GA 12 NC.UNIT3

Pre – reading : * Group work Ask Ss to read the given sentences in the task a /b – page 33 -Tell Ss to discuss in groups -Call on the representative of each group to report their opini

UNIT 3: SCHOOL EDUCATIONAL SYSTEM

Period 18,19 READING Teaching date

A Objectives: By the end of the lesson :

- Ss have a better idea of the education system in Vietnam and in some other countries

in the world

- Ss are able to know discipline problems at school

- Ss are able to improve their skill of reading comprehension and specific details

B Teaching method: reading / scanning /speaking

C Teaching aids: textbooks, handout , pictures

D Procedures:

I warm – up ( 5 min.) Network

II Presentation ( 35 Min.)

1 Pre – reading :

* Group work

Ask Ss to read the given sentences in the task

a /b – page 33

-Tell Ss to discuss in groups

-Call on the representative of each group to

report their opinions

* Teaching new vocabulary

1 fast- paced / 'fa:st peist / (adj ) = nhanh

2.mobile / 'moubail; 'moubi:l / (adj) =

assuredly / ə'∫uəridli / (adj) = chắc chắn

maturing / mə'tjuəriη / ((pres.part) = trưởng

thành

emotion / i'mou∫n / (n) = tình cảm

average / 'ævəridʒ / (adj) = trung bình

misbehavior / misbi'heivjə / (n) = hành vi

- Expected words :

- terms

- grades

- curriculum

- subjects

- examinations

- pre – school

- secondary school

- high school

Expected answers

a) 1 , 3 , 6 b) Answers vary:

- Well, I think number and are commonly debated topics now in Vietnam

- In my opinion, students should learn about sex, particularly in a coed class because

- As you know, most high school teachers in the country earn insufficient salaries for their living, especially, those who have to support their old parents and children So if they were taxed , I think

- In addition, there is another topic which is also common in my That is

- In addition, there are other topics which are also common in my area These are

schooling

uncertainty / ʌn'sə:tnti / (n) sự không chắc

chắn

2 While you read ( 35’)

Activity 1 Guessing the meaning of words

from context (task a , page 34 )

-Ask Ss to read the text and match words in

column A with their meanings in column B

by guessing the meanings from the text

-Go over the answers with the class and check

their Vietnamese equivalents

Activity 2 True – False statement ( task

b-page35)

-Ask Ss to read the text and the statements

and say if they are true (T) or false (F)

according to the reading

-Call Ss to read the statements and say their

choice

-Tell Ss to give explanations and correct

those that are false

- Go over the answer with the class

Activity 3 Questions and Answers ( task

c-p35 )

-Ask Ss to scan the text and find the answer

to the questions

-Call on pairs of Ss to ask and answer the

questions

- Go over the answer with the class

3 After you read ( 20’)

Discussion

-Tell Ss to discuss and share ideas on the

following questions :

1.Have you ever been disciplined at school ?

2 What punishment was it ? Looking back,

do you think it was fair ?

3 What would you like it to have been ?

-Choose Ss to present their groups’ opinions

to the

class

- Invite class opinions and comments

- Give feedback and comments

III Homework ( 5’)

-Review the vocabulary at home

-Prepare the Listening

Expected answer :

Discipline problems at school

Keys:

1.c 2.e 3.h 4.a 5.b 6.f 7.g 8.d

Keys :

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

Keys :

1 It is living in a fast – paced and mobile society

2 Simply because life is quite different from one generation to another

3 Yes, they did But children have the experiences earlier through their fast – paced and mobile society

4 No, they don’t

5 Teachers should be aware that rewards or punishment might not work because discipline problems originate in the family, not in the classroom

Period 20 LISTENING

Teaching date

I Objectives: By the end of the lesson, Ss will be able to

- have a better idea of the education system in Vietnam and in the USA

- know the American secondary education

- improve their skill of listening comprehension and specific information

II Teaching method: listening / scanning /listening for detail / speaking

II Teaching aids: textbooks, handout , CD , CD player

IV Procedures:

I Warm –up (5’) : Jumble word

- Ask Ss to arrange jumble word to form a

correct word

1. elgocel

2 sevuytiirn

3 gihh hosolc

-Lead into the new lesson :

In the listening section today, we’ll get to

know more about high school in Viet Nam

and in the USA

-Write on the board :

Unit 3 School Education System –

Listening

II Presentation ( 35’)

1 Pre-listening

* Matching pictures with phrases ( Task

a – p 36)

-Tell Ss to read the words or phrases given

and then match them with the pictures

-Give feedback and comments

2 Completing the table (Task b – Page 37 )

- Tell Ss to write names of school

corresponding to the levels of education

Keys :

A 4 ( kindergarten )

B 2 , 5 (elementary / primary school )

C 3 ( middle school)

D 6 (high school )

E 7 ( university )

F 1 ( college)

Keys:

Elementary school Primary education

-Remind Ss there may be different schools

for one level

-Call on Ss to read out the names of schools

for each level and check with the whole

class

2 While –listening

* Multiple choice questions ( Task c -p 37)

-Have Ss read the questions and the options

to have an idea what information to pick out

- Play the CD twice and have Ss listen and

choose the answers to the questions

-Call on Ss to give answers and check with

the class

-Play the CD again for Ss to check

3 Post-listening : Discussion

-Tell Ss to discuss and share ideas on the

following questions :

1 Why shouldn’t high school students be

allowed to ride motorcycles of 70 cc or

above ?

2 Should sex education be introduced into

the high school curriculum ?

- Choose Ss to present their groups’

opinions to the class

-Invite class opinions and comments

- Give feedback and comments

III Homework (5’)

-Ask Ss to make a sentence about the

difference between high school in Vietnam

and in the USA as mentioned in the listening

text

Primary school

Middle school

Secondary education High school

College Higher education

University

Keys :

1.C 2.B 3.C 4.B 5.C 6.B

7 ( 1.A 2.C 3.B 4.D ) 8.A

Keys :

1.They might take part in motorcycle races and cause accident

2.Yes , because abortion ) is one of the social problems , particularly related to teenagers

Suggested :

“ While Vietnamese high school starts with grade 10 , American one starts with grade 9

”

Period 21 SPEAKING

Teaching date

A Objectives: By the end of the lesson, Ss will be able to :

- have a better idea of the courses in Vietnamese studies

-be more confident talking about Vietnamese studies

- improve their skill of speaking

B Teaching method: speaking / giving information / reading

C Teaching aids: textbooks, poster

D Procedures:

I Warm –up (5’) Game : Memory test

-Divide class into two groups A and B

- Write these fifteen words

math science chemistry uniform

45’ test

exam homework teacher history

assignment

biology student geography

technology physics

-Tell Ss to study these words for one minute

-Erase the words and have Ss write down

from memory as many as possible

-The group with the most words wins the

game

-Ask Ss what helps them remember the

words easier and better ( Expected : They

are all connected with secondary education )

-Lead into the new lesson :

In the speaking section today, we’ll talk

about a different topic , Vietnamese studies

-Write on the board :

Unit 3 School Education System –

Speaking

II Presentation ( 35 Min.)

1 Pre-speaking

* Teaching new vocabulary

1 Interdisciplinary / intə'disiplinəri / (n) liên

ngành

2 Discipline / disiplin /(n) = môn học

3 Transnational / trænz'næ∫ənəl / = liên

quốc gia

Write down

4 Bilingual / bai'liηgwəl / = song ngữ

*.Multiple choice questions ( Task a – p 38/

39)

-Tell Ss to read the text about Vietnamese

studies program at a university

-Have Ss choose the answer

-Give feedback and comments

* Introduce useful language

-Tell Ss that if they want to get some advice

on what courses to take , they must say what

their purpose or interest are

2 While –speaking

* Role –play ( Task b- page40.41)

-Pair off Ss as an international student and a

study adviser

-Tell Ss to read the information given about

the language courses and studies programs

and related information

-Model the example with a student

- Have Ss play the roles and speak using the

information provided

-Go around monitoring and giving help

-Call on a few pairs to act out their

exchanges

-Give feedback and comments

3 Post-speaking

Note taking

-Divide class into two groups A and B

-Each student of group A writes short

information about his / her need in role of

an international student who want to attend

any discipline and ask for some advice

-Each student of group B writes some

advice

-Invite representatives of A and B in front of

class to Maybe some answers will fit with

the questions But the other answers which

Keys :

1.A

2 A 3.A,B,C,D, 4.A ,B ,C

Questions

- I’d like to have an overview of…What course do you think will be best for me ? -I’m interested in studying about… could you recommend relevant programs ?

-My study objectives are…What do you think ?

Answers :

- … is perhaps an excellent choice It will

give you an outline of…You will have an idea of…

- -Sure How / What about…? They will offer you opportunities to learn about… -If I were you , I’d take…

Sample dialogue :

- I’d like to learn basic Vietnamese for everyday conversations What course do you think will be best for me ?

- “ Survival Vietnamese is perhaps an excellent choice It will give you an opportunities to practice everyday Vietnamese through topical situation in class In addition, you could go on excursion

to visit scenic spots and historic sites, and meet local people

- Do instructors speak English or Vietnamese?

- Vietnamese of course There are English – speaking TA’s just in case, though

Example :

A : My name ‘s …I’d like to learn…… Which …do you think will be best for me ?

B :………will be best for you It will help you……

don’t fit the questions, so the whole class

roar with laughter

III Homework (5’)

Tell Ss to review the useful language used to

give some advice and information

Period 22 WRITING

Teaching date

A Objectives: By the end of the lesson, Ss will be able to :

- have a better idea of the education system in Viet Nam

- to write an easy describing their education path

- improve their skill of writing a narrative

B Teaching method: Writing about personal educational path.

C Teaching aids: textbooks, poster

D Procedures:

I Warm up (5’)

-Hang the poster and ask Ss to fill the boxes with

the appropriate words

The National Education System

-Lead into the new lesson :

They are the words connected with education

And today we’ll practice writing about our

educational path

-Write on the board :

Unit 3 School Education System - Writing

II Presentation ( 35 Min.)

1 Pre- writing (20’)

*.Talking about the system based on the

diagram

(task a – page 42)

-Tell Ss to study the diagram of the national

education system

-Have Ss talk about the average lengths of

education levels

Keys :

- Kindergarten (2-5 age )

- Primary ( 6 -10age)

- Secondary (11-18age)

- University / College

Expected :

S1 : How long does it take to complete lower secondary education ?

S2 : It takes four years

S1 : How long does it take to complete upper secondary education ?

S2 : It takes three years

?

18-22 age

?

2-5 age

?

6 -10 age

?

11-18 age

-Choose some pairs to act out their exchanges

-Give feedback and comments

*Multiple choice questions ( task b – page 42 ,43)

-Tell Ss to read the questions and choose the

correct answers based on the information given in

the diagram

-Call on Ss to read out their choice and check with

the class

* Writing an outline

-Elicit and introduce an outline of the writing by

asking Ss to write answer to these questions :

-Ask Ss to group ideas in different paragraphs

- Give a general outline :

General Outline

Par.1 Primary education

When to start

General result

Par.2 Lower secondary education

General result

Achievements and / or problems

Special memories or impression

Par.3 Upper secondary education

Where to go

Results of grades 10 and 11

Achievements and / or problems

Personal experience

Par 4 Future plans

Short-term and long-term goals

Study major

Personal resolutions

2 While – writing

-Have Ss develop the paragraph by making full

sentences of the details

-Tell Ss to use a variety of language and use

connectors to make the writing sound coherent

-Move around to monitor and give help where

needed

3 Post- writing ( 20’)

Peer correction

-Tell Ss to exchange their writings and answer the

following questions :

- Give feedback and comments

V Homework (5’)

Revising the composition

Keys :

1.C 2.A 3.B 4.A 5.B 6.A

Sample writing :

I was born in a small town – Tam ky, so- called possibly as a result of its mid – point location between the capital and the commercial hub - Ho Chi Minh City Growing up with my parents’ constant encouragement, I was very serious with study I first went to school when I was five, one year earlier than usual It was a great time in primary school I finished all my five school years being ranked 1st in the classes

My lower education continued with 6th

grade in the town I still remember a number of memories about this time, especially the English contests The provincial competitions were held every year and I always won the first prize The most remarkable achievement was the silver medal I was awarded at the national English contest when I was in the 9th grade

Waving goodbye to the countryside, I went to the city

- Ask Ss to revise and improve their writing as

suggested by their classmates

Period 23, 24

LANGUAGE FOCUS

Teaching date

A.Objectives: By the end of the lesson, Ss will be able to :

- use adverbs ending in -edly

- know how and when to use the passive voice

B Teaching method: Language use, writing

C Teaching aids: textbooks, poster, handout

D Procedures:

I.Warm –up (5’)

Hang the poster with uncompleted names of

subjects and ask Ss to fill the missing letters

in the spaces

Lit_ra_u_e

Mat_em_ti_s

Hi_to_y P_ysi_s

Ge_gr_ph_

C_em_st_y

E_gl_sh

Bi_g_a_hy

-Check the complete words with the class

-Lead into the new lesson :

They ‘ve just reminded the words

-Observe and guess

- Some runs to the board to fill the missing words

connected with education And today we’ll

continue with some grammar

-Write on the board :

Unit 3 School Education System -

Language focus

II Presentation (35Min)

A WORD STUDY

Adverb ending with –edly

Some English adverb are formed by adding

the suffix-edly to the past participle of verbs

Form : Verb + ed + ly (past

participle + ly)

Meaning : as is / must be + verb + ed

Activity 1 :Forming adverb (task a-page

44 )

-Tell Ss to form adverb from the verbs given

by

adding -edly

-Call on some Ss to write the newly –

formed adverb on the board

-Check the answers with the class

Activity 2 : Gap-filling ( task b, page

44-45)

-Tell Ss to read sentences and fill in each

space with a suitable adverb to replace the

underlined phrase in the original sentence

-Have Ss compare answer with a partner

- Call on SS to read out their completed

sentences to the class

-Go over the answers with the class

B GRAMMAR The passive voice

a Basic forms of the passive

The past participle of a verb is unchanged ;

basic tense forms are a tense of be.

Present simple : am / are / is / + p.p

Present progressive : am /are / is being + p.p

Present perfect has / have been + p.p

Past simple was / were + p.p

Past progressive was /were being +p.p

Past perfect had been + p.p

Future simple will be + p.p

Modal verbs can/could/may /might /must/

should/ + be + p.p

a Uses of the passive

* When we don’t know or want to know

who does action

-The problem will be solved soon

* When we want to focus on a happening ,

Feedback:

1.admittedly 2.allegedly 3.decidely

4 expectedly

5 markedly

6 repeatedly

Feedback:

1 admittedly

2 decidedly 3.expectedly

4 markedly 5.repeatedly 6.allegedly