Giáo án tiếng anh 12 nâng cao

Teacher: Nguyen Cung Cap- Draw ss’ attention on pronunciation of these - Ask ss to read the text silently, try to guess the unknown words left and get the main ideas of these paragraph

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Teacher: Nguyen Cung Cap

A Teacher: Student’s book, tape, cassette player, pictures, etc

B Students: Read the text in advance and check meanings of new words

III Procedure

A Warm – up: Compete the sentence : -Tell ss to think of it.

- build the house make it home

- Call on some ss to answer by answering the question : How do you understand this ? Lead to the new lesson :

B New lesson

Unit 1 Home life – Reading 1

1 Brain storming

- Ask ss to give answers to these questions

+ What is the general word for the things peo

ple do in the pictures?

+ Who often does the hosework in the family?

+ Do your parents ask you to help with the

housework?

- Tell ss to check the household chores that are

part of their daily routine

- Call on some to give answers

- Give feedback and comments

2 Teaching vocabulary

- Teach some words through explanation and

elicitation

+look closely as if unable to see well :

+ feeling dislike for sth :

+ angry or fierce look :

+ serious disagreement or argument :

+ battle =

+ shocked, discouraged :

+ confused, puzzled :

+ scold or criticise continuously :

+ very destructive; causing severe shock :

+ conflict (with) (n,v) + struggle (with/ against sb,sth) + dismayed (adj)

+ bewildered (adj) + nag (v)

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- Draw ss’ attention on pronunciation of these

- Ask ss to read the text silently, try to guess

the unknown words left and get the main ideas

of these paragraphs

- Get them to read the questions on page16 and

write the answers to them

- Remind ss to remember and underline the

phrases, sentences related to the questions

- Ask some to write their answers on the board

- Invite others’ opinions, give evidences,

- Go over the ss’ anwers

- Give final feedback

* Consolidation:

- Revise vocabulary

- Learn new words by heart at home

- Prep for next period

+ devastating (adj) + divvy sth up (v)

- Students read the reading text silently, guess unknown words, and then get the main ideas of the paragraphs

- Students underline the phrases and sentences related to the questions

- Students answer may vary…

B Students: Read the text in advance and check meanings of new words

III Procedure

A Warm – up:

B.New lesson

* Answer the following questions (continued)

Task a/ p16

- Ask ss to read through the sentences and

read the text

- Find the answers to the questions

* More exercise : True or False statements

- Ss write the answers on the board

- Feedback :

1 Children often neglect their duty

on the household chores such as

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( handouts)

- Give out handouts and ask ss to read the

text and the statements then say if they are T

of F

-Ask ss to work with a partner and compare

answers

-Call on some to read out their answers

- Elicite explanations for their choices

- Invite class’ opinions and give feedback

(!) These are the statements:

1 Virginia’s daughter was doing her

homework when her mother shouted to her

2 Virginia used to do a lot of

housework when she was young

3 Most of the parents surveyed

admitted that they constantly nag their

children about cleaning their room

4 According to Lee Blair, 90% of

American kids contribure 12% of all

- Arrange ss to work in small groups, tell

them to discuss and share ideas on the

questions : How has family life changed over

the last few decades ?

- Tell ss they can use these prompts:

+ the effect of busy modern life

+ the advantages of labor-saving devices

( washing machine, fridges, …)

- Call on ss to report their opinions of their

groups to the class

-Invite the class to argue and give comments

* Vocabulary review

- Ask ss to read the text again and learn the

new words by heart

- Prep for the next period

cleaning room, clearing the table after meals, or hanging up wet towels

However, some of them are often irritated when they are reminded of their mess or responsibilities

2 She complained that she used

to do twice as much domestic chores as her daughter did

3 Most American children contribute to the household chores at some level, particularly, 6-8 –year old chidren contribute 12 % of household labor

- Ss work in pairs deciding on T or F

* Feedback :

Expected answers:

1: T 2: T 3: F ( only 25% of them, not most ) 4: F ( 90% of kids contribute at some level )

5: T

- Students works in groups for 5 minutes then report to the class.

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Date of preparation : 21/8 PERIOD 4 UNIT 1 HOME LIFE

LISTENING

I Objectives:

A Aim: By the end of the lesson, ss will be able to listen for specific information and putting things in order.

B Knowledge: - Ss are more confident to talk about what household chore they often do

- Ss will have a better awareness of their responsibilities in doing household chores

Ss will have a better ideas of the Vietnamese family in tradititonal and modern life

C Skill: Listening: scanning, ordering

II Preparation

B Students: Read the tasks in advance and check meanings of new words

III Procedure

A Warm – up: Brainstorming

- Put ss into 2 big groups : ask them to respectively write some housework in the home

- The group with more words will win the game

- Declare the winner

- Lead to the lesson :UNIT 1: HOME LIFE LISTENING

B.New lesson

1 Matching the pictures with desciptions

- To tell ss to look at the pictures and match

them with the phrases of desciptions

- Ask them to compare answers

- Check with the whole class

- Elicite meanings of some words through

elitcitation , explanation and miming

+ to clean sth with a machine =

+ to send out in tiny drops =

+ to remove dust with a broom =

+ to clean sth by rubbing its surface with a

cloth = + to clean with a mop =

3 Listen and odering (task b/17)

- Tell ss they are going to listen to a woman’s

suggestions of domestic chores for kids

- Ask ss to put the ideas in order as they listen

to the recording

- Play the cassette and have them do the task

- -Call on ss to read the phrases in order and

check with class

- Ss listen carefully and put a tick into each correct answer

+ 2: cleaning floors and carpets

3: sweeping and mopping

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* Post-L :- Put ss in small groups of 4, tell the to talk about what domestic chores they often do, what they enjoy doing, and what they hate doing - Call on some to report about their groups - Give feedback and comments *Consolidation: - Summarize main points - Write a passage about what household ss often do - Prep for next period floors 4: vaccuuming 5: cleaning spots and carpets 6: watering lawn and plants 7: cleaning windows and sliding glass doors 8: spraying window cleaner 9: Wipping windows + Ss answers may vary  Comment and modification :

Date of preparation : 22/8

PERIOD 5 UNIT 1 HOME LIFE SPEAKING I Objectives: A Aim: By the end of the lesson, ss will be able to make apologies and express regrets themselves in English B Knowledge: C Skill: - Speaking : Expressing apologies and regrets II Preparation A Teacher: Student’s book, pictures, etc B Students: Read the tasks in advance and check meanings of new words III Procedure A Warm – up: Draw a picture with a situation in which ss need to express regrets and make apologies on the board – Ask ss what they need to say in this situation ? - Transition : Yes, when we did something wrong, or hurt so’s feeling we must say

Today, we will talk more about how to make apologies and regrets Write on the board : Unit 1 Home life- Speaking

B.New lesson

1 Matching complaints with apologies

( task a/p18)

-Ask ss to read the complaints from 1-6

and match them with suitable apologies

a-f

- Tell them compare answers with a

partner by acting out the exchanges

- Call on some pairs to act out the

exchanges and check with class

2 Elitciting and introducing useful

language

- Ss answer : Expected : Oh, sorry ; Sorry about that ; Excuse me etc

- Ss’ answers

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- Elitcite useful expressions by asking ss

what they would say to apologise and

express regrets

- Note down ss’ ideas and add more if

necessary

3 Dialogues from situations ( task b/ p19)

- Put ss into pairs

- - Tell ss to read the situations, choose

one and then , with a partner, make a

short dialogue for it

- Arrange ss to work in small groups

- Ask ss to tell their partners about a

situation in which they had to apologise to

someone

- Encourage ss to give comments and

share ideas on their friends’ experience

- Call on ss to report about their

friends’experience

- Give comments and feedback

* Writing: Ask ss to write a few sentences

about what have happened to their

friends to say why they had to make an

apology

* Consolidation: Summarize useful

expressions

+ Feedback : 2:f 3: b 4: a 5:d 6:c

- Expected answers : -Oh, sorry ;

Sorry about ; Sorry about that ;

I’m very/ terribly sorry ;

Sorry, I didn’t mean ;

I must apolodize for ;

Please pardon me for,

- Ss answers may vary …

- Students talk to each other and then express their point of view in class.

A Teacher: Student’s book, pictures, etc

B Students: Read the tasks in advance, check meanings of new words and structures

III Procedure

A Warm – up: Brainstorming

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Ask ss to list 5 things family often do together Ask ss to list 5 verbs expressing feeling Ask ss to list 5 qualities parents want their children to have - Ask ss to list 5 words showing

-family relation

+ Transition : Parents always want the best things for their children and to achieve this, children are asked to followed family rules What are your family rules? Today, you’ll have

chance to write to tell your friends in a piece of writing T writes on the board:

UNIT 1 HOMELIFE - WRITING

B New lesson

Teacher’ s activities Students’ activities

1 Completing the text ( task a/ p19,20)

- Tell ss to read the text and fill in each blank with

a suitable word in the box

- Ask ss to compare the answers

- Go over the answers with class

2 Guessing the meaning of words from context

- Tell ss to read the text again if necessary to find

the words that mean the following :

3 Guildlines of the writing

Guildlines

Who makes/create the rules ?

Who has to follow? Details of what

should od shouldn’t do ?

How helpful the rules are?

4 Discussion

-Ask ss to work in small groups

- Tell ss to share opinions on the list of rules

mentioned in the text, and add more rules

- Call on some to give their opinions

5 Write it up

- Get ss to write a short passage telling a friend

about their home rules

- Remind them to refer to the guildlines and the

- Call on 2 ss to write on the board

- Tell class to read together and give correction if

needed

- Others exchange papers to correct, then collect

them to mark

* Consolidation:

- Write the passage again and hand in next period

- Ss answers may vary …

- Ss express their ideas in class

+ regard, politeness, consideration + make sth become clear or easier to understand + make/show an image of

+ crying/ shouting loudly and sharply

+ make simple; make sth easy to do/understand

( Expected: respect/ clarity/ represent/ yelling/ simplify)

- Ss work in small groups sharing opinions

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- Summarise the guildlines to write

A Teacher: Student’s book, pictures, etc

III Procedure

A Warm – up: T may ask ss this question to save time : What is the difference between

‘house’ and ‘home’?

- Have ss to discuss in pairs and call on some to answer

- Go over the ss’ answers

Transition : Today, we will learn more words derived from these two words, write on the board : I Word study

B New lesson

1 Gap filling ( task a/ p20)

- Arrange ss to read the phrases in the box

Check with the meanings of these words and

phrases

- Ask ss to complete each of the sentence with

the correct form of a phrases in the box

-Call on some to read their sentences and

2 More excercises : Home or House ? – Find

the right place

- Arrange ss to work in two groups A and B

- Put 2 chairs in the front, one for Home and

one for House

- Ss answers may vary ….

+ Feedback : 1: hometown 2: household appliances

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- Ask for 5 representatives from each group

to stand in 2 lines in the front of the class

- Tell ss to listen to your words or phrases

and run, as quickly as possible, to the right

chair where the word or phrases matches to

make a right expression

- The first student to sit on the right chair

earns their group point The group with

more points wins the game

- Keeping a running total of points for each

group on the board

II Grammar

1 Present Simple expressing Routines

- Ask ss about the use of this tense

E.g: Our school starts at 7 a.m

Jame work at a shoe store

2 Talking abour Ninas routines ( task a/p21)

- Put ss into pairs, tell them to make

questions and answers about Nina’s routines

and chores using the information given

- Call on pairs to act out their exchanges

3 Reported Speech

- In reported speech , we give the meaning of

what was said rather than the exact words

The verbs often use in reporting are : tell,

say, warn, promise, suggest, explain, reply,

announce

* Direct

Reported

+ Simple present  Simple past

+ Present continous  Past continous

+ Simple past, present perfect  Past

perfect

+ Past continuous, Present perf

Continuous

 Past perfect continuous

+Will –inf  Would-inf

+ Is/are going to  was/ were going

to

+ Must /have to-inf  Had to -inf

3 Consolidation

- Summarize word study, simple present,

tenses in reported speech

- Prep for L.F 2

3: homecoming 4: make yourself at home 5: home economics 6: guesthouse

7: housewarming 8: housekeeper

+ This is the list of words and phrases

used:

1 keeping 2: coming 3: economics 4: warming 5: make yourself at

6: chores 7: is the best 8: guest 9: work 10: hold

Expected answers : Home: coming, economics,

make yourself at home, home is the best, work

House : keeping, warming,

chores, guest, work, hold + Ss’ answers may vary …

- We use the present simple for thoughts, feelings, statea, facts that are true for a long time We also use it for repearted action

or a routine that we see as permanent

- Students answer and give more examples.

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-

PERIOD 8 UNIT 1 HOME LIFE LANGUAGE FOCUS 2

I Objectives: A Aim: By the end of the lesson, ss will be able to use some combinations with house and home, use the present simple to express routines, report statements and questions B Knowledge: C Skill: Speaking : talking abour routines II Preparation A Teacher: Student’s book,workbook, pictures, handouts, etc B Students: Read the tasks in advance, check meanings of new words and structures III Procedure A Warm – up: Transition : Today, we will revise indirect speech, write on the board :

II Grammar

Teacher’s activities Students’ activities * Continued : Adverbs ( place and time ) + Now + Today

+ Yesterday

+ Tomorrow

+ Next month

+ Last year

+ An hour ago

+ Here

+ This

+ these

- If report is about sth which is true, it is unecessary to change tenses E.g: ‘He said,” The world is round”

- There is no change for: Must, might, should, could,would Must can also be changed to had to May is often changed to might 4 Reporting Statements:

-Statements are reported with a past tense verb followed by a noun clause with an optional that E.g: “I’m very tired” she said

5 Reporting questions : Questions can be

reported with verbs like : ask, wonder,

want to know The word order in a

reported question is like that of a normal

statement

 Ss’ answers

On that day The day before/ the previous day The next day/ the following day

The previous year

An hour before There

that those

- He said the world is round

- She said (that ) she was tired

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E.g: “Where are you going ?”

6 WH-questions : We use verbs like: ask,

wonder, want to know followed by the

question words and the clause

7 Yes/No questions : We use If or Whether

E.g: “ Have you seen this film?’

* REPORT THE INTERVIEW ( task

a/p21-22)

- Tell ss to read the interview with Mrs

Green and then report what the interviewer

asked Mrs Green and the answers ahe gave

in the interview

- Tell ss to follow the examplesand continue

with the task

- Remind ss of the structures of reported

statements and questions

- Tell ss to compare answers in pairs

- Call on ss to write their sentences on the

board and check with the class

* Report what Virginia talked about her

daughter ( task b/22)

- Ask ss to read what Virginia talked about

her 15-year old daughter and report it

- Prep for the new lesson

- He asked me where I was going

- He asked me if I had seen that film

Ss’ answer :

*Answerkey: First the interviewer wanted to know how many children Mrs green had She said that she had two, a daughter and

a son Then the interviewer asked about the conflicts between her and her children She said it was a long history Her children were always neglecting their domestic

responsibilities and arguing when being reminded Next, the

interviewer wanted the examples She let him know that she often battled with her daughter against the latter’s messy room or her

irresponsibility for collecting and disposing of the garbage can Finally, the interviewer wanted

to know about the conflict wuth her son She complained thather son was worse than his sister He never helped her with the household chores He was always taking out things and never returning them to their places

Date of preparation :1/9

-PERIOD 9 UNIT 2 CULTURAL DIVERSITY

READING COMPREHENSION 1

I Objectives:

A Aim: By the end of the lesson, ss will be able to read for specific information, for gist and general ideas

B Knowledge: Ss are aware of the cultural differences in different countries

C Skill: Reading : scanning, skimming, speaking

II Preparation

A Teacher: Student’s book, pictures, cassette, tape, etc

III Procedure

A Warm – up:As we know, cultures vary from place to place It’s not easy to forget our habits or cultures, but we should be aware of others’ cultures Unit 2 focuses on cultural diversity in the world Write on the board : Unit 2 Cultural Diversity

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Reading comprehension 1

B New lesson

- Teach the following words through

elicitation and explanation

+ use a particular name or title in speaking

to s.o : + to keep to sth/ not to change :

+ formal/unfriendly manner or behavior :

+ to join together/ connect :

2/ I can’t stare that long my eyes

3/ In my village, children adults as aunt

or uncle 4/ He ttare at her in when she

said she had given up the job

5/ Her left an unfavorable impression on

the guests

6/ You shouldn’t your visit; the man

needs to rest

7 We often Tom quick-minded responses

3 Guessing meanings from context ( task a.

/24)

- Ask ss to read the text and match

thewords and phrases in column A with

their meanings in column B by guessing the

meanings from the context

- Go over the answers with the whole class

and check the Vietnamese eequivalents

* Consolidation:

- Summarize the words presented

- Read the text at home and do the tasks left

- Learn by heart the vocab

- Ss listen to the teacher + Ss answers :

- astonishment; astonished (adj)

- Students read through the sentences and fill in the blanks with the words they have learnt

- Students answer to the teacher’s questions.

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

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A Aim: By the end of the lesson, ss will be able to read for specific information, for gist and general ideas

C Skill: Reading : scanning, skimming, speaking

II Preparation

4 Read and decide T of F statements ( task b/

p24-25)

- Tell ss to read the text and the statements

then say if they are true or false

- Ask ss to work with a partner and compare

answers

- Call on some to read the statements and give

answers and explanations for their choice

- Go over the ss’ answers with the whole class

5 Gapped-text ( task c/p25 )

- Put ss into pairs

- Tell ss to read the paragraph and fill in each

space with a suitable word in the box

6 Discussion

- Put ss in groups of 4

- Tell ss to discuss and share ideas the

following questions

1/ Eye Contact- the similarities and

differences between Vietnamese and Western

cultures

2/ Politeness and the ways of addressing in

Vietnamese culture

- Call on ss from different groups to report

about their groups’ opinions

- Invite others’ comments

* Consolidation :

- Summarize main ideas in the reading text

* Feedback: 2.F ( A European may consider it unfriendly )

3 T

4 T

5 F ( In the United States, it is considered rude to stare

at someone regardless of who is looking at whom )

6 F ( He politely expresses his anger by widening his eyes )

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LISTENING COMPREHENSION

I Objectives:

A Aim: Ss are aware of the cultural differences in giving gifts in different countries

C Skill: By the end of the lesson, ss will be able to listen and pick out the missing words and phrases - Listen and understand the general message

- Listening : scanning, skimming, speaking

II Preparation

III Procedure

B.Warm – up: Ask several questions : e.g What gift will you give if you are invited to a wedding? party? …

As you know, different places have different ways of giving gifts To understand more, let

us move to new lesson.

Write on the board : Unit 2 Cultural Diversity

Listening comprehension

B New lesson

1. Eliciting Vocabulary:

- Tell students that they are going to

listen to a conversation about the

customs of gift giving in different parts

of the world.

- Ask ss to jot down the words that they

think will appear in the listening ( E.g.:

gift, flowers…)

2 Teaching vocabularies : ( task b.26)

- Play the CD and ask ss to listen and

repeat the words

- Then ask ss to complete the sentences

using these words

- Call on ss to read their completed

sentences

- Go over the sentences with the class and

check the meanings of the words

3 Gapped sentences ( task c.26)

- Ask students to read the incomplete

sentences and think of the words that may

be used in the gaps.

- Play the CD and ask students to listen

and pick out the words for the gaps.

- Have students listen again and check the

answers

- Call on Ss to read their completed

sentences and check with the whole class.

- Listen the last time and give feedback

4 Discussion

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- Ask Students to wrks in pairs, talking

about the occasions on which they often

give gifts, and what they often buy as gifts

in each case.

+ occasions + gifts

.> a friend on their birthday

> a bride / groom on wedding

> the host of a party

> … -

- Call on students to report what they have discussed - Invite the class opinions and comments - Give feedback and comments * Homework : Writing - Tell students to write a short paragraph about what Vietnamese people often give as gifts on certain occasions Date of preparation : 8/9

PERIOD 12 UNIT 2 CULTURAL DIVERSITY SPEAKING I Objectives: A Aim: By the end of the lesson, ss will be able to express compliments and respond to compliments B Knowledge: Ss are aware of the cultural differences in different countries C Skill: Speaking making and responding to compliments II Preparation A Teacher: Student’s book, pictures, etc B Students: Read the tasks in advance, check meanings of new words and structures III Procedure A.Warm – up: T sets some situations E.g : I have a new shirt, what do you say ?; Your friends come to your party at last, what do you often say? Or: your friend has just passed an exam

Expected answers : Congratulation !, How beautiful !, You’ve done a good ) There are different ways of giving compliments in different cultures, tday we’ll practice making and responding to a compliment Write on the board : Unit 2 Cultural Diversity- Speaking B New lesson Teacher’s activities Students’ activities 1 Introducing useful language - Elicite from ss the language that may be used to give compliments and those used to respond to compliments - Introduce some common structures used to express compliments and some common exoressions used to respond to compliments Useful expressions ~ How + adj (S +be )

~ What + noun(S_be )

~ Your parents must be proud of your !

~ Amazing! You ‘ve made an

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by eliciting

2 Life-like situations ( task b.p28)

- Arrange ss to work in pairs

- Ask ss to read the situation provided

- Tell them to play and act out the

conversations, giving and responding to

compliments

- Call on pairs to act out their exchanges

- Invite class to give opinions and comments

3 PERSONALIZATION

- Tell ss to look aroud the classroom, and

make copliments on their classmates, what

they have and have done.

- Tell ss to respond to their classmates’

compliments

- Write down the prompts on the board and

tell ss they can give compliments on these

things:

~ clothes : shirt, trousers,

coat, scarf ~ hair style, hair pins,

- Give feedback and comments :

compliments or encouragement on what ss

have done

* Consolidation:

Language review : Ask ss to revise the

language used to express and respond to

* Ss’ answers may vary …

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B Knowledge: Ss are aware of the cultural customs in relationship among people in our country

C Skill: Writing : Developing a paragraph

II Preparation

A Teacher: Student’s book, pictures, OHP, transparency, etc

III Procedure

A.Warm – up: To save time, T may lead students to the new lesson right away.

Write on the board : Unit 2 Cultural Diversity- Writing

B New lesson

WRITNG A PARAGRAPH

1 Eliciting and introducing an outline

- Ask ss to give ideas on what a paragraph is

- Ask ss to give ideas on what the outline of a

paragraph is

- Tell ss a paragraph has three major parts and

provide them with the outlines of a paragraph

-Tell ss that a good paragraph also has the

elements of unity and coherence

+ unity : A paragraph discusses only one idea

+ coherence : the supporting sentences are in

some kinds of logical order – the ideas are

connected by the use of transition signals

+ Elicite from ss some transition signals/ linking

words that can be used to connect ideas or show

the relationship between ideas

Transition signals or linking words:

* Expected : A paragraph is a unit

of organization It consists of a group od related sentences developing one idea.

* Ss answers

- states the main of the paragraph

- contains a topic and a controlling idea

- is neither too general nor too specific

- is usually the first sentence in the para

- develop / explain the topic sentence by adding reasons, examples, facts, and quotations, illustrations, statistics, to the central theme of idea

- signals the end of the paragraph

- summarizes the important points briefly

* Ss’ answers

~First ,firstly, first of all, to start with,

~ Second,secondly,the second

~ third, thirdly, the third

~ In addittion, Whats more,

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2 Identifying parts of a paragraph (p.28-29)

-Tell ss to read the paragraph on page 28 and

complete the outline with the missing

information in each part

- Tell ss to compare answers with a partner

- Go over the answers with the class

3 Identifying the linking words (p.29)

-Tell ss to read through the paragraph again

and pick out the linking words used in the text.

- Call on ss to list the linking words found in the

paragraph

- Check with the whole class

4 Free writing

-Ask ss to work in their groups again

- Give each group a transparency so that they

can write on it

- Tell ss to choose some main points, organize

the ideas and use the linking words to connect

the ideas and write a paragraph to develop the

- When ss have finished, collect the trsparencies

- Show their writing on the OHP, one at a time,

ask ss to read the paragraph together as a class

- Have ss answer the questions:

1/ Are the supporting details relevant ?

2/ How well do the examples support the

ideas ?

3/ Does the paragraph include a concluding

sentence ?

-Invite ss to give correction and comments

- Give feedback and comments on each piece of

furthermore,

~ next, then

~ finally, lastly, last of all

-~ for example, for example, e.g

~to take one example

~ a clear example of is/ might be -

~ in othe words/ tobe precise

~ that is to say

-~ in summary, in conclusion, in short, in brief

~ to sum up, to conclude, to summarise

- Ss do the task

-* Ss listen and give comments

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writing and on ss’ writing in general

- -Tell ss to choose the best writing in terms of

organization, language use, and ideas

* Writing ( developing) a paragraph

- Ask ss to choose one topic and develop the

topic sentence

* Consolidation:

- Summarize outline of a para

- Revise linking words

B Knowledge: Ss can master tenses, prefixes with adjectives,

C Skill: Language use : speaking about plans, schedules, experiences

- What do you call UN in this word?  PREFIX

Write on the board : Unit 2 Cultural Diversity – Language focus 1

B New lesson

* Negating the adjectives ( task a.p29)

- Ask ss to add a suitable prefixes to each

adjective to have theopposite

- Tell ss to compare with a partner

-Go over the answers with the whole class

1 Review 1- Present simple and present

progressive expressing future

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- Ask ss to recall the use and give examples

* Checking questions (task a.p30 )

- Tell ss to read the sentences a, b, c and answer

2 Review 2: Past simple and Past Progressive

-Ask ss to recall the use and form learnt in

previous grades

3 Review 3 –Present perfect and Present Perfect

Progressive

- Ask ss to work in pairs to review the use;

forms; of the two tenses

- Write ss’ responses on the board

- Ask some to explain more

- Get them to do the excercise on page 32 bt

reading the set of words given and make

meaningful sentences from these words using

present perfect or present perfect

progressive ,then compare with a partner

-Ask some to read out their answers

- invite others’ opinion and comments

* Consolidation:

- Summarize the prefixes and the tenses

- More excercises in the workbook

* Comments on the lesson

* Test-taking strategies : Prep for 45’ test

+ We are having a party this week

Feedback : 1 a and b

2 c

Feedback : 1 am coming 2 are;

leaving 3 start 4 are; taking;

am not taking 5 departs;

arrives

Feedback : 1 was attending 2

learned 3 came 4 didn’t mind

5 were lecturing 6 asked 7 found 8 were working

4/ I’m sorry I haven’t called you you’ve been feeling well recently 5/ I’ve been reading a book about ancient Greece i’ve read it for the third time

6/ The number of women working in the UK has been rising steadily for several decades

7/ The number of women working in China has increased from 49% in 1980 to nearly 65% today

-

Trang 21

B Knowledge: Ss can master tenses, prefixes with adjectives,

C Skill: Language use : speaking about plans, schedules, experiences

1 Present simple and present progressive

expressing future

- Ask ss to recall the use and give examples

* Checking questions (task a.p30 )

- Tell ss to read the sentences a, b, c and

answer the questions

- Call on ss to give answers and check with

the class

* Gap-filling ( task b.p30 )

2 Past simple and Past Progressive

-Ask ss to recall the use and form learnt in

previous grades

3 Present perfect and Present Perfect

Progressive

- Ask ss to work in pairs to review the use;

forms; of the two tenses

- Write ss’ responses on the board

- Ask some to explain more

- Get them to do the excercise on page 32 bt

reading the set of words given and make

meaningful sentences from these words using

present perfect or present perfect

progressive, then compare with a partner

-Ask some to read out their answers

- We use the present simple for the future when we talk about a timetable

or schedule, usually a public one + The train leaves at 5.30 tomorrow morning

- We use present progressive for what someone has arranged to do in the future

+ We are having a party this week

Feedback : 1 a and b 2 c

Feedback : 1 am coming 2 are;

leaving 3 start 4 are; taking;

am not taking 5 departs; arrives

Feedback : 1 was attending 2

* Feedback : 1/ How long have you known these people ?

2/ These traditional customs have been established for ages

3/ I’ve been working hard for years,

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- invite others’ opinion and comments

* Consolidation:

- Summarize the prefixes and the tenses

- More excercises in the workbook

* Comments on the lesson

* Test-taking strategies : Prep for 45’ test

but I haven’t accumulated any wealth 4/ I’m sorry I haven’t called you you’ve been feeling well recently 5/ I’ve been reading a book about ancient Greece i’ve read it for the third time

6/ The number of women working

in the UK has been rising steadily for several decades

7/ The number of women working

in China has increased from 49% in

1980 to nearly 65% today

- Ss are more confident to expree themselves in English

C Skill: Reading : scanning, reading for details, speaking

II Preparation

A Teacher: Student’s book, pictures, OHP, cassette, tape, handouts, chalk and board, etc.

B Students: Read the text in advance, check meanings of new words and structures

III Procedure

A.Warm – up: T writes this sentence on the board: Hoa goes to 6 days a week

- Ask ss to fill in the blank

- How many kinds of school do you know? - Expected : SCHOOL

- Expected: 2 kinds: Public and Private

Transition: In today reading, we’ll get to know more about schooling

Write on the board : Unit 3 Education system - Reading 1

B New lesson

Trang 23

1 Elicite vocabulary and ideas

- Have ss give vocab and ideas connected with

the topic of ‘education’ and ‘schooling’

- Note down ss’ ideas in the net on the board

* Guilding question

- Ask ss to look through the passage and find the

answer to the question:

‘ What is the text about ?

- Call on some to give answer and check with

class

2 Guessing unknown words in context ( task a/

p34)

- Pair off ss and have them read the text and

match the words in column A with their

meanings in column B by guessing the meanings

from context

- Go over the answers with the class and check

their Vietnamese equivalents

- Get ss listen and repeat these words:

+ fast-paced (adj) + mobile

3 True or False statements ( task b/35)

- Ask ss to read the statements then read the text

again and say if the statements are or F

according to the text

- Ask ss to work with a partner and compare

- Learn new words by heart

- Prep for the R2

Expected: Displine problems at school

Feedback:

a) 1,3,6 b) Ss’answers may vary

Suggested answers:

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

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

PERIOD 19 UNIT 3 SCHOOL EDUCATION SYSTEM

Trang 24

C Skill: Reading : scanning, reading for details, speaking

II Preparation

A Teacher: Student’s book, pictures, OHP, cassette, tape, handouts, chalk and board, etc.

III Procedure

A.Warm – up: Check the new words that students learnt in the previous lesson.

- Revise main points learned in the last period

- Ask some students to recall , then go over with the whole class

Write on the board : Unit 3 Education system - Reading 2

B New lesson

4 Questions and answers ( task c/p35 )

- Pair off ss

- Ask them to read the text andfind the

answers to the questions

- Tell ss to work in pairs, make questions

and answers

- Call on some pairs to ask and answer

* Discussion

- Tell ss to discuss and share ideas on the

following questions:

1/ Have you ever been displined at

school ?

2/ What punishment was it ?

3/ What displine problems are teachers in

your school facing?

- Invite class’ opinions

* Appendix : Vocabulary review - Gapped

4/ No, they don’t.

5/ Teachers should be aware that rewards or punishments might not work because displine problems originate in the family, not in the classroom

* Complete each sentence with a correct

form of a word learnt in the text

1/ We appreciate that library It serves different groups of people as it is

so convenient 2/ The age of the ss of grade 12

is eighteen 3/ Joe talented in natural sciences 4/ Body language reveals our feelings and without us realising it

Trang 25

- Learn new words by heart at home

- Homework: Write a short passage about

your opinions on displines at your school

-Prep for the next: Listening

5/ Ss’ is one of the classroom’s problems that teachers must deal with 6/ Children today much ealier than their parents did

7/ Young children tend to adults’ behaviors and language

8/ It is said that many displine problems from a plentiful life.

C Skill: - By the end of the lesson, sis will be able to listen for specific information, have better ideas of the education systems in Vietnam and in the USA

- Ss are more confident to reproduce the listening text

- Listening : scanning, listening for details, speaking

II Preparation

A Teacher: Student’s book, cassette, tape, handouts, chalk and board, etc.

III Procedure

A.Warm – up: Ask ss to look at the six pictures in the textbook and match them with the names of schools.

- Ask them to compare the answers with a partner

- Call on some to give their answers

- Give feedback

- So what school are you studying now? - High School

Transittion:In today listening, we’ ll listen to the High school in Vietnam and in the USA

B New lesson

1 Completing the table: ( task b.p37)

- Tell ss to write the names of the school s

corresponding to the levels of education

- Remind ss there may be different schools

for one level

- Call on some to read out the names of

school s for each level and check with the

whole class 2 Multiple choice questions

( task c/p37)

- Expected answers:

A.4: trường mẫu giao B.2,5 : Trường tiểu học C 3 : Trương THCS D 6 : Trương THPT E 7 : Trương Đại học F.1: Trường Cao đẳng

Trang 26

- Have ss read the questions and the

options to have an idea what information to

pick out

- Play the CD and get 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 T/F statements (handouts)

- -Delive handouts and ask ss to read

through the statements and keep in mind

which information they need to check

- play the CD and have ss listen to the

recording and decide whether each

statement is T or F

- Call on ss to give answers and elicite

explanations for their choice

- Invite class’opinions

- Let ss listen again and check

~ HANDOUTS: Listen and decide T or F

1 She will start high school this fall

2 The girl will be the tenth grader in

the new school year

3 The boy is one grade higher than

the girl

4 High school students ( grades

9-12) are like university students

5 The boy and the girl are of the

same age

*Discussion

- Tell ss to discuss and share ideas on the

following questions:

+ the age at which the children start

school

+ school names and age groups for

different levels : primary education,

secondary education, higher education

- Choose ss to present their groups’

opinions to the class

- Invite others’ opinions

*Consolidation

- Summarize main points of the listening

text

- Prep for the next period- Speaking

Suggested answers: SCHOOL

+ primary education: Elementary and Primary school

+ Secondary education : Middle school and High school

+ Higher education: College and University

3 F ( No, he’s also of grade 9 )

4 F (No, it’s the term for these graders that sound like those od university) 5.T



PERIOD 21 UNIT 3 SCHOOL EDUCATION SYSTEM

SPEAKING

Trang 27

I Objectives:

A Aim: Ss are more confident talking about Vietnamese studies

Ss will have a better ideas of the courses in Vietnamese studies

B Knowledge: By the end of the lesson, ss will be able to read for specific information, have better ideas of the education systems in Vietnam and in the world

- Ss are more confident to express themselves in English

C Skill: By the end of the lesson, sis will be able to improve their speaking skills

through asking and giving information ;

Ss are more confident to reproduce the listening text

II Preparation

A Teacher: Student’s book, cassette, tape, handouts, chalk and board, etc.

III Procedure

A.Warm – up: Game: Memory test

- Divide Ss into small groups

- Write these 15 words and phrases on the board.

Math science chemistry uniform 45’tests physical education Exams biology assignments homework teacher history

Geography technology presentation

- Tell ss to study the words for one minute

- Erase them and have sis write down from memory as many words as possible.

- The group with most words and phrases will win the game

- Ask ss what helps them to understand the words easier and better ( Expected : They are concerned with secondary school ) →

In the speaking lesson today, we’ll talk about a different topic, Vietnamese studies

T writes on the board : Unit 3 Education System - Speaking

B New lesson

1 Multiple choice questions (task a/138)

- Tell ss to read the text about Vietnamese

studies at university – Have ss answer the

Qs – Call on some to give answers and

check with class.

2 Introducing useful language

- Tell ss to get advice on what courses to

take, they must say what their purposes

or interests are.

* Activity 1 Task b,p 40-41: Roleplay

- Pair off ss as an international student

and a study adviser

- Tell them to read through the

information given about the language

courses and study programs and related

- I’d like to have an interview of What courses do you think will be best for me?

- I’m interested in Could you recommend relevant programs?

- My study objectives are What do you think ?

- I major in What courses should I take ?

- is perhaps an excellent choice It will give you an outline of

Trang 28

- Model the example with a student.

- Have the ss pay the role and speak using

the information provided.

- Go around to monitor and give help.

- Call on some pairs to act out their

exchanges, give feeback and comments

*Activity 2 Personalization

- Have ss work in pairs again, tell them to

ask for and give advice on the following:

1 improving speaking skill

2 improving speaking skills

3 business English

- Choose some pairs to act out their

conversations

- Invite class’ opinions and comments

- Divide ss into groups of 4, group A write

their PURPOSES (as foreigners who want

to take English Courses ) and ask group B

for advice on the courses

- Ask some representatives to ask and

answer, others listen and add more ideas,

T goes over with the whole class.

* Language review:

- Tell the ss to review the useful language

used to give advice and information

- Sure How/ What about ? They will offer you opportunities to learn about ?

- If I were you, I’d take

- would be best for you.

* Expected answers : A: My name I’d like to learn Which do you think will be best for me ?

B: will be best for you It will help you

- Students’ answers may vary…

A Aim: Ss are more confident to write their writing skill of a narrative

B Knowledge: By the end of the lesson, ss will be able to

- Ss will have a better ideas of the courses in Vietnamese studies

Ss are more confident to express themselves in English

C Skill: Writing about personal education path

II Preparation

A Teacher: Student’s book, handouts, chalk and board, etc.

III Procedure

A.Warm – up: Talking about the system based on the diagram

Trang 29

To save time for the parts left, get ss to work in pairs, look at the chart provided on page 42 , one student ask a question and the other answer using the information in the chart (task a/42)

* Check the correct answers :

- Ask ss to work individually, read 6

questions provided on page 42-43 carefully

and choose the best ones to complete the

blanks

- Compare the answers with a partner before

T give final feedback

* Elicite and introduce an outline of the

writing by asking ss to write answers to these

questions

+ When did they start primary school ?

+ What were the results ?

+ Any prizes or problem?

+ What was your lower secondary school

like ? Did you enjoy the class ?

+ Did you have any problem or difficulties

What are you going to do after graduating ?

- Ask ss to put ideas in different paragraps

- Give a general outline.

* Write it up

- Have the ss write, develop the paragraphs

by making sentences with details

- Tell them to use a variety of language and

use connectors to make the writing more

coherent

- Move around to monitor and give help

where needed

* Peer correction

- Arrange ss in groups of 4, tell them to

exchange their writings and answers the

following Qs :

+ Does it include primary,secondary

+ Expected answers 1: C 2:A 3:B 4:A 5:B 6: A

+ Ss’ answers may vary …

- I started school at the age of 6…

General Outline

> Par 1 Primary education When to start – General results – Achievements and/of problems

> Par 2 Lower Secondary School General results –

Achievements and /or problems- Special memories or impression (if any)

> Upper secondary education Where to go – Results of grades 10 and 11- Achivements and/or any problems – Personal experiences

> Par 4 Future plans Short term and long term goals- Study major – Personal resolutions

Trang 30

education and some future plans ?

+ What are its strength and weaknesses

- Call on some to read their compositions to

the class

- Invite class opinions and comments

- Give feedback

- Ask ss to rvise and improve their writings

as suggested by their classmates

- Prepare for the next period LANGUAGE

* Objectives : - By the end of the lesson, ss

will be able to : use adverds ending in –edly

- know how and when to use

passive voice

* Skills: - language use, writing

* Teaching aids : Textbook, handouts

* Adverbs ending with-edly

- Ask ss how to form English adverbs ?

1 Forming adverbs (task a/ 44)

- Tell ss to form adverbs from the verbs

given by adding –edly

- Call on some ss to write the newly-formed

adverbs on the board

- Check the answers with class

2 Gap-fill (task b/44-45)

-Tell ss to read and fill in each space with a

suitable adverb to replace the underlined

phrase in the original sentence

- Get ss to compare with a partner

- Call on some to read out their completed

sentences to the class

* Set 2 examples on the board :

I ate two bananas (1)

Two bananas were eaten by me (2)

- Ask ss the differences ? How to form ?

(a) : Basic forms of the passive

-The past participle of a verb is

unchanged; basic tense forms are a tense of

BE

* More formal passive : It is + p.p that

(learned in English 11 )

+ Ss’ answers may vary

– Most English adverbs are formed by adding the suffix-ly to the Adjectives but some are formed

by adding –ly to the past participle of verbs

+ Form : Verb + ed +ly (past participle +ly)

+ Meaning : as is / must be +verb-ed

+ Ss’ answers : (1) : Active (2) : Passive + The Passive voice is formed with the Object + a suitable form

of BE and a past participle Only verbs which take an object (i.e: transitive verb) can go into

Trang 31

Some verbs used : thought, alleged,

considered, reported, believed

(b) : Uses of the passive voice

- We use passive mainly in three ways

+ When we don’t know or want to know

who does the action

- The problem will be solved soon

+ When we want to focus on a happening,

not who or what did it.

- A new bridge has been

built

+ When we want to avoid’ vague subject’

like one, they, someone

- The form has been signed

The passive is used when more emphasis is

given to the thing affected by the action, and

it is more common in writing and formal

speech We use BY + AGENT (=doer) only

when we need to say who or what is

responsible for an event.

will be able to : use adverds ending in –edly

- know how and when to use passive

voice

* Skills: - language use, writing

* Teaching aids : - Textbook, handouts

1 Rewrite the sentences using passive voice

(p 45-46)

- Ask ss to read sentences provided

- Tell ss to read the sentences rewritten and

add a suitable passive verb form to complete

each sentence

- Have ss to work in pairs and compare with

each other

- Choose some ss to write on the board

- Check the answers with the class.

2 More excercises: Passive os Active ?

Sentence building

- Give out handouts, ask ss to use the notes

given and complete the second sentences.

- Tell ss to decide if the sentences are in the

Passive.

+ Present simple : is/are + p.p > Present progressive : is/are 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 > Passive voice with Modals: Modals + be + p.p

5 should have been paid

6 have recently been helped

7 is reported

Trang 32

passive or active

- Have them to compare with a partner

- Call on some to write on the board, invite

class opinions and comments

* Language review:

- Tell ss to review the grammar point by

making sentences about the things around

using the passive

* Comment and modification :

will be able to improve micro-reading by

scanning for specific information, know how

to apply for admission to a university in

Vietnam and in the USA

* Skills: - scanning, reading for details,

speaking

* Teaching aids : Textbook, handouts

- To save time for other parts, ask some ss

the question : What will you do after

graduation from High School ? of course, Sss

would say that they want to move forward to

Higher Education ! → Transittion : After

High School is Higher Education Unit 4 will

help you to focus on higher education

UNIT 4 HIGHER EDUCATION

1 Eliciting ideas : have ss write the school or

institutions belonging to higher level

- Note down ss’ ideas in the net on the

board.

2 Vocabulary Pre-teach:

- Pre-teach these words through elicitation

8 had been closely watched

* Appendix : You are telling your friend some news Use the notes and complete the second sentence using Active or the Passive

1 To Thi/ statude/ destroy You know To Thi statute ? It

2 Mike /change/ his major Did I tell you about mike ?

He

3 The camping trip/ cancel Bad news about the camping trip.

It

4 UFO/ see/ in the field/ last night.

Have you heard about the UFO?

5 My best friend/ win /the lottery/last week Did I tell you about my best friend ? He

6 Minh/ award/ the first prize/ in the writing competition

Good news about Minh

1 It has been destroyed

2 He has changed his major

3 It has been cancelled

4 It was seen on the field last night

5 The lottery was won last week -

Trang 33

- Get ss listen and repeat the words

3 Checking vocabulary: Multiple choice

(handouts)

- Deliver the handouts and tell ss to read the

sentences and choose the best answers

- Tell them to compare with a partner

- Call on some to give their answers and

* Review vocabulary

- Tell ss to read the text carefully andlearn

new words by heart

- to hand in; to give sth so that it may be considered

- to guess sth; to say in advance; to forecast

- (law) written statement that can be used as evidence in court (cam doan, cam ket )

* Appendix :

1 Why didn’t you the burgary to the police ?

a tell b admit c notify

2 It may take a few weeks for your appliication to be

a dealt b processed c admitted

3 It seems difficult to who will be admitted

a submit b predict c.certify

4 The new school only 200 students

a allows b is accepted c admits

5 .to Vietnamese universities depends on examination results

a.admission b.submission c.certification

Trang 34

6 Her behavior is No one knows what he is going to do

a.unpredictable b.admissible c.predictable

7 the document that your birthday is called a birthday certificate

a notifies b certifies c processes

8 He was asked to write a (n) to return to his home country after completing the course

a certification b.affidavit c application

9 We are supposed to the research paper to the teacher by the end of the month

a process b notify c.submit + Ss’ answers :

* Expected answers : 1: C 2:B 3: B 4:C 5: A 6:A 7: B 8: B 9:C

Date of preparation : Date of teaching: PERIOD 26 UNIT 4 HIGHER EDUCATION

I Objectives:

A Aim: Ss are more confident to express themselves in English

B Knowledge: By the end of the lesson, ss will be able to improve micro-reading by

scanning for specific information, know how to apply for admission to a university in

Vietnam and in the USA

Ss are more confident to express themselves in English

C Skill: Scanning, reading for details, speaking

II Preparation

A Teacher: Student’s book, handouts, chalk and board, etc.

III Procedure

A.Warm – up:

B.New lesson

1 Read and check whether the statements

are T or F Correct the false sentences (task

a/ 49-50)

- Ask ss to read the text carefully and decide

the statements are T or F, instruct ss how to

deal with this.

- Have ss work in pairs and compare with a

partner

- Choose ss to read the statements and say

their choice

- Tell ss to give explanations and correct

those that are false

2 Finding abbreviation:

+ Ss’ answers may vary …

* Feedback : 1: T 2: F 3:F 4:F 5: T 6: T 7:T 8”F 9: F 10: T

+ Ss’ answers :

Trang 35

- Tell ss to look through the phrases and then

scan the text for their abbreviations

- Have ss work with a partner and compare

answers

- Call on some to read out the abbreviations

they found and check with class

* Discussion :

- Arrange ss to work in small groups of 4.

- Tell them to discuss and share ideas on the

folowing questions :

1 What kind of higher education

institutions would you like to apply to when

you graduate from high school? Why?

2 What do you plan to major ?

3 What kind of job would you like to

do after that ?

4 Select some to present their groups’

opinions to the class

- Invite class opinions and comments

* Consolidation :

- Summarize all the main points in the

reading text - Tell ss to read again at home,

learn voca by heart

END OF THE READING

* Feedback : 1: GED 2: SAT 3:ACT 4: TOEFL

- Ss work in groups of 4.

- Discuss the questions

- Express their opinions in class

LISTENING COMPREHENSION

I Objectives:

B Knowledge: By the end of the lesson, ss will be able to improve their skill of listening for details

C Skill: Listening : scanning, listening for details; speaking.

II Preparation

A Teacher: Student’s book, handouts, chalk and board, CD, CD player, etc.

Trang 36

- Pre teach some voca through elicitation and

2.Choose the best answers ( task a,b )

- Tell ss they are going to listen to a

conversation between Lam and a foreign

student, Mark and Linda outside the

auditorium

- Get ss read the statements

- Play the CD and have ss listen and check the

information mentioned in the conversation

- Have them work in pairs and compare with a

partner

- Call on some to give answers and check with

the class

- Play the tape again for ss to check

- Get ss listen to the recording and check again

* Discussion: - Arrange ss to work in pairs

- Ask ss to tell about Keiko, Mark or Linda,

using the information in the listening text

* Sentence making

-Ask ss to make a sentence saying they will

major in at university

- of or from the Orient

- specialization in certain subjects

4 Keiko is now staying in………

A a big hotel B a small hotel

C the dorm D a guest house

* Dialogue 2

5 Where is Linda staying?

A at a friend’s house B at her house

C at a hotel D at a guest house

6 Linda’s major is in ………

A basic Maths B basic History

C basic Chemistry D basic

Literature

7 What is Mark’s major?

A engineering B architecture

C fine art D music

8 What will Mark do next weekend?

A go shopping B go fishing

C visit his friends D visit national

parks

SPEAKING

I Objectives:

Trang 37

B Knowledge: By the end of the lesson, ss will be able to ask for and give advice; become more confident in improving their speaking skill

C Skill: Speaking : asking for and giving advice

II Preparation

A Teacher: Student’s book, chalk and board, etc.

B Students: Read the textbook in advance, check meanings of new words and structures

III Procedure

A.Warm – up: Brainstorming

- Divide ss into big groups, one by one write as many subjects and major branches

specialized in higher education on the board

+ Ss answers may vary …

- E.g : compute science, electrical engineering, acounting, marketing, journalism, forestry, algriculture, biology, history, sociology

- The group with more words within 2 minutes win the game

@ Transition: you’re warm enough to start the new lesson Write on the board

Unit 4 HIGHER EDUCATION - Speaking

B.New lesson

1 Introducing useful language

- Elicite and introduce some common

expressions used to ask for and give advice

+ Asking for advice :

+ Giving advice :

2 Talking about plans (task a/51)

- Pairs off ss and tell them to talk about what

they plan to do after graduating from high

school

- Tell them if they have any difficulties

deciding something, ask their parents for

- give feedback and comments

3 Giving advice ( task b/ p52)

- Have ss work in small groups and tell them

to share their ideas giving advice about the

situations provided One group one situation

- Choose ss to present the opinion of their

groups to the rest of the class

- invite class opinions and comments

* Writing: Set a situation: Your friend has

an interview for a job, she/he asks you how

- What should I do ? What do you think I should do ? What do you suggest/ recommend ? What do you think ? What advice would you give

- Ss express their opinions in class

- Ss can do this activity at home if time

is not enough

Trang 38

he/she can make a good impression at the job

interview.

- Write a paragraph giving her/him advice

- Elicite ideas from ss : e.g : dress neatly and

elegently, arrive early, be confident, be

well-prepared, speak naturally and fluently

*Language review:

- tell ss to review the useful language used to

ask for and give advice

WRITING

I Objectives:

B Knowledge: By the end of the lesson, ss will be able to know how to complete an

application form and become more confident in improving their skill of completing forms.

C Skill:Writing: filling out application forms

II Preparation

III Procedure

A.Warm – up: Today, we’ll practice filling out application forms

Write on the board : Unit 4 Writing Filling out application foms

+ On what occasions do you fill out a form ?

+ What information do you often haveto fill

out ?

- Note down ss’ ideas on the board

* Things to remember

- Tell ss to pay attention to items with an

asterisk* so that they can follow the

instructions correctly

These are some common examples

> Write N/A where not applicable

> Write in CAPITAL letters/ Block

capitals

1 Fill out an application form

- Tell ss they want to apply for admission to

theWestern College and have to fill out a

form

- Have them read through the form and write

+ Some suggested ideas :

- When applying a job; for a membership of club; for a scholarship; for admission to a university; when entering a competition; when enroling for a course or registering for a test

- Personal details; education backgrounds; work experience;

language proficiency ; hobbies and interests,

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in the information as required and answer

the questions

- Remind ss to read he form carefully and

provide appropriate information

- Go round to monitor and give help where

needed

2 Peer correction

- Have ss work in pairs

- Tell them to take turns reading each other’

s form and check together

- Ask ss if they found any mistakes in the

partner’s form

3 Revising

- Tell ss to search other alternatives and fill

out to hand in next period

-Date of preparation : -Date of teaching: PERIOD 30 UNIT 4 HIGHER EDUCATION

Language focus 1

I Objectives:

B Knowledge: By the end of the lesson, ss will be able to know use verbs with prepositions correctly, know how to use adverbial clauses of place, and understand more about

conditional sentences

C Skill: Language use, writing.

II Preparation

III Procedure

A.Warm – up: Game

- Divide ss into 2 groups, T writes some verbs on the board, ask representatives from the 2 groups to write other verbs having prepositons, the group with most words in the shortest time will win the game

- Lead in : There are many types of verbs in English, and today we will study verbs followed

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1 Prepositions after verbs

- Some English verbs are folowed by a

preposition and is called prepositional verbs

( or phrasal verbs ) : V + prep

- In 2 groups, ask ss to write as many

phrasal verbs on the board as possible

- Check ss’answers, go over with the whole

class

- Ask ss to give some examples :

+ Lots of people applied for the posittion

;

+

- In questions, the preposittion usually goes

at the end of the sentences

E.g : What are they suffering

- Call on to read the preposittional verbs

- Check the answers with the whole class

- Check if ss know the meanings of the verbs

3.Gap-fill (task b/55)

- Tell ss to read the sentences and fill each

blank with a suitable verb and preposition

in the box in task a

- In pairs to act out the exchanges and

- e.g : agree with hear about apply for

decide on reply to look for

admit to depend on suffer from

 Feedback :

- agree with / about

- ask for/ about

- concentrate on

- graduate from participate in pay for/to prepare for qualify for result from/in suceed in

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