Giáo án tiếng anh lớp 12_full

- 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 pronunciati

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Preparing date: 14/8/2011 Teaching date: 16/8/2011

Class: 12B5,6,7,8,9

The first term of grade 12

Student know: - How to learn English in grade 12

- How to do English tests

- How to use student’s book and workbook

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

1 Teacher: Teacher’s books , textbooks ,chalks ….

2.Students: Students ‘book , Students ‘workbook, pens , pencils …

III.PROCEDURES

1.Organizations: (1minute)

Check the total of the class: 12B5: 12B6: 12B7: 12B8: 12B9:

2.Oral test : Nothing

3 New lesson:

Warm-up :(6 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

- Ask students to prepare textbook, notebooks

and the things for learning and prepare lesson

reading - Unit 1

- 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

- listen to the teacher and writedown the things which will beprepared at home

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Class: 12B5,6,7,8,9

The 2 nd period

Môn: Tiếng Anh 12 Thời gian: 45 phút

Full name:

Class: Mark -

I Đọc đoạn văn và trả lời các câu hỏi sau đây. It was Jimmy’s birthday, and he was five years old He got quite a lot of nice birthday presents from his family, and one of them was a beautiful big drum “Who gave him that thing?” Jimmy’s father said when he saw it “His grandfather did,” answered Jimmy’s mother “Oh,” said his father Of course, Jimmy liked his drum very much He made a terrible noise with it, but his mother did not mind His father was working during the day, and Jimmy was in bed when he got home in the evening, so he did not hear the noise But one of the neighbors did not like the noise at all, so one morning a few days later, she took a sharp knife and went to Jimmy’s house while he was hitting his drum She said to him, “Hullo, Jimmy Do you know, there’s something very nice inside your drum? Here’s a knife Open the drum and let’s find it.” 1 When did Jimmy get the drum?

2 Whom did he get it from?

3 Why didn’t his father hear it?

4 Why did the neighbor really want Jimmy to cut the drum open?

5 What did she say to Jimmy to cut it open?

II Chia các động từ trong ngoặc để hoàn thành các câu sau. 1 My parents don’t let me (go) out in the evening 2 It‘s too cold (go) out 3 We (have) lunch when the fire broke out 4 When they got to the station, the train (leave)

5 In spite of (start) late, we arrived in time 6 You should (study) harder for the coming examination 7 They (build) this house 5 years ago 8 If I (be) you, I wouldn’t buy that coat III Viết lại các câu sau đây sao cho nghĩa không thay đổi. 1 The boy who is playing the piano is Ben → The boy playing

2 The man gave her the book → It was the man

3 Jim is on holiday and so is Carol → Both

4 “You’d better not swim too far from the shore,” the lifeguard said to us → The lifeguard advised

5 “I hear you passed your exams Congratulations!” John said to us → John congratulated .on

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IV Chọn đáp án đúng nhất cho các lựa chọn sau đây.

1 Would you like to the cinema?

2 Mary congratulated me winning the scholarship

3 Mike told me about students have just got the scholarship

4 He couldn’t sleep he was very tired

A in spite of B despite C although D because

5 I haven’t read any English books last year

V.Chọn từ có phần gạch chân được phát âm khác so với các từ còn lại.

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

- New words: Words related to home life

2 Educational aim: Students should know about International Red Cross

3

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

comprehension

II.PREPARATIONS:

1 Teacher: Teacher’s books, textbooks, some pictures, chalks, tape , cassette player, ….

2.Students: Students ‘book , Students ‘workbook, pens, pencils …

III.PROCEDURES

1 Organizations: (1minute)

2 Oral test: Nothing

- 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

- Look at the picture and answer

- Listen to the teacher and open thebook – Unit 1, part A: reading

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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:

+ 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)

- Ask students to work in groups to do the task

- Call on some students to read the sentences

- Common in whole class

+ Task 2: (13’)

- Divide the whole answers class into 6 groups

of 8 students

1, How busy are the parents in the passage?

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

- Work in groups to discuss about the pictures

- Work in groups to ask and answer 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 to repeat the main ideas in each paragraph

-Practise speaking their ideas freely

Listen to the teacher

- Work in groups , read the sentencescarefully

- Listen to the teacher and read up the sentences aloud

- Note down the new words

- Read up

- Work in groups to do the task

- Read the passage

- Work in groups to find the sum up

of the passage

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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

4 Home work: (2 minutes)

- Write about their family or others they know

- Prepare Part B : Speaking at home

- Present the answers in front of theclass

- Commend

- Note down the reason of the choice

- Work in groups to ask and answerthe questions using the informationfrom the passage

- Some students answer the questions

in front of the class

Listen and take notes

- Do the home work and prepare forthe next lesson

- Language: asking for and giving information from a passage

- New words: words related to the topic

2

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

3

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

1 Teacher: Teacher’s books, textbooks, some pictures ….

2 Students: Students ‘book, Students ‘workbook, pens, pencils…

III.PROCEDURES

3 New lesson:

Warm-up: (6 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

Task 1 Let students read the following

- Keep books close

- Work in groups to talk about family

-Work in groups and give their ideaswhy they choose

-Each student stands up and talks about

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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 shares the

- 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

Task 3: Work with a different partner.

- Ask students to use the questions they

have formed to ask about her/his family

- Listen to the students and give remarks

- Post-speaking : (10 minutes)

Task 4

- 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: (1 minutes)

- Ask students to write a passage about a

happy family (80 words)

- Ask students to prepare Part C- Listening

A: Who often does the householdchores?

B: My mother mainly does it andsometimes my father helps my mother

A: How is your responsibility to yourfamily?

B: I often clean the house and cookthe meals when I finish my studying

A : How do the family members Share the interest?

B: We often watch television eachother in the evening

A: Who do you often share yoursecrets with?

B: I often share with my mother

A: Who do you talk to before making

an important decision?

B: I often talk to my parents

- All students write some sentencesabout their family and then stand up totalk

-Work in groups and each group has arepresentative to talk about her/hisfamily

P1: I talked to Tuan Both his parents

go to work But only his mother doesthe household chores

P2: In Loan’s family, only her fathergoes to work and her mother is athome

-Work in groups and then speak outtheir opinions

PS: I think a happy family shouldhave

P: Yes it is Because every member inthe family often shares the feelingswith each other

- Write down the homework

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Time: 45 minutes

I Objectives:

1 Knowledge:

- General knowledge: Students learn more about a happy family

- New words: Words related to family

2 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

3 Skills: - Listening and comprehension questions

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

1 Teacher: Teacher’s books, textbooks, some pictures, tape, cassette player…

2 Students: Students ‘book, Students ‘workbook, pens, pencils

III.PROCEDURES

3 New lesson:

- Ask students to close the books

- Give some pictures and answer some

questions

1, Who are they?

2, What are the relationships 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

* 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

- Close the books

- Work in groups and look at thepicture and answer

- Listen to the teacher and opentextbooks

- One or two students talk about theirfamily

- Read the new words

- Listen and note down

- Work in pairs to ask and answer + P: -They are having a party

- There are 9 people in the family

- Keep book open

- Read the sentence carefully to getthe True or False statements

- Ask for the difficult ones

- Speak out the sentencesindividually

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- Ask students to look through the 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

- Ask students to write a passage about

the importance of family in a person’s life

-Remember them to prepare Part- Writing at

home

heard from the tape

-Discuss and find out the the importance of family in aperson’s life

- The students who are called go toboard and write down your answer

-Listen to the teacher and write downhomework

1 Knowledge: Students learn how to write a description, stages of a description

- New words: Words related to the topic

2 Educational aim: Students can write a paragraph about family rules depending the givenprompts

3 Skills: Writing a narrative

1 Teacher: Teacher’s books, textbooks, some pictures, chalk ….

2 Students: Students ‘book, Students ‘workbook…

II.PROCEDURES

3 New lesson:

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 student 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)

- Keep book close

- Listen to the teacher and work inpairs

- Work in groups to revise the words

- Go to the board to write the words

- Repeat the meanings of the words

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- - 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

While-writing: (18 minutes)

Task 2

Ask students to use the ideas they‘ve

discussed to write a letter to a pen pal about

their family

-Give some out line: first, second, further

more, and finally etc

- Call two good students present their outline

- 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 description

- Ask some students to read loudly their

description

- Correct mistakes and mark

4 Homework: (2 minutes)

- Ask students to do part writing of Unit 1 in

the student’s work book and prepare part

Language Focus

and open the books

- Read all words and expressions andwork in pairs

A: Do you have to do the householdchores?

B: Yes, after my studying or myfree time

A: Are you allowed to come homelate?

B: No, because my parents arestrict

A: Do you often prepare the meals?

etcEach representative of a group stands

up and says about the family

A: - In my family, everybody has to

do the household chores I’m notallowed to come home late; I onlycan watch TV when I finish myhomework

+ Write the letter individually

- 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 read loudly theirproducts in front of the class

- Listen to the teacher and writedown homework

Class: 12B5, 6,7,8,9

The 7 th period

Grade 12

Theme: Home Life

Unit 1 Language Focus

+ Students have to do some exercises of tense

- New words: Words related to topic

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

3 Skills: Intonation and phrasal verbs

1 Teacher: Teacher’s books, textbooks, some pictures, tape, cassette player….

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2 Students: Students ‘book, Students ‘workbook …

II.PROCEDURES

3 New lesson:

Pronunciation: (7 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 twice

- Call some students to read up in front of

the class

GRAMMAR:(35munites)

1,Tense of verbs:

* Ask students to repeat they’ve leant

+ The past simple

+ The past progressive

+ The present perfect

- Ask students to give some sentences

- Let students compare the differences

between past simple and present perfect

Listen and give remarks

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

- Listen to the teacher and read up

- Read up in chorus twice

- Some students read up in front of theclass

- Listen to the teacher and speak out

- He left the room last week

- They were having dinner at 8 o’clocklast night

-She has learnt English since she was ingrade 1

- Work in pairs and give the differences

* Past simple: happened and finishedwith the definite time in the past, notrelated to the present

-Ex: He bought a car yesterday

* Present perfect: started in the past butrelated to present or future and give theresult at present

-Ex: She has learnt English since shewas in the grade 5

- Work in groups to do the exercise

1 Have you seen

2 Did you enjoy it?

3 Has been.

4 Did you give/saw?

5 didn t listen’

6 Have you two met before?

7, Have you met?

- Discuss the answers and give comment

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4 Homework : (2 minutes)

Ask students to do Part Language Focus

and prepare part Reading of Unit 2 at

home

12,C :moved13,C : come

14, C : stay

15, B : am going

- Redo the exercises

- Do the exercises in the workbook

- Prepare for the next lesson

Class: 12B5, 6,7,8,9 Unit 2: cultural diversity

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

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

2 Educational aim:

- Students read passage comprehension about role of cultural diversity

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

3 Skills: -Guessing meaning from context

-Summarizing main idea -Passage comprehension

1 Teacher: Teacher’s books, textbooks, some pictures, chalks, tape, cassette player…

2 Students: Students ‘book, Students ‘workbook, pens, pencils …

III.PROCEDURES

-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

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? Why?

- 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

- Answer the question

Work in groups to talk aboutthe

activities in the pictures

- Look at the questions and try

to answer them in groups todiscuss

- One student speaks out his/herideas in front of the class

- Look at the board, note down

- Read the new words in chorustwice

- Work in groups to guessmeanings of the words

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- 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

+ What are the differences between a traditional

Vietnamese family and a modern 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

4 Homework : (2 minutes)

-Do reading text in workbook

-Prepare the next lesson

- Read the passage in skim

- Show the meaning of thewords

- Work in groups to fill in theblanks

- Read the italicized words/

phrases and explain in front ofthe class :

1, precede : happen or exist

2, determine : find out

3,confide : tell somebody about

something very private or secret

4,sacrifice : willingly stop

having something you want

5, obliged: having a duty to

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

B: The Indian students agreethat a woman gas tosacrifice

- Read the questions carefullyand work in pairs to answer thequestions

A: - I think a modern familyhas fewer children than atraditional one

the head of the family in amodern family is both ahusband and wife, they sharethe household chores and

take care of their children

- Work in groups to discuss tocompare to other groups

- Talk in front of the class aboutthe class

-Listen to the teacher and takenote

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Unit 2 Speaking

Time: 45 minutes

I Objectives:

1 Knowledge:

- 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

2 Educational aim: Students can talk about the differences among cultures

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

1 Teacher: Teacher’s books, textbooks, some pictures, chalk ….

III.PROCEDURES

3 New lesson:

Warm-up:(4 minutes)

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 necessary

- Lead the whole class to the topic of the lesson

- Task 1:

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 marriage should base 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

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

- Listen to the teacher-Read the paragraph in front ofthe class

- Read the sentences given andwork in groups to discuss

A: In my option, it is not good forthree or four generations to live in

a family because they will find itdifficult to sympathy theirinterests and habits and I agreethat love is supposed to followmarriage not precede it

B: I don’t agree with your ideas, Ithink it is good to have three orfour generations living under oneroof because they can help eachother a lot

- Work in pairs to discuss andgive their ideas about thedifferences

+ Give the culture in Vietnam

-There are more generations in ahome (grand parents, parents andchildren )

- Elders live with their childrenand are taken care of by theirsons

- Can ask the questions about theage, marriage and income

- Have to greet the older first

- Do the shopping everyday

- Tet holiday is the mostimportant

- Children can share bedroomswith the other in a family

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- 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 2

- Listen and give remarks on their opinions

4 Homework:(2minutes)

-Students write a paragraph about the cultures in

Vietnam

- Do the exercises in the workbook

- Work in groups or in pairs tocompare

Ps: - There are differences andsimilarities between Vietnameseand American cultures .InAmerica, two generations (parentsand children) live in a home InVietnam, two, three

or even four generations liveunder one roof etc

-Listen and copy

- New words: Words related to culture, wedding

2 Educational aim: Students should know how to listen to give some information about thewedding ceremony in Vietnam

3 Skills: -Filling in missing information

-Passage comprehension

III.PROCEDURES

- 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 each andanswer

- Look at the picture and thetable of the questions to askand answer about the picture

in pairs

S1: -They often stand in front

of theater praying and asking

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+ 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 - Let the students listen to the tape two or three times and answer the questions After-listening: (9 minutes) - Ask students to work in groups to answer the question: What do families often do to prepare for a wedding ceremony? - Call some 2 leaders of the groups to talk in front of the class - Feedback Homework: (2 minutes) - *.Write a paragraph about a wedding – Prepare for the next lesson their ancestor’s permission to be married S2:- They exchange their wedding rings S3:-They get the presents from their relative and their friends - Listen to the teacher or the tape - Read the sentences and then listen to the teacher or the radio carefully 1, groom s parents.’ 2, red paper 3, altar 4, at the wedding banquet 5,wedding cards or money - Work in pairs to compare the answers - Listen and try to get the information to answer the questions - Read the questions carefully - Work in groups to discuss and answer the questions 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 .

Work in pairs to answer the questions

- Listen and copy in their notebooks

Class: 12B5, 6,7,8,9

The 11 period th

Grade 12

Theme: cultural diversity

Unit 2 Writing

Time: 45 minutes

I Objectives:

1 Knowledge:

- General knowledge: Students could write a report to describe typical features of a Vietnamese conical leaf hat

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- Language: Words used in a Vietnamese conical leaf hat

2 Educational aim: Student can describing typical features of a Vietnamese conical leaf hat

3 Skills: Describing a Vietnamese conical leaf hat

1 Teacher: Teacher’s books, textbooks, some pictures, chalks ….

III.PROCEDURES

1 Organizations: (1 minute)

- Ask the students to write about the conical or the

“non la”, a symbol of Vietnamese culture

- Give some new words: leaf, rim, ribs, and strap.

- Ask students to observe the photo of the “non la”

Task 2

Let students write a passage of about 150 words about

the conical leaf hat, using the outline and information

below

* Introduction : - symbol of Vietnamese

girls/women Part of the spirit of the Vietnamese

nation

* 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

Ask students change the letter with a partner to read

- Call a good student to read the letter in front of the

class

- Feedback and give some suggestions

- Ask students to do the exercises in the workbook

-Work in pairs to talk

- Some students talk about theirexperience in front of the class

+ Banh trung, ao dai, non la,

- Listen to the teacher and readaloud

the words

Read the words given and write

a passage: - The conical leaf hat is one of the typical features (symbols) of the Vietnamese culture because it cannot be found anywhere in the world The leaf hat is not only a symbol of Vietnamese girls/women

- Write the letter individually

- Read the letter of the partner

- Read the letter in front of theclass

-Do the exercise at home

Class: 12B5, 6,7,8,9

The 12 th period

Grade 12

Theme: cultural diversity

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- Language:

- New words: Words related to topic

2 Educational aim: Students can pronounce the sounds “ed” ending

3 Skills:

- Pronunciation: the sounds “ed” ending

- Grammar: - revise the tenses

1 Teacher: Teacher’s books, textbooks, some pictures, chalks, tape, cassette player,

III.PROCEDURES

3 New lesson:

Teacher s activities’ Students activities’ Notes

I Pronunciation(8 minutes)

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 Practicing 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

Non-Continuous Verbs and certain Mixed Verbs.

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

- Read the sentences

in chorus aloud

- Listen and copy-List some phrasalverbs: fill in; turn on; go over; look at;

make up Look after

- Some students readthe sentences in front

of the class

- Work in groups toreview the

tenses

- Listen to theteacher to the teacherand note down

- Listen to theteacher and notedown

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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 on the board

- Provide corrective feedback

- Ask students to do the exercise 2 individually and then choose

A, B or C to complete the passage

* Exercise 3:

Ask students to complete the letter with the correct form of the

verbs in brackets

check the answers with

- Ask students to redo the exercises into the note-workbooks

- Ask students do the exercises in the workbook

- Ask students to prepare for the next lesson

formation and theuses of the tense

- Students do theexercise individuallyand then compare theanswers with a friend

- Write the answers

on the board

-Do the exerciseindividually andcheck the answerswith a partner

-Some students go tothe board to write theanswers

Listen and notedown

- New words: Words relate to ways of socializing

2 Educational aim: Students can:

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

+ Use the information they have read to answer the questions

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+ Pictures in the student’s book enlarged.

+ A table of the active words of the passage

3 Skills: -Reading for general or specific information

-Guessing meaning from context

III.PROCEDURES

3 New lesson:

- Ask students to list some ways of communication

they have know

- Let students work in pair

- Check the whole class

- 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

- a slight nod will do : Một cái gật đầu nhẹ là đủ

Call on some students to show their answers in front of the

-Listen to the teacher -Give their answer-Work in groups to discussabout the pictures

- Work in pairs to ask and answer

- Some students answer thequestions in front of the class

- Look at the board and note down

Guess the meaning of the words and phrases

- Listen to the teacher and read up the words and phrases in chorus

- Some students read them

- Read the passage in skim

to guess the meaning of the words

- Ask students to work in groups to guess the meaning of the phrasesSome students show the answers in front of the class

-Work in groups and give their ideas

Ps : A ( Attracting Attention : Non- verbal Cues)

- Work in pairs to answer the 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 signals?

P2: They are strong

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- 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 have chosen it

- Feedback and give the right answers

Task 3 :

- Ask students to work in pairs to answer the questions

- Listen to the students and remark

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 of the class

4 Homework (4 minutes)

-Ask students to learn the new words and phrases

- Ask students to prepare for the next lesson

actions that can easily be seen etc.

-Practice talking about communication by non- verbal actions

- to express the happiness they can whistle or clap

- sometimes, they clap or whistle to encourage or despise

- Listen and note down

- Do the exercises at home

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

- Language: Words to speak about ways of communication

2 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

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

1 Teacher: Teacher’s books, textbooks, some pictures, chalks, photos of some famous persons

or some real information about ways of communication …

III.PROCEDURES

- 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

Trang 21

+ to be kidding

- Ask students to practise speaking

Pre-speaking: (8 minutes)

Task 1

- - Introduce the task: Now work in pairs, take turn to

practise reading the dialogue, 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

the task

- Go around the class to check and offer help

While-speaking: (20 minutes)

Task 2

- - Ask students to work in pairs to practise giving

compliments to suit the responses using the outlines that

they have already made

-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 below

- Go around the class to check and offer help

Post-speaking: (10 minutes)

* Task 4:

- Ask the groups to make dialogue to practise giving and

responding 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 the errors

- Summarize the main points of the lesson

- Ask students to write a dialogue about the compliment

roles to speak in front ofthe 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

- Work in roles to practisespeaking

P1 : PhilP2 : YouP3 : Peter P4 : Tom

- Listen and work in pairs

to make a dialogue based

on the Task 1, 2, 3

A: You really have a nice pair of glasses 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.

Theme: ways of socialising

Unit 3 Listening part 1

Time: 45 minutes

I Objectives:

1 Knowledge:By the end of the lesson, students will:-Develop extensive listening skills

- Use the information they have listened to for other communicative tasks

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

- Language:

- New words: Words related to ways of socialising

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2 Educational aim: Students should know to develop such listening micro-skills as intensivelistening for specific information

3 Skills: - Listening for general or specific information

-Comprehension questions

III.PROCEDURES

3 New lesson:

I WARM UP: (3 minutes) Jumbled words:

Write the words whose letters are in a random order on the

board

- Divide the class into two teams Ss from two teams go to

the board and write the correct words

- The team which writes correct words first will be the

II.Before you listen: (15 minutes)

Work with a partner : Look at these pictures and answer the

question :

1: What are they doing?

2: What do you think each of them would say to greet each

other ?

set the scene: You are going to listen to Linda Cupple, a

social worker, advises young people on how to use the

telephone in her family Listen to her talk and decide

whether the statements are true(T) or false (F).

Elicit the new words by asking questions, using the

techniques suggested above

Vocabulary: argument(n) ['ɑ:gjumənt] cuộc cãi vã

regulation(n) [,regju'lei∫n] quy tắc

absolute(a) ['æbsəlu:t] hoàn toàn

maximum(n,a) ['mæksiməm] tuyệt đối

install(v) Lắp đặt

- chitchat(n) ['t∫itt∫æt] chuyện phiếm

- starling(a) ['stɑ:liη] (động vật học) chim

sáo đá ,trụ bảo vệ

Listen and repeat:

-Help Ss to pronounce the words in their book correctly

-Play the tape and then ask Ss to repeat after the tape in

chorus and individually

- corrects errors, if any

-Check that Ss know the meaning of these words

II While you listen: (23 minutes)

Pairs workRearrange

Whole classListen to the teacherlook at the pictures and answer the questions

+ They are greeting

+ They are saying goodbye

Individual work, pair work

& whole class

Read through all thequestions, identify theinformation they need tolook for in each question(question word: what,

Trang 23

Task 1:

-Get Ss to read through the statements to understand them

and underline the key words

-Guide students the requests of the task

- Let students listen twice time

- Write on board from 1 to 6 and call some students to come

and write their answers

- Let them listen on again and correct

- Correct

Consolidation :

4.Homework: (3 minutes)

- Learn the new words by heart

- Review the points that have been covered in the lesson and

do the exercise in the exercise book

- Prepare the next part

where, when, how…)listen and answer thequestions

& whole class

read through all the questions, identify the information they need to look for in each question

Class: 12B5, 6,7,8,9

The 16 th Period

Grade 12

Unit 3 Listening part 2

Time: 45 minutes

I Objectives:

1 Knowledge:By the end of the lesson, students will:-Develop extensive listening skills

- Use the information they have listened to for other communicative tasks

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

- Language:

- New words: Words related to ways of socialising

2 Educational aim: Students should know to develop such listening micro-skills as intensivelistening for specific information

3 Skills: - Listening for general or specific information

-Comprehension questions

III.PROCEDURES

2 Body language is a potent form of _

communication

Pairs workAnswer1.D2.B3.C4.A

Trang 24

a verbal b non-verbal c tongue d oral

3 Our teacher often said, "Who knows the answer?

_ your hand."

a Rise b Lift c Raise d Heighten

4 This is the instance where big, obvious non-verbal

signals are appropriate

a situation B attention c place d matter

5 They started, as _ gatherings but they have

become increasingly formalized in the last few years

a informal b informally c informalize d

7 The lecturer explained the problem very clearly and is

always _ in response to questions

a attention b attentive c attentively

d attentiveness

8: Pay more attention _ picture and you can find out

who is the robber

a Thank you very much I am afraid

b You are telling a lie

c Thank you for your compliment

d I don't like your sayings

I I WARM UP: (3 minutes)

Jumbled words:

Write the words whose letters are in a random order on the

board

- Divide the class into two teams Ss from two teams go to

the board and write the correct words

- The team which writes correct words first will be the

III While you listen: (23 minutes)

Task 2: Gap- fill

T: Now listen to the rest of the listening text again and work

in pairs to write the missing words You will listen to the

tape twice.

5.A

Rearrange

Whole classListen to the teacher

listen Individual work, pair work

& whole class

check their answers with a partner

give the answers

Answer:

1 agreed 5 waking

2 to avoid 6 heart3.particular 7.kindnes

s

4 adults 8 to stickIndividual work, pair work

Trang 25

Check if Ps can answer the questions in task 2 without

listening again Play the tape for them to listen again but

before doing this, T should encourage Ps to read through all

the questions, identify the information they need to look for

in each question

Play the tape again for Ps to listen & answer the questions

Get Ps to check their answers with a partner Then T checks

with the whole class

Play the tape twice

Call on some pairs to give the answers

Go over the answers with the class

IV.After you listen: (8 minutes)

-Before getting Ss to summarize Ms Linda Cupple’s talk, T

reminds them of some useful languages Task 1,2

Suggested ideas:

- Length of time for each call

- Time for calling

- Calling late at night

- Calling at weekend

-Divide the class into small groups of 3 or 4 & gets them to

summaries the listening passage

-Go around checking and offering help

-After checking that all the groups have finished, call on

the representative of each group to report their peer’ ideas

T checks if other groups would have the same or different

ideas

-Listen & take note of their errors Provide corrective

feedback after that

Consolidation : (3 minutes) Review the points that have

been covered in the lesson and do the exercise in the

exercise book

4.Homework: (2 minutes)

- Learn the new words by heart

- Prepare the next part

& whole class

summarize Ms Linda Cupple’s talk

Listen carefully then write down

- Language: Words used in writing about a paragraph

2 Educational aim: Students should know

+ Building sentences based on given words

+ Re- ordering given sentences to make a complete paragraph

3 Skills: Writing about a letter of recommendation

1 Teacher: Teacher’s books, textbooks, some pictures, Some cues, information of someone ….

2 Students: Students ‘book, Students ‘workbook,

III.PROCEDURES

Trang 26

3 New lesson:

- Ask students to close the books

Ask students some questions:

* Who is absent from the class today?

* Who is on duty, today?

* What should you do if you want to talk to

someone?

Task 1

You are going to write use the words to make

sentences Change the form of the verbs (No

addition or omission is required)

- Ask students to read the words in the Task 1

and then make the full sentences

1, there/be / many ways/ tell someone/

goodbye, /most of /them/depend/on the

situation/and/at hand.

2,however/there/be/one rule/that /all

situations/ observe: abruptly/we/seldom/

say goodbye.

3, in/English/it/be/necessary/prepare/a

person/ for our department

4, we/lead/into the farewell/by/say/some

thing pleasant and thoughtful/like/ I ve/“ ’

really/enjoy/

5,we/might/also say/something/relating to/

the/time/like/ Gosh ,/I can t/believe/how/“ ” ’

late/it/be/I/really/must/be/go

- Introduce to do task2

- Ask students to put the sentences of the two

paragraphs below in their right order

& Paragraph 1:

- Call on some students to order the sentences

- Elicit the others to comment and give the

correct answers

- Feedback and give the correct answers

& Paragraph 2:

- Ask students to order the sentences as the

same the task 1

-Elicit the others to comment and give the

correct answers

- Feedback and give the correct answers

- Ask students to write other dialogues about

the ways of communication with

the situation given

1, How should you do when you are late for

class?

- Answer the questions-Read the requirement carefully and read the words carefully

- Ps practise writing the full sentences

1, There are many ways to tell someone goodbye, and most of them depend on the situation at hand.

2, However, there is one rule that all situations observe: We seldom say goodbye abruptly

3,In English it is necessary to prepare

a person for our departure

4, We lead into the farewell by saying something pleasant and thoughtful like

I ve really enjoyed talking to you

we re sorry for it.’+ - Work in pairs to exchange thesentences in order of a paragraph

+ 1- C: The simplest way to apologize

is to say I m sorry “ ’ ”+ 2- E: Let s take a common situation ’

Tom is late for class and enters the classroom.

+ 3 – B: What does he do? The most polite action is usually to take a seat

as quietly as possible and apologize later.

+4 – A: But if the teacher stops and waits for him to say something

+ 5- D: Naturally, more than this is needed, but it is not the time

- Work in groups and then each preventative of each group go to the board to write their dialogs

Ps :1, I should apologize to the teacher and the class for being late

Trang 27

2, You’ve made some mistakes in your

writing You want to talk to the teacher about

it? etc

- Do the writing task in student’s workbook

-Prepare the next lesson

2, I think it is necessary to say “I’m sorry” Could you help me correct them?

Listen and take note

Class: 12B5,6,7,8,9

The 18 th Period

Grade 12

Time: 45 minutes

I Objectives:

1 Knowledge:

- General knowledge: By the end of the lesson, students will be able to:

+ Remind of the ways of changing the reported speech

+ Students can do the tasks well

- Language: the ways of changing the reported speech

2 Educational aim: Students can pronounce the stress in two- syllable words

3 Skills: The stress in two- syllable words

2 Students: Students ‘book, Students ‘workbook, pens, pencils…

III.PROCEDURES

3 New lesson:

I Pronunciation: (10 minutes)

- Explain how to pronounce the stress

in two – syllable words

* If verbs, adj, adv, prepositions if the

second syllable which has long vowel

or double vowel (except ou) - the stress

falls the second syllable But if the

second syllable which has short vowel

or double vowel or finishes by one

consonant the stress falls the first

syllable.

* For nouns in which the second

syllable have short vowel the stress

falls the first syllable (` money) If the

second syllable which has long vowel

or double vowel the stress falls the

second syllable ( design)

- Ask students to read the words and

practise giving the correct stress

- Call some students to read the words

Practising sentences:

- Ask students to work in pairs and

give the correct stress of the words in

Listen to the teacher and write some rules in the notebooks

- Ex : Polite/ai/, police/ i:/,between

- Read the words in front of the class

- Work in pairs to practise giving the correct stress of the words in the sentences

- Some students read in front of the class

- Listen and remind of the ways to exchange the reported speech

- Listen to the teacher and note down in the notebook

- Practise changing the sentences

2, Thuan said he worked for a big company.

3, Thuan said he was their marketing manager.

4, Thuan sais the company had opened an

Trang 28

the sentences and then read the aloud

the given sentences

- Call some students to read the

sentences in front of the class

- Comment and read the sentences once

to the whole class

II Grammar: (29 minutes)

Exercise 1: Presentation

a, - Ask students remind of the rules to

change the reported speech:

+ Change the tenses of verbs

+ Change pronouns suitable with the

situations given.

+ Change the time as the sentences

given.

b, Practise doing exercise 1

- Let students read the situation and

change into the reported speech

- Let students practise doing exercise

and each of them stands and speak out

the sentences they’ve done

- Go around, listen and help them if

necessary

Exercise 2

- Ask students to read the dialogue

between Lan and Tuan , then they have

to complete

the conversation Tuan had with Tung

by changing in reported speech

- Let students work in pairs,

- Ask students to read the dialogue

between Tung and Tuan by using

reported speech to retell what Lan has

told Tuan

- Go around and listen to students or

help them if they need

-Ask students to revise the whole unit

- Ask students to do all the exercises

office in Ho Chi Minh city.

5, Thuan said it had been very successful.

6, Thuan said he had been chosen to run an office in District 5.

7, Thuan asked me how long I had been learning English.

8, Thuan said he didn t have much time to ’

* Tense: Simple present and Simple past, Simple future

- I, you, he, she

- Time indicates in the dialogue

* Work in pairs:

- P1 : Lan

- P2 : Tuan + Each pair stands up and read the dialogue

-Work in pairs and practise changing reported speech

1, She said she didn t want to talk to you.’

2, She said she was upset too.

3, She said she was not interested

4, Because you had promised to go to the cinema.

5, But you hadn t turned up’

6, She said she didn t want to see you.’

7, She said she didn t believe you had tried.’

8, She said she would talk to you later.

9, She said she had to go otherwise she would be late for school.

- Each student stands and speaks out their sentences they’ve made

- Listen and write down their notebooks

Class: 12B5,6,7,8,9

I Objectives:

1 Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, and writing

- Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests

2 Educational aim: - According to the TEST students can revise all the language skills andgrammatical points which they have studied and used in the three units: 1, 2 and 3

- Students can improve their techniques of doing the simple tests

3 Skills: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, and writing

- Improve their knowledge through the test yourself

Trang 29

1 Teacher: Teacher’s books, textbooks, some pictures, tape, cassette player, hand-outs ….

2 Students: Students ‘book, Students ‘workbook…

III.PROCEDURES

* Have you prepared it at home?

* Have you got any difficulties?

Test yourself

a Listening(2.5 points) (10 minutes)

- Ask students to read all the sentences first

- Ask students to listen to the tape once

- Ask students to listen again and speak out the

statements are true or false

- Ask students to listen in the third time, the work

in groups to compare and discuss the answers

with each others to find the correct answers

b Reading (2.5 points) (10 minutes)

- Present the task:

- Ask pupils to work in groups to compare the

answers they have already done to find the

correct ones

- Give the correct answers to the class:

* We can communicate not only through words

but also through body language.

* They are our posture, facial expression,

gestures.

* If your posture is slumped and your head is

down, this could mean that you are sad or lack

confidence.

* A person who doesn t look away is expressing’

challenge A person who doesn t look at you is’

expressing lack of interpreter is shy

* Because that person might be angry at you or

feel superior to you.

III Grammar(2.5 points) (10 minutes)

- Present the task:

A, Practise circling the correct answer (A, B, C or

D) to complete the letter

- Ask students to work in groups to give the

correct form of verbs in the passages

* Give the correct form of verbs

1, C: have been.

2, D : will be

3,B : are having

4,A : could have put off

5,B : will have finished

6,D :have seen

B, Let students finish each of the following

- Greeting

- Answer teacher’s questions

- Look at the book and listen to thetask

- understand the task

- Read the questions

- Listen to the tape

- Listen again and say the statementsare true or false

- Listen and discuss in groups to findthe correct answers:

- Finish the task

- Compare their results with the othergroups, and then with the keys

- Write the answers on the board

- Listen to the teacher and correct theanswers

1, Lan asked John what he had done before working for that company.

2, Bill promised to come to see me the next Sunday.

3, Tom apologized for not ringing me earlier.

4, Miss White thanked Peter for giving her present

- Students work in groups andpractise writing about their families

- Two students go to the board andwrite

A: There are four people in myfamily, my father’s name is Tuan, he

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sentences in such a way that it has the same

meaning as the original sentence

IV Writing (8 minutes)

- Present the task:

- Call the students to read the suggested sentences

+ Give the number of your family members, their

names, ages and jobs.

+ How do they share the housework?

+ How do they behave?

+What are their hobbies?

+ What do you like about each of them?

+

- Check their writings and help them correct the

mistakes if they’ve made

4 Homework (3 minutes)

- Ask students:

+ to study all the lessons again

+ to get ready for the 45 minute-test in the next

period

is forty-five years old and he is adoctor My mother is Lan, she isforty years old and she is a teacher,

my sister is Huong and she is astudent in Hanoi, I am Hoang,sixteen years old and I am a pupil ofgrade 12 We are a close- knit family,

we often share the household

- Give the writings by reading aloud

- Read the letter carefully

- In groups or in pairs, write her aletter

- Compare the results with the othergroups

- Correct mistakes

- Study all the lessons again

- Get the knowledge ready for thecoming test

Class: 12B5,6,7,8,9

Test 1

Grade: 12Time limit: 45 minutes

45 minute test 1

Full name:……….

Class: ………

I Choose the word with underlined part pronounced differently from the rest (1 point):

II Put the verbs in brackets into the correct tenses (2 points):

1 I (buy) a new house last year but I (not sell) my old house yet so now I have two houses

2 A: You (be) the theater lately?

B: Yes, I (go) to see the Othello last week

A: You (like) it?

B: Yes but I (can not) see very well, I sat at the back

3 A: I (do) my housework all morning and I (not finish)

yet

B: I (do) mine, I (start) at 6 a.m

III Change the following sentences into reported speech beginning with given words (1 point):

1 Helen said “I have been here for six months "

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4 John said to Helen “Remember to keep in touch ".

John reminded Helen

5 Helen said to John “Thank you for the good time we had together "

Helen thanked

IV Use the correct form or tense of the verbs in parentheses:

1 Last night I (go) to a party When I (get) _, the room (be) full of people Some of them (dance) _ and others (talk) One young woman (stand) by herself I (never, meet) _ her, so I (introduce) myself to her.

2 John is in English class He (study) English this semester He (also, take) some other classes His Classes (begin) at 9 o’clock every day.

3 I don’t like (force) (leave) _ the room (study) _ whenever

my roommates feel like (have) _ a party.

4 While she (talk) on the phone, the children (start) fighting and (break) the window.

5 I hope they (repair) this road by the time we (come) back next

- General knowledge: Students know about school education system

- Language: Sentences and expression for describing school education system

- New words: Words related to school education system

2 Educational aim: Students should know school education system in England

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

1 Teacher: Teacher’s books , textbooks , some pictures, tape , cassette player, ….

2.Students: Students ‘book , Students ‘workbook, …

III.PROCEDURES

1.Organizations: (1 minute)

3 New lesson:

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- Ask Ss some questions about the picture:

- Who are they?

- What are they doing?

- Do you think they are English students?

Before you read : (7 minutes)

- Ask students to read the facts below and decide

whether the statements about schools in Vietnam are

true (T) or false (F) Then compare their results with

their partners’

Facts about schools

1 Children start Grade 1 when they are 6 years old

2 Schooling is compulsory from the age of 6 to 16

3 The school year generally begins in September and

ends in late May

4 The students do not have any examinations when

they finish secondary school

5 A school year consists of two terms

While you read : (23 minutes)

- Ask students to look through the passage and read in

silence

- Explain pronunciation and meaning of new words

which appear in the passage

Task 1 : (3 minutes)

Find words or phrases in the reading passage which

have the following meanings.- Let students work

- Ask students to answer the following questions

- Ask students look through the passages then try to

answer the questions in right way

- Help students if necessary

(the answers in the passage)

Walk round the classroom and correct mistakes

6 When Ss finish the secondary school, they can take

an examination called the General Certificate of

Secondary Education

After you read : (8 minutes)

Ask Ss to work in groups Tell the others one of the

- Open the book

- Answer the questions

- Listen to the teacher and openthe book – Unit 1, part A:

reading

- Look at the book, listen to theteacher and work in pairs todecide whether the statementsabout schools in Vietnam aretrue (T) or false (F) Thencompare their results with theirpartners’

- Keep the book open

- Listen to the teacher then dotask 1

- Ask the teacher if necessary

- work individual or in group

- Write down in the notebook

- Try to answer the questions

- Practice with a partner thenwrite them down in the notebooks

- Ask the teacher if necessary

- Listen to the teacher and make

a brief note about schooleducation system in England

- Try to talk about schooleducation system in England

- The students who are called tostand up to talk loudly areintelligent ones

Work in groups Tell the others

one of the most difficult schoolsubjects you are studying andwhat you would like yourfriends and your teacher to do

to help you learn that subjectmore effectively

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most difficult school subjects you are studying and

what you would like your friends and your teacher to

do to help you learn that subject more effectively

Home work: (2 minutes)

- Ask students to do Reading exercise of Unit 1 in

workbook and prepare Part B : Speaking at home - Listen to the teacher and writedown homework

- General knowledge: Students learn about school education system

- Language: Talking about the school education system in Vietnam

- New words: words related to school education system

2 Educational aim: Students should know school education system in Vietnam

3 Skills: Talking about school education system

1 Teacher: Teacher’s books , textbooks , some pictures, , chalks ….

2.Students: Students ‘book , Students ‘workbook and notebook, …

III.PROCEDURES

3 New lesson:

- Ask students to keep book close

- Write on the board names of school education

system in Vietnam: University, nursery, primary

school, college, kindergarten, secondary school

Then ask Ss to put them in order

- Ask students to repeat

Tell Ss to understand more about school

education system in Vietnam

(We learn Unit 1, part- speaking)

Pre-speaking : (12 minutes)

Task 1

- Ask Ss to work in pairs Study the table below

then ask and answer the questions about the

school education system in Vietnam

- Listen to students and correct mistakes

Example:

A: When do the children in Vietnam go to

primary school?

B: When they are 6 years old

A: How long does the primary education last?

B: 5 years

While-speaking : (15 minutes)

Task 2

- Teacher introduces the task “Work in groups

- Keep books close

- Look at the board and try toremember names of ten subjects

- Work in pairs

- Practice asking and answering thequestions about the school educationsystem in Vietnam using theinformation in the table

Example:

A: When do the children in Vietnam

go to primary school?

B: When they are 6 years old

A: How long does the primaryeducation last?

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Talk about the school education system in

Vietnam, using the information from Task 1”

- Guide students how to practise

- Ask students to work in pairs

- Help the students with new structures

- Walk around and help them

- Call some student to stand up and report

before the class

- Correct their mistakes

Post-speaking : (10 minutes)

Task 3

-Teacher introduces the task “Work in groups

Talk about the similarities and differences

between the school system in Vietnam and in

England”

- Let them work in groups

- Ask some students to stand up and tell loudly

- Walk round and help them

- Ask students to write a passage about

similarities and differences between the school

system in Vietnam and in England

- Ask students to prepare Part C- Listening and

do homework

- Work in groups Talk about thesimilarities and differences betweenthe school system in Vietnam and inEngland

Example:

There are some differences betweenthe school systems in Vietnam anEngland Children in Vietnam startprimary school at the age of 6 and finisthis level at 10 while those in Englandstudy at primary school from the age

of 5 to 10 Schooling is compulsory forVietnamese children until the age of 1but, in England, compulsory educationends when children are 16 There isalso a difference about the subjectsstudied at schools

On the other hand, Vietnam andEngland school systems have somesimilarities Students in both countrieshave to follow the national curriculumset by the government After finishingsecondary schools they all have to takethe national examination known asGCSE

- New words: Words related to someone’s education

2 Educational aim: Students should know about someone’s background

3 Skill: Listening for gist and for specific information

1 Teacher: Teacher’s books , textbooks , some pictures, tape , cassette player, ….

2.Students: Students ‘book , Students ‘workbook and notebook, …

III.PROCEDURES

1 What school subjects are you good at?

2 Which ones do you enjoy most/least in

your class? Explain why

- Answer the questions:

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Pre-listening: (9 minutes)

- Ask Ss to look at “Listen and repeat”

- Read and ask students to listen

- Let students listen again and repeat

- Write some words on board and ask

students to read them aloud

- Let they work in pairs

While-listening: (20 minutes)

Task 1 (10 minutes):

- Ask students to read the questions quickly

- Guide students the requests of the task

- Let students listen twice

- Write on board from 1 to 6 and call some

students to come and write their answers

- Let them listen again and correct

Task 2 (10 minutes):

- Teacher introduces the task “Listen again

and answer the questions”

1 When did Gavin think he listed to the

teacher well?

2 How did Gavin find the exams?

3 Why couldn’t Gavin pass the exams

easily?

4 Why did Gavin say he didn’t think his

school days were the best time of his life?

- Read or turn on the tape script again once or

twice

- Help students give the correct answers

Post-listening: (10 minutes)

- Teacher introduces the task “Work in pairs

Talk about the results of your current exams

at school and what you will do to prepare for

the next exams”

- Go round and help students

- Correct mistakes

4 Homework: (2minutes)

- Ask students to rewrite a passage about their

school days in secondary school

- Ask students to prepare the part Writing at

home

- Listen to the listening script

- Answer the questions

- Look at the task 2 and listen to theteacher

- Read the questions and try tounderstand them

- Listen to the tape script

- Give correct answers:

1 When he enjoyed the subjects

2 He found it very difficult

3 Because they were difficult for him

- Work in pairs Talk about the results

of your current exams at school andwhat you will do to prepare for the nextexams

E.g I didn’t do well in the last examperiod I was content with my math,physics and chemistry results but myEnglish result wasn’t very good Imade too many mistakes so I barelypassed it

I think I have to spend more timestudying English to get higher grade inthe coming exam

- New words: Words relating to school education systems

2 Educational aim: Students learn how to understand the school education system in Vietnam

3 Skill :

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1 Teacher: Teacher’s books , textbooks , some pictures, board markers ….

2.Students: Students ‘book , Students ‘workbook, test paper …

III.PROCEDURES

3 New lesson:

Warm-up :(3 minutes)

- Ask students some questions about school

education systems in Vietnam

1 How many levels of educations are there in your

school system?

2 How long does it take to complete each level?

3 How many classes are there in each level?

4 When do children start Grade I?

- Lead Ss to the new lesson: “write a paragraph on

the formal school education system in Vietnam’

- Teacher introduces the task: In about 150 words, write

a paragraph on the formal school education system in

Vietnam, using the information given in Speaking Tasks on

page 47 You may follow the suggestions below:

- Levels of education:

primary (5 years; start from the age of 6)

lower secondary (4 years)

upper secondary (3 years)

- Compulsory education: 9 years (primary & lower

The formal school system in Vietnam consists of two levels of

education, primary and secondary education The children

start Grade/ Year 1 at the age of 6 and they normally

complete the primary education at the age of 10 They move

to lower secondary school to study in Grade 6 when they are

eleven years old They will finish nine-year compulsory

education when they complete Grade 9 at the age of 14 The

children may go to upper secondary schools if they pass all

the subjects tested at the end of Grade 9 They will stay there

until they complete Grade 12 at the age of 17 If they want to

sit for the entrance exam to universities or colleges they have

to take the national examination for GCSE which takes place

- Work in pairs, discuss and findout the answers

1- 32- Primary: 5 years/

Lower secondary- 4 years/ uppersecondary - 3 years

- Understand the aim of thelesson

- Study the task carefully

- Work in pairs to give outlines

1

Topic Sentence

The formal school system in Vietnam consists of two levels of education, primary and secondary education.

2

Supporting Details 3

Closing Sentence

- Use main ideas in the outline towrite a paragraph on the formalschool education system inVietnam

- Exchange their writings forpeer correction

- Correct mistakes

- Read the paragraph again

- Correct mistakes

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at the end of Mayor beginning of June The academic year in

Vietnam runs from September to May and is divided into two

terms The first term ends in January with a week holiday

and the second term finishes in May before a long summer

holiday comes.

Post- writing: (4 minutes)

- Ask Ss to read the paragraph again

- Give remarks on the writing

- Rewrite the paragraph at home

- Prepare the section D (The Language focus part of

Unit 4)

- Rewrite the paragraph at home

- Prepare the section D (TheLanguage focus part of Unit 4)

Class: 12B5,6,7,8,9

Grade 12

Theme: school education system

- New words: Words related to a form

2 Educational aim: Students know how to pronounce and mark the stress in three-syllable words

3 Skills:

- Pronunciation: Stress in three-syllable words

- Grammar: Passive voice

3 New lesson:

- Write some three-syllable words on the board, and

then pronounce those words aloud

- Pay attention to its stress

- Ask Ss to read after

-How do we pronounce these words?

- Read again these words and lead to the lesson

- Today, we learn how to pronounce three-syllable words

I Pronunciation: (8 minutes)

a Give Ss some rules of word stress in three-syllable

words

- Help students how to pronounce those words correctly

by reading first as model

- Listen to teacher

- Read aloud

- Pay attention to its stress

- Understand the aim of the newlesson

- Listen and repeat from 2-3times

- Some of them stand and readwords aloud

- Practise in groups

- Some groups compare with theirresults and read the words insentences aloud

- The answers can be various

- Listen and give more questions

in pairs

- Read the sentences in chorusaloud

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b Practice:

- Read the words first: clearly, correctly

- Listen and correct their pronunciation if it’s needed

- Let students read the sentences and work in groups

- Listen and remark each group

II Grammar: 30 minutes

a) Review some grammar structures: Passive voice

S + to be + past participle

- Give some examples

- Ask Ss to make sentences with the structures

b Practice:

* Exercise 1: (10 minutes)

- Introduce the task: Fill each blank with the simple

present passive form of the verb in brackets

- Guide Ss to do

- Ask Ss to fill each blank with the simple present passive

form of the verb in brackets

- Correct mistakes

* Exercise 2: (10 minutes)

- Introduce the task: Rewrite the following sentences

using the passive voice

- Introduce the task: Fill in the spaces of the

following passage with the correct tense in passive

voice of the verbs in brackets

- Guide Ss to do

- Ask Ss to fill in the spaces of the following passage

with the correct tense in passive voice of the verbs

in brackets

- Correct mistakes

- Assign homework

- Do exercise ‘part E-language focus in work book

- Understand the task

- Fill each blank with thesimple present passiveform of the verb inbrackets

- Understand the task

- Rewrite the followingsentences using the passivevoice

Answers: Exercise 2

1 this school was built in 1997

2 This dictionary was published in 1870

3 A surprise party is going to be organized by the students in my class tomorrow morning

4 The kitchen is being painted now.

5 “Romeo and Juliet” was written by Shakespeare in 1605

6 Shakespeare’s tragedies have been translated into many languages.

7 A new primary school has just been built in my village.

8 English will be spoken at the conference

9 The floor hasn't been cleaned (by Jane) yet.

10 The house will be repainted…

Exercise 3

1 Was built 2 were sold

3 has been made 4 can be bought

5 are used 6 can be used

7 is stored 8 are done

9 must be told 10.can be done

- Do exercise ‘part E-languagefocus’ in work book

1 Teacher: Teacher’s books , textbooks , the test paper, key for the test ….

2.Students: Students ‘book , Students ‘workbook, some test paper …

III.PROCEDURES

3 New lesson:

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- Greeting

- Ask students some questions on the previous test

- Tell the aim of the period: correct the test

I Choose the word with underlined part

pronounced differently from the rest (1 point ):

(7 minutes)

- Repeat the question

- Get students to read the passage again carefully

- Call some students to read out their answers, and

the others give remarks if it is correct or not

- Finally read the keys out aloud

II Put the verbs in brackets into the correct tenses

(3 points): (10minutes)

- Get student to read the test again carefully

- Call some students to read out their answers, and

the others give remarks if it is correct or not

III Change the following sentences into reported

speech beginning with given words (2 points):

(8 minutes)

- Get students to read the writing again carefully

- Call some students to write their answers on the

board, and the others give remarks if it is correct or

not

4 John reminded Helen to keep in touch

5 Helen thanked John for the good time they had had

together

IV Use the correct form or tense of the verbs in

parentheses(4 points ) : (10 minutes)

- Show the listening script on the board or read the

passage again several times

- Get students to read the passage again carefully

- Call some students to write their answers on the

board, and the others give remarks if it is correct or

- Look at their paper

- Compare the results with the others

- Get the correct answers from the keys

1 bought _ haven’t sold

2 Have you been _ went _ Didyou like? _ couldn’t

3 have been doing _ I haven’t finished _ do _ start

- Look at their paper

- Compare the results with the others

- Get the correct answers from the keys

1 Helen said she had been there for six months

2 Helen said she would leave the next day

3 Helen promised she would give him a ring when she arrived

- Look at the writing again andcompare it with the others

- Correct the wrong sentences base on the keys:

1 went – got – was – weredancing – talking – stood –have never met – introduced

2 studies – also takes – begin

3 force- & leave – studies –

to have

4 is talking – start – break

5 will repair – are coming

- Prepare Unit 5: Higher education

Class: 12B5,6,7,8,9

Unit 5: HIGHER EDUCATIONThe 27 th period

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- General knowledge: Students know about higher education

- Language: verbs in past tense

- New words: Words related to higher education

2 Educational aim: Students should know about their first impressions of university life

3 Skills: • Vocabulary comprehension matching

3 New lesson:

- Ask Ss some questions:

1 What are you going to do after you finish

high school?

2 Which university would you like to attend?

3 Where will you live if you study at a

university far from your house?

- Get feedback

- Lead Ss to the new lesson: higher education

Before you read : (7 minutes)

- Ask Ss to work in pairs, ask and answer the

following questions:

1 How do you say in English the names of

these universities?

2 What university would you like to apply

for and why?

- Get feedback

- Give Ss suggested answers

While you read :

- Ask students to look through the passage

and read in silence

- Explain pronunciation and meaning of new

words which appear in the passage

Task 1 : (8 minutes)

- Introduce the task: Complete the following

sentences, using the right forms of the words

in the box

- Ask Ss to complete the following sentences,

using the right forms of the words in the box

- Go around class and help Ss if they need

- Call on Ss to give their answers

- Understand the aim of the lesson:

Unit 5: higher education

- Work in pairs, ask and answer the questions

1 Hue University

2 Hanoi University of Architecture

3 Hanoi University of Natural Science

4 I would like to apply for Hanoi University of Natural Science

- Read the text in silence

- Find out new words

- Understand the aim of the text

- Do the tasks that follow

Task1:

- Study the task carefully

- Choose the right word to fill in the blanks

- Exchange their answers for peer correction

- Tell the class the answers

1 campus

2 blamed

3 scariest

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