Giáo án Tiếng Anh Lớp 11 - Chương trình học kì II - Năm học 2019-2020 - Trường Trung học Phổ thông Liên Sơn

Date of preparation: 02/01/2020 	Date of teaching: 06/01/2020
UNIT 6: GLOBAL WARMING
PERIOD 55/105: READING - GLOBAL WARMING IS REAL
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus	- To provide learners some vocabulary related to the topic of global warming
2. Skills	- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
3. Attitudes	- To encourage Ss to work harder - To provide Ss some motivation
II. PREPARATION
1. Teacher	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students	- Read through English Unit 6 - Reading at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (5 minutes)	- Ask some Ss to go to the board and do the tasks again
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
PRE READING
1. Work with a partner and guess what problems are described in the pictures
Let Ss work in pairs, do the task
Do as appointed
- pollution
- forest destruction
WHILE READING
2. Read the text and select the statement that expresses main idea
Let Ss read the three heading a, b, c d first and make sure they understand all of them
Ask Ss to read through the text once without stopping at the words that they don't know the meaning
Help them eliminate the choice that is only one aspect of the text
The best title of the text is "Global warming is mainly caused by humans and has negative impacts on people’s lives"
Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text
3. Match the words with their meanings
Ask Ss to work in pairs and do the task
Do as appointed
1. g 2. f 3. d 4. e
5. b 6. a 7. c
4. Answer the questions
Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words
Let Ss read the text again and locate the parts of the text where they can get the answers
Do as appointed 1. We are responsible
2. It releases a large amount of carbon dioxide into the atmosphere
3. Deforestation disrupts the process of absorbing and capturing C02 from the atmosphere
4. They could lose their home
5. They can reduce crop harvest globally
6. Because human beings cannot exist without species diversity on earth
POST READING
5. Work in groups, discuss the question
Put Ss in groups of four and let them discuss the questions freely
Do as appointed
4. Consolidation (3 mins)	- Vocabulary related to global warming
- Reading skills: skimming, scanning, guessing the meaning of new words
5. Homework: (1 min)	- Vocabulary related to global warming
- Reading skills: skimming, scanning, guessing the meaning of new words
- Do the task again	- Read Unit 6 - Speaking at home
Date of preparation: 02/01/2020 	Date of teaching: 07/01/2020
UNIT 6: GLOBAL WARMING
PERIOD 56/105: SPEAKING - GOING GREEN
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus	- To provide some vocabulary related to the topic of global warming
- To instruct learners how to express opinions, agreements or disagreements about solutions to global warming
2. Skills	- To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes	- To encourage Ss to work harder - To provide Ss some motivation
II. PREPARATION
1. Teacher	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students	- Read through English Unit 6 - Speaking at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (5 minutes)	- Ask Some Ss to go to the board and do the tasks again
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
1. Work in pairs, in your opinion, which of the following activities in the table below can help to reduce global warming?
Ask Ss to work in pairs, do the task
Do as appointed
1, 2, 4, 5, 6
2. The table below presents the reasons why the activities in 1 can help reduce global warming. Match them with the activities
Let Ss work in pairs, do the task
Do as appointed
1. e 2. b
4. c 5. a 6. d
3. Lan, Mai and Minh are talking about the activities presented in 1. Work in groups of three. Complete the conversation using the phrases in the box and then practice it
Ask Ss to do the task 
- Do as appointed
1. energy use 2. electronic devices
3. planting trees
4. carbon dioxide
5. reusing and recycling
4. What do you think about these solutions to global warming? Work in groups of three. Use the idea in 1 and 2 to have a similar conversation
Do as appointed
4. Consolidation (3 mins)	- Vocabulary related to global warming
- Speaking skills: making a conversation based on the sample
5. Homework: (1 min)	- Vocabulary related to global warming
- Speaking skills: making a conversation based on the sample
IV. SELF-EVALUATION: 
Date of preparation: 03/01/2020 	Date of teaching: 09/01/2020
UNIT 6: GLOBAL WARMING
PERIOD 057/105: LISTENING - SAVE THE PLANET, SAVE OUR LIFE
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus	- To provide learners some vocabulary related to global warming
2. Skills	- To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes	- To encourage Ss to work harder - To provide Ss some motivation
II. PREPARATION
1. Teacher	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students	- Read through English Unit 6 - Listening at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (5 minutes)	- Talk about how to reduce global warming
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
1. a Match the words with the pictures and answer the question
Ask Ss to work in pairs and do the task
b. What is the common cause of all the disasters depicted in the pictures above?
Do as appointed
1. c (drought) 2. d (flood)
3. a (famine) 4. e (water shortage)
5. b (forest fire)
- climate change
- global warming
- human being’s interference with the environment
2. Prof Linn is talking to a class of grade 11 students about global warming. Listen to the talk and choose the best answers
Do as appointed
1. D 2. B 3. B
4. C 5. A
3. Listen to the talk again and answer the questions
Let Ss work in pairs to answer the questions
Do as appointed
1. Carbon dioxide, carbon monoxide
2. The thick layer of the greenhouse gases traps more heat from the sun leading to the increase of the temperature on the earth
3. Heat waves, floods, droughts and storm surges.
4. Famine, water shortages, extreme weather conditions and a 20-30% loss of animal and plant species.
5. When you have a lot of information about the topic, you’ll be more willing to change your lifestyle and you’ll be able to inform others and inspire change.
4. Work in groups. Discuss if the weather patterns in VN have changed over the last ten years. Provide some examples. Then report the results to the class
Do as appointed 
4. Consolidation (3 mins)	- Vocabulary related to the topic of global warming
- Listening skills
5. Homework: (1 min)	- Vocabulary related to the topic of global warming
- Listening skills	- Do the tasks again
- Read Unit 6 - Writing at home
IV. SELF-EVALUATION: 
Date of preparation: 05/01/2020 	Date of teaching: 13/01/2020
UNIT 6: GLOBAL WARMING
PERIOD 058/105: WRITING- GLOBAL WARMING –CAUSES & EFFECTS
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus	- Vocabulary related to the causes and effects of global warming
2. Skills	- To promote Ss to develop their writing skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes	- To encourage Ss to work harder - To provide Ss some motivation
II. PREPARATION
1. Teacher	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students	- Read through English Unit 6 - Writing at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (5 minutes) - Ask Ss to talk about causes and effects of global warming
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
1. Which are the causes and which are the effects of global warming? Complete the diagram with the idea below.
Ask Ss to do the task
Do as appointed
Causes: 2, 4, 7
Effects: 1, 3 6, 8
 5 9
2. Work in pairs, discuss and complete the outline using the ideas from 1. Brainstorm some possible solutions 
Ask Ss to do the task in pairs
Do as appointed 
1. Introduction (introduce topic and the main contents)
- one of the biggest issues facing humans nowadays
- caused mainly by humans
- most catastrophic effects on humans
- humans have to take actions to reduce the risks
- the essay will discuss the causes and effects, and possible solutions
2. What global warming is and its cause
3. Complete the following outline for the passage on earbuds in activity 2
Ask Ss to do the task
a. Topic: The benefits of earbuds
b. Thesis sentence: What are its benefits?
c. Supporting idea 1 and further explanation: small, light, portable -> put in a bag or pocket
Supporting idea 2 and further explanation:
not costly -> about 100 000 VND
Supporting idea 3 and further explanation:
used anywhere -> will not disturb anybody
4. Choose one invention and write a similar paragraph about its benefits
Ask Ss to exchange their writing for peer comment
Do as appointed
4. Consolidation (3 mins)	- Vocabulary related to the topic of working mother
- Writing skills
5. Homework: (1 min)	- Vocabulary related to the topic of working mother
- Writing skills	- Do the tasks again
- Read Unit 6 - Communication and Culture at home
IV. SELF-EVALUATION: 
Date of preparation: 05/01/2020 	Date of teaching: 14/01/2020
UNIT 6: GLOBAL WARMING
PERIOD 059/105: COMMUNICATION & CULTURE
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus 	- To provide learners some samples and cultural items
2. Skills	- To promote Ss to develop their skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Attitudes	- To encourage Ss to work harder - To provide Ss some motivation
II. PREPARATION
1. Teacher	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students	- Read through English Unit 6 - Communication and Culture at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (5 minutes)	- Ask some Ss to go to the board and read their writings
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Communication
Discussion
1. In groups, vote for the best invention among those in the list below
Ask Ss to do the task
2. Report and explain your group's results to the whole class
Do as appointed
The best invention is TV. It is useful to many people. It's not expensive. It's easy to use and easy to buy.
Do as appointed
We voted for digital cameras because they are very useful. We use them to take pictures of people we spend time with or beautiful places we visit. What's more, a digital camera does not cost too much, and we don't have to buy rolls or film for it.
Culture
1. Do you know which countries these inventions are from? Match the country names with the inventions. 
- Ask Ss to do the task
2. Read the text and answer the questions
Ask Ss to read the text and work in pairs to answer the questions
5. Biodiesel is the most important because it helps to solve the crisis of energy
Do as appointed
1. China - c chopsticks 2. Japan - d instant noodles
3. Singapore - b PC sound card
4. The Philippines: a - medical incubator 
Do as appointed
1. The two issues are agriculture development and environmental protection
2. a - rain-making technique; b - biodiesel; c - Chipattana Aerator
3. Chaipattana Aerator and rain-making technique
4. All three inventions have helped protect the environment
Chaipattana Aerator: cleans wastewater
Rain-making technique: improve forest conditions
Biodiesel: reduces the use of fossil energy
4. Consolidation (3 mins)	- Gender equality in VN - Gender equality in the UK
5. Homework: (1 min)	- Gender equality in VN, gender equality in the UK
- Read Unit 6 - Looking back and Project at home
IV. SELF-EVALUATION: 
Date of preparation: 08/01/2020 	Date of teaching: 16/01/2020
UNIT 6: GLOBAL WARMING
PERIOD 060/105: LOOKING BACK & PROJECT
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus	- To help students revise what they have learned in unit 6
- To give a chance to do a small project to develop speaking skills
2. Skills	- To promote Ss to develop their skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Attitudes	- To encourage Ss to work harder - To provide Ss some motivation
II. PREPARATION
1. Teacher	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students	- Read through English Unit 6 - Looking back and Project
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (5 minutes)	- Talk about some examples of gender discrimination in VN
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
LOOKING BACK: Pronunciation
These words below are compound nouns or noun phrases. Put them in the correct columns
Vocabulary
Complete these sentences using the words given in the box
Grammar
1. Read the following short exchange. Fill in the gaps with the present perfect or the present simple forms of the verbs
- Ask Ss to work in pairs to finish these sentences
2. Answer these questions, using the gerunds or infinitives to describe functions or purposes
 Oo oO
food processor solar charger
smartphone correction pen
laptop digital camera
washing machine earbuds/ runway
- Do as appointed
1. economical 2. inventions
3. portable 4. benefits
5. expensive
- Work in pairs, do the task
1. is 2. haven't planned
3. have wasted 4. don't have
5. haven't started 6. says
- Work in groups, do the task
1. A washing machine is used for washing clothes
2. A solar charger can be used for charging mobile devices
3. I use a laptop to listen to music and watch video
4. A correction pen is used for covering a writing error
5. I use a 3-D printer to produce solid objects
PROJECT
1. Think about an imaginary invention that may be useful to you or other people
Ask Ss to do the task
- Do as appointed
2. Work in groups, describe your invention to your group members. 
Let the groups have some time together the assemble their inventions
3. Design a poster about the invention from activity 2
4. Consolidation (3 mins)	- Revise what Ss have learnt in unit 6
- Talk about examples of gender discrimination in VN
5. Homework: (1 min)	- Revise what Ss have learnt in unit 6
- Talk about examples of gender discrimination in VN
- Do the tasks again
IV. SELF-EVALUATION: 
Date of preparation: ../ ./20.... 	Date of teaching: ../ ./20....
UNIT 7: FURTHER EDUCATION
PERIOD 061/105: GETTING STARTED
I. Aims and Objectives: By the end of this lesson, Ss can get to know the topic of “Further Education”, words and phrases related to further education.
1. Knowledge: vocational, academic, undergraduate, postgraduate, doctorate, major, gap year, CV.
3. Skill: 	- Main skill: 	+ Scanning for specific information to answer questions
	+ Identifying the meaning of words depending on the context
- Sub skills: Speaking; Listening; Writing	
II. Teaching aids: Text book, teacher's book, a speaker and an mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up: No
3. New lesson: 
Teacher’s activities
Students' activities
I. PRESENTATION: 5’
Lead-in: 
Inform the class of the lesson objectives: getting to know the topic
Introduce the topic by asking Ss some guiding questions Encourage Ss to talk about further education. 
I. PRESENTATION
Lead-in: 
Listen and answer
Talk about further education
II. PRACTICE: 30’ 1. Activity 1:
Ask Ss questions about the illustration:
Who are the people in the picture?
What are they doing?
What do you think they plan to do after leaving secondary school?
Tell Ss that that are going to listen to a conversation in a school library between three friends: Phong, Kevin and Maria.
Let Ss predict what these friends will be talking about.
Encourage and accept all types of predictions from Ss.
Play the recording. Ask Ss to listen and read the conversation at the same time.
2. Activity 2:
Asks Ss to work first individually, and then in pairs. Focus their attention on the instructions and allow time for them to read the incomplete sentences. They may refer back to the conversation to get the necessary information. 
Checks sts’s answers and give explanation.
II. WHILE- PRACTICE 1. Activity 1:
Answer the questions:
Listen
Predict what these friends will be talking about.
Listen and read the conversation at the same time.
Work in pairs to practice asking and answering the questions
Give explanation
Who are the people in the picture?
What are they doing?
What do you think they plan to do after leaving secondary school?
Keys suggested:
academic or vocational
undergraduate and postgraduate
a bachelor’s degree
vocational courses/ a vocational course
apply for scholarships
III. PRODUCTION: 6’
Have sts read the question and example. Ask them to think of their own answer to the question. Sts work individually first, then with a partner.
Elicit some answers and writes the best ones on the board. Give feedback and discuss any points.
Read the question and example and think of their own answer to the question. 
Work individually first, then with a partner.
III. PRODUCTION
Give answers
Keys suggested:
1. They can pursue further education.
2. They can help students develop analytical skills, critical thinking and knowledge for higher education at a university or college.
3. Because they want to take some time before deciding on their career and major.
4. Taking a gap year can allow students to do voluntary work or internships, and travel. This practical experience will make their CVs look good.
4. Homework: (2 mins) 	- Prepare the next period "Language and Vocabulary"
+ Look up the new words/ phrases	+ Revise the uses of modal verbs 
IV. SELF-EVALUATION: 
Date of preparation: ../ ./20.... 	Date of teaching: ../ ./20....
UNIT 7: FURTHER EDUCATION
PERIOD 062/105: LANGUAGE
I. Aims and Objectives:	By the end of this lesson, Ss can:
- enrich their vocabulary with words or phrases related to further education 
- know intonation on WH- questions.
- know how to use and distinguish between the present perfect and the present perfect continuous
1. Knowledge: - Lexical items: 
3. Skill: 	- Main skill: Identifying the meaning of words depending on the context
- Sub skills: Speaking; Listening; Writing	
II. Teaching aids: Text book, teacher's book, a speaker and an mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up: No
3. New lesson: 
Teacher’s activities
Students' activities
I. PRESENTATION: 2’
Warm-up:
Ask: What do you know about the Vietnam’s education system??
I. PRESENTATION
Answer 
II. PRACTICE: 11’ A. VOCABULARY
1. Activity 1:
Go through the words in the box and check Ss’ understanding/
Asks Ss to guess the words(s) and complete the diagram individually.
Alternatively, in weaker classes, have Ss work on the diagram in pairs.
Call some sts to give out the answer
Have a st write the answers on bb.
Check & give remarks
2. Activity 2:
Have Ss work individually.
Ask sts to complete the sentences individually.
Monitor the activity and offer support, if necessary.
Check the completed sentences as a class, making sure that all sts have the right answers.
II. WHILE- PRACTICE
1. Activity 1:
Work individually, read each of the words and think about its word class. 
Some sts to give out the answer
A st. writes the answers on bb.
Listen
Key:
1. Kindergarten 2. Primary education
3. Lower secondary education
4. Upper secondary education
5. College 6. University
2. Activity 2:
Complete the sentences individually. May compare their answers with a partner.
Listen to T’s comments
Keys suggested: 1. Academic 2. major
3. vocational 4. postgraduate 5. analytical
B. PRONUNCIATION: 10’
Intonation on Wh- questions
1. Activity 1:
Explain the use of rising and falling intonation by modeling the two types of questions
Play the recording again for sts to repeat chorally and individually.
Help sts to distinguish between rising and falling intonation by highlighting the rise and fall of the voice.
Ask sts to work in pairs, taking turns to say the questions.
2. Activity 2:
Ask sts to read the instructions and explain the task.
Ask them to read the sentences, focusing on the words in bold and have sts repeat.
Play the recording for sts to repeat once or twice.
Extend this task by having sts take turns reading each of the sentences twice- with and without elisions of weak vowels.
B. PRONUNCIATION
Intonation on Wh- questions
1. Activity 1:
Listen
Distinguish between rising and falling intonation by highlighting the rise and fall of the voice.
Work in pairs, taking turns to say the questions.
2. Activity 2:
Read the instructions and explain the task.
Read the sentences, focusing on the words in bold and have sts repeat.
Listen
Take turns reading each of the sentences twice- with and without elisions of weak vowels.
C. GRAMMAR: 11’ 1. Activity 1:
Tell sts that the activity focuses on the present perfect and the present continuous tenses.
Ask if they can remember any rules of the present perfect and the present continuous tenses that they have learnt in the lower grades.
Have sts work in pairs to figure the answers.
Monitor the activity and help sts, if necessary.
Remind sts to pay attention to the adverbs of time when they choose the correct form of the verbs.
Check answers as a class.
2. Activity 2:
Tell sts that the activity focuses on the correct form of the verbs- the past simple or the present perfect.
Let sts work in pairs to give answers. Observe and help when and where necessary.
Remind sts to pay attention to the adverbs of time when they choose the correct form of the verbs.
Check sts’ answers by asking individual sts to take turns reading aloud each of the sentences.
C. GRAMMAR 1. Activity 1:
Listen
Answer teacher’s questions
Work in pairs to figure the answers.
Pay attention to the adverbs of time when they choose the correct form of the verbs.
Listen
Keys expected
for several days
lately
since grade 9
before
2. Activity 2:
Work in pairs to give answers. Observe and help when and where necessary.
Pay attention to the adverbs of time when they choose the correct form of the verbs.
Take turns reading aloud each of the sentences.
Keys suggested
have been surfing has been living
has been looking have been studying
has been teaching
3. Activity 3: 6’
Tell students that the activity focuses on the distinction between the present perfect and the present perfect continuous.
Have St work in pairs to work out the answers.
Monitor the activity and offer help if necessary.
Check answers by asking individual Ss to take turn reading aloud their answers.
Can ask Ss to explain their choice of tense. The pair that gets the most points is the winner.
3. Activity 3
Listen
Work in pairs to answer
Read aloud the answers
Keys suggested
1. have read
2. have been reading
3. Have you applied
4. have been waiting
5. has been giving
6. have never understood
4. Homework: (2 mins)	- Do Part A 1+2,B 2-5 in the exercise book. 
- Prepare the next period "Skills- Reading"
+ Look up the new words/ phrases	+ Revise the uses of modal verbs 
IV. SELF-EVALUATION: 
Date of preparation: ../ ./201.. 	Date of teaching: ../ ./201..
UNIT 7: FURTHER EDUCATION
PERIOD 063/105: READING
I. Aims and Objectives: By the end of this lesson, Ss can:
- Read for general ideas and specific information about higher education.
1. Knowledge: - Lexical items: mandatory, respectively, broaden, Baccalaureate, appreciate.
- Main skill: 	+ Scanning for specific information to answer questions
	+ Identifying the meaning of words depending on the context
- Sub skills: Speaking; Listening; Writing	
II. Teaching aids: Text book, teacher's book, a speaker and an mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up: No
3. New lesson: 
Teacher’s activities
Students' activities
I. PRE- READING: 5’
Activity 1:
Have Ss read the table of the British state-run education system.
Provide sts with some information if necessary
Have sts work in pairs and draw a table or a diagram similar to the one in vocabulary. Section1. Encourage sts to explain and give reasons for their answers.
Correct answers as a class & have sts guess the possible content of the reading text.
I. PRE-READING
Activity 1:
Look at the diagram to give the answers. Encourage sts to explain and give reasons for their answers.
School Age Exam
Kindergarten 3-5 No
Primary school 6-10 No
Lower secondary 11-14No
Upper secondary15-17 GCSE
II. WHILE-READING: 27’
1. Activity 2:
Tell Ss that the activity focuses on reading for gist. Have them read the heading before the text.
Explain to SS that repeated and similar vocabulary can form a vocabulary chain in a paragraph. The main ideas of the paragraph will contribute to the main idea of the whole text.
Ask sts to work individually to choose the best heading (a-c). Then Ss can check their answers with a partner. Check answers as a class and write them on the board.
Give feedback
3. Activity 3:
Ask sts to work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them (a-e). provide help, if necessary. Explain the meaning further and give examples. Check answers as a class and write them on the board. 
Give feedback.
Then sts can Check answers as a class and 
4. Activity 4:
Tell sts that the activity focuses on reading for specific information.
Ask sts to read the passage gain and decide whether the following statements are true (T), false (F) or (NG). 
Have sts write their answer individually and check with their partner.
Check answers as a class & provide feedback.
II. WHILE- READING
1. Activity 2:
Work individually, read the work individually to choose the best heading (a-c). Then check their answers with a partner. Write them on the notebook.
 Keys suggested
b
3. Activity 3:
Listen
Work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them(a-e). 
Check their answers with a partner.
Keys suggested
d – c – e – a – b 
4. Activity 4:
Read the passage gain and decide whether the following statements are true (T), false (F) or (NG).
Write their answer individually and check with their partner.
Keys suggested
1. NG 2. F 3. F
4. F 5. T
III. POST- READING: 6’ Activity 5:
Put sts in pairs and ask them to discuss the questions freely:
How can you prepare for higher education in the UK?
Ask one or two pairs to report the discussion results to the class.
Give remarks
III. POST- READING Activity 5:
Work in pairs and discuss the questions freely. 
One or two pairs to report the discussion results to the class.
Listen
How can you prepare for higher education in the UK?
4. Homework: (5 mins)	- Do Part C in the exercise book. 
- Prepare the next period "skills- Speaking"
+ Look up the new words/ phrases	+ Revise the uses of modal verbs 
IV. SELF-EVALUATION: 
Date of preparation: ../ ./20.... 	Date of teaching: ../ ./20....
UNIT 7: FURTHER EDUCATION
PERIOD 064/105: SPEAKING
I. Aims and Objectives: By the end of this lesson, Ss can practice talking about further education
1. Knowledge: - Lexical items: part-time course, full-time course, cloud-based course, credit-based, campus-based, simultaneously
3. Skill: 	- Main skill: 	+Interviewing & discussing
- Sub skills: Speaking; Listening; Writing	
II. Teaching aids: Text book, teacher's book, a speaker and an mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up: No
3. New lesson: 
Teacher’s activities
Students' activities
I. PRE- SPEAKING: 7’ Activity 1:
Ask sts to work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them (a-e). Provide help, if necessary. Explain the meaning further and give examples. Check answers as a class and write them on the board. 
Give feedback.
I. PRE-SPEAKING Activity 1:
Listen
Work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them (a-e). 
Check their answers with a partner.
Keys suggested
1. c 2. e
3. a 4. b 5. d
II. WHILE-SPEAKING: 16’
Activity 2:
Explain the context and ask sts to read through the phrases in the box.
Have sts work in pairs to fill the gaps in the interview.
Check answers as a class and give feedback.
II. WHILE- SPEAKING
Activity 2:
Read through the phrases in the box.
Work in pairs to fill the gaps in the conversation. Listen
Keys suggested
1. b 2. e 3. a 
4. f 5. d 6.c
III. POST- SPEAKING: 15’
Activity 3:
Have sts read the question and example. Ask them to think of their own answer to the question. Sts work individually first, then with a partner.
Elicit some answers and writes the best ones on the board. Give feedback and discuss any points.
Activity 4:
Allow enough time for sts to read the conversation individually before they practice in pairs.
Monitor the activity and select some pairs to role-play the conversation in front of the class.
Activity 5:
Ask Ss to think about their choices and reasons for their preferences for further education.
Encourage them to share their ideas in groups.
Have different groups work together so they can help each other with ideas and suggestions.
Ask groups of students to have a d