§ 1 - Introducing the Programs of English 11

Date of preparation: 31/08/.... Ngày duyệt: …/…/……

§ 1 - INTRODUCING THE PROGRAMS OF ENGLISH 11

I. AIMS OF THE LESSON 1. Language focus Sts will be able to: - have an overview of all the important points in English 11. - recall the position of parts of speech in context. - state keywords for each correct answer to MCQs. 2. Skills - Doing a test properly - Scan a passage for specific information 3. Attitudes - Learn English seriously for not only exams but also daily communication - Build up eagerness and readiness to learn English 4. Motivation - Motivate students to enjoy learning and practicing English. II. PREPARATIONS: - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE: 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (no) 3. New lesson ACTIVITY 1: Warm-up (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents -T divides the whole class into two groups and Game: Lucky Number plays the game. 1. Lucky Number - The leader of each group chooses a number for 2. How many girls are there in your class? their own group and does the following 3. Do you know what your English teacher’s requirement in each question. If the answer is name is? correct, they will get 10 marks. 4. Lucky Number - T leads Ss in the lesson. 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?

ACTIVITY 2: Presentation 1( 18 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: 1 - The whole class Teacher’s and students’ activities Contents - Teacher: deliver speech Including five topics in each term - students: listen attentively - T introduces the topics. 1. The generation gaps 2. Relationships 3. Becoming independent 4. Caring for those in need 5. Being part of Asean And there are 2 reviews The design of each unit in textbook: 1. Getting started: Introducing the overall topic of the unit 2. Language: Learning vocabulary, grammar and pronunciation 3. Reading: Developing reading skills and providing Ss with language and ideas about the topic 4. Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge 5. Listening: Developing listening 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.

ACTIVITY 3: Presentation 2( 17 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - Teacher: deliver speech Tests: - students: listen attentively 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) Introduce the English book grade 11 - Ask Ss to look through the book then tell class how many units it has. 2 - Introduce some more information. Some requires of students - Read the lesson before studying in class. - Do all exercises at home. - It is good to find the meaning and the pronunciation of the new words in the dictionary at home. -Listen to the teacher attentively and take part in the lesson actively and creatively. - Take part in the activities that the teacher required such as pairs work, group work or individual - Each S has a notebook and book (student book and work book)

4. Consolidation: (3 minutes) - Ask Ss to consolidate the main contents. - Give feedback. 5. Modification: ...... ______

Date of preparation: 01/ 09/ .... Ngày duyệt: …/…/……

§2. Unit 1 - THE GENERATION GAPS GETTING STARTED

3 - Listening: Listen for specific information in a conservation between two teenagers about conflicts with parents. - Writing: Write a letter about family rules to a teenager staying with a home-stay family 3. Attitudes - To help Ss get started for Unit 1 with the topic "generation gap" - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning and practicing English. II. PREPARATION - Teacher: Handouts, textbook, pieces of papers and cassette. - Students: Textbook III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson no 3. New lesson ACTIVITY 1: Warm up( 5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents Teacher: Tell Ss that these differences can be in Answer the questions: the choice of music, clothing, values, lifestyles, 1. This is a photo of a big family. ways of shopping (directly from shopping 2. Who are the people in the photo? centres or online), or communication 3. Is this type of family popular in your community?

ACTIVITY 2: Task 1: Listen and read (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - T plays the recording and asks Ss to listen and Students are going to listen to a conversation pay attention to the text to understand the between two friends, Sam and Ann. Let Ss guess content. what Sam and Ann are talking about. - Ss listen and read along silently. Household chores Tell them to look at the main contents of the * Vocab. lesson. Introduce those points. conservative (a) appearance (n) Set their task. follow one's footsteps Play the CDs. open-minded (a) Ask them if they understand the whole dialogue impose (v) on sb well. conflict (n)

ACTIVITY 3: Task 2: Decide whether the sentences are true, false or not given ( 7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: 4 - Pair work Teacher’s and students’ activities Contents Tell them to do ex 2 (7) in pairs in 2'. - T Asks students to compare the answers with a Get their answers back. partner. Ask them if there is a different answer and point - T AskS some students to read the answers. out the key word. - T Checks and gives the correct answers: Correct their answer. 1. F 2. F 3. T 4. F 5. T

ACTIVITY 4: Task 3: Listen and repeat: (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - This activity focuses on compound nouns. Complete the sentences using the high-lighted - Completing the definitions, using the compound nouns in the conversation. highlighted compound nouns in the conversation. 1. nuclear - Ask Ss to check answers in pairs. 2. childcare - Check Ss’answers. 3. generation gap 4. table manner 5. view point 6. extended family

ACTIVITY 5: Task 4. Finding verbs (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Ask them what verbs/ phrases go with the Find the verbs express duty, obligation, advice, nouns supplied in the box and then give them a or lack of obligation feedback. don't have to don't need - Ask them to give their answers. must do should share - Give the correct answers. ought to get need to

ACTIVITY 6: Task 5. Answering the questions (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Ask them to work in pairs to answer the Answer the questions. questions. 1. I'm a part of a nuclear/ an extended family. - Have them give the answers before the class. 2. The things I like about my family are those …

4. Consolidation: (3 minutes) - Ask Ss to consolidate the main contents. - Give feedback. 5. Modification:

5 ......

Date of preparation: 03/ 09/ .... Ngày duyệt: …/…/……

§3. UNIT 1 - THE GENERATION GAPS LANGUAGE

I. AIMS OF THE LESSONS 1. Language focus Sts will be able to: - To get started with some language items in Unit 1. - For vocabulary, that is words and phrases related to generation gap and family rules, and use the vocab in context. - For pronunciation, strong form and weak form of the words in connected speech. - For grammar, the use of should and ought to, must and have to 2. Skills - To help learners get started with 4 skills in Unit 1 - Scan for specific information in a dialogue. Skim for general ideas about dialogue to get started for the whole unit. Scan for specific information in T/ F exercise. - Reading: Read about the generation gap and family rules. - Speaking: Talk about parent-child relationship problems and offer advice on how to show them. - Listening: Listen for specific information in a conservation between two teenagers about conflicts with parents. - Writing: Write a letter about family rules to a teenager staying with a home-stay family 3. Attitudes - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning and practicing English. II. PREPARATION - Teacher: Handouts, textbook, pieces of papers and cassette. - Students: Textbook III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) - Talk about your conflicts in your family. 3. New lesson ACTIVITY 1: Vocabulary - Match each word (1-9) with another word (a-i) to make a compound. (5 minutes) 1. Methodology:

6 - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Compound noun is a noun that is made up of Vocabulary two or more words. Ex 1. Match each word (1-9) with another word - Each compound noun acts as a single unit (a-i) to make a compound. and can be modified by adjectives and other - Formation nouns. - Stress In compound nouns, the stress usually falls on 1. nuclear 2. generation gap the first word. This helps us to distinguish 3. table manner 4. household between compound nouns and free word 5. junk food 6. soft drink combinations. 7. hairstyle 8. footstep 9. schoolchildren

ACTIVITY 2: Vocabulary - Adding more compounds (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Get sts to give out as many household duties as Ex 2. Adding more possible. KEYS: - Ask the pairs to discuss the two questions 1. hairstyle 2. generation gap given. 3. nuclear family 4. junk food 5. schoolchildren

ACTIVITY 3: Pronunciation ( 10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual work Teacher’s and students’ activities Contents - T asks some Ss to read the words. Task 1: Listen and repeat: - T corrects Ss’ pronunciation - Playing the recording and listen then repeat the - T helps Ss with the pronunciation. words twice. Task 2: Listen and choose T asks Ss to study the Do you know...? box for • Listen to the recording and repeat. more information about words that normally • Pay attention to the stressed words with the receive stress in connected speech stress mark before the stressed syllable. - T plays the recording and asks Ss to listen then • Play the recording again for Ss to listen, circle the word they hear. pausing after each sentence. Have Ss work in - Ss work individually. pairs to find out the parts of speech of the words which are stressed in these sentences.

ACTIVITY 4: Grammar (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents • Ask Ss to underline the correct words to 3. Grammar 7 complete the sentences, and pay attention to a. Auxiliary verbs the meaning of the sentences in order to Must: in law/ rules/ regulation choose the right word. Have to: obligation • Have Ss work individually first, then ask them Should (not)/ ought (not) to: give advice to compare their answers in pairs. b. Exercises • Check Ss'answers. Ex 1. KEYS: 1. should 2. ought not 3. must 4. have to 5. mustn't

ACTIVITY 5: Grammar (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - T asks Ss to exchange the answers with their Ex 2. partner. KEYS: - T checks Ss’ answers and elicits from them the 2. You must not use your mobile phone in the rules of using and - T gives feedback. examination room. Check Ss' answers by asking individual Ss to 3. I don't have to type my essay. take turns to read aloud the sentences, and 4. You should tell the truth to your family. then write them on the board. 5. Young people must plan their future career carefully.

4. Consolidation: (3 minutes) - Ask Ss to consolidate the main contents. - Give feedback. 5. Modification: ...... ______

Date of preparation: 04/ 09/ .... Ngày duyệt: …/…/……

§4. Unit 1 - THE GENERATION GAPS READING - WHERE DO CONFLICTS COME FROM?

I. AIMS OF THE LESSON 1. Language focus Sts will be able to: - To get started with some language items in Unit 1.

8 - For vocabulary, that is words and phrases related to generation gap and family rules, and use the vocab in context. - For pronunciation, strong form and weak form of the words in connected speech. - For grammar, the use of should and ought to, must and have to 2. Skills - To help learners get started with 4 skills in Unit 1 - Scan for specific information in a dialogue. Skim for general ideas about dialogue to get started for the whole unit. Scan for specific information in T/ F exercise. - Reading: Read about the generation gap and family rules. 3. Attitudes - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning and practicing English. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) Exercises in Grammar 3. New lesson ACTIVITY 1: Pre-reading ( 10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual work Teacher’s and students’ activities Contents Ss work in groups, look at the picture and answer Answer the questions the questions. 1. What is happening in the picture? 2. What problem do you think these people have? - T asks Ss to call out the answers to question 1 3. Whenever you have problems with freely. schoolwork or relationships (at home or at • Ask Ss to tick the conflicts (a-g) and then school), who do you talk to? compare their choices with their partner's. • Ask some Ss to share their opinions with the Ex 1,2 . Predicting and checking whole class. KEYS: • Don't give any comments at this stage. Help b, c, d, e, f Ss with any unfamiliar words in the list (a- g).

ACTIVITY 2: While- reading - Match the highlighted words in the text with the definitions below (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - pair and group work Teacher’s and students’ activities Contents • Match the highlighted words in the text with Ex 3. Match the highlighted words in the text the definitions given. with the definitions below 9 • Go back to the reading text to locate the High-lighted vocab: conflicts, norms, brand highlighted words and study the context name, impose surrounding the words to work out their *Vocab. meaning. Then match them with the discover (v) definitions. independent (a) >< dependent (a) • Have Ss work individually, then check their depend (v) answers in pairs or groups. make a decision: decide • Check the answers again as a class. break rules: distract sb from doing st burden (n) financial burden: rather than (conj) arise (v) + from impose on regardless of: mutual (a) involve (v) involved in (a)

Keys: 2. impose 3. brand name 4. norms 5. conflicts

ACTIVITY 3: While- reading - Read the text carefully. Answer the following questions. (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - pair and group work Teacher’s and students’ activities Contents Ex 4. Read the text carefully. Answer the - Work in pairs, and find out what it refers to in following questions. each of the sentences. Let Ss read and Keys: understand the sentences before and after the one 1. Because they strongly believe they know what has the word in it to decide what it means. Ss can is best for their children. use the elimination technique to get the right 2. They want to be more independent, create answer. their own opinions, and make their own decisions. 3. They are worried because these clothes may break rules and norms of society, or distract them from schoolwork. 4. They want their children to spend their time in a more useful way. 5. No. Some of them try to impose their choices of university or career on their children.

ACTIVITY 4: Post-reading (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - T asks Ss to read the text again, and locate the Ex 5. Discuss with a partner: Do you get into part of the text where they can get the answer to conflicts with your parents? 10 each of the questions before they discuss the Sample: answers. Yes, I sometimes get into conflicts with my - Check Ss’ answer by inviting a representative parents. I feel that I have right to do some of the form each group to give the answer to one of the things I like. I want to relax in my favourite way, questions. If the Ss’ answer is incorrect, don’t listen to hiphop music but it annoys my parents. give the right one at once, but try to elicit it form …. other Ss.

4. Consolidation: (3 minutes) - Ask Ss to consolidate the main contents. - Give feedback. 5. Modification: ...... ______

Date of preparation: 06/09/.... Ngày duyệt: …/…/……

§5. Unit 1 - THE GENERATION GAPS SPEAKING – WHAT ARE THE CONFLICTS ABOUT?

A. AIMS OF THE LESSON 1. Language focus Sts will be able to: - To get started with some language items in Unit 1. - For vocabulary, that is words and phrases related to generation gap and family rules, and use the vocab in context. - For pronunciation, strong form and weak form of the words in connected speech. - For grammar, the use of should and ought to, must and have to 2. Skills - To help learners get started with 4 skills in Unit 1 - Scan for specific information in a dialogue. Skim for general ideas about dialogue to get started for the whole unit. Scan for specific information in T/ F exercise. - Speaking: Talk about parent-child relationship problems and offer advice on how to show them. 3. Attitudes - Learn English seriously for not only exams but also daily communication - Build up eagerness and readiness to learn English 4. Motivation - Motivate students to enjoy learning and practicing English. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) 11 - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) Talk about your conflicts. 3. New lesson ACTIVITY 1: Pre-speaking (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents Answer the questions - Pose some questions for sts to answer basing on - What problem do you see in each of the given the pictures. pictures? +1: coming home late/ stay out late and strange fashion style +2: being untidy +3: being noisy with friends at home - Call on some Sts to read their answers aloud in Ex 1. Match th pargraphs with the problems in front of the class.(according to the sentences in a, b, c. ex 1) *Vocab. - Tell them to pick out vocab in pairs. - set the time: - stay out late - Ask sts to repeat the vocab. - time limit: curfews: lenh gioi nghiem - Ask Sts to match as ordered. - dye (v): - judge (v): - Go around the class and provide help if - pierced nose (np) xỏ lỗ mũi necessary. - judge the book by its covers - Call on some pairs to say out the activity result - extracurricular (a): in front of the class, - criticize (v) sb + for st Give suggested answers: - privacy (n): - muture (a): 1- b 2- c 3- a

ACTIVITY 2: While-speaking (15 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents While -speaking: - Ask the pairs to match the questions with the Ex 2. Tick the complaints that you hear in your answer. family. My children: - don't help with the housework. - don't listen to my advice. - watch too much TV. - don't study enough. - spend too much time on their mobile phones and computers. Tell them to build such dialogue they have - have a lot of junk food. formed to ask their partner about his/her My parents: - don't like my friends. solutions to the problems. Note down the - complain about household chores answers in the table. and homework. - don't respect my privacy. - don't listen to my opinions. Ask sts to use the questions which they have always tell me what to do. 12 formed to ask their partner. - keep comparing me with their friend's children. - want me to follow in their footsteps. - remind me of suitable table manners. - remind me of my behaviours toward neighbour ing people.

ACTIVITY 3: Post-speaking (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents Ex 3. Telling problems and giving advice. Tell your class mates the information you have Example: collected. A: What problem/ conflicts do you have at - Go around the class and provide help if home? necessary. B: My parents critize me for not being sociable. - Give suggested answers: A: You should take part in some extracurricular activity. B: I know but it's really difficult for me to start a talk with sb else. A: You ought to think of what to do with some other people. Example: A: What the matter with you? B: I'm sad because my mother shouted at me. C: What was it about? A: I have a lot of junk food and soft drink but it's my favourite. D: if I were you, I' d reduce it because it may cause some disease to you. A: You should focus on your lessons or assignments, then you will forget about it. C: That's right. You had better drop it as it has a lot of additives. I wish you success. B: Thank you. I need to think of your advice carefully.

4. Consolidation: (3 minutes) - Ask Ss to consolidate the main contents. - Give feedback. - Write a short passage about your friend’s advice on how to solve your problems.(In no more than 80 words). 5. Modification: ......

13 ...... ______

Date of preparation: 10/09/.... Ngày duyệt: …/…/……

§6. Unit 1 THE GENERATION GAPS LISTENING - HOW ARE WE DIFFERENT

14 Use the picture in the textbook to introduce the 1. Warm- up topic of the lesson, ask Sts questions like:- What do your parents want you to do with Play the tape and then ask Sts to repeat after the your study, health, and clothes? tape in chorus and individually, corrects errors, if + Study: any. + Health: - Check that Sts know the meaning of the words. + Clothes: -Ask sts to read through the statements in task 1 Ex 1: Look at the picture and guess what to understand them. their home conflicts are about. - Play the tape once for Sts to listen and do the + playing computer games task 1. + dress-up/ flashy clothes - Ask sts to work in pairs comparing the answers. Ex 2. - Check the answers with the whole class. If KEYS: many Sts cannot answer the question, play the 1. d 2. a: chung dien/loe loet 3. b 4. c tape one or two more times and pause at the answers for them to catch. - Give correct answers.

ACTIVITY 2: While-listening( 15 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - Give correct answers. Ex 3. Listen to the conversation and decide - Ask sts to read the ex requirement and do the ex whether the following is T or F. individually. 1.F 2. F 3. T 4. T 5. T - Play the tape again. Ex 4. Work in pairs. Listen to the - Ask Sts to work in pairs to compare answers. conversation and choose a, b, or c. - Go around to check if any sts make the mistake 1. c 2. a 3. b 4. b 5. b and offer help, play the tape again. Before Ex 5. Fill in each gap with one correct word. playing the tape again, give some suggest questions. - Call on some Sts to read aloud their answer. - Feed back.

ACTIVITY 3: Post-listening (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents Provide Ss with the tape script and ask them to Post-listening fill in the blank. 1. No, they don't. Because we are not rich and - Ask Sts to work in groups and discuss the they don't want me to break the local rules. answers to the questions given. Yes, they are. As They want us/ me to wear - Call on one or two Sts to report the result of fashionable clothes and they can afford. their group work. 2. I think it has both advantages and - Give comments or correction if necessary. disadvantages but my parents don't think so. They are afraid of it making my eye sight impaired.

4. Consolidation: (3 minutes) 15 - Ask Ss to consolidate the main contents. - Give feedback. 5. Modification: ...... ______

Date of preparation: 11/09/.... Ngày duyệt: …/…/……

§7. Unit 1 - THE GENERATION GAPS WRITING - FAMILY RULES

I. AIMS OF THE LESSON 1. Language focus Sts will be able to: - To get started with some language items in Unit 1. - For vocabulary, that is words and phrases related to generation gap and family rules, and use the vocab in context. - For pronunciation, strong form and weak form of the words in connected speech. - For grammar, the use of should and ought to, must and have to 2. Skills - To help learners get started with 4 skills in Unit 1 - Scan for specific information in a dialogue. Skim for general ideas about dialogue to get started for the whole unit. Scan for specific information in T/ F exercise. - Writing: Write a letter about family rules to a teenager staying with a home-stay family 3. Attitudes - Learn English seriously for not only exams but also daily communication - Build up eagerness and readiness to learn English 4. Motivation - Motivate students to enjoy learning and practicing English. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking-up - Talk about your parents’ view points on your fashion style and computer games. 3. New lesson ACTIVITY 1: Pre-writing ( 10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: 16 - Pair work Teacher’s and students’ activities Contents - Ask Ss to do the ex. Ex 1: Work in pairs and discuss which of the family rules exists in your home. KEYS: - My parents make me respect the elderly. - They force me always tell the truth. - They want me to take my study seriously. Ex 2. KEYS: 1. My parents do not let me stay up late up to 11 p.m. 2. They want me to follow in their footsteps. 3. They forbid me to swear/ at junk food.

ACTIVITY 2: While-writing (15 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - Give them some examples. Ex 2. - Call on some sts to read aloud their sentence KEYS: before class. 1. My parents do not let me stay up late up to 11 - Notice and write them on board. p.m. - Correct the mistake and lead sts to the new 2. They want me to follow in their footsteps. lesson. 3. They forbid me to swear/ at junk food. - Go round for offering help and then call on 4. some sts to answer the question before class. - water the plants and flowers + House-hold chores - empty the dustbins + Behaviour - tidy up the kitchen - Suggested: - iron/ fold the clothes - Ask them to put the activities into the right - listen to loud music after 9 p. m column in ex 2. - deliver goods. - Get student to write their ex, based on the out - buy groceries lines they have produced. - unload goods - Call some Ss to go to the board to write their - check out practice. - teach the children - make the bed - lay the table - mend things - weed - prune the plants

ACTIVITY 3: Post-writing ( 10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Ask the whole class to look at the writing on SUGGESTION: the board and elicit comment from sts. Pham NgocThach, Dong Da, Ha Noi, Viet - Write Sts’ typical errors on the board and elicits Nam February, 10'\ 20- 17 self and peer correction. Dear Lauren, - For home work, ask Sts to revise their writing I'm very happy to know that you'll be staying according to their peer’s suggestion. with my family for two months. We live in a four-bedroom flat on the 15th floor. You will have your own bedroom during your stay here. You asked me about our family rules. There are three important ones that we must follow. One important rule in my family is that every member of the family has to keep his or her room tidy. My brother and I have to make our beds every morning, and clean the floor and windows twice a week. Another important rule is that my brother and I must be home before 10 p.m. My parents are very strict and believe that setting a curfew will help us to become responsible, and stay safe and healthy. The third important rule is that we mustn't invite friends to stay overnight. This is not only our family rule, but also the rule for all people living in the building. If you have any questions, please let me know. We will try our best to make you feel comfortable during your stay with us. hope you will enjoy your time in Viet Nam. Looking forward to meeting you. Best wishes, Ha

4. Consolidation: (3 minutes) - Ask Ss to consolidate the main contents. - Give feedback. 5. Modification: ...... ______

Date of preparation: 12/09/.... Ngày duyệt: …/…/……

§8. Unit 1 - THE GENERATION GAPS COMMUNICATION AND CULTURE The return of the extended families in the UK and the USA

I. AIMS OF THE LESSON 1. Language focus 18 Sts will be able to: - To get started with some language items in Unit 1. - For vocabulary, that is words and phrases related to family types in Vietnam and in USA or UK, and use the vocab in context. - For pronunciation, strong form and weak form of the words in connected speech. - For grammar, the use of should and ought to, must and have to 2. Skills - To help learners get started with 4 skills in Unit 1 - Scan for specific information in a dialogue. Scan for specific information to answer the questions given. 3. Attitudes - Learn English seriously for not only exams but also daily communication - Build up eagerness and readiness to learn English 4. Motivation - Motivate students to enjoy learning and practicing English. II. PREPARATIONS - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking up (5 minutes) - Collect some writings to check and give marks. 3. New lesson ACTIVITY 1: Communication (15 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Ask Ss to do ex 1. Communication Discussion - (dis)advantages of family types 1. Work in groups. Practice asking the following questions and take notes of their - Ask Ss to read the statements. answers. - Tell sts to a TV talk show about three people. 1. What type of family do you live in? - Play the recording twice. 2. What do you think the (dis)advantages of - Ask Ss to do the ex. living in a nuclear or extended family are? 2. Report to the class. * Vocab. - Discussion about the family rules Key - work in groups to practise asking and Students'answers answering the questions. (Suggested answers for question 2) Living in an extended family: Advantages: have more support from other family members,... Disadvantages: there are a lot of conflicts between different generations,...

19 ACTIVITY 2: Culture - Read the two test about family life in Singapore and in Vietnam and answer the questions. - Read the following text about the coming back of the extended families and answer the questions. (12 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - Tell the pairs to discuss the answers to ex 3 Culture with their group-mates. The return of the extended families in the - Ask Ss to do the ex USA and the UK * Vocab. - Have them read the two passages first, then aks multi-generational (a) and answer the questions given in the chart. low-paid job frustrating (a) outweigh (v) interact (v) Ex 1. Read the following text about the coming back of the extended families and answer the questions. Ask them if it is the same in their own country. 1. Extended family has increased. 2. Several economic factors are. • Encourage Ss to compare their guesses about 3. Disadvantages of living in an extended family: the reasons for the return of the extended -frustrating- lack of space, independence, families in the UK and the USA with the ones privacy, and daily conflicts. provided in the text. 4. Young children can develop relationships with • Have Ss answer the questions, and compare adults other than their parents. their answers. 5. Old people can become more active when • Check answers as a class. interacting with the younger.

ACTIVITY 3: Culture - Discuss with a partner (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents • Encourage Ss to compare their guesses about Ex 2. Discuss with a partner the reasons for the return of the extended 1. The current family trend in Vietnam is nuclear families in the UK and the USA with the ones family. provided in the text. 2. Prefering independence is the main reason for • Have Ss answer the questions, and compare this trend. their answers. 3. While in a nuclear family, children contact • Check answers as a class. their parents only, in an extended family they interact with others. -The number of multi-generational households with three or four generations living under the same roof -Unemployment, part-time work and low-paid jobs have become more common. The cost of housing has become higher. The pressures of childcare and elderly care have become heavier. -The disadvantages are the lack of space, independence and privacy, and the daily conflicts

20 -They can develop relationships with adults other than their parents. -Old people can become more active when interacting with the younger generations

4. Consolidation: (3 minutes) - Vocabulary related to generation gap - Modal verbs - The stressed words in a sentence. - Do the task again - Read Unit 1 - Looking back and Project at home 5. Modification: ......

Date of preparation: 17/09/.... Ngày duyệt: …/…/……

§9. Unit 1 THE GENERATION GAPS LOOKING BACK AND PROJECT

21 2. Checking-up - What do you think the advantages and disadvantages of living in an extended or nuclear family? 3. New lesson ACTIVITY 1: Looking back – pronunciation (6 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair and the whole class work Teacher’s and students’ activities Contents I. LOOKING BACK - Play the recording and let Ss listen and mark (') a- Pronunciation: Listen and check above the word that is stressed. Then, put Ss in pairs to practise reading the sentences.

ACTIVITY 2: Looking back – Vocabulary (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair and the whole class work Teacher’s and students’ activities Contents b- Vocabulary - Let Ss work in pairs to write the chores under Ex 1. Fill in the gap with thewords given. each picture. 1. nuclear family 2. generation gap - Get their answers back orally. 3. homestay 4. Conflicts - Ask them if anyone has a different answer. 5. curfew - Give them a feedback.

- Ask Ss to read the text carefully, using the 2. Compound nouns. context clues to decide which word/ phrase can 1. family trend 2. Family branch be used. 3. single-parent family 4. nuclear family - Ask them if anyone has a different answer. - Give them a feedback.

ACTIVITY 3: Looking back – Grammar (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair and the whole class work Teacher’s and students’ activities Contents - Ask Ss to work in pairs to finish these c- Grammar sentences. Ex 1. Complete the sentences using "should" - Ask them if anyone has a different answer. or "shouldn't" - Give them a feedback. 1. ought 2. shouldn't/should 3. shouldn't 4. shouldn't/ should

- Ask Ss to work in pairs to finish these Ex 2. sentences. 1. have to/ has to 2. mustn't - Ask them if anyone has a different answer. 3. have to 4. don't have to - Give them a feedback.

ACTIVITY 4: Project (15 minutes) 22 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Put Ss in groups to discuss the questions. PROJECT 1. Do a project (guided assignments) - Ask Ss to do the survey. 2. Presentation. - Let the groups have some time together to - Group 1: conflicts between siblings assemble the results of their survey. - Group 2: conflicts between parents and children - Ask them to present their survey result. - Group 3: conflicts between teachers and - Give them a feedback. students - Group 4: conflicts between grandparents and grandchildren + reasons + solutions

4. Consolidation: (3 minutes) - Revise vocabulary related to generation gap and modal verbs - The stressed words in a sentence. - Do the project again in written form. - Read Unit 2 - Getting started 5. Modification: ...... ______

Date of preparation: 18/09/.... Ngày duyệt: …/…/……

§10. Unit 2 - RELATIONSHIPS GETTING STARTED Romantic relationships I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 2. - For vocabulary, that is words and phrases related to relationships. - For pronunciation, that is contracted forms: nous/ pronouns + V. - For grammar, that is the linking verbs and cleft sentences. 2. Skills - To help learners get started with 4 skills in Unit 2. - Reading: Read about teenagers' relationship problems. - Speaking: Speak about problems and asking for advice. - Listening: Listen to a talk show for specific information about parent-child relationship problems. 23 - Writing: Write an online posting about relationship problems. 3. Attitudes - To help Ss get started for Unit 2 with the topic "relationship". - To provide Ss some motivation. 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATIONS - Teacher: Handouts, textbook, pieces of papers and cassette. - Students: Textbook III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking-up (5 minutes) - project 3. New lesson ACTIVITY 1: Warm up (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents Ask Ss to interpret message in the situation. Warm up. -Tell them to look at the main contents of the - The issue the grandmother want her lesson. Introduce those points. granddaughter to focus on: study, not love Ask Ss listen to the recording and read the conversation

ACTIVITY 2: Listen and read (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents Set their task. 1. Listen and read Play the CDs. - strict (a) Ask them if they understand the whole dialogue - involved in well. - concentrate on - single-sex school - sympathetic (a)

ACTIVITY 3: True or false (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents Tell them to do ex 2 (7) in pairs in 2'. Decide True or False statements Get their answers back. 1. T (oh, one of my classmates) Ask them if there is a different answer and point 2. F (Mai tells … is not her boy-friend) out the key word. 3. T (there's no real friendship between ) 24 Correct their answer 4. T 5. NG 6. T

ACTIVITY 4: Matching (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents Tell them to listen and repeat the words/ phrases The verbs that come before the words below given. 1. get involved Supply them with some vocab. 2. feel bored Ask them what verbs/ phrases go with the nouns 3. are very kind supplied in the box and then give them a 4. sounds good feedback.

4. Consolidation: (3 minutes) - Problems in relationships - Practice the conversation - Do the task again - Read Unit 2 - Language at home 5. Modification: ...... ______

Date of preparation: 19/09/.... Ngày duyệt: …/…/……

§11. Unit 2 - RELATIONSHIPS LANGUAGE

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 2. - For vocabulary, that is words and phrases related to relationships. - For pronunciation, that is contracted forms: nous/ pronouns + V. - For grammar, that is the linking verbs and cleft sentences. 2. Skills - To help learners get started with 4 skills in Unit 2. - Reading: Read about teenagers' relationship problems. - Speaking: Speak about problems and asking for advice. 25 - Listening: Listen to a talk show for specific information about parent-child relationship problems. - Writing: Write an online posting about relationship problems. 3. Attitudes - To help Ss get all points in Unit 2 with the topic "relationship". - To provide Ss some motivation. 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, pieces of papers and cassette. - Students: Textbook III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking-up (5 minutes) - Summarize the conversation in GETTING STARTED. 3. New lesson ACTIVITY 1: Vocabulary - Write the words/ phrases in the box next to their meaning (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Techer’s and students’ activities Contents Ask them what the meaning of each phrase in Vocabulary. Vocabulary - ex 1 is. Ex 1. Write the words/ phrases in the box next Ask Ss to work in pair. Put body parts in correct to their meaning. systems. 1. have got a date 2. break up 3. romantic relationship 4. argument 5. sympathetic 6. lend an ear 7. be in a relationship 8. be reconciled

ACTIVITY 2: Vocabulary - Complete the sentences with the words and phrases in 1 (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents Asks Ss to take turns to say the name of the 5 Ex 2. Complete the sentences with the words systems. and phrases in 1. Ask Ss to do the tasks and compare the results 1. lend an ear/ broke up with their partner 2. reconcile 3. romantic relationship 4. in a relationship/ argument 5. have got a date 6. sympathetic

26 ACTIVITY 3: Pronunciation - Listen and underline what you hear - the contraction or full form (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents Make sure that the advanced sts can help the Pronunciation. class with the meaning of the vocab. Contracted forms Ex 1. Listen and underline what you hear - the contraction or full form. shouldn't - should not you're - you are there's - there is we're - we are don't - do not Didn't - did not It's - It is he's - he is I'm - I am

ACTIVITY 4: Pronunciation - Listen and underline what you hear (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents Tell them to listen to the teacher's pronunciation Ex 2. Listen and underline what you hear once, then listen to the CDs and repeat. 1. I will, I'll Call some sts to stand up and pronounce. 2. I am Give them a feedback. 3. He is, he's 4. we are, didn't 5. I've, That's

ACTIVITY 5: Grammar – Linking verbs (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents Ask sts to repeat the use of the linking verbs. Grammar. a, Linking verbs Ex 1. Choose the verbs in the box to complete the sentences. Make changes to verb forms if necessary. 1. sounds 2. grow/get Ask them to look at the yellow box and whether 3. stay 4. getting they understand the points or not. 5. seem 6. look/seem

Ex 2. Underline the correct words to complete Let them practice ex 1and 2 (17). the sentences Get their answers back. 1. unhappy 2. warmly 27 Ask other Sts to correct the answers. 3. suddenly 4. excited Give them a feedback. 5. angry 6. annoyed 7. awful 8. quickly

ACTIVITY 6: Grammar – Cleft sentences (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents b, Cleft sentences with It is/ was ... Tell them what a cleft sentence is. Eg: The man helped me out of difficulty last Sun. - It was the man that helped me out of difficulty last Sun. - It was me that the man helped out of difficulty last Sun. Let them practice ex 1and 2 (18). - It was last Sun that the man helped me out of Get their answers back. difficulty. Ask other Sts to correct the answers. Ex 1. Rewrite each sentences to emphasize the Give them a feedback. underline part 1. It was her sad story that made me cry 2. It is you who are to blame for the damage It is you that is to blame for the damage 3. It's hiking in the forest that we really enjoy. 4. It's your parents that/who you should really speak to when you have problems 5. It's his dishonesty that I dislike the most 6. It's Jim that/who Laura is in a relationship with 7. It was at the age of 20 that he became successful as a famous writer 8. It was in a nice coffee shop that they had their first date.

Let them practice ex 1and 2 (18). Ex 2. Write the answer to these questions. Use Get their answers back. the words or phrases in bracket as the focus Ask other Sts to correct the answers. 1. No. It was Mary that I had a date with Give them a feedback. 2. No. It was a smart phone that he gave me for my birthday 3. No. It's in Tokyo that I'm going to spend the holiday with my family 4. No. It's a lawyer that I want to become 5. No. It's his brother that/who earns 10,000 dollars a month 6. No. It's Ha that/who is in love with Phong. 7. No. It's my friend that/ who can speak three languages fluently. 8. No. It's at 8 a.m tomorrow that we have a meeting

4. Consolidation: (3 minutes) - Vocabulary related to relationship problems 28 - The pronunciation of contracted forms - Read Unit 2 - Reading at home 5. Modification: ......

Date of preparation: 24/09/.... Ngày duyệt: …/…/……

§12. Unit 2 - RELATIONSHIPS READING - Please help me

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - Scan for specific information. - For vocabulary, that is words and phrases related to relationships. - For pronunciation, that is contracted forms: nous/ pronouns + V. - For grammar, that is the linking verbs and cleft sentences. 2. Skills - Reading: Read some exchanges about teenagers' relationship problems with psychology experts and answer the questions. 3. Attitudes - To help Ss get started for Unit 2 with the topic "relationship". - To provide Ss some motivation. 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking-up Exercises - grammar 3. New lesson ACTIVITY 1: Pre-reading (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and group work Teacher’s and students’ activities Contents - Ask Sts to look at the picture and discuss with Discuss with a partner your partner. Picture a: The teacher is returning students'

29 - Ask Sts work in pairs or groups to find the papers. The boy is depressed because of his poor main ideas of the passage. grades. - Ask students to read the passage individually Picture b: Their relationship is breaking up. and choose each group 5 new words for them. They are under stress. Picture c: They're having an argument *Vocab: - drop out of school - to be on good term of - lie in - physical appearance - meanwhile (adv) - take the initiative - engage sb in

ACTIVITY 2: While-reading - An advice column in a newspaper offers help to readers when they are in trouble. Read the column and match the readers' names with their problems. (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class and pair work Teacher’s and students’ activities Contents - Elicit or present the meaning of some important Ex 2. An advice column in a newspaper offers new words that do not appear in ex 2. help to readers when they are in trouble. Read the column and match the readers' names with their problems. - Answer keys 1. b Van Ha: My friend betrayed my trust 2. c Quang Nam: I don't have friends

ACTIVITY 3: While-reading - Find the words or expressions in the text that have the following meanings and write them in the space below (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class and pair work Teacher’s and students’ activities Contents - Ask students to do the ex 3 in pairs in 1'. Ex 3. Find the words or expressions in the text - Tell students to compare their answers with that have the following meanings and write other group. Let them discuss and correct for one them in the space below another. 1.be on good terms with sb - Go around offering to help. 2. take the initiative - Check with whole class. 3. trust 4. engage in a conversation 5. drop out of school

ACTIVITY 4: While-reading - Answer the questions (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class and pair work Teacher’s and students’ activities Contents 30 - Call on some Ss to read their answers aloud in Ex 4. Answer the questions front of the class. 1. They are close friends - Have them do the same to ex 4. 2. Ha told Hoa about her depression and her - Finally, give correct answers and explain all the intention to drop out of school sentences carefully to make sure Ss understand 3. Because Hoa promised to keep Ha's story the meaning of the sentences. secret, but then she told their teacher about that. 4. No. She tries to explain why Hoa told the teacher about Ha's problem, and advises Ha to talk to Hoa again. 5. He thinks he is short and fat, and girls don't find him attractive 6. Because Nam doesn't have a good relationship with the girls in his class 7. The counselor advises Nam to focus on his studies, become an excellent student and learn how to start a friendly conversation with his classmates

ACTIVITY 5: Post -reading (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Ask Ss to discuss other alternative non-medical Ex 5. If you were the counselor in charge of treatments in daily life in groups. the advice column, what would you advise Ha - Supply them with the new words. and Nam to do? Ha: You should imagine you were in her position and try to understand your friend's worry. Nam: You should find a person who are successful in contact and try to talk more with your parents first, then your relatives, and then your close friend and others. * Discussion with a group mates.

4. Consolidation: (3 minutes) - Vocabulary related to relationships - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context - Do the task again - Read Unit 2 - Speaking ex 3 at home 5. Modification: ...... 31 ______

Date of preparation: 20/09/.... Ngày duyệt: …/…/……

§13. Unit 2 - RELATIONSHIPS SPEAKING – SEEKING ADVICE

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - Present their problems and ask their friends for some advice using different structures paying attention to reason. - For vocabulary, that is words and phrases related to relationships. - For pronunciation, that is contracted forms: nous/ pronouns + V. - For grammar, that is the linking verbs and cleft sentences. 2. Skills - To help learners get started with 4 skills in Unit 2. - Speaking: Talk about problems fluently and asking for advice. 3. Attitudes - To help Ss get started for Unit 2 with the topic "relationship". - To provide Ss some motivation. 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking-up (5 minutes) - Talk about the problem you have had at school or at home. 3. New lesson ACTIVITY 1: Pre- speaking - Choose sentences a-f to complete the conversation between two classmates (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Oral and group work Teacher’s and students’ activities Contents - Read the conversation quickly to get the main Pre- speaking: idea.Then they read it again and match the Ex 1. Choose sentences a-f to complete the sentences (a-f) with the gaps (1-5) in the conversation between two classmates conversation. KEYS - Call on some Sts to present their answers in 1. b 2. e front of the class.(according to the sentences in 3. d 4. a ex 1) 5. f 6. c

ACTIVITY 2: Pre- speaking - Answer the question and practice reading the conversation (5 minutes) 32 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Oral and group work Teacher’s and students’ activities Contents - Have Ss identify the main ideas in the Ex 2. Answer the question and practice reading conversation. Ask them to answer the questions the conversation - Get their answer later. KEYS - Ask ss to practice reading the conversation to 1. She was chosen to take part in the English the class Public Speaking Contest in Da Nang, but her parents don't allow her to go there. They are worried because she has never been away from home. 2. Van advises Chi to ask their teacher to persuade Chi's parents.

ACTIVITY 3: While-speaking - Choose 1 topic. Use the ideas below to make a similar conversation (15 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Have Ss work in pairs, choose one topic and While -speaking make a similar conversation. Ex 4. Choose 1 topic. Use the ideas below to make a similar conversation SAMPLE: A: Hi, John. You look unhappy. What's the matter with you? B: Well. My classmates keep making fun of me because I got poor grades at school A: Don't worry. You should ask your teacher for help when having a problem. B: But the problem is that I don't understand my homework and I can't do it. A: If I were you, I will find a tutor who explain the lesson again to you and help you with your homework at home. B: That's a good idea. I'll try it. Thank you for your advice.

ACTIVITY 3: Post-speaking (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Go around the class and provide help if Post-speaking: necessary. A: I had a terrible row with my best friend over a - Call on some groups to act out the activity in boy that we both like. And she hasn't spoken to front of the class, me ever since. I don't want to lose this best Give suggested answers: friend but I don't know what to do, so I asked my - Ask the pairs to match the questions with the mother for her advice. She told me that I must 33 answer. know who is more important to me, my best Ask sts to use the questions which they have friend who I have known since my childhood or formed to ask their partner. a boy who I have just known for some days and - Go around the class and provide help if that I should apologize to my best friend and necessary. make up with her. - Give suggested answers: B: I think you should …. C: For me, I would …. D: If I were you ….

4. Consolidation: (3 minutes) - Vocabulary related to relationships - Expressions of giving advice and suggestions - Speaking skills: discussing in pairs and groups, reporting the result to class - Do the task again - Read Unit 2 - Listening at home 5. Modification: ...... ______

Date of preparation: 21/09/.... Ngày duyệt: …/…/……

§14. Unit 2 - RELATIONSHIPS LISTENING – TEENAGE RELATIONSHIPS

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - Listen to a talk show for gist and specific information and then fill in the gaps with the given options. - For vocabulary, that is words and phrases related to relationships. - For pronunciation, that is contracted forms: nous/ pronouns + V. - For grammar, that is the linking verbs and cleft sentences. 2. Skills - To help learners get started with 4 skills in Unit 2. - Listening: Listen to a talk show for specific information about parent-child relationship problems. 3. Attitudes - To help Ss get started for Unit 2 with the topic "relationship". - To provide Ss some motivation. 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance 34 Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) - Talk about your problem at school or at home. 3. New lesson ACTIVITY 1: Pre-listening - If you have a boyfriend or girlfriend, will you tell your parents about it? Why or why not? (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents Pre- listening - Have Ss discuss the questions in Activity 1 with Ex 1. If you have a boyfriend or girlfriend, a partner. Ask Ss some other guiding questions: will you tell your parents about it? Why or Do you usually tell your problems or secrets to why not? your parents? Are they willing to lend an ear? If Yes, because my parents are sympathetic. They you have a boyfriend or girlfriend, will you tell can give me some advice. your parents about it? No, because my parents are very strict and unsympathetic.

* Vocab: confident (a) lend an ear to cry on form a relationship romantic partner

ACTIVITY 2: While-listening - Listen to a talk show with host Vicky Holmes and guest speaker Dr Dawson. Choose the best answer to complete each statement. (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask Ss to work in pairs, discuss and answer the While- listening. questions. 2. Listen to a talk show with host Vicky - Play the tape twice Holmes and guest speaker Dr Dawson. -Ask sts to read through the statements in ex 2 to Choose the best answer to complete each understand them well. statement. - Play the tape once for Sts to listen and do the ex ANSWER KEYS: 2. 1. C 2. B 3. C 4. A - Ask sts to work in pairs comparing the answers.

ACTIVITY 3: While-listening - Listen again. Answer the questions. (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask Ss to work in pairs, discuss and answer the Ex 3. Listen again. Answer the questions. questions. 1. The talk show is about how teenagers and their 35 - Play the tape twice parents deal with problems. -Ask sts to read through the statements in ex 2 to 2. They need to learn to form safe and healthy understand them well. relationships with other people. - Play the tape once for Sts to listen and do the ex 3. Parents should offer a shoulder for their 2. children to cry on and listen to them. - Ask sts to work in pairs comparing the answers. 4. No because their strong opposition will make their children stop talking about their feeling.

ACTIVITY 4: Post-listening (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Call on one or two Sts to report the result of In your opinion, what is the right age for a their group work. romantic relationship? Discuss with a partner - Call two ss to comment on their friend's A person should start a romantic relationship practice. when he/she is at an age or stage in life when - Give comments or correction if necessary. he/she is mature enough. At that time she/ he is ready for a possible marriage. For this reason, the "right" age can be different from person to person. Another reason is their physical health. They may not fully develop before eighteen. The other reason is their mental health. They may spend a lot of time jealous, which is not beneficial for their future.

4. Consolidation: (3 minutes) - Vocabulary related to relationship problems - Listening skills for specific information - Do the task again - Read Unit 2 - Writing at home 5. Modification: ...... ______

Date of preparation: 22/9/.... Ngày duyệt: …/…/……

§15. Unit 2 - RELATIONSHIPS WRITING – TEEN FORUM 36 I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - For vocabulary, that is words and phrases related to relationships. - For pronunciation, that is contracted forms: nous/ pronouns + V. - For grammar, that is the linking verbs and cleft sentences. 2. Skills - Writing: Write an online posting about relationship problems and develop a full paragraph of about 160-180 words basing on the outline worked out. 3. Attitudes - To help Ss get started for Unit 2 with the topic "relationships". - To provide Ss some motivation. 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking -up - What is the right age for a romantic relationship? 3. New lesson ACTIVITY 1: Pre-writing - Read an online posting on Teen Forum and fill the gaps. Use the words in the box. (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Ask Ss to do the ex. Pre-writing - Ask them to exchange the answers with their Ex 1. Read an online posting on Teen Forum partner. and fill the gaps. Use the words in the box. 1. upset 2. shocked 3. influence 4. different 5. talented 6. appearances

ACTIVITY 2: Pre-writing - Put the following parts of the online posting in the correct order (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Let them compare their choice. Ex 2. Put the following parts of the online - Call on some sts to find out the outline for the posting in the correct order. modal writing. 1. g 2. c 3. f 4. d 5. e 6. a 7. b

*Vocab: 37 - dye: - ripped - properly - judge the book by its covers.

ACTIVITY 3: While- writing - Choose one of the stories below. Use the ideas to write an online posting of 160-180 words (15 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Supply them with some vocab in ex 2 by While you write. getting some advanced Ss to give the meaning. Ex 3. Choose one of the stories below. Use the - Have them pronounce the new words. ideas to write an online posting of 160-180 - Tell them if they have those problems who they words can ask for some advice. I feel lonely in my home! by Lion King >> Tuesday, December 3, 2014 at - Ask them to choose the correct outline of an 9 P.M online posting. My parents are always busy at work. They often - Tell them to have a look at the model letter. work late on weekdays and most weekends. I am - Ask them to compare the form and the model the only child. They care for me so much that letter. they employ a house-maid for my meals and a - Ask them what type of sentences are used there. tutor for my study. I'm left alone at home with - Ask them to choose a request to write a letter of the housemaid and can't confide in her or the giving advise tutor because they have their own duties. - Get two Ss to write their letter on the board. Moreover, my tutor is always in a hurry after my lesson. I feel so lonely and miss my parents a lot. I wish my parents understood and spent more time with me. What should I do?

ACTIVITY 3: Post-writing - Think of st that happened to you or another person. Write an online posting of 160-180 words (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Write Ss’ typical errors on the board and elicit Ex 4: Think of st that happened to you or self and peer correction. another person. Write an online posting of - Give them oral feedback after all. 160-180 words. - set an example - attend a lecture - read novels in the drawer - image/ collapse - passion for reading/ drawing

4. Consolidation: (3 minutes) - Ask Ss to consolidate the main contents. - Ask Sts to revise their writing according to their peer’s suggestion. - Give feedback. 38 5. Modification: ...... ______

Date of preparation: 26/9/.... Ngày duyệt: …/…/……

§16. Unit 2 - RELATIONSHIPS COMMUNICATION AND CULTURE

I. AIMS OF THE LESSONS 1. Language focus At the end of the lesson, Sts will be able to: - For vocabulary, that is words and phrases related to relationships. - For pronunciation, that is contracted forms: nous/ pronouns + V. - For grammar, that is the linking verbs and cleft sentences. 2. Skills - To help learners get started with 4 skills in Unit 2. - Reading: Read about teenagers' relationship problems. - Speaking: Speak about problems and asking for advice. - Listening: Listen to a talk show for specific about parent-child relationship. - Writing: Write an online posting about relationship problems. 3. Attitudes - To help Ss get started for Unit 2 with the topic "relationship". - To provide Ss some motivation. 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking -up - Collect some writings to check and give marks. 3. New lesson ACTIVITY 1: Communication - Listen to Hung's opinions about online friends. Answer the questions. (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class and pair work Teacher’s and students’ activities Contents Communication

39 - This activity provides further listening 1. Listen to Hung's opinions about online practice. Explain to Ss that when people use friends. Answer the questions. the Internet, they have a lot of opportunities to ANSWER KEYS: make online 1. Hung can have more knowledge of different friends from around the world. cultures and lifestyles because his online friends - Have Ss read the questions and underline the come from different places around the world. key words before listening. 2. He can contact his friends whenever he wants, - Play the recording once or twice depending as long as they are online. on Ss' level. 3. Because he doesn't have to spend money on - Ask Ss to work with a partner to compare dinners, parties or cinema tickets. their answers. Check answers as a class. 4. The most important benefit of having online friends is that he can end a relationship quickly 5. Sometimes he doesn't know for sure who these friends really are, as they may not use their real names.

ACTIVITY 2: Communication - Discuss the following questions in groups (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class and pair work Teacher’s and students’ activities Contents 2. Discuss the following questions in groups SUGGGESTED ANSWER: Yes. I have some online friends. I want to meet - Ask Ss to work in pairs and say what they are them fact to face. I think that making friends doing in the pictures and do ex 2. online have both advantages and disadvantages. - Ask Ss to read the statements. You can make friends with a lot of people from - Tell the pairs to discuss the questions. different backgrounds, cultures, nations ... You - Ask Ss to do the ex. will learn a lot of new things from your new friends. You can share your feelings and tell them your problems and ask them for advice ... However, you don't really know what your online friend say is true or not.

ACTIVITY 3: Culture - Read the text about dating around the world and complete the information in the table below the correct pictures on page 23 (6 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair and group work Teacher’s and students’ activities Contents - Have Ss read the text about dating in some Culture countries and write the information below the Ex 1. Read the text about dating around the pictures. world and complete the information in the - Ask them to look at the pictures carefully to table below the correct pictures on page 23 find out what the people in the pictures are KEYS: doing. a. online dating - US Example: b. speed dating - Singapore In Picture a: A woman is typing on a c. group dating - Europe and Australia computer. The roses indicate that she is probably on a dating site and someone has sent her a love message. 40 In Picture b: People are talking in pairs. They want to know more about their partners. In Picture c: A group of young people are probably going camping or hiking.

- Have them read the passages first, then ask them to finish ex1 for general ideas and decide T/F/NG for ex 2.

ACTIVITY 4: Culture - Read the text on page 22 again. Decide whether the following statements are T, F or NG (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair and group work Teacher’s and students’ activities Contents . Ex 2. Read the text on page 22 again. Decide whether the following statements are T, F or - Have them read the passages first, then ask NG them to finish ex1 for general ideas and decide KEYS : T/F/NG for ex 2. 1. T 2. F 3. T 4. NG Ask them if they know any other traditional 5. NG 6. F therapy.

ACTIVITY 5: Culture - Read the text about dating around the world and complete the information in the table below the correct pictures on page 23 (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair and group work Teacher’s and students’ activities Contents - Have them read the passages first, then ask Ex 3. Discuss with a partner them to finish Ex 3 Group dating are popular in VN especially among young people. Speed dating is not Ask them if they know any other traditional popular as there are no companies that provide therapy. that kind of service. Online dating can be found on the Internet, but they are not very popular as many people think online dating is not safe. No. they are not. Because young people are leading a bustle life, they don't have time to join a party or the company of friends. Besides, many people find it hard to take initiative or engage others in their talks.

4. Consolidation: (3 minutes) - Ask Ss to consolidate the main contents. - Discuss the dating in Vietnam - Do the task again - Read Unit 2 - Looking back and Project at home 5. Modification: 41 ...... ______

Date of preparation: 27/9/.... Ngày duyệt: …/…/……

§17. Unit 2 - RELATIONSHIPS LOOKING BACK AND PROJECT

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to revise: - For vocabulary, that is words and phrases related to relationships. - For pronunciation, that is contracted forms: nous/ pronouns + V. - For grammar, that is the linking verbs and cleft sentences. 2. Skills - Speaking: Talk about neighboring, teacher-student, or love problems, asking for advice, and giving advice. 3. Attitudes - To help Ss get started for Unit 2 with the topic "relationships". - To provide Ss some motivation. 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking-up - Talk about group dating, speed dating, and online dating in Viet nam. 3. New lesson ACTIVITY 1: Looking back - (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair and group work Teacher’s and students’ activities Contents - Review the pronunciation rules for contracted LOOKING BACK and full forms. a- Pronunciation - Have 5s underline the words which could be 1. Underline the words which could be contracted in the exchange, and then work with a contracted in these exchanges partner to compare their answers. KEYS:

42 - Play the recording. Have Ss listen and check 1. A she is their answers 2. A I am, I will B You have 3. A It would B can not, he is 4. A It is, will not B do not

2. Listen to check your answers

ACTIVITY 2: Looking back - Complete these sentences with the correct forms of the words or phrases in the box (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair and group work Teacher’s and students’ activities Contents - Ask Ss to read the text carefully, using the b- Vocabulary context clues to decide which word/ phrase can Complete these sentences with the correct be used. forms of the words or phrases in the box - Ask them if anyone has a different answer. KEYS: - Give them a feedback. 1.dating 2. lend an ear 3. romantic relationship 4. meet face to face 5. broke up 6. be in a relationship

ACTIVITY 3: Looking back - Put the words in the correct order to make questions (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair and group work Teacher’s and students’ activities Contents - Ask Ss to work in pairs to finish these c- Grammar. sentences. 1. Put the words in the correct order to make - Ask them if anyone has a different answer. questions - Give them a feedback. KEYS: - This activity aims to help Ss to make questions 1.How did Peter feel when his girlfriend broke with linking verbs. This is the first step before Ss up with him? answer these questions, using adjectives after the 2. How will I look if I cut my hair short? linking verbs. 3. How did you feel when you lost the game? 4. How did Martin's voice sound in the live show on TV last night? 5. How does your soup taste? 6. How would you feel if you had no friends?

ACTIVITY 4: Looking back - Write the answer to the questions in 1 (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair and group work Teacher’s and students’ activities Contents - Ask Ss to work in pairs to finish these 2. Write the answer to the questions in 1 sentences. KEYS: - Ask them if anyone has a different answer. 1. He felt depressed - Give them a feedback. 2. You'll look attractive - This activity aims to help Ss to make questions 3. I felt disappointed 43 with linking verbs. This is the first step before Ss 4. His voice sounds awful answer these questions, using adjectives after the 5. It tastes great linking verbs. 6. I'd feel lonely

ACTIVITY 5: Project (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - For this project, Ss vote for the best story for a - First, ask Ss to think about the questions in the storytelling contest organised by the school. Student's Book and take notes. They can do this individually. - Then have them discuss their notes in groups, and get some feedback from the group members. - Each group chooses the best story which meets - Next, have Ss work individually to write their the two criteria (content and storyteller's stories. Ask them to think about the following performance). ideas when they draft their stories: - The best storyteller of each group tells his / her * setting (where it happened) story in front of the class. * characters (who was involved; what their personalities were) *structure or planning (introduction, incidents or events, conflicts, solutions) *moral lesson of the story (Examples: Don't tell lies to your friends or parents; don't run away from problems; be ready to help people in need.) - Finally, ask Ss to practise telling their stories in groups.

4. Consolidation: (3 minutes) - Revise what Ss have learnt in unit 2 - Do a project and report the result - Do the task again

5. Modification: ...... ______

Date of preparation: 3/10/.... Ngày duyệt: …/…/……

44 §18. UNIT 3. BECOMING INDEPENDENT GETTING STARTED

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 3. - For vocabulary, that is words and phrases related to becoming independent. - For pronunciation, that is sentence stress and linking between consonant and vowels. - For grammar, that is the infinitive after some adjectives and nouns. 2. Skills - To help learners get started with 4 skills in Unit 3. - Reading: Read about time-management skills. - Speaking: Speak about the skills needed for being independent. - Listening: Listen to an interview on Life Skills for specific information about how children are raised to become independent. - Writing: Write a letter requesting further information about a course. 3. Attitudes - To help Ss get started for Unit 3 with the topic "becoming independent". - To provide Ss some motivation. 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, pieces of papers and cassette. - Students: Textbook III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson ACTIVITY 1: Warm up (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents T shows Sts some pictures and asks Ss to answer Warm up. the questions * Questions: 1. What words come up to your mind when you Ss Look at the pictures and answer the questions. think of an independent person? 2. Does an independent person often ask for T elicits answers from students, encourages help when doing things? different interpretations 3. Can she do things for herself? Lead in: These people are doing the work without being paid for it. What do you call this kind of work? (Expected answer): BECOMING INDEPENDENT

ACTIVITY 2: Listen and read (10 minutes) 1. Methodology: - Communicative and practical methods 45 2. Ways to organize the activity: - The whole class and individual work Teacher’s and students’ activities Contents Ex 1. Listen and read Vocabulary: - T asks Ss to guess what the - reliable /rɪˈ l ʌɪ əb(ə)l/(adj.) : Consistently good conversation might be about by reading the title in quality or performance; able to be trusted “An independent person” Eg: a reliable source of information - T asks Ss some questions about the - self-reliant /ˌsɛlfrɪˈ l ʌɪ ənt/ (adj.) : Reliant on conversation: “What are Mai and Lan talking one’s own powers and resources rather than those about?” of others - Ss can guess the content of the conversation Eg: a self-reliant little girl - decisive /dɪˈ s ʌɪ s ɪ v/ (adj.) : Settling an issue; - T plays the recording. producing a definite result: - Ss listen and read the conversation at the same Eg: The archers played a decisive part in the time. victory - T asks Ss to not to worry about the new words - determined /dɪˈ təːmɪ nd/ (adj.) : Having made or grammar points. a firm decision and being resolved not to change - T asks Ss to read the questions in task 3 (page it: 27) Eg: Alina was determined to be heard - T gives some new words - well-informed: Having or showing much knowledge about a wide range of subjects, or about one particular subject - Ss read the new words in chorus and Eg: a wide and well-informed debate individually. - confident / ˈk ɒ nf ɪ d(ə)nt /(adj.) : Feeling or - Ss work in pairs to practice the dialogue. Then showing confidence in oneself or one’s abilities demonstrate before class. or qualities - T corrects Ss’ intonation and stress if necessary. Eg: she was a confident, outgoing girl

ACTIVITY 3: Answering the questions (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents T lets Ss read the questions first, then read the Ex 2. Answer the questions about the conversation again to answer the questions conversation Ss work in pairs to practice asking and 1. Because Minh doesn't rely on other people for answering the questions help and isn't influenced by other people's opinion - Ss report their answers 2. Because he always completes his tasks on - T checks if they have any difficulty in time, and never need to be reminded about understanding the conversation. assignments and other schoolwork. - Ss refer the conversation to get clues for their 3. He tried hard and spent the whole night on a answers hard Maths problem when most students in the - T checks Ss’ answers and encourages Ss to class had given up. give their opinions to answer the question 6 4. He always tries to find solutions to his problems and seldom needs help from others. 5. Responsible, reliable, self-reliant, determined, well-informed and confident. 6. Student's own answer.

ACTIVITY 4: Answering the questions (7 minutes) 1. Methodology: - Communicative and practical methods 46 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents Ex 3. Read the conversation again, match the - T tells Ss to take a quick look at the words with their definitions. conversation to find the sentences with To- KEYS: infinitive after certain adjectives and nouns, 1.d 2. e underline them and then write down 3. b 4. c - Ss: work in pairs 5. f 6. a - T goes around to observe - Check their answers and gives the feedback.

ACTIVITY 5: Finding sentences with TO INFINITIVE (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents Ex 4. Find the sentences with to-infinitives - T: asks students to look through the task then after adjectives or nouns in the conversation work individually to finish the task and write them in the spaces below. - Ss: work individually to finish the task * KEY: - T; asks them to work in pairs to compare and 1. It’s good to have a friend you can rely on. check their answers 2. Evan our Maths teacher was very surprised to - Ss: work in pairs read his answer. - T: calls some students to give the answers then 3. His parents must be really pleased to have gives the correct answers such a son. 4. But he still has time to read, … 5. It’s interesting to talk to him. 6. I really admire his ability to make decisions so quickly. 7. You’re lucky to have a close friend like him.

4. Consolidation: (3 minutes) - Words and phrases related to being independent - Practice the conversation - Read Unit 2 - Language at home 5. Modification: ......

Date of preparation: 4/10/.... Ngày duyệt: …/…/……

§19. UNIT 3. BECOMING INDEPENDENT LANGUAGE

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: 47 - To help learners get started with some language items in Unit 3. - For vocabulary, that is words and phrases related to becoming independent. - For pronunciation, that is sentence stress and linking between consonant and vowels. - For grammar, that is the infinitive after some adjectives and nouns. 2. Skills - To help learners get started with 4 skills in Unit 3. - Reading: Read about time-management skills. - Speaking: Speak about the skills needed for being independent. - Listening: Listen to an interview on Life Skills for specific information about how children are raised to become independent. - Writing: Write a letter requesting further information about a course. 3. Attitudes - To help Ss get started for Unit 3 with the topic "becoming independent". - To provide Ss some motivation. 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, pieces of papers and cassette. - Students: Textbook III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) - Summarize the conversation in GETTING STARTED 3. New lesson ACTIVITY 1: Vocabulary - Complete the table with words that have the same roots as the adj. in the first column. (4 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents Vocabulary. - Ss can use dictionaries to look up words to Ex1. Complete the table with words that have complete the table the same roots as the adj. in the first column. - T can point out the use of suffixes such as Adjective Noun Adverb -ity, -ce, -ness, -tion as a word formation 1 Reliable reliability Reliably strategy 2 Confident confidence Confidently Ss speak out 3 Independent independence Independently - T writes the corresponding word form on the 4 self-reliant self-reliance board 5 Decisive decisiveness Decisively 6 determined determination Determinedly 7 responsible responsibility Responsibly

ACTIVITY 2: Vocabulary Complete the sentences with some of words from 1 (4 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents

48 - T asks Ss to work individually first Ex 2: Complete the sentences with some of - Ss work individually words from 1 (page 27) - T lets Ss work in pairs or groups to compare 1. reliable 2. confidence their answers 3. well-informed 4. responsible - Ss work in pairs or groups to compare their 5. self-reliance 6. decisively answers 7. independence - T calls some representatives to speak out their answers and explain them if T asks - T gives feedback

ACTIVITY 3: Pronunciation (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class and individual work Teacher’s and students’ activities Contents - T shows the pictures and has Ss read aloud the Pronunciation (linking between a consonant sentence and a vowel) - Ss read aloud - Linking between a consonant and a vowel is a - T elicits very important feature of English as it helps - T introduces how to link between a consonant preserve rhythm and makes the spoken language and a vowel sound natural. - T plays the recording - Ss listen Ex 1. Listen and repeat the following - T plays the recording again with pauses for Ss sentences, paying attention to the linking to repeat each sentence between the words. - Ss listen and repeat the sentences - Linking can occur when a word ends in a - Ss study The Yellow stick note (page 28) consonant and the following word starts with a - T asks Ss to work in pairs and take turns vowel. The consonant sound is linked with the reading the sentences in rows vowel sound. - Ss practice the sentences a few times. - T invites some Ss to read the words and Ex 2. Listen and link the consonant sounds corrects their pronunciation and the vowel sounds. Then practice reading the sentences.

ACTIVITY 4: Grammar - Underline the to-infinitive in the sentences you found in 4 in getting started (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents Grammar: - Ask them to look at the yellow box and whether Ex 1. Underline the to-infinitive in the they understand the points or not. sentences you found in 4 in getting started - Let them practice ex 1. 1. It's good to have a friend you can rely on - Get their answers back. 2. Even our Maths teacher was very surprised to - Ask other Sts to correct the answers. read his answer - Give them a feedback. 3. His parents must be really pleased to have such a son 4. But he still have time to read ... 5. It's interesting to talk to him 6. I really admire his ability to make decisions so quickly 49 7. You're lucky to have a close friend like him

ACTIVITY 5: Grammar (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Tell them how infinitive is used. Ex 2. Rewrite the sentences using the to- - Let them practice ex 2. infinitive - Get their answers back. 1. The little boy was afraid to jump into the pool - Ask other Sts to correct the answers. 2. She is proud to be the leader of the group - Give them a feedback. 3. The students were excited to hear that they had won the competition 4. My mother was very surprised to hear that I would take part in the storytelling contest 5. I'm sorry to disturb you

ACTIVITY 6: Grammar - Combine the sentences using to infinitive (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Let them practice ex 3. Ex 3. Combine the sentences using to - Get their answers back. infinitive - Ask other Sts to correct the answers. 1. It's unreasonable to expect that everybody will - Give them a feedback. understand you. 2. It's impossible to guess what will happen. 3. It's easy to learn some simple sentences in English such as How are you? or Thank you. 4. It's necessary to take a map with you when travelling in a foreign country. 5. It's possible for you to finish the project on your own.

ACTIVITY 7: Grammar - Rewrite the sentences using the noun in brackets and a to-infinitive phrase (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Let them practice ex 4. Ex 4. Rewrite the sentences using the noun in - Get their answers back. brackets and a to-infinitive phrase - Ask other Sts to correct the answers. 1. You are not ill so there's no need to stay in - Give them a feedback bed. 2. My teacher has the ability to make complicated things easy to understand. 3. His decision to take part in the contest surprised all of us. 4. I couldn't get permission to go to the party. 50 5. I didn't know about their plan to go to Nha Trang for the summer holidays.

4. Consolidation: (3 minutes) - Vocabulary related to becoming independent - To infinitive after some adj and n - Linking between a consonant and a vowel - Read Unit 3 - Reading at home 5. Modification: ......

Date of preparation: 28/9/.... Ngày duyệt: …/…/……

§ 20 – REVISION FOR THE FIRST MID-TERM TEST

I. AIMS OF THE LESSON 1. Language focus - revise students' knowledge they learnt in unit 1 and 2. - prepare for accessing students’ learning process. 2. Skills - To help Ss develop their skills to do tests 3. Attitudes - To give Ss the motivation to learn hard for their exam 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, test papers - Testing method: Individual work - Test type: Multi-choice questions mainly 2. Students: - Prepare for the test at home III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson

I. PHONETICS Choose underlined part differs from the others in pronunciation in the following questions. 1. A. amazing B. charge C. female D. taste 2. A. believes B. dreams C. girls D. parents

51 Choose whose main stress is different form the other three in the following questions. 3. A. campaign B. female C. humour D. partner 4. A. favourite B. recommend C. understand D. volunteer

II. LANGUAGE USE Circle the correct option (A, B, C, or D) to indicate the correct answer to each of the following questions. 5. I live in a/an ______with my parents and my elder sister in the coastal area. A. extended family B. nuclear family C. extended house D. nuclear house 6. My grandpa is the most conservative person in my family. He never ______about way of life. A. gives his opinion B. changes his mind C. gives his view D. keeps in mind 7. In a nuclear family, both mother and father have responsibility for housekeeping and ______. A. child care B. homework C. childcare D. generation gap 8. Their close friendship ______a romantic relationship. A. brings about B. puts up C. takes over D. turns into 9. A true friend is someone who is sympathetic and always willing to ______you A. to help B. helping C. help D. can help 10. It was when he was 18 ______he studied hard A. that B. which C. when D. who 11. If you have any problems, go to Mai. She’ll always ______a sympathetic ear. A. lend B. give C. bring D. borrow 12. Be quiet and let me ______you how I feel! A. telling B. to tell C. to telling D. tell 13. Did you ______to pay to send the package back? A. must B. should C. ought D. have 14. My dad wants me to go to university, but I’m in ______minds about it. A. my B. different C. some D. two 15. I really admire his ability ______decisions so quickly. A. make B. to making C. making D. to make 16. My brother ______write when he was just three years old. A. can B. should C. might D. could 17. You look totally exhausted. You ____ take a rest instead of working overtime. A. should B. ought C. must D. has better 18. Most parents are always willing to ______an ear to what their children are saying. A. give B. lend C. borrow D. get 19. They showed us the village ______my father was born. A. on which B. in where C. in which D. in that 20. ______took my book? A. It was Peter that B. It is Peter that C. Was that Peter D. Was it Peter that 21. Conflict between parents also has a negative ______on children’s sense safety and security. A. act B. power C. impact D. Force 22. Children ______break the rules, or quarrel with parents. A. must B. mustn’t C. have to D. don’t have to 23. Due to financial conflict over years, they decided to get ______. A. divorced B. engaged C. married D. proposed 24. I will lend you some money, but you ______pay it back to me next week. A. should B. have to C. must D. mustn't 25. ______dating involves couples going out together. It gives you the chance to see how your date interacts with other people. A. Blind B. Group C. Online D. Speed Each sentence has one mistake. Find it. 26. I wish my mother gives me presents more often. A. wish B. gives C. me D. more often 27. If you write the essay careful, you will get good mark. A. If A. write C. careful D. will

52 28. The sunlight comes through the window wakes me up early every morning. A. comes B. through C. wakes D. up 29. This competition is optional, so we not have to take part in it. A. competition B. optional C. not D. in it 30. Despite having a little chance to win, you should give up your dream of becoming a star. A. Despite B. a little C. should D. in it

III. READING. Read the passage and answer the questions. Having a best friend to confide in can bring a positive effect on our emotional health. An evening out with the closest friend may be the best guarantee of a good time. In fact, our best friend can prevent us from developing serious psychological problems such as depression and anxiety. Best friendship evolves with time - we cannot go out and pick our best friend. We become friends with people who share common interests – at school or through hobbies, for example. Best friends have usually known each other for years and stuck together through good and bad times. If you haven't got one, perhaps you are being too distant from people, or focusing too much on your work. 31. A best friend can ______. A. give us a healthy life B. go out with us in the evening C. spend much time finding D. share joy and sadness with us 32. Close friends need to ______. A. study at the same school B. have the same interests C. pursue the same hobbies D. spend time together 33. According to the passage, ______. A. it takes a lot of time to make close friendships B. we can go out and choose a good friend easily C. best friends have good and bad times D. It’s very difficult to make lasting friendships 34. The word 'one' in the last paragraph refers to ______. A. good time B. bad time C. a friendship D. a close friend 35. Which of the following sentences is not mentioned? A. We often have satisfaction being with a close friend. B. the ties of close friendship will never be broken. C. An unsociable person may not have a close friend. D. Friendships need time to develop.

IV. WRITING Rewrite the following sentences in such a way that the meaning remains unchanged. 36. Crossing the red light is against the law. → You ...... 37. My parents don't allow me to come home after 10 p.m. → My parents never ...... 38. He started investigating the case a week ago. → He has been ...... 39. The last time she had a swim was five years ago. → She hasn’t ...... 40. My brother always helps me do the housework. → It is my brother ......

4. Consolidation: (3 minutes) - Ask Ss to consolidate the main contents. - Give feedback. 5. Modification: ......

53 ......

Date of preparation: 28/9/.... Ngày duyệt: …/…/……

§ 21 - THE FIRST MID-TERM TEST

I. AIMS OF THE LESSON 1. Language focus - Access students' achievements and mark the students for what they learnt in unit 1 and unit 2. - get feedback from the students 2. Skills - To help Ss develop their skills to do tests 3. Attitudes - To give Ss the motivation to learn hard for their exam 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, test papers - Testing method: Individual work - Test type: Multi-choice questions mainly 2. Students: - Prepare for the test at home III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson Full name: ...... ENGLISH LANGUAGE TEST Class: ...... Time: 45 minutes I. LISTENING Questions 1-3: You will hear three short conversations. There is one question for each conversation. For each of the questions, circle the right answer (A, B, or C). You will listen to the recording twice. 1. How long has he been working as a teacher? A. 1 ½ years B. 2 ½ years C. 3 ½ years 2. Which airline are they going to fly with? A. British Airways. B. Anglo Air. C. Euroflight. 3. Who is working at the moment? A. Her brother. B. Her brother’s wife. C. Both A & B. Questions 4-8: Listen to a news bulletin. Answer each of the questions with a number. You will listen to the recording twice. 4. How many people were injured in the crash? ______5. How fast was the lorry going? ______mph 6. How many workers have walked out of the Peugeot factory? ______

54 7. What pay rise do they want? ______% 8. How many more unemployed people are there this year? ______II. LANGUAGE USE Questions 9-11: Circle the correct option (A, B, C, or D) to indicate the word that differs from the other three in the position of the primary stress in each of the following questions. 9. A. Historical B. librarian C. phenomenon D. entertainment 10. A. Accomplish B. establish C. abolish D. absentee 11. A. Eminent B. element C. eloquent D. election Questions 12-16: Circle one option (A, B, C, or D) to indicate the underlined part that needs correction in each of the following questions. 12. If you have a problem, you ought to not avoid it. Talk to your parents instead! 13. They gave us a warmly welcome when we met each other again after seven years. 14. That restaurant offers a wide selection of foods. Especially, the desserts are tasted delicious! 15. It is completely unreasonable judging people by their looks. 16. You don’t have to go upstairs. That is a restricted area. Questions 17-21: Complete the sentences with the correct form of the words in brackets. 17. My father takes great ______in his work. (PROUD) 18. Whenever I meet my old teacher I greet him ______. (RESPECT) 19. I have to make my final ______by next Monday. (DECIDE) 20. I wouldn’t accept him in this team because he is completely ______. (RELY) 21. There should be more ______activities to attract more new students. (CURRICULAR) III. READING Questions 22-31: Read the passage and do the tasks that follow. Considering their wedding cost over £20,000 and took a year and a half to organise, you would be surprised to hear that Richard and Victoria Hammond now intend to forget it. "It was a terrific day at one of the country's most deluxe resort. Everyone was so happy," says Victoria, "but we have so much we want to do together now." Her husband agrees: "Both our minds are now fixed firmly on the future. Our marriage is so much more important than the wedding." "At the moment, we are still living with Richard's parents," explains Victoria, "so our first wish is to find our own place, maybe in the suburb, but it should have all modern facilities." Richard adds that they plan to have two or three children. "We both have many siblings and they encourage us to add to the extended Hammond family." The young couple has just returned from a two-week honeymoon in an authentic Scottish castle. Both are big travel lovers and Richard hopes they will go travelling as much as possible together "I'd love to be her companyto every corner of the world!" Victoria, however, says that her real wish is to go on safari but Richard has no interest in wildlife. That means she might have to fulfill this ambition alone. About the marriage itself, the couple emphasizes the importance of talking with each other. "We are not always in great harmony. However, it is communicating that has helped us to be reconciled. Now marriage is a brand-new start, isn’t it?" Victoria smiles. Circle the correct option (A, B, C, or D). 22. What is the best title for the passage? A. No arguments, no marriage B. An eventful wedding C. Costly wedding, shortly married D. Marriage – A new start 23. The word "terrific" in paragraph 2 is closest in meaning to ______. A. modest B. flashy C.fFine D. wonderful 24. The word "it" in paragraph 3 refers to ______. A. Victoria and Richard's house B. Richard's parents' place C. the suburb D. the facilities 25. The word "they" in paragraph 3 refers to ______. A. Richard and his wife B. Richard and Victoria's brothers and sisters C. Richard and Victoria's children D. the extended Hammond family 26. The phrase "be her company" in paragraph 4 is closest in meaning to ______. A. maintain her business B. join her trade C. remain with her D. keep her consulted

55 Decide if each statement is true (T), false (F), or not given (NG). Tick the appropriate column to indicate your choice. Statements T F NG 27. Richard and Victoria had a luxurious wedding in Scotland. 28. Richard and Victoria spent a fortnight on their honeymoon. 29. Richard refuses to go to the Safari with his wife. 30. It can be inferred that Richard grew up in a big family. 31. Victoria implies that arguments and conflicts never happen in their relationship. IV. WRITING Questions 32-36: For each question, complete the new sentence so that it means the same as the given one(s) using NO MORE THAN FIVE WORDS. An example has been done for you. 0. Daniel started Italian classes six months ago. → Daniel's had Italian classes …for… six months. 32. Crossing the red light is against the law. → You ______. 33. My parents don't allow me to come home after 10 p.m. → My parents never ______after 10 p.m. 34. I'd advise you to respect the elderly. → You ______. 35. Having good friends make your independence stronger. → Your independence ______with good friends. 36. It was her sad story that moved me. → Her sad story ______. Questions 37-45: Write a paragraph (100-120) on the following topic: Is making friends online good for young people? Give reasons and/or examples to support your points. 4. Consolidation: (3 minutes) - Ask Ss to consolidate the main contents. - Give feedback. 5. Modification: ......

Date of preparation: 4/10/.... Ngày duyệt: …/…/……

§ 22. UNIT 3. BECOMING INDEPENDENT READING

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 3. - For vocabulary, that is words and phrases related to becoming independent. - For pronunciation, that is sentence stress and linking between consonant and vowels. - For grammar, that is the infinitive after some adjectives and nouns. 2. Skills - To help learners get started with 4 skills in Unit 3. 56 - Reading: Read about time-management skills. - Speaking: Speak about the skills needed for being independent. 3. Attitudes - To help Ss get started for Unit 3 with the topic "becoming independent". - To provide Ss some motivation. 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) - Exercises in grammar part 3. New lesson ACTIVITY 1: Pre-reading (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Ss read the text quickly and choose the 1. Work with a partner, ask and answer the statement they think it’s the main idea of the text questions below - T goes around the class to help Ss with some 1. Yes, I have. difficult if necessary 2. Yes, I do. - T asks Ss compare with the others. 3. I divide time into …. - T doesn’t give feedback *Vocabulary: - strive for: - sibling: - self-esteem: - approach: - make a plan: - put limits on: - at a loss: - as to: about

ACTIVITY 2: While-reading - Read the text and select the main idea of each paragraph (4 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and group work Teacher’s and students’ activities Contents - Ss work individually to do the task, then Ex 2. Read the text and select the main idea of discuss their answers with their partners each paragraph. - T calls on some Ss to give their answers and The main idea of the text is "Time management asks them to give clues from the reading text skill has many benefit and there are three steps to - T gives feedback develop them"

57 ACTIVITY 3: While-reading - Read the text again. Decide whether the sentences are T, F or NG. (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and group work Teacher’s and students’ activities Contents - T asks Ss to read through the passage, check if Ex 3. Read the text again. Decide whether the the statements are true, false or no given, sentences are T, F or NG. referring to the text if necessary. 1. NG - T asks them to underline the key words in the 2. F (However, the ability to be an independent statements and relevant words/ phrases in the person does not develop naturally.) text 3. F (…. You need a number of life skill to stop - Ss read the text and underline the key words in relying on your parents and older siblings.) the statements and relevant words/ phrases in the 4. T text 5. T - Ss work individually to do the task, then discuss their answers with their partners - T calls on some Ss to give their answers and asks them to give clues from the reading text - T gives feedback

ACTIVITY 4: While-reading - Answer the questions (6 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and group work Teacher’s and students’ activities Contents - T asks Ss to do this exercise individually, then Ex 4. Answer the questions compare with a partner 1.With good time management skills, you don't + ask them to scan the text to find answers to feel very stressed when exam dates are the questions. approaching; you can act more independently + let them highlight the keys words both in the and responsibly, get better grades at school and questions and in the text. have more time for family and friends. + let them take turns asking and answering in 2. Write the things you will have to do on a pairs.- Ss do this task, then discuss their answers planner or an app on your mobile device, and put with their partners time limits on them. - T checks Ss’ answers and give further 3. So you can check them later. explanation if necessary 4. Decide what is important to you and give it the - T asks Ss to look back at the text to locate the most of your time or add it to the top of your list. highlighted words 5. Once routines are developed, they take less - Ss try to guess the meaning of each of the time to do. highlighted words, based on the context - Some representatives read aloud their answers - T checks Ss’ answers

ACTIVITY 5: Post-reading (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - T has Ss work in groups of 4 to note down the Ex 5. Work in groups, discuss the questions. 58 time-management skills mentioned in the text * Discussion with a group mates. - Ss express giving opinions that they know - Making plans - Ss take turns speaking - Prioritizing activities. - T joins some group and reminds Ss to take - Developing routines turns speaking - T asks some representatives from groups to perform in front of the whole class. - Feedback by listening to each other.

4. Consolidation: (3 minutes) - Vocabulary related to time management - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context - Do the task again - Read Unit 3 - Speaking ex 3 at home 5. Modification: ...... ______

Date of preparation: 5/10/.... Ngày duyệt: …/…/……

§23. UNIT 3. BECOMING INDEPENDENT SPEAKING

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 3. - For vocabulary, that is words and phrases related to becoming independent. - For pronunciation, that is sentence stress and linking between consonant and vowels. - For grammar, that is the infinitive after some adjectives and nouns. 2. Skills - To help learners get started with 4 skills in Unit 3. - Speaking: Speak about the skills needed for being independent. 3. Attitudes - To help Ss get started for Unit 3 with the topic "becoming independent". - To provide Ss some motivation. 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) 59 - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) - Talk about time-management skills. 3. New lesson ACTIVITY 1: Warming up (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - T shows Sts the pictures and asks Ss how to Brainstorming manage their time? How do you manage your time? - Ss look at the pictures and give their own - study answers - relaxation - T asks Ss if these skills are useful - helping with the housework - Ss comment … Lead in: These people are doing the work without being paid for it. In our lesson today, you will talk about local community development.

ACTIVITY 2: Pre-speaking - Discuss and match the skills with the appropriate reasons (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - T asks Ss to work in pairs to look at the table Pre- speaking and discuss and match the skills with the Ex 1. Work in pairs. Discuss and match the appropriate reasons skills with the appropriate reasons - Ss discuss and match 1. d 2. f - T goes around and help Ss when and where 3. e 4. a necessary 5. g 6. b - Ss compare their answers with the others in 7. c pairs - T calls on some Ss to give their answers by reading aloud these activities and the reasons why they are important - T checks Ss answers

ACTIVITY 3: Pre-speaking - Use the words in the box to complete the conversation (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - T asks Ss to work in pairs to look at the table Ex 2. Use the words in the box to complete the and discuss and match the skills with the conversation. Then practice it in pairs appropriate reasons - Ss discuss and match 1. loneliness 60 - T goes around and help Ss when and where 2. decisions necessary 3. Interpersonal communication - Ss compare their answers with the others in 4. communicate groups Practice the conversation with a partner - T calls on some Ss to give their answers by reading aloud these activities and the reasons why they are important - T checks Ss answers

ACTIVITY 4: While-speaking - If you want to be independent, which of the skills in 1 are the most important for you? Work in pairs. Make the similar conversation (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - T asks Ss to read the conversation. While -speaking: - Ss read and use the words in the box to fill in Ex 3. If you want to be independent, which of the blanks individually first. the skills in 1 are the most important for you? - T has Ss work in pairs to role-play the Work in pairs. Make the similar conversation conversation. A: Which of the life skills do you think are the - Ss work in pairs and role-play most important? - T asks Ss to look at Ex 1 and decide on the B: I think that interpersonal communication is three most urgent / important skills for them to the most important skill. in order to become independent and the reason A: Really? Why do you think so? why those skills are necessary. B: Because lacking this skill may keep me out of Ss make a similar conversation as the one in 2 the social communication. I cannot make friends - T asks Ss to practice using Useful phrases in with other people as well as develop personal speaking relationships. What about you? Which of the - Ss support reasons based on their own skills are the most important? experience. A: Problem solving skill. Because it helps me to - T joins some pairs and help Ss when and where feel confident have experiences when I deal with necessary my own problem. - T asks some pairs to practice speaking their dialogues in front of the class. - Feedback by listening to each other.

ACTIVITY 5: Post-speaking (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - T asks some pairs to present their conversation Post-speaking: - Some pairs perform their decisions in front of A: Ask about the skill the whole class B: Choose the skill - Other Ss in the class may raise questions to ask C: Agree/ Disagree/ Reason the presenter for further explanation D: Present his/ her idea/ reason./Close the - T asks the class to vote for the pair with the dialogue most interesting ideas. - The pair having the most votes will be awarded by the teacher

61 4. Consolidation: (3 minutes) - Vocabulary related to skills for being independent - Speaking skills: making a dialogue based on the sample, interviewing, reporting - Do the tasks again - Read Unit 3 - Listening at home 5. Modification: ...... ______

Date of preparation: 10/10/.... Ngày duyệt: …/…/……

§23. UNIT 3. BECOMING INDEPENDENT LISTENING

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 3. - For vocabulary, that is words and phrases related to becoming independent. - For pronunciation, that is sentence stress and linking between consonant and vowels. - For grammar, that is the infinitive after some adjectives and nouns. 2. Skills - To help learners get started with 4 skills in Unit 3. - Reading: Read about time-management skills. - Speaking: Speak about the skills needed for being independent. - Listening: Listen to an interview on Life Skills for specific information about how children are raised to become independent. - Writing: Write a letter requesting further information about a course. 3. Attitudes - To help Ss get started for Unit 3 with the topic "becoming independent". - To provide Ss some motivation. 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) - Which skills are the most important if you want to be independent? Why? 3. New lesson 62 ACTIVITY 1: Pre-listening (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents Pre-listening: Look at the photo and answer the questions: - T tells the requirements of the task. - What are the people in the photo doing? - T asks the Ss to work in pairs. - Do you think the boy needs his father’s help to - Ss answer the questions and explain why learn to ride a bicycle independently? T introduces the title of listening: How parents help you become independent

ACTIVITY 2: While-speaking - Listen to an interview on Life Skills., the most popular radio show for teens and parents, and match the statements with the speakers. (9 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class and pair work Teacher’s and students’ activities Contents Listen to check prediction Ex 2. Listen to an interview on Life Skills., the - T plays the recording and let Ss do the exercise most popular radio show for teens and - Ss listen to the tape one more time and match parents, and match the statements with the the statements with the speakers. speakers. - T calls on Ss to check their answers. * KEY: - Ss give clues for their answers 1. Long: b, f 2. Tuan: a, d 3. Minh: c, e

ACTIVITY 3: While-speaking - Listen again and answer the questions (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class and pair work Teacher’s and students’ activities Contents Listen for detailed information Ex 3. Listen again and answer the questions: - T asks Ss to read the questions carefully to + Key: make sure that they understand what is asked in 1. They didn’t let him to do any household each questions. chores and drove him to school until he - T has them underline the key words if finished Grade 9. necessary. 2. To voice (speak out) his opinion. - T plays the recordings once or twice. 3. They focus on teaching him about - Ss listen then compare the answer with their responsibility. partners. 4. If he does his responsibilities well, they give - T invites representative from pairs to present him a reward. the answer to each question to the class. 5. To do chores and follow a set routine. - T gives feedback and corrects if necessary 6. He can make his own choices about these items.

ACTIVITY 4: Post-listening (8 minutes) 1. Methodology: - Communicative and practical methods 63 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - T has Ss work in groups of 4 to tell your group 4. Work in groups. Tell your group members whether you were brought up in the members whether you were brought up in same way as Long, Tuan or Ming. the same way as Tuan, Long or Minh If Ss meet some difficulties finding ideas, T - behaviour should help them with guided pictures - make a decision - T asks some representatives from groups to - health practice speaking in front of the class. - habits - household chores - discipline

4. Consolidation: (3 minutes) - Vocabulary related to become independent - Listening skills for specific information - Do the task again - Read Unit 3 - Writing at home 5. Modification: ...... ______

Date of preparation: 11/10/.... Ngày duyệt: …/…/……

Date of preparation: 12/10/.... Ngày duyệt: …/…/……

§24. UNIT 3. BECOMING INDEPENDENT WRITING

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 3. - For vocabulary, that is words and phrases related to becoming independent. - For pronunciation, that is sentence stress and linking between consonant and vowels. - For grammar, that is the infinitive after some adjectives and nouns. 2. Skills - Writing: Write a letter requesting further information about a course. 3. Attitudes - To help Ss get started for Unit 3 with the topic "becoming independent". - To provide Ss some motivation. 64 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson ACTIVITY 1: Pre-writing - Read the advertisement for life skill courses in Teenage Magazine below and answer the questions (6 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - T has Ss look at the advertisement for life skills Pre-writing. course in Teenage Magazine answer the Ex 1. Read the advertisement for life skill questions. courses in Teenage Magazine below and - Ss read the advertisement and read aloud their answer the questions. answers 1. Courses that teach the skills people need to - T elicits vocabulary using explanations and become independent examples. 2. Those who want to be independent/ live on - T lets Ss repeat the new words in chorus, their own successfully individual. 3. The skills to overcome the feeling of - Check Ss’ vocabulary using the technique loneliness Letter template 4. A discount on the tuition fee - T asks Ss to read the letter and find out the 5. Write to Mrs Angela Brown right order letter - Ss read and discuss with their partner - T checks Ss’ answer and inform this is a sample letter

ACTIVITY 2: Pre-writing - Put parts of the letter in the right order (4 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - T asks Ss to read the problems and identify Ex 2. Put parts of the letter in the right order their signs one by one 1. d 2. a - Ss read and find signal words by themselves 3. f 4. b - T lets Ss compare with their groups 5. e 6. c - Ss share and compare their answers with their friends - T checks Ss’ answer by asking Ss to read their answer aloud and correct wrong answers if there are any

65 ACTIVITY 3: While-writing (20 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair and group work Teacher’s and students’ activities Contents - T makes sure that Ss know why they write the Ex 3. Match each problem with its sign. Then letter discuss with a partner - T explains to Ss that now they should pretend 1. Lacking time management skills c, d that they have one of the problems, and need to 2. Suffering from stress: a, e take a course to overcome their problem 3. Lacking interpersonal skills: b, f - Ss read the sample letter again and write a letter asking for further information about the course they need to take.

ACTIVITY 4: Post-writing (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - T asks Ss to have peer correction. Tell them to Ex4. Imagine that you have one of the pay attention to mistakes regarding verb tense problems, write a letter similar to the one in 2 and preposition to Mrs. Brown for advice T goes around the class to help Ss when needed - set an example Mistake Correction - attend a lecture - Ss exchange their writings together to correct - read novels in the drawer the mistakes. - image/ collapse - T chooses some writings to correct them in - passion for reading/ drawing front of the class. - T makes a list of Ss’ common mistakes in their writings.

4. Consolidation: (3 minutes) - Ask Ss to consolidate the main contents. - Revise their writing according to their peer’s suggestion. - Prepare for the next period. 5. Modification: ...... ______

Date of preparation: 17/10/.... Ngày duyệt: …/…/…… 66

§25. UNIT 3. BECOMING INDEPENDENT COMMUNICATION AND CULTURE

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 3. - For vocabulary, that is words and phrases related to becoming independent. - For pronunciation, that is sentence stress and linking between consonant and vowels. - For grammar, that is the infinitive after some adjectives and nouns. 2. Skills - To help learners get started with 4 skills in Unit 3. - Reading: Read about time-management skills. - Speaking: Speak about the skills needed for being independent. 3. Attitudes - To help Ss get started for Unit 3 with the topic "becoming independent". - To provide Ss some motivation. 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) - Collect some writings to check and give marks. 3. New lesson ACTIVITY 1: Communication - Discuss the extract and prepare a short talk expressing your group’s opinion about it. (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class and group work Teacher’s and students’ activities Contents COMMUNICATION Discuss the extract and prepare a short talk Vocabulary expressing your group’s opinion about it. - T elicits vocabulary using explanations Vocabulary - Ss read “A father tells his son” - gotta: have got to - Group discussion - gonna: going to - Ss work in groups discuss 3 questions 1. His father wants his son to grow up to be - T calls some groups to ask them to perform in independent. front of the whole class 2. You got a dream. You gotta protect it means - Other Ss can raise questions for the performers You have got to protect it. You want something, - T gives comment go get it means let do what you want. I agree with him because he encourages his son to do whatever he likes. 3. My dream is to become a good tour guide. I need to learn as many English words as possible.

67 ACTIVITY 2: Communication - Discuss the following questions in groups (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class and group work Teacher’s and students’ activities Contents - Ss work in groups discuss 3 questions 2. Discuss the following questions in groups - T calls some groups to ask them to perform in - My dream is. front of the whole class - I try my best to - Other Ss can raise questions for the performers - T gives comment

ACTIVITY 3: Culture (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - T asks Ss to look at the pictures and raise the Ways of raising children question “ Are there any differences between Ex 1. Read the two passage about how thee ways American and Vietnamese parents American and Vietnamese parents raise their raise their children? children and answer the questions - Ss answer T’s question a. online dating - US b. speed dating - Singapore c. group dating - Europe and Australia

ACTIVITY 4: Culture (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - T elicits Ss’ knowledge about American vs Ex 2. Read the text on page 22 again. Decide Vietnamese ways of rasing children. whether the following statements are T, F or - T tells Ss to read two passages about how NG American and Vietnamese parents raise their 1. To teach their children to live independently children and answer the questions 2. To protect their children and to provide them - Ss read the questions first to find out key words with a happy and wealthy childhood in these questions 3. They make them do things such as washing, - Ss read the passages on their own, find cleaning, and cooking for themselves from the information to answer questions time they are very small - T asks Ss to compare with their partner 4. No, Vietnamese parents seldom ask for their - T checks Ss’ answers children's opinions before making family choices. 5. They show respect for them and let them voice their opinions on family issues. 6. After they get married

ACTIVITY 5: Culture (6 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: 68 - Pair work Teacher’s and students’ activities Contents - T elicits Ss’ knowledge about American vs Ex 3. Make some comparisons between the two Vietnamese ways of rasing children. ways of child raising using while, whereas, - T tells Ss to read two passages about how different from American and Vietnamese parents raise their - In America In Viet nam children and answer the questions - make one's own - parents decide on most - Ss read the questions first to find out key decision of the things words in these questions - decide their own - choose their partner - Ss read the passages on their own, find friends/ husband with parents' suggestion information to answer questions - accept failure as a or permission - T asks Ss to compare with their partner matter of success to- - be afraid of seeing the - T checks Ss’ answers be children's failure

4. Consolidation: (3 minutes) - Ways of raising children in the USA and in VN - Do the task again - Read Unit 3 - Looking back and Project at home 5. Modification: ...... ______

Date of preparation: 18/10/.... Ngày duyệt: …/…/……

§ 26. UNIT 3. BECOMING INDEPENDENT LOOKING BACK AND PROJECT

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 3. - For vocabulary, that is words and phrases related to becoming independent. - For pronunciation, that is sentence stress and linking between consonant and vowels. - For grammar, that is the infinitive after some adjectives and nouns. 2. Skills - To help learners get started with 4 skills in Unit 3. - Reading: Read about time-management skills. - Speaking: Speak about the skills needed for being independent. - Listening: Listen to an interview on Life Skills for specific information about how children are raised to become independent. - Writing: Write a letter requesting further information about a course. 3. Attitudes - To help Ss get started for Unit 3 with the topic "becoming independent". 69 - To provide Ss some motivation. 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) - Talk about the differences in the way of child raising between Vietnamese and British culture. 3. New lesson ACTIVITY 1: Warm - up (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - T plays a piece of song and asks Ss to take "Hello" notes the words that link the final consonants and I've been alone with you initial vowels. Inside my mind - The winner is the person who has the most And in my dreams I've kissed your lips words in class A thousand times - T gives presents for the winner I sometimes see you - T leads into the new lesson. Pass outside my door Hello! Is it me you're looking for? I can see it in your eyes I can see it in your smile You're all I've ever wanted And my arms are open wide 'cause you know just what to say And you know just what to do And I want to tell you so much I love you

ACTIVITY 2: Looking back - Pronunciation (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair and group work Teacher’s and students’ activities Contents - T lets Ss practice reading sentences LOOKING BACK - Ss say the words linking the final consonants a- Pronunciation and initial vowels. 1. Listen and repeat these sentences - T checks Ss’ pronunciation and helps Ss say 1. He's a teacher of English in an urban school. these sentences correctly 2. My brother is well-informed about local - T plays the recording for Ss to listen to the issues. sentences and repeat 3. Most Americans use some forms of discipline - Ss listen and do the exercise, then cross check for their children. with their friends 4. The goal of American parents is to help their 70 - T checks Ss’ answers children to become independent. 5. Her parents even ask for her opinions before T asks Ss to read the paragraph below and link they make important decisions. the final consonants and initial vowels. 2. Read the paragraph below and link the - Ss read and link final consonants and initial vowels - T checks Ss’ pronunciation and helps Ss read correctly - T plays the recording for Ss to listen to the sentences and check their answers

ACTIVITY 3: Looking back - Vocabulary (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair and group work Teacher’s and students’ activities Contents - Ss do this activity individually. Then compare b- Vocabulary their answers with a partner. Complete these sentences using the words - T calls on Ss to give answers. given in the box - Ss go to the board and write their answers. KEYS: - T asks Ss to explain their answers if necessary 1. confident 2. well-informed and gives feedback 3. determined 4. decision 5. decisiveness 6. responsibly 7. Reliability 8. independent

ACTIVITY 4: Looking back - Combine the sentences using to - infinitives (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair and group work Teacher’s and students’ activities Contents Ss remember how to combine the sentences, c- Grammar. using To- infinitive 1. Combine the sentences using to - infinitives - T asks Ss to combine the sentences 1. Denis was happy to receive a letter from his - Ss do this exercise individually. Then compare mother. their answers with a partner. 2. Ann was so lucky to pass the exam. - T asks Ss to write their answers on the board 3. It's impossible to learn a foreign language in - T has other Ss comment one day. - T checks Ss’ answers on the board 4. The students are very keen to take part in the "Green Day" activities. 5. It's necessary for you to develop habits that will keep your body healthy and clean. 6. We are relieved to hear that Helen is feeling better now. 7. It's difficult to guess what will happen. 8. It's important to learn how to cope with loneliness. 9. It's important to learn how to get from one place to another. 10. Dave was very surprised to receive a birthday gift from an old friend.

71 ACTIVITY 5: Looking back (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair and group work Teacher’s and students’ activities Contents - T asks Ss to rewrite the sentences using the 2. Rewrite the sentences using the nouns in nouns in brackets and To- infinitives without brackets and to infinitives without changing changing the meaning of the sentences the meaning of the sentences - Ss do this exercise individually. Then compare KEYS: their answers with a partner. 1. Their goal to win the first prize seems - T asks Ss to write their answers on the board unrealistic. - T has other Ss comment 2. Nobody knew about his dream to become a - T checks Ss’ answers on the board and gives doctor. explanation if necessary 3. Her failure to obey the school rules upset her parents very much. 4. Tania's ability to speak three foreign languages is amazing. 5. Tom's attempt to persuade his parents to allow him to join the club failed. 6. He made an effort to overcome any difficulties by himself.

ACTIVITY 6: Project (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - T tells Ss they need to conduct a survey to find PROJECT (Handout given) out how independent they and their friends are Ex 1. Complete the questionnaire. Tick the - Ss study the questionnaire number based on how accurate each - T guides Ss how to complete the questionnaire statement is for you. The number you tick and work out the total score. represents the point you get for each item. - Ss interview their friends by the questionnaire Ex 2. Describe one of your friends. - As groups, Ss present their ideas to the whole - appearance class - personal characteristics - Other Ss raise questions for performers - T observes and comments - T can provide further practice if necessary.

4. Consolidation: (3 minutes) - Revise what Ss have learnt in unit 3 - Do a project and report the result - Do the task again 5. Modification: ......

72 ...... ______

§27: THE FIRST MID-TEST CORRECTION

I. AIMS OF THE LESSON 1. Language focus - To help Ss revise the knowledge - To get feedback from the students 2. Skills - To correct Ss’ errors if necessary 3. Attitudes - To give Ss the motivation to learn hard for their exam 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Students: pens - Teacher: English papers and lesson plan III. PROCEDURE 1. Organization (2 minutes) - Greeting - Checking the attendance: Class 11A5 Date of teaching / Attendee 2. Checking up (No) 3. New lesson ACTIVITY 1: ( 40 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class T’s and Sts’ activities Contents 1- Paying back the English papers - Sts study the test 2- Giving remarks on the test. - Sts compare with a partner - Students: lazy and lack of knowledge - T gives remarks on the test - Best part: - T gives answer keys - Worst part : - T corrects common mistakes - Best work: - Worst work: 3- Correct common mistakes - - - - - 73 -

Đáp án I. LISTENING Questions 1-3: You will hear three short conversations. There is one question for each conversation. For each of the questions, circle the right answer (A, B, or C). You will listen to the recording twice. 1. C 2. C 3. A Questions 4-8: Listen to a news bulletin. Answer each of the questions with a number. You will listen to the recording twice. 4. 17 5. 85 6. 2600II. LANGUAGE USE 7. 8.5 8. 150263 Questions 9-11: Circle the correct option (A, B, C, or D) to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions. 9. D 10. D 11. D Questions 12-16: Circle the correct option (A, B, C, or D) to indicate the correct answer to each of the following questions. 12. D 13. D 14. D Questions 17-21: Match the words in column A 15. D 16. D with their definitions in column B. 17. C 18. A 19. E 20. D 21. B III. READING Questions 22-31: Read the passage and do the tasks that follow. 22. D 23. D 24. A 25. B 26. CIV. 27. NG 28. T 29. NG 30. T 31. F WRITING Questions 32-36: For each question, complete the new sentence so that it means the same as the given one(s) using NO MORE THAN FIVE WORDS. 32. mustn’t cross the red light 33. let me come home Questions 37-45: Write a 34. should respect the elderly 35. is reinforced paragraph (100-120) on the 36. moved me following topic: 4. Consolidation (3 minutes) - Summarize the main points - Redo the test at home - Prepare for the next period 5. Modification: ...... ______

Date of preparation: 23/10/.... Ngày duyệt: …/…/……

§28. REVIEW 1 - UNITS 1,2,3 74 LANGUAGE

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in unit 1, 2, 3 - To give them a chance to practice 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 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through Review 1 III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson ACTIVITY 1: Vocabulary - Form compound nouns with the words in the box (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents Vocabulary - Let Ss work in pairs to write the chores under Ex 1. Form compound nouns with the words each picture. in the box - Get their answers back orally. KEYS: - Ask them if anyone has a different answer. 1. household 2. childcare - Give them a feedback. 3. viewpoint 4. grandparents 5. girlfriend

ACTIVITY 2: Vocabulary - Complete the conversation, using the words from the box (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents Ex 2. Complete the conversation, using the - Let Ss work in pairs to write the chores under words from the box each picture. KEYS: - Get their answers back orally. 1. relationship 2. an argument - Ask them if anyone has a different answer. 3. reconciled 4. independent 75 - Give them a feedback. 5. self-reliant

ACTIVITY 3: Pronunciation (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class and pair work Teacher’s and students’ activities Contents - Play the recording and let Ss listen to Pronunciation consonant cluster sounds. Then, put Ss in pairs Ex 3. Listen and link the final consonants and to practise reading the sentences. initial vowels in the sentences

ACTIVITY 4: Grammar - Complete these sentences with should/shouldn't ... (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual work and pair work Teacher’s and students’ activities Contents Grammar - Ask Ss to read the ex carefully, using the Ex 4. Complete these sentences with context clues to decide which word/ phrase can should/shouldn't ... be used. 1. should/ought to - Ask them if anyone has a different answer. 2. shouldn't/ ought not to - Give them a feedback. 3. must/have to 4. mustn't 5. must/has to

ACTIVITY 5: Grammar - Rewrite the following sentences to emphasis the underlined parts (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual work and pair work Teacher’s and students’ activities Contents Ex 5. Rewrite the following sentences to - Ask Ss to work in pairs to finish these emphasis the underlined parts sentences. 1. It was in Greece that the first Olympic Games - Ask them if anyone has a different answer. were held. - Give them a feedback. 2. It was Nam who/that won the first prize in the English speaking contest 3. It's a chocolate cake that I am making for my best friend's birthday party 4. It was in 1975 that Scotland's most famous poet Robert Burns was born 5. It's working on a computer that gives me headaches.

ACTIVITY 6: Grammar - Rewrite new sentences with a similar meaning (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: 76 - Individual work and pair work Teacher’s and students’ activities Contents Ex 6. Rewrite new sentences with a similar - Put Ss in groups to discuss the questions. meaning - Ask Ss to do the ex. 1. Our school is quite easy to find - Let Ss to present the findings in front of the 2. The paragraph is difficult to translate class. 3. I'm delighted to work for the school library - Get the peer correction. 4. She was very surprised to see him at the party - Give them a feedback. 5. I was sorry to hear that your grandma was ill

4. Consolidation (3 mins) - Revise what Ss have learnt in unit 1, 2, 3 - Read Review 1 at home 5. Modification: ...... ______

Date of preparation: 24/10/.... Ngày duyệt: …/…/……

§29. REVIEW 1 - UNITS 1,2,3 SKILLS

77 2. Students - Read through Review 1 III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson ACTIVITY 1: Reading (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents Reading - Ask Ss to complete Ex 1 and 2 individually and Ex 1. Read and complete the text with the compare their answers with a partner. Then give words from the box the correct answers and any explanations if KEYS: necessary. 1. decisions 2. hopefully 3. unemployment 4. advantage 5. straight 6. qualifications 7. possibility 8. practical

Ex 2. Read the text again and answer the questions 1. Around the age of seventeen 2. There is more unemployment 3. Getting a job more easily 4. There are many opportunities for training

ACTIVITY 2: Speaking (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Ask Ss to work with a partner to make a Speaking conversation about a friend's problem. One Ex 3. Work with a partner. Make a student explains the problem while the other conversation about your friends' problem and asks questions and offers advice. Ss may use give them advice. their own ideas or the suggestions. - practice as much as possible - Encourage Ss to swap roles and role-play the - prioritize something in the list conversation again.

ACTIVITY 3: Listening (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class and pair work Teacher’s and students’ activities Contents - Play the recording once for Ss to listen and Listening 78 choose their answers. Ex 4. Listen to recording about relationship - Play the recording again pausing at problems between parents and teenage appropriate places and highlighting the clues in children. Decide whether the following the listening text, so Ss can check their statements are T or F answers. Then give the correct answers, for KEYS: weaker Ss. 1. T 2. F - Play the recording several times pausing after 3. T 4. F sentences to check Ss’ comprehension. 5. T

ACTIVITY 4: Writing (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask Ss to read the two advertisements and Writing choose one of the language schools they would Ex 5. Read the advertisements and choose one like to attend to improve their English. of the language schools you want to attend to improve your English

Ex 6. Write a letter requesting more - Ask Ss to write a letter requesting more information information about the language courses. Ss may - time write their drafts first in class, swap them with - fee a partner for peer review, and write their final - transportation version at home. - housing - extra curriculum Sample letter: Dear Ms Smith, I saw your advertisement about the language courses on your website. I am interested in learning English, and I am writing to enquire about the English courses at your centre. I can read and write in English, but I can't speak the language very well. If necessary, I can complete an oral test. I want to improve my pronunciation, and hope to be able to practise my English with native speakers. I would also like to have more information about the starting date, course duration, teachers' experience, fees and course certificate. I look forward to hearing from you. Yours sincerely, Thu Trang 4. Consolidation (3 mins) - Revise what Ss have learnt in unit 1, 2, 3 - Read Review 1 at home 5. Modification: ......

79 ...... ______

Date of preparation: 25/10/.... Ngày duyệt: …/…/……

§ 30 – TEST YOURSELF 1

I. AIMS OF THE LESSON 1. Language focus - To test students' achievements themselves and mark the students - To get feedback from the students 2. Skills - To help Ss develop their skills to do tests 3. Attitudes - To give Ss the motivation to learn hard for their exam 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, test papers - Testing method: Individual work - Test type: Multi-choice questions mainly 2. Students: - Prepare for the test at home III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson Full name: ...... ENGLISH LANGUAGE TEST Class: ...... Time: 45 minutes I. LISTENING Questions 1-3: You will hear three short conversations. There is one question for each conversation. For each of the questions, circle the right answer (A, B, or C). You will listen to the recording twice. 1. What is the relationship of the two speakers? A. Mother & Son. B. Cousins. C. Grandmother & Grandson. 2. What has the man been doing all morning? A. Sunbathing. B. Reading. C. Sleeping. 3. Where did the woman probably lose her credit card? A. In the petrol station. B. In the flower shop. C. In the restaurant.

80 Questions 4-8: Listen to a radio programme about ASEAN. Fill in each gap of the note with NO MORE THAN TWO WORDS AND/OR A NUMBER. You will listen to the recording twice. Facts about ASEAN -Established on (4)______1967 with the participation of 5 countries. -There are (5)______in ASEAN now. -Its objective is to enhance the regional progress, economy, and (6)______. -The total area is 4.4 million kilometre square, in which the body of water is three times larger than (7) ______. -The population of ASEAN accounts for (8)______of the world population. -Its economy ranks the 7th largest in the world. II. LANGUAGE USE Questions 9-11: Circle the correct option (A, B, C, or D) to indicate the word that differs from the other three in the position of the primary stress in each of the following questions. 9. A. redundant B. acquainted C. reluctant D. relevant 10. A. domestic B. deliberate C. dogmatic D. dormitory 11. A. metallic B. momentum C. immediate D. mentally Questions 12-16: Circle the correct option (A, B, C, or D) to indicate the correct answer to each of the following questions. 12. I want ______me what’s happening, but he won’t. A. John to telling B. to tell John C. John telling D. John to tell 13. Do you remember ______excited the first time you rode a bicycle? A. to feel B. you feel C. to feeling D. feeling 14. Have you ______been on an excursion? A. yet B. for C. before D. ever 15. I think there’s a picture of the hotel ______the first page. A. to B. at C. in D. on 16. Karate hurt my hands at first, but I finally ______it in the end. A. got use to B. was used to C. was used D. got used to Questions 17-21: Complete the sentences with the correct form of the words in brackets. 17. Judo requires both skill and ______. (STRONG) 18. She was very ______and hoped to become a lawyer before she reached the age of 35. (AMBITION) 19. A ______of foreign languages, especially French and German, is required for the job. (KNOW) 20. He definitely has the ______to become a professional tennis player. (ABLE) 21. We had to get special ______to leave early. (PERMIT) III. READING Questions 22-31: Read the passage and do the tasks that follow. Natalie du Toit, the South African swimmer, was only seventeen when she lost her leg in a road accident. At that time, she was a strong and determined young swimmer and many people were starting to see her name up in lights. She almost qualified for the 2000 Sydney Olympics at the age of 16. This meant that she would definitely take home the gold in Athens at the 2004 Olympics. Unfortunately, 2001 took a turn for the worst for Natalie. She was going to a training session at the swimming pool on her motorbike when a car hit her. Her leg had to be amputated at the knee. Everybody thought that she would never be able to swim competitively again. However, this South African swimmer never lost sight of her dreams. Even after losing her leg in the accident, her dream was still to compete at the Olympics. No matter how big the accident seemed, her dream was always bigger. She now is one of the world’s fastest distance swimmers and the only amputee to qualify for the Olympic Games. She qualified for the finals of the 800 meter freestyle at the Commonwealth Games in 2002. This marked the very first time an amputee in the modern era had raced in the finals of an able-bodied international swimming competition. Unfortunately, Natalie didn’t come close to winning. But did that even matter? She was named outstanding athlete of the 2002 Commonwealth Games! This was also her way of showing the world that even though she had half a leg, she would still do great things.

81 “I remember how thrilled I was the first time that I swam after recovering from the operation – it felt like my leg was there. It still does,” says Natalie. “The water is the gift that gives me back my leg and encourages me to continue swimming. I’m still the same person I was before the accident. My dream is to swim faster than I did before the accident.”

Circle the correct option (A, B, C, or D). 22. What is the best title for the passage? A. Natalie, a famous swimmer B. Natalie, the Olympics winner C. Natalie, the inspirational athlete D. Natalie, the swimmer who lost a leg 23. The word “This” in paragraph 1 refers to ______. A. Natalie’s qualification B. Natalie’s characteristic C. Natalie’s record D. Natalie’s ability 24. The word “amputated” in paragraph 2 is closest in meaning to ______. A. operated B. connected C. severed D. removed 25. The phrase “lost sight of” in paragraph 3 is closest in meaning to ______. A. remembered B. considered C. noticed D. forgot 26. The word “This” in paragraph 3 refers to ______in the Commonwealth Games. A. Natalie’s practice B. Natalie’s championship C. Natalie’s medal D. Natalie’s competition Fill in each gap with NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage. 27. At the age of ______, Natalie was mostly eligible to participate in the 2000 Sydney Olympics. 28. Because of the car accident, the doctor had to remove a part of Natalie’s ______. 29. Natalie’s race in the finals of the 800 meter freestyle at the Commonwealth Games in 2002 made her an ______of the Games. 30. Natalie is now among the world’s ______. 31. It is ______that gives her the courage to live and swim. IV. WRITING Questions 32-36: For each question, complete the new sentence so that it means the same as the given one(s) using NO MORE THAN FIVE WORDS. An example has been done for you. 0. Daniel started Italian classes six months ago. → Daniel's had Italian classes ………for………….. six months. 32. It was the sculpture that interested Tom most at the exhibition. → Tom ______the most interesting part of the exhibition. 33. The instructor tells us that a diver needs to be physically fit. → The instructor tells us that physical fitness ______a diver. 34. I have learnt English for five years. → I ______five years ago. 35. After I graduate, I'd like to become a vet. → It ______a vet after I graduate. 36. Glenys is willing to help her brother with his homework. → Glenys ______her brother with his homework. Questions 37-45: Write a paragraph (100-120) on the following topic: What can young people benefit from doing voluntary work? Give reasons and/or examples to support your points. 4. Consolidation: (3 minutes) - Ask Ss to consolidate the main contents. - Give feedback. 5. Modification:

82 ...... ______

Date of preparation: 1/11/.... Ngày duyệt: …/…/……

§ 31. UNIT 4: CARING FOR THOSE IN NEED GETTING STARTED

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 4 - For vocabulary, they will get words and phrases related to the topic Caring for those in need - For pronunciation, they will practice pronouncing elision of weak vowels before /l, n, r/ - For grammar, they will master the past simple and past perfect tenses. They will also consolidate irregular verbs. 2. Skills - To help learners get started with 4 skills in Unit 4 - Reading: Read a passage about helping people with disabilities. - Speaking: Interview a volunteer and discuss voluntary work. - Listening: Listen to a radio programme about an outstanding person with a disability for specific information - Writing: Write an article about problems facing disabled and how they can be solved 3. Attitudes - To help Ss get started for Unit 4 with the topic Caring for those in need - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, pieces of papers and cassette. - Students: Textbook III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson ACTIVITY 1: Warm up (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class and pair work

83 Teacher’s and students’ activities Contents Ask Ss listen to look at the pictures and ask them Describe the pictures. what they see in the pictures - In the first picture, people are using sign language which is often used to communicate with the mute or the dumb - In the second picture, we can see students with disabilities. They looks happy and optimistic - In the third picture, we can see students preparing gifts. Maybe they are going to give Ask Ss to guess the content of the conversation these presents to disable children.

Maybe the conversation is about disabled students

ACTIVITY 2: Listen and read (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class and pair work Teacher’s and students’ activities Contents - Set their task. Listen and read - Play the CDs. *New words - Ask them if they understand the whole dialogue What's up? well. visual/ hearing/ physical impairments cognitive impairments disrespectful integrate in the community Youth Union

ACTIVITY 3: ( 8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Tell them to do ex 2 (39) in pairs in 2'. Read the conversation again. Decide if the - Get their answers back. following statements are T, F or NG - Ask them if there is a different answer and 1. T I'm preparing some gift .... disabilities point out the key word. 2. F Sure! A few ... us - Correct their answer. 3. NG collect gift for local charities 4. T I have an idea .... languages 5. NG I'm preparing .... ago

ACTIVITY 4: ( 7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Tell them to listen and repeat the words/ Further practice phrases given. Ask Ss to find out in the conversation the 84 - Call some Ss to supply their friends with some synonyms to the following words vocab in groups in 2'. 1. impairment 2. mental retardation 3. mute 4. present 5. what's the matter?

1. disabilities 2. cognitive impairment 3. dumb 4. gift 5. what's up?

ACTIVITY 5: ( 10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents Suggest some questions: How do you think non-disabled people 1. How do non-disabled people think about perceive and treat people with disabilities disabled one? Non-disabled people often feel sorry for people with disabilities. Many people think that disabled people can do nothing and can't live independently. Many people think disabled people are burdens to their family and the society 2. Do you believe that disabled people can live I think non-disabled people used to think that independently and make their contributions to people with disabilities always need to be looked the society? after. However, attitudes have changed.

3. Can you give some examples of people who People with disabilities are now perceived as overcome their disabilities to succeed in life? valued members of society.

4. What should we do to help disabled people? Nguyen Ngoc Ky Nick Vujicic - Get their answer afterwards. - Get peer correction. We can listen to their problems, give them - Give them an oral feedback. encouragements, and help them to overcome their difficulty.

4. Consolidation: (3 minutes) - Information about Caring for those in need - Talking about what we should do to help people with disabilities - Do the task again - Read Unit 4 - Language at home 5. Modification: ...... 85 ______

Date of preparation: 2/11/.... Ngày duyệt: …/…/……

§32. UNIT 4: CARING FOR THOSE IN NEED LANGUAGE

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 4 - For vocabulary, they will get words and phrases related to the topic Caring for those in need - For pronunciation, they will practice pronouncing elision of weak vowels before /l, n, r/ - For grammar, they will master the past simple and past perfect tenses. They will also consolidate irregular verbs. 2. Skills - To help learners get started with 4 skills in Unit 4 - Reading: Read a passage about helping people with disabilities. - Speaking: Interview a volunteer and discuss voluntary work. - Listening: Listen to a radio programme about an outstanding person with a disability for specific information - Writing: Write an article about problems facing disabled and how they can be solved 3. Attitudes - To help Ss get started for Unit 4 with the topic Caring for those in need - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, pieces of papers and cassette. - Students: Textbook III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson ACTIVITY 1: Vocabulary - Match each word with its meaning (6 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual work Teacher’s and students’ activities Contents - Ask sts work individually, read each of the VOCABULARY words and think about its word class. 1. Match each word with its meaning - Provide support if necessary by encouraging KEYS sts to use the context and clues in the 1. b 2. e conversation 3. d 4. c - Call some sts to give out the answer 5. a - Have two sts write the answers on bb. - Check & give remarks

86 ACTIVITY 2: Vocabulary - Complete the following sentences with the appropriate words from the box. (6 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual work Teacher’s and students’ activities Contents - Work individually, read each of the words and 2. Complete the following sentences with the think about its word class. appropriate words from the box. - Some sts to give out the answer KEYS: - Two sts write the answers on bb. 1. blind 2. cognitive 3. donation 4. physical 5. hearing

ACTIVITY 3: Pronunciation (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Explain elision of vowels, especially the schwa Elision of vowel sound/ә/. 1. Listen and repeat. Pay attention to the - Weak vowels are sometimes elided before the vowel in bold sounds/l/, /n/ and/r/ to speed up or simplify the pronunciation of a word. Play the recording for sts to listen and follow. Play the recording again for sts to repeat chorally and individually. - Ask sts to work in pairs, taking turns to pronounce the words twice- with and without elision of weak vowels.

- Play the recording for sts to repeat once or twice. 2. Listen and repeat the following sentences. Extend this task by having sts take turns reading Pay attention to the vowel in bold each of the sentences twice- with and without elisions of weak vowels. - Take turns reading each of the sentences twice- with and without elisions of weak vowels

ACTIVITY 4: Grammar - Choose the correct form of the verbs in brackets to complete the sentences (9 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Have sts work in pairs to figure the answers. 1. Choose the correct form of the verbs in - Monitor the activity and help sts, if necessary. brackets to complete the sentences - Remind sts to pay attention to the adverbs of - Do as appointed time when they choose the correct form of the 1. launched verbs. 2. decided - Remind sts of the past participle forms of 3. invited 87 regular verbs and irregular verbs. 4. have completely changed - Check answers as a class. 5. have collected

ACTIVITY 5: Grammar - 2. Complete each sentences, using the past simple or present perfect form of the verb in brackets (9 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Tell sts that the activity focuses on the correct 2. Complete each sentences, using the past form of the verbs- the past simple or the present simple or present perfect form of the verb in perfect. brackets - Let sts work in pairs to give answers. Observe KEYS: and help when and where necessary. 1. In October, we decided to start a "Special - Remind sts to pay attention to the adverbs of Christmas Gifts" campaign. time when they choose the correct form of the 2. About 30 students from other schools have verbs. joined us since last month. - Check sts’ answers by asking individual sts to 3. I have volunteered at a special school twice take turns reading aloud each of the sentences. since I finished Grade 10. - Take turns reading aloud each of the 4. I presented an action plan to the school sentences. principal when I was at the meeting. 5. So far, people have donated more than 100 gifts. 6. Last month, I talked to some students about how to learn English effectively. 7. They have sent some textbooks and dictionaries recently. 8. I'm preparing some Christmas gifts for the students with disabilities in the school we visited two months ago.

4. Consolidation: (3 minutes) - Vocabulary related to people with disabilities and how to help them - The simple past tense and the present perfect tense - Elision of vowel - Do the task again - Read Unit 4 - Reading at home 5. Modification: ...... ______

Date of preparation: 3/11/.... 88 Ngày duyệt: …/…/……

§ 33. UNIT 4: CARING FOR THOSE IN NEED READING

I. AIMS OF THE LESSON 1. Language focus - To provide learners some vocabulary related to volunteer work 2. Skills - To promote Ss to develop their reading skills: scan for specific information: Ss can recognize the structure of a paragraph and fill in the gap with the correct sentence. 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation of building up a complete paragraph. 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) Exercises – grammar part 3. New lesson ACTIVITY 1: Pre-reading - Looking at the symbols. They are used to indicate access for people with disabilities. Write who each symbol is for (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Shows the symbols used to indicate access 1. Looking at the symbols. They are used to for people with disabilities. indicate access for people with disabilities. - Provide sts with some information about Write who each symbol is for improving accessibility for disabled people. 1. People with mobility impairments - Have sts look at the symbols and work in 2. People with visual impairments groups to compare the answers. Encourage sts 3. People with hearing impairments to explain and give reasons for their answers. 4. People with speech impairments - Correct answers as a class & have sts guess *Vocab the possible content of the reading text.

ACTIVITY 2: Pre-reading (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Look at the symbols and work in groups to 2. Match each of the words with its meaning compare the answers. Encourage sts to explain Use a dictionary if necessary. and give reasons for their answers. KEYS: 89 1. b 2. d 3. e 4. a 5. c

ACTIVITY 3: While-reading - Read a school magazine report on some interviews with class monitors. Choose the appropriate heading for each paragraph. (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Read and understand the text about a volunteer. 3. Read a school magazine report on some - Call Ss to relate or compare the way of writing interviews with class monitors. Choose the a paragraph in English and in their own language appropriate heading for each paragraph. by doing ex 3. KEYS: - Get one Ss to give out his/ her answer with 1. b explanations to ex 3. 2. c - Ask them for peer correction. 3. a

ACTIVITY 4: While-reading - Complete these sentences with no more than three words. (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask students to do the ex 4 in pairs in 1'. 4. Complete these sentences with no more - Tell students to compare their answers with than three words. other group. Let them discuss and correct for one KEYS: another. 1. students with disabilities - Go around offering to help. 2. record popular books - Check with whole class. 3. participating fully in - Call on some Ss to read their answers aloud in 4. record-breaking front of the class. 5. this Christmas unforgettable

ACTIVITY 3: Post-reading - Discuss with a partner how you can help children with disabilities in your community (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Have them do the same to ex 5 in 5'. Ex 5. Discuss with a partner how you can help - Finally, give correct answers and explain all the children with disabilities in your community. sentences carefully to make sure Ss understand - play games with them the meaning of the sentences. - listen to their problems - give them encouragement - offer them gifts - help them with their study

4. Consolidation: (3 minutes) - Vocabulary related to helping people with disabilities. 90 - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context - Do the task again - Read Unit 4 - Listening at home 5. Modification: ...... ______

Date of preparation: 4/11/.... Ngày duyệt: …/…/……

§34. UNIT 4: CARING FOR THOSE IN NEED SPEAKING

I. AIMS OF THE LESSON 1. Language At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 4 - For vocabulary, they will get words and phrases related to the topic Caring for those in need - For pronunciation, they will practice pronouncing elision of weak vowels before /l, n, r/ - For grammar, they will master the past simple and present perfect tenses. They will also consolidate irregular verbs. 2. Skills - To help learners get started with 4 skills in Unit 4 - Speaking: Interview a volunteer and discuss voluntary work. 3. Attitudes - To help Ss get started for Unit 4 with the topic Caring for those in need - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) - Talk about the way you help the disabled. 3. New lesson ACTIVITY 1: Pre-speaking (10 minutes) 1. Methodology: - Communicative and practical methods 91 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask some Ss to talk about the volunteer work Pre-speaking. or charity activity they did in their community or 1. Read the following phrases. Write R if it at school, and why people do volunteer work by expresses a reason and A if it expresses a answering three questions. voluntary activity - Tell them to add some reasons and activities KEYS: more. 1. R 2. A Ask Ss to work by themselves, complete the 3. R 4. R table then share their answer with their partner. 5. A Get the answer 1' later.

ACTIVITY 2: While-speaking (15 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Ask the pairs to complete the dialogue. While speaking - Let Ss work in pairs, and make their choice Ex 2. The principal of a special school is with suitable explanations. interviewing a potential volunteer. Complete the interview. - Let them practice in 5 minutes. KEYS: - Give them a feedback on pronunciation, tone, 1. volunteer position and manners. 2. special school 3. change people's lives 4. in the past 5. improve coordination 6. clearly and effectively

ACTIVITY 3: Post-speaking (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Supply them with some vocab they need. Post-speaking - Get two or three representatives from different Ex 3. Read the information about two special groups to go to the board and give their schools in VN. Choose one of them. Work in presentations. pairs and make a similar interview as in 2. - Ask the rest to listen to the representatives and SUGGESTED ANSWER: take notes. A: Wow! Warmly welcome to our program. - Tell Ss to give their votes to the best decision as What position do you want to take this year? well as the fluency of the presentation. B: I'd like to take part in providing education in Nhan Chinh school. A: Did you also do it last year here? B: Oh, no. This year I've been working for two months, so I'd like to work with primary children with hearing impairments. A: How can you help them? B: I'll help them to do sums. A: Will you do it in the afternoon? B: I think it's OK. I can start tomorrow, can't I? 92 A: Great! See you tomorrow.

4. Consolidation: (3 minutes) - Vocabulary related to interviewing a volunteer. - Speaking skills: interviewing, presenting in front of the class - Do the tasks again. - Read Unit 4 - Listening at home. 5. Modification: ...... ______

Date of preparation: 10/11/.... Ngày duyệt: …/…/……

§ 35. UNIT 4: CARING FOR THOSE IN NEED LISTENING

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 4 - For vocabulary, they will get words and phrases related to the topic Caring for those in need - For pronunciation, they will practice pronouncing elision of weak vowels before /l, n, r/ - For grammar, they will master the past simple and past perfect tenses. They will also consolidate irregular verbs. 2. Skills - Listening: Listen to a radio programme about an outstanding person with a disability for specific information 3. Attitudes - To help Ss get started for Unit 4 with the topic Caring for those in need - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 93 3. New lesson ACTIVITY 1: Pre-listening (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents Pre- listening Ex 1. Look at the picture. Can you recognize Show pictures of Albert Einstein, Ludwig van the people? What disabilities do you think Beethoven and Thomas Edison they had Ask: KEYS: Who are they? 1. Luis Einstein What disabilities do you think they had? 2. Ludwig van Beethoven 3. Thomas Edison *Vocab. - appproach (v): - goal (n): - donate (n): - donate (v) - b - non-profit (adj) - c - public service announcement (n) - a

ACTIVITY 2: While-listening - Listen to the radio program about a famous youngster with a disability and fill in the information (12 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Have sts read the instruction about a famous While- listening. girl with a disability and the table they have to Ex 2. Listen to the radio program about a complete. famous youngster with a disability and fill in - Play the CD. Ask sts to complete the notes the information while listening. Keys expected - Have sts listen the CD again and check their Name: Nguyen Anh answers. Nationality: Vietnamese - Have sts compare their answers before Kind of disability Glass-bone disease checking answers as a class. Interests Singing and helping charitable - Compare their answers before checking campaigns answers as a class. Title honoured by UNICEF Global outstanding child with a disability.

ACTIVITY 3: While-listening (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask sts to recall what they heard and guess Ex 3. Listen again and complete the sentences the words to complete the sentences. Then play KEYS: the recording again for sts to check their 1. Get started answers. 2. disease 94 - Play the recording twice if necessary. 3. sing songs - Check answers as a class & provide feedback. 4. supporting 5. equally treated

ACTIVITY 3: Post-listening (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Ask sts to work in groups of three or four to Work in groups of three or four to discuss the discuss the question: question: What can you do to support people with What can you do to support people with disabilities and help them succeed in life? disabilities and help them succeed in life? - Brainstorm ideas. Present the reports - Have some sts present their reports to the Listen class. - Give remarks

4. Consolidation: (3 minutes) - Vocabulary related to caring disabled outstanding people - Talk about your volunteer activities in your local areas - Listening skills - Do the tasks again - Read Unit 4 - Writing at home 5. Modification: ...... ______

Date of preparation: 11/11/.... Ngày duyệt: …/…/……

§ 36. UNIT 4: CARING FOR THOSE IN NEED WRITING

I. AIMS OF THE LESSON At the end of the lesson, Sts will be able to: 1. Language focus - To help learners get started with some language items in Unit 4 - For vocabulary, they will get words and phrases related to the topic Caring for those in need - For pronunciation, they will practice pronouncing elision of weak vowels before /l, n, r/ - For grammar, they will master the past simple and past perfect tenses. They will also consolidate irregular verbs. 2. Skills - Writing: Write an article about problems facing disabled and how they can be solved 95 3. Attitudes - To help Ss get started for Unit 4 with the topic Caring for those in need - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) What can you do to support people with disabilities and help them succeed in life? 3. New lesson ACTIVITY 1: Pre-writing (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Give sts time to read the sample writing about Read the sample writing about the problems the problems that children with cognitive that children with cognitive impairments are impairments are facing. facing. - Ask sts to choose the appropriate phrases (a- Choose the appropriate phrases (a-c) to fill in c) to fill in the blanks. the blanks. - Have them compare their answers with a Compare their answers with a partner first partner first Read out loud their answers - Ask sts to read out loud their answers to check as a class. Keys expected 1.c; 2.b; 3.a

ACTIVITY 2: While-writing - Discuss in groups and complete the outline on the sheet of paper. (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Ask sts to work in groups of 4, and give each Ex 2. Discuss in groups and complete the group a large size sheet of paper outline on the sheet of paper. - Have sts read the text in their book and study Keys expected the outline. Introduction - Ask sts to discuss in groups and complete the Children with cognitive impairments often outline on the sheet of paper. face discrimination in life - Encourage sts to move around to look at the Main body outlines of other groups. Solution 1 - Ask leaders of some groups to present their People should learn more about children with outlines to the rest of the class. cognitive impairments Solution 2 There should be more contacts between people with cognitive impairments and non- 96 disabled people. Conclusion Better understanding and better cooperation between the two groups of people will change attitudes and reduce discrimination.

ACTIVITY 3: While-writing Work in groups of three or four to choose one problem and discuss what solutions they will recommend (12 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Have sts work in groups of three or four to Ex 3. Work in groups of three or four to choose one problem and discuss what solutions choose one problem and discuss what they will recommend. solutions they will recommend. - Encourage sts to make complete sentences, Work independently and write their articles. using the suggestions in the table. Ask sts to read their group’s sentences. - Provide help by correcting mistakes in grammar or word choice. - Ask sts to work independently and write their articles.

ACTIVITY 4: Post-writing (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask some individuals to read their articles. Ex 4. Choose one of the following problems - Have the rest of class give comments, and and write an article of 160 - 180 words using correct errors. the outline - Give remarks & correction Nowadays, we all find the fact that many students with visual impairments have to struggle in regular schools whose activities they cannot fully participate in and often are left behind. What are the solutions to this problem? First of all, the government should set up more special schools for people with visual impairments where they have the best facilities and conditions to learn and study. In these schools, disabled people can receive enough care and support, they won't have to face up with discrimination from non-disabled students. All the facilities are furnished for them, so they won't have any difficulty in achieving the knowledge. Secondly, in the event of mixed education, people with visual impairments should also be specially taken care of. They need to be provided with large-scale or Braille books, talking computers or materials with large print. Besides, 97 we should encourage them to become part of study group; create atmosphere of friendliness, respect and acceptance during all activities.

4. Consolidation: (3 minutes) - Vocabulary related to writing an article posing a problem and solutions to that - Writing skills: write an article - Do the tasks again - Read Unit 4 - Communication and Culture at home 5. Modification: ...... ______

Date of preparation: 12/11/.... Ngày duyệt: …/…/……

§37. UNIT 4: CARING FOR THOSE IN NEED COMMUNICATION & CULTURE

I. AIMS OF THE LESSON At the end of the lesson, Sts will be able to: 1. Language focus - To help learners get started with some language items in Unit 4 - For vocabulary, they will get words and phrases related to the topic Caring for those in need - For pronunciation, they will practice pronouncing elision of weak vowels before /l, n, r/ - For grammar, they will master the past simple and past perfect tenses. They will also consolidate irregular verbs. 2. Skills - To help learners get started with 4 skills in Unit 4 - Reading: Read a passage about helping people with disabilities. - Speaking: Interview a volunteer and discuss voluntary work. 3. Attitudes - To help Ss get started for Unit 4 with the topic Caring for those in need - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATIONS - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 98 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) - Collect some writings to check and give marks. 3. New lesson ACTIVITY 1: Communication - Listen to an introduction to a charitable organization (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual, pair and group work Teacher’s and students’ activities Contents - Focus sts’ attention on the instructions and the I. Communication table. East meets West - Have sts guess what they are going to listen 1. Listen to an introduction to a charitable - Have them work in pairs to guess the organization information and think about how to express such KEYS: information (e.g how to say the date and year, or 1. 1988 2. non-governmental how to classify organizations as governmental, 3. to children in poor countries non-governmental, profit, non-profit…) 4. to develop their agriculture - Ask sts to complete the table while listening. 5. invest money - Have them listen again to check the answers. - Let sts compare their answers with a partner, then check answers as a class and write them on the board.

ACTIVITY 2: Communication - Work in groups, your class wants to get involved in East Meets West's work (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual, pair and group work Teacher’s and students’ activities Contents - Have sts read the instructions and suggested 2. Work in groups, your class wants to get words/ phrases carefully. involved in East Meets West's work - Ask sts to work in groups of 4 to brain storm KEYS: ideas and prepare a proposal for a new campaign Aims: to help disadvantaged children to support disabled people. Funding: fund-raising performances - Ask some groups to present their campaigns. Volunteers: Students from grade 10 and 11 - Praise sts for original and interesting ideas, and Cooperation: With Student's Parents Society Message: Happiness rises double; Sadness good presentation skills. divides half Give comments and mark Events: fund-raising performances, volunteer work

ACTIVITY 3: (12 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Focus sts’ attention on the logos and allow II. Culture enough time for sts to discuss how often they International day of persons with disabilities 1. Look at the logos. What do you think they 99 think the International Day of people with present? disabilities is celebrated and what its purpose is. These logos present the care and support for - Invite individual sts to present their ideas. disabled people. 2. Read the text and check your guesses Have sts read the text quickly to check their guesses.

ACTIVITY 4: (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents Ask sts to read the text again and answer the 3. Read the text again and answer the questions individually. questions. Allow time for sts to read and underline the key KEYS: words in the questions. 1. The United Nations did. Ask them to read the text and underline relevant 2. Its aim is to further raise awareness of information disability issues and to call for worldwide Offer help when necessary support for the rights and well-being of disabled people. Check answers as a class. 3. Challenges, discrimination, poverty and limited access to education, employment and health care. 4. For a civilized society where disabled people enjoy their lives.

4. Consolidation: - Ask Ss to consolidate the main contents. - Give feedback. - Talk about International day for persons with disabilities - Do the task again - Read Unit 4 - Looking back and Project at home 5. Modification: ......

Date of preparation: 17/11/.... Ngày duyệt: …/…/……

§ 38. UNIT 4: CARING FOR THOSE IN NEED LOOKING BACK AND PROJECT

I. AIMS/OBJECTIVES OF THE LESSON At the end of the lesson, Sts will be able to: 1. Language focus 100 - To help students revise what they have learned in unit 4 - To give them a chance to do a small project in which they can develop their speaking skills 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 3. Attitudes - To help Ss get started for Unit 4 with the topic Caring for those in need - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson ACTIVITY 1. Looking back - Listen and underline thee syllable with vowel elision (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents I. LOOKING BACK - Review what elision of vowels is and when this a- Pronunciation happens. 1. Listen and underline thee syllable with - Play the recording and let sts listen and vowel elision underline the syllables with elision of weak KEYS: vowels in the words in bold. 1. dictionary 2. police 3. library 4. deafening 5. history

ACTIVITY 2. Looking back - Listen and tick the sentences that are read with elision of weak vowel (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Play the recording 2. Listen and tick the sentences that are read - Ask sts to identify the sentences containing with elision of weak vowel words read with elision of weak vowels. KEYS: - T gives the feedback. 1. √ 2. 3. 4. √ 5. 6. √

ACTIVITY 3. Looking back – Vocabulary - Complete the sentences, using the correct form of the verbs in brackets. (5 minutes) 1. Methodology:

101 - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents b- Vocabulary - Explain the activity aims to review the key Complete the sentences, using the correct vocabulary in the unit, and have sts do it form of the verbs in brackets. individually. KEYS: - Remind sts to put the words into the correct 1. impairments 2. non-disabled form according to its position in the sentences. 3. integration 4. disrespectful - Check answers as a class by asking individual 5. involved 6. donations sts to read their sentences. - Provide the correct answers.

ACTIVITY 4. Looking back - Complete the sentences using the correct form of the words in brackets (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents c- Grammar. - Have sts work in pairs to work out the answers. 1. Complete the sentences using the correct - Monitor the activity and offer help, if necessary. form of the words in brackets - Check sts’ answers by asking individuals to KEYS: take turns reading aloud their answers. 1. came 2. have agreed/ have signed 3. came 4. have started 5. had

ACTIVITY 5. Looking back - Complete the sentences with the verbs in the box (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Have sts to tell the teacher again about the 2. Complete the sentences with the verbs in difference between usages of the past simple and the box the present perfect KEYS: - Have sts do this activity orally first 1. has never volunteered - Check answers as a class. 2. invented 3. has recorded/ visited 4. has supported 5. have ... worked / organized/ coached

ACTIVITY 6: (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents II. PROJECT - Have sts do the survey in class or during break. 1. Do a survey: A survey on voluntary work 102 - Allow time for sts to compare their findings KEYS: groups 1. how many students in your class have taken - Ask each group to present the final results to part in voluntary work the class. 2 What their reasons to volunteer were - Make comments on their findings. 3. What they did 4. What they would like to do in the future

ACTIVITY 7: (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Have sts work in their groups to prepare an 2. Prepare an action plan for volunteer work action plan for voluntary work in their in your neighbourhood neighborhood or community. KEYS: - Tell sts that the plan should be in written form. - Find someone or place in their community - Choose some groups to present their plans to who/that needs help the class. - Find out the problems and suggest solutions - Give comments and mark. - Work out what they can do to help, when to do, how to do and make a detailed plan. OR find problems in the fields: electricity, education, transportation, health, war invalid people or martyr's family and solutions to those problems.

4. Consolidation: (3 minutes) - Ask Ss to consolidate the main contents. - For pronunciation, they will practice pronouncing elision of weak vowels before /l, n, r/ - For grammar, they will master the past simple and past perfect tenses. They will also consolidate irregular verbs. - Vocabulary related to the topic volunteer work - Do the tasks again 5. Modification: ...... ______

Date of preparation: 18/11/.... Ngày duyệt: …/…/……

§39. UNIT 5. BE PART OF ASEAN GETTING STARTED

I. AIMS/OBJECTIVES OF THE LESSON 103 1. Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 5 - For vocabulary, that is words and phrases about Asian and the ASEAN charter - For pronunciation, that is falling and raising intonation - For grammar, that is the use gerunds and state verbs in continuous forms 2. Skills - To help learners get started with 4 skills in Unit 5 - Reading: Skimming and scanning - Speaking: Talk about Asian member states - Listening: Listening for gist and specific information about the ASEAN member states - Writing: Write a short brochure introducing an ASEAN member state 3. Attitudes - To help Ss get started for Unit 5 with the topic "Being part of ASEAN" - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, pieces of papers and cassette. - Students: Textbook III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) - Homework 3. New lesson ACTIVITY 1: Warm-up (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - T shows Ss some pictures and asks Ss to * Questions: answer the questions 1. What does it symbolise? / (what is this symbol - T elicits answers from students, encourages ?) them if they know more about ASEAN. Then T 2. What does “ASEAN” stand for ? adds some more information about ASEAN, for 3. How many members are there in ASEAN? example: Viet Nam became a member of * Answer: +It is the symbol of ASEAN ASEAN in 1995. They are + “ASEAN” stands for “ Association of - Ss look at the pictures and answer the Southeast Asian Nations” questions. + There are 10 members in ASEAN * Lead in: In our lesson today, you will know sth Sts take notes about ASEAN: its aims, member states and activities.

ACTIVITY 2: Listen and read (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Elicit vocabulary using explanations and Listen and read 104 examples. *New words - Let sts repeat the new words in chorus, then more and more confident individually. bloc - Check Ss’vocabulary using the technique Rub state (n) out and Remember. stable (a) → stability (n) - Tell Ss they are going to listen to a conversation charter (n) between a girl and her father external (a) interfere (v) interference (n) - Play the recording. Have Ss listen and read at principle (n) the same time. quiz (v) - Ask Ss to not to worry about the new words or grammar points.

ACTIVITY 3: Choose the best answer (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Ask Ss to work in pairs to answer the question What is the conversation about? Choose the (page 49) best answer. - Ss work in pairs to answer the question (page Key : Preparation for a competition on Asean 49) and the ASEAN Charter

ACTIVITY 4: Match each word with its definition. (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask Ss to work by individual to match each Match each word with its definition. Then word with its definition prastise reading the words aloud. - Then ask Ss to work in pairs to practise Key : reading the words aloud 1e 2a 3c 4b 5d - Encourage Ss to use the word in context in the conversation when choosing the correct definition for each word

ACTIVITY 5: Read the conversation again and answer the questions (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask Ss to work in pairs to read the text again Read the conversation again and answer the and take turns to answer the questions questions - Encourage Ss to refer back to the conversation 1. Because she fears that her classmates know a if necessary. lot more about ASEAN and they are more - Check Ss’ answers in the class confident than her. Ss work in pairs to read the text again and take 2. 10 members turns to answer the questions 3. Its aims and purposes are to improve member states' economies and maintain regional peace and stability.

105 4. It offers the Singapore Scholarship and the ASEAN scholarships to students from other ASEAN countries. 5. Its main principles 6. After he finishes his work

ACTIVITY 6: Underline the phrases with the –ING form in the conversation. (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - Ask them to pick out the V-ing form in the Underline the phrases with -ing form in the dialogue. conversation - Help them recall the use of those words. KEYS - answering - improving - maintaining - reading - quizzing

4. Consolidation - Ask Ss to consolidate the main contents. - Give feedback. - Do the following task at home 5. Modification: ...... ______

Date of preparation: 19/11/.... Ngày duyệt: …/…/……

§ 40. UNIT 5. BE PART OF ASEAN LESSON 1: LANGUAGE

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 5 - For vocabulary, that is words and phrases about Asian and the ASEAN charter - For pronunciation, that is falling and raising intonation - For grammar, that is the use gerunds and state verbs in continuous forms 2. Skills - To help learners get started with 4 skills in Unit 5 - Reading: Skimming and scanning 3. Attitudes - To help Ss get started for Unit 5 with the topic "Being part of ASEAN" - To provide Ss some motivation 106 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, pieces of papers and cassette. - Students: Textbook III. PROCEDURE 1. Class organization (5 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson ACTIVITY 1: Warm-up (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - T asks Ss to look at the pictures and guess the Look at the pictures and guess the words words relating to each picture, (T can give some relating to each picture missing letters if necessary) KEYS: - Ss look at the pictures and guess the words Picture 1: V------__ Volunteers relating to each picture Picture 2: S------__ Solidarity - Lead in: Now you are going to study some Picture 3 : C------__ Cooperation words relating to the topic ASEAN

ACTIVITY 2: Vocabulary - Complete the sentences using the words in the box (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask Ss to work individually, read the words, VOCABULARY and then match them with the definitions 1. Complete the sentences using the words in - Ss work individually, read the words, and then the box match them with the definitions KEYS 1. constitution 2. scholarship 3. solidarity 4. principle 5. cooperation 6. dominate

ACTIVITY 3: Vocabulary - Complete the following sentences with the appropriate words from the box (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Have Ss work first individually, then with a 2. Complete the following sentences with the partner appropriate words from the box. - Monitor the activity and offer support, if KEYS: necessary 1. constitution 2. principle - Check answers in front of the class 3. cooperation 4. dominate 107 5. principle 6. scholarship

ACTIVITY 4: Pronunciation (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - Play the recording and let Ss listen. Play it 1. Listen and repeat : again for Ss to repeat each sentence chorally. Note: - Ask Ss to focus on falling intonation in - Intonation is the rise and fall of a speaker’s statements and rising intonation on yes/no voice, and is important in communication. questions - Speakers usually use falling intonation at the end of the statements. Falling intonation - Play the recording. Ask Ss to repeat each communicates certainty and finality. sentence without any pauses. To show falling - Speakers often use rising intonation at the end intonations, their voice should go down at the of yes / no questions. Rising intonation can end of a statement. To show rising intonation, signal uncertainty and doubt. their voice should go up at the end of a yes/no 2. Listen and repeat with the correct question intonation. Then practise saying the sentences - Ss work in pairs to take turns reading the with a partner sentences. Then some Ss read them out loud in Ss repeat each sentence without any pauses. front of the class, and have other Ss make comments on their intonation.

ACTIVITY 5: Grammar - Choose the correct gerund to fill each gap (4 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask sts to revise the use of gerund GERUND - Give the meaning of some words in the task 1. Choose the correct gerund to fill each gap (using picture) : KEYS: - Then have Ss compare their answers 1. Volunteering 2. promoting - Check answers in front of the class 3. Sharing 4. building *New words : 5. playing 6. becoming + Sepak Takraw : Malaysia’s national sport + AYVP : ASEAN Youth Volunteer Program

ACTIVITY 6: Grammar - Complete the sentences with the correct form of the verbs in brackets (4 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask Ss to work in pairs to take turns giving the 2. Complete the sentences with the correct answer. form of the verbs in brackets - Ask some pairs to read their completed KEYS: sentences to check answers and give feedback 1. to take 2. traveling 3. to go 4. to apply

108 5. preparing 6. participating STATE VERBS State verbs describe a state or condition which is unchanging and lasts for some time. State verbs are not normally used in continuous tenses

ACTIVITY 7: Grammar - Choose the correct answers (4 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask sts to explain the use of state verbs. 3. Choose the correct answers - Have Ss discuss their answers with a partner KEYS: first, and then circle the correct answers 1. regret 2. consists - Monitor the activity, and offer help if necessary 3. didn't realise 4. Do you know - Check Ss’s answers by asking some of them to 5. likes 6. sees read out their answers

ACTIVITY 8: Grammar (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask Ss to work first individually, then with a 4. Use the simple or continuous form of the partner verbs in brackets - Check answers KEYS: - Have Ss to read the explanation in the “Do you 1. is 2. was tasting know…?” box and check if they understand 3. hope 4. are you smelling them 5. are having 6. are being - Give further explanation if necessary

4. Consolidation: (3 minutes) - Vocabulary related to ASEAN and the ASEAN charter - Gerunds - State verbs - Falling and raising intonation - Do the task again - Read Unit 5 - Reading at home 5. Modification: ...... ______

Date of preparation:

109 24/11/.... Ngày duyệt: …/…/…… §41: UNIT 5: BEING PART OF ASEAN READING The Association of Southeast Asian Nations

I. AIMS OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 5 - For vocabulary, that is words and phrases about Asian and the ASEAN charter - For pronunciation, that is falling and raising intonation - For grammar, that is the use gerunds and state verbs in continuous forms 2. Skills - To help learners get started with 4 skills in Unit 5 - Reading: Skimming and scanning - Speaking: Talk about Asian member states - Listening: Listening for gist and specific information about the ASEAN member states - Writing: Write a short brochure introducing an ASEAN member state 3. Attitudes - To help Ss get started for Unit 5 with the topic "Being part of ASEAN" - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. Procedures: 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) - Exercise – grammar part 3. New lesson ACTIVITY 1: Warm-up (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - Ask Ss to work in pairs to name the countries Name the countries basing on their national basing on their national flags . The first pair to flags give the correct answers is the winner

KEYS: 1. Brunei Darussalam 2. Cambodia 3. Indonesia 4. Laos 5. Singapore 6. Malaysia 7. Myanmar 8. The Philippines 110 9. Singapore 10. Viet Nam

ACTIVITY 2: Pre-reading - Match the countries with their national flags. Check the answers with a partner. (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents 1. Match the countries with their national - Inform the Ss that the activity is for skimming flags. Check the answers with a partner. only (reading quickly for general ideas). KEYS: - Set a time limit for the class. 1. f 2. j 3. c - Have Ss work individually, and then compare 4. d 5. g 6. e their answers with a partner. 7. I 8. b 9. a - Ask Ss to read their answers out loud to make 10. h sure they have watched them correctly. *Vocab - Elicit vocabulary using explanations and rank as examples. the eighth largest economy - Let pupils repeat the new words in chorus, then aim at individually. promote - Check Ss’vocabulary using the technique Rub come into force out and Remember. in accordance with respect for internal (a) > < external dispute (n) integrate (v)

ACTIVITY 3: Pre-reading - The following text has five paragraphs. Read it first, and then match the headings (1-5) with the paragraph (A-E) (4 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents 2. The following text has five paragraphs. - Elicit vocabulary using explanations and Read it first, and then match the headings (1- examples. 5) with the paragraph (A-E) - Let pupils repeat the new words in chorus, then KEYS: individually. 1. E 2. C - Check Ss’ vocabulary using the technique Rub 3. D 4. B out and Remember. 5. A - Give Ss enough time to work first individually, then have some Ss read their answers out loud to check as a class.

ACTIVITY 4: While-reading - Find the words or expressions in the text that have the following meanings. Write them in the correct spaces. (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: 111 - Individual and pair work Teacher’s and students’ activities Contents - Read and understand the text about a volunteer. 3. Find the words or expressions in the text - Call Ss to relate or compare the way of writing that have the following meanings. Write them a paragraph in English and in their own language in the correct spaces. by doing ex 3. KEYS: - Get one Ss to give out his/ her answer with 1. the ASEAN Charter explanations to ex 3. 2. non-interference - Ask them for peer correction. 3. motto 4. respect

ACTIVITY 5: While-reading - Read the text again and answer the questions (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask students to do the ex 4 in pairs in 1'. 4. Read the text again and answer the - Tell students to compare their answers with questions other group. Let them discuss and correct for one KEYS: another. 1. They were Indonesia, Malaysia, the - Go around offering to help. Philippines, Singapore and Thailand - Check with whole class. 2. Brunei became the sixth member in 1984 and - Call on some Ss to read their answers aloud in Vietnam became the seventh member in 1995. front of the class. Laos and Myanmar joined the bloc in 1997 and Cambodia joined two years later. 3. It has a land area of 4.46 million km2 and a population of about 600 million people. (ASEAN would rank as the eighth largest economy in the world if it were a single country.) 4. They are Indonesia, Thailand, Malaysia, Singapore, the Philippines and Vietnam 5. It is: “One Vision, One identity, One community” 6. They are respect for the member states’ independence and non-interference in their internal affairs. 7. It organized different projects and activities, including educational awards, and various cultural and sports activities.

ACTIVITY 6: Post-reading (6 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Have them do the same to ex 5 in 5'. Work in groups of five. Each student in the - Finally, give correct answers and explain all the group focuses on one paragraph and tries to sentences carefully to make sure Ss understand remember as many details as possible. Then the meaning of the sentences. close your book and quiz each other to see - Summarize the main points. how much you have remembered - Supply them with the new words. - Ask sts to learn the new words in the text. 112 - Tell them to prepare for the next period.

4. Consolidation: (3 minutes) - Vocabulary related to ASEAN. - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context - Do the task again - Read Unit 5 - Listening at home 5. Modification: ...... ______

Date of preparation: 25/11/.... Ngày duyệt: …/…/……

§42. UNIT 5: BEING PART OF ASEAN SPEAKING ASEAN member states

I. AIMS OF THE LESSON At the end of the lesson, Sts will be able to: 1. Language - To help learners get started with some language items in Unit 5 - For vocabulary, that is words and phrases about Asian and the ASEAN charter - For pronunciation, that is falling and raising intonation - For grammar, that is the use gerunds and state verbs in continuous forms 2. Skills - To help learners get started with 4 skills in Unit 5 - Reading: Skimming and scanning - Speaking: Talk about Asian member states - Listening: Listening for gist and specific information about the ASEAN member states - Writing: Write a short brochure introducing an ASEAN member state 3. Attitudes - To help Ss get started for Unit 5 with the topic "Being part of ASEAN" - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) 113 - Talk about the history of ASEAN. 3. New lesson ACTIVITY 1: Pre-speaking - Match each country with its capital city and listen to check your answers (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents Pre-speaking. - Write ASEAN member states on the board 1. Match each country with its capital city and - Give Ss enough time to do matching listen to check your answers individually. KEYS: - Play the recording for them to check their 1. d 2. h 3. j answers. 4. i 5. a 6. g 7. c 8. b 9. e 10. f

ACTIVITY 2: Pre-speaking - Listen to a brief introduction to an ASEAN member state and complete the text with the correct number (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents 2. Listen to a brief introduction to an ASEAN - Write ASEAN member states on the board member state and complete the text with the - Give Ss enough time to do matching correct number individually. KEYS: - Play the recording for them to check their 1. thirty-seven million answers. 2. twenty-four thousand - Ask Ss to focus on the pronunciation of the 3. sixty-three 237,424,363 countries and their capitals - Ask Ss to read through the text about Indonesia before they listen to the recording. Focus their intention on how to say long numbers - Play the recording more than once if necessary.

ACTIVITY 3: While-speaking - Work in pairs. Student A uses the table below and student B uses the table on page 63. Ask each other questions to fill the gaps in your table. (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents 3. Work in pairs. Student A uses the table - Focus Ss’ attention on their construction below and student B uses the table on page 63. - Tell Ss that is an information gap activity. Ask each other questions to fill the gaps in - In information gap activities, each S has your table. information that his / her partner doesn’t have. KEYS: The objective is for Ss to ask questions to find Student A out the missing information. 1. 6,477,211 2. 329,847

114 3. English 4. 513,115 5. 707.1 6. Mandarin Student B 1. 236,800 2. 27,565,821 3. 300,000 4. Peso 5. 66,720,153 6. 5,076,700

ACTIVITY 4: While-speaking (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Use the information in Task 1, 2, 3 and in 4. Work in groups. Use the information in 1, 2, Reading to talk about one ASEAN country. 3 and in Reading to talk about one ASEAN Ss report to the class. country. Report to the class. KEYS: A: What's that device, Nam? B: Oh. it's a USB stick. I've bought it A: A USB stick? What's it used for? B: It's used for storing data including documents, audio and video files A: Is it easy to transport file to and from a computer B: Sure it is. It's also small enough to put in your pocket or handbag. A: I see. It's very convenient. I think I'll buy one.

ACTIVITY 5: Post-speaking (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Supply them with some vocab they need. Presentation - Get two or three representatives from different Example: groups to go to the board and give their Student A: Lao is a country in Southeast Asia. It presentations. has an area of 236, 800 square - Ask the rest to listen to the representatives and kilometers. take notes. Student B: Its population is 6,477,211. Vientiane - Tell Ss to give their votes to the best decision as is the capital city. well as the fluency of the presentation. Student C: The currency unit in Laos is the Lao Kip and its official language is Lao Student D: And the country joined ASEAN in 1997

4. Consolidation: (3 minutes) - Vocabulary related to ASEAN member states - Speaking skills: ask and answer, report the result 115 - Do the tasks again. - Read Unit 5 - Listening at home. 5. Modification: ...... ______

Date of preparation: 26/11/.... Ngày duyệt: …/…/……

§43: UNIT 5: BEING PART OF ASEAN LISTENING

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 5 - For vocabulary, that is words and phrases about Asian and the ASEAN charter - For pronunciation, that is falling and raising intonation - For grammar, that is the use gerunds and state verbs in continuous forms 2. Skills - To help learners get started with 4 skills in Unit 5 - Listening: Listening for gist and specific information about the ASEAN member states 3. Attitudes - To help Ss get started for Unit 5 with the topic "Being part of ASEAN" - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) - Talk about one of the ASEAN countries. 3. New lesson ACTIVITY 1: Warm-up (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class

116 Teacher’s and students’ activities Contents - Ask Ss to look at the people and guess where Look at the people and guess where they are they are from. from.

ACTIVITY 2: Pre-listening - Match the words (1-5) with the words or phrases (a-f) to form compounds or meaningful phrases. Compare with a partner (4 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask Ss to work individually to do task 1 1. Match the words (1-5) with the words or - Then Ss compare the answers with their phrases (a-f) to form compounds or partners. meaningful phrases. Compare with a partner - Write ASEAN School Games on the board and KEYS: asks Ss to work in pairs to make guesses about 1. f 2. e 3. a the content of the listening text. 4. b 5. c 6. d

ACTIVITY 3: Pre-listening (4 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask Ss to study the task carefully. 2. Listen to a sports instructor’s talk. What is - Play the recording non-stop for them to get the he talking about? Tick the correct box. gist of the talk. KEYS: - Have Ss work in pairs before checking the c. Five ASEAN School Games answers in front of the class.

ACTIVITY 4: While-listening - Listen again and decide if the statements are T or F (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents 3. Listen again and decide if the statements - Check Ss’ comprehension of sentences 1-5 are T or F before playing the recording KEYS: - Have Ss work in pairs first 1. F - Then check their answers in front of a class 2. T 117 3. T 4. F 5. F

ACTIVITY 5: While-listening - Listen again and complete the following ASG medal table (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Ask Ss to read the instruction and the table 4. Listen again and complete the following - Check their comprehension. ASG medal table - Play the recording once or twice again for Ss KEYS: to fill the gaps 1. Vietnam (18) - Ask Ss to work with a partner to compare their 2. Malaysia (45) answers. 3. Singapore (26) - Invite representatives from some pairs to 4. Indonesia (33) report their answers to the class. 5. Vietnam (50) - Give feedback and correct any wrong answers if necessary.

ACTIVITY 6: Post-listening (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents Ask Ss to work in groups of three or four. 5. Find out information about a sports activity Ss note down their group members’ ideas and held at your school or in your community. get ready to prepare a brief talk. KEYS: Have some Ss present their talk to the class. - enhance solidaritty - keep fit - raise mutual understanding

4. Consolidation: (3 minutes) - Vocabulary related to ASEAN member states - Talk about their sport activities in their local areas using the learnt words - Listening skills - Do the tasks again - Read Unit 5 - Writing at home 5. Modification: ...... ______

118 Date of preparation: 1/12/.... Ngày duyệt: …/…/……

§44: UNIT 5. BEING PART OF ASEAN WRITING

I. AIMS OF THE LESSON At the end of the lesson, Sts will be able to: 1. Language - To help learners get started with some language items in Unit 5 - For vocabulary, that is words and phrases about Asian and the ASEAN charter - For pronunciation, that is falling and raising intonation - For grammar, that is the use gerunds and state verbs in continuous forms 2. Skills - To help learners get started with 4 skills in Unit 5 - Writing: Write a short brochure introducing an ASEAN member state 3. Attitudes - To help Ss get started for Unit 5 with the topic "Being part of ASEAN" - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson ACTIVITY 1: Warm-up - Read the following information about VN. Fill the gaps with the correct words or phrases in the box (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - Ask Ss if they know about Viet Nam : How big Read the following information about VN. Fill is Viet Nam? How many people live in the the gaps with the correct words or phrases in country? the box KEYS: What does VN export? What is typical of the 1. land area Vietnamese country? What are some tourists 2. income attractions in VN? 3. Vovinam - Get Ss some time to do the gap-filling. 4. family rules - Have Ss compare their answers with a partner 5. Heritage Sites first. - Then ask some pairs to read different paragraphs out loud to check the answers.

ACTIVITY 2: Pre-writing - Read the extract from a short brochure introducing Viet Nam. Match the subheadings (1-5) with the paragraphs (a-e) (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class

119 Teacher’s and students’ activities Contents - Ask Ss to read through the extract from a short Read the extract from a short brochure brochure introducing Viet Nam introducing Viet Nam. Match the subheadings - Ask Ss to focus their attention on how the (1-5) with the paragraphs (a-e) points in Task 1 have been developed into KEYS: sentences and paragraphs, and the informative a.4 b.5 language used in a brochure. c.2 d.3 - Have Ss do the matching first individually, and e.1 then compare their answers with a partner. - Check Ss’ answers as a class. Notes : Vovina ( Việt Võ Đạo : Martial Arts of - Give explanations if necessary. Viet Nam) is a Vietnamese ,artial art.

ACTIVITY 3: While-writing (20 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - Ask Ss to read the sample brochure in 2 and the Brochures are often used to inform people and information text features in 3 again. include information text and the brochure - Have Ss go through the points about Indonesia above. Work with a partner and find in pairs. examples of each feature. - Give the meaning of new words if necessary. Sample answers: - Have Ss write a short text using the a. The extract in task 2 consists of 5 paragraphs information given b. Examples of impersonal language and present tense : covers a land area, is about, is Ha Noi, speak Vietnamese… c. There are 5 paragraphs and each one focuses on a different topic and has a heading summarising the topic d. Important information is highlighted: land area, population, agricultural exporter….

ACTIVITY 4: Post-writing (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - When Ss finish their drafts, ask them to Write a short brochure (160-180 words) exchange the drafts with a partner for peer introducing an ASEAN country. Use the review. information about Indonesia below or a - Walk round to help Ss if necessary. different ASEAN country of your choice - Write Ss’ typical errors on the board and elicit self - correction and peer -correction. - Give them oral feedback after all. - For home work, ask Sts to revise their writing according to their peer’s suggestion.

4. Consolidation: (3 minutes) - Vocabulary related to a brochure about one member state of ASEAN - Writing skills: write a full brochure

120 - Do the tasks again - Read Unit 5 - Communication and Culture at home 5. Modification: ...... ______

Date of preparation: 2/12/.... Ngày duyệt: …/…/……

§45: UNIT 5. BEING PART OF ASEAN COMMUNICATION AND CULTURE

I. AIMS OF THE LESSON At the end of the lesson, Sts will be able to: 1. Language - To help learners get started with some language items in Unit 5 - For vocabulary, that is words and phrases about Asian and the ASEAN charter - For pronunciation, that is falling and raising intonation - For grammar, that is the use gerunds and state verbs in continuous forms 2. Skills - To help learners get started with 4 skills in Unit 5 - Reading: Skimming and scanning about Lamvong - Speaking: Talk about Asian member states - Writing: Write a short brochure introducing an ASEAN member state 3. Attitudes - To help Ss get started for Unit 5 with the topic "Being part of ASEAN" - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. Procedures: 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (5 minutes) - Collect some writing to check and give marks. 3. New lesson ACTIVITY 1: Communication - Read the school notice about the Singapore Scholarship and the ASEAN Scholarship (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity:

121 - Individual and pair work Teacher’s and students’ activities Contents I. Communication - Explain to Ss that they need to read the Singapore Scholarships and ASEAN information about 2 kinds of Singapore – Scholarships sponsored scholarships. Ex 1. Read the school notice about the - Ask them to distinguish between the Singapore Singapore Scholarship and the ASEAN Scholarships Have Ss work first individually, Scholarship and then check their answers in front of the KEYS: class. 1. c 2. e 3. b 4. f 5. d 6. a

ACTIVITY 2: Communication - Create a list of FAQs (Frequently Asked Questions) about the Singapore Scholarship and the ASEAN Scholarship (7 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Tell Ss to read the instructions carefully. Ask a 2. Create a list of FAQs (Frequently Asked pair of Ss to model the example. Questions) about the Singapore Scholarship - Have Ss work in pairs. If they have access to and the ASEAN Scholarship the Internet, they can also use additional information to formulate further questions. - Have some pairs ask and answer their Qs in front of the class. - Ask the rest of the class to comment how useful or detailed the answer to each question is.

ACTIVITY 3: Culture - Read the text about Lamvong and decide whether the following statements are T, F or NG (12 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Ask Ss to watch a video clip about Lamvong II. Culture Lao 1. Look at the pictures. Do you know anything (youtube- SARAVAN LAMVONG or FONE about this dance? Tell your partner. LAMVONG) This is a traditional Lao folk dance named Lam - Ask Ss to look at the picture of Lamvong vong. - Ask Ss : Do you know anything about this dance? 2. Read the text about Lamvong and decide whether the following statements are T, F or - Ask Ss to work first individually, then in pairs NG to decide if the statements are True (T) or False 1. F (F), or not given (NG) 2. T - Encourage Ss to provide reasons for their 3. F answers. 4. NG - Check Ss’ answers as a class and give 5. F explanations if necessary. 6. T

122 ACTIVITY 3: Culture - Talk with a partner about one of the popular folk dances of VN or any other ASEAN country (8 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Show the music or video clip of trongcom (a 3. Talk with a partner about one of the Vietnamese traditional dance) and Rasa Sayang popular folk dances of VN or any other (a Malay folk song popular ) ASEAN country. - Have Ss work in groups of 4 or 5 and talk Suggested answers: I’ve learned about about one popular folk dance. Singapore –sponsored scholarships and - Invite representatives of different groups to Lamvong- a traditional Lao folk dance. Now I show their dance to the class. can speak about the Singapore scholarship and the ASEAN Scholarships. I can also speak about some folk dances.

4. Consolidation: (3 minutes) - Ask Ss to consolidate the main contents. - Singapore and ASEAN scholarships - Do the task again - Read Unit 5 - Looking back and Project at home 5. Modification: ...... ______

Date of preparation: 3/12/.... Ngày duyệt: …/…/……

§47. UNIT 5. BEING PART OF ASEAN LOOKING BACK AND PROJECT

I. AIMS OF THE LESSON 1. Language At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 5 - For vocabulary, that is words and phrases about Asian and the ASEAN charter - For pronunciation, that is falling and raising intonation - For grammar, that is the use gerunds and state verbs in continuous forms 2. Skills - To help learners get started with 4 skills in Unit 5 - Reading: Skimming and scanning - Speaking: Talk about Asian member states - Listening: Listening for gist and specific information about the ASEAN member states - Writing: Write a short brochure introducing an ASEAN member state 3. Attitudes 123 - To help Ss get started for Unit 5 with the topic "Being part of ASEAN" - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson ACTIVITY 1: Looking back - Listen and practice saying the following sentences. Mark the intonation: rising or falling (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class, individual and pair work Teacher’s and students’ activities Contents PRONUNCIATION - Play the recording and ask Ss to listen. Listen and practice saying the following - Remind them to use falling statements and sentences. Mark the intonation: rising or rising intonation on yes/ no questions. falling - Play the recording again for Ss to repeat. KEYS: 1. falling intonation 2. rising intonation 3. falling intonation 4. rising intonation 5. falling intonation

ACTIVITY 2: Looking back - Complete these sentences using the words given in the box (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class, individual and pair work Teacher’s and students’ activities Contents - Inform Ss that the words in the box are among VOCABULARY the most frequently used in the unit. Complete these sentences using the words - Ss decide which words best complete the given in the box sentences. KEYS: - Ask Ss to make their own sentences with each 1. e 2. d 3. b of the words. 4. f 5. c 6. a

ACTIVITY 3: Looking back - Choose the correct verb form in brackets to complete each sentence (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class, individual and pair work Teacher’s and students’ activities Contents 124 GRAMMAR - Give Ss time to read the sentences. Set a time Ex 1. Choose the correct verb form in limit and get Ss to do the activity individually brackets to complete each sentence - Ask some Ss to read their answers. Write the KEYS: correct ones on the board if necessary. 1. to win 2. entering 3. catching 4. to take 5. visiting

ACTIVITY 4: Looking back - Complete the sentences with the verbs in the box (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class, individual and pair work Teacher’s and students’ activities Contents Ex 2. Complete the sentences with the verbs in - Set a time limit and tell Ss to do the activity the box individually. KEYS: - Invite five Ss to write their answers on the 1. swimming 2. dancing board. 3. finding 4. speaking 5. completing

ACTIVITY 5: Looking back - Choose the correct verb form to complete each of the sentences (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class, individual and pair work Teacher’s and students’ activities Contents - Have Ss work in pairs by taking turns reading Ex 3. Choose the correct verb form to each sentence and proving the right verb forms. complete each of the sentences - Then check their answers as a class. KEYS: 1. feel 2. is having 3. am looking 4. is smelling 5. is felling

ACTIVITY 6: Looking back - Use the simple or progressive form of the verbs in brackets to complete the sentences. (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class, individual and pair work Teacher’s and students’ activities Contents - Ask five Ss to write their answers on the board Ex 4. Use the simple or progressive form of while having the rest of the class do this activity the verbs in brackets to complete the in pairs. sentences. - Give feedback on Ss’ answers and correct any KEYS: mistakes. 1. recognize 2. know 3. is thinking 4. do … remember 5. are … feeling

ACTIVITY 7: Project (10 minutes) 1. Methodology: - Communicative and practical methods 125 2. Ways to organize the activity: - Group work Teacher’s and students’ activities Contents PROJECT : - Divide the class two groups. 1. Task 1: Work in two groups. Each group - Have Ss find out the answers to the questions should choose a different set of questions. Do and take notes. Provide help if necessary. some research Set A: Which ASEAN member state : and find out the following: - is landlocked? * Key : - has the largest / smallest population? Set A: - uses the dollar as the currency unit? - Laos - has the largest number of islands ? - Indonesia (largest), Singapore (smallest) - Brunei ( Brunei dollar) and Singapore Set B: Which ASEAN member state : (Singapore dollar) - uses English as one of their official languages ? - Indonesia ( It has about 17, 508 islands) - is called “ the land of golden pagoda” ? Set B: - is known as”the land of smiles” ? 1. The Philippines and Singapore. - has the largest / smallest area ? 2. Myanmar 3. Thailand - Allow enough time for representatives of each 4. Indonesia (largest: 1,904,569km 2); Singapore group to present their reports to the class. (smallest: 707,1 km2) - Encourage Ss from the same group to provide support by giving explanations or additional 2. Task 2: Present your findings to the whole information. class - Ss from the other groups should listen ans ask extra questions

4. Consolidation: (3 minutes) - Ask Ss to consolidate the main contents. - Revise what Ss have learnt in unit 5 - Talk about ASEAN member states - Do the tasks again 5. Modification: ...... ______

Date of preparation: 8/12/.... Ngày duyệt: …/…/……

§48. REVIEW 2 - UNITS 4, 5 LANGUAGE

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in unit 4, 5. 126 - To give them a chance to practice 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 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through Review 2 III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson ACTIVITY 1: Vocabulary - Complete the sentences using the correct forms of the words in brackets (6 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents Vocabulary - Play the recording and let Ss listen to Ex 1. Complete the sentences using the correct consonant cluster sounds. Then, put Ss in pairs to forms of the words in brackets practise reading the sentences. KEYS: 1. disabilities 2. visual 3. donation 4. disrespectful 5. hearing

ACTIVITY 2: Vocabulary - Complete the sentences with suitable words from the box (6 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - Let Ss work in pairs to write the chores under Ex 2. Complete the sentences with suitable each picture. words from the box. - Get their answers back orally. KEYS: - Ask them if anyone has a different answer. 1. Association 2. member - Give them a feedback. 3. stability 4. Charter 5. bloc

ACTIVITY 3: Pronunciation (10 minutes) 1. Methodology: 127 - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents Pronunciation - Let Ss work in pairs to write the chores under Ex 3. Listen and circle the sentences spoken each picture. with falling intonation. Then read them aloud - Get their answers back orally. KEYS: - Ask them if anyone has a different answer. Falling intonation: 1, 3, 4, 6 - Give them a feedback.

ACTIVITY 4: Grammar - Put the verbs in brackets in the correct tenses (6 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents Grammar - Ask Ss to read the ex carefully, using the Ex 4. Put the verbs in brackets in the correct context clues to decide which word/ phrase can tenses be used. KEYS: - Ask them if anyone has a different answer. 1. has lived 2. got - Give them a feedback. 3. developed 4. have reached 5. has been

ACTIVITY 5: Grammar - Complete these sentences using the correct forms of the verbs in the box (6 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask Ss to work in pairs to finish these Ex 5. Complete these sentences using the sentences. correct forms of the verbs in the box. - Ask them if anyone has a different answer. KEYS: - Give them a feedback. 1. watching 2.to go - Put Ss in groups to discuss the questions. 3. having 4. to post - Ask Ss to do the ex. 5. hearing

ACTIVITY 6: Grammar (6 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Let Ss to present the findings in front of the Ex 6. Choose the correct forms of the verbs in class. brackets - Get the peer correction. KEYS: - Give them a feedback. 1. think 2. are you thinking 3. is tasting … tastes 4. are seeing/ see

128 4. Consolidation (3 mins) - Revise what Ss have learnt in unit 4, 5. - Read Review 2 at home 5. Modification: ...... ______

Date of preparation: 9/12/.... Ngày duyệt: …/…/……

§49. REVIEW 2 - UNITS 4, 5 SKILLS

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in unit 4, 5. - To give them a chance to practice 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 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through Review 2 III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson ACTIVITY 1: Reading - Read and complete the text with the words from the box (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work 129 Teacher’s and students’ activities Contents Reading - Ask Ss to complete Ex 1 individually and Ex 1. Read and complete the text with the compare their answers with a partner. Then give words from the box the correct answers and any explanations if KEYS: necessary. 1. a 2. d 3. b 4. c

ACTIVITY 2: Reading - Read the text again and answer the questions (5 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents Ex 2. Read the text again and answer the - Ask Ss to complete Ex 2 individually and questions compare their answers with a partner. Then give KEYS: the correct answers and any explanations if 1. Devices that help disabled people perform an necessary. activity. 2. They can communicate quickly by sending and receiving messages. 3. They can have documents read out loud electronically on their computer. 4. Children with visual impairment and their parents can read together/share reading. 5. It can improve the quality of life for people with disabilities.

ACTIVITY 3: Speaking - Work with a partner. Make a conversation about your friends' problem and give them advice (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Ask Ss to work with a partner to make a Speaking conversation about a friend's problem. One Ex 3. Work with a partner. Make a student explains the problem while the other conversation about your friends' problem and asks questions and offers advice. Ss may use give them advice. their own ideas or the suggestions. - practice as much as possible - Encourage Ss to swap roles and role-play the - prioritize something in the list conversation again.

ACTIVITY 3: Listening - Listen to the conversation between Mr Long and his daughter Mai. Decide whether the following statements are T or F (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - Play the recording once for Ss to listen and Listening choose their answers. Ex 4. Listen to the conversation between Mr - Play the recording again pausing at Long and his daughter Mai. Decide whether 130 appropriate places and highlighting the clues in the following statements are T or F the listening text, so Ss can check their KEYS answers. Then give the correct answers, for 1.T 2. F weaker Ss. 3. T 4. F - Play the recording several times pausing after 5. T sentences to check Ss’ comprehension.

ACTIVITY 4: Writing - Write an introduction to Thailand using the facts in textbook. Add more information if necessary (10 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual work Teacher’s and students’ activities Contents - Ask Ss to write a letter requesting more Writing information about the language courses. Ss may Ex 5. Write an introduction to Thailand using write their drafts first in class, swap them with the facts in textbook. Add more information if a partner for peer review, and write their final necessary version at home.

4. Consolidation (3 mins) - Revise what Ss have learnt in unit 4, 5. - Read Review 1 at home 5. Modification: ...... ______

Date of preparation: 17/12/.... Ngày duyệt: …/…/……

§50. TEST YOURSELF 2

131 - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Revise from unit 1 – unit 5 III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson ACTIVITY 1: Doing a test 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work

Name………………………… Mã đề: 01 Class ……………………….. Choose the most suitable option to complete the passage

The world’s population (1) ______5-billion mark in 1987, and it is increasing (2) ______about 1.7% a year. At this rate of growth, the number of people in the world will double every 41 years. This rapid increase has been called the (3) ______explosion. No one knows how many people the earth can support. But many scientists, economists and other experts fear that food production can’t keep pace with the present rate of population increase. They believe the world will soon become (4) ______, that is, it will have more people than it can support at an acceptable standard of living. When too many people live in a small place, life can become very difficult and (5) ______. Many families move to the cities, hoping to find work and homes. Câu 1: A. passed B. pass C. past D. passing Câu 2: A. of B. in C. by D. to Câu 3: A. popularized B. population C. population’s D. populated Câu 4: A. population B. overpopulated C. overpopulation D. populated Câu 5: A. pleasant B. pleasing C. unpleasant D. pleased Choose the word whose stress pattern is different from that of the others Câu 6: A. refreshment B. decorate C. friendship D. relative Câu 7: A. appreciate B. activity C. American D. anniversary Câu 8: A. situation B. experience C. correctly D. embarrassing Choose A, B, C, or D that best completes each unfinished sentence Câu 9: Friendship is ______two-sided affair; it lives by give-and-take. A. the B. no article C. an D. a Câu 10: He took up the work ______enthusiasm. A. about B. on C. with D. in Câu 11: He is very generous and everyone admires his ______. A. selfish B. unselfish C. unselfishness D. selfishness Câu 12: Until he entered this school last year, he ______to school by his mother. A. had always taken B. had always been taken C. was always taking D. was always taken 132 Câu 13: When I left for school this morning, it ______so I used my umbrella. A. would rain B. was raining C. rained D. had rained Câu 14: Mrs. Smith spends most of her salary ______expensive clothes A. at buying B. to buy C. buy D. buying Câu 15: On entering the bedroom, I found my cat ______a roast chicken leg in bed A. was eating B. ate C. to eat D. eating Câu 16: The new students hope ______in many school’s social activities. A. to be included B. to include C. being included D. including Câu 17: The mountain climbers are in danger of ______by the coming storm. A. being killed B. to be killed C. killing D. to kill Câu 18: Peter denied ______the accused man on the day of the crime. A. of having seen B. to see C. to have seen D. having seen Choose the word whose underlined part is pronounced differently from the rest Câu 19: A. celebrate B. special C. secret D. selfish Câu 20: A. among B. annual C. announce D. award Câu 21: A. throughout B. growth C. their D. birth Choose the one answer A, B, C, or D which best fits the space Câu 22: “What sports do you like?’ – “______” A. Well, I love volleyball and soccer B. I think it’s boring C. No, I don’t D. Yes, it’s my favorite sport Câu 23: “Could I get you something else to eat?” – “______” A. Let’s go to the restaurant B. I’m having a hamburger C. Let me pay D. No thanks, I’m full. Choose the item among A, B, C or D that best answers the question about the passage A music competition is an event in which people compete for prizes by performing music. Music competitions can be for solo performers or for small or large groups such as orchestras, bands or choirs. Some competitions are for young people who are starting to make a professional career in music. Other music competitions may be for amateurs, which means that professional musicians are not allowed to compete. The person who decides who is the winner is called the adjudicator. Some big festivals have a team of several adjudicators who decide together on the winner. The British and International Federation of Music Festivals organizes music competitions for amateurs in many parts of the British Isles. Children and adults can take part in competing for music, speech and drama and dance. Competitions like these are often called “festivals” because the main reason for taking part is to enjoy performing rather than just to win. There are many big international competitions for some of the most talented musicians from all over the world. Winning a big competition can help a young musician to start a successful career. Some people think that it can also be a bad thing to win a big competition, especially for musicians who are still very young. It may make them a star for a short time but they still have to get better and mature as a musician and a person. Câu 24: Who are not allowed to compete in competitions for amateurs? A. Old musicians. B. Young musicians. C. Amateur musicians. D. Professional musicians Câu 25: The adjudicator is ______. A. the person who observes the competition B. the person who decides who is the winner in a competition C. the loser in a competition D. the winner in a competition Câu 26: Why are some music competitions called “festivals”? A. Because many competitors want to get enjoyment rather than to win. B. Because there are many competitors in each music competition. C. Because they are well-organized. D. Because people of all ages can take part in the competitions. Câu 27: Why is it sometimes bad for young musicians to win a big competition? A. Because they can be a star for a short time. B. Because they get too little money. C. Because they can think they are the best and don’t learn any more. D. Because they still grow up and can play better. 133 Câu 28: The word “talented” in the last paragraph is closest in meaning to ______. A. wealthy B. gifted C. disabled D. clever

Supply the correct form of the words in brackets (1 m) 1/ The program aims to encourage the youth’s ………………………… in sporting activities. (participate) 2/ I didn’t ask them to help me. They did everything …………………… . (volunteer) 3 To be ……………………… is to be lonely, to have a friend is to be happy. (depression) 4/ He suffered much ……………………… in his childhood. (embarrass)

Rewrite the sentences, using the suggestions given in brackets or using the given words in such a way that their meanings remain unchanged (2 m) 1/ “Could you please give me some 10p coins for the telephone?” said Tom to his aunt.  Tom asked ………………………………………………………………………………… 2/ “I’m sorry for not having a tie on,” said Peter.  Peter apologized……………………………………………………………………………… 3/ “It was very kind of you to invite me to your birthday party,” Ann said to Peter  Ann thanked……………………………………………………………………………………...... 4/ David didn’t write to his wife.  It……………………………………………………………………………………………...... 5/ She had taken the time to help me and I wanted to thank her for that.  I wanted …………………………………………………………………………………… 6/ They hadn’t been told about the changes and complained about it.  They complained about ………………………………………………………………………… 7/ I haven’t talked to my parents since Christmas.  It was Christmas when …………………………………………………………………… 8/ I liked Hemingway’s short stories best. (Complete the sentence using a relative clause)  Hemingway is the author …………………………… 4. Consolidation (3 mins) - Revise what Ss have learnt in unit 1 to unit 5. - Prepare for the first term test 5. Modification: ...... ______

Date of preparation: 17/12/.... Ngày duyệt: …/…/……

§51. REVISION FOR THE FIRST TERM TEST

I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in the first term (Unit 1 – 5). - To give them a chance to practice 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 134 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Revise from unit 1 – unit 5 III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson ACTIVITY 1: Doing a test 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work

I. Choose the word whose underlined part is differently pronounced from the others. (1m) 01. A. wanted B. visited C. handicapped D. decided 02. A. while B. wear C. write D. west 03. A. university B. building C. understand D. use 04. A. believes B. dreams C. girls D. parents II. Choose the best answer to complete these sentences. (4ms) 01. I hate ______a child ______. A. seeing/ to cry B. see/ cry C. see/ crying D. seeing/ crying 02. Some high school students take part in helping the handicapped. A. take a place of B. participate in C. play a role of D. are a part of 03. My parents are glad ______my success in finding a job after graduation. A. to see B. seeing C. see D. saw 04. My teacher always gives me advice ______suitable career in the future. A. choosing B. to choose C. choose D. not to choose 05. It is unnecessary for ______to do this task. It’s not ours. A. we B. us C. they D. our 06. I tried ______the bus, but I missed it. A. to catch B. catching C. to be caught D. being caught 07. She needs a ______to clean up the kitchen. A. volunteer B. voluntary C. voluntarily D. volunteering 08. Today, they are on their wedding ______. A. cake B. anniversary C. clothes D. decoration 09. When getting into troubles, Jack never ______on other people for help. He always solves them on his own. A. determines B. influences C. relies D. manages 10. It was essential for him to be financially ______of his parents, so he decided to find a part-time job. A. dependent B. independent C. dependable D. undependable 11. It’s time I ______and raised a family. A. carried on B. grew up C. settled down D. worked out 12. ______dating involves couples going out together. It gives you the chance to see how your date interacts with other people. 135 A. Blind B. Group C. Online D. Speed 13. My grandpa is the most conservative person in my family. He never ______about way of life. A. gives his opinion B. changes his mind C. gives his view D. keeps in mind 14. After graduating from university, I want to ______my father’s footsteps. A. follow in B. succeed in C. go after D. keep up 15. This warning sign indicates that you ______step on the grass. A. shouldn’t B. mustn’t C. don’t have to D. ought not to 16. ______friendship that you should try to build up in order to have true values. A. This is B. There is C. It was D. It is III. Choose the underlined part that needs correcting. (1m) 01. I couldn’t make my car to start this morning. A B C D 02. I dislike being talk about everywhere. A B C D 03. I will leave the party early because I must studying for my exam. A B C D 04. The humid weather made it difficultly to enjoy the tropical beach. A B C D IV. Read the passage then answer the questions below. (2.5ms) Learning The Basics of Essential Life Skills Living on your own might be something that you dream of achieving some day, but at the same time, the thought can be scary. You need an income, and then after that you need the survival skills to take care of yourself without anyone there to support you. This guide will help prepare you for that transition so that some day you can live independently. First, create a support network. We need people to be there for us and to also be honest with us and tell us how we can improve ourselves. Preferably, this network will extend beyond family members and include at least one close friend that you trust. Ultimately, when you are living on your own, you might encounter many obstacles you have never thought of and you will want someone there to be supportive of you and to help you as you navigate a life of independence. Second, master your weaknesses. It is a good idea to try and be aware of your weaknesses. If possible, have your close friend tell you what they feel are your biggest weaknesses. It is also good to know your strengths, but it is your weaknesses that you need to work on. For instance, you might get very focused on playing video games for hours, maybe days at a time. While it is okay to play video games, playing them for days at a time when trying to live on your own can lead to you losing your job and also your house. So, it is important that you recognize your weaknesses and do your best to work with them. Next, learn to balance your schedule. It is important to learn how to do multiple things in a day. You need to be flexible and willing to schedule time for activities, work, and social engagements. Then, live a healthy lifestyle. You should exercise and try to eat healthy. You also have to maintain your hygiene or you might find yourself out of a job. Last but not least, follow your dreams and make them come true. Look through the newspapers and online and find that apartment or house that you desire to live in. Decide that you are going to move out and make it happen. Ultimately, living on your own is something that you have to make happen for yourself. So, decide that is what you want and don’t allow anything to deter you from your goal. 01. In order to live independently, you should ______. A. dream of achieving some day B. need someone to support you in case of emergency C. not have the scary thought without anyone there to support you D. have a job and the necessary life skills 02. The support network is very important because ______. A. we don’t have any family member to trust or rely on B. it helps us to improve ourselves and get over obstacles C. we may think of obstacles and we want someone to be supportive of us D. it can help us navigate a life of independence 03. All of the following are correct about mastering your weaknesses EXCEPT that ______.

136 A. you should know both your strengths and weaknesses B. being aware of your weaknesses helps you avoid big mistakes C. your friends can’t recognize your weaknesses for you D. you should recognize your Weaknesses and get rid of them 04. Learning to balance your schedule helps you ______. A. complete your tasks at work, home and in society B. play video games for hours without worrying losing your job C. be flexible and willing to recognize your weaknesses D. learn how to do multiple things at work 05. In order to make your dream of living independently come true, you have to ______. ' A. find an apartment on‘ine for your parents to move out B. live by yourself instead of living with your parents C. find yourself out of a job because of maintaining your hygiene D. never allow anything to deter you from your healthy lifestyle V. Rewrite these sentences in such a way that the meaning stays the same. (1.5ms) 1. Would you like to go to the beach? Do you enjoy ...... ? 2. Because I had already read the book several times, I didn’t borrow it. Having read ...... 3. Why don’t we wait for the bus? He suggested ...... - The end -

4. Consolidation (3 mins) - Revise what Ss have learnt in unit 1 to unit 5. - Prepare for the first term test 5. Modification: ...... ______

Date of preparation: 17/12/.... Ngày duyệt: …/…/……

§52. REVISION FOR THE FIRST TERM TEST

137 II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Revise from unit 1 – unit 5 III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson ACTIVITY 1: Doing a test 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - Individual and pair work

Mark the letter A, B, C, or D on your answer sheet to indicate the word CLOSEST in meaning to the underlined word in each of the following questions from 1 to 2. Câu 1: Doctors these days tend to be more open-minded about alternative medicine. A. ignore ideas from other people B. sensitive to strange beliefs C. willing to consider new or different ideas D. not interested in something new Câu 2: You’ve gotten engaged, so when are you two going to tie the knot? A. tighten the knot B. get married C. get divorced D. propose Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions from 3 to 5. Câu 3: He last had his eyes tested ten months ago. A. He didn’t have any tests on his eyes in ten months. B. He has not had his eyes tested for ten months. C. He had not tested his eyes for ten months then. D. He had tested his eyes ten months before. Câu 4: They were late for the meeting because of the heavy snow. A. Had it not snowed heavily, they would have been late for the meeting. B. But for the heavy snow, they wouldn't have been late for the meeting. C. If it didn't snow heavily, they wouldn't be late for the meeting. D. If it snowed heavily, they would be late for the meeting. Câu 5: "We will not leave until we see the manager," said the customers. A. The customers promised to leave before they saw the manager. B. The customers refused to leave until they saw the manager. C. The customers decided to leave because they did not see the manager. D. The customers agreed to leave before they saw the manager. Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 6 to 12. Volunteering can be the experience of a lifetime and for some people it is a life changing experience. Volunteer Bolivia is the international volunteer organization that combines a volunteer service learning experience with a program for an unforgettable intercultural experience. They offer an affordable way for community volunteer positions provide you with the opportunity to make new friends, define a new career, develop new skills, and share your skills with others. Short term volunteers are a crucial part of their program allowing you to fulfill the needs of a variety of children’s centers scattered around the region. These centers provide services for children. Long term volunteers, are those who stay with them more than five months, speak immediate Spanish and are specialized volunteers who have an expertise that matches their Bolivian colleagues needs. Many long term volunteers contribute in a collaboratively designed volunteer position such as helping in the office, translating, and working 138 with the Bolivian staff. If you have a specialized skill, they can place you in your profession. Long term volunteers have also contributed as healthcare workers, physical therapists, graphic designers, by teaching advanced computer skills or in project development. Câu 6: According to the writer, volunteer work is______A. a combination B. an experience C. a lifetime D. an organization Câu 7: If you take part in Volunteer Bolivia, you have a chance______A. to work in your hometown B. to work in a foreign country C. to change experience D. to lose you career Câu 8: According to the passage, ______A. there is only one kind of volunteers B. there are two kinds of volunteers: long term volunteers and short term volunteers. C. if you are a short term volunteer you will work with patients. D. volunteers are not allowed to make friends. Câu 9: The word crucial means______A. very difficult B. not easy C. necessary D. unimportant Câu 10: Long term volunteers work as ______A. healthcare workers B. professors C. designers D. teachers of English Câu 11: The word them in the second paragraph refers to ______A. the children B. the colleagues C. the volunteers D. the centers Câu 12: The word specialized is best replaced by ______A. relating to sport B. relating to art C. relating to one particular area D. regarding to various matter Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions from 13 to 14. Câu 13: The moon doesn’t have the atmosphere. Neither does the planet Mars. A. Neither the moon nor the planet Mars has the atmosphere. B. Both the moon and the planet Mars has the atmosphere. C. Either the moon nor the planet Mars has the atmosphere. D. Either the moon or the planet Mars has the atmosphere. Câu 14: My sister is good at cooking. My brother is bad at it. A. My sister is good at cooking, or my brother is bad at it. B. My sister is good at cooking, so my brother is bad at it. C. My sister is good at cooking, but my brother is bad at it. D. My sister is good at cooking, for my brother is bad at it. Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 15 to 19. Viet Nam Assistance for the Handicapped (VNAH) is a non-profit organization (15)______in 1991 to assist people with disabilities in Viet Nam. Its main aim is to help disabled people to overcome their (16) ______.Some of VNAH'S programmes (17)______technical assistance to clinics and wheelchair factories in the (18) ______of high - quality and low - cost wheelchairs. To asist disadvantaged people, VNAH has set up the Office of Disabilities Technical Assistance (ODTA) in Hanoi. In addition, VNAH (19)______a programme to support the government in improving activities benefiting people with disabilities. Câu 15: A. found B. funded C. find D. founded Câu 16: A. abilities B. disabled C. disablement D. disabilities Câu 17: A. provide B. provision C. produce D. provider Câu 18: A. produce B. product C. productivity D. production Câu 19: A. have launched B. launches C. has launched D. launched Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions from 20 to 33. Câu 20: He's tall enough ______the bulb without getting on a chair. A. to change B. changing C. change D. changed Câu 21: An anonymous businesswoman ______one million dollars to the charity last Friday. A. donated B. had donated C. were donating D. has donated Câu 22: It’s just between you and me. You ______show this letter to anyone else. A. may not B. needn't C. mustn't D. mightn't Câu 23: I met a ______girl at my friend's birthday party last Sunday. A. tall pretty American B. pretty tall American C. tall American pretty D. pretty American tall 139 Câu 24: ______human beings that are destroying the environment. A. There is B. There was C. It is D. It was Câu 25: It was a really ______match. Everyone liked it. A. excitingly B. excited C. excitedly D. exciting Câu 26: Don't ______her from her studies. A. impose B. drop C. reconcile D. distract Câu 27: Many species of plants and animals are in ______of extinction. A. Dangerously B. endangered C. dangerous D. danger Câu 28: Whether or not we go to Spain for our holiday depends ______the cost. A. to B. on C. of D. at Câu 29: I'll go shopping when I've ______my household chores. A. taken B. done C. got D. made Câu 30: Last week, our class went to Ha Long Bay for a picnic, ______made us very happy then. A. that B. of which C. it D. which Câu 31: Peter is disappointed at not getting the job, but he will ______it soon. A. go through B. come over C. take on D. get over Câu 32: Jane: - “Would you mind posting this letter for me on the way to the shopping mall?” Mike: - “ ______” A. No problem. Give it to me before I go. B. Yes. I posted it for you. C. Never mind. You don’t have to do it now. D. It is very kind of you to say so. Câu 33: Linda is thanking Daniel for his birthday present. Linda: "Thanks for the book. I've been looking for it for months." Daniel: "______." A. Thank you for looking for it B. You can say that again C. I'm glad you like it D. I like reading books Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions from 34 to 35. Câu 34: A. breadwinner B. treatment C. cheap D. season Câu 35: A. children B. achieve C. architect D. approach Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 43. Plants and animals will find it difficult to escape from or adjust to the effects of global warming. Scientists have already observed shifts in the lifecycles of many plants and animals, such as flowers blooming earlier and birds hatching earlier in the spring. Many species have begun shifting where they live or their annual migration patterns due to warmer temperatures. With further warming, animals will tend to migrate towards the poles and up mountainsides towards higher elevations. Plants will also attempt to shift their ranges, seeking new areas as old habitats grew too warm. In many places, however, human development will prevent these shifts. Species that find cities or farmland blocking their way north or south may become extinct. Species living in unique ecosystems, such as those found in polar and mountaintop regions, are especially at risk because migration to new habitats is not possible. For example, polar bears and marine mammals in the Arctic are already threatened by dwindling sea ice but have nowhere farther north to go. Projecting species extinction due to global warming is extremely difficult. Some scientists have estimated that 20 to 50 percent of species could be committed to extinction with 2 to 3 Celsius degrees of further warming. The rate of warming, not just the magnitude, is extremely important for plants and animals. Some species and even entire ecosystems, such as certain types of forest, may not be able to adjust quickly enough and may disappear. Ocean ecosystems, especially fragile ones like coral reefs, will also be affected by global warming. Warmer ocean temperatures can cause coral to “bleach", a state which if prolonged will lead to the death of the coral. Scientists estimate that even 1 Celsius degree of additional warming could lead to widespread bleaching and death of coral reefs around the world. Also, increasing carbon dioxide in the atmosphere enters the ocean and increases the acidity of ocean waters. This acidification further stresses ocean ecosystems. From “Global Warming" by Michael Mastrandrea and Stephen H. Schneider Câu 36: Scientists have observed that warmer temperatures in the spring cause flowers to ______. A. bloom earlier B. die instantly C. become lighter D. lose color Câu 37: The pronoun “those" in paragraph 2 refers to ______. A. ecosystems B. areas C. species D. habitats 140 Câu 38: It is mentioned in the passage that if the global temperature rose by 2 or 3 Celsius degrees, ______. A. water supply would decrease by 50 percent B. half of the earth's surface would be flooded C. 20 to 50 percent of species could become extinct D. the sea level would rise by 20 centimeters Câu 39: According to the passage, if some species are not able to adjust quickly to warmer temperatures, ______. A. they will certainly need water B. they move to tropical forests. C. they can begin to develop, D. they may be endangered Câu 40: The word "fragile” in paragraph 4 most probably means ______. A. pretty hard B. easily damaged C. very large D. rather strong Câu 41: The level of acidity in the ocean is increased by ______. A. the rising amount of carbon dioxide entering the ocean B. the decrease of acidity of the pole waters C. the extinction of species in coastal areas. D. the loss of acidity in the atmosphere around the earth Câu 42: According to paragraph 2, when their habitats grow warmer, animals tend to move ______. A. north-eastwards and up mountainsides towards higher elevations B. towards the North Pole and down mountainsides towards tower elevations. C. south-eastwards and down mountainsides towards tower elevations D. towards the poles and up mountainsides towards higher elevations Câu 43: What does the passage mainly discuss? A. Global warming and species migration. B. Effects of global warming on animals and plants C. Global warming and possible solutions D. Influence of climate changes on human lifestyles. Mark the letter A, B, C, or D on your answer sheet to indicate the word OPPOSITE in meaning to the underlined word in each of the following questions from 44 to 45. Câu 44: A large international meeting was held with the aim of promoting sustainable development in all countries. A. energy-consuming B. cost-effective C. environment friendly D. harmful to the environment Câu 45: "Have you been in contact with Andrew recently?" "Only by telephone." A. been interested in B. stoped communicate with C. keep in touch with D. been chatting with Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in the position of primary stress in each of the following questions from 46 to 47. Câu 46: A. suffer B. visual C. conflict D. impose Câu 47: A. determine B. confident C. romantic D. decisive Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions from 48 to 50. Câu 48: A small number of children is educated at home. A. of B. At home C. is D. small Câu 49: In the end, we decided going to the theatre despite the rain. A. going B. to C. in D. despite Câu 50: Grandma's very independently and does all her own shopping and cooking. A. independently B. does C. her D. cooking THE END

4. Consolidation (3 mins) - Revise what Ss have learnt in unit 1 to unit 5. - Prepare for the first term test 5. Modification: ......

141 ...... ______

Date of preparation: 18/12/.... Ngày duyệt: …/…/……

§53. THE FIRST TERM TEST

I. AIMS OF THE LESSON 1. Language focus - To check student’s knowledge through doing a test. - To give them a chance to practice 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 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Prepare for the first term test III. PROCEDURE 1. Class organization (2 minutes) - Check the attendance Class 11A5 Date of teaching / Attendee 2. Checking the old lesson (NO) 3. New lesson I. LANGUAGE USE Questions 1-5: Circle the correct option (A, B, C, or D) to indicate the word that differs from the other three in the position of the primary stress in each of the following questions. 1. A. ambiguous B. contagious C. malicious D. conscientious 2. A. absentee B. referee C. employee D. committee 3. A. presidential B. propaganda C. economic D. analysis 4. A. competence B. comfortable C. compliment D. companion 5. A. recognise B. reconcile C. recompense D. resounding Questions 6-11: Circle one option (A, B, C, or D) to indicate the underlined part that needs correction in each of the following questions. 6. I believe that disabilities should not to prevent people from participating fully in our community's life. 142 7. Vietnam boasts a unique shape of an elongating S and a long coastline of 3,260km. 8. Jenifer is seeing me in a hour to discuss our project on ASEAN member states. 9. I regret miss the opening ceremony of EURO 2016 last night. 10. Last week I have lost my scarf and now I have just lost my gloves. 11. The school regulations say that students don’t have to fight each other. Questions 12-16: Complete the sentences with the correct form of the words in brackets. 12. James is very ______- he makes decisions quickly and confidently. (DECIDE) Good time management skills can help build your ______and self-esteem. 13. (INDEPENDENT) An excellent ______skill is advantageous for the position of a sales manager. 14. (PERSON) 15. In modern society, coping with ______is an important life skill. (LONELY) More than 2000 people have made cash ______to the Red Cross to support Virginia 16. flood victims. (DONATE) Questions 17-19: Circle the correct option (A, B, C, or D) to complete each of the following dialogues. Lan: (17) ______James: Oh, I had too much homework to do. I was exhausted. A. What’s the problem with her, James? B. But I have an idea, James. C. What should I do, James? D. Why didn’t you go to the gym, James? Ms Hoa: Kids are spoilt. They don’t listen to our advice. Mr (18) ______Lam: A. I prefer watching TV than listening to music. B. Well, our parents said the same when we were 16. C. Don’t worry, I’ll complain with the authority. D. Playing computer games is not good for you. Chloe: There’s too much information these days, so without being able to evaluate information, we can easily be confused. Nick: (19) ______A. Don’t be confused by her, Chloe. B. How about going to Rome this summer? C. Agree. It’s the most important life skill. D. Can you open the door for me, please? II. LISTENING Questions 20-22: You will hear three short conversations. There is one question for each conversation. For each of the questions, circle the right answer (A, B, C, or D). You will listen to the recording twice. 20. What is the daughter wearing? A. A skinny T-shirt. B. A tight dress. C. A short top. D. Casual jeans. 21. What does the boy think about single-sex schools? A. They're boring. B. They limit academic performance. C. They're full of joy. D. They're life-changing. 22. Which is NOT correct about Tom Butler? A. He’s excellent at Maths. B. He wants to join a sport team. C. He plays a sport well. D. He won a medal in soccer. Questions 23-27:Listen to a passage on The International Day of Persons with Disabilities. Fill in each gap of the note with NO MORE THAN TWO WORDS AND/OR A NUMBER. You will listen to the recording twice. The International Day of Persons with Disabilities Started: 1992 Aims: To increase (23)______of disability issues Activities: Events, workshops and (24)______

143 Facts about disability: + Over (25)______in the world live with disabilities. + Many people with disabilities lack help, care, (26)______and rights. + Disability is strongly connected with (27)______. III. READING Questions 28-32: Read the passage about online dating and circle the best option (A, B, C, or D) to fill in each numbered blank. An example has been done for you. A new report from the Pew Research Center (0)______most Americans think online dating is a good way (28) ______people. Almost 60 per cent of Internet users say there is nothing wrong with trying to find a partner on the Internet. Around one in ten Americans has used online dating services. About 11 per cent of people who started a long-term (29) ______in the past decade met their partner online. However, 32 per cent of the interviewees think the Internet does not help with marriage. Sociologist Dr Kevin Lewis of the University of California told the USA Today newspaper that women must remain (30) ______about online dates. He said: "There are lots of guys who build (31) ______profiles but they are not honest." He said men can have problems finding a date, too. "They can't get a woman to respond because women receive so many messages." The Pew Report also warned people to be careful about those who tell lies about themselves online. Online (32) ______are suggested to spend time understanding their dates before they decide to meet face to face. 0. A. Tells B. talks C . Says D. speaks 28. A. Meet B. to meet C. meeting D. met 29. A. relate B. relative C. relating D. relationship 30. A. Easy B. cool C. elegant D. cautious 31. A. flashy B. fashionable C. fast D. flying 32. A. dating B. services C. daters D. assistants Questions 33-37: Read the passage about the ASEAN Para Games and circle the correct option (A, B, C, or D) to answer each of the given questions. The year 2015 is a major year for Singapore sports! December 2015 will see Singapore hosting the 8th ASEAN Para Games. It is the first time in the history Singapore hosts the ASEAN Para Games for the persons with disabilities of this scale. Let's see how we are going to Celebrate the Extraordinary! The ASEAN Para Games - an every-two-year multi-sport event organised by the ASEAN Para Sports Federation (APSF) for athletes with a disability - will be hosted here in conjunction with our 50th anniversary of independence. The eighth Games, expected to host 3,000 athletes and officials, will wrap up Singapore's 50th birthday celebrations. The seven-day multi-sport event will have its competition venues mainly at the Singapore Sports Hub and Kallang areas. There will be 15 sports in the 8th ASEAN Para Games. Beyond physical fitness, we believe in the power of sports to strengthen the character, uplift the spirits, and bond the community. Adopting the theme of Celebrate the Extraordinary, the Games aims to stimulate friendship and solidarity amongst persons with disabilities in the ASEAN region, to encourage sport for the differently abled, and to integrate persons with disabilities into the society through sport. It will serve as a platform for promoting the bloc's motto "One Vision, One Identity, One Community".

33. What is the best title for the passage? A. Singapore sports events B. Celebrate the Extraordinary! C. Who come to the Games? D. The seventh ASEAN Para Games 34. The word “It” in the last paragraph refers to ______. A. the ASEAN region B. the ASEAN motto C. Singapore D. the Games 35. If the Games is held every two year, the 9th ASEAN Para Games will be organised in ______. A. 2016 B. 2017 C. 2018 D. .... 36. Which of the following is NOT mentioned as the power of sports? A. Improve physical health. B. Inspire people’s spirits. C. Connect the society. D. Recognise individual character. 37. One goal of the ASEAN Para Games is ______. A. to enhance solidarity among ASEAN B. to integrate sports into the society C. to serve a social platform D. to create an ASEAN motto 144 IV. WRITING Questions 38-42: For each question, complete the new sentence so that it means the same as the given one(s) using NO MORE THAN FIVE WORDS. An example has been done for you. 0. Daniel started Italian classes six months ago. → Daniel's had Italian classes ………for………….. six months. 38. It is not necessary for you to wear uniform on Tuesday. → You don't ______uniform on Tuesday. 39. I'm sorry if I am disturbing you. → I'm ______. 40. He is dishonest. That's what I dislike about him. → It is his ______about him. 41. They do not permit using mobile phones in the Convention Hall. → They do not permit us ______mobile phones in the Convention Hall. 42. Students with visual impairments need specialised study materials. → Students who ______need specialised study materials. Write a paragraph (100-120) on the following topic: What are the two most important skills teenagers need if they want to be independent? Give reasons and/or examples to support your points.

4. Consolidation (3 mins) - Revise what Ss have learnt in unit 4, 5. - Read Review 1 at home 5. Modification: ...... ______

Date of preparation: 20/12/.... Ngày duyệt: …/…/……

§54: TEST CORRECTION (THE FIRST TERM TEST)

I. AIMS OF THE LESSON 1. Language focus - To help Ss revise the knowledge - To get feedback from the students 2. Skills - To correct Ss’ errors if necessary 3. Attitudes - To give Ss the motivation to learn hard for their exam 4. Motivation - Motivate students to enjoy learning English and use it outside the class. II. PREPARATION - Students: pens - Teacher: English papers and lesson plan 145 III. PROCEDURE 1. Organization (2 minutes) - Greeting - Checking the attendance: Class 11A5 Date of teaching / Attendee 2. Checking up (No) 3. New lesson ACTIVITY 1: ( 40 minutes) 1. Methodology: - Communicative and practical methods 2. Ways to organize the activity: - The whole class T’s and Sts’ activities Contents 1- Paying back the English papers - Sts study the test 2- Giving remarks on the test. - Sts compare with a partner - Students: lazy and lack of knowledge - T gives remarks on the test - Best part: - T gives answer keys - Worst part : - T corrects common mistakes - Best work: - Worst work: 3- Correct common mistakes ------

Đáp án I. LANGUAGE USE Questions 1-5: Circle the correct option (A, B, C, or D) to indicate the word that differs from the other three in the position of the primary stress in each of the following questions. 1. D 2. D 3. D 4. D 5. D Questions 6-11: Circle one option (A, B, C, or D) to indicate the underlined part that needs correction in each of the following questions. 6. B 7. C 8. B 9. A 10. A 11. C Questions 12-16: Complete the sentences with the correct form of the words in brackets. 16. decisive 17. independence 12. interpersonal 13. loneliness 14. donation Questions 17-19: Circle the correct option (A, B, C, or D) to complete each of the following dialogues. 17. D 18. B 19. C II. LISTENING Questions 20-22: You will hear three short conversations. There is one question for each conversation. For each of the questions, circle the right answer (A, B, C, or D). You will listen to the recording twice. 20. C 21. A 22. D Questions 23-27:Listen to a passage on The International Day of Persons with Disabilities. Fill in each gap of the note with NO MORE THAN TWO WORDS AND/OR A NUMBER. You will listen to the recording twice.

146 23. global understanding 24. campaigns 25. 650 million 26. Medicine 27. poverty III. READING Questions 28-32: Read the passage about online dating and circle the best option (A, B, C, or D) to fill in each numbered blank. An example has been done for you. 28. B 29. D 30. D 31. A 32. C Questions 33-37: Read the passage about the ASEAN Para Games and circle the correct option (A, B, C, or D) to answer each of the given questions. 33. B 34. D 35. B 36. D 37. A IV. WRITING Questions 38-42: For each question, complete the new sentence so that it means the same as the given one(s) using NO MORE THAN FIVE WORDS. 38. have to wear 39. sorry to disturb you 40. dishonesty that I dislike 41. to use 42. are visually impaired Write a paragraph (100-120) on the following topic: I believe that finding information and problem solving are the two most essential skills of independent teenagers. First, being able to acquire reliable information allows teenagers to make informed decisions. These days, too much information on the Internet may make people overloaded. Therefore, good information finding skill serves teenagers to judge the situations and take decisions reasonably. Second, problem-solving skill makes teens ready to cope with difficult situations. For example, a teenager who does not understand Maths may avoid doing his homework and end up falling behind his classmates. With good problem solving skill, he knows how to seek help from teachers and peers and consequently improve the situation. In conclusion, being able to search information and solve problems will best prepare teenagers for an independent life. (127 words) 4. Consolidation (3 minutes) - Summarize the main points - Redo the test at home - Prepare for the next period 5. Modification: ...... ______

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