Giáo án HK2 Anh11 nâng cao

Matching pictures with tourist attractions To raise sts’ interest and to lead to the new topic To engagests, and led sts express their opinions -To help sts associate names with real Gro

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Unit 9 Nature in danger

Lesson 1,2 Reading

Outcomes - By the end of the lesson, the students are able to skim for general ideas

- By the end of the lesson, the students are able to scan for specific information

- By the end of the lesson, the students are more aware of the need to protect nature

Type of lesson - Skill- based (reading)

Key vocabulary - explode -hallucinate

- summit - deposit

Key structures - Climbers also bring with them canisters containing fuel to cook their meals

Anticipated problems - Some students may not be very willing to express themselves and share ideas

Materials - Textbook, Chalk and board, handouts

Game: World knowledge Quiz

- Divide the class into two groups, A and B.

- Tell the groups to take turns to choose a number and answer the

question With a correct answer, the group wins one point If the

group cannot answer it, the other group has a chance to give the

answer and get the point The group more points will win the game

- Check sts’ understanding of instructions and have them start the

game

- Keep a running total of points for each group on the board

- Declare the winner

These are the questions used in the quiz:

1 What is the highest mountain in the world?

( Expected: Mount Everest)

2 What is the name of the famous mountain in Japan?

( Expected: Mount Fuji)

3 Name at least three famous national parks around the world?

( Expected: Yellowstone, Everglades, Cat Ba, Bach Ma, Nairobi,

….)

4 What is the most famous tourist attraction in Quang Binh?

( Expected: Phong Nha Cave)

5 What is the smallest continent in the World?

( Expected: Australia)

6 What is the biggest land mammal?

( Expected: The elephant)

- Ask sts : - What is the common topic of these things?

( Expected: Nature)

- What is happening to the nature?

( Expected: It’s in danger./ Human being are destroying it./)

- Transition : - yes, : Nature ’s in danger because of human actions

and activities In Unit 9, we’ll study this problem and find solution

to it.

Matching pictures with tourist attractions

To raise sts’

interest and to lead

to the new topic

To engagests, and led sts express their opinions

-To help sts associate names with real

Groups

T- class

T- classT- class

Handouts

- Chalk

& board

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Tell sts to look at the pictures (page 126) , they are: Mount Everest,

the famous Ayers Rock of Australia, Yellowstone national parks

Mount Euji national park, Cham Chim national park , and Phong

Nha Cave; tell sts to match them with their names.

- Tell sts these famous places are being destroyed because of

tourism

- Elicit how tourism do harm to them Tell sts to check the activities

done by tourists that can be harmful and list more.( Task b, page

127)

Teaching Vocabulary

Elicit meanings from sts or give explanations or synonyms yourself

+ explode(v) [iks'ploud] làm nụ̉

đọ̃p tan, làm tiờu tan (lý tưởng, ảo tưởng ) : increase quickly ( bùng

nổ)

+ explosion(n) [iks'plouʒn]

+ attempt [ə'tempt] (v): try, make effort (cố gắng, nỗ lực)

+ junkyard (n) : bãi phế liệu

+ summit ['sʌmit] (n) : peak, top (of a mountain):đỉnh

+ hallucinate [hə'lu:sineit] (v): see or hear something when no

such thing is present : bị ảo giác

+ hallucination [hə,lu:si'nei∫n] (n):

+ survival [sə'vaivl] (n): state of continuing to live or exist

+ survive [sə'vaiv] (v):sống sót

+ deposit [di'pɔzit] (n/v): sum of money that somebody pays in

advance in case he damages or lose something he is renting: tiền

đặt cọc

+ Read the words one by one and ask sts to repeat

Checking Vocabulary: Gap-filling

- Give sts handouts and ask them to complete the sentences using

the words just learned

1 Living in the wild, animals have to struggle for………

2 Dave said he would ………….to break the world record this time.

3 A few minutes after taking the drug, he began to…………

4 You have to pay a $ 50………… before you can move into the

flat.

5 Together with the development of economy, world population

……… and reached 6 billion in the 20 th century.

6 Lots people have tried to climb to the ………… of this mountain

but not many have reached it.

- Tell sts to compare answer in pairs then check with the class

Expected answers : 1 survival 2 attempt

3 hallucinate 4 deposit 5 exploded 6 summit

Activity 1: Identifying the best title ( Task a, page 128)

- Ask sts to read the passage and then choose the best title for the

text

- Call on sts to say what they choose and give explanations

- Go over the answer with the class

( Tell sts pars 2 and 3 are about the problems caused by tourists,

and par 4 is about how the problem is solved.)

Activity 2: Questions and answers( Task b, page 128)

- Tell sts to read the text again and find answers to the questions,

things

- To provide backgroun

d knowledgefor the reading

- To provide stswith some language

to help understandthe text

- To see if sts have learned thewords and know how

to use them in the new context

Individuals

Pair

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and then work with a partner to ask and answer the questions.

- Go round to monitor and give help if necessary

- Call on pairs of sts to ask and answer, and check with the class

Activity 3: True- False Statements.

- Give sts handouts with Statements about Mt Everest and tell them

to decide if they are True, False or Not given according to the text.

- Ask sts to work with a partner and compare answers

- Call on sts to read the statements and say their choice

-Go over the answers with the class

These are the statements in the handouts:

1 Tourism in Nepal has increased quickly because lots of people

want to visit Mount Everest

2 The Southeast Ridge is the summit of Mount Everest

3 Lots of climbers hallucinate because of lack of oxygen

4 Sherpas are native Himalayan guides or porters in the mountains

5 According to the law, climbers have to pay a $ 5,000 deposit

before living the country

Expected answers : 1 T 2 F( No, it’s the most famous route to

the summit, not the summit itself) 3 NG 4 T 5 F( before

climbing the mountains

Discussion

- Ask sts to work in groups of 4 or 5, and discuss the problem in

Viet Nam’s National parks and famous tourist attractions, and then

suggest solutions to the problems

- Go round to control and give help if necessary

- Call on sts to report about their group’s ideas and encourage sts to

argue for and against their friends’ ideas

-Give feedback and comments on what sts have

Summary the reading at home

Lesson No 3 Listening

Outcomes - By the end of the lesson, the students are able to listen and understand general ideas

- By the end of the lesson, the students are able to listen for specific details

Type of lesson - Skill- based listening)

Key vocabulary - environment-friendly - disturb

- intension - wash away

Key structures -So ecotourism is environment friendly, isn’t it?

Anticipated problems - Some students at the back may have difficulty listening to the CD player.Materials - Textbook, Chalk and board, handouts, CD player, poster, cards

1 Warm-up & lead-in( 6-7’)

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Aim: To create interest, check up vocabulary and introduce the

topic.

- Prepare a poster of a word grid with 10 rows

1 A verb that means “ increase quickly”

2 A verb that means “see sth that is not present”

3 A sum of money paid in advance for sth rented.

4 A verb that means “ try, or make an effort”

5 A noun that means “ the way to somewhere”.

6 Mt Everest is called a ………because of garbage.

7 A verb that means “continuing to live or exist”.

8 A person who leads an expedition and show them the way.

9 A verb that means “ write your name in a list ”.

10 The peak or top of a mountain.

- Ask sts to work in two groups, A and B

- Tell sts to take turns to choose a numbered

- Read the explanation for the word in that row, and the word in that

row, and the group try to say what the word is If the group get it

right, they score 1 point If they get it wrong, the other group have

the chance to say the word and score the point

- After 5 rows have been revealed, the groups are allowed to guess

the key word in the column If they get it right, they win 5 points

- The group that has more points will win the game

- Check sts’s understanding of instructions and have them start the

game

- Keep a running total of point for each group on the board

2 Pre-listening (5-6’)

- Brainstorming

Aim: To engage sts, and elicit ideas.

- Ask sts to write down things they know about ecotourism

Ecosystem environment-friendly

- Note down sts’s ideas on the board

Talking about the pictures (Task a, page 129)

Aim: To prepare sts for the listening.

- Tell sts the tourists in the pictures are taking an eco-tour

- Ask sts to say what these people might be doing, and then ask

them if what these eco-tourists do any harm to the environment

3 While –listening (5-8’)

Activity 1: True- False Statements(Task b, page 130)

Aim: To give practice in listening for details.

- Tell sts they are going to listen to a talk by an environmentalist

about the effects of eco-tourism

- Ask sts to listen to the first part of the talk and decide if the

statements in task b are True(T) or False (F)

- Ask sts to listen for the 2nd time if necessary

- Go over the answers with the class

- Play the game

a Some eco-tourists are watching birds with binoculars.

b Two tourists are riding an elephant.

c A lot of tourists are taking a board trip along the canal ( or a river)

d Tourists are hiking/ walking in the forest.

d Some tourists are making a campfire.

e A lot of tourists are watching a whale swimming in the sea.

-Listen for general ideas

-Suggested answers:

1 T 2 F 3 T 4 F

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Activity 2: Listen and Complete the table (Task c, page 131)

Aim: To focus sts on specific details.

- Ask sts to listen to the 2nd part and complete the table about the

activities done by eco-tourists and their effects on the environment

-Call on sts to read the activities and their effects and check with

the class

4 Post-listening (8-9’) Speaking: Discussion

Aim: For sts to express themselves and share ideas

- Ask sts to discuss the possible effects of eco-tour activities, both

positive and negative ones

- Move around to control and give help if necessary

-Call on sts to report about their groups’ discussion

- Give comments and feedback

5 Home-work (1’)

Review the content of the text at home

- Work individually then compare the answers with a partner

1 ( Watching) whales or dolphins.

2 ( Noise from boats) disturbs whales and dolphins, which can become stressed and eat less.

3 ( Watching) birds.

4 ( The strong lights from the flashes) might frightened the birds.

5 ( Walking) on the grass and plants.

6 ( The vegetation) might be harmed, which causes soil erosion when there are heavy rains.

- Work in groups

Buying objects made from endangered species ( ivory, coral, seashells, etc) may encourage illegal hunting or killing of these species

………

Lesson No 4 Speaking

Outcomes - By the end of the lesson, the students are able to ask for

-By the end of the lesson, the students know how to give explanations for actions

Type of lesson - Skill- based ( speaking).

Key vocabulary : - life jacket - canal - binoculars - get lost

Key structures - Why should tourists wear sunglasses?

- Wee, the thing is, the sunlight there is very strong

Anticipated problems - Some students may not be confident enough to express themselves in

English

Materials - Textbook, Chalk and board, handouts, , poster, cards.

Game: Cut-up Sentences

Aim: To create interest and introduce the topic.

- Divide sts into small groups

Give each group a set of cards with phases of sentences cut

up

- Shuffle the cards and tell sts to work in their groups and put

the phrases into sentences of a short exchange between A and

B Then stick the exchange on the board

- These are the sentences and how they are cut:

People say that / ecotourism/ is environment-friendly/ Why do/

you think/ it does/ harm to the environment?

B The thing is the activities done by ecotourists indirectly cause harm to the

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The thing / is/ the activities/ done by ecotourists / indirectly

cause/ harm/ to the environment / and they don’t even/ realize

this

- The first group to finish and get it all correct will win the

game

- Check sts’s understanding of instructions and have them

start the game

- Lead to the new lesson

2 Pre-speaking (4-5’)

- Eliciting and introduce useful language.

Aim: To challenge sts to generate key structures and to

facilitate speaking activities later.

- Elicit from sts the structures used to ask for reasons for

actions and those used to give explanations of actions

Useful expressions

Asking for explanation Giving an explanation

+ Why should ? + Because

+ Why shouldn’t ? + The thing is + a clause

+ What for? + If I could explain

+ so that

+ so as to/ so as not to + inf

+ in order to/ in order not to

- Task a : Completing the brochures.(4-5’)

Aim: To prepare sts for the next task.

- Tell sts to complete the brochures for tourists in task a using

the information in the box and the tour guide’s note

3 While – speaking (13-14’)

Role play (Task b, page 134)

Aim: To provide some controlled practices.

- Work in groups of 4, one is the tourist guide, the others are

tourists

- Give the model

e.g Tourist 1: Why should we bring warm clothes when we

visit Phong Nha cave?

Tour guide: Because it’s rather cold inside the cave.

Tourist 1: And why shouldn’t we smoke?

Tour guide: Well, the thing is, smoking could pollute the air.

- Tell sts to change roles for different tourist attractions

- Call on some sts to act out in front of the class

4 Post- Speaking (13-14’) : Listen and responding

Aim: To integrate some listening and to give some

consolidation.

environment and they don’t even realize this.

- Listen and take note

- Read the example exchange

- - Work individually then compare the answers with a partner

+ Phong Nha cave:

Do/ Don’t(brochure) Why?/(tourist’s

cans into the water

- leave a group without notice

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Read the explanations one by one and sts to say what actions

are mentioned

- Check with the whole class

These are the explanations:

1 Well, because it might be very cold underground.

2 The thing is, the strong sunlight there can be harmful to

your skin.

3 in order to avoid cuts on rough rock surfaces.

5 The thing is, cigarette buds cause fires.

- Give sts a situation in which their relative is going to visit

Mt Everest

- Tell sts to write a note to their relative to tell what they

should or shouldn’t do their, plus explanation

- Work individually then compare the answerswith a partner

1 should bring warm clothes

2 should wear sunscreen.

3 should sports/ walking shoes

4 shouldn’t leave the group

-By the end of the lesson, the students are able to write a description of information in a table

Type of lesson - Skill- based ( writing).

Key vocabulary : - nearly - almost

Key structures - There was a different of 320 kg of used batteries collected.

- More oxygen bottles were collected in 1998 than in 1995

Anticipated problems - Some students seem not to be confident enough to express themselves in

English

Game: More or less?

Aim: To create interest and introduce the topic

- Hang a poster with 9 number-red boxes on the board.

- Divide sts into two groups, A and B

- Tell the group to take turns to choose a number 1-9, except 5

- Tell sts each box contains a phrase with a number; number 5

has the same unit of measure as in any box Sts will have to

make a sentence about the phrase and compare it with number

5

- With a logical sentence, the group wins one point Otherwise,

the group has the chance to make a sentence and score the

7 visitor

3 fires

US $ 5 5 4.6 kg

of rice

10 acres of land

1 liter

of water

5 people

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7 8 9

- Expected structures and sample sentences:

1 less/ smaller amount

2 more/ bigger number

3 fewer:

4 the same:

6 almost the same/ similar:

7 more

2 Pre- writing (6-7’)

Aim: To provide sts with an outline of the description.

- To write a report about changes of information in tables, sts

need to include the following:

a An introduction sentence (what the table is about)

b The kind of change (increase or decrease)

c The period of time involved

d A comparison of different sets of information

- Elicit and introduce to sts the way we can talk about these

Describes/ shows/ represents/ illustrates/ indicates/ reveals

e.g: The table describes the amount of garbage collected…

b Some phrases used to describe changes:

Verb + adv Adj + Noun

Rise slightly slight rise

Increase steadily steady increase

Go up sharply sharp decrease

Decrease gradually gradual decline

Decline dramatically dramatic fall

Go down significantly significant drop

Fall/ drop

Some other phrases: remain the same, remain unchanged,

remain stable, fluctuate between…and , experience some

compared with…/ in comparison with…/ similar to…/ the

same (as)…/ more/ fewer/ less…than…/ a difference of….

- Review the use some words:

More + plural countable nouns/ uncountable nouns

Less + uncountable nouns

Fewer + plural countable nouns

A large number of + plural countable nouns

1 There was a smaller amount of garbage./ There was less garbage

2 There were more visitors to the place./ There were a bigger number of visitors to theplace

3 There were fewer fires last year

4 It costs the same /The same amount of money was paid

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An amount of + uncountable nouns

(Task 1, page 134)

Reading and recognizing (2-3’)

- Have sts to study the table and read the description on page

134 then underline the expressions of comparison used in the

Activity 1: Gap- filling

- Work in pairs, give each pair a handout of a gapped

description of the information in Table 1

- Tell sts to study the table and complete the description with

suitable information

- Call on some sts to report the answer in front of the class

Handout

Table 1 show that the (1)….situation in three Southeast Asian

…(2)… , Cambodia, Indonesia, and Laos between 1990 …(3)

….2005 As can be seen, Indonesia had…(4)……forest cover,

with 116,5…(5)……in 1990, very much large than Laos’ and

Cambodia’s, which was only 17.3 and 12.9 million hectares

respectively The figures also indicates that within …(6)… ,

from 1990 and 2005, Indonesia had the highest percentage of

forest loss, at …(7)… , while…(8)… at 19.3 percent and Laos

the …(9)…at only… (10)…

Activity 2: (Task 2, page 135) Writing a description

Aim: To make the writing task easier for sts.

_ Write on the board a list of questions about the information in

Table 2, and ask sts to study the table and find the answers to

the questions

1 What does the table 2 show? (where and when)

2 Were there more or fewer fires in 1990 than in 1980?

3 What about the acres burned in 1990 compared with 1980?

4 Compare the number of fires in 1990 and 2000

5 Compare the number of acres burned in these two years

6 Say how different they were in two years

- Tell sts to use conjunctions and connectors to make a complete

description from the answers

-Go round to control and help if necessary

4 Post- writing (3-4’) : Peer correction

Aim: To give sts a chance to correct and learn from one other.

- When sts have finished, call on some sts to write their

descriptions on the board

- Tell the class to read together and give correction if necessary

- Ask sts to give comments on their friends, writing

3 and 4 the largest

5 million hectares 6 15 years

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- Work individually

Lesson No 6, 7 Language focus

Outcomes - By the end of the lesson, the students are able to use the suffix -al

-By the end of the lesson, the students are able to use to- infinitive phrases or participle phrases in

stead of relative clauses

Type of lesson - Grammar- based (suffix –al, reduced relative clauses).

Key vocabulary : -round the clock, compulsory, search for, poacher

Key structures - Who was the first man to land on the Moon?

- The man talking to the manager is my new flat mate

Anticipated problems - Some students may be too shy to share ideas with others.

1 Word study ( 8- 10’)

Aim: For sts to recognize the form and use of the suffix.

- Elicit the sts the function of the suffix –al in a word.

+ The suffix –al change the word-class of the word.

- Tell sts the suffix –al can help recognize the word-class, that

is, noun or adjective

* verb + al = noun

E.g survive + al = survival

*noun+ al = adjective

E.g option + al = optional

Activity 1: noun or adjective? ( Task a, page 135)

Aim: To focus sts on the word-class

- Ask sts to read the words and decide if they are noun or

adjective, write N or A next to the words

- Go over the answers with the class and check if they know the

meaning of these words

Activity 2: Gap- filling (Task b, page 136)

- Tell sts to read the exchanges and complete each space with a

suitable noun or adjective from the list

- Call on some pairs to read the exchanges and check the

answers with the class

2 Grammar

Reduced relative clauses

- Aim:To review the grammar point and introduce a new one

- Write on the board some sentences with relative clauses

a Louis Armstrong was the first man who landed on the moon.

b The man who is talking to the manager is my new flat mate.

c The house which was built over 100 years ago is still in good

shape

- Tell sts to rewrite the sentences in other possible ways

- Tell sts to pay attention to the underline phrases

+ To + infinitive phrase , present participle and past participle

phrase are reduced from relative clauses

* When relative clauses followed by the first/ second, etc, the

next , last, only and the superlatives We can leave the noun

(except after only) if the meaning is clear.

+ To + infinitive can also be used to replace relative clauses

1 rental 2 postal 3 disposal

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when there is an idea of purpose or permission.

e.g Jane had a few letters that he had to type.

Jane had a few letters to type.

* Present participle can be used to replace relative clauses

when the verb in the clause is active (relative pro + active verb

= Present participle)

- This structure is often used when the verb in the clause is in

the progressive tense, expresses a habitual or continuous action

, or expresses a wish (e.g: wish, desire, want, hope)

e.g The boy waiting outside is her classmate

Past participle can be used to replace relative clauses when the

verb in the clause is passive (relative pro + passive verb = past

participle)

Activity 1: Answering questions(page 136-137)

-Tell sts to answer the questions using a to- infinitive phrase as

the reduced form of the relative clauses

- Call on some pairs to act out the conversation

Activity 2: Sentence Transformation

Aim: To give less controlled practice.

- Read the examples and ask sts why a certain phrase is used

-Tell sts to rewrite the sentences using a to- infinitive phrase

present participle and past participle phrase as the reduced form

of the relative clauses

- Check sts’understanding of instruction and let them do the

task

- Call on sts to read their sentences and check with the class

- Give feedback and comments

Make some sentences at home containing reduced relative

clauses of different types

- Answer the question

1 In the year to come, all the trees in this forest will disappear if nothing is done to protect them.

2 They couldn’t find a way to help clean the polluted water.

3 Animals born in the zoos know nothing about the life in the forest.

………

Unit 10 Sources of energy

Lesson No 1,2 Reading

- By the end of the lesson, the students are able to understand the content of the text

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Key vocabulary -dim, urgent, respiratory, grind, arduous, carry out, expose, generate

Key structures - One-third of humanity does not have modern energy supplies, with which their life could

be improved

Game: “ Stop the bus”

Aim: To raise sts’ interest and to lead to the new topic

- Divide sts into 5 groups

-Give each group a sheet of paper and a handout

Handout

1 Three things you can feel but cannot see.

2 Three things you can use to cook

3 Three planets you can see clearly from the Earth

4 Three kinds of liquid

- Have sts write down three certain things each time They will

listen and do what they are asked to as quickly as possible

When they have the words, they must shout “ Stop the bus!”

and hold their group’s sheet of paper in the air to win

- Read the words and check with the class before awarding

points to the group The group with more points correct will win

the game

- Check sts’s understanding of instructions and have them start

the game

2 Pre-reading

- Task a: (4-5’) Matching pictures with sources of energy.

Aim: To provide sts with some idea what each sources is.

- Match pictures with the words or phrases for the sources of

energy

- Ask sts which the sources of energy they use for home

cooking and heating and why

- Task b(4-5’)Categorizing :(Renewable or non-renewable)

Aim: For sts to distinguish the two types.

- Ask SS to read the descriptions of two kinds of energy sources

and then put the names in Task a in the correct category

3 Teaching vocabulary

- Aim: To provide background knowledge and some language

for the reading

- To see if sts have learned the words and know how to use

them in the new context

- Introduce some new vocabulary

• Fundamental/ ,fʌndə'mentl/ (a.) = basic; essential (cơ bản,

thiết yếu)

• dim/ dim/ (a.) = not bright (mờ mờ)

• arduous/ 'ɑ:djuəs, US 'ɑ:djuəs/ (a.) = needing much effort

or energy, laborious (khó khăn, gian nan)

- Work in groups

- Play the game

-Suggested answers:

1 wind, heat, cold,…

2 gas, electricity, wood,…

3 Sun, Moon, Mercury

4 water, oil, petrol,…

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• urgent/ 'ə:dʒənt/ (a.) = needing immediate attention or

action (khản, khẩn cấp)

• carry sth out/ 'kæri aut/ (v.) = fulfill; perform (thực hiện)

• respiratory/ ri'spaiərətri, 'respirətri/ (a.) = of breathing

air (thuộc về hô hấp)

• expose/ iks'pouz/ (v.) leave sb/ sth unprotected (để cho ai

tiếp súc với)

•generate/ 'dʒenəreit/ (v.) = produce; cause sth to exist (phát

sinh)

• grind/ graind/ (v.) = crush sth to powder (nghiền, xay)

- Read the words one by one and ask SS to repeat

5 Check in vocabulary: Rub out and remember

- Aim: To check sts knowledge of new vocabulary.

- Rub out one and then some of the words, and ask SS to read

them all out in order

- Continue until every word is rubbed out and SS still can read

them out

3 While –reading (10-12’)

Activity 1: Choosing the Best Title the Text (Task a, p 141)

- Ask SS to read the text quickly and choose among the phrases

given the best title for the passage

- Call on SS to give their ideas and explanations and then go

over the answer with the class

Activity 2: Which Information, Which Paragraph? (Task b,

p 142)

- Tell SS to work in pairs

- Ask them to scan the text and find out which paragraph

discusses each of the ideas provided in the list

- Ask SS to compare answer in small groups

- Call on SS to say their choice Encourage them to say where

(which phrase) in the paragraph helps them to decide and make

their choice

Activity 3: Questions and Answer (Task c, p 142)

- Tell SS to read the text again and fund the answer to the

question

- When they have finished, ask SS to work with a partner and

act out the exchanges

- Call on pairs to ask and answer the question and check with

the class

4 Post- reading (14-15’): Discussion

- Put sts into small groups of 4 or 5

- Ask them to express their opinions on the following questions:

a Which energy sources are people in different areas in Viet

Nam currently using for home cooking?

b The advantages and disadvantages of renewable sources of

energy?

- Give feedback and comments on what sts have

- Tell sts to review the new vocabulary learned in the text

1 Because they supply people with

electricity to improve their life.

2 Wood for cooking kerosene for lighting, and batteries for the radios and flashlights.

3 Saving human energy; solving the problem of air pollution; providing better health care and education.

4 Pollution-free/ smoke-free and cheep

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Lesson No 3 Listening

Outcomes - By the end of the lesson, the students are able to listen and understand general ideas

- By the end of the lesson, the students are able to listen for specific details

Key vocabulary - biomass - used up

Key structures - Cars using ethanol may give out carbon dioxide, which pollutes the air

Anticipated problems - Some students at the back may have difficulty listening to the CD player

Materials - Textbook, Chalk and board, handouts, CD player, poster, cards

Game: “ Hot seat”

Aim: To create interest, check up vocabulary and introduce the

topic.

- Ask for one representative to the seat in front of the class

- Ask sts to work in two groups, A and B

- Tell sts to take turns to choose a numbered

- Show the representative one word each time and ask him/ her to

describe it to the groups so that they can call out the word Remind

sts that they can’t use words of the same family

The first group to call out the word score 1 point

- The group that has more points will win the game

- Check sts’s understanding of instructions and have them start the

game

The words used in the game

Dry leaves Saw dust

- Aim: To have sts express themselves freely.

Eliciting ideas ( Task a, page 142)

-Have sts look at the pictures of some kind of biomass, and discuss

how each kind can be used as a source of energy and if they would

like to use it as an energy source

- Go round to control and encourage sts

- Invite sts to give comments

*Wood_ being burned to cook foods,

heat buildings, or run engines

* Garbage_ being burned to produce steam for making electricity or to provide heat for industries and homes.

* Biogas_ being burned to cook foods, heat buildings, or generate electricity

* crop ( from corn , sugar cane, sugar

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Activity 1: Listen and check (Task b, page 130)

- Tell sts they are going to listen to a talk by Mr John Jackson about

the advantage and disadvantage of sources of energy

- Ask sts to listen and check the ideas that are unmentioned in the

listening

Activity 2: Listen and Complete the diagram (Task c, page 131)

Aim: To focus sts on specific details.

- Ask sts to listen to the 2nd part and complete the diagram of the

biomass cycle

-Call on sts to read the answers and check with the class

- Ask sts to discuss the sources of energy their family used for

cooking foods, heat buildings, and lighting the houses

-Call on sts to report about their groups’ discussion

-By the end of the lesson, the students are able to write about a certain place

Key vocabulary : - nearly - almost

Key structures - There was a different of 320 kg of used batteries collected.

- More oxygen bottles were collected in 1998 than in 1995

English

Brainstorming

- Ask sts what kind of information they would like to know

about a place in order to elicit essential features for the writing

- Note down sts ideas on the board

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- Lead to the new lesson.

area

1 Fill in a table (Task a page 146)

Aim: To provide sts with a sample of writing.

- Ask sts to read the paragraph about The Kingdom of Thailand

and complete the table with correct information

2 Outline of the paragraph (Task b page 146)

Aim: To give some useful language to facilitate writing tasks

later.

- Ask sts to skim the paragraph again and complete the brief

outline of the description

- Ask sts to compare answers in small groups and then check

with the whole class

The paragraph includes 3 main parts:

- 1 Geography and general feature

2 Exports and imports

3 Electricity production.

3 While – writing (6-7’)

Activity 1: Gap- filling

Aim: To further familiarize sts with such a writing

-Give each pair a handout of the description of Sweden

- Ask sts to study the information about the Kingdom of

Sweden and complete the paragraph about the country

Handout

The Kingdom of Sweden is (1)…………in area It (2)………

more than 9 million Stockholm, its capital, has (3)….of about

761,721 people Sweden exports (4)…… , electronic sound

equipment, and (5)…… It(6)…….petroleum, and (7)……Its

main source of electricity come from(8)…… , which account

for 48,59 percent (9)… station generate the second largest

source (41 %), while thermal, (10)…… Source produce only

over 10%.

Activity 2: (Task 2, page 135) Writing it yourself

Aim: To give sts practice in writing.

- Ask sts to write a paragraph about either Venezuela or Brunei,

referring to the previous tasks as examples

- When sts have finished, ask them to share with a partner

4 Post- writing (3-4’) : Peer correction

Aim: To give sts a chance to correct and learn from one other.

10 win and solar

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- When sts have finished, call on some sts to write their

descriptions on the board

- Tell the class to read together and give correction if necessary

- Ask sts to give comments on their friends’ writing

5 Home-work (1’) Writing about Vietnam.

Socialist Republic of Vietnam

population of capital 3,734,000

agricultural and marine products, coal, garments, ceramics, gemstones, silk

products, railroad equipment, chemicals, medicines, fertilizer Percentage of electricity

from traditional thermal

from solar and win sources 0%

Lesson No 6, 7 Language focus

Outcomes - By the end of the lesson, the students are able to use words formed with bio-

-By the end of the lesson, the students are able to use relative clauses with prepositions

Type of lesson - Grammar- based (relative clauses with prepositions ).

Key vocabulary : - words with bio- - nerve - baby-sit - rely on

Key structures - Did you like the hotel you stayed at?

Anticipated problems - Some students may be too shy to get involved.

1 Word study ( 8- 10’)

Aim: To focus sts on the meaning of the form

- Elicit the sts the meaning of bio-

bio- : of living things, of life

- Tell sts to look at the network with bio- for words that often

go with it

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Activity 1: Matching words with definitions( Task a, page

148)

Aim: For sts to know the meaning of these words.

- Ask sts to read the words and match the words in column A

with their meanings in column B

- Go over the answers with the class and check if they know the

meaning of these words

Activity 2: Gap- filling (Task b, page 149)

- Aim: For sts to better the words in context.

- Tell sts to read the sentences and complete each space with a

suitable words from the box in Task a

- Call on some pairs to read the complete sentences and check

the answers with the class

2 Grammar

Relative clauses with prepositions

- Have sts read the examples in the textbooks

- Present the grammar point in detail

 Relative pronouns as an object of a preposition in

defining relative clauses can follow the preposition :

Prep + whom/ which In this case only whom ( for

persons) or which ( for things) is possible.

e.g The room in which the meeting was held was very small.

-It is more usual to move the preposition to the end of the

relative clause, using Who(m), which or that or omitting the

relative pronoun altogether

 e.g The room which/that the meeting was held in was

very small.

 The room the meeting was held in was very small.

- Relative pronouns as an object of a preposition in non-defining

relative clauses can only be Who(m) for persons and , which

for things We don’t use that after a comma.

e.g John, who Ann go out with, is a nice person.

Activity 1: Sentence Completion ( Task a page 149)

Aim: To provide some practices with sentence making.

-Tell sts to read the paragraph about Mary and then complete

the sentences about her

- Call on some to read the complete sentences and check the

answers with the class

Activity 2: Completing questions ( Task b page 150)

Aim: To make the task meaningful and natural.

-Tell sts to read the situation and complete the questions

- When sts have finished, ask sts to work in pairs to act out the

exchange

1 Ann is the roommate Mary live with.

2 Mr Eric Wilson is the man she is working for in Chicago.

3 Mina is the colleague she plays badminton with on weekends.

3 Do you like the town you live in?

4 How big is the water power station you work in?

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Activity 1: Sentence Combination ( Task c page 150)

-Tell sts to read the pairs of sentences and then combine them

using relative clauses

-Tell sts more than one way is possible, write all the

alternatives

Outcomes - By the end of the lesson, the students are able to scan for specific information

- By the end of the lesson, the students are able to express their ideas about The Asian Games

Key vocabulary - attendee - symbolic - build up - represent

- competitive - venue - host

Key structures - More than 10, 000 athletes, who represented 45 countries and regions, took part in

- The 15th Asian Games was organized at 34 sporting venues, including Khalifa Stadium, which hosted

Materials - Textbook, Chalk and board, handouts, pictures

Game: Sport silhouettes

- Stick 15 circles ( different courlors) which are marked from 1

to 15 corresponding to 12 sports and 3 lucky numbers ( 4, 7, 15)

at 5 the back on the board

- Divide sts into two groups, Hand and Foot

- Tell the group to take turns to choose a circle and the sport

based on the picture With one correct answer, the group wins

one point.If the number isa lucky number, the group wins two

bonus points only to choose again

- Play continues untill all the numbers are chosen

- The group with more points correct will win the game

2 Pre-reading (4-5’)

- Task a : Completing the brochures.(4-5’)

Aim: To prepare sts for the reading task.

- Work in groups

- Play the game

1 baseball 2 cycling 3 skiing

4 lucky number 5 ice-skating

6 horse riding 7 lucky number 8 table tennis 9 baseketball 10 boxing

11 gymnastics 12 volleyball 13 judo

14 rugby 15 lucky number

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Teaching Vocabulary

Elicit meanings from sts or give explanations or synonyms

yourself

+ build up sth (v): develope sth; make sth higher or stronger

than before (phát triển, vun đắp)

+ attend (v): be present at an event (tham dự)

+ attendee (n) : attender (ngời tham dự )

+ symbolic (adj) : biểu trng, tựơng trng)

+ competitive (adj) :cạnh tranh tranh đua

+ venue(n): nơi gặp gỡ, điểm thi đấu

+ host (ddaausddawng cai

+ represent (v): đại diện

- Read the words one by one and ask sts to repeat

Checking Vocabulary: Gap-filling

- Give sts handouts and ask them to complete the sentences

using the words just learned

1.The competition attracted over 500 contestants ………10

different countries.

2 The band will be playing at 20 different …………on their UK

tour.

3 The meeting was …………by 90 shareholders.

4.The doveis…………of peace.

5 The sprit of the Asian Games have been……… and reached

6 billion in the 20 th century.

6 Lots people have tried to climb to the …………up over a long

period of time.

7 These graduates have to fight for jobs in a

hihgly market.

- Tell sts to compare answer in pairs then check with the class

Expected answers : 1 survival 2 attempt

3 hallucinate 4 deposit 5 exploded 6 summit

Activity 1: Table completion ( Task a, page 135)

- Ask sts to read through the notes in the table to get an ideas of

what to look for

- Call on sts to say what they choose

Activity 2: Answering questions.

- Tell sts to read the passage and answer the questions

4 Post- reading (13-14’) : Discussion( Task c, page 153)

- Ask sts to work in groups of 4 or 5, and discuss the two

- Work in groups

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questions in the text book

- Call on sts to report about their group’s ideas and encourage

sts to argue for and against their friends’s ideas

Summary the reading at home

- Venue of openining

- Venue of closing ceremony.

- Number of countries/ athletes

- Main stadium and its capacity

- Big cities

- New sports

Unit 11 The Asian Games

Outcomes - By the end of the lesson, the students are able to listen for specific details

- By the end of the lesson, the students are able to understand some sport news

Key vocabulary - sell out - boost - walkout

- dispute - suspention - be rained out

Key structures - A judging dispute caused a walkout that delayed the men’s team final between

- The champion game was also rained out

Game: Word grid

Aim: To create interest, and introduce the topic.

- Ask sts to work in groups of 5

- Give each group a copy of the pictures

- Ask sts to work out a compound noun or a phrase verb for each

pair of pictures (a, b, c, d)

- The 1st group to come up with all correct words/ phrase is the

winner

- Refer back to the pictures and go over the answer with the class

- Teaching vocabulary

Aim: To engage sts, and elicit ideas.

- Teach the words through explainations in English and Viet

- be rained out (idm): bÞ huû hoÆc dõng l¹i do trêi ma.

- Read the word one by one and ask sts to repeat

Talking about the pictures (Task a, page 129)

Aim: To prepare sts for the listening.

- Listen and repeat

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- Tell sts the tourists in the pictures are talking about them.

- Ask sts to say what these people might be doing

- Feedback

Activity 1: Matching

- Tell sts they are going to listen to 4 talks and match them with the

suitable picture

- Ask sts to listen and match the recording on sport news

Activity 2: (Task b, page 154- 155)

Aim: To enable sts to listen for details.

- Ask sts to read through the questions to know what they need to

look for

- Have sts listen to the recordings and do the exercise

-Call on sts to read the their answers

- Elicit class opinions

- Have sts listen again and check with the class

4 Post-listening (8-9’) Speaking: Role play

- Put sts into pairs, A: a journalist, B: one member of the organizing

commmitee

- Ask sts to conduct an interview on what have happened, based on

the information from the recordings

-Call on some pairs to cat out their interviews

Review the content of the text at home

Picture a: rain Picture b: a bodyboder Picture c: badminton Picture d: a ticket box

-By the end of the lesson, the students express likes or dislikes

Key structures - The finals are supposed to take place from December 5 through December

10

- I enjoy watching wushu because

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English

Materials - Textbook, Chalk and board, handouts, poster, cards.

Game: Puzzle.

- Divide sts into groups

Give each sts a copy of exercise

- Within groups, sts fill in the gaps and work out the hiden

word

- Draw sts attention to the letters in circles because they will

spell out yhe hiden words

- As the time is up, get groups to hand in their results

- Each correct word wins one point and 5 point for the hiden

word

- The first group to fininh and get it all correct will win the

game

1 .is a sport in which two people fight by holding each

other and trying to throw or force the other one to the ground

X

2 Opera fans want to go there it is the world’s most famous

theatre

XXX X

X

Reporting information based on a schedule.

+ take place= happen= occur: x ra

+ According to the schedule,/ As the schedule show/ As you can

see from the schedule

+ be due to/ supposed/ expected to do something

+ e.g The judo final are be due to/ supposed/ expected to take

place from December 2 through December 5

Listen and take note

Trang 24

Task a: Talking about likes and dislikes.

• Which game wouldyou like to watch/ would you enjoy

watching?Why?

• I enjoy/ like/ love + v-ing

• I prefer+ to verb

• I don’t like/ I don’t mind/ I can’t stand + v-ing

- Give some practice on the pronunciation of the words and

phrases

Talking about the schedule (Task b, page 156)

- Explain some new words

+ Weightlifting(n):

+ wrestling(n):

+ fencing(n):

-Have sts ask and answer questions about due dates of games

based on the schedule provided

- Put an example in front of the whole class

T: Whem will the karate final take place?

S1: They are supposed to take place from December 11 through

December 12

T: What about the competition dates for trianthlon?

S2: O.k let me see From November 28 through December 7

- Go round to control the class and give help

Activity 2: Talking about soccer results (Task c).

-Have sts work in pairs, talking about soccer results games

provided

- Call on sts to act out in front of the class

- Invite class opinions and give feedback

4 Post- Speaking (13-14’) : Talking about favvorite sports.

Aim: To personalize the task.

- Put sts into groups of 4

_ Get sts to discuss their favorite sport

Key vocabulary : -range - surprisingly - in good/ bad condition - On the whole

Key structures - In order to prepare this report, I visited a number of venues, and attended

quite a lot of games

- I would remember that the Organization Committee set up additional ticket boxes at

English

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Game:

Aim: To create interest and introduce the tc

Aim: To facinate sts’ understanding of the sample writing.

- Elicit and explain of the meanings of the following words

• range(n): variety of things of a particular type

• condition(n): phycisal state of something

surprisingly

Read the words one by one and ask sts to repeat

- Task a : (4-5’) Re-arranging

Aim: for sts to learn and imitate.

- Ask sts to read the paragraphs and rearrange them to make a

good report

- Assign two sts to write the sequence of the report on the

board,

- Draw sts’ attention to the tenses used in the report

• Present tenses are used for describing things

• Past tenses are used to describe actions that happened in

the past

How to write a report

Aim: Toprovide sts with some usefull language & facinate

subsequent writing activities.

1 Providing some guidelines

- Go through the guidelines in the book and give explanations

one by one to the class by refering back to the corresponding

paragraphs of the report

Make sure sts understand these guidelines

2 Providing useful expressions.

Introduction

• This report aims to / The aims of report is

• In order to prepare this report, i visited/ interviewed/

studied/ carried out/ conducted

Reporting impresion and findings

• It seems /appears that / it strikse me that / it strikes

me as a little bit odd that

• It is interesting/ surprising/ strange that

• In general/Gennerally/ On the whole,

- Take note

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sum up

Making recommendations.

• In my opinion/ In my point of view/ in my viewpoin/ As

fer as I am concerned,

• I would recommended that

3 While – writing(13-14’) (Task b)

Aim: To enable sts practice writing a report.

- Work in groups of 4, write a report based on the guidelines

and the phrases in the book

- Get groups exchange their report to peer correct when

finishing

- Give comment and feedback

4 Post- writing (13-14’) :

Aim: for sts to further practise writing a report.

- Work in groups of 4, write a report of an event

Make 5 sentences to report impressions and findings of thing

that they have observed

- Work in groups

The aims of report is to give more information about the preparation of sts in Tan Phu High school for a competition in

Da nang in September.

This year, Tan phu sts will take part in swimming, volleyball, chess, and jodo It seems that everything goes well Both sts and their trainers are ready for the games Most sts are tall and strong.

In short, there are many chancs for sts to win the prize.

- Work in groups

Unit 11 The Asian Games

Lesson No 6,7 Language focus

Outcomes - By the end of the lesson, the students are able to form and use compound nouns

- By the end of the lesson, the students are able to omit relative pronouns where possible

Type of lesson - Grammar- based ( compound nouns, relative pronouns ).

Key vocabulary : -range - surprisingly - in good/ bad condition - On the whole

Key structures - He was late this morning because his car had a breakdown

- There is a wide range of sporting events athletes can take part in

Game:

Aim: To create interest and introduce the target language.

Trang 27

Aim: To present how these compound nouns are formed and

Some are formed in this way

• to run through sth a run- through

particle + verb

A few nominalized forms have this structure, e.g upkeep, out

lay.

* These meanings of these nouns are related to the meanings of

their corresponding phrasal verbs

Stress

The stress is on 1st element

Spelling

Many nominalized forms can be written with or without a

hyphen (-) It is a matter of established usage However, those

which place the particle/ preposition first are not hyphenated, as

in upkeep, outlay.

Plurals

Where a plural is possible,(i.e where the nominalized forms is

countable, it is formed in the usual way with the addiction of -s

e.g breakdowns, hold-ups

3 Grammar (13-14’) : Omission of relative pronouns.

Aim: To explain cases in which relative pronouns are omitted.

1 We can leave out the relative pronoun in a defining relative

clause that refer to object

2.We can’t leave out the relative pronoun in a defining relative

clause that refer to the subjects

3 In a non-defining relative clause we must keep relative

pronoun

4 We can also leave out the relative pronoun after a superlative

Task a: Checking

- Work in pairs to do the task.

- Listen and repeat

- Take note

- Work in groups

1 breakdown 3 takeoff 5 kikcfoff

2 warmup 4 dropouts 6 check-in

7 shut down 8 go-ahead

- Work in pairs

Trang 28

- Call on sts to give the answers.

Task b:

- Work individually to do the task.

- Call on sts to give the answers

Review the lesson at home and prepare the new lesson

1, 3, 5, 6 can omit the relative pronouns.

- Work individually then compare the result

Outcomes - By the end of the lesson, the students will be able to scan and skim for specific information

- By the end of the lesson, the students will be able to express their ideas about hobbies

Key vocabulary - collect - take up - expertise - result

- prosperity - original/ duplicate

Key structures - Whatever the activity level, all types can require high level of expertise

- As a pastime, it provides hours of pleasure

- It is only when a collection is properly labeled that it has real value

Materials - Textbook, Chalk and board, handouts, pictures

Game: Hot seat

- Divide sts into two groups, A and B

- Put a chair in front of the class

- Each time one member from each group comes and seat at

the chair facing the boar, one member from other group

describes/ defines/ explains one thing that people collected as a

hobby The sts at the chair has to guess what it is; if this sts

fails, an other from the same group will take his/ her place

- Play continues until the time is up

- The group with more correct guesses will win the game

- take up(v): bắt đầu một thú tiêu khiển nào đó

- expertise(n): kiến thức hoặc kỹ năng chuyên môn

- Listen and repeat

Trang 29

- result from sth (n): do cai gì gây ra, có từ

- prosperity (n): sự phát đạt, sự phồn vinh

- original/ (n): bản gốc, nguyên bản

- duplicate(n): bản sao

+ Read the words one by one and ask sts to repeat.

- Tell sts to work in pairs and look at the pictures, name the

things, then add some more

-Have sts to read aloud the things they have write down

Table complete

Aim: To develope sts’s skiming skill.

Activity 1:Wh- questions ( Task a, page 165)

- Ask sts to read through the questions to know what is being

asked

- Ask sts to read the text and answer the questions

- Give feedback

Activity 2: Table completion.

- Tell sts to read the passage and complete the table

- Wrap partners and have sts to compare their answers

- Call on sts to say what they choose

4 Post- reading (13-14’) : Discussion( Task c, page 165)

- Ask sts to work in groups of 4 or 5, and discuss the

questions in the text book

- Call on sts to report about their group’s ideas and encourage

sts to argue for and against their friends’s ideas

- Keeping books

- keeping pets jogging

- travelling

- playing computer

-running a farm

- make a furniture -writing

- raising poultry

- planting flowers

lasting

- heavy

Shell collection - require little care - heavy - need proper

labeling

- Work in groups then compare the answers with others’

1 When I was a kid, I had a great collection

of shells because I often went to the beach in the summer.

2 What a pity! I’ve never had any collection because I don’t have time to take care of it 3.I’ve had a collection of pictures of birds because I love the color of nature.

Unit 12 Hobbies

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Outcomes - By the end of the lesson, the students are able to listen for specific details.

- By the end of the lesson, the students are able to learn more about hobbies

Key vocabulary - gain weight - muscle - efficient - dislike

Key structures - I like lying on the sofa and listening to music

- I dislike working far from home

- Nothing is better than going cycling in the countryside on weekends

Game: Word grid

Aim: To create interest, and make fun to learn

- Ask sts to work in groups of 5

- Give each group a copy of the table

- Ask sts to find things in the word square as directed using the

- Get sts to exchange the results

- The 1st group to come up with all correct words/ phrase is the

winner

- Refer back to the pictures and go over the answer with the class

- Declare the winner and feedback

- Teaching vocabulary

Aim: To facilitate sts’ understanding of the recording.

- Teach the words through explanations in English and Viet

2 clothes, jewelry, models

3 crosswords, gardening, photography, sport

4 dancing, fishing, sailing, surfing

- Take note

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+ like (v):+v-ing

+ lie(v): nằm

- cycle(n): đi xe đạp

- muscle(n): cơ bắp

- efficient (adj): có hiệu quả

- gain weigh (idm): tăng cân

- Read the word one by one and ask sts to repeat

Activity 1: Likes and dislikes (Task a, page 166)

Aim: To enable sts to listen for details.

- Tell sts they are going to listen to Andrew talking about himself

- Ask sts to listen and note down what he like and dislike doing

- Have sts listen again and go over the answer with the class

- Feedback

Activity 2: (Task b, page 154- 166)

Aim: For sts to practise note taking.

- Ask sts to listen to a conversation between dick and Tom

- Ask sts to read through the sentence to know what of information

they need to look for

- Have sts listen to the recordings and do the exercise

-Call on sts to read the their answers

- Elicit class opinions

- Have sts listen again and check with the class

- Put sts into groups of 5

Ask sts to discuss what they like and dislike doing

-Call on some pairs to act out their interviews

Write a short paragraph about what they enjoy doing in their free

time and state why they do so

- Listen and repeat

Andrew likes

- gardening, being with friends, going to the park with his family, lying on the sofa and listening to music.

3 .

- Work pairs

Unit 12 Hobbies

Lesson No 4 Speaking

Outcomes - By the end of the lesson, the students are able to talk about their hobbies

-By the end of the lesson, the students express preferences

Key vocabulary : - would rather - prefer - engrossed

Key structures -I enjoy swimming because it is an excellent way of getting rid of stress.

- I prefer reading books to playing sports

English

Trang 32

Teacher’s activities Students’ activities

Game: Puzzle.

- Divide sts into groups

Give each sts a list of leisure activities Each activity is written

on a piece of paper and then folded so that it cannot be seen

- Within groups, sts take turn to choose a topic and then talk

about it spontaneously for one minutes

- Remind sts they don’t have to care about accuracy

- After sts have finished their spontaneous talks within groups,

elicit which topic they chose, and whether they like doing it in

their free time and why

- Eliciting and introducing useful language.

Likes and dislikes

• enjoy + v-ing

• like/ love # dislike/ hate+ v-ing

• want to + v

• be interested in/ engrossed/ indulged in sth

• be addicted to/ in sth or doing sth

Preferences

• prefer to do sth

• prefer + V-ing TO + V-ing

• would (‘d rather) + V`

Task a: Talking about likes and dislikes.

• Which game would you like to watch/ would you enjoy

• I enjoy swimming as/ since/ for it is an excellent way of

getting rid of stress.

- Give some practice on the pronunciation of these words or

phrases

Finding thing in common & differences (Task b, page 156)

-Have sts write one leisure activity they enjoy doing and one

they are not interested in down on a piece of paper

- Call on sts to stand up in front of the class to ask questions to

find those who have the same interests

- Work in groups

- Play the game

swimming, watching videos, watching TV,

surfing on the net, listening to music,

Listen and take note

-Listen and take note

- Talk about likes and dislikes based on the modes given

S1: I enjoy swimming in my free time Do you

?/ What (How) about you?

S2: Really?/ Oh, that’s interesting./ Oh, I’m the opposite I’d rather read novels.

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- Make sure sts use English to communicate.

Activity 2: Group discussion.

- Based on the conversations in activity 1, group sts who have

the same hobbies

- Ask sts to discuss why they are interested in such things

- Call on some groups representatives to introduce the hobbies

they have in common and report the reasons for such interests

4 Post- Speaking (13-14’) :

Aim: To personalize the task.

- Put sts into groups

_ Get sts to discuss the advantages and disadvantages when they

collecting sth

Outcomes - By the end of the lesson, the students are able to write about hobbies

- By the end of the lesson, the students are able to express themselves in writing

Key vocabulary : - pen pal - issue - give out - exchange

Key structures - My stamp collection began when I was an 11 year- old boy.

- What a pleasant thing to look at my beautiful stamps!

English

Game: Jigsaw reading.

Aim: To involve sts and to introduce the language sample.

- Prepare cards of parts of writing about a person’s hobby

- Put sts in groups of 5

- Hand the card out to the groups

- Within groups, sts read out the text on the cards to the group

and then match pieces of information to make a complete

paragraph

- The 1st group to finish with the correct paragraph wins

- Ask sts what the paragraph is about

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Aim: To facinate sts’ understanding of the sample writing.

- Elicit and explain of the meanings of the following words

- pen pal(n)+ pen friend = a preson tat you make friend with by

writing letters, often sb you have never met.

- issue(n) : a number or set of things that are supplied and make

available at the same time.

- Give sth out(idm): give sth to a lot of people

Read the words one by one and ask sts to repeat

- Task a : (4-5’) Chart completion

Presenting an outlines

Aim: for sts to learn and imitate.

- Ask sts to read the paragraphs and complete the chart

- Assign sts to give the answers,

- Draw sts’ attention to the tenses used in the report

• Present tenses are used for describing things

• Past tenses are used to describe actions that happened in

the past

Providing useful expressions

Aim: To provide sts with some useful language & fascinate

subsequent writing activities.

Introduction

• My hobby is collecting stamps

• I design fashions as a pastime/ hobby.

When your hobby started

• My stamp collection began when I was an 11 year- old

boy.

• I took it up when……

How your hobby has been build up

• To add more stamps/ shells/ coin….to my collection, I

exchange…

• My large collection has been build up by my exchanging

originals or duplicates.

Why you had this hobby

• I collect stamps because/ as/ since/ for it is both

educational and informative.

Your feelings about the hobby

• What a pleasant thing to look at my beautiful stamps.

• How interesting it is to look at shells of various types!

3 While – writing(13-14’) (Task b)

Writing it up.

Aim: To give sts a chance to learn from one another

- Work in pairs, write a paragraph about their hobby based on

the guidelines

- Get groups exchange their report to peer correction when

2 When he was 11 years old 2,3

3 He was build up his collecting

by buying stamps on the 1 st day of issue, getting from his pen pals in foreign countries, and exchange them with his friends.

12,

14, 15

4 He had it from his teacher’s colorful pictures and his father’s advice

8, 9

17

- Take note

- Work in pairs

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- Call on some sts to read their friends’ writings one by one

- Invite class opinions and make corrections in front of the

whole class

- Give comment and feedback

4 Post- writing (13-14’) :

Aim: for sts to further practise writing about hobbies.

- Invite 3 sts to write their paragraphs on the board

“ Some people take up hobbies as a fad” What do you thing?

Write a short essay of 250 words expressing your point of view

- Work individually

Unit 12 Hobbies

Lesson No 6,7 Language focus

Outcomes - By the end of the lesson, the students are able to form related words

- By the end of the lesson, the students are able to understand and use cleft sentences

- By the end of the lesson, the students are able to know how to use both…and, and not only

…but also

Type of lesson - Grammar- based ( word derivation, cleft sentences, linking words).

Key vocabulary : -label - purify -profit - inclusive - satisfy - creativity

Key structures - It is dogs that are faithful animals.

- She is not only beautiful but also intelligent

- He explained both the causes of the war and its results

Game:

Aim: To create interest and introduce the

target language.

2 Word study (4-5’)

- Word derivation Task a

Aim: To present how related word are

formed.

Elicit words related to the verbs on the

board

- Call on sts to speak out the answers

- Draw sts attention to the stress changes in

certain parts of speech

1.Encouragement encouraging encouragingly encourage 2.prosperity prosperous prosperously prosper

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Task b: Gap-filling

- Ask sts to fill each gap with the correct

word form

- Call on some sts to speak out the answers

and write them on the board

3 Grammar (13-14’) : Cleft sentences

Aim: To give an explanation on how the

structures are used.

- Have sts to read the examples in the

textbook

- Give some more examples

Form: It is/ was +N/ Pronoun phrase +

that + restrictive relative clause

+ It was Sue who sent me a letter

yesterday (Object focus)

+ It was yes terday that Sue sent me a

letter.

+ It was a letter that Sue sent me.

Note:

1 Who is usually used for proper subjects

That is usual for non-personal subjects.

2 When the object is a proper noun, that is

more usual than who With all other objects

, that is the correct form

Exercise

- Work individually to do the task.

- Move around to control and give help if

necessary

- Call on sts to give the answers and write

them on the board

Both…and, not only …but also

- Both…and, not only …but also is used

to emphasize a combination of two

adjectives, nouns, verbs, etc.

e.g

• It was both cold and wet.= It was

not only cold but also wet.

• He is both an actor and a

director.= He is not only an actor

but also a director.

• He both paints and writes.= He

8 pleasure pleasant/

pleased

pleasantly please

9 profit profitable profitably profit

10 satisfaction satisfactory satisfactorily satisfy

b/

1 satisfy/ please 6 labels

2 purifying/ purity 7 pleasant/ satisfactory

3 encourage 8 create/ label

4 include 9 profitable

5 prosperous 10 wealthy/ prosperous/ pleasant

- Take note

- Work individually -Suggested answers:

1 It is my stamp collection that I like looking at.

2 It is dogs that are faithful animals.

3 It is going shopping that Jane prefers.

4 It is chatting on the net that will take a lot of time.

5 It is much care that a stamp collection requires.

- Read the examples

-Work individually the compare the result with a partner

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was not only paints but also writes.

- Have sts to work individually to do the

task

- Move around to control and give help if

necessary

Review the lesson at home and prepare the

new lesson

the Chamber of commerce.

2 The team felt both the satisfaction of victory and the disappointment of defeat

The team felt not only the satisfaction of victory but also the disappointment of defeat

3 In summer school, he study not only writing but also how to increase his vocabulary.

3 In summer school, he study both writing and how to increase his vocabulary

………

Unit 13 Entertainment

Lesson No 1,2 Reading

- By the end of the lesson, the students are able to understand the content of the text

Key vocabulary - melting pot, world-renown, criticism, exhibition, mislead

Key structures - It is in its major cities that many concerts and theatrical performances are

Game: “ Pictionary”

Aim: To raise sts’ interest and to lead to the new topic

- Divide sts into small groups

-Ask two representatives, one from each group, to the board

- Tell sts you are going to show the representatives some words,

one by one, they will then draw the thing on the board and the

groups will have to say what it is

- The 1st group to call out the word or phrase scores 1 point The

group with more points correct will win the game

The words and phrases used in the game are:

.TV, Music, Sports, Game shows

- Work in groups

- Play the game

-Suggested answers:

Tiêu đề	Nature in Danger
Trường học	University of Education
Chuyên ngành	English
Thể loại	Giáo án
Năm xuất bản	2023
Thành phố	Hanoi

Định dạng
Số trang	74
Dung lượng	0,98 MB