giáo án tự chọn 11 thí điểm

T :“I would like you to work individually and finish the taskwith partner." work individually finish the task with partner then give out the answers T observes and provide help when ne

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- To provide learners some language items in Unit 1

- For pronunciation, that is strong and weak form of words in connected speech

2 Competences:

- Students are able to improve self-study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills

3 Qualifications:

- The unit aims to enhance student’s diligence, honesty, responsibility,

kindness and decency

II Preprations: -Teacher: textbook,exercises

-Students:newwords, knowledge

III.Methods : mainly communicative, intergrated,

IV Steps of teaching :

T: Ask Ss to read the box and

check their understanding

- Play the recording and let Ss listen

- Play it again with pauses for them

to repeat each sentence

- Ask Ss to read the sentences,

decide whether bold words are

stressed or unstressed

- Play the recording and let Ss

listen and Check

- Practice reading the conversation

+ possessive pronouns II.Activity 2: Listen and check

In a sentence the following words are unstressed :

+ function words + demonstrative pronouns+question words when they introduce

a relative clause

III HOW STRONG FORM AND WEAK FORM ARE USED IN EVERYDAY ENGLISH CONVERSATION.

The weak form is usually used

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T: Ask Ss to read the box and check

the examples

- Tell to students about how strong

form and week form are used in

everyday english conversation

Which word is stressed in a

sentence?

Ss: listen and repeat sets of words

- pay attention to the stress words

work in pairs and take turns reading

these words in columns and in rows

T : Invite individuals Ss at random to

read the words Correct them,

if necessary

T : Ask Ss to read the sentences,

decide whether bold words are

stressed

or unstressed

- Ask Ss to listen to the sentences and

practice saying them correctly

- Invite some Ss to read these

sentences in

front of the class and correct

mistakes,

if there are any

Ss: read the sentences, decide

whether bold words are stressed or

unstressed

listen to the sentences andpractice

saying them correctly

in everyday English conversation,

especially when speaking fast But there are many situations you have to speak in strong form for the followings:

1 STAND AT THE END OF SENTENCE

- What are you looking at (/æt/)?

- Where are you from (/ fr m/)?ɔm/)?

2 IN THE CONTRAST SITUATIONS

- The letter is from him, not to him /fr m/ /tu/ɔm/)?

- He likes her, but does she like him? /

h :/ /him/ə:/ /him/

3 STRESS ON OPPOSITE PREPOSITIONS

- I travel to and from London a lot /tu/

/fr m/ɔm/)?

4 STRESS ON THE PURPOSE OF THE MEANING

- You must get the unniversity

certificate to have good job in the future /m st/ʌst/

- You must choose us or them, you

cannot have all /m st/ʌst/

The words that have two syllables or

more will have the strong pronunciation and weak pronunciation The vowel of the weak

pronunciation will be chaned to / / ə:/ /him/sound Let’s see the following

examples:

Strong form Weak form

u Butter / ‘b t /ʌst/ ə:/ /him/ Autumn /

‘ :t m/ɔm/)? ə:/ /him/

e Settlement / ‘setlm ntə:/ /him/ Violet /

‘vai l t/ə:/ /him/ ə:/ /him/

or Mortgage / ‘m :gid /ɔm/)? ʒ/ Forget /

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‘kærikt /ə:/ /him/ [ ‘tend]ə:/ /him/

4 Consolidation: - Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson

5.Homework: - Ask Ss to learn by heart rules of strong form and week form are

used in

- Prepare for the next lesson

TC2: UNIT 1 : GENERATION GAP

Grammar

I Aims

1 Knowledge:- To provide learners some language items in Unit 1

- For grammar, that is the use of some modal verbs: should, ought to, must,

have to

2 Skills:- To promote Ss to develop the skill of working in pairs and groups

3 Attitudes:- To encourage Ss to work harder

- To provide Ss some motivation

Teacher and students’ activities Content

T : Ask Ss find out the similar

between shoud and ought to

- Ask Ss to give answer the sentences

sentences in

mistakes,

if there are any

Ss: read the sentences, decide

whether bold words are stressed or

unstressed

listen to the sentences andpractice

saying them correctly

S + had better + not + V (d ng ph ạng phủ định) ủ định)

đ nh) – They had better not be late.ịnh)

2 Khác nhau:

1 Ought to

Ought to là l i khuyên mang tính nh n ời khuyên mang tính nhấn ất cả đều được theo sau bởi động từ

m nh h n should, ought to có hàm ý là ạng phủ định) ơn should, ought to có hàm ý là

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Ask Ss find out the differences

between shoud and ought to

- Ask Ss to give answer the sentences

sentences in

mistakes,

if there are any

Execises : Đi n vào ch tr ng ought ều được theo sau bởi động từ ỗ trống ought ống ought

to, had better, should

1 My husband is waiting for me I…

not be late

2 You …… start eating better

3 I …… study tonight, but I think I’ll

watch TV instead

4 You …… take care of that cut on

your hand soon, or it will get

infected

5 You have got a toothache Perhaps

you … see a dentist

6 There’ll be a lot of traffic

tomorrow We…… leave early

không th còn cách nào khác h n là ph iể không có ‘to’ ơn should, ought to có hàm ý là ả đều được theo sau bởi động từ (làm gì đó), mang tính gi i pháp, di n tả đều được theo sau bởi động từ ễn tả ả đều được theo sau bởi động từ

m t kh năng hành đ ng s vi c có th ộng từ ả đều được theo sau bởi động từ ộng từ ự việc có thể ệc có thể ể không có ‘to’

x y ra v i m c đ ch c ch n cao Ngoài ả đều được theo sau bởi động từ ới mức độ chắc chắn cao Ngoài ức độ chắc chắn cao Ngoài ộng từ ắc chắn cao Ngoài ắc chắn cao Ngoài

ra, khi nói v m t nhi m v ho c m t ều được theo sau bởi động từ ộng từ ệc có thể ụ hoặc một ặc một ộng từ

đi u lu t, chúng ta thều được theo sau bởi động từ ật, chúng ta thường sử dụng ười khuyên mang tính nhấn ng s d ng ử dụng ụ hoặc một

‘ought to’ (Ph đ nh c a ‘ought to’ là ủ định) ịnh) ủ định)

=> B n không nên t i đó.ạng phủ định) ới mức độ chắc chắn cao Ngoài

- A: I didn’t pass the assessment TOEIC test at school, what should I do?

Tôi đã không qua được theo sau bởi động từ c kỳ thi TOEIC ởi động từ

trười khuyên mang tính nhấn ng, tôi nên làm gì?

B: You ought to resit if you want to graduate from your university

B n ph i thi l i l n hai n u b n mu n ạng phủ định) ả đều được theo sau bởi động từ ạng phủ định) ần hai nếu bạn muốn ếu bạn muốn ạng phủ định) ống ought

t t nghi p đ i h cống ought ệc có thể ạng phủ định) ọc

2 Should

Trong khi đó, should mang tính g i ý,ợc theo sau bởi động từ

bi u đ t quan đi m cá nhân.ể không có ‘to’ ạng phủ định) ể không có ‘to’

Các câu ph đ nh và câu h i thì dùng ủ định) ịnh) ỏi thì dùng should thười khuyên mang tính nhấn ng xuyên h n ought toơn should, ought to có hàm ý là

B n nghĩ tôi nên treo b c tranh này ạng phủ định) ức độ chắc chắn cao Ngoài ởi động từ đâu?

You shouldn’t do things like that

B n không nên làm nh ng chuy n nh ạng phủ định) ững chuyện như ệc có thể ư

v y.ật, chúng ta thường sử dụng Đáp án:

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5.Homework: - Ask Ss to learn by heart rules of strong form and week form are

used in

Date of preparation

TC3: UNIT 1: THE GENERATION GAP

Speaking

I Aims

1 KnowledgeTo provide learners some vocabulary related to the topic of

conflicts in the family

2 Skills: - To promote Ss to develop their speaking skills

- To help Ss develop the skill of working in pairs and groups

3 Attitudes: - To encourage Ss to work harder

- Ask Ss to find what are conflicts in the

family and then compare the result with

their partner

- Ask Ss to do the task individually and

then check their answers in pairs

Encourage

Ss to explain their choice

- Here are some of the things teenagers

and parents complain about Tick

the complaints that you hear in your

family

Activity 1:

1 What are conflicts in family? Definition: Any conflicts that occur within a family between husbands

and wives, parents and children, between siblings, or with

extended families (grandparents,

aunts, uncles, etc.)

2 How to solve conflicts in family ? Suggestions include:

Work out if the issue is worth fighting

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- Let Ss do the task then compare the

result with their friend

- Let representatives from different

groups to go to the board and give their

presentations

Activity 2: Questions 1-5: Rearrange

the following sentences to make a

complete conversation by choosing A,

B, C, or D:

a It's not her fault, she just seems to have

bad luck with men

b Why are you so late? Problems with

your make-up?

c She's just broken up with her boyfriend,

so she needed a shoulder to cry on

d She never seems to be able to hang on

to anyone for very long

e What's her problem this time?

f Don't be sarcastic It was my girlfriend

Susie

Activity 3:

- Work in pairs Tell your partner what

you or your brothers/sisters and your

parents

complain about Give advice on how to

solve the problem

- Let Ss work in pairs

- Ask them to practice in pairs as the

example

- Move around to assist or listen to

different pairs to detect errors /problems

-Give feedback on Ss’ performance: e.g

Pronunciation, ideas, using body

language, turn-taking

.

Activity 4: Complete the sentences

with the correct form of the words in

brackets

1 In with Tokyo, London,

and Paris are relatively cheap

(COMPARE)

2 She is always towards her

parents (RESPECT)

3 The electric company admitted their

for the blackout

Activity 2: Questions 1-5:

Rearrange the following sentences

to make a complete conversation

with your parents?

B: Well I don't like the way my parents criticizing my appearance They

don't like my jeans and T-shirt What should I do?

A: I think that your parents are true tosome extent You shouldn't wear Jeansand

T-shirt when you are at school or formal

party However, they are OK if you go out

with your friends or on other occasions

And you should tell your parents about

thatB: Thanks, I'll try

Activity 4: Complete the sentences with the coomplete the sentences with the correct form of the words

in brackets.

Keys

1 comparison

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4 Ben behaves like a child when he

doesn't get his own way He's so

5.Homework: - Ask Ss to learn vocabulary related to the topic of conflicts in the

- For grammar, that is the use of linking verbs and cleft sentences

and finish the taskwith partner."

I.CLEFT SENTENCES (Câu ch ) ẻ) Câu ch đ ẻ) ược dùng để nhấn mạnh một c dùng đ nh n m nh m t ể nhấn mạnh một ấn mạnh một ạnh một ột thành ph n c a câu nh ch t , túc t ần của câu như chủ từ, túc từ ủa câu như chủ từ, túc từ ư ủa câu như chủ từ, túc từ ừ, túc từ ừ, túc từ hay tr ng t ạnh một ừ, túc từ

1 Nh n m nh ch t (Subject focus) ấn mạnh một ạnh một ủa câu như chủ từ, túc từ ừ, túc từ

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Ss: work individually finish the

task with partner then give out

Others give comments

Give feedback and comment on

their work

II Exercises

-Ask Ss to do the task then compare

the answer with their partner

1 the boy visited his uncle last

month

2 my mother who bought me a

present on my birthday

3 Huong and Sandra who sang

together at the party

4 Nam’s father who got angry with

her friend yesterday

7 his presence at the meeting that

frightened the class

T :“I would like you to work

individually

and finish the taskwith partner."

work individually finish the task

with

partner then give out the answers

T observes and provide help when

necessary

Teacher calls Ss to give out

answers

a V i danh t / đ i t ch ng ới danh từ / đại từ chỉ người ừ, túc từ ạnh một ừ, túc từ ỉ người ười i

It + is / was + Noun / pronoun + who +

V + O … Ex: My brother collected these foreign stamps

→ It was my brother who collected these foreign stamps

b V i danh t ch v t ới danh từ / đại từ chỉ người ừ, túc từ ỉ người ật

It + is / was + Noun + that + V + O … Ex: Her absence at the party made me sad → It was her absence at the party that made

me sad

2 Nh n m nh túc t (Object focus) ấn mạnh một ạnh một ừ, túc từ

a V i danh t / đ i t ch ng ới danh từ / đại từ chỉ người ừ, túc từ ạnh một ừ, túc từ ỉ người ười i

It + is / was + Noun / pronoun + who(m) + S +

Ex: I met Daisy on the way to school

→ It was Daisy who(m) I met on the way to school

Note: Khi nh n m nh túc t ta có th dùng ất cả đều được theo sau bởi động từ ạng phủ định) ừ ể không có ‘to’who thay cho whom nh ng khi nh n m nh ư ất cả đều được theo sau bởi động từ ạng phủ định)

ch t thì không dùng whom thay cho who.ủ định) ừ

b V i danh t ch v t ới danh từ / đại từ chỉ người ừ, túc từ ỉ người ật

It + is / was + Noun + that + S + V Ex: My brother bought an old motorbike fromour neighbor

→ It was an old motorbike that my brother bought from our neighbor

3 Nh n m nh tr ng t (Adverbial focus)ất cả đều được theo sau bởi động từ ạng phủ định) ạng phủ định) ừ

It + is / was + Adverbial phrase + that + S + V

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their work

7 It was his presence at the meeting that frightened the class

5.Homework: - Ask Ss to learn vocabulary related to the topic of conflicts in the

2 Skills:- To promote Ss to develop their writing skills

3 Attitudes - To encourage Ss to work harder

5 Organization :

Class Perio

d Attendances Teaching date Absentees Note

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2 Check old lesson: during the lesson

3 New lesson

T: Ask Ss to work in pairs and do the

task

- Set a time limit for this activity and

assist

Ss if necessary

Ss: work in pairs and do the task

T :“I would like you to work individually

and answer the questions"

- work work individually and answer

the questions then give out the answers

necessary

Teacher calls Ss to give out answers

Give feedback and comment on their

work

T :Call on a few Ss to report the answers

Ss: report the answers

T: Ask Ss to do the task

- Draw Ss’ attention to the instructions

- Point out to Ss how to write a letter

- T goes around and gives help, collects

common mistakes for later correction

- Collect 5 stories to mark in class so that

all

Suggested answers 1 :

I feel lonely in my home!

by Lion King Tuesday, December 3, 2014

at 9 P.M

My parents are always busy at work They often work late on weekdays and

most weekends So I'm left alone at home with the housemaid or tutor I feel so lonely and miss my parents a lot I wish

my parents understood and spent more

time with me

What should I do?

to me ever since I don't want to lose this best friend but I don't know what

to do, so I asked my mother for her advice She told me that I must know who is more important to me, my bestfriend who I have known since

childhood or a boy who I have just known for some days

and that I should apologize to my best friend

and make up with her

What should I do?

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Ss feel the need to do the task.

- Walk around and offer help if

necessary

- Get students' answers and comments

- Get some outputs to highlight and

comment and correct the possible

mistakes of students

- Give feedback on these papers

Ss: do the task

- Ask Ss to do the task

- Draw Ss’ attention to the instructions

- Point out to Ss how to write a letter

- T goes around and gives help, collects

common mistakes for later correction

Ss: do the task

Suggested answers 3 :

Do as appointedA: Hi, John You look unhappy What's the matter with you?

B: Well My classmates keep making fun

of me because I got poor grades at school

A: Don't worry You should ask your teacher for help when having a problem

B: But the problem is that I don't understand my homework and I can't

do it

A: If I were you, I will find a tutor who explain the lesson again to you and help you with your homework at home

B: That's a good idea I'll try it Thank you for your advice

5.Homework: - Ask Ss to learn vocabulary related to the topic of personal

- For pronunciation, that is sentence stress and rhythm: Linking between a

consonant and a vowel

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Ask Ss to work in pairs, do the task

- Ask Ss to talk about the rules of

linking sounds

Ss: work in pairs, do the task

do the tasks and compare the results

with their partner

individually and do the tasks

and compare the

results with their partner

Ss: work individually and do the

tasks

and compare the results with

their partner then give out the

answers

necessary

work

T: - Pay attention to the linking

between the words

Ss:listen and Do as appointed

T: Ask Ss to do the task then

theanswer with their partner

N i âm( Lingking sounds) ống nhau

1 Ph âm đ ng tr ụ âm đứng trước nguyên âm ứng trước nguyên âm ưới danh từ / đại từ chỉ người c nguyên âm

V nguyên t c, khi có m t ph âm đ ng ều được theo sau bởi động từ ắc chắn cao Ngoài ộng từ ụ hoặc một ức độ chắc chắn cao Ngoài

trưới mức độ chắc chắn cao Ngoài c m t nguyên âm, đ c n i ph âm ộng từ ọc ống ought ụ hoặc một

v i nguyên âm Ví dới mức độ chắc chắn cao Ngoài ụ hoặc một “mark up”, b n đ cạng phủ định) ọc

li n ch không tách r i 2 tều được theo sau bởi động từ ức độ chắc chắn cao Ngoài ời khuyên mang tính nhấn ừ (/ma:k

k ٨p/).Tuy nhiên, đi u này không ph i ều được theo sau bởi động từ ả đều được theo sau bởi động từ

d , nh t là đ i v i nh ng t t n cùng ễn tả ất cả đều được theo sau bởi động từ ống ought ới mức độ chắc chắn cao Ngoài ững chuyện như ừ ật, chúng ta thường sử dụng

b ng nguyên âm không đằng nguyên âm không được phát âm, ví ược theo sau bởi động từ c phát âm, ví

d :ụ hoặc một “leave (it)” đ c làọc /li:v vit/; “Middle (East)”, /midlli:st/,… Ho c đ i v i ặc một ống ought ới mức độ chắc chắn cao Ngoài

nh ng c m t vi t t t, ví d “LA”ững chuyện như ụ hoặc một ừ ếu bạn muốn ắc chắn cao Ngoài ụ hoặc một (Los Angeles) ph i đ c làả đều được theo sau bởi động từ ọc /el

lei/; “MA” (Master of Arts), /em mei/…

L u ý:khi m t ph âm có gió đ ng trư ộng từ ụ hoặc một ức độ chắc chắn cao Ngoài ưới mức độ chắc chắn cao Ngoài c nguyên âm, trưới mức độ chắc chắn cao Ngoài c khi b n n i v i nguyên ạng phủ định) ống ought ới mức độ chắc chắn cao Ngoài

âm, b n ph i chuy n ph âm đó sang ạng phủ định) ả đều được theo sau bởi động từ ể không có ‘to’ ụ hoặc một

ph âm không gió tụ hoặc một ươn should, ought to có hàm ý là ng ng Ví ức độ chắc chắn cao Ngoài

dụ hoặc một “laugh” được theo sau bởi động từ c phát âm là /f/ t n cùng, ật, chúng ta thường sử dụng

nh ng n u b n dùng trong m t c m t , ư ếu bạn muốn ạng phủ định) ộng từ ụ hoặc một ừ

ví dụ hoặc một “laugh at someone”, b n ph i ạng phủ định) ả đều được theo sau bởi động từ chuy n âmể không có ‘to’ /f/ thành/v/ và đ c làọc /la:v væt/.

2 Nguyên âm đ ng tr ứng trước nguyên âm ưới danh từ / đại từ chỉ người c nguyên âm

Đi u này có th r t m i m v i nhi u ều được theo sau bởi động từ ể không có ‘to’ ất cả đều được theo sau bởi động từ ới mức độ chắc chắn cao Ngoài ẻ với nhiều ới mức độ chắc chắn cao Ngoài ều được theo sau bởi động từ

người khuyên mang tính nhấn i V nguyên t c, b n sẽ thêm m t ều được theo sau bởi động từ ắc chắn cao Ngoài ạng phủ định) ộng từ

ph âm vào gi a 2 nguyên âm đ n i.ụ hoặc một ững chuyện như ể không có ‘to’ ống ought Có

2 quy t c đ thêm ph âm nh sau: ắc để thêm phụ âm như sau: ể nhấn mạnh một ụ âm đứng trước nguyên âm ư

- Đ i v iống ought ới mức độ chắc chắn cao Ngoài nguyên âm tròn môi (khi phát

âm, môi b n nhìn gi ng hình ch ạng phủ định) ống ought ững chuyện như

“O&rdquo, ví d : ụ hoặc một “OU”, “U”, “AU”,… b n ạng phủ định)

c n thêm ph âmần hai nếu bạn muốn ụ hoặc một “W” vào gi a ững chuyện như Ví dụ hoặc một “do it” sẽ được theo sau bởi động từ c đ c làọc /du: wit/.

- Đ i v iống ought ới mức độ chắc chắn cao Ngoài nguyên âm dài môi (khi phát

âm, môi b n kéo dài sang 2 bên)ạng phủ định) ví

Trang 13

and

read chorally

practice reading them correctly

sentences in

mistakes,

if there are any

Ss: do the task then compare the

answer with their partner

T: Ask them to do the task then

compare

their answers with a partner's

Ss: comparetheir answers with a

partner's

T: Let Ss finish the task and compare

their answers with their partner's

partner's

compare

d :ụ hoặc một “E”, “I”, “EI”,… b n thêm ph ạng phủ định) ụ hoặc một

âm “Y” vào gi a.ững chuyện như Ví d : "I ask” sẽ đụ hoặc một ược theo sau bởi động từ c

đ c làọc /ai ya:sk/.

B n th áp d ng 2 quy t c này đ phát ạng phủ định) ử dụng ụ hoặc một ắc chắn cao Ngoài ể không có ‘to’

âm: USA /ju wes sei/, VOA /vi you wei/, XO /eks sou/,

3 Ph âm đ ng tr ụ âm đứng trước nguyên âm ứng trước nguyên âm ưới danh từ / đại từ chỉ người c ph âm ụ âm đứng trước nguyên âm

V nguyên t c, khi có 2 hay nhi u h n ều được theo sau bởi động từ ắc chắn cao Ngoài ều được theo sau bởi động từ ơn should, ought to có hàm ý là

ph âm cùng nhóm đ ng g n nhau, thì ụ hoặc một ức độ chắc chắn cao Ngoài ần hai nếu bạn muốn

ch đ c 1 ph âm mà thôi.ỉ đọc 1 phụ âm mà thôi ọc ụ hoặc một Ví dụ hoặc một “want to” (bao g m 3 ph âm N, T, T cùng nhómồm 3 phụ âm N, T, T cùng nhóm ụ hoặc một sau răng đ ng g n nhau) sẽ đức độ chắc chắn cao Ngoài ần hai nếu bạn muốn ược theo sau bởi động từ c đ c làọc / won n / ə/

4 Các tr ười ng h p đ c bi t ợc dùng để nhấn mạnh một ặc biệt ệt

- Chững chuyện như U ho c Y ặc biệt , đ ng sau ứng trước nguyên âm ch cáiững chuyện như T, ph iả đều được theo sau bởi động từ

được theo sau bởi động từ c phát âm là /ch/, vd: not yet /’not chet/;picture /’pikch / ə/

- Ch cáiững chuyện như U ho c Y ặc biệt , đ ng sau ứng trước nguyên âm ch cáiững chuyện như D,

ph i đả đều được theo sau bởi động từ ược theo sau bởi động từ c phát âm

là /dj/, vd:education /edju:’keiòn/.

- Ph âm T ụ âm đứng trước nguyên âm , n m gi a 2 nguyên âm và ằng nguyên âm không được phát âm, ví ững chuyện như không là tr ng âm, ph i đọc ả đều được theo sau bởi động từ ược theo sau bởi động từ c phát âm là/ D/, vd trong từ tomato /tou’meidou/; trong câuI go to school /ai gou d ə/

sku:l/.

4 Consolidation: - Ask Ss: - Summarize the main points of the lesson.

5.Homework: - Ask Ss to learn Linking between a consonant and a vowel

Date of preparation

TC7: UNIT 3 : BECOMING INDEPENDENCE

Grammar

Trang 14

I Aims

- For grammar, that is to infinitive after some adjectives and nouns

- Ask Ss to talk about the rules of To

infinitives after nouns and

adjectivesSs: work in pairs, do the

task

do the tasks and compare the results

with their partner

individually and give example for

each situation

Ss: work individually and and give

example for each situation

necessary

work

T: - Pay attention to To infinitives

after nouns and adjectives

I To infinitives after nouns and adjectives

1 we can use the to-infinitives after certain adjectives to give the reason for the

adjectives noun / Pronoun + lingking verbs + adjectives +

to VAdjs: glad, happy, amazed, surprised, determined, pleased, sorry, disappointed, sad, afraid

Ex: I am happy to see my teacher again

2 we can use the To-infinitives in structureswith IT and certain adjectives to make a comment or judgement

It+linking verbs+adjectives +toV Ex:It is interesting to talk to him

3 We can use toV after certain abstract nouns

to say what action they relate to Noun+to V

Nouns : advice, ability, ambition, anxiety, attempt, chance, decision, dream, failure permission , plan, request, wish, way, demand, determination, efford, willingness Ex: Your dream to become a teacher will

come true

II Practice

Trang 15

and

read chorally

practice reading them correctly

sentences in

mistakes,

if there are any

T: Ask them to do the task then

compare

their answers with a partner's

partner's

T: Let Ss finish the task and compare

their answers with their partner's

1/ I want (see) manager

2/ He will (come) soon

3/ I ought (work) right now.4/ Your watch will (repair)

8/ Try (not be) back late

9/ You should (tell) me you were ill

10/ She must (have) a shower Ican hear the water running

11/ I wasn’t able (understand) the lesson

12/ I agreed (help) her

13/ It’s neccessary (make) careful plans

14/ He seems (be) ill

15/ You don’t need (appologize)

16/ They have decided (open) a new branch

19/ see 20/ to see

4 Consolidation: - Ask Ss: - Summarize the main points of the lesson.

5.Homework: - Ask Ss to learn Linking between a consonant and a vowel

Trang 16

- Prepare for the next lesson.

2 Skills- To promote Ss to develop their writing skills

- To provide Ss some motivation

- Ask Ss to talk about the way of

writing a letter of request

Ss: work in pairs,

do the task and compare the

results with their partner

Ss: work individually work

T observes and provide help

when

necessary

I General Tips for Writing a Letter of Request

The following suggestions will help you to write

an effective sample of a letter of request:

1 Keep it simple In the first paragraph, tell the recipient why you are writing

2 If appropriate, give the person you are writing to some information that will helpthem remember who you are For

example, if you are writing to a former professor, explain what class you were in and the year In the case of writing to a former supervisor, remind the person when you worked with them These details help readers to place where they know you from

3 Briefly explain what it is that you want the reader to do If there is a deadline involved, share that information as well

Trang 17

Teacher calls Ss to give out

answers

their

work

T: - Pay attention to the way

T: Ask Ss to write a letter of

request

- Ask Ss to write indiviadually

- Invite some Ss to write down

their writings on the board

T: Ask other students to give

comment on other students'

answers

Ss: listen to the teachser and

other comment

T: Let Ss finish the task and

compare their answers with

Ss: listen to the teacher

4 Give the reader all the information they need to comply with your request

5 Include any supporting documentation the recipient may need

6 List your contact information, including your full name, mailing address, phone number and e-mail address in the body ofthe letter Ask the reader to contact you if they have any questions or concerns about your request

7 Thank the person for their assistance

II A Sample of a Letter of Request

Your Return Address [Date]

Mr./Ms J Smith XYZ Company 123 SesameStreet Your Town, Your State Zip Code/Postal Code

Dear Mr./Ms Smith:

My name is [your name here] and I am writing

to request an interview to discuss available positions

in the [name of department] with your company

[If you were referred to the company by someone

you know, be sure to include this information here "James Ray, who is an employee in your Sales Department, suggested that I contact you."]

I am a graduate of [name of educational institution you attended] and I have [x] years ofexperience in the field of [name of industry or field of study] I

am currently looking for new employment opportunities and I would like to have the opportunity to discuss how my skills and abilities

can be of benefit to your company

I will contact you by phone next week to set up

a convenient time when I can discuss my qualifications I will bring my resume with me

at that time If you have questions or would like more information, please feel free to contact me

by phone at [area code and number here] I can

Trang 18

[Your Name Here]

4 Consolidation: - Ask Ss to Summarize the main points of the lesson.

5.Homework: - Ask Ss to learn write another letter of requesting

have learnt and practised in Units 1,2,3

- Language: Sentences and expressions related to the topics of units 1,2,3

2 Skills: Speaking, reading, listening and writing.

I Aims

3 Attitudes: Students pay attention to the topic of the unit, the content of the

reading text, teacher’s instructions or explanations and do teacher’s

requirements

1 Make words related to the generation

gap T o các t có liên quan đ n kho ng ạng phủ định) ừ ếu bạn muốn ả đều được theo sau bởi động từ

cách th h s d ng các ch cái.ếu bạn muốn ệc có thể ử dụng ụ hoặc một ững chuyện như

I Vocabulary

1 Make words related to the generation gap using the letters.

Keys

Trang 19

1 accdehlir 2 rnlueca aimlyf

3 ebalt amensnr 4 detenedx fylmia

5 tcnlifoc

2 Complete the sentences without

changing their meanings.

1.My parents never let me forget to do my

homework.->My parents always

remind

2.They think that it is a good idea for me to

do voluntary work.->They think that

I

3 They always refuse to allow me to stay

overnight at my friend's house

They never let

4 They insist that I should come home at 9

o'clock every night.->They make _

5 My mother expects me to work as a

teacher like her.-It is my mother's wish that

8 It is not necessary for me to agree with

everything my parents say.->I don't

have

3 Complete the sentences with the verbs

in the box Use each verb once only Make

feel ,sound,smell,get ,taste ,look

1.Anna's boyfriend _ friendly Where

did she meet him?

2.I didn't think it was you Your

voice _ strange on the phone

3.When Tuan _ older, he'll be

mature enough to make the right decisions

4.This coat very tight Do you have a

bigger size?

5.This perfume amazing I'll buy it

for my mum's birthday

6.This curry delicious Is it Thai or Indian?

4 Rewrite these sentences using (It

is/was

1.Tom's mum can speak three languages.

2.I am in charge of organising the

1 childcare 2.nuclearfamily

6.We must do well at school

7.I am allowed to go out with my friends at the weekend

8.I don't have to agree with everything my parents say

3 Complete the sentences with the verbs in the box Use each verb once only Make changes to th form, if necessary.

Trang 20

storytelling contest.

3.We need your help, not your sympathy

4.Hoa couldn't understand Phong's sense of

humour

5.Homework: - Ask Ss to learn write another letter of requesting

- For grammar, that is the past simple and the present perfect

Trang 21

T: -Ask sts to revise tenses of verbs

they have learnt and then do

exercises

Ss: Revise tenses and do exercses

Exercise 1:Use the correct form of

verbs in brackets.

1 In all the world, there (be)

only 14 mountains that (reach)

_above 8,000 meters

2 He sometimes (come) to see

his parents

3 When I (come) _, she (leave)

_for Dalat ten minutes ago

4 My grandfather never (fly) _

in an airplane, and he has no

intention of ever doing so

5 We just (decide) that we

(undertake) the job

6 He told me that he (take) _ a trip

to California the following week

7 I knew that this road (be) too

narrow

8 Right now I (attend) _ class

Yesterday at this time I (attend)

_class

9 Tomorrow I’m going to leave for

home When I (arrive) _at

the airport, Mary (wait) for me

10 Margaret was born in 1950 By

the year 2005, she (live) _on this

earth

for 55 years

11 The traffic was very heavy By the

time I (get) to Mary’s party,

everyone already (arrive) _

12.I will graduate in June I (see) you

in July By the time I (see) you , I

(graduate)

13.I (visit) _ my uncle’s home

many times when I (be) _ a child

14.That book (lie) _ on the table

for week You (not read) it yet ?

15.David (wash) _ his hands He

just (repair) _ the TV set

16.You (be) here before?

Meaning: hành đ ng x y ra và ch m ộng từ ả đều được theo sau bởi động từ ất cả đều được theo sau bởi động từ

d t trong quá khức độ chắc chắn cao Ngoài ức độ chắc chắn cao Ngoài Time words: yesterday, last week,

* Di n t m t hành đ ng v a m i x y ra ễn tả ả đều được theo sau bởi động từ ộng từ ộng từ ừ ới mức độ chắc chắn cao Ngoài ả đều được theo sau bởi động từ

ho c x y ra không rõ th i gian (thặc một ả đều được theo sau bởi động từ ời khuyên mang tính nhấn ười khuyên mang tính nhấn ng đi kèm

v i các t ới mức độ chắc chắn cao Ngoài ừ just , recently = lately, not yet, ever, never, aleady

Eg : We haven’t finished our homework yet

* Di n t 1 hành đ ng b t đ u t quá ễn tả ả đều được theo sau bởi động từ ộng từ ắc chắn cao Ngoài ần hai nếu bạn muốn ừ

kh kéo dài đ n hi n t i có kh năng ti p ức độ chắc chắn cao Ngoài ếu bạn muốn ệc có thể ạng phủ định) ả đều được theo sau bởi động từ ếu bạn muốn

t c tụ hoặc một ởi động từ ươn should, ought to có hàm ý là ng lai (thười khuyên mang tính nhấn ng đi v i các t ới mức độ chắc chắn cao Ngoài ừ

since , for)

Eg: - They have lived here for ten years

* Ngòai ra còn có m t s c m t ch th i ộng từ ống ought ụ hoặc một ừ ỉ đọc 1 phụ âm mà thôi ời khuyên mang tính nhấn gian nh : ư so far = until now = up to now ,how long ? It is the first / second / third … time, twice / many / three… times.

Note : For ( many, several, 2, 3 /

+ times, years, months or a long time

= ages ) # since ( last week )

3 REVISE SOME OTHER TENSES a.PAST PROGRESSIVE

 S +was/were + V-ingMeaning: hành đ ng đang x y ra 1 th i ộng từ ả đều được theo sau bởi động từ ởi động từ ời khuyên mang tính nhấn

đi m trong quá khể không có ‘to’ ức độ chắc chắn cao Ngoài Time words: at 9 am yesterday, at that time

= then, when, while

b.PAST PERFECT

 S + had V3 + O

Trang 22

Yes, I (spend) my holidays

here last year

17.We never (meet) him

We don’t know what he (look) _ like

18.The car (be) ready for him by

the time he (come) tomorrow

keys:

1 are - reach

2 comes

3 came - had left

4 has never flown

5 have just decided -would

undertake

6 would take

7 was

8 am attending - was attending

9 arrive -will be waiting

10 had lived

11 got- had already arrived

12 will see - see - will have

16 have you been - spent

17 have never met - looks

18 will have been- comes

Meaning: hành đ ng đã x y ra trộng từ ả đều được theo sau bởi động từ ưới mức độ chắc chắn cao Ngoài c 1 hành

đ ng khác, hay trộng từ ưới mức độ chắc chắn cao Ngoài c m t th i đi m trong ộng từ ời khuyên mang tính nhấn ể không có ‘to’quá khức độ chắc chắn cao Ngoài

Time words: for, since, already, when, after, before

C The Simple Present

+ I , We , You , They … ( S nhi u ) + V1 ều được theo sau bởi động từ

He , She , It ( S ít ) + V- s / es

- Di n t m t chân lí, m t s th t hi n ễn tả ả đều được theo sau bởi động từ ộng từ ộng từ ự việc có thể ật, chúng ta thường sử dụng ể không có ‘to’nhiên

- Di n t 1 thói quen ho c 1 vi c x y ra ễn tả ả đều được theo sau bởi động từ ặc một ệc có thể ả đều được theo sau bởi động từ

thười khuyên mang tính nhấn ng xuyên hi n t i ( ởi động từ ệc có thể ạng phủ định) always, often, usually, sometimes, now and then, seldom, rarely, never, every ) dùng đ ể không có ‘to’

nh n bi t.ật, chúng ta thường sử dụng ếu bạn muốn

d The Present Continuous

S + am / is / are + Ving

- Di n t m t hành đ ng đang ti p di n ễn tả ả đều được theo sau bởi động từ ộng từ ộng từ ếu bạn muốn ễn tả ởi động từ

th i ời khuyên mang tính nhấn

đi m nói (hi n t i)ể không có ‘to’ ệc có thể ạng phủ định) - - Di n t 1 hành đ ng sẽ x y ra tễn tả ả đều được theo sau bởi động từ ộng từ ả đều được theo sau bởi động từ ởi động từ ươn should, ought to có hàm ý là ng lai(có k ho ch t trếu bạn muốn ạng phủ định) ừ ưới mức độ chắc chắn cao Ngoài c)

Eg: She is getting married next year.

5.Homework: - Ask Ss to revise tenses of verbs

Date of preparation: 7/11/2017

TC 11: UNIT 4 : CARING FOR THOSE IN NEED READING

I Aims :

1 Knowledge: - To provide learners some vocabulary related to helping

people with disabilities

2 Skills:- To promote Ss to develop their reading skills

- Skim the text to get the general idea

- Scan the text to get some specific details

Trang 23

Read the passage

carefully and choose

the correct answer.

- Call some students

Read the passage

the correct answer.

some people it is a life changing experience

Volunteer Bolivia is the international volunteer arganization that combines a volunteer service learning experience with a program for an unforgettable intercultural experience They offer

an affordable way for community volunteer positions provide you with the opportunity to make new

friends, define a new career, develop new skills, and share your

skills with others Short term volunteers are a crucial

part of their program allowing you to fulfil the needs

of a variety of children’s centers scattered around the region

These centers provide services for children Long term volunteers, are those who stay with them more than

five months, speak immediate Spanish and are specialized volunteers who have an expertise that matches their Bolivian colleagues needs Many long term volunteers contribute in a collaboratively designed volunteer position such as helping in the office, translating, and working with the Bolivian staff

If you have a specialized skill, they can place you in your profession Long term volunteers have also contributed as healthcare workers, physical therapists,

graphic designers, by teaching advanced computer skills or in project development

1 According to the writer, volunteer work is

A a combination B an experience

C an organization D a lifetime

Trang 24

- T: - Asks sts to

work in pairs ,

Read the passage

3 According to the passage, _

A there is only one kind of volunteers

B there are two kinds of volunteers: long term volunteers

and short term volunteers

C volunteers are not allowed to make friends

D if you are a short term volunteer you will work with patients

4 The word crucial means _

A necessary B not easy

C very difficult D important

5 Long term volunteers work as _

A designers B professors

C healthcare workers D teachers of English

II Read the text and choose the best answer for each blank.

Viet Nam Assistance for the Handicapped (VNAH)

is a non-profit organization (1) in 1991 to assist people

with disabilities in Viet Nam Its main aim is to help disabled people to overcome their (2) Some of VNAH'S programmes (3) technical assistance to clinics and wheelchair factories in the (4) of high - quality and low - cost wheelchairs

To (5) disadvantaged people, VNAH has set up the Office of Disabilities Technical Assistance (ODTA) in Hanoi In addition, VNAH (6)

a programme to support the government in improving activities benefiting people with disabilities

In cooperation with the United States Agency for International Development , VNAH is now working

to (7) different Vietnamese agencies Special attention

(8) to providing disabled people with full access to all facilities and services

31 A find B found C funded D founded

Trang 25

33 A provide B provider C provisionD produce

34 A produce B product C productionD

productivity

35 A fund B assist C donate D care

36 A launches B launched

C have launched D has launched

37 A suppose B supply C support D suppress

38 A was givenB is given C are given D were given

4 Consolidation: - Ask Ss to Summarize the main points of the lesson.: Reading

skills

5.Homework: - Ask Ss to revise tenses of verbs

Date of preparation :22/11/2017

TC 12: UNIT 4 : CARING FOR THOSE IN NEED speaking

Trang 26

2 Skills:- To promote Ss to develop their speaking skills

T: Provide students some

activities and what exactly you

are doing

- Ask sts to work in pairs and

make conversation about

volunteer work

- Call on some pairs to practise

- Give remark and feedback

Ss: -work in pairs and make

conversation about volunteer

work

- some pairs to practise

-Listen to the teacher

Your activities

 Helping people in

moutainous areas (Giúp đ ỡ

người khuyên mang tính nhấn i vùng núi)

 Helping old or sick people

(giúp đ ngỡ ười khuyên mang tính nhấn ệc có thể i b nh)

 Helping disadvantaged or

handicapped children

(Giúp đ ngỡ ười khuyên mang tính nhấn i khuy t t t ếu bạn muốn ật, chúng ta thường sử dụng

và tr em tàn t t)ẻ với nhiều ật, chúng ta thường sử dụng

 Taking care of war invalids

and the families of martyrs

(Chăm sóc thươn should, ought to có hàm ý là ng bình và

Talk about volunteer work Suggested conversations Conversation 1

A: What kind of volunteer work are you participating in?

B: We're helping old or sick people

A: What exactly are you doing?

B: We're cleaning up their houses/ cooking meals

A: Do you enjoy the work?

B: Yes, I like helping people

B: We're taking them to places of interest/ playing games with them

Trang 27

gia đình c a liêt sỹ)ủ định)

 Taking part in directing the

traffic (Tham gia đi u ti t ều được theo sau bởi động từ ếu bạn muốn

giao thông)

What exacly you are doing

 Teaching the children to

read and write (D y tr emạng phủ định) ẻ với nhiều

đ c và vi t)ọc ếu bạn muốn

 Giving them money (Quyên

góp ti n)ều được theo sau bởi động từ

 Playing games with them

(Ch i trò ch i v i h )ơn should, ought to có hàm ý là ơn should, ought to có hàm ý là ới mức độ chắc chắn cao Ngoài ọc

 Listening to their

problems (L ng nghe v n ắc chắn cao Ngoài ất cả đều được theo sau bởi động từ

đ c a h )ều được theo sau bởi động từ ủ định) ọc

 Cleaning up their houses

(D n d p nhà c a c a h )ọc ẹp nhà cửa của họ) ử dụng ủ định) ọc

 Doing their shopping (Đi

ch cho h )ợc theo sau bởi động từ ọc

 Cooking meals (N u b a ất cả đều được theo sau bởi động từ ững chuyện như

ăn)

 Taking them to places of

interest (Đ a h đ n ư ọc ếu bạn muốn

nh ng n i h thích)ững chuyện như ơn should, ought to có hàm ý là ọc

 Directing vehicles at the

intersections (Ch hỉ đọc 1 phụ âm mà thôi ưới mức độ chắc chắn cao Ngoài ng

cho các phươn should, ought to có hàm ý là ng ti n ngã ệc có thể ởi động từ

t )ư

 Helping old people and

young children to cross the

road (giúp đ ngỡ ười khuyên mang tính nhấn i già và

tr nh qua đẻ với nhiều ỏi thì dùng ười khuyên mang tính nhấn ng)

B: We're listening to their problems/ doing their shopping/ cooking meals/ clean up their houses

4 Consolidation: - Ask Ss to Summarize the main points of the lesson.: talk

about volunteer work

5.Homework: - Practise at home

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T: Provide students an outline

for writing solution

- Ask sts to work in pairs and

give answers

- Call on some pairs to go to the

board and write down answers

Ss: -work in pairs and give

answers

- some pairs to go to the board

and write down answers

-Listen to the teacher

T: Provide students an outline

for writing solution

- Ask sts to work individually

and write down about solution

for disabled children

- Call on some students to go to

* Outline for writing solution

Introduction

A Attention Getter (write this out) – could

be a startling statistic/fact, an anecdote, quote, rhetorical question

B Explanation of attention getter (write out)

C Thesis statement (write this out)Section 1 – Problem (3-4 paragraphs)

A Topic Sentence – Define problem (write out)

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the board and write down

answers

- Call other students give

remark

Ss: -work individually and write

D Topic Sentence – Solution #1 (write out)

A Summary statement (write out)

B Relate to the world today or future

C Call to action/final thought (write out)

Sample writing

It is important that action is taken to combat

these problems Governments should ensure

that adequate legislation and controls are in place

that will prevent young people from accessing

dangerous sites, such as requiring more than

simply confirming that you are an adult to

view a site Parents also have a part to play They need to closely monitor the activities of

their children and restrict their access to

certain sites, which

can now be done through various computer

programs.Companies must also improve their

onsite IT security systems to make fraud and

hacking much more difficult by undertaking

thorough reviews of their current systems for weaknesses

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4 Consolidation: - Ask Ss to Summarize the main points of the lesson.: writing

about solution

5.Homework: - write solution about children with hearing loss

Date of preparation:

Period 13 UNIT 4 CARING FOR THOSE IN NEED - WRITING

I Aims:

1 Knowledge:- To provide learners some vocabulary related to

solving problems facing a disabled person

4 Ability: self-solving; communication, cooperation, using

language,self-managing, creation

II Preparations:

1 Teacher: Reference book, exercises

2 Students: reference book, new words, knowledge

III Methods: Integrated, mainly communicative

IV Steps of teaching:

Teacher and students’ activities Content

Activity 1 Write recommendations to

inprove accessibility for disabled people

using the words and phrases given Change

the word forms, if necessary

1 Give the task:

T asks Ss work individually within 8 minutes

to complete the recommendations to

improve accessibility for disabled people

using the words and phrases given, and

change the word forms if necessacry They

Activity 1 Write recommendations

to inprove accessibility for disabled people using the words and phrases given Change the word forms, if necessary

1 improve / home safety / provide / friendly environment / disabled people

2 consider / ways / make / day-to-day life / easier.

3 remove / barriers / stop / disabled /

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they have another two minutes to compare

the answers with partner

2 Do the task: Ss work individually within 8

minutes to complete the recommendations to

improve accessibility for disabled people

using the words and phrases given, and

change the word forms if necessacry They

they have another two minutes to compare

the answers with partner

3 Report and discuss:

Teacher calls 2 Ss to write sentences on

board and ask others and give comment

4 Give feedback:

Teacher feedbacks ss’performance

Activity 2 Read Nam’s report about his

visit to a special school Identify a problem

he mentions and write your recommended

solutions to it

T: Ask Ss to work individually to read Nam’s

report about his visit to a special school,

identify a problem he mentions and write

Tiêu đề	Generation Gap
Thể loại	lesson plan

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