GIÁO ÁN TIẾNG ANH 11 HỆ 7 NĂM – HK2 (CHƯƠNG TRÌNH CŨ) THEO CÔNG VĂN 5512 (1 CỘT) NĂM HỌC 2021-2022 by Dạy Kèm Quy Nhơn Official

GIÁO ÁN TIẾNG ANH THEO CÔNG VĂN 5512

vectorstock.com/7952556

Ths Nguyễn Thanh Tú eBook Collection

GIÁO ÁN TIẾNG ANH 11 HỆ 7 NĂM – HK2 (CHƯƠNG TRÌNH CŨ) THEO CÔNG VĂN 5512 (1 CỘT) NĂM HỌC 2021-2022 WORD VERSION | 2022 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

Date: 02/01/2021 Period 55 UNIT 9 : THE POST OFFICE Section A Reading

ƠN

FI CI A

I. OBJECTIVES 1. Knowledge: By the end of the students will be able to know about the services. - New words: Words to the post office. 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

2. Checking: During the lesson 3. New lesson:

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest 1. How often do you go to the post office? 2. What do go to the post office for?

KÈ

QU Y

a) Objectives (Mục tiêu) b) Content (Nội dung)

c) Products (Sản phẩm)

DẠ

d) Implementation (Tổ chức thực hiện)

-answering -listening & guessing Lead in -asking monitor - dividing the class into 2 groups -Starting the game (Winner? ) -introducing the new lesson. ACTIVITY 2: KNOWLEDGE BUILDING 1

FI CI A

Apply 4 steps of teaching vocabulary: Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term. Step 2: Restate—Ask students to restate the description, explanation, or example in their own words. Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term. Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks. ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Understand about a post office more and use the experiences in their life

ƠN

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

Pre-teach vocabulary: _ be equipped with (v): _well trained ( a) _express Mail service ( n) _express Money Transfer ( n) _press distribution (n) _Messenger Call Service ( n) _facsimile (n): bản sao, bản fax. _subscribe to (v): đặt mua (dài hạn), thuê bao. _notify + O + of (v): thông báo + notification (n). Master of using the words related to the topic

(Hoạt động 2: Hình Thành Kiến Thức) Use lexical items related to the topic Global warming

a) Objectives (Mục tiêu) b) Content (Nội dung)

Task 1: Multiple Choice .(p.102) ( poster ) Task 2: Read the text again and then answer the following questions.(p.102)  Key: 1.Thanh Ba Post Office is equipped with advanced technology and has a spacious and pleasant front office . 2. Mail and Parcel service , Express Money Transfer , Phone Calls and Faxes , Press Distribution . 3. They are air mail surface mail and the Express Mail Service . 4. It is used for notifying the recipient of the time and place to receive the call . 5. You will have to subscribe to your favorite newspapers and magazines . Task 3: Find evidence in the text to support these statements.(p.102)  Key: 1.The post office opens daily from 7a.m to 9 p.m. 2. We offer a very competitive rate for parcels under 15kg 3.We also have the express Mail Service and your EMS mail will be delivered in the shortest possible time . 4. We offer a speedy and secure service of transferring money in less than 24 hours .

DẠ

KÈ

QU Y

a) Objectives (Mục tiêu) b) Content (Nội dung)

- Develop such reading micro-skill as scanning for specific ideas, and guessing meaning in context. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) Identify the grammar structure for the topic

FI CI A

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

ƠN

a) Objectives (Mục tiêu) b) Content (Nội dung)

Từ vựng tham khảo

d) Implementation (Tổ chức thực hiện)

QU Y

c) Products (Sản phẩm)

Discussion 1. Which service provided by Thanh Ba Post Office do you think is the most important and why ? 2.What servicess do you think post office of your town should have in the future ? - In the past, a lot of industries denied having contributed to global warming. - Having treated the environment irresponsibly, humans now have to suffer the effects of global warming. Follow steps for Building Discussion throughout a Class Session 1. Turn Students Into Instructors 2. Plan Time for Students to Interact 3. Encourage Higher-Level Thinking 4. Let Students Record Themselves Speaking 5. Give Students a Format for Their Explanations

DẠ

KÈ

UNIT 9: THE POST OFFICE Bưu điện 1. advanced (a) [əd'vɑ:nst]: tiên tiến 13. recipient (n) [ri'sipiənt]: người nhận 2. courteous (a) ['kə:tjəs]: lịch sự 14. secure (a) [si'kjuə]: an toàn, bảo đảm 3. equip (v) [i'kwip]: trang bị 15. service (n) ['sə:vis]: dịch vụ 4. express (a) [iks'pres]: nhanh 16. spacious (a) ['spei∫əs]: rộng rãi 5. Express Mail Service (EMS) [iks'pres meil 17. speedy (a) ['spi:di]: nhanh chóng 'sə:vis]: dịch vụ chuyển phát nhanh 18. staff (n) [stɑ:f]: đội ngũ 6. facsimile (n) [fæk'simili]: bản sao, máy fax 19. subscribe (v) [səb'skraib]: đăng ký, đặt mua 7. graphic (n) [græfik]: hình đồ họa 20. surface mail (n) ['sə:fis'meil]: thư gửi đường 8. Messenger Call Service (n) ['mesindʒə kɔ:l bộ hoặc đường biển 'sə:vis]: dịch vụ điện thoại 21. technology (n)[tek'nɔlədʒi]: công nghệ 9. notify (v) ['noutifai]: thông báo 22. thoughtful (a) ['θɔ:tfl]: sâu sắc 10. parcel (n) ['pɑ:s(ə)l]: bưu kiện 23. transfer (n;v) ['trænsfə:]: chuyển 11. press (n)[pres]: báo chí 24. transmit (v)[trænz'mit]: gửi, phát, truyền 12. receive (v) [ri'si:v]: nhận 25. well-trained (a)[wel 'treind]: lành nghề 3

26. clerk (n) [klɑ:k]: thư ký 27. customer (n) ['kʌstəmə]: khách hàng 28. Flower Telegram Service (n) ['flauə 'teligræm 'sə:vis]: dịch vụ điện hoa 29. greetings card (n) ['gri:tiηkɑ:d]: thiệp chúc mừng 30. registration (n) [,redʒi'strei∫n]: sự đăng ký 31. telephone line (n) ['telifoun lain]: đường dây điện thoại 32. advantage (n) [əd'vɑ:ntidʒ]: thuận lợi 33. capacity (n) [kə'pæsiti]: công suất 34. cellphone (n) [sel foun]: điện thoại di động 35. demand (n) [di'mɑ:nd]: nhu cầu 36. digit (n) ['didʒit]: chữ số 37. disadvantage (n) [,disəd'vɑ:ntidʒ]: bất lợi 38. fixed (a) [fikst]: cố định 39. on the phone (exp) [foun]: đang nói chuyện điện thoại

DẠ

KÈ

QU Y

ƠN

FI CI A

40. reduction (n) [ri'dʌk∫n]: sự giảm bớt 41. rural network (n) ['ruərəl 'netwə:k]: mạng lưới nông thôn 42. subscriber (n) [səb'skraib]: thuê bao 43. upgrade (v) [ʌp'greid]: nâng cấp 44. attitude (n) ['ætitju:d]: thái độ 45. director (n) [di'rektə]: giám đốc 46. dissatisfaction (n) [di,sætis'fæk∫n]: sự không hài lòng 47. picpocket (n) ['pikpɔkit]: kẻ móc túi 48. punctuality (n) [,pʌηkt∫u'æləti]: tính đúng giờ 49. reasonable (a) ['ri:znəbl]: hợp lý 50. shoplifter (n)['∫ɔp'liftə]: kẻ cắp giả làm khách

Date: 02/01/2021 Period 56 UNIT 9: THE POST OFFICE Section B. Speaking

ƠN

FI CI A

I. OBJECTIVES 1. Knowledge: - Words to speak about postal and telecommunication services 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

2. Checking: During the lesson 3. New lesson:

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

a) Objectives (Mục tiêu) b) Content (Nội dung)

QU Y

-Greeting -Checking attendance Brainstorming

The services of the post office

-Answering -Listening & guessing -Asking monitor - Dividing the class into 2 groups -Starting the game ( Winner ? ) -Introducing the new lesson.

KÈ

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

DẠ

a) Objectives (Mục tiêu) b) Content (Nội dung)

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Master of using the words related to the topic Pre teach vocabulary: _document ( n) _rate ( n) _to install ( v) : lắp đặt + installation (n) _registration ( n) _fee ( n) _greeting card ( n ) _ deliver ( v) 5

Master of using the words related to the topic Apply 4 steps of teaching vocabulary: Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term. Step 2: Restate—Ask students to restate the description, explanation, or example in their own words. Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term. Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks. ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Understand about a post office more and use the experiences in their life

FI CI A

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

a) Objectives (Mục tiêu) b) Content (Nội dung)

- Develop speaking skills about the situation in scribing for post office services - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

DẠ

KÈ

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

QU Y

ƠN

Task 1: What service is the customer using in the dialogue ? Key: The service the customer is using is the fax service . Task 2: Make a conversation from the suggestions (p.104) Key: Clerk: Good morning . Can I help you ? Customer: Yes . I would like to have a telephone line installed at home . Cl.: OK. Where do you live ? Cus.: I live in Ngoc Ha street . When can you install it ? ( When will take installation take place ? ) CL.:We can install it one week after you register . ( The installation will take place one week after you register .) Cus.: Can you come on Friday ? Cl.: Yes , that’s fine . Have you got a telephone yet ? Cus.: Yeah . I have a telephone already . How much is the installation fee and monthly fee? CL.: The installation fee is 600 thousand Dong and the monthly fee is 30 thousand Dong including VAT . Could you please fill this form ?

ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) Identify the grammar structure for the topic

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

FI CI A

Task 3: Making a dialogue

DẠ

KÈ

QU Y

d) Implementation (Tổ chức thực hiện)

ƠN

Example: a model Dialogue 1: A: Good morning. Can I help you? B: yes. I would like to subscribe to Lao Dong daily newspaper. A: Yes, how long would you like to get the newspaper? B: For a year please. A: Where would you like to get the newspaper? B: At home. I live at 67 Ngoc Ha street. A: ok. 67 Ngoc Ha street. B:Oh, can I get the newspaper every morning before 6.30 ? A: Before 6.30? Well, it might be a little bit too early. How about before 7.30? B: OK. That is fine. Thank you! A: All right. Could you fill in this form please? - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

Date: 02/01/2021 Period 57 UNIT 9: THE POST OFFICE Section C. Listening

ƠN

FI CI A

2. Checking: During the lesson 3. New lesson:

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

a) Objectives (Mục tiêu) b) Content (Nội dung)

QU Y

-Greeting -Checking attendance Brainstorming

The services of the post office

-Answering -Listening & guessing -Asking monitor - Dividing the class into 2 groups -Starting the game ( Winner ? ) -Introducing the new lesson.

KÈ

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

DẠ

a) Objectives (Mục tiêu) b) Content (Nội dung)

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Master of using the words related to the topic

Questions: 1. Is your family on the phone? What is your phone number? 2. Does any members of your family have a cellphone? 3.What do you think are the advantages and disadvantages of cellphones Pre-teach Vocabulary: _digit subscriber (n): người thuê bao điện thoại _commune (n): xã, nhóm người có chung tài sản và trách nhiệm. + communal growth (n): sự phát triển chung. 8

Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term. Step 2: Restate—Ask students to restate the description, explanation, or example in their own words. Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term. Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks. ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Understand about a post office more and use the experiences in their life

FI CI A

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

_capacity (n): _rural network (n): hệ thống điện thoại nông thôn. Master of using the words related to the topic

a) Objectives (Mục tiêu) b) Content (Nội dung)

ƠN

Task 1 : Listen and choose the best answer A, B, C, D for the following statements and questions. ( Textbook pages :105 , 106 ) Key: 1. B 2. D 3. C 4. D 5. C Task 2: Listen again and answer the following questions ( Textbook , page 106) Key : 1. China has the best growth in telephone numbers 2. In the early 1990s, there were only 140.000 telephones in VN . 3. In the 1996 , there were changed from six to seven digits in Hanoi and HCM City as well as five to six digits in other Provinces . 4. In 2001 . 5. There are 6.014 communal post offices in VN .

QU Y

KÈ

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

DẠ

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products

Summarize the main ideas of the listening passage with the following points: 1. Vietnam’s rapid growth in the telephone numbers. 9

DẠ

KÈ

QU Y

ƠN

FI CI A

d) Implementation (Tổ chức thực hiện)

2. The addition of digits to existing telephone numbers to meet the increasing demands. 3. The reduction in monthly telephone fees. 4. The expansion of telephone networks to Vietnam’s rural areas. Follow these steps: 1. Turn Students Into Instructors 2. Plan Time for Students to Interact 3. Encourage Higher-Level Thinking 4. Let Students Record Themselves Speaking 5. Give Students a Format for Their Explanations

(Sản phẩm)

Date: 02/01/2021 Period 58 UNIT 9: THE POST OFFICE Section D. Writing

ƠN

FI CI A

I. OBJECTIVES 1. Knowledge: - Words used in writing about the topic 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

2. Checking: During the lesson 3. New lesson:

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

a) Objectives (Mục tiêu) b) Content (Nội dung)

c) Products (Sản phẩm)

Key: Polite , helpful , spacious , large Good , reasonable , cheap , punctual , reliable -Asking monitor - Dividing the class into 2 groups -Starting the game ( Winner ? ) -Introducing the new lesson.

KÈ

d) Implementation (Tổ chức thực hiện)

QU Y

-Greeting -Checking attendance Handout Polite , rude , cold , helpful , spacious , crampled , large , small , good , bad, reasonable , expensive , cheap , arrogant , punctual , reliable .

DẠ

a) Objectives (Mục tiêu) b) Content (Nội dung)

c) Products (Sản phẩm)

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Master of using the words related to the topic 1/.Suggested questions 1.What time does Thanh Ba post office open and close ? 2.What is Thanh Ba post office equipped with ? 3.What services are offered at Thanh Ba post office ? 4. What are the attitudes of the staff ? 1. Thanh Ba post office opens at 7a.m and closes at 9p.m . 11

2. It is equipped with advanced technology and a spacious , pretty place for transaction . 3.They are Mail and Parcel Services , EMS , Express Money Transfer , Phone Calls and Faxes , Messenger Call Services , Press Distribution 4. The staff are always thoughtful and courteous to the customers .

FI CI A

Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term. Step 2: Restate—Ask students to restate the description, explanation, or example in their own words. Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term. Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks. ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Students learn to write a formal letter to express their evaluation of a service.

d) Implementation (Tổ chức thực hiện)

a) Objectives (Mục tiêu) b) Content (Nội dung)

QU Y

ƠN

2/. Task 1: ( Textbook page 107) The opening hours of the post office : It is too early when closing at 9 p.m . It would be much better if the post office opened until 11p.m so that customers can have more access to the services. The quality of the equipment: Thanh Ba Post office is a well-equipped and reliable address for the postal and telecommunication needs. The security conditions of the post office : The parking area of Thanh Ba Post office is not a good and security place / Although the parking area is large, it has no security guards. The attitudes of the staff : The staff are always helpful and polite to the customers / The attitude of the staff sometimes seems a bit cold and not very helpful Task 2: Write such a letter , using the ideas you discussed in Task 1(P.107) Dear Sir, I have been using the services provided by Thanh Ba Post Office for years and I am in response to your call for customers to express their satisfaction or dissatisfaction towards the post office services. Like many other customers, I find your post office a well equipped and reliable address. Firstly, I’m impressed by your spacious place for transaction, the seats are clean. Nine telephone boxes are always available so customers do not have to wait to make their call. More interestingly, I am satisfied with the price of the services. Although the packing area is large, it has no security guards and I sometimes feel insecure when leaving my motorbike there. And the last point I would like to comment on is the opening hours of the post office. I think it would be better if the post office opens until 11 p.m so that customers can have more access to your services. I know that you and your staff have done so far for the developmem of the post office. This letter is written in the hope that your post office will be a better place. Yours faithfully, Nguyen Le Ha

DẠ

KÈ

c) Products (Sản phẩm)

ƠN

Give comments to other’s writing

Follow these steps: 1. Turn Students Into Instructors 2. Plan Time for Students to Interact 3. Encourage Higher-Level Thinking 4. Let Students Record Themselves Speaking 5. Give Students a Format for Their Explanations

DẠ

KÈ

QU Y

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

FI CI A

d) Implementation (Tổ chức thực hiện)

Date: 02/01/2021 Period 58 UNIT 9: THE POST OFFICE Section E. LANGUAGE FOCUS

ƠN

FI CI A

I. OBJECTIVES 1. Knowledge: - Students should use defining relative clauses and non-defining relative clauses. - Fluency in pronouncing /sp/ -/st/ and /sk/ and use of relative clauses 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

2. Checking: During the lesson 3. New lesson:

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

a) Objectives (Mục tiêu) b) Content (Nội dung)

KÈ

QU Y

-Greeting -Checking attendance Kim’ s game

DẠ

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

a) Objectives (Mục tiêu) b) Content

Actively participate in the game -Asking monitor - Dividing the class into 2 groups -Starting the game ( Winner ? ) -Introducing the new lesson. ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Master of using the words related to the topic Pronunciation 14

ƠN

a) Objectives (Mục tiêu) b) Content (Nội dung)

Exercise 1: Using who in defining clauses. St.A: What’s an architect ? St.B: An architect is someone who designs building.

DẠ

KÈ

QU Y

Key: 1. ( a burglar ) …. Who breaks into a house to steal things? 2. ( a customer ) … who buys sth from a shop . 3. ( a shoplifter ) … who steals from a shop . 4. ( a coward ) …. Who is not brave? 5. ( a tenant ) …. Who pays rent to live in a house or flat? Exercise 2: Completing the sentences, using who, whom or whose. ( Textbook : page 109 ) ( poster ) Key: 1. who 2. whose 3. whom 4. whose 5. whom

c) Products (Sản phẩm) d) Implementation

Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term. Step 2: Restate—Ask students to restate the description, explanation, or example in their own words. Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term. Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks. ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Students learn to write a formal letter to express their evaluation of a service.

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

/ sp / / st / / sk / Speak stanley ask Speech stand disk Speed stop dusk Crisp best skill Spacious text school Practise reading aloud this dialogue : ( Textbook : page 108 ) - Fluency in pronouncing /sp/ -/st/and /sk/ and use of relative clauses

FI CI A

(Nội dung)

Exercise 3: Join the sentences, using who, that, or which. 1. lucky No 2. A man answered the phone … 3. A waitress …. 4. Some people were arrested … 5. lucky No 6. A building ….. 7. A bus ….. ( Text book : page 109 , 110 ) Use the language in communication - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 15

FI CI A

(Tổ chức thực hiện)

a) Objectives (Mục tiêu) b) Content (Nội dung)

Use the language in communication - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

DẠ

KÈ

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

QU Y

ƠN

Complete these sentences with the correct form of the words from the box. compete distribute transmit space post courteous transfer subscribe deliver satisfy 1. All mail deliveries were suspended during the strike. 2. It's only common courtesy to thank someone when they help. 3. Do you wish to take out a full twelve-month subscription to the journal? 4. We offer a wide range' of goods at very competitive prices. 5. If you are dissatisfied with our service, please write to the manager, 6. The person who bought it only uses this ticket. It is not transferable. 7. Fax transmission has now become a cheap and convenient way to transmit texts over distances. 8. White walls can give a feeling of spaciousness. 9. The newspaper is distributed free. 10. How much was the postage on that letter?

FI CI A

Grammar - Unit 9 tiếng Anh 11 Relative pronouns (Đại từ quan hệ) 1. Chức năng − Đại từ quan hệ (relative pronouns) có 3 chức năng ngữ pháp chính trong một câu: - Thay cho một danh từ ngay trước nó làm một nhiệm vụ trong mệnh đề (clause) theo sau. liên kết mệnh đề với nhau. - Đại từ quan hệ có hình thức không thay đổi dù thay cho một danh từ số ít hay số nhiều. - Động từ theo sau thay đổi tùy theo tiền tiến từ của đại từ quan hệ. Mệnh đề có chứa đại từ quan hệ được gọi là mệnh đề quan hệ (relative clause) hay mệnh đề tính ngữ (adjective clause). Danh từ được đại từ quan hệ thay thế gọi là tiền tiến từ antecedent) của nó. 2. Phân loại Có 5 đại từ quan hệ chính với chức năng ngữ pháp như trong bảng sau: Thay thế cho loại danh từ

Nhiệm vụ trong câu

Who

Chỉ người

Chủ từ

Whom

Chỉ người

Túc từ

Which

Chỉ vật

Chủ từ hay túc từ

That

Chi người hay chỉ vật

Whose

(chỉ người) chỉ quyền sở hữu

ƠN

Đại từ quan hệ

Chủ từ hay túc từ

e.g - The person who phoned me last night is my teacher. (Người đã gọi cho tôi tối qua là giáo viên của tôi) - The person whom I phoned last night is my teacher. (Người mà tôi gọi điện thoại tối qua là giáo viên của tôi!)

KÈ

QU Y

a. That − THAT bắt buộc dùng trong những trường hợp sau: - Sau những tính từ ở dạng so sánh cực cấp (superlative). e.g: Yesterday was one of the coldest days that I have ever known. (Hôm qua là một trong những ngày lạnh nhất mà tôi đã từng biết.) - Sau những cách nói mở đầu bằng "It is /was... " e.g: It is the teacher that is important, not the kind of school he teaches in. (Giáo viên mới quan trọng, không phải loại trường học mà ông ấy dạy.) - Sau những tiền tiến từ (antecedent) vứa là người vừa là vật. e.g: He talked brilliantly about the men and the books that interested him. (Ông ấy đã diễn đạt xuất sắc về người đàn ông và những cuốn sách của anh ta mà ông thích.)

DẠ

b. WHOSE − WHOSE thay cho một danh từ chỉ người đứng trước, chỉ quyền sở hữu đối với danh từ theo sau nó. Giữa WHOSE và danh từ theo sau không có mạo từ (article). Đôi khi WHOSE cũng được dùng thay cho danh từ chỉ vật ở trước. Trong các trường hợp khác người ta dùng OF WHICH. e.g: - The man whose car was stolen Yesterday is my uncle. (Người đàn ông có chiếc xe đã bị đánh cắp ngày hôm qua là chú tôi.) - He came in a car of which the windows were broken. (Anh ta đến trong một chiếc xe có cửa đã bị vỡ.)

3. Tính chất DEFINING và NON-DEFINING 17

DẠ

KÈ

QU Y

ƠN

FI CI A

− Đại từ quan hệ (relative pronouns) có thể được dùng trong những mệnh đề xác định (defining clause) hay những mệnh đề không xác định (non-defining clause). Ở một số tài liệu khác người ta còn gọi là mệnh đề hạn chế (restrictive clause) hay mệnh đề không hạn chế (non-restrietive clause). − Mệnh để xác định (defining clause) là những mệnh đề giúp làm rõ nghĩa tiền tiến từ. − Không có mệnh đề này ta không hiểu rõ nghĩa mệnh đề còn lại. e.g: The man whom you met yesterday is a dentist. (Người đàn ông mà bạn gặp ngày hôm qua là một nha sĩ.) − Không có mệnh đề "whom you met yesterday” ta không rõ “the man” đó là ai. − Mệnh đề không xác định (non-defining clause) là mệnh đề không làm rõ nghĩa tiền tiến từ. Không có nó mệnh để còn lại vẫn rõ nghĩa. e.g: My father, whom you met yesterday, is a dentist. (Cha tôi, người mà bạn gặp ngày hôm qua, là một nha sĩ.) − Không có mệnh đề "whom you met yesterday" người ta vẫn hiểu rõ mệnh đề còn lại. Nhờ có tính chất xác định và không xác định này mà ta có thể hiểu rõ nghĩa các câu sau: e.g: (a) All the books, which had pictures in, were sent to Lan. (Tất cả các sách, trong đó có hình ảnh họ, đã được gửi cho Lan.) (b) All the books which had pictures in were sent to Lan. (Tất ca các sách có hình ảnh của họ đã được gửi cho Lan.) Ở câu (a ) người ta gửi tất cả sách cho Lan và trong sách ấy có hình ảnh của họ, ở câu (b) người ta chỉ gửi cho Lan những quyển sách có hình ảnh của họ, những quyển khác không có hình ảnh của họ không được gửi cho Lan.

Date: 02/01/2021 Period 60 TEST YOURSELF C

ƠN

FI CI A

I. OBJECTIVES 1. Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

2. Checking: During the lesson 3. New lesson:

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Listening test

a) Objectives (Mục tiêu) b) Content (Nội dung)

QU Y

Listen to the conversation and put these telephone expressions in the order you hear from 1 - 11. Number 1 has been done as an example. Lời giải chi tiết: 1. g 2. b 3. e 4. f 5. d 6. j 7. h 8. k 9. c 10. a 11. I TAPESCRIPT R: Good morning. Father & Son Ltd. for Sales press one. For Account press two. For enquiries, please hold. Dona: Father & Son Company, thank you for calling. This is Donna speaking. How can I help you? Georgia: Hello, my name is Georgia King. I'd like to speak to Jon Barnes, please. Dona: Sorry. What name is that? Georgia: It's Georgia King speaking. Dona: Oh. I'm afraid Mr. Barnes isn't here at the moment. Can I take a message? Georgia: Well. I'm returning his call. He left me a message to call him. Dona: OK. Can you hold on, please... The line's busy at the moment. Can you call Mr. Barnes back later? Georgia: I'm... Can I leave a message, please? Dona: Oh. Just a minute. I'll put you through to one of his colleagues...

DẠ

KÈ

c) Products (Sản phẩm)

FI CI A

d) Implementation (Tổ chức thực hiện)

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Reading test

Read the passage and answer the questions. Questions 1. What do people in Spain and Portugal often do before midnight on New Year’s Eve? 2. Why do the Spanish and Portuguese people eat twelve grapes on New Year’s Eve? 3. Where in the world is the New Year’s Day called No-Ruz? 4. How long does it last ? 5. What do people usually do on No-Ruz? Lời giải chi tiết: 1. They gather before midnight and select twelve grapes from a large bunch. 2. Because the twelve grapes are symbols of the twelve months of the year. 3. In Iran. 4. It lasts for thirteen days. 5. They read from the Koran, then all embrace each other and say. "May you live 100 years!" - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

c) Products (Sản phẩm)

DẠ

KÈ

d) Implementation (Tổ chức thực hiện)

QU Y

ƠN

a) Objectives (Mục tiêu) b) Content (Nội dung)

a) Objectives

ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Pronunciation and Grammar 20

a) Listen and put a tick (✓) in the right box. Pay ing attention to the pronunciation of the underlined part of the word. c. Matching a. 1. ✓ glean □ clean 2. □ fly ✓ fry 3. □ drive ✓ thrive 4.✓ overflow □ overthrow

FI CI A

c) Products (Sản phẩm)

(Mục tiêu) b) Content (Nội dung)

QU Y

ƠN

d) Implementation (Tổ chức thực hiện)

b. 1. Earth is a planet which can support life. 2. The book is about a girl who runs away from home. 3. A dictionary is a book which gives vou the meaning of words.

Read the cues and then write a paragraph on what they like and don't like about our Tet holidays. Before Tet: clean and decorate the house buy peach flowers and kumquat trees buy things: sweets, candies,... During Tet: cook traditional food(s) go to pagoda or church visit relatives and friends Typical foods: banh chung (square sticky rice cake) fruit jams The weather: cold and wet

DẠ

KÈ

a) Objectives (Mục tiêu) b) Content (Nội dung)

c) Products (Sản phẩm)

Modal Tet is one of the most important traditional holidays in our country. It celebrates the Lunar New year. Actually, Tet starts on the first day of the 21

DẠ

KÈ

QU Y

ƠN

d) Implementation (Tổ chức thực hiện)

FI CI A

lunar year, however, people always prepare well for it in advance. The house is usually cleaned and decorated with flowers, kumquat trees or peach flowers. People usually buy sweets, candies, biscuit... and prepare traditional food: "banh chung”. In Tet holiday, people visit relatives and friends. They also go to pagodas or churches. Children are very happy at that time because they usually receive lucky money inside red envelopes. Both children and adults take part in traditional games. People usually are polite to each other because they want to have good luck on New Year's Day. In short, Tet holiday is the time people always expect in the year. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

Date: 02/01/2021 Period 61 +62 Unit 10. NATURE IN DANGER A. Reading

ƠN

FI CI A

I. OBJECTIVES 1. Knowledge: - Language: students could know about environmental destruction and conservation - New words: Words related to nature in danger 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Encourage the students to be interested in the topic lesson

KÈ

d) Implementation (Tổ chức thực hiện)

DẠ

Before you read Work in pair. Read these facts about endangered species and discuss the questions below

QU Y

a) Objectives (Mục tiêu) b) Content (Nội dung)

c) Products (Sản phẩm)

2. Checking: During the lesson 3. New lesson:

Keys 1. The facts above show that the numbers of some wild/ rare animals such as cheetahs, pandas and Siberian tigers have become small/ extinct. 2. The numbers of these animals have become small because they are killed for food, fur or skin. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) 23

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Pre teach vocabulary

a) Objectives (Mục tiêu) b) Content (Nội dung)

FI CI A

Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

ƠN

Task 1. The words in the box all appear in the passage. Fill each blank with a suitable word. 1. pollutants 2. decreasing 3. protect 4. interference 5. extinct 6. endangered

Master of using the words related to the topic 1. Dinosaurs became extinct millions of years ago. 2. She tried to protect herself from the wind. 3. This species of bird is decreasing in numbers every year. 4. The chemical pollutants from cars and factories make the air, water and soil dangerously dirty. 5. The blue whale is a(an) endangered species. 6. Because of the interference of human beings, many animals have become extinct.

d) Implementation (Tổ chức thực hiện)

Follow steps for teaching vocabulary Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term. Step 2: Restate—Ask students to restate the description, explanation, or example in their own words. Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term. Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks. Step 5: Refine and reflect—Periodically ask students to return to their notebooks to discuss and refine entries.

KÈ

QU Y

c) Products (Sản phẩm)

a) Objectives (Mục tiêu)

DẠ

b) Content (Nội dung) c) Products (Sản phẩm)

ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Guessing meaning in context, scanning for specific information and passage comprehension Task 2. Circle A, B, C or D that best sums up each paragraph. Task 3. Answer the questions: Task 2. Circle A, B, C or D that best sums up each paragraph. 1. C 2. B 3. A 4. C Task 3. Answer the questions: 24

QU Y

ƠN

d) Implementation (Tổ chức thực hiện)

FI CI A

1. Four ways that people change the world are: - They are changing the environment by building cities & villages. - They are affecting the water supply by using water for industry and agriculture. - They are changing weather conditions by cutting down trees in the forests. - They are destroying the air by adding pollutants like smoke from factories. 2. The serious consequences of people's interference with the environment are: - Many kinds of rare animals are killed. - The environment where these animals are living is badly destroyed. - The numbers of rare animals is decreasing so rapidly that they are in danger of becoming extinct. 3. Many things have been done to protect endangered nature, such as: - Many organizations have been set up and money has been raised to save rare animals. - Thousands of national parks have been established. - Laws have been passed to prohibit killing endangered animals. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) Discussion

a) Objectives (Mục tiêu) b) Content (Nội dung)

d) Implementation (Tổ chức thực hiện)

DẠ

Modal - People kill animals for fur, skin and food. - People keep animals as pets. - People hunt or capture animals for recreation or entertainment. Strategies for Building Discussion throughout a Class 1. Turn Students Into Instructors 2. Plan Time for Students to Interact 3. Encourage Higher-Level Thinking 4. Let Students Record Themselves Speaking 5. Give Students a Format for Their Explanations

KÈ

c) Products (Sản phẩm)

After you read Work in groups. Find out why some animals have become extinct.

UNIT 10: NATURE IN DANGER Thiên nhiên đang lâm nguy 12. endangered (a) [in'deindʒə(r)d]: bị nguy hiểm 13. estimate (v)['estimit - 'estimeit]: ước tính exist (v) [ig'zist]: tồn tại 14. 15. extinct (a) [iks'tiηkt]: tuyệt chủng 16. habit (n) ['hæbit]: thói quen human being (n)['hju:mən 'bi:iη]: con 17. người 18. human race (n)['hju:mən'reis]: nhân loại in danger (exp) ['deindʒə]: có nguy cơ 19. 20. industry (n) ['indəstri]: công nghiệp interference (n) [,intə'fiərəns]: sự can thiệp 21. 22. make sure (v)[meik ∫uə]: đảm bảo 15. 37. discharge (v) [dis't∫ɑ:dʒ]: thải ra, đổ ra 38. discourage (v) [dis'kʌridʒ]: không 16. khuyến khích 17. + encourage (v) [in'kʌridʒ]: khuyến khích 18. 39. fertilizer (n) ['fə:tilaizə]: phân bón 19. 40. hunt (v) [hʌnt]: săn 20. 41. pesticide (n) ['pestisaid]: thuốc trừ sâu 21. 42. threaten (v) ['θretn]: đe dọa 22. 43. devastating (a) ['devəsteitiη]: tàn phá 23. 44. maintenance (n) ['meintinəns]: sự giữ gìn, duy trì 24. 45. preserve (v) [pri'zə:v]: bảo tồn 25. 46. scenic feature (n) ['si:nik 'fi:t∫ə] : đặc điểm cảnh vật 26. 47. abundant (a) [ə'bʌndənt]: dồi dào, phong phú 48. coastal waters (n)['koustəl 'wɔ:təz]: 27. vùng biển duyên hải

FI CI A

action (n) ['æk∫n]: hành động affect (v) [ə'fekt]: ảnh hưởng Africa (n) ['æfrikə]: châu Phi agriculture (n) ['ægrikʌlt∫ə]: nông nghiệp cheetah (n)['t∫i:tə]: loài báo gêpa co-exist (v) [kou ig'zist]: sống chung, cùng

DẠ

KÈ

QU Y

1. 23. nature (n) ['neit∫ə]: thiên nhiên 24. offspring (n) ['ɔ:fspriη]: con cháu, 2. dòng dõi 3. 25. planet (n) ['plænit]: hành tinh 4. 26. pollutant (n) [pə'lu:tənt]: chất gây ô nhiễm 5. 27. prohibit (v) [prə'hibit]: cấm 6. 28. rare (a) [reə]: hiếm 7. 29. responsible (a)[ri'spɔnsəbl]: có trách nhiệm 8. 30. result in (v) [ri'zʌlt]: gây ra 9. 31. scatter (v) ['skætə]: phân tán 10. 32. serious (a) ['siəriəs]: nghiêm trọng 11. 33. species (n) ['spi:∫i:z]: giống, loài 12. 34. capture (v) ['kæpt∫ə]: bắt 13. 35. cultivation (n) [,kʌlti'vei∫n]: trồng trọt 14. 36. cut down (v) [kʌt daun]: đốn, chặt (cây)

consequence (n) ['kɔnsikwəns]: hậu quả destruction (n) [dis'trʌk∫n]: sự phá hủy dinosaur (n)['dainəsɔ:]: khủng long disappear (v) [,disə'piə]: biến mất effort (n)['efət]: nỗ lực

ƠN

1. 2. 3. 4. 5. 6. tồn tại 7. 8. 9. 10. 11.

Period 63 Unit 10. NATURE IN DANGER B. Speaking

ƠN

FI CI A

I. OBJECTIVES 1. Knowledge: - General knowledge: Students could talk about endangered nature and ways to protect it . - Language: asking for and giving information. - New words: words related to nature in danger. 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

KÈ

a) Objectives (Mục tiêu) b) Content (Nội dung)

c) Products (Sản phẩm)

DẠ

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Vocabulary checking

QU Y

- Vocabulary checking

-Understand new words related to the topic

Call some sts to write the new words they learned in the previous lesson Lead in ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Word and structures related to the lesson

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

2. Checking: During the lesson 3. New lesson:

d) Implementation (Tổ chức thực hiện)

Task 1. Work in pairs. Below are some reasons why nature is threatened. Put them in the order of importance. Answers 1. burning forests 2. cutting down trees for wood 3. discharging chemical pollutants into the environment 4. using fertilizers and pesticides for cultivation 5. killing endangered animals for fur, skin and food 6. hunting or capturing animals for recreation or entertainment 7. keeping animals as pets Follow steps for teaching vocabulary 27

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Asking for and giving information.

FI CI A

Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term. Step 2: Restate—Ask students to restate the description, explanation, or example in their own words. Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term. Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks. Step 5: Refine and reflect—Periodically ask students to return to their notebooks to discuss and refine entries.

KÈ

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

QU Y

d) Implementation (Tổ chức thực hiện)

ƠN

Task 2. Match the reasons in Task 1 with possible measures for protecting the environment below. Answers 1-2-D 3. F 4. E 5. A 6. C 7. B

DẠ

d) Implementation (Tổ chức thực hiện)

Task 3. Work in pairs. State the negative impacts made by people on the environment and suggest measures to protect it. Modal

A: People are keeping animals as pets. B: Keeping animals as pets should be discouraged - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. 28

DẠ

KÈ

QU Y

ƠN

FI CI A

Date of preparation: 22/01/2021

FI CI A

Period 64 Unit 10. NATURE IN DANGER C. Listening

2. Checking: During the lesson 3. New lesson:

ƠN

I. OBJECTIVES 1. Knowledge: - General knowledge: Students learn more about the national parks. - New words: Words related to the topic. 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

- Work in pairs. Name some national parks in Vietnam. (Làm việc theo cặp. Tên một số vườn quốc gia ở việt Nam.) Cuc Phuong National Park - Cat Tien National Park - Bach Ma National Park 1. Introduction of images 2. Ask questions 3. Call on a few students to give their individual ideas 4. Synthesize, comment and lead into the topic of the lesson ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Word and structures related to the lesson

KÈ

d) Implementation (Tổ chức thực hiện)

QU Y

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Encourage the students to be interested in the topic lesson

a) Objectives (Mục tiêu) b) Content (Nội dung)

DẠ

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

Listen and repeat. scenic features devastating maintenance approximately vehicles completely Know the meaning and pronunciation of those words Follow steps for teaching vocabulary Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term. 30

FI CI A

Step 2: Restate—Ask students to restate the description, explanation, or example in their own words. Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term. Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks. Step 5: Refine and reflect—Periodically ask students to return to their notebooks to discuss and refine entries. ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Listening for specific information.

Task 1. Listen to the passage and decide if the following statements are true (T) Or false (F). Task 2. Listen again and answer the questions. Answers task 1 1. T 2. T 3. F 4. T 5.T Answers task 2 1. There are 52 national parks in the United States. 2. Millions of people visit national parks every year. 3. - Rare animals are killed or hunted for fur. - Trees are cut down for wood. - Forest fires. - Pollution from visitors’ vehicles. 4. Rare animals and trees should be protected. Fires caused by careless people should be limited. Pollution from their vehicles should be decreased. Money should be raised for the parks' staff and maintenance of their sources - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) Summarize The passage

a) Objectives (Mục tiêu) b) Content (Nội dung)

KÈ

d) Implementation (Tổ chức thực hiện)

QU Y

ƠN

c) Products (Sản phẩm)

DẠ

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

After you listen Work in groups. Summarize The passage, using the information in Tasks 1 and 2. Modal 31

DẠ

KÈ

QU Y

ƠN

FI CI A

d) Implementation (Tổ chức thực hiện)

National parks are to protect and preserve the natural beauty of land. They contain a variety of scenic features. There are 52 national parks in the USA and millions of people visit it every year. Many national parks are in danger of being destroyed. If their problems are not solved, they will be destroyed. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

Date of preparation: 22/01/2021

FI CI A

Period 65 Unit 10. NATURE IN DANGER D. Writing

2. Checking: During the lesson 3. New lesson:

ƠN

I. OBJECTIVES 1. Knowledge: - Language: The simple present of verbs and the connectors often used in a narrative. - New words: Words related to national park. 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Encourage the students to be interested in the topic lesson

QU Y

a) Objectives (Mục tiêu) b) Content (Nội dung)

KÈ

Lead in: Have you ever been to Cat Ba? If Ss say yes, ask Ss: When did you go? What is Cat Ba like? If Ss say No: Would you like to know some information about Cat Ba ? To day I would like to introduce to you some more information about Cat Ba national park

DẠ

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

a) Objectives (Mục tiêu) b) Content

Make questions and answers about Cat Ba National parks 1. Introduction of images 2. Ask questions 3. Call on a few students to give their individual ideas 4. Synthesize, comment and lead into the topic of the lesson ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Word and structures related to the lesson Pre teaching Vocabulary: 33

1. coastal waters(n): vùng nước ven biển( drawing) 2. abundant:(adj) = plentiful, more than enough: nhiều, phong phú (synonym) e.g: Vietnam has a lot of abundant natural resources 3. Ha = hectare 4. stone tool(n): (picture): đồ đá 5. human bone(n) (picture): Elicit from Ss what they would include in a description of a location : * Outlining: 1. Location 2. Total area 3. Special features 4. Animals and plants 5. Historic Know the meaning and structure of a descriptive writing

Steps for teaching a descriptive paragraph Step 1: With class, read the text you have chosen. Have students underline phrases that catch their attention based on their five senses. Step 2: Direct students to the chart on the board. Give the class an example of a place you love. Describe the place with reference to your five senses. . Step 3: Have students discuss the notes in their charts with a partner. Then ask students to return to their charts and, based on their conversations, add details, thoughts, and emotions. Step 4: Ask students to find a new partner and again, based on their notes, describe their special place. Following their second conversation, have them add more details to their charts. Step 5: Give students time to write a paragraph based on the notes they took. (Instead of a paragraph, intermediate-level classes can write an essay.) Step 6: Arrange students in pairs so they can read their paragraph aloud to a partner. Step 7: When pairs have finished their discussions, have students revise what they wrote, basing revisions on their classmates’ questions and comments. Step 8: Pair students with new partners and have them read their revisions and discuss them as before Step 9: Have students revise their pieces again. The final draft of the paragraph can be turned in during the following class. Final point: Remember, once students see something in their minds, they have a much easier time writing about it ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Writing a descriptive paragraph

KÈ

a) Objectives (Mục tiêu) b) Content (Nội dung)

QU Y

ƠN

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

FI CI A

(Nội dung)

DẠ

c) Products (Sản phẩm)

Write a description of Cat Ba National Park, using the facts and figures below Modal Cat Ba National Park is located on Cat Ba island, 120 km from Hanoi and 20 km east of Hai Phong. Its total area is 15.200 ha, including 9.800 ha of ocean. It is famous for both tropical forests and coastal water with white sand beach, abundant natural resources, beautiful landscape and many kinds of rare animals and plants. There are 300 species of fish, 40 kinds of animals, 150 different birds and 620 species of plants. The stone tool and 34

FI CI A

d) Implementation (Tổ chức thực hiện)

human bones are found in the island's caves that people inhabited there at least 6.000 years ago. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) Presentation

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

ƠN

Work in group to make a presentation about a National park you know

DẠ

KÈ

d) Implementation (Tổ chức thực hiện)

QU Y

Modal Cat Ba National Park is located on Cat Ba island, 120 km from Hanoi and 20 km east of Hai Phong. Its total area is 15.200 ha, including 9.800 ha of ocean. It's famous for both tropical forests and coastal water with white sand beach, abundant natural resources, beautiful landscape and many kinds of rare animals and plants. There are 300 species of fish, 40 kinds of animals, 150 different birds and 620 species of plants. The stone tool and human bones are found in the island's caves that people inhabited there at least 6.000 years ago EVALUATION CRITERIA FOR GROUP PROJECT PRESENTATION 1. Evaluating group…………………………….. 2. Presenting group……………………………… TT Criteria Marks (5 points for each criterion) 01 Presentation Organization 02 Content: development of context, depth of analysis, Accuracy 03 Quality of graphics 04 Effective use of materials 05 Delivery of presentation (speed, clarity of articulation, eye contact) 06 Strength of transitions between speakers 07 Coordination with other presentations by group members 08 PowerPoint effectiveness 09 Audience engagement 10 Ability to answer questions Total marks

Date of preparation 25/01/2021 Period 66 Unit 10. NATURE IN DANGER E. Language focus

2. Checking: During the lesson 3. New lesson:

ƠN

FI CI A

I. OBJECTIVES 1. Knowledge: - General knowledge: Students learn how to use of the relative pronouns with prepositions. - Language: Non - defining vs defining relative clauses. - New words: - Words related to pronunciation /sl/-/sn/-/sm/-/sw/ . 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Encourage the students to be interested in the topic lesson

a) Objectives (Mục tiêu) b) Content (Nội dung)

Get involved in the game 1. Introduction of the game 2. Ask questions 3. Call on a few students to give their individual ideas 4. Synthesize, comment and lead into the topic of the lesson ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Pronunciation /sl/-/sn/-/sm/-/sw/ .

KÈ

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

QU Y

Game: Finding words - Divide the class into 2 groups and B and ask Ss to close their books. - Write the phonemic sounds / sl /, / sm /, / sn /, / sw / on the board. Example: /sl/ like sleep, /sm/ like small, /sn/ like snack, /sw/ like swim

DẠ

a) Objectives (Mục tiêu) b) Content (Nội dung)

Listen and repeat. /sl/

/sm/

/sn/

slave

small

snack

swallow

sleep

smart

sneeze

swim

slim

smell

snooker

swing

/sw/

switch

FI CI A

Practise reading aloud this dialogue. A: Is Snowy at home? Snowy Smith? B: He is sleeping. Go away. A: Sleeping? Where? B: In there. Why do you smile? A: Perhaps Snowy is in there. But he is not asleep. B: I swear he is sleeping. A: When Snowy sleeps, he snores but he looks sweet. Master of pronouncing these sounds

Steps for teaching pronunciation Go over the basic rules of English phonics. Show students how to make sounds that combine consonants Demonstrate sounds by exaggerating your mouth, lips, and tongue Encourage students to practice unfamiliar sounds diligently Assign weekly vocabulary words to help students memorize exceptions. ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Relative Pronouns with prepostitions

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

snowy

slowly smoke

ƠN

a) Objectives (Mục tiêu) b) Content (Nội dung)

Exercise 1. Choose the suitable italicized words to complete the following sentences. Exercise 2. Combine the following sentences, using preposition + whom or which. Exercise 3. Complete the following sentences, using who, whom, which or that. Exercise 1. Choose the suitable italicized words to complete the following sentences. 1. To whom it may concern. 2. It was a service for which I was grateful. 3. The success of a shared holiday depends on whom you share it with. 4. Do you like the person who sits next to you? 5. Midway through the second half, Manchester United scored their third goal, at that point Leeds United gave up completely. 6. There is one person to whom I own more than I can say. 7. It was the kind of accident for which nobody was really to blame. Exercise 2. Combine the following sentences, using preposition + whom or which. 1. The man to whom I talked yesterday was very kind. 2. The man about whom I told you works in the hospital. 3. The woman about whom I am telling you teaches me English. 4. The movie about which they are talking is fantastic. 5. The picture at which she was looking was beautiful. 6. I'll give you the address to which you should write. Exercise 3. 1. Jack is the one whom/ that I miss most. 2. It was a kind of computer with which I was not familiar. 3. Do you get on with the person who lives next door? 4. I must thank the man from whom I got the present. 5. It is an event which/ that I would rather not forget.

DẠ

KÈ

QU Y

c) Products (Sản phẩm)

FI CI A

d) Implementation (Tổ chức thực hiện)

6. The meeting to which I went was interesting. 7. The person who did it was never caught. 8. That's the woman to whom Jim used to be married. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) Summarize the main points

ƠN

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

Pronunciation and grammar structures

QU Y

a - Formal: * The man to whom Tom is talking is his teacher. * I'll introduce you to the man with whom I share a flat. * This is the magazine about which I talked yesterday. b - Informal: * The man whom/who/that Tom is talking to is his teacher. * I'll introduce you to the man whom/who/that I share a flat with. * This is the magazine about which/that I talked yesterday. - Elicit the use of relative pronouns with prepositions from Ss. Notes: - A relative pronoun can be the object of a preposition. - In formal English we can put the preposition before whom or which. We cannot leave out whom or which here, and we cannot use who or that - In informal English the preposition can come after the verb or the object of the verb. We can also leave out the relative pronoun. (Whom is formal and rather old-fashioned. In everyday speech we often use who ) - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

DẠ

KÈ

d) Implementation (Tổ chức thực hiện)

Grammar - Unit 10 tiếng Anh 11 Giới từ trong mệnh đề quan hệ - Trong văn nói thân mật, chúng ta thường đặt giới từ ở cuối mệnh đề quan hệ. Chúng ta không dùng đại từ nhân xưng sau giới từ

FI CI A

•

DẠ

KÈ

QU Y

ƠN

1. Giới thiệu Đại từ quan hệ có thể làm túc từ của giới từ. e.g: - This is the bus that I've been waiting for. (Đây là chiếc xe buýt mà tôi đợi nãy giờ. ) (I’ve been waiting for the bus.) - The restaurant that we usually go to is closed today. ( Nhà hàng mà chúng tôi thường đến hôm nay không mở cửa.) (We usually go to the restaurant.) Trong văn nói thân mật, chúng ta thường đặt giới từ ở cuối mệnh đề quan hệ. Chúng ta không dùng đại từ nhân xưng sau giới từ e.g: NOT: the restaurant that we go to it. NOT: someone who I work with her. 2. Lược bỏ đại từ quan hệ Chúng ta thường lược bỏ đại từ quan hệ khi nó làm túc từ của giới từ. e.g: - The bus (that) I'm waiting for is late. (Xe buýt (mà) tôi đang chờ đến muộn) - Is this the article (which) you were interested in? (Đây là bài viết (mà) bạn đã quan tâm sao?) - That's the man (who) I was talking about. (Đó là người đàn ông (người) tôi đang nói đến) -I can't remember the name of the hotel we stayed at. (Tôi không thể nhớ tên khách sạn chúng tôi ở) 3. Giới từ đứng đầu mệnh đề quan hệ e.g: - Was that the restaurant to which you usually go? (Đó có phải là nhà hàng bọn thường đến ăn không?) - Electronics is a subject about which I know very little. (Điện tử là một lĩnh vực mà tôi biết rất ít.) Trong tiếng Anh trang trọng, giới từ đứng đầu mệnh đề quan hệ, trước which hoặc whom. Chúng ta không thể đặt giới từ trước that hoặc who. e.g: a subject (that) I know little about NOT: a subject-about that I know little the person (who) I got the figures from NOT: the-person from who I got the figures

Date of preparation 25/01/2021

FI CI A

Period 67 + 68 Unit 11. SOURCES OF ENERGY A. Reading

2. Checking: During the lesson 3. New lesson:

ƠN

I. OBJECTIVES 1. Knowledge: - General knowledge: By the end of the lesson, students will be able to understand more about the different sources of energy. - New words: Words related to sources of energy 2. Competence: - Guessing meaning in context, and passage comprehension. - Good communicative skills 3. Quality : - To encourage Ss to work harder - To provide Ss some motivation - Good communicative skills II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

QU Y

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Encourage the students to be interested in the topic lesson

a) Objectives (Mục tiêu) b) Content (Nội dung)

DẠ

KÈ

1. Do you these sources of energy? 2. Can you tell about their advantages and disadvantages?

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

Get involved in the game 1. Introduction of the pictures 2. Ask questions 40

3. Call on a few students to give their individual ideas 4. Synthesize, comment and lead into the topic of the lesson

FI CI A

a) Objectives (Mục tiêu) b) Content (Nội dung)

Before you read: Work in pairs. Answer the following questions.

ƠN

d) Implementation (Tổ chức thực hiện)

Modal answers: 1. Wind energy Solar energy Water energy 2. We need energy to cook, to light to heat or cool the house and to run machines... Follow steps for teaching vocabulary Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term. Step 2: Restate—Ask students to restate the description, explanation, or example in their own words. Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term. Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks. Step 5: Refine and reflect—Periodically ask students to return to their notebooks to discuss and refine entries. ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Students can: - understand the passage. - identify the main idea. - guess the meaning in context Task 1. The words in the box all appear in the passage. Fill each blank with a suitable word (Use a dictionary when necessary). Task 2. Scan the passage and write down the advantage(s) and disadvantage(s) of each alternative source of energy. Task 3. Answer the questions. The words in the box all appear in the passage. Fill each blank with a suitable word (Use a dictionary when necessary). 1. Six hundred balloons were released at the ceremony. 2. They are looking for alternative methods of making it. 3. People use energy to run machines, heat and cool their homes. 4. The food in the restaurant is cheap, but the choice is rather limited. 5. Fuel supplies are nearly exhausted. Task 2. Scan the passage and write down the advantage(s) and disadvantage(s) of each alternative source of energy. Lời giải chi tiết:

c) Products (Sản phẩm)

QU Y

a) Objectives (Mục tiêu)

DẠ

KÈ

b) Content (Nội dung)

c) Products (Sản phẩm)

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Pre teach vocabulary

Advantages

Disadvantages

Nuclear power

It's unlimited.

It can be very dangerous.

Water power It's clean and unlimited.

Geothermal heat

It's available.

There's no wind energy when there is no wind. It's available only in a few places.

It's clean and unlimited.

It's expensive.

ƠN

Task 3. Answer the questions. 1. Our major source of energy comes from fossil fuels. 2. Five sources of energy are mentioned in the text. They are nuclear power, solar energy, water power, wind power, geothermal heat. I think solar energy is the most potential. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) Summarize the main points

DẠ

KÈ

a) Objectives (Mục tiêu) b) Content (Nội dung)

QU Y

d) Implementation (Tổ chức thực hiện)

Wind power

It's only possible when it's sunny.

FI CI A

Solar energy It's available. It's not only plentiful and infinite but also clean and safe.

Source of energy

c) Products (Sản phẩm)

After you read: Complete the summary of the reading passage by filling each blank with a suitable word from the box.

We need energy to live and work. Our major source of (1) ______ is oil. Oil is (2) ______ kind of fossil fuel. The amount of fossil (3) ______ in the world is (4) ______. Therefore, we must save it, and at the same time, we must find new sources of energy. Geothermal heat and nuclear power are (5) ______ sources of energy. They can give us electricity. Other alternative (6) ______ are the sun, waves and water. These sources are not only (7) ______ and available but also clean and safe for the (8) ______. People should develop and use them more and more in the future. Modal anwser 1. energy 2. one 42

FI CI A

d) Implementation (Tổ chức thực hiện)

3. fuels 4. limited 5. alternative 6. sources 7. unlimited 8. environment - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

Tổng hợp từ vựng tham khao

DẠ

KÈ

QU Y

ƠN

UNIT 11: SOURCES OF ENERGY Các nguồn năng lượng 1. alternative (a): thay thế 23. enormous (a) [i'nɔ:məs]: to lớn, khổng lồ 2. at the same time (exp): cùng lúc đó 24. harmful (a)[hɑ:mful]: có hại 3. available (a): sẵn có 25. hydroelectricity (n) [,haidrouilek'trisiti]: thủy 4. coal (n) : than đá điện 5. dam (n): đập (ngăn nước) 26. nuclear reactor (n) ['nju:kliə [ri:'æktə]: phản 6. electricity (n): điện ứng hạt nhân 7. energy (n): năng lượng 27. radiation (n) [,reidi'ei∫n]: phóng xạ 8. exhausted (a) : cạn kiệt 28. renewable (a) [ri'nju:əbl]: có thể thay thế 9. fossil fuel (n): nhiên liệu hóa thạch 29. run out (v) [rʌn'aut]: cạn kiệt 10. geothermal heat (n) : địa nhiệt 30. ecologist (n) [i'kɔlədʒist]: nhà sinh thái học 11. infinite (a) : vô hạn + ecology (n) [i'kɔlədʒi]: sinh thái học 12. make use of (exp) : tận dụng 31. as can be seen (exp) [si:n]: có thể thấy 13. nuclear energy (a): năng lượng hạt nhân 32. consumption (n) [kən'sʌmp∫n]: sự tiêu thụ 14. plentiful (a): nhiều 33. make up (v) ['meikʌp]: chiếm (số lượng) 15. power demand (n): nhu cầu sử dụng điện 34. conduct (v) ['kɔndʌkt]: tiến hành 16. release (v) : phóng ra 35. experiment (n) [iks'periment]: cuộc thí nghiệm 17. reserve (n) : trữ lượng 36. extraordinary (a) [iks'trɔ:dnri]: lạ thường 18. solar energy (n) : năng ượng mặt trời 37. overlook (v) [,ouvə'luk]: nhìn ra 19. solar panel (n) : tấm thu năng lượng mặt trời 38. progress (n)['prougres]: sự tiến triển 20. windmill (n): cối xay gió 39. research (v) [ri'sə:t∫, 'ri:sə:t∫]: nghiên cứu 21. abundant (a)[ə'bʌndənt]: dồi dào, phong phú 40. surround (v) [sə'raund]: bao quanh 22. convenient (a) [kən'vi:njənt]: tiện lợi

FI CI A

Period 69 Unit 11. SOURCES OF ENERGY B. Speaking

Date of preparation 25/01/2021

2. Checking: During the lesson 3. New lesson:

QU Y

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Words related to the topic Vocabulary checking

Master of using words related to the topic alternative sources of energy Synthesize, comment and lead into the topic of the lesson

KÈ

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

ƠN

I. OBJECTIVES 1. Knowledge: - General knowledge: Students could talk about the advantages and disadvantages of using alternative sources of energy in the future. - New words: words related to the topic. 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

DẠ

a) Objectives (Mục tiêu) b) Content (Nội dung)

c) Products (Sản phẩm)

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Ideas about advantages and disadvantages

Task 1. The following statements list some advantages and disadvantages of various sources of energy. Read and tick (✓) the appropriate box A (for the advantages) or D (for the disadvantages), then compare the results with partner Modal answers: A D 1. Fossil fuels will be exhausted within a relatively short time. 44

✓

2. Geothermal heat is available only in a few places in the world.

✓

3. If the wind does not blow, there is no wind energy.

✓

6. Solar energy is not only plentiful and unlimited but also clean and safe. 7. It is expensive to build a dam for hydroelectricity.

ƠN

QU Y

a) Objectives (Mục tiêu) b) Content (Nội dung)

KÈ

c) Products (Sản phẩm)

DẠ

d) Implementation (Tổ chức thực hiện)

✓

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Practice talking about the advantages and disadvantages of using each alternative source of energy Task 2. Work in pairs. Talk with your friend about the advantages and disadvantages of using each alternative source of energy, using the suggestions from Task 1. Modal answers: A: I think wind can be an alternative source of energy. B: Why do you think so? A: Because our major sources of energy are running out while wind is abundant and unlimited. B: I know it is also clean and safe to the environment. However, it is not available when there is no wind. Useful language: enormous, plentiful, available dangerous clean and safe expensive unlimited, renewable polluted convenient limited, non-renewable cheap, simple devices/ technology harmful exhausted - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ):

d) Implementation (Tổ chức thực hiện)

✓

FI CI A

5. A nuclear reactor releases radiation which is dangerous to the environment.

✓

4. Water power provides energy without pollution.

FI CI A

Task 3. Work in groups. Express your belief on the increasing use of alternative source of energy in the future, using the ideas from Task 2. Modal anwser In my opinion, using alternative sources is the necessary way to solve the rapid exhaustion of our major sources of energy. The alternative sources such as solar energy, water power, wind power… are clean and safe for our life. Besides that, they are unlimited and can be renewable. Nowadays, there are some developed countries that use alternative sources parallel the major sources of energy. Day after day, science and technology have developed so fast. There are more windmills, dams are built, more solar panels are set on the roofs of houses to create energy. I think in the future, alternative sources will replace completely our major sources of energy. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

DẠ

KÈ

QU Y

d) Implementation (Tổ chức thực hiện)

ƠN

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

FI CI A

Period 70 Unit 11. SOURCES OF ENERGY C. Listening

Date of preparation 25/01/2021

2. Checking: During the lesson 3. New lesson:

ƠN

I. OBJECTIVES 1. Knowledge: - General knowledge: By the end of the lesson Students will be able to develop such listening microskill as listening for specific information. - New words: Words related to the topic 2. Competence: - Comprehension questions. - Listening and deciding on choosing the best answer 3. Quality : - To encourage Ss to work harder - To provide Ss some motivation - Good communicative skills II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

QU Y

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Words related to the topic

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

Can you list the names of devices that need to use energy in your home?

DẠ

KÈ

Know the names of devices that need to use energy in your home

d) Implementation (Tổ chức thực hiện)

Synthesize, comment and lead into the topic of the lesson

FI CI A

a) Objectives (Mục tiêu) b) Content (Nội dung)

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Word related to the listening text

QU Y

ƠN

d) Implementation (Tổ chức thực hiện)

c) Products (Sản phẩm)

Before you listen: Work in pairs. List some of the things you use energy for in your house. Listen and repeat. ecologist resources renewable fossil fuels unlimited fertilized Some of the things you use energy for in your house: lights, television, washing machine, rice cooker, air-conditioner, fridge, hairdryer,... - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Practice listening to specific information.

a) Objectives (Mục tiêu) b) Content (Nội dung)

DẠ

KÈ

c) Products (Sản phẩm)

While you listen Task 1. Listen and complete the sentences by circling the letter A, B, C or D. Task 2. Listen again to the last pan of the talk and write in the missing words.

d) Implementation (Tổ chức thực hiện)

Task 1. Listen and complete the sentences by circling the letter A, B, C or D. 1. D 2. C 3. D 4. A 5. B Task 2. Listen again to the last pan of the talk and write in the missing words. Solar energy, air, and water are renewable resources because there is an (1) unlimited supply. However, this definition may change if people are not careful with these resources. The amount of solar energy that reaches the earth depends on the (2) atmosphere. If the atmosphere is polluted, the solar energy that reaches the earth (3) may be dangerous. If life is going to continue, the air must contain the correct amount of nitrogen (N), oxygen (O), carbon dioxide (CO), and other (4) gases. If humans continue to pollute the air, it will not contain the correct (5) amount of these gases. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) 48

FI CI A

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

ƠN

After you listen Work in group to discuss : do these sources of energy belongs to? Put a tick (✓) in the right column. Modal anwser Sources of energy Non-renewable Renewable Coal

Petroleum Solar energy

QU Y

Oil

Geothermal heat

✓

KÈ

DẠ

✓

Wind energy

d) Implementation (Tổ chức thực hiện)

✓

FI CI A

Period 71 Unit 11. SOURCES OF ENERGY D. Writing

Date of preparation 25/01/2021

2. Checking: During the lesson 3. New lesson:

QU Y

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Encourage students to be interested in the topic

KÈ

Y DẠ

Game: Hot Seat Lead-in: Are you interested in the energy consumption in your family? your city ? your country ? Do you know how much energy your country consume in a year ? To know how to read and write a chart of energy consumption, we will study the lesson today - Put 2 chairs in front of the class. - Ask Ss to work in 2 groups. One person from each group sits on each chair. - Write a word on the board. The others in their group explain the word without using the exact word on the board. - When the person on the chair can say out the word correctly, their group will get one mark. It's time to change another Ss to continue the game. The words chosen for the game: petro, coal, energy, proportion, nuclear, hydroelectricity. - The group that scores more points will win the game.

a) Objectives (Mục tiêu) b) Content (Nội dung)

c) Products (Sản phẩm)

ƠN

I. OBJECTIVES 1. Knowledge: arn how to write descriptions of a chart. - Language: students should interpret and compare date described in chart form and write A report of the data analysis. 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

d) Implementation (Tổ chức thực hiện)

Synthesize, comment and lead into the topic of the lesson

FI CI A

a) Objectives (Mục tiêu) b) Content (Nội dung)

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Word related to the lesson

ƠN

Study the chart about energy consumption in Highland in 2000 and fill in the gaps with the information from the chart.

Modal answers The chart shows the energy consumption in Highland in 2000. As can be seen, the total energy consumption was (1) 100 million tons petroleum made up the largest amount of this figure (57 million tons). This was followed by the consumption of (2) Nuclear & Hydroelectricity (40 million tons). Nuclear & Hydroelectricity made up the (3) smallest amount of energy consumption (20 million tons). - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Practice Writing descriptions of pie charts..

KÈ

d) Implementation (Tổ chức thực hiện)

QU Y

c) Products (Sản phẩm)

DẠ

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

Task 2. Continue your description of the trends in energy consumption in the year 2005 in Highland. Modal answers 51

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

FI CI A

ƠN

d) Implementation (Tổ chức thực hiện)

The chart shows the energy consumption in Highland in 2005. As can be seen, the total energy consumption was 170 million tons. Nuclear and Hydroelectricity made up the largest amount of this figure (75 million tons). This was followed by the consumption of petroleum (50 million tons). Coal made up the smallest amount of energy consumption (45 million tons). - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) Discussion Task 3. Describe the chart, using the information from Task 1 and Task

DẠ

KÈ

QU Y

d) Implementation (Tổ chức thực hiện)

Modal answers The chart shows the energy consumption in Highland in 2000 and 2005. It's clear that the total energy consumption was 287 million tons in two years. Petroleum made up the largest amount in 2000 (57 million tons) whereas petroleum consumption was 50 million in 2005. In 2000 the consumption of coal came the second (40 million tons); however, this consumption came the third (45 million tons) in 2005 after petroleum consumption. And the consumption of Nuclear and Hydroelectricity was 20 million in 2000. Nevertheless, nuclear and hydroelectricity consumption was 75 million tons in 2005. In conclusion, the energy consumption in Highland in 2000 is less than that in 2005. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

L Period 72 Unit 11. SOURCES OF ENERGY E. LANGUAGE FOCUS

FI CI A

Date of preparation 25/01/2021

QU Y

ƠN

I. OBJECTIVES 1. Knowledge: - General knowledge: By the end of this lesson, students will be able to use relative clauses replaced by participles and to infinitives correctly and appropriately. - New words: Words related to pronunciation /sr/ -/spl/- / spr/. 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

2. Checking: During the lesson 3. New lesson:

c) Products (Sản phẩm)

DẠ

d) Implementation (Tổ chức thực hiện)

a) Objectives (Mục tiêu) b) Content (Nội dung)

Game: Show a picture or a realis of a shrimp, a split ring, spring onion then ask: - What are these ? Expected answer: They are : a shrimp, a split ring and a piece of spring onion. - Ask Ss to listen to the teacher and repeat. Synthesize, comment and lead into the topic of the lesson

KÈ

a) Objectives (Mục tiêu) b) Content (Nội dung)

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Encourage students to be interested in the topic

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Pronunciation Pronunciation Hang on the chart with the sounds: / r /, / spl /, / spr / 53

FI CI A

ƠN

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

/ r/ / spl / / spr / shred split spray shrill splash spread shrug spleen sprain shrink splutter sprat Practice reading in sentences correctly

a) Objectives (Mục tiêu) b) Content (Nội dung)

DẠ

KÈ

QU Y

c) Products (Sản phẩm)

Exercise 1. Rewrite the following sentences, using a present participial phrase. Exercise 2. Rewrite the following; sentences, using a past participial phrase. Exercise 3. Rewrite the following sentences, using an infinitive phrase. Exercise 1. 1. The boy playing the piano is Ben. 2. Do you know the man coming towards us? 3. The people waiting for the bus in the rain are getting wet. 4. The scientists researching the causes of cancer are making progress. 5. The fence surrounding our house is made of wood. 6. We have an apartment overlooking the park. Exercise 2. 1. The ideas presented in that book are interesting. 2. I come from a city located in the southern part of the country 3. They live in a house built in 1890. 4. The photographs published in the newspaper were extraordinary. 5. The experiment conducted at the University of Chicago was successful. 6. They work in a hospital sponsored by the government. Exercise 3. 1. John was the last man to reach the top of the mountain. 2. The last person to leave the room must turn off the light. 3. The first person for us to see is Mr. Smith. 4. This is the second person to be killed in that way. 5. The first person to catch the ball will be the winner. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ)

d) Implementation (Tổ chức thực hiện)

FI CI A

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

QU Y

d) Implementation (Tổ chức thực hiện)

ƠN

- Make 5 sentences relative clauses replaced by participles and to infinitives Modal answers The singer singing on T.V is a disabled girl. The house built over 150 years must be pulled down. The bridae connecting two villages is very small. The books written by Dickens are still popular. He was the first man to reach the top ot this mountain.

DẠ

KÈ

GRAMMAR RELATIVF CLAUSE REPLACED BY PARTICIPLES AND TO INFINITIVE (Mệnh đề quan hệ thay thế bởi phân từ và động từ nguyên mẫu) Mệnh đề quan hệ dùng như tính từ chỉ được thay thế khi đại từ quan hệ làm chủ từ. Relative clauses with BE: động từ của mệnh đề quan hệ ở thì tiếp diễn continuous tense) hoặc thể bị động (passive voice): chúng ta bỏ đại từ quan hệ và động từ BE. e.g: - The singer who is singing on T.V is a disabled girl. (The singer singing on T.V is a disabled girl.) (Ca sĩ đang hát trên truyền hình là một cô gái tàn tật.) - The house which was built over 150years must be pulled down. (The house built over 150 years must be pulled down.) (Ngôi nhà được xây dựng trên 150 năm phải được dỡ xuống.) 55

DẠ

KÈ

QU Y

ƠN

FI CI A

Relative clauses without BE: bỏ đại từ quan hệ, động từ đưa về dạng nguyên thể rồi cộng thêm đuôi "ING” (present participle) e.g: The bridae that connects two villages is very small. (The bridae connecting two villages is very small.) (Cây cầu nối hai làng thì rất nhỏ.) Chú ý: Chúng ta chỉ được thay thế mệnh đề quan hệ khi hai mệnh đề cùng thời gian hoặc thời gian được hiểu rõ/ xác định. e.g: The books which were written by Dickens are still popular, (past-present: nhưng thời gian xác định: Dickens) (The books written by Dickens are still popular.) (Những cuốn sách được viết bởi Dickens vẫn còn phổ biến.) Trái lại với câu: Do you know the man who has stolen your motorbike? (Chúng ta không thể thay thế mệnh đề tính từ vì hai hành động không cùng thời gian I Relative clauses by infinitives: mệnh đề quan hệ được thay thế bằng động từ nguyên mẫu. Khi liền ngữ (antecedent) với số thứ tự (ordinal number) hay từ "the only, the last, the next” hay so sánh nhất của tính từ (superlative). e.g: . He was the first man who reached the top oi this mountain. (He was the first man to reach the top ot this mountain.) (Anh ấy là người đầu tiên lên đến đỉnh của ngọn núi này.) - This is the only mechanic who can repair this machine - (This is the only mechanic to be able / to repair this machine.) (Đây là thợ máy duy nhất có thể sửa chữa chiếc máy này.) Chú ý - Mệnh đề tính từ chỉ được thay thế khi hai mệnh đề cùng chủ từ. Khi hai mệnh đề tính từ diễn ra: sự cần thiết hay nhiệm vụ phải thực hiện. a. Hai mệnh đề cùng chủ từ: e.g: - He has some homework that he must do. (He has some homework to do.) (Anh ta có bài tập về nhà mà anh ta phải làm.) - They need a large yard in which they can dry rice. (They need a large yard to dry rice in.) (Họ cần một khoảng sân rộng, trong đó họ có thể làm khô lúa.) b. Hai mệnh đề khác chủ từ e.g: - He finds a house with a yard which his children can play in. (He finds a house with a yard for his children to play in.) (Anh ta tìm thấy một ngôi nhà có sân mà các con của mình có thể chơi đùa.) - Here are some accounts that you must check. (Here are some accounts for you to check.) (Dưới đây là một số tài khoản mà bạn phải kiểm tra.)

L FI CI A

Date: 02/01/2021 Period 74 TEST YOURSELF D

QU Y

ƠN

I. OBJECTIVES 1. Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, and writing. - Improve their knowledge through the test yourself. - Language: Students can improve their techniques of doing the simple tests 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

2. Checking: During the lesson 3. New lesson:

DẠ

Listen to the passage about water conservation and complete the following sentences. Modal answers : 1. Without water, people and other living things cannot live. 2. If there were no plants, water would run off after it rains. 3. Water can be held on the land by planting vegetation. 4. Dams are built across rivers to help hold back the water. 5. Water is stored in reservoirs during wet seasons for use in dry seasons. TAPESCRIPT Water is very necessary to people and other living things. Without water, people, animal and plants cannot live. And if there were no plants, water would run off after it rains; and this would cause a lot of floods. But nature has many ways of consening and controlling water. Water can be held on the land by planting vegetation. Forests and grass should be planted in where there are no natural growths. Dams built across rivers help hold back the

KÈ

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Listening test

FI CI A

d) Implementation (Tổ chức thực hiện)

water. Reservoirs behind the dams store water during wet seasons for use in dry seasons. Dams help prevent floods by controlling the flow of water. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) Reading test

ƠN

a) Objectives (Mục tiêu) b) Content (Nội dung)

Read the passage and answer the questions. Questions 1. What is necessary for the survival of all living things? 2. What can polluted air, water and soil cause? 3. Why is the pollution problem complicated? Give one example? 4. What would people have to do to end or to reduce pollution immediately? 5. How can governments control pollution? Modal answers : 1. Air, water and soil are necessary for the survival of all things. 2. Badly polluted air can cause illness and even death. Polluted water kills fish and other marine life. Pollution of soil reduces the amount of land that is available for growing food. 3. Because much pollution is caused by things that benefit people. For example, exhaust from automobile causes a large percentage of air pollution, but the automobile provides transportation for millions of people. 4. They would have to stop using many things that benefit them. 5. Governments can pass and enforce laws that require businesses and individuals to stop, or cut down on certain polluting activities. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định):

QU Y

c) Products (Sản phẩm)

DẠ

KÈ

d) Implementation (Tổ chức thực hiện)

Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

FI CI A

a) Objectives (Mục tiêu) b) Content (Nội dung)

ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) Pronunciation and Grammar

a. Listen and put a tick (✓) in the right box, paying attention to the pronunciation of the underlined part of the word. 1. □ sleep □ sneeze 2. □ snack □ smash 3. □ shrimp □ spring 4. □ spread □ splash b. Complete each of the following sentences, using the correct form (to-infinitive or participle) of the verb below: drink invite blow live ring leave a. 1. Sometimes life is very unpleasant for people living near airports. 2. I was woken up by a bell ringing. 3. John was the last student to leave the lecture hall. 4. Do you have anything to drink? 5. None of the people invited to the party can come. 6. There was a tree blown down in the storm last night. b. 1. Sometimes life is very unpleasant for people living near airports. 2. I was woken up by a bell ringing. 3. John was the last student to leave the lecture hall. 4. Do you have anything to drink? 5. None of the people invited to the party can come. 6. There was a tree blown down in the storm last night.

DẠ

KÈ

d) Implementation (Tổ chức thực hiện)

QU Y

ƠN

c) Products (Sản phẩm)

a) Objectives (Mục tiêu) b) Content (Nội dung)

Write a paragraph of 120 words about the measures to protect the environment, using the cues given below. 59

FI CI A

/ stop cutting trees for timber. - instead, they / plant trees and forests. - people / reduce using cars, motorbikes / that cause noise and air pollution. - we / prevent farmers / use fertilizers and pesticides / that damage soil. - people / not leave / litter on land and in water. - we / prohibit factories / dump industrial waste rivers and lakes. Conclusion: - it / be high time/governments / have suitable measures that require companies, individuals/stop/cutting down polluting activities. You may begin with: We are trying to find solutions to environmental pollution. People should stop cutting trees for timber...

Modal We are trying to find solutions to environmental pollution problem. People should stop cutting trees for timber, Instead, they should plant more trees and forests. They should reduce using cars and motorbikes that cause noise and air pollution. We should prevent farmers from using fertilizers and pesticides that damage the soil. People should not litter on the land and in the water. We should prohibit factories from dumping industrial wastes into rivers and lakes. It is high time governments over the world had measures that require companies and individuals to stop or cut down on polluting activities. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

DẠ

KÈ

QU Y

d) Implementation (Tổ chức thực hiện)

ƠN

c) Products (Sản phẩm)

Date: 02/01/2021 Period 74 + 75 Unit 12. THE ASIAN GAMES A. Reading

2. Checking: During the lesson 3. New lesson:

ƠN

FI CI A

I. OBJECTIVES 1. Knowledge: - Through this unit, students know the history of the Asian Games - New words: Words related to the Asian Games. - Reading for identifying the main idea and specific information 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest Work with a partner. Discuss the following questions 1. How often are the Asian Games held? 2. How many countries take part in the Asian Games? 3. What sports is Vietnam best at Suggested answers 1, every four years 2, the number of participating countries has increased tremendously since the first games. n 1951 only 11 countries participated in the first Asian games, In 2002 the games attracted nearly 10000 participants from 44 countries 3, Vietnam seem to do well in bodybuilding, billiard. Karate do and wushu

QU Y

a) Objectives (Mục tiêu) b) Content (Nội dung)

KÈ

c) Products (Sản phẩm)

d) Implementation (Tổ chức thực hiện)

DẠ

a) Objectives (Mục tiêu) b) Content (Nội dung)

c) Products

Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Words related to the Asian Games.

Task 1. The words in the box all appear in the passage. Fill each blank with a suitable word. effort appreciated advancing aquatic enthusiasm facilities Suggested answers 61

d) Implementation (Tổ chức thực hiện)

a) Objectives (Mục tiêu) b) Content (Nội dung)

1,facilities 2,aquatic 3, enthusiasm 4, effort 5, advancing 6, appreciated

FI CI A

(Sản phẩm)

Task 2. Scan the passage and match the following sentences. Year

Events

1954

(1)_______ The 1st Asian Games began in New Delhi, India.

Boxing, shooting and wrestling were added at (2)_______

(3)_______ Tennis, volleyball, table tennis and hockey were added at the 3rd Asian Games held in Tokyo, Japan. (4)_______ were introduced at the 13th Asian Games in Bangkok, Thailand.

(5)______

The 14,h Asian Games were held in Busan, Korea.

ƠN

1998

Task 3. Answer the questions. 1. What is the purpose of the Asian Games? 2. How many countries took part in the 14th Asian Games? 3. In which sports events did the Vietnamese athletes win gold medals at the Busan Games? Suggested answers Task 2: 1 1951 2,the second Asian games in Manila, the Philippines 3.1958 4, squash, rugby. Fencing and mountain biking 5.2002 Task 3 1. the purpose is to develop intercultural knowledge and friendship within Asia 2.9,919 3. body building, billiard and women’s karate do - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định):

QU Y

c) Products (Sản phẩm)

DẠ

KÈ

d) Implementation (Tổ chức thực hiện)

Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Work in groups to talk about sports in which Vietnamese athletes have won gold medals at the Asian Games Suggested answers - In 1951, the 1st Asian Games were held in New Delhi. 489 athletes from 11 nations took part in the Games. - Boxing, shooting and wresting were added at the 2nd Asian Games in Manila, the Philippines in 1954. - Tennis, volleyball, table tennis and hockey were added at the 3rd Asian Games in Tokyo, Japan in 1958. - Squash, rugby, fencing and mountain biking were introduced for the first time at the 13th Asian Games in Bangkok. - The 14th, which were held in Busan, Korea in 2002, attracted 9,919 participants from 44 countries. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

DẠ

KÈ

QU Y

d) Implementation (Tổ chức thực hiện)

ƠN

FI CI A

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

Date: 02/01/2021 Period 76 Unit 12. THE ASIAN GAMES B. SPEAKING

2. Checking: During the lesson 3. New lesson:

ƠN

FI CI A

I. OBJECTIVES 1. Knowledge: - Through this unit, students can ask and answer about the Asian Games and sports. - Language: Ask and answer questions about the Asian Games and sports - Fluency in expressing opinion and expressions about the Asian Games and sports in Vietnam 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest - Introduce the picture about the list of the host cities and host nations for the Asian Games

KÈ

QU Y

a) Objectives (Mục tiêu) b) Content (Nội dung)

DẠ

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

Suggested answers Students know about the list of the host cities and host nations for the Asian Games and pronounce correctly their names Elicit students’ answers. Give feedback. Lead into new lesson. 64

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Words related to the Asian Games.

a) Objectives (Mục tiêu) b) Content (Nội dung)

c) Products (Sản phẩm)

FI CI A

Introduce the structures to ask and answer questions about the Asian Games A: When and where were the ….. Asian Games held? B: In … in … A: How many countries took part in the Games? B: ….. A: How many sports were there at the Games? B: …… Suggested answers - Make similality dialoguge base on the structures

a) Objectives (Mục tiêu)

b) Content (Nội dung)

Task 1. Work in pairs. Ask and answer questions about the Asian Games, using the information from the table below.

c) Products (Sản phẩm)

Suggested answers Example: A: When and where were the 1st Asian Games held? B: In 1951 in India. A: How many countries took part in the Games? B: Eleven. A: How many sports were there at the Games? B: Six. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations

DẠ

KÈ

d) Implementation (Tổ chức thực hiện)

QU Y

ƠN

d) Implementation (Tổ chức thực hiện)

a) Objectives (Mục tiêu)

Task 2. Work in groups. Take turns to talk about the sports results of the Vietnamese athletes at 14th Asian Games. Suggested answers - In billiards, the Vietnamese athletes won one gold medal and one silver medal. - In karatedo, the Vietnamese athletes won two gold medals and one bronze medal. - In shooting, the Vietnamese athletes won one bronze medal. - In wushu, the Vietnamese athletes won one silver medal and one bronze medal. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

DẠ

KÈ

QU Y

ƠN

d) Implementation (Tổ chức thực hiện)

FI CI A

b) Content (Nội dung) c) Products (Sản phẩm)

Date: 02/01/2021 Period 77 Unit 12. THE ASIAN GAMES C. LISTENING

2. Checking: During the lesson 3. New lesson:

ƠN

FI CI A

I. OBJECTIVES 1. Knowledge: - Students listen for the main idea and comprehension questions. - New words: Words related to the sports and sportsmen. - Listening for gist and for specific information. 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest

a) Objectives (Mục tiêu) b) Content (Nội dung)

KÈ

QU Y

Work with a partner. Look at the pictures and answer the questions.

DẠ

c) Products (Sản phẩm)

d) Implementation (Tổ chức thực hiện)

Suggested answers 1. high jump, swimming, gymnastics, long jump 2. - No, I haven't. - Yes, I often watch these sports on TV every night. 3. I like swimming best because swimming is easy on the joints, making it suitable for every age and stage of life Elicit students’ answers. Give feedback. Lead into new lesson. 67

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

Listen and repeat. coming live freestyle gymnasium land Lee Bong-Ju land bar gymnast Vichai Suggested answers Understand the meaning and pronounce correctly the words 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Students listen for the main idea and comprehension questions. - Listening for gist and for specific information.

FI CI A

a) Objectives (Mục tiêu) b) Content (Nội dung)

ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Words related to the sports and sportsmen.

a) Objectives (Mục tiêu)

Task 1. Listen and choose the best answer A, B, C or D for the following sentences. Task 2. Listen again and answer the following questions. Suggested answers Task 1. 1. C 2. A .3 A ,4 B .5 D Task 2 1. 10.15 p.m 2. 6 gold medals. 3. 2 times. 4. High jump. 5. He was very disappointed. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Sit in groups and talk about A famous athlete you know

KÈ

d) Implementation (Tổ chức thực hiện)

QU Y

c) Products (Sản phẩm)

ƠN

b) Content (Nội dung)

DẠ

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm)

Suggested answers Le Cong Vinh (born 10 December 1985) is a Vietnamese footballer who currently plays for Becamex Binh Duong. He is also an important part of the Vietnamese. 68

DẠ

KÈ

QU Y

ƠN

d) Implementation (Tổ chức thực hiện)

FI CI A

In 2008, after a well-documented transfer saga, Vinh he turned down The Cong at the last minute to accept a more lucrative offer from T & T Ha Noi; it was the highest transfer fee in national football at the time. At the beginning of August 2009, T & T announced that Vinh would be joining Leixões Sport Club of Portugal in a three-month loan deal, starting 1 September 2009. The deal was facilitated by Henrique Calisto, who was once Leixões' manager - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

Date: 02/01/2021 Period 78 Unit 12. THE ASIAN GAMES D. WRITING

2. Checking: During the lesson 3. New lesson:

ƠN

FI CI A

I. OBJECTIVES 1. Knowledge: - General knowledge: Students can write a passage describing the preparations for the coming Asian Games. -New words: Words related to topic. - Describing the preparations for the coming Asian Games. 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

a) Objectives (Mục tiêu) b) Content (Nội dung)

QU Y

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) Introduce the topic of the lesson and to raise students' interest -Ask students to arrange the jumble word: Build, upgrade, widen, equip. advertise, recruit, hold

Suggested answers Students know the meaning of the words Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - New words: Words related to the Asian Games.

KÈ

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

DẠ

a) Objectives (Mục tiêu) b) Content (Nội dung)

Introduce the outline: • build

-one more National Stadium, some sports buildings and car parks

• upgrade

- National Sports Centres and local stadiums (because they are not in good condition)

• widen

- training areas and roads to sports buildings

• promote and advertise

- preparations for the Asian Games on the radio and TV

• recruit

- volunteers to serve the Games (university teachers and students with good English)

• hold

- competition to choose an official song

FI CI A

- hotels, guest houses with modem facilities (also special services for disabled athletes)

Suggested answers Make sentences from the outline 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - Reading for identifying the main idea and specific information

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

• equip

Write a paragraph: Suppose Vietnam is going to host the coming Asian Games. Write a paragraph of about 120 words to describe the preparations for the Games using the cues given below. Suggested answers To prepare for the coming Asian Games, we have a lot of things to do. First of all, we will build one more National Stadium, some sports buildings and car parks. The National Sports Centers and local stadiums are not in good condition, so they need to be upgraded. And we will Widen the training areas, roads and sports buildings. Then we have to equip all hotels and guest houses with modern facilities to welcome foreign athletes and visitors. These hotels should also have special services for disabled athletes. It is necessary to promote and advertise all the preparations for the Asian Games on the radio and T.V. Finally, we need to recruit volunteers to serve the Games. These people should be university teachers and students with good English. One more important thing is that we have to hold a competition to choose an official song for welcoming the Asian Games. - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng)

ƠN

a) Objectives (Mục tiêu) b) Content (Nội dung)

QU Y

c) Products (Sản phẩm)

DẠ

KÈ

d) Implementation (Tổ chức thực hiện)

Students apply the knowledge they have just learned into communicative and practical situations Present the writing

FI CI A

Suggested answers Give general comments to others’ writing - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

DẠ

KÈ

QU Y

ƠN

a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

Date: 02/01/2021 Period 79 Unit 12. THE ASIAN GAMES E. Language focus

2. Checking: During the lesson 3. New lesson:

ƠN

FI CI A

I. OBJECTIVES 1. Knowledge: - General knowledge: Students can Use relative clauses and equivalent types of clauses without relative pronouns appropriately. - Pronunciation: str/, /skr/ and/ skw/ - Grammar: - Relative clauses (revision) - Omission of relative pronouns 2. Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness. 3. Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCESS 1. Class organization: Class Date of teaching Attendance

a) Objectives (Mục tiêu) b) Content (Nội dung)

QU Y

ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) - Pronunciation: str/, /skr/ and/ skw/

I. Pronunciation -Model the two sounds / str/ and /skr/ and/ skw//for a few time Suggested answers Pronounce the word containing sounds correctly. Steps for teaching pronunciation Go over the basic rules of English phonics. Show students how to make sounds that combine consonants Demonstrate sounds by exaggerating your mouth, lips, and tongue Encourage students to practice unfamiliar sounds diligently ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) - Grammar: - Relative clauses (revision) - Omission of relative pronouns Introduce how can a pronoun be omitted: Rule: In defining clauses, we can omit the relative pronoun in the position of object. Ex: The boy who / whom / that you don’t like much wants to talk to you. The boy you don’t like much wants to talk to you.

KÈ

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

a) Objectives (Mục tiêu)

DẠ

b) Content (Nội dung)

a) Objectives (Mục tiêu) b) Content (Nội dung)

FI CI A

c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện)

Note: In non-defining sentences you neither omit the relative pronoun nor use "that". My mother, who / whom that you met yesterday, wants to talk to you. My mother you met yesterday... Suggested answers Students understand the rule 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) - General knowledge: Students can Use relative clauses and equivalent types of clauses without relative pronouns appropriately. Exercise 1. Complete each of the following sentences, using a suitable sentence in the box to make a relative clause without a relative pronoun Exercise 2. Tick (✓) the sentences in which the relative pronoun can be omitted. Suggested answers Exercise 1 1, you lost 2, he invited to the birthday party 3, John told 4, I bought yesterday 5, we met this morning 6, we had for lunch Exercise 2 1, I work with 2, we went to 3,we are living in 4,they were talking about 5.he applied for 6,I slept in - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks (Thực hiện nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) Students apply the knowledge they have just learned into communicative and practical situations Exercise 3. Tick (v) the sentences in which the relative pronoun can be omitted

DẠ

KÈ

d) Implementation (Tổ chức thực hiện)

QU Y

ƠN

c) Products (Sản phẩm)

a) Objectives (Mục tiêu) b) Content (Nội dung)

GIÁO ÁN TIẾNG ANH 11 HỆ 7 NĂM – HK2 (CHƯƠNG TRÌNH CŨ) THEO CÔNG VĂN 5512 (1 CỘT) NĂM HỌC 2021-2022

Articles inside

Make a conversation from the suggestions (p

Period

Period

Period

Period

transfer (n;v) ['trænsfə:]: chuyển

well-trained (a)[wel 'treind]: lành nghề

thoughtful (a) ['θɔ:tfl]: sâu sắc

technology (n)[tek'nɔlədʒi]: công nghệ

service (n) ['sə:vis]: dịch vụ

subscribe (v) [səb'skraib]: đăng ký, đặt mua

speedy (a) ['spi:di]: nhanh chóng

surface mail (n) ['sə:fis'meil]: thư gửi đường bộ hoặc đường biển

staff (n) [stɑ:f]: đội ngũ

spacious (a) ['spei∫əs]: rộng rãi

secure (a) [si'kjuə]: an toàn, bảo đảm

graphic (n) [græfik]: hình đồ họa

notify (v) ['noutifai]: thông báo

facsimile (n) [fæk'simili]: bản sao, máy fax

recipient (n) [ri'sipiənt]: người nhận

receive (v) [ri'si:v]: nhận

press (n)[pres]: báo chí

Messenger Call Service (n) ['mesindʒə kɔ:l 'sə:vis]: dịch vụ điện thoại

parcel (n) ['pɑ:s(ə)l]: bưu kiện