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GIAO AN THEO DHPT NANG LUC HS MON TIENG ANH LOP 12 HKI

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Period 2: Unit 1: HOME LIFE A. READING 1 Preparing date: Teaching at: ClassPeriodTeaching dateAbsent studentsNotes 12 12 12 I. Objectives: 1. Knowledge, skill and attitude: - Knowledge: By the end of the lesson students will be able: + Get the ideas of a happy family by understanding a rage of related vocabulary such as close – knit, join hands, active, mischievous, obedient, supportive, … - Skill: Improve micro reading skills by guessing meaning from context through multiple choice and answering question exercises. - Attitude: + To help students get started + To provide students some motivation. + Paying attention in the lesson. + Building up interest with English. 2. Competence: + Thinking, chatting + Communicative competence + Cooperative competence + Self study competence + Using information technology + Linguistic competence + Solving problem competence + Self – management competence + Creative competence 3. Method: communicative methods, presentation, question raising, group work II. Preparation of Teacher and Students: 1. Teacher: textbook, lesson plan, pictures, chalks, pens 2. Students: Ss’s book, Ss’s workbook, pens, pencils, drafts III. Procedure: A. Class organization: 1 minute B. New lesson: ContentTeacher’s activitiesStudents’ activities •WARM UP 7’ Chatting •How many people/ members are there in your family? •Do your family lead a very happy life? •How does your mother show her care to your family? •Does your father cook meals? II. READING •Before You Read (10’) 1. Who do you think they are? 2. Where is the family? 3. What is each member doing? 4. How do you feel when you see such a warm and peaceful scence?/the scence of a family where people love and support each other? * New words: + Caring (a): quan tâm tới người # chu đáo + To be willing to do st: sẵn sàng làm việc gì + Mischievous (a): tinh nghịch, tai quái + Obedient (a): biết vâng lời,dễ bảo + Close-knit (a) : gắn bó khăng khít + Supportive (a) ~ of: khuyến khích, ủng hộ + Frankly (adv) : thẳng thắn, trung thực + Secure (a) /si’kju/ : an tâm •While You Read (25’) *Task 1 : Choose the best answer * The answers: 1-B; 2-C; 3-A; 4-B ; 5-A; •Has sts work in pairs, ask and answer questions related to his/ her own family. - goes round and controls the class. - calls on some pairs to present. - Some sts gives feedback. - Then T gives feedback - T has Sts to look at the picture (P12) •introduces the text and new words. - T asks Ss to listen to the tape. - T gets Ss to read the requirement of task1. - T helps them if necessary. - T call 2 Ss of 2 groups to write down the answers. - T check and give feedbacks: * Suggestion: 1. My family have four people. 2. We lead a very happy life. 3. My mother always show her cares to all members in my family. 4. My father has to work hard, so that he doesn’t have much time to cook for us. He doesn’t come home until 7 p.m. - some pairs to present. - Some sts gives feedback. - the whole class give feedback • answer questions - discuss in pairs in 3 minutes. - Some pairs answer and the whole class gives feedbacks. - Ss read the passage silently to understand it - Then Ss read through 5 sentences - T asks Ss to work in pairs and choose the answer. - Ss share the answers with their groups. - 2 Ss of 2 groups to write down the answers. - Ss explain some sentences if necessary - The whole class check and give feedbacks: D. Practising activity: 15 minutes Read the following passage about Nuclear family and answer the questions that follows. NUCLEAR FAMILY The term nuclear family developed in the western world to distinguish the family group consisting of parents, most commonly a father and mother, and their children, from what is known as an extended family. Nuclear families can be any size, as long as the family can support itself and there are only parents and children (or the family is an extended family.) According to Merriam-Webster the term dates back to 1947 and is therefore relatively new, although nuclear family structures themselves date back thousands of years. The term ‘nuclear’ was used because of its original Latin meaning, ‘kernal’ or ‘nut’. Today roughly one quarter of households in the United States, for example, are described as consisting of nuclear families, making them the third most common household arrangement in that nation. 1.A nuclear family consists of ______ and their ______. A. parents / childrenB. grandparents / childrenC. father / children 2.How big can a nuclear family is? A. It consists of four members. B. It consists of more than two generations. C. It have only two generations with as many members as possible. 3.When was the term ''''''''nuclear family'''''''' first used? A. thousands of years agoB. 1947C. one thousand years ago 4.How many percent of household in the United States are described as consisting of nuclear families? A. a quarterB. 50%C. 25%

Preparing date: Period 1: INTRODUCTION AND GUIDING Date of teaching: …………… class: 12… total students:… absence:……………… Date of teaching: …………… class: 12… total students:… absence:……………… I.OBJECTIVES: By the end of the lesson, students will: - Review all of the knowledge of grade 11 - Know how to study and learn English 12 - How to use student’s book and workbook II SKILLS: - Reading - Speaking - Listening - Writing - Doing English tests II TEACHING AIDS: textbook, pictures, cassette, tape III PROCEDURE: Teacher’s activities Warm-up :(7 minutes) - Introduce to students about the teacher - Ask students about their names and English knowledge etc Guiding: 35 minutes Guiding student’s book and workbook: * Introduce to students how to use their book and workbook * Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to the exercises in their books Guiding English tests in grade 12: * Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc and how to them * The tests in grade 11 include: reading : 25% listening: 25% writing: 25% language focus: 25% Students’ activities - Listen to the teacher - Answer the teacher’s questions - put the student’s book and workbook on the table - listen to the teacher and look through the books - Listen to the teacher Guiding other books and tape, disc, etc - listen to the teacher and write down the things which will be prepared at home Consolidation: 1’ - Retell the main points of this lesson Homework: 2’ - Prepare the section, Unit 1: A - Reading V EVALUATION: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Period 2: Unit 1: HOME LIFE A READING Preparing date: Teaching at: Class Period Teaching date Absent students Notes 12 12 12 I Objectives: Knowledge, skill and attitude: - Knowledge: By the end of the lesson students will be able: + Get the ideas of a happy family by understanding a rage of related vocabulary such as close – knit, join hands, active, mischievous, obedient, supportive, … - Skill: Improve micro reading skills by guessing meaning from context through multiple choice and answering question exercises - Attitude: + To help students get started + To provide students some motivation + Paying attention in the lesson + Building up interest with English Competence: + Thinking, chatting + Communicative competence + Cooperative competence + Self study competence + Using information technology + Linguistic competence + Solving problem competence + Self – management competence + Creative competence Method: communicative methods, presentation, question raising, group work II Preparation of Teacher and Students: Teacher: textbook, lesson plan, pictures, chalks, pens Students: Ss’s book, Ss’s workbook, pens, pencils, drafts III Procedure: A Class organization: minute B New lesson: Content • • • • • WARM UP 7’ Chatting How many people/ members are there in your family? Do your family lead a very happy life? How does your mother show her care to your family? Does your father cook meals? Teacher’s activities Students’ activities • * Suggestion: My family have four people We lead a very happy life My mother always show her cares to all members in my family My father has to work hard, so that he doesn’t have much time to cook for us He doesn’t come home until p.m - some pairs to present - Some sts gives Has sts work in pairs, ask and answer questions related to his/ her own family - goes round and controls the class - calls on some pairs to present - Some sts gives feedback - Then T gives feedback feedback - the whole class give feedback II READING • Before You Read (10’) answer - T has Sts to look at • questions the picture (P12) Who you think they are? - discuss in pairs in Where is the family? minutes What is each member doing? - Some pairs answer How you feel when you see such and the whole class a warm and peaceful scence?/the gives feedbacks scence of a family where people love and support each other? • introduces the * New words: text and new words + Caring (a): quan tâm tới người # chu đáo + To be willing to st: sẵn sàng làm việc + Mischievous (a): tinh nghịch, tai quái + Obedient (a): biết lời,dễ bảo + Close-knit (a) : gắn bó khăng khít + Supportive (a) ~ of: khuyến khích, ủng hộ - T asks Ss to listen to + Frankly (adv) : thẳng thắn, trung the tape thực - T gets Ss to read the + Secure (a) /si’kju/ : an tâm requirement of task1 - T helps them if • While You Read (25’) necessary *Task : Choose the best answer - T call Ss of groups to write down the answers - T check and give feedbacks: - Ss read the passage silently to understand it - Then Ss read through sentences - T asks Ss to work in pairs and choose the answer - Ss share the answers with their groups - Ss of groups to write down the answers - Ss explain some sentences if necessary - The whole class check and give feedbacks: * The answers: 1-B; 2-C; 3-A; 4-B ; 5-A; D Practising activity: 15 minutes Read the following passage about Nuclear family and answer the questions that follows NUCLEAR FAMILY The term nuclear family developed in the western world to distinguish the family group consisting of parents, most commonly a father and mother, and their children, from what is known as an extended family Nuclear families can be any size, as long as the family can support itself and there are only parents and children (or the family is an extended family.) According to Merriam-Webster the term dates back to 1947 and is therefore relatively new, although nuclear family structures themselves date back thousands of years The term ‘nuclear’ was used because of its original Latin meaning, ‘kernal’ or ‘nut’ Today roughly one quarter of households in the United States, for example, are described as consisting of nuclear families, making them the third most common household arrangement in that nation 1.A nuclear family consists of and their A parents / children B grandparents / children children C father / 2.How big can a nuclear family is? A It consists of four members B It consists of more than two generations C It have only two generations with as many members as possible 3.When was the term 'nuclear family' first used? A thousands of years ago B 1947 C one thousand years ago 4.How many percent of household in the United States are described as consisting of nuclear families? A a quarter B 50% C 25% * Answers: A C D C D Homework: (1’) - Practise reading passage - Do exercise in the workbook - Prepare in Task Reading in advance IV Evaluation: …………………………………………………………………………………………… …………………………………………………………………………… Period 3: Unit 1: HOME LIFE A READING Preparing date: Teaching at: Class Period Teaching date Absent students Notes 12 12 12 I Objectives: Knowledge, skill and attitude: - Knowledge: By the end of the lesson students will be able: + Get the ideas of a happy family by understanding a rage of related vocabulary such as close – knit, join hands, active, mischievous, obedient, supportive, … - Skill: Improve micro reading skills by gessing meaning from context through multiple choice and answering question exercises - Attitude: + To help students get started + To provide students some motivation + Paying attention in the lesson + Building up interest with English Competence: + Thinking, brainstorming + Communicative competence + Cooperative competence + Self study competence + Using information technology + Linguistic competence + Solving problem competence + Self – management competence + Creative competence Method: communicative methods, presentation, question raising, group work II Preparation of Teacher and Students: Teacher: textbook, lesson plan, pictures, chalks, pens Students: Ss’s book, Ss’s workbook, pens, pencils, drafts III Procedure: A Class organization: minute B Check the old lesson: minutes C New lesson: Content • WARM UP 7’ Bingo • Night shift • Rush to the market Teacher’s activities Students’ activities T asks the whole class give out vocabulary in the reading passage The whole class stand up • Say Bingo if • • • • • • Special dishes Eel soup Active Mischievious Obedient Supportive (new words) they have a word and sit down if it right - T checks if Ss can answer the comprehension Qs without reading the text again If Ss cannot, T gets them to read the Qs carefully and underline the key words to task - T calls some Ss to read theirs answers and explain their choices - T comments and gives feedback: - Ss read the passage silently to understand it II READING *Task : Answer the questions: * Report their ideas Very busy They have to work long hours and sometimes they have to work at night 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 The daughter helps with household chores: she washes dishes and takes out the garbage She also looks after the boys/her younger brothers The father sometimes cooks/does some cooking or mends things around the house at weekends She attempts to win a place at university Because they are very closed – knit and supportive of one another They often share their feelings and whenever problems come up, they discuss them frankly and find solutions quickly After You Read * Handout: - Then Ss read through sentences - T asks Ss to work in pairs and choose the answer - Ss share the answers with their groups - Ss of groups to write down the answers - Ss explain some sentences if necessary - The whole class check and give feedbacks: -What is your mother/father/you responsibility in your family? Work fathe mothe childre r r n - Washing dishes -Cooking, … - Sts fill in the table -T gives Ss handouts the missing information from the reading text - Ss to compare the family described in - T gives comment and the text with your corrects Ss’ mistakes own family (basing on the handouts) - Each group chooses a secretary to note down all of others’ ideas - The secretaries report their ideas in front of the class D Practising activity: 15 minutes I Choose the word in each group that has the underlined part pronounced differently from the rest: a cooks b loves c joins d spends a hurry b under c pressure d rush II Choose the word which is stressed differently from the rest: a hospital b mischievous c supportive d special a family b whenever c obedient d solution a biologist b generally c responsible d security III Choose the one word or phrase - a, b, c, or d - that best completes the sentences or substitutes for the underlined word or phrase: He was looking at his parents _, waiting for recommendations a obey b obedience c obedient d obediently The interviews with parents showed that the vast majority were _ of teachers a support b supportive c supporter d supporting Billy has been seriously ill, and he was taken to _ hospital yesterday a a b an c the d Ø My husband and I both go out to work so we share the _ a happiness b household chores c responsibility d employment 10 You should not burn _ You had better dig a hole and bury it a dishes b lab c garbage d shift 11 He was very respectful at home and _ to his parents a responsible b caring c obedient d lovely 12 One of Vietnamese traditions is a belief in _ families and in preserving their cultures a wealthy b secure c safe d close-knit 13 He was _ when I had those problems and said whatever I did he would stand by me a supportive b exciting c busy d dull 14 He was determined to give his family a secure and solid _ a base b floor c basement d ground 15 It’s hard work looking _ three children all day a after Câu Ghi a /s/, lại: /z/ c /ə/, lại: /ʌ/ c /səˈpɔːtɪv/ a /ˈfæməli/ b /ˈdʒenrəli/ b up Câu d c to d through Đáp án Ghi obediently: cách ngoan ngoãn; Câu 11 c Ghi b 12 d close-knit: khăng khít, chặt chẽ; d b 10 c 13 a 14 a 15 a D Homework: (1’) - Practise reading passage - Do exercise in the workbook - Prepare in part B speaking in advance 10 I Objectives Knowledge By the end of the lesson, students will be able to pronounce the contracted form of auxiliaries (continued) and know how to use prepositions of time, places, articles (definite and indefinite) Skills - Practise the contracted form of auxiliaries - Use prepositions of time, places and articles Attitude Students remain the positive attitude and nourish love of English Learning II Student’s Ability Determination Problem solving ability Team Building Ability Creativity Building Ability Linguistic Ability III Teaching Method: Presentation method, team building method, mind map method, brainstorming method Teaching aids Board, tape, cassette player, chalks, textbook and notebook, handouts, chalk Anticipated problems Ss might review of reported speech Therefore, T should be ready to assist them IV Procedure Check the attendance A Warm up activity (3m) Contents Teacher’s activity How are you today? - Asks Ss to answer the Introduce the lesson to question the students Student’s activity Whole class B Knowledge building activity Contents I Pronunciation: (10 m) * Full Form: I have * Contracted form: I’ve Teacher’s activity I Pronunciation: Explain how to pronounce the words - Ask students to read the words - Call some students to read the words in front of the class II Grammar: (15m) 187 Student’s activity Whole class Listen to the teacher and practise * Prepositions: A preposition is a word such as after, in, to, on, and with Prepositions are usually used in front of nouns or pronouns and they show the relationship between the noun or pronoun and other words in a sentence They describe, for example: Her bag was under the chair The dog crawled between us and lay down at our feet His flat was over the shop • Articles: -Mạo từ xác định (Definite article): the -Mạo từ bất định (Indefinite article): a, an Dùng mạo từ xác định “the” trường hợp sau: Sự vật, việc kể đến lần thứ I live in a house The house is very big He has two children: a daughter and a son The daughter is a pupil The son is very small Chỉ yếu tố nhất: the sun, the earth, the moon, the sea… Đứng trước tính từ (chỉ nhóm người) The poor: người nghèo The young: người trẻ tuổi The old : người già The rich: người giàu II Grammar: - Ask Ss to give some prepositions and examples -Give some prepositions and examples - Give the usage of articles - Listen to the teacher and and give examples write down 188 có Trước từ tên riêng Ví dụ: the Nile, the Bach Dang hotel, the Mekong river, the Himalaya, the Buc Tuong… Chỉ quốc tịch: the Chinese , the Vietnamese, …… Trước tên tổ chức, nhiều bang: the United Nations, the United States the Asian Mạo từ A/An dùng trường hợp sau: Trước vật, việc kể đến lần I live in a house near a bank He has two children: a son and a daughter Chỉ nghề nghiệp: I’m a teacher My brother is an programmer Các cụm từ/ từ lượng: a pair of/ a thousand/ a little/ a few… Dùng câu cảm thán: what a + noun What a beautiful girl! What big rain! Có nghĩa “một” : There is a pen on the table Lưu ý: dùng “An” trước danh từ bắt đầu nguyên âm: e,u,o,ai C Practicing activity Contents Teacher’s activity Exercise 1: Exercise 1: in (for or to)in time for = - Get students to read the early enough) (on time sentences and choose the 189 Student’s activity - Individual work - Do the exercise given in doesn’t go with 2.of on (in business = being a businessman , on business = to go on business) 4.at, 5.to, 6.in, 7.about, 8.for, between/ opposite 10 to Exercise 2: 1.Ø, 2.Ø, Ø, Ø, Ø The the, 4.the Ø, the Ø, 6.the Ø, 7.the Ø, 8.an.the.the, Ø the, 10 Ø ,a D Applied activity Contents Wrapping up appropriate prepositions - Let students practice doing exercise and each of them stands and speak out the sentences they’ve done - Go around , listen and help them if necessary the textbooks - Discuss the answers with their friends then correct the mistakes themselves Exercise 2: - Ask students to work in pairs to the exercise suggested - Let students discuss the answers with their friends - Asks some of the students to the exercise orally - Give the suggested answers if necessary - Work in pairs - Practise doing and speaking out the sentences they’ve done Teacher’s activities - Summaries the main points of the lesson For homework, ask Ss to review the uses of articles - Listen to the teacher’s correction and write down their notebooks Students’ activities - Do as teacher’s request V EXPERIENCE: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ……… Period 50: CORRECT THE TEST Preparing date: …………………… Teaching at: Class Total Teaching date Absent students Students 12 12 190 Notes I OBJECTIVES: By the end of the lesson, Sts will be able to be clearer about the test they have done and they know how to try their best for the next test II LANGUAGE FOCUS: Vocabulary: Words related to School education system, higher education and future jobs Grammar: - Conditional sentences - Passive voice - Relative clauses Skill: reading and writing III TEACHING AIDS: Test, hand-outs, chalk, and blackboard IV PROCEDURES: Class organization 1’ Checking up: Checking during the new lesson 1’ New lesson: Time Teacher’s activities Students’ activities 3’ WARM-UP: - Greet sts - Greet T - Ask sts a question: - Answer T’s question: How are you today? I’m fine/ I’m not fine - Lead-in - Listen to T 6’ I PRONUNCIATION: Choose the words whose underlined part is pronounced differently from that of the others - Read the words twice and ask sts - Listen to recognize the difference in pronouncing them - Feedback - Listen * Suggested answers: 15’ II GRAMMAR AND VOCABULARY: - Introduce the task - Listen to T - Let sts redo the task - Redo the task - Check and explain the correct - Listen to T answers * Suggested answers: 10’ III READING COMPREHENSION: - Listen to T - Introduce the task - Ask sts to read the questions and - The whole class 191 underline the key words - Let them go back to the passage and locate the key words Sts read around the key words to find out the correct answers - Check with the whole class 7’ IV WRITING: - Introduce the task - Let them go back to the answers Sts read around the key words to find out the correct answers - Check with the whole class - Individual work - Check * Suggested answers: - Listen to the T - The whole class - Check * Suggested answers Consolidation: 1’ - Retell the main points of this lesson Homework: 1’ - Prepare the next lesson Test yourself C V EXPERIENCES: …………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ………………………… Period 51: TEST YOURSELF C Preparing date: …………………… Teaching at: Date of teaching Students absence Class 192 Notes 12 12 I Objectives By the end of the lesson Ss will be able to: Knowledge - Revise all the language skills and grammatical points which they have studied and used in the unit - Students can improve their techniques of doing the simple tests - Improve their knowledge through the test yourself Skills - Check themselves their skills in reading, speaking, listening and writing Attitude Students remain the positive attitude and nourish love of English Learning II Student’s Ability Determination Problem solving ability Team Building Ability Creativity Building Ability Linguistic Ability III Teaching Method: Presentation method, team building method, mind map method, brainstorming method II Teaching aids Textbook, handouts, chalk, mini Board III Anticipated problems IV Procedure Check the attendance A Warm up activity: Contents Warm-up: (5 minutes) The questions: * Have you prepared it at home? * Have you got any difficulties? Teacher’s activity Warm-up: (5 minutes) - Greeting - Ask students something about the test yourself C B Knowledge building activity: Contents Teacher’s activity A Listening (10m) A Listening * the correct answers: -Ask Ss to read the 1.B, C, A, B, C sentences before listening - Ask Ss to find the key 193 Student’s activity Raise the hand to answer Student ‘s activity - Look at the book and listen to the task - Understand the task B Reading (10mn) F, F, T, T, F words in each sentence - Ask students to listen to the tape once - Ask students to listen again and speak out the statements are true or false - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers - Correct B Reading: -Ask Ss to read the passage and then answer the questions in Reading - Ask Ss to work in pairs -Call some Ss to stand up and answer the questions or go to the board - Find the key words in each sentence - Listen to the tape - Listen again and say the statements are true or false - Listen and discuss in groups to find the correct answers: - Read the passage - Work in pairs - Write the answers on the board - Listen to the teacher and correct the answers C Practicing activity: Contents C Pronunciation and Grammar (10m) * Give the correct form of verbs The, An, Ø The, A, Ø * B Write the sentences given in reported speech Although Nam worked very hard, he didn't pass the exam Although I was very tired, I couldn't sleep Even though she had all the …… Teacher’s activity C Pronunciation and Grammar - Present the task: A, Put a/ an, the or no article (Ø) in each space to complete the sentences Student ‘s activity - Listen to the teacher - Work in groups - Compare the results with the other groups - Show the answers in front of the class - Observe the keys and correct their answers - Ask students to work in - Work in groups and groups to give the correct practise writing the form of verbs in the sentences passage 194 Although the traffic was bad, we arrived on time D Applied activity Contents D Writing (7m) * Suggestions: + people + food and water +Transportation +Communications Teacher’s activity D Writing - Present the task: Student’s activity - Students work in groups and practise writing about their families - Call the students to read the - Two students go to the suggested sentences in front board and write of the class - Check their writings and - Give the writings by help them correct the reading aloud mistakes if they’ve made E Extra – activity (5m) Exercise : Choose the best answer A, B, C or D I think we maybe run _ natural resources some day a in to b up to c out of d away from Williams is working _ an export company He intends to apply _ another job because he is not satisfied _ the salary a in/ on/ at b for/ for/ with c at/ out/ into d from/ on/ for Is Miss Wilson very fond _ French food? - No, she is not used _ having French food a over/ with b of/ to c off/ for d in/ about V EXERPENCE: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ………… Period 52, 53: REVEW Preparing date: …………………… Teaching at: Class Period Teaching date Absent students 12 12 195 Notes 12 12 I Objectives By the end of the lesson Ss will be able to: Knowledge - to summarize the content they have learnt in the first term Skills: - review skills: listening, reading, writing, grammar Attitude Students remain the positive attitude and nourish love of English Learning II Student’s Ability Determination Problem solving ability Team Building Ability Creativity Building Ability Linguistic Ability III Teaching Method: Presentation method, team building method, mind map method , brainstorming method Teaching aids Textbook, handouts, chalk, mini Board III Anticipated problems IV Procedure Check the attendance: A Warm up activity (5m) Contents Teacher’s activity Student’s activity * Warm up: - Give hand outs: - Ask Ss to the -Whole class + Choose the word whose exercise - Work individually underlined part is - Listen and check - Give answers pronounced from that of the D believed others in each group D jumped A washed B asked B climbed C caused D believed C parents A prepared B signed C moved D jumped A stopped B climbed C missed D laughed A machines B photographs C parents D laughs 196 C parents D Laughs B Knowledge building activity Contents Grammar (10 m) * The form and the usage + Tenses + Reported speech + Pasive voice + Conditional sentences + Relative clauses + Prepositions + Articles Teacher’s activity Grammar (10 m) - Ask Sts to repeat grammar from unit to unit which they have learnt Student’s activity - Listen and repeat the form and the usage + Tenses + Reported speech + Pasive voice + Conditional sentences + Relative clauses + Prepositions + Articles - Take note then - Whole class C Practicing activity Contents EXERCISE 1: Put each verb in brackets in a suitable tenses “past simple or past progressive, and past perfect” At p.m yesterday? Well, I (work) in my office at that time After John _(wash) his clothes, he began to study Maria _(enter) the university after she _ (graduate) from the community college He (sit) in a bar when I (see) him I (have) a little trouble with my car last week They (begin) to study at this school years ago Mary ( move) _ to Australia in 1980 EXERCISE 2: complete the Teacher’s activity - Give some exercises ask Sts to - Check the answers Student’s activity - Do exercise individually and give answer EXERCISE 1: was working had washed entered / had graduated was sitting / saw had began moved - Work in pairs 197 sentences using correct form of verbs If I finish the dress before Saturday, I (give) it to my sister He would understand it if you (explain) _it to him more slowly If he (decide) _ earlier, he could have left on the afternoon flight This flat would be all right if the neighbours (not be) _ so noisy - Give some exercise ask Sts to - Check the answers EXERCISE 3: Choose the best answer: I can’t get Tessa on the phone all afternoon A.I’ trying B I try C I’ve been trying D I will have been trying There is a new road to the motorway it yesterday A They’d opened B They opened C They’ve opened D They were opening 3.So far there _ no word from them A is B was C has D has been When I called on her, Mary her room A clean B cleans C cleaning D was cleaning We her for more than twenty years A knows B know C have known D are known We were asked not to disturb the baby because he _ A is sleeping B slept C was sleeping D sleeping Kate usually to class by bicycle, but yesterday she went by bus because of the rain - Go to the board to write the answers will give explained had decided were not - Do exercise individually and give answer EXERCISE C B D D C C B D 9.D 10 D 11.D 12 C 13 D 14 D 198 A go B goes C went D gone The plane _ landing at the airport in five minutes A it is B be C it really is D will be The Earth _ on the sun for its heat and light A is depend B has depend C depending D depends 10 I _ that I’d meet him this evening A told B said to him C said him D told to him 11 Diana told me she that hotel very much A like B has C is liking D liked 12 David told me my letter _ the day before A arrived B arrives C had arrived D has arrived 13 “I’ve broken your pen I’m awfully sorry, Jack” David _ for breaking Jack’s pen A thanked B apologized C advised D decided 14 No, It is not true, I didn’t steal the money! -> Jean _ stealing the money A admitted B advised C warned D denied D Applied activity Contents Teacher’s activity EXERCISE 4: Rewrite the sentences using passive voice - Asks Ss to the They finished the kitchen on exercise Saturday They are painting the living room now They are going to paint the 199 Student’s activity - Do exercise and give answer 1.The kitchen ứa finished on Sunday The living room is being painted now ceiling pink The police were following the suspects The delegates had received the information before the recess The ceiling pink is going to be painted The suspects were being followed by the police The information had been received before the recess by the delegates E Extra- activity (3m) Exercise: Complete the sentences using correct form of verbs If she wins the prize, It will be because she (write) _ very well If I finish the dress before Saturday, I (give) _ it to my sister He would understand it if you (explain) _ it to him more slowly If he (decide) _ earlier, he could have left on the afternoon flight V EXPERIENCE: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ………………………… Period 54: THE FIRST TERM TEST Preparing date: …………………… Teaching at: Class Period Teaching date Absent students 12 12 200 Notes I Objectives: By the end of the lesson, Sts will be able to: - remember effectively all of the grammatical points in semester I through doing the tasks given in the test - test themselves knowledge and skills better II Language focus: Vocabulary: Words about Education system, Higher education, Ways of socializing and Life in the future Grammar: - Tenses, article and preposition, conditional sentences, relative clauses and passive voice Skills: reading and writing skills III Teaching aids: test papers, draft papers, pens, IV Procedures: Step 1: - T reminds Sts of sitting in silence in class - T checks Sts’ class size and the knowledge of the lesson - T reminds Sts to put all the materials related to the test away Step 2: T distributes the test papers to all Sts in class Step 3: The content of the lesson There is a limit of 60 minutes for the test Sts must turn in their paper at the end of the 60th minute Step 4: T collects the test papers from Sts Step 5: For homework, T asks to prepare the next lesson 201 ... as an extended family Nuclear families can be any size, as long as the family can support itself and there are only parents and children (or the family is an extended family.) According to Merriam-Webster... closed – knit and supportive of one another They often share their feelings and whenever problems come up, they discuss them frankly and find solutions quickly After You Read * Handout: - Then... attention to the *Task 1: words and how Listen to the conversation between they’re pronounced Paul and Andrea and decide whether the and tells students statements are T or F and then correct the that

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