Giáo án Tiếng Anh Lớp 12 - Học kì 1 (Hệ đổi mới)

CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
Date of preparation: .../ ./ 2018	Date of Teaching: . ../ ./ 2018
TIẾT 01:	INTRODUCTION OF ENGLISH 12
Aims:
Help Ss to know about the English book grade 12 in general.(themes, tests, lessons etc.
)
Introduce how to do an oral test, a fifteen - minute tests and a written test.
Some requires of student to study well English.
To help Ss have the opportunities to develop their oral fluency.
To introduce the theme and units.
By the end of the lesson, students will be able to: know the topic, the theme and units.
Preparations: - Teacher: Handouts, textbook, boards, colored chalks and lesson plan.
Students: Textbook.
Methods:	- The whole lesson: Integrated, mainly communicative.
Procedures:
Activities
Interactions
1. Warm-up (8 minutes) Introduces herself to the students.
Asks some students to introduce themselves:
What’s your name?	Do you like English?
Do you find English easy or difficult? Which is the easiest, the most difficult? Reading, speaking, listening, or writing?
Why do you learn English?
How long have you learned English?
Are you good or bad at English?
T Ss
Individually
2. Presentation (30 minutes)
1. The text- book English 12
- The 1st term: * Unit 1- Unit 6: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project
Review 1, 2	* Test yourself 1
Written tests: 6: 15’(3) 45’(2) end- term (1)
- The 2nd term: * Unit 7- Unit 12: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project.
Review 3, 4	* Test yourself 2
Written tests: 6: 15’(3) 45’(2) end- term (1)
2. Teacher’s demand:
Read the lesson before studying in class.
Do all exercises at home.
It is good to find the meaning and the pronunciation of the new words in the dictionary at home.
-Listen to the teacher attentively and take part in the lesson actively and creatively.
Take part in the activities that the teacher required such as pairs work, group work or individual
Each S has a notebook and book (student book and work book)
Books * Text - book English 12	* Work - book English 12
At home:
Prepare for the new lessons: content, structures, words and phrases, pronunciation
Revise the old lessons + do all the homework
At class: * Participate in all activities * Keep the discipline
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3. Consolidation (5 minutes)
Students’ assessment
What do you find your English? Very good/ excellent: Good: Average: Bad: .. Very bad: 
- Give feedback.
T Ss
4. Homework (2 minutes)
- Prepare Unit 1: Life stories	Lesson1: Getting started
T Ss
Evaluation:
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Date of preparation: ../ ./ 2018	Date of Teaching: ../ ./ 2018
TIẾT 02:	UNIT 1. LIFE STORIES
LESSON 1. GETTING STARTED
Objectives:
Language focus:- To introduce the overall topic of Unit 1: “Life Stories”, lexical items related to people’s life stories, homophones, revision of the past simple vs. the past continuous.
To check students’ comprehension thorough True / False
To provide Ss with a chance to express their opinion about their choice.
Activities
Interactions
1. Warm up (5 minutes) Answer some lead-in questions.
Who is your favourite singer / footballer / ?
Why do you like him / her?
Look at the picture on page 6 and answer questions: Do you know who they are? What do you know about them?
Possible answers: 1. My favourite singer/ footballer is Sơn Tùng/ David Beckham.
I like Sơn Tùng most because he not only sings beautifully but he is also really handsome. I like David Beckham very much because he both plays football excellently and is manly.
I have no idea about the first photo. The second is Michael Jackson, a popular American singer and dancer. The third one is a good cook / chef. And the last one is two students. May be they are talking about the three people just mentioned.
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2. New lesson Activity 1: Listen and read (15 minutes)
Tell Ss that they are going to listen to a conversation.
Play the recording
T Ss
- Ask Ss listen to the recording and read the conversation.
+ Steven Paul “Steve” Jobs (February 24, 1955 – October 5, 2011) was an American entrepreneur, marketer, and inventor, who was the co-founder, chairman, and CEO of Apple Inc.
+ Michael Joseph Jackson (August 29, 1958 – June 25, 2009) was an American singer, song writer, record producer, dancer, and actor.
+ Christine Ha (May 9, 1979) is an American chef, the first blind contestant of the TV show Master Chef and winner of its third season in 2012.
Activity 2: Read the conversation again. Decide whether the statements are T or F. (12 minutes)
Ask Ss to work individually and finish the task
Ask them to exchange their answers with a partner.
T (Quang says he hasn’t decided between Steve Jobs and Michael Jackson.) NG
F (Hung thinks Michael Jackson was a great dancer, but not an excellent singer and his singing voice became weak and thin in his later years.)
F (Quang says M. Jackson’s music inspired him to learn to play a musical instrument.)
T (Quang says Christine Ha won the US Master Chef trophy in 2012. Hung says Christine is a blind chef and a gifted writer, very talented and determined, and it was absolutely amazing to watch her use all the kitchen tools and prepare the dishes.)
T (Hung says Christine is a blind chef.)
Activity 3: Discuss with a partner.
If you were Quang, who would you choose to talk about, Steve Jobs or Michael Jackson? Why?
- T has Ss read the question and discuss their answers with a partner; elicits some answers and writes the best ones on the board. - Ss discuss in pairs and answer the questions.
Possible answers:
If I were Quang, I would choose to talk about Steve Jobs because he is amazingly talented - he was an entrepreneur, marketer, and inventor, who was the co-founder, chairman, and CEO of Apple Inc.
If I were Quang, I would choose to talk about Michael Jackson because he was a wonderful singer, a professional dancer, a great song writer, a leading record producer, and a popular actor.
Activity 4: Find the words in the conversation that have the same sounds as the following.
- T explains briefly to Ss that many English words (or combinations of words) may have the same pronunciation, but different spellings and different meanings. They are called homophones.
1. too 2. eye 3. sea 4. one 5. no 
Feedback: 1. two 2. I 3. see 4. won	5. know
Activity 5: Read the conversation again and write the correct tenses of the verbs in brackets.
This activity focuses on revision of the past simple and the past continuous.
- T asks Ss to give the correct tenses of the verbs in brackets first, and then has Ss read the conversation to check their answers. Feedback: 1. became, wasn’t
2. felt, was creating
Whole class
Individually
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Pair work
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Individually
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Individually and pair work
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3. Consolidation (2 minutes)
Ask Ss: What have you learnt today? What can you do now?
Summarize the main points of the lesson.
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4. Homework (1 minute)
- Ask Ss to learn by heart the words or phrases related to life stories. - Prepare
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E. Evaluation:
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Date of preparation: ../ ./ 2018	Date of Teaching: ../ ./ 2018
TIẾT 03:	UNIT 1. LIFE STORIES
LESSON 2. LANGUAGE
Aims and Objectives:
Language focus: - To provide learners some language items in Unit 1
For vocabulary, that is words and phrases related to people’s life stories
For pronunciation, that is homophones in connected speech
For grammar, the use of the past simple vs. the past continuous and use of articles
Skills:	- To promote Ss to develop the skill of working in pairs and groups
Attitudes: To encourage Ss to work harder, to provide Ss some motivation
Preparations:- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
Methods:	- The whole lesson: Integrated, mainly communicative.
Procedures:
Activities
Interactions
1. Homework (3 minutes) Tell about the person you admire.
What’s his / her name? What does he / she do? What is he / she famous for? Does he / she inspire you to do anything? What is it?
T Ss
2. New lesson
A. Vocabulary: (8 minutes)
Activity 1: Write the words given next to their meanings.
T asks Ss to match the words with their meanings
Ss read the words and their definitions in the box and then do the matching.
Ss give the Vietnamese meanings of these words and then practise pronouncing them.
T checks answers as a class.
Feedback: 1. Figure: hình ảnh 2. Talented: có tài
3. distinguished: lỗi lạc, xuất chúng 4. Achievement: thành tích
respectable: đáng kính trọng 6. perseverance: tính kiên trì
generosity: lòng bao dung
Activity 2: Complete the sentences with the correct forms of the words in 1.
T asks Ss to pay attention to the grammar when using the words in 1. When using a noun, Ss need to consider its suitable form (singular or plural).
T has Ss complete the sentences individually, and then compare their answers in pairs.
Ss complete the sentences with the correct forms of the words in 1. Then compare their answers in pairs.
T checks answers as a class.
Feedback: 1. distinguished	2. talented	3. achievements
4. respectable	5. generosity
2. Pronunciation: Homophones (10 minutes)
Activity 1: Listen to pairs of sentences. Write the correct words in the gaps.
- T asks Ss to study the Do you know ? box and practise saying the pairs of homophones using the correct pronunciation; tells Ss that they are going to
Individually
Pair work
T Ss
listen to the recording and write the words they hear in the blanks; asks Ss to read the two sentences a and b carefully, and decide on the part of speech of the missing words.
T checks answers as a class.
Ss study the Do you know ? Box; listen to the recording and write the words they hear in the blanks; Ss work in pairs, discuss the meaning of each word and choose the correct one for each sentence.
Feedback:

Individually/ Pair work
a. allowed
a. write
a. new
b. aloud
b. right
b. knew
a. here
a. been
b. hear
b. bean
Activity 2: Listen and repeat the sentences in 1.
T plays the recording again and has Ss repeat each sentence chorally; asks Ss to read the sentences in pairs.
Grammar: The Past Simple vs. the Past Continuous
Activity 1: Underline the correct word (8 minutes)
T has Ss review the use of the past simple and the past continuous; asks Ss to look at the Remember box and draws their attention to the examples and asks them guiding questions: In the first example, which verb indicates an action in progress? Which verb indicates a shorter action that interrupts it? What kind of action does the second example indicate? Why is the adverb “always” used?
Ss listen to the tape again and repeat the sentences chorally.
Ss read the sentences in pairs.
Feedback:
1. went, was having	2. met, was traveling
3. was working, was, were	4. shared, was always taking
5. called, was doing, did not hear 6. was constantly asking, was
requested, was composing 8. joined, was then leading
Definite articles and omission of articles
Activity 2: Complete THE gaps with the where necessary. If an article is not necessary, write a cross (O). (6 minutes)
T asks Ss to study the Do you know ? box and draw their attention to the special cases (use of the and omission of articles).
T asks Ss to complete the gaps with the or a cross (O) if an article is not necessary.
T has Ss compare their answers with a partner.
Ss look at the Remember box and pay attention to the examples.
Ss read each sentence carefully and decide which action is in progress and which one is a shorter action that interrupts it.
Ss complete the sentences.
Feedback:

T Ss
Pair work
Individual
Ss Ss
the
the, the
3. O, O
4. O
the, O, the
the, O, O, the, the
7. O, the, O
the, O
Indefinite articles
Activity 3: Complete the gaps with A, AN or a cross (O) if an article is not necessary.
T asks Ss to study Do you know ? box.
Ss study the Do you know ? box. DO YOU KNOW ?
The definite article THE is generally used before a singular or plural noun when we talk about a specific thing or action.
Examples: The dog that bit me ran away.
They like the films directed Steven Spielberg.
T asks Ss to complete the gaps with an indefinite article or a cross (O) if an article is not necessary and draw their attention to sentences 7 and 8, in
T Ss
Ss Ss
Individually T Ss
which the nouns (ice cream, coffee) can be countable or uncountable.
Ss read the sentences carefully and underline the nouns / noun phrases after the gaps.
Feedback:
1. a	3. a	5. O, a	7. O, an
2. O, a	4. O, a, O	6. a, O, a	8. a, O
Activity 3: Read the following story and complete each gap with an article. Write a cross (O) if an article is not necessary.
T tells Ss that to do Activity 4, they need to consider whether to use a definite article, an indefinite article, or no article at all for each gap in the story; asks Ss to read the whole story first to understand the context before completing the gaps; has Ss compare their answers with a partner.
T checks answers as a class.
Feedback:
a	4. a / the	7. the	10. the 2. O	5. the	8. the	11. a
3. a	6. O	9. a	12. a
Individually T Ss
Individually T Ss
3. Consolidation (2 minutes)
Ask Ss: What have you learnt today? What can you do now?
Summarize the main points of the lesson.
Expected answers: I can use: Homophones in connected speech The past simple vs. the past continuous and use of articles
T Ss
4. Homework (1 minute)
T asks Ss to do exercises again at home.
Prepare for the next lesson.
Complete Exercises in workbook.
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Evaluation:
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Date of preparation: ../ ./ 2018	Date of Teaching: ../ ./ 2018
TIẾT 04:	UNIT 1. LIFE STORIES
LESSON 3. READING
Aims and Objectives: - To teach Ss to scan a text for specific information about two people’s life stories and carefully read it for more detailed information through completing the/ a table with correct information and answering questions.
- To teach Ss new vocabulary by finding words or expressions with the definitions given.
Language focus: To provide learners some vocabulary related to people’s life stories.
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
Attitudes: - To encourage Ss to work harder/ - To provide Ss some motivation
Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
Methods: - The whole lesson: Integrated, mainly communicative.
piece
genes
he’ll
threw
brake
peace
jeans
hill
through
break
Procedures:
Activities
Interactions
1. Check up (8 minutes) Choose the correct words from the box to fill in the blanks.
T has 2 Ss do this on the poster hang on the board.
Other Ss observe and give comments.
You should have a	now. You’ve been working non-stop for four hours.
Bryan’s got an ankle sprain, but I believe	overcome his injury to win the
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gold medal.
Alex said his day was very busy, and he just wants some	and quiet now.
Angela	a stone into the river.
Blue	, the most popular clothing item in the world, were invented by Jacob Davis.
Feedback: 1. break 2. he’ll	3.peace	4. threw	5. jeans
2. New lesson (12 minutes) Giving back to the community Activity 1: Discuss with a partner.
Who do you think the people in the pictures are? What do they need? What can you do to help them?
Use the words under the pictures to answer the questions.
Picture a: flood/ food/ shelter	Picture b: shabby classroom/ study equipment
Picture c: cancer/ care/ comfort
Who and what they need
flood victims who need food and shelter
students studying in a shabby/ dilapidated classroom who need study equipment and a decent place to study
young cancer patients who need care and comfort
What to do: a. donating money, rice, old clothes
donating books, money
visiting them and giving gifts, organising different activities
Feedback: The answers vary.
Activity 2: Read two people's life stories and complete the table with facts about them. (12 minutes)
T tells Ss that they are going to read the life stories of 2 people and complete the table with facts about them.
T checks answers in pairs and then as a class.
Feedback:
Name	Larry Stewart	Le Thanh Thuy Born	1948	1988
Died	2007	2007
Nationality	American	Vietnamese Health problem	cancer	bone cancer Dedicated life to...	the needy	young cancer patients
Activity 3: Find the words or expressions in the text that have the following meanings. Write them in the correct spaces. (10 minutes)
T asks Ss to work in pairs and asks them to read the definitions.
Ss read the definitions and find the words or expressions.
Feedback:
the needy: người thiếu thốn ['ni:di]	reveal: bộc lộ, tiết lộ [ri'vi:l] anonymous [ə'nɒniməs] vô danh	amputate ['ӕmpjuteit] cắt chi memory: trí nhớ ['meməri]	initiate [i'niʃieit] khởi xướng Activity 4: Read the stories again. Answer the questions.
T asks Ss to read the stories individually again and answer the questions by writing complete sentences or just taking short notes; has Ss work in pairs, taking turns to ask and answer the questions. - T checks answers as a class.
Feedback:	1. Every Christmas, Larry handed out thousands of dollars to needy people in public places.
Because he gave money to people during the festive season of December while his identity was hidden.
People have been inspired to continue his mission of kindness and charitable work.
Thuy organised charity activities to relieve young cancer patients’ pain.
Pair work
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Pair work
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Pair work
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Individually/
She was awarded the title “HCM Outstanding Young Citizen”.
The newspaper organises annual events to support her program. One of them is the Sunflower Festival, where children and their families get together and have fun. Gifts are given to the young patients, and the memory of Thuy is kept alive by retelling the story about love and sharing.
Activity 5: Discuss with a partner.
Have you ever taken part in the Sunflower Festival to support Thuy's Dream Programme?
- T has Ss work in pairs and discuss the questions. - If Ss have never heard of Thuy’s Dream Programme or the Sunflower Festival, T encourages them to search the Internet for information before they answer question b.
Possible answers:
No, I didn’t.
I’d like to do it in the future. I’d paint portraits/ make sunflowers /perform chicken dance to help. I would like to do these things in order to ease cancer patients’ sufferings.
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Pair work T Ss
3. Consolidation (2 minutes)
- Summarize the main points of the lesson
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4. Homework (1 minute)
Ask students to learn by heart the new words.
Prepare for the next lesson.
T Ss
Evaluation:
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Date of preparation: ../ ./ 2018	Date of Teaching: ../ ./ 2018
TIẾT 05:	UNIT 1. LIFE STORIES
LESSON 4. SPEAKING
Aims and Objectives:	- To teach Ss to talk about some famous historical figures of Vietnam to be able to talk about a historical figure’s life story.
- By the end of the lesson, students will be able to:
+ Express their opinion about some famous historical figures.
+ Perform their viewpoints to other people in real life.
Preparations:	- Teacher: Handouts, textbook, lesson plan and pieces of papers.
- Students: Textbook
Methods:	- The whole lesson: Integrated, mainly communicative.
Procedures:
Time/Stages
Activities
Interactions
1. Check up
8 minutes
Look at the picture and say who he is.
Possible answer: He is Nguyen Trai, a famous historical figure of Vietnam.
T Ss
2. New lesson 8 minutes
13 minutes
A historical figure
Activity 1: Choose the correct sentences (a-e) to complete the conversation between two friends.
T has Ss read the conversation quickly to get the main idea.
Ss practise pronouncing new and difficult words.
Feedback:	1.d	2.a	3.c	4.e	5.b
Activity 2: Practise the conversation with a partner.
T asks Ss to practise the conversation in pairs.
Ss practise the conversation in pairs.
Activity 3: Choose one topic. Use the information below or your own ideas to make a similar conversation.
T has Ss read the conversation again and complete the information about Nguyen Trai.
Ss choose one topic and make a similar conversation.
Individually
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Group work
13 minutes
Feedback: Conversation 2
John: Hi, Van. What are you doing? Why are you talking to the mirror?
Van: Well I’m practising for the storytelling contest next week. I want to see my expression while I’m speaking.
John: I see. The topic is the life of a historical figure, isn’t it?
Van: That’s right. I’ve decided to talk about Le Quy Don.
John: Le Quy Don? Who is he?
Van: He was a distinguished philosopher, poet, and encyclopaedist ([en,saikləu'pi:dist] nhà bách khoa), he was responsible for a large number of encyclopaedic ([en,saikləu'pi:dik]), historical and philosophical ([,filə'sɔfikl]) works.
John: Wow! He is a real national hero. Do you know any stories about him? An interesting story will hold the attention of your audience and the examiners.
Van: Yes. This is an interesting story about him: When he was still a child, he created a poem, using words with double meanings to describe the characteristics of different types of snakes. The poem can also be interpreted as a lazy student’s self-accusation ([,ækju:'zei∫n]) and promise to study harder. He is respected for his sharp wit and wide knowledge.
John: Excellent. Can you read the poem to me?
Van: Yes, I’ll read it at the contest. Why don’t you come to the contest and listen to the poem?
John: OK, I will. I really want to know more about this famous man.
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Pair work
Ss Ss
3.
Consolidation 2 minutes
- Summarize what they have learnt by asking Ss some questions:
What have you learnt today? What can you do now?
T Ss
4. Homework 1 minute
Ask students to learn by heart the expressions.
Prepare for the next lesson.
T Ss
Evaluation:
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Date of preparation: ../ ./ 2018	Date of Teaching: ../ ./ 2018
TIẾT 06:	UNIT 1. LIFE STORIES
LESSON 5. LISTENING
Aims and Objectives: - To teach Ss listen for specific information about a talk show on privacy and disclosure of people’s private lives.
To provide learners some vocabulary related to the topic of life stories.
To help Ss develop the skill of working in pairs and groups
- By the end of the lesson, students will be able to:
+ Listen and do the tasks.	+ Develop the listening skills for specific details.
+ Talk about the topic of life stories
+ Identify specific information through multiple-choice task and question answering
Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette.
Students: Textbook
Methods:	- The whole lesson: Integrated, mainly communicative.
Procedures:
Time/Stages
Activities
Interactions
1. Check up 7 minutes
Talk about a historical figure well-known in Viet Nam or around the world.
1 or 2 ss do as required in front of the class and other ss
Individually
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observe. - Other students observe and give comments.
- Feedback
2. New lesson 13 minutes
13 minutes
9 minutes
Learning from people’s lives
Task 1: Why are people often interested in the life of celebrities or famous people? Tick the possible reasons and add some more, if you can.
T has Ss discuss the question with a partner; asks Ss to tick the reasons why people are interested in the life of celebrities or famous people.
If necessary, T explains the meanings of some new words that Ss will hear (overwhelm, slander, take advantage of)
Ss tick the possible reasons and add some more.
Feedback: Students’ answers
1. P 2. P 3. P 4. P 5. Ø	6. Just for fun.
7. To show that they are well-informed.
Task 2: Listen to a talk show with host Cindy Brown and guest speaker Andy Lewis, a sociologist. Choose the best answer to complete each statement.
T tells Ss to read through the statements and the answer options so that they have some ideas about what they have to listen for; helps Ss to identify the key words in each statement or option.
Ss match the words with their definitions.
Ss compare their answers. - T checks as a class.
Feedback: 1.B 2.A 3.C 4.A
Task 3: Listen again. Answer the questions.
T has Ss listen again for more specific details to answer the questions.
T checks answers as a class
Feedback: 1. The audience should have life skills to protect themselves and to learn from other people’s lives.
We should ask ourselves two questions: “Why is this story told?” “What lesson can I learn from it?”
We can learn how to avoid making similar mistakes or how to adopt a new way of life so we can improve ourselves and become better human beings.
Task 4: Listen to the conversation again and choose the best answer A, B, or C.
- Ask Ss to listen again and do the task then compare the answer with their partner.
Key: 1. C	2. A	3. B	4. C	5. B
Task 5: Do you agree with Andy that everyone’s life story like a book that can teach us something. Discuss with a partner.
What can we learn from a person’s life? Can we learn from his
/ her good or bad experiences or deeds?
Think about a famous person (for example Steve Jobs). What can we learn from his / her life?
- T asks Ss some guiding questions before they start the discussion. Some Ss present their answers before the class.
Individually
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Pair work
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Individually
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Ss Ss
Group work
3.
Consolidation 2 minutes
Ask Ss to consolidate the main contents.
Ask Ss: What have you learnt today?
What can you do now?
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4. Homework 1 minute
- Prepare for the next lesson.
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CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
Evaluation:
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Date of preparation: ../ ./ 2018	Date of Teaching: ../ ./ 2018
TIẾT 07:	UNIT 1. LIFE STORIES
LESSON 6. WRITING
Aims and Objectives: - To teach Ss to write about a life story.
To teach Ss to develop ability to think in a logical way when rearranging sets of jumbled paragraphs to form a well-structured text.
By the end of the lesson, students will be able to:
+ Learn about the life stories./ + Write about a life story.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
Preparations:	- Teacher: Handouts, textbook, lesson plan and pieces of papers.
Students: Textbook
Methods:	- The whole lesson: Integrated, mainly communicative.
Procedures:
Time/Stages
Activities
Interactions
1. Check up 5 minutes
Answer the questions:
Why shouldn’t we let other people take advantage of our stories?	2. How can we learn from other people’s lives? Key: 1. Because they may use our private lives for blackmail or slander in order to harm our reputation or just for fun.
By reading reasons for a person’s failure or success may help us avoid similar failure or to adopt a new way of life so we can improve ourselves and become better human beings.
Individually T Ss
2. New lesson 12 minutes
8 minutes
13 minutes
Task 1: Read the story of a champion swimmer and complete the blanks. Use the words in the box.
This activity aims to provide Ss with a sample story.
T asks Ss to read the story and complete it.
Ss read the story and complete the blanks.
Feedback:	1.adopted	2.obsessed	3.helpless
4. overcome	5. competed	6. misfortune
Task 2: Put the following parts of the story in the correct order.
T asks Ss to read through the list (a-g).
Ss read through the list (a-g).
Possible answers: 1.e 2.a 3.d 4.c 5.g 6.b 7.f
Task 3: Use the given information to write another story of about 180-250 words.
T asks Ss to work in pairs and discuss the suggested ideas about Thu Ha.
T collects some of Ss’ final drafts and gives comments.
Ss discuss the suggested ideas about Thu Ha; write drafts individually, and exchange their writing.
Ss make revisions, if necessary.
Suggested answer: Poverty is no shame
By Thu Ha	Published: 06:00 GMT, 20 September
My parents died in a traffic accident when I was ten years old,
Group work
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Pair work
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Individually
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4 minutes
so I grew up with my grandmother who was too old and weak to work. I had to leave school and did odd jobs to earn a living: selling lottery tickets, washing dishes and doing babysitting. When I was 15, my grandma encouraged me to attend evening classes, so I could improve my literacy and job prospects.
After lots of hardship and effort, I completed secondary school and passed a challenging exam to enter Medical University, which is the dream of many students. However, I could not pay the school fees and had to reject the offer. The door to a new life was closed before me. I was completely disappointed and saw only gloomy days ahead. Then something incredible happened: I was awarded a scholarship from the Thanh Nien newspaper for college students from poor families. This was really a turning point in my life because I could continue my un