Giáo án Khối 11 (chương trình 10 năm) HK2

Unit 6: GLOBAL WARMINGOBJECTIVES: By the end of this unit, students can • understand and use words and phrases related to global warming • recognize and use rising intonation on yes-no q

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Unit 6: GLOBAL WARMING

OBJECTIVES:

By the end of this unit, students can

• understand and use words and phrases related to global warming

• recognize and use rising intonation on yes-no questions and echo questions

• use perfect gerunds and perfect participles

• read for general ideas and specific information about the causes and effects of global

warming

• express opinions, agreements, or disagreements about solutions to global warming

• listen for specific information about the causes and effects of global warming

• write an essay about the causes and effects of global warming and the possible solutions

Teaching aids: pictures, handouts, textbooks, CD player, projector, laptop.

LESSON 1: GETTING STARTED

A presentation on Global warming Aims: By the end of the lesson, students can

- Understand lexical items related to the topic “Global Warming”.

- recognize and use rising intonation on yes-no questions and echo questions

- understand the two grammar points: perfect gerunds and perfect participles

Teaching aids: pictures, handouts, textbooks

PROCEDURE

A presentation on global warming

Lead-in: Inform the class of the lesson

objectives: introducing the topic, some

vocabulary related to global warming, the two

grammar points (perfect gerunds and perfect

participles), and intonation on yes-no questions

and echo questions.

ACT 1

Tell students that they are going to listen to the

conversation betwween Ms Hoa and her students.

- Brainstorming: elicit the answer from the students

-

Play the recording Have Ss listen and read the conversation silently.

Tell them not to worry about the new vocabulary as unfamiliar words will be dealt with later in Activities 2 and 3

- To warm-up and make a lead-in to the new lesson

To focus on comprehension

10’ II PRE-TEACHING VOCABULARY

1 Vocabulary:

n greenhouse /'gri:nhaus/

adj infectious /in'fek∫əs/

n carbon footprint /'futprint/

v come up with

- Ask students to look at their book and listen to the recording 1 time.

- Pick out key words and teach them by eliciting ss to explain the meaning or give

pre-To help sts to learn new words

GLOBAL WARMING GLOBAL WARMING

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 Content Activities Rationale

3 Greenhouse gas emissions from factories and

vehicles; use of chemical fertilisers, and

deforestation.

4 Climate change allows for infectious diseases

to spread more easily; contributes to

heat-related illnesses and death; has severe impact

on water supplies, threatens food production

and upsets ecological balance.

5 They should change their daily habits.

6 Ss’ own answers.

- Divide the class into three groups and have each group write their answers on separate pieces of paper Then divide the board into three sections.

Read each question and have a student from each group stick their answer onto their section

on the board Then read the three answers to each question and have Ss decide on the correct or best one.

To check whether students understand the conversation

-feedback

To focus on the meaning of some key words used in the conversation 10’ ACT 4

KEY

• In the past, a lot of industries denied having

contributed to global warming.

• Having treated the environment

irresponsibly, humans now have to suffer the

effects of climate change

- Ask students to identify sentences with the structure

having + past participle in the

conversation

- and write them down in the space provided

To help sts to identify

sentences with the structure

having + past participle in the

conversation.

LANGUAGE

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Carbon footprint

Climate change

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Unit 6 GLOBAL WARMING

LESSON 2: LANGUAGE

Aims : At the end of the lesson, Students will be able to

- use rising intonation on Y-N questions and echo Questions

- use perfect participles and perfect gerunds in sentences

Teaching aids: pictures, handouts, CD player

to work out which phrase best completes

it Ask Ss: What are the surrounding words?

What do they mean?

Let Ss complete the sentences individually

Check answers as a class

To help sts use the phrases they learnt in Activity 3 in GETTING STARTED in the sentences.

10’ II PRONUNCIATION

Intonation on yes-no questions and echo questions

ACT 1 Intonation on Yes-No questions

ACT 2 rising intonation on echo questions

Play the recording andask Ss to listen to thequestions payingattention to the risingintonation at the end of each question.

Ask Ss to read through the exchanges Tell them that B’s responses are echo questions Elicit from

Ss what echo questions

This activity focuses on rising intonation on yes-

no questions.

This activity

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are and hat intonation pattern is usually used for them.

Play the recording for

Ss to check the answers Have them write an upward arrow after the echo questions.

Let Ss pratise the exchanges in pairs.

focuses on rising intonation on echo questions.

10’

III GRAMMAR

A Perfect participles in clauses of time and

reason.

Perfect participle clauses can be rather formal

and are not often used in speech However,

these structures are very useful in formal

writing as they help combine information into

one sentence.

KEY

Having planned the content, we’re now looking

for supporting information.

=> After we have planned the content, we’re

now looking for supporting information.

Having treated the environment irresponsibly,

humans now have to suffer.

=> Because / Since humans have treated the

environment irresponsibly, humans now have to

suffer.

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

1 …

2 Having used up the fossil fuel resources

in their country, they have to find some types of alternative energy.

3 Having cut down the forests to make

way for farming, now they / local people have to suffer severe floods.

Ask Ss to read the sentences with perfect participles they have written down in GETTING STARTED discuss with a partner how the perfect participle

is used in each sentence.

rewrite the sentences individually

Then check as a class.

Encourage Ss to look for clues in the two parts that can help them do the matching easily and

to help Ss understand the meaning of perfect participles in sentences and how

to use them in clauses of time and reason.

To focus on the use of perfect participles in clauses of time and reason.

NOTE: The perfect participle is used in aclause of time to talk about an action thatcomes before another connected one

NOTE: The perfect participle is used toexpress a reason

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4 Having read the report on how the

burning of petrol in cars contributes to climate change, we decided to sell our car and get a bicycle instead.

5 Having been informed about the bad

effects of chemical fertilisers, they / the farmers started using them sparingly on their farms.

environmentalist, we changed our attitude to nature.

7 Having ignored warnings about global

awrming for more than 20 years, people have to suffer its effects now.

8 Having learnt that huhmans are

responsible for global warming, we were determined to reduce our carbon footprint.

quickly.

Ask Ss to work in pairs

to match the to parts of each sentence Check anwers as a class.

Have Ss rewrite the sentences individually, and then work in pairs to complete their answers.

)

13’ B Perfect gerunds

Two structures:

Verb + (object) + prep + perfect gerund

Verb + perfect gerund

• Tell Ss that in many cases the perfect gerund is

optional since it is often obvious from the

context which action takes place first so the

simple gerund can be used as well, e.g., She

denied breaking the flower vase.

KEY

1 The students in Group 11G were praised for

having planted the most tress in the schoolyard in the Tree Planting Competition.

2 The police suspected Mike of having cut

down the oldest tree in the park.

3 He denied having dumped lots of rubbish onto

the beach.

4 Thank you for having saved the lives of

hundreds of wild animals.

5 They regretted having hunted and killed many

wild animals.

6 The factory was heavily fined for having

dumped tons of toxic waste into the river.

7 Denis was rewarded for having taken an

active part in the Green Summer activities.

Ask Ss to underline the verbs in the second sentences that will be used as the main verbs or verb phrases in the combined sentences

Then elicit from Ss each verb or verb phrase.

Have Ss pay attention to any prepositions that need to be added, e.g.

suspect (suspect sb of doing / having done sth).

Have Ss do the activity individually first, then compare their answers ith a partner

After that, check as a class.

To point out the two structures

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1’ IV LESSON OUTCOME:

- I have learnt how to use rising intonation on Y-N

questions and echo Questions I can aslo use perfect

participles and perfect gerunds in sentences

Ask sts what they have learnt from the lesson

To summarize what sts have just learnt

READING SKILL

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Unit 6 GLOBAL WARMING

LESSON 3: SKILLS- READINGAims: By the end of this unit, Ss can read for general ideas and specific information and can understand

new words using context

Teaching aids: pictures, handouts, textbooks.

PROCEDURE

5’ • WARM UP: discussion - Have Ss work in pairs, discuss

the problems depicted in the

pictures (greenhouse gas emissions from factories and cars, deforestation, etc.) and

answer the question.

Invite some pairs to present their answers to the class Do not correct Ss’ mistakes at this stage of the lesson Just praise them for expressing their opinions and tell them to compare their ideas with those

in the text after they have read it.

to get Ss involved in the lesson and help them activate their prior knowledge about the topic.

8’ Pre-TEACH

adj catastrophic / kætə'strɔfik/ thảm khôc

n famine ['fæmin/: nạn đói

v absorb /əb'sɔ:b; əb'zɔ:b/ : hấp thu

v capture /'kæpt∫ə/: bắt giữ

n ecosystem /,eikou'sistəm/: hệ sinh thái

n diversity /dai'və:siti/ sự đa dạng

- Elicit the meanings of these words

through elicitation or explanation

- Draw Ss’ attention to thepronunciation of these words

- Sts get involved in guessing themeaning of these words

- Have sts make sentences with thewords when necessary

- Have Ss repeat these words

- To provide Ss with some language to help them understand the passage

- To help enrich Ss’ knowledge of vocabulary

- Ask students to read through the text individually and choose the best title

Ask Ss to read the text quickly

To train students for skimming skill

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 CONTENT ACTIVITIES RATIONALE

and choose the statement that best expresses the main idea.

Help Ss eliminate the wrong options by analysing them:

option

5’ Act 3: Matching

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

- Let students to read the text again and underline the target words

- Ask them to work in pairs to guessthe meanings of these words from context and match them with the correct definitions in the table

- Give feedback

To drill students to guess the meanings of the words in context

10’ ACT 4: Answer the questions

KEY

1. Humans / People / We are responsible.

2. It releases a large amount of carbon

dioxide into the atmosphere.

3. Deforestation disrupts the process of

absorbing and capturing CO2 from the

atmosphere, which causes the world’s

temperature to rise.

4. They could lose their homes.

5. They can reduce crop harvests

globally.

6. Because humans cannot exist without

species diversity on Earth.

Ask Ss to read the questions and underline the key words in each of them.

have Ss read through the text

to locate where they can find the answers to the questions.

Give feedback

To drill students to readfor specific information

5’ Act 5 Discuss with a partner

-Ask stus to express their own ideas about what they have learnt in the text (question 1), -encourage them to think further about the content of the text (question 2).

Have Ss discuss the questions in groups.

Ask one or two groups to report the results of their discussion

To give students a chance to apply what they have learnt from the text and express their own ideas

1’ Lesson outcome

What have you learn from the reading

activities? What can you do now?

Key:

- Ask sts what they have learnt fromthe lesson

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- skimmed and scanned the text for the main

idea and specific information.

home and prepare the next lesson:

SPEAKING

- To prepare well for the next period

Unit 10 GLOBAL WARMING

LESSON 5: SKILLS- LISTENING

SAVE THE PLANET, SAVE YOUR LIFE

Aims : By the end of this unit, Ss can listen for gist and specific information about the causes and effects

Inform the class of the lesson

objectives: listening to a talk by a

professor for specific information

Ask Ss to match the words with the pictures Then have them read aloud the words in pairs to make sure that they can pronounce them.

Ask Ss to discuss the question in pairs.

Encourage them to write dowwn their answers so that they can compare them later, after listening to the talk.

- To raise Ss’

interest

- To lead to the topic

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 CONTENT ACTIVITIES RATIONALE 8’ II VOCABULARY:

v result in /ri'zʌlt/: tạo ra, gây ra

n effect= impact /'impækt/

English – Vietnamese equivalents

- Draw Ss’ attention to the pronunciation

of these words

To provide sts useful language

to understand the listening text

10’ III LISTENING FOR specific

• Tell Ss to read through the questions and the answer options so that they have some ideas about what they have to listen for Help them identify the key words in each question.

• Play the recording without pausing Have Ss answer the questions individually.

• Let them compare their answers with a partner After that, check as a class If there are many wrong answers, lay the recording again, pausing where Ss may have difficulty understanding the listening text

or where Ss can get the answer

to a specific question.

To train students

to listen for specific information

10’ V COMPLETION

KEY

1 Carbon dioxide, carbon monoxide,

methane, water vapour.

2 The thick layer of the greenhouse

gases traps more heat from the sun

leading to the increase of the

- Ask sts to guess what kind of information they may put in the blanks and let sts listen to the text again and complete the notes

- Have sts compare their answers with a partner

- Give feedback and correct if necessary

To help sts practice listening for specific information

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temperature on the earth.

3 Heat waves, floods, droughts and

storm surges.

4 Famine, water shortages, extreme

weather conditions and a 20 – 30%

loss of animal and plant species.

5 When you have a lot of information

about the topic, you’ll be more

wiling to change your lifestyle

andyou will be abe to inform others

and inspire change.

7’ SPEAKING

the changes in weather patterns in

Viet Nam over the last ten years

as longer summer, heat waves, floods, droughts, storms, etc.

Invite Ss from one or two groups to report the results of their discussion.

Give encouraging feedback and correct only frequently occurring mistakes

To integrate skills

2’ LESSON OUTCOME:

- listen to a text to know more about the

causes and effects of global warming.

-practice listening for the gist and specific

information

- Ask sts what they have learnt from the lesson

To summarize what sts have justlearnt

listening tasks again

- Have sts prepare for WRITING

To review and prepare for the new lesson

AUDIO SCRIPT:

Hi, everybody In my talk today, I’ll discuss global warming and its causes and effects on our lives I hope

you can understand that it’s everyone’s duty to help reduce global warming right now

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You all know the global warming is the rise in the average temperature of the earth due to the increase of

greenhouse gases such as carbon dioxide, carbon monoxide Methane, and water vapour Climate scientists

now believe that humans are mainly responsible for this The burning of fossil fuels such as coal oil and

natural gases and the cutting down of large areas of forests have contributed to the emission of a large

amount of harmful gases into the atmosphere in recent years The thick layer of these gases traps more heat

from the sun which leads to the increase in the earth’s temperature/

Global warming results in climate changes and catastrophic weather patterns such as heat waves, floods

Droughts, and storms, which can affect human lives Hundreds of millions of people may suffer from famine,

water shortage and extreme weather conditions if we do not reduce the rate of global warming This could

also result in a 20- 30% loss of animal and plant species

Being well-informed about the effect of global warming is the first important step towards solving this

problem You’ll be more willing to change your lifestyle if you understand the impact of global warming

Moreover, you’ll be able to inform others and inspire change

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GLOBAL WARMING

EFFECTS

CAUSES 2

Unit 6 GLOBAL WARMING

LESSON 6: SKILLS- WRITING

CAUSES AND EFFECTS

Aims : By the end of this unit, Ss will be able to write an essay about the causes and effects of

global warming and possible solutions to it.

Teaching aids: pictures, handouts, textbooks

PROCEDURE

5’ Activity 1

Lead-in:

- Draw the diagram on the board

and explain to Ss its different parts:

there are several causes leading to global warming, which has a number of effects on human life and nature; then some of these effects can cause further impact on humans and nature.

Put Ss into pairs Ask them to read the phrases carefully and decide which of them care causes and which are effects Remind Ss that they have already learnt about these

to help Ss develop an outline before they start writing their essays

to provide some ideas and prepare Ss for the lesson’s final writing task.

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causes and effects in the reading and listening lessons.

Ask a pair of Ss to come to the board and complete the diagram.

Then check answers as a class.

15’ Acitivity 2 PROVIDING INFORMATION

An example of a completed outline.

Introduction (introduce the topic and the

main content of the essay)

- one of the biggest issues facing

humans nowadays

- caused mainly by humans

- most catastrophic effects on humans

- humans have to take actions to

reduce the risks

- the essay will discuss the causes and

effects, and possible solutions

What global arming is and its causes

- the rise in the average temerature of

the earth due to the increase of

greenhouse gases in the atmosphere

- causes:1.carbon dioxide emissions

from the burning of fossil fuels.

2.deforestation for farmland,

wood and paper

3.increasing use of chemical fertilisers on croplands

Effects of globa warming

- heat-related illnesses and death, and

spread of infectious diseases

- melting of polar ice caps and rising

of sea levels

- extreme eather patterns such as

severe storms, heat waves, floods and droughts

- widespread extinction of species

Some possible solutions

- reducing energy use

- planting trees and plants

Write the outline on the board and ask some Ss to complete the part of the outline about the causes and effects while others complete the outline in their notebooks Check as

a class.

Have Ss work in pairs to think about the possible solutions to reducing global warming Remind them of the solutions they have discussed in

the speaking lesson.

To provide sts

an example of

a completed outline

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- using green methods of transport

Conclusion (summarize the main points

and state your opinion)

15’ Activity 3 Completed essay Ask Ss to write their essays

individually using the helpful expressions in the box and the outline they have completed Then let Ss work in pairs swapping their essays for their partners to read and give comments.

To give students

a chance to write an essay cause and effect style

8’ EXHIBITION:

- Exhibit some good products on the board

- Encourage sts to give opinions

- Give comments focusing on the content of a brochure, structures, language and tactics

To give students a chance to learn from other groups

- to write an essay about the causes and

effects of global warming and possible

solutions to it.

the way to prepare a travel brochure

- Have sts prepare for COMMUNICATION & CULTURE

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Unit 6 EGLOBAL WARMING

LESSON 7: COMMUNICATION AND CULTUREAims : By the end of this unit, Ss can improve speaking and reading skills

Teaching aids: pictures, handouts, textbooks

PROCEDURE

7’

COMMUNICATION

Tell Ss to present a talk to an

environment club about one of the causes of global warming and its effects In the talk, they will also have

to suggest some solutions related to the problems.

. to develop Ss’

presentation skills on the topic of global

warming.

Ask Ss to read the causes in the Writing section and choose the one they think is the most important and want to talk about.

Have Ss study the outline in groups or pairs before they start preparing for their talk Encourage them to practise their talks with their partners.

Invite one or two Ss to present their talk to the class Give comments focusing on the structure of the talk and Ss’ presentation skills Encourage other Ss to give comments, too.

to provide Ss with

information about how young people can help to reduce global warming.

Clean-up: the process of making a

- Run through the task requirement and some new words

As a warm-up activity, ask if Ss know anything about Young Voices for the Planet or what the name tells them

Have Ss brainstorm ideas, but do not

To facilitate the reading process

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place clean and tidy

Lawmaker: sb who makes laws

KEY

1 It is a series of short films that tell

real stories about the different ways

young people have contributed to

reducing the carbon footprint of

their homes, schoolc, communities,

and countries.

2 Because he has learnt about how

trees can help to reduce the amount

of carbon dioxide in the atmosphere.

3 To raise money for the clean-up of

the BP oil spill in the Gulf of

Mexico in 2010.

4 One student stood covered in plastic

bags in front of city lawmakers and

asked them to ban plastic bags.

correct them at this stage of the lesson.

Tell Ss that they will find out more after they read the text

1 Ask Ss to read the text carefully and answer the question 1-4

2 Check as a class.

To make the activity more interesting and to save time, use the ‘jigsaw reading’ strategy Put

Ss into groups of four Each student in the group has to read one paragraph and then answer the questions related to the content of that paragraph.

To provide sts with the reason toread the articles

To improve reading skills

Activity 2 Discussion - Ask sts to work in groups of 3 or 4 to

discuss the question “ What do young people in Viet Nam do to reduce the carbon footprint of their home, schools community and country?”

“ Do you know any stories about young Vietnamese people who have helpedto reduce global warming?”

- Invite some sts to report their group’s

- Give comments

To help sts be aware of their responsibilities for the

environment and local people

1’ III LESSON OUTCOME:

- improve speaking and reading skills

prepare LOOKING BACK at home

To prepare well for the next period

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Unit 6 GLOBAL WARMING

Lesson 8: LOOKING BACK & PROJECT

Aims: By the end of the lesson, students can review pronunciation, vocabulary and grammar

Teaching aids: cards,textbooks,

to listen and repeat the questions paying attention

to the rising intonation.

Have Ss listen and mark the rising intonation on the echo questions individually Then ask them to practise reading the exchanges in pairs If necessary, explain that response 2 is a statement and response 5 is a wh- question, and usually pronounced with falling intonation.

Invite some pairs to play the exchanges in fron tof the class

role Give comments

- Help Ss review the use of rising intonation on yes-no

questions.

Help Ss review the use of rising intonation on echo questions.

The eight words and phrases in the box are the ones

most commonly used in the unit Have Ss write them in

the gaps to complete the sentences.

KEY

1 Energy use 5 absorb

2 Extinction 6 deforestation

3 Emissions 7 diversity

4 Carbon footprint 8 catastrop

- Run through the task requirement and explain some difficult words if necessary

- Ask sts to put the suitable word into the right blank and use the plural forms of the nouns where necessary

in pairs

- Give feedback

If time allows, ask Ss to

- To review some commonly used words in the unit

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 Content Activities Rationale

make their own sentences with these words and phrases Alternatively, ask them to do this at home.

1 Having learnt about the benefits sof recycling and

reusing, the students started collecting waste paper,

bottles and cans to recycle and reuse.

2 Having refused Nam’s offer of a lift in his car, Mai

had to walk home.

3 Having read some documents about Green Earth, Ha

decided to join the organization.

4 Having used too much chemical fertiliser on their

farm, the farmers now have to drink polluted water.

5 Having replaced all the light bulbs in the house with

LED lights, she saved a lot of money on her

electricity bills.

6 Having become too dependent on the use of

electricity, we have to find alternative sources of

energy before fossil fuel runs out.

- Run through the task requirements

Ask Ss to do the activity individually, then check as

a class.

- to help Ss review the use

of perfect participles in sentences

10’ Activity 2

KEY

1 Tonya as strongly criticized for having dumped a

lot of rubbish on the beach.

2 Sam regretted not having orked hard enough in his

previous job.

3 People admired Tony for having rescued the kids

from the fire.

4 I remember having seen him before.

5 The politician denied having lied to the villagers.

6 Thanh admitted having forgotten to turn off the gas

cooker before leaving the house

- Run through the task requirements

Ask Ss to do the activity individually, then check as a class.

to help Ss review the use

of perfect

gerunds in

sentences

10’ PROJECT: environmental activity to reduce carbon

footprint of my school and community - Divide sts into groups of 5

- Help sts to assign a secretary (to summarize the result) and a group leader (to report the result)

- Ask sts to make a detailed plan ofan environmental

- Help sts cooperate with other people when working

in groups

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activity e.g where to get tree seedlings

where to plant them How many to plant Who do what What difficulties to anticipate

- identify and use rising intonation on yes-No questions

and echo questions

-use perfect participle and perfect gerund in sentences

- learn to cooperate with others

- To summarize what sts have just learnt

REVIEW 4

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Unit 7 FURTHER EDUCATION

Objectives:

By the end of this unit, Ss can:

• use lexical items related to further education

• ask wh-questions with appropriate intonation

• understand and use the present perfect and present perfect continuous

• read for general ideas and specific information about higher education opportunities

• discuss preferences for different further education pathways

• Listen for specific information about studying abroad

• write an email asking for information about higher education opportunities

LESSON 1: GETTING STARTED

Further Education

Aims: By the end of the lesson, students can

- Understand lexical items related to the topic “Further education”

- Ask wh-questions with appropriate intonation

- Understand and use the present perfect and present perfect continuousTeaching aids: pictures, handouts, textbooks

PROCEDURE

6’ I WARM UP: Question-answer

1 What are you going to do after graduating from

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 Content Activities Rationale Lead-in:

Questions:

Who are the people in the picture? What are they

doing? What do you think they plan to do after

leaving secondary school?

- Ask students to look at the pictured in the textbook and ask them questions

- Introduce the new lesson

 In today’s lesson, we are going

to listen to a conversation betweenthree friends, Phong, Kevin andMaria

- To make a

lead-in to the lesson

10’ II PRE-TEACHING VOCABULARY

- analytical (adj) /anəˈlɪtɪk(ə)l/ thuộc phân tích

- critical (adj) /ˈkrɪtɪk(ə)l/ thuộc bình phẩm, phê bình

- bachelor’s degree (n): //a degree awarded by a

college or university to a person who has completed

undergraduate studies Bằng cử nhân

- master’s degree (n)/ˈmɑːstə dɪˈgriː/a university

degree that students get if they study for one or two

years after their first degree: bằng thạc si

- doctoral degree (n) (doctorate or PhD) /dɒkt(ə)r(ə)l

dɪˈgriː/ the highest academic degree in any field of

knowledge Also called: doctor's degree bằng tiến si

- vocational (adj)/və(ʊ)ˈkeɪʃ(ə)n(ə)l/:Relating to an

occupation or employment liên quan đến học nghề,

hướng nghiệp

- apply for (v) / əˈplaɪ/ xin (việc, học bổng,…)

apply for a job/ scholarships

- CV (n) abbr.curriculum vitae./ kʌˈrɪkjʊləm ˈviːtaɪ/ lí

pre To help sts to learn new words

10’ III Completing the sentences

4 Vocational courses / a vocational course

5 Apply for scholarships

- Run through the task requirements and statements

- Ask Ss to work in pairs Set thetime for them to read theincomplete sentences Check theircomprehension

- Ask Ss to guess the words andcomplete the sentences Then playthe recording again for Ss to checkanswers

- Give feedback

To check whether students

understand the conversation

13’ IV Answer the questions

KEY

1 They can pursue further education

2 They can help Ss develop analytical skills,

critical thinking and knowledge for higher

education at a university or college

3 Because they want to take some time before

deciding on their career and major

4 Taking a gap year can allow Ss to do voluntary

- Ask students to read the conversation again and answer the questions

To help sts to readfor specific information

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work or internships, and travel This practical

experience will make their CVs look good

10’ V Discussion

Discuss your plans after leaving secondary school

- Have Ss work in pairs Ask them

to read and discuss the example first Then give them a few minutes to think about their own plans and share them with their partners

- Elicit some answers from Ss in front of the class

- Give feedback

To help sts use what they have learnt to express their opinion about their plans after finishing secondary school

LANGUAGE

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LESSON 2: LANGUAGE

Aims : By the end of this unit, Ss can:

• Ask wh-questions with appropriate intonation

• Understand and use the present perfect and present perfect continuous

Teaching aids: pictures, handouts, CD player

PROCEDURE

requirement and difficult words

- Ask students to write the levels

of education on the board

- Give feedback

To activate Ss’ knowledge related to the topic

3 Lower secondary education

4 Upper secondary education

- Ask students to complete the diagram individually

- Have Ss work individually Ssmay compare their answers with

To consolidate the use of key vocabulary

10’ II PRONUNCIATION

Intonation on wh-questions

Activity 1: Listen and repeat

1. What are you looking for?

2. What is further education?

3. How are they different?

- Explain the use of rising andfalling intonation by modelingthe two types of questions

- Play the recording for Ss tolisten and follow in their books

- Model the intonation (or play

To help sts identify and practice the intonation of yes-

no and wh- questions

kindergarten

Vietnam’s education

system

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4. Will that lead to a bachelor’s degree?

5. What are your plans for the future?

Activity 2: Listen and repeat the sentences with the

- Play the recording Ask Ss torepeat each question withouthesitating and pausing Theirvoice should go down at the end

10’

III GRAMMAR

Activity 1:

Activity 2: Find the time expressions used with the

verb forms below

- Ask sts to choose a suitable verb for each sentence first and then give the correct form of this verb in pairs

- Check some students and give correct answers

- Have Ss read the conversation

in GETTING STARTED to find the verb form Then remind Ss topay attention to the time

expressions and complete the answers

- Check answers as a class

- Run through the task requirement and difficult words

- Let students work in pairs to give the answers

- Check students’ answers

- Have Ss read the explanations in

the Do you know…? box in pairs

Check if they understand them

- Ask Ss to do the exercise

- Give feedback

To review some time expressions

To focus on sometime expressions used in the present perfect and the present perfect

continuous

time expressions

before

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KEY1.have been surfing

2.has been living

3.has been looking

4.have been studying

5.has been teaching

To help ss to master the present perfect continuous

13’ Activity 3 Choose the correct form of the verbs in

brackets to complete the

KEY

1 have read

2 have been reading

3 have you applied

4 have been waiting

5 have been giving

6 have never understood

- Run through the task requirement and difficult words if necessary

- Let students work first individually, then in pairs to give the answers

- Check students’ answers

To identify the two tenses

1’ IV LESSON OUTCOME:

• Ask wh-questions with appropriate intonation

• Understand and use the present perfect and

present perfect continuous

SKILL

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LESSON 3: SKILLS- READING Preparation for higher education

• Aims: By the end of this unit, Ss can read for general ideas and specific information about higher

3. Lower secondary school

4. Upper secondary school

- Tick some pictures of someschools on the board

- Have the Ss tell the name of eachlevel of education related to theschool

- To raise Ss’ interest

Lead-in:

Our lesson today is about reading for general

ideas and specific information about higher

education opportunities.

- Inform the class of the lessonobjectives

5’ Activity 2 Making a table for the

education system of Viet Nam

School Age Examination

- Correct answers as a class

- To provide Ss with some language to help them understand the passage

- To help enrich Ss’ knowledge of vocabulary

5’ Activity 3 Read the text Choose the best

heading for it.

Answer: B

- Run through the options

- Ask students to read through the text individually and choose the best heading

To train students for skimming skill

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 CONTENT ACTIVITIES RATIONALE 5’ Activity 4 Match these words with their

- Give feedback

To drill students to guess the meanings of the words in context

3’ Activity 5 True (T)/False(F) or Not given

- Have Ss correct the falsestatements

- Give feedback

- To drill students to read for specific information

3 What are some of the best

universities in the UK?

4 How can you find the most

appropriate course for you?

5 What kind of skills do you need?

- Ask sts some guiding questions before their discussion

- Ask students to work in pairs to discuss the questions

Ask some Ss to report the ideas to the class

- Give feedback and comments

To give students a chance to apply what they have learnt from the text and express their own ideas

2’ IX Lesson outcome

What have you learn from the reading

activities? What can you do now?

Key:

- learnt about the British education system

and how to prepare for higher education in

the UK.

- skimmed and scanned the text for the main

idea and specific information.

- Ask sts what they have learnt fromthe lesson

home and prepare the next lesson:

SPEAKING

- To prepare well for the next period

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APENDIX

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LESSON 4: SKILLS- SPEAKING

Types of further education

Aims : By the end of this unit, Ss can talk about different types of further education and express their

preferences for different further education pathways

Teaching aids: pictures, handouts, textbooks

Today, we’ll express our preferences for

different further education pathways

- Divide Ss into 6 to 8 groups

- deliver the envelopes containing thecolorful letters to the groups (each wordhas specific color)

- Ask Ss to arrange the letters, to makethe meaningful words, then tick them onthe paper After finishing all of thewords, Ss hang them on the board

- Give feedback

- To raise Ss’ interest

10’ II Speaking

Activity1: Matching

KEY 1.c 2.e 3.a 4.b 5.d

Activity2:

Completing the conversation

KEY 1.b 2.e 3.a 4.f 5.d 6.c

Activity3: Answer the questions

KEY

1. Because higher education will help

students gain more knowledge and critical

- Ask Ss to work individually, read eachphrase or word, and work out itsmeaning Then they read eachdescription and decide on the answers

-Check answers as a class, making surethat all Ss have formed the correctsentences

-Explain the context and ask Ss to readthrough the phrases expressingpreferences in the box Run throughsome new words in the conversation

-Have Ss work in pairs to fill in the gaps

-To provide Ss with some phrases expressing preferences in the concrete context

- To help students

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thinking skills and a bachelor’s degree will

help them find a job more easily

2. Because students need some skills for getting

a job before they can decide if they want to

pursue an undergraduate degree or not

3. They are campus-based, part-time, full-time,

and online

4. ‘Cloud’ learning allows students to

work and study simultaneously

5. They provide students with more flexible

programmes and schedules

- Ask Ss to read the conversation and answer the questions

- Have Ss work in pairs or small groups

to compare their answers

- Give feedback

practice reading for specific information

17’ Activity4: Practicing the conversation - Ask Ss to work in group of four to

practice the conversation

- Give feedback on accuracy and fluency

To give students

a more controlledspeaking activity

15’ Activity5: Discussing your choice and

preferences for future education Using the

expressions in the conversation

- Ask ss to work in groups of 4

- Ask groups of Ss to have a discussion using the expressions and flow in the model in 2

- Give comments

To give students

a chance to practise speaking

2’ V LESSON OUTCOME:

- Talk about different types of further

education

- Express their preferences for different

further education pathways

and prepare the next lesson:

LISTENING

APPENDIX

U N D E R G R A D U A T E

D I S T A N C E

E X C H A N G E

V O C A T I O N A L

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C O M M U N I C A T E

LESSON 5: SKILLS- LISTENING International students in Viet Nam

• Aims : By the end of this unit, Ss can

Listen for specific information about a study-abroad experience in Viet Nam

Practice listening for specific information and taking note

Teaching aids: pictures, handouts, CD-player, textbooks.

Today, we’re going to listen to some

information about studying abroad

Deliver the handouts with the words without vowels

- Ask sts to find out the vowels to fill in the blanks to make the meaningful words

- Check the answers

- To raise Ss’

interest

- To lead in the lesson

5’ II VOCABULARY:

- undergraduate (n) /ʌndəˈgradjʊət /a

university student who has not yet taken a first

degree sinh viên chưa tốt nghiệp

- faculty /ˈfӕk(ə)lti / (n)A group of

university departments concerned with a

major division of knowledge: the Faculty of

Arts Khoa (của trường đại học)

- coordinator (n) /ˌkəʊˈɔːdɪneɪtə/ A person

whose job is to organize events or activities

and to negotiate with others in order to ensure

they work together effectively điều phối viên

- intensive/ɪnˈtɛnsɪv/ (adj) chuyên sâu

- integrate/ˈɪntɪɡreɪt/ combine (one thing)

with another to form a whole kết hợp

- fellow/ˈfɛləʊ/A person in the same position,

involved in the same activity, or otherwise

- Draw Ss’ attention to the pronunciation

of these words

- Check the meaning of the words

to understand the listening text

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associated with another bạn

-over the moon: extremely happy; delighted

rất vui

Check – up:

English – Vietnamese equivalents

6’ III Look at the pictures and answer the

questions

Expected answers

-They are in Viet Nam

-They are learning about Vietnamese

culture

-They are getting to know their

Vietnamese fellow students.

- Have Ss look at the pictures and answerthe questions

- Give feedback

To activate Ss’ knowledge of thetopic

8’ IV LISTEN AND TAKE NOTES

KEY

1 Undergraduate

2 Vietnamese history and economic

development

3 Very friendly and helpful

4 Very organized, knowledgeable and

thorough, always available for

emergencies

5 Lives with a host family, has his own

room, comfortable and clean, has Internet

6 Eats breakfast and dinner with host

family, and lunch with Vietnamese fellow

students; food – healthy and delicious; has

his favourite dishes

- Ensure that they understand the task andthe details they need to focus on Ifnecessary, go through the five points andexplain the meaning of the words andphrases

- Ask Ss to take notes about each pointwhile listening Have them listen again tocheck their answers

- Give feedback

10’ V true (T)/False (F)/ Not given (NG)

statements

KEY1.F 2.T 3.NG 4.F 5.T

- Have Ss do the activity based on their notes in activity 2

-Write their answers on the board

- Check the answers

8’ VI DISCUSSION

How you should prepare for studying

abroad

Suggested ideas:

-Choose the right study abroad program

-Get some Background Info:

+ Research your destination's local

customs, culture, and people

+ Refresh your language skills

-Sort Out What to Bring (money, things,…)

-Prepare Yourself Mentally

- Have Ss read the instructions carefully

-Ask them to work in groups to brainstorm and discuss ideas

- Call on some groups’ representatives to report their ideas

- Make comments

To integrate skills

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 CONTENT ACTIVITIES RATIONALE 2’ VII LESSON OUTCOME:

-Listen for specific information about a

study-abroad experience in Viet Nam

-Practice listening for specific information and

taking note

listening tasks again

- Have sts prepare for WRITING

AUDIO SCRIPT:

Good morning everyone My name is David I come from Canada and I have been doing an undergraduate

course in Viet Nam for two years Today I’d like to share with you my study-abroad experience

Well, my experience in Viet Nam has been great so far My classes take place at the University of Social

Sciences and Humanities in Ha Noi

I’m taking courses in Viet Nam history and economic development The faculty staff are very friendly and

helpful, and the programme coordinator is very organized, knowledgeable and thorough He is always

available for any emergencies, making sure that I have everything I need

I live with a host family and my own room, which is comfortable and clean, and has Internet

When I first arrived, I was completely over the moon with everything, but then I realized that I was

experiencing a culture shock Luckily, I had the support of my host family Since I came, I’ve been included

in all family gatherings and outings I also took an intensive Vietnamese language course and at the end of

the first year, I was able to freely communicate with my host family in Vietnamese This also helped me

integrate with the local culture Viet Nam is quite a safe country although the roads are a bit dangerous I was

really worried when I used a friend’s motorbike to get around the city

Things are not expensive here so I can easily live on a student’s budget I usually eat breakfast and dinner

with my host family, and lunch with my Vietnamese fellow students Vietnamese food is very healthy and

delicious, and I have my favourite dishes I’ll miss my host mum’s cooking very much when I go back home!

I think this programme of study has been worthwhile I’ll return home as a much stronger, confident and

culturally sensitive person

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LESSON 6: SKILLS- WRITING

Studying in the United Kingdom

• Aims : By the end of this unit, Ss can write an email asking for information about higher education

- Divide the class into 6 groups

- Prepare 6 set of cards with words and phrases

- Ask sts to arrange the word cards sothat they will make the outline of anemail

- Tell sts to tick the word cards on theboard

- The first group to have the correctanswer wins the game

To raise Ss’ interest

To make the lead-in

Lead-in:

Today, we’ll learn how to write an email asking

for information and advice about future education

opportunities

5’

II WRITING

Activity 1 Pre- teach vocabulary

- eligible for/ to do something /ˈelɪdʒɪb(ə)l/ (adj):

having the right to do or obtain something đủ tư

cách

- consult /ˈkɒnsʌlt/ (v): Seek information or

advice from (someone, especially an

expert or professional) hỏi ý kiến, tra cứu, tham

khảo

- qualification /ˌkwɒlɪfɪˈkeɪʃ(ə)n/(n) văn bằng,

học vị, chứng chi

- transcript /ˈtranskrɪpt/ (n) học bạ, phiếu điểm

- Provide sts with more words by eliciting the meaning of the words andexplaining the word use

to understand the email

Activity 2 Fill in the gaps

KEY

1 I am writing to ask for

2 I want to consult you about

- Ask Ss to follow the instructions andcomplete the email

- And then ask Sts to share their ideas

in pairs and compare their work

To give sts an overview of the email

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2 I am writing to ask for some information and

advice on higher education in your country

3 What are the university entry requirements for

international students in the UK?

4 What types of accommodation are available for

international students?

5 Wish you and your family the best I look forward

to hearing from you soon

6 Regards

-Have Ss read the text and study the outline Then ask them to discuss in groups and complete the outline-Ask Ss from different groups topresent their outlines to the rest of theclass

-Give feedback

To help Ss workout the outline

of a structured text

well-20’ Activity 4 Writing an email of 160-180 words

to a friend from another country asking for

information and advice

- Run through the task

- Have Ss work in groups of three or four to go through the points Ask them to discuss what information theywant to ask for and what kind of advice they need, then write the outline

-Have Ss write a draft email using their outline and incorporating their partner’s feedback Encourage them touse full sentences

-Ask Ss to work independently andwrite their final drafts incorporatingall the feedback from Ss and T

-Invite some Ss to read their emails

Have the rest of the class askquestions or say what they like mostabout the piece of writing

To give students

a chance to practise writing

an email

1’ III LESSON OUTCOME:

-To write an email asking for information about

higher education opportunities

COMMUNICATION &

CULTURE

To prepare for the new lesson

APENDIX

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Rearrange the outline of an email

LESSON 7: COMMUNICATION AND CULTUREAims : By the end of this unit, Ss can

- use lexical items related to the education understand and use the present perfect and present perfect

continuous

- read for specific information about higher education in Viet Nam and in Singapore

- Improve speaking listening, and reading skills

Teaching aids: pictures, handouts, textbooks

PROCEDURE

5’

COMMUNICATION

Higher education in Viet Nam

Activity 1: Diagram completion Using the

words in the box to complete the diagram

KEY

1.a 2.d 3.c 4.b 5.e

-Run through the task, Explain to Ss thatthis diagram is more detailed than theone in Vocabulary 1, especially for thehigher education system

-Ask Ss to work in groups of three andcomplete the diagram

-Check the completed diagram as aclass, making sure that all Ss have theright answers

- Go around the class to give help

To review vocab and ideas students have learnt from the preceding lessons

6’ Activity 2: Listening

Listen and decide whether the statements

are true or false

KEY

1.F 2.F 3.T 4.F 5.F

- Run through the task-Have Ss make guesses and encourage allpossible answers and explanations Writetheir guesses on the board so they can see

if the guesses are correct later

-Ask Ss to listen and do the activityindividually

-Play the recording again for Ss to listen and check their answers

To give students

a chance to practice listening for specific information

14’ Activity 3: Discussion

Suggested answer

- Determining if

-Have Ss read the instruction carefully

-Ask Ss to work in groups of three or four

to brainstorm ideas on helping students

To give students

a chance to express their

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