GIAO AN TIENG ANH 11 THI DIEM KI 2

Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Tell them to do ex 4 in pairs - Get their answers back.. Ways to organize the activity: - Pair wo

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At the end of the lesson, Sts will be able to:

- To help learners get started with some language items in Unit 6

- For vocabulary, that is words and phrases about global warming

- For pronunciation, that is raising intonation for yes-no question and echo-question

- For grammar, that is perfect gerunds and perfect participles

2 Skills

- To help learners get started with 4 skills in Unit 6

- Reading: Skimming and scanning about global warming

- Speaking: Expressing opinions, agreements, or disagreements

- Listening: Listening for gist and specific information about global warming

- Writing: Write an essay about global warming

3 Attitudes

- To help Ss get started for Unit 6 with the topic "global warming"

- To provide Ss some motivation

4 Motivation

- Motivate students to enjoy learning English and use it outside the class

II PREPARATION

1 Teacher

- Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

2 Students

- Read through Unit 6 – Getting started

III PROCEDURE

1 Class organization (2 minutes)

Class Teaching date

- Communicative and practical methods

2 Ways to organize the activity:

- The whole class

Teacher’s and students’ activities Contents

- Ask Ss listen to look at the pictures and ask

them what they see in the pictures

- Ask Ss to guess the content of the conversation

- Supply them with some vocab

- Set their task

Deforest (v) deforestation (n)carbon print-foot (n)

infectious disease (n)heat-related illnesses (n)

in general (adv)irresponsibly (adv)lead to

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infectious (a)impact (n) upset (v)come up with

ACTIVITY 2: Matching the words and definition (8 minutes)

1 Methodology:

- Pair work

- Tell them to do ex 3 in pairs

- Get their answers back

- Ask them if there is a different answer and

point out the key word

- Correct their answer

- Tell them to listen and repeat the words/

- Pair work

- Tell them to do ex 4 in pairs

- Tell them to listen and repeat the words/

ACTIVITY 4: Answer the questions (10 minutes)

1 Methodology:

- Pair work

- Ask the pairs to do ex 2

- Ask them to pick out the V-ing form in the

dialogue

- Help them recall the use of those words

- Get their answer afterwards

- Get peer correction

- Give them an oral feedback

Ex 2 Answer the questions

KEYS:

1 Global warming

2 Three parts: the causes, the effects, the solutions

3 Greenhouse gas emissions from factories and vehicles; use of chemical fertilizers, and deforestation.

3 Greenhouse gas emission, use of chemical fertilizers, deforestation

4 Climate changes, infectious and heat-related

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diseases, impact on water supplies, threat to food production and upset ecological balance

5 They should change their daily habits

6 Causes: burning of fossil fuels, using of environment friendly products

non-Effects: natural disasters such as floods, droughts, tsunami, acid rain

4 Consolidation (3 mins)

- Global warming

- Practice the conversation

- Do the task again

- Read Unit 6 - Language at home

2 Skills

3 Attitudes

4 Motivation

- Motivate students to enjoy learning English and use it outside the class

II PREPARATION

1 Teacher

- Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

2 Students

- Read through Unit 6 - Language

III PROCEDURE

2 Checking the old lesson (5 minutes)

- Talk about causes of global warming

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3 New lesson

ACTIVITY 1: Vocabulary

1 Methodology:

- Pair work

Ask other Ss to give comments

Ask Ss to do the tasks and compare the results

with their partner

Ask Ss to pay attention to the word "campaign",

Here it is a noun

VOCABULARY Complete the sentences with the right form of the words/phrases

- The whole class

- Ask Ss to read the yellow box and then report

their understanding

- Play the recording and let Ss listen

- Play it again with pauses for them to repeat

each word

- Play the recording and let Ss listen

- Play it again with pauses for them to repeat

each sentence

PRONUNCIATION Intonation on Yes-no questions and echo questions

1 Listen and repeat these questions, paying attention to their rising intonation.

2 Listen and mark the symbol of rising intonation.

ACTIVITY 3: Grammar - Underline the perfect participles in the sentences

1 Methodology:

- Pair work

- Asks Ss to read the yellow box and review the

use and structure of the perfect participle

- Ask Ss to do the tasks and compare the results

with their partner

- Make sure that the advanced sts can help the

class with the meaning of the vocab

2 Having treated Because/Since humans have treated the ….

The perfect participle is used to express a reason

ACTIVITY 4: Grammar

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1 Methodology:

- Pair work

- Ask ss to study the exercise

- Ask them to do exercises

Let them practice ex 2 (39)

Get their answers back

Correct their answers

Ex 2 Match the two parts to make complete sentences

- Pair work

- Tell some SS to recall the use of the perfect

gerund and perfect gerund in passive

- Ask them to do exercises

Let them practice the exercise

Get their answers back

Correct their answers

2 Perfect gerunds Rewrite the sentences, using the passive voice

KEYS:

1 The students in group 11G were praised for having planted the most trees 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

- Vocabulary related to global warming

- Perfect gerunds and perfect participle

- Intonation

- Do the task again

- Read Unit 6 - Reading at home

_

Period 57

READING – GLOBAL WARMING IS REAL

I AIMS OF THE LESSON

1 Language focus

- Read the text about global warming and do the tasks

2 Skills

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- Help learners get all information in Unit 6

3 Attitudes

- To help Ss get all information in Unit 6 with the topic "global warming"

- Individual work

- Help ss to get involved in the lesson

- Have ss to work in pairs

- Ask some pairs to present their answers to the

class

1 Work with a partner and guess what

problems are described in the pictures

- Feedback and give the correct answers.

+ pollution + forest destruction

ACTIVITY 2: Pre-reading - Read the text and select the statement that expresses main idea

1 Methodology:

- Individual work

- Provide ss with the opportunity to prastice

reading for gist and summarizing key ideas

- Ask ss to read the text quickly to find new

words

- Explain the meaning of those new words to ss

and help them to pronounce them

- Ask them to make sentences with those words

in possible

- Have them read the text again quickly and

choose the statement that best expresses the main

idea

- Ask some ss to give their answer and explain

the reason

2 Read the text and select the statement that

expresses main idea

* Feedback and give the correct answer

The best title of the text is "Global

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- Check the answer as a class warming is mainly caused by humans and

has negative impacts on people’s lives"

ACTIVITY 3: While- reading - Match the words with their meanings

1 Methodology:

- pair and group work

- Help ss focus on guessing the meaning of the

words in context

- Have them read the words in the left-hand

column and find them in the text, then read the

definitions in the right and match them

- Have some ss to present their answers

- Check answers as a class

3 Match the words with their meanings

- Feedback and give the correct answer

- pair and group work

- Ask students to do the ex 4 in pairs

- Tell students to compare their answers with

other group Let them discuss and correct for one

another

- Go around offering to help

- Check with whole class

- Call on some Ss to read their answers aloud in

front of the class

4 Answer the questions

- Feedback and give the correct answer1.We are responsible

2 It releases a large amount of carbon dioxide into the atmosphere

3 Deforestation disrupts the process of absorbing and capturing C02 from the atmosphere

4 They could lose their home

5 They can reduce crop harvest globally

6 Because human beings cannot exist without species diversity on earth

ACTIVITY 5: Post-reading - Discuss the questions.

1 Methodology:

- Group work

- Have them do the same to ex 5 in groups

- Ask one or two groups to present the result of

their discussion

- Give feedback

5 Work in groups: Discuss the questions.

1 Which of the effects of global warming do you think is the most serious?

2 What do you think we should do to reduce the risks caused by global warming?

- Feedback

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4 Consolidation: (3 minutes)

- Summarize the main points

- Supply them with the new words

- Ask sts to learn the new words in the text

- Tell them to prepare for the next period

_

Period 58

SPEAKING – GOING GREEN

A AIMS OF THE LESSON

2 Skills

3 Attitudes

- To help Ss get all messages in Unit 6 with the topic "global warming"

What should we do to reduce the risks caused by global warming?

3 New lesson

ACTIVITY 1: Pre-speaking - Work in pairs, in your opinion, which of the following activities in the table below can help to reduce global warming?

1 Methodology:

- Pair work

- Have ss to read activities carefully

- Explain any new words if necessary

- Ask them to work in pairs

- Call some ss to give their answers

- Check the answers as a class

1 Work in pairs, in your opinion, which of the following activities in the table below can help to reduce global warming?

1, 2, 4, 5, 6

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ACTIVITY 2: Pre-speaking - The table below presents the reasons why the activities in 1 can help reduce global warming Match them with the activities

1 Methodology:

- Pair work

- Have ss to read reasons carefully

- Explain any new words if necessary

- Ask them to work in pairs

2 The table below presents the reasons why the activities in 1 can help reduce global warming Match them with the activities

1 Methodology:

- Pair work

- Provide ss with a model conversation and use

the words in the box to fill the blanks

individually

- Have ss to give their answers

- Check them as a class

- Have ss to role-play the conversation

- Give comments

While -speaking:

3 Lan, Mai and Minh are talking about the activities presented in 1 Work in groups of three Complete the conversation using the phrases in the box and then practice it

- Feedback and give the correct answers

1 energy use

2 electronic devices

3 planting trees

4 carbon dioxide

5 reusing and recycling

ACTIVITY 4: Post-speaking - What do you think about these solutions to global warming? Work in

groups of three Use the idea in 1 and 2 to have a similar conversation

1 Methodology:

- Pair work

- Put ss into groups of three

- Ask each group to make a similar conversation

using suggestions

- Invite one or two groups to role-play their

discussions in front of the class

- Ask the rest to listen to the representatives and

take notes

- Tell Ss to give their votes to the best decision as

well as the fluency of the presentation

4 What do you think about these solutions to global warming? Work in groups of three Use the idea in 1 and 2 to have a similar

conversation

- Feedback and give the suggested answer

Eg: I think growing trees is practical because …

In my opinion, we can’t control sea exploitation as …

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- Ask Ss to consolidate the main contents

- Give feedback

- Do the tasks again

- Read Unit 6 - Listening at home

_

Period 59

LISTENING – SAVE THE PLANET, SAVE YOUR LIFE

A AIMS OF THE LESSON

2 Skills

3 Attitudes

- Provide Ss some motivation

- Learn English seriously for not only exams but also daily communication

- Build up eagerness and readiness to learn English

- What should we do to reduce our carbon footprint?

3 New lesson

ACTIVITY 1: Pre-listening- Match the words with the pictures and answer the question

1 Methodology:

- Individual and group work

- Get ss to brainstorm ideas related to the topic

- Ask them to match the words with the pictures

- Have them read aloud the words in pairs

Match the words with the pictures and answer the question

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- Ask ss to discuss the questions in pairs.

- Compare with a partner

What is the common cause of all the disasters depicted in the pictures above?

- climate change

- global warming

- human being’s interference with the environment

ACTIVITY 2: While-listening - Prof Linn is talking to a class of grade 11 students about global warming Listen to the talk and choose the best answers

1 Methodology:

- The whole class

- Help ss to focus on the skill of listening for

specific information

- Ask ss to read through the questions and the

answer options carefully, try to guess the

meaning of what they are going to listen

- Play the recording twice and do the task

individually

- Play the recording again and check the

answers

2 Prof Linn is talking to a class of grade 11 students about global warming Listen to the talk and choose the best answers

- The whole class

- Have ss to read the questions carefully,

underline the key words in each of the questions

- Play the recording twice again and ask them to

take notes while-listening

- Ask them to answer the questions individually

- Ask them to compare their answers with a

partner

3 Listen to the talk again and answer the questions

- Feedback and give the suggested answers

1 Carbon dioxide, carbon monoxide

2 The thick layer of the greenhouse gases traps more heat from the sun leading to the increase of the temperature on the earth

3 Heat waves, floods, droughts and storm surges

4 Famine, water shortages, extreme weatherconditions and a 20-30% loss of animal and plant species

5 When you have a lot of information aboutthe topic, you’ll be more willing to change your lifestyle and you’ll be able

to inform others and inspire change

ACTIVITY 4: Post-listening

1 Methodology:

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- The whole class

- Ask Sts to work in groups and discuss the

answers to the questions given

- Call on one or two Sts to report the result of

their group work

- Give comments or correction if necessary

4 Work in groups Discuss if the weather patterns in VN have changed over the last ten years Provide some examples Then report the results to the class

2 Skills

3 Attitudes

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- Individual and pair work

- Ask Ss to do the ex Individually

partner

- Call some ss to go to the board to complete the

diagram

- Check the answer as a class

1 Which are the causes and which are the effects of global warming? Complete the diagram with the idea below.

Causes: 2, 4, 7Effects: 1, 3 6

8 5 9

ACTIVITY 2: Pre-writing - Discuss and complete the outline using the ideas from 1 Brainstorm some possible solutions

1 Methodology:

- Help ss to develop an outline before starting

writing their essay

- Write an outline on the to the board and ask ss

to complete the part of the outline about causes

and effects

- Have ss to work in pairs to think about possible

solutions to reducing global warming

- Call some pairs to give their ideas to the class

or write on the greenboard

- Give comments

2 Discuss and complete the outline using the ideas from 1 Brainstorm some possible solutions

1 Introduction (introduce topic and the main contents)

- 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

2 What global warming is and its cause

3 Effects of global warming on human’s life and

Other species’ as well

- lose home

- land erosion

- extinction of some species

4 Possible solutions

- Reduce, reuse, recycle

- Use public transport

- Waste processing system

5 Conclusion

ACTIVITY 3: While-writing - Write your essay (between 160 – 180 words), using the helpful

expressions in the box, outline and your notes in 2.

1 Methodology:

- Individual, pair work

- Ask ss to write their essays individually Write your essay (between 160 – 180 words),

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- Then ask them to compare with a partner.

- Pair work

- Ask the whole class to look at the writing on

the board and elicit comment from sts

- Write Sts’ typical errors on the board and elicits

self and peer correction

- For home work, ask Sts to revise their writing

according to their peer’s suggestion

- Give them oral feedback after all

- Give comments on their writing

- Ask Ss to consolidate the main contents

- Give feedback

- Rewrite the essay again at home

- Prepare for the period

Period 61

COMMUNICATION AND CULTURE

2 Skills

3 Attitudes

4 Motivation

- Motivate students to enjoy learning and practicing English

II PREPARATIONS

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- Teacher: Handouts, textbook, sub boards and colored chalks.

- Students: Textbook

III PROCEDURE

- Group work

- Help ss to develop their presentation skills

- Ask Ss to study the task carefully

- Have them work in groups of 4

- Invite two ss to present their talk to the class

- Give comments

Communication Green Teens Club is a youth organization whose purpose is to protect the

environment You are members of the club Discuss and select one main cause of global warming, and prepare a talk to present in the club meeting.

* Format of the presentation

This results from human activities I’d like to talk about petrol exploitation industry In this field, workers, engineers suck the fossil fuels from the layers deep inside the earth up to its surface The process results in the collapse of some parts of the earth’s composition, which may cause the changes in pressure inside the earth As a consequence, it can lead to unusual

or even extreme giant wave or tsunamis When tsunamis happen, they sweep away homes, humans drown, sea water pollution If sea water

is polluted, many marine creatures die This can create some heat-generating organisms, I meant the dead organisms decay Besides, oil transportation may cause oil leak on the surface

of sea water And so on

Therefore what can we do with it First, we should get the fossil fuel exploitation controlled

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by the governments Second, we should have ships, tanks checked before letting it work Finally, we need set up volunteer teams to collect rubbish as well as the oil coats to save species from dying.

I believe that

ACTIVITY 2: Culture - Read the paragraphs provided and answer the questions

1 Methodology:

- Group work

- Provide ss with information about how young

people can help to reduce global warming

- Have ss brainstorm ideas about YOUNG

VOICES FOR THE PLANET

- Have them guess the meaning of some difficult

words in the text, then give them equivalent

Vietnamese meaning or explanation

- Ask them to read the text carefully and answer

the questions in groups of four (Each student in

the group has to read one paragraph and then

answer the question related to the content of that

1 It is a series of films that tell stories of short films about the different ways young people have contributed to reduce the carbon footprint of their homes, school, communities, and countries

2 Because he learnt about how trees can help to reduce the amount of carbon footprint in the atmosphere

3 To raise money for the clean-up of the

2010 BP oil spill in the Gulf of Mexico

4 One student stood covered in plastic bags in front of city lawmakers

ACTIVITY 3: Culture - Do you know any stories about young Vietnamese people who have helped to reduce global warming?

1 Methodology:

- Group work

- Encourage ss to relate the text content to the

situation in Viet Nam

- Put ss into groups to discuss the questions

- Go around and help

- Invite two groups to present their answers to

the class

- Give feedback

2 What do young Vietnamese people do to reduce the carbon footprint of their homes, schools, communities and country?

Do you know any stories about young Vietnamese people who have helped to reduce global warming?

- Presenting skills: natural gesture

- Read Unit 6 – Looking back and project at home

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Period 62

LOOKING BACK AND PROJECT

2 Skills

3 Attitudes

- To help Ss get all points in Unit 6 with the topic "GLOBAL WARMING"

- To provide Ss some motivation

- Pair and individual work

- Help ss to review the use rising intonation on

YES/ NO questions

- Play the recording and ask Ss listen and repeat

the questions paying attention to rising

intonation

- Help ss to review the use of rising intonation on

echo questions

- Have ss listen and mark rising intonation on the

echo questions individually

- Ask them to practise reading the exchanges in

pairs

I LOOKING BACK a- Pronunciation

1 Listen and repeat the questions paying attention to the rising intonation

(note the word at the height of raising tune)

2 Listen and mark the intonation on the echo questions Then practice reading the exchange

(Note the emphasized phrases)

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- Give them a feedback.

ACTIVITY 2: Looking back – Vocabulary - Complete the sentences with the words in the box.

1 Methodology:

- Ask them to study the task carefully

- Have them do the task individually, then

compare with a partner

- Ask some ss to go to the board and write the

answer

b- Vocabulary Complete the sentences with the words in the box.

1 energy use 2 extinction

3 emissions 4 carbon footprint

5 absorb 6 deforestation

7 diversity 8 catastrophic

ACTIVITY 3: Looking back – Grammar - Rewrite the sentences, using perfect participles

1 Methodology:

- Help ss to review the use of perfect participles

in sentences

- Ask Ss to work in pairs to finish these

sentences

- Ask them if anyone has a different answer

- Give them a feedback

c- Grammar

Ex 1 Rewrite the sentences, using perfect participles

1 Having learnt about the benefits of recycling and using, the students started collecting waste paper, bottles and cans to recycle and reuse

2 Having refused Nam’s offer of a lift in hiscar, Mai had to walk home

3 Having read some documents about Green Earth, Ha decided to join the organization

4 Having used to much chemical fertiliser

on their farm, the farmers now have to drinkpolluted 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 cources of energy before fossil fuel runs out

ACTIVITY 4: Looking back - Combine the sentences, using perfect gerunds

1 Methodology:

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- Help ss to review the use of perfect gerunds in

sentences

- Ask them to write the answers on the board

Ex 2 Combine the sentences, using perfect gerunds.

1 Tonya was strongly criticised for having dumped a lot of rubbish on the beach

2 Sam regretted not having worked 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 forotten to turn offthe gas cooker before leaving the house/ before he left his house

ACTIVITY 5: Project

1 Methodology:

- Group work

- Put Ss in groups to discuss the questions

- Ask Ss to do the survey

- Let the groups have some time together to

assemble the results of their survey

- Ask them to present their survey result

PROJECT

1 Do a survey

Each of the 11 groups finds a group of causes, effects, and solutions to the global warming

1 Forests

2 factories

3 seas

4 countryside life

2 Comment on their friend's presentation.

- Contents: causes, effects, feasible solutions(individual, local authorities, government, and internation levels)

- Gesture, miming, facial expression, pronunciation, outline

- Read Unit 6 –Unit 7 Getting started at home

Period 63

GETTING STARTED

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- Know words and phrases about further education

- Use raising intonation for wh-question well

- Revise the present perfect and present perfect continuous tenses

2 Skills

- Reading: Skimming and scanning about further education

- Speaking: Expressing preferences for different further education pathways

- Listening: Listening for gist and specific information about studying abroad

- Writing: Write an essay about further education opportunities

3 Attitudes

- To help Ss get started for Unit 7 with the topic " further education"

- The whole work

- Ask Ss to find any words related to further

education in the whole class

- Ask them to describe the picture in the

- Feedback and give comments

Describe the picture

- (students’ answer)

ACTIVITY 2: Listen and read (10 minutes)

1 Methodology:

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- The whole class

- Ask Ss to guess the content of the conversation

- Supply them with some vocab

- Set their task

- Tell them to listen to the recording

- Ask them if they understand the whole dialogue

well

1 Listen and read

- Pair work

- Help ss to check comprehension

- Tell them to guess the words and complete the

sentences

2 Complete each sentence with no more than three words

1 academic

2 undergraduate/ post graduate

3 bachelor’s degree

4 vocational course

5 apply for scholarships

ACTIVITY 4: Asnwer the questions (7 minutes)

1 Methodology:

- Ask ss to do the task individually first

- Have them compare with a partner, one asks –

the other answer to make a conversation

- Call some pairs to present to the class

- Check ss’ answers and explain any points if

necessary

3 Answer the questions

1 They can pursue further education

2 They can help students develop analytical skills, critical thinking and knowledge for higher education or college

3 Because they want to take some time before deciding on their career and major

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4 Taking a gap year can allow students to

do voluntary work or internships, and travel This practical experience will make their CVs look good

ACTIVITY 5: Discuss your plan after leaving secondary school (6 minutes)

1 Methodology:

- Ask ss to do the task individually first

- Have them compare with a partner, one asks –

the other answer to make a conversation

- Call some pairs to present to the class

- Check ss’ answers and explain any points if

- as making with more friends

- obtaining more new words/ new knowledge

- avoid checking over

- learn another foreign language

- Work part-time to cover expensesEg: I’d like to work in a business environment, so I will choose business administration as my major After graduating from secondary school, I will take some Business English courses and I will also work on my presentation skills

- Further education

- Practice the conversation

- Do the task again

- Read Unit 7 - Language at home

- Get words and phrases about further education

- Recognise raising intonation in wh-questions

- Master perfect gerunds and perfect continuous tenses

2 Skills

- Speaking: Expressing preferences

- Listening: Listening for gist and specific information about further education

- Writing: Write an e-mail about further education

3 Attitudes

- To help Ss get started for Unit 7 with the topic " further education "

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- Go through the words in the box and check ss’

understanding

- Ask ss to complete the diagram individually

- Compare their answers with a partner

- Check the completed diagram as a class,

making sure that all ss have the right answers

VOCABULARY

1 Complete the simplified diagram of Viet nam’s education system with the appreciate words/phrases from the box

1 kindergarten

2 primary

3 Lower secondary education

4 Upper secondary education

- Help ss to consolidate the use of key

vocabulary from GETTING STARTED

- Have ss work individually

- Ask them to compare with a partner

- Call some ss to give their answers on the board

2 Complete the following sentences with the words/phrases from the conversation in Getting Started

1 Academic 2 major

3 vocational 4 postgraduate

5 analytical

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ACTIVITY 3: Pronunciation - Listen and repeat these questions, paying attention to th question intonation.

wh-1 Methodology:

- Pair work

- Explain the use of rising and falling intonation

by modeling the two types of questions

- Play the recording for ss to listen and follow in

their books

- Help them to distinguish between rising and

falling intonation by highlighting the rise and

fall of the voice

- Ask them to work in pairs and take turns to say

the questions again

PRONUNCIATION Intonation on WH- questions

1 Listen and repeat these questions, paying attention to th wh-question intonation.

ACTIVITY 4: Pronunciation - Listen and repeat with the correct intonation Then practice saying the sentences with a partner

1 Methodology:

- Pair work

- Play the recording ans ask ss to repeat each

question without hesitating or pausing

- Ask them to work in pairs and take turns to say

the questions again

- Invite some ss to read the questions out loud in

front of the class

2 Listen and repeat with the correct intonation Then practice saying the sentences with a partner.

ACTIVITY 5: Grammar - Put the verbs in each sentence in the present perfect continuous tense

1 Methodology:

- Ask sts to read the instructions and explain the

task if necessary

- Ask them to do the task individually

- Have them compare with a partner

- Ask other Sts to correct the answers

GRAMMAR Present perfect tense

For completed actions or disruptive ones with result at present, we use the present perfect.

For completed activities keeping on at present, we use the present perfect continuous tense.

Ex 1 Put the verbs in each sentence in the present perfect continuous tense.

1 Have been suffering

2 Has been living

3 Has been looking

4 Have been studying

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5 Has been teaching

ACTIVITY 6: Grammar - Choose the correct form of the verbs in brackets to complete the sentences

1 Methodology:

- Ask sts to read the instructions and explain the

task if necessary

- Have them compare with a partner

- Ask other Sts to correct the answers

Ex 2 Choose the correct form of the verbs

in brackets to complete the sentences.

1 Has read

2 Has been reading

3 Have you applied

4 have been waiting

5 has been giving

6 have never understood

- Vocabulary related to further education

- The present perfect and present perfect continuous tenses,

- Intonation wh-questions

- Do the task again

- Read Unit 7 - Reading at home

Period 65

READING PREPARATION FOR HIGHER EDUCATION

- Use words and phrases about further education

- Ask questions with appropriate intonation

- Understand and use the perfect gerunds and perfect continuous tenses

2 Skills

3 Attitudes

- Help Ss get all points in Unit 7 with the topic "further education "

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- Have ss read the table of the British state-run

education system

- Ask Sts work in pairs and draw a simple table

of the Vietnamese state-run education system

1 Work with a partner and ask answer about the British state-run education system.

- Feedback and give suggestions

- Have them read the headings before the text

- Ask students to read the passage individually

quickly and find new words

- Explain the meaning of new words and help

them to pronounce

- Have them skim the text and choose the best

heading individually

- Ask them to compare with a partner

- Check the answer as a class and write it on the

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- interaction (n)

- independent (adj)

- versions (n) types

- institution (n)

- Feedback and give the correct answer

- b (Preparing for higher education in the United Kingdom.)

ACTIVITY 3: While-reading - Match the words with their meaning Use a dictionary if necessary.

1 Methodology:

- Pair work

- Ask ss to work in pairs

- Have them read the words and definitions in

the columns, then discuss and work out the

meaning of each of them

- Ask them to find the sentences in the text

containing these words

3 Match the words with their meaning Use

ACTIVITY 4: While-reading - Read the text again Decide if the following statements are true (T)

or false (F), or not given (NG).

1 Methodology:

- Pair work

- Ask students to work individually first, then

compare their answers with a partner

- Ask them to find the information related to the

answers and correct them if they are false

- Go around offering to help

- Check with whole class

- Call on some Ss to read their answers aloud in

front of the class

4 Read the text again Decide if the following statements are true (T) or false (F), or not given (NG).

- Pair work

- Have them work in pairs

- Ask them to brainstorm ideas about how to

prepare for higher education in the UK

- Invite some pairs to present to the class

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- try more

- recognize one’s strength points

- Summarize the main points

- Supply them with the new words

- Ask sts to learn the new words in the text

- Tell them to prepare for the next period

Period 66

SPEAKING – TYES OF FURTHER EDUCATION

2 Skills

3 Attitudes

- Pair work

- Ask ss to work in pairs, read each phrase or

word and work out its meaning

- Have them read each description and decided

Pre- speaking:

1 Work in pairs, match them with the meaning

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on the answers.

- Check answers as class

- Pair work

- Explain the context and ask ss to read through

the phrases expressing preferences in the box

- Have them to work in pairs to fill in the gaps in

the conversation

- Invite some ss to give their answers

2 Complete the model dialogue

- Pair work

- Ask Ss to read the questions first to work out

the type of information they will look for in the

conversation

- Have them to work in pairs to do the task

- Ask them to compare their answers with

another pair

- Call some pairs to give their answers

- Check the answer as a class

- Ask ss to practice the conversation in groups of

four

- Monitor the activity and select some groups to

role-play the conversation in front of the class

- Give feedback

While -speaking

3 read the conversation again and answer the questions

1 Because high education will help Ss gain more knowledge and thinking skills and a bachelor’s degree will help them to find a job more easily

2 Because Ss 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, time, and online

full-4 “Cloud” learning allows Ss to work and study simultaneously

5 They provide Ss with more flexible programmes and schedules

4 Practice the conversation.

ACTIVITY 4: Post-speaking - Use the idea in 3 and 4 to have a similar conversation

1 Methodology:

- Group work

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- Ask them to think about their choices and

reasons for their preferences for further

education

- Ask them to work in groups of 3 or 4

- Go around the class and provide help if

necessary

- Invite some groups to role-play their

conversation in front of the class

B: If I were you …

…

- Speaking skills: making a conversation based on the sample

- Read Unit 7 - Listening at home

Period 67

LISTENING – INTERNATIONAL STUDENT IN VIET NAM

2 Skills

3 Attitudes

- Talk about your preferences for further education

3 New lesson

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ACTIVITY 1: Pre-listening - Look at the pictures and answer the questions

1 Methodology:

- The whole class

- Have Ss discuss the questions in Activity 1 with

a partner Ask Ss some other guiding questions:

+ Where do you think they are?

+ What are they doing?

- Ask ss whether they know any international

students studying in Viet Nam

- Ask them to guess the problems that

international students may experience

- Explain some new words in the lesson

- Help them to pronounce new words

- Ask them to make sentences with those words

- Give comments

Pre- listening

1 Look at the pictures and answer the questions.

- They are in Viet Nam

- They are learning about Vietnamese culture

- They are getting to know their Vietnamese fellow students

- Over the moon

ACTIVITY 2: While-listening - Listen to an international student studying in Viet Nam He is talking about his experience of pursuing higher education abroad Take notes about the points below

1 Methodology:

- Have ss to read the instructions and the table

that they have to complete

- Ask Ss to take notes about each point while

listening

- Play the tape twice, pausing before the second

listening

- have them compare the answers with a partner

- Invite some ss to write their answers on the

DAVID’S STUDY-ABROAD EXPERIENCE

1 Academic level: undergraduate and

postgraduate

2 Courses he takes: Vietnamese history and

economic development

3 Staff: Very helpful and friendly

4 Programme coordinator: Very organized,

knowledgeable, thorough, always available for emergencies

5 Housing: He lives with a host family, in his

own room – comfortable and clean- with theinternet

6 Food: Breakfast and dinner with the host

family and lunch with Vietnamese fellow Ss

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Delicious and healthy Favourite dishes

ACTIVITY 3: While-listening - Listen again and decide if the following statements are true (T), false (F) or not given (NG).

1 Methodology:

- Have them study the task carefully

- Ask them to do this activity based on their note

finished

- Play the recording once

- Ask them to work individually, then compare

their answers with a partner

- Group work

- Have them read the instruction carefully

- Ask them to work in groups to brainstorm and

- Read Unit 6 - Writing at home

Period 68

WRITING – STUDYING IN THE UNITED KINGDOM

2 Skills

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3 Attitudes

- Pair, group work

- Ask ss to read phrases in the box carefully

- Ask Ss to follow the instructions and complete

the email

- Ask them to exchange the answers with their

partner

- Invite some ss to give their answers

1 I am writing to ask for

2 I want to consult you about

- Pair, group work

- Help ss to work out the outline of a

well-structured text

- Ask ss to work in groups of four

2 Read the email in 1 again and complete the following outline

1 Salutation: Dear Kenvin

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- Have them read the text again and study the

outline, discuss and complete the outline

- Invite some groups to present their outline to

3 Body: First question: What are the university entry requirements for international students in the UK?

4 Second question: What types of accommodation are available for international students?

5 Friendly ending: I wish you and your family the best I look forward to hearing from you soon

6 Complimentary close: Regards

ACTIVITY 3: While- writing - Choose two of the following points about study abroad Write an email of 160 – 180 words to a friend from another country asking for information and advice

1 Methodology:

- Group work

- Ask ss to work in groups of four to go through

the points

- Have them write an outline of their email

individually, then compare in the group

- Have them write a draft email using their

outline individually

- Ask them to read their draft in their group so

that they can comment on content, grammar and

vocabulary use

- Walk around and provide help by correcting

mistakes in grammar or word choice

- Ask ss to write their final draft incorporating all

the feedback from their teacher and friends

While you write.

3 Choose two of the following points about study abroad Write an email of 160 – 180 words to a friend from another country asking for information and advice.

- Give suggestions

1 Work experience for a career-based course

2 Tuition fees at colleges and universities

3 Traveling in the host city and country

4 Experience culture shock

5 working part-time/ contact

6 opening a bank account

7 surviving the different weather

8 visas and other documents

ACTIVITY 4: Post-writing - Checking and commenting

1 Methodology:

- Pair work

- Invite some ss to read their emails

- Write Ss’ typical errors on the board and elicit

self and peer correction

- Give them oral feedback after all

4 Checking and commenting

- Model letterDear Jean,

I am in the middle of grade 11 and I am considering an abroad-course in language I

am writing to ask for some information and advice on higher education in your country

I would be very appreciative if I could receive some about the following points:…

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- Writing skills: write an email

- Read Unit 7 - Communication and Culture at home

Period 69

COMMUNICATION AND CULTURE

I AIMS OF THE LESSONS

2 Skills

3 Attitudes

- Pair work

- Go through the words in the box and check ss’

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- Ask ss to work in pairs to complete the diagram

by ansking and answering the suggested

questions

- Check the completed diagram as a class,

making sure that all ss have the right answers

education system after primary school, using the words in the box.

- Requirements for your conversation

+ content+ intonation+ gesture

- Suggested questions:

1 What education level follows lower secondary education?

2 How long does it take to finish college?

3 How long does one spend finish college?

- Feedback and give correct answers

1 a 2 d

3 c 4 b

5 e

ACTIVITY 2: Communication - Listen to an overview on Viet Nam’s higher education and decide

if the following statements are true (T) or false (F).

1 Methodology:

- Pair work

- Have ss make guesses and encourage all

possible answers and explanations Write their

guesses on the board so that they can see if the

guesses are correct or not

- Have Ss read the questions and underline the

key words before listening

- Play the recording once or twice depending

on Ss' level

- Ask Ss to work with a partner to compare

their answers Check answers as a class

2 Listen to an overview on Viet Nam’s higher education and decide if the following statements are true (T) or false (F).

5 F (only use their personal funds)

ACTIVITY 3: Communication - Discuss what should be done to help students pursue their dreaming courses

1 Methodology:

- Pair work

- Have ss read the instruction carefully

- Ask Ss to work in groups to brainstorm ideas

- Ask some groups to present their ideas to the

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ACTIVITY 4: Culture - Look at the Singapore’s education journey Work with a partner to describe briefly the stages following secondary education

1 Methodology:

- Group work

- Have ss to discuss in groups and describe the

stages following secondary education in

Singapore’s education system

- Invite some ss to present their descriptions in

front of the class

1 There are 2 levels of education in Singapore

2 Having finished secondary which consists

of secondary schools and pre vocational courses, Ss can move onto post-

secondary in which there are junior colleges or centralized institutes, polytechnics, and institutes of technical education

ACTIVITY 5: Culture - Read the text and answer the questions

1 Methodology:

- Group work

- Ask ss to read the text and answer the questions

individually

- Ask them to read the text and underline the

relevant information

- Offer help with unfamiliar vocabulary

- Ask ss to exchange their answers to each other

2 Read the text and answer the questions.

1 To help students to discover their talents and develop a passion for learning

2 They have to pass standardized exams

3 It builds up students’ strengths and develops their talents in both academic andnon-academic areas

4 They can select pre- university or technical education

5 There are four local universities with degree programmes for higher education

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- Read Unit 7 – Looking back and project at home

Period 70

LOOKING BACK AND PROJECT

2 Skills

3 Attitudes

- Pair and group work

- Review falling intonation on WH-questions

- Play the recording and ask ss to repeat each

question

- Let Ss work in pairs to take turns saying the

questions with appropiate intonation

- Invite some ss to ask questions aloud in front of

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the class.

- Play the recording and ask ss to identify the

questions with rising intonation and those with

falling intonation

2 Listen and mark the intonation on the echo questions Then practice reading the exchange

(Note the emphasized phrases)

ACTIVITY 2: Looking back - Vocabulary: Complete the sentences, using the correct form of the words in brackets.

1 Methodology:

- Have ss read the instruction carefully

- Ask them to do the task in pairs

- Call some ss to present their answers to the

class

b – Vocabulary: Complete the sentences, using the correct form of the words in brackets.

- Help ss to review the use of the present perfect

and the present perfect continous tenses

sentences

board

- Ask them if anyone has a different answer

c- Grammar.

Ex 1 Complete the sentences with the verbs

in the box Use the present perfect or the present perfect continuous.

1 have taken

2 have… been waiting

3 have ….attended

4 have… been writing

5 has… been traveling

ACTIVITY 4: Looking back - Rewrite the sentences, using the present perfect or the present perfect continuous

1 Methodology:

- Have ss read the instructions carefully

Ex 2 Rewrite the sentences, using the present perfect or the present perfect continuous.

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board

1 The graduate students have been arriving since four o’clock

2 The graduate students have all arrived at the lecture hall

3 She has been doing her research project since last month

4 They have visited this college three times before

5 I have been learning to play the piano over the last eight months

6 I have been discussing my research proposal with my professor since the beginning of my course

ACTIVITY 5: Project

1 Methodology:

- Group work

- Ask Ss to do the survey

- Let Ss to present the findings in front of the

class

- Get the peer correction

1 Do a survey

Each of the 11 groups discuss the question

“should we take a gap year or go straight to university after school?”

2 Comment on their friend's presentation.

- Contents: causes, effects, feasible solutions(individual, local authorities, government, and internation levels)

- Gesture, miming, facial expression, pronunciation, outline

- Prepare for the one period test

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