GIÁO án TIẾNG ANH THÍ ĐIỂM 12 kì 1 5512

Giáo án Tiếng ANh 12 học kì 1 theo chương trình thí điểm theo thông tư 5512. Giáo án được đánh word theo các hoạt được yêu cầu như trong thông tư. Năm đề mực được yêu cầu bào gồm: Objectives, Attitudes, Skills, Teaching Aids, Competence, Procedure....

- 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 get to know the topic, the theme and units

What’s your name?

Do you like English?

Do you find English easy or difficult?

Which is the easiest, the most difficult? reading,speaking, listening, or writing?

Why do you learn English?

How long have you learned English?

Are you good or bad at English?

- 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) Books

* Text - book English 12

* Work - book English 12

At home:

* Prepare for the new lessons: content, structures, words and phrases, pronunciation

* Revise the old lessons + do all the homework

At class:

* Participate in all activities

* Keep the discipline

Consolidation

5 minutes Students’ assessment

What do you find your English?

Very good/ excellent: Good:

Average: Bad:

Very bad:

- Give feedback

T < > Ss

Homework

2 minutes

- Prepare Unit 1: Life stories Lesson1: Getting started

T < > Ss

E Experience:

- To check students’ comprehension thorough True / False

- To provide Ss with a chance to express their opinion about their choice

- To help learners get started with some language items in Unit 1

- To help Ss get started for Unit 1 with the topic "Life stories"

- To provide Ss some motivation

- Help Ss to have a chance to know more about lives of some famous people

4 Competency: Develop collaborative, problem-solving and communicative competences

II Methods: Integrated and mainly communicative

III Teaching Aids:

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

and the past cont,

and the use of

Answer some lead-in questions

1 Who is your favourite singer / footballer /

…?

2 Why do you like him / her?

3 Look at the picture on page 6 in your

textbook and answer my questions: Do you know who they are? What do you know about them?

- Elicit answers from Ss and write the keywords of the answers on the board

- T asks Ss the questions to elicit the newlesson

- Ask Ss to look at the picture and guess whatthe two people are talking about

Suggested answers

1 My favourite singer / footballer is Sơn Tùng / David Beckham.

2 I like Sơn Tùng most because he not only sings beautifully but he is also really handsome I like David Beckham very much because he both plays football excellently and is manly.

3 I have no idea about the first photo The second is Michael Jackson, a popular American singer and dancer The third one is a good cook / chef And the last one is two students May be they

→ They are talking about 3 people: Steve Jobs,Michael Jackson and Christine Ha.

are talking about the three people just mentioned.

Listen and read

- Tell Ss that they are going to listen to aconversation in the school librarybetween two friends: Sam and Ann

- Play the recording

- Ask Ss listen to the recording and readthe conversation

- Elicit new words from Ss and write onthe board

- Elicit/ explain the meaning, the part ofspeech and the use of the new words

Possible new words:

29, 1958 – June 25, 2009) was anAmerican singer, song writer,record producer, dancer, and actor.+ Christine Ha (May 9, 1979) is anAmerican chef, the first blindcontestant of the TV show MasterChef and winner of its third season

or false Correct the false ones.

- Ask Ss to read the statementsindividually first Then have them discuss

in pairs and decide whether thestatements are true, false, or not given

- Help where necessary

- Encourage Ss to provide reasons fortheir answers Ask them to refer back tothe conversation to get the necessary

- Retell the common steps to dothe task:

- Work individually first, and thenwork in pairs to decide whetherthe statements are true, false, ornot given

- Answer the questions

Expected answer:

1 T (Quang says he hasn’t decided between SJ and M Jackson.)

2 NG

3 F (Hung thinks Michael Jackson was a great dancer, but not an excellent singer and his singing voice became weak and thin in his later years.)

4 F (Quang says M Jackson’s music inspired him to learn to play a musical instrument.)

Discuss with a partner

- If you were Quang, who would

you choose to talk about, Steve Jobs

or Michael Jackson? Why?

- T has Ss read the question anddiscuss their answers with a partner;

elicits some answers and writes thebest ones on the board

- Ss discuss in pairs and answer thequestions

- Work in pairs to read the question anddiscuss their answers with their partner

* Possible answers:

1 If I were Quang, I would choose to talk about Steve Jobs because he is amazingly talented - he was an entrepreneur, marketer, and inventor, who was the co- founder, chairman, and CEO of Apple Inc.

2 If I were Quang, I would choose to talk about Michael Jackson because he was a wonderful singer, a professional dancer, a great song writer, a leading record producer, and a popular actor.

- Listen to the teacher’s explanation

- Read the conversation again and findthe words that have the same sound asthe given ones

- T asks Ss to give the correct tenses of the

verbs in brackets first, and then has Ss readthe conversation to check their answers

- Listen to the teacher’s explanation

- Read the conversation again and findthe forms of given vebs

* Expected answers

1 became, wasn’t 2 felt, was creating

G: ACTIVITY 5: CONSOLIDATION (2ms)

Aims of the activity organising students’ learning activities Lesson content & techniques for assessment of student work Expected products &

- The aim of this

- To provide learners some language items in Unit 1

- For vocabulary, that is words and phrases related to people’s life stories

- For pronunciation, that is homophones in connected speech

- For grammar, that is the use of the past simple vs the past continuous and use of articles

2 Skills:

- To help Ss develop the communication skills, especially the skills of working in pairs and

groups

3 Attitudes:

- To encourage Ss to work harder

- To provide Ss some motivation

4 Competency: Develop collaborative, problem-solving and communicative competences

II Methods: Integrated and mainly communicative

III Teaching Aids:

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

the whole unit

Activity 1: Write the words given in the box next to their meanings

- T asks Ss to match the words with theirmeanings

- Ss read the words and their definitions inthe box and then do the matching

- Ss give the Vietnamese meanings of thesewords and then practise pronouncing them

- T checks answers as a class

- Work in pairs and complete theword diagrams

- Use a dictionary to check theiranswers if necessary

- Share the answers with theirpartners

- T has Ss complete the sentencesindividually, and then compare theiranswers in pairs

- Ss complete the sentences with the correctforms of the words in 1 Then compare theiranswers in pairs

- T checks answers as a class

- Pay attention to the context inwhich the words given in the boxcan be used

- Complete the sentencesindividually

- Compare their answers with apartner

- Expected answer:

1 distinguished 2 talented

3 achievements 4 respectable

5 generosity

B ACTIVITY 2: PRONUNCIATION - Homophones (5 ms)

- T asks Ss to study the Do you know…? box and

practise saying the pairs of homophones using thecorrect pronunciation; tells Ss that they are going

to listen to the recording and write the words theyhear in the blanks; asks Ss to read the twosentences a and b carefully, and decide on the part

of speech of the missing words

- T plays the recording and pauses after the firstpairs of sentences and focus Ss’ attention on thehomophones; plays the rest of the recording andasks Ss to write down all words with the samepronunciation while listening

- T explains that they will have a chance to selectthe correct one later on.; pauses the recording aftereach pair of sentences, if necessary; has Ss work

in pairs, discuss the meaning of each word andchoose the correct one for each sentence

- T checks answers as a class

- Ss study the Do you know…? Box; listen to the

recording and write the words they hear in theblanks; Ss work in pairs, discuss the meaning ofeach word and choose the correct one for eachsentence

- Study the Do you know…? Box

and then practice saying the linkingsounds in the samples

- Listen and repeat

Task 2: Listen and repeat the sentences in 1.

- T plays the recording again

- Have Ss repeat each sentence chorally;

- Asks Ss to read the sentences in pairs

- Listen and repeatSome Ss present in front of class

C ACTIVITY 3: GRAMMAR (27ms)

Aims of the

activity

Lesson content & techniques for organising

students’ learning activities

Expected products &

assessment of student work

- T has Ss review the use of the past simple andthe past continuous; asks Ss to look at the

Remember box and draws their attention to the examples and asks them guiding questions: In the first example, which verb indicates an action in progress? Which verb indicates a shorter action that interrupts it? What kind of action does the second example indicate? Why

is the adverb “always” used?

- T asks Ss to read each sentence carefully and

- Study the Do you know…?

Box

- Review the use of the verb

tenses they have alreadylearnt in previous years,

- Read each sentencecarefully, underline the timeexpressions and circle thecorrect verb tense

Expected answer:

decide which action is in progress and whichone is a shorter action that interrupts it; drawsSs’ attention to sentences 4 and 6, in which

always and constantly are used; has Ss to

complete the sentences in pairs

- T checks answers as a class

- Ss listen to the tape again and repeat thesentences chorally

- Ss read the sentences in pairs

Notes

- The past continuous is used to talk about apast action in progress and the past simple ttotalk about a shorter action that interrupted it

Example: A storm hit the istand while I wasenjoying my holiday last year

- The past continuous can be used with always/

constantly to describe repeated or irritating

actions or events in the past It is similar to

“used to”, but has negative meaning

Example: Our neibough was alwayscomplaining about the noise in the building

- Ask Ss to read each sentence carefully,underline the time expressions and circle thecorrect verb tense

1 went, was having

2 met, was traveling

3 was working, was, were

4 shared, was always taking

5 called, was doing, did not hear 6 was constantly asking, was

7 requested, was composing

8 joined, was then leading

a cross ().

- T asks Ss to study the Do you know…? box

and draw their attention to the special cases

(use of the and omission of articles).

- T asks Ss to read the sentences carefully andunderline the nouns / noun phrases after thegaps

- T tells Ss to pay attention to the forms andkinds of these nouns / noun phrases (singular orplural, countable or uncountable, common orproper) before deciding whether to use anarticle or not in each case

- T asks Ss to complete the gaps with the or a

cross () if an article is not necessary

- T has Ss compare their answers with a partner

- Ss look at the Remember box and pay

attention to the examples

- Ss read each sentence carefully and decidewhich action is in progress and which one is ashorter action that interrupts it

- Ss complete the sentences

- Study the Do you know…? Box

- T asks Ss to study Do you know…? box.

- Ss study the Do you know…? box.

•The definite article THE is generally used

- Study the Do you know…? Box

- Suggested answers:

before a singular or plural noun when we talk about a specific thing or action.

Examples:

The dog that bit me ran away.

They like the films directed Steven Spielberg.

- T asks Ss to complete the gaps with anindefinite article or a cross () if an article isnot necessary and draw their attention to

sentences 7 and 8, in which the nouns (ice cream, coffee) can be countable or uncountable.

- Ss read the sentences carefully and underlinethe nouns / noun phrases after the gaps

- T tells Ss that to do Activity 4, they need toconsider whether to use a definite article, anindefinite article, or no article at all for eachgap in the story; asks Ss to read the whole storyfirst to understand the context beforecompleting the gaps; has Ss compare theiranswers with a partner

- T checks answers as a class

Ss distinguish the use of a/an/ the

- The aim of this activity is to

help Ss to consolidate what

they have learnt

- Elicit from Ss what they haveleant and briefly consolidatethe lesson

Repeat the main points:

- To teach Ss to scan a text for specific information about two people’s life stories and

carefully read it for more detailed information through completing the table with correct

information and answering questions

- To teach Ss new vocabulary by finding words or expressions with the definitions given

• Language: To provide learners some vocabulary related to people’s life stories.

2 Skills: Ss can improve reading skill:

- To promote Ss to develop their reading skills

- Skim the text to get the general idea

- Scan the text to get some specific details

3 Attitudes:

- To encourage Ss to work harder

- To provide Ss some motivation

4 Competency: Develop collaborative, problem-solving and communicative competences

II Methods: Integrated and mainly communicative

III Teaching Aids:

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

- Lead in the lesson

- Watch a video clip about somefamous disadvantaged people andtell something they know aboutthese people

B ACTIVITY 2: PRE- READING (6 ms)

What can you do to help them?

 Use the words under the pictures

to answer the questions

Who and what they need

a flood victims who need food and shelter

b students studying in a shabby /dilapidated classroom who need studyequipment and a decent place to study

- work in pairs to ask and answerthe questions

- Ask Ss to present their answerswith their class

 Picture a: flood / food / shelter

 Picture b: shabby

c young cancer patients who need careand comfort

What to do?

classroom / study equipment

 Picture c: cancer / care / comfort

a donating money, rice, old clothes

b donating books, money

c visiting them and giving gifts,organising different activities

Feedback: The answers vary.

C ACTIVITY 3: WHILE- READING (22ms)

- T tells Ss that they are going toread the life stories of 2 peopleand complete the table with factsabout them;

- Asks Ss to study the table andconsider what kind ofinformation they should look for(e.g year of birth or death,nationality, etc.);

- Have Ss read the stories andfind the information to completethe table

- T checks answers in pairs andthen as a class

- Read the two stories and complete the table

- Compare their answers with a partner

Write them in the correct spaces

- T asks Ss to work in pairs andasks them to read the definitionsand discuss any possible answerswithout referring to the text;

encourages Ss to write as manywords as they can think of;

- Have Ss read the text and findthe words or expressions thathave these meanings

- Ss read the definitions and Findthe words or expressions in thetext as required; give theVietnamese meaning of each ofthese words

Expected answer:

1. the needy: người thiếu thốn ['ni:di]

2. reveal: bộc lộ, tiết lộ [ri'vi:l]

3. anonymous [ə'nɒniməs] vô danh

4. amputate ['ӕmpjuteit] cắt chi

5. memory: trí nhớ ['meməri]

6. initiate [i'niʃieit] khởi xướng

- T checks answers as a class.

Expected answer:

1 Every Christmas, Larry handed outthousands of dollars to needy people in publicplaces

2 Because he gave money to people duringthe festive season of December while hisidentity was hidden

3 People have been inspired to continue hismission of kindness and charitable work

4 Thuy organised charity activities to relieveyoung cancer patients’ pain

5 She was awarded the title “HCMOutstanding Young Citizen”

6 The newspaper organises annual events tosupport her program One of them is theSunflower Festival, where children and theirfamilies get together and have fun Gifts aregiven to the young patients, and the memory

of Thuy is kept alive by retelling the storyabout love and sharing

Activity 5: Discuss with a partner

Have you ever taken part in the Sunflower

Festival to support Thuy's DreamProgramme?

- T has Ss work in pairs and discuss thequestions

- If Ss have never heard of Thuy’s DreamProgramme or the Sunflower Festival, Tencourages them to search the Internet forinformation before they answer question b

- Ask Ss to summarize some main ideas of

class

E HOMEWORK (1ms)

- Ask Ss to read the passage again to have deeper understanding about it

- Ask Ss to learn new words and structures by heart and prepare for Speaking lesson

- To teach Ss to talk about some famous historical figures of Vietnam to be able to talk about a

historical figure’s life story

- To teach Ss to practise sharing and giving responses to new information

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

o Express their opinion about some famous historical figures of Vietnam to be able

to talk about a historical figure’s life story

o Perform their viewpoints to other people in real life

2 Skills:

- Enhance Group discussion

- Use expressions to make students’ talk smooth and coherent

- Develop speaking skill

3 Attitudes:

- To encourage Ss to work harder

- To provide Ss some motivation

4 Competency: Develop collaborative, problem-solving and communicative competences

II Methods: - Integrated and mainly communicative

III Teaching Aids:

- Board, chalk, textbook, CD (or smart phones connected with bluetooth speakers)

IV Anticipated Problems: Some students may lack vocabulary and structures to speak the

- Lead-in:

Suggested answers:

He is Nguyen Trai, a famous

historical figure of Vietnam.- + The answers vary.

Expected products &

assessment of students’ work

- T has Ss read the conversation quickly toget the main idea, then has them read itagain and match the sentences (a-e) withthe gaps (1-5) in the conversation

- Ss read the conversation quickly to get themain idea, then read it again and match the

Suggested answers:

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

sentences (a-e) with the gaps (1-5) in theconversation.

- Ss compare their answers

- Ss practise pronouncing new and difficultwords

- Ss practise the conversation in pairs

- Teacher goes round and provides help ifnecessary

- Practise the conversation in pairs

Activity 3: Choose one topic.

Use the information below or your own ideas to make a similar conversation

- T has Ss read the conversationagain and complete theinformation about Nguyen Trai

- Ss choose one topic and make

a similar conversation

Conversation 2 John: Hi, Van What are you doing? Why

are you talking to the mirror?

Van: Well … I’m practising for the

storytelling contest next week I want to see

my expression while I’m speaking

John: I see The topic is the life of a

historical figure, isn’t it?

Van: That’s right I’ve decided to talk about

Le Quy Don.

John: Le Quy Don? Who is he?

Van: He was a distinguished philosopher,

([en,saikləu'pi:dist] nhà bách khoa), he

was responsible for a large number of

encyclopaedic ([en,saikləu'pi:dik]), historical and philosophical ([,filə'sɔfikl])

works

John: Wow! He is a real national hero Do

you know any stories about him? An interesting story will hold the attention of your audience and the examiners

Van: Yes This is an interesting story abouthim: When he was still a child, he created apoem, using words with double meanings todescribe the characteristics of differenttypes of snakes The poem can also beinterpreted as a lazy student’s self-

accusation ([,ækju:'zei∫n]) and promise to

study harder He is respected for his sharp

wit and wide knowledge.

John: Excellent Can you read the poem to me?

Van: Yes, I’ll read it at the contest Why don’t you come to the contest and listen to the poem?

John: OK, I will I really want to know more about this famous man

to help students recall

what they have learnt

and note down the

things they have to do

- Ask Ss to retell what they’vepracticed - Listen to the teacher and takenotes

F HOMEWORK (2ms)

- Ask Ss to Prepare for the listening

- Ask Ss to learn new words and structures by heart

- To provide learners some vocabulary related to the topic of life stories.

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

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

o Listen and do the tasks

o Develop the listening skills for specific details

o Talk about the topic of life stories

o Identify specific information through multiple-choice task and question answering

2 Skills:

- Listen for specific details

- Listen for key words

- Improve listening skills for general ideas

3 Attitudes:

- Students learn more from people’s lives

4 Competency: Develop collaborative, problem-solving and communicative competences

II Methods: - Integrated and mainly communicative

III Teaching Aids:

- Board, chalk, textbook, CD (or smart phones connected with bluetooth speakers)

IV Anticipated Problems: Some students may lack time to complete the tasks.

- Talk about a historical figure well-known

in Viet Nam or around the world

- T makes one or 2 Ss Talk about ahistorical figure well-known in Viet Nam oraround the world; lets other ss observe andgive comments

- 1 or 2 ss do as required in front of theclass and other ss observe

- Other students observe and givecomments

- Ss share what they know related to the question raised

Expected products & assessment of students’ work

with some vocab

add some more, if you can.

- T has Ss discuss the question with apartner; asks Ss to tick the reasons whypeople are interested in the life ofcelebrities or famous people

- If necessary, T explains the meanings ofsome new words that Ss will hear

(overwhelm, slander, take advantage of)

- Ss tick the possible reasons and addsome more

6 Just for fun

7 To show that they are informed

- T tells Ss to read through the statements andthe answer options so that they have someideas about what they have to listen for;

- Helps Ss to identify the key words in eachstatement or option

- T plays the recording without pausing, andhas Ss find the answers individually first, andthen compare their answers with a partner

- Ss match the words with their definitions

- Ss compare their answers

- T checks as a class

- Read through the statementsand the answer options so thatthey have some ideas about whatthey are going to listen for

- Listen and do the task

- Compare their answers with a

partner

Expected answers:

1.B 2.A 3.C 4.A

D ACTIVITY 4: (12 ms)

The aim of the

activity organizing students’ learning activities Lesson content & techniques for assessment of students’ work Expected products &

to the key words in each of them; plays therecording again If necessary, T pauses atthe places in the conversation where Ss canextract the information for each question

- Ss listen again and answer the questions

- T checks answers as a class

- Work in pairs to do the task

1 The audience should have life skills to protect themselvesand to learn from other

people’s lives

2 We should ask ourselvestwo questions: “Why is thisstory told?” “What lesson can Ilearn from it?”

3 We can learn how to avoidmaking similar mistakes orhow to adopt a new way of life

so we can improve ourselvesand become better humanbeings

Expected products & assessment of students’ work

to provide Task 4: Do you agree with Andy that

1. What can we learn from a person’s life? Can we learn from his / her good or bad experiences

or deeds?

2. Think about a famous person (for example Steve Jobs) What can

we learn from his / her life?

- T asks Ss some guiding questions before

they start the discussion Some Ss presenttheir answers before the class

- Work in pairs

- Discuss the questions

- Present their views in front ofthe class

and note down

the things they

have to do

- Ask Ss to retell what they’ve listened - Listen to the teacher and do

the task

G HOMEWORK ( 2ms)

- Ask Ss to Prepare for the writing

- Ask Ss to learn new words and structures by heart

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

 Learn about the life stories

 Write about a life story

 Develop the writing skills in general Build up vocabulary supported for writing

2 Skills:

- To teach Ss to write about a life story

- To teach Ss to develop ability to think in a logical way when rearranging sets of jumbled

paragraphs to form a well-structured text

3 Attitudes:

- Students can learn lessons from people’s lives, especially from the disabled’s ones

4 Competency: Develop collaborative, problem-solving and communicative competences

II Methods: - Integrated and mainly communicative

III Teaching Aids: - Board, chalk, textbook, projector.

IV Anticipated Problems: Some students may lack time to complete the tasks.

Answer the questions:

1.Why shouldn’t we let other people takeadvantage of our stories?

2 How can we learn from other people’slives?

2 By reading reasons for aperson’s failure or success mayhelp us avoid similar failure or

to adopt a new way of life so wecan improve ourselves andbecome better human beings

B ACTIVITY 2: (12 ms)

The aim of the

activity Lesson content & techniques for organizing students’ learning activities Expected products & assessment of students’ work

- This activity aims to provide Ss with asample story

- T asks Ss to read the story and complete itwith the words in the box

-

- Read through the story

- Work in pairs and match the headings (a-e) with the five parts

sub-(1-5)

Expected answers:

- Ss read the story and complete the blanks 1.adopted

2.obsessed 3.helpless

- Ss read through the list (a-g) and put theparts in the order they appear in the story

- Students read through the listand identify the different part

of a life story posted online

Possible answers:

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

You can add further details to make your story more interesting

- T asks Ss to work in pairs anddiscuss the suggested ideasabout Thu Ha; has Ss write theirdrafts individually, andexchange their writing with apartner for peer feedback;

encourages Ss to make revisions,

- Ss make revisions, if necessary

- Note down some common mistakes andcorrection

Suggested answer:

Poverty is no shame

By Thu Ha

Published: 06:00 GMT, 20 September

My parents died in a traffic accident when

I was ten years old, so I grew up with mygrandmother who was too old and weak towork I had to leave school and did odd jobs

to earn a living: selling lottery tickets,washing dishes and doing babysitting When

I was 15, my grandma encouraged me toattend evening classes, so I could improve

my literacy and job prospects

After lots of hardship and effort, Icompleted secondary school and passed achallenging exam to enter MedicalUniversity, which is the dream of manystudents However, I could not pay the schoolfees and had to reject the offer The door to anew life was closed before me I wascompletely disappointed and saw onlygloomy days ahead Then somethingincredible happened: I was awarded ascholarship from the Thanh Nien newspaperfor college students from poor families Thiswas really a turning point in my life because I

could continue my university studies andhope for a better future.

Six years of hard work at the universityand of trying to live on a very tight budgetcame to an end at last Now I am working as

a doctor at a hospital, but I will never forgetthose difficult days I am planning to set upand run a charitable organisation to help poorstudents, as a way to acknowledge otherpeople for supporting me

I’ve told my own story hoping toencourage other people like me to overcomehard times Don’t let poverty defeat you anddestroy your hopes for a better future This is

revise what they

have learnt and

- Ask Ss to retell what they’ve learnt - Repeat the main points of the

lesson

F HOMEWORK ( 1m)

- Write the text again at home

- Prepare for the next lesson

- To provide learners some communication samples, cultural items

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

o Understand and communicate about communication skills and cultural

understanding

o Talk about life stories

2.Skills:

- To promote Ss to develop their communication skills and cultural understanding

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

- Improve listening, speaking and reading skills

3.Attitudes:

- To encourage Ss to work harder, to provide Ss some motivation

- Help Ss to have a chance to know more about famous people

4 Competency: Develop collaborative, problem-solving and communicative competences

II Methods: Integrated and mainly communicative

III Teaching Aids: Posters, CD

IV Anticipated Problems: Some students may lack time to complete the tasks.

Expected products &

assessment of student work

LEAD IN

- Inform the class of the lesson objectives:

Further skill development

Activity 1: Listen to An’s story.

Complete the statements

- T tells Ss that they are going tolisten to An’s story

- T asks Ss to read the statements andunderline the key words to get someideas of what they are going to listenfor

- T plays the recording once or twicefor Ss to take notes of their answers

- T has Ss work with a partner tocompare their answers

- T checks as a class

- Ss listen, answer the questions andtake notes

- Listen and take notes

- Compare their answers with a partner

Expected answer:

1 people’s life stories

2 walking/ well-known historical figures

3 unreal

4 the countryside

5 respect/ real

C: ACTIVITY 2: Communication: Family stories (10 ms)

Aims of the Lesson content & techniques for Expected products & assessment

activity organising students’ learning activities of student work

Further speaking

practice on the

topic

Activity 2: Discuss the questions in pairs

- T has Ss read question 1 and asks them ifthey know what family stories mean

- T asks Ss to work in pairs and discuss thequestions

- Ss discuss the questions in pairs

Suggested answers:

Family stories should be told tochildren because this is the bestway to teach children about thefamily’s history and traditions.Children will know more abouttheir ancestors and feel stronglyattached to their family Moreover,when stories are told, everybodyrecalls memories of the past, whichprovides the best opportunity forfamily members to spend timetogether

D: ACTIVITY 3: CULTURE - The creator of Sherlock Holmes - (10 ms)

Aims of the

activity

Lesson content & techniques for organising students’ learning activities

Expected products &

assessment of student work

- T has Ss read the text about ArthurConan Doyle, the creator of SherlockHolmes, and decide whether thestatements are true, false, or not given

- T encourages Ss to compare theiranswers in pairs

- T checks as a class

- Ss read the text about Arthur ConanDoyle, and decide if the statements aretrue, false, or not given

- Ss compare the answers in pairs

- Discuss the question in pairs

- Guess the answer

- Report their opinions to theclass

A statue of Doyle was built in

- In the next class, mix Ss of any two groupsresponsible for questions a and b together

This will result in four big mixed groups

- Ask Ss to exchange their findings in groups

- After their discussion, ask some Ss to report

to the class

* Suggested answers

F: ACTIVITY 5: CONSOLIDATION (3ms)

Aims of the

activity organising students’ learning activities Lesson content & techniques for assessment of student work Expected products &

- The aim of this - Elicit from Ss what they have leant and Repeat the main points:

activity is to help

Ss to Repeat what

they have learnt

briefly consolidate the lesson - The content of the

Period 9

Unit 1: Life stories LESSON 8: LOOKING BACK AND PROJECT

I Objectives

1 Knowledge: By the end of the lesson Ss can

- To help Ss pronounce revise what they have learned in unit 1

- To teach Ss some lexical items related to life stories

- To give them a chance to do a small project in which they can develop their speaking skills

- By the end of the lesson Ss are able to:

+ Use the homophones in connected speech correctly

+ Use some key words of the life stories

+ Do the exercises on past simple and past continuous tense.

2 Skills: Revising, making presentation

3 Attitudes: learning lessons from other people’s lives.

4 Competency: Develop collaborative, problem-solving and communicative competences

II Methods: Integrated and mainly communicative

III Teaching Aids: Pictures, projector

IV Anticipated Problems: Some students may lack time to complete the tasks.

Check as the whole class

Lead in the lesson

List all language pointscovered in Unit 1

if they are unsure about the pronunciation ofthese words

- T asks Ss to work with a partner to comparethe answers

- Ss say aloud the words in each group

- Ss use a dictionary if they are unsure aboutthe pronunciation of these words

- Ss read the sentences aloud

Expected answer:

1 brick 4 soon

2 dare 5 greet

3 wet 6 bay

C ACTIVITY 2: TASK 2- PRONUNCIATION (5’ ms)

- T has Ss practise saying aloud thesesentences in pairs

- Ss listen to the recording and complete theblanks

- Ss repeat and has Ss spell thehomophones, or write these words on theboard

- Ss practise saying aloud these sentences inpairs

Listen the the recording

Check their answersWork in pairs to practice thesentences

- T asks Ss to read the instructions, do theactivity individually, and compare theiranswers in pairs

- T checks answers as a class

- Ss read the instructions, do the activityindividually, and then compare their answers

- T has Ss read through the whole story aboutTran Quoc Toan before deciding on thecorrect tense of each verb

- T has Ss do the activity individually first,and then compare their answers in pairs

- T checks answers as a class

- Ss read through the whole story about TranQuoc Toan before deciding on the correcttense of each verb

- Ss do the activity individually first, and thencompare their answers in pairs

14 began

15 managed

16 were fighting

17 was always dashing

F ACTIVITY 5: TASK 2- GRAMMAR (5 ms)

Aims of the

activity Lesson content & techniques for organising students’ learning activities Expected products & assessment of student work

Review the use of

- T checks answers as a class

- Ss underline the nouns or noun phrases anddecide if these words need an article or not

- Ss do the activity individually first, and thencompare their answers in pairs

1. a (great time), the (USA)

2. the (army), a (soldier), the (country)

“A famous person you admire”

- Ss work in groups of four

- T allows Ss one week to collectinformation about a famous person, writehis / her profile, and organize theirpresentations

Each group member chooses afamous person, creates his / her profile,and gives a presentation about this person

2 Presentation

- Have each group introduce their poster,present the features of the species theyhave chosen, and explain why and how itshould be protected

- Encourage the rest of the class to askquestions and give feedbacks about theposter and the comment of the

- Feedback: Charlie Chaplin

1 Where and when was he/sheborn?

16 April 1889 in London

2 Where did he grow up? In London

3 What is he famous for?

an English comic actor and maker

film-4 Something interesting facts abouthim:

- worked mainly in the US

- appeared as a humorous characterwith a small moustache, a bowlerhat, a walking stick, walked in afunny way with the backs of his feettogether and his toes pointing out tothe sides

5 Lessons to learn from his/her lifestory:

During his childhood he lived inpoverty and hardship but he triedhard to achieve success

Introduce their poster, present thefeatures of the species they havechosen, and explain why and how it

activity organising students’ learning activities Lesson content & techniques for assessment of student work Expected products &

- The aim of this

activity is to help

Ss to Repeat what

they have learnt

- Elicit from Ss what they have leant andbriefly consolidate the lesson Repeat the main points: -Vocab+ grammar+

pronunciation

HOMEWORK ( 1m)

- Ask Ss to complete their work at home and prepare for the next lesson

Period 10

Unit 2: Urbanisation Lesson 1: Getting started

I Objectives:

1 Knowledge:

- To help Ss to know the overall topic of Unit 2: “Urbanisation”, some vocabulary related

to urbanisation and its features, forming and using compound adj, recognizing dipthongs

and practising pronouncing them correctly, using the subjunctive in That-clauses aftercertain verbs and expressions

- To check students’ comprehension thorough True / False

- To help learners get started with some language items in Unit 2

2 Skills:

- To help learners get started with 4 skills in Unit 2

- Reading: Reading for specific information in an article about urbanization and its causes

- Speaking: Discussing key features of urbanisation and expressing opinions about apreferable place of living

- Listening: Listening for general ideals specific information in a discussion about theadvantages and disadvantages of urbanization

- Writing: Describing a line graph about the rate of urbanisation

3 Attitudes:

- To help Ss get started for Unit 2 with the topic "Urbanisation"

- To provide Ss some motivation

4 Competency: Develop collaborative, problem-solving and communicative competences

II Methods: Integrated and mainly communicative

III Teaching Aids:

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

- T asks Ss to think of as many words related

to urbanisation as they can

- Some Ss give the words by pronouncingthem aloud or write them on the board

- T leads to the new lesson

Suggested answers

+ city, urban, areas,problems,

+ advantages, disadvantages + solutions, overpopulation,etc

Activity 1: Listen and read

- T shows Ss the pictures in the textbook

and asks ss some questions

- Ss look at the picture and do theguessing as required

- T asks Ss to read the instructions and

- Listen to the recording, practicereading in groups of three

- Underline the words they don’tknow

- Guess, explain, listen and takenotes

predict what the two friends will betalking about in their conversation.

1. Who are the boy and the girl?

2. What are they talking about?

- T plays the recording

- Ss listen and read the conversationsilently

Suggested answers:

1. They are Nam and Lan

2. I think they are talking abouturbanisation They willprobably be talking about howthey will organize theinformation for theirpresentation about urbanisation

Activity 2: Answer the questions

- Ask Ss to work individually and finishthe task

- Ask them to exchange their answerswith a partner

- T has Ss read the questions and find theanswers in the conversation

- Ss read the conversation again andanswer the questions

- Retell the common steps to dothe task:

- Work individually first, and thenwork in pairs to find the answers

- Answer the questions

Expected answer:

1.They are discussing the outline, structure and content of their presentation on urbanisation 2.Next Friday.

3.It’ll be 15-minute presentation, followed by a five-minute Q&A session.

4.It will cover the definition of urbanisation, its causes, and its main advantages and dis- advantages It will also refer to urbanisation in Viet Nam.

5.No, because that would make their presentation too long and overload listeners with lots of information.

- Ss read the words in the boxesand do the matching, then point outwhere the words are in theconversation

- T has Ss give the Vietnamesemeanings of these words

- Work in pairs to read the question anddiscuss their answers with their partner

Activity 4: Complete the sentences,

using the correct forms of the verbs in

the box Then find them in the

conversation

- T asks Ss to read the conversation again

and complete the sentences, using the

correct forms of the verbs in the box

- Listen to the teacher’s explanation

* Expected answers

1 I live in an urban area There are a lot

of things that I like about it: we canenjoy good living condition and healthcare, various forms of entertainment,efficient transport, plenty of jobopportunities

2 If a lot of people have moved in orout of our area, there will be trafficjams This will lead to traffic accidentsbecause we don’t have enough goodroad systems It also results in lack ofsecurity because we are shortage ofpolicemen

G: ACTIVITY 5: CONSOLIDATION (2ms)

Aims of the activity organising students’ learning activities Lesson content & techniques for assessment of student work Expected products &

- The aim of this

Repeat the main points:

- The content of the conversation

- To provide learners some language items in Unit 2

- For vocabulary, that is words and phrases related to urbanization

- For pronunciation, that is diphthongs in connected speech

- For grammar, that is the form and use compound adjectives and the subjunctive in

that-clauses after certain verbs and expressions

2 Skills:

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

3 Attitudes:

- To encourage Ss to work harder

- To provide Ss some motivation

4 Competency: Develop collaborative, problem-solving and communicative competences

II Methods: Integrated and mainly communicative

III Teaching Aids:

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

Getting Started again Match the words in

the conversation with the appropriate definitions

- T has Ss go through the words and themeanings provided

- T encourages Ss to read through theconversation again and find examples of eachitem

- T asks Ss to match the words with thedefinitions individually, and then compare theiranswers in pairs or groups

- T checks the answers as a class

- Work in pairs and completethe word diagrams

- Use a dictionary to checktheir answers if necessary

- Share the answers with theirpartners

Expected answers:

1 c (sự đô thị hóa)

2 f (cung cấp quá nhiều)

3 a (sự công nghiệp hóa)

4 e (thuộc nông nghiệp)

5 d (không chú ý nữa)

6 b (nạn thất nghiệp)Help Ss to

the adjectives increased and the verb form after

the gap suggests a noun Contextual clues alsoinclude synonyms, antonyms, explanations orcontrast

- Ss complete the sentences with the correctforms of the words in Activity 1

- Pay attention to the context

in which the words given inthe box can be used

- Complete the sentencesindividually

- Compare their answers with apartner

- Expected answer:

1 urbanisation 2 overload

3 switched off 4 agricultural

- T has Ss work individually first.

- T encourages Ss to refer to the Do you know

…? box to get more information about thestructure and meaning of compound adjectives

- Ss do the matching as required

- Ss tell the compound adjectives’ Vietnamesemeaning

- Ss read the compound adjectives aloud

- T asks Ss to compare their answers in pairs

- T checks answers as a class

1 weather-beaten (dày dạnnắng gió)

2 well-paid (được trả lươngcao) 3 long-lasting (lâu dài)

4 year-round (quanh năm)

5 worldwide (khắp thế giới)

6 downmarket (phục vụ giớibình dân)

- T has Ss work individually first

- Then T asks Ss to work in pairs or groups,and compare their answers

- T checks answers as a class

- Ss complete the text with thecompound adjectives given inthe box

- Ss work in pairs or groups,and compare their answers

B ACTIVITY 2: PRONUNCIATION - Dipthongs (5 ms)

- T has Ss listen to the conversation and payattention to the pronunciation of theunderlined parts

- T tells Ss that these sounds are calleddiphthongs because they consist of twovowels combined together

- T has Ss refer to the Do you know …? box

for more information about the diphthongs

- T checks if Ss pronounce these diphthongscorrectly

- Ss listen to the conversation and payattention to the pronunciation of theunderlined parts

- Ss refer to the Do you know …? box for

more information about the diphthongs

- Study the Do you know…?

Box and then practice sayingthe dipthongs in the samples

Activity 2: Now listen to the conversation

in 1 again Pay attention to the diphthongs

in the conversation Practise it with a partner

- T has Ss write the diphthongs as headings

- Listen and repeatSome Ss present in front of

and the target

dipthongs

of 8 columns

- T lets Ss listen to the conversation in 1again and put the target words in the correctcolumns

- T asks Ss to practise the conversation with apartner They can also discuss the groups ofwords

- Write the dipthongs on the board and playthe recording Pause after each sentence andhave Ss write the target words next to thecorrect dipthong on the board

- Encourage some pairs to role-play theconversation out loud in front of the class

assessment

of student work

the sentences, using

the correct form of

the verbs in brackets

- T has Ss work

individually first

- T encourages Ss to

refer to the Do you

know …? box to get

general rules related

to the form and usage

of this grammar point

Expected answer:

1 (should)get

2 (should)

be cleaned

3 (should)work

4 (should)

be allowed

5 (should)attend

6 (should)not lookdown on

the sentences with

the verbs in the box.

Use the appropriate

1 (should) study

2 (should) be told

of

verbs

verbs in the box,

using the appropriate

sentences with the

verbs in the box,

using the appropriate

Aims of the activity

Lesson content & techniques for organising students’

learning activities

Expected products & assessment of student work

- The aim of this activity is to

help Ss to consolidate what

they have learnt

- Elicit from Ss what they haveleant and briefly consolidatethe lesson

Repeat the main points:

Period 12

Unit 2: urbanisation Lesson 3: Reading

- To teach Ss new vocabulary by finding words or expressions with the definitions given

- To develop their reading skill through deciding true-false statements and answering

questions

- To teach Ss new vocabulary by finding words or expressions with the definitions given

• Language: To provide learners some vocabulary related to the topic Urbanization.

2 Skills: Ss can improve reading skill:

- To promote Ss to develop their reading skills

- Skim the text to get the general idea

- Scan the text to get some specific details

3 Attitudes:

- To encourage Ss to work harder

- To provide Ss some motivation

4 Competency: Develop collaborative, problem-solving and communicative competences

II Methods: Integrated and mainly communicative

III Teaching Aids:

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

Find parts of speech of family words

- T asks Ss to decide whether each of thewords given is a noun / a verb / anadjective or an adverb

- Then T has Ss give their Vietnamesemeanings

- Ss find the words as required

Word Part of

speech

Vietnamesemeaning

Urbanisati-on

Urbanisati-on

- Have Ss brainstorm the factors that lead

to urbanization

- Ask Ss to share their opinions

- Lead in the lesson

B ACTIVITY 2: PRE- READING (6 ms)

- T has Ss to read the statements andpredict whether they are true (T) or false(F), has them do the task individually, andthen compare their answers in pairs orgroups

- T elicits Ss’ answers, encouraging alldifferent predictions T has Ss explaintheir predictions

- work in pairs to ask and answerthe questions

- Ask Ss to present their answerswith their class

- Ss read an advice column and thequestions

- Ss choose the best summary of eachreader’s problem

Suggested answers:

1.T (Before the 1950s, urbanisation mainly occurred in more economically developed countries (MEDCs).)

2.F (Since 1950s, urbanisation has grown rapidly in LEDCs (Less Economically Developed Countries)) 3.T (People migrate to urban areas

on a massive scale due to lack of resources in rural areas.)

4.F (The standard of living in urban areas will be higher than in rural areas)

5.T (The urban population will continue to grow and it is expected that its proportion will increase to 70% by 2050.)

- Compare their answers with apartner

- T has Ss study the meanings, and go back

to the reading text to locate the words thatmatch the given meanings; tells Ss to workindividually to write the correct words next

to the definitions given; asks Ss to checktheir answers in pairs or groups

- T checks answers as a class

Activity 4: Read the text carefully.

Answer the following questions

- This activity helps Ss to practice readingfor details and specific information

- T asks Ss to look at the questions quicklyand underline the key words which canhelp them to locate the specificinformation in the text; lets Ss read the textindividually, then compare their answers inpairs or groups T encourages Ss to explainexactly which information from the texthelp them to answer the questions

- T checks answers as a class

Expected answer:

1.It’s a process by which urban areas grow bigger as more and more people leave the countryside to live

in towns and cities.

2.MEDCs stands for more cally developed countries LEDCs stands for less economically developed Countries.

economi-3.Before the 1950s, rapid tion took place in Europe and North America because it was the period of industrialisation in these areas 4.After 1950, urbanisation started to grow rapidly in LEDCs.

urbanisa-5.Some of the “push” factors of urbanisation are lack of resources in rural areas, bad weather condi- tions, and competition from large agricultural companies.

6.Because they have to suffer bad weather conditions and competition from large agricultural companies 7.Some of the “pull” factors of urbanisation are the centralisation

of resources such as money, services, wealth and opportunities as well as the higher living standards of these areas.

encourages other Ss to ask follow-upquestions

- Ss work in pairs to ask and answer theirguiding questions

main points of the

reading - Ask Ss to summarize some main ideas ofthe text.

Three Ss present in front ofclass

E HOMEWORK (1ms)