ……………..- Listen to the teacher and write the title in their notebooks.


- to be declared open: ®îc c«ng bè réng r·i

- holiday resort: n¬i nghØ m¸t

- a cure for: ph¬ng thøc ch÷a

- holiday maker: kh¸ch ®i nghØ

- running on:

- cold war: cuoc chien chong lai benh cam


- Look at Task 1- Do Task 1



Task 2(16

min.)

- Revise the use of future tense:+ When we want to say about an event going on at a particular time or over a period of time in the future, which tense do we use?+ When we want to talk about something that will be ended, completed or achieved by a particular point in the future, which tense do we use?Look at the example, this action will be completed by the end of the 21st century, so we use will+ have+ P.II.- Ask one student to read the example- Ask Ss to work in pairs to say what will have happened and what people will be doing by the end of the 21st century.- Walk around the class to guide or supervise them and give them help if necessary.- Ask some pairs to report what they have talked- Give comments; correct the common mistakes after they finish.- Introduce some new words (eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

- Living standard: the quality of life

- Fatal disease: disease causing or ending in death.

- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words againHow can we say if we want to make prediction?What else? -> We often base on something to make prediction, you have to give reasons for your prediction.Could you tell me how we say to give reason for something?If we mean that the reasons are negative, what should we useIf the reasons are positive, what should we use?Give some expressions of reasons:

We use “will+be+V_ing.”

- Read the example- Do Task 1 in pairs

- Work in pairs

- Report what they have talked.




It is likely that+ clauseIt is unlikely that+ clauseIt is possible that+ clauseIt is impossible that+ clause

Because+ clauseBecause of+ Noun phraseSince/As + clauseFor+ Noun phraseAs a result of

Thanks to+ Noun phrase



Post- speakin

g( 15 min.)

Task 3:

-…because living standards will be/ have been improved.- …the cures for fatal diseases will be/ have been found.-… it’s (Jupiter/Mars/moon) too far.-… It’s (Jupiter/Mars/moon) too cold/ hot there.-… there’s no water there./ The atmosphere is too thin there.-…It’s too costly/ just impossible to do that.- Ask one student to read the example- Ask some Ss to recall the way to show opinion

- Give example:In my opinion, it’s unlikely that by the end of the 21st century people will be living to the age of 150 because there will be more and more diseases.- Ask students to do Task 2 in pairs, discussing which of the predictions are likely/ unlikely to happen. Give at least two reasons for each- Call one student to repeat the instruction to check whether they are clear about what they have to do- Go around to supervise them. Note down serious and common mistakes- After about 3 minutes of discussion, call some pairs to report what they have done- After students finish, give them comments: correct some pronunciation mistakes they have made- Read aloud the words and ask the whole class to repeat

- Ask students to do Task 3: : making some more predictions about what life will be like one hundred years from now.( work in groups of 4) - After about 3 minutes of discussion, call some groups to report what they have done

In my opinionfrom my point of viewAs far as I am concerned.I thinkI believe- Listen to the teacher

- Do Task 2 in pairs

- One student repeats the teacher’s instruction.- The others listen to their friends to make clear about what they have to do

- Some pairs report

- Repeat after the teacher

- Work in groups to do Task 3

- Some groups report what they have discussed:I think it is likely by the end of 2106, scientists will have found a cure for AIDS thanks to the developments of science and technology- Listen to the teacher




- After students finish, give them comments: correct some pronunciation mistakes they have made- Read aloud the words and ask the whole class to repeat

**********Unit 8 - C. Listening

I. Aims- Students can improve their listening skill : they can understand the passage about life

expectancy.

II. Aids- English textbook for students- English textbook for teachers- Tapes and cassette- Handouts

III. Procedures

Stages Teacher’ activities Learners’ activitiesWarm

up( 7

min.)

Pre- listeni

ng

- Let students play a game- Introduce the game rule:

This is Lucky number game. We have four teams. I will give a definition, and you have to give the word it refers to. You have to raise your hand to answer the question.Who raises the hand first will have the right to answer the question.If your answer is right, you will get one point. If not, the other team will answer the question. The team which gets the true answer can choose the next question, if it is a lucky number, that team will get 2 points. - Let Ss play

- Ask students to do Task 1:Discuss the question: Which of the following factors do you think might help people have a long and healthy life? + No smoking? Why?+ Love a lot? Why?- Ask one pair to report what they have discussed.

- Listen to the instruction


S1: Which factors do you think might help people to have a long and healthy life/S2: I think they are no smoking, eating healthy food, laughing a lot, and doing exercise because by doing so, we can improve our health.- Listen to the teacher.- Guess the meaning of the new words.



While-listeni

ng( 28

min.)Task 1

( 16 min.)

Task 2( 12

min.)

Post-


- incredible(adj. ): impossible or very difficult to believe

- centenarian(adj. ):belong to the century, 100 years

- eradicate(v): to destroy or get rid of sth completely

- life expectancy(n): the number of years that a person is likely to live

- eternal life(n): life without beginning or end; existing or continuing for ever

- mushroom(v):rise quickly- curable(adj.): (used about a

disease) that can be made better


- Ask students to read the statements in Task 1.- Ask students to listen to the passage the first time:Listen to an interview about people’s life expectancy in the future, listen and decide whether the statements are true or false.

- Play the tape or read the passage twice

- Ask some students to give their answers. Ask them to give reason for their answers. If their answers are right, repeat them; if not give the correct answers.

- Ask them to listen again the second and the third time to finish Task 2: answer the questions- Ask students to discuss the answers to the questions in pairs.- Go around to supervise students if


- Read the statements in Task 1.- Listen to the passage and answer the questions

1. F(Some scientists can predict)

1. F(Because we look after ourselves, eat more healthily, cut down on things like butter, alcohol and cigarettes)

2. F(80)3. T4. T

- Listen again the third time to finish the Task.

- Discuss the answers to the questions in pairs.- Answer the questions, and correct the wrong answers.

1. Eating more healthily, cutting down on things like butter, alcohol and


Lesson plane Ly Thanh Tong high schoollisteni

ng( 10

min.)

necessary.- Call some students to give the answers. If their answers are right, repeat the answers, if they are wrong, give them the answers:- If most students do not catch the information for the questions, let them listen again to the passage once more.

1. What are factors that help people have longer life expectancy according to Dr. Davis?

2. Which factor is the most important one? Why?

3. What will we have been able to do about AIDS in ten years’ time?

- Ask students to do After you listen in groups

Work in groups and the advantages and disadvantages of having a very long life.- Eliciting some ideas from the students:What are the advantages of having a very long life?

What are the disadvantages of having a very long life. (write the answers on the board)

- Go around to supervise them. Note down serious and common mistakes.- Ask one group to report what they have discussed- Give comments after they finish- Call another group if there is enough time- Give feedback and correct serious or common mistakes

cigarettes.2. The development in

medical science.3. In ten years’ time AIDS

will also be brought under control. / We’ll have been able to bring AIDS under control.

- Do After you listen in groups

Advantages:- Do many things they

want to do/ enjoy life more

- See their children and grandchildren grow up

- Help their children and grandchildren

- Children and grandchildren are happy with them

Disadvantages:- Too weak to do things

and often ill- Feel lonely when

children have grown up and busy with their own lives, and friends are dead.

- Do the task in groups

- Report what they have discussed- Listen to the teacher and correct the mistakes

Games


Lesson plane Ly Thanh Tong high schoolLucky number

1. Pessimists: a person who always thinks that bad things will happen or that sth will be not be successful

2. Lucky number3. Economic depression: a period when the economic situation is bad, with little

business activity and many people without a job4. Terrorism: the killing of ordinary people for political purposes5. Lucky number6. Wipe st out: to destroy sth completely7. Corporation(n): a large business company8. Lucky number9. Chore(n): a job that is not interesting but that you must do10. Burden(n): something that is heavy and difficult to carry11. Influence(v): to have an effect on or power over sb/sth so that he/she/it

changes12. Lucky number13. Methane(n): a gas without colour or smell, that burns easily and that we

can use to produce heat14. Responsibility(n): a duty to deal with sth so that it is your fault if sth goes

wrong*****

Unit 8 - D. WritingI. Aims

- Students can write about the ideal world in which they would like to live in the year 2020.


III. ProceduresStage

s Teacher’s activities Students’ activities

Pre- writin

g( 10 min.)Task

1:

- Write on the board the title of the lesson: Unit 8: Life in the future. Part D. Writing- Introduce some new words and expressions- Under the threat of terrorism: trong

sù ®e do¹ cña chñ nghÜa khñng bè

- Live in harmony: sèng hoµ thuËn- Live in clean healthy environment:

sèng trong m«i trêng trong s¹ch, lµnh m¹nh.

- My main desire is …: mong íc, kh¸t väng chÝnh cña t«i lµ…..

- Materialistic (a): theo chñ nghÜa vËt chÊt, nÆng vÒ vËt chÊt

- Let the whole class read the new words twice or three times.


- Listen to the teacher

- Read the words



While-

writing

( 20 min.)Task

2

Post- writin

g( 15 min.)

- Call 2-3 students to read new words again.- Ask students to read the passage

to analyze it.- Ask students to discuss the answers to the questions in pairs.- Go around to supervise students if necessary.- Call some students to give the answers. If their answers are right, repeat the answers, if they are wrong, give them the answers:1.What are the student’s concerns about?World peace?Employment?The environment?The people ?

2. Are your concerns similar to those?3. Do you have other concerns? What are they?

- Ask students to do Task 2 individually.

¦rite about the ideal world in which you would like to live in the year 2020 using the ideas you have discussed in Task 1Try to use the expression like: my main desire is to…., I would also wish…- Go around to supervise them. Note down serious and common mistakes.- Show and correct some common mistakes- Ask students to exchange their work to check

- Ask students to revise their description- Ask students to hand in their work to mark

- Read the passage to analyze it.


- World peace: peaceful world, no war, no conflicts, no threat of terrorism, people love in harmony- Employment: everyone has a job.- Environment: clean and healthy, less noise, less pollution, larger parks, wildlife is protected.- People: less materialistic, less selfish, less violent, and more loving.Yes, they are.Yes, I wish people can do the job that they like, and they no longer suffer from fatal diseases.

- Do Task 2 individually


- Listen to the teacher and correct the mistakes- Exchange the writing


**********Unit 8 - E. Language focus

I. Aims1. Pronunciation

- Students can pronounce correctly the contracted forms of auxiliaries(have and has) 2. Grammar - Students know how to use articles and.


Lesson plane Ly Thanh Tong high school- Students know how to use some preposition phrases.


III. Procedures

Stages Teacher’s activities Students’ activitiesPronou

n ciation( 7 min.)Listen and

repeat

Practice

Grammar and

vocabulary

(38 min.)Exercis

e 1(20 min.)

- Pronounce the auxiliaries both contracted forms and full forms for students to recognize the difference- Pronounce the second time for the students to repeat.- Ask 2-3 students to repeat, correct their mispronounce- Read 2 times the sentences, and then let the whole class read the sentences twice or three times.- Put stress mark for them to practice- Call 2-3 students to read the sentences again.- Ask them to read the sentences in pairs, go around to supervise them.

- Ask students to look at examples in exercise - Ask students to do exercise 1: combine the sentences with although / even though- Go around to supervise them- Ask students to discuss the answers in pairs.- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answers


- Read after the teacher

- Read the sentences twice or three times

- Read the sentences again.


- Do Exercise 1


- Give the answers1. in (in time for = early


2. of3. on (in business = being a


4. At5. to6. in7. about8. for9. between, opposite10. to11.

A/an is used before an indefinite



Exercise 2

(18 min.)

- Revise the use of articles.

- Ask students to do Exercise 2 Put a/an , the or No article ( #) in each space.- Go around to supervise them- Ask students to discuss the answers in pairs.- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answers

single noun, “the” is used before a definite noun, “the” is also used before an musical instruments. We use zero article before a proper noun or some structures such as by+ (means of transport) and last+ (time)…- Do Exercise 2


- Give the answers1. #2. #, #, #3. #, the, the4. the, #5. the, #6. the, #7. The, #8. an , the, the9. #, the10. A, a

**********Unit 9 : Deserts

A. Language skillsReading:

- To help students gain some knowledge about deserts.- To help students improve their reading skills: scanning and skimming, guessing the

meaning of words in context.Students learn words and phrases in terms of deserts

Speaking:- Students can ask and answer about a picture - Sts know the deserts in Australia.

Listening: - Students can improve their listening skill : they can understand the passage and then

they can summarize the passage that they have listened to.- Students learn more words and phrases in term of deserts

Writing:- Students can write a report basing on the information given in the Table of the Sahara

desert


- Students can use full and contracted forms of auxiliaries.2. Grammar:- Students know how to use so, but ,however, and therefore

Unit 9 - A. ReadingAims

- To help students gain some knowledge about deserts.- To help students improve their reading skills: scanning and skimming, guessing the

meaning of words in context.


Lesson plane Ly Thanh Tong high school- Students learn words and phrases in terms of deserts

Aids- English textbook for students- English textbook for teachers- Pictures

Procedures


Lesson plane Ly Thanh Tong high schoolStage

sTeacher’s activities Students’ activities

Pre- readi

ng(4min

)

While-

reading

( 30 min.)

Task 1

( 8 min.)

Task 2

( 10 min.)

Task 3

( 7 min.)

Post-

- Greet Ss- Ask students to look at the picture page 91 and ask Ss to answer some questions:1 What do you know about deserts?2 what kinds of plants and animals live in a desert.3 Name some of the countries which have deserts- Call a pair to report their discussion- Introduce the topic: Deserts- Teach some new words: ask students whether they know the words, if they do not know them, explain in English then ask them to give Vietnamese equivalents to check their understanding

- strech- sandy- aerial survey- Royal Geographical Society of

Australia- dune- sloping- hummock- crest- spinifex--

- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words again.- Ask students to read the passage in silence- Ask students to do Task 1: Give Vietnamese equivalent words to ones given in the passage-Ask students to discuss the answers in pairs Check Ss’ answer




- Greet teacher- Listen to the teacher and think about the topic.- Answer teacher’s questions in pairs


- Read the words


- Do task 1



- Give the answers:1. F2. F3. T4. F5. F6 T


* Suggested answers:

- Listen to the feedback and 103 By Nguyen Thi Khanh

Lesson plane Ly Thanh Tong high schoolreadi

ng( 11

min.)

- Ask students to do After you read in pairs, scanning the text to find information to complete the note.- Go around to supervise them. Note down the serious and common mistakes- Call some pairs to read their note- Give feedback and correct some serious or common mistakes.

correct their mistakes.

*****Unit 9 - B. Speaking

I. Aims- Students can ask and answer about some deserts- Students learn more words and phrases about deserts.


III . Procedures

Stages


Pre- speaki

ng( 5

min.)

- Introduce the lesson: Today, we learn Unit 9: part B. Speaking(Write on the board the title)


Task 1- Ask students to look at Task 1- Ask students to do Task 1- While students discuss, walk around the class to guide or supervise them and give them help if necessary.- Ask ss to check the trees and animals which can live in deserts- Give comments, correct the common mistakes after they finish.words explanationeucalyptusdate palm

- Look at Task 1


While- speaki

ng( 28 min.)

Task 2

Ask ss to find out as many natural features of a desert as possible .Then compare your note with the other pairs using the given cueseg : It is very hot in summer and it is cold in winter

Work in pairs

- Let the whole class read the new words twice or three times.


- Do Task 2 in groups- Call one student to repeat the instruction to check whether they are clear about what they have to do- Go around to supervise them. Note down serious and common mistakes.

Present perfect tense- One student repeats the teacher’s instruction.- The others listen to their friends to make clear about what they have to do.


Lesson plane Ly Thanh Tong high school- Do Task 2

Post- speaki

ng( 10 min.)

Task 3

Home work


- After students finish, give them comments: correct some pronunciation mistakes they have made- Read aloud the words and ask the whole class to repeat.- Call 1 pair to role play in front of the whole class.- Ask the others listen attentively to their friends’ dialogue and give comments or ask questions.- Call another group if there is enough time.- Give feedback and correct serious or common mistakes.- Prepare a presentation about the information about other deserts

- Some groups report what they have discussed.S1 : I choose : food , water , camel , knife, blanket, S2 : I choose : water car food, camel , blanket.




*******Unit 9 – C : listening

I. Aims- Students can improve their listening skill: they can catch detail information from the

passage.- Students can summarize the passage.II. Aids- English textbook for students- English textbook for teachers- Tapes and cassette- Handouts

III. Procedures

Stages

Teacher’ activities Students’ activities

Pre- listeni

ng (6min.)

Warm up:ask ss to answer the questions 1 What is a desert ?2 How is a desert formed ?3 can human beings make a desert ?

Work in pairs

While-listeni

ng(29min.

)



* Answers:9. T10. T11. F12. F13. T

Task 2- Ask them to listen again the second and the third time to finish task 2:

- Listen again the third time to finish the task.


Lesson plane Ly Thanh Tong high school- Ask students to discuss the answers to the questions in pairs.- Go around to supervise students if necessary.- Eliciting the answers from students, if their answers are right, repeat the answers, if they are wrong, give them the answers:


Task 3 Ask ss to listen again and fill in the missing words

- Discuss the answers to the questions in pairs.

- Answer the questions, and correct the wrong answers.

1. 90 percent 2. smaller plants3. prevent4. speading 5. capital6. canals

Post- listeni

ng(10min.

)

- Ask students to do After you read in groups _ discuss the questions in the book

- Go around to supervise them. Note down serious and common mistakes.- Ask one group to report what they have discussed- Give comments after they finish- Call another group if there is enough time.- Give feedback and correct serious or common mistakes.

Work in groups

********Unit 9 - writing

I. Aims- Students can write a report basing on the information given in the Table of

Tango’ economic development in two decades- Students can improve their writing skill.


III. Procedures



Pre- writin

g(7min.)

- Write on the board the title of the lesson: Unit 9 Part D. Writing- Ask students to look at the table page 96This table presents the information about the Sahara esert- Introduce some new words.( eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding)aridmoistureelevationacaciaGazellejackal


- Look at the table page 96


- Read the words

While- writing

(28 min.)

- Go around to supervise them if necessary.- Call some pairs to give the answers. If their answers are right, repeat them; if not give the correct answers.

.

Questions 1 Where is th Sahara desert ?2 Whwt is its total area /3 How long is it ? 4 How wide is it? 5 What is its natural feature ?- Land- Climate- sand-Table landWal kinds of trees can live in the Sahara desert ?




Post- writing

( 10 min.)




E.Language focus I. Aims


Lesson plane Ly Thanh Tong high school 1. Pronunciation:

- Students can use the full and contracted forms of theauxiliaries pronunced2. Grammar:- Students know how to use “ so , but, however and therefore.- Students revise information questions.- Students practice using past tense to talk about people’ autobiography-II. Aids- English textbook for students- English textbook for teachers- PicturesIII. Procedures


Pronunciation(7min.)

- Introduce the lesson:Auxiliary often has the strong form when it is used in short answers, and it has the weak form when it is used in questions.- Read the auxiliaries both full and contracted forms for students to recognize the difference- Read the second time for the students to repeat.- Ask 2-3 students to repeat, correct their mispronounce.


- Read the sound

Practice these sentences- Read 2 times the sentences, and then let the whole class read the sentences twice or three times.



- Read the sentences in pairs.Gramm

ar(38min.)

Exercise 1Explain how to use so or butCan you tell me what the difference so and but ? Give me some exampleIt began to rain , so I open my umbrellaIt began to rain , but he didn"t open his umbrella Note : Before " so , but " there is a comma- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answers.Exercise 2Underline the correct altrmative in the sencesNote : xplain how to use however- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answersGo around to supervise them

- Give the answers1 so2 but3 so4 but5 so6 but7 but8 so- give the answer 1 but2however3 yet4 so5 but6 however7 however8 but

Answer 1 therefore2 so3 so4 therefore5 however



Exercise 3Add so , therefore , or howeverNote The use of therefore- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answersGo around to supervise them


6 therfore7 so8 howerver.



Unit 10 : Endangered speciesA. Language skills

5. Reading: - To help students gain some knowledge about endangered species- To help students improve their reading skills: scanning and skimming, guessing

the meaning of words in context.Students learn words and phrases in terms of plants and animals.

6. Speaking: - Students can ask and answer about a picture .- Students learn more words and phrases in term of plants and animals

7. . Listening: - Students can improve their listening skill : they can understand the passage

and then they can summarize the passage that they have listened to.- Students learn more words and phrases in term of plants and animals

8. Writing: - Students can write a report basing on the information given in the Table of the

Sahara desert


- Rhythm2. Grammar:- Students know how to use Modal verbs : may , might, must mustn't , needn't

A. Reading

Aims- To help students gain some knowledge about endangered species To help students

improve their reading skills: scanning and skimming, guessing the meaning of words in context.

- Students learn words and phrases in terms of endangered speciesAids

- English textbook for students- English textbook for teachers- Pictures

Procedures



Pre- reading(4min)

While- reading

( 30 min.)

Task 1( 8 min.)

Task 2( 10

min.)

Task 3( 7 min.)

- Greet Ss- Ask students to look at the picture page 99 and ask Ss to answer some questions:1 Which of the folloing animals and insects are found in Vietnam ?2 Which of them is / are in danger ?/

- Call a pair to report their discussion- Introduce the topic:Endangered species - Teach some new words: ask students whether they know the words, if they do not know them, explain in English then ask them to give Vietnamese equivalents to check their understanding

- rhinoceros- leopard- parrot- impact- enact-vulnarable- poriority- derive from- habitat

- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words again.- Ask students to read the passage in silence- Ask students to do Task 1: Give Vietnamese equivalent words to ones given in the passage-Ask students to discuss the answers in pairs.- Check Ss’ answer


- Ask students to do task 2 in pairs



- Read the words


- Do task 1Answer :1- 1 d2 2 e 3 3 a4 4 b5 5 c



- Give the answers:1. d2. b3. a4a5. d




Post- reading

( 11 min.)

- Go around to supervise students if necessary.- Ask representatives of pairs to give the answers. If students’ answers are right, repeat them, if not, give the right answers.




- Listen to the feedback and correct their mistakes.



B. SpeakingI. Aims

- Students can ask and answer about endangered animals- Talking about the information of some endangered animals.


III . Procedures


speaking( 5 min.)

- Introduce the lesson: Today, we learn Unit 10: part B. Speakin g(Write on the board the title)


Task 1- Ask students to look at Task 1- Ask students to do Task 1; Ask and answer the questions 1 How do you call ;Gau truc, Te Giac ,Ho , Voi ,in English2 Where does each of them live ?3 Which of animals can use as pets or for food or medicine ?4 Which of them is/ are in dangered ?5 Can you guees the population of each species ?


- Look at Task 1


While- speaking( 28 min.)Task 2

Ask sts to study the information in the boxWord explanationdeclineswampbark

Work in pairs

- Let the whole class read the new words twice or three times.-Ask sts to work in pairs to ask and answer questions about them


- Do Task 2 in groupsS1 Where do giant pandas live ?S2 In bamboo forestsS1 What is the population of pandas in the world?


Lesson plane Ly Thanh Tong high schoolS 2 Only about 600

- Call one student to repeat the instruction to check whether they are clear about what they have to do

- Go around to supervise them. Note down serious and common mistakes.

Post- speaking( 10 min.)

Task 3

Homework( 2 min.)


- After students finish, give them comments: correct some pronunciation mistakes they have made- Read aloud the words and ask the whole class to repeat.- Call 1 pair to role play in front of the whole class.- Ask the others listen attentively to their friends’ dialogue and give comments or ask questions.- Call another group if there is enough time.- Give feedback and correct serious or common mistakes.- Prepare a presentation about the information about animals

Work in groups : Take turn to give an oral report on the animals mentioned in task 2.






C.Listening

I. Aims- Students can improve their listening skill: they can catch detail information from the

passage.- Students can summarize the passage.II. Aids- English textbook for students- English textbook for teachers- Tapes and cassette- Handouts

III. Procedures

Stages Teacher’ activities Learners’ activitiesPre-

listening

(6min.)

Warm up:Ask sts to dicuss and choose the best answer

Aek sts to listen to the teacher and repeat some new words in the book

Work in pairs1 A2 B3 D4 B5 C

While-listenin

g(29min.)

Task 1- Ask students to listen to the passage the first time- Read the passage twice- Ask some students to give their



Lesson plane Ly Thanh Tong high schoolanswers. If their answers are right, repeat them; if not give the correct answers.

* Answers:1 A2 B3 D4 B5 C

Task 2- Ask them to listen again the second and the third time to finish task 2:Ask sts to complete the chart in the book.- Go around to supervise students if necessary.- Eliciting the answers from students, if their answers are right, repeat the answers, if they are wrong, give them the answers:


- Listen again the third time to finish the task.1peaceful2 plant-eating3 a few females and their young4 plants and afew insects5 in trees6 in grasses7 forests being cut down

Post- listenin

g(10min.)

- Ask students to work in pairs to summarise the main ideas of the passage using the information intask 1 and 2


work in groups

D.WritingI. Aims

- Students can write a report basing on the information given to write about measures to protect endangered species and possible results

- Students can improve their writing skill.II. Aids

- English textbook for students- English textbook for teachers

III. Procedures



Pre- writing

(7min.)

ask sts to speak something about some rare animals which are in dangered .-Ask some questions ;Why are they in dangered ?-what about their habitats ?- Are they in danger ofvanishing?- Why are they in dangered of in nanishing?

Listen and answer the quetions

While- writing(28 min.)

Task1

Ask sts to read task 1 carefully and then suggest possible measures that should be taken to solve the broblems- In troduce the Red-List-Raise people's wareness of conversation needs.- Develop wildlife habitat resernes -Stop people from throwing rubbish in to forests , cutting down trees, hunting animals for food, fur, skin or otherproducts

Ask sts to do tak 1.work in pairsDiscuss the given sollution

Task 2 Ask sts to read the given sollutions again and then write a paragraph about measures for protecting endangered animals ( using the ideals discussed in Task 1 . Begin your paragaph with.There are anumber of measures tht should be taken to protect endangered animals




Post- writing

( 10 min.)




E.Language focus I. Aims 1. Pronunciation:

- Rhythm2. Grammar:


Lesson plane Ly Thanh Tong high school- Students know how to modals verbs: may , might , must , mustn't , needn'tII. Aids- English textbook for students- English textbook for teachers- PicturesIII. Procedures


Pronunciation(7min.)

- Introduce the lesson:Ask sts to practise reading the sentences in the book (paying attention to the stressed syllables )- Read the second time for the students to repeat.- Ask 2-3 students to repeat, correct their mispronounce.


- Read the sentences

Practice these sentences- Read 2 times the sentences, and then let the whole class read the sentences twice or three times.




ar(38min.

)

Exercise 1Explain how to use may,might, must't needn't

- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answers.Exercise 2Underline the correct altrmative in the sencesNote : xplain how to use however- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answersGo around to supervise them

Exercise 3Add so , therefore , or howeverNote The use of therefore- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answersGo around to supervise them


- Give the answers2 may, might wake3 may , might bite4 may, might need 5 may ,might slip6 may ,might break

.



Unit 11 : BooksA. Language skills

Reading:speci- To help students gain some knowledge about reading books habits- To help students improve their reading skills: scanning and

skimming, guessing the meaning of words in context.Students learn words and phrases in terms of plants and animals.

Speaking:- Students can ask and answer about reading habits- Students learn more words and phrases in term of reading habits

Listening: - Students can improve their listening skill : they can understand the

passage and then they can summarize the passage that they have listened to.

- Students learn more words and phrases in term of reading booksWriting:

- Students can write a passage describing abook- B. Language focus1. Pronunciation:- Rhythm2. Grammar:- Students know how to use Modal verbs in pasive voice

A.ReadingB.Aims- To help students gain some knowledge about reading habits To

help students improve their reading skills: scanning and skimming, guessing the meaning of words in context.

- Students learn words and phrases in terms of reading habitsAids

- English textbook for students- English textbook for teachers- Pictures

Procedures



Pre- reading(4min)

While- reading

( 30 min.)

Task 1( 8 min.)

Task 2( 10 min.)

Task 3( 7 min.)

- Greet Ss- Ask students to look at the picture page 110 and ask Ss to answer some questions:1 Do you often read books?2 what kind of books do you enjoy reading most ?3 How do you read books /

- Call a pair to report their discussion- Introduce the topic:books

- Teach some new words: ask students whether they know the words, if they do not know them, explain in English then ask them to give Vietnamese equivalents to check their understanding

swallloweddigestreviewerchew

- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words again.- Ask students to read the passage in silence- Ask students to do Task 1: Give Vietnamese equivalent words to ones given in the passage-Ask students to discuss the answers in pairs.- Check Ss’ answer





- Read the words


- Do task 1Answer :1 nuèt chöng 2 chÊm vµo3 nÕm4 khã cã thÓ5 tiªu ho¸6 nhai7 kh«ng thÓ ®Æt xuèng- Write down the answers and read the words

- Do task 2 in pairs- Give the answers:1NI 2 F3 NI4 T5F





Post- reading( 11 min.)

- Ask students to do task 3 in pairs- Go around to supervise students if necessary- Ask representatives of groups to answer the questions. If students’ answers are right, repeat them, if not, give the right answersAsk sts to work in pairs or groups . Find the names of types of boks in the square. - Go around to supervise students if necessary- Ask representatives of groups to answer the questions. If students’ answers are right, repeat them, if not, give the right answers


- Listen to the feedback and correct their mistakes.Give the answera thrillerb romancec noveld sciencee craftf fictiong comich biography



B. SpeakingI. Aims

- Students can ask and answer about endangered animals- Talking about the information of some endangered animals.


III . Procedures


speaking( 5 min.)

- Introduce the lesson: Today, we learn Unit 10: part B. Speakin g(Write on the board the title)


While- speaking

Task 1

- Ask students to look at Task 1- Ask students to do Task 1 : complet the following conversation .-What sort of books do you like reading ?- How do you read books?- When do you often read books?


- Look at Task 1

- Do Task 1- Work in pairs and practise reading in about 2 minutes.

( 28 min.)Task 2

Ask sts to ask and answer about each other's reading habits , using the questions in the conversation

Work in pairs- Work in pairs and practise reading in about 2 minutes.

-Ask sts to work in pairs to ask and answer questions about them - Do Task 2 in groups

S1 Where do giant pandas live ?( 10 min.)Task 3

- Ask students to do Task 1 : complet the following conversation .-What are you reading at the moment ?-Who is the main character?- What is he like?

Work in pairs.



Task 4

Task 5

Homework( 2 min.)

Ask sts to ask and answer about the book you are reading or you have read . Note down the answer

Ask sts to work in groups .

Report the resultto the group.

Work in pairs

Work in groups

C.Listening I. Aims

- Students can improve their listening skill: they can catch detail information from the passage.

- Students can summarize the passage.II. Aids- English textbook for students- English textbook for teachers- Tapes and cassette- Handouts

III. Procedures

Stages

Teacher’ activities Learners’ activities

Pre- listeni

ng (6min.)

Warm up: Aek sts to listen to the teacher and repeat some new words in the book

listen to the teacher and repeat the words given in the book

While-listeni

ng(29min.

)



1 B2 C3 A4 A5 A

Task 2- Ask them to listen again the second and the third time to finish task 2:

- Listen again the third time to finish the task.


Lesson plane Ly Thanh Tong high schoolAsk sts to complete the chart in the book.- Go around to supervise students if necessary.- Eliciting the answers from students, if their answers are right, repeat the answers, if they are wrong, give them the answers:


1 family2 strenghth3 humans4 journey5 pet

Post- listeni

ng(10min.

)

- Ask students to work in pairs to summarise the main ideas of the passage using the information intask 1 and 2


work in groups

WritingI. Aims

- Students can improve their writing skill.II. Aids

- English textbook for students- English textbook for teachers

III. Procedures

Stages Teacher’s activities Students’ activitiesWhile- writing Task1

Ask sts to read the questions in the books and put them under the correct headings-General introduction7 4 9- Summary2 5 6 8

work in pairs


Lesson plane Ly Thanh Tong high school-Conclution1 3

Task 2

Ask sts to read task 1 carefully and then ask and answer above quetons about a book you have read

Ask sts to do tak 2work in pairs

Task 2 Ask sts to read the given sollutions again and then write a paragraph about the book you have read recently baed on the results of task 1 and task 2 some sugggetions- I've just read…………….- It is ………………………- It was written by……………..- It is about…………………- …………………is / are the main charactr(s)-It is set in………………


- Write the report- Listen to the teacher and correct the mistakes.

Post- writin

g( 10 min.)


- Revise their report- Hand in their work

E.Language focus I. Aims 1. Pronunciation:

- Rhythm2. Grammar:- Students know how to modals verbsin passsive voiceII. Aids- English textbook for students- English textbook for teachers- PicturesIII.Procedures



Lesson plane Ly Thanh Tong high schoolPronun ciation(7min.)

- Introduce the lesson:Ask sts to practise reading the sentences in the book (paying attention to the stressed syllables )- Read the second time for the students to repeat.- Ask 2-3 students to repeat, correct their mispronounce.


- Read the sentences

Practice these sentences

- Read 2 times the sentences, and then let the whole class read the sentences twice or three times.




ar(38min.

)

Home work

Exercise 1Explain how to use modals verbs in passive voice

- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answers.Exercise 2Ask sts to complete the given conversation with the suitable passive form of the verb in brackets

- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answersGo around to supervise them

Ask sts to do exercised in the workbook

- Give the answers1 will be prepared 2 is food going to be cooked…….? 3 will be pre-pacaged4 can be wared5 should food be chosen6 have to offered7 could be selected8 ought to be made

.

Unit 12 : Water sportA. Language skills

Reading:- To help students improve their reading skills: scanning and skimming, guessing

the meaning of words in context.Speaking:


Lesson plane Ly Thanh Tong high school- Students can ask and answer about sports

Listening: - Students can improve their listening skill : they can understand the passage

about water sportsWriting:

- Students can write about instructions


- Elision2. Grammar:- Students know how to use Transitive and intransitive verbs

A. ReadingI. Aims

- To help students improve their reading skills: scanning and skimming, guessing the meaning of words in context.


III. Procedures

Stages


Pre- readin

g(4

min.)

- Ask students to look at the picture, page 119and ask:-Can you name the sport in the picture?-Where is it played ?- How do people play it ?- Introduce the lesson- Ask students to look at the questions in Before you read, page 119, working in pairs to discuss the question in Before you read:- Call a pair to report their discussion

- Look at the picture and answer the questions:

.

While-

reading(30

min.)

- Teach some new words: ask students whether they know the words, if they do not know them, explain in English then ask them to give Vietnamese equivalents to check their understanding

- vertical- cap- sprint- opponent- punch


- Ask students to read the passage in silence- Ask students to do Task 1:


- Read the words


- Do the task

- Discuss the answers in pairs.

- Give the answers.



Task 1

Task 2

Task 3

Find the words in the passage that can match with the definition on the right column.-Ask students to discuss the answers in pairs.- Ask individuals to do the Task 1- Write down the answers on the board.

7. eject8. sprint9. foul10.penalize11.tie12.opponent

- Check students’ understanding of the words by asking them to give the Vietnamese equivalents- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words again

- Ask students to do task 2 in groups: Answer the questions according to the passage.- Go around to supervise students if necessary.- Ask representatives of groups to answer the questions. If students’ answers are right, repeat them, if not, give the right answers.

5. Where can people play water polo?6. Where is the ball when the game

start /7. How can the ball be advanced?8. Which players are allowed to hold

the ball with both hands?9. What happens to the player who

commits five personal fouls/10.How long does the game of water

polo usually ?- If students’ answers are right, repeat them, if not, give the right answers.

- Ask students to do After you read in pairs:

Scan the text to find information to complete the note.- Go around to supervise them. Note down the serious and common mistakes- Call some pairs to read their note.

- If students’ answers are right, repeat them, if not, give the right answersAsk

- Write down the answers

- Read the words- Do task 2 in groups

- Answer the questions

- Do the Task in pairs.

.

Post- readi

ng(10min

.)

- Ask students to do After you read in groupsWhat are the advantages of robots?

What are the disadvantages of robots?(write the answers on the board)- Go around to supervise them. Note down

- Do After you read in groups

Advantages: save labor, do difficult jobs so that men have more time to enjoy life or do more creative work.Disadvantages: replace human



Home work

( 1 min)

serious and common mistakes.- Ask one group to report what they have discussed- Give feedback and correct some serious or common mistakes.

- Read the passage again- Emphasize words and structures in the passage

beings in many fields so many people will lose their jobs or go jobless


- Listen to the feedback and correct their mistakes

- Listen to the teacher and note down


Lesson plane Ly Thanh Tong high schoolB. Speaking

I. Aims- Students can ask and answer about changes of people and the world in the future.II. Aids- English textbook for students- English textbook for teachers

III. Procedures

StagesTeacher’s activities

Students’ activities

Warm up( 2

min.)

While- speaki

ng(28

min.)

Task 1(13

min.)

Task 2(16

min.)

- Tell students a riddle + Ask students the question:-Do you like sport ?- What kind of sport do you like ?

- Introduce the lesson:


- scuba-diving- -windsurfing- synchronized swimming- rowing


- Ask students to look at Task 1- Ask students to do Task 1:Ask sts to work impairs : Look at the pictures and match the names with the appropriate water sports1- swimming1- water polo3- synchronized swimming4- windsurfing6-rowing- Walk around the class to guide or supervise them and give them help if necessary.- Ask some pairs to report what they have talked- Give comments; correct the common mistakes after they finish.

- Ask students to do Task 2 in pairs, k at the table and talk about each of water sportsExample ;Water polo is played in a pool . It is played with aball and people play it in a team- Go around to supervise them. Note down serious and common mistakes

- Listen to the riddle- Answer the question.- Listen to the teacher and write the title in their notebooks.



- Look at Task 1- Do Task 1

We use “will+be+V_ing.”

-Read the example- Do Task 2 in pairs

- Work in pairs

- Report what they have talked.

- Listen to the teacher and correct



Post- speaki

ng( 15 min.)

Task 3:

- Ask students to do Task 3: : making some more predictions about what life will be like one hundred years from now.( work in groups of 4) - After about 3 minutes of discussion, call some groups to report what they have done

- After students finish, give them comments: correct some pronunciation mistakes they have made- Read aloud the words and ask the whole class to repeat

the mistakes.

It is likely that+ clauseIt is unlikely that+ clauseIt is possible that+ clauseIt is impossible that+ clause

Because+ clauseBecause of+ Noun phraseSince/As + clauseFor+ Noun phraseAs a result of

Thanks to+ Noun phrase

In my opinionfrom my point of viewAs far as I am concerned.I thinkI believe- Listen to the teacher


- One student repeats the teacher’s instruction.- The others listen to their friends to make clear about what they have to do

- Some pairs report


- Work in groups to do Task 3

- Some groups report what they have discussed:I think it is likely by the end of 2106, scientists will have found a cure for AIDS thanks to the developments of science and technology- Listen to the teacher



Lesson plane Ly Thanh Tong high schoolC. Listening

I. Aims- Students can improve their listening skill : they can understand the passage about life

expectancy.

II. Aids- English textbook for students- English textbook for teachers- Tapes and cassette- Handouts

III. Procedures

Stages Teacher’ activities Learners’ activitiesWarm

up( 7 min.)

Pre- listenin

g

- Let students play a game- Introduce the game rule:

This is Lucky number game. We have four teams. I will give a definition, and you have to give the word it refers to. You have to raise your hand to answer the question.Who raises the hand first will have the right to answer the question.If your answer is right, you will get one point. If not, the other team will answer the question. The team which gets the true answer can choose the next question, if it is a lucky number, that team will get 2 points. - Let Ss play

- Ask students to do Task 1:Discuss the question: Which of the following factors do you think might help people have a long and healthy life? + No smoking? Why?+ Love a lot? Why?- Ask one pair to report what they have discussed.


- incredible(adj. ): impossible or very difficult to believe

- centenarian(adj. ):belong to the century, 100 years

- eradicate(v): to destroy or get rid of sth completely

- Listen to the instruction


S1: Which factors do you think might help people to have a long and healthy life/S2: I think they are no smoking, eating healthy food, laughing a lot, and doing exercise because by doing so, we can improve our health.- Listen to the teacher.- Guess the meaning of the new words.



While-listenin

g( 28

min.)Task 1

( 16 min.)

Task 2( 12

min.)

Post- listenin

g( 10

min.)

- life expectancy(n): the number of years that a person is likely to live

- eternal life(n): life without beginning or end; existing or continuing for ever

- mushroom(v):rise quickly- curable(adj.): (used about a

disease) that can be made better- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words again.

- Ask students to read the statements in Task 1.- Ask students to listen to the passage the first time:Listen to an interview about people’s life expectancy in the future, listen and decide whether the statements are true or false.

- Play the tape or read the passage twice

- Ask some students to give their answers. Ask them to give reason for their answers. If their answers are right, repeat them; if not give the correct answers.

- Ask them to listen again the second and the third time to finish Task 2: answer the questions- Ask students to discuss the answers to the questions in pairs.- Go around to supervise students if necessary.- Call some students to give the answers. If their answers are right, repeat the answers, if they are wrong, give them the answers:- If most students do not catch the information for the questions, let them listen again to the passage once more.

4. What are factors that help people have longer life expectancy according to Dr. Davis?

5. Which factor is the most important one? Why?

6. What will we have been able to do about AIDS in ten years’ time?

- Ask students to do After you listen in groups


- Read the statements in Task 1.- Listen to the passage and answer the questions

2. F(Some scientists can predict)

5. F(Because we look after ourselves, eat more healthily, cut down on things like butter, alcohol and cigarettes)

6. F(80)7. T8. T

- Listen again the third time to finish the Task.


4. Eating more healthily, cutting down on things like butter, alcohol and cigarettes.

5. The development in medical science.

6. In ten years’ time AIDS will also be brought under control. / We’ll have been able to bring AIDS under control.

- Do After you listen in groups

Advantages:- Do many things they

want to do/ enjoy life more

- See their children and grandchildren grow up

- Help their children and grandchildren

- Children and


Lesson plane Ly Thanh Tong high schoolWork in groups and the advantages and disadvantages of having a very long life.- Eliciting some ideas from the students:What are the advantages of having a very long life?

What are the disadvantages of having a very long life. (write the answers on the board)

- Go around to supervise them. Note down serious and common mistakes.- Ask one group to report what they have discussed- Give comments after they finish- Call another group if there is enough time- Give feedback and correct serious or common mistakes

grandchildren are happy with them

Disadvantages:- Too weak to do things

and often ill- Feel lonely when

children have grown up and busy with their own lives, and friends are dead.

- Do the task in groups

- Report what they have discussed- Listen to the teacher and correct the mistakes

GamesLucky number

15. Pessimists: a person who always thinks that bad things will happen or that sth will be not be successful

16. Lucky number17.Economic depression: a period when the economic situation is bad, with little business

activity and many people without a job18.Terrorism: the killing of ordinary people for political purposes19. Lucky number20.Wipe st out: to destroy sth completely21.Corporation(n): a large business company22. Lucky number23.Chore(n): a job that is not interesting but that you must do24.Burden(n): something that is heavy and difficult to carry25.Influence(v): to have an effect on or power over sb/sth so that he/she/it changes26. Lucky number27.Methane(n): a gas without colour or smell, that burns easily and that we can use to

produce heat28.Responsibility(n): a duty to deal with sth so that it is your fault if sth goes wrong


Lesson plane Ly Thanh Tong high schoolD. Writing

I. Aims- Students can write about the ideal world in which they would like to live in the year

2020.


III. Procedures

Stages Teacher’s activitiesStudents’ activities

Pre- writing

( 10 min.)Task 1:

While- writing

( 20 min.)Task 2

Post-

- Write on the board the title of the lesson: Unit 8: Life in the future. Part D. Writing- Introduce some new words and expressions- Under the threat of terrorism: trong sù

®e do¹ cña chñ nghÜa khñng bè- Live in harmony: sèng hoµ thuËn- Live in clean healthy environment:

sèng trong m«i trêng trong s¹ch, lµnh m¹nh.

- My main desire is …: mong íc, kh¸t väng chÝnh cña t«i lµ…..

- Materialistic (a): theo chñ nghÜa vËt chÊt, nÆng vÒ vËt chÊt

- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words again.- Ask students to read the passage to

analyze it.- Ask students to discuss the answers to the questions in pairs.- Go around to supervise students if necessary.- Call some students to give the answers. If their answers are right, repeat the answers, if they are wrong, give them the answers:1.What are the student’s concerns about?World peace?Employment?The environment?The people ?

2. Are your concerns similar to those?3. Do you have other concerns? What are they?

- Ask students to do Task 2 individually.¦rite about the ideal world in which you would like to live in the year 2020 using the ideas you have discussed in Task 1



- Read the words

- Read the passage to analyze it.


- World peace: peaceful world, no war, no conflicts, no threat of terrorism, people love in harmony- Employment: everyone has a job.- Environment: clean and healthy, less noise, less pollution, larger parks, wildlife is protected.- People: less materialistic, less selfish, less violent, and more loving.Yes, they are.Yes, I wish people can do the job that they like, and they no longer suffer from fatal diseases.

- Do Task 2 individually



Lesson plane Ly Thanh Tong high schoolwriting

( 15 min.)Try to use the expression like: my main desire is to…., I would also wish…- Go around to supervise them. Note down serious and common mistakes.- Show and correct some common mistakes- Ask students to exchange their work to check

- Ask students to revise their description- Ask students to hand in their work to mark

- Listen to the teacher and correct the mistakes- Exchange the writing


E. Language focusI. Aims1. Pronunciation

- Students can pronounce correctly the contracted forms of auxiliaries(have and has) 2. Grammar - Students know how to use articles and.- Students know how to use some preposition phrases.


III. Procedures

StagesTeacher’s activities

Students’ activitiesPronun ciation( 7 min.)Listen and

repeat

Practice

Grammar and

vocabulary

(38 min.)Exercise

1(20 min.)

- Pronounce the auxiliaries both contracted forms and full forms for students to recognize the difference- Pronounce the second time for the students to repeat.- Ask 2-3 students to repeat, correct their mispronounce- Read 2 times the sentences, and then let the whole class read the sentences twice or three times.- Put stress mark for them to practice- Call 2-3 students to read the sentences again.- Ask them to read the sentences in pairs, go around to supervise them.

- Ask students to look at examples in exercise - Ask students to do exercise 1: combine the sentences with although / even though- Go around to supervise them- Ask students to discuss the answers in pairs.- Call some students to give their


- Read after the teacher

- Read the sentences twice or three times

- Read the sentences again.


- Do Exercise 1


- Give the answers12.in (in time for = early



Exercise 2

(18 min.)

answers. If students’ answers are right, repeat them, if not, give the right answers

- Revise the use of articles.

- Ask students to do Exercise 2 Put a/an , the or No article ( #) in each space.- Go around to supervise them- Ask students to discuss the answers in pairs.- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answers


13.of14.on (in business = being a


15.At16.to17.in18.about19.for20.between, opposite21.to

A/an is used before an indefinite single noun, “the” is used before a definite noun, “the” is also used before an musical instruments. We use zero article before a proper noun or some structures such as by+ (means of transport) and last+ (time)…- Do Exercise 2


- Give the answers



UNIT 13 : THE 22nd SEA GAMESLesson 1: Reading

I. Aim: By the end of the lesson, ss will be able to- Scan for specific information- Give vietnamese equivalents to words and phrases- Answer the questionsII. Teaching aids : pictures, posters..

III. Stages

Time Contents T’s acts Ss’acts

4’

14’

I. Warm up : Chatting (Picture)1.What event was it ?2.Where do you think the event took place ?3.Which sports do you think are the strongest of Vietnam?II. Pre –reading Vocabularyto host to compete competitor (n)

to impress energetic (adj) composed (adj) facility (n)Checking R & R* Task 1 Matching A1.The 22nd SEA Games were held in Vietnam from.....2.Thailand was ranked second with....3.Singapore and Vietnam had participants who were awarded the Most Outstanding Athlete tiltes in...4.A plan has been proposed for Vietnam to host the Asia Sports Games at....

-showing the picture of the 22nd SEA Games and Asking some qs-leading in

-providing the new words

-showing the poster-asking ss to close the book-asking ss to work in pairs

-taking part in

-listening & repeating

-looking-closing the books

-pairworking

-predicting



20’

6’

Ba.90 gold medals.b.the Swimming and Shooting Events.c.the 5th to 13th December,2003.d.some point in the future.e.a big sports eventKeys : 1c-2a-3d-4d

III.While –reading Task 2 Give the vietnamese equivalents to the following words and phrases.(p140)Keys: 1.Nguoi say me the thao 2.Doan ket 3.Danh hieu 4.The duc the hinh 5.Tinh than cao 6.Dong bao

* Task 3Answer the questions (p140)Keys :1.It was solidality,cooperation for peace and development.2.444 gold medals were won at the S.G3.The Vietnamese Women’s Football team successfully defended the SEA Games tilte.4.The Thai Men’s Football team won the gold medal.5.It was because firstly, to prepare for the 22nd SEA Games,Vietnam carried out an intensive programme for its athletes,which included training in facilities,both home and abroad; secondly with the strong support of their countrymen ,the Vietnamese athletes competed in high spirits.

IV.Post-reading (Exhibition) Name some of the Vietnamese athletes you love.Say what they are famous for,and what aspects of sportmanship you admire (fairness, respect, generosity...)

V.HomeworkRevise voc and the main ideasPrepare next part ( Speaking)

-asking ss to open their book to read and check the predictions

-giving the direction-asking ss to work in pairs -feed back-asking ss to work in groups -feed back

-asking ss to work in groups and take notes their ideas

-giving comments

-giving the direction-helping

-asking each group to choose the MC-giving comments

-opening the books to read and check

-groupworking

-copying

-discussing to answer the qs

-saying out the answers-writing on the board

-copying down

-discussing

-writing on the posters-showing on the board-going around to look over



UNIT 13:THE 22nd SEA GAMESLesson 2: Speaking

I. Aims : At the end of the lession , ss wil be able to be expected to report some of the records at the 22nd SEA Games the sports results of the match.After that, they can use it in the real life.II. Teaching aids : pictures , wallchart ,..Teaching method : III. Stages:

Time Contents T’s activities Ss’activitie

s

8

10

20

I.Warm up Pyramid

( each picture = 10 ms )

II.Pre-speaking Listen and repeatAthletics Marathon Boonthung Erni Amri Ruphai Yurita Maria Dannal Febri

III.While-speaking. LUCKY STARSTask 2

-dividing the class into 2 groups-asking the presentative of each group to pick one picture.-declaring the winner.

-asking ss to work in groups of 4 ss.-running through the table.-giving the direction.-giving the model.

-explaining for the team -saying out what the picture is.



7

( These are some sports got the records at the 22nd Sea Games.Here is the table of the records.)

Example : Boonthung, the Thai,won the men’s 200 metres.He ran 200 metres in 20.14 seconds….

IV.Post-speaking

Task 3 Step by Step

(Make a report on the sports results,using the information in the scoreboard.)

Example: Vietnam and Myanmar played in the Women’s Football Final. The Vietnamese team won the gold medal.The result (The score ) was 2-1.…………

V. Homework

-going around to help ss

-asking some ss to report.-giving Comments

-asking ss to work in groups of 4 ss.-running through the table.-giving the model.-giving the direction.-checking -giving ss 5 minutes to work.-calling some ss to report in front of the class.-giving comments.



Unit 13. THE 22nd SEA GAMESLesson 3: Listening

I. Aim: By the end of the lesson, students should know more about the athletes’ record in the 22nd Southeast Asian Games as well as their jobs when the Games are over.

II. Skill: Listening and answering questions; deciding on True/False statements.Method: Communicative approach.

III. Teaching aids: textbook, tape, cassette player, pictures, IV. Procedure.

Time

Contents Teacher’s activities Ss’ act

3’

4’

7’

* Warm – up:Tell some games which are competed in

the 22nd Sea Games* Pre - listening

Work in pairs. Ask and answer the following questions

Vocabularyclear (v) (picture)break (v) (explanation)be over : end (synonym)deal (n) (translation)

- says- introduces new lesson

- gives instruction- explains- calls ss to answer

follows steps to present new words

- reads firstly and asks ss

listenspeak

listenpairworkspeak

listenrepeatcopy


Lesson plane Ly Thanh Tong high school4’

10’

Listen and repeat. (P.142)

* While – listening.Task 1: Listen to the first newspaper

article about Amnat, the winner in the 22nd

Southeast Asian Games Pole Vaulting competition, and choose the correct answer.

1. Amnat won ____ gold medal(s) in the Pole Vaulting competition.

A. ten B. one C. three D. four2. He comes from ____.

A. Singapore B.IndonesiaC. Thailand D. Malaysia

3. He cleared ____ metres. A.4.40 B.4.18 C.4.08 D. 4.80

4.The Sea Games record was __________.

A. 5,50m B. 5,15m C. 5,05mD. 5,35m

Key: 1B 2C 3D 4C

to repeat 2 or 3 times- corrects mistakes if necessary- runs through the words

- gives instruction

- asks ss to read the sentences- plays the tape 2 times- calls ss to give answers- gives feedback

listen

- read

- listenspeak

Time

Content Teacher’s acts Ss’ acts

10’

1’

Task 2: P 143Key: 1T 2F 3T 4T 5F

* Post listening: P 143Work in groups. Discuss the following

question: Which Vietnamese footballer(s) do you like best ? Why ?

* Homework:Prepare writing

- explains- asks ss to read the statements and guess whether they are True or False in pairs- plays the tape 2 times- calls ss to give answers- gives feedback-explains- goes around to check

- call ss to present in front of class

readguesspairwork

listenspeak

speakgroupwork

Unit 13. THE 22nd SEA GAMESLesson 4 : Writing.

I) Aims: Describing a Sporting event (a football match)II) Teaching aids: teacher’s book, text bookIII) Stage:

Time

Contents Teacher’s activities Ss’ act

5’ I) Warm up: “Hat magic”

This is a kind of Sport that is well-known in the world

- Gives the introduction to play this game.- Divides class into 2 proups- Asks students to guess the name of the Sport

- Shows the picture of a football team and asks “who are they?”-

- listen

- A B- Guess

- Answer (footballers



5’

10’

15’

8’

2’

II) Pre – writing* Task 1: Arrange these

questions in the suitable sectionsA) Introduction

4.7.3.

B) Details of the match6.1.8.9.10.

C) Conclusion2.5.

* Task 2: Ask and answer the above questions

* Useful language

III) While writing:* Task 3: Write a description of

the football match mentioned above.

IV) Post – writing:

V). Homework:- Rewrite the description of the football match at home- Prepare langguage focus.

How many people are there in a football team?- To have a match what must we do?

- Have you ever seen football match?- How is the football match process?

- Asks students to work in groups of four- Writes these questions in the cards and gives each group a card.- Asks students to discuss in groups and decide section

- Checks

- Asks students to work in proups of three. (talk about the match you saw)- Goes around for helping- Calls one of these groups to go to the board and write the anwers.- Checks- Helps students to understand clearly about meaning of these words or phrase of words

- Asks students to write individually. Using the answers and language in the box, or in task 3- receives the writing.

- exchanges the writing each other to correct

- Gives the explaination to correct+ Ideas+ Contents+ Grammar+ Spellings

- Asks students to rewrite the

)

- Answer (eleven)- Answer (invite another team, give reason, time, place …)- Answer

- Answer

- Group work

- receive

- Discuss and stick in the section that they think it suitable- take note.

- work group- One asks, one answers and one takes note- write on the board- take note- listen and ask

- Individual student writes

- Give the writing


Lesson plane Ly Thanh Tong high schooldescription and prepare language focus

- receive the writing to correct- Correct

- listen and take note

Unit 13: THE 22nd SEA GAMELesson 5 : LANGUAGE FOCUS

* Objective: I. Aim: - Sts can practise linking

- Sts review and practise: Double comparisonII. Teaching aids: Text book, projector, pictures (if possible)III. Procedures:

Time

Content Teacher’s activities Sts’ activities

4’

5’

15’

I/ Warmer: using pictures1. Where does she come from? She comes fromVAustralia2. What is she doing? She is taking partVin an English speaking club.II/ New lesson: 1/ Pronunciation: Linking- ThinkVof you!- GiveVup smoking!* Form: -Consonant + vowel -Vowel + vowel* Practice: (page 145)1. ……lookVat………2 ……..tookVoff…….3. ……..quiteVold…….4. ……..fromVAustralia……5………friendsVin……….6………………………..2/ Grammar: * Pre-vocabulary: One syllable Many syllablesTallFatHotWarmCold

ComfortableStudiousIntelligentBeautiful

a/ Situation 1: Using sub- board* What will happen with Mai?Everyday, “ I eat 2 loaves of bread, I have meat, chicken and a little rice for lunch. I drink a lot of milk in the evening. I don’t like fruit and vegetables”

-Stick picture-Call a good student

-Checking-Read linking

-Using the picture (card)-Explaining

-Running through

- Read each sentence 2 or 3 times- Explain the difference of “one or two syllable” - Stick

- Cues- Explaining

-Look at the picture-Answer the question-Listening

- Choral- Group- Individual

- Repeat- Individual

- Look- Read- Individual

- Look- Read- Individual



15’

5’

* Mai will get fat Mai is getting fatter and fatter The more she eats, the fatter she will become b/ Situation 2: * How is the prize of travelling?“Two years ago, I went to HaNoi by plane. I spent 600.000 dong for the return ticket. Now, everything is different. It takes me nearly 1.000.000 dong to fly there”. * Travelling by train is becoming more and more expensive.- The more expensive travelling is, the more boring passengers become.*Form: - Short adj: short adj + er and short adj + er-Long adj: more and more + adj-Short adj: the adj + er, the adj + er- Long adj: the more + adj, the more adj * Examples: -The weather gets warmer and warmer-He is more and more studious.-The darker it gets, the colder it is-The more difficult the lesson is, the more dispirited the students. 3/ Practice: a/ Exercise 1: Matching (page 146)* Keys: 1 – c ; 2- e ; 3 – a; 4 – b; 5 – d; 6 – g; 7 – fb/ Exercise 2: Using the structure comparative and comparative* Keys: 1……shorter and shorter 2……more and more expensive3……worse and worse4……more and more complicated5…….better and better6…….more and more active7……more and more difficult8. ….closer and closerc/ Exercise 3: Using the structure the + comparative, the + comparative*Keys: 1. ….the better I feel2……the faster you will learn3…….the more impatient he became4……the higher your bill will be5……the better the service6…….the more I liked him7. ….the more you wantIII/ Complete each of the following sentences:

- Correcting

- Cues

- Explaining- Correcting

- Explaining

- Call sts go to the board

-Using sub-board-Running through- Checking the right

- Call sts go to the board-Correcting

-Call sts go to the board-Checking

-Call sts go to the board

-Checking

-Using the sub-board-Call sts practice-Correcting

- Pay attention- Put the sentence on the board

- Pay attention

- Go to the board

- Copy

-Give example

-Copy down

-Working in pairs

-Open the book-Write the sentences

-Open the book-Rewrite the sentences

-Working in group of 4-Stick on the board



1’

1. Mr Nam / faster / drives / and / faster / 2. Jane / beautiful / become / more and more /3. They / get / the fatter / the weak / they / feel /4. The lesson / is / the more difficult / we try / the harder /IV/ Homework: - Learn by heart “Double comparison”- Prepare the next lesson

-Write on the board -Copy and carry out

Unit 14 INTERNATIONAL ORGANIZATIONSLesson 1: READING

I. Aims To help students gain knowledge of some international organizations and their roles in the world. To enable students to read for gist and to scan for specific details.

II. Method and teaching aids: Integrated, mainly communicative Pictures of the logos of relevant international

organizationsIII. Procedure:

Time

Teacher’s Activities Students’ Activities

Warm-up (5 mn)Teacher (T) guides students (Ss) to look at the logo of the United Nations and those of some other organizations and answer the guiding questions.1. What organizations do these

logos represent?

2. What roles do they play in the world?

Students look at the pictures and answer the questions based on their backgroundknowledge.1. The United Nations, the United

Nations Children’s Fund, World Trade Organization, World Health Organization, etc.

2. Their roles are to improve different aspects of life, i.e., health, education, children’s condition of living, trade, etc., in the world.

Pre-reading (20 mn)

a) T has Ss work in pairs, match the logos with corresponding names and then read the names of the organizations aloud.

b) T has Ss discuss in pairs and find out the difference in meaning between ‘abbreviation’ and ‘acronym.’

Ss sit in pairs and do the task assigned by T. Answer 1. D 2. E 3. F 4. A 5. C 6. B

Students work in pairs and do task b).Answer acronym: a word formed from


Lesson plane Ly Thanh Tong high schoolthe first letters of the words that make up the name of something.

Example: World Health Organization = WHO, pronounced / hu: / abbreviation: short form of a

word Example: UN, pronounced /ju: ‘en /1. United Nations: UN (abbr.) /ju: ‘en / (Liªn hiÖp quèc).2. United Nations Children’s Fund: UNICEF (acr.) /’ju:nisef/ (Quü Nhi §ång Liªn HiÖp Quèc)3. Food and Agriculture Organization: FAO /,ef ei ‘ou / ( Tæ chøc l¬ng thùc vµ N«ng nghiÖp thÕ giíi)4. World Health Organization:WHO /hu:/ 5. World Trade Organization: WTO / ,d blju: ti: ou/ (Tæ chøc th¬ng m¹i thÕ giíi)6. International Civil Aviation Organization: ICAO /ai si: ei ou/ ( Tæ choc hµng kh«ng d©n dông Quèc tÕ)

While-reading (45 mn)a) Find the words in the reading

which mean:T has Ss work individually, do the task by looking through the text and find the meanings of the words in context, then do the matching task.

Ss work individually, then compare their answers in pairs.Answer 1. permanent (par. A) 2. eligible (par. A) 3. promote (par. B) 4. regulations (par. B) 5. mandate (par. D) 6. originate (par. D) 7. regulate (par. F)

b)T. has Ss work in pairs, read each paragraph to scan for specific information, then write the names of the corresponding international organization.

Students do task b).AnswerParagraph A: UN Security CouncilParagraph B: International Civil

Aviation OrganizationParagraph C: United Nations

Development Program

Paragraph D: Food and Agriculture Organization

Paragraph E: World Health Organization

Paragraph F: World Trade Organization

Ghi chuù: UN Security Council = Héi ®ång B¶o an Liªn hiÖp quèc

c)T. has Ss work in pairs, read the functions

Students do task c).Answer


Lesson plane Ly Thanh Tong high schoolor activities listed in the left column, then write the corresponding international organizations in the right column.

1. UN Security Council 2. ICAO3. UNDP 4. WTO5. FAO 6. WHO

Post-reading (18 mn)T has Ss sit in groups of four anddiscuss what the above mentioned international organizations have done in Viet Nam.

Homework: (2 mn)

Ss discuss the roles of the above mentioned international organizations in Viet Nam.

Unit 14 : INTERNATIONAL ORGANIZATIONSLesson 2: Speaking

I. Aims- To help students gain knowledge of some international organizations and their roles in the world.

- To enable students to talk about international organizations - Report on discussion resultsII. Method and teaching aids: Integrated, mainly communicative Pictures of the logos of relevant international

organizationsIII. Procedure:

Teacher’s Activities Students’ ActivitiesWarm up: (5mm)Use the Photos:- Makes the questions & ask SS to answer

- lead to the new lesson.

- Look at the photos- Answer the questions

Pre-speaking: (10 mm)a. Vocabulary:- establish (v) - (to) build- attainment (n): accomplishment & achievement- carry out (v): - advocate (v): to recommend or support sth- endanger (v): to cause danger to sb/sth

b. Checking: ROR

* Discuss the questions (page 155)1. What does WHO stand for?

Listen

-Repeat

-Copy

-Pair work-Individuals

Students work in pairs and do task 1).Answer1. Who stands for the World Health Organization.2. It was established on 7 April 1948


Lesson plane Ly Thanh Tong high school2. When was WHO established?

3. What is its major objective?

4. What are its main activities?

3. Its major objective is the attainment by all peoples of the highest possible level of health4. Its main activities are carrying out research on medical development and improving international health care.


Lesson plane Ly Thanh Tong high schoolWhile-speaking: (20 mm)Task 2: - Ask SS to ask and answer about the International organizations.(UNICEF & WWF)

Task 3: Tell a partner what you know about one of the above mentioned international organization. Use the information from Task 1 and 2

- Work in pairs & do task 2 (P.156). able to base on task 1.

- Work in groups- Give feed back

Post-speaking: (8 mm) Report to the class -Ask Ss to tell what they discuss

- Report in front of class.

Homework: (2 mm)Rewrite the international orgainizations

-Do at home

Unit: 14: INTERNATIONAL ORGANIZATION Lesson: 3 ListeningI. Aims

- By the end of the lesson, Ss will able to get information about the United Nation .- Developing skills : Multiple – choice questions and Gap – filling.-

II. Method and teaching aids : Textbook, pictures, cassette player, tape .

III. Procedure :Time

Stages Teacher ‘s Activities

Students’ Activities

3’

10’

10’

I/ Warm- up: (Picture on P 156) Questions

1/Where is building?2/ How popular is the United Nations ?

II/ Pre- listening: Vocabulary: Listen and repeat: (P 157)

- leader (n)- goals and purposes (n)- to work together for - be at war

III/ While- listening: (P 157)

Task 1 : Listen and circle the best answer: Key : 1. C 2. D 3. C

- Ask questions- Help Ss answer the question

- Follow the steps for presenting vocabulary

- Play tape 1 or 2 times- Play tape one more times- Call some Ss to answer- correct

- Give their answers- Take some notes

-Listen- repeat- Give meaning- Write down- Copy down

- Read 1 or 2 minutes- Correct the answers with their classmates


Lesson plane Ly Thanh Tong high school15’

5’

2’

Task 2: ( P 157) Key:

1. solve international problems 2. the UN 3. in its goals 4. at war 5. independence

IV/ Post- listening:

- UN: United Nations- UNICEF: United Nations International Children’ s Emergency Fund.- WHO: World Health Organisation.

V/ Homework:Writing: What do you know about the United Nations ?

-Explain some new words- Play tape 2 times- Correct

- Help- Explain

- Give assignment

- Give their decision- Take notes

-listen- Do the task- Give the answer

-work- Take notes

- Copy

Unit: 14: INTERNATIONAL ORGANIZATIONLesson 4 : Writing

I. Aim : By the end of the lesson, Ss will able to write a short description of an international organisation .II. Method and teaching aids : Textbook, pictures .III. Procedure :

Time

Stages Teacher ‘s Activities

Students’ Activities



3’

10’

10’

15’

5’

2’

I/ Warm- up: (Picture about WWF,WHO, UN on P 152)

II/ Pre- Writing: Vocabulary: - have an opportinities (v.ph)- do research on (v.ph)- be good at (v.ph)- charity (n)

Task 1 : Discuss the question ( p 158)Model :Ss 1: Which international organisations would you like to work for , WWF, WHO, UN ?Ss2: I like to work for WHO.Ss3: Why do you choose to work for WHO ?Ss2: Because I like biology and I’m very good at it . If I work for WHO , I will have a chance to do much medical research and help improve international health care. I will meet people from difference countries in the world and I will speake English at work.

III/ While- Writing: (P 157)

Task 2 : ( P 158) Model : I like to work for the WHO for the number of reasons. First, I really like biology and I’m very good at it . If I work for WHO , I will have a chance to do much medical research and help improve international health care. Second, I will meet people from difference countries in the world and I will speake English at work. Third , …….………………………………………………….………………………………………………………………………………………………

IV/ Post- writing:

V/ Homework:Write a paragraph of about 100 words expressing the reasons why you choose the organisation.( WWF,WHO, UN,ASIAN )

- Ask Ss to give some related to - Help Ss

- Follow the steps for presenting vocabulary

- Ask Ss to work in group- Go around for help voc. , grammar .- Call some Ss to make conversation- correct

- Give instruction- Make a model- Go around for help

-Call some to check- Correct- Remark

- Give assignment

- Give their words- Take some notes

-Listen- repeat- Give meaning- Write down- Copy down

- Work in group of 5 .- Discuss

- Take notes

-listen

- Take notes

- Do the task- Practise writing- compare their writing

Present

- Take notes

- Copy

Unit 14: INTERNATIONAL ORGANIZATION153 By Nguyen Thi Khanh

Lesson plane Ly Thanh Tong high schoolLesson 5 : Language focus

Aim: Intonation : The falling tune Gram / Structure : Phrasal VerbsAids: Textbook, lesson plan Procedure:

Time Content Teacher’s activities Students’ activities

WARM-UP :

INTONATION : Eg : - What do you think of it ?

- What does ASEAN stand for ?

The falling tune

GRAMMAR : Eg : after chăm sóc for tìm kiếm up tra từ trong từ điển look into nhìn vào out nhìn ra, nhận biết at nhìn, ngắm down nhìn xuống

Phrasal Verbs : là cụm động từ được theo sau bởi một giới từ nhất định để có được một nghĩa khác (learn by heart).

- giving some examples related to the intonation and reading them as the samples, then asking Ss the question “What intonation can I use in here : the falling tune or the rising tune ?”

- giving the introduction

- reading from sentence 1 to 8 as models.

- listening to Ss exactly, then correcting them.

- giving some examples related to the PHRASAL VERBS

- giving the introduction and definition.

- supplying Ss the meanings of the given phrasal verbs in the box before asking Ss to do exercise 1, 2, 3.

- writing Ss’ answers on bb,

- listening to T carefully,then nswering T’s questions.

- listening to T carefully, then repeating them individually.

- observing what T writes on bb.

- taking notes, then



Answer keys : Exercise 1 : 1. give up 6. look up 2. fill in 7. Turn off 3. turn on 8. fill in 4. take off 9. go on 5. wash up 10. Put on Exercise 2 2. up 3. out 7. down 4. around 8. away 5. on 9. down 6. up 10. onExercise 3 : 2. look after 3. takes after 6. try out 4. got over 7. went off 5. held up

HOMEWORK :

then correcting them.

- asking Ss to learn by heart the phrasal verbs and preparing Unit 15 – READING.

completing, comparing and answering them.



Unit 15: WOMEN IN SOCIETYLesson 1 : Reading

I Aim: By the end of the lesson, students can:+ use dictionaries to look up the meanings of the words.+ make intensive reading to find out information in the lesson.+ practice reading skills such as skimming, clustering.

II Skills : reading ,speaking III Aids: Lesson plan, textbook, available pictures, prepared pictures, other materials.IV. Procedures:

Time

Content Teacher’s activities Students’ activities

3’

3’

8’

8’

I:WARM-UP:Short conversation with a school

girl about her/her mother’s daily routines, activities at home and in society.

II: PRE-TEACHING:A: Pre-reading:

Look at the pictures and answer the questions that follow: (page 162)

a) How many roles does this woman have?

b) Is her life typical of a Vietnamese woman’s life? Why / Why not?

c) In your opinion, what is a typical Vietnamese woman like?

B: Pre-teaching vocabulary: civilization (n) civilize (v) deep-seated (adj): ăn sâu (vào tiềm thức),

lâu đời. involvement (n) involve (v) Age of Enlightment (n.p): Thời đại khai

sáng philosopher (n) : nhà triết học pioneer (n): a person who is the first to do

something. advocate (v): agree, support: tán

thành disciminate (v) discrimination

(n)III: WHILE-READING:

Read the passage and do the tasks as orders below:

Task 1: Read the passage quickly and

Making questions

1. Showing the pictures. Asking 2. Asking students to look at the pictures at page 162. making questions.

TranslationTranslation

TranslationTranslation

TranslationExplantions

Synonym Translation

Giving instructions

Asking students to do individually.

Calling 8 students to give the key

Giving answers

Looking at the pictures and answering the questions made.

Following. Listening and repeating. Copying.

Listening. Reading. Doing the


Lesson plane Ly Thanh Tong high schoolTime

Content Teacher’s activities Students’ activities

8’

4’

5’

5’

1’

give the Vietnamese equivalents to the words and phrases. (page 163)

*(Students can use dictionaries to look up the words’ meanings)

Key: 1: nền văn minh nhân loại.2: việc sinh con, việc mang thai.3: sự tham gia.4: thời đại khai sáng.5: những niềm tin ăn sâu vào tiềm thức.6: việc chăm sóc gia đình.7: năng lực trí tuệ.8: cơ hội việc làm bình đẳng.Task 2: Read the passage carefully and

choose the best option for each question. (page 164)

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

Task 3: Read the passage quickly and choose the best title for the passage. (page 165)

Key: C: Women’s Rights.

IV: POST-READING:A: Work in groups. Summarise the

reading passage by writing ONE sentence for each paragraph.

Suggested key:1. In the past, women were

restricted to the role of mothers and wives due to the widespread doubt about their intellectual ability.

2. The struggle for the women’s rights began in the 18th century as European political philosophers believed that women should be treated equally.

3. Women now enjoy important legal rights such as equal work opportunities and equal pay, the right to vote and to gain education.

B: Suggest a typical Vietnamese woman by your own thoughts.

V: HOMEWORK: Study by heart vocabulary. Preview the next part

(Speaking). Write a short passage about your

thought of your female idol.

Giving the suggested key.

Giving instructionsAsking students to do in pairs.Calling 5 students to give answersGiving the suggested key.

Giving instructionsAsking students to do in groups of 3 or 4.(Teacher’s explanations)

Giving instructionsAsking students to do in groups of 3 or 4.Giving the suggested key.

Giving command.

Giving comment

Giving assignment

task 1.

Giving the key.

Following and taking notes.

Reading.

Giving answers.Following and taking notes.

Reading.Choosing the title for the passage

Reading.Writing.

Giving answers.

Listening and taking notes

Listening and taking notes



UNIT 15 : WOMEN IN SOCIETYLESSON 2: SPEAKING

I. Aims : By the end of the lesson, students will be able to improve their speaking skill and know some expressions to give the opinions.II. Skill : speakingIII. Vocabulary: noun, verb, adjectiveIV. Teaching aids : pictures, posters, textbook…V. Procedure :

Time

Content Teacher’s activities SS’activities

4’

10’

I. WARM-UP : Matching game

A B C

D E 1.Washing the dishes 2. Washing the clothes 3. Cleaning the house 4. Cooking the meal 5. Going to the supermarket* Keys: 1.E 2.D 3.B 4. A 5. C

II. PRE -SPEAKING:

- Dividing class into2 groups.- Giving the instruction

- Checking and correcting

- Deciding the winner

-Eliciting new words

-Listening to T’s instruction- Matching the picture with the number- Checking

-Listening T’s instructions.



15’

15’

1’

* Pre – teach Vocabulary:+ neglect (v): sao l·ng+ rear (v): nu«i dìng+ slave (n) : n« lÖ

+nonsense(n) : sù v« lí+ rubbish (n): vËt v« gi¸ trÞ* Task 1 : Study the expressions and practise saying them aloud ( p 165) + Giving your opinion + Strongly agreeing + Partly agreeing + Disagreeing + Strongly disagreeingIII.WHILE – SPEAKING :

Task 2 : Read and respond to these statements. Begin your responses with one of the expressions in Task 1 (p 164)

IV.POST – SPEAKING: Task 3 : Discuss whether you agree or disagree with the following statement and give explanation (p166)

V .HOMEWORK:- Review the learnt lesson- Prepare the next lesson

- Situation- Example- Picture

- Translation- Synonym-Giving some expressions to express the opinions- Explaining-Asking ss to practise saying them aloud

- Asking ss to work in pairs and respond to these statements in 10’- Calling some pairs to demonstrate

- Explaning the task & giving example- Asking ss to work in groups of 4 and discuss the statement-Calling some ss to demonstrate in front of class-Writing on the blackboard

- Giving Vietnamese meaning.

- Copying down

- Listening and repeating

- Listening to T ‘s explanation-Copying down

- Practising

- Working in pairs in 10’- Expressing- Demonstrating

- Listening T’s explanation-Working in groups of 4- Discussing-Demonstrating

-Taking note



Unit 15: WOMEN IN SOCIETYLesson 3 : Listening

I. Aims: by the end of the lesson, SS will be able to get a general view about a day of African Women and improve listening-skill.

II. Skills : listening,Writing and SpeakingIII. Vocabulary : saying,hold-up,agricultural,firewood,respect and africaIV. Teaching aids : cassette,picture,poster and text

ProceduresTime Contents Teacher’s activities Student’s activities

3’

12’

I/Warm-up(some picture)

Matching

a. 1.Vacuum cleanerb. 2.Washing Machinec. 3.Electrict cookerd. 4.Gas stove

II/ Pre-listeningDiscuss the questionIs the life of a city woman easier than that of a village woman nowadays ? why ?* Pre teach-Vocabulary-saying-hold-up

- T sticks poster on the board- Asking ss to devide the class into 2 teams-T corrects & decides what team is the winner

- T asks Ss to work in pairs and answer the question

-T asks Ss listen and repeat-T explains fast

-Ss look at the board-Ss match

-Work in pairs and answer question

-Ss listen & repeat

-Take notes



15’

13’

2’

-argricultural-firewood-Africa-respect-two-thirds-three-fourths

III/ While-listeningTask 1.(page 167)Key:

1 2 3 4 5B C C A B

Task 2 : Listen again then answer (poster)

Key :

1. 40 %2. They earn nothing for

doing their domestic work3. They produce more than

half of the food4. 80 %5. At 4.45 am6. At 9.30 pm

IV/ Post-Listening(poster)Complete the table about a day work

An African woman A Vietnamese woman

FOOD % %FARMWORK

%%

TIME BEGIN%

%

TIME FINISH%

%

V/ Homework- Learn by heart vob. & expression-Practice listening again-Prepare the writing

meanings and use of it

-T explains the request of the task & asks Ss to do it- T plays the cassette player two times-T asks Ss to answer by oral talk-T correct

-T guides Ss to look into the task and guess the answer before listening-T plays the cassette player two times

-T plays the cassette one more time and stop after each question-T go around to help ,if necessary-T corrects

-T asks Ss to look at the poster & works in pairs to compare about a day work of An africian woman with A vietnamese woman-Who do work harder than?

-T asks Ss to do at home with contents in home work

-Ss look into the task before listening

-Ss listen and share the answers with a partner-Ss answer

-Ss take notes

-Listening & guessing them

-Ss work in individually ,listen and take note- Listen carefully

-work in groups & compare with friends- Take note

-Ss look at the poster & work in pairs

-Compare who do work harder than ?

-Ss take notes



Unit 15:WOMEN IN SOCIETYLesson 4 :Writing

I Aims : By the end of the lesson,the students will be able to write a report describing the information shown in the column chart II Skills : writing ,reading ,speaking III Teaching aids: textbook , poster ,pictures Procedures :

Time Contents Teacher ‘s activities

Students’activities



5’

10 ‘

15 ‘

14’

1’

Warm up:jumpled word - mairedr : married- child baeirng : childbearing - househlod : house hold - nmuber : number - child crae: child care I – Pre writing task 1 a Work in pairs : - percentage of married men and married men- roles of women and men in society - housework hours per week b answer the questions : Keys: 1 In general ,married women do more housework than men do 2 They have to do less house work when they have more children .3 Married men have to do less house work when they have more children 4 Married men and women without children spend 20 and 30 hours on their housework per week respectively .5 It takes men and women with one or two children 15 and 50 hours respectively to do their house work every week .6 They are 10 and 55 7 Married men should spend more time sharing the housework with their wives .II While –writing Task 2 Write a report describing the information shown in the column chart in task 1 .begin your report The column chart illustrates the average hours of housework per week done by married women in comparison with married men

III post –writing Correction Married women do more housework than men do They have to do less house work when they have more children Married men have to do less house work when they have more children Married men and women without children spend 20 and 30 hours on their housework per week respectively . Talking roles of women IV Home work Write a correct report at home

Study language focus at home

-T giveS the rule of the game-T corrects-T gives the suggested answers on the board

T asks sts to work in pairs

T elicits the questionsCorrecting the answers

T asks sts to work in group

corrects at least 4 reports

T sugests some sentences

T helps to talk

T asks sts to do at home

Group A-BPlay gameIndividual of each group gives right word

ss work in pairs

ss predict & answer the questions

Sts work in group and then go to the board write down

Ss note and write down

Sts note

Sts retell

Ss must do it at home



UNIT 15 : WOMEN IN SOCIETYLESSON 5 : Language Focus

I .Aim : - By the end of the lesson, the students are able to use intonation in yes / no question .

- By the end of the lesson, the students are able to use and make the sentences with preposition


Lesson plane Ly Thanh Tong high school II .Skills : speaking ,reading ,writing

III. Grammar / Structure : verbs, preposition IV.Teaching Aids : Textbook, posters, chalk and board.Procedures

Time

Stages and Content T’s activities Ss’activities

3’

12’

10

10’

9 ‘

1’

Warm up : Matching column A with B 1 explain a to2 ask b at3 talk c about 4 glance d for 1 Intonation Are you students ? Yes ,I’m Practise reading the following sentences with the rising tune Work in pairs Practise reading these conversations 1 and 2

2 GrammarSetting the sence What does he do ? You look at him What does it mean ? you explain it to me

verbs go with preposition Ex 1 choose one of the following verbs + the correct preposition page 170Key :1 glanced at 2 invited to 3 listen to 4 throw at 5 staring at 6 speaking 7 wrote to 8 point to Ex 2 : page 171 Fill in each of the planks with an appropriate preposition if necessary Key : 1 for 2 for 3 to 4 for 5 about 6 ____7 about 8 _____ 9 for 10 for * complete the sentences with a proper preposition 1 we wait ……. The bus 2 They live ………a small village 3 she arrives ………the air post 4 I ‘m interested …… reading 5 Tom talks …… her * Homework

-T writes on board

- T checks and gives points

T asks ss to work individually T checks intonation

T divides into 6 group and then goes around to help

T sets the sence What is it ? underlined word

T asks ss to go to the board T Corrects form and check meaning

T asks ss to fill in the blank

T corrects it

T sticks poster on the board and asks ss to fill preposition

T asks ss to do

-Sts guess and give the answer

- Sts observe

St reads at least a sentence

Ss work in group and practise reading

Ss look and predict

Ss write it on the board

Ss write down on the board

Sts note

Fill preposition in the gap

Ss must do at home


Lesson plane Ly Thanh Tong high school- learn words verbs go with prepositions

- prepare unit 16 UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS

Lesson 1: READING I. Aims: -By the end of the lesson, students will be able to know the Association of

Southeast Asian Nations -Know how to guess the meanings of the words from the contexts -Know how to skim for main ideas -Know how to scan for specific information

II. Lexical items: Words and phrases about the Association of Southeast Asian NationsIII. Teaching aids: textbook, teacher’s book, posters, and picturesIV. Procedure:

Time

Content T’s activities STS’ activities

3’

10’

23’

I. Warm-UpBrain storming: Southeast Asian countries

→Vietnam→Thailand→Laos→→II. Pre-reading1. Pre-questions: Pairwork 1. What does ASEAN stand for?2. When did Vietnam join this association? 2. Pre-teach vocabulary-to accelerate: to cause to move faster→acceleration (n)-to stabilize: lµm æn ®Þnh→stability (n)→stable (adj)-justice (n) sù c«ng b»ng-diverse (adj) gåm nhiÒu lo¹i kh¸c nhau-to forge→forgeability (n)→forgeable (adj)-to integrate: héi nhËp, hoµ nhËp→integration (n)→integrative (adj)-enterprise (n)*Checking: R.O.RIII. While-reading1. Task 1: Fill in each blank with a suitable word Keys:1. justice 2. GDP 3. diverse 4. integration 5. accelerate 6. enterprises

2. Task 2: Decide whether the following statements are true (T) or false (F)Keys:

Explain

Lead sts to the point

Ask questions before sts read

Explanation

Translation

TranslationTranslationTranslation

Translation

Explanation

Ask sts to fill in the blanks by guessing from the contexts

Ask sts to say T or F and explain

Play game

Answer questions by guessing

Guess the meanings of new words

Contribute what they know to T’s presentation

Work individually

Say T or F and explain for their choices

Work in 2 groups

Try to be the



7’

2’

1. T 2. F 3. F 4. T 5. F 6. F

3. Task 3: Comprehension questions→lucky stars gamesKeys:1. The five original member countries, namely, Indonesia, Malaysia, the Philippines, Singapore and Thailand.2. The two main goals of the Association are to accelerate the economic growth, social progress and cultural development; and to promote peace and stability through respect for justice and the rule of law in the relationship among countries in the region.3. It was about US$ 1405 billion.4. It was adopted in 1998.5. It includes trade, investment, industry, services, finance, agriculture, rural development, forestry, energy, transportation and communication, science and technology, small and medium enterprises, and tourism.

IV. Post-readingGroup work: summarise the passage, based on the years: 1967, 1995, 1997, 1998, 1999, 2007, 2020

V. Homework-Write a paragraph about what you like or dislike about the Association of Southeast Asian Nations-Be ready for Section B: Speaking

Ask sts to play game by choosing stars and answering given questions

Correct sts’ answers if necessary

Give comments to encourage sts’ participation

Ask sts to summarise the reading passageAsk sts to speak up

Ask sts to work at home

winners

Clap hands

Work in groupsChoose 1 representative to present

Individual work



UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONSLESSON 2: SPEAKING

I. OBJECTIVE:

-By the end of the lesson, Ps will be able to tell the name, the capital and the basic information about the facts of the ASEAN countries. II. TEACHING AIDS:

- Book, pictures, flags, posters…III. PROCEDURE:

Time content T’s actions Ss’ actions3’

8’

8’

A.WARMER:A group photo of the ASEAN leaders

-Set the scene of the lesson

* VOCABULARY:- Buddhism ( n ): đạo Phật- Catholicism ( n ): Thiên chúa giáo La Mã- Christianity ( n ): đạo Cơ Đốc

- Islam ( n ): đạo hồi - currency ( n ) : tiền tệ

- Baht( n): đồng bạt( đơn vị tiền Th¸i Lan )

- Peso ( n ) : đồng Pê-sô ( đơn vị tiền Phi-lip- pin)

- Ringgit ( n ) : đồng ring-git ( đơn vị tiền Ma- lay-xia)

B.PRE-SPEAKING:Matching each national flag with the name of the country and its capital.

FLAG -- COUNTRY /CAPITAL

1.VIETNAM A. Thailand -Bangkok 2. MALAYSIA B. VIETNAM

- HANOI3. THE PHILIPPINES C.Malaysia - Kuala Lumpur

-show a group photo of the ASEAN leaders- Ask students to guess what the photo means.

- Follow the steps for presenting vocabulary.

- Check ROR

- Ask ss to match each national flag with the name of the country and its capital

- Correct

the photo of the ASEAN leaders

- Listen & answer- Repeat- Copy

- Match individually and then compare



15’

10’

4.THAILAND D. The Philippines - Manila5.SINGAPORE E. Laos - Vientiane6.INDONESIA F.Indonesia - Jakarta7.BRUNEI G.Singapore - Singapore8.LAOS H. Cambodia - Phnom Penh9.CAMBODIA I. Myanmar - Naypyidaw10.MYANMAR J- Brunei - Bandar Seri Begawan

C. WHILE-SPEAKING:

-Work in group: Discuss and use the information in task 1 and facts below to ask and answer about some of the ASEAN countries.

MALAYSIAArea: 330,252 sq. km

Population: 27,174,000Official language(s): Malay, English, Tamil

Religion(s): Islam, BuddhismCurrency: Ringgit(Malaysian dollar)

PHILIPPINESArea: 300,000 sq. km

Population: 88,875,000Official language(s): Filipino, English

Religion(s): Christianity( mostly Roman Catholic)

Currency: Peso

THAILANDArea: 513,120 sq. km

Population: 65,694,000Official language(s): Thai

Religion(s): BuddhismCurrency: Baht

SINGAPOREArea: 704 sq. km

Population: 4,589,000Official language(s): Malay, English, Tamil, ChineseReligion(s): Islam, Buddhism, Hinduism,

ChristianityCurrency: Singapore dollar

- Ask ss to work in group and make questions and answer about some of the ASEAN countries.

- Correct

- QUESTIONS:

1. What’s a total area of Malaysia? 2. What’s its capital?

3. What’ its population?

4. What’s the official language used in

-Work in group-Make questions and answer in pairs

ANSWERS

-Malaysia has a total area of 330,252 sq.km-Its capital is Kuala Lumpur-It has a population of 27.174,000- The official languages used in Malaysia are Malay, English and Tamil.-The main


ASEAN nations


1’D.POST-SPEAKING:Talk about one of the ASEAN countries. Malaysia has a total area of 330,252 sq. km. Its capital is Kuala Lumpur. It has a population of 27,174,000. The official languages used in Malaysia are Malay, English and Tamil………………………

E. HOMEWORK:

Malaysia?

5. What’s the main religion in Malaysia?

6. What’s the currency unit used in Malaysia?

Ask ss to talk about one of the ASEAN countries on bb

religions in Malaysia are Islam, Buddhism.-Ringgit is local currency in Malaysia.

Talk about one of the ASEAN countries

UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONSLesson 3: Listening

I. Objectives: by the end of the lesson, students are able to know more about the using of English and religions in ASEAN nations.II. Language content: vocabulary on religionsIII. Teaching aids:IV. Stages:

Time

Content Teacher’s activities

Sts’ Activities

1. Warmer: Brainstorming Vietnam

laos

* Key: Vietnam, Laos, Cambodia, Thailand, Philipines, Malaysia, Indonesia, Singapore, Brunei, Myanmar.2. Activities:* Activity 1: Pick out the countries in which English is used as the second language:Vietnam, Laos, Cambodia, England, The USA, Thailand, Philipines, Malaysia,

- Asking sts to play the game- Checking

- Making handouts and asking sts to complete the task

- Playing the game in groups- Going to the board to write

- Looking at handouts and discuss with a partner.- Giving the answers


Lesson plane Ly Thanh Tong high schoolIndonesia, Singapore, Brunei, Myanmar.

Key:

* Activity 2: Listen to the tape and write out religions mentioned in the dialougeKey:

Buddhism, Islam, Catholicism

* Activity 3: Listen to the tape and choose the best answer A, B or C to complete each sentence1. Nga asked her father about_______ A. the English language spoken in the US. B. people who speak English in the UK. C.The number of people who speak English in the ASEAN countries.2.The ASEAN countries include______ A. about a quarter of a billion Muslims. B. 25 million Muslims. C. half a billion Muslims.3. Muslims mostly live in ________ A. the Philipines. B. Indonesia and Myanmar. C. Indonesia and Malaysia.4. The main religion in Vietnam is __________ A. Buddhism. B. Islam. C. Catholicism.5. Mr Hung thought that __________ A. he himself would wake up late the next morning. B. Nga would get up late the next morning. C. both of them would wake up late the next morning.Key:

1 2 3 4 5C A C A B

*Activity 4: Listen to the tape again and answer the questions:1. When will Nga sudmit the essay to her teacher?2. What country has the large number of English speakers?3. How many people speak English in the ASEAN region?4. Is English mostly spoken in Philipines?

Key:

- Playing the tape, asking sts to call out the religions they hear.- Giving the correct answers- Playing the tape 3 times.- Asking sts to look at their book and listen to the tape.- Asking Sts to share the answers to a partner.- Checking - Giving the answers.

- Playing the tape sentence by sentence.- Asking Sts to work in groups.- Checking the answer

- Asking sts to work in groups

- Listenning to the tape - Write out the religions- Giving the answers- Looking at the book and listenning to the tape - Choosing the best answer - Sharing with a partner.- Giving the correct answer

- Listenning to the tape - Discussing with friendsin groups.- Answering the questions

- Telling the class


Philipines, Malaysia, Singapore, Brunei

Lesson plane Ly Thanh Tong high school1. Tomorrow( the next day)2. The US.3. Around 50 million.4. Yes, it is.* Activity 5: Listing religions in Vietnam:Key: Buddhism, cao dai, Phat giao Hoa hao, Catholicism, Islam….

3. Homework: summarize the content of the dialogue between Nga and Mr Hung

- Giving homework

Unit 16 : THE ASSOCIATION OF SOUTHEAST ASIAN NATIONSLesson 4 : Writing

I. Aims: By the end of the lesson, sts can know how to write a letter of recommendation. II. Teaching aids: charts, pictures, …III. Procedures:

Time Content T’ activities Sts’ activities

I. WARM UP : Matching1. a. Ha Long bay

- pick the pictures up on the board- set the scene

- 2 groups- matching



2. b. Da Lat

3. c. Thien Mu pagoda

- ask sts to read the letter and complete- correct

- ask sts to think of a significant place they are familiar with and write an outline

- ask sts to write their writing individually- go around to help sts if necessary

- ask sts to change their

- read and do the task- correct

- think of a significant place- write an outline

- write a letter

- change the paper



4. d. Nha Trang city

5. e. Trang Tien bridge

paper- correct

- give the task

- correct

- do at home



6. f. The beach of Vung Tau

7. g. Van Mieu

Keys: 1b 2c 3d 4g 5f 6e 7aII. PRE WRITING


Lesson plane Ly Thanh Tong high school1. Complete the letter

of recommendation with the missing sentences in the box. ( Task 1 – p.180)

2. Outline Date Salutation Body:

- location- natural

features- entertain

ment- places to

visit- food- people- …………….

Closing Signature

III. WHILE WRITINGDavid, your pen pal, is going to spend hisSummer vacation in one of the ASEAN countries. You want him to visit Vietnam. Write a letter to him recommending a significant place you are familiar with. Use the outline above.

IV. POST WRITINGCorrection

V. HOMEWORKRewrite the letter.Prepare LANGUAGE FOCUS.



UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS Lesson 5: Language Focus

I. AIM: By the end of the lesson, students will be able to know about the rising – falling tone and the usage of tenses in the adverbial clause of time.II. LEXICAL ITEMS:III.TEACHING AIDS: textbooks, handouts, drill cuesV. PROCEDURES:

Time Stages & contents T ’s

activitiesSts’

activities 3’

5’

I. Pronunciation: 1.Picture: Guessing the words through picture

IS IT FALL OR SPRING? How can I speak this? Notice my voice, my intonation.2. Practice : (tape recorder) Listen and repeat:1. Do you live in a house or in a flat?2. Is Jane a teacher or a student?3. Would you like some tea or coffee?4. Is the baby a boy or a girl?5. Shall we go by bus or by train?6. Is today Tuesday or Wednesday?7. Are you coming or not?8. Is your sister older or younger than you?

- present two sounds

- guide Ss to play the game- control the class- lead to the new lesson- write the title

- play the tape recorder- ask sts to work in pairs

- listen and answer

- listen - take part in the game

listen & write the title

- listen and repeat- pair works



13’

15’

5’

9. Do you want to have lunch now or wait till later?

10.Did Italy or Brazil win the World Cup? II. Grammar:

1. Presentation: Matching:

MAIN CLAUSE ADVERBIAL CLAUSE OF TIME

1. He was sitting on the beach2. The train had gone 3. Remember to ask for permission4. I have answered all of the questions correctly 5. She had never had a chance to use her Japanese6. We can speak French well7. Don’t go anywhere8. Tom was playing game online.

a. until she went to Tokyo last month. b. as soon as we have finished this course in Boston University.c. when he heard a noise d. as soon as his parents went home.e. before you light up a cigarettef. since I began this grammar exercise on verb tensesg. till your parents come hereh. by the time we arrived

Key: 1c 2h 3e 4f 5a 6b 7g 8d Form:

MỆNH ĐỀ CHÍNH MĐ TRẠNG TỪ CHỈ THỜI GIAN1.Simple present

Present perfect (since)

- Simple present (thói quen)- Present progressive ( nhấn mạnh hđ dang xảy ra)- Persent perfect ( nhấn mạnh hđ hoàn tất)- Simple past

2. Future - am/ is/ are going to + Vo - will/ shall + Vo - will have V3/ ed

- Simple present- Persent perfect ( hđ hoàn tất)

3. Simple Past

Past continuous

Past perfect

- Simple Past ( thói quen)- Past continuous (hđ đang xảy ra ở qk)- Past perfect- Simple Past- Past continuous- Simple Past

a. Không sử dụng thì tương lai trong mệnh đề trạng từ chỉ thời gian.b. MĐ TT chỉ thời gian được bắt đầu bằng các liên từ:when whenever before after since as as soon as while till/ until just as no sooner ...than hardly ...when as long as

2. Practice: Exercise 1: Complete each of the following sentences, using a suitable adverbial clause of time in the box.(p.182)Keys:

1. She’ll phone you as soon as she arrives in

- ask sts to match the table- present the structure

- ask sts for concept check, give the form then

- ask St to do tasks- go around for helping- correct

- ask sts to do the exercises

- read and match-listen and answer.

- answer- copy down

- work individually.- compare with friend.- listen and take notes

- pair works

- listen and



2’

Ho Chi Minh city.2. After the war was over, we started

rebuilding the country.3. They met a lot of people while they were on

holiday.4. Before you leave, don’t forget to turn off the

flights.5. I’ll stay till you get back.6. We’ll come to see you whenever we are in

Hanoi. 7. There is a danger of war as long as

imperialism exists.8. Tom sang a merry song as he walked away.

Exercise 2: Supply the correct tense form of the verbs in brackets.(p.183)Keys:1. arrives 2. arrives 3. are playing 4. got5. have finished 6. (had) graduated 7. am 8. have readExercise 3 :Combine two sentences, using one as an adverbial clause of time with the given conjunction .(p.184)Keys:

1. Let’s go out before it starts raining.2. I’ll give you my address when I have found

somewhere to live.3. After he had done his homework, he went to

bed.4. We’ll let you know as soon as we have made

our decision.5. I haven’t met them since I left school.6. Robert suddenly began to feel ill while he

was doing the examination.7. Kate will come back home after she has

finish the last semester.3. Production: Make sentences from pictures

V. Homework: - Learn by heart new language

on textbook- ask sts to compare with friends- correct

- ask St to complete the sentences

- check: “buy the sentence”

- ask Ss to make sentences from the pictures- read , take notes & give feedback

- give the tasks

take notes

- do as directed

-listen and take part in the game

- do as directed- work individually- compare with friends- listen and take notes

- take notes & do at home


Unit 1 : - Tải miễn phí tài liệu, ebook, văn bản mẫu, mẫu hợp...

Documents

Transcript of Unit 1 : - Tải miễn phí tài liệu, ebook, văn bản mẫu, mẫu hợp...