giáo án tiếng anh lớp 12 cơ bản trọn bộ

giáo án tiếng anh lớp 12 cơ bản trọn bộ

The first term of grade 12

The 1 period st

Date: 25/ 7/ 2009

Grade 12

Theme: Guiding how to learn english 12

and to do English tests Time: 45 minutes

I Objectives:

1 Educational aim: Students know about English book in grade 12

2 Knowledge:

Student know: - How to learn English in grade 12

- How to do English tests

- How to use student’s book and workbook

3 Skill : - Reading

- Speaking

- Listening

- Writing

- Doing English tests

II Teaching aids: Student’s book, student’s workbook, dictionary, some test papers,

tape, cassette player, etc

III Procedure:

Warm-up :(7 minutes)

- Introduce to students about the teacher

- Ask students about their names and English

knowledge etc

Guiding: (35 minutes)

1 Guiding student’s book and workbook:

* Introduce to students how to use their book

and workbook

* Introduce to students how to learn reading,

speaking, listening, writing, language focus in

their books and how to do the exercises in their

books

2 Guiding English tests in grade 12:

* Introduce to students about oral tests, 15

minute tests, 45 minute tests, etc and how to

do them

- Listen to the teacher

- Answer the teacher’squestions

- put the student’s book andworkbook on the table

- listen to the teacher and lookthrough the books

* The tests in grade 12 include:

- Ask students to prepare textbook, notebooks

and the things for learning and prepare lesson

reading - Unit 1

- Listen to the teacher

- listen to the teacher andwrite down the things whichwill be prepared at home

Unit 1 : home life

+ Read the passage and complete the tasks of the lesson.

- Language: Students could understand and use new words after reading

- New words: Words related to home life

3 Skills: Guessing meaning in context, scanning for specific information and passage

comprehension

II Method: Integrated, mainly communicative

III Teaching aids: Student’s book and pictures, Board, tape, cassette player, chalks,

etc

IV Procedure:

Warm-up: (5 minutes)

- Ask students look at the picture and

ask some questions

- Let students understand more about ,

house hold chores and family life,

today we learn Unit 1- part A: Reading

Before you read : (7 minutes)

Ask students to work groups to ask

and answer about the pictures

- Hang on the blackboard the table of

questions Ask students to work in

pairs looking at the pictures to ask and

answer them

1 Where is the family?

2 What is each member of the family

doing?

- Open the book

- Listen to the teacher

- Look at the picture andanswer

- Listen to the teacher andopen the book – Unit 1,part A: reading

- Work in groups to discuss about the pictures

- Work in groups to ask andanswer the questions give

by the teacher

- Stand up to answer in front of the class

P1: The family is at home

P2: The father is playing games with his son and the

3Is the family happy? Why (not) ?

- Introduce the situation of the context

- Read the context once to the class

- Show students some new words:

+ to be caring

+ to be willing

to do st

+ to be close -knit+ to be mischievous

- Help students to summary the main

ideas of the context

* The first paragraph: the writer says

about the parents’ jobs and the people

in her family

* The second paragraph :The writer

says about the activities of her parents

every day

* The third paragraph: The writer says

about her younger brothers and her

herself

* The writer says about the happiness

in her family

- Ask students to think of their

thoughts about a happy family

- Introduce the situation of the passage

While you read : (23 minutes)

- Ask students to look through the

passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of

new words which appear in the passage

+ Task 1: (10’)

- Ask students to work in groups to

read the sentences in the task and then

choose the sentence A,B or C that is

nearest in meaning to the sentence

given

- Read all the sentences which they

have chosen loudly to the class

Teach some new words: close –knit

(a), mischievous (a),

mother is helping her daughter do homework

P3: Yes, it is because they look warm and close –knit

- Look at the book and listen to the teacher

- Listen

- Note down

- Work in groups and try torepeat the main ideas in each paragraph

-Practise speaking their ideas freely

Listen to the teacher

- Work in groups , read the sentences carefully

- Listen to the teacher and read up the sentences aloud

- Note down the new words

- Ask students to work in groups to do

2,How caring is the mother ?

3,How do the father and the daughter

share the household chore ?

4,What is the daughter attempting to

do after secondary school?

5,Why do the children feel they are

safe and secure in their family ?

- Ask students to read the questions

carefully and discuss the answers

- Help students to find the paragraph

which contain the information for the

answers

- Call the leader of each group to

answer the questions

- Ask the whole class to commend

- Feedback and give the correct

answers and give point

After you read : (8 minutes)

- Ask the whole class to discuss about

a happy family

- Call some students to say about their

thinking of a happy family

Home work: (2 minutes)

- Write about their family or others

- Read the passage

- Work in groups to find thesum up of the passage

- Present the answers infront of the class

- Some students answer thequestions in front of theclass

Listen and take notes

- Do the home work andprepare for the next lesson

The 3 Period rd

Date: 30/ 7/ 2009

1 Educational aim: Students can talk about their family and other families

+ Students can ask and answer about household chores and family

+ Students discuss their ideas about the true of a happy family

2 Knowledge:

- General knowledge: By the end of the lesson students can practise a dialogue about

a happy family

- Language: asking for and giving information from a passage

- New words: words related to the topic

3 Skills: talking about Home life and their activities in the family

II Method: integrated, mainly communicative

III Teaching aids: pictures ,textbook,

IV Procedure:

Warm-up: (7 minutes)

- Playing games

- Divide the class into pairs and ask

students to work in pairs to talk about

their family in 3 minutes - Call of the

leaders of each groups to talk about

her/his family in front of the class

- Feedback and lead the class to the

topic of speaking activities

(we are going to discuss about our

family )

Pre-speaking : (12 minutes)

Task 1 Let students read the

following sentences and choose

which apply to them or their family.

- Ask students to work in groups to

speak the sentences

1, In my family ,only my father

works

2,Member of my family share the

household chores

- Keep books close

- Listen to the teacher

- Work in groups to talkabout family

-

-Work in groups and givetheir ideas why theychoose

-Each student stands upand talks about theirfamily

A: In my family ,my

3,My responsibility in the family is to

wash the dishes

4, In my family, the interest we share

closely is watching football

5,I often share my personal secrets

with my father

6, I always talk to my parent before

making an important decision

- Go around and listen to the

students –Give more suggestions if

they need

While-speaking : (15 minutes)

Task 2 - Work in pairs

-Let students ask and answer the

questions about their family

- Listen and give the ideas to each pair

parents both go towork,

B: In my family,

-Practice speaking outtheir ideas about theirfamily

A: Who works in yourfamily ? B : Both

my father and mother

A: Who often does thehousehold chores ?

B : My mother mainlydoes it and sometimes myfather help my mother

A :How is yourresponsibility to yourfamily ?

B :I often clean thehouse and cook the mealswhen I finish mystudying

A : How do the familymembers

share the interest ?

B :We often watchtelevision each other inthe evening

A : Who do you oftenshare your secrets with ?

B : I often share with mymother

A: Who do you talk tobefore making animportant decision?

Task 3:Work with a different partner.

- Ask students to use the questions

they have form to ask about her/his

- Let the students practise speaking

freely about their family

-Go around to listen and give remarks

- Ask some students to stand up and

tell loudly

- Listen and correct mistakes

Homework: (3 minutes)

- Ask students to write a passage about

a happy family (80 words)

- Ask students to prepare Part

C-Listening and do homework

B: I often talk to myparents

- All students write somesentences about theirfamily and then stand up

to talk

-Work in groups and each

representative to talkabout her/his family

P1 : I talked to Tuan Both his parents go towork But only hismother does thehousehold chores

P2 : In Loan’s family,only her father goes towork and her mother is

- Listen to the teacher

- Write down the homework

- General knowledge: Students learn more about a happy family

- New words: Words related to family

3 Skills: - Listening and comprehension questions

- Listening and deciding on True or False statements or no information

II Method: Integrated, mainly communicative

III Teaching aids: Student’s book, pictures board, tape, cassette player, chalks.

IV Procedure:

Warm-up: (5 minutes)

- Ask students to close the books

- Give some pictures and answer some

questions

1,Who are they?

2 ,What are the relationship among

them ?

- Check some students and mark

- If you want to know more details

about them we will go to Unit 1- part

Listening

Pre-listening: (7 minutes)

- Introduce the topic of the listening:

In this you will listen to people talk

about their friends But now please

talk about your family first

- Ask students to read all the words

given carefully and show the difficult

words or structures

- Explain the words and structures to

the class:

-reseved :

- Close the books

- Listen to the teacher

- Work in groups andlook at the picture andanswer

- Listen to the teacher andopen textbooks

- 0ne or two students talkabout their family

- Read the new words

- Listen and note down

- leftover :

- spread out :

* Before you listen :

- Ask students to look at the picture

and say : +What are they doing ?

+How many people are there in

the family ?

While-listening: (20 minutes)

Task 1

- Introduction: you are going to listen

to Paul and Andrea talk about their

family Ask students to

read the sentences carefully first to get

the True or False

- Ask students to get the difficult

words

- Read the tape-script loudly to the

class

- Ask students to decide the answers

- Listen and remark

- Ask students the question :

- Why do you think it is true /

- Ask students to listen again and note

down two things that are different

about Paul’s and Andrea’s families

After-listening: (10 minutes)

- Ask students to open the books

- Ask them to discuss the importance

of family in a person’s life

- Let them work in pairs

- Work in pairs to ask andanswer

+ P : -They are having aparty

- There are 9people in the family

- Keep book open

- Listen to the teacher

- Read the sentencecarefully to get the True

or False statements

- Ask for the difficultones

- Listen to the teacher

- Speak out the sentencesindividually

- Listen and work in pairs

to speak out someinformation they haveheard from the tape

-Discuss and find out the the importance of family

in a person’s life

- The students who are

- Walk round and help students

- Ask some students to stand up and go

to board and write

- Listen and correct mistakes

Homework: (3 minutes)

- Ask students to write a passage about

the importance of family in a person’s

- New words: Words related to the topic

3 Skills: Writing a narrative

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, notebook, some pictures

IV Procedure:

Warm-up: (5 minutes)

A word game.

- Divide the class into 4 groups

- Ask students to work in groups to

revise the words using to say about

family

(in 2 minutes)

- Call the representatives of the groups

to write as many words on the boards

as possible (in 2 minutes)

- The winner is the students who has

got the largest number of correct

words on the board

- Call some students to repeat the

meanings of the words

Pre-writing: (10 minutes)

- - Ask students to use the following

verbs and expressions

Give and read some words aloud :

_ Let ,allow, be allowed to, have to,

permit, etc

+ Some expressions :

- doing household chores

- coming home late

- preparing meals

- watching TV

- Keep book close

- Listen to the teacher andwork in pairs

- Work in groups torevise the words

- Go to the board to writethe words

- Repeat the meanings ofthe words in front of theclass

- Listen to the teacherand open the books

- Read all words andexpressions and work inpairs

A : Do you have to dothe household chores ?

B : Yes, after mystudying or my free time

A : Are you allowed to

- talking on the phone

- using the family motorbike

- Listen to the pairs and help them if

they

get some difficulties in speaking

- Ask students to stand up and say a

paragraph about his/her family

While-writing: (18 minutes)

Task 2

Ask students to use the ideas they ‘ve

dicussed to write a leter to a pepal

about their family

-Give some out line : first, second

,further more, and finally etc

- Call two good students present their

outline in front of the class

- Ask the others comment

- Feedback and give some correction

to help students to have a better outline

to write

Post-writing: (10 minutes)

- Give suggestions and corrections

- Ask students to read another’s

- Ask students to do part writing of

Unit 1 in the student’s work book and

prepare part Language Focus

come home late ? B: No, because myparents are strict

A : Do you oftenprepare the meals ? etcEach representative of agroup stand up and sayabout the family

A: - In my family ,everybody has to do thehousehold chores I’mnot allowed to comehome late, I only canwatch TV when I finish

my homework

+ Write the letterindividually

- Every family has its

own rules Mine has a few First, everybody has

to do the house hold chores, we only go out or watch TV when we finish all homework

- Some students readloudly their products in

front of the class

- Listen to the teacher andwrite down homework

I Objectives:

1 Educational aim: Pupils can pronounce the endings /s/ ,/z/

2 Knowledge:

- General knowledge:+ Students have to remind of tense :past simple, past

progressive and present perfect

+ Students have to do some exercises of tense

- New words: Words related to topic

3 Skills: Intonation and phrasal verbs

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, pictures, board, tape, cassetteplayer, chalks

IV Procedure:

Pronunciation: (8 minutes)

- Guide students to pronounce the

endings /s/,/z/ : bats /s/ bags /z/

- Ask students to read the up the words

and the sentences

- Ask students to read up in chorus

+ The past simple

+ The past progressive

+ The present perfect

- Ask students to give some

sentences

- Let students compare the differences

ebtween past simple and present

perfect

Listen and give remarks

Listen to the teacher

- Listen to the teacher andread up

- Read up in chorus twice

- Some students read up

in front of the class

- Listen to the teacher andspeak out

-She has learnt Englishsince she was in grade 1

- Work in pairs and givethe differences

Exercise 1:

- Ask students to work in groups to do

the exercise 1

- Ask students to choose their suitable

verbs in the sentences

- Call the leader of each group present

their answers on the board

- Ask the whole class to comment

- Call the leader of each group present

their answers on the board

- Ask the whole class to comment

* past simple : happenedand finished with thedefinite time in thepast ,not related tothepresent

-Ex : He bought a caryesterday

* present perfect : started

in the past but related topresent or future and givethe result at present

-Ex : She has learntEnglish since she was inthe grade 5

- Work in groups to dothe exercise

1 Have you seen

2 Did you enjoyed it?.

7,Have you met ?

- Discuss the answers andgive comment on thesentences

- Listen to the teacherand work in groups

Homework : (2 minutes)

Ask students to do Part Language

Focus and prepare part Reading of

Unit 2 at home

11,B : told12,C :moved13,C : come

14, C : stay

15, B : am going

- Redo the exercises

- Do the exercises in theworkbook

- Prepare for the nextlesson

Unit 2: cultural diversity

I Objectives:

1 Educational aim:

- Students read passage comprehension about role of cultural diversity

- Students know how to use the new words through asking and answering

2 Knowledge:

- General knowledge: - Through this unit, students know more about culturaldiversity

- New words: Words related to the topic( culture, society )

3 Skills: -Guessing meaning from context

-Summarizing main idea -Passage comprehension

II Method: Intergrated, mainly communicative

III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedures:

Warm-up: (4 minutes)

- Ask students to list out the factors that

create a happy life

-Let students work in pairs

-Ask students questions

_Lead in: Today, we’ll study a new

lesson Unit 2- part A :Reading

Hang on the blackboard the table of the

questions to help students to guess the

activity in each picture:

- Which of the following factors is the

most important for a happy life ?W

hy ?

- Love, money, parents’ approval, a

nice house,a good job, good

health etc.

- Ask the representatives of the groups

to express their ideas in front of the

class

- Give the feedback

+ Pre-teach some new words

- Listen to theteacher

question

Work in groups to talkabout the

activities in the pictures

- Look at the questionsand try to answer them ingroups to discuss

- One student speaks outhis/her ideas in front ofthe class

- Look at the board, notedown

- precede (v) - counterpart(n)

- confide(v) - sacrifice (v)

- Ask students to read up in chorus

twice

- Ask students to guess the meaning of

the new words

+ Introduce the situation of the passage

+ Show students the tasks of the

reading

While-reading: (20 minutes)

- Make the class read the small talks, to

scan the details and do the tasks

Task 1 :

Ask students to read the passage in

skim to make sure the meaning of the

words

- Call some students to show the

meanings

- Ask students to read the passage

again and do the task in groups of four

- Call on some students to read the

answers in front of the class

- Ask students to read the sentences

with the words given

Task 2

- Ask students to work in groups of 8 to

answer the questions given

- Call on some students to show the

class the right answers

-Listen to the students and help them if

neccesary

- Read the new words inchorus twice

- Work in groups toguess meanings of thewords

- Listen to the teacher

Read the passage in skim

- Show the meaning ofthe words

- Work in groups to fill

in the blanks

- Read the italicizedwords/ phrases andexplain in front of theclass :

Confiding,

A: Who are much more

physical ?

Post-reading: (12 minutes)

Ask students to work in groups to

discuss about the question :

+ What are the differences between a

traditional Vietnamese family and a

morden Vietnamese family ?

- Give some suggested words to talk

about a family :number of children, the

house they like to have, the head of the

family , who works , who takes care of

the housework and children , the

income

- Call on some representatives on the

groups to talk about the differences

Homework : (2 minutes)

-Do reading text in workbook

-Prepare the next lesson

Americans are muchmore concerned than theyoung Indians and theChinese

A: What are the Indianstudents’ attitudes on apartnership of equals ?

B :The Indian studentsagree that a woman gas

to sacrifice

- Read the questionscarefully and work inpairs to answer thequestions

A: - I think a modernfamily has fewerchildren than atraditional one

the head of the family in

a modern family is both

a husband and wife, theyshare the householdchores and

take care of theirchildren

- Work in groups todiscuss to compare toother groups

- Talk in front of theclass about the class

-Listen to the teacher andtake note

- Language: Students use sentences, words, phrases and expressions for making their

view

3 Skills: Fluency in expressing opinion and expressions for making a opinion

II Method: Integrated, mainly communicative

III Teaching aids: Pictures, English textbook 12, hand-outs

IV Procedures:

Warm-up:(5minutes)

Checking the last lesson

- Call two students to go to the board

Students 1 and 2 : Talk about the

differences between a traditional

family and a modern family they’ve

written at home

- Ask the other students to comment

about the talking

- Feedback and give correction if

We are going to talk about the

differences among cultures

- Ask students to express their point of

view on the followings ideas , using

the words or expressions in the box

* In Vietnam ,three or even four

generations may live in home

* A happy mariage should based on

love

* In some Asian countries , love is

supposed to follow marriage not

precede it

* In some countries, a man and a

woman may hold hands and kiss each

other in public

- Listen to the students and give

remark

- Listen to the teacher

-Read the paragraph infront of the class

- Listen to the teacher

- Read the sentencesgiven and work in groups

to dicuss

A : In my opion,it is notgood for three or fourgenerations to live in afamily because they willfind it difficult tosympathy their interestsand habbits and I agreethat love is supposed tofollow mariage notprecede it

B: I don’t agree withyour ideas, I think it is

While –speaking : (16munites)

Task 2:

- Ask students to work in pairs to

discuss about the differences between

the culture in America and in

Vietnam

+Give the culture in America:

- Two generations ( parents and

children ) live in a home

- Old- aged live in nursing home

- It is not polite to ask questions about

age, marriage and income

- Americans can greet anyone in the

family first

- Groceries are bought once a week

- Christmas and New Year holidays

are the most important

- Children sleep in their own

bedrooms

+ Listen to the students and give

more the ideas about the differences

Post-reading: (14 minutes)

Task 3:

- Ask students to work in pairs or

work in groups to talk about the

similarities and differences between

Vietnamese and American cultures,

using the features discussed in the task

- Work in pairs to discussand give their ideas aboutthe differences

+ Give the culture in Vietnam.

-There are moregenerations in a home(grand parents, parentsand children )

- Elders live with theirchildren and are takencare of by their sons

- Can ask the questionsabout the age, marriageand income

- Have to greet the olderfirst

- Do the shoppingeveryday

- Tet holiday is the mostimportant

- Children can sharebedrooms with the other

in a family

- Work in groups or inpairs to compare

or even four generations

-Students write a paragraph about the

cultures in Vietnam

- Do the exercises in the workbook

- Prepare for the next lesson

live under one roof etc

-Listen and copy

1 Educational aim: Students should know how to listen to give some

information about the wedding ceremony in Vietnam

2 Knowledge:

- General knowledge: Students learn about the wedding ceremony in Vietnam

- Language:

- New words: Words related to culture, wedding

3 Skills: -Filling in missing information

-Passage comprehension

II Method: Intergrated, mainly communicative

III Teaching aid: Board, tape, cassetteplayer, chalks, textbook and notebook.

- Let students look at the picture and

describe and answer some questions:

1,Where do the women come from?

2,What are they doing?

3,do they have happy life? why do you

know?

- Listen and give mark

Pre-listening : (6 minutes)

Ask students to work in groups to ask

and answer about the picture

- Hang the table with the questions on

the board

+ Have you ever attended a wedding

ceremony?

+ What do the bride and the groom

usually do at the wedding ceremony?

- Ask students to ask and answer

freely

- Give some words : altar, banquet,

groom, ancestor ,blessing, tray

While-listening: (24 minutes)

Task 1:

Introduction: You are going to hear

two people talking about a wedding

ceremony in Vietnam

- Introduction: you are going to listen

to the conversation to get the

information to fill in the missing

information

- Let the students read all the

sentences before listening

- Listen and answer

- Work in pairs and eachand answer

- Listen to the teacher orthe tape

- Read the sentences andthen listen to the teacher

or the radio carefully

1, groom’s parents.

2, red paper

1, The wedding day is carefully chosen

by the

2, The gifts are wrapped in

3,The wedding ceremony starts in

front of the

4,Food and drink are served

5,The guests give the newly wedded

couple envelopes containing .

and

- Ask students to compare the answers

with a partner

- Call on some students to go the board

to write their answers

- Ask students to explain their answers

in front of the class

- Feedback and Correct the answers

Task 2:

-Ask students to listen to the passage

again and answer the questions

- Ask the students to read all the

questions before listening

- Let the students listen to the tape

two or three times and answer the

questions

3, altar

4, at the wedding banquit 5,wedding cards or money

- Work in pairs tocompare the answers

-

- Listen and try to get theinformation to answer thequestions

- Read the questionscarefully

- Work in groups todiscuss and answer thequestions

1,The most important thing the groom’s family has to do on the wedding day is to go to the bride’s house bringing gifts wrapped in red

paper.

2,They would pray ,asking their ancestors’

permission to get married.

3, After they pray and ask their ancestors’

permission to get married.

After-listening: (10 minutes)

- Ask students to work in groups to

answer the question : What do families

often do to prepare for a wedding

- Language: Words used in a Vietnamese conical leaf hat

3 Skills: Describing a Vietnamese conical leaf hat

II Method: Interagrated, mainly communicative

III Teaching aids: Some models of chart, real information in life

IV Procedures:

Teacher’s activities Students’ activities Notes

Warm-up : (4 minutes)

- Work in pairs to talk about the

special things in Vietnam

- Call the best student in the class to

tell his/her story to the class

- Comment and lead students to the

topic of the lesson

Pre-writing: (10 minutes)

Task 1

- Ask the students to write about the

conical or the “non la”, a symbol of

Vietnamese culture

- Give some new words : leaf, rim,

ribs,

strap.

- Ask students to observe the photo of

the “non la”

While-writing: (20 minutes)

Task 2

Let students write a passage of about

150 words about the conical leaf hat ,

using the outline and information

* Main body: - special kind of

bamboo and young /soft palm leaves,

conical form, diameter,

*Conclusion : - protecting people

from sun/rain and girls/women look

pretty/attractive

Post-writing: (10 minutes)

Ask students change the letter with a

partner to read

- Call a good students to read the

letter in front of the class

- Feedback and give some

-Work in pairs to talk

- Some students talk abouttheir experience in front

of the class

+ Banh trung,ao dai, non

la,

Listen to the teacher

- Listen to the teacher andread aloud

the words

Read the words given and

write a passsage : - The

conical leaf hat is one of the typical features (symbols) of the the

because it can not be found any where in the world The leaf hat is not only a symbolof Vietnamese

Homework: (2 minutes)

- Ask students to do the exercises in

the workbook

-Do the exercise at home

- Prepare for the nextlesson

- Pronunciation: the sounds “ ed” ending

- Grammar: - revise the tenses

II Method: Intergrated, mainly communicative

III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedures:

I Pronunciation(10 munites)

a Distinguishing sounds:

- Read the three sounds: /t/, / d/, / id / as

model for the class and explain the

differences in producing them

- Read the sounds again and ask students

to repeat

- Ask students to read the words in each

column out aloud in chorus for more a

few times

- Call on some students to read the

words in front of the class

- Correct the mistakes of pronunciation

b Practising sentences containing the

target sounds

- Ask students to work in pairs to take

turn to read the given sentences

- Go round to listen and take notes of the

typical errors

- Call on some students to read the

sentences in front of the class again and

provide corrective feedback

II Grammar: (34munites)

* Exercise 1:

a Presentation:

- Review the forms, meanings and uses

of the present simple, present perfect,

and present continuous, past perfect

+ Present simple

* FORM:

* MEANING: PRESENT TIME

* USE:

sometimes use the present simple to

express the ideas that an action is

happening or+ Express the idea that an

action is repeated or usual The action

can be a habit, a hobby, a daily event, a

scheduled event or something that often

happens It can also be something a

person often forgets or usually does not

do

+ Speakers is not happening now This

can not only be done with

-Listen to the teacher

- Read the sentences inchorus aloud

- Listen and copy-List some phrasal

verbs : fill in ;turn on;

go over ;look at ;make

up Look after

- Some students read thesentences in front of theclass

- Work in groups toreview the

tenses

- Listen to the teacher tothe teacher and notedown

Continuous Verbs and certain Mixed

We use the present perfect to say that the

action happened at an unspecified time

before now The exact time is not

important So we can use Present Perfect

to describe our experience “I have the

experience of …” we can use this tense

to say that we have never had a certain

experience The Present Perfect is NOT

used to describe a specific event

+ With Non-Continuous Verbs and

non-continuous uses of Mixed Verbs we use

present perfect to show that something

started in the past and has continued up

until now “for five minutes”, “for two

weeks”, and “since Thursday” are all

which can used with the Present Perfect

NOTE:

- We CAN NOT use the Present Perfect

with specific time expressions:

yesterday, a year ago, last month, …

- We CAN NOT use the Present Perfect

with unspecific expressions: ever, never,

once, many times, several times, before,

so far, already, yet, etc

b Practice:

- Ask students to do the exercise

individually and then choose a partner to

check the answers with

- Call 2 students to write their answers

- Listen to the teacherand note down

a Presentation:

- Review the forms, meanings and uses

of the past simple, and past continuous

+ Past perfect : form/ meaning/ use

b Practice:

- Ask students to do the exercise 2

individually and then choose A,B or C to

complete the passage

- Call 2 students to write their answers

on the board

- Provide corrective feedback

* Exercise 3:

Ask students to complete the letter with

the correct form of the verbs in brackets

check the answers with

- Call 2 students to write their answers

- Write the answers onthe board

-Do the exerciseindividually and checkthe answers with apartner

-Some students go to theboard to write theanswers

- Listen and note down

Unit 3: ways of socialising

1 Educational aim: Students can

+Develop such reading micro-skills as guessing meaning from context

+ Use the information they have read to answer the questions

+ Pictures in the student’s book enlarged

+ A table of the active words of the passage

2 Knowledge:

- General knowledge: Students could understand and use the new words throughspeaking, asking and answering

- Language:

- New words: Words relate to ways of socialising

3 Skills: -Reading for general or specific information

-Guessing meaning from context

II Method: Intergrated, mainly communicative

III Teaching aids: Some photos of ways of socialising and some information

about them Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedures:

Warm-up: (4 minutes)

- Ask students to list some ways of

communication they have know

-Listen to the teacher -Give their answer

- Let students work in pair

- Check the whole class

Pre-reading: (7 minutes)

- Ask students to work in groups to

discuss about the pictures in the

textbook

- Ask students to use the questions to ask

and answer about the pictures :

- What are the people in the pictures

doing?

- What will you do if you want to get

your teacher’s attention in class?

- What will you do if you need to ask

someone a question but they are busy

talking to someone else?

- Comment and lead the whole class to

the topic of the passage

* Pre-teach: New words and phrases:

- write some new words and phrases on

the board

+verbal(a) + non –verbal(a)

+ attract (v) + nod (v)

+ approach (v) + rude (a)

- Ask students to guess the meanings of

the words

- Ask students to read the words in

chorus twice

- Call two students to read the words in

front of the class

While-reading: (20 minutes)

- Let students open the book and read

silently while teacher reads aloud and

correctly

- Ask students to read themselves and

write down some information

- Let students work in pairs to do the

task 1

Task 1

- Ask students to read the passage and

give the Vietnamese equivalents to the

following words phrases

- Verbal : bằng lời,hữu ngôn

- Non- verbal :không bằng lời

-Work in groups todiscuss about thepictures

- Work in pairs to askand answer

- Some students answerthe questions in front ofthe class

- Look at the board andnote down

Guess the meaning ofthe words and phrases

- Listen to the teacherand read up the wordsand phrases in chorus

- Some students readthem in front of theclass

- Read the passage inskim to guese themeaning of the words

- Ask students to work

- Attract someone’s attention :thu hút

Call on some students to show their

answers in front of the class

- Comment and give the correct answers

Task 2:

- Ask students to read the passage again

to choose the best title for the passage

- Call four students to go to the board the

write their answers

- Ask some students to correct and

remark with giving the reason why they

- Ask students to work in groups to

discuss the meaning of whistling and

clapping in Vietnamese culture

- Call on some representatives of the

groups to answer the questions in front

-Work in groups andgive their ideas

Ps : A ( AttractingAttention : Non- verbalCues)

- Work in pairs to anwerthe questions

P1:What can you do

when you want to

attention?

P2 :We can use either

verbal or non verbal.

P1 : What are

considered to be big, obvious non verbal signals?

P2 :They are strong

actions that can easily

be seen etc.

-Practice talking aboutcommunication by non-verbal actions

- to express thehappiness they canwhistle or clap

- sometimes, they clap

or whistle to encourage

or despise

- Listen and note down

- Prepare for the nextlesson.

1 Educational aim: Students should know

+ Use appropriate language to practise giving and responding tocompliments in different situations

+ Use appropriate language to talk about other ways ofcommunication

2 Knowledge:

- General knowledge: Students can talk about other ways of communication

- Language: Words to speak about ways of communication

3 Skills: -Ask and answer the information about ways of communication

II Method: Integrated, mainly communicative

III Teaching aids: Photos of some famous persons or some real information about

ways of communication

IV Procedures:

Warm-up: (3 minutes)

Introduction: we are going to talk

about the different ways of

communication.

- Ask students to work in groups to talk

about some ways to attract to other

people

- Give students some words and phrases

(Hang on the extra board of prompts).

- Ask students to practise speaking

Pre-speaking: (8 minutes)

Task 1

- - Introduce the task: Now work in

pairs, take turn to practise readig the

dialoge, paying attention to how

compliments are received in each

situation.

- Ask students to read all the questions

in the task and explain the difficult

words and phrases if necessary

- Ask students to do the task in roles

and encourage the whole class to take

note the answers while they are doing

- - Ask students to work in pairs to

practise giving compliments to suit the

resposes using the outlines that they

- Go around the class to check and offer

help

- Call on some couples to perform their

conversation in front of the class

- Elicit feedback from the class and

give final comments

* Task 3:

- Introduce the duty of the task:

- Divide the class into 7 groups of 8

- Ask students to work in groups to

practise responding the compliments

- Some couples to playroles to speak in front

of the class

P1 : Phil

P2 : Barbara

P3 : PeterP4 : CindyP5 :TomP6 : Tony

- Work in pairs to givesuitable words

P1 : David P2 : Kathy P3 : Hung P4 : Hien P5 :Michael P6 : Colin

- Listen to the teacher

- Work in roles topractise speaking

P1 : PhilP2 : YouP3 : Peter P4 : Tom

- Ask the groups to make dialoge to

practisegiving and respoding to

compliments , using the cues below

- a nice pair of glasses

- a new and expensive watch

- a new cell phone

- a modern looking pair of shoes

- a fashionable jacket

- Call some representatives of groups to

report the parties that they have made

Listen to the students and note down all

A : You really have a

nice pair of glaases I think they make you attractive.

B: Thank you,Nam.

That’s a nice compliment.

A : I think you have a

new and expensive watch which I have never seen before.

1 Educational aim: Students should know to develop such listening

micro-skills as intensive listening for specific information

2 Knowledge:

- General knowledge: Students know how to give information after listening

- Language:

- New words: Words related to ways of socialsing

3 Skills: - Listening for general or specific information

-Comprehension questions

II Method: Intergrated, mainly communicative

III Teaching aids: Some pictures of persons or some real information about them.

Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedures:

Warm-up: (4 minutes)

- Ask students to close the book

- Give some questions :

+ Who’s on duty today ?

+ Who’s absent today ?

-Pre-listening: (8 minutes)

- Show students the pictures in the

textbook and ask students to guess what

they are doing ?

- Ask students to work in pairs to ask

and answer the questions in the

textbook

- Call some students to answer the

questions in front of the class Then

- - Listen to the teacher,

and answer the questions

- Read silently thesentences given beforelistening

- Listen the first time

- Each group asks and

explain their reasons.

Check the whole class

* Pre-teaching some new words and

+ Introduction: You are going to listen

to Linda Cupple, a social worker,

advise young people on how to use the

telephone in their family Listen and

decideTrue or False statements

- Ask students to read the statements

carefully before play the tape Ask

students to work in groups to guess the

answers

- Play the tape (read the tapescript)

once for students to listen and do the

task

- Ask students to work in pairs to check

the answers

- Call some students to show their

answers in front of the class

- Feed back and give the correct

answers:

1 T

2 F (the most obvious problem)

3 T

4 F(if your parents do not agree)

5 F (is made mostly by young people)

6 T

* Task2:

Introduction:

- You are going to listen to part of Ms

Linda Cupple ‘s talk again and write

the missing words.

- Ask students to read the paragraph

explains why they choose

by some informationthey’ve listened

-Keys : 1C ,2A ,3C ,4A ,5B

- Listen and read thewords aloud in chorus

- Write down the newwords

+ Listen to the teacherand try to guese thecontend of the talk in thetape

- Work in pairs and readthe statements carefully

-Some students speak outtheir answers and explainwhy they have chosen it

A : I think the first

sentence is true because

it isin the secon paragraph.( 1: T)

B : I think it is False

because it is the most obvious problem.