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Giáo án gồm 90 tiết, soạn thành 30 buổi lên lớp, mỗi buổi 3 tiết. Các hoạt động được mô tả kỹ càng, các bước được chọn lọc, nghiên cứu và mô tả cụ thể, chính xác. Giáo trình Market leader Preinter (phiên bản 2).
Lesson Plan: Period: 4,5,6 Number of periods done: Unit : Career I Students’ attendance check: 5’ II Homework checking: 0’ III New lesson Period 4: Discussion and Vocabulary Objectives for S: - Develop speaking skill (Discuss the topic of Career) - Get new vocabulary: noun phrases and verb phrases (the topic of Career) Time Activities No Content (mins) Discussion: (p.6) 3’ - Warm-up the whole class with the quotation: Ask S - Discussing the quotation “Nothing will work unless to think and raise their voice you do.” (Meaning: Nothing will happen/ come to you unless you work) - Discussing the questions in (A) – Asking for more 7’ - Ask S to work in pairs to discuss the questions; details or reasons for each answer Then, collect ideas from S (elicit S if necessary) - Discussing (B): The areas S would like to work in 2’ - Ask S for their choices and reasons - Discussing (C): The important tips to get ahead in 8’ - Ask S for some tips to help one get ahead in his/ her one’s career career, then to work in pairs: discuss the given tips and decide on the most important tips to get ahead in one’s career - Collect ideas from groups (write on the board) for the most important tips (including some reasons), and reasons for why they think the tips that are left are not very important (Explain meaning of new words if necessary) Vocabulary 5’ - (A): Ask S to work in pairs to find the definition for A Matching the phrase with suitable definition each phrase (which includes the word “career”); Then, 1c, 2d, 3b, 4a check with the whole class B Completing the sentence with the best verb 5’ - (B): Ask S to match the suitable verb in the box with take a career break, make a career move, offer each phrase from (A) to make a complete sentence; career opportunities, decide on a career plan Ask some S to read the sentences and explain any new words C Crossing out the noun that does not go with the 7’ - (C): Ask S to work in pairs to discover more verb common phrases with common verbs (the topic of Work arrangement Whole class Pairs Individual Pairs Pairs Pairs Pairs and Groups No Content a training course, progress, a part-time job, a mistake, a pension, an official job D Complete the sentence with the best verb phrase from part C take early retirement, work flexitime, get a promotion, research, earn a bonus Time (mins) Activities Work arrangement career) by crossing out the wrong options 8’ - (D): Ask S to work individually to complete the sentences with suitable phrases from B; Then, compare with the partners in the group; Check with the whole class Individual & groups Period 5: Vocabulary and Reading Objectives for S: - Get to use new vocabulary (extra practice) - Practice reading skill: + Be able to scan for information + Get some tips to get ahead in one’s career and be able to retell them without looking back the material No Content Time (mins) 5’ Activities Work arrangement - Ask S to complete each phrase with the best verb from the box Whole class Vocabulary (cont): extra practice from T Choosing the best verb from the box to make a phrase Pre-Reading (A) Discussing the factors that help when trying to move ahead in career and practical advice for those who want to 10’ - Ask S to work in pairs to discuss the questions in Reading (A); Then, collect ideas from S and write on the board Pairs Reading (B) - Scanning for information - Practising summarizing or paraphrasing 10’ - Ask S to scan the text quickly to find out if any of the points that are listed on the board in Pre-reading are mentioned; Check with the whole class for what points are in common (get the number of those tips) - In details, ask S about what is said in the course book about the points listed on the board (S may read the text or paraphrase the ideas); With the points that are not listed, ask S to summarize/ paraphrase the ideas; write on the board Individual - Ask S to read the given statements in (C) and decide which tip each statement could be added to and why Individual & pairs 15’ Reading (C) Scanning the text again (3 paragraphs at a time) 6’ Whole class No Time Activities (mins) a.4, b.6, c.8, d.5, e.2, f.7 4’ - Check with the whole class Period 6: Reading and Listening: Improving your career Objectives for S: - Practice listening skill + be aware of the importance of listening to key words + be able to listen for specific phrases (related to tips to get ahead in one’s career) Content No Content Reading (D) Matching 1-5 with a-e to make phrases Time (mins) 5’ Post-reading Discussing the most important tips 10’ Pre-listening Reading the text again Listening (A&B) Listening for the tips in the Reading text that are mentioned 3’ 7’ 8’ Debbie: Tip (creating your own goals) Tip (make a list of your priorities/ outline your tasks everyday) Tip (be comfortable with being uncomfortable/ challenges) Nikola: Tip (the same as yours/ your own goals) Tip (look for opportunities to broaden your skills) Tip (Are you really present? – change being uncomfortable/ try something new) Listening (C) Completing the extracts with specific phrases what you’re good at work on 7’ 5’ Work arrangement Activities Work Arrangement - Ask S to match 1-5 with a-e to make phrases (S may recall what’s in your mind, then scan from the text to check); Check with the whole class - Ask S to work in pairs to discuss the three most important tips out of 10 and express the ideas again to the teacher in their own language - Check with some pairs - Give S minutes to cover the text again, elicit them what they are going to listen to - Play the audio file once for S to number the tip Check with the whole class for their answers - Play the audio file for the second time, pause at the key points (italic letters) that show evidence for the answers - Play the audio for the 3rd time to listen for details - Ask the whole class to discuss the questions in B, elicit some details (conversation style, accent Individual - Play the audio, ask S to listen and complete the given extracts; Pause and check the missing phrases as well as the meaning of the whole sentence - Discuss Nikola’s comment in (C); ask S to interpret Individual Pairs Individual Whole class Whole No Content take it on into a routine what you’ve already got Time (mins) Activities the saying IV SUM-UP: 3’ - Vocabulary (topic of Career) - Reading and Listening: Ways to move ahead in career V HOMEWORK: 2’ - Workbook Unit 1: Vocabulary A, B, C - Read 10-14 (course book) in advance VI Self-evaluation Approved Date, Teacher Mai Thành Hạnh Work Arrangement class Lesson Plan: Period: 7,8,9 Number of periods done: Unit : Career I Students’ attendance check: 3’ II Homework checking: 2’ III New lesson Period 7: Language Review & Skills Objectives: - Acknowledge how often modal verbs are used in a job interview - Be able to use modal verbs (can, could, would) to make requests, make offers, show desire or describe abilities (in a job interview) - Be aware of the importance of the common expressions in making/ receiving calls and be able to make contact on telephone No Content Warm-up Tips/ ways to improve one’s career Vocabulary Review - Listing: some areas in business, compound nouns that include the word “career” - Choosing the suitable verbs that go with the given nouns Language Review - Listing modal verbs used to describe ability, make requests and make offers - Common questions in a job interview that are used to make a request (R), make an offer (O) or ask about ability (A) (A), (B): Making questions and defining their communication purposes, then, choosing the equivalent answers Could I confirm your contact details? (R) Can you use this software package? (A) Can you speak any other languages? (A) Could you tell us more about your present job? (R) Could you tell me your current salary? (R) Time (mins) 5’ 5’ 5’ 7’ Activities Work arrangement - Ask S for the tip that they most remember or like in order to improve one’s career - Show the vocabulary questions and ask S to give answers as quickly as possible Whole class - Ask S to: + give some interviewing questions + define the functions of the given questions (making requests/ offers, asking about abilities) + get the modals verbs that are used + check with the whole class by asking S to complete the box (p.10) - Ask S to rearrange the words in (A) to make questions from a job interview and decide whether each question is making a request, making an offer or asking about ability - Check with the whole class; Then, ask S to match the interviewing questions in (A) with the answers in (B); Check with the whole class Whole class Individual Whole class Individual No Content Would you let us know your decision as soon as possible? (R) When can you start? (A) Would you like some more coffee? (O) Practice (C) (D) Possible questions Can you work overtime/ work under pressure? Could you tell me the reason why you choose our company to apply to? Would you like to work in our branch in…? … Skills: Telephoning: Making contact Lead-in: common telephone expressions Listening (to get useful expressions) - Listening for the purpose of each call The man (Christophe Boiteaud) phones about a job advertisement in a magazine (Careers Now) He wants the woman (Carmen Diaz) to send him an application form for the job The callers not know each other The man (Jacques) from Intec phones the woman (Andrea), but she is not there He leaves a message to say that he will not be at the training course The callers may know each other Dave phones John, whom he knows, to get the fax number for Workplace Solutions because he can’t get through on the phone The callers know each other Time (mins) 5’ 5’ Activities Work arrangement - Ask S to sum-up the use of “can, could, would” (used to make requests/ offers and ask about abilities), ask S to complete part C to find any other communication functions of “can, could, would” – would like: to show desire (Can you offer me…) - Ask S to think of other questions/ sentences to describe abilities, make requests or offers (be in the position of both an interviewer or interviewee) in a job interview; then, collect S’ outcome & WC Pairs Whole class Pairs 3’ 10’ - Ask S about telephone expressions they know; write on the board - Play the audio file (3 conversations once) for S to find the purpose of each phone call and define whether the callers know each other or not (Ask S to express in complete sentences) - Check details at the 2nd time of listening Period 8: Skills: Telephoning: Making contact (cont) Objectives: - Be aware of the importance of the common expressions in making/ receiving calls - Be able to make contact on telephone No Content - Listening for details/ expressions (Listen and fill in the blank/ choose the phrases that are used) C 2: Hold on, 3: put you through, 4: Is that, 5: Speaking, 6: phoning about, 7: Could you give me D 2: I’m afraid, 3: take, 4: message, 5: This is, 6: Could, 7: tell, 8: make, 9: call, 10: back, 11: on Time (mins) 10’ 5’ 5’ Practice Role-play: Making a telephone conversation (p.136) She is not in the office at the moment Can I take a message? Could I have your name and your address? I will ask her to call you back I’m calling about the job advertisement I will send you the application form … (p.139) Can I speak to Laurie Thompson? I’m calling about how to apply for the job Could you tell me when the closing date is 10’ Case study - Getting to know the case Company, products, head office, subsidiary, recent performance, reasons, nature of sales position, qualities required 5’ 15’ Activities Work arrangement - Play each conversation once again for S to complete task C, D, E (With task C, D: Ask S to guess the answer first) - Ask S to cover the useful expressions in the conversations again as well as add more expressions that S know - Ask S to cover Useful language part for reference - Sum-up expressions for the caller and receiver Whole class - Assign S to the task: Ask S to work in pairs, role-play the conversations - Appoint some pairs (at least pairs) to role-play the conversations in front of the whole class - Make comments on S’ work - Give S minutes to read the part of Background and A new appointment; Check with the whole class for the main ideas Period 9: Case study Objectives for S: - Get an overview of activities in recruitments: + assessing the recent performance; + giving the requirements + assessing the candidates’ profiles; + assessing the candidates’ performance from the interview + consider the strengths and weaknesses of each candidate and make a choice Individual Pairs Pairs and WC Individual / Pairs No - Be able to give opinions and discuss in group to come up to the last decision - Be willing to work in group, be free to discuss and give personal opinions - Get the form of semi-formal and informal emails and in which cases these email styles are used Time Activities Content (mins) Case study (cont) 5’ - Ask S to read the information about each candidate - Getting to know the candidates and note down the key features Barbara Szarmach (BS): Diploma in Marketing, Being - Sum-up key points of each candidate on the board sales representative since leaving school, good knowledge of computing, having best sales results, languages: Polish/ Russian/ English (not very fluent) Comments: Strong, aggressive sometimes Tadeusz Vajda (TV): Bachelor in Engineering, experience of industry, Regional Manager for years in Poland, fairly successful, languages: Polish and English Comments: calm, relaxed, hard-working, not creative Eva Rheinberger (ER): Bachelor in History, sales rep in 15 years, good sales record, languages: Polish, English, German Comments: quite nervous, dependable, didn’t seem to have ideas about future of the company Work Arrangement Individual 5’ - Play the audio file once (each candidate) to add any other features to the summary of each candidate on the board, then, 2nd time: listen to check in details Groups 10’ - Ask S to work in groups to discuss and choose one person for the position, explain the reasons; Then, give reasons to dismiss the others Groups 15’ - Ask for the choices and reasons from different groups, take notes on the board; Also, ask for reasons to dismiss the other candidates Whole class 5’ - Make S clear about the writing task Whole - Directly listening to candidates’ interviews to experience the candidates’ style and attitude Main points: BS: get to the top, become a director, difficult to work with but get results ER: want people to enjoy working, help each other, sales experience, lead a team well, fast learner TV: expand slowly in years, not take many risks, patient, realistic, have ability and experience, good judgment Discussion: As the members of the interviewing team, discussing the strengths and weaknesses of each candidate, then, make a decision on the best candidate for the position Writing No Content Completing the email from the head of the interviewing team to Liz Steiner, Sales Director of Fast-Track Semi-formal/ Informal writing style: - Style - Form - Content: brief, short - Greeting/ Ending the email - Language: less formal than a business letter / spoken language (see at the email examples) (For whom? - Outside/ inside the company; When to use? - Giving/ asking for information) Time (mins) 10’ Activities Work Arrangement - Elicit S different styles of an email, form, content, greeting/ ending, language + Ask S to make comments on the two given email examples (which one is more formal? - semi-formal/ informal) + Make clear the form of semi-formal and informal emails - Ask S how they will apply these features to the writing task in this unit (what should be considered when writing the email in this task?) - Assign the writing task to S class IV SUM-UP: 3’ - Modal verbs - Skills: Making contact on telephone - Discussing: Choosing the best candidate for the new position V HOMEWORK: 2’ - Writing: Write email to the Sales director to inform about the chosen candidate VI Self-evaluation Approved Date, Teacher Mai Thành Hạnh Lesson Plan: Period: 10,11,12 Number of periods done: Unit : Selling online I Students’ attendance check: 3’ II Homework checking: 2’ III New lesson Period 10: Discussion and Vocabulary Objectives: - Be able to discuss/ talk about online shopping (terms/ conditions/ policies of shopping/ selling online) - Be able to discuss/ talk about advantages/ disadvantages of traditional and online shopping/ selling No Content Starting-up - Questions: 1, Do you like shopping? 2, What you/ don’t you like about shopping? 3, Have you heard about shopping online? (ecommerce & some famous websites) 4, What are the advantages of shopping online? 5, Which of the given items would you not buy online, why? ( disadvantages of shopping online) 6, Have you ever thought of selling online? Its advantanges and disadvantages? - Extra question for discussion: Can you make a brief business plan of an online channel (the task is assigned for groups as homework) Vocabulary - Introducing new vocabulary that is related to shopping/ selling online: Terms, conditions and policies + A) Time (mins) 8’ Teachers’ activities - Raise questions (question 1,2,3) for the whole class to discuss and lead to the new lesson: Selling online - Ask S to work in pairs to list some advantages of shopping online (question 4); collect S’ ideas, write on the board 7’ - Ask S for what from the list that they not want to shop online? (question 5) - Elicit S the disadvantages of shopping online; write on the board 10’ - (question 6): Ask S (in groups) to think about the advantages and disadvantages of selling online; write on the board - Elicit the meaning of the quotation in the course book 3’ - Ask S to work in pairs to complete the sentences with the best choice - Check with the whole class, ask S for the meaning of the words; then, elicit or explains the meaning & the use of new words 5’ Work arrangement Whole class Individual/ pairs Groups Pairs Whole class 2505 2508 Ti 2503 N 2504 Content 2507 2506 Activities (m Reading (cont) C: Find the heading 1(d): steps of processing guarana, not (c): historical background – the development of Guarana through ages 2513 2(a): national passion and design to target overseas market, not (e): the advantages or (f): the challenges when the product is globalised, not (h): they not only act locally, they act globally 2514 3(f): = obstacles 2509 2515 4(b): future prospect 2516 Post-reading 2517 D: Discuss the questions 2510 2511 2512 2518 10 2519 2520 2521 2522 2523 2524 2525 2526 2527 2528 2529 10 - Let S read the article again more closely to find the appropriate heading for each section + compare the answers with their partner 2531 (For the heading of each section of the reading, ask for different ideas from S, then give out the correct answer and ask S to give reasons to reject the others) 2532 2533 2534 2535 2536 2537 - Ask S about what to eat or drink (soft drinks?) to get more energy: (in case they feel tired or stressed) 2538 - Ask S to discuss in a group to create a good slogan for marketing Guarana Antarctica worldwide and in Vietnam; check S’ ideas 2530 Work arr ang eme nt 2539 Indivi du al an d pai rs 2540 2541 2542 2543 2544 2545 2546 2547 2548 2549 Whole cla ss 2550 Group 2551 Language Review Passives - How to form? (be+ Pii) - When to use? (the agent is vague or unimportant) 2556 A: Diamonds in South Africa, microchips in the United States, semiconductors in Malaysia, electronic goods in Japan, coffee in Brazil, leather good in 2552 2553 2554 2555 2560 5’ 2561 2562 10 2563 2564 2565 - Review how to form the Passives and when to use: Raise questions to elicit S 2567 - Ask S to exercise A: Ask S to write on the paper, T will go around and see how well S use the Passives Call one S for one sentence 2568 - Ask S to exercise B: Ask S to write the answers on the board; check with the whole class and sum up the forms of Passives in different tenses 2566 2570 Whole cla ss 2571 Indivi du al 2505 2508 Ti 2503 N 2504 Content 2507 2506 Activities (m Spain, oil in Kuwait, rice in China, watches in Switzerland, coal in Poland, copper in Zambia, mobile phones in Finland 2557 B: 10 2569 (Student 1: 1-4, Student 2: 5-7) 2558 2559 C: Homework 2572 2573 2574 2575 2576 2577 IV SUM-UP: 3’ - Vocabulary: Products - Listening: The best thing one has ever bought - Reading: Soft drinks - Language Review: Passives 2578 2579 V HOMEWORK: 2’ 2580 - Workbook 2581 VI Self-evaluation 2582 2583 2584 2586 2585 Approved 2587 2588 2589 2590 Date, Teacher Work arr ang eme nt 2591 2592 2593 Mai Thành Hạnh 2594 Lesson Plan: 14 Period: 40-42 Number of periods done: 39 2595 2596 2597 Unit 12 : PRODUCTS 2598 I Students’ attendance check: 5’ 2599 II Homework checking: 0’ 2600 III New lesson 2601 Period 40: Skills 2602 Objectives for S: 2603 + Be able to outline (main ideas) for a product presentation/ introduction 2604 + Get some useful language structures to present a product 2605 2608 Ti m e 2606 N 2607 Content 2611 2610 2609 Activities (mi n s ) 2612 Skills: Presenting a product - Vocabulary revision: Revise the adjectives that can be used to describe a product - Attractive, stylish, robust, elegant, userfriendly, high-quality, well-designed, flexible, practical 2615 2616 - Discussion: 2617 + List the details that should be included in a product introduction/ presentation 2618 + Synthetize the main points/ headings 2619 2620 - Listening 2621 Outline: 2613 2614 2628 7’ 2629 2630 2631 2632 2633 2634 2635 2636 2637 2638 2639 8’ 2640 2641 2642 - Lead to the new lesson by the audio file 12.2 (listen for gist – 1st time) and ask S about the main idea: Presenting a product 2653 - Elicit what has to be presented (possible answer: description); Then, revise the adjectives that can be used to describe a product with the whole class 2654 - Listen for the 2nd time: 2655 - Ask S to listen to the audio file to get the adjectives they hear (S: speak aloud the adjective when they hear it; T: stop the audio file to state whether it is correct or not) 2656 - Get S’ ideas on main parts/ details in a product introduction/ presentation (Possible ideas: appearance, special features/ functions, promotion…); 2657 2652 Work arran geme nt 2664 Individu al 2665 2666 2667 2668 2669 2670 2671 Whole 2608 Ti m e 2606 N 2607 2622 2623 2624 2625 2626 Content - Introducing the product - Describing the product - Stating the product’s uses - Mentioning selling points - Inviting questions 2627 (mi n s ) 2643 2644 8’ 2645 2646 2647 2648 2649 2650 7’ Useful language Focus on the function/ intonation/ language 2679 Preparation for the product presentation 2680 Choose one of the products, prepare and present it individually (p.142) (remind S to use the suggested language structures in the book) 2681 2677 2678 2610 2609 2651 2676 2611 2682 7’ 2683 2684 2685 2686 8’ 2687 2688 2689 Activities - Listen for the 2nd time: + Ask S to listen, after each part, T will pause and ask S for the main point that is focused (ask S for any details that they hear so that they can sum-up the main idea); Write on the board and compare with what the whole class has brainstormed 2660 2661 - Listen for the 3rd time: Before listening, elicit S common structures that can be used for each part in the outline 2662 - Ask S to listen in details (complete the given useful structures, focus on the function and meaning of each statement) 2663 2690 - Ask S for the language that they can use to present a product (S may look at Useful language part for reference: T focus on the intonation; function and meaning) 2691 - Ask S to learn about task C: choose one product to present; S will work in group of but each S will prepare to present on one product in 8’ (Note down the key sentences like suggested structures in B), then discuss in a group in the next step 2658 2659 Work arran geme nt class 2672 2673 2674 2675 Individu al 2692 Whole class 2693 2694 2695 2696 2697 Individu al 2608 Ti m e 2606 N 2607 Content 2611 2610 2609 Activities (mi n s ) Work arran geme nt 2698 2699 2700 2701 Period 41, 42: Skills and Case study 2702 Objectives for S: - Be able to present a product - Be able to write a brief product report 2705 2708 Ti 2703 N 2704 Content 2707 2706 Activities (m 2710 2711 Skills (cont) Practice presenting 2712 2713 2714 2709 Role-play: - Be the producer and present the product in front of the crowd 2717 - Be the smart chooser/ customers, ask the presenter questions 2715 2716 2718 20 2719 2720 2721 2722 2723 10 - Monitor S’ group discussion; ask S to present his/ her product in turn; the others ask the presenter more questions about the product after listening to get deep understanding 2725 2726 - Check with the whole class: accidental presenters come to the front of the class, present the products and then, the others ask questions; 2727 - Comment on the presentations (T and other S) 2728 2729 2724 Work arr ang eme nt 2730 Indivi du al an d W C 2705 2708 Ti 2703 N 2704 Content 2707 2706 Activities (m Case study Getting the background Name of the company: …, based in…, product range…, reputation…, slogan…, new potential products… 2735 Preparing a presentation on one product 2740 - Focus on specific details and functions of the products + languages that should be used) 2741 - Create other features that S wish 2738 2742 Giving the presentation + Q&A 2743 2731 2732 2733 2734 2739 2759 Writing * Getting the information that should be included in a product report 2762 * Organizing the information into different parts 2763 - Summary of the situation (Executive summary: of the main points/ overview of the situation + conclusion) 2764 (listen to the presentations, be impressed with which product, is it potential to make a deal…) 2765 - Outline of the report (Introduction: the points that will be looked at) 2760 2761 5’ 8’ 2744 2745 2746 2747 20 2779 12 2780 2781 2782 2783 2784 2785 2786 2787 2788 2789 Work arr ang eme nt - Give S 5’ to cover the basic information about Minerva A.G, and then raise questions for S to summarize important facts 2737 - Divide the class into groups: + Each of the groups will prepare for the presentation on one product 2750 2751 - Create different groups: each group consists of S who are from different orginal groups: each S in the group of will present on one product, the others ask more questions to get deep understanding; Take turn to make a presentation 2752 - Ask S to learn about the writing task: Choose and report on one product 2799 - Get S’ ideas on what the main parts of the report are and what they are for 2800 (Possible ideas: reasons for the report, description of the product, reasons for the choice, benefits of the order…) 2801 2802 - Discuss to come to conclusion on: 2803 + the appropriate outline with the whole class (direct S to the suggested form in the book p.135) 2804 + some details as well as useful language 2809 2736 2748 2749 2798 Indivi du al Group 2753 2754 2755 2756 2757 2758 Group an d W C Whole cla ss 2810 2811 2812 2813 2814 2815 2816 2817 2818 2705 2708 Ti 2703 N 2704 Content 2706 2707 Activities (m (look at…) - Main points (Findings: the facts that have been discovered) 2768 + The company and its reputation (creative ideas) 2769 (have reliable brand, win awards, get …% of market share…) 2770 + The product and its special features (in the book) 2771 (It’s ideal for, annother advantage is…) 2772 + Reasons for the choice/ rejection of the product (Based on what the customers say, …; Our customers are wishing for…) 2773 + The advantages of co-operation (creative ideas) 2774 (We could…, reduce, increase, attract customers…) 2775 - Conclusion (how the facts are interpreted/ what you think about the facts) 2776 - Recommendation (suggestions/ ideas for future activities) 2777 * Writing 2778 2766 2767 2821 2822 2823 2824 2825 IV SUM-UP: 3’ - Skills: Presenting a product - Case study: Products – Product report 2826 2827 2828 2829 V HOMEWORK: 2’ - Workbook VI Self-evaluation 2790 2791 2792 2793 2794 2795 2796 2797 20’ structures (based on the case studied) 2805 2806 - Compare with the suggested form of the report in the book (p.135) 2807 2808 - Give S time (20’) to write the report (The report should mention briefly the key points only) Work arr ang eme nt 2819 2820 Indivi du al 2830 2831 2833 2834 Date, 2832 Approved 2835 Teacher 2838 2839 2840 2836 2837 Mai Thành Hạnh 2841 Lesson Plan: 15 Period: 43-45 Number of periods done: 42 2842 2843 2844 REVISION 2845 I Students’ attendance check: 5’ 2846 II Homework checking: 0’ 2847 III New lesson 2848 Period 43: Revision: Unit 10: Conflicts 2849 Objectives for S: - Revise vocabulary of Unit 10 - Be able to develop outlines for a specific email, practice writing 2850 2853 Ti m e 2851 N 2852 Content 2856 2855 2854 Activities (mi n s ) 2857 Vocabulary Revise adjectives that describe qualities/ personalities with easy to difficult tasks 2860 1c, 2c, 3a, 4b, 5a, 6b, 7c 2858 2859 2861 5’ 2862 2863 5’ 2864 2865 10’ 2866 2867 2874 2875 2876 2877 2878 2879 Reading Practice skimming and scanning skills 1e, 2b, 3d, 4a, 5c 2880 5’ - Discuss with S the qualities that a manager needs to deal with conflicts among employees? 2869 - Revise the adjectives: Ask S to check the answers for B and C (easy tasks in the workbook) 2870 - Check Vocabulary part in Revision (course book) with the whole class (focus on meaning and part of speech: whether adjectives or nouns are missing) 2881 - Ask S to: 2882 + skim the email to get writing purposes 2883 + analyze the missing sentences to see which paragraph does each sentence belongs to 2868 Work arran geme nt 2871 Whole class 2872 2873 2886 Individu al 2853 Ti m e 2851 N 2852 Content 2856 2855 2854 Activities (mi n s ) + scan the text again to complete the task: Fulfill the blank with appropriate phrases 2885 2898 - Ask S for ideas on details of the reply; Compare with the given suggestions 2899 - Divide the class in groups of 5: There are suggestions for the reply, so each S is in charge of writing one Then, combine all the statements to make a complete email (S help partners to correct mistakes if any) 2900 - Check with the whole class: Ask one group to complete each suggestion; Write on the board, get comments from the others to make a complete and proper email Work arran geme nt 2884 2887 2888 2889 part Writing Write a reply to the email in Reading 2890 7’ 2891 2892 2893 2894 2895 2896 2897 13’ 2901 Whole class 2902 Period 44: Unit 11: New business + Unit 12: Products 2903 Objectives for S: - Revise Vocabulary of Unit 11, 12 - Revise Time clauses 2906 2909 Ti 2904 N 2905 Content 2908 2907 Activities (m Unit 11: Vocabulary - Revise vocabulary in unit 11 + focus on some new terms appearing in the workbook 2910 2914 + Economic terms (course book) 2915 Across: sector, unemployment, exports, incentives, interest 2916 Down: skilled, team, domestic, inflation, rate 2917 2928 Time clauses 2929 Time clause is a clause that introduces 2927 activities at a time and often begins with “before, after, when, while, until, …” 2911 2912 2913 2934 2947 2918 5’ 2919 2920 10 2926 - Ask S about what time clause is and how it is used 2932 - Have a quick check with the whole class exercise on p.116 2933 - Have a quick check with exercise A, B, C, D (workbook) (focus more on C and D which provide more new vocabulary) 2945 - Check with the whole class (p.117 course book) 2946 - Ask S for the form of Passives and when to use this type of voice 2952 - Check with the whole class (exercise on p.117 - course book) 2953 Whole cla ss 2922 5’ 2930 5’ 2940 2938 2939 5’ Passives Revise Passives (form and uses) - Ask S for factors that are involved in starting up new businesses 2924 - Check with the whole class exercise A & B (p.44 workbook) 2925 - Check with the whole class economic terms (p.116 course book) 2923 2921 2935 Unit 12: 2936 Vocabulary 2937 Revise vocabulary of Unit 12 Manufacture Launch Best-selling Distribute Unreliable Inexpensive 2948 2949 Work arr ang eme nt 15 2941 2942 2931 2944 Whole cla ss Whole cla ss 2943 2950 5’ 2951 Whole cla ss 2954 2955 Period 45: Unit 12: Products (cont) 2956 Objectives for S: - Practice writing: Get the details that should be included in a feedback of a product 2957 2958 2961 2964 Ti 2959 N Content 2960 2963 2962 Activities (m Unit 12: Writing - Revise vocabulary in unit 11 + focus on some new terms appearing in the workbook 2969 + Economic terms (course book) 2970 Across: sector, unemployment, 2965 exports, incentives, interest 2971 Down: skilled, team, domestic, inflation, rate 2972 2966 2967 2968 2973 5’ 2974 2975 2976 10 2977 2978 2979 2980 2981 10 Course SUM-UP Vocabulary Skills: Reading: Skimming and scanning Listening: gist or specific information 2987 (key words are important) 2993 Writing: topics - Informing letter - Co-operation invitation letter - Product report - Product feedback - Reply to complaints 2988 2989 2990 2991 2992 2998 10 3000 2999 Mark Proclaiming 3003 3004 3005 2994 IV SUM-UP: 3’ - Saying goodbye 10 Work arr ang eme nt - Ask S for details that should be included in a feedback of a product (S are not allowed to look at the book for ideas); Compare with given suggestions 2983 - Divide the class into group of 5; 2984 - Ask S to choose the product, discuss the ideas and each person will write some sentences based on each given suggestion; add up all the sentences, correct any mistakes to make a complete piece of writing 2985 - Check with the whole class: For each suggestion, call one group to express in details; Write on the board, get comments from the others to make a complete piece of writing 2995 - Ask S for different sets of vocabulary that have been covered during the course; and skills that S practice in the meantime (focus on topics of writing); Remind S of tips when dealing with different tasks of skills 2996 2986 3001 3002 2982 Whole cla ss 2997 3006 V HOMEWORK: 2’ 3007 - Revise vocabulary and practice language skills 3008 VI Self-evaluation 3009 3010 3012 3013 Date, 3011 Approved 3014 Teacher 3017 3018 3019 3020 3021 3015 3016 Mai Thành Hạnh ... Period: 22 -24 Number of periods done: 21 TÊN BÀI HỌC: Unit 3: Companies I Students’ attendance check: mins II Homework checking: mins Content: Workbook (p. 12) III New lesson Period 22 Objectives:... grammar, spelling…) - Give S about 25 ’ to write item 1 ,2, 3 - Collect S’ work Work arrangement Individual Individual Lesson Plan: Period: 25 -27 Number of periods done: 24 Unit : Great ideas I Students’... Role-play: Group & 2: Holiday destinations + car hire and insurance Group & 4: Advertising buget + Joint venture structure 2. 6 .2 Writing Writing a letter (format) Time (mins) 15’ 20 ’ 10’ Method T’s