giáo án tự chọn 12 thí điểm cả năm

Date of preparation:

Period 1: UNIT 1 : LIFE STORIES
Pronunciation, vocabulary & grammar

I. Aims:
1. Knowledge
- To provide learners some language items in Unit 1
- For vocabulary, that is words and phrases related to people’s life stories
- For pronunciation, that is homophones in connected speech
- For grammar, the use of the past simple vs. the past continuous and use of
articles
2. Skills:- To promote Ss to develop the skill of working in pairs and groups
3. Attitudes: To encourage Ss to work harder, to provide Ss some motivation
4. Ability and virtue:
- Ability: self-solving; communication, cooperation, using language, selfmanaging, creation
- Virtue: hard-working, modest, patriotism, humanism
II. Methods: Integrated, mainly communicative
III. Preparations:
1. Teacher: Reference book, exercises
2. Students: reference book, new words, knowledge
IV. Steps of teaching:
1. Oorganization:
Class
Perio
Date of
Attendance
Absence
Not
d
teaching

e
12A7
2. Previous lesson checking: During the lesson
3. New lesson
Teacher and students’ activities
Content
Activity 1. Complete the a sentences
Activity 1. Complete the a sentences
with the words in the box. Then write
with the words in the box. Then
the corresponding homophones to
write the corresponding
complete the b sentences. The first one homophones to complete the b
is done as an example
sentences. The first one is done as an
1. Give the task:
example
T ask Ss individually to complete the a1.(a) He had to brake hard to avoid
sentences with the words given, then write hitting the truck in front.
the corresponding homophones to
(b) You should have a break now.
complete the b-sentences within 5 minutes You’ve been working non-stop for four
Peace cymbals carat brake jeans
hours.
heel through
2. (a) The desire for fame and wealth is
- Then T gets Ss to compare the answer
her Achilles …..
with partner
(b) Bryan’s got an ankle sprain, but I

2. Do the task:
Ss work individually to complete the asentences with the words given, then write
the corresponding homophones to
complete the b-sentences within 5 minutes
- Ss compare the answer with partner
T goes around to observe and provide help
when necessary
3. Report and discuss:
Teacher calls some students to say aloud
the sentences and ask others and give
comment
4. Give feedback:
Teacher feedbacks ss’performance

Activity 2. Complete the following
sentences with the correct form of the
words
T: Ask Ss to complete the sentences with
the correct form of the words below
1. distinguished
2. perseverance
3. talented
4. generosity
5. dedication

believe…….. overcome his injury to win
the gold medal.
3. (a) Kate’s wearing a beautiful 16……… diamond ring. Its value is over

$100,000.
(b) The CEO decided to use
the …….. and stick approach to motivate
staff in his company.
4. (a) Alex said his day was very busy,
and he just wants some ….. and quiet
now.
(b) Our team is strong, so completing
this project before the deadline is just
a….. of cake.
5. (a) John was caught driving ….. a red
light.
(b) Angela….. a stone into the river.
6. (a) The unicorn dance accompanied
by the sound of …. attracted large
crowds.
(b) The emu and kangaroo were chosen
as the …..of Australia to represent the
country’s progress because they never
move backwards.
7. (a) Blue ……, the most popular
clothing item in the world, were
invented by Jacob Davis.
(b) Doctors will soon be able to
use ….. to treat or prevent disease.
KEY:
2. a. heel
b. he’ll
3. a. carat
b. carrot

4. a. peace
b. piece
5. a. through
b. threw
6. a. cymbals
b. symbols
7. a. jeans
b. genes
Activity 2. Complete the following
sentences with the correct form of
the words
1. His tireless… to protect endangered
animals was greatly admired.
2. Hard work and … help tennis players
to succeed in their sporting career.


6. reputation
7. figure
- collect Ss’ answers and give feedback
Ss: - complete the sentences with the
correct form of the words below
- check with the whole class

3. It’s not easy to build a good…. , but
it’s even more difficult to protect it.
4. The company is looking
for. graduates from fashion colleges,
who are willing to work hard.
5. The world would be a better place if

more people showed … to others.
6.Our ….. guests have just arrived. Let’s
welcome them with a big round of
applause.
7. Winston Churchill was one of the
most dominant …. in British politics.
KEY:
Activity 3. Put the verbs in brackets in
1. dedication
2. Perseverance
the past simple or past continuous
3. reputation
4. Talented
T: get Ss to put the verbs in brackets in the 5. generosity
6. Distinguished
past simple or past continuous
7. figures
Activity 3. Put the verbs in brackets
- have Ss compare the answers with a
in the past simple or past continuous
partner
1. This afternoon I (see) Dingo, the
boxing champion, at the airport. When I
- collect Ss’ answer on board and give
(leave) the airport at 5 p.m., he (still,
feedback
talk) to the customs officer. He
(look) really worried. Then while I
(wait) for a taxi, I (hear) that he
Ss: put the verbs in brackets in the past

(have) problems with his luggage.
simple or past continuous
2. Sue: (you, hear) the news about
Tim?
- compare the answers with a partner
Ken: You mean the famous film star?
What (happen) ?
Sue: He (fall) from the sixth floor when
they (film) a scene of a burning
building. He (play) a fireman trying to
save a child.
Ken: What a shock! Is he all right?
Sue: I don’t know. I just (read) the
news on social media. They
(say) doctors (still, operate) on him.
KEY:
Activity 4. Read the following story and 1. saw – left – was still talking – looked
complete each gap with an article. Write – was waiting – heard – had
a cross X if no articles are necessary
2. Did you hear – happened – fell –
T: get Ss to read the following story and
were filming – was playing – read – said


complete each gap with an article. Write a
cross X if no articles are necessary
- have Ss compare the answers with a
partner
- collect Ss’ answer on board and give
feedback

Ss: Read the following story and complete
each gap with an article. Write a cross X if
no articles are necessary
- compare the answers with a partner

– were still operating
Activity 4. Read the following story
and complete each gap with an
article. Write a cross X if no articles
are necessary
Marco Polo was born in 1254,
in (1) Venice, (2) Italy,
into (3) wealthy merchant family. He
travelled extensively with his family,
journeying from (4) Europe to (5) Asia
from 1271 to 1295. He lived
in (6) China for about 17 years. There
has
been (7) debate
among (8) historians about whether
Marco ever really made it to (9) China.
There is no evidence outside his
famous book that he had ever travelled
to (10) Far East. Yet, his knowledge
of (11) culture of this area is hard to
dismiss.
KEY:
1X 2X 3 a 4 X 5X 6X 7 a 8 x
9 X 10 The 11 The

4. Consolidation: Teacher summarizes the main points of the lesson
- For vocabulary, that is words and phrases related to people’s life stories
- For pronunciation, that is homophones in connected speech
- For grammar, the use of the past simple vs. the past continuous and use of
articles
5. Homework: Find ten mistakes in the conversation and correct them
Van: What’s a book you’re reading about?
Quang:
Pelé’s life story. It’s quite interesting. You can learn more about his
life and career.
Van: When does he start playing the football?
Quang:
When he was a teenager. And at an age of 15, he was gaining a
reputation as the powerful goal scorer.
Van: I see. But why is he considered a greatest of all football players?
Quang:
Pelé was scoring 1,281 goals in 1,363 games, which is the
remarkable achievement since he was always surrounded by the defenders of
the opposing tea
Van: I want to know more about him. Can I borrow a book?


KEY:
Van: What’s a book you’re reading about?
a ->
the
Quang:
Pelé’s life story. It’s quite interesting. You can learn more about his
life and career.
Van: When does he start playing the football? does, the ->did … x (no article)

Quang:
When he was a teenager. And at an age of 15, he was gaining a
reputation as the powerful goal scorer.
an, was gaining, the -> the, gained, a
Van: I see. But why is he considered a greatest of all football players? a ->
the
Quang:
Pelé was scoring 1,281 goals in 1,363 games, which is the
remarkable achievement since he was always surrounded by the defenders of
the opposing team.
was scoring, the ->
scored, a
Van: I want to know more about him. Can I borrow a book? a -> the / this /
your

Date of preparation:
Period 2. UNIT 1. LIFE STORIES

Reading

I. Aims:
1. Knowledge : To provide learners some vocabulary related to people’s life
stories.
2. Skills: - To prpromote Ss to develop thei reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
3. Attitudes:To encourage Ss to work harder, to provide Ss some motivation
4. Ability and virtue:
- Ability: self-solving; communication, cooperation, using language, selfmanaging, creation
- Virtue: hard-working, modest, patriotism, humanism

II. Methods: Integrated, mainly communicative
III. Preparations:
1. Teacher: Reference book, exercises


2. Students: reference book, new words, knowledge
IV. Steps of teaching:
1. Oorganization:
Class
Perio
Date of
Attendance
Absence
Not
d
teaching
e
12A7
2. Previous lesson checking: Find ten mistakes in the conversation and correct
them
Van: What’s a book you’re reading about?
Quang:
Pelé’s life story. It’s quite interesting. You can learn more about his
life and career.
Van: When does he start playing the football?
Quang:
When he was a teenager. And at an age of 15, he was gaining a
reputation as the powerful goal scorer.
Van: I see. But why is he considered a greatest of all football players?
Quang:

Pelé was scoring 1,281 goals in 1,363 games, which is the
remarkable achievement since he was always surrounded by the defenders of
the opposing tea
Van: I want to know more about him. Can I borrow a book?
KEY:
Van: What’s a book you’re reading about?
a ->
the
Quang:
Pelé’s life story. It’s quite interesting. You can learn more about his
life and career.
Van: When does he start playing the football? does, the ->did … x (no article)
Quang:
When he was a teenager. And at an age of 15, he was gaining a
reputation as the powerful goal scorer.
an, was gaining, the -> the, gained, a
Van: I see. But why is he considered a greatest of all football players? a ->
the
Quang:
Pelé was scoring 1,281 goals in 1,363 games, which is the
remarkable achievement since he was always surrounded by the defenders of
the opposing team.
was scoring, the ->
scored, a
Van: I want to know more about him. Can I borrow a book? a -> the / this /
your
3. New lesson
Teacher and students’ activities
Activity 1. Read the first part of the
text about Beethoven and fill each gap

with a word below

Content
Activity 1. Read the first part of the
text about Beethoven and fill each gap
with a word below

T: Ask Ss to work individually to read the

Ludwig van Beethoven was a German


first part of the text about Beethoven and
fill each gap with a word below
Greatest innovator created prodigy
Distinguished compose performance
- get Ss to compare the answers with the
partner
- check the answers with the whole class
Ss: read the text then give out the answer

Activity 2. Read the second part of the
text and answer the questions
1. Give the task:
T asks Ss to read the text and give
answers to the questions within 10
minutes then they compare the answers
in pairs
2. Do the task:
Ss read the text and give answers to the

questions within 10 minutes then they
compare the answers in pairs
3. Report and discuss:
Teacher calls some to give answers in
pairs and ask others and give comment
4. Give feedback:
Teacher feedbacks ss’performance

composer and (1) musical figure in the
period between the Classical and
Romantic eras. Born in 1770, in Bonn,
Germany, he was the son of a court
musician. His piano (2) quickly became
evident and he gave his first public
(3) at the age of eight. Beethoven’s
father wanted to make him a child (4) ,
another Mozart.
Considered the (5) composer of all time,
he was a noted (6) , combining vocals
and instruments in a new way.
Beethoven continued to (7) even while
losing his hearing, and some of his most
important works were (8) during the
last 10 years of his life, when he was
quite unable to hear.
KEY:
1. distinguished
2 talent
3. performance
4. Prodigy

5. greatest
6. Innovator
7. compose
8. Created
Activity 2. Read the text and give
answers to the questions
1. When did the early period in
Beethoven’s music career begin?
2. What kind of music did he compose in
his early period?
3. When was Beethoven at the peak of
his career?
4. What kind of music did he compose
then?
5. Why did he start losing his musical
creativity?
6. Did he stop composing music in the
late period?
7. Find the words or phrases in the text
that describe Beethoven’s talent and
influence.
KEY:
1. The early period in Beethoven’s music
career began in 1792


2. He composed classical music mainly
for his main instrument, the piano.
3. He was at the peak of his career in the
middle period.

4. He started composing more expressive
or romantic music in this period.
5. He started losing his musical creativity
because of his health problems and
mental state.
6. No, he continued to compose music
Activity 3. Find the words or phrases
even though he stopped conducting and
from the two sections of the text which performing in public.
mean the following
7. A talented pianist; countless
masterpieces; his most admired works;
T: Ask Ss to work in groups of 4 to find
the composer who had changed the
words or phrases from the two sections
music scene of Western Europe
of the text which mean
Activity 3. Find the words or phrases
1. a person, especially a child or young
from the two sections of the text
person, having extraordinary talent or
which mean the following
ability.
KEY:
2. a piece of music that is sung, rather
than played on a musical instrument
1. a person, especially a child or young
3. become worse
person, having extraordinary talent or
4. producing or achieving a lot

ability. PRODIGY
5. too many to be counted
2. a piece of music that is sung, rather
6. the best or most excellent works of an than played on a musical instrument
artist
VOCAL
7. a particular type of writing, art, music, 3. become worse. DETERIORATE
ect. which shares specific features.
4. producing or achieving a lot
Ss: work in groups of 4 to find words or
PRODUCTIVE
phrases from the two sections
5. too many to be counted COUNTLESS
- call out the answ
6. the best or most excellent works of an
ers and check with the whole class
artist MASTERPIECES
7. a particular type of writing, art, music,
ect. which shares specific features.
GENRE
4. Consolidation: Read the text on the topic of Beethoven and do the tasks
5. Homework: review the tasks on workbook Unit 1. Life stories


THE TEXT:
There are three main periods in Beethoven’s music career: early, middle and late.
The beginning of his early period was in 1792 when he moved to Vienna, Austria.
Beethoven quickly made a name for himself as a talented pianist. His
compositions during this period consisted mainly of works for his main
instrument, the piano, and were classical in nature. However, Beethoven’s

hearing was beginning to deteriorate during this period, and he tried to hide this
fact from those around him.

In 1800, Beethoven turned from the classical forms of the previous century to a
more expressive or romantic music. His musical imagination began to grow
beyond that of the piano. The middle period was believed to be Beethoven’s
greatest and most productive stage. In less than a decade, he produced countless
masterpieces
in
every
genre.
In 1809, however, his musical creativity began to decline, possibly due to his
health problems and mental state. Beethoven stopped conducting and
performing in public, but continued to compose – many of his most admired
works were created during this period. By 1815, he was almost completely deaf
and his manners became increasingly rude. In 1827, he died after a long illness.
Nearly 20,000 people lined the streets of Vienna to pay their last respect to the
composer who had changed the music scene of Western Europe.


Date of preparation:
Period 3. UNIT 1. LIFE STORIES - WRITING
I. Aims:
1. Knowledge : - To teach Ss to learn about the life stories and write about a life
story.
2. Skills: - Develop the writing skills in general. Build up vocabulary supported
for writing.
- To teach Ss to develop ability to think in a logical way when
rearranging sets of jumbled paragraphs to form a well-structured text.
3. Attitudes: To encourage Ss to work harder, to provide Ss some motivation

4. Ability and virtue:
- Ability: self-solving; communication, cooperation, using language, selfmanaging, creation
- Virtue: hard-working, modest, patriotism, humanism
II. Methods: Integrated, mainly communicative
III. Preparations:
1. Teacher: Reference book, exercises
2. Students: reference book, new words, knowledge
IV. Steps of teaching:
1. Oorganization:
Class
Perio
Date of
Attendance
Absence
Not
d
teaching
e
12A7
2. Previous lesson checking: during the lesson
3. New lesson
Teacher and students’ activities
Content
Activity 1. Write complete
Activity 1. Write complete sentences about
sentences about Edward, an
Edward, an Australian lawyer. Use the words or
Australian lawyer. Use the
phrases below, making changes to the word
words or phrases below,

form, if necessary
making changes to the word
1. Five years ago / when / Edward / 35 years old /
form, if necessary
diagnosed / diabetes
1. Give the task:
2. love sport / and / not want / give up / because


T asks Ss work individually
within 10 minutes to complete
the sentences using the words
and phrases given, and change
the word forms if necessacry.
They they have another 5
minutes to compare the answers
with partner
2. Do the task: Ss work
individually within 10 minutes to
complete the sentences using the
words and phrases given, and
change the word forms if
necessary. They they have
another 5 minutes to compare
the answers with partnerif
necessacry.
3. Report and discuss:
Teacher calls 2 Ss to write
sentences on board and ask
others and give comment

4. Give feedback:
Teacher feedbacks
ss’performance

of / illness
3. made / first attempt / engage / sporting
activities / four years ago / support of his family
4. do / Black Mountain hike / with friends /
check / blood glucose levels / every four hours
5. following year / take part / Melbourne Sunset
Run / raise funds / orphanage
6. his dream / climb / Mt Everest / next year / so /
make / fitness plan
7. run / twenty kilometres / along / beach / every
day / keep fit / healthy
8. his motto / live your life / the fullest / no
matter what challenges / face

KEY:
1. Five years ago, when Edward was 35 years old,
he was diagnosed with diabetes.
2. He loved sport and didn’t want to give it up
because of illness.
3. He made his first attempt to engage in sporting
activities four years ago with the support of his
family.
4. He did the Black Mountain hike with his friends,
but had to check his blood glucose levels every
four hours.
5. The following year, he took part in the

Melbourne Sunset run to raise funds for an
orphanage.
6. His dream is to climb Mt Everest next year, so he
made a fitness plan.
7. He has to run twenty kilometres along the
beach every day to keep fit and healthy.
8. This is his motto: you should live your life to the
fullest, no matter what challenges you face.
Activity 2. Imagine that you are Edward. Use
the ideas in 1 to write your life story of 180Activity 2. Imagine that you
250 words. You can add further details to
are Edward. Use the ideas in 1
make your story more interesting.
to write your life story of 180Five years ago, when I was 35 years old, I was to
250 words. You can add further shock when I was diagnosed with diabetes. I loved
details to make your story
sport and didn’t want to give it up because of
more interesting.
illness.
I made my first attempt to engage in sporting


activities four years ago with the support of my
T: Ask Ss to work individually to
family. I did the Black Mountain hike with my
imagine that you are Edward. Use friends, but had to check my blood glucose levels
the ideas in 1 to write their life
every four hours.
story of 180-250 words.
The following year, he took part in the Melbourne

- tells Ss that they can add further Sunset run to raise funds for an orphanage. My
details to make their story more
dream is to climb Mt Everest next year, so I made a
interesting
fitness plan. I have to run twenty kilometres along
the beach every day to keep fit and healthy.
Ss: work individually to imagine
I always live with belief “you should live your life
that you are Edward. Use the
to the fullest, no matter what challenges you face.”
ideas in 1 to write their life story
of 180-250 words.
4. Consolidation: learn about the life stories and write about a life story.
5. Homework: Complete writing

Date of preparation

Period 4: UNIT 2. URBANISATION
Pronunciation, vocabulary & grammar

I. Aims:
1. Knowledge
- To provide learners some language items in Unit 2
- For vocabulary, that is words and phrases related to urbanization
- For pronunciation, that is diphthongs in connected speech
- For grammar, that is the form and use compound adjectives and the subjunctive
in that-clauses after certain verbs and expressions.
2. Skills
- To promote Ss to develop the skill of working in pairs and groups
3. Attitudes:- To encourage Ss to work harder

- To provide Ss some motivation
4. Ability and virtue:
- Ability: self-solving; communication, cooperation, using language, selfmanaging, creation
- Virtue: humanism, responsibility, hard-working
II. Methods: Integrated, mainly communicative
III. Preparations:


1. Teacher: Reference book, exercises
2. Students: reference book, new words, knowledge
IV. Steps of teaching:
1. Oorganization:
Class
Perio
Date of
Attendance
Absence
Not
d
teaching
e
12A7
2. Previous lesson checking: During the lesson
3. New lesson
Teacher and students’ activities
Content
Activity 1. Underline the
Activity 1. Underline the diphthongs
diphthongs and then practice
and then practice saying sentences with

saying sentences with a partner
a partner
1. Give the task:
1.City life attracts lots of people from
T ask Ss to work individually to
rural areas.
underline the diphthongs in
2. People migrate to urban areas due to
Workbook unit 2 within 3 minutes
lack of resources in the countryside.
- Then T gets Ss to compare the
3. Rural people tend to follow oldanswer with partner and practice
fashioned practices like child marriage and
saying sentences with a partner
gender discrimination.
2. Do the task:
4. Thanks to urbanisation, rural people can
Ss work individually to underline the
actually change their mindset and accept
diphthongs in Workbook unit 2 within more progressive ideas.
3 minutes
- Ss compare the answer with partner
and practice saying sentences with a
KEY:
partner
1. City life attracts lots of people from
T goes around to observe and provide rural areas.
help when necessary
2. People migrate to urban areas due to
3. Report and discuss:

lack of resources in the countryside.
Teacher calls some students to say
3. Rural people tend to follow oldaloud the sentences and ask others
fashioned practices like child marriage and
and give comment
gender discrimination.
4. Give feedback:
4. Thanks to urbanisation, rural people can
Teacher feedbacks ss’performance
actually change their mindset and accept
more progressive ideas.
Activity 2. Use the correct form of the
words in the box to complete each
Activity 2. Use the correct form of
sentence
the words in the box to complete
1. Students these days are __ with too much
each sentence
unnecessary information.
2. He has the___ face and skin of an old
T: Ask Ss to use the correct form of the traveller.


words below to complete each
sentence
year-round (adj) thoughtprovoking(adj)
weather-beaten (adj)
well-paid
(adj)
fast-growing (adj)

overload (v)

3. In __ cities, people have access to jobs,
healthcare and other facilities.
4. It is difficult for young people to
find __ jobs in rural areas.
5. The documentary about life in the slums
was really___ and was followed by a lot of
discussion about how to solve this
problem.
- collect Ss’ answers and give feedback 6. Life in areas with ___ extreme weather
Ss: use the correct form of the words conditions is not easy at all.
to complete each sentence
KEY:
- check with the whole class
1. overloaded 2 weather-beaten
3 fast-growing 4 well-paid
Activity 3. Complete the sentences
5 thought-provoking 5 year-round
with the subjunctive form of the
Activity 3. Complete the sentences with
verbs in brackets
the subjunctive form of the verbs in
T: get Ss to complete the sentences
brackets
with the subjunctive form of the verbs 1. The government requested that local
in brackets
authorities (clear) all slums and
(support) migrants in finding low-cost
- have Ss compare the answers with a housing.

partner
2. My parents insisted that my brother
(return) to our home village after
- collect Ss’ answer on board and give graduation to run the family business.
feedback
3. It is essential that new migrants
(give) enough information about the rules
and regulations of the local area.
Ss: put complete the sentences with
4. It is desirable that everyone (have) a flat
the subjunctive form of the verbs in
in the city and a villa in the countryside.
brackets the verbs in brackets in the
5. It is recommended that the government
past simple or past continuous
(control) urbanisation to maintain
sustainable urban areas.
- compare the answers with a partner 6. It is important that young people (not,
idealise) city life.
KEY:
1. clear – support
Activity 4. Complete the sentences
2. return
with the ideas in brackets.
3. be given
Use the subjunctive form of the
4. have
verbs
5 control
6 not idealise

T: get Ss to complete the sentences
Activity 4. Complete the sentences with
with the ideas in brackets, using the
the ideas in brackets.


subjunctive form of the verbs
- have Ss compare the answers with a
partner
- collect Ss’ answer on board and give
feedback
Ss: complete the sentences with the
ideas in brackets, using the
subjunctive form of the verbs
- compare the answers with a partner

Use the subjunctive form of the verbs
1.(improve / English skills / find a better
paid job)
⇒ His teacher proposed that he .
2.(support / farmers financially)
⇒ Mr Le recommended that the
government .
3.(get a good education)
⇒ It is essential that young people
4.(arrest the attacker)
⇒ The victim’s family demanded that the
police .
5.(obey the rules and regulations / local
area)

⇒ It is imperative that all new migrants
KEY:
1.His teacher proposed that he improve his
English skills in order to find a better paid
job.
2. Mr Le recommended that the
government support
the
farmers
financially.
3. It is essential that young people get a
good education.
4. The victim’s family demanded that the
police arrest the attacker.
5. It is imperative that all new
migrants obey the rules and regulations of
the local area.

4. Consolidation: Teacher summarizes the main points of the lesson
- For vocabulary, that is words and phrases related to urbanization
- For pronunciation, that is diphthongs in connected speech
- For grammar, that is the form and use compound adjectives and the subjunctive
in that-clauses after certain verbs and expressions.
5. Homework: Choose the word with the underlined part pronounced
differently from the rest
1.A.life
B.site
C.widen
D.recipe
2.A.idea

B.bear
C.area
D.hear
3.A.share
B.age
C.safe
D.place
4.A.great
B.meat
C.wheat
D.beat
5.A.sour
B.our
C.pour
D.flour
KEY:


1D

2B

3A

4A

5C


Date of preparation

Period 5.

UNIT 2. URBANISATION
Reading

I. Aims:
1. Knowledge
- To teach Ss to scan a text for specific information in an article about
urbanization and its causes.
- To teach Ss new vocabulary by finding words or expressions with the
definitions given.
2. Skills: - To develop their reading skill through deciding true-false statements
and answering questions.
- To learn new vocabulary by finding words or expressions with the definitions
given.
3. Attitudes: - To encourage Ss to work harder
- To provide Ss some motivation
4. Ability and virtue:
- Ability: self-solving; communication, cooperation, using language, selfmanaging, creation
- Virtue: humanism, responsibility, hard-working
II. Methods: Integrated, mainly communicative
III. Preparations:
1. Teacher: Reference book, exercises
2. Students: reference book, new words, knowledge
IV. Steps of teaching:
1. Oorganization:
Class
Perio
Date of
Attendance

Absence
Not
d
teaching
e
12A7
2. Previous lesson checking: during the lesson
3. New lesson
Teacher and students’ activities
Content
Activity 1. Read the text about
Activity 1. Read the text about
urbanization and choose the best title urbanization and choose the best title
T: Ask Ss to work individually to read the A. Urbanization history
text about urbanization and choose the
B. Causes and effects of urbanization
best title
C. Challenges of sustainable urbanization
- get Ss to compare the answers with the
partner
KEY:
A. Urbanisation
- check the answers with the whole class
Activity 2. Based on the information in
Ss: read the text then give out the answer the text, decide whether the following


Activity 2. Based on the information in
the text, decide whether the following
statements are true T, false F, or not

given NG
1. Give the task:
T asks Ss to read the text and decide
whether the statements are true, false or
not given within 10 minutes then they
compare the answers in pairs

statements are true T, false F, or not
given NG
1. Urbanisation is the natural product of
economic development and
industrialisation.
2. The advantages of urbanisation
outweigh its disadvantages.
3. Slum dwellers in developing countries
understand the meaning of sustainable
urbanisation.
2. Do the task:
4. The struggle for survival is the most
Ss read the text and decide whether the
important thing for poor people in
statements are true, false or not given
developing countries.
within 10 minutes then they compare the 5. Different regions should deal with
answers in pairs
different tasks to achieve sustainable
urbanisation.
3. Report and discuss:
KEY:
Teacher calls some to give answers in

1. Urbanisation is the natural product of
pairs and ask others and give comment
economic development and
4. Give feedback:
industrialisation. T
Teacher feedbacks ss’performance
2. The advantages of urbanisation
outweigh its disadvantages. NG
3. Slum dwellers in developing countries
Activity 3. Look for the words in the
understand the meaning of sustainable
text which mean the following
urbanisation. F
4. The struggle for survival is the most
T: Ask Ss to work in groups of 4 to find
important thing for poor people in
words of the text which mean
developing countries. T
1. the result or effect of an action or event 5. Different regions should deal with
(n)
different tasks to achieve sustainable
2. creates a threat, problem, etc. that has urbanisation. T
to be dealt with (v)
3. using methods that do not use up or
Activity 3. Look for the words in the
destroy natural resources (adj)
text which mean the following
4. move into a small place or object so it
1. outcome
is completely full (v)

2. poses
5. untidy or in bad condition (adj)
3. sustainable
6. the action of supplying something for
4. cram
use
5. shabby
(n)
6. provision
Ss: work in groups of 4 to find words
- call out the answers and check with the
whole class


4. Consolidation: Read the text on the topic of urbanization and do the tasks
5. Homework: review the tasks on workbook Unit 2. Urbanisation

THE TEXT:
Urbanisation programmes are being carried out in many parts of the world,
especially in densely populated regions with limited land and resources. It is the
natural outcome of economic development and industrialisation. It has brought a
lot of benefits to our society. However, it also poses various problems for local
authorities and town planners in the process of maintaining sustainable
urbanisation, especially in developing countries. When too many people cram
into a small area, urban infrastructure can’t be effective. There will be a lack of
livable housing, energy and water supply. This will create overcrowded urban
districts with no proper facilities.

Currently, fast urbanisation is taking place predominantly in developing
countries where sustainable urbanisation has little relevance to people’s lives.

Their houses are just shabby slums with poor sanitation. Their children only
manage to get basic education. Hence, the struggle for survival is their first
priority rather than anything else. Only when the quality of their existence is


improved, can they seek for other high values in their life.
Thus, sustainable urbanisation in different regions should start from different
levels. For more developed regions, the focus could be on achieving a more
sustainable urban life. But for less developed regions, urban development should
really start with the provision of the basic human needs such as suficient energy,
clean water, housing with proper sanitation, and access to effective social
infrastructure.

Date of preparation
Period 6. UNIT 2 URBANISATION - WRITING
I. Aims:
1. Knowledge :- To develop Ss’ skill of writing a description of a line graph about
trends in urbanisation.
- To provide Ss with the language and sentence structures used to describe
trends.
2. Skills :+ Describe a line graph about the rate of urbanisation.
+ Develop the writing skills in general. Build up vocabulary supported
for writing.
3. Attitudes: - To encourage Ss to work harder
- To provide Ss some motivation
4. Ability and virtue:
- Ability: self-solving; communication, cooperation, using language, selfmanaging, creation
- Virtue: humanism, responsibility, hard-working
II. Methods: Integrated, mainly communicative
III. Preparations:

1. Teacher: Reference book, exercises
2. Students: reference book, new words, knowledge
IV. Steps of teaching:
1. Oorganization:
Class
Perio
Date of
Attendance
Absence
Not
d
teaching
e
12A7
2. Previous lesson checking: during the lesson


3. New lesson
Teacher and students’ activities
Activity 1. Look at the line graph and
answer the questions
1. Give the task:
T asks Ss work individually within 10
minutes to look at the line graph and
answer the questions. They they have
another 5 minutes to compare the
answers with partner
2. Do the task: Ss work individually
within 10 minutes to look at the line
graph and answer the questions. They

they have another 5 minutes to compare
the answers with partnerif necessacry.
3. Report and discuss:
Teacher calls Ss to ask and answer the
questions and ask others and give
comment
4. Give feedback:
Teacher feedbacks ss’performance
Activity 2. Rewrite the sentences
without changing their meaning
T: Ask Ss to work individually to rewrite
the sentences without changing their
meaning
- call 2 to write answers on the board
then check with the whole class
1. The urban population ratio rose
steadily throughout the period.
⇒ There .
2. There was a continuous fall in the
rural population ratio during this 60year period.
⇒ The .
3. The urban population ratio rose from
25% to 45% between 1950 and 1980.
⇒ There .
4. From 1980 to 2010, there was a
steady increase in the ratio of urban

Content
Activity 1. Look at the line graph and
answer the questions

1. What does the graph show?
2. What information is shown on the vertical
axis?
3. What information is shown on the
horizontal axis?
4. What patterns can you see?
5. What comparisons can you make?
KEY:
1. It shows the urban-rural population ratio
in Fantasia from 1950 to 2010.
2. The population ratio in percentage.
3. The 60-year period from 1950 to 2010
(divided by ten-year intervals).
4. The urban population ratio increased, and
the rural 5. The differences between the two
patterns.
population ratio decreased.
Activity 2. Rewrite the sentences without
changing their meaning
1. The urban population ratio rose steadily
throughout the period.
⇒ There was a steady rise in the urban
population ratio throughout the period.
2. There was a continuous fall in the rural
population ratio during this 60-year period.
⇒ The rural population ratio fell
continuously during this 60-year period.
3. The urban population ratio rose from

population.
⇒ From 1980 to 2010, .
5. The rural population ratio decreased
by 50% from 1950 to 2010.
⇒ There .

25% to 45% between 1950 and 1980.
⇒ There was a rise of 20% in the urban
population ratio between 1950 and
1980 / was a increase of 20% in the urban
population ratio between 1950 and 1980.
4. From 1980 to 2010, there was a steady
increase in the ratio of urban population.
Ss: work individually to rewrite the
⇒ From 1980 to 2010, the ratio of urban
sentences without changing their
meaning
population increased steadily.
5. The rural population ratio decreased by
50% from 1950 to 2010.
⇒ There was a decrease of 50% in the rural
population ratio from 1950 to 2010 / was a
fall of 50% in the rural population ratio
Activity 3. Write a description of 130- from 1950 to 2010.
150 words of the trends in the graph
Activity 3. Write a description of 130-150
words of the trends in the graph
T: Get Ss to work individually to use the The line graph illustrates the ratio between
information from act 1 and act 2 to write urban and rural population in Fantasia over

a descriptin of 130-150 words of the
a 60-year period from 1950 to 2010.
trends in the graph
Overall, the ratio of urban population went
up continuously, while the rural population
- call 2 good students to write on the
ratio experienced a steady fall.
board
In 1950, 75% of the population lived in rural
areas compared to only 25% of urban
- go around and provide help when
dwellers at the time. The next 30-year
necessary
period saw some changes in the trend with
more people (around 45%) living in urban
- get Ss to give comments and feedback
areas and fewer people (less than 60%)
with the whole class
living in rural areas.
Towards the end of the period, the trend
was totally reversed. In 2010, around 75%
Ss: work individually to use the
of the population lived in urban areas,
information from act 1 and act 2 to write whereas just merely 25% still lived in rural
a descriptin of 130-150 words of the
areas.
trends in the graph
In summary, as time went by, more and
more people chose the city over rural areas
to settle down.

4. Consolidation: writing a description of a line graph about trends in
urbanisation.
5. Homework: Complete writing


Date of preparation:
Period 7: Revision
I. Aims:
1. Knowledge:- To help students revise what they have learned in unit 1, 2,
- To give them a chance to practice
2. Skills:- To promote Ss to develop their communication skills and cultural
understanding
- To help Ss develop the skill of working in pairs and groups
3. Attitudes:- To encourage Ss to work harder


- To provide Ss some motivation
4. Ability and virtue:
- Ability: self-solving; communication, cooperation, using language, selfmanaging
- Virtue: responsibility, hard-working
II. Methods: explanation, discussion, integrated cmmunicative, work in
pairs/groups
III. Preparations:
1 Teacher: Textbook, overhead and projector, lesson plan, computer, speaker,
handouts.
2 Students: Student’s book, workbook, notebook.
IV. Steps of teaching:
1. Organization:
Class Period Date of
Attendance

Absence
Note
teaching
12A7
2. Previous lesson checking: Ss’ writings
3. New lesson:
Teacher and students’ activities
Content
I. Review:
- Ask Ss work in groups and recall what they
work in groups and recall what they have
have learnt from unit 1 to unit 2
learnt from unit 1 to unit 2.
• Topic
• Topic:
• Reading
- Life stories
- Urbansiation
• Writing
• Reading: Reading for general ideas
• Language focus
and specific information about
II. Practice:
these topics
II. Practice:
• Writing:
1. Give the task:
- write about a life story.
T: Ask Ss to work individually to complete
- write a description of a line graph

exercise then compare with friends
about trends in urbanisation.
2. Do the task: Ss work individually to
* Language focus:
complete exercise then compare with friends
+ Pronunciation:
3. Report and discuss:
- diphthongs
Teacher calls some to give out their answers
- homophones
while others give comment
+ Grammar: compound adjectives and the
4. Give feedback:
subjunctive in that-clauses after certain
Teacher feedbacks ss’performance
verbs and expressions, the past simple vs.
the past continuous and use of articles
I. READING


Question 1-5: Read the following passage and answer the questions that
follow.
The summer travel season will soon be upon us, with notions of escape,
unplugging and faraway lands. But while the idea of disconnecting from
technology when abroad seems relaxing, the stress of visiting a foreign country
without a smartphone connection can quickly counteract the benefits of a digital
detox. After landing in an unfamiliar place, you may realize that an inability to
look up mobile maps or places to eat on a phone can be crippling. Relying on a
printed tourist guide may feel primitive and immediately inform robbers that
you are holding lots of cash.

So what to do? There are two ways to take your cellphone abroad and get data —
the frugal way and the pay-full-price way. The inexpensive method involves some
planning ahead, while the full-price way is easy but requires paying even more
money to your carrier (A).
First, a very well-liked option is usually the full-price, for many years, American
wireless customers have been able to pay extra to their carrier for international
roaming, or the ability to seamlessly use a foreign network (B). Among other
options, AT&T sells an international package with a modest amount of data (800
megabytes, enough to last about a week) for $120, and Verizon Wireless charges
$5 a day for roaming in many countries. And in three recent years, T-Mobile USA
and Sprint began offering free international roaming, but with a warning: The
data speeds are very slow.
For frugal travelers, there are some smart alternatives if they are willing to do a
bit of homework (C).
To get a good deal, the initial step is to bring an "unlocked" smartphone, which is
a phone not restricted to use with one carrier, into a foreign carrier’s store, buy a
data package and insert its SIM card into the phone. (In wireless industry jargon,
these are called prepaid international SIM cards.) Even better, some overseas
carriers let you order a SIM card ahead of time (D).
1. According to the first paragraph, though disconnecting from technology during
holiday sounds restful, tourists can still face __________.
A. the danger of being robbed
B. the stress when having no digital
assistance
C. the threat of being lost
D. the risk of having nothing to eat
2. The word "frugal" in paragraph 2 is closest in meaning to __________.
A. easy
B. costly
C. dangerous

D. cheap
3. According to paragraph 3, how many ways to use the international roaming are there
in the full-price option?
A. one
B. two
C. three
D. five
4. Customers don't have to pay money for the roaming service of _________.
A. AT&T
B. Verizon Wireless C. T-Mobile
D. SIM