KHBD CK 11 Week 15, 16 Period 43-50 PDF

**Period 43: UNIT 5: GLOBAL WARMING** **Lesson 6: Writing -- A leaflet about ways to reduce black carbon emissions** **I. OBJECTIVES** By the end of this lesson, Ss will be able to: **1. Knowledge** **2. Competences** \- Develop writing skills, in terms of vocabulary, grammar, coherence and co...

**Period 43: UNIT 5: GLOBAL WARMING** **Lesson 6: Writing -- A leaflet about ways to reduce black carbon emissions** **I. OBJECTIVES** By the end of this lesson, Ss will be able to: **1. Knowledge** **2. Competences** \- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion. \- Be collaborative and supportive in pair work and teamwork. \- Develop presentation skills. **3. Personal qualities** \- Be aware of global issues and protect the environment \- Develop self-study skills. \- Actively join in class activities. **II. MATERIALS** \- Grade 11 textbook, Unit 5, Writing \- Computer connected to the Internet \- Projector / TV/ pictures and cards \- *hoclieu.vn* **III. PROCEDURES** **1. WARM-UP** (5 mins) **a. Objectives:** \- To stir up the atmosphere and activate students' comprehension of leaflet. \- To set the context for the writing part. **b. Content:** **-** LEFT/RIGHT quiz. **c. Expected outcomes:** **-** Students can join the quiz and gain knowledge on the topic. **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES | | | /CONTENTS** | +-----------------------------------+-----------------------------------+ | **Quiz - "Left or Right?"** | ***(PPT slides)*** | | | | | \- show the questions one by one, | *Posters/ booklets/ poster/ | | the whole class answer the | banner/ leaflet* | | questions. | | | | | | \- After each question, teacher | | | pauses for a moment to ask Ss to | | | raise their hands to answer. | | | | | | \- lead in the lesson by linking | | | formal request to proposal. | | +-----------------------------------+-----------------------------------+ **2. ACTIVITY 1: PRE-WRITNG** (15 mins) **a. Objectives:** \- To help Ss build up ideas that they can later use for their writing. \- To familiarise Ss with the structure and language of a leaflet. **b. Content:** \- Task 1: Work in pairs. Match the ways to reduce black carbon emissions (1--3) with the reasons (a--i) for doing so. (p.58) \- Task 2. Work in pairs. Label the parts of the leaflet with the words in the box. Use the tips on page 59 to help you. (p.58) **c. Expected outcomes:** \- Students understand the reasons to reduce black carbon emissions. \- Students can identify the structure and language of a leaflet. **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES | | | /CONTENTS** | +-----------------------------------+-----------------------------------+ | **Task 1. Work in pairs. Match | | | the ways to reduce black carbon | | | emissions (1--3) with the reasons | | | (a--i) for doing so.** (8 mins) | | +-----------------------------------+-----------------------------------+ | \- Have Ss work in pairs. Tell | -work in pairs. | | them to look at the ways to | | | reduce black carbon emissions and | \- do the matching, then discuss | | the reasons. | and check their answers with a | | | partner | | \- Explain any new words. | | | | **Answer key:** | | -Ask Ss to do the matching, then | | | discuss and check their answers | 1\. a, c, d | | with a partner. | | | | 2\. f, g, i | | \- Check answers as a class. | | | | 3\. b, e, h | +-----------------------------------+-----------------------------------+ | **Task 2. Work in pairs. Label | | | the parts of the leaflet with the | | | words in the box. Use the tips on | | | page 59 to help you.** (7 mins) | | +-----------------------------------+-----------------------------------+ | \- Ask Ss to work in pairs and | **-** work in pairs and study the | | study the five-part structure of | five-part structure of the sample | | the sample leaflet. | leaflet. | | | | | \- Tell them to read the tips for | \- read the tips for writing a | | writing a leaflet and check their | leaflet and check their | | understanding. | understanding. | | | | | \- In weaker classes, explain any | **Key:** | | new or difficult words, either in | | | the tips or in the sample (e.g. | 1\. a 2. b 3. d | | slogan, call for action, | | | renewable energy, warming effect, | 4\. c 5. e | | run out, solid fuels, switch to, | | | organic waste etc.). | | | | | | \- Ask Ss to look at the leaflet | | | and label its parts, using the | | | words in the box. | | | | | | \- Walk round the class to | | | provide help if necessary. | | | | | | \- Check answers as a class. | | +-----------------------------------+-----------------------------------+ **3. ACTIVITY 2: WHILE-WRITING** (10 mins) **a. Objectives:** \- To help Ss practise writing a leaflet about ways to reduce black carbon emissions. **b. Content:** \- Task 3. You are organising your school\'s Green Fair. Write about 120--150 words to complete the leaflet in 2. Use the suggested ideas in 1, and the tips above to help you. (p.59) **c. Expected outcomes:** \- Students can write a complete message in which the language is clear, short and simple. **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES | | | /CONTENTS** | +-----------------------------------+-----------------------------------+ | **Task 3. You are organising your | | | school\'s Green Fair. Write about | | | 120--150 words to complete the | | | leaflet in 2. Use the suggested | | | ideas in 1, and the tips above to | | | help you.** (12 mins) | | +-----------------------------------+-----------------------------------+ | \- Explain the task. Ask Ss to | **-** study the sample paragraph | | refer back to the suggested ideas | and tips in 2 carefully. | | in 1, and study the sample | | | paragraph and tips in 2 | \- use the ideas suggested in 1 | | carefully. Make sure Ss | to develop their paragraphs. | | understand the structure and the | | | language of a leaflet. | **SAMPLE** | | | | | \- In weaker classes, provide the | ***How dangerous is using solid | | first paragraph of the suggested | fuels at home?*** | | answer below as a model by | | | reading it aloud or displaying it | Many people still use solid fuels | | on the board. Check Ss' | like coal and wood for heating | | understanding. | and cooking. However, when burnt | | | at home, they produce black | | \- Explain that they can use the | carbon and other pollutants. The | | ideas suggested in 1 when they | tiny pieces of black carbon | | develop their paragraphs. | released from indoor stoves can | | | enter the human body and cause | | \- Remind Ss that writers often | serious health problems. | | provide detailed explanations or | Household air pollution kills | | examples to support each idea in | millions of people every year. | | a paragraph. Set a time limit for | | | Ss to write in class. | *Use soot-free fuels!* | | | | | \- In weaker classes, put Ss in | ***Renewable energy is the | | pairs or groups to help each | future!*** | | other. Walk round the class to | | | provide help. | Renewable energy is clean and | | | free of black carbon and | | \- If time allows, encourage Ss | greenhouse gases, so it does not | | to swap their writing with a | pollute the environment. | | partner for peer feedback. Ask | Renewable energy can replace | | them to focus on the content, | fossil fuels because it is | | language, and structure in their | convenient and reliable. Fossil | | comments. Encourage Ss to make | fuels will be used up in this | | some revisions based on their | century while renewable energy | | partners' suggestions before they | will never run out because it | | produce a final draft. | comes from the Earth's natural | | | sources. | | \- Collect Ss' paragraphs and | | | give face-to-face feedback in | *Power the planet with renewable | | private, or give them back with | energy!* | | some written feedback. | | +-----------------------------------+-----------------------------------+ **4. ACTIVITY 3: POST-WRITING** (10 mins) **a. Objectives:** \- To do a cross-check and final check on students' writing. **b. Content:** \- Students exchange their work for cross-checking. **c. Expected outcomes:** \- Students can evaluate others' work as well as improve their own pieces of writing. **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES | | | /CONTENTS** | +-----------------------------------+-----------------------------------+ | **CROSS-CHECKING** | \- do the task as required. | | | | | \- has the pairs swap and give | **Writing rubric** | | feedback on each other's writing. | | | | 1. *Organization:.../10* | | -show a writing rubric to help Ss | | | do the peer review. | 2. *Legibility:.../10* | | | | | \- After peer review, Ss give the | 3. *Ideas:.../10* | | writing back to the owner and | | | discuss how to improve it. | 4. *Word choice:.../10* | | | | | \- choose one piece of writing | 5. *Grammar usage and mechanics: | | and gives feedback on it as a |.../10* | | model. | | | | *TOTAL:.../50* | | \- choose some useful or | | | excellent words/ phrases/ | | | expressions/ word choices Ss have | | | used to give suggestions to other | | | Ss | | | | | | \- choose some typical errors and | | | corrects as the whole class | | | without nominating the Ss' names. | | +-----------------------------------+-----------------------------------+ **4. CONSOLIDATION (2 mins)** **a. Wrap-up** \- ask Ss to talk about what they have learnt in the lesson. **b. Homework** \- Do exercises in the workbook. \- Prepare for the next lesson -- Communication and Culture. **Period 44: UNIT 5: GLOBAL WARMING** **Lesson 7: Communication and Culture / CLIL** **I. OBJECTIVES** By the end of this lesson, Ss will be able to: \- Be ready to share the awareness to help the Earth when necessary. \- Protect their surrounding environment. **II. MATERIALS** \- Grade 11 textbook, Unit 5, Communication and Culture / CLIL \- Computer connected to the Internet \- Projector / TV/ pictures and cards \- *hoclieu.vn* **III. PROCEDURES** **1. WARM-UP** (5 mins) **a. Objectives:** \- To stir up the atmosphere and activate students' knowledge on the impact of farming on the environment. \- To enhance students' skills of cooperating with teammates. **b. Content:** **-** Video watching **c. Expected outcomes:** **-** Students can identify keywords and information from the video to answer the questions. **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES | | | /CONTENTS** | +-----------------------------------+-----------------------------------+ | **Video watching** | -work in groups | | | | | \- Ask Ss to work in groups and | \- watch the video. | | watch the video. | | | | -answer the questions | | \- There are 3 questions which | | | relate to the video. | ***Link:** | | | https://www.youtube.com/watch?v=7 | | \- ask Ss to raise their hands | I0v3LhKhQg* | | and answer the questions. | | | | ***Suggested answer:*** | | \- The group which gets the most | | | correct answers is the winner. | *1. False* | | | | | **Questions:** | *2. 6 kilograms* | | | | | 1\. Farm animals contribute less | *3. We can consume fewer animal | | to the emission of CO2 than | products or even go meat free.* | | vehicles. True or False? | | | | | | 2\. How many kilograms of plant | | | protein are used in order to | | | produce 1 kilogram of animal | | | protein? | | | | | | 3\. What can we do to reduce | | | greenhouse gas? | | +-----------------------------------+-----------------------------------+ **2. ACTIVITY 1: EVERYDAY ENGLISH** (20 mins) **a. Objectives:** \- To help Ss learn about ways to reduce the impact of farming on global warming. \- To provide Ss with a model conversation in which people give and respond to warnings. **b. Content:** **-** Task 1: Listen and complete the conversation with the expressions in the box. Then practise it in pairs. (p 59) **-** Task 2: Work in pairs. Use the model in 1 to make similar conversations for these situations. One of you is Student A, the other is Student B. Use the expressions below to help you. (p 59) **c. Expected outcomes:** \- Students can use expressions for giving and responding to warnings. **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES | | | /CONTENTS** | +-----------------------------------+-----------------------------------+ | **Task 1:** **Listen and complete | | | the conversation with the | | | expressions in the box. Then | | | practise it in pairs.** (6 mins) | | +-----------------------------------+-----------------------------------+ | \- Ask Ss if their family have | \- skim through the conversation | | ever used a coal-burning stove | and look for context clues for | | for cooking or / and heating. | the missing expressions | | | | | \- Tell Ss that they are going to | -***-*** listen to a conversation | | listen to a conversation between | between two friends, Jane and | | two friends, Jane and Nga, about | Nga, | | using a coal-burning stove. While | | | listening, they should complete | ***-*** work in pairs practise | | the conversation with the | the conversation. | | expressions they hear. | | | | ***Answer key*** | | \- Give Ss some time to skim | | | through the conversation and look | *1. D* | | for context clues for the missing | | | expressions. In stronger classes, | *2. C* | | encourage them to work out the | | | answers based on the context | *3. B* | | clues before they listen. | | | | *4. A* | | \- Play the recording for Ss to | | | do the activity. | | | | | | \- Check answers as a class. In | | | weaker classes, play the | | | recording again, pausing after | | | each blank to confirm the correct | | | answers. | | | | | | \- Put Ss into pairs and have | | | them practise the conversation. | | +-----------------------------------+-----------------------------------+ | **Useful expressions** (5 mins) | | +-----------------------------------+-----------------------------------+ | \- give students a list of | **Useful expressions** | | expressions to prepare for Task 2 | | | | **- Giving warnings** | | | | | | - *I wouldn't... if I were | | | you!* | | | | | | - *Watch out (for something)!* | | | | | | - *I (must) warn you...* | | | | | | - *mind your...* | | | | | | \- **Responding to compliments** | | | | | | - *Thanks for (the) warning.* | | | | | | - *I'll be (more) careful (next | | | time). Thanks.* | | | | | | - *Oh, really? I didn't know | | | that. Thanks so much* | +-----------------------------------+-----------------------------------+ | **Task 2: Work in pairs. Use the | | | model in 1 to make similar | | | conversations for these | | | situations. One of you is Student | | | A, the other is Student B. Use | | | the expressions below to help | | | you.** (7 mins) | | +-----------------------------------+-----------------------------------+ | \- Tell Ss that the words they | ***-*** fill in the gaps in | | used to fill in the gaps in | Activity 1 | | Activity 1 are part of | | | expressions for giving and | \- read the list of useful | | responding to warnings. | expressions and check their | | | understanding. | | \- Ask Ss to read the list of | | | useful expressions and check | -work in pairs | | their understanding. | | | | ***Situations:*** | | \- Put Ss in pairs and explain | | | the task: to role-play | *1. Student A is burning rubbish. | | conversations like the one in | Student B is warning him/her | | Activity 1 but based on the two | about the dangers of open waste* | | situations. Ss should play the | | | roles given in this activity. | *burning to people\'s health and | | | the environment.* | | \- Give Ss a few minutes to plan | | | their conversations before they | *2. Student B is building a | | role-play it (e.g., who will be | campfire. Student A is warning | | Student A, who will be Student B, | him/her about the risk of | | and have them underline key words | starting a forest fire and the | | in the task question). Have them | health risks.* | | write down some prompts to help | | | them. Encourage them to swap | | | roles. | | | | | | \- Walk round the class and | | | provide help when necessary. | | | | | | \- Invite some pairs to role-play | | | their conversations in front of | | | the class. Praise for good | | | effort, appropriate use of giving | | | and responding to warnings and | | | fluent delivery. | | +-----------------------------------+-----------------------------------+ **3. ACTIVITY 2: CLIL - REDUCING THE ENVIRONMENTAL IMPACT OF FARMING\ **(20 mins) **a. Objectives:** \- To help Ss learn about ways to reduce the impact of farming on global warming. **b. Content:** \- Task 1: Read the text and tick (✓) the pictures that show ways to reduce global warming. (p.60) \- Task 2: Work in groups. Discuss the following questions. (p.60) **c. Expected outcomes:** \- Students understand and can relate what they have learnt about farming and global warming to their country. **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES | | | /CONTENTS** | +-----------------------------------+-----------------------------------+ | **Pre-teach vocabulary** (4 mins) | | +-----------------------------------+-----------------------------------+ | \- introduce the vocabulary. | -take notes | | | | | \- explain the meaning of the new | -read aloud | | vocabulary by pictures. | | | | **New words** | | \- check students' understanding | | | and reveals that these words will | 1\. atmosphere (n) | | appear in the reading text and | | | asks students to open their | 2\. crop (n) | | textbook to discover further. | | | | 3\. deforestation (n) | | -call2 or 3 st to read aloud | | | | 4\. farming (n) | +-----------------------------------+-----------------------------------+ | **Task 1**. **Read the text and | | | tick (✓) the pictures that show | | | ways to reduce global warming.** | | | (6 mins) | | +-----------------------------------+-----------------------------------+ | \- Ask Ss some questions to find | *-answer the questions* | | out what they already know about | | | the topic. | ***-*** study the pictures | | | | | \- Ask Ss what they want to know | ***-*** read the text and tick | | about the topic. Write their | the pictures that illustrate the | | questions on the board. | ways of limiting global warming | | | mentioned in the text. | | \- Put Ss into pairs and have | | | them study the pictures. Ask them | ***Questions:*** | | to tell you what they see in each | | | one. | *- **Know:*** | | | | | \- Ask Ss to read the text and | *Do you think farming causes | | tick the pictures that illustrate | global warming? Does it harm the | | the ways of limiting global | environment? Does it emit any | | warming mentioned in the text. | greenhouse gases? Which | | | greenhouse gas comes from | | \- Explain or elicit any new or | farming?* | | difficult words, e.g. *face | | | masks, be intended to, coal | *- **Want to know:\ | | plants, flooded rice fields*. In | **Which farming activities | | stronger class, encourage Ss to | contribute to global warming? How | | guess their meaning from context. | does raising farm animals make | | | the planet hotter? Why can | | \- Check answers as a class by | growing rice heat the earth's | | calling on pairs to speak out or | atmosphere? How can land-use | | write the answers on the board. | increase the global temperature? | | | What has been done to reduce the | | \- Go back to the questions on | impact of farming on global | | the board, i.e. the things Ss | warming?* | | wanted to know about the topic. | | | Ask which of the questions they | ***Answer key:*** | | can answer now and cross them | | | out. Assign the rest for | *1, 4* | | homework. | | +-----------------------------------+-----------------------------------+ | **Task 2.** **Work in groups. | | | Discuss the following | | | questions.** (10 mins) | | +-----------------------------------+-----------------------------------+ | \- Tell Ss to read the text again | read the text again and list the | | and list the information about | information about the farming | | the farming activities *raising | activities *raising farm animals, | | farm animals, growing rice,* and | growing rice,...* | | *land-use*, which contribute to | | | global warming. Ask Ss if these | ***Questions:*** | | activities in Viet Nam have a | | | negative impact on global | *- What farming activities in | | warming. | Viet Nam do you think have a | | | negative impact on the global | | \- Put Ss in groups and give them | temperature?* | | enough time to discuss their | | | answers. | *- What do you think are the | | | alternatives to those | | \- Ask some groups to share their | activities?* | | ideas with the whole class. | | | Praise for good effort, clear | | | pronunciation, well-structured | | | and interesting answers. | | +-----------------------------------+-----------------------------------+ **4. CONSOLIDATION (2 mins)** **a. Wrap-up** \- T asks Ss to talk about what they have learnt in the lesson. **b. Homework** \- Do exercises in the workbook. \- Prepare for Lesson 8 - Looking back and project. **Period 45: UNIT 5: GLOBAL WARMING** **Lesson 8: Looking back and project** **I. OBJECTIVES** By the end of this lesson, Ss will be able to: \- Develop self-study skills. **II. MATERIALS** \- Grade 11 textbook, Unit 5, Looking back and project \- Computer connected to the Internet \- Projector / TV/ pictures and cards \- *hoclieu.vn* **III. PROCEDURES** **1. WARM-UP** (5 mins) **a. Objectives:** \- To stir up the atmosphere and activate students' knowledge on the topic of global warming. \- To enhance students' skills of cooperating with teammates. **b. Content:** **-** Quiz **c. Expected outcomes:** **-** Students can join the game and gain knowledge on the topic. **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES | | | /CONTENTS** | +-----------------------------------+-----------------------------------+ | **Quiz (PPT slides)** | *-*look at the pictures about | | | global warming. | | \- show the questions about | | | global warming. | -answer the questions | | | | | \- Questions are shown one by | *Key:* | | one, the whole class compete to | | | answer the questions. | *1. True* | | | | | \- After the game, Ss with the | *2. China* | | highest point is the winner. | | | | *3. 14%* | | \- lead in the lesson. | | | | *4. Electricity & heat | | | production* | | | | | | *5. 2023* | +-----------------------------------+-----------------------------------+ **2. ACTIVITY 1: LOOKING BACK** (12 mins) **a. Objectives:** \- To help Ss revise sentence stress and rhythm. \- To help Ss revise words and phrases they have learnt in this unit. \- To help Ss revise the use of present participle and past participle clauses. **b. Content:** **-** Pronunciation: Listen and underline the stressed words. Then practise saying the sentences with a natural rhythm. (p.60) **-** Vocabulary: Choose the correct word or phrase to complete each sentence. (p.61) \- Grammar: Rewrite the sentences using present or past participle clauses. (p.61) **c. Expected outcomes:** \- Students can use the knowledge they have learnt in this unit to complete the tasks successfully. **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES | | | /CONTENTS** | +-----------------------------------+-----------------------------------+ | **Pronunciation: Listen and | | | underline the stressed words. | | | Then practise saying the | | | sentences with a natural | | | rhythm.** (4 mins) | | +-----------------------------------+-----------------------------------+ | \- Ask Ss to work individually. | ***-*** read the sentences | | Have them read the sentences | silently and underlining the | | silently and underlining the | stressed words. | | stressed words. | | | | -listen the recording | | \- Play the recording, pausing | | | after each sentence so that Ss | ***Key:*** | | can listen and check if they have | | | underlined the correct words. | 1. **[Forests]** are | | | **[helpful]** in | | \- Check answers as a class by | **[cooling]** | | asking individual Ss to call out | **[down]** our | | the stressed words in each | **[planet]**. | | sentence. | | | | 2. **[Plants]** can | | \- Play the recording again for | **[store]** a lot | | Ss to repeat each sentence | of **[carbon]** | | chorally. If time allows, have Ss | in their | | practise reading the sentences, | **[roots], | | focusing on sentence stress and | [branches],** and | | rhythm. | **[leaves]**. | | | | | | 3. **[Oceans]** can | | | also **[remove]** | | | **[carbon]** from | | | the | | | **[atmosphere]** | | | and **[store]** | | | it. | | | | | | 4. **[Oceans]** may | | | **[start]** | | | **[releasing]** | | | the **[carbon]** | | | they **[store]** | | | as **[global]** | | | **[temperatures]* | | | * | | | **[rise]**. | +-----------------------------------+-----------------------------------+ | **Vocabulary:** **Choose the | | | correct word or phrase to | | | complete each sentence.** (4 | | | mins) | | +-----------------------------------+-----------------------------------+ | \- Have Ss read each sentence and | **-** work in pairs or groups. | | decide which word best completes | | | it. Make sure that they know all | **Key** | | the words. | | | | *1. coal* | | \- In weaker classes, have Ss | | | work in pairs or groups. | *2. releasing* | | | | | \- Check answers as a class. | *3. Renewable energy* | | | | | | *4. fossil fuels* | +-----------------------------------+-----------------------------------+ | **Grammar:** **Rewrite the | | | sentences using present or past | | | participle clauses. (**4 mins) | | +-----------------------------------+-----------------------------------+ | \- Explain to Ss that they are | \- review the use of present and | | going to review the use of | past participle clauses. | | present and past participle | | | clauses. | **Key:** | | | | | \- In weaker classes, have Ss | *1. Being a fіrefighter* | | review the grammar rules in the | | | Language lesson before they do | *2. Frightened by the forest | | the exercise. If necessary, write | fires* | | the incomplete sentences on the | | | board and explain the structures. | *3. Flooded with water after the | | | heavy rain* | | \- Walk round the class to | | | provide help if necessary. | *4. destroying all the wildlife | | | there* | | \- If time allows, ask Ss to work | | | in pairs to compare answers. | | | | | | \- Check answers as a class. | | | | | | \- In stronger classes, ask | | | individual Ss to read the | | | completed sentences and explain | | | which participle clause they have | | | used. | | +-----------------------------------+-----------------------------------+ **3. ACTIVITY 2: PROJECT** (28 mins) **a. Objectives:** \- To provide an opportunity for Ss to develop their communication and collaboration skills, and to practise reporting survey results in an oral presentation. **b. Content:** Project: What can we do every day to help limit global warming **c. Expected outcomes:** \- Students practice working on a project. **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES | | | /CONTENTS** | +-----------------------------------+-----------------------------------+ | **Work in groups. Carry out a | | | survey to find out how people in | | | your area are reducing the | | | negative impact of their daily | | | activities on the environment and | | | trying to limit global warming. | | | Report your survey results to the | | | class.** | | +-----------------------------------+-----------------------------------+ | \- As Ss have prepared for the | -work in their groups | | project throughout the unit, the | | | focus of this lesson should be on | *Students' presentations* | | the final product, which is a | | | presentation of survey results. | | | | | | \- Have Ss work in their groups. | | | Give them a few minutes to | | | prepare for the presentation. | | | | | | \- Give Ss a checklist for peer | | | and self-assessment. | | | | | | \- Explain that they will have to | | | tick (√) appropriate items while | | | listening to their classmates' | | | presentation and write comments | | | if they have any. The presenters | | | should complete their | | | self-assessment checklist after | | | completing their presentation. | | | | | | \- If necessary, go through the | | | criteria for assessing their talk | | | to make sure Ss are familiar with | | | them. | | | | | | \- Invite two or three groups to | | | give their presentations. | | | Encourage the rest of the class | | | to ask questions at the end. | | | | | | \- Give praise and feedback after | | | each presentation. You can also | | | give Ss marks for their | | | presentation as part of their | | | continuous assessment. | | +-----------------------------------+-----------------------------------+ **4. CONSOLIDATION (3 mins)** **a. Wrap-up** \- T asks Ss to talk about what they have learnt in the lesson. **b. Homework** \- Do exercises in the workbook. \- Prepare for Unit 6. **Period 46: REVIEW 2** **Lesson 1: Language and Listening** **I. OBJECTIVES** By the end of this lesson, students will be able to: **II. MATERIALS** \- Grade 11 textbook, Review 2 \- Computer connected to the Internet \- Projector / TV/ pictures and cards \- *hoclieu.vn* **III. PROCEDURES** **1. WARM-UP** (5 mins) **a. Objectives:** \- To stir up the atmosphere and activate students' knowledge; \- To enhance students' skills of cooperating with teammates. **b. Content:** **-** Name ASEAN countries **c. Expected outcomes:** **-** Students can recall the previous knowledge and develop interest in the lesson **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES | | | /CONTENTS** | +-----------------------------------+-----------------------------------+ | **Name ASEAN countries** | -work in groups to write the name | | | of the countries. | | \- ask Ss to work in 4 big | | | groups. | | | | | | \- give each group a set of | | | pictures of ASEAN countries' | | | flags. | | | | | | \- ask Ss to work in groups and | | | write the name of the countries. | | | | | | \- The fastest group with correct | | | answers will be the winner. | | +-----------------------------------+-----------------------------------+ **2. ACTIVITY 1: PRONUNCIATION** (10 mins) **a. Objectives:** \- To check if Ss can identify word stress and sentence stress, and provide further pronunciation practice; \- To check if Ss can identify words with elision and provide further pronunciation practice. **b. Content:** \- Task 1: Read the following sentences. Underline the stressed words in each one. Then mark the stressed syllables in these words. Listen and check. (p.62) \- Task 2: Underline words with elisions in the following sentences. Listen and check. (p.62) **c. Expected outcomes:** \- Students can revise different aspects of pronunciation learnt in Unit 4 and 5. **d. Organisation:** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES | | | /CONTENTS** | +-----------------------------------+-----------------------------------+ | **Task 1: Read the following | | | sentences. Underline the stressed | | | words in each one. Then mark the | | | stressed syllables in these | | | words. Listen and check.** (5 | | | mins) | | +-----------------------------------+-----------------------------------+ | - - - - | ***-*** read the sentences, | | | underline the stressed words and | | | then mark the stressed syllables. | | | | | | \- work in pairs to compare their | | | answers. | | | | | | ***Answer key:*** | | | | | | *1. The **earth** is '**get**ting | | | '**warm**er and '**warm**er.* | | | | | | *2. There will be **more floods** | | | and **storms** in the '**com**ing | | | **years**.* | | | | | | *3. '**A**SEAN has **helped** its | | | '**members** to a**'chie**ve | | | **eco'nomic growth**.* | | | | | | *4. The '**burn**ing of **coal** | | | and **oil** re'**leas**es a | | | **lot** of '**car**bon | | | di**'o**xide into the **air.*** | +-----------------------------------+-----------------------------------+ | **Task 2: Underline words with | | | elisions** **in the following | | | sentences. Listen and check.** (5 | | | mins) | | +-----------------------------------+-----------------------------------+ | - - - - | ***-*** read the sentences and | | | underline the words with elision | | | in each one. | | | | | | -listen the recording | | | | | | ***Answer key:*** | | | | | | *5. The young ASEAN leaders had | | | many [diff(e)rent] | | | ideas.* | | | | | | *6. It's very easy to use digital | | | [cam(e)ras].* | | | | | | *7. She's giving a talk about the | | | [hist(o)ry] of | | | [choc(o)late].* | | | | | | *8. We'll have our discussion on | | | ASEAN in the | | | [libr(a)ry] | | | [t(o)night].* | +-----------------------------------+-----------------------------------+ **3. ACTIVITY 2: VOCABULARY** (10 mins) **a. Objectives:** \- To check if Ss can understand and use topic-related words and phrases from Units 4 and 5 in meaningful contexts. **b. Content:** \- Task 1. What are the missing letters? Complete the sentences using the pictures to help you. The first sentence is done for you. (p.62) \- Task 2. Complete the sentences using these words and phrases. (p.63) **c. Expected outcomes:** \- Students can complete the tasks on vocabulary. **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES | | | /CONTENTS** | +-----------------------------------+-----------------------------------+ | **Task 1. What are the missing | | | letters? Complete the sentences | | | using the pictures to help you.** | | | | | | **The first sentence is done for | | | you.** (5 mins) | | +-----------------------------------+-----------------------------------+ | - - - - - | - | | | | | | ***Answer key:*** | | | | | | *2. emissions, deforestation* | | | | | | *3. fossil fuels, greenhouse | | | gases* | +-----------------------------------+-----------------------------------+ | **Task 2. Complete the sentences | | | using these words and phrases.** | | | (5 mins) | | +-----------------------------------+-----------------------------------+ | - - - - - - | -work in pairs | | | | | | \- read the sentences carefully | | | and decide... | | | | | | ***Answer key:*** | | | | | | *1. current issues* | | | | | | *2. greenhouse gas* | | | | | | *3. leadership skills* | | | | | | *4. contribution* | | | | | | *5. Pollutants* | +-----------------------------------+-----------------------------------+ **4. ACTIVITY 3: GRAMMAR** (20 mins) **a. Objectives:** \- To check if Ss can use gerunds, to-infinitives and present participle clauses \- To check if Ss can use gerunds and participle clauses. **b. Content:** \- Task 1: Put the verbs in brackets in the correct forms. (p.63) \- Task 2: Rewrite the sentences using gerunds or participle clauses. (p.63) \- Task 3: Circle the underlined part that is incorrect in each of the following sentences. Then correct it. (p.63) **c. Expected outcomes:** \- Students can do the given tasks on grammar. **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES | | | /CONTENTS** | +-----------------------------------+-----------------------------------+ | **Task 1: Put the verbs in | | | brackets in the correct forms.** | | | (6 mins) | | +-----------------------------------+-----------------------------------+ | - - - | ***-*** complete the sentences | | | with the correct form of verbs in | | | brackets. | | | | | | ***Answer key:*** | | | | | | *1. buying* | | | | | | *2. Feeling* | | | | | | *3. to reduce* | | | | | | *4. wearing* | | | | | | *5. to work* | +-----------------------------------+-----------------------------------+ | **Task 2: Rewrite the sentences | | | using gerunds or participle | | | clauses.** (7 mins) | | +-----------------------------------+-----------------------------------+ | - - - - | -work in pairs | | | | | | \- read the sentences carefully | | | and decide.. | | | | | | ***Answer key:*** | | | | | | *1. Used in this way* | | | | | | *2. Going on the ASEAN tour* | | | | | | *3. Cutting down the trees* | | | | | | *4. Warmed by the Sun* | | | | | | *5. preparing the guest list* | +-----------------------------------+-----------------------------------+ | **Task 3: Circle the underlined | | | part that is incorrect in each of | | | the following sentences. Then | | | correct it.** (7 mins) | | +-----------------------------------+-----------------------------------+ | - - - - | -work individually | | | | | | \- read each sentence carefully | | | and decide which option is | | | incorrect | | | | | | ***Answer key:*** | | | | | | *1. C → collecting* | | | | | | *2. C → injuring* | | | | | | *3. A → Embarrassed* | | | | | | *4. B → getting* | | | | | | *5. B → cheered* | +-----------------------------------+-----------------------------------+ **5. ACTIVITY 4: LISTENING** **a. Objectives:** \- To practise listening for main ideas \- To practise listening for specific information **b. Content:** \- Task 1. Listen to a conversation between Nick and Ann. What are they talking about? \- Task 2. Listen again. Decide whether the following statements are true (T) or false (F). \- Extra activity **c. Expected outcomes:** \- Students can understand the main ideas of the listening passage and reorder the key information. **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES | | | /CONTENTS** | +-----------------------------------+-----------------------------------+ | **Task 1. Listen to a | | | conversation between Nick and | | | Ann. What are they talking | | | about?\ | | | **(8 mins) | | +-----------------------------------+-----------------------------------+ | \- focuse Ss' attention on the | | | picture and asks them what it | | | shows, e.g., it shows that people | | | can reduce CO2 emissions by | | | recycling and using green energy | | | such as solar and wind power. | | | | | | \- tell Ss that they are going to | | | hear a conversation between Nick | | | and Ann. | | | | | | \- Ask Ss to look through the | | | list of topics and guess what the | | | two friends are going to talk | | | about. | | | | | | -Encourage them to note down | | | their guesses in their notebooks. | | | | | | \- call on some Ss to share their | | | predictions. | | | | | | \- play the recording for Ss to | | | listen for the first time and | | | check if their guesses are | | | correct. | | | | | | \- confirm the correct answer. | | | | | | -Ask Ss to give the clues that | | | help them work out the answer, | | | e.g., words which are repeated | | | many times in the recording such | | | as *greenhouse gases, CO~2~, | | | reduce*... | | | | | | *-* For weaker classes, provide | | | some strategies for listening for | | | the main idea if Ss can't find | | | the answers after the first time | | | of listening such as: listen to | | | the keywords, the first sentences | | | in the conversation, linking | | | words... | | +-----------------------------------+-----------------------------------+ | **Task 2. Listen again. Decide | | | whether the following statements | | | are true (T) or false (F). (10 | | | mins)** | | +-----------------------------------+-----------------------------------+ | \- ask Ss to look at the | *1. F* | | sentences, and underline the | | | keywords (e.g.,*1: planet, not | *2. T* | | warm, as usual; 2: Methane, | | | increase, population growth; 3: | *3. T* | | emissions from cows, changed, | | | usable energy; 4: scientists, | *4. F* | | green oceans, reduce, CO2; 5: NZT | | | project, involves, transport, | *5. T* | | storage, CO2*). | | | | | | \- play the recording and has Ss | | | write down their answers. | | | | | | \- has Ss work in pairs to | | | compare their answers. | | | | | | \- check answers as a class. | | | | | | *-* In weaker classes, play the | | | recording again, pausing after | | | the clues. In stronger classes, | | | ask Ss to provide the clues for | | | their answers, e.g., Statement 1 | | | is false. Nick says, 'the winter | | | is not as cold as usual' and Ann | | | responds agreeing to him, 'Yep, | | | our planet is getting warmer'. | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | \- put Ss into groups. | | | | | | \- play the recording and has | | | them take notes. | | | | | | \- give groups a few minutes to | | | discuss and plan their talks | | | about ways to reduce greenhouse | | | gas emissions. | | | | | | \- invite some groups to present | | | their talks in front of the | | | class. | | | | | | \- praise groups whose talks | | | include correct facts and all the | | | points. | | +-----------------------------------+-----------------------------------+ **4. CONSOLIDATION (3 mins)** **a. Wrap-up** \- ask Ss to talk about what they have learnt in the lesson. **b. Homework** \- Prepare for the next lesson: Review 2 - Skills (1) **4. CONSOLIDATION** (2 mins) **a. Wrap-up** \- T asks Ss to talk about what they have learnt in the lesson. **b. Homework** \- Do exercises in the workbook. \- Prepare for Review 1 - Skills - Reading and Writing. **Period 47: REVIEW 2** **Lesson 3: Skills (2) - Reading and Writing** **I. OBJECTIVES** By the end of this lesson, students will be able to: **II. MATERIALS** \- Grade 11 textbook \- Computer connected to the internet \- Pictures, A0 paper \- Projector/ TV \- *hoclieu.vn* **III. PROCEDURES** **1. WARM-UP** (5 mins) **a. Objectives:** \- To give excitement to students and lead in the lesson. **b. Content:** **-** Picture description and brainstorming about going green. **c. Expected outcomes:** **-** Students can describe a picture and discuss ways to go green. **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S AND STUDENTS' | **CONTENTS** | | ACTIVITIES** | | +-----------------------------------+-----------------------------------+ | **-** show a picture to all | \- answer and deliver the | | students | task.*?* | | | | |  | ***Suggested answers:*** | | | | | \- ask Ss some question: | *- cycling or going to school or | | | work by public transport* | | *+ What can you do to go green?* | | | | *- planting trees* | | \- ask each group to report their | | | ideas. | *- organising clean-up events in | | | the community* | | \- correct the answers and gives | | | feedback. | *- recycling plastic products* | | | | | | *- turning off the devices when | | | not in use* | | | | | | *- reducing the use of fossil | | | fuels* | +-----------------------------------+-----------------------------------+ **2. ACTIVITY 1: READING** (16 mins) **a. Objectives:** \- To help Ss practise reading for main ideas. \- To help Ss practise reading for specific information. **b. Content:** \- Task 1. Read the text and choose the best title for it. \- Task 2. Read the text again and answer each question below with no more than three words. **c. Expected outcomes:** \- Students can identify the main ideas as well as specific information of the reading passage. **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES | | | /CONTENTS** | +-----------------------------------+-----------------------------------+ | **Task 1. Read the text and | | | choose the best title for it. | | | (1-3) (6 mins)** | | +-----------------------------------+-----------------------------------+ | \- has Ss read the three options | *B* | | first. | | | | | | \- ask Ss to read the whole text | | | once to get an overall idea. | | | | | | \- put Ss into pairs to do the | | | activity. | | | | | | \- Remind them to pay attention | | | to the first sentences of two | | | paragraphs, which help them to | | | find the answer. (*ASEAN Youth | | | Forum (AYF) is a programme for | | | young people in ASEAN...; AYF has | | | had meetings in all ASEAN | | | countries*...) | | | | | | \- check answers as a class. | | | Explain why option A and C are | | | wrong (option A is about | | | activities in ASEAN and option C | | | is about the forum of ASEAN while | | | the whole text is about ASEAN | | | Youth Forum) | | +-----------------------------------+-----------------------------------+ | **Task 2. Read the text again and | | | answer each question below with | | | no more than three words. (10 | | | mins)** | | +-----------------------------------+-----------------------------------+ | \- ask Ss to read the questions | *1. sustainable and caring* | | and underline the key words in | | | the questions. | *2. meetings and workshops* | | | | | \- check whether Ss have got the | *3. Youth: Open Space* | | right key words (e.g., 1*. What | | | kind, community; 2. What, AYF, | *4. all ASEAN members* | | hold; 3.; where, online | | | conversations; 4. Which | *5. regional unity* | | countries, had meetings; 5. What, | | | AYF conference, aim*). | | | | | | \- tell Ss to read through the | | | text to locate the answers. | | | Remind them to answer each | | | question with no more than THREE | | | words. | | | | | | \- call on some Ss to write their | | | answers on the board. | | | | | | \- check answers as a class. | | | | | | ***Extension**: Put Ss into | | | pairs. Ask each pair to prepare | | | two incomplete sentences based on | | | the reading text and write them | | | on cards or pieces of paper, | | | e.g., AYF is \_\_\_\_\_ for young | | | people in ASEAN. Collect the | | | cards, shuffle them and spread | | | them, face down, on a table in | | | front of the class. Have Ss close | | | their books. Invite pairs to take | | | turns to come to the table and | | | turn over a card. They should | | | read the sentence and try to | | | complete it. Give pairs a point | | | for each correct completion. If | | | their answer is wrong, call | | | another pair to give their | | | answer.* | | +-----------------------------------+-----------------------------------+ **3. ACTIVITY 2: WRITING** (21 mins) **a. Objectives:** \- To help Ss practise writing a proposal. **b. Content:** Write a proposal (120--150 words) to Youth: Open Space for a youth event to slow climate change in ASEAN countries. **c. Expected outcomes:** \- Students develop writing skills on the given topic. They are able to complete a proposal and give feedback on their friends' work. **d. Organisation** +-----------------------------------+-----------------------------------+ | **TEACHER'S ACTIVITIES** | **STUDENTS' ACTIVITIES CONTENTS** | +-----------------------------------+-----------------------------------+ | **Write a proposal (120--150 | | | words) to Youth: Open Space for a | | | youth event to slow climate | | | change in ASEAN countries.** | | +-----------------------------------+-----------------------------------+ | \- explain the context: Ss are | ***-*** use the suggested ideas | | going to submit a proposal to the | and outline in the box | | organisation that they have read | | | about in the reading text above. | \- complete their proposals | | | | | \- tell Ss that they can use the | \- read their paragraphs to the | | suggested ideas and outline in | class. | | the box. Remind them to pay | | | attention to word choice, linking | ***Sample answer:*** | | words, sentence structures and | | | punctuation. | | | | | | \- give Ss enough time to | | | complete their proposals. Walk | | | around the class and offer help. | | | | | | \- In stronger classes, encourage | | | them to use their own ideas. In | | | weaker classes, read the sample | | | answer below and write some key | | | words from it as prompts on the | | | board. | | | | | | \- call on some Ss to read their | | | paragraphs to the class. | | | Encourage the rest of the class | | | to ask questions or make | | | comments. | | | | | | \- collect Ss' proposals to mark | | | and provide written feedback in | | | the next lessons. | | +-----------------------------------+-----------------------------------+ **4. CONSOLIDATION (3 mins)** **a. Wrap-up** \- T asks Ss to talk about what they have learnt in the lesson. **b. Homework** \- Do exercises in the workbook. \- Prepare for the next lesson: Unit 6 -- Lesson 1. **Period 48+49+50: REVISION** **I. OBJECTIVES** By the end of this lesson, students will be able to: **II. MATERIALS** \- Grade 11 textbook \- Computer connected to the internet \- Pictures, A0 paper \- Projector/ TV \- *hoclieu.vn* **III. PROCEDURES** **1. WARM-UP** (5 mins) **a. Objectives:** \- To give excitement to students and lead in the lesson. **b. Content:** **-** Picture description and brainstorming about going green. **c. Expected outcomes:** **-** Students can describe a picture and discuss ways to go green. **d. Organisation** **PRACTICE** **Exercise 1: Put the verbs in brackets into the past simple or the present perfect** 1\. I \_\_\_\_\_\_ (not/play) football since I was at school but I \_\_\_\_\_ (be) very good at it back then. 2\. A: \_\_\_\_\_\_ you \_\_\_\_\_\_\_\_ (choose) a dress for the party yet? B: Yes, I \_\_\_\_\_\_ (buy) one yesterday. 3\. I think our teacher \_\_\_\_\_\_ (forget) about the test! He \_\_\_\_\_\_\_\_\_\_\_ (not/ say) anything about it in the last season! 4\. A: \_\_\_\_\_\_\_\_\_\_\_\_ (you/ sell) your house yet? B: Yes, some people \_\_\_\_\_\_\_ (see) it last month and \_\_\_\_\_\_\_\_ (buy) it. 5\. They \_\_\_\_\_\_\_\_\_\_ (lose) their cat. It \_\_\_\_\_\_\_\_\_\_\_ (run) away last week. 6\. \_\_\_\_\_\_\_\_\_\_ Helen ever \_\_\_\_\_\_\_\_\_\_ (try) sushi? 7\. \_\_\_\_\_\_\_\_\_\_ you \_\_\_\_\_\_\_\_\_\_ (go) to the wedding last night? 8\. I \_\_\_\_\_\_\_\_\_\_ never \_\_\_\_\_\_\_\_\_\_ (be) to Paris 9\. This year I \_\_\_\_\_\_\_\_\_\_ (travel) to Athens 3 times so far. 10\. Paul and Judith \_\_\_\_\_\_\_\_\_\_ (be) married since 1998. 11\. \_\_\_\_\_\_\_\_\_\_ you \_\_\_\_\_\_\_\_\_\_ (finish) your homework yet? 12\. Last night aunt Betty \_\_\_\_\_\_\_\_\_\_ (come) by. She \_\_\_\_\_\_\_\_\_\_ (tell) us that this summer they are going to Hawaii. 13\. I \_\_\_\_\_\_\_\_\_\_ (visit) many different countries so far. Last summer I \_\_\_\_\_\_\_\_\_\_ (go) to Italy and 3 years ago I \_\_\_\_\_\_\_\_\_\_ (be) in Spain. I \_\_\_\_\_\_\_\_\_\_ (not/ visit) Germany yet. 14\. When \_\_\_\_\_\_\_\_\_\_ you \_\_\_\_\_\_\_\_\_\_ (come) to Greece? 15\. I \_\_\_\_\_\_\_\_\_\_ (come) in 2007. 16\. \_\_\_\_\_\_\_\_\_\_ you \_\_\_\_\_\_\_\_\_\_ (watch) the film E.T. yesterday? 17\. They \_\_\_\_\_\_\_\_\_\_ already \_\_\_\_\_\_\_\_\_\_ (leave) the train station 18\. How long \_\_\_\_\_\_\_\_\_\_ you \_\_\_\_\_\_\_\_\_\_ (know) Jonathan? 19\. I \_\_\_\_\_\_\_\_\_\_ (meet) him in 2009, so I \_\_\_\_\_\_\_\_\_\_ (know) him for 3 years 20\. What \_\_\_\_\_\_\_\_\_\_ (happen) to Lucy last night? 21\. I (see) \_\_\_\_\_\_\_\_\_\_\_\_\_\_ that programme about telepathy last night. 22\. He (come) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ back from Uganda a week ago. 23\. Last week, he (phone) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ me to inform me about the matter. 24\. He (travel) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ a lot recently. 25\. Claire (have) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ an appointment at the hairdresser's yesterday. 26\. He's the most difficult customer I (have to - ever) \_\_\_\_\_\_\_\_\_\_\_\_\_\_ deal with. 27\. Sales (rise) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ in 2001, but then (fall) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ again in 2002. 28\. We (sign) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ a binding contract last year which is still valid. 29\. I feel really tired. I (finish - just) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ my homework. 30\. Look at George ! He (have) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ a haircut. Key 1\. I \_\_\_haven't played\_\_\_ (not/play) football since I was at school but I \_\_was\_\_\_ (be) very good at it back then. 2\. A: \_\_\_Have\_\_\_ you \_\_\_\_\_chosen\_\_\_ (choose) a dress for the party yet? B: Yes, I \_\_\_bought\_\_\_ (buy) one yesterday. 3\. I think our teacher \_\_has forgotten\_\_\_\_ (forget) about the test! He \_\_\_\_\_didn't say\_\_\_\_\_\_ (not/ say) anything about it in the last season! 4\. A: \_\_\_\_\_Have you sold\_\_\_\_\_\_\_ (you/ sell) your house yet? B: Yes, some people \_\_saw\_\_\_\_\_ (see) it last month and \_\_\_\_bought\_\_\_\_ (buy) it. 5\. They \_\_\_\_have lost\_\_\_\_\_\_ (lose) their cat. It \_\_\_\_ran\_\_\_\_\_\_\_ (run) away last week. **Exercise 2: Make sentences using the words and phrases given.** **1. Do / exercise / regularly / help / you / stay / healthy.** **A. Doing exercise regularly helps you stay healthy.** **B. Doing exercise regularly help you stay healthy.** **C. Do exercise regularly helps you stay healthy.** **D. Doing exercise regularly helps you are stay healthy.** **2. We / need / calories / or / energy / do / things / every day.** **A. We need calories or energy do things every day.** **B. We need calories or energy doing things every day.** **C. We needs calories or energy do things every day.** **D. We need calories or energy to do things every day.** **3. We / should / balance / calories / we / get / from / food / with / calories / we / use / physical activity.** **A. We should balance calories we get from food with calories we use physical activity.** **B. We should balance calories we get from food with calories we use for physical activity.** **C. We should be balancing calories we get from food with calories we use physical activity.** **D. We should be balanced calories we get from food with calories we use to physical activity.** **4. Eat / healthy/ be / important / part / maintain / good / health.** **A. Eat healthily is an important part to maintain good health.** **B. Eat healthily is an important part to maintain good health.** **C. Eating healthily is an important part to maintain good health.** **D. Eating healthily is a important part to maintain good health.** **5. Eat / less / sweet / food / and / eat / more / fruit / vegetables.** **A. Eating less sweet food and eat more fruits and vegetables.** **B. Eating less sweet food and eating more fruits and vegetables.** **C. Eating less sweet food and to eat more fruits and vegetables.** **D. Eat less sweet food and eat more fruits and vegetables.** **6. Drink / lots / water / be / good / our health.** **A. Drinking lots of water is good for our health.** **B. Drink lots of water is good for our health.** **C. Drinking a lots of water is good for our health.** **D. Drink a lots of water is good for our health.** **7. I / have / toothache / so / I / have to / see / dentist.** **A. I have a toothache so I have to see dentist.** **B. I have toothache so I have to see dentist.** **C. I have a toothache so I have to see the dentist.** **D. I have toothaches so I have to see the dentists.** **8. Watch / much / TV / not / good / your eyes.** **A. Watch much TV is not good for your eyes.** **B. Watching much TV is not good for your eyes.** **C. Watch too much TV is not good for your eyes.** **D. Watching too much TV is not good for your eyes.** **9. When/ I/ ten/ begin/ play football.** **A. When I was ten, I began to play football.** **B. When I was ten, I begin to play football.** **C. When I am ten, I began to play football.** **D. When I was ten, I began play football.** **10. Calories / important / human / health.** **A. Calories are important for human health.** **B. Calories is important for human health.** **C. Calories are important with human health.** **D. Calories is important with human health** **Choose the sentence which has the closest meaning to the original one.** 1. This is the first time I attend such an enjoyable wedding party. **A.** The first wedding party I attended was enjoyable. **B.** I had the first enjoyable wedding party. **C.** My attendance at the first wedding party was enjoyable. **D.** I have never attended such an enjoyable wedding party before. 2. I have not met her for three years. **A.** The last time I met her was three years ago. **B.** It is three years when I will meet her. **C.** I did not meet her three years ago. **D.** During three years, I met her once. 3. This pasta is a new experience for me. **A.** I used to eat a lot of pasta. **B.** I am used to eating pasta. **C.** It is the first time I have eaten pasta. **D.** I have ever eaten pasta many times before. 4\. I have not seen Tom for ages. **A.** It has been a long time since I last saw Tom. **B.** Tom and I do not look the same age. **C.** Tom and I are friends for a long time. **D.** I often met Tom ages ago. 5\. The last time I went to the museum was a year ago. **A.** I have not been to the museum for a year. **B.** A year ago, I often went to the museum. **C.** My going to the museum lasted a year. **D.** At last I went to the museum after a year. 6\. I have not seen her for three years. **A.** I have often seen her for the last three years. **B.** About three years ago, I used to meet her. **C.** The last time when I saw her was three years ago. **D.** I saw her three years ago and will never meet her again. 7\. \"What a beautiful dress you have just bought!\" Peter said to Mary. **A.** Peter promised to buy Mary a beautiful dress. **B.** Peter said thanks to Mary for her beautiful dress. **C.** Peter complimented Mary on her beautiful dress. **D.** Peter asked Mary how she had just bought her beautiful dress. **("compliment SB on ST/doing ST" mang nghĩa "khen ai đó về cái gì")** 8\. \"Please don\'t leave until I come back,\" Sarah said. **A.** Sarah suggested not leaving until she comes back. **B.** Sarah asked us to leave until she came back. **C.** Sarah told us not to leave until she came back. **D.** Sarah offered to leave until she came back. 9\. \"Stop smoking or you\'ll be ill\", the doctor told me. **A.** The doctor advised me to give up smoking to avoid illness. **B.** The doctor suggested smoking to treat illness. **C.** I was ordered not to smoke to recover from illness. **D.** I was warned against smoking a lot of cigarettes. **(câu B, C và D đều khác nghĩa câu gốc, trong đó ở câu D " to be warned agianst smoking a lot of cigrarettes", "nên tránh hút nhiều thuốc", hàm ý việc hút thuốc chưa diễn ra, khác với câu gốc)** 10\. She said, \"John, I\'ll show you round my city when you\'re here.\" **A.** She made a trip round her city with John. **B.** She planned to show John round her city. **C.** She promised to show John round her city. **D.** She organized a trip round her city for John. **Exercise 3: Mark the letter A, B, C, or D to indicate the sentence that best combines each pair of sentences given.** 1\. Last night she worked very hard. She wanted to finish the report on time. **A.** Last night she worked very hard so as to finish the report on time. **B.** Last night she worked very hard although he wanted to finish the report on time. **C.** However hard she worked last night; she finished the report on time. **D.** No matter how hard she worked last night, she finished the report on time. 2\. You\'d better call him immediately. It\'s possible he\'ll leave for Paris. **A.** If he leaves for Paris, you should call him immediately. **B.** You\'d better call him immediately as he possibly leaves for Paris. **C.** You\'d better call him immediately so that he possibly leaves for Paris. **D.** You\'d better call him immediately unless he possibly leaves for Paris. 3\. She wasn\'t wearing a seat-belt. She was injured. **A.** If she hadn\'t been wearing a seat-belt, she wouldn\'t have been injured. **B.** If she had been wearing a seat-belt, she would have been injured. **C.** If she were wearing a seat-belt, she wouldn\'t be injured. **D.** If she had been wearing a seat-belt, she wouldn\'t have been injured. 4\. I eat a lot. I cannot keep fit. **A.** I eat more and more and become fitter and fitter. **B.** The less I eat, the fitter I become. **C.** The more I eat, the less fit I become. **D.** I become fit not only because I eat a lot. 5\. They finished one project. They started working on the next. **A.** Had they finished one project, they would have started working on the next. **B.** Only if they had they finished one project did they start working on the next. **C.** Hardly had they finished one project when they started working on the next. **D.** Not until they started working on the next project did they finish the previous one. **READING COMPREHENSION** **Exercise 4: Read the following passage 1 and mark the letter A, B, C or D to indicate the correct answer to each of the questions** Life expectancy is the period of time that a person can expect to live. Life expectancy varies greatly between genders and cultures. It used to be that women had a lower life expectancy than men (1 in every 4 women died in childbirth), but now **they** live an average of four to five years longer than men. Life expectancy has been increasing rapidly over the last centuries. With the advent of such modern miracles as sewers, medicine and a greater understanding of how diseases are spread, our life expectancy has increased by 25-30 years. In developing countries like Swaziland, where there is a high HIV/ AIDS rate, life expectancy is as low as 32.6 years. In developed countries like Australia, life expectancy rates are as high as 81 years. There are an increasing number of factors which can cancel out the disadvantages you have. The one that we are looking at now is how your career can affect your life expectancy. Choosing the wrong career can result in a shorter life! If you want your career to positively influence your life expectancy, you have to be made of money. That\'s right. Rich people in wealthy areas of England and France live 10 years longer than the people in poorer areas. Having a successful career has its drawbacks, too if the result