GIÁO ÁN THÍ ĐIỂM TỰ CHỌN TIẾNG ANH 11 CẢ NĂM SOẠN THEO 4 BƯỚC (2 CỘT) NĂM HỌC 2021-2022

GIÁO ÁN TỰ CHỌN TIẾNG ANH THÍ ĐIỂM

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GIÁO ÁN THÍ ĐIỂM TỰ CHỌN TIẾNG ANH 11 CẢ NĂM SOẠN THEO 4 BƯỚC (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

Date of preparation: 3/9/2021 TC1: UNIT 1: GENERATION GAP Language I. Aims 1. Knowledge: - To provide learners some language items in Unit 1 - For pronunciation, that is strong and weak form of words in connected speech - For grammar, that is the use of some modal verbs: should, ought to, must, have to 2. Competences: - Students are able to improve self-study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills.

3. Qualifications: - The unit aims to enhance student’s diligence, honesty, responsibility, kindness and decency.

II. TEACHING AIDS 1. Equipments: work book 2. Learning materials: Work book, handout III. TEACHING PROCESS 1. Class organization Class Teaching date Attendance Absentees Note 11A7 2. Checking: During the lesson 3. New lesson Teacher and students’ activities Content Task 1. In each sentence, find the words Task 1. In each sentence, find the words that that normally carry stress. Put the stress normally carry stress. Put the stress mark (') before mark (') before the stressed syllable in the stressed syllable in these words. Then practise these words. Then practise reading the reading the sentences with the correct stress. sentences with the correct stress.

The generation gap today is mainly in the use of technology.

T: Ask Ss to work individually to find the => The gene'ration 'gap to'day is 'mainly in the 'use words that normally carry stress, and then of tech'nology. put stress mark (‘) before the stressed There are numerous reasons for the existence of this syllable in these words gap. => There are 'numerous 'reasons for the e'xistence of - Go around and provide help this 'gap.

- Note Ss that: The main reason lies in the fact that the majority of Những từ như sau được nhấn mạnh: teens have grown up using technology.

1. Những từ mang nội dung: danh từ, => The 'main 'reason 'lies in the 'fact that the động từ, tính từ, trạng từ ma'jority of 'teens have 'grown up 'using tech'nology.

2. Trợ động từ dạng phủ định A lot of teens' parents have been using the Internet 3. Từ hỏi: who, whose, when, where, why, much longer than their children have. => A 'lot of 'teens' parents have been 'using the what, and how 4. Đại từ chỉ định: this, that, these, those 'Internet much 'longer than their 'children have.

Today's children are learning computer skills before 5. Đại từ sở hữu: mine, yours, his, hers, ours, theirs trừ những cấu trúc có chức they acquire any life skills. năng bổ nghĩa như of mine, of yours,... vv => To'day's ’children are 'learning com'puter 'skills before they ac'quire any 'life 'skills.

- Collect answers and then ask Ss to Nowadays, children are the ones who teach their practise reading the sentences with the parents about the Internet and social media.

correct stress Ss: Work individually to find the words that normally carry stress, and then put stress mark (‘) before the stressed syllable in these words - Give answers and practise reading the sentences with the correct stress Task 2. Complete a mother's advice to her 16-year-old daughter, using should/shouldn't and ought/oughtn't.

1. Give the task: T: Ask Ss within 7 minutes to complete a mother’s advice to her 16-year-old daughter, using should/shouldn’t and ought/oughtn’t And then they have another 3 minutes to check with their partner - guide Ss that: Chúng ta sử dụng should/ ought to và shouldn't/ ought not to để đưa ra lời khuyên, ý kiến về vấn đề gì đó với ai.

- should do something/ ought to do something: nên làm gì - shouldn't do something/ oughtn't to do something: không nên làm gì 2. Do the task: Ss work individually within 7 minutes to complete a mother’s advice to her 16year-old daughter, using should/shouldn’t and ought/oughtn’t And then they have another 3 minutes to check with their partner 3. Report and discuss: Teacher calls some to give answers on board and ask other to compare and give comment 4. Give Feedback: Teacher feedbacks ss’performance Task 3. Complete the sentences, using must/mustn't, have to/has to or don't have to /doesn't have to.

=> 'Nowadays, 'children are the 'ones who 'teach their 'parents about the 'Internet and 'social 'media.

Task 2. Complete a mother's advice to her 16-yearold daughter, using should/shouldn't and ought/oughtn't.

1. Your grandparents live far from us, so you________ talk to them on the phone regularly. => Your grandparents live far from us, so you should talk to them on the phone regularly.

2. You are going to a concert, so you_______ to wear your old jeans. => You are going to a concert, so you oughtn't to wear your old jeans.

3. You______ stare at the computer screen for too long. It is really bad for your eyesight. => You shouldn't stare at the computer screen for too long. It is really bad for your eyesight.

4. You_______ to talk to your grandparents more often so that you can understand them better. => You ought to talk to your grandparents more often so that you can understand them better.

5. You_______ become more responsible by sharing the housework with other people in our family. => You should become more responsible by sharing the housework with other people in our family.

KEY: 1. should 2. oughtn't 5. should

3. shouldn't 4. ought

Task 3. Complete the sentences, using must/mustn't, have to/has to or don't have to /doesn't have to.

Must thể hiện sự bắt buộc được ấn định bởi chính

T: Ask Ss to work in pairs to complete the sentences, using must/mustm’t, have to/has to or don’t have to/doesn’t have to - Focus Ss to revise knowledge on these modals: Must thể hiện sự bắt buộc được ấn định bởi chính người nói trong khi have to thể hiện sự ép buộc từ yếu tố bên ngoài. must (not) + V nguyên thể: (không) phải làm gì (not) have to + V nguyên thể: (không) phải làm gì. Được chia động từ phụ thuộc vào chủ ngữ và thì trong câu.

người nói trong khi have to thể hiện sự ép buộc từ yếu tố bên ngoài. must (not) + V nguyên thể: (không) phải làm gì (not) have to + V nguyên thể: (không) phải làm gì. Được chia động từ phụ thuộc vào chủ ngữ và thì trong câu.

KEY:

1. don't have to 2. mustn't 3. must/have to 4. have to 5. has to 1. I can watch TV and play computer games on Sunday because I don't have to go to school that day.

Dịch: Tôi có thể xem TV và chơi điện tử vào chủ nhật vì tôi ko phải đi học hôm đó.

2. I mustn't stay overnight at my friends' house. My parents are very strict about this.

Dịch: Tôi không thể ngủ qua đêm ở nhà bạn. Bố mẹ Ss: Give the answers and then check with tôi rất nghiêm khắc về việc này.

3. I must/ have to go home now to finish my the whole class homework.

Dịch: Tôi phải về nhà hoàn thành bài tập bây giờ.

4. My grandparents live in the suburbs, so whenever we visit them, we have to take a bus.

Dịch: Ông bà tôi sống ở vùng ngoại ô, vì thế mỗi lần chúng tôi đến thăm ông bà, chúng tôi phải đi xe bus.

5. She has to stay at home to look after her children because there is no one to help her.

Dịch: Cô ấy phải ở nhà để chăm sóc con vì không có ai giúp cô ấy 4. Consolidation: - For pronunciation, that is strong and weak form of words in connected speech - For grammar, that is the use of some modal verbs: should, ought to, must, have to 5. Homework: Revise knowledge

Date of preparation: 5/9/2021 TC2: UNIT 1: THE GENERATION GAP Speaking I. Aims 1. Knowledge: - To provide learners some vocabulary related to the topic of conflicts in the family 2. Competences: - Students are able to improve self-study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills.

3. Qualifications: - The unit aims to enhance student’s diligence, honesty, responsibility, kindness and decency.

II. TEACHING AIDS 1. Equipments: work book 2. Learning materials: Work book, handout III. TEACHING PROCESS 1. Class organization Class Teaching date Attendance Absentees Note 11A7 2. Checking: During the lesson 3. New lesson Teacher and students’ activities Content Task 1. Trang is asking Giang about her Task 1. Trang is asking Giang about her family. In pairs, practise reading their family. In pairs, practise reading their conversation aloud. conversation aloud.

Trang: Do you live in a nuclear or an extended 1. Give the task: family?

T: Ask Ss to work in pairs within 5 minutes to Giang: I only live with my parents and my practise reading the conversation between older brother. My grandparents live in their Trang and Giang about her family own flat nearby.

Trang: Is there a generation gap in your 2. Do the task: family?

Ss work in pairs within 5 minutes to practise Giang: Not really. My parents are very reading the conversation between Trang and youthful in their personality and appearance.

Giang about her family They are also very understanding. But sometimes I come into conflict with my T goes around and provide help when necessary brother.

Trang: What do you argue about?

3. Report and discuss: Giang: Actually, my brother and I just argue Teacher calls one pair to practise reading about trivial things such as whose turn it is to and ask other to listen do the washing-up or clean the floor.

Trang: Are there family rules in your house?

4. Give feedback: Giang: Yes, we had a discussion and agreed

Teacher feedbacks ss’performance

on 10 rules. My mother had them printed on a large-size sheet of paper and stuck it on the door of my bedroom. I can see the rules whenever I want.

Trang: Do you want to follow in your parents' footsteps?

Giang: I don't think so. As an accountant, my mother is very good with numbers, but I'm not. I like travelling and outdoor activities, so I want to become a tour guide.

Task 2. Summarise the information about Task 2. Summarise the information about Giang and practise talking about her to a Giang and practise talking about her to a partner. Use the guide questions below. partner. Use the guide questions below.

T: Ask Ss to work in groups of 4 to summarise KEY: the information about Giang and use the Giang lives in a nuclear family with her following questions as guided parents and an older brother. There isn't a What type of family does Giang live in? generation gap in her family because her parents are very youthful in their personality Who does she live with? and appearance. They are also very What are her parents like? understanding. There are family rules in Giang's house, but sometimes she and her Is there generation gap in her family? brother argue about trivial things such as What do Giang and her brother often argue whose turn it is to wash up or clean the floor. about?

Giang doesn't want to be an accountant like her mother. She likes travelling and outdoor Does she want to follow in her parents' activities, so she wants to become a tour footsteps? guide.

Why /Why not?

Dịch: Giang sống trong một gia đình hạt nhân - call the representative of some groups to give với bố mẹ và một anh trai. Không có khoảng answer in front of the class cách thế hệ trong gia đình cô ấy vì bố mẹ cô ấy rất trẻ trung trong tính cách và vẻ bề ngoài.

Ss: work in groups of 4 to summarise the Họ cũng rất hiểu biết. Có những quy tắc gia information about Giang and use the following đình trong nhà của Giang, nhưng đôi khi cô và questions as guided anh trai tranh cãi về những chuyện nhỏ nhặt như việc rửa bát hay lau sàn nhà. Giang không - present the answer muốn làm kế toán như mẹ. Cô ấy thích đi du Task 3. One of your close friends is having an lịch và các hoạt động ngoài trời, vì vậy cô ấy argument with his / her parents. Read his / her muốn trở thành một hướng dẫn viên du lịch. problems ar give him / her advice, using the Task 3. One of your close friends is having structures in the Useful language box. an argument with his / her parents. Read his T: set the situation as the requirement for Ss / her problems ar give him / her advice, using and get them to write some pieces of advice on paper, and then call them to share their andvice the structures in the Useful language box.

Suggested answer: I think you should have a serious talk with Ss: Do as required

your parents and tell them what you think.

I don't think you ought to follow in your parents' footsteps.

4. Consolidation: ask and answer questions on the topic The generation gap 5.Homework: - Ask Ss to learn vocabulary related to the topic of conflicts in the family - Prepare for the next lesson.

Date of preparation TC3: UNIT 2: RELATIONSHIPS Language I. Aims 1. Knowledge: - To provide learners some language items in Unit 2 - For grammar, that is the use of linking verbs and cleft sentences 2. Competences: - Students are able to improve self-study skills, critical thinking skills, problem solving skills, communication skills.

3. Qualifications: - The unit aims to enhance student’s diligence, honesty, responsibility, kindness and decency.

II. TEACHING AIDS 1. Equipments: work book 2. Learning materials: Work book, handout III. TEACHING PROCESS 1. Class organization Class Teaching date Attendance Absentees Note 11A7 2. Checking: During the lesson 3. New lesson Teacher and students’ activities Content Task 1. Underline the words that could Task 1. Underline the words that could be contracted be contracted in the short exchanges. in the short exchanges. Then rewrite these exchanges Then rewrite these exchanges using the using the contracted forms. contracted forms.

1. A: Where is the shopping? Have you not done it?

B Yes, I have done all the shopping for the whole 1. Give the task: week. It is in the kitchen.

T: Guide Ss to do task 1 by doing Example: number 1 first A: Where is the shopping? Have you not done it?

1. A: Where is the shopping? Have you B Yes, I have done all the shopping for the whole not done it? week. It is in the kitchen.

B Yes, I have done all the shopping for Contracted forms: the whole week. It is in the kitchen.

Where's the shopping? Haven't you done it?

Example: Yes, I've done all the shopping for the whole week. It's A: Where is the shopping? Have in the kitchen. you not done it?

KEY: B Yes, I have done all the shopping for 2. A: What is your new teacher like? the whole week. It is in the kitchen.

B: She is very caring and sympathetic.

Contracted forms: Where's the shopping? Haven't you done it?

Yes, I've done all the shopping for the whole week. It's in the kitchen.

- Ask Ss to work individually within 5 minutes to underline the words that could be contracted in the short exchanges, and then they have another 5 minutes to check answer with partner and rewrite sentences 2. Do the task: Ss work individually within 5 minutes to underline the words that could be contracted in the short exchanges, and then they have another 5 minutes to check answer with partner and rewrite sentences T goes around and provide help when necessary 3. Report and discuss: Teacher calls Ss to give the answers and ask some others to give comments 4. Give Feedback: Teacher feedbacks ss’performance

Task 2. Complete the sentences with the verbs in the box. Use each verb once only. Make changes to their form, if necessary.

T: Ask Ss to complete the sentences with the verbs in the box, using each verb once only and make changes to their form if necessary - Call one students to write the answers on the board while others to give answers in class - Check answers on the board and give comment

=> Contracted forms: A: What's your new teacher like?

B: She's very caring and sympathetic.

3. A: I do not drink coffee. I would like a cup of tea, please.

B: Here you are. => Contracted forms: A: I don't drink coffee. I'd like a cup of tea, please.

B: Here you are.

4. A: There is not enough food for the guests.

B: Yes, there is! There are lots of sandwiches and cakes in the fridge. => Contracted forms: A: There isn't enough food for the guests. / There's not enough food for the guests.

B: Yes, there is! There're lots of sandwiches and cakes in the fridge.

5. A: They are not interested in playing sports.

B: I am sure they are. => Contracted forms: A: They aren't interested in playing sports./ They're not interested in playing sports.

B: I'm sure they are.

6. A: Is that your puppy? It is very cute.

B: Yes. My dad has just bought it for my birthday. => Contracted forms: A: Is that your puppy? It's very cute.

B: Yes. My dad's just bought it for my birthday.

7. A: What is Tom doing?

B: He is practising singing. He will take part in a singing contest. => Contracted forms: A: What's Tom doing?

B: He's practising singing. He'll take part in a singing contest.

Task 2. Complete the sentences with the verbs in the box. Use each verb once only. Make changes to their form, if necessary. feel sound smell get taste look 1. Anna's boyfriend_________ friendly. Where did she meet him?

2. I didn't think it was you. Your voice_____________ strange on the phone.

3. When Tuan ___________ older, he'll be mature enough to make the right decisions.

4. This coat________ very tight. Do you have a bigger size?

5. This perfume _________ amazing. I'll buy it for my

Ss: Work individually to complete the sentences with the verbs in the box, using each verb once only and make changes to their form if necessary - give answers

mum's birthday.

6. This curry___________ delicious. Is it Thai or Indian?

Key: 1. looks

2. sounded / sounds

4. feels

5. smells

Task 3. Rewrite these sentences, using the cleft structure (It is/was ... that) to emphasise the underlined words or phrases.

Câu chẻ hay còn được gọi là câu nhấn mạnh. Chúng được sử dụng khi muốn nhấn mạnh vào một đối tượng T: revise knowledge on Cleft sentence to hay sự việc nào đó. Câu thường chia làm hai vế, một vế chính và một vế là mệnh đề quan hệ sử dụng that, Ss who,.....

Câu chẻ hay còn được gọi là câu nhấn It is/ was + focus + that...... mạnh. Chúng được sử dụng khi muốn 1. Tom's mum can speak three languages. nhấn mạnh vào một đối tượng hay sự việc nào đó. Câu thường chia làm hai vế, 2. I am in charge of organising the storytelling contest. một vế chính và một vế là mệnh đề quan 3. We need your help, not your sympathy.

4. Hoa couldn't understand Phong's sense of humour. hệ sử dụng that, who,.....

5. They have a very good relationship with their It is/ was + focus + that...... neighbours.

6. Their wedding will be held on a luxury cruise ship.

- Ask Ss to do the task personally KEY: - Call Ss to write answers on board and 1. It's Tom's mum that / who can speak three give feedback to the whole class languages.

Ss: - Revise knowledge on Cleft sentence 2. It's me that is in charge of organising the storytelling contest. / It is I who am in charge of organising the storytelling contest.

- Do task 3 and listen to T’s feedback 3. It's your help that we need, not your sympathy.

4. It was Phong's sense of humour that Hoa couldn't understand.

5. It's their neighbours who they have a very good relationship with.

6. It's on a luxury cruise ship that their wedding will be held.

4. Consolidation: - Summarize the main points of the lesson: some language items in Unit 2 - For grammar, that is the use of linking verbs and cleft sentences 5. Homework: Do the task below Task 4. Pick out the wrong sentences and correct the mistakes.

1. Your room feels messy. When did you last clean it?

2. That was Jim who got married last month.

3. It was on their wedding anniversary that my dad gives my mum a diamond ring.

4. Peter greeted the guests warm.

5. It was in 1998 that Mark met Lucy in Japan.

6. The food in this restaurant was well, but the service was slow.

KEY: Task 3. Rewrite these sentences, using the cleft structure (It is/was ... that) to emphasise the underlined words or phrases.

1. feels => looks 2. That was => It was 3. gives => gave 4. warm => warmly 5. (correct) 6. well => good Giải thích chi tiết: 1. Your room looks messy. When did you last clean it?

Dịch: Phòng của bạn trông bừa bộn. Lần cuối bạn dọn dẹp là khi nào?

Giải thích: look là động từ liên động từ theo sau là một tính từ: trông, nhìn 2. It was Jim who got married last month.

Dịch: Đó là Jim người kết hôn vào tháng trước.

Giải thích: cấu trúc câu chẻ: It is/ was + focus + that....

3. It was on their wedding anniversary that my dad gave my mum a diamond ring.

Dịch: Đó là vào kỉ niệm lễ cưới khi mà cha tôi đã đưa cho mẹ một chiếc nhẫn kim cương.

Giải thích: mệnh đề chính chia quá khứ đơn 'was' và đây là sự kiện đã diễn ra trong quá khứ nên chia thì QKĐ 4. Peter greeted the guests warmly.

Dịch: Peter đã đón tiếp khách khứa nồng hậu.

Giải thích: greet (v) là động từ thường được bổ sung bằng trạng ngữ 5. Correct Dịch: Đó là vào năm 1998 khi mà Mark gặp Lucy ở Nhật.

Giải thích: câu đã thỏa mãn cấu trúc câu chẻ và chia động từ đúng thì QKĐ, dấu hiệu là thời điểm trong quá khứ 'in 1998' 6. The food in this restaurant was good, but the service was slow.

Dịch: Đồ ăn ở nhà hàng này rất ngon, nhưng phục vụ hơi tệ.

Giải thích: sau động từ 'to be' là tính từ

Date of preparation: 16/9/2021 TC4: UNIT 2: RELATIONSHIPS READING I. OBJECTIVES 1. Knowledge- To provide learners some vocabulary related to the topic of relationship problems and read the topic related 2. Competences: - Students are able to improve self-study skills, critical thinking skills, problem solving skills, communication skills.

3. Qualifications: - The unit aims to enhance student’s diligence, honesty, responsibility, kindness and decency.

II. TEACHING AIDS 1. Equipments: work book 2. Learning materials: Work book, handout III. TEACHING PROCESS 1. Class organization Class Teaching date Attendance Absentees Note 11A7 2. Checking: During the lesson 3. New lesson Teacher and students’ activities Content

Task 1. Read the first part of a text about dating and fill each gap with a word or a phrase from the box.

T: Ask Ss to work in pairs and do the task - Set a time limit for this activity and assist Ss if necessary Ss: work in pairs and do the task hopeless partner settle down married trust identity stable serious Max and Carol's wedding is to be held next week. Max never thought he could find the woman of his dreams. He became a successful businessman at the age of 37. He has worked hard all his life to get through university and then set up a company to provide a (1)______ income. The problem was that meetings and hard work made it difficult for him to meet a suitable (2)_______ . Last year, when he wanted to (3)______ , he looked around and found that all his old friends and female colleagues were already (4) _______ .

Some friends suggested going to bars or dance clubs. However, he thought the girls who went to these places were not mature or (5) _______ enough. Another suggestion was to look for a partner online. In fact, Max had a lot of online friends, but he did not (6)_______ them, as they usually hid their real (7)______ . He was beginning to feel lonely and (8) ______ when he saw an advertisement about the Speed Dating and Matchmaking Centre.

Ss: report the answers Task 2. Read the second part of the text and answer the questions.

1. Give the task: T: Ask Ss to do the task - Draw Ss’ attention to the instructions.

- T goes around and gives help when necessary

Task 1. Read the first part of a text about dating and fill each gap with a word or a phrase from the box.

KEY: 1. stable

2. partner

3. settle down

4. married

5. serious

6. trust

7. identity

8. hopeless

Giải thích: 1. Chỗ trống đứng trước và bổ nghĩa cho danh từ 'income' (thu nhập) nên cần một tính từ có nghĩa phù hợp stable (adj): ổn định 2. Chỗ trống đứng sau 'a' và tính từ nên cần điền một danh từ số ít có nghĩa phù hợp partner (n): vợ/ chồng, bạn cùng đôi 3. want to do something: muốn làm gì => cần điền một động từ vào chỗ trống settle down: ổn định cuộc sống 4. chỗ trống đứng sau động từ 'to be' cần điền một tính từ phù hợp married (adj): đã kết hôn 5. chỗ trống đứng sau động từ 'to be' nên cần điền một tính từ có nghĩa tương đương với 'mature' (trưởng thành) do sử dụng cấu trúc song song với liên từ 'or' hoặc serious (adj): nghiêm túc 6. chỗ trống đứng sau trợ động từ nên cần điền động từ chính cho câu, xác định động từ cần điền dựa vào mệnh đề trước 'In fact, Max had a lot of online friends' (thực tế Max có rất nhiều bạn qua mạng) và từ nối 'but' cho thấy quan hệ tương phản với vế sau trust (v): tin tưởng 7. chỗ trống đứng sau tính từ cần điền một danh từ có nghĩa phù hợp identity (n): định dạng, danh tính 8. chỗ trống đứng sau động từ liên động 'feel' (cảm thấy) và có nghĩa tương đương với 'lonely' (cô đơn) do cấu trúc song song với từ nối 'and' (và) hopeless (adj): tuyệt vọng, vô vọng Task 2. Read the second part of the text and answer the questions.

When Max went to the Speed Dating and Matchmaking Centre Office, he thought they could help. After completing a survey form about I age, education, religion, likes and dislikes, he was invited to a gettogether with other nine men and ten women. There, he spent about six minutes with each woman, talking about things like jobs, hobbies, families and children. At the end of the evening, he made a report stating which women he wished to see again.

Luckily, Lucy, the woman that he chose was also interested in him. They had a meeting the following week. Max and Lucy had many things in common, but he did not really feel attracted to her. Lucy felt the same, and they agreed to remain friends. A month later, Lucy invited Max to her birthday party and introduced her to her friends. Fate was kind to Max this time as he met Carol there, and they fell in love with each other at first sight.

2. Do the task: Ss do the task individually and then check their answers in pairs.

Encourage Ss to explain their choice - Walk around and offer help if necessary.

- Get students' answers and comments.

- Get some outputs to highlight and comment and correct the possible mistakes of students.

3. Report and discuss: Ss do the task then compare the result with their friend.

4. Give feedback: Teacher feedbacks ss’performance

1. Why did Max go to the Speed Dating and Matchmaking Centre Office?

2. What was he asked to do first?

3. What did he do at the get-together organised by the Speed Dating and Matchmaking Centre Office?

4. Who did he choose to meet again?

5. Why did Max and that person decide to remain friends?

6. Who was Carol? Where did Max meet her?

KEY: 1. He wanted to find a partner.

2.He was asked to complete a survey form about his age, education, religion, likes and dislikes.

Giải thích: thông tin nằm trong đoạn đầu câu 2 'After completing a survey form about I age, education, religion, likes and dislikes....' ( Sau khi hoàn thành khảo sát về tuổi, trình độ học vấn, tôn giáo, sở thích và sở đoản của mình...)

3. He talked to ten women at the get-together, spending six minutes with each one.

Giải thích: thông tin nằm trong câu 2,3 'he was invited to a get-together with other nine men and ten women. There, he spent about six minutes with each woman' (anh ấy được mời đến làm quen với chín người đàn ông và mười phụ nữ khác. Ở đó, anh dành khoảng sáu phút với mỗi người phụ nữ) 4. He chose Lucy.

Giải thích: thông tin nằm trong câu ' he made a report stating which women he wished to see again.

Luckily, Lucy, the woman that he chose was also interested in him.' (anh ta làm một bản báo cáo về những người phụ nữ mà anh ta muốn gặp lại. May mắn thay, Lucy, người phụ nữ mà anh chọn cũng quan tâm đến anh.)

5. They had many things in common, but they didn't feel attracted to each other.

Giải thích: thông tin nằm trong câu 'Lucy had many things in common, but he did not really feel attracted to her. Lucy felt the same, and they agreed to remain friends.' (Max và Lucy có nhiều điểm chung, nhưng anh không thực sự cảm thấy bị thu hút bởi cô ấy.

Lucy cũng cảm thấy như vậy và họ đồng ý vẫn là bạn bè.)

6. Carol was Lucy's friend. Max met her at Lucy's birthday party.

Giải thích: thông tin trong câu 'A month later, Lucy invited Max to her birthday party and introduced her to her friends. Fate was kind to Max this time as he met Carol there' ( Một tháng sau, Lucy mời Max đến

bữa tiệc sinh nhật của cô và giới thiệu cô với bạn bè.

Số phận đã tốt với Max lần này khi anh gặp Carol ở đó)

4. Consolidation: Summarize the main points of the lesson: Reading the passage on the topic of relationship problems and do the tasks 5. Homework: Task 3. Find the words or phrases from the two parts of the reading text which mean the following.

1. the money a person earns from work or business (noun) => income (n): thu nhập 2. => get-together (n): tập trung, cuộc gặp mặt 3. fully grown and developed; sensible (adjective) => mature (adj): chín chắn, trưởng thành 4. when you see someone for the first time (prepositional phrase) => at first sight (prep phrase): từ cái nhìn đầu tiên 5. the power that is believed to control people's life (noun) => fate (n): định mệnh, số phận

Date of preparation: 20/9/2021 TC 5-6: UNIT3: BECOMING INDEPENDENCE LANGUAGE 1-2 I. OBJECTIVES 1. Knowledge:- To provide learners some language items in Unit 3 - For pronunciation, that is sentence stress and rhythm: Linking between a consonant and a vowel - For grammar, that is to infinitive after some adjectives and nouns 2. Competences: - Students are able to improve self-study skills, critical thinking skills, problem solving skills, communication skills 3. Qualifications: - The unit aims to enhance student’s diligence, honesty, responsibility, kindness and decency.

II. TEACHING AIDS 1. Equipments: work book 2. Learning materials: Work book, handout III. TEACHING PROCESS 1. Class organization Class Teaching date Attendance Absentees Note 11A7 Language 1 11A7 Language 2 2. Checking: During the lesson 3. New lesson Teacher and students’ activities Content I. Lingking sounds 1. Give the task: 1. Phụ âm đứng trước nguyên âm Ask Ss to work in pairs, do the task - Ask Ss to talk about the rules of linking Về nguyên tắc, khi có một phụ âm đứng trước một sounds nguyên âm, đọc nối phụ âm với nguyên âm. Ví dụ “mark up”, bạn đọc liền chứ không tách rời 2 Ss: work in pairs, do the task do the tasks and compare the results từ (/ma:k k٨p/).Tuy nhiên, điều này không phải dễ, with their partner nhất là đối với những từ tận cùng bằng nguyên âm không được phát âm, ví dụ: “leave (it)” đọc là /li:v vit/; “Middle (East)”, /midlli:st/,… Hoặc đối với T :“I would like you to work những cụm từ viết tắt, ví dụ “LA” (Los Angeles) phải individually and do the tasks đọc là /el lei/; “MA” (Master of Arts), /em mei/… and compare the Lưu ý:khi một phụ âm có gió đứng trước nguyên âm, results with their partner. trước khi bạn nối với nguyên âm, bạn phải chuyển 2. Do the task: phụ âm đó sang phụ âm không gió tương ứng. Ví Ss: work individually and do the tasks dụ “laugh” được phát âm là /f/ tận cùng, nhưng nếu and compare the results with bạn dùng trong một cụm từ, ví dụ “laugh at their partner. then give out the answers someone”, bạn phải chuyển âm /f/ thành/v/ và đọc T observes and provide help when là /la:v væt/. necessary 2. Nguyên âm đứng trước nguyên âm 3. Report and discuss: Điều này có thể rất mới mẻ với nhiều người. Về Ss do the task then compare the nguyên tắc, bạn sẽ thêm một phụ âm vào giữa 2 result with their friend. nguyên âm để nối. Có 2 quy tắc để thêm phụ âm 4. Give feedback: như sau:

Teacher feedbacks ss’performance

- Đối với nguyên âm tròn môi (khi phát âm, môi bạn nhìn giống hình chữ “O&rdquo, ví dụ:“OU”, “U”, “AU”,… bạn cần thêm phụ âm“W” vào giữa. Ví dụ “do it” sẽ được đọc là /du: wit/.

- Đối với nguyên âm dài môi (khi phát âm, môi bạn kéo dài sang 2 bên) ví dụ: “E”, “I”, “EI”,… bạn Teacher calls Ss to give out answers Others give comments thêm phụ âm “Y” vào giữa. Ví dụ: "I ask” sẽ được đọc là /ai ya:sk/.

Give feedback and comment on their work Bạn thử áp dụng 2 quy tắc này để phát âm: USA /ju wes sei/, VOA /vi you wei/, XO /eks sou/, 3. Phụ âm đứng trước phụ âm Về nguyên tắc, khi có 2 hay nhiều hơn phụ âm cùng T: - Pay attention to the linking nhóm đứng gần nhau, thì chỉ đọc 1 phụ âm mà between the words Ss:listen and Do as appointed thôi. Ví dụ “want to” (bao gồm 3 phụ âm N, T, T cùng nhóm sau răng đứng gần nhau) sẽ được đọc là /won nə/.

T: Ask Ss to do the task then 4. Các trường hợp đặc biệt theanswer with their partner - Chữ U hoặc Y, đứng sau chữ cái T, phải được phát - Play the recording and let Ss listen âm là /ch/, vd: not yet /’not chet/;picture /’pikchə/. and - Chữ cái U hoặc Y, đứng sau chữ cáiD, phải được read chorally. phát âm là /dj/, vd:education /edju:’keiòn/.

- Phụ âm T, nằm giữa 2 nguyên âm và không là - Ask Ss to listen to the sentences and practice reading them correctly trọng âm, phải được phát âm là/D/, vd. trong - Invite some Ss to read these sentences in từtomato /tou’meidou/; trong câuI go to school /ai front of the class and correct mistakes, gou də sku:l/. if there are any.

Ss: do the task then compare the II. GRAMMAR answer with their partner I. To infinitives after nouns and adjectives 1. we can use the to-infinitives after certain adjectives to give the reason for the adjectives noun / Pronoun + lingking verbs + adjectives + to V Adjs: glad, happy, amazed, surprised, determined, - Ask Ss to talk about the rules of To pleased, sorry, disappointed, sad, afraid infinitives after nouns and adjectivesSs: Ex: I am happy to see my teacher again work in pairs, do the task do the tasks and compare the results 2. we can use the To-infinitives in structures with their partner with IT and certain adjectives to make a comment or judgement It+linking verbs+adjectives +toV T :“I would like you to work Ex:It is interesting to talk to him individually and give example for each situation .

3. We can use toV after certain abstract nouns to say what action they relate to Ss: work individually and and give Noun+to V example for each situation .

Nouns : advice, ability, ambition, anxiety, attempt, T observes and provide help when chance, decision, dream, failure necessary permission , plan, request, wish, way, demand, determination, efford, willingness

Teacher calls Ss to give out answers Others give comments Give feedback and comment on their work T: - Pay attention to To infinitives after nouns and adjectives Ss:listen and Do as appointed T: Ask Ss to do the task then the answer with their partner - Play the recording and let Ss listen and read chorally.

- Ask Ss to listen to the sentences and practice reading them correctly - Invite some Ss to read these sentences in front of the class and correct mistakes, if there are any.

Ss: do the task then compare the answer with their partner T: Ask them to do the task then compare their answers with a partner's Ss: comparetheir answers with a partner's

T: Let Ss finish the task and compare their answers with their partner's Ss: comparetheir answers with a partner's

T: Ask Ss to do the task then compare the answer with their partner

Ex: Your dream to become a teacher will come true II. Practice Exercise 1 : Give the right form of the verbs in bracket, with to or without to: 1/ I want ....................(see) manager.

2/ He will ......................(come) soon.

3/ I ought ........................(work) right now.

4/ Your watch will .........................(repair)

by Tuesday.

5/ I’d like ............................(go) home early today.

6/ It’s important .....................(listen) to people.

7/ She hopes .........................(choose) for the national team.

8/ Try .......................(not be) back late.

9/ You should ..........................(tell) me you were ill.

10/ She must ..........................(have) a shower. I can hear the water running.

11/ I wasn’t able ........................(understand) the lesson.

12/ I agreed ..........................(help) her.

13/ It’s neccessary .........(make) careful plans.

14/ He seems .......................(be) ill.

15/ You don’t need ............(appologize).

16/ They have decided ......(open) a new branch in Viet Nam. 17/ I promise ............(pay) you on Monday.

18/ I will certainly ........(pay) you on Monday.

19/ She said she wouldn’t ......(see) him again.

20/ She refused ...........(see) him again.

Keys : 1/ to see 2/ come 3/ to work 4/ be repaired 5/ to go 6/ to listen 7/ to be chosen 8/ not to be 9/ tell 10/ be having 11/ to understand 12/ to help 13/ to make 14/ to be 15/ to appologize 16/ to open 17/ to pay 18/ pay 19/ see 20/ to see

4. Consolidation: - Ask Ss: Summarize the main points of the lesson.

5. Homework: - Ask Ss to learn Linking between a consonant and a vowel - Prepare for the next lesson.

Date of preparation: 22/9/2021 TC 7: UNIT 3: BECOMING INDEPENDENCE READING I. OBJECTIVES 1. Knowledge: -To provide learners some vocabulary related to the topic of requesting information and practise reading skill 2. Competences: - Students are able to improve self-study skills, critical thinking skills, problem solving skills, communication skills 3. Qualifications: - The unit aims to enhance student’s diligence, honesty, responsibility, kindness and decency.

II. TEACHING AIDS 1. Equipments: work book 2. Learning materials: Work book, handout III. TEACHING PROCESS 1. Class organization Class Teaching date Attendance Absentees Note 11A7 2. Checking: During the lesson 3. New lesson Teacher and students’ activities Content Task 1. Read the text and put the Task 1. Read the text and put the sentences in the sentences in the box into the appropriate box into the appropriate gaps in the text. There is gaps in the text. There is one extra one extra sentence that you don't need to use. sentence that you don't need to use.

Lời giải chi tiết: How to live independently is, probably, one of the questions that are most frequently asked by people, T: Ask Ss to work in pairs and do the task - Set a time limit for this activity and assist young and old. According to experts, there are a number of steps that people who want to become Ss if necessary Ss: work in pairs and do the task independent should follow. Below are some of them.

A. The information you get from reading First, you should believe in yourself. (1) D. That is will allow you to get both sides of every the first and most important condition to make story before you form an opinion. others believe in you. If you don't have faith in B. You don't have to reject people as friends yourself, you will always turn to others for help to be independent. every time you have to make a decision. Believing in C. Put past mistakes behind you and learn yourself will make you trust your own decisions, from them. even if they completely go against someone else's.

D. That is the first and most important Second, get your own information. You should watch condition to make others believe in you. and read the news from different sources. It's How to live independently is, probably, one important to read as much as possible, whether it is of the questions that are most frequently literature or daily newspapers. (2) A. The asked by people, young and old. According information you get from reading will allow you to experts, there are a number of steps that to get both sides of every story before you form an

people who want to become independent should follow. Below are some of them.

First, you should believe in yourself.

(1)__________ .If you don't have faith in yourself, you will always turn to others for help every time you have to make a decision. Believing in yourself will make you trust your own decisions, even if they completely go against someone else's.

Second, get your own information. You should watch and read the news from different sources. It's important to read as much as possible, whether it is literature or daily newspapers. (2)________ . Being well-informed will keep you from being a follower and will lead to more independent thought.

Third, maintain solid friendships.

(3)________ .In fact, your independence is reinforced with good friends. When your friend needs someone to talk to, be there for them, and listen to their problems with sympathetic and understanding attitude.

This way, you will not only help your friends, but their stories will help you to learn how to deal with similar situations that may come up to you later in your life.

Ss: report the answers

opinion. . Being well-informed will keep you from being a follower and will lead to more independent thought.

Third, maintain solid friendships. (3) B. You don't have to reject people as friends to be independent. .In fact, your independence is reinforced with good friends. When your friend needs someone to talk to, be there for them, and listen to their problems with sympathetic and understanding attitude. This way, you will not only help your friends, but their stories will help you to learn how to deal with similar situations that may come up to you later in your life.

Task 3. Read the text again and decide Task 3. Read the text again and decide whether whether the following statements are true the following statements are true (T), false (F), or (T), false (F), or given (NG). given (NG).

1. F 1. Give the task: Giải thích: dẫn chứng trong đoạn 2: "If you don't T: Ask Ss to do the task have faith in yourself, you will always turn to others - Draw Ss’ attention to the instructions. for help every time you have to make a decision."

- T goes around and gives help when (Nếu như bạn không tin vào bản thân mình, bạn sẽ necessary luôn nhận sự giúp đỡ của người khác mỗi khi bạn cần 1. You should believe in yourself so that phải ra quyết định) other people will help you when you have 2. T to make a decision.

Giải thích: dẫn chứng trong đoạn 2 "Believing in 2. If you believe in yourself, you won't be yourself will make you trust your own decisions, afraid that your decisions are different from even if they completely go against someone else's." ( those of other people.

Tin tưởng vào bản thân sẽ làm bạn vững tin vào 3. You should watch and read news on both những quyết định của mình, thậm chí nếu đi ngược TV and the Internet. lại với của người khác) 4. When you have a lot of information, you 3. NG can think more independently.

Giải thích: Không có thông tin trong bài 5. People who reject their friends are not 4. T

very independent.

6. You can learn experiences.

Giải thích: dẫn chứng trong câu cuối đoạn 3 "Being your friends' well-informed .(..) will lead to more independent thought." (Có hiểu biết sẽ dẫn đến những suy nghĩ độc lập hơn) 7. There are three steps to become 5. NG independent.

Giải thích: không có thông tin trong bài 2. Do the task: 6. T Ss do the task individually and Giải thích: dẫn chứng trong câu cuối đoạn 4 "This way, you will not only help your friends, but their then check their answers in pairs.

Encourage stories will help you to learn how to deal with similar Ss to explain their choice situations that may come up to you later in your life."

- Walk around and offer help if necessary.

(Bằng cách này, bạn không chỉ giúp đỡ bạn bè mà những câu chuyện của họ sẽ giúp bạn học cách đối - Get students' answers and comments.

- Get some outputs to highlight and phó với những tình huống tương tự có thể xảy ra với comment and correct the possible mistakes bạn sau này trong cuộc sống.) of students.

7. T 3. Report and discuss: Giải thích: dẫn chứng trong câu 2 đoạn 1 Ss do the task then compare the "According to experts, there are a number of steps result with their friend. that people who want to become independent should 4. Give feedback: follow. " (Theo các chuyên gia, có một số bước mà Teacher feedbacks ss’performance những người muốn trở nên độc lập nên tuân theo.)

4. Consolidation: Summarize the main points of the lesson: Reading the passage on the topic of Being independent and do the tasks 5. Homework: Task 2. Choose the sentence that has the closest meaning to the original sentence.

1. You will always turn to others for help.

A. You will always go to others for help.

B. You will always take your turn to help others.

C. You will always wait for your turn to help others.

2. Your decisions may go against someone else's.

A: Your decisions may make someone unhappy.

B. Your decisions may be the same as someone else's.

C. Your decisions may be the opposite of someone else's.

3. You should always try to get both sides of every story.

A. You should always try to get the right and the left sides of every story.

B. You should always try to understand the different points of views expressed in every story.

C. You should always try to read every story from the beginning to the end.

4. Being well-informed will keep you from being a follower.

A. Being well-informed, you won't follow other people in doing things.

B. Being well-informed, you will keep people from following you.

C. Being well-informed, you will always follow people.

5. Your independence is reinforced with good friends.

A. Having good friends maintains your independence.

B. Having good friends makes your independence weaker.

C. Having good friends makes your independence stronger.

KEY: 1. A Bạn sẽ luôn nhờ người khác giúp đỡ. turn to someone: nhận sự giúp đỡ từ ai take one's turn: lấy lượt wait for your turn: đợi đến lượt của bạn from

2. C Những quyết định của bạn có thể trái với quyết định của người khác. go against somebody/ something: chống lại, trái lại với ai/ cái gì be the same as...: giống... be the opposite of: trái ngược với 3. B Bạn nên luôn cố gắng hiểu những quan điểm khác nhau được bày tỏ trong mỗi câu chuyện. get both sides: hiểu được cả hai mặt get the right and the left sides: hiểu được mặt trái phải point of view: quan điểm 4. A Có hiểu biết, bạn sẽ không làm theo mọi người làm mọi thứ. follow (v) somebody in doing something: làm theo ai làm gì keep somebody from doing something: giữ ai khỏi làm gì 5. C reinforce (v): làm mạnh lên, củng cố maintain (v): duy tr Date of preparation: 23/09/2021 TC 8: TEST YOURSELF 1 I. OBJECTIVES - General knowledge: Students will be able to revise the language and skills students have learnt and practised in Units 1,2,3.

- Language: Sentences and expressions related to the topics of units 1,2,3 2. Competences: - Students are able to improve self-study skills, critical thinking skills, problem solving skills, communication skills 3. Qualifications: - The unit aims to enhance student’s diligence, honesty, responsibility, kindness and decency.

II. TEACHING AIDS 1. Equipments: work book 2. Learning materials: Work book, handout III. TEACHING PROCESS 1. Class organization Class Teaching date Attendance Absentees Note 11A7 2. Checking: During the lesson 3. New lesson Teacher and students’ activities Content I. Vocabulary I. Vocabulary 1. Make words related to the generation gap 1. Make words related to the generation gap Tạo các từ có liên quan đến khoảng cách thế hệ sử using the letters. dụng các chữ cái.

Keys 1. accdehlir 2. rnlueca aimlyf 1. childcare 2.nuclearfamily 3. ebalt amensnr 4. detenedx fylmia 3. table manners 5. tcnlifoc 4. extended family 2. Complete the sentences without changing 5. conflict their meanings.

2. Complete the sentences without changing 1. Give the task: their meanings.

T: Ask Ss to do the task 1. My parents never let me forget to do my - Draw Ss’ attention to the instructions. homework.->My parents always - T goes around and gives help when necessary remind____________.

2. They think that it is a good idea for me to do voluntary work.->They think that I________ 1.My parents never let me forget to do my homework.->My parents always remind_______. 3. They always refuse to allow me to stay 2.They think that it is a good idea for me to do overnight at my friend's house.

voluntary work.->They think that I________ 3. They always refuse to allow me to stay overnight at my friend's house.

They never let__________________.

4. They insist that I should come home at 9 o'clock every night.->They make_____ 5. My mother expects me to work as a teacher like her.-It is my mother's wish that I sh>should_______ 6. It is very important for us to do well at school.>We must__________________.

7. I can go out with my friends at the weekend.

I am allowed__________________.

8. It is not necessary for me to agree with everything my parents say.->I don't have__________________.

2. Do the task: Ss do the task individually and then check their answers in pairs. Encourage Ss to explain their answers 3. Report and discuss: Ss do the task then compare the result with their friend.

4. Give feedback: Teacher feedbacks ss’performance 3. Complete the sentences with the verbs in the box. Use each verb once only. Make feel ,sound,smell,get ,taste ,look 1. Anna's boyfriend_________ friendly. Where did she meet him?

2. I didn't think it was you. Your voice_____________ strange on the phone.

3. When Tuan ___________ older, he'll be mature enough to make the right decisions.

4. This coat__ very tight. Do you have a bigger size?

5. This perfume__________ amazing. I'll buy it for my mum's birthday.

6. This curry__ delicious. Is it Thai or Indian?

4. Rewrite these sentences using (It is/was ...

1. Tom's mum can speak three languages.

2. I am in charge of organising the storytelling contest.

3. We need your help, not your sympathy.

4.Hoa couldn't understand Phong's sense of humour

They never let__________________.

4. They insist that I should come home at 9 o'clock every night.->They make_____ 5. My mother expects me to work as a teacher like her.-It is my mother's wish that I sh>should_________ 6. It is very important for us to do well at school.->We must__________________.

7. I can go out with my friends at the weekend.

I am allowed__________________.

8. It is not necessary for me to agree with everything my parents say.->I don't have__________________.

Keys 1. My parents always remind me to do my homework.

2. They think that I should/ ought to do voluntary work.

3. They never let me stay overnight at my friend's house.

4. They make me come home at 9 o'clock every night.

5. It is my mother's wish that I should work as a teacher like her.

6. We must do well at school.

7 .I am allowed to go out with my friends at the weekend.

8. I don't have to agree with everything my parents say.

3. Complete the sentences with the verbs in the box. Use each verb once only. Make changes to the form, if necessary.

Keys 3.gets 1. looks 2. sounded/ sounds 4. feels 5.smells 6. tastes 4. Rewrite these sentences using (It is/was ... that) Keys 1. It's Tom's mum that/ who can speak three languages.

2. It's me that is in charge of organising the storytelling contest./ It is I who am in charge of organising the storytelling contest.

3. It's your help that we need, not your sympathy.

4. It was Phong's sense of humour that Hoa couldn't understand.

4. Consolidation: - General knowledge: Students will be able to revise the language and skills students have learnt and practised in Units 1,2,3.

- Language: Sentences and expressions related to the topics of units 1,2,3 5. Homework: revise knowledge

Date of preparation :7/11/2017 TC 9-10: UNIT 4 : CARING FOR THOSE IN NEED Language I. Aims 1. Knowledge:- To help learners get started with some language items in Unit 4 - For grammar, that is the past simple and the present perfect 2. Competences: - Students are able to improve self-study skills, critical thinking skills, problem solving skills, communication skills 3. Qualifications: - The unit aims to enhance student’s diligence, honesty, responsibility, kindness and decency.

II. Preprations: -Teacher: textbook,exercises -Students:newwords, knowledge III.Methods : mainly communicative, intergrated, IV. Steps of teaching : 1. Organization : Class Period Attendances Teaching date Absentees Note 11A7 2. Check old lesson: during the lesson 3. New lesson Teacher and students’ activities Content Task 1. In each set, find the word in Task 1. In each set, find the word in which the which the underlined vowel can be elided underlined vowel can be elided or pronounced or pronounced differently from the rest. differently from the rest.

1. A. rarely B. barely 1. Give the task: C.scary D. library T: Ask Ss to work personally within 5 2. A history B. unforgettable minutes to find the word in which the C. information D opportunity underlined vowel can be elided or 3. A. deafening B. frightening pronounced differently from the rest C. gardening D. encouraging - Then they compare the answer with 4. A mobility B. family partner C. facility D disability 2. Do the task: 5. A. inference B. prefer Ss work personally within 5 minutes to

find the word in which the underlined vowel can be elided or pronounced differently from the rest - Then they compare the answer with partner T goes around and provide help when necessary 3. Report and discuss: Teacher calls Ss to give answers and their explanation for their choices

C. underline

D afternoon

KEY: 1.D Đáp án D có phần gạch chân phát âm là /ə/ Còn lại có phần gạch chân phát âm là /eə/ hoặc /e/ 2. A Đáp án A có phần gạch chân phát âm là /ə/ bị nuốt âm Còn lại có phần gạch chân phát âm là /ə/ 3. D 4. Give feedback: Đáp án D có phần gạch chân phát âm là /ɪ/ Teacher feedbacks ss’performance Còn lại có phần gạch chân bị nuốt âm 4.B Đáp án B có phần gạch chân phát âm là /ə/ Còn lại có phần gạch chân phát âm là /ɪ/ 5. B Đáp án B có phần gạch chân phát âm là /ɜː/ Task 2. Read the following sentences Còn lại có phần gạch chân phát âm là /ə/ aloud and pay attention to the words with reduced vowels Task 2. Read the following sentences aloud and before /l/, /n/ or /r/. pay attention to the words with reduced vowels before /l/, /n/ or /r/.

1. You can charge your smartphone's battery in this library.

2. Mr Wood, who is an expert on contemporary Thai art, is reading a history book.

3. The police are questioning the family who - Call on Ss to read aloud received the threatening letter yesterday.

Ss: work individually to read the sentences aloud and pay attention to the 4. The cameramen should shoot the scenes words with reduced vowels before /l/; /n/ separately. or /r/ 5. Most teens think reading online is preferable to a - read aloud the sentences visit to the local library.

Task 3. Complete the following sentences Task 3. Complete the following sentences with the with the past simple or present perfect of past simple or present perfect of the verbs in the verbs in brackets. brackets.

1. Give the task: 1. We _______ (complete) a voluntary project for T: Ask Ss to work personally within 5 our community centre a month ago. minutes to complete the sentences with 2. Since our last meeting, most of the the past simple or present perfect of the students _______ (become) more involved in verbs in brackets volunteering.

1. We _______ (complete) a voluntary project for our community centre a month 3. Last week, the Youth Union leaders _______ (decide) to launch a campaign to help children with ago. learning disabilities.

2. Since our last meeting, most of the students _______ (become) more involved 4. Many volunteers _______ (take) part in our programmes since the campaign was launched. in volunteering.

T: Ask Ss to work individually to read the sentences aloud and pay attention to the words with reduced vowels before /l/; /n/ or /r/

3. Last week, the Youth Union leaders _______ (decide) to launch a campaign to help children with learning disabilities.

4. Many volunteers _______ (take) part in our programmes since the campaign was launched.

5. ______ you_______ (ever, help) students with special education needs?

6. Last semester my wheelchair broke down, so my best friend_______ (carry) me on his back to school.

5. ______ you_______ (ever, help) students with special education needs?

6. Last semester my wheelchair broke down, so my best friend_______ (carry) me on his back to school.

KEY: 1. We completed a voluntary project for our community centre a month ago.

Giải thích: dấu hiệu 'a month ago': một tháng trước => QKĐ 2. Since our last meeting, most of the students have become more involved in volunteering.

Giải thích: dấu hiệu 'since + 1 điểm thời gian': từ - Then they compare the answer with khi => HTHT; chủ ngữ là số nhiều => have Vp2 partner hoạt động tình nguyện.

2. Do the task: 3. Last week, the Youth Union leaders decided to Ss work personally within 5 minutes to launch a campaign to help children with learning complete the sentences with the past disabilities. simple or present perfect of the verbs in Giải thích: dấu hiệu 'last week': tuần trước => brackets QKĐ - Then they compare the answer with 4. Many volunteers have taken part in our partner T goes around and provide help when programmes since the campaign was launched. necessary Giải thích: dấu hiệu 'since + 1 điểm thời gian': từ 3. Report and discuss: khi.... => HTHT; chủ ngữ là số nhiều => have Vp2 Teacher calls Ss to give answers and their 5. Have you ever helped students with special explaination for their choices education needs?

Giải thích: dấu hiệu 'ever': từng => HTHT 4. Give feedback: 6. Last semester my wheelchair broke down, so my Teacher feedbacks ss’performance best friend carried me on his back to school.

Task 4. Rewrite these sentences, using Giải thích: dấu hiệu 'last....': ....... trước => QKĐ Task 4. Rewrite these sentences, using the words the words and phrases given. and phrases given.

T: Ask Ss to rewrite these sentences, using the words and phrases given 1. We have worked on this programme for five years. started, five years ago 2. Not long ago, teachers at the school for gifted students discovered that some of their students also have learning disabilities. have recently discovered 3. Our instructors have taught extra classes for students with learning disabilities since 2008. began. in 2008

KEY: 1. We started working on this programme five years ago.

Giải thích: start doing something: bắt đầu làm gì 2. Teachers at the school for gifted students have recently discovered that some of their students also have learning disabilities.

Giải thích: not long ago: không lâu trước => dấu hiệu thì QKĐ recently: gần đây => dấu hiệu thì HTHT

3. In 2008 our instructors began to teach extra classes for students with learning disabilities.

Giải thích: since 2008: từ năm 2008 là dấu hiệu thì HTHT in 2008: trong năm 2008 là một thời điểm trong quá khứ => QKĐ begin to do something: bắt đầu để làm gì 4. We have already created a resource room for talented students with learning disabilities since 2013.

Giải thích: tương tự câu 3 'already': đã, rồi => dấu hiệu thì HTHT 5. In January our school started using the same curriculum for both talented and challenged students.

6. Students with disabilities in our school have participated in a special programme since 2010.

7. We have won the UNESCO charity award three Ss: Do as required times (since 2011).

4. Consolidation: Summarize the main points of the lesson.

5. Homework: Do the task below 4. We created a resource room for talented students with learning disabilities in 2013. have already created since 5. Our school has used the same curriculum for both talented and challenged students since January. started using, January 6. In 2010, our school introduced a special programme for students with disabilities. have participated in, since 7. In 2011, we received the UNESCO charity award for the third time. have won, three times - Call Ss to write answers on board - Give feedback

Task 5. There is one verb in each sentence which is in the wrong tense. Find it and correct the mistake.

1. So far we received 30 applications for the volunteering job.

2. Since I started working with disabled children, I read a lot about famous people with disabilities.

3. Albert Einstein has not been able to talk when he was two years old.

4. Beethoven was a famous pianist and has become deaf when he was 28.

5. Nguyen Phuong Anh has been honoured by UNICEF as a global outstanding child with a disability in 2013.

KEY:: 1. So far we have received 30 applications for the volunteering job.

Giải thích: 'so far' là dấu hiệu của HTHT: cho đến nay Dịch: Cho đến nay chúng tôi đã nhận được 30 đơn cho công việc tình nguyện.

2. Since I started working with disabled children, I have read a lot about famous people with disabilities.

Giải thích: since + khoảng thời gian là dấu hiệu của HTHT: từ khi...

Dịch: Kể từ khi tôi bắt đầu làm việc với trẻ em khuyết tật, tôi đã đọc rất nhiều về những người khuyết tật nổi tiếng.

3. Albert Einstein was not able to talk when he was two years old.

Giải thích: đây là sự việc đã diễn ra và hoàn toàn kết thúc trong quá khứ => QKĐ Dịch: Albert Einstein đã không thể nói chuyện khi ông hai tuổi.

4. Beethoven was a famous pianist and became deaf when he was 28.

Giải thích: đây là sự việc đã diễn ra và hoàn toàn kết thúc trong quá khứ => QKĐ Dịch: Beethoven là một nghệ sĩ piano nổi tiếng và bị khiếm thính khi ông 28 tuổi.

5. Nguyen Phuong Anh was honoured by UNICEF as a global outstanding child with a disability in 2013.

Giải thích: 'in 2013' là một thời điểm trong quá khứ => QKĐ Dịch: Nguyễn Phương Anh được UNICEF vinh danh là trẻ em khuyết tật xuất sắc quốc tế năm 2013.

Date of preparation: TC 11-12: UNIT 4 : CARING FOR THOSE IN NEED READING (1+2) I. Aims : 1. Knowledge: - To provide learners some vocabulary related to helping people with disabilities 2. Skills:- To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. Preprations: -Teacher: textbook,exercises -Students:newwords, knowledge III.Methods : mainly communicative, intergrated, IV. Steps of teaching : 2. Organization : Class Period Attendances Teaching date Absentees Note 11A7 2. Check old lesson: during the lesson 3. New lesson Teacher and students’ activities Content Task 1. Read the text and choose the Task 1. Read the text and choose the best answer (A, best answer (A, B, C or D) for each B, C or D) for each blank. blank.

1. Give the task: KEY: T: Ask Ss to work in pairs within 7 1. D 2. A 3. A 4. C minutes to read the text and choose the

best answer for each blank Viet Nam Assistance for the Handicapped (VNAH) is a non-profit organisation (1) ______ in 1991 to assist people with disabilities in Viet Nam. Its main aim is to help disabled people to overcome their (2)______ .

Some of VNAH's programmes (3)______ technical assistance to clinics and wheelchair factories in the (4)______ of high-quality and low-cost wheelchairs.

To (5)______ disadvantaged people, VNAH has set up the Office of Disabilities Technical Assistance (ODTA) in Ha Noi. In addition, VNAH (6)________ a programme to support the government in improving activities benefiting people with disabilities.

In cooperation with the United States Agency for International Development, VNAH is now working to (7)_______ different Vietnamese agencies. Special attention (8)______ to providing disabled people with full access to all facilities and services.

1. A find B found C.funded D founded 2. A. disabilities B. abilities C. disabled 3. A. provide C provision 4. produce C. production 5. A. fund C donate 6. A launches C. have launched launched 7.A. suppose C. support 8. was given

5. B

6. D

7. C

8. B

Viet Nam Assistance for the Handicapped (VNAH) is a non-profit organisation founded in 1991 to assist people with disabilities in Viet Nam. Its main aim is to help disabled people to overcome their disabilities.

Some of VNAH's programmes provide technical assistance to clinics and wheelchair factories in the production of high-quality and low-cost wheelchairs.

To assist disadvantaged people, VNAH has set up the Office of Disabilities Technical Assistance (ODTA) in Ha Noi. In addition, VNAH has launched a programme to support the government in improving activities benefiting people with disabilities.

In cooperation with the United States Agency for International Development, VNAH is now working to support different Vietnamese agencies. Special attention is given to providing disabled people with full access to all facilities and services.

Giải thích: 1. found (v): thành lập find (v): tìm kiếm fund (v): gây quỹ Dựa vào nghĩa của câu, cần điền động từ 'found' Câu đầy đủ là 'a non-profit organisation which is founded in 1991', có thể thấy mệnh đề quan hệ đã được rút gọn 'which' và động từ 'to be'. Cần điền động từ Vp2 để thỏa mãn dạng bị động ' be + Vp2' => Chọn đáp án D. founded D. disablement 2. Đứng sau tính từ sở hữu 'their' cần điền một danh từ disabled (adj) => không thỏa mãn B. provider disabilities (n): sự khiếm khuyết, sự khuyết tật, không có khả năng D produce abilities (n): khả năng B product disablement (n): sự làm cho tàn tật D. productivity Dựa vào nghĩa của câu chọn đáp án A. disabilities 3. Trong câu chưa có động từ chính, cần điền một B. assist động từ provider (n): người chu cấp D. care provision (n): sự cung cấp, sự chu cấp B. launched provide (v): cung cấp produce (v): sản xuất D. has Dựa vào nghĩa của câu chọn đáp án A. provide (v): cung cấp B. supply 4. Đứng sau 'the' cần điền một danh từ A. produce (v): sản xuất D. suppress B. product (n): sản phẩm B. is given C. production (n): sự sản xuất

C. are given

D. were given D. productivity (n): khả năng sản xuất Dựa vào nghĩa của câu chọn đáp án B. product 5. Dựa vào ngữ nghĩa chọn đáp án phù hợp: 2. Do the task: Ss work in pairs within 7 minutes to A. fund (v): gây quỹ read the text and choose the best answer B. assist (v): trợ giúp, giúp đỡ C. donate (v): quyên góp for each blank T goes around and provide help when D. care (v): quan tâm necessary => Chọn đáp án A. fund (v): gây quỹ 6. Trong câu muốn nhấn mạnh kết quả đã đạt được của tổ chức, đồng thời hành động này diễn ra cho đến hiện 3. Report and discuss: tại Teacher calls Ss to give answers and ẫn còn có thể tiếp diễn trong tương lai nên chia HTHT Chủ ngữ là một tổ chức 'VNAH' nên chia động từ số ít. their explanation for their choices Chọn đáp án D. has launched 4. Give feedback: 7. Dựa vào ngữ nghĩa để chọn đáp án thích hợp: Teacher feedbacks ss’performance A. suppose (v): giả sử, nghĩ rằng B. supply (v): cung cấp, cung ứng, đáp ứng nhu cầu C. support (v): hỗ trợ, nâng đỡ, giúp đỡ D. suppress (v): dẹp tan => Chọn đáp án C. support 8. Diễn tả một sự thật, sự việc diễn ra ở hiện tại nên chia thì HTĐ Chủ ngữ là danh từ không đếm được, và động từ ở dạng bị động nên chọn đáp án B. is given

Task 2. Read the text and decide whether the following statements are true (T) or false (F).

1. Give the task: T: Ask Ss to work personally within 10 minutes to read the text and decide whether the following statements are true T or false F - Then they compare the answer with partner 1. According to Kevin, there are now more ways to support people with mobility impairments.

2. Assistive Technology can only help people with visual impairments.

3. In Hung's opinion, educating disabled and non-disabled students in the same school leads to discrimination against people with disabilities.

4. Anna has met people who have overcome their disabilities and are

Task 2. Read the text and decide whether the following statements are true (T) or false (F).

Task 2. Read the text and decide whether the following statements are true (T) or false (F).

1. T Dịch: Theo Kevin, hiện nay có nhiều cách hơn để hỗ trợ những người bị suy giảm khả năng vận động.

Giải thích: dẫn chứng trong đoạn 2 '‘I think there is more support for children with disabilities now,’ said Kevin, a grade 11 student. ‘There are more special facilities and devices designed to enable people with mobility impairments to travel around.'' ('Tôi nghĩ bây giờ có nhiều hỗ trợ hơn cho trẻ em khuyết tật', Kevin, một học sinh lớp 11 nói. 'Có nhiều trang thiết bị đặc biệt hơn được thiết kế để cho phép những người bị suy giảm khả năng vận động có thể đi lại xung quanh.')

2. F Dịch: Công nghệ hỗ trợ chỉ có thể giúp những người khiếm thị.

Giải thích: dẫn chứng như câu 1, ngoài ra còn có 'mobility impairments' ( suy giảm khả năng vận động) và 'hearing impairments' ( suy giảm năng lực thính giác) 3. F

successful in their jobs and lives.

5. Anna thinks that international events for disabled athletes can make us better people.

Dịch: Theo quan điểm của Hùng, việc giáo dục học sinh khuyết tật và không khuyết tật trong cùng một trường học dẫn đến sự phân biệt đối xử với người khuyết tật.

Giải thích: dẫn chứng trong đoạn 3 'In addition, there are many schools where disabled and non-disabled students are educated together. This has led to many benefits to both groups and has reduced discrimination towards people with disabilities' (Ngoài ra, có nhiều 2. Do the task: trường học mà học sinh khuyết tật và không khuyết tật Ss work personally within 10 minutes to được giáo dục cùng nhau. Điều này đã dẫn đến nhiều read the text and decide whether the lợi ích cho cả hai nhóm và giảm sự phân biệt đối xử following statements are true T or false F đối với người khuyết tật) 4. T - Then they compare the answer with Dịch: Anna đã gặp những người đã vượt qua khiếm partner khuyết của họ và thành công trong công việc và cuộc T goes around and provide help when sống của họ. necessary Giải thích: dẫn chứng trong câu cuối đoạn 4 'I've also met a lot of talented people with disabilities who have 3. Report and discuss: fulfilling jobs, live independently and contribute to the Teacher calls Ss to give answers and community.' (Tôi cũng đã gặp rất nhiều người khuyết their explanation for their choices tật tài năng, những người đã hoàn thành công việc, sống độc lập và đóng góp cho cộng đồng.)

4. Give feedback: 6. T Dịch: Anna nghĩ rằng các sự kiện quốc tế cho các vận Teacher feedbacks ss’performance động viên khuyết tật có thể làm cho chúng ta trở thành những người tốt hơn.

Giải thích: dẫn chứng trong đoạn 5 'Watching these events is inspirational as their achievements are amazing.' (Xem những sự kiện này truyền cảm hứng vì thành tích của họ rất tuyệt vời.)

Task 3. Read the text again and choose Task 3. Read the text again and choose the best the best answer for the following answer for the following questions. questions.

KEY: T: Ask Ss to read the text again and choose the best answer for the following questions 1. The word ‘devices’ in paragraph 2 refers to___.

A. equipment B. methods C. movements D. transportation 2. The word ‘together’ in paragraph 3 means A. in a close relationship B. with each other C. at the same time D. in

1. A

2. B

4. C

5. D

3. C

1. A Giải thích: device (n): thiết bị equipment (n): trang bị movement (n): sự chuyển động, sự linh hoạt method (n): phương pháp transportation (n): phương tiện 2. B Giải thích: together (adv) = with each other: cùng nhau 3C Từ 'motto' trong đoạn 5 có nghĩa là một nhóm từ

agreement 3. The word ‘motto’ in paragraph 5 means a phrase used to .

A. warn someone against something B. advertise something C. express the aims and beliefs of an event, organisation or person D. instruct someone to do something 4. How can disability discrimination be reduced?

A. By not educating disabled students.

B. By educating disabled children with gifted students.

C. By educating disabled and nondisabled students together.

D. By providing more special schools for disabled students.

5. What can people learn from volunteering?

A. How to use Assistive Technology.

B. How lucky non-disabled people are.

C. How to make disabled people more confident.

D To understand people with impairments and be more confident.

- Collect the answers and give feedback

dùng để _________ A. cảnh báo ai không làm gì B. quảng cáo gì đó C. bày tỏ, thể hiện mục đích và niềm tin của một sự kiện, tổ chức hoặc một người D. hướng dẫn ai làm gì Giải thích: motto (n): phương châm, khẩu hiệu 4. C Làm thế nào có thể giảm phân biệt đối xử khuyết tật?

A. Bằng cách không giáo dục học sinh khuyết tật.

B. Bằng cách giáo dục trẻ khuyết tật với học sinh có năng khiếu.

C. Bằng cách giáo dục học sinh khuyết tật và không khuyết tật cùng nhau.

D. Bằng cách cung cấp nhiều trường học đặc biệt hơn cho học sinh khuyết tật.

Giải thích: dẫn chứng nằm trong 2 câu cuối đoạn 3 'In addition, there are many schools where disabled and non-disabled students are educated together. This has led to many benefits to both groups and has reduced discrimination towards people with disabilities.’

(Ngoài ra, có nhiều trường học mà học sinh khuyết tật và không khuyết tật được giáo dục cùng nhau. Điều này đã dẫn đến nhiều lợi ích cho cả hai nhóm và giảm sự phân biệt đối xử đối với người khuyết tật.)

5. D Mọi người có thể học được gì từ tình nguyện?

A. Cách sử dụng Công nghệ hỗ trợ.

B. Những người không khuyết tật may mắn như thế Ss: Do as required nào.

C. Làm thế nào để người khuyết tật tự tin hơn.

D Để hiểu những người khuyết tật và tự tin hơn.

Giải thích: dẫn chứng trong đoạn 4 'My volunteer experience has enabled me to understand children with disabilities and the support they need. It has also made me more confident' (Kinh nghiệm tình nguyện của tôi đã cho phép tôi hiểu trẻ em khuyết tật và sự hỗ trợ mà chúng cần. Nó cũng khiến tôi tự tin hơn) 4. Consolidation: - Ask Ss to Summarize the main points of the lesson Read passage on topic Caring for those in need and do the tasks 5. Homework: Do the task below + Translate the reading passages: PASSAGE 1: Viet Nam Assistance for the Handicapped (VNAH) is a non-profit organisation founded in 1991 to assist people with disabilities in Viet Nam. Its main aim is to help disabled people to overcome their disabilities.

Some of VNAH's programmes provide technical assistance to clinics and wheelchair factories in the production of high-quality and low-cost wheelchairs.

To assist disadvantaged people, VNAH has set up the Office of Disabilities Technical Assistance (ODTA) in Ha Noi. In addition, VNAH has launched a programme to support the government in improving activities benefiting people with disabilities.

In cooperation with the United States Agency for International Development, VNAH is now working to support different Vietnamese agencies. Special attention is given to providing disabled people with full access to all facilities and services.

Key: Hỗ trợ người khuyết tật Việt Nam (VNAH) là một tổ chức phi lợi nhuận được thành lập vào năm 1991 để hỗ trợ người khuyết tật tại Việt Nam. Mục đích chính của nó là giúp người khuyết tật vượt qua khiếm khuyết của họ.

Một số chương trình của VNAH cung cấp hỗ trợ kỹ thuật cho các phòng khám và nhà máy xe lăn trong sản xuất xe lăn chất lượng cao và chi phí thấp. Để hỗ trợ những người có hoàn cảnh khó khăn, VNAH đã thành lập Văn phòng hỗ trợ kỹ thuật cho người khuyết tật (ODTA) tại Hà Nội. Ngoài ra, VNAH đã đưa ra một chương trình hỗ trợ chính phủ cải thiện các hoạt động mang lại lợi ích cho người khuyết tật.

Hợp tác với Cơ quan Phát triển Quốc tế Hoa Kỳ, VNAH hiện đang làm việc để hỗ trợ các cơ quan khác nhau của Việt Nam. Đặc biệt chú ý để cung cấp cho người khuyết tật quyền truy cập đầy đủ vào tất cả các cơ sở và dịch vụ.

PASSAGE 2: Last week the Youth Union leaders interviewed some volunteers who have worked with disabled children. They asked them if attitudes and life for these people have changed. Here are some of their responses.

‘I think there is more support for children with disabilities now,’ said Kevin, a grade 11 student.

‘There are more special facilities and devices designed to enable people with mobility impairments to travel around. There are also new forms of Assistive Technology that can help people with visual and hearing impairments. So, I think disabled people can access more places and participate in more activities.’

Hung, the monitor of Class 10A, added, ‘Well, in terms of education, there are more special schools for children with disabilities, even in developing countries. In addition, there are many schools where disabled and non-disabled students are educated together. This has led to many benefits to both groups and has reduced discrimination towards people with disabilities.’

When asked about her volunteer experience, Anna from Class 12B said, ‘My volunteer experience has enabled me to understand children with disabilities and the support they need. It has also made me more confident and helped me to realise the difference I can make to other people's lives. I've also met a lot of talented people with disabilities who have fulfilling jobs, live independently and contribute to the community.’

‘The most important thing is that society's attitudes towards people with disabilities have changed,’ Anna emphasised. ‘People can now join or watch events for athletes with disabilities such as the Far East and South Pacific Games for the Disabled (the FESPIC Games), the Paralympics, or ASEAN

Para Games. Watching these events is inspirational as their achievements are amazing.’ She really likes the FESPIC Games' motto: ‘Overcoming challenges, inspiring others’.

KEY: Một cuộc sống tốt hơn cho người khuyết tật Theo Tạp chí Thanh thiếu niên KhaiTam Tuần trước, lãnh đạo Đoàn Thanh niên đã phỏng vấn một số tình nguyện viên đã làm việc với trẻ em khuyết tật. Họ hỏi họ rằng thái độ và cuộc sống của những người này có thay đổi không. Dưới đây là một số câu trả lời của họ.

‘Tôi nghĩ bây giờ có nhiều hỗ trợ hơn cho trẻ em khuyết tật, Kevin, một học sinh lớp 11 nói. Có nhiều trang thiết bị đặc biệt hơn được thiết kế để cho phép những người bị suy giảm khả năng vận động có thể đi lại xung quanh. Ngoài ra còn có các hình thức Công nghệ Hỗ trợ mới có thể giúp những người khiếm thị và thính giác. Vì vậy, tôi nghĩ rằng người khuyết tật có thể truy cập nhiều nơi hơn và tham gia vào nhiều hoạt động hơn.

Hùng, lớp trưởng lớp 10A, nói thêm, ‘Chà, về mặt giáo dục, có nhiều trường đặc biệt hơn cho trẻ em khuyết tật, ngay cả ở các nước đang phát triển. Ngoài ra, có nhiều trường học mà học sinh khuyết tật và không khuyết tật được giáo dục cùng nhau. Điều này đã dẫn đến nhiều lợi ích cho cả hai nhóm và giảm sự phân biệt đối xử đối với người khuyết tật.

Khi được hỏi về kinh nghiệm tình nguyện của mình, Anna từ Lớp 12B nói, 'Kinh nghiệm tình nguyện của tôi đã cho phép tôi hiểu trẻ em khuyết tật và sự hỗ trợ mà chúng cần. Nó cũng khiến tôi tự tin hơn và giúp tôi nhận ra sự khác biệt mà tôi có thể tạo ra cho cuộc sống của người khác. Tôi cũng đã gặp rất nhiều người khuyết tật tài năng, những người đã hoàn thành công việc, sống độc lập và đóng góp cho cộng đồng. Điều quan trọng nhất là thái độ của xã hội đối với người khuyết tật đã thay đổi, Anna nhấn mạnh. Giờ đây, mọi người có thể tham gia hoặc xem các sự kiện dành cho các vận động viên khuyết tật như Thế vận hội dành cho người khuyết tật ở Viễn Đông và Nam Thái Bình Dương (Thế vận hội FESPIC), Paralympics hoặc ASEAN Para Games. Theo dõi những sự kiện này truyền cảm hứng vì thành tích của họ thật đáng kinh ngạc. Cô ấy thực sự thích phương châm của FESPIC Games: Hãy vượt qua thử thách, truyền cảm hứng cho những người khác.

Date of preparation: Period 13. UNIT 4. CARING FOR THOSE IN NEED - WRITING I. Aims: 1. Knowledge:- To provide learners some vocabulary related to solving problems facing a disabled person 2. Skills:- To promote Ss to develop their writing skills 3. Attitudes:- To encourage Ss to work harder - To provide Ss some motivation 4. Ability: self-solving; communication, cooperation, using language,self-managing, creation II. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge

III. Methods: Integrated, mainly communicative IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance 11A7 2. Previous lesson checking: during the lesson 3. New lesson Teacher and students’ activities Activity 1. Write recommendations to inprove accessibility for disabled people using the words and phrases given. Change the word forms, if necessary 1. Give the task: T asks Ss work individually within 8 minutes to complete the recommendations to improve accessibility for disabled people using the words and phrases given, and change the word forms if necessacry. They they have another two minutes to compare the answers with partner 2. Do the task: Ss work individually within 8 minutes to complete the recommendations to improve accessibility for disabled people using the words and phrases given, and change the word forms if necessacry. They they have another two minutes to compare the answers with partner 3. Report and discuss: Teacher calls 2 Ss to write sentences on board and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance

Absence

Note

Content Activity 1. Write recommendations to inprove accessibility for disabled people using the words and phrases given.

Change the word forms, if necessary 1. improve / home safety / provide / friendly environment / disabled people 2. consider / ways / make / day-to-day life / easier.

3. remove / barriers / stop / disabled / contribute / the community.

4 help / people with disabilities / engage / hobbies / activities 5 provide / people / hearing impairments / with / suitable / hearing aids 6. change / the way / think / act towards / people in need.

KEY: 1. We should improve home safety and provide a friendly environment for disabled people.

2. We ought to consider different ways to make day-to-day life easier for people with disabilties 3. We ought to remove the barriers that stop disabled people fromcontributing to the community Activity 2. Read Nam’s report about his visit to a 4 We should help people with disabilities special school. Identify a problem he mentions and engage in hobbies and sports activities write your recommended solutions to it 5. We should provide people with hearing impairments with suitable hearing aids T: Ask Ss to work individually to read Nam’s report 6. We need to change the way we think about his visit to a special school, identify a about and act towards people in need. problem he mentions and write recommended solutions to it Activity 2. Complete the sentences about - then have ss work in group of 4 to share their yourself and your family answers - call some Ss to read their answers and check with the whole class “Yesterday morning, our school went on a visit to Hoang Mai special school in Ho Chi Minh City.

Suggested answer: When we were there, we had a chance to meet Problem There were not many books

students with different disabilities and join in school written in Braille activities. First, we talked with people with visual Solution 1 Record some short stories on disabilities. Then we observed a class in reading audio recording devices Braille books. We were told that there were not Solution 2 Organise story-reading events many books written in this system of raised dots.

Conclusion Volunteer students can record Then we met children with hearing impairments. short stories and read stories for students Their teacher taught us some basic sign language so with visual impairments. This can provide that we could greet them. We were told that hearing more opportunities for children to enjoy aids are very expensive and some parents can't different books. afford them. It was a useful visit for our class. We have decided to start volunteering at the school, and I think we can all help these children to learn skills and have a better life.”

Ss: work individually to read Nam’s report about his visit to a special school, identify a problem he mentions and write recommended solutions to it - work in group of 4 to share their answers - read their answers and check with the whole class 4. Consolidation: writing about solving problems facing a disabled person 5. Homework: Complete the paragraph about solving problems facing a disabled person based on activity 2

Date of preparation Period 14: UNIT 5. BEING PART OF ASEAN - Pronunciation I. Aims: 1. Knowledge:- To provide learners some language items in Unit 5 - For pronunciation, that is falling and raising intonation 2. Skills:- To promote Ss to develop the skill of working in pairs and groups 3. Attitudes:- To help Ss work harder - To provide Ss some motivation

4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: During the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Distinguish rising and falling Activity 1. Distinguish rising and falling intonation in sentences intonation in sentences Teacher reads the sentences and ask Ss to take Intonation is the rise and fall of the voice in note of intonation in each sentence speech. The two kinds of intonation are 1. Rising Intonation: falling intonation and rising intonation. a. At the end of a yes/no question Is your best friend coming?

A falling intonation is used at the end of a b. After a phrase within a sentence statement, a command, or a request and a Mrs. Tan, the new president, launched a question which cannot be answered by yes or livelihood project. no. c. In enumerating persons, places, objects, etc.

Examples: We ate durian, marang, mangoes and - Are you ready for the school play? mangosteen.

- There are many books about the Philippines in the school library.

2. Falling Intonation - The teacher met the pupils, the parents, the a. A statement, command, or request guardians, and the school administrator.

The girls will serve as usherettes.

Please lend me your book.

A rising intonation is used at the end of a b. A question which cannot be answered by yes yes/no question, after a phrase within a or no. sentence, and in enumerating persons, When will the boys play the band? places, objects and others.

Ss: Listen to your teacher as he/she reads the - My teacher is very patient. following sentences. Take note of the intonation - How can you make a chocolate cake? in each sentence.

Activity 2. Practise saying the following sentences. Mark the intonation rising or falling 1. Give the task: T ask Ss individually to practice saying the following sentences.

2. Do the task: Ss work individually to practice saying the sentences.

T goes around to observe and provide help when necessary 3. Report and discuss: Teacher calls some students to say aloud the

Activity 2. Practise saying the following sentences. Mark the intonation rising or falling Key: 1. Is the Viet Nam on the Indochinese Peninsula?

2. Viet Nam shares borders with China, Laos and Cambodia.

3. Ho Chi Minh City is one of the biggest cities in Viet Nam.

sentences and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance Activity 3. Practise reading aloud the following sentences using suitable intonation T: Ask Ss to read aloud the following sentences using suitable intonation individually then they check in pairs 1. Most of the mineral resources of Viet Nam are in the north.

2. Is the majority of the Vietnamese population engaged in agricultural work?

3. The Mekong and the Red River Deltas are big rice-growing areas.

4. Is the culture of Viet Nam one of the oldest in the region?

5. Dragons and turtles are important symbols in Vietnamese culture.

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

4. Is Vietnamese the official language of Viet Nam? 5. There are 54 ethnic groups living in Viet Nam. Sentence Rising Falling  1  2  3  4  5 Activity 3. Practise reading aloud the following sentences using suitable intonation Sentence 1 2 3 4 5

Rising

Falling 

  

4. Consolidation: Teacher summarizes the main points of the lesson on intonation 5. Homework: say 5 sentences in falling and 5 ones in rising intonation

Date of preparation Period 15: UNIT 5. BEING PART OF ASEAN - GRAMMAR I. Aims: 1. Knowledge: To provide learners some language items in Unit 5



- For grammar, that is the use gerunds and state verbs in continuous forms 2. Skills: To promote Ss to develop the skill of working in pairs and groups 3. Attitudes: - To help Ss work harder - To provide Ss some motivation 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: During the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Use the present simple or continuous Activity 1. Use the present simple or form of verbs in brackets to complete the continuous form of verbs in brackets to sentences complete the sentences 1. Give the task: 1. We (have) a good time at the concert to T ask Ss individually to use the present simple or welcome the delegation of ASEAN officials. continuous form of verbs in brackets to complete 2. My classmates (want) to participate in the the sentences within 6 minutes and they have competition on ASEAN held at school. another 4 to check with partner 3. I (love) dancing Lamvong, the national 2. Do the task: Ss work individually to use the folk dance of Laos. present simple or continuous form of verbs in 4. The ASEAN countries (wish) to promote brackets to complete the sentences within 6 economic growth, social progress and minutes and they have another 4 to check with cultural development. partner 5. Look! Lan (smell) the flowers her T goes around to observe and provide help when boyfriend sent her from Da Lat. necessary 6. We (think) of spending our holiday in 3. Report and discuss: Kuala Lumpur, Malaysia.

Teacher calls some students to say aloud the sentences and ask others and give comment KEY: 4. Give feedback: 1 are having 2 want Teacher feedbacks ss’performance 3 love 4 wish 5 is smelling 6 are thinking

Activity 2. Find the wrong verb tense or form and correct the mistake T: ask Ss to work individually first to find the wrong verb tense or form and correct the mistake - Then ask Ss to compare the answer with partner - call 2 Ss to write the answers on board and other to give comment - check with the whole class Ss: - work individually first to find the wrong

Activity 2. Find the wrong verb tense or form and correct the mistake 1. I like Thai food. It is tasting delicious.

2. The students see their teacher this afternoon to discuss the ASEAN Week at school.

3. Tuan is thinking that being an ASEAN member is important for the development of Viet Nam 4. Now Nam looks at the documents, trying to find answers to the questions about

verb tense or form and correct the mistake - compare the answer with partner

ASEAN 5. I’m not sure now. I have second thoughts about studying in Singapore 6 Two students from our class succeeded in win prizes in the competition on ASEAN and the ASEAN Charter.

KEY: 1 is tasting -> tastes 2 see -> are seeing 3 is thinking > thinks 4 looks -> is looking 5 have -> am having 6 win -> winning Activity 3. Match 1-6 with a-f to make Activity 3. Match 1-6 with a-f to make meaningful sentences meaningful sentences T: ask Ss to work in pairs to match 1-6 with a-f 1. She misses…. to make meaningful sentences a. taking photos of the Phong Nha Caves - call some Ss to give answers by reading aloud 2. Tom’s story about… the sentences then check with the whole class b. travelling to ASEAN countries because they do not need any visas Ss: work in pairs to match 1-6 with a-f to make 3. My parents love…. meaningful sentences c. washing after our long drive to Phong Nha - give answers by reading aloud the sentences – Ke Bang national park then check with the whole class 4 The travel agent advised…. d. seeing a Komodo dragon in Indonesia was really exciting 5. Our car needed…. e. avoiding crowded areas because of pickpockets 6. My son enjoyed… f. living in her home country.

KEY: 1-f 2-d 3-b 4-e 5-c 6-a 4. Consolidation: Teacher summarizes the main points of the lesson on gerunds and state verbs in continuous forms 5. Homework: make 5 examples on gerund forms based on activity 3

Date of preparation: Period 16. UNIT 5. BEING PART OF ASEAN Reading I. Aims: 1. Knowledge: To provide learners some vocabulary related to the topic of ASEAN 2. Skills: - To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: 5 examples on gerund forms 3. New lesson Teacher and students’ activities Content Activity 1. Read the text about the ASEAN Activity 1. Read the text about the ASEAN Para Games. Match each paragraph with its Para Games. Match each paragraph with its heading heading KEY: T: Ask Ss to work individually to read the text 1. Paragraph A – c. ASEAN and its in workbook (Unit 5-reading) activities - have Ss match each paragraph with its 2. Paragraph B – d. Objectives of the ASEAN heading Para Games - check the answers with the whole class 3. Paragraph C – b. History of the ASEAN 1. Paragraph A….

Para Games a. The 7th ASEAN Para Games 4. Paragraph D – a. The 7th ASEAN Para 2. Paragraph B….

Games b. History of the ASEAN Para Games 5. Paragraph E – e. Viet Nam’s team at the 7th 3. Paragraph C….

ASEAN Para Games c. ASEAN and its activities Activity 2. Read the text and give answers to 4. Paragraph D… the questions d. Objectives of the ASEAN Para Games 1. What was ASEAN when it was formed on 5. Paragraph E… August 8th 1967? e. Viet Nam’s team at the 7th ASEAN Para 2. What is ASEAN now?

Games 3. What does the ASEAN Para Games aim at?

Ss: read the text then give out the answer 4 How often is the ASEAN Para Games held?

Activity 2. Read the text and give answers to 5. When and where did the first ASEAN Para the questions Games take place?

6. Why was the 7th ASEAN Para Games a 1. Give the task: successful event for Viet Nam? T asks Ss to read the text and give answers to

the questions in pairs within 10 minutes 2. Do the task: Ss read the text and give short answers to the questions in pairs within 10 minutes 3. Report and discuss: Teacher calls some to give answers in pairs and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance Activity 3. Based on the information in the KEY: text, decide whether the following statements 1. It was originally a group of five countries are true, false or not given.

2. It is a united bloc of ten countries, which promotes many cultural and sports events T: Ask Ss to work in pairs to read the besides political and economic cooperation.

3. It aims at promoting sports for people with information and scan the text to decide the disabilities in the region and increasing public statements T/F/NG - Gets Ss to call out the answers and check with awareness of disabled sports.

4. The Games is held about every two years the whole class after the Southeast Asian Games in an ASEAN member country.

1. Regional Para sports events offer 5. The Games took place in 2001 in Kuala opportunities for building friendship and Lumpur, Malaysia cooperation among people with disabilities in 6. Because the athletes with disabilities tried ASEAN member countries.

2. Participating in sports events, people with hard and set several ASEAN, Asian and world Para Games records. disabilities also have a chance to find their lifetime partners.

3. APSF is in charge of organising the ASEAN Activity 3. Based on the information in the Schools Games. text, decide whether the following statements 4. The second ASEAN Para Games took place are true, false or not given. in 2005 in Viet Nam. KEY: 5. Disabled athletes from the 11 ASEAN 1T member states attended the 7th ASEAN Para 2 NG Games in 2014 in Myanmar.

3F 6. Archery, athletics, boccia, chess, football 5- 4 F a-side, football 7-a-side, goalball, powerlifting, 5 F swimming, table tennis, sitting volleyball and 6T wheelchair basketball were the sports events at the 2014 ASEAN Para Games.

Ss: work in pairs to read the information and scan the text to decide the statements T/F/NG - call out the answers and check with the whole class 4. Consolidation: Read the text on the topic of ASEAN 5. Homework: Find the words or expressions in the text that have the following meanings 1. support or encourage actively 2. control or influence someone or something 3. keep or continue to have something 4. go to an event such as a meeting or sports competition 5. a group of people who represent a country, company or organization

KEY: 1 promote

2 dominate

3 retain

4 attend

5 delegation

THE TEXT: A. Formed on August 8th 1967, the Association of Southeast Asian Nations (ASEAN) was originally a group of five countries. Nowadays, ASEAN is a united bloc of ten countries, which promotes many cultural and sports events besides political and economic cooperation. The ASEAN Para Games for athletes with physical disabilities is a good example.

B. The ASEAN Para Games aims at promoting sports for people with disabilities in the region and increasing public awareness of disabled sports. Regional Para sports events offer opportunities for building friendship and cooperation among disabled people in ASEAN member states.

C. The ASEAN Para Games is held about every two years after the Southeast Asian Games (SEA Games) in an ASEAN member state. The first ASEAN Para Games took place in 2001 in Kuala Lumpur, Malaysia. This was the first major sports event of the ASEAN Para Sports Federation (APSF). The second ASEAN Para Games was organised in 2003 in Viet Nam. The third, fourth, fifth, and sixth ASEAN Para Games were held in the Philippines, Thailand, Malaysia and Indonesia respectively.

D. Athletes with disabilities from the ten ASEAN members and East Timor attended the 7th ASEAN Para Games in 2014 in Myanmar. They competed in 12 sports: archery, athletics, boccia, chess, football 5-a-side, football 7-a-side, goalball, powerlifting, swimming, table tennis, sitting volleyball and wheelchair basketball. Indonesia finished first and Thailand, which had dominated the Games for more than a decade, dropped to the second place. Malaysia was third and Viet Nam retained the fourth position.

E. There were about 120 Vietnamese athletes at the 2014 ASEAN Para Games. They took part in six events. Even though the Vietnamese delegation was not among the top three, the 7th ASEAN Para Games could be considered a successful event for Viet Nam. The Vietnamese athletes with disabilities tried very hard and set several ASEAN, Asian and world Para Games records.

Date of preparation: Period 17. TEST YOURSELF 2 I. Aims: 1. Knowledge: - General knowledge: Students will be able to revise the language and skills students have learnt and practised in Units 4-5.

- Language: Sentences and expressions related to the topics of units 4-5.

2. Skills: Speaking, reading, listening and writing.

3. Attitudes: Students pay attention to the topic of the unit, the content of the reading text, teacher’s instructions or explanations and do teacher’s requirements.

4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: Find the words or expressions in the text ON THE PART OF reading that have the following meanings 1. support or encourage actively 2. control or influence someone or something 3. keep or continue to have something 4. go to an event such as a meeting or sports competition 5. a group of people who represent a country, company or organization KEY: 1 promote 2 dominate 3 retain 4 attend 5 delegation 3. New lesson Teacher and students’ activities Activity 1. There is one verb in each sentence which is in the wrong tense. Find it and correct the mistake T: Ask Ss to work individually to find the mistake and correct then compare the answer with partner - call on Ss to give the answer 1. So far we received 30 applications for the volunteering job.

2. Since I started working with disabled children, I read a lot about famous people with disabilities.

Content Activity 1. There is one verb in each sentence which is in the wrong tense. Find it and correct the mistake Key: 1 received -> have received 2 read -> have read 3 has not been -> was not able 4 has become -> became 5 has been -> was

3. Albert Einstein has not been able to talk when he was two years old.

4. Beethoven was a famous pianist and has become deaf whenhe was 28.

5. Nguyen Phuong Anh has been honoured by UNICEF as a global outstanding child with a disability in 2013.

Ss: do exercise then compare with partner Activity 2. Rewrite these sentences, using the words and phrases given.

1. Give the task: T ask Ss to work individually to rewrite the sentences using the words and phrases given within 7 minutes then they have another 3 to compare the answer with partner 2. Do the task: Ss work individually to rewrite the sentences using the words and phrases given within 7 minutes then they have another 3 to compare the answer with partner Teacher goes around to observe and give help when necessary 3. Report and discuss: Teacher calls two students to write and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance Activity 3. Develop the following ideas into a short introduction about studying in Thailand. Add words or make changes, if necessary T: Get Ss to work in two big groups, group A complete sentence 1,2,3 about country and people of Thai land, group B complete sentence 4, 5 and 6 about education of Thailand within 5 minutes, then thay have another 5 to change the seat and work in pairs (one from group A, one from group B) to exchange the result.

Thailand Country and People 1. Known as / 'land of smiles' / Thailand / be / ideal tourist attraction / with / pleasant tropical climate / beautiful beaches / picturesque mountains /.

2. country / also / attract / foreign students / with / its very high-quality education / safety / very low cost / living /.

3. Foreign students / be made / feel welcome / hospitable locals / many of whom speak

Activity 2. Rewrite these sentences, using the words and phrases given.

1. We have worked on this programme for five years. started, five years ago 2. Not long ago, teachers at the school for gifted students discovered that some of their students also have learning disabilities. have recently discovered 3.Our instructors have taught extra classes for students with learning disabilities since 2008. began, in 2008 4.We created a resource room for talented students with learning disabilities in 2013. have already created, since 5.Our school has used the same curriculum for both talented and challenged students since January. started using, January 6.In 2010, our school introduced a special programme for students with disabilities. have participated in, since 7.In 2011, we received the UNESCO charity award for the third time. have won, three times KEY: 1. We started working on this programme five years ago.

2. Teachers at the school for gifted students have recently discovered that some of their students also have learning disabilities.

3. In 2008 our instructors began to teach extra classes for students with learning disabilities.

4. We have already created a resource room for talented students with learning disabilities since 2013.

5. In January our school started using the same curriculum for both talented and challenged students.

6. Students with disabilities in our school have participated in a special programme since 2010.

7. We have won the UNESCO charity award three times (since 2011).

Activity 3. Develop the following ideas into a short introduction about studying in Thailand.

Add words or make changes, if necessary

English / encourage foreigners / speak Thai /.

Education 4. There / be / more / 20,000 foreign students / Thai higher education institutions / 2011 /.

5. Most / foreign students / be / from Asia / with China, Myanmar / Laos / be / top three countries / send students / Thailand /.

6. International students / travel / Thailand / study ecology / environment / agriculture / economic development /.

- goes around and provide help when necessary Ss: work in two big groups, group A complete sentence 1,2,3 about country and people of Thai land, group B complete sentence 4, 5 and 6 about education of Thailand within 5 minutes, then thay have another 5 to change the seat and work in pairs (one from group A, one from group B) to exchange the result.

KEY: 1. Known as the tland of smilesu, Thailand is an ideal tourist attraction with a pleasant tropical climate, beautiful beaches and picturesque mountains.

2. The country also attracts many foreign students with its very high-quality education, safety and a very low cost of living.

3. Foreign students are made to feel welcome by hospitable locals, many of whom speak English and encourage foreigners to speak Thai.

4. There were more than 20,000 foreign students in Thai higher education institutions in 2011.

5. Most of the foreign students are from Asia, with China, Myanmar and Laos being the top three countries sending students to Thailand 6. Most of the foreign students are from Asia, with China, Myanmar and Laos being the top three countries sending students to Thailand 4. Consolidation: revise the language and skills students have learnt and practised in Units 4-5.

5. Homework: Write a short paragraph about Thailand based on activity 3

Date of preparation: Period 18: Revision I. Aims: 1. Knowledge: - General knowledge: Students will be able to revise the language and skills students have learnt in unit 1-5 - Language: Sentences and expressions related to the topics of 5 units.

2. Skills: Speaking, reading, listening and writing.

3. Attitudes: - To encourage students to work harder.

- To provide students some motivation.

4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: explanation, discussion, integrated cmmunicative, work in pairs/groups III. Preparations: 1 Teacher: Textbook, overhead and projector, lesson plan, computer, speaker, handouts.

2 Students: Student’s book, workbook, notebook.

IV. Steps of teaching: 1. Organization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: Complete the exercises on notebook 3. New lesson: Teacher and students’ activities Content I. Review: - work in groups and recall what they have - Ask Ss work in groups and recall what they have learnt from unit 1 to unit 5. learnt from unit 1 to unit 5 • Topic: • Topic - Generation gap - Relationships • Reading - Becoming independent • Writing - Caring for those in need • Language focus - Being part of Asean II. Practice: • Reading: Reading for general ideas and II. Practice: specific information about these topics 1. Give the task: • Writing: T: Ask Ss to work individually to complete exercise writing a letter about family rules then compare with friends - writing an online posting about relationship 2. Do the task: Ss work individually to complete problems exercise then compare with friends

3. Report and discuss: Teacher calls some to give out their answers while others give comment 4. Give feedback: Teacher feedbacks ss’performance

- writing a letter requesting further information about a course - writing an article about problems facing disabled people and how thay can be solved • Language focus: + Pronunciation: - strong and weak forms of words in connected speech - contracted forms - linking between a consonant and a vowel - elision of weak vowels - falling and rising intonation + Grammar: modal, linking verbs, cleft sentences, to-inf and gerund, tenses

Exercise 1. Read the text about Movember and answer the questions that follow.

Moustache + November = Movember!

Every year in November millions of men around the world grow moustaches to raise money for charity and to help people learn about men's health issues such as certain types of cancer and mental health.

A man who wants to participate in the Movember event starts with a clean face on November 1st and then he grows a moustache for the next 30 days. A man who doesn't shave for Movember is called a ‘Mo Bro' (short for Moustache Brother!). He registers on the official website, Movember.com, and he asks his family and friends to sponsor him. If you sponsor a Mo Bro, you agree to give him money if he keeps his moustache until November 30th. As well as collecting money for cancer and mental health charities, the idea is that the new moustaches will help to start conversations that help people to learn more about men's health.

Started in Australia in 2003, Movember has attracted more than 3 million participants worldwide to become a popular charity event in 21 countries.

(Adapted from "Movember", LearnEnglish Teens) Based on the information given in the text, decide whether the following statements are TRUE or FALSE. 1. The text is mainly about how Movember event is organized.

2. Besides fund raising, another goal of Movember is to raise awareness about people's health in general.

3. Movember is held annually.

4. Movember participants don't shave their face in one month.

5. The word "sponsor" in paragraph 2 means support someone by giving them money.

Exercise 2: For each question, write a new sentence so that it means the same as the original one(s). You must use the given word(s).

An example has been done for you.

0. Daniel started Italian classes six months ago. (FOR) --> Daniel’s had Italian classes for six months.

1. John gets on quite well with other classmates. (RELATIONSHIP)

2. Participating in the Learning Festival is compulsory for all first year students. (ENGAGE) 3. Lan's mother can speak three languages. (IT) 4. Tom's first prize in the calculation competition made his parents proud. (FELT) 5. It is necessary for parents to support their children's after-school programmes. (INITIATIVE) Exercise 3: Circle the correct option (A, B, C, or D) to indicate the word that differs from the other three in the position of the primary stress in each of the following questions.

1. A. money B. mother C. student D. police 2. A. informal B. unhappy C. unfriendly D. unemployed 3. A. accessible B. competitive C. historical D. comfortable 4. A. argument B. quality C. likelihood D. compassion 5. A. attitude B. charity C. confidence D. bacteria Circle the correct option (A, B, C, or D) to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions.

6. A. purpose B. practice C. case D. cause 7. A. explanation B. considerate C. gazelle D. humane 8. A. about B. count C. house D. enough 9. A. increased B. stretched C. introduced D. encouraged 10. A. decision B. precision C. division D. impression KEY: Exercise 1. Read the text about Movember and answer the questions that follow.

1. F 2. F 3. T 4. T 5.T Exercise 2: For each question, write a new sentence so that it means the same as the original one(s). You must use the given word(s).

1. John has a good relationship with other classmates.

2. All first year students must engage in the Learning Festival.

3. It is Lan’s mother who can speak three languages.

4. Tom’s parents felt proud when he won the first prize in the calculation competition.

5. Parents need to take the initiative with their children's after-school programmes.

Exercise 3: Circle the correct option (A, B, C, or D) to indicate the word that differs from the other three in the position of the primary stress in each of the following questions.

1. D 2. D 3. D 4. D 5. D Circle the correct option (A, B, C, or D) to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions.

6. D 7. D 8. D 9. D 10. D 4. Consolidation: Teacher summarizes the main points of the lessonon review knowledge learnted from 1-5 5. Homework: Ask Ss to review knowledge Complete the sentences with the correct form of the words in brackets.

1. Judo requires both skill and ______________. (STRONG) 2. She was very ______________ and hoped to become a lawyer before she reached the age of 35.

(AMBITION) 3. A ______________ of foreign languages, especially French and German, is required for the job.

(KNOW) 4. He definitely has the ______________ to become a professional tennis player. (ABLE) 5. We had to get special ______________ to leave early. (PERMIT) KEY: 1. strength 2. ambitious 3. Knowledge 4. ability 5. permission

Date of preparation: Period 19: UNIT 6. GLOBAL WARMING - Pronunciation I. Aims: 1. Knowledge: - To provide learners some language items in Unit 6 -For pronunciation, that is intonation in yes-no question and echo-question 2. Skills - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: During the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Read aloud the following questions Activity 1. Practise saying the following suitable intonation. Mark rising intonation sentences. Mark the intonation rising or falling or falling intonation  Key: 1. Give the task: 1. What is global warming?  T ask Ss individually to practice saying the 2. Is global warming human-made? following sentences.

3. Do you use LED light bulbs at home?

2. Do the task: Ss work individually to practice 4. How serious is the problem?  saying the sentences.

5. Are you concerned about the rise in

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

Activity 3. Practise reading aloud the following sentences and mark rising intonation or falling intonation  T: Ask Ss to work in pair to read aloud the following sentences using suitable intonation individually Example: A: Sea levels are rising because of global warming.

B: Sea levels are rising?

A: We can’t exist without species diversity on Earth.

B: Why do you think so?  1. A: You know, global warming is real.

B: It’s real?

2. A: What should take action now before it is too late.

B: What should we do?

3. A: I think we should reduce our use of paper products.

B: You do?

4. A: Global warming may lead to famine.

B: Lead to famine?

5. A: Most causes of global warming are related to the increase in greenhouse gases.

B: Most causes of what?

6. A: Most causes of global warming are related to the increase in greenhouse gases.

B: What are greenhouses gases?

temperature?

Sentence 1 2 3 4 5

Rising

Falling 

   

Activity 3. Practice reading aloud the following sentences using suitable intonation KEY: 1. A: You know, global warming is real.

B: It’s real?

2. A: What should take action now before it is too late.

B: What should we do?  3. A: I think we should reduce our use of paper products.

B: You do?

4. A: Global warming may lead to famine.

B: Lead to famine?

5. A: Most causes of global warming are related to the increase in greenhouse gases.

B: Most causes of what?

6. A: Most causes of global warming are related to the increase in greenhouse gases.

B: What are greenhouses gases? 

- Call some students to read aloud the sentences Ss: - work in pairs - check with the whole class 4. Consolidation: Teacher summarizes the main points of the lesson on intonation 5. Homework: say 5 sentences in falling and 5 ones in rising intonation

Date of preparation: Period 20. UNIT 6. GLOBAL WARMING Reading I. Aims: Knowledge - To provide learners some vocabulary related to the global warming.

2. Skills - To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance 11A7 2. Previous lesson checking: 5 examples on gerund forms 3. New lesson Teacher and students’ activities Content

Absence

Note

Activity 1.Read the text and give answers to the questions

Activity 1. Read the text and give answers to the questions 1. What do most people believe?

1. Give the task: 2. What do the stories of the young people in the T asks Ss to read the text and give answers to Young Voices for the Planet show? the questions in pairs within 10 minutes 3. According to Olivia, what are the things that people 2. Do the task: Ss read the text and give short can do to help the earth? answers to the questions in pairs within 10 4. What talent did Olivia use to help the environment? minutes What does the writer find extraordinary and unusual 3. Report and discuss: about Olivia?

Teacher calls some to give answers in pairs and ask others and give comment KEY: 4. Give feedback: 1. Most people believe that adults are responsible for Teacher feedbacks ss’performance big issues such as environmental protection and conservation 2. Even at a young age, people can do something for their communities and can really contribute to the care and preservation of the environment 3. Picking up rubbish along the side of the road, filling a bird feeder, or bringing reusable bags to the grocery store.

4. Her artistic talent / her talent for artwork 5. Her understanding of the connection between society, the environment and the problems we are facing today.

Activity 2. Based on the information in the text, decide whether the following statements are true, false or not given.

T: Ask Ss to work in pairs to read the information and scan the text to decide the statements T/F/NG - Gets Ss to call out the answers and check with the whole class 1. According to Olivia, only young people can use their talents to help the earth.

2. If you don’t have talents, you can’t help to preserve the environment and save our world 3. Even a small act of kindness can make a great impact on the world around us.

4. If we want to preserve the environment, we should stop the growth and development of technology and society 5. The future of our world depends on young people only 6. People should change their consumption habits to preserve the environment.

Activity23. Based on the information in the text, decide whether the following statements are true, false or not given.

KEY: 1. According to Olivia, only young people can use their talents to help the earth.

F (Every one of us has a great gift we can use to help the earth. ) 2. If you don’t have talents, you can’t help to preserve the environment and save our world NG 3. Even a small act of kindness can make a great impact on the world around us.

T 4. If we want to preserve the environment, we should stop the growth and development of technology and society F (For some people, environmental protection and conservation means stopping the growth and development of technology and society. But this is a popular belief that is not true.)

5. The future of our world depends on young people only

Ss: work in pairs to read the information and NG scan the text to decide the statements T/F/NG 6. People should change their consumption habits to - call out the answers and check with the preserve the environment. whole class T 4. Consolidation: Read the text on the topic of environmental protection and conservation 5. Homework: Translate the passage into Vietnamese THE TEXT: It is a common belief that adults are responsible for ‘big issues’ such as environmental protection and conservation, and youths can do nothing but focus on their studies or have fun. However, the stories of the young people in the Young Voices for the Planet show that even at a young age, people are able to do something for their communities and can really contribute to the care and preservation of the environment. Kids can also do things to make a difference, given the chance. And though their skills and talents may vary, they can use their unique gifts to help to preserve the environment and save the world. One of the children in the stories, Olivia, says: ‘Every one of us has a great gift we can use to help the earth. Everyone, at any age, can do something, whether it is picking up rubbish along the side of the road, filling a bird feeder, or bringing reusable bags to the grocery store. For me, I used my artwork. Find your cause and use your talents. The quality of our world is counting on you.’

It is remarkable that someone as young as Olivia can understand so well the connection between society, the environment, and the problems we are facing today. It has been proved that every small act of kindness we show can make a great impact on the world around us.

For some people, environmental protection and conservation means stopping the growth and development of technology and society. But this is a popular belief that is not true. Protecting the environment isn’t about stopping progress. It’s about changing our consumption habits and taking care of the environment. Just by doing simple things, every one of us including the youths can do their share in making this world a better place to live.

Date of preparation: Period 21. UNIT 6. GLOBALWARMING - WRITING I. Aims: 1. Knowledge - To teach Ss to write an essay about the causes, effects and possible solutions to global warming.

-To teach Ss to develop ability to think in a logical way to form a well-structured text.

2. Skills - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge III. Methods: Integrated, mainly communicative IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note

11A7 2. Previous lesson checking: during the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Write sentences, using the Activity 1. Write sentences, using the words and phrases words and phrases given. Change the given. Change the word forms or add some words if word forms or add some words if necessary necessary 1.global warming / increase / earth’s average surface 1. Give the task: temperature / due to / warming effects / greenhouse gases T asks Ss work individually within 10 /. minutes to complete the sentences 2.main cause / global warming / burning of fossil fuels / using the words and phrases given, natural gas, oil, and coal /. and change the word forms if 3.even slight increases / levels / carbon dioxide / necessacry. They they have another 5 atmosphere / can / cause significant / rise / temperature /. minutes to compare the answers with 4.there / connection / between / recent droughts / and / partner climate change /.

2. Do the task: Ss work individually 5.farming / contribute / more than / 30 percent / total within 10 minutes to complete the greenhouse gas emissions /. sentences using the words and phrases 6.overuse / chemical fertilisers / serious threat / given, and change the word forms if environment /. necessary. They they have another 5 7.warming / earth’s atmosphere / cause / sea-level rise /. minutes to compare the answers with 8.many animal species / in / danger of extinction / due to / partnerif necessacry. loss / habitat / and / inability / adapt / climate change /.

3. Report and discuss: 9.global warming / may lead / extreme weather events /, / Teacher calls 2 Ss to write sentences include / heat waves / floods / powerful storms / which / on board and ask others and give affect / people’s lives /. comment 10.every one / us / can / help / protect and sustain / our 4. Give feedback: environment / changing / consumption habits /.

Teacher feedbacks ss’performance KEY: 1. Global warming is the increase in the earth's average surface temperature due to the warming effects of greenhouse gases.

2. The main cause of global warming is the burning of fossil fuels, such as natural gas, oil, and coal.

3. Even slight increases in the levels of carbon dioxide in the atmosphere can cause a significant rise in temperature.

4. There is a connection between the recent droughts and climate change.

5. Farming contributes more than 30 percent of the total greenhouse gas emissions.

6. The overuse of chemical fertilisers is a serious threat to the environment.

7. The warming of the earth's atmosphere causes sea-level rise.

8. Many animal species are in danger of extinction due to the loss of their habitat and inability to adapt to climate change.

9. Global warming may lead to extreme weather events, including heat waves, floods, and powerful storms, which

could affect people's lives.

10. Every one of us can help to protect and sustain our environment by changing our consumption habits.

Activity 2. Write an essay 140-160 words on global warming, using the outline Activity 2. Write an essay of between 140-160 words on global warming, using the outline T: Ask Ss to work individually to write an essay on global warming using the outline A. Introduction: introduce the topic and the main content of the essay B. Body: - Explain what global warming is - Explain the main cause of global warming - Discuss three of the main impacts on humans and the natural world C. Conclusion: summarise the main points and state your opinion

Global warming is a big issue of the atmosphere on the earth which cause continuous rise in the surface temperature of the Earth. It has been estimated that in next 50 or 100 year the temperature of earth would be increased to a great level which would create big problem of living on earth. The highly known and most basic cause of increasing the Earth’s temperature is continuous rise in the atmospheric carbon dioxide.

Rise in the carbon dioxide level is the use fossil fuels like coal and oil, deforestation (cut down of plants) by the human beings on Earth. Decreasing number of the plants on the earth increases the level of carbon dioxide, as plants are the main source of the using carbon dioxide released by the human being (as a by-product of respiration) and other means. Increasing level of Earth’s temperature creates lots of problems like sea level becomes hotter and higher, glaciers melt, flood, strong storms, lack of food, diseases, death

4. Consolidation: write an essay about the causes, effects and possible solutions to global warming.

5. Homework: Complete writing Date of preparation: Period 22: UNIT 7. FURTHER EDUCATION - Pronunciation and grammar I. Aims: 1. Knowledge - To provide learners some language items in Unit 7 - For pronunciation, that is intonation in wh- questions - For grammar, that is the present perfect and the present perfect continuous 2. Skills - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching:

1. Oorganization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: Students’ writing on global warming 3. New lesson Teacher and students’ activities Content Activity 1. Practice asking the following Activity 1. Practice asking the following question. Mark rising intonation or falling question. Mark rising intonation or falling intonation of the question on the table intonation of the question on the table 1. Give the task: Key:1. Why do Vietnamese students often T ask Ss individually to practice saying the decide to study abroad? following sentences.

1. What do Vietnamese students miss most 2. Do the task: Ss work individually to practice about home when studying abroad? saying the sentences.

2. How can we make friends with T goes around to observe and provide help when international students? necessary 3. Did you make friends with the 3. Report and discuss: international students?

Teacher calls some students to say aloud the 4. What do international students like best sentences and ask others and give comment about studying in Viet Nam?.

4. Give feedback: Sentence Rising Falling Teacher feedbacks ss’performance  1  2  3  4  5 Activity 2. In each sentence there is one verb which is in the wrong tense. Find the mistake Activity 2. In each sentence there is one verb and correct it. Write the correct sentence in which is in the wrong tense. Find the mistake the blank and correct it. Write the correct sentence in KEY: the blank 1. I have applied for a vocational scholarship T: Ask Ss to work in pair to find the mistake in three times. each sentence then rewrite the sentences 2. We have just attended a seminar on further 1.I have been applying for a vocational education. scholarship three times.

3. How long have the two international students 2.We have just been attending a seminar on known each other? further education.

4. I started the course two weeks ago, but I have 3.How long have the two international students already passed most of the tests. been knowing each other?

5. The academic year has just started and I have 4.I started the course two weeks ago, but I have been living in the halls of residence so far. already been passing most of the tests.

Activity 3. Complete the following sentences 5.The academic year has just started and I have with the present perfect or present perfect lived in the halls of residence so far continuous 1.A: Can I have a look at the glossary of study Ss: Do exercise in pairs and check the answer terms? with the whole class B: Just a minute. I (read) it myself.

Activity 3. Complete the following sentences 2.A: Let’s go to the meeting with the with the present perfect or present perfect international students this weekend. continuous

T: Have Ss work individually to complete the following sentences with the present perfect or present perfect continuous - then have Ss compare the answers with parters Ss: Do the task individually then compare the answer with partners - give answers on board and check with the whole class

B: I’d love to, but I (not finish) my assignment yet.

3.A: You look so happy! What’s up?

B: I (receive) an offer for a summer internship in Japan.

4.A: You look tired!

B: I (search) for information about higher education all morning.

5.A: Your room is in a mess! (look) for something?

B: My wallet. I think I (lose) it somewhere.

KEY: 1. have been reading 2. have not finished 3. have received 4. have been searching 5. have you been looking / have lost 4. Consolidation: Teacher summarizes the main points of the lesson on intonation and tenses of verb 5. Homework: Rewrite the sentences, using the words given and the present perfect or present perfect continuous 1.Nam’s still studying English. He started studying it two years ago. (for) 2.He attended two online vocational courses: one in 2012 and the other in 2013. (twice) 3.The British Council established IELTS a long time ago. It still uses this test as an international standardized test of English for non-native English language speakers. (for) 4.The university started building a new campus in May. They are still building it. (since) 5.Mary is staying at a homestay during her undergraduate programme. The programme began three weeks ago. (for) KEY: 1. Nam has been studying English for two years.

2. He has attended online vocational courses twice.

3. The British Council has been using IELTS as an international standardized test of English for nonnative English language speakers for a long time.

4. The university has been building a new campus since May. 5. Mary has been staying at a homestay for three weeks during her undergraduate programme.

Date of preparation: Period 23. UNIT 7. FURTHER EDUCATION Reading I. Aims: 1. Knowledge - To provide learners some vocabulary related to further education.

2. Skills - To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details about higher education opportunities 3. Attitudes - To encourage Ss to work harder

- To provide Ss some motivation 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Organization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: Rewrite the sentences, using the words given and the present perfect or present perfect continuous 1.Nam’s still studying English. He started studying it two years ago. (for) 2.He attended two online vocational courses: one in 2012 and the other in 2013. (twice) 3.The British Council established IELTS a long time ago. It still uses this test as an international standardized test of English for non-native English language speakers. (for) 4.The university started building a new campus in May. They are still building it. (since) 5.Mary is staying at a homestay during her undergraduate programme. The programme began three weeks ago. (for) KEY: 1. Nam has been studying English for two years.

2. He has attended online vocational courses twice.

3. The British Council has been using IELTS as an international standardized test of English for nonnative English language speakers for a long time.

4. The university has been building a new campus since May. 5. Mary has been staying at a homestay for three weeks during her undergraduate programme.

3. New lesson Teacher and students’ activities Activity 1. Read the following text about the Australia education system and fill each gap with a word (Students’ workbook Unit 7. Further education – Reading) 1. Give the task: T asks Ss work in pairs within 8 minutes to read the text about the Australian education system and fill each gap with a word below PRIVATE FLEXIBLE FURTHER PRACTICAL SECONDARY SOCIAL 2. Do the task: Ss work in pairs within 8 minutes to read the text about the Australian education system and fill each gap 3. Report and discuss: Teacher calls some to give answers in pairs

Content Activity 1. Read the following text about the Australia education system and fill each gap with a word (Students’ workbook Unit 7. Further education – Reading) PRIVATE FLEXIBLE FURTHER PRACTICAL SECONDARY SOCIAL

and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance

Activity 2.Based on the information in the text, complete the following sentences with no more than five words T: Ask Ss to continue in pairs to complete the sentences with no more than five words - have Ss compare the answers with other pairs - call some Ss to read aloud their answers - check with the whole class Ss: - continue in pairs to complete the sentences with no more than five words - compare the answers with other pairs

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

T: Ask Ss to work in pairs to read the information and scan the text to decide the statements T/F/NG 1. Primary school is 7 years starting from Grade 1 for six-year-old children.

2. Secondary school leavers can only pursue higher education after completing a vocational programme.

3.There are 43 Australian universities on the top 100 list of international private universities.

4. Students must have a Graduate Certificate to qualify for a bachelor’s degree programme.

5. Students with master’s degrees have to study three years or more to get a doctoral degree.

6. Young people with VET qualifications find jobs immediately after graduation - Gets Ss to call out the answers and check with the whole class

KEY: 1. secondary 2. further 3. private 4. social 5. flexible 6. practical Activity 2. Based on the information in the text, complete the following sentences with no more than five words KEY: 1. In Australia, school education is divided into three levels: primary, secondary, and senior secondary.

2.In further education, students can pursue higher education or vocational education and training.

3.Australian universities can be categorised as public, international, and private.

4.Students can obtain two bachelor’s degrees when they successfully complete double degree courses.

5.Students in vocational education are often taught and trained by experienced teachers and experts in the field.

Activity 3. Based on the information in the text, decide whether the following statements are true, false or not given KEY: 1. Primary school is 7 years starting from Grade 1 for six-year-old children. NG 2. Secondary school leavers can only pursue higher education after completing a vocational programme.

F (After completing senior secondary school, students can choose to pursue education which is generally divided into higher education and vocational education and training.)

3.There are 43 Australian universities on the top 100 list of international private universities. F (Among these are 15 universities ranked in the top 100 in the latest Times Higher Education ranking results (2014).)

4. Students must have a Graduate Certificate to qualify for a bachelor’s degree programme. F (There are three main types of higher education, which provides students with bachelor’s, master’s, and doctoral degrees in a wide range of

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

courses in both natural and sciences.)

5. Students with master’s degrees have to study three years or more to get a doctoral degree. T 6. Young people with VET qualifications find jobs immediately after graduation NG

4. Consolidation: Read the text on the topic of environmental protection and conservation 5. Homework: Translate the passage into Vietnamese

Handouts: Australia’s school education is 13 years, including primary school, (1) school, and senior secondary school.

• Primary school: 7-8 years from Kindergarten to Year 6 or 7 • Secondary school: 3-4 years, Years 7 to 10 or 8 to 10 • Senior secondary school: 2 years, Years 11 and 12 After completing senior secondary school, students can choose to pursue (2) education which is generally divided into higher education and vocational education and training.

Higher education courses are mainly offered by 43 universities in Australia – 40 public universities, two international universities, and one (3) university. Most of them rank highly for quality of education and student satisfaction. Among these are 15 universities ranked in the top 100 in the latest Times Higher Education ranking results (2014).

There are three main types of higher education, which provides students with bachelor’s, master’s, and doctoral degrees in a wide range of courses in both natural and (4) sciences. Higher education qualifications include: Qualifications

Duration

Required entry qualifications

Associate Degree

2 years

Year 12 or equivalent

Bachelor’s Degree

3 years

Year 12 or equivalent

Bachelor’s Degree (Honors)

4 years

Bachelor’s Degree

Graduate Certificate

6 months

Bachelor’s Degree

Graduate Diploma

1 year

Bachelor’s Degree

Master’s Degree

1 – 2 years

Bachelor’s Degree or Bachelor’s Degree (Honors)

Doctoral Degree

3 years (or more)

Master’s Degree

Most of the programmes are (5) , allowing students to enrol in a double degree programme, and obtain two bachelor’s degrees. Vocational courses which lead to Australian Vocational Education and Training (VET) qualifications offer opportunities for (6) work to students who prefer to focus on finding a job. These courses are taught by experienced teaching staff and experts to ensure all students are prepared for the workforce.

Date of preparation: Period 24. UNIT 7. FURTHER EDUCATION - WRITING I. Aims: 1. Knowledge -To teach Ss to write an email asking for information about higher education opportunities.

- To teach Ss to develop ability to think in a logical way to form a well-structured text.

2. Skills - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge III. Methods: Integrated, mainly communicative IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: during the lesson 3. New lesson Teacher and students’ activities Content Activity 1. You want to ask your studyActivity 1. You want to ask your study-abroad abroad adviser for information. Write adviser for information. Write sentences, using the sentences, using the words and phrases words and phrases given given 1. would like / know / eligible / apply / university 1. Give the task: programme /.

2. you / explain / types of funding / available / T asks Ss work individually within 8 minutes to complete the information they international students /?

3.international students / allowed / work / part-time want to ask their study-abroad adviser.

They they have another two minutes to /?

4.I / like / consult / you / cultural differences / I / compare the answers with partner 2. Do the task: Ss work individually within should / aware /.

8 minutes to complete the information they 5.what / worries me / most / high cost / living in want to ask their study-abroad adviser.

London / international student /.

They they have another two minutes to KEY: compare the answers with partner 1. I would like to know if I am eligible to apply for 3. Report and discuss: the university programme.

Teacher calls 2 Ss to write sentences on 2. Can you explain what types of funding are board and ask others and give comment available for international students?

4. Give feedback: 3. Are international students allowed to work parttime?

Teacher feedbacks ss’performance 4. I’d like to consult you about the cultural Activity 2. Choose two of the following questions about preparing for further differences I should be aware of. / I’d like to consult

education. Complete the outline and write you about the cultural differences that I should be an email of 160-180 words to a friend aware of. from another country asking for 5. What worries me most is the high cost of living in information and advice London as an international student.

T: Ask Ss to work in groups of 4 to read the Activity 2. Activity 2. Choose two of the following question and complete the outline questions about preparing for further education.

Questions to ask Complete the outline and write an email of 160Should I take a gap year or pursue further 180 words to a friend from another country education immediately? asking for information and advice What kind of attendance mode should I Dear Maria, choose?

I am writing to ask you for some information and Would it be better to gain some work advice on further education. experience before enrolling on a higher I am going to finish secondary school in May and I education programme? have been thinking a lot about taking a gap year or Should I study abroad? Why? How should I pursuing further education immediately. Here are plan for it? the points that worry me most.

How early can I apply for a higher First, I want to consult you about the advantages education scholarship? and disadvantages of taking a gap year. I know that Do I have to take the IELTS test before a lot of school leavers in your country prefer taking sending my application form to UK’s a gap year before deciding to pursue further universities? education.

Will vocational courses improve my future Would a gap year look good on my college job prospects? application?

What is the highest level in vocational If I pursue further education immediately, what education and training that I can achieve? kind of attendance mode should I choose? There are What qualifications will I get? excellent universities in your country, and a OUTLINE bachelor’s degree from one of them will definitely Salutation help me to find a good job easily. However, the Opening sentence tuition fees and living expenses will be very high, Body and I am not sure if a scholarship will cover all the First question costs. Do distance learning degrees off er the same Second question content as campus-based degrees?

Friendly ending I am looking forward to hearing from you soon.

Complimentary close Regards, Ss: complete the outline and write an email An 4. Consolidation: writing about solving problems facing a disabled person 5. Homework: Complete the paragraph about solving problems facing a disabled person based on activity 2

Date of preparation: Period 25: UNIT 8. OUR WORLD HERITAGE SITES- Pronunciation and grammar I. Aims: 1. Knowledge - For pronunciation, that is intonation in choice questions - For grammar, that is participle and to infinitive clauses.

2. Skills - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: During the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Mark rising intonation or falling Activity 1. Mark rising intonation or falling intonation on the choice questions in the intonation on the choice questions in the following short exchanges following short exchanges 1. Give the task: T ask Ss individually to practice saying the following sentences within 2 minutes and they have another two to act out with partners Key: 2. Do the task: Ss work individually to practice 1. A: Would you like to visit a natural ⤻or a saying the following sentences within 2 minutes cultural heritage site ↷? and they have another two to act out with B: I’d like to see a natural one. partners 2. A: Do you prefer mountain climbing ⤻ or T goes around to observe and provide help when cave exploring ↷? necessary B: I prefer mountain climbing.

3. Report and discuss: 3. A: Would you like to go to Hue by car ⤻ or Teacher calls some pairs to act out aloud the by train ↷? conversations and ask others and give comment B: Well, actually I prefer to go by plane.

4. Give feedback: 4. A: Where would you like to go? To Ha Long Teacher feedbacks ss’performance Bay ⤻ or to Trang An Scenic Landscape Complex ↷?

Activity 2. Complete the sentences with the correct form of the verbs in brackets T: Ask Ss to work in pair to complete the sentences with the correct form of the verbs in brackets 1. Here are some of the things (avoid) when visiting a heritage site.

2. Visitors should avoid shops (sell) unusual relics from the area.

3. Many of the items such as rings, key chains, or souvenirs are made of unusual shells or unique stones illegally (remove) from the protected areas.

4. If you buy stolen relics, you will help to create a black market, (lead) to further destruction of the heritage site.

5. The final thing (remember) is to admire the corals from a distance and not to break off any pieces to take home as souvenirs.

Ss: Do exercise in pairs and check the answer with the whole class Activity 3. Combine the two sentences into one, using either an – ing or -ed participle T: Have Ss work individually to combine the two sentences into one, using either an – ing or – ed participle 1. A tour guide is taking us to Ha Long Bay. He can speak three languages.

2. There’s a gate at the end of this corridor. The gate leads to the main door of the temple.

3.The pagoda was damaged in the storm. It has now been rebuilt.

4. That man was selling unusual relics. They were illegally removed from the protected area of this heritage site.

5. The Taj Mahal complex was recognized as a World Heritage Site in 1983. It includes the tomb, the mosque, the guest house, and the main gate.

- then have Ss compare the answers with partners Ss: Do the task individually then compare the answer with partners - give answers on board and check with the whole class

B: I’d like to go to Ha Long Bay. Activity 2. Complete the sentences with the correct form of the verbs in brackets

KEY: 1. to avoid 2. selling 3. removed 4. leading 5. to remember

Activity 3. Combine the two sentences into one, using either an – ing or -ed participle KEY: 1. The tour guide taking us to Ha Long Bay can speak three languages.

2. At the end of this corridor there is a gate leading to the main door of the temple.

3. The pagoda damaged in the storm has now been rebuilt.

4. That man was selling unusual relics illegally removed from the protected area of this heritage site.

5. The Taj Mahal complex, recognised as a World Heritage Site in 1983, includes the tomb, the mosque, the guest house, and the main gate.

4. Consolidation: Teacher summarizes the main points of the lesson on intonation and participle, toinfinitive, vocabulary on unit

5. Homework: Use the correct form of the words in the box to complete each sentence culture (n) excavate (v) geology (n) explore (v) architecture (n) 1.Trang An Scenic Landscape Complex includes both natural and __ sites.

2. A lot of visitors to Phong Nha-Ke Bang National Park are keen on cave___ .

3. Phong Nha-Ke Bang National Park provides a lot of valuable information about the earth’s ___ development.

4.Taj Mahal is considered to be a masterpiece___ of style in design and construction technique.

5. The ___ will last for several years as scholars believe that there are still relics buried in this site.

KEY: 1. cultural 2. Explorationnn3. Geological 4. Architectural 5. excavation Date of preparation: Period 26. UNIT 8. OUR WORLD HERITAGE SITES Reading I. Aims: 1. Knowledge - To provide learners some vocabulary related to heritage sites 2. Skills - To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Organization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: Previous lesson checking 3. New lesson Teacher and students’ activities Content Activity 1. Read a text about Ha Long Bay, Activity 1. Read a text about Ha Long Bay, a a World Heritage Site in Viet Nam, and World Heritage Site in Viet Nam, and choose choose the best title the best title (Students’ workbook Unit 8. Our world (Students’ workbook Unit 8. Our world heritage heritage sites– Reading) sites– Reading) 1. Give the task: T: Explains to Ss the task “We are going to A. Why Ha Long Bay was recognised as a read the text quickly to get an overall World Heritage Site impression and look for the main idea) B. Attractions in Ha Long Bay - Get Ss to go through three headings, read C. Threats to Ha Long bay and possible the text quickly to choose the heading that solutions best summarizes the main idea in 3 minutes 2. Do the task Ss go through three headings, read the text

quickly to choose the heading that best summarizes the main idea in 3 minutes - do the task individually then compare answers in pairs.

T observes and provide help when necessary 3. Report and discuss: Teacher call some students to give answers.

Others give comments 4. Give feedback Give feedback and comment on their performance Activity 2. Read the text again and answer the following questions T T: Checks if Ss can answer the comprehension Qs without reading the text again. If Ss cannot, T gets them to read the Qs carefully and underline the key words to do task.

- Gets sts to read te text and check theirs answers and explain their choices in 5’.

- T calls some Ss to read theirs answers and explain their choices.

- T comments and gives feedbacks.

Ss: read te text and check theirs answers and explain their choices in 5’.

- give answers in pairs and check with the whole class

KEY: C. Threats to Ha Long bay and possible solutions

Activity 2. Read the text again and answer the following questions 1. What is the environmental impact of overfishing?

2. How important are the mangroves?

3. What is the problem with buying unusual objects?

4. What are the benefits of sailing or fishing with the local fishermen?

KEY: 1. Rare sea creatures may become extinct.

2. They provide protection during storms, preserve the shoreline, and act as a natural filter that keeps the sea environment clean and healthy. Many wildlife species including plants and fish also depend on the mangroves.

3. The unusual relics are probably illegally removed from the protected areas.

4. The local fishermen can share the benefits of tourism and this will help them to increase their income and reduce excessive fishing.

4. Consolidation: Read the text on the topic of Ha Long Bay and do the task 5. Homework: Translate the passage into Vietnamese Recognized as a World Heritage Site in Viet Nam, Ha Long Bay attracts thousands of visitors every year, who come to enjoy its magnificent natural landscape. However, the bay is also facing a number of threats that may lead to serious damage to the site.

Wildlife in Ha Long Bay is being destroyed by overfishing as this is the only job to support most of the inhabitants here. As a result, rare sea creatures may become extinct soon.

Another problem is deforestation of mangrove forests. The mangroves, known as the plants native to Ha Long Bay, provide protection during storms, preserve the shoreline, and act as a natural filter that keeps the sea environment clean and healthy. Numerous wildlife species including plants and fish also depend on the mangroves.

What is more, some markets in Ha Long Bay sell unusual relics and natural objects, such as coral pieces, seashells, or unique stones, probably illegally removed from the protected areas. Many of these items, converted into rings, key chains, and other souvenirs, are purchased by unsuspecting tourists. Buying these items creates a black market leading to further destruction of Ha Long Bay. As eco-tourists, we can help to protect Ha Long Bay for future generations in several ways. For example, by sailing or fishing with the fishermen, we can share the benefits of tourism with the local community. This will help them to increase their income and reduce excessive fishing. We can also help local people to learn about the significance of the mangrove forests and help them to replant the mangroves. We should also avoid purchasing unusual souvenirs. As responsible tourists, we can discourage suspected traders or vendors by refusing to buy their illegal goods.

Dịch: Được công nhận là Di sản Thế giới tại Việt Nam, Vịnh Hạ Long thu hút hàng ngàn du khách mỗi năm, những người đến để thưởng thức cảnh quan thiên nhiên tuyệt đẹp của nó. Tuy nhiên, vịnh cũng phải đối mặt với một số mối đe dọa có thể dẫn đến thiệt hại nghiêm trọng cho điểm di sản này.

Cuộc sống hoang dã ở Vịnh Hạ Long đang bị phá hủy bởi tình trạng đánh bắt quá mức vì đây là công việc duy nhất để hỗ trợ hầu hết cư dân ở đây. Kết quả là, các sinh vật biển quý hiếm có thể bị tuyệt chủng sớm.

Một vấn đề khác là việc phá rừng tại các rừng ngập mặn. Rừng ngập mặn, được gọi là thực vật có nguồn gốc tại Vịnh Hạ Long, đem lại sự bảo vệ trong suốt các cơn bão, bảo vệ bờ biển, và hoạt động như một bộ lọc tự nhiên giúp giữ cho môi trường biển sạch sẽ và trong lành. Nhiều loài động vật hoang dã bao gồm cả thực vật và cá cũng phụ thuộc vào rừng ngập mặn.

Hơn nữa, một số thị trường ở Vịnh Hạ Long bán các di tích và vật thể tự nhiên bất thường, chẳng hạn như các mảnh san hô, vỏ sò biển, hoặc đá độc đáo, khả năng được lấy từ khu vực được bảo vệ một cách bất hợp pháp. Nhiều loại trong số các mặt hàng này đã được chuyển đổi thành nhẫn, dây chuyền, và các loại quà lưu niệm khác, được mua bởi những người khách du lịch không hề nghi ngờ. Việc mua những mặt hàng này tạo ra một thị trường chợ đen dẫn đến việc phá hủy Vịnh Hạ Long trong tương lai.

Là những người khách du lịch sinh thái, chúng ta có thể giúp bảo vệ Vịnh Hạ Long cho các thế hệ tương lai bằng nhiều cách. Ví dụ, bằng du thuyền hoặc câu cá với ngư dân, chúng ta có thể chia sẻ lợi ích của du lịch với cộng đồng địa phương. Điều này sẽ giúp họ tăng thu nhập và giảm việc đánh bắt quá mức. Chúng ta cũng có thể giúp người dân địa phương tìm hiểu về tầm quan trọng của rừng ngập mặn và giúp họ trồng lại rừng ngập mặn. Chúng ta cũng nên tránh mua những loại quà lưu niệm bất thường. Là khách du lịch có trách nhiệm, chúng tôi có thể ngăn cản các nhà giao dịch hoặc nhà cung cấp bị nghi ngờ bằng cách từ chối mua hàng hóa bất hợp pháp của họ.

Date of preparation Period 27. UNIT 8. OUR WORLD HERITAGE SITES - WRITING I. Aims: 1. Knowledge - To provide learners some vocabulary and information about some famous heritage - To teach Ss to develop ability to think in a logical way to form a well-structured text.

2. Skills - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: during the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Match the reasons why visitors Activity 1. Match the reasons why visitors want to want to visit Hoi An Ancient Town with visit Hoi An Ancient Town with the details to the details to support them support them 1. Give the task: T asks Ss work individually within 6 REASONS: minutes to read the reasons why visitors 1. Try the local food want to visit Hoi An Ancient Town and the 2. Enjoy sports activities details to support to match them They they 3. Go shopping have another two minutes to compare the 4. See the original architecture

answers with partner 2. Do the task: Ss work individually within 6 minutes to read the reasons why visitors want to visit Hoi An Ancient Town and the details to support to match them They they have another two minutes to compare the answers with partner T goes around and provide help when necessary 3. Report and discuss: Teacher calls some Ss to give answers and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance

5. Watch traditional performances 6. Learn about the history and culture of the local people 7. Enjoy the scenery DETAILS: A. swimming, diving, snorkeling, and other sports activities on the beach, cycling to explore the area B. buying clothes, lanterns, silk scarves, hand-made toys, and many other handicrafts C. Most of it is intact and well-preserved; includes more than a thousand ancient houses, a Japanese Bridge, numerous pagodas, temples, and museums D. enjoying delicious noodles, spring rolls and rice pan cakes; joining a cooking class and learn to cook some local dishes E. visit the museums featuring ancient relics and covering local history and ancient culture F. live performances of folk songs, dance, and traditional instruments G. the landscape of the surrounding countryside is magnificent; admire the picturesque views; enjoy the beautiful sunset over the river KEY: 1-D 2-A 3-B 4-C 5-F 6-E 7-G

Activity 2. Write a letter (160-200 words) about the reasons why visitors want to go to Hoi An, using the information in 1 and your ideas T: Ask Ss to work individually to use the information in 1 to write a letter about the reasons why visitors want to go to Hoi An + geological value - the landscape of the surrounding countryside is magnificent; admire the picturesque views; enjoy the beautiful sunset over the river + preservation value - Most of it is intact and well-preserved; includes more than a thousand ancient houses, a Japanese Bridge, numerous pagodas, temples, and museums - visit the museums featuring ancient relics and covering local history and ancient

Activity 2. Write a letter (160-200 words) about the reasons why visitors want to go to Hoi An, using the information in 1 and your ideas Dear Maria, I was so excited when I received your letter yesterday. It is great that you’re planning to visit one of the World Heritage Sites in Viet Nam next month. I recommend that you visit Hoi An Ancient Town.

In fact, there are a number of reasons why tourists want to visit Hoi An Ancient Town – one of the eight World Heritage Sites in Viet Nam. First of all, they will have a chance to try some local food such as delicious noodles and spring rolls. Going shopping is also a popular activity for visitors. They can buy clothes, lanterns, silk scarves, hand-made toys, and a lot of handicrafts for themselves as well as their friends and family. Moreover, people visiting Hoi An Ancient Town can enjoy various activities like swimming, diving, snorkeling, and

culture other sports activities on the beach. They can also + activities: go cycling to explore the area. However, Hoi An’s - swimming, diving, snorkeling, and other biggest attraction is its traditional architecture. Most sports activities on the beach, cycling to of it is intact and well-preserved. There are more explore the area than a thousand ancient houses, a Japanese Bridge, - buying clothes, lanterns, silk scarves, numerous pagodas, temples, and museums. For all hand-made toys, and many other these reasons, Hoi An Ancient Town has become a handicrafts popular destination for many visitors.

- enjoying delicious noodles, spring rolls So, I hope I can show you all the interesting sights and rice pan cakes; joining a cooking class in Hoi An. Please let me know when you arrive, so I and learn to cook some local dishes can pick you up at the airport.

- live performances of folk songs, dance, Look forward to seeing you soon! and traditional instruments Best wishes, Ss: use the information in act 1 to complete Ha letter 4. Consolidation: use vocabulary and information about World heritage sites and write letter 5. Homework: Complete writing Date of preparation: Period 28. TEST YOURSELF 3 I. Aims: 1. Knowledge: - General knowledge: Students will be able to revise the language and skills students have learnt and practised in Units 6,7,8 - Language: Sentences and expressions related to the topics of units 6,7,8 2. Skills: Speaking, reading, listening and writing.

3. Attitudes: Students pay attention to the topic of the unit, the content of the reading text, teacher’s instructions or explanations and do teacher’s requirements 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: Ss’ writing 3. New lesson Teacher and students’ activities Content Activity 1. Use the correct form of the words Activity 1. Use the correct form of the words in in brackets to complete the sentences brackets to complete the sentences 1. Give the task: 1. The lecture is about the__ of world heritage Ask Ss to work individually to use the correct sites. (preserve) form of the words in brackets to complete the 2. He served in the army after___ . (graduate) sentences within 3 minutes 3. The rainforest gorillas are in danger of extinction - ask Ss to make sure that they know the kind because of .___ (deforest) of words in each sentence 4. Scientists are looking for ways to slow down the

For example: 1. use a noun because it is used after article “the” - then have Ss another 2 minutes to compare the answers with partner 2. Do the task: Ss work individually to use the correct form of the words in brackets to complete the sentences within 3 minutes then they have another 2 to compare the answer with partner Teacher goes around to observe and give help when necessary 3. Report and discuss: Teacher calls two students to write and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance

rate of greenhouse gas ___. (emit) 5. In the UK, A-levels are still the most common way of fulfilling the entry ___ for degree courses. (require)

Key: 1 preservation 2. graduation 3. deforestation 4. emissions 5. requirements Activity 2. Put the verbs in brackets into perfect gerunds or perfect participles

Activity 2. Put the verbs in brackets into perfect gerunds or perfect participles 1. Give the task: T ask Ss to work individually to complete sentences using the correct form of verbs within 3 minutes then they have another 2 to compare the answer with partner 2. Do the task: Ss work individually to complete sentences using the correct form of verbs within 3 minutes then they have another 2 to compare the answer with partner Teacher goes around and give help when necessary 3. Report and discuss: Teacher calls two students to write and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance

Activity 3. Read and complete the text with the words from the box T: Get Ss to work in pairs to complete the text with the words below Undergraduate overseas requirements qualifications vocational - ask Ss about the meaning and kind of each

1.Three students were suspected of (cheat) during the examination.

2.(fail) twice, Nam didn’t want to try again.

3.I denied (make) any private calls on the office phone, but my boss didn’t believe me.

4.He could not recall (see) the traffic accident.

5.(read) the instructions carefully, he started to install the application.

KEY: 1. having cheated 2. having failed 3. having made 4. having seen 5. having read Activity 3. Read and complete the text with the words from the box KEY: 1. overseas 2 vocational 3 qualifications 4 undergraduate 5 requirements

Activity 4. Read the text and complete the

word - call some pairs to give answers and check with the whole class Ss: do task in pairs Activity 4. Read the text and complete the sentences below, using no more than four words T: ask Ss to work individually to read the passage and complete the sentences, using no more than 4 words - go around and provide help when necessary - collect Ss’ answers Ss: do the task - give answers and check with the teacher

sentences below, using no more than four words 1. According to scientists, polar ice is melting because of__ .

2. Polar bears are getting closer to where people live in order to__ .

3. When female bears cannot build up fat reserves, they are___ .

4.Polar bears need ___ to catch seals and other marine mammals for food.

5. If the sea ice season ___, polar bears will not have enough time for hunting and feeding themselves.

KEY: 1. climate change 2. search for food 3. easily affected by disease 4. a hunting ground 5. continues to get shorter 4. Consolidation: revise the language and skills students have learnt and practised in Units 6-7-8.

5. Homework: Translate the reading text into Vietnamese Activity 3. Read and complete the text with the words from the box Undergraduate overseas requirements qualifications OPEN UNIVERSITIES AUSTRALIA

vocational

Open Universities Australia, an online higher education organisation, is run by seven universities. It offers Australian and (1) students the opportunity to study academic subjects and (2) modules at their own pace, and in their own time. The units of study and the (3) students achieve are identical to those awarded to on-campus students. Open Universities Australia offers: bridging and short courses, vocational education and training modules and courses, university (4) units, postgraduate units and courses, and a library service. As Open Universities Australia has no entry (5) or limits on places, it offers students the flexibility to study at home in any or all of four study periods each year, starting in March, June, September, and December.

Activity 4. Read the text and complete the sentences below, using no more than four words READING: Melting of sea ice in the Arctic has reduced the population size of polar bears and threatens the species with extinction.

Scientists say that the earlier annual break-up of sea ice caused by climate change is cutting short the hunting season for the bears, which depend on floating banks of ice to reach their prey.

Lack of sea ice in spring and summer is forcing the hungry polar bears to spend longer on land. This gives a false impression that their numbers are increasing as they encroach on human settlements to search for food.

Female polar bears depend on the spring hunting season in order to build the fat reserves needed to see them through the summer months. But the ice is disappearing, which means that the bears have not had time to build up normal levels of fat.

Since female bears become thinner, they are easily affected by disease. Their ability to reproduce and the survival chances of their cubs decline significantly.

The sea ice provides polar bears with a hunting ground, from which the bears can reach their prey– wild seals and other marine mammals.

Scientists are worried that if the sea ice season continues to get shorter, polar bears will not be able to spend enough time on the ice to hunt and feed themselves

Date of preparation: Period 29: UNIT 9. CITIES OF THE FUTURE- Pronunciation and grammar I. Aims: 1. Knowledge - For pronunciation, that is intonation in tag questions - For grammar, that is Tag questions, and conditional sentence type 0 2. Skills - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: During the lesson 3. New lesson Teacher and students’ activities Content

Activity 1. Mark rising intonation or falling intonation on the choice questions in the following short exchanges 1. Give the task: T ask Ss individually to practice saying the following sentences within 2 minutes and they have another two to act out with partners 2. Do the task: Ss work individually to practice saying the following sentences within 2 minutes and they have another two to act out with partners T goes around to observe and provide help when necessary 3. Report and discuss: Teacher calls some pairs to act out aloud the conversations and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance

Activity 2. Complete the sentences with the correct question tags T: Ask Ss to work individually to complete sentences with question tags and compare the answer with partner 1. There aren’t any shops or restaurants in this street,__ ?

2. I think nobody likes to live in a polluted city, __?

3. Let’s start our discussion on global warming,__ ?

4. Something needs to be done immediately to solve the water shortage problem, __?

5. This is what we need for our new house,___ ?

6. Stop playing this computer game and do your homework,__ ?

7. You’ve never got stuck in a traffic jam __?

8. Everyone in our class will take part in the school’s Green Campaign, __?

Ss: Do exercise in pairs and check the answer with the whole class Activity 3. Answer question using conditional

Activity 1. Mark rising intonation or falling intonation on the choice questions in the following short exchanges 1.A: People living in the city are at a great risk of developing a lung disease.

B: Because the air is polluted, isn’t it? ⤻ 2. A: I’ve been living here for twenty years. I know every corner in this town.

B: So you know where to buy second-hand books, don’t you? ↷ I’m looking for some.

3. A: I’ve invited Ann to a concert, but she can’t make it. She has an English test tomorrow.

B: She has to do some revision tonight, doesn’t she? ↷ 4. A: The nightlife in this city is so boring.

B: It isn’t. I know a night market just round the corner. Let’s try some local food there, shall we? ⤻ 5. A: The government should look for ways to deal with the traffic problems here.

B: I agree. They shouldn’t allow vending carts to move in the streets during the rush hour, should they? ⤻ Activity 2. Complete the sentences with the correct question tags

KEY: 1. are there 2. Do they 3. Shall we 4. doesn’t it 5. Isn’t it 6. Won’t yoy 7. have you 8. Won’t they

Activity 3. Answer question using conditional sentence 1. If I don’t have to go to school, I usually

sentence T: Have Ss work individually to answer the question then practice in pairs 1. What do you usually do if you don’t have to go to school?

2. What happens if you leave a fish out of water?

3. What happens if you heat water to 100 degrees Celsius?

4. What number do I need to dial if I’m involved in a traffic accident?

5. How much is a motorcyclist fined if he doesn’t wear a helmet?

6. Where do you usually go if you have a long holiday?

7. Where can tourists go if they want to taste local food?

8. What time do you usually go to bed if you don’t have too much homework to do in the evening?

Ss: Do the task individually then compare the answer with partners - give answers on board and check with the whole class

help my mother with the housework.

2. If I leave a fish out of water, it dies 3. If I heat water to 100 degrees Celsius, it boils.

4. If you’re involved in a traffic accident, you need to dial 115.

5. If he doesn’t wear a helmet, he’s fined up to 200,000 VND. 6. If I have a long holiday, I usually go to (Nha Trang).

7. If tourists want to taste local food, they can go to the local market./ If tourists want to taste local food, they can go to.

8. If I don’t have too much homework to do in the evening, I usually go to bed at

4. Consolidation: Teacher summarizes the main points of the lesson - For pronunciation, that is intonation in tag questions - For grammar, that is Tag questions, and conditional sentence type 0 5. Homework: Some of the sentences are incorrect. Pick out the wrong ones and correct them 1. Plants would die if they don’t get enough water.

2. Everything’s been prepared for the project, isn’t it?

3. If you see a fire, call the fire department immediately.

4. Your brother never goes out with his friends if he hasn’t finished his homework, has he?

5. I believe no one can solve the pollution problem, don’t I? 6. There’s been a new plan to treat wastewater in the city, hasn’t there?

7. If you mixed red and green, you’d get yellow.

8. These are devices to detect any heating problems, aren’t these?

KEY: 1. would die -> die 2. isn’t it -> hasn’t it 3. true 4. has he -> does he 5. don’t I -> can they 6. true 7. mixed-> mix would get -> get 8. aren’t these -> aren’t they

Date of preparation: Period 30. UNIT 9. CITIES OF THE FUTURE - SPEAKING I. Aims: 1. Knowledge - To provide learners some vocabulary related to the predictions about cities of the future 2. Skills - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization:

Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: Some of the sentences are incorrect. Pick out the wrong ones and correct them 1. Plants would die if they don’t get enough water.

2. Everything’s been prepared for the project, isn’t it?

3. If you see a fire, call the fire department immediately.

4. Your brother never goes out with his friends if he hasn’t finished his homework, has he?

5. I believe no one can solve the pollution problem, don’t I? 6. There’s been a new plan to treat wastewater in the city, hasn’t there?

7. If you mixed red and green, you’d get yellow.

8. These are devices to detect any heating problems, aren’t these?

KEY: 1. would die -> die 2. isn’t it -> hasn’t it 3. true 4. has he -> does he 5. don’t I -> can they 6. true 7. mixed-> mix would get -> get 8. aren’t these -> aren’t they 3. New lesson Teacher and students’ activities Content Activity 1. .Mai and John are talking about Activity 1.Mai and John are talking about the the cities of the future. Choose the correct cities of the future. Choose the correct sentences sentences a-e to complete the conversation. a-e to complete the conversation. Then practice it Then practice it with a partner with a partner 1. Give the task: Ask Ss to work individually to read and choose the correct sentences a-e to complete the conversation between Mai and John within 3 minutes a. More people will move to the city. More people means more energy consumption and more carbon dioxide emissions. b. Exactly. For example, global warming will Mai: What are you doing, John? You look so become worse. thoughtful. c. I’m writing an essay on cities in 2050.

John: (1) d. Yes. But in my essay conclusion I’ll Mai: Interesting topic, isn’t it? Are you taking the express my hope that some things could get optimistic or pessimistic viewpoint? better in 2050.

John: (2) e. I’m afraid the pessimistic. Big cities Mai: You mean these problems can’t be solved, nowadays face too many insoluble problems. can they?

- then have Ss another 2 minutes to compare John: (3) the answers with partner Mai: Why do you think so?

2. Do the task: Ss work individually to read John: (4) and choose the correct sentences a-e to Mai: I see … It seems that you’ve got enough complete the conversation between Mai and ideas for your essay, haven’t you?

John within 3 minutes - then have another 2 minutes to compare the answers with partner Teacher goes around to observe and give help when necessary 3. Report and discuss: Teacher calls one pair to act out the conversation and others give the comment 4. Give feedback: Teacher feedbacks ss’performance

Activity 2. Work in pairs. Use the information below to make another conversation T: Ask Ss to work in pairs to use the information below to make another conversation within 10 minutes - A and B: greet each other - A: ask why B looks thoughtful - B: tell A s/he’s writing an essay on cities in the future - A: ask if B is taking the optimistic or pessimistic viewpoint - B: tell A s/he is optimistic and give reasons (e.g. There are projects to make cities greener.)

- A: ask B to clarify his / her ideas - B: give examples (e.g. build more parks, use renewable sources of energy, etc.)

- A: agree with B

John: (5) Key: Mai: What are you doing, John? You look so thoughtful.

John: (1) c. I’m writing an essay on cities in 2050.

Mai: Interesting topic, isn’t it? Are you taking the optimistic or pessimistic viewpoint?

John: (2) e. I’m afraid the pessimistic. Big cities nowadays face too many insoluble problems.

Mai: You mean these problems can’t be solved, can they?

John: (3) b. Exactly. For example, global warming will become worse.

Mai: Why do you think so?

John: (4) a. More people will move to the city.

More people means more energy consumption and more carbon dioxide emissions.

Mai: I see … It seems that you’ve got enough ideas for your essay, haven’t you?

John: (5) d. Yes. But in my essay conclusion I’ll express my hope that some things could get better in 2050.

Activity 2. Work in pairs. Use the information below to make another conversation Suggested talk A: Hi, you look so worried B: You read the newspaper this morning, don’t you?

A: Yes, it has some predictions about our city in 2050 B: It won’t be a good place to live in, will it?

A: On the contrary, it will be. Although it has crowded public transport, piles of smelly rubbish and ageing electricity network there are plans to improve the situation.

B: How will they do that?

A: They’ll promote self-driving electricity taxis B: Unbelievable, anything else?

A: They also use city’s building roofs for gardens fertilized with compost, build plants to turn waste into energy and build off shore wind farms B: This means it will be an eco city, will it?

A: That’s right. Our city will be cleaner and more sustainable B: Sounds great, I hope we can see their plans come true A: Now I must leave. See you later

B: Bye now - go around and provide help when necessary - call on some pairs to act out the conversation - ask others to give comments - give feedback on their talk

Ss: work in pairs to use the information below to make another conversation within 10 minutes 4. Consolidation: make and practice conversation on city in the future 5. Homework: write a short paragraph within 120 words on our city in the future based on 2 activities

Date of preparation: Period 31. UNIT 9. CITIES OF THE FUTURE Reading I. Aims: 1. Knowledge - To provide learners some vocabulary related to the topic of preserving the environment 2. Skills - To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details 3. Attitudes

- To encourage Ss to work harder - To provide Ss some motivation 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Organization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: No checking 3. New lesson Teacher and students’ activities Content Activity 1. Read the first part of the text about Activity 1. Read the first part of the text Barcelona and fill each gap with a word or a about Barcelona and fill each gap with a phrase below word or a phrase below Plan population popular urban smart Plan population popular urban Inhabitants ambitious quality of life smart Inhabitants ambitious quality of life Barcelona, the second largest city in Spain, is one of the most (1) tourist destinations in T: Ask Ss to read the first part of the text about Europe. It is known for its sunshine, Barcelona and fill each gap with a word or a architecture, and lively streets. The City phrase Council plans to transform Barcelona into a - get Ss to compare the answer in group of 4 after (2) city, by having technology reach every 10 minutes neighbourhood, balancing sustainable urban - collect Ss’ answers and check with the whole and economic development, and improving class its inhabitants’ (3) .

One of its great achievements is the transformation of the 200-hectare Poblenou industrial area into the 22@Barcelona District, also known as the Innovation District. This is considered the most important project of (4) transformation in Barcelona in recent years, and one of the Ss: read the first part of the text about Barcelona most (5) in Europe, with more than 200 and fill each gap with a word or a phrase million Euros invested in the infrastructure (6) . The project was launched in 2000 and - compare the answer in group of 4 after 10 is still ongoing. As of December 2011, an minutes estimated 4,500 new companies had moved - give out the answers to the district since 2000, an average of 545 per year. The (7) in 22@Barcelona has grown 22.8%, from 73,464 (8) in 2001 to over 90,000.

KEY: 1 popular 2. Smart 3. Quality of life 4. urban 5. Ambitious 6. Plan Activity 2. Read the second part of the text and answer the question Viet Nam, and choose the 7. population 8. Inhabitants

best title (Students’ workbook Unit 9. Cities of the future– Reading) 1. Give the task: T: Explains to Ss the task “We are going to read for specific information to answer questions - get Ss to work individually within 8 minutes to note down answers then have another 2 minutes to check with partner 2. Do the task Ss work individually within 8 minutes to note down answers then have another 2 minutes to check with partner T observes and provide help when necessary 3. Report and discuss: Teacher call some students to give answers.

Others give comments 4. Give feedback Give feedback and comment on their performance

Activity 2. Read the second part of the text and answer the question Viet Nam, and choose the best title (Students’ workbook Unit 9. Cities of the future– Reading) 1.Why is Barcelona proud of its bus stops?

2.How does its lighting system save electricity?

3. How is the waste collected from the rubbish bins?

4. What has the City Council developed to encourage people to use bicycles?

5. How can the 22@Barcelona District reduce use of fossil fuels?

6. Why is the 22@Barcelona model being applied to other areas of the city?

KEY: 1. Because they are multifunctional.

2. The lighting system becomes less bright when there is no motion detected in the streets and lights up when people are around.

3. The waste is sucked up through the underground pipes and sent to the collection plant.

4. They have developed a bicycle sharing system.

5. It can reduce use of fossil fuels by taking advantage of solar energy. The buildings Activity 3. Look for the words or phrases in the there use solar energy to produce their own two parts of the text which mean the following hot water.

T: Ask Ss to work in pairs to look for the words or 6. Because Barcelona’s project of creating a phrases in the two parts of the text which means high-quality environment for working and living has been successful, and the aim of upgrading an old, industrial place while maintaining its economic activity has been 1. started (v) achieved.

2. approximate (adj) 3. having several different functions (adj) 4. pulled with great power and forced into or out of something (v) 5. improvement; a situation in which

Activity 3. Look for the words or phrases in the two parts of the text which mean the following KEY: 1. launched 2. estimated

something is replaced or improved (n)

3. multifunctional 4. sucked 5. renewal

Ss: work in pairs to find out the answers - give the answers to check with the whole class 4. Consolidation: Read the text on Barcelona – the second largest city in Spain and do the tasks 5. Homework: Translate the passages into Vietnamese Reading text on activity 1.

Why is the 22@Barcelona District also called the Innovation District? Let’s take a walking tour to find the answer to this question.

First, the digital bus stop, with its multifunctional features, is one of the prides of Barcelona. It not only displays real time bus schedules, but also offers tourist information, USB charging sockets and acts as a free WiFi station.

The City Council has also set a target for saving electricity. At night, the smart lighting system becomes less bright when there is no motion detected in the streets and lights up when people are around. This helps to save money and reduces carbon dioxide emissions.

Next is the smart waste collection system with smart rubbish bins which are connected to a vacuum network under the streets. When the bins are full, the sensors installed on them send information to the collection plant, and the waste is sucked through underground pipes. This system reduces noise pollution made by refuse lorries and keeps public spaces clean and odourless.

To encourage city dwellers to use bicycles, a bicycle sharing system was developed. It is designed to help people to travel short distances without consuming any energy. People pay an annual fee, get a special card, scan it at any of the 400 stations, check out a bike, then check it back in at the station closest to their destination. Most stations are located near other public transport stops or public car parks.

What’s more, with seven hours of sunshine a day, Barcelona has taken advantage of solar energy. All new large buildings such as offices, hotels, hospitals, gyms, or swimming pools use solar panels to produce their own hot water. This helps to reduce fossil fuels consumption and carbon dioxide emissions.

For over a decade, the old industrial district of Poblenou in Barcelona has undergone a dramatic renewal to create a high-quality environment for working and living. The aim of upgrading an old place while maintaining its economic activity has been achieved. That is why the 22@Barcelona model is being applied to other areas of the city.

Date of preparation: Period 32. UNIT 9. CITIES OF THE FUTURE - WRITING I. Aims: 1. Knowledge - To provide learners some vocabulary and information about future cities.

- To teach Ss to write an email to a friend about city life in the future.

2. Skills - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: during the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Write complete sentences about Activity 1. Write complete sentences about Da Lat Da Lat city in the future, using the words city in the future, using the words or phrases or phrases below. Make changes in the below. Make changes in the word form if word form if necessary necessary 1. Give the task: T asks Ss work in pairs within 10 minutes 1. thanks to / ideal climate and European to write complete sentences about Da Lat architecture, / Da Lat / well-known / national and city in the future, using the words or international / tourist destination /. phrases 2. in an effort / attract / tourists, / Da Lat / destroyed / natural beauty / environment /.

Then they have another ten minutes to 3. general plan / develop / Da Lat City / approved compare the answers with other pairs by / prime minister /.

4. by 2030, / Da Lat and the surrounding areas / 2. Do the task: Ss work in pairs within 10 larger / Ha Noi, with / estimated population / minutes to write complete sentences about 750,000 inhabitants /.

Da Lat city in the future, using the words or 5. project / aims to improve / living conditions / phrases local inhabitants / while preserving / urban space / architectural works /.

They have another ten minutes to compare 6.environmental problems / such as fresh water the answers with other pairs shortages / waste collection / water pollution / deforestation / be solved /.

7. Da Lat / be / first green city / Viet Nam /.

T goes around and provide help when 8. ‘miraculous village’ project / turn / Da Lat / hinecessary tech agricultural centre /.

3. Report and discuss: 9. aim of this project / to promote / production / Teacher calls some Ss to give answers and clean vegetables / high-quality flowers / for both the ask others and give comment local and export markets /.

10. if / Da Lat / achieve / sustainable development 4. Give feedback: goal / become / high-class ecotourism destination /.

Teacher feedbacks ss’performance KEY:

1. Thanks to its ideal climate and European architecture, Da Lat is a well-known national and international tourist destination.

2. In an effort to attract more tourists, Da Lat has destroyed its natural beauty and the environment.

3. A general plan to develop Da Lat City has been approved by the prime minister 4. By 2030, Da Lat and the surrounding areas will be larger than Ha Noi, with an estimated population of about 750,000 inhabitants.

5. The project aims to improve the living conditions of the local inhabitants while preserving the urban space and architectural works.

6. Environmental problems such as fresh water shortages, waste collection, water pollution, and deforestation will be solved.

7. Da Lat will be the first green city in Viet Nam. 8. The ‘miraculous village’ project will turn Da Lat into a hi-tech agricultural centre.

9. The aim of this project is to promote the production of clean vegetables and high-quality flowers for both the local and export markets.

10. If Da Lat achieves its sustainable development goal, it will become a high-class ecotourism destination Activity 2. Write an email to a friend, describing the projects to develop Da Lat City in the future.

You can use the ideas in 1 Sample email: Dear Jae, Thanks for your letter in which you asked me about Activity 2. Write an email to a friend, describing the projects to develop Da Lat Da Lat where we had summer holiday three years City in the future. You can use the ideas in ago. Of course, it now becomes one of famous spot 1 in my country for tourism I want to talk about it T: Ask Ss to work individually to use the now and in the future and hope it is good and information in 1 to write an email to a attractive enough for you to come back. I will friend, describing the projects to develop describe the projects to develop Da Lat city.

Da Lat City in the futures Da Lat is a well-known national and international Follow this plan: tourist destination. In an effort to attract more - Recipient’s name tourists, Da Lat has destroyed its natural beauty and - Subject the environment.

- Salutation A general plan to develop Da Lat City has been - Reasons for writing approved by the prime minister. By 2030, Da Lat - Describing projects to develop Da Lat and the surrounding areas will be larger than Ha City Noi, with an estimated population of about 750,000 inhabitants.The project aims to improve the living - Asking about any projects or plans for conditions of the local inhabitants while preserving development / renewal of his / her city - Closing the urban space and architectural

- Your name Ss: use the information in act 1 to complete letter

works.Environmental problems such as fresh water shortages, waste collection, water pollution, and deforestation will be solved. Da Lat will be the first green city in Viet Nam. Well Jae, I wish you spend time to pay a visit to Da Lat again.

I’m looking forward to hearing from you soon.

Best wishes

4. Consolidation: use vocabulary and information about World heritage sites and write letter 5. Homework: Complete writing

Date of preparation: Period 33: UNIT 10. HEALTHY LIFESTYLE AND LONGEVITY - Pronunciation I. Aims: 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: During the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Distinguish fall-rise intonation in Activity 1. Distinguish fall-rise intonation in sentences sentences Teacher reviews the main function of fall-rise The main function of fall-rise intonation is to intonation with students show that the speaker is not certain of the answer they are giving to a question, or is Ss: Listen to your teacher as he/she reads the reluctant to reply (as opposed to a falling tone following sentences. Take note of the used when there is no hesitation). It is also intonation in each sentence. used in polite requests or suggestions. + Hesitation/reluctance: - So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...

- You didn't see him on Monday? I don't quite ➘re➚member ... + Politeness-Doubt-Uncertainty: (You are Activity 2. Practise reading aloud the not sure what the answer might be.) following questions with fall-rise intonation - Perhaps we could ➘vis➚it the place?

1. Give the task: - Should we ➘cop➚y the list?

T ask Ss individually to practice saying the - Do you think it's ➘al➚lowed? following sentences with fall-rise intonation Activity 2. Practise reading aloud the 2. Do the task: Ss work individually to following questions with fall-rise intonation practice saying the sentences.

1. Some more brown rice?

T goes around to observe and provide help 2. She’s been practising t’ai chi? when necessary 3. Would you like to join our meditation 3. Report and discuss: group?

Teacher calls some students to say aloud the 4. I doubt if traditional medicine works. sentences and ask others and give comment 5. Are these the principles of staying healthy?

4. Give feedback: KEY: Teacher feedbacks ss’performance 1. Some more brown rice? ⤻ 2.

She’s been practising t’ai chi? ⤻ Activity 3. Practise reading aloud the following sentences using suitable intonation 3. Would you like to join our meditation group? ⤻ T: Ask Ss to read aloud the following

sentences using suitable intonation individually then they check in pairs 1. A: Would you like more coffee? ⤻ B: No, thanks. Can I have a glass of water, please?

2. A: Should I practise yoga?

B: Sure. It can help you to relieve your stress.

3. A: What is the first principle of a healthy lifestyle?

B: I’m not sure about it.

4. A: How about trying some natural remedies?

B: Well, they may be good for some minor illnesses.

5.A: Excuse me, are you waiting to see the doctor?

B: Yes. And I’ve been waiting for 15 minutes.

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

4. I doubt if traditional medicine works. ⤻ 5. Are these the principles of staying healthy? ⤻ Activity 3. Mark fall-rise intonation at the end of the statements or questions where appropriate. Then practice with a partner Key: 1. A: Would you like more coffee? ⤻ B: No, thanks. Can I have a glass of water, please? ⤻ 2. A: Should I practise yoga? ⤻ B: Sure. It can help you to relieve your stress.

3. A: What is the first principle of a healthy lifestyle?

B: I’m not sure about it. ⤻ 4. A: How about trying some natural remedies? ⤻ B: Well, they may be good for some minor illnesses. ⤻ 5.A: Excuse me, are you waiting to see the doctor? ⤻ B: Yes. And I’ve been waiting for 15 minutes.

4. Consolidation: Teacher summarizes the main points of the lesson on intonation 5. Homework: practice the sentences again

Date of preparation Period 34: UNIT 10. HEALTHY LIFESTYLE AND LONGEVITY - GRAMMAR I. Aims: 1. Knowledge: For grammar, that is reported speech with conditionals and reported speech with to infinitives and gerunds 2. Skills - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: During the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Report each statement. Make Activity 1. Report each statement. Make changes if necessary changes if necessary 1. Give the task: 1.‘If you go to bed on an empty stomach, you T ask Ss individually to report each statement won’t be able to sleep well.’ and make changes if necessary within 3 minutes Tom’s father told him… . then they have another 2 minutes to compare the 2. ‘If you work too much and don’t rest, you answers will weaken your immune system.’

2. Do the task: Ss work individually to report My mother warned me that… . each statement and make changes if necessary 3. ‘If you follow my advice, your health will within 3 minutes then they have another 2 be much better.’ minutes to compare the answers Ann’s doctor told her that …..

T goes around to observe and provide help when 4.‘If children don’t get enough calcium, they necessary won’t grow strong and healthy bones.’

3. Report and discuss: My grandmother explained that …..

Teacher calls some students to write the answers 5. ‘If I consumed a lot of fast food, I could on the board and ask others and give comment become overweight.’

4. Give feedback: Alice said that….. .

Teacher feedbacks ss’performance KEY: 1.Tom’s father told him if he goes to bed on

an empty stomach, he won’t be able to sleep well.

2. My mother warned me that if I work too much and don’t rest, I will weaken my immune system.

3. Ann’s doctor told her that if she follows his / her advice, her health will be much better.

4. My grandmother explained that if children don’t get enough calcium, they won’t grow strong and healthy bones.

5. Alice said that if she consumed a lot of fast food, she could become overweight.

Activity 2. Write the sentences in reported speech, using the reporting verbs and toinfinitive or ing clauses T: ask Ss to - call Ss to work individually first to write the sentences in reported speech, using the reporting verbs and to-infinitive or ing clauses write the answers on the board - call others to give the comments - check the answers with the whole class Ss: - work individually first to write the sentences in reported speech, using the reporting verbs and to-infinitive or ing clauses - compare the answer with partner

Activity 2. Write the sentences in reported speech, using the reporting verbs and toinfinitive or ing clauses 1. ‘Don’t forget to take your medicine regularly,’ Quan’s father said. (reminded) 2. ‘You need to have a health check-up every six months,’ Peter’s doctor said. (suggested) 3. ‘You should eat less fast food and more vegetables,’ Jim’s friend said. (advised) 4. ‘You must practise these relaxation techniques every day to improve your health,’ Alice’s yoga instructor said. (insisted on) 5. ‘You should not go out if air pollution levels are very high,’ Kevin’s doctor said. (warned) 6. ‘I’m very sorry for not following your instructions,’ John said to his doctor. (apologised for) KEY: 1. Quan’s father reminded him to take his medicine regularly.

2. Peter’s doctor suggested that he should have a health check-up every six months.

3. Jim’s friend advised him to eat less fast food and more vegetables.

4. Alice’s yoga instructor insisted on her practising those relaxation techniques every day to improve her health.

5. Kevin’s doctor warned him not to go out if air pollution levels are very high.

6. John apologised for not following his doctor’s instructions.

Activity 3. Change the sentences in reported

Activity 3. Change the sentences in

speech into direct speech T: ask Ss to work individually to change the sentences in reported speech into direct speech within 5 minutes then write call 2 students to write answers on board and others give the comment Ss: work individually to change the sentences in reported speech into direct speech within 5 minutes - write answers on board and others give the comment

reported speech into direct speech 1. My brother promised to stop overexercising and spend more time studying.

2. Tom’s dentist advised him to brush his teeth after meals and before bedtime.

3. David’s yoga instructor invited him to attend their course on meditation.

4. The swimming instructor warned the children not to jump into the pool off the high diving boards.

5.The students agreed to do a workout every morning.

6. Alice apologised for missing the seminar on life expectancy factors.

KEY: 1. My brother said, ‘I will stop overexercising and spend more time studying.’

2. Tom’s dentist said, ‘You should brush your teeth after meals and before bedtime.’

3. ‘You should attend our course on meditation,’ David’s yoga instructor said.

4. The swimming instructor told the children, ‘Don’t jump into the pool off the high diving boards.’

5. ‘We will do a workout every morning,’ the students agreed.

6. Alice said, ‘I’m sorry for missing the seminar on life expectancy factors.’

4. Consolidation: Teacher summarizes the main points of the lesson on reported speech with conditionals and reported speech with to infinitives and gerunds 5. Homework: revise knowledge on reported speech with conditionals and reported speech with to infinitives and gerunds

Date of preparation: Period 35. TEST YOURSELF 4 I. Aims: 1. Knowledge: - General knowledge: Students will be able to revise the language and skills students have learnt and practised in Units 9,10 - Language: Sentences and expressions related to the topics of units 9,10 2. Skills: Speaking, reading, listening and writing.

3. Attitudes: Students pay attention to the topic of the unit, the content of the reading text, teacher’s instructions or explanations and do teacher’s requirements.

4. Ability: self-solving; communication, cooperation, using language, self-managing, creation II. Methods: Integrated, mainly communicative III. Preparations: 1. Teacher: Reference book, exercises 2. Students: reference book, new words, knowledge IV. Steps of teaching: 1. Oorganization: Class Period Date of teaching Attendance Absence Note 11A7 2. Previous lesson checking: during the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Complete the sentences with the Activity 1. Complete the sentences with the words words or phrases below or phrases below T: Ask Ss to work individually to complete Infrastructure nutritious remedy the sentences with the words or phrases 1. In general, women have a higher__ than men.

- call on Ss to give the answer 2. Brown rice is more __ than white rice.

1. In general, women have a higher__ than 3. By 2050, all cities in the world may men. become ___.

2. Brown rice is more __ than white rice.

4. The plant is used as a natural ___ for a baby’s 3. By 2050, all cities in the world may teething pain. become ___.

5. The government has spent $60 billion on 4. The plant is used as a natural ___ for a education, health care, and ___ baby’s teething pain.

Key: 5. The government has spent $60 billion on 1 life expectancy 2. Nutritious education, health care, and ___ 3. overcrowded 4. Remedy Ss: do exercise then compare with partner 5. infrastructure Activity 2. . Rewrite these sentences in Activity 2. Rewrite these sentences in reported

reported speech, using the reporting verbs in brackets 1. Give the task: T ask Ss to work individually to rewrite the sentences using the reporting verbs in brackets within 3 minutes then they have another 2 to compare the answer with partner 2. Do the task: Ss work individually to rewrite the sentences using the reporting verbs in brackets within 3 minutes then they have another 2 to compare the answer with partner Teacher goes around to observe and give help when necessary 3. Report and discuss: Teacher calls two students to write and ask others and give comment 4. Give feedback: Teacher feedbacks ss’performance Activity 3. Read the text and answer the questions T: Ask Ss to read the text on Student Workbook – Test yourself Get Ss to work individually to read the text and answer the questions 1. What will be trialled in the pilot projects for Future City Glasgow in the UK? 2. What will the benefits of installing LED lamps be?

3. Why will sensors be attached to lighting columns?

4. What will happen to the system of smart lights if the noise level rises?

5. How will the street lights on the city’s cycle routes operate?

Ss: read the text on Student Workbook – Test yourself - work individually to read the text and answer the questions - work in pairs to ask and answer the questions

speech, using the reporting verbs in brackets 1. Peter: ‘Would you like to go to the party with me, Mary?’ (invited) 2. Nam: ‘Turn off the lights before leaving home, Nga.’ (reminded) 3. Paul: ‘Let’s go to the cinema.’ (suggested) 4. John: ‘I won’t spend my days mindlessly surfing the Internet.’ (promised) 5. Tom: ‘I’m sorry, I’m late.’ (apologised) KEY: 1. Peter invited Mary to go to the party with him.

2. Nam reminded Nga to turn off the lights before leaving home.

3. Paul suggested going to the cinema.

4. John promised not to spend his days mindlessly surfing the Internet.

5. Tom apologised for being late.

Activity 3. Read the text and answer the questions KEY: 1. Intelligent Street Lighting.

2. Reducing carbon emissions, cutting power consumption and increasing safety.

3. Because they will collect data such as footfall, air and noise pollution levels, and this information will feed into the Open Data Platform which, in turn, will make it available to the public.

4. The programmed system of smart lights will increase in brightness.

5. The lights will operate at low brightness rising to maximum when they sense an approaching cyclist. This will help increase safety in the area and give people more confidence to use the routes after dark.

Activity 4. Write about what people should do to stay healthy. Use the following prompts or your own ideas

Suggested writing: There are several ways for people to stay healthy.

These include heathy eating, getting enough exercise, and reducing stress.

We all know why it is necessary to eat well and Activity 4. Write about what people should do regularly. Having three nutritious meals a day and to stay healthy. Use the following prompts or taking time to eat slowly and digest your food your own ideas properly is important. This means trying to have a balanced diet including protein such as fish, meat, T: ask Ss to write about what people should eggs, fiber-rich foods like grains, beans, and

do to stay healthy and ue the following prompts or their own ideas 1. Eating a balanced diet regularly: - having three nutritious meals a day, taking time to eat slowly and digest food properly - having a balanced diet including protein (fish, meat, eggs), fiber (grains, beans, lentils, green vegetables), calcium (dairy products), vitamins and minerals; eating a lot of fruit and vegetables 2. Doing regular physical exercise and sports: - running, swimming, playing outdoor sports (football, volleyball, tennis, etc.)

3. Spending time relaxing and doing enjoyable things: - relaxing by walking or practising yoga and meditation - understanding what is causing stress - taking control of your life to lower anxiety levels and reduce stress - planning and organising your tasks

lentils, calcium from milk and other dairy products, vitamins and minerals. It should also include a lot of fruit and vegetables for breakfast, lunch and dinner.

It is sometimes difficult to find time to exercise every day, but even a few days a week of physical exercise can make us feel better and boost the body’s immune system. To improve heart and lung health, we should also go running or swimming and play outdoor sports like football, volleyball, and tennis.

The benefits of a healthy diet and regular exercise will be bigger if combined with spending time relaxing and doing something enjoyable. We can reduce stress by walking, or practising yoga, and meditation. It is also necessary to understand what is causing stress. If we have too many things to do, it is best to make a list, and then to organise them according to their importance. Taking control of your life and planning properly are the best ways to lower anxiety levels and reduce stress.

Ss: write about what people should do to stay healthy and ue the following prompts or their own ideas 4. Consolidation: revise the language and skills students have learnt and practised in 9-10 5. Homework: Choose the best answer to complete each sentence by circling A, B, C or D 1. It’s very hot! Let’s go swimming, ________________________?

A. shall we B. should we C.do we D. don’t we 2. I think you’ve seen this picture before, ________________________?

A. don’t you B.do you C. have you D. haven’t you 3. If you freeze water, it ________________________ into ice.

A. turns B.is turning C. will turn D. would turn 4.Tom promised ________________________ private calls on the office phone.

A.to not make B. not to make C. not making D. not having made 5. He admitted ________________________ to turn off the electric cooker.

A.to forget B. forgetting C. has forgotten D. has been forgetting 6. The dietitian explained that if people ________________________ a diet high in cholesterol, they are at risk of developing heart problems.

A. ate B. were eating C. eat D. have eaten 7. The talk show host asked his guest what she __________ if she were a millionaire.

A. does B. did C. will do D. would do 8. She said if I asked her, she ________________________ me her bike.

A. lent B. have lent C. will lend D. would lend KEY: 1A 2D

3A

4B

5B

6C

7D

8D

INTELLIGENT STREET LIGHTING Future City Glasgow in the UK is an ambitious programme. Intelligent Street Lighting will be trialled in the pilot projects for the future city. It will demonstrate how technology can make life in the city smarter, safer, and more sustainable.

According to the programme, energy efficient LED lamps will be installed. This will show how the city can use these lamps to reduce carbon emissions, cut power consumption, and increase safety.

Sensors will also be installed on lighting columns. These devices will collect data such as footfall, air and noise pollution levels. This information will feed into the Open Data Platform which, in turn, will make it available to the public.

The system of smart lights will be programmed to increase in brightness if the noise level rises, for example, if there is a disturbance in the city. The pilot project will integrate with the City Operations Centre, which helps staff to monitor the new network of modern cameras to zoom in on any problems.

The LED system will be operated remotely from the Operations Centre. This could allow for increased lighting if there was an event in the area like a concert or street festival.

Intuitive street lights will also be installed on the city’s cycle routes. These tracks for cyclists are mostly unlit. The lights will operate at low brightness rising to maximum when they sense an approaching cyclist. This will help to increase safety in the area and give people more confidence to use the routes after dark.

Dịch: Chiếu sáng đường phố thông minh Future City Glasgow ở Anh là một chương trình đầy tham vọng.

Hệ thống chiếu sáng thông minh sẽ được thử nghiệm trong các dự án thí điểm cho thành phố tương lai. Nó sẽ chứng minh làm thế nào mà công nghệ có thể làm cho cuộc sống trong thành phố thông minh hơn, an toàn hơn và bền vững hơn.

Theo chương trình, đèn LED tiết kiệm năng lượng sẽ được lắp đặt. Điều này sẽ cho thấy cách thành phố có thể sử dụng các loại đèn này để phát thải cácbon, cắt giảm tiêu thụ điện năng và tăng độ an toàn.

Cảm biến cũng sẽ được cài đặt trên cột chiếu sáng. Các thiết bị này sẽ thu thập các dữ liệu như tiếng bước chân, mức độ ô nhiễm không khí và ô nhiễm tiếng ồn. Thông tin này sẽ được đưa vào Nền tảng dữ liệu mở, từ đó lần lượt sẽ biến nó trở nên sẵn sàng cho cộng đồng.

Hệ thống đèn thông minh sẽ được lập trình để tăng độ sáng nếu mức độ ồn tăng lên, ví dụ, nếu có sự xáo trộn trong thành phố. Dự án thí điểm sẽ tích hợp với Trung tâm điều hành thành phố, giúp nhân viên giám sát mạng lưới máy ảnh hiện đại mới để phóng to mọi vấn đề.

Hệ thống đèn LED sẽ được vận hành từ xa từ Trung tâm điều hành. Điều này có thể cho phép tăng ánh sáng nếu có một sự kiện trong khu vực như một buổi hòa nhạc hoặc lễ hội đường phố. Đèn đường phố trực quan cũng sẽ được cài đặt trên các tuyến đường chu trình của thành phố. Những con đường dành cho người đi xe đạp chủ yếu không được chiếu sáng. Các đèn sẽ hoạt động ở độ sáng thấp và tăng lên tối đa khi chúng cảm nhận được một người đi xe đạp đang đến gần. Điều này sẽ giúp tăng sự an toàn trong khu vực và giúp mọi người tự tin hơn khi sử dụng các tuyến đường sau khi trời tối.