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G AN HKII 11 thí điểm

WEEK 20
Date of preparation: January 1st ,2018
Distributive period: 55
Unit 6
global warming
Lesson 1

Getting started

A. Objectives:
1. Language focus
- To help learners get started with some language items in Unit 6
- For vocabulary, that is words and phrases related to global warming
- For pronunciation, that is intonation in yes-no question and echo-question
- For grammar, that is perfect gerunds and perfect participles
2. Skills
- To help learners get started with 4 skills in Unit 6
- Reading: Skimming and scanning about global warming
- Speaking: Expressing opinions, agreements, or disagreements
- Listening: Listening for gist and specific information about global warming
- Writing: Write an essay about global warming

3. Attitudes
- To help Ss get started for Unit 6 with the topic "global warming"
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
1. Warm up
5 minutes

2. New lesson
10 minutes

12 minutes

Lead in
- Ask Ss listen to answer some questions to
lead Ss to the lesson.
- Ask Ss to guess the content of the
conversation
Activity 1: Listen and read
- Tell Ss that they are going to listen to a
conversation between Mai, Ms Hoa and Minh.
- Play the recording
- Ask Ss listen to the recording and read the
conversation.
- Explain new words if necessary
- Ss listen and read the conversation, take
notes new word
- Ask Ss to look at the picture and answer the
question
Activity 2: Read the conversation again
and answer the questions.
- Ask Ss to work individually and finish the
task
- Ask them to exchange their answers with a
partner.



Content
T <--> Ss

T <--> Ss

- Who do you see in the picture?
- Where do you think they are?
- What are they doing?
carbon print-foot
infectious disease
heat-related illnesses


10 minutes

- Check their answer, ask them to give
evidences for the answer
Activity 3: Read the conversation again
match the words and definition
- Ask Ss to read the conversation again, work
in pairs, do the task
Keys: 1. C 2. G 3. D 4. B
5. A 6.
E 7. H 8. F
Activity 4: Find the sentences with the
structure having Ved2
- Ask Ss to do the task.
- Keys:
Having planned
Having contributed
Having treated

5 minutes

3.
Consolidation
2 minutes

- Ask Ss: What have you learnt today? What
can you do now?
- Summarize the main points of the lesson.

4. Homework
1 minute

- Ask Ss to learn by heart the words or phrases
related to the global warming.
- Talking about what we should do to prevent
global warming.

Keys: 1. Global warming
2. Three parts: the causes, the effects,
the solutions
3. Greenhouse gas emissions from
factories and vehicles; use of
chemical fertilizers, and deforestation.
3. Greenhouse gas emission, use of
chemical fertilizers, deforestation
4. Climate changes, infectious and
heat-related diseases, impact on water
supplies, threat to food production
and upset ecological balance
5. They should change their daily
habits
6. Causes: burning of fossil fuels,
using of non-environment friendly
products
Effects: natural disasters such as
floods, droughts, tsunami, acid rain

T <--> Ss

T <--> Ss

E. Experience:
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Date of preparation: January 1st ,2018
Distributive period: 56
Unit 6
global warming
Lesson 2 Vocabulary and grammar
A. Aims and Objectives:
1. Language focus
- To provide learners some language items in Unit 6
- For vocabulary, that is words and phrases related to global warming
- For pronunciation, that is intonation in yes-no question and echo-question


2. Skills
- To promote Ss to develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Content
1. Check up
- Ask some Ss to talk about the causes,
3 minutes
the effect of and solution to global
T <--> Ss
warming.
- Take notes and give feedback.
2. New lesson
A. Vocabulary:
Activity 1: Complete the sentences with
6 minutes
the right form of the words/phrases
- Ask Ss to work individually first and
Pair work
then in pairs to do the task.
* Keys: 1. carbon footprint
- Ask Ss to do the tasks and compare the
2. infectious diseases
results with their partner
3. emissions
2. Pronunciation
4. ecological balance
Intonation
5. heat-related illnesses
Activity 1: Listen and repeat. Pay
6. climate change
attention to the intonation
7 minutes
- Play the recording and let Ss listen
- Play it again with pauses for them to
repeat each word
- Do as appointed
- Pay attention to the intonation
Activity 2: Listen and mark the symbol
of rising intonation
- Ask Ss to read the word in rows paying
attention to the intonation.
- Ask Ss to do the task then compare the
answer with their partner
- Play the recording and let Ss listen and
read chorally.
Pair work
- Ask Ss to listen to the sentences and
practice reading them correctly
14 minutes
- Invite some Ss to read these sentences in
T <--> Ss
front of the class and correct mistakes, if
there are any.

12 minutes


3.
Consolidation
2 minutes

- Ask Ss: What have you learnt today?
What can you do now?
- Summarize the main points of the
lesson.
- Vocabulary related to the global
warming

4. Homework
1 minute

- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
- Complete Exercises in workbook.

T <--> Ss

T <--> Ss

E. Experience:
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Date of preparation: January 1st ,2018
Distributive period: 57
Unit 6
global warming
Lesson 2 Grammar
A. Aims and Objectives:
1. Language focus
- For grammar, that is perfect gerunds and perfect participles
2. Skills
- To promote Ss to develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
1. Check up
- Ask some Ss to talk about the causes,
3 minutes
the effect of and solution to global
warming.
- Take notes and give feedback.

Content
T <--> Ss


2. New lesson
6 minutes

7 minutes

14 minutes

2. Grammar:
a. Perfect participles in clauses of time
and reason
Activity 1: Underline the perfect
participles in the sentences
- Ask Ss to read the blue box and review
the use and structure of the perfect
participles.
- Ask Ss to do the task then compare the
answer with their partner
Activity 2: Match the two parts to
make complete sentences
-Let Ss finish the task and compare their
answers with their partner's
b. Perfect gerunds

Activity 3: Rewrite the sentences, using
the passive voice
- Ask Ss to work individually first, then in
groups and check their answers.

Pair work
* Keys: 1. Having planned
After we have planned the content …
2. Having treated
Because/Since humans have treated the
….
The perfect participle is used to express a
reason
* Keys: 1. e
2. c
3. a
4. b
5. g
6. h
7. f
8. d
Keys:
1.The students in group 11G were praised
for having planted the most trees in the
schoolyard in the Tree Planting
Competition
2. The police suspected Mike of having
cut down the oldest tree in the park
3. He denied having dumped lots of
rubbish onto the beach
4. Thank you for having saved the lives of
hundreds of wild animals
5. They regretted having hunted and
killed many wild animals
6. The factory was heavily fined for
having dumped tons of toxic waste into
the river
7. Denis was rewarded for having taken
an active part in the Green Summer
activities


3.
Consolidation
2 minutes

4. Homework
1 minute

- Ask Ss: What have you learnt today?
What can you do now?
- Summarize the main points of the
lesson.
- Vocabulary related to the global
warming
- Perfect participles and perfect gerunds.
- Intonation
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
- Complete Exercises in workbook.

T <--> Ss

T <--> Ss

E. Experience:
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WEEK 21
Date of preparation: January 8th ,2018
Distributive period: 58
Unit 6

global warming
Lesson 3

Reading


A. Aims and Objectives:
1. Language focus
- To provide learners some vocabulary related to the global warming.
2. Skills
- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
1. Homework
8 minutes
2. New lesson
12 minutes

8 minutes

14 minutes

- Ask some Ss to distinguish perfect
participles and perfect gerunds and do the
tasks again
Activity 1 Work with a partner and guess
what problems are described in the
pictures
- Discuss with a partner
- Let Ss work in pairs, do the task
Activity 2: Read the text and select the
statement that expresses main idea
- Let Ss read the three heading a, b, c d first
and make sure they understand all of them
- Ask Ss to read through the text once without
stopping at the words that they don't know the
meaning
- Ask them to work in pairs to decide on the
best title for the text that gives the general
idea of the whole text
- Help them eliminate the choice that is only
one aspect of the text
Activity 3: Match the words with their
meanings
- Ask Ss to do the task then compare the
answer with their partner
Activity 4: Answer the questions
- Put Ss in groups of 3, ask them to read the
questions first to make sure they understand
them by asking them to underline key words
- Let Ss read the text again and locate the
parts of the text where they can get the
answers
Activity 5: Work in groups, discuss the
question

Content
T <--> Ss

Suggested answers: - pollution
- forest
destruction
Pair work

T <--> Ss
* Keys: The best title of the text is
"Global warming is mainly caused by
humans and has negative impacts on
people’s lives"
Pair work

Keys: 1. G
6. A 7. C

2. F

3. D

4. E 5. B

T <--> Ss
* Keys: 1.We are responsible
2. It releases a large amount of carbon
dioxide into the atmosphere
3. Deforestation disrupts the process of


- Put Ss in groups of four and let them discuss
the questions freely

3.
Consolidation
2 minutes

4. Homework
1 minute

- Summarize the main points of the lesson
- Vocabulary related to helping people with
disabilities
- Reading skills: skimming, scanning,
guessing the meaning of new words/phrases
through context
- Ask students to learn by heart the new
words.
- Prepare for the next lesson.

absorbing and capturing C02 from the
atmosphere
4. They could lose their home
5. They can reduce crop harvest
globally
6. Because human beings cannot exist
without species diversity on earth
T <--> Ss

T <--> Ss

E. Experience:
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Date of preparation: January 8th ,2018
Distributive period: 59
Unit 6

global warming
Lesson 4

Speaking
A. Aims and Objectives:
1. Language focus
- To provide learners some vocabulary related to the topic of global warming
- To instruct learners how to express opinions, agreements or disagreements about solutions to global warming
2. Skills
- To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, lesson plan and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Check up
8 minutes
2. New lesson
14 minutes

- Ask Some Ss to go to the board and do
the tasks again
- Feedback
Activity 1: Work in pairs, in your
opinion, which of the following
activities in the table below can help to
reduce global warming?

T <--> Ss

Individually


10 minutes

10 minutes

- Ask Ss to work in pairs, do exercise
- Encourage Ss to explain their choice
- Ask Ss to work by themselves, do the
task then share their answer with their
partner
Activity 2: The table below presents the
reasons why the activities in 1 can help
reduce global warming. Match them
with the activities
- Put Ss in pairs, ask them to ask and do
the task
- Let Ss read the text again and locate the
parts of the text where they can get the
answers.
Activity 3: Lan, Mai and Minh are
talking about the activities presented in
1. Work in groups of three. Complete
the conversation using the phrases in
the box and then practice it
- Ask Ss to work in pairs, do the task.
- Do as appointed
- Let Ss work in pairs and do the task
Activity 4: What do you think about
these solutions to global warming?
Work in groups of three. Use the idea in
1 and 2 to have a similar conversation
- Ask Ss to do the task

*Key: 1, 2, 4, 5, 6
T <--> Ss

Pair work
* Keys:
1. e
2. b
4. c
5. a
6. d

T <--> Ss

Pair work
Ss <--> Ss
Keys:
1. energy use
2. electronic devices
3. planting trees
4. carbon dioxide
5. reusing and recycling
3.
Consolidation
2 minutes

4.Homework
1 minute

- Summarize what they have learnt by
asking Ss some questions:
What have you learnt today? What can
you do now?
- Vocabulary related to global warming
- Speaking skills: making a conversation
based on the sample
- Vocabulary related to global warming
- Speaking skills: making a conversation
based on the sample
- Do the tasks again
- Read Unit 6 - Listening at home

T <--> Ss

T <--> Ss


E. Experience:
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Date of preparation: January 8th ,2018
Distributive period: 60
Unit 6

global warming
Lesson 5

Listening

A. Aims and Objectives:
1. Language focus
- To provide learners some vocabulary related to global warming
2. Skills
- To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
1. Teacher
- Teaching aids: Textbook, lesson plan and cassette
- Teaching method: Communicative language teaching
2. Students
- Read through English Unit 6 - Listening at home
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
- Ask some Ss to go to the board and talk
1. Check up
about how to reduce global warming
7 minutes
- Feedback
2. New lesson
Task 1:
a. Match the words with the pictures and
13 minutes
answer the question
- Ask Ss to work in pairs and do the task
b. What is the common cause of all the
disasters depicted in the pictures above?
Task 2: Prof Linn is talking to a class of
grade 11 students about global warming.
Listen to the talk and choose the best
answers
- Have Ss listen to the CD for the first time
and try to note down the information that
12 minutes
helps them to check their answers
- Ask Ss to share with their friends to see if
they have the same answers or not
- Let Ss listen to the CD for the second time
and try to note down information they
didn’t understand for the first time

Content
T <--> Ss
Suggested answers:
1. c (drought)
2. d (flood)
3. a (famine)
4. e (water shortage)
5. b (forest fire)
Pair work
- climate change
- global warming
- human being’s interference with the
environment
T <--> Ss


10 minutes

- Elicit answers from Ss and ask them to
give clues to their answers
- Let Ss listen again and pause at certain
places if necessary to help Ss hear the
information they need.
Task 3: Listen to the talk again and
answer the questions
- Let Ss work in pairs to answer the
questions.
- Play the tape twice
- Let Ss listen to the recording, do the task
then compare the answer with their partner
- Elicit Ss’ answers and give them the
correct ones.
Task 4: Work in groups. Discuss if the
weather patterns in VN have changed
over the last ten years . Provide some
examples. Then report the results to the
class
- Ask Ss to listen again and do the task then
compare the answer with their partner
- Do as appointed

Pair work
*Key:
1. D
2. B
3. B
4. C
5. A

T <--> Ss

Pair work
Keys:
1. Carbon dioxide, carbon monoxide
2. The thick layer of the greenhouse
gases traps more heat from the sun
leading to the increase of the
temperature on the earth
3. Heat waves, floods, droughts and
storm surges.
4. Famine, water shortages, extreme
weather conditions and a 20-30% loss
of animal and plant species.
5. When you have a lot of information
about the topic, you’ll be more willing
to change your lifestyle and you’ll be
able to inform others and inspire
change.

3.
Consolidation
2 minutes
4.Homework
1 minute

- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today?
What can you do now?
- Vocabulary related to the topic of global
warming

T <--> Ss
T <--> Ss


- Do the tasks again
- Prepare for the next lesson.
E. Experience:
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WEEK 22
Date of preparation: January 15th ,2018
Distributive period: 61
Unit 6
global warming
Lesson 6
Writing
A. Aims and Objectives:
- To teach Ss to write an essay about the causes, effects and possible solutions to global warming.
- To teach Ss to develop ability to think in a logical way to form a well-structured text.
- By the end of the lesson, students will be able to:
+ Write an essay about the causes, effects and possible solutions to global warming.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
B. Preparations:
- Teacher: Handouts, textbook, lesson plan and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Content
1. Check up
5 minutes

- Ask some pairs of Ss to talk about causes
and effects of global warming

2. New lesson

Task 1: Which are the causes and which
are the effects of global warming?
Complete the diagram with the idea
below.
- Ask Ss to work in pairs and do the task
- Set a time limit for this activity and assist
Ss if necessary
Task 2: Work in pairs, discuss and
complete the outline using the ideas from
1. Brainstorm some possible solutions
- Ask Ss to do the task, then compare the
result with their partner.
- Draw Ss’ attention to the instructions and
questions
- Get Ss to work individually to find the
answer
- Ask them to practice in pairs
- Call on a few Ss to report the answers
Task 3: Write your essay using the
helpful expressions in the box
- Ask Ss to do the task

9 minutes

10 minutes

T <--> Ss
T <--> Ss
Keys: Causes: 2, 4, 7
Effects: 1, 3
6, 8
5
9

Pair work
1. Introduction (introduce topic and the
main contents)
- one of the biggest issues facing
humans nowadays
- caused mainly by humans
- most catastrophic effects on humans
- humans have to take actions to reduce
the risks
- the essay will discuss the causes and
effects, and possible solutions
2. What global warming is and its cause
- the rise in the average temperature of


- Draw Ss’ attention to the instructions.
- Point out to Ss how to write an essay.
- T goes around and gives help, collects
common mistakes for later correction.
- Collect 5 stories to mark in class so that all
Ss feel the need to do the task.
- 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.
- Give feedback on these papers
18 minutes

To begin with:
The deforestation for farmland, wood
and paper contributes to higher
temperatures which lead to the melting of
polar ice caps and rising of sea levels

3.
Consolidation
2 minutes

- Ask Ss to consolidate the main contents.
- Ask Ss to complete the writing at home
and collect
- Ask Ss: What have you learnt today?
What can you do now?
- Write the text again at home.
- Prepare for the next lesson.

4.Homework
1 minute
E. Experience:

the earth due to the increase of
greenhouse gases in the atmosphere
- causes
Carbon dioxide emission
Deforestation for farming land
Increasing use of chemical fertilizers
on cropland
3. Effects of global warming
- heat related diseases and death, and
spread of infectious diseases
- melting of polar ice caps and rising of
sea levels
- extreme weather patterns such as
severe storm, heat waves, floods and
droughts
- widespread extinction of species
4. Some possible solutions
- reduce energy use
- planting trees or plants
- Using green methods of
transportations

T <--> Ss

T <--> Ss

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............................................................................................Date of preparation: January 15th ,2018
Distributive period: 62
Unit 6
Lesson 7

global warming
culture and project

A. Aims and Objectives:
- To teach Ss about a global warming problem.
- To teach Ss to talk and read about Young voices for the planets.
- To provide learners some communication samples and cultural items
- To promote Ss to develop their communication skills and cultural understanding


- To help Ss develop the skill of working in pairs and groups
- By the end of the lesson, students will be able to:
+ Understand and read about a global warming problem.
+ Talk about about Young voices for the planets.
+ Get knowledge of Young voices for the planets.
B. Preparations:
- Teacher: Handouts, textbook, lesson plan and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
- Inform the class of the lesson objectives:
1. Warm up
Further skill development
5 minutes
2. New lesson
12 minutes

2. Culture:
Young voices for the planets
Activity 1: Read the paragraph about
how youth can contribute to reducing the
risk of global warming and answer the
questions
- Read the two passage and answer the
questions.
- Ask Ss to work in pairs and do the task.
- Ask several pairs to ask and answer the
questions.

Content
T <--> Ss

Suggested answers:
1. It is a series of short films that tell real
stories about the different ways young
people have contributed to reducing the
carbon footprint of their homes, schools,
communities and countries.
2. Because he has learned about how trees
can help to reduce the amount of carbon
dioxide in the atmosphere
3. To raise money for the clean-up of the
BP oil spill in the Gulf of Mexico in 2010.
4. One student stood covered in plastic
bags in front of city lawmakers and asked
them to ban plastic bags
Pair work

25 minutes

3.
Consolidation
2 minutes

Activity 2: What do young Vietnamese
people do to reduce the carbon footprint
- Ask Ss to read the text and groups to do
the task
- Ask Ss to do as appointed
Project:
1.Work in groups. Discuss which of the
following activities your group can do to
help reduce the carbon footprint
- Ask Ss to do the task
2. Give your group’s activities and
campaign name and think about its
purposes.
- Let the groups do the task in their free
time.
- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today?
What can you do now?

T <--> Ss

T <--> Ss


4.Homework
1 minute

+ Talk about International day for persons
with disabilities.
- T asks Ss to learn the structures and
vocabulary.

T <--> Ss

- Prepare for the next lesson.
E. Experience:
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Date of preparation: January 15th ,2018
Distributive period: 63
Unit 7

further education
Lesson 1

Getting started

A. Objectives:
1. Language focus
- To help learners get started with some language items in Unit 7
- For vocabulary, that is words and phrases related to further education
- For pronunciation, that is intonation in wh- questions
- For grammar, that is the present perfect and the present perfect continuous
2. Skills
- To help learners get started with 4 skills in Unit 7
- Reading: Read about higher education opportunities
- Speaking: Express preferences for different further education pathways
- Listening: Listen for information about studying abroad
- Writing: Write an email asking for information about higher education opportunities
3. Attitudes
- To help Ss get started for Unit 7 with the topic "further education "
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Content
1. Warm up
5 minutes

2. New lesson
10 minutes
12 minutes

Lead in
- Ask Ss listen to answer some questions to
lead Ss to the lesson.
- Ask Ss to guess the content of the
conversation
Activity 1: Listen and read
- Tell Ss that they are going to listen to a
conversation between Phong, Kevin and
Maria
- Play the recording
- Ask Ss listen to the recording and read the

T <--> Ss

Keys:
1. Academic or vocational
2. undergraduate and post
graduate
3. a bachelor’s degree
4. vocational courses/ a vocational


10 minutes

conversation.
- Explain new words if necessary
- Ss listen and read the conversation, take
notes new word
Activity 2: Work in pairs. Complete each
sentence with no more than three words.
- Ask Ss to work individually and finish the
task
- Ask them to exchange their answers with a
partner.
- Check their answer, ask them to give
evidences for the answer
Activity 3: Work in groups of three. Read
the conversation again and answer the
questions
- Ask Ss to read the conversation again, work
in pairs, do the task

5 minutes

Activity 4: Work in pairs. Discuss your
plans after leaving secondary school
- Ask Ss to do the task.

course
5. apply for scholarships

Keys:
1. They can pursue further education
2. They can help students develop
analytical skills, critical thinking and
knowledge for higher education at a
university or college
3. Because they want to take some time
before deciding on their career and
major
4. Taking a gap year can allow students
to do voluntary work or internships, and
travel. This practical experience will
make their CVs look good
- Keys: I’d like to work in a business
environment, so I will choose business
administration as my major. After
graduating from secondary school, I
will take some Business English
courses and I will also work on my
presentation skills.

3.
Consolidation
2 minutes

- Ask Ss: What have you learnt today? What
can you do now?
- Summarize the main points of the lesson.

T <--> Ss

4. Homework
1 minute

- Ask Ss to learn by heart the words or phrases
related to further education
- Talking about types of further education

T <--> Ss

E. Experience:
....................................................................................................................................................................................
...........................................................................................
WEEK 23
Date of preparation: January 22th ,2018
Distributive period: 64
Unit 7
further education
Lesson 2 Vocabulary and pronunciation


A. Aims and Objectives:
1. Language focus
- To provide learners some language items in Unit 7
- For vocabulary, that is words and phrases related to further education.
- For pronunciation, that is intonation in wh- questions
2. Skills
- To promote Ss to develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Content
1. Check up
- Ask some Ss to talk about the education
3 minutes
system in Viet Nam and in England.
T <--> Ss
- Take notes and give feedback.
2. New lesson
A. Vocabulary:
Activity 1: Complete the following
6 minutes
simplified diagram of Viet Nam’s
* Keys: 1. Kindergarten
education system with the appropriate
2. Primary education
words form the box.
3. Lower secondary education
- Ask Ss to work individually first and then
4. Upper secondary education
in pairs to do the task.
5. College
- Ask Ss to do the tasks and compare the
6. University
results with their partner
Activity 2: Complete the following
Pair work
simplified diagram of Viet Nam’s
7 minutes
education system with the appropriate
words form the box.
- Ask Ss to work individually first and then
in pairs to do the task.
- Ask Ss to do the tasks and compare the
results with their partner
T <--> Ss
2. Pronunciation
Intonation on wh- questions
Activity 1: Listen and repeat. Pay
attention to the intonation
* Keys: 1. Academic
- Play the recording and let Ss listen
major
- Play it again with pauses for them to
3. vocational
repeat each word
postgraduate
- Do as appointed
5. analytical
- Pay attention to the intonation
14 minutes
Activity 2: Listen and repeat with correct
intonation. The practice saying the
sentences with a partner.
Whole class
- Ask Ss to read the word in rows paying
attention to the intonation.

2.
4.


- Ask Ss to do the task then compare the
answer with their partner
- Play the recording and let Ss listen and
read chorally.
- Ask Ss to listen to the sentences and
practice reading them correctly
- Invite some Ss to read these sentences in
front of the class and correct mistakes, if
there are any.

Pair work
T <--> Ss

12 minutes
3.
Consolidation
2 minutes

4. Homework
1 minute

- Ask Ss: What have you learnt today? What
can you do now?
- Summarize the main points of the lesson.
- Vocabulary related to further education
- The present perfect and the present perfect
continuous
- Intonation
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
- Complete Exercises in workbook.

T <--> Ss

T <--> Ss

E. Experience:
....................................................................................................................................................................................
...........................................................................................
Date of preparation: January 22th ,2018
Distributive period: 65
Unit 7
further education
Lesson 2
Grammar
A. Aims and Objectives:
1. Language focus
- For grammar, that is the present perfect and the present perfect continuous
2. Skills
- To promote Ss to develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
1. Check up
- Ask some Ss to talk about the education system in

Content


3 minutes
2. New lesson
6 minutes

7 minutes

14 minutes

3.
Consolidation
2 minutes

4. Homework
1 minute

Viet Nam and in England.
- Take notes and give feedback.
Grammar:
The present perfect and the present perfect
continuous
Activity 1: Read the conversation in GETTING
STARTED again. Find the time expressions used
with the verb forms below.
- Ask Ss to read the blue box and review the use and
structure of the perfect participles.
- Ask Ss to do the task then compare the answer
with their partner
Activity 2: Put the verb in each sentence in
present perfect continuous
-Let Ss finish the task and compare their answers
with their partner's

Activity 3: Choose the correct form of the verbs
in brackets to complete the sentences
- Ask Ss to work individually first, then in groups
and check their answers

- Ask Ss: What have you learnt today? What can
you do now?
- Summarize the main points of the lesson.
- Vocabulary related to further education
- The present perfect and the present perfect
continuous
- Intonation
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
- Complete Exercises in workbook.

T <--> Ss

* Keys: 1. for several days
2. lately
3. since grade 9
4. before

* Keys: 1. have been surfing
2. has been living
3. has been looking
4. have been studying
5. has been teaching
Keys: 1.have read
2. have been reading
3. Have you applied
4. have been waiting
5. has been giving
6. have never understood
T <--> Ss

T <--> Ss

E. Experience:
....................................................................................................................................................................................
............................................................................................
Date of preparation: January 22th ,2018
Distributive period: 66
Unit 7
A. Aims and Objectives:

further education
Lesson 3

Reading


1. Language focus
- To provide learners some vocabulary related to further education.
2. Skills
- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details about higher education opportunities
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
1. Homework
8 minutes
2. New lesson
7 minutes

- Ask some Ss to distinguish the present perfect
and the present perfect continuous do the tasks
again
Activity 1: Look at the table of the British
state-run education system. Can you make a
similar table for the education system of Viet
Nam.
- Discuss with a partner
- Let Ss work in pairs, do the task

Content
T <--> Ss

Suggested answers:
Vietnamese state-run
education system
School
Age

7 minutes

14 minutes

6 minutes

Activity 2: Quickly read the text. Choose the
best answer for it.
- Let Ss read the three heading a, b, c d first and
make sure they understand all of them
- Ask Ss to read through the text once without
stopping at the words that they don't know the
meaning
- Ask them to work in pairs to decide on the best
title for the text that gives the general idea of the
whole text
- Help them eliminate the choice that is only
one aspect of the text
Activity 3: Match the words with their
meanings
- Ask Ss to do the task then compare the answer
with their partner
Activity 4: Read the text again. Decide if the
following statements are true, false or not
given.
- Put Ss in groups of 3, ask them to read the
questions first to make sure they understand
them by asking them to underline key words
- Let Ss read the text again and locate the parts

Examination
Kindergarten
Primary school
Lower secondary school
Lower secondary school3-5
6-10
11-14
15-17
GCSE
* Key: b

Keys: 1. d 2. c

3. e

4. a 5. b


of the text where they can get the answers
Activity 5: Work in pairs. Discuss how you
can prepare for higher education in the UK.
- Have Ss work in pairs. Ask them to brainstorm
ideas about how to prepare for higher education
in the UK.
* Keys: 1. NG
5. T
3.
Consolidation
2 minutes

4. Homework
1 minute
E. Experience:

- Summarize the main points of the lesson
- Vocabulary related to helping people with
disabilities
- Reading skills: skimming, scanning, guessing
the meaning of new words/phrases through
context
- Ask students to learn by heart the new words.
- Prepare for the next lesson.

2. F

3. F

4. F

T <--> Ss

T <--> Ss

....................................................................................................................................................................................
............................................................................................
WEEK 24
Date of preparation: January 29th ,2018
Distributive period: 67
Unit 7

further education
Lesson 4

Speaking
A. Aims and Objectives:
1. Language focus
- To provide learners some vocabulary related to the topic of further education
- To instruct learners how to express preferences for different further education pathways.
2. Skills
- To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, lesson plan and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Content
1. Check up
8 minutes
2. New lesson
14 minutes

- Ask Some Ss to go to the board and do the
tasks again
- Feedback
Activity 1: Match the phrases with the
description to make sentences.
- Ask Ss to work in pairs, do exercise
- Encourage Ss to explain their choice

T <--> Ss
*Key: 1.c

2. e

3. a

4.b

5.d


10 minutes

- Ask Ss to work by themselves, do the task
then share their answer with their partner
Activity 2: Choose the correct phrases (af) to complete the conversation
- Put Ss in pairs, ask them to ask and do the
task
- Let Ss read the text again and locate the
parts of the text where they can get the
answers.
Activity 3: Read the conservation again
and answer the questions
- Ask Ss to work in pairs, do the task.
- Do as appointed
- Let Ss work in pairs and do the task
Activity 4: Work in groups of four.
Practice the conversation
- Ask Ss to do the task

10 minutes

3.
Consolidation
2 minutes

4.Homework
1 minute

- Summarize what they have learnt by
asking Ss some questions:
What have you learnt today? What can you
do now?
- Vocabulary related to further education
- Speaking skills: making a conversation
based on the sample
- Vocabulary related to further education
- Speaking skills: making a conversation
based on the sample
- Do the tasks again
- Complete task 5 at home
- Read Unit 7 - Listening at home

* Keys:
1. b
2. e
3. a
4. f
5. d
6. c

Keys:
1. Because higher education will help
students to gain knowledge and critical
thinking skills and a bachelor’s degree
will help them to find a job more easily.
2. Because students need some skills for
getting a job before they can decide if
they want to pursue an undergraduate
course or not.
3. They are campus-based, part time, fulltime, and online.
4. “Cloud” learning allows students to
work and study simultaneously.
5. They provide students with more
flexible programmes and schedules.
T <--> Ss

T <--> Ss

E. Experience:
....................................................................................................................................................................................
..........................................................................................


WEEK 24
Date of preparation: January 29th ,2018
Distributive period: 68
Unit 7

further education
Lesson 5

Listening

A. Aims and Objectives:
1. Language focus
- To provide learners some vocabulary related to further education
2. Skills
- To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
1. Teacher
- Teaching aids: Textbook, lesson plan and cassette
- Teaching method: Communicative language teaching
2. Students
- Read through English Unit 7 - Listening at home
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
- Ask some Ss to answer the question:
1. Check up
What will you do after you graduate from
7 minutes
high school?
- Feedback
- Inform the class of the lesson objectives:
Listening for specific information about
studying abroad.
2. New lesson
International students in Viet Nam
Task 1: Look at the pictures of these
13 minutes
students. Where do you think they are?
What are they doing?
- Ask Ss to work in pairs and do the task
Task 2: Listen to an international student
12 minutes
studying in Viet Nam. He is talking about
his experience of pursuing higher
education abroad. Take notes about each
point below.
- Have Ss listen to the CD for the first time
and try to note down the information that
helps them to check their answers
- Ask Ss to share with their friends to see if
they have the same answers or not
- Let Ss listen to the CD for the second time
and try to note down information they
didn’t understand for the first time

Content
T <--> Ss

Pair work
Suggested answers:
They are in Viet Nam. They are learning
Vietnamese cultures. They are getting to
know their Vietnamese fellow students.

T <--> Ss

Individually


10 minutes

3.
Consolidation
2 minutes
4.Homework
1 minute

- Elicit answers from Ss and ask them to
give clues to their answers
- Let Ss listen again and pause at certain
places if necessary to help Ss hear the
information they need.
Task 3: Listen again and decide if the
following sentences are true, false or not
given. Tick the correct boxes.
- Let Ss work in pairs to complete the task.
- Play the tape twice
- Let Ss listen to the recording, do the task
then compare the answer with their partner
- Elicit Ss’ answers and give them the
correct ones.
Task 4: Work in pairs. Discuss how you
should prepare for studying abroad.
- Ask Ss to do the task then compare the
answer with their partner
- Do as appointed

- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today?
What can you do now?
- Vocabulary related to the topic of further
education
- Do the tasks again
- Prepare for the next lesson.

T <--> Ss
*Key:
1. Undergraduate
2. Vietnamese history and economic
development
3. Very friendly and helpful
4. Very organized, knowledgeable and
thorough, always available for
emergencies.
5. Lives with host family, has his own
room, comfortable and clean, has
internet.
6. Eats breakfast and dinner with host
family, and lunch with Vietnamese
fellow students; food-healthy and
delicious; has his favourite dishes
Keys:
1. F 2. T 3. NG 4. F 5. T

T <--> Ss
T <--> Ss

E.Experience.............................................................................................................................................................
............................ ………………………………………
WEEK 24
Date of preparation: January 29th ,2018
Distributive period: 69
Unit 7

further education
Lesson 6

Writing

A. Aims and Objectives:
- To teach Ss to write an email asking for information about higher education opportunities.
- To teach Ss to develop ability to think in a logical way to form a well-structured text.


- By the end of the lesson, students will be able to:
+ Write an email asking for information about higher education opportunities.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
B. Preparations:
- Teacher: Handouts, textbook, lesson plan and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Content
1. Check up
5 minutes
2. New lesson
9 minutes

10 minutes

18 minutes

- Inform the class of the lesson objectives:
Writing an email asking for information about
higher education opportunities
Studying in the United Kingdom
Task 1: Read Mai’s email to her friend
asking for information about higher
education in the UK. Fill in the gaps, using
the phrases in the box.
- Ask Ss to work in pairs and do the task
- Set a time limit for this activity and assist Ss
if necessary
Task 2: Read the email in 1 again and
complete the following outline.
- Ask Ss to do the task, then compare the
result with their partner.
- Draw Ss’ attention to the instructions and
questions
- Get Ss to work individually to find the
answer
- Ask them to practice in pairs
- Call on a few Ss to report the answers
Task 3: Choose two of the following points
about studying abroad. Write an email of
160-180 words to a friend from another
country asking for information and advice.
Use the outline in 2.
- Ask Ss to do the task
- Draw Ss’ attention to the instructions.
- Point out to Ss how to write an essay.
- T goes around and gives help, collects
common mistakes for later correction.
- Collect 5 emails to mark in class so that all
Ss feel the need to do the task.
- 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.
- Give feedback on these papers

T <--> Ss
T <--> Ss

Pair work
Keys: 1. I am writing to ask you for
2. I want to consult you about
3. I am worried most
4. I have to take
5. I am eligible to
6.I should send
T <--> Ss

1. Dear Kevin
2. I am writing to ask for some
information and advice on higher
education in your country.
3. What are the university entry
requirements for international
students in the UK?
4. What types of accommodation are
available for international students?
5. I wish you and your family the
best. I look forward to hearing from
you soon.
6. Regards.
Individually


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