Giáo án tự chọn tiếng anh 12 thí điểm soạn chi tiết 4 bước 2 cột

Steps of teaching - Divide the class into pairs and ask students to work in pairs to talk about their family in 3 minutes - Call of the leaders of each groups to talk abo her/his family

GIÁO ÁN TIẾNG ANH

DẠY KÈM QUY NHƠN LESSON PLAN

PHÁT TRIỂN NỘI DUNG

Giáo án tự chọn tiếng anh 12 thí điểm soạn

chi tiết 4 bước 2 cột (Hoạt động của GV-HS/

Nội dung)

TAILIEUCHUANTHAMKHAO@GMAIL.COM

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Nguyen Thanh Tu Group

Hỗ trợ trực tuyển

Fb www.facebook.com/DayKemQuyNhon

Mobi/Zalo 0905779594

III Methods: explanation, discussion, mainly communicative

IV Steps of teaching :

Teacher and students’ activities Content

action which happens at present,T: Helps Sts to revise the use and

form of present simple tense

- Helps Sts to revise the use and

form of present continuous tense

- Remind the use

present simpleftense

- Write d

Sts: Listen to the tea

notebooksexample

2 The present continuous

+Use:- show an action which is happenning at present

- show an action which happens in the future +Form: (+) s + is/am/are + V-ing + o

(?) is/am/are +s + V-ing + o ?

+Adverbs :- at the moment, at present, now,

- at + timeEg: - she is playing piano now

- They are going to Ha Noi tomorrow

exercise 1 within 6 minutes then

have another 4 minutes to compare

with partner

2 Do the task: Ss work individually

to do exercise 1 within 6 minutes

then have another 4 minutes to

compare with partner

3 Report and discussion:

Teacher calls some to give answers

on board and ask other to compare

and and give comment

4 Feedback:

Teacher feedbacks ss’performance

T: Helps Sts to revise the use and

form of present perfect tense

- Helps Sts to revise the use and form

of past progressive

- Helps Sts to do exercise in next

page

- Calls on some Sts to give answers

- Checks Sts’ answers with the

4

I

- Give some example

+she were writng a letter

-Li

- Give

- Listen and check answers

but the results still exist at present+Form: (+) s + have/has + Vpn + o

(-) s + have/has + NOT + Vpn + o (?)Have/has + s + Vpn +o?

+Adverbs : - since, for

- never, ever, several times

Eg: - She has studied English for 5 years

- Hhe has read this novel several times

II Practice

Exercise 1 Present simple or present progressi

1 Dennis (usually, drink) coffee with his breạfefast, but this morning he (drink) tea ins

2 Janet (take) the bus to work cveryday.Shc (wait) for the bus at the corner of Pine now

3 This morning it (rain) 1 can see Janet from my window She (stand) at the corner of Pine She (hold) her umbrella over her head She (wait) for the bus

4 Mike (take) threcclasses this semester Every morning he (study) foHwo hours before he goes to school He (h^vẽ) FẶnch class at 9 o’clock He (take,alsc

KEY:

1 ụsualty drinks - is drinking

2 Ttakes - IS waiting islạining - is standing - is holding - is waiting

Mstry and accounting

4

ịẼkercise 2 Present perfect How about more pie?

No, but thanks I can’t swallow another bite I (already, eat) too much

2 Our football team is having a great season They (win) all and will probably win the championship

3 Jane (learn) English for ten years old

4 How long you (know) her?

5 How many novels you (write) so far?

Key: 1 have already eaten

3 has learnt

5 have you written

2 have won

4 have you known

4 Consolidation: Summarise the main points of the lesson: present tenses

5 Home work: Revise tenses and redo exercises

Kí duyệt của TTCM Vĩnh Chân, ngày 30/09/2017

Lê Huyên Date of preparation: 06/09/2017

TOPIC 2 SPEAKING: FAMILY RULES

I Aims

1 Knowledge: Students will be able to talk about their own family rules and friend’s family rules

2 Skills: Asking and answering; discussion

3 Attitude: Notice the lesson

II Preparations:

1 Teacher: exercise Textbook

2 Student: knowledge

III Methods: Mainly communicative

IV Steps of teaching

- Divide the class into pairs and ask

students to work in pairs to talk about

their family in 3 minutes - Call of the

leaders of each groups to talk abo

her/his family in front of the class

- Feedback and lead the clas

topic of speaking activities

we are going to discu

- Listen to the teacher^

- Work in grou lWbout family

T: Ask students to work in groups to

the sentences

- Go around and listen to the students

- Give more suggestions if they need

ctivity 1: Practise reading the sentences

1, In my family ,only my father works

2, Member of my family share the household chores

3, My responsibility in the family is to wash the dishes

4, In my family, the interest we share closely is watching football

5,1 often share my personal secrets with my father

6, I always talk to my parent before making an important decision

Activity 2 Make a dialogue on family’s rulesA: Who works in your family ?

B : Both my father and mother

A: Who often does the household chores ?B: My mother mainly does it and sometimes my father help my mother

Sts: Practice speaking out their ideas

about their family

- Work in pairs

T: Let students ask and answer the

questions about their family

- Listen and give the ideas to each pair

- Ask students to use the questions

they have form to ask about her/his

family

- Listen to the students and give

remarks

- Let the students practice speaking

freely about their family

-Go around to listen and give remarks

Sts: All students write some sentences

about their family and then stand up

to talk

1 Giving task:

T: ask Ss to work individually to

report what they have asked about the

partner’s family in front of the class

2 Do the task: Ss work individually

to report what they have asked abou

the partner’s family in front of t

class

3 Report and discussion:

Teacher calls some to talk, out and ask

other to give comment

- Ask students to write a passage about a happy family (80 words)

A: How is your responsibility to your family ?B: I often clean the house and cook the meals when I finish my studying

A: How do the family members share the interest ?

B: We often watch television each other in the evening

A: Who do you often share your secrets \y

B : I often share with my mother

A: Who do you talk to before important decision?

B: I often talk to my parents

4

Pl: I talked to Tuan Both his parents go to work But only his mother does the household chores Tuan’s responsibility is cleaning the house at the weekend and prepare dinners

P2 : In Loan’s family ,only her father goes to work and her mother is at home Her father is so busy so her mother does most of housework When Loan has freetime, she <

mom with household chores

responsibility for taking care of her little brother

III Method: Intergrated, maily communicative

IV Steps of teaching :

IT action which happened before a

the past or before another action in

T: Helps Sts to revise the use and

form of past perfect, past simple

find nqct rnnônniie Aj 4-Advcrbs : before, after, by the time

and past continous

- call Sts to give the fo

:;• :Eg:- We had bought a house before 1975

e - They had finished their work before they went

home+ Before I was 18,1 hadn’t been outside my

d the use and the form

+ they had gone to abroad after I came

Sts: R

of past perfect

ive some examples

- Listen to the teacher

- Write down into notebooks

2 Past simple: Tobe

Form:

He was at school yesterday

He was not at home last night (?) (Wh-) was/ were + s ?

Ordinary verbs

Form:

(+) s+ V2/V-ed

1 Giving task:

T: ask Ss to work individually to

give the correct form of 10

sentences within 8 minutes then

have another 2 minutes to

compare with partner

2 Do the task: Ss work

individually to give the correct

form of 10 sentences within 8

minutes then have another 2

minutes to compare with partner

3 Report and discussion:

Teacher calls some to give the

answers and ask other to give

- we were playing fbptbai

t he (meet) her before

2 During the^previous week, I (go) to the gym every

1— —I—r nrv * I—I -J—

(not/know) how he would get home

I was just about to leave when I (remember) my

briefcase

6 She (walk) into the station only to find that the

train (leave)

7 At the conference, scientists reported that they

(find) a cure for Malaria

8 On my last visit to Wixton I (find) that the village

(not change) much

9 In a surprise move the Prime Minister (resign) last

night

10 Jane didn’t want any dinner She (eat) already

4 Consolidation: Revise past tenses and do exercises

ectorStock.com,

Lê Huyền

III Method: Intergrated, maily communicative

IV Steps of teaching :

Teacher and students’ activities

T: Have Sts discuss in groups of

four to list ways of pronouncing -

s/es ending sound

- call ss to present the answer and

give examples to make it clear

- give feedback with the whole

class

Ss: work in group to give example

of pronunciation s/es ending sound

lííĩí->sto make it clear

ck with the whole

orkiiri group to give example

of prohhnciation ed ending sound

/z/ the rest ending 1Eg: plays /z/ stands /z/

T: ask Ss to work individually to

do exercise within 12 minutes then

have another 3 minutes to compare

cured

2 Do the task: Ss work

individually to do exercise within

12 minutes then have another 3

minutes to compare with partner

3 Report and discussion:

Teacher calls some to give the

answers and ask other to give

1 A proofs B books c points

2 A helps B laughs c cooks

3 A neighbors B friends c relatives D photographs

4 A snacks B follows c title D writers

Exercise 2 Multiple choices: Choose the word whoi pronunciation of -ed ending sound differe

4 Consolidation: pronunce the words ending /s / and /ed/

5 Home work: Revise to pronunce the words ending /s / and /ed/

Kí duyệt của TTCM Vĩnh Chân, ngày 23 tháng 9 năm 2017

Lê Huyền

2 Skills: asking and answering

3 Attitude: Notice the lesson

II Preparations:

1 Teacher: exercise, textbook, handouts

2 Student: knowledge

III Method: Intergrated, maily communicative

IV Steps of teaching :

Teacher and students' activities

Introduction: we are going to talk about

T: Ask students to work in groups to talk

about some ways to attract to other people^

- Give students some words and phrases

- Ask students to practise speaking^

- Introduce the task: Now workĩịn pairs,

take turn to practise readingfhe dialogue,

paying attention to how compliments are

received in each situation.

T: have Sts study the rèasQxís for using

n<■-1-1

,

help

- Ask studíặ to work in pairs to practise

givingcomplinicnts to suit the responses

using djie outlines that they have already

made ::

- Go around the class to check and offer

help

- Call on some couples to perform their

conversation in front of the class

- Elicit feedback from the class and give

- to open and sustain conversation strategy

- to reinforce desired behavior

Activity 2 Study major compliments

Major compliment topics can be classified into three categories:

1 Appearance/possessions

2 Performance/skills/abilities

3 Personality traitsSentence structure used to compliment can be classified into nine categories

1 Your blouse is/looks really beautiful/

Noun phrase + is/looks really + adjective2.1 really like/love your car

I + really like/love + Noun phrase

3 That’s a really nice wall hanging

i

Ss: study the reasons for using compliment

- work in pairs to practise giving

compliments to suit the responses using

the outlines that they have already made

some couples to perform their

conversation in front of the class

to

1 Giving task:

T: Divide the class into 7 groups of 8

- Ask students to work in groups

practise responding the compliments

based on structures within 6 minutes

2 Do the task: Ss work in groups to

practise responding the compliments

based on structures within 6 minutes

3 Report and discussion:

Teacher calls some groups to act out and

ask other to give comment

7 What a lovely baby you have!

What + article + Adj + N

8 Nice game !Adj _ Noun

9 Isn’t your ring beautifulIsn’t + N + Adj?

Activity 3 Study res

1 Accept

- appreciation token: TÍỈáttk/Thank you

- comment acceptance: Yeah, it’s my favorite, too

hift credit: My brother gave it to me

It really knitted itself

- questioning or request reassurance/Repetition:

Do you really like them?

- return: So’s yours

- scale down/downgrade: It’s really quite old

3 Reject

- disagreeing utterance:

A: You look gB: I feel fat

4 Request interpretation

- addressee interprets the compliment as a request:

You wanna borrow this one too?

4 Consolidation: Summarize the main points of the lesson: Giving and responding to

compliments

5 Homework: Ask students to practise Giving and responding to compliments

Kí duyệt của TTCM Vĩnh Chân, ngày 30 tháng 9 năm 2017

Lê Huyền

Date of preparation: 02/10/2017

TOPIC 6 Writing a paragraph

I Aims:

1 Knowledge: Students will be able to build sentences and make a paragraph

2 Skills: asking and answering, writing

3 Attitude: Notice the lesson

II Preparations:

1 Teacher: exercise, textbook, handouts

2 Student: knowledge

III Method: Intergrated, maily communicative

IV Steps of teaching :

2 Check old lesson: call 2 students to give and respond to Ợ

T

Teacher and students' activities _

T: have ss study a sample writing to

recognize the structure and

connection in a paragraph

I live in a flat with my family We

have two bedrooms and a living room

We have a garden and we have some

flowers there In weekdays I arrive

home at five o'clock and I have lunch

Then I do my homework and go to 111 /

bed I had a computer but now it ■

doesn't work I have a brother and ch+H-f

sister and I think I am ver

live with them Sometime

relatives visit US Ou

very crowded sometin

- have ss look at the second

reorder the ideas:

' ouse is

Content

+ Sample writing: the description of your house + Practice: Reorder the ideas of paragraph:

modern It s amdrmal Turkish house We can say it is

near the seL I

4 The ro s in the house

5 The fact that he lives with his

parents

6 The garden

Ss:

+ Find a sentence unrelated to the

We have one bedroom, one living

m We also have two other rooms, too We use

our house has a little garden; my parents spend their time there to grow vegetables and fruit

+ Find a sentence unrelated to the paragraph and omit it

I want to talk about friendship Friends can change your life So, you must know who is a real friend Firstly, your friend must understand you and of course, you must understand her, too I think, another important point in a friendship is confidence You mustn't tell lies to each other In addition, you must say everything about yourself I think these are important for a friendship If you have a friend like this, you don't break up with her because a real friend

is not found easily

+ Write topic sentence for the following paragraph

I hate lie I always try not to tell lies and I want that from my friends, too I think it is the most

paragraph and omit it

I want to talk about friendship

+ Write topic sentence for the

following paragraph

->

A good friend is a person who doesn't

tell me lies, who helps me and let me

help him, and who I can talk to in

trust

1 Giving task:

T: ask Ss to work individually to

choose connector to complete the

paragraph (Second; However; Also;

On the other hand; Another reason is

that; First; For example; One reason is

that; Moreover; The best choice) to

complete the paragraph within 8

minutes

2 Do the task: Ss work individually

to choose connector to complete the

paragraph to complete the paragraph

within 8 minutes

3 Report and discussion:

Teacher calls some to write answer on

board and ask other to give comment

HoweverThe b

Firs

T \/ectorStock

oice

4 Consolidation: writing a paragraph

5 Homework: complete the writing

important behavior I can believe everything my friends say In addition, a good friend must say his ideas to me firstly I mean, he shouldn't talk about me with other people Especially about the bad thing, he doesn't have to talk because it might be wrong

Secondly, a good friend must help me He must do his best He should ask help from me too If we solve problems together, our friendship will be better a

will become stronger Thirdly, the talking tịm important I can talk with my friends fora~

and during that time I must be happy, should like the same things In conclusj basics of a friendship

+ Choose connector to com

There are threeWashington, D.C., but the^avejler to Washington should be careful abo

chooses.(l)

International Alport, which is located near the city

of Baltimore,^

(2) who w relati

international airport

i His not the best choice for a traveller

rom the city of Washington itself,

a passenger bus trip between ore and Washington is somewhat expensive

bice, since it is located closer to the city.(5) if a traveller arrives in the early evening,

he or she will encounter rush-hour traffic, which is not a good way to begin a trip to the city (6)

_may be Washington-Reagan National

tL

Airport There are two reasons for this.(7) _this airport is the closest to the city.(8) _it is located on the Metro train system, which is a convenient method of transportation, allowing a traveller to travel almost anywhere he or she likes in the city of Washington

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ill 5 !

Trần Nga

III Method: Intergrated, maily communicative

IV Steps of teaching :

2 Check old lesson: during the lesson

với ngườỉ thứ'hai) Trong lời nói trực tiếp chúng ta

hi lại chính xác những từ, ngữ mà người nói dùng

noiìtrực tiếp phải được đặt trong dấu ngoặc kép

He said “I bought a new motorbike for myself yesterday”

•‘I love you”, she said

- Trong câu gián tiếp, thông tin đi từ người thứ nhất qua người thứ hai đến người thứ ba Khi đó câu có biến đổi về mặt ngữ pháp

He said he had bought a new motorbike for himself the day before

II Quy tắc chuyển tù’ trực tiếp sang gián tiếp

1 Quy tắc chuyển tù’ lối nói trực tiếp sang gián tiếp: Zih’ một thì

Simple present -> simple pastPresent progressive -> past progressivePresent perfect -> past perfect

Simple past -> past perfectPast progressive -> past perfect progressiveSimple future -> would + V

Can/may/must -> could /might/had to

Content _

I Lối nói trực tiếp và gián tiếp (direct/ indirect

T: Have Ss revise the way to

change from direct speech into

es when rewriting the sentence into indirect speech

4- Note: reported verbs used in

statement, yes/no question and wh-

(tân ngữ và tính từ sở hữu chuyên theo nhân xưng chủ ngữ)

- Trạng từ chỉ nơi chốn:

Here -> there This -> that

- Trạng ngữ chỉ thời gian:

Today -> that day Tomorrow -> the next day/ the f Yesterday -> the day before/ th Last week -> the week bef

The day after tomorrow -> in 2 The day before yesterd

Now -> then Ago -> before

T: give Ss some cases without

changing tenses when using

indirect speech and give examples,

then ask Ss to give one more

example to make it clear

2 Do the task: Ss give one more

example to make it clear

3 Report and discussion:

Teacher calls some towrite answer

on board and ask othcrtogive

comment

4 Feedback:

Teacher fe ks ss’performance

week ys’ time

days before

đổi thòi

ôn luôn đúng:

round the sun” he said

e said that the earth moves round the sun

ều Kiên loại II và III:

e you, I would leave here” he said

e said that if he were me, he would leave there.ish + past simple/ past perfect:

ish I lived in Da Nang”, he said

-> He said he wished he lived in Da Nang

- Cấu trúc “it’s time somebody did something”:

“It’s time he woke up”, she said

x/ectorStock VectorStock com/7626802

-> She said it was time he woke up

- Would/ should/ ought to/ had better/ used to không chuyển:

“ You’d better work hard” he said-> He said that I had better work hard

4 Consolidation: learn how to change the direct speech into indirect speech

5 Homework: learn how to change the direct speech into indirect speech

Kí duyệt của TTCM Vĩnh Chân, ngày 14 tháng 10 năm 2017

Trần Nga

III Method: Intergrated, maily communicative

IV Steps of teaching :

Teacher and students’ activities

T: introduce ss some useful structures

of reported verbs

REPORTED VERB WITH V-ING

Accused sb of Ving: buộc tội ai

Admitted Ving: thừa nhận việc gì

Apologised to sb for Ving: xin lỗi ai

vì đã làm gì

Denied Ving: chối bỏ làm việc gì

Suggested Ving: gợi ý làm gì

Warned sb about/against Ving: canh :

A T,

offered to help me with the exercise

2 AS hall wế*ếive him a birthday cake?” he said

> He asked if they should give him a birthday cake

“^ould I leave early on Friday?” he said

ị->Tỉe asked for leaving early on Friday

4 “Whcre shall we meet tonight?” she said

She asked where they should meet that night

5 “Will you have a drink?” he said

-> He asked if I would have a drink

6 “How far is it from here to college?” he said

-> He asked how far it was from there to college

7 “Do you often have breakfast at 6.30 a.m?” he said

-> He asked if I often had breakfast at 630

8 “Don’t swim too far, boys” she said

-> She warned boys not to swim too far

9 “Do come in and have a drink” he said

-> He told me to come in and have a drink

10 “Remember to wake me up” she said

-> She reminded me to wake her up

11 “If I were you, I would learn English”, she said -> She advised me to learn English

12 “Why don’t we go camping this Sunday?” he

3 Report and discussion:

Teacher calls some to write answer on

board and ask other to give comment

4 Feedback:

Teacher feedbacks ss’performance

said -> He suggested going camping that Sunday

13 “Would you like to come to my birthday party next Sunday?” she said

->She invited me to come to her birthday party the next Sunday

14 “Let’s have a talk on the new film”, he said

->He suggested having a talk on the new film

15 “ Shall I do the cleaning up for you?” he sjid? -> He offered to do the cleaning up for me

Exercise 2 Error identification

1 She says that she would have to closệ the s unless business improves

2 Every teacher I’ve spoken to

of spelling are in decline -pf

3 They asked me how loParis by train

I

scquitted

7jJRpr cenfuries, people have wondered why have

rticular dreams while they sleep

^top already

would->will

2 tell -> tells

3 did it take-> it took

4 don’t-> not to let

5 make ->made

6 to shoplift -> of snopu

7 have they-> they have

8 stop-> have stopped

VectorStock com/7626802

nsolidation: learn how to change the direct speech into indirect speech

4.

5 Homework: revise knowledge, apply to do exercises

Trần Nga

III Method: Intergrated, maily communicative

IV Steps of teaching :

1 Organization

I

p p

T “I would like you to work in groups of 4

to revise structures of tenses and their

passive voice

2 Do the task: Ss work in groups of 4

revise structures of tenses and their pa

voice

X'

3 Report and discussion:

Teacher calls some ssjto g

get others to comments

iswers and feedback one

- Passive voice is uesd when the agent which cause the action is not clearly

Eg: - Their car was stolen

- She was arrested ( by the police)Eg: My hair is being done by the hairdresser

s + modal Verb + have been +P2

T: introduce some special cases in using

passive voice

+ get/have

+ verbs of opinions

+ need

- give examples to make it clear

- have ss make their own example and

on board

Ss: learn passive used with gct/have;

passive with verbs of opiniqp; passive with

— I will get my hair cut

2 Verbs of Opinion: Say, think, believe, know, report, declare, report, announce

CÓ 2 dạng bị động:

* active: SI + V of opinion + (that) + clause (S2 + V + O)

* passive :+ (that) + clause

Hoặc:

+ to - infEx: - They said that Johstudent in class

-> It was said that student in class

-> John was said to

* passive : It + be + V of opinion ( Vpp)

■+ (that) + clause

Hoặc: S2 + be + V of opinion (Vpp) + to have Vpp

Ex: They know that Mary won the competition

-> It is known that Mary won the competition

-> Mary is known to have won the

3 s (thing) + need + to be V pp Ex: These trees need to be watered every day

or : s (thing) + need + V-ingThese trees need watering every day

4 Consolidation: learn how to change the sentences into passive

5 Homework: revise passive voices

Trần Nga

III Method: Intergrated, maily communicative

IV Steps of teaching :

T “I would like you to work in groups of

4 to revise structures of tenses and their

passive voice

2 Do the task' Ss work in groups of 4 to

revise structures of tenses and their

passive voice

3 Report and discussion:

Teacher calls some ss to give st

and get others to comments

- check Spilth friend

- give answers and listen to the feedback

s + has/have + been + pp.2 + by + oSimple Past

s + was/were + pp.2 4- by + oPast Continuous

s + was/were + being + pp.2 + by + o Past Perfect

s + had + been + pp.2 + by 1 o

s + will + be + PP.2 + by + oFuture Perfect

s + will + have + been + pp.2 + by + o

Be + going to

s + am/is/are + going to + be + pp.2Modal Verbs

s + modal verb + be + pp.2 + by + o

s + modal Verb + have been +P2Exercise 1 Choose the suitable verb form in each sentence The first one is done as an example

1 A kettle is used/uses to boil water

2 The town has totally been destroyed by

the hurricane

3 A surprise party is going to be

organised by the children

4 When was this building designed?

5 The car could have been taken to the

garage today

6 The report will be completed tomorrow

by Jane

Ex 3

1 It is known that the Prime Minister has

bought a holiday home/The Prime

Minister is known to have bought a

holiday home

2 Many people have been deprived of the

right to vote

3 Walkers were prevented from crossing

the field after it was fenced off

4 The President’s arrival will be

announced

5 Far more money is being spent on food

now than was spent ten years ago

6 My paintings are to be exhibited for

first time by the New Arts Gallery

7 He expected to be offered a job,, A

8 Normally this street is swept dyeryt^k

but yesterday it wasn’t swept A-|||tA

9 They recommended that nS\¥ factories

should be opened inTJie depressed area

10 After a million pounds had been

spent, the schem

I

2 Tennis is played/played with a racket

3 Uranium discovered/was discovered by Marie Curie

4 Shakespeare was written/wrote Hamlet

5 The road was built/built in 1990

6 Pictures are spoken/speak more than words

7 Flowers need/are needed water every day

Exercise 2 Rewrite the following sentenpesTiftin the passive voice

1 They didn’t buy anything from t->Nothing was bought from the sujperm

2 The hurricane has totally d

3 The children are going to organ

party

4 When did they design this building?

5 We could have taken th® car to the garage

the reports tomorrow, ewrite each of the following 1.1

hoi

2'rigl

3 The farmer prevented walkers from crossing

e field after he fenced it off

4 They will announce the President’s arrival to the waiting journalists

5 People are spending far more money on food now than they spent ten years ago

6 The New Arts Gallery is to exhibit my paintings for the first time

7 He expected US to offer him a job

8 Normallynobody swept it yesterday

9 They recommended opening new factories in the depressed area

10 After the government had spent a million pounds on the scheme, they gave it up

t everyday, but

4 Consolidation: learn how to change the sentences into passive

5 Homework: revise passive voices

Trần Nga Date of preparation: 06/11/2017

TOPIC 11 Grammar: Conditional sentences

III Method : intergrated, mainly communicative

IV Steps of teaching :

T “I would like you to work in three

groups to discuss the usage of

conditional sentences and give example

in 5 minutes

Group 1: conditional type 1

Group 2: conditional type 2

Group 3: Conditional type 3

Then you have another 5 minutes

exchange their seats and work in

groups of 3, each comes fro

groups and exchange thei

2 Practice: Ss work in

discuss the usage of conditiona

sentences and give

Group 1: conditional type 1

Group 2: conditional type 2

Grou

Then

epa

itional type 3 đthêr 5 minutes to exchangêTheir seats and work in

groups of 3, each comes from separated

groups and exchange their work

- go around to observe and give support

if necessary

3 Report and discussion:

Teacher calls some ss to give answer

I Conditional sentence type 1

Use: - show an action which may happen at present Form:

* :If + s + v/vs/es + o, s + Will + V 4- o

Ex : I will stay at home if it rains

* habits:If 4- s + v/vs/es+ o,s + v/vs/es+ o

Ex : If I go to the market, I have a noodle soup

* command : V 4- o 4- If 4- s 4- v/vs/es+ o

Ex : Tell him if he comes

II Conditional sentence type 2

Use : show an unreal action at presentForm : 2 kinds :

* If+S + Ved 4- o,s 4- would/ should/could+v+ o Ex:If I had a lot of money,I would buy a new car

*cleft: Were 4- s 4- o, s 4- would 4- V 4- o

VectorStock com/7626802

.▼j

and get others to comments

4 Feedback:

Teacher gives answers and feedback on

ss’performance

T: have ss work individually to give the

correct form of the verbs in conditional

sentences, then they exchange the

answers with their partner

- call some ss to write answers on the

board and ask others to give feedback

Ss: do exercise

- write the answers on board

- listen to Teacher’s feedback

Ex : Were I a teacher, I would teach well

III Conditional sentence type 3

Use: show an unreal action in the past If+S+had+Vpn,S+would/should/could+have+Vpn

Ex : If I had had enough money, I would have bought a new house last year

If flowers don’t get any water, they (die)

If 1 (get) a -Jheadache, 1 usually lake someT I

» I Taspirins^ I

She

bq^^

e party unless it (rain)

the car as long as it (not too expensive

9

10 If he (come)

u I’Jl be back in a few minutes

Ị Don’t come if they (not call) you

I , why don’t you tell me?

(win) a lot ofmoney, what would you do?

14 If I got up earlier, I (not be) late for work

15 If I didn’t feel so tired, I (go) out with you

16 If you (not pass) the exam, would you take it again?

17 If I (be) you, I would apply for the job

18 I could repair the car if I (have) the right tools

19 If I (study.hard, I would have passed the exam

20 If I (not be.busy yesterday, I would have visited

you

12 If you (need)

\,iiAr43 Suppose you

ectorSto

4 Consolidation: revise conditional sentences

5 Homework: conditional sentences

Trần Nga Date of preparation: 14/11 /2017

Period 12 WRITING: WRITING A LETTER OF REQUEST

1 Aims

1 Knowledge: Students will be able to practice writing some letters of request

2 Skills: Explanation, writing

3 Attitude: Have good attitude toward future jobs

II Preprations:

1 Teacher: textbook, new words, structures, sample writing

2 Students: Newwords, read new lesson

III Method: Intergrated, mainly communication

IV Steps of teaching :

etings, a

Warm-up:

- Ask students some questions about how

to write a letter of request

- Do you want to study abroad? Why or

I’m the authoj' of Las

book I hope you’ll consider for possible

inclusioninyour catalog and offerings.

ould be an excellent fit with urgent offerings For people new to

it explains in simple

you

the ihdustry,

language the details involved in planning

a successful event — giving lots of real-

life examples and forms Industry

veterans can use the book as a resource

guide to find vendors as well as definitive

“best sources”

tjto study abroad because the vironment there is better than in

I don’t want to study abroad because

the cost of studying and living there is much

igher in Vietnam

ouline of a request letter

- Study the task carefully

- Work in pairs to give outlines

OUTLINE

a) Introduction:

- State the reasons why you are writing, your interest in tertiary study in England (mention the name of the programme/the universities/ )

- State what information you would like them to provide: tuition fee, accommodation, exams,

d) Further information:

- Say you would be happy to supply further information about yourself such as your English proficiency and record of secondary education study,

I have enclosed a review copy Last

Minute Meetings is published by Career

Press (Franklin Lakes, NJ; December

2000) and retails for $11.99 I’ve

included a few recent book reviews as

well as a brief bio

I look forward to the possibility of

working together to bring this book into

your offering

Fern Dickey, CMP

1 Giving task:

Teacher introduces the task: You want to

apply for an undergraduate programme in

a university in England Write a letter of

request for the information about the

admission requirements to the university

- you work individually in 7 minutes

2 Do the task' Ss write their letter

T goes around to observe and support if

necessary

3 Report and discussion:

Teacher takes some letters to read aloud

in front of the class and get others to

- End with a polite closing

- Some groups make discussion in front of the class; others listen and give comments

les at with study

feedback

ĩ w - 1

impressed by the reputation of

amany famous universities there Now I am in 4hc last year of the high school and will finish secondary education in 3 months I am very much interested in an undergraduate course in economics in Bermingham University Could you please send me some information about the admission requirements, tuitions fees, accommodation and details of the course? I am ready to supply any information about myself if necessary

I look forward to hearing from you soon

Yours faithfully,Hoang Thanh Nam

ectorStock.com,

4 Consolidation: write a letter of request

5 Homework: revise how to write a letter of request

Trần Nga

Date of preparation: 22/11/2017

Period 13 GRAMMAR: RELATIVE CLAUSES

2 Students: structures, knowledge

III Method : Intergrated, mainl communicative

IV Steps of teaching:

T “I would like you to work in four groups

to discuss the usage of relative pronouns

and give example in 5 minutes

Group 1: WHO

Group 2: WHOM

Group 3: WHICH

Group 4: THAT

Then you have another 5 minutcsto

exchange their seats and work in groupsT)f

4, each comes from separated groups and

exchange their work

2 Do the task' Ss wor

discuss the usage ofr

n have another 5 minutes to exchange

r seats and work in groups of 4, each

The

their se

comes from separated groups and

exchange their work

- go around to observe and give support if

necessary

3 Report and discussion:

Teacher calls some ss to give answer and

* Who: Dai tù quan hệ đứng sau danh

ời,ìàmchu ngữ cho động từ sau

I P

men who lives next door is very

Whom: Đại từ quan hệ đứng sau

danh từ chỉ người, làm tân ngữ cho động từ sau nó Có khi người ta dùng Who thay cho Whom

VD: The man whom you saw yesterday is my uncle

* Which: Đại từ quan hệ đứng sau danh

từ chỉ con vật, đồ vật làm chủ ngữ hoặc tân ngữ cho động từ sau nó

VD: The book which has somewonderful pictures is about Africa

* That: Đại từ quan hệ chỉ cả người,

vật, đồ vật dùng thay cho Who, Whom, Which, trong mệnh đề quan hệ thuộc loại Restrictive clauses (mệnh đề hạn định)

VD: The book that you lent me is interesting This is the man that I met in Paris last month

- That được dùng khi danh từ trước nó chỉ cả

get others to comments

4 Feedback:

Teacher gives answers and fe

T: Give usage of WHOSE, WHEN,

WHERE and get ss to do exercise

DẰU PHẨY, SAU GIỚI TỪ, Neu Who,

Whom, Which, That làm tân ngữ thì ta có thể bỏ đi.

VD: She’s the person who(m) I met

at the party

She ’s the person I met at the party

* Whose: thay cho tính từ sở hữu trước danh

từ (HER / HIS / THEIR / ITS + DANHTỚẸ VD: I’ve got a friend wl

* Wh^Ee^Pho từ quan hệ đứng sau từ

whi

VD:

4-— I I

Exercise Complete the sentences with a

suitable relative pronoun

1 The street _ leads to my school

is very wide

2 That man, name I didn’t

remember, is an architect

3 That was the reason—

couldn’t come early

4 Do you know the girl

talking to?

5 The novel _

found in the library

6 Can you suggest the time _we can have,

another discussion about this problem

7 Tell me the countries _ b people

drive on the left

I —ỉ -Hĩ +-4.

Jt^can help me do this?

E -discovered radium,

1 i

areinHo Chi Minh city

4 Consolidation: relative pronoun - relative clause

5 Homework: relative pronoun - rellative clause

Trần Nga

Date of preparation: 28/11/2017

III Method : Intergrated, mainly communication

IV Steps of teaching :

- have students list hot trend of jobs

- Lead Ss to the new lesson: “Writing a

formal letter of job application”

- have students study a letter of application <

- get students to draw outline 4

W-16, October, 2004.

Hanoi Vinatour

250, Nguyen Du Street, Hanoi i

Dear Sir or Madam,

I am writing in reply to yoụradverỉisemení in

the Vietnam News for experienced English-

speaking local guides toXiccpmpany foreign

2.\ỒF

^jMjfioctorsKJCcpmputer programmer

^^6 Journalists

7 designer

Outline of a letter of application

visitors on trips throug/wdt^Vietnam.

I think I meet all of tne^qualifications that you

specify I was awarded High School

Certificatefhvpyehrs ago After leaving high

schooLH^ofkea as an accountant in a small

iravelagencyfor one year, where I was given

a trainingcourse on tourism Then I had one

year of experience as a tour guide so I know

many tourist areas in Vietnam arid have a

basic knowledge of Vietnamese culture,

history and geography I speak English

fluently In addition, I am a sociable and

confident person and can work hard for long

Your name, address and date of writingName and address of the company

• Greeting

• Introduction: say where you saw the advertisement and why you are writing the letter of application

• Body: mention your education, work experience and your character / interests

- type of job:

- Level of education needed:

- Work experience:

- Character and interests:

• Conclusion: express your willingness to

hours I would like to work for you and would

appreciate the opportunity to discuss this

position with you in person.

I am looking forward to hearing from you at

your convenience.

Yours faithfully, Nguyen Quoc Anh

1 Giving task:

write a letter of application to Import and

Export company for a part-time job using the

following suggestion within 10 minutes

5 speak/write fluent English/Italian

6.1/one year experience/office work

Ss write their letter

T goes around to obserye

to "work individually to write a

work for the company and when you are available for interview

• Closing

>art-time job using

Export compa the suggesti Dear Mầ

I am i part -

in applying for the post of mport and Export clerk

be Ị am 20 years of age I am in my third year

studying business administration at Brookfield Polytechnic As my lectures take

place only in the mornings I would be available to work for your company in the afternoons from 2pm to 6pm

I speak and write fluent English and Ialian I have one year experience of office work

My typing is quite fgood and I enjoy dealing with people

Please let me know if you think I may be suitable for the post I can come for an interview at any time convenient for you

I am looking forward to hearing from you Yours sincerely,

ectorSti

nsolidation: how to write a letter of job application

5 Homework: complete letter

Vĩnh Chân, ngày 02 tháng 12 năm 2017

Kí duyệt của BCM

Trần Nga

Date of preparation: 04/12/2017

Period 15 GRAMMAR: RELATIVE CLAUSES

III Method : Intergrated, mainly communicative

IV Steps of teaching:

T “I would like you to work in four groups to

discuss the cases when relative clauses are

reduced in 5 minutes

Then you have another 5 minutes to exchange

J • 1 1 • £* A 1

their seats and work in groups of 4, each

comes from separated groups and exchange

their work

2 Practice’ Ss work in four groups

the cases when relative clauses are reduced

and give example in 5 minutes

Then have another 5 minutcsto exchange

their seats and workYh groups of 4, each

comes from separated

—t 4-—♦

"T 4-

Lips and exchange

Exercise 1: choose the best answer

1 Yesterday was the day they

Reduced form of relative clauses)

IO /which / that + be + ving =>

he man who is talking to you is my

=> The man talking to you is my uncle (Bo who is)

N + Ving (bo who/which/that)

VD: The path which leads to my village is very muddy => The path leading

to my village (bo which )

N + who/which/that + be + V3ed => N +

v3ed (bo who/which/that + be)

VD: The

London was very interesting => The book

written by Jack London

4 Dạng 4: the first /second / last + N+ who/which/that + V => thefirst/second

N + to Vo

the only /best

VD: She was the last candidate who was interviewed last Sunday

=> She was the last candidate to be interviewed

Ta có thể bó đại từ quan hệ: WHO, WHOM,

Un

• • •

itten by Jack

celebrated their 21st wedding anniversary

A when B then c what D which

2 That’s the house he used to stay

A in which B of which

c on which D which

3 This house, _he bought in 1990, is

being repaired at the moment

A that B which c who D what

4 The woman son is studying at

Hanoi University of Technology is a teacher

A whose B what c whom D which

5 The boy eyes are brown is my

friend

A who B whom c which D whose

6 He never talks about the people he has

helped

A by whom B whom c which D whose

7 This school is only for children _

first language is not English

8 Mrs John, _ son won the championship

last year lives next door to US 4

A whose B whatC which D who.u

Exercise 2: Combine each

sentences, using a relative pron

omission

1 The girl is my cousin, ^he

you yesterday

2 The man is very k

measuring our kite

1 ->The girl is n you yesterday

-> The girl yesterday2

mea

of onoun and

myxousin who chatted with

sin chatting with you

nd

sncnt 15 minutesese flats He has

with

g the book I bought it in 1996

ow the man? He is sharing the e

ie man who spent 15 minutes

g our kitchen is very kind

an spending 15 minutes measuring fchen is very kind

The architect who has moved to HCM city designed these flats

->The architect having moved to HCM city designed these flats

4 ->The young boy who rides an expensive motorbike is naughty

->The young boy riding an expensive motorbike is naughty

5 ->1 am reading the book which I bought in1996

4 Consolidation: omission of relative clauses and omission of relative pronouns

5 Home work: Revise knowledge on omission of relative clauses and omission of relative

pronouns

Kí duyệt của BCM Vĩnh Chân, ngày 09 tháng 12 năm 2017

Trần Nga

Date of preparation: 12/12/2017

Period 16 WRITING: WRITING ABOUT THE IDEAL WORLD

1 Teacher: textbook, sample writing

2 Students: read new lesson

III Method : Intergrated, mainly communication

IV Steps of teaching :

Teacher and students' activities

- have students work in groups of 4 to

use the words given to write completes

sentences for the passage Make some

alternations or additions when necessary

1 It/not so easy/imagine what life/be 4

Activity l:u

completesjen some al

Content _

sc the words given to write

ces for the passage Make ịọns or additions when necessary:

People/eat more/prepare/and even/pre-

4-Vectorstock

7 people

muc

thin

8 comjjhters/work miracles/and/their help

humans/have less need/use their brain

It’snot'so easy to imagine what life will be like

very automatic Many things will be done by computerized control People will eat more of prepared and even pre-digested food They will wear disposable clothes to avoid the time and the cost of washing People will not have to move around very much while working because they can do things from their desks Computers will work miracles and with their help humans will have less need to use their brain That is reason why their ability to think, imagine, create and enjoy will become less important

Activity 2 Fantastic four

Suggested discussion:

A: I can control the temperature all over the world I’m in charge of balancing, the planet’s temperature so that there are no green house

T ask students to form groups of four and

imagine that each of them is endowed

with a random super-ability (all the

abilities are to help protect the Earth and

to keep the planet healthy) Four students

in each group choose the ability of their

interest, tell about their doings to make

the world better within 7 minutes and act

out in front of the class

2 Do the task' Ss form groups of four

and imagine that each of them is endowed

with a random super-ability

Teacher advises ss in groups to combine

their abilities to have greatest effects in

the world

- call one some groups to present their

special abilities and their activities

go around to observe and give support if

necessary

3 Report and discussion:

Teacher calls some ss to give answer and

get others to comments

4 Feedback:

Teacher feedbacks on their performanc

- ask students to work individually to

write on an ideal world

- suggest Sts some cues

effects, global warming, ice melting and increasing sea level The Earth seems to be in ideal consitions forever with my help

B: My ability is to control the rainfall and humidity rate If people want more rain and moisture for their crops or other activities, I can provide them with sufficient amount There will

be no longer forest fire, droughts and dry deserts I’m really important to agricuịtu forestry

C: I’m very special I can purify bộth th water Despite highest levels

make even the worst asmosphere c

71 T • 1 • 1 -A

fresh or I can create drinking water from polluted rivers and lakes; I’m really inevitable

in improving sea, rivd£Sand lakes water quality

as well as the freshness the airD: I can cureH^^dỉặẹase from ordinary ones to extremely Revere diseases such as AIDS cancer Thanks

I '

and , I can

n and

^aồility, every one can enjoy a ng-life without sickness I think I’m

3 Write on an ideal world

Suggested answer:

would like to live in a green world where

environment In that world the air is always fresh, clean and without noise I can ride my bike on clean, large streets with lots of green trees Sources of water like lakes, rivers and seas are uncontaminated and surely, there is

one Moreover, cing and the

t

o war, noeople

- World peace: peaceful \yor

- Pcople:lessmatcrialistic, less selfish,

less violent,land more loving

sufficient fresh water for every the eco-system is always balan humankind live peacefully among other species

of animals and plants To build such a world is a difficult mega-task and needs strong worldwide co-operations, but for a better Earth, I know we can

4 Consolidation: Summarise the main ideas of the lesson: write on an ideal world

5 Home work: Complete the writing

Kí duyệt của BCM Vĩnh Chân, ngày 16 tháng 12 năm 2017

Trần Nga

2 Students: structures, knowledge

III Method: Intergrated, mainl communicative

IV Steps of teaching:

Teacher and students’ activities

T: Give explanation on the usage of articles

a/an/the and give examples to make it clear

Ss: listen and note down

— 111Content

Indefinite articles (Mạo tù'không xác định "a"

Definite articles: (Mạo tù’xác định ’’The”)

- Dùng trước một danh từ đã được xác định cụ thể về mặt tính chất, đặc điểm, vị trí hoặc được nhắc đến lần thứ hai trong câu

- The + danh tù’ + giói tù’ + danh tù’

The girl in blue, the Gulf of Mexico.

- Dùng trước những tính từ so sánh bậc nhất hoặc

only The only way, the best day.

- Dùng cho những khoảng thời gian xác định

(thập niên): In the 1990s

- The + danh tù’ + đại tù’ quan hệ + mệnh đề

1 Giving task:

T ask Ss to work in groupsof 4 within

minutes to complete the sentence

articles

Put a/ an, the or 0 in each space t

complete the following sentences.

1._I’m sorry I didn’t mean to do that It was

6 If you go past post office, can you

get me some stamps?

7 It was _very hot day It was _ the

hottest day of year

8 What’s name of woman who sat

I I T

-p.

irs so we had to sit on

ookstore on corner near

beside you at the dinner?

9 How often do you go to _movies?

10 “Can you tell me where _Room

306 is, please?” “It’s on third floor.”

2 Do the task: Ss form groups of four

within 7 minutes to complete the sentences

using articles

- go around to observe and give support if

necessary

3 Report and discussion:

Teacher calls some ss to give answer and get

others to comments

4 Feedback:

Teacher feedbacks on their performance

T: Have ss do exercise then compare with

1 The price of electricity goes up -August

2 They came to visit US my birthday 4

3 Did you have a good time _ Christmas?

4 The children are really excited

summer vacation

5 We were very disappointed _

organization of the festiva

6 John missed a lot of

January to Match

7 Helen had said gởõdbyẹ f

the class _ she left Tor

- Trước một danh từ ngụ ý chỉ một vật riêng biệt

She is in the (= her) garden

- The + danh tù’ số ít tượng trung cho một nhóm thú; vật hoặc đồ vật

- The whale = whales (loài cá voi freeze (thức ăn đông lạnh)

Lun ý: Nhưng đối với man 1

người" tuyệt đối không được

Since man lived on the earth

+++1 Dùng trước một danh từ số ít để chỉ một nhóm, một hạng người nhất đính trong xã hội

The small shopkeepe

ĩa 2 the 3 a 4 a-the 5 the 6 the

^a-the-the 8 the-the 9 none 10 the-the

9 until (+time) 10 about (khoảng)

4 Consolidation: Summarise the main ideas of the lesson: prepositions and articles

5 Home work: Give examples on articles

Trần Nga

III Methods of teaching: mainly communicative, intergrated,,

III Steps of teaching:

-2 Check old lesson: Give examples on articles

Teacher and students’ activities

T: Give explanation some rules when

pronouncing the words basing on main

stress of the words and give examples to

minutes to choose the word

main stress placed differently from the

others within 10 minutes A

Exercise Choose the word that has the

main stress place

d secure

b kindergartend.conventional

* Ngoại lệ: 'foresight, 'forecast, 'unkeep ,

/upland , 'surname , 'subway

Dưới đây là vài hậu tố không thay đôi dấu nhấn của từ gốc

2/ Nói chung, trọng âm thưòng roi vào nguyên

âm kép hoặc dài, ít roi vào nguyên âm ngắn như /d/hay/i/

* EX: a'bandon , 'pleasure , a'ttract, co'rrect, per'fect, in'side , 'sorry , 'rather , pro'duct, for'get, de'sign, en'joy

3/ Một từ hai vần vừa là động tù’ vừa là danh tù’ thì

Động tù’: trong âm thường vào âm tiết thủ'2

Danh tù’: trọng âm thường vào âm tiết thứ 1

EX: 'rebell(n), re'bell(v), export, import, increase, object, perfect, permit, present, produce, record, refuse

* Ngoại lệ : 'promise (n), (v)

1 1

4/ Trọng âm thường roi vaojratfc các hậu tố

2 Do the task: Ss work in pairs within 7

minutes to choose the word that has the

main stress placed differently from the

others within 10 minutes

- go around to observe and give support if

necessary

3 Report and discussion:

Teacher calls some ss to give answer and

get others to comments

5) Trọng âm roi vào các vần cuối sau đây: - ADE, -OO, -OON, -EE, -EEN, -EER, -ESE, - AIRE, -SELF, ETTE, -ESQUE Ex: bamboo,

millionaire, engineer, themselves, saloon,++ y, balloon, thirteen, Vietnamese, cmployee,agree, picturesque, Cartoon, guarantee 1

typhoon

*Ngoại lệ : 'centigrade'cukoo , 'teaspoon

EX: 'vision, uni'versity, phy'sician, librarian, Ca'nadian, Australian,: cX'pcriencc, im'patience, edu'eation, a'bility, elcc'tricity, bi'ology,

psychology, Auhstralia/'Aiistria, 'Asia, ge'ography, pho'tograph^f^ssential, ha'bitual, me'chanical,

mathe'm^ticak ^p'litical, de'licious, pho'netics, scien'tifici ge'ometry, a'stronomy

—

r mittee ,

r r

T \/ectorStock

1 d tr$hg âm rơi vào âm tiêt 1 còn lại là âm tiêt 2

2 b trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2

3 c trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2 4d trọng âm rơi vào âm tiết 2 còn lại là âm tiết 1 5b rọng âm rơi vào âm tiết 3 còn lại là âm tiết 2 6c trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2 7b trọng âm rơi vào âm tiết 2 còn lại là âm tiết 1 8c trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2 9a trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2

1 Oa trọng âm rơi vào âm tiết 2 còn lại là âm tiết 1

1 lc trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2 12b trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2

13 a trọng âm rơi vào âm tiết 2 còn lại là âm tiết 1 14d trọng âm rơi vào âm tiết 2 còn lại là âm tiết 1 15b trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2

* ÒX

1 Teacher: sample speaking

2 Students: notebook, newwords

III Method: Intergrated, maily communicative

IV Steps of teaching:

Teacher and students’ activities

T: get ss to work in pairs to discuss

the information in table

- make sure ss understand

information given about tiger

Ss: work in pairs to discuss

1 Giving task:

T “I would like you to work in pairs

to talk about the information jn table

Habits

Tigers are carnivores; they prefer to eat large mammals, including deer, buffalo and antelope

Offspring The female tiger may give birth to

two to four cubs The cubs leavethe mother after about two years Only half of all cubs survive to adulthood

Activity 2 Talk about the tiger, using the information given in the table

Tigers are mainly found in Siberia, Southeast Asia and southern India They are widely known to live in forest, grasslands, savannas and swamps Tigers are carnivores, they prefer to eat large mammals, including deer, buffalo and antelope The female tiger

Is cuss ion:

s some ss to give answer ers to comments

T: have students individually to read

information about the great panda

then write a paragraph describing the

animal and suggest possible

solutions to protect it from extinction

GIANT PANDA

Habitat: Bamboo forests in

mountains in central and western

Life span: about 20 to 30 years

Reason for decline: Habitat

destruction and fur trading

may give birth to two to four cubs The cubs leave the mother after about two years Only half of all cubs survive to adulthood The adult has the length of 2 to 3 meters not including tail and the weight of 75 to 258 kilograms However, tigers these days are in danger of extinction by hunting and habitat destruction

Activity 3 Study the information about tỊie panda below then write a paragraph descri animal and suggest possible solution

from extinction

GIANT PAND Habitat: Bamboo forests in western China

Population: only about 60 Height: 1.2 to 1.5 m

Weight: 75 to 160 Food: Bamboo

Life span: ab

Reason f

ins in central and

30 yearsc: Habitat destruction and fur tradingSolution:

- provide pandas with natural

environment

- ban trading on panda fur

Ss: work individually

information about the

then write a paragrap

animal and

solutions to prote

panda irig the

"possible from Extinction

o

ting:

reat panda or the panda is an endangered animal,

is found in bamboo forests in the mountains in central and western China Nowadays, the panda

ulation is estimated to be only 600 A panda is

m 1.2 to 1.5 meter long and its weight is from 75 to

160 kilograms Pandas eat mainly bamboo and it can live from 20 to 30 years The panda population decreases due to the destruction of their habitats and they are hunted for fur China has tried hard to protect this beautiful animal from extinction Wildlife reserves have been established to provide pandas with natural environment Trading on panda fur is banned The results have been encouraging and panda population is increasing again.

lidation: Talk about problems and suggest solutions to endanger species