GIÁO ÁN TIẾNG ANH 12 HK 1

Giáo án dạy môn TIẾNG ANH lớp 12 học kì 1 đã được soạn tương đối đầy đủ chi tiết đến từng bài theo PPCT nhà trường, theo mẫu hướng dẫn của Bộ giáo dục và đào tạo. Giúp giáo viên tham khảo thuận lợi trong giảng dạy, không phải mất thời gian để soạn mà tập trung vào công việc khác, tiết kiệm được thời gian, tiền của cho giáo viên. Đây là tài liệu tham khảo rất bổ ích cho GV.

Trang 1

Class Preparing date Teaching date

- Know tests and some teacher’s requirements for learning English 12

- Students are expected to know how to learn English effectively then do the tasks that follow

3 Qualities : Have a good attitude for English and Vietnamese language.

II PREPARATIONS

- Teacher: Handouts, textbook, pieces of papers, cassette, laptop,…

- Students: Text book, number cards, color chalk

III PROCEDURE

-T divides the whole class into two groups and plays

the game

- The leader of each group chooses a number for their

own group and does the following requirement in each

question If the answer is correct, they will get 10

marks

1 Lucky Number

2 How many girls are there in your class?

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

4 Lucky Number

5 What do you prepare for this semester?

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

7 How do you learn English well?

8 Do you speak English fluently?

- T leads Ss in the lesson

A Content: Including six topics

- T introduces the topics

> Six topics are divided into ten units

- T asks Ss to find out the topic through the unit’s

name

- There are 8 periods in each unit They are Getting

Started, Language, Reading, Speaking, Listening,

Writing, Culture and communication and Looking

Back

B The design of each unit in textbook:

1 Getting started: Introducing the overall topic of the

A Content: Including six topics

B The design of each unit in textbook

1 Getting started: Introducing the overall topic of the

Trang 2

3 Reading: Developing reading skills and providing

Ss with language and ideas about the topic

4 Speaking: Developing speaking skills and

encouraging Ss to apply and share their own

knowledge

5 Listening: Developing listening skills

6.Writing: Developing writing skills and helping Ss

cope with ideas and necessary language

7 Communication and culture: providing Ss with an

opportunity for further practice and consolidation of

the skills and the language learnt previously in the

unit

8 Looking back and project:

- Revising and consolidating of the language in the

unit

- Providing Ss with an opportunity to apply the

language and skills they learnt throughout the unit to

perform a task in a realistic situation

- After 2 units, Ss have one period for test themselves

It helps them test themselves about what they’ve

learnt

C Tests:

1- Checking frequency knowledge for the previous

lesson

2- Fifteen minutes test (3 times for each semester)

3- Forty minutes test (2 times for each semester)

4- Semester test (Once for each semester)

D The new point in learning English 12

- Communicative method /approach

- Task - based method /teaching

- The book is designed with 4 skills

- Complete and various tests

- Learner - centered approach

E Some requires of students

- Read the lesson before studying in class

- Do all exercises at home

- It is good to find the meaning and the pronunciation

of the new words in the dictionary at home

-Listen to the teacher attentively and take part in the

lesson actively and creatively

- Take part in the activities that the teacher required

such as pairs work, group work or individual

- Each Ss has a notebook and book (student book and

work book)

unit

2 Language: Learning vocabulary, grammar and pronunciation

3 Reading: Developing reading skills and providing

Ss with language and ideas about the topic

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

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

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

8 Looking back and project:

Trang 3

- Vocabulary: Read, write and understand key words or phrases about life stories: stimulate (v); innovation (n);

influential (a), determined(a); inspire (v)

- Pronunciation : recognise homophones in connected speech

- Grammar : use the past simple and the past continuous

2 Skills:

- express their opinion about their choice

- read for specific information through the task True or False

- do exercises on the past simple and past continuous tense

3 Attitude:

- admire famous people such as Steve Jobs, Michael Jackson and Christine Ha

- understand and actively respond to relevant matters or situations

III Anticipated problems and solutions:

- may have difficulty in expressing their ideas because they don’t have enough vocabulary, so T should helpthem

IV Procedure:

1 Warm up : (6’)

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 and answer

questions: Do you know who they

are? What do you know about them?

- Then leads in the lesson today :→LIFE

+ absolutely:/'æbsəlu:tli/ tuyệt đối

+ innovation: /,inəu'veiʃn/ sự đổi mới

+ gifted: /'giftid/ có tài, có năng khiếu

- Asks students to listen and repeat the new

* Activity 1: Listen and read

+ Steven Paul “Steve” Jobs (February 24, 1955 – October 5,2011) was an

American entrepreneur, marketer, and inventor, who was the co-founder,

chairman, and CEO of Apple Inc

+ Michael Joseph Jackson (August 29, 1958 – June 25, 2009) was an American

singer, song writer, record producer, dancer, and actor

Trang 4

- Calls some students to read the new words.

- Checks vocabulary: ROR

- Tell Ss that they are going to listen to a

conversation

- Play the recording

- Ask Ss listen to the recording and read the

conversation

Activity 2: Read the conversation again: (6’)

Decide whether the statements are

T or F (12 minutes)

- Ask Ss to work individually and finish the task

- Ask them to exchange their answers with a

partner

T (Quang says he hasn’t decided between Steve

Jobs and Michael Jackson.)

NG

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.)

F (Quang says M Jackson’s music inspired

him to learn to play a musical

instrument.)

T (Quang says Christine Ha won the US Master

Chef trophy in 2012 Hung says

Christine is a blind chef and a gifted writer, very

talented and determined, and it

was absolutely amazing to watch her use all the

kitchen tools and prepare the

dishes.)

T (Hung says Christine is a blind chef.)

Activity 3: Discuss with a partner : (5’)

If you were Quang, who would you choose to

talk about, Steve Jobs or Michael

Jackson? Why?

- T has Ss read the question and discuss

their answers with a partner; elicits

some answers and writes the best ones on the

board - Ss discuss in pairs and

answer the questions

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

Activity 4: Find the words in the conversation

that have the same sounds as the following :

(6’)

- T explains briefly to Ss that many English

words (or combinations of words)

may have the same pronunciation, but

+ Christine Ha (May 9, 1979) is an American chef, the first blind contestant of the

TV show Master Chef and winner of its third season in 2012

* Activity 2: Read the conversation again.

Decide whether the statements are true (T), false (F) or Not Given ( NG):

* Activity 3: Discuss with a partner

If you were Quang, who would you choose to talk about, Steve Jobs or Michael Jackson? Why?

* Activity 4: : Find the words in the conversation that have

the same sounds as the following

Key

1 too

2 I

3 see

Trang 5

different spellings and different

meanings They are called homophones

1 too _ 2 eye _ 3 sea 4

one 5 no

Feedback: 1 two 2 I 3 see 4 won 5

know

Activity 5: Read the conversation again and

write the correct tenses of the

verbs in brackets : (6’)

This activity focuses on revision of the past

simple and the past continuous

- T asks Ss to give the correct tenses of the verbs

in brackets first, and then has

Ss read the conversation to check their answers

Feedback: 1 became, wasn’t

2 felt, was creating

3.Wrapping up: (6’)

-Asks Ss to work in pairs to talk about the

person they admire most and tell the reason

+Vocabulary: Read, write and understand key words or phrases about life stories: achievement (n); talented (a),

distinguished (a), respectable (a), generosity (n)

+ Pronunciation: distinguish homophones in connected speech

+ Language :

- use the past simple and the past continuous

- use definite and indefinite articles or omission of articles

2 Skills:

- pronounce, know the meaning of the key words and word collocations and do the exercises that follow

- practice pronouncing homophones in connected speech

- understand the main grammatical points and do the exercises that follow

3 Attitude:

- admire famous people

understand and actively respond to relevant matters or situations

Trang 6

Students: sub-boards

- may not know the meaning of some vocabularies, so T should help them

IV Procedure:

1 Warm up(6’):

- Asks students to play a game: Jumbled words

- Divides the class into two groups and chooses

one for each group to take part in the game

- Uses the words to combine to form a right

Activity 1: Write the words given in the box

next to their meanings.

- Explains to Ss what they are supposed to do

- Has Ss go through the words given in the box

and discuss with a partner their meanings

- Asks Ss to match the words with their

meanings individually in 3’

- Calls some Ss to give answers

- Checks and gives correct answers

Activity 2: Complete the sentences with the

correct forms of the words in 1.

- Explains to Ss what they are supposed to do

- Asks Ss to study the sentences given and work

out the part of speech that needs to be filled in

- Reminds Ss that they should discuss the

contextual clues that can help figure out the

answers

-Has Ss do the task individually in 2’, then

compare answers in pairs

-Checks the answer with the whole class

B PRONUNCIATION: (12’):

Homophones

Activity 1: Listen to pairs of sentences Write

the correct words in the gaps The first pair

has been done as an example.

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

practise saying the pairs of homophones using

the correct pronunciation

- Tells Ss to decide on the part of speech of the

missing words in a) and b).

- Has Ss listen to the tape to do activity 1 T may

pause the recording after each pair of sentences

- Has Ss work in pairs, discussing the meaning

of each word and choosing the correct one for

each sentence

- Gives correct answers

Trang 7

Activity 2: Listen and repeat the sentences in

1.

- Plays the recording and asks Ss to read along

with the recording

- Has Ss practise the sentences in pairs

- Asks some pairs to read the sentences in front

of the class

- Gives comments on Ss’ performance

C GRAMMAR: (10’):

+ The past simple vs the past continuous

+ Definite and indefinite articles

+ Omission of articles

I Presentation:

The Past Simple vs the Past Continuous

Activity 1: Underline the correct word (8

minutes)

- T has Ss review the use of the past simple and

the 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?

Exercise 1: Put the verbs in brackets in the

past simple or the past continuous.

- Lets Ss work individually in 4’

- Then asks Ss to compare their ansers in pairs

in 2’

- Checks and gives feedback

+ Definite articles and Omission of articles

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 complete the gaps with the or

a cross ( ) if an article is not ) 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 decide

which action is in progress and

which one is a shorter action that interrupts it

- Ss complete the sentences

Exercise 2: Complete the gaps with the where

necessary If an article is not necessary, write

1 went, was having

2 met, was travelling

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

Exercise 2: Complete the gaps with the where necessary.

If an article is not necessary, write a cross (X)

1 the

2 the, the

Trang 8

- Does an example as a model

- Asks students to do Exercise 2 individually in

3’ and then compare their answers with a

partner’s in another 2’

- Calls some Ss to write anwsers on the board

- Corrects mistakes

+ Indefinite articles

Exercise 3: Complete the gaps with a, an or a

cross (X) if an article is not necessary.

- Introduces Exercise 3 to students and explains

how to do it

- Does an example as a model

- Ask students to do Exercise 3 individually in

partner’s in another 1’

- Calls some Ss to write answers on the board

- Correct mistakes

Exercise 4: Read the following story and

complete each gap with an article Write a

cross (X) if an article is not necessary.

- Introduces Exercise 3 to students and explains

how to do it

- Asks Ss to read the whole story first to

understand the context

- Ask students to do Exercise 3 individually in

Exercise 3: Complete the gaps with a, an or a cross (X) if

an article is not necessary.

- Asks Ss to work in groups of 3 or 4 Ss to make

5 sentences, using the simple past and the past

Feed-back:

With class………

………

Handout

Trang 9

12.Last Sundayhe

……… to the English club ( not go)

II Put in

a/ an

or the where necessary Leave an empty space (-) if sentence is already complete.

1 I don't usually like staying at hotels, but last summer we spent a few days at very nice hotel by sea

2 tennis is my favorite sport I play once or twice week if I can, but I'm not very good player

3 I won't be home for dinner this evening I'm meeting some friends after work and we're going to cinema

4 unemployment is very high at the moment and it's very difficult for people to find work

5 There was accident as. I was going home last night Two people were taken to hospital I think most accidents are caused by people driving too fast

Ngày………tháng…….năm 2021 Xác nhận của tổ chuyên môn

TTCM Nguyễn Thị Thảo

I Objectives: By the end of the lesson, students are expected to achieve the following objectives:

- know about two famous people, Larry Stewart and Le Thanh Thuy, who have dedicated their life to the needy and cancer patients

1 Knowledge:

+Vocabulary: Read, write and understand key words or phrases about life stories: vow (v); needy (a); humble (a); hospitalisation (n); amputate (v); hand out (v); initiate (v)

2 Skills:

- read for specific information about two people’s life stories

- Skim the text to get the general idea

- Scan the text to get some specific details

3 Attitude:

- know and learn from Larry Stewart and Le Thanh Thuy

I Fill in the blanks with a correct form, the PAST SIMPLE or the PAST CONTINUOUS.

1 He ……… (talk) with Mary, when Mrs Smith came in

2 They ……… (study) two hours last night

3 Jane ……… (sleep) when the telephone rang

4 As I ……… (walk) to the lab, I met my friend

5 We ……… (watch) TV last night

6 The customer ……… (pay) his cheque when he dropped his credit card

7 The barber ……… (cut) my hair yesterday

8 She was dancing when she (hurt) her ankle

9 It ……… (rain) hard when I got up

10 It ……… (rain) hard last night

11.Sally……… (eat) dinner last night when someone ……… … (knock) on the door

13 While I ……… (study) last night, Fred …………(drop by) to visit me

14 My roommate’s parents ……… (call) him last night while………(watch) TV

15 My mother called me around five My husband came home a little after five When he……… (come) home, I ……… (talk) to my mother on the phone

Trang 10

- understand and actively respond to relevant matters or situations.

- don’t know the meanings of some words, so T should help them

1 Who are the people in the pictures?

2 What do they need?

3 What can you do to help them?

- Leads to the lesson, informs the class of the

lesson objectives and writes the title on the

board

I Pre- reading: (8’):

* Presents some new words:

+humble (adj) /'hʌmbl/ : tầm thường

+ vow (v) /vau/ thề

+ needy (adj) /'ni:di/ : cần thiết

+ identity (n) /ai'dentiti/ sự nhận dạng

+ hospitalisation (n) sự nằm viện

+ amputate (v) /'æmpjuteit/ cắt cụt

- Reads new words and asks students to repeat

after the teacher

- Calls some students to read aloud

- Checks the understanding of new words: ROR

II While- reading: (20’):

* Activity 1:

- Lets students practise reading the questions

and answers above

-Calls some pairs to speak them out

- Checks students’ answers and guides students

to the correct pronunciation if necessary

* Activity 2: Read the two people’s life stories

and complete with facts about them.

- Explains to Ss the task

- Aks Ss to study the table and consider what

kind of information to complete the table

- Has Ss read the stories and find the

information to complete the table individually

in 3’

- Calls some Ss to present their answers

Unit 1: LIFE STORIES Lesson 3 : reading Suggested answers:

Who and what they need

a flood victims who need food and shelter

b Ss studying in a shabby / dilapidated classroom who need study equipment and a decent place to study

c young cancer patients who need care and comfort

What to do

a donating money, rice, old clothes

b donating money, books

c visiting them and giving gifts; organising different activities

1 Who are the people in the pictures?

2 What do they need?

3 What can you do to help them?

* Activity 2: Read the two people’s life stories and complete with facts about them.

Stewart

Le Thanh Thuy

Trang 11

- Checks the answers as a class.

* Activity 3: Find the words or expressions in

the text that have the following meanings

Write them in the correct spaces

- Explains to Ss the task

- Asks Ss to work in pairs to read the definitions

and discuss possible answers without referring

to the text

- Then has Ss read the text and find the words or

expressions that have these meanings

- Calls some Ss to write their answers

- Corrects the Ss’ answers

* Activity 4: Read the stories again Answer

the following questions.

- Checks if Ss can answer the comprehension Qs

without reading the text again If Ss cannot, T

gets them to read the Qs carefully and underline

the key words to do task

- Gets Ss to read the text and check their

answers and explain their choices in 5’

- T calls some Ss to read their answers and

explain their choices

- T comments and gives feedbacks

III.Post- reading: (6’):

Activity 5: Discuss with a partner.

Have you ever taken part in the Sunflower

Festival to support Thuy’s Dream

Programme?

- Asks Ss to work in pairs to discuss the

question and give reasons for their answers

- Asks sts to work in 4’

- Calls some Ss to share their ideas Teachers

encourages other Ss to ask follow-up questions

- Comments and corrects Ss’ mistakes

Nationality American Vietnamese

Health problem

cancer bone cancer

Dedicated life to…

the needy young

cancer patients

Activity 3: Find the words or expressions in the text that have the following meanings Write them in the correct spaces

2 Because he gave money to people during the festive season

of December while his identity was hidden

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

4 Thuy organised charity activities to relieve young cancer patients’ pain

5 She was awared the title “Ho Chi Minh City Outstanding Citizen”

6 The newspaper organises annual events to support her programme One of them is the Sunflower Festival, where children and their families get together and have fun Gifts are given to the young patients, and the memory of Thuy is kept alive by retelling her story about love and sharing

III Post-reading Activity 5: Discuss the questions.

Have you ever taken part in the Sunflower Festival to support Thuy’s Dream Programme?

Trang 12

-T asks Ss to work in groups to retell the life

stories of Le Thanh Thuy and Larry Stewart -retell the life stories of Le Thanh Thuy and Larry Stewart

Choose the word or phrase - A, B, C or D - that best fits the blank space in the following passage.

Years ago, in their private family role, women quite often dominate the male members of the household.Women were quite (1)……… to their families However, the public role of women has changed (2)

……… since the beginning of World War II

During the war, men were away from home to the battle As a (3) ………, women were incomplete control of the home They found themselves doing double and sometimes triple (4) ……….They began to take over the work of their absent husbands and to work outside They accounted for 73% of theindustrial labor force Women were forced by economic realities to work in the factories The women whoworked there were (5) ……… low wages, lived in crowded and small dormitories However, theyfound themselves a place as active members of society Women, although they were ruthlessly exploited, be -came the key to the country's success

1 A fascinated B worried C dedicated * D interested

2 A unfortunately B approximately C nearly D dramatically*

4 A duty* B job C requirement D career

- talk about some famous historical figures of Vietnam

1 Knowledge:

+Vocabulary: Read, write and understand key words or phrases about life stories: wit (n), historical figure (n);

nominate (v);

2 Skills:

+ Express their opinion about some famous historical figures of Vietnam

+ Perform their viewpoints to other people in real life

3 Attitude:

Trang 13

- raise the Ss’ awareness of the importance of talking about historical figures’ life stories

- may not have enough vocabulary to express their ideas, so T should help them

- Asks Ss to write as many historical figures in

Viet Nam that they know as possible

- Calls some Ss to write on the board

- Reads the words and asks Ss to repeat

- Calls some Ss to read the words again

- Corrects mistakes, if necessary

II While-speaking (18’)

Activity 1: Choose the correct sentences (a-e)

to complete the conversation between two

friends.

-Explains to Ss the task’s requirement

- Asks Ss to read the conversation quickly to get

the main idea

- Asks them to work individually to do task 2 in

- Walks around to observe

Unit 1: LIFE STORIES Lesson 4 : speaking

Pre-speaking

* New words/phrases:

+ reputation (n):/,repju:'teiʃn/ danh tiếng + scholar (n) /'skɔlə học giả/

+ strategist (n): /strætidʤist nhà chiến lược/

+ invader (n) /in'veidə/ quân xâm lược + dedication (n) /,dedi'keiʃn/ sự tận tụy

II While-speaking Activity 1: Choose the correct sentences (a-e) to complete the conversation between two friends.

Trang 14

Activity 3: Choose one topic Use the

information below or your own ideas to make

a similar conversation.

- Explains the task to Ss

- Asks Ss to work in pairs in 7’ T encourages Ss

to add more information about Le Loi or Le Quy

Don

- Calls some pairs to act out their conversations

in front of the class

- Gives comments on Ss’ performance

III Post-speaking(7’)

Activity 4: Work with a partner Talk about a

historical figure well-known in Viet Nam or

around the world.

- Asks Ss to choose a historical figure

well-known in Viet Nam or around the world to talk

* Activity 3: Choose one topic Use the information below

or your own ideas to make a similar conversation.

III Post-speaking Activity 4: Work with a partner Talk about a historical figure well-known in Viet Nam or around the world.

Wrapping-up(5’)

-T asks Ss to work in pairs One student acts as a

journal to interview their partner’s knowledge of

a historic figure well- known in Viet Nam

12 A

Trang 15

Period 6

UNIT 1 LIFE STORIES Lesson 5 : listening

- listen for specific information about a talk show on privacy and disclosure of people’s private lives

1 Knowledge:

+Vocabulary: Read, write and understand key words or phrases about life stories: celebrity (n), ; gossip about

(v); reputation (v), overwhelmed, slander (v)

2 Skills:

+ Develop the listening skills for specific details

+ Talk about the topic of life stories

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

3 Attitude:

- learn success or failure from the famous people

1 Who are they?

2 Do you want to know about their private life

stories?

3 Why do you want to know about them?

- Has a talk with Ss

=> Leads in the lesson

2 Pre- listening(6’):

- Gives students some new words:

* New words:

+ celebrity (n) /si'lebriti/ người nổi tiếng

+ overwhelmed (adj) /,ouvə'welm/ áp đảo, lấn

áp

+ reputation (n) /,repju:'teiʃn/ danh tiếng

+ critically (adv) /'kritikəli/ một cách chỉ trích

+ slander (v) /'slɑ:ndə/: sự vu khống

+ take advantage of (v) lợi dụng

- Reads the words and asks Ss to repeat.

- Calls some Ss to stand up to read the words

- Corrects their pronunciation mistakes, if there

are any

Activity 1: Why are people often interested in

the life of celebrities or famous people? Tick

the possible reasons and add some more, if

you can.

- Has Ss discuss the question with a partner.

- Asks Ss to tick the reasons why people are

Unit 1: LIFE STORIES Lesson 5 : listening

I Pre- listening:

* New words:

+ celebrity (n) /si'lebriti/ người nổi tiếng+ overwhelmed (adj) /,ouvə'welm/ áp đảo, lấn áp+ reputation (n) /,repju:'teiʃn/ danh tiếng

+ critically (adv) /'kritikəli/ một cách chỉ trích+ slander (v) /'slɑ:ndə/: sự vu khống

+ take advantage of (v) lợi dụng

Activity 1: Why are people often interested in the life of celebrities or famous people? Tick the possible reasons and add some more, if you can.

Trang 16

interested in the life of celebrities or famous

people

- Calls some Ss to tell the reasons and aks them

to explain them if necessary

- Gives feedback

III WHILE- LISTENING(15’):

Activity 2 : Listen to a talk show with host

Cindy Brown and guest speaker Andy Lewis,

a sociologist Choose the best answer to

complete each statement.

- Asks Ss to look at the three options and make

their own predictions before listening

- Plays the tape twice

- Asks Ss to do individually then compare the

answer with a partner

- Plays the tape again, has students listen and

check the answers

- Calls some Ss to give the answers

Activity 3: Listen again Answer the

questions.

- Asks students to read the questions and has

them pay attention to the key words in each of

them

- Plays the tape again with sufficient number of

times

- Asks students to do Task 3 then compare the

answer with a partner in 2’

- Asks some students to give the answers

III POST- LISTENING(7’):

Activity 4: Discuss with a partner Do you

agree with Andy that everyone’s life story is

like a book that can teach us something?

- Asks Ss to work in pairs in 5’

- After 5’, T asks some students to present their

discussion in front of the class

- Gives comments and corrections

II WHILE - LISTENING:

Activity 2 : Listen to a talk show with host Cindy Brown and guest speaker Andy Lewis, a sociologist Choose the best answer to complete each statement.

1 B

2 A

3 C

4 A

Activity 3: Listen again Answer the questions.

1 The audience should have life skills to protect themselves and to learn from other people’s lives.

2 We should ask ourselves two questions: “Why is this story told?” “What lesson can I learn from it?”

3 We can learn how to avoid making similar mistakes or how to adopt a new way of life so we can improve ourselves and become better human beings.

III POST- LISTENING:

Activity 4: Discuss with a partner Do you agree with Andy that everyone’s life story is like a book that can teach us something?

-T asks Ss to work in groups to do True/ False

exercise

Wrapping- up

Decide the following sentences are True (T) or False (F)

1 These days, audience are interested in stories about celebrities and political figures

2 According to Andy, audience need some life skills to protect themselves

3 Audience should follow the stories of other people Home assignments: (2’)

Trang 17

12 A

Period 7

UNIT 1 LIFE STORIES Lesson 6 : writing

- write the life story of a person who has overcome hardship to become successful

1 Knowledge:

+Vocabulary: Read, write and understand key words or phrases about life stories: overcome (v), obsess (v),

helpless (a), misfortune (n), adopt (v), hardship (n), make progress (v)

2 Skills:

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

+ Write about a life story

3 Attitude:

- admire the people who can overcome hardships to achieve success

- don’t have enough vocabulary to express their ideas, so T should help them

IV Procedure:

Warm-up(5’)

-T shows some photos of a champion swimmer and

asks them some questions:

- Who is he?

- Where does he come from?

- Do you know anything about him?

I Pre- writing(10’)

Task 1: Read the story of a champion swimmer and

complete the blanks Use the words in the box.

- This activity aims to provide Ss with a sample story.

- T asks Ss to read the story and complete it.

- Ss read the story and complete the blanks.

Activity 2: Put the following parts of the story in the

correct order.

- T asks Ss to read through the list(a-g).

- Ss read through the list(a-g).

II While- writing(20’)

Activity 3: Use the given information to write another

story of about 180-250words.

- T asks Ss to work in pairs and discuss the suggested

ideas about ThuHa

- T collects some of Ss’ final drafts and gives

comments

- Ss discuss the suggested ideas about Thu Ha; write

drafts individually, and exchange their writing

III Post –writing (5’)

- T asks Ss to exchange their writing and correct their

partner’s mistakes

- T give feedback and comments

Unit 1: LIFE STORIES Lesson 6 : writing

I Pre- writing

Activity 1: Read the story of a champion swimmer and complete the blanks Use the words in the box.

1.adopted 2.obsessed 3.helpless

4 overcome 5 competed 6.misfortune

Activity 2: Put the following parts of the story in the correct order.

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

II While- writing

Activity 3: Use the given information to write another story of about 180-250words.

III Post –writing Suggested answer: Poverty is no shame

20September

My parents died in a traffic accident when I was ten

Trang 18

years old, so I grew up with my grandmother who was too old and weak to work 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 to attend evening classes, so I could improve my literacy and job prospects.

After lots of hardship and effort, I completed secondary school and passed a challenging exam to enter Medical University, which is the dream of many students However, I could not pay the school fees and had to reject the offer The door to a new life was closed before me I was completely disappointed and saw only gloomy days ahead Then something incredible happened: I was awarded a scholarship from the Thanh Nien newspaper for college students from poor families This was really a turning point in my life because I could continue my university studies and hope for a better future.

Six years of hard work at the university and of trying to live on a very tight budget came to an end at last Now

I am working as a doctor at a hospital, but I will never forget those difficult days I am planning to set up and run a charitable organisation to help poor students, as

a way to acknowledge other people for supporting me I’ve told my own story hoping to encourage other people like me to overcome hard times Don’t let poverty defeat you and destroy your hopes for a better future This is my motto.

Common mistakes: …

-T asks Ss to repeat any words they remember after

studying this lesson

T asks Ss to summarize the main points of the lesson

Wrapping- up

Home assignments: (2’)

- T assigns homework

Home assignments:

- Write your own story or the story of a person who has

overcome hardship to become successful.

+ Understand and communicate about communication skills and cultural understanding,

+ Talk about life stories

- admire and learn from famous people’s will

Trang 19

- don’t have enough vocabulary to express their ideas, so T should help them

IV Procedure:

*Warm up (5’)

- Inform the class of the lesson objectives:

Further skill development.

*New lesson

I Communication: Family stories(19’)

Activity 1: Listen to An’s story Complete the

statements

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

story

- T asks Ss to read the statements and underline

the key words to get some ideas of what they are

going to listen for

- T plays the recording once or twice for Ss to

take notes of their answers

- T has Ss work with a partner to compare their

answers

- T checks as a class

- Ss listen, answer the questions and take notes

- T has Ss read question 1 and asks them if they

know what family stories mean

- T asks Ss to work in pairs and discuss the

questions

- Ss discuss the questions in pairs

Activity 2: Discuss the questions in pairs

- T has Ss read the text about Arthur Conan

Doyle, the creator of Sherlock Holmes, and

decide whether the statements are true, false, or

not given

- T encourages Ss to compare their answers in

pairs

- T checks as a class

- Ss read the text about Arthur Conan Doyle,

and decide if the statements are true, false, or

not given

- Ss compare the answers in pairs

II Culture: The creator of Sherlock Holmes

Activity 1: Read and decide whether the

statements about it are true (T), false (F), or

not given (NG) Tick the correct boxes (12’)

- T has Ss read the text about Arthur Conan

Doyle

- T encourages Ss to compare their answers in

Unit 1: LIFE STORIES Lesson 7 : Communication and culture Communication: Family stories

Activity 1: Listen to An’s story Complete the statements

1 people’s life stories

2 walking/ well-known historical figures

2 Culture: The creator of Sherlock Holmes Vocabulary

-vivid (a) : sống động

- miss a chance to do sth: để lỡ cơ hội làm gì đó

- spark imagination: khởi ra sự tưởng tượng

Activity 1: Read the text about Arthur Conan Doyle and decide whether the statements about it are true (T), false (F), or not given (NG) Tick the correct boxes

Trang 20

- T checks as a class.

- Ss read the text about Arthur Conan Doyle,

and decide if the statements are true, false, or

6 NG (A statue of Sherlock Holmes was built in London =>

A statue of Doyle was built in Crow borough.)

T asks Ss to work in groups to talk about their

famous writers in Vietnam

+Vocabulary: Understand the meaning key words or phrases about life stories: reputation (n), dedication (n),

respectable (a), distinguished (a), achievement (n), historical figure (n)

+ Pronunciation: - Use the homophones in connected speech correctly

+ Language : Do the exercises on the past simple, the past continuous tense and articles

2 Skills:

+ distinguish some homophones, use some key words correctly and understand the usage of the past simple and

the past continuous, then do the exercises that follow

3 Attitude:

- be grateful to Tran Quoc Toan

4 Competencies:

- improve such competencies such as: collaboration, group work, assessment

II Preparations:

Teacher: handouts, textbook, laptop Students: sub-boards

- The lesson may be very long so T needs to be fast

IV Procedure:

Warm up (5’)

- T has Ss work in groups to write (on posters)

the words having the given sounds

- Ss write (on posters) the words having the

Trang 21

Activity 1: Tick the word that does not have

the same sound as the other two

- T helps Ss review homophones (words or

combinations of words that have different

spellings and meanings, but the same

pronunciation); has Ss say aloud the words in

each group; encourages Ss to use a dictionary if

they are unsure about the pronunciation of these

words

- T asks Ss to work with a partner to compare

the answers

- Ss say aloud the words in each group

- Ss use a dictionary if they are unsure about the

pronunciation of these words

Activity 2: Listen and write the correct

homophones to complete the sentences

- T plays the recording and has Ss listen and

complete the blanks

- Ss repeat and has Ss spell the homophones, or

write these words on the board

- Ss practise saying aloud these sentences in

pairs

Vocabulary: (10’):

Activity 1: Complete the sentences with the

correct forms of the words or phrase in the

box

- T asks Ss to read the instructions, do the

activity individually, and compare their answers

in pairs

- T checks answers as a class

Grammar: (10’):

Activity 1: Read the following story about

Tran Quoc Toan Put the verbs in brackets in

the past simple or the past continuous

- T has Ss read through the whole story about

Tran Quoc Toan before deciding on the correct

tense of each verb

- T has Ss do the activity individually first, and

then compare their answers in pairs

- Ss read through the whole story about Tran

Quoc Toan before deciding on the correct tense

of each verb

- Ss do the activity individually first, and then

compare their answers in pairs

Activity 2: These sentences are incorrect

Correct them, adding articles where

[sʌn] [bai] [diə] [pi:s]

[breik] brake, break [sʌn] son, sun [bai] buy, by [diə] dear, deer [pi:s] peace, piece

1 wood, Would 2 bored, board

3 weather, whether 4 hole, whole

Vocabulary:

Activity 1: Complete the sentences with the correct forms

of the words or phrase in the box

historical figures 4 (a) reputation

1 was 2 began 3 gathered 4 was 5 became 6 was shouting

7 came 8 gave 9 ordered 10 were discussing

11 was still waiting 12 got 13 crushed 14 began

15 managed 16 were fighting 17 was always dashing

Activity 2: These sentences are incorrect Correct them, adding articles where necessary

a (great time), the (USA)

Trang 22

- T asks Ss to underline the nouns or noun

phrases and decide whether these words need an

article or not

- T has Ss do the activity individually first, and

then compare their answers in pairs

- Ss underline the nouns or noun phrases and

decide if these words need an article or not

- Ss do the activity individually first, and then

compare their answers in pairs

“A famous person you admire”

- Ss work in groups of four

- T allows Ss one week to collect information

about a famous person, write his / her profile,

and organize their presentations

- Each group member chooses a famous person,

creates his / her profile, and gives a presentation

about this person

the (army), a (soldier), the (country)the (English)

a (two-week holiday), the (Philippines)the (Louvre), a (boat trip), the (Seine)

a (warm hat), a (new coat), a (pair of woolen gloves)the (bank), the (supermarket), the (theatre), the (way)the (rush hour), a (taxi)

2 Where did he grow up? In London

3 What is he famous for?

an English comic actor and film-maker

4 Something interesting facts about him:

- worked mainly in the US

- appeared as a humorous character with a small moustache, abowler hat, a walking stick, walked in a funny way with the backs of his feet together and his toes pointing out to the sides

5 Lessons to learn from his/her life story:

During his childhood he lived in poverty and hardship but he tried hard to achieve success

Wrapping-up(6’):

-T asks Ss to do further exercise in groups

- T check Ss’ answers and give feedback

Correct answers are in bold.

1 I want an apple from that basket.

2 The church on the corner is progressive.

3 Miss Lin speaks Chinese (no article needed)

4 I borrowed a pencil from your pile of pencils

7 I bought an umbrella to go out in the rain.

8 My daughter is learning to play the violin at

her school

9 Please give me the cake that is on the counter.

10 I lived on Main Street when I first came to

town (no article needed)

11 Albany is the capital of New York State (no

article needed)

12 My husband's family speaks Polish (no

article needed)

13 An apple a day keeps the doctor away.

14 The ink in my pen is red.

15 Our neighbors have a cat and a dog.

-T asks Ss to summarize the main points of the

lesson

Wrapping- up

Fill in the blank with the appropriate article, a, an, or the,

or leave the space blank if no article is needed.

1 I want apple from that basket

2 church on the corner is progressive

3 Miss Lin speaks Chinese

4 I borrowed pencil from your pile of pencils and pens

5 One of the students said, " professor is late today."

6 Eli likes to play volleyball

7 I bought umbrella to go out in the rain

8 My daughter is learning to play violin at her school

9 Please give me cake that is on the counter

10 I lived on Main Street when I first came to town

11 Albany is the capital of New York State

12 My husband's family speaks Polish

13 apple a day keeps the doctor away

14 ink in my pen is red

15 Our neighbors have cat and dog

Home assignments(3’):

- T asks Ss to make five sentences, using the

past simple tense and past continuous tense

-make five sentences, using the past simple tense and past continuous tense

Feed-back:

Trang 23

With class………

………

Ngày………tháng…….năm 2021 Xác nhận của tổ chuyên môn

1 Knowledge:

+Vocabulary: Read, write and understand key words or phrases about Urbanisation : focus on (phr), propose

(v), do research on (phr), thought-provoking (a)

+ Grammar: Get to know the subjunctive mood with certain verbs / adjectives and that- clause

2 Skills:

- Know the meaning of the key words and understand the main grammatical points, then do exercises follow:

Questions and answering; matching and completing the sentences

3 Attitude:

- raise Ss’ awareness of urbanization

- Ss have difficulty in understanding the meaning of compound adjectives, so T should help them

- Some Ss give the words by pronouncing them aloud or write

them on the board

- T leads to the new lesson

New lesson

Activity 1: Listen and read(8’):

- T shows Ss the pictures in the textbook and asks ss some

questions

- Ss look at the picture and do the guessing as required

- T asks Ss to read the instructions and predict what the two

friends will be talking about in their conversation

1 Who are the boy and the girl?

2 What are they talking about?

Unit 1: urbanisation Lesson 1 : Getting started

Possible answers:

+ city, urban, areas, problems,+ advantages, disadvantages + solutions, overpopulation, etc

Activity 1: Listen and read

1 They are Nam and Lan

2 I think they are talking about urbanisation

Trang 24

- T plays the recording.

- Ss listen and read the conversation silently

Activity 2: Answer the questions (10’):

- Ask Ss to work individually and finish the task

- Ask them to exchange their answers with a partner

- T has Ss read the questions and find the answers in the

conversation

- Ss read the conversation again and answer the questions

Activity 3: Match the words in box A with the words in

box B to form the compound adjectives that are used in

the conversation (7’):

- Ss read the words in the boxes and do the matching, then

point out where the words are in the conversation

- T has Ss give the Vietnamese meanings of these words

Activity 4: Complete the sentences, using the correct

forms of the verbs in the box Then find them in the

conversation (5’):

- T asks Ss to read the conversation again and complete the

sentences, using the correct forms of the verbs in the box

- Ss do as required

- T explains the subjunctive structure to Ss

Activity 5: Work in pairs Ask and answer the following

questions (5’):

- T has Ss ask and answer the questions in pairs

- Ss work in pairs first then they present their opinions freely

in front of the class

- T invites several pairs to talk about urbanisation in their

hometowns or local areas in front of the class

3.Wrapping up(3’):

T gets Ss to do task to check Ss’ understanding of the

lesson (handouts)

- T asks some Ss to answer

- T checks with the class

-Asks Ss to summarize the main content of the lesson

They will probably be talking about how theywill organize the information for theirpresentation about urbanisation

Activity 2: Answer the questions

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

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

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

5.No, because that would make their presentationtoo long and overload listeners with lots ofinformation

1 be 2 focus 3 talk 4 talk

2 If a lot of people have moved in or out of our area, there will be traffic jams This will lead to traffic accidents because we don’t have enough good road systems It also results in lack of security because we are shortage of policemen

3.Wrapping up

- do exercise

- summarize the main content of the lesson

Trang 25

- T assigns homework: -make five sentences with subjunctive structure

Feed-back:

With class………

………

Handout:

Fill in each blank in the passage with the correct word from the box There are some extra words.

Rapid (1)……….has gone further the management capacity of governments in developing countries Since the renovation policy launched in 1986, Ho Chi Minh city has experienced the fastest urbanization and (2)

………… process this has placed severe limits on the use of water resources and (3)

……….capacity of the local government The abstraction of groundwater has exceeded the limiting volume In addition, the… (4)……of urban water bodies is increasingly worsened by a huge volume ofuntreated industrial and domestic wastewater These are preventing water demand, use and the capacity of the city authority in managing water (5)………

12 A

Period 11

UNIT 2: urbanisation LESSON 2 Language

1 Knowledge:

+Vocabulary: Read, write and understand key words or phrases about Urbanisation”and its features :

overload(v) , switch off (phr), down-to-earth (a), year-round (a), down market(a), weather-beaten (a),

industrialization (n)

+ Pronunciation: - recognize and pronounce diphthongs correctly

+ Language: understand and use the grammar structures presented in the lesson: compound adjectives;

subjunctive in that-clauses after certain verbs and expressions

- Ss find it difficult to remember the meaning of compound adjectives, so T should help them

IV Procedure:

-back

Warm up (5 minutes)

Ss ask and answer the questions Others listen and give

comments on their answers

1.Do you live in an urban or rural area? What do you like

about it?

Trang 26

2.Do you know if a lot of people have moved in or out of

your area? What are the reasons?

New lesson

A Vocabulary: (10’)

Activity 1: Look at the conversation in Getting Started

again Match the words in the conversation with the

appropriate definitions

- T has Ss go through the words and the meanings provided

- T encourages Ss to read through the conversation again and

find examples of each item

- T asks Ss to match the words with the definitions

individually, and then compare their answers in pairs or

groups

- T checks the answers as a class

Activity 2: Complete the sentences with the correct forms

of the words in 1

- Ss exploit the contextual clues that can help to figure out the

answers For example, the use of the adjectives increased and

the verb form after the gap suggests a noun Contextual clues

also include synonyms, antonyms, explanations or contrast

- Ss complete the sentences with the correct forms of the

words in Activity 1

Compound adjectives Activity 1: Match a word on the left with a word on the

right to make a compound adjective

- T has Ss work individually first

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

more information about the structure and meaning of

compound adjectives

- Ss do the matching as required

- Ss tell the compound adjectives’ Vietnamese meaning

- Ss read the compound adjectives aloud

- T asks Ss to compare their answers in pairs

Activity 2: Complete the text below with the compound

adjectives given in the box

- T asks Ss to complete the text with the appropriate

compound adjectives given in the box

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

their answers

- Ss complete the text with the compound adjectives given in

the box

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

2 Pronunciation: Diphthongs(12’)

Activity 1: Listen to the conversation and pay attention to

the pronunciation of the underlined parts

- T has Ss listen to the conversation and pay attention to the

pronunciation of the underlined parts

- T tells Ss that these sounds are called diphthongs because

they consist of two vowels combined together

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

information about the diphthongs

- T checks if Ss pronounce these diphthongs correctly

- Ss listen to the conversation and pay attention to the

pronunciation of the underlined parts

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

Unit 2: Urbanisation Lesson 2 : Language

A Vocabulary:

Activity 1: Look at the conversation in Getting

Started again Match the words in the

conversation with the appropriate definitions

1 weather-beaten (dày dạn nắng gió) 2 well-paid (được trả lương cao) 3 long-lasting (lâu dài)

4 year-round (quanh năm)

5 worldwide (khắp thế giới) 6 downmarket (phục

Trang 27

about the diphthongs.

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 of 8 columns

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

target words in the correct columns

- T asks Ss to practise the conversation with a partner They

can also discuss the groups of words

2 Grammar: (14’)

The subjunctive in that-clauses after certain verbs

and

expressions

Activity 1: Complete the sentences, using the correct form

of the verbs in brackets

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

more information about the subjunctive

- T asks Ss questions to check if they understand the general

rules related to the form and usage of this grammar point

- T asks Ss to compare their answers in pairs

Activity 2: Complete the sentences with the verbs in the

box Use the appropriate forms

- T asks Ss to complete the sentences with the verbs in the

box, using the appropriate forms

- T monitors the activity and helps them if necessary

- T asks Ss to check answers in pairs or groups

- Ss complete the sentences with the verbs in the box, using

the appropriate forms

Wrapping up(3’)

- T gets Ss to do task to check Ss’ understanding of the

lesson (handouts)

- T asks some Ss to answer

- T checks with the class

- T summarizes the main points of the lesson.

Activity 2: Now listen to the conversation in 1 again Pay attention to the diphthongs in the conversation Practise it with a partner

2 Grammar:

The subjunctive in that-clauses after

certain verbs and expressions Activity 1: Complete the sentences, using the correct form of the verbs in brackets

1 (should) get 2 (should) be cleaned

3 (should) work

4 (should) be allowed 5 (should) attend

6 (should) not look down on

Activity 2: Complete the sentences with the verbs in the box Use the appropriate forms

1 (should) study

2 (should) be told

3 (should) obey

4 (should) be returned(should) search / (should) be searching

Wrapping up

Home assignments(1’)- T asks Ss to make sentences using

compound adjectives : long-lasting, year-round, well-paid

-Home assignments(1’)

- Make sentences using compound adjectives:

long-lasting, year-round, well-paid

Feedback:

With class………

………

Handout

Fill in each blank in the sentences with correct word or phrase from the box.

1.They have three ………children

2 This……….area has the highest crime rates in the country

3 A ………stranger helped us find the train station

4 “ This ……….makeup will keep you looking lovely day and night, Susan”

Trang 28

5 These ……… cookies and delicious.

6 An example of a(n) ……… item is a shirt made with low-grade cotton, allowing it to be sold s very low price

7 It was a(n) ……… novel, and it made readers think seriously about urban issues

8 Often reporting from Times square , David is viewed as a reliable and ……….sources for the latest news out

of New York City

9 The ………effects of the medication

10 Recently, California’s ………business environment has caused a number of companies to move out of the state

12 A

Period 12

UNIT 2: urbanisation LESSON 3 Reading

1 Knowledge:

+Vocabulary: Read, write and understand key words or phrases about Urbanisation”: living standard (n),

counter-urbanisation (n), migrate (v), massive (a)

2 Skills:

- scan a text for specific information in an article about urbanization and its causes

- find words or expressions with the definitions given

3 Attitude

- raise Ss’ awareness of urbanization and it features

T shows a clip about urbanization and ask Ss to answer the

question: What is clip about?

Suggested: Urbanisation

I Pre-reading(10’)

T teaches some new words

Activity 1: You are going to read a text about

urbanisation Predict whether the following statements

are true (T) or false (F)

- T has Ss to read the statements and predict whether they are

true (T) or false (F), has them do the task individually, and

then compare their answers in pairs or groups

- T elicits Ss’ answers, encouraging all different predictions

Unit 2: urbanisation Lesson 3 : Reading

I Pre-reading Vocabulary

- living standard (n): mức sống

- counter-urbanisation (n): dãn dân

- migrate (v) di cư

- massive (a) lớn Activity 1: You are going to read a text about urbanisation Predict whether the following statements are true (T) or false (F)

II While- reading Activity 2: Read the text and check your predictions in 1.

Trang 29

T has Ss explain their predictions.

II While- reading(20’)

Activity 2: Read the text and check your predictions in 1.

- T has Ss scan the text & compare their predictions in 1,

checks answers as a class and asks Ss to give the clues from

the reading text which help them to work out the answers

- Ss read an advice column and the questions

- Ss choose the best summary of each reader’s problem

Activity 3: Find the words in the text having the following

meanings Write the words in the space provided

- T has Ss study the meanings, and go back to the reading text

to locate the words that match the given meanings; tells Ss to

work individually to write the correct words next to the

definitions given; asks Ss to check their answers in pairs or

groups

Activity 4: Read the text carefully Answer the following

questions

- This activity helps Ss to practice reading for details and

specific information

- T asks Ss to look at the questions quickly and underline the

key words which can help them to locate the specific

information in the text; lets Ss read the text individually, then

compare their answers in pairs or groups T encourages Ss to

explain exactly which information from the text help them to

answer the questions

III Post-reading(5’)

Activity 5: Discuss with a partner.

Has your area been affected by urbanisation? How?

- This follow-up activity enables Ss to personalise the topic

- T asks Ss to work in pairs to share their experiences; invites

several pairs to share their experiences with the rest of the

class; encourages other Ss to ask follow-up questions

- Ss work in pairs to ask and answer their guiding questions

1.T (Before the 1950s, urbanisation mainlyoccurred in more economically developedcountries (MEDCs).)

2.F (Since 1950s, urbanisation has grown rapidly

in LEDCs (Less Economically DevelopedCountries))

3.T (People migrate to urban areas on a massivescale due to lack of resources in rural areas.) 4.F (The standard of living in urban areas will behigher than in rural areas)

5.T (The urban population will continue to growand it is expected that its proportion will increase

to 70% by 2050.)

Activity 3: Find the words in the text having the following meanings Write the words in the space provided.

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 economi-callydeveloped countries LEDCs stands for lesseconomically developed Countries

3.Before the 1950s, rapid urbanisa-tion took place

in Europe and North America because it was theperiod of industrialisation in these areas

4.After 1950, urbanisation started to grow rapidly

in LEDCs

5.Some of the “push” factors of urbanisation arelack of resources in rural areas, bad weather condi-tions, and competition from large agriculturalcompanies

6.Because they have to suffer bad weatherconditions and competition from large agriculturalcompanies

7.Some of the “pull” factors of urbanisation are thecentralisation of resources such as money,services, wealth and opportunities as well as thehigher living standards of these areas

Trang 30

- T asks Ss to make sentences with some words: living

standard, migrate, increase (v)

12 A

Period 13

UNIT 2: urbanisation LESSON 4 speaking

- talk about the features of life in big cities

1 Knowledge:

+Vocabulary: Read, write and understand key words or phrases about Urbanisation”: densely populated,

jobless (a), upgrade (v)

+ Language: use the imperative structure

2 Skills: Ss are expected to:

- practise sharing and giving responses to new information

- express their opinion about some features of life in big cities

- perform their viewpoints to other people in real life

3 Attitude

- be aware of positive and negative of city life

- Ss may not have enough vocabulary to express their ideas, so T should help them.

IV Procedure:

Warm up (5 ms)

Put the words / phrases in correct columns

Advantages or Disadvantages of living in big cities

Advantages Disadvantages

Trang 31

air pollution better transport service

good education high cost of living

higher standard of living jobless

job opportunities noisy

I Pre-speaking(10’)

Activity 1: Read a conversation between two friends

about life in big cities What features do they

mention? Are they positive or negative?

- T lets Ss practice the conversation in pairs and identify

the features of life in big cities that the two speakers

mention; asks Ss to decide whether these features are

positive or negative

- Ss complete the table with the correct information from

the conversation

II While- speaking(20’)

Activity 2: Look at these features of city life Decide

whether they are positive or negative Can you think

of other features?

- T lets Ss work in pairs to decide whether the given

features are positive or negative; encourages Ss to

brainstorm ideas and come up with other features of life

in big cities

III Post-speaking(7’)

Activity 3: Discuss the positive and negative features

of city life and decide if you want to live in an urban

or rural area What are your reasons? Present your

group’s decision to the whole class, using the ideas in

2 and the example below

- T sets a time limit for the group’s preparation and

practice; invites some groups to present their ideas to the

rest of the class; encourages Ss to give feedback on things

such as interesting content, original ideas, fluency of

speech and good presentation skills

- Ss work in groups to do as required

Unit 2: urbanisation Lesson 3 : speaking

I Pre-speaking Activity 1: Read a conversation between two friends about life in big cities What features do they mention? Are they positive or negative? Positive features Negative features

+ There are more employment opportunities+ People have chances to get high-paying jobs

+ People’s standard

of living is higher

+ Big cities are overcrowded and overpopulated

+ Many people are jobless / unemployed

+ Some people live

in slums

II While- speaking Activity 2: Look at these features of city life Decide whether they are positive or negative Can you think of other features?

Positive job opportunities,

efficient servicesNegative

noisy, densely populated, traffic congestion, severe shortage of housing, air pollution

Others

higher rate of crime (–)stressful (–), social and cultural integration (+)sports facilities (+)better schools (+)

III Post-speaking Activity 3: Discuss the positive and negative features of city life and decide if you want to live in

an urban or rural area What are your reasons? Present your group’s decision to the whole class, using the ideas in 2 and the example below

Possible answers: Another example for reference

All members of our group think that rural life is better than urban life We all agree that the cost of living is much cheaper in rural areas People are also more friendly and helpful We can live in an environment with little or no pollution In addition, the crime rate is fairly low compared to the city The only problem is that people have little access to modern facilities and technology It is important that the government invest more in rural areas so that people there can have the same opportunities as people in the cities

discuss the pros and cons of urbanisation

Wrapping up Suggested:

Trang 32

=> Ss’ answers + opportunities for better-paid jobs

+ access to schools, hospitals and other social services + higher standard of living

– more crime in big cities – unemployment may result in robbery, kidnapping, murder and other illegal activities

– shortage of housing, decrease in agricultural and food production …)

- listen to a passage about the advantages and disadvantages of urbanisation

- raise Ss’ awareness of advantages and disadvantages of urbanization

Ss’ listening skill is not good, so T should give them some tips

IV Procedure:

1 Warm up (6’)

- T asks Ss to look at the statistics and describe any

trends that they notice; encourage Ss to express their

views on the effects of urbanisation

- Ss answer the questions

Suggested answers:

1 The urbanisation rate has been increasing steadily

over the past 30 years / In 2030, nearly two thirds

of the population will live in urban areas.

Trang 33

2 Urban areas become very crowded A lot of people

in the cities are not able to find jobs Some people

have to live in slums with poor sanitation.

I Pre- listening(6’)

Activity 2: Match the words with their meanings

- Ss work in groups of 4

- T asks Ss to look at the words and the meanings given

and match the words with the appropriate meanings

- T have Ss compare their answers in pairs or groups

- Check answers as a class

II While- listening(15’)

Activity 3: Listen to a talk about urbanisation and

choose the title for it.

- Ss look at the three options and make their own

predictions for the title of the talk that they are going to

listen to

- T has Ss listen to the recording and choose one of the

three options given

- Ss compare their answers in pairs or groups

Activity 4: Listen again and choose the best option to

complete the sentences (8’)

- Ss read the sentences and predict the information

needed in each gap

- T gives Ss sufficient time to listen to the recording so

they can extract the information needed and select the

correct choice

III Post- listening(5’)

Task 5: Read the sentences in 4 again Do you agree

or disagree with them? Give examples to support

your point of view

- Ss discuss the questions in groups

– T encourages groups to reach an agreement on each

question

- T asks some groups to present their discussions to the

rest of the class

Unit 2: urbanisation Lesson 5 : listening

I Pre- listening Activity 2: Match the words with their meanings

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

II While- listening Activity 3: Listen to a talk about urbanisation and choose the title for it.

B: Pros and cons of urbanisation

Activity 4: Listen again and choose the best option to complete the sentences

1 A 2 B 3 C 4 C 5 A

III Post- listening Task 5: Read the sentences in 4 again Do you agree

or disagree with them? Give examples to support

your point of view

- T asks Ss to collect pictures express the pros and cons

of urbanization in their country

- collect pictures express the pros and cons of

urbanization in their country

Trang 34

UNIT 2: urbanisation LESSON 6 writing

I Objectives: By the end of the lesson, students are expected to achieve the following objectives

- write a description of a line graph about trends in urbanisation

1 Knowledge:

+Vocabulary: Read, write and understand key words or phrases about Urbanisation”: steadily (adv), fluctuate

(v), stay the same (phr), level off ( phr)

+ Language : sentence structures used to describe trends.

2 Skills:

+ Describe a line graph about the rate of urbanisation

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

3 Attitude

- raise Ss’ awareness of trends in urbanization

- may have difficulty in writing due to lacking vocabulary, so T should help them

T teaches some new words

Task 1: Match the phrases in the box with the graphs

(1-6)

- T asks Ss to match the phrases given in the box with

the appropriate graphs

- Ss compare their answers in pairs

II While- writing(15’)

Task 2: Rewrite the sentences without changing their

meaning

- T asks Ss to study the examples given and rewrite the

sentences in the space provided

- Ss rewrite the sentences and check their answers in

pairs

Unit 2: urbanisation Lesson 6 : writing

I Pre- writing Vocabulary

e/ rise / increase sharplyf/ fall / decrease steadily

II While- writing(15’) Task 2: Rewrite the sentences without changing their meaning

1/ There has been a dramatic rise in the migration of young people to big cities

2/ Due to shortages of jobs, the population in rural areas has decreased in the last 10 years

3/ There was an increase of over 30% in the urbanisation rate in Indonesia from 1969 to 2009.4/ The rate of urbanisation in South Korea rose sharplyduring the period between 1969 and 1989

5/ There was a slight decrease in the urbanisation rate

Trang 35

III Post –writing (5’)

Task 3: The line graph below shows the urbanisation

rate in South Korea and Indonesia Write a

description (of about 150 words) of the trends in the

graph

- T asks Ss to write the first draft of their line graph

description

- Ss exchange their drafts in pairs for peer review

- T encourages Ss to comment on the content, structure,

clarity of expression, grammar and spelling - T adds any

additional feedback if necessary

- Ss revise their drafts based on their partners’ comments

and T’ feedback

- T collects Ss’ final pieces of writing for checking and

marking

in this city during the economic crisis in 2008

III Post –writing (5’)Task 3: The line graph below shows the urbanisation rate in South Korea and Indonesia Write a description (of about 150 words) of the trends in the graph

Định dạng
Số trang	94
Dung lượng	238,57 KB
File đính kèm	GIAO AN TIẾNG ANH 12 HK I.rar (235 KB)