Giao An 10 TD hk2
Giao An 10 TD hk2
Giao An 10 TD hk2
Period: 58
UNIT 6 GENDER EQUALITY
Lesson 1 Getting started
A. Aims and Objectives:
- To teach Ss to listen and read a conversation about gender equality and do tasks: True false
exercise and questions and answers.
- To teach some lexical items related to the topic Gender Equality.
- By the end of the lesson, students will be able to:
+ Use some lexical items related to the topic Gender Equality.
+ Make simple dialogues using the given expressions.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
- Ask Ss to discuss the questions:
1. Warm up 1. Why do some couples prefer a son to a girl?
8 minutes 2. Do you think so? Why? Why not? T <--> Ss
- Ask some Ss to give their opinions.
-Lead in the new lesson: Gender Equality.
2. New lesson Task 1: Answer the questions
- Get Ss look at the picture page 6 then answer some questions:
14 minutes 1. Who do you see in the picture? Pair work
2. Where do you think they are?
3. What are they doing?
- T plays the recording.
- Ss listen and read the conversation at the same time. T <--> Ss
- Get Ss in pairs read the dialogue again/ then ask two pairs to act
out the conversation.
Task 2:
-Make sense of the sentences in the text.
- Have Ss find out the answers for the questions individually. Individually
- Go round and give help if needed.
- Check Ss by calling some Ss to read sentences aloud and decide if
the statements are true, false or not given, the other Ss give
comment.
- Ask Ss to refer back to the conversation to get necessary
information.
- Provide final feedback and correction.
* Suggested answers:
1. F 2. F 3. T 4. NG 5. T
20 minutes Task 3: Answer the questions Pair work
- Ask Ss to read the conversation again and think of the answers
to the questions.
- Have Ss work with a partner and switch roles to ask and answer.
- Check the answers and provide the correct ones if necessary.
Key: T <--> Ss
1
1. Only 82 girls enrolled per 100 boys in secondary school.
2. Because they might be forced to work at home and in the field.
3. There are slightly more boys than girls in both primary and
secondary schools.
4. Women do.
5. Gender discrimination should be eliminated so that everyone has
equal opportunities in education.
3.
Consolidation - Summarize the main points of the lesson. T <--> Ss
2 minutes
4. Homework - Ask students to write a passage about Gender Equality in their
1 minute village. (50 words) T <--> Ss
- Prepare for the next lesson.
1. Warm up - T asks Ss to tell the whole class about their opinions about
Gender Equality. T <--> Ss
5 minutes - T listens and gives marks.
2. New lesson 1. Vocabulary:
Task 1: Matching
6 minutes - Ask Ss to work individually, read the words and phrases in the
box, then discuss and find the meaning for each of them
- T checks some Ss. Individually
- Check answer as a class.
* Key:
1. d 2. f 3. e 4. a 5. c 6. b T <--> Ss
Task 2:
7 minutes - Ask Ss to work individually in 5 minutes then have them compare
their answer with their partner.
2
- Check Ss' answers and give explanation if any.
- Exchange the answers with their partner.
- Make sure that Ss have the right answers by going over all the
answers in class. Allow Ss to look up the words in the glossary, if
necessary.
* Key: Pair work
1. enroll 2. force 3. eliminate
4. discrimination 5. equal 6. gender
10 minutes 2. Pronunciation
Task 1: Listen and repeat
- Play the recording and let Ss listen and repeat. Individual
- Play it again with pauses for Ss to repeat each word chorally.
- Have Ss work in pairs.
- Invite two or three Ss read again and then give comment
- Give the meaning of the words if necessary. Help Ss distinguish Ss <--> Ss
two-syllable words with stress on the first or second syllable.
- Ask Ss to work in pairs and take turns reading the words.
Task 2: Listen and mark
- Play the recording and ask Ss to put a mark (’) before the
stressed syllable in each word.
- Ask Ss to take turns reading the words. T <--> Ss
- Invite some Ss to read the sentences in front of the class. Correct
mistakes if any.
Task 3
- Have Ss work individually to put the words in the right box
according to their stress patterns. Ss <--> Ss
- Exchange the answers with their partner.
- Check as a class.
Stress on the first syllable Stress on the second syllable
Woman, gender, treatment, Enroll, perform, agree, allow,
household, equal, college promote
14 minutes 2. Grammar:
Activity 1: Individually
- Explain to Ss that modal verbs are special verbs that behave
differently from other verbs. They are used to express ability,
advice, duty, permission, possibility, prohibition or request.
Modals Functions
Can, could Ability T <--> Ss
Should, ought to Advice or duty
Must Duty
Can, could, may Permission
May, might, can, could Possibility
Can’t, mustn’t, may not Prohibition
May, will, would Request
3
- Go over all the answers in class.
Key:
1. shouldn’t (advice) 2. must (duty) 3. May
(permission)
4. might ( possibility) 5. Will (request)
6. mustn’t (prohibition) 7. can (ability)
Activity 2: Ss <--> Ss
- Ask Ss to read the sentences. Have them underline the passive
voice with modals. Let them work with a partner before checking
answers as a class.
* Key:
1. may be kept 2. might be forced
3. shouldn’t be allowed 4. should be eliminated
Activity 3:
- Have Ss work in pairs first, and then write down the correct
answers. Observe and offer help if necessary.
* Key:
1. Lan might be chosen (by our class) to represent us in the School
Youth Union.
2. Will Korean be taught in our school next year?
3. - Ask Ss to consolidate the main contents.
Consolidation - Give feedback. T <--> Ss
2 minutes
4. Homework - T asks Ss to do exercises again at home.
1 minute - Prepare for the next lesson. T <--> Ss
4
- Inform the class of the lesson objectives: Read for general ideas
and for specific information about gender equality in employment.
- T elicits the answers and leads Ss in the lesson.
Key: They are the symbols of genders, gender equality and
gender discrimination.
2. New lesson Activity 2:
- Ask Ss to match each of the words with its meaning.
14 minutes - Have Ss work individually first, and then check with a partner.
Let Ss use a dictionary, if necessary. Pair work
- Go over all the answers to make sure they have the correct
answers.
* Key: 1. c 2. e 3. d 4. b 5. a
Activity 3:
- Ask Ss to read the text quickly and find the repeated words and T <--> Ss
their collocations (e.g. firefighter, firefighter’s, female, women,
women’s, male, man’s, gender, discrimination, gender
differences)
- Explain to Ss that repeated vocabulary in the text may imply its
main idea or title.
- Have Ss skim the text to choose the best title. Individually
* Key: b. A woman Who Did a ‘Man’s Job
Activity 4:
10 minutes - Ask Ss to look back at the reading text to check if the statements
are true, false or not given.
- Ask Ss to underline the key words in the statements and relevant T <--> Ss
words/ phrases in the text.
- Check Ss' answer and give feedback.
Key: 1.F 2 .NG 3.F 4.T 5.T 6F
Activity 5:
- Ask Ss to scan the text to find answers to the questions.
10 minutes - Let them highlight the key words both in the questions and in the text. Pair work
- Have Ss take turns asking and answering in pairs.
- Check answers as a class.
Key: 1. She wanted to become a firefighter. T <--> Ss
2. She sued New York City and the FDNY for gender discrimination
and won.
3. They became the targets of laughter and anger from the co-workers
and local people. They were unwelcomed at meals, faced loneliness
and even violence.
4. They had to do exactly the same jobs as all other male firefighters.
3.
Consolidation - Summarize the main points of the lesson T <--> Ss
2 minutes
4. Homework - Ask students to learn by heart the new words.
1 minute - Prepare for the next lesson. T <--> Ss
5
Date of preparation: January, 17th 2019
Period: 61
UNIT 6 GENDER EQUALITY
Lesson 3 Speaking
A. Aims and Objectives:
- To teach Ss to talk about equal job opportunities.
- To teach Ss to express agreements or disagreements about equal job opportunities for men and
women.
- By the end of the lesson, students will be able to:
+ Express their opinion about equal job opportunities for men and women.
+ Perform their viewpoints to other people in real life.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1. Warm up -Ask Ss to call out some phrases to express their point of view.
8 minutes - Lead in the new lesson. T <--> Ss
- T informs Ss of the lesson objectives: Exchanging opinions
about equal job opportunities for men and women.
2. New lesson Task 1:
- Write Equal job opportunities on the board. Give Ss time to read Pair work
7 minutes through the useful expressions.
- Let Ss work in pairs.
- Go round and help if necessary.
- Have them compare the answer with others.
Check Ss' answers.
- Call on individual Ss to read aloud these activities and the reasons
why they are important. T <--> Ss
* Key:
1. A 2.A 3.D 4. A 5.A 6. D
7. Very true, but………………; Sure, but…………… (D)
8. That’s for sure. / Exactly. / I couldn’t agree more (A)
13 minutes Task 2: Pair work
- Have Ss in pairs read the example, and then ask all Ss to share
their opinions.
- Guide Ss to prepare the ideas to support their reasons.
- Invite some students to perform their opinion in front of the class. T <--> Ss
- Give feedback.
Task 3:
14 minutes - Ask one student to read out loud the opinion Married women Group work
should not pursue a career and explain the activity to the class.
- Divide Ss into groups of three/ four Ss.
- Ask one group to model the activity using the example
conversation. Then ask all Ss to discuss and note down their Ss <--> Ss
group’s discussion.
6
- After 3-4 minutes, have some Ss from different groups report the
results of their group work back to the class.
3.
Consolidation - Summarize what they have learnt by asking Ss some questions T <--> Ss
2 minutes
4. Homework - Ask students to learn by heart the expressions.
1 minute - Prepare for the next lesson. T <--> Ss
12
Date of preparation: January, 25th 2019
Period: 66
13
- Call on different Ss to answer these questions
Key:
1. Because he is preparing for his presentation about the
similarities and differences between a traditional Vietnamese
wedding and a modern one.
2. They follow the same core procedure which consists of the
proposal ceremony, the engagement ceremony and the wedding
ceremony
3. The modern weddings are less complicated
4. Yes, they get some help from their parents and the attending
guests
5.Students’ answers
Activity 4: Group work
- Ask Ss to work in small groups
- Ask Ss what they know about Vietnamese weddings, based on the
conversation and their background knowledge as well
- Encourage Ss to take notes and plan a short report
- Ask one or two groups at random to present their report to the T <--> Ss
whole class
- Give feedback on Ss’ presentations
3. - Ask Ss: What have you learnt today? What can you do now?
Consolidation - Summarize the main points of the lesson. T <--> Ss
2 minutes
4. Homework - Ask Ss to learn by heart the words or phrases related to the
1 minute wedding ceremony T <--> Ss
- Prepare for the next lesson.
15
- Ask Ss to tell the T the comparative and superlative form of the
adjectives.
Adjectives Comparatives Superlatives Individually
Short adjs .....- er the .....- est
long longer the longest
hot hotter the hottest
.... ..... .........
Long adjs more ..... the most .... T <--> Ss
expensive more expensive the most ex.
....... .......... ...........
- Listen to the S and give remarks.
- Notes:
Irregular adjs
good => better => the best
bad => worse => the worst
far => further/farther => the furthest/farthest
Task 1: Group work
- Explain the activity
- Ask Ss to read through the six statements
- Help them to understand the meaning of these statements. Explain any
new words that they don’t know
- Ask Ss to work in groups to discuss whether or not they agree with
these statements . Ss are encouraged to speak their minds. Tell Ss that
there are no right or wrong answers here
- Call on some groups at random to report their opinions.
- Ask Ss to study words or phrases in italics and work out the rules for
comparative and superlative adjectives
- Go through the examples in Do you know…? box and provide any
explanations
Task 2: Group work
- Explain the activity: write five sentences comparing the two weddings
- Ask Ss to work in groups. Give each group a large size piece of paper
to write down their sentences
- Set a time limit for this activity. When time is up, ask all the groups to
stick their paper on the board or around the classroom.
- Give Ss time to look at other groups’ sentences to see if they have
interpreted and presented the information from the table in the same
way
- Check all groups’ sentences and encourage Ss to come up with
sentences using other comparatives in addition to the suggested
answers.
- Give Ss time to write the correct sentences into their notebook.
Answers:
1. Mr Smith’s wedding was more crowded than Mr Long’s (wedding)
2. Mr Smith’s wedding reception was more expensive than Mr Long’s
3. Mr Smith was older than Mr Long when he got married.
4. Mr Long’s engagement period was longer than Mr Smith’s
5. The service at Mr Smith’s wedding was better than at Mr Long’s T <--> Ss
wedding
Activity 2: Articles
* Presentation:
+We use a/an with c countable noun when we first mention it and the
after that
Eg: He is planning a wedding reception
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He has invited 100 people to the wedding reception
+ We use the when it is clear in the situation which thing or person we Individually
mean
Eg: The bride looks very happy
- Tell Ss that in this activity they are expected to choose the correct
articles from the ones given in brackets.
- Let Ss work individually first. Set a time limit for this activity and
assist Ss if they have any problems understanding the information from
the text
- Ask Ss to check with a partner to see if they have the same answers. If
they have different answers, ask them to explain their choices
- Check the answers with the whole class and ask Ss to refer to Do you
know…..? box for further explanation.
Key: 1. a 2. a 3. the 4. the 5. the
6. the 7. a 8. the 9. the
3. - Ask Ss: What have you learnt today? What can you do now?
Consolidation - Summarize the main points of the lesson. T <--> Ss
2 minutes Expected answers:
+ Talk about Vietnamese wedding
+ Use words or phrases about weddings and wedding rituals
+ Use comparative and superlative adjectives in a meaningful way
+ Distinguish the articles a/ the and use them correctly
4. Homework - T asks Ss to do exercises again at home.
1 minute - Prepare for the next lesson. T <--> Ss
- Complete Exercises in workbook.
19
13 minutes Activity 3: Group work
- Ask Ss to share information with members of other group
- Have Ss study the example carefully
- Ask them to practice in pairs as the example
- Move around to assist or listen to different pairs to detect errors Ss <--> Ss
/problems
- Call on several Ss at random and have them tell the whole class
what they learnt about the other country from the conversation
with their partners.
-Give feedback on Ss’ performance: eg. Pronunciation, ideas,
using body language, turn-taking
3. - Summarize what they have learnt by asking Ss some questions:
Consolidation What have you learnt today? What can you do now? T <--> Ss
2 minutes - Suggested answers:
+ Know more about tradition and customs of the UK and Russia
and talk about them
+Give a mini-talk about some cultural aspect of Vietnam
4. Homework - Ask students to learn by heart the expressions.
1 minute - Prepare for the next lesson. T <--> Ss
21
Date of preparation: February, 10th 2019
Period: 71
UNIT 7 CULTURAL DIVERSITY
Lesson 6 Writing
A. Aims and Objectives:
- To teach Ss to write about the typical characteristics of the Vietnamese people.
- To teach Ss to develop ability to think in a logical way when rearranging sets of jumbled
paragraphs to form a well-structured text.
- By the end of the lesson, students will be able to:
+ Learn about the typical characteristics of the Vietnamese people.
+ Write about the typical characteristics of the Vietnamese people.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
B. Preparations:
- Teacher: Handouts, textbook and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1. Warm up - Inform Ss of the lesson objectives: Writing about the typical
5 minutes characteristics of the Vietnamese people. T <--> Ss
22
- Have Ss pay attention to punctuation, structure elements and
liking words. T <--> Ss
- Ask Ss to write paragraphs about early years and typical works
- T goes around and gives help, collects common mistakes for
later correction.
15 minutes - Collect 5 paragraphs to mark in class so that all Ss feel the
need to do the task
- Give feedback on these papers
Task 4: Individually
- Focus on the instructions and the pictures. Give Ss time to read
the suggestions.
- Call on some Ss to say what they will write as the topic
sentence, supporting ideas 1, 2, 3, and concluding sentence.
- Tell Ss to write a draft first, then write a short text about the
disadvantages of being a working mother.
- Have Ss write the text in class. When they finish, ask them to T <--> Ss
exchange it with partner for peer comments/ correction.
- Walk around and offer help if necessary.
- Get students' answers and comments.
- Get some outputs to highlight and comment and correct the
possible mistakes of students.
3. - Ask Ss to consolidate the main contents.
Consolidation - Focus on the form of a biography T <--> Ss
2 minutes - Ask Ss to complete the writing at home and collect
- Ask Ss: What have you learnt today?
What can you do now?
Expected answer:
- Understand the artists’ biography such as Van Cao, Luu Huu
Phuoc and Federic Francois Chopin
- Write biographies with given information
4. Homework - Write the text again at home.
1 minute - Prepare for the next lesson. T <--> Ss
27
45-MINUTE TEST MATRIX
Language
area and Topic Recognition Understanding Application Total
skills
1. Decide whether the
statements are True (T) or
Listening False (F). 4
2. Listen and choose the best
answer 4 8
1. Sentence completion
6
Writing 2. Sentence transformation 4 2 2
TOTAL
LISTENING
*Listen to 5 short recordings and choose the appropriate answer (A,B, C or D).
1. What did the boy wash?
A. cups B. glasses C. bowls
2. What did Sue buy?
A. bread and fruit B. bread and coffee C. coffee and fruit
3. What’s the baby doing?
A. read a story B. cook C. take off his shoes
4. Where’s the cheese?
A. on the table B. in the shopping bag C. under the bag
*Listen to the story about John twice and then choose the best answer (A,B, C or D).
5. After school on Monday, John had a ……………
A. Headache B. Backache C. Cold
6. John didn’t want to ………………that afternoon.
A. go to bed B. watch TV C. sleep
7. That night, John ………………..badly.
A. didn’t sleep B. doesn’t sleep C. slept
8. John ate his breakfast ……………..the next morning.
A. at school B. in bed C. at home
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PHONETICS
*Choose the word whose underlined is pronounced differently from that of the rest in each of the
following questions.
9. A. bridesmaid B. season C. sandwich D. proposal
10.A. gender B. eliminate C. women D. equal
* Choose the word that differs from the rest in the position of the main stress in each of the following
questions
11. A. prefer B. present C. prepare D. pretend
12. A.college B. woman C. mistake D. housework
LEXICO-GRAMMAR
*Choose the correct answer to each of the following questions.
13. Unfortunately, her illness was ______ we thought
A. the seriousest B. the most serious C. more serious than D. seriouser than
14. After ______ lunch, we went for ______ walk by the sea.
A. / a B. a / C. / the D. the / a
15. I believe gender _______ in education starts at home
A. discriminative B. discrimination C. discriminator D. discriminate
16. There is a wedding ________ for all guest after the wedding ceremony
A. honeymoon B. engagement C. expense D. reception
17. ______ are surprisingly widespread, including a fear of Friday the 13th and a belief in good-luck charms
A. Superstitions B. Superstitious C. Traditions D. Custom
18. “It is wrong of you not to call the doctor”.
A. You are wrong to call the doctor. B. You are right to call the doctor.
C. You should call the doctor. D. You shouldn’t call the doctor.
19. The government will soon __________ the problem of inequality in wages.
A. establish B. address C. sue D. abolish
20. His dream of becoming a reputed lawyer finally_________ true.
A. makes B. takes C. come D. goes
*Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the
underlinded word(s) in the following question.
21. Women should receive the same rights as men.
A. unequal B. equal C. different D. exact
*Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the
underlinded word(s) in the following question.
22. To an American, success is the result of hard work and self-reliance.
READING
*Choose the word or phrase ( A, B , C or D) that best fits each space in the following passage.
Do you avoid walking under ladders ? Do black cats make you (25) ______ ? Some people care very
superstitous. They carry a lucky charm such as a rabbit’s foot everywhere they go. Why is (26) _____ rabbit
lucky? Because it’s born with its eyes open, of course! Where do superstitions come from? Long ago, people
didn’t have the scientific knowledge we do today. To reduce their fear about unexplainable events, people
came up with rituals. They passed their (27) ______ down from generation to generation. Some superstitions
29
are timeless. Floors in buildings still go from the 12th to the 14th floor, even though nobody can agree (28)
______ the number 13 is unlucky.
Superstitous people think they can turn bad luck away. They “knock on wood” to avoid jinxing
themselves. For example, if you say “I’ve never broken a limb” you should immediately search for a table to
knock on to avoid a (29) ______ of luck. You may break your leg tomorrow if you don’t.
25. A. nerve B. nervous C. nervously D. nervousness
26. A. the B. an C. a D.
27. A. beliefs B. thoughts C. ideas D. ways
28. A. when B. how C. what D. why
29. A. reverse B. reversal C. reversing D. reversed
*Read the passage then answer the questions.
You've probably heard the expression ‘Laughter is the best medicine'. Well, scientists and medical doctors
now agree that laughter can help people deal with stress and anger. Research has also shown that people
who feel happy and relaxed are healthier and have better relationships. Laughter yoga is a series of exercises
which teaches you to laugh for no reason. You don't need to have a sense of humour, or understand funny
jokes. You just have to laugh. When you do laughter yoga in a group, you laugh and do yoga breathing, so
that you increase the amount of oxygen in your body. Soon the laughter exercises turn into real laughter.
After a laughter yoga class, you feel calm and relaxed, but also happy and full of energy. Laughter yoga was
developed by a medical doctor from India, Dr Madan Kataria. He started the first laughter yoga classes in a
park in Mumbai in 1995 with just five people, and now there are over six thousand laughter clubs in sixty
different countries.
Companies who have run laughter yoga workshops find that they have advantages for both employers and
employees. People who are happy at work are more hard working and make more money for the company.
Also, people who can laugh together, communicate more successfully. In general, people do better at work
when they feel happy and relaxed.
30. What is the writer's main aim in writing the text?
A. To advise people not to laugh too much B. To investigate the feeling of people
C. To introduce laughter yoga D. To confirm that laughter is the best medicine
31. According to research, which statement below is right?
A. People who laugh cannot build relationships. B. Laughter can’t improve people's health.
C. Laughter makes people look younger. D. People will feel angry with laughter yoga.
32. What do people do in the laughter yoga class?
A. Join outdoor activities for charity B. Tell funny jokes and laugh
C. Do exercise for strictly medical purpose D. Laugh and do yoga breathing
33. According to the text, what are benefits of laughter yoga?
A. Feel calm and relaxed B. All are correct
C. Work and communicate more successfully D. Feel happy and full of energy
34. Today, laughter yoga _______
A. is popular only among young people.
B. is still popular only in India.
C. hasn’t become a favourite pastime of many company directors.
D. has spread to different countries all over the world.
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D. The policeman made Trung to open his suitcase.
37. We/not allowed/watch /TV/all day
A. We are not allow to watch TV all day. B. We are not allowed watching TV all day.
C. We are not allowed to watch TV all day. D. We are not allowed to watching TV all day.
*Sentence Transformation:
38. We use 17 muscles to smile and 43 to frown.
A. 17 muscles are used to smile and 43 to frown.
B. 17 muscles are use to smile and 43 to frown.
C. 17 muscles are used to be smiling and 43 to frown.
D. 17 muscles to smile and 43 to frown be used.
39. Only humans produce emotional tears.
A. Emotional tears are produced by humans only.
B. Emotional tears is produced by humans only.
C. Emotional tears are produce by humans only.
D. Emotional tears were produced by humans only.
40. She gave him a box full of chocolate.
A. Him was given a box full of chocolate. B. Him a box full of chocolate was given.
C. A box full of chocolate was gave him. D. He was given a box full of chocolate.
I. Listening.
10 min - Repeat the question
- Get students to read the passage again carefully - Look at their paper
- Call some students to read out their answers, and the - Compare the results with the others
others give remarks if it is correct or not. - Get the correct answers from the keys
- Finally read the keys out aloud.
32
Date of preparation: March, 1st 2019
Period: 76
UNIT 8 NEW WAYS TO LEARN
Lesson 1 Getting started
A. Aims and Objectives:
- To teach Ss to listen and read a conversation about personal electronic devices and do tasks:
Questions & answers and true/ false exercises.
- To teach some lexical items related to:
+ Electronic devices that can help us learn
+ Using the Internet to learn English
- By the end of the lesson, students will be able to:
+ Use some lexical items related to personal electronic devices.
+ Make simple dialogues using the given expressions.
+ Master some vocabularies about personal electronic devices.
+ Get to know one grammar point.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
Ask Ss these questions:
1. Warm up 1. Have you ever owned any personal electronic devices?
8 minutes 2. What are they used for? T <--> Ss
- Leads in the new lesson
2. New lesson - Introduce the topic of the lesson:
15 minutes New ways to learn
Activity 1: Listen and read
- Ask As look at the pictures and guess the topic of the
conversation.
- Have Ss predict what they are talking about
- Encourage all kinds of predictions T <--> Ss
- Tell Ss not to worry about new words or grammar points
because these will be dealt with later.
- Play the recording
Activity 2: True/ False Individually
What is the conversation about?
- Go through the statements to make senses quickly.
- Ask Ss do it individually in 5 minutes
- Encourage Ss to compare the answers with a partner. Pair work
- Invite some Ss to give the answer and then explain their choices.
9 minutes - Give feedback to Ss’ work.
Answers:
1. F 2.F 3. NG 4. T 5. F 6. T
Activity 3:
- Have Ss work in pairs to find the adjectives which describe the devices
used as learning tool then discuss the meaning in five minutes Pair work
- Invite some Ss to give the words and the meaning.
33
- Give feedback on Ss’ presentations
* Suggested answer:
1. personal: your own
2. electronic: having many small parts that control and direct a T <--> Ss
small electric current
3. modern: relating to the present time or recent time
4. excellent: exceptionally good
5. useful: being of practical use
6. mobile: able to be moved easily
10 minutes 7. digital: showing information by using figures
8. perfect: being complete & without weaknesses
9. great: superior in quality or degree
Activity 4: Read the conservation again, and give answers to
the following questions. Pair work
- Tell Ss to focus on the instructions
- Checks Ss' understanding of the questions
- Set time for this activity, base on Ss’ level proficiency
- Get Ss to work in pairs or groups to discuss the answers.
- Call on different Ss to answer these questions
Key:
1. They are talking about smartphones, laptops and tablet
computers.
2. They have changed the way we learn.
3. They use them to take photos or record their work, which can be
later shared with the class.
4. because they can be used to store information, take notes, write
essays and do calculations.
5. He does his assignments and projects, and studies English.
3. - Ask Ss: What have you learnt today? What can you do now?
Consolidation - Summarize the main points of the lesson. T <--> Ss
2 minutes
4. Homework - Ask Ss to learn by heart the words or phrases related to the
1 minute personal electronic devices. T <--> Ss
- Prepare for the next lesson.
34
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1. Lead-in - T informs the class of the lesson objectives: Getting to know relative
3 minutes pronouns and relative clauses. T <--> Ss
2. New lesson 1. Vocabulary:
Activity 1: Matching
10 minutes - Ask Ss to work individually, read the phrases(1-5) then find the
meaning for each of them (a-e) in 3 minutes
-Elicit Ss to use the context of the conversation to choose the meaning Individually
for each phrase.
* Key:
1. a 2. d 3. b 4. c 5. a
Activity 2:
- Invite some Ss to check the answer
-Ask Ss to work individually first, then check with a partner.
- Check with the whole class and ask Ss if they have ever used one of T <--> Ss
these devices and add more uses if any.
* Key: 1. A,B,C 2. A, C 3. A, C
10 minutes 4. B 5. B 6. A,B, C
2. Pronunciation
Activity 1: Listen and repeat
- Play the recording for Ss to listen.
- play it again with pauses for Ss to listen and repeat. T <--> Ss
- Ask some Ss to read the words again and give comment on Ss’
pronunciation
- Invite individuals Ss at random to read the words. Correct them, if
necessary
Activity 2:
- Focus on the stress patterns of three- syllable adjectives and verbs.
- Ask Ss to listen and practice saying them correctly Ss <--> Ss
- Play the tape again. Ask Ss to put a mark before the stress syllable in Whole class
each word.
- Check with the whole class to make sure that every student has done
this exercise correctly.
* Key:
‘concentrate ‘similar con’tribute
‘digital intro’duce ‘excellent
‘recognise Vietna’mese under’stand
‘personal ‘interest sym’bolic
14 minutes 3. Grammar: Defining and non-defining relative clauses
Activity 1:
- Ask Ss to read the sentences taken from Getting started underlined Individual
the relative pronouns and their functions.
- Revise the uses of the relative pronouns through these sentences.
- Help Ss to distinguish defining relative clause vs non-defining
relative clause. Ss <--> Ss
- Check Ss’ work and comment.
* Key:
1. that 2. which 3. That 4. which 5. whose
- These pronouns are used to define or identify the nouns preceding
them.
+ Defining relative clauses: 1,3,5 T <--> Ss
+ Non- defining R.Cs: 2,4
35
Activity 2:
- Have Ss work in pairs to match sentence part in A with a suitable one
in B in 4 minutes. Pair work
- Check some Ss’ answer and comment.
- Ask Ss to read watch out, check for comprehension.
* Key:
1. e 2.d 3. a 4. f 5. c 6. b
Activity 3:
- Let Ss do this exercise in 4 minutes. Individually
- Call some Ss at random to give the answer and then give feedback to
Ss’ work.
Answers:
1. which/ that 2. whose 3. which T <--> Ss
4. who/ that 5. whose 6. who
3. - Ask Ss: What have you learnt today? What can you do now?
Consolidation - Summarize the main points of the lesson. T <--> Ss
2 minutes
4. Homework - T asks Ss to do exercises again at home.
1 minute - Prepare for the next lesson. T <--> Ss
- Complete Exercises in workbook.
36
- Check if Ss know the meaning of the words on the left, explain these T <--> Ss
words if necessary.
- Have Ss match each of the words with its meaning first then check
with a partner.
- Go over the answer to make sure Ss have done correctly.
* Answer:
1. c 2.d 3. a 4. e 5. f 6.b
Activity 3:
14 minutes -Make sense of the three options.
-Ask Ss to read the text silently in 5 minute.
-Have Ss choose the best title and give their explanation for their Pair work
choice.
- Call one or two Ss to check the answer
* Key: b. New ways to learn English
- Work in pairs to do this activity.
-Take turns asking and answering T <--> Ss
Activity 4:
- Ask Ss to scan the text to find the answer for the question.
- Have Ss in pairs ask and answer
- Check some pairs, give feedback to Ss’ answer.
* Key:
1. We can download them in mobile devices and study anywhere.
2. We can see words on the screen and hear them spoken.
3. We can choose to practice with native speakers of different accents
and genders.
4. We can use them to record real life English speech, lessons, songs
or English language films.
5. Because it will make learning English easier, faster, more effective
and more enjoyable. Group work
8 minutes Activity 5:
- Divide class into groups of 4 or 5 Ss and let them discuss the
question.
- Walk round to monitor the class and offer help.
- Invite two or three groups to report what they have talked.
- Give comment to Ss’ talks. T <--> Ss
* Suggested answers:
Some Ss in my groups have smartphones and laptop. We use these
devices to look up new words, download and store digital lessons and
practice. These devices help us improve our pronunciation, vocabulary
and skills as well.
3.
Consolidation - Summarize the main points of the lesson T <--> Ss
2 minutes
4. Homework - Ask students to learn by heart the new words.
1 minute - Prepare for the next lesson. T <--> Ss
38
- Divide class into groups of 3 to 4 students, ask Ss to focus on Group work
getting answer to the questions and note down their group’s
discussion in 4 minutes.
- Ask the representatives from some groups to report the results of
their group work to the class.
3. - Summarize what they have learnt by asking Ss some questions:
Consolidation What have you learnt today? What can you do now? T <--> Ss
2 minutes - Suggested answers:
+ I can talk about how electronic devices can help us learn.
+ I can give a report about how their classmates use the devices
to learn school subjects.
4. Homework - Ask students to learn by heart the expressions.
1 minute - Prepare for the next lesson. T <--> Ss
40
+ I can talk about how to use electronic devices to study English
online.
4. Homework
1 minute - Prepare for the next lesson. T <--> Ss
Activity 2:
- Give students time to read the text about the disadvantages of
15 minutes using electronic devices in class.
- Elicit students' answers about the use of linking words. T <--> Ss
Linking words:
First of all, Second, Last but not least, In conclusion.
Activity 3:
Individually
41
- Ask students to read the sample writing again. Remind them
of the structure of a short text that starts with a topic sentences,
followed by supporting ideas 1,2,3 and ends with a concluding
sentence. T <--> Ss
- Tell students to write a draft first, then write a short text
about the advantages of electronic devices as learning tools.
- Students write the text in class. When they finish, ask them to
exchange it with a partner for peer comments/correction.
- Walk around and offer help if necessary.
- Alternatively, have students write the text at home.
- Collect students' papers in the next lesson. Give feedback on
some papers in class.
3. - Ask Ss to consolidate the main contents.
Consolidation - Focus on the form of a biography T <--> Ss
2 minutes - Ask Ss to complete the writing at home and collect
- Ask Ss: What have you learnt today?
What can you do now?
Expected answer:
- I’ve learnt how to write a short text with supporting ideas
and detailed explanations.
- I can write about the advantages and disadvantages of
electronic devices as learning tools.
4. Homework - Write the text again at home.
1 minute - Prepare for the next lesson. T <--> Ss
B. Preparations:
- Teacher: Handouts, textbook and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1. Warm up - Inform the class of the lesson objective. (further skill
5 minutes development, after reading some comments on electronic devices T <--> Ss
and a text about how children in the United States use electronic
devices, Students have more chances to practice speaking.)
2. New lesson 1. Communication:
Activity 1:
19 minutes
42
- Ask students to read the comments on personal electronic T <--> Ss
devices and decide the most reasonable comment, and to provide
reasons for their choice.
- Encourage students to express their own opinions.
Activity 2: Pair work
- Have students read the instructions carefully. Ask a pair of
students to model the example. Have all students work in pairs
(and use their own arguments if they can).
- Go around the class to offer help if necessary.
- T may provide students new words, phrases, and structures that
they may need to express their opinions.
Example:
Student A: What do you think could be the disadvantage of
electronic devices?
Student B: Some people think that electronics are bad for your
eyes, and radiation from them could harm your body.
Student A: Oh, really? I cannot believe that I think they are
harmless to users.
18 minutes 2. Culture:
Activity 1:
* Pre teach the key words T <--> Ss
- Teacher teaches students the meaning of some new words and
phrases in the text.
- modern technology: (np)
- do assignments: (vp)
- promote: (v)
- ability: (n)
- critical thinking :(np)
- bad effect (np);
- After that, teacher asks students to read the text about how
electronic devices are used among children in the United States.
- Have students read and answer the questions in pairs. Then Pair work
check students' answers as a class.
- Some students present their results to the class.
- Teacher controls the performance of correction among students.
*Key:
1. They use them to look up and store information, do T <--> Ss
assignments and projects, do calculations and play games.
2. About 2 out of 5 have.
3. They may help promote listening and speaking ability.
4. They may help improve their critical thinking, reading, writing,
and maths skills. Group work
5. They can be great educational tools, but the wrong use may
cause very bad effects.
Activity 2:
- Teacher has students in groups of 4 or 5, and talk about how
children in their area/Vietnam use mobile/ electronic devices. T <--> Ss
- Students work in groups of 4 or 5 to talk about how children in
Vietnam use mobile electronic devices.
3. - Ask Ss to consolidate the main contents.
43
Consolidation - Ask Ss: What have you learnt today?
2 minutes What can you do now?
T <--> Ss
4.Homework - T asks Ss to learn the structures and vocabulary.
1 minute - Prepare for the next lesson. T <--> Ss
44
Alternatively, extend this activity by asking students to make their
19 minutes own sentences with each of the words.
*Key: 1. D 2. E 3. B 4. C 5. F 6. A
Grammar:
Activity 1:
- Teacher sets the time limit and gets students to do the activity Individually
individually, then call on some students to tell their answers and
write the correct answers on the board.
- Ask Ss to work individually and then exchange with others T <--> Ss
*Key: 1. which/ that 2. who 3. which 4. whose
5. who/ that 6. whose
Activity 2:
- Teacher asks students to pay attention to the instructions. Set a
time limit and have students do the activity individually. Individually
- Call on six students to write their answers on the board.
Underline any mistakes and ask other students to correct them.
Provide help, if necessary.
T <--> Ss
Project:
Students do the survey in PROJECT in groups at break time.
Teacher design the form and students hand in the results in
written form as assignment.
3. - Ask Ss to consolidate the main contents.
Consolidation - Ask Ss: What have you learnt today? T <--> Ss
2 minutes What can you do now?
Expected answer:
+ I can pronounce correctly three -syllable adjectives and verbs.
+ I can use relative pronouns “which, that, who and whose.”
4.Homework - T asks Ss to learn the structures and vocabulary.
1 minute - Prepare for the next lesson. T <--> Ss
45
Date of preparation: March, 13th 2019
Period: 84
REVIEW 3
Lesson 1 Language
A. Aims and Objectives:
- To revise the language and skills Ss have learnt and practiced in unit 6-8.
- By the end of the lesson, students will be able to:
+ Pronounce correctly two- syllable words and three -syllable adjectives and verbs
+ Understand and use the language and skills Ss have learnt and practiced in unit 6-8.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
- Teacher may introduce the review by asking Ss if they remember
1. Warm up what they have learnt so far in terms of language. T then
summarises Ss’ answers and adds some more information, if T <--> Ss
5 minutes necessary.
48
Date of preparation: March, 20th 2019
Period: 86
UNIT 9 PRESERVING THE ENVIRONMENT
Lesson 1 Getting started
A. Aims and Objectives:
- To teach Ss to listen and read a conversation about environment impacts and ways to protect the
environment and do tasks: Questions & answers and matching exercises.
- To teach some lexical items related to preserve the environment.
- By the end of the lesson, students will be able to:
+ Use some lexical items related to environment impacts and ways to protect the
environment.
+ Make simple dialogues using the given expressions.
+ Master some vocabularies about environment impacts and ways to protect the
environment.
+ Get to know one grammar point: Reported speech
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
Ask Ss these questions:
1. Warm up 1. Have you been aware of environmental problems?
7 minutes 2. What have you done for the environment? T <--> Ss
- Leads in the new lesson
2. New lesson - Introduce the topic of the lesson:
15 minutes Preserving the environment
Activity 1: Listen and read
- Ask As look at the pictures and guess the topic of the T <--> Ss
conversation.
- Have Ss predict what they are talking about
- Encourage all kinds of predictions
- Tell Ss not to worry about new words or grammar points Individually
because these will be dealt with later.
- Play the recording
Activity 2: Matching
10 minutes - Ask Ss to work in pairs to label the photos. Pair work
- Allow 2 minutes for the pairs to look up the words and phrases in
a dictionary and confirm their meaning.
- Check Ss’ answers as a class. Have Ss note down the words in
their notebooks.
Answers: a. greenhouse effect b. pollution
c. deforestation d. polar ice melting e. fossil
fuels Individually
Activity 3: Questions and answers
10 minutes - Ask Ss to read the conversation again and think of the answers to
the questions.
T <--> Ss
49
- Ask Ss to work individually. Allow enough time for them to check
the information. Remind Ss to underline the key words in the
questions, and use them to scan for the relevant information in the
conversation.
- Elicit answers from different Ss.
* Suggested answer:
1. He is writing a letter for the school newsletter.
2. The editor asked Nam to write some practical advice on
environmental preservation.
3. It means the negative influence or effect on the environment.
4. Because he thinks if we can see the impacts on the natural
environment, we will know how to protect it.
5. They are deforestation, pollution, global warning, fuel depletion,
polar ice melting and the rise of sea levels.
6. Answers will vary.
3. - Ask Ss: What have you learnt today? What can you do now?
Consolidation - Summarize the main points of the lesson. T <--> Ss
2 minutes
4. Homework - Ask Ss to learn by heart the words or phrases related to
1 minute environment impacts and ways to protect the environment T <--> Ss
- Prepare for the next lesson.
50
- Read the information in Do you know…? and go through the nouns and
verbs with the class.
- Elicit or explain the meaning of the words.
- Ask Ss to work individually.
- Check answer as a class. T <--> Ss
* Key: 1. protect 2. preservation 3. contaminate
4. consumption 5. deforest 6. pollute 7. deplete
Activity 3:
- Ask Ss to read the sentences first for comprehension, and then Whole class
underline the key words and phrases. These words are often used
together as collocations, and can be used to figure out the missing
words.
10 minutes - Check answers as a class or have Ss compare their completed
sentences. Ss <--> Ss
Key:
1. consumption 2. consume 3. preserve
4. preservation 5. polluted 6. pollution
7. contamination 8. contaminate
2. Pronunciation Individual
Activity 1: Listen and repeat
- Focus Ss’ attention on the instructions and the word box. Play the
recording and pause after each word for Ss to repeat chorally and
individually. Ss <--> Ss
- Elicit the meaning of the words and help Ss identify the syllable in each
word.
- Ask Ss to to read quickly the sentences in the VOCABULAY section
3, and underline three-syllable nouns. Ask Ss to add two of them to the Pair work
word box.
Suggested answers: energy, atmosphere
Activity 2:
- Focus Ss’ attention on the instruction. Have Ss read through Do you
know…? Check understanding of the activity.
- Play the recording once through for Ss to listen.
- Play the recording again for Ss to do the activity.
- Check answer as a class.
* Key: Individually
’article ’influence ’energy so’lution
’newsleter po’llution pro’tection ’atmosphere
’editor con’fusion ’scientist ’chemical
3. Grammar: Reported speech
14 minutes Activity 1: T <--> Ss
- Focus Ss’ attention on the instructions and ask them to read Do you
know…? Check understanding.
- Ask Ss to read the conversation in GETTING STARTED again and
find the speakers’ names to fill the gaps..
* Key:
1,3,5: Nam 2: the editor 4,6: Nam’s father
Activity 2:
- Read the instructions and analyse the first sentence as example. Remind
Ss of the changes to the verb form and pronoun.
* Key:
1. Nam said (that) pollution was one of the problems in his
neighbourhood.
51
2. The editor said (that) more people were aware of the preservation of
natural resources.
3. The students told their teacher (that) they were discussing the
protection of the natural environment.
4. Nam’s father told him to use the web search engine to find the
information that he need.
5. Nam said (that) air pollution was one of the causes of the
greenhouse effect.
3. - Ask Ss: What have you learnt today? What can you do now?
Consolidation - Summarize the main points of the lesson. T <--> Ss
2 minutes
4. Homework - T asks Ss to do exercises again at home.
1 minute - Prepare for the next lesson. T <--> Ss
- Complete Exercises in workbook.
52
Date of preparation: March, 14th 2015 Date of signing: March, 16th
2015
Distributive period: 85 Date of teaching:
Unit 9 preserving the environment
Lesson 3 Reading
A. Aims and Objectives:
- To teach Ss to read for general ideas and for specific information about threats to natural
environment and do tasks: Matching and true/false exercise and discuss.
- To teach Ss some words and phrases related to preserving the environment.
- By the end of the lesson, students will be able to:
+ Read for general ideas and for specific information about threats to natural environment
and do tasks.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
58
1. Warm up - Focus Ss’ attention on the topic of the writing. Ask different Ss T <--> Ss
5 minutes about their monthly water/ electricity bills of their homes by asking:
How much does your family pay for water/ electricity? Ask different
Ss to give some practical advice on reducing their bills, and write
the information on the board.
2. New lesson Activity 1:
- Ask Ss to look at the picture and read the caption. T <--> Ss
12 minutes - Elicit answers from different Ss. Write their answers on the board.
Activity 2:
- Focus Ss’ attention on the instructions and the text. Remind them to
underline key words and phrases. Check comprehension. Individually
- Allow enough time for Ss to read through the text and do the
matching individually. Give vocabulary explanations or offer help if
necessary.
- Ask Ss to share their answers with their partners.
- Check answers as a class.
Notes
Natural resources: all the land, forests, minerals, etc. existing
naturally in a place that can be used by people. T <--> Ss
Key
10 minutes 1. d 2. c 3. b 4. a
Activity 3:
Ask Ss to focus on the instructions and underline the key words. Individually
Check comprehension.
- Allow Ss enough time to read the information and do the matching
individually.
- Check answers as a class. T <--> Ss
15 minutes Key
a. 3 b. 1 c. 4 d.2
Activity 4:
Focus Ss’ attention on the instructions and the table. Check Group work
understanding. Explain the structure of the model to make sure Ss
can use it.
- Ask Ss to work in groups of 3 or 4 to select one of the natural
resources and discuss the information in the table. Encourage the
groups to write complete sentences using information provided. T <--> Ss
- Go round and offer help with any vocabulary or grammar question.
- Ask representatives of different groups to read their drafts to the
class. Correct the errors, if necessary.
- Ask Ss to use the group drafts and write their own texts individually.
If there is not enough time, assign the task for home work.
- Ask different Ss to write selected paragraphs on the board for the
class to give comments
3. - Ask Ss to consolidate the main contents.
Consolidation - Focus on the form of a biography T <--> Ss
2 minutes - Ask Ss to complete the writing at home and collect
- Ask Ss: What have you learnt today?
What can you do now?
Expected answer:
59
- Now I know what the natural resources are and how to write
practical advice on preserving them.
4. Homework - Write the text again at home.
1 minute - Prepare for the next lesson. T <--> Ss
E. Experience:
..............................................................................................................................................................................
..............................................................................................................................................................................
......................
..............................................................................................................................................................................
..............................................................................................................................................................................
......................
Date of preparation: March, 28th 2015 Date of signing: March, 30th
2015
Distributive period: 89 Date of teaching:
Unit 9 preserving the environment
Lesson 7 Communication and culture
A. Aims and Objectives:
- To teach Ss to talk about the organisation “World Wide Fund for Nature”.
- By the end of the lesson, students will be able to:
+ Understand about “World Wide Fund for Nature”.
+ Discuss environmental problems and solutions.
+ Talk and express their ideas and opinions about environmental problems and solutions.
B. Preparations:
- Teacher: Handouts, textbook and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1. Warm up - Inform the class of the lesson objective: Further develop Ss’
5 minutes communication skills and their ability to discuss environmental T <--> Ss
problems and solutions.
2. New lesson 1. Communication:
Activity 1:
19 minutes - Focus Ss attention on the instructions and the photos. Check Pair work
comprehension.
- Ask different Ss to describe how the action will affect the environment
in each photo. Put the information in two columns on the board. T <--> Ss
Key: Photo a: A man is spraying pesticides.
This can cause soil pollution.
Photo b: Forest trees were cut down. This is deforestation and it
will result in climate change, global warming, extreme floods and
erosion.
Activity 2: Whole class
- Tell Ss that they are going to listen to two speakers talking about one
of the photos in 1. Focus Ss’ attention to the instructions and questions,
60
and remind them to underline the key words in the questions. Check
comprehension.
- Play the recording twice, pausing before the second listening for Ss to
note down the answers. T <--> Ss
- Check answers as a class.
Key: 1. Photo b. 2. Deforestation.
3. Climate change, global warming, and extreme floods.
4. Control deforestation and have proper forestation plans. Pair work
Activity 3:
- Ask Ss to work in pairs and read the instructions. Check understanding
of the task and allow enough time for the groups to brainstorm ideas and
prepare.
18 minutes - Call on representatives of different groups to report their ideas to the T <--> Ss
class.
2. Culture:
Activity 1:
Focus on the picture of the animal and the abbreviation. Check
comprehension.
- Have Ss make their predictions individually. Individually
- Check as a class.
Key: A panda. It comes from China. WWF is for World Wide Fund for
Nature (formerly World Wildlife Fund) Group work
Activity 2:
- Allow enough time for Ss to read the questions and underline the key
words individually. Then ask them to read the text and underline
information. Monitor the activity and offer help with vocabulary, if
necessary. T <--> Ss
- Encourage Ss to share their answers in pairs or groups.
- Call on different Ss to report their answers to the class.
3. - Ask Ss to consolidate the main contents.
Consolidation - Ask Ss: What have you learnt today? T <--> Ss
2 minutes What can you do now?
4.Homework - T asks Ss to learn the structures and vocabulary.
1 minute - Prepare for the next lesson. T <--> Ss
E. Experience:
..............................................................................................................................................................................
..............................................................................................................................................................................
......................
..............................................................................................................................................................................
...........
Date of preparation: March, 28th 2015 Date of signing: March, 30th
2015
Distributive period: 90 Date of teaching:
Unit 9 preserving the environment
Lesson 8 Looking back and project
A. Aims and Objectives:
- To help Ss pronounce correctly three -syllable nouns in isolation and in context.
61
- To teach Ss some lexical items related to preserve the environment.
- By the end of the lesson Ss are able to:
+ Pronounce correctly three -syllable nouns related to the topic the environment.
+ Use some key words of the topic the environment.
+ Do the exercises on reported speech.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
* Checking
1. Homework - Ask students to recall what they have learnt in Unit 9.
4 minutes - Speak out their ideas and opinions, knowledge that they have T <--> Ss
learnt in Unit 9.
2. New lesson Pronunciation:
Task 1:
19 minutes - Play the recording, pausing after each word for Ss to repeat chorally and Individually
individually.
Task 2:
- Play the recording again, pausing after each word for Ss to listen, and put
a stress mark (’) before the stressed syllable.
- Check answers as a class.
- Ask different Ss to read out the words to the rest of the class. T <--> Ss
Key:1. po’llution 2. e’rosion 3. ’energy 4. ’animal
5. con’sumption 6. a’wareness 7. ’poverty 8. de’pletion
9. so’lution 10. pro’tection
Vocabulary:
Activity 1:
- Ask Ss to focus on the instruction and the words in the box. Tell them that
these words are nouns or verbs. Encourage Ss to re-read Do you know…?on Pair work
page 40 in the student’s book to help them identify the class of the words.
- Check answers as a class.
Key: Verb: preserve protect consume
emit deplete erode
Noun: animal pollution energy T <--> Ss
resource threat disposal
Activity 2:
- Allow time for Ss to read the instruction and the sentences individually.
- Check comprehension and offer help with any unfamiliar vocabulary if
necessary. Individually
- Ask Ss to work individually and encourage them to share the answers
with their partners.
- Check Ss’ answers as a class.
Key: 1. preserve 2. pollution 3. Awareness 4. protect T <--> Ss
19 minutes 5. consumption 6. depletion
Grammar:
Activity 1:
- Ask Ss to read the instructions and look at the photo. Elicit some
descriptions of the photo from the class by asking: Where are the people in
the photo? What are they doing? Why are they doing it? Individually
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- Give SS time to read the text and do the task individually. Go round and
offer help with any unfamiliar vocabulary. Check comprehension.
- Check answers as a class. T <--> Ss
Key: ‘All this rubbish is killing fish and other sea creature’.
‘We can clean the beach together’
‘I will ask our friends and neighbours to come and help us’
‘I’m happy to hear that, children’.
‘protect yourselves from germs’
Activity 2:
Focus Ss’ attention on the instruction and sentences. Check comprehension,
and remind Ss to reread Do you know…?on page 40.
- Ask Ss to do the task individually. Go round and offer help if necessary.
- For peer review, call on different Ss to write their sentences on the board
for the class to comment.
Key:1. Mr Jones was very sad and said that all that rubbish was killing fish
and other sea creatures.
2. Nick said that they could clean the beach together.
3. Mary told them she would ask their friends and neighbours to come and
help them.
4. Mr Jones told his children were so happy to hear that.
5. Mr Jones gave the people gloves and told them to protect themselves
from germs.
Project:
Inform the class of the lesson objectives: further explore the topic and
develop their communicative skills.
Whole class
1. Ask Ss to read the instructions and check understanding of the activity.
Point out that they should first select a typical pollution problem that they
want to discuss. Then they should brainstorm all the necessary information,
and arrange it in a logical order. Finally, they should discuss, and decide on
some practical advice. Encourage them to write a draft to share with other
groups before they write the final advice. Have more able Ss write a plan T <--> Ss
including specific action points, e.g. organise tree-planting days twice a
year.
- Encourage Ss to search for some pictures or photos to support their ideas.
2. Ask Ss to read Do you know…? on page 30 Unit 3, Tieng Anh 10,
student’s Book for the information on how to make an effective
presentation.
- Since the project is rather demanding, allow enough time for its
completion or so assign it as homework.
3. - Ask Ss to consolidate the main contents.
Consolidation - Ask Ss: What have you learnt today? T <--> Ss
2 minutes What can you do now?
E. Experience:
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Date of preparation: April, 4th 2015 Date of signing: April, 6th 2015
Distributive period: 91 Date of teaching:
Revision for test 5
A. Aims:
-
To practice speaking, reading, listening and writing.
-
To make Ss feel confident of their ability in order to understand and speak English by setting
tasks within their competence.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce some words and phrases.
* Language focuses:
- Relative clauses
- Reported speech.
B. Preparations:
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
C. Methods: - The whole lesson: Integrated, mainly communicative.
- Grammar: Revision
- Exercises: Practice and production
D. Procedures:
Time/Stages Activities Interactions
1. Warm-up - Greeting and checking attendance.
- Teacher asks Ss to do the homework. T <--> Ss
6 minutes I. Grammar:
1. Definite Relative clauses.
2. New lesson a. Form :
- MÖnh ®Ò quan hÖ x¸c ®Þnh kh«ng ®-îc ng¨n c¸ch víi mÖnh ®Ò chÝnh
17 minutes bëi dÊu phÈy nµo.
b. structure :
- TiÒn ng÷ cña mÖnh ®Ò quan hÖ x¸c ®Þnh lµ tõ ch-a x¸c ®Þnh th-êng lµ
danh tõ chung v× thÕ mÖnh ®Ò quan hÖ kh«ng thÓ l-îc bá .
Eg : This is a man who is living in Hanoi.
2 . Non – definite relative clauses.
a. Form :
-- MÖnh ®Ò quan hÖ kh«ng x¸c ®Þnh ®-îc ng¨n c¸ch víi mÖnh ®Ò T <--> Ss
chÝnh bëi nh÷ng dÊu phÈy.
b. Structure :
- TiÒn ng÷ cña mÖnh ®Ò quan hÖ kh«ng x¸c ®Þnh lµ tõ x¸c ®Þnh th-êng
lµ danh tõ riªng , danh tõ ®-îc bæ nghÜa bëi c¸c tÝnh tõ chØ ®Þnh vµ
tÝnh tõ së h÷u . v× thÕ mÖnh ®Ò quan hÖ cã thÓ l-îc bá .
Eg : The Mekong River , which starts in Tibet, is the longest river in
Indonesia.
Note: That kh«ng ®-îc sö dông ë mÖnh ®Ò quan hÖ kh«ng x¸c ®Þnh.
3. Khi chuyÓn tõ c©u tr-c tiÕp sang mét c©u gi¸n tiÕp ta cÇn chó ý
nh÷ng ®iÓm sau.
a. ®¹i tõ chñ ng÷:
I : She, he, it .
You : I, we. Ss <--> Ss
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We : they
They, she, he, it : th-êng kh«ng ®æi.
b. Sù thay c¸c tr¹ng tõ chØ thêi gian vµ n¬i chèn.
Today : that day.
At this moment : at that moment.
Yesterday : the day before/ the previous day.
Tomorrow : the next day/ the following day.
This/ that/ these : the ( khi this / that / these : ®-îc sö dông nh- tÝnh tõ
vµ khi this / that / these : ®-îc sö dông nh- ®¹i tõ
chóng cã thÓ ®æi thµnh it, they, them )
Last week : the week before/ the previous week.
Next week : the week after/ the following week.
Ago : before.
Here : there
c. Sù thay ®æi th× cña ®éng tõ trong mÖnh ®Ò ®-îc t-êng thuËt
- Khi ®éng tõ t-êng thuËt ë c¸c th× hiÖn t¹i , chóng ta kh«ng
®æi th× cña ®éng tõ trong lêi nãi gi¸n tiÕp.
- Khi ®éng tõ t-êng thuËt ë c¸c th× qu¸ khø, chóng ta ®æi th×
cña ®éng tõ trong lêi nãi gi¸n tiÕp nh- sau :
Direct speech Indirect speech
Present simple Past simple
Present continuous Past continuous
Present perfect Past perfect
20 minutes Present perfect continuous Past perfect continuous
Past simple Past simple/ Past perfect
Individually
II. Exercises:
Exercise 1: Underline the relative clauses in the sentences. Then add
commas to separate the Non-restrictive relative clauses.
1. The man who is talking to the principal is our form teacher.
2. The boys who are sitting in the first row will receive the medals. T <--> Ss
3. The students who are in the grade 10th are going to clean the school yard.
4. The animals which are kept in iron cages will be carried back to the forest
5. Mr Tan who is our gymnast is very thin and tall.
6. The book which we borrowed from the library must be returned by
Monday
Individually
7. The little boy who is crying over there lost his way.
8. Mrs Van who lives next door to Hoa works at the television station.
9. The dog which has some black spots is Ba’s.
10. My mother bought the shoes which were made from Hong Kong.
Exercise 2: Chuyển những câu sau sang câu gián tiếp.
1. He said to her, “You are my friend.”
2. Johnny said to his mother, “I don’t know how to do this exercise.” T <--> Ss
3. “ Don’t come back before one o’clock”, advised my brother.
4. “Cook it in butter”, Mrs Brown said to her daughter.
5. The pupils said “ Teacher, give us better marks, please.”
6. My friend said, “ Are you going to leave tomorrow?”
7. “ Have you done your homework?”, said my mother.
8. I asked Bill,” What time did you go to bed last night?”
9. Paul said, “ I must go home now.”
10. “ There is an accident”, said the policeman. T <--> Ss
III. Consolidation:
3. Homework: - Ask Ss to consolidate the main contents.
2 minutes - Ask Ss: What have you learnt today?
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What can you do now?
E. Experience:
Date of preparation: April, 4th 2015 Date of signing: April, 6th 2015
Distributive period: 92 Date of teaching:
Test 5- 45'
A. Aims and objectives:
- To check Ss’ understanding.
- To give marks.
- By the end of the lesson, students will be able to:
+ Revise all the language skills and grammatical points which they have studied and used in
units: 8 and 9.
+ Improve their techniques of doing the simple tests
+ Improve their knowledge through the test.
B. Preparations:
- Teacher: Sheets of papers and written tests.
- Students: Pens, erasers
C. Language focus:
* Phonetics:
- Stress in three syllable words
* Vocabulary:
* Listening:
* Reading:
* Grammar:
- Relative clauses
- Comparison.
* Writing:
MA TRẬN ĐỀ KIỂM TRA 1 TIẾT LẦN 5
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Reading 1. New ways to learn
2 0,5 2 0,5 1 0,25 9 2,25
2. Preserving the environment
1 0,25 1 0,25 2 0,5
Date of preparation: April, 11th 2015 Date of signing: April, 13th 2015
Distributive period: 93 Date of teaching:
Unit 10 ecotourism
Lesson 1 Getting started
A. Aims and Objectives:
- To teach Ss to listen and read a conversation about ecotourism and do tasks: Questions &
answers and matching exercises.
- To teach some lexical items related to the importance, benefits and principles of ecotourism.
- By the end of the lesson, students will be able to:
+ Use some lexical items related to the importance, benefits and principles of ecotourism.
+ Make simple dialogues using the given expressions.
+ Master some vocabularies about the importance, benefits and principles of ecotourism.
+ Get to know one grammar point: Conditional sentences
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1. Warm up - Inform the class of the lesson objectives: getting to know how the
7 minutes topic, some vocabulary related to ecotourism, and the use of T <--> Ss
conditional sentences Types 1 and 2.
2. New lesson Activity 1: Listen and read
15 minutes - Ask Ss to look at the map of Australia and the pictures, and guess
what tourists can do there. Individually
- Tell Ss that they are going to listen to a conversation at a travel
agent’s. T <--> Ss
- Play the recording. Ask Ss to listen as they read silently.
Suggested answer: Tourists can go scuba-diving, ride camels in the
desert, and see kangaroos and penguins.
Activity 2: Matching
This activity focuses on comprehension.
- Let Ss work in pairs to practise asking and answering the questions. Pair work
Answers: 1. Because both Mr and Mrs Collin love nature.
2. Ecotourism means travel to areas of natural or ecological interest
to observe wildlife and learn about the environment.
T <--> Ss
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3. Tourists can see different kinds of animals like crocodiles, snakes,
frogs, birds, butterflies and other rare animals; go scuba-diving to see
10 minutes coral reefs; of go camping.
4. They would have to pay 6,000 dollars for two people.
5. A two per cent discount.
Activity 3: Individually
This activity introduces the grammar point: conditional sentences.
- Ask Ss to find the conditional sentences used in the conversation
and write them in the space provided.
* Suggested answer:
- If you also want to go on a camping safari, you’ll need another three
days.
10 minutes - But if we could take the seven-day tour, how much would it be per
person.
- … if you book early and pay two months before departure, you’ll
get a two per cent discount.
T <--> Ss
Activity 4:
This activity helps Ss to review the verb forms in conditional
sentences that they have learnt previously.
- Have Ss work in pairs and underline the verbs in both the main
clauses and if-clauses.
Key: - If you also want to go on a camping safari, you’ll need another
three days. (Type 1)
- But if we could take the seven-day tour, how much would it be per
person. (Type 2)
- … if you book early and pay two months before departure, you’ll
get a two per cent discount. (Type 1)
3. - Ask Ss: What have you learnt today? What can you do now?
Consolidation - Summarize the main points of the lesson. T <--> Ss
2 minutes
4. Homework - Ask Ss to learn by heart the words or phrases related to
1 minute environment impacts and ways to protect the environment T <--> Ss
- Prepare for the next lesson.
E. Experience:
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Date of preparation: April, 11th 2015 Date of signing: April, 13th 2015
Distributive period: 94 Date of teaching:
Unit 10 ecotourism
Lesson 2 Language
A. Aims and Objectives:
- To teach Ss to pronounce correctly words of more than syllables in isolation and in context.
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- To teach Ss to use conditional sentences type 1 and 2.
- By the end of the lesson, students will be able to:
+ Use conditional sentences type 1 and 2.
+ Pronounce correctly words of more than syllables in isolation and in context.
+ Use some lexical items related to the topic Ecotourism in context.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
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6. If tourists didn’t throw litter in the river, the water would not be
polluted.
7. If these students worked hard, they would/ could pass the exam.
8. If Hoa didn’t have so much homework, she would/ could go out with
her friends tonight.
3. - Ask Ss: What have you learnt today? What can you do now?
Consolidation - Summarize the main points of the lesson. T <--> Ss
2 minutes
4. Homework - T asks Ss to do exercises again at home.
1 minute - Prepare for the next lesson. T <--> Ss
- Complete Exercises in workbook.
E. Experience:
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Date of preparation: April, 18th 2015 Date of signing: April, 20th 2015
Distributive period: 95 Date of teaching:
Unit 10 ecotourism
Lesson 3 Reading
A. Aims and Objectives:
- To teach Ss to read for general ideas and for specific information about Ecotourism and do tasks:
Questions and answers and discuss.
- To teach Ss some words and phrases related to the topic Ecotourism.
- By the end of the lesson, students will be able to:
+ Read for general ideas and for specific information about Ecotourism and do tasks:
Questions and answers and discuss.
+ Use words and phrases related to the topic Ecotourism.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
T <--> Ss
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Suggested answers: Tourists can swim in the sea, visit marine
national parks, see the volcanoes, watch the monkeys in national
parks, etc. Individually
Activity 2:
12 minutes - Ask Ss to read the two opinions quickly and find the main idea of
each opinion.
- Have Ss choose the best title for the text from the three options.
Key: b (Pros and cons of Ecotourism) T <--> Ss
Activity 3:
- Ask Ss to read the text again and underline the five words from
activity 3.
- Encourage Ss to guess the meaning of these words from the text and
match them with the correct definitions in the table.
Key: 1. e 2.c 3.a 4. b 5.d Pair work
Activity 4:
- Have Ss work in pair and list the positive and negative effects of
ecotourism mentioned by the two speakers.
15 minutes Key: - Positive effects: more money for the local government to
preserve nature ; tourists’ awareness of how to protect the
environment ; more jobs and higher income for local people. T <--> Ss
- Negative effect: changing local people’s way of life
Activity 5:
- Explain Ss how to do the Activity 5: Read each statement, underline
key words and then scan Marco’s and Pablo’s opinions to find similar
ideas or synonyms. Group work
Key: 1. Marco and Pablo (Marco: They [Tourists] stay with local
families; Pablo: There are more jobs for us…)
2. Marco (I think ecotourism can help to solve this problem…)
3. Pablo (To entertain tourists, we have to change our usual foods to
suit their tastes and adapt dances and traditions to suit their needs.)
4. Marco (More and more hotels are built while forests and beaches
are destroyed.)
5. Marco (Tour guides and travel brochures educate tourists about the
protection of the environment.)
6. Pablo (I don’t really know what it is.)
7. Marco (Marco gave examples of sustainable ecotourism and its
benefits)
Activity 6: Discussing
- Have Ss discuss in group of 3 or 4. Ask them some guiding
questions before they start their discussion: What do tourists need T <--> Ss
when they visit a place? What do local people do to provide good
services for tourists (such as food, water and vehicles)?.
Suggested answers: To some extent, the answer is yes. The money
from ecotourists may be used to preserve nature. However, the local
people have to use up their resource (such as energy sources, food
and water) to provide good service for tourist. More tourists mean
more vehicles, more water and food consumption, and more waste.
Even though the discharge of waste and consumption of nature
resources by tourists are minimised, air, water and noise pollution is
unavoidable.
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3.
- Ask Ss: What have you learnt today? What can you do now?
Consolidation T <--> Ss
2 minutes - Summarize the main points of the lesson
4. Homework - Ask students to learn by heart the new words.
1 minute - Prepare for the next lesson. T <--> Ss
E. Experience:
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........... Date of preparation: April, 18th 2015 Date of signing: April,
20th 2015
Distributive period: 96 Date of teaching:
Unit 10 ecotourism
Lesson 4 Speaking
A. Aims and Objectives:
- To teach Ss to talk about what tourists can do on an eco tour.
- To teach Ss to practise sharing and giving responses to new information.
- By the end of the lesson, students will be able to:
+ Express their opinion about what tourists can do on an eco tour.
+ Use conditional sentences Type 1 and to talk about present or future activities. And events
that are real/ probable or unreal/ nor probable.
+ Perform their viewpoints to other people in real life.
B. Preparations:
- Teacher: Handouts, textbook and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1. Warm-up - Inform the class of the lesson objectives: Talking about ecotourism
3 minutes activities. T <--> Ss
IV. Experiences:
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Date of preparation: April, 18th 2015 Date of signing: April, 20th 2015
Distributive period: 98 Date of teaching:
Unit 10 ecotourism
Lesson 5 Listening
A. Aims and Objectives:
- To teach Ss listen to a news report about ecotourism for gist and specific information.
- Check comprehension and ask Ss to brainstorm ideas on ecotourism.
- By the end of the lesson, students will be able to:
+ Listen and do the tasks.
+ Develop the listening skills for gist and specific details.
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+ Talk about ecotourism.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1. Warm up - Inform Ss of the lesson objectives: listening for gist and specific
5 minutes information about ecotourism. T <--> Ss
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- Have Ss listen and complete the gaps.
Key: 1. Ba Đức Group work
- garden area: 2.5 hectares
- activities for a. visiting the old house
12 minutes tourists:
b. catching fish
c. enjoy home – made meals T <--> Ss
d. cooking local food/learning how to cook local
food
2. Tư Bình
-fish pond area: 2.1 hectares
-activities for a. catching fish
tourists:
b. watching birds
c. riding ostriches
Task 5:
Have Ss discuss in pairs which activities mentioned in 4 they would enjoy
doing the most and give reasons.
3. - Ask Ss to consolidate the main contents.
Consolidation - Ask Ss: What have you learnt today? T <--> Ss
2 minutes What can you do now?
4. Homework
1 minute - Prepare for the next lesson. T <--> Ss
E. Experience:
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Date of preparation: May, 2nd 2015 Date of signing: May, 4th 2015
Distributive period: 99 Date of teaching:
Unit 10 ecotourism
Lesson 6 Writing
A. Aims and Objectives:
- To teach Ss to write a travel brochure promoting an eco tour.
- To teach Ss to talk about ecotourism.
- By the end of the lesson, students will be able to:
+ Write a travel brochure promoting an eco tour.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
+ Give some practical advice to an eco tour.
B. Preparations:
- Teacher: Handouts, textbook and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1. Warm up
5 minutes - Inform Ss of the lesson objectives: preparing a travel brochure T <--> Ss
promoting an eco tour.
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2. New lesson Activity 1: Vocabulary
- elicit, model 3 times, ask Ss to repeat in chorus then individual, write T <--> Ss
15 minutes on the board, check meaning, stress and get Ss to copy down
+ sunrise#sunset
+ take aboat to
+ hunt for food
+ litter Individually
+ cause a fire
+ brochure
Activity 2:
- Explain to Ss that a travel brochure provides tourists with
information about a destination. It could be a small booklet or just one
page. T <--> Ss
- Ask Ss to read through the different sections in the brochure and
match the numbered parts (1-6) with the content definitions (a-f)
10 minutes Key:
1.c 2.e 3. d 4.a 5.f 6.b
Activity 3:
The focus of this activity is on designing a brochure. Ss can make a Group work
brochure by hand or with the help of some software available in their
computer (such as Microsoft Word or Microsoft Publisher).
- Put Ss into groups of 4 or 5. Ask them to choose one destination (Sa
Pa or Central Highlands) and design a travel brochure for it.
- Encourage Ss to look for some other travel information (prices,
12 minutes duration of stay, departure times) and pictures about the chosen
destination to make their brochure information and attractive.
Activity 4:
- Have each group show their brochure and give a brief report on T <--> Ss
their eco tour.
- Ask the whole class to give comments and votes for the best
brochure.
3. - Ask Ss to consolidate the main contents.
Consolidation - Focus on the form of a biography T <--> Ss
2 minutes - Ask Ss to complete the writing at home and collect
- Ask Ss: What have you learnt today?
What can you do now?
Expected answer:
- Now I have learnt how to design and make a brochure for an eco
tour.
4. Homework - Write the text again at home.
1 minute - Prepare for the next lesson. T <--> Ss
E. Experience:
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Date of preparation: May, 2nd 2015 Date of signing: May, 4th 2015
78
Distributive period: 100 Date of teaching:
Unit 10 ecotourism
Lesson 7 Communication and culture
A. Aims and Objectives:
- To teach Ss to talk about problems with ecotourism in Viet Nam and Africa.
- By the end of the lesson, students will be able to:
+ Understand about problems with ecotourism in Viet Nam and Africa.
+ Discuss problems with ecotourism in Viet Nam and Africa.
+ Talk and express their ideas and opinions about ecotourism.
B. Preparations:
- Teacher: Handouts, textbook and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1. Warm up
- Inform the class of the lesson objective: further skill development.
5 minutes T <--> Ss
2. New lesson 1. Communication:
Activity 1:
19 minutes - Explain to Ss that they need to go back to the previous sections of the unit Pair work
and choose one place of their interest to practise speaking.
- Help Ss to complete the diagram with appropriate information about that
place.
Example: Destination: Sa Pa
- The most enjoyable activities on the tour: visit Cat Cat village, go camping T <--> Ss
in the forest
- The benefits for me: know more about local people’s life and traditions, relax
more, enjoy nature
- The benefit for the environment and local people: more jobs and income for
the local people, more money for the local community to preserve nature.
Activity 2:
- Have Ss work in pairs and practise the model conversation, using their notes Pair work
in 1.
2. Culture: T <--> Ss
Activity 1:
- Ask Ss to look at the pictures and discuss with a partner how the tourism
activity in each situation may affect the environment.
Suggested answers Pair work
a. Tourists may leave litter on the beach, which may cause land and water
pollution.
b. Making a campfire requires breaking tree branches or cutting down trees for
firewood. Campfires may cause forest fires if they are left unattended.
c. Hunting animals may lead to their extinction. Endangered animals can be T <--> Ss
in danger of extinction.
Activity 2:
- Tell Ss that they are going to read about some problems with ecotourism in
18 minutes Viet Nam and some countries in Africa (Kenya and Tanzania).
- Ask Ss to guess which problems mentioned in 1 can be found in Viet Nam
and Africa.
- Have Ss read the text and choose suitable titles for two articles. Individually
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Key: 1. c 2. a
Activity 3:
Explain to Ss how to do the next activity: Read through the five principles in
the table first, and then read each article carefully to decide if these principles T <--> Ss
have been applied in Viet Nam or Africa.
Key:
Principles of ecotourism VN Africa
Reduce the impact of tourism activities on the local nature and
a X X
culture.
Increase tourists’ environmental and cultural awareness and
b X NG
respect.
Provide financial benefits for the conversation of local
c NG NG
destinations.
d Provide financial benefits for local people. NG X
e Provide positive experiences for both visitors and host. X X
Explanation:
- Principle a: In neither places, there are strong measures to limit tourists’
activities that may harm the environment (littering, cutting tree branches,
hunting).
- Principle b: In VN, tourists have little or no access to environmental
information or local cultural activities.
- Principle d: In Africa, ecotourism has not provided more jobs for the local
people.
- Principle e: In VN, tourists have little or no understanding of the local culture;
in Africa, local people are deprived of their best land.
Activity 4:
- Have Ss work in pairs. Ask Ss to look back at the pictures and tourists’
harmful activities that have been discussed in 1 (leaving litter, making Group work
campfires, and hunting animals.)
- Ask Ss to suggest what should be done to restrict the harm or damage that
tourists may cause to the environment and local people.
Suggested answers
- More efforts (such as producing educational brochures and TV programmes T <--> Ss
about ecotourism) need to be made to fully inform and educate tourists on the
environmental and social impacts of ecotourism.
- Moreover, there should be regulations and laws banning the promotion of
unsustainable ecotourism projects and activities that may harm the local
cultures and nature (such as projects to cut down trees to build hotels and
hunting activities).
3. - Ask Ss to consolidate the main contents.
Consolidation - Ask Ss: What have you learnt today? T <--> Ss
2 minutes What can you do now?
4.Homework - T asks Ss to learn the structures and vocabulary.
1 minute - Prepare for the next lesson. T <--> Ss
E. Experience:
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Date of preparation: May, 2nd 2015 Date of signing: May, 4th 2015
Distributive period: 101 Date of teaching:
Unit 10 ecotourism
Lesson 8 Looking back and project
A. Aims and Objectives:
- To help Ss mark stress in words of more than three syllables in isolation and in context.
- To teach Ss some lexical items related to ecotourism.
- By the end of the lesson Ss are able to:
+ Pronounce correctly words of more than three syllables related to the topic the
ecotourism.
+ Use some key words of the topic the ecotourism.
+ Do the exercises on conditional sentences.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1. Warm-up - Teacher may introduce the review by asking Ss if they remember what
4 minutes they have learnt so far in terms of language. T then summarises Ss’ answers
and adds some more information, if necessary. T <--> Ss
2. New lesson Pronunciation:
Task 1:
9 minutes - Help Ss to review the pronunciation rules for words ending in –ity,-ic, - Individually
ica, -tion on page 98 (Student’s Book)
- Have Ss put a stress mark before the syllable with the primary stress in
each word, and then say these words aloud.
Key: ac’tivity conser’vation tra’ditional desti’nation
eco’nomic eco’nomical under’standing degra’dation
10 minutes T <--> Ss
Vocabulary:
Activity 1:
- The six words in the box are the ones most commonly used in the unit.
Ask Ss to write them in the gaps, using the plural forms of the nouns when Pair work
necessary.
Key: 1. conservation 2. Destinations 3. impacts, environment
4. ecology 5. exotic
Grammar:
19 minutes Activity 1: T <--> Ss
The focus of this activity is on using conditional sentences Type 1 to talk
about present or future activities that are real or very probable.
- Let Ss read through the eight cues to grasp the general idea of the story
they are going to create. Individually
- Ask Ss to make sentences, with the main clause of the previous sentence
(the effect) becoming the if-clause (the cause) of the next sentence.
Key: 3. If I miss the lesson, I will not do the test well.
4. If I don’t do the test well, I’ll feel very sad.
5. If I feel very sad, I’ll go to the gym. T <--> Ss
6. If I go to the gym, I’ll keep fit.
7. If I keep fit, I’ll look attractive.
8. If I look attractive, I’ll be very happy
Activity 2:
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The focus of this activity is on using conditional sentences Type 2 to talk
about present or future activities that are unreal or unlikely to happen. Individually
- Ask Ss to read situations carefully and write the conditional sentences
with the same meaning.
Key: 1. If I could swim, I’d go scuba-diving with you. (or: I’d go scuba-
diving if I could swim.)
T <--> Ss
2. I’d go on an eco tour to Phu Quoc National Park if I had any holiday left.
(or: If I could manage an eco rour to Phu Quoc National Park, I’d go on
one.)
3. If Sue had Tony’s email address, she would send him a message. (or: Sue
would send him a message if she had his email address.)
4. I’d make a cake for you now if there were eggs in the fridge. (or: If there
were eggs in the fridge, I’d make a cake for you now.)
5. Phong would/ could travel abroad if he had enough money. (or: If Phong
had enough money, he would/ could travel abroad.)
6. If I drove too close to the animals on safari, they would get scared. (or:
The animals on safari would get scared if I drove too close to them.)
7. I could/ would go to the concert if I didn’t have so much homework to
do. (or: If I didn’t have so much homework to do, I could/ would go to the
concert.)
8. If Nam had a camera, he’d take pictures of his trip. (or: Nam would/
could take pictures of his trip if he had a camera.)
Activity 3:
This activity helps Ss to review how to use conditional sentences Type 1
and 2, and modals correctly. Give Ss some hints about how to explain
each type of conditional sentences.
Hints: - For Type 1, the modal verb ‘might’ should be used because it Individually
expresses probability.
Example:
If your test score is high…-> The test score might be high.
- For type 2, the verb ‘is’ or ‘isn’t’ should be use to express a present
activity or event that is unreal or not probable.
Example:
If your test score was high…-> The test score isn’t high.
If the air was not polluted…-> The air is polluted
Key: 3. The computer isn’t working. 4. It might snow tonight.
5. This golden block might be made of pure gold. T <--> Ss
6. My father isn’t here now. 7. The air is polluted.
8. John might call.
Project:
- For this project, Ss carry out a survey on their group members’ eco tour
experiences.
Students do the survey in PROJECT in groups at break time. Teacher
design the form and students hand in the results in written form as
assignment.
3. - Ask Ss to consolidate the main contents.
Consolidation - Ask Ss: What have you learnt today? T <--> Ss
2 minutes What can you do now?
4.Homework - T asks Ss to learn the structures and vocabulary.
1 minute - Prepare for the next lesson. T <--> Ss
E. Experience:
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Date of preparation: May, 2nd 2015 Date of signing: May, 4th 2015
Distributive period: 102 Date of teaching:
Review 4
Lesson 1 Language
A. Aims and Objectives:
- To revise the language and skills Ss have learnt and practiced in unit 9-10.
- By the end of the lesson, students will be able to:
+ Pronounce correctly words of more than three syllables.
+ Understand and use the language and skills Ss have learnt and practiced in unit 9-10.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
- Teacher may introduce the review by asking Ss if they remember
1. Warm up what they have learnt so far in terms of language. T then summarises
Ss’ answers and adds some more information, if necessary. T <--> Ss
5 minutes
2. New lesson A. Vocabulary:
Task 1:
12 minutes - Ask Ss to do this activity individually, and then compare their answers Individually
with a partner’s.
- Write the correct answers on the board. Remind Ss of the use of suffixes
to form adjective from nouns or verbs.
Key: 1. natural 2. polluted 3. environmental
4. sustainable 5. ecological
Task 2: T <--> Ss
- Ask Ss to do this activity individually.
- Ask a student to write his/ her answers on the board. Check answers as a
class.
Key: 1. pollution 2. global warming
3. Deforestation 4. protect 5. Acid rain
10 minutes
2. Pronunciation
Individually
Task 3: Sort out the words
- Ask Ss to do this activity individually, and then compare their answers
with a partner’s.
- Show the correct answers on the board.
Key:
oOO O Oo oOOO ooOo
poverty pollution economy conservation
energy solution sustainable preservation
chemical awareness ecology relaxation T <--> Ss
15 minutes newsletter protection environment composition
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poverty pollution economy conservation
- T asks Ss to read these words.
2. Grammar
Task 4:
- Elicit the form and use of the reported speech. Remind Ss of the changes
to pronouns, possessive adjectives and verbs
- Ask a student to do the task on the board while other Ss also do this Individually
activity individually.
- Check Ss’ answers or as them for explanations, if necessary.
Key: 1. Mary said (that) people are cutting down the rainforests.
2. Tom said (that) car pollution was/ is a big problem in his city.
3. scientists say (that) chemicals are destroying the ozone layer.
4. He told me to shut the door but not to lock it.
5. Our teacher explained (that) burning gas, oil, and coal could/ can cause
acid rain.
Task 5: T <--> Ss
- Elicit the form and use of conditional sentences Type 1 and 2.
- Ask Ss to do this activity individually, and then compare their answers
with a partner’s.
- Ask a student to write his/ her answers on the board.
- Check answers as a class.
Key: 1. didn’t throw 2. will go
3. close down 4. is 5. build
Task 6:
- Ask Ss to do this activity individually, and then compare their answers
with a partner’s.
- Write the correct answers on the board, and give explanations if Individually
necessary.
Key: 1. will; do 2. would be 3. were; would go 4. use
5. knew; would/ could phone T <--> Ss
3. - Ask Ss to consolidate the main contents.
Consolidation - Give feedback. T <--> Ss
2 minutes
4. Homework - T asks Ss to do exercises again at home.
1 minute - Prepare for the next lesson. T <--> Ss
E. Experience:
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Date of preparation: May, 2nd 2015 Date of signing: May, 4th 2015
Distributive period: 103 Date of teaching:
Review 4
Lesson 2 Skills
A. Aims and Objectives:
By the end of the lesson, students will be able to:
- Listen for gist and specific information
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- Use the words and phrases related to words related to environmental problems and
solutions.
- Read for general ideas and specific information about environmental problems and
solutions.
- To talk about the destinations for ecotourism in Viet Nam.
- Write about environmental problems and give advice on how to solve them.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1. Warm up - Teacher may introduce the review by asking Ss if they remember
3 minutes what they have learnt so far in terms of language. T then summarises T <--> Ss
Ss’ answers and adds some more information, if necessary.
2. New lesson I. Reading
- Ask Ss to do activities 1 and 2 individually, and check their answers with Individually
10 minutes a partner’s. Give correct answers and explanations if necessary.
Key: 1b
1. rubbish dump (n) landfill (n)
2. hide underground (v) bury (v)
3. serious skin disease (n) skin cancer (n) T <--> Ss
4. waste gases (n) exhaust gases (n)
5. process (v) treat (v)
2.
What can be done to solve the
Problem
problem?
1. Linda landfills do more recycling
the thinking of the
2. Jenny drive less
ozone layer
10 minutes 3. Kate water pollution treat all waste more carefully
II. Speaking
Task 3:
Ask Ss to work in pairs, choosing one of the destinations of ecotourism in Pair work
Viet Nam. Ask each pair to report their choice and explain the decision.
Task 4:
Ask Ss to work in pairs and answer the three questions. Then ask Ss to
discuss their answers with a partner’s.
10 minutes Ask Ss to present their answers to the class. T <--> Ss
III. Listening
- Play the recording about Cuc Phuong National Park, while Ss fill in the
missing information.
- Play the recording again for Ss to listen and check their answers.
- Alternatively, play one or more times for Ss to work out the answers. Individually
Provide the correct answers, and give any explanations if necessary.
Key: 1. 135 2. tourists and scientists
10 minutes 3. 2000; 450 4. most impressive 5. 1000
IV. Writing
Ask Ss to use the points given (or their own ideas) to write a paragraph T <--> Ss
about one of the different environmental problems and give advice on
how to solve them. Ask Ss to write the draft first in class, and then write
their final versions at home. Ss may start their writing like this:
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Example:
Today, people are producing too much waste. The city landfills are nearly
full. So we should do more recycling and…
3. - Ask Ss to consolidate the main contents.
Consolidation - Give feedback. T <--> Ss
2 minutes - Summarize the main points of the lesson.
4. Homework
1 minute - Prepare for the next lesson. T <--> Ss
E. Experience:
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Date of preparation: May, 2nd 2015 Date of signing: May, 4th 2015
Distributive period: 104 Date of teaching:
Revision for the final test
A. Aims:
-
To practice speaking, reading, listening and writing.
-
To make Ss feel confident of their ability in order to understand and speak English by setting
tasks within their competence.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce some words and phrases.
* Language focuses:
- Relative clauses
- Reported speech.
B. Preparations:
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
C. Methods: - The whole lesson: Integrated, mainly communicative.
- Grammar: Revision
- Exercises: Practice and production
D. Procedures:
Time/Stages Activities Interactions
1. Warm-up - Greeting and checking attendance.
- Teacher asks Ss to do the homework. T <--> Ss
6 minutes I. Grammar:
1. Definite Relative clauses.
2. New lesson a. Form :
- MÖnh ®Ò quan hÖ x¸c ®Þnh kh«ng ®-îc ng¨n c¸ch víi mÖnh ®Ò chÝnh
17 minutes bëi dÊu phÈy nµo.
b. structure :
- TiÒn ng÷ cña mÖnh ®Ò quan hÖ x¸c ®Þnh lµ tõ ch-a x¸c ®Þnh th-êng lµ
danh tõ chung v× thÕ mÖnh ®Ò quan hÖ kh«ng thÓ l-îc bá .
Eg : This is a man who is living in Hanoi.
2 . Non – definite relative clauses.
a. Form :
-- MÖnh ®Ò quan hÖ kh«ng x¸c ®Þnh ®-îc ng¨n c¸ch víi mÖnh ®Ò T <--> Ss
chÝnh bëi nh÷ng dÊu phÈy.
b. Structure :
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- TiÒn ng÷ cña mÖnh ®Ò quan hÖ kh«ng x¸c ®Þnh lµ tõ x¸c ®Þnh th-êng
lµ danh tõ riªng , danh tõ ®-îc bæ nghÜa bëi c¸c tÝnh tõ chØ ®Þnh vµ
tÝnh tõ së h÷u . v× thÕ mÖnh ®Ò quan hÖ cã thÓ l-îc bá .
Eg : The Mekong River , which starts in Tibet, is the longest river in
Indonesia.
Note: That kh«ng ®-îc sö dông ë mÖnh ®Ò quan hÖ kh«ng x¸c ®Þnh.
3. Khi chuyÓn tõ c©u tr-c tiÕp sang mét c©u gi¸n tiÕp ta cÇn chó ý
nh÷ng ®iÓm sau.
a. ®¹i tõ chñ ng÷:
I : She, he, it .
You : I, we. Ss <--> Ss
We : they
They, she, he, it : th-êng kh«ng ®æi.
b. Sù thay c¸c tr¹ng tõ chØ thêi gian vµ n¬i chèn.
Today : that day.
At this moment : at that moment.
Yesterday : the day before/ the previous day.
Tomorrow : the next day/ the following day.
This/ that/ these : the ( khi this / that / these : ®-îc sö dông nh- tÝnh tõ
vµ khi this / that / these : ®-îc sö dông nh- ®¹i tõ
chóng cã thÓ ®æi thµnh it, they, them )
Last week : the week before/ the previous week.
Next week : the week after/ the following week.
Ago : before.
Here : there
c. Sù thay ®æi th× cña ®éng tõ trong mÖnh ®Ò ®-îc t-êng thuËt
- Khi ®éng tõ t-êng thuËt ë c¸c th× hiÖn t¹i , chóng ta kh«ng
®æi th× cña ®éng tõ trong lêi nãi gi¸n tiÕp.
- Khi ®éng tõ t-êng thuËt ë c¸c th× qu¸ khø, chóng ta ®æi th×
cña ®éng tõ trong lêi nãi gi¸n tiÕp nh- sau:
Direct speech Indirect speech
Present simple Past simple
Present continuous Past continuous
20 minutes Present perfect Past perfect
Present perfect continuous Past perfect continuous
Past simple Past simple/ Past perfect
II. Exercises: Individually
Exercise 1: Underline the relative clauses in the sentences. Then add
commas to separate the Non-restrictive relative clauses.
1. The man who is talking to the principal is our form teacher.
2. The boys who are sitting in the first row will receive the medals.
3. The students who are in the grade 10th are going to clean the school yard. T <--> Ss
4. The animals which are kept in iron cages will be carried back to the forest
5. Mr Tan who is our gymnast is very thin and tall.
6. The book which we borrowed from the library must be returned by
Monday
7. The little boy who is crying over there lost his way.
Individually
8. Mrs Van who lives next door to Hoa works at the television station.
9. The dog which has some black spots is Ba’s.
10. My mother bought the shoes which were made from Hong Kong.
Exercise 2: Chuyển những câu sau sang câu gián tiếp.
11. He said to her, “You are my friend.”
12. Johnny said to his mother, “I don’t know how to do this exercise.”
13. “ Don’t come back before one o’clock”, advised my brother. T <--> Ss
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14. “Cook it in butter”, Mrs Brown said to her daughter.
15. The pupils said “ Teacher, give us better marks, please.”
16. My friend said, “ Are you going to leave tomorrow?”
17. “ Have you done your homework?”, said my mother.
18. I asked Bill,” What time did you go to bed last night?”
3. Homework: 19. Paul said, “ I must go home now.”
2 minutes 20. “ There is an accident”, said the policeman.
III. Consolidation: T <--> Ss
- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today?
What can you do now?
A. Aims:
- To practice speaking, reading, listening and writing.
- To make Ss feel confident of their ability in order to understand and speak English by
setting tasks within their competence.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce some words and phrases.
* Language focuses:
- The passive voice with modals
- Comparative and superlative adjectives.
B. Preparations:
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
C. Methods: - The whole lesson: Integrated, mainly communicative.
- Grammar: Revision
- Exercises: Practice and production
D. Procedures:
Time/Stages Activities Interactions
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1. Warm-up - Greeting and checking attendance.
- Teacher asks Ss to do the homework. T <--> Ss
6 minutes I. Grammar:
1. The passive voice with modals
2. New lesson S + modals + be + V-edpII + (by O)
E.g She can answer the question.
17 minutes The question can be answered.
Note : Mét sè ®éng tõ kh¸c cã thÓ bÞ ®éng chia gièng nh- modals.
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IV. Experiences:
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