GIAO AN 10

Vocabulary: Activity 1: Complete the sentences with the correct form of the words or phrases in the box - Ask Ss to write the word in each sentence - Let them compare their answers in pa[r]

Date of preparation:…… /……./201 Date of teaching: …… /……./201 PERIOD 001/105: INTRODUCING THE PROGRAMS OF ENGLISH 11

A Aims:

- Help Ss to know about the English book grade 11 in general (Including themes, tests,

lessons etc )

- Introduce how to do an oral test, a fifteen - minute tests and a written test

- Some requires of student to study well English

- To help Ss have the opportunities to develop their oral fluency

- To introduce the theme and units

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

+ Know about the English book grade 10 in general

* Game: Lucky Number

-T divides the whole class into two groups and plays the game

- The leader of each group chooses a number for their own group and does the following requirement in each question If the answer

is correct, they will get 10 marks

1 Lucky Number

2 How many girls are there in your class?

3 Do you know what your English teacher’s name is?

4 Lucky Number

5 What do you prepare for this semester?

6 Do you like studying English? Why or Why not?

7 How do you learn English well?

8 Do you speak English fluently?

- T leads Ss in the lesson

A Content: Including five topics in each term

- T introduces the topics

1 The generation gaps 2 Relationships

3 Becoming independent 4 Caring for those in need

5 Being part of AseanAnd there are 2 reviews

B The design of each unit in textbook:

1 Getting started: Introducing the overall topic of the unit

2 Language: Learning vocabulary, grammar and pronunciation

3 Reading: Developing reading skills and providing Ss with language and ideas about the topic

4 Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge

5 Listening: Developing listening skills6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language

7 Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit

8 Looking back and project:

- Revising and consolidating of the language in the unit

- Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic

T < > Ss

1- Checking frequency knowledge for the previous lesson.

2- Fifteen minutes test (3 times for each semester)3- Forty minutes test (2 times for each semester)4- Semester test (Once for each semester)

D The new point in learning English 10

- Communicative method /approach

- Task - based method /teaching

- The book is designed with 4 skills

- Complete and various tests

- Learner - centered approach

E Introduce the English book grade 10

- Ask Ss to look through the book then tell class how many units it has

- Introduce some more information

- There are 6 themes including You and Me; Education; Community;

Nature and Environment; National Parks; Recreation and People andPlaces

- There are 8 periods in each unit They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back

F Some requires of students

- Read the lesson before studying in class

- Do all exercises at home

- It is good to find the meaning and the pronunciation of the new words in the dictionary at home

-Listen to the teacher attentively and take part in the lesson actively and creatively

- Take part in the activities that the teacher required such as pairs work, group work or individual

- Each S has a notebook and book (student book and work book)

Date of preparation:…… /……./201 Date of teaching: …… /……./201

UNIT 1: THE GENERATION GAPSPERIOD 002/105: GETTING STARTED

A Aims and Objectives:

By the end of this unit, Ss can

use words and phrases related to the generation gap and family rules

identify and pronounce strong and weak forms of words in connected speech

use modals to give opinions and advice: should, ought to

use must and have to to express obligation

read for specific information in an article about the generation gap

talk about parent-child relationship problems and offer advice on how to solve them

listen for specific information in a conversation between two teenagers about conflicts with their

parents

write a letter about family rules to a teenager staying at a homestay family

understand the concept of extended and nuclear families, and the reasons for the return of

extended families in the UK and the US

: Lesson 1 Getting started

B Preparations

- Teacher: Handouts, textbook, pieces of papers and cassette

- Students: Textbook

C Methods: - The whole lesson: Integrated, mainly communicative.

* Skills: - Reading for gist and for specific information.

- Skimming and scanning reading

Ask Ss questions about the picture: This is a photo of a big family Who are

the people in the photo? Is this type of family popular in your community? Elicit answers from Ss

Task 1: Listen and read:

Tell Ss that they are going to listen to a conversation between two friends, Sam and Ann Let Ss guess what Sam and Ann are talking about`

- T plays the recording and asks Ss to listen and pay attention to the text

to understand the content

- Ss listen and read along silently

Task 2: Decide whether the sentences are true, false or not given

- T asks Ss to read the passage again and get information to do Task 2 in pairs

- Ask students to compare the answers with a partner

- Ask some students to read the answers

- Checks and gives the correct answers:

1 F 2 F 3 T 4 F 5 T

Task 3: Listen and repeat:

- Tell Ss this activity focuses on compound nouns

Ask them to complete the definitions, using the highlighted compound nouns in the conversation

Ask Ss to check answers in pairs

Check Ss’answers

Key

1 A nuclear family 2 Childcare

3 A generation gap 4 Table manners

5 A viewpointk

Ss < > Ss

T < > Ss

Consolidation

5 minutes - Ask Ss to consolidate the main contents.- Give feedback As doing task 5 and task 6

This activity focuses on should, ought to, must and have to.

Ask Ss to read the conversation again, and find the verbs expressing duty,obligation, advice, or lack of obligation

Date of preparation:…… /……./201 Date of teaching: …… /……./201

UNIT 1: THE GENERATION GAPS PERIOD 003/105: LANGUAGE

A Aims and Objectives:

This activity focuses on stressed and unstressed words in sentences, and enables Ss to discover a

connection between stress and grammar

Tell Ss that this activity focuses on the compound nouns in the unit and their spelling

can distinguish between compound nouns and free combinations of words lean understand

vocabulary related to the generation gap

Ask Ss to work in pairs to ask and answer the questions

Have some Ss tell the class about their partners' type of family and what they like and dislike about it

T < > Ss

2 New lesson

8 minutes A Vocabulary:Task 1:

Draw Ss' attention to the four compounds written as one word:

household, hairstyles, schoolchildren, footstepsA

compound noun is a noun that is made up of two or more words

Each compound noun acts as a single unit and can be modified by

Individually

T < > Ss

adjectives and other nouns.

In compound nouns, the stress usually falls on the first word This helps

us to distinguish between compound nouns and free word combinations

Example:

a 'greenhouse: a place for growing plants (compound noun)

a 'green 'house: a house painted green (free word combination)Key 1 -g 2-h B-i 4-f

5-c 6-b 7-a 8-d 9-e

Key 1 hairstyle / table mannersgeneration gap 3 nuclear family

4 junk food 5 schoolchildren

Task 2: Adding more

- T asks Ss to read the conversation again and get information to do Task

2 individually

- Ss elicit more chores to add to the list

- Ask students to compare the answers with a partner

- Ask some students to read the answers

- Feedback

B Pronunciation:

Task 1: Listen and repeat:

- T plays the recording and asks Ss to listen then repeat the words twice

- T asks some Ss to read the words

- T corrects Ss’ pronunciation

- T helps Ss with the pronunciation

Task 2: Listen and choose Play the recording for Ss to listen and repeat

Ask Ss to pay attention to the stressed words with the stress mark beforethe stressed syllable

Play the recording again for Ss to listen, pausing after each sentence

Have Ss work in pairs to find out the parts of speech of the words which are stressed in these sentences

Ask Ss to study the Do you know ? box for more information about words that normally receive stress in connected speech

- T plays the recording and asks Ss to listen then circle the word they hear

- T asks Ss to work individually

C Grammar:

Tell Ss that this activity focuses on the use of should /shouldn't, ought

to/ought not to, must/mustn't, have to/don't have to

Ask Ss to underline the correct words to complete the sentences, and payattention to the meaning of the sentences in order to choose the right word

Have Ss work individually first, then ask them to compare their answers

- T asks Ss to exchange the answers with their partner

- T checks Ss’ answers and elicits from them the rules of using and - T

Ss

Ss < > Ss

T < > Ss

T < > Ss S

T < > Ss

S

Ss

T < > Ss

S

Individually

gives feedback.

1 ashould 2 ashould not 3 must 4 Have to

5 must not Task 2:

Have Ss do this exercise individually Monitor the activity and help them,

if necessary

Check Ss' answers by asking individual Ss to take turns to read aloud the sentences, and then write them on the board

KeyYou mustn't use your mobile phone in the examination room

I don't have to type my essay

You should tell the truth to your family

Young people must plan their future career carefully

Date of preparation:…… /……./201 Date of teaching: …… /……./201

UNIT 1: THE GENERATION GAPS PERIOD 004/105: READING

Where do conflicts come from?

A Aims and Objectives:

This activity focuses on Ss' predictions about the reading text

Introduce the reading text, and elicit some sources of conflict

Ask Ss to tick the conflicts (a-g) and then compare their choices with their partner's

This activity focuses on skimming (See Introduction)

Ask Ss to skim the text and compare their predictions in 1

Check Ss' answers, and ask them to give the clues from the reading text which helped them to

work out the answers

Ask Ss to skim the text and compare their predictions in 1

Check Ss' answers, and ask them to give the clues from the reading text which helped them to work out the answers

Ask the question ‘Where do you think family conflicts come from?’

T < > Ss

2 New lesson

8 minutes Task 1: - T asks Ss work in groups, look at the picture and answer the questions

- T asks Ss to call out the answers to question 1 freely Group work

Ask some Ss to share their opinions with the whole class.

Don't give any comments at this stage Help Ss with any unfamiliar words

in the list (a-g).

- Remind Ss that the title for the text is the one that gives the general idea

of the whole text

- Ask students to compare the answers with a partner

Ask Ss to skim the text and compare their predictions in 1

Check Ss' answers, and ask them to give the clues from the reading text which helped them to work out the answers

Then match them with the definitions

Have Ss work individually, then check their answers in pairs or groups

Check the answers again as a class

Keyafford 2 impose 3 brand namenorms 5 conflicts

Task 4:

- T asks Ss to continue to work in pairs, and find out what it refers to in

each of the sentences Let Ss read and understand the sentences before and after the one has the word in it to decide what it means Ss can use the elimination technique to get the right answer

KeyBecause they strongly believe they know what is best for their children

They want to be more independent, create their own opinions, and maketheir own decisions

They are worried because these clothes may break rules and norms of society, or distract them from schoolwork

They want their children to spend their time in a more useful way

No Some of them try to impose their choices of university or career on their children

Task 5:

- Put Ss in groups of three; ask them to read the questions first to make sure they understand what information they need in order to answer thequestions It may help if Ss can understand the key words in the

questions

- Ask Ss to read the text again, and locate the part of the text where they can get the answer to each of the questions before they discuss the answers

- Check Ss’ answer by inviting a representative form each group to give the answer to one of the questions If the Ss’ answer is incorrect, don’t give the right one at once, but try to elicit it form other Ss

T < > Ss

Consolidation

2 minutes

- Ask Ss to consolidate the main contents - Give feedback T < > Ss 4 Homework 1 minute - T asks Ss to do task 4 again at home- Prepare for the next lesson T < > Ss E Experience:

Date of preparation:…… /……./201 Date of teaching: …… /……./201

UNIT 1: THE GENERATION GAPS PERIOD 005/105: SPEAKING

What are the coflicts about? A Aims and Objectives: - To teach Ss to talk about the coflicts - To teach Ss some words and phrases related to the coflicts - By the end of the lesson, students will be able to: + Talk about their coflicts at home + Exchange opinion about coflicts at home + Talk about coflicts at home and how to solve they often do + Express their opinions about the coflicts between the members in the family + Knowledge: - General knowledge: + Single-parent family: Gia đình ch có cha ho c m ỉ ặ ẹ + Extended family: Gia đình có nhi u th h ho c h hàng s ng chung.ề ế ệ ặ ọ ố + Nuclear family: Gia đình ch có cha, m và con cái.ỉ ẹ B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions 1 Homework 7 minutes

* Checking - T asks Ss to do the brainstorming

Who do the works and the feelings

List three household chores you like and dislike Discuss the reasons

Give comments and lead in the lesson

T < > Ss

T

2 New lesson

10 minutes Activity 1This activity focuses on conflicts between teenagers and their parents

Ask Ss to read about three situations facing teenagers, and then match them with the problems a, b, or c in the box

Individually Pair work

cookin

Household chores

Doing the laundry sweeping

Walk around and help Ss, if necessary.

Have Ss compare their answers Check Ss' answers

Ask Ss to further discuss if they have ever experienced these situations, and how they felt They may give advice or express their opinions

1 B 2 C 3 A

2 Activity 2

.This activity focuses on the ideas and useful language that Ss can use in

3 when they talk about their problems with parents

Ask Ss to read the list of things teenagers and their parents complain about

Have them tick the complaints that they hear in their families

Encourage Ss to add some more complaints if they can

Help Ss with any new language they may need to express their ideas

Encourage Ss to use the structures listed in Helpful expressions

Walk around and help Ss, if necessary

Ask some pairs to role-play their conversation, and give feedback

- Ask Ss to consolidate the main contents

- Give feedback

Can talk about conflicts between teenagers and parents I can give opinions and advice on how to solve the problems between teenagers and parents

T < > SsSs

Unit 1 The generation gaps Lesson 5 Listening

How are we different

A Aims and Objectives:

- To teach Ss to listen a programme about the roles of family members.

- To teach Ss about the coflicts

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

+ Develop the listening skills for details and for specific details

+ Lislistening for general ideas.

ten to a programme about the roles of family members

+ Listen the monologue and do exercises

Tell Ss that this activity focuses on listening for general ideas

Tell Ss that they are going to listen to two teenagers, Tom and Linda, discussing their conflicts with their parents Ask Ss to circle what they think the speakers will mention in their conversation

Have Ss compare their answers Check their answers

If you think your class might not be able to understand the conversation, pre-teach additional words

skinny (adj), top (n), stare at (v), balance (v)

on the board so they can see if the guesses are correct later

Play the recording for Ss to listen

Check Ss' answers If many students have the same incorrect answers, play the recording again, pausing at the places where Ss might have got the incorrect answers and discuss the problems

(Question 3).

Tell Ss that they are going to listen to the conversation again, and do a multiple choice exercise

Remind Ss to try to ignore any distractors that may appear in the recording, and listen for specific information

Key

1 C 2 A 3.B 4 C 5 B

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents - Give feedback T < > Ss 4 Homework 1 minute - T asks Ss to write the dialogue in the notebook- Prepare for the next lesson T < > Ss E Experience:

Date of preparation:…… /……./201 Date of teaching: …… /……./201

UNIT 1: THE GENERATION GAPS PERIOD 007/105: WRITING

A Aims and Objectives: - To teach Ss to write about family rules - To teach Ss some words and structures related to family rules - By the end of the lesson, students will be able to: + Know how to write aabout family family rules + Write about how each member of their family has to do at home + Develop the writing skills in general Build up vocabulary supported for writing B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions 1 Homework 8 minutes

* Checking

- Collect some homework books to mark writing

- Give marks

- Give comments and lead in the lesson

T < > Ss

2 New lesson

8 minutes 1 Activity 1Ask Ss to read the family rules provided

Have Ss complete the sentences and think about the rules in their families They may add more rules if they can Pair work

12 minutes

14 minutes

Suggested answers

My parents don't let me stay out late at the weekend

They make me keep my room tidy

They tell me to take my studies seriously

They warn me not to smoke or take drugs.

They want me to have good table manners

I am not allowed to stay overnight at my friends'house

They forbid me to swear or spit on the floor

In pairs complete the chore chart

Call some of them to tell class

Ss present in class

Activity 3

Ask Ss to complete a letter about family rules

Explain that they can use the ideas provided previously to write the letter

Have Ss exchange their letters for peer checking Walk around and help

Ss, if necessary

Collect Ss' letters to give further feedback

Suggested answer Pham NgocThach, Dong Da, Ha Noi, Viet Nam February, 10'\

Dear Lauren,I'm very happy to know that you'll be staying with my family for

20-two months We live in a four-bedroom flat on the 15lh floor You will have your own bedroom during your stay here

You asked me about our family rules There are three important ones that we must follow

One important rule in my family is that every member of the family has

to keep his or her room tidy My brother and I have to make our beds every morning, and clean the floor and windows twice a week

Another important rule is that my brother and I must be home before 10 p.m My parents are very strict and believe that setting a curfew will help

us to become responsible, and stay safe and healthy

The third important rule is that we mustn't invite friends to stay overnight This is not only our family rule, but also the rule for all people living in the building

If you have any questions, please let me know We will try our best to make you feel comfortable during your stay with us

hope you will enjoy your time in Viet Nam

Looking forward to meeting you

Best wishes,Ha

*Can write a letter to a teen to inform him/her about the rules in my family before his / her homestay with us

Call him/her write the writing on the board, and the rest of students write in their notebook (Time limited is 10 minutes)

Check the writing on the board.

Collect the writing to give marks

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents - Ask Ss to tell class how to write a paragraph about how people in your family rules - Give feedback T < > Ss 4 Homework 1 minute - T asks Ss to write the dialogue in the notebook- Prepare for the next lesson T < > Ss E Experience:

Date of preparation:…… /……./201 Date of teaching: …… /……./201

UNIT 1: THE GENERATION GAPS PERIOD 008/105: COMMUNICATION AND CULTURE

Lesson 7 Communication and culture The return of the extended families in the UK and the USA A Aims and Objectives: -Communication This activity aims at giving Ss further speaking practice related to the unit topic Ask Ss to work in groups to practise asking and answering the questions Have Ss take notes of their partners' answers, and help them to express their ideas, if necessary B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative. D Procedures: Time/Stages Activities Interactions 1 Homework 7 minutes

* Checking - Collect some homework books to mark writing - Give marks - Give comments and lead in the lesson T < > Ss 2 New lesson 6 minutes 8 minutes 10 minutes 1 Communication: Discussion about the family rules Activity 1: Communication Ask Ss to work in groups to practise asking and answering the questions Have Ss take notes of their partners' answers, and help them to express their ideas, if necessary Key Students'answers (Suggested answers for question 2) Living in an extended family: Advantages: have more support from other family members,

Disadvantages: there are a lot of conflicts between different generations,

2 Culture:

Ask Ss to read the text carefully and highlight any words they may not know Explain their meaning or have Ss look up the words in a

Pair work

T < > Ss

T < > Ss

Group work

11 minutes

dictionary

Encourage Ss to compare their guesses about the reasons for the return

of the extended families in the UK and the USA with the ones provided in the text

Have Ss answer the questions, and compare their answers

Check answers as a class

-The number of multi-generational households with three or four generations living under the same roof

-Unemployment, part-time work and low-paid jobs have become more common The cost of housing has become higher The pressures of childcare and elderly care have become heavier

-The disadvantages are the lack of space, independence and privacy, and the daily conflicts

-They can develop relationships with adults other than their parents

-Old people can become more active when interacting with the younger generations

Date of preparation:…… /……./201 Date of teaching: …… /……./201

UNIT 1: THE GENERATION GAPS PERIOD 009/105: LOOKING BACK & PROJECT

Lesson 8 Looking back and project

A Aims and Objectives:

- Revising strong and weak forms of words in connected speech

- Focuses on the stressed words in short exchanges

-Revising some of the vocabulary items used in the unit

-Revising should/shouldn't and ought to/oughtn't to for giving opinions and advice

-Providing additional speaking practice and helps Ss to consolidate the language they have learnt

throughout the unit

10 minutes

14 minutes

Have them listen and check answers

Ask several Ss to read the sentences aloud Praise Ss who try to stress the correct words, and reduce the unstressed vowels

Activity 2

This activity focuses on the stressed words in short exchanges

Ask Ss to identify the stressed words and put a stress mark before their stressed syllables

Have them compare their answers with a partner, and then listen and check

Ask Ss to practise reading the exchanges in pairs

Vocabulary

Have Ss read the instructions and do this activity individually Then ask them to compare their answers in pairs

2

Ask Ss to make compound nouns with family

Ss can use a dictionary, if necessary Then they compare their answers

Ask Ss to work in groups of 6 to 8 Each group will interview 15 teenagers, aged 15-17, living in their area, and take notes of their answers Ss can use the suggested questions

Ss report their group's findings to the whole class

Encourage Ss to ask additional questions related to the report

- T asks Ss to learn the structures and vocabulary

E Experience:

Date of preparation:…… /……./201 Date of teaching: …… /……./201

UNIT 2: RELATIONSHIPS PERIOD 010/105: GETTING TARTED

A Aims and Objectives: By the end of this unit, Ss can use words and phrases related to the topic Relationships pronounce contracted forms correctly use linking verbs to describe or identify the subject, and use cleft sentences for emphasis read for general ideas and specific information about teenage relationship problems talk about problems and ask for advice listen to a talk show about parent-child relationships write an online posting about relationship problems understand and talk about online friendship Lesson 1 Getting started Romantic relationships A Aims and Objectives: -Getting to know the topic, some vocabulary related to relationships, and two grammar points: linking verbs and cleft sentences - Ask Ss to look at the picture and guess what the two people's relationship is and what they are talking or thinking about B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative * Skills: - Reading for gist and for specific information - Skimming and scanning reading D Procedures: Time/Stages Activities Interactions 1 Warm up 8 minutes

T

To talk about one of their friends

T < > Ss

2 New lesson

14 minutes

Task 1:

Ask Ss to look at the picture and guess what the two people's relationship is and what they are talking or thinking about

Suggested answers They are grandmother and granddaughter

The grandmother is telling her granddaughter to focus on schoolwork, while the girl is thinking about romantic relationships

Tell Ss that they are going to listen to a conversation between a student and her grandmother

Play the recording Ss listen and read the conversation silently Task 2:

Individually

T < > Ss

Pair work

12 minutes

8 minutes

Ss read the statements about the conversation and decide whether they are true, false or not given

Key

T (‘oh, one of my classmates’)

F (Mai tells her grandmother they're just friends and Nam is not her boyfriend.)

T (* there's no real friendship between a boy and a girl.’)

T (Mai's grandmother went to a single-sex school.) NG

T (Mai tells her grandmother that all her classmates are very kind, caring and sympathetic.)

Task 3:

Have Ss work in pairs Ask them to read the conversation again, and find the verbs that come before the words in the list This activity helps Ss to discover the use of linking verbs with adjectives

Key get involved feel bored are very kind, caring and sympathetic sounds good

T < > Ss

T < > Ss

Ss < > Ss Individually

3

Consolidation

2 minutes - Summarize the main points of the lesson T < > Ss

4 Homework

1 minute - Ask students to write a passage about their daily routine (50 words)- Prepare for the next lesson T < > Ss

E Experience:

Date of preparation:…… /……./201 Date of teaching: …… /……./201

UNIT 2: RELATIONSHIPS PERIOD 011/105: LANGUAGE

Lesson 2 Language

A Aims and Objectives: By the end of the lesson, students will be able to:

- Using a verb or a noun, Ss need to consider its suitable form (tense of verbs; singular or plural form of nouns)

- Contracted forms in casual speech Ask Ss to find the shortened forms of verbs and negative

words (‘not’) and write their full forms in the space provided

-Cleft structures are used to emphasise a particular part of a sentence

It is is used when the main verb is in the present tense, and It was is used when the main verb is

in the past tense

- Can recognise and pronounce contracted forms I can use linking verbs to describe the subject of the verb and cleft sentences for emphasis

- Teach some of the words using the glossary, some pictures

- Prepare some pictures of the people for illustration if possible

- Lead in: We’re going to learn about T < > Ss

be in a relationship 8 be reconciled

- Ask Ss to pay attention to the context in which the words or phrases

in 1 can be used When using a verb or a noun, Ss need to consider its suitable form (tense of verbs; singular or plural form of nouns)

Keylend an ear, broke upreconciled

romantic relationship

in a relationship, argumentshave got a date

sympathetic

B PronunciationTask 1:

- contracted forms in casual speech Ask Ss to find the shortened forms of verbs and negative words (‘not’) and write their full forms in the space provided

shouldn't - should not +you're - you are+we're - we are+It's - It is+there's - there is+don't - do not+he's - he is+you'll - you will+Didn't - Did not+I'm-I am

Task 2:

- Ask Ss to listen and underline the contractions or the full forms in the exchanges Explain some of the rules for contracted forms Check answers as a class

fKey

Noun / pronoun, etc + verbs

; - The short form 's(=is/has) can be used after

nouns, pronouns, question words, here and there The short forms'd

(= had/would), 'll and 're are usually used after pronouns, some

question words, short nouns, and there

• - Full forms are used at the end of a clause

(e.g Yes, he is.) or when the speaker wants to emphasise some

information, hence the primary stress on the full form (e.g He HAS

done it, not WILL do it.).

Verbs + not

There are two possible contractions for negative expressions, e.g

She's not /She isn't

Negative contractions can be used at the end of a clause, e.g No, they

haven't

Play the recording for Ss to repeat chorally and individually

Grammar

Unking verbs

Explain to Ss that linking verbs are used to describe or identify the

subjects of the verbs An adjective or a noun can follow a linking verb,

but the focus of the lesson is on the use of linking verbs with

adjectives

• First, have Ss choose a suitable verb for each sentence from the

word box, and then ask them to use the correct form of the verb to

complete the sentence

Task 1:

Key

1 sounds 2 grow/get 3 stay

4,gtting 5 seem 6 look

Task 2:

Ask Ss to read the sentences carefully and identify the linking verbs

• Explain to them that some verbs (appear, look, taste, smell, sound,

and feel) can refer to an action (= action verbs) and be followed by an

adverb

Key

1 unhappy 2 warmly 3 suddenly 4 excited 5 angry

6 annoyed 7 awful 8 quickly

Task 3:

- Cleft sentences with It is / was that

Explain to Ss that cleft structures are used to

emphasise a particular part of a sentence

It is is used when the main verb is in the present tense, and It was

is used when the main verb is in the past tense

• Ask Ss to put the underlined part (= the focus) in each sentence after

It was her sad story that made me cry.

It is you who are to blame for the damage / It's you that is to blame for the damage

It's hiking in the forest that we really enjoy

It's your parents that / who you should really speak to when you have problems

It's his dishonesty that I dislike the most

It's Jim that / who Lana is in a relationship with

It was at the age of 20 that he became successful as a famous writer

It was in a nice coffee shop that they had their first date

Task 4:

Have Ss practise asking and answering the questions in pairs Tell them not to emphasise any of the words in the questions Encourage them to stress the words in focus in the answers Key

1 No It was a smartphone that he gave me for my birthday

2 No It's in Tokyo that I'm going to spend the holiday with my family

3 No It's a lawyer that I want to become

4 No It's his brother that / who earns 10,000 dollars a month

No No It's my friend that / who can speak three languages fluently It's Ha that / who is in love with Phong

8 No It's at 8 a.m (tomorrow) that we have a meeting 3

Consolidation

2 minutes

- Ask Ss to consolidate the main contents - Give feedback T < > Ss 4 Homework 1 minute - T asks Ss to do exercises again at home - Prepare for the next lesson T < > Ss E Experience:

Date of preparation:…… /……./201 Date of teaching: …… /……./201

UNIT 2: RELATIONSHIPS PERIOD 012/105: READING

Lesson 3 Reading

Please help me

A Aims and Objectives:

By the end of the lesson, students will be able to understand:

- General knowledge: Ss read for specific information

- Language: Present simple

The lesson objectives: skimming and scanning a text for main ideas and specific information

B Preparations:

- Teacher: Handouts, textbook, pieces of papers

- Students: Textbook

C Methods: - The whole lesson: Integrated, mainly communicative

D Procedures:

1 Warm up - Lead in: Inform the class of the lesson objectives: Skimming (glancing over a text for a general overview) and scanning (quickly

6 minutes looking at a text for specific information) the text for the main idea and specific information Ask the class to recall what skimming and

scanning are

T < > Ss

2 New lesson

36 minutes Task 1:- Ask Ss to look at the people in the three pictures, paying attention to

their body language Have Ss work in pairs and guess what is happening to these people or how they are feeling

Suggested answersPicture a The teacher is returning students' papers The boy is depressed because of his poor grades

Picture b Their relationship is breaking up

Picture c They're having an argumentTask 2:

Tell Ss that they are going to read an advice column in a newspaper including readers'questions and a counsellor's replies

Ask Ss to read the questions and replies quickly and find the main ideas

Have Ss choose the best summary of each reader's problemKey

b (Van Ha: My friend betrayed my trust.)

c (Quang Nam: I don't have friendsTask 3:

Have 5s read the five definitions in this part Ask them to find the words or expressions in the text to match with these definitions

Key

be on good terms with someonetake the initiative

trustengage in (a conversation)drop out (of school)

Have Ss work in pairs and practise asking and answering questionsTask4

KeyThey are close friends

Ha told Hoa about her depression and her intention to drop out of school

Because Hoa promised to keep Ha’s story secret, but then she told their teacher about it

No She tries to explain why Hoa told the teacher about Ha's problem, and advises Ha to talk to Hoa again

He thinks he is short and fat, and girls don't find him attractive

Because Nam does not have a good relationship with the girls in his class

The counsellor advises Nam to focus on his studies, become an excellent student and learn how to start a friendly conversation with

Ss

T < > Ss

T < > SsGroup work

The part of a newspaper or magazine in which a

counsellor gives advice to the readers who have

sent letters about their personal problems is usually

called an agony column In British English, the

person who gives advice is called an agony aunt or

agony uncle.

Ask Ss: What have ydu learnt today?

What can you do now?

Elicit answers: / can understand a text about teenage relationship

problems in an advice column I know where people could seek advicewhen they have problems

Seeking advice

A Aims and Objectives:

By the end of the lesson, students will be able to understand: the lesson objectives: talking about

personal problems; asking for and giving advice

37 minutes Task 1:Ask Ss to read the conversation quickly to get the main idea.Then they

read it again and match the sentences (a-f) with the gaps (1-5) in the conversation

She was chosen to take part in the English Public Speaking Contest in

Da Nang, but her parents don't allow her to go there.They are worried because she has never been away from home

Van advises Chi to ask their teacher to persuade Chi's parentsTask 3+4

Ask Ss to practise the conversation in pairs

Have Ss work in pairs, choose one topic and make a similar conversation

Ask them to use the expressions when talking about problems, askingfor advice and giving advice: What's the problem? What should I do?

have an idea

Task 5 :Ask Ss to work in pairs or groups Have them take turns talking about the problems that they have had at school or at home (e.g conflicts or misunderstandings between them and their friends, siblings, parents,

or teachers), and what they did to deal with the problems

Teenage relationships

A Aims and Objectives:

- Educational aim: By the end of the lesson, students will be able to talk aboutRelationships

improve listening skill

- The lesson objectives: listening to a talk show for specific information

No, because my parents are very strict and unsympathetic

T < > Ss

2 New lesson

37 minutes Task 2: Ask Ss to listen to a talk show for specific details and choose the best T < > Ss

option to complete each statement If Ss cannot find the answer, stop the recording after the sentence containing the information for the answer.

Ask Ss to compare their answers with a partner.

Key: l.C 2 B 3 C 4 A 1Task 3:

Activity 3 focuses on listening for more specific information Ask Ss to read the questions before listening, and underline the key words in each question

Example:

Q1: main topicQ2: teenagers, prepare for becoming adults Q3: what, parents do, children experience break-ups Q4: parents, strongly oppose, romanticrelationships

• Play the recording without pausing Ask Ss to listen, write down the answers, and then discuss their answers in pairs

KeyThe talk show is about how teenagers and their parents deal with problems

They need to learn to form safe and healthy relationships with other people (friends, parents, teachers and romantic partners)

Parents should offer a shoulder for their children to cry on and listen

to them

No Because their strong opposition will make their children stop talking about

Task 4:

Ask Ss some questions before they start the discussion

What is the purpose of a romantic relationship? Do people start a relationship just for fun or for a possible marriage?

• Tell Ss that the answers to these questions will help them to decide

on the "right' age for a romantic relationship

Suggested answer

A person should start a romantic relationship when he / she is at an age or stage in life when he / she is mature enough, and is ready for a possible marriage For this reason, the ‘right’ age can be different fromperson to person

Date of preparation:…… /……./201 Date of teaching: …… /……./201

UNIT 2: RELATIONSHIPS PERIOD 015/105: WRITING

Teen forum

A Aims and Objectives:

Educational aim: the lesson objectives: writing an online posting about relationship problems

Can write an online posting to tell about an incident or a relationship problem, and how I felt

• Ask Ss to read through the posting and complete it with the words inthe box

Keyupset 2 shocked 3 influencedifferent 5 talented 6 appearances

.Explain to Ss that there are three topics for them to choose from

These topics are about teenagers' relationship problems with parents

or friends Encourage Ss to add more details when they write the story

Ask Ss to write their drafts individually, and then exchange their writing with a partner for peer

feedback Encourage Ss to make revisions, if necessary

Collect some of Ss’ final drafts and give comments

Task 4:This activity is optional Have Ss do it in class if there is enoughtime or let them do it at home Collect Ss'drafts in the next lesson for further comments and grading

Date of preparation:…… /……./201 Date of teaching: …… /……./201

UNIT 2: RELATIONSHIPS PERIOD 016/105: COMMUNICATION & CULTURE

Lesson 7 Communication and culture

A Aims and Objectives: By the end of the lesson:

- The lesson objectives: further skill development

- Have improved my listening, speaking and reading skills I have learnt about the advantages

and disadvantages of having online friends, and about the different ways of dating around the

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

KeyHung can have more knowledge of different cultures and lifestyles because his online friends come from different places around the world

He can contact his friends whenever he wants, as long as they are online

Because he doesn't have to spend money on dinners, parties or cinema tickets

The most important benefit of having online friends is that he can end a relationship quickly

Sometimes he doesn't know for sure who these friends really are, as theymay not use their real names

Have Ss work in groups and discuss the questions

• Ask the representatives of some groups to report their groups' opinions to the rest of the class

2 Culture:

CultureHave Ss read the text about dating in some countries and write the information below the pictures

• Ask them to look at the pictures carefully to find out what the people inthe pictures are doing

Example:

In Picture a: A woman is typing on a computer The roses indicate that she is probably on a dating site and someone has sent her a love message

In Picture b: People are talking in pairs They want to know more about

Pair work

T < > Ss

Group work

T < > SsPair work

Pair work

T < > SsPair work

T < > Ss

their partners.

In Picture c: A group of young people are probably going camping or hiking

Keyonline dating/USspeed dating / Singaporegroup dating / Europe and AustraliaAsk Ss to read the text again to decide whether the statements are true, false, or not given

• Have Ss compare their answers with a partner

Key

Have Ss discuss the question in pairs After their discussion, ask some pairs to report their opinions to the class

Suggested answerGroup dating is very popular in Viet Nam, especially among young people Speed dating is not popular as there are no companies that provide that kind of service Online dating services can be found on the Internet, but they are not very popular as many people think online dating is not safe

Date of preparation:…… /……./201 Date of teaching: …… /……./201

UNIT 2: RELATIONSHIPS PERIOD 017/105: LOOKING BACK & PROJECT

Lesson 8 Looking back and project

A Aims and Objectives:

.The lesson objectives: reviewing pronunciation, vocabulary, and grammar

can pronounce the contracted forms of verbs and negative words correctly

-Can use linking verbs to describe the subject, and can use cleft structures to emphasise a

particular part in a sentence

-Can tell a story about friendship or teacher-student relationship

Play the recording Have Ss listen and check their answersVocabulary:

The six words and phrases in the box are the ones most frequently used in the unit Have Ss write them in the blanks, making changes to the verb forms, if necessary

Keydating 2 lend an earromantic relationships 4 meet face to face

5 broke up 6 be in a relationship Grammar:

This activity aims to help Ss to make questions with linking verbs

This is the first step before Ss answer these questions, using adjectives after the linking verbs

KeyHow did Peter feel when his girlfriend broke up with him?

How will I look if I cut my hair short?

How did you feel when you lost the game?

How did Martin's voice sound in the live show on TV last night?

How does your soup taste?

How would you feel if you had no friends?

Have Ss write their answers in the gaps, using the given adjectives

Then ask Ss to practise in pairs One student asks questions and the other gives answers

I'd feel lonely

Activity 3 focuses on cleft sentences Draw Ss' attention to the verb tense of be (is/was) after It and the focus in the first part of each sentence This will help them to choose the right answer

Key

f It was me that started arguing with Jim

d It's travelling around the world that hashelped me to learn about other cultures

a It's on Friday that Sue usually visits hergrandmother

g It’s his attitude towards others that reallyupsets me

b It's John that is always telling lies

c It was my old friend that I got the news from

e It was in Paris that I started my first romanticrelationship

Then have them discuss their notes in groups, and get some feedback from the group members.

Next, have Ss work individually to write their stories Ask them to think about the following ideas when they draft their stories:

setting (where it happened)characters (who was involved; what their personalities were)structure or planning (introduction, incidents or events, conflicts, solutions)

moral lesson of the story (Examples: Don't tell lies to your friends or

parents; don't run away from problems; be ready to help people in need.)

Finally, ask Ss to practise telling their stories in groups

Each group chooses the best story which meets the two criteria (content and storyteller's performance)

The best storyteller of each group tells his / her story in front of the class

Date of preparation:…… /……./201 Date of teaching: …… /……./201 PERIOD 018/105: REVISION

revision

A Aims:

To practice speaking, reading, listening and writing

To make Ss feel confident of their ability in order to understand and speak English by setting taskswithin their competence

To help Ss have the opportunities to develop their oral fluency

To introduce some words and phrases

Teacher’s and Students’ activities Content

1 Form compound nouns with the words

in the box Then complete the sentences

using correct ones.

- Ask Ss to do this activity individually, and

LANGUAGE Vocabulary Task 1 KEY

1 housework

then compare their answers with a

partner Check answers as a class and

write the correct ones on the board

2 Complete the sentences with correct

words from the box

- Have Ss do this activity individually Then

ask a student to write his / her answers on

the board Check the answers with the

whole class

3 Listen and link the final consonants

and initial vowels in the

sentences Then read them

aloud

- Play the recording and have Ss do this

activity individually, and then compare

their answers with a partner Write the

sentences on the board Then ask Ss to

practise reading the sentences aloud

4 Complete these sentences with should/

shouldn't/ought to/ought not

to/must/ mustn't/have to/has to.

- Elicit the form and use of the modals:

should/ shouldn't/ought to/ought

not to/must/mustn't/ have to/has to

- Ask a volunteer to do the activity on the

board while the rest of the class works

on it individually

- Check Ss'answers, and ask Ss to provide

explanations for their choice of modals

if necessary

1 and 2 Read and complete the text with the

words from the box, then answer the questions

Ask Ss to complete Activities 1 and 2

1 Kate is a teacher of English in an upper secondary school

2 Look at these pictures and answer

my questions in English

3 Tom used to live in his parents'house, but he's moved into a new flat with some friends

4 Can I have a cup of apple tea?

5 Don't forget to turn off the lights when you leave after the party

Grammar Task 4 KEY

individually and compare their answers

with a partner Then give the correct

answers and any explanations if necessary

3 Work with your partner Make a

conversation about your friend's problem and

give them advice Use your own ideas or the

suggestions below

- Ask Ss to work with a partner to make a

conversation about a friend's problem

One student explains the problem while

the other asks questions and offers advice

Ss may use their own ideas or the

suggestions

- Encourage Ss to swap roles and role-play

the conversation again

ReadingTask1 KEY

1 decisions 2 hopefully

3 unemployment 4 advantage

5 straight 6 qualifications

7 possibility 8 practicalTask2 KEY

1 Around the age of seventeen

2 Thereis more unemployment

3 Getting a job more easily

4 There are many opportunities for training

SpeakingTask 3

Your friend's problem:

- getting bad exam results

I: READING: R EAD THE TEXT CAREFULLY

TRAVEL GREEN

Travel and tourism are very important to millions of people over the world In every country you can find people that work in travel and tourism Some countries need the money from tourism to help their people survive It is necessary for these places that travel and tourism continue to

expand and bring money to their regions

However, travel and tourism have negative aspects Planes, buses, boats and other means of

transportation that carry travellers and tourists cause pollution Moreover, some people do things

on a holiday they would never think of doing at home For example, many travellers use a lot of water and electricity when they stay in hotels They forget to turn of the lights or even leave

televisions and air conditioning units on when they leave the room On top of that, it is often

difficult or impossible for travellers to recycle items, so they end up leaving large amounts of

waste behind That’s why it is important for people to travel wisely and respect the places they visit

There are ways you can travel and be environmentally friendly Here are some tips to help you:

1 Don’t throw rubbish on streets, beaches or in the countryside Use bins Don’t throw anything into the sea, especially plastic bags Every year many turtles and other sea animals die after

swallowing plastic bags

2 Don’t use too much water or electricity Many parts of the world have not got enough water

3 Taste the local and national dishes of the country This is an important part of your experience and can be lots of fun, while supporting local farming

4 Buy local products or souvenirs This helps people keep their jobs and will help you remember your trip and share the experience with friends and family

5 Don’t buy any products made from endangered species; sea turtle shells or bags made from reptiles or other animals It’s illegal! Don’t buy seashells, sea sponges or marine plants Don’t take anything from the sea

MARK THE STATEMENTS T (TRUE), F (FALSE) (1m)

Travel and tourism only have negative aspects

People do the same way on holidays as they do at home

Plastic bags can harm some sea creatures

You should not buy any products made from endangered species

ANSWER THESE QUESTIONS ABOUT THE TEXT (2m)

Why is tourism important for a country?

II Choose the words having the stress pattern different from the others (0.5m)

III Choose the words having the pronounce different from the others (0.5m)

IV Complete these sentences using the CORRECT FORMS of the words in brackets (1m)

The _world is the world of trees, rivers, animals and birds (NATURE)

Drinking water in this area is highly _ by waste (POLLUTE)

All countries around the world should make plans for development (SUSTAIN)

Scientists are studying the _effects of global warming (ECOLOGY)

V Complete the following sentences with suitable words from the box (1m)

Air _ is threatening the health of older people and children

All efforts should be made to reduce the negative impacts of _on climate change and human health

_and land use for agriculture are destroying rare plants and wildlife

The ozone layer helps _ us from the sun's rays

_ has a terrible effect on forests and life in rivers and lakes

VI Give correct form of the verbs (1m)

1) That was a very strange question (ask)

2) It was very kind of you (show) the way

3) The teacher let him (stay) at home to finish the assignment

4) It was quite a surprise (see) him again

VII Finish the incomplete sentences using the suggestions given (2ms)

“Car pollution is a big problem in my city.”

 Tom said………

“Don’t lean your bicycles against my windows, boys,” said the shopkeeper

The shopkeeper warned

Mary doesn’t speak English He can’t get a good job

 Mary would………

Sue was sad because she missed the train

 It………

VIII Writing : “The conflicts between you and your friends? How to solve?” (Write about 80 words (1m)

Date of preparation:…… /……./201 Date of teaching: …… /……./201

UNIT 3: BECOMING INDEPENDENT PERIOD 020/105: GETTING STARTED

Getting started

I Objectives: By the end of the lesson, Ss can:

- get to know the topic of becoming independent, vocabulary related to being independent

- make dialogues using expressions

- be raised an awareness of becoming independent

II Knowledge:

Language: To-infinitive after certain adjectives and nouns

Vocabulary: reliable, self-reliant, decisive, determined, well-informed, confident

III Skills:

Main skills : listening, reading

Sub-skills : speaking, writing

IV Methods: Integrated, mainly communicative

V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and

answering the questions, discussion, pair-work, group-work

VI Teaching aids: textbooks, posters, pictures and cassette

VII Time: 45 minutes

VIII Procedures:

Teacher’s and Students’ activities Content

A Warm-up (4’)

T shows Sts some pictures and asks Ss to

answer the questions

Ss Look at the pictures and answer the

questions

T elicits answers from students, encourages

different interpretations

Lead in: These people are doing the work

without being paid for it What do you call this

3 Can she do things for herself?

1 Listen and read

B PRESENTATION (10’)

1 Listen and read

- T asks Ss to guess what the conversation

might be about by reading the title “An

independent person”

- T asks Ss some questions about the

conversation: “What are Mai and Lan talking

about?”

- Ss can guess the content of the conversation

- T plays the recording

- Ss listen and read the conversation at the

same time

- T asks Ss to not to worry about the new

words or grammar points

- T asks Ss to read the questions in task 3

(page 27)

- T gives some new words

- Ss read the new words in chorus and

individually

- Ss work in pairs to practice the dialogue

Then demonstrate before class

- T corrects Ss’ intonation and stress if

necessary

C Practice (20’)

T lets Ss read the questions first, then read the

conversation again to answer the questions

Ss work in pairs to practice asking and

answering the questions

- Ss report their answers

- T checks if they have any difficulty in

understanding the conversation

- Ss refer the conversation to get clues for

their answers

- T checks Ss’ answers and encourages Ss to

give their opinions to answer the question 6

Match each word with their definitions

- T: asks students to look through the task

then work individually to finish the task

- Ss: work individually to finish the task

- T; asks them to work in pairs to compare and

check their answers

- Ss: work in pairs

- T: calls some students to give the answers

then gives the correct answers

* Conversation: (page 26): AN INDEPENDENT PERSON

* Vocabulary:

- reliable /r l ɪˈ ʌɪə ə /(adj.) : Consistently good b( )l

in quality or performance; able to be trusted

Eg: a reliable source of information

- self-reliant /ˌsɛlfr l ɪˈ ʌɪə / (adj.) : Reliant on nt

one’s own powers and resources rather than those

of others

Eg: a self-reliant little girl

- decisive /d s s v ɪˈ ʌɪ ɪ / (adj.) : Settling an issue;

producing a definite result:

Eg: The archers played a decisive part in the victory

- determined /d tɪˈ əːm ndɪ / (adj.) : Having made

a firm decision and being resolved not to change it:

Eg: Alina was determined to be heard

- well-informed: Having or showing much knowledge about a wide range of subjects, or about one particular subject

Eg: a wide and well-informed debate

- confident / k nf d( )ntˈ ɒ ɪ ə /(adj.) : Feeling or showing confidence in oneself or one’s abilities

or qualities

Eg: she was a confident, outgoing girl

2 Read the conversation again and answer the questions: (page 27)

* Expected answers:

1 Because Minh doesn’t rely on other people for help and isn’t influenced by other’ people’s opinions

2 Because he always completes his tasks on time, and never needs to be reminded about assignmentsand other schoolwork

3 He tried hard and spent the whole night an a hard Maths problem when most student in the class had given up

4 He always tries to find solutions to his problem and seldom needs help from others

5 Responsible, reliable, self-reliant, decisive, determined, well-informed and confident

- T tells Ss to take a quick look at the

conversation to find the sentences with

To-infinitive after certain adjectives and nouns,

underline them and then write down

- Ss: work in pairs

- T goes around to observe

- Check their answers and gives the feedback

D PRODUCTION (8’)

T asks Sts to work in groups Talk about your

independent friends or relatives

T goes around to observe and correct typical

errors

T calls some groups to talk about the activity

they take part in

T elicits feedback from the class and gives

final comments

spaces below (page 27)

* KEY:

1 It’s good to have a friend you can rely on

2 Evan our Maths teacher was very surprised to read his answer

3 His parents must be really pleased to have such ason

4 But he still has time to read, …

5 It’s interesting to talk to him

6 I really admire his ability to make decisions so quickly

7 You’re lucky to have a close friend like him

Date of preparation:…… /……./201 Date of teaching: …… /……./201

UNIT 3: BECOMING INDEPENDENT PERIOD 021/105: LANGUAGE

LANGUAGE

I Objectives: By the end of the lesson, Students can:

- know more vocabulary related to being independent

- form words in ending with the suffixes – ity, -ce, -ness, -tion

- link between a consonant and a vowel

- use To-infinitive after certain adjectives and nouns

II Knowledge:

Language: To-infinitive after certain adjectives and nouns

Vocabulary: How to form NOUNS, ADVERBS from the words such as reliable, self-reliant, decisive, determined, well-informed, confident

III Skills:

Main skill: speaking

Sub-skills: reading, writing, listening

IV Methods: Integrated, mainly communicative

V Teaching techniques: Eliciting, synonyms, explanation, asking and answering the questions,

discussion, pair-work, group-work

VI Teaching aids: textbooks, posters, pictures and cassette

VII Time: 45 minutes

VIII Procedures:

Teacher’s and Students’ activities Content

A Warm-up: (4’)

T asks Ss to look at the pictures and write

down adjectives to describe them

- Ss give the adjectives (if they can’t, T give

some letters to help them find out Adj easily)

- T leads into the new lesson

2 PRESENTATION: (30’)

T explains to Ss what they are supposed to do

Ss can use dictionaries to look up words to

complete the table

T can point out the use of suffixes such as –

ity, -ce, -ness, -tion as a word formation

- T calls some representatives to speak out

their answers and explain them if T asks

T plays the recording again with pauses for Ss

to repeat each sentence

Ss listen and repeat the sentences

Ss study The Yellow stick note (page 28)

T asks Ss to work in pairs and take turns

reading the sentences in rows

- Ss practice the sentences a few times

- T invites some Ss to read the words and

PART 1: Vocabulary

* Activity 1: Complete the table with words that have the same roots as the adj in the first column

(page 27) Adjective Noun Adverb

1 reliable reliability reliably

2 confident confidence confidently

* Activity 2: Complete the sentences with some

of words from 1 (page 27)

* Activity 1: Listen and repeat the following sentences, paying attention to the linking between the words (page 28)

Do you like it?

corrects their pronunciation

- T reminds Ss of To-infinitives after nouns/

adjectives

- T asks Ss to pay attention to sentences with

TO- INFINITVE in GETTING STARTED

- Ss write down and discuss how to TO- infitive

used in these sentences

- T gives feedback

- Ss make some examples of their own

- T gives explanations and provides help when

necessary

- Ss rewrite the sentences

- T asks Ss to work in pairs to check their

answers

- T gives feedback and highlights TO- infinitive

- T lets Ss do the exercise individually

- Ss work by themselves

- T observes and helps them if necessary

- T asks Ss to take turns reading the sentences

aloud and then write them on the board

- Ss read and write the sentences

- T gives comments

- T ask Ss to look at examples and do the

exercise individually

- Ss work by themselves

- T observes and helps them if necessary

- T asks Ss to take turns reading the sentences

aloud and then write them on the board

- Ss read and write the sentences

- T elicits Ss’ answers about rules

- Ss study the rules given in the yellow box

(page 29) and give examples

- T explains the rules if necessary

- Linking can occur when a word ends in a consonant and the following word starts with a vowel The consonant sound is linked with the vowel sound.

* Activity 2 : Listen and link ( )the consonant sounds and the vowel sounds Then practice reading the sentences (page 28)

It + linking V + Adj + TO- infinitive

Eg: It is interesting to talk to him.

(IT is the formal subject while the infinitive phrase

is the real subject of sentence

Eg: Talking to him is interesting + Key:

1 It’s good to have a friend you can rely on

(It + linking V + Adj + TO- infinitive)

2 Even our Maths teacher was very surprised to

read his answer (S + linking V + Adj + TO- infinitive)

3 But he still have time to read….( S + linking V +

N + TO- infinitive)

* Activity 2: To-infinitives after adjectives

(page 28) + Key:

1 The little boy was afraid to jump into the pool

2 She is proud to be the leader of the group

3 The students were excited to hear that they had won the competition

4 My mother was very surprised to hear that I would take part in the storytelling contest

5 I’m sorry to disturb you

* Activity 3: To-infinitives after Noun

- T lets Ss do the exercise individually

- Ss work by themselves

- T observes and helps them if necessary

- T asks Ss to take turns reading the sentences

aloud and then write them on the board

- Ss read and write the sentences

4 PRODUCTION: (8’)

What have you learnt today?

form words in ending with the suffixes – ity,

-ce, -ness, -tion

- link between a consonant and a vowel

- use To-infinitive after certain adjectives and

nouns

Ss give some examples for what they have

learnt, using the pictures or situations T

assigns

3 It’s easy to learn some simple sentences in

English such as How are you? or Thank you

3 His decision to take part in the contest surprised all of us

4 It’s necessary to take a map with you when traveling in a foreign country

5 It’s possible for you to finish the project on your own

* Note:

We can use the to- infinitive after certain abstract nouns to say what action they relate to

NOUN+ TO- infinitive

Eg: Your dream to become a teacher will come true

* Activity 4: To-infinitives after Noun

(page 29)

1 You are not ill so there’s no need to stay in bed

2 My teacher has the ability to make complicated things easy to understand

3 His decision to take part in the contest surprisedall of us

4 I couldn’t get permission to go to the party

5 I didn’t know about their plan to go to Nha Trang for the summer holidays

5 Homework (3’)

Exercise : Build the sentences with the clues

1 It/ dangerous/ go /such/ bad weather

2 You/ have/ good/ methods/ study English

3 He/ seem/nervous/ take/ live show game

4 They/ excited/ hear/ that/ form teacher/ become/ healthy

5 I/ determined/ win/ race

V - Self- evaluation:

………

………

Date of preparation:…… /……./201 Date of teaching: …… /……./201

UNIT 3: BECOMING INDEPENDENT PERIOD 022/105: READING

READING

I Objectives: By the end of the lesson, Ss can:

- read a text about why people do volunteer work for the main idea and specific information

- talk about benefits of doing volunteer works

- be awareness of helping community

II Knowledge:

Vocabulary: obvious, fortunate, concerned, narrow-minded, dedicated

Language: volunteer work

III Skills:

Main skill: Reading

Sub-skills: Listening, Speaking, Writing

IV Methods: Communicative

V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and

answering the questions, discussion, pair-work, group-work

VI Teaching aids: textbooks, posters, pictures and cassette

VII Time: 45 minutes

VIII Procedures:

Teacher’s and Students’ activities

I Warm up (4’) Chatting

- T plays a video about time-management and ask

Ss some questions to set the topic of reading?

- Ss give their answers

- T encourages Ss to give different viewpoints

- T introduces the title of the reading text

II Pre-reading (8’)

Group-work

- Ss read the text quickly and choose the statement

they think it’s the main idea of the text

- T goes around the class to help Ss with some

difficult if necessary

- T asks Ss compare with the others

- T doesn’t give feedback

III While-reading (20’)

- T asks Ss to read through the passage, check if the

statements are true, false or no given, referring to

the text if necessary

- T asks them to underline the key words in the

statements and relevant words/ phrases in the text

- Ss read the text and underline the key words in

the statements and relevant words/ phrases in the

text

- Ss work individually to do the task, then discuss

their answers with their partners

- T calls on some Ss to give their answers and asks

them to give clues from the reading text

- T gives feedback

- T asks Ss to do this exercise individually, then

compare with a partner

+ ask them to scan the text to find answers to the