giao an 12 tron bo da chinh sua

- Play the tape (read the tapescript) once for students to listen and do the task - Ask students to work in pairs to check the answers.. - Call some students to show their a[r]

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The first term of grade 12

The 1st period Date: 2/ 8/ 2010 Grade 12

Theme: Guiding how to learn and to English tests Time: 45 minutes

I Objectives:

1 Educational aim: Students know about English book in grade 12 Knowledge:

Student know: - How to learn English in grade 12 - How to English tests

- How to use student’s book and workbook Skill : - Reading

- Speaking - Listening - Writing

- Doing English tests

II Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, tape, cassetteplayer, etc

III Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up :(7 minutes)

- Introduce to students about the teacher - Ask students about their names and English knowledge etc

Guiding: (35 minutes)

1 Guiding student’s book and workbook: * Introduce to students how to use their book and workbook

* Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to the exercises in their books

2 Guiding English tests in grade 12: * Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc and how to them

* The tests in grade 12 include: reading : 25%

listening: 25% writing: 25%

language focus: 25%

3 Guiding other books and tape, disc, etc Homework: minutes

- Ask students to prepare textbook, notebooks and the things for learning

- Listen to the teacher - Answer the teacher’s questions

- put the student’s book and workbook on the table

- listen to the teacher and look through the books

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andprepare lesson reading - Unit which will be prepared at home

Unit : home life The 2nd period

Date: 05/ 8/ 2010 Grade 12

Theme: home life

Unit

Reading

Time: 45 minutes

I Objectives:

1 Educational aim: Students should know about International Red Cross Knowledge:

- General knowledge: Students read and guess the meaning of new words from the text

+ Read the passage and complete the tasks of the lesson

- Language: Students could understand and use new words after reading - New words: Words related to home life

3 Skills: Guessing meaning in context, scanning for specific information and passage comprehension

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III Teaching aids: Student’s book and pictures, Board, tape, cassetteplayer, chalks, etc

IV Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Ask students look at the picture and ask some questions

- Let students understand more about , house hold chores and family life, today we learn Unit 1- part A: Reading

Before you read : (7 minutes)

Ask students to work groups to ask and answer about the pictures

- Hang on the blackboard the table of questions Ask students to work in pairs looking at the pictures to ask and answer them

1 Where is the family?

2 What is each member of the family doing?

3Is the family happy?Why (not) ? - Introduce the situation of the context - Read the context once to the class - Show students some new words:

+ to be caring + to be willing to st

+ to be close -knit + to bemischievous - Help students to summary the main ideas of the context

* The first paragraph: the writer says about the parents’ jobs and the people in her family

* The second paragraph :The writer says about the activities of her parents every day

* The third paragraph: The writer says about her younger brothers and her herself

* The writer says about the happiness in her family

- Ask students to think of their thoughts about a happy family

- Introduce the situation of the passage While you read : (23 minutes)

- Ask students to look through the passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of

- Open the book

- Listen to the teacher - Look at the picture and answer

- Listen to the teacher and open the book – Unit 1, part A: reading

- Work in groups to discuss about the pictures

- Work in groups to ask and answer the questions give by the teacher

- Stand up to answer in front of the class

P1: Thefamily is at home P2: The father is playing games with his son and the mother is helping her daughter homework P3: Yes, it is.because they look warm and close – knit

- Look at the book and listen to the teacher - Listen

- Note down

- Work in groups and try to repeat the main ideas in each paragraph

-Practise speaking their ideas freely

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new words which appear in the passage + Task 1: (10 )’

- Ask students to work in groups to read the sentences in the task and then choose the sentence A,B or C that is nearest in meaning to the sentence given

- Read all the sentences which they have chosen loudly to the class

Teach some new words: close –knit (a), mischievous (a),

- Ask students to work in groups to the task

- Call on some students to read the sentences

- Common in whole class + Task 2: (15’)

- Divide the whole answers class into groups of students

1,How busy are the parents in the passage?

2,How caring is the mother ?

3,How the father and the daughter share the household chore ?

4,What is the daughter attempting to do after secondary school?

5,Why the children feel they are safe and secure in their family ?

- Ask students to read the questions carefully and discuss the answers - Help students to find the paragraph which contain the information for the answers

- Call the leader of each group to answer the questions

- Ask the whole class to commend - Feedback and give the correct answers and give point

After you read : (8 minutes)

- Ask the whole class to discuss about a happy family

- Call some students to say about their thinking of a happy family

Home work: (2 minutes)

- Write about their family or others they know

- Prepare Part B : Speaking at home

- Work in groups , read the sentences carefully

- Listen to the teacher and read up the sentences aloud

- Note down the new words

- Read up

- Work in groups to the task

- Read the passage

- Work in groups to find the sum up of the passage - Present the answers in front of the class

- Commend

- Note down the reason of the choice

- Work in groups to ask and answer the questions using the information from the passage

- Some students answer the questions in front of the class

Listen and take notes

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The 3rd Period Date: 7/ 8/ 2010 Grade 12

Theme: Home Life

Unit

Speaking

Time: 45 minutes

I Objectives:

1 Educational aim: Students can talk about their family and other families + Students can ask and answer about household chores and family + Students discuss their ideas about the true of a happy family Knowledge:

- General knowledge: By the end of the lesson students can practise a dialogue about a happy family

- Language: asking for and giving information from a passage - New words: words related to the topic

3 Skills: talking about Home life and their activities in the family

II Method: integrated, mainly communicative

III Teaching aids: pictures ,textbook,

IV Procedure:

Warm-up: (7 minutes) - Playing games

- Divide the class into pairs and ask students to work in pairs to talk about their family in minutes - Call of the leaders of each groups to talk about her/his family in front of the class - Feedback and lead the class to the topic of speaking activities

(we are going to discuss about our family )

Pre-speaking : (12 minutes)

Task Let students read the following sentences and choose which apply to them or their family. - Ask students to work in groups to speak the sentences

1, In my family ,only my father works

2,Member of my family share the household chores

3,My responsibility in the family is to wash the dishes

4, In my family, the interest we share closely is watching football

5,I often share my personal secrets

- Keep books close - Listen to the teacher - Work in groups to talk about family

-

-Work in groups and give their ideas why they choose

-Each student stands up and talks about their family

A: In my family ,my parents both go to work,

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with my father

6, I always talk to my parent before making an important decision

- Go around and listen to the students –Give more suggestions if they need While-speaking : (15 minutes) Task - Work in pairs

-Let students ask and answer the questions about their family

- Listen and give the ideas to each pair

Task 3:Work with a different partner. - Ask students to use the questions they have form to ask about her/his family

- Listen to the students and give remarks

-Practice speaking out their ideas about their family

A: Who works in your family ? B : Both my father and mother A: Who often does the household chores ?

B : My mother mainly does it and sometimes my father help my mother

A :How is your responsibility to your family ?

B :I often clean the house and cook the meals when I finish my studying

A : How the family members

share the interest ?

B :We often watch television each other in the evening

A : Who you often share your secrets with ? B : I often share with my mother

A: Who you talk to before making an important decision?

B: I often talk to my parents

- All students write some sentences about their family and then stand up to talk

-Work in groups and each group has a representative to talk about her/his family

P1 : I talked to Tuan

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- Post-speaking : (10 minutes) Task 4

- Let the students practise speaking freely about their family

-Go around to listen and give remarks - Ask some students to stand up and tell loudly

- Listen and correct mistakes Homework: (3 minutes)

- Ask students to write a passage about a happy family (80 words)

- Ask students to prepare Part C-Listening and homework

mother does the

household chores P2 : In Loan’s family

,only her father goes to work and her mother is at home

-Work in groups and then speak out their opinions

PS : I think a happy

family should

have

P : Yes it is Because every member in the family often share the feelings with each other

- Listen to the teacher - Write down the homework

The 4th period Date: 09/ 8/ 2010 Grade 12

Unit

Listening

Time: 45 minutes

I Objectives:

1 Educational aim: Students can listen to get information to decide True or False statements

+ Students can improve their ability of listening to write down the main ideals of the lesson

2 Knowledge:

- General knowledge: Students learn more about a happy family - New words: Words related to family

3 Skills: - Listening and comprehension questions

- Listening and deciding on True or False statements or no information II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, pictures board, tape, cassetteplayer, chalks. IV Procedure:

- Ask students to close the books

- Give some pictures and answer some questions

1,Who are they?

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2 ,What are the relationship among them ?

- Check some students and mark

- If you want to know more details about them we will go to Unit 1- part Listening

Pre-listening: (7 minutes)

- Introduce the topic of the listening: In this you will listen to people talk about their friends But now please talk

about your family first

- Ask students to read all the words given carefully and show the difficult words or structures

- Explain the words and structures to the class:

-reseved : - leftover : - spread out :

* Before you listen :

- Ask students to look at the picture and say : +What are they doing ?

+How many people are there in the family ?

While-listening: (20 minutes) Task 1

- Introduction: you are going to listen to Paul and Andrea talk about their family Ask students to read the sentences carefully first to get the True or False

- Ask students to get the difficult words

- Read the tape-script loudly to the class

- Ask students to decide the answers - Listen and remark

- Ask students the question :

- Why you think it is true / false ?

- Help them if necessary Task 2

- Ask students to look through the sentences in task

- Ask students to listen again and note down two things that are different about Paul’s and Andrea’s families

answer

- Listen to the teacher and open textbooks

- 0ne or two students talk about their family

- Read the new words - Listen and note down - Work in pairs to ask and answer

+ P : -They are having a party

- There are people in the family

- Keep book open - Listen to the teacher - Read the sentence carefully to get the True or False statements - Ask for the difficult ones

- Listen to the teacher - Speak out the sentences individually

PS :

1, It is false 2, It is false 3, It is false 4, It is true 5, It is true

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After-listening: (10 minutes) - Ask students to open the books

- Ask them to discuss the importance of family in a person’s life

- Let them work in pairs

- Walk round and help students

- Ask some students to stand up and go to board and write

- Listen and correct mistakes Homework: (3 minutes)

- Ask students to write a passage about the importance of family in a person’s life

-Remember them to prepare Part-Writing at home

-Discuss and find out the the importance of family in a person’s life

- The students who are called go to board and write down your answer

-Listen to the teacher and write down homework

Unit

Writing

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I Objectives:

1 Educational aim: Students can write a paragraph about family rules depending the given prompts

2 General knowledge: Students learn how to write a description , stages of a description

- Language:

- New words: Words related to the topic Skills: Writing a narrative

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, notebook, some pictures

IV Procedure:

A word game.

- Divide the class into groups

- Ask students to work in groups to revise the words using to say about family

(in minutes)

- Call the representatives of the groups to write as many words on the boards as possible (in minutes)

- The winner is the students who has got the largest number of correct words on the board

- Call some students to repeat the meanings of the words

Pre-writing: (10 minutes)

- - Ask students to use the following verbs and expressions

Give and read some words aloud : _ Let ,allow, be allowed to, have to, permit, etc

+ Some expressions : - doing household chores - coming home late - preparing meals - watching TV

- talking on the phone

- using the family motorbike

- Listen to the pairs and help them if they

get some difficulties in speaking - Ask students to stand up and say a paragraph about his/her family

- Keep book close

- Listen to the teacher and work in pairs

- Work in groups to revise the words

- Go to the board to write the words

- Repeat the meanings of the words in front of the class

- Listen to the teacher and open the books

- Read all words and expressions and work in pairs

A : Do you have to the household chores ? B : Yes, after my studying or my free time A : Are you allowed to come home late ?

B: No, because my parents are strict

A : Do you often prepare the meals ? etc Each representative of a group stand up and say about the family

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While-writing: (18 minutes) Task 2

Ask students to use the ideas they ‘ve dicussed to write a leter to a pepal about their family

-Give some out line : first, second ,further more, and finally etc

- Call two good students present their outline in front of the class

- Ask the others comment

- Feedback and give some correction to help students to have a better outline to write

Post-writing: (10 minutes)

- Give suggestions and corrections - Ask students to read another’s description

- Ask some students to read loudly their description

- Correct mistakes and mark Homework: (2 minutes)

- Ask students to part writing of Unit in the student’s work book and prepare part Language Focus

late, I only can watch TV when I finish my homework

+ Write the letter individually

- Every family has its own rules Mine has a few First, everybody has to the house hold chores, we only go out or watch TV when we finish all homework

- Some students read loudly their products in front of the class

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Unit

Language Focus

Time: 45 minutes

I Objectives:

1 Educational aim: Pupils can pronounce the endings /s/ ,/z/ Knowledge:

- General knowledge:+ Students have to remind of tense :past simple, past progressive and present perfect

+ Students have to some exercises of tense - New words: Words related to topic

3 Skills: Intonation and phrasal verbs

III Teaching aids: Student’s book, pictures, board, tape, cassetteplayer, chalks

IV Procedure:

Pronunciation: (8 minutes)

- Guide students to pronounce the endings /s/,/z/ : bats /s/ bags /z/ - Ask students to read the up the words and the sentences

- Ask students to read up in chorus twice

- Call some students to read up in front of the class

GRAMMAR:(35munites)

1,Tense of verbs:

* Ask students to repeat the they’ve leant

+ The past simple

+ The past progressive

+ The present perfect

Listen to the teacher - Listen to the teacher and read up

- Read up in chorus twice - Some students read up in front of the class

- Listen to the teacher and speak out

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- Ask students to give some sentences

- Let students compare the differences ebtween past simple and present perfect

Listen and give remarks

Exercise 1:

- Ask students to work in groups to the exercise

- Ask students to choose their suitable verbs in the sentences

- Call the leader of each group present their answers on the board

- Ask the whole class to comment

Exercise 2:

- Ask students to work in groups to the exercise

- Ask students to decide which answer ( A, , B,or C)

- Call the leader of each group present their answers on the board

- Ask the whole class to comment

- Some students give more examples

* Example :

- He left the room last week

- They were having dinner at o’clock last night

-She has learnt English since she was in grade - Work in pairs and give the differences

* past simple : happened and finished with the definite time in the past ,not related to thepresent

-Ex : He bought a car yesterday

* present perfect : started in the past but related to present or future and give the result at present -Ex : She has learnt English since she was in the grade

- Work in groups to the exercise

1 Have you seen 2 Did you enjoyed it?. 3 has been.

4 Did you give/saw. 5 didn t listen’

6 Have you two met before ?

7,Have you met ?

- Discuss the answers and give comment on the sentences

- Listen to the teacher and work in groups

to the exercise 1, B : haven’t written 2, C : have been 3, A : had

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Homework : (2 minutes)

Ask students to Part Language Focus and prepare part Reading of Unit at home

9, A : decided 10,B : becomes 11,B : told 12,C :moved 13,C : come 14, C : stay 15, B : am going - Redo the exercises - Do the exercises in the workbook

- Prepare for the next lesson

Unit 2: cultural diversity

Theme: cultural diversity

Unit

Reading

Time: 45 minutes

I Objectives:

1 Educational aim:

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- General knowledge: - Through this unit, students know more about cultural diversity

- New words: Words related to the topic( culture, society ) Skills: -Guessing meaning from context

-Summarizing main idea -Passage comprehension

III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedures:

- Ask students to list out the factors that create a happy life

-Let students work in pairs -Ask students questions

_Lead in: Today, we’ll study a new lesson Unit 2- part A :Reading

Pre-reading: (7 minutes)

- Ask students to work in groups of four and guess what are happening in the picture

Hang on the blackboard the table of the questions to help students to guess the activity in each picture:

- Which of the following factors is the most important for a happy life ?W hy ?

- Love, money, parents approval, a’

nice house,a good job, good health etc.

- Ask the representatives of the groups to express their ideas in front of the class

- Give the feedback

+ Pre-teach some new words

- precede (v) - counterpart(n) - confide(v) - sacrifice (v)

- Ask students to read up in chorus twice

- Ask students to guess the meaning of the new words

+ Introduce the situation of the passage + Show students the tasks of the reading

While-reading: (20 minutes)

- Make the class read the small talks, to scan the details and the tasks

Task :

Ask students to read the passage in skim to make sure the meaning of the words

- Listen to the teacher

- Answer the

question

Work in groups to talk about the

activities in the pictures - Look at the questions and try to answer them in groups to discuss

- One student speaks out his/her ideas in front of the class

- Look at the board, note down

- Read the new words in chorus twice

- Work in groups to guess meanings of the words

Read the passage in skim - Show the meaning of the words

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- Call some students to show the meanings

- Ask students to read the passage again and the task in groups of four

- Call on some students to read the answers in front of the class

- Ask students to read the sentences with the words given

Task 2

- Ask students to work in groups of to answer the questions given

- Call on some students to show the class the right answers

-Listen to the students and help them if neccesary

Post-reading: (12 minutes)

Ask students to work in groups to discuss about the question :

+ What are the differences between a traditional Vietnamese family and a morden Vietnamese family ?

- Give some suggested words to talk about a family :number of children, the house they like to have, the head of the family , who works , who takes care of the housework and children , the income

- Call on some representatives on the

in the blanks

- Read the italicized words/ phrases and explain in front of the class :

1, precede : happen or exist

2, determine : find out 3,confide : tell somebody about something very private or secret

4,sacrifice : willingly stop having something you want

5, obliged : having a duty to something

- Work in pairs to answer the questions

A: What are the four key values in the survey ? B: They are Physical attractiveness,

Confiding,

A: Who are much more

concerned with

physical ?

B :The young Americans

are much more

concerned than the young Indians and the Chinese

A: What are the Indian students’ attitudes on a partnership of equals ? B :The Indian students agree that a woman gas to sacrifice

- Read the questions carefully and work in pairs to answer the questions

A: - I think a modern family has fewer

children than a

traditional one

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groups to talk about the differences

Homework : (2 minutes) -Do reading text in workbook -Prepare the next lesson

take care of their children

- Work in groups to discuss to compare to other groups

- Talk in front of the class about the class

-Listen to the teacher and take note

Unit

Speaking

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I Objectives:

1 Educational aim: Students can talk about the differences among cultures Knowledge:

- General knowledge: - Through this unit, students can talk about the differences among cultures

- Know how to arrange opinions sensibly

- Language: Students use sentences, words, phrases and expressions for making their view

3 Skills: Fluency in expressing opinion and expressions for making a opinion

II Method: Integrated, mainly communicative

III Teaching aids: Pictures, English textbook 12, hand-outs

IV Procedures:

Teacher s activities’ Student s activities’ Notes

Warm-up:(5minutes) Checking the last lesson

- Call two students to go to the board Students and : Talk about the differences between a traditional family and a modern family they’ve written at home

- Ask the other students to comment about the talking

- Feedback and give correction if necessary

- Lead the whole class to the topic of the lesson

Pre-reading: (8 minutes) - Task 1:

We are going to talk about the differences among cultures

- Ask students to express their point of view on the followings ideas , using the words or expressions in the box * In Vietnam ,three or even four generations may live in home

* A happy mariage should based on love

* In some Asian countries , love is supposed to follow marriage not precede it

* In some countries, a man and a woman may hold hands and kiss each other in public

- Listen to the students and give remark

-Read the paragraph in front of the class

- Read the sentences given and work in groups to dicuss

A : In my opion,it is not good for three or four generations to live in a family because they will find it difficult to sympathy their interests and habbits and I agree that love is supposed to follow mariage not precede it

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While –speaking : (16munites) Task 2:

- Ask students to work in pairs to discuss about the differences between the culture in America and in Vietnam

+Give the culture in America:

- Two generations ( parents and children ) live in a home

- Old- aged live in nursing home - It is not polite to ask questions about age, marriage and income

- Americans can greet anyone in the family first

- Groceries are bought once a week - Christmas and New Year holidays are the most important

- Children sleep in their own bedrooms

+ Listen to the students and give more the ideas about the differences

Post-reading: (14 minutes) Task 3:

- Ask students to work in pairs or work in groups to talk about the similarities and differences between Vietnamese and American cultures, using the features discussed in the task

- Listen and give remarks on their opinions

Homework:(2minutes)

-Students write a paragraph about the cultures in Vietnam

- Do the exercises in the workbook - Prepare for the next lesson

help each other a lot - Work in pairs to discuss and give their ideas about the differences

+ Give the culture in Vietnam.

-There are more generations in a home (grand parents, parents and children )

- Elders live with their children and are taken care of by their sons - Can ask the questions about the age, marriage and income

- Have to greet the older first

- Do the shopping everyday

- Tet holiday is the most important

- Children can share bedrooms with the other in a family

- Work in groups or in pairs to compare

Ps : - There are

differences and

similarities between

Vietnamese and

American cultures .In America, two generations (parents and children) live in ahome In Vietnam, two, three

or even four generations live under one roof etc

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Unit

Listening

Time: 45 minutes

I Objectives:

1 Educational aim: Students should know how to listen to give some information about the wedding ceremony in Vietnam

2 Knowledge:

- General knowledge: Students learn about the wedding ceremony in Vietnam

- Language:

- New words: Words related to culture, wedding Skills: -Filling in missing information

-Passage comprehension

III Teaching aid: Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedures:

Warm-up : (4 minutes)

- Ask students look at the pictures and have a comparison ?

- Let students look at the picture and describe and answer some questions: 1,Where the women come from? 2,What are they doing?

3,do they have happy life? why you know?

- Listen and give mark Pre-listening : (6 minutes)

Ask students to work in groups to ask and answer about the picture

- Hang the table with the questions on the board

+ Have you ever attended a wedding

- Listen and answer

- Work in pairs and each and answer

-

- Look at the picture and the table of the questions to ask and answer about the picture in pairs

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ceremony?

+ What the bride and the groom usually at the wedding ceremony? - Ask students to ask and answer freely

- Give some words : altar, banquet, groom, ancestor ,blessing, tray

While-listening: (24 minutes) Task 1:

Introduction: You are going to hear two people talking about a wedding ceremony in Vietnam

- Introduction: you are going to listen to the conversation to get the information to fill in the missing information

- Let the students read all the sentences before listening

1, The wedding day is carefully chosen by the

2, The gifts are wrapped in 3,The wedding ceremony starts in front of the

4,Food and drink are served

5,The guests give the newly wedded couple envelopes containing . and

- Ask students to compare the answers with a partner

- Call on some students to go the board to write their answers

- Ask students to explain their answers in front of the class

- Feedback and Correct the answers Task 2:

-Ask students to listen to the passage again and answer the questions

- Ask the students to read all the questions before listening

- Let the students listen to the tape two or three times and answer the questions

front of theater praying

and asking their

ancestor’s permission to be married

S2:- They exchange their wedding rings

S3:-They get the presents from their relative and their friends

- Listen to the teacher or the tape

- Read the sentences and then listen to the teacher or the radio carefully

1, groom s parents.’

2, red paper

3, altar

4, at the wedding banquit 5,wedding cards or money

- Work in pairs to compare the answers

-

- Listen and try to get the information to answer the questions

- Read the questions carefully

- Work in groups to discuss and answer the questions

1,The most important thing the groom s family’

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After-listening: (10 minutes)

- Ask students to work in groups to answer the question : What families often to prepare for a wedding ceremony?

- Call some leaders of the groups to talk

in front of the class - Feedback

Homework: (2 minutes)

- *.Write a paragraph about a wedding

– Prepare for the next lesson

house bringing gifts wrapped in red

paper.

2,They would pray ,asking their ancestors’

permission to get married.

3, After they pray and ask their ancestors’

permission to get married.

Work in pairs to answer the questions

- Listen and copy in their notebooks

Unit

Writing

Time: 45 minutes

I Objectives:

1 Educational aim: Student can describing typical features of a Vietnamese conical leaf hat

2 Knowledge:

- General knowledge: Students could write a report to describe typical features of a Vietnamese conical leaf hat

- Language: Words used in a Vietnamese conical leaf hat Skills: Describing a Vietnamese conical leaf hat

II Method: Interagrated, mainly communicative

III Teaching aids: Some models of chart, real information in life

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Warm-up : (4 minutes)

- Work in pairs to talk about the special things in Vietnam

- Call the best student in the class to tell his/her story to the class

- Comment and lead students to the topic of the lesson

Pre-writing: (10 minutes) Task 1

- Ask the students to write about the conical or the “non la”, a symbol of Vietnamese culture

- Give some new words : leaf, rim, ribs,

strap.

- Ask students to observe the photo of the “non la”

Let students write a passage of about 150 words about the conical leaf hat , using the outline and information below

* Introduction : - symbol of Vietnamese

girls/women Part of the spirit of the Vietnamese nation

* Main body: - special kind of bamboo and young /soft palm leaves, conical form, diameter,

*Conclusion : - protecting people from sun/rain and girls/women look pretty/attractive

Ask students change the letter with a partner to read

- Call a good students to read the letter in front of the class

- Feedback and give some suggestions

- Ask students to the exercises in the workbook

-Work in pairs to talk - Some students talk about their experience in front of the class

+ Banh trung,ao dai, non la,

Listen to the teacher - Listen to the teacher and read aloud

the words

Read the words given and write a passsage : - The conical leaf hat is one of the typical features (symbols) of the the Vietnamese culture because it can not be found any where in the world The leaf hat is not

only a symbolof

Vietnamese

girls/women

- Write the letter individually

- Read the letter of the partner

- Read the letter in front of the class

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Unit

Language Focus

Time: 45 minutes

I Objectives:

1 Educational aim: Students can pronounce the sounds “ ed” ending Knowledge:

- General knowledge: Students have to revise the tenses - Language:

- New words: Words related to topic Skills:

- Pronunciation: the sounds “ ed” ending - Grammar: - revise the tenses

IV Procedures:

I Pronunciation(10 munites) a Distinguishing sounds:

- Read the three sounds: /t/, / d/, / id / as model for the class and explain the differences in producing them

- Read the sounds again and ask students to repeat

- Ask students to read the words in each column out aloud in chorus for more a few times

- Call on some students to read the words in front of the class

- Correct the mistakes of pronunciation b Practising sentences containing the target sounds

- Ask students to work in pairs to take turn to read the given sentences

- Read aloud

- Listen and repeat from 2-3 times

- Some of them stand and read words aloud

-Listen to the teacher - Read the sentences in chorus aloud

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- Go round to listen and take notes of the typical errors

- Call on some students to read the sentences in front of the class again and provide corrective feedback

II Grammar: (34munites) * Exercise 1:

a Presentation:

- Review the forms, meanings and uses of the present simple, present perfect, and present continuous, past perfect + Present simple

* FORM:

* MEANING: PRESENT TIME * USE:

sometimes use the present simple to express the ideas that an action is happening or+ Express the idea that an action is repeated or usual The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens It can also be something a person often forgets or usually does not

+ Speakers is not happening now This can not only be done with Non-Continuous Verbs and certain Mixed Verbs.

+ Present continuous

* FORM:

+ Present perfect/Present perfect progressive.

* FORM:

We use the present perfect to say that the action happened at an unspecified time before now The exact time is not important So we can use Present Perfect to describe our experience “I have the experience of …” we can use this tense to say that we have never had a certain experience The Present Perfect is NOT used to describe a specific event

+ With Non-Continuous Verbs and non-continuous uses of Mixed Verbs we use present perfect to show that something started in the past and has continued up until now “for five minutes”, “for two weeks”, and “since Thursday” are all which can used with the Present Perfect NOTE:

- We CAN NOT use the Present Perfect

-List some phrasal verbs : fill in ;turn on; go over ;look at ;make up. Look after

- Some students read the sentences in front of the class

- Work in groups to review the

tenses

- Listen to the teacher to the teacher and note down

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with specific time expressions: yesterday, a year ago, last month, … - We CAN NOT use the Present Perfect with unspecific expressions: ever, never, once, many times, several times, before, so far, already, yet, etc

b Practice:

- Ask students to the exercise individually and then choose a partner to check the answers with

- Call students to write their answers on the board

- Provide corrective feedback * Exercise 2:

a Presentation:

- Review the forms, meanings and uses of the past simple, and past continuous + Past perfect : form/ meaning/ use b Practice:

- Ask students to the exercise individually and then choose A,B or C to complete the passage

- Provide corrective feedback * Exercise 3:

Ask students to complete the letter with the correct form of the verbs in brackets check the answers with

- Provide corrective feedback Homework: (2 minutes)

- Ask students to redo the exercises into the note-workbooks

- Ask students the exercises in the workbook

- Ask students to prepare for the next lesson

- Listen to the teacher and note down

Review the formation and the uses of the tense - Students the exercise individually and then compare the answers with a friend

- Write the answers on the board

-Do the exercise

individually and check the answers with a partner

-Some students go to the board to write the answers

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Unit 3: ways of socialising

Theme: ways of socialising

Unit

Reading

Time: 45 minutes

I Objectives:

1 Educational aim: Students can

+Develop such reading micro-skills as guessing meaning from context + Use the information they have read to answer the questions

+ Pictures in the student’s book enlarged + A table of the active words of the passage Knowledge:

- General knowledge: Students could understand and use the new words through speaking, asking and answering

- Language:

- New words: Words relate to ways of socialising

3 Skills: -Reading for general or specific information -Guessing meaning from context

III Teaching aids: Some photos of ways of socialising and some information about them Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedures:

- Ask students to list some ways of communication they have know - Let students work in pair

- Check the whole class Pre-reading: (35 minutes)

- Ask students to work in groups to

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discuss about the pictures in the textbook

- Ask students to use the questions to ask and answer about the pictures :

- What are the people in the pictures doing?

- What will you if you want to get your teacher s attention in class?’

- What will you if you need to ask someone a question but they are busy talking to someone else?

- Comment and lead the whole class to the topic of the passage

* Pre-teach: New words and phrases: - write some new words and phrases on the board

+verbal(a) + non –verbal(a) + attract (v) + nod (v)

+ approach (v) + rude (a)

- Ask students to guess the meanings of the words

- Ask students to read the words in chorus twice

- Call two students to read the words in front of the class

Homework (4 minutes)

-Ask students to learn the new words and phrases

-Work in groups to discuss about the pictures

- Work in pairs to ask and answer

- Some students answer the questions in front of the class

- Look at the board and note down

- Listen to the teacher - Do the exercises at home

- Prepare for the next lesson

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Reading

Time: 45 minutes

I Objectives:

1 Educational aim: Students can

+Develop such reading micro-skills as guessing meaning from context + Use the information they have read to answer the questions

+ Pictures in the student’s book enlarged + A table of the active words of the passage Knowledge:

- General knowledge: Students could understand and use the new words through speaking, asking and answering

- Language:

- New words: Words relate to ways of socialising

3 Skills: -Reading for general or specific information -Guessing meaning from context

III Teaching aids: Some photos of ways of socialising and some information about them Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedures:

- Ask students to list some ways of communication they have know - Let students work in pair

- Check the whole class While-reading: (26 minutes)

- Let students open the book and read silently while teacher reads aloud and correctly

- Ask students to read themselves and write down some information

- Let students work in pairs to the task1

Task 1

- Ask students to read the passage and give the Vietnamese equivalents to the following words phrases

- Verbal : lời,hữu ngôn

- Non- verbal :không lời

- Attract someone s attention :thu hút’

chú ý

- impolite :không lịch sự

- rude : thô tục, thô lỗ -informality:thân mật - approach : tiếp cận

-a slight nod will :một gật đầu nhẹ đủ

-Listen to the teacher -Give their answer

Guess the meaning of the words and phrases - Listen to the teacher and read up the words and phrases in chorus - Some students read them in front of the class

- Read the passage in skim to guese the meaning of the words - Ask students to work in groups to guess the meaning of the phrases Some students show the answers in front of the class

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Call on some students to show their answers in front of the class

- Comment and give the correct answers Task 2:

- Ask students to read the passage again to choose the best title for the passage - Call four students to go to the board the write their answers

- Ask some students to correct and remark with giving the reason why they have chosen it

- Feedback and give the right answers Task :

- Ask students to work in pairs to answer the questions

- Listen to the students and remark

- Ask students to work in groups to discuss the meaning of whistling and clapping in Vietnamese culture

- Call on some representatives of the groups to answer the questions in front of the class

Homework (4 minutes)

-Ask students to learn the new words and phrases

give their ideas

Ps : A ( Attracting Attention : Non- verbal Cues)

- Work in pairs to anwer the questions

P1:What can you do when you want to attract someone s’

attention?

P2 :We can use either verbal or non verbal.

P1 : What are

considered to be big, obvious non verbal signals?

P2 :They are strong actions that can easily be seen etc.

-Practice talking about communication by non-verbal actions

- to express the happiness they can whistle or clap

- sometimes, they clap or whistle to encourage or despise

- Listen and note down - Listen to the teacher - Do the exercises at home

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The 14th period Date: 07/ 2010 Grade 12

Unit

speaking

Time: 45 minutes

I Objectives:

1 Educational aim: Students should know

+ Use appropriate language to practise giving and responding to compliments in different situations

+ Use appropriate language to talk about other ways of communication

2 Knowledge:

- General knowledge: Students can talk about other ways of communication - Language: Words to speak about ways of communication

3 Skills: -Ask and answer the information about ways of communication

III Teaching aids: Photos of some famous persons or some real information about ways of communication

IV Procedures:

Introduction: we are going to talk about the different ways of communication.

- Ask students to work in groups to talk about some ways to attract to other people

- Give students some words and phrases (Hang on the extra board of prompts). + terrific (a)

+ decent (a) + to be kiding

- Listen to the teacher and say

about the ways of communication

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- Ask students to practise speaking Pre-speaking: (8 minutes)

Task 1

- - Introduce the task: Now work in pairs, take turn to practise readig the dialoge, paying attention to how compliments are received in each situation.

- Ask students to read all the questions in the task and explain the difficult words and phrases if necessary

- Ask students to the task in roles and encourage the whole class to take note the answers while they are doing the task

- Go around the class to check and offer help

While-speaking: (20 minutes) Task 2

- - Ask students to work in pairs to practise giving compliments to suit the resposes using the outlines that they

have already made

- Call on some couples to perform their conversation in front of the class

- Elicit feedback from the class and give final comments

* Task 3:

- Introduce the duty of the task: - Divide the class into groups of - Ask students to work in groups to practise responding the compliments below

Post-speaking: (10 minutes) * Task 4:

- Ask the groups to make dialoge to practisegiving and respoding to compliments , using the cues below - a nice pair of glasses

- a new and expensive watch

- a new cell phone

- a modern looking pair of shoes

- a fashionable jacket

- Work in pairs to practise speaking

- Some couples to play roles to speak in front of the class

P1 : Phil

P2 : Barbara

P3 : Peter P4 : Cindy P5 :Tom P6 : Tony

- Work in pairs to give suitable words

P1 : David P2 : Kathy P3 : Hung P4 : Hien P5 :Michael P6 : Colin

- Listen to the teacher - Work in roles to practise speaking

P1 : Phil P2 : You P3 : Peter P4 : Tom

Listen and work in pairs to make a dialoge based on the Task 1,2 ,

A : You really have a nice pair of glaases I think they make you attractive.

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- Call some representatives of groups to report the parties that they have made Listen to the students and note down all the errors

Homework: (2-4 minutes)

- Summarise the main points of the lesson

- Ask students to write a dialogue about the compliment

compliment.

A : I think you have a new and expensive watch which I have never seen before.

B : Thank you I bought it yesterday.

A:

- Listen and write

down in their

notebooks

The 15th Period Date: 08/ 9/ 2010 Grade 12

Unit

Listening

Time: 45 minutes

I Objectives:

1 Educational aim: Students should know to develop such listening micro-skills as intensive listening for specific information

2 Knowledge:

- General knowledge: Students know how to give information after listening - Language:

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3 Skills: - Listening for general or specific information -Comprehension questions

III Teaching aids: Some pictures of persons or some real information about them Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedures:

- Ask students to close the book - Give some questions :

+ Who s on duty today ?’ + Who s absent today ?’ -Pre-listening: (8 minutes)

- Show students the pictures in the textbook and ask students to guess what they are doing ?

- Ask students to work in pairs to ask and answer the questions in the textbook

- Call some students to answer the questions in front of the class Then explain their reasons

Check the whole class

* Pre-teaching some new words and phrases.

- Ask students to read the words aloud twice

- Explain some new words:

+ marvellous(a) +startling(a) absolute(a):ho n to n à à

+ installed: lắp đặt + chitchat(v)

+ Introduction: You are going to listen to Linda Cupple, a social worker, advise young people on how to use the telephone in their family Listen and decideTrue or False statements

- Ask students to read the statements carefully before play the tape Ask students to work in groups to guess the answers

- Play the tape (read the tapescript) once for students to listen and the task - Ask students to work in pairs to check the answers

- Call some students to show their answers in front of the class

- - Listen to the teacher, and answer the questions - Read silently the sentences given before listening

- Listen the first time - No, we haven’t

- Listen the second time and begin doing the task - Listen the third time and work in groups to decide the best answer

- Each group asks and explains why they choose by some information they’ve listened

-Keys : 1C ,2A ,3C ,4A , 5B

- Listen and read the words aloud in chorus

- Write down the new words

+ Listen to the teacher and try to guese the contend of the talk in the tape

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- Feed back and give the correct answers:

1 T

2 F (the most obvious problem) 3 T

4 F(if your parents not agree) 5 F (is made mostly by young people)

6 T * Task2: Introduction:

- You are going to listen to part of Ms Linda Cupple s talk again and write‘

the missing words.

- Ask students to read the paragraph carefully and work in pairs to discuss and answer the missing words before listening again the talk

- Play the tape ( or read) the talk again for the whole class

- Ask students to give the missing words individually

- Play the tape ( or read) the story again for the whole class to check the answers

- Feedback and give the correct answers

Answer:

1 agreed 5.waking 2 to avoid 6.heart 3 particular kindness 4 adults to stick

- Ask students to listen to the talk again and try to summarize the talk

- Call some couples to talk in front of the class

- Summaries the main points of the lesson

Homework: (2- minutes)

- Ask students to write a paragraph about their own birthday parties

- Ask students to prepare for the next

-Some students speak out their answers and explain why they have chosen it A : I think the first sentence is true because it isin the secon paragraph.( 1: T)

B : I think it is False because it is the most obvious problem.

A :

- Listen to the teacher and read the part of the talk - Work in groups and try to guese the missing words

- Listen to the tapescript - Check the answers in groups

- Listen to the teacher and note down the correct answers

Work in groups and practise talking about Ms Linda Cupple’s talk Ps : In this talk Ms Linda Cupple

give us some pieces of advice on

how to use the telephone in the family The first is to work out a

reasonable

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lesson

- Listen to the teacher - Do homework and prepare the next lesson The 16th Period

Date: 14/ 9/ 2010 Grade 12

Unit

Writing

Time: 45 minutes

I Objectives:

1 Educational aim: Students should know

+ Building sentences based on given words

+ Re- ordering given sentences to make a complete paragraph Knowledge:

- General knowledge: Students learn to Re- order given sentences to make a complete paragraph

- Language: Words used in writing about a paragraph Skills: Writing about a letter of recommendation

III Teaching aids: Some cues, information of someone

IV Procedures:

- Ask students to close the books Ask students some questions:

* Who is absent from the class today ? * Who is on duty, today?

* What should you if you want to talk to someone?

Pre-writing: (8 minutes) Task 1

You are going to write use the words to make sentences Change the form of the verbs (No addition or omission is required)

- Ask students to read the words in the Task and then make the full sentences

1,there/be / many ways/ tell someone/ goodbye, /most of /them/depend/on the situation/and/at hand.

2,however/there/be/one rule/that /all situations/

observe:abruptly/we/seldom/ say goodbye.

3, in/English/it/be/necessary/prepare/a

- Answer the questions

-Read the requirement carefully and read the words carefully

- Ps practise writing the full sentences

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

2, However, thereis one rule that all situations observe: We seldom say goodbye abrutly

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person/ for our department

4, we/lead/into the

farewell/by/say/some

thing pleasant and thoughtful/like/ “

I ve/’

really/enjoy/

5,we/might/also say/something/relating to/

the/time/like/ “Gosh ,/I”

can t/believe/how/’

late/it/be/I/really/must/be/go

While-writing: (18 minutes) - Introduce to task2

- Ask students to put the sentences of the two paragraphs below in their right order

& Paragraph 1:

- Call on some students to order the sentences in front of the class

- Elicit the others to comment and give the correct answers

& Paragraph 2:

- Ask students to order the sentences as the same the task

-Elicit the others to comment and give the correct answers

to prepare a person for our departure

4, We lead into the farewell by saying something pleasant and thoughtful like I ve really“ ’

enjoyed talking to you” 5,We might also say something relating to the timeline Gosh, I can t“ ’

believe how late it is! I must be going!”

Do the task individually and then compare the answers with a friend

- Some students show the order of the sentences in front of the class

+1- C : It is difficult to write rules that tell exactly when you should opologize,but it is not difficult to learn how.

+ 2- E : If we have done

something to hurt

someone s feeling, we’

opologize.

+ – A: An opology indicates that we realize we ve made a mistake,and’

we re soory for it.’

+ - Work in pairs to exchange the sentences in order of a paragraph

+ 1- C :The simplest way to opologize is to say I m“ ’

sorry ”

+ 2- E : Let s take a’

common situation Tom is late for class and enters the classroom.

+ – B : What does he do? The most polite action is usually to take a seat as quietly as possible

and opologize later.

+4 – A : But if the teacher stops and waits for him to say something

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- Ask students to write other dialogues about the ways of communication with the situation given

1, How should you when you are late for class?

2, You’ve made some mistakes in your writing You want to talk to the teacher about it? etc

- Do the writing task in student’s workbook

-Prepare the next lesson

is not the time

Work in groups and then each presentative of each group go to the board to write their dialoges

Ps :1, I should opologize to the teacher and the class for being late

2,I think it is necessary to say “ I’m sorry” Could you help me correct them?

Listen and take note

Unit

Language Focus

Time: 45 minutes

I Objectives:

1 Educational aim: Students can pronounce the stress in two- syllable words

2 Knowledge:

- General knowledge: By the end of the lesson, students will be able to: + Remind of the ways of changing the reported speech

+ Students can the tasks well

- Language: the ways of changing the reported speech Skill: the stress in two- syllable words

IV Procedures:

I Pronunciation: (15 minutes)

- Explain how to pronounce the stress in two – syllable words

* If verbs, adj , adv, prepositions if

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the second syllable which has long vowel or double vowel( except ou )- the stress falls the second syllable But if the second syllable which has short vowel or double vowel or finishes by one consonant the stress falls the first syllable.

* For nouns in whichthe second syllable have short vowel the stress falls the first syllable(` money ) If the second syllable which has long vowel or double vowel the stress falls the second syllable ( de sign’ )

- Ask students to read the words and practise giving the correct stress

- Call some students to read the words in front of the class

Practising sentences:

- Ask students to work in pairs and give the correct stress of the words in the sentences and then read the aloud the given sentences

- Call some students to read the sentences in front of the class

- Comment and read the sentences once to the whole class

II Grammar: (20 minutes) Exercise 1: Presentation

a, - Ask students remind of the rules to change the reported speech:

+ Change the tenses of verbs

+ Change pronouns suitable with the situations given.

+ Change the time as the sentences given

b, Practise doing exercise

- Let students read the situation and change into the reported speech

- Let students practise doing exercise and each of them stands and speak out the sentences they’ve done

- Go around , listen and hepl them if neccessary

- Ex : Polite/ai/, police/ i:/,between

- waving/ei/,

pointing

- student, signal - design, police

- Listen to the teacher and work in pairs to give the correct stress

- Read the words in front of the class

- Work in pairs to practise giving the correct stress of the words in the sentences

- Some students read in front of the class

- Listen and remind of the ways to exchange the reported speech

- Listen to the teacher and note down in the notebook

- Practise changing the sentences

2, Thuan said he worked for a big company.

3,Thuan said he was their marketing manager. 4, Thuan sais the company had opened an office in Ho Chi Minh city.

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Exercise 2 -

,Ask students to read the dialoge between Lan and Tuan , then they have to complete

the conversation Tuan had with Tung by changing in reported speech

- Let students work in pairs

b, Ask students to read the dialoge between Tung and Tuan by using reported speech to retell what Lan has told Tuan

Go around and listen to students or help the if they need

6, Thuan said he had been chosen to run an office in District 5.

7, Thuan asked me howlong I had been learning English.

8, Thuan said he didn t’

have much time to enjoy himself.

- Practise doing and speaking out

the sentences they’ve changed

- Listen to the teacher’s correction

and write down their notebooks

Work in pairs the dialogue between Lan and Tuan firstly and try to find out the tense of verbs, pronouns and time in the dialogue

* Tense: Simple present and Simple past , Simple future

- I, you, he ,she

- Time indecates in the dialoge

* Work in pairs: - P1 : Lan - P2 : Tuan

+ Each pair stands up and read the dialoge

-Work in pairs and

practise changing

reported speech

1, She said she didn t’

want to talk to you.

2, She said she was upset too

3, She said she was not interested

4, Because you had promised to go to the cinema.

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-Ask students to revise the whole unit - Ask students to all the exercises

up

6, She said she didn t’

want to see you

7, She said she didn t’

believe you had tried.

8, She said she would talk to you later.

9, She said she had to go otherwise she would be late for school.

- Each student stands and speak out their sentences they’ve made

- Listen and write down their notebooks

Test yourself A I Objectives:

1 Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 1,2 and

- Students can improve their techniques of doing the simple tests Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests Skill: After this lesson, students will be able to:

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- Improve their knowledge through the test yourself

III Teaching aids: Textbook, board, hand-outs, cassette tape and player

IV Procedures:

Warm-up: (5 minutes) - Greeting

- Ask students something about the test yourself A

* Have you prepared it at home? * Have you got any difficulties? Test yourself

I Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first

- Ask students to listen to the tape once - Ask students to listen again and speak out the statements are true or false - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers

II Reading (2.5 points) (10 minutes) - Present the task:

- Ask pupils to work in groups to compare the answers they have already done to find the correct ones

- Give the correct answers to the class: 1 We can communicate not only through words but also through body laguage.

2 They are our posture, facial expression, gestures.

3 If your posture is slumped and your head is down , this could mean that you are sad or lack cofidence.

4 A person who doesn t look away is’

expressinga chllenge A personwho doesn t look at you is expressing lack’

of interestor is shy

5, Because that person might be angry at you or feel superior to you.

III Grammar(2.5 points) (8 minutes) - Present the task:

A, Practise circlingthe correct anwer (A,B,C or D) to complete the letter

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the task

- understand the task - Read the questions - Listen to the tape

- Listen again and say the statements are true or false

- Listen and discuss in groups to find the correct answers:

1-T, 2-F, 3-F, 4-T, 5-T - Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task

- Compare their results with the other groups, and then with the keys

- Write the answers on the board

- Listen to the teacher and correct the answers

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- Ask students to work in groups to give the correct form of verbs in the paasage

* Give the correct form of verbs

1, C: have been. 2, D : will be 3,B : are having

4,A : could have put off 5,B : will have finished 6,D :have seen

B, Let students finish each of of the following sentences in such a way that it has the same meaning as the original sentence

IV Writing (7 minutes) - Present the task:

- Call the students to read the suggested sentences in front of the class

+ Give the number of your family members, their names, ages and jobs. + How they share the housework? + How they behave?

+What are their hobbies?

+ What you like about each of them?

+

- Check their writings and help them correct the mistakes if they’ve made

- Work in groups

- Compare the results with the other groups - Show the answers in front of the class

- Observe the keys and correct their anwres

*Work in groups and practise writing the sentences given in reported speech

1, Lan asked John what he had done before

working for that

company.

2,Bill promised to come to see me the next Sunday.

3, Tom apologized for not ringing me earlier.

4,Miss White thanked Peter for giving her present

- Students work in groups and practise writing about their families

- Two students go to the board and write

A : There are four people in my family, my father’s name is Tuan,he is fourty-five years old and he is a doctor My mother is Lan, she is fourty years old and she is a teacher , my sister is Huong and she is a student in Hanoi, I am Hoang, sixteen years old and I am a pupil of grade 12 We are a close-knite family, we often

share the

household

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Homework (5 minutes) - Ask students:

+ to study all the lessons again

+ to get ready for the 45 minute-test in the next period

- Read the letter carefully - In groups or in pairs, write her a letter

- Compare the results with the other groups - Correct mistakes

- Study all the lessons again

- Get the knowledge ready for the coming test

(45)

Lesson 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

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 the use of present simple is misty C.Procedure;

Theme Teacher's activities Student's activities

I Organize

( m')

1- Check the student's list

2- Arrange the seats if it's necessary - Monitor gives names of absent students II

Presentation (35 m')

A- the present simple tense.

- T gives some examples on helping board or handouts

- 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? - 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

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 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

Affir: S + V-ed

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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

- Gives questions:

1 What are the affirmative form and negative form?

2 What are the uses of present simple?

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) Past

continuous(2) 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?

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. (1)

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

(47)

IV Summary

(2 m')

- T summarize the content of the lesson

+ use and form of the verb - listen and understand

V Homework

(2 m')

- Asign homeworks: exercise 2,3,4 page ( English 12, workbook); exercise 1,2 page 18(English 12- student book) - Prepare for tense revision: Revise the present perfect, present perfect continuous, past perfect continuous

- Listen to the teacher - Write down the

homework to at home

The 20th period Date:23/ 9/ 2010 Grade 12

Review and test preparation

Lesson 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;

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

C.Procedure;

I Organize

( m')

2- Arrange the seats if it's necessary - Monitor gives names of absent students

II Presentation

(35 m')

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

A1: I have been doing my homeworks (continue)

A2:She has been studying Frech for a year.( emphasize on

- work in pair, study the examples and asnwer the

Teacher's questions; * Expected answer; I form.

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B1: We haven't met her for age

B2: He has worked as a journalist since 1999

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?

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

1 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) 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

7 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

(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 (2)

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

2- for an action that has just finished often relates to present result * Expected answer; I form.

S + had + PII

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

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- Feedback and give correction 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

IV Summary

(2 m')

+ use and form of the verb - listen and understand

V Homework

(2 m')

- Asign homeworks: exercise 1,2,3 page 28(English 12- student book)

- Prepare for indirect speech; Revise the rules of transforming directed into indirected

- Write down the homework to at home

The 21st period Date: 24/ 9/ 2010

Test 1

Grade: 12

Time limit: 45 minutes

45 minute test 1

Full name :………. Class : ………

I Choose the word with underlined part pronounced differently from the rest (1 point ):

1 A seats B photographs C drops D bags

2 A reads B banks C brothers D lives

3 A covered B slipped C snowed D used

4 A decided B tried C interested D reminded

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II Fill in each gap with one word from the table, there are more words than needed ( points):

chance nursing homes contractual nightshift arguments

banquets well-behaved hospital pressure formal

rude annoy responsibility pleasure get together

1 My father is a doctor, he works on a times a week

2 In my family, I take the to wash the dishes and take out the garbage

3 Students in my school are under a lot of study The boy who people are mischievous

5 On Monday mornings, all teachers and students on the schoolyard

6 Marriages that are decided by the parents are called marriages Old-aged parents in America live in

8 Nowadays, wedding are usually held at restaurants or hotels It's considered to be when a student waves to his teacher to get

attention

10 The telephone often causes between members of the family

III Put the verbs in brackets into the correct tenses (2 points):

1 I ( buy) a new house last year but I (not sell) my old house yet so now I have two house

2 A: You ( be ) the theater lately ?

B: Yes, I (go) to see the Othello last week A: You (like) it ?

B: Yes but I ( can not ) see very well, I sat at the back A: I (do) my housework all morning and I (not

finish) yet

B: I ( do) mine, I (start) at a.m

IV Change the following sentences into reported speech beginning with given words (1 point):

1 Helen said " I have been here for six months "

Helen said Helen said " I will leave tomorrow '

Helen said Helen said to John " I will give you a ring when I arrive "

Helen promised John said to Helen " Remember to keep in touch "

John reminded Helen Helen said to John " Thank you for the good time we had together "

Helen thanked

V Read the passage carefully and choose the correct answer ( points) :

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In modern Viet Nam , this has changed completely as people choose their own marriage-partners based on love, and in consideration primarily to their own needs and wants Moreover, early marriage is quite illegal

The traditional Vietnamese wedding is one of the most important occasions Regardless of westernization, many traditional customs continue to be celebrated in wedding ceremony by Vietnamese in both Vietnam and foreign countries, often

combining both western and eastern elements Beside the wedding ceremony, there is also an engagement ceremony which usually takes place half a year before the weeding Due to the spiritual nature of the occasion, the date and time marriage ceremony are decided in advance by a fortune-teller The traditional Vietnamese wedding consists of the following steps; the first is the ceremony to ask permission to receive the bride, the second is procession to receive the bride along with the ancestor ceremony), the third is to bring the bride to the groom's house for another ancestor ceremony and to welcome her into the family then the last is the wedding banquet The number of guests at the banquet is large, usually in the hundred Several special dishes are served Guests are expected to bring gifts, money and the groom and the bride will go from table to table to thank their guests for their blessing and gifts

1 In the past,

A Vietnamese people were free to make a decision on the marriage B Vietnamese marriages were decided by parents and family C Getting married at early age was not allowed

D Parents had no right to interfere their children's marriage

2 At that time, the fact that the bride and the groom had only first met on the day of their engagement or marriage was

A surprising B popular C uncommon D strange

3 Which sentence is true about Vietnamese modern marriage ?

A Most young people don't have their marriage based on love B All marriages are arranged by parents and families

C Marriage is quite westernization

D Couples not get married at quite young age

4 According to the passage,

A Overseas Vietnamese people don't like to have a traditional wedding B There is an engagement ceremony before the wedding ceremony

C Many traditional customs don't exist in a traditional wedding ceremony nowadays D Vietnamese people never ask a fortune-teller the date and time of the marriage

ceremony

5 Which does not exist in a Vietnamese wedding ceremony ?

A guests B dishes C firecrackers D gifts

VI Write a short paragraph ( 80 words) about your family using the suggestions below(2 points) :

- Number of members, their ages and jobs - Responsibilities of each member

- Some of your family rules

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Unit : SCHOOL EDUCATION SYSTEM

The 22nd period Date: 28/ 9/ 2010 Grade 12

Theme: SCHOOL EDUCATION SYSTEM Unit

Reading

Time: 45 minutes

I Objectives:

1 Educational aim: Students should know school education system in England Knowledge:

- General knowledge: Students know about school education system

- Language: Sentences and expression for describing school education system - New words: Words related to school education system

3 Skills: Guessing meaning in context, scanning for specific information and passage comprehension

IV Procedure:

- Ask Ss some questions about the picture:

- Who are they?

- What are they doing?

- Do you think they are English students?

- Open the book

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- Ask students to read the facts below and decide whether the statements about schools in Vietnam are true (T) or false (F) Then compare their results with their partners’

Facts about schools

1 Children start Grade when they are years old

2 Schooling is compulsory from the age of to 16

3 The school year generally begins in September and ends in late May

4 The students not have any examinations when they finish secondary school

5 A school year consists of two terms While you read : (23 minutes)

- Explain pronunciation and meaning of new words which appear in the passage

Task : (3 minutes)

Find words or phrases in the reading passage which have the following meanings.- Let students work individual or in groups

- Help students if necessary Keys:

1- state schools 2- primary education 3- secondary education 4- compulsory

5- General Certificate of Secondary Education (GCSE)

6- Curriculum Task 2: (4 minutes)

- Ask students to answer the following questions

- Ask students look through the passages then try to answer the questions in right way

- Let them work in pairs - Help students if necessary (the answers in the passage)

Walk round the classroom and correct mistakes

Keys:

1 from the age of 5 2 terms

3 the state school and the independent‘ ’

or public school systems‘ ’

- Listen to the teacher and open the book – Unit 1, part A: reading

- Look at the book, listen to the teacher and work in pairs to decide whether the statements about schools in Vietnam are true (T) or false (F) Then compare their results with their partners’ T F T F T

- Listen to the teacher then read the passages

- Ask some new words if necessary

- Keep the book open

- Listen to the teacher then task

- Ask the teacher if necessary - work individual or in group - Write down in the notebook

- Try to answer the questions - Practice with a partner then write them down in the note books

- Ask the teacher if necessary - Listen to the teacher and make a brief note about school education system in England - Listen to the teacher

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4 yes

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

6 When Ss finish the secondary school, they can take an examination called the General Certificate of Secondary Education

Ask Ss to work in groups Tell the others one of the most difficult school subjects you are studying and what you would like your friends and your teacher to to help you learn that subject more effectively

- Ask students to Reading exercise of Unit in workbook and prepare Part B : Speaking at home

Work in groups Tell the others one of the most difficult school subjects you are studying and what you would like your friends and your teacher to to help you learn that subject more effectively

- Listen to the teacher and write down homework

Theme: school education system

Unit

Speaking

Time: 45 minutes

I Objectives:

1 Educational aim: Students should know school education system in Vietnam Knowledge:

(55)

- Language: Talking about the school education system in Vietnam - New words: words related to school education system

3 Skills: talking about school education system

II Method: integrated, mainly communicative

III Teaching aids: Board, chalks, textbook and notebook

IV Procedure:

- Ask students to keep book close - Write on the board names of school education system in Vietnam: University, nursery, primary school, college, kindergarten, secondary school Then ask Ss to put them in order

- Ask students to repeat

Tell Ss to understand more about school education system in Vietnam (We learn Unit 1, part- speaking) Pre-speaking : (12 minutes) Task 1

- Ask Ss to work in pairs Study the table below then ask and answer the questions about the school education system in Vietnam

- Let them work in pairs

- Listen to students and correct mistakes

Example:

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

B: When they are years old

A: How long does the primary education last?

B: years

While-speaking : (15 minutes) Task

- Teacher introduces the task “Work in groups Talk about the school education system in Vietnam, using the information from Task 1”

- Guide students how to practise - Ask students to work in pairs

- Help the students with new structures

- Walk around and help them

- Call some student to stand up and report before the class

- Correct their mistakes

- Keep books close - Listen to the teacher

- Look at the board and try to remember names of ten subjects

- Work in pairs

- Practice asking and answering the questions about the school education system in Vietnam using the information in the table

Example:

A: When the children in Vietnam go to primary school? B: When they are years old A: How long does the primary education last?

B: years

- Listen to the teacher - Do task

- Work in groups

- The students are called stand up and tell loudly

Example:

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Post-speaking : (10 minutes) Task 3

-Teacher introduces the task “Work in groups Talk about the similarities and differences between the school system in Vietnam and in England”

- Let them work in groups

- Ask some students to stand up and tell loudly

- Walk round and help them - Listen and correct mistakes

- Ask students to write a passage about similarities and differences between the school system in Vietnam and in England

- Work in groups Talk about the similarities and differences between the school system in Vietnam and in England

Example:

There are some differences between the school systems in Vietnam an England Children in Vietnam start primary school at the age of and finis this level at 10 while those in England study at primary school from the age of to 10 Schooling is compulsory for Vietnamese children until the age of but, in England, compulsory education ends when children are 16 There is also a difference about the subjects studied at schools

On the other hand, Vietnam and England school systems have some similarities Students in both countries have to follow the national curriculum set by the government After finishing secondary schools they all have to take the national examination known as GCSE

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The 24st Period Date: 30/ 9/ 2010 Grade 12

Unit

Listening

Time: 45 minutes

I Objectives:

1 Educational aim: Students should know about someone’s background Knowledge:

- General knowledge: Students talk about someone’s background - Language

- New words: Words related to someone’s education Skill: Listening for gist and for specific information

IV Procedures:

- Ask Ss some questions about their studies at school

1 What school subjects are you good at?

2 Which ones you enjoy most/least in your class? Explain why

- Ask Ss to look at “Listen and repeat” - Read and ask students to listen - Let students listen again and repeat - Write some words on board and ask students to read them aloud

- Let they work in pairs - Listen and correct mistakes While-listening: (20 minutes) Task (10 minutes):

- Ask students to read the questions quickly

- Guide students the requests of the task

- Let students listen twice

- Write on board from to and call some students to come and write their answers

- Listen to the teacher - Answer the questions:

- Work in pairs

- Listen and understand the meanings of those words

- Read the questions quickly - Listen to the listening script - Answer the questions

Answer:

1 Jenny/ Gavin Gavin

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- Let them listen again and correct Task (10 minutes):

- Teacher introduces the task “Listen again and answer the questions”

1 When did Gavin think he listed to the teacher well?

2 How did Gavin find the exams? Why couldn’t Gavin pass the exams easily?

4 Why did Gavin say he didn’t think his school days were the best time of his life?

- Read or turn on the tape script again once or twice

- Help students give the correct answers Post-listening: (10 minutes)

- Teacher introduces the task “Work in pairs Talk about the results of your current exams at school and what you will to prepare for the next exams” - Go round and help students

- Correct mistakes

Homework: (2minutes)

- Ask students to rewrite a passage about their school days in secondary school

- Ask students to prepare the part Writing at home

4

5 Jenny/ Gavin

- Look at the task and listen to the teacher

- Read the questions and try to understand them

- Listen to the tape script - Give correct answers:

1 When he enjoyed the subjects He found it very difficult Because they were difficult for him to in a short time

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

- Work in pairs Talk about the results of your current exams at school and what you will to prepare for the next exams

E.g I didn’t well in the last exam period I was content with my math, physics and chemistry results but my English result wasn’t very good I made too many mistakes so I barely passed it

I think I have to spend more time studying English to get higher grade in the coming exam

- Listen to the teacher - Write down the homework The 25th Period

Date: 07/ 10/ 2010 Grade 12

Unit

Writing

Time: 45 minutes

I Objectives:

1 Educational aim: Students learn how to understand the school education system in Vietnam

(59)

- General knowledge: Students will be able to write the school education system in Vietnam

- Language

- New words: Words relating to school education systems Skill :

II Method: Integrated mainly communicative

III Teaching aids: Textbook, board markers

IV Procedure:

- Ask students some questions about school education systems in Vietnam

1 How many levels of educations are there in your school system?

2 How long does it take to complete each level?

3 How many classes are there in each level? When children start Grade I?

- Lead Ss to the new lesson: “write a paragraph on the formal school education system in Vietnam”

- Teacher introduces the task: In about 150 words, write a paragraph on the formal school education system in Vietnam, using the information given in Speaking Tasks on page 47 You may follow the suggestions below:

- Levels of education:

primary (5 years; start from the age of 6) lower secondary (4 years)

upper secondary (3 years)

- Compulsory education: years (primary & lower secondary)

- The academic year: 35 weeks (9 months, from September to May)

- School terms: terms: term (Sept - Dec.), term (Jan - May)

- Time of the national examination for GCSE (early June)

- Guide Ss to write Topic Sentence Supporting Details Closing Sentence

- Walk round the class to give Ss assistance While-writing: (20 minutes)

- Ask Ss to write

- Call on some Ss to read out their writing in front of the class

- Ask Ss to exchange their writings for peer correction

- Correct mistakes Suggested answer

The formal school system in Vietnam consists of two

- Work in pairs, discuss and find out the answers

1-

2- Primary: years/

Lower secondary- years/ upper secondary - years

- Understand the aim of the lesson

- Study the task carefully

- Work in pairs to give outlines

1

Topic Sentence

The formal school system in Vietnam consists of two levels of education, primary and secondary education.

2

Supporting Details

3

Closing Sentence

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levels of education, primary and secondary education The children start Grade/ Year at the age of and they normally complete the primary education at the age of 10 They move to lower secondary school to study in Grade when they are eleven years old They will finish nine-year compulsory education when they complete Grade 9 at the age of 14 The children may go to upper secondary schools if they pass all the subjects tested at the end of Grade They will stay there until they complete Grade 12 at the age of 17 If they want to sit for the entrance exam to universities or colleges they have to take the national examination for GCSE which takes place at the end of Mayor beginning of June The academic year in Vietnam runs from September to May and is divided into two terms The first term ends in January with a week holiday and the second term finishes in May before a long summer holiday comes.

Post- writing: (5 minutes)

- Ask Ss to read the paragraph again - Give remarks on the writing

- Rewrite the paragraph at home

- Prepare the section D (The Language focus part of Unit 4)

in Vietnam

- Exchange their writings for peer correction

- Correct mistakes

- Read the paragraph again - Correct mistakes

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Unit

Language Focus

Time: 45 minutes I Objectives:

1 Educational aim: Students know how to pronounce and mark the stress in three-syllable words

2 Knowledge:

- General knowledge: Students learn some information to fill in a form - Language:

- New words: Words related to a form Skills:

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

II Method: Integrated, mainly communicative III Teaching aids: Text books,

IV Procedures:

- Write some three-syllable words on the board, and then pronounce those words aloud

- Pay attention to its stress - Ask Ss to read after algebra

2 carefully politics physical computing compulsory September

-How we pronounce these words?

- Read again these words and lead to the lesson

- Today, we learn how to pronounce three-syllable words

I Pronunciation

a Give Ss some rules of word stress in

three Listen to teacher - Read aloud

- Pay attention to its stress

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syllable words

- Help students how to pronounce those words correctly by reading first as model b Practice:

- Read the words first: clearly, correctly - Listen and correct their pronunciation if it’s needed

- Let students read the sentences and work in groups

- Listen and remark each group II Grammar:

a) Review some grammar structures: Passive voice

S + to be + past participle - Give some examples

- Ask Ss to make sentences with the structures

b Practice:

* Exercise 1: (10m’)

- Introduce the task: Fill each blank with the simple present passive form of the verb in brackets

- Guide Ss to

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

- Introduce the task: Rewrite the following sentences using the passive voice

- Guide Ss to

- Ask Ss to rewrite the following sentences using the passive voice

- Correct mistakes

Exercise (10m’)

- Introduce the task: Fill in the spaces of

- Practise in groups

- Some groups compare with their results and read the words in sentences aloud

- The answers can be various - Listen and give more questions in pairs

- Read the sentences in chorus aloud

- Understand the task

- Fill each blank with the simple present passive form of the verb in brackets

Answers:

1 is separated

2 is set - must be followed is made up

4 is paid are selected

- Rewrite the following sentences using the passive voice

Answers: Exercise

1 this school was built in 1997

2 This dictionary was published in 1870

3 A surprise party is going to be organized by the students in my class tomorrow morning

4 The kitchen is being painted now “Romeo and Juliet” was written by Shakespeare in 1605

6 Shakespeare’s tragedies have been translated into many languages

7 A new primary school has just been built in my village

8 English will be spoken at the conference

9 The floor hasn't been cleaned (by Jane) yet

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

- Guide Ss to

- Ask Ss to fill in the spaces of the following passage with the correct tense in passive voice of the verbs in brackets

- Correct mistakes Homework: (2 minutes)

- Assign homework

- Do exercise ‘part E-language focus in work book Prepare Unit (Reading)

Exercise

1 Was built were sold has been made can be bought are used can be used is stored are done must be told 10.can be done

- Do exercise ‘part E-language focus’ in work book Prepare Unit (Reading)

Unit 5: HIGHER EDUCATION

Theme: HIGHER EDUCATION Unit

Reading

1 Educational aim: Students should know about their first impressions of university life

2 Knowledge:

- General knowledge: Students know about higher education - Language: verbs in past tense

- New words: Words related to higher education Skills: • Vocabulary comprehension matching

• Passage comprehension

• Arranging the sequence of an event II Method: Integrated, mainly communicative

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IV Procedure:

Warm-up: (5 minutes) - Ask Ss some questions:

1 What are you going to after you finish high school?

2 Which university would you like to attend?

3 Where will you live if you study at a university far from your house?

- Get feedback

- Lead Ss to the new lesson: higher education

Before you read : (7 minutes)

- Ask Ss to work in pairs, ask and answer the following questions:

1 How you say in English the names of these universities?

2 What university would you like to apply for and why?

- Get feedback

- Give Ss suggested answers While you read : (23 minutes)

- Explain pronunciation and meaning of new words which appear in the passage Task : (3 minutes)

- Introduce the task: Complete the following sentences, using the right forms of the words in the box

- Ask Ss to complete the following sentences, using the right forms of the words in the box

- Go around class and help Ss if they need

- Call on Ss to give their answers - Correct mistakes

Task 2: (4 minutes)

- Introduce the task: Find out who:

a attended a party on the first weekend at college

b didn't get on very well with the roommate

c was not used to meeting different people every day at college

d liked having a chance to be creative e was very excited about going to college

- Work in pairs, discuss and answer the questions

- Stand up and tell the class the answers

- Understand the aim of the lesson: Unit 5: higher education

- Work in pairs, ask and answer the questions

1 Hue University

2 Hanoi University of Architecture

3 Hanoi University of Natural Science

4 I would like to apply for Hanoi University of Natural Science

- Read the text in silence

- Find out new words

- Understand the aim of the text

- Do the tasks that follow Task1:

- Choose the right word to fill in the blanks

- Exchange their answers for peer correction

- Tell the class the answers campus

2 blamed scariest challenges amazing

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f enjoyed the first year at college - Go around class and help Ss if they need

Task 3: (10minutes)

- Introduce the task: Answer the following questions

1 What did Sarah on the first weekend?

2 Why did Sarah feel so lonely at the party?

3 What problems did Ellen have with her roommate?

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

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

- Guide Ss to answer

- Go round the class to help Ss if necessary

- Call on some Ss to give their answers - Correct mistakes

- Ask students to read the passage again - Ask students to Reading exercise of Unit in workbook and prepare Part B : Speaking at home

Ellen: 3- b didn't get on very well with the roommate

4 c was not used to meeting different people every day at college

Brenden: 5- d liked having a chance to be creative

6- f enjoyed the first year at college

- Read the text again, answer the questions on the text She went out with her new

friends, walking around the campus

2 Because at the party everyone was busy playing some games and no one seemed to noticed her

3 Her roommate left the window open when it was cold outside She went to bed early She blamed Ellen for making her sick Brenden thought the first

year at college was the best and most challenging of his life

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Theme: higher education

Unit

Speaking

1 Educational aim: By the end of the lesson, students will be able to talking about the application process to tertiary institutions in Vietnam

2 Knowledge:

- General knowledge: Students know how to talk about school; make an interview and reporting on results

- Language: words related to higher education

3 Skill: speaking about school life of students fluently II Method: Intergrated, mainly communicative

III Teaching aids: textbook, board, rising questions, hand-outs IV Procedures:

Warm-up: (2m )’

- Show Ss some documents

requiring for tertiary institutions and ask them what they are

- Call on some Ss to answer

Pre-speaking: (10m )’

- Teacher introduces the task1: Below are the admission

requirements for tertiary

institutions in some countries Work in groups Tick () those which are obligatory for you to be admitted to a university in Vietnam

1 an application form an identity card a reference letter

4 a copy of the originals of your school certificate

5 a birth certificate

6 a copy of the record of your performance at school scores of the required entrance examination

- Answer the questions an application form an identity card a reference letter a birth certificate

- Work in groups, tick () those which are obligatory for you to be admitted to a university in Vietnam

- Stand up tell the class their answers

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- Call on some Ss to tell their answers

- Listen and correct pronunciation mistakes

While-speaking: (20 minutes) Task 2

- Teacher introduces the task “Work in pairs Ask and answer the questions about the application process to tertiary study in Vietnam using the following cues”

- Guide Ss to practice:

E.g A- When you fill in and send the application form?

B- In March

- Have Ss to ask and answer in pairs

- Go around and provide help if necessary

- Correct mistakes

Post-speaking: (10 minutes)

- Teacher introduces the task: Task Work in groups Discuss the process of applying to a tertiary institution in Vietnam

- Guide Ss to discuss the process of applying to a tertiary institution in Vietnam

- Go around and provide help if necessary

- Correct mistakes

- Ask students to write about the process of applying to a tertiary institution in Vietnam

- Understand

- Work in pairs Ask and answer the questions about the application process to tertiary study in Vietnam using the cues

- Stand up, ask and answer about the application process to tertiary study in Vietnam

- Others listen and check the pronunciation

- Work in groups Discuss the process of applying to a tertiary institution in Vietnam

Answer: In order to be admitted to a university in Vietnam, all students have to following the process of applying During March, they have to fill in the application form and send it to the university they choose in March After passing the GCSE examination held in May, all students are able to sit for the entrance examination in July Successful candidates will be sent a letter of acceptance from the university All students have to now is to prepare all required papers to be officially accepted of that university

- Do homework

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Listening

1 Educational aim: Students should know about the problems they may have when studying in a new school

2 Knowledge:

- General knowledge: Students learn more about the problems they may have when studying in a new school

- New words: Words related to higher education

3 Skills: - Listening and deciding on True or False statements II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, tape and cassette player IV Procedure:

-Give Ss a question to discuss: “Talk about the problems you may have when studying in a new school.”

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- Ask students to look at the part: Before listening

- Read loudly the words:

Proportion; majority; tutorial; international; available; appointment ; Agricultural; rural; thoroughly

- Walk round, listen and help students - Ask students to repeat loudly the words - Listen and check pronunciation While-listening: (20 minutes) Task 1

- Introduce the task: Listen to the conversation between John and David and circle the best option (A, B, C or D) to complete the following sentences

- Read the conversation twice

- call some students to give their answers

- Read the conversation the third time for Ss to correct

Key: 1-C; 2-A; 3-C; 4-A; 5-B After-listening: (10 minutes)

- Ask Ss to work in pairs Ask and answer the question:

"Would you prefer to an undergraduate course abroad or in your country?” Explain your choice

- Guide Ss to

- Call some Ss to practice asking and answering the question

E.g.

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

B I would like to an undergraduate course in my country

A Why?

B Because my English is not very good and I cannot afford tuition fees and accommodation for studying oversea

Homework: (3 minutes) - Assign homework

Proportion; majority; tutorial;

international; available;

appointment ; Agricultural; rural ;thoroughly

- Understand those words

Answer:

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

- Work in pairs Ask and answer the question:

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

- Stand up and speak out E.g.

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

B I would like to an undergraduate course in my country

A Why?

B Because my English is not very good and I cannot afford tuition fees and accommodation for studying oversea

(70)

- Prepare the section C (The Writing part of Unit 5)

Writing

Time: 45 minutes I Objectives:

1 Educational aim: Students learn how to write a letter of request to UCAS to ask for the information about the admission requirements to the university

2 Knowledge:

- General knowledge: Students will be able to write a letter of request - New words: Words relating to higher education

3 Skill :

II Method: Integrated mainly communicative III Teaching aids: Textbook, board markers IV Procedure:

- Ask students some questions about how to write a letter of request

- Give feedback and lead Ss to new lesson Pre-writing: (15 minutes)

- Teacher introduces the task: You want to apply for an undergraduate programme in a university in England Write a letter of request (about 150 words) to UCAS to ask for the information about the admission requirements to the university, using information in the Reading and Speaking section on page 52 & 56 You may follow the outline below:

- Guide Ss to write outlines

a) Introduction:

- State the reasons why you are writing, your interest in tertiary study in England (mention the name of the programme/the universities/ )

b) Request:

- State what information you would like them to provide: tuition fee, accommodation,

- Work in pairs, discuss and find out the answers

1-

2- Primary: years/

Lower secondary- years/ upper secondary - years

- Work in pairs to give outlines

a) Introduction:

- State the reasons why you are writing, your interest in tertiary study in England (mention the name of the programme/the universities/ )

b) Request:

(71)

exams,

Further information:

- Say you would be happy to supply further information about yourself such as your English proficiency and record of secondary education study,

c) Conclusion:

- End with a polite closing

- Walk round the class to give Ss assistance

While-writing: (20 minutes) - Ask Ss to write

475/57 Le Ton St District Ho Chi Minh City

March 15th, 2008

Dear sir/madam,

I’ve read a lot about tertiary study in the UK and very impressed by the reputation of many famous universities there Now I am tin last year of the high school and will finish secondary education in months I am very much interested in an undergraduate course in economics in Birmingham University Could you please send me some information about the admission requirements, tuitions fees, accommodation and details of the course? I am ready to supply any information about myself if necessary

I look forward to hearing from you soon Yours faithfully,

Hoang Thanh Nam

Post- writing: (5 minutes) - Ask Ss to read the letter again - Give remarks on the writing Homework: (2 minutes) - Rewrite the letter at home

- Prepare the section D (The Language focus part of Unit 5)

would like them to provide: tuition fee, accommodation, exams,

Further information:

- Say you would be happy to supply further information about yourself such as your English proficiency and record of secondary education study,

c) Conclusion:

- End with a polite closing - Walk round the class to give Ss assistance

- Use main ideas in the outline to write a letter of request (about 150 words) to UCAS to ask for the information about the admission requirements to the university

- Exchange their writings for peer correction

- Correct mistakes

- Read the letter again - Correct mistakes

(72)

Language Focus

1 Educational aim: Students know how to pronounce and mark the stress in words more than three-syllable

2 Knowledge:

- General knowledge: Students learn some information to fill in a form - New words: Words related to a form

3 Skills:

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

IV Procedures:

(73)

- Write some more than three-syllable words on the board, and then pronounce those words aloud

- Pay attention to its stress - Ask Ss to read after

o economics

o psychology

o philosophy

o engineering

o sociology

o mathematics

o geographical

o archeology

-How we pronounce these words?

- Read again these words and lead to the lesson

- Today, we learn how to pronounce more than three-syllable words

* Pronunciation (35 minutes)

a Give Ss some rules of word stress in more than three-syllable words

- Help students how to pronounce those words correctly by reading first as model b Practice:

- Listen and remark each group Homework: (5 minutes)

- Assign homework

- Do exercise ‘part E-language focus in work book

- Listen to teacher - Read aloud

- Pay attention to its stress

- Understand the aim of the new lesson

- Read the sentences in chorus aloud then indevidual

(74)

Language Focus

1 Educational aim: Students know how to pronounce and mark the stress in words more than three-syllable

2 Knowledge:

- General knowledge: Students learn some information to fill in a form - New words: Words related to a form

3 Skills:

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

IV Procedures:

- Ask students about the preparing the exercises at home

* Grammar:

a) Review some grammar structures: conditional sentences

- Give some examples

b Practice:

- Introduce the task: Complete the sentences using conditional sentence type I

- Guide Ss to

- Ask Ss to complete the sentences using conditional sentence type I

- Correct mistakes

- Answer the teacher’s question

- Understand the task Answers:

1 If you fail the GCSE examination, you will not be allowed to take the entrance examination to the university You won't be able to get into the exanimation room if you are 10 minutes late

3 If you don't send the application form on time, you will not be able / allowed to take the entrance exam

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- Introduce the task: Express these situations using conditional sentence type II

- Guide Ss to

- Ask Ss to express these situations using conditional sentence type II

- Correct mistakes

Exercise (10m’)

- Introduce the task: Complete the sentences with the correct form of the verbs in brackets

- Guide Ss to

- Ask Ss to complete the sentences with the correct form of the verbs in brackets

- Correct mistakes

allowed to submit your application form

5 Unless you show your identity card you won't be able / allowed to get into the examination room - Understand the task

- Do the exercise - Correct mistakes Answers:

1 She doesn't have a car She doesn't go out in the evening If she had a car, she would go out in the evening

2 Sarah doesn't study hard She hates school

If Sarah liked school, she would study hard

3 I can't the test It is too difficult

I would/ could the test if it was/were not too difficult

4 Peter doesn't read a lot He can't find the time

Peter would read a lot if he found the time/had more time

5 I can't translate this I don't speak Korean

If I spoke Korean, I could translate this

6 They don't travel far a lot They are afraid of flying

If they weren't afraid of flying, they would travel far a lot

- Understand the task - Do the exercise - Correct mistakes Answers:

1 If John had passed the GCSE examination, he would have been allowed to take the entrance examination to the university If you had sent the application on time, they might have called you for an interview I can't understand why you didn't If John had installed an alarm, the thieves wouldn't have broken into his house

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- Assign homework

- Prepare Unit 6: FUTURE JOBS

5 If you had told me earlier I would have given it to you We would have sent you a Christmas card if we had had your address

- Do exercise ‘part E-language focus’ in work book

- Prepare Unit 6: FUTURE JOBS

Unit FUTURE JOBS

The 33rd period Date: 21/ 10/ 2010 Grade 12

Theme: FUTURE JOBS Unit

Reading

1 Educational aim: Students should know about preparing for a job interview Knowledge:

- General knowledge: Students know about future jobs - New words: Words related to future jobs

3 Skills: - Guessing meaning from context - Reading for specific information II Method: Integrated, mainly communicative

III Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc

IV Procedure:

Warm-up: (5 minutes) - Ask Ss some questions:

1 Tell the class some jobs you know? Which job would you like to be in the future? Why?

- Work in pairs, discuss and answer the questions

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- Get feedback

- Lead Ss to the new lesson: future jobs Before you read : (7 minutes)

- Ask Ss to work in groups Tick () the factors that they think would help them succeed in a job interview

• wearing casual clothes • giving clear, honest answers • feeling self-confident

• feeling nervous

• having a good sense of humour • avoiding difficult questions - Get feedback

- Give Ss suggested answers While you read : (23 minutes)

- Introduce the task: These words are from the passage Look back to the text and circle the best meanings A, B or C - Ask Ss to circle the best meanings A, B or C

- Go around class and help Ss if they need

Task 2: (10minutes)

- Introduce the task: Work in pairs Decide whether the following statements are true (T) or false (F)

1 Try to reduce the feeling of pressure and make a good impression on your interviewer

2 Find out as much information as you can about the job and the vacancy

3 Bring with you a letter of application and your resumes to the interview Take all your certificates and letters of recommendation with you

5 Remember to dress neatly and formally

6 Your voice should be clear and polite Tell the interviewer about your shortcomings

8 Remember to say goodbye to the interviewer before leaving the interview - Go around class and help Ss if they

- Understand the aim of the lesson: Unit 6: future jobs

- Work in groups Tick () the factors that they think would help them succeed in a job interview

E.g

- avoiding difficult questions - giving clear, honest answers - feeling self-confident

- Read the text in silence

- Find out new words

- Understand the aim of the text

- Do the tasks that follow Task1:

- Choose the right option to finish the task

- Exchange their answers for peer correction

- Tell the class the answers B

7 C A B

- Look at the task, read the text again to give the answers

- Read the text again, decide whether the statements are true (T) or false (F)

(78)

need

Post reading

- Introduce the task: Work in groups Discuss the question: Which pieces of advice given in the passage you find most useful and least useful? Why? -Guide Ss to answer

- Go round the class to help Ss if necessary

- Call on some Ss to give their answers - Correct mistakes

- Ask students to read the passage again - Ask students to Reading exercise of Unit in workbook and prepare Part B : Speaking at home

- Answer the following

questions:

1 What you prepare for a job interview?

2 What should we and shouldn’t before, during and after an interview?

(79)

Theme: future jobs

Unit

Speaking

1 Educational aim: Students should know to giving opinions about jobs Knowledge:

- General knowledge: Students learn about opinions about jobs - Language: Talking about opinions about jobs

- New words: words related to opinions about jobs Skills: talking about opinions about jobs

II Method: integrated, mainly communicative III Teaching aids: pictures

IV Procedure:

- Ask Ss some questions about jobs:

1 Would you like to work as a teacher?

2 What you think about teaching job?

- Get feedback

- Lead Ss to new lesson Pre-speaking : (12 minutes) Task 1

- Introduce the task: Work in pairs Match a job in A with at least two descriptions in B

A B

- a doctor - a farmer - a tourist guide - a writer

• take care of people's health • create imaginary characters and events

• find good and safe hotels for customers

• take people to places of interest

• construct irrigation systems

• apply new farming

techniques

• help save people's lives • tell stories through pictures - Ask Ss to match a job in A with at least two descriptions in B

- Go around class and help Ss if they need - Call on Ss to give their answers

- Correct mistakes

While-speaking : (15 minutes)

- Listen to the questions

- Discuss the question

- Stand up, answer the questions

- Work in pairs

- Match a job in A with at least two descriptions in B

Example: A: a doctor

B: • take care of people's health

• help save people's lives - In turn, stand up and practice

(80)

Task

- Introduce the task: Task2 Work in pairs Discuss which of the jobs in column A you would/would not like to Explain why/why not? You can use the cues in column B

A B

pilot waiter taxi driver electrician policeman journalist

hotel receptionist computer

programmer

boring rewarding difficult interesting fascinating dangerous challenging fantastic - Guide students how to practise - Ask students to work in pairs

- Help the students with new structures - Walk around and help them

- Correct their mistakes Example:

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

-Teacher introduces the task: Task3 Work in groups Talk about a job you may after you finish school, using the following cues

• Where you will work • Who you will work with • The salary you may get paid • The working conditions - Let them work in groups

- Ask some students to stand up and tell loudly

- Walk round and help them - Listen and correct mistakes

- Ask students to prepare Part C- Listening and homework

- Work in pairs Discuss which of the jobs in column A they would/would not like to Explain why/why not? use the cues in column B

Example:

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

- Work in groups Talk about a job they may after they finish school

Example: I would like to work as a tourist guide It would be a challenging and fascinating job because I would have a chance to travel all over Vietnam and meet many interesting people If I work for a foreign tourist company, I can get high salary and improve my English speaking and listening skills Also, I am a sociable and confident person and I can work hard for a long time so I want to work far away from home to know more about the world around me

(81)

- Write down the homework In den day thoi

Unit

Listening

1 Educational aim: Students should know about future jobs and recent changes in job market

2 Knowledge:

- General knowledge: Students learn more about jobs - New words: Words related to future jobs

3 Skills: - Filling in missing information

- Deciding on True or False statements II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, tape and cassette player IV Procedure:

-Give Ss a question to discuss: Which is the most popular job in Vietnam? - Get feedback

- Lead Ss to new lesson

E.g Accountant nurse lawyer

teacher computer programmer… Pre-listening: (7 minutes)

- Ask students to look at the part: Before listening

workforce manufacturing retail service category goods job market economy wholesale

- Discuss and answer the

questions

- E.g Accountant nurse

lawyer teacher computer programmer…

(82)

- Walk round, listen and help students - Ask students to repeat loudly the words - Listen and check pronunciation While-listening: (20 minutes) Task 1

- Introduce the task: Task Listen to the passage and fill in the missing words in the boxes

- Call some students to give their answers

- Read the passage the third time for Ss to correct

Key:

1- manufacturing 2- service

3- transportation 4- finance 5- service Task 2

- Introduce the task: Task Listen again and decide whether the statements are true (T) or false (F) American workers have changed from manufacturing jobs to service jobs

2 Manufacturing jobs are jobs in which workers make something

3 Personal services are one of the five service jobs

4 70% of workers produced goods one hundred years ago

5 80% of workers will work in the service sector by the year 2020

- Read the passage again

- Ask Ss to decide whether the statements are true (T) or false (F) - Go round the class, give help to Ss if they need

- Call some Ss to give the answers - Read the passage the last time to check their answers

Suggested answers:

1- T 2- T 3- T 4- F 5- F After-listening: (5 minutes)

- Work in groups Summarize the passage using the information in Tasks and

- Guide Ss to

- Understand those words

Answer:

1- manufacturing 2- service

3- transportation 4- finance 5- service

- Read the statements quickly - Listen to the listening script - Answer the questions

Answers:

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

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- Call some Ss to summarize the passage

- Prepare the section D (The Writing part of Unit 6)

Unit Writing

(84)

- General knowledge: Students will be able to write a formal letter of job application

- Language

- New words: Words relating to job application Skill :

II Method: Integrated mainly communicative III Teaching aids: Textbook, board markers IV Procedure:

- Raise a picture of a beauty spot ( Keo Pagoda in Vu Thu Thai Binh) and ask Ss some questions:

- Where is it?

- What is it famous for?

- Do you want to work as a tourist guide here?

- What qualification you need? - Get feedback

- Lead Ss to the new lesson: “Writing a formal letter of job application”

- Teacher introduces the task: Task Work in pairs Read the following advertisement and fill in the notes

English-speaking Tour Guides Wanted

We are a travel company managing holiday tours We need English-speaking local guides to accompany foreign visitors on trips throughout Vietnam If you have a high school diploma, have experience as a tour guide, a good manner, speak fluent English and are willing to work hard for long hours, please contact: The Manager, Vinatour, 450 Nguyen Du Street, Hanoi. Telephone No: 04 824 0139

• Type of job: ………

• Level of education needed: ……… • Work experience: ……… • Character and interests: ……… - Guide Ss to fill in the notes

- Walk round the class to give Ss assistance While-writing: (20 minutes)

- Teacher introduces the task: Task Write a letter to Vinatour, applying for the job mentioned in the advertisement in Task Your letter should include the following details

• Your name, address and date of writing • Name and address of the company • Greeting

• Introduction: say where you saw the

- Work in pairs, answer the questions

- The new lesson: “Writing a formal letter of job application”

- Work in pairs Read the following advertisement and fill in the notes

English-speaking Tour Guides Wanted We are a travel company managing holiday tours We need English-speaking local guides to accompany foreign visitors on trips throughout Vietnam If you have a high school diploma………….

Answers:

1 Tour guide

2 high school diploma

3 experience as a tour guide, fluent English

4 a good manner, willing to work hard for long hours - Study the task carefully

- Work in pairs to give outlines - Base on the outline write a letter to Vinatour, applying for the job mentioned in the advertisement in Task

- Exchange their writing for peer correction

- Read out the letter - Correct mistakes

Flat 3,324, Ly Thuong Kiet Street, Hanoi

(85)

advertisement and why you are writing the letter of application

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

• Closing

- Guide Ss to write outlines - Ask Ss to write

Post- writing: (5 minutes) - Ask Ss to read the letter again - Give remarks on the writing

Homework: (2 minutes) - Rewrite the letter at home

- Prepare the section E (The Language focus part of Unit 6)

250, Nguyen Du Street, Hanoi Dear Sir or Madam,

I am writing in reply to your advertisement in the Vietnam News for experienced English-speaking local guides to accompany foreign visitors on trips throughout Vietnam

I think I meet all of the qualifications that you specify I was awarded High School Certificate two years ago After leaving high school, I worked as an accountant in a small travel agency for one year, where I was given a training course on tourism Then I had one year of experience as a tour guide so I know many tourist areas in Vietnam arid have a basic knowledge of Vietnamese culture, history and geography I speak English fluently In addition, I am a sociable and confident person and can work hard for long hours I would like to work for you and would appreciate the opportunity to discuss this position with you in person

I am looking forward to hearing from you at your convenience.

Yours faithfully, Nguyen Quoc Anh

(86)

Unit

Language Focus

1 Educational aim: Students know how to pronounce weak/strong forms of some conjunctions & prepositions

2 Knowledge:

- General knowledge: Students learn some information to fill in a form - Language:

- New words: Words related to a form Skills:

- Pronunciation: weak/strong forms of some conjunctions & prepositions - Grammar: Relative clauses

IV Procedures:

- Write some words on the board, and then pronounce those words aloud - Pay attention to its weak/strong forms - Ask Ss to read after

I. Pronunciation

- Ask Ss to look at this table

- Read the words and their weak and strong form

- Ask Ss to read after - Call some Ss to read seats

- Help students how to pronounce those words correctly by reading first as model b Practice: Practise reading these sentences What are you looking at?

2 I want to go but I don't know when She bought a book and two pens Thanks for coming

5 Where is it from? I'm from Hanoi

7 She's the one I'm fond of

- Listen to teacher - Read aloud

- Pay attention to its weak/ strong forms

- Understand the aim of the new lesson

(87)

8 First of all, I want to thank you for coming

9 The letter was to him, not from him 10 I want to ask you a question

- Listen and remark each group II Grammar:

a) Review some grammar structures: Relative clauses

Whom; who; which; whoever; whose………

- Give some examples

b Practice:

- Introduce the task: Exercise Add who, whoever, whose, whom or which to complete the following sentences

- Guide Ss to

- Ask Ss to fill each blank with who, whoever, whose, whom or which

- Correct mistakes Suggested answers:

1 whom which Whoever which Which Who

7 Whose who which 10 whom * Exercise 2: (10m’)

- Introduce the task: Exercise Join the following sentences in two ways

Example:

1 Look at the man He is teaching in the classroom a) Look at the man who is teaching in the classroom b) Look at the man teaching in the classroom

- Guide Ss to

- Ask Ss to rewrite the following sentences using the passive voice

- Correct mistakes

1 I read a book that was written by a friend of mine

- I read a book written by a friend of mine A man who was carrying a lot of money in a box got on the bus

- A man carrying a lot of money in a box got on the bus

3 In the street there were several people who were waiting for the shop to open

- In the street there were several people waiting for the shop to open

times

- Read the sentences in chorus aloud

- Fill each blank with the simple present passive form of the verb in brackets

Answers:

1 is separated

2 is set - must be followed is made up

4 is paid are selected

- Rewrite the following sentences using the passive voice

Answers: Exercise

- Do exercise ‘part E-language focus’ in work book

- Prepare Unit 5: Higher education

1 I read a book that was written by a friend of mine

- I read a book written by a friend of mine

2 A man who was carrying a lot of money in a box got on the bus

- A man carrying a lot of money in a box got on the bus

(88)

4 Britain imports many cars which that were made in Japan

- Britain imports many cars made in Japan There are a lot of people in your office who want to talk to you

- There are a lot of people in your office wanting to talk to you

6 The cowboy who had been wounded by an arrow fell off his horse

- The cowboy wounded by an arrow fell off ms horse

7 Most of the people who were injured in the crash recovered quickly

- Most of the people injured in the crash recovered quickly

8 John, who wished he hadn't come to the party, looked anxiously at his watch

- John, wishing he hadn't come to the party, looked anxiously at his watch

9 The children who were playing football in the schoolyard were my students

- The children playing football in the schoolyard were my students

10 Vietnam exports a lot of rice which is grown mainly in the south of the country - Vietnam exports a lot of rice grown mainly in the south of the country

- Assign homework

- In the street there were several people waiting for the shop to open

4 Britain imports many cars which that were made in Japan - Britain imports many cars made in Japan

5 There are a lot of people in your office who want to talk to you

- There are a lot of people in your office wanting to talk to you

6 The cowboy who had been wounded by an arrow fell off his horse

- The cowboy wounded by an arrow fell off ms horse

7 Most of the people who were injured in the crash recovered quickly

- Most of the people injured in the crash recovered quickly John, who wished he hadn't come to the party, looked anxiously at his watch

- John, wishing he hadn't come to the party, looked anxiously at his watch

9 The children who were playing football in the schoolyard were my students - The children playing football in the schoolyard were my students 10 Vietnam exports a lot of rice which is grown mainly in the south of the country

(89)

Test yourself B

I Objectives: After this lesson, students will be able to:

II Method: Integrated, mainly communicative.

II Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs… IV Procedures:

- Ask students something about the test yourself B

I Listening(2.5 points) (10 minutes) - Present the task: Listen and complete the table below

- Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words - After that turn on the tape of the passage aloud twice

- Greeting

- understand the task - Listen to the tape carefully

(90)

- Let students fill in the blanks with the words they have just heard

- Go round the class to control the work - Then turn on the tape of the passage the last time for students to check their results

- Correct mistakes

II Reading (2.5 points) (10 minutes) - Present the task: Read the passgae and fill in each blank with a suitable word from the box

- Get students to work in groups, discuss about the passage

- Go round the class to control the discussion

- State the best option - Correct mistakes

III Grammar(2.5 points) (8 minutes)

- Recall the grammar - Giude students how to - Give them some newwords: - Do the first as an example - Ask students to to the exercise - Call the to to on board

- Go round the class to control the set’s activities

- State the keys - Correct mistakes

IV Writing(2.5 points) (7 minutes)

- Giude students how to write

heard

- Correct mistakes Keys:

1 sorts of things,

2 learn at all,

3 things for themselves, make them go,

5 a certain age

- Look at the textbook and listen to the teacher then read the passage and fill in each blank with a suitable word from the box

- Work in groups to discuss about the passage - Finish the task

- Compare their results with the other groups, and correct

Keys:

1 Final 6.Qualification requirements 7.Grader when 8.Equivalent courses Count subjects 10 Who

- Listen to the teacher - Work in groups to complete the sentences - Compare the results with the other groups - Correct mistakes Keys:

1 The widows have been cleaned

2 A super market is going to built

3 Lan is said to have won

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- Give students some models and structures to writes

- Ask students to write - Call the to to on board

- Go round the class to control the students’ activities

- Correct mistakes

6 If we had brought a city map, we wouldn’t have

- Listen to the teacher carefully

- Work in groups or in pairs then write

- Compare the results with the other groups Dear

- Correct mistakes

- Study all the lessons again

(92)

Review and test preparation Lesson – passive voice

A Objectives;

1- Knowledge: By the end of the lesson students will be able to; - use the correct passive sentence

3- Skills:

- Remembering the use of passive voice 4- Education:

- present passive speech in English language B.Teaching aids;

2 Student:- Materials: Student’s book C.Procedure;

Theme Teacher's activities Student's

activities I

Organize ( m')

II Warm-up

(5 m')

- Ask some questions:

1 Do you know when was this school built at the first time?

2 How many pupils have been taught since 1999?

- Call some Ss to answer orally,

- Take note the answer on the board and feedback

- Instroduce the revision grammar point

Work in pairs - write down the answers

- give the answers orally

- other ss give remarks on the answers

III Presentation

(35 m')

A Grammar : *) Passive voice.

- T give examples and ask Ss to give remarks

Ex1: This bike is made of plastic.

Ex2: Her book was read by thousand of students last year.

Ex3: These rooms have been painted several times.

- Ask Ss to give remarks on the form

1- form

To be + Past participle (PII)

2- Rules of changing active to passive. 2.1) Subject, object, verb.

Ex1: VietNam exports rice -> Rice is exported by VietNam

Active: Subject verb obiect Passive:Subject be + PII by object

2.2) Tenses:

Active tenses Passive tenses

- simple present - simple past - present

- S + is/am/are + PII

- S + was/were + PII

- S +is/am/are + being + PII

- study the

examples and give remarks on the form

- buid the form

- study the model - give explaination to the rules

- write down

- study the active - give the

equivalents to passive

(93)

continuous

- past continuous - present perfect - past perfect

- S +was/were+ being + PII

- S + has/have + been + PII

- S + had + been + PII

2.3) Modal verbs:( can, could, may, must, should…)

S + modal verbs + be + PII

Ex1: Our village may be flooded in the rain season.

- listen to the teacher, - take notes IV

Summary (2 m')

+ give remarks on the basic rules. - listen and understand V

Homework (2 m')

- Asign homeworks: exercise 1,2,3 page 50(English 12- student book)

- Prepare conditional sientences: Revise the rules of transformation of active to passive

The 40th period Date : 03/ 11/ 2008 Grade 12

Lesson – Conditional sentence

A Objectives;

1- Knowledge: By the end of the lesson students will be able to; - use the correct conditional sentences

3- Skills:

- Remembering the use of conditional sentences 4- Education:

- present wishes in English language B.Teaching aids;

3 Anticipated problems: SS may find difficult to distinguish the use of conditional sentence type1 and type2 in some cases

C.Procedure;

activities

(94)

Organize

( m') 2- Arrange the seats if it's necessary names of absent students II

Warm-up (5 m')

*/ If you were the headmaster, what should be done to make our school better?

III Presentation

(35 m')

A Grammar : *) Conditional and wish sentence.

1- Conditional sentence;

1.1) Conditional sentence type 1. a- Form;

Ex1: If he visits us, I will tell him the truth

If clause Main clause

S + V(simple present tense) S + will + V(infinitive)

b- Use;

b.1) express an real condition that is in present or may happen in the future

Ex1: If I have time, I'll visit you.

Ex2: He will get good marks if he studies harder.

b.2) Will" can be replaced by " can, may, must, should)

Ex1: If you feel tired, you can stay at home. Ex2: We may finish our before noon if we start now.

Ex3: If you want a good job, you must work hard now.

Ex1: If he lived next to us, we would ask him for help

S + V(simple past tense) S + would +

V(infinitive)

b- Use;

b.1) express an unreal condition that can't happen

Ex1: If I were a millionaire, I would buy a luxury car.

Ex2: What would you if you won 100.000$?

Ex1: If he lived next to us, we would ask him for help

- study the

- buid the form

- study the models - give explaination to the use

- write down

- study the model - give explaination to the form

- write down - study the models - give explaination to the use

- write down

(95)

S + V(past perfect tense)

S + would have + V(infinitive)

b- Use;

b.1) express an unreal condition in the past that coundn't happen

Ex1: If he had studied hard, he would have entered an university.

Ex2: We wouldn't have missed the train if we had got up earlier.

* Notice:

If…not = Unless (trõ phi)

Ex1: If he doesn't call her, she will be unhappy

-> Unless he call her, she will be unhappy 2- wish, if only + clause ( giá mà)

2.1) unreal wish at present

Ex1: I wish my life were better.

Ex2: If only he loved me, I would be the happiest woman

2.2) unreal wish in the past

Ex1: We wish she hadn't failed the exam. Ex2: If only you had bought that house, we would have lived near the city center.

to the form - write down

- study the models - give explaination to the use

- write down

- listen to the teacher, - take notes

IV Summary

(2 m')

Homework (2 m')

- Asign homeworks: exercise 1,2,3 page 34 ( English 12, workbook)

- Prepare for conditional sientences

- To get ready for the 45 minute-test in the next period

- Get the

knowledge ready for the coming test - Write down the homework to at home

\

The 41st period Date: 06/ 11/ 2009

Test 2

(96)

Time limit: 45 minutes

45 minute test 2

Full name :………. Class : ………

Circle the best opitions to complete the following passage :

Henry is probably the luckiest person I know He is one of those rare people (1)……….job I would really like to have myself Henry, who had always been interested (2)……….both science and animals, wanted to be a vet, and we were both students(3)……… university at the same time When his course finished, he went to Aberdeen, where he looked after domestic animals (4)…… as cats and dogs In addition, he is charge (5)…… a special program to protect species which are in danger of extinction

1/ A.who B.his C.who his D.whose

2/ A.in B.at C.of D.for

3/ A.of B.at C.studying D.on

4/ A.like B.same C.such D.just

5/ A.of B.with C.for D.at

Choose the sentence that has the same meaning with the given sentence :

6.My father stopped smoking two years ago A My father stopped smoking for two years B.My father has stopped smoking two years ago C.My father has stopped smoking two for years ago D.My father has stopped smoking for two years

7 He wore glasses and a false beard so that

A anyone can recognize him C no one can recognize him

B no one could recognize him D no one couldn’t recognize him

8.As soon as he waved his hand, she turned away. A.He saw her turn away and he waved his hand

B.No sooner had he waved his hand than she turned away C.She turned away because he waved his hand too early D.Although she turned away, he waved his hand

(97)

A.My friends have invited me to go camping B.My friends have invited me go camping

C.My friends have invited me going camping D.My friends have invited me that I might go camping

Choose the word that pronounced differently from the others : 11/ A.laughs B.photographs C.machines D.parents

12/ A.planted B.liked C.needed D.wanted

13/ A.humor B.honest C.human D.horror

14/ A.language B.success C.private D.property

15/ A.escape B.replace C.involve D.country

Choose the best answer :

16.Everything is going well.We………….any problem so far

A.didn’t have B.haven’t had C.hadn’t had D.wasn’t having 17.Look ! That man overthere………… the same sweater as you

A.wears B.to wear C.is wearing D.was wearing 18.Lisa……… to work yesterday She wasn’t feeling well

A.didn’t go B.hasn’t gone C.hadn’t gone D.hadn’t go 19.Most of the guests………by the time we arrived at the reception A.had left B.were left C.would left D.have left 20.When she returned home from work, she……….a bath

A.takes B.took C.has taken D.was taking 21.Did he tell you………… ?

A.where could we meet him B.we would be able to meet him where C.where would be able to meet him D.where we would meet him 22.If Tan Son Nhat Airport……… clear of fog we will land there

A.is B.was C.will be D.could be

23.Kate is a very…………girl She can make friends easily even though she is in a strange place

A.shy B.unfriendly C.socible D.reticent

24.You………… better take off your wet shoes

A.should B.would C.had D.could

25.Elvis Presley………… in 1997

A.dies B.died C.is died D.was died

26.His short stories,……… usually had unhappy endings, were collected and published

A.who B.which C.whom D.that

27.His achivements were partly due to the……… of his wife

A.assis B.assisted C.assistant D.assistance

28.Tommy……… for all the trouble had caused to us

A.complimented B.apologized C.excused D.complained 29.There was a wealth of……….evidence

(98)

30.My sister………for you since yesterday

A.is looking B.was looking C.looked D.has been looking 31.English is an important that is required in several national examination

A.language B.test C.evaluation D.subject

32.Bicycles in the driway

A.must not leave B.must be leaving C.must not left D.must not be left 33 yet ?

A.Have the letters been typed B.Have been the letters typed C.Have the letters typed D.Had the letters typed

34.If I ten years younger, I would apply for the job

A.am B.was C.were D.had been

35.Ms Young, to many of her students are writing, is living happily in Canada

A.who B.whom C.that D.whose

36.I would like to know the reason he decided to quit the job

A.why B.which C.that D.when

37.I have just called a job interview, I am so nervous

A.for B.in C.over D.with

38 if a war happened ?

A.What you would B.What would you

C.What will you D.What you will

39.If she the train last night, she here now

A.took / were B.takes / will C.had taken / would have been D.had taken / would be

40.Paul is so smart He graduated the university in just three years

A.of B.at C.from D.to

UNIT 7: economic reforms

Theme: economic reforms

Unit

REFORM Reading

(99)

I Objectives:

1 Educational aim:

- Students read and guess the meaning of words in contexts - They read and answer questions about the texts

- They practice scanning for specific information in the texts Knowledge:

- General knowledge: The changes brought about by the economic reforms - Language: Common knowledge of education, healthcare, agriculture,…

- New words: Words related to the topic (economic, medical and agricultural terms)

3 Skills:

- Guessing meaning in context, scanning for specific information and passage comprehension

II Method:

- Integrated, mainly communicative

III Teaching aids:

-Picture, board, chalks, textbook, handouts,…

IV Procedure:

Aims: to introduce the topic of the lesson and to raise students' interest.

- Tell the class the the differences between schools (hospitals, houses) now and the past ten years

- How farmers transport their farming products now and how did they ten years ago?

- What make all of these changes? Before you read : (38 minutes)

- Ask students (to work in pairs) to open their books, look at the pictures, and the tasks that follow

+ What can you see ? + Do you think…?

+ What, in your opinion, should…? - Ask them to work in minutes, meanwhile the teacher moves round to help if necessary

- Ask some pairs to report - Give some remark if necessary - Ask students to read the pssage

- Ask the students to read the passage and prepare the tasks at home

- now: beautiful buildings, good facilities,

past: …

now: tractors, motorbikes, …

past: human’s force or animal’s force

- the development of economic

- Things seen: a village, farmers, a buffalo, some huts,…

A poor village, of course the farmers lead a poor life Build a new road, change the cultivation methods, …

- Listen to the teacher then read the passage

(100)

Unit

Reading

Time: 45 minutes

I Objectives:

1 Educational aim:

- They practice scanning for specific information in the texts Knowledge:

- General knowledge: The changes brought about by the economic reforms - Language: Common knowledge of education, healthcare, agriculture,…

- New words: Words related to the topic (economic, medical and agricultural terms)

3 Skills:

II Method:

IV Procedure:

(101)

lesson and to raise students' interest.

- Tell the class the the differences between schools (hospitals, houses) now and the past ten years

- How farmers transport their farming products now and how did they ten years ago?

- What make all of these changes? While you read : (30 minutes)

- Ask students to read through the text once to find out some new words, guess the main idea

- Explain new words (give the Vietnamese equivalents), guide the sts to get the main contents of the reading text

- Ask students to work individually in minutes to this task

- Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to the task effectively

- Give students some more words that may be new/ unfamiliar to them

- Guide the students to read the word in chorus and individually

- Ask students to read the passage again and choose whether the statements given are true (T) or false (F)

- Ask them to work individually to the task and give the evidence to prove the keys

- Move round to make sure that all

good facilities, past: …

now: tractors, motorbikes, …

past: human’s force or animal’s force

- the development of economic

- Read through the text find the new words, try to guess the meanings of those words in contexts:

+ National Congresses: Đại hội toàn quốc

+ renovation (n): i

+ under-developed

(pp):¸chËm ph¸t triĨn + inflation (n): lạm phát + stagnant (adj): trì trệ + government subsidies (n): sù bao cÊp cña

chÝnh phñ

+ government commitment (n): cam kÕt cña

chÝnh phñ + dissolve (v): tan r·

+ substantial (adj): lớn lao, đáng kể

- Get the meaning of some more words:

+ eliminate (v):… + intervention (n):… + Vietnamese Communist Party

+ measure (n):…… + promote (v):…

+ economic reforms (n):… + Land Law

+ Enterprise Law

(102)

students are working and to help them if necessary

- Ask some students to report and give feedback

- Ask students to read the passage again then work in pairs to ask and answer the suggested questions

- Walk round the class to give help if necessary

- Give suggested words, phrases or useful suggestions

- Correct the students’ work

- Ask students to work in group to scan the text again

- Ask them to work in small groups of three or four to talk about the text based on the suggested points

- Encourage them to use their own words

- Ask one or two pairs to report

- Share the key with other sts

1 F F T F T

- Find in the text the evidence to prove the keys - Do the task in pairs:

A: When and by whom was

…?

B: in 1986 by the Vietnamese Communist Party

A: What was the aim…? B: to restructure the economy of Vietnam, to Raise the living standard of the people.

A: Name the renovation measures…?

B: eliminated government subsidies.

shifted economic priority… of export.

reduced state intervention in business.

open trade relation… the world.

encourage foreign…… investment.

A: How has Vietnam changed…?

B: productivity and agricultural export…

farmers have enjoyed… workers have worked harder.

children, especially from

…, … training.

A: What we believe? B: We believe that with the

…

VN before DM: economy

under-developed –

country and poor people –

production stagnant –

shortage of schools, hospitals – inflation.

(103)

- Write a passage to say what changes you’ve seen in your village since the year 1986 compare to the past

eliminated government subsidies - shifted economic priority… of export - reduced state intervention in business -open trade relation… the world - encourage foreign……investment.

VN since DM: productivity and agricultural export -farmers have enjoyed… -workers have worked harder.

children, especially from

…, … training.

Unit

Speaking

Time: 45 minutes

I Objectives:

1 Educational aim:

- Students work in pairs to describe the pictures

- Students talk about measures and effects of the economic reforms in Fantasia

(104)

- General knowledge: Economic reforms

- Language: + The way to make suggestions or predictions + The tenses

- New words: words related to economic reforms 3 Skills:

- Discribing details in pictures

- Talking about changes the new economic reform has brought about II Method:

- Integrated, mainly communicative III Teaching aids:

- Pictures, board, chalks, textbook, handouts IV Procedure:

Tell a short story to prove that the renovation measures has apparently changed the social and people’s lives positively

Pre-speaking : (12 minutes) Task 1

- Explain the requirements clearly in English “in your textbook, there are four pictures Now, what I would like you to is to look at them carefully and say what they are about”

- Ask students to work in pairs to discus the three questions and find the answers

- Correct the students’ work and give remark

While-speaking : (15 minutes) Task 2

- Explain the requirements “The country of Fantasia started its overall reforms…”

- Divide the class into groups, asks each group to discus a section: Education Health care

Listen and give one’s own ideas or story if being asked

- Work in pairs to discus the three questions and find the answers

A: What does each pair of picture tell you?

B: It tells us the contrast between the present and past situations. A: What changes can you see in each pair of…? B: The new school and factory are much bigger and more beautiful than the old ones.

A: What you think

… to achieve these…? B: They must have taken some renovation

measures.

- Correct the answers oneself

Group 1: Education

S1: The government of Fantasia has changed the

curriculum and

textbooks.

(105)

Agriculture

- Guide the students how to speak by giving them useful suggestions:

+ They have………… so …… + Due to the ………

+ Thanks to the……… + By applying……….

- Walk round from group to group to give help if necessary

- Encourage students to speak out what they think even a phrase or a singular word

- Ask students to work individually to summarize what they’ve discussed in their own words

- Move round to check the activities and to make sure that students are working effectively

- Ask one or two students to report in front of the whole class

- Check and give remarks

S3: They build more schools and raised the teachers salaries.’

S1: It is obvious that they……

Group 2: Health care

S1: Many hospitals have been built as well as the doctors and nurses’ ’

salaries have been raised.

S2: Due to the government s’ policy, many more highly qualified doctors have worked to improve the people s health.’

Group 3: Agriculture

S1: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems.

S2: They ve also applied’

new and advanced farming techniques, more facilities and equipment. S3: They use fertilizers,

pesticides and

insecticides to protect their crops.

S1: The government of Fantasia has changed the

curriculum and

textbooks They also provided schools with more equipment and facilities They build more schools and raised the teachers salaries’ …

S2: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems They ve also’

(106)

Name some measures we’ve made to promote our economic system

advanced farming

techniques, more

facilities and equipment. They use fertilizers,

pesticides and

insecticides to protect their crops.

- Listen to the teacher - Write down the homework to at home

(107)

Date: 12/ 11/ 2009 Grade 12

Unit

Listening

I Objectives:

-Students know the harm of taking drug 2 Knowledge:

- General knowledge: Listen for specific information - Language: The present simple tense

- New words: Words related to to the topic

3 Skills: - Listening and deciding on True or False statements. - Listening comprehension

II Method:

- Intergrated, mainly communicative III Teaching aids:

- Tape, cassetteplayer, board, chalks, textbook IV Procedure:

Warm-up: (5 minutes) - A story about an addictor Before you listen: (7 minutes)

- Ask students to work in pairs to ask and answer the given questions

- Guide the students to answer if necessary

- Give further information

- Explain the words that will appear in the listening text

- Ask students to read in chorus then individually

While you listen: (20 minutes) Task 1:

Ask students to read the statement at least once first

Ask them to guess the answers

Play the tape once then check how many answers can students find

- Listen to the teacher - Work in pairs:

S1: Should drug-taking be banned?

S2: Yes, because it brings the users many harm on not only their physical but also mental health. S1: Drug-taking is totally a social evil.

- Listen and repeat:

Tango discourage Drug-taker rationally Ruin solution Unfortunately measures islanders

- Read the statement once to get the main contents

Listen to the tape and the task

(108)

Play the tape again Check and give remarks

Call some students to say out their answers and the evidences they get to prove their answers

Task 2:

- Ask them to guess the answers

- Call some students to say out their answers and the evidences they get to prove their answers

After you listen: (10 minutes)

- In group, ask students to discus the guided question, find the answer

- Move around to help if necessary - Give remarks or even suggestions

the answers

Represent if being asked Keys: 1 F, 2.F, T, 4. T, F, F, T, 8. T, F

- Listen to the teacher’s explanation then correct the answers onself

- Read the questions once to get the main contents

Find evidences to each of the answers

Represent if being asked

1 They discovered a plant containing a powerful drug.

2 They grew it all over the island.

3 The negative effects: people become lazy –

children did not go to school – the shortage of food.

4 Measures: introduced a law to make the drug illegal – put drug-takers into prison – export the drug to other countries.

- Listen to the teacher’s explanation then correct the answers oneself - In groups, ask and answer the question

S1: Do you think that the

Government of

Tango……?

S2: I don t agree with’

that solution because when they export the drug to other countries the other peoples will suffer from the drug-taking problems, and other government will face the same problems as theirs.

(109)

- Imagine you are an MP of Tango what would you to solve the

problem -Listen to the teacher andwrite down homework to at home

Unit

Writing

- Writing a report based on given information Knowledge:

- General knowledge: Writing a report on the economic development - Language: +The tenses

+ Connectors (time expressions) - New words: Words related to economic reforms 3 Skills:

- Writing a report II Method:

- A picture, board, chalks, textbook IV Procedure:

- Free talk about the changes in one’s home village during the renovation process

- Explain as clearly as possible the requirements “The table below

Do as required

Exchange the ideas with others

(110)

presents the results the Government… ”

- Give clear task to students While-writing: (18 minutes) Task 1

Ask students to look at Task

In pairs, ask students to ask and answer the questions

Move around to give help Check and give remarks

Task 2

- Explain the requirements: Writing a report

+ The economic situation of Tango before 1980

+ The measures taken by the Government and the people of Tango overcome the problems

+ The achievement ( as presented in the table) they have made as a result of the reform

- Ask students to work in groups to write report

- Walk round to give help if necessary

Work in pairs to the task

S1: What was the economic situation in Tango before 1980? S2: It was really bad The country was under-developed.

S1: What can you say about the economic situation in Tango from 1980 to 200?

S2: Many positive changes has made The economic situation in 2000 is much better than the one in 1980.

S1: What you think the

….?

S: They have taken positive measures….

Listen to the teacher to correct oneself

Work in groups to the task

The Government and the people of Tango started their overall economic reform in the mid 1970s. Before that time the economy of the country was in ruins……… The Government of Tango has taken a lot of measures in order to promote the national economy such as…… Despite all difficulties, the people of Tango … After all, they have received greater and greater achievements….

(111)

- Ask some groups to represent their work, ask other to give remark

- Choose some good writing to read in class and give remark

- Ask students to rewrite the task at home and preapare part Language Focus at home

Listen to the teacher’s explanations

Exchange the writing to other groups to check and give remarks

- Represent the task on board if being asked Read the writing to get others’ remarks

The Government and the people of Tango started their overall economic reform in the mid 1970s. Before that time the economy of the country was in ruins……… The Government of Tango has taken a lot of measures in order to promote the national economy such as…… Despite all difficulties, the people of Tango … After all, they have received greater and greater achievements….

Do as the teacher asked

Unit

Language Focus

(112)

- Strong form and weak form of auxiliaries Adverbial clauses 2 Knowledge:

- General knowledge: Combining the sentences

- Language: Know how to use although, even though… - New words: Words related to the exercises

3 Skills:

- Writing sentences with adverbial clauses of concession II Method:

- Board, cassetteplayer, chalks, textbook and notebook IV Procedure:

1 warm up: (5 minutes)

- Introduce the lesson to the students 2 Pronunciation: ( 15 minutes)

- Explain the way to use strong form (emphasis, positive, stressed cases ), weak form (interrogative, unstressed cases)

- Help students to know the pronunciation

- Practice:

A: Can you speak English? B: Yes, I can.

A: Must we go now? B: I think we must.

A: Have you met Quang? B: Yes, I have

A: Has she gone? B: Yes, she has. A: Shall we go now? B: I think we ought to.

A: Will you come tomorrow? B: Yes, I will.

A: Do you really have time for it? B: Yes, I do.

3 Grammar and vocabulary: ( 23 minutes)

- Explain once again the “Clause of concession”

Though

Although S + V, S + V Even though

Guide the students how to the exercises

Divide the class into groups, ask them to the exercises

Correct the students’ work if

Get the teacher’s

explanation

Can /kæn/

(str) /kən/ (w)

Could /kud/

Must /mst/

(str) /məst/ (w)

Have /hæv/ Has /hæs/ Do /du/

Does /dz/ Is /iz/

Am / æ m/ Will /wil/

Shall /∫æl/

Practice reading in chorus or individually

Exercise1:

(113)

necessary

4 Homework: (2 minutes)

- Ask students to revise the strong form and weak form of auxiliaries, the use of clause of concession, and prepare Unit Part: Reading

rainy, we managed to go to class in time.

Although Luong has studied English only for six months, he can ……. I didn t go to bed early’

although I was …

Exercise 2:

Although I was very tired Although I had never seen her before

although it was pretty cold

although we don t like’

them very much

Although I didn t speak’

the language

Although the heat was on although I d met her’

twice before

although we have known

……

Exercise 2:

we forget many things they were very happy he could speak/ read the language…

Although he had revised everything…

it is pretty cold/ there hasn t been’ ….

(114)

UNIT 8: life in the future

Theme: life in the future

Unit

Reading

Time: 45 minutes

I Objectives:

1 Educational aim:

- Students read and guess the meaning of words in contexts - They read and decide on True or False statements

- They note taking and comprehend the passage Knowledge:

- General knowledge: The changes of the life in the future

- Language: Common knowledge of the life and the environment…

- New words: Words related to the life and the economic, environment…

3 Skills:

- Guessing meaning in context, deciding on true or false and passage comprehension

II Method:

IV Procedure:

- Introduce the new lesson to the

students

- Ask students to look at the picture ask and answer the questions

- Listen to teacher

(115)

While you read : (23 minutes)

- Ask students to read the passage again then work in pairs to ask and answer the suggested questions

- Correct the students’ work

book

- Work in pairs

- Work individually to read the text then choose the the words and phrases in the passage:

- Share the key with other students:

Keys

1 Pessimists optimists

3 economic depression terroism

5 wiped out Space shuttle

- Listen to the teacher then the task

- Works in pais:

Keys:

1 - Many large corporations will be wiped out and millions of jobs will be lost - The security of the earth will be threatened by terrosist groups will become more powerful and more dangerous

3 - People will be living in much cleaner environment, breathing fresher air anf being looked after by …… - They are developments in micro technology–

coputer and

(116)

- Ask students to read the questions carefully

- Ask students to read through the passage again

- Ask the class to

- Call some students to give the answers

- Ask others students to correct - Give the true answers

- Ask them to work in small groups of three or four to discuss the Advantages

and disadvantages of Robots

- Encourage them to use their own words

- Ask some students to report Home work: (2 minutes)

- Review the reading and prepare the speaking at home

Keys:

- Work: Factories,

offices…

- Travel: Cars, space-shuttle, petrol, …

- Some students stand up to report their discussions - Work in groups

The 49th Period Date:18/ 11/ 2009 Grade 12

Unit

Speaking

- Talking about the life in the future

- Discussing predictions about life in the future… 2 Knowledge:

(117)

- Language: + The way to make the life better in the future + The tenses

- New words: words related to the life in the future 3 Skills:

- Discussing predictions about life in the future - Talking about changes the life in the future II Method:

- Board, chalks, textbook, handouts IV Procedure:

Tell a short story to prove that the renovation measures has apparently changed the social and people’s lives positively

- Guide students how to practise - Ask students to work individual - Walk around and help them - Call students to say

Post-speaking : (10 minutes)

Listen and give one’s own ideas or story if being asked

- Pair work

- Practice answering the toppic:

By the end of the 21st,

chinese astronaunts ……

………

By the end of the 21st, a

new moon city will have been opened…

………

- Listen to the teacher then practise

- Workin pairs Ex:

I think it is likely that by the end of the 21st century

…………

In my opion, it is unlikely that by the end of the 21st century

…………

………

- Free practices

(118)

Task 3

- Guide students how to practise - Ask students to work in gruops - Call some pairs of student to stand up and practise

- Ask the students to prepare the listening at home

called stand up to talk to the class about their ideas

- Listen to the teacher - Write down the homework to at home

Unit

Listening

I Objectives:

- Listening, mastering the content of the tape.

- Doing the tasks fluently (true or false statements and the details) Knowledge:

- General knowledge: By the end of the lesson ,students will be able to understand how to make the life better and longer in the future

- Language: The present simple tense and the simple future tense - New words: Words related to to the topic

3 Skills: - Listening and deciding on True or False statements. - Listening for details

II Method:

(119)

Before-listening: (7 minutes) Before you listen:

- Ask students to look at the book and answer the question in the book

- Let them work in pairs - Listen and correct for them Listen and repeat

- Turn on the tape and ask students to listen

- Let students listen again and repeat - Write some words on board and ask students to read them aloud

- Correct

Task 2:

- Let students work inpairs

Before you listen: - Look at the book - Listen to the teacher - Ask and answer the question in the book - Work in pairs - Listen and repeat - Preactise in pairs

- Read the new words aloud in chorus then in devidual

Represent if being asked Keys: 1 F, 2.F, F, 4. T, T

1 Eating more healthily food, cutting down on things like butter, alcohol and cigarettes.

2 The development in medical science Because nobody dies from old age, just from diseases that affect people when they get older.

3 In ten years stime’

(120)

- Ask students write things to to have a healthy and long life, and prepare part writing at home

- Listen to the teacher’s explanation then correct the answers oneself - In groups, discuss the advantages disadvantages of having a very long life Example:

Advantages:

- Do many things they want to do/ enjoy life more.

- See their children and grandchildren grow up. - Help their children and grandchildren.

- Children and

grandchildren are happy with them.

Disadvantages:

- Too weak to things and often ill.

- Feel lonely when children have grown up and busy with their lives, andfriends are dead.

- Listen to the teacher’s guide to correct oneself -Listen to the teacher and write down homework to at home

Unit

Writing

(121)

- Discribing the world you would like to live in in the future Knowledge:

- General knowledge: Writing about some one's ideas or imagines - Language: +The tenses

+ Connectors (time expressions)

- New words: Words related to the life in the future, environment…

3 Skills:

_ To practise students’ speaking and writing skills

_ To help students to able to write about the ideal world they would like to live in the year 2020

II Method:

- Board, chalks, textbook and notebook IV Procedure:

- Free talk about the life in the future Pre-writing: (10 minutes)

Task 1

- Ask student to read the request of task one and translate

- Explain them how to the task - give students the structures: - guide them some new words - Walk around and help them

- Call some to stand up and answer the questions

- Corect

- Ask student to read the request of task two

Do as required

- Listen to teacher - Write down - Do on board - Report Ex:

+ conflict (n) + harmony (n) + materialistic (a) Answer:

+ World: Peaceful, no war, no conflicts, no threat of terrorism, people live is harmony

+ Employment: everyone has a job

+ Environment: clean and healthy, less noise, less popolation, having larger parks, wild life is protected

+ People: Less

materialistic, less silfish, less violent and more loving

(122)

- Explain them how to the task - guide them to write

- Walk around and help them - Call one to on board - Corect

- work in groups

- Compare the result to the other groups

- Listen to the teacher’s explanations

- Exchange the writing to other groups to check and give remarks

- Do as the teacher asked - Listen to the teacher and write down homework

Unit

Language Focus

1 Educational aim: - Contracted form of auxiliaries (cotinued). - Prepositions and articles

2 Knowledge:

- Language: Know how to use in, on, at, of, by, about, among, to, with… - New words: Words related to the exercises

3 Skills:

_ To practise students’ pronunciation and writing skills

_ To help students to be able pronounce the full forms and the contracted forms of auxiliaries and introduce to them the use of some prepositions and articles

II Method:

- Board, tape, cassetteplayer, chalks, textbook and notebook IV Procedure:

(123)

1 Warm up: ( minutes)

_ play the tape and asks students to listen to the sounds listed in their books

_ asks students to listen to the tape then repeat the words in chorus

_ asks students to repeat the words individually

_ correct their pronunciation if necessary

_ asks students to read the sentences suggested individually

_ can read the sentences first and notice the sounds in words

_ asks some students to read the sentences aloud

_ asks others to give comments then correct their pronunciation if necessary

3 Grammar: ( 23 minutes) Exercise1:

_ explains how to change direct speech into reported speech with gerund briefly then give some examples to illustrate and asks students to work in pairs to the exercise suggested _ asks students to discuss the answers with their friends

_ asks some of the students to the exercise orally

_ asks others to give comments

_ gives the suggested answers if necessary

Exercise 2:

_ explains the example carefully

_ asks students to work in pairs to the exercise suggested

_ asks students to discuss the answers with their friends

Get the teacher’s

explanation

_ listen to the sounds listed in their books _ listen to the tape then repeat the words in chorus

_ some individuals repeat the words

_ listen to the teacher’s correction

_ read the sentences suggested individually

_ listen to the teacher’s explanation

_ work in pairs Do the exercise given in the textbooks

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

_ discuss the answers with their friends

_ some of the students to the exercise orally _ other students give comments

_ take notes of the suggested answers

Keys:

1 in, 2.of, 3.on, 4.at, 5.to, 6.in, 7.about, 8.for,

9 between, 10.to

_ notice the teacher’s explanation

(124)

- Ask students to revise the strong form and weak form of auxiliaries, the use of prepositions and articles, redo all the exercises and prepare Test yourself C at home

textbooks

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

_ some of the students to the exercise orally _ other students give comments

_ take notes of the suggested answers

Keys:

1.Ø, 2.Ø, Ø, Ø, Ø The the, 4.the Ø, the Ø, 6.the Ø, 7.the Ø, 8.an.the.the, Ø.the, 10 Ø,a

- Listen to the teacher and write down homework to at home

(125)

- Ask students something about the test yourself C

- Correct mistakes

II Reading (2.5 points) (10 minutes) - Present the task: Read the passgae and choose the statements are True or False

- Recall the grammar of articals - Giude students how to - Give them some newwords: - Do the first as an example

- Greeting

- Fill in the blanks with the words they’ve just heard

1.B, C, A, B, C

- Look at the textbook and listen to the teacher then read the passage and choose the statements are True or False

Keys:

1 F, F, T, T, F

(126)

- Ask students to to the exercise - Call the to to on board

- Correct mistakes

with the other groups - Correct mistakes Keys:

A

1 The, An, Ø

4 The, A,

Ø.

B

1 Athough Nam worked very hard, he didn't pass the exam

2 Although I was very tired, I couldn't sleep Eventhough she had all the ……

4 Athough the traffic was bad, we arrived on time

(127)

Review for the first term- GRADE 12

Lesson Indirect speech– A Objectives;

1- Knowledge: By the end of the lesson students will be able to; - speak and write sentences in the reported speech

3- Skills:

- Remembering the use of each kind of reported speech in context 4- Education:

- study use of reported speech in English language B.Teaching aids;

3 Anticipated problems: SS may find difficult to the equivalent forms of Pronouns, adverbs in reported speech

C.Procedure;

I Organize

( m')

II Warm-up

(5 m')

*Rewrite these sentences in reported speech

- Ask Ss to in minutes

1 " I love my parents very much" Jane said Jane said……… " I am going to work in Ha Noi next month" Peter said

- Rewrite these sentences - Present on the board

(128)

III Presentation

(35 m')

Peter said he………

- Ask Ss to pay attention to the examples and give remarks the indirect speech

1 Tense?

2 Pronouns? ( personal, possessive, demonstrative)

3 Adverbs? ( place, time)

A Grammar :Reported speech

- T give examples and ask Ss to give remarks

I) We change the tenses of the verb if reported verb is simple past.

1, Reported speech: statement

Ex1: He said, "I have just bought a laptop today."

-> He said (that) he had bought a laptop that day

Ex2: They said, " We are having a party for our victory tomrrow."

-> They said they were having a party for their victory the following day

+ What are the changes needed?

The needed changes are: Tense, pronouns, adverbs

2, Reported speech: questions Basic rule :

S + asked + (O) + if /whether + S+ V S + asked + (O)+ W/ H + S + V

Ex1: “ Have you seen this film ?” Tom said -> He asked me if / whether I had seen that film Ex2: “ Where is the post office ? “ Jane said -> She asked me where the post office was

3, Command and request S +

told/asked/ordered/reminded/warned + O + ( not ) + to + V

Ex1" “ Keep silent!” He said -> He told us to keep silent

Ex2: “ Don’t come late!” Peter said -> He asked us not to come late

Ex3: " don't touch that machine It's

dangerous." She said -> She warned me not to touch that machine as it was dangerous -Give notes : Special cases:

II) We don t change the ’ tenses of the verb in indirect speech in the following cases:

1 An action happened at exact time

“ I was born in 1998 “ -> He said he was born in 1998

2 Conditional sentences ( types 2, )

- “ If I were you, I wouldn’t that.”-> He said

loved her parents very much

2 Peter said he was going to work in HaNoi the month after

- feedback and take notes

- rewrite and correct - Give remarks on the changes of reported speech - Listen to the teacher's explaining and note down

- Listen and write down the rules - rewrite and correct the sentences

- Give remarks on the changes of reported speech - Listen to the teacher's explaining and note down - Listen and write down the rules - rewrite and correct the sentences

(129)

if he were me, he would not that Past subjunctives ( wish- clause; as if ) -“ I wish I were a boy, “Mary said.-> Mary said she wished she were a boy

4, could , would , should, might, used to, ought to, would rather, had better,

- “ You had better not contact her,” he said to me

-> He said to me I had better not contact to her 5, general truths

- “ The sun rises in the east.” -> He said the sun rises in the east

the sentences - Listen to the teacher's explaining and note down

IV Summary

(2 m')

Homework (2 m')

- Asign homeworks: exercise 1,2 page 38(English 12- student book) exercise 2,3,4 page 22 ( English 12, workbook)

- Prepare for passive voice and conditional sientences: Revise the rules of transformation of active to passive

Review for the first term- GRADE 12

Lesson Relative clauses, adverb clause of contrast–

A Objectives;

(130)

- Remembering the use of relative clauses and adverb clause of contrast

4- Education:

- aware of the similarities of Vietnamese and English language through complex sentences

B.Teaching aids;

3 Anticipated problems: SS may find difficult to distinguish the differences between defining and non-difining clauses in some cases

C.Procedure;

activities I

Organize ( m')

II Warm-up

(5 m')

Gap-filling - Ask Ss to the task in pairs

1, I really like the book … is writen by To Hoai.

2, The child… you saw at the party is Hellen's son.

3, I have been to the village… my parents used to live.

- Ask Ss to give the answer and explain the use of relative pronouns

- lead Ss to the new lesson

- work in pairs - give the answers orally

- explain the use of relative pronouns

III Presentation

(35 m')

A- Grammar

I Relative clauses.

1) Relative pronouns, relative averbs. - Ask Ss to fill in the blanks with suitable relative pronouns, relative adverbs

Relative pronouns

1 The boy… sits behind me can speak Spanish.

2 The man… Jane loves is a film actor. 3 People… houses were damaged in the flood will receice 100$ from Government. 4 I like the the house… situated on the left bank of Huong river.

Relative adverbs

1 I can't remember the place… I left my keys.

2 Do you remember the day the festival start?

3 I don't know the reason … he refused my help.

- Call some groups to give explainations to the use of each relative of pronouns, relative of adverb

2 Defining clause and Non-defining clause - Ask Ss to discuss and explain the use of …

- work in groups of

- explain the use of relative pronouns "Who, whom, whose, that" are used to modify man

2 "Which, that" are used to modify things

3 "where" is used to modify adverb of places

4 "when" is used to modify adverb of time

(131)

Defining clause Non-defining clause

1 This is the lady who saw the accident.

2 The car which Peter bought last week is made in USA.

3 The town where we used to live is very quiet and peaceful.

1 Shakespeare, who wrote Romeo and Juliet, died in 1616. 2 David's house, which was built last year, is designed by a French architect. 3 These horses, which are expensive, are mine.

- Call some groups to explain

- Feedback and give clear definition 3 Reduction of relative clauses.

* to reduce relative clause, we omit " relative pronouns and the form of to be"

Ex1: The boy who is talking to Marry is my boyfriend.

-> The boy talking to Marry is my boy friend. Ex2: The books the are on the table are mine.

-> The books on the table are mine. II Adverb clause of contrast. 1-

A dverb clause of contrast.

- Ask Ss to choose one of the words in the box to fill in the blank of each sentence

1 although, though, eventhough

2 While, whereas 3 yet

1 mỈc dï 2 khi 3 nhiªn

1 He didn't receive anything … he worked hard.

2 … She had to housework, her sister didn

't have to.

3 Some children like apple … others hate it. 4 He studied hard for the exam, … he failed again.

- Feedback, explain the use of adverb clause of contrast.

2- Noun- phrase of contrast.

+ In spite of + Noun/Pronoun ( mỈc dï) + Despite + Noun/Pronoun ( mỈc dï) - Gives some examples

Ex1: In spite of bad weather, we managed to build the bridge.

Ex2: Despite of working hard, he earned a little money.

examples and discuss the use - explain orally in front of the class - other groups give remarks

- listen to the teacher's feedback and notedown

- Study the examples and discuss the use - explain orally in front of the class - other groups give remarks

- listen to the teacher's feedback and notedown

- Study the examples and discuss the use - listen to the teacher's feedback and notedown

IV Summary

(2 m')

- T summarize the content of the lesson + give remarks on the basic use of relative clauses.

(132)

V Homework

(2 m')

- Asign homeworks: exercise 1,2 page 70-1,2 page 82 (English 12- student book) exercise page 41 - 2,3 page 47 ( English 12, workbook)

- Prepare for the examination of the first term

THE FIRST TERM TEST

SỞ GIÁO DỤC - ĐÀO TẠO

THÁI BÌNH ĐỀ KIỂM TRA CHẤT LƯỢNG HỌC KÌ I NĂM HỌC 2009-2010MÔN: TIẾNG ANH 12

Thời gian làm bài: 60 phút; Học sinh làm vào Phiếu trả lời trắc nghiệm

Mã đề 135 (Đề gồm 02 trang) I Phonetics.

A Pick out the word that has the stress pattern different from that of the other words:

Question 1: A tertiary B instance C politics D contractual Question 2: A subsidy B industry C introduce D dominate

B Choose the word whose underlined part is pronounced differently from the rest:

Question 3: A confidence B sociology C priority D signal Question 4: A express B pessimist C congress D dissolve Question 5: A illegal B reference C parallel D renovation II Grammar and vocabulary: Choose the best answer to complete each sentence.

Question 6: Before the interview, you have to send a letter of application and your rÐsumÐ to the company The word rÐsumÐ is closest in meaning to

A photograph B curriculum vitae C recommendation D reference Question 7: Sue : “You are a great dancer I wish I could half as well as you” - Daisy: “ _.”

A I'm fine, thanks B Not at all

C I don’t think so, too D You’ve got to be kidding! I thought it was terrible Question 8: Mary didn’t remember _ I had told her the day before.

A of which B which C what D that Question 9: By the time I back next year, I think, you _ me.

A am / will have forgotten B will be / will have forgotten C am / will be forgetting D will be/ will forget Question 10: Williams is working _an export company He intends to apply _another job because he is not satisfied _the salary.

A for / for / with B in / on / at C at / out / into D from/ on/ for Question 11: Sorry, I can’t stop now I _ to an important meting.

A am going to go B am going C go D will go Question 12: You can use my phone if yours .

A won't work B doesn't work C won't be worked D isn't worked Question 13: Peter: “Thanks a lot for your wonderful gift.” – Mary: “ ”

A You are welcome B Please C Welcomed D Thank you Question 14: Let’s go to Smith’s, _ we can have a drink before the soccer game starts.

A where B which C who D whom Question 15: There are several places where residents face the threat of _ every day.

A terrorize B terrorist C terror D terrorism Question 16: Mary: “That’s a very nice skirt you’re wearing.”- Julia: “ _.”

A That’s all right B That’s nice C I like it D I’m glad you like it Question 17: The GCSE stands for .

A the Generous Certificate of Secondary Education B the General Certificate of Secondary Education C the Grade Curriculum of Secondary Education D the Government Curriculum of Secondary Education Question 18: Many Indian men said that it was unwise to in their wives.

A trust B share C confide D hide Question 19: He was offered the job thanks to his performance during his job interview.

A impressive B impress C impressively D impression Question 20: If he _the GCSE examination, he to take the entrance examination.

A had passed / would have allowed B had passed / would have been allowed C passes/ will allow D passed / would allow

Question 21: He usually travels to _ Europe by _ plane.

(133)

A even as my qualifications B in spite of I had some qualifications C despite my qualifications D though my qualifications

Question 23: An _year is a period of the year when students go to school or university.

A academic B educational C academy D education Question 24: She said she .

A had been very tired last night B was very tired last night C was very tired the night before D had been very tired the night before

Question 25: Hung: “Would you like to have dinner with me?” - Lam: “ .”

A Yes, it is B Yes, so I C I’m very happy D Yes, I’d love to Question 26: My brother doesn’t any household chores but _ out the garbage.

A taking B takes C to take D take Question 27: It was the worst winter _ anyone could remember.

A when B that C in which D A and C are correct Question 28: that they can pass the written exam this time.

A It is hoped B It hopes C That is hoped D That hopes Question 29: Since I moved in, my upstairs neighbour _ his stereo loudly every night.

A is playing B played C has played D plays Question 30: She reads newspapers and looks through the “Situations ” column every day.

A vacancy B vacancies C vacant D article III Choose the underlined part which needs correcting.

Question 31: By (A) last Christmas, I was working (B) for (C) the (D) company for 10 years. Question 32: Several of (A) these chairs need (B) being repaired (C), don’t they (D)? Question 33: What would (A) happen if (B) the temperature (C) is warmer (D)?

Question 34: If (A) she had taken (B) the (C) train last night, she would have been (D) here now. Question 35: Ten minutes are (A) a reasonable length (B) of time (C) for a call (D).

IV Which of the following expresses the same ideas?

Question 36: “If I were you, Tom, I wouldn’t meet Jane again.” said Anna

A Anna advised Tom not to meet Jane again. B Anna offered Tom not to meet Jane again. C Anna advised Tom to meet Jane again. D Anna invited Tom to meet Jane again. Question 37: The last time I went to the museum was a year ago.

A At last I went to the museum after a year. B I haven’t been to the museum since a year. C My going to the museum lasted a year. D I have not been to the museum for a year. Question 38: What language are they going to speak at the conference?

A What language is going to speak at the conference? B What language is going to be spoken at the conference?

C What is language going to be spoken at the conference? D What language is going to be speaking at the conference?

Question 39: It is the earth's gravity that gives us our weight.

A If there were not the earth's gravity, we would be weightless. B Due to the earth's gravity we cannot weigh anything

C The earth's gravity is given weight by people. D If there hadn’t been the earth's gravity, we would have been weightless

Question 40: I did not answer the door even though I knew it was my friend.

A Unless I knew it was my friend, I would not answer the door. B I knew it was my friend, but I did not answer the door

C Though I knew it was my friend, but I didn’t answer the door. D In spite of I knew it was my friend, I didn’t answer the door

V Read the passage and decide which answer best fits each space.

Most schools in the United States _(41) at the kindergarten level There are some school districts that not have this beginning phase, and others which have an additional “preschool” one There are almost always required subjects at _(42) level In some areas and at most advanced levels, the sudents can choose some subjects Pupils who not _(43) often have to repeat courses, or have to have special tutoring, usually (44) in and by the schools Many schools also support summer classes, (45) students can make up for failed courses or even take extra courses Question 41: A finishes B start C starts D finish Question 42: A each B one C every D a Question 43: A good B badly C well D bad Question 44: A do B did C doing D done Question 45: A which B when C that D where VI Read the passage carefully and choose the correct answer.

Communication in general is process of sending and receiving messages that enables humans to share knowledge, attitudes, and skills Although we usually identify communication with speech, communication is composed of two dimensions: verbal and non-verbal

Non-verbal communication has been defined as communication without words It includes apparent behaviors such as facial expressions, eyes, touching, tone of voice, as well as less obvious messages such as dress, posture and spatial distance between two or more people

Activity or inactivity, words or silence all have message value: they influence others and these others, in turn, respond to these communications and thus they are communicating

(134)

Young children know far more than they can verbalize and are generally more adept at readingnon-verbal cues than adults are because of their limited verbal skills and their recent reliance on the non-verbal to communicate As children develop verbal skills, non-verbal channels of communication not cease to exist although they become entwined in the total communication process

Question 46: The word readinghas a close meaning to

A looking at the words that are written B understanding C saying something aloud D expressing Question 47: Which is not included in non-verbal communication?

A spatial distance B tone of voice C words D facial expressions Question 48: According to the writer, .

A One cannot communicate in both verbal and non-verbal language. B People communicate with both verbal and non-verbal language

C Those who can listen and talk should not use non-verbal language. D Non-verbal language is only used by the deaf and the mute

Question 49: Human beings .

A have learnt how to communicate in non-verbal language through books B can communicate in non-verbal language only when they are mature C have learnt how to communicate in non-verbal language since a child

D communicate in non-verbal language much less than they in verbal language Question 50: We can learn from the text that .

A most people not like non-verbal communication B even silence has message value C non-verbal can never get any responses D touching is not accepted in

communicating THE END communicating

-The 57th period Date: 20/ 12/ 2009

THE FIRST TERM TEST FEEDBACK Aims: Correct and explain to the students about the test.

SỞ GIÁO DỤC - ĐÀO TẠO

THÁI BÌNH ĐỀ KIỂM TRA CHẤT LƯỢNG HỌC KÌ I NĂM HỌC 2009-2010MÔN: TIẾNG ANH 12

Thời gian làm bài: 60 phút; Học sinh làm vào Phiếu trả lời trắc nghiệm

Mã đề 135 (Đề gồm 02 trang) I Phonetics.

A Pick out the word that has the stress pattern different from that of the other words:

Question 1: A tertiary B instance C politics D contractual

Question 2: A subsidy B industry C introduce D dominate

B Choose the word whose underlined part is pronounced differently from the rest:

Question 3: A confidence B sociology C priority D signal Question 4: A express B pessimist C congress D dissolve

Question 5: A illegal B reference C parallel D renovation II Grammar and vocabulary: Choose the best answer to complete each sentence.

Question 6: Before the interview, you have to send a letter of application and your rÐsumÐ to the company The word rÐsumÐ is closest in meaning to

(135)

A I'm fine, thanks B Not at all

C I don’t think so, too D You’ve got to be kidding! I thought it was terrible

Question 8: Mary didn’t remember _ I had told her the day before.