minutes to complete the sentences using the words and phrases given, and change the word forms if necessacry. They they have another 5 minutes to compare the answers with partner

from GIÁO ÁN TỰ CHỌN TIẾNG ANH 12 THÍ ĐIỂM CẢ NĂM SOẠN THEO 4 BƯỚC (2 CỘT) NĂM HỌC 2021-2022

his dream / climb / Mt Everest / next year / so make / fitness plan

Period 3. UNIT 1. LIFE STORIES - WRITING

I. Aims: 1. Knowledge : - To teach Ss to learn about the life stories and write about a life story. 2. Skills: - Develop the writing skills in general. Build up vocabulary supported for writing. - To teach Ss to develop ability to think in a logical way when rearranging sets of jumbled paragraphs to form a well-structured text. 3. Attitudes: To encourage Ss to work harder, to provide Ss some motivation 4. Ability and virtue: - Ability: self-solving; communication, cooperation, using language, self-managing, creation - Virtue: hard-working, modest, patriotism, humanism

II. Methods: Integrated, mainly communicative

III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 12A7 2. Previous lesson checking: during the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Write complete sentences about Edward, an Australian lawyer. Use the words or phrases below, making changes to the word form, if necessary 1. Give the task: T asks Ss work individually within 10 minutes to complete the sentences using the words and phrases given, and change the word forms if necessacry. They they have another 5 minutes to compare the answers with partner 2. Do the task: Ss work individually within 10 minutes to complete the sentences using the words and phrases given, and change the word forms if necessary. They they have another 5 minutes to compare the answers with partnerif necessacry. 3. Report and discuss: Activity 1. Write complete sentences about Edward, an Australian lawyer. Use the words or phrases below, making changes to the word form, if necessary 1. Five years ago / when / Edward / 35 years old / diagnosed / diabetes 2. love sport / and / not want / give up / because of / illness 3. made / first attempt / engage / sporting activities / four years ago / support of his family 4. do / Black Mountain hike / with friends / check / blood glucose levels / every four hours 5. following year / take part / Melbourne Sunset Run / raise funds / orphanage 6. his dream / climb / Mt Everest / next year / so / make / fitness plan 7. run / twenty kilometres / along / beach / every day / keep fit / healthy 8. his motto / live your life / the fullest / no matter what challenges / face KEY: 1. Five years ago, when Edward was 35 years old, he was diagnosed with diabetes.

Teacher calls 2 Ss to write sentences on board and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance

Activity 2. Imagine that you are Edward. Use the ideas in 1 to write your life story of 180-250 words. You can add further details to make your story more interesting.

T: Ask Ss to work individually to imagine that you are Edward. Use the ideas in 1 to write their life story of 180-250 words. - tells Ss that they can add further details to make their story more interesting

Ss: work individually to imagine that you are Edward. Use the ideas in 1 to write their life story of 180250 words. 2. He loved sport and didn’t want to give it up because of illness. 3. He made his first attempt to engage in sporting activities four years ago with the support of his family. 4. He did the Black Mountain hike with his friends, but had to check his blood glucose levels every four hours. 5. The following year, he took part in the Melbourne Sunset run to raise funds for an orphanage. 6. His dream is to climb Mt Everest next year, so he made a fitness plan. 7. He has to run twenty kilometres along the beach every day to keep fit and healthy. 8. This is his motto: you should live your life to the fullest, no matter what challenges you face. Activity 2. Imagine that you are Edward. Use the ideas in 1 to write your life story of 180-250 words. You can add further details to make your story more interesting. Five years ago, when I was 35 years old, I was to shock when I was diagnosed with diabetes. I loved sport and didn’t want to give it up because of illness. I made my first attempt to engage in sporting activities four years ago with the support of my family. I did the Black Mountain hike with my friends, but had to check my blood glucose levels every four hours. The following year, he took part in the Melbourne Sunset run to raise funds for an orphanage. My dream is to climb Mt Everest next year, so I made a fitness plan. I have to run twenty kilometres along the beach every day to keep fit and healthy. I always live with belief “you should live your life to the fullest, no matter what challenges you face.”

4. Consolidation: learn about the life stories and write about a life story. 5. Homework: Complete writing

Period 4: UNIT 2. URBANISATION Pronunciation, vocabulary & grammar

I. Aims: 1. Knowledge - To provide learners some language items in Unit 2 - For vocabulary, that is words and phrases related to urbanization - For pronunciation, that is diphthongs in connected speech - For grammar, that is the form and use compound adjectives and the subjunctive in thatclauses after certain verbs and expressions. 2. Skills - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes:- To encourage Ss to work harder - To provide Ss some motivation 4. Ability and virtue: - Ability: self-solving; communication, cooperation, using language, self-managing, creation - Virtue: humanism, responsibility, hard-working

II. Methods: Integrated, mainly communicative

III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Oorganization:

Class Period Date of teaching Attendance Absence Note 12A7 2. Previous lesson checking: During the lesson 3. New lesson

Teacher and students’ activities Content Activity 1. Underline the diphthongs and then practice saying sentences with a partner 1. Give the task: T ask Ss to work individually to underline the diphthongs in Workbook unit 2 within 3 minutes - Then T gets Ss to compare the answer with partner and practice saying sentences with a partner 2. Do the task: Ss work individually to underline the diphthongs in Workbook unit 2 within 3 minutes - Ss compare the answer with partner and practice saying sentences with a partner Activity 1. Underline the diphthongs and then practice saying sentences with a partner 1.City life attracts lots of people from rural areas. 2. People migrate to urban areas due to lack of resources in the countryside. 3. Rural people tend to follow old-fashioned practices like child marriage and gender discrimination. 4. Thanks to urbanisation, rural people can actually change their mindset and accept more progressive ideas. KEY:

T goes around to observe and provide help when necessary 3. Report and discuss: Teacher calls some students to say aloud the sentences and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance

Activity 2. Use the correct form of the words in the box to complete each sentence

T: Ask Ss to use the correct form of the words below to complete each sentence year-round (adj) thoughtprovoking(adj) weather-beaten (adj) well-paid (adj) fast-growing (adj) overload (v)

- collect Ss’ answers and give feedback Ss: use the correct form of the words to complete each sentence - check with the whole class

Activity 3. Complete the sentences with the subjunctive form of the verbs in brackets T: get Ss to complete the sentences with the subjunctive form of the verbs in brackets

- have Ss compare the answers with a partner

- collect Ss’ answer on board and give feedback

Ss: put complete the sentences with the subjunctive form of the verbs in brackets the verbs in brackets in the past simple or past continuous 1. City life attracts lots of people from rural areas. 2. People migrate to urban areas due to lack of resources in the countryside. 3. Rural people tend to follow old-fashioned practices like child marriage and gender discrimination. 4. Thanks to urbanisation, rural people can actually change their mindset and accept more progressive ideas. Activity 2. Use the correct form of the words in the box to complete each sentence 1. Students these days are __ with too much unnecessary information. 2. He has the___ face and skin of an old traveller. 3. In __ cities, people have access to jobs, healthcare and other facilities. 4. It is difficult for young people to find __ jobs in rural areas. 5. The documentary about life in the slums was really___ and was followed by a lot of discussion about how to solve this problem. 6. Life in areas with ___ extreme weather conditions is not easy at all. KEY: 1. overloaded 2 weather-beaten 3 fast-growing 4 well-paid 5 thought-provoking 5 year-round Activity 3. Complete the sentences with the subjunctive form of the verbs in brackets 1. The government requested that local authorities (clear) all slums and (support) migrants in finding low-cost housing. 2. My parents insisted that my brother (return) to our home village after graduation to run the family business. 3. It is essential that new migrants (give) enough information about the rules and regulations of the local area. 4. It is desirable that everyone (have) a flat in the city and a villa in the countryside. 5. It is recommended that the government (control) urbanisation to maintain sustainable urban areas.

- compare the answers with a partner

Activity 4. Complete the sentences with the ideas in brackets. Use the subjunctive form of the verbs

T: get Ss to complete the sentences with the ideas in brackets, using the subjunctive form of the verbs

- have Ss compare the answers with a partner

- collect Ss’ answer on board and give feedback

Ss: complete the sentences with the ideas in brackets, using the subjunctive form of the verbs

- compare the answers with a partner 6. It is important that young people (not, idealise) city life. KEY: 1. clear – support 2. return 3. be given 4. have 5 control 6 not idealise Activity 4. Complete the sentences with the ideas in brackets. Use the subjunctive form of the verbs 1.(improve / English skills / find a better paid job) ⇒ His teacher proposed that he . 2.(support / farmers financially) ⇒ Mr Le recommended that the government . 3.(get a good education) ⇒ It is essential that young people 4.(arrest the attacker) ⇒ The victim’s family demanded that the police . 5.(obey the rules and regulations / local area) ⇒ It is imperative that all new migrants KEY: 1.His teacher proposed that he improve his English skills in order to find a better paid job. 2. Mr Le recommended that the government support the farmers financially. 3. It is essential that young people get a good education. 4. The victim’s family demanded that the police arrest the attacker. 5. It is imperative that all new migrants obey the rules and regulations of the local area.

4. Consolidation: Teacher summarizes the main points of the lesson - For vocabulary, that is words and phrases related to urbanization - For pronunciation, that is diphthongs in connected speech - For grammar, that is the form and use compound adjectives and the subjunctive in thatclauses after certain verbs and expressions. 5. Homework: Choose the word with the underlined part pronounced differently from the rest 1.A.life B.site C.widen D.recipe 2.A.idea B.bear C.area D.hear 3.A.share B.age C.safe D.place

4.A.great B.meat C.wheat D.beat 5.A.sour B.our C.pour D.flour KEY: 1D 2B 3A 4A 5C

Date of preparation

Period 5. UNIT 2. URBANISATION Reading

I. Aims: 1. Knowledge - To teach Ss to scan a text for specific information in an article about urbanization and its causes. - To teach Ss new vocabulary by finding words or expressions with the definitions given. 2. Skills: - To develop their reading skill through deciding true-false statements and answering questions. - To learn new vocabulary by finding words or expressions with the definitions given. 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation 4. Ability and virtue: - Ability: self-solving; communication, cooperation, using language, self-managing, creation - Virtue: humanism, responsibility, hard-working

II. Methods: Integrated, mainly communicative

III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Oorganization:

Class Period Date of teaching Attendance Absence Note 12A7 2. Previous lesson checking: during the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Read the text about urbanization and choose the best title T: Ask Ss to work individually to read the text about urbanization and choose the best title - get Ss to compare the answers with the partner - check the answers with the whole class Activity 1. Read the text about urbanization and choose the best title A. Urbanization history B. Causes and effects of urbanization C. Challenges of sustainable urbanization KEY: A. Urbanisation

Ss: read the text then give out the answer Activity 2. Based on the information in the text, decide whether the following statements are true T, false F, or not given NG 1. Give the task: T asks Ss to read the text and decide whether the statements are true, false or not Activity 2. Based on the information in the text, decide whether the following statements are true T, false F, or not given NG 1. Urbanisation is the natural product of economic development and industrialisation. 2. The advantages of urbanisation outweigh its disadvantages.

given within 10 minutes then they compare the answers in pairs

2. Do the task: Ss read the text and decide whether the statements are true, false or not given within 10 minutes then they compare the answers in pairs

3. Report and discuss: Teacher calls some to give answers in pairs and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance

Activity 3. Look for the words in the text which mean the following

T: Ask Ss to work in groups of 4 to find words of the text which mean 1. the result or effect of an action or event (n) 2. creates a threat, problem, etc. that has to be dealt with (v) 3. using methods that do not use up or destroy natural resources (adj) 4. move into a small place or object so it is completely full (v) 5. untidy or in bad condition (adj) 6. the action of supplying something for use (n) Ss: work in groups of 4 to find words - call out the answers and check with the whole class 3. Slum dwellers in developing countries understand the meaning of sustainable urbanisation. 4. The struggle for survival is the most important thing for poor people in developing countries. 5. Different regions should deal with different tasks to achieve sustainable urbanisation. KEY: 1. Urbanisation is the natural product of economic development and industrialisation. T 2. The advantages of urbanisation outweigh its disadvantages. NG 3. Slum dwellers in developing countries understand the meaning of sustainable urbanisation. F 4. The struggle for survival is the most important thing for poor people in developing countries. T 5. Different regions should deal with different tasks to achieve sustainable urbanisation. T

Activity 3. Look for the words in the text which mean the following

1. outcome 2. poses 3. sustainable 4. cram 5. shabby 6. provision

4. Consolidation: Read the text on the topic of urbanization and do the tasks 5. Homework: review the tasks on workbook Unit 2. Urbanisation

THE TEXT: Urbanisation programmes are being carried out in many parts of the world, especially in densely populated regions with limited land and resources. It is the natural outcome of economic development and industrialisation. It has brought a lot of benefits to our society.

However, it also poses various problems for local authorities and town planners in the process of maintaining sustainable urbanisation, especially in developing countries. When too many people cram into a small area, urban infrastructure can’t be effective. There will be a lack of livable housing, energy and water supply. This will create overcrowded urban districts with no proper facilities.

Currently, fast urbanisation is taking place predominantly in developing countries where sustainable urbanisation has little relevance to people’s lives. Their houses are just shabby slums with poor sanitation. Their children only manage to get basic education. Hence, the struggle for survival is their first priority rather than anything else. Only when the quality of their existence is improved, can they seek for other high values in their life. Thus, sustainable urbanisation in different regions should start from different levels. For more developed regions, the focus could be on achieving a more sustainable urban life. But for less developed regions, urban development should really start with the provision of the basic human needs such as suficient energy, clean water, housing with proper sanitation, and access to effective social infrastructure.

Date of preparation

Period 6. UNIT 2 URBANISATION - WRITING

I. Aims: 1. Knowledge :- To develop Ss’ skill of writing a description of a line graph about trends in urbanisation. - To provide Ss with the language and sentence structures used to describe trends. 2. Skills :+ Describe a line graph about the rate of urbanisation. + Develop the writing skills in general. Build up vocabulary supported for writing. 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation 4. Ability and virtue: - Ability: self-solving; communication, cooperation, using language, self-managing, creation - Virtue: humanism, responsibility, hard-working

II. Methods: Integrated, mainly communicative

III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 12A7 2. Previous lesson checking: during the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Look at the line graph and answer the questions 1. Give the task: T asks Ss work individually within 10 minutes to look at the line graph and answer the questions. They they have another 5 minutes to compare the answers with partner 2. Do the task: Ss work individually within 10 minutes to look at the line graph and answer the questions. They they have another 5 minutes to compare the answers with partnerif necessacry. 3. Report and discuss: Teacher calls Ss to ask and answer the questions and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance Activity 1. Look at the line graph and answer the questions 1. What does the graph show? 2. What information is shown on the vertical axis? 3. What information is shown on the horizontal axis? 4. What patterns can you see? 5. What comparisons can you make? KEY:

Activity 2. Rewrite the sentences without changing their meaning

T: Ask Ss to work individually to rewrite the sentences without changing their meaning - call 2 to write answers on the board then check with the whole class 1. The urban population ratio rose steadily throughout the period. ⇒ There . 2. There was a continuous fall in the rural population ratio during this 60-year period. ⇒ The . 3. The urban population ratio rose from 25% to 45% between 1950 and 1980. ⇒ There . 4. From 1980 to 2010, there was a steady increase in the ratio of urban population. ⇒ From 1980 to 2010, . 5. The rural population ratio decreased by 50% from 1950 to 2010. ⇒ There .

Ss: work individually to rewrite the sentences without changing their meaning

Activity 3. Write a description of 130150 words of the trends in the graph

T: Get Ss to work individually to use the information from act 1 and act 2 to write a descriptin of 130-150 words of the trends in the graph

- call 2 good students to write on the board

- go around and provide help when necessary

- get Ss to give comments and feedback with the whole class 1. It shows the urban-rural population ratio in Fantasia from 1950 to 2010. 2. The population ratio in percentage. 3. The 60-year period from 1950 to 2010 (divided by ten-year intervals). 4. The urban population ratio increased, and the rural 5. The differences between the two patterns. population ratio decreased.

Activity 2. Rewrite the sentences without changing their meaning 1. The urban population ratio rose steadily throughout the period. ⇒ There was a steady rise in the urban population ratio throughout the period. 2. There was a continuous fall in the rural population ratio during this 60-year period. ⇒ The rural population ratio fell continuously during this 60-year period. 3. The urban population ratio rose from 25% to 45% between 1950 and 1980. ⇒ There was a rise of 20% in the urban population ratio between 1950 and 1980 / was a increase of 20% in the urban population ratio between 1950 and 1980. 4. From 1980 to 2010, there was a steady increase in the ratio of urban population. ⇒ From 1980 to 2010, the ratio of urban population increased steadily. 5. The rural population ratio decreased by 50% from 1950 to 2010. ⇒ There was a decrease of 50% in the rural population ratio from 1950 to 2010 / was a fall of 50% in the rural population ratio from 1950 to 2010. Activity 3. Write a description of 130-150 words of the trends in the graph The line graph illustrates the ratio between urban and rural population in Fantasia over a 60-year period from 1950 to 2010. Overall, the ratio of urban population went up continuously, while the rural population ratio experienced a steady fall. In 1950, 75% of the population lived in rural areas compared to only 25% of urban dwellers

Ss: work individually to use the information from act 1 and act 2 to write a descriptin of 130-150 words of the trends in the graph at the time. The next 30-year period saw some changes in the trend with more people (around 45%) living in urban areas and fewer people (less than 60%) living in rural areas. Towards the end of the period, the trend was totally reversed. In 2010, around 75% of the population lived in urban areas, whereas just merely 25% still lived in rural areas. In summary, as time went by, more and more people chose the city over rural areas to settle down.

4. Consolidation: writing a description of a line graph about trends in urbanisation. 5. Homework: Complete writing

Date of preparation: Period 7: Revision I. Aims: 1. Knowledge:- To help students revise what they have learned in unit 1, 2, - To give them a chance to practice 2. Skills:- To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes:- To encourage Ss to work harder - To provide Ss some motivation 4. Ability and virtue: - Ability: self-solving; communication, cooperation, using language, self-managing - Virtue: responsibility, hard-working II. Methods: explanation, discussion, integrated cmmunicative, work in pairs/groups III. Preparations: 1 Teacher: Textbook, overhead and projector, lesson plan, computer, speaker, handouts. 2 Students: Student’s book, workbook, notebook. IV. Steps of teaching: 1. Organization: Class Period Date of teaching Attendance Absence Note 12A7 2. Previous lesson checking: Ss’ writings 3. New lesson: Teacher and students’ activities Content I. Review: - Ask Ss work in groups and recall what they have learnt from unit 1 to unit 2 • Topic • Reading • Writing • Language focus II. Practice: II. Practice: 1. Give the task: T: Ask Ss to work individually to complete exercise then compare with friends 2. Do the task: Ss work individually to complete exercise then compare with friends 3. Report and discuss: Teacher calls some to give out their answers while others give comment 4. Give feedback: Teacher feedbacks ss’performance work in groups and recall what they have learnt from unit 1 to unit 2. • Topic: - Life stories - Urbansiation • Reading: Reading for general ideas and specific information about these topics • Writing: - write about a life story. - write a description of a line graph about trends in urbanisation. * Language focus: + Pronunciation: - diphthongs - homophones + Grammar: compound adjectives and the subjunctive in that-clauses after certain

verbs and expressions, the past simple vs. the past continuous and use of articles

I. READING Question 1-5: Read the following passage and answer the questions that follow. The summer travel season will soon be upon us, with notions of escape, unplugging and faraway lands. But while the idea of disconnecting from technology when abroad seems relaxing, the stress of visiting a foreign country without a smartphone connection can quickly counteract the benefits of a digital detox. After landing in an unfamiliar place, you may realize that an inability to look up mobile maps or places to eat on a phone can be crippling. Relying on a printed tourist guide may feel primitive and immediately inform robbers that you are holding lots of cash. So what to do? There are two ways to take your cellphone abroad and get data — the frugal way and the pay-full-price way. The inexpensive method involves some planning ahead, while the full-price way is easy but requires paying even more money to your carrier (A). First, a very well-liked option is usually the full-price, for many years, American wireless customers have been able to pay extra to their carrier for international roaming, or the ability to seamlessly use a foreign network (B). Among other options, AT&T sells an international package with a modest amount of data (800 megabytes, enough to last about a week) for $120, and Verizon Wireless charges $5 a day for roaming in many countries. And in three recent years, T-Mobile USA and Sprint began offering free international roaming, but with a warning: The data speeds are very slow. For frugal travelers, there are some smart alternatives if they are willing to do a bit of homework (C). To get a good deal, the initial step is to bring an "unlocked" smartphone, which is a phone not restricted to use with one carrier, into a foreign carrier’s store, buy a data package and insert its SIM card into the phone. (In wireless industry jargon, these are called prepaid international SIM cards.) Even better, some overseas carriers let you order a SIM card ahead of time (D). 1. According to the first paragraph, though disconnecting from technology during holiday sounds restful, tourists can still face __________. A. the danger of being robbed B. the stress when having no digital assistance

C. the threat of being lost D. the risk of having nothing to eat 2. The word "frugal" in paragraph 2 is closest in meaning to __________.

A. easy B. costly C. dangerous D. cheap 3. According to paragraph 3, how many ways to use the international roaming are there in the full-price option?

A. one B. two C. three D. five 4. Customers don't have to pay money for the roaming service of _________.

A. AT&T B. Verizon Wireless C. T-Mobile D. SIM 5. Where can the following clause be placed in the passage? "... so you can get it before your trip or have it delivered to your hotel ..."

A. (A) B. (B) C. (C) D. (D) II. VOCABULARY

Question 6-10: Complete the sentences with the correct form of the words in brackets. Write your answers in the given spaces.

6. My father treated his friends with ______________ and thoughtfulness. (GENEROUS) 7. The worst part is being ______________ to change anything. (HELP) 8. Most people coming from the countryside experience some form of ______________ when living in big cities. (DISCRIMINATE) 9. Don’t believe him. He’s totally ______________ as a source of information. (RELY) 10. I was very proud when my brother received commendations for his __________. (ACHIEVE) III. SPEAKING Question 1-5: Julie and Kyle are having a conversation about environmentally friendly activities. Fill in the gaps (1-5) with the options (A-E) from the list to make a complete interview. Write your answers in the given spaces.

Julie: I think recycling is a great way to help reduce global warming. (1) __________________________________________________. Kyle: I'm not sure. I mean how recycling helps with global warming. (2)_____________________________________________. Julie: Well, it takes more energy to make new things than it does to recycle old ones. If recycling uses less energy, then we won't burn as much fossil fuel. (3)__________________________________________________. Kyle: Oh, OK, I think you are right. Recycling does use less energy. Well, I also think it would be good to use energy-efficient appliances. What's your opinion of that? Julie: That's a great idea. (4)_______________________________________________________. And it's better for the environment. What do you think about cars that use less petrol? Kyle: That's the kind of car we've got, and I think they really help. However, our friends hate those kinds of cars. (5)__________________________________. Julie: That's terrible. We should all worry about the environment. One thing we could do is persuade them to change their minds. Kyle: I'm with you on that. Options: A. That's one way recycling helps with global warming, isn't it? B. They're not so concerned about the environment. C. I've got a few of those in our house and it helps lower our electricity bill. D. One thing we could do is encourage people to get involved with it. E. I don't think the two are related. Your answers: 1. ___________ 2. ___________ 3. ___________ 4. ___________ 5.

IV. VOCABULARY Question 6-10: Complete the following sentences, using the correct form of the word given at the end of each sentence. 6. Helping his disabled friend to go to school every d _____________. (achieve) ay gives him a sense of 7. I really admire my mother’s great _____________ to her teaching job. (dedicate) 8. Many _____________ figures set bright examples for young people. (history) 9. For a long time, he has raised money to help the _____________ in the area. (need) 10.Despite his continuous contribution to the charity organisations, he wishes to remain _____________. (anonymity)

KEY:

I. READING Question 1-5: Read the following passage and answer the questions that follow. 1. B 2. D 3. B 4. C 5. D II. VOCABULARY Question 6-10: Complete the sentences with the correct form of the words in brackets. Write your answers in the given spaces. 6. generosity 7. helpless 8. discrimination 9. unreliable 10. achievement III. SPEAKING Question 1-5: Julie and Kyle are having a conversation about environmentally friendly activities. Fill in the gaps (1-5) with the options (A-E) from the list to make a complete interview. Write your answers in the given spaces. 1. D 2. E 3. A 4. C 5. B IV. VOCABULARY Question 6-10: Complete the following sentences, using the correct form of the word given at the end of each sentence. 6. achievement 7. dedication 8. historical 9. needy 10. anonymous

Date of preparation

Period 8: UNIT 3 : THE GREEN MOVEMENT Pronunciation, vocabulary & grammar

I. Aims: 1. Knowledge - To provide learners some language items in Unit 3 - For vocabulary, that is words and phrases related to the green movement - For pronunciation, that is assimilation in connected speech - For grammar, that is the simple, compound and complex sentences. And relative clauses with which. 2. Skills:- To promote Ss to develop the skill of working in pairs and groups 3. Attitudes:- To encourage Ss to work harder - To provide Ss some motivation 4. Ability and virtue: - Ability: self-solving; communication, cooperation, using language, self-managing, creation - Virtue: patriotism, humanism, modest, hard-working

II. Methods: Integrated, mainly communicative

III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Oorganization:

Class Period Date of teaching Attendance Absence Note 12A7 2. Previous lesson checking: During the lesson 3. New lesson Teacher and students’ activities Content Activity 1. In each sentence, underline the ending and beginning sounds where assimilation can occur. Then practice reading aloud the sentences with assimilation 1. Give the task: T ask Ss individually to underline the ending and beginning sounds where assimilation can occur then practice reading aloud the sentences with assimilation within 5 minutes 2. Do the task: Ss work individually to underline the ending and beginning sounds where assimilation can occur then practice reading aloud the sentences with assimilation within 5 minutes Activity 1. In each sentence, underline the ending and beginning sounds where assimilation can occur. Then practice reading aloud the sentences with assimilation 1. This article explains what we can do to save our green planet. 2. Please put the recyclable items into this white bag. 3. Remember to clean the food processor before and after use. 4. This is the best market to buy organic food. 5. The best way to save paper is to use both sides of the sheet.

Activity 2. Use the words given to complete the sentences. Change the word form if necessary

T: Ask Ss to complete the sentences with the correct form of the words below 1. go green 2. technology 3. soot 4. organic 5. clutter 6. mildew 7. depleted 8. combustion - collect Ss’ answers and give feedback Ss: complete the sentences with the correct form of the words below - check with the whole class

Activity 3. Connect each pair of sentences with an appropriate conjunction below to make compound sentences Neither ..nor, but, and, so, either…or

T: get Ss to connect each pair of sentences with an appropriate conjunction given to make compound sentences

- have Ss compare the answers with a partner

- collect Ss’ answer on board and give feedback KEY: 1. This article explains what we can do to save our green planet. 2. Please put the recyclable items into this white bag. 3. Remember to clean the food processor before and after use. 4. This is the best market to buy organic food. 5. The best way to save paper is to use both sides of the sheet. Activity 2. Use the words given to complete the sentences. Change the word form if necessary 1. Carbon dioxide and black carbon, or__ , are two of the most dangerous air pollutants. 2. The more __ food we consume, the more health benefits we gain. 3. Research has shown that office ___ has negative effects on employers’ productivity and job performance. 4. Using renewable resources is the best option for preventing the ___ of fossilbased resources. 5.___innovation should promote green lifestyles and sustainable development. 6.___ is a chemical reaction between substances, which usually includes oxygen and produces heat and light. KEY: 1. soot 2 organic 3 clutter 4. depletion 5 technological 6 combustion Activity 3. Connect each pair of sentences with an appropriate conjunction below to make compound sentences Neither ..nor, but, and, so, either…or 1. People should not throw rubbish in the park. People should not cut down the trees in the park. 2. Mould and mildew can cause health problems. We need to remove any growth regularly.

Ss: connect each pair of sentences with an appropriate conjunction given to make compound sentences - compare the answers with a partner

- give the answers and check with the teacher

Activity 4. Complete the following sentences using which and the words given. Change the word forms or add some words if necessary T: get Ss to complete the sentences using which and the words given, get Ss to change the word forms or add some words if necessary

- have Ss compare the answers with a partner

- collect Ss’ answer on board and give feedback

Ss: complete the sentences using which and the words given, change the word forms or add some words if necessary

- compare the answers with a partner 3. For a start, we should use renewable resources. We should also consume more organic food. 4. Modern household appliances make our life more convenient. Some of them are not eco-friendly and cause pollution. 5. We should not waste paper. We should not cut down any trees either. KEY: 1. People should not throw rubbish and cut down the trees in the park. / People should neither throw rubbish nor cut down the trees in the park. 2. Mould and mildew can cause health problems, so we need to remove any growth regularly. 3. For a start, we should either use renewable resources or consume more organic food. 4. Modern household appliances make our life more convenient, but some of them are not eco-friendly and cause pollution. 5. We should neither waste paper nor cut down any trees. / We should not waste paper and cut down any trees. Activity 4. Complete the following sentences using which and the words given. Change the word forms or add some words if necessary 1. some businesses and people / been environmentally irresponsible / lead / global warming / climate change 1. Some businesses and people have been environmentally irresponsible, which has led to global warming and climate change. 2. green technology / use renewable resources / create / eco-friendly / products 3.climate changes / affect crop harvests / cause / global / local / food shortages 4. environmental pollution / put some species / danger of extinction / affect / species diversity / Earth 5. everybody / should make an effort / go green / help / save / planet / future generations

KEY: 2. Green technology uses renewable resources, which can help to create ecofriendly products. 3. Climate changes affect crop harvests, which can cause global or local food shortages. 4. Environmental pollution can put some species in danger of extinction, which can affect species diversity on Earth. 5. Everybody should make an effort to go green, which can help to save our planet for future generations.

4. Consolidation: Teacher summarizes the main points of the lesson - For vocabulary, that is words and phrases related to the green movement - For pronunciation, that is assimilation in connected speech - For grammar, that is the simple, compound and complex sentences. And relative clauses with which. 5. Homework: Use the conjunctions and the ideas to make complex sentences so that if because when although black carbon particles are released into the air this will help to save energy we keep polluting our rivers, seas and oceans they are aware of their high exhaust emissions we can reduce energy consumption and air pollution 1. We should use recycled materials_____ . 2. More and more aquatic animals will die________ . 3. Levels of soot pollution increase________ . 4. Some farmers still use old diesel trucks________ . 5. We should walk or cycle more often_________ . KEY: 1. We should use recycled materials because this will help to save energy. 2. More and more aquatic animals will die if we keep polluting our rivers, seas and oceans. 3. Levels of soot pollution increase when black carbon particles are released into the air. 4. Some farmers still use old diesel trucks although they are aware of their high exhaust emissions. 5. We should walk or cycle more often so that we can reduce energy consumption and air pollution.

Date of preparation

Period 9. UNIT 3. THE GREEN MOVEMENT Reading

I. Aims: 1. Knowledge :- To teach Ss to scan a text for specific information in an article about soot pollution. - To teach Ss new vocabulary by filling the missing information. 2. Skills:- To develop their reading skill through choosing the main idea for each paragraph. - To learn new vocabulary by finding words or expressions with the definitions given. 3. Attitudes:- To encourage Ss to work harder - To provide Ss some motivation 4. Ability and virtue: - Ability: self-solving; communication, cooperation, using language, self-managing, creation - Virtue: patriotism, humanism, modest, hard-working

II. Methods: Integrated, mainly communicative

III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Oorganization:

Class Period Date of teaching Attendance Absence Note 12A7 2. Previous lesson checking: Use the conjunctions and the ideas to make complex sentences so that if because when although black carbon particles are released into the air this will help to save energy we keep polluting our rivers, seas and oceans they are aware of their high exhaust emissions we can reduce energy consumption and air pollution 1. We should use recycled materials_____ . 2. More and more aquatic animals will die________ . 3. Levels of soot pollution increase________ . 4. Some farmers still use old diesel trucks________ . 5. We should walk or cycle more often_________ .

KEY: 1. We should use recycled materials because this will help to save energy. 2. More and more aquatic animals will die if we keep polluting our rivers, seas and oceans. 3. Levels of soot pollution increase when black carbon particles are released into the air. 4. Some farmers still use old diesel trucks although they are aware of their high exhaust emissions. 5. We should walk or cycle more often so that we can reduce energy consumption and air pollution. 3. New lesson Teacher and students’ activities Content

Activity 1. Read the text and choose the best answer T: Ask Ss to work individually to read the text and choose the best answer - get Ss to compare the answers with the partner

- check the answers with the whole class

2. Do the task: Ss read the text and decide whether the statements are true, false or not given within 10 minutes then they compare the answers in pairs

3. Report and discuss: Teacher calls some to give answers in pairs and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance

Activity 3. Look for the words in the text which mean the following

T: Ask Ss to work in groups of 4 to find words of the text which mean 1. that uses natural products and energy in a way that does not harm the environment (adj) 2. the opinion or feeling that you have about something or someone because of the way they look (n) Activity 1. Read the text and choose the best answer 1. What do you think is the best title for the text? A.How to make your community green B.Ways to raise students’ awareness of being environmentally friendly C.How to make your school more sustainable 2. For which of these places does the writer NOT offer any green suggestions? A.Classrooms B.Gymnasium C.Library 3. Which energy-saving product is NOT mentioned in the text? A.Fans B.Solar heating C.Energy-efficient windows

KEY: 1C 2A 3C

Activity 2. Based on the information in the text, decide whether the following statements are true T, false F, or not given NG 1. The writer claims that the suggestions are effective, simple, and easy to do. 2. Old T-shirts can be used as dust cleaners. 3. Daily tips on how to recycle books are placed on the library noticeboard. 4. A salt-water pool will cost less to maintain than a chlorinated one. 5. Solar heaters may release a large amount of CO2. 6. It’s impossible to make the school gym an environmentally friendly place. KEY: 1. The writer claims that the suggestions are effective, simple, and easy to do. T 2. Old T-shirts can be used as dust cleaners. T 3. Daily tips on how to recycle books are placed on the library noticeboard. F

3. that can be changed naturally to substances that do not harm the environment (adj) 4. knowing that something exists and is important (n) 5. a thing that you can choose to do or have out of two or more possibilities (n) 6. to produce something such as light, heat, sound, and gas (v) Ss: work in groups of 4 to find words - call out the answers and check with the whole class 4. A salt-water pool will cost less to maintain than a chlorinated one. T 5. Solar heaters may release a large amount of CO2.NG 6. It’s impossible to make the school gym an environmentally friendly place. F

Activity 3. Look for the words in the text which mean the following

1. sustainable 2. impression 3. biodegradable 4. awareness 5. alternative 6. emit

4. Consolidation: Read the text on the topic of go green and do the tasks 5. Homework: Based on the information in the text, complete each of the following sentences with no more than six words 1. The purpose of the suggested actions is not only to make schools green, but also to reduce your carbon footprint and _____ 2. In order to make your school green, apart from the classrooms, the three other places you can make green are the _____ 3. You should pay more attention to ____ where students and teachers tend to spend a lot of time. 4. The aim of an effective eco-friendly library is not only to impress users, but also to provide ___ 5. The green products suggested for the school gym include ___ KEY: 1. create a sustainable community. 2. library, swimming pool, and school gym. 3. the school gym 4. some green tips. 5. low-flow taps and energy-saving lights. READING TEXT If you want to make your school green, think beyond your classrooms. Here are some suggestions that are all easy and simple to follow, and can make a big difference in reducing your carbon footprint and creating a sustainable community. One of the places where both teachers and students often spend some of their time is the library. An eco-friendly reading space is likely to create a favourable impression on library users, and bring some significant educational benefits. For example, you can install energysaving products like fans instead of air-conditioners which consume a lot of energy. You can also use biodegradable dust cloths or old T-shirts to clean the environment. In addition, to raise public awareness, allocate a clearly visible space on the noticeboard for everyday green tips like ‘Let others reuse your book’.

Sporty students may prefer to spend more time in the swimming pool than in the library. Therefore, keeping this place safe and green will also help to raise their environmental awareness. Remember that chlorinated pool water may cause red eyes and itchy skin to some people if they spend much time in the pool. An ideal alternative would be a salt-water pool, which can be naturally clean and economical. In case warm water is required, think of solar heating to save the environment as one pool with gas or electric heater may emit tons of carbon dioxide each year. Finally, focus on the school gym, which is perhaps the most interactive and exciting place for all school staff. Think of installing low-flow taps and showers to save gallons of water per minute and energy-saving lights to cut the cost of electricity. Moreover, make sure that the airflow pathways are clear and free of mould, mildew and other allergens.

Date of preparation Period 10. UNIT 3 THE GREEN MOVEMENT - WRITING

I. Aims: 1. Knowledge - To develop Ss’ skill of writing an essay about the advantages and disadvantages of a green lifestyle. - To provide Ss with the language and sentence structures used to describe trends. 2. Skills: + Write an essay about the advantages and disadvantages of a green lifestyle. + Develop the writing skills in general. Build up vocabulary supported for writing. 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation 4. Ability and virtue: - Ability: self-solving; communication, cooperation, using language, self-managing, creation - Virtue: patriotism, humanism, modest, hard-working

II. Methods: Integrated, mainly communicative

III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Organization: Class Period Date of teaching Attendance Absence Note 12A7 2. Previous lesson checking: Reading homework 3. New lesson Teacher and students’ activities Content Activity 1. Write sentences about electric vehicles, using the words and phrases given. Change the word form if necessary 1. Give the task: T asks Ss work individually within 10 minutes to write sentences about electric vehicles, using the words and phrases given. They they have another 5 minutes to compare the answers with partner 2. Do the task: Ss work individually within 10 minutes to write sentences about electric vehicles, using the words and phrases given. They they have another 5 minutes to compare the answers with partnerif necessacry. 3. Report and discuss: Activity 1. Write sentences about electric vehicles, using the words and phrases given. Change the word form if necessary 1. electric vehicles / not / use / fossil fuels / as a result / not / emit / CO2 / pollutants 2. electric vehicles / more eco-friendly / diesel ones / reduce / air pollution 3. initial set-up cost / an electric transport system / high / electric vehicles / quite / costly 4. electric trams / require / set routes / are / limited / certain / areas 5. electric vehicles / electricity / often / create / fossil fuels 6. electric buses / produce / less vibration / other buses / help / passengers / more comfortable 7. electric cars / quite / quiet / help / lower / noise pollution

Teacher calls Ss to write answer on board while other give comment

4. Give feedback: Teacher feedbacks ss’performance

Activity 2. Put the sentences in 1 in the correct columns. Then choose some ideas to write an essay of 220-250 words about the advantages and disadvantages of electric vehicles

T: Get Ss to work in 2 big groups, one puts the sentences in 1 in the ADVANTAGE COLUMN, one puts the sentences in 1 in the DISADVANTAGE COLUMN

1. Electric vehicles do not use fossil fuels and as a result do not emit CO2 and other pollutants. 2. Electric vehicles are more eco-friendly than diesel ones as they reduce air pollution. 3. The initial set-up cost of an electric transport system is high, and electric vehicles are quite costly. 4. Electric trams require set routes and are limited to certain areas. 5. Electric vehicles use electricity that is often created from fossil fuels. 6. Electric buses produce less vibration than other buses, which helps passengers to feel more comfortable. 7. Electric cars are quite quiet, which helps to lower noise pollution. 8. The maintenance cost of electric buses is lower than that of diesel buses. 9. It takes hours to recharge an electric car, and sometimes charging stations are not available. 8. maintenance cost / electric buses / lower / diesel buses 9. take / hours / recharge / electric car / sometimes / charging stations / not / available 10. batteries / costly / make / electric vehicles / expensive / developing countries

KEY: 1. Electric vehicles do not use fossil fuels and as a result do not emit CO2 and other pollutants. 2. Electric vehicles are more eco-friendly than diesel ones as they reduce air pollution. 3. The initial set-up cost of an electric transport system is high, and electric vehicles are quite costly. 4. Electric trams require set routes and are limited to certain areas. 5. Electric vehicles use electricity that is often created from fossil fuels. 6. Electric buses produce less vibration than other buses, which helps passengers to feel more comfortable. 7. Electric cars are quite quiet, which helps to lower noise pollution. 8. The maintenance cost of electric buses is lower than that of diesel buses. 9. It takes hours to recharge an electric car, and sometimes charging stations are not available. 10. Batteries are costly, which makes electric vehicles expensive for developing countries.

Activity 2. Put the sentences in 1 in the correct columns. Then choose some ideas to write an essay of 220-250 words about the advantages and disadvantages of electric vehicles

ELECTRIC VEHICLES

Advantages 1 / Electric vehicles do not use fossil fuels and as a result do not emit CO2 and other pollutants. 2 / Electric vehicles are more eco-friendly than diesel ones as they reduce air pollution.

10. Batteries are costly, which makes electric vehicles expensive for developing countries.

- call 2 good students to write on the board

- go around and provide help when necessary

- get Ss to give comments and feedback with the whole class

Ss: work in 2 big groups, one puts the sentences in 1 in the ADVANTAGE COLUMN, one puts the sentences in 1 in the DISADVANTAGE COLUMN Teacher sets essay writing as homeowork 6 / Electric buses produce less vibration than other buses, which helps passengers to feel more comfortable. 7 / Electric cars are quite quiet, which helps to lower noise pollution. 8 / The maintenance cost of electric buses is lower than that of diesel buses. Disadvantages 3 / The initial set-up cost of an electric transport system is high, and electric vehicles are quite costly. 4 / Electric trams require set routes and are limited to certain areas. 5 / Electric vehicles use electricity that is often created from fossil fuels. 9 / It takes hours to recharge an electric car, and sometimes charging stations are not available. 10 / Batteries are costly, which makes electric vehicles expensive for developing countries.

4. Consolidation: writing an essay about the advantages and disadvantages of a green lifestyle. 5. Homework: Choose some ideas in task 2 to write an essay of 220-250 words about the advantages and disadvantages of electric vehicles

Period 11: UNIT 4 : THE MASS MEDIA Pronunciation, vocabulary & grammar

I. Aims: 1. Knowledge - To provide learners some language items in Unit 4 - For vocabulary, that is words and phrases related to The mass media - For pronunciation, that is the pronunciation of the verb ending -ed in connected speech - For grammar, that is the prepositions after certain verbs and the past perfect vs. the past simple. 2. Skills:- To promote Ss to develop the skill of working in pairs and groups 3. Attitudes:- To encourage Ss to work harder - To provide Ss some motivation 4. Ability and virtue: - Ability: self-solving; communication, cooperation, using language,self-managing, creation - Virtue: humanism, responsibility, hard-working

II. Methods: Integrated, mainly communicative

III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Organization:

Class Period Date of teaching Attendance Absence Note 12A7 2. Previous lesson checking: Ss’ writing 3. New lesson Teacher and students’ activities Content Activity 1. In each sentence, underline the ending and beginning sounds where assimilation can occur. Then practice reading aloud the sentences with assimilation 1. Give the task: T ask Ss individually to read all the verbs, paying attention to the pronunciation of the ending –ed, and circle the letter of the odd one out within 5 minutes 2. Do the task: Ss work individually to read all the verbs, paying attention to the pronunciation of the ending –ed, and circle the letter of the odd one out within 5 minutes T goes around to observe and provide help when necessary 3. Report and discuss: Activity 1. Read all the verbs, paying attention to the pronunciation of the ending –ed. Circle the letter of the odd one out. 1. A.chatted B.surprised C.downloaded D.started 2. A.accessed B.increased C.searched D.addicted 3.A.watched B.connected C.addicted D.printed 4. A.subscribed B.used C.challenged D.liked 5. A.wasted B.excited C.relied D.invented 6. A.controlled B.listened C.expressed D.received 7. A.welcomed B.introduced

Teacher calls some students to say aloud the words and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance

Activity 2. Use the words given to complete the sentences. Change the word form if necessary

T: Ask Ss to complete the sentences with the correct form of the words below 1. interact 2. blog 3. audience 4. efficien 5. instant messaging 6. mass media 7. advent 8. social - collect Ss’ answers and give feedback Ss: complete the sentences with the correct form of the words below - check with the whole class

Activity 3. Complete the following sentences with the appropriate prepositions T: get Ss to complete the sentences with the appropriate prepositions

- have Ss compare the answers with a partner

- collect Ss’ answer on board and give feedback

Ss: complete the sentences with the appropriate prepositions - compare the answers with a partner KEY: 1B 2D 3A 4D 5C 6C 7A

Activity 2. Use the words given to complete the sentences. 1. The mass media can provide useful resources for learning and teaching, stimulate interest, and develop knowledge. 2. Instant messaging involves sending electronic messages in real time via the Internet, which are immediately displayed on the recipient’s screen. 3. Social networking helps to expand the number of people’s business and social contacts by making connections between individuals and companies. 4. Most people nowadays interact with their computers more often than with their family and friends. 5. Advent is the coming or arrival of something or someone that is important or worthy of note. 6. Digital broadcasting is much more efficient than advertising in print materials because it allows larger audiences to access the information. Activity 3. Complete the following sentences with the appropriate prepositions 1. The IT specialists apologised __ being late because of the traffic jam. 2. Minh apologized__ his form teacher for the late submission of his essay. 3. He was awarded a medal for saving a four-year-old boy __ drowning. 4. This young man specializes__ computer software. 5. This shampoo smells __ bananas. 6. If you keep making so much noise, I won’t be able to concentrate__ my work. 7. Nobody responded __ the complaint about the shortage of teaching resources.

- give the answers and check with the teacher

Activity 4. Choose the correct time or quantity expressions used with the past perfect tense T: get Ss to choose the correct time or quantity expressions used with the past perfect tense

- have Ss compare the answers with a partner

- collect Ss’ answer on board and give feedback

Ss: choose the correct time or quantity expressions used with the past perfect tense

- compare the answers with a partner 8. She always writes emails__ us. 9. He’s talking __ his teacher __ his new project. KEY: 1. for 2. To 3. from 4. In 5. like 6on 7. to 8 to 9. to…about Activity 4. Choose the correct time or quantity expressions used with the past perfect tense 1. How much/long had you owned this mobile phone before you bought a new smartphone? 2. I had yet/ already finished my phonecall by the time my classmate Mai arrived. 3. Minh hadn’t finished his essay when/ by the time the submission deadline came. 4. The form teacher had requested that all the exercises should be completed as soon as/ before he dismissed the class. 5. How much/long had you been on the computer before it froze? 6. They had exchanged emails and instant messages long after/ before they met face to face. 7. I had always wanted to own a new tablet PC so/as I bought one today!

3.The printing press was invented (ID) around 1440 by a German man called Johannes Gutenberg. 4. The phrase ‘the media’ started (ID) to be used (D) in the 1920s. 5. Until 1950s, when radio, television, and video were introduced (T), the notion of ‘mass media’ was generally restricted (ID) to print media. 6. The audio-visual facilities became very popular because they provided (ID) both information and entertainment. The colour and sound engaged (D) the viewers or listeners. It was easier for them to passively watch TV or listen to the radio than to actively read. 7. The growth of mass media was driven by technology which allowed (D) much duplication of material during the 20th century.

Exercise 2. Put the verbs in brackets in the correct tenses. Use the negative form or passive voice if necessary 1. I (already buy) had already bought my desktop computer when I (give) was given a tablet PC. 2. She (not, use) had not used any of the social networking sites until he (show) showed her how to do it. 3. Minh (have) had had an email account for five years when someone (hack) hacked his account. 4. She (use) had used a simple mobile phone for ten years before she (get) got a smartphone last year. 5. By the time Minh (telephone) telephoned me, I (already, finish) had already finished updating my social networking profile. 6. Charles David ‘Doc’ Herrold (be) was an American radio broadcasting pioneer, who (create) created the world’s second radio station in 1909.

1. Knowledge :- To teach Ss to scan a text for specific information in an article in an article about forms of mass media. - To teach Ss new vocabulary by completing true false task. 2. Skills: - To develop their reading skill through choosing the main idea for each paragraph. - To learn new vocabulary by finding words or expressions with the definitions given. 3. Attitudes:- To encourage Ss to work harder - To provide Ss some motivation 4. Ability and virtue: - Ability: self-solving; communication, cooperation, using language,self-managing, creation

Date of preparation

Period 12 UNIT 4. THE MASS MEDIA Reading

I. Aims: - Virtue: humanism, responsibility, hard-working II. Methods: Integrated, mainly communicative

III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Oorganization:

Class Period Date of teaching Attendance Absence Note 12A7 2. Previous lesson checking: No checking 3. New lesson Teacher and students’ activities Content Activity 1. Read the text and fill the gaps with the appropriate sentences a-f. there is one extra sentence T: Ask Ss to work individually to read the text and choose the best answer - get Ss to compare the answers with the partner - check the answers with the whole class Ss: read the text then give out the answer Activity 1. Read the text and fill the gaps with the appropriate sentences a-f. there is one extra sentence a. On the other hand, there are many people who think that social networking can expose users to inappropriate contents and even cyberbullying. b. The mass media can provide good resources for learning in the classroom because we are surrounded by it in our daily lives. c. Many parents complain that their children spend a lot of time on social networking sites and are distracted from their schoolwork and

Activity 2. Read the text again and answer the questions 1. Give the task: T asks Ss to read the text and answer the questions within 10 minutes then they compare the answers in pairs

2. Do the task: Ss read the text and answer the questions within 10 minutes then they compare the answers in pairs

3. Report and discuss: Teacher calls some to give answers in pairs and ask others and give comment - get Ss to ask and answer questions in pairs 4. Give feedback: Teacher feedbacks ss’performance Activity 2. . Read the text again and answer the questions

1. Which mass media form is considered the most exciting? 2. Why do young people like instant messaging? 3. How can people relax and escape from reality? 4. What is the risk of using social networking? 5. Why do many people think social networking can be addictive? 6. Why do people have different opinions about social media?

KEY: 1. It is the Internet. 2. Because it is fast, convenient, and multifunctional. 3. They can play online games, listen to music, and watch videos. 4. Users can be exposed to inappropriate content or even cyberbullying. 5. Because users can spend a lot of time on posting short updates about themselves, and become obsessed with the private lives of other people. 6. Because it has positive as well as negative effects on users.

Activity 3. Look for the words in the text which mean the following

T: Ask Ss to work in groups of 4 to find words of the text which mean social life by doing homework less and spending less time with friends and family. d. In conclusion, social media has become popular and helpful in today’s society and has a great impact on all aspects of life. e. It has become the preferred way of interaction for young people because of its speed, convenience, and wide range of functions.

KEY: 1f 2e 3a 4c 5d

Activity 3. Look for the words in the text which mean the following

1 the use of websites or other online technologies to communicate with people and share information, resources, etc. 2 exchanging text messages in real time between two or more people on the Internet

3 unable to stop doing, using or taking something 4 the act of posting brief entries on a blog or social-media website 5 be constantly worried about something or somebody all the time

Ss: work in groups of 4 to find words - call out the answers and check with the whole class 1 the use of websites or other online technologies to communicate with people and share information, resources, etc. social networking 2 exchanging text messages in real time between two or more people on the Internet instant messaging 3 unable to stop doing, using or taking something addictive 4 the act of posting brief entries on a blog or social-media website microblogging 5 be constantly worried about something or somebody all the time obsessed

4. Consolidation: Read the text on the topic of the mass media and do the task 5. Homework: Make sentences with the appropriate form of the words/phrases you have found in task 3 Suggested sentences: 1. Social networking is a product of technology which brings about advantages and dsadvantages. 2. Instant messaging have becomne popular with a lot of youngsters because it is a fast and efficient way to help them to keep in touch with their friends and family members miles away. 3. His parents are worried that he would be addicted to online games. 4. Updating your Facebook status is regarded as microblogging. 5. Why was he so obsessed with other people's private lives? READING TEXT a. On the other hand, there are many people who think that social networking can expose users to inappropriate contents and even cyberbullying. b. The mass media can provide good resources for learning in the classroom because we are surrounded by it in our daily lives. c. Many parents complain that their children spend a lot of time on social networking sites and are distracted from their schoolwork and social life by doing homework less and spending less time with friends and family. d. In conclusion, social media has become popular and helpful in today’s society and has a great impact on all aspects of life. e. It has become the preferred way of interaction for young people because of its speed, convenience, and wide range of functions. f. Social networking, which are closely tied to the Internet, have had a strong influence on people and society, and have changed their habits and behaviour. The Internet has been the most exciting medium among all other forms of mass media because of its diversified services and constant development. (1)___ While most people hold positive opinions about social networking, there are some negative views as well. Many people think social networking is good for several reasons. It is a fast and efficient way

of communication that helps people to keep in touch with friends and family by sharing photos and using various apps such as instant messaging. (2)___ People who want to see the person they are talking to online can easily do that by using a video chat app. Those who want to learn a new language like social networking because they can be exposed to authentic language, use and connect with native speakers online. People who want to express their thoughts and opinions, and share information with their friends or followers can do that via either microblogging or taking part in online discussion forums. Those who want to relax and escape from reality can access a huge store of online games, music and videos in different genres. (3) ___ Some people complain that it is annoying to encounter repeated themes across sites. Some say they cannot sense the emotion or enthusiasm from the other person because there is no face-to-face communication. Many think social networking can be addictive and timeconsuming if users spend most of their day on useless microblogging or become obsessed with the private lives of other people. (4)___ A lot of teachers think microblogging can promote laziness and poor writing skills because students tend to post very short messages and rely heavily on the Internet as their source of information. These are some of the many negative views on social networking. (5)___ However, people’s opinions about its benefits differ because of their experiences, social background and age. It is clear that social media comes with great responsibility, and people should fully understand the risks before they start using this modern tool.

Date of preparation Period 13. UNIT 4. THE MASS MEDIA - WRITING

I. Aims: 1. Knowledge - To develop Ss’ skill of describing a pie chart showing the use of online resources. - To provide Ss with the language and sentence structures used to describe trends. 2. Skills: + Describe a pie chart showing the use of online resources. + Develop the writing skills in general. Build up vocabulary supported for writing. 3. Attitudes:- To encourage Ss to work harder - To provide Ss some motivation 4. Ability and virtue: - Ability: self-solving; communication, cooperation, using language,self-managing, creation - Virtue: humanism, responsibility, hard-working

II. Methods: Integrated, mainly communicative

III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Organization: Class Period Date of teaching Attendance Absence Note 12A7 2. Previous lesson checking: During the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Match the words/phrases/symbols in column A with those in column B 1. Give the task: T asks Ss work individually within 3 minutes to match the words/phrases/symbols in column A with those in column B they have another 2 minutes to compare the answers with partner 2. Do the task: Ss work individually within 3 minutes to match the words/phrases/symbols in column A with those in column B they have another 2 minutes to compare the answers with partner 3. Report and discuss: Teacher calls Ss to write answer on board while other give comment Activity 1. Match the words/phrases/symbols in column A with those in column B A B 1. a small minority A. percentage 2. proportion B. noted 3. a majority of C. 25% 4. a quarter of D. per cent 5. less than a fifth E. more than 50% 6. recorded F. 5%

4. Give feedback: Teacher feedbacks ss’performance

KEY: 1F 2A 3E 4C 5G 6B 7D

Activity 2. Complete the following sentences with the correct words/phrases/symbols in 1 1. In 2014,___ students or more than 50% used social media to exchange information about their school projects. 2. The ___ of students using magazines was significantly lower at 5%. 3.___of students, or 17%, borrowed print magazines. 4. In 2014, only ___, or 5%, borrowed magazines from the school library. 5. Exactly 25% or___ students were still relying on print materials. 6. Print magazines and newspapers accounted for just 20____ of mass media use.

Activity 2. Complete the following sentences with the correct words/phrases/symbols in 1

T: Get Ss to work individually to complete the senteces with the correct words/phrases/symbols in 1 - call some students to write on the board - go around and provide help when necessary - get Ss to give comments and feedback with the whole class

Ss: work individually to complete the senteces with the correct words/phrases/symbols in 1

Activity 3. Below is a pie chart showing the results of a school survey. Write a paragraph of 130-160 words describing the chart KEY: 1. a majority of 2 proportion/ percentage 3 less than a fifth 4. a small minority 5. a quarter of 6 percent Activity 3. Below is a pie chart showing the results of a school survey. Write a paragraph of 130-160 words describing the chart

Sample writing: The pie chart shows the preferred forms of mass media used by students to get information for their school projects recorded in a survey carried out at Hoa Binh upper Secondary School in 2014. As we can see, in 2014, a majority of students, or more than 50%, used the Internet to get information for their school projects. A quarter of students, or 25%, used e-books. less than a

T: Get Ss to work individually to use useful language to write a paragraph of 130-160 words describing the chart - call 2 good students to write on the board - go around and provide help when necessary - get Ss to give comments and feedback with the whole class

Ss: work individually to use useful language to write a paragraph of 130-160 words describing the chart quarter of students, or 15.5%, used online magazines. The percentage of students using print newspapers was significantly lower at 4.5%. In conclusion, the dominant form of mass media used by the students to get information for their school projects at Hoa Binh upper Secondary School in 2014 was the Internet. Of all the others – the Internet, e-books, print newspapers and online magazines – students used print newspapers the least.

4. Consolidation: describing a pie chart showing the use of online resources. 5. Homework: Complete describing the chart

Date of preparation Period 14: Revision I. Aims: 1. Knowledge:- To help students revise what they have learned in unit 3, 4 - To give them a chance to practice 2. Skills:- To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes:- To encourage Ss to work harder - To provide Ss some motivation 4. Ability and virtue: - Ability: self-solving; communication, cooperation, using language, self-managing - Virtue: responsibility, hard-working II. Methods: explanation, discussion, integrated cmmunicative, work in pairs/groups III. Preparations: 1 Teacher: Textbook, overhead and projector, lesson plan, computer, speaker, handouts. 2 Students: Student’s book, workbook, notebook. IV. Steps of teaching: 1. Organization: Class Period Date of teaching Attendance Absence Note 12A7 2. Previous lesson checking: Complete the exercises on notebook 3. New lesson: Teacher and students’ activities Content I. Review: - Ask Ss work in groups and recall what they have learnt from unit 3 to unit 4 • Topic • Reading • Writing • Language focus II. Practice: II. Practice: 1. Give the task: T: Ask Ss to work individually to complete exercise then compare with friends 2. Do the task: Ss work individually to complete exercise then compare with friends 3. Report and discuss: Teacher calls some to give out their answers while others give comment 4. Give feedback: work in groups and recall what they have learnt from unit 1 to unit 5. • Topic: - The green movement - The mass media • Reading: Reading for general ideas and specific information about these topics • Writing: - writing about the advantages and disadvantages of a green lifestyles - Describing a pie chart showing the use of online resources • Language focus: + Pronunciation: - assimilation - the verb ending -ed

Teacher feedbacks ss’performance + Grammar: - simple compound, and complex sentences - relative clauses with WHICH referring to the whole clause - prepositions after certain verbs - the past perfect vs the past simple

I. READING Question 1-5: Read an article about urbanisation and choose the best answer.

In 1900, just 13 per cent of the world’s people lived in cities. In 2008, the number passed 50 per cent for the first time in history. By 2050, the number will be about 70 per cent. The urban population in Asia and Africa will double, and there will be nearly 30 ‘megacities’ – cities with more than 10 million people. So what will life be like for people in the cities of the future? Professor of human geography Ben Rhodes describes his vision of the urban world in 2050. Life in cities will be very different from how it is today. Energy, especially oil, will be very expensive, so many people will probably work at home, or have their work places close to where they live. There will be less traffic on the roads, and it will be easier for people to be close to their families. For these reasons, cities won’t have just one centre where everyone goes to work and shop. Instead, we’ll probably see cities with many different centres. It will be difficult to provide enough water, gas and electricity for really big cities, so these will probably stop growing. Many people from the countryside will move to smaller cities of 500,000 people or less. Transport over long distances will be a lot more expensive than it is now, so people will have to use food and energy from the countryside around their cities. They will use local materials for building, and perhaps traditional styles of architecture too. The thing I really worry about is that energy may become too expensive for many people. In the end we might have two groups of people: a rich group which can afford energy and lives in clean, green areas, and a bigger, poorer group which can’t afford energy and has to live in the more polluted parts of the city. This might lead to serious political problems. As we all know, cities near the sea will probably experience some extra problems. As temperatures around the world go up, sea levels will rise and many places will have problems with flooding. Some cities will be OK, some may even find that the change in the climate is good for them, but others will need help. We really need to start planning for this now. 1. How many people will live in cities by 2050?

A. Thirty per cent of the population. B. Fifty per cent of the population.

C. Seventeen per cent of the population. D. Seventy per cent of the population. 2. The word "their" in paragraph 2 refers to______.

A. cities B. work places C. families D. people 3. Which of the following is NOT mentioned as one of the shortages facing cities in the 2050s?

A. water B. food C. electricity D. gas 4. Where will the poor city dwellers be likely to live in?

A. clean areas B. green areas C. polluted areas D. developed areas 5. The word "rise" in paragraph 5 is closest in meaning to ____.

A. go down B. fall C. decline D. increase

II. VOCABULARY Question 6-10: Complete the following sentences, using the correct form of the word given at the end of each sentence.

6 Does ________ math and science improve students' attitudes to both subjects? (integrate)

. 7

. 8

. 9 Race is one of the most important cultural ________ that distinguishes Latin Americans and Asian Americans. (identity) He really concerns for her unhappiness which ________ the attachment between two people. (strong) The city has just opened an ________ museum where children can actively manipulate the exhibits. (interact)

III. LANGUAGE USE Question 9-13: Match the sound that the pronunciation of the underlined part is changed to in fast and connected speech. 9. tight budget A. /p/ B. /k/

10. good bye

11. hot boy A. /b/ B. /g/ A. /p/ B. /k/

12. hot girl

A. /p/ B. /k/ 13. green carpet A. /m/ B. /ŋ/ Question 14-18: Choose the best answer A, B, C or D to complete the sentence.

14.The head teacher had requested that all the exercises ________ before he dismissed the class.

A. were completed B. complete C. be completed D. completed 15.The house was quiet when we got home last night. Everyone ________ to bed.

A. went B. had gone C. was going D. would go 16.People should neither throw rubbish in the park ________ the trees in the park. A. nor cut down B. nor should cut down C. or cut down D. or should cut down 17.________ eco-friendly reading space is likely to create ________ favourable impression on ________ library users, and bring ________ significant educational benefits. A. A/ a/ the/ the B. An/ a/ Ø/ Ø C. The/ the/ Ø/ Ø D. The/ the/ the/ the 18.Air conditioning can help us to enjoy our lives better; ________, we should use solar energy to avoid depleting energy sources.

A. but B. however C. although D. yet Question 19-21: Choose the word from the list to complete each blank.

diversify costumes solidarity

19 Singers performing classical music often wear historical ______. 20. All citizens should show their ______ with the country's government in this issue. 21. In order to attract more customers, the restaurant will ______ their menu. They will add more than ten new dishes. Question 22-23: Circle the correct option (A, B, C or D) to complete each of the following dialogues.

22. Are there any festivals or carnivals on at the moment?

A. Yes, about 100 kilometers from here. B. Great. Thank you so much.

C. Certainly I can. D. No, I am afraid not. 23. There are three shows tonight. Which show would you like?

A. It’s too late for the show. B. I am afraid not.

C. The seven thirty, please. D. Thank you. I’ve got it.

I. READING

Question 1-5: Read an article about urbanisation and choose the best answer. 1. D 2. D 3. B 4. C 5. D

II. VOCABULARY

Question 6-10: Complete the following sentences, using the correct form of the word given at the end of each sentence. 6. integrating 7. identifiers 8. strengthens 9. interactive

III. LANGUAGE USE

Question 9-13: Match the sound that the pronunciation of the underlined part is changed to in fast and connected speech. 9. A 10. A 11. A 12. B 13. B

Question 14-18: Choose the best answer A, B, C or D to complete the sentence. 14. C 15. B 16. A 17. B 18. B

Question 19-21: Choose the word from the list to complete each blank. 19. costumes 20. solidarity 21. diversify

Question 22-23: Circle the correct option (A, B, C or D) to complete each of the following dialogues. 22. D 23.C 4. Consolidation: Teacher summarizes the main points of the lessonon review knowledge learnted from 3-4 5. Homework: Ask Ss to review knowledge

Date of preparation

Period 15: UNIT 5. CULTURAL IDENTITY LANGUAGE

I. Aims: - Revise the language knowledge students have learnt in this unit - Apply to do some exercises - Have positive attitude towards the lesson - Have self-solving, communication, cooperation, using language, self-managing, creation, hard-working, modest, patrolism, humanism, responsibility

II. Methods: Integrated, mainly communicative

III. Preparations: - Teacher: Reference book, exercises - Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Organization:

Class Period Date of teaching Attendance Absence Note 12A1 2. Previous lesson checking: During the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Read aloud the following sentences twice, paying special attention to the underlined sounds/ first say them slowly, carefully pronouncing each sound; then say them quickly connecting the final and initial sounds of words. 1. Give the task: T ask Ss individually to read alound the sentences twice, paying attention to the underlined sounds, first say them slowly, carefully pronouncing each sound, then say them quickly connecting the final and initial sounds of words 2. Do the task: Ss work individually to read alound the sentences twice, paying attention to the underlined sounds, first say them slowly, carefully pronouncing each sound, then say them quickly connecting the final and initial sounds of words T goes around to observe and provide help when necessary Activity 1. Read aloud the following sentences twice, paying special attention to the underlined sounds/ first say them slowly, carefully pronouncing each sound; then say them quickly connecting the final and initial sounds of words. 1. Asian cultures are still being studied widely in Western countries. 2. Pass your book to me when you have finished reading it. 3. Could you tell me what makes you so certain? 4. The cheese shop on the corner of the road should be closed by this time. 5. The action plan for getting more sales is still under debate. 6. My father can cook very well. 7. I'd like a piece of the sweet cake. 8. My older brother still behaves like a fiveyear-old boy.

3. Report and discuss: Teacher calls some students to say aloud the words and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance

Activity 2. Complete the following sentences with the words in the box

T: Ask Ss to complete the sentences with the words given - collect Ss’ answers and give feedback

Key: 1. immigrants 2. Culture 3. Cultural 4. solidarity 5. Celebrated 6. Assimilation 7. national pride 8. Multicultural 9 preserve 10 identity

Ss: complete the sentences with the correct form of the words below - check with the whole class

Activity 3. Each of the following sentences has ONE mistake in tense. Make the corrections and write the correct sentences in the spaces provided T: guide Ss that each of the following sentences has ONE mistake in tense, have Ss make the corrections and write the correct sentences in the spaces provided

- have Ss compare the answers with a partner

- collect Ss’ answer on board and give feedback Activity 2. Complete the following sentences with the words in the box 1. Children of __ may find it difficult to form their cultural identity. 2. People going to study or work overseas for the first time might experience__ shock to some degree. 3. Some workers may have specific__ needs or requirements, which employers should take into account. 4. The university students expressed their __ with the factory workers, who demanded higher pay and better working conditions. 5. The Japanese New Year has been __on January 1 of each year since 1873. 6. Critics say the new policy has resulted in complete cultural__ of non-English speaking immigrants. 7. Her success as the world chess champion is a source of ___. 8. In___ societies, people are encouraged to maintain their heritage languages and traditions. 9. The organisation is helping Native American tribes to___ their culture and language. 10. Remember that things such as language, food and clothing are simply expressions of our cultural___. Activity 3. Each of the following sentences has ONE mistake in tense. Make the corrections and write the correct sentences in the spaces provided Example: During the first week on campus, we have felt excited and happy, but later on we began to find the new life frustrating in many ways. → During the first week on campus, we felt excited and happy, but later on we began to find the new life frustrating in many ways.

1. - Have you ever worked in a place where your colleagues are from diverse cultural backgrounds? - I have, and I found it a challenge. 2. I have been doing this English course for three months only and I am expected to make quick progress in the rest of the programme. 3. I have tried many traditional dishes on the numerous overseas trips I have made for the past five years. 4. My grandparents have lived in this country for 30 years, but they still keep thinking about their home country. / My grandparents have been living in this country for 30 years, but they still keep thinking about their home country. 5. The family arrived last month and they will need some time to get used to their new environment.

Ss: find mistakes and rewrite the sentences - compare the answers with a partner

- give the answers and check with the teacher 1.- Have you ever been working in a place where your colleagues are from diverse cultural backgrounds? - I have, and I found it a challenge. 2. I have done this English course for three months only and I am expected to make quick progress in the rest of the programme. 3. I have tried many traditional dishes on the numerous overseas trips I make for the past five years. 4. My grandparents lived in this country for 30 years, but they still keep thinking about their home country. 5. The family have arrived last month and they will need some time to get used to their new environment.

4. Consolidation: Teacher summarizes the main points of the lesson some language items in Unit 5 - For vocabulary, that is words and phrases related to Cultural identity - For pronunciation, that is the assimilation in connected speech - For grammar, that is the present perfect vs. the present perfect continuous tense and repeated comparatives. 5. Homework: Use the words provided to write a second sentence so that it follows on from the first one. Use repeated comparatives as shown in the example Example: Buy 2 items and get 20% off; buy 3 items and get 30% off; buy 5 items at half-price. This does not mean that ____________? (items / become / better / priced) ⇒ This does not mean that items are becoming better and better priced

Example: Buy 2 items and get 20% off; buy 3 items and get 30% off; buy 5 items at half-price. This does not mean that ____________? (items / become / better / priced) ⇒ This does not mean that items are becoming better and better priced 1. As she travelled to more places, she started to appreciate her hometown’s beauty. In other words, . (hometown / seemed / more / beautiful / mind)

2. Online communication is becoming more and more common. The problem is that . (few / people / interact / face to face) 3. The Vietnamese ao dai has been modernised. In fact, . (become / popular / not only / Viet Nam / but / other parts / world) 4. Globalisation is endangering people’s unique cultural identities. In this trend, . (differences / cultural values / become / important) 5. Most people are highly devoted to the values of the community they come from. However, . (they / also / become / sympathetic / other / cultures / beliefs) KEY: 1. As she travelled to more places, she started to appreciate her hometown’s beauty. In other words, her hometown seemed more and more beautiful in her mind. (hometown / seemed / more / beautiful / mind) 2. Online communication is becoming more and more common. The problem is that fewer and fewer people are interacting face to face. (few / people / interact / face to face) 3. The Vietnamese ao dai has been modernised. In fact, it is becoming more and more popular not only in viet nam, but in other parts of the world. (become / popular / not only / Viet Nam / but / other parts / world) 4. Globalisation is endangering people’s unique cultural identities. In this trend, differences in cultural values become/are becoming less and less important. (differences / cultural values / become / important) 5. Most people are highly devoted to the values of the community they come from. However, they are also becoming more and more sympathetic to other cultures and beliefs. (they / also / become / sympathetic / other / cultures / beliefs)

Date of preparation

1. Knowledge :- To teach Ss to scan a text for specific information in a passage about cultural identity in today’s modern society. - To teach Ss new vocabulary by answering questions. 2. Skills- To develop their reading skill through choosing the main idea for each paragraph. - To learn new vocabulary by finding words or expressions with the meanings given. 3. Attitudes:- To help Ss get started for Unit 5 with the topic " Cultural identity " - To provide Ss some motivation 4. Ability and virtue: - Ability: self-solving; communication, cooperation, using language, self-managing, creation

Period 16 UNIT5 . CULTURAL IDENTITY Reading

I. Aims: - Virtue: patriotism, humanism, modest, honesty II. Methods: Integrated, mainly communicative

III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 12A7 2. Previous lesson checking: No checking 3. New lesson

Teacher and students’ activities Content

Activity 1. Read the text and fill the gaps with the appropriate words

T: Ask Ss to work individually to read the text and choose the best answer - get Ss to compare the answers with the partner - check the answers with the whole class

Ss: read the text then give out the answer Activity 1. Read the text and fill the gaps with the appropriate words KEY: 1 expressions 2 rituals 3 controversial 4 generations 5 ancestors 6 authorities 7 superstition 8 proud

Activity 2. Does the writer approve or disapprove of the slaughter festiva;? Find the words/phrases in the text indicate his attitude towards the ritual 1. Give the task: Activity 2. Does the writer approve or disapprove of the slaughter festiva;? Find the words/phrases in the text indicate his attitude towards the ritual

T asks Ss to read the text and work in pairs to find the words or phrases in the text indicate the attitude of the writer towards the ritual within 8 minutes

2. Do the task: Ss work in pairs to find the words or phrases in the text indicate the attitude of the writer towards the ritual within 8 minutes 3. Report and discuss: Teacher calls some to give answers in pairs and ask others and give comment - get Ss to ask and answer questions in pairs 4. Give feedback: Teacher feedbacks ss’performance

Activity 3. Based on the information in the text, complete the following sentences with no more than four words T: Ask Ss to work in groups of 4 to find words to complete the sentences 1. As Viet Nam is becoming part of the international community, it is important that its festivals not include any__ . 2. There are two arguments in favour of the pig-slaughter festival: it maintains an ageold tradition and does not___ . 3. The event has been criticised by the authorities and ___. 4. The government have expressed their negative opinion of customs that are based on___ . 5. The writer thinks that people should only preserve rituals that are in line with current social beliefs and build up ___.

Ss: work in groups of 4 to find words - call out the answers and check with the whole class KEY: Paragraph 1: inappropriate; old-fashioned Paragraph 2: controversial; outrage; shocking Paragraph 3: so-called ‘cultural’ Paragraph 4: concerns; backward; disapproval; superstition; barbarian Activity 3. Based on the information in the text, complete the following sentences with no more than four words

1. As Viet Nam is becoming part of the international community, it is important that its festivals not include any backward / inappropriate rituals. 2. There are two arguments in favour of the pig-slaughter festival: it maintains an age-old tradition and does not break the law. 3. The event has been criticised by the authorities and international animal rights groups. 4. The government have expressed their negative opinion of customs that are based on superstition and barbarian practices. 5. The writer thinks that people should only preserve rituals that are in line with current social beliefs and build up their sense of belonging

4. Consolidation: Read the text on the topic of cultural identity and do the task 5. Homework: Review the tasks

READING TEXT While people’s cultural identity is undoubtedly always protected and regarded as their most important characteristic, its (1) expressions can sometimes be inappropriate, particularly in today’s modern society. In the age of increased globalisation, some festivals include (2) rituals that are considered too old-fashioned and obviously need to be modified. An example is the (3) controversial pig-slaughter festival in a village in northern Viet Nam. There has been outrage in the country and other parts of the world as shocking photos and videos have shown the pigs getting tied down and sliced in half. According to ancient beliefs, this festival is celebrated to pray for good luck and fortune in the new year. The pig-slaughter ceremony has taken place in the village for many centuries. The older (4) generations insist on continuing this so-called ‘cultural’ practice and have argued that they are keeping the traditions of their (5) ancestors alive. They also say it does not break the law and should be decided by the villagers. Concerns about this backward festival have been raised not only by international animal rights groups, but also by the (6) authorities . They have called on villagers to make certain adjustments to the ceremony. A government spokesperson has also expressed disapproval of cultural practices that are based on (7) superstition and barbarian practices. Ultimately, traditions will have to undergo changes as societies become more modern and develop new values and symbols. While it is important to preserve traditions and customs, communities should make sure that the rituals are in harmony with current social beliefs, strengthen their sense of belonging, and make people (8) proud of their cultural identity.

Date of preparation Period 17. UNIT 5. CULTURAL IDENTITY - WRITING

I. Aims: 1. Knowledge - To develop Ss’ skill of writing an argumentative essay about the most important feature that defines someone’s cultural identity. Unit 5: Cultural identity – P8: Looking back and project - To provide Ss with the language and sentence structures used to describe trends. 2. Skills + Learn about an essay about the most important feature that defines someone’s cultural identity. + Develop the writing skills in general. Build up vocabulary supported for writing 3. Attitudes - To give Ss the motivation to learn hard for their exam 4. Ability and virtue: - Ability: self-solving; communication, cooperation, using language, self-managing, creation - Virtue: patriotism, humanism, modest, honesty

II. Methods: Integrated, mainly communicative

III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Organization: Class Period Date of teaching Attendance Absence Note 12A7 2. Previous lesson checking: During the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Put the following sentences in the spaces provided to form the outline of an essay about one of the features of a person’s cultural identity 1. Give the task: T asks Ss work in pair within 8 minutes to put the following sentences in the spaces provided to form the outline of an essay about one of the features of a person’s cultural identity 2. Do the task: Ss work in pair within 8 minutes to put the following sentences in the spaces provided to form the outline of an essay about one Activity 1. Put the following sentences in the spaces provided to form the outline of an essay about one of the features of a person’s cultural identity a. I believe that the way we behave in different situations is the most important feature of all b. Our behavior usually represents our age group, education, family background, etc c. There are many features that can define a person’s cultural identity d. Not only can our behavior tell who we are, it may also indicate our culture of origin e. In conclusion, the way we behave defines our cultural identity

of the features of a person’s cultural identity 3. Report and discuss: Teacher calls Ss to write answer on board while other give comment

4. Give feedback: Teacher feedbacks ss’performance

Activity 2. Use the outline in 1 to write an essay of 220-250 words. Feel free to make changes to the outline and add your own ideas. You can also use these ideas to support your points

T: Get Ss to They can also use these ideas to support their points – Older work individually to use the outline in 1 to write an essay of 220250 words. Feel free to make changes to the outline and add their own ideas. people control emotions, such as anger, better than young people. – The same difference can be observed between people who had happy childhood and people who grew up surrounded by violence and crime. – Vietnamese students studying overseas are seen as very helpful and willing to share lecture notes with struggling classmates. – They are considered too passive and reluctant to speak in group discussions. KEY: INTRODUCTION Explaination of the issue: 1. There are many features that can define a person’s cultural identity Thsesis statement 2. I believe that the way we behave in different situations is the most important feature of all BODY: First feature: 3. Our behavior usually represents our age group, education, family background, etc Second feature: 4. Not only can our behavior tell who we are, it may also indicate our culture of origin CONCLUSION Summary of the features: 5. In conclusion, the way we behave defines our cultural identity

Activity 2. Use the outline in 1 to write an essay of 220-250 words. Feel free to make changes to the outline and add your own ideas. You can also use these ideas to support your points

Sample writing:

There are many features that can define a person’s cultural identity, ranging from the language they use to the lifestyle they adopt and the food they eat. However, I believe that the way we behave in different situations is the most important feature of all. First, our behaviour usually represents our age group, education, family background, etc. in which we grew up, including even childhood experiences far back in the past. For example, in response to an insult, an older person will perhaps react in a more controlled way than a young person who is likely to get very angry more easily. research shows that the same difference can be observed between people who enjoyed a happy

- call 2 good students to write on the board - go around and provide help when necessary - get Ss to give comments and feedback with the whole class

Ss: work individually to use the outline in 1 to write an essay of 220250 words. Feel free to make changes to the outline and add their own ideas. childhood in a loving family and a friendly neighbourhood and people who grew up in families and communities surrounded by violence and crime. Not only can our behaviour tell who we are, it may also indicate our culture of origin. For example, vietnamese students studying overseas in multicultural environments are often seen as very helpful and always willing to share their lecture notes with struggling classmates. In class or group discussions though, they may be regarded as too quiet or passive, and reluctant to speak, even if invited. In conclusion, the way we behave defines our cultural identity. Our behaviour can tell who we are as human beings and also as members of a certain group.

4. Consolidation: describing a pie chart showing the use of online resources. 5. Homework: Complete describing the chart

Date of preparation Period 18. TEST YOURSELF I. Aims: - revise on language and skills students have learnt - Apply to do some exercises - Have positive attitude towards the lesson - Have self- solving, communication, cooperation, using language, self- managing, creation, hard- working, modest, patrolism, humanism, responsibility II. Methods: Integrated, mainly communicative III. Preparations: - Teacher: Reference book, exercises - Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization: Class Date of teaching Attendance Absence Note 12A1 2. Previous lesson checking: Ss’ writings

3. New lesson Teacher and students’ activities Content Activity 1. Use the correct form of the words in the box to complete the sentences T: Ask Ss to work individually to use the correct form of the words to complete the sentences and correct then compare the answer with partner 1. A lot of forests have been cut down to make way for __ land. 2.The world’s fish populations are at risk of__ . 3. As the economy grew, the country’s__ rate dropped below 5% in February. 4. The candidate decided to stop the campaign because it was too expensive and __. 5. The first ___areas were designated in 1967 in England.

- call on Ss to give the answer Ss: do exercise then compare with partner Activity 1. Use the correct form of the words in the box to complete the sentences DEPLETE EMPLOY CONSERVE AGRICULTURE EFFICIENCY 1. A lot of forests have been cut down to make way for agricultural land. 2. The world’s fish populations are at risk of depletion. 3. As the economy grew, the country’s unemployment rate dropped below 5% in February. 4. The candidate decided to stop the campaign because it was too expensive and inefficient. 5. The first conservation areas were designated in 1967 in England.

Activity 2. Read the text and complete the sentences with the best answers by circling A, B, C or D

Activity 2. Read the text and complete the sentences with the best answers by circling A, B, C or D 1. Give the task: T ask Ss to work individually to read the text about Lee Kuan Yew in workbook – Test yourself 1 within 6 minutes and then they have another 5 to find information for sentences 1-5, and they compare and discuss in pairs for their answers 2. Do the task: Ss work individually to read the text about Lee Kuan Yew in workbook – Test yourself 1 within 6 minutes and then they have another 5 to find information for sentences 1-5, and they compare and discuss in pairs for their answers Teacher goes around to observe and give help when necessary 3. Report and discuss: Teacher calls two students to call out the answers and their explanation and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance

Activity 3. Choose the best answer to complete each sentence by circling A, B, C or D

T: Ask Ss to work in pairs to choose the best answer to complete the sentences within 5 minutes - call some pairs to give the answers and ask other pairs to give comments - give keys to students 1. Lee Kuan Yew was Singapore’s prime minister for ________________. A.31 years B.55 years C.41 years D.61 years 2. The word destined is closest in meaning to ________________. A.ordered B.scheduled C.refused D.made 3. He did not go to Cambridge to study law until 1946 because ________________. A.he had already been in fluenced by the British system B.he had to study economics at Raffles College C.Britain was at war D.he did not want to pursue a legal career 4. The word forward-looking is closest in meaning to ________________. A.progressive B.conservative C.developing D.distinguished 5. According to the writer, Lee Kuan Yew’s policies ________________. A.were never subject to disagreement B.promoted people’s solidarity C.transformed Singapore into a prosperous city D.related to business and finance KEY: 1A 2B 3C 4A 5C Activity 3. Choose the best answer to complete each sentence by circling A, B, C or D 1. It is recommended that people _____ regular exercise. A.took B.to take C.take D.taking 2. In the past, families were bigger because people ______________ more children. A.were having B.had C.have D.have had 3. The police have advised people that their doors ______________ locked at all times. A.be kept B.kept C.to be kept D.being kept 4. When I _______________ reading The Quiet American, I wanted to read other novels by Graham Greene. A.was finishing B.used to finish C.finish D.finished

KEY: 1C 2B 3A 4D 5A 6D 7C 8B 9B 10C 5.__________ water is considered _________ vital source of life, but _________ water of Colox City is so polluted that people could die if they only drank __________ drop of it. A.x/a/the/a B.The/the/the/a C.the/the/the/the D.x/x/x/x 6.More than ten students have failed the exams, which ___________ the class teacher. A.had surprised B.have surprising C.is surprising D.has surprised 7. How much do you charge ___________ a bunch of red roses? A.to B.in C.for D.with 8. Before the Treaty of Versailles in 1919, many Germans ___________ that the German army ___________. A.had not believed/was defeated B.did not believe/had been defeated C.were not believing/have been defeated D.have not believed/had been defeated 9. He ___________ about his noisy neighbours five times today. A.has been complaining B.has complained C.would complain D.used to complain 10. As the plane was climbing __________________ into the sky, the ground was getting ______ away. A.higher/far and far B.higher/a little further C.higher and higher/further and further D.highest and highest/furthest and furthest

4. Consolidation: revise the language and skills students have learnt and practised in Units 4-5. 5. Homework: Complete the text with the correct form of the words in the box Custom celebrate locate globe history

The Times Square countdown is a popular New Year (1) in New York. On New Year's Eve, people come together in Times Square, the most famous tourist attraction in the world, to bring in the New Year. This is a very special time as spectators from all ethnic groups in the multicultural city of New York unite as a community. At 11.59 p.m. the ball (2) on the roof of One Times Square starts to descend. It is a (3) for people to count down to zero, which is also the moment when the ball rests, and shout out ‘Happy New Year’. This event has a long (4) as the ball has been lowered every year since 1907. The Times Square Ball Drop has established itself not just as an annual celebration, but has become a (5) tradition.

KEY: 1. celebration 2 locate 3 custom 4 history 5 global

TEXT READING Lee Kuan Yew - the founding father of modern Singapore Lee Kuan Yew was appointed as the first prime minister of Singapore in 1959 when the nation became a self-governing state. At that time, Singapore per capita income was only about USD400. When Lee stepped down in 1990, the gure was USD11,000 and in 2014 it went up to over 56,000, even higher than that of its former colonizer, Great Britain. In his memoirs

published in 2000, he wrote ‛They laughed at us, but I was confident that we would have the last laugh.’ Born into a middle-class Chinese family in Singapore, Lee was in fluenced by the language and institutions of the British rulers. He was destined to go to the UK to study law, but the Second World War broke out and he had to go to the local Raffles College where he learnt some economics. It was not until 1946 when he talked his way to Cambridge and graduated three years later with a starred first. It was during this time that he nurtured ambitions beyond starting a legal career back home. As a prime minister, he has always been described as an efficient and inventive person. He was one of the greatest statesmen who proved to the whole world that human ingenuity, not natural resources, is the essential element of prosperity. Lee is also believed to be very forward-looking. When Singapore gained independence in 1965, he decided to keep English as the main language to increase economic benefits. Although many of his policies are still considered controversial, they helped Singapore to overcome many obstacles and become one of the most admired international business and financial centres around the world.

Date of preparation

Period 19: UNIT 6. ENDANGERED SPECIES – Pronunciation, Vocabulary and grammar

I. Aims: 1. Knowledge: - To provide learners some language items in Unit 6 -For pronunciation, that is intonation in yes-no question and echo-question 2. Skills - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation

II. Methods: Integrated, mainly communicative

III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Oorganization:

Class Period Date of teaching Attendance Absence Note 12A7 2. Previous lesson checking: During the lesson 3. New lesson

Teacher and students’ activities Content Activity 1. Complete the following table 1. Give the task: T ask Ss individually to complete the table within 3 minutes then they have another 2 minutes to compare the answers with partner 2. Do the task: Ss work individually to complete the table within 3 minutes then they have another 2 minutes to compare the answers with partner T goes around to observe and provide help when necessary 3. Report and discuss: Teacher calls some students to say aloud the answers and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance Activity 1. Complete the following table Noun Adj Verb 1 danger 2 extinguish 3 evolutionary 4 diversity 5 poach 6 vulnerability KEY: Noun Adj Verb 1 Endangered dangerous Endanger 2 extinction Extinct 3 evolution Evolve 4 diverse diversify 5 Poacher 6 vulnerable

Activity 2. Below are an environmentalist’s notes, predicting how the world will have changed by the year 2040. Use the notes to write sentences in the future perfect tense. The first one has been done for you T: Ask Ss to work individually first to read the requirement of the task and then use the notes to write sentences in the future perfect tense - get Ss to focus on example as guidance - have Ss compare the answers in pairs

- Call some students to read aloud the sentences Ss: - work individually first and then in pairs to compare the answers - check with the whole class

Activity 3. Each of the following sentences has one mistake. Underline the mistakes and write the corrections in the spaces provided

T: Ask Ss to work individually first to read the requirement of the task and then identify the error to correct - have Ss compare the answers in pairs

- Call some students to read aloud the sentences Ss: - work individually first and then in pairs to compare the answers Activity 2. Below are an environmentalist’s notes, predicting how the world will have changed by the year 2040. Use the notes to write sentences in the future perfect tense. The first one has been done for you

By the year 2040 … 1. sea temperatures / increase / by several degrees 2. climate change / cause / many areas in the world / under sea level 3. rhinos / become / totally extinct 4. sea turtles / restore / population level / thanks to human efforts 5. we / replace / energy generated from fossil fuels / with wind and sun power 6. pollution problems / be effectively solved / in many countries KEY: By the year 2040, 1. sea temperatures will have increased by several degrees. 2. climate change will have caused many areas in the world to be under sea level. 3. rhinos will have become totally extinct. 4. sea turtles will have restored their population level thanks to human efforts. 5. we will have replaced energy generated from fossil fuels with wind and sun power. 6. pollution problems will have been effectively solved in many countries. Activity 3. Each of the following sentences has one mistake. Underline the mistakes and write the corrections in the spaces provided 1. I’ll wait for you here until you will have finished your work. 2. The faster you drive, it becomes more dangerous. 3. By the time we will have got to the conference about wildlife protection, the opening speech will have started. 4. The more severe climate change becomes, the more serious wildlife is affected.

- check with the whole class 5. More people move to the city, the higher the cost of living there gets. KEY: 1. will have finished -> have finished 2. the more dangerous it becomes 3. get 4. seriously 5. The more

4. Consolidation: Teacher summarizes the main points of the lesson on intonation 5. Homework: Choose the words from the completed table in act 1 to complete these sentences/ make changes to the word forms where necessary 1. Many people think the money spent on protecting ___ species should be used for improving the lives of the local people. 2. Animals classified as CR on the conservation status scale are in danger of___ . 3. Old people and children are particularly ___ to lung diseases in the cold weather. 4. Elephants are usually___ for their tusks, while rhinos are killed for their horns. 5. This river used to have the greatest ___ of freshwater fish in the country, but now very few species are found here. 6. The new___ theory has combined Darwin’s theory of natural selection with genetic factors to explain how___ occurs. KEYS: 1. endangered 2. Extinction 3. Vulnerable 4. Poached 5 diversity 6 evolutionary - evolution

Date of preparation

Period 20. UNIT 6. ENDANGERED SPECIES Reading

I. Aims: - Read a passage for specific information about endangered species - Apply to do some exercises - Have positive attitude towards the lesson - Have self- solving, communication, cooperation, using language, self- managing, creation, hard- working, modest, patrolism, humanism, responsibility II. Methods: Integrated, mainly communicative, work in pairs/groups III. Preparations: - Teacher: Reference book, exercises - Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization:

Class Date of teaching Attendance Absence Note 12A1 2. Previous lesson checking: Choose the words from the completed table in act 1 to complete these sentences/ make changes to the word forms where necessary 1. Many people think the money spent on protecting ___ species should be used for improving the lives of the local people. 2. Animals classified as CR on the conservation status scale are in danger of___ . 3. Old people and children are particularly ___ to lung diseases in the cold weather. 4. Elephants are usually___ for their tusks, while rhinos are killed for their horns. 5. This river used to have the greatest ___ of freshwater fish in the country, but now very few species are found here. 6. The new___ theory has combined Darwin’s theory of natural selection with genetic factors to explain how___ occurs. KEYS: 1. endangered 2. Extinction 3. Vulnerable 4. Poached 5 diversity 6 evolutionary - evolution

3. New lesson Teacher and students’ activities Content Activity 1. Read the first part of the text abut elephants and fill each gap with a word below Activity 1. Read the first part of the text abut elephants and fill each gap with a word below Endangered seeking abundant wild Dedicated declining The 12th of August is World Elephant Day, which is an international annual event (1) to the

T: Ask Ss to work in pairs to read the information and scan the text to decide the statements T/F/NG - Gets Ss to call out the answers and check with the whole class

Ss: work in pairs to read the information and scan the text to decide the statements T/F/NG - call out the answers and check with the whole class

Activity 2. Read the second part of the text and answer the questions

1. Give the task: T asks Ss to read the text and give answers to the questions in pairs within 10 minutes 2. Do the task: Ss read the text and give short answers to the questions in pairs within 10 minutes 3. Report and discuss: Teacher calls some to give answers in pairs and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance preservation and protection of the world’s elephants. Why is there a day for elephants? The answer can be found in the fact that this species’ population is rapidly (2) , and they need help. In 1930, there were about 10 million African elephants in the wild. In 1989, when they were added to the international list of the most (3) species, there were about 600,000 remaining. Elephant numbers have dropped by 62% over the last decade, and they could be mostly extinct by the end of the next decade. An estimated one hundred African elephants are killed each day by poachers (4) ivory, meat, and body parts, leaving only 400,000 alive today. Asian elephants have never been as (5) as African ones, and today they are even more endangered. At the turn of the century, there were an estimated 200,000 Asian elephants. Today there are probably no more than 40,000 in the (6) KEY: 1. dedicated 2. Declining 3. endangered 4. Seeking 5. abundant 6. wild

Activity 2. Read the second part of the text and answer the questions 1. How can elephants create grasslands for other animals to live in? 2. Where do many species get water in the dry season? 3. Where do baboons and birds get their food? 4. In what way can humans benefit from elephants? 5. How can elephant droppings affect the growth of some kinds of seeds? 6. What happens if elephants become extinct? 7. Where are the two parts of the text above most likely to be found? KEY: 1. They create grasslands when they pull down trees and break up thorny bushes while looking for food. 2. They get water that is collected and stored in deep holes created by elephants’ footprints. 3. Baboons and birds get their food from undigested seeds and nuts in elephant droppings.

Activity 3. Find the words or phrases from the two parts of the text which mean the following

T: Ask Ss to work individually first to find the words or phrases from the two parts of the text within 8 minutes then they have another 2 minutes to compare the answers with partner - Gets Ss to call out the answers and check with the whole class

Ss: work individually first to find the words or phrases from the two parts of the text within 8 minutes then they have another 2 minutes to compare the answers with partner - call out the answers and check with the whole class 4. Humans can have rich soil which is fertilised by elephant droppings. 5. Some kinds of seeds cannot grow into trees naturally. They can germinate only after passing through an elephant’s digestive system. 6. If elephants become extinct, there will be fewer trees, leading to soil erosion and flooding, and many other species will disappear. 7. in a brochure for wildlife protection, or a scientific report about the importance of elephants? Activity 3. Find the words or phrases from the two parts of the text which mean the following 1. (of number) calculated approximately, but not exactly 2. existing in large quantities; numerous 3. the most important part (of a plan, idea, etc.) that other parts depend on 4. a place to which animals go to take in salt deposits 5. spreading widely 6. dung; solid waste matter of animals 7. in a few words; briefly KEY: 1. ESTIMATED 2. ABUNDANT 3. KEYSTONE 4. SALT LICK 5. DISPERSING 6. DROPPINGS 7. IN A NUTSHELL

4. Consolidation: Read the text on the topic of elephant: its role and its conservation 5. Homework: Translate the passage into Vietnamese

THE TEXT: Elephants are a keystone species, and they play an important role in maintaining biodiversity. Below are some examples. While looking for food, elephants pull down trees and break up thorny bushes, which helps to create grasslands for other animals to inhabit. In addition, they use their feet to dig up salt licks that are rich in nutrients for themselves and for other animals. Their footprints also create deep holes that water can collect in. Other species rely on this water source in the dry season.

Most importantly, elephant droppings are vital to the environment. Animals such as baboons and birds pick up undigested seeds and nuts from these droppings for their food. This type of waste also works as a kind of manure, which helps humans to have fertile soil to plant their crops. Elephant droppings are also a vehicle for dispersing seeds and making them grow. Some types of seeds will not germinate unless they have passed through an elephant's digestive system. So, if elephants become extinct, those seeds would not grow into trees, leading to an increase in soil erosion and flooding. What would happen if there were no more elephants on Earth? Elephants maintain the ecosystems in which they live, and make it possible for a lot of other plant and animal species to survive in those environments as well. In a nutshell, if elephants become extinct, many other species will disappear.

Date of preparation Period 21: UNIT 7. ARTIFICIAL INTELLIGENCE - Language

I. Aims: - Revise the uses and form of double comparative - Revise the use and forms of passive causative . Have / Get - Revise words and phrases related to the unit - Apply to do some exercises - Have positive attitude towards the lesson - Have self- solving, communication, cooperation, using language, self- managing, creation, hard- working, modest, patrolism, humanism, responsibility II. Methods: Integrated, mainly communicative III. Preparations: - Teacher: Reference book, exercises - Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization:

Class Date of teaching Attendance Absence Note 12A1 2. Previous lesson checking: Students’ writing on global warming 3. New lesson Teacher and students’ activities Content Activity 1. Complete the sentences with the correct form of the words in brackets. Change the word form, if necessary 1. Give the task: T ask Ss individually to complete the sentences with the correct form of the words in brackets and change the word form if necessary 2. Do the task: Ss work individually to complete the sentences with the correct form of the words in brackets and change the word form if necessary T goes around to observe and provide help when necessary 3. Report and discuss: Teacher calls some students to say aloud the sentences and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance Activity 1. Complete the sentences with the correct form of the words in brackets. Change the word form, if necessary 1. Highly intelligent machines can be automated to operate without human . (intervene, intervention) 2. One of the popular used in smartphones at present is voice recognition. (apply, application) 3. There are a lot of online language learning programs which are able to with learners. (interact, interaction) 4. Internet search engines can help to the weather as well as traffic jams in a city. (predict, prediction) 5. GPS systems help a lot of people to on land, on the sea, and in the air. (navigate, navigation)

KEY: 1. intervention 2. applications 3. interact 4. predict 5. navigate 6. recommendations 7. informed Activity 2. Rewrite the sentences, using the active causative T: Ask Ss to work individually to rewrite the sentences using the active causative 1. A group of workmen installed an automated gate in our garage. 2.A mechanic repaired my father's car. 3. A friend of mine, a computer expert, is going to install a new program for me next week. 4. A specialist cleaner is cleaning my mother's new jacket. 5. A construction company has just rebuilt the meeting hall at my school. 6. My brother's friend is going to repair his DVD player next week. 7. A robotics company has installed two automatic systems for the car manufacturer. 8. The computer categorised images under the direction of the lead researcher of the project.

Ss: Do exercise in pairs and check the answer with the whole class 6. Here is a list of my top computer game . (recommend, recommendation) 7. The shop owner the police of the theft of computers from his shop last night. (inform, information)

Activity 2. Rewrite the sentences, using the active causative

Example: The mechanic changed the oil in my motorbike. I had the mechanic change the oil in my motorbike. 1. I had a group of workmen install an automated gate in our garage. 2. My father had a mechanic repair his car. 3. I'm going to have my friend, a computer expert, install a new program for me next week. 4. My mother is having a specialist cleaner clean her new jacket. 5. My school has just had a construction company rebuild the meeting hall. 6. My brother is going to have his friend repair his DvD player next week. 7. The car manufacturer has had a robotics company install two automatic systems 8. The lead researcher of the project had the computer categorise images.

Activity 3. Make sentences using all the information and the verb given. Change the word form, and add more words if necessary T: Have Ss work in pairs to make sentences using the information and the verb given 1. Last week / go / the vet's / dog / vaccinate 2. This afternoon / go / the doctor's / blood pressure / take 3.Yesterday / go / the optician's / eyes / test 4. Last week / talk / accountant / annual account / do Activity 3. Make sentences using all the information and the verb given. Change the word form, and add more words if necessary Example: Tomorrow / go / garage / car / service Tomorrow I'm going to the garage to get my car serviced. 1. Last week I went to the vet's to have my dog vaccinated. / Last week I went to the vet's to get my dog vaccinated. 2. This afternoon I'm going to the doctor's to have my blood pressure taken. / This

5.The day before yesterday / see / the architect / new house / design 6. Next week / go / the dentist's / a tooth / take 7. Next Saturday / go the hairdresser's / hair / cut

- then have Ss compare the answers with parters

Ss: Do the task individually then compare the answer with partners - give answers on board and check with the whole class afternoon I'm going to the doctor's to get my blood pressure taken. 3. Yesterday I went to the optician's to have my eyes tested. / Yesterday I went to the optician's to get my eyes tested. 4. Last week I talked with my accountant to have my annual accounts done. / Last week I talked with my accountant to get my annual accounts done. 5. The day before yesterday I saw the architect to have my new house designed. / The day before yesterday I saw the architect to get my new house designed. 6. Next week I'm going to the dentist's to have a tooth taken out. / Next week I'm going to the dentist's to get a tooth taken out. 7. Next Saturday I'm going to the hairdresser's to have my hair cut. / Next Saturday I'm going to the hairdresser's to have/get my hair cut.

4. Consolidation: - Revise the uses and form of double comparative - Revise the use and forms of passive causative . Have / Get - Revise words and phrases related to the unit

5. Homework: complete the sentences in exercises

Date of preparation Period 22: UNIT 8. THE WORLD OF WORK - Language

I. Aims: - Revise the use and forms of reported speech - Revise words and phrases related to the unit - Apply to do some exercises - Have positive attitude towards the lesson - Have self- solving, communication, cooperation, using language, self- managing, creation, hard- working, modest, patrolism, humanism, responsibility II. Methods: Integrated, mainly communicative III. Preparations: - Teacher: Reference book, exercises - Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization:

Class Date of teaching Attendance Absence Note 12A1 2. Previous lesson checking: Students’ writing on global warming 3. New lesson Teacher and students’ activities Content Activity 1. Complete the sentences with the correct form of the words given. Change the word form, if necessary 1. Give the task: T ask Ss individually to complete the sentences with the correct form of the words given and change the word form if necessary 2. Do the task: Ss work individually to complete the sentences with the correct form of the words given and change the word form if necessary T goes around to observe and provide help when necessary 3. Report and discuss: Teacher calls some students to say aloud the sentences and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance KEY: 1. relevant Activity 1. Complete the sentences with the correct form of the words given. Change the word form, if necessary TAILOR PRIORITISE SPECIALISE RELEVANT SHORTLIST APPROACH 1. If you have __ job experience, it will be an advantage when applying for a job. 2. A beauty salon__ in hair and beauty treatment is looking for part-time shop assistants. 3. You don't have to change all the information in your CV. You just have to ___ some of the information to make your CV suitable for the job requirements. 4. Being friendly and easy to talk to, he is seen as a/an___ manager. 5. You can ___ tasks when you deal with the most important task first.

2. specialising 3. tailor 4. approachable 5. prioritise 6. shortlisted Activity 2. Rewrite the sentences, using the REPORTED SPEECH T: Ask Ss to work individually to rewrite the sentences using the active causative 1. to find out more information about the company offering the job 2. to cook dinner and do the washing-up when she worked night shifts 3. not to waste time on the Internet and to find a job to see how hard real life is 4. whether we would like to work in a big city or in the countryside 5. at what age a young person should get a job. 6. not to idealise all jobs in big cities because some of them are quite hard and badly paid Ss: Do exercise in pairs and check the answer with the whole class Activity 3. Choose the correct verbs to complete the following sentences T: Have Ss work in pairs to choose the correct verbs to complete the sentences

- then have Ss compare the answers with parters

- give key and feedback 1. told 2. to tell 3. to pick up 4. to apply 5. refused

Ss: Do the task individually then compare the answer with partners - give answers on board and check with the whole class 6. Don't be pessimistic if you are not ___ the first time you apply for a job. Look for other opportunities.

Activity 2. Rewrite the sentences, using REPORTED SPEECH

1. ‘You should find out more information about the company offering the job.' ⇒ ⇒⇒ ⇒ My best friend advised me . 2. ‘I'll cook dinner and do the washingup when you work night shifts.' ⇒ ⇒⇒ ⇒ Her roommate offered . 3. ‘Don't waste time on the Internet. Find a job to see how hard real life is.' ⇒ ⇒⇒ ⇒ His father told him . 4. ‘Would you like to work in a big city or in the countryside?' ⇒ ⇒⇒ ⇒ Our teacher asked us . 5. ‘At what age should a young person get a job?' ⇒ ⇒⇒ ⇒ He asked the career adviser . 6. ‘Don't idealise all jobs in big cities because some of them are quite hard and badly paid.' ⇒ ⇒⇒ ⇒ Our teachers told us .

Activity 3. Choose the correct verbs to complete the following sentences 1. The career adviser spoke / told us to write impressive CVs. 2. The student asked the career adviser to tell / telling him about job search skills. 3. I offered to pick up / picked up my nephews and nieces from the nursery. 4. He encouraged me to apply / apply for the job. 5. The interviewer refused / agreed to tell me the salary of the sales staff because it is confidential.

4. Consolidation: - Revise the use and forms of reported speech - Revise words and phrases related to the unit

Date of preparation

Period 23. UNIT 8. THE WORLD OF WORK Reading

I. Aims: - Read a advertisement for specific information - Apply to do some exercises - Have positive attitude towards the lesson - Have self-solving, communication, cooperation, using language, self- managing, creation, hard- working, modest, patrolism, humanism, responsibility II. Methods: Integrated, mainly communicative III. Preparations: - Teacher: Reference book, exercises - Students: reference book, new words, knowledge IV. Steps of teaching: 1. Organization:

Class Date of teaching Attendance Absence Note 12a1 2. Previous lesson checking: During the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Look for the words or phrases in the text which mean the following (Students’ workbook Unit 8. THE WORLD OF WORK– Reading) 1. Give the task: T asks Ss work in pairs within 10 minutes to read the text and look for the words or phrases in the text which mean the following Mean the following 1. prefer (v) 2. including (v-ing) 3. provide somebody with the things that are needed for a particular purpose or activity (v) 4. understand another person's feeling and experiences, possibly because you have been in a similar situation (v) Activity 1. Look for the words or phrases in the text which mean the following (Students’ workbook Unit 8. THE WORLD OF WORK– Reading) 1. prefer (v) 2. including (v-ing) 3. provide somebody with the things that are needed for a particular purpose or activity (v) 4. understand another person's feeling and experiences, possibly because you have been in a similar situation (v) 5. people that you work with, especially in a profession or a business (n) 6. a move to a more important job or position in a company or organisation (n) KEY: 1. favour: prefer (v) thích

5. people that you work with, especially in a profession or a business (n) 6. a move to a more important job or position in a company or organisation (n)

2. Do the task: Ss work in pairs within 10 minutes to read the text and look for the words or phrases in the text 3. Report and discuss: Teacher calls some to give answers in pairs and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance

Activity 2. Read the text and choose the best title for it T: Ask Ss to read the text and choose the best title for it - have Ss compare the answers with other pairs. A. The importance of interpersonal skills. Tầm quan trọng của kỹ năng tạo mối quan hệ giữa các cá nhân B. The importance of communication skills. Tầm quan trọng của kỹ năng giao tiếp C. Some important employability skills. Một số kỹ năng việc làm quan trọng. Activity 2. Based on the information in the text, complete the following sentences with no more than five words KEY: C. Some important employability skills. Một số kỹ năng việc làm quan trọng.

Activity 3. Based on the information in the text, decide whether the following statements are true, false or not given

- call some Ss to read aloud their answers - check with the whole class Ss: - work individually to read the text and choose the best title for it - compare the answers with other pairs 2. ranging (from ... to ...): including (v-ing) bao gồm 3. equip: provide somebody with the things that are needed for a particular purpose or activity (v) cung cấp cho ai đó những thứ mà cần thiết cho một mục đích hoặc hoạt động cụ thể 4. empathise: understand another person's feeling and experiences, possibly because you have been in a similar situation (v) hiểu cảm giác và kinh nghiệm của người khác, có thể là vì bạn đã ở trong một tình huống tương tự 5. colleagues: people that you work with, especially in a profession or a business (n) những người mà bạn làm việc với, đặc biệt là trong một nghề hoặc một doanh nghiệp 6. promotion: a move to a more important job or position in a company or organisation (n) một sự di chuyển đến một công việc quan trọng hơn hoặc vị trí trong một công ty hoặc tổ chức

KEY: 1. T (Khi rất nhiều người bị thất nghiệp, có nhiều ứng viên cho nhà tuyển dụng lựa chọn.) 2. NG (Những người có kỹ năng giao tiếp tốt thường là nhân viên trung thành.) 3. F (khó khăn đối với người lao động có kỹ năng giao tiếp tốt để thông cảm với các đồng nghiệp khác.)

Activity 3. Based on the information in the text, decide whether the following statements are true, false or not given.

T: Ask Ss to work in pairs to read the information and scan the text to decide the statements T/F/NG 1. When a lot of people are unemployed, there are more applicants for employers to choose from. 2. People with good interpersonal skills are often loyal employees. 3. It is difficult for employees with good interpersonal skills to empathise with other colleagues. 4. Good communicators can get their messages across easily. 5. Good communicators use the same language to communicate with different audiences. 6. Leadership ability is the only quality that employers are looking for in a job seeker. 7. Employees with interpersonal skills, communication skills, and leadership ability are more favoured than those who don't have these skills. - Gets Ss to call out the answers and check with the whole class Ss: work in pairs to read the information and scan the text to decide the statements T/F/NG - call out the answers and check with the whole class 4. T Những người giao tiếp tốt có thể truyền tải thông điệp của họ một cách dễ dàng 5. F Những người giao tiếp tốt sử dụng loại ngôn ngữ giống nhau với những người nghe khác nhau 6. F (Khả năng lãnh đạo là phẩm chất duy nhất mà nhà tuyển dụng đang tìm kiếm ở một người tìm việc.) 7. T (Nhân viên có kỹ năng tạo mối quan hệ, kỹ năng giao tiếp, khả năng lãnh đạo và được nhiều tối huệ hơn so với những người không có những kỹ năng này.)

4. Consolidation: Read the text on the topic of some important employability skills. 5. Homework: Translate the passage into Vietnamese

Ở một xã hội mà tỉ lệ thất nghiệp khá cao, người tuyển dụng thường có nhiều lựa chọn ứng viên hơn. Họ thường thích những ứng viên với nhiều kĩ năng lao động hơn – những kĩ năng cần thiết để trở nên và giữ vững sự thành công trong công việc. Những kĩ năng này khác nhau, từ cơ bản như tìm kiếm quảng cáo công việc, viết CV và thư giới thiệu, và vượt qua vòng phỏng vấn đến những kĩ năng cao hơn được yêu cầu để làm công việc lâu dài. Giữa danh sách dài những kĩ năng lao động cao, điều quan trọng đối với tất cả những người tìm việc là trang bị cho mình kĩ năng cá nhân, giao tiếp và khả năng lãnh đạo để trở nên và giữ được sự thành công trong một việc.

Những kĩ năng cá nhân rất quan trọng khi tìm kiếm công việc. Chúng là những kĩ năng mà mọi người dùng để tương tác với người khác, Những người có kĩ năng cá nhân tốt thường cộng tác và làm việc tốt với những người khác trong một nhóm. Họ cũng giỏi việc thương lượng và làm hài lòng những người tham gia. Trong công việc hàng ngày, kĩ năng cá nhân cho phép họ thông cảm với đồng nghiệp cũng như khách hàng, từ đó xây dựng quan hệ công việc tốt. Đó, như là một kết quả, đưa đến một môi trường làm việc tốt hơn với ít hơn hoặc thậm chí không có căng thẳng. Kĩ năng giao tiếp cũng quan trọng với người tìm việc hoặc người muốn được thăng tiến trong sự nghiệp hiện tại của họ vì những ông chủ hiện nay muốn tìm những nhân viên có thể giao tiếp tốt cả về ngôn ngữ nói và ngôn ngữ viết với nhiều người. Những người giao tiếp tốt có thể nói và viết một các rõ ràng và súc tích, truyền tải thông điệp của họ mà ít bị hiểu nhầm. Họ cũng có thể sử dụng từ vựng phong phú và dùng ngôn ngữ sao cho phù hợp với từng đối tượng. Bên cạnh kĩ năng cá nhân và kĩ năng giao tiếp, có khả năng lãnh đạo cũng là một lợi thế khi tìm việc và giữ việc. Những người có khả năng lãnh đạo có xu hướng gây ảnh hưởng đến người khác qua những thành quả đạt được. Vì vậy, họ thường tạo ra những thành viên tốt trong đội và làm cho họ làm việc trong nhóm để đạt được kết quả tốt nhất. Thật khó để có một công việc. Và còn khó hơn để giữ công việc đó, thành công và có được sự thăng tiến trong công việc. Tuy vậy, nếu moi người biết các tương tác đúng và giao tiếp tốt với người khác, và nếu họ có được khả năng lãnh đạo, họ có thể gia tăng cơ hội có được công việc mà họ muốn.

Handouts: In a society where the unemployment rate is relatively high, employers usually have greater choice of applicants. They tend to favour the candidates with more employability skills – the skills necessary for getting, keeping, and being successful in a job. These skills are varied, ranging from basic ones such as searching for job adverts, writing CVs and covering letters, and coming across well in interviews, to the more advanced skills which are required in order to keep a job for a long time. Among the long list of more advanced employability skills, it is very important for all job seekers to equip themselves with interpersonal skills, communication skills, and leadership ability in order to keep and be successful in a job. Interpersonal skills are really crucial when seeking employment. They are the skills that people use to interact with each other. People with good interpersonal skills often co-operate and work well with the others in a team. They are also good at negotiating and satisfying the expectations of the people involved. In their daily work, interpersonal skills allow them to empathise with colleagues as well as clients, thereby building better working relationships. This, as a result, leads to a better working environment with little or no stress. Communication skills are also important for people who are seeking employment or looking for a promotion in their current career because employers nowadays want to find employees who communicate well both verbally and in writing with a wide variety of people. Good communicators can speak and write clearly and succinctly, getting their messages across with less chance of misunderstanding. They can also demonstrate a varied vocabulary and tailor their language to different audiences. Besides interpersonal and communication skills, having leadership ability is also an advantage in seeking and keeping employment. The people with leadership ability tend to influence others towards the achievement of a goal. Thus, they often make great team players, allowing them to work in a group to achieve the best results for their employer. It is hard to get a job. It is even harder to keep it, succeed in it, and gain a promotion. However, if people know how to interact properly and communicate well with others, and if they possess leadership ability, they can increase their chance of getting and keeping the job they want.

Date of preparation: Period 24: UNIT 9. CHOOSING A CAREER - Language

I. Aims: - Revise phrasal verbs - Revise words and phrases related to the unit - Apply to do some exercises - Have positive attitude towards the lesson - Have self- solving, communication, cooperation, using language, self- managing, creation, hard- working, modest, patrolism, humanism, responsibility

II. Methods: Integrated, mainly communicative

III. Preparations: - Teacher: Reference book, exercises - Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Oorganization:

Class Date of teaching Attendance Absence Note 12A1 2. Previous lesson checking: During the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Read aloud the following sentences. Pay attention to the unstressed words in bold. 1. Give the task: T ask Ss individually to practice saying the following sentences within 2 minutes, paying attention to the unstressed words in bold and they have another two to act out with partners 2. Do the task: Ss work individually to practice saying the following sentences within 2 minutes and they have another two to act out with partners T goes around to observe and provide help when necessary 3. Report and discuss: Teacher calls some pairs to act out aloud the conversations and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance Activity 2. Complete the sentences with the correct words T: Ask Ss to work in pair to complete the sentences with the correct form of the words Activity 1. Read aloud the following sentences. Pay attention to the unstressed words in bold. 1. Both of us have planned to go straight to university. 2. I'm thinking of applying for a temporary job in the summer. 3. Nam and I have decided to study law in the United Kingdom. 4. We're looking forward to the results of the IELTS exams from The Language Centre at the British Council. 5. Mai has secured a place at a prestigious university in the United of America and she's flying there in September. Activity 2. Complete the sentences with the correct words 1. advice 2. option 3. workforce 4. career

1. Today there are a lot of career_______ for school leavers to choose between. 2. Tom is looking for a(n)_______ job to do over the summer holiday. 3. Sometimes it is difficult for students to _________ work experience at the company of their choice. 4. Secondary students can access the Internet to look for practical _________about leaving school and choosing future careers. 5. Some of my friends don't want to pursue further education after leaving school. They would prefer to join the_______ 6. What kind of _______ would you choose? I'd like to become a teacher. 7. John has worked for two years as a plumber's_________ Ss: Do exercise in pairs and check the answer with the whole class Activity 3. Make a complex sentence from each pair of sentences. Use the words provided and make any necessary changes. T: Have Ss work individually to combine the two sentences into one, using suggestion

1. David is clever. His brother is clever. (as ... as) 2. Jack dresses smartly for the interview. He gets the job. (if) 3. The question was very hard. He couldn't answer the question.(so ... that) 4. It was a very good film. Mary couldn't turn off the TV. (such ... that) 5. You must work harder. You may fail the exam. (unless) 6. John runs fast. Tom runs faster. (than) 7. I wish I knew Spanish. I could understand the visitors from Spain. (if) 8. The skilled craftsman requested that the students stop their work. The students stopped their work. (as) 5. apprentice 6. temporary 7. secure KEY: 1. options career options: lựa chọn nghề nghiệp 2. temporary temporary job: công việc tạm thời 3. secure it is difficult forr sb to Vo st: khó cho ai đó để làm gì 4. advice sau tính từ practical là danh từ và practical advice là lời khuyên thiết thực 5. workforce sau the là danh từ và ta dựa vào ngữ cảnh để chọn từ phù hợp 6. career câu hỏi là hỏi nghề nghiệp 7. apprentice plumber's apprentice: người học việc của một thợ sửa ống nước. Activity 3. Make a complex sentence from each pair of sentences. Use the words provided and make any necessary changes. 1. David is as clever as his brother. so sánh ngang bằng 2. If Jack dresses smartly for the interview, he will get the job. Câu điều kiện 3. The question was so hard that he couldn't answer it. S + be + so + adj + that + mệnh đề 4. It was such a good film that Mary couldn't turn off the TV. cấu trúc it was ssuch + cụm danh từ + that + mệnh đề 5. Unless you work harder, you may fail the exam. unless = if not 6. Tom runs faster than John. so sánh hơn kém 7. If I knew Spanish, I could understand the visitors from Spain. câu điều kiện

Ss: Do the task individually then compare the answer with partners - give answers on board and check with the whole class 8. The students stopped their work as the skilled craftsman had requested. as được dùng với nghĩa bởi vì

4. Consolidation: Teacher summarizes the main points of the lesson on stress in sentence, words related the the Unit and phrasal verbs 5. Homework: Complete these sentences using the correct form of the phrasal verbs in the box. face up to keep up with drop out of put up with get on with go on with think back to cut down on look forward to run out of

1. The teacher told her to ________ her socializing because it was affecting her schoolwork. 2. John suddenly stopped talking. He just ________ ideas. 3. We can't _________ all the changes. 4. We're surprised that Tom's just ________ school. 5. I'm really _____ seeing you again. 6. Mary was going to take a year out, but she finally decided to _____ her studies. 7. Jack quarrels with his classmates all the time. I don't think he will ever ________ them. 8. Linda's not going to _____ her husband's smoking any longer. 9. Kate had to ________ the fact that she would never see him again. 10. My mother often________her childhood when she lived with my grandparents.

KEY: 1. The teacher told her to cut down on her socializing because it was affecting her schoolwork. Giáo viên bảo cô cắt giảm giao lưu xã hội, bởi nó ảnh hưởng đến việc học của cô. cut down on: cắt giảm 2. John suddenly stopped talking. He just ran out of ideas. John đột nhiên ngừng nói chuyện. Anh ta chỉ là đã hết ý tưởng run out of: cạn kiêt, hết 3. We can't keep up with all the changes. Chúng tôi không thẻ bắt kịp những thay đổi keep up with: bắt kịp 4. We're surprised that Tom's just dropped out of school. Chúng tôi ngạc nhiên rằng Tom vừa mới bỏ học 5: I'm really looking forward to seeing you again. Tớ thực sự rất mong được gặp lại cậu looking forward to ving: mong điều gì 6. Mary was going to take a year out, but she finally decided to go on with her studies. Mary sẽ nghỉ một năm, nhưng cậu ấy cuối cùng quyết định tiếp tục việc học go on with: tiếp tuc = continute

7 Jack quarrels with his classmates all the time. I don't think he will ever get on with them. get on with sb: phù hợp với ai đó, hòa thuận với ai đó 8. Linda's not going to put up with her husband's smoking any longer. Linda sẽ không chịu đựng việc hút thuốc của chồng nữa. put up with: chịu đựng với việc gì 9. Kate had to face up to the fact that she would never see him again. Kate phải đối mặt với thực tế rằng cô ấy sẽ không bao giờ gặp lại anh nữa. face up to: đối mặt với việc gì 10. My mother often thinks back to her childhood when she lived with my grandparents. Mẹ tôi thường nghĩ lại thời thơ ấu của bà khi bà sống với ông bà tôi. thinks back to: hồi tưởng lại, nghĩ lại

Period 25. UNIT 9. CHOOSING A CAREER Reading

I. Aims: - Read for general ideas and specific information about career advice - Apply to do some exercises - Have positive attitude towards the lesson - Have self- solving, communication, cooperation, using language, self- managing, creation, hard- working, modest, patrolism, humanism, responsibility

II. Methods: Integrated, mainly communicative

III. Preparations: - Teacher: Reference book, exercises - Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Organization:

Class Period Date of teaching Attendance Absence Note 12a1 2. Previous lesson checking: during the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Read the text about tips for students to secure work experience. Choose the appropriate heading (a-j) for each paragraph. (Students’ workbook Unit 9. Choosing a career – Reading) 1. Give the task: T: Explains to Ss the task “We are going to read the text quickly to get an overall impression and look for the main idea of each paragraph - Get Ss to go through the tips, read the text quickly to choose the heading for each paragraph 2. Do the task Ss go through headings, read the text quickly to choose the heading for each paragraph - do the task individually then compare answers in pairs. T observes and provide help when necessary 3. Report and discuss: Teacher call some students to give answers. Others give comments Activity 1. Read the text about tips for students to secure work experience. Choose the appropriate heading (a-j) for each paragraph. a. Following up b. Keeping an open mind c. Dressing to impress d. Building a CV e. Listing chosen jobs and companies f. Asking for feedback g. Preparing for their first day h. Making their move i. Contacting people for help j. Setting goals KEY: 1.j 2. e 3. i 4. d 5. h 6. c 7. g 8. b 9. f 10. a

4. Give feedback Give feedback and comment on their performance Activity 2: Find the words or expressions in the text which are closest in meaning to the following. Write them in the correct space.

T asks to work in pairs to find the words or expressions in the text which are closest in meaning to the definition below and write the answer Ss work in pairs to do as required Activity 2: Find the words or expressions in the text which are closest in meaning to the following. Write them in the correct space. 1. a small piece of advice about something practical 2. to make something change from one thing into another

3. person or thing that people aim at 4. an organisation that finds new people to work in a company 5. helpful information or criticism 6. a skill needed to do a particular job

KEY: 1. tip 2. to turn (something) into (something) 3 . target 4. recruitment agency 5. feedback 6. competency Activity 3. Read the text again and answer the questions. KEY: 1. They can apply their passions, interests, and strengths as part of the workforce when they leave school. 2. They may research online for contacts with the company of their choice. 3. It should include students'contact details and their achievements at school. 4. They should take copies of their CV with them because they may be asked to leave one behind. 5. They should always be friendly, open, flexible and hard-working. They may be asked to do some tasks that are not as interesting as others, but they should try their best with everything that is given to them. 6. They are time management, communication, following instructions, customer service, and working with other people.

Activity 3. Read the text again and answer the questions.

T : 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 sts to read te text and check theirs answers and explain their choices in 5’. - T calls some Ss to read theirs answers and explain their choices. - T comments and gives feedbacks.

1. What can students apply as part of the workforce when they leave school? 2. What can they do if they don't have any existing contacts to help them? 3. What should a student's CV include? 4. Why should students bring copies of their CV with them when they go to the companies?

5. What should they do to impress the company they are working for? 6. What kinds of competencies should they ask for feedback on? 7. What message in the last paragraph does the writer want to send to secondary students?

Ss: read te text and check theirs answers and explain their choices in 5’. - give answers in pairs and check with the whole class 7. When having completed their work experience students should send the company a thank you letter to share their feedback and the experience they have obtained during their time with the company. This is very important for students because it may help them to get a job opportunity from the company in the future

4. Consolidation: Read the text on the topic of CHOOSING A CAREER and do the task 5. Homework: Translate the passage into Vietnamese

TIPS FOR STUDENTS TO SECURE WORK EXPERIENCE The following tips may help secondary students to secure work experience at the company of their choice. 1. Setting goals Students should assess what they are seeking to achieve. They should also think about their passions, interests, and personal strengths, and how they can apply them as part of the workforce. For example, if students have a passion for music, they may be able to turn that talented to working in a music shop. 2. Listing chosen jobs and companies Students can create a ‘wish list’ of different types of jobs that they are interested in, and make a list of all of the companies in their local area that they would like to work for. 3. Contacting people for help Students may speak to teachers, family, and friends to see if they know anyone who works for one of their target organisations, because these people may be able to assist them. If students do not have any existing contacts, they may research online for contacts with the company of their choice. 4. Building a CV Employers will ask for a student's CV, so students should speak to teachers, family or friends for tips on how to write a CV. They may also get in touch with a recruitment agency for their advice. A CV should include students'contact details and their achievements at school. 5. Making their move Schools or colleges will contact organisations on students' behalf. However, if their school or college does not offer this service, students should consider phoning the companies on their wish list and ask to speak to someone about work experience opportunities. Students may go to the company in person and ask for the relevant contact at reception. They should take copies of their CV with them, because they may be asked to leave one behind. 6. Dressing to impress If students are invited to the company for an interview, they are always advised to dress in a smart manner to impress people.

7. Preparing for their first day Students should ask questions about their new work placement. They should know how to get there, what time they should arrive, who to ask for, and if there is anything they need to bring with them. 8. Keeping an open mind Students should always be friendly, open, flexible, and hard-working to impress the company they are working for. They may be asked to do some tasks that are not as interesting as others, but they should try their best with everything that is given to them. 9. Asking for feedback Students should ask for written feedback so that they have something to show to their future employers. Their school or college may provide them with a feedback form. If they don't, students should ask for feedback on their competencies. These include time management, communication following instructions, customer service, and working with other people. 10. Following up Once students have completed their work experience they should send the company a thank you letter. The company has invested time and money to have students with them, so students shou d share their feedback and the experience they have had during their time with the company. That way, if a job opportunity comes up in the future, the company just may call them.

KEY: Học sinh nên tiếp cận những gì họ muốn đạt được. Họ cũng nên suy nghĩ về đam mê, sở thích và điểm mạnh của bản thân và họ có thể làm gì khi là một phần của lực lượng lao động. Ví dụ, nếu những học sinh có đam mê về âm nhạc, họ có thể biến tài năng đó trở thành làm việc trong một cửa hàng nhạc. Học sinh có thể tạo ra một danh sách những công việc khác nhau mà họ hứng thú, và tạo một danh sách tất cả những công ty trong địa phương của họ mà họ muốn làm. Học sinh có thể nói chuyện với giáo viên, gia đình và bạn bè để xem họ có biết ai đó làm trong một trong số những tổ chức mà họ hướng đến, bởi vì những người này có thể sẽ trợ giúp cho họ. Nếu họ sinh không có một liên hệ nào, họ có thể nghiên cứu trên mạng để tìm liên lạc với công ty mà họ chọn. Nhà tuyển dụng sẽ hỏi học sinh về CV, nên học sinh nên nói chuyện với giáo viên, gia đình hoặc bạn bè để có những mẹo viết CV. Họ có thể liên hệ với nhà tư vấn tuyển dụng để xin lời khuyên. Một CV nến bao gồm cả thông tin liên lạc của học sinh và những thành tích đạt được ở trường. Trường học hoặc trường đại học sẽ liện hệ với các tổ chức thay mặt học sinh. Tuy nhiên nếu trường của họ không có dịch vụ này, học sinh nên cân nhắc việc gọi điện đến những công ty trong danh sách và đề nghị được nói chuyện về cơ hội kinh nghiệm việc làm. Học sinh có thể tự đến công ty và hỏi thông tin liên hệ từ quầy lễ tân. Họ nên mang theo bản sao CV, vì công ty có thể đề nghị họ để lại một bản. Nếu học sinh được mời đén công ty để phỏng vấn, họ sẽ luôn được khuyên ăn mặc một cách thông minh để gây ấn tượng. Học sinh nên hỏi những câu hỏi về nơi làm việc mới của họ. Họ nên biết làm thế nào để đến đó, mấy giờ nên đến, ai để hỏi và có thứ gì cần mang đến không.

Học sinh nên thể hiện thân thiện, cơi mở, linh hoạt và chăm chỉ để gây ấn tượng với công ty mà học làm việc. Họ có thể được đề nghị làm một số việc không mấy thú vị nhưng họ nên cố gắng hết sức với mọi thứ được giao cho. Học sinh nên xin ý kiến đóng góp viết tay để có thứ cho nhà tuyển dụng khác trong tương lai. Trường của họ nên cung cấp một mẫu đơn đóng góp ý kiến. Nếu không có, học sinh nên xin ý kiến đóng góp về khả năng của mình. Nó bảo gồm quản lý thời gian, giao tiếp theo hướng dẫn, dịch vụ khách hàng và làm việc với người khác. Một khi học sinh hoàn thành trải nghiệm làm việc, họ nên gửi cho công ty một lá thư cảm ơn. Công ty đã dành thời gian và tiền bạc để có những học sinh làm việc, nên học sinh nên chia sẻ ý kiến và kinh nghiệm mình có được trong thời gian làm ở công ty. Bằng cách đó, nếu có một cơ hội việc làm trong tương lai, công ty có thể sẽ gọi họ.

Date of preparation: Period 26: UNIT 10. LIFELONG LEARNING - Language

I. Aims: - Revise conditional sentences - Apply to do some exercises - Have positive attitude towards the lesson - Have self- solving, communication, cooperation, using language, self- managing, creation, hard- working, modest, patrolism, humanism, responsibility

II. Methods: Integrated, mainly communicative

III. Preparations: - Teacher: Reference book, exercises - Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Oorganization:

Class Date of teaching Attendance Absence Note 12A1 2. Previous lesson checking: During the lesson 3. New lesson

Teacher and students’ activities Content Activity 1. Complete the sentences with the words below 1. Give the task: T ask Ss individually to complete the following sentences within 5 minutes and they have another two to act out with partners 1. The teaching_________requires continuous learning since educational practices develop over time. 2. Some people strongly believe that the ____ purpose of lifelong learning is self-improvement. 3. None of our courses are compulsory so all our learners are ______ 4. Even_________learners usually require a little bit of guidance at first. 5. Graduates will have picked up the skills to _______lifelong learning during their career. 6. In order to succeed at work, employees should have strong _________ to improve their practice skills. 2. Do the task: Ss work individually to complete the following sentences within 5 Activity 1. Complete the sentences with the words below 1. self-motivation 2. pursuit 3. professional 4. ultimate 5. self-direction 6. voluntarily KEY: 1. The teaching profession requires continuous learning since educational practices develop over time. Nghề dạy học đòi hỏi phải tiếp tục học hỏi từ thực tiễn giáo dục phát triển theo thời gian. Giải thích: teaching profession: nghề dạy học 2. Some people strongly believe that the ultimate purpose of lifelong learning is selfimprovement. Một số người tin tưởng mạnh mẽ rằng mục đích cuối cùng của việc học suốt đời là tự cải thiện. Giải thích: trước danh từ purpose là một tính từ 3: None of our courses are compulsory so all our learners are voluntary

minutes and they have another two to act out with partners T goes around to observe and provide help when necessary 3. Report and discuss: Teacher calls some pairs to give the answer and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance

Activity 2. Complete the conditionals Type 3, and mixed conditionals of Type 2 and Type 3, putting the verbs in brackets in the correct form. T: Ask Ss to work in pair to complete the sentences with the correct form of the words 1. If my company (not employ) me, I (not get) such valuable real-world experience from my professional colleagues. 2. Lisa (not continue) studying her university course now if she (not receive) financial support from her uncle last year. 3. If you (be) really interested in learning, you (not care) where you study. 4. Hana (not become) a good boss if she (ignore) the contribution and opinions of the staff. 5. If you (not learn) how to apply your knowledge in the previous course, you (not find) another job today. Không có khóa học nào của chúng tôi là bắt buộc vì vậy tất cả học viên của chúng tôi đều là tự nguyện Giải thích: dựa vào ngữ cảnh và từ "combulsory" nên ta chọn được từ phù hợp 4. Even self-directed learners usually require a little bit of guidance at first. Ngay cả những người học tự định hướng thường yêu cầu một chút hướng dẫn lúc đầu Giải thích: self-directed learners: tự học 5. Graduates will have picked up the skills to pursue lifelong learning during their career. Sinh viên tốt nghiệp sẽ thu nhận những kỹ năng để theo đuổi học tập suốt đời trong suốt sự nghiệp của họ. Giải thích: sau to là động từ 6. In order to succeed at work, employees should have strong self-motivation to improve their practice skills. Để thành công trong công việc, người lao động nên có động lực mạnh mẽ để nâng cao kỹ năng thực hành của họ. Giải thích: dựa vào ngữ cảnh của câu ta chọn được đáp án phù hợp, strong-motivation: động lực mạnh mẽ Activity 2. Complete the conditionals Type 3, and mixed conditionals of Type 2 and Type 3, putting the verbs in brackets in the correct form. KEY: 1. hadn't employed, couldn't have got Nếu công ty của tôi không tuyển dụng tôi, tôi không có được kinh nghiệm thực tế có giá trị như vậy từ các đồng nghiệp chuyên nghiệp của tôi. Giải thích: câu điều kiện loại 3: diễn tả hành động không có thật trong quá khứ 2. couldn't continue, hadn't received Lisa đã không thể không tiếp tục học khóa học đại học của cô ấy bây giờ nếu cô ấy không nhận được hỗ trợ tài chính từ chú của mình vào năm ngoái. Giải thích: câu điều kiện hỗn hợp loại 3 và loại 2 diễn tả giả thiết xảy ra trong quá khứ có kết quả ở hiện tại 3. had been, wouldn't have cared Nếu bạn thực sự yêu thích việc học, bạn đã không quan tâm nơi bạn học.

Ss: Do exercise in pairs and check the answer with the whole class Activity 3. Read the following situations and complete the conditionals Type 3, and mixed conditionals of Type 2 and Type 3 so that they have the same meaning. T: Have Ss work individually to complete sentences as suggested 1. My dad has kept educating himself continuously, so he is a really successful man now. If my dad had not kept educating himself continuously, ______________ 2. John tried his best to earn more money so that he could afford to join the course on soft skills. If John had not tried his best to earn more money, ______________ 3. Because Mary did not put any effort into learning English, she cannot speak with the foreign partners in this project now. If Mary had put her efforts into learning English, ______________ 4. My younger sister is in a cake baking class now. She was so excited to learn new things after work. If my younger sister had not been so excited to learn new things after work, ______________ 5. Because my dad had a wide range of practical life skills, he could solve most problems by himself. If my dad had not had a wide range of practical life skills,______________

Ss: Do the task individually then compare the answer with partners - give answers on board and check with the whole class Giải thích: câu điều kiện loại 3: diễn tả hành động không có thật trong quá khứ 4. wouldn't have become, had ignored Tạm dịch: Hana đã không trở thành một ông chủ tốt nếu cô ấy bỏ qua sự đóng góp và ý kiến của nhân viên. Giải thích: câu điều kiện loại 3: diễn tả hành động không có thật trong quá khứ 5. hadn't learned, wouldn't find Nếu bạn không học cách áp dụng kiến thức của bạn trong khóa học trước, bạn đã không tìm thấy một công việc khác ngày hôm nay. Giải thích: câu điều kiện hỗn hợp loại 3 và loại 2 diễn tả giả thiết xảy ra trong quá khứ có kết quả ở hiện tại Activity 3. Read the following situations and complete the conditionals Type 3, and mixed conditionals of Type 2 and Type 3 so that they have the same meaning. KEY: 1…. he would not be a really successful man now ông sẽ không thể là một người đàn ông thành đạt bây giờ Giải thích: câu điều kiện hỗn hợp loại 3 và loại 2 diễn tả giả thiết xảy ra trong quá khứ có kết quả ở hiện tại. 2…… he could not have afforded to join the course on soft skills cậu ấy đã không thể tham gia khoá học kỹ năng mềm Giải thích: câu điều kiện loại 3: diễn tả hành động không có thật trong quá khứ 3…. she could speak with the foreign partners in this project now cô ấy có thể nói chuyện với bạn nước ngoài trong dự án bây giờ Giải thích: câu điều kiện hỗn hợp loại 3 và loại 2 diễn tả giả thiết xảy ra trong quá khứ có kết quả ở hiện tại 4….. she would not be in a cake baking class now em ấy sẽ không thể ở trong lớp học nướng bánh bây giờ Giải thích: câu điều kiện hỗn hợp loại 3 và loại 2 diễn tả giả thiết xảy ra trong quá khứ có kết quả ở hiện tại

5…… he could not have solved most problems by himself ông đã không thể tự mình giải quyết hầu hết vấn đề Giải thích: câu điều kiện loại 3: diễn tả hành động không có thật trong quá khứ

4. Consolidation: Teacher summarizes the main points of the lesson 5. Homework: 5. Use the clues to complete the following conditionals as requested. (Sử dụng các manh mối để hoàn thành câu điều kiện sau đây theo yêu cầu.) 1. If the lifelong learning campaign had taken place in our company, every employee/know/importance. (Conditional Type 3) 2. If the subjects at high school had been more relevant to the real world, I / apply that knowledge/job/ now. (Mixed conditional of Type 2 and Type 3) 3. If my sister had had enough money for learning after college, she / get / Bachelor of Science degree / now. (Mixed conditional of Type 2 and Type 3) 4. My sister wouldn't have been aware of the importance of lifelong learning if she/not have / conversation careers adviser. (Conditional Type 3) 5. If my elder brother hadn't been interested in improving his management skills, he / not become / s successful / now. (Mixed conditional of Type 2 and Type 3) Lời giải chi tiết: 1. If the lifelong learning campaign had taken place in our company, every employee would have to know about its importance. Tạm dịch: Nếu chiến dịch học tập suốt đời đã diễn ra trong công ty của chúng tôi, mỗi nhân viên đã có thể biết về tầm quan trọng của nó. 2. If the subjects at high school had been more relevant to the real world, I could apply that knowledge in my job now. Tạm dịch: Nếu các môn tại trường trung học đã phù hợp hơn với thế giới thực, tôi có thể áp dụng kiến thức đó trong công việc của tôi bây giờ. 3. If my sister had had enough money for learning after college, she could get a Bachelor of Scienc degree now. Tạm dịch: Nếu em gái tôi có đủ tiền cho việc học tập sau đại học, cô có thể nhận được bằng Cử nhân Khoa học bây giờ. 4. My sister wouldn't have been aware of the importance of lifelong learning if she had not had conversation with her careers adviser. Tạm dịch: Chị gái của tôi sẽ không có được nhận thức về tầm quan trọng của việc học tập suốt đời nếu cô không có cuộc trò chuyện với cố vấn nghề nghiệp của mình. 5. If my elder brother hadn't been interested in improving his management skills, he could not becon so successful now. Tạm dịch: Nếu anh trai của tôi không quan tâm việc nâng cao kỹ năng quản lý của mình, anh ấy không thể trở nên thành công bây giờ.

Period 27. UNIT 10. LIFELONG LEARNING Reading

I. Aims: - Read a passage for specific information about lifelong learning - Apply to do some exercises - Have positive attitude towards the lesson - Have self- solving, communication, cooperation, using language, self- managing, creation, hard- working, modest, patrolism, humanism, responsibility

II. Methods: Integrated, mainly communicative

III. Preparations: - Teacher: Reference book, exercises - Students: reference book, new words, knowledge

IV. Steps of teaching: 1. Organization:

Class Period Date of teaching Attendance Absence Note 12a1 2. Previous lesson checking: during the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Read the following text and choose the best answer (A, B, C or D) for each blank. (Students’ workbook Unit 10. Lifelong learning – Reading) 1. Give the task: T: Explains to Ss the task “We are going to read the text and complete the text” - Get Ss to go through the tips, read the text quickly to choose the best answers to complete the tasks 2. Do the task Ss read the text and complete the text - Ss go through the tips, read the text quickly to choose the best answers to complete the tasks - do the task individually then compare answers in pairs. T observes and provide help when necessary 3. Report and discuss: Teacher call some students to give answers. Others give comments 4. Give feedback Give feedback and comment on their performance Activity 1. Read the following text and choose the best answer (A, B, C or D) for each blank. Lời giải chi tiết: 1.B 2. D 3. A 4. A 5. C 6.A 7.B 8.D Activity 2. Read the text again and choose the best answer for the following questions. 1. For which of these purposes does the writer suggest several strategies? A. To encourage lifelong learning.

Activity 2. Read the text again and choose the best answer for the following questions

T asks to work in pairs to choose the best answers for the following questions 1. For which of these purposes does the writer suggest several strategies? 2. The word 'journey' in paragraph 3 refers to _______ 3. Which strategy is NOT mentioned in the text? 4. The phrase "studying smart rather than studying hard' means 5. What is the writer's opinion about the main division in the world today

Ss work in pairs to do as required

Activity 3. Based on the information in the text, decide whether the following statements are true (T) or false (F). Tick the correct box. T: Ask Ss to work in pairs to decide whether the following statements are true or false, and then they tick in the box

1. The learning experience should be considered as a one- off effort. 2. Lifelong learners may feel overwhelmed by their study. 3. Learners' performance should be similar to that of actors as their study is similar to a play in the theatre. 4. Learners should apply what they have learned to their work and personal life. 5. Lifelong learning is a journey that never ends. B. To complain about lifelong learners. C. To discourage lifelong learning. 2. The word 'journey' in paragraph 3 refers to _______ A. the fun of learning B. study at university C. the ongoing pursuit of knowledge and skills 3. Which strategy is NOT mentioned in the text? A. Learning something that interests you. B. Paying someone to learn for you. C. Motivating yourself to learn effectively. 4. The phrase "studying smart rather than studying hard' means A. learners should study wisely B. learners should study diligently C. learners should study voluntarily 5. What is the writer's opinion about the main division in the world today A. It's the difference between weak people and strong people. B. It's the difference between learners and non-learners. C. It's the difference between smart people and foolish people. KEY:

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

Activity 3. Based on the information in the text, decide whether the following statements are true (T) or false (F). Tick the correct box.

T F

1 The learning experience should be considered as a one- off effort.

Trải nghiệm học tập cần được coi là một nỗ lực một lần.

2 Lifelong learners may feel overwhelmed by their study.

Ss: do the task as required

Người học suốt đời có thể cảm thấy choáng ngợp bởi sự học tập của họ. 3 Learners' performance should be similar to that of actors as their study is similar to a play in the theatre.

Hiệu quả của người học nên tương tự như của các diễn viên vì sự học tập của họ là tương tự như một vở kịch trong nhà hát.

4 Learners should apply what they have learned to their work and personal life.

Người học nên áp dụng những điều đã học vào công việc và cuộc sống cá nhân.

5 Lifelong learning is a journey that never ends. Học tập suốt đời là một cuộc hành trình không bao giờ kết thúc. KEY: 1. F 2.T 3. F 4. T 5.T 4. Consolidation: Read the text on the topic of CHOOSING A CAREER and do the task 5. Homework: Translate the passage into Vietnamese Strategies to promote lifelong learning Lifelong learning is now becoming a (1) ______ for everyone in the modern world. Many people, however, find it overwhelming, as being lifelong learners they will have to keep studying for their entire life. The following are several strategies to (2) ______ lifelong learning. First, start with a clear purpose. Study something that you will likely have many uses for in the future. Design learning goals that should serve you in your career path, as we'i as in your personal interests. You will need to think of the learning (3) ______ as continuous investment rather than a one-off endeavour.

Second choose to study something that is really enjoyable for you. You will need to have fun all through the (4) ______of knowledge and skills, which will be an endless journey. The ‘fun’ part will always keep you motivated, even during the hard times. Third, you will need to accept that nowadays education is not simply the preparator for life. New times mean new ways: life is education itself. With this mindset you will embrace (5) ______as opportunities for growth. Fourth, (6_______ learning is not just about keeping on studying; you will need to tn nk through what you have learned, and find out how to apply it to your work and personal life. Don't read too much and use your brain too little. Think more often meditate on the ideas that you feel might make your work and/or life better. Those are the key (7)____to make sure your lifelong learning is studying smart rather than studying hard. Remember, the lifelong learning movement is unstoppable; and the world is now divided not (8) ______the strong and the weak; not into the smart and the foolish; not into the fortunate and the disadvantaged.The distinction to be drawn is between learners and nonlearners: those who refuse to learn throughout life. Tạm dịch: Học tập suốt đời đang trở thành một điều bắt buộc với mọi người trong thế giới hiện đại. Nhiều người, mặc dù vậy, thấy điều này là quá sức, khi làm một người học tập suốt đời họ sẽ phải tiếp tục học suốt đời. Dưới đây là vài chiến lược để ứng dụng học tập trọn đời. Đầu tiên, bắt đầu với một mục đích rõ ràng. Học thứ gì đó mà bạn sẽ có thể dùng nhiều trong tương lai. Thiết kế những mục tiêu học tập mà phục vụ bạn trong sự nghiệp cũng như thuộc sở thích cá nhân của bạn. Bạn sẽ cần suy nghĩ về trải nghiệm học tập như là sự đầu tư liên tục hơn là một ham muốn tức thời. Thứ hai, chọn học một thứ gì thực sự thú vị với bạn. Bạn sẽ cần phải có niềm vui thông qua việc tiếp nhận kiến thức và kĩ năng, việc này giống như một hành trình vô tận. Phần vui vẻ sẽ làm bạn có động lực, cho dù có những lúc khó khăn. Thứ ba, bạn sẽ cần chấp nhận rằng ngày nay, giáo dục không chỉ đơn giản là chuẩn bị cho cuộc sống. Thời đại mới có nghĩa là những phương tiện mới: cuộc sống cũng là sự giáo dục. Với suy nghĩ như vậy, bạn sẽ dám đối mặt với thử thách như là một cơ hội để phát triển. Thứ tư, học tập chọn đời là không chỉ là về tiếp tục học tập; bạn sẽ cần nghĩ về những thứ bạn đã học và tìm ra cách áp dụng nó vào công việc và cuộc sống cá nhân của bạn. Đừng đọc quá nhiều và dùng não quá ít. Nghĩ nhiều hơn sẽ làm trung hòa những ý tưởng mà kiến công việc hoặc cuộc sống của bạn tốt hơn. Đây là những chiến lược chìa khóa để bảo đảm rằng việc học tập trọn đời của bạn là học thông minh hơn là học chăm chỉ. Hãy ghi nhớ, hoạt động học tập trọn đời là không thể dừng lại; và thế giới hiện nay được chia ra không phải theo mạnh và yếu, không phải thông minh và ngốc nghếch; không phải may mắn hay kém may mắn. Sự khác biệt là giữa những người học và những người không học: những người từ chối học suốt cuộc đời.

minutes to complete the sentences using the words and phrases given, and change the word forms if necessacry. They they have another 5 minutes to compare the answers with partner

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GIÁO ÁN TỰ CHỌN TIẾNG ANH 12 THÍ ĐIỂM CẢ NĂM SOẠN THEO 4 BƯỚC (2 CỘT) NĂM HỌC 2021-2022