giáo án tự chọn 11 thí điểm

Date of preparation
TC1: UNIT 1 : GENERATION GAP
Pronunciation
I. Aims
1. Knowledge:
- To provide learners some language items in Unit 1
- For pronunciation, that is strong and weak form of words in connected speech
2. Competences:
- Students are able to improve self-study skills, critical thinking skills, problem
solving skills, communication skills, creativeness and IT skills.
3. Qualifications:
- The unit aims to enhance student’s diligence, honesty, responsibility, kindness
and decency.
II. Preprations: -Teacher: textbook,exercises
-Students:newwords, knowledge
III.Methods : mainly communicative, intergrated,
IV. Steps of teaching :
1 Organization :
Class
Perio Attendances Teaching date
Absentees Note
d
11A7
2. Check old lesson: during the lesson
3. New lesson
Teacher and
Content
students’ activities
I. Pronunciation
I. Pronunciation
T: Ask Ss to read the box and

check their understanding
+ content words: n, v, adj, adv
- Play the recording and let Ss listen + negative auxiliaries
- Play it again with pauses for them
+ question words
to repeat each sentence
+ demonstrative pronouns: this, that,
these, those without nouns
- Ask Ss to read the sentences,
+ possessive pronouns
decide whether bold words are
II.Activity 2: Listen and check
stressed or unstressed
In a sentence the following words
- Play the recording and let Ss
are unstressed :
listen and Check
+ function words
- Practice reading the conversation in + demonstrative pronouns
pairs
+question words when they introduce a
Suggested answer:
relative clause
1. A: strong/
B: weak
III. HOW STRONG FORM AND WEAK
2. A: weak/
B: strong
FORM ARE USED IN EVERYDAY
3. A: weak/

B: strong
ENGLISH CONVERSATION.


The weak form is usually used
T: Ask Ss to read the box and check
in everyday English conversation,
the examples
especially when speaking fast. But
- Tell to students about how strong
there are many situations you have to
form and week form are used in
speak in strong form for the followings:
everyday english conversation
1. STAND AT THE END OF SENTENCE
- What are you looking at (/æt/)?
- Where are you from (/ frɔm/)?
Which word is stressed in a
2. IN THE CONTRAST SITUATIONS
sentence?
- The letter is from him,
Ss: listen and repeat sets of words.
not to him. /frɔm/ /tu/
- pay attention to the stress words.
- He likes her, but does she
work in pairs and take turns reading like him? /hə:/ /him/
these words in columns and in rows. 3. STRESS ON OPPOSITE
T : Invite individuals Ss at random to PREPOSITIONS
read the words. Correct them,
- I travel to and from London a lot. /tu/

if necessary.
/frɔm/
4. STRESS ON THE PURPOSE OF THE
MEANING.
T : Ask Ss to read the sentences,
- You must get the unniversity
decide whether bold words are
certificate to have good job in the
stressed
future. /mʌst/
or unstressed
- You must choose us or them, you
cannot have all. /mʌst/
- Ask Ss to listen to the sentences and The words that have two syllables or
practice saying them correctly
more will have the strong
- Invite some Ss to read these
pronunciation and weak
sentences in
pronunciation. The vowel of the weak
front of the class and correct
pronunciation will be chaned to /ə/
mistakes,
sound. Let’s see the following
if there are any.
examples:
Ss: read the sentences, decide
whether bold words are stressed or
unstressed
listen to the sentences andpractice

saying them correctly

Strong form

Weak form

u

Butter /
‘bʌtə/

Autumn /
‘ɔ:təm/

e

Settlement /
‘setlmənt

Violet /
‘vaiələt/

or

Mortgage /
‘mɔ:gidʒ/

Forget /
fə‘get/

o

Potato /
pə’teitou/

Carrot /
‘kærət/


ar

March
/mɑ:t∫/

Particular /
pə‘tikjulə/

a

Character /
‘kæriktə/

Attend
[ə‘tend]

4. Consolidation: - Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson.
5.Homework: - Ask Ss to learn by heart rules of strong form and week form are
used in
everyday english conversation

- Prepare for the next lesson.
Date of preparation
TC2: UNIT 1 : GENERATION GAP
Grammar
I. Aims
1. Knowledge:- To provide learners some language items in Unit 1
- For grammar, that is the use of some modal verbs: should, ought to, must,
have to
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
II. Preprations: -Teacher: textbook,exercises
-Students:newwords, knowledge
III.Methods : mainly communicative, intergrated,
IV. Steps of teaching :
2 Organization :
Class
Perio Attendances Teaching date
Absentees Note
d
11A7
2. Check old lesson: during the lesson
3. New lesson
Teacher and students’ activities
Content
T : Ask Ss find out the similar
1. Giống nhau
between shoud and ought to
Tất cả đều được theo sau bởi động từ
ngun thể khơng có ‘to’

- Ask Ss to give answer the sentences S + should + V – Minh should take the
practice saying them correctly
TOEIC test before the internship time.
- Invite some Ss to read these
S + should not + V (dạng phủ định)
sentences in
S + ought to + V – You ought to ask her
front of the class and correct
for help.
mistakes,
S + ought not to + V (dạng phủ định)
if there are any.
S + had better + V – She’d better wait for
him.


Ss: read the sentences, decide
whether bold words are stressed or
unstressed
listen to the sentences andpractice
saying them correctly
Ask Ss find out the differences
between shoud and ought to
- Ask Ss to give answer the sentences
practice saying them correctly
- Invite some Ss to read these
sentences in
front of the class and correct
mistakes,
if there are any.

Execises : Điền vào chỗ trống ought
to, had better, should.
1. My husband is waiting for me. I…..
not be late.
2. You …… start eating better.
3. I ……. study tonight, but I think I’ll
watch TV instead.
4. You …… take care of that cut on
your hand soon, or it will get
infected.
5. You have got a toothache. Perhaps
you ….. see a dentist.
6. There’ll be a lot of traffic
tomorrow. We…… leave early.

S + had better + not + V (dạng phủ
định) – They had better not be late.
2. Khác nhau:
1. Ought to
Ought to là lời khuyên mang tính nhấn
mạnh hơn should, ought to có hàm ý là
khơng thể cịn cách nào khác hơn là phải
(làm gì đó), mang tính giải pháp, diễn tả
một khả năng hành động sự việc có thể
xảy ra với mức độ chắc chắn cao. Ngồi
ra, khi nói về một nhiệm vụ hoặc một
điều luật, chúng ta thường sử dụng
‘ought to’. (Phủ định của ‘ought to’ là
‘ought not’)

Ví dụ:
- He ought to get the promotion. He
works really hard.
=> Anh ấy chắc phải được thăng chức.
Anh ta làm việc thật sự siêng năng.
You ought not to go there.
=> Bạn khơng nên tới đó.
- A: I didn’t pass the assessment TOEIC
test at school, what should I do?
Tôi đã không qua được kỳ thi TOEIC ở
trường, tơi nên làm gì?
B: You ought to resit if you want to
graduate from your university.
Bạn phải thi lại lần hai nếu bạn muốn
tốt nghiệp đại học
2. Should
Trong khi đó, should mang tính gợi ý,
biểu đạt quan điểm cá nhân.
Các câu phủ định và câu hỏi thì dùng
should thường xuyên hơn ought to
Ví dụ:
I think you should study abroad in
America.
Tơi nghĩ bạn nên đi du học ở Mỹ.
Where should I hang this painting, do
you think?
Bạn nghĩ tôi nên treo bức tranh này ở
đâu?
You shouldn’t do things like that
Bạn không nên làm những chuyện như

vậy.
Đáp án:
1. Had better
2. Should
3. Ought to
4. Had better
5. Should
6. Had better
4. Consolidation: - Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson.
5.Homework: - Ask Ss to learn by heart rules of strong form and week form are
used in
everyday english conversation
- Prepare for the next lesson.

Date of preparation
TC3: UNIT 1: THE GENERATION GAP
Speaking
I. Aims
1. KnowledgeTo provide learners some vocabulary related to the topic of
conflicts in the family
2. Skills: - To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes: - To encourage Ss to work harder
- To provide Ss some motivation
II. Preprations: -Teacher: textbook,exercises
-Students:newwords, knowledge
III.Methods : mainly communicative, intergrated,

IV. Steps of teaching :
3 Organization :
Class
Perio Attendances Teaching date
Absentees Note
d
11A7
2. Check old lesson: during the lesson
3. New lesson
Teacher and students’ activities
Content
Activity 1:
Activity 1:
- Ask Ss to find what are conflicts in the
1. What are conflicts in family?


family and then compare the result with
their partner.
- Ask Ss to do the task individually and
then check their answers in pairs.
Encourage
Ss to explain their choice
- Here are some of the things teenagers
and parents complain about. Tick
the complaints that you hear in your
family
- Let Ss do the task then compare the
result with their friend.
- Let representatives from different

groups to go to the board and give their
presentations.
Activity 2: Questions 1-5: Rearrange
the following sentences to make a
complete conversation by choosing A,
B, C, or D:
a. It's not her fault, she just seems to have
bad luck with men.
b. Why are you so late? Problems with
your make-up?
c. She's just broken up with her boyfriend,
so she needed a shoulder to cry on.
d. She never seems to be able to hang on
to anyone for very long.
e. What's her problem this time?
f. Don't be sarcastic. It was my girlfriend
Susie.
Activity 3:
- Work in pairs. Tell your partner what
you or your brothers/sisters and your
parents
complain about. Give advice on how to
solve the problem.
- Let Ss work in pairs
- Ask them to practice in pairs as the
example
- Move around to assist or listen to
different pairs to detect errors /problems
-Give feedback on Ss’ performance: e.g.
Pronunciation, ideas, using body

Definition: Any conflicts that occur
within a family--between husbands
and
wives, parents and children, between
siblings, or with
extended families (grandparents,
aunts, uncles, etc.)
2. How to solve conflicts in family ?
Suggestions include:
Work out if the issue is worth fighting
over.
Try to separate the problem from the
person.
Try to cool off first if you feel too
angry to talk calmly.
Keep in mind that the idea is to
resolve the conflict, not win the
argument.
Activity 2: Questions 1-5:
Rearrange the following sentences
to make a complete conversation by
choosing A, B, C, or D:
Keys:
A. b-a-e-c-d-f
B. e-f-b-a-d-c
C. c-f-d-a-b-e
D. b-f-e-c-d-a
Activity 3:
A: What kind of conflict do you get

into
with your parents?
B: Well I don't like the way my
parents criticizing my appearance.
They
don't like my jeans and T-shirt. What
should I do?
A: I think that your parents are true to
some extent. You shouldn't wear Jeans
and
T-shirt when you are at school or
formal
party. However, they are OK if you go
out


language, turn-taking.
.
Activity 4: Complete the sentences
with the correct form of the words in
brackets
1. In ______________ with Tokyo, London,
and Paris are relatively cheap.
(COMPARE)
2. She is always ______________ towards her
parents. (RESPECT)
3. The electric company admitted their
______________ for the blackout.
(RESPONSE)
4. Ben behaves like a child when he

doesn't get his own way. He's so
______________. (MATURE)
5. Arthur will be very lonely unless you
______________ him. (FRIEND)

with your friends or on other
occasions.
And you should tell your parents
about
that
B: Thanks, I'll try.
Activity 4: Complete the sentences
with the coomplete the sentences
with the correct form of the words
in brackets.
Keys
1. comparison
2. respectful
3. responsibility
4. immature
5. befriend

4. Consolidation: - Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson.
5.Homework: - Ask Ss to learn vocabulary related to the topic of conflicts in the
family
- Prepare for the next lesson.

Date of preparation
TC4: UNIT 2: RELATIONSHIPS

Grammar
I. Aims
1. Knowledge:- To provide learners some language items in Unit 2
- For grammar, that is the use of linking verbs and cleft sentences
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
II. Preprations: -Teacher: textbook,exercises
-Students:newwords, knowledge


III.Methods : mainly communicative, intergrated,
IV. Steps of teaching :
4 Organization :
Class
Perio Attendances Teaching date
Absentees Note
d
11A7
2. Check old lesson: during the lesson
3. New lesson
Teacher and students’ activities
Content
I.CLEFT SENTENCES (Câu chẻ)
I.CLEFT SENTENCES
Câu chẻ được dùng để nhấn mạnh một
T :“I would like you to
thành phần của câu như chủ từ, túc từ
work individually
hay trạng từ

and finish the taskwith partner."
1. Nhấn mạnh chủ từ (Subject focus)
Ss: work individually finish the
a. Với danh từ / đại từ chỉ người
task with partner then give out
It + is / was + Noun / pronoun + who +
the answers
V+O…
T observes and provide help when
Ex: My brother collected these foreign
necessary
stamps.
Teacher calls Ss to give out answers → It was my brother who collected these
Others give comments
foreign stamps.
b. Với danh từ chỉ vật
Give feedback and comment on
It + is / was + Noun + that + V + O …
their work
Ex: Her absence at the party made me sad.
II. Exercises
→ It was her absence at the party that made
-Ask Ss to do the task then compare me sad.
the answer with their partner
2. Nhấn mạnh túc từ (Object focus)
1. the boy visited his uncle last
a. Với danh từ / đại từ chỉ người
month.
It + is / was + Noun / pronoun + who(m) + S
2. my mother who bought me a

+
present on my birthday
Ex: I met Daisy on the way to school.
3. Huong and Sandra who sang
→ It was Daisy who(m) I met on the way to
together at the party
school.
4. Nam’s father who got angry with Note: Khi nhấn mạnh túc từ ta có thể dùng
him
who thay cho whom nhưng khi nhấn mạnh
5. the boy who played football all
chủ từ thì khơng dùng whom thay cho who.
day long.
b. Với danh từ chỉ vật
6. the girl who received a letter
It + is / was + Noun + that + S + V
from
Ex: My brother bought an old motorbike from
her friend yesterday.
our neighbor.
7. his presence at the meeting that
→ It was an old motorbike that my brother
frightened the class.
bought from our neighbor.
3. Nhấn mạnh trạng từ (Adverbial focus)
T :“I would like you to work
It + is / was + Adverbial phrase + that + S + V


individually

and finish the taskwith partner."

II. Exercises
1. It was the boy who visited his uncle last
month.
2. It was my mother who bought me a present
work individually finish the task
on
with
my birthday
partner then give out the answers
3. It was Huong and Sandra who sang
T observes and provide help when
together at
necessary
the party
4. It was Nam’s father who got angry with
him
Teacher calls Ss to give out answers 5. It was the boy who played football all day
Others give comments
long.
6. It was the girl who received a letter from
her friend yesterday.
7. It was his presence at the meeting that
Give feedback and comment on
frightened the class.
their work
4. Consolidation: - Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson.
5.Homework: - Ask Ss to learn vocabulary related to the topic of conflicts in the

family
- Prepare for the next lesson.


Date of preparation
TC5: UNIT 2: RELATIONSHIPS
Writing
I. Aims
1. Knowledge- To provide learners some vocabulary related to the topic of
relationship problems
2. Skills:- To promote Ss to develop their writing skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
II. Preprations: -Teacher: textbook,exercises
-Students:newwords, knowledge
III.Methods : mainly communicative, intergrated,
IV. Steps of teaching :
5 Organization :
Class
Perio Attendances Teaching date
Absentees Note
d
11A7
2. Check old lesson: during the lesson
3. New lesson
Teacher and students’ activities
Content
T: Ask Ss to work in pairs and do the

task
- Set a time limit for this activity and
assist
Ss if necessary
Ss: work in pairs and do the task
T :“I would like you to work individually
and answer the questions"
- work work individually and answer
the questions then give out the answers
T observes and provide help when
necessary
Teacher calls Ss to give out answers
Others give comments
Give feedback and comment on their

Suggested answers 1 :
I feel lonely in my home!
by Lion King . Tuesday, December 3,
2014
at 9 P.M
My parents are always busy at work.
They often work late on weekdays and
most weekends. So I'm left alone at
home with the housemaid or tutor. I
feel so lonely and miss my parents a
lot. I wish
my parents understood and spent
more
time with me.
What should I do?

Suggested answers 2 :
I feel regretful !
by Linda . Tuesday, December 7, 2015
at 9 P.M


work
I had a terrible row with my best
T :Call on a few Ss to report the answers friend over a boy that we both like.
And she hasn't spoken
Ss: report the answers
to me ever since. I don't want to lose
this best friend but I don't know what
to do, so I asked my mother for her
T: Ask Ss to do the task
advice. She told me that I must know
- Draw Ss’ attention to the instructions.
who is more important to me, my best
- Point out to Ss how to write a letter.
friend who I have known since
- T goes around and gives help, collects
childhood or a boy who I have just
common mistakes for later correction.
known for some days
- Collect 5 stories to mark in class so that and that I should apologize to my best
all
friend
and make up with her.
What should I do?
Ss feel the need to do the task.

- Walk around and offer help if
necessary.
- Get students' answers and comments.
- Get some outputs to highlight and
comment and correct the possible
mistakes of students.

Suggested answers 3 :
Do as appointed
A: Hi, John. You look unhappy. What's
the matter with you?
B: Well. My classmates keep making
fun
of me because I got poor grades at
school
A: Don't worry. You should ask your
- Give feedback on these papers
teacher for help when having a
Ss: do the task
problem.
B: But the problem is that I don't
- Ask Ss to do the task
understand my homework and I can't
- Draw Ss’ attention to the instructions.
do it.
- Point out to Ss how to write a letter.
A: If I were you, I will find a tutor who
- T goes around and gives help, collects
explain the lesson again to you and
common mistakes for later correction.

help you with your homework at
Ss: do the task
home.
B: That's a good idea. I'll try it. Thank
you for your advice.
4. Consolidation: - Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson.
5.Homework: - Ask Ss to learn vocabulary related to the topic of personal troules
- Prepare for the next lesson.


Date of preparation
TC6: UNIT : BECOMING INDEPENDENCE
Pronunciation
I. Aims
1. Knowledge:- To provide learners some language items in Unit 3
- For pronunciation, that is sentence stress and rhythm: Linking between a
consonant and a vowel
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
II. Preprations: -Teacher: textbook,exercises
-Students:newwords, knowledge
III.Methods : mainly communicative, intergrated,
IV. Steps of teaching :
6 Organization :
Class
Perio Attendances Teaching date
Absentees Note
d

11A7
2. Check old lesson: during the lesson
3. New lesson
Teacher and students’ activities
Content
Ask Ss to work in pairs, do the task
Nối âm( Lingking sounds)
- Ask Ss to talk about the rules of
1. Phụ âm đứng trước nguyên âm
linking sounds
Về nguyên tắc, khi có một phụ âm đứng
Ss: work in pairs, do the task
trước một nguyên âm, đọc nối phụ âm
do the tasks and compare the results với nguyên âm. Ví dụ “mark up”, bạn đọc
with their partner
liền chứ không tách rời 2 từ (/ma:k
k ٨p/).Tuy nhiên, điều này không phải
dễ, nhất là đối với những từ tận cùng
T :“I would like you to work
bằng nguyên âm khơng được phát âm, ví
individually and do the tasks
dụ: “leave (it)” đọc là /li:v vit/; “Middle
and compare the
(East)”, /midlli:st/,… Hoặc đối với
results with their partner.
những cụm từ viết tắt, ví dụ “LA” (Los
Angeles) phải đọc là /el
Ss: work individually and do the
lei/; “MA” (Master of Arts), /em mei/…

tasks
and compare the results with
their partner. then give out the
answers
T observes and provide help when
necessary

Lưu ý:khi một phụ âm có gió đứng trước
nguyên âm, trước khi bạn nối với nguyên
âm, bạn phải chuyển phụ âm đó sang
phụ âm khơng gió tương ứng. Ví
dụ “laugh” được phát âm là /f/ tận cùng,
nhưng nếu bạn dùng trong một cụm từ,
ví dụ “laugh at someone”, bạn phải
Teacher calls Ss to give out answers chuyển âm /f/ thành/v/ và đọc là /la:v
Others give comments
væt/.
2. Nguyên âm đứng trước nguyên âm
Give feedback and comment on their Điều này có thể rất mới mẻ với nhiều
work
người. Về nguyên tắc, bạn sẽ thêm một
phụ âm vào giữa 2 nguyên âm để nối. Có
2 quy tắc để thêm phụ âm như sau:
T: - Pay attention to the linking
- Đối với ngun âm trịn mơi (khi phát
between the words
âm, mơi bạn nhìn giống hình chữ
Ss:listen and Do as appointed
“O&rdquo, ví dụ:“OU”, “U”, “AU”,… bạn

cần thêm phụ âm“W” vào giữa. Ví dụ “do
it” sẽ được đọc là /du: wit/.
T: Ask Ss to do the task then
- Đối với nguyên âm dài môi (khi phát
theanswer with their partner
âm, môi bạn kéo dài sang 2 bên) ví
- Play the recording and let Ss listen
dụ: “E”, “I”, “EI”,… bạn thêm phụ
and
âm “Y” vào giữa. Ví dụ: "I ask” sẽ được
read chorally.
đọc là /ai ya:sk/.
- Ask Ss to listen to the sentences and Bạn thử áp dụng 2 quy tắc này để phát
practice reading them correctly
âm: USA /ju wes sei/, VOA /vi you
- Invite some Ss to read these
wei/, XO /eks sou/,
sentences in
3. Phụ âm đứng trước phụ âm
front of the class and correct
Về nguyên tắc, khi có 2 hay nhiều hơn
mistakes,
phụ âm cùng nhóm đứng gần nhau, thì
if there are any.
chỉ đọc 1 phụ âm mà thơi. Ví dụ “want
Ss: do the task then compare the
to” (bao gồm 3 phụ âm N, T, T cùng nhóm
answer with their partner
sau răng đứng gần nhau) sẽ được đọc
là /won nə/.

4. Các trường hợp đặc biệt
T: Ask them to do the task then
- Chữ U hoặc Y, đứng sau chữ cái T, phải
compare
được phát âm là /ch/, vd: not yet /’not
their answers with a partner's
chet/;picture /’pikchə/.
Ss: comparetheir answers with a
- Chữ cái U hoặc Y, đứng sau chữ cáiD,
partner's
phải được phát âm
là /dj/, vd:education /edju:’keiòn/.
- Phụ âm T, nằm giữa 2 nguyên âm và
không là trọng âm, phải được phát âm
T: Let Ss finish the task and compare là/D/, vd. trong từtomato /tou’meidou/;


their answers with their partner's
Ss: comparetheir answers with a
partner's

trong câuI go to school /ai gou də
sku:l/.

T: Ask Ss to do the task then compare
the answer with their partner
4. Consolidation: - Ask Ss: - Summarize the main points of the lesson.
5.Homework: - Ask Ss to learn Linking between a consonant and a vowel
- Prepare for the next lesson.

Date of preparation
TC7: UNIT 3 : BECOMING INDEPENDENCE
Grammar
I. Aims
1. Knowledge:- To provide learners some language items in Unit 3
- For grammar, that is to infinitive after some adjectives and nouns
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
II. Preprations: -Teacher: textbook,exercises
-Students:newwords, knowledge
III.Methods : mainly communicative, intergrated,
IV. Steps of teaching :
7 Organization :
Class
Perio Attendances Teaching date
Absentees Note
d
11A7
2. Check old lesson: during the lesson
3. New lesson
Teacher and students’ activities
Content
I. To infinitives after nouns and
- Ask Ss to talk about the rules of To
adjectives
infinitives after nouns and
1. we can use the to-infinitives after certain
adjectivesSs: work in pairs, do the
adjectives to give the reason for the

task
adjectives noun / Pronoun + lingking verbs


do the tasks and compare the results
with their partner
T :“I would like you to work
individually and give example for
each situation .
Ss: work individually and and give
example for each situation .
T observes and provide help when
necessary
Teacher calls Ss to give out answers
Others give comments

+ adjectives +
to V
Adjs: glad, happy, amazed, surprised,
determined, pleased, sorry, disappointed,
sad, afraid
Ex: I am happy to see my teacher again
2. we can use the To-infinitives in structures
with IT and certain adjectives to make a
comment or judgement
It+linking verbs+adjectives +toV
Ex:It is interesting to talk to him

3. We can use toV after certain abstract
nouns

to say what action they relate to
Give feedback and comment on their Noun+to V
work
Nouns : advice, ability, ambition, anxiety,
T: - Pay attention to To infinitives
attempt, chance, decision, dream, failure
after nouns and adjectives
permission , plan, request, wish, way,
Ss:listen and Do as appointed
demand, determination, efford, willingness
Ex: Your dream to become a teacher will
T: Ask Ss to do the task then
come true
the answer with their partner
II. Practice
- Play the recording and let Ss listen
Exercise 1 :
and
Give the right form of the verbs in
read chorally.
bracket, with to or without to:
- Ask Ss to listen to the sentences and 1/ I want ....................(see) manager.
practice reading them correctly
2/ He will ......................(come) soon.
- Invite some Ss to read these
3/ I ought ........................(work) right now.
sentences in
4/ Your watch will .........................(repair)
front of the class and correct
by Tuesday.

mistakes,
5/ I’d like ............................(go) home
if there are any.
early today.
Ss: do the task then compare the
6/ It’s important .....................(listen) to
answer with their partner
people.
7/ She hopes .........................(choose) for
the national team.
T: Ask them to do the task then
8/ Try .......................(not be) back late.
compare
9/ You should ..........................(tell) me you
their answers with a partner's
were ill.
Ss: comparetheir answers with a
10/ She must ..........................(have) a shower. I
partner's
can hear the water running.
11/ I wasn’t able ........................(understand)


the lesson.
12/ I agreed ..........................(help) her.
T: Let Ss finish the task and compare 13/ It’s neccessary .........(make) careful
their answers with their partner's
plans.
Ss: comparetheir answers with a
14/ He seems .......................(be) ill.

partner's
15/ You don’t need ............(appologize).
16/ They have decided ......(open) a new
branch
in Viet Nam.
17/ I promise ............(pay) you on Monday.
T: Ask Ss to do the task then compare 18/ I will certainly ........(pay) you on Monday.
the answer with their partner
19/ She said she wouldn’t ......(see) him
again.
20/ She refused ...........(see) him again.
Keys :
1/ to see 2/ come 3/ to work 4/ be repaired
5/ to go 6/ to listen 7/ to be chosen
8/ not to be 9/ tell 10/ be having
11/ to understand 12/ to help 13/ to make
14/ to be 15/ to appologize 16/ to open
17/ to pay 18/ pay
19/ see 20/ to see
4. Consolidation: - Ask Ss: - Summarize the main points of the lesson.
5.Homework: - Ask Ss to learn Linking between a consonant and a vowel
- Prepare for the next lesson.

Date of preparation :17/10/2017
TC8: UNIT 3 : BECOMING INDEPENDENCE
Writing
I. Aims
1. Knowledge: -To provide learners some vocabulary related to the topic of
requesting information
2. Skills- To promote Ss to develop their writing skills

- To help Ss develop the skill of working in pairs and groups
3. Attitudes: - To encourage Ss to work harder
- To provide Ss some motivation
II. Preprations: -Teacher: textbook,exercises
-Students:newwords, knowledge
III.Methods : mainly communicative, intergrated,
IV. Steps of teaching :


Organization :
Class
Perio Attendances Teaching date
Absentees Note
d
11A7
2. Check old lesson: during the lesson
3. New lesson
Teacher and students’
Content
activities
- Ask Ss to talk about the way of
I. General Tips for Writing a Letter of
writing a letter of request
Request
The following suggestions will help you to write
Ss: work in pairs,
an effective sample of a letter of request:
do the task and compare the
1. Keep it simple. In the first paragraph, tell
results with their partner

the recipient why you are writing.
2. If appropriate, give the person you are
writing to some information that will help
T :“I would like you to work
them remember who you are. For
individually and give example for
example, if you are writing to a former
writing a letter of request
professor, explain what class you were in
and the year. In the case of writing to a
Ss: work individually work
former supervisor, remind the person
individually and give example for
when you worked with them. These
writing a letter of request
details help readers to place where they
T observes and provide help
know you from.
when
3. Briefly explain what it is that you want
necessary
the reader to do. If there is a deadline
involved, share that information as well.
Teacher calls Ss to give out
4. Give the reader all the information they
answers
need to comply with your request.
Others give comments
5. Include any supporting documentation
the recipient may need.

Give feedback and comment on
6. List your contact information, including
their
your full name, mailing address, phone
work
number and e-mail address in the body of
T: - Pay attention to the way
the letter. Ask the reader to contact you if
writing a letter of request
they have any questions or concerns
Ss:listen and Do as appointed
about your request.
7. Thank the person for their assistance.
T: Ask Ss to write a letter of
II. A Sample of a Letter of Request
request
Your Return Address
[Date]
- Ask Ss to write indiviadually
Mr./Ms. J. Smith XYZ Company 123 Sesame
- Invite some Ss to write down
Street Your Town, Your State Zip Code/Postal
their writings on the board
Code
8


Dear Mr./Ms. Smith:
Ss: do the task then compare the My name is [your name here] and I am writing
answer with their partner

to request an interview to discuss available
positions
in the [name of department] with your
T: Ask other students to give
company.
comment on other students'
[If you were referred to the company by
answers
someone
Ss: listen to the teachser and
you know, be sure to include this information
other comment
here. "James Ray, who is an employee in your
Sales Department, suggested that I contact
you."]
I am a graduate of [name of educational
T: Let Ss finish the task and
institution you attended] and I have [x] years of
compare their answers with
experience in the field of [name of industry or
their partner's
field of study]. I
Ss: comparetheir answers with a
am currently looking for new employment
partner's
opportunities and I would like to have the
opportunity to discuss how my skills and
abilities
can be of benefit to your company.
T: Give feed back on students'

I will contact you by phone next week to set up
writing
a convenient time when I can discuss my
Ss: listen to the teacher
qualifications. I will bring my resume with me
at
that time. If you have questions or would like
more information, please feel free to contact me
by
phone at [area code and number here]. I can
also
be reached by e-mail at [your e-mail address
here].
Thank you for taking the time to consider my
request, and I will be in touch with you soon.
Sincerely,
[Your Name Here]
4. Consolidation: - Ask Ss to Summarize the main points of the lesson.
5.Homework: - Ask Ss to learn write another letter of requesting
- Prepare for the next lesson.


Date of preparation :3/11/2017
TC9: TEST YOURSELF 1
1. Knowledge:
- General knowledge: Students will be able to revise the language and skills
students
have learnt and practised in Units 1,2,3.
- Language: Sentences and expressions related to the topics of units 1,2,3
2. Skills: Speaking, reading, listening and writing.

I. Aims
3. Attitudes: Students pay attention to the topic of the unit, the content of the
reading text, teacher’s instructions or explanations and do teacher’s
requirements.
II. Preprations: -Teacher: textbook,exercises
-Students:newwords, knowledge
III.Methods : mainly communicative, intergrated,
IV. Steps of teaching :
9 Organization :
Class
Perio Attendances Teaching date
Absentees Note
d
11A7
2. Check old lesson: during the lesson
3. New lesson
Teacher and students’ activities
Content
I. Vocabulary
I. Vocabulary
1. Make words related to the generation
1. Make words related to the
gap Tạo các từ có liên quan đến khoảng
generation gap using the letters.
cách thế hệ sử dụng các chữ cái.
Keys
1. accdehlir 2. rnlueca aimlyf
1. childcare
3. ebalt
amensnr 4. detenedx fylmia

2.nuclearfamily
5. tcnlifoc
3. table manners
2. Complete the sentences without
4. extended family
changing their meanings.
5. conflict
1.My parents never let me forget to do my
2. Complete the sentences without
homework.->My parents always
changing their meanings.
remind____________.
Keys
2.They think that it is a good idea for me to
1.My parents always remind me to
do voluntary work.->They think that
do my homework.
I________
2.They think that I should/ ought to
3. They always refuse to allow me to stay
do voluntary work.
overnight at my friend's house.
3.They never let me stay overnight at


They never let__________________.
my friend's house.
4. They insist that I should come home at 9
4.They make me come home at 9
o'clock every night.->They make_____

o'clock every night.
5. My mother expects me to work as a
5.It is my mother's wish that I should
teacher like her.-It is my mother's wish that work as a teacher like her.
I sh->should_________
6.We must do well at school.
6. It is very important for us to do well at
7.I am allowed to go out with my
school.->We must__________________.
friends at the weekend.
7. I can go out with my friends at the
8.I don't have to agree with
weekend.
everything my parents say.
I am allowed__________________.
3. Complete the sentences with the
8. It is not necessary for me to agree with
verbs in the box. Use each verb
everything my parents say.->I don't
once only. Make changes to th
have__________________.
form, if necessary.
3. Complete the sentences with the verbs Keys
in the box. Use each verb once only.
1. looks
2. sounded/ sounds
Make ..
3.gets
4. feels
feel ,sound,smell,get ,taste ,look

5.smells
6. tastes
1.Anna's boyfriend_________ friendly. Where
4. Rewrite these sentences using
did she meet him?
(It is/was ... that)
2.I didn't think it was you. Your
Keys
voice_____________ strange on the phone.
1. It's Tom's mum that/ who can
3.When Tuan ___________ older, he'll be
speak three languages.
mature enough to make the right decisions. 2. It's me that is in charge of
4.This coat__ very tight. Do you have a
organising the storytelling contest./
bigger size?
It is I who am in charge of organising
5.This perfume__________ amazing. I'll buy it
the storytelling contest.
for my mum's birthday.
3. It's your help that we need, not
6.This curry__ delicious. Is it Thai or Indian? your sympathy.
4. Rewrite these sentences using (It
4. It was Phong's sense of humour
is/was ...
that Hoa couldn't understand.
1.Tom's mum can speak three languages.
2.I am in charge of organising the
storytelling contest.
3.We need your help, not your sympathy.

4.Hoa couldn't understand Phong's sense of
humour
4. Consolidation: - Ask Ss to Summarize the main points of the lesson.
5.Homework: - Ask Ss to learn write another letter of requesting
- Prepare for the next lesson.


Date of preparation :7/11/2017
TC 10: UNIT 4 : CARING FOR THOSE IN NEED
GRAMMAR
I. Aims
1. Knowledge:- To help learners get started with some language items in Unit 4
- For grammar, that is the past simple and the present perfect
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
II. Preprations: -Teacher: textbook,exercises
-Students:newwords, knowledge
III.Methods : mainly communicative, intergrated,
IV. Steps of teaching :
10 Organization :
Class
Perio Attendances Teaching date
Absentees Note
d
11A7
2. Check old lesson: during the lesson
3. New lesson
Teacher and students’ activities
Content

T: -Ask sts to revise tenses of verbs
1.PAST SIMPLE
they have learnt and then do
Ex: Yesterday we went to the cinema.
exercises
We arrived on time.
Ss: Revise tenses and do exercses
• S+V2/V-ed
Exercise 1:Use the correct form of
• S + didn’t +V1
verbs in brackets.
• Did + S + V1?
1. In all the world, there (be) ____
Meaning: hành động xảy ra và chấm
only 14 mountains that (reach)
dứt trong quá khứ
_________above 8,000 meters.
Time words: yesterday, last week,


He sometimes (come) ______ to see
his parents.
3. When I (come) ___, she (leave)
_______for Dalat ten minutes ago.
4. My grandfather never (fly) _______
in an airplane, and he has no
intention of ever doing so.
5. We just (decide) __________ that we
(undertake) the job.
6. He told me that he (take) ___ a trip

to California the following week.
7. I knew that this road (be) __ too
narrow.
8. Right now I (attend) _______ class.
Yesterday at this time I (attend)
_class.
9. Tomorrow I’m going to leave for
home. When I (arrive) _______at
the airport, Mary (wait) for me.
10. Margaret was born in 1950. By
the year 2005, she (live) ___on this
earth
for 55 years
11. The traffic was very heavy. By the
time I (get)__to Mary’s party,
everyone already (arrive) _
12.I will graduate in June. I (see) you
in July. By the time I (see) __ you , I
(graduate)
13.I (visit) _______ my uncle’s home
many times when I (be) _ a child.
14.That book (lie) _______ on the table
for week. You (not read) __ it yet ?
15.David (wash) _______ his hands. He
just (repair) _____ the TV set.
16.You (be) __________here before?
Yes, I (spend) __________ my holidays
here last year.
17.We never (meet) __________ him.
We don’t know what he (look) _ like.

18.The car (be) ____ ready for him by
the time he (come) ____tomorrow.
keys:
1. are - reach
2.

10 years ago, in 1950...
2. PRESENT PERFECT
a Form :
S + has / have + V3 , ed
S + has / have ( not ) V3 , ed
Has / Have + S + V3 , ed?
b. Use:
* Diễn tả một hành động vừa mới xảy ra
hoặc xảy ra không rõ thời gian (thường đi
kèm
với các từ just , recently = lately,
not .. yet, ever, never, aleady
Eg : We haven’t finished our homework yet .
* Diễn tả 1 hành động bắt đầu từ quá
khứ kéo dài đến hiện tại có khả năng tiếp
tục ở tương lai (thường đi với các từ
since , for)
Eg: - They have lived here for ten years .
* Ngịai ra cịn có một số cụm từ chỉ thời
gian như : so far = until now = up to
now ,how long .. ? It is the first /
second / third … time, twice / many /
three…. times.
Note : For ( many, several, 2, 3 / .

+ times, years, months or a long time
= ages ) # since ( last week .. )
3. REVISE SOME OTHER TENSES
a.PAST PROGRESSIVE
• S +was/were + V-ing
Meaning: hành động đang xảy ra ở 1 thời
điểm trong quá khứ
Time words: at 9 am. yesterday, at that time =
then, when, while
b.PAST PERFECT
• S + had V3 + O
Meaning: hành động đã xảy ra trước 1 hành
động khác, hay trước một thời điểm trong
quá khứ
Time words: for, since, already, when,
after, before...
C. The Simple Present
+ I , We , You , They … ( S nhiều ) + V1
He , She , It ( S ít ) + V- s / es
- Diễn tả một chân lí, một sự thật hiển


comes
nhiên
came - had left
- Diễn tả 1 thói quen hoặc 1 việc xảy ra
has never flown
thường xuyên ở hiện tại ( always, often,
have just decided -would
usually, sometimes, now and then,

undertake
seldom, rarely, never, every ..... ) dùng để
6. would take
nhận biết.
7. was
d . The Present Continuous
8. am attending - was attending
S + am / is / are + Ving
9. arrive -will be waiting
- Diễn tả một hành động đang tiếp diễn ở
10. had lived
thời
11. got- had already arrived
điểm nói (hiện tại)
12. will see - see - will have
. - - Diễn tả 1 hành động sẽ xảy ra ở tương lai
graduated
(có kế hoạch từ trước)
13. visited -was
Eg: She is getting married next year.
14. has been lying- haven’t you
read
15. is washing - has just repaired
16. have you been - spent
17. have never met - looks
18. will have been- comes
4. Consolidation: - Ask Ss to Summarize the main points of the lesson.
5.Homework: - Ask Ss to revise tenses of verbs
- Prepare for the next lesson.
Date of preparation: 7/11/2017

TC 11: UNIT 4 : CARING FOR THOSE IN NEED
READING
I. Aims :
1. Knowledge: - To provide learners some vocabulary related to helping people
with disabilities
2. Skills:- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
3. Attitudes: - To encourage Ss to work harder
- To provide Ss some motivation
II. Preprations: -Teacher: textbook,exercises
-Students:newwords, knowledge
III.Methods : mainly communicative, intergrated,
IV. Steps of teaching :
11 Organization :
Class
Perio Attendances Teaching date
Absentees Note
d
11A7
2. Check old lesson: during the lesson
3. New lesson
2.
3.
4.
5.


Teacher and students’
activities

- T: - Asks sts to
work individually ,
Read the passage
carefully and choose
the correct answer.
- Call some students to
give answers
- Call other students to
give feedback
- Give feedback
Ss: -work individually ,
Read the passage
carefully and choose
the correct answer.
- give answers
- give feedback
- Listen to the
teacher's feedback

Keys :
1. B
2.D
3.C
4. D
5. A
6.B

- T: - Asks sts to

Content

I.Read the passage carefully and choose the correct
answer.
Volunteering can be the experience of a lifetime and for
some people it is a life changing experience.
Volunteer Bolivia is the international volunteer
arganization that combines a volunteer service
learning experience with a program for an
unforgettable intercultural experience. They offer
an affordable way for community volunteer positions
provide you with the opportunity to make new friends,
define a new career, develop new skills, and share your
skills with others. Short term volunteers are a crucial
part of their program allowing you to fulfil the needs
of a variety of children’s centers scattered around the
region.
These centers provide services for children. Long
term volunteers, are those who stay with them more than
five months, speak immediate Spanish and are
specialized volunteers who have an expertise that
matches their Bolivian colleagues needs. Many long
term volunteers contribute in a collaboratively
designed volunteer position such as helping in the
office, translating, and working with the Bolivian staff.
If you have a specialized skill, they can place you in
your profession. Long term volunteers have also
contributed as healthcare workers, physical therapists,
graphic designers, by teaching advanced computer skills
or in project development.
1 According to the writer, volunteer work
is______

A. a combination B. an experience
C. an organization
D. a lifetime
2 If you take part in Volunteer Bolivia, you have
a chance_
A. to work in a foreign country
B.to lose you career
C. to work in your hometown
D. to change experience
3 According to the passage, ___________
A. there is only one kind of volunteers
B. there are two kinds of volunteers: long term volunteers
and short term volunteers.


work in pairs ,
Read the passage
carefully and choose
the
best answer for each
blank
- Call some students to
give answers
- Call other students to
give feedback
- Give feedback

Ss: -work in pairs ,
Read the passage
carefully and

Read the passage
carefully and choose
the
best answer for each
blank
.
- give answers
- give feedback
- Listen to the
teacher's feedback

C. volunteers are not allowed to make friends.
D. if you are a short term volunteer you will work
with patients.
4 The word crucial means___________
A. necessary
B. not easy
C. very difficult
D. important
5 Long term volunteers work as ___________
A. designers
B. professors
C. healthcare workers D. teachers of English
II. Read the text and choose the best answer for each
blank.
Viet Nam Assistance for the Handicapped (VNAH)
is a non-profit organization (1) ..... in 1991 to assist people
with disabilities in Viet Nam. Its main aim is to help
disabled people to overcome their (2) ...... Some of
VNAH'S programmes (3) .... technical assistance to

clinics and wheelchair factories in the (4) ..... of
high - quality and low - cost wheelchairs.
To (5) ..... disadvantaged people, VNAH has
set up the Office of Disabilities Technical Assistance
(ODTA) in Hanoi. In addition, VNAH (6) .....
a programme to support the government in
improving activities benefiting people with disabilities.
In cooperation with the United States Agency
for International Development , VNAH is now working to
(7) ..... different Vietnamese agencies. Special attention
(8) ..... to providing disabled people with full access to
all facilities and services.
31. A. find B. found
C. funded
D. founded
32. A. disabilitiesB. abilities C. disabled D. disablement
33. A. provide
B. provider C. provision D. produce
34. A. produce
B. product C. productionD. productivity
35. A. fund B. assist
C. donate
D. care
36. A. launches
B. launched
C. have launched D. has launched
37. A. suppose
B. supply C. support D. suppress
38. A. was givenB. is given
C. are given D. were given

Keys :
1. D
2.A
3.A
4. D
5. C
6.B
7. C
8. B
4. Consolidation: - Ask Ss to Summarize the main points of the lesson.: Reading
skills
5.Homework: - Ask Ss to revise tenses of verbs
- Prepare for the next lesson.