Giáo án Tiếng Anh 12 Sách mới - Học kì 1 - Trường THPT Đoàn Kết

Date of preparation: 
Period 1: INTRODUCTION OF ENGLISH 12
I/ Objectives
 By the end of the lesson, students should be able to: 
- know about the English book grade 12 in general. (Including themes, tests, lessons etc. )
- know some requires of student to study well English.
II/ Methods
Integrated
III/ Teaching aids 
IV/ Procedures
Stages/Time
Learning activities
Language 
focus
Modes
I/ Warm-up
-10’
Play the game: Do morning exercises
-Ss follow T’s movements
-St who can’t imitate will be punished
-stand up
-sit down
-listen
-look at the board
- raise your hand
- open your book
- close your book
..
Whole class
II/ Contents
-33’
# Discussion
1/ How many units are there?
2/ What are they?
3/ Are they old or new topics?
4/ Which topic you like and dislike most?
Why?
5/ How many reviews are there?
6/ Which part do they include?
# Introducing the tests
-Type of tests: written and spoken
-Number of test
- Time to test
# Stating the requirements to students
-have enough books and notebooks
-finish homework
-prepare new lessons
Group work
Whole class
III/ Homework
2’
Assigning homework
Ss prepare unit 1: Life stories
Lesson 1: Getting started

Whole class
Comments:
Date of preparation: 
Unit 1: LIFE STORIES 
I/ Aims
1/ Knowledge: By the end of the lesson, students should be able to: 
Use words and phrases related to people’s life stories
Identify and pronounce homophones correctly
Use the past simple and the past continuous to talk about actions or events, use articles correctly.
Learn about Sir Arthur Conan Doyle, the creator of Sherlock Holmes
2/ Skill: By the end of the lesson, Ss should be able to:
Read for specific information about two people’s life stories.
Talk about a historical figure.
Listen for specific information in a talk show privacy and lessons learnt from people’s life stories 
Write a person’s life story
II/ Methods
Integrated and Communicative
III/ Teaching aids
Pictures, cassettes, tape recorder, handouts, laptop
IV/ Anticipated problems
Ss may forget the theory of articles so T should handouts with detailed knowledge of articles
 Ss may ask more information about Larry Stewart, Le Thanh Thuy, Nguyen Trai, King Le Loi, Le Quy Don, Arthur Conan Doyle so T should use Google to enrich background knowledge about them
Ss may ask T to explain detailed information in the text so T should understand the text clearly and exactly.
V/ Procedures
Period 2
LESSON 1: GETTING STARTED
1/ Objectives
By the end of the lesson, Ss should be able to interact about stories of some famous people in order to practice listening and speaking.
2/ Methods
Integrated and Communicative
3/ Teaching aids
Cassette, tape recorder
4/ Procedures
Stages/Time
Learning activities
Language focus
Modes
I/ Warm-up
(5’)
# Discussion: describe the pictures
1/ Who can you see
2/ What are their jobs?
3/ What do you know more about them? 
4/ Who do you like best? Why
Grammar: Present tense
Vocabulary
-a businessman
-an inventor
-a chairman
- a songwriter
-a record producer
- a chef

Group work
Whole class
II/ Pre-
( The dialogue)
(10’)
# Listening to the tape
Listen twice to get the main ideas
# Role-play
Read the conversation to practice pronouncing and speaking skill
# Introducing vocabulary
-waver (v) = consider
-stimulate (v) = increase
-inspire (v):
-influential (adj): have great impact on 
-determined (adj)
-talented (adj)
Whole class
Pair work
Whole class
III/ Through-
(20’
2/ Activity 2: 
# Discussion: T/F/NG
-Read the dialogue again
-Find the cues
-Correct F sentences
# Suggested answers
1/ T
2/ NG
3/ F
4/ F
5/ T
3/ Activity 4
# Discussion
Find the words that have the same sounds
4/ Activity 5
Language analysis: decide verb forms
Ss read out the right sentences

Present simple
Past simple
1/ two 2/ I
3/ see 4/ won
5/ know
Felt/ was creating

Pair work
Whole class
Pair work
Whole class
IV/ Post –
(8’)
Activity 3
# Discussion: 
Who do you like best? Why?
Structure: I would like to choose .because of the following reasons. First.. Second, .Last,..

Group work
Whole class
V/ Homework
(2’)
Guiding homework
# Writing: Write a paragraph (140 words ) to tell about the person you admire most.
Tense: Present simple, past simple

Whole class
Comments: 
Date of preparation: 
Period 3 + 4
LESSON 2: LANGUAGE
1/ Objectives
By the end of the lesson, Ss should be able to use words and phrases related to people life stories, practice pronouncing homophones, distinguish past simple and past continuous, use definite articles.
2/ Methods
Integrated and Communicative
3/ Teaching aids
Cassette, tape recorder
4/ Procedures
Stages/Time
Learning activities
Language focus
Modes
I/ Checking-up

# Checking the old lesson: write a paragraph
T collects some papers to give marks

Whole class
II/ Vocabulary

# Discussion
1/ Activity 1
Find the words with suitable 
Explanation
2/ Activity 2
Complete the sentence...nswering the questions.
2/ Methods
Integrated and Communicative
3/ Teaching aids
Laptop
4/ Procedures
Steps
Learning activities
Language focus
modes
I/Checking-up - (5’)
# Making presentation
Talk about the person they admire most

Individual
II/ Pre-listening(7’)
Activity 1
Discussion: Why are people interested in the life of celebrities?
# Vocabulary
-curious (adj) tò mò
-idol (n): the person they admire most
-gossip = chat (v)
-slander: speak ill
# Grammar: Present simple
Whole class
Individuals
Pairs

III/While-listening
(24’)
Activity 2
# Listening and choosing the best answer.
-Listen 2 or 3 times
-Give some explanation for the answers.
1/ B 2/ A
3/C 4/ A
Activity 3
Listening and discussing 3 questions
-Listen carefully paying attention to the information with 3 questions
-Discuss and give the correct answers
# Vocabulary
-Overloaded with = overwhelmed with
-make judgement: nhận xét, đánh giá
-make criticism : phe binh
- merit = advantage

Whole class
Individuals
Pairs
IV/ Post-listening(5’)
#Discussion: Everyone’s life story is like a book that can teach us something
-Give ideas: agree or disagree and give reasons
-Make presentation before the class
Grammar: 
Present simple
Whole class
Individuals
Pairs
V/ Homework
(1’)
Guiding homework
-Ss find out more special life stories to retell others
-Prepare next lesson

Whole class
Comments: 
Date of preparation: 
Period 8
LESSON 6: WRITING
Where there’s a will, there’s a way
1/ Objectives
By the end of the lesson, Ss should be able to write an essay about a life story using given information.
2/ Methods
Integrated and Communicative
3/ Teaching aids: pictures
4/ Procedures
Steps
Learning activities
Language focus
Modes
I/Warm-up 
(5’)
# Brainstorming
-Discuss the idiom “ where there’s a will, there’s a way”
-Describe the pictures in the textbook
-Show other pictures about other special life stories
Vocabulary
-champion (n) nha vo dich
-strong- willed
-overcome
Individual
II/ Pre-writing(8’)
Activity 1
-Read the story
-Complete the story with given words
1/ adopted
2/ obsessed
3/ helpless
4/ overcome
5/ competed
6/ misfortune
#Vocabulary
-adopt (v): nhận làm con nuôi
-obsess (v): ám ảnh
-misfortune (n): sự bất hạnh
-helpless (adj): vô vọng
-motto (n): khẩu hiệu
Whole class
Individuals
Pairs

III/Through-writing
(22’)
Activity 2
-Order the contents of the story
e-a-d-c-g-b-f
-Giving the structure of the writing
of a life story
Activity 3
-Discuss the given information
-Use the model in activity 1 and 2 to write an essay about the life story of Thu Ha
+Make complete sentences
+ Use some connectors
-Writing on the board
-Giving marks for some writings
# Vocabulary
-odd jobs: đủ thứ nghề mưu sinh
-scholarship (N): học bổng
-run a charitable organization
-tuition fees
Whole class
Individuals
Pairs
IV/ Post-writing (8’)
# Discussion
-Discuss about the life of Thu Ha and what can you learn form him.
Past simple
Present simple
Whole class
Individuals
Pairs
V/ Homework
(2’)
Guiding homework
-Finish writings
-Prepare for Writing skill

Whole class
Comments: 
Date of preparation: 
Period 
LESSON 7: COMMUNICATION AND CULTURE
1/ Objectives
By the end of the lesson, Ss should be able to understand about the creator of Sherlock Holmes – Arthur Conan Doyle by deciding T/F statements and answering the questions.
2/ Methods
Integrated and Communicative
3/ Teaching aids: pictures
4/ Procedures
Steps
Learning activities
Language Focus
Modes
I/Checking-up 
(5’)
# Making presentation
Ss come to the board and tell about the life of Thu Ha, Carlos or any other life stories

Individual
II/ Communication(15’)
1/ Activity 1
# Listening for specific information
-Listen and complete the statements about the stories
-Write down on the board 
1/ people’s life stories
2/ walking/ well-known historical figures
3/ unreal
4/ the countryside
5/ respect/real
2/ Activity 2
# Discussion: Should family stories be told to children? Give reasons
# Report to the class
-To my mind, family should be told to children because this is the best way to teach children about the family’s history and traditions. Children will know more about their ancestors..
# Vocabulary
Encyclopaedia: bách khoa toàn thư
Heroic (adj) anh hung
# Grammar
Past simple
Whole class
Individuals
Pairs
Group work

III/Culture
(24’)
#Reading comprehension
-Do skimming to get some main information about Arthur Conan Doyle
-Discuss the 6 questions
-Report to the class
1/ NG
2/ T
3/ F
4/ T
5/T
6/ NG
# Discussion
-Talk about Vietnamese writers of detective stories 
+Personal information
+ Main works
+ Achievements
 -Report before the class
# Vocabulary
-prosperous (adj) = rich and famous
- spark (v): nurture and increase
- fantasy (n) excellent
-honour (n) great respect
# Grammar
Past simple
Whole class
Individuals
Pairs
IV/ Homework
(1’)
Guiding homework
Ss do exercises in Looking ba...ges.
5/ No, because that would make their presentation too long and overload listeners with lots of information.
6/ Many people move in the city because they want to seek for better job prospect.
Many people move out the city because the can’t bear the pollution.
2/ Activity 3
-Do matching: compound adjectives
Key: 
Five-minute
Well-known
Thought-provoking
3/ Activity 4
# Completing the sentences
Keys
1/be 2/ focus 3/ talk 
4/ talk 5/ include

Vocabulary
Content = introduction + body + conclusion
Grammar: Future tense, past tense

Individuals
Pairs
Work in groups

IV/ Post-
(5’)
# Finding subjunctive sentences
-Reread the conversation and find
-Come to the board and write down as quickly as possible
Vocabulary
Verbs: recommend, suggest, advise, 
Adj: important, necessary
Work in groups
V/ Homework
(1’)
#Guiding homework
-Make 5 sentences using subjunctive
-Prepare Language

Whole class
Comments: 
Date of preparation: 
Period 11+ 12
LESSON 2: LANGUAGE
1/ Objectives
By the end of the lesson, Ss should be able to use compound adjectives, diphthongs and the subjunctives in That- clause
2/ Methods
Integrated and Communicative
3/ Teaching aids
Cassette, tape recorder
4/ Procedures
Steps
Learning activities
Language Focus
modes
I/ Checking-up 
(5’)
#Presentation
Talk about urbanization
+ Definition
+ Causes
+ Advantages
+ Disadvantages
+ Solutions

Grammar: present simple tense
Individual
II/ Vocabulary (15’)
1/ Activity 1
Do matching
Read the whole sentences
Keys: 1/b 2/ e 3/ a
4/ d 5/ c
2/ Activity 2
Completing the sentences
-Read out and give the reasons
Keys: 
1/ urbanization
2/ overload
3/ switched off
4/ agricultural
5/ industrialization
3/ Activity 3
-Do matching
 +weather-beaten + well-paid
+ long-lasting + year-round
+worldwide + downmarket
-Language analysis: compound adjectives
+well/badly-V3/ed
+number-Nddsoit
+ 
4/ Activity 4
Completing the text using compound adjectives
Keys: 
1/ weather-beaten 2/ long-term
3/ well-paid 4/ fast-growing
5/ up-to-date

Grammar: Present tense
Vocabulary
Well-planned
Badly-dressed
Pairs
Whole class
III/Pronunciation
(8’)
Activity 1: Listening
-Listen and pay attention to the underline parts
-T explains diphthongs
Activity 2: Role – play
Read the conversation then find out some diphthongs

Diphthongs

Whole class
Individuals
Pairs
IV/ Grammar(16’)
Activity 1: 
Completing the sentences
Key: 
1/ (should) get
2/ (should) be cleaned
3/ (should) work
4/ (should) be allowed
5/ (should) attend
6/ (should) not look down on
Grammar’s analysis
Activity 2: Completing the sentences with verbs in the box
Keys
1/ (should) study
2/ (should) be told
3/ (should) obey
4/ (should) be returned
5/ (should) search

Subjunctive with THAT
1/ Meaning: report advice, orders, requests, suggestions, about things that need to be done.
2/ Form
S + V/be + adj/ N + that + (should) + Vo
3/ Notes
-Adj: best, crucial, essential, imperative, important, recommended, urgent, vital.
-V: advise, ask, command, demand, desire, insist, propose, recommend, request, suggest, urge
Pairs
V/ Homework
(1’)
-Do exercises on subjunctives on exercise books
-Prepare skill: reading

Whole class
Comments: 
Date of preparation: 
Period 13
LESSON 3: READING
Urbanization and its causes
1/ Objectives
By the end of the lesson, Ss should be able to interact about urbanization: causes, reasons and solutions
2/ Methods
Integrated and Communicative
3/ Teaching aids
4/ Procedures
Steps
Learning activities
Language focus
modes
I/Checking-up 
(5’)
Checking Ss’ subjunctives
Come to the board and write down some sentences using subjunctive with THAT

Individual
II/ Pre-(7’)
Activity 1
#Prediction
-Read the sentences to understand
-Guess they are T or F in general
Vocabulary
-more economically developed countries: Quốc gia kinh tế phát triển hơn
-less economically developed countries: Quốc gia kinh tế kém phát triển hơn
-standard of living: mức sống

Pairs

III/Through-
(20’)
Activity 2
Reading to check Ss’ answers
Key
1/ T
2/ F
3/ T
4/F
5/ T
Activity 3
Finding words in the text
Key
1/ expanding
2/ counter-urbanisation
3/ doubled
4/ increase
5/ migrate
Activity 4: Answering questions
Discussion
Write down on the board
Check and correct
Key
1/ It’s a process by which urban areas grow bigger as more and more people leave the countryside to live in towns and cities.
2/ MEDCs stands for more economically developed countries. 
LEDCs stands for less economically developed countries
3/ Before the 1950s, rapid urbanization took place in Europe and North America because it was the period of industrialization in these areas.
4/ After 1950, urbanization started to grow rapidly in LEDCs.
5/ Some of the push factors of urbanization are lack of resources in rural areas, bad weather conditions, and the competition from large agricultural companies.
6/ Because they have to suffer bad weather ...ole class
Comments: 
Date of preparation: 
Period 16
LESSON 6: WRTING
Trends in urbanization
1/ Objectives	
By the end of the lesson, Ss should be able to write a line graph to show the urbanization rate
2/ Methods
Integrated and Communicative
3/ Teaching aids
4/ Procedures
Steps
Learning activities
Language focus
Modes
I/Checking-up 
(5’)
Retell the pros and cons of living the city.

Whole class
II/ Pre-writing(7’)
Activity 1
#Matching
-Match the phrases with the graphs
-Come to the board and write down
Key
a/ rise/increase steadily
b/ fall/decrease sharply
c/ stay the same/
d/ fluctuate
e/ rise/increase sharply
f/ fall steadily

Vocabulary
-sharply>< steadily
-fall=decrease>< rise = increase
-fluctuate: increase and decrease
-stay the same = remain stable = level off
Pairs
Whole class
III/Through-writing
(26’)
1/ Activity 2
# Rewriting the sentences
-Write on the board
-Check and give remarks
Key
1/ There has been a dramatic rise in the migration of young people to big cities.
2/ Due to shortages of jobs, the population in rural areas has decreased 
3/ There was an increase of over .
4/ The rate of urbanization in S rose sharply 
5/ There was a slight decrease in the urbanization ..
2/ Activity 3
-Look at the graph and describe orally
-Write down some sentences using models in activity 2 on the board
-Check and correct
# Guiding the outline
-T write down the form of the description
- Write down on notebooks
-Write down on the board

Grammar and structures
-The number of ..has decreased.
= There has been a sharp decrease in the number of .
-There was a slight decrease in .
Form of the passage to describe graph
1/ Topic sentence: The graph shows/describes..
2/ Body: supporting sentences
-There was a decrease in .
-The number of..increased
3/ Closing: In short the urbanization rate increased

Individuals
Whole class
Whole class
Individual
IV/ Post-writing (5’)
#Peer-correction
-Exchange their handwritings to check and correct
-Give general comments

Whole class
Individuals
Pairs
V/ Homework
(2’)
Guiding homework
-Finish the writings or rewrite
-Prepare lesson 7: communication and culture

Whole class

Comments: ..
Date of preparation: 
Period 17
LESSON 7: COMMUNICATION AND CULTURE
1/ Objectives	
By the end of the lesson, Ss should be able to interact about the urbanization in Bangkok city and answer the questions and make a discussion
2/ Methods
Integrated and Communicative
3/ Teaching aids
Pictures/cassettes/tape recorder
4/ Procedures
Steps
Learning activities
Language Focus
Modes
I/Checking-up 
(5’)
-T checks Ss’ writings
-T gives remarks and marks

Individual
II/ Communication(18’)
1/Activity 1: 
#Listening
-Read the 6 sentences
-Listen twice and choose the correct option
-Read out the correct sentences
Keys
1/ 70 2/ oil
3/ natural resources 4/ close to
5/ really big cities 6/ smaller cities
2/ Activity 2:
#Discussion and Presentation
a/ Which of predictions are likely to come true to the city you live in?
b/ Make some predictions about a city in Vietnam in 2050
-Speak out their free ideas
-Vocabulary
+human resource: nguồn nhân lực
+excessive exploitation: khai thác quá mức
-Grammar: Future tense

Individuals
Pairs
Work in groups
III/Culture
(18’)
1/ Activity 1: Describing pictures
-Picture 1: modern Bangkok with its improved infrastructure and high-rise buildings.
-Picture 2: slums and urban poverty
2/ Activity 2: Reading and answering questions
-Do skimming
-Discussion: ask and answer 3 questions
-Write down on the board
Keys
1/ B plays an important role in Thailand. It has been a capital city for over 200 years. The growth of B is the world’s window on the growth of Thailand.
2/ It has brought about economic, social and cultural benefits.
3/ The drawbacks include the growth of slums, social issues such as drugs and crime, traffic congestion and environmental pollution.
3/ Activity 3: Discussion 
The similarities and differences between the urbanization in B and that in Hanoi
-Fill in the table
Similarities
Differences
-better services and facilities
-more opportunities to get high-paying jobs
-Traffic congestion
.
-The number of slums
-Make presentation
-Vocabulary
+gross domestic product: tổng sản phẩm quốc nội
+inhabitant (n): people who live in a place
+crime (n): tội phạm
+facilities (n) cơ sở vật chất
-Structures
+result in
+take measures
+cope with = confront with
Whole class
Work in groups
Individuals
Work in groups
IV/ Homework
(1’)
Guiding homework
-Write a passage about the pros and cons of urbanization in Bangkok.
-Prepare Looking back and project.

Whole class
Comments: .
Date of preparation: 
Period 18
LESSON 8: LOOKING BACK AND PROJECT
1/ Objectives	
By the end of the lesson, Ss should be able to remember words related to the topic urbanization, compound adjectives, subjunctive and make a report about the urbanization of a city.
2/ Meth... take	B. would take	C. take	D. took
......15. Tran Hung Dao was a great__________ to lure the enemy.
A. strategy	B. strategist	C. soldier	D. king
......16. _________is what shaped our cities into what they are today.
A. Urbanization	B. Electrification	C. Determination	D. Computerization
......17. Carol could meet her husband while she _________in Europe.
A. were travelling	B. has been travelling	C. was travelling	D. traveled
Choose the underlined part among A, B, C or D that need correcting in each sentence below.
......18. Traditionally(A), the flag is risen(B) in the morning and taken(C) down at night(D).
......19. Some fish(A) use their(B) sense of smell as(C) a guide when return(D) to a spawning site. 
......20. Mirrors done(A) of shiny metal were used(B) by the Egyptians in(C) ancient times(D). 
 Read this passage and mark the letter A, B, C, or D to choose the word or phrase that best fits each numbered blank.
	In most of the earliest books for children, illustrations were an afterthought. But in the Caldecott “toy books” which first (21)_____ in 1878, they were almost (22) _____ important as the lines of text, and occupied far more space in the book. One can almost read the story from the dramatic action in the pictures. (23) _____ then, thousands of successful picture books have been published in the United States and around the world. In the best, the words and illustrations seem to complement each other perfectly. Often a single person is responsible (25) _____ both writing and illustrating the book. One of (24) _____, and certainly one of the most successful, illustrator-authors was Dr. Seuss, whose real name was Theodor Geisel.
......21: A. happened	B. emerged	C. appeared	D. showed
......22: A. most	B. as	C. more	D. less
......23: A. Before	B. Till	C. By	D. Since
......24: A. with	B. for	C. at	D. to
......25: A. the greatest	B. the greatness	C. the great	D. the greater
Read this passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions.
The changing profile of a city in the United States is apparent in the shifting definitions used by the United States Bureau of the Census. In 1870 the census officially distinguished the nation's “urban” from its “rural” population for the first time. “Urban population” was defined as persons living in towns of 8,000 inhabitants or more. But after 1900 it meant persons living in incorporated places having 2,500 or more inhabitants.
Then, in 1950 the Census Bureau radically changed its definition of “urban” to take account of the new vagueness of city boundaries. In addition to persons living in incorporated units of 2,500 or more, the census now included those who lived in unincorporated units of that size, and also all persons living in the densely settled urban fringe, including both incorporated and unincorporated areas located around cities of 50,000 inhabitants or more. Each such unit, conceived as an integrated economic and social unit with a large population nucleus, was named a Standard Metropolitan Statistical Area (SMSA). 
......26. What does the passage mainly discuss?
A. How cities in the United States began and developed.	
B. How the United States Census Bureau conducts a census
C. Solutions to overcrowding in cities.	D. The changing definition of an urban area 	
......27. According to the passage, the population of the United States was first classified as rural or urban in........
A. 1870	B. 1900	C. 1950	D. 1970
......28. The word “distinguished" in the 1st is closest in meaning to.............
A. protected	B. removed	C. honored 	D. differentiated
......29. Prior to 1900, how many inhabitants would a town have to have before being defined as urban?
A. 2,500	B. 8,000	C. 15,000	D. 50,000
......30. According to the passage, why did the Census Bureau revise the definition of urban in 1950?
A. New businesses had relocated to larger cities. B. Cities had undergone radical social change.	 
C. City borders had become less distinct. 	D. Elected officials could not agree on an acceptable definition.
Use the correct form of the words in the box to complete each sentence. 
weather-beaten 	fast-growing	overload 	figures	dedication 
31. His tireless_____________________ to protect endangered animals was greatly admired.
32. He has the____________________ face and skin of an old traveler.
33. In_____________________ cities, people have access to jobs, healthcare and other facilities.
34. Winston Churchill was one of the most dominant _____________________ in British politics.
Write a short paragraph of ONLY 4- 6 sentences about the advantages of living in a big city.
...............................................................................................................................................................................
...................................................................................................................................................s
5/ green technology

Grammar
Complex sentences
Relative clauses with WHICH

Pairs
Whole class
Pairs
Work in groups
IV/ A 15-minute Test
(15’)
Do the MCQ in the paper Test

Individual
V/ Homework
(1’)
Guiding homework
-Remember vocabulary
-Prepare Lesson 2: Language

Whole class
4/ Procedures
Comments: 
Date of preparation: 
Period 20 + 21
LESSON 2: LANGUAGE
1/ Objectives	
By the end of the lesson, Ss should be able to use words related to the topic “the green movement”, assimilation, simple compound and complex sentences and relative clauses with which.
2/ Methods
Integrated and Communicative
3/ Teaching aids
Cassettes/tape recorder
4/ Procedures
Steps
Learning activities
Language Focus
modes
I/Checking-up 

#Checking the old lesson
-Write down some vocabulary on the board
-Tell about some ways to go green
Vocabulary
-eco-friendly products
-renewable resources
-launch

Individual
II/ Vocabulary 
1/ Activity 1:
- Do the matching
-Write down the answers on the board.
-Check the answer
Key
1/ c 2/d 3/ b 
4/f 5/ e 6/ a
2/ Activity 2:
-Complete the sentences with the correct form of the words or phrases.
-Read out the correct sentences and give explanation
-Check the answers
Key
1/ pathway 2/ mould and mildew
3/asthma 4/ dispose of
5/ depleted
Vocabulary
-clutter
-asthma
-dispose of
-pathway
-mould and mildew
-deplete

Pairs
Whole class
Pairs
Whole class

III/Pronunciation

1/ Activity 1
-Listen and repeat pairs of words
-Write down some notes
2/ Activity 2
-Listen and repeat sentences, pay attention to the assimilation
-Read out the sentences

Assimilation
-Before /m/, /b/ or /p/
-Before /s/
Whole class
Individuals
Pairs
IV/ Grammar
1/ Simple, compound and complex sentences
-Compare 3 kinds of sentences
-Give example
# Activity 1
-Decide the sentences are simple, compound or complex
-Write down on the board
Key
1/ simple 2/ compound
3/ complex 4/ simple
5/ complex 6/ compound
# Activity 2
-Combine the simple sentences using given connectors
-Write down on the board
-Check the answers and give remarks
Key
1/ If we all adopt a green lifestyle, we will help.
2/ Some foods taste good, but they do not
3/ We should keep..clean because this will 
4/ Germs can causeand can make.
5/ When we all ..environment, we can all enjoy.
6/ Coal, which is ..plants, remains one of .
2/ Relative clauses with which
-Retell the use of which
-Combine 2 sentences
Keys
1/ The water polluted, which places 
2/ The air ..gases, which is very
3/ We should.recycle, which is .
4/ Illegal dumping.town, which has helped.
5/ Young people.living, which will help

Grammar
-A simple sentence: one independent clause
-A compound sentence: two independent clauses
-A complex sentence: one independent clause + one dependent clause.
Which: refer to the whole idea presented in the main clause, separated by coma

Whole class
Pairs
Whole class
Individual
Whole class
-Pair work
Whole class
V/ Homework

-Finish the rest exercises at home
-Prepare Lesson 3: Reading

Whole class
Comments
Date of preparation: 
Period 22
LESSON 3: READING
Black carbon pollution
1/ Objectives	
-By the end of the lesson, Ss should be able to understand the reading comprehension, do some tasks and interact about soot pollution.
2/ Methods
Integrated and Communicative
3/ Teaching aids
4/ Procedures
Steps
Learning activities
Language Focus
modes
I/Warm-up 
(5’)
#Brainstorming
Give some causes of global warming
-Air pollution
-High carbon dioxide
-.


Whole class
II/ Pre-task(5’)
#Describing pictures
-Look at the pictures and describe
-Give opinions about the relationship among them.
Vocabulary
-soot (n): black things coming from incomplete combustion
-diesel vehicle
-melting (n)

Individuals
Whole class

III/Through-
(28’)
1/ Vocabulary
-Learn some vocabulary
-Write down on the notebooks
-Read after the T
2/ Activity 1
# Discussion: choose the appropriate headings
-Decide the correct headings
-Find the clues to support their ideas
Keys
1/ C 2/A 3/B 4/D
3/ Activity 2
-Complete the sentences with no more than five words
-Write down on the board 
Key
1/ know little about soot/don’t know much about soot
2/ oil, wood and other fuels
3/ second most damaging greenhouse
4/ smaller than dust and mould
5/ clean, alternative fuel stoves
Vocabulary
-emission (n) release
-construction equipment (n)
-fire in grill
-fireplace
-absorb (v)
-tiny particles : small parts
-bronchitis: medical condition that causes difficulty in breathing.
-respiratory illness: benh ve duong ho hap

Whole class
Individuals
Pairs
Whole class
Pairs
IV/ Post - (6’)
#Discussion
Are soot emissions a problem in your community or in Vietnam in general?
-Give some facts
-Causes
-Effects
-Solutions
# Make presentation


Group works
Whole class
V/ Homework
(1’)
-Write down the problem of soot emissions in Vietnam
-Prepare skill - speaking

Whole class
Comme...Methods
Integrated and Communicative
3/ Teaching aids
handouts
4/ Procedures
Steps
Learning activities
Language focus
Modes
I/Checking-up (5’)
#Presentation
-Speak out some ways to change lifestyles to go green

Individual
II/ Pre-writing(7’)
#Discussion: Some advantages and disadvantages of green energy
-Come to the board and write down
-Add some more ideas
# Draw out the form of the essay
-Opening: state green energy and its both advantages and disadvantages
-Body
+ Major advantages
+ Major disadvantages
-Closing: conclude ideas
Vocabulary
-minimal impact: very low negative impact 
- install
-generate =produce
-geothermal: địa nhiệt
-exploit (v): khai thác
Whole class
Pairs

III/Through-writing
(24’)
1/ Activity 1: Complete the incomplete essay.
-Write some supporting ideas
-Write down on notebooks and on the board
-Exchange writings for peer-correction
Suggested answer
-They can be replaced naturally and cannot be seriously depleted. This green energy also reduces the cost of operation. As a type of clean energy, they emit little or no harmful chemical pollutants into the air, so they have a minimal impact on the environment
..
2/ Activity 2:
# Discussion: advantages and disadvantages of consuming organic food.
#Writing
-Write about advantages or disadvantages of consuming organic food.
-Exchange writings for peer correction

Grammar
Present simple
Simple, complex and compound sentences
Vocabulary
-deplete (v) exhaust
-emit = release (v)
-nutritional (adj) giàu dinh dưỡng
-seasonal (adj): depend on the season
-time-consuming: (adj) take a lot time
Individuals
Pairs
Individuals
Pairs
Individuals
IV/ Post-writing (5’)
-Give remarks
-Give some common mistakes
+Vocabulary
+ Structures
+..

Whole class

V/ Homework
(4’)
-Finish the writings advantages or disadvantages of consuming organic foods

Whole class
Comments: ..
Date of preparation: 
Period 28
 LESSON 7: COMMUNICATION AND CULTURE
1/ Objectives	
-By the end of the lesson, Ss should be able to interact about green movements in Vietnam and discuss the greenest countries and cities in the world to answer the questions.
2/ Methods
Integrated and communicative
3/ Teaching aids
4/ Procedures
Steps
Learning activities
Language Focus
Modes
I/Checking-up 
(5’)
#Checking the old lesson
-Hand over the writings
-Talk about some advantages or disadvantages of consuming organic foods.

Individual
Whole class
II/ Communication(19’)
#Listening
-Listen about an overview of the green movement in Vietnam and decide T/F statements
-Read and understand the 5 sentences first
-Listen twice
-Compare with partners
-Give their answers.
Key
1/ T
2/ F –“Go green program” – “Education for nature in Vietnam”
3/ T
4/ T
5/ F turn on – turn off
#Discussion: How can you contribute to the green movement in Vietnam?
# Making presentation
Suggested answer
 I think we should walk and ride bicycles more instead of .to save energy.
Vocabulary
-collaborate with = cooperate with
-nature reserve: places to protect the environment
-disposal (adj): difficult to be destroyed
Whole class
Individuals
Pairs
Group works
III/Culture
(20’)
1/ Activity 1
-Read the text and answer the questions
-Share the answers
-Write down on the board
Key
1/ The five greenest countries are Sweden, Norway, Costa Rica, Germany and Demark and the ten greenest cities are Copenhagen, Amsterdam, Stockholm, Vancouver, London, Berlin, New York, Singapore, Helsinki and Oslo.
2/ They often wear helmets when travelling around in the city on cycle paths and lanes or they can use public transport with buses and taxis that run on renewable energy.
3/ By using buses or taxis that run on renewable energy.
4/ They cover it into valuable resources. Almost 100% of the household waste in the city is recycled and is used for heating and electricity, drinking water is always of very high and reliable quality.
2/ Activity 2	
# Discussion: what should people in big cities in Vietnam do to make their cities become a green city like Stockholm?
# Making presentation
I think they should use more public transport or walk or ride bikes instead of going by cars,..

Vocabulary
-assessment (n) sự đánh giá
-dweller (n) the person who lives in the city.
-waste-water treatment plant: nhà máy xử lý nước thải
-eco-label: nhãn mác bảo vệ môi trường
-rubbish dump: việc đổ rác
Individuals
Pairs
Work in groups
Whole class
IV/ Homework
(1’)
Write a short paragraph about solutions for people to make cities a green place to live.
Prepare Looking back and project

Whole class
Comments: ..
Date of preparation: 
Period 29
LESSON 8: LOOKING BACK AND PROJECT
1/ Objectives	
-By the end of the lesson, Ss should be able to 
 + Use the assimilation in connected speech correctly.
	+ Use some key words of the green movement.
 + Do the exercises on simple, compound and complex sentences and which.
2/ Methods
Integrated and communicative
3/ Teaching ai...ell-planned: plan carefully
-off-peak (adj): ngoài giờ cao điểm
Pairs
Individuals
Pairs
Whole class
III/ Pronunciation 
(7’)
Activity 3
#Listen and give the correct words in the blanks
-Read the 5 sentences
-Listen twice
-Come to the board and write down
Key
1/ their, they’re 2/ council, counsel
3/ where, wear 4/ made, maid
5/ red, read
# Reading
-Read out the sentences
-Listen and correct

homophones

Whole class
Pairs
Individuals
IV/ Grammar
(21’)
1/ Activity 4
# Completing the sentences using the correct form of the verbs
-Write down the form of subjunctive
-Find the suitable verbs and their forms
-Write down on the board
Key
1/ (should) join 2/ (should) complete
3/ (should) come 4/ (should) offer
5/ (should) be provided
2/ Activity 5
# Choosing past simple or past continuous
-Write the answers on the board
- Give some explanation
Key
1/ was walking 2/ saw
3/ was standing 4/ came
5/ realized 6/ stopped
7/ helped 8/ led
9/ met 10/ was waiting
11/ said 12/ was worrying
13/ wondered
3/ Activity 6
# Making complex or compound sentences using the prompts
-Write down on notebooks
-Come to the board and write down
-Give remarks
Key
1/ If students can keep their homes and schools green and clean, they will contribute to the Go Green campaign
2/ The burning of fossil fuels emits harmful gases, but people still use them for heating and cooking.
3/ The city buses and taxis use noise reduction devices and run on environmentally friendly fuels.
4/ Many residents use coal fires for cooking, which can seriously pollute the air of the city.
5/ They use corn to make bio-fuels, which may lead to food shortages.
Grammar
Subjunctive 
Past simple and past continuous
Complex or compound sentences
Individuals
Pairs
Whole class
Pairs
Individuals
Pairs
Whole class
V/ Homework
(1’)
# Guiding homework
-Finish the rest exercises
-Do exercises on exercise books
-Prepare 4 skills

Whole class
Comments: ..
Period 31
REVIEW 2 (2nd) – Unit 1-2-3: Skills
1/ Objectives	
-By the end of the lesson, Ss should be able to review 4 skills: reading, listening, speaking and writing
2/ Methods
Integrated and Communicative
3/ Teaching aids
Laptop
4/ Procedures
Stages/
Time
Learning activities
Language focus
Modes
I/ Checking-up (4’)
# Checking Ss’ vocabulary
Write down as many vocabulary as possible surrounding the topic Green Movement
Vocabulary
-soot
-deplete
-pathway
-dispose of
-asthma

Groups
Whole class
II/ Reading
(10’)
1/ Activity 1
#Reading and understanding the causes and effects of counter-urbanisation
-Write down some vocabulary
#Discussion
-Causes
-Effects
# Making presentation
2/ Activity 2
# Deciding T/F/NG
-Find the cues for T statements
-Correct F statements
Key
1/ T 2/ F – 3/ NG 
4/ F 5/ T 6/ F - 
Vocabulary
-counter-urbanisation: phản đô thị hóa
-phenomenon (n) hiện tượng
-migration (n): sự di cư
-infrastructure (n) cơ sở hạ tầng
-sanitation (n) vệ sinh
-implement (v) = exercise

Individual
Whole class
III/ Speaking
(10’)
Activity 3
# Role-play
Use the ideas on the table to make a conversation about historical figures: The Trung Sisters, Lady Trieu, Emperor Quang Trung
-Study the table
-Study the model conversation
+Act out
+ Find the content
-Practise making similar dialouge

Vocabulary
-national uprising (n) cuộc khởi nghĩa dan toc
-Han invaders: quân xâm lược Hán
-emperor: vua
-bravery (n) sự can đảm
-battle (n) trận chiến
Individual
Pairs
IV/ Listening
(10’)

Activity 4
# Listening about wave energy
-Read and understand 5 sentences
-Listen twice
-Choose the best option
-Write down on the board
-Check and correct
Key
1C 2B 3C 4A 5B
Vocabulary
-cost-efficient (adj) hiệu quả
-equivalent (n) đẳng thức
-power station: nhà máy điện
-hostile (adj) ko thân thiện
-rusty (adj) gỉ, han
Whole class
Individual
Pairs
Whole class
V/ Writing 
(10’)
Activity 5
# Writing sentences
-Use the prompts to write meaningful sentences about the cons of solar energy
-Write down on the notebooks
-Write down on the board
-Check and give remarks
Key
1/ Solar energy comes directly from the sun and this renewable source is sustainable.
2/ This type of energy is environmentally friendly and does not cause pollution
3/ Solar energy is available everywhere and is very quiet because solar energy do not have any moving parts.
4/ Solar panels are expensive as they use rare and special materials, and the technology used to store solar energy is costly.
5/ Solar energy is not always available since access to sunlight is limited at certain times.
6/ Although it is greener than fossil fuels, the production of solar panels may emit some greenhouse gases.
Activity 6
#Write an essay about the pros and cons of solar energy
-Use the given opening
-Use the ideas in activity 5

Vocabulary
-solar panel: tấm thu năng lượng mặt trời
-sustainable (adj) bền vững
-costly = expensive

Individual
Pairs
Whole class
Indiv...ou on passing the math exam.” 
 Thu: “______”
 A. You’re welcome B. Never mind	 C. Don’t mention it D. Thanks a lot
Mark the letter A, B, C, D on your answer sheet to indicate the word(s) closet in meaning to the underlined word(s) in each of the following questions.
Question 22: She got up late and rushed to the bus stop. 
 A. came into 	 B. went leisurely C. went quickly D. dropped by
 Question 23: Billy, come and lend me a hand with cooking. 
 A. help 	 B. prepared 	 C. be busy 	 D. attempt
Mark the letter A, B, C, D on your answer sheet to indicate the word(s) opposite in meaning to the underlined word(s) in each of the following questions.
Question 24: It is compulsory for students in Vietnam to start primary education at the age of 6
 A. optional	 B. obligatory	 C. required 	 D. free
Question 25: He is satisfied with his well-paid job.
 A. high	 B. high-paying	 C. low-paid	D. low-paying
Mark the letter A, B, C, D on your answer sheet to indicate the sentences that is closet in meaning to each of the following questions.
Question 26: “Do you believe in what the boy says, Mary?” said Tom.
 A. Tom asked Mary to believe in what the boy said. 
 B. Tom asked Mary if she believed in what the boy said.
 C. Tom said that Mary believed in what the boy said. 
 D. Tom asked Mary whether she believes in what the boy says.
Question 27: Lan started living here four years ago. 
	A. Lan lived here four years ago. 	B. Lan has lived here for four years. 
	C. Lan had been living here for four years. 	D. He had lived here four years ago. 
 Question 28: This pasta is a new experience for me.
 A. I used to eat a lot of pasta.	 B. I am used to eating pasta.
 C. It is the first time I have eaten pasta.	 D. I have ever eaten pasta many times before.
Mark the letter A, B, C, D on your answer sheet to indicate the sentences that best combines each pair of sentences in the following questions.
 Question 29: I was very lazy. I failed the exam.
 A. If I wasn’t lazy, I wouldn’t fail the exam	
 B. If I hadn’t been lazy, I wouldn’t fail the exam.
 C. I I had been lazy, I would have failed the exam.
 D. If I hadn’t been lazy, I wouldn’t have failed the exam.
Question 30: Sheila couldn’t come to the party. This was a pity.
 A. Sheila couldn’t come to the party, which was a pity.
 B. Sheila couldn’t come to the party that was a pity.
 C. That Sheila couldn’t come to the party is a pity.
 D. Because Sheila couldn’t come to the party, this was a pity.
Read the following passage and mark the letter A, B, C, D on our answer sheet to indicate the correct word or phrases that best fits each of the numbered blanks from 31 to 35.
	It’s quite rare to meet teenagers who don’t like sports. When you are young, you know how important (31) ______ to do physical exercise if you want to be healthy and strong, and for that reason you often concentrate on just one sport with so (32) ______ enthusiasm that in the end you can’t live without it. The problem is, though, that as you grow up you have less and less spare time. At your age you have to study harder if you want to get good marks to go to university, with perhaps only one afternoon a week to do any sport. This happens just when you are at the best stage for many sports, such(33) ______ gymnastics and swimming. By the time you finish all your studies you will probably be too old to be really good at sports like those, but if you spend enough time on (34)______ while you are young, then one day you will find that you are very good (35) ______ your sport but too old to study, and you will find it impossible to get a good job. Somehow, it doesn’t seem fair.
Question 31: A. this is	B. you are	C. it is	D. things are
Question 32: A. keen	B. many	C. great	D. far
Question 33: A. as	B. like	C. on	D. that
Question 34: A. training	B. practice	C. exercise	D. sporting
Question 35: A. for	B. at	C. to	D. with
Read the following passage and mark the letter A, B, C, D on our answer sheet to indicate the correct answer to each of the questions from 36 to 42.
In the past, both men and women were expected to be married at quite young ages. Marriages were generally arranged by parents and family, with their children having little chance to say no in the matter. In the past it was not surprising to find that a bride and groom had only just met on the day of their engagement or marriage.
In modern Vietnam, this has changed completely as people choose their own marriage-partners based on love, and in consideration primarily to their own needs and wants. Moreover early marriage is quite illegal. 
The traditional Vietnamese wedding is one of the most important of traditional Vietnamese occasions. Regardless of westernization, many of the age-old customs practiced in a traditional Vietnamese wedding continue to be celebrated by both Vietnamese in Vietnam and overseas, often combining both western and eastern elements. Besides the wedding ceremony, there is also an engagement ceremo...ad after the T
-Read out
# Reading
-2 pairs of Ss read out the conversation
-Check and correct pronunciation.
2/ Activity 2
# Discussion to answer the questions
-Read and understand the 6 questions
-Discuss the answers
-Find the cues for the answers
-Come to the board and write down
Key
1/ They are chatting, sending messages or searching for news.
2/ Because everyone in his house can read the news on digital devices.
3/ He had used the computers in the local library to access the Internet.
4/ She thinks that they may not understand the benefits of online information.
5/ He thinks she is addicted to social media and relies too much on the Internet.
6/ I usually use smart phones or PC
3/ Activity 3
# Do the matching
-Read the given words in the box carefully and match them in suitable columns
-Come to the board and write down
Key
+Digital devices: smart phones, tablet PCs, computers
+The mass media: newspapers, magazines, radio, TV, DVDs, social media, the Internet
+Online activities: chatting, sending messages, reading online newspapers, accessing the internet, searching for news.
4/ Activity 4
# Discussion
-Match verbs with suitable prepositions
-Find out the meanings
Key
+search for = look for
+ connect with: get in touch with
5/ Activity 5
# Discussion
-Read the sentence carefully
-Underline verbs
-Find out the tenses used
Key
+ had started (past perfect)
+bought (past simple)

Vocabulary
-tablet PC: máy tính bảng
-print newspaper: báo in
-subscribe (v): dang ky
- digital device: thiet bi ky thuat so
-social media: Phuong tien truyen thong xa hoi
-be addicted to: nghiện
#Phrases: verbs and prepositions
-search for = look for
-connect with
# Grammar
-Past simple
-Past perfect

Individuals
Whole class
Pairs
Individual
Pairs
Whole class
Work in groups
Whole class
Pairs
Pairs
Whole class
IV/ Post-
(5’)
#Discussion: Is it good or bad to be addicted to social media?
-Give reasons to support the ideas
#Make presentations
Vocabulary: 
-kinds of mass medias
-health problems
-interaction
Grammar: Present simple
Group works
Whole class
V/ Homework
(1’)
-Remember vocabulary
-Find out more phrasal verbs
-Prepare lesson 2: Language

Whole class
Comments: ..
Date of preparation: 
Period 33+34
LESSON 2: LANGUAGE
1/ Objectives	
-By the end of the lesson, Ss should be able to use words and phrases related to the topic – mass media, ending –ed, prepositions after certain verbs, distinguish past simple and past perfect and do many kinds of exercises. 
2/ Methods
Integrated and communicative
3/ Teaching aids
Cassette and tape recorder
4/ Procedures
Steps
Learning activities
Language Focus
modes
I/Checking-up 
(5’)
#Checking vocabulary
-Come to the board and write down some vocabulary as the T requires
Vocabulary
-digital devices
-print newspaper
-search for
.
Individual
II/ Vocabulary (15’)
1/ Activity 1: 
#Do the matching
-Discuss to match the words/phrases with the definitions
-Come to the board and write down
Key
a-3 b-1 c-5
d-2 e-6 f-4
2/ Activity 2
#Completing the sentences
-Read the sentences silently
-Discuss to find out the suitable words
-Come to the board and write down
Key
1/ mass media
2/ addicted to
3/ social networking
4/ efficient
5/ instant messaging
6/ cyber bullying
Vocabulary
-social networking: mang xa hoi
-cyber bullying: khung bo qua mang
-instant messaging: 

Pairs
Whole class
Pairs
Whole class
III/Pronunciation
(8’)
1/ Activity 1
#Listen and repeat
-Listen to the recording twice and repeat
-Read aloud
-Write down the rules and remember
2/ Activity 2
#Practise listening and reading
-Listen to the tape
-Read aloud
-Check and correct

Ending -ed
Whole class
Individuals
Pairs
IV/ Grammar(16’)
1/ Activity 1
#Do the matching
-Find out the most suitable phrases
-Come to the board and write down
Key
2/ Activity 2
1/ search for
2/ listen to
3/ think of
4/ carry out
5/ rely on
-Note down some phrasal verbs
2/ Activity 2
# Discussion
-Decide verb forms: past simple or past perfect
-Read the sentences carefully 
-Give answers and reasons to choose
-Come to the board and write down
Key
1/ had invented / completed
2/ appeared/ helped
3/ had risen/ started
4/ understood/had read
5/ Had you ever appeared/took/had
6/ got/submitted/ showed/had arrived
7/ had already finished/left/arrived
3/ Activity 3
#Discussion
-Read the 6 sentences carefully
-Find the suitable verbs
-Decide verb forms: past simple or past perfect
-Come to the board and write down
Key
1/ had used the computer to get access to the internet.
2/ .rang him.
3/ had already posted their greetings for my birthday.
4/ they began drawing their charts
5/ the teacher changed the topic.
6/ he wrote a brief description of the data.
Vocabulary: phrasal verbs
-search for, wait for, care for, prepare for, apologize for..
-protect from, save from, recover from, suffer from, ..
-believe in, specialize