Giao an Anh van 12

-Work in pairs and use the words to make sentences (change the form of the word). -Exchange their writings with other students and correct. -Read their writings in front of the[r]

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Date of preparation: 10 / 08 / 2009

Review Period 01 - Tense revision A Objectives:

1- Knowledge: By the end of the lesson students will be able to use the correct verbs in simple present, simple past, present continuous, past continuous

2- Skills:

- Remembering the use of each tense in context 3- Education:

- study the differences in use of the verb-tense in English language B.Teaching aids:

1.Teacher: - Method: mainly communicative approach - Materials: helping board, textbook, handouts 2 Student:- Materials: Student’s book

3 Anticipated problems: SS may find the use of present simple is misty C PROCEDURE IN CLASS.

1.Stabilization : Greeting

Checking absence 2. Checking up previous knowledge: ( 5’ ) 3 New Lesson

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

5ms

7ms

A- the present simple tense. - T gives some examples on helping board or handouts

- Gives questions

1 What are the affirmative form and negative form?

2 What are the uses of present simple? - Call some pairs to answer

- T feedback and correct

B- the past simple tense. - T gives some examples on helping board, ask Ss to give the correct form of the verbs

1 What are the affirmative form and negative form?

2 What are the uses of present simple? - Call some pairs to answer

- T feedback and correct

C- the present continuous and past continuous tense.

- T gives some examples on helping board, ask Ss to study the ex and answer the questions

Present

continuous(1) Pastcontinuous(2)

- work in pair, study the examples and asnwer the Teacher's questions; * Expected answer; I form.

Affir: S + V-s,es V- infinitive Negat: S + does

Do not + V-infinitive

II use.

1- habit or daily routine 2- for present situation, state or ability

3- for true fact or universal truth

4- for view, feeling or hobby

* Expected answer; I form.

Affir: S + V-ed

Negat: S + did not + V-infinitive

REVIEW

Period 1: Tense revision A- the present simple tense

Put the verbs into correct form

A1: I always (go)… to bed at 10 p.m

A2:She (visit)… her daugster every Sunday B1: This book (be)… very interesting

B2:Ann and Linda (play) tennis very well C1: Water (freeze)… at zero degree Centigrade C2: The Sun (not move) around the Earth

D1: I (think)… they should work harder for the exam

D2:Jane (like)… living in the country?

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A1: Look at that man! He is wearing a traditional suit A2: Where are your children? - They are playing in the front garden B1: We are working hard this week for the coming exams B2: He is looking for a job as a journalist

C1: Harry up It is getting dark C2: The price of petrol is rising rapidly D1: We are having a party this Sunday evening D2: She is leaving London for New york this week

A1: I was reading book at p.m yesterday A2:They were visiting Ho Chi Minh museum yesterdy

morning

B1: I was watching TV while my wife was cooking B2: while she was studying, her roomate was listening to music

C1: He was playing football all last summer C2: They were dancing all the yesterday

evening

D1: It rained when we were camping

D2: When I came, she was crying

- Gives questions:

1 What are the affirmative form and negative form of each tense?

2 What are the uses of present continuous?

- Call some pairs to answer - T feedback and correct

II use.

1- for completed action at definite time

2- for past habit

3- for a series of actions happened in the past

(1) S + is,are,am + V-ing (2) S + was,were + V-ing II use.

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1- for a progressive action at the time of speaking 2- for a progressive action happening at present period of time

3- for a gradual happening action

4- for a near future plan (2)

1- for a progressive action at a definite time in the past

2- for or more

progressive simultaneous actions happening at definite time in the past 3- to emphasize the sequence of action at a period of time

4- for a progressive action interrupted by another simple past action

A1: I (go)… to bed at 10 p.m yesterday

A2:She (visit)… HaNoi two years ago

B1: They often (buy)… picture stories when they were at sencodary school B2:Ann often (go)… out for lunch after work C1: He (come)… home, (turn)… the light, and (open) the windows C2: I (run)… out of my office, (wave) a taxi, and (go) to Hellen's house

V Homework: (2ms) - Asks the students to:

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Review Period 02 - Tense revision

A Objectives;

1- Knowledge: By the end of the lesson students will be able to use the correct verbs of present perfect, present perfect continuous, past perfect continuous

3- Skills:

- Remembering the use of each tense in context 4- Education:

- study the differences in use of the verb-tense in English language B.Teaching aids;

1.Teacher: - Method: mainly communicative approach - Materials: helping board, textbook, handouts 2 Student:- Materials: Student’s book

3 Anticipated problems: SS may find difficult to distinguish the use of present perfect, present perfect continuous

C.Procedure:

TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT OF THELESSON

5ms

7ms

A- the present perfect tense. - T gives some examples on helping board or handouts

- Put the verbs into correct form

Present perfect(1) Present perfect cont(1) A1: I have done my

homeworks ( finished)

A2: He has studied Frech for a year B1: We haven't met her for age

B2: He has worked as a journalist since 1999

A1: I have been doing my homeworks (continue)

A2:She has been studying Frech for a year.( emphasize on constant of action) B1: I am tired I have been working too hard B2: He has been running He looks exhausted

- Gives questions:

1 What are the affirmative form and negative form of each tense?

2 What are the uses of present continuous?

work in pair, study the examples and asnwer the Teacher's questions; * Expected answer; I form.

(1) S + have/has + PII (2) S + have/has + been + V-ing

II use. (1)

1- for an action happened in the past and has finished but don't mention its comlete point of time 2- for an action started in the past and extended into present used with Since; For + time

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1- for an action that started in the past and continue to present

2- for an action that has just

REVIEW Period 2: Tense revision A- the present perfect tense

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TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT OF THELESSON

15ms

8ms

3ms

- Call some pairs to answer - T feedback and correct

B- the past perfect continuous tense. - T gives some examples on helping board, ask Ss to give the correct form of the verbs

A1: I (phone)… him before he came yesterday A2:When she arrived at the station, Her parents ( leave)…

A3: He sold his house after he ( redecorate) ….it B- Practice

- T give handout and ssk Ss to exercise English 12 – workbook Sam….(not receive) the parcel the last time I… (speak) to him

2 I …(consider) buying a house but now I…( change) my mind

3 When you…(feel) hungry later, room service…(bring) you whatever you… (want)

4 I… (find) it difficult to convince the ticket inspector that I … (lose) my ticket Since I … (pay) for our lunch, I …( try) to attract the waiter's attention

6 As soon as I …(have) a good look at the designs, I… (send) them back to you I… (hope) to meet you ever since I … (read) your first novel

8 Whatever…(happen) , I… (meet) you here in a week's time

9 By the time you …(finish) getting ready, we …(miss) the train!

10 Sally! I …(not expect) to see you here! What… (you do) in New York? - Call some Ss to pesent answer orally - Feedback and give correction

finished often relates to present result

S + had + PIII II use. (1)

1- for an action happened before another simple past action

- Do the task in minutes - exchange their answers - Present the answers orally

* Answer:

1 haven't received; spoke 2 was considering/have been considering; have changed

3 feel; will bring;want 4 found; had lost 5 was paying; tried 6 have had; will send 7 have been hoping; read 8 happens; will meet 9 finish/have finished; will have missed

10 didn't expect/was not expecting; are doing

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Unit 1: HOME LIFE Period 3: PART A Reading

I AIMS & OBJECTIVES.

1 Language Content:

- To present and practise new vocabulary relating to the personal experience To understand more about the family life by scanning for specific information 2 Language Function:

- To help sts know the home life of the writer - To develop skills ,especially reading skill 3 Educational Aims:

To advise us to share household chores in the family II LANGUAGE.

1 Vocabulary: shift, household chores, eel, obedient

2.Structures: Review the simple past and past perfect tense, past progressive 3 Skills: Integrated skills.( especially reading skill )

4 Educational Factor:

To help students to be more active,communicative ,creative , self-confident … To make the students be aware of behaving people around them

III TEACHER AND STUDENTS’ PREPARATION.

1 Methods: Communicative Approach

2 Techniques: Questions & Answers,Repetition, Explanation, Group & Pair – work 3 Materials needed: Pictures, handout , textbook

4 Students’ preparation: Lesson preparation

Appliances for studying

IV PROCEDURE IN CLASS.

5ms 1 Warm up: Gives Ss a game

-Divide the class into2groups

- Asks each group to make questions about the family and the other answer the questions

-The group make more correct questions and answers will win - Use the the followings what does your father do? 2.who often cooks in your family ? who often earns the most money in your family?

4 Do you often help your mother to clean the house?

Words : teach children, water flowers,

- Play the game

Work in groups Unit : 1

HOME LIFE

Period : 2 READING I New words:

- shift :(n) period of time worked by group of workers who start work as another group finishes: ca, kíp

- household chores : :(n) công việc nhà

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sew clothes, share personal secrets, happy family, come home late…… -Correct mistakes and choose the winner

2.Pre- reading:

-Hangs the picture of the family (in the book) on the wall

-Asks Ss some questions 1.Where is the family?

2.What is each member of the family doing?

3.Is the family happy? Why ? Why not?

- Presents some new words shift, household chores , eel, obedient

( Use pictures, synonym, explanation to explain the new words.)

-Reads new words and asks sts to repeat

- Checks the understanding of new words

- Helps sts review the simple present tense

3 While -reading:

-Asks sts to read the passage silently and to get more information about the the work of each member in the family - Guides sts to Task

-Asks sts to choose the best answer - Feedback

Guide sts to Task 2:

-Asks sts to answer the questions in the book

Calls some Sts to check Feed back

4 Post- reading:

Asks Ss to work in the groups of five to compare the family described in the text with his/ her own family

-Correct and give feedback

-Asks the group leader to talk about the writer’s family

-Calls some sts to talk about his/her family

-Corrects mistakes and evaluates -Asks students to look over all at home:the words ,the summary of the text

- Look at the picture and answer the questions -Write the lesson

-Work in pairs, think and answer the questions -Answer

-Write down new words and guess the meaning of them

-Repeat after the teacher -Match the new words with their meaning - Take note

- Do silent reading - Work invidiually Work in pairs

-Work in groups -Work in groups to summarize the content of the text

-Talk about the writer’s family

-Talk about his/her family - Take note

II Tasks: A.Task 1: Feedback: b, 2c, 3a, 4b, 5a B Task 2:

They are very busy They have to work long hours and sometimes they have to work at night 2.She is a very caring woman She……….hme 3.The daughter… at weekends

4 She attempts to win a place at university

5.Because they are…find solutions quickly

C After you read:

Answer the following questions:

Feedback: *The summary: * Homework :

-See again all carefully - Learn by heart all the words , the summary of the text

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+ learn by heart the new word + prepare the new lesson VI Self – evaluation: OK

SUMMARY:

“ I come from a family of (1)……… people: my parents, my two younger brothers and I My mother works as a (2)……… in a big hospital She is a very caring woman (3)……… Takes the responsibility for running the household My father is a (4)……… He is always willing to give a hand with cleaning the house He enjoys (5)……… Too At weekends, he sometimes cooks us some special dishes

My parents are very busy at work but they always try to spend as much time for us as possible Both of my parents join (6)……….to give us a nice house and a happy home

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UNIT 1:

Period 4: Speaking

I AIMS AND OBJECTIVES:

+ Language content: :- To help sts know the relationship and responsibilities of all the members in a family and asking and answering about household chores and family life

- To help Sts guess some new words and expressions from the context

+ Language functions: - To enable students to know the relationship and responsibilities of all the members in a family

+ Educational aim: -Knowing every thing in life 1 Language:

+ Vocabulary:

+ Structure: Tense revision: past simple, past progresssive and present perfect 2 Skills: integrated skills

3 Educational factor:

II TEACHER’S AND STUDENTS’ PREPARATION: 1 Method: Communicative approach

2 Techniques/ activities: pair work, ask and answer question, repetition, games 3 Materials needed: sub-board, text books, black board, chalk

4 Students’ preparation: prepare the lesson, practice speaking 5 Previous exercises: Revise the simple past tense

III PROCEDURCE IN CLASS:

1 Stabilization: Make greeting and check attendance 2 Warm up: (5’)

- cooking

- doing the washing up - cleaning the floor - take care of baby So forth ……

=>Lead in: today we are asking and answering about the household chorus and family life 3 New Lesson

5ms I.Pre – Speaking:

Task 1: Ask Ss to read the statements and tick (P) the ones apply that apply

to you and your family

Have Ss talk about what they discuss basing on the following questions: -Who in your family go to work? -Which members of your family share the household chores?

-What you often to help your parents?

-What does your family usually when having free time?

-who you share your own secrets

Work in group to discuss

Practise speaking in front the class

Unit 1: HOMELIFE SPEAKING 1 Pre-speaking: Note: Share :

- share household chores -share an interest -Share personal secrets Task 2:

*Suggested answers:

-A:Who work in your family? B: My father

-A:Who does the washing up in your family?

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15ms

8ms

3ms

with?

- Who you have to ask for advice before making an important decision? -Ask Ss to practice speaking in pairs. II While – speaking:

Task 2: Work in pairs to find out whether your partner’s family life is like yours

Get Ss to practice asking and

answering about your friend‘s family life, using the suggested questions below

-Who work in your family?

-Who does the washing up in your family?

-Does your father the household chorus?

-What is your responsibility in the family?

- What interest your family members share together?

- Who you often talk to before making an important decision? Call some pairs to practice speaking in front the class Take note of week students and help when necessary Task 3: Work with a different partner and ask him /her about his (her) family life Note down the answer in the table (Using the suggested questions in task & task 2)

- T : correct mistakes in time Task : Get back to your original pairs Tell your partner the information you have collected For example: I have just talked with Nga about her family life She told me that her father and mother go to work III Post – speaking:

* Talk about your family

- Listen to the the and work individually and share the results with others

-Work in pairs to make Question

Listen and take notes - Sts : Change pairs and practise the task

-Listen and take notes Ss: get back to their original pairs, tell each other the information they’ve collected -some Ss chosen report in front of the class

Task 3:

who works in the family?

both parent s Who does

household chores? What is your responsibility in the family? What interest the family members share closely?

Who you often share your secrets with? Who you often talk to before making an important decision? ………

Task 4: :*Suggested answers: I talked to Both his parents .But only his mother , his father

Eg:I have just talked with Nga about her family life She told me that her father and mother go to work

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UNIT 1:

Period 5: Listening

I Aims and objectives:

+ Language content: To help Ss listen to the conversations about home life + Language function: To help Ss listen to someone’s home life

+ Educational aim: To educate Ss the meaning and the importance of home life 1 Language:

a Vocabulary: leftovers, pread out

b Structure: Description of a person

2 Skills: Integrated skills Especially listening skill 3 Educational factor: Helps Ss know how to keep their happy home life II Teacher’s and Ss’ preparation:

1 Method: Communicative approach

2 Techniques / Activities: textbooks, references , teaching aids …… 3 Materials needed: Wall-chart, cards

4 Ss’ preparation: Previous knowledge and review the new lesson 5 Previous exercises: Question-answer

III Procedure in class: 1 Stabilization: ( 2’ )

-Makes greeting and asks the monitor some questions 2 Checking up previous knowledge: (5’)

3 New lesson:

5ms 1 Lead-in:

Look at the picture in the textbook and describe what is happening in it

- Asks Ss some questions:

+What is happening in the picture? +Is there a lot of food on the table? + Is it a big meal?

+ Where are they? +How many people?

+Are they in a very close-knit family? + Do you often have a big meal at home?

- Says and leads to the lesson 2 Pre-listening:

- Teaches vocabulary: +leftovers(n)

Eg: Everyone was hungry so there were no leftovers

+spread out(v)

Do you have to spread yourself out all over the sofa?

- Reads the new words and asks Ss to repeat

- Listen to T ‘squestions - Listen to the teacher and answer

- Listen to the teacher - Listen to the teacher and guess the meaning of the words

- Listen and repeat - Read the words and take notes

UNIT 1:HOMELIFE Period5 Listening

* Vocabulary: +leftovers(n)

Eg:Everyone was hungry so there were no leftovers +spread out(v)

Eg:Do you have to spread yourself out all over the sofa?

Task 1: True – False statements

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-Asks Ss to listen and repeat some words in Listen and repeat

- Calls Ss to read the words 3. While - listening:

Task 1: True – False statements

- Lets Ss listen to the tapes one time and answer by themselves Then asks them to discuss in groups to compare their answer with their friends’

- Has Ss listen for the second time to check their answers

- Goes over the answer with the class Task 2: Taking notes

- Asks Ss to listen again and notes the ideas in the table given

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

4. Post - listening:

- Asks Ss to talk about the importance of family in a person’slife

- Has Ss interview their partners about their homelife

- Gives them suggested questions: + Does everyone have to their share of the household chores in your family? + Does everyone have meals at home + Does everyone come home late? + Does everyone share their feelings, and whenever problems come up,they discuss them frankly and find solutions quickly? Does everyone feel safe and secure in the family?

+ Is it a base from which we can go into the world with confidence?

+ Does your family often have a party? - Calls some Ss to report what they have listened from their partner -Corrects mistakes

* Multiple choice:

- Lets Ss listen to the tape again and complete the sentence

1 Andrea is going …….for the holiday? 2.Paul is not really a very …….family He has brothers and they ‘re ………out all over the place

3 ……… eats the meals at home 4……… often goes out to eat

- Listen to the tapes and answer

- Listen and check

- Listen again and notes the ideas in the table given

Do as required - Do the interview as guided

- Do exercise -Talk about the

importance of family in a person’slife

Report what they have listened from their partner E.A: 1.-home 2-close-knit 3.-pread out 4.Andrea Take notes

* Paul *Andrea

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UNIT 1:

Period 6: Writing

I. AIMS AND OBJECTIVES : + Language content:

- To present and practise new vocabulary relating to the personal experience - To understand more about the family life by scanning for specific information + Language function:

- To help sts know the home life of the writer - To develop skills ,especially writing skill + Educational aim:

To advise us to share household chores in the family 1 Language :

Vocabulary : shift, household chores , permit,be allowed

Structures : Review the simple past and past perfect tense , past progressive Skills : Integrated skills

Especially wriing skill Educational factor :

To help students to be more active,communicative ,creative , self-confident … To make the students be aware of behaving people around them

II TEACHER’S AND STUDENTS’ PREPARATION. Method : Communicative approach

2 Techniques / Activities : pairwok, explanation,groupwork … Materials needed : textbooks , references , teaching aids …… Students’ preparation : Lesson preparation

Appliances for studying Previous exercises : No III TEACHING PROCEDURE.

Stabilization : (1’)

Who is absent today ,monitor ? Checking up the previous knowledge : New lesson:

5ms I/ Warm up:

- Ask students to make many sensible sentences as they can by joining the elements in the following pattern table

Work in group to make

the sentences Unit1: HOME LIFEPeriod 6:

writing I New words: + be allowed to + permit ( V )

+ household chores ( n ) + provide ( v )

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7ms

15ms

- Divide the class into groups

- Work in group to make the sentences and choose a winner

Eg:

1 My parents don’t let me come home late

2 I have to the household chores My father doesn’t have to the household chores

4 I am allowed to talk on the phone with friends

Lead to the writing: write about family rules III Before you write:

Task 1: ( work in groups ) * Introduce some new words : + be allowed to + permit ( V )

- Ask the students to look at task and practice

- Use the verbs and expressions to make the sentences what rules they have in their family

Eg:

+ I have to prepare meals when my mother is out

+ I am not allowed to use my family motorbike until I have a driving license + During the school year, I’m not allowed to watch TV until I have finished my homework

- Go round to help the students

- Call some students to stand up and practice in front of class

- Teacher can list some good ideas on Eg:

2 I have to the household chores

-Listen to the teacher

-Write some new words -Do task

Eg:

+ I have to prepare meals when my mother is out + I am not allowed to use my family motorbike until I have a driving license

-Task

-Use the ideas above to

II/ Task 1: Use the verbs and expressions to make the sentences what rules you have in your family

Eg:

+ I have to prepare meals when my mother is out + I am not allowed to use my family motorbike until I have a driving license + During the school year, I’m not allowed to watch TV until I have finished my homework

III/ Task 2: Use the ideas above to write a letter to a pen pal about their family rules:

Every family has its own rules Mine has afew First…

(not) let

(not) be allowed (not) have to (not) permit come home late

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3ms

the board

IV While you write: * Task 2: ( work in groups )

- Ask the students to use the ideas above to write a letter to a pen pal about their family rules Begin as follows: Every family has its own rules Mine has afew First…

- Walk round and help students

- Ask students to compare their writing with another groups

- Choose one writing to correct in front of class

V After you write: - Ask the students to correct their writing again in their notebooks

write a letter to a pen pal about family rules

-Correct their writing again in their notebooks

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UNIT 1:

Period 7: Language focus I) AIMS AND OBJECTIVES

+ LANGUAGE CONTENT:

+ To introduce two sounds / s / and / z / and to revise the previous grammar: tenses + LANGUAGE FUNCTION:

+ To enable the sts to pronounce two sounds / s / and / z / + To enable the sts to the exercises, using the right tenses + EDUCATIONAL AIM:

+ To have the sts be familiar with the new sounds and revise the previous tenses 1/ Languages:

* Vocabulary:

* Structures: past simple, past progessive and present perfect 2/ Skill : Integrated skills : Writing

3/ Educational factor:

+ To make the students use the right pronunciation and grammar II) TEACHER AND STUDENTS' PREPARATION.

1/ Method : Communicative approach 2/ Techniques:

3/ Materials needed: Lesson plan, Textbook, Colour chalk, Pictures 4/ Students' preparation:

* Read the guiding books and grammatical books before going to school * Prepare new words and grammar for the language focus

5 Previous exercises: 6 Time limited: 45’

III) PROCEDURES IN CLASS. 1 Stabilization:

* Greeting the students and asking them something about the attendance, their health, the weather and preparation

2 Checking up previous knowledge:

- Asks one or two student(s) to go to the BB to give the correct tenses of the verbs I ………… (lose) my key I …………(not/ find) it yet

2 I ……… (walk ) home when I ………(see) my friend, Lan The suggested answers

1 lost/ havn’t found was walking / saw - Gives comment and marks

3 New lesson:

5ms I/ Warm up:

- Ask students to make many sensible sentences as they can by joining the elements in the following pattern table

Work in group to make

the sentences Unit : HOME LIFEPeriod 6:

writing I New words: + be allowed to + permit ( V )

+ household chores ( n )

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7ms

15ms

- Divide the class into groups

- Work in group to make the sentences and choose a winner

Eg:

2 I have to the household chores My father doesn’t have to the household chores

4 I am allowed to talk on the phone with friends

Lead to the writing: write about family rules III Pre- writing:

Task 1: ( work in groups ) * Introduce some new words : + be allowed to + permit ( V )

- Ask the students to look at task and practice

- Use the verbs and expressions to make the sentences what rules they have in their family

Eg:

+ I have to prepare meals when my mother is out

+ I am not allowed to use my family motorbike until I have a driving license + During the school year, I’m not allowed to watch TV until I have finished my homework

- Go round to help the students

- Call some students to stand up and practice in front of class

Eg:

2 I have to the household chores

-Write some new words -Do task

Eg:

+ I have to prepare meals when my mother is out + I am not allowed to use my family motorbike until I have a driving license

+ provide ( v )

II/ Task 1: Use the verbs and expressions to make the sentences what rules you have in your family

Eg:

+ I have to prepare meals when my mother is out + I am not allowed to use my family motorbike until I have a driving license + During the school year, I’m not allowed to watch TV until I have finished my homework

III/ Task 2: Use the ideas above to write a letter to a pen pal about their family rules:

Every family has its own rules Mine has afew First…

(not) let

(not) be allowed (not) have to (not) permit come home late

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8ms

3ms

- Teacher can list some good ideas on the board

IV While -writing * Task 2: ( work in groups )

- Ask the students to use the ideas above to write a letter to a pen pal about their family rules Begin as follows: Every family has its own rules Mine has afew First…

- Walk round and help students

- Ask students to compare their writing with another groups

- Choose one writing to correct in front of class

V Post- writing

- Ask the students to correct their writing again in their notebooks

-Task

-Use the ideas above to write a letter to a pen pal about family rules

-Correct their writing again in their notebooks

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Unit 2 : CULTURAL DIVERSITY

Period 8 : READING

I OBJECTIVES:

1 Educational aims: - Students can read comprehension opinions about love and marriage of American Chinese and Indian sts

- Helps sts understand and use some new words related to the topic 2 Knowledge:

- General knowledge: Students understand opinions about love and marriage of American , Chinese and Indian sts

- Language: Students practice using the simple present, past tenses - New words: words related to love and marriage

3 Skills: - Reading and guessing the meaning of words from context - Reading and answering the questions

- Scanning and skimming

II METHOD: Integrated, mainly communicative III TEACHING AIDS: Pictures

IV PROCEDURE: 1 Stabilization:

* Greeting the students and asking them something about the attendance, their health, the weather and preparation

2 Checking up previous knowledge: 3 New lesson:

5ms I Warm up

- Asks sts to close their books

- Gives handout and asks them to make a meaningful sentence by putting the words given in the circle in the right orders

is / supposed / love / marriage / to / follow / it /not /precede

- Calls some sts to give their idias - gives answer

Love issupposed to follow marriage not preced it

II Lead-in:

- Leads to the new lesson: opinions about love and marriage

III Before you read

Activity 1: Work in pairs to discuss the questions :

“Which of the following factors is the most important for a happy life? Why?” love money parents’approval a nice house / flat a good job

- Close their books - Make a meaningful sentence

- Listen

UNIT 2:

CULTURAL DIVERSITY Period 8: Reading

Love is supposed to follow marriage not preced it * New words:

+ maintain(v) + thoughts(n) + confide(v) + sacrifice(v) + oblige(v)

Activity1 (Task 1) 1) A wife should maintain her beauty and appearance after marriage

* Americans

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7ms

15ms

8ms

3ms

6 good health Answer: optional Activity 2:

- Teacher introduces activity There are still some more opinions about love and marriage Read them and decide whose opinions they are’ of American sts or Asian sts

Handout:

1) A wife should maintain her beauty and appearance after marriage 2) Wives and husbands share all thoughts

3) It is unwise for husbands to confide in their wives

4) A woman has to sacrifice more in a marriage than a man

5) A husband is obliged to tell his wife where he has been

Answer: optional While you read

Activity 1

- Gives them minutes for individually silent reading to compare the information they’ve got in “before you read”

- Tell sts how to scan for detailed information, then asks them to work in pairs checking the information

- Checking

1) A wife should maintain her beauty and appearance after marriage * Americans

2) Wives and husbands share all thoughts * Americans

3) It is unwise for husbands to confide in their wives * Asians

4) A woman has to sacrifice more in a marriage than a man * Asians

5) A husband is obliged to tell his wife where he has been *Asians

Activity 2:

- Asks sts to read Task in their books - Asks them to work in pairs asking and answering the questions

- Checking After you read

- Asks sts to close their books

-Work in pairs to discuss the questions

- Read the handout and the task in groups

- Read the text individually and compare the information they’ve got in “before you read” - Scan individually - Work in pairs to check the information

- Listen

- Read Task in their books

share all thoughts * Americans

3) It is unwise for husbands to confide in their wives * Asians

4) A woman has to sacrifice more in a marriage than a man * Asians

5) A husband is obliged to tell his wife where he has been *Asians

Activity (Task 2) J Suggested keys:

- Your own opinion about the four key values In my opinion a man and a woman should love and know each other well before deciding to get married Beauty after marriage is good but it isn’t so important that wives have.to spend too much time and money to maintain it Husbands and wives should be equal in family life They should share thoughts and trust each other

- The differences between a traditional Vietnamese family and a modern Vietnamese family

There are some differences between a traditional Vietnamese family and a modern Vietnamese family First, in traditional

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON - Asks them to work in groups to tell

your own opinion about the four key values

- What are the differences between a traditional Vietnamese family and a modern Vietnamese family?

- Work in pairs asking and answering the questions -work in groups

- Discuss in groups Listen

everything in the family In modern families; however,

+ learn by heart the new word + prepare the new lesson

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Period 9 : SPEAKING

I Aims and objectives:

* Language content : - Help Ss practice speaking about cultural diversity

* Language function :- talk about the differences and similarities between Vietnamese and American cultures

* Educational aim: - Ss get more knowledge about Vietnamese and American cultures

1 Language:

a Vocabulary : some words

b Structure: + I think / feel / believe … + In my opinion …

+ For me … + I don’t agree … + It’s not true … + That’s wrong …

2 Skill: Integrated skill

3 Educational factor :Educate Ss know more about Asian and European cultures

II TEACHER’S AND STUDENTS’ PREPARATION : 1 Method: Communicative Approach

2 Techniques: translation, discussing, using pictures, question-answer. 3.Teaching aids needed: Text book, some pictures , posters , sub- board 4 Teacher’s preparation : Lesson plan , pictures

5 Pupils’ preparation :reading guiding book

III Procedure in class:

1 Stabilization:

a Warm-up:- Makes greeting.

b Checking absence:- Asks monitor : Who’s absent today ?

2.Checking up previous knowledge:

- Calls one student to go to the b/b : + Write down some new words

+ Asks one question: What are the four key values in the survey - Corrects mistakes and gives marks

3 New lesson:

TIM

E TEACHER’S ACTIVITIES

STUDENTS’

ACTIVITIES CONTENT OF THE LESSON

5ms I Lead – in :

- Hangs the picture ( a man and a woman hold hands and kiss each other in public ) on the board - Asks Ss to look at the picture and put some questions

+ Are they kissing in the public ? + Are they Asians or Americans ?

- look at the picture and answer some questions

+ Yes , they are + They are American

Unit 2:

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TIM

E TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

7ms

15ms

8ms

3ms

+Do you think they should or should not kiss each other in public ?

Alright : some say ‘yes’ It means that you agree , some say ‘no ‘ , you disagree

To know more clearly about that today we will study lesson speaking

II Presentation :

* Task 1 :

- Reads four ideas in the task1 + In Vietnamese , there or even four generations may live in a home + A happy marriage should be based on love

+ In some Asians countries , love is supposed to follow marriage not precede it

+ In some counties , a man and a woman may hold hands and kiss each other in public

-Asks Ss to look at words in the book to express your ideas

Agree Disagree +I think / feel /

believe … + In my opinion + For me …

+I don’t think … + It’s not true … +That’s wrong … Call Ss to read example in the book

- Asks Ss to work in pairs ( one expresses an agreement and one expresses a disagreement ) by using ideas in task 1( minutes Calls some pairs to present Corrects the mistakes and give correct answers

III Controlled – practice :

* Task 2 : ( using sub-board ) - Asks Ss to look at some typical features of American culture in task 2

-Asks Ss to work in pairs , discuss and find out the corresponding features of Vietnamese cultures

+ I think they should / I think they should not

Look at the words in the book

Look at example and listen Work in pairs Some pairs to

present

Listen to the teacher correct the mistakes - look at some typical features of American culture in task

- work in pairs ,

+ In Vietnamese , there or even four generations may live in a home

+ A happy marriage should be based on love

+ In some Asians countries , love is supposed to

follow marriage not precede it

+ In some counties , a man and a woman may hold hands and kiss each other in public

Agree Disagree +I think /

feel / believe + In my opinion … + For me …

+I don’t think … + It’s not true … +That’s wrong …

* Answers :

1 A : In my opinion a happy marriage should be based on love

B : I don’t agree with you Asians believe in

“contractual”

marriage It means that the parents decide on the marriage , and love will develop after marriage 2 A : I think some Asian countries , love is supposed to follow marriage , not precede it

B : That ‘s wrong if love is supposed to follow marriage, not precede it It will not be happy

3 A : I feel it is a wonderful thing when a man and a woman hold hands and kiss

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TIM

E TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

- Asks Ss to works in pairs

- Calls some Ss to write down their answer on the sub- board

- Corrects the mistakes and give correct answers

 Task :

-Asks Ss to look at the example in task

- Asks Ss to look at the sub-board on the board and work in groups ( group of three or four students ) (

minutes for you )

- Calls some Ss to present their answer in front of the class - Corrects the mistakes

IV Free – Practice :

-Give a game : Finding one’s other half

- Divide the class into two teams A and B

- Hands on two posters on the board - Stick pieces of paper with different shapes and colors on each posters - Asks Ss each team to combine pieces of paper with the same shape or color together

- the team who first finishes wins Keys :

A happy marriage Four generations Nursing home Independent lives In my opinion That’s wrong

V Consolidation : reminds some main points related to the lesson

discuss and find out the corresponding features of

Vietnamese cultures - write down their answer on the sub- board

look at the example in task

-work in groups -present answers in front of the class - Listen to the teacher and play game

- Listen to

other in public is not good they should express

their feeling in a secret place Task 2 : some typical features of American culture

- Work in pairs , discuss and find out the

corresponding features of Vietnamese cultures * Answers : In Vietnamese

+three or sometimes four generations live under one roof

+ Elders live with children and are taken are of by their sons

+ Asking about age , marriage , or salary is acceptable

+ A Vietnamese greets the head of the family or an older person first then the younger ones + Groceries are bought everyday

+ Tet ( Lunar new Year ) is the most important + children often sleep with their parents

*Task : Work in groups :

Finding one’s other half Keys :

A happy marriage Four generations Nursing home Independent lives In my opinion That’s wrong

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Period 10 : LISTENING

I.AIMS AND OBJECTIVES:

- Students will hear two people talking about a wedding ceremony in Vietnam - To help sts to improve their listening skill

- To educate sts in … II LANGUAGE:

1.Language:

- Vocabulary: - Structure:

SKILLS: Integrated skills

METHOD: Communicative approach

TECHNIQUES: Gap filling, question answering, pairwork , groupwork TEACHING AIDS NEEDED: pictures, wall chart, flash cards

3 New lesson:

5ms I.WARM- UP:

- Find out words relating to the key word WEDDING

bride

- Asks sts to speak out their words Answer: groom, cake, ring, relatives, gifts,…

II PRE LISTENING

- Look at the pictures on page 24 and discuss what is happening in each one.

T: What you see inthepictures? Who are they?

What are they doing?

- work in pairs

- work in groups

UNIT 2:

CULTURAL DIVERSITY Period 10: Listening Answer: groom, cake, ring, relatives, gifts,…

* Listen and repeat

carefully chosen, Master of ceremony, banquet, groom, bride ,ancestor, tray,

schedule, blessing * Task 1:

Answer:

1 groom’s parents 2 red papers 3 altar

4 at the wedding banquet 5 wedding cards/money gifts

* Task 2: Answer:

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7ms

15ms

8ms

3ms

- helps sts to pronounce 1) listen and repeat

carefully chosen, Master of ceremony, banquet, groom, bride ,ancestor, tray, schedule, blessing III WHILE LISTENING

* Task 1:

- You will hear two people talking about a wedding ceremony in Vietnam.

Listen to the tape and fill in the missing information.

- Lets sts read the instruction carefully & underline some key words in each sentence

- Has sts listen to task on page 25 in individuals twice & then work in groups to compare their answers - Feedback

1 groom’s parents 2 red papers 3 altar

4 at the wedding banquet 5 wedding cards/money gifts * Task 2:

-Listen to the tape again and answer the questions.

- Give feed back

III POST LISTENING “What families often to prepare for a wedding ceremony?”

- listen and repeat

- Listen

- Practice

- Listen to the tape again and answer the questions.

- Works in groups

the groom’s family has to do on the wedding day is to go to the bride’s house bringing a lot of gifts wrapped in red papers. 2) They would pray and ask their ancestor’s permission to be married.

3) After they pray and ask their ancestor’s permission to be married.

4) The wedding banquet is often scheduled at the groom and bride’s home or at a hotel or a restaurant. 5) They stop by each table to say thank to their guests.

* sugguested answer :

The wedding is very important to the bride and the groom as well as the families The wedding day is carefully chosen by the groom’s parents use they think that it will affect the future life of the new couple Both families have to talk with each other to decide the place, the number of guests bow to hold the banquet Not only the bride and the groom but nearly all bers in the two fimilies have to be sure to be in their best clothes on that day The altars of the both families are cleaned and well decorated Then the cars and the flowers They have to be ordered in advance so that ‘thing will be available on that day Everybody is very busy but they all look forward to that important day

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Period 11 : WRITING

I OBJECTIVES:

1 Educational aims: - The students can describing the conical leaf hat

2 Knowledge:

-General knowledge: - To help students be able to write a descriptive paragraph about the conical leaf hat

- New words: - Related to a leaf hat.

3 Skills: - To help students improve their writing skill. - Intergrated skills

II METHOD: integrated, mainly communicative III TEACHING AIDS: textbook,handouts, pictures. IV PROCEDURE:

3 New lesson:

5ms

7ms

I Warm- up:

- Asks some questions

T: Where in Vietnam people often wear leaf hats? (Vietnam/Hue city )

Who wears it? (girls / women/ sometimes men)

What form is it? (conical form) describing the conical leaf hat

II Pre- writing

TASK You are going to write about the conical leaf hat or the “non la”, a symbol of Vietnamese culture

Look at the picture below Write the Vietnamese equivalents for the English words

- Introduces the task and draws this table of summary on the board. - Goes around to help students to complete task.

- Answer.

- Listen

- Listen carefully

UNIT 2:

Period 11: WRITING

TASK 1

* Useful expression: to be made from. *Making sentences: - The conical leaf hat is a symbol of Vietnamese girls and women.

- It is also considered as a part of the spirit of

Vietnamese nation.

- It is made from a special kind of bamboo and young soft palm leaves.

- It has a conical form. - The diameter is about 45 or 50 centimeters and it is about 25 or 30 centimeters high.

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15ms

8ms

3ms

- Checks the answers with the whole class

* Useful expression: to be made from. III While- writing TASK 2:

- Introduces the task.

- Asks students to spend minutes gathering and organizing ideas for their paragraph for 10 minutes - Asks students to exchange their paragraphs with a partner and in pairs check for each other.

- Goes around and helps and corrects typical errors.

IV Post- writing

Feedback on students’ writing. - Writes students’ typical errors on the board and elicits self and peer correction.

- Provides correction only when students are not able to correct errors

- Gives general comments on the paragraphs

- Take notes

- Listen carefully. - Do the teacher’s request

- Do the teacher’s request

which is then covered with palm leaves The leaves are sewn into rims.

- Finally the hat is trimmed and painted with a coat of attar oil.

- The conical leaf bat is used to protect people from the sun and the rain.

- Wearing this conical leaf hat in summer sunny days, gir’s look more charming. The hat also helps to protect their complexion and gives them a cool feeling in such hot weather. TASK 2:

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

The conical leaf hat is made from a special kind of bamboo and young soft palm leaves Either 16 or 18 ribs are shaped into a conical form which is about 45 or 50 centimeters in diameter and about 25 or 30 centimeters high The conical form is then covered with palm leaves which are sewn into all ribs Finally, the hat is trimmed and painted with a coat of attar oil

The conical leaf hat is used to protect people from

not only makes girls and women more charming but it also helps to prd their complexion as well Unfortunately they are now only used pedestrians or those who ride bicycles

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Period 12 : LANGUAGE FOCUS

I AIMS AND OBJECTIVES

+ LANGUAGE CONTENT:

- Pronunciation: The pronunciation of –ed endings - Grammar: Review of tenses

+ LANGUAGE FUNCTION:

- To enable Ss to pronounce the sounds correctly and use the tenses exactly. + EDUCATIONAL AIM:

_ To teach the students to be aware of the importance cultural diversity 1/ Languages:

a) Vocabulary : old words

b) Structure:

3/ Education factor:

Knowing more about the different cultures helps SS access the world better II TEACHER AND STUDENTS' PREPARATION

1/ Method: Communicative approach.

2/ Techniques : Explanation , using pictures , pair work , translation , oral work , game etc 3/ Materials needed : Textbook , pictures , hand-out , tape-recorder

4/ Students' preparation: _ Read the guiding books

_ Look up the dictionary to find new words' meaning III PROCEDURE IN CLASS

1 Stabilization: 1ms

a) Checking attendance: Takes a short talk with the monitor or the pupils on duty. b) Warm- up : Asks the pupils about their weekends , health , weather etc

2 Checking up previous knowledge: No checking up

3 New lesson:

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

5ms A PRONUNCIATION : 1/ LEAD-IN:

+ Hangs on a flipchart of

some words

walked rained decided phoned wanted laughed washed involved mended jumped started knocked worried

+Asks Ss to work in groups of four to arrange the words into the right columns of the sounds.

/ t / / d / / id /

+ look at the board

+ arrange the words into the right column

+ give the answers

Unit 2:

CULTURAL DIVERSITY Part E: LANGUAGE FOCUS I CONTENT

A PRONUNCIATION

/ t/ / d / / id/

Walked Knocked Jumped Helped Missed Washed laughed

Explained Phoned Rained Arrived Involved Worried

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7ms

15ms

8ms

3ms

+ Calls on some Ss for the answers.

+ Leads to the new lesson 2/ PRE-PRACTICE : + Introduces and read the sounds :

/ t / - / d / - / id /

+ Has Ss listen and repeat + Has Ss practice :

3.CONTROLLED- PRACTICE + Has Ss open the books

+ Has Ss work in pairs to

practise, take out these word with

/ t / - / d / - / id / in the sentences in the book. + Has Ss listen and practise followed the tape:

+ Has SS present the tasks in front of the class.

+ Corrects.

4/ FREE- PRACTICE

+ Has SS work in groups of , using dictionary to find out some more words which content these sounds.

+ Within minutes, the groups with more correct words will be given 0.5 point.

+ Corrects

B.VOCABULARY AND GRAMMAR :

1/ LEAD-IN: +

+ Divides SS into groups. + Asks the representative of each group to write as many tenses they can remember as possible. - The winner is the group with more right tenses.

+ listen

+ listen and repeat + practise

+ work in pairs to practise

+ listen and practise followed the tape,

+Practise

+ Work in groups

+ present the answers

*Practise the sentences

1 She walked to the window and looked outside.

2 The driver stopped his car at the crossing where a woman was knocked down.

3 Jane phoned for an ambulance and the police, but they arrived late.

4 The police arrested the thief yesterday.

5 He decided to give up smoking.

B VOCABULARY AND GRAMMAR :

Exercise 1: Exercise 2: Exercise 3:

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Teacher Nguyễn Thị Cẩm Tú Teaching plan grade 12- Page 31

+ Elicits the grammar points and introduces the new lesson. 2/ PRE-PRACTICE :

+ Has SS revise the structure, the use and

the signals to recognize each tense.

3/ CONTROLLED-PRACTICE Exercise 1:

+ Has SS open the books + Asks Ss to complete the conversations with the correct form of the verbs in the box. + Asks SS to work in pairs to exercise1

+ Has SS present the answers. + Corrects.

Exercise 2:

+ Has Ss work in pairs to exercise 2

+ Calls on some SS to give their answer

+ Corrects the mistakes and suggests the correct answers. + Gives comments

Exercise 3

+ Has Ss work in groups to exercise 3

+ Calls on some SS to give their answer

+ Corrects the mistakes and suggests the correct answers. + Has Ss retell the main points of the lesson

+ Makes a short summary on what Ss have learnt.

+ look at the board + write the tenses

+ pay attention and revise the grammar points

+ open the books + complete the exercise, +work in pairs + present the answers + copy down +do the exercises +give the answer + copy down +do the exercises +give the answer + copy down + retell the main points and give more examples

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Unit 3 : WAYS OF SOCIALISING

Period 13 : READING

I Aims and Objectives

* Language content:

- To present and practice new vocabulary relating to the ways of socializing.

- To understand more about the different ideas about love and marriage between Americans and Asians by scanning for specific information.

* Language function:

- Getting people to things; attracting attention.

* Educational aim :

- To make the students be aware of responding in life. 1 Language:

a Vocabulary: verbal, attract someone’s attention, polite, rude, informality, approach, a slight nod will do b structures : Review of tenses.

2 Skills : integrated skills.

- To advise us to follow good things in marriage. II Teacher’s and Students’ preparation

1 Method: communicative approach

2 Techniques: Translation and Explanation

3 Materials’ needed: Textbook, whiteboard markers

4 Students’ preparation: Textbook, notebook

5 Previous knowledge: No III Procedures in class

1 Stabilization: - greet the whole class (2-3 ms) - check the attendance

2 Checking up previous knowledge: 3 New lesson:

TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT OF THE LESSON

5ms 1/ Lead-in.

* Game: Guessing picture - Divide the class into groups. - Hangs a picture hidden by pieces of numbered paper, and there’s a question corresponding to each number

- Asks Ss to take turns to choose the number and answer the question, each right answer earns the groups mark Then Ss may guess what the picture is about any time and they will get

- Join the game WAYS OF SOCIALINGUnit3: Part A: READING

I CONTENT

* Before you read New words:

+ verbal ≠ non-verbal

+ polite ≠ impolite

+ rude + informality + approach

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7ms

15ms

8ms

3ms

marks if they are right The group with more marks will win the game.

1 Something that you often when you want to get your teacher’s attention in the class 2 Something you when you see your friend about 20 metres? 3 Something you need to ask someone a question but they are busy talking to someone else? 4 Something people often when they are on business? - Asks Ss some questions:

1) Do you often these actions? 2) When you often them? - Asks Ss to guess what they are going to learn through the game and the questions above.

- Leads in the lesson: In the lesson today, you are going to read some information about ways of socialising.

2/ Pre – reading

- Teaches word by word

following the principle and steps of teaching new words:

- Helps Ss with correct pronunciation.

- Checks understanding of new words by ROR

- Asks the students to open their books

- Plays the cassette-player twice and asks Ss to listen.

3/ While – reading :

* Activity 1: Choosing the best title:

- Has Ss read the text in minutes and Task in groups - Calls on some Ss to give the answers

- Asks SS to explain the reason why they choose the answer. - Gives comment and suggests the correct answer.

- answer the question and guess the topic

- pay attention

- pay attention, guess the meaning and write the words in notebooks.

- listen and repeat. - rub out and remember. - open the books and listen to the tape.

- read the text and the task

- give the answers

- the task in pairs

+ a slight nod will do

While you read Task 1:

Task 2: Key: A

Task 3: Answering the questions:

1 When we want to attract S.O’s attention, we can use either verbal or non-verbal communication

2 Jumping up and down and waving are considered to be big, obvious non verbal signals.

3 If you want to attract …… that we need assistance. 4 If you are walking… or her attention.

5 Because pointing at someone is usually considered rude. After you read: Work in groups

Discuss the meaning of whistling and hand-clapping in Vietnamese culture II REMEMBER : All the new words

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* Activity 2 ( task 3) Answering the questions

- Asks Ss to read the text again, then work in pairs to ask and answer the questions below: - Has Ss read the text in silent way and work in pairs to the task in minutes.

- Calls on some SS to give the answers, and has some others go to the board and write the

answers.

- Corrects and gives comments. 4 Post – reading:

- Asks Ss to work in groups of four to discuss the meaning of whistling and hand-clapping in Vietnamese culture?

- Calls on some Ss to give their ideas.

- gives comments.

-Asks the students to tell the main ideas of the lesson

- Emphasizes on the importance of ways to attract attention in daily life.

- Give the answers, - copy down

- work in groups

- give the ideas

- Retell

- pay attention

- listen and write in their notebooks :

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Period 14 : SPEAKING

I Aims and Objectives

* Language content:

- To introduce some new words relating to the lesson.

- To enable sts to develop the speaking skill fluently and exactly.

- Asking and responding for information.

* Educational aim :

- To enable students to know how to communicate in daily life. 1 Language:

a Vocabulary: terrific, decent, to handle

b structures : Review of tenses.

- Enlarge knowledge in life

II Teacher’s and Students’ preparation

2 Techniques: Games, Gap-fill, Group work, Pair work

2 Checking up previous knowledge: 3 New lesson:

5ms

7ms

1.Lead-in:

-Has students review adjectives. Gets students to make sentences: I have + a / an adj + noun Eg:

I have a beautiful hat. I have a clever friend. I have a new house. I have an old bicycle….

-Comments on their answers and leads to the new lesson: Giving and responding to compliments

2.Pre-practice:

-Review adjectives. -Make sentences.

-Listen to the introduction.

Unit 3:

WAYS OF SOCIALISING Period 14: SPEAKING *Giving and responding to compliments

+Vocabulary:

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15ms

8ms

3ms

-Presents some vocabulary: -Checks students’ understanding of new words by asking them to make sentences using these words.

-Asks students to remind how to give and respond to compliments they learnt.

*Give a compliment: That’s a great … That’s an excellent … Congratulation on … *Respond to a compliment: Thanks / Thanks a lot.

It’s very nice / kind of you to say so.

That’s very kind of you.

3.While -practice:

*Task 1. Practice reading these dialogues, paying attention to how people give and respond to compliments in each situation. -Has some students read these dialogues as model.

-Asks students to work in pairs practicing reading these dialogues.

-Shows dialogues (on sub-board) with blanks.

-Calls some pairs to present the dialogues in front of the class. -Corrects their mistakes.

-Asks students to collect compliments and responses from the dialogues.

*Task 2 Work with a partner. Practice giving compliments to suit the responses Use the cues below.

-Has students look through the situations first.

-Then asks students to work in pairs and practice giving

-Listen, repeat, guess their meanings and write down.

-Make sentences using these words.

-Remind how to give and respond to compliments they learnt.

-Read these dialogues as model.

-Work in pairs practicing reading these dialogues.

-Present the dialogues in front of the class. -Listen.

-Collect compliments and responses from the dialogues.

-Look through the situations first.

-Work in pairs and practice giving compliments to suit the responses Use the cues below.

That’s an excellent … Congratulation on … *Respond to a compliment: Thanks / Thanks a lot.

It’s very nice / kind of you to say so.

That’s very kind of you.

*Task 1. Practice reading these dialogues, paying attention to how people give and respond to compliments in each situation.

*Suggested answers: +Compliments:

You really have a beautiful blouse.

I have never seen such a perfect thing on you.

Your hairstyle is terrific, Cindy!

Your game was a lot better today!

+Responses: Accepting:

Thank you That’s a nice compliment.

Thanks. Rejecting:

You’ve got to be kidding I thought it was terrible

*Task 2 Work with a partner. Practice giving compliments to suit the responses Use the cues below.

You really have a nice dress. Your motorbike is terrific. I thought your badminton game was a lot better today. *Task 3 Work in pairs. Practice responding to the compliments below.

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compliments to suit the responses Use the cues below -Tells some students to present the dialogues as the model. -Calls some pairs to perform the dialogues in front of the class. -Corrects their answers.

*Task 3. Work in pairs Practice responding to the compliments below.

-Has students look through the situations first.

-Then asks students to work in pairs and practice responding to the compliments.

-Tells some students to present the dialogues as the model. -Calls some pairs to perform the dialogues in front of the class. -Corrects their answers.

4.Free-practice:

*Task 4. Work with a partner. Make dialogues to practice giving and responding to compliments, using the cues below

-Asks students to work with a partner and make dialogues to practice giving and responding to compliments

-Presents a dialogue with a student as a model.

Eg:

A:I have never seen such a nice cell phone, Nam!

B: Thanks That’s a nice compliment.

-Has students practice the situations in pairs then present them in front of the class.

-Corrects their mistakes.

-Present the dialogues as the model.

-Perform the dialogues in front of the class. -Listen.

-Look through the situations first.

-Work in pairs and practice responding to the compliments. -Present the dialogues as the model.

-Perform the dialogues in front of the class. -Listen.

-Work with a partner and make dialogues to practice giving and

responding to

compliments -Listen to the model.

-Practice the situations in pairs then present them in front of the class.

-Listen.

Thanks That’s a nice compliment

*Task 4. Work with a partner. Make dialogues to practice giving and responding to compliments, using the cues below

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VI Self – evaluation: THAT’S OK Date of preparation: 28 / 08 / 2009

Period 15 : LISTENING

I. Aims and Objectives

* Language content:

- To introduce some new words relating to the lesson

- To help Ss know how to use telephone in the most decent way * Language function:

- Asking for information * Educational aim :

- To enable students to know how to communicate in daily life 1 Language:

a Vocabulary: terrific, decent, to handle b structures : Review of tenses

2 Skills : integrated skills 3 Educational factor:

- Knowing the use of telephone

II.Teacher’s and Students’ preparation

2 Techniques: explanation, repetition, asking and answering, pair-work, group-work and T/ F 3 Materials’ needed: Textbook, whiteboard markers

4 Students’ preparation: Textbook, notebook 5 Previous knowledge: No

III Procedures in class

2 Checking up previous knowledge:

3 New lesson:

5ms

7ms

1 lead –in:

- Shows a Mobil phone and ask Ss a/ What is it?

b/ What is it used for?

Telephone is very useful to our life, but how to use it in the most decent way is a problem The lesson we are learning today will show the

problem

( Lead into the new lesson 2 Pre –listening:

- Asks Ss to look at the picture and answer the questions in text book * Teaches Ss the new words + Separate (adj) riêng biệt + argument (n) tranh luận

It is a cell phone It is used for

communicating from a long distance

Key : Japan Yes/no

Listen to the teacher

Work in pairs and give answers

Unit 3:

WAYS OF SOCIALISING Period 15: LISTENING New words:

+ Separate (adj) riêng biệt + argument (n) tranh luận + reasonable (adj)[ synonym] suitble

+ instrument (n) nhạc cụ + install (v) lắp đặt

1 T

2 F

3 T

4 F

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15ms

8ms

3ms

+ reasonable (adj)[ synonym] suitble

+ instrument (n) nhạc cụ + install (v) lắp đặt

- Reads these words two times - Calls sts to read loudly 3.While –listening:

Task 1:

- Explains the requirement of the exercise

- Gives them time to guess

- Plays the tape twice and asks them to it individually

- Asks them to exchange answers - Asks them to answer and explain - Gives feedback

Task 2:

- Asks them to work in groups to guess what type of word they can use in each blank

4 Post –listening:

- Tells Ss to listen again and

summarize Ms Linda Cupple’s talk, beg inning as show

- Calls the leader in the group to tell the main contain of the lesson - Give feedback

Listen and repeat Listen and repeat Listen to the teacher Read and guess Listen carefully Do it individually Listen to the teacher’s instruction and work in groups

Work in groups Stick on the board Practice

6 T

Task 2:

1 Agreed To avoid Particular Adults Walking Heart Kindness To stick

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Period 16 : WRITING

* Language content:

- To provide some structures and words relating to the writing lesson - To enable sts to write the paragraph effectively

* Language function: - Asking permission * Educational aim :

- To express the feelings in life 1 Language:

a Vocabulary: at hand, farewell, and departure b structures : The simple present

- To polite with the people living around II.Teacher’s and Students’ preparation

2 Techniques: Explanation, Ordering, Pair work 3 Materials’ needed: Textbook, whiteboard markers 4 Students’ preparation: Textbook, notebook 5 Previous knowledge: No

1 Stabilization: - greet the whole class (2- ms) - check the attendance

3 New lesson:

5ms

7ms

1.Lead-in:

-Asks students to make as many words as possible beginning with APO…

Eg: apology, apologize, …

-Calls students to write their answers on the board.

-Gathers their answers and gives remarks.

-Leads to the new lesson: Making an apology.

2.Pre-practice:

-Presents some new words: at hand: (synonym)

farewell (n): (synonym)

-Make as many words as possible beginning with APO…

-Write their answers on the board.

-Listen.

-Listen to the introduction.

-Listen, repeat, guess the meaning, and write down.

Unit 3:

WAYS OF SOCIALISING Period 16: Writing

*New words: at hand: farewell (n): departure (n): *Structure:

The simple present

The order of a paragraph, conjunctions and sentence connectors.

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15ms

8ms

3ms

departure (n): (synonym) -Reminds the simple present.

3.While- practice:

*Task 1. Use the words to make sentences Change the form of the verb (No addition or omission is required).

-Asks students to read suggested words first.

-Has students work in pairs and use the words to make sentences (change the form of the word). -Lets students exchange their writings with other students and correct.

-Calls some students to read their writings in front of the class. -Corrects their mistakes and reminds the order of a paragraph, conjunctions and sentence connectors.

*Task 2. Put the sentences of the two paragraphs below in their right order Write the re-ordered paragraphs in the space provided. -Asks students to look through the sentences first.

-Has students put the sentences of the two paragraphs in the right order.

-Reminds the order of a paragraph: topic sentence, supporting ideas, and concluding sentence.

-Lets students exchange their writing with their partners and correct.

-Calls some students to read their writings in front of the class.

4.Post -practice:

-Comments on their writings, points out their mistakes and guides them to correct.

-Listen.

-Read suggested words first.

-Work in pairs and use the words to make sentences (change the form of the word). -Exchange their writings with other students and correct. -Read their writings in front of the class. -Listen.

-Look through the sentences first.

-Put the sentences of the two paragraphs in the right order.

-Listen to the teacher. -Exchange their writing with their partners and correct. -Read their writings in front of the class. -Give the answer

-Listen and correct their mistakes.

or omission is required). 1.There are many ways to tell someone goodbye, and most of them depend on the situations at hand.

2.However, there is one rule that all situations observe: we seldom say goodbye abruptly. 3.In English it is necessary to prepare a person for a 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 relating to the time like “Gosh, I can’t believe how late it is! I really must be going”.

*Task 2. Put the sentences of the two paragraphs below in their right order Write the re-ordered paragraphs in the space provided.

*Suggested answers: +Paragraph 1:

It is difficult to write rules that tell exactly when you should apologize but it is not difficult to learn how If we have done something to hurt someone’s feeling, we apologize An apology indicates that we realize we’ve made a mistake, and we’re sorry for it It’s a way of expressing our regret or sorrow for something When we apologize, we admit our wrong doing or discourtesy, usually offer a reason for it, and express regret

+Paragraph 2:

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quietly as possible and apologize later But if the teacher stops and waits for him to say something, he could apologize simply “I’m sorry I’m late”, ask permission to take his seat and sit down Naturally, more than this is needed, but it is not the time for it because it has already caused some interruption and doesn’t need to make it longer

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Period 17 : LANGUAGE FOCUS

* Language content:

- To provide some structures and words relating to the lesson

- To introduce to students stress in two-syllable words and review reported speech * Language function:

- Talking about experience in life * Educational aim :

- To express the feelings in life 1 Language:

a Vocabulary: at hand, farewell, and departure b structures : Reported speech

- Loving together

II.Teacher’s and Students’ preparation

2 Techniques: Explanation, complete sentences, Transformation, Pair work 3 Materials’ needed: Textbook, whiteboard markers

4 Students’ preparation: Textbook, notebook 5 Previous knowledge: No

1 Stabilization: - greet the whole class (2- ms) - check the attendance

3 New lesson:

5ms

7ms

A Pronunciation.

1.Lead-in:

-Guides students to play a game: Jumbled words.

-Writes some words whose letters are not in order and asks students to work in pairs and rearrange them into the correct words

Eg:

1.nycompa  2.lyuj  3.reapper 

-Calls on some students to present their answers

-Corrects their answers *Suggested answers: 1.company

2.July 3.prepare

-Pronouns these words and asks students to find out the difference

-Play a game: Jumbled words.

-Do as directed

-Present their answers -Listen

Unit 3: Period 17 –

LANGUAGE FOCUS *Pronunciation:

Stress in two-syllable words a.Stress on the first syllable: waving, walking, poiting, signal, instance, student

b.Stress on the second syllable: attract, discuss, suppose

*Suggested answers: a Stress on the first syllable: waving, walking, pointing, signal, instance, student b Stress on the second syllable: attract, discuss, suppose

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15ms

8ms

3ms

about stress among words

-Comments their answers and leads the lesson: Stress in two-syllable words

2.Pre-practice:

-Demonstrates stress by pronouncing them clearly and slowly

-Instructs the way to pronounce and grammar points

-Reads the words in each column once

-Then reads the words and asks students to repeat them

3.Controlled-practice: -Asks students to practise

pronouncing the words in pairs (one reads; one listen)

-Asks two students to read them again and find out words with stress on the first syllable and words on the second syllable

-Calls some students to present their answers in front of the class

-Corrects their mistakes

-Then tells students to work in pairs and read the sentences and find the words with stress on the first

syllable and words with stress on the second syllable

-Calls on some students to show the words they have just found

-Corrects their mistakes B Grammar and vocabulary.

1.Lead-in:

-Makes some sentences and asks students to answer:

I can drive a car, what about you? What can you do?

I can swim / sing / play the guitar … -Then reports students’ sentences Nam said he could swim.

Hoa told me that she could sing. -Leads to the lesson: Reported speech: Statement & Wh-questions

2.Pre-practice:

*Reported speech: Statement & Wh-questions.

-Reminds the rules in reported statements & Wh-questions: If the reporting verb is in the past

-Listen and find out the difference about stress among words

-Listen to the introduction

-Listen

-Listen and write down -Listen

-Listen and repeat -Practise pronouncing the words in pairs (one reads; one listen) -Read them again and find out words with stress on the first syllable and words on the second syllable -Present their answers in front of the class

-Listen

-Work in pairs and read the sentences and find the words with stress on the first syllable and words with stress on the second syllable

-Show the words they have just found -Listen

-Listen and answer

-Listen to the introduction

If the reporting verb is in the past tense, it is usual for the verb in the reported clause to move “one tense back”

Eg:

“I’m going.”

 He said he was going

If the reporting verb is in the present tense, there is no tense change

Eg:

“The train will be late.”

 He tells me that the train will

be late

Typical pronoun, time, place and modal verb changes

Eg:

“I saw her on my way to school yesterday,” he said

He said he had seen her on his

way to school the day before Wh-questions:

Eg:

“How old is your son?” he asked

He asked me how old my son

was

*Exercise 1: 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

2…that he worked for a big company

3…he was their marketing manager

4…the company had opened an office in Ho Chi Minh city 5…that it had been very successful

6…he had been chosen to run an office in District

7…how long I have been learning English

8…that he didn’t have much time to enjoy himself

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON tense, it is usual for the verb in the

reported clause to move “one tense back”

Eg:

“I’m going.”

 He said he was going

If the reporting verb is in the present tense, there is no tense change Eg:

“The train will be late.”

 He tells me that the train will be

late

Typical pronoun, time, place and modal verb changes

Eg:

“I saw her on my way to school yesterday,” he said

He said he had seen her on his

way to school the day before Wh-questions:

Eg:

“How old is your son?” he asked

He asked me how old my son

was

3.Controlled-practice:

*Exercise 1: 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

-Asks students to look through these sentences first and notice tenses, phrases of time and place, and pronouns

-Has students report these statements, using the words suggested

-Lets students exchange their answers and correct

-Calls some students to present their answers

-Corrects their mistakes. *Exercise 2: Lan was angry with Tung Tuan tried to help them get back together, and talked to Lan for Tung Read the dialogue and complete the conversation Tuan had

-Listen and take notes

-Look through these sentences first and notice tenses, phrases of time and place, and pronouns

-Report these

statements, using the words suggested

-Exchange their answers and correct

Ho Chi Minh City

10…he would be successful in Ho Chi Minh City

*Exercise 2:Lan was angry with Tung Tuan tried to help them get back together, and talked to Lan for Tung Read the dialogue and complete the conversation Tuan had with Tung

2.was upset

3.was not interested

4.had promised to go to the cinema

5.hadn’t turned up 6.didn’t want to see you 7.she didn’t believe you had done it

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON with Tung

-Tells students to work in pairs and read the conversation between Tuan and Tung first and decide which word the blanks need

-Then has students read the first conversation between Tuan and Lan and decide which information is used to fill in the blanks

4 Post – Practice:

-Lets students complete the conversation Tuan had with Tung -Asks students to present their answers

-Corrects their mistakes

-Work in pairs and read the conversation

between Tuan and Tung first and decide which word the blanks need -Read the first

conversation and decide which information is used to fill in the blanks -Complete the

conversation Tuan had with Tung

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Period 18: TEST YOURSELF A I AIM AND OBJECTIVES :

- to revise new words and grammar

_ To practise students’ listening, speaking, reading, and writing skills.

_ To help students to be able prepare for the 45- minute test then the exercise given. II LANGUAGE :

All new words and structures in unit 1,2,3

III SKILLS : listening, speaking, writing, reading IV METHOD: communicative approach

V Teaching aids needed : textbook, chalk,tape, cassette player …. VI TEACHING PROCEDURE :

1 GREETING AND CHECKING ATTENDANCE:

_ Teacher greets the class and checks if anyone is absent. 2 PREVIOUS LESSON:

-Call one st to change these sentenses in to reported speech a He said ,” I have studied English for years”

b Nam said,” My father gave me a nice shirt yesterday” c They said ,” We will go to Ha Noi next Summer” -Give feedback and marks

3 New lesson:

5ms

7ms

1/LISTENING:

Asks students to read the questions carefully then try to guess the answers and discuss the answers with their friends

_ play the tape and asks students to listen to the the tape

_ Asks students to listen to the tape then answer the questions given _ asks some of them to give the answers orally

_ asks the others to give comments _ gives suggested answers if necessary

_ asks students to copy the answers themselves

2/READING:

_ asks students to read the reading then find the words which mean: _ Asks them to read the questions provided carefully

_ Asks them to read the passage

_ read the questions carefully then try to guess the answers and discuss the answers with their friends

_ listen to the tape then answer the questions given

_ discuss the answers with their friends then correct the mistakes themselves

_ read the reading then find the words in the reading to the exercise given _ read the questions provided carefully _ read the passage again then answer the

questions

I/Listening: 1.T

2.F 3.F 4.T 5.T

II/Reading:

1.We can communicate not only through words but also througth body language

2 They are posture, facial expressions, and guestures If your poster is slumped and your head is down, this could mean that you are sad or lack confidence

III/Grammar:

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15ms

8ms

3ms

again then answer the questions _ asks them to compare their answers with those of their friends’ _ Asks some of them to give the answers orally

_ asks the others to give comments _ give suggested answers if possible

3/Grammar:

_ ask students to read the open sentences carefully

_ ask students to the exercise in pairs

_ ask students to compare the answers with their friends’

_ ask students to give their answers _ ask other students to give

comments on the amswers given _ corrects the answers the give the suggested answers

4 Writing

Students discuss the wring exercise then ask their teacher for help if possible in order to write the wrting successfully at home _ Teacher can give some suggestion to help students to organize thei ideas

_ compare their answers with those of their friends’

_ give the answers orally

_ others to give comments

_ take notes of the suggested answers if possible

_ read the open sentences carefully _ the exercise in pairs

_ compare the answers with their friends’ _ give their answers, others give comments on the amswers given _ listen to the teacher’s explanation then take notes of the right answers if necessary

done before working for that company

2 Bill promised to come to see me the next Sunday

3 Tom opologized for not ringing me earlier

4.Miss White thanked Peter for giving her the present

IV/ Writing :

+ Learn the structures listed by heart and revise all tenses in English + prepare Unit 4- A Reading for next period

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Period 19: THE FIRST TEST (45 minutes) I AIMS AND OBJECTIVES:

* Language content:

+ To check students’ memory about the grammatical points. * Language function:

+ Developing the skills * Educational aim:

+ To make ss be aware of their study.

1 Language:

a Vocabulary: unit to unit 3 b Structure: unit to unit 3

2 Skill: Integrated skills.

II TEACHER AND STUDENTS’ PREPARATION:

1 Method: Communicative Approach.

2 Techniques: Gap-filling, question answering, multiple choice, True/False statement

3 Materials needed: Handouts

4 Students’ preparation: Revise the lessons at home

5 Teacher’s preparation: Prepare the test III PROCEDURE IN CLASS:

1 Stabilization: (2 ms) a Greeting

b Checking absence: Who’s absent today? 2 Deliver the paper test to students

THE CONTENT OF THE TEST

SỞ GD-ĐT BÌNH ĐỊNH THE 45 MINUTES TEST (2) TRƯỜNG THPT VÕ GIỮ ENGLISH 12

I Choose the word whose underlined part is pronounced differently from the rest in each group. A choose B change C chemistry D child

2 A needed B wanted C looked D collected II Choose a word that has the different stress from the rest.

3 A dangerous B parachute C popular D magazine A begin B pastime C finish D summer

III Choose the correct answer A, B, C or D that best completes each sentence.(4ms) We had a discussion about football

A bore B boring C bored D boredom

6 People who are out of work are

A unemployed B unemployment C employed D employee She gave a long about unemployment in Vietnam

A lecturer B lecturing C lectured D lecture

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A eat B have C take D get There are many between Nga and her sister

A different B difference C differ D differences

10 She doesn’t mind her homework

A B to C doing D to be doing

11 I’m bored looking after my brothers every day

A with B at C on D up

12 He is listening to his sister’s advice

A bored in B tired in C tired of D interested with

13 I am afraid of by the strong wind

A taking away B take away C being taken away D being taking away 14 My is broken I want to have a new one

A tea cup B cupping tea C cup for tea D cup of tea

15 Most of the students are strongly……… of the school's approach

A support B supportive C supported D supporter

16 I'd 11ke to see that football match because I ……… one this year A haven't seen B don't see C weren't seeing D didn't see

17 "What did you buy so much paint ………….?"I'm going to paint my room again."

A for B about C with D by

18 We can't go along here because the road is …………

A been repaired B being repaired C repair D repaired 19 After Freddie……… his degree, he intends to work in his father's company A finishes B will finish C will have finished D finished 20 My grandfather is much interested in horse- race He has just bought a … A horse racing B horse race C racing horse D race for horse IV Identify one word or phrase that is wrong

21 I hate to wash the dirty dishes after meal A B C D

22 Jane asked Brian that he had ever been to South-east Asia and he said he had

A B C D 23 He said that he couldn't remember where had he left had his car

A B C D 24 When we were walking on the street, it rains

A B C D V Read the passage and choose the answer.

An’s father likes fishing He fishes in the river near his house On weekends, when he has no work to he goes down to the river with a little chair and some sandwiches, and fishes until it is quite dark There are always a few other people there They love fishing, too and they are all fond of sitting there for hours Sometimes they catch some fish, sometimes they not catch anything An doesn’t like that kind of sport because he is not very patient

25 What does An’s father like?

A swimming B fishing C running D playing football

26 Where does he fish?

A In the lake near his house B In the park near his house C In the pond near his house D In the river near his house 27 What does he take with him when he goes fishing?

A a little chair B some sandwiches C a bag D A and B 28 Why doesn’t An like fishing?

A Because he is not very patient B Because he doesn’t have much fee time C Because he is always busy D Because he hates catching fish

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In a village people don’t live very…(29)…to one another Their houses are far…(30)…Each house therefore has a lot of……(31) around it So almost every house is surrounded by flowers and fruit, plants and vegetables All these make the village look…… (32)… and fresh

29 A near B far C close D together

30 A from B away C apart D ground

31 A trees B ground C grass D space

32 A beautifully B green C happily D yellow

VII Choose from the alternatives A, B, C, and D one best way to rearrange the words to make meaningful sentence.

33. my/ I / asking/ for/ money/ hate/ parents/ pocket/. A I hate asking pocket money for my parents B I hate asking my parents for pocket money C I hate asking my parents for money pocket D I hate asking for money pocket my parents 34 up/ on/ early/ don’t/ Sunday/ I/ mind/ getting/. A I don’t mind getting up early on Sunday B I don’t mind getting up on Sunday early C I don’t mind on Sunday getting up early D I don’t mind getting early up on Sunday

35 cinema/ going/ interested/ with/ to/ she/ friends/ is/her/in/the/. A She is interested with going in the cinema to her friends B She is interested with going to her friends in the cinema C She is interested in with going her friends to the cinema D She is interested in going to the cinema with her friends 36 you/ sea/ afraid/in/ swimming/ are/of/ the/?

A Are you afraid in the sea of swimming? B Are you afraid of the sea in swimming? C Are you afraid of swimming in the sea? D Are you afraid in swimming of the sea?

VIII.Choose the sentence that has the same meaning with the original sentence. 37 She reads that book every day.

A That book are read by her every day B That book is read by her every day C That book reads by her every day D That book is being read by her

38 I wrote the English letter in half an hour.

A It takes me half an hour to write the English letter B I spent half an hour to write the English letter C I needed an hour to write the English letter D It took me 30 minutes to write the English letter 39 We last saw them ten years ago.

A We have seen them for ten years B We have last seen them ten years ago C We haven’t seen them since ten years D We haven’t seen them for ten years 40 This test is more difficult than that one.

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Date of preparation : 10 /09 / 2009

Period 20: MISTAKE CORRECTION

I AIMS AND OBJECTIVES: * Language content:

+ To help ss to mistakes they’ve made in the 45 minute English test number 1. * Language function:

+ By the end of the lesson, ss will be able to understand further the Language Focus from unit to unit 3.

* Educational aim:

+ To teach ss the way to complete a English test. 1 Language:

a Vocabulary: in the test b Structure: in the test

2 Skill: Integrated skills.

II TEACHER AND STUDENTS’ PREPARATION:

Method: Communicative Approach.

Techniques: Brainstorming, group work, pair work. 3 Materials needed: Lesson plan.

4 Students’ preparation: Prepare the lesson at home.

5 Teacher’s preparation: Lesson plan, teaching aids. III PROCEDURE IN CLASS:

1 Stabilization: (2 ms) a Greeting

b Checking absence: Who’s absent today?

2.New lesson

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

5ms

7ms

I Activity1

- Ask ss to the test again. - Get them to compare their answers with the other. - Call some ss to give their answers.

- Correct

II Activity 2

- Gets ss to work in groups to the tasks again.

- Have some groups to give their answers.

- Ask ss to compare and

Individual work. - Pair works.

Work in group.

Period 20:

MISTAKE CORRECTION Keys: De 001

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15ms

8ms

3ms

corrects together.

- Correct and give the correct answer.

III Activity 3

- Call on some ss to write down their answers on the black board.

- Get ss to work in pair, compare the written

answers with their answers. - Correct and gives the correct answers.

IV Activity 4

- Let ss listen to the passage again, ask ss to give their answer.

- Feedback.

- Pair works

Individual work

Homework (2 ms)

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UNIT 4: SCHOOL EDUCATION SYSTEM

Period 21: READING I Aims and Objectives

* Language content:

- To provide new vocabulary relating to school education system.

- To help sts understand more about the school education system of Vietnam as well as countries in the world

- talking about the school education system in Vietnam.

* Educational aim :

- To make the students be aware of the important education. 1 Language:

a Vocabulary: verbal, attract someone’s attention, polite, rude, informality, approach, a slight nod will do b structures : Review of tenses.

- Trying in studying.

II Teacher’s and Students’ preparation

2 Techniques:repetition, true- false, gap-filling, guessing meaning from the text and ask and answer the Qs

2 Checking up previous knowledge: 3 .New lesson

5ms

7ms

1/ Lead- in:

Gives students photos of different ages and asks students to guess how old they are and which level of

education they are in

 Lead-in 2/ Pre- reading:

*Activity 1 : Word association (mind mapping): T writes the word "education" and then asks the sts to suggest other words that are connected to it

- Listen and the

teacher’s requests Unit 4: SCHOOL EDUCATION SYSTEM Period 21: Reading Vocabulary.

Nursery(n)Nhà trẻ

Curriculum(n)chương trình học

Compulsory

(adj)/k6m’p^ls6r1 /bắt buộc

-Certificate(n)/s6’t1f1k1t/ chứng chỉ, giấy chứng nhận Educate (v)Đào tạo

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15ms

8ms

3ms

*Activity2: Asks sts to work in pairs to discuss the questions in the text book

- T goes around providing help * Pre-teaching vocabulary 3/ While –reading:

- Guides the students to read the text and tasks in the textbook

Task 1 : Teacher can give more than words or phrases in the reading passage and asks students to choose the suitable one for the given meanings

Task 2. helps students to find the answers in each paragraph of the reading passage

4/ Post –reading:

-Asks the students in groups to discuss and tell the others one of the most difficult school subjects they are studying and the reason why

Task 1 :

(1) State school (2) Primary school (3) Second school (4) Compulsory

(5) The General Certificate of Second School

6.Curriculum 2 Task 2:

1 They start their compulsory education at school from the age of 5. 2 There are terms

3 They are the state school and the indepent school or pubblic school.

4 Yes,they do

5.There are core subjects: English, Maths and Science 6 When the students finish the secondary school, they have to take an exam called the General Certificate of Secondary education (GCSE.)

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UNIT 4: SCHOOL EDUCATION SYSTEM

Period 22: SPEAKING

I Aims and objectives: + Language content:

_ To introduce the school system in Vietnam

_ Talk about the similarities and differences between the school system in Vietnam and in England + Language function:

_ To enable the sts to talk about the school system in Vietnam _ To help the sts talk about the similarities and differences between the school system in Vietnam and in England

+ Educational aim:

_To make the sts aware of the school system in Vietnam and in England Language:

_ Vocabulary: nursery(n),kindergarten(n),lower secondary school(n),upper secondary school(n) _ Structure : Revise some structures about the similarities and the differences

2 Skills: integrated skills II Teacher and sts’ preparation:

1 Method: communicative approach

2 Techniques: explanation,repetition, transformation,pair/group work Materials needed: textbooks, extra-boads

4 Sts’ preparation: revising necessary words in the reading III Procedure in class:

1 Stabilization:5mins

+ Greets the sts

New lesson

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

5ms 1 WARM UP:

Asks sts to play game:”SLAP THE BOARD ”

+ write the words learnt in English on board

Primary school Secondary school

Compulsary Curriculum State school GCSE

+Devise the class into teams and call students in each team to stand in aqueue.

+read word by word in Vietnamese loudly and a student in each team runs to the board and slap on the word he/she heards.

+the team which does it better and faster gets mark.

+ observe the words.

+stand in a queue

+listen to the teacher and slap on it.

+ repeat the words. + look at and write down

UNIT4:

SCHOOL EDUCATION SYS TEM

Period 22: Speaking Speaking

Primary school Secondary school

Compulsary Curriculum State school GCSE

I Vocabulary:

nursery(n) kindergarten(n)

lower secondary school(n) upper secondary school(n). II/Tasks

Task1 :

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+the team has more marks will be the winner.

+ asks the sts to read the words and introduces the new lesson. 2 Pre-speaking:

+ pre-teaching voabulary nursery(n)

kindergarten(n)

lower secondary school(n) upper secondary school(n). + asks them to look at the chart carefully to understand the school system in Vietnam 3 While -speaking: Task 1: Role play

+asks sts to work in pairs to practice speaking the dialogue + goes around the class to help Ss with difficulties.

+call on some pairs to role play in front of the class.

+give feedback. Task 2:

-Ask sts to work in groups of or 5

-Have sts go back to the reading to remember the necessary words

-Give sts some questions to help them finish this task 1 when Vietnamese students start their schooling? 2.What levels of education are compulsory?

3.When the children go to primary school/ upper

secondary school?

4 How long does each level of education last?

- Call some sts to report their ideas

4 Post –speaking :

-Ask sts to find out the contents which are similar and different

+ look at it

+ work in pair

+do it

-Ask about difficulties -Pair work

-Work in groups Reread the passage

-Answer the questions

-Talk about them -Listen and remember -Find out the contents

Primary school? B When they are six

years old

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

Task 2:

1 They start they schooling from the age of six

2 Primary education and lower secondary are compulsory

3 When they are 6/ 11/15

4 Primary education will last in years

–Lower secondary (4 years)

-Upper secondary (3 years)

Task 3:

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between school systems such as:

* Age to start school *Number of levels in the system

* Compulsory schooling * Age to start each level * Fee paying

*Subject

Put sts in to groups of or 5 -Give each group from toø above contents to talk agout the similarities and differences between two school systems -Call or groups to report their ideas

-Feed back

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UNIT 4: SCHOOL EDUCATION SYSTEM

Period 23: LISTENING

_ To introduce the school system in Vietnam

_ To help sts listen for specific information about activities at school + Language function:

-Express their opinion about their exams at school

_ To enable the sts to talk about the school system in Vietnam + Educational aims:

_To make the sts aware of the importance of education and work better at school Language:

_ Vocabulary: tear-away, methodical, well-behave, disruptive _ Structure : Revise some structures of the simple past tense Skills: integrated skills.especially listening

3.Educational factor : -To helps sts know how to get good exams II Teacher and sts’ preparation:

2 Techniques: explanation,repetition, discussion,pair/group work.,ask and answer Materials needed: textbooks, cassette tapes

4 Sts’ preparation: revising necessary words in the listening lesson III Procedure in class:

1 Stabilization:5mins + Greets the sts:

+ Checks absence: asks the monitor: Who’s absent today? 2 Checking up the previous knowledge:

New lesson

5ms 1 WARM UP:

-Make some questions

+ How did you work at school? +How did you listen to your teacher?

+ How did you write ?

+ Did you pass your exam easily? + Were you well- behave?

+ How did you think about your school days?

Lead to the lesson

2 BEFORE YOU LISTEN: -Have sts ask and answer the questions in pairs

1.What school subjects are you good at?

2.Which ones youi like most/ least in your class? Explain Why? -Call some sts to present their ideas in front of the class

-Answer the questions

-Talk their ideas in front of the class

-Listen to the teacher and repeat the words

-Listen to the teacher -Listen to the teacher - Learn about the

UNIT4:

C.Listening

-Answer the questions in pairs 1.What school subjects are you good at?

2.Which ones youi like most/ least in your class? Explain Why?

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_Give feek back Preteach vocabulary:

-Have sts listen and repeat those words

3 WHILE- LISTENING:

Task1: Listen to the conversation betwwen Jenny and Gavin Put a tick to the question to which the answer is “yes”

-Ask sts to read the statements and make sure that they understand -Get sts to listen to the dialogue -Ask sts to compare their answer with a partner

-have sts listen again -Check the answers

-Have sts listen the dialogue for the last time and give feed back

Task2 : Answer the questions -Ask sts to read the questions carefully

-Check if Sts can answer any questions

-Get sts to listen to the dialogue again

-Call sts to give the answers -Get sts to listen for the last time and correct the answer

4 POST- LISTENING: -Ask sts to work in pairs to talk about the result of their current exams at school and what they will to prepare for the next exam -Go around the class to help sts when necessary

-call on some sts to practise in front of the class

-Give feedback

5 CONSOLIDATION Sumerizes the main points

statements

-Listen to the dialogue -Compare the answer with a partner

-Listen again

-Listen to the teacher Listen and takes notes -Listen to the teacher -Study the question carefully

-Listen to the dialogue again

-Give answers

-Talk about the result of their current exams at school and what they will to prepare for the next exam

_Practise in front of the class

-Task1: Listen to the

conversation betwwen Jenny and Gavin Put a tick to the question to which the answer is “yes”

1 Jenny/ Gavin Gavin Jenny /

5 Jenny/ Gavin /

Task2 : Answer the questions 1.When he enjoyed the subjects 2.He found it difficult

3.Because they were long and difficult so he couldn’t finish them all in a short time Because he went away To a boarding school when he was quite young

And he didn’t like that So the schooldays weren’t the best days of his life

AFTER LISTENING:

-Talk about the result of their current exams at school and what they will to prepare for the next exam

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Period 24: WRITING

_ To help sts write a paragraph on the formal school education system in Viet Nam _ To help sts master the way to write a report

+ Language function:

-To help sts enrich their vocabulary and improve their vocabulary and improve their writing skill through writing about school education system in Viet Nam

+ Educational aims:

_To make the sts aware of the importance of education and work better at school Language:

_ Vocabulary: words related to education

_ Structure : Revise some structures of the simple present tense Skills: integrated skills.especially listening

3.Educational factor : -To helps sts know how to get good exams II Teacher and sts’ preparation:

2 Techniques: explanation,repetition, discussion,pair/group work.,ask and answer Materials needed: textbooks, charts

4 Sts’ preparation: revising necessary words in the listening lesson III Procedure in class:

1 Stabilization:5mins + Greets the sts:

+ Checks absence: asks the monitor: Who’s absent today? Checking up the previous knowledge:

-Call sts to go to the board : Ask them to write down some news word and then ask some questions

New lesson

5ms 1.WARM UP: -Do matching

A B Primary School terms

Lower

SecondarySchool Start from Sep to May

Upper Secondary

School Start from the age of

The academic year, Start early June

School term Last years

National examination for GCSE.

Last years

-Devide the class in to teams: the cat & the mouse

- Have sts discuss and give the answer

-The winner is the one that has

-Listen to the teacher’s instruction

-Work in groups -Giove the answre -Look at the board and listen to the teacher -Listen to the dialogue again

-Give answers

UNIT4:

Period 24 .Writing 1.New words:

Compulsory education(n) Primary School(n) Lower secondary(n)

Upper Secondary School(n)

-There are levels of education are there in Viet Nam:Primary School,Lower

secondarySchoolUpper Secondary School,

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