giáo án tiếng anh lớp 12

Date of Prep: Week: 01 Period: 01 Lesson Plan Grade 12 – Semester I Revision Aims To help Ss revise how to use some tenses they have learnt in grade 11 (the past simple, the past continuous, the present perfect) To provide Ss with some exercises on those tenses. Objectives At the end of the lesson, Ss will be able to use some tenses they’ve learnt in grade 11 (the past simple, the past continuous, the present perfect …) and do some exercises on those tenses. Anticipated problem Ss may not distinguish the differences between the past simple and the present perfect. Teaching aid: Reference book, Worksheets Procedure Teachers activities Students activities Warm – up (05 min) Chatting: Ask Ss some questions: E.g.: 1 What did you do during your summer holiday? 2 What are you planning to do in this school year? 3 Do you often revise your English lessons? 4 How is your English? Introduce Ss to the lesson Presentation (18 min) Revision of some tenses A. The past simple: Ask some good Ss to make some examples Write on the board Ask Ss to look at these examples and say the uses and the form of the past simple. Remind Ss of the form and the uses of the past simple. B. The past continuous: Ask some good Ss to make some examples Write on the board Ask Ss to look at these examples and say the uses and the form of the past continuous. Remind Ss of the form and the uses of the past simple. C. The present perfect: Ask some good Ss to make some examples Write on the board Ask Ss to look at these examples and say the uses and the form of the present perfect. Remind Ss of the form and the uses of the past simple. Note: Ask Ss to compare the difference btw the past simple and the present perfect. Practice (15 min) Ask Ss to work in pairs to put the verbs in brackets into the correct tense 1. They (not, live) in London for 10 years now. 2. How long Bob and Mary (get) married. 3. Tom (study) chemistry for three years and then he gave it up. 4. She (lose) her job last month and since then she (be) out of work. 5. Columbus (discover) America more than over 400 years 6. The light (go) out while we (have) dinner at 7.00 last. 7. John (watch) T.V at 8.00 last night. 8. It (rain) when we (arrive). 9. We (not, see) him since last Tue. 10. George (work) at the university so far. 11. When the teacher came in, the pupils (play) games. 12. Miss Lee often (write) when she was on holiday. 13. His father (not, smoke) for five years. 14. How long you (study) in this school? 15. Why didnt you listen while I (speak) to you? Give feedback and correct Production (06 min) Ask Ss to work in pairs to make some more sentences, using the past simple, the past continuous, and the present perfect Give feedback. Homework (01 min) Ask Ss to do some more practice in these tenses Answer the teacher’s questions. Listen to the teacher. Some good Ss are asked to make some examples E.g.: I watched TV last night She did not go to school yesterday morning. What did you do last weekend? We went to Hai Duong two days ago. Look at these examples and say the uses and the form of the past simple. worked The form: S + did Notes: “worked is representative of the regular verbs; did is representative of the irregular verbs. The uses: a Used to express an action which happened at a specific time in the past and is now finished. Time expressions found in this tense: last weekmonthyear...; (two days) ago; in (1945) ... E.g.: I saw her yesterdaylast week... B Used to tell a story. E.g.: There was once a man who lived in a small house in the country. One day he left his house and went into town. On the way, he met... Some good Ss are asked to make some examples E.g.: They were playing football at 5:00 pm yesterday. She was watching TV when her friends called. What were you doing at 8:00 last night? Look at these examples and say the uses and the form of the past continuous. The form: S + be (waswere) + Ving. The use: a used to express an activity happening at a particular time in the past. E.g.: I was cooking at 5:00 pm yesterday. b also used to express an activity that is interrupted. E.g.: When we arrived, she was making coffee. While I was having a bath, the phone rang. Some good Ss are asked to make some examples E.g.: We studied English for three years. She has lived here since 2001. They have not been to London yet. Tom has just gone out. How long have you learnt English? Look at these examples and say the uses and the form of the present perfect. The form: S + havehas + Vp.p The uses: A Used to express an action or state which began in the past and still continues. E.g.: I have been a teacher for ten years. B Used to refer a past action and shows the result of that action in the present. E.g.: He has broken his leg (That’s why he cannot walk). C Compare the difference btw the past simple and the present perfect: Different time expressions E.g.: I did it yesterday  past simple I have done it for a long time  present perfect Unfinished past E.g.: He lived in London for two years  past simple (At a period in the past, now finished). He has lived in London for two years  present perfect (still does, and will continue to do in the future). Experience E.g.: I’ve written two plays  present perfect (Up to now in my life. Perhaps I’ll write more). Shakespeare wrote about 30 plays  past simple (He cannot write any more). Work in pairs to put the verbs in brackets into the correct tense 1. havent lived 2. have ... got 3. studied 4. lost; has been 5. discovered 6. went; were having 7. was watching 8. was raining; arrived 9. havent seen 10. has worked 11. were playing 12. wrote 13. hasnt smoked 14. have ... studied 15. was speaking Respond to the teacher and join to correct. Work in pairs to make some more sentences, using the past simple, the past continuous, and the present perfect. E.g.: I bought a new ballpoint pen yesterday. We didnt watch TV last night. She has been to New York. They were singing. ... Respond to the teacher. Listen and take notes.

- At the end of the lesson, Ss will be able to use some tenses they’ve learnt in grade

11 (the past simple, the past continuous, the present perfect …) and do some exercises on those tenses

4/ How is your English?

Introduce Ss to the lesson

Presentation (18 min)

Revision of some tenses

A The past simple:

Ask some good Ss to make some

examples

Write on the board

Answer the teacher’s questions

Listen to the teacher

Some good Ss are asked to make some examples

E.g.:

- I watched TV last night

- She did not go to school yesterday morning.

- What did you do last weekend?

Ask Ss to look at these examples and

say the uses and the form of the past

simple

Remind Ss of the form and the uses of

the past simple

B The past continuous:

Ask some good Ss to make some

examples

Write on the board

Ask Ss to look at these examples and

say the uses and the form of the past

continuous

Remind Ss of the form and the uses of

the past simple

- We went to Hai Duong two days ago.

Look at these examples and say the uses and the form of the past simple

worked

* The form: S +

did

Notes: “worked" is representative of the

regular verbs; "did" is representative of the irregular verbs.

* The uses:

a- Used to express an action which happened at a specific time in the past and is now finished

Time expressions found in this tense: last

week/month/year ; (two days) ago; in (1945)

E.g.: I saw her yesterday/last week/

B - Used to tell a story

E.g.: There was once a man who lived in

a small house in the country One day he left his house and went into town On the way, he met

Some good Ss are asked to make some examples

a/ used to express an activity happening

at a particular time in the past

E.g.: I was cooking at 5:00 pm

yesterday.

C The present perfect:

Ask some good Ss to make some

examples

Write on the board

Ask Ss to look at these examples and

say the uses and the form of the present

perfect

Remind Ss of the form and the uses of

the past simple

* Note: Ask Ss to compare the

difference btw the past simple and the

- We studied English for three years.

- She has lived here since 2001.

- They have not been to London yet.

- Tom has just gone out.

- How long have you learnt English?

Look at these examples and say the uses and the form of the present perfect

* The form: S + have/has + Vp.p

* The uses:

A - Used to express an action or state which began in the past and still continues

E.g.: I have been a teacher for ten years.

B - Used to refer a past action and shows the result of that action in the present

E.g.: He has broken his leg (That’s why

- I did it yesterday  past simple

- I have done it for a long time 

present perfect

- Unfinished past

E.g.:

- He lived in London for two years 

past simple (At a period in the past, now

finished).

- He has lived in London for two years

 present perfect (still does, and will

continue to do in the future).

- Experience

Practice (15 min)

Ask Ss to work in pairs to put the verbs

in brackets into the correct tense

1 They (not, live) in London for 10

years now.

2 How long Bob and Mary (get)

married.

3 Tom (study) chemistry for three

years and then he gave it up.

4 She (lose) her job last month and

since then she (be) out of work.

5 Columbus (discover) America more

than over 400 years

6 The light (go) out while we (have)

dinner at 7.00 last.

7 John (watch) T.V at 8.00 last night.

8 It (rain) when we (arrive).

9 We (not, see) him since last Tue.

10 George (work) at the university so

far.

11 When the teacher came in, the

pupils (play) games.

12 Miss Lee often (write) when she

- I’ve written two plays  present

perfect (Up to now in my life Perhaps

I’ll write more).

- Shakespeare wrote about 30 plays 

past simple (He cannot write any more).

Work in pairs to put the verbs in brackets into the correct tense

Give feedback and correct

Production (06 min)

Ask Ss to work in pairs to make some

more sentences, using the past simple,

the past continuous, and the present

- I bought a new ballpoint pen yesterday.

- We didn't watch TV last night.

- She has been to New York.

- They were singing.

-

Respond to the teacher

Listen and take notes

- To help Ss revise how to turn the active sentences into the passive ones

- To provide Ss with some exercises on the active and passive sentences

* Objectives

- At the end of the lesson, Ss will be able to turn active sentences into the passive ones and do some exercises

* Anticipated problem

- Ss may not remember how to turn active sentences into the passive ones

* Teaching aid: reference book

* Procedure

Warm – up (05 min)

* Chatting:

Ask Ss some questions relating to the

way of learning English

E.g.:

1/ Is it easy or difficult to learn English?

2/ How do you learn English?

Introduce Ss to the lesson

Answer the teacher’s questions

Ss’ answers may vary

Listen to the teacher

Presentation (18 min)

Revision of the passive voice

Give some active sentences

E.g.:

1 She writes books.

2 The mad dog bit the postman.

Ask Ss to work in pairs and turn these

two sentences into passive ones

Ask Ss to look at the examples and say

how to turn the active sentences into the

passive ones

Remind Ss of the main points about the

way to change the active sentences into

the passive ones

* Note: say something about the use of

the agent.

Practice (15 min)

Ask Ss to work in pairs to turn the

following active sentences into the

passive ones

1 Somebody has taken my briefcase.

2 The police have arrested five suspects.

Work in pairs and turn these two sentences into passive ones

* Answers:

1 Books are written (by her).

2 The postman was bitten by the mad dog.

Look at the examples and say how to turn the active sentences into the passive ones

* Answers:

- Identify the object of the active then change it into the subject of the passive

- The active sentences and the passive ones have the same tense The tense in the active sentences is identified by the main verb; the tense in the passive ones

is identified by the verb “to be”, the main verb is changed into the past participle

* The form of the passive voice:

To be + P2.

- The subject of the active sentences is

changed into the agent and is put

immediately after “by”

Listen to the teacher and take notes

Work in pairs to turn the active sentences into the passive ones

1 My briefcase has been taken.

2 Five suspects have been arrested by the police.

3 The house was struck by lightning.

4 Tom was not allowed to take these books home.

5 The friend has been met at the railway station by a group of students.

3 Lightning struck the house.

4 They didn't allow Tom to take these

books home.

5 A group of students have met their

friend at the railway station.

6 People drink a great deal of tea in

England.

7 They can't make tea with cold water

8 She often takes her dog for a walk.

9 They will hold the meeting before May

Day.

10 They have to repair the engine of the

car.

11 The boys broke the window and took

away some pictures.

12 People spend a lot of money on

advertising every day.

13 Tom was writing two poems.

14 The chief engineer was instructing all

the workers of the plant.

15 No one believes his story.

Give feedback and correct

Production (06 min)

Ask Ss to work in pairs to use suggested

words/phrases to make passive sentences

1 A story/going to/tell/teacher.

2 This job/have/do/at once.

3 This room/may/use/classroom.

4 English/speak/all/world.

Call on some Ss to come and write their

answers on the board

Homework (01 min)

Ask Ss to do some more practice in doing

exercises relating to the passive voice

6 A great deal of tea is drunk in England.

7 Tea can't be made with cold water.

8 Her dog is often taken for a walk.

9 The meeting will be held before May Day.

10 The engine of the car has to be repaired.

11 The window was broken and some pictures were taken away by the boys.

12 A lot of money is spent on advertising every day.

13 Two poems were being written by Tom.

14 All the workers of the plant was being instructed by the chief engineer.

15 His story is not believed.

Respond to the teacher

Work in pairs to use suggested words/phrases to make passive sentences

1 A story is going to be told by the teacher.

2 This job has to be done at once.

3 This room may be used for the classroom.

4 English is spoken all over the world.

Ss are called to come and write their answers on the board

Listen to the teacher and take notes

- Read a passage of 250 – 320 words for general or specific information.

- Use the information they have get from their reading to do tasks.

II- Methods:

- Integrated, mainly communicative.

III- Anticipated Problems:

- The students may not have enough time to finish the lesson.

IV- Teaching Aids:

- Textbooks, pictures, handouts

V- Procedure:

Warm-up (5 min)

*/ Chatting:

Ask Ss some questions:

1- How many people are there in your

family? Who are they?

2- What does your father / mother do?

3- Where does he / she work?

4- What is your father / mother like?

5- Who is the bread winner in your

family?

6- What do you usually do to help your

parents with the housework?

⇒ Introduce the lesson to Ss

Before you read (5 min)

- Have the students work in pairs to

study the picture and ask/answer the

questions provided:

1- Where is the family?

2- What is each member of the family

doing?

3- Is the family happy? Why (not)?

- Call on some students to read their

answers

- Give feedback

Answer the teacher's questions

Listen to the teacher

Work in pairs to look at the pictures and answer the questions given on p.12

*/ Expected answers:

1- They are in the living room.

2-The father is playing with the son and the mother is helping the daughter with her study.

3- It is a happy family Every member loves and helps each other.

While you read (25 min)

*/ Task 1: Multiple Choice

- Have the students to read the passage

quickly and read the questions and

answers provided then choose the option

that is the nearest in meaning to the

sentence given, paying attention to the

B- He comes home late at night.

C- He sometimes comes home late

at night.

- The best answer should be B.

- Ask the students to try to guess the

meaning of the italic words based on the

contexts in the sentences

- Ask the students to share their answers

with their friends

- Go round the class and provide help

when necessary

- Call on some students to read their

answers ask them to explain their choice

and the others to give comments

- Go over the answers with the class

Task 2: Answering Questions

- Require the students to read the

passage again and then work in pairs to

Listen to the teacher

Do task 1 by working individually and then in pairs

Listen to the teacher

Share their answers with their friends

Some Ss are asked to read their answers, explain their choice

Others give comments

*/ Expected answers:

2- C 3- A 4- B 5- A

Work in pairs to do task 2

ask and answer the questions provided.

E.g

1- How busy are the parents in the

passage?

- They are very busy They have to work

long hours and sometimes they have to

work at night.

- Ask the students to share their answers

with other pairs

- Go round the class to control and

provide help if necessary

- Call on some students to present in

front of the class and ask the other

students to give comments

- Give final feedback and comments

After you read (7 min)

- Ask the students to work in groups to

compare their own family with the

family described in the passage

- Go round the class and provide help if

necessary

- Call on some students to present in

front of the class

- Require the other students to give

comments on their friends’ presentation

- Give feedback

Homework (3 min)

Ask Ss to do exercise in the workbook

and prepare the next lesson - Speaking

*/ Expected answers:

2- She is always the first one to get up

in the morning to make sure that her children leave home for school having eaten breakfast and dressed in suitable clothes She always makes dinner ready before her husband comes home.

3- The daughter helps with household chores: She washes the dishes and takes out the garbage She also looks after her younger brothers The father sometimes cooks or mends things around the house at weekend.

4- She is attempting to win a place at university.

5- Because they are very close-knit and supportive of one another other They often share their feelings and whenever problems come up, they discuss frankly and find solutions quickly.

Work in groups to compare their own family with the family described in the passage

Some students present in front of the class

Listen to the teacher and take notes

I- Objectives: by the end of the lesson, the students will be able to talk about

household chores, family life, daily routine, leisure activities

- Divide the students into groups of 4 and ask them

to make a list of daily household chores (The group

with the longest list will be the winner.)

- Control the game and declare the winner.

- Lead in the new lesson

Before you speak (07 min)

Task 1:

- Require the students to read the sentences provided

and tick the ones that apply to their family

- Go round the class to control and provide help if

necessary

- Ask the students to share their ideas with other

students

- Call on some students to present in front of the

class and the others to give comments

- Give feedback

Make a list of daily household chores

Listen to the teacher

Read the sentences provided and tick the ones that apply to their family

Share their ideas with other students

Some students present in

HOUSEHOLD CHORES

Task 2:

- Require the students to work individually to make a

list of questions to ask another student to find out

whether his/her family is like theirs, using the cues

provided:

- who works in the family

- who does the household chores

- your friend's responsibility in the family

- the interest the family members share

closely

- the person your friend often shares his / her

secrets with

- the person your friend talks to before

making an important decision

e.g - Who works in your family?

- What is your responsibility in the family?

- Ask the students to share their questions with a

- Ask the students to work in pairs to use the

questions they have made to ask each other about

their family life and the note down the answers in the

table below:

- who works in the family both parents

- who does the household

chores

- your friend's responsibility

in the family

- the interest the family

members shares closely

- the person your friend often

shares his / her secrets with

- the person your friend talks

to before making an important

decision

- Go round the class to control and provide help if

front of the class and the others give comments

Work individually to make a list of questions to ask another student to find out whether his/her family is like theirs

Share their questions with a friend

Some students present in front of the class

Listen to the teacher

Work in pairs to use the questions they have made to ask each other about their family life

- Call on some pairs to practice in front of the class

- Ask the students to give comments on their friends’

presentation

Give final feedback and comments

After you speak (10 min)

Task 4:

- Ask the students to go back to the original pairs to

tell each other the information they have collected

E.g I talked to Tam Both his parents work But only

his mother does the household chores

- Go round the class to control and offer help if

necessary

- Call on some students to present in front of the

class and ask the others to comment on their friends'

presentation

- Give final feedback and comments

Homework (02 min)

- Summarize the main points of the lesson

- Ask the students to write a short paragraph about

their family life and instruct them to prepare for the

Listening lesson

Some pairs practice in front

of the class, and the others give comments

Listen to the teacher

Go back to the original pairs

to tell each other the information they have collected

Some students present in front of the class and ask the others to comment on their friends' presentation

Listen to the teacher

Listen to the teacher

Listen to the teacher and take notes

I- Objectives: by the end of the lesson, the students will be able to listen to a

dialogue of 180 – 200 words for general or specific information to do given tasks.

II- Methods:

- Integrated, mainly communicative.

III- Anticipated Problems:

- The students may not have difficulty in listening such a kind of dialogues.

IV- Teaching Aids:

- Textbooks, pictures, cassette player.

1 Have you ever been away from your

home for several days?

2 How far is it?

3 Were you excited about coming

home?

4 …

Before you listen (07 min)

Have the students to work in pairs to

observe the picture on p 16 and describe

what is happening in it

Elicit some questions:

1- What can you see in the picture?

2- Who do you think they are?

3- How do they look?

Call on some students to give their

answers and give comments

Get the students to guess what they are

going to listen about

* Vocabulary Pre-teaching:

Elicit the meaning of the words already

given and some words taken from the

Listen to the teacher and answer the questions

Work in pairs to observe the picture

on p 16 and describe what is happening in it

Respond to the teacher's eliciting

*/ Suggested Answers:

- The scene of a family reunion with a big meal

- They are members of a family.

- They look happy

- Instruct the student to listen to the

conversation between Paul and Andrea

and decide whether the statements

provided on p 16 are True or False

- Before playing the tape, ask the students

to read the statements carefully to make

sure that they have understood the

statements and underline the key words

- Play the tape the first time for the

students to listen to and do the task

- Ask for the students’ answers and write

them on the board

- Play the tape again for the students to

check their answers

- Ask the students to compare their

answers with a partner

- Call on some students to read and explain

their choice and the others to comment

- Play the tape the last time to check with

4- T: There are six children in

Andrea's family There are four in

Paul's.

5- T

Task 2: Filling in the Table

- Require the students to listen to the tape

Respond to the teacher's eliciting

Listen to the teacher's instruction

Read the statements carefully to understand the statements and underline the key words

Listen to the tape the first time and do the task

Decide whether the statements provided on p 16 are True or False.Listen to the tape again and check their answers

Compare their answers with a partner

Some students read and explain their choice and the others comment

Listen to the tape again and check their answers

Listen to the tape again and note down two things that are different about

again and note down two things that are

different about Paul's and Andrea'

families

- Encourage the students to try to fill the

table with the information they got from

the previous times of listening

- Play the tape for the students to complete

their notes

Have the students work in pairs to

compare their answers with their partner

Call on some students to read their

answers and ask the others to comment

Play the tape for the last time to check

with the class

After you listen (08 min)

Ask Ss to work in pairs to discuss the

importance of family in a person’s life

- Go round the class and provide help

when necessary

- Call on some students to talk about the

importance of family, and ask the others to

give comments

Homework (02 min)

Ask Ss to write a passage about the

important of family in a person's life, and

instruct them to prepare for the next lesson

- Writing

Paul's and Andrea' families

Try to fill the table with the information they got from the previous times of listening

Listen to the tape again to complete their notes

Work in pairs to compare their answers with their partner

Some students read their answers and the others comment

Listen to the tape for the last time to check with the class

*/ Expected Answers:

1- His family members are not very close.

- His is a knit family.

close-2- The family often eats the meal the mother cooks at home.

- The family often goes out to eat when they are together.

Work in pairs to do the task

Some Ss are called to present their ideas; the others listen to their friends

Listen and take notes

I- Objectives: by the end of the lesson, the students will be able to write about

family rules within 130 – 150 words, using suggested word cues or idea prompts.

Ask Ss to talk about what they usually do at

home? and then ask some more questions

relating to the lesson by giving handouts to

them:

- Do you often go out with your friends?

- What time do you have to come back

- Have the students work in groups to discuss

what rules they have in their family and add

others, using the verbs and expressions

provided

- let / allow / be allowed to / have to / permit

- doing household chores

- coming home late

- preparing meals

- watching TV

- talking on the phone

Listen and answer teacher’s questions

Work in groups to discuss what rules they have in their family and add others

- Ask some students to present in front of the

class and ask the others to comment

Some students are called to present their family rules in front

of the class and ask the others to comment

Work individually to write a letter

to a pen pal about their family rules, using the ideas in Task 1

Exchange their writing with another student for peer correction

- Give final feedback and comments.

While you write (18 min)

Task 2:

- Require the students to work individually to

write a letter to a pen pal about their family

rules, using the ideas they have discussed

above

Listen and take notes

- Go round the class to control and provide

help if necessary

After you write (14 min)

Feedback on the students’ writings:

- Ask the students to exchange their writing

with another student for peer correction

- Go around the class to observe and collect

mistakes and errors

- Collect some writings for quick feedback.

- Write some typical errors on the board and

elicit self and peer correction

- Provide corrections only when the students

are not able to correct the errors

- Give general comments

➣ Sample:

Dear Ann,

I am writing to tell you something about my

family rules I think that every family has its

own rules Mine has a few, apart from our

traditional rules.

First, as I am now in the final school year, I

am not allowed to watch TV except when

there is a very interesting film or when I have

finished all my homework and exercises

Moreover, my parents never let me stay up

too late at night.

Next, I am not permitted to go out with

friends if there is no special reason.

In addition, I have to help my mother with

the housework whenever I am free, for

example cleaning he floor, watering the

plants and washing the clothes.

Finally, I have to set a limit to my using of

the phone.

Do you think that I have too many rules to

abide and that I have no rights or freedom to

do what I like?

Please write to me soon top tell me something

about your family rules It must be interesting

to hear about them.

Let me stop here and don’t forget to give my

regards to your parents.

Love,

Laura

Homework (01 min)

Require Ss to rewrite the passage and prepare

for the next lesson - Language Focus

Date of Prep:

Period: 7

Week: 3

Unit One: HOME LIFE

Part 5: Language Focus

I- Objectives: by the end of the lesson, the students will be able to:

- Pronounce the ending’s’ in individual words as well as in sentences;

- Use tenses: past simple, past progressive and present perfect correctly;

- Remember words to talk about home life: family, family relationship, daily routine, leisure activities.

Ask Ss some questions for “warm-up” only

Language focus 1 (15 min) Pronouncing the ending 's'

Presentation

* Listen and repeat: Pronouncing the ending 's':

- Model the ending 's' for the students to listen to

and instruct the student to recognize it:

* The ending 's' is pronounced in three ways:

1-’s’ is pronounced /iz/ after the sounds /s, ∫, dƷ,

t∫ , z,

E.g buses, watches, boxes

2- 's' is pronounced /s/ after voiceless sounds /p,

t, k, f, θ/, except for / s, ʧ, ʃ/

E.g maps, books, hats

3- 's' is pronounced /z/ after voiced sounds

r, j, w and all vowels

- Voiceless Sounds: p, t, k, f, θ, s, ʧ, ʃ, h

Read the words in each column all at once

Read the words again, each time with a word in each

column to help the students to distinguish the

differences between the sounds in the words

Practice

Read the words with the repetition of the students

Have the students practice pronouncing the words in

pairs

Go round the class and provide help if necessary

Ask some students to pronounce the words and give

corrections if necessary

* Practicing reading sentences containing the

target sounds:

Read the sentences for the students to listen to and

ask them to underline the words with the sounds and

write /s/ and / z/ under them

Have the students work in pairs to practice reading

Language focus 2 (25 min)

Grammar: tense revision

Presentation

Briefly elicit from the students the forms and the

uses of some verb tenses used in Exercises 1, 2 and

ask the students to give examples for illustrations:

- The Present Perfect

- The Simple Past

- The Past Progressive

Practice

Exercise 1:

Ask the students to work individually to read the

sentences provided and underlined the most suitable

tense form in each sentence

E.g 1- Did you see / Have you seen my bag

anywhere? I can’t find it?

Listen to the teacher’s pronunciation

Repeat after the teacherPractice pronouncing the ending‘s’ in pairs

Some Ss are called to stand

up to pronounce the words

Listen to the teacher and underline the words with the sounds and write /s/ and / z/ under them

Work in pairs to practice reading the sentences

Some students are called to read the sentences

Listen and answer the teacher’s eliciting

Work individually to read the sentences provided and underlined the most suitable tense form in each sentence

→ The correct answer should be 'Have you seen'

Require the students to compare their answers with

a partner

Go round the class and provide help if necessary

Call on some students to read their answers and

explain their choice

Ask the other students to make comments on their

friends’ presentation

Give final feedback and comments

Exercise 2:

Ask the students work individually to read the letter

and then choose the best option to fill in each blank

Require the students to compare their answers with

a friend

Call on some students to read their answers

Ask the other students to comment on their friends’

Ask Ss to prepare the next lesson: Unit 2 – Reading

Compare their answers with

a partner

Some students read their answers and explain their choice

Other students make comments on their friends’ presentation

Work individually to do exercise 2

Some students read their answers and other students comment on their friends’ presentation

*/ A nswers : 1- B 2- C 3- A 4- A 5- B

6- B 7- B 8- C 9- B 10- C

11- B 12- C 13- C 14- A 15- B

Listen to the teacher and take notes if necessaryListen to the teacher and take notes

I- Objectives: by the end of the lesson, the students will be able to:

- Read a passage of 250 – 320 words for general or specific information;

- Use the information they have get from their reading to do tasks;

- Remember words to talk about cultural diversity: attitudes toward love and marriage.

- Ask Ss to work pairs to discuss the question:

- Which of the following factors is the most important for

a happy life? Why?

- Call on some students to present in front of

the class and ask the others to give comments

- Give feedback and final comments

⇒ Introduce Ss to the new lesson

Before you read (5 min)

*/ Ask Ss to look at the pictures and answer the

questions:

1/ What are the pictures about?

2/ Where do they come from?

………

Pre-teaching vocabulary

- precede (v): happen before St or come before

St/Sb in order

- confide (v): tell sb your personal secret

Work pairs to discuss the question:

Listen to the teacher

Look at the pictures and answer the questions

Learn some vocabulary

because you feel you can trust in them

While you read (25 min)

Task 1: Guessing meanings:

- Have the students to read the passage quickly

and silently to find main ideas and read the

sentences provided in Task 1 then explain the

meaning of the italicized words / phrases in the

sentences

- Instruct the students to read the passage and

then stop at the lines where the words / phrases

appear and try to guess their meanings basing

on the contexts

E.g 1- Love is supposed to follow marriage,

not precede it.

- The meaning of the word “precede” is

happen or exist before.

- Ask the students to share their answers with

their friends

- Go round the class and provide help if

necessary

- Call on some students to read their answers

and give Vietnamese meanings

- Check the answers with the whole class and

give comments

Task 2: Answering Questions:

- Ask the students to work in pairs to read the

passage again and answer the questions

provided

- Require the students to read the questions to

understand them and underline the key words

For instance, in question 1 the words to be

underlined should be “four keys values”,

“survey”, then locate the information in the

text and find the answer

e.g 1- What are the four key values in

the survey?

Repeat after the teacherSome Ss read aloud in front of the class

Read the passage on p 21 in silence individually and then do Task 1

Work in pairs compare their answers with their partners

Some students read their answers and give Vietnamese meanings

Answers:

2- find out 3- tell someone about something very private or secret

4- willingly stop having something you want

5- having a duty to do something

Read the passage on p 21 again in silence individually and then do Task 2

Work in pairs compare their answers with their partners

* Answer :

2- The young Americans are much more concerned than the young Indians and the Chinese with physical attractiveness when choosing a wife

or a husband

- They are Physical attractiveness,

Confiding, Partnership of equals and

Trust built on love.

- Have the students compare their answers with

other pairs

- Go round the class to control and provide help

if necessary

- Call on some students to read their answers

and explain their choices

- Check the answers with the whole class

After you read (7 min)

Ask the students to work in groups to answer

the question: “What are the differences

between traditional Vietnamese family and a

modern Vietnamese family?”, using the

following suggestions:

- number of children

- the house they like to have

- the head of the family

Ask Ss to do the reading text in the workbook

and ask Ss to prepare the next lesson -

Speaking

3- The Indian students agree that a woman has to sacrifice more in a marriage than a man.

4- The American wife trusts her husband to do the right thing because

he loves her not because has to.

5- The main finding of the survey is that young Asians are not as

romantic as their American counterparts.

Work in groups answer the question:

“What are the differences between traditional Vietnamese family and a modern Vietnamese family?”, using

the following suggestions:

Some students present in front of the class, and others are asked to give their comments on their friends’ presentation

Listen to the teacher and take notes

I- Objectives: by the end of the lesson, the students will be able to:

- Talk about cultural diversity

- Know about some typical features of a culture.

- Give Ss handouts on which there are some

questions and answers

- Ask Ss to work in pairs to discuss and choose

the best answer

1 What does it mean in Vietnam when it starts to

rain on the wedding day?

A The couple will be pour

B The couple will be unhappy

C The couple will be rich

2 In China, which color is a symbol of good luck

Introduce Ss to the lesson

(You know that people of different cultures have

different belief and concepts of happiness

Today, we are going to talk about the differences

and similarities among cultures of some

countries in the world.)

Work in pairs to discuss and choose the best answer

Listen to the teacher

Before you speak (07 min)

Task 1:

Have the students work in pairs to express their

points of view on the following ideas:

- In Vietnam, three or even four

generations may live in a home.

- A happy marriage should be based on

love.

- In some Asian countries, love is supposed

to follow marriage, not precede it.

- In some countries, a man and a woman

may hold hands and kiss each other in

public.

Hang on the sub-board and instruct Ss to use the

words and expressions to express their

Student A: I think it is a good idea to have

three or four generations living under one

roof They can help each other a lot.

Student B: That's not true In some

countries many old-aged parents like to

live in a nursing home They want to lead

independent lives.

Ask Ss to exchange their ideas with other pairs

Go round the class to control and provide help if

Give final feedback

While you speak (20 min)

*/ Task 2:

Require Ss to work in pairs to study the table

which shows some typical features of American

culture then discuss and find out the

corresponding features of Vietnamese culture

Control the class and offer help if necessary

Call on some students to read their answers

Work in pairs to express their points of view on different cultures

Listen to the teacher

Exchange their ideas with other pairs

Some students present in front of the class

Some Ss give comments on their friend’s presentation

Listen and take notes if necessary

Work in pairs to discuss and find out the corresponding features of Vietnamese culture

* Suggested Answers:

- Three or sometimes four generations live under the same proof.

Give feedback.

After you speak (10 min)

*/ Task 3:

Ask Ss to work in groups, using the information

they have discussed in Task 2, to talk about

Vietnamese culture

Go round the class to check and provide help if

necessary

Call on some students to present in front of the

class and ask the rest of the class to give

comments on their friends’ presentation

Give final feedback and comments

Homework (03 min)

Summarize the main points of the lesson

Ask Ss to write a paragraph about Vietnamese

culture and prepare for the Listening lesson

- Elders live with children and are taken care by their son, daughter-in- law or daughters.

- Asking about age, marriage and salary are acceptable in Vietnam.

- A Vietnamese greets the head of the family or an older person first, then the young ones.

- Tet is the most important.

- The Vietnamese celebrate dead days They prepare meal and often invite their relatives and friends to get together and talk about good respect

of the dead person.

- Young children often sleep with their parents.

Work in groups to talk about Vietnamese culture

Some students present in front of the class and ask the rest of the class to give comments on their friends’ presentation

Listen to the teacher and take notes

I- Objectives: by the end of the lesson, the students will be able to listen to a

monologue of 180-200 words about a wedding in Vietnam for specific information, and then do some given tasks

Ask Ss to work in pairs to observe the

pictures on p 24 in the textbook and

describe them by using the following

questions:

What is the picture about?

How many people are there in the picture?

Who are they?

………

Monitor the class and ask some students to

present

Give feedback and comments

Lead in the new Lesson

Before you listen (07 min)

Ask the students to work in pairs to discuss

the two questions provided:

1- Have you ever attended a wedding

ceremony?

2- What do the bride and groom usually

do at the wedding ceremony?

Require the students to exchange their

answers with another pair

Call on some students to read their answers

Ask the others to comment

Ask Ss to look at the pictures on p

24 carefully and describe them in pairs

Listen to the teacher’s introduction

Work in pairs to discuss the two questions provided on p 24

Exchange their answers with another pair

Some students read their answers.Practice pronouncing the words and phrases provide

Give final feedback and comments.

Instruct the students to practice pronouncing

the words and phrases provided (explain

their meanings if necessary):

Correct their pronunciation if necessary

While you listen (20 min)

Task 1: Gap-Filling:

- Instruct the student to listen to two people

talking about a wedding in Vietnam and

then fill in the blanks of the sentences given

with the missing information

- Before playing the tape, require the

students to read the sentences carefully to

understand them and try to work out what

are to be filled in, using their general

knowledge

- Play the tape the first time for the students

to listen to and take notes of the answers

- Ask for the students’ answer and write

them on the board

- Play the tape again for the students to

check their answers

- Ask the students to compare their answers

with a partner

- Call on some students to read their

answers and the others to comment

- Play the tape the last time to check with

the class

Listen to the teacher’s introduction

Read the sentences carefully to understand them and try to work out what are to be filled in, using their general knowledge

Listen and take notes of the answers

Respond to the teacher’s questions for the first time

Listen again and check their answers

Students compare their answers with a partner

Some students read their answers and the others comment

*/ Expected Answers:

1- The wedding day is carefully

chosen by the groom’s parents.

2- The gifts are always wrapped

in red paper.

3- The wedding ceremony starts

in front of the altar.

4- Food and drinks are served at

the wedding banquet.

5- The guests give the newly wedded couples envelopes

containing wedding cards and

money.

Read the questions carefully, underline the key words and try to find the answers using the information they got in Task 1

Listen to the tape again and answer comprehension questions

Task 2: Answering the Questions:

- Require the students to listen to the tape

again and answer comprehension questions

- Before playing the tape, ask the students to

read the questions carefully, underline the

key words and try to find the answers using

the information they got in Task 1

- Ask the students to share their ideas with

a friend

- Play the tape for the students to answer the

questions

- Have the students work in pairs to

compare their answers with their partner

- Call on some students to read their

answers and ask the others to comment

- Play the tape for the last time to check

with the class

After you listen (10 min)

- Have the students work in groups to

discuss the question:

- What do families often do to prepare

for a wedding ceremony?

- Go round the class to provide help if

necessary and collect the students’ mistakes

- Call on some representatives to present

their answers in front of the class and ask

the whole class to comment

- Give final feedback and comments

Homework (03 min)

- Summarize the main points of the lesson

- Require the students to prepare for the next

lesson - Writing

Share their ideas with a friend

Work in pairs to compare their answers with their partner

Some students read their answers and ask the others comment

*/ Expected Answers:

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.

4-It is usually held at the groom and bride’s home or at a hotel

- What do families often do to

prepare for a wedding ceremony?

Some representatives present their answers in front of the class and ask the whole class to give their comments

Listen and take notes

*********************

I- Objectives: by the end of the lesson, the students will be able to write a

monologue of 180-200 words about a wedding in Vietnam for specific information

* Game: What object is it?

Divide the class into groups of four and ask

them to guess the name of an object, basing

on the following cues (the cues are given

one after one):

1- It usually goes with the image of a

Vietnamese girl.

2- It is made from soft palm leaves and

bamboo.

3- It is worn to help protect people

from sun and rain.

The group finding the answer first wins the

game

- Lead in the New Lesson

Before you write (10 min)

*/ Task 1:

- Have the students to work individually to

observe the picture of a conical leaf hat and

then write the Vietnamese equivalents for

the English words

- Require the students to share their

answers with other pairs

- Go round the class and offer help if

Answer the teacher’s questions to find the name of an object

Listen to the teacher’s introduction

Work individually to observe the picture and then write the Vietnamese equivalents for the English words

Share their answers with other pairs

- Call on some students to present in front

of the class and ask the others to comment

- Give feedback and the correct answers

Making an outline:

- Have the students work in groups of four

and study the outline provided about the

conical leaf hat of Vietnam to see how an

outline is made

- Require the students to pay attention to

the structure and the information in each

part of the outline

- Control the class and offer help if

necessary

While you write (15 min)

*/ Task 2:

- Ask the students to work individually to

write a passage about the conical leaf hat of

Vietnam using the outline and information

After you write (13 min)

- Ask the students to work in pairs,

exchanging their writings for peer

correction

- Go around the class to observe and collect

mistakes and errors

- Collect some writings for quick feedback

- Write some typical errors on the board

and elicit self and peer correction

Some students present in front of the class and ask the others give their comments

*/ Expected Answers:

1- leaf: - lá 2- rim: - vành nón 3- ribs: - gọng 4- strap: - quai, dây nón

Work in groups and study the outline

of a paragraph provided on p 26 about the conical leaf hat of Vietnam to see how an outline is made

Listen to the teacher’s requirement

Work individually to write a passage about the conical leaf hat of Vietnam using the outline and information provided

Work in pairs, exchanging their writings for peer correction

➣ Sample:

The conical leaf hat is one of the typical features of the Vietnamese culture because it cannot be found anywhere else in Vietnam It is not only a symbol of Vietnamese girls, but also part of the spirit of

- Provide corrections only when the

students are not able to correct the errors

- If necessary require one student to write

his/her passage on the board and ask for the

students’ comments

- Give final feedback and comments

Homework (01 min)

- Summarize the main points of the lesson

- Require the students to rewrite their

passage and prepare for the Language

Focus

Vietnam.

The hat is made of a special kind of bamboo and young and soft palm leaves It has a conical form The diameter is from 45 to 50 cm and it

is from 25 to 30 in height The formed is covered with the palm leaves, which are sewn to the ribs around.

The leaf hat is used to protect people from the sun and the rain The girls look prettier and more attractive in the conical hat.

Listen to the teacher and take notes

***********************

Date of Prep:

Period: 12

Week: 04

Unit two: CULTURAL DIVERSITY

Part 5: Language Focus + 15 minute test

I- Objectives: by the end of the lesson, the students will be able to:

- Pronounce the ending - ed

- Know more about the uses of some tenses

II-Methods:

- Integrated, mainly communicative.

III-Anticipated Problems:

- Students may find it difficult to pronounce the ending - ed and may not

have enough time to finish all the tasks.

*/ Game: Sound classifying

Hang on the sub-board with some verbs and the Take part in the game

table as follows:

- wash, wait, waste, cause, ask, want, phone,

open, dance, watch, arrange, drop

Have Ss to work in pairs to write the past simple

tense of the verbs in the correct parts of the table

according to the pronunciation of – ed endings

The first pair with the correct answers is the winner

Call on some Ss to go to the board and write the

verbs in the right column

Check with the whole class

Language focus 1 (15 min) Presentation (min)

Listen and repeat: Pronouncing the ending - ed:

- Elicit the ways to pronounce the ending - ed:

- nge: arranged, changed

- (d)ge: damaged, emerged

- ay: delayed, played

- ee: agreed, freed

- oy: annoyed, destroyed

- y: cried, qualified

- o / ow: borrowed, showed

- ue: argued, continued

Listen and take notes

Practice pronouncing the words in pairs

Some students pronounce the words

Listen to the teacher’s instruction

Work in pairs practice reading the sentences

Pronounced /id/ after:

- base form ending in /d/: needed, added

- base form ending in /t/: wanted, collected

- Read the words in each column all at once for the

students to listen to

Practice

Read the words again, each time with a word in each

column to help the students to distinguish the

differences between the sounds in the words

- Read the words with the repetition of the students

- Have the students practice pronouncing the words

in pairs

- Go round the class and provide help if necessary

- Ask some students to pronounce the words and

give corrections if necessary

*/ Practicing reading sentences containing the

target sounds:

- Read the sentences for the students to listen to and

ask them to underline the words with the sounds and

write /t /, /d / and /id/ under them.

- Have the students work in pairs to practice reading

- Elicit from the students the uses of some tenses

Compare their answers with a partner

*/ Expected Answers:

1- Have seen / saw / am going to see

2- drank / have not drunk / drank

3- has written / Did write / wrote

4- have been cooking / cooked / cooked

*/ Expected Answers:

- Ask the students to give some examples for

illustrations

Practice

*/ Exercise 1:

- Ask the students to work individually to use the

correct tense forms of the verbs in the box to

complete the conversations provided

- Require the students to compare their answers with

a partner

- Go round the class and explain the use of some

verb tenses if necessary

- Call on some students to read their answers and

ask the others to make comments

- Give feedback

*/ Exercise 2:

- Ask the students to complete the passage by circle

the correct option

- Require the students to compare their answers with

another pair

- Call on some students to read their answers and

explain their choices

- Ask the other students to comment on their

friends’ presentation

- Give final feedback

*/ Exercise 3:

- Require the students to read the letter and then

filled in each blank with the correct from of the verb

in bracket

- Ask the students to exchange their answers with a

friend

- Monitor the class and offer help if necessary

- Check the answers with the whole class

Homework (2 min)

- Summarize the main points of the lesson

- Require the students to prepare for Unit 3

* Answers:

1- moved2- moved3- have asked4- have not stopped

• 15-minute Test