grade 12 nguyễn thành viễn unit one home life period 2 reading time 45 minutes objectives 1 educational aim at the end of the lesson sts will be able to understand the passage about home life gue

- Some Ss rewrite the English words. -Ss practise reading in chorus and individually. - Ss work individually and then compare the results with a partner. It was completely under-develo[r]

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Unit one : HOME LIFE

Period : (Reading)

Time : 45 minutes * OBJECTIVES

1 Educational aim : At the end of the lesson, sts will be able to - understand the passage about home life - guess the meaning in context

- talk about their family Knowledge

Grammar : The pronunciation of the ending ‘s’

Tense revision : past simple, past progressive and present perfect Vocabulary : see infra

3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, poster, handouts … * PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (4mn)

Work in pairs Ask and answer the questions about the picture :

1 Who you think they are ? Where are they ?

3 What are they doing ? Is the family happy ? Why ? Pre-reading (7mn)

Vocabulary :

Busy at work – caring (a) – join hands – give a hand with – eel soup (n) – secure = safe (a) – household chores (n) – hard-working (a) – close-knit (a) – frankly (a)

* Checking : rub out and remember While-reading (20mn)

- Asks Ss to read the text silently and the tasks that follow

Task : p.14 Similar meaning

- Ask Ss to choose the sentence A, B or C that is nearest in meaning to the sentence given

Ss work in pairs and compare with another pair

Some pairs answer the questions - father, mother, son and daughter - at home / in the living room

- mother is helping the daughter with her study and father’s playing with the son

Elicit from sts

Practise reading and copy down

Read the text the first time

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- Peer correction - T and Ss check

Task Answer the questions :

1 How many people are there in the family ? Who are they ? What’s the father’s / mother’s

job ?

3 How caring is the mother ?

4 What does she after hospital ?

5 Does the father share the

household chores ? What does he often ?

6 What does the daughter attempt to after secondary school ? Why the children feel they are

safe and secure in their family ? Post reading (12) : Chatting

Ask Ss to work in pairs to talk about their family :

- How many people are there in your family ?

- What’s your father’s / mother’s job ?

- Do you have any brothers or sisters?

- How you share housework ? - What you want to after

secondary school ?

-Homework

Teacher assigns homework

Comments (2mn)

1 B C A B A

Expected answers :

1 There are five They are father, mother, daughter and two younger brothers

2 The father is a biologist and the mother is a nurse

3 She is always the first one to get up in the morning to make sure that her children leave home for school with breakfast and in suitable clothes

4 She rushes to the market, then hurries home to make dinner before her

husband comes home

5 Yes, he does He is willing to give a hand with cleaning the house and cooking

6 She attempts to win a place at university

7 Because they are very close-knit and supportive of one another…

Ss work in pairs

Some pairs come to the front and demonstrate

- There are ……… - He / she is a …………

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Period :3 (Speaking)

1 Educational aim : At the end of the lesson, sts will be able to - talk about household chores

- express their ideas about family life Knowledge

3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative * TEACHING AIDS : Textbook, pictures, poster … * PROCEDURE

Warm-up (4mn)

Mime : Looking and guessing - Divide the class into groups - Prepare cards with the phrases on :

1 making the bed washing the dishes cleaning the floor watering plants cooking meals going shopping

- Show the cards, one by one to the representatives of the groups to read These Ss will then mime the phrases so that their group can guess what the phrases are

Lead-in : Write the phrases on the board and sak Ss some questions to introduce the lesson :

- Who often does these things in your family ?

- What’s your responsibility in the family ?

- Each group chooses one representative to go to the board

Ss look and guess

- The first group to call out the correct phrases gets one point

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Pre-speaking (7mn) Task p 15 : Read and tick

-Ask Ss to read the sentences and check the ones that apply to him/her and his/her family

While-reading (20mn)

Task p 15 : Ask Ss to make sentences

1/ Who works in your family ? 2/ Who does household chores ? 3/What’s your responsibility in the family?

4/ What interest the family members share closely ?

5/ Who you often share secrets with ?

6/ Who you talk to before making an important decision ?

- T asks – some students answer as model

- Move around the room to give help and note down Ss’mistakes in pronunciation and grammar for later correction

- Call on some pairs to act out their dialogues

- Make correction and comments Task p 15 : Role-play

Post reading (12) : Writing

Ask Ss to write a few sentences about the work they often to help their mother in the house

Homework :

*Teacher assigns homework

Sts the task

T and Ss check Vietnamese meaning

Ss write their sentences on the board Practise reading and copy down Work in pairs

 Work with a partner to answer questions

 One asks – one answers  Vice versa

- T calls some sts to read out answers

- As a father, I have to go to work to support my family, and help my wife with housework

- As a mother, I have to household chores and keep the house tidy

- As a daughter, after school I have to help my mother with

housework

- As a brother, I have to help my sister with her study

Compare with a partner

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Period : (Listening)

1 Educational aim : By the end of the lesson, Ss will be able to - listen and pick up specific details

- listen and understanding general ideas - talk about household chores and family life Knowledge

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE

Warm-up (4 min)

Game : Touching and guessing objects Divide the class into groups Each group gets a representative who goes to the board

- Prepare some cards with words on: Hat/orange/mirror/ear/lemon/iron/fan/ egg

- Show the cards, one by one - The initial letter of the words

makes a meaningful words : HOME LIFE

Pre-listening (7 min) Pre-teach vocabulary :

Book = reserve (v) – coach (n) – rarely (adv) – spread out (v) – leftovers (n) – crowded (a) – get together (v) – wait for – a flight (n)

* Checking : rub out and remember Lead-in : In today’s listening section, you will hear the conversation between

-The rest of Ss can help by reading out the word in English (or in Vietnamese) - The group with more correct words wins the game

Elicit new words from sts

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Paul and Andrea talk about their family While-listening (20 min)

Task : Listen to the conversation between Paul and Andrea and decide whether the statements are true(T)or false F

- T and Ss check

Task Listen again and note down two things that are different about Paul’s and Andrea’s families

- Call on some Ss to read their notes and check with the class

Post-listening (12 min)

Speaking : Ask Ss to interview one another to get and give information about the members of their family

(the number of the people in the family, their names, ages, jobs, what they often do when getting together …)

- Go around the class to give help if necessary

- Call some Ss to report to the class about their partners

Homework

Ask Ss to write a short paragraph about their family

Comments (2mn)

Ss listen for the second time and some call out their answers and T writes them on the board

1 F (she has booked a flight) F (he isn’t very excited)

3 F (Paul’s home is 180km from here

4 T T

Expected answers : Paul :

- His family members are not very close.

- The family often eat the meal the mother cooks at home

Andrea :

- A close-knit family

- The family often go out to eat when they get together

- Sts practise reading

- Individually – Compare with a partner

- some Ss say out their answers

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Period : (Writing)

1 Educational aim : By the end of the lesson, Ss will be able to - write a letter to tell about their family rules Knowledge

Warm-up (4mn) Game : Charades

- Arrange Ss to work in groups - Ask Ss to think of one thing they are allowed / not allowed / or have to at school and write it on a slip of paper * Representatives from the groups take turns to act out the meanings with gesture (without speaking or writing) The others in class guess what they are trying to communicate

* Each correct answer gets one point * The group guessing the most sentences is the winner

Pre-writing (7min) Task 1.Work in groups

- Divide Ss into groups Each group makes sentences as suggested in Task

While-reading (20mn)

Ask Ss to use the ideas above to write a letter to a pen pal about their family

Ss must use the following phrases :

We aren’t allowed to … … isn’t allowed to … They won’t let us … We have to …

Example :

We aren’t allowed to ride motorbikes to school.

They won’t let us smoke

We have to show respect to teachers We aren’t allowed to swear / fight / cheat in the exams.

* A representative of each group writes their sentences on the board

* T and Ss check

* Each student interviews a partner about the rules in his / her family

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rules

Begin as follows :

Every family has its own rules Mine has a few First …

- Ask Ss to the task individually - Go around to give help if

necessary

- Call on some Ss to give the answers

- Give feedback

Post-writing (12 min)

- Ask one or two Ss to write their wring on the board

- Tell the class to read together and correct the mistakes

- Give feedback and comments

Homework

Comments (2mn)

Suggested writing :

Every family has its own rules Mine has a few First my younger brother and I always have to listen to my

parents’advice and help around the house As an eldest child in my family, after school, I have to make time to help my mother with housework and my brother with homework while my brother is responsible for cleaning the house My parents are very strict with us in all the ways we do.

They don’t allow us to dress badly and have ridiculous hairstyles or strange friends They never let us talk too long with friends on the phone or watch too much TV We are allowed to go out with friends only on some special occasions None of us is allowed to go out at night. Sometimes we feel unpleasant with the rules but we know we must stick to them to make our parents happy.

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Period : (LANGUAGE FOCUS)

1 Educational aim : By the end of the lesson, Ss will be able to

- recognize the differences in pronunciation of the –“s” ending sound - revise the use of some tenses (past simple and present perfect) Knowledge

Teacher’s activities Students’activities Warm-up (4mn)

What and where : New words in the previous lesson

Pre-teach vocab (7min)

Lately = recently (adv) – exam result (n) – address (n) – expensive (a) – move (v) -decide (v) = make a decision – for so long

* Checking : rub out and remember * Presentation

Pronunciation : (9min) - Listen and repeat (p 18)

- Elicit the spelling rules from Ss

(the third singular person is the same as plural nouns)

- We pronounce / s / with the nouns ending in : f , k, p, t, th, gh

- We pronounce / iz / with the nouns ending in a hissing sound

- We pronounce / z / with the rest Grammar notes:

Eliciting from Ss

Eliciting some new words from Ss

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- Simple past is used to express an action happening at the definite time in the past or finished, not related to the present time (yesterday, last week …, ago, in 2000) - Present perfect is used to express an action happening at indefinite time in the past but still related to the present time (for, since, just, lately, recently, already, yet, so far, until now, up to now, up to the present, ever, never)

* Practice : (15 min)

- Activity : Choosing the right tense (Exercise p.18)

- Ask Ss to the task individually - Go around to give help if necessary - Call on some Ss to give the answers - Give feedback

- Activity : Multiple choice (Exercise 2, p.19)

- Put Ss into pairs

- Ask Ss to the task individually and compare with a partner

- Go around to give help if necessary - Call on some Ss to give the answer - Go over the answers with the whole

class

Comment : (2)

Exercise

Underline the most suitable tense in each sentence

1 Have you seen … Did you enjoy … He was married …

4 Did you give … saw 5 I didn’t listen … 6 Have you two met … 7 Did you meet …

Expected answers :

1 B C A A B B B C

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Period : (READING) Time : 45 minutes

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to -understand the passage about cultural diversity - get the meaning in context

2 Knowledge

Grammar : - Pronunciation of -ed endings - Review of some tenses Vocabulary : see infra

Teacher’s activities Students’activities Warm-up (5min) Game : Hot seats

- Break the class into groups, A and B - Choose representatives from the groups to sit in the “hot seats” in the front with their backs to the board

- Write a word on the board and ask the groups to explain, describe or define the word in any ways so that their teammates in the “hot seats” can speak out the word - Award point to the group guessing right

- The group with more points is the winner

Lead-in :

In your opinion, which of the above factors is the most important for a happy life? Why?

* Pre-reading : (9 min) Pre-teach vocab

marriage (n) – romantic (a) - contractual (a) – determine (v) – maintain (v) – confide (v) sacrifice (v) – be obliged to

* Checking : rub out and remember

Eliciting some new words from sts

These are the words to guess :

House / love / money / job / health / fame

Eliciting some new words from Ss

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* While-reading : (18 min)

Get Ss to read the passage and the tasks that follow

 Task Explain the meaning of the italicized words in the following sentences

 Task Answer the following sentences

1 What is the survey about?

2 What are the key values in the survey?

 Task Multiple choice (poster) Americans believe in … marriage – a boy and a girl are attracted to each other, fall in love and decided to marry each other

A contractual B romantic C lucky

2 Asians believe in … marriage – the parents of the bride and the groom decide on the marriage

A traditional B romantic C contractual

3 Young Asians are not as … as their American counterparts

A trustful B hard-working C romantic

* Post-reading:(12 min): Work in groups Gives some more sentences

*Teacher assigns homework Comment : (2)

Expected answers :

1 precede = come or go before determine = decide

3 confide = trust in

4 sacrifice = give up sth important obliged = compelled

Expected answers :

1 It’s about the different ideas about love and marriage between Americans and Asians.

2 They are Physical

attractiveness, confiding, partnership of equals and trust built on love.

key

1 B ( romantic ) C ( contractual ) C ( romantic )

Ss discuss the question: What are the differences between a traditional Vietnamese family and a modern Vietnamese family ?

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Period : (SPEAKING) Time : 45 minutes

* OBJECTIVES

- know about some typical features of different cultures

- talk about the differences and similarities between Vietnamese and American cultures

2 Knowledge

Teacher’s activities Students’activities Warm-up (4mn)

Game : Good luck or bad luck -Divide the class into groups -Read the following questions one by one

1 In Britain, what does a black cat mean? A good luck B bad luck

C.a big wedding

2 In France, what creature brings you good luck ?

A a mouse B a spider C a fox

3 In Vietnam, what creature brings you bad luck ?

A a mouse B a cat C an owl In China, what color is a symbol of good luck and happiness ?

A red B yellow C pink Lead-in : You know, people of different cultures have different belief and

concepts of happiness Today, we’ll get to talk about the differences among cultures

Ss in each group discuss and choose A, B or C

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of some countries in the world * Pre-speaking (7 min) Pre-teach vocab

Generation (n) – hold hands – in public – under one roof – nursing home – lead an independent life – groceries (n)

* Checking : rub out and remember * While-speaking : (20 min)  Task Work in pairs

Express your point of view on the following ideas, using words or expressions in the box

 Task Discussion

Asks Ss to work in pairs, discussing and finding out the corresponding features of Vietnamese culture

- Go around to control and give help if necessary

Note down some mistakes Ss have made for later correction

- Call on some Ss to present their ideas - Give feedback and comments

* Post-speaking Writing

The groups write their ideas on the board Give feedback and make comments

Homework

 Teacher assigns homework Ask Ss to write a short paragraph about some typical features of the Vietnamese culture

Comment : (2)

Eliciting new words from Ss

Work in pairs, using the expressions in the box at p 23 :

I think / feel / believe … In my opinion, … / For me … I don’t agree …

It’s not true … That’s wrong …

Ss work in pairs, discussing and finding out the corresponding features of Vietnamese culture

Homework : Ss write a short

paragraph about some typical features of the Vietnamese culture

Sts memorize new words

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Period : (LISTENING) Time : 45 minutes

* OBJECTIVES

- listen for the understanding of the passage about a wedding in VN - listen for specific details

2 Knowledge

Warm-up (3 min)

Game : Flashing the picture

Flash a picture of a wedding ceremony and ask Ss what they see in the picture : - What is the picture about?

-How many people are there in ð picture?

-Who are they ? -What are they doing? Lead-in :

- Have you ever been to a wedding ceremony?

-What did you see there?

Today you will listen to two people talking about a wedding ceremony in VN.

Alter (n) – master of ceremony = MC (n) – banquet (n) = big party (n) – ancestor (n) – tray (n) – schedule (n) – blessing (n)

-The rest of Ss can help by reading out the word in English (or in Vietnamese) - The group with more correct words wins the game

Elicit new words from sts

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* Checking : rub out and remember While-listening (22 min)

 Task : Gap-fill (p 25)

Play the CD times and gets Ss to work in pairs to fill in the missing

information

- Invite some Ss to give their answers - Check the answers with the whole class

- Play the CD one more time for Ss to check if necessary

 Task Match ð questions and ð answers (poster)

Listen again and answer the questions - Call on some Ss to read their notes and check with the class

1.What is ð most important thing ð grooms family has to on ð wedding day?

2.What would the groom and the bride usually during the wedding

ceremony?

3.When the groom and the bride exchange their wedding rings?

4.Where is the wedding banquet usually held?

5.What the groom, the bride and their parents at the wedding banquet? 1 C D A F E Post-listening (12 min) : Discussion Discuss the question : What families often to prepare for a wedding ceremony?

- Go around the class to give help if necessary

- Call some Ss to report to the class

Homework

*Teacher assigns homework Comments (2mn)

Ss listen and fill in each gap

Ss listen for the second time and some call out their answers and T writes them on the board

Expected answers : groom’s parents red papers altar

4 at the wedding banquet wedding cards / money gifts

Expected answers :

A After they pray and ask their ancestors’s permission to be married? B When the MC introduces the groom, the bride, the parents …

C To go to the bride’s house bringing a lot of gifts wrapped in red papers

D They would pray asking their ancestors’s permission to be married E They stop by each table to say thank to their guests

F At the groom and bride’s home, at a hotel or a restaurant

Ss work in groups - Ss practise reading

- Individually – Compare with a partner

- Some Ss say out their answers

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Period : 10 (WRITING) Time : 45 minutes

* OBJECTIVES

- describe the typical features of a Vietnamese conical leaf hat - write the desciption of a conical leaf hat

2 Knowledge

Warm-up (4mn)

Game : Ambiguous picture

- Draw a small part of a picture, ask Ss what it is going to be

- Invite class opinions, not confirm or reject their ideas

- Add a little more to the drawing and ask the questions again

- Build your picture up in about stages

Lead-in :

Today we’ll focus on how to write a desciption of the conical leaf hat, a symbol of Vietnamese culture.

Pre-writing (7min) Task Brainstorming

Draw a conical hat on the board - Ask Ss to look at it and name its different parts

Pre-teach vocab

Rim (n) – rib (n) – trap (n) – palm leaf (n) – sew (v) – trim (v) – attar oil (n)

Ss express their ideas

- Eliciting from Ss

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While-writing (20min) Task

Ask Ss to write a passage of about150 words about the conical leaf hat of VN, using the outline and information below

Post-writing (12 min) Speaking : Role-play

- Arrainge Ss to work into pairs, one is a foreigner and the other is a student of English

- Tell Ss that the foreigner wants to know something about the conical leaf hat and the student has to describe it - Ask Ss to make a conversation talking about the conical hat, based on the information from the outline or from the writing they have made

- Call on some pairs to act out theirconversation if time allows

Homework

Comments (2mn)

Suggested ideas:

The conical leaf hat is a symbol of Vietnamese girls and women It is also part of the spirit of the Vietnames nation.

The conical hat is made from a special kind of bamboo and young and soft palm leaves The rims are shaped into a conical form The diameter of the hat is about 45 – 50 cm, and it is 30 cm high People cover the form with palm leaves and sew them into the rims Finally, the hat is trimmed and painted with a coat of attar oil.

The conical leaf hat is used as an umbrella to protect people from sun or rain Beneath the broad rims of the leaf hat, the girls and women look prettier and more attractive.

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Period : 11 (LANGUAGE FOCUS) Time : 45 minutes

* OBJECTIVES

- recognize the differences in pronunciation of the –“ed” ending sound - revise the use of some tenses (past simple and present perfect)

2 Knowledge

Teacher’s activities Students’activities Warm-up (4mn) : Sound classifying

- Hang on a fipchart with the verbs and the table below :

Wash / wait / waste / cause / ask / phone / dance / end / stop / watch / arrange / open

- Check with the whole class * Presentation

Pronunciation : (9min) *- Listen and repeat (p 27) - Elicit the spelling rules from Ss

- We pronounce / id / with the verbs ending in “d” and “t”

- We pronounce / t / with the verbs ending “f , gh, k, p, s, x, ch, sh” - We pronounce / d / with the rest * Practise reading these sentences (p 27) Grammar :

Exercise Complete the following conversations with the correct form of the verbs in the box

Eliciting from Ss

/ d / / t / / id / Ss work in pairs to write the past tense of the verbs in the correct parts of the table according to the pronunciation of –ed ending

- call on some Ss to write them in the right column on the board

* We add –ed or –s to a verb to make it a past tense It is pronounced /d /, / t / or

/ id /

Ss practise and copy down - Ss listen and repeat

- Ss work in pairs to complete the conversations with the correct form of the verbs in the box

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See drink write cook - Go over the answers with the whole class

- Call on some pairs to act out the conversations

- Ask some Ss to write their answers on the board

- T and Ss check

* Exercise : (15 min) : Circle the letter A, B, C or D to complete the passage ( p 28)

- Get Ss to work in pairs to read the passage and choose one correct answer which best fits each space

- Go around to give help if necessary - Call on some Ss to give the answers

and T writes down on the board - T checks with the whole class

* Exercise Complete the following letter with the correct form of the verbs in brackets (p 29)

- Put Ss into pairs - Ask Ss to the task

- Go over the answers with the whole class

1.A: Have you seenThe Titanic yet? B:Yes, I have I saw it last night.Why? A: I am going to see it next Friday 2 A: Who drank all the soda? B: Not me I haven’t drunk any soda at all since last week I drank

water all week It’s much healthier 3 A: Susan has written a lot of books lately

B: Did she write Wildest Dreams? A: Yes, she did She wrote that one about five years ago

4 You have been cooking for hours When are we eating dinner?

B: I’ve just finished I have cooked

something special for you It’s called”Ants on a tree”

A: Gross!

B: Actually, I have cooked it for you many times before It’s just meatballs with rice noodles

have cooked

Ss work in pairs to read the passage and choose one correct answer which best fits each space

* Expected answers :

1 C A C A C A C A Ss work in pairs to complete the following letter with the correct form of the verbs in brackets

* Expected answers : moved (definite time) moved

3 have asked ( several times) haven’t stopped (yet) study (every night) will fail (next month)

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Period : 12 (READING) Time : 45 minutes

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - guess the meaning in context

- understand the paasage about ways of socialising Knowledge

Grammar : - Pronunciation : Stress in two-syllable words - Reported speech

Vocabulary : see infra

Teacher’s activities Students’activities Warm-up (5 min) Game: Guessing

gestures

- Break the class into groups, A and B - Mime some gestures and ask Ss guess their meanings

- Award point to the group guessing right

Lead-in :

- Do you often use these gestures to communicate ?

- Do other people understand you ? When you want to attract someone’s attention, you might speak to them Speech is one of the most important ways of communicating, which is called verbal form of communication Or you can move your hands by waving, use gestures, which are called non-verbal form of communication

To attract sb’attraction – raise hand (v) - wave (to) – signal (n) – get off the plane

Ss work in groups, looking at

Teacher’s gestures and guessing their meanings

Meanings : Hello ! Be quiet Peace We won !

5 That sounds crazy ! I can’t hear you Come here Be careful

Eliciting some new words from Ss Practise reading and copy down

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– appropriate (a) – nod slightly (v) – need assistance – clap hands – impolite (a) – rude (a)

* Checking : rub out and remember * While-reading : (18 min)

 Task Give the Vietnamese

equivalents to the following words and phrases ( p 32 )

Teacher and Ss check

 Task Tell Ss to read the passage and decide which of the three options below is the best title for the passage

 Task Answer the questions Ask Ss to work in pairs to answer the questions in Task p.32

1 What can we when we want to attract someone’s attraction ?

2 What are considered to be big, obvious non-verbal signals ?

3 What can we if we want to attract the waiter’s attention ?

4 If you walking across the schoolyard and see your teacher approaching you, what can you to attract his or her attention ?

5 Why shouldn’t you point at the person or thing you want your friend to look at once you’ve got his or her attention ? * Post-reading : (12 min) : Work in groups

Discuss the meaning of whistling and hand-clapping in Vietnamese culture

- Invite groups’opinions

- Give feedback and make comments HOMEWORK

Ss say the Vietnamese meaning - T says the Vietnamese meaning

of the words and has Ss speak out the English words

Ss work individually, and then compare with a partner

Some Ss say out their answers Cf Task on p 32

Expected answer :

A Attracting Attention : Non-verbal Cues

Ss work individually and the compare with a partner

1 … we can use either verbal or non-verbal communication.

2 They are strong gestures that can be easily seen in the distance.

3 … We can wait until he passes near us, catch his eyes and nod slightly to let him know we would like him to come to our table Or we can raise our hands slightly to show we need assistance.

4 We can use a small friendly wave to attract his / her attention.

5 Because this action is usually considered rude.

In groups of or 5, Ss discuss the different meanings of whistling and hand-clapping in Vietnamese culture

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Period : 13 (SPEAKING) Time : 45 minutes

* OBJECTIVES

- practise giving compliments in different situations - know how to respond to compliments

2 Knowledge

Teacher’s activities Students’activities Warm-up (4min)

Game : Mime the gestures

T does some gestures and Ss guess * Pre-speaking (7 min)

Pre-teach vocab

compliment (n) – terrific (a) = fantastic = wonderful – decent (a) – handle (v) – you’ve to be kidding = you must be kidding – congratulations ! – encouraging (a)

* Checking : rub out and remember Lead-in :

-When you say the complimenting sentences?

- Do you often give or receive compliments?

Complimenting is a tool for establishing friendship that creates ties of solidarity * While-speaking : (20 min)

 Task

Practise reading these dialogues, paying attention to how people give and respond to compliments in each situation

Ss say out their meanings

The student who says correctly will another gesture for other Ss to guess

Eliciting from Ss

Practise reading and copy down Some Ss rewrite English words

Optionable answers

Ss listen and repeat

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 Task Giving compliments (p.33) - Let Ss work with their partners to practise giving compliments to suit the responses Use the cues

- Call on some Ss to act out their dialogues

- Give feedback and comments  Task (p.33) Work in pairs Responding to the compliments

- Put Ss into pairs to practise responding to the compliments

- Call on some Ss to act out their dialogues

- Give feedback and comments * Post-speaking Dialogue building - Have Ss build dialogues to practise giving and responding to compliments, using the cues in Task on p.34

- A nice pair of glasses

- A new and expensive watch - A new cell phone

- A modern looking pair of shoes - A fashionable jacket

- A beautiful dress

Give feedback and make comments Homework

 Teacher assigns homework Ask Ss to revise what they have learnt

Ss work with their partners to practise giving compliments to suit the

responses

David: You really have such a beautiful dress

Kathy: ………….

Hung: How nice your motorbike is Hien: ………

Michael: Congratulations! You have played badminton so well

Colin: ………

Some Ss act out their dialogues In pairs, Ss practise responding to the compliments

- Thank you, it’s nice of you to say so. - Thank you, Peter Your compliment is encouraging.

- Thanks for your compliment.

Some pairs act out their dialogues

Ss practise giving and responding to compliments, using the cues below Suggested diaologues:

1 A That’s a fashionable jacket ! B Oh, you like it ?

A Yeah, that’s a nice color

B That’s very kind of you to say so A That’s a beautiful dress !

B Do you think so ? A Oh, yeah, it suits you B Thanks It was pretty cheap

Homework :

(25)

Period : 14 (LISTENING) Time : 45 minutes

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - listen for general information,

- listen for specific ideas Knowledge

Warm-up (4 min) Game : A phone call

Ask Ss to look at the picture in their textbook on p.34

* What you see in the picture ? * What are they doing ?

* What you think they would say to greet each other ?

* What you think they would talk about ?

* How long you think it would take them to finish their call and why ? Lead-in :

- Do you often phone your friends ?? -What you often talk to them on the phone? How long ?

Today you will hear Linda, a social worker, advise young people on how to use the telephone in their family.

marvelous (a) = wonderful / fantastic – have an argument with – install (v) = fix – regulation (n) – startling (a) = extremely surprising

Ss work in pairs, studying the picture and answering the questions

- A boy and a girl

- They’re talking on the phone - They would say “Hello”

- They would talk about their usual jobs and things

- It would take about some minutes, because they are on the way

Optionable answers

(26)

While-listening (22 min)  Task : True or False (p 35)

Play the CD times and gets Ss to work in pairs to decide whether the

statements are true or false

- Play the CD one more time for Ss to listen and check if necessary

 Task Gap-fill (p 35)

Listen again and write the missing words

- Have Ss compare the results with a partner

- T and Ss check

Post-listening (12 min) : Summarizing - Ask Ss to summarize Ms Linda Cupple’s talk

- Ss can begin their summary with :

In this talk Ms Linda Cupple gives us some pieces of advice on how to use the telephone in the family The first is to work out a reasonable length of time for a call …

Homework

Writing : Ask Ss to give some of their own pieces of advice on how to use the telephone in the family

Comments (2mn)

Ss work in pairs

Ss listen and put a tick in the box T / F Ss listen for the second time

Some Ss call out their answers and T writes them on the board

1 T F T F F T

1 agreed to avoid particular adults walking heart kindness to stick

Ss work in groups of four or five + Length of time

+ Time for calling + Calling late at night + Calling at weekend

Usually ten minutes at most.Calling hours should be agreed upon.We should make a call at the usual time We should avoid calling very late at night or very early in the morning, especially at weekends.

(27)

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - build sentences based on given words,

- reorder given sentences to make a complete paragraph Knowledge

Warm-up (4mn)

Game : What and where

(The new words of the previous lesson) Lead-in :

In this writing lesson, you will practise building sentences based on given word

Pre-writing (7min) Pre-teach vocab

apology (n) – apologize (v) – depend on (v) – thoughtful (a) – pleasant (a) – indicate (v) – regret (n) = sorrow – admit (v) – discourtesy (n)

* Checking : rub out and remember While-writing (20min)

 Task : Sentence building (p 36) - Ask Ss to work in pairs to make sentences and change the form of verb (No addition or omission is required) - Go around the room to give help - Invite some Ss to write their sentences on the board

- T & Ss check

Eliciting from Ss

- Eliciting from Ss

- Pracise reading and copy down - Some Ss rewrite the English words - Ss discuss and make sentences in pairs

- Ss can change the form of verb (No addition or omission is required) Expected answers:

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

(28)

5 We might also say something relating to the time like “Gosh, I can’t believe how late it is ! I really must be going !”  Task : Jumbled sentences (p 37) - Have Ss to work in groups of or 5, putting the sentences into the correct order

- Go around the class to control and give help

- Ask some Ss to read their results to the class

- Give feedback

Post-writing (12 min) Correction

- Ask two Ss to write paragraph and on the board

- Tell the class to correct mistakes if necessary

Homework

Comments (2mn)

3 In English it is necessary to prepare a person for our departure

4 We lead into the farewell by saying something pleasant and thoughtful like “I really enjoyed talking to you”

- Ss work in groups of or 5, putting the sentences into the correct order - Ss ask for help if necessary

- Some Ss read their results to the class Expected answers:

Paragraph 1:

C E A B D Paragraph 2:

C E B A D

(29)

* OBJECTIVES

- get some rules of the stress in two-syllable words - revise reported speech

2 Knowledge

Teacher’s activities Students’activities Warm-up (4min) : Game : Odd one out

- Hang on a fipchart with the words - Tell Ss to read the words and write

the word with a different stress pattern from the others

- Check with the whole class

1 middle machine mission message reason remove receive review artist agree allow attract common careful crazy complete * Presentation

Pronunciation : (9 min) *- Listen and repeat (p 38)

Ask Ss to put an accent on the stressed vowel

* Practise reading these sentences (p 38) Grammar : Reported speech

Exercise Last week you met Thuan, a friend you hadn’t seen for a long time Look at the list of things he said to you then tell another friend what he said Use reported speech

Eliciting from Ss

* Most two-syllable nouns and adjectives have stress on the first syllable

Ss practise and copy down - Ss listen and repeat

Ss put an accent on the stressed syllable

Ss repeat in chorus and then individually

Ss work individually and then compare with a partner

(30)

Ask Ss to the exercise (p 38)

- Call on some pairs to read their answers - Check the answers with the class

* Exercise : (15 min) : Sentence transformation - Hang on a poster

- Get Ss to rewrite the sentences on the poster, using indirect speech so that the meaning stays the same

- Go around to give help if necessary - Ask some Ss to write the answers on

the board - Give feedback

1 They said:”We are learning Japanese now”

2 She said:”I will come here to take this book”

3 He said to his friends:”I am going on holiday tomorrow”

4 “You are not allowed to smoke in your room, Dick,” said his mother

5 “I might not be able to come on Saturday,” said David

Homework

Ask Ss to the exercise on p.40 Comment : (2)

3 Thuan said he was their marketing manager

4 Thuan said the companyhad opened…

5 Thuan said it had been very sec… Thuan said he had been chosen to …

7 Thuan asked me how long I had beenlearning English

8 Thuan said he didn’t have much time

9 Thuan hoped I would come … 10 Thuan hoped hewould be

successful

Ss the exercise (p.38) individually and compare with a partner

1 They said that they were learning Japanese then

2 She said she would go there to take that book

3 He said to his friends he was going on holiday the next day

4 Dick’s mother told him that he

wasn’t allowed to smoke in his room David told us that he might not be able to come on Saturday

(31)

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - guess the meaning in context,

- scan for specific information,

- know about school education system in England Knowledge

Grammar : - Pronunciation : Stress in three-syllable words - Passive voice

Teacher’s activities Students’activities Warm-up (5 min) Game: Wordsquare

E D U C A T I O N K

D R E T U N R B U G

S C H O O L Y E A R

E C O U R S E G E A

X E L P U B L I C D

A N I E F O T N F E

M D D S Y R T E M O

O H A S Y S E T R S

N L Y S Y S T E M M

- Divide the class into groups

- Hang on a poster with the wordsquare - Tell Ss to find out the words in the wordsquare (12 words)

Lead-in :

(Ask Ss to look at the words and guess what they are going to learn)

In our reading lesson today, we’ll focus on the school education system in VN.

Ss work in groups, looking at the poster and find out the words in it The words to find :

Across : education, school year, course, public, system

Down : exam, end, holiday, begin, grade

Antagonally : free, term

(32)

Compulsory (a) – parallel (a) -

curriculum (n) – government (n) – made up of = comprise – core subjects (n) – tuition fee – free (a) – divide into (v) * Checking : rub out and remember * While-reading : (18 min)

 Task Find words or phrases in the reading passage which have the following meanings ( p 46 )

- Teacher and Ss check  Task Answer the following questions

- Get Ss to read the reading passage and answer the questions

- Ask Ss to compare the answers with their partners

- Call on some Ss to write the answers on the board

1 What children in England start their compulsory education at school ?

2 How many terms are there in a school year in England ?

3 What are the two school systems in England?

4 Do children have to pay fees if they go to”independent” or “public” schools ? How many core subjects are there in the national curriculum ?

6 When can Ss take the GCSE examination

* Post-reading : (12 min) : Work in groups

Talking about the most difficult school subjects for Ss

HOMEWORK

- T reads the Engish words and has Ss say the Vietnamese meaning - T says the Vietnamese meaning

Some Ss say out their answers Expected answers :

1 State schools primary education secondary education compulsory

5 GCSE curriculum

- Ss read the reading passage and answer the questions

- Ss compare the answers with their partners

- Some Ss write the answers on the board

Expected answers : from the age of There are terms

3 the state school and the independent or public school system

4 Yes, they

5 There are core subjects (English, Maths and Science)

6 When Ss finish the secondary school, they have to take the GCSE exam

(33)

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - get some knowledge of the education system - talk about the school education system in VN Knowledge

Game : Matching up

- Arrange Ss to work in pairs

- Hang on a poster : (with jumbled order) Pre-school (nursery school,

kindergarten) / primary school / lower secondary school / upper secondary school

* Pre-speaking (7 min) Pre-teach vocab

Nursery school (n) – kindergarten (n) – primary school (n) - lower secondary school (n) - upper secondary school (n) * Checking : rub out and remember * While-speaking : (20 min)  Task (p 47)

Work in pairs

Get Ss to study the table below then ask and answer the questions about the school education system in VN

Example :

A When the children in VN go to

- Representative of each group write the Vnmese meaning on the board - The group with more correct words and faster will win

Eliciting from Ss

(34)

primary school ?

B When they are years old

A How long does the primary school education last ?

B years, from grade to grade  Task Giving compliments (p.47) - Divide the class in groups of or 5. - Tell them to talk about the school education system in VN, using the information from Task

- Call on some Ss to say out their ideas - Give feed back and comments

* Post-speaking Write-it-up

 Task (p.47)

- Divide the class into two groups - Get Ss of each group rewrite the ideas they have just talked on the board Give feedback and make comments

Homework

 Teacher assigns homework Ask Ss to write a short paragraph about the school education system in Vietnam

Ss use the following questions to ask and answer about the school system in Vietnam :

1 How many levels of education in Vietnam?

- There are What are they?

- They are kindergarten, primary, lower secondary

and upper secondary

3 When the children go to primary school?

- at the age of or 5

4 When they go to primary school?

- When they are years old.

5 How long does primary education last?

- 5 years, from grade to grade 5

Ss can substitute “Primary school” with another level of education Some Ss write their ideas on the board

Homework :

(35)

* OBJECTIVES

- know more about school education system in Vietnam Knowledge

Warm-up (6 min) Game : Jumbled words

Ask Ss to look at the poster and rearrange into the meaningful words

1 thisoyr nchfre sicphys sumic shenlig theticsmama phygargeo trysimche treupmoc Lead-in :

- What subjects are you good / bad at? - What subjects you like studying most/least ? Why ? Today you will listen to the conversation between Jenny and Gavin talking about what they at school

Tearaway (n) : người bốc đồng – disruptive (a) : gây rối – methodical (a) – well-behaved (a) – struggle (v)

Ss work in pairs, studying the poster and writing the correct words on the board

1 history

2. French

3. physics

4. music

5. English

6. mathematics

7. geography

8. chemistry

9. computer optional answers

(36)

* Checking : What and where While-listening (20 min)

 Task : Listen and tick (p.48)

Play the CD times and gets Ss to work in pairs to put a tick to the question to which the answer is “Yes”

 Task Listen again and answer the questions (p 48)

- Call on some Ss to write their answers on the board

- T and Ss check

Post-listening (12 min) : Chatting - Ask Ss to work in pairs to talk about their school

Homework

Ask Ss to write a short paragraph about what they like and what they don’t like at school

Comments (2mn)

Some Ss rewrite the English words

Ss work in pairs

Ss listen and put a tick in the box Ss listen for the second time

Expected answers : Jenny : - - Gavin : - -

Ss work in groups of four or five When he enjoyed the subjects He found it very difficult

3 Because they were difficult for him to it in a short time

4 Because he went away to boarding school when he was quite young and he didn’t like that So his school days weren’t the best days of his life Suggested questions :

* How you feel about your school? (Do you like it or not ?)

* What things you like and what things don’t you like? (uniform? subjects ? teachers? Punishment? extra-curricular activities?)

* What changes would you like to make?

(37)

SCHOOL EDUCATION SYSTEM

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - describe school education system in VN,

- write a passage about formal school education system in VN

2 Knowledge

Warm-up (4 min)

Game : General knowledge quiz (poster):

1.When does a child start school in VN? How many terms are there in a school year?

3 When does a school year generally begin and end?

4 How long does it take to complete primary school?

5 How many grades are there in a Vietnamese lower secondary school? How many grades are there in a Vietnamese upper secondary school? How long the summer holidays last?

8 Is upper secondary education compulsory?

Lead-in :

In today’s lesson, you will get to write a short paragraph about a formal school education system in VN

Pre-writing (7min)

- Talking about the school education

Some Ss answer the questions orally Expected answers:

1 A child starts school at the age of six There are two terms

3 A school year generally begins at the beginning of September and ends at the end of May

4 It takes years to complete primary education

5 There are grades There are grades

7 The summer holidays last months No, it isn’t

(38)

system.

- Ask Ss to work in pairs to talk about the national education system in VN, using the information above or on p 49 While-writing (20 min)

- Ask Ss to work in groups of four or five to write a paragraph on the formal school education system in VN based on the information above

- Go around the room to give help - Invite some Ss to write their sentences on the board

- T & Ss check

 Task : Writing

- Have Ss to write their results on the board

- Give feedback

Post-writing (12 min) Peer Correction

- Ask Ss to make correction and comments

- Give feedback and comments Homework

*Teacher assigns homework Comments (2min)

- Some Ss rewrite the English words Suggested writing:

There are two levels of education in the formal school system in Vietnam – primary education and secondary education (secondary education consists of lower and upper secondary school).

Primary and lower secondary education are compulsory in Vietnam Chidren start to go to primary school at the age of six and after five years they move to lower secondary school where they stay for years When they finish lower secondary school they have to take an examination to go to upper secondary school for more years In order to study at a university, they have to pass the national examination held in early June every year The academic year, which has terms, lasts months from September to the end of May The first term is from September to December After taking the final test of the first term, children have ten days off for the Lunar New Year.

The second term is from January to May When finishing this term students have months’ summer holidays

(39)

* OBJECTIVES

- get some rules of the stress in three-syllable words - use passive voice

2 Knowledge

Grammar : - Pronunciation : Stress in three-syllable words - Reported speech

Teacher’s activities Students’activities Warm-up (4 min) : Game :

- Hang on a chart with the words - Tell Ss to put an accent on the

stressed syllable

- Pronunciation : (5 min) - *- Listen and repeat (p 49) Ask Ss to listen and repeat

* Practise reading these sentences (p 49)

Grammar : Passive voice

The passive is formed with be + V3

Exercise (7 min)

- Ask Ss to work in pairs to fill each blank with the simple present passive form of the verb in brackets

- Call on some pairs to write their answers on the board

- Peer correction

- Check the answers with the class

Eliciting from Ss

- Ss put an accent on the stressed syllable

- Ss read in chorus and individually * Most three-syllable nouns and adjectives have stress on the first syllable

- Except :

the words ending “ic, ics, -ion or –ian, ety, ity” have stress just before these endings :

Statistics, musician,suggestion, translation, electric, atomic, variety, responsibility…

* Expected answers : is sepatated

3 is set - must be followed

4 is made up

(40)

* Exercise : (15 min) :

Sentence transformation (p 50) - Hang on a poster

- Get Ss to rewrite the following

sentences on the poster, using the passive voice

the board - Peer correction - Give feedback

- Get Ss to fill in the spaces of the

passage with the correct tense in passive voice of the verbs in brackets

- Ask Ss to work individually and then compare with a partner

- Peer correction - Give feedback

Homework

Comment : (2)

6 are selected

Ss the exercise (p 50) individually and then compare with a partner * Expected answers :

1 This school was built in 1997 This dictionary was first published

in 1870

3 A surprise party is going to be organized by the students in my class the kitchen is being painted now “Romeo and Juliet” was written by Shakespeare

6 Shakespeare’s tragedies have been translated into many languages A new primary school have just beenbuilt in my village

8 English will be spoken at the conference

9 The floor hasn’t been cleaned yet 10 The house will be repainted soon Some Ss write their answers on the board

- Some Ss correct mistakes if any * Expected answers :

1 was built were sold 3 has been made can be bought 5 are used can be used 7 is stored are done 9 must be told 10 can be done

Homework :

(41)

HIGHER EDUCATION

* OBJECTIVES

- understand the passage about university education, - arrange thr sequence of an event

2 Knowledge

Grammar : - Pronunciation : Stress in words of more than three-syllables - Conditional sentences

C O M P U L S O R Y

E D U C A T I O N X

R G O V E R N M E N

T E R M X O Z Y X T

I N D E P E N D E N

F O R E I G N Z R T

I P A R A L L E L R

C O N S I S T O F Y

A T E S Y S T E M Z

Lead-in :

(Ask Ss to look at the words and guess what they are going to learn)

In our reading lesson today, we’ll focus on the school education system in VN

Ss work in groups, looking at the poster and find out the words in it

The words to find :

Across : compulsory, education, government, term, independent, foreign, parallel, consist, system

(42)

impression (n) – campus (n) - notice (v) – tears (n) – sick = ill – blame (v) – daunting (a) – graduate (v) – challenging (a)

 Task (p.54)

Get Ss to complete the sentences, using the right forms of the words in the box Teacher and Ss check

 Task (p.54) Find out who : Cf Task on page 54  Task Answer the following questions

- Get Ss to read the reading passage and answer the questions

1 What did Sarah on the first weekend ?

2 Why did Sarah feel so lonely at the party

3 What problems did Ellen have with her roommate?

4 What did Brenden think about his first year at college ?

5 What does the social calendar of the colleges ptovide him?

* Post-reading:(12 min): Work in groups Discuss the meaning of whistling and hand-clapping in Vietnamese culture

1 campus blame scariest challenges amzing

Expected answers :

1 She went out with her new friends, walking around the campus

2 Because she felt no one seemed to notice her

3 Her roommate left the window open all the time, even in the cold weather, went to bed late and blamed her typingand having the light on

4 He thought it was probably the best and most challenging year of his life It provides him with a lot of

opportunities to meet non-engineering students as well as other engineers

(43)

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - express their interests in tertiary study,

- talk about the application process to tertiary institutions in VN Knowledge

Game : Name the things

- Bring along with you the copies of an application form, an identity card, a birth certificate, a certificate of the successful completion of an English course and a curriculum vitae

- Show them to Ss, one by one and ask them what they are

Lead-in :

- When you need these things?

- You’ll talk about the application process to tertiary study in VN

- Ask Ss to give the Vietnamese equivalents of the words or phrases * While-speaking : (20 min)

 Task (p 55) Work in pairs

- Put Ss into pairs to choose which of the

- application form - identity card - birth certificate - English certificate - Curriculum vitae

* When we want to apply for a job or apply to a university …

Eliciting from Ss

(44)

admission requirements which are obligatory for Ss to be admitted to a university in VN

- Ask some Ss to give their opinions - Give feedback

 Task Work in pairs (p.55) - Divide the class into pairs - Tell them to ask and answer the

questions about the application process to tertiary study in VN using the cues in Task p 55

- Note down some mistakes Ss have made for later correction

- Call on some Ss to say out their ideas - Give feedback and comments

* Post-speaking Pairwork  Task (p.56)

- Get Ss to work in pairs to talk about the university they are interested in and say the reason why they would like to attend that college

- Work with a student to model

- Call on some pairs to practise talking in front of the class

Give feedback and make comments

Homework

 Teacher assigns homework Ask Ss to write a short paragraph about the school education system in Vietnam Comment : (2)

system in VN

Some Ss give their opinions

Suggested ideas :

S1 : When you fill in the application form ?

S2 : In March

Some Ss write their ideas on the board as a model

Examples :

T : What university you want to apply to ?

S : I’d like to apply to the College of foreign languages.

T : What is the most important reason for attending this college ?

S : I’d like to become a teacher The important thing is that my parents want me to become a teacher of English.

Homework :

(45)

Period : 24 (LISTENING)

- listen for general ideas and understand the dialogue, - listen for specific details

2 Knowledge

Warm-up (6 min) Game : Jumbled words

Ask Ss to look at the poster and rearrange into the meaningful words

1 guagelan thealh thewear

4 commodationac meyno

6 dofo Lead-in :

These are some of the problems Ss may encounter while studying overseas. In today’s listening section, you will listen to the conversation between John and David talking about their study abroad.

proportion (n) – majority (n) – tutor (n) – available (a) – appointment (n) – agriculture (n) – rural (n)

* Checking : Rub out and remember

1 language health weather

4 accommodation money

6 food

(46)

While-listening (20 min)

 Task : Listen and complete sentences (pp.56-57)

Play the CD times and gets Ss to work in pairs Listen to the conversation between John and David and circle the best option (A, B, C or D) to complete the following sentences

Post-listening (12 min) : Work in pairs - Ask Ss to work in pairs to talk about their undergraduate course

A Would you prefer to an undergraduate course abroad or in your country?

B I’d like to an undergraduate course in my country.

A Why ?

B Because my English is not good enough and I can’t afford tuition fees and accommodation for studying abroad

-A Would you prefer to an undergraduate course abroad or in your country?

B I’d like to an undergraduate course in my country.

A Why ?

B Because it is a good chance for me to practise English with different students from other countries …

Homework

* Ask Ss to write a few sentences about problems they may have when studying

Ss work in pairs

Expected answers :

1 C A C A B

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