I. Objectives: 1. Educational aim: Students (Ss) like learning English and know how important English is in general and English 12 is in particular. 2. Knowledge - General knowledge: By the end of the lesson Ss can know how to study and learn English 12 and revise main knowledge in grade 11. - Language: tenses, modal verbs, passive voice - New words: words related to the topics. 3. Skills: Revision. II. Methods: Integrated, mainly communicative III. Teaching aids: Text books IV. Anticipated problems Ss may not have a good temper for learning after a summer holiday V. Procedure: Teacher’s activities Students’ activities 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 * The tests in grade 12 include: reading : 25% listening: 25% writing: 25% language focus: 25% 3. Guiding other books and tape, disc, etc. Homework: 3 minutes - Ask students to prepare textbook, notebooks and the things for learning and prepare lesson reading - Unit 1 - Listen to the teacher - Answer the teacher’s questions - put the student’s book and workbook on the table - listen to the teacher and look through the books - Listen to the teacher - listen to the teacher and write down the things which will be prepared at home
Trang 1- Language: tenses, modal verbs, passive voice
- New words: words related to the topics.
3 Skills: Revision.
II Methods:
Integrated, mainly communicative
III Teaching aids:
Text books
IV Anticipated problems
Ss may not have a good temper for learning after a summer holiday
V Procedure:
Teacher’s activities Students’ activities
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
* The tests in grade 12 include:
- 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
Trang 2- 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
I Objectives:
By the end of the lesson Students will be able to
- Review what they’ve learnt
- Check their own knowledge of English
Knowledge
- Language: tenses, modal verbs, passive voice
- New words: words related to the topics.
3 Skills: Reading,Listening,Writing, Language use
II Methods: Testing
III Teaching aids:
handouts
IV Anticipated problems
Ss may not do the test seriously.
V Procedure
Test I.Grammar
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1 Put the words in the correct order to make sentences.
1 I / you / visit the doctor / If / were / I’d
If I were you, I would visit the doctor.
2 Peter / love / this film / would / If / he would / were here
2 Choose the correct option for each sentence.
1 I’ve decided to start/starting learning a new language.
2 I’m bored with see/seeing the same things and people every day.
3 Have you arranged to go/going on holiday this year?
4 He’s really good at work/working with people.
5 We’re all looking forward to going/to go to Spain for the summer holidays.
6 I promise to do/doing my homework straight after school.
5
II.Vocabulary
5 Choose the correct option for each sentence.
1 It took us ten hours to reach our destination/traffic jam.
2 My mum brought us back some nice clothes from her business trip/journey to New York.
3 We travelled over the motorway/border to visit my family in Switzerland.
4 When the plane took off/landed everyone had to stay in their seats until it was safe to get their bags and get off.
5 I’ve never been flight/abroad before but I would love to go.
6 I was really annoyed to hear that our flight was delayed/delay.
5
Trang 4
6 Complete each sentence with one word only.
1 I just feel like chilling out with friends this weekend
2 Do you think you could _ your own business?
3 Stella loves working with people She’s a good _ player.
4 She can stay really calm _ pressure I think she’d be great at the job.
5 Don’t you want to join _ the fun?
6 If you want to hang _ with me at the weekend, just give me a call.
5
III.Listening
9 Listen to a conversation about a summer job Are the sentences (1–6) true (T) or false (F)?
1 Sam has wanted to go to Italy for a long time. T
2 Sam and Nora would need to pay for their flights to Italy
3 If you apply for this job, you have to be sporty
4 You need to apply for this job by telephone
5 Sam is really excited about the idea of going to Italy
6 Nora doesn’t want Sam to take too long to decide
5
Reading
Trang 5
Summer time
This week we speak to three people who have had very different summer holiday experiences You don’t need to have
money to try any of these activities and they all sound like lots of fun!
We started our very own English club!
Carla and Ricardo started their own English club But isn’t that a bit like school? ‘No, not at all,’ Carla laughs ‘We had a lot
of friends who went to London and New York for summer school That’s a great idea, but a lot of us didn’t have much money and so we decided to start our own summer school right here at home There were four of us and it was great – more fun than school! Every day one of us brought in some English food On rainy days we watched films in English and listened
to English music and on sunny days we went to the beach, hung out together and chatted in English It was really good fun
and it was cheap too.’ The best thing about the English club? ‘There weren’t any tests!’
I’ve always wanted to make films!
Sophie had always been mad about film making but she got fed up with working alone all the time She wrote an advert
which said that she was looking for people to make films with She got a lot of answers and soon had her own small film
crew of five teenagers They wrote a short film script and really enjoyed going to different parts of the city to film scenes
‘I’m so glad I wrote that advert!’ Sophie says now ‘I have a whole group of new creative friends and we made a short film
It’s a horror movie which we filmed in an old house at night time! The people I met through the advert were such fun and
when we weren’t filming we just really enjoying chilling out and watching films together.’
I organised a hiking group!
Florence loves walking and was looking forward to going for long walks in the beautiful countryside near her home There was only one problem – her mum and dad didn’t like her going off by herself She decided to get together with some friends and start a hiking group ‘It was amazing!’ Florence says ‘Every day we had a different destination We had picnics by waterfalls and sunbathed on rocks Every day someone brought a cake from home and we always found a nice place to sit and eat I had the best summer ever!’
13 Are the sentences (1–6) true (T) or false (F)?
1 Carla thought that a summer school in London would be boring. F
5 Florence’s mum didn’t like her walking alone in quiet places
6 Florence brought cake for her friends to eat every day
5
Writing
18 Write an article about a friend you know who has an interesting hobby Write about 100 words Use the
points in Exercise 17 to help you Remember to join your sentences.
Trang 6- 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.Anticipated problems: Ss may not be interested in the topic.
V Procedure:
Teacher’s activities Students’ activities Notes
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)
- 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
Trang 7
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?
3Is the family happy? Why (not) ?
- Introduce the situation of the context
- Read the context once to the class
- Show students some new words:
+be busy with work+ work as
+work on a night shift
+ feel safe and secure
- 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
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 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
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new words which appear in the passage
+ Task 1:
- 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),
- Ask students to work in groups to do
- Call some students to say about their
thinking of a happy family
Home work: (2 minutes)
- Learn newwords by heart and
prepare for the next period
- Find idoms relating to family
“ man build the house and woman
- Read the passage
- Work in groups to find thesum up of the passage
- Present the answers infront of the class
- Commend
- Note down the reason ofthe choice
Trang 9- 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.
VI.Anticipated problems: Ss may not be interested in the topic
V Procedure:
Teacher’s activities Students’ activities Notes
Check-up the old lesson: (5 minutes)
- Ask Ss to talk about their duty
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 ?
-One tells about their duty
Trang 10
- 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
Listen and take notes
- Do the home work andprepare for the next lesson
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 happyfamily
- 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:
Trang 11
Teacher’s activities Students’ activities Notes
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
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
- 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 ,myparents 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 my
Trang 12
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
father 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?
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’sfamily ,only her fathergoes to work and her
home
-Work in groups and then
Trang 13
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
speak out their opinions
PS : I think a happy
have
P : Yes it is Becauseevery member in thefamily often share thefeelings with eachother
- Listen to the teacher
- Write down the homework
1 Educational aim: Students can listen to get information to decide True or False statements
+ Students can improve their ability of listening to write down the main ideals of the lesson
2 Knowledge:
- 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:
Teacher’s activities Students’ activities Notes
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
- Close the books
- Listen to the teacher
- Work in groups andlook at the picture andanswer
Trang 14
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
* 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 /
false ?
- Help them if necessary
Task 2
- Ask students to look through the
- Listen to the teacher andopen textbooks
- 0ne or two students talkabout their family
- Read the new words
- Listen and note down
- 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
Trang 15
sentences in task 2
- 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
- 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
-Discuss and find out the the importance of family
in a person’s life
- The students who arecalled go to board andwrite down your answer
-Listen to the teacher andwrite down homework
- New words: Words related to the topic
Seen by the head of the group
August 21th 2017 Hoang Thi Van
Trang 16
3 Skills: Writing a narrative
II Method: Intergrated, mainly communicative
III Teaching aids: Student’s book, notebook, some pictures
IV Anticipated problems: Some Ss may be too lazy to write, some may lack time to complete
the writng task
V Procedure:
Teacher’s activities Students’ activities Notes
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
- 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
- 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 tocome 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 the
Trang 17
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,
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
household chores I’mnot allowed to comehome late, I only canwatch TV when I finish
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
Trang 18
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.Anticipated problems: Ss may have difficulties in pronouncing these two sounds
V Procedure:
Teacher’s activities Students’ activities Notes
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
* past simple : happenedand finished with thedefinite time in the
Trang 19
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 ,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
14, C : stay
15, B : am going
Trang 20
Homework : (2 minutes)
Ask students to do Part Language
Focus and prepare part Reading of
Unit 2 at home
- Redo the exercises
- Do the exercises in theworkbook
- Prepare for the nextlesson
Unit 2: cultural diversity
- 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 cultural diversity
- 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:
Teacher’s activities Students’ activities Notes
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
Pre-reading: (7 minutes)
- Ask students to work in groups of
four
- Listen to theteacher
- Answer thequestion
Trang 21
and guess what are happening in the
picture
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
- 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
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
- 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 :
Trang 22
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
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
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
Trang 23
Homework : (2 minutes)
-Do reading text in workbook
-Prepare the next lesson
- Talk in front of theclass about the class
-Listen to the teacher andtake note
- General knowledge: - Through this unit, students can talk about the differences among cultures
- Know how to arrange opinions sensibly
- 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 Anticipated problems : Ss may reluctant to express their opinions because of lacking
vocabulary related to the topic
V.procedures
Teacher’s activities Student’s activities Notes
I.Warm-up:(3minutes)
- Who knows more
“ Who can list all the expressions to
express our own ideas or opinions
II: Pre- speaking (8 minutes)
- Task 1:
We are going to talk about the
differences among cultures
- Brain storming
- About ways ofexpressing
opinions
Trang 24
- 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
- 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
B: I don’t agree withyour ideas, I think it isgood to have three or fourgenerations living underone roof because they canhelp each other a lot
- 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 most
Trang 25
VI.Post-reading: (10 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
or even four generationslive under one roof etc
_Do the test individually
Trang 26
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.
IV Anticipated problems: Ss may not catch all the information to answer the questions in task 2
- 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
- Listen and answer
- Work in pairs and eachand answer
Trang 27
+ 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
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
S1: -They often stand infront of theater prayingand asking theirancestor’s permission to
- Listen to the teacher orthe tape
- Read the sentences andthen listen to the teacher
or the radio carefully
- Work in pairs tocompare the answers
-
- Listen and try to get theinformation to answer thequestions
Trang 28
- Let the students listen to the tape
two or three times and answer the
questions
After-listening: (10 minutes)
- Ask students to work in groups to
answer the question : What do families
often do to prepare for a wedding
– Prepare for the next lesson
- 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.
pray ,asking their ancestors’ permission to get married.
3, After they pray and ask their ancestors’ permission to get married.
Trang 29- 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:
I.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
II.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”
III.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
below
-Work in pairs to talk
- Some students talk abouttheir experience in front ofthe 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
Trang 30* 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
IV.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 suggestions
it can not be found any where in the world The leaf hat is not only a symbolof Vietnamese
-Do the exercise at home
- Prepare for the next lesson
Hoang Thi Van
Trang 31- 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:
Teacher’s activities Students’ activities Notes
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,
-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 the
Trang 32sometimes 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
Non-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, …
class
- Work in groups toreview the
tenses
- Listen to the teacher tothe teacher and notedown
- Listen to the teacher tothe teacher and notedown
Trang 33
- 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
on the board
- Provide corrective feedback
* Exercise 2:
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
Trang 341 Educational aim: Students can
+Develop such reading micro-skills as guessing meaning from context
Trang 35
+ 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 through speaking, askingand 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:
Teacher’s activities Students’ activities Notes
Warm-up: (4 minutes)
- Ask students to list some ways
of communication they have
know
- 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
-Listen to the teacher -Give their answer
-Work in groups todiscuss about thepictures
- Work in pairs to askand answer
- Some students answerthe questions in front ofthe class
- Look at the board and
Trang 36
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
- 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
- Some students readthem in front of theclass
- Read the passage inskim to guese themeaning of the words
- Ask students to work
in groups to guess themeaning of the phrases
Some students show theanswers in front of theclass
-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 attract someone’s attention?
P2 :We can use either verbal or non verbal.
P1 : What are considered to be big, obvious non verbal
Trang 37
Post-reading: (10 minutes)
- 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
- to express thehappiness they canwhistle or clap
- sometimes, they clap
or whistle to encourage
or despise
- Listen and note down
- Listen to the teacher
- Do the exercises athome
- Prepare for the nextlesson
1 Educational aim: Students should know
+ Use appropriate language to practise giving and responding to compliments
in different situations
+ Use appropriate language to talk about other ways of communication
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
Trang 38
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).
- - 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
- Listen to the teacherand say
about the ways ofcommunication
- Look at the board andread aloud the newwords
- Work in pairs topractise speaking
- Some couples to playroles to speak in front
of the class
P1 : PhilP2 : BarbaraP3 : PeterP4 : CindyP5 :TomP6 : Tony
- Work in pairs to givesuitable words
P1 : David P2 : Kathy P3 : Hung P4 : Hien P5 :Michael P6 : Colin
Trang 39
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
- 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
P1 : PhilP2 : YouP3 : Peter P4 : Tom
Listen and work inpairs to make a dialogebased on the Task1,2 ,3
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.
B : Thank you I bought it yesterday.
A:
- Listen and writedown in theirnotebooks
Trang 401 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 Anticipated problems:
V Procedure:
Warm-up: (4 minutes)
- Ask students to close the book
- Give some questions :
+ Who’s on duty today ?
- - Listen to the teacher,
and answer the questions