Unit 3+4.2020

Date of Preparation: 8th October 2020 Date of Teaching: ….
October 2020
UNIT 3: BEING INDEPENDENT (GETTING STARTED)
Period: 19
I. AIMS AND OBJECTIVES:
+ Language content:
- To introduce some words and phrases relating to being independent
- To help Ss get to know the topic of the unit
+ Language function: To help Ss to:
- use the lexical items related to being independent.
- know more about the vocabulary and structures to talk about being independent.
+ Educational aim:To enable Ss to get ready for all the lessons about relationships
1. Language:
a. Vocabulary: reliable, self-reliant, decisive, determined, well-informed, and confident
b. Structures: to-infinitives
2.Skills: Integrated skills
3.Educational factor: To educate Ss to be aware of being independent
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method: Communicative approach
2. Techniques / Activities: pair-wok, explanation, Role- play
3. Materials needed: textbooks, references, Video clip, pictures, CD, projector, and chalk
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: Grammar
III. TEACHING PROCEDURE.
1. Stabilization: (1’) Good morning class! How are you today?
Who is absent today, monitor?
2. Checking up the previous knowledge: (4’)
Choose the best answer. (10pts)
1. ______ in the kitchen
A. It is my mother whom is C. It was my mother who is
B. It is my mother who was D. It is my mother who is
2. ________ a lot of flowers on her birthday.
A. It was Mary was given B. Mary that was given
C. It was Mary, whom was given D. Mary was given
3. It __________ that I took to the party last night.
A. was she B. is she C. is hers D. was her
4. It was__________ who taught me how to play the guitar.
A. she B. her C. hers D. she’s
Keys: 1.D 2.D 3.D 4.A
3. Presentation of the new materials.
Time Teacher’s activities Students’ activities The lesson content
(4’) WARM-UP: UNIT 3: BEING INDEPENDENT
-Show Ss some pictures and ask -look at the pictures Lesson 1: GETTING STATED
Ss to answer the questions. and answer the
-Elicit answers from students, questions.
encourages different
interpretations.
-Lead in: These people are doing Expected answer:
the work without being paid for BECOMING
it. What do you call this kind of INDEPENDENT
work?
-Inform the class of the lesson -listen and take notes
objectives
(20’) PRESENTATION: * Questions:
1. Listen and read 1.What words come up to your mind
- Ask Ss to guess what the -guess the content of when you think of an independent
conversation might be about by the conversation person?
reading the title “An independent 2. Does an independent person often
person” ask for help when doing things?
- Ask Ss some questions about 3. Can she do things for herself?
the conversation: “What are Mai
and Lan talking about?”
- Play the recording. -listen and read the
- Ask Ss to not to worry about the conversation at the
new words or grammar points. same time.
- Correct Ss’ intonation and stress -listen 1.Listen and read
if necessary. *Conversation:AN INDEPENDENT
2. Answer the questions about PERSON
the conversation
- Ask Ss to read the questions in -listen
activity 2
- Give some new words -take notes
-Let Ss read the questions first, -work in pairs
then read the conversation again - report their answers
to answer the questions
-Check if they have any difficulty - refer the * Vocabulary:
in understanding the conversation to get - reliable (adj.):
conversation. clues for their e.g.a reliable source of information
-Check Ss’ answers and answers - self-reliant (adj.)
encourages Ss to give their e.g.a self-reliant little girl
opinions to answer the question 6 - decisive (adj.)
3. Match each word with their e.g.The archers played a decisive part
definitions in the victory
-Ask students to look through the -work individually to - determined
task then work individually to finish the task e.g. Alina was determined to be heard
finish the task - well-informed (adj):
-Ask them to work in pairs to -work in pairs e.g.a wide and well-informed debate
compare and check their answers - confident (adj.)
-Call some students to give the -give answers e.g. She was a confident, outgoing
answers then gives the correct girl.
answers 2. Read the conversation again and
4. Find the sentences with to- answer the questions:
infinitives after adjectives or * Expected answers:
nouns in the conversation and 1. Because Minh doesn’t rely on other
write them in the space below. people for help and isn’t influenced by
-Tell Ss to take a quick look at -work in pairs other’ people’s opinions
the conversation to find the 2. Because he always completes his
sentences with To-infinitive after task on time, and never needs to be
certain adjectives and nouns, reminded about assignments and other
underline them and then write schoolwork.
down 3. He tried hard and spent the whole
-Go around to observe night on a hard Maths problem when
-Check their answers and gives -give answers most students in the class had given
the feedback. up.
(10’) PRODUCTION: 4. He always tries to find solutions to
-Ask Ss to work in groups talking -work in groups his problem and seldom needs help
about your independent friends from others.
or relatives 5. Responsible, reliable, self-reliant,
-Go around to observe and correct decisive, determined, well-informed
typical errors and confident
-Call some groups to talk about -report their 6. Ss’ own answers
the activity they take part in. discussion 3. Match each word with their
-Elicit feedback from the class -listen and give definitions
and gives final comments. feedback 1.d 2.e 3.b 4.c 5.f 6.a
(2’) CONSOLIDATION: 4. Find the sentences with To-
- Ask Ss: “What have you learnt -give answers infinitive after certain adjectives
today?” and nouns in the conversation and
write down them in the spaces below
(page 27)
* KEY:
1. It’s good to have a friend you can
rely on.
2. Evan our Maths teacher was very
surprised to read his answer.
3. His parents must be really pleased
to have such a son.
4. But he still has time to read, …
5. It’s interesting to talk to him.
6. I really admire his ability to make
decisions so quickly.
7. You’re lucky to have a close friend
like him.
4. Homework: (4ms)
- Ask the Ss to:
+ Learn the new words
+ Do an exercise:Use the words from the box to complete the sentences. There are some words used
more than once.
reliable independent well-informed confident self-reliant
1. He is respected for being _________ about what is going on in the world.

2. He can be trusted to do the job well. He's a very____________ person.
3. Our team needs a _________ leader who can make important decisions quickly and confidently.
4. He is very__________ and we can rely on him to complete the task efficiently.
Keys:1.well-informed 2.reliable 3.decisive 4.reliable
+ Prepare the next lesson: LANGUAGE
IV. SELF -EVALUATION:

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Ký duyệt của tổ CM
Vũ Thị Trinh
Date of Preparation: 9th October 2020 Date of Teaching: …. October 2020
UNIT 3: BEING INDEPENDENT (LANGUAGE)
Period: 20
+ Language content:
- To introduce to Ss words and phrases related to being independent
- To help Ss learn about linking between a consonant and a vowel
- To help Ss learn about to-infinitives after nouns/ adjectives
- know more vocabulary related to being independent.
- form words in ending with the suffixes -ity, -ce, -ness, -tion
- link a consonant and a vowel
- use To-infinitive after certain adjectives and nouns
+ Educational aim: To teach Ss to be more independent
a. Vocabulary: How to form NOUNS, ADVERBS from the words such as reliable, self-reliant, decisive,
determined, well-informed, confident
3.Educational factor: To educate Ss to be aware of pronouncing naturally by linking final consonants and
initial vowels in connected speech, talk about the characteristics of an independent person, and use the to-
infinitive after certain adjectives and nouns
2. Techniques / Activities: Pair work, Group work, asking- answering, role-play
3. Materials needed: textbooks, pictures, flashcards, colored chalk, projector
5. Previous exercises: Exercises on vocabulary
Use the words from the box to complete the sentences. There are some words used more than once.
(10pts)
reliable independent well-informed confident self-reliant
1. He is respected for being _________ about what is going on in the world.

2. He can be trusted to do the job well. He's a very____________ person.
3. Our team needs a _________ leader who can make important decisions quickly and confidently.
4. He is very__________ and we can rely on him to complete the task efficiently.
Keys:1.well-informed 2.reliable 3.decisive 4.reliable
-Ask Ss to look at the -give the adjectives LESSON 2: LANGUAGE
pictures and write down
adjectives to describe
them(if they can’t, T give
some letters to help them
find out Adj. easily)
-Lead into the new lesson. -listen and take notes
(7’) VOCABULARY: VOCABULARY:
Activity 1: Complete the * Activity 1: Complete the table with words
table with words that that have the same roots as the adj. in the
have the same roots as first column.
the adj. in the first Adjective Noun Adverb
column.
-Explain to Ss what they -complete the table 1 reliable reliability reliably
are supposed to do in groups 2 confident confidence confidently
-Point out the use of -speak out 3 independent independence independently
suffixes such as -ity, -ce, 4 self-reliant self-reliance
-ness, -tion as a word 5 decisive decisiveness decisively
formation strategy 6 determined determination determinedly
-Write the corresponding -give answers 7 responsible responsibility responsibly
word form on the board
Activity 2: Complete the * Activity 2: Complete the sentences with
sentences with some of some of words from 1
words from 1 1. reliable
-Ask Ss to work - work individually 2. confidence
individually first 3. well-informed
-Let Ss work in pairs or -work in pairs or 4. responsible
groups to compare their groups to compare 5. self-reliance
answers their answers 6. decisively
-Call some representatives - speak out their 7. independence
to speak out their answers answers
and explain them if Ask s PRONUNCIATION: Linking between a
-Give feedback -take notes consonant and a vowel
(8’) PRONUNCIATION:
Activity 1: Listen and
repeat the following
sentences, paying
attention to the linking
between the words.
-Show the pictures and -read aloud the
have Ss read aloud the sentence
sentence
-Correct -listen
-Introduce how to link -take notes
- Linking between a consonant and a vowel
between a consonant and a
is a very important feature of English as it
vowel
helps preserve rhythm and makes the spoken
-Ask Ss to read the - read the sentences
language sound natural.
sentences first, and then first, and then listen
* Activity 1: Listen and repeat the
listen to the recording to the recording
following sentences, paying attention to the
-Let Ss listen to the -listen and check
linking between the words.
recording the second time
- Linking can occur when a word ends in a
and repeat what they hear
consonant and the following word starts with
Activity 2: Listen and
a vowel. The consonant sound is linked with
link the consonant
the vowel sound.
sounds and the vowel
1. He's a new student in our class.
sounds. Then practice
2. He always fulfills all tasks on time.
reading the sentences.
3. He knows a lot about life and the world
-Ask Ss to listen and put a - listen and put a link
around.
link between the sounds between the sounds
4. Now it’s time for all of us to celebrate
-Check if Ss have marked - practise reading the
our achievements.
all cases of linking and sentences in pairs or
5. An independent person is capable of
then ask them to practise in groups
doing things by herself.
reading the sentences in
* Activity 2: Listen and link the consonant
pairs or in groups
sounds and the vowel sounds. Then
(20’) GRAMMAR:
practice reading the sentences.
Activity 1: To-infinitives
1. Line up and wait till tell you what to do.
after nouns/ adjectives
2. My number is oh nine oh eight seven six
-Remind Ss of To- -pay attention to the
oh four oh five (0908760405).
infinitives after nouns/ teacher’s guidance
3. You could earn a lot of money if you
adjectives write an interesting e-book.
-Ask Ss to pay attention to -discuss how theto- 4. Once upon a time, there was a frog that
sentences with TO- infinitive used in lived in a little pond.
INFINITVE in GETTING each sentences 5. Take a box from over there and give it to
STARTED and discuss me.
how the to-infinitive is
used in each sentence GRAMMAR:
-Tell Ss to notice the -tell the difference * Activity 1: To-infinitives after nouns/
difference between the between two adjectives
two structures: structures 1. Form:
(1) N/ Pro + linking verb S + linking V + N/ Adj. + TO- infinitive
+ Adj + to-inf 2. Uses:
(2) It + linking verb + Adj We can use the to- infinitive after certain adj.
+ to-inf to give a reason for the adj.
-Give feedback. -take notes Eg: I’m happy to meet you again.
-Ask Ss to make some -make some * Note: We can use the to- infinitive after
examples of their own. examples with IT and certain adj. to make a comment or
-Give explanations and -listen and take notes judgment.
provides help when It + linking V + Adj. + TO- infinitive
necessary. Eg: It is interesting to talk to him.
Activity 2: Rewrite the (IT is the formal subject while the infinitive
sentences, using the to- phrase is the real subject of sentence.
infinitive. Eg: Talking to him is interesting
-Tell Ss that this activity -listen +Key:
focuses on using the to- 1. It’s good to have a friend you can rely on.
infinitive after certain (It + linking V + Adj. + TO- infinitive)
adjectives in the structure: 2. Even our Maths teacher was very surprised
“N/ Pro + linking verb + to read his answer. (S + linking V + Adj. +
Adj + to-inf” TO- infinitive)
-Let Ss do the exercise -do the exercise 3. But he still have time to read….( S +
individually individually linking V + N + TO- infinitive)
-Observe and help Ss if
necessary. * Activity 2: Rewrite the sentences, using
-Ask Ss to take turns -take turns reading the to-infinitive.
reading the sentences the sentences aloud Keys:
aloud and then write them and then write them 1. The little boy was afraid to jump into the
on the board. on the board. pool.
-Give comments. -take notes 2. She is proud to be the leader of the group.
Activity 3: Combine the 3. The students were excited to hear that they
sentences, using to- had won the competition.
infinitives. 4. My mother was very surprised to hear that I
-Tell Ss that this activity -listen to the would take part in the storytelling contest.
focuses on using the to- teacher’s instruction 5. I’m sorry to disturb you.
infinitive after certain
adjectives in the structure: * Activity 3: Combine the sentences, using
“It + linking verb + Adj + to-infinitives.
to-inf” Keys:
-Explain to Ss that only -take notes 1. It’s unreasonable to expect that everybody
certain adjectives can be will understand.
used in this structure, and 2. It’s impossible to guess what will happen.
it is incorrect t use 3. It’s easy to learn some simple sentences in
adjectives that describe English such as How are you? or Thank you.
people’s feeling or 3. His decision to take part in the contest
reaction (glad, happy, surprised all of us.
lucky, amazed, surprised, 4. It’s necessary to take a map with you when
proud, eager, determined, traveling in a foreign country.
pleased, sorry, willing, 5. It’s possible for you to finish the project on
etc.) in this structure your own.
-Ask Ss to look at -look at examples * Note: We can use the to- infinitive after
examples and do the and do the exercise certain abstract nouns to say what action they
exercise in pairs in pairs relate to.
-Observe and help them if NOUN+ TO- infinitive
necessary e.g. Your dream to become a teacher will
-Ask Ss to take turns -write the sentences come true.
writing the sentences on on the board
the board. * Activity 4: Rewrite the sentences using
Activity 4: Rewrite the the nouns in brackets and a to-infinitive
sentences using the phrase.
nouns in brackets and a 1. You are not ill so there’s no need to stay in
to-infinitive phrase. bed.
-Tell Ss that this activity -listen to the teacher 2. My teacher has the ability to make
focuses on the to- complicated things easy to understand.
infinitive after certain 3. His decision to take part in the contest
nouns surprised all of us.
-Elicit Ss’ answers about -study the rules 4. I couldn’t get permission to go to the party.
rules given in the yellow 5. I didn’t know about their plan to go to Nha
-Explain the rules if box and give Trang for the summer holidays.
necessary examples
-Let Ss do the exercise in -do the exercise in
groups groups
-Ask Ss to take turns -read and write the
reading the sentences sentences
aloud and then write them
on the board.
(1’) CONSOLIDATION:
- Ask Ss: “What have you -give answers
learnt today?”
4. Homework: (2’)
- Ask the Ss to:
+ prepare the next lesson: READING
+ do extra exercises:Build the sentences with the clues:
1. It/ dangerous/ go /such/ bad weather.
2. You/ have/ good/ methods/ study English.
3. He/ seem/nervous/ take/ live show game.
4. They/ excited/ hear/ that/ form teacher/ become/ healthy.
5. I/ determined/ win/ race.
Keys:
1. It’s dangerous to go in such bad weather.
2. You really have good methods to study English.
3. He seems nervous to take the live show game.
4. They were excited to hear that their form teacher became healthy.
5. I am determined to win the race

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Vũ Thị Trinh
Date of Preparation: 12th October 2020 Date of Teaching: …October 2020
UNIT 3: BEING INDEPENDENT (READING)
Period: 21
+ Language content: To help Ss read about time-management skills
+ Language function: By the end of the lesson, students will be able to:
- develop the skill of reading (reading for general idea and specific information)
- know more vocabulary about the topic of time-management skills
- use the language and ideas in the lesson for communication.
+ Educational aim: To enable Ss to manage their time
1. Language:
a. Vocabulary: strive, time-management, approach, self-esteem, prioritize, be at loss
b. Structures: the simple present
2. Skills: Integrated skills
3.Educational factor: To enable Ss to understand a text about teenage relationship problems in an advice
column and know where people could seek advice when they have problems.
3. Materials needed: textbooks, pictures, flashcards, colored chalk
5. Previous exercises: linking verbs and cleft sentences
Build the sentences with the clues. (10pts)
1. It/ dangerous/ go /such/ bad weather.
2. You/ have/ good/ methods/ study English.
3. He/ seem/nervous/ take/ live show game.
4. They/ excited/ hear/ that/ form teacher/ become/ healthy.
5. I/ determined/ win/ race.
Keys:
1. It’s dangerous to go in such bad weather.
2. You really have good methods to study English.
3. He seems nervous to take the live show game.
4. They were excited to hear that their form teacher became healthy.
I am determined to win the race
Tim Teacher’s activities Students’ activities The lesson content
e
- Play a video about time- -watch the video LESSON 3: READING
management and ask Ss some
questions to set the topic of
reading?
- Encourage Ss to give different - give their answers
viewpoints
- Introduce the title of the reading - take notes
text
(25) PRESENTATION:
Activity 1. Work with a partner,
ask and answer the questions Activity 1. Work with a partner, ask
below and answer the questions below
1. Have you ever forgotten to do Suggested answer:
your homework?
2. Do you often have to struggle to Sometimes, I forget to do my
meet deadlines? homework or have to struggle to meet
3. How do you manage your time? - read the three deadlines. I make plans to manage my
- Let Ss read the three questions questions in time.
and repair their answers individually * Vocabulary:
individually - give their answers + strive (v)
- Then ask some Ss to give their + time-management (n)
answers - listen to the teacher + self-esteem (adj)
- Make some comments about the + approach (v)
Ss’ ability to manage their time + prioritize (v)
based on how quickly they can + be at loss
give answers.
* Pre-teach vocabulary: -guess the meaning
- Elicit vocabulary using of new words
explanations and examples. - repeat the new
- Let pupils repeat the new words words
in chorus, then individually. - read out new words
- Check Ss’ vocabulary using the
technique Rub out and Remember.
Activity 2. Read the text and
select the statement that
expresses its main idea * Activity 2: Read the text and select
- Ask Ss to read the text quickly - read the text the statement that expresses its main
and choose the statement that best quickly and choose idea.
expresses the main idea the statement that Key: D
- Help Ss to eliminate the wrong best expresses the
options by analyzing them main idea * Activity 3: Read the text again.
Activity 3. Read the text again. Decide whether the sentences are T,
Decide whether the sentences are F or NG
T, F or NG +Key:
- Ask Ss to read through the - read the text 1. NG
passage, check if the statements are individually and 2. F (However, the ability to be an
true, false or no given, referring to underline the key independent person does not
the text if necessary. words in the develop naturally.)
- Ask them to underline the key statements and 3. F (…. You need a number of life
words in the statements and relevant words/ skills to stop relying on your
relevant words/ phrases in the text phrases in the text parents and older siblings.)
- Call on some Ss to give their - give their answers 4. T
answers and ask them to give clues 5. T
from the reading text
- Give feedback - take notes * Activity 4: Read the text carefully
Activity 4. Read the text then answer the questions
carefully then answer the +Key:
questions 1. With good time-management skills,
- Ask Ss to do this exercise - do this exercise you don’t feel very stressed when
individually, then compare with a individually, then exam dates are approaching; you
partner compare with a can act more independently and
+ Ask them to scan the text to find partner responsibly, get better grades at
answers to the questions. school and have more time for
+ Let them highlight the keys family and friends.
words both in the questions and in 2. Write the things you will have to do
the text. on a planner or an app on your
+ Let them take turns asking and mobile device, and put time limits
answering in pairs.- Ss do this task, on them.
then discuss their answers with 3. So you can check them later.
their partners 4. Decide what is important to you and
- Check Ss’ answers and give - give answers give it the most of your time or
further explanation if necessary add it to the top of your list.
(7’) PRODUCTION: 5. Once routines are developed, they
Activity 5. Work in groups, take less time to do.
discuss the questions
- T has Ss work in groups of 4 to - work in groups * Activity 5. Work in groups,
note down the time-management giving opinions that discuss the questions
skills mentioned in the text they know - Making plans
- Join some groups and remind Ss - take turns speaking - Prioritizing activities.
to take turns speaking - Developing routines
- Ask some representatives from - perform their
groups to perform in front of the discussion’s results
whole class. in front of the class
- Feedback by listening to each
other.
- Ask Ss: “What have you learnt - give answers
today?”
4. Homework: (3’)
- Ask the Ss to:
+ Learn by heart the new words and phrases
+ Prepare the next lesson (Speaking)
+ Read “Time Management Tips for Students” and give your points of view. Add more tips if you can.
The time management skills and disciplines that you develop as a student can help you for the rest of your
life.
Do something today that your future self will thank you for.
Here are some tips to help you develop good time management skills.
A. Create good study habits
1. Study at the same time each day so that it becomes a habit.
2. Plan for weekly reviews.
3. Set aside blocks of study time (about 45 minutes each).
4. Keep your study area just for studying and get rid of distractions.
5. Write down assignments in every class including the DUE DATE and then check off items as you
complete them.
6. Take advantage of open “time windows.”
· Use the time you spend waiting, walking, riding, etc. to review what you’ve learned.
· Just before class, quickly review your notes or readings relating to that class.

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Vũ Thị Trinh
Date of Preparation: 15th October 2020 Date of Teaching: …… October 2020
UNIT 3: BEING INDEPENDENT (SPEAKING)
Period: 22
+ Language content: To help Ss talk about the skills teens need to develop in order to become independent
and the reason why those skills are necessary.
- develop the skill of speaking: know how to express problems in relationship
- create their own situations, make conversations about the importance of the skills needed to be
independent
+ Educational aim: To educate Ss to raise their awareness of becoming independent
1. Language:
a. Vocabulary: interpersonal communication, loneliness, life skills, health and hygiene
b. Structures: S (V-ing) + Vsingle …
2.Skills: Integrated skills.
3.Educational factor: To educate Ss to learn necessary like skills
5. Previous exercises: Read “Time Management Tips for Students” and give your points of view.
Complete the sentences with the words from the puzzle in 1. Change the word form, if necessary.
(10pts)
1. People with____________ impairments have difficulty climbing stairs.
2. This special school helps students with ___________ impairments to learn Braille.
3. Electric ___________ have been used more widely than manual ones.
4. We have launched various services to ____________ people with learning disabilities.
5. We have found ways to make the school building_____________ to disabled students.
Keys: 1. mobility 2. visual 3. wheelchairs 4. support 5. accessible
(4’) WARM UP: UNIT 3: BEING INDEPENDENT
Brainstorming LESSON 4: SPEAKING
- Show Ss the pictures and ask - look at the pictures
Ss how to manage their time and give their own
answers
- Ask Ss if these skills are - give comments
useful
- Lead in: These people are - listen and take
doing the work without being notes
paid for it. In our lesson today,
(15’) you will talk about local
community development.
PRESENTATION:
* Vocabulary - take notes new
* Activity 1: The table below presents
- Elicit vocabulary using words the skills teens need to develop in order
explanations and examples. - repeat new words
to be independent, and the reasons why
- Let pupils repeat the new as required those skills are necessary. Work in
words in chorus, then
individually. - read out new words pairs. Discuss and match the skills with
the appropriate reasons.
- Check Ss’ vocabulary using
the technique Rub out and
Remember.
Activity 1. The table below
presents the skills teens need
to develop in order to be
independent, and the reasons
why those skills are
necessary. Work in pairs.
Discuss and match the skills Key: 1.d 2.f 3.e 4.a 5.g 6.b 7.c
- work in pairs to
with the appropriate look at the table and
reasons. * Activity 2: Lan and Minh are talking
discuss and match about what they think arc the most
- Ask Ss to work in pairs to the skills with the
look at the table and discuss important skills the) need in order to
appropriate reasons be independent. Use the words in the
and match the skills with the
appropriate reasons box to complete their conversation.
- compare their Then practice it in pairs.
- Go around and help Ss when answers with the
and where necessary others in groups
- Ask Ss to compare their - give their answers
answers with the others in
groups
- Calls on some Ss to give
their answers by reading aloud - check with the
these activities and the reasons teacher
why they are important
- Check Ss’ answers as a Key:
whole 1. loneliness
Activity 2. Lan and Minh are 2. decisions
talking about what they 3. Interpersonal communication
think arc the most important 4. communicate
skills the) need in order to be - read the * Activity 3: If you want to be
independent. Use the words conversation and fill
in the box to complete their independent, which of the skills in 1
in the blanks are the most important for you?
conversation. Then practice
it in pairs. Work in pairs. Use the ideas in 1 to
(15’) - work in pairs and have a similar conversation as the
- Ask Ss to read the role-play
conversationand use the words one in 2.
- feedback Useful phrases:
in the box to fill in the blanks
individually first. - Our top/ first priority is …/ The most
- Have Ss work in pairs to urgent / important things to do is………
role-play the conversation. - The second priority is …/ The second
urgent / important things to do is………
- Elicit feedback and correct
- We consider ……. To be a priority ……..
answers as well as Ss’
pronunciation
PRODUCTION:
Activity 3. If you want to be
independent, which of the - do as guided to
skills in 1 are the most make a similar
important for you? Work in conversation as the
pairs. Use the ideas in 1 to one in 2
have a similar conversation
as the one in 2.
- Ask Ss to look at Activity 1
and decide on the three most - work in pairs
urgent/ important skills for
them to in order to become - perform their
independent and the reason conversation
- raise questions to Suggested conversation:
(2’) why those skills are necessary. ask the presenter for Anh: There are so many skills that we
- Ask Ss to practice, using further explanation need in order to become independent.
Useful phrases in speaking Which of them are the most important for
- Join some pairs and help Ss - vote for the pair you, Vy?
when necessary with the most Vy: Yes, I agree, there are so many of
- Ask some pairs to present interesting ideas them. But the most important skill for me
their conversation is to be able to get my own information.
- Ask other Ss in the class to - give answers Anh: Really? Why do you think so?
raise questions to ask the Vy: Because having a lot of information
presenter for further keeps me from being a follower and helps
explanation me to think more independently. And
- Ask the class to vote for the what about you?
pair with the most interesting Anh: Well, you know, in my opinion,
ideas. healthy and hygiene skills are the most
CONSOLIDATION: important. I feel more confident when I
- Ask Ss: “What have you am healthy and presentable.
learnt today?” Vy: Oh, really? I've never thought about
that, but I think you are right.
4. Homework: (4’)
- Ask the Ss to:
+ Do an exercise: Put the responses into the appropriate blanks. Then practise the conversation with
a partner.
Beth: Hello, Kevin. How are you doing?
Kevin: (1)_____________________
Beth: I'm OK. I just got back from theTexas School for students with visual impairments.
Kevin: Oh, what happened?
Beth: I attended a music class there. They are all very talented and look so happy. I felt ashamed of myself.
I
often complain about my life while some people don't even have the same opportunities.
Kevin: (2)_____________________
Beth: I didn't know you have volunteered at that school. How often do you go to help?
Kevin: (3)_____________________
Beth: That'll be great. I'm thinking of making some cakes for the kids. Do you want to help?
Kevin: (4)___________________ . I'll ask her for some.
a. Sure. We can take some cupcakes to the kids. My mum has lots of recipes.
b. l try to do 2-3 days of volunteer work every month. Maybe we can go together next time.
c. Hi, I'm good. Are you OK? Are you crying? Your eyes are all swollen and red.
d. Yes, I felt the same when I first volunteered to help there.
Keys:1.c 2.d 3.b 4.a
+ Prepare the next lesson: LISTENING

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Vũ Thị Trinh
Date of Preparation: 16th October 2020 Date of Teaching: … October 2020
UNIT 3: BEING INDEPENDENT (LISTENING)
Period: 23
+ Language content: To help Ss listen about how children are raised to become independent
+ Language function: By the end of the lesson, students will be able to:m
- practice and develop the skill of listening
- listen how some parents help their children to become independent
+ Educational aim: To educate Ss to understand how parents raise children to become independent
1. Language:
a. Vocabulary: overprotective, keep sb motivated, rigid, self-discipline, fulfill, get a reward
b. Structures: the past simple, the present simple
3.Educational factor: To educate Ss to be aware of becoming independent
5. Previous exercises: Conversation completion
Put the responses into the appropriate blanks. Then practise the conversation with a partner. (10pts)
Kevin: (1)_____________________
I
often complain about my life while some people don't even have the same opportunities.
Kevin: (2)_____________________
Kevin: (3)_____________________
Kevin: (4)___________________ . I'll ask her for some.
Keys:1.c 2.d 3.b 4.a
(5’) WARM-UP: UNIT 3: BEING
- Inform the class of the - listen INDEPENDENT
lesson objectives: listening LESSON 5: LISTENING
to a radio show of three * Activity 1: Look at the photo
Grade 11 students for and answer the questions:
specific information. - What are the people in the
1. Look at the photo and - discuss in pairs photo doing?
answer the questions Suggestedanswers: - Do you think the boy needs his
- Ask Ss to work in pairs + Yes, because my parents are father’s help to learn to ride a
looking at the picture and sympathetic. They can give me bicycle independently?
answer the questions some advice.
+ No, because my parents are
very strict and unsympathetic.
- Introduce the title of - listen and take notes
listening: How parents
help you become
independent
(22’) PRESENTATION:
* Vocabulary
- Elicit vocabulary using - take notes
explanations and examples.
- Let pupils repeat the new - repeat the new words
words in chorus, then * Activity 2: Listen to an
individually. interview on Life Skills, the
- Check Ss’ vocabulary - read out as required most popular radio show for
using the technique Rub out teens and parents, and match
and Remember. the statements with the
2. Listen to an interview speakers
on Life Skills, the most * KEY:
popular radio show for 1. Long: b, f
teens and parents, and 2. Tuan: a, d
match the statements with 3. Minh: c, e
the speakers
- Play the recording and let - listen to the tape one more time * Activity 3: Listen again and
Ss do the exercise and match the statements with answer the questions
the speakers. + Key:
- Call on Ss to check their - give clues for their answers 1. They didn’t let him to do any
answers. household chores and drove
3. Answer the questions him to school until he
- Ask Ss to read the - read the questions carefully to finished Grade 9.
questions carefully to make make sure that they understand 2. To voice (speak out) his
sure that they understand what is asked in each questions opinion.
what is asked in each 3. They focus on teaching him
questions. about responsibility.
- Have them underline the - underline the key words 4. If he does his responsibilities
key words if necessary. well, they give him a reward.
- Play the recordings once - listen to a talk show and then 5. To do chores and follow a set
or twice. compare the answers in pairs routine.
- Invitethe representative - present the answer to each 6. He can make his own choices
from pairs to present the question to the class about these items.
answer to each question to
the class. * Activity 4: Work in groups.
- Give feedback and - take notes Tell your group members
corrects if necessary. whether you were brought up
(10’) PRODUCTION: in the same way as Long, Tuan
4. Work in groups. Tell or Minh.
your group members
whether you were brought
up in the same way as
Long, Tuan or Minh
- Have Ss work in groups of - work in groups
4 to tell your group
members whether you were
brought up in the same way
as Long, Tuan or Ming.
If Ss meet some difficulties
finding ideas, T should help
them with guided pictures
- Ask some representatives - practise speaking in front of the
from groups to practice class.
speaking in front of the
class.
- Ask Ss: “What have you - listen and answer
learnt today?”
4. Homework: (2’)
- Ask the Ss to:
+ Learn the new words and the lesson contents
+ Prepare the next lesson: WRITING
+ Do an extra exercise: Tam and Thanh are talking about the skills that are the most important for
them to live independently. Below is their conversation, but the lines are jumbled-up. Put them in the
right order and then practise the conversation.
(a) Tam: Yes, I agree, there are so many of them. But the most important skill for me is to be able to getmy
own information.
(b) Thanh: Well, you know, in my opinion, healthy and hygiene skills are the most important. I feel more
confident when I am healthy and presentable.
(c) Tam: Because having a lot of information keeps me from being a follower and helps me to thinkmore
independently. And what about you?
(d) Thanh: There are so many skills that we need in order to become independent. Which of them arethe
most important for you, Tam?
(e) Tam: Oh, really? I've never thought about that, but I think you are right.
(f) Thanh: Really? Why do you think so?
Keys: 1.d 2.a 3.f 4.c 5.b 6.e

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Vũ Thị Trinh
Date of Preparation: 18th October 2020 Date of Teaching: … October 2020
UNIT 3: BEING INDEPENDENT (WRITING)
Period: 24
+ Language content: Help Ss write a letter requesting information
- practice and develop the skill of writing.
- use the vocabularies which have been learnt in previous lessons for their piece of writing.
+ Educational aim: Enable Ss to know that tone is very important in writing
1. Language:
a. Vocabulary: goal setting, stress management, interpersonal skills, time, management
b. Structures: tenses, full form
3.Educational factor: Educate Ss to write a letter asking for further information about a course
5. Previous exercises: Arrangement
Tam and Thanh are talking about the skills that are the most important for them to live
independently. Below is their conversation, but the lines are jumbled-up. Put them in the right order
and then practise the conversation. (10pts)
(a) Tam: Yes, I agree, there are so many of them. But the most important skill for me is to be able to getmy
own information.
(c) Tam: Because having a lot of information keeps me from being a follower and helps me to thinkmore
(d) Thanh: There are so many skills that we need in order to become independent. Which of them arethe
Keys: 1.d 2.a 3.f 4.c 5.b 6.e
(3’) WARM-UP: UNIT 3: BEING
- Inform the class of the lesson - listen INDEPENDENT
objectives: writing an online posting LESSON 6: WRITING
about relationship problems.
- Ask Ss to list some kinds of letter - listsome kinds of
- Elicit Ss’ answers and introduces the letter: invitation,
new lesson confirmation, thank Thank you
(15’) PRESENTATION: you, job application, confirmation
1. read the advertisement for life … invitation

Letter
skills courses in Teenage Magazine
below and answer the questions request
job
application
- Have Ss look at the advertisement for - read the

life skills course in Teenage Magazine advertisement and
and answer the questions. read aloud answers
- Elicit vocabulary using explanations - take notes
and examples. 1. read the advertisement for
- Let Ss repeat the new words in - repeat the new life skills courses in Teenage
chorus, individual. words Magazine below and answer
- Check Ss’ vocabulary using the - read out the words the questions
technique Letter template * Expected answers:
2. Denise is interested in the life skills 1. Course that teach the skills
courses. Below is her letter asking for people need to become
further information, but the parts independent.
are jumped-up. Put them in the right 2. Those who want to be
order according to the template independent /live on their own
below successfully.
- Ask Ss to read the letter and find out - read and discuss 3. The skills to overcome the
the right order letter with their partner feeling of loneliness.
- Check Ss’ answers and inform this is 4. A discount on the tuition fee.
a sample letter 5. Write to Ms Angela Brown
- Ask Ss to read the problems and - read and find
identify their signs one by one signal words by 2. Denise is interested in the
themselves life skills courses. Below is her
- Let Ss compare with their groups - peer-evaluate letter asking for further
- Check Ss’ answer by asking Ss to read - read their answer information, but the parts are
their answer aloud and correct wrong aloud and correct jumped-up. Put them in the
answers wrong answers right order according to the
3. Match each problem with its sign. template below
Then discuss with a partner + KEY:
- Ask Ss to do the task 1. d 2. a 3. f
- Draw Ss’ attention to the instructions. - pay attention to the 4. b 5. e 6. c
- Point out to Ss how to write a letter. teacher’s instructions
- Go around and gives help, collects 3. Match each problem with its
common mistakes for later correction. sign. Then discuss with a
- Get students' answers and comments. - give answers partner
- Give feedback - take notes Suggested answers:
(20’) PRODUCTION: 1. Lacking time management
4. Imagine that you have one of the skills c, d
problems above. Write a letter 2. Suffering from stress: a, e
similar to the one in 2 to Ms Brown 3. Lacking interpersonal skills:
for advice on a suitable course and b, f
get further information about:
- Make sure that Ss know why they 4. Imagine that you have one
write the letter of the problems above. Write a
- Explain to Ss that now they should - read the sample letter similar to the one in 2 to
pretend that they have one of the letter again and write Ms Brown for advice on a
problems, and need to take a course to a letter asking for suitable course and get further
overcome their problem further information information about:
about the course they - course duration
need to take. - lecturer/ trainer
- Ask Ss to have peer correction. Tell - exchange their - starting date
them to pay attention to mistakes writings together to - certificate
regarding verb tense and preposition correct the mistakes.
- Go around the class to help Ss when
needed
- Choose some writings to correct them - pay attention and
in front of the class. take notes
- Make a list of Ss’ common mistakes
in their writings.
- Ask Ss: “What have you learnt - listen and give
today?” answers
4. Homework: (2’)
+ Write the letter into the notebook.
* HAND-OUT: Outline of a request letter (It’s a formal letter)
1. Heading:
- Your address, date of writing
- Name and address of the company/ Organization
2. Opening:
- Dear Mr. /Ms. Last Name,
- Dear Sir/Madam, (if you do not have information about the receiver)
A comma after greeting is necessary.
3. Body:
- Stating the reason for writing
- Giving background information
- Requesting advice based on the background information
- Expressing hope
- Thank-you note
4. Closing:
- Yours faithfully (if you don’t know the person’s name)
- Yours sincerely (if you address the person by name)
+ Prepare for the new lesson: COMMUNICATION AND CULTURE

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Vũ Thị Trinh
Date of Preparation: 24th October 2020 Date of Teaching: … November 2020
UNIT 3: BEING INDEPENDENT
(COMUNICATION AND CULTURE)
Period: 25
+ Language content:
- To help Ssdiscuss a father’s words to his son to work out what it means to be independent and
know some information about American vs. Vietnamese ways of raising children.
- improve their listening, speaking and reading skills.
- learn about the differences between the ways American and Vietnamese parents raise their children
and help them to become independent.
+ Educational aim: To help Ss raise an awareness of becoming independent
1. Language:
a. Vocabulary: gotta, gonna, voice, childhood, rural areas, household expenses, urban areas
b. Structures: the present tenses
3. Educational factor: To educate Ss to know parents raise their children and help them become
independent.
5. Previous exercises: Write a letter asking for further information
- Check if Ss did their homework and give marks for their letter. (10pts)
(2’) I. WARM-UP UNIT 3: BECOMING INDEPENDENT
-Ask Ss some questions to -listen and answer LESSON 7: COMMUNICATION AND
set the scene CULTURE
Ss answer * General questions:
-Elicit Ss’ answers and -speak their minds Have you ever listened to your father’s
introduces the new lesson words? If yes, what did you do?
-Write : What it means to
be independent
-Help Ss understand this -listen to the teacher
saying and take notes
(15’) II. COMMUNICATION
Activity 1: Discuss the
extract and prepare a
short talk expressing
your group’s opinion
about it.
-Elicit vocabulary using -listen and take notes
explanations
-Let Ss read “A father -read “A father tells
tells his son” his son”
-Ask Ss to work in groups -work in groups
to answer the three discuss 3 questions
questions -Other Ss can raise
- Call some groups to ask questions for the
them to perform in front performers
of the whole class
-Give comment
(20’) III. CULTURE
Activity 2: Read two
passages about how
American and
Vietnamese parents raise
their children and I. COMMUNICATION
answer the questions * Activity 1: Discuss the extract and
-Ask Ss to look at the - answer T’s prepare a short talk expressing your
pictures and raise the question group’s opinion about it.
question “Are there any Vocabulary
differences between three - gotta: have got to
ways American and - gonna: going to
Vietnamese parents raise 1. What kind of person does the father want
their children? his son to grow up to be?
-Elicit Ss’ knowledge
about American vs.
Vietnamese ways of
raising children.
-Tell Ss to read two -read the questions
passages about how first and then read 2. What does the father mean by saying: you
American and Vietnamese the passages to find got a dream, you gotta protect it. And you
parents raise their information to want something, go get it? Do you agree with
childrenand answer the answer questions him? Why or why not?
questions -compare answers 3. What’ your dream? How do you protect it
(1’) -Ask Ss to compare with and make sure it will come true one day?
their partner II. CULTURE:
- Check Ss’ answers American Vietnamese
IV. CONSOLIDATION: -give answers
-Ask Ss: “What have you * Activity 2: Read two passages about how
learnt today?” American and Vietnamese parents raise
their children and answer the questions
1. To teach their children to live independent.
2. To protect their children and to provide
them with a happy and wealthy childhood.
3. They make them do things such as
washing, cleaning and cooking for themselves
from the time they are very small.
4. No. Vietnamese parents seldom ask for
their children’s opinions before making
family choices.
5. They show respect for them and let them
voice their opinions on family issues.
6. After they get married.
4. Homework: (2’)
- Talk about American vs. Vietnamese ways of rising children.
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Vũ Thị Trinh
UNIT 3: BEING INDEPENDENT
(LOOKING BACK AND POJECT)
Period: 26
+ Language content: To help Ss revise all the knowledge of the unit.
+ Language function: By the end of the lesson, students will be able to review what they have learnt in the
unit.
+ Educational aim: To help Ss have a self-assessment to see how far they have progressed and which areas
need further practice.
1. Language:
a. Vocabulary: reliability, responsibly, decisiveness, well-informed, independent, determined, confident,
decision
b. Structures: It + linking verbs + Adj + to-inf; S + linking verbs + Adj + to-inf; N + to-inf
3.Educational factor: Make students responsible using the knowledge they have learnt flexibly
5. Previous exercises: American vs. Vietnamese ways of rising children
2. Checking up the previous knowledge: (Checking during the lesson)
Time Teacher’s activities Students’ The lesson content
activities
(1’) A. LEAD-IN: UNIT 3: BECOMING INDEPENDENT
- Play a piece of song and ask Ss - listen and LESSON 7: LOOKING BACK AND
to take notes the words that link take notes PROJECT
the final consonants and initial - say the words "Hello"
vowels. linking the I've been alone with you
+ The winner is the person who final Inside my mind
has the most words in class consonants and And in my dreams
- Lead into the new lesson. initial vowels. I've kissed your lips
B. LOOKING BACK A thousand times
(5’) I. Pronunciation I sometimes see you
Activity 1: Listen and repeat Pass outside my door
these sentences Hello!
- Let Ss practice reading - listen and do Is it me you're looking for?
sentences the exercise, I can see it in your eyes
- Check Ss’ pronunciation and then cross I can see it in your smile
help Ss say these sentences check with You're all I've ever wanted
correctly their friends And my arms are open wide
- Play the recording for Ss to 'cause you know just what to say
listen to the sentences and repeat And you know just what to do
- Check Ss’ answers And I want to tell you so much
Activity 2: Read the paragraph I love you
below and link the final
consonants and initial vowels. I. LOOKING BACK
- Ask Ss to read the paragraph - read and link 1. Pronunciation
below and link the final Activity 1: Listen and repeat these
consonants and initial vowels. sentences
- Check Ss’ pronunciation and - do this + KEY:
help Ss read correctly activity 1. He’s a teacherofEnglishin an urban
- Play the recording for Ss to individually. school.
listen to the sentences and check Then compare 2. My brother is well-informed about local
their answers their answers issues.
- Call on Ss to give answers. with a partner. 3. Most Americans use some forms of
(5’) 2. Vocabulary - write their discipline for their children
Choose the words from the box answers. Activity 2: Read the paragraph below
to complete the following and link the final consonants and initial
sentences vowels.
- Ask Ss to use the words to - complete the Being independent is being able to take care
completed the gapped sentences sentences of yourself, and not having to rely on
- Ask Ss to explain their answers - note down anyone else. That is what many young
if necessary and gives feedback people strive for. However, the ability to
- Extend this activity by asking Ss - make their live independent does not develop naturally:
to make their own sentences with own sentences you need a number of life skills to stop
these words with these relying on your parents and older siblings.
(10’) 3. Grammar words
Activity 1:Combine the 2. Vocabulary
sentences, using To- infinitive * Choose the words from the box to
- Let Ss remember how to -do this complete the following sentences
combine the sentences, using To- exercise 1. confident
infinitive individually. 2. well-informed
- Ask Ss tocombine the sentences 3. determined
- Ask Ss to write their answers on 4. decision
the board - write answers 5. decisiveness
- Have other Ss comment on the board 6. responsibly
- Check Ss’ answers on the board - give 7. Reliability
Activity 2: Rewrite the comments 8. independent
sentences using the nouns in 3. Grammar
brackets and to-infinitives Activity 1:Combine the sentences, using
without changing the meaning To- infinitive
of the sentences. + KEY:
- Ask Ss to rewrite the sentences 1. Denis was happy to receive a letter from
using the nouns in brackets and -do this his mother.
to-infinitives without changing exercise 2. Ann was so lucky to pass the exam.
the meaning of the sentences individually. 3. It’s impossible to learn a foreign language
- Ask Ss to write their answers on in one day
the board - write answers 4. The students are very keen to take part in
- Have other Ss comment on the board the Green Day activities.
- Check Ss’ answers on the board - give 5. It’s necessary for you to develop habits
and gives explanation if comments that will keep your body healthy and clean.
necessary 6. We are relieved to hear that Helen is
feeling better now.
C. PROJECT: Tell a story 7. It’s difficult to guess what will happen.
(20’) - Tell Ss they need to conduct a 8. It’s important to learn how to cope with
survey to find out how - study the loneliness.
independent they and their friends questionnaire 10. Dave was very surprised to receive a
are - interview birthday gift from an old friend.
- Guide Ss how to complete the their friends by Activity 2: Rewrite the sentences using
questionnaire and work out the the the nouns in brackets and To- infinitives
total score. questionnaire without changing the meaning of the
- Ask Ss to present their ideas to sentences
the whole class - present their + KEY:
- Ask Ss to raise questions for ideas 1. Their goal to win the first prize seems
performers - raise unrealistic.
- Observe and comment questions for 2. Nobody knew about his dream to become
- Provide further practice if performers a doctor.
necessary 3. Her failure to obey the school rules upset
her parents very much.
4. Tania’s ability to speak three foreign
language is amazing.
5. Tom’s attempt to persuade his parents to
allow him to join the club failed.
6. He made an effort to overcome any
difficulties by himself.
II. PROJECT
Handout (at the end of the lesson plan)
4. Homework: (3’)
Rewrite sentences, using It’s + adj./ noun + to-infinitive
1. Guessing what will happen is difficult.
2. Knowing when a rat will get loose is hard.
3. Doing this project in 24 hours is impossible.
4. Taking a break twice a day is important.
5. Working on your own project is possible.
6. Being here is exciting
7. Getting cold in the laboratory is likely.
8. Putting on your lab coat is a good idea.
9. Having you here is a pleasure.
10. Working in this labis an honor.
HANDOUT FOR PROJECT

Please complete the following questionnaire with specific regard to how accurate each statement, by placing
a CROSS (X) in the appropriate box
inaccuracy
inaccuracy
accuracy
accuracy
neutral
Very
Very
1. You can cook for yourself
2. You don’t feel sad, helpless and uncomfortable when

alone
3. You always take the initiative and start your own
project.
4. You have a good daily habits and keep your body
healthy and clean.
5. You can make decisions about everyday matters quickly

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Vũ Thị Trinh
REVIEW 1 (UNITS 1 – 2 – 3)
Period: 27
+ Language content: To help Ss review the language and skills students have learnt and practiced in Units
1, 2 and 3
+ Language function: By the end of the lesson, Ss can have a self–assessment to see how far they have
progressed and which areas need further practice
+ Educational aim:
- To enable students to consolidate the language and skills they have learnt
1. Language:
a. Vocabulary: words related to the units
b. Structures: Modals, linking verbs, cleft sentences, to-infinitives
3.Educational factor:
- To educate them to be aware of learning the new materials and revising the language they have learnt

2. Techniques / Activities: Pair work, Group work, asking- answering
3. Materials needed: textbooks, posters, pictures and cassette
5. Previous exercises: Rewrite sentences, using It’s + adj./ noun + to-infinitive
Rewrite sentences, using It’s + adj/ noun + to-infinitive (10pts)
4. Taking a break twice a day is important
Keys:
1. It's difficult for meto guess what will happen.
2. It's hardto know when a rat will get loose.
3. It's impossiblefor usto do this project in 24 hours
4. It's importantto take a break twice a day.

Time Teacher’s activities Students’ The lesson content
activities
A. LANGUAGE REVIEW 1 (UNITS 1 – 2 – 3)
(10’) I. VOCABULARY A. LANGUAGE
Activity 1 I. VOCABULARY
- Ask students to do this - Work individually Activity 1: Form compound nouns with
activity individually, and first, and then the words in the box. Then complete the
then compare their answers compare the sentences, using the correct ones.
with a partner’s. Write the answers with a Keys:1. housework 2. childcare 3.
correct answers on the board. partner’s viewpoint 4. grandparents 5.girlfriend
- Ask students to raise their - Confirm their Activity 2: Complete the sentences with
hands if their answers match. answers correct words from the box.
Activity 2 Keys:
- Ask students to do this - Work individually 1. relationship2. an argument
activity individually 3. reconciled4. independent
- Ask a student to write - Write the answers 5. self-reliant
his/her answers on the board. on the board
- Then check the answers - Take notes II. PRONUNCIATION
with the whole class. Activity 3: Listen and link (^) the final
(5’) II. PRONUNCIATION consonants and initial vowels in the
Activity 3 sentences. Then read them aloud.
- Play the recording and have - Do the task 1. Kate is a teacher English in an upper
Ss do this activity individually first, secondary school.
individually, and then and then peer- 2. Look at these pictures and answer my
compare their answers with a evaluate questions in English.
partner 3. Tom used to live in his parents' house,
- Ask Ss to write the - Present the but he's moved into a new flat with some
sentences on the board answers. friends.
- Ask Ss to read the 4. Can I have a cup of apple tea?
sentences aloud 5. Don't forget to turn off the lights when
(20’) III. GRAMMAR you leave after the party.
Activity 4 III. GRAMMAR
- Elicit the forms and use of - Recall the forms Activity 4: Complete these sentences
the modals: should(n’t), and uses of the with should / shouldn’t / ought to ought
ought (not) to/ must(n’t), modals not to / must mustn’t / have to / has to.
have/ has to Keys:
- Ask a volunteer to do the - Work individually 1. should / ought to 2. shouldn't / ought
activity on the board while not to
the rest of the class works on 3. must / have to 4. mustn't 5. has
it individually to
- Check answers with the - Give comments Activity 5: Rewrite the following
whole class. sentences to emphasise the underlined
Activity 5 parts, using It is / was... that...
- Elicit the forms and uses of - Recall the forms Keys:
the sentence structure It and uses of the 1. It was in Greece that the first Olympic
is/was…that… sentence structure Games were held.
- Ask a student to do the - Do as required 2. It was Nam who / that won the first
activity individually, and the prize in the English speaking contest.
compare their answers with a 3. It's a chocolate cake that I am making
partner for my best friend's birthday party.
- Ask Ss to write answers on - Write answers on 4. It was in 1759 that Scotland's most
the board the board famous poet Robert Burns was born.
- Check students’ answers, 5. It's working on a computer that gives me
and ask students for any headaches.
explanation, if necessary Activity 6: Write new sentences with a
Activity 6 - Recall the use of similar meaning. Use the to-infinitive
- Elicit the use of the to- the t0-infinitive after adjective.
infinitive Keys:1. Our school is quite easy to find.
- Ask Ss to do this activity 2. The paragraph is difficult to translate.
individually, and then 3. I am delighted to work for the school
compare their answer with a library.
partner - Represent 4. She was very surprised to see him at the
- Ask St to write the correct party.
answers on the board 5. I was sorry to hear that your grandma
was ill.
B. SKILLS B. SKILLS
(10’) I. READING - Listen and take I. READING
Activity 1 notes Activity 1: Read and complete the text
- Ask students to do this with the words from the box.
activity individually, and - Listen again and Keys:
then compare their answers check the answers 1. decisions 2. hopefully
with a partner’s. 3. unemployment 4. advantage
- Ask Ss to write the correct 5. straight 6. qualifications
answers on the board. 7. possibility 8. practical
- Feedback
4. HOMEWORK: (2’)
- Ask Ss to complete their writing and prepare for the new lesson.
IV. SELF- EVALUATION:
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
Vũ Thị Trinh
Date of Preparation: 4th November 2020 Date of Teaching: … November 2020

REVIEW 1 (UNITS 1 – 2 – 3)
Period: 28
+ Language content: To help Ss review the language and skills students have learnt and practiced in Units
1, 2 and 3
+ Language function: By the end of the lesson, Ss can have a self–assessment to see how far they have
progressed and which areas need further practice
+ Educational aim:
- To enable students to consolidate the language and skills they have learnt
1. Language:
a. Vocabulary: words related to the units
b. Structures: Modals, linking verbs, cleft sentences, to-infinitives
3.Educational factor:
- To educate them to be aware of learning the new materials and revising the language they have learnt
2. Techniques / Activities: Pair work, Group work, asking- answering
3. Materials needed: textbooks, posters, pictures and cassette
5. Previous exercises: Rewrite sentences, using It’s + adj./ noun + to-infinitive
Rewrite sentences, using It’s + adj/ noun + to-infinitive (10pts)
8. Taking a break twice a day is important

Tim Teacher’s activities Students’ The lesson content
e activities
B. SKILLS B. SKILLS
(10’) I. READING I. READING
Activity 1 Activity 1: Read and complete the text with
- Ask students to do this - Do the task the words from the box.
activity individually, and individually first Keys:
then compare their answers and then compare 1. decisions 2. hopefully
with a partner’s. 3. unemployment 4. advantage
- Ask Ss to write the correct - Present answers 5. straight 6. qualifications
answers on the board. on the board. 7. possibility 8. practical
- Feedback Activity 2: Read the text again and answer
Activity 2 the questions.
- Ask students to do this Keys:
activity individually 1. Around the age of seventeen.
- Ask a student to read - Work individually 2. There is more unemployment.
his/her answers aloud first, and then peer- 3. Getting a job more easily.
- Then check the answers evaluate 4. There are many opportunities for training.
(5’) with the whole class. II. SPEAKING
II. SPEAKING - Give answers Activity 3: Work with your partner. Make
Activity 3 a conversation about your friend's problem
- Ask students to work with a - Take notes and give them advice. Use your own ideas
partner to make a or the suggestions below.
conversation about a friend’s - Work individually Your friend’s problem:
problem - getting bad exam results
+ One student explains the - Read the answers Your advice:
problem while the other asks aloud - spend less time surfing the Internet for
(20’) - Take notes pleasure
- spend more time searching information for
assignments
questions and offers advice. - Work in pairs - work harder
+ Ss may use their own ideas ask a teacher for extra tuition
or the suggestions. Represent III. LISTENING
- Encourage Ss to swap roles Activity 4: Listen to the recording about
and role-play the relationship problems between parents and
conversation again teenage children. Decide whether the
III. LISTENING - Listen and take following statements arc true (T), or false
Activity 4 notes (F) according to the speaker.
- Play the recording once for Keys: 1.T 2.F 3.T 4.F 5.T
Ss to listen and choose their - Listen again and IV. WRITING
answers. check the answers Activity 5: Read the advertisements and
- Play the recording again, so choose one of the language schools you
Ss can check their answers, -Listen to the want to attend to improve your English.
and then give the correct teacher’s guidance Activity 6: Write a letter requesting more
answers. Alternatively, play information about the language courses.
the recording one or more You can ask about the starting date, course
time for Ss to choose the duration, teachers' experience, fees and
correct answers. course certificate.
IV. WRITING write their drafts Sample:
Activity 5 first in class, swap Dear Ms Helen,
(10’) - Ask Ss to read the two them with a partner I saw your advertisement about the language
advertisements and choose for peer review, courses on your website. I am interested in
one of the language schools and write their final learning English, and I am writing to enquire
they would like to attend to version at home about the English courses at your center.
improve their English. I can read and write in English, but I can't
Activity 5 speak the language very well. If necessary. I
- Ask Ss to write a letter can complete an oral test. I want to improve
requesting more information my pronunciation, and hope to be able to
about the languages courses. practise my English with native speakers.
Ss may write their drafts first I would also like to have more information
in class, swap them with a about the starting date, course duration,
partner for peer review, and teachers’ experience, fees and course
write their final version at certificate.
home. I look forward to hearing from you soon.
Your truly,
Minh Nguyet
4. HOMEWORK: (2’)
- Ask Ss to complete their writing and prepare for the new lesson.
IV. SELF- EVALUATION:
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
Vũ Thị Trinh
UNIT 4: CARING FOR THOSE IN NEED
(GETTING STARTED)
Period: 30
+ Language content:
- To introduce some words and phrases relating to people with disabilities and how to support them
- To help Ss get to know the topic of caring for people with disabilities, and the past simple and the present
perfect
- use the lexical items related to people with disabilities and how to support them.
- know more about the vocabulary and structures to talk about people with disabilities and how to
support them.
+ Educational aim: To enable Ss to get ready for all the lessons about people with disabilities and how to
support them
1. Language:
a. Vocabulary: disability, blind, deaf, dumb, get around, integrate, campaign, charity, donate
b. Structures: tenses
3.Educational factor: To educate Ss to be aware of respecting and supporting people with disabilities
2. Techniques / Activities: pair-wok, explanation, Role- play
3. Materials needed: textbooks, references, Video clip, pictures, CD, projector, and chalk
5. Previous exercises: Writing a letter
- Check Ss’ notebook. (10pts)
(4’) WARM-UP: UNIT 4: CARING FOR THOSE
-Inform the class of the lesson -Listen and answer IN NEED
objectives Lesson 1: GETTING STATED
-Introduce the topic by asking Ss -Talk about disabled
to talk about the photos of people people’s Activity 1: Listen and read
with disabilities. Then elicit more achievements; include
ideas from Ss’ background respect for disabled Activity 2: Read the conversation
knowledge. people and donation to again. Decide if the following
-Encourage Ss to talk about charities in the statements are true (T), false (F)
disabled people’s achievements. discussion. or not given (NG). Tick the correct
Tell them to include respect for box.
disabled people and donation to Keys:
charities in their discussion 1. Maria is preparing some gifts for
(20’) PRESENTATION: students with disabilities
Activity 1: 2. Only students at Maria's school
-Ask Ss questions about the -Answer the questions can join the campaign
illustration: 3. Local charities will send the gifts
Who do you see in the picture? to different schools
What are they doing? 4. Kevin will donate an educational
What do you think they are going toy for learning languages.
to do with the gift? 5. Maria will plan a visit to a school
-Tell Ss that they are going to -Listen and predict for children with disabilities
listen to a conversation in a what these friends will
school library between three be talking about. Keys::
friends: Mai, Kevin and Maria. 1. T
-Let Ss predict what these friends -Listen and read the 2. F
will be talking about. conversation at the 3. NG
-Encourage and accept all types same time. 4. T
of predictions from Ss. 5. NG
-Play the recording. Ask Ss to
listen and read the conversation Activity 3: How do you think non-
at the same time. disabled people perceive and treat
Activity 2: people with disabilities?
-Ask Ss to work first -Work in pairs to Example:
individually, and then in pairs to practice asking and I think non-disabled people used to
decide whether the statements are answering the think that people with disabilities
True(T) or False(F), or not questions always need to be looked after.
given(NG). ss can provide their However, attitudes have changed.
answers. They may refer back to People with disabilities are now
the conversation to get the perceived as valued members of
necessary information. society.
(10’) -Check sts’s answers and give -Give explanation
explanation.
PRODUCTION: -Read the question
Activity 3: and example and think
-Have Ss read the question and of their own answer to
example. Ask them to think of the question.
their own answer to the question.
Ss work individually first, then -Work individually
with a partner. first, then with a
CONSOLIDATION: partner.
(2’) - Ask Ss: “What have you learnt
today?” -Give answers
4. Homework: (4ms)
- Ask the Ss to:
+ Learn the new words
+ Do an extra exercise: Complete each sentence with a suitable word.
1. The city has special schools for children who are __________ or deaf, why is there no school
dedicated to children with autism?
2. The school offers a good environment for students with __________, affective or behavioral
difficulties.
3. Volunteers mainly provide services and help for mentally disabled children and adults in the
__________.
4. We are happy and very proud that these disadvantaged children can _______ into the mainstream
community.
Keys: 1.blind 2.cogniive 3.community 4.integrate
+ Prepare the next lesson: LANGUAGE

.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
Vũ Thị Trinh
Date of Preparation: 06th November 2020 Date of Teaching: …November 2020
UNIT 4: CARING FOR THOSE IN NEED (LANGUAGE)
Period: 31
+ Language content:
By the end of this lesson, Ss can:
- enrich their vocabulary with words or phrases related to people with disabilities and how to support them
- know the elision of weak vowels before /l/, /n/ and /r/
- know how to use and distinguish between the past simple and present perfect
- know more vocabulary related to people with disabilities.
- elide weak vowels before /l/, /n/ and /r/
- use the past simple and the present perfect
+ Educational aim: To teach Ss to be aware of helping people in need
a. Vocabulary: disability, blind, deaf, dumb, get around, integrate, campaign, charity, donate, disrespectful,
impairment.
3.Educational factor: To educate Ss to be aware of pronouncing naturally, talk about the problems of
disabled people, and use the past simple and the present perfect
3. Materials needed: textbooks, pictures, flashcards, colored chalk, projector
5. Previous exercises: Exercises on vocabulary
Complete each sentence with a suitable word. (10pts)
1. The city has special schools for children who are __________ or deaf, why is there no school
dedicated to children with autism?
2. The school offers a good environment for students with __________, affective or behavioral
difficulties.
3. Volunteers mainly provide services and help for mentally disabled children and adults in the
__________.
4. We are happy and very proud that these disadvantaged children can _______ into the mainstream
community.
Keys: 1.blind 2.cogniive 3.community 4.integrate
(3’) WARM-UP: UNIT 4: CARING FOR THOSE IN
-Ask: How do you perceive -Listen and answer NEED
and treat people with LESSON 2: LANGUAGE
disabilities? How do you
about Nick Vujicic?
-Lead into the new lesson. -Take notes
(7’) VOCABULARY:
Activity 1: VOCABULARY:
-Ask Ss work individually, -Work individually, * Activity 1: Match each word with
read each of the words and read each of the words its meaning.
think about its word class. and think about its Keys:
-Guide Ss that they should word class. 1.b 2.e 3.d 4.c 5.a
read each explanation and * Activity 2: Complete the following
decide if it defines a verb, sentences with the appropriate words
noun or adjective. Provide from the box.
support if necessary by Keys:
encouraging Ss to use the 1. blind
context and clues in the 2. cognitive
conversation 3. donation
-Call some Ss to give out the -Some Ss to give out 4. physical
answer the answer 5. hearing
-Have two Ss write the -Two Ss write the
answers on bb. answers on bb.
-Check & give remarks -Listen
Activity 2:
-Go through the words in the -Listen PRONUNCIATION:Elision of vowels
box and check sts’ * Activity 1:Listen and repeat. Pay
understanding. attention to the vowels in bold.
-Ask Ss to complete the -Work individually. Secondary
sentences individually. Deafening
-Check the completed -Listen to T’s Preferable
sentences as a class, making comments History
sure that all Ss have the right Battery
answers. Restaurant
(8’) PRONUNCIATION: Police
Elision of vowels Library
Activity 1: Family
-Explain elision of vowels, -Listen - Elision is not mandatory.
especially the schwa sound//. - Weak vowels are sometimes elided
-Play the recording for Ss to before the sounds /l/, /n/ and /r/ to speed
listen and follow. up or simplify the pronunciation of a
-Play the recording again for word.
Ss to repeat chorally and * Activity 2: Listen and repeat the
individually. following sentences. Pay attention to
-Help Ss to distinguish -Distinguish two cases the vowels in bold.
between the pronunciation 1. Last week, we discussed a visit to a
without elision and the secondary school for children with
pronunciation with elision. disabilities.
-Ask Ss to work in pairs, -Work in pairs 2. They really like studying English and
taking turns to pronounce the history.
words twice- with and without 3. I couldn’t hear anything but the
elision of weak vowels. deafening noise of the drums.
Activity 2: 4. Before you use this talking pen,
-Ask Ss to read the -Read the instructions remember to check the batteries first.
instructions and explain the and explain the task. 5. It would be preferable to donate
task. -Read the sentences, Braille books, not large-print books.
-Ask them to read the focusing on the words
sentences, focusing on the in bold and have Ss
words in bold and have Ss repeat.
repeat.
-Play the recording for Ss to -Listen GRAMMAR:
repeat once or twice. 1. The past simple:
-Extend this task by having Ss -Take turns reading - Used to talk about an action that
take turns reading each of the each of the sentences happened at a specific point in the past
sentences twice- with and twice- with and e.g. At out last meeting, we decided to
without elisions of weak without elisions of launch this campaign.
vowels. weak vowels. 2. The present perfect:
(20’) GRAMMAR: - Used to talk about an action that
Activity 1: happened in the past without referring
-Tell Ss that the activity -Listen to the exact time
focuses on the past simple and e.g. We have decided to launch this
the present perfect tense of campaign.
verbs. * Activity 1: Choose the correct form
-Ask if they can remember -Answer teacher’s of the verbs in brackets to complete
any rules for the use of the questions the sentences.
past simple and the present Keys:
perfect that they have learnt in 1. launched
the lower grades. 2. decided
-Have Ss work in pairs to -Work in pairs to 3. invited
figure the answers. figure the answers. 4. have completely changed
-Monitor the activity and help 5. 2ave collected
sts, if necessary.
-Remind Ss to pay attention to -Listen * Activity 2: Complete each sentence,
the adverbs of time when they using the past simple or present
choose the correct form of the perfect form of the verb in brackets.
verbs. Keys:
-Remind Ss of the past 1. decided
participle forms of regular 2. have joined
verbs and irregular verbs. Listen 3. have volunteered
-Check answers as a class. 4. presented
2. Activity 2: 5. have donated
-Tell Ss that the activity 6. talked
focuses on the correct form of -Work in pairs to give 7. have sent
the verbs- the past simple or answers. 8. visited
the present perfect.
-Let Ss work in pairs to give -Pay attention to the
answers. Observe and help adverbs of time when
when and where necessary. choosing the correct
-Remind Ss to pay attention to form of the verbs.
the adverbs of time when they -Take turns reading
choose the correct form of the aloud each of the
verbs. sentences.
CONSOLIDATION:
(1’) - Ask Ss: “What have you
learnt today?” -Give answers
4. Homework: (2’)
- Ask the Ss to:
+ prepare the next lesson: READING
+ do extra exercises:Complete the following sentences with the past simple or present perfect of the
verbs in brackets.
1. We ___________ (complete) a voluntary project for our community centre a month ago.
2. Since our last meeting, most of the students ___________ (become) more involved in volunteering.
3. Last week, the Youth Union leaders ___________ (decide) to launch a campaign to help children with
learning disabilities.
4. Many volunteers ___________ (take) part in our programmes since the campaign was launched.
5. ___________ you_____________ (ever, help) students with special education needs?
Keys: 1.completed 2.have become 3.decided 4.have taken 5. Have you ever helped
..............................................................................................................................................................................
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Vũ Thị Trinh
UNIT 4: CARING FOR THOSE IN NEED (READING)
Period: 32
+ Language content: To help Ss read about helping people with disabilities
- develop the skill of reading (reading for general idea and specific information)
- know more vocabulary about the topic of helping people with disabilities
- use the language and ideas in the lesson for communication.
+ Educational aim: To educate Ss to be aware of helping the disabled
1. Language:
a. Vocabulary: energetic, enthusiastically, slogan, involve, support, Yule Log Cake, donate
b. Structures: the simple present
3.Educational factor: To enable Ss to understand a text about helping people with disabilities and be aware
of paying back to the community.
5. Previous exercises: Exercises on tenses
Complete the following sentences with the past simple or present perfect of the verbs in brackets.
(10pts)
1. We _______ (complete) a voluntary project for our community centre a month ago.
2. Since our last meeting, most of the students ________ (become) more involved in volunteering.
3. Last week, the Youth Union leaders ________ (decide) to launch a campaign to help children with
learning disabilities.
4. Many volunteers ________ (take) part in our programmes since the campaign was launched.
5. ________ you________ (ever, help) students with special education needs?
6. Last semester my wheelchair broke down, so my best friend_______ (carry) me on his back to
school.
Keys: 1.completed 2.have become 3.decided 4.have taken 5. Have you ever helped 6.carried
(3’) WARM-UP: UNIT 4: CARING FOR
Activity 1: THOSE IN NEED
-Shows the symbols used to indicate -Look at the symbols LESSON 3: READING
access for people with disabilities. and work in groups
-Provide Ss with some information to compare the Activity 1:Look at these
about improving accessibility for answers. symbols. They are used to
disabled people. Keys: indicate access for people with
-Have Ss look at the symbols and work + People with disabilities. Write who each
in groups to compare the answers. mobility impairments symbol is for.
Encourage Ss to explain and give + People with visual
reasons for their answers. impairments
-Correct answers as a class & have Ss + People with
guess the possible content of the hearing impairments
reading text. + People with
(25) PRESENTATION: speech impairments
Activity 2:
-Ask Ss to work individually, read the -Work individually,
words and phrases in the columns, then read the words and
discuss and find the meaning of each of phrases in the * Activity 2: Match each of the
them columns, then words with its meaning. Use a
-Explain the meaning further and give discuss and find the dictionary, if necessary.
examples. meaning of each of Keys:
-Check answers as a class. them. 1. b
3. Activity 3: 2. d
-Tell Ss that the activity focuses on -Listen 3. e
reading for general ideas and have 4. a
them read the headings quickly before 5. c
the texts that follows. * Activity 3: Read a school
-Explain to Ss that repeated and similar magazine report on some
vocabulary can form a vocabulary interviews with class monitors.
chain in a paragraph, and consequently Choose the appropriate
help express the main idea of the heading for each paragraph.
paragraph. -Skim the text Keys:
-Have Ss skim the text individually to individually and do 1. b
choose the best heading for each the task 2. c
paragraph. Then Ss can check their 3.a
answers with a partner. -Write the answers
-Check answers as a class and write on the board. * Activity 4: Complete these
them on the board. Give feedback. sentences with no more than
4. Activity 4: -Listen three words.
-Tell Ss that the activity focuses on Keys:
reading for specific information and 1. students with disabilities
that Ss cannot write more than three 2. record popular books
words in each blank. -Read and fill in the 3. participating fully in
-Ask Ss to read the passage gain and blanks. 4. ‘record-breaking’
fill in the blanks. -Pay attention to 5. this Christmas
-Remind Ss to pay attention to details details unforgettable
(7’) like names of schools, classes,
activities… and to the context to -Write their answer
identify what kind of words or phrases individually and * Activity 5: Discuss with a
are needed. check with their partner how can help children
PRODUCTION: partner. with disabilities in your
Activity 5: community.
-Put Ss in pairs and ask them to discuss -Work in pairs and How can you help children with
the questions freely: discuss the questions disabilities in your community?
How can you help children with freely.
(2’) disabilities in your community?
-Ask one or two pairs to report the -One or two pairs to
discussion results to the class. report the discussion
Give remarks results to the class.
CONSOLIDATION:
- Ask Ss: “What have you learnt -Listen
today?”
4. Homework: (3’)
- Ask the Ss to:
+ Learn by heart the new words and phrases
+ Prepare the next lesson (Speaking)
.........................................................................................................................................................................
.........................................................................................................................................................................
Vũ Thị Trinh
UNIT 4: CARING FOR THOSE IN NEED (SPEAKING)
Period: 34

+ Language content: To help Ss practise interviewing a volunteer and discussing voluntary work.
- develop the skill of speaking: interviewing a volunteer and discussing voluntary work
- create their own situations, make interviews about voluntary work
+ Educational aim: To educate Ss to raise their awareness of taking part in volunteer work
1. Language:
a. Vocabulary: improve, coordination, change people’s lives, organize extracurricular activities, get
involved.
b. Structures: Tenses, Verb Forms
2.Skills: Integrated skills.
3.Educational factor: To educate Ss to get involved in volunteer work
5. Previous exercises: Cloze-text Reading.
Read the text and choose the best answer (A, B, C or D) for each blank. (10pts)
Viet Nam Assistance for the Handicapped (VNAH) is a non-profit organisation (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 Ha Noi. 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.
1. A find B found C.funded D founded
2. disabilities B. abilities C. disabled D disablement
3. A provide B provider C provision D produce
4. produce B product C production D productivity
5. A fund B. assist C donate D. care
6. A launches B. launched C have launched D has launched
7. suppose B. supply C support D suppress
8. was given B is given C are given D were given
1. Keys:
Keys: 1D 2A 3A 4C 5B 6D 7C 8B
e
(4’) WARM UP: UNIT 4: CARING FOR
-Write Get involved! On the board and -Answer LESSON 4: SPEAKING
give Ss time to discuss the phrase. * Activity 1: Read the following
-Ask: -Listen and answer phrases. Write R if it expresses
1/ Have you ever taken part in a reason why people
campaigns to help people with volunteer and A if it expresses a
disabilities? voluntary- activity.
2/ Why do you volunteer to help Keys:
people? 1. R
3/ How can you help people in need? 2. A
-Explain the activity aims to 3. R
differentiate between the notions -Read the phrases. 4. R
“reason” and “activity” 5. A
(15’)
-Have Ss read the phrases, and check * Activity 2: The principal of a
answers as a class. special school is interviewing a
-Read through the
PRESENTATION: potential volunteer. Complete
phrases in the box.
Activity 2: the interview, using the words
-Work in pairs to fill
-Explain the context and ask Ss to read in the box. Then practise it with
the gaps.
through the phrases in the box. a partner.
-Listen
-Have Ss work in pairs to fill the gaps Keys:.
in the interview. -Read the interview 1. volunteer position
-Check answers as a class and give individually before 2. special school
feedback. they practice in 3. change people’s lives
-Allow enough time for Ss to read the pairs. 4. in the past
interview individually before they -Role-play the 5. improve coordination
(15’) practice in pairs. conversation in front 6. clearly and effectively
of the class. * Activity 3: Read the
-Monitor the activity and select some information about two special
pairs to role-play the conversation in schools in Viet Nam. Choose
front of the class. -Read the one of them. Work in pairs and
PRODUCTION: instructions and the make a similar interview as in
Activity 3: information carefully 2. Ask why your partner wants
-Ask Ss to read the instructions to volunteer, what skills he / she
carefully, then have them go through -Prepare the reason can offer and how he / she can
the information about Nguyen Dinh why they want to help.
Chieu School and Nhan Chinh School. volunteer, and what - Nguyen Dinh Chieu School,
-Ask Ss to prepare the reason why they they can do. Ho Chi Minh City
want to volunteer, and what they can -Work in pairs + Providing care and education
(2’) do. Tell Ss that they can use for visually impaired children in
suggestions in Activity 1. -One or two pairs to HCM City and other provinces
-Have Ss work in pairs to share their role-play their + Providing primary and
ideas and suggestions. conversation in front secondary education
-Choose one or two pairs to role-play of the class. -Nhan Chinh Scool, Ha Noi
their conversation in front of the class. -Answer + Providing care and education
for children with hearing
CONSOLIDATION: impairments in Ha Noi and other
- Ask Ss: “What have you learnt provinces
today?” + Providing mainly primary
education and vocational training
4. Homework: (4’)
- Ask the Ss to:
+ Do an exercise: Put the responses into the appropriate blanks. Then practise the conversation with
a partner.
Kevin: (1)_____________________
I often complain about my life while some people don't even have the same opportunities.
Kevin: (2)_____________________
Kevin: (3)_____________________
Kevin: (4) ___________________. I'll ask her for some.
Keys: 1.c 2.d 3.b 4.a
+ Prepare the next lesson: LISTENING

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Date of Preparation: 5th November 2017 Date of Teaching: 13th November 2017
UNIT 4: CARING FOR THOSE IN NEED (LISTENING)
Week: 13 – Period: 34
Class: 11TN

+ Language content: To help Ss listen for specific information in a radio programme about an outstanding
person with a disability
- practice and develop the skill of listening
- know more about the achievements of people with disabilities
+ Educational aim: To educate Ss to understand thatboth disabled and non-disabled people have strengths
and weaknesses and we should help each other
1. Language:
a. Vocabulary: outstanding, glass-born disease, genetic order, fragile, fracture, hornour, audition,
international recognition
b. Structures: Tenses
3.Educational factor: To educate Ss respect and help others
5. Previous exercises: Conversation completion
Put the responses into the appropriate blanks. Then practise the conversation with a partner. (10pts)
Kevin: (1)_____________________
I often complain about my life while some people don't even have the same opportunities.
Kevin: (2)_____________________
Kevin: (3)_____________________
Kevin: (4) ___________________. I'll ask her for some.
Keys: 1.c 2.d 3.b 4.a
e
(5’) WARM-UP: UNIT 4: CARING FOR
-Show pictures of Albert Einstein, Expected answers: LESSON 5: LISTENING
Ludwig van Beethoven and Thomas a. Albert Einstein, * Activity 1: Look at the
Edison learning disability pictures. Can you recognise the
-Ask: b. Ludwig Beethoven, people? What disabilities do you
1/ Who are they? hearing loss think they had?
2/ What disabilities do you think they c. Thomas Edison,
had? learning disability
(22’) PRESENTATION:
* Vocabulary
-Elicit vocabulary using explanations -Listen and give
and examples. answers * Vocabulary:
-Let pupils repeat the new words in -Repeat new words + glass-born disease (n.ph)
chorus, then individually. -Do as required + genetic disorder (n.ph)
-Check Ss’ vocabulary using the + fragile bones (n.ph)
technique Rub out and Remember. + outstanding (adj)
Activity 2: + hornour (v)
-Tell Ss that this activity focuses on -Listen + international recognition (n.ph)
listening for specific information * Activity 2: Listen to a radio
about a famous girl with a disability. programme about a famous
-Have Ss read the instructions and the -Read the instructions youngster with a disability and
table that they have to complete. and the table that they fill the information.
Ensure that they understand the task have to complete
and the details they need to focus on.
-Ask Ss to complete the notes while -Complete the notes
listening. Have them listen again to while listening
check their answers.
-Play the recording twice, pausing -Listen to the CD
before the second listening again and check Keys:
-Have Ss compare their answers -Compare their Name:Nguyen Anh
before checking answers as a class answers before Nationality:Vietnamese
Activity 3: checking answers Kind of disability:Glass-bone
-Focus Ss’ attention on the -Do as required disease
instruction. Allow time for them to Interests:Singing and helping
read the incomplete sentences. Check charitable campaigns
Ss’ comprehension. Title honoured by
-Ask Ss to guess the word(s) and -Recall what they UNICEF:Global outstanding
complete the sentences. Then play the heard and guess the child with a disability
recording again for Ss to check words to complete the * Activity 3:Listen again and
answers. sentences. complete the sentences with no
-Alternatively, in a weaker class, play -Listen to the more than four words or
the recording all the way through for recording numbers.
Ss to listen and complete the Keys:
sentences. 1. get involved
-Play the recording twice if necessary. 2. over 30 times
Check answers as a class and provide -Check their answers. 3. broadcasting radio
feedback. programmes
(10’) PRODUCTION: 4. friendly and supportive
Activity 4: 5. treated equally
-Inform Ss that this is a post-listening -Work in groups of * Activity 4: Work in groups.
activity. Ask Ss to work in groups of three or four noting Ask and answer the question.
three or four to discuss the question, down the answers and What can you do to support
and brainstorm ideas. getting ready to report people with disabilities and help
-Have some Ss present their reports to -Present the reports them succeed in life?
the class
CONSOLIDATION:
(1’) - Ask Ss: “What have you learnt -Listen and answer
today?”
4. Homework: (2’)
- Ask the Ss to:
+ Learn the new words and the lesson contents
+ Prepare the next lesson: WRITING
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Date of Preparation: 12th October 2017 Date of Teaching: 16th October 2017
UNIT 4: CARING FOR THOSE IN NEED (WRITING)
Class: 11TN
+ Language content: Help Ss
- Write an article about problems facing disabled people
- Propose solutions to problems facing people with disabilities.
- practice and develop the skill of writing.
- use the vocabularies which have been learnt in previous lessons for their piece of writing.
+ Educational aim: Enable Ss to know that tone is very important in writing
1. Language:
a. Vocabulary: goal setting, stress management, interpersonal skills, time, management
b. Structures: tenses, full form
3.Educational factor: Educate Ss to write a letter asking for further information about a course
5. Previous exercises: Arrangement
Tam and Thanh are talking about the skills that are the most important for them to live
independently. Below is their conversation, but the lines are jumbled-up. Put them in the right order
and then practise the conversation. (10pts)
(a) Tam: Yes, I agree, there are so many of them. But the most important skill for me is to be able to get
my
own information.
(c) Tam: Because having a lot of information keeps me from being a follower and helps me to think more
(d) Thanh: There are so many skills that we need in order to become independent. Which of them are the
Keys: 1.d 2.a 3.f 4.c 5.b 6.e
e
(3’) WARM-UP: Activity 1 UNIT 4: CARING FOR
- Inform the class of the lesson Read the sample THOSE IN NEED
objectives: writing an online posting writing about the LESSON 6: WRITING
about relationship problems. problems that children
- Ask Ss to list some kinds of letter with cognitive
- Elicit Ss’ answers and introduces the impairments are
new lesson facing.
(15’) PRESENTATION: Choose the
Activity 1 appropriate phrases
Give Ss time to read the sample writing (a-c) to fill in the
about the problems that children with blanks.
cognitive impairments are facing. Compare their
Ask Ss to choose the appropriate phrases answers with a partner
(a-c) to fill in the blanks. first
Have them compare their answers with a Read out loud their
partner first answers
Ask Ss to read out loud their answers to Keys:
check as a class. 1.c; 2.b; 3.a
Lead to the writing lesson
Activity 2: Activity 2:
Ask Ss to work in groups of 4, and give Work in groups of 4,
each group a large size sheet of paper and give each group a
Have Ss read the text in their book and large size sheet of
study the outline. paper
Ask Ss to discuss in groups and complete Discuss in groups and
the outline on the sheet of paper. complete the outline
Encourage Ss to move around to look at on the sheet of paper.
the outlines of other groups. Leaders of some
Ask leaders of some groups to present groups to present their
their outlines to the rest of the class. outlines to the rest of
Activity 3: the class.
Have Ss work in groups of three or four Keys:
to choose one problem and discuss what Introduction
solutions they will recommend. Children with
Encourage Ss to make complete cognitive
sentences, using the suggestions in the impairments often
table. Ask Ss to read their group’s face discrimination
sentences. in life
Provide help by correcting mistakes in Main body
grammar or word choice. Solution 1
Ask Ss to work independently and write People should learn
their articles. more about children
PRODUCTION: with cognitive
Ask some individuals to read their impairments
articles. Solution 2
Have the rest of class give comments, There should be
(20’) and correct errors. more contacts
Give remarks & correction between people with
CONSOLIDATION: cognitive
- Ask Ss: “What have you learnt impairments and
today?” non-disabled people.
Conclusion
Better understanding
and better
cooperation between
the two groups of
people will change
attitudes and reduce
discrimination.
2. Activity 3:
Work in groups of
three or four to choose
one problem and
discuss what solutions
they will recommend.
Work independently
and write their
articles.
(1’) Some individuals to

read their articles.
Listen to comments
& correction
4. Homework: (2’)
- Do Part E in the exercise book.
- Prepare for the new lesson: COMMUNICATION AND CULTURE

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Date of Preparation: 22nd September 2017 Date of Teaching: 29th September 2017
(COMUNICATION AND CULTURE)
Class: 11TN
+ Language content:
- To help Ss - discuss a father’s words to his son to work out what it means to be independent
- know some information about American vs Vietnamese ways of rasing children.
- To help Ss read about dating around the world
+ Language function: By the end of this lesson, Ss can:
- Listen to an introduction to a charitable organization and discussing a campaign to support it.
- Know the International Day of Persons with disabilities.
+ Educational aim: To help Ss raise an awareness of becoming independent
1. Language:
a. Vocabulary: contact, distance, as long as, make online friends, lifestyle, get-together, one-to-one date,
matchmaking, match, company, online dating, face to face
b. Structures: the present tenses
3. Educational factor: To educate Ss to know how to avoid bad things about friendship with people on Net.
5. Previous exercises: write an online posting
Write an online posting of 160 -180 words about something that happened to you or another person.
(10pts)
* Guidelines: You can write about:
1. what happened
2. when and where it happened
3. who was involved
4. how you and the other people felt
5. your wish
e
(2’) WARM-UP: Activity 1:
Ask Ss some questions to set Work in pairs to guess
the scene the information and
Ss answer think about how to
T Elicit Ss’ answers and express such
(15’) introduces the new lesson information (e.g how to
T write : What it means to be say the date and year, or
independent how to classify
Ss speak their minds organizations as
T helps Ss understand this governmental, non-
saying governmental, profit,
COMMUNICATION: non-profit…)
Activity 1: Complete the table
Focus sts’ attention on the while listening.
instructions and the table. Compare their answers
Have Ss guess what they are with a partner.
going to listen Check answers
Have them work in pairs to guess Keys:
the information and think about 1. 1988; 2. non-
how to express such information governmental; 3. clean
(e.g how to say the date and year, water and good
or how to classify organizations hygiene; 4. have better
as governmental, non- lives; 5. Life is
governmental, profit, non- beautiful
profit…) 2. Activity 2:
Ask Ss to complete the table Read the instructions
while listening. Have them listen carefully.
again to check the answers. Work in groups of 4 to
Let Ss compare their answers brain storm ideas and
with a partner, then check prepare a proposal for a
answers as a class and write them new campaign to
on the board. support disabled
2. Activity 2: people.
Have Ss read the instructions and Present their
suggested words/ phrases campaigns.
(20’) carefully. Listen
Ask Ss to work in groups of 4 to
brain storm ideas and prepare a
proposal for a new campaign to
support disabled people. Expected answers:
Ask some groups to present their Now I know more
campaigns. about international
Praise Ss for original and organizations and
interesting ideas, and good celebrations for
presentation skills. people with
Give comments and mark disabilities; I can
CULTURE: express my opinion
International Day of Persons about how to help
with Disabilities disabled people
1. Activity 1: overcome difficulties;
Focus sts’ attention on the logos I can suggest themes
and allow enough time for Ss to and action plans to
discuss how often they think the celebrate the
International Day of people with International Day of
disabilities is celebrated and what Persons with
its purpose is. Disabilities
Invite individual Ss to present
their ideas.
2. Activity 2:
Have Ss read the text quickly to
check their guesses.
3. Activity 3:
Ask Ss to read the text again and
answer the questions individually.
Allow time for Ss to read and
underline the key words in the
questions.
Ask them to read the text and
underline relevant information
Offer help when necessary
Check answers as a class.
CONSOLIDATION:
- Ask Ss: “What have you learnt
today?”
(1’)
4. Homework: (2’)
- Talk about American vs Vietnamese ways of rising children.

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Date of Preparation: 24th September 2017 Date of Teaching: 30th September 2017
(LOOKING BACK AND POJECT)
Class: 11TN
+ Language content: To help Ss revise all the knowledge of the unit.
+ Language function: By the end of this lesson, Ss can:
- Review all the grammar points, pronunciation and vocabulary learnt
- Conduct a survey and prepare an action plan for voluntary work in your neighbourhood
+ Educational aim: To help Ss have a self – assessment to see how far they have progressed and which
areas need further practice.
1. Language:
a. Vocabulary: words and phrases related to relationships
b. Structures: cleft sentences, linking verbs
3.Educational factor: Make students responsible using the knowledge they have learnt flexibly
5. Previous exercises: Telling a story
2. Checking up the previous knowledge: (Checking during the lesson)
e
(1’) I. LOOKING BACK I. LOOKING BACK "Hello"
A. PRONUNCIATION A. I've been alone with you
1. Activity 1: PRONUNCIATION Inside my mind
Review what elision of vowels is and 1. Activity 1: And in my dreams I've kissed
(5’) when this happens. Listen your lips
Play the recording and let Ss listen and Listen and underline the A thousand times
underline the syllables with elision of syllables with elision of I sometimes see you
weak vowels in the words in bold. weak vowels in the Pass outside my door
Check answers as a class by asking some words in bold. Hello!
Ss to read the sentences with the Read the sentences with Is it me you're looking for?
appropriate pronunciation. the appropriate I can see it in your eyes
Play the recording again and let Ss listen pronunciation. I can see it in your smile
and repeat the sentences. Encourage Listen and repeat the You're all I've ever wanted
them to elide the weak vowels. sentences. Encourage And my arms are open wide
2. Activity 2: them to elide the weak 'cause you know just what to say
Play the recording vowels. And you know just what to do
Ask Ss to identify the sentences 2. Activity 2: And I want to tell you so much
(5’) containing words read with elision of Listen & identify the I love you
weak vowels. sentences containing
Check answers as a class by asking Ss to words read with elision LOOKING BACK
call out the sentences numbers and the of weak vowels. Pronunciation
words including elision of weak vowels. Call out the sentences * Activity 1: Listen and repeat
Play the recording again and let Ss numbers and the words these sentences (page 33)
listen and repeat the sentences. Praise including elision of + KEY:
Ss who try to elide the weak vowels in weak vowels. 1. He’s a teacherofEnglishin an
the target words. Listen and repeat the urban school.
sentences. 2. My brother is well-informed
VOCABULARY Key expected: about local issues.
Explain the activity aims to review the 1.; 4. ; 6.  3. Most Americans use some
(10’) key vocabulary in the unit, and have Ss forms of discipline for their
do it individually. VOCABULARY children
Remind Ss to put the words into the Do the task
correct form according to its position in individually. * Activity 2: Read the
the sentences. Put the words into the paragraph below and link the
Check answers as a class by asking correct form according final consonants and initial
individual Ss to read their sentences. to its position in the vowels. (page 33)
Provide the correct answers. sentences. Being independent is being able
GRAMMAR Individual Ss read their to take care of yourself, and not
1. Activity 1: sentences. having to rely on anyone else.
Have Ss work in pairs to work out the Listen That is what many young people
answers. Keys:: strive for. However, the ability
Monitor the activity and offer help, if 1. impairments to live independent does not
necessary. 2. non-disabled develop naturally: you need a
Check sts’ answers by asking individuals 3. integration number of life skills to stop
to take turns reading aloud their answers. 4. disrespectful relying on your parents and
5. involved older siblings.
Donations
GRAMMAR Vocabulary
1. Activity 1: * Activity : Choose the words
2. Activity 2: Work in pairs to work from the box to complete the
Have Ss to tell the teacher again about out the answers. following sentences(page 34)
the difference between usages of the past Individuals to take turns 1. confident
simple and the present perfect reading aloud their 2. well-informed
(20’) Have Ss do this activity orally first answers. 3. determined
Check answers as a class. Keys:: 4. decision
1. came 5. decisiveness
2. have agreed, 6. responsibly
PROJECT- A survey on voluntary have signed 7. Reliability
work 3. has come 8. independent
1. Activity 1: 4. have started Grammar
Divide Ss into groups of four 5. had * Activity 1:Combine the
Have Ss do the survey in class or during 2. Activity 2: sentences, using To- infinitive
break. Tell the teacher again (page 34)
Allow time for Ss to compare their about the difference + KEY:
findings groups between usages of the 1. Denis was happy to receive a
Ask each group to present the final past simple and the letter from his mother.
results to the class. present perfect 2. Ann was so lucky to pass the
Make comments on their findings. Do this activity orally exam.
2. Activity 2: first 3. It’s impossible to learn a
Have Ss work in their groups to prepare Listen foreign language in one day
an action plan for voluntary work in their Keys:: 4. The students are very keen to
neighborhood or community. 1. …has never take part in the Green Day
Tell Ss that the plan should be in written volunteered… activities.
form. 2. invented 5. It’s necessary for you to
Choose some groups to present their 3. has recorded- develop habits that will keep
plans to the class. visited your body healthy and clean.
Give comments and mark. 4. has supported 6. We are relieved to hear that
Have you ever Helen is feeling better now.
worked…- organized- 7. It’s difficult to guess what
have also coached… will happen.\
8. It’s important to learn how to
PROJECT- A survey cope with loneliness.
on voluntary work 10. Dave was very surprised to
1. Activity 1: receive a birthday gift from an
Do the survey in class old friend.
or during break. * Activity 2: Rewrite the
Compare their findings sentences using the nouns in
groups brackets and To- infinitives
Each group presents the without changing the meaning
final results to the class. of the sentences(page 34)
2. Activity 2: + KEY:
Work in their groups to 1. Their goal to win the first
prepare an action plan prize seems unrealistic.
for voluntary work in 2. Nobody knew about his dream
their neighborhood or to become a doctor.
community. 3. Her failure to obey the school
Notice that the plan rules upset her parents very
should be in written much.
form. 4. Tania’s ability to speak three
Some groups to present foreign language is amazing.
their plans to the class. 5. Tom’s attempt to persuade his
Listen to the teacher’s parents to allow him to join the
comment. club failed.
6. He made an effort to
overcome any difficulties by
himself.
Project
Handout (at the end of the
lesson plan)
4. Homework: (3’)
Rewrite sentences, using It’s + adj./ noun + to- Key
infinitive
1. Guessing what will happen is difficult. 1. It's difficult for meto guess what will happen.
2. Knowing when a rat will get loose is hard. 2. It's hardto know when a rat will get loose.
3. Doing this project in 24 hours is impossible. 3. It's impossiblefor usto do this project in 24 hours
4. Taking a break twice a day is important 4. It's importantto take a break twice a day.
5. Working on your own project is possible. 5. It's possiblefor youto work on your own project.
6. Being here is exciting 6. It's exciting for usto be here.
7. Getting cold in the laboratory is likely. 7. It's likely for itto get cold in the laboratory.
8. Putting on your lab coat is a good idea. It's a good idea to put on your lab coat.
9. Having you here is a pleasure. It's a pleasure for usto have you here.
10. Working in this labis an honor. It's an honor for usto work in this lab.
HANDOUT FOR PROJECT

Please complete the following questionnaire with specific regard to how accurate each statement, by placing
a CROSS (X) in the appropriate box
inaccuracy
inaccuracy
accuracy
accuracy
neutral
Very
Very
1. You can cook for yourself
2. You don’t feel sad, helpless and uncomfortable when

alone
3. You always take the initiative and start your own
project.
4. You have a good daily habits and keep your body
healthy and clean.
5. You can make decisions about everyday matters quickly

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Date of Preparation: 8th October 2020 Date of Teaching: ….

1. He is respected for being _________ about what is going on in the world.

IV. SELF -EVALUATION:

1. He is respected for being _________ about what is going on in the world.

IV. SELF -EVALUATION:

IV. SELF -EVALUATION:

IV. SELF -EVALUATION:

IV. SELF -EVALUATION:

1. read the advertisement for life … invitation

- Have Ss look at the advertisement for - read the

IV. SELF -EVALUATION:

HANDOUT FOR PROJECT

1. You can cook for yourself

2. You don’t feel sad, helpless and uncomfortable when

IV. SELF -EVALUATION:

2.Skills: Integrated skills

II. TEACHER’S AND STUDENTS’ PREPARATION.

3. Presentation of the new materials.

Date of Preparation: 4th November 2020 Date of Teaching: … November 2020

3. Presentation of the new materials.

IV. SELF -EVALUATION:

I. AIMS AND OBJECTIVES:

Keys: 1.c 2.d 3.b 4.a

+ Prepare the next lesson: LISTENING

IV. SELF -EVALUATION:

I. AIMS AND OBJECTIVES:

(1’) Some individuals to

IV. SELF -EVALUATION:

IV. SELF -EVALUATION:

HANDOUT FOR PROJECT

2. You don’t feel sad, helpless and uncomfortable when

IV. SELF -EVALUATION:

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