WEEK 20 Date of preparation: January 1st ,2018 Distributive period: 55 Unit global warming Lesson Getting started A Objectives: Language focus - To help learners get started with some language items in Unit - 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 Skills - To help learners get started with skills in Unit - 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 Attitudes - To help Ss get started for Unit 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 Warm up minutes 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 you see in the picture? - Where 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, the task Keys: C G D B A E H F Activity 4: Find the sentences with the structure having Ved2 - Ask Ss to the task - Keys: Having planned Having contributed Having treated minutes Consolidation minutes - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson Homework minute - Ask Ss to learn by heart the words or phrases related to the global warming - Talking about what we should to prevent global warming Keys: Global warming Three parts: the causes, the effects, the solutions Greenhouse gas emissions from factories and vehicles; use of chemical fertilizers, and deforestation Greenhouse gas emission, use of chemical fertilizers, deforestation Climate changes, infectious and heat-related diseases, impact on water supplies, threat to food production and upset ecological balance They should change their daily habits 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: Date of preparation: January 1st ,2018 Distributive period: 56 Unit global warming Lesson Vocabulary and grammar A Aims and Objectives: Language focus - To provide learners some language items in Unit - For vocabulary, that is words and phrases related to global warming - For pronunciation, that is intonation in yes-no question and echo-question Skills - To promote Ss to develop the skill of working in pairs and groups 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 Check up - Ask some Ss to talk about the causes, minutes the effect of and solution to global T < > Ss warming - Take notes and give feedback New lesson A Vocabulary: Activity 1: Complete the sentences with minutes the right form of the words/phrases - Ask Ss to work individually first and Pair work then in pairs to the task * Keys: carbon footprint - Ask Ss to the tasks and compare the infectious diseases results with their partner emissions Pronunciation ecological balance Intonation heat-related illnesses Activity 1: Listen and repeat Pay climate change attention to the intonation 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 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 Consolidation minutes - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - Vocabulary related to the global warming Homework minute - T asks Ss to exercises again at home - Prepare for the next lesson - Complete Exercises in workbook T < > Ss T < > Ss E Experience: Date of preparation: January 1st ,2018 Distributive period: 57 Unit global warming Lesson Grammar A Aims and Objectives: Language focus - For grammar, that is perfect gerunds and perfect participles Skills - To promote Ss to develop the skill of working in pairs and groups 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 Check up - Ask some Ss to talk about the causes, minutes the effect of and solution to global warming - Take notes and give feedback Content T < > Ss New lesson minutes minutes 14 minutes 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 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: Having planned After we have planned the content … Having treated Because/Since humans have treated the … The perfect participle is used to express a reason * Keys: e c a b g h f d Keys: 1.The students in group 11G were praised for having planted the most trees in the schoolyard in the Tree Planting Competition The police suspected Mike of having cut down the oldest tree in the park He denied having dumped lots of rubbish onto the beach Thank you for having saved the lives of hundreds of wild animals They regretted having hunted and killed many wild animals The factory was heavily fined for having dumped tons of toxic waste into the river Denis was rewarded for having taken an active part in the Green Summer activities Consolidation minutes Homework minute - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - Vocabulary related to the global warming - Perfect participles and perfect gerunds - Intonation - T asks Ss to exercises again at home - Prepare for the next lesson - Complete Exercises in workbook T < > Ss T < > Ss E Experience: WEEK 21 Date of preparation: January 8th ,2018 Distributive period: 58 Unit global warming Lesson Reading A Aims and Objectives: Language focus - To provide learners some vocabulary related to the global warming 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 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 Homework minutes New lesson 12 minutes minutes 14 minutes - Ask some Ss to distinguish perfect participles and perfect gerunds and the tasks again Activity Work with a partner and guess what problems are described in the pictures - Discuss with a partner - Let Ss work in pairs, 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 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: G A C F D E B T < > Ss * Keys: 1.We are responsible It releases a large amount of carbon dioxide into the atmosphere Deforestation disrupts the process of - Put Ss in groups of four and let them discuss the questions freely Consolidation minutes Homework 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 They could lose their home They can reduce crop harvest globally Because human beings cannot exist without species diversity on earth T < > Ss T < > Ss E Experience: Date of preparation: January 8th ,2018 Distributive period: 59 Unit global warming Lesson Speaking A Aims and Objectives: 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 Skills - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups 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 Check up minutes New lesson 14 minutes - Ask Some Ss to go to the board and 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, exercise - Encourage Ss to explain their choice - Ask Ss to work by themselves, the task then share their answer with their partner Activity 2: The table below presents the reasons why the activities in can help reduce global warming Match them with the activities - Put Ss in pairs, ask them to ask and 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 Work in groups of three Complete the conversation using the phrases in the box and then practice it - Ask Ss to work in pairs, the task - Do as appointed - Let Ss work in pairs and the task Activity 4: What you think about these solutions to global warming? Work in groups of three Use the idea in and to have a similar conversation - Ask Ss to the task *Key: 1, 2, 4, 5, T < > Ss Pair work * Keys: e b c a d T < > Ss Pair work Ss < > Ss Keys: energy use electronic devices planting trees carbon dioxide reusing and recycling Consolidation minutes 4.Homework minute - Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you 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 - Listening at home T < > Ss T < > Ss E Experience: Date of preparation: January 8th ,2018 Distributive period: 60 Unit global warming Lesson Listening A Aims and Objectives: Language focus - To provide learners some vocabulary related to global warming Skills - To promote Ss to develop their listening skills - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: Teacher - Teaching aids: Textbook, lesson plan and cassette - Teaching method: Communicative language teaching Students - Read through English Unit - 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 Check up about how to reduce global warming minutes - Feedback New lesson Task 1: a Match the words with the pictures and 13 minutes answer the question - Ask Ss to work in pairs and 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: c (drought) d (flood) a (famine) e (water shortage) b (forest fire) Pair work - climate change - global warming - human being’s interference with the environment T < > Ss C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Content Check up - Ask some Ss to write some new words and minutes the tasks again T < > Ss - Take notes and give feedback New lesson Grammar: Conditionals in reported speech minutes Activity 1: Read the statement in direct speech Decide if it is necessary to change Keys: C/U C/U U U U the verb tenses in reported speech after U U C/U reporting verbs in the past tense Write C or U in the space provided - Have S work individually first - Encourage them to refer to the Do you know ? box to get more information about the classes Ask Ss questions to check if they minutes understand the general rules related to the form and usage of this grammar point Whole class - Ask Ss to compare answers in pairs - Check Ss’ answers as a class 12 minutes * Activity 2: Report each statement in - Ask Ss to report the statements in 1, using the reporting verbs in the prompts - Have them compare their answers - Have Ss rewrite their sentences on the board - Check Ss’ answers as a class *Keys: I told him that if I drank coffee before bedtime, I couldn’t sleep C I told him that If I drink coffee before bedtime, I can’t sleep U Dr Quan said that we’d boost our immune system if we had a healthy lifestyle C Dr Quan said that we will boost our immune system if we have a healthy lifestyle U John’s wife told him that it would be nice if he could spend more time with the children U Peter explained to us that if Ann called him back, he’d arrange an appointment for her U The travel agent explained to us that if we travel to a foreign country, we need a valid passport U My grandmother keeps telling us that if we catch a cold, we should try natural remedies before taking any medicine U John told me that if he were rich, he’d donate money to charity U Mary’s father said that Mary/she would Pair work T < > Ss Keys: Jack’s father advised him not to eat fast food every day Ann asked Kim to the dishes for her The doctor told me to a 30-minute work-out every day Mai invited Peter to go out for a coffee Phong apologized for breaking my glasses Hoa reminded Lan to buy some groceries on the way home Carol suggested enrolling on a yoga course recover quickly if she followed the doctor’s advice C Mary’s father said that Mary/she will recover quickly if she follows the doctor’s advice U Reported speech with to infinitives and gerunds Activity 3: Write the sentences in reported speech, using the reporting verbs in bracket - Explain that to-infinitives or gerunds can be used to report actions - have Ss read the Do you know ? box and focus on the verb forms in reported speech after the three groups of reporting verbs - Ask Ss to the task 14 minutes Consolidation minutes Homework minute Activity 4: Change the sentences in reported speech into direct speech - Ask Ss to change the sentences in reported speech into direct speech - Have Ss rewrite their sentences on the board - Check Ss’ answers as a class *Keys: “Kim, don’t forget to turn off the lights before leaving the house” “You shouldn’t exercise too hard because it’s not good for your heart” “Let’s have a picnic next weekend” “Don’t play near the construction site” “Would you like to spend your summer holidays on my grandparents’ farm?” “I’m sorry I’ve made lots of mistakes in the report” “Yes, I took my father’s car without permission” - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - Vocabulary related to healthy lifestyles and longevity - Intonation in invitations, suggestions, polite requests, uncertainty and surprise - Reported speech with conditionals and reported speech with to infinitives and gerunds - T asks Ss to exercises again at home - Prepare for the next lesson - Complete Exercises in workbook John and Max admitted forgetting to submit the assignments the day before Individually T < > Ss Individually T < > Ss T < > Ss T < > Ss E Experience: WEEK 33 Date of preparation: April, 8th 2018 Distributive period: 96 Unit 10 Healthy lifestyles and longevity Lesson Reading A Aims and Objectives: Language focus - To provide learners some vocabulary related to the topic of life expectancy factor 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 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 Homework minutes - Ask some Ss to the tasks again - Feedback New lesson Activity 1: The machine described in the picture above help doctors to diagnose and treat diseases Discuss with a partner - Ask Ss to look at the picture Ask some questions as warm-up: + Have you ever seen them? + What are they used for? - Have them the task individually, and then compare their choice in pairs or groups - Elicit answers from Ss, encouraging all possible reasons Have Ss explain their choices - Pre-teach some of the unfamiliar vocabulary items in the text, but not the highlighted ones because Ss will be required to work out their meaning from the context the words are used in minutes Content T < > Ss Keys: MRI (Magnetic Resonance Imaging) scanners and X-ray machines take medical images of patients’ internal body parts MRI images provide a 3D representation of organs, which X-rays usually cannot Keys: c b d a T < > Ss minutes *Keys: be attributed to antibiotics vaccine Activity 2: Read an article about the main T < > Ss obesity dietary minutes 10 minutes minutes factors for the increased life expectancy Four sentences have been removed from the article Choose a sentence (a-d) to complete each gap (1-4) - Ask Ss to go through the four sentences Ask Ss to read the text quickly to choose the missing that best suits the passge - Set a time limit for this activity since skimming is a speed-reading technique with the purpose of getting a general overview of the content - Have Ss work individually, and then compare their answers in pairs or small groups - Check Ss’ answer as a class Activity 3: Find the words or expressions in the text which have the following meanings - Have Ss read through the definitions and the text carefully, looking for the correct words or phrases that match with the definition - Let them read the text individually to find the information, them compare their answers in pairs or groups Encourage Ss to explain exactly which information from the text helped them to answer the questions - Check Ss’ answers as a class Activity 4: Read the text again and answer the questions - Ask Ss to read the full text, include the gapped sentences, again and answer the questions individually - Invite several pairs to summarise the discussions and present their decisions to the rest of the class Encourage other Ss to ask follow-up questions Keys: The three factors are healthier lifestyles, better nutrition and advances in medical science and technology Smoking, alcohol intake and fast food consumption can increase the risk of hear diseases Doing regular physical activity and spending more time outdoors can improve the ability of the human body to function well Because they want to relieve stress Because the food we eat can affect longevity and dietary changes can boost our immune system They are the discovery of antibiotics and vaccines, and the development of medical imaging Activity 5: Which of the factors mentioned in the article you think is the most important? Pair work T < > Ss Discuss with a partner - T helps Ss know how to the task - Let SS work in groups to this task at home Healthy lifestyles (physical exercise, low levels of stress and anxiety) Better nutrition (nutritious diets and dietary changes) Advances in medical science and technology - Summarize the main points of the lesson Consolidation - Vocabulary related to life expectancy factors T < > Ss minutes - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context Homework - Ask students to learn by heart the new words minute - Prepare for the next lesson T < > Ss E.Experience:……………………………………………………………………………………………………… WEEK 34 Date of preparation: April, 15th 2018 Distributive period: 97 Unit 10 Healthy lifestyles and longevity Lesson Speaking A Aims and Objectives: Language focus - To provide learners some vocabulary related to taking care of your body Skills - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups 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 Check up minutes - Ask Some Ss to go to the board and the tasks again - Feedback Take care of your body Activity 1: Below is a set of note cards for a talk about skincare Use the words and phrases in the box to complete them - Ask Ss to look at the set of note cards for a talk on skincare - Explain to Ss that note cards can be a very helpful tool for preparing, rehearsing and delivering speeches or talks The note cards should contain New lesson 10 minutes Content T < > Ss Suggested answers: B1: wear protective clothing - avoid sunburn wear sunscreen with a sun protection factor (SPF) of at least 15 B2: eat a wide variety of fruit and vegetables – provide vitamins and nutrients drink a lot of water – prevent water loss B3: wash your face twice a day with warm the most important information as bullet points, which can be used as prompts in case the speaker gets nervous or forgets what to say - Explain any further unfamiliar vocabulary, if necessary - Have Ss make their own note cards and present their answers to the class 10 minutes minutes Consolidation minutes 4.Homework minute Activity 2: Work in pairs Use the note cards to talk about skincare, paying attention to the following - Ask Ss to pay some attention when they speak * glance at the note; don’t read them * use linking words and expressions for hesitation devices to some more natural and smooth * to make your tips sound more reliable, use reported speech to quote their sources * maintain eye contact with your partner * use appropriate gestures and facial expressions to support your ideas Activity 3: Prepare another set of note cards for a talk about how to take care of your vision Use the information below and your own ideas - Ask Ss to practice the conversation in pairs - Set a time limit for the pair’s preparation and practice - Invite some pairs to role-play in front of the class - Encourage Ss to give feedback on things such as interesting content, original ideas, fluency of speech and good presentation skills Activity 4: Work in groups of four or five Take turns to present your talk to your group members - Let Ss work in groups to the task Make sure each group chooses a different activity - Ask groups to summerise and briefly report their discussions to the class - Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you now? - Vocabulary related to taking care of your body - Speaking skills: pair work and group work talking about how to take care of your body - Vocabulary related to taking care of your body - Speaking skills: pair work and group work talking about how to take care of your body - Do the task again - Read Unit 10 - Listening at home water and mild soap – remove dirt Don’t squeeze pimples – can lead to swelling, redness and infection Taking care of your vision - Use some kinds of eye drop to ease your eye’s tiredness - Practice to look at things in distance to develop your eyesight T < > Ss T < > Ss E Experience: WEEK 34 Date of preparation: April 15th ,2018 Distributive period: 98 Unit 10 Healthy lifestyles and longevity Lesson Listening A Aims and Objectives: Language focus - To provide learners some vocabulary related to exercise precautions Skills - To promote Ss to develop their listening skills - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: Teacher - Teaching aids: Textbook, lesson plan and cassette - Teaching method: Communicative language teaching Students - Read through English Unit 10 - Listening at home C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Check up minutes New lesson 10 minutes Activities - Ask some pairs of Ss to talk about how to take care of your body - Feedback - Inform the class of the lesson objectives: Listening for specific information about exercise precautions Exercise precautions Task 1: Discuss with a partner - Ask Ss to look at the pictures and discuss the questions with a partner - Encourage Ss who don’t know anything about the site to make some predictions using the words and phrases in the box Content T < > Ss *Suggested answers: a fitness walking b aerobic exercise c yoga d swimming Keys: a minutes Task 2: Look at the picture Listen to John Keith, a fitness instructor, talking about four *Key: b c d minutes 10 minut Consolidation minutes 4.Homework minute types of physical activity Number the pictures as you listen - Ask Ss to look at the words and phrases that can be heard in the talk - Have Ss compare answers in pairs or groups - Explain the meaning of any unfamiliar words, if necessary - Check Ss’ answers as a class Task 3: Listen again Which safety rules are mentioned for each type of physical activity? Tick the correct boxes - Ask Ss to look at the three options and make their own predictions for the answers - Have Ss listen to the recording and choose one of the three options given - Have them compare their answers in pairs or groups - Check Ss’ answers as a class - Let them listen again and pause the recording after the sentences mentioning the word geological Task 4: Work in four groups Each group chooses a different activity from Discuss the following - Let Ss work in groups to the task Make sure each group chooses a different activity - Ask groups to summerise and briefly report their discussions to the class - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? - Vocabulary related to the topic of exercise precautions - Listening skills - Vocabulary related to the topic of exercise precautions - Do the tasks again - Prepare for the next lesson Aerobic exercise: 1,2 Yoga: 3,5 Swimming: 1,3,4 Fitness walking: 2,6,7 Group work T < > Ss T < > Ss E Experience: WEEK 34 Date of preparation: April 15th ,2018 Distributive period: 99 Unit 10 Healthy lifestyles and longevity Lesson Writing A Aims and Objectives: Language focus - To provide learners some vocabulary related to the topic of changes in lifestyle Skills - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups 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 Check up minutes New lesson minutes - Inform the class of the lesson objectives: Writing a story about how people have changed their lifestyles to overcome a problem Lifestyle changes Task 1: Read a story posted on Medline, a website about fitness Complete the story, using the correct forms of the words in the box - Ask Ss to work in pairs or groups to the task - Ask Ss to read a story posted on a fitness website and complete the gaps with the correct form of the words in the box Content T < > Ss * Keys: appetite weight fainted supported overweight dieting 10 minutes Task 2: Read the story again and answer the questions - Ask them to read through the questions to make sure that they understand the questions - Have Ss discuss in pairs or groups, and answer the questions - Check Ss’ answer as a class Task 3: Use the information below to write a similar story - Set time limit for them to write the first draft of their essays * Key: Because as a child he used to eat a lot of fast food After he received hundreds of rejections and couldn’t get a job Fasting was his first kind of diet He was unsuccessful and was taken to hospital For over a year, he had to follow a special diet and joined a fitness class for overweight people Overweight people are not lazy and can work effectively like other people, so they should not be treated unfairly However, their health can be affected, so they should follow doctors’ advice to lose weight 18 minutes Consolidati on minutes 4.Homewor k minute - Have Ss exchange their drafts in pairs or groups for peer review Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling Add any additional feedback, if necessary - Have Ss revise their drafts based on their partners’ comments and your feedback - Collect Ss’ essay for checking or marking - Ask Ss to consolidate the main contents - Ask Ss to complete the essay at home and collect - Ask Ss: What have you learnt today? What can you now? - Write the text again at home - Prepare for the next lesson T < > Ss T < > Ss E Experience: WEEK 35 Date of preparation: April 22nd ,2018 Distributive period: 100 Unit 10 Healthy lifestyles and longevity Lesson Culture and project A Aims and Objectives: Language focus - To provide learners some cultural items - To give them a chance to a small project in which they can develop their speaking skills Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 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 - Ask some Ss to go to the board and read their Warm up writings minutes - Feedback T < > Ss New Culture: lesson Activity 1: Decide whether the following *Suggested answers: statements are T, F or NG F NG T F 17 minutes - Ask Ss to read the text again to decide whether NG NG the statements are true, false or not given T - Encourage Ss to work out the meaning of each new word from the contextual clues in the text - Explain any unfamiliar words or expressions, if necessary 20 minutes Consolidatio n minutes 4.Homewor k minute E Experience: Activity 2: Discuss with a partner - Ask Ss to read the text and complete the task - Encourage them to share any information or facts they know about this city Even if Ss haven’t heard about it, encourage them to make some predictions Project: Work in groups of or Choose one of the projects Ask Ss to the project Compare the information about these people and find out any common features Present your report to the whole class - Ask Ss to the task - Let the groups the task in their free time - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? * Keys: Education, dietary changes, exercise and the spirit of cooperation There should be close cooperation between local government, health association and residents The first step should be for a local health association to start a campaign for promoting a healthy lifestyle and nutrition, winning the support of the local residents and local government Pair work T < > Ss T < > Ss - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss WEEK 35 Date of preparation: April 22nd ,2018 Distributive period: 101 REVIEW A Aims and Objectives: Review unit 9,10 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 Warm up minutes New lesson 17 minutes 20 minutes - Ask some Ss to go to the board and read their writings - Feedback T < > Ss REVISION - THE SECOND SEMESTER - ENGLISH 11 I Find the word that has a different stress pattern from the others A abundant B magnificent C imperial D innovate A accommodation B undergraduate C opportunity D optimistic A scholarship B demolish C masterpiece D infrastructure A eligible B doctorate C sustainable D dietary A infectious B renewable C longevity D meditation II Find the word that has its underlined part pronounced differently from that of the others A expectancy B citadel C intact D undergraduate A current B upgrade C consumption D sustainable A species B detect C electronic D remedy A dietitian B distinctive C heritage D structure A cuisine B diversity C disease D preserve III Choose the best answers: D ancestors Scientists working on the site found many ancient tools, tombs, and pottery, and made some important discoveries A geological B archaeological C exploring D preservation means an illness that can be passed from one person to another, especially through the air people breathe A infectious disease B heat-related illness C headache D stomach ache A large amount of carbon dioxide are released into the atmosphere by burning fossil fuels A gases B emissions C effects D levels I believe that the only way for us to reduce global warming is to cut down energy use A on B to C at D in The alarming rate of deforestation results in damage the quality of the land A to B in C at D for When finishing an undergraduate course successfully, students can get a Group work T < > Ss Pair work T < > Ss Pair work A master's degree B doctoral degree C doctorate D bachelor's degree Some students decide to study in the United States or the United Kingdom to their language skills, which can help them to get a better job A upgrade B improve C increase D enrich Deforestation is one of the biggest environment threats to the in the world A infectious diseases B ecological balance C carbon footprint D greenhouse gases With thousands of UK further education courses on offer, you can choose a course that your goals and interests A goes B fixes C mixes D matches The archaeological that led to the discovery of the ancient city lasted several days A excavate B excavating C excavations D excavators Hoi An Ancient Town is preserved in a remarkably _ state A damaged B unspoiled C intact unharmed Cat Ba is also rich of cultural festivals and traditions that are highly potential for and development A research B growth C conservation D promotion Although some of the structures are now , most of the significant existing monuments have been partially restored A in danger B at risk C in ruins war Phong Nha-Ke Bang National Park provides a lot of valuable information about the earth's _ development A geological B archaeological C architectural D historical Taj Mahal is considered to be a masterpiece of style in design and construction technique A geological B archaeological C architectural D historical The government is making plans to install sensors and cameras in the city center to traffic problems and help drivers to avoid traffic jams A discover B detect C find D watch It's urgent to upgrade the city's transport because almost all roads get flooded after heavy rain A system B movement C means D infrastructure In addition to a nutritious diet, a lifestyle can boost your health and increase your life expectancy A stress-free B sugar-free C cholesterol-free D anti-ageing Your body may not be able to fight infections naturally if your is weakened A natural remedy B immune system C nutrition D life expectancy Science has shown that many types of chronic diseases are to people's bad eating habits A given B attributed C contributed D caused Maria warned too much caffeine A to drink B drinking C against not drinking D not to drink The teacher accused her students attention to what she said A not paying B on not paying C of not paying D not to pay The public praised the local farmers for millions of trees on the surrounding hills A being planting B having planted C being planted D having been planted Why don’t you take a break? You the Internet all day A are surfing B surfed C have surfed D have been surfing a hotel, they looked for somewhere to have dinner A Having found B To find C Found D Finding A Bachelor’s degree is a third – year or four – year course you take in undergraduate higher education after you further education A finished B have finished C had finished D have been finishing We admired the Japanese the city of Fukushima after the disaster A to being rebuilt B for having rebuilt C to rebuild D of having rebuilt On Cat Ba Island, there are about 80 species and sub-species in the Viet Nam's Red List A which have classifiedB which classifiedC classified D classifying We had to wait for a long time to get our visa, _? A did we B didn't we C had we D hadn't we Mrs Black doesn't believe her son is able to draw such a picture, ? A does she B is he C doesn't she D isn't he He had hardly left the office when the telephone rang, ? A had he B hadn't he C did he D didn't he Since warnings about global warming for more than 20 years, people have to suffer its effects now A ignored B have ignored C having ignored D they having ignored Lona is exhausted these days She (work) too hard recently A has worked B has been working C worked D works Fred has been phoning his boss lunchtime but he can't get through A at B for C since D during I three books on vocational training to complete this project A have read B have been reading C read D am reading I don't think John's friendly, ? A I B don't I C is he D isn't he My elder brother apologized to my parents the simple lifestyle changes they had told him when he was young A for not following B for following C on following D on not following Choose the underlined word or phrase in the sentence that needs correcting Jessica reminded Robin joining in the contest the next morning The local person prevented us going to the mountain in that season because it was very dangerous John apologized to his mother about breaking her favorite vase the morning before Having told about the dangers of chemical fertilizers, the farmers turned to bio-fertilizers Phong Nha - Ke Bang is the oldest and largest tropical limestone region be formed about 400 million years ago John 'd better not speak to me like this again, would he? Everyone believes the students will not be punished, will they? Consolidation minutes 4.Homework minute - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? - T asks Ss to learn the structures and vocabulary T < > Ss - Prepare for the next lesson T < > Ss E Experience: ... preparation: January 1st ,2018 Distributive period: 56 Unit global warming Lesson Vocabulary and grammar A Aims and Objectives: Language focus - To provide learners some language items in Unit... 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... Listening: Listen for information in a radio programme about Phong Nha – Ke Bang National Park - Writing: Write an essay about the reasons why Trang An Scenic Landscape Complex was recognized