tieng anh 12

T.: Play the tape twice; ask Ss to work in groups; discuss the answers and write on the board then correct and feedback. Ss.: Work in groups ; listen and check[r]

(1)

PDate of plan: 25/7/2008 Date of teaching: 28/7/2008

unit 1: Home life Lesson 1:

Period No 2: Reading I.Aims of the lesson

By the end of the lesson, students will be able to understand the text, know some new vocabularies and have general knowledge of family relationship

II.Teaching aids: English book, pictures a bout family, posters.

Teacher s activities’ Pupils activities’ time

Step I: Warm – up:

Teacher shows a picture of his/ her family + Students ask questions about it

ex: Who is he? - he is my father What does he do? - he is a doctor + Teacher leads to the topic: "home life" Step II: Newlesson

I.Pre-reaking

* Teaching vocabulary

join hands: (v) work together house hold chores: (n) house work caring: (adj): quan tâm mischievous: (adj): Nghịch ngợm close knit: (adj) having close relationship

II While - reading:

1 Task 1: Matching (poster)

Whole - class

-T helps Ss to pronounce them correctly

-T may want to model first and then ask Ss to repeat after him/her

-T elicits the meaning of these words from the class

- T gets Ss to make sentences with these words

4’

7'

(2)

- To ask sts to read through the text and match Paragraph

Paragraph Paragraph Paragraph

A Family relation ship

B Mum and dad c Authors self D Members in the family

2 Task 2: True/ False statements (hand out )

a There are people in the author's family b In the author's family, both parents work together to give their children a nice house and a happy home

c His mother is a busy woman d The author has just left school

e All the members in his family have a good relationship to one another

* To give time to students to

3 Task 3:

- Teacher asks students to answer the first questions in task in textbook

- Then calls on some Ss to present their answers - T gives feedback

pair - work 1.D

2.B 3.C 4.A

Group - work a.F b.T c.T d.F e.T

pair - work

1.Very busy They have to work long hours and sometimes they have to work at night

2.She is always the first one to get up in the morning yto make sure that her children leave home for school with

5’

(3)

III Post – reading: Discuss in pairs - Teacher asks each group to compare the

family described in the text with their own family

- Let's students of each group to go to the board and write down the answers one by one

- Checking

- Teacher declares the winner Step 3:.Summary

Step 4: Homework

- To answer the rest questions in task in the text book

-To write a short passage about your family * Evaluation

breakfast and in suitable clothes She always makes dinner ready before her husband comes home

3 The daughter helps with the household chores: She washes the dishes and takes out the garbage…

Group - work

10'

4’

Date of plan: 25/7/2008 Date of teaching: 29/7/2008

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- Asking and answering about house hold chores and family life

Teacher s activities’ Pupils’

act

time

Step I : Warm– up: Questions and answers

- T give questions Sts Answer

1 How many people are there in your family? What does your father do?

3 Who does the house hold chores? … - T leads sts in new lesson

Step II : New lesson I Pre - speaking

- T presents some new words + make a decision = decide ® + Shave (v)

+ Share (smt) with (sb) the house hold chores personal secrets

- T asks its to repeat the new words in chorus and individually

II While – speaking : Task

- T asks sts to read all the sentences care fully

- T gives ins tractions - tick the sentences that are true to you and your family

- T models to make sure that all sts understand what to

- T lets sts work themselves in minutes and then

Whole-class

Class work

Individual work

5’

(5)

answer with their friends

- T calls on some sts to read the sentences that apply to them

* Suggested answers

SA: In my family, only my father works

I of ten share my personal secrets with my father

SB: My responsibility in my family is to wash the dishes

Task – T distributes handouts on which there are a list of questions

Questions

Answers Ss

1 Ss2

1 who works in your family?

2 Who does the house hold chores? What's your responsibility in your family?

4 What all your family of ten together?

5 Who you often share your secrets with?

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

- T asks sts to read through the questions

- T checks sts understanding by saying one key word and calling one st to read aloud the full question

e.g: T: Works

St: Who works in your family? T: Share

St: Who you often share your secrets with?

Individual work

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- T asks sts to go around the class and ask other sts these questions

-T reminds them that they have to write down their friends' names and answer T can make models with a student

- T goes around the class and help if necessary

- T calls some pain of sts to ask and answer in front of the class and give feedback

*Post – speaking:

- T calls on some sts to look at their handouts and retell the class about one of their friend's family life

* Suggested answers: I talked to Hoa only her father works her mother is a house wife She does the house work everyday …

Step 3:Summary Step 4: Homework

- T sets homework

+ Write a paragraph about your family life (a bout 50 - 70 words)

* Evaluation

5’

(7)

I.Aims of the lesson

By the end of the lesson, students will be able to understand the conversation between Paul and Andrea and their family

II Teaching aids: Pictures about family, English books, cassette player

Teacher's activities Students's

activities

Time

Step I Warm up:

- Ask sts to listen to a song: "3 ng n n n lung linh"ọ ế - Ask some questions:

What's the name of this song? What's it about?

How's the family atmosphere in this song? - Listen and check

- Lead in: Today we are listening to about the families.

The whole class

Individuals

5'

Step II Newlesson I Pre-listening

1.Vocabulary

- reserv(n): de danh, du tru - to spread out : trai -rarely : hiem co, dac biet

- leftover : thuc an thua, nguoi lai 2.Setting the sence

- Ask sts to look at the picture in the book (page 16) and ask some questions:

What's happening in this picture?

How many people are there? Who are they?

How are they feeling? How they look?

- lets sts repeat one by one, pay attention to the stress syllables, gives the meaning of the given words Suggested answers: A family is having a big meal

2 people Very happy

10'

II While listening

Task 1: Listen to the conversation between Paul and Andrea

and decide whether the statements are true (T) or false (F) Work in

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- Let sts read and guess true/false

- Play the tape the first time, sts listen and decide T/F - Lets sts listen the second time, sts give their answers + Peer correction and check

- Let sts listen the last time and stop at the answers for sts to catch

Task 2: Listen again and note down two things that are different about Paul's and Andrea's families

- Ask sts to listen one more – Check

Paul Andrea

1 His family members are not very close

1.His is a close – knit family

2.The family often eat the meal the mother cooks at home

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

groups (group + group 2) Suggested answers:

1.F 2.F 3.F 4.T

The whole class

III Post listening:

- Let sts work in groups and discuss the importance of family in a person's life

- Give the example:

In my opinion, family is more important than things because it can't be replaced/it gives you love, support

- Call on some presentatives - Feed back

Step III: Summary

Work in groups (3 groups)

10'

Step IV Home work

Rewrite the content of the discuss above

2' Date of plan: 28/7/2008

Date of teaching: 4/8/2008

Lesson Period No 7:Writing I.Aims of the lesson

- By the end of the lesson, students are able to write about family rules

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Teacher s activities’ Pupils’ activities

time

StepI Warm – up: Questions and answers

- Teacher asks some questions

Eg: - Do you often come home late?

- What happens if you come home late? - Topic family rules

Step II Newlesson I Pre- writting

- Teacher reviews some grammar structures + let/ allow/ permit: cho phep

+ be allowed to : duoc phep + have to : phai

- Teacher gives a paragraph about tim's family rules in handouts

- Sts underline all sentences that you think can be useful to write about family rules

- Teacher can give some more sentence structures if necessary

II While - writing:

Task Ask students to list the family rules of

all members in groups

During the school year, I am not allowed to watch TV until I have finished my homework. In my family, everybody has to their share of- the household chores

- Teacher's crrection

Task 2: Use the ideas you have discussed

- Answer T's question

- Sts read the model paragraph

- Underline some structures

- Take notes

- Peer correction

- Group work

- groupwork

5’

10'

15’

(10)

above to write a paragraph about your family Begin as follows

- Ask students to write on large papers Every family has its own rules Mine has a few. First,…

IV/ Post – writing:

- Each group stick their paper on the board wall, sts go around, correct if necessary - T checks and correct again

Step III.Summary

The manin points of the lesson

Step IV Homework:

- Write a paragraph about your own family rules (50-70 wds)

* Evaluation

- Demonstrate their papers

7’

3’

Lesson

Period No : Language focus I.Aims of the lesson

By the and of the lesson, sts will le abb to:

- distinguish the differences in pronunciation of the - s ending sound

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II.Teaching aids: small pieces of paper, posters

activities

Time

Step I Warm – up: Step II Newlesson A Pronunciation

- T picks some pieces of paper on which there are some words ending in "s" (books, months, peas, beds, bags, speaks, days, bats

- T asks sts to put these words in the correct column /S/ /Z/

- T checks the answers with the class - T leads in the new lesson

T: All the words end with "s", but the sound "s" is pronounced differently Today, we'll learn about the pronunciation of the ending "s"

* Presentation

-T demonstrates the ways to pronounce the sound "s" & "z"

- T explain the pronunciation of the - s ending sound + S is pronounced /s/ when the word end with the sounds /f/, /k/, /p/, /t,

+ - s is pronounced /z/ when the word end with other sounds (example: /¦/, /t¦/, /dg/, /s/, /z/,

* Practice

- T reads the words and asks them to repeat in chorus and individually -> correction

- T divides the class into groups to practise reading the sentences (group 1: sentence 1+2 g3: 3+4

the whole class

Individual work

10’

(12)

2: sentence 2+3 g4: 4+5 - T calls on some sts to read aloud in front of the class

- peer - correction / feed back

B- Grammar 1/ Presentation

T give sentences and asks them to write the correct form of the verbs in brackets

1/ I (go) to her party yesterday 2/ Laura(work) here for years 3/ Peter(watch)TV when I came

- T corrects and asks sts to retell the / use of past simple, past progressive present perfect

* Practice

Ex (p.18)

- T asks sts to work in pairs and underline the most suitable tense form

- T asks sts to read aloud the answers - T corrects and gives feedback

2 Ex (P.19)

- T divides the class into groups, to ex - Each group will choose the lest answer for a paragraph of the letter (G1: para 1, G2 : para 2, G3

pair work

group work

1.Have you seen

2 Did you enjoy

3.He was

4.Did you give/ saw

5 I didn’t listen

6 Have you two met

7.did you meet 3’

7’

(13)

: para 3)

- T checks with the whole class

* Production

T hangs a poster on which there is an exercise

find and correct the mistake in each following sentence

1/ I have met Mary last week

2 Peter has watched an interesting film at p.m yesterday

3 Did you ever go to England> Sorry, but I haven't listened to you

- T asks sts to this exercise individually first then in pairs

- T check with the whole class

StepIII Summary

- Make sentences using the verbs in tenses they've reviewed

Individual work Pair work * Suggested answers have met - > met

2 has

watched -> was

watching Have you ever

been ? haven't listened -> didn't listen

10’

5’

Date of plan: 4/8/2008 Date of teaching:9/8/2008

Unit 2: cultural diversity I.Aims of the unit:

After the lesson, students will be able to:

- students will be able to guessing meaning from context and Passage comprehension - listen for the understanding of passage about a wedding in Vietnam

.-listen for specifi- Filling in missing information - Comprehension questions

- Improving listening skill

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III Teaching procedures: Period No1: Reading

Period No2: Speaking Period No3: Listening Period No4: Writing

Period No5: Language focus

Lesson 1: Period No 09: Reading I.Aims of the lesson

By the end of the lesson, students will be able to guessing meaning from context and Passage comprehension

Step I Warm – up:

Discuss the question: Which of the

following factors is the most important for a happy life? why?

love money parents' approval

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a nice house/ flat a good job good health

Call some ss to speak out their ideas

Step II Newlesson I Pre-reading

1 Vocabulary

- Contractual: (adj) mutual agreement - to be supposed to = it's s.b's duty Vo + Vo

- concerned (adj) = to be taken interest in - reject (v) = protest against/ object to - physical attractiveness = hÊp dÉn confiding = sù tin

partnership of equals = bình đẳng lẫn

- trust built on love = xây dựng lòng tin tình yªu

II While - reading:

Task Matching: Match the words in

column A with correct meaning column B

A B

1 precede determine confide sacrifice obliged

a find out

b willingly stop having something you want

c happen or exist before

d having a duty to something e tell someone

- T reads Ss repeat

-whole - individual

- work individually Answers :

1 c 2.a 3.e b 5.d

7’

5’

(16)

about s.thing very private

- peer correction - T checks

Task Read the passage again and

answer the questions (page 22)

- Call Ss to answer the qs in front of the class

- T corrects

III Post – reading: - Discuss

Four key values in the survey which is the most important? why

pair work

1 They are physical attractiveness: Confiding, partnership of equals; trust built on love

2 The young Americans are such more concerned than the young in deans and the Chinese with physical

attractiveness when choosing a wife or a husband

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

4 The American wife trusts her husband to the right thing because he loves her not because he has to

5 The main finding of the survey is that young are not as romantic as their American counterparts

15’

(17)

- Work in groups - Ss answers - T corrects

Step III Summary

- List some differences between a traditional (Vietnamese family and a modern Vietnamese family? * Evaluation

3’

Lesson 2: Period No 10: Speaking I.Aims of the lesson

By the end of the lesson, students until be until be able to talk about similarities and differences among cultures

Step.I Warm – up:

- Questions:

1 In Vietnam, what people often bring to a wedding?

2 ……… a birthday party? ……… a house warming? They often bring ………… (flowers, soft drink, food, alcohol…)

Step.II Newlesson

pair work

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I Pre-speaking:

1 Task1 group discussion

- Helping ss to use: I think …/or It's not true to express their point of view on the …

following ideas (page 22)

+ I think/feel/believe… + In my opinion… + I don't agree… + It' s not true…

Example: + I think it's a good idea to have…

+ That's not true In same countries …

T's correction

II While - speaking:

Task Discuss in pairs to find out the

corresponding features of Vietnamese culture (page 23)

In America In Vietnam Two generations

(parents and children) live in a home

2 Old - aged parents live in nursing homes It is not polite to ask questions

about age,

marriage, income

Ex: Two, three and sometimes four generations live under one roof

………

Whole - class

Group - work

10’

(19)

4 Americans can greet anyone in the family first

………… T's correction

III Post – speaking:

Task3: Helping ss to use the features

discussed in task to talk about the similarities and differences between Vietnamese and American cultures (page 24)

- There are differences and similarities between Vietnamese and America cultures In America, it's not polite to ask questions about age, marriage and income, but in Vietnam, it's acceptable

T gets more group leaders to present T's correction

StepIII.Summary

Step IV Homework

- List some more similarities and differences between Vietnamese and American cultures

* Evaluation

Group work

14’

(20)

Lesson 3

Period No 11: Listening I.Aims of the lesson

.- listen for the understanding of passage about a wedding in Vietnam .-listen for specifi- Filling in missing information

- Comprehension questions - Improving listening skill

II Teaching aids:Textbook, cassette, handouts, tape.

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StepI Warm – up

- Competition Game - Net work.

- Instruction: Find out words relating to the key word "Wedding"

Wedding

- The group which write more words and earlier will win the game

- Lead - in: The wedding ceremony

- Ask some more questions :

1 - Have you ever attended a wedding ceremony?

2-What the bride and the groom usually do at the wedding ceremony?

+ To know more about it, today we listen to a conservation about a wedding ceremony in Vietnam.

Step II Newlesson I Pre-listening:

- Instruction: Now, you open the book, listen to the tape and read after it

- Play the tape for Ss to repeat - Teaching vocab

+ altar(n): (picture): bµn thê + banquet(n): bi n tiƯc + blessing(n): lêi chóc - Checking: Rub out

II While - listening

- Work in groups

- Answers: + Bride; Groom; Relatives' Banquet' Ring' Ancestor; Photograph; gifts

- Open the book and read after the tape

5’

10’

(22)

Task1

You are going to listen to a conservation between two people, listen and fill in the gaps with the missing words

- Collect the ideas on the board. - Play the tape for the first time

- Ask Ss if they are clear, if not, play the tape again

- Call on some Ss to present the answers in front of the class

- Correct mistakes

Task 2:Answer the questions

- Give Ss handouts: There are five questions and the answers put in the wrong order There is one extra answer that they don't need to use

- The answers:

a- After they pray and ask their ancestors' permission to be married.

b- When the M.C introduces the groom, the bride, the parents

d- They would pray asking their ancestors' permission to be married

c- To go to the bride's house bringing a lots of gifts wrapped in red papers

e- They stop by each table to say thank to their guests

g- At the groom and bride's home, at a hotel or a restaurant.

- Read through the task and guess the missing words

- Listen and correct themselves

- Answers:

1 - Groom's parents 2-red paper

3- altar

4- at the wedding banquet

5- wedding cards money - Work in groups

- Read the questions carefully and the task - Listen to the tape and find out the correct answers to the questions - Answers:

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- Play the tape for them to the task

- If a lot of Ss aren't able to do, play the tape again and pause at the sentences they need

III Post – listening

Task 3: Discussion

- Set the scene: You are going to discuss the questions in book: "What family often to prepare for a wedding ceremony?"

- Go around and give help if necessary - Pick out the groups; writings and seal on the board

- Correct some usual errors

- Do the exercises of listening in the work book

*Listen and fill the missing information by using multiple-choice

1 The wedding day is carefully chosen by

a groom's parents b broom's parents c bride's parents

2 The gifts are wrapped in a green paper b red paper c news paper

3 The wedding ceremony starts in front of the

a altar b tray c talk

4 Food and drinks are served at the

- to be divided into groups to discuss the questions

- Exchange their ideas to the other in their groups - Each group gives representative to read aloud the writing

- Give feedback

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banquet

a party b restaurant c wedding

5 The guests give the newly wedded couples envelopes containing wedding cards and

a gift b money c present

* Evaluation

Lesson 4 Period No 12: writing I.Aims of the lesson

By the end of the lesson Ss will be able to do: - Describing Vietnamese conical leafhat - Developing sentences

II.Teching aids: Textbook, handouts

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Step I Warm – up:Questions

- Give Conlcal Leaf Hat and ask Ss some questions about it:

1- What is it ?

2- What is it made of? 3- What is it used for?

4- Do you know the shape of it?

- It is a symbol of Vietnamese girls or women and culture Today, we'll focuson how to write a description of the Conical Leaf Hat, a symbol of Vietnamese culture

Step II Newlesson I Pre- writting

Teaching vocabulary

+ Rim (real thing): vanh non + Rib (real thing): gong, suon non + Trap (real thing): day non

+ Palm leaf (real thing): la co + Trim (v): to diem

+ Atar oil(n): tinh dau

- Out line: Multiple choice (handout)

1- The … hat is used to protect people from the sun or the rain

a- blue house b- rainy coat c-conical hat

d- plastic paper

2- … are shaped into a conical form a- The rims b- the cabs c- the boxes d- the bottoms

- Whole class - Answers:

1- It is a Conical leaf Hat 2- It is made of a kind of leaf

3- It is used for preventing from weather

4- Yes …

- Notes

- Pair work - Answers;

1-C

2-A

3’

8’

(26)

3- There are 16 or 18 … shaped into a conical form

a- tables b- ribs c- leaves d- plastic 4- The form of the hat is covered with the …

a- best metal b- soft plastic c- palm leaves

d- redpapers

5- finally, the hat is … and painted with a coat of … oil

a- developed/ white b- covered/ red c- made / using d- trimmed/ altar II While – writing

Task 1: Discussion

- Show them to the discussion

- Call on some Ss to present their answers about the hat

- Collect all the sentences and write on the board

Task 2: Writing

- Ask Ss to write the passage based on the cues and the sentences given

-Give some connectors such as: But, So, At last, finally …

- To cleverer Ss, ask them to develop the sentences more interesting

- Ss works in groups to the writing - Ss exchange the wrting to the other

- Ss each group has a representative to speak aloud his/her group's writing

3-C

4-C

5-D

- Work in pairs to discuss about the Conical Leaf Hat - Make sentences

- Give feedback

- Writing: The Conical Leaf Hat is a symbol of Vietnamese The Conical Leaf Hat is made from a special kind of bamboo and young soft palm leaves The rims are shaped into conical form There are 16 or 18 ribs shaped into a conical form The diameter of the hat is about 40-45cm and its height is about

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- Go around and provide help it necessary - Collect Ss' writings on board

- Feedback

III Post - writing

- Correct some usual errors - Ask Ss to rewrite a full writing

Do exercise of wrting in work book * Evaluation

30cm The conical form is then covered with palm leaves which are then sewn into all rims Finally, the hat is trimmed and painted with coat of altar oil The Conical Leaf Hat is used to protect people from the sun and the rain It not only makes girls and women more charming but also the symbol of Vietnam culture

5’

3’

Lesson 4

Period No 13: Language focus I.Aims of the lesson

By the end of the lesson Ss will be able to do:

- The pronunciation of "ed" endings and Grammar: Review tenses

II.Teaching aids: Textbook, handouts, tape

Step I Warm – up Chair man

-Divide the class into three group Call each

- Work in group

(28)

group for one representative, each chair corresponds with one sound with "ed"

- Read aloud the sounds, if representative of the group who sits the right place with the right sound will win the game

Step II Newlesson I Pronunciation:

+ Act 1: Elicit the pronunciation of "ed" ending sound:

1- ed ending sound is pronounced /t/ when the verbs end with the sounds /k/; /p/; //; /t/; /f/; /s/

2-ed ending sound is pronounced: /ed/ When the verbs end with the sounds: /t/' /d/ 3- ed ending sound is pronounced: /d/ When the verbs end with the verbs with all sounds except these in 1&2

+ Act2: Listen and repeat - Play the tape for Ss to listen - Correct mistakes

- Ask Ss to practice sentence by sentence

II Grammar: Revive of tense

Task 1: Complete the conservations with the verbs provided

1- SEE

A: you the Titanic yet?

B; Yes, I have I it last night Why? A: I it next Friday

2- DRINK

the game

- The word: rained; started; phoned ; arrested; jumped; missed; wanted; arrived; helped

- The sounds: /t/; /d/; /id/

- Feedback the sounds in the game

- /t/: jumped, helped, missed

- /d/: phoned, arrived, rained

-/id/: wanted, arrested, started

- Listen to the tape and repeat in chorus

- Individually reading - Repeat after the tape

- Read sentence by sentence independently - Work in pairs

- Exchange their answers to each other

- Give feedback - Answers

1- A: Have seen B: saw/A: am going to see

10’

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A: Who all the soda?

B: No me I any soda at all since last week I water all week It's much healthier

3- Write

A: Susan a lot of books lately B: she Wildest dream?

A: Yes, she did, She that one about 5 years ago

4- Cook

A; you for hours When are we eating dinner?

B: I've just finished I something special for you It's called "Ants on a tree"

A: Gross!

B: Actually, I it for many times before It's just meatballs with rice noodles - Go around and give help if necessary - Call on some Ss to present their answers in front of the class

- Ask: What tenses?

Task2: Choose the best answer for each gap

- introduce : You are going to read a passage about a photographer Read it carefully and choose the best word for each gap:

- Go around and give help

- Call on some Ss to present the answers and explanation in front of the class

- Collect the mistakes

2- A: drank/ B: have not drunk/ A: drank

3-A: has written/ B: Did she write /A: wrote 4-A: have been cooking/ B: have cooked/

A: have cooked

- The Present perfect tense; The Future intention; The Past tense

- Read the passage carefully first then in pairs

- Exchange their answers to each other

- Answers:

1-C 2-A 3-C 4-A 5-C 6-A 7-C 8-A

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* Production: Game: Correct mistakes - Show them the way to

- The group which correct more sentence with mistakes will the game

- The mistakes

1- Have watched -> Did watch 2- lived -> has lived

3- dies -> died

4- meet -> have never met 5- are -> have been StepIII.Summary Step IV Homework

- Do exercise of language focus in work book

- Work in two groups: Group A will give some sentences in which each sentence has a mistake Group B finds out the mistakes and correct them Eg: 1- Have you watched the film on TV last night? 2- Ben lives in Manchester He lived there since he was born. 3- My grand father dies 20 years a go

4- I don't know Dick's wife I never meet her. 5- Where are you? Have you played badminton with Jane?

10’

3’

Date of plan: 18/8/2008 Date of teaching:22/8/2008

Unit 3: ways of socialising I.Aims of the unit:

- students will be able to guessing meaning from context and Passage comprehension - listen for the understanding of passage about a wedding in Vietnam

.-listen for specifi- Filling in missing information - Comprehension questions

- Improving listening skill

- the pronunciation of "ed" endings and Grammar: Review tenses II.Teaching aids: handouts, textbook, cassette tapes

III Teaching procedures: Period No1: Reading

Period No2: Speaking Period No3: Listening Period No4: Writing

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Lesson 1 Period No 14: Reading I.Aims of the lesson

By the end of the lesson Sts will be able to guess the meaning in context understand the passage about ways of socializing

II Teaching aids: text book, handouts.

Step I Warm – up

T comes into classroom, claps his/her hands and ask

- What have I just done to draw your attention? - What will you if you want to draw the teacher's attention?

-> Lead to the lesson

Step II Newlesson I Pre- reading 1.Vocabulary

Whole - class

5’

(32)

- approach (v) : tiep can, den gan -attention (n) : su chu y

- attract (v) : thu hut, loi cuon - clap (v) : vo(tay)

- compliment (n) loi khen -signal (n): dau hieu

2.Checking vocab: (using task - page 32) - T's correction

II While - reading

Task (page 32): Group work

- Ask sts to read the text then decide which of the options is the best tithe for the passage

- sts answer

- T gives correction

Task (page 32): Group work

- T feed back and give correction

III Post – reading: Discuss in pairs - Ask sts to discuss the meaning of the

words "whistling, hand clapping " in Vietnamese culture

- T's suggestion

Ask question: When? When people/ Whistle? / clap hands?

- T's help and correct

Step III Summary StepIV Homework

- Ask sts to find the different meaning of some gestures nodding, shaking head,……

Whole - class

A

1.When we want to attract someone’s attention,we can use either werbal or non-werbal communication 2.Jumping up and down and wave as hard as you can is considered to be big, obvious non – verbal signals

3 If we want to attract the waiter’s attention , we can wait until he passes near us, catch his eye, and nod slightly to let him know we would like him to come to our

5’

15’

7’

(33)

table Or we can raise our hand slightly to show that we need assitance If you are walking across the schoolyard and see your teacher opproaching, you use a small friendly wave to attract his or her attention

Lesson 2 Period No 15: Speaking I.Aims of the lesson

By the end of the lesson Sts will be able practising giving and responding to compliments in different situations

II Teaching aids: text book, handouts.

activities

time

Teacher gives a situation

A: I've never seen such a beautiful bay! B: Thank you very much: It's a present

? Can you guess what topic we study today?

S's guess and answer

(34)

Today we study about giving and responding to compliments in different situations

Step II Newlesson I Pre-speaking 1 vocab

'Compliment (N): praise 'decent (a): good

be kidding - be joking

2 Structure

Such a/an + N - such + Ns

Example: you are such a pretty girl II While - speaking

Task Practise reading these dialogues, paying attention

to how people give and respond to compliments in each situation

Phil: You really have a beautiful blouse, Barbara, I've never seen such a perfect thing an you

Barbara: Thank you, Phil That's a nice compliment Peter: Your hairstyle is terrific, Cindy!

Cindy: Thanks, Peter I think I've finally found a style that looks decent and is easy to handle

Tom: I thought your tennis game was a lot better today, Tony

Tony: You've got to be kidding! I thought it was terrible

Task Practise giving compliments to suit the responses,

use the cues below

Example

David……… (dress)

Kathy: I'm glad you like it I bought it at a shop near my

Ss listen and repeat (whole - individual) Make

sentences

Ss make

sentence us with this structure

- Ss read these

dialogue - find out the compliment

- give

replacement

individual - pair work

5’

8’

(35)

house a few days ago

Guide: You look charming in this dress!

Task3 : Practise responding to the compliments below

Phil: You're a great dancer, Huong I wish I could half as well as you

You: Thank you, Phil I think I have to try better.

III Post – speaking

Task 4: Make dialogues to practise giving and responding to compliments, using the cues below - a nice pair of glasses

- a new and expensive watch

Step III Summary Step IV Homework

- Make dialogues to practise giving and responding to compliments

- comment

SS work in pairs

comment

- work in pairs

- Role play - Comments

7’

5’

3’

Lesson 3 Period No 16: Listening I.Aims of the lesson

By the end of the lesson Sts will be able to listen to someone's talk and decide on true or false statements/ and fill in the gap

II Teaching aids : Textbook, cassette, tape

Step I Warm – up - Questions and answers

- Are you on the phone? - What's your phone number?

(36)

- Who you often phone? - When? where? what/

(T may help ss to ask and answer among students themselves)

Step II Newlesson I.Pre-listening 1 Vocabulary

- marvellous (a): tuyet voi

- regulation (n): quy tac, noi quy - maximum (n) : toi da

- installed (v): lap dat

- startling (v) : lam giat minh - argument (n): su tranh cai - shank (n) : thoi gian thu vi 2 setting the sence

- Ask ss to open their books, look at the pictures and answer the questions (page 34) Ex: S1: What are they doing?

S2: They are * Act

Handouts (Groupwork)

Ask sts to put these phrases into the right column

a- talk on the phone too long b- Call your friends at night c- receive a call at dinner time d- Call your friends when necessary e- Say briefly when calling friends

T helps Ss to pronounce them correctly

-T may want to model first and then ask Ss to repeat after him/her -T elicits the meaning of these words from the class

- T gets Ss to make sentences with these words

Work in a partner

(37)

Should Shouldn't d

a

Ask ss to say the full sentences T's correction

II While - listening Task (P35)

Listen to Linda Cupple's talk and (Pair work) decide whether the statements are True or false - Ask ss to read all the sentences (1-6) then helps ss to guess True/False sentences

- T plays tape (1st time) -> Checks ss' guess - T plays tape (2nd time) -> T's correction Task2 (p.35) Listen to part of Ms Lind Cupple's talk again and fill in the gap (Group work)

- Ask ss to read through the passage and helps them to guess the missing words

- T plays tape (1st time) -> Check the first time

- T plays tape (2nd time) -> Check the second time

T plays tape (3rd time) - Check sentence by sentence

- T's correction

III Post – listening

Discuss the following questions - Does the phone cause argument?

- How long should it take you to talk on the

1.T 2.F 3.T 4.F 5.F 6.T 1.agree to voice particular a dults walking hear 7.kindness 8.to stick

Groupwork

16’

(38)

phone?

- When shouldn't you call your friends? Why not?

Ask the leader from each group to present T's correction

- What should you do/ shouldn't when you phone someone?

* Evaluation

4’

Lesson 4 Period No 17: writing I.Aims of the lesson

By the end of the lesson Sts will be able to buil sentences based on given words./ Re - order and given sentences to make a complete paragraph

II Teching aids : Textbook, handouts

Matching

A B

1 to nod one's head

2 to shake hands

a to say hello b, to agrec

Groupwork

1-b 2-a 3-d

(39)

3 to clap hands

4 to jump up and down

e, to be excited d, to encourage T's correction

Step II: Newlesson I Pre- writting *Teaching vocab

+ abrupth/ (adv) = suddenly (synonym)

+ interruption (n)

(translation)

+ apologize (v)

(explanation)

+ discourtesy (n) = rudeness (synonym)

II While - writing Task

Divide class into groups G 1,2: sentences 1,2,3 G 3,4 sentences 4,5 T gives suggetion : Tense: simple present Struetures: v + obj + to b S + be + adj + toV

Enjoy + v-ing (v + V-ing) There is/are

- Peer correetion

Task

4-c

T helps Ss to pronounce them correctly

-T may want to model first and then ask Ss to repeat after him/her -T elicits the meaning of these words from the class

- T gets Ss to make sentences with these

Groupwork

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

2 However, there is one rule that all situation, doseove, we seldom soy goodbye abruptly In E it is necessary to prepare a person for our departure 4.We lead into the farewell by saying something pleasant and thoughtful like “I’ve really enjoyed talking to you”

5.We might also say something

10’

(40)

- Divrde the class into groups of - Ask Ss to put the sentences into the correet order

- Write a paragraph - Peer correction

- T gives help and feedback

III Post – writing

- T's correction

- Do exercise again * Evaluation

relating to the time like “Gosh, I can’t believe how late it is I really must be going”

Groupwork

10’

3’

Lesson 5

By the end of the lesson, sts will be able to get some rules of the stress in two - syllable words and revise reported speech

IIteching aids: Text book, handouts

- Odd one out (work in groups)

- t gives handouts and asks sts to read the words and underline the word with a different stress pattern from the others a England discuss mistake signal b forget custom tavern happy

Group work

5’

1

P

C E A B D

P

(41)

c polite lucky student locate d enjoy attract formal reduce - T gives feedback and leads in the new lesson

Step II: Newlesson I Pronunciation

1 listen and repeat

- T asks sts to listen to the tape and repeat (chorus)

- T asks sts to read the words individually

- T gives feedback and gives comments - Most of two - syllable verbs have stress on the second syllable

- Most of two - syllable nouns and adj have stress on the first syllable

2 Practice:

- Let sts read the sentences (page 38) - Teacher gives feedback

II Grammar

1 Presentation

- Tasked sts to fill the missing words in the blanks

a John said "I work for a big company

John said that he - for a big company b Lan said "I am leaving tomorrow morning"

Lan said that she was leaving

Individual

individual word

work in groups

8’

(42)

a worked b the next day morning

- Tasks sts to rememher how to change direct sentences into indirect sentences

- T gives feedback -> changes of adverb

-> changes of pronouns

-> changes of tenses

2 Practice

Ex1: Reporting the past (page 38)

- T divides the class into groups: Each group has sentences

- T goes around and help sts if necessary

- T calls some sts to read their answers and write the sentences on the board

- T give feedbacks

EX2: Sentence transformation

- Tasks sts to complete the conversation in pairs

- T corrects the dialogue by calling sts to play roles and present the dialogue again

3 Production

answers

2 Thuan said he worked for a big company

3 Thuan said he was their marketing manager

4 Thuan said the compaly had opened an office in HCM City Thuan said he had been very successful

6 Thuan said it had been chosen to run an office in District

answers

1.She didn’t want to talk to you was upset

3 was not interested

4 had promised to go to the cinema

5 hadn’t turned up didn’t want to see you

15’

(43)

- T divides the class into groups and to make sentences:

group 1: say direct sentences

group 2: change the direct sentences in to indirect sentences

-T lets sts peer - correct, then gives feedback

- Summary main contents of the lesson

- Sts ex 1, into notebook * Evaluation

7 there was a telephone in the restaurant

8 didn’t believe you had tried she would talk to you later

10 she had to go otherwise she would be late for school

3’

Date of plan: / /2008 Date of teaching: / /2008

Test youself a Period No 17 I.Aims of the lesson

(44)

(45)

(46)

(47)

unit 4: school education system Lesson 1

Period No 20: Reading I.Aims of the lesson

By the end of the lesson Sts will be able to - Guessing meaning from context

- Passage comprehension

- Know about school education system in English

II.Teaching Aids : textbook, exercise book, pictures …

- I gives questions (yes, no) from the fact about school in Vietnam

a Do children start grade when they are b years old?

b Is schooling compulsory from the age of

(48)

to 16?

c Does the school year generally begin in September and end in late May? …

- T check the answers, gives the summaries - T leads sts into new lesson

Step II New lesson 1 Pre-reading

T introduces vocabulary - Using matching:

1 Compulsory a Chøng chØ Curriculum b chÝnh, chñ yÕu core c bắt buộc

4 tuition d chơng trình häc Certificate e häc phÝ

- T gives T/F predictions

1 Schooling is compulsory for all English children from the age of to 19

2 In England there are parallel school system

3 The National curriculum is set by the government

II While - reading

* Activity T asks sts to read the passage

and correct T/F statements - T checks

* Activity 2

- T gives handouts, Using Multiple choice When children in England start their compulsory education school?

1- c 2- d 3- e 4- b 5- a

- Present before class - F

2- T 3- T

7’

3’

8’

(49)

a From the age of b from the age of c from the age of

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

a terms b terms c terms - T asks sts to choose the best answer - Sts: peer - correction

- T checks and corrects

* Activity 3

Questions and answer ( Task – p 46)

- Ss read the passage and answer the questions

- Asks Ss to compare the answer with the partners

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

Teacher checks and corrects

III Post – reading

 Stop and correct:

- Ask Ss to read the 2nd paragraph carefully for

minutes and then close their books

- Ss listen and shout “Stop” when they realize the wrong information

- Ask Ss to correct the wrong information - Tell Ss to open their books and check the answers

There are (1) paralled school system in England The first is the (2) school system, which is free to all students, paid for by the (3) _ The second category is the

independent or (4) school system,

“ ”

which is (5) by students The state school system which educates (6) _ of the pupils in England can (7) _ into two levels of education: primary education and (8) _ education.

Expected answers: From the age of terms

3 The state school and the “independent” or “ public” school systems Yes

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

Mistake correction: 1- two 2- state 3- state 4- private 5- fee paying

6- 93%

7- divided 8- secondary

8’

(50)

- Tell the differences between Education

system in England and Vietnam

*Eva luation 3’

Lesson 2

Period No 21: Speaking I.Aims of the lesson

By the end of the lesson Sts will be able to

- speak about the school education system in Vietnam and England - Get some knowledge of education

II Teaching aids: textbook, exercise book, pictures …

- Choose the correct wordsto fill into the gaps ( kindergarten, Primary school,Lower and upper secondary school )

a, When you are from to years old, yo have to go to……

b, When you are from to 10 years old, yo have to go to……

c, When you are from 11 to 14 years old, yo have to go to……

d, When you are from 15 to 17 years old, yo have to go to……

-> Teacher leads in the lesson Step II: Newlesson

I Pre-speaking

*Keys: a, Kindergarten b, Primary school c, Lower secondary school

d, Upper secondary school

(51)

* Vocabulary

- Nursery(n ) : nha tre

- Kindergarten (n): mau giao - Optional ( )

- Compulsory(a) : bat bouc

II While – speaking Task 1:

- Reorder the phrases in to the corret levels of education from low to high education system a, Upper secondary school c, Kindergarte b, Nursery schoo d, Lower secondary school

- Check and comment

Task Study the table and answer the questions

(Modal in text book)

Example

A: When the children in Vietnam go to primary school?

B: When they are years old

A: How long does the primary education last? B: years

A: Is it optional or compulsory? B: It is compulsory

A: Which level of education are you in? B: I'm in secondary school

III.Post – speaking

- Asks to look at the table on page 45

- Compare and contrast the similarities and differences between Vietnam and England education system

- Teacher divide - class into groups Group 1: Pre = S talk about Pre - school

- Students take notes and repeat

- Make sentences with new words

*Keys: 1.b 2.c 3.d 4.a

- Students study the table

- Practice in pairs the conversation

-Students work in group

*Suggested answers : There are levels of education in Vietnam: Pre- school, primary school, Lower and upper secondary school.Children

oftengo to Pre- school 7’

3’

12’

(52)

Group 2: Talk about primary school Group 3: Secondary school

- Presentation -> Evaluates

Step III.Summary Step IV Homework

- Write it up - Prepare the following lesson

when they are one year, which is optial,

Primary and lower secondary education are compulsory in Vietnam…

- Present before class

3’ Date of plan: / /2008

Date of teaching: / /2008

Lesson 3 Period No 22: listening I.Aims of the lesson

- Listen for the understanding of the conversation - Know more about the school education in Vietnam

II.Teaching aids: Tapes, posters, handouts

Setp I Warm - up Matching

- T gives handout and instruction - ss work in groups

A B

a Maths b English c literature d History

Chi pheo

Second world war listening, reading

9

T corrects and gives two questions

1 What school subjects are you good (bad) at? Which marks you often get?

T leads in the lesson: Today we are listening about school education system.

Pair work

(53)

Step II New lesson 1 Pre - listening

* vocabulary: - tear away (a) - disruptive (a) - well-behaved (a)

- c xư tèt - xao nh·ng - kh«ng tËp trung * T asks sts to discuss questions

a What school subjects are you good at?

b Which ones you enjoy most/ least in your class? Why?

- Sts give the answers

* Use matching: Listen and repeat (tape)

2 While - listening Task 1

T explains task 1:

T divides class into groups

T gives poster Ask each group member to guess * Sts listen to the tape (2 times)

* Peer correction among groups * Sts listen again Check the answers * T gives feedback

Task 2

Whole - class

pairwork

Groupwork J: 1,3,5

G: 1,2,5

* T checks the answers

1 When he enjoyed the subjects

2 He found it

7’

15’

10’ Jenny Gavin

a Did you always work very hard?

 

(54)

* Group works: Read the questions carefully * Teacher checks the understanding about questions (explain if necessary)

* Sts listen to the tape * Sts answer on board

III Post - listening

*Practise teaching about the results of the exam at school and what will they doto prepare for the next exams

- Ask Ss to practise speaking

- Call some Ss practise speaking in front of the class

- Listen and feedback

Step III : Summary Step IV : Homework:

- Write about the result of your current exams at school

*Evaluation

difficult

3 Because they were difficult for him to it in a short time Because he went away to boarding school when he was quite young and he didn’t like that So schools weren’t the best days of his life *Suggested questions: - Do you like or dislike English….? Why?

- What about the results of the subjects at school? - What will you to have a better result for the next exam

7’

(55)

Lesson 4 Period No 23: Writing I.Aims of the lesson

By the end of the lesson Sts will be able to - Describe school education system - Write a short passage

II Teaching aids: pictures, handouts, pieces of paper.

activities

time Step I Warm – up: Crossword

Questions

1 How old are the children in Vietnam to start primary school?

2 How many terms are there in a school year? Which month does a school year generally begin? How many years does it take to complete primary

school?

5 How many grades are there in Vietnam in lower secondary school?

6 How many grades are there in Vietnam in upper secondary school?

S I X

T W O

S E P T E M B E R

F I V E

F O U R

T H R E E

- Arrange Ss into groups

- Set the time limit for 10 seconds for each group to answer the

Groupwork

(56)

question, one correct answer gets 10 points and which group has more points is the winner

- Congratulate the winner

- Lead in: Today, we are going to write a paragraph about a formal school education system in Vietnam

Step II: Newlesson I.Pre-writing

 Matching, grade in column A with age in column B

A B

1 Nursery a 15 – 17

2 Kindergarten b - Lower secondary c – Upper secondary d 11 - 14 - Ask sts to match

- Checks and corrects

 Give more information for each sentence about school education in Vietnam

- Ask sts to work in pair

- Call on sts to speak out the information – corrects 1.In Vietnam, there are levels of school education, they are

……

2.There are …… terms in a school year, the first term begins from ……… to …… and the second term begins from …… to …

3.An academic year last ……

4 Vietnamese children start to go to primary school at the age of …

II.While – writing

 Write a paragraph on the formal school education system in Vietnam base on the suggested words/phrase at page 49

- Ask sts to work in a group of five

- Go around and control and help if necessary

III.Post-writing:

- Hang on the groups’ writing on the board - Ask sts to make correction and comment - Give feedback

 Suggested answer

Step III Summary Step IV.Homework

According to the paragraph above, tell your friends about the school education system in Vietnam

There are levels of education in Vietnam, they are pre-school,

secondary school, upper school, primary lasts years, starts school from the age of to 10, lower secondary school lasts years from the age of 11 to 14 and upper secondary is years from the age of 15 to 17 Primary and lower secondary are compulsory

education and last years, the academic year has 35 weeks with months from September to May… 7’ 17’ 10’ 3’

Lesson 4

(57)

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

II Teaching aids: cards, tape

Step I.Warm- up Pronounciation

- Hang on a chart with the following words: chemistry, forgetful, education, investigation

- Ask Ss to read the words and put them in the correct parts of the table according to the

stress pattern - Correct

Step II Newlesson I.Pronunciation

- Teacher gives each group pieces of paper on which there are stress patterns of 3- syllable words

0oo o0o 00o - play the tape, Ss have to raise the corresponding pattern

- checking for them - listen again and repeat

Ss read aloud the word individually Ss read the sentences in the text book loudly

-> Check and correct if necessary

II Grammar

1.Ask Ss to change the sentences into the passive voice

- Hang on a poster with sentences

- group work

individually

5’

10’

O o o

(58)

Active Passive 1.They build houses a

years

2.They are building houses

3.They have built houses 4.They built houses 5.They were building houses

6.They had built houses

- Divide the class into two groups, each group has sentences

- Call on the sentences to write on the board

-Espected - Correct

- T gives the general modal of passive voice

BE + PII Practice

*Ex 1-Page 50: Gap filling

- Arrange Ss to work in pairs to fill into the gap

- Ask Ss to give the answers -Espected anwsers :

- Correct and comments

* Ex 2-Page 50: Change into the passive - Ask Ss to practise in pairs

- Call on Ss to write the answers on the board

- Espected anwsers :

- Checking with the whole class

Step III.Summary Step IV Homework

- Do the exercise on page 51 + Stress in - syllable words + Passive voice

group work houses are built a year houses are being built 3 houses have been built houses were built

5 houses were beiing built houses had been built

is separated 3.is set 4.is made

5.is paid 6.are selected

2.This school was built in 1997 3.A surprise party is going to be organized by the students in my class

The kitchen is being painted now

Romeo and Juliet is written by Shakespear in 1605

Shakespear’s tragedies have

10’

7’

(59)

*Evaluation been translated in many languages A new primary school has just been build in my village

English will be spoken at the conference

The floor has not been cleaned by Jane yet?

10 The house will be painted soon 3’

Unit 5: Higher education Lesson 1

Period No 25: reading I.Aims of the lesson

+ Develop such reading skill scanning for specific information, guessing, arranging + Express their feeling in the first day in universities

II Teaching aids: Posters, textbook, pictures

(60)

Step I.Warm- up

Matching these Vietnamese names of some universities with their English name:

English names Vietnamese names

1 Hanoi Cultural

University a Đại học S phạm Ngoại ngữ Hà Nội

2 Hanoi Medical

University b Đại học Văn hoá Hà Nội Hanoi University of

Achitecture c Đại học Khoa học Tự nhiên Hà Nội

4 Hanoi University of Natural

Science

D Đại học Y Hà Nội

5 Hanoi Forreign Training

University

E Đại học Kiến trúc Hµ Néi

- Call on the representative of each group write fast on the board

- Check with the whole class

_ T leads to the new lesson

Group work Key:

1 B D E C A

5’

Step II: Newlesson I.Pre- reading

1 Vocabulary - blame (v) - daunt (v) - scary (v)

- undergraduate course (np) * Check by matching meaning T/F prediction

1, All of them were exciting at first T /F 2, They all made lots of new friends /F

3, The first days at colleges were unforgettable T/F

*T asks Ss to predict

II While – reading 1 Task: Check T/F

- Ask Ss to read all the text and check their prediction

- Call Ss to give their answers - feedback and give correct answers

2 Task 1(p 54)

- T checks vocab through the task

-T models the words carefully

- Read after the teacher, tress,

- T calls some Sts to read the words aloud

- T repeats the words if the Sts don’t read correctly - Using drup out and

remember method to check - T gives feedback

Whole class Key:

1

F F T

Whole class

10’

(61)

- T calls on some sts to tell the answers - T gives feed back

Task 2(p 54): Find out who:

- T divides the class into big groups

Group 1: read and find out the information about Sarah

Group 2: read and find out the information about Ellen

Group 3: read and find out the information about Brenden

- Sts read the text silently then the task - T calls some sts to write their answers on the board,

the others read their answer

then ask them to explain their choices - T gives corrective feedback

Key: 1 campus 2 blamed 3 scariest 4 challenges 5 amazing

III.While- reading: Interview

Group 1: read about Sarah carefully Group 2: read about Ellen again Group 3: read about Brenden again

- T calls on the representative of each group to stand in fronf of the class to answer the questions of the sts in others groups

T goes around to check and offer help T gives corrective feedback

T summarises the main points of the lesson

Step IV.Homework

T asks Sts to write about one of the sts in the sts’class he/ she likes best

*Evaluation

Group work Eg:

About Sarah:

1.What did you on the first weekend?

2.How did you feel when you was at college? 3.What was the most exciting thing?

About Ellen:

1.Did your roommate leave the window open all the time?

2.What time did you go to bed?

3.Why did your roommate blame you?

About Brenden:

1.How did you think in the first year at college?

2.Why did you enjoy the college?

3.Did you make a lot of friends at college?

7’

3’ Sarah Ellen Brenden

1

(62)

Date of plan: 26 / /2008 Date of teaching: 30 / /2008

Period No 26: Speaking I.Aims of the lesson

- By the end of the lesson, students will be able to speak about the school education system in Vietnam and England

II Teaching aids: Posters, textbook, pictures

Teacher s activities’ Students activities’ Time Step I Warm up:

- Divide the class into groups and ask Ss to the following exercise

Rearrange the following letters to make words entdstu usiveytnri

=> lead in the lesson: Today we are talking about things we have to before entering a university

Step II Newlesson I Pre- speaking: 1 Vocabulary: - reference letter:

- a copy of the originals of school certificate: - scores of the required entrance examination: 2 Task 1:

- T asks Sts to task (page 55) - T gives feedback

II While- speaking: * Task 2

- T divides the class into groups - T gives cards to Sts in each group

- T asks Sts to discuss and make questions for each gap - T gives a model

Group work

The whole class

Group work

5’

10’

(63)

+ When you ? + What you in ? * Group

What to When to Fill in the application form

2 In March take the GCSE examination In June take the entrance examination In July get the entrance examination results In August get a letter of acceptance from the university Group

What to When to Fill in the application form In March send the application form In March take the GCSE examination In May get the GSCE result In June In July get the entrance examination Late August- early September

*: Ask and answer

Group ask questions and group answer Group ask questions and group answer

Sts in each group have to listen and take note to fill in the gaps

III Post- speaking.

Sts work in groups of or to discuss the process of applying to a tertiary institution in Vietnam

- T moves around the class to give help when needed - T asks the groups to report to the class

- T gives feedback and makes comments

Step IV Homework :Ask Sts to write about the process

of applying to a tertiary institution in Vietnam *Evaluation

Pair work

Group work

The whole class

8’

2’

Date of plan: 26 / /2008 Date of teaching: / 10 /2008

(64)

Lesson 3 Period No 27: Listening I.Aims of the lesson

- By the end of the lesson, students will be able to improve their bistening skill and talk know about the difficulties which students can meet when theystudy abroad

II Teaching aids: Posters, textbook, CD player, pictures III Procedure

Teacher s activities’ Students activities’ Time Step I Warm- up

- T gives out some pictures about the activities of overseas students (Cambridge, Oxford, )

- T asks some Qs: What are they doing? Who are they?

What problems overseas face with when studying abroad?

→ Lead-in: In today s listening lesson, ’ you will listen to a conversation between John and Christ talking about their study abroad.

Step II Newlesson I Pre-listening

* Pre-teaching vocabulary proportion (n)

2 rural

3 daunting (adj.) thoroughly (adv.) tutor appointment (n)

→ Checking: Rub out and remember 2.T/F prediction

- T gives handouts, ask sts guss theT/F statements, write their answers on board, T remains their prediction

1 John has just finished his master of science(MSC) course

2 the thought the students from other countries got on well on the curse He didn't give anyadivice to international studerts

- Whole-class

- Look at the pictures

- Answer (the answer can be in vary

Whole class

5’

(65)

4 He thought the most important thing for the oversea students is to make use of the tutions and lecturess

II While - listening 1.T/F correction

- plays tape, asks sts to listen and cheek their predition

- T plays the tape for 1st time.

- T plays the tape for 2nd time.

- T goes over the answers with the class 2 Multiplied choice (Ex in text book P56-57)

+ Let sts guess the answer

+ Let sts lesten to tape again and check their answer

3 Gap-filling

- T delivers handouts to Ss with the following sentences:

1 I think the most basic thing is to make full use of the

2 Some of the overseas students are a bit too to take questions or problems to tutors.

3 I think they should find out at the

beginning of the course the times at which the tutor is going to be available

for and make full use of them. 4 They should tell the tutor as soon as possible.

5 If your time is limited, spend it reading those books

- T plays the tape one more time - T makes corrections

III.Post – listening

“Discussion”

- Give some advices to Ss when studying abroad

- Move around the class to give help where necessary

- feed back & give correct answer 1-f, 2-f, 3-f, 4-t

- Read the sentences individually - Listen

- Peer correction - Listen

+ Feed back and give correct answer : 1-C, 2-A, 3-C, 4-A, 5-B

- Fill missing information - Group work

Answer key:

1 tutors & lectures 2 shy

3 tutorial appointments 4 any problems

5 thoroughly

- Group work - Discuss in groups

10’

8’

(66)

- Invite the groups to report to the class - Give feedback

- Prepare for the new lesson

- Write a short paragraph about the problems overseas Ss face

* Evaluation

5’

2’

Date of plan: 26 / /2008 Date of teaching: / 10 /2008

Period No 28: Writing I.Aims of the lesson

By the end of the lesson , ss will be able to write a letter of request

II Teaching aids: Posters, textbook, , III Procedure

Teacher s activities’ Students activities’ Time Step I Warm up

*Brainstorming

Group work

(67)

- T You are going to study abroad and you need some more information about the course:

1 What will you do?

2 What kind of letter is it? A letter of refusal, invitation or request?

3 Do you think how many parts there are in a letter of request?

-Lead in the lesson

Step II.New lesson I.Pre-writing:

*Act : : Reorder the following sentences to make a complete letter of request:

a, Dear Sir,

b, I look forward to hearing from you soon c, Could you please give me some more

information about tuition fee, accommodation d, I'm interested in an undergraduate course on economics in your university

e, Your faithfully f, Hoang Mai Lan

g, I'm ready to supply any information about myself if necessary

h, Hoang Hoa Tham Street

i, I've read a lot about study in UK Ss work in group

*Act :

- Ask ss to work in groups to find out some structures which are used to write a formal letter - T checks ss’ answers

* T supplies some structures 1.Introduction

- I am writing this letter to……

- I am interested in applying to a course in…… - I would like to apply…

2.Request:

- Please could you send me …

Group work

1 Write a letter or make a phone call

2 A letter of request 3.3 parts : introduction, body, conclusion

Whole class

*Answer: 1-h; 2-a; 3-i; 4-d; 5-c; 6-g; 7-b; 8-e; 9-f

Individual work Pair work

Whole class

10’

10’ Parts of a formal

(68)

- I would be grateful if you would send / provide me

3.Further information:

_I have recently graduated … - I have a good command of English 4.Conclusion

- I look forward to …………

II.While-writing:

- T gives a model letter and underlines the necessary information and asks ss to replace them by their own information

- Ask ss to exchange letters and introduce peer correction

Letter:

Dear Sir / Madam

I am interested in applying to an undergraduate course in Computer Science at the University of Birmingham in England , so I am writing this letter to ask what the requirements are to be eligible for the course

I would be very grateful if you could send me information about tuition fees , accommodation and exams

I have passed GCSE with the average score 8,2 and I have got 550 for the last TOEFL test Could you please send me information as soon as possible so that I can start the course next year ?

I look forward to hearing from you soon , Thank you,

Pham Thanh Nam

III.Post-writing

- T picks up some letters and corrects them as the whole

Step III Summary Step IV.Homework

Write a letter to UCAS to ask for information out the fees and dealine of course at a University in England

* Evaluation

Whole class

10’

8’

(69)

Date of plan:3 / 10 /2008 Date of teaching: / 10 /2008

- By the end of the lesson, Ss will be able to:

+know how to pronounce stress in words of more than syllables

+ review and practice with Conditional sentences.write a letter of request

II Teaching aids: Posters, textbook, III Procedure

Teacher s activities’ Students activities’ Time

Step I Warm up Step II Newlesson

I.Pronunciation : Pronounce stress in words of

more than syllables

1, Listen and repeat:

-Ask Ss to read and guess the stress of the words given

-Play the tape and ask Ss to check -Ask ss to listen again and repeat

-Check by asking Ss to read all aloud

2, Practice reading the sentences:

-Ask Ss to read all given sentences

-Play the tape for Ss to listen and mark the stress in the words of more than syllables

- Check by asking some Ss to read aloud and correct

- whole class -individually -whole classs -individually

8'

II Grammar:

1, Presentation: Matching A and B

- Give Ss the poster as follow: A

1, If I get good marks, 2, If she had a car,

3, If they had passed the exam, B

a, they would have gone for holiday

-groupwork *Answer:

c - 1st type

b - 2nd type

(70)

b, she would take you round c, I will be happy

- Ask ss to match A and B in groups

-Check and ask Ss to distinguish which sentences is 1st, 2nd or 3rd type of conditional sentences

-Suggest Ss to review the use , form of those types of conditional sentences

-Feedback and check by giving poster Type If clause Main clause 1st Simple present Simple future

2nd Simple past Would +V.inf.

3rd Past perfect Would+have+P II

*Note: Unless = if ……not

2, Practice:

Exercise 1: complete the sentences with the

correct form of the verbs -T gives game: lucky number

1

1 If you had told me earlier, I……(give) it to you We would have sent you a book if we ….(have) your address

3 If you work hard, you…….(pass) the exam If I … (be) you, I would'nt tell the truth

5 Unless you tell me your name, I ….( not send) you this letter

6 lucky number

Exercise 2: Express these situation using

conditional sentences

- Give Ss handout as follow:

1 I can't the test It is too difficult

*If………

2, Jane doesn't study hard She hates school *If………

3, Work hard or you will fail the exams *Unless………

4.It rained hard yesterday.We stayed at home *If………

- Ask if Ss know what to and No as example on the board

1, I can't the test It is too difficult *If the test were easier, I could it - Ask Ss to in pairs

- Ask Ss to write their sentences on the board - Feedback and correct

3, Production:

Dialogue completion

a - 3rd type

-individually

Key:

1,: would have given 2,: had had

3,: will pass 4,: were 5,: won't send 6,: lucky number

-whole class and individually

* Answer

2, If Jane liked school, she would study hard 3,Unless you work haed,you'll fail the exam 4,If it hadn't rained hard yesterday, we wouldn't have stayed at home

-work in pair

7'

(71)

-Hang a poster of uncompleted conversation on the blackboard Ask Ss to work in groups and fill in

A Yesterday afternoon, there was a live show of My Tam on VTV3 Did you see it ?

B.No ,I like My Tam but I had an English class at that time If I hadn't been busy,…… (1).Will it be rebroadcasted?

A Yes, tonight If I were you,……(2) B Certaindy Unless I am too busy,….(3) - Check and correct

StepIII Summary

Summarize the main points

Give homework Finish the exercises in the textbook

*Evaluation

* possible answer:

1, I would have watched it

I would watch / I wouldn't miss… 3, I will watch…

- Ask Ss to role play the dialogue

10’

Date of plan:10 / 10 /2008 Date of teaching: 13 / 10 /2008

Unit 6: Fututure job

Lesson 1 Period No 30: Reading I.Aims of the lesson

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

- know more factors that can help them succeed in a job interview

- develop reading skill (reading for specific information, guessing meanig from context) as well as speaking skill

Teacher s activities’ Students’ activities

Time

Warm up * Slap the board

- Divide class into teams

(72)

- Read some pieces of information related to some jobs Ss have to run to the board as fast as possible to slap to the correct job

Doctor , teacher, policeman, air-hostess, receptionist

1 write presscriptions, examines people who are ill, read patients’ record

2 work with children, make lesson plan, correct homework, give lessons in class

3 direct the traffic, catches criminals, help people in streets with information about traffic laws

4 look after passagers, travels a lot, work on plane

5 answer the phone, receive visitors, give people roomm keys

Step II Newlesson I Pre- reading

1 Ask Ss the questions

+ What would you like to in the future? Why?

- Ask Ss to work in pairs to tick the factors that they think can help them to succeed in a job interview (page 62)

- Call on some Ss to give their answers - Correct in front of the class

- Lead in the reading passage

2 Vocabulary

- Elicit Ss some newwords: vacancy (n): vi tri, chuc vu shortcoming (n): diem yeu

certificate (n):bang cap, chung chi Checking technique: R.O.R

II While- reading

1 Task1 Table completion

- Divides class into groups - Give Ss handouts

A job interview Should Should’t

Before the interview During the interview After the interview

- Ask group and to read the passage Before the interview; group and to read the passage during in interview and after the interview

- Ask Ss to read the passage and decide what they should and should’t before the interview,during the interview, after the interview

- Hang the poster in the board and ask Ss to stick their answers on it

- Correct with the whole class

2 Task True or False statements (page 64)

- Asks Ss to read the passage and decide whether the statements are True or False

- Ask Ss to share their answers with their friends

Key: T –

(73)

- Calls on some Ss to give their answers and evidence - Correct with the whole class and give correct answer - Ask Ss to work in group of to discuss the questions:

1 What would you like to in the future?

2 What you to prepare for a job interview? - Walk around the class to observe and offer help - Call some groups to present in front of the class

- Give remark, may be give marks to Ss who speak well

- pair work - make interviews

Ask Ss to task (page 64), prepare for speaking period

Lesson 2 Period No 31: Speaking I.Aims of the lesson

- talk about jobs and give their opinions about jobs

Teacher s activities’ Students activities’ Time Step I.Warm – up:

Brainstorming

- ask Ss to make a list of jobs as many as possible

Step II Newlesson I.Pre – speaking 1 Vocabulary - imaginary (adj) - irrigation (adj)

- farming technique (np) - challenging (adj) 2 Task 1: Matching

- ask Ss to work in pairs to match a job in A with at least two descriptions in B - have them look through the words in Task and make sure that they know all the meaning of the words

- go around the class to check and offer help

- call on some pairs to present their work

- check the answers and give the feedback with the following structure A doctor is a person who…

- listen to the teacher and repeat

- listen to the teacher and take notes

- read the new words in chorus

- read the new words individually

- remember the words

- make some sentences using the words

- work in pairs to match a job in A with two descriptions in B

- present the answers

3’

7’

6’

(74)

Model:

A doctor is a person who takes care of people s health.’

II.While – speaking

Activity 1: Task 2: Discussion

Now work in pairs to discuss the jobs and give your opinions about them. - divide class into groups, give each of them two jobs ( hand outs)

G1: pilot and waiter

G2: taxi driver and electrician G3: policeman and journalist G4: singer and computer Model:

T: Do you like to become a pilot? S: Yes/ No.

T: Why?/ Why not? S: Because …/ I think….

- go around the class to check and offer help, collect some common mistakes for later correction

Activity 2:Reportation

- call on some representatives to talk bout their opinions of their jobs

- call on some others to give their comments

- give feedback

Model:

I would like to work as a doctor. Working as a doctor would be a fascinating job because I would have chance to take care of people health. III.Post – speaking

Game: Who am I?

- guide the rules of the game

- ask Ss to use some questions in the game, such as:

+ Where will you work? + Who will you work with? + Will you get high salary? +…

Answers:

+ A farmer is a person who constructs irrigation systems and applies new farming techniques. + A tourist guide is a person who finds good and safe hotels for customers and takes people to places of interest.

…

- work in pairs and discuss the jobs and their opinions about them

Sample:

A: Do you like to become a waiter?

B: No, I don t.’ A: Why not?

B: Because It is very boring.

- present their opinions of the their jobs

Sample:

I would like to work as a tourist guide Working as a tourist guide would be a changelling and fascinating job because I have a chance to travel all over Vietnam and meet many interest people…

- use some questions to ask and guess the job

10’

15’

2’

(75)

summerises the main points of the

lesson

Step IV.Homework:

- learn by heart the new words - write a short paragraph about their future job

Lesson 3 Period No 32: Listening I.Aims of the lesson

By the end of the lesson, Ss will be able to: -Practice listening skill

- Listen to fill in missing information , and decide T or F statements - To know some of the recent changes in the USA’s jop market

(76)

Teacher s activities’ Students activities’ Time Step I Warmer: Jumpled words

T.: Give jumpled words, then ask Ss to rearrange to make meaningful ones in class 1, WOORRKFCE

2, COPMNAY 3, SEREVCI 4, MRATEK 5, SAEL

Ss.; Make and give right words

T.: Feedback and guide Ss to pronounce and recall meanings

T.: Draw attention on the word: Workforce Recall main parts of the workforce: Manufacturing and service

T.: Lead in the lesson

Whole class 1, WORKFORCE 2, COMPANY 3, SERVICE 4, MARKET 5, SALE

5’

Step II Newlesson I Pre - listening.

1 Ordering pictures: Order pictures in parts of the workforce: manufacturing and service

T.: give Ss pictures:

- a bicycle factory -a bus stop

- a car factory - a market

- a coal mine -a bank

* Ask Ss to work in group and match * Answer : manufacturing :.pictures service : pictures Vocabulary

- work force (n): lực lợng lao động - manufacturing(a): sản xuất - retail (n): Sự bán lẻ

-category (n): lo¹i, h¹ng

Ss pair works

Individuals chorals

(77)

II While- listening

Task 1: Listen to the passage and fill in the

missing words in boxes

T.: Guide Ss to explain the given chart and pay concentrate on what they have to

T.: Play the tape twice; ask Ss to work in groups; discuss the answers and write on the board then correct and feedback

Ss.: Work in groups ; listen and check

Task 2: Listen and decide whether the

statements are T or F

T.: Ask Ss to read all given statements individually

Ss.: Read in silent

T.: Ask Ss to work in pairs and guest T or F Ss.: Guest

T.: Write on the board, then turn on the tape for Ss to listen

Ss.: Listen and give answers T.: Feedback and correct

III Post - listening

Group discussion and report (7')

Do you think most of people in QuangNinh working in manufacturing or service Jobs? Explain : Why? or Why not?

StepIII Summary

-summarize the main points

- give the home work * Evaluation

* Answers: 1, manufacturing 2, service;

3, transporttation 4, Finance

5, services

* Answers: 1-T

2-F 3-T 4-F 5-F

25’

5’

Date of plan:10 / 10 /2008 Date of teaching:18 / 10 /2008

Lesson 4 Period No 33: Writing I.Aims of the lesson

y the end of the lesson, Sts will be able to write a formal letter of job application

(78)

Acceptance Refusal

Thanking Invitation

Job application -> Lead- in

- Asking Q: "Which information should be included in a job application letter?"

- Suggested answers: name, address, types of jobs, qualification, salary, time requirement Step II Newlesson

I Pre- Writing

Activity 1: Read the advertisement on

"English-speaking Tour Guides Wanted", then find out the information needed.

* Type of job:

* Level of education needed: * Work experience: * Character and interests: -> T- Ss correction

Activity 2: Giving a brief form of a letter.

II While- writing

- T delivers handouts of some specific advertisements on jobs and asks Ss to write letters of application

- T reminds Ss to support with the following details

1 tour guide

2 high school diploma experience as a tour guide, fluent English good manner, willing to

work hart for long hours

Dear, Sir I am writing to apply for the job in your company’s davertisement in the NhanDan newspaper dated on July 31th, 2008 The

Manager of Vinatour, 450 Nguyen Du street, Hanoi I graduated form Hanoi Foreign Language University years ago and the I worked as secretary for Dawoo Nguyen Thanh Tuan, 46 Hung Dao road, Hannoi, August 1st For years, I can

speak English quite fluently 10’ 20’ Kinds of letter

Address of sender Date

Address of receiver

Greeting (Dear sir, madam) Introduction

Body

(79)

* Name, address and date of writing * Name and address of the company * Greeting

* Introduction: say where you saw the advertisement and why you are writing the letter of application

* Body: mention your education, work experience and your character/ interests * Conclusion: express your willingness to work for the company and when you are available for interview

* Closing

-T asks all groups to paste their letters of application on the wall, then give feedback in front of the class

Complete the letters in Ss’ notebooks

III.Post- Writing

- Have Ss self-correction among groups - Show a writing on the screen

- Get the others to give feedback - Give comments

complete the writing at home

Now, I am 26 years old, very sociable and interested in travelling In comparison with the qualifications required in your company’s advertisment I see that my education, work experience charater and interest may meet the qualifications Therefore, I would like to work as a secretary in your company - Do self- correction among groups (underline mistakes and correct them if they can)-Look at the description on the screen

- Give feedback- Listen and take notes

8’

2’

Date of plan:15 / 10 /2008 Date of teaching:20 / 10 /2008

Unit 6: Fututure job Lesson 5

- distinguish the difference between weak/ strong forms of some conjunctions and prepositions - know the use of relative clauses

II Teaching aids: Posters, textbook,

III Procedure

Step II Newlesson I Pronunciation

- give out examples

1 Ann and Jane are here. 2 Where are you from? I m from Vietnam.’

- ask Ss to look at the board

- read aloud these examples (focusing on conjunction “and” and preposition “from” (2 times)

- ask Ss to distinguish the difference from T’s pronunciation

- make correction

1 Ann and Jane are here.

- whole-class

- look at the board - listen

- give out answers

- note down

(80)

/ nd/ -> strong form Ann and Jane are here. / nd/ -> weak form

2 Where are you from?

/ / -> strong form

I m from Vietnam’

/ / -> weak form

- Asks to look at the table, listen and repeat.

- Ask Ss to practise reading 10 sentences in P 70 * Practice

Activity 1: Listen and repeat

- play the tape, ask Ss to listen and repeat

- call on some Ss to read aloud the sounds in front of the class

- correct the mistakes if necessary

Activity 2: Practise reading the sentences

- read the sentences and ask Ss to underline the weak form or strong form of the prepositions and conjunctions

- ask Ss to practise the sentences individually - ask some Ss to read the sentences and gives the feedback

II Grammar * Brainstorm

- Ask Ss to give examples for some relative pronouns

* Practice

Exercise 1: Filling in the blanks ( pair work)

- have Ss look through the statements and make sure that they know all the meaning of the words in the sentences

- go around the class to check and offer help if necessary

- ask Ss to exchange the answers with other pairs for peer – correction

- give feedback and correct answers

Exercise 2: Matching ( individually)

- gives Ss handouts and ask Ss to match the sentences in colunm A with the sentences in colunm B

- go around the class to check and offer help if necessary

- ask Ss to exchange the answers with a partner for

- Listen and repeat - Practise in pairs

- listen and repeat

- underline the weak form or strong form of the prepositions and conjunctions

- practise reading the sentences

- whole-class

- list out the relative pronouns

- pair work

- exchange and share the answers

1.who 2.which 3.whoever

4 which which 6.who

7 whose who 9.which

(81)

peer – correction

- call on some Ss to give their answers

- give feedback and correct answers

Column A Column B

1 I read the book… 2 In the street, there

were several

people…

3 Britain imports many cars…

4 The cowboy…… fell of his horse. 5 The children

.were my

…… students.

a who were playing football in the school yard.

b who had been wounded by an arrow. c that were written by a friend of mine

d which were made in Japan

e who was waiting for the shop to open

* Exercise (P.70)

- Revise the use of omission of relative clause (the way of reducing relative clause by ing and V-ed)

- Give examples to illustrate

eg 1: look at the girl She is wearing a red skirt over there

-> Look at the girl wearing a red skirt over there eg 2: I read a book It was written b a friend of mine

-> I read a book written by a friend of mine - Ask Ss to exercise (P.70)

Step III Summary Step IV Home work

- Ask Ss to make sentence with relative clauses - Prepare for the next lesson

* Evaluation

- individual work

- exchange the answers with a partner for peer – correction

- whole-class

- listen - note down - group work - peer correction

5’

Date of plan:15 / 10 /2008 Date of teaching:21 / 10 /2008

(82)

Period No 35 I.Aims of the lesson

By the end of the lesson, Ss will be able to