While you read 35’ -Guide Ss to look the pictures in the text and give some questions relating with the pictures - Call a student to guess the contest of the text Activity 1 : Question
Trang 1Week: - Period: - Planning date: / / - Teaching date: / /
Unit 1 Theme : YOU AND ME
Scanning for information to answer questions
Matching words and their meanings
II Teaching method: communicative approach /reading /speaking /writing
II Teaching aids: textbooks, pictures, handouts, reference books, cassette
IV Procedures:
Teacher’s activities and content Students’ activities I.Warm - up (5’)
-Stick the picture about some different household chores in
the textbook on the Bb and topic of the lesson then ask them
to guess how the picture about
- Ask Ss : Where are they doing these things ?
( Expected : at home )
-Lead into the new lesson
Today we will practice reading a text about the household
chores
-Write on the board : Unit 1 : HOME LIFE - Reading
II Before you read (20’)
1.Brainstorming (task a –page14 )
-Ask Ss to give answers to these questions:
1 What are the people in the picture doing?
2 What is the general word for the things the people do
in the pictures ?
3 Who often does housework in your family ?
4 Do your parents ask you to help with the housework ?
Expected :
1 A ironing clothes C.watering plants
B.mopping the floor D.air–drying the laundry
1
Trang 22 housework
3 answer vary
4 Of course I should help with the housework such as
clean the rooms , cleaning up the toilet , wash the dishes
after meal…
2 Free choice (task b –page14 )
-Ask Ss to read the sentences and check the household
chores which are part of their daily routine
-Call on Ss to give answer
-Give feedback and comments
Expected :
1 Making your bed
2 Washing dishes
3 Putting dirty clothes in the laundry
4 Cleaning rooms
5 Watering flowers and plants
6 Buying food for the family
7 Collecting and disposing of garbage
8 Folding laundry
3 Teaching vocabulary: Teach these words through elicitation or explanation
Pre- teach vocabulary: conflict / 'kɔnflikt / (n) =serious disagreement : mâu thuẩn conflict / kən'flikt / ( v) with sth glare / gleə / (n) =angry or fierce look: cái nhìn giận dữ battle / 'bỉtl / (v) = struggle dismay / dis'meid / (adj) = shocked: mất tinh thần disgust / dis'gʌst / (v) : làm chán ghét bewildered / bi'wildəd / (adj) =confused / puzzled làm bối rối nag / nỉg / (v) = scold càu nhàu divvy up / 'divi / (v) = share sth out : chia, sẽ phần pigsty / 'pigstai / (n) : chuồng heo responsibility / ri'spɔnsəbl / (n) : trách nhiệm devastating / 'devəsteitiη / (adj) = very destructive : tàn phá III While you read (35’) -Guide Ss to look the pictures in the text and give some questions relating with the pictures - Call a student to guess the contest of the text Activity 1 : Question and answer ( Task a –page 16 ) - Work individual - Check -Compare with the partner - Answer Close the textbook Rub out and remember Repeat after the teacher Individual and choral Come to the board and write English words again Copy down Tiếng Anh 12 nâng cao Gv : Nguyễn Thị Thanh Thúy
2
Trang 3Ask Ss to scan for information to find the answer to the
questions
- Call on some pairs to ask and answer in front of class
- Give feedback
-Suggested answers
1.What problem do parents usually have with the children
over household chores ?
2.What did Virginia complain about her daughter over
domestic chores ?
3.What did Sampson Lee Blair’s research find out about the
contribution of American children to their family ?
Suggested answers
1.Chilren aren’t interested in household chores such as
cleaning their room, clearing the table after meals, or
hanging up wet towels Moreover, some of them are often
irritated when they are reminded of their mess or
responsibilities
2.She complained that she used to do twice as much
domestic chores as her daughter did
3.His research found that most American children ages 6 to
18contribute 12 percent of all household labor at some level
Activity 2 : Matching (Task b –page 16)
Ask Ss to scan the words in column A and B to find the
meaning
-Ask Ss to match each item in column A with its
corresponding meaning in column B
- Suggested answer
1 – c 2 – e 3 – d 4 – b 5 – f 6 – a
Activity 3 : True -False statement ( handout)
-Give handout and ask Ss to read the text and statements
and say if the are true of false
-Call on Ss to read statements and give answers
- Elicit explanations for their choice
-Invite class opinions and give feedback
- Look and guess
A : The dismayed face of a woman
B : the rash bedroomC: the disgusted face of a girl
-Work individual (scan the text)-Work in pairs
-Discuss the answers with a partner
-Practice speaking (ask /answer)
-Display in front of class
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
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Trang 4IV After you read ( 20’)
Discuss (task c – page 16)
-Ask Ss to prepare with their partners a two minute oral
presentation of what problem they often have with their
parents over household chores
-The hint :
-I live in a family of …….mom,dad……and myself
-Mom/Dad is the most influence person in my family She /
He assigns us to do routine chores in the house
-My duty is ….; in addition, I’m responsible for…
-However, I’m often …
- That makes my mom /dad irritated and she is always
nagging me into doing my responsibility…
-Call on Ss in pairs to report the opinions of their pairs to
the rest of class
-Invite the class to argue and give comments
-Give feedback and comments
V.Homework (10’ )
-Tell Ss to learn new words and prepare “ Listening ”
-Do exercise below :
Circle the word whose underline part is pronounced
differently from that of the other three
1 a chore b character c.choice d.chin
2 b.crop b common c household d.bodily
-Circle the word whose stress pattern id different from that
of the other three
1 a.daughter b.conflict c teenage d concern
2 a.according b bewilder c.interesting d associate
-Work with a partner-Compare answers-Give opinions in front of class
- Work in pairs
- Discuss and share ideas-Report the opinions of their pairs in front of class
Week: - Period: - Planning date: / / - Teaching date: / /
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
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Trang 5Unit 1 Theme : YOU AND ME
II Teaching method: communicative approach / listening /speaking
II Teaching aids: textbooks, pictures, CD and CD–player
IV Procedures:
Teacher’s activities and content Students’ activities
I.Warm - up (5’)
-Give the question:
1.Are you interested in doing the household chores ?
2.What do you do to help your parents with domestic chores ?
( Expected : 1 Yes, we are
2 We water the plants, sweep the house……)
Lead into the lesson :
Today we will practice listening about summer domestic
chores for kids
-Write on the board : Unit 1 Home life - Listening
II Pre- listening (10’)
1.Matching pictures with descriptions
-Show the purpose of listening : comprehension , order ideas
of the mother who talks about suggestions of summer domestic
chores for kids
-Tell Ss to match each picture with the corresponding
description
- Call on Ss to give answers
-Check answers with the whole class
Key :
1 D cleaning 2 A walking toddler
3.C vacuuming 4 B feeding
2 Teaching vocabulary
-Elicit meanings of these words through explanation or mining
- Listen and discus-Answer
- Work in pairs
- Discuss – Match
- Compare answers
Close the textbook
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
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Trang 6vacuum/ 'vækjuəm /(v) clean sth with a vacuum cleaner : huùt
buïi
spray/ sprei / (v) = send out in tiny drops : phun ,xòt
sweep /swi:p / (v) = remove dust with a broom(caây choåi) queùt
mop / mɔp / (v) = clean with a mop : lau chuøi
.wipe / waip /(v) = clean sth by rubbing its
III While- listening (18’)
Listening and ordering ( task b - 17 )
–Tell Ss they are going to listen to a woman’s suggestion of
domestic chores for kids
Ask Ss to put ideas in order as they listen to the recording
-Play the tape CD twice and have Ss do the task
-Call on Ss to read the phrase in order and check with clsass
-Play the CD again and let Ss check the answers
IV Post listening ( 10’)
Speaking
Guide Ss to prepare a list of domestic chores they can help
their family with ( use the material in task a and b If there
are the new chores , ask teacher to help )
- Tell Ss to talk about what domestic chores they often do what
they enjoy doing and what they hate doing
- Call two Ss to perform in front of class
V Homework (2’)
-Learn the words about the domestic chores
- Prepare the “Speaking ”
Rub out and remember Repeat after the teacher Individual and choral Come to the board and write
English words again Copy down
- Work individual-Listen and understand information
-Number the ideas in order
of speaker-Compare answers
- Two Ss to write the answer
on the blackboard-Others give the comment
- Write the ordinal number inthe box
- Work in groups
- Perform in groups of four togive their own ideas over household chores
- Perform their own ideas infront of class
Week: - Period: - Planning date: / / - Teaching date: / /
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
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Trang 7Unit 1 Theme : YOU AND ME
I Objectives:
By the end of the lesson , the Ss are able to express the apologizing and regrets
- Speaking short dialogues for one of situations
II Teaching method: communicative approach /speaking /listening
II Teaching aids: textbooks, poster
IV Procedures:
Teacher’s activities and content Students’ activities I.Warm - up (5’)
Game : Running Dictation
- Stick 6 phrases on the wall around the class room
-Ask Ss to work in four or five groups
-Tell the groups to choose a representative to run around to
read the phrases and then dictate them to their groups The
other students in the groups listen and write the phrases on a
piece of paper
-Tell Ss they have only 4 minutes to do it
-The group with more correct phrases will win the game
-Check Ss ‘ understanding of instructions and let them start the
game
- Collect the groups’ piece of paper , read the phrases and
check with Ss
- Declare the winner
-Ask Ss : When do you use these expressions ?
( Expected : To express apologizing and regrets )
Lead into the new lesson :
- Today we will practice apologizing and expressing regrets
-Write on the board : Unit 1 : Speaking
Apologizing and Expressing Regrets
II Pre- speaking (10’)
1.Matching complaints with apologies ( task a –page 18)
-Use poster to set the scene
- Listen to Teacher ‘s instruction
-Work in groups of four
- Start the game
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
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Trang 8-Ask Ss to read the complaints ( 1- 6) and match each
complaint with the corresponding apology and regret
- Call the volunteers to give the answer on the board
- Ask Ss to give the remark
- Conduct the feedback
Key :
1.e 2.f 3.b 4.a 5.d 6.c
- Ask Ss to practice speaking in the roles of mom and daughter
- Call on some pairs to ask / answer in front of class
2 Eliciting and introducing useful language
-Elicit useful expressions by asking Ss what they would say to
apologize and express regrets
- Hang the poster with Useful Expressions
III While- speaking (18’)
Activities 1 Dialogues from situations (task b –page19)
- Work individual ( match)-Compare answer with
a partner
- Practice speaking ( ask – answer )
- Master Apologizing and Expressing Regrets
- Choose one / two of three situations in task b
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
It’s six thirty
Clean that pigsty of
a room Right
now !
I’m so sorry, Mom I got very difficult homework and I forgot about the time
-Pardon me, please, for…
- I hope you’ll forgive my …
- Pleace accept my apologies for…
- I apologize for …
-Excuse me for…
-I’m sorry I didn’t mean to…
- I’m very /really/awfully sorry…
- Sorry about…
- Oh ! Sorry !
- Sorry about that
8
Trang 9-Tell Ss to read three situations , choose one and then make a
short dialogue for it
- Go around to help Ss who have difficulty in speaking
-Call on some pairs to act out their dialogues
-Invite class opinions and give feedback
Suggested speaking
1 You forgot to water the pot plants Your mom is getting upset
with you now.
Mom: Mai, why didn’t you water the pot plants ? Have you
see their leaves dropping for lack of water ?
Mai :Oh, I’m really sorry, Mom I’m so tired of my
exercises that I forgot to water them I’ll do it right
now
2.You forgot to clear the table after dinner Your mom is
complaining about that.
Mom : Mai, You let me remind you of clearing the table
after dinner Why aren’t you doing your duty ?
Mai : Sorry about that, Mom Could you help me with it
today ? I’m afraid of being late for the concert this
evening
3.A neighbour is visiting your house You have spilled a cup of
tea on a lap when serving her.
Mai : I hope you ‘ll forgive my carelessness, Mrs Hoa
Let me get a towel to dry your dress
Mrs Hoa : That’s OK But be careful next time
Mai : Sorry about that
IV Post - speaking ( 10’)
Open practice
-Ask Ss to tell their partners about a situation in which they had
to apologize to one of their parents over domestic chores
-Encourage Ss to give comments and share ideas on their
-Tell Ss to review the expressions of apologizing and regrets
- Prepare the “Writing ”
- Work in pairs
- Practice with a partner
- Perform their dialogues in front of class
- Work in groups
- Your talk can begin with…
“ Last week, I had to make
an apology to my mom because …”
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
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Trang 10Week: - Period: - Planning date: / / - Teaching date: / /
Unit 1 Theme : YOU AND ME
I Objectives:
By the end of the lesson , the Ss are able to write about home rules
Writing a list of family rules / writing aletter to tell your home rules to a friend
II Teaching method: communicative approach / writing / speaking /reading
II Teaching aids: textbooks, poster
IV Procedures:
Teacher’s activities and content Students’ activities
I.Warm – up ( 5’)
Game : Arrange words in sentence
Aim : to create learning atmosphere and lead into the
lesson
-Ask Ss to close the textbook
- Hang the poster and ask to arrange the words in a
sentence
- Call the volunteer to read the sentence / other writes
the sentence on the board
- Give feedback
The correct sentence :
Every home should have its own set of family rules
-Lead into the new lesson :
Today we will practice writing about family rules
-Write on the board :
Unit 2 : Writing about family rules.
- Close the textbook
- Work in groups / Look the poster / Guess the answer
- The volunteer to read the sentence
- Other writes the sentence on the board
-Open the textbook
- Work in groups of four
- Perform their own opinion in front
of class
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
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own home of have every its set rules should family
Trang 11II.Pre –writing (20’)
1 Brainstorming
- Elicit Ss to discuss the question :
What are family rules ?
-Note down Ss ideas
-Invite class opinion and comments
-Give feedback and comments
2 Completing the text ( Task a / Page19 -20 )
-Tell Ss to read the text and fill in each blank with a
suitable word in the box
-Call two Ss to give the answer on the board
- Correct if necessary
Suggested answer :
1 family rules 2.tapped 3 behave
4.truth 5.respect 6 arguing
3 Guessing the meaning of words from the context
1 Make sth easy
2 Make sth become clear or easier to understand
3 crying / shouting loudly and sharply
4 Regard ; politeness and considerable
5 make /show an image of…
6 explain sth clearly , carefully
(Expected answer :
1 Simplify (v) làm cho đơn giản
2.Clarify (v) làm cho trong sạch
3.Yell ( v) chửi mắng
4.Respect
5.Represent
6.Make someone’s point more than once : giài thích cặn kẻ
4.Guideline of the writing
Elicit and provide guideline for what Ss should write about
or include in the piece of writing
5 Discuss
- Tell ss to share opinion the list of rules mentioned in the
- Work individual
- Compare answer with the partner
- Go over the answer with the class
- Work in pair
- Give answer
Rub out and remember Repeat after the teacher Individual and choral Come to the board and write English words again
Copy down
-Work in small groups
Tiếng Anh 12 nâng cao Gv : Nguyễn Thị Thanh Thúy
Guideline
*Who makes / creates the rules
*Who has to follow them
*Detail of what should and shouldn’t be
done
*How helpful the rules are
11
Trang 12text, and add more rules
- Call some Ss to give their opinions
- Give feedback and comment
-Call two Ss to show their passages on the board
- Tell the class read together and give correction if
necessary
-Have Ss answer these questions to evaluate the writing:
1 What should be done ?
2 What shouldn’t be done
3 Who has to follow the rules ?
4 How helpful are the home rules ?
- Invite Ss to give comments on their friends’ writing and
-Prepare the “ Language focus ”
- Give their opinions
- Work individual
- Refer to the guidelines and the text
as a sample-Begin the the text with the sentence suggested “ Everyhome should have its own family rules…
-Show the passage on the board
- Read together and give correction
- Answer the questions about their writings
Remark _
_
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
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Trang 13Week: - Period: - Planning date: / / - Teaching date: / /
Unit 1 Theme : YOU AND ME
By the end of the lesson , the Ss are able to report statements and questions
II Teaching method: communicative approach /speaking / talking about routines
II Teaching aids: textbooks, drawings, handouts,
IV Procedures:
Teacher’s acivities and Content Students’ Activities
I.Warm-up (5’)
-Divide class into two groups A and B
-Hang the drawing
-Tell Ss to look at the drawing / try to guess the word /phrase
implied in each drawing
- Keep a running totalof points for each group on the board
-The group with more points wins the game
-Declare the winner
Suggested answer
homesick –homework - household -homecoming- house guest
-Check to see if Ss know the meanings of these words
- Lead in the new lesson :
-When do we use “ home ” and when “ house ” ?
Today we’ll learn some words and expressions with “ home ”
and “ house ”
-Write on the board Unit 1 Language Focus
II Presentation
Word – Study (10’)
Activity 1 House or home – find the right place
Set the scene
-Work in groups-Write on the board
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Trang 14-The group with the more points wins the game
- Correction
-Expected answer
* home coming , home economics , make yourself at home ,
home is the best , homework
* housekeeping ,housewarming, house chores, guesthouse ,
housework , household
Activity 2 : Gap filling ( page 20)
-Ask Ss to read the words in the box
-Check with Ss the meanings of these words and phrases
-Ask Ss to complete each of the sentences with the correct
form of a phrase in the box
- Call Ss to read their sentences and check with the class
Grammar (25’)
1.Present simple expressing routines
The present simple is used for thoughts and feelings ,states,
and facts and things that are true for a long time
- Yellow leaves fall in Autumn.
We also use the present simple for a repeated action or a
routine
- I get up at 5.00 every morning.
Activity 1 : Talking about Nina’s routines (Task page 21 )
-Tell Ss to make questions and answers about Nina’s routines
and chores using the information given
- Call on pairs to act out their exchanges
Activity 2 : Talking about yourself
-Ask Ss to tell their partner about their routines and chores
-Model with a student if necessary
T : I prepare breakfast every morning
S : What time do you do it ?
T : at 6.00 What about you ? Do you do any chores ?
-Go around the class to check and give the help
-Close the textbook
- Work in two group A and B
- Put “house” or “home” in the right place on the board
- Work individual
- Compare the answer
- Correct if necessary
- Work with his/her partner
- Make questions and answers
- Watch the modelling
- Work in pairs
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
This is the list of words and phrases used :
Trang 15- Call on some pair to perform in front of class
2 Reported speech
The verbs often used in reporting are : tell , say,
warn ,ask ,want to know, promise suggest , explain, order ,
Simple present simple past
Present continuous past continuous
Simple past past perfect
Present perfect past perfect
Past continuous past perfect continuous
Present perfect continuous past perfect continuous
Will + inf would + inf
Is /are going to was / were going to
Must / have to + inf had to + inf
Adverb of place and time
Now then / at that time
Today that day
Yesterday the day before / the previous day
Tomorrow the next day / the following day
Last year the year before /the previous year
next month the following month
an hour ago an hour before / earlier
here there
this that
these those
a Reported statement
Ex : “ I’m very tired now ” she said
She said ( that ) she was very tired then
b Reporting questions
* Wh –questions
Ex : “ Where did you stay last night ? ” he asked
He asked me where I had stayed the previous night.
* Yes /No question
“ Do you go here by bus ? ”
He asked me if ( whether ) I went there by bus
Activity 1 : Report the interview ( task a / page 21-22 )
-Ask Ss to read the interview with Mrs Greenand then report
- Some pairs perform in front of class
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
15
Trang 16what the interviewer asked Mrs Green and the answers she
gave in the interview
- Move around to help Ss who have difficulty in practice
- Call on Ss to write their answers on the board and check with
the whole class
- Conduct feedback
III Homework (5’)
Do task b – page 22 at home ( report what Virginia talked
about her daughter )
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
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Trang 17Week: - Period: - Planning date: / / - Teaching date: / /
Reading (90’)
I Objectives:
By the end of the lesson, Ss are aware of some forms of etiquettes in different cultures
Reading for gist / general ideas
Reading for specific details
II Teaching method: communicative approach reading /speaking / listening /writing
II Teaching aids: textbooks, handouts, pictures
- picture 1 : two American men are shaking hands
- picture 2 : men greet close friends with a hug
- picture 3 : A boy greet the man with a nod
-picture 4 : Thai people greet each other with the wai
Lead the new lesson :
Cultures vary from place to place It’s not easy to forget
our habits or cultures, but we should be aware of the
existence of other cultures Unit 2 focuses on cultural
diversity in the world
-Write on the board :
Unit 2 CULTURAL DIVERSITY - Reading
II Before you read (20’)
1.Give two questions :
1 Do Vietnamese people often use their first name or
last name when addressing someone both formally or
informally ?
2 When do American and European address someone
with a title and the last name – in a formal or informal
- Look the pictures
- Discuss
- Give the answer
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
17
Trang 18situation ?
-Call two volunteers to give answer
- Conduct feedback
Expected answer :
1.Vietnamese use their given names which are equivalent
to first names in English Family names, which are
equivalent to last names in English are never used by
Vietnamese to address each other
EX formal address : Please, take a seat Dr Minh.
Informal address : Come in and take aseat , Minh
2.In formal situations, Americans and Europeans address
each other with a title and the last name In informal
situations,they address each other with the first name and
without a title
EX formal address : Good morning Mr.Jones.I’m glad
you have come.
Informal address : Hi, Dick Glad to meet you.
2.Teaching vocabulary
- Teach the following words through elicitation or
explanation
etiquette / 'etiket / (v) = phép xã giao
insecure / insi'kjuə / (adj) = Not secure; not confident of
safety (không vững chắc )
.suspicious / sə'spi∫əs / (adj) = doubtful (nghi ngờ )
untrustworthy / ,ʌn'trʌst,wə:đi / (adj) = untrustful
(không đáng tin cậy)
address /ə'dres / ( v) = use a particular name or title in
speaking to sb (xưng hô)
.stick / stick / (to sth) (v) keep to st , not change sth
(bám giữ lấy)
.stiffness / 'stifnis / (n) = formal / unfriendly manner or
behavior (sự kiểu cách ,không thân mật)
associate / ə'sou∫iit / (v) = join together , connect
(gắn liền với)
prolong / prə'lɔη / (v) = make sth longer in time,
Copy down
Tiếng Anh 12 nâng cao Gv : Nguyễn Thị Thanh Thúy
18
Trang 19astonished (adj) = greatly surprised
- Give some practice on pronunciation
III While you read (35’)
Activity 1 : Guessing meaning from context
(task a, page 24)
-Ask Ss to read the text and match the words and phrases
in column A with their meanings in column B by guessing
the meaning from the context
-Go over the answer with the class and check Vietnamese
equivalents
Key : 2.d 3.a 4.g 5.b 6.c 7.h 8.f
Activity 2 : True-False statement (task b, page 24 /25)
-Tell Ss to read the text and the statements and say if
they are true or false
-Call on Ss to read statements and give answers and
explanations for their choice
-Conduct feedback
Key : 1.T 2.F ( a European may consider it unfriendly)
3.T 4.T 5.F (In the USA, it is considered rude to
stare at someone , regardless of who is looking at whom )
6.F (he politely expresses his anger by widening his eyes)
Activity 3 : Gapped-text ( task c, page 25)
-Tell Ss to read the paragraph and fill in each space with
a suitable word in the box
-Go over the answers with class
- Give feedback
Key :
1 contact 2.untrustworthy 3.an inattentive
4.respect 5.disrespect 6.politeness
7 attention 8.astonishment
IV After you read ( 20’)
Discussion
-Guide Ss to discuss and share ideas on the questions :
1.Politeness and the ways of addressing in Vietnamese
culture
2 Eye contact – the similarities and differences
between Vietnames and Western culture
-Work in groups of four
- Compare the answer with the other groups
19
Trang 20- Call on Ss from different groups to report their
groups’opinions
-Invite the class to give comments
-Give feedback and comments
V Homework (5’)
-Ask Ss to read the text again at home and learn the new
words presented in the Reading
- Prepare the Listening
- Work in groups of four -Discuss
- Report in front of class
- Give comments
Remark :
_ _ _
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
20
Trang 21Week: - Period: - Planning date: / / - Teaching date: / /
-Listen and pick out the missing words and phrases
- Listening and understanding the general message
II Teaching method: communicative approach / listening / scanning , skimming
II Teaching aids: textbooks, CD, CD player, handout , poster
IV Procedures:
Teacher’s activities and content Students’ activities I Warm up (5’)
Set the scene with 6 words relating with the topic
-Ask Ss to guess the topic from these words
Topic
-After Ss give the answer , teacher asks :
- Have you ever given gift to someone ?
- Lead into the new lesson :
In today’s listening,we’ll learn about the customs of gift
giving in different countries
- Look the poster
- Discuss
- Give the answer
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
flowersGift-giving
Trang 22-Write on the board :
Unit 2 CULTURAL DIVERSITY - Listening
II Pre-listening (10’)
1 Discuss ( Ask / Answer task a –page 26 )
Give the questions :
1 On what occasions do you give gifts ?
2 What do you ofen buy as gifts ?
Suggested answer :
1 We often give gifts on a friend’s or relative’s
birthday, wedding, on Valentine day, Teacher’s Day,
special celebrations, etc…
2 In VietNam, we often buy flowers, fruits, biscuits,
scarves (khăn quàng cổ ), silk, clothes, shampoo, or
gift vouchers (quà bằng phiếu )etc…We especially
don’t buy knives, scissors, glassware for gifts
because these things symbolize “ the end of a
relationship ”
2.Teaching vocabulary (task b –page 26 )
-Play the CD twice and ask Ss to listen to the words
-Play it again and ask Ss to listen and repeat the words
-Then ask Ss to complete the sentences using these
words
-Call on Ss to read their completed sentences
-Go over the answer with the class and check meaning of
each word
Key :
1 appreciated 2.impressed
3.symbolize 4 separation
symbolize /'simbəlaiz / (v) = represent sth
using a symbol (biểu tượng )
separation / sepə'rei∫n / (n ) =state of being apart
( sự chia cách )
impressed / im'prest / (adj) = feeling admiration and
respect (có ấn tượng )
appreciated / ə'pri:∫ieitid / (v) = value highly
(đánh giá cao )
III While – listening (15’)
Activity 1 : Gapped sentences ( task c – page 26 )
Copy down
Tiếng Anh 12 nâng cao Gv : Nguyễn Thị Thanh Thúy
22
Trang 23-Ask Ss to read the incomplete sentences and think of the
words that may be used in the gaps
-Play the CD twice and tell Ss to listen and pick out the
words for the gaps
- Have Ss listen again and check their answers
- Call on Ss to read their completed sentences and check
with the whole class
-Let Ss listen again and check
Key : 1 appreciated gift ; lovers 2 bad luck
3.impressed 4 separation
5 scissors and knives 6 open the gifts
IV Post- listening( 10’)
Discussion
-Ask Ss to talk about the occasions on which they often
give gifts and what they often buy as gift in each case
Occasion Gift
* a friend on their birthday
* a bride or groom on their wedding
* the host of a dinner party
* Valentine Day
-Call Ss to report what they have discussed
-Invite class opinions and comments
- Give feedback and comments
V Homework (5’)
- Write a short paragraph about what Vietnamese people
often give as gifts on certain occasions
- Prepare the Speaking
-Work individual
- Read the incomplete sentences
- Listen and pick out the words
- Compare the answer with the partner
- Read their completed sentences
- Listen again
- Answer
- Work in pairs
- Discuss
- Report in front of class
- Give the answer
- Give comments
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
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Trang 24Week: - Period: - Planning date: / / - Teaching date: / /
Speaking (45’)
I Objectives:
By the end of the lesson, Ss are able to express and respond compliments
II Teaching method: communicative approach / making and responding to compliment
II Teaching aids: textbooks, , handout , poster
IV Procedures:
Teacher’s activities and content Students’ activities I Warm up (5’)
Game : “ Yes /No contest ”
-Divide Ss into two groups , A and B
-Tell each group to choose 2 representatives as
contestants
-In turn , the contestants will go to the front of the class
and answer the questions made by the other group They
mustsn’t say “yes” or “no” nor nod nor shake their
head when they answer, but just give a phrase in
agreement or disagreement
Example :
S1 : Are you a student ?
S2 : I am
S1 : Do you pop music ?
S2 : very much / Not very much / I don’t think so
Lead into the new lesson
The cultural aspect we’ll learn and practice today is
compliments How to make and respond to a
compliment
-Write on the board :
Unit 2 CULTURAL DIVERSITY - Speaking
II Pre- speaking (10’)
1 Giving model (task a –page 27 )
-Call on some close and open pairs to act out the
- Look the poster
- Discuss
- Give the answer
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Trang 25-Ask Ss which ones are more common in Vietnamese
cultures and which are common or acceptable in Western
cultures
-Tell Ss that it is polite in most Western culture to say
“ thank you ” in response to a compliments
Suggested answer :
Sentences 1 , 3 , 4 are common and acceptable in the
United State , Britain and European countries
Sentence 2 , 5 are acceptable in Vietnamand some Asian
countries such as : Korea, China , Japan ….
2.Introducing useful language
-Elicit from Ss the expressions that may be used to give
compliments and those used to respond to compliments
-Introduce to Ss the common structure used to express
compliments and some more examples
-Suggest some one common expression used to repond to
compliments
III While – speaking (15’)
Activity 1 :Life-like situations ( task b – page 28 )
- Arrange Ss to work in pairs
-Ask Ss to read the situations provided
25
Compliment :
How + adjective +( S + be) !
What + noun +( S + be) !
Your parents must be proud of your …….!
Amazing ! You’ve made an excellent … !
Congratulations ! You did ……so well !
You’ve done a good job !
Responses to compliments
Thank you
I’m glad you like it
It’s nice of you to say so
Your compliment is encouraging
Trang 26-Tell Ss to play the roles and act out the conversation ,
giving and responding to compliments
-Call on pair to act out their exchanges
-Invite the class to give opinions and comments
-Give feedback and comments
Expected dialoge :
A: You did agood job in the last exam Congratulations !
B: Thanks It’s nice of you to say so.
IV Post- speaking( 10’)
Open practice
- Tell Ss to look around the classroom,and make
compliments on their classmates,what they have or what
they have done
-Tell Ss to respond to their classmates’compliments
-Write down some prompts on the board and tell Ss they
can give compliments on these things :
* clothes, shirt, trousers , scarf , coat …
* hair style, hair pins (kẹp tóc ) , shoes …
* scores , test result, project …
Give a model :
T : How nice your shoes are !
S : Thank you
-Call for volunteers to act out their exchanges
- Invite Ss to give comments on their friends’work
-Give feedback and comments :Compliments or
encouragement on what Ss have done
compliments and respond to compliments
- Practice speaking in front of class
- Give opinions and comments
26
Trang 27
Week: - Period: - Planning date: / / - Teaching date: / /
II Teaching method: communicative approach / writing/ speaking
II Teaching aids: textbooks, handout , poster
IV Procedures:
Teacher’s activities and content Students’ activities I Warm up (5’)
Game : Jumble word
- Ask Ss to arrange jumble word to form a correct word
ppaahaprr
-Lead into the new lesson :
What’s a paragraph ? Today we’ll get to know what a
paragraph is and how to write one
-Write on the board :
Unit 2 Writing a paragraph
II Pre- writing (20’)
1.Eliciting and introducing an outline
- Ask Ss to give ideas on what a paragraph is.
(A paragraph is a unit of organization in writing It
consists of agroup of related sentences developing one
main idea )
-Ask Ss to give ideas on what the outline of a paragraph
is
- Tell Ss a paragraph has three major parts and provide
them with the outlines of a paragraph
- Look the poster
- Discuss
- Give the answer
- Work in pairs
- Discuss
- Give the answer
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
27paragraph
Trang 28-Elicit from Ss some transition signals / linking words that
can be used to connect ideas or show the relationship
between ideas
- Transition signals or linking words
For listing :
First / Firstly /First of all / To start with
Second / Secondly / The second…
Third / Thirdly / The third …
In addition / What’s more / Forthemore / Moreover
Next / Then / Beside / Also
Finally / Lastly / Last of all
For exemplifying :
For example For instance …
Take, for example Another example is
2 Identifying part of a paragraph ( task a –page 28/29)
-Tell Ss to read the paragraph on page 28 and complete
the outline with the missing information in each part
-Work individual
- Compare answers with the
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
28
Paragraph outlines
1.A topic sentence
- States the main idea of the paragraph
- Contain a topic and a controlling idea
- is neither too general nor too specific
- is usually the first sentence in the para
2 Supporting sentences
- develop / explain the topic sentence by
adding reason, example , explanation
facts , illustrations … to the central theme.
3.A concluding sentence
- signals the end of the para
- summarizes the important points briefly
Trang 29-Tell Ss to compare answers with the partner.
-Go over the answers with the class
Suggested answers :
1) 2 Supporting sentences
a First supporting idea
Example
- Living in extended families
- Showing respect for ancestors and elderly people
b.Second supporting idea : Willing to give a hand
Example
- Helping one another in household chores
- Villagers’giving us a helping hand
3 Concluding sentences : I highly valued the close
ties in human relationship shown in the
3 Identifying the linking words ( task a – page 29 )
-Tell Ss to read through the paragraph again and pick
out the linking words used in the text
-Call on Ss to list the linking words found in the
III While – writing(35’)
Activity : Writing a paragraph
-Tell Ss to choose some main points, organize the ideas
and use linking words to connect the ideas and write a
paragraphto develop the topic sentence
-Move around and give help if necessary
-Remind Ss to include a concluding sentence
IV Post- writing ( 20’)
partner-Perform the answer in front of class
29
Trang 30Peer correction
-Show Ss writing on the board and Ss to read the
paragraph together as a class
-Have Ss answer these questions :
1.Are the supporting details relevant ( thích đáng) ?
2 How well do the examples support the idea ?
3 Does the paragraph include a concluding sentence ?
-Invite Ss to give correction and comments
-Give feedback and comments on each piece of writing
and on Ss writing in general
- Tell Ss to choose the best piece of writing in term of
organization , language , use , and ideas
V Homework (5’)
Developing a paragraph
-Ask Ss to choose one of the following sentences and
write a paragraph to develop the topic sentences :
1 Fast food is not good for your health
2 Technology is making our lives easier
- Prepare the Language focus
-Perform the writing in front of class
-Give and comments
Remark :
_ _ _ _
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Trang 31Week: - Period: - Planning date: / / - Teaching date: / /
Language focus (45’)
I Objectives:
By the end of the lesson, Ss are able to use negative prefixes with adjectives
By the end of the lesson, Ss are able to use the present simple and present
progressive to express the future
By the end of the lesson, Ss are able to distinguish between past simple and past progressive and between present perfect and present perfect progressive
II Teaching method: speaking ; talking about plans, schedules , experience ….
II Teaching aids: textbooks, handout , drawing
IV Procedures:
Teacher’s activities and content Students’ activities I Warm up (5’)
-Show the drawing
*A large house has seven rooms with computer , air
conditioner , TV , washing machine , vacumm cleaner
* A small house has three rooms with radio and some
furniture
-Lead into the new lesson :
We can say “Uncomfortable house” “.The house is not
comfortable” Today we’ll learn more negative prefixes
-Write on the board :
Unit 2 Language focus
II Presentation
WORD STUDY
- Look the drawing
- Discuss
- Give the answer
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
Trang 32
Negative prefixes
in- becomes im- before a word beginning with
“m” or “p” (e.g immature , immobile , impolite,
impossible …)
in- becomes ir- before a word beginning with “r”
(e.g irregular , irresponsible…)
in- becomes il- before a word beginning with
“l” (e.g illegal , illiterate )
Activity 1 Negating the adjective (task a – page 29)
-Ask Ss to add a suitable prefix to each adjective to have
the opposite
-Tell Ss to compare answer in pairs
-Go over the answers with the whole class.
Key : a.inattentive b.informal c.dishonest
d.immature e disrespectful f insecure
g.insensitive h unsuitable
Activity 2 : Gap-filling (task b -page 30 )
-Ask Ss to read the sentences and fill in each blank with
a suitable negative adjective in the task a, p29
-Ask Ss to compare answer with a partner
- Call on Ss to read their sentences and check with the
-We use the present simple for the future when we talk
about a time-table or schedule ,usually a public one
-The train leaves at 5.30 tomorrow morning
- We use the present progressive for what someone has
arranged to do in the future
-We’re having a party this weekend
Activity 1 :Checking questions (task a –p 30)
Aim : to check on how the sentence are used
-Tell Ss to read the sentences a ,b , and c and answer the
- Compare answer in pairs
- Give the answer
32
Trang 33Key : 1 a and b 2 c
Activity 2 : Gap – filling (task b-page 31 )
-Ask Ss to read the sentences, choose a suitable verb for
each blank and put it in the correct tense, present simple
or present progressive
- Tell Ss to act out the exchanges with the partner and
check answers together
-Call on some pairs to act out the exchanges and check
with the class
Key : 1.am coming 2 are / leaving
3 start 4 are/taking , am not taking
5 departs / arrives
2 Past simple and Past progressive
Past simple : (V-ed / V2 )
Ex: - We started the new school year two weeks ago.
- When the bell rang , he got up , put on his hat , and
left the room.
Past progressive : ( was /were +V-ing )
- I was watching film on TV at 9.00 last night
- While she was sweeping the house , she found a
beautiful ring
- She was making cakes when the light went out.
- While mom was cooking , her children were
playing in the garden.
Activity 1 : Putting verbs in correct forms (p31)
-Ask Ss to read the sentences, choose a suitable verb for
each blank and put it in the correct tense, past simple or
past progressive
-Call on Ss to give answers and check with the whole
class
Key : 1 was attending 2 learned 3.came
4.didn’t mind 5 were lecturing
6 asked 7 found 8 were working
3 Present perfect and present perfect progressive
The present perfect
- They have just had dinner.
- I have lived here since 1990.
- It’s the best film I’ve ever seen.
- She has written 5 novels
The present perfect progressive
- We’ve been waiting for almost an hour.
- Work in pairs
- Discuss
- Compare answer in pairs
- Give the answer
- Perform the answers in front
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Trang 34- They’ve been working very hard lately.
Activity 1 : Sentence building (p32)
-Tell Ss to read the set of words given and make
meaningful sentences from these words , using the
present perfect and present perfect progressive
-Call on Ss to write their answers on the board
-Invite Ss to give correction and comments
-Go over the answers with the whole class.
-Tell Ss in some cases, both tenses are acceptable
I have lived / have been lived in this city for ten years.
Key :
1 How long have you known these people ?
2 These traditional customs have been established
for ages
3 I’ve been working hard for years, but I haven’t
accumulated (tích luõy) any wealth
4 I’m sorry I haven’t called you I haven’t been
feeling well lately
5 I’ve been reading a book about ancient Greece
I’ve read it for the third time
6 The number of women workingin the UK has been
rising steadily for several decades
7 The number of working women in China has
increased from 49% in 1980 to nearly 65% today
III Homework
Review language points at home
Prepare the test 45’
34
Trang 35Week: - Period: - Planning date: / / - Teaching date: / /
Reading (90’)I.Objectives:
By the end of the lesson, Ss have a better idea of the education system in Vietnam and insome other countries in the world
By the end of the lesson, Ss are able to know discipline problems at school
By the end of the lesson, Ss are able to improve their skill of reading comprehension andspecific details
II Teaching method: reading / scanning /speaking
II Teaching aids: textbooks, handout , pictures
IV Procedures:
Teacher’s activities and content Students’ activities
I.Warm-up (5’)
-Show Ss some pictures about schools, colleges and
universities in Viet Nam and in the USA , England ,
Australia …
-Tell Ss name some famous schools, colleges and
universities they know
- Lead into the new lesson :
Unit 3 will introduce to you the education system so
that you can have a choice for your future
-Write on the board :
Unit 3 School education System – Reading
II Before you read ( 20’)
1.Eliciting vocabulary and ideas
-Have Ss give vocabulary and ideas connected with
the topic “ education or “ school”
Student school
Exam test
Lesson Master
Teacher university
-Note down Ss ideas in the net on the board
- Give feedback and comments
- Look the pictures
- Guess their names ‘ schools
- Name some famous schools they know
-Work in groups of four-Discuss
-Give the words connected with the topic
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
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Education
Trang 362 Discuss
-Ask Ss to read the given sentences in the task a /b –
page 33
-Tell Ss to discuss in groups
-Call on the representative of each group to report
their opinions
Expected answers
a) 1 , 3 , 6
b) Answers vary
3.Teaching new vocabulary
fast- paced / 'fa:st peist / (adj ) = nhanh
mobile / 'moubail; 'moubi:l / (adj) = di động
assuredly / ə'∫uəridli / (adj) = chắc chắn
maturing / mə'tjuəriη / ((pres.part) = trưởng thành
emotion / i'mou∫n / (n) = tình cảm
average / 'ỉvəridʒ / (adj) = trung bình
misbehavior / misbi'heivjə / (n) = hành vi xấu
uncertainty / ʌn'sə:tnti / (n) sự khơng chắc chắn
III While you read ( 35’)
Activity 1 Guiding question
-Ask Ss to read through the text and find the answer to
the question :
- What is the text about ?
-Call on Ss to give answers and check with the class
Expected answer : discipline problems at school
Activity 2 Guessing the meaning of words from
context (task a , page 34 )
-Ask Ss to read the text and match words in column A
with their meanings in column B by guessing the
meanings from the text
-Go over the answers with the class and check their
VietNamese equivalents
Key : 1.c 2.e 3.h 4.a 5.b 6.f 7.g 8.d
Activity 3 True – False statement ( task b-page35)
-Ask Ss to read the text and the statements and say if
they are true (T) or false (F) according to the reading
-Call Ss to read the statements and say their choice
-Tell Ss to give explanations and correct those that are
false
- Work in groups -Discuss
-Give their opinions
- The whole class read
- Give explanations and correct those
Tiếng Anh 12 nâng cao Gv : Nguyễn Thị Thanh Thúy
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Trang 37- Go over the answer with the class
Key :1 F 2.T 3.F 4.T 5.T 6.F 7.T 8.T
Activity 4 Questions and Answers ( task c-p35 )
-Ask Ss to scan the text and find the answer to the
questions
-Call on pairs of Ss to ask and answer the questions
- Go over the answer with the class
IV After you read ( 20’)
Discussion
-Tell Ss to discuss and share ideas on the following
questions :
1.Have you ever been disciplined at school ?
2 What punishment was it ? Looking back, do you
think it was fair ?
3 What would you like it to have been ?
-Choose Ss to present their groups’ opinions to the
class
- Invite class opinions and comments
- Give feedback and comments
V Homework ( 5’)
-Review the vocabulary at home
-Prepare the Listening
that are false
-Work in pairs -Make questions and answers
- Practice asking and answering in front
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Trang 38Week: - Period: - Planning date: / / - Teaching date: / /
Listening (45’)I.Objectives:
By the end of the lesson, Ss have a better idea of the education system in Vietnam and in theUSA
By the end of the lesson, Ss are able to know the American secondary education
By the end of the lesson, Ss are able to improve their skill of listening comprehension andspecific information
II Teaching method: listening / scanning /listening for detail / speaking
II Teaching aids: textbooks, handout , CD , CD player
IV Procedures:
Teacher’s activities and content Students’ activities
I Warm –up (5’)
Game :Jumble word
Game : Jumble word
- Ask Ss to arrange jumble word to form a correct
-Lead into the new lesson :
In the listening section today, we’ll get to know more about
high school in Viet Nam and in the USA
-Write on the board :
Unit 3 School Education System – Listening
II Pre-listening (10’)
1.Matching pictures with phrases ( Task a – p 36)
-Tell Ss to read the words or phrases given and then match
- Look the poster
- Discuss
- Give the answer
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy
38
college university high school
Trang 39them with the pictures.
-Give feedback and comments
-Key : A.4 ( kindergarten )
B 2 , 5 (elementary / primary school )
C 3 ( middle school)
D 6 (high school )
E 7 ( university )
F 1 ( college)
2 Completing the table ( Task b – Page 37 )
- Tell Ss to write names of school corresponding to the
levels of education
-Remind Ss there may be different schools for one level
-Call on Ss to read out the names of schools for each level
and check with the whole class
IV While –listening ( 18’)
Multiple choice questions ( Task c -p 37)
-Have Ss read the questions and the options (sự lựa chọn)
to have an idea what information to pick out
- Play the CD twice and have Ss listen and choose the
answers to the questions
-Call on Ss to give answers and check with the class
-Play the CD again for Ss to check
- Compare with a partner
- Perform the answer in front of class
- Work individual
- Compare with a partner
- Perform the answer in front of class
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Trang 40- Choose Ss to present their groups’ opinions to the class.
-Invite class opinions and comments
- Give feedback and comments
Key : 1.They might take part in motorcycle races and
cause accident
2.Yes , because abortion (sự phá thai) is one of the
social problems , particularly related to teenagers
V Homework (5’)
-Ask Ss to make a sentence about the difference between
high school inVietnam and in the USA as mentioned in the
listening text
Suggested :
“ While Vietnamese high school starts with grade 10 ,
American one starts with grade 9 ”
-Work in groups of four
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