GIÁO ÁN TIẾNG ANH 9 PHÁT TRIỂN NĂNG LỰC THEO CÁC HOẠT ĐỘNG (CHƯƠNG TRÌNH MỚI) (HỌC KÌ 2) (2 CỘT)

GIÁO ÁN TIẾNG ANH PHÁT TRIỂN NĂNG LỰC

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GIÁO ÁN TIẾNG ANH 9 PHÁT TRIỂN NĂNG LỰC THEO CÁC HOẠT ĐỘNG (CHƯƠNG TRÌNH MỚI) (2 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

Hoc kv«-■ II: 17 tuân x 03 tict/tuân = 51 tiêt. * PT*

% A

Tict

T uan

Ten bai/ Unit

Noi dung chi tict

PPC T Tuàn 20

Tuàn 21

Tuàn 22

Tuàn 23

Tuàn 24

55

UNIT 7

Getting started

56

UNIT 7

A closer look 1

57

UNIT 7

A closer look 2

58

UNIT 7

Communication

59

UNIT 7

Skills I

60

UNIT 7

Skills 2

61

UNIT 7

_ Looking back & project

62

UNIT S

Getting started

63

U N IT S

A closer look 1

64

U N IT S

65

U N IT S

66

U N IT S

67

UNIT

68

Skills 2 Looking back & project

69

Getting started _____:

Tuàn 25

UNIT 9

A closer look 1

UNIT 9

A closer look 2

UNIT 9

Communication

UNIT 9

Skills I

UNIT 9

Skills 2

UNIT 9

Looking back & project Review 3 (Language) Review 3 (skills)

45-minute test UNIT 10

Getting started

UNIT 10

A closer look 1

:v G

Tuân 29

81

UNIT ỈO

A closer look 2

82

UNIT 10

Communication Feedback on test 3

83

Tuân 30

Tuân 31

Tuân 32

Tuân 33

Tuân 34

84

UNIT 10

Skills I

85

UNIT 10

Skills 2

86

UNIT 10

Looking back & project

87

UNIT 11

Getting started

88

UNIT 11

A closer look ]

89

UNIT 11

A closer look 2

90

UNIT Ỉ1

Communicatio

91

UNIT 11

Skills I

92

UNIT 11

Skills

93

UNIT Ỉ1

Looking back & project

94

:v -

©

T V Ỉ45’

95

UNIT 12

Getting started

96

UNIT 12

A closer look ]

97

UNIT 12

A closer look 2

UNIT 12

Communication Feedback on test 3

UNIT 12

Skills I

UNIT 12

Skills 2

UNIT 12

Looking back & project Review 4 (Language)

2nd term exam Feedback on 2nd term exam

W E E K : 20

Preparing date:

Teaching date:

Period: 55

Unit 7: RECIPES AND EATING HABITS Lesson / TTiNG STARTED: My favourite salad IJ. O B JE C T IV E : By the end o f the lesson, students can: - use the lexical items related to making a prawn salad - listen and read Nick's mum and Mi's conversation for specific information about how to make a spawn salad - Leam some more famous dishes of some countries in the world 1* Know ledge: - Vocabulary : lexical items related to making a prawn salad - Grammar: G iving instruction 2. Skills: Practicing skills 3. Attitude: - Positive about recipes and eating habits - Students know how to learn English in right: wa way.

- Ss are interested in doing exercises.

4. Competences: - Co-operation - Self- study - Using some vocabularies and structures to>talk about their favourite dishes and ab recipes for dishes I [./.PR E PA R A T IO N : I T e a c h e r : book, planning, picture, laptop, projector 2.Students: books, notebooks HI./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

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.6

IV ./.PR O C E D I R E :____________ Teacher and Students^ activities Find out famous 1.Warm up: Brainstorming * Find out famous dishes o f some world countries in theSiwrld Countries - Teacher elicits and write the name Viet Nam of some countries on the hoard Thailand ? Discuss and find out some famous Japan or tradition dishes of these countries The U S A - I lave some students write the dishes Mexico the right comer of the board The U K Italy ......

India 2.Getting-started: I. New words New words - prawn Teacher use the things in the picture - celery on page 6-7 to teach newr words - mayonnaise - Follow the seven steps of teaching - versatile vocabulary

Content dishes o f some countries in the Dishes

(n): (n): (n): (adj)

torn panda can táy sot ma-i-on-ne da dung

Teacher anti Students' activities Listen and read

Content II. Listen and read

? Cover the text and look at the picture on page 6-7 * Suggested answers: ? Who can you see in the picture?

- Mi, K ick and his mom ? Where are they?

- In the kitchen. ? What is there on the table?

- prawn, celery, lemon, salt, pepper, mayonnaise, knife, tablespoon...... ? What do you think (hey are talking - They are talking about how to make about?

- Play the recording and have students follow along. ? Compare your answer with the infojmatjon in the dialogue. _ I.a. Find the words (la PH) La. Find the word: ? Work individually to find the words I starter 2. versatile with the given meanings in the 3. drain 4. peel dialogue 5 . chop 6. combine ? Quickly write the answer on the board.

I.h. Word webs (lb PS) >bs (lb PH) ? Work in pairs and complete the ents: prawn, celery, lemon, salt, pepper, w ord webs inaise, spnng onion - Call one pair to write their answers * Preparing and cooking: wash, boil, combine, chop, on the board. peel, drain, mix, add ? Add more if needed l,c. Answer the questions 1.e. Answer the questions (lc PH) ? Run through the ques I Nick's mum.

- Make sure studei erstand 2. Because it's simple and delicious them.

3 In the summer time ? First, answer the questions without 4. They are versatile, and you can use lots of reading the dialogue again. ingredients in a salad ? Exchange your answer with your 5. N ick’s mum boils and drains the prawns, and mixes partner. the ingredients. Mi washes the spring onions, chop the ead the dialogue again and check. celery, peels the onions, and mix the ingredients.

6 Because he finds it difficult to wait for one hour 1 .u pin»: III. Practice fniching (2 P8) 1. Matching (2 PS) ? Refer back to the wanner A. Cobb salad B sushi ? Look at the pictures and match the C steak pie D. fajitas dishes with the pictures E. lasagne F. mango sticky rice ? Pair compare G. beef noodle soup 11. curry - Play the audio for students to check and repeat the answers.

2.

Discussion (3a PH) 2. Discussion (3a P8) ? Work in pairs to discuss what A. The U S A B.Japan D The U K country i n the box is associated with C . The U K

Teacher and Students' activities each dish in 2.

- Check and confirm the conect answers

3. Fill in each blank with the name o f a dish. (3b PH) ? Complete the sentences with the name of the dishes in 2. ? Write the answer on the board 4. Food quiz (4 PH) ? Work in groups to do the quiz

Content

E_ Italy (]. Viet Nam

F. Thailand H . India

3. Fill in each blank with the name o f a dish. (3b PS) I . lasagne 2. curry' 3. steak pie 4. Fajitas S. sushi V t O 4. Food quiz (4 P8) Suggested answers 1-beef 2 prawn, potato 3. cheese, butter, ice cream 4. strawberry, lychce, cherry, pfomegranate 5 broccoli, spinach, lettuce, celery, kohlrabi

/

4 . Further practice: .................................. o ................................................... ? Recall some dishes 5.

Production; ? Learn by heart new w ords ? Do exercises B l-3 P4-5 (workbook) Learn by heart new words Do exercises Bl - 3 P4-5 (workbook) Prepare: U nit 7: A closer look 1 Prepare: I 1nit 1: A closer look 1

W E E K :20 Period: 56

Preparing date: Teaching date: : i\>ES A ND EATING HABITS

esson 2: A closer took 1 \.L O B J E C T I V E : : B y (lie end o f the lesson, students can: - learn some more words related cooking verbs e instructions on how to make a pizza tone in statements used as questions and say these sentences correctly.

1.Kn o w ledge: - Vocabulary: words related to cooking verbs and making a pizza - Grammar: Imperative 2.

Skills: Practicing skills A ttitude: - Positive about recipes and eating habits - Students know how to learn English in right way.

- Ss are interested in doing exercises.

4.

Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes H./. P R E P A R A T IO N : 1.'T eacher: book, planning, picture, laptop, projector

a?

2.Students: books, notebooks III./. TEACHING! METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

IV^.PROCEDURE : Teacher and Students' activities 1.W arm er: Word webs - Elicits the topic from students ? Work in two teams ? Brainstorm all the words related to the topic: dishes and preparing/ cooking - Encourage them to call out as many words as jpossibleL 2.Vocabularv: - Teacher use the pictures in 1 on page 9 to teach vocabulary (situation, realia) - Follow the seven steps o f teaching vocabulary

L Matching (1 P9) ? Match the verbs i pictures.

o

Word webs *wSuggested answer: answer; Dishes: Cobb salad, sushi, steak pie, fajitas, lasagne, mango sticky r i c e ^ e e f noodle soup, curry Preparing and cooking:wash, boil, combine, chop, peel, drain, mix, add

^

L New w ords - whisk (v): - grate - s pinkie (v): - man irate (v) (v): - spread (v); - simmer - paster (n): - batter (n): [L Vocabulary /. Matching (I P9) with the A .chop C. grate E. whisk Cl. sprjnkle

đánh (trứng) nạo răc ướp phết om mỉ ong, mi sợi bột (nhão) làm bánh

B. slice D. marinate F. dip H ,spread

2. Complete the sentences (2 P9)

2. Complete the sentences (2 P9)

? Work in pairs. ? Use the correct form of the verbs in I to complete the sentences.

1. chop, Slice 2. grates, sprinkles 3. Marinate 4. whisk 5. Dip _ _ _ _____ 6. spread

at citing (3 P9) v v

C o n ten t

3. Matching (3 P9)

Run l.g Rui through all the cooking verbs. ? Read the definition and match a 3. h cooking verb in A with its definition in 5. e B. 7. d ? Work individual]y

4.(l Questions (4a P9)

2. f 4. c 6. a 8 .b

4. a. Questions (4a P9)

? Look at the picture and answer the - tomato sauce, onion, cheese^ apple, bacon, pizza base -> pizza two questions.

Teacher and Students' activities ? Pair compare - Elicit their answers ? Have you ever eaten or made a pizza? ? If so, do you like the dish? ? Describe the process o f making one briefly.

Content

4b. Complete the instruction (4b P10)

4b. Complete the instruction (4b PIG)

? Look at the pictures and complete the instructions individually. ? Then compare the answer with a partner.

- Check the answer as a class. ? Can you make a pizza after reading the instructions.

1.

2.

3.

4.

5.

6.

3.Pronunciation * Tone in statement used as questions

Chop Grate Spread Sprinkle Spread Bake

v y

v

atement used as questions

? What is a statement?

- a telling sentence that ends with a full ?ment can be used as a question to stop. ? What is a statement question? that the information we have is - used to check information has the i order o f a statement but ends with a question mark.

- Play the part o f the conversation in GETTING STARTED w hidi includes a statement question. ? Listen and pay attention to the intonation o f the sentences, give comment.

- When we pronounce a statement ? Read the [EMBER box - Make si tudents understand the question, our voice goes up at the end. infoi 1. Listen and draw (5 /. Listen and draw er (5 P I0)

TIO ) * Listen to the conversations and draw Ccorrect symbol for the intonation of each sentence.

- Play the recording as many times as necessary. ? Practice the conversations with a partner.

2. Complete the mini-dlalogues (6 2. Complete the mini-dialogues (6 P I0) ♦Suggested answers: P10J

T each er and Students' ¡activities ? Work in pairs to complete the mini­ dialogues with suitable statement questions.

- Call on some pairs to write their answers on the board.

- Give comment when needed. ? Practice the dialogues using the correct intonation.

4 .F u rth e r practice: ? Recall some cooking verbs. ? How is a statement question pronounced? ^.Production: ? Learn by heart new words ? Do exercises A 1,2 P3 (workbook) ? Prepare: Unit 7: A closer look 2 W E E K : 2ft Period: 57

Content

I . You don't like paster0/ Don't like paster0 2. Add some salt?

C>x ew wo Learn by heart new words Do exercises A 1,2 P3 (workbook) Prepare: ftn it 7: A closer look 2

Preparing date: Teaching date; Unit 7: RECIPES AND EATING HABITS

Lesson 3: A closer took 2 LA O B JE C T IV E : Grammar: Qualifiers, Modal verbs in condilion¿1 sentences type 1 - Vocabulary: words related,, 1. Knowledge: conditioi il sentences type 1 with modal verbs 2. Skills: Practicing skills 3. Attitude: - Ss are interested in using Qualifiers, Modal verbs in conditional sentences type I - Positive about recipes and eating habits - Students know how to learn English in right way. ^ - Ss are interested in doing exercises.

4. Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and ^ e c i ^ s for dishes P R E P A R A T IO N : .Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks HI./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

DEPROCEDURE:

Teacher’s and Contents

Content

1.W arm er: Check the old lesson ¿ .G ra m m a r 1: Q uantifiers: Ask students what a quantifier is, briefly explain to them that quantifier is a word or phrase that expresses the amount. Tell students that they had already learnt and know quite a few quantifiers.

Elicit examples from students.

T may organize a short warm-up activity with this content. Students work in pairs to write down all quantifiers that they knowr in two minutes. The winner in the pair with has the most answers.

Activity I: 1 Ask Ss about the use o f the four quantifiers Make any necessary comments. Have Ss do exercise individually and then compare their answers in pairs.

Tell Ss that when talking about recipes people usually use food quantifiers and that the Look out! box contains the most common ones.

Have Ss read the information in the Look out! box. Explain any unclear points. If time allows, ask Ss to givV examples with the quantifiers. Ss may also add some more food quantifiers they know to the list.

c>x each blank with o, an, some, any.

2. a 3.

La some 4. some/any 5. a 6. some 7. an 8. any 9. Some 2 Match the food quantifiers with the nouns. Some quantifiers can go with more than one noun.

Key: I .a, g 2. a 5.h Ó. Ixd

A

3.f,g 7.eT

4.c 8. b

3 Read the instructions to make a salad. Fill each blank with a word/phrase in the box.

Key: Activity 2 : 2 Have Ss do the exercise individually and then compare their answers with a partner.

Remind them that some quantifiers can go with more than one noun. Check the answers as a

1 200grams 2. an 3. tablespoons 4. teaspoon 5. teaspoon 6. some b W ork in pairs. Think about a simple salad Write the instructions on how to make it using the_______

class.

3.Grammar 2: Activity 3 : 3 a Have Ss work in pairs to read the instructions to make a chicken salad and to fill each blank with a word, phrase from the box.

Check as a class.

b Ask Ss to work in pairs, and think about a simple salad they know. Together Ss write the instructions to J make it Call on some pairs to read aloud their instructions. Other Ss listen, make comments, and vote for the best salad.

T may also organise a competition. Have Ss work in groups to write the instructions to make a salad on a big piece o f paper. Once they have, finished, each group sticks their instructions the board. A board o f five Ss act as exami This board reads the instructions and give group a mark.

quantifiers and cooking verbs you have learnt. Share the instructions with the whole class. Vote for the best salad, 4. Modal verbs in conditional sentences type 1 4 Read these sentences from the conversation in GETTING STARTED. Pay attention to the underlined part and answer the questions.

In conditional sentences type 1, we use a simple present tense in the Ifclause and will + bare infinitive in the n clause. This is the standard

....jead o f will, we can use other modal verbs such as can, must, may; might or should in the main clause to express ability, permission, advice, possibilities, necessity, etc.

Example: If you cut your finger, it w ill bleed, (standard form) If you finish your dinner, you can watch TV. (permission) She can learn to become a good cook if she tries hard, (ability) if he likes eating spicy food, he may might add Activity 4 : chilly, (possibility) Have Ss read the twcfgiven sentences and If you don't w ant to get burnt, you answer the questions. Elicit their answers and must follow' these safety instructions, confirm thecorrect ones. (necessity) If you feel unwell, you shouldn't eat Asll them to give the standard form of fast food, (advice) conditional sentences type I T may call on one Key; 1 dent to write the form on the board. Nowr have 1. ability 2. Advice s read the information and examples in the If + S + V {present simple), ammar box. Write the form of the examples on s + can/m ust/may/m ight/should + V the board (infinitive).

4.Further practice: Activity 5 5 Have Ss do the exercise individually and then compare their answers in pairs. Ask some Ss to

5 Match the first half of the sentence in A with the second half in B.

Key:

I. c d

read out loud the complete sentences.

Activity 6 6 Have Ss work in pairs to read the situations and write appropriate / -sentences. Call on some Ss to write their sentences on the board. Give necessary correction.

If time allows, organise a quick game. Ss work in groups and write down two situations. After five minutes, have a representative from one group stand up and read out one situation. This student points at a random student in another group to give a conditional sentence type 1 with a modal verb. If the sentence is correct, the group gets one point. The groups take turns to read their situations. The winner is the group with the most points. Make sure the groups have equ; opportunities to give the answers.

2. e

3.

4.

b

5.

f

6.

6 W hat will you say in these situations? U se suitable modal verbs with conditional sentences type 1.

Example: Your friend, Mai, cooking, but she wants to study abroad. You think learning to cook is a good idea because she can cook for herself when she’s away from home.

Give her some advice.

If you want to study abroad, you d learn to cook.

Suggested answers: 1.

If you want to have good health, you must reduce the amount o f salt in your food.

2. If my brother is hungry, he can eat three bowls o f rice.

3. You can take a cooking class if it is at the weekend.

4. If I eat this undercooked pork, I may have a stomachache.

5. You should whisk the eggs for 10 minutes if you want a lighter cake.

ail onto exercise notebook, om m un ¡cation -0@0-

r»

Kiêm tra ngày

W E E K ; 21 Period: 58

tháng

Preparing date: Teaching date:

nũm

Unit 7: RECIPES AND EATING HABITS

Lesson 4: Communication I. L O B JE C T IV E ; By the end o f this Unit, students can.

• talk about the eating habits o f Vietnamese people - listen for detailed and specific information about teenagers' eating habits 1 .Knowledge: - Vocabulary: words related to recipes and eating habits.

Grammar: quantifiers (review); modal verbs in conditional type 1.

2. Skills: Practicing skills 3. Attitude: - Positive about recipes and eating habits - Students know howr to learn English in right way - Ss are interested in doing exercises.

4. Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about vourite dishes and recipes for dishes II ^.P R E P A R A T IO N : 1.T eacher: book, planning, picture, laptc 2.Students: books, notebooks HI./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

DEPROCEDURE:

c>x

T e a c h e r's and C om 1.W a rm e r: Tell students in ^sson they w ill have the opportunity t w to cook one type o f soup.

Go through that extra vocabulary w ith students. If students do not know any words in the Box. Quickly teach it.

To teach the word shallot and cube teacher may r a w \ h e pictures on the board . To teach other ofds use simple w'ords, use simple explanations d examples to give definitions, puree: make fruit or vegetables into a thick smooth sauce, usually in a blender garnish decorate of food with a small amount o f another fruit. tender so easy to chew my grandmother can only eat beef if it is tender so my mother has to stew it from one hour

C ontent Look at the pictures. Answer the questions. puree: garnish shallot cube tender pumpkin leaves fibre pinch stick

bot nhuyen Trinh bay cli

he

hinh lap phuong m em

bi ngo la chat xcr Nhiim tay Bo, cay

Activity I : - Have Ss look at the picture and answer the questions. Quickly elicit their answers and w'rite them on the board. Do not confirm the correct answers now. ¿.C om m unication 1: Activity 2: - 1 Have Ss look at the picture and answer the questions. Quickly elicit their answers and write them on the board. Do not confirm the correct answers now.

2a Now listen to the! finit first part of a talk where M i Ls presenting how 2a Play the first part of the recording for Ss to to prepare the ingredients. Check your answers. check their answers. Confirm the correct ones. , celery, shallots, butter, salt, cream istcn to the first part of the ilk again. Fill each blank with a word/phrase.

b Play the recording again for Ss to d exercise. Have them compare their ans pairs. Call on two Ss to w'rite their answers on the board. Ask other Ss to correct these answers if Key: needed. Play the recording one m o iS tim e for Ss I. a kilo/one kilo to check their answers 3. two sticks tablespoons Audio script (pari 1 n Pumpkin soup is my 5. two tablespoons family's favourite soup. We usually have it for 7. peel breakfast w ith some slices o f bread. It’s quick and 9. peel 11 . leaves simple to cook.

2. two 4. tw'o 6. a pinch 8. chop 10. slice

The ingredients are: a kilo o f pumpkin, two shallots, two sticks o f celery, two tablespoons of butter, two tablespoons o f fresh cream, and a pinch o f salt. for£ cooking, peel the pumpkin and chop it into ubes. Peel the shallots and slice them. N e x t ash the celery and remove the leaves.

3.Comnm nieation 2:Activity 3: 3 a+b Have Ss read the steps to cook the soup and try to rearrange the steps. Ask some Ss to write their order on the board. Play the recording for Ss to check their answers. Ask Ss to comment on the

3a Read the steps to make the dish. Rearrange them into the correct order,

3a+b. Key: l.b

2. e

3. f

4. c

5.

a

6.

orders on the hoard. If there are any unclear points, play the recording a second time.

C Without playing the recording again, ask Ss about the benefits o f the soup. If Ss are not sure about any points play the recording again. Have one student talk about the benefits.

Audio script (part 2):

c. Key - a good source o f fibre, minerals, and vitamins, especially vitamin A. - improve your eyesight and protect yourself from certain c a n c ^ li^ ^ ^

Here are

make the soup; Heat the butter in a deep pan, add the shallots and celery and stir fry for a few minutes.

- Add the pumpkin and stir fry for a few more minutes.

- Add 750ml o f water and a pinch o f salt and cook until the pumpkin is tender. Cool for 10 minutes.

- Purée the soup in a mixer until it is smooth.

- Add the cream and simmer for 2 to 3 minutes - For the finishing touch, garnish it with so celery leaves Pumpkin soup is very healthy. It's a good o f fibre, minerals, and vitamins, especia" vitamin A. If you eat this soup regular improve your eyesight and protect certain cancers. a 4a Work in groups. Choose a dish 4.Further nractice:Activity 4: you like. Discuss its ingredients, how to prepare it and the steps to a Have Ss work in groups to discuss a dish they cook it. W rite your ideas on a like. Ss take notes o f the ingredients, how to large sheet of paper. prepare the dish, and the steps to cook it on a big piece o f paper. Move around to provide any Name o f the dish: necessary Ingredients: ‘

Preparation: .................................

Steps: Benefits o f the dish:

b Ask groups to stick their answers on the walls around the class. Ask other Ss to move around to each group and listen to the group's presentation about the dish. Have Ss vote for the best dish and explain the reasons.

b. Organise a gallery walk. M ove around to each group and listen to their presentation. Vote for the best dish.

>.Production: - Write five sentences about your good friends.

-Prepare SKILLS I ------------------------------------------------------------------- 0

W E E K :21 Period: 59

@

0

-----------------------------------------------------------------

Preparing date: Teaching date: Unit 7: RECIPES AND EATING HABITS

Lessoit 5: Skills 1 I./. O B JE C T IV E : By the end o f this Unit, students can: • read for general and specific information about the eatg habits oc f Japanese people • talk about the eating habits o f Vietnamese people 1.Knowledge: Vocab: favourite dishes and recipes for dishes 2.

Skills: Practicing skills 3. Altitude: - Positive about recipes and eating habits Students know how to learn English English in right way.

- Ss are interested in doing exertcis es* 4. Competences: - Co-operation - Self- study ind structures struuctures to t talk about their favourite dishes and - Using some vocabularies and recipes for dishes Iiy, P R E P A R A T IO N : 1.'T eacher: book, p la n n in g picture, laptop, projector 2.Students: books, notebooks LJLcDOOJ III./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

2

IV ./.PR O C E D U R E :

and C ontents

C ontent

m er: Chatting .Reading: Activity I: Have Ss work in pairs to discuss the questions.

Elicit their answers. Because it is an open activity, accept different answers.

I- R EA D ING W ork in pairs. A nsw er the questions, 1. Where do the Thai people live?

2. What is their population?

Suggested answers: Picture A: different types o f sushi

Picture B: miso soup Picture C: a bow l o f rice Picture D: sliced cucumber/pickled cucumber Activity 2: Ask Ss to read the headings quickly. Make sure they understand the meaning o f each heading.

Now Ss read the paragraphs and match them with the headings. Ask them to compare their answers with a classmate. Elicit their answers.

Ó Activity 3: 3 Have Ss read the passage agairtto answer the que Ss can underline parts o f the text that help them wit answers. Ask Ss to compare their answers before gi the answers ton Ask them give evidence when gi the answers.

2 Now read an article about Japanese eating habits. Match the headings (1-3) with the paragraphs (A-C).

raw food flavour sashimi s spicy J a p tm & s horseradish vinegared rice pickled ginger. arrangement significant feature staple Key:

A. 3

B.2

thực phăm thô bìm giương vị. sashimi vị cay cải ngựa Nhật Bản gạo dẳm gìrỉìg ngâm. sắp xếp tỉnh năng quan trọng kẹp giấy C.l

3 Answer the questions.

Key:

1. They like raw food and do not use sauces with a strong flavour.

2. They cut fresh fish.

3.

Both can be served with soy sauce.

4. There are four (rice, soup, main dish, pickles).

5.

Rice is the staple food and is very nutritious.

6. Because the dishes are presented in different bowls and plates, and are arranged carefully according to a traditional pattern.

3.Sneaking SPEAKING This part helps Ss understand more about the 1.

What is the most important eating habits o f Vietnamese people. feature o f Vietnamese eating habits?

4 Have Ss work in groups to discuss the eating 2. What are the typical components habits o f Vietnamese people. Ss use the questions in a Vietnamese meal11 provided as cues. Move_ around the class to 3. What is the staple o f our

A

provide help. Ask the groups to organise their ideas to prepare for a short presentation.

5 Have one group o f students act as examiners and other groups as competitors. The groups take turns to present their ideas. If there is not much time left, allow about two or three groups to present. Invite comments from the examiners.

Give additional comments.

country?

4. How are the dishes arranged0 5. Are there any other characteristics o f our eating habits that you know?

6.Further practice: Reference fo r teachers (this note provides some general information; T can add more specific details*! to match the context of each area) Vietnam ese eating habits

6. In general, do Vietnamese people have healthy eating habits?

1. Vietnamese^Aod is varied and distinctive. It is considerably low fat and high in carbohydrates.

2. Traditional Vietnamese cooking usually uses fresh ingredients, little dairy and oil, and various herbs and tables. Different sauces such as sauce, shrimp paste, and soya uce are quite popular in various regions. There is no concept of :ua ‘courses’ in a Vietnamese meal.

3. A meal consists o f various dishes: main dish (meat, fish, egg or tofu), vegetable, soup and rice. Rice is the staple in Viet Nam. In many families, people eat around a tray o f food with a small bowl o f fish sauce in the middle.

4. Around this bowl are the dishes. If people place the food on a table, a similar arrangement is followed.

Dishes are served communally.

Usually there is a big dish/bow l of each dish, and people use chopsticks and spoons to get their share.

5. No. ' 6. In general, Vietnamese food is considered healthy and is popular in other countries.

Sashimi là một món ăn truyền thống u người Nhát với thành phần chính là các loại sán tươi sổng.

A < xì

5 ,Production: - Write four sentences about your school.(answer these questions above -Prepare S K IL L S 2 ------------------------------------------------------------------- 0

W E E K : 21 Period: 60

@

0

-----------------------------------------------------------------

Preparing date.

Teaching date:

Unit 7: RECIPES AND EATING HABITS

Lesson 6: Skills 2

1./. O B JE C T IV E : By the end o f this Unit, students can: - listen for specific information about a traditional dish - write the recipe for a traditional dish 1.Knowledge: Vocab: favourite dishes and recipes for dishes 2.

Skills: Practicing skills 3. Attitude: - Have good eating habits and lifestyle.

- Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises.

4. Competences: - Co-operation - Self- study urite dishes and - Using some vocabularies and structures to talk about recipes for dishes - Listen about Teen’s eating habits and write about eati g habits o f a classmate.

II./.P R E P A R A T IO N : L T eacher: book, planning, picture, laptop, projector ¿.Students: books, notebooks III./.

T E A C H IN G M E T H O D S: Communicative approach, group Ss and activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.

c>x

IV y,P R O C E D U R E : T eacher’s and Conten

Content

1.W a rm e r: Chatting ? What did you have 1 breakfast today? ? W'hat do you often eat?

- Have ss do the activitiy in pairs. They ask each other questions to find out the differences between the two pictures.

- Elicit the answer from ss.

- Ask them to describe underlying meaning o f the .pictures.

I-LISTE N IN G ¿.Listening 1 W ork in pairs. One of you looks 1 Have Ss do this activity in pairs. They ask each at picture A, and the other looks at other questions to find out the differences picture B on page 17. Ask each between the two pictures. Elicit the answers from other questions to find out the Ss. Ask them to describe the underlying meaning differences between your pictures.

o f the pictures Audio script:

A boy is eating chocolate.

On the table there are junk Picture foods such as crisps, a A: hamburger, soft drinks, and sweets. The boy looks fat.

A girl is having rice. On the table we can see soup, Picture fish, vegetable^, B: and watermelon. The girl looks slim and lit.

X

V They Meanin

show the contrast between healthy eating and unhealthy eating.

2 Tell Ss that they are going to listen two students talking about their eating hi Before listening. Ss read through the statements to make sure they understand them and tCLiinderl key words. Play the recording for thefc^o do the exercise. Call on one student to write the answers on the board. Ask other Ss ifltheyV gree with them. Play the recording a sifeond time for Ss to check. Don't confirm the correct answers now.

'ecu R adio is asking two udents about their eating habits.

Listen to what they say and decide it the statements are true (T) or false (F).

Key: 2 l.T 2. F 3.T 4. F 5 T 6. F 3.

Listen again and complete the complete the table. Use no more than three words for each blank.

3 Without listening to the recording again, Ss complete the table by filling each blank with no more than th re^ words. Have Ss compare their 3 1.

2. hamburger answers Iwith a classmate before giving T the biscuits answers. Ask two Ss to write their answers on 4. fried 5. vegetables the board. Play the recording one last time to beef 8. slices o f confirm the answers for both .2 and 3.

7. a banana bread

3. crisps 6. cereal 9. boiled egg

10. steamed fish

3 W R IT IN G

W R IT IN G

4 W ork in pairs. AsL and answer 4 Ask Ss to work in pairs. They ask and answer questions about each other's eating

questions about each other's eating habits, and take notes o f their partner's answers in the table.

habits. Take notes of your partner's answers in the table.

After that give Ss a few minutes to read their Do you think your partner has notes again to answer the questions provided. healthy eating habits? Why/Why not?

T should move around to give comments as there may not be enough time for checking with the Is there anything he/she should whole class. change if he/she wants I , ! to W be healthier?

4.Further practice: 5a+b Ask Ss to write about their partner's eating 5a W rite about mt your partner’s pi habits. When they have finished, Ss exchange eating habits.. Include ii information their writing to spot any mistakes. Have Ss share about his/her meals, your opinion about his/her eating habits and the mistakes with the whole class. T may collect some Ss’ work to mark at home, or T may ask possible changes, them to rewrite the exercise as homework. In this ip ie writing: M y friend, Trang, case, remember to ask for Ss' revised work in the not have healthy eating habits, next lesson. e sometimes skips breakfast When she has it, I she usually buys a hamburger and a soft drink from a cafe near our sc h o o lF o r lunch, her favourite is frie d ! rice and deepfried chicken. The good thing is that she prefers to have dinner at home.

However, she likes eating a lot o f rice and fa tty pork fo r dinner. She rarely eats vegetables, but loves fruits

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A

I think Trang should change her diet.

First, i f she wants to have more energy fo r the day, she should never skip breakfast. Second, she must reduce the amount o f fa st fo o d she eats. Also, eating more vegetables would be good fo r her She should also eat less rice fo r dinner. These changes will definitely keep her fit. b Exchange your work and give comments.

5.Production: - Practise writing a webpage for your school.

-Prepare LOOKING BACK 0@ 0

Kiểm ira ngậy

W E E K :22 Period: 61

í/ìâitg

Preparing date: ¿ Teaching date: Unit 7: RECIPES AND EATING HABITS^*

năm

y

Lesson 7: Looking back and project I./. O B JE C T IV E : By the end o f this Unit, students can: * remember and use what they have learnt during the unitt to help them answer the questions so Ss can see how far they have progressed, areas they need d, and which are; further practice * complete LOOKING BACK without referring to the j^ftTious previc sections in the unit.

Ss should se what they remember from the unit to complete this section.

7

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a Î *

t U

i n

T

Tmi i f

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* record their results for each exercise in the LOOKING BACK section in order to complete the final Finished! Now you can... assessment and identify areas for review.

1.Knowledge: Vocab: favourite dishes and recipes for dishes 2* Skills: Practicing skills a ^ 3. Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way.

- Ss are interested interests in doing exercises.

4. Competences: - Co-operation - Self- study - Using somee vocabularies and structures to talk about their favourite dishes and vocabitli recipes fe » ./.P R E P A R A T IO N : 1.1 L T eacher: book, planning, picture, laptop, projector Jents: books, notebooks H I ./ . r.T E A C H IN G M E T H O D S : Communicative approach, group Ss and T’s ^ a c t ] ivities, play as a character, teaching methods with game, teaching methods by V «1 visual, teaching methods by practising, discussion group, technical present....

-J y

s

IV ./.PR O C E D U R E :

T eacher’s and Contents 1.W arm er:Encourage students not to refer back to the unit. Ask them to keep a record of their answers to each exercise so that they can use that

Content

information to complete the self-assessment box at the end of t he unit.

2,Looking hack: V ocabulary Activity 1: Have Ss do this exercise individually and then compare their answers with a partner. Call on Ss to read out loud their answers.

Activity 2: 2 Ask Ssto complete the words individually.

Check Ssf answers as a class. If time allows, call on one or two Ss to write their answers on the board.

1 Match the words in À with th eir description or defin ition in B. 1 d 2. e 1 C 4. b 5.a 6_cH 7. h 8. f 2 Use the corrcct form o f the words in brackets to finish the sen

team bake G. simmer

B. deep-fry E. roast H. stew

C stir fry F. grill

Activity 3.

3 Ask Ss to do this exercise indii idually. Have some Ss read out their answers. C lfirm the correct ones.

cG ram mar Activity 4.

Have Ss do this exercise individually. Check the answers as a class. T may ask Ss to explain their choice

3 Fill each blank with a word/phrase in the box. There is one extra word.

Key: 1. hamburger 2.sushi 3. deep-fry 4. steam 5. stew Ciram mar 4 Circle the corrcct answer.

Key: 1. slice some 4. bag

2.

sticks

5.

clove

3.

6.

anybunch

LCtivityS. Ask Ss to write the sentences individually. Have 5 Complete the sentences with two Ss write the sentences on the board. Ask other your own ideas. Use the modal Ss to give comments. Correct the sentences if verbs provided. needed.

Sample answers: 1. If you keep eating fast food, you might become overweight.

2.

If you promise to finish your homework tonight, you can go to the^

Commun ¡cation

cinema with your friend.

3. He should eat less sweets if he doesn't want to have toothache.

4. She must eat less rice and bread if she wants to lose weight.

5. If you join this cooking lesson, you can cook many delicious dishes.

COMMUNICATION Activity 6.

6 Rearrange the lines tc complete convcrsi

Have Ss rearrange the lines to make a complete conversation, first individually and then share their answers with a partner. Ask some pairs to read out loud the conversation.

9. G

5.A 10. D

3 .P roiect:Have Ss work in groups o f four or five.

They go to other classes and ask different S^ ey on eating habits about their eating habits. To reduce the worklt each student interviews three other Ss and re 1 Work in groups. Go to other their answers in the table. This should classes and ask different students early in the unit. about their eating habits. Write the students' answers in the table.

1 How often do

SI '52

S3

S4

you eat fast food?

2. How often do you eat homemade food?

3. How many meals do you have per day?

L 4 Which meal is the most important to you?

5. Which do you prefer: eating at home or eating out?

6. What is your favourite dish?

2. Group members meet together and organise the answ ers in the form o f an answ er to each question. The follow ing table can serve as an example. This summarises the answers o f 12 Ss

2 Now work together again.

Analyse the answers von have got and organise them in the form of

(Ss work in groups o f 4).

Their findings might look like this:

an answer to each question. Tins could be done using a visual organiser such as a chart.

- Question 1: O f 12 students answered, only three usually eat fast food. Four o f them sometimes eat fast food, and five never have this kind o f food.

- Question 2 : ... [he students studei: 3 Have groups present their findings to the class. 3 I n general, do the at \o u r school have healthv Finally, they conclude whether Ss at the school eafing habits? Present your group’s finding to the class have healthy eating habits.

4.Further practice;

Finished! rse lexical items related to dishes and ways o f preparing and cooking some food ask statement questions with the correct intonation use some quantifiers correctly write and use conditional sentences type 1 with modal verbs discuss the recipe for a dish read for general and specific information about the eating habits o f Japanese people talk about the eating habits of Vietnamese people listen for specific and detailed information about teenagers' eating habits

Ask Ss to complete the self-assessment.

Identify any difficulties and weak areas am provide further practice if necessary

- Practise exercises again - You can paragraph about how to cook a traditional dish.

- Prepare UnitS- GETTING STARTED ----------------------------- 0 @ 0 -------------

WEEK; 22 Period: 62

Preparing date: Teaching date:

UNIT 8. TOURISM Lesson 1; Getting started I.A O B JE C T IV E ; By the end o f the lesson, students can: - talk about choices o f holiday.

- read for general and specific information about a tourist attraction 1. Knowledge: - Articles: other uses - Words related to tourism - Compound nouns.

2. Skills: - Listening, reading 3. Attitudes: - Raising the awareness o f loving and preserving natural sceneries 4. Com petences:

- talk about choices of holiday.

- read for general and specific information about a tourist a H J, P R E P A R A T IO N : L T eacher: book, planning, picture, laptop, pj 2.Students: books, notebooks H i./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.

IV ./.PR O C E D U R E : I. Warm up(5*) Before starting the r^e sson, let Ss review the previous unit by making a comparison.

Divide the board into 2 columns with the heading the middle:" Eating habits11 and some key word: staple foods, famous dishes, special foods at festivals,... On the top o f one column write Western and on the other write Vietnamese. Ask Ss to use the key words toNgmpare these two. Alternatively, ask Ss to compare the eating habits o f old people and teenagers in Viet Nam (any differences? any changes?)

s and W activities -started: and read.( 18) Let Ss open their books to GETTING STARTED. Tell them to look ats the picture and answer the question: W'hat are Nick and Chau talking about?

What place/city may they be mentioning0 W'hat do you about this city/country?

Content 1. Listen and read.

Have Ss answer the question as a class. Axxeptall possible answers and do not pause to corrept all possible answers and donot pause to correct mistakes.

Then tell Ss that they are going to listen to Nick and Chau talking about Nick's plans for his summer holiday. Play the recording and have Ss follow along. a. Play the recording twice or more if necessary. Ss may read the conversation again, and then do the exercise individually. Check and write the correct answers on the board. T may call on an able student to wite the answers on the board.

Expain to Ss the meaning and use the three expressions in the Watch out ¡box. Ask Ss to locate them in the conversation, and give exaples if time allows. b-Ss work in pairs to complet r _ete the talk. Tell them to refer back conversation when necessary. Explain anything difficult. T may need to explain to Ss that althoung some people don't like the thought o f eating snails and frogs' legs, they are considered specialities in France (so Chau is teasing Nick about eating them). Check Ss’ answ ÎT Î c. Let Ss work individually t answer the questions, then compare their answers with a ^tftner. Help them find the ni formation in the conversation. Call on come pairs to read out the questions and give their answers. Check their answers.

a. Find a word/phrase in conversation that ruca ss work

Key; 1.

2.

3.

4.

b

/ V

^

made up your mind mtn narrowed it down a package tour explore not my cup o f tea

ick True or False.

Key: IF 4. F

2.T 5.F

3. T

e. Answer the following questions.

Key:

1. It means Nick’s parents are relaxed and open-minded 2. It’s quite warm (Warmer than in Britain) 3. Visit a the Alps and Mont Blanc, explore Paris, and go sightseeing in Versailles 4. Eat frogs' legs and smails 5. She says ’Lucky you" when Nick says he can make his own 2. Doing: decisions.

2. This activity is aimed at giving 2. Col Location; W hich word goes with the collocations o f common words related which list below. to the topic o f travelling and tourism. Let Key: 1. holiday_______ 2. resort_______

Ss work in pairs first. Check their work, 3. tour 4. trip then let them read and remember each collocation 3,4(12) 3. Fill each blank with a word/phrasc For l,2,and 3: let Ss do them from the list. individually and check their answers. If Key: time allows, or for more able Ss, 1. seaside resort 2. souvenirs encourage each student to make a similar 3. destination 4. in advance quiz for their partner to do. T may pick up 5. delayed any interesting question and give them to 7. accommodation îi. price the whole class. Praise goood ideas.

4* Quiz* For 4,4,and 6: Let Ss work in Key: groups. When they finish, ask some Ssto ill o f China give their groups' answers to the class.

Check and give comments. id tudents' answers 4 .F u rth e r practicc: - ask ss to underline the article in the dialoguge - recall the use o f the article.

5-Prodiiclion: - Rewrite the answers part 1c into notebook.

- Prepare A closer look 1________ ----------------------------- o @ ()----------------------------

Preparing date:

WEEK: 22 Period: 63

Teaching date:

UNIT 8.TOURISM Lesson 2: A closer look 1 LL -..............

O B J EC" ^ T IV E : Biy > __________________ the end o f the lesson,, students ___ _____ can: - Identify tones in asking for information with the and ask question for information with the correct intonation I. K Knowledge: nt - Vocabulary: \fo c a words related to tourism, pound nouns. ^ ^ P r o n i unciation: Tones in asking for information, . V X Ï i l kills: -T isstening. i doing exercises 3. Attitudes: - encourage ss to love travelling.

- use right tones to ask for information in daily life.

4. Com petences: - improve their pronunciation..

- master compound nouns.

- enrich their words o f tourism

II., .1*REPARATION^ 1/T eacher: book, planning, picture, laptop, projector 2.S tudents: books, notebooks III./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

IV ./.PR O C E D U R E : I. Warm npfS’l

- Came: Guessing words Topic: Tavelling and tourism.

- T prepare some words related to travelling and tourism.

- call 1 ss to the board, he/she can't see the board, T write the words vords on Hie board, the class explain so that the ss can say out the words.

IL New lesson.

Ss and T's activities 2. Vocabulary: ses in Tell Ss that the words and phrases this unit are connected with travellin g ^ i n Nmtns tourism, and that many o f them are noun and compound nouns.

Many o f these words sre already familiar: trip, accommodation, jet lag. ..

Tell Ss to recall other words and collocations. Encourage them to callout as many words/ phrases as possible. individually, then I.Ss compare thei rith a partherfs. Ask some Ss% their answers on the board their answers as a class, Hav ke sentences w ith the words if nece

x é-

ù

Content

Vocabulary

^

1. Match each word/phrase with a definition.

- s s work individually

Key: 1. tour 2. resort 3. travel 4. tour guide 5. trip 6. expedition

2.Ss work in pairs to do the task.

Call on some Ss to write the answers on the board. Correct as a class. Then T may ask Ss to answer some questions about the passage: - What piece o f writing is it? (introduction o f a tourist attractin?

2. Fill each blank with a word from the list. There are two more extra words.

- ss work in pairs to do the exercise.

Key:________________________

Itinerary0 A dvertisem ent) 1, travel - What is EcoTours? (A travel 3. visit agency/ company) 5. guides - What is special about EcoTours?

(It gives some money to help protect the environment) - ss take note

2. book 4. anvironment 6. holiday

7. reasonable 8. Pleased C om pound nouns First, give examples o f the compound nouns Ss already know: blackboard, swimming pool, haircut, tablespoon,...Ask them to give somr more.

Then help Ss study the grammar box, and the L ook out!box. Thell them to look up the spelling o f words in the dictionary if they are not sure.

3. Let Ss work individually. Tell words below to complete the them to look at the words given and think md nouns that match the which o f them can go with which one litions. each definition. When they finish, cl - ss work individually. their answers and write the wrords Key: board. Ask Ss to take notice <n me 1. jet lag 2. drawback spelling: whether the words are writen as 3. stover 4. peak season ong word, or as two separate words, or 5. check in ó. bus sop with a hyphen. to complete 4. Complete the sentences using the 4, Let Ss worl the sentences compound nouns below. the task. Have thei compound nouns - ss work inpairs to do the exercise carefully and thir answers as a appropriately Key: class. Exi ing difficult.

1. check out 2. swimming pool 3. imx-up4. pile-up 5. touchdown 6. full board

c>x

3.Pronunciation Pronunciation Tones in asking for information Tones in asking for information First write a finding out question and a making sure question on the board.

Read the two questions to Ss with the right tone (Several tiems if necessary) and let them give the rules. Then explain the look out! box to them 5. Play the recording once for Ss to 5. Listen and repeat the following mini listen, then play it gain sentence by talks, paving attention to the tones in sentence for them to repeat. Have the questions.________________________

Ssrepecct the questions as many times as necessary. Corect their pronunciation and Note: A making sure question can intonation. After that, have Ssmark the be a statement. This statement question question with a falling or falling-rising usually ends with a rising tone: tone. Check as a class.

A. Our train is delayed B. It's delayed Mark the questions with falling or 6.

Let Ss work in paris to read6.the conversation, and mark the questions with falling-rising arrows, and practice the or falling-rising arrows. Call! on some conversation with a partner. pairs to read aloud to the slass. Do not correct their mistakes yet. Play the recording. Ss listen and check.

If time allow s, have them w ork in qairs and make a mini-talk in which there is a finding out question and a making sure question, and then 4.Further practice; - Let ss read the box Look out again - say aloud the words in 1,2.

5.

Production: - Prepare A closer look 2 - Finf information about some famou

ves in Viet Nam and around the world.

-0@0-

Kiêm ira ngày

WEEK: 23 Period: 64

thâng

Preparing date: Teaching date:

UNIT 8.TOURISM Lesson 3: A closer look 2 OBJECTIVE: By the end o f the lesson, students will be able to use: Use a, an, the and zero article correctly appropriately Knowledge: - Grammar: a, an, the and zero article correctly appropriately - Vocabulary: words related to tourism 2. Skills: Practicing skills 3. Attitude: - Positive about tourism.

- Students knowr how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in usinga, an, the and zero article

nam

4. Competences: - Co-operation - Self- study - Using language to talk about a tourist attraction IL /.P R E P A R A T IO N :

IV ./.P R O C E D IR E : Ss and T*s activities 1. W a rm up :

- S s-T

- Check up old lesson 2. G r a m m a r 1:

Articles: other uses Ss have already learnt some uses o f the articles a, an, and the in ting anh 8.

Help Ss recall these and have them gi some examples. Their sentences shoul related to the topic o f travellin tourism, in this unit some more u: an, and the are introduced. In additiofc, the studied, uses o f zero article are addi es o f a, an, Explain carefully Give more the and R E M E M B E R examples if need be.

Introduce the special use o f the in the look outlbax. Refer back to the conversation in G E T T IN G ST A R T ED and askf Ss to find the special use o f the ( the Alps) nJT givesSs some information about the Dominican Republic: Location: on the Island o f spaniola, in the Caribbean region - Ares: 48, 445 square kilometers - Official language: Spanish Have Ss work individually to complete the task. Tell them to refer back to the grammar box whenever necessary.

Then have them compare their answers with a partner's. Give the correct answers and explain the use o f a certain article in

d take notes

Ss do this exercise individually and then compare their answers in pairs.

Key: the 0

I. a 2. the 3. the 4.

5. the 6 .0 7. the 8 .0 9 .0 10. the 11.

12. 0 13. the 14. an

some cases.

2a. Ss work in groups and study the proper names in the list, and try to agree on which o f these names have the before them. Then Ss ask and answer the questions. Check and explanations if necessary

Ss work in groups and study the proper names in the list, and try to agree on which o f these names have the before them. Then Ss ask and answer the questions

Key: I. The forbidden cit the Thames Baikal 4.

Ha Lon 5. Son Soong Cave e Statue of Liberty The three unused names are: the amazon River - Angkor Watt ^ , a k e Geneva

;

h. Ss work in groups. Tell Ss the each o f them chooses one item in 2a and says what they know about it as a tourist attraction. Give them two or three minutes to prepare before they talk.

3 a .Ss work individually. Make sure they understand fully that they have to write down in their notebooks die answers to questions 1-5, using a ^ a n , the or zero article in each answer. Remind them that they answer three questions truthfully, but write an untrue answer for the other two.

Do around and assist where and when ne ces s a r £ / h. After Ss finish3a, let them from pairs and swap their answers. Each o f them has to read carefully and guess which ones o f their partner's answers are true and which are not. This activity should be fun, scj do not try to correct the mistakes in their writing.

3. G r a m m a r 2:

- Ss work in groups, each o f them chooses one item in 2a and says what they know about it as a tourist attraction.

-Ss work individually. They have to write down in their notebooks the answers to questions 1-5, using a, an, the or zero article in each answer

-Ss work in pairs and swap their answers. Each o f them has to read carefully and guess which ones of their partner's answers are true and which are not

Key:

1. The original name o f Ha 4.Ss work individually t make sentences from the words/phrases, and noi was Phu Xuan 2. The most famous Egyptian write them down. Tell Ss to pay attention pyramids are found at Giza in Cairo to the use o f the sentences are tre, and 3. There is a city called Kiev which are false.

in America 4. My son, a set o f ruin from the ancient Cham Empire, is a UNESCO World Heritage Site.

REFERENCE: 5. English is the first language - Phu Xuan: a historic place in Hue, inmany countries outside the United the capital o f the Nguyen Lords, the Tay Kingdom Sown Dynasty - Giza: (o f the Cairo metropolis in Egypt): The site o f the most famous Egyptian pyramids, and a number o f other pyramids and and temples - Kiev: the capital and largest city o f Ukraine 4 .F n rth e r practice; ? Retell a, an, the and zero article 5.Production: ? Learn by heart all the structures ? Do exercises in Work book ? Prepare: U nit 8: C om m unication

teacher's questions.

Take note

--------- 0 @ 0 ----------------------------

Preparing date: Teaching date:

W E E K : 23 Period: 65

UNIT 8. TOURISM L e s s o n 4: C o m m u n i c a t i o n \.L O B JE C T IV E : By the end o f the lesson, Ss will be able to how to talk about the p la c e ^ o im tr y you would like to visit on holiday.

1.Knowledge: - Vocabulary: words related to tourism.

- Grammar: common compound nouns; a/ an/ the/ zero articles 2. Ski killsWPracticmg skills ttitude: - Positive about tourism.

3. Att - Students knowr howr to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in using a, an, the and zero article 4. Competences: - Co-operation - Self- study - Using language to talk about a tourist attraction » ./.P R E P A R A T IO N : l.T each er: book, planning, picture, laptop, projector 2.Students: books, notebooks

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111... I E A C IIlM i METHODS: Communicative approach, group Ss and V s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

I W 1PRQCED URE; Ss and teacher's activities

Content

1. Warm up: This section provides Ss with speaking practice on the topic o f the unit. It should be handled in a light and enjoyable. First, have Ss brainstorm the lan scape s/p Iaces o f Viet Nam that foreign tourists would like to visit most, and ask them why.

Give them some cues if needed ¿.Communication 1: - Set the scene: You are going to talk about the place / country you would like to visit holiday.

1. Extra vocabulary: Help Ss understand the meanings - Find out the extra words and in the Extra Vocabulary bo underline them. examples, definitions, or even trans Then write the words aud i _ase from the - Guess the meaning from the context.

Extra vocabulary on thad^oard Listen to Ask more able Ss to explain them, or give the Vietnamese e a u iv a ^T jyT)therwise. explain explaination. them yoursef - Repeat - Breathtakling (adj): very surprising, - Stress -C o p y exciting and inpressive * affordable (adj.from the verb afford): not expensive, cheap enough for you to buy - Not break the bank: an idiom used to sa■y the sth won't cost a lot o f money, or more rhi you can afford: than We can go Thailand tor a holiday if you want - that won't break the bank.

2. Exercise I: Exercise a: - Have Ss quickly read the onformation about

the

teacher's

tourism in Vie Nam. - Then tell them to look at the pictures and read what these foreign visitors say about their choice o f Viet Nam as a holiday destination.

- Work individually.

Excrcisc b - Put Ss in groups o f five or six.

- Have them discuss the visitor's opinions in la. Ss may or may not agree with these oponions.

- Ask for the class’s agreement by a showr o f hands for each tourist's opinion.

- If any Ss do not agree, ask them to explain

why.

- Then let each o f the Ss two more reasons the list. T may give some cues: -

cultual diversity Beautiful beaches easy and vacious means o f transport Traditional festivals natural beauty

- Present the ideas before the class.

3.C om m unication jUExercise 2: - Have Ss read the facts about the top-ten most

o

visited countres.

- Ss w o f t in pairs and complete the table by writing one or two famous things that visitors can see or do in each country (but the more thtp bettet).

- Have them write on a large sheet o f paper. ' s Ss have already prepared for this , it will - Work in pairs. i o t take much time, so give them them a few minutes only.

- After each pair finishes, they swap pairs.

Continue until they have filled all the ten countries.

4 .F iirlh er practice: Excrcisc 3: - Then let Ss work in groups o f five or six to

talk about their choice o f holiday.

- Tell them to give the resons why, and say what they can do there.

- Encourage them to talk as much as possible. - Possible answer: Walk around to observe and give help if needed.

Rank

Country

1

France

2 3 4

5 6

7

8 9

A N o

,10

Some things to do or see there

Go up the eiffelTower, visit the louvreMuseum in Paris United Visit the Statue o f Liberty, visit the Grand States Canyon, shop in New york, go surfing in Hawaii Spain Tour Masrid, visit the legendary land o f Don Quixote visit the Olympia in Barcelona China Climb the Great Wall, tour Beijing National Stadium (Bird's Mesf), totor the Forbidden City, visit the StoneForest ^ J Italy VisiJ the Vatican City, visit famos museums, tour Floi^ncVtour Venice Turkey Enjoy Turkish cuisine in Istanbul, go sighseeing in the Bosphorus (the strait separating two continents - Europe and Asia), visit Buyak Ada (big) Island in Prince's Islands) G erm aif^ Visit the "Jewel o f the Middle Age" Rothenburgob der Tauber (= Rothenburg above the Tauber), visit the famos "Cinderella Castle", g up the Berlin Tower, take the Berlin Segway Tour United Kingdom Go sightseeing in London, visit Stonnehenge, visit Liverpool, home o f the Beatles Russia Tour Moscow (the Kremlin, Red Square, Moscow' Metro,..) visit St. Petersburg: HermitageMuseum, cruise on NevaRiver, experience the white nights Mexico Visit the UNESCO World Heritage Site of Antigua, have a boat tour on the water in Rio Dulce, try the delicious local specialitytapodo (= seafood coconut soup), climb some o f the tallest Mayan temples

5, Production: 1. Review' this lesson

2. Do e x ercises.........(Workbook).

3. Prepare lesson Skills I Note: For homework At the end o f the lesson ask Ss to look for names o f famos caves in Viet Do at home Nam and in the world (better still, some information about them) T E S T 15’ /. Complete the sentences with it/ an/ the/No article (6pts) 1/ I saw ....... accident this morning. Acar crashed into a tree o f the car wasn't hurt b u t .... car was badly damaged.

2/ It's a beautiful day. Lei's sit i n .......garden 3/ We had dinner i n .....most expensive restaurant in town.

4. Do you often listen to the radio ?

- No, In fact, I haven't g o t .....radio 5 / 1 lay down on the ground and look up a t .....sk 6/ Mary and 1 arrived a t .... same time.

7. You'll find information you need a t ..... t 8 / 1 h a d ......very nice breakfast this mori 9/ Two people were injured in the and were taken to ...... hospital this morning.

10/ She usually goes t o ....... school oc ._?... foot. //. Rewrite the follwing sentences using the words given. (4pts) 1. If you don’t succeed, yod will have to try it again. ( Unless ) 2 . 1 will bring some water brcause I am afraid that there is no water supply in the area. ( in ease 3. They decided to say goodbye as they didn’t have things in common. ( since ) 4. They w on’t go unless you give them money. ( Provived ) i i k

is an exellent ballet dancer. ( dances )

6Td

6. D o you think the boy speaks very fast0

( speaker )

7. It is interesting to gather togetherfor a party. { Gathering ) 8. He believes that having a vegetarian diet is good for our health. { I t )

G@0

W E E K :23 Period: 66

Preparing date: Teaching date: UNIT 8. TOURISM Lesson 5: Skills 1

1./. O B JE C T IV E : By the end o f the lesson, ss will be able to read for geneal and specific information about a tourism to an area/ country and talk about one’s choice o f holiday.

1. Knowledge: - Vocabulary: words related to tourism.

- Grammar: common compound nouns; a/ an/ the/ zero articles 2. Skills: Practicing skills 3* Attitude: - Positive about tourism.

- Students know howr to learn English in right wa; - Ss are interested in doing exercises.

- Ss are interested in using a, an, the and zero article 4. Competences: - Co-operation - Self- study - Creativeness: talk about T O U R IS M - Using language to talk about T O U R IS M IM P R E P A R A T IO N : 1.'T eacher: book, planning, pictur , laptop, projector 2.Students: books, notebooks III./. T E A C H IN G M E T H O D S : Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by pfactraing, discussion group, technical present....

IV ./.PR O C E Dl RE

c>x <r

&

Ss and

activities

C ontent

1. W a rm up: work: la h group and name some - Work in groups. famous ca Viet Nam and in the world Suggested answers: (that they have prepared already for homework)

o

Famous caves in Viet Nam:

Fam ous caves ỉn V iet Nam: - PhongNhaCave

Famous caves in the world:

- En Cave (hang en) - ThieDuongCave - Sung SotCave ( hang Sung Sot Ha Long Bay) - Tam Coc - Bich Dong (Ninh Binh)

Famous eaves in the world; - DeerCave (Borneo, Malaysia) - OnondagaCave (Misouri, USA) - GouffreBergerCave (France) - ReedFluteCave (Guilin, China) - Fingal's Cave (Scotland) - Cave o f Crystal (M —inn'i 2. Pre-reading b* Let Ss work in pairs and answer the - Work in pairs questions with their own ideas. It important that Ss not be allowed to read the passage yet. T doesn't need to check their h the parner. answers and correct mistakes at this stage in the lesson.

3 While-reading 2. T may have Ss read the passage in cho first, paying special attention to new Explain and clarify anything diffic Then allow Ss time to read the passage

- Read the passage in chorus first

- Read the passage individually. individually - silently or aloud.

Call on some individuals to read aloud to the class.

Key: Check their pronunciation and intonation.

1 The American Broadcasting Then have them ask and questions or Company (ABC) aired a live programme choosing the correct answer.

(featuring the magnificence o f Son Doong) on "Good Morning America1'.

2. By river water eroding away the limestone underneath the mountain 3. From February to August 4. C 5.D

3.PO ST-R E A D IN G ( 15minutes) Speaking - Set the scene: -Work individually.

T may begin by letting Ss talk about the experiences they have travelling or going on holiday.

had

when

3. Have Ss study the list o f holiday ideas. T may ask Ss what they think about - Work in group. these ways o f spending one's holiday and whether they have done any o f them. Then -Work individually. let them choose three things from the list.

4. Put Ss in group o f five or six. Tell them to refer to the tree things they have - Share with the partner. ticked in 3.

- Let them choose one and prepare to talk about it.

- Tell them to study the example carefully as - Present before model.

- Give them some time before each group member shares his.Tier choice o f holiday - While Ss are talking, T goes around to give assistance if necessary.

- When Ss have finished, T may have one o two o f them present to the class. The can give coments.

- Praise them for their efforts 5.Production: (2) 1. Review this lesson 2. Do e x e rc ise s.........( 3. Prepare lesson Skills 1

- Copy and do at home!

Ktèm ira ngày

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Preparing date: Teaching date:

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UNIT 8.TOURISM Lesson 6: Skills 2

J. O B JE C T IV E : By the end o f the lesson, ss can: - Listening for general and specific information about benefit o f tourism - Write a paragraph about the negative affects o f tourism on an area, country

1 .Knowledge:

- Vocabulary: benefit o f tourism

- Grammar: present simple 2. Skills: Practicing skills

3* Altitude: - Positive about tourism.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in using a, an, the and zero article 4.

Competences: - Co-operation - Self- study - Creativeness: Write a paragraph about the negative alTects o f tourism on an area/ country ...........................................

- Using language to Write a paragraph about the negative affects of tourism 0 on 1 an area country IL/.PREPARATION: LTeacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. T E A C H IN G METHODS: Communicative approach^ group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group,Technical present.

IV./.PROCEDURE Teachcr and Students’ activities C ontent /.Warmer: Discussion ? Work in pairs. ? Think about the importance o f tourism to Viet Nam. The importance o f tourism to Viet Nam - Elicit as many ideas from them as possible

F *

->Today we are goin write about tourism 2. Listening

I. Listening

1. True or false

L True or false (2 P27)

? Run throui le statements in 2 P27. ? Predict if they are true or false.

- Play the recording one or two times.

- Clarify anything which is unclear or difficult. j^Carefiilly and tick T/F as you hear aA sw_e le_ctiire._

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

2. Choose the correct answer (3 P27)

2. Choose the correct answer (3 P27) C

- Play the recording again. ? Pay special to the last sentence o f the lecture. Then choose the correct answers as required.

- T corrects as class.

3. Writing II. W riting / . Talk about the negative effects o f \ l . Talk about the negative effects o f

Teacher find Students' activities

Content

tourism (4 P27)

tourism (4 P27)

? Work in groups and discuss the negative effects o f tourism on their locality (if possible), or on our country. ? Study the prompts given, and give some more ifjK>ssible.

Example: - Natural environment is damaged.

- Natural beauty is spoiled.

- Traditional ways o f life are effected ’_So_cial Jiroblems may arise.

2. Write about one negative effect o f 2. Write about one negative effect o f tourism tourism ? Choose one negative effect that you Sample writing: have discussed in 4 and write a paragraph o f about 100 -120 words about it. ? Swap your writing and check each other's work.

- T may collect some Ssp writing papers and mark them, then give comments to the class in the next lesson.

¿T

One o f the drawbacks ism is the damage to the envir an area. In use a lot o f local the first place, touri resources as water, food, energy ect., and this puts pjj^Ssure on the environment.

Secondly, three is the problem o f pollution. Many cities and towns become overcrow'ded with tourist, with tourists, ill their vehicles caution traffic jams s well as air noise pollution. Another bad iect o f tourism is the destruction o f the ildlife in some places. The habitat o f wild plant and animals is lots because o f the building o f tourist resorts, and by visitors' activities.

In short, the development o f tourism has bad effects on the environment.

4.Further practice:

1. Reading (IP, ? Read the advertisement for a holiday in Italy. ? Underline the features that may attract tourists and make them want to visit the country.

T H Tick good ways to write an «1advertisement (2 P29) ? Run through all the ways to write an advertisement for a tourist attraction. ? Prepare for your writing for the project. (3 P29)

5. Production: ? Learn by heart new words

1. Reading (J P29)

2. Tick good wqys advertisement (2 P29) 1,2, 4 ,6 - create a striking headline - keep your ad brief - try to attract attention - give the main features

- Learn by heart newr words

to

write

an

Teacher and Students' activities Do exercises D3, El PI 8-19 (workbook) ? Prepare for your writing for the project. (3 P29) ? Prepare: Unit 8: Looking hack

Content - Exercises D3, El P I 8-19 (workbook) - Prepare for your writing for the project.

(3 P29) - Prepare: Unit 8 : Looking back

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Preparing date: Teaching date:

W' E E K : 2 4 Period: 68

UNIT 8. TOURISM L e s s o n 7: L o o k i n g b a c k a n d p r o j e c t l.L O B JE C T IV E ; By the end o f the lesson, ss can: - revise the vocab, grammar theyfve learnt in Unit 8 - write a short advertisement for a tourist attraction.

1.Knowledge: - Vocabulary: lexical items related t( - Grammar: articles: other uses 2- Skills: Practicing skills 3. Attitude: - Positive about tourism.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in writing a short advertisement for a tourist attraction in their area.

4. Competences: - Co-operation - Self- study - Using language to do exercises » ¿P R E P A R A T IO N : l.T each er: book, planning, picture, laptop, projector ¿.Students: books, notebooks ULL T E A C H I N f f ilE T H O D S : Communicative approach, group Ss and T’s activities, islay a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

Teacher and Students’ activities 1. Warm up: ? Recall good ways to write an advertisement.

Content Good ways to w'rite an advertisement.

- create a striking headline - keep your ad brief

2. L ooking hack V ocabulary

C o n ten t - try to attract attention - give the main features II. Looking back 1. V ocabulary

1.1. Gap fili (1P28)

1.1. Gap fill (1P28)

? Read the words in the box first, then read the passage and complete exercise individually. ? Pay attention to the common collocations related to the topic o f the unit.

- After that let some Ss read the passage aloud - sentence by sentence.

- Correct as a class.

1.

2.

3.

4.

5.

6.

T cach cr and S tudents’ activities

safaris/ expeditions expeditions/safaris holiday touring travelers experience

1.2. Form compound nouns and fill in 1.2. Form c< the gap (2 P28) gap (2

c>x

s<<

nd nouns and fill in the

? Look at the 12 elements and try to from compound nouns from them. ? Read the sentence and fill the gaps and do it again.

- Check as a class.

1.je 2. checkout >ver unglasses holidaymaker 6. take-offs

1.3. Form compound nouns sentences (3 P28) ^

1.3. Form compound nouns and make sentences (3 P28)

? Form compound nouns from the words given.

- T checks the compound nouns ? Write sentences in your note-nooks at least on& seiueucfe with a compound noun, and share with a partner.

G ram m ar

1. Package tour, return ticket, software, round trip Example: tour operator If there are any problems, you should contact your tour operator.

2. G r a m m a r 2.1. Find and correct mistakes (4 P28)

2. L fiim h m d correct mistakes (4 P28) ? R eview the articles a, an, the and zero 1. - the sun, the UK article you have learned.

2. - The brain works ^ S ^ D o the task individually and write down your answers in their notebooks.

- Correct their answers as a class.

3. - The bicycle 4. - an/the expedition, the interior 5. a long trip 6. - in history, the histor^ of 2.2. Rewrite the sentences (5 P28) 2.2. Rewrite the sentences f'5 P28) ? Use the grammar and vocabulary you 1. What a terrible journey (it wras}! have learned in the unit to rewrite 2. We stayed at a lovely hotel be the sea sentences.

3. The programmer I watched yesterday - T may have some Ss write sentences was interesting_______________________

Teacher and Students* activities Content 4. My friend has just bought an old guitar on the board.

- Let other Ss give comments. Then 5. She needs to goon a business trip top check as a class Kyoto^

3. Communication (6 P29) 3.

Communication (6 P29) 3.1. Things you like to do most on 3.1. Things you tike to do most on holiday holiday ?Read the things one can do on holiday, and tick the three things you would most like to do, then share your ideas with a 3.2. Things you partner.

on

3.2. Things you don't like to do on holiday holiday ? Work in pairs, read example and think o f the three things they do not like to do on holiday T may give prompts: - Do homework - Wash clothe - Do the washing up - Be online - Play sports - Write postcards HI. Project 3. Project - Have some group advertisement iment - Ask other students - Teacher check 4 .F u th er p r ? Guide students to do Finished 5.Production; ? Review vocabulary and structures in - Review vocabulary and structures in Unit Uifct 8.

8 ? Prepare: Unit 9 : Getting started - Prepare: Unit 9 : Getting started_______ -0@0W E E K :2 4 Period: 69

Preparing date.

Teaching date: UNIT 9. ENGLISH IN THE WORLD Lesson 1: Getting started

I./. OBJECTIVE: By the end o f the lesson, students can - knowr some information aboutEnglish language

Learn some more about a global language and experiences in learning an using English 1.Knowledge: - Grammar:Conditionals type 2, Relative clauses correctly and appropriately - Vocabulary: words related to learning English 2.

Skills: Practicing skills 3. Attitude: - Positive about a global language.

- Students know howr to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in English as a global language and experiences in learning and using English 4. Competences: > - Co-operation - Self- study - Using language to do exercises - Using language to talk about English as a global language and experiences in learning and using English »¿P R E P A R A T IO N : 1/T eacher: book, planning, picture, laptop, projector ¿.Students: books, notebooks IIL/. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. j V T J j t O C E D l RE 1. W a rm up<5‘) Before Ss open their books, review the previous unit by asking two Ss to go to the board, each writng 10 compound nouns they have learnt known. Give comments and correct any ifustakes if needed Write the unit title on the board "English in the word". Elicit any information Ss know about the characteristics o f the English language, it Ss open their books. question about the pictures: re are Duong an Vy? Who is standing at the board? what are they talking it?

Ask Ss to guess w hat the topic o f the conversation is and whrer it takes place, may also ask Ss to tell about the English club they have taken part in: Do you take part in an English club?

When is it?

W'hat is special about it?

Teacher's activities

Contents

2-Getting started: - Preteach math.

- Pre- questions: 1. Is English the language which is most spoken by most people in the world?

2. Does English have the largest vocabulary?

3. Name some English words that can be a noun, a verb and also an adjectives?

4. What is the longest English word which has only one vowel?

5. What are some varieties o f English?

* Vocabulary. flexible (a) lĩnh hoạt accent(n) giọng điệu dialect (n) tiếng địa phương estimate (v) đánh giá variety (n) thè loại contribute^) đóng góp 1, Listen and re a d .

- ss answer the five questions - ss listen and check.

a. Tell Ss to refer te conversation to find the nouns o f the adjectives si and flexible. Ask them to pay av to how to from the nuons from t adjectives.

Lead the conversation again and find the nouns of the adjectives: simple and flexible.

Key: simple - simplicity Flexible- flexibility

ctives in I). Ask Ss to conv em to use a the into nouns. Ri dictionary to check ard and write the - call I ss

b. Convert these adjectives into nouns.

answe

c . First, have Ss work independently.

Then allow them to share answers before discussing as a class. Call on some Ss to give explanations for their answers.

2. Ss work independently, and then share their answers with one or more partnes. T may ask for translation of

Key: adjective Noun sad sadness dark darkness stupid stupidity popular popularity happy happiness punctual punctuality c. Read the conversation again and choose the correct answer.

Key: I B 3. A

2. C 4.C

5. B

2. Match the words/ phrases in column A with the definitions in

the words/phrases in the box to check their understanding. With a stronger class. T may wish to ask Ss to find some example in real life with the words, phrases in box.

3. Have ss work indepently and share their answers with one or more partners. T may help with the words/phrases thet Ss do not know the meaning o f in the sentences. If time allows, have some Ss read out loud the sentences.

4. First, model activity with a more able student. Then ask Ss to work in pairs. Go around to provide help. Call on some pairs to practise in front o f the class.

4.Furlher practice: Relative clause Chinese is the language which is

colli II) [1 B

Key: I. c 3. b

2.e 4. a

5. d

3. Match the beginning o f each scntcncc(l-ó) to its e n d i n g ^ "

Key: If .4b

2.C

3, a 5. e

by most people in the world. ive clause

Which: relative pronoun ^.Production: Learn by heart the new words and structures - Find information about kinds o f relative clauses -0@0-

Kiểm tra ngày

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o

WEEK: 25 ^ n ^ eriod : 70

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Preparing ¿late: Teaching date:

UNIT 9* E N G L ISH IN T H E W O R L D Lesson 2: A closer look 1 I. L O B JE C T IV E : By the end o f the lesson, students can: - Use lexical items related to languages and language use and learning - Identify the correct tones for newr and known information and say sentences with the correct intonation 1, Knowledge: - Vocabulary: Languages and language use and learning

- Pronunciation: Tones in new and known information.

2. Skills: - speaking, doing exercises.

3. Altitudes:

- SS are encouraged to love the subject more and like to find information about English language.

- Use right tones in speaking.

4. Competences: - Use lexical items related to languages and language use and learning - Identify the correct tones for new and known information and say sentei ntences with the correct intonation » ./.P R E P A R A T IO N : L T cacher: book, planning, picture, laptop, projector ¿.Students: books, notebooks III./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.

IV./.PROCEDURE 1. Warm up{5‘) - 1 student goes to the board to write the new words.

The whole class play the game: Guessing worlds.

T divides the class into two teams, each team chooses one representative The representatives have to stand back the board so that they can’t see the words on the board.

The whole class try to explain the words for the representatives to guess.

The teams with more right answers w ins the game.

Topic: Languages and language learning: Words on the board: Dialect, translate, accent, official language, mother tongue, variety, fluenttlyÉk

Ss and teacher's activities

Content

2. Vocabulary 1.

Ss work independently 1.and Match the words/phrases in column A them share their answers with a with the definitions in column B. parther. T may ask for translation o f the Key: words/phrases in the first column to Lb 2_e 3. a check their understanding. With a 4. d 5. f 6. c stronger clss. T may wush to ask Ss to make sentences with the expressions.

2a.

Ss do the exercise 2. a. Choose the correct words in the individually. Check their answers as a following phrases about language learning. class. Confirm the correct a answers.

Key: 2. at 3. by 4. in 5. of 6. bit 7. up b. Ss write sentences with the 2b. Choose the phrases from 2a to make

phrases from 2a. Ask some Ss to say their sentences in front o f the class.

Other Ss give comments. If time allows, call on two Ss to write their sentences on the board. Other Ss gve comments.

Confirm the correct sentences.

3 a.

First, have Ss work individually to match the words/phrases. Then allow them to have their answers before checking with the whole class. T may ask for translation o f the phrases in the box to check their understanding. With a stronger class. T may wish to ask Ss to make some example sentences with the words/phrases. b.

Ss work independently to complete the passage. Check the answers as a lass.

sentences about yourself or people you know.

3a. Match the words/phrases in column A with the words/phrases in column Bto guage make expressions about language learning..

Key:

*

2. h 7

l.e 5. a

6. c

3b. Fill box.

5. Play the recording and ask Ss to the conversation, paying attention to whether the voice o f each second sentence goes up or down. Ask some

£

lanks with the verbs in the

now 3. look up 5. initata 7. correct 3-Pronuncitation Tone information 4. Play the ask Ss to listen and sentences, playing hether the voice on the lined word in each sentenc tor down. T may play the |e c o [mg as many times as necessary. Explain the ruke in the LEM EM BER! box and ask some Ss give some more examples.

4. b

2. guess 4. have 6. make 8. translate

4. Listen and repeat, paying attention to the tones o f the underlined words in each conversation­ - listen and repeat the sentences Remember: In conversation , we often refer to something which has been mentioned before. This is known information, and the voice usually goes up at the end. We also tell the listener things we havenot mentioned before. This is new information and the voice usually goes down at the end.

5, Listen to the conversations. Do you tkink the voice goes up or down at the end of each second sentence? Draw a suitable arrow at the end of each line.

Ss to give their answers and then play the recording again for Ss to listen, check and' repeat. T may play the recording as many limes as necessary.

Ss work in pairs to mark the arrow - listen, check and repeat Look out: When are referring to something in the conversation, we do not have to repeat exactly the same words. In this conversation, the voice goes up on the words/phrases that are replaced.

6.

First, ask Ss to work in to practise reading aloud the conversation and identify whether the voice on the underlined word in each sentence goes up or down. Then play the recording. Ss listen and draw suitable arrows. T may pause afer each sentence and ask them to repereat chorally. Correct their pronunciation if necessary.

6. Read the conversation. Does the voice go pairs upor down on the underlined words? Draw a suitable arrow at the end o f each line.

Then listen, check and repeat.

Ss work in pairs to mark the arrow - listen, check and repeat

a

4.Further practice: - Have ss read the Remember and the Look out ou again.

- Tone in new and known information.

5.Production: - Practice the dialogues in the pronunciation at home

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Preparing date: Teaching date:

W E E K ; 25 Period: 71

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s

UNIT 9. ENGLISH IN THE WORLD Lesson 3: A closer look 2 11

\.L OBJECTIVE By the end o f the lesson, students will be able to use: - Conditionals type 2: review - Relative clauses correctly and appropriately .Knowledge: - Grammar:Conditionals type 2, Relative clauses correctly and appi appropriately - Vocabulary: words related to learning English 2. Skills: Practicing skills 3. A ttitude: - Ss are interested in using Conditionals type 2 and Relative clauses correctly and appropriately - Positive about a global language.

- Students knowr how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in English as a global language and experiences in learning and using English - Ss are interested in usingConditionals type 2 and Relative clauses correctly and appropriately 4. Competences: - Co-operation - Self- study - Using language to do exercises - Using language to talk about English as a global language and experiences ences ir in learning and using English 11./.PREPARATION: I.'T eacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. T E A C H IN G M E T H O D S: Communicative approach,^ ;orou>i u ^ S s and T’s activities, play as a character, teaching methods with game, leaching methods by visual, teaching methods by practising, discussion group, technical present. ..

I W .P R Q C E D LIRE

x

>V

Teacher’s and Contents - 1. W a rm un : Check up old lesson 2. Grammar 1

Conditional sentences type2: reView la. Ask Ss to study part o f the - Listen and take notes conversation. Draw Ss1 attention to howr conditional sentenc® type 2 are formed and used by analyzing the underlined part o f the sentence. Draw Ss' attention to the notes and the example s in the - Ss work independently, then ask Lookout!box. Them ask some more able them to share their answers with one Ss to tgive some example to illustrate. or more partners. h.

Firts, have Ss work mdepttendently, then ask them to share their Key: iwers with one or more partners.Ask I . No 2. Yes 3. a^s^

J

some Ss to say their answers aloud. Give No

4. No

5. No

comments, and make any correction if necessary.

2* write the or Ss are sentence

Have Ss work independently to sentences.If there isn't much time - Ss work independently to write the not so strong, allocate one or two sentences. per student. Then ask them to Key:

share their answers with a partner. Ask

1. If my English were/was good, 1

some Ss to write their sentences on the would feel confident at interviews board and discuss as a class. Give 2. If Minh had time, she would read comments and make any corrections a lot o f English books 3. If I were you, [would spend more time improving my pronunciation 4. If Mai didn't have friends who were /are native speakers she wouldn't be so language 5. If you could

nglish, we

would offer y 3. G r a m m a r 2

Relative clauses 3a.

Ask

conversation

e notes Ss

to

from

read

of

the

G E T T IN G

ST A R T ED , playing attention to underlined clause. Then have Ss re; R E M E M B E R Ibox and explain to ss me - Do as requested words that are used to introduce a relative clause. Ask Ss to make some examples to illustrate. b. Ask Ss to study the rules in the grammar box. Draw Ss' attention to the use -

Ss

do

the

grammar

o f relative clauses by analyzing the individually. examples in the grammar box in 3b. Then Key: 1. Who/that ask the more able Ss to give some further 3. Whose 4. When/that example.

A

exercise 2. Where

5. Whom who 6. Why - Ss work independently, writing true sentences about themselves.

Then share their sentences with one or more partners to find out how many things they have in common

4.

Ask Ss to do the grammar - Ss exercise individually. Remind them to look out!. back to the R E \lE M B E R !b o x and the share box in 3b Then have Ss compare their

study the rulles in the look Then work independently and their answers with a partner

Key:

answers in pairs he fore checking with the whole class.

2.

Parts

of

the

palace

w h e re /in w h ic h the q u een lives are o p en to the p ublic 3. English has borrowed many words which/that come from other languages 4. 1 moved to a new school where, in which English is native 5. There are

reasons

why I don't like Enali 5. Have Ss work independently, writing true sentences about themselves.

Then ask them to share their sentences with one or more partners to find out how many things they have in common. Ask some Ss to say their sentences aloud. Gi comments, and make any corrections i needed. If time allows., have write their sentences on the board Before checking as a class.

6. Before allowing Ss to do exercised ask them to study the miles in 6. The new girl in our class, the look outL Then have Sswork w hose nam e is Mi, is reasonably independently. Ask them to share their good at English answers w ith a partner. Ask some Ss to say their answers aloud. Give comments and make any corrections. thcr practice: etell conditional type 2 and relative clause ^.Production: ? Learn by heart all the structures ? Do exercises in Work book ? Prepare: Unit 9: Communication

- Answer teacher's questions.

- Take note

----------------------------- 0 @ o ----------------------------

W E E K :25 Period: 72

Preparing date: Teaching date: UNIT 9, ENGLISH IN THE WORLD Lesson 4: Communication

1./. O B JE C T IV E : By the end o f the lesson, Ss will be able to how to intewiewr to build up an English learner profile LK now ledge: - Vocabulary: words related to languages and language use and learning.

- Grammar: Conditional sentence type 2: Review ; R e la t iv ^ p n o u n s .

2. Skills: Practicing skills \ y J 3* Attitude: - Positive about a global language.

- Students know howr to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in English as a global language and e x p \ie n c e s in learning and using English - Ss are interested in usingConditionals type ^ anN Relative clauses correctly and appropriately 4. Competences: - Co-operation - Self- study - Using language to do exercises - Using language to talk about English as a global language and experiences in learning and using English ^ .P R E P A R A T IO N : x N L T eachcr: book, planning, picture, laptop, projector 2.Students: books, notebooks IN./. TEACHING! M E T H O D S : Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

T each er& C o ntents

c

L W a rm up: Before Ss open their books, ask them to work in groups to discuss the question 11what do you think are the best ways top master English?" and 11 What are the things that you like and don't like about the English language?" elicit Ss1answer.

Remember that this is afluency stage o f the unit with a primary goat o f communication.

Do not focuts on accuracy at this time.

C ontent

Reward successful attempts at communication 2,C om m unication 1; Before Ss open their hooks, ask them to work in groups to discuss the question 11what do you think are the best ways top master English?" and 11 - Work in groups.

W hat are the things that you like and don't like about the English language?" elicit Ss' answer.

Remember that this is a fluency stage o f the unit with a primary goat o f communication.

Do not focus on accuracy at this time. Reward successful attempts at communication 1. Give Ss about 10 minutes to work independently, making notes about themsevels by answering the questions in the table in 1 ^ C o m m u n ic a tio n 3: 'ork individually 2. Nowr ask Ss to wrork in pairs, turns to ask and answer the questions Remind them to make notes on what their - Work in pairs partners say in the table ini Then ask each o f them to identify how many things they have in common writh their partners.

For a ch an g /" role-play. One student is a reporter, and the other is a student.

The reporter is gathering information about learners o f English. Ask for volunteer pairs to - Work in groups. role-play in front o f the calss. In this cave, Ssshould focus on only three o f the questions from the survey. Make sure Ss don't simly read from their books - they should be in ’ racter. Give them lots o f encouragement an pairse for their communcative efforts. and 4 .F u rth e r practice:

2

3* Now put two pairs together to work in groups o f four, reporting on the things that they and their partners have in common. T - Work in pairs. moves around the class to the discussions and provide help only if necessary. If time allows,

ask some groups to present their findingsin front o f the class. This may lead to a natural, whole - class discussion. If this happens, encourage it ^.Production: 1. Review this lesson 2. Do exercises.........(Workbook).

3. Prepare lesson Skills I

Do at home

-Ü@Ü........ , \ O

Kiêm ira ngày

W E E K :26 Period: 73

n

thâng

nam

Preparing date: Teaching date: UNIT 9. ENGLISH IN THE WORLD Lesson 5: Skills 1

LA O B JE C T IV E : By the end o f the les^bn, ss will be able to: - Read for geneal and specific information about English as a global language.

- Talk about learning English.

1.Knowledge: - Vocabulary; words related to languages and language use and learning.

- Grammar: Conditional sentence type 2: Review; Relative pronouns.

2.

Skills: Practicing skills 3. Attitude: - Positive about a global language.

- Students know how to learn English in right way.

Ss are interested in doing exercises.

- Ss are interested in English as a global language and experiences in learning and using English - Ss ara^interested in usingConditionals type 2 and Relative clauses correctly and appropriately 4. Competences: - Co-operation ^ A V ^ e l f - study - Using language to do exercises - Creativeness: talk about learning English - Using language to talk about how to learn English well »■/.PR EPA R A TIO N : L T eacher: book, planning, picture, laptop, projector ¿.Students: books, notebooks

111... T E A C H IN G M E T H O D S ; Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. ___________ IW .P R O C E D U R E

O'

Ss and teacher's activities 1. W arm -u n Before Ss open their books, ask them to work in groups to disscusseitheir of these questions: 1. Who owns English?

Ss may look somewhat confused by this question. If so, give them more guidance: 'Which countries Speark English around the world?1. "Does the English language belong to England? If not, wrhynot?'."ls the English language chaning? If so how?1 The aim is to get Ss to realize that english is global now and that there isn't one "correct" from o f English anymore but many varieties o f English 2. Does "Vietlish" exist?

If necessary, explain that this is a blei o f Vietnamese ans English. Giv^ le guidance:1Can you think o f anv Is or phrases which blem languagea?'.rls this increa^pg in Viet Nam? If so, w hyX ' Cahjfou invent some new "Vietlish" words or expressions?'

2. Pre-reading I . Now open the books and ask Ss to scan the text to find the words: settlenment, immersion, derivatives, establishment and dominant. T may help Ss work out the meanings o f these words out o f the context.

- ^ettlement(n) = the process o f people making their homes in a place - immersion (n)=the language teaching methol in which people are put is situations where they have to use the new language for everything - derivatives(n) = words that have been developed from other words___________

Content - Work in groups

- Find out the extra words and underline them.

- Guess the meaning from the context.

- Listen to the teacher’s explanation.

- Repeat - Stress - Copy

- establishm ent n) = the act o f starting or creating something that is meant to last for a long time - dominant (adj)= more important, powerful or noticeable than other things 3. Whiitvreading 2a. First, have Ss work independently, reading through the article and choosing a suitable heading fopr each paragraph.

Then allow' them to share their answers before checking with the whole class b. T may set a longer time limit for Ss to read the text again and answer the questions. Ask Ss to note wrhere they found the information that helped them to answer the questions. Ss can compare their answers in pairs before discussing them as a class

- Work individually.

- Answer: Key: 1.b 2. c

3. a

- Work in pairs.

Key: inelish 1ane.ua i an< l it is the export o f the Englishllanguage the great growrth o f populatio population in the United |States that ’ ’has 'led d to its domi ’ inance in ■ the word today 2. Mass immigration 3. They do all their school sujects and everyday activities in English 4. It is a blend o f English and Hindi words and phi aes 5. They are being invented ecery day all over the w orld due to the free admissions o f w ords ^ ro m other languages and the easy creation of compounds and derivatives.

4 .While-reading; Speaking 3.Firts, give Ss 5 minutes to put their own list in order o f impotence Encourage Ss to think o f the reson for their order. They may add other method they use that aren't on the list 4.

Now is small groups, Ss compare their lists and explain their order to group -Work individually. members. Go around to provide help.

Call on some Ss to present their top three methods and the reasons for it.

- Work in group.

Other groups listen and give comments.

Ss to work in pairs, talking one o f the ideas in 3 and discussing the way to achieve it. Move around to provide help.

Call on some Ss to present their ideas.

Ask other pairs to add to the list.

-Work in pairs.

Alternatively, T may organise a quick game. In 5 minutes, pairs write down as - Share with the partner. many was to achieve the goal as possible. When the time is up, call on the most ideas to present their answers.

Other pairs add to the list. ^.Production: 1. Review this lesson 2. Do ex ercises.........(Workbook) 3. Prepare lesson Skills 2

- Present before class.

- Copy and do at home!

-0@0WEEK; 26 Period: 74

Preparing date: Teaching date: UNIT 9, ENGLISH IN THE WORLD v Lesson 6: Skills 2

1.L O B JE C T IV E ; By the end o f the lesson, students can: - Listening for general and specific information about students' experiences in learning and using languages - Writing a paragraph about the uses o f English in eveiydayTife 1.Knowledge: - Vocabulary: lexical items related to experiences in learning and using languages - Grammar: present simple 2.

Skills: Practicing skills 3 . Attitude: Ss are interested in the uses of] jiglish in everyday life - Positive about a global 1< - Students know how to team ;lish in right way.

- Ss are interested in doing exercises.

4. Competences: - Co-operation - Self- study - Using language to dc - Creativeness: write aboi e uses o f English in everyday life - Using language to wri ra bout the uses o f English in everyday life »¿P R E P A R A T IO N : L T eaeher: book, planning, picture, laptop, projector 2.Students:i>boks, notebooks IIL/.VTEACHING M E T H O D S: Communicative approach, group Ss and T’s ities, play as a character, teaching methods w ith game, teaching methods by ', teaching methods by practising, discussion group, technical present. ..

ROCEDURE Teacher and activities

Students’

M; armer: Discussion (3 P39) ? Work in groups, making notes o f u f four uses o f English in your daily _ life _a_nd_ Jiive_ _an

Content

What 1 use English for?

1

Explanation

Teacher and activities

Students’

C o n ten t

explanation/ example for each o f them in the given table.

- Remind them that they do not have to write full sentences and they can use abbreviations and note-from.

- T may ask some able Ss to read out their notes to the whole class.

G

2. Listening

I. Listening

1. Matching (1 P39)

1. Matching (1 P3 9)

? Read the instruction carefully. ? Read the summaries and underline the key words in each.

- Play the recording and ask Ss to match the summaries to the speakers. ? Write the answers on the board. - Play the recordin again for Ss to check _a_n_swers.

2„ Answer

Speaker Speaker Speaker Speaker

P39) ? Run through a1 the sentences in 2 P23 - Play the recon jng one or two times. ? Listen carefully and answer

1 :E 2: A 3: E U ^ 4j

—

1

S

2. Answer the questions (2 P39) 1. He went to Rome.

2. She can have a conversation in Italian.

3. He used to be quite bad at English.

4. He picked up enough words and phrases to get by.

5. It’s not all full.

the questions

3- Writing Write about what you use English fo r in your daily life (4 P39) - Elicit the language necessary for their writing with Ss: an introduction paragraph, organising ideas using connectors - Firstly, Secondly, Finally,_ prqvidi ng examples to

II. Writing

Write about what you use English for in your daily life (4 P39) Example: 1 use English for different purposes in m y everyday life. Firstly, English helps me communicate with people all over the word. 1 have made friends with some students from the UK and Australia. 1 use English to chat with them about many things.

Teacfcer

and

Students’

C o n ten t

activities illustrate the points ? Write the draft first and then swap their writing with a partner. ? Based on the comments, write the final version in class or some at home.

- T may display all or some of the leaflets on the wall notice board. Other Ss and T give comments. Ss edit and revise their w riting as homework.

Secondly, English helps me get information and improve m y knowledge. Because almost any information is available in English, it is easy for me to get access to all sources o f information with my English. Finally, English is useful w'hen I w a r a p g o abroad to study. A lot o f schools and universities in different countries which provide scholarships and courses in English. 1 am learning English hard to get an IELTS score o f 6.5 so that next year I can go to Australia to study. In conclusion, English is useful for me in various wa>

* Projcct preparation: Fill in Fill in the blanks ( 1 P41) the blanks (1 P41) sweets W ccct 3.nappy 4.

First, ask Ss to read the chart pavement showing the differences in 6.

7.

8.flashlight vocabulary between British English and American English underground rubbish and fill the banks the words from the box. Then allow them to share their answers b e tf o r e \ checking with the whole class.

17 II IU c aM 4.1.F u hrth r practice: ? Sum up the main contennt of the lesson 5.Production: ? Learn by heart new words - Learn by heart new words ? Do exercises D3, E l ,2 P27 - Do exercises D3, E l , 2 P27 (workbook) (workbook) - Prepare: Unit 9: Looking back ? Prepare: Unit 9: Looking - Prepare for the project back repare for the project

o

-0@0-

Kiểm tra ngày

thảng

năm

W EEK:26 Period: 75

Preparing date: Teaching date: UNIT 9. ENGLISH IN THE WORLD Lesson 7: Looking back and project

\.L OBJECTIVE: By the end o f the lesson, students can; - revise the vocabulary, grammar they’ve learnt in Unit 9 - present a chart o f varieties o f English 1.Knowledge: - Vocabulary: words related to learning and using Englis

C>x

- Grammar: relative clauses 2.

Skills: [icing skills Practicing skills 3. Attitude: Positive about a global language.

Students knowr how to learn English in right way.

- Ss is are are interested interested in in doing doing exercises. exercises 4. Competences: - Co-operation - Self- study - Using language to do exercises »^.PREPARATION: 1.Teacher: book, planning, picture, laptop, ap, projector pro 2.Students: books, notebooks IN./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

IV./.PROCEDURE Teacher and Students^ activities Content 1. Warm up: Free talk Teacher - whole class 2. Looking hack I. Looking back Vocabulary: 1. Vocabulary:

Q

1.1. Underline the correct words 1.1. Underline the correct words (1 P40) (1 P40) I. first2. accent^. dialect 4. second ? Work individually, underline 5. official the correct words in each sentences.

- Check and confirm the correct ranswers.

blank (2 1.2. Read and fill in blank (2 P40) P40) ? Read what three people say about speaking languages. ? Fill each blank with a phrase in the box.

- Teacher checks as a class

1. am reasonably good 2.can also get by 3.picked up 4. am bilingual 5. also fluent in

6. can have a conversation 7.it’s a bit rusty 8. am quite bad at 9. know a few words 10. can't speak a word

C o n ten t

Teacher and Students' activities

1.3. Rewrite these sentences (3 1.3. Rewrite these sentences (3 P40) P40) 1. I can't speak a word o f French.

0 Rewrite these sentences using 2. I picked up a few words o f English on holiday. the words/ phrases in the box.

3.

4.

5.

6.

My brother is fluent in English.

Iam bilingual in English and French.

I can get by in German on holiday.

My Russian is a bit rusty.

1.4. Complete the sentences (4 1.4. Complete the sentences (4 P40) P40) I. accent 2. imitate 3. g u e s ^ * 4 \ o o k up ? Complete the sentences with the words given. ? Write the answers on the board - Other Ssgive feedback.

Grammar

2.1. Put the correct relative pronounce in each sentence (5 P40)

5. translate

6.mistake s

7. corrects <

8, communicate

x

2. Grammar 2.1. Put the correct relative pronounce in each sentence (5 P40)

1. Those are the stairswhere i boke my arm ? Put the correct relative 2. There’s a shop where you can buy English pronounce in each sentence. books and CDs. ? Write the answers on the board 3. The English coupe w ho/that live next to us - Other Ss give feedback. can get by Vietnamese 4. There's a shop near my hose which/that sells enfeap DVDs 5.

Look up the new words in the dictionarywhich/that has just been published by Oxford University Press.

Com m itn tea tion: First, ask Ss to do the task individually to choose sentences (A-E) to complete the conversation. Then check their answers as a class. Finally, ask Ss to practise the conversation with their partners and call on some 1pairs to act out the conversation in front o f the class.

3. Project ? Design a chart showing the differences in vocabulary between them.

- When Ss have finished their chart, ask them to display them on the walls o f the classroom.

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

III. Project Differences between varieties of English.

Content Teacher and Students1 activities ? Move around to look at all the charts and discuss them. Finally, ask the whole class to vote for the best one. comment.

4 .Further practice: ? Guide students to do Finished 5.

Production: ?

Review vocabulary and - Review vocabulary and structures in Unit 9 structures in Unit 9.

- Prepare: Unit 10 : Getting started f ? Prepare: Unit 10: Getting started -Ü@Ü-

nS

w

Preparing date: Teaching date:

W E E K :2 7 Period : 76

REVIEW 3 L e s s o n 1: LANGUAGE I./. O B JE C T IV E ; By the end o f the tesson, students can: -i- Revise the language students they have practiced in Units 7-9 + Practice doing some exercised in Pronunciation and Grammar 1. Knowledge: -I- Revise the language Ss they have practised in Units 7 - 8 - 9 -I- Practice doing some exercises in Pronunciation and Grammar.

2. Skills: - Develop s s 'skills o f doing some exercises to consolidate and apply what they have learnt in Unit7-8- 9.

3. A u ittile: Ss work hard 4. Competence: - Expressing opinions -self-studying , cooperating , working hard and creatively [[./»PREPARATION: 1.T eacher: book, planning, picture, laptop, projector 2.Students: books, notebooks /. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

IV ./.PR O C E D U R E Teacher and Students’ activities 1. Warmer: Ask and answer ? What have you learnt so far in terms

Content

Content Teacher and Students1 activities o f language and skills.

- Summarise their answers and add some more information if necessary.

Encourage Ss to recall and speak out as much as_ possible._ 2.Pronunciation and vocabulary I Pronunciation and vocabulary

1. Mark the questions with falling, 1.

Mark the questions with falling, rising arrows, rising arrows, l.a ? Read and mark the questions with falling or rising arrows.

- T plays the recording and students listen, check and repeat. Play the recording as many times as necessary.

Pause and correct S s’ pronunciation.

A: What are you doing ^ v e y ^ u baking 9 B: Yes. I'm trying a recipe for Japanese cotton cheesecake. > A: Japanese cotton cheesecake ? Sounds strange.

B: Right, butgny friends say it's really delicious :ll that kind o f cake in But I want to make it myself. j B: A: B: A

This tour is c h e ^ .

That tour is cheaper. - % Let’s book that tour toiday. ^ But the travel agent is closed today.

Tomorrow^ is

2. Fill in the blanks to complete the 2. Fill in the blanks to complete the sentences (2 P42) sentences (2 P42) ? Work individually to 11II each blank with a word/ phteSe from the box to complete these sentences. ? Compare with your partner.

- Teacher checks as a class.

J. Word form (5 P43) ? Run through all the words in capital. ^ S ^ F i l l in each blank with the correct form o f the word given to complete these sentences.

- teacher has some students the words on the board.

3 .G ra m m a r

1. marinate; tender 3.stewr 5. excursion 7. bilingual

2. garnish 4. jetlag 6. full boar 8.official language

3. Word form (3 P43) 1. guide 4. fluent

2. reasonable 5. season

3. rusty 6. grated

H. Grammar 1. Find and correct a mistake (4 P43) /. Find and correct a mistake (4 P43) ? Find and correct a mistake in each I . B. the Lake Hudson Lake Hudson sentence.

2. C. bunches cloves

Teacher and Students* activities ? Work individually and compare your answers with a partner.

- Call some Ss to go to write their answers. Other Ss comment.

- T corrects as a class.

C o n ten t 3. D. will be -> would be 4. B. the breakfast —> breakfast 5. C. have -» has 6.. D. the Vietnamese American —» a Vietnamese American/Vietnamese American.

2. Write conditional sentences (5 P43)

2. Write conditional sentences (5 P43) Suggested answers

? Study the given situations. ? Work in pairs to write conditional sentences.

suitable

1. If you want to widen your English vocabulary, you should read short stories in English.

2. You can become a tour guide if you learn more about history and culture.

3. If you want to improve your English, you m ay go to eithe¥ The Sun or The Shine language centres.

4 If I saw a fly in my soup, 1 would tell the manager.

5. If I w ere you, I would go to Song Nhi Resort.

3. Combine sentences using relative pronounce (6 P43)

3. Combine sentences using relative pronounce (6 P43)

- Elicit from the Ss the relative pronouns and their uses (e.g. who, whom, which, that, where). ? Combine each pair sentences to make a complete sentence, using suitable relative pronoun.

- Ss do the task individually. ? Then practice in pairs.

- After d e c k in g their answers, ask one or two p a i i ^ ^ ^ c t out the dialogues.

1. Last holiday we stayed in a resort which/that Mi recommended.

2.1 don't like people who talk loudly in public places.

3. The dishes which/that my mother has cooked are so hot.

4. Last year 1 visited a sm all tow n W here/in w hich they film ed The Little Girl.

5. Ms Mai was a teacher whom/who 1 will never forget.

III. Everyday English (7 P43) 1C 2. A 3. E 4. B 5. D

Everyday English (7 P43) ? Run through all the sentences in the box in 7 P43. ?<Work in pairs, complete each short dialogue with a sentence in the box.

4 .F u rth e r practice; ? Recall how to use article a3 an. the ^.Production: ? Do all the exercises in Review 3: language ? Prepare: Review 3: Skills

- Do all the exercises in Review 3: language - Prepare: Review 3: Skills______________

----------------------------- o @ o ----------------------------

Preparing date: Teaching date:

W E E K : 27 Period: 77

REVIEW 3 Lesson 2:Skills 1./. O B JE C T IV E : By the end o f the lesson, ss can: + Revise the language Ss they have practised in Units 7-9 -i- Practice doing some exercises in Skills L Knowledge: 4- Revise the language Ss they have practised in Units 7 - 8 - 9 -i- Practice doing some exercises in Pronunciation and Gramme 2. Skills: - Develop ss' skills o f doing some exercises to consolidate,; apply what they have learnt in Unit7-8- 9.

3. Attitutc: Ss work hard 4. Competence: - Expressing opinions -self-studying , cooperatrn working hard and creatively » ./.P R E P A R A T IO N : 1.T eacher: book, planning, picture, laptop, projector 2.S tudents: books, notebooks III./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.

IV ./.PR O C E D U R E Teacher and Students1 activities Content 1.Warmer: Speaking (2 P44) Discussion ? Work in groupsXuJfl discuss the questions 2. Reading L Reading 1. a. True or false (la P44) /. n. True or false (la P44) ? Run through the statements. .l.T ? Read Mi's email once or twice.

2. F (Nam, their classmate, also joined the - T clarifies anything they do not camp) understand fully.

3. T ? Do the task individually, then check 4.T with a partner.

5. F (they let all the fish go) - T corrects.

Lb. Answer the question

I.b. Answer the question

0 Run through all the questions. ? Read the email again the n answer the questions.

- Ss do the exercises in pairs. T corrects as a class.

1. They drew lots 2. She comes from a school in Tokyo / from Tokyo 3. They won the first prize.

4. It's for non - native English speaking

Teacher and Students1 activities

Content students.

5. It's about his tips on how to learn English.

II. Listening (3 P45) 1. Storied and books 2. vocabulary 3 . correctly 4. g rammar books 5. international project 6. different cultures 7. self - confident 8. activities

3. Listening (3 P45) - Have students some minute to read the tips.

- Play the recording once or twice. ? Listen and complete the listener’s notes. Use no more than three words - Play the recording again for Ss to check their answers. Explain the new words or anything difficult if necessary. ¿ ¿ W r it in g 4. Writing i 4P45) ? Choose one o f the topics in 4 P45 and write a paragraph about it. ? Write individually - Then collect their papers to check out o f class. ___________________________ 5.Production: s x y ? Learn by heart new words Learn by heart new words ? Review Units 1-3 for the coming test - Review Units 1-3 for the coming test

cV ------------------------ o@0Preparing date: Teaching date:

W E E K : 27 Period: 78

" î#

TEST 45’

IVE: - To check sts' knowledge o f grammar and vocabulary from unit 7 to unit 9 sts improve their English owledge; - Grammar: from unit 7-9 - Vocabulary: Voc: related to unit 7-9 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Competences - Self- study: work individually.

IL /.P R E P A R A T IO N : I .Teacher: Test 4 5 ’, laptop

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Subjective

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Rewrite each o f the sentences so that it means the same the one before it 4 items

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3 item: 2 point 20%

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14 items

5 items

4 items

23 item

5.0 poinLs

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2.0 points

10 pom

50%

30%

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100%

Bao Khe Secondary School Class: 9.........

Student's name : ...............

K 3ÉM TRA 45 PH IIT SÓ 3 - NAM H OC Mon: T IÉ N G ANH - L Ó P 9 T hoi gian lam bai: 45 phitt Teacher^ Opinion

P A R T I : L IS T E N Listen to the lecture, then write T/F for each sentence. (2 points)

[Tourism plays an important pari in lhe development of many nations.

2.Modem transport promotes tourism.

3 Tourism dependí on the income oí a counti ith liw deve PART II: GRAMMAR AND VOCAB

T0HA S inresponses th /. Draw rising or fa!linn in the (Ipt) I. At This car is slow.

B: I know it’s si ow, h u ljf 's reliable. □

S>

____ Ax This CDflteood. if: IJuw S ^ Jo d , hut that one is better. I I chair is ugly! ____ ow it’s ugly, but it’s comfortable □

Ax This motorbike is last. ____ if: I know it’s fast, but it's dangerous I I Ax This TV is big. if: I know it’s big, but the one in the comer is bigger □ 2.Circle the correct option A, B, C .D in each o f the fallowing sentences(lpt;.

I The paintings Mr. Brown has in his house are worth around £ 100,000.

A. whose B.which C.whatD.whom 2. is visiting important and historic places in a city or an area as a tourist.

A.Travelling B.Sightseeing C . Wandering D.Sunbathing 3.Al l __________ must complete a visa form upon arrival at Singapore airport.

A. lo uris is B. departures C.customers D.passengers 4 The garlic sausage is also sold pre-packed in .

A. si ices B. ¡stalks C.sticks D.packets 5. people never seem lo put on weight, while others are always on a diei.

A.AI1 B.One C.Few D.Some P A R T IV : REA D Read the passage, then choose the correct answer (3 pts)

The price of holidays can fluctuate a great deal throughout ihe year, so you can save a lot if you are flexible with your travel dates and avoid peak holiday times. It can be also cheaper if you book well in advance Before your departure, make sure you get as much information about your destination as you can Find out if you require any special visas or permits to travel there. Think about spending money as well. Will you be able to access your own money easily enough ot will yoa need to lake cash with you? Think about eating larger lunches and smaller evening meals to help your money go further, as lunch is generally cheaper. Make sure that you keep sufficient identification with you at all times. It may also help to email a copy of your passport details to yourself, in case it is lost or stolen. Label your suitcases clearly so that they can be easily identified as yours. It can be useful to store a copy of your itinerary in a prominent place in your sujfcase so that ihe airline will know where to find you if your luggage gets lost. Be sure lo pack any medication or other essential items in your hand luggage. If your llight is delayed, or your luggage is lost, these can be difficult to obtain in an airport or foreign country.

I Which can be the best title for the passage?

A.Travel procedures B.Travel advice C.How to adjust travel dates D.Protect your luggage 2 Which one of these is NOT advisable accordgigkto the passage?

A.Research your destination B.Always bring identification C. Apply for visas if necessary D.Save money by cutting out dinner 3 According lo ihe passage, your luggage should be A.stored in a safe place B. lagged in case of being lost C. packed with your passport 1). pa inled a bright colour 4 The und^fimed word ‘it’ refers lo your identification B. luggage C. passport inferred from the passage that . lling may cost more in peak season u must always take cash with you C.larger lunches cost more than smaller ones D.you can’t get back your lost luggage overseas P A R T IV : W R IT E Rewrite each of the sentences so that it means the same as the one before it. (2pts) 1 You spent more money during the trip than I did I didn’t.....................................................................................................

2 Have you ever been to Kuala Lumpur before?

—v Is ihis your................................................................................................... ?

3.China is a huge tourist attraction: it has many old casiles and pagodas.

l>. llight

—VAs China..............................

4.1 round this place rattier boring.

—VI wasn’t ...............................

The etui

ĐÁP ẤN ■

P A R I' I: 0,5 p for each correct sentence.

I

T

2. T

3.F

4 .T

(SKILLS 2 - UNIT a>

<x

PA R T II:

O'

1.0,2 p for each correct word L FaiiingfP^

2. Rtsmifsjs

4. FaiUngff^

5. Rising

2. 0,4 p far each correct sentence.

LB 2 .B

3. D

3. FitHiitg rryy

4. A

■ P A R I 111: 0,6 p for each correct senti>ttce\ I B 2. D 3.B 4.C

5. D

5.A

P A R T IV : 0,5 p for each correct sentence.

I > I didn't spend as much money during the irip as you did 2.—* Is this youf first lime in Kuala Lumpur / first time visit to Kuala Lumpur?

3.—> As China has many old castles and pagodas, it is a huge tourist attraction.

4.—> I wasn’t v^ịv inặeresied in this place.

y

V

A

W E E K :28 Period: 79

\

----------------------- 0@ 0----------- . . . . .

Kiêm tra ngày tháng

ttùm

.....-..-.......... 1 Preparing date: Teaching date:

UNIT 10. SPACE T R A V EL Lesson I. G etting started I.A O B JE C T IV E : By the end o f the lesson, students can: - talk about space travel - read for general and specific information about space travel

1.Knowledge: - Vocabulary: Use the lexical items related to astronomy and space travel.

- Grammar: Relative clause, past perfect.

2.

Skills: - Practicing skills.

3. A ttitudes: - SS are encouraged to love exploring the space and universe.

4.Competences: - Co-operation - Self- study - know some lexical items related to astronomy and space travel 1LA P R E P A R A T IO N : 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks I J X T C A C H I N G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.

1V./.PROCED1 RE I. W a rm up Before starting this lesson, do a« quick to revise the main grammar point u i c k game t in Unit 9: relative pronouns. irases that th;----Write on the board some phrases will need relative clauses to be complete, for example.

The language.

This is the place...

1 met the girl...

In groups o f three, Ss take turns to complete these sentences : the first student one o f these phrases, then the second student adds a relative pronoun. The last student will add a clause to finish the sentence.

F o r example: Student 1: The language...

r

.... which...

Student 3 :.... I would like to learn the most is Spanish._______________________ Teacher & Contents Content G etting started : 1.

Before Ss start reading the G E T T IN G ST A R T E D conversation, introduce the chractes Phuc and Nick and provide context: Nick ia visiting Phuc, and they are nowr talking in Phuc's room. Ask Ssto forcus on the heading "A mission to Mar". Ask questions: What do you think Phuc and Nick are talking about ?_____________________________

What else can you see in the room?

What do you think Phtic is interested in ? Why do you think so? * Vocabulary.

Do not provide corrective feedback at - spacewalk (n) this stage.

- rocket(n) -satelite (n) - meteorite (n) - habitable (a) - mission (n) Now play the recording. Ask the class to Parabolic flight (n) revise their answers if necessary.

1. Listen and read, a.

Now tell Ss to look at the text o fa.the Draw lines to match the words conversation. Play the recording and have Ss with the definitions. follow along.

- ss work in pairs to complete the match i 3.f 4.c 5b b.

Have Ss then worlk in pairs to dob.the* Answer the questions. matching exercise. t^ s work in pairs to answer the r Have Ss continue to -^ o rk questions.

Key: in pairs and answers the questions. Give feedback as a class. Ask Ss to say where in the 1. .Phuc was crazy about space. conversation they found the answers to the 2. He had learnt about the universe and questions. had collected books about space.

3. To show that there are more things in the list but that it’s not necessary to list everything.

4. He wasn’t very impressed because he thought the mateoritte was like an ordinary piece o f rock.

5. By scuba diving in a flight suit and taking a parabolic flight to experience microgravity.

6. He compares it to a ride on a rollercoaster. c.

Have Ss discuss the question: ’ Who c. is Who is keener on space traveleener on space travel - Phuc or Nick? Why Plmc or Nick?Why do you think so? do you think so0 Key: Ask Ss to give as much inforrmation in Phuc seems keener on space travel than the text to support their answers as possible.

Nick. He was crazy about space when he was young. Phuc knows more about space and astronauts. He says he'd astronauts.

He says he’d love experience micro gravity, whese as Nick thinks microgravity sonuds scary

A o

t o

3.Doing: Find a w ord in the hox to match 2.

Have Ss worlk individually for 2.this exercise. Ask them to pay attention to the the picture in each description. photos and the key worlds, content worlds in Key: I. satellite 2. telescope 3. universe 4. meteorite the sentences. Have Ss then compare their 5. rocket 6. spacecraft. answers with a partner.

4.Further practice: Came: Space hingo Ask Ss to work in small groups for this game. Give Ss the following instructions. T may draw a hingo card on the board and fill in the first word as a demonstration.

c>x

•

First, create a Bingo card o f nine

squares by drawing two horizontal I lines and two vertical lines. Write ’’Bingo" in the middle square to from a "free space".

•

Second, create a vocabulary list

that contains eingt newr words that Ss learnt in this lesson.

•

Third, each player;r tins fills inin ms his or or

her Bingo card with the worlds from the list.

Each player should have his or her world in different squares for the game to work.

•

Write the eingt vocabulary words

on small pieces o f paper, shuffle the paper, and keep them face down. Then, one paper one by one, and calls^but either the actual worlds or the definitions. (See the illustratinon beside).

•

Players find the worlds in their

id as they are called, and mark them off.

When a player has marked three boxex down, acrooss, or diagonally (counting the 'free space'), he or she calls out 'Bingo' and wins the round.

Ss can play several rounds with the same card.

Use a different symbol to mark the card for each round.

&

5. Production.

- Learn by heart all the new words - Find information about the solar system..

----------------------------- o @ o -

Preparing date: Teaching date:

W E E K :28 Period: 80

UNIT 10. SPACE T R A V E L Lesson 2: A closer look 1 I.A O B JE C T IV E : By the end o f the lesson, students can know some lexical items related to astronomy and space travel.

1.Knowledge: - Vocabulary: Use the lexical items r e l j j a s t r o n o m y and space travel.

- Pronunciation: Continuing and finishing tones..

2.

Skills: - Practicing skills.

3 .Attitudes: - SS are encouraged to love exploring the sp&cT^ind universe.

4 .Competences: - Co-operation: work in pairs, grot - Self- study: work individually!

- improve their pronunciation..

II. PKLPAKA I I Q V L T eachcr: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present....

IV ./.PR O C E D D R E 1.

W a rm up - Check the new words: One ss comes to the board and read the definition, the whole class say the correct word.

S: A person who has been trained to work in space Class: astronaut

Ss and teacher’s activities

Content

VOCABULARY 1* Fill In the gaps with the verbs 1. Have Ss work individually to provided. Modify the verb if complete the exercise. Remind them to necessary.

- work individually to do the exercise. modify the verbs where necessary.

Key: They then compare their answers in pairs.

1. orbit 2. experienced 3.

For a more able class, apter Ss launched 4. landed 5. have finished, ask them which world(s) can be used as a nound as well. Give feedback: orbit, experience launch. Ask 2. Choose a word/phrase in the box to Ss to make sentences w ith these nouns.

2. For this exercise, remind Ss o f fill in each blank. some worlds about space they have learnt How astronauts are trained. earlier, for example: astronaut, jet pilot, - ss work individually to do the exercise. weightlessness, water tank laboratory, Key: microgravity. l.good health 2. a flight suit Then have Ss word individually to 3.parabolic flights complete the gaps. Ask Ss to play 4. operate 5. space attention to the key worlds to understand walks the text, as well as to the part o f speed* oft 3a. Match these space-related idoms the missing w'orlds. to their meanings.

3.a. As a class, ask Ss to o column on the right so that they^can - the whole class attempt to guess the meaning o f the Key: l.c 2.a 3.d 4 b idioms first. Then they uncover the column and do the matching exercise.

Check the answers as a class, and make 3b. Now practice saying them with a sure the idiomAkare Understood before partner.

- work in pairs to make their own movingg on to b. situations b.

Have Ss then work in pairs 4. G am e. to make short dialogues using the idioms Which pi anet in our solar system is being described in each sentences? they have learnt. ' Key: 4.This game can be played in small __oups in two rounds.

1. Venus 2. Mercury In the first rounds, all groups will 3. Jupiter 4. Mars read the difinition to guess the planets.

5. Neptune 6. Earth 7. Saturn 7. Uranus The game will be timed.

The group who is quickest to have all coreect answers is the winner.

If time allows, have Ss play the second round, T writes the names o f some o f the planets on the board (one by one}. In 30 seconds, each group has to 5. Practse saying the statements and 2.Vocabularv

o

n

write on a piece o f paper one fact they short dialogues, then listen to the know about these planets, without recording and check your looking at the textbook. The papers will pronunciation. then be cross checked by groups to and the group which has the most correct answers.

3.

Pronunciation

Continuing or finishing tones Play the recording from GETTING STARTED again, focussing on the part 6. W ork ilk pairs and where Phuc tells Nick about what he had - ss work in pairs to make their ^>wn learnt about space. dialogues.

Td leant about the planets, the stars, satellites, rockets, and stuff.

Draw Ss' attention to the REMEMBER! box.Give an example o f saying a list o f things, such as: items on the teacher's desk items in your wardrobe at home places you have visited 5* Ask Ss to work in pair practise the statements.

Pla recording and have Ss conui practise saying these lists.

4.Further practice: 6.Have Ss wrork in pairs to do the task. If time allows, ask them to think o f other situations when they tell other people lists o f things. Ask Ss to work in pairs to play out the situations.

Have Ss work in pairs to do the task. Ifltime allows, ask them to think o f other situations when they tell other people Irsts o f things. Ask Ss to work in pairs to play out the situations.

5,Production: - Learn by heart the vocab.

- Revise: Past simple and past perfect.

0 @ 0 ----------------------------

WEEK:28

Preparing date:

Teaching date:

Period: 81

UNIT 10. SPACE T R A V E L Lesson 3: A closer look 2 LA O B JE C T IV E : By the end o f the lesson, students will be able to use: *

Use the past perfect with confidence

* Use defining relative clauses correctly and appropriately. .

1.Knowledge: - Grammar: defining relative clauses, past perfect - Vocabulary: words related to space travel 2.

Skills: - Practising skills.

3.A ttitu d es: - Ss are interested in using defining relative clauses, past pe 4.

Com petences - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about space travel » ./.P R E P A R A T IO N : I.T eacher: book, planning, picture, laptop, projector 2.S tudents: books, notebooks III./. T E A C H IN G M E T H O D S: Communicative mnicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

IV ./.PR O C E D U R E T e a c h e r’s activities Students’ activiteis 1.W a rm un : - Check up old lesson - Ss - T

2. G r a m m a r I : Past s i m p \ N & past perfect: review Ss study the timeline to familiarise Ask Ss to study the timeline to themselves with the events and when they familiarise themselves with the events happened and when they happened. T can read o f the events on the ask Ss which event Ss then work individually to complete the exercise and pay attention to 1.

Remind Ss o f how to usethe theposition o f already in the sentences. past simple and pesfect.

Have Ss then work individually Key: 1. had been sent; made to complete the exercise. Tell Ss to 2. became; had (already) been play attention to the position o f al launched already in the sentences.

3. Had flown; flew; walked 4. put; had (already) sent

5. Was established; had (already) travel

2. Ask Ss to complete the box

Ss complete the box with Tfs yea or birth and their own year of birth. Then check where the dates fit the timeline. Ss can write out the dates and events from the timeline a long a line drawn on a piece o f paper. They cam then add in this task four additional dates.

Ss now work >airs ito tza Ik about these events

with T's year or birth and their own year o f birth. Then Ask Ss to check where the dates fit the timeline. Ss can write out the dates and events from the timeline a long a line drawn on a piece of paper. They cam then add in this task four additional dates.

Have Ss nowr work in pairs to talk about these events. Remind them to use the world already. Walk around the class and provide help if necessary.

Call on some pairs to give theie individually to complete the questions and answers in front o f the and then compare their answers class.

JTpartner 3 .C R A M M A R 2 Key: 3, Drawr Ss attention to I . w ho. that 2. where grammar box and look out! box 3. which/that/ more examples if necessary. Ensure 4. which/that 5. which/that/ have understood the rules before 6. w hen moving on.

Have Ss work m lally to and then complete the ers with a partner, Ss work individually to complete compare their ar Remind Ss tl itive pronoun may the exercise and then compare their to complete the sentences with a partner not be requn Key: sentences (indi [ted in the key w ith a cross).

1. The film which that/the class watched yesterday was about the Apollo 13 space mission.

2. We read about an astronaut who 4.

Have Ss work individually to led into space in 1961. travel 'complete the exercise and then 3. This is the man who works for compare their sentences with a partner Nasa remind Ss that a relative pronoun may 4. The team who/that plays on the not be required to complete the left has never won the championship. sentences - this in indicated in the key 5. The ground - breaking space with a cross. mission which that/this article describes is called Rosetta.

6. The task which that/the Rosetta

&

mission has is comparable to fly trying to land on a speeding bullet.

- Do as be told

c>x &

One student or group describes the object/personevent using defining clauses for the other student or group to guess.

4»Further nracticc: ? Retell past perfect and relative claause >-Prodiietion: Learn by heart all the structures ? Do exercises in Work book ? Prepare: I >nit 10: C om m unication

Ổ .- Answer teacher's questions.

- Take note

----------------------- 0@0-

Kiếm tra ngày

W E E K :29 Period: 82

thảng

năm

Preparing date: Teaching date:

UNIT 10. SP A C E T R A V EL Lesson 4: C om m unication LA O B JE C T IV E : By the end o f the lesson, Ss will be able to Talk about space travel history and life on a space station.

1 .Knowledge: - Vocabulary: words related to space travel.

- Grammar: Review Past simple and Past perfect; defining relative clauses.

2. Skills; - Practising skills.

3 .Attitudes: Ss are interested in space travel 4.

Competences: - Co-operation - Self- study - Using language to talk about space travel 1U. P R E P A R A T IO N : 1.'T eacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. T E A C H IN G M E T H O D S : Communicative approach, group Sss and T’s 1 activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

IV ./.PR O C E D U R E Ss and teacher's activities Cont

Cr

1. Warm up: Write 'International Space Station - ISS1 is ten and discuss. on the board and ask if Ss know anything about it. Then showr Ss the photo o f the ISS on the top ringt cornet o f page 53.

Explain that Ss are going to read about life aboard the ISS. As a class, create a list o f as many questions as possible Ss may have about howr they think astronauts live on the ISS. Write the list on the board.

2.Comm unication 1: 1. Ask Ss to worlc in pair to complete the exercise affter they have looked at the pictures^folcm g a shower, sleeping in a sleeping bag, listening to music, pouring salt) Accept all answers from Ss and - Work in pairs. remember to ask them to explani their decisions. Do not give corrective feedback at thi^point.

Now ask Ss to read the text. Tell them Key: 1.x 2. v i$> pay special attention to any inforrmation that helps them to check their earlier answers.

Tell them to notice any new worlds as well.

Get feedback.

2. Have Ss work individually and then in pairs for this task.

After Ss have finished, ask them to study the three photos o f the texbook and - Work individually.

::

3 .v

4.v

connect these photos with the inforrmation in the text.

If time allows, T may provide some o f the latest photos and blog posts produced by astronauts who are living aboard the IS S. They are available at w ww.blogs.nasa.gov Nowr ask Ss to come back to the questions list which has been created earlier on the board and try to answers them with the inforrmation from this lesson. If there are some questions that cannot be answers with the text, encourage Ss to find more about them by themselves (using the Internet, books, stc).

T may provide the NASA blog URL above as an additional resource. ^■CommiinieiUion 2: 3,This activity can be organised as a debate.

Have Ss work in small groups and aj on the three items they will bring to the ISS for each need in 2.

When all groups are ready with their list, the class gets together and decides on a new three - item list.

Each groups has to persuade the others that their items should be on this list, rather than those o f the other groups.

-^.Further practiec; ■M WV i m. T 4. Have Ss work individually and write down a personal thing they will take abourd the ISS because they cannot live without it. Then ask Ss to work in pairs to share what they have written. Ss need to explain to their partner why this item is so important to them 4 "^ P ro d u c tio n ; L Review this lesson 2. Do ex ercises____ (Workbook).

3. Prepare lesson Skills 1____________________ ------------

0

W E E K ;2 9 Period; 83

@

0

Key: 1. D 2. E

Sleeping in space Morning roitine

space 3. B Working in space 4. C Eating in space 5. A Time off in space

- WorJ

- Work in groups.

- Work individually.

Do at home

--------------------------------------------------------------------------

Preparing date: Teaching date: FEEDBACK ON TEST 45’

in

LA OBJECTIVE: - Help ss find out their mistakes and correct them . Students can improve their knowledge o f English L Knowledge; - Grammar : related to unit 7-9 - Vocabulary: related to unit 7-9 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing skills Ss are interested in doing exercises 4. Competences - Self- study: work individually.

II.A PRE PAR ATIO N : LTcacher: Test papers 2*Students: 111J. TEACHING METHODS: Technical present IV.APROCEDURE A, Remark on the tests: -The number o f the tests: +Exellent tests: +Good test +Average: +Under average: -The number o f the tests: +Exellent tests: +Good test + Average: +Under average: -In genera], all Ss have achieved the basic knowledge n d ogood ni -There are many exellent aand tests - Some Ss' skill o f doing general test is not good -The teacher shows some best and worst tests to correct before class B, Kev

&

d Ap a n

T 1: 0,5 p for each correct sentence.

L T

2. T

3. F

4. T

(SKILLS 2 - UNIT 8)

PART II:

1.0,2 p fo r each correct word 1. Fttifittg^Xy 4. FaUingff^

2.

3. Failing

2. 0,4 p for each correct sentence.

I B 2 B

3. D

4. A

P A R T 111: 0,6p for each correct sentence, I B 2. D 3.B 4.C

5. D

5.A

P A R I IV : 0,5 p for each correct sentence.

I ,—*■I didn't spend as much money during the irip as you did.

2,—> Is ihis your first lime in Kuala Lumpur / first lime visil to Kuala Lumpur?

3.—* As China has many old castles and pagodas, it is a huge tourisi attraction 4 —► I wasn't very interested in this place.

------------------------------------------------------------------- 0

@

O

-----------------------------------------------------------------

Preparing date: Teaching date:

WEEK; 29 Period: 84

UNIT 10. SPACE TRAVI Lesson 5: Skills 1 I./. OBJECTIVE: By the end o f the lesson, Ss will be able to how to: - Talk about space travel history and life on a space station.

- Read for specific inforrmation about two famous astronaut's space travel.

1,Knowledge: - Use the past perfect with confidence - Use defining relative clauses correctly and appropriately.

2.

Skills: - Reading and speaking skills

3 .Attitudes:

:

Ss are interested in space travel 4. Competences: - Co-operation - Self- study - Creativeness: talk ¿bout space travel - Using language to talk about space travel »¿P R E P A R A T IO N : l.T etcfler: book, planning, picture, laptop, projector 2,Students: books, notebooks ^IIL/. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by al, teaching methods by practising, discussion group, technical p resen t. TT PROCEDURE

[

Ss and teacher's activities

Content

1. W arm up:Chatting 2. Reading 1. Have Ss work in pairs. Ask Ss to focus on the photos and identifying the Vietnamese astronaut (Pham Tuan).

Ask if they know anything about Pham Tuan. Paris can share what they already knowr about Pham Tuan.

After that, have Ss turn the page upside down and read the Quick facts box, then they tell each other some more inforrmation about Pham Tuan in full sentences.

2.a. Explain to Ss they are going to read a text about two famous astronauts talking about their space travel experience.

Ask Ss to guess what they think the two astronauts will talk about.

T may refer back to the inforrmatioiy about the 1SS that Ss have learnt about in C O M M U N IC A T IO N .

Have Ss then read the text and do the exercise individually. Discuss the answers with the class but remember to ask Ss to explain their decisions.

Why do you think this quote should go in this paragrapnt h. Have Ss work in pairs to complete the exercise. When giving feedback, ask Ss to give further inforrmation in the text to back up their answers.

- Work in pairs.

- Answer: Pham T u an : - Born in 1947 in Thai Bir .Sian in - First Vietnamese and Asi! space.

- Mission on Soyuz37, Intercosmos Research Cosmonaut programme, 1980.

- Titles ^ l e r o o f Viet Nam Pople’s Armed Forces” and “Hero o f Soviet Unit

out pham Tuan and risterFuglesung.

- Work individually.

- Answer: Key: l.c 2.a

3.b

- Work in pairs.

Key: Pham Tuan is VietNam's first astronaut, and Christer Fuglesang is Sweden's first astronaut.

He found that the Earth didn't look as big he thought, and he thought we should cooperate to take care o f it.

It seemed he didn't enjoy it much since it wasn't fresh.

They talked to him when he was in space and that made him happy.

They think the chance to fly into space is equal for everyone.

He thinks teamwork, social skills, and language skikks are

important for an astronaut.

3. Sneaking 3, Have Ss work in pairs for this task - Work in pairs. to discuss the qualities and skills.

First, ask Ss to look at the reading text in 2 again and try extract the necessary For example ; a love for nature, can characteristics/ qualities/ kills for eat packaged food for a loni[g time, astronauts from the things Pham Tuan and etc.

Christer Fuglesang said.

Then tell Ss they can look at A CLOSER LOOK 1, Activity 2, as well as - Share the ideass COMMUNICATION, for more ideas.

Pairs get together to exchange their - Work in group. group­ é e sled) ideas. Then as a class, Ss build up a list of Key: (sugg d) member feels One crew qualities and skills needed to be an mesick: She/He can extreme astronaut. calls to family and make ph Earth. She/he can exercise, book, listen to music, or play e game. Other crew member can to her/him, or together they can do something fun in their time, for example having a ’space party'.

When looking at the monitoring system you discover a strange object approaching Earth: The crew can contact the Mission Control Centre for help. They can start watching theo object, reacord its movements a n f report back to Earth.

Once Ss have finished, each group may present their decisions and the class chooses the best solutions.

- Share with the partner.

4.Fuu r lh e r practice; - Present before class.

4* Have Ss work in groups for this çïle play and solve the problems. There are no wrong answers here. Encourage Ss to be creative with their ideas.

- Ask Ss to share with other groups.

- Then present before class.

>!r c>x

5.Production: 1. Review this lesson 2. Do ex ercises____ (Workbook)

- Copy and do at home!

3- Prepare lesson Skills 2

0 0-

- @

_

f

Kiêm tra ngày

WEEK; 30 Period; 85

thảng

nũm

Preparing da% Teaching da^

UNIT Ifl. SPACE T R A V EL Lesson 6: Skills 2 I.A O B JE C T IV E : By the end o f the lesson, ss can: - Listening for general and specific information about some space tourism services - Writing a short paragraph using advertising language 1. Knowledge: - Vocabulary: space travel vocabulary

&

- Grammar: present simple 2. Skills; - Listening and writing skills.

3.A ttitu d es: Ss are interested in space travel 4.

Competences: - Co-operation - Self- study isement - Creativeness: Write an - Using language to irtisements about things IIJ.P R E P A R A T IO LTeacher: , planning, picture, laptop, projector 2.Studen notebooks IIL/. T E Ỉ t H METHODS: Communicative approach, group Ss and T’s act ivi t i e s , a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present....

IV, /.PROCEDURE Content s' a e “ r 1. W armer: Free talk - Imagine you are having a holiday on Examples: space.

- If I were on space for holiday, I would ? Discuss what would you do on space. find a client and make friend with him her.

2. Listening

N. Listening

1. Discussion (Activity 1 P55)

1. Discussion (Activity 1 P55)

- Draw Ss’ attention to the pictures. ?

What can you find interesting about

Teacher and Students' activities them? (a person relaxing on a person relaxing on a planet in a spacesuit, people pulling suitcases for holidays in the universe, ect.) ? Can you guess what are we going tom listen today? ? Listen and check.

Content Suggested answer: - a person relaxing on a planet in a spacesuit - people pulling suitcases for holidays in the universe - peope taking photographs on space, - The recordin^ is about sjmce tourism.

2. Answer the questions (Activity 2 P55)

2. Answer the questions (Activity 2 PS5)

? Run through all the questions 1. recreational, leism - Play the recording one or two times.

2. Information Space ? Listen carefully and answer the 3. 'Spacewalk' questions.

4. 'manned spac ahtf - You can only write no more than three worlds to answers the questions.

3. Listen and match (Activity 3 P55)

n

and match (Activity 3 P55)

- Before playing the recording again challenge Ss to match the number to their references with what they remember fron{ the last listening. ? Then listen and check.

: Correct as a class.

3. W riting

1. Find the words (Activity 4 P55) ? How are advertisements written?

- in a special way to persuade customers to buy or use a product or service. ? A n a l y ^ / t h e first advertisement and underline the world or phrases that make it sound more persuasive. ? Then world in i pairs to analyse the last two advertisements. t

e

................................................................................

HI. W riting /. Find the words (Activity 4 P55)

’Become a lunar explorer. Join the greatest private expedition o f our time.1.

'An amazing, life - changing experience f.

'Ready To Become An Astronaut'?

2. Language skills

2. Language skills

? How is the language used in advertising.

To highlight the good qualities o f a product/service, persuade advertising language often uses: -short but powerful, easy-to-remember words or phrases -active fo rm s o f the verbs -strong emphasis on the reader by using

Teacher and Students' activities ? Make a list o f useful adjectives for advertisement.

Content

'you the imperative, or questions Some useful adjectIves fo r advertisements New good/better/best fre e

Fresh

great/greatest

safe D elicious

wonderful

special Unique

leading Lifetime am azing

high/higi

X &

'$ y o r ld ’s greatest

3. Find the answer (activity 5 P55)

3. Find the answer (activity 5 P5S)

? Look out for hints in the worlds used in the advertisements.

- For example, 'shine' may go with 'shampoo', 'bar1 with 'chocolate’ etc. ? Work individually.

- ask them to play attention to the way the advertisements are written. ? Do they use any o f the advertising techniques theyV have learnt so far? ? Which advertisement doI vou lllike the most, and why?

1. a bakery slogan 4. A fuel - efficient car 2. a shampoo product 5. a tourism slogan 3. axoffee product 6. a chocolate product

.........................................(

X

.............................

4„ Write a short ad (activity 6 P55)

4. Write a short ad (activity 6 P55) ? Work in small groups o f three or four to Suggested answer:

O

decide together what your advertisements will be like.

- Remind Ss to select advertising techniques they have learnt (strong adjective, active verbs, imperatives, comparatives, questions, etc.) for their feSt. - Then have Ss work individually to write their advertisements.

1. Watch miracles happen as our extra mild detergent removes all your stubborn stains! An excellent way to protect your clothes.

2. Have you tried our new delicious and healthy yoghurt11 Its tasty freshness will brighten your day!

3. The most stylish bicycle ever. Designed with you in mind.

5. Discussion

Discussion A holiday out o f this worldI

A holiday out o f this world7 - Devide the class into 6 groups. ? Each .group discuss and choose one of

Teacher and Students' activities

Content

the planet in our solar system. Then answer the questions in project P57. ? Désigné attractive posters by using graphics and impressive advertising language to advertise for your space tourism company.

- Alternatively, Ss can prepare a shot slide show presentation (3-4slides) to talk about their company's tour. Ss may include videos and sound fides in their presentation if they wish.

4.Further practice: ? How to write a short ad?

5.Production: Do exercises D3, El ,2 P38-39 (workbook) ? Prepare: Unit 10: Looking back

îs D3, E l,2 P38-39 (workbook) Unit 10: Looking back

V v ■0@ 0-

Preparing date: Teaching date: IT 10. SPACE TRAVEL on 7: Looking back and project LA OBJECTIVE: By By the end ei o f the lesson, ss can. v o c a b ., grammar they’ve leamt in Unit 10 - present the writing a notice about the seminar about features o f city life

WEEK: 30 Period: 86

1 .Knowledge: - Vocabulary: lexical items related to space travel - Grammar: phrasal verbs 2, Skills: - Practicing skills, ttitudcs: - Ss are interested in compete their ads.

4. Competences: - Co-operation - Self- study - Using language to do exercises II /.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks

111... I K A C IIlM i METHODS: Communicative approach, group Ss and V s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

IY-/-PROCED1 RE

Teacher and Students’ activities 1. Warm up: Came: The longest sentence * Activity 5 P57 - As a class, agree on a famous person/ thing that will be describe in group.

- In group pass a piece o f paper around among the group members. ? Each member adds a defining clause to describe the person.

- After 5r, the group has the longest

Content

:s

Came: The longest sentenc * Activity 5 P57 Example: (a footballer) This is a footballer who comes from f Britain... .....who used to plav for Manchester United w ho is m who married to a famous singer. .. who has four children. ..

answer is the winner. ............................................

2.

Looking back V ocabulary

II. Looking hack 1. Vocabulary

1.1. Complete the sentences (Activity 1 P56)

1.1. Complete the sentences (Activity 1 P56)

Have Ss work individually to fill the gaps and then compare their answers with a partner. Challenge them to complete the task without using the prompts.

1. satellite 2. parabolic flight 3. habitable 4. attach 5. spacecraft 6. meteorites

1.2. Match u verb with a correct phrase 1.2. Match a verb with a correct phrase (Activity 2 P56) (A dit Ask Ss to work individually to do the matching exercise. If time allows, ask ^ j j h e m to work in pairs to make sentences using the phrases.

1. f: to launch a spacecraft 2. d: to orbit Earth 3. e: to experience microgravity 4. a: to live aboard the 1SS 5. c: to train to become an astronaut 6 b: to do experiments

2. Grammar Grammar 2.1. Complete the task, using the past 2.1. Complete the tusk, using the past perfect (activity 3 P57) perfect (activity 3 P57) Have Ss first work individually and a. write down the actions in full sentences.

Then ask Ss to work in pairs and talk

He had cleaned the house He had made a cake

C o n ten t

Tcacher and Students’ activities about these actions.

He had made a cake He had made a cake He had chosen a funny movie b.

She had passed a swimming test She had learnt about the ISS She had taken parabolic flights She had studied spacecraft systems She had tried crew activities --------------

2.2. Circle the best answer (activity 4 P56))

Circle the

answt ver (activity 4

Have Ss work individually to complete the task and then compare their answers with a partner. A cross means no relative pronoun is required.

Have Ss work individually to complete the task and then compare their answers with a partner. A cross means relative pronoun is required

Communication: Role play

3. Communication: Role play

The role-play should be done in small groups first. While Sak rolerplay, go around and around provide help.

Later call on some volunteer groups to role play in frontvfcof the class . - ________ _______ _

O

3* Protect

It]. Project

A holiday out o f this world7

A holiday out o f this world!

- organise a competition.

- Each group shows their advertisement or slide showr, while the rest o f the class acts as 'customers'. During each group presentation, allow time for, and encourage, questions and answers between the 'company' and the 'customers' about the trip. Have the class vote for the presentation they find most appealing.

Content

Teacher and Students’ activities

4. Further practice: ? Guide students to do Finished 5 .Production: ? Review vocabulary and structures in - Review vocabulary and structures in Unit 10 Unit 10.

- Do Ex E3 P57 (workbook) ? Do Ex E3 P57 (workbook) - Prepare: Unit 11 : Getting s t a l ^ ^ ^ ^ ? Prepare: Unit 11 : Getting started -0@0 W EEK; 30 Period: 87

Prepari Teach UNI I 11 : CHANGING KOLES IN SOCTE Lesson 1: Getting started

I./. O B JE C T IV E : By the end o f the lesson, students can: - use the lexical items related to changing roles in in society. socie - listen and read the conversation a b o u l% e role o f teacher and father in the future for specific 1 .Knowledge: - Vocabulary: lexical items related to changing roles in society - Grammar: simple future 2. Skills: - Practicing skills 3.A ltitudes: - SS are encouraged to love exploring the changing roles in society.

4.Competences: - Co-operation - Self- study - know some lexical items related to changing roles in society.

I l./.PR E P A R A T IO N : book, planning, picture, laptop, projector rbooks, notebooks III./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities^ play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... ./.PR O C ED U R E : Teacher and Students' activities lAVarm u p : ('halting ? List some groups o f people and their roles in society. ? Do you think the roles o f these people they will change. ? Discuss in groups o f four and write down your opinions.

C ontent Changing the roles in society: * Suggested examples: Groups of Present roles people in society teacher information provider housewives do all the

Changes in the future facilitator control the

C ontent chore

Teacher and Students' activities - Ask Ss to give explanations for their opinions.

2 .Getting started: I. New w ords New words - drastically - Teacher use different techniques - externally to teach vocabulary (situation, - facilitate realia) - Follow the seven steps o f teaching vocabulary

(adv): (adv): (v):

domestic robots

manh mê, quyêt liêt oai bèn nậoài tạo điêu1 kiện ki dễ d à ^ , điều phối ■ V

- Repeat in chorus and individually - Copy al] the words .............................................................................

Listen and read „ u ™ ý ? Look at the title o f the conversation and the picture. ? What do you think the guests at the beyond 2030 forum are talking about. ? What does the title In to the future' mean to you?

Ổ

rid and form (activity la P60) l.a, Grid and form (activity h V Grid ■ " ị í ong P60) ? Look through the table.

- Play the recording and hav^S s follow along. ? Work independently. Endifurage them to do the exercise without looking back the conversation.

After that, allow Ss to share answers. Check their answers as a class.

2. Mai 3. Phong 4. Nguyen 5. Mai

1.h. Answer the questions (activity l.b. Answer the questions (activity lb P60) lb P60) 1. It's for people to share their vision o f the future.

r

o

1Run through the questions, V>Hhd erline the key worlds in each mift' questions (e.g. purpose in 1, who in 2). ? First, answer the questions without reading the dialogue again. ? Exchange your answer with your partner. ? Read the dialogue again and check.

2. Some students from Oak Tree School in Happy Valley.

3. He says that learning wlii also take place outside school.

4. It will give them a sensr o f participation and o f being part o f society.

5. No, he won't. He may still go to work.

6. No, he doesn't.

Teacher and Students' activities

Content

I.e. Find the meaning o f the I.e. Find the meaning o f the phrases and phrases and sentences (activity 1c sentences (activity 1c P60) P60) 1. after the year 2030 ? Work in groups o f four or five. ? Find the phrases/sentences in the conversation. ? Look at the context around where these phrase s/sentences appear and elicit their meanings.

- Correct the answers as a class.

2. ideas about what life will be like in the future.

3. Both housework and paid work are worth o f respect.

4. 1 love being with my father.

............................................................. ................................................

2. Tick the correct explanation fo r 2. Tick the correct explanation fo r each word (activity 2 P60) each word (activity 2 P60) ? Work independently to choose the correct option A or B for each questions. ? Share your answers in pairs.

- Check as a class.

3«Doiniz:

LB ?

C

r

..............................................................................................................

111. P r a c tic c N

I. Discussion (activity 3 P60)

3. Discussion (activity 3 P60)

? Work in groups o f four or five. ? Look at the pictures and guess what future visions the pictures represent.

- Encourage them to come up with as many predictions as possible. ? Present^our ideas to the class.

I <Cars powered by solar energy w ill be common.

2. People will live in houses in the sky.

3. People will be able to talk with their pets.

4. Robots will be doing the housework.

5. Trains will be running as fast as 300km h 6. Land will become barren.

2. Game (activity■4 P60)

2. Game (activity 4 P60)

- Divide the class into two teams.

Example: Group A: Hospitals!

One team names a service and the other team says wnat they think the Group B: Operations will be performed by robots! service will be like in the future.

Try to give every student a go, not just the most advanced ones in the class.

4.Furlher practice: ? Recall some visions o f the future 5.

Production: ? Learn by heart new words ?

Do exercises B l-2 P41 Learn by heart newr words (workbook) Do exercises B l-2 P41 (workbook) Prepare: U nit 11; A eloser look 1 Prepare: Unit 11: A closer look 1 o @ o -------------------------

Kiem tra ngay

titling

nam

\V E E K :31 Period: 88

Preparing date: Teaching date: UNIT 11 : CHANGING ROLLS IN SOCIETY Lesson 2: A closer look 1

1.1. OBJECTIVE: . j u t m a By * y lthe i i v VjMIU end o f uthe iu lesson, lstudents T L U U V I I U ] kcan u u h.4. use mthe v i le vm xical ki item* related to changing roles in society. l.K iiow lcdgc: - Vocabulary: use the lexical items related to changing roles in society societv.

- Pronunciation: identify the rising or falling tones in agreeme nt and dis;agreement sentences correctly 2. Skills: - Practicing skills.

3.Attitudcs: - SS are encouraged to love exploring the changing roles in society.

4.Competences: - Co-operation: work in pairs, groups - Self- study: work individually - improve their pronunciation.. »./.PR EPA R A T IO N : LTeacher: book, planning, picture, DtureTlap laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: \Communicative approach, group Ss and V s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. m. mi m

&

IV./.PROCEDURE: 1. Warm up - Check the new words: One ss comes to the board and read the word.

Teacl cher and student's activities 2.Voccahulary 1. Ask Ss to complete the world table tab I individually or in pair. Then allow them to share their answers with a partner/another pair. Check as a class.

Note: Ss might have difficulty with the from form o f the words. T may allow them to use a dictionary.

Key:

definition, the whole class say the correct C ontent - Ss complete the wrorld table individually. Then share their answers with a partner

Ve rb

Nou il

Noun (person)

att end

atte ndae

attend ant

fac ilitate

fácil _ i t y_

facilita tor

pro vide

prov ision

de velop

dev elopment

int erview

inter view

eva luate

eval uation

provid er - Ss work in pairs to determine tl develo o f the w orld which is missing from per sentence first. Then read the whole sentence carefully and determine the intervi meaning o f the missing work. After that, ewer/intervie they choose the correct word. wee -sh are their answers with other pairs. évalua tor

Ô

partici par parti pant ticipate cipation 2. This is quite a demanding W exercise. Let Ss work in pairs. A sk 1 - Ss work individually, use the context them to determine the from o f the o f each sentence as guidance. Once they world which is missing from each have complete the exercise, they can sentence first. Then ask tham foyead exchange their answers with a partner the whole sentence carefully and Key; determine the meaning o f the missing 2. facilitate 1. attend work. After that, they choose the 3. provider 4. developed correct word. Allow Ss to share their 5. interviews 6. evaluation answers ^ i t h other pairs. Check the 8. apply 7. participation answers as a class.

3. Have Ss work individually.

iplete the exercise, they exchande their answers with a partner.

Check the answers as a class.

To make sure that Ss understand the meaning o f these worlds phrases, ask for volunteers, or select Ss, to make new sentences using them. Or T can check by asking - Ss read the R E M E M B E R box and questions like. read the prases in the table._________

'Can you name some countries - Ss then comlpete all the sentences which you think are male dominated?'

'Do you always study in a traditional classroom?1 4. Before Ss do the task, ask them to read the R E M E M B E R box.

Ask Ss to read the prases in the table.

Make sure they understand the meanings o f by giving epuivalents in Key: I B Vietnamese. Have Ss then comlpete 4 B 5.A all the sentences. Confirm the correct answers as a class. and tick the - Ss listen to the questions. Then correct colu ieat the sentences 3-Proniinciation listen again a tones.

Agreeing and disagreeing tones w ith a focus on Use the REMEMBER! box to ense o f direction instruct how the rising and falling nse o f homour 3. sense of tones are used when you want to show your agreement or disagreement with 4. sense o f responsibility 5. sense some idea or opinion. Write th^ examples in the box on the board and o f style have the whole class practise them.

Make sure that Ss understand the - Ss work individually,read the conversation carefully and ,the rules before they do the ^sercises.

4. Have Ss listen to the recording REMEMBER! box as they do the and tick the ^ o p y ct column exercise. Then listen, check, and say the each questions. Then let them sentences listen again and

have them

repeat the sentences with a *focus on the ton

o

Key + Audio script 1. No one can deny it ?

4. You will be cooking 2. All o f us can see your point 5. Well, you may be right 3. We will help him with the money.

Key + Audio script:

4 .F u rth e r practicc:Have Ss work Laura: We have to educate individually. Ask them to read the the public about wildlife. conversation carefully and to the Mide: Yes, that's important REMEMBER! box as they do the Laura: And we must act to exercise. Then play the recording. Ss save endangered species. listen, check, and say the sentences. ____________Mike: That helps.__________

Call on some Ss to say the sentences individually .

Laura: Keeping wild animals in zoos can help protect them.

Mike: That’s an timportant point...

Laura: Zoos can make money for their conservation pro gram es through charging entrance fees.

Mike: Umm, yes, I suppose so

^.Production: - Do exercises n workbook - Revise: Past simple and past perfect -0@0W E E K :31 Period: 89

Preparin^Kdate: Teaching date: UNIT 11 : CHANGING ROLES IJN SOCIETY Lesson 3: A closer look 2

1./. O B JE C T IV E : •

By the end o f the lesson, students will be able to use:

recognise non - defining relative^clauses and use them correctly

• use the future passive coraW dy> 1 .Knowledge: - Grammar: non - defining relative clauses, future passive correctly - Vocabulary: words related to changing roles in society 2. Skills: ^ - Practising skills.

3.A ttitu d es: - Ss are interested in using non - defining relative clauses, future passive 4.

Com petences - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about changing roles in society H ./.PR E PA R A T IO N : I.T eacher: book, planning, picture, laptop, projector l.S tu d e n ts: books, notebooks t l i r . / . T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visu visual, teaching methods by practising, discussion group, technical present....

IV ./.PR O C E D U R E :

____________ A

Teacher's activities 1. W a rm up : - Check up old les

C ontents - S s-T

2. G r a m m a r Future passive: review oing the exercise, T may - Listen and take notes wr: o example sentences using the future active and passive on the ^ J i o a r d . Let Ss work out the difference between the two sentences. This eminder should help Ss to complete V \ ► e exercise.

Example.

1. They will build a new bridge

- Ss work individually

here 2. A new bridge will be built here.

1, Ask Ss to work individually.

They then share their answers with a partner. Check the answers as a class.

Key; l.A 5.A 6.B

2.B

3.B

4.A

2.

Have Ss work individually. Ask them to exchange their answers on the board. T corrects if needed.

Ss work individually, then Note: For Ss who are weak at this exchange their answers on the board. kind o f exercise, ask them to underline the verb phrases in the original sentences Key: which will have to be changed. Then ask 1. Classes will also be he_ them to change the sentences into future places like restaurants passive first, before completing the rest supermarkets.

2. The school's curriculum will o f the sentences. constantly be tailored to meet changes in Key: 1. Classes will also be held in society. places like restaurants or supermarkets.

3.

Student’s academic 2. The school's curriculum will performance will not be evaluated constantly be tailored to meet changes in through exams only. society.

4. Not all the decisions in the 3. Student's academic performance family will be made by men. will not be evaluated through exams only.

Women will be freed from 4. Not all the decisions in the most housework by high technology. family w ill be made by men.

6.

More flowers will be built 5. Women will be freed from most to reduce traffic in the city. housework by high technology.

6. More flowers will be built to reduce traffic in the city.

3. Gram m ar 2 N on-Defining relative d a uses 3. work ^ ™ t h on REMEMBER! box first. Write the examples in th * box the board as you explain rules. Ensure that Ss understand the rule before beginning the exercise. T may keep the examples on ^ « $ i e board while Ss are doing the exercises.

Ask Ss to work individually. They can then exchange their answers with partner. Elicit the answers from Ss and correct them if necessary. Ask Ss explain their answers to check their understanding o f the rule.

- the Ss work individually. They then exchange their answers partner.

Ss explain their check their understanding o f the

can with answers to rule

Key: 1. Minh told me about his new job, which he's enjoying very much.

2. The Board o f Directors are usually those who get the most votes.

3. The US, which stands for the United States, is sometimes confused with the UN, which stands, for the United Nations.

4. Jack London, who is the

author o f The call o f the wild, is a famous American writer.

5. Psychology, which is the study o f the mind, originates from a Greek world.

6. Jane refused a position which would be a dream job^ for many o f her peers.

4. Before this exercise, remind Ss that only non - defining relative clauses Ss can be omitted. Have Ss do this exercise individually. individually. They may refer to the rules on the board. Check the answers as a Key: class. a company 1. Saral that makes sister called 2.

Caroline.

3. This morning 1 met my ex classmate Janet.

4. The 6.30 bus was late ipday.

5. Only those who had booked in advance were allowed in.

6. The stairs which lead to the basement are rather slippery.

Ss do this exercise 5. Have Ss dividually. Let individually Ss share g with partner, Key: Check as ss, paying special 1. We are staying at the Grand attentioj ommas and the relative Hotel, which will be demolished for prom a department store.

2. The essays will be assessed

by Hans de wit, who is the President o f the EAIE. 3. The Second World war, which lasted from 1939 to 1945, destroyed hundreds o f cities in Europe.

4. 1 have read several short stories by Jack London, who is a famous 4.Further practicc: ? Retell future passive and relative

clause 5. Production: ? Learn by heart all the structures ? Do exercises in Work book ? Prepare: Unit 11; Communication

Answer teacher's questions.

Take note

-------------------------- o @ o -------------------------

WEEK:31 Period: 90

Preparing date; Teaching date UNIT 11 : CHANGING KOLES IN SOCIETY Lesson 4: Co m m uni cation

\.L O B JE C T IV E :

By the end o f the lesson, Ss will be able tie to < describe the changing

roles o f schools 1.Knowledge: - Use the lexical items related to changing roles in society.

- Identify the rising or falling tones in agreement Lindldisagreement sentences correctly - Recognise non - defining relative clauses and use them correctly - Use the future passive correctly 2. Skills: >N - Practising skills.

3. Attitudes: Ss are interested in the changing roles ot schools 4. Competences: - Co-operation - Self- study ^ - Using language to talk about* hanging roles o f schools - Grammar: non - defining relative clauses, future passive correctly 4. Competence^ - Co-oporation: work in pairs, groups, teams - Self- study: w ork individually.

- Using language to talk about changing roles in society 11^ P R E P A R A T IO N : L T cacher: book, planning, picture, laptop, projector 2*Students: books, notebooks 111./. T E A C H IN G M E T H O D S : Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

IV ^.P R O C E D U R E : Ss and tcacher's activities

Content

1. W a rm up: La. Start this session by writing T he

- Work in groups.

roles o f schools in the future' on board.

- Listen and discuss.

Ask Ss to read the introduction to the Just imagineJ forum.

Lead Ss through a discussion about how “The roles o f school will change in they think the roles o f school will change in the future” the future.

Encourage Ss to be imaginative and come up with lots o f ideas. There are no wrong answers st this stage.

I). Have Ss read the posts individually

0 ^

as quickly as possible. Then refer to their - Work indivi predictions in la and see if there are any similarities.

2 .0 onum m icalion 1: 2* Ask Ss to work in groups of three or - Work in groups o f three or four. four. Ask them to look for the worlds/phrases in each post in

lb

and work out t|e ir

heck tht meaning, based on the context. ChecK the answers as a class.

Suggested answers: 1. real; practical 2. focussed on a particular person; customised 3. a person who judges another person's performace 4. reacting quickly and positively; showing interest in something 5. making

the

necessary

changes to something to make it if a person or situation. i C o m m uunication n 2:

o

3* Have Ss work in groups. Ask them to rea d each post in I b carefully and choose the most relevant response (1-4) for it. Chek as a class.

Key:

Post 22: Post 51; Post 76:

4 3 1

Post 101: 2 - Work in groups o f four or five.

- Note down all the changes they see in the posts.

4 .F u rth e r practice: 4. Have Ss discuss each o f the questions in groups o f four or five. They can refer back to - Share their opinions with the class the posts in lb .

Ask them to note down all the changes - individual work they see in the posts.

Tell them to support their answers with reasons.

Do at home

Ss then share their opinions writh the class.

Give comments on groups' ideas • 15- minute test (photocopied paper) 5. Production: 1. Review this lesson 2. Do ex ercises____ (Workbook) 3. Prepare lesson Skills 1________ TEST 15' I) Fill in each blank with who, who

lose, which, where, when, that.

l) The m a n ____________

talking to is m y English teacher.

2) Ha Long Bay is a beauiï&l

thousands o f tourists visit every

year.

3) The students

are standing in front o f the library is my classmates,

4) Hoa’s

are farmers, work very hard to earn their living.

5) The children like to play football

___________ is very popular in our country.

6) These are the latest news

___ you might want to knowr.

7) The beach

the students are cleaning up the trash is a beautiful one.

s^The parrot

can speak some words belongs to my close friend.

V

He is enjoys reading books 10) Mother’s Day is the day

are on computer science, the children show their love to their

mother. it) Combine each pair o f sentences with a relative pronoun or a relative adverb:

1) The doctor has moved to a new house. He looked after my family.

2) The man is my English teacher. You spoke to him in the street last night.

3) The books are for reference. They are on the stacks near the librarian.

4) Is that the car? You want to buy it. v -----------------------------------------------------------------------------------------------------c

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^

5) Students will be punished. Their homework is late.

-----------------------------------------------------------------------------------------------------

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---------------------------------------------------- - - —

Kiem tra nglty thang

W E E K :3 2 Period: 91

nitm

.............................................................................................

Preparing date: Teaching date: UNIT l i : CHANGING ROLES IN SOCIETY Lesson 5: Skills 1

1.A O B JE C T IV E : By the end o f the lesson, Ss will be able to how to read for specific inforrmation about the changing roles o f w omen in society and its effects and talk about roles in future L K now kflgc: - Use the lexical items related to changing roles in society.

- Identify the rising or falling tones in agreement and disagreement sentences correctly - Recognise non - defining relative clauses and use them correctly - Usk the future passive correctly 2. Skills: - Reading and speaking skills.

3.A ttitudcs: Ss are interested in the changing roles o f women in society and its effects.

4. Competences: - Co-operation - Self- study - Creativeness: talk about the changing roles o f women in society and its effects.

- Using language to talk about the changing roles o f women in society and its effects.

II., .1*KKPAK.VI JO.V 1.'T eacher: book, planning, picture, laptop, projector 2.Stu(lents: books, notebooks III./. T E A C H IN G M E T H O D S ; Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

I V ./.PR O C E D t )RE: C o n ten t

Ss anti teacher's activities 1. W arm up; I. Have Ss didcuss the questions in groups or as a class.

- Encourage them to use their imagination, and consider even the smallest changes and their possible effects.

- T can write some o f the most interesting answers on the board, and leave them there

-W o rk in groups o f fc Ex: Changing roles T>f teachers and students or changing roles o f husbands and wives.

while the class does 2.

2. P re-reading 2a.

Ask Ss to read the individually, playing special attenti - Work individually. underlined worlds/phrases.

- Ask them to guess the meanings o f these worlds/phrases through the context 3. W hile-reading - Ask Ss to do the matching exercise. Check and confirm the correct answers.

- Guess the meanings

b.

Have Ss read the passage again and answers th e\u estio n s. Ask them to mark the Key: world worlds where the inforrmation for the I d 2.e 3.b 4.f 5.a 6.c ans weers comes from. Ss can share their answers with their partner. Check Shs ansï answers as a class.

- Work in pairs, ask and answer.

Key: The ever increasing involvement o f women in education and employment.

2. The socio - economic picture o f these countries.

3. Their financial burden will be

reduced. However, they will no longer be the diminant figures and will learn to 4.Post-reading (Speaking) share decision - making and housework.

3a.

Have Ss work individually. Ask 4. They will learn to be more them to read the predictions and tick the independent one(s) they agree with.

5. The service sector 6. It will develop There are no wrong answers here, though Ss should be preparing to back up their choices with reasons and examples. b Ask Ss to work in groups.

- Work individually.

Each student shares his/her list.

Other Ss in the groups discuss the predictions and say whether they agree or disagree, backing their opinions up with reasons and examples.

- Work in groups o f 4 or 5 Ss T moves around the class to facilitate the discussions. If something interesting i| expressed, T may wish to bring the class together to discuss it.

ive backing their opinions up with reasons and examples.

4.

Start this activity by brainstorming the areas o f the service sector which are most likely to be affected by having more women go out to work .

Write the list o f ¡teas on the board.

Allow Ss some time to discuss in groups the changes which may happen.

- Work in two teams. (Team A and team Mcife m'ound the class to facilitate the discussions.

B)

Then ask each group to present their ideas to the class. Encourage responses from the class as they listen to predictions.

Write the list o f ideas.

- Present their ideas to the class. ^.Production: - Copy and do at home!

1. Review this lesson 2. Do e x e rc ise s.........(Workbook) 3. Prepare lesson Skills 2

o@o.

YVEEK:32

Preparing date:

Period: 92

Teaching date: UNIT 11 : CHANGING KOLES IN SOCIETY Lesson 6: Skills 2

1./. O B JE C T IV E : By the end o f the Lesson, ss can: - Listen for specific information about women life in Kenya.

- Write about roles o f teenagers in the future.

1.Knowledge: - Vocabulary: Changing roles in society - Grammar: relative clauses, future passive.

2.

Skills: - Listening and writing skills.

3.A ttitu d es: Ss are interested in roles o f teenagers in the future 4.

Competences: - Co-operation - Self- study - Creativeness: Write about roles o f teenagers in the fut - Using language to write about roles o f teenagers in the future » ./.P R E P A R A T IO N : 1.T eacher: book, planning, picture, laptopTprojefctor 2.Students: books, notebooks I II./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present....

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IV./.PROCEDURE:

Teacher’s activities

o

1 1. Warm up Brainstorm! mg:

Contents - work in groups o f 4 and list the things their mother often does every day.

What your mother does every day.

Listening 2.Listening 1. Ask Ss to look at the maps and 1. Look at the maps. Where is Kenya work in groups to locate Kenya on the located? W hat do you know about this larger Afica map. If Ss are having country? problems, suggest they focus on the - work in pairs shape o f the country. (Kenya is in the east

o

o f Africa, about halfway up the map). 2. Listen to the description o f some Ask them to share any inforrmation they changes in the roles of women in Kenya. know about this country. If they knor Decide if the statements arc T or F? nothing about Kenya, T can come back to Key: this questions after Ss have done this l.T 2.T 3.T 4.F 5.F listening.

3. Listen again to part 2 and fill the 2. Have Ss read the statements blanks with the correct information. first. For a class which know more about - Percentage o f women in Kenya staying at Kenya, encourage them to make a guess home as housewives in if a statement is true or false before they Key: actually do the listening.

1. 1 9 9 5 -6 5 % The audio recording for this 2. 2 0 1 0 -4 7 % section has two parts. T plays both parts 3. 2025 - 3 o f the recording for the class now.

-- Percentage Kenya attending Ss listen and tick the answers. colleges and uni pity in: Check the answers as a class. %. I 3. Play part 2 o f the recording again. Ss listen and do activity 3. SS can exchange their answers, write the correct answers on the board.

3 AVriling 4. Flave Ss work in groups 4. W ork in groups. How do you think will or four. Together they discuss and the roles o f teenagers change in the list o f the possible changes in t h e ____ . future? teenagers. Encourage Ss to explain why - work in groups and brainstorm and make a they think these changes wlii happen. list.

Walk oround and help with any difficulties.

T may have the groups write their lists on board. L f c \e the lists there for activity 4.Further practice: Have Ss write a 5. W rite a paragraph about the roles o f short paragraph about one o f the changes teenagers change in the future.

Sample writing: their groups has listed in 4 individually.

If time allow s, T can ask one or two Ss to It is likely that teenagers in the future ;hare their writing with the class by will be more charge o f their studies. There r\^riting it/them on the board. Other Ss are at least two reasons for this. Firstly, there give comments. is the rise o f the Internet, which provides teenagers with variout reliable sources o f inforrmation. It also allows teenagers to develop a large social network with their peers. They can therefore self - search, exchange, and discuss inforrmation in order to plan their studies. Secondly, the fact that they start schoo early and spend a lot o f time

by themselves when their parents go out to work makes them more independent.

Decision - making will become a larger part o f their lives. Teens will make decisions concerning their own lives, instead o f being told what to do and how to do it. In short, these and the two reasons why teenagers île for their will becom more responsible studies. ^.Production: - Complete the writing - Prepare Looking back.

- Complete the project.

-0@0W EEK; 32 Period: 93

£ *

G

'reparing date: Tching date:

UNIT 11 : CHANGING R4

IN SOCIETY k and project

L e s s o n 7: L o o k i n g I J. O B J E C T IV E : By the end o f the ss can revise the th vocab. , grammar they've learnt in Unit 11 1.Knowledge: - Vocabulary: C h a n g i n g ^ ^ s in society - Grammar: relative clauses. future 2.

Skills: - Practicing skills.

3 .A ttitu d es: - help to lessen gender gap and enhance equality in society.

- work together for the better future.

4.

Competences: - Co-operation - Self- study - Using language to do exercises II ^ P R E P A R A T IO N : I.T eacher: book, planning, picture, laptop, projector 1.Teacher: 2.Students: books, notebooks TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

IV./.PROCEDURE: Ss and teacher's activities 1. Warm up.

- Chatting Encourage

Ss

to complete

Content

the

LOOKING BACK section without refening to the previous sections in the unit.

Ss should record their results for each, exercise in order to complete the final Finished! self assessment box and identify areas for review.

2.Looking hack Vocabulary 1. Have Ss complete this exercise individually. Check their answers as a class.

2. Ss work individually. Ask them to determine that form o f world missing from each sentence (a verb, a noun, or an adjective) and then Ss work out the correct answers to complete the sentences. Ss can then double check the answers with their partner. Confirm the correct answers.

'>Sfy

Vocabulary 1. complete the sentencees with the words from the box*

Key:

Cr <N

n a te d individually 1. male - domina on 4. responsive oriented 3. han to 5. financially 6. facilitators 2. Use the words in the correct form to conn ic sentences. idividually to complete.

vey: 1. supports 3. predicting

2. provider 4. tailored

5. evaluate 6. witnesses Grammar Grammar 3, Ss complete this task individually or 3. Choose the correct answer in pairs. Check as a class# - recall the use o f relative pronounce.

Key: I.C 2 .A 3.B 4.B 5.C 6.D 4. H a j f ' 5 ^ 7 o m p l e t e the activity 4. Combine the sentences using relative individually. Have them double check clause. their answers. Call on two Ss to write - 2 ss come to the board and do. their sentences on the board. Comment Key: 1. Many tourists visit Liverpool, and confirm the correct sentences. which is the home o f The Beatles.

- ask ss to recall the step of this kind of 2. The rown hasn't got any parks exercise. where people can go and relax.

3. My son took part in the Beyond 2030 forum, which invited people to share their vision o f the future.

4. Baron Pierre de Coubertin, who was the founder o f the modern Olympic - get feedback.

Games, was not in favour o f women participating in the Games.______________

5. There will be an open discussion which will look at the main challenges and opportunities in the coming decades.

6. The changing economic role o f women, which started in 1948, has greatly affected the role o f men.

Communication 5. Match each prediction with two ittl twe 5. Ss work in pairs to complete the responses. exercise. Check the answers as a class.

Key: ^ Mc , G , Then Ss can practise reading alound the l.C , H 2 . A , (F ^j V 4.A F statements and responses with their best pronunciation and fluency. Call on some pairs to act them out in front o f the class.

PROJECT 3 .PROJECT future Your Visio Your vision o f the future This project aims to encourage Ss vision o f the future is to work out what they think the world in the future will be like. he world will be different to T Divided Ss into groups o f four of y's world five and instruct them on what they havi to do. Since this is a board topic, it may what bring about the change(s) be helpful if each group chooses an how you feel about it which they can focus on (tech - in groups ss present the ideas in front o f the class - vote for the best presentation. them their project questions: 4.Further practice:

swers

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o Preparing date: Teaching date:

W EEK: 33 Period: 94

TEST 45’

ttùm

I./. O B JE C T IV E : - To check sts." knowledge o f grammar and vocabulary from unit 10 to unit 11 - Help sts improve their English 1, Knowledge; - Grammar: from unit 10-11 - Vocabulary: related to unit 10-11 2, Skills: Practicing skills 3♦ Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Com petences - Self- study: work individually.

II./. PR E P A R A T IO N : L T eacher: Test 4 5 \ laptop 2.Students: HI./. T E A C H IN G M E T H O D S: Technical present IV 7 .P R O C E D U R E

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Objective

SubjcLti

Objective tivc

VC I- Li%tening

Topic I /

Listen to the lecture, then w nte T/F f o r each sentence

(20 %) A

iit'nvs

A

2 points [1- Gr;inim;ir ;mhI V<Klb

l._Draw rising falling arrows in the response prrect 'A. O tC to each o f 'owing aetitcnce

IDitLmt 3 points Read the passage, then choose the correct answer

5 iti'ins f 30%)

3 points

Application

Low

Hi ah

IV- Writing

Rewrite each o f the sentences so that il means the same lts the one before it

Tapie ¡0 (20 %)

14 ilLms

Tutu]

5.0 pOLTllü

50%

Bao Khe Secondary School Class : 9 ...........

Student '$ name : ....................

K IËM TRA 45 PH ÎIT SÔ 4 - N À M H OC Mon: T IÉ N C ANH - L O P 9 T h o i gian him bài: 45 phut Tgach£r^g Opinion

Marks

_

P ART I : LISTE Listen to the description o f the changes in the roles o f women in Keha. then write T/F for each

was more male-dominated in the mid-twentieth century than now.

2.Women work to be financially independent 3.'The

number of women attending colleges and universities has risen.

4 About one third of Kenyan females stayed at home as housewives in 1995.

P A R T 11: G R A M M A R AND V O C A B 1J ■latch the word with the meaning. (Ipt)

A 1 financial

R a. lake part in an activity.

Answer 1.............

2...........

3..........

4

2. predict

b. have seen something happen.

3. tailor

c. make changes to something to make it fit a new purpose

4. participate

d. pressure to earn enough money.

5. have witnessed

e say that something will happen in the future.

2.Circle the correct op fion A, B, C ,D in each o f the following sentences(2ptsl.

I .The good news is more money............... on education in the next five years.

A. will spend B.will be spent C.spends D.is spent 2. The police are now looking for two young men,................ were seen running out* A. which B. they C. whom D. who 3. Every school has to ............. how well iheir students are doing.

A .evaluate Devaluation C evaluator 4. We saw the man and his d o g ..................going to the market.

A. which B. that C.who D.when 5 The dance club.................Mai often go to will be doing a periim: 6e this Christmas.

A. which B.where C.when o.who P A R T IV : REA D

Read the text and fill the saps with the most appropriate words Earth, our beautiful home planet, is the only astronomical object to accommodate life as we know it. Scientists believe Earth was formed approximately 4.5 billion years ago. It is the fifth- largest planet in our solar system. Its equatorial diameter is about 12,074 kilometres. Earth is the third-closest planet to the sun.The distance from Earth to the sun is roughly 149,600,000 kilometres. It takes 365.3 days for Earth to orbit the sun and 24 hours to rotate on its axis. The surface temperature ranges from -88 to 58°C- Nearly 70 percent of Earth's surface is covered by ocean, which has an average depth of about 4 kilometres. In it was estimated that 7.3 billion humans are living on Earth.

1. There .................... planets between Earth and the sun.

A. two B three C . four 2. In our solar system,....................planets are larger than Earth.

A . two B. three C. four 3. The hottest place on Earth may have the temperature o f .........

88°C B .40°C C. 58°C for Earth to rotate on its axis.

It takes....................

A. one day B. one month C. one year 5.Most of Earth's surface Is covered by........................

A. forest B.mountain C.ocean PA R T IV: W R IT E Use the relative pronoun to combine two sentences into one sentences with defining

or non-defining relative clause. (2pts)

1.Those girls have passed the entrance examination. They will enter university.

—►The g i r l s ...... ............. ............................................................ .......................................

2 .Some women get a university degree. They can get a well-paid jo b ­ —* Some w o m e n ......... ........................................ ................................. .............. ..............

3 . Ha ve you heard about For a Brighter Future! It supports women in their fight for employment equality.

—* Have you ................... ........... ................................................ .......................... ........ ?

4.Some fathers only do a part-time job. They can stay at home more often a n d h a v ^ closer relationship with their children.

—►Some fathers....................... .......................... ............................................................

The end ĐÁPÁN PA R T I: 0,5 p for each correct sentence.

1. T

2 .T

3. T

4. F

(SKILLS 2- U N l f 11

PA R T II:

1.0,2 p for each correct word I ......d......

2 . . „ . , e ,.......

3 . ...c ...

4.._T.,ar„.T. 5 b..

2. 0,4 p for each correct sentence.

IB

2.D

4.B

5.A

PART n i : 0,6 p fo r end h correct sentence.

. l.A 2 c

o

1

4.B

5.C

PA R T IV: 0,5 p fo r each correct sentence, 1 The girls who have passed the entrance examination will enter university.

2.Some women who get a university degree can get a well-paid job.

3 .Have you heard about For a Brighter Future, which supports women in their fight for employment equality?

4.Some fathers who do a part-time job will stay at home more often and will have a c lo s loser relationship with their children.

--------------------------

W E E K :3 3 Period: 95

0

@

0

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Preparing date: Teaching date: UNIT 12. MV FURTURE CAREER Lesson 1: Getting started

I./. O B JE C T IV E : By the end o f the lesson, students can: - Use lexica] items related to jobs and career.

- Talk about choosing future jobs 1. Knowledge: - Vocabulary: words related to jobs and career and factors affecting career choice.

- Grammar: Despite/1 nspite of, non-finite verbs.

2. Skills: - Practicing skills.

3.A ttitudes: - Raise the awareness o f studying.

- Have good guidelines for future career.

4.Competences: - Co-operation - Self- study - know some lexical items related to jobs and career H ./.PR E P A R A T IO N : L T eacher: book, planning, picture, laptop, project 2.Students: books, notebooks HI./. T E A C H IN G M E T H O D S: Communicative roach, group Ss and T’s activities, play as a character, teaching method e, teaching methods by visual, teaching methods by practising, disc up, technical present....

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IV

7 .PR O C E D U R E : Ss and T's activities

A

Content

1, Warm ut> Introduction Before Ss open their ¿oaks, review the previous unit by asking them to play a game.

First, divide Ss into twc^equal teams. Write - work in groups to play the game. the phrase T h e roles o f teachers and schools in the future1on the board. Ask the two teams to write down a^m any words in the future as possible. SeNr time limit o f three minutes.

T ha team with more correct worlds/phrases mjnV 2,Gettiiifl-startcd: teach some vocabulary. * Vocabulary Approach (n): I Ask Ss what job a career they want to Vocational do in the future. Then ask them onother Housekeeper (n) question.

Staff(n) Do you have to choose some specific Qualification (n) subjects to focus on if you want to do that job Suffer from (v) in the future.

1. Listen and read.

Elicit answers from Ss. Now, tell them

to look at the pictures and the heading ’What - listen to the tape subjects' will you choose? and ask them these - practise the dialogue in pairs. questions: - Who can you see in the pictures?

- Where do you think they are?

- What do you think they are talking about ?

Have Ss answers as a class.

Play the recording and have Ss follow along. After that, Ss can compare their answers with the inform ation in the conversation. a.

Ss work in pairs to label the pictures the box with the worlds given. Allow pair to share under each picture. their answers before asking them to disuss as - work in pairs to do the exercise. a class. Then ask some Ss to read the worlds aloud and correct their pronunciation if I . lodging manager 2. event necessary. planner 3. customer service staff 4. housekeepre 5. toiir guide 6. biologist

v

h. Have Ss work individually. Ss find the worlds phrase with the give meaning in the conversation.

Then have Ss shar wers with a partner before asking t icuss as a class.

b. Find a word/phrase conversation that means: - work individually - share the answers

in

the

Key: l .G C S E 2. vocational subjects 3. academic subjects 4. applied approach 5. tourism 6. leisure

s read the conversation again to tick true (T). false (F)f or not given (NG).

Remind Ss that they can answers NG (not fen) if they don's think inforrmation was i^en as part o f the conversation. Ss Exchange their answers with a classmate. Ask for Ss' answers as well as their explanatian for their choices. Write the correct answers on the board.

3.Doing: 2a Have Ss work in pairs to read the phrases and complete the task. Check the answers as a class.

c. Tick True or False* - read the conversation again and do the exercises.

Key: I T

2.F 5.T

3. F

4.NG

6.F

2,a. Look at the phrases and cross out any noun/phrase that doesn’t go with the verb* - work in pairs_______________________

Key: L a job 3. a job

2. leisure time 4. a living

I) Ask Ss to work individually to b. Complete each o f the following complete the senteces with the right sentences with a collocation in 2a... collocations. Then ask them to shre their - work individually answers with a partner . Finally, check the Key: 1. take/do (an English) c o>urse u rse^ ^ > answers as a class.

2. doing a nine - to - five irtK 3. work flexitime 4 earns money/earns a living 5. did course/ took a con course 6. work overtime 3. Ask Ss to work in groups o f four. Ss 3. G am e: s my job? take turns thinking o f a job. The other ask Yes/No questions to find out inform ation, and guess what the job is. The aim is to have Ss ask many questions as possible. T can tell

people they are working with.

4 .F u rth e r practicc: - note V +- to-V

Grammar.

- V + to-V

I 've decided to take a vocational........

My dad is encouraging me to choose..

We’ve dicussed becoming a doctor... ^.Production: - learn by he - Prepare

W E E K :3 3 eriod: 96

OV

Preparing date: Teaching date; U N IT 12. M Y F U R T U R E C A R E E R

L esso n 2: A c lo s e r lo o k 1 L O B JE C T IV E : By the end o f the lesson, students can: - Use lexica] items related to jobs and career.

- Use high tones correctly.

1.Knowledge: - Vocabulary: words related to jobs and career and factors affecting career choice.

- Pronunciation: High tones.

2. Skills; - Practicing skills.

3.A ttitudes: - Raise the awareness o f studying.

- Have good guidelines for future career.

4.Competences: - Co-operation: work in pairs, groups - Self- study: work individually.

- improve their pronunciation..

117. P R E P A R A T IO N : 1.'Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. T E A C H IN G M E T H O D S: Communicative approach, activities, play as a character, teaching methods with game visual, teaching methods by practising, discussion grou IV ¿ P R O C E D U R E ; Teacher & Ss* activities L Warm up Introduction Start by reviewing the previou lesson. Begin by asking two pairs o f come to the front to play a quic Ask them write as many Job collocations (or phrases) used to describe those jobs as possible. Set a time limit of three minutes. The paiVwith the most correct worlds and collocations wins.

2.Vocablulary I tSs turn to the book and work in pairs to identify the pictures.

Ask them to briefly describe the pictures.

Then let them do the matching exercise.

Check the answers as a class. Then ask

ind T’s methods by ical present....

play the game in pairs.

Vocabulary.

h Put the word/phrase under each picture. There is one extra word, - work in pairs toidentify the picture.

Which o f these Jobs would you Key: like to do in the future ?

1. craftsman 2. physicist 0 Why would you like to do it0 3. opera singer 4. fashion designer Ask some Ss to answers the 5. pharmacist 6. architect questions.

7. businesswoman 8. mechanic 2 Have Ss work individually to fill the 2. Fill each blank with a suitable job blanks. Remind Ss that the form o f the from 1. world may need to be changed to fit the - work individually_________________

sentence. Allow them to share their answers with a partner before checking as a class.

Key: I. physicist 2. mechanic 3. pharmacist 4. fashion designer 5. opera singer 6. architects 7. businesswomen and men 8. craftsmen and women

3a Give Ss a couple o f minutes to 3 a. Match a word/phrase in the left work in pairs to do the matching. Then one. check the answers as a class. h Have Ss word individually to Key: complete the sentences. Have the compare their answers in pairs.

ID 2.B 4.C 3b. Fill each gap with a word/phrase in Afterwards, check Ss' answers as a class.

3a.

I . career 2. job ession 4. career path

^

3 .Pronunciation High tones Have Ss silently read the information and examples in the box. Ask some Ss to summarise the rules and read out examples in the box or to give their own examples. Ensure that Ss have understand the ideas before proceeding.

Inform Ss that negative adjectives (awful, terrible) can be^affected by tone in the same way as positive ones (excellent, b rillia n tjy ^ ^ * 44 Play the recording for Ss to listen. Ask them to draw to illustrate Tom's tones. Play the recording again for Ss to repeat the short dialogues playing attention to the tones. Call on some pairs t^ a c t out the short dialogues.

4 .F u rlh c r practice: Have Ss work in pairs to draw arrows to show the tones before reading out. Then play the recording. Ask the pair to listen and check their lines showng the tones.

Confirm the correct answers. Ask some

4. Listen to the conversations between Jenny and Tom. Notice how Tom uses high tones in his replies. Then practise the conversation with a partner.

- listen to the tape - practise with a partner.

5. The responses to the pairs o f

sentences are the same but the speakers have opposite attitudes. Listen, draw arrows to show the tones, then repeat.

prair to practise the saying the pair of dialogues. Correct them if necessary.

a

a

They have a conditioner Brilliant I got the sack Well done

new

air

b b

I got an A in the exam Excellent

a

b

Her application was turned a

a

dow

b

Amazing We're having a holiday in a luxury' resort How awful

5,Production: - Redo the Vocab.

- Prepare for A closer look 2

company ‘

There's going to be an electricity cut to day Brilliant 1 got a promotion a g a ii ^ S Well doen 1 failed the exam a gain Excellent offered two jobs at the same time Amazing He has decudea to cut down on our wages How awful

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Preparing date: Teaching date: UNIT 12. MV FURTURE CAREER Lesson 3: A closer look 2

O B JE C T IV E : By the end o f the lesson, students will be able to usethe structures Verb + to - infinitive / verb + V - ing correctly . Knowledge: - Grammar:Verb + to - infinitive / verb + V - ing - Vocabulary: words related to career 2. Skills: - Practising skills.

3.A ttitu d es: - Ss are interested in usingVerb + to - infinitive / verb -l- V - ing 4.

Com petences

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- Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about career II./.PR E PA R A T IO N : 1,'T eacher: book, planning, picture, laptop, projector 2.Stu{lents: books, notebooks III./.

T E A C H IN G M E T H O D S: Communicative approach, group Ss and activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.

IW ,P R O C E D U R E ;

1. Warm up : - Check up old lesson

- S s-T

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Content

T and Ss activities

2. Grammar I Despite/In spite of: review Have Ss read the Remember! box, d take notes then ask one or two Ss summarise the rules. T can write the example sentences on the board. Ask Ss to give further examples. Make it clear to Ss that these expressions can be used interchangeably.

- Ss w o r t individually They both work w ith all the from: berore a noun, a noun pharase, or an - ing form.

1.

Ask Ss to work individually to fill in the gaps. Check the Ss work individually, then he answers answe as a class exchange their answers on the board.

Key: a.loving maths 2. studying hard 3. laziness 4. being short 5. poor health L X Verb - to - infinitive/Verb + V- ing - Ss read the bubble quoted from the Ask Ss to read the bubble quoted GETTING STARTED conversation, from the GETTING STARTED then read the structures and example conversation, then have them read the in the grammar box carefully. structures and example in the grammar box carefully. Help them with the meanings o f the verbs if necessary.

Divide the board into four colums. write Verb 4- to - infinitive/Verb + V - ing, Verb + to - infinitive, or + V - ing with no four Ss come to the board to change in meaning in each column, and a write the verbs mentioned in the comlumn for Verb + to - infinitive, or + V ­ grammar box in the approptirte ing with change in meaning, Ask four Ss culumn. then give examples with

to come to the board to write the verbs these mentioned in the grammar box in the approptirte culumn. Ask other Ss to give examples with these verbs.

2 & 3. Have Ss world individually, Allowr Ss to share their answers with a partner. Then check their answers as a class. T can remind Ss that in both these share exercises more than one o f the options may be correct.

verbs.

-Ss world individually. Then their answers w ith a p a r t n e r

Key: 2

I. to give

pass taking

3. choo 2.A 3.C 5.A&C

3.Gram m ar 2: Firstly, have Ss work in pairs to describe w hat is happening in the pictures.

Then Ss can attempt to complete the sentences using the ideas and actions from the pictures. Check the answers as a class.

finis Have Ss work individually to finish the sentences. Allow them to share their answer with a partner. Call on some Ss to write their answers on the board. Correct their answers if necessary.

lock 2. meeting to contact 4. to send working 6. talking posting 8.to answer - Ss work inpairsto describe what is happening in the pictures. Then attempt to complete the sentences using the ideas and actions from the pictures

Key: 1. The boy finally managed to deal with his peers at the vocational school.

2. She attempted to cooperate with the other in the team to finish the work.

3. He wasn't promoted in spite of/despite his efforts.

4. The boss denied bullying the new employee.

5. Despite being qualified for the job, he wasn't accepted Despice qualifying for the job, he wasn't accepted.

4,Fiirlher practice:

? Retell Verb + to - infinitive / verb + V - - Answrer teacher's questions. ing .5. Production ? Learn by heart all the structures - Take note ? Do exercises in Work book ? Prepare: Unit 12: Communication

W E E K :3 4 Period: 98

I

Q B jE C H V E :

----------------------- o@o---------------------t v Preparing dal Teaching dam: U N I T 12* M V F U R T U R E C A R E E I ^ ^ * X Lesson 4 : C o m m u n ic a tio n By the end o f the lesson, Ss will be able to use lexical items

related to jobs and careers, use the structures Verb + to - infinitive / verb + V - ing correctly 1, Knowledge: De spite/ ins pi te of: review Verb + to-infinitive/Verbs +V-ing 2. Skills: - Practising skills.

3«Attitudes: [ n d job^ jo b s ^ ^ Ss are interested in careers and 4.

Competences: - Co-operation - Self- study - Using language to talk about ab o u ticareers and jobs - Grammar:Verb + to - infinitive / verb + V - ing II »/.PREPARATION; l.Teachcr: planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING! METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. ^IvkpR O C E D D R E :

Ss and teacher's activities 1. Warm up: Discussion:

Content

W H A T J O B DO YOU W ANT T O DO IN TH E FU T U R E ?

- Ask Ss to work in groups o f 5 to answer the questions.

- Work in groups.

- Listen and discuss.

2.C om m unication 1: - Check if Ss understand the meaning o f the words in Extra vocabulary box.

C a n ’t stand +V-ing: Used to describe an activity or situation that you really d on’t like, or find extremly unpleasant.

B urn the m idnight oil: Work very hard, work through the night.

M ake a bundle: Earn a lot o f money.

1. Have Ss skim - read the posts individually and try to remember the reasons each teei gives for their choice o f career.

- Work indiv - Copy do

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<? ork individually.

Sample comments on: Post from Tu: 1 agree that if Tu can sing, he Then, in pairs, Ss compare the reasons that should enroll in a school for each o f them gives. Then Ss can read the posts performing arts. a second time more slowly for details.

Tu is right. A singer can make a bundle.

1 can't agree with Tu's reason.

Not every singer becomes famous.

1 don't think every singer can travel all over the world.

Post from Anh: 1 totally agree with Anh that it is a meaningful job, because architects can help improve people's life.

1 can't agree with Anh that architects work flexitime. My dad is also an architect and he has to be at work at 8 a.m. every day.

Post from Duong: Duong is absolutely right. If

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he is curious about the natural, world, that job can satisfy him in many w ays.

I'm sorry. I can't agree with Duong. He wants to becom a physicist because he is curious about the world, but can he be sure that he is able to do the job? is he good at physics?

Postfrom Dzung: Exactly. What Dzung says is true. Student^ doctors do have to burn the midnight oil. They have to learn about everything related to their patients because their advice the patients; lives.

1 totally agree with Dzung »ecause it is very hard to work to in hospitals. All around you are patients waiting for your help.

Hold on ...if everyone only thinks about the hard to work in hospitals. All around you are patiensts, then?

3.C om m unica 2. Put Ss in can loo to discus

f four. Tell them that they - Work in groups o f four e posts and choose one post ind them that they can use the

phrases to express agreeing or disagreeing in ^ l ^ box. Move around to observe and provide a) Have Ss work in pairs. Ask them to choose a couple o f example careers, either - Work in pairs. from elsewhere in the unit or from ideas o f their own.

- Ss should then figure out their own reasons why they do or do not want the chosen careers.

- Set a time limit o f ten minutes. Tell them

that they can also note dow n several key words/phrases related to their reasons.

4.Furlher practice: b) Ask several pairs to report their decisions - Several pairs to report their and reasons to the whole class. Have other Ss decisions and reasons to the whole give comments. This is an open exercise and class. there are no wrong answers.

5.

Pro d action: 1. Review this lesson 2. Do ex ercises____ (Workbook).

Do at home 3. Prepare lesson Skills I ------------------------------------------------------------ 0

W EEK: 34 Period: 99

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Prepating date: Teaching date: FEEDBACK ON TEST 45’

I./. OBJECTIVE: - Help ss find out their mistakes and correct them . Students can improve their knowledge o f English 1. Knowledge; - Grammar : related to unit 10-11 - Vocabulary: related to unit I Oil I 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Competences - Self- study: work individually. » ./.P R E P A R A T IO N ; 1 .Teacher: Test papers 2*Studenfa: III./. TEACHING METHODS; Technical present IW .PR O C E D D R E A. R em ark on the tests: -Th^num ber o f the tests: +Exellent tests: +Good test + Average: +Under average: -The number o f the tests: +Exellent tests: +Good test + Average: +Under average:

-In general, all Ss have achieved the basic knowledge.

-There are many exellent and good tests.

- Some Ss1skill o f doing general test is not good.

-The teacher shows some best and worst tests to correct before class: B- Key ĐẢPẲN PART I: 0,5 p for each correct sentence. l. T

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3. T

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(SKILLS 2 - U N IT 11)

PART II:

1.0,2 p for each correct word

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PART III : 0,6 p for each correct sentence. . I .A 2.C 3 .C 43 5.C PART IV : 0,5 p for each correct sentence.

1 T h e girls who have passed the entrance examination will enter university.

2.Some women who get a university degree can get a well-paid job.

3-Have you heard about For a Brighter Futurey which supports women in their fight for employment eiftality?

4.Some fathers who do a part-time job will stay at home more often and will have a closer relationship with their children.

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Kiểm tra ngày

WE E K :3 5 Period: 100

tháng

Preparing date: Teaching date:

UNIT 12* MV FURTURE CAREER Lesson 5:Skills 1

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\J. O B JE C T IV E : By the end o f the lesson, Ss will be able to how to: - Talking about a person's like/dislikes, personality traits, and abilities for a certain job 1.Knowledge: Despite/inspite of: review' Verb + to-infiniti ve/Verbs +V-ing 2.

Skills: - Practising skills.

3 A t tit u d e s :

Ss are interested in careers and jobs 4. Competences: - Co-operation - Self- study - Using language to talk about careers and jobs »¿P R E P A R A T IO N : L T eachcr: book, planning, picture, laptop, projecto: 2.Students: books, notebooks m i T E A C H IN G M E T H O D S: Communicative roach, group Ss and T’s activities, play as a character, teaching methoi e, teaching methods by visual, teaching methods by practising, disci up, technical present. ..

1V./JJR0CE1M R E :__________ Teacher's activities 1AVarm-ii t> Discussion;

1. What is a job? What is a 2. How different are they

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Contents - Whole class: Suggested answers : 1. A job is something people do to earn money.

2. A career is more than a job. It is an - go ing process o f learning and development o f skills and experience.

3. Very different. (A job describes what you doing nowr, a career describes your job choices over your working life, with the aim o f improving your quality o f life).

Reading — Ask Ss to work in pairs to discuss the que questions.

Elicit the answers from Ss. Give - Work in pairs.

Ss three minutes to skim the article and compare their answers with the inform ation - Answer the questions. from the article.

3. YVhile^readingHave Ss read the article to do the - Share the answer. exercise in pairs. Ask some Ss to share their___________________

Key:

answers.

1. career path 2. peer 3. ongoing 4.alternatively 5.take into account Ask Ss to wrork individually.

Remind them to play attention to key worlds in each statement. Then allow them to share their answers t>efor checking as a class. To check their understanding, ask some Ss to explain their answers.

Key: I T 2.F 3.F 4.T 6.T 4. Post-read ins* (Sneaking) Have Ss work in groups.

Each groups should choose one job - Work in gnjups. discuss. Ieally each group would have a different job.

If you have more groups than jobs the lis t Ss can contribute more jobs.

Ask them to make notes on a small poster, using the example as a guide. Set a - Make notes on a small poster, using the example as a guide. time limit.

Have each groups present their ideas and opinions on their chosen job to the class.

Once they have finished, ask flie class to say whether they agree with the points or not and - Present their ideas and opinions on their chosen job to the class. whether they should and some other points.

As an extension activity, ask groups to choose another job that they didfn work on.

Have Ss read the notes from the groups who - Work in groups. chose this job in 4. Tell them to add any eatra ideas their group may have. Ss report their ideas to the class.

W 5. Production: 1. Review' this lesson 2. Do exercises .

(Workbook)

- Copy and do at home!

3. Prepare lesson Skills 2 0@0 W EEK :35 Period: 101

Preparing date: Teaching date:

UNIT 12. MY FURTURE CAREER Lesson 6:Skills 2 ------------------------------------------------------------------- o

W E E K ;3 5 Period : 102

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Preparing date: Teaching date: UNIT 12. M Y FURTURE CAREER Lesson 7:Looking back and project -------------------- 0@ 0-------------- - - - - ­ áng Kiêm tra ngày til Ún

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Preparing date: Teaching date:

W E E K : 36 Period: 103

REVMW 4 LA O B JE C T IV E : By the end o f the lessor, 1 St udents can: -i- Revise the language studentss they have hai practiced in Units 10-12 + Practice doing some exercises in Pronunciation and Grammar 1. Knowledge: -I- Revise the language Ss they haVe practised in Units 10-12

o

4- Practice doing some exercises in Pronunciation and Grammar.

2. Skills: - Develop ssf skills o f doing some exercises to consolidate and apply what they have learnt in Unit 10-12 3* Attitute: Ss work hard 4. Competence* - Expressing opinions -self-studying , cooperating , working hard and creatively IL/.PREPARATION: J.Teacher: book, planning, picture, laptop, projector 2.StiKlents: books, notebooks IILA TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present....

IV .A PROCEDU RE Content T each er and Students* activities 1. W arm er: Ask and answer ? What have ’vou learnt so far in terms o f language and skills.

- Summarise their answers and add some mure iitibrmatiiid JC ssa fj. Ejicquragr S s t o _reea]l_and

Tcacher and Students’ activities

Content

speak {ml as much asjitissiblc. _ 2. P ro n u n c ia tio n

L Fnmniit'iaTKHi

/. Draw rising or falling arrows (Activity I PitI)

1. Draw rising or falling arrows (Activity I PS2)

? Review (lie rude o f tones (high or rising tones to check information, to indicate items in list, to disagree with someone, and with W h-questions) w ith Ss. - Before listening to the recording, have Ss draw arrows to illustrate the appropriate tones.

- Play the recording ? Listen and check the answers.

- Confirm their answers as a class. Ss then listen again and repeat, in chorus and individually

A: What do tlie astronauts do while they are aboard the ISS^ 7,..

B: They keep the station in good condition, and do science^experimenfe A: Sounds hard B: Not at all

X Drtnr arrows to ittuatrate the feelings anil opinions

2* Draw arrows to illuatrate the feelings and opinions o f A

o f A and B (activity 2 P82)

and B (activity 2 PS2)

1lave Ss work in pairs to drawr rising or falling arrows to illustrate the correct tones.

A sk them to practise saying the conversation Play the recording for Ss to check their answers. Check the answers as a class. Have some pairs practise sa^ conversations in front of the class.

A: In the near future, we will mostly leam online B: Incredible! but we will still have actual classrooms, won’t we ?

A: Sure. But teachers w ill no longer he knowledge provides B: Realty? ^ A: They will be guides, or facilitators B: Superb! What about the student s role^*?

A: They’ll be more responsible for their own learning, i think.

B: Amazing! And they will make their own decisions!?

A : A bso 1ute Iy right!

3. Vocabulary L Change f

II. Vocabulary

the sentences

itltA.ï provided to complete

f J PS2)

movies, playing, talking to their far

ding boosts, and

L Change the form o f the verbs provided to complete the sentences (Activity 3 PS2)

? Du lly and Ihcn share Lheir answers with a partner’ iie the answers «n the board.

1. facilitators 3. training 5. experienced 7. evaluators________

2. developments) 4. launch 6. attendance 8LpartiCipants

'omplete each sentence with a phrase in the box (.Activity 4 P83)

2* Complete each sentence with a phrase in the box

Check if Ss remember the meaning o f the phrases Ensure all are understood before moving on Then have them work in pairs to complete the sentences. Check the answ ers as a class

1. w ork flexitime 2. sence o f direction 3. make a bundle 4. bum the midnight oil 5. once in a blue moon 6. The sky's the limit 7. sence o f responsibility 8. mountains o f work

4. Gram mar

III. Grammar

I. Infinitive or -/JVCform (Activity 5 PS3)

L Infinitive or -I.XG form (Activity 5 PH3)

Check if Ss remember the meaning o f the

1. eatin g ______________ ? J?P iay_

(.Activity 4 PS3}

C o n ten t T each er and S tudents1 activities 4 to he phrases. Ensure all are understood before 2. to work/working 6. to share moving on Then have them work in pairs 5. doing 8. checking to complete the sentences. Check the 7. floating answers as a class 2 „ Rewrite the pairs o f sentences (Activity 6 PH3)

2. Rewrite the pairs o f sentences (Activity 6 PS 3)

Have Ss write the sentences individually on Suggested answers a piece o f paper. Ask Ss to sw ap a partner.

1. My grandfather, who has been retired for Allowr Ss time to discuss if there is any ten years now; used to he an astronaut. difference between their answers. Check 2. The spacecraft w hich/that took Yuri the sentences as a class.

Gagarin into space is called Vostok 3 K A 3. She likes the career which/that heer father pursued all his life.

4. lie admires the teacher who initiated building the school library.

5. I work for a man whose farm covers thousands of acres.

6. Students wilt have to make their own learning decisions, which will be hard for many o f them.

J. Everyday English {Activity 7 PE3)

J* Evciyiiay English {Activity 7 P83)

Have Ss read the phrases and sentences 1. No worries carefully. Check that Ss understand the 2^1 am not so sure about that meaning o f the phrases before moving on.

That’s not entirely true Then Ss do this exercise in pairs, Correct 4. Cool their answers and ask some pairs to act out 5. Sounds interesting the dialogues.

>.Production: ? Do all the exer language ? Prepare: E xam

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