anh 12 U 6 - 12

While you read : 23 minutes - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear

Unit 6 FUTURE JOBS

- General knowledge: Students know about future jobs

- New words: Words related to future jobs

3 Skills: - Guessing meaning from context

- Reading for specific information

II Method: Integrated, mainly communicative

III Teaching aids: Student’s book and pictures showing farmers’ daily routines,

etc

IV Procedure:

Teacher s activities’ Students activities’

Warm-up: (5 minutes)

- Ask Ss some questions:

1 Tell the class some jobs you know?

2 Which job would you like to be in the

future? Why?

- Get feedback

- Lead Ss to the new lesson: future jobs

Before you read : (7 minutes)

- Ask Ss to work in groups Tick () the

factors that they think would help them

succeed in a job interview

• wearing casual clothes

• giving clear, honest answers

• feeling self-confident

• feeling nervous

• having a good sense of humour

• avoiding difficult questions

- Get feedback

- Give Ss suggested answers

While you read : (23 minutes)

- Ask students to look through the

passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of

new words which appear in the passage

Task 1 : (7 minutes)

- Introduce the task: These words are

from the passage Look back to the text

and circle the best meanings A, B or C

- Ask Ss to circle the best meanings A, B

or C

- Go around class and help Ss if they

need

- Call on Ss to give their answers

- Work in pairs, discuss and answer thequestions

- Stand up and tell the class the answers

- Understand the aim of the lesson: Unit 6:future jobs

- Work in groups Tick () the factors thatthey think would help them succeed in a jobinterview

E.g

- avoiding difficult questions

- giving clear, honest answers

- feeling self-confident

- Read the text in silence

- Find out new words

- Vocabulary+ `vacancy(n)+ re`sume(n)+ recommend`dation(n)+ jot down(v)

+ keenness(n)+ qualifi`cation(n)

- Understand the aim of the text

- Do the tasks that follow

Task1:

- Study the task carefully

- Correct mistakes.

Task 2: (10minutes)

- Introduce the task: Work in pairs

Decide whether the following statements

are true (T) or false (F)

1 Try to reduce the feeling of pressure

and make a good impression on your

interviewer

2 Find out as much information as you

can about the job and the vacancy

3 Bring with you a letter of application

and your resumes to the interview

4 Take all your certificates and letters

of recommendation with you

5 Remember to dress neatly and

formally

6 Your voice should be clear and polite

7 Tell the interviewer about your

shortcomings

8 Remember to say goodbye to the

interviewer before leaving the interview

- Go around class and help Ss if they

need

- Call on Ss to give their answers

- Correct mistakes

Post reading

- Introduce the task: Work in groups

Discuss the question: Which pieces of

advice given in the passage do you find

most useful and least useful? Why?

Home work: (2 minutes)

- Ask students to read the passage again

- Ask students to do Reading exercise of

Unit 5 in workbook and prepare Part B :

Speaking at home

- Choose the right option to finish the task

- Exchange their answers for peer correction

- Tell the class the answers

- Understand the task

- Read the text again, decide whether thestatements are true (T) or false (F)

- Answers: 1-F; 2-T; 3-F; 4-T; 5-T; 6-F; 7-F;

8-T

- Answer the following questions:

1 What do you prepare for a job interview?

2 What should we do and shouldn’t dobefore, during and after an interview?

- The type of cloth you wear

- Arriving at least 15 minutes before theinterview

- Preparing what you want to say before theinterview

- Showing your best side: your keenness towork and your sense of responsibility

- Finding out about the company you wish towork

-Do Reading exercise of Unit 5 in workbookand prepare Part B : Speaking at home

Unit 6: future jobs

- General knowledge: Students learn about opinions about jobs

- Language: Talking about opinions about jobs

- New words: words related to opinions about jobs

3 Skills: talking about opinions about jobs

II Method: integrated, mainly communicative

III Teaching aids: pictures

IV Procedure:

Teacher s activities’ Students activities’

Warm-up: (5 minutes)

- Ask Ss some questions about jobs:

- Game : what’s my job?

1 Take two tablets a day after meal

2 You will have a test next week

3 Here’s your key Room 245

4 We have a bumper crop this year

5 Please fasten your seatbelt before the plane

takes off

6 You’ve passed the red light You have to

pay a fine

7 It’s rather cold inside PHONG NHA

CAVE so you should bring warm clothes

8 What would you like to order?

1.Would you like to work as a

- Introduce the task: Work in pairs Match a

job in A with at least two descriptions in B

- a doctor • take care of people's health

- Listen to the questions

- Discuss the question

- Stand up, answer the questions

Key:

1 doctor 5 air-hostess

2 teacher 6 traffic warden

3 receptionist 7 tour guide

• help save people's lives

- In turn, stand up and practice

• construct irrigation systems

• apply new farmingtechniques

• help save people's lives

• tell stories through pictures

- Ask Ss to match a job in A with at least two

descriptions in B

- Go around class and help Ss if they need

- Call on Ss to give their answers

- Correct mistakes

While-speaking : (15 minutes)

Task 2

- Introduce the task: Task2 Work in pairs.

Discuss which of the jobs in column A you

would/would not like to do Explain why/why

not? You can use the cues in column B

- Guide students how to practise

- Ask students to work in pairs

- Help the students with new structures

- Walk around and help them

- Call some student to stand up and report

before the class

- Correct their mistakes

Example:

I would like to work as a doctor Working as

a doctor would be fascinating job because I

would have a chance to take care of people

health

Post-speaking : (10 minutes)

Task 3

-Teacher introduces the task: Task3 Work in

groups Talk about a job you may do after you

finish school, using the following cues

• Where you will work

• Who you will work with

• The salary you may get paid

• The working conditions

- Let them work in groups

- Ask some students to stand up and tell

- Understand the task

- Work in pairs Discuss which of thejobs in column A they would/would notlike to do Explain why/why not? usethe cues in column B

Example:

I would like to work as a doctor Working as a doctor would be fascinating job because I would have a chance to take care of people health

- Fascinating : pilot , teacher

- Noisy : taxi driver

- Away from home: journalist , pilot

- Work in groups Talk about a jobthey may do after they finish school

Example: I would like to work as a

tourist guide It would be a challengingand fascinating job because I wouldhave a chance to travel all over Vietnamand meet many interesting people If Iwork for a foreign tourist company, Ican get high salary and improve myEnglish speaking and listening skills.Also, I am a sociable and confidentperson and I can work hard for a longtime so I want to work far away from

- Walk round and help them

- Listen and correct mistakes

- Listen to the teacher

- Write down the homework

Unit 6 : future jobs

- General knowledge: Students learn more about jobs

- New words: Words related to future jobs

3 Skills: - Filling in missing information

- Deciding on True or False statements

II Method: Integrated, mainly communicative

III Teaching aids: Student’s book, tape and cassette player

IV Procedure:

Teacher s activities’ Students activities’

Warm-up: (5 minutes)

-Give Ss a question to discuss: Which

is the most popular job in Vietnam?

- Get feedback

- Lead Ss to new lesson

E.g Accountant nurse lawyer

teacher computer programmer…

Pre-listening: (7 minutes)

- Ask students to look at the part:

Before listening

- Read loudly the words:

workforce manufacturing retail

service category goods

job market economy wholesale

- Walk round, listen and help students

- Ask students to repeat loudly the words

- Listen and check pronunciation

While-listening: (20 minutes)

Task 1

- Introduce the task: Task 1 Listen to

the passage and fill in the missing

words in the boxes

- Ask students to read the questions

- Introduce the task: Task 2 Listen

again and decide whether the

statements are true (T) or false (F)

1 American workers have changed

from manufacturing jobs to service

jobs

2 Manufacturing jobs are jobs in

which workers make something

3 Personal services are one of the five

service jobs

4 70% of workers produced goods one

hundred years ago

- Discuss and answer the questions

- E.g Accountant nurse lawyerteacher computer programmer…

- Read loudly the words:

workforce manufacturingretail service category goods job market economy wholesale

- Understand those words

- Vocabulary:

- predict(v): dự đoán

- Wholesale(n): sự bán sỉ

- Retail(n) : sự bán lẻ

- Shift(n) : sự thay đổi

- Read the questions quickly

- Listen to the listening script

- Answer the questions

Answer:

1- manufacturing2- service

3- transportation4- finance 5- service

- Read the statements quickly

- Listen to the listening script

- Answer the questions

Answers:

5 80% of workers will work in the

service sector by the year 2020

- Read the passage again

- Ask Ss to decide whether the

statements are true (T) or false (F)

- Go round the class, give help to Ss if

they need

- Call some Ss to give the answers

- Read the passage the last time to

check their answers

Suggested answers:

1- T 2- T 3- T 4- F 5- F

Post-listening(5minutes)

- Work in groups Summarize the

passage using the information in Tasks

II Method: Integrated mainly communicative

III Teaching aids: Textbook, board markers

IV Procedure:

Teacher s activities’ Students activities’

Warm-up :(3 minutes)

- Raise a picture of a beauty spot ( Keo

Pagoda in Vu Thu Thai Binh) and ask Ss

some questions:

- 1 Where is it?

- 2 What is it famous for?

- 3 Do you want to work as a tourist guide

here?

- 4 What qualification do you need?

- Get feedback

- Lead Ss to the new lesson: “Writing a

formal letter of job application”

Pre-writing: (15 minutes)

- Teacher introduces the task: Task 1 Work

in pairs Read the following advertisement

and fill in the notes

English-speaking Tour Guides Wanted

We are a travel company managing holiday

tours We need English-speaking local guides to

accompany foreign visitors on trips throughout

Vietnam If you have a high school diploma, have

experience as a tour guide, a good manner, speak

fluent English and are willing to work hard for

long hours, please contact: The Manager,

Vinatour, 450 Nguyen Du Street, Hanoi.

Telephone No: 04 824 0139

• Type of job: ….….….….….….…

• Level of education needed: ….….….….…

• Work experience: ….….….….….….….…

• Character and interests: ….….….….….….…

- Guide Ss to fill in the notes

- Walk round the class to give Ss assistance

While-writing: (20 minutes)

- Teacher introduces the task: Task 2 Write a

letter to Vinatour, applying for the job

mentioned in the advertisement in Task 1

Your letter should include the following

details

• Your name, address and date of writing

• Name and address of the company

• Greeting

• Introduction: say where you saw the

advertisement and why you are writing the

letter of application

• Body: mention your education, work

experience and your character / interests

• Conclusion: express your willingness to

work for the company and when you are

available for interview

• Closing

- Guide Ss to write outlines

- Ask Ss to write

- Call on some Ss to read out their writing in

front of the class

- Ask Ss to exchange their writings for peer

correction

- Correct mistakes

- Work in pairs, answer the questions

- Understand the aim of the lesson

- The new lesson: “Writing a formal letter of job application”

- Work in pairs Read the followingadvertisement and fill in the notes

English-speaking Tour Guides Wanted

We are a travel company managing holiday tours We need English-speaking local guides

to accompany foreign visitors on trips throughout Vietnam If you have a high school diploma …………

Answers:

1 Tour guide

2 high school diploma

3 experience as a tour guide, fluent English

4 a good manner, willing to work hard for long hours

- Study the task carefully

- Work in pairs to give outlines

- Base on the outline write a letter toVinatour, applying for the job mentioned

in the advertisement in Task 1

- Exchange their writing for peercorrection

- Read out the letter

- Correct mistakes

- I am interested in the job of….…

- I am writing in reply to youradvertisement in SAI GON times….….…

- I should be very grateful if you wouldsend me further details about….….….…

- I should like to make an application forthe post of….….….….….…

- I enclose a full curriculum vitae Asyou can see , I have had considerableexperience as an….….….….….….…

- I think I meet all the qualifications thatyou specify

- If you feel that my qualifications meetwith your requirements , I shall bepleased to come for an interview….….…

- If you consider that qualifications andexperience are suitable , I should beavailable for interview at any time

Flat 3,324, Ly Thuong Kiet Street, Hanoi

16, October, 2004

Hanoi Vinatour

250, Nguyen Du Street, Hanoi Dear Sir or Madam,

Suggested answer

Post- writing: (5 minutes)

- Ask Ss to read the letter again

- Give remarks on the writing

Homework: (2 minutes)

- Rewrite the letter at home

- Prepare the section D (The Language focus

part of Unit 6)

I am writing in reply to your advertisement in the Vietnam News for experienced English-speaking local guides to accompany foreign visitors on trips throughout Vietnam

I think I meet all of the qualifications that you specify I was awarded High School Certificate two years ago After leaving high school, I worked as an accountant in a small travel agency for one year, where I was given a training course on tourism Then I had one year of experience as a tour guide so

I know many tourist areas in Vietnam arid have a basic knowledge of Vietnamese culture, history and geography I speak English fluently In addition, I

am a sociable and confident person and can work hard for long hours I would like to work for you and would appreciate the opportunity to discuss this position with you in person

I am looking forward to hearing from you at your convenience.

Yours faithfully, Nguyen Quoc Anh

- Rewrite the letter at home

- Prepare the section D (The Languagefocus part of Unit 6)

Unit 6 : future jobs

Lesson: Language Focus

1 Educational aim: Students know how to pronounce weak/strong forms of

some conjunctions & prepositions

- Pronunciation: weak/strong forms of some conjunctions & prepositions

- Grammar: Relative clauses

II Method: Integrated, mainly communicative

III Teaching aids: Text books,

IV Procedures:

Teacher s activities’ Students activities’

Warm-up: (4 minutes)

- Write some words on the board, and

then pronounce those words aloud

- Pay attention to its weak/strong forms

- Ask Ss to read after

- Ask Ss to look at this table

- Read the words and their weak and

strong form

- Ask Ss to read after

- Call some Ss to read seats

- Help students how to pronounce those

words correctly by reading first as model

b Practice: Practise reading these sentences

1 What are you looking at?

2 I want to go but I don't know when

3 She bought a book and two pens

4 Thanks for coming

5 Where is it from?

6 I'm from Hanoi

7 She's the one I'm fond of

8 First of all, I want to thank you for

coming

9 The letter was to him, not from him

10 I want to ask you a question

- Read the words first: clearly, correctly

- Listen and correct their pronunciation if it’s

- Give some examples

- Ask Ss to make sentences with the

structures

b Practice:

* Exercise 1: (10m’)

- Introduce the task: Exercise 1 Add who,

whoever, whose, whom or which to complete

the following sentences

- Guide Ss to do

- Ask Ss to fill each blank with who,

whoever, whose, whom or which

- Listen and repeat from 2-3 times

- Some of them stand and read wordsaloud

- Practise in groups

- Some groups compare with their resultsand read the words in sentences aloud

- The answers can be various

- Listen and give more questions inpairs

- Read the sentences in chorus aloud

- Understand the task

- Fill each blank with the simplepresent passive form of theverb in brackets

- Understand the task

- Rewrite the following sentencesusing the passive voice

1 whom 2 which 3 Whoever

4 which 5 Which 6 Who

7 Whose 8 who 9 which 10 whom

* Exercise 2: (10m’)

- Introduce the task: Exercise 2 Join the

following sentences in two ways

Example:

1 Look at the man He is teaching in the classroom

a) Look at the man who is teaching in the classroom.

b) Look at the man teaching in the classroom

- Guide Ss to do

- Ask Ss to rewrite the following sentences

using the passive voice

- Correct mistakes

1 I read a book that was written by a friend

of mine

- I read a book written by a friend of mine

2 A man who was carrying a lot of money in

a box got on the bus

- A man carrying a lot of money in a box got

on the bus

3 In the street there were several people who

were waiting for the shop to open

- In the street there were several people

waiting for the shop to open

4 Britain imports many cars which that were

made in Japan

- Britain imports many cars made in Japan

5 There are a lot of people in your office

who want to talk to you

- There are a lot of people in your office

wanting to talk to you

6 The cowboy who had been wounded by an

arrow fell off his horse

- The cowboy wounded by an arrow fell off

ms horse

7 Most of the people who were injured in the

crash recovered quickly

- Most of the people injured in the crash

recovered quickly

8 John, who wished he hadn't come to the

party, looked anxiously at his watch

- John, wishing he hadn't come to the party,

looked anxiously at his watch

9 The children who were playing football in

the schoolyard were my students

- The children playing football in the

schoolyard were my students

10 Vietnam exports a lot of rice which is

grown mainly in the south of the country

- Vietnam exports a lot of rice grown mainly

in the south of the country

- The cowboy wounded by an arrowfell off ms horse

7 Most of the people who wereinjured in the crash recoveredquickly

- Most of the people injured in thecrash recovered quickly

8 John, who wished he hadn't come

to the party, looked anxiously at hiswatch

- John, wishing he hadn't come to theparty, looked anxiously at his watch

9 The children who were playingfootball in the schoolyard were mystudents

- The children playing football in theschoolyard were my students

10 Vietnam exports a lot of ricewhich is grown mainly in the south ofthe country

- Vietnam exports a lot of rice grownmainly in the south of the country

- Do exercise ‘part E-language focus in

- Students read and guess the meaning of words in contexts

- They read and answer questions about the texts

- They practice scanning for specific information in the texts

2 Knowledge:

- General knowledge: The changes brought about by the economic reforms.

- Language: Common knowledge of education, healthcare, agriculture,…

- New words: Words related to the topic (economic, medical and agricultural

- Integrated, mainly communicative

III Teaching aids:

-Picture, board, chalks, textbook, handouts,…

IV Procedure:

Teacher s activities’ Students activities’

Warm-up: (5 minutes)

Aims: to introduce the topic of the

lesson and to raise students' interest.

- Tell the class the differences between

schools (hospitals, houses) now and

the past ten years

- How do farmers transport their

farming products now and how did

they do ten years ago?

- What make all of these changes?

- now: beautiful buildings, good facilities, past: …

now: tractors, motorbikes, …past: human’s force or animal’s force

- the development of economic

- Things seen: a village, farmers, a buffalo,some huts,…

Before you read : (7 minutes)

- Ask students (to work in pairs) to

open their books, look at the pictures,

and do the tasks that follow

+ What can you see ?

+ Do you think…?

+ What, in your opinion, should…?

- Ask them to work in 3 minutes,

meanwhile the teacher moves round to

help if necessary

- Ask some pairs to report

- Give some remark if necessary

While you read : (23 minutes)

- Ask students to look through the

passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of

new words which appear in the passage

Task 1 : (3 minutes)

- Ask students to read through the text

once to find out some new words,

guess the main idea

- Explain new words (give the

Vietnamese equivalents), guide the sts

to get the main contents of the reading

text

- Ask students to work individually in

3 minutes to do this task

- Guide students to read through the

passage , then focus on only the

sentences surrounding the suggested

words to do the task effectively

- Give students some more words that

may be new/ unfamiliar to them

- Guide the students to read the word

in chorus and individually

Task 2: (4 minutes)

- Ask students to read the passage

again and choose whether the

statements given are true (T) or false

(F)

- Ask them to work individually to do

the task and give the evidence to prove

- Listen to the teacher then read the passages

- Ask some new words if necessary

- Read through the text find the new words, try

to guess the meanings of those words incontexts:

+ National Congresses: Đại hội toàn quốc+ renovation (n): đổi mới

+ under-developed (pp):áchậm phát triển+ inflation (n): lạm phát

+ stagnant (adj): trì trệ+ government subsidies (n): sự bao cấp của chính phủ

+ government commitment (n): cam kết của chính phủ

+ dissolve (v): tan rã

+ substantial (adj): lớn lao, đáng kể

- Get the meaning of some more words:

- Work individually to read the text thenchoose whether the statements given are true(T) or false (F)

- Share the key with other sts

1 F 2 F 3 T 4 F 5 T

- Find in the text the evidence to prove thekeys

- Do the task in pairs:

A: When and by whom was …?

B: in 1986 by the Vietnamese Communist Party

A: What was the aim…?

B: to restructure the economy of Vietnam, to Raise the living standard of the people A: Name the renovation measures…?

B: eliminated government subsidies.

shifted economic priority… of export.

reduced state intervention in business.

- Move round to make sure that all

students are working and to help them

if necessary

- Ask some students to report and give

feedback

Task 3: (6 minutes)

- Ask students to read the passage

again then work in pairs to ask and

answer the suggested questions

- Walk round the class to give help if

necessary

- Give suggested words, phrases or

useful suggestions

- Correct the students’ work

After you read : (8 minutes)

- Ask students to work in group to scan

the text again

- Ask them to work in small groups of

three or four to talk about the text

based on the suggested points

- Encourage them to use their own

words

- Ask one or two pairs to report

open trade relation… the world.

encourage foreign……investment.

A: How has Vietnam changed…?

B: productivity and agricultural export… farmers have enjoyed…

workers have worked harder.

children, especially from …, … training A: What do we believe?

B: We believe that with the …

VN before DM: economy under-developed –

country and poor people – production stagnant – shortage of schools, hospitals –

inflation.

Renovation measures:

eliminated government subsidies - shifted economic priority… of export - reduced state intervention in business - open trade relation… the world - encourage foreign……investment.

VN since DM: productivity and agricultural

export -farmers have enjoyed… - workers have worked harder.

children, especially from …, … training.

- Listen to the teacher

- Write down the homework to do at home

Home work: (2 minutes)

- Write a passage to say what changes

you’ve seen in your village since the

year 1986 compare to the past

Unit 7 : economic reforms

- Students work in pairs to describe the pictures

- Students talk about measures and effects of the economic reforms in Fantasia

2 Knowledge:

- General knowledge: Economic reforms.

- Language: + The way to make suggestions or predictions.

+ The tenses

- New words: words related to economic reforms.

3 Skills:

- Discribing details in pictures

- Talking about changes the new economic reform has brought about

II Method:

- Integrated, mainly communicative

III Teaching aids:

- Pictures, board, chalks, textbook, handouts

IV Procedure:

Teacher s activities’ Students activities’

Warm-up: (5 minutes)

Tell a short story to prove that the

renovation measures has apparently

changed the social and people’s lives

positively

Pre-speaking : (12 minutes)

Task 1

- Explain the requirements clearly in

English “in your textbook, there are

four pictures Now, what I would like

you to do is to look at them carefully

and say what they are about”

Listen and give one’s own ideas or story

- Ask students to work in pairs to

discus the three questions and find the

- Explain the requirements “The

country of Fantasia started its overall

reforms…”.

- Divide the class into groups, asks

each group to discus a section:

Education Health

care

Agriculture

- Guide the students how to speak by

giving them useful suggestions:

+ They have………… so ……

+ Due to the ………

+ Thanks to the………

+ By applying……….

- Walk round from group to group to

give help if necessary

- Encourage students to speak out what

they think even a phrase or a singular

word

and past situations.

A: What changes can you see in each pair of…?

B: The new school and factory are much bigger

and more beautiful than the old ones.

A: What do you think … to achieve these…?

B: They must have taken some renovation

S3: They build more schools and raised the teachers salaries.’

S1: It is obvious that they……

Group 2: Health care

S1: Many hospitals have been built as well as the doctors and nurses salaries’ ’

have been raised.

S2: Due to the government s policy,’

many more highly qualified doctors have worked to improve the people s’

health.

Group 3: Agriculture

S1: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems.

S2: They ve also applied new and’

advanced farming techniques, more facilities and equipment.

S3: They use fertilizers, pesticides and insecticides to protect their crops.

S1: The government of Fantasia has changed the curriculum and textbooks They also provided schools with more equipment and facilities They build more schools and raised the teachers’ salaries…

S2: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems They ve also applied’

new and advanced farming techniques, more facilities and equipment They use fertilizers, pesticides and insecticides to

Post-speaking : (10 minutes)

Task 3

- Ask students to work individually to

summarize what they’ve discussed in

their own words

- Move round to check the activities

and to make sure that students are

working effectively

- Ask one or two students to report in

front of the whole class

- Check and give remarks

Homework: (3 minutes)

Name some measures we’ve made to

promote our economic system

protect their crops.

- Listen to the teacher

- Write down the homework to do at home

Unit 7 : economic reforms

- General knowledge: Listen for specific information.

- Language: The present simple tense.

- New words: Words related to the topic

3 Skills: - Listening and deciding on True or False statements.

- Listening comprehension

II Method:

- Integrated, mainly communicative

III Teaching aids:

- Tape, cassette player, board, chalks, textbook

Before you listen: (7 minutes)

- Ask students to work in pairs to ask

and answer the given questions

- Guide the students to answer if

necessary

- Give further information

- Explain the words that will appear in

the listening text

- Ask students to read in chorus then

S1: Drug-taking is totally a social evil.

- Listen and repeat:

Tango discourage Drug-taker rationally Ruin solution Unfortunately measures islanders

While you listen: (20 minutes)

Task 1:

Ask students to read the statement at

least once first

Ask them to guess the answers

Play the tape once then check how

many answers can students find

Play the tape again

Check and give remarks

Call some students to say out their

answers and the evidences they get to

prove their answers

Task 2:

- Ask them to guess the answers

Play the tape once then check how

many answers can students find

Play the tape again

Check and give remarks

- Call some students to say out their

answers and the evidences they get to

prove their answers

After you listen: (10 minutes)

- In group, ask students to discus the

guided question, find the answer

- Move around to help if necessary

- Give remarks or even suggestions

- Read the statement once to get themain contents

Listen to the tape and do the task

Find evidences to each of the answers.Represent if being asked

Listen to the tape and do the task

Find evidences to each of the answers.Represent if being asked

1 They discovered a plant containing a powerful drug.

2 They grew it all over the island.

3 The negative effects: people become lazy – children did not go to school –

the shortage of food.

4 Measures: introduced a law to make the drug illegal – put drug-takers into prison – export the drug to other countries.

- Listen to the teacher’s explanation thencorrect the answers oneself

- In groups, ask and answer the question

S1: Do you think that the Government of Tango……?

S2: I don t agree with that solution’

because when they export the drug to other countries the other peoples will suffer from the drug-taking problems, and other government will face the same problems as theirs.

- Listen to the teacher’s guide to correctoneself

Homework: (3 minutes)

- Imagine you are an MP of Tango

what would you do to solve the

- General knowledge: Writing a report on the economic development

- Language: +The tenses.

+ Connectors (time expressions)

- New words: Words related to economic reforms.

3 Skills:

- Writing a report

II Method:

- Integrated, mainly communicative

III Teaching aids:

- A picture, board, chalks, textbook

IV Procedure:

Teacher s activities’ Students activities’

Warm-up: (5 minutes)

- Free talk about the changes in one’s

home village during the renovation

process

Pre-writing: (10 minutes)

- Explain as clearly as possible the

requirements “The table below

presents the results the

Government… ”.

- Give clear task to students

While-writing: (18 minutes)

Task 1

Ask students to look at Task 1

In pairs, ask students to ask and

answer the questions

Move around to give help

Check and give remarks

+ The measures taken by the

Government and the people of Tango

overcome the problems

+ The achievement ( as presented in

the table) they have made as a result of

Exchange the ideas with others

Listen to the teacher

Get the task

Work in pairs to do the task

S1: What was the economic situation in Tango before 1980?

S2: It was really bad The country was developed.

under-S1: What can you say about the economic situation in Tango from 1980 to 200?

S2: Many positive changes has made The economic situation in 2000 is much better than the one in 1980.

S1: What do you think the ….?

S: They have taken positive measures….

Listen to the teacher to correct oneself

Work in groups to do the task

The Government and the people of Tango started their overall economic reform in the mid 1970s Before that time the economy of the country was

in ruins……… The Government of Tango has taken a lot of measures in order to promote the national economy such as…… Despite all difficulties, the people of Tango … After all, they have received greater and greater achievements…

Compare the result to the other groups

Listen to the teacher’s explanations

Exchange the writing to other groups to checkand give remarks

- Represent the task on board if being asked.Read the writing to get others’ remarks

The Government and the people of Tango started their overall economic reform in the mid 1970s Before that time the economy of the country was

in ruins……… The Government of Tango has taken a lot of measures in order to promote the national economy such as…… Despite all difficulties, the people of Tango … After all, they have received greater and greater achievements…

Post-writing: (10 minutes)

- Ask some groups to represent their

work, ask other to give remark

- Choose some good writing to read in

class and give remark

Homework: (2 minutes)

- Ask students to rewrite the task at

home and prepare part Language

Focus at home

Do as the teacher asked

-Listen to the teacher and write down homework

Unit 7 : economic reforms

I Objectives:

1 Educational aim:

- Strong form and weak form of auxiliaries Adverbial clauses

2 Knowledge:

- General knowledge: Combining the sentences.

- Language: Know how to use although, even though…

- New words: Words related to the exercises

3 Skills:

- Writing sentences with adverbial clauses of concession

II Method:

- Integrated, mainly communicative

III Teaching aids:

- Board, cassette player, chalks, textbook and notebook

IV Procedure:

Teacher s activities’ Students activities’

1 warm up: (5 minutes)

- Introduce the lesson to the students

2 Pronunciation: ( 15 minutes)

- Explain the way to use strong form

(emphasis, positive, stressed cases ),

weak form (interrogative, unstressed

A: Has she gone?

B: Yes, she has.

A: Shall we go now?

B: I think we ought to.

A: Will you come tomorrow?

- Listen to the teacher

Get the teacher’s explanation

Although it was cold and rainy, we managed to go to class in time.

Although Luong has studied English only for six months, he can …….

I didn t go to bed early although I was’

…

Exercise 2:

4 Homework: (2 minutes)

- Ask students to revise the strong

form and weak form of auxiliaries, the

use of clause of concession, redo all

the exercises and prepare unit 8 at

home

Although I was very tired Although I had never seen her before although it was pretty cold

although we don t like them very much’

Although I didn t speak the language’

Although the heat was on although I d met her twice before’

although we have known ……

it is pretty cold/ there hasn t been’ ….

- Listen to the teacher and write downhomework to do at home

UNIT 8: life in the future

- Students read and guess the meaning of words in contexts

- They read and decide on True or False statements

- They note taking and comprehend the passage

2 Knowledge:

- General knowledge: The changes of the life in the future.

- Language: Common knowledge of the life and the environment….

- New words: Words related to the life and the economic, environment…

3 Skills:

- Guessing meaning in context, deciding on true or false and passage

comprehension

II Method:

- Integrated, mainly communicative

III Teaching aids:

-Picture, board, chalks, textbook, handouts,…

IV Procedure:

Teacher s activities’ Students activities’

Warm-up: (5 minutes)

Aims: to introduce the topic of the

lesson and to raise students' interest.

- Introduce the new lesson to the

students.

Before you read : (7 minutes)

- Ask students to look at the picture

ask and answer the questions

While you read : (23 minutes)

- Ask students to look through the

passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of

new words which appear in the passage

Task 1 : (3 minutes)

- Ask students to read through the text

once to find out some new words,

guess the main idea

- Explain new words (give the

Vietnamese equivalents), guide the sts

to get the main contents of the reading

text

- Ask students to work individually in

3 minutes to do this task

- Guide students to read through the

passage , then focus on only the

sentences surrounding the suggested

words to do the task effectively

- Give students some more words that

may be new/ unfamiliar to them

- Guide the students to read the word

in chorus and individually

Task 2: (4 minutes)

- Ask students to read the passage

again then work in pairs to ask and

answer the suggested questions

- Walk round the class to give help if

- Listen to the teacher then read the passages

- Ask some new words if necessary

- Work individually to read the text then choosethe words and phrases in the passage:

- Share the key with other students:

3 - People will be living in much cleanerenvironment, breathing fresher air anf beinglooked after by ……

- Give suggested words, phrases or

- Ask the class to do

- Call some students to give the

answers

- Ask others students to correct

- Give the true answers

After you read : (8 minutes)

- Ask students to work in group to scan

the text again

- Ask them to work in small groups of

three or four to discuss the Advantages

and disadvantages of Robots

- Encourage them to use their own

words

- Ask some students to report

Home work: (2 minutes)

- Review the reading and prepare the

- Work: Factories, offices…

- Travel: Cars, space-shuttle, petrol, …

- Listen to the teacher then do the task

- Some students stand up to report theirdiscussions

- Work in groups

- Listen to the teacher

- Write down the homework to do at home

Unit 8 : life in the future

- Talking about the life in the future.

- Discussing predictions about life in the future…

2 Knowledge:

- General knowledge: The life in the future.

- Language: + The way to make the life better in the future.

+ The tenses

- New words: words related to the life in the future.

3 Skills:

- Discussing predictions about life in the future

- Talking about changes the life in the future

II Method:

- Integrated, mainly communicative

III Teaching aids:

- Board, chalks, textbook, handouts

IV Procedure:

Teacher s activities’ Students activities’

Warm-up: (5 minutes)

Tell a short story to prove that the

renovation measures has apparently

changed the social and people’s lives

positively

Pre-speaking : (12 minutes)

Task 1

- Guide students how to practise

- Ask students to work individual

- Walk around and help them

- Call students to say

- Correct their mistakes

While-speaking : (15 minutes)

Task 2

- Guide students how to practise

- Ask students to work in pairs

- Help the students with new

structures

- Walk around and help them

Listen and give one’s own ideas or story if beingasked

- Pair work

- Practice answering the topic:

By the end of the 21st, Chinese astronaunts ……

- Call some student to stand up and

report before the class

- Correct their mistakes

Post-speaking : (10 minutes)

Task 3

- Guide students how to practise

- Ask students to work in groups

- Call some pairs of student to stand up

- Listen to the teacher

- Write down the homework to do at home

- Listening, mastering the content of the tape.

- Doing the tasks fluently (true or false statements and the details)

2 Knowledge:

- General knowledge: By the end of the lesson ,students will be able to

understand how to make the life better and longer in thefuture

- Language: The present simple tense and the simple future tense.

- New words: Words related to to the topic

3 Skills: - Listening and deciding on True or False statements.

- Listening for details

II Method:

- Intergrated, mainly communicative

III Teaching aids:

- Tape, cassetteplayer, board, chalks, textbook

Before you listen:

- Ask students to look at the book and

answer the question in the book

- Let them work in pairs

- Listen and correct for them

Listen and repeat

- Turn on the tape and ask students to

listen

- Let students listen again and repeat

- Write some words on board and ask

students to read them aloud

- Correct

While-listening: (20 minutes)

Task 1:

Ask students to read the statement at

least once first

Ask them to guess the answers

Play the tape once then check how

many answers can students find

Play the tape again

Check and give remarks

Call some students to say out their

answers and the evidences they get to

prove their answers

Task 2:

- Ask them to guess the answers

Play the tape once then check how

many answers can students find

Play the tape again

Check and give remarks

- Call some students to say out their

answers and the evidences they get to

prove their answers

- Let students work in pairs

- Listen to the teacher

Before you listen:

- Look at the book

- Listen to the teacher

- Ask and answer the question in the book

Listen to the tape and do the task

Find evidences to each of the answers

Represent if being asked

Keys: 1 F, 2.F, 3 F, 4 T, 5 T

- Listen to the teacher’s explanation then correct

the answers oneself

- Read the questions once to get the maincontents

Listen to the tape and do the task

Find evidences to each of the answers

Represent if being asked

1 Eating more healthily food, cutting down on things like butter, alcohol and cigarettes.

2 The development in medical science Because nobody dies from old age, just from diseases that affect people when they get older.

3 In ten years time AIDS will also be brought ’

under control.

- Listen to the teacher’s explanation then correctthe answers oneself

- In groups, discuss the advantages disadvantages

of having a very long life

Example:

Advantages:

- Do many things they want to do/ enjoy life more.

- See their children and grandchildren grow up.

- Help their children and grandchildren.

- Children and grandchildren are happy with them.

After-listening: (10 minutes)

- In group, ask students to discus the

guided question, find the answer

- Move around to help if necessary

- Give remarks or even suggestions

Homework: (3 minutes)

- Ask students write things to do to

have a healthy and long life, and

prepare part writing at home

Disadvantages:

- Too weak to do things and often ill.

- Feel lonely when children have grown up and busy with their lives, and friends are dead.

- Listen to the teacher’s guide to correct oneself

-Listen to the teacher and write down homework

- General knowledge: Writing about some one's ideas or imagines

- Language: +The tenses.

+ Connectors (time expressions)

- New words: Words related to the life in the future, environment….

3 Skills:

_ To practise students’ speaking and writing skills

_ To help students to able to write about the ideal world they would like to

live in the year 2020

II Method:

- Integrated, mainly communicative

III Teaching aids:

- Board, chalks, textbook and notebook

- Ask student to read the request of

task one and translate

- Explain them how to do the task

- give students the structures:

- guide them some new words

- Walk around and help them

- Call some to stand up and answer the

- Explain them how to do the task

- guide them to write

- Walk around and help them

- Call one to do on board

- Correct

Post-writing: (10 minutes)

- Ask some groups to represent their

work, ask other to give remark

Answer:

+ World: Peaceful, no war, no conflicts, no threat

of terrorism, people live is harmony

+ Employment: everyone has a job

+ Environment: clean and healthy, less noise, lesspopulation, having larger parks, wild life isprotected

+ People: Less materialistic, less selfish, lessviolent and more loving

- Listen to the teacher

- discuss and write down

- work in groups

- Compare the result to the other groups

- Listen to the teacher’s explanations

- Exchange the writing to other groups to checkand give remarks

- Represent the task on board if being asked

Read the writing to get others’ remarks

- Do as the teacher asked

- Choose some good writing to read in

class and give remark

Homework: (2 minutes)

- Ask students to rewrite the task at

home and prepare part Language

Focus at home - Listen to the teacher and write down homework

1 Educational aim: - Contracted form of auxiliaries (continued).

- Prepositions and articles

2 Knowledge:

- General knowledge: Combining the sentences.

- Language: Know how to use in, on, at, of, by, about, among, to, with….

- New words: Words related to the exercises

3 Skills:

_ To practise students’ pronunciation and writing skills

_ To help students to be able pronounce the full forms and the contracted

forms of auxiliaries and introduce to them the use of some prepositions and

articles

II Method:

- Integrated, mainly communicative

III Teaching aids:

- Board, tape, cassette player, chalks, textbook and notebook

IV Procedure:

Teacher s activities’ Students activities’

1 Warm up: ( 5 minutes)

- Introduce the lesson to the students

2 Pronunciation: ( 15 minutes)

_ play the tape and asks students to

listen to the sounds listed in their

books

_ asks students to listen to the tape

then repeat the words in chorus

_ asks students to repeat the words

individually

_ correct their pronunciation if

necessary

- Listen to the teacher

Get the teacher’s explanation

_ listen to the sounds listed in their books

_ listen to the tape then repeat the words in chorus._ some individuals repeat the words

_ listen to the teacher’s correction

_ read the sentences suggested individually

_ asks students to read the sentences

suggested individually

_ can read the sentences first and

notice the sounds in words

_ asks some students to read the

sentences aloud

_ asks others to give comments then

correct their pronunciation if

necessary

3 Grammar: ( 23 minutes)

Exercise1:

_ explains how to change direct speech

into reported speech with gerund

briefly then give some examples to

illustrate and asks students to work in

pairs to do the exercise suggested

_ asks students to discuss the answers

with their friends

_ asks some of the students to do the

exercise orally

_ asks others to give comments

_ gives the suggested answers if

necessary

Exercise 2:

_ explains the example carefully

_ asks students to work in pairs to do

the exercise suggested

_ asks students to discuss the answers

with their friends

_ asks some of the students to do the

exercise orally

_ asks others to give comments

_ gives the suggested answers if

necessary

_ listen to the teacher’s explanation

_ work in pairs Do the exercise given in thetextbooks

_ discuss the answers with their friends then correctthe mistakes themselves

_ discuss the answers with their friends

_ some of the students to do the exercise orally._ other students give comments

_ take notes of the suggested answers

Keys:

1 in, 2.of, 3.on, 4.at, 5.to, 6.in, 7.about, 8.for,

9 between, 10.to

_ notice the teacher’s explanation

_ work in pairs Do the exercise given in thetextbooks

_ discuss the answers with their friends then correctthe mistakes themselves

_ some of the students to do the exercise orally._ other students give comments

_ take notes of the suggested answers

Keys:

1.Ø, 2.Ø, Ø, Ø, 3 Ø The the, 4.the Ø, 5 the Ø, 6.the Ø, 7.the Ø, 8.an.the.the, 9 Ø the, 10 Ø ,a