Giao an 12 CB

- 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... - Ask stu[r]

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Introduction Date of preparing: Class: 12A1,2,6 Period: 01 I Aims:

- To introduce the book, the ways of learning and preparing Ss’ lessons - To give out some requests for the subject

- To encourage Ss’ learning II Introduction:

A About the book:

- There are topics in 16 units and consolidations in the textbook - There are lessons for each unit, and lessons for consolidation and

test

- Each unit has the following parts:

+ Reading: supply information through one or more texts to help Ss practising reading skills as scanning skimming It also supplies and enlarges the Ss vocabulary and grammar

+ Listening: ( Listening comprehension) It has the context that follows the theme of the lesson Ss listen to a dialogue or a passage ( completed or uncompleted), then Ss check how they understand themselves by check, list, complete, answer

+ Speaking: ( speaking as language functions and the theme) The formations of this lesson are group discussion, pair work, individual presentation, description follow the suggested information or introduction

+ writing:( including the exercises that develop Ss’ writing skills).The formations are writing summary, letter of confirmation, writing about a movie

+ Language focus: ( The problem involve with word study and grammar in a unit and some exercises

- Each consolidation has the following parts:

+ Listening comprehension: Help Ss to revise the contexts in units Ss learnt

+ Vocabulary: Help Ss to revise the vocab and the problems of the vocab Ss learnt

+ Grammar and Structure: To revise the grammar and structures in units Ss learnt

+ Reading: To check Ss’ reading comprehension through the passage + Writing: To check Ss’ writing ability

B Some requests for Ss:

- Ss have some pens and pencils for writing and doing, correcting homework

- Ss have both textbook and workbook - Each S has one pocket dictionary

- Always pay attention and take part in the activities in class effectively

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- Practise English regularly with friends everywhere III. Home work:

- Revise all tenses in active and passive voice

Revision Date of preparing: Class: 12A1,2,6 Period:2

I: Tenses of verbs:

- T asks Ss to repeat all tenses of verbs individually Present simple

2 Past simple Future simple Present continuous Past continuous Present perfect -T gives out all the forms

-Ss give some examples for each tense  Exercises:

Put the verbs in brackets into the correct tense:

Jane Stuard has a job in advertising It’s a good job and she (earn) over $20,000 a year She (study) marketing at college then find a job with a small advertising agency in Manchester Since then she (change) her job several times Now she works for TDT which is a big company with offices all over the world She (be) with the company for years

-T puts Ss in pairs to ask and answer the Qs according to the real situasions: what are you doing?

2 What did you yesterday? What have you just done? Where are you going tonight?

5.What were you doing at 9PM yesterday? -Ss give feedback to the T

-T corrects them

* Use the correct tense of verbs in the blackest.

1 I (make) films up to now

2 Why are you buying so much food? Well, we (have) a party tonight Be quiet, the baby (sleep)

5 She (use) to smoke cigarettes a day If you don’t waster the plant, it (die) When Mary (arrive) at the airport?

8 Peter (get) off the bus when he fell down I (try) next time The floor (clean) twice a day

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- T asks Ss to repeat all the forms of the tenses in the passive voice individually

1 Present simple Past simple Future simple Present continuous Past continuous Present perfect Modal Verbs -T corrects all the forms

-Ss give some examples for each form

 Exercises: Change these sentences into the passive voice: Someone milk the cows twice a day

2 James watt invented steam engine Tolstoi wrote War and Peace

4 Someone serves the drinks once in the evening Someone stole his bike last week

-T puts Ss in pairs to ask and answer the Qs according to the real situations: 1.what are you doing now?

2 What did you last weekend? What have you just done? Where are you going tonight?

5.What were you doing at 2PM yesterday? -Ss give feedback to the T

-T corrects them III Home work:

- Prepare the first lesson of unit 1: reading about Home life

unit 1: home life lesson 1: reading

- Date of preparing:11- 08- 2008 - Date of teaching:

- Class:12 A2,3,4,5 - Period:

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

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

II Method: Integrated, mainly communicative

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

IV Procedure:

Teacher’s activities Students’ activities

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 be mischievous

- 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

- 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: The family 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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- 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 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

- 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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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

V Experiences:……… unit 1: home life

lesson 2: speaking - Date of preparing: - Date of teaching: - Class: 12A2,3,4,5 - Period:

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:

Teacher’s activities Students’ activities

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 )

- Keep books close - Listen to the teacher

- Work in groups to talk about family

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Pre-speaking : (12 minutes)

Task 1 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 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

-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,

B: In my family,

-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

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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

- 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

family

P1 : I talked to Tuan Both his parents

go to work But only his 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

Theme: Home Life Unit

Listening

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Class Date of teaching Absent students notes 12a

12g

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?

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 ?

- Close the books - Listen to the teacher

- Work in groups and look at the picture and 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

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+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

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

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

-Remember them to prepare

Part 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

- Listen and work in pairs to speak out some information they have heard from the tape

-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

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Writing at home

Theme: Home Life Unit

Writing

Time 45 minutes

Class Date of teaching Absent students notes

12a 12g

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)

- Keep book close

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- 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

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)

- 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

A: - In my family , everybody has to the household chores I’m not allowed to come home 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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- 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

Theme: Home Life Unit

Language Focus

Time: 45 minutes

12a 12g

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

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 P1: - past simple

P2: - past progressive

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+ The past simple

+ The past progressive

+ The present perfect

- 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

- 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

4, A : haven’t done 5, B : have stopped 6, B : am waiting 7, B : have changed 8, C : live

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( A, , B,or C)

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

- Ask the whole class to comment

Homework : (2 minutes)

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

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

Reading Objectives:

1 Educational aim:

- Students read passage comprehension about role of cultural diversity - Students know how to use the new words through asking and answering Knowledge:

- 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

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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

- 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

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 - Work in groups to fill 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

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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

groups to talk about the differences

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

the head of the family in a modern family is both a husband and wife, they share the household chores and

take care of their children

- Work in groups to discuss to compare to other groups

- Talk in front of the class about the class

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

Theme: cultural diversity Unit

Speaking

Time: 45 minutes

12a 12g

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

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

- 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

-Read the paragraph in front of the class

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* In Vietnam ,three or even four generations may live in home

* A happy marriage 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

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

Task 3:

- Ask students to work in pairs or work in groups to talk about the

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

B: I don’t agree with your ideas, I think it is good to have three or four generations living under one roof because they can 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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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

Listening

Time: 45 minutes

12a 12g

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?

- Listen and answer

- Work in pairs and each and answer

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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 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

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

S1: -They often stand in 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

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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

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

to go to the bride’s 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

(23)

Writing

Time: 45 minutes

12a 12g

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 IV Procedures:

- 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

-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

(24)

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

- Write the letter individually - Read the letter of the partner - Read the letter in front of the class

-Do the exercise at home - Prepare for the next lesson

Language Focus

Time: 45 minutes

12a 12g

I Objectives:

(25)

- 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

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

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

- 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

- 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 - Listen and copy

-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

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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 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

note down

- Listen to the teacher to the teacher and note down

- Listen to the teacher and note down

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- 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

- 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

- Listen and note down

………

Unit 3: ways of socialising Theme: ways of socialising

Unit Reading

Time: 45 minutes

12a 12g

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

(28)

+ 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

- Ask students to work in groups to 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

- Let students open the book and read

-Listen to the teacher -Give their answer

-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

Guess the meaning of the words and phrases

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silently while teacher reads aloud and correctly

- Ask students to read themselves and write down some information

- Let students work in pairs to the task

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

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

- 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

-Work in groups and give their ideas Ps : A ( Attracting Attention : Non-verbal Cues)

- Work in pairs to anwer the questions P1:What can you 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

(30)

- 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

(31)

Theme: ways of socialising Unit

speaking

Time: 45 minutes

12a 12g

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 II Method: Integrated, mainly communicative

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

- 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

- Listen to the teacher and say about the ways of communication

- Look at the board and read aloud the new words

- Work in pairs to practise speaking - Some couples to play roles to speak in front of the class

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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

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

- Work in pairs to give suitable words P1 : David

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

- 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 ,3

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

B: Thank you,Nam That’s a nice 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:

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Homework: (2-4 minutes)

- Summarise the main points of the lesson

- Ask students to write a dialogue about the compliment

Listening

Time: 45 minutes

12a 12g

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:

- New words: Words related to ways of socialsing

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

- - 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

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- 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):hoàn toàn

+ 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

- 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

- 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

- Work in pairs and read the statements carefully

-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

(35)

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

- 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

- Some couples present the talk in front of the class

- Do homework and prepare the next lesson

Theme: ways of socializing Unit

Writing

Time: 45 minutes

12a 12g

I Objectives:

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+ 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?

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 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

- 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

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

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

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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

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

+ 5- D :Naturally, more than this is needed, but it 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?

(38)

- 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

Language Focus

Time: 45 minutes

12a 12g

I Objectives:

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

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

I Pronunciation: (15 minutes)

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

* If verbs, adj , adv, prepositions if 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

Listen to the teacher and write some rules in the notebooks

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

(39)

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

- 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.

5,Thuan said it had been very successful.

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.

(40)

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

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.

5, But you hadn’t turned 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

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

………

Test yourself A

12a 12g

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 II Method: Integrated, mainly communicative

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

- 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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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 - 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

- 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

- Give the writings by reading aloud - 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

(44)

Homework (5 minutes) - Ask students:

+ to study all the lessons again

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

coming test

Unit : SCHOOL EDUCATION SYSTEM Theme: SCHOOL EDUCATION SYSTEM

Unit Reading

Time: 45 minutes

12a 12g

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

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

(45)

picture:

- Who are they?

- What are they doing?

- Do you think they are English

students?

Before you read : (7 minutes)

- 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)

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

- Listen to the teacher - Answer the questions

- 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’

1 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

(46)

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

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

- Try to talk about school education system in England

- The students who are called to stand up to talk loudly are intelligent ones

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

12a 12g

(47)

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

- General knowledge: Students learn about school education system - 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

- 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

- 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

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- 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

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

Example:

In Vietnam, children can go to Nursery school when they are to and go to Kindergarten when they are from to

- 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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Unit Listening

Time: 45 minutes

12a 12g

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 II Method: Integrated, mainly communicative

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

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

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

- Teacher introduces the task “Listen

- 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

3 Jenny

5 Jenny/ Gavin

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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

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

3 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

Writing

Time: 45 minutes

12a 12g

(51)

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

2 Knowledge:

- 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:

Warm-up :(3 minutes)

- 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)

- 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

(52)

- 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 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)

3

Closing Sentence

- Use main ideas in the outline to write a paragraph on the formal school education system in Vietnam

- Exchange their writings for peer correction

- Correct mistakes

- Read the paragraph again - Correct mistakes

- Rewrite the paragraph at home - Prepare the section D (The Language focus part of Unit 4) ………

Language Focus

Time: 45 minutes

(53)

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

1 algebra 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-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:

- Listen to teacher - Read aloud

- Pay attention to its stress

- Understand the aim of the new lesson

- Listen and repeat from 2-3 times - Some of them stand and read words aloud

- Practise in groups

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

(54)

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

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

- 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 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

10 The house will be repainted… 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

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brackets

- Correct mistakes Homework: (2 minutes)

- Assign homework

- Do exercise ‘part E-language focus in

work book

- Prepare Unit 5: Higher education

focus’ in work book

- Prepare Unit 5: Higher education

………

Unit 5: HIGHER EDUCATION Theme: HIGHER EDUCATION

Unit Reading

Time: 45 minutes

12a 12g

I Objectives:

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

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

IV Procedure:

(56)

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

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 Hanoi University of Natural Science 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

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

Sarah: 1- a attended a party on the first weekend at college

2- e was very excited about going to college

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

(57)

college

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

- Read the text again, answer the questions on the text

1 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

4 Brenden thought the first year at college was the best and most challenging of his life

5 It provides him plenty of opportunities to meet non-engineering students as well as other engineers and many of them have become his best friends

-Do Reading exercise of Unit in workbook and prepare Part B : Speaking at home

(58)

Theme: higher education Unit

Speaking

Time: 45 minutes

12a 12g

I Objectives:

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 - Others listen and compare with their

(59)

- Call on some Ss to tell their answers

- Listen and correct pronunciation mistakes

- 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

- 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

- Prepare part C listening

(60)

Theme: HIGHER EDUCATION Unit

Listening

Time: 45 minutes

12a 12g

I Objectives:

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.”

- 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

- 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

- Work in pairs; discuss the problems they may have when studying in a new school

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

- Understand those words

Answer:

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- 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

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

- 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

………

Theme: HIGHER EDUCATION Unit

Writing

(62)

Class Date of teaching Absent students notes 12a

12g

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 :

Warm-up :(3 minutes)

- 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, 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

- 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

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, exams,

Further information:

(63)

- Walk round the class to give Ss assistance

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

- Correct mistakes

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

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

- Rewrite the letter at home

……… Theme: HIGHER EDUCATION

(64)

Language Focus

Time: 45 minutes

12a 12g

I Objectives:

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:

- 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

I Pronunciation

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:

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

- Pay attention to its stress

- The answers can be various

(65)

needed

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

- 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

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 If you don't have a reference letter, you won't be able / allowed to submit your application form 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

(66)

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

- Assign homework

work book

- Prepare Unit 6: FUTURE JOBS

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

3 If John had installed an alarm, the thieves wouldn't have broken into his house

4 I would have made a film with him if I had been a famous director, but I was not

5 If you had told me earlier I would have given it to you

6 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

Lesson 1: Reading

12a 12g

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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?

- 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

- Work in pairs, discuss and answer the questions

- Stand up and tell the class the answers

- 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 - Vocabulary

+ `vacancy(n) + re`sume (n)

+ recommend`dation(n) + jot down(v)

+ keenness(n) + qualifi`cation(n)

- Understand the aim of the text - Do the tasks that follow

Task1:

- Choose the right option to finish the task

(68)

Task 2: (10minutes)

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

- 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)

- Answers: 1-F; 2-T; 3-F; 4-T; 5-T; 6-F; 7-6-F; 8-T

- Answer the following questions: What you prepare for a job

interview?

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

- The type of cloth you wear

- Arriving at least 15 minutes before the interview

- Preparing what you want to say before the interview

- Showing your best side: your keenness to work and your sense of responsibility

(69)

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

-Do Reading exercise of Unit in workbook and prepare Part B : Speaking at home

Unit 6: future jobs Lesson2: Speaking

12a 12g

I Objectives:

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:

- Game : what’s my job?

1 Take two tablets a day after meal You will have a test next week Here’s your key Room 245 We have a bumper crop this year

5 Please fasten your seatbelt before the plane takes off

6 You’ve passed the red light You have to pay a fine

7 It’s rather cold inside PHONG NHA

- Listen to the questions - Discuss the question

- Stand up, answer the questions Key:

1 doctor air-hostess teacher traffic warden receptionist tour guide farmer waiter

(70)

CAVE so you should bring warm clothes What would you like to order?

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) 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

- 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

- 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

Expected answers:

- Regular working hours hotel receptionist policeman.

- Uniform : policeman - Rewarding : waiter

- Fascinating : pilot , teacher - Noisy : taxi driver

- Dangerous : electrician

- Challenging : pilot , computer programmer , teacher

- Difficult: computer

programmer/pilot

(71)

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

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

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 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

(72)

Unit : future jobs Lesson 3: Listening

12a 12g

I Objectives:

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: Integrated, 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)

- Discuss and answer the questions

- E.g. Accountant nurse lawyer teacher computer programmer…

(73)

workforce manufacturing retail service category goods job market economy wholesale - Walk round, listen and help students - Ask students to repeat loudly the words - Listen and check pronunciation

- 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

wholesale

- Understand those words - Vocabulary:

- predict(v): dự đoán - Wholesale(n): bán sỉ - Retail(n) : bán lẻ - Shift(n) : thay đổi

Answer:

1- manufacturing 2- service

3- transportation 4- finance 5- service

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

Answers:

(74)

- Read the passage the last time to check their answers

Suggested answers:

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

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

- Guide Ss to

- Call some Ss to summarize the passage

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

Unit 6: future jobs Lesson 5: Writing

12a 12g

I Objectives:

1 Educational aim: Students learn how to understand a formal letter Knowledge:

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

- Language

- New words: Words relating to job application Skill :

(75)

- 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 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

- Work in pairs, answer the questions - Understand the aim of the lesson

- 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

- 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

- I am interested in the job of……

- I am writing in reply to your advertisement in SAI GON times……… - I should be very grateful if you would send me further details about………… - I should like to make an application for the post of………

- I enclose a full curriculum vitae As you can see , I have had considerable experience as an………

- I think I meet all the qualifications that you specify

(76)

• Closing

- Guide Ss to write outlines - Ask Ss to write

- Correct mistakes

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

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

- If you consider that qualifications and experience are suitable , I should be available for interview at any time

Flat 3,324, Ly Thuong Kiet Street, Hanoi 16, October, 2004

Hanoi Vinatour

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

- Rewrite the letter at home

Unit : future jobs Lesson: Language Focus

(77)

12a 12g

I Objectives:

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

Conjunctions Prepositions Strong

form

Weak form

Strong form

Weak form And

But   

At For Of To From

    

      

- 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

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

- Pay attention to its weak/ strong forms

(78)

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

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

- 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 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

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 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

(79)

waiting for the shop to open

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

work book

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 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

(80)

UNIT 7: economic reforms

Lesson 1 : Reading

12a 12g

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 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 : (7 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…?

- 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, …

(81)

- 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 While you read : (23 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

- 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): đổi

+ under-developed (pp):¸chËm ph¸t triĨn + inflation (n): lạm phát

+ stagnant (adj): trì trƯ

+ government subsidies (n): sù bao cÊp cđa 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

- Work individually to read the text then choose whether the statements given are true (T) or false (F)

- 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…?

(82)

the keys

- Move round to make sure that all 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

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.

Renovation measures:

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.

(83)

- Encourage them to use their own words

- Ask one or two pairs to report

- Write a passage to say what changes you’ve seen in your village since the year 1986 compare to the past

Unit : economic reforms Lesson 2: Speaking

Class Date of teaching Absent students note

12a 12g

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 2 Knowledge:

- 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

(84)

- 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

Agriculture

- Guide the students how to speak by giving them useful suggestions:

+ They have………… so …… + Due to the ………

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. S2: They also provided schools with more equipment and facilities.

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.

(85)

+ 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

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 applied new and advanced farming techniques, more facilities and equipment They use fertilizers, pesticides and insecticides to protect their crops.

(86)

Name some measures we’ve made to promote our economic system

(87)

Unit : economic reforms Lesson 3: Listening

12a 12g

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 the topic

3 Skills: - Listening and deciding on True or False statements. - Listening comprehension

II Method:

- Tape, cassette player, board, chalks, textbook IV Procedure:

- A story about an addictor (drug-taker)

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

- 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

(88)

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

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

Keys: 1 F, 2.F, T, T, F, F, 7 T, T, F

- Listen to the teacher’s explanation then correct the answers oneself

- Read the questions once to get the main contents

Listen to the tape and the task 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.

- 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.

(89)

- Move around to help if necessary - Give remarks or even suggestions

- Imagine you are an MP of Tango what would you to solve the problem

-Listen to the teacher and write down homework to at home

Unit : economic reforms Lesson 4: Writing

12a 12g

I Objectives:

- 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:

(90)

- Free talk about the changes in one’s home village during the renovation process

- Explain as clearly as possible the requirements “The table below 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

Do as required

Exchange the ideas with others Listen to the teacher

Get the task

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…

Compare the result to the other groups 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

(91)

- Ask students to work in groups to write report

- Walk round to give help if necessary

- 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 prepare part Language Focus at home

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

(92)

Unit : economic reforms

Lesson 5: Language Focus

12a 12g

I Objectives:

- 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, cassette player, 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?

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/

(93)

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 necessary

Exercise1:

Although it rained a lot, we enjoyed our vacation.

Although we had planned everything carefully, a lot of things went wrong. Even though/ Although the doctor has advised him to quit, Bob (still)….

Although it was cold and 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

(94)

4 Homework: (2 minutes)

- Ask students to revise the strong form and weak form of auxiliaries, the use of clause of concession, redo all the exercises and prepare unit at home

- Listen to the teacher and write down homework to at home

UNIT 8: life in the future

Lesson 1: Reading

12a 12g

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… Skills:

- Guessing meaning in context, deciding on true or false and passage comprehension

II Method:

- Introduce the new lesson to the students

- Ask students to look at the picture

- Listen to teacher

(95)

ask and answer the questions

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

and answer the questions in the book - Work in pairs

- Listen to the teacher then read the passages - Ask some new words if necessary

- Work individually to read the text then choose 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 pairs:

Keys:

1 - Many large corporations will be wiped out and millions of jobs will be lost

2 - The security of the earth will be threatened by terrorist 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 ……

4 - They are developments in micro technology– computer and telecommunication

- Work individually to read the text then choose the words and phrases in the passage:

Keys:

- Work: Factories, offices…

- Travel: Cars, space-shuttle, petrol, … - Listen to the teacher then the task

(96)

- 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

- Work in groups

- Write down the homework to at home

Unit : life in the future

Lesson2: Speaking

(97)

12g

I Objectives:

- Talking about the life in the future

- Discussing predictions about life in the future… 2 Knowledge:

- General knowledge: The life in the future

- 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

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

- Help the students with new structures

Listen and give one’s own ideas or story if being asked

- Pair work

- Practice answering the topic:

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 - Work in pairs

Ex:

I think it is likely that by the end of the 21st century …………

In my opinion, it is unlikely that by the end of the 21st century …………

(98)

- Guide students how to practise - Ask students to work in groups - Call some pairs of student to stand up and practise

- Ask the students to prepare the listening at home

- Free practices

- The students who are called stand up to talk to the class about their ideas

Unit 8: life in the future

Lesson 3: Listening

12a 12g

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

(99)

- New words: Words related to to the topic

3 Skills: - Listening and deciding on True or False statements. - Listening for details

II Method:

- Intergrated, mainly communicative III Teaching aids:

- Tape, cassetteplayer, board, chalks, textbook IV Procedure:

Warm-up: (5 minutes) - A story about age

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

While-listening: (20 minutes)

Task 1:

Ask them to guess the answers

Task 2:

- Ask them to guess the answers

- Call some students to say out their answers and the evidences they get to

- Listen to the teacher 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 - Practise in pairs

- Read the new words aloud in chorus then

individual

Keys: 1 F, 2.F, F, T, T

1 Eating more healthily food, cutting down on things like butter, alcohol and cigarettes.

2 The development in medical

(100)

………

Unit 8: life in the future

Lesson 4: Writing

12a 12g

I Objectives:

- Describing 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

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

Do as required

Exchange the ideas with others - 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

(101)

Task 2

- Ask student to read the request of task two

- Explain them how to the task - guide them to write

- Walk around and help them - Call one to on board - Correct

protected

+ People: Less materialistic, less selfish, less violent and more loving

- Listen to the teacher - discuss and write down - 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

- Represent the task on board if being asked Read the writing to get others’ remarks - Do as the teacher asked

Unit : life in the future

Lesson 5: Language Focus

(102)

I Objectives:

1 Educational aim: - Contracted form of auxiliaries (continued). - Prepositions and articles

2 Knowledge:

- Language: Know how to use in, on, at, of, by, about, among, to, with…

_ 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, cassette player, chalks, textbook and notebook IV Procedure:

1 Warm up: ( minutes)

- Introduce the lesson to the students 2 Pronunciation: ( 15 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

_ 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

(103)

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

_ asks others to give comments

_ gives the suggested answers if necessary

- 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

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

_ 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

(104)

yourself C at home

Test yourself c

12a 12g

I Objectives: After this lesson, students will be able to:

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

II Method: Integrated, mainly communicative.

II Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs… IV Procedures:

Warm-up: (5 minutes) - Greeting

- Ask students something about the test yourself C

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

Test yourself

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

- 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 passage and choose the statements are True or False

- Get students to work in groups, discuss about the passage

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the task - understand the task

- Listen to the tape carefully

- Fill in the blanks with the words they’ve just heard

- Correct mistakes Keys:

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

- Work in groups to discuss about the passage - Finish the task

- Compare their results with the other groups, and correct

Keys:

(105)

- Go round the class to control the discussion

- State the best option - Correct mistakes

III Grammar(2.5 points) (8 minutes) - Recall the grammar of articals

- 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

- 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

Homework (5 minutes) - Ask students:

+ to study all the lessons again

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

- Work in groups to complete the sentences - Compare the results with the other groups - Correct mistakes

Keys: A

1 The, An, Ø 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

- Listen to the teacher carefully

- Work in groups or in pairs then write - Compare the results with the other groups - Correct mistakes

- Study all the lessons again

(106)

UNIT 9: deserts

Lesson 1: Reading - Date of preparing: - Date of teaching: - Class: 12A2,3,4,5 - Period: 55

I Objectives:

1 Educational aim:

- Guessing the meaning in the context Deciding true or false statements - Passage comprehesions and Understanding the humour of the story Knowledge:

- General knowledge: Lives of plants animals in deserts

- Language: Common knowledge of the life of plants and animals in the deserts - New words: Words related to the lives of plants and animals in deserts

3 Skills:

- Guessing meaning in context, deciding on true or false and passage comprehension

II Method:

Aims: to introduce the topic of the lesson and to raise students' interest.

- Introduce the new lesson to the students

Before you read : (7 minutes) - Ask students to look at the picture ask and answer the questions

- Listen to teacher

- Look at the picture, listen to the teacher then ask and answer the questions in the book - Work in pairs

(107)

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 new words which appear in the passage

- 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 read the passage again then work in pairs to choose the statements are true or false

- Correct the students’ work Task 3: (6 minutes)

- Ask students to read the questions carefully

- Ask students to read through the passage again

- Ask the class to

- Work individually to read the text then choose the the words and phrases in the passage:

Keys:

1 KÐo dµi, căng ra 2 Có cát,

3 Trắc lợng kh«ng

4 Hội địa lý hồng gia Austra 5 Thổ dân úc

6 Cồn cát, đụn cát độ dốc, dốc thoai thoải

8 Dốc đứng, dốc ngợc 9 Gò, đống

10 nh (gũ/ng)

11 Cỏ nhỏ mọc sa m¹c

- Listen to the teacher then the task - Works in pais:

Keys:

1 F, F, T, F, F, T

- Work individually to read the text then answer the questions:

Keys:

(108)

- Call some students to give the answers

- Ask others students to correct - Give the true answers

After you read : (8 minutes) - Ask student to read the story Ask them for the humor of the story

Explain

- Review the reading and prepare the speaking at home

the…. 3 In 1845.

4 He was the President of the South…. 5 They took camels across the desert.

6 In the western part, they are short, mostly ….

7 Two They are hummock grasses and spinifex

- Read the story then answer - Work in groups

V Experience:

………

UNIT 9: deserts

Lesson 2: speaking - Date of preparing: - Date of teaching: - Class: 12A2,3,4,5 - Period: 56

I Objectives:

- Explaining why some kind of trees and animals can exit in the deserts 2 Knowledge:

- General knowledge: The lives of trees and animals in the deserts - Language: + The way to make the life better in the deserts

+ The tenses

- New words: words related to the trees and animals in the deserts 3 Skills:

- Talking about nature features of the deserts

- Explaining why some thing should be brought along while going across a desert II Method:

(109)

- Ask students about the deserts of Australia

- Guide students how to practise - Ask students to work in pairs - Explaining some new words - Walk around and help them - Call students to say

- 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 Post-speaking : (10 minutes) Task 3

- Guide students how to practise - Ask students to work in groups - Call some pairs of student to stand up and practise

- Correct their mistakes Homework: (3 minutes)

- Ask the students to prepare the listening at home

- Answer teacher's question

- Pair work

- Practice answering the topic:

I think banana can’t exit in desert because it is tropical plant but it is very hot in desert … ………

I think …

- Listen to the teacher and the task Ex:

A I think the climate in desert is very rude There is very little rain and it is always very hot…

I think ……

………

- Free practices

- The students who are called stand up to talk to the class about their ideas

V Experience:

………

UNIT 9: deserts

(110)

- Date of teaching: - Class: 12A2,3,4,5 - Period: 57

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 lives in the deserts better

- Language: The present simple tense - New words: Words related to to the topic

3 Skills: - Listening and deciding on True or False statements. - Listening for details and gap-filling

II Method:

- Tape, cassetteplayer, board, chalks, textbook IV Procedure:

Warm-up: (3minutes) - Presentation

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

While-listening: (25 minutes) Task 1:

Ask them to guess the answers Play the tape once then check how many answers can students find Play the tape again

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 individually

Keys: 1.T, 2.F, 3.T, 4.F, T

(111)

Check and give remarks

Task 2:

- Ask them to guess the answers Play the tape once then check how many answers can students find 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 - Let students work in pairs

Task 3:

- Ask students to read the question quickly

- Guide students the how to the task

- let student listen one or twice times

- Ask students to stand up and speak their answers

- Correct

- Ask students to discus the guided question, find the answer then write about deserts

- Move around to help if necessary

- Give remarks or even suggestions

- Ask students write things to to have a healthy and long life,

Listen then answer Keys:

1 It examines deserts, what are they and how they are formed

2 It is hot, dry and sandy place, it is a beautiful land of silence and space The sun shines, the wind blow and time and space seem endless.

3 Natural and human.

4 They contribute by eating every plant they can find, this makes the land become deserts

Listen then answer Keys:

1.90%, smaller plants Prevent, 4.Spreading

5.Capital, 6.canals

- In groups, discuss the guided questions and write about the deserts to correct oneself

(112)

and prepare part writing at home V Experience:

………

UNIT 9: deserts

Lesson 4: writing - Date of preparing: - Date of teaching: - Class: 12A2,3,4,5

- Period: 58 I Objectives:

- Describing main features of a deserts Knowledge:

- General knowledge: Writing about the Sahara deserts - Language: +The tenses

+ Connectors (time expressions) - New words: Words related to the Sahara desert 3 Skills:

_ To practise students’ speaking and writing skills

_ To help students to able to write about the Sahara deserts II Method:

Warm-up: (3 minutes) - Presentation

- 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 - Correct

While-writing: (20 minutes) - Ask student to read the request of the writing

- Explain them how to the task - guide them to write

- Try to understand the new words and phrases in the table

- Work in groups

- Ask the teacher about the words or phrases if can't understand

- Listen to the teacher - discuss and write down - work in groups

- Compare the result to the other groups Ex:

(113)

- Call one to on board - Correct

- Ask students to rewrite the task at home and prepare part E: Language Focus at home

It is located in the Northern Africa The desert extends from……

- 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 - Do as the teacher asked

V Experience:

………

UNIT 9: deserts

Lesson 5: Language focus - Date of preparing:

- Date of teaching: - Class: 12A2,3,4,5

- Period: 59 I Objectives:

1 Educational aim: - Full and contracted forms of auxiliaries. - So, but, however and therefore

2 Knowledge:

- Language: Know how to use so, but, however and therefore

_ 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 so, but, however and therefore

II Method:

- Board, tape, cassette-player, chalks, textbook and notebook IV Procedure:

(114)

1 Warm up: ( minutes)

- Introduce the lesson to the students

2 Pronunciation: ( 15 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: ( 25 minutes) Exercise1:

- Guide students how to - Do the first as an example - Ask students to the exercise - Call the to on board

- go round to help students if necessary

- Explain and correct Exercise 2:

_ explains the example carefully _ asks students to work in pairs to the exercise suggested

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

Exercise 3:

_ explains the example carefully _ asks students to work in pairs to

_ 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

_ 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 So So But But So But But So

_ Notice the teacher’s explanation

_ Work in pairs Do the exercise given in the textbooks

Keys:

1 But But However 6.However Yet However So But

_ Listen to the teacher’s explanation

(115)

do the exercise suggested

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

- Ask students to revise the strong form and weak form of auxiliaries, the use of connections, redo all the exercises and prepare unit 10 at home

textbooks

Keys:

1 Therefore, So, 3.So, Therefore, However, Therefore, So,

8 However

V Experience:

………

UNIT 10: endanger species

Lesson 1: Reading - Date of preparing: - Date of teaching: - Class: 12A2,3,4,5 - Period: 60

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 - Finding supporting evidence

2 Knowledge:

- General knowledge: Ss know some endangered species are plant and animal species

- Language: Common knowledge of environment,…

- New words: Words related to the topic (endangered animals, plants ) Skills:

(116)

II Method:

- T hang out some pictures in and asks Ss to answer the questions

1 what you see in the pictures? Which of them are in danger of becoming extinct?

+ which of the animals and insects below can be found in Viet Nam? +Which of them are in danger of becoming extinct?

- Ask them to work in minutes, - Teacher moves round to help if necessary

- Ask some pairs to report - Give some remark if necessary Pre-teaching vocabulary:

To Endanger: (v) gây nguy hiểm Destructio(n) phá hoại .nguyên nhân gây chết

Commercial(adj):(thuộc )buôn bán Drainage(n): sù rót níc, hƯ thèng cèng r·nh

Deforestration,

urbanization (sự thành thị hoá While you read : (23 minutes)

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

- Ask students to read through the

- work in pair to answer the questions 1.tortoise,rhinoceros,monkey, elephant, leopard, parrot

2.elephant,leopard, rhinoceros are in danger necessary

+tortoise, rhinoceros, elephant, monkey, mosquito

+rhinoceros, leopard, elephant

- Write down the meaning of some newwords

- Read through the text find the new words, try to guess the meanings of those words in contexts:

- Work individually to read the text and

(117)

text once to find out some new words, guess the main idea

- Explain new words (give the Vietnamese equivalents),

- 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

-Give correct answers Task 2: (4 minutes)

- Ask students to read the passage again and choose A,B,C,D to complete the following sentences about the reading passage

- Ask them to work individually to the task and give the evidence to prove the keys

- Ask students to read the passage again then work in pairs to find evidence in the passage to support these statements

- Correct the students’ work After you read : (8 minutes)

- Ask them to work in small groups of three or four to summarize the reading passage by writing one sentence for each paragraph

3.A 4.B

- Write down the correct answers

- Read through the text find the new words,

- Work in pair to answer the questions 1.D

2.B 3.A 4.A 5.D

- Read through the text find the new words,

- Work in pair to give evidence in the passage to support these statements

1.The first sentence of the second passage

2.The third passage 3.The fourth

- Work in group to summarize the reading passage

1.Over 24 thousand plant and animal species all over the world are classified as endangered

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- Encourage them to summarize the reading passage

Home work: (2 minutes) - Learn by heard newwords

- Ask Ss to exercises at page 65-68 in the students’ workbook

soil and other products

4.Different efforts have been made to conser endangered species

5.The task of conservation should be shared by international organization, govermental agencies ,industry and individuals

- Do homework V Experience:

………

I Objectives:

1 Educational aim:

- Students work in pairs to ask and answer some questions about endangered animals

- Students talk about the information of some endangered animals Knowledge:

- General knowledge: endangered animals

- Language: + The way to make suggestions or predictions + The tenses

- New words: words related to endangered species Skills:

- Talking about the information of some endangered animals II Method:

- picture, board, chalks, textbook, handouts IV Procedure:

Hang out the pictures of animals and ask Ss to give the name of them

- Look at the pictures and give the name of animals

(119)

While-speaking (25 minutes) Task 1:

Ask and answer the following the questions.

- Ask students to work in pairs to discus the four questions and find the answers

Task 2

Ask and answer questions about 4 endangered animals.

- Aks Ss to read the information about the gait panda, tiger, rhino, elephant - Explain how to task

_T check and give feedback

Task 3:

Take turns to give an oral report on the animals mentioned in task

-T ask Ss to work in group to task

- Encourage students to speak out what they think

Post – speaking(10)

- Ask students to work individually to

2.It is a rhino 3.It is a panda 4.It is an elephant

1.Pandal ,rhino, tiger, elephant

2.We can find these animals in the forests in Asia, Afica,etc

3.Rhino can be used for medicine 4.All of them are in danger - Listen to the teacher

- work in pair to task A: where giant pandas live?

B: They live in bamboo forests in the mountain in central and western China A: What is the population of pandas in the world?

B: Only about 600 A: How are they? B: about 1.2 to 1.5m

A How much they weigh? B: About 75 kg to 160 kg A: what they eat

B: Bamboo

A: Why are they in danger?

B: People destroy their habitat and hurt them for trade

- Work in group to give an oral report Group 1: Giant pandas live in bamboo forests in the mountain in Western China only about 600 pandas are living there They attain a height of 1.2m to 1.5m and weight from 75kg to 160 kg they are in danger because People destroy their habitat and hurt them for trade

Group 2: Rhino Group 3:tiger Group elephant

(120)

summarize what they’ve learnt in unit 10

- Ask one or two students to report in front of the whole class

- Check and give remarks Homework: (3 minutes)

Name some measures we’ve made to protect the endanger animals

summarize what they’ve learnt in unit 10

- Do homework at home

V Experience:

………

Lesson 3: listening - Date of preparing: - Date of teaching: - Class: 12A2,3,4,5 - Period: 62

I Objectives:

1 Educational aim:

-Students know the life of gorillas Knowledge:

- General knowledge: extensive listening: Multiple-choice questions Gap filling

- Language: modal verbs

- New words: Words related to the topic

3 Skills: - Listening and deciding on True or False statements - Listening comprehension

II Method:

- Intergrated, mainly communicative. III Teaching aids:

- Tape, board, chalks, textbook IV Procedure:

- Rearrange the letters to make a meaningful word

GOLLARI

- Ask students to work in pairs to discuss and choose the best answer A,B,C

- Guide the students to answer if

- Work in pairs to Rearrange the letters to make a meaningful work

GORILIA

- Work in pairs to discuss and give correct answers

- Listen and repeat:

(121)

necessary

- Give further information

- 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 - Play the tape again

- Call some sts to say out their answers and the evidences they get to prove their answers

Task 2

many answers can sts find - Play the tape again

- In group, ask students to summarise the main ideas of the passage ,using the information and the answers in task and

Sub-adult Nest

Bared teeth Silverback Civil war Forest rangers

-Read the statement once to get the main contents

- Listen to the tape and the task - Find evidences to each of the

answers

- Represent if being asked Keys:

1.A 2.B 3.D 4.B 5.C

answers

- Represent if being asked 1.peaceful

2.plant – eating

3.a few females and their young 4.plants and a few insects

5.in trees 6.in grasses 7.civil war

8.forests being cut down

- Listen to the teacher’s explanation then correct the answers oneself..

- Listen to the teacher’s guide to correct oneself

(122)

- in not more than 80 words write about the life of a gorilla

ideas of the passage

-Listen to the teacher and write down homework

V Experience:

………

Lesson 4: Writing - Date of preparing: - Date of teaching: - Class: 12A2,3,4,5 - Period: 63

I Objectives:

1 Educational aim: - Writing a report. Knowledge:

- General knowledge: Writing about measures to protect endangered species and possible results

- Language: +The tenses + Connectors

- New words: Words related to endangered species Skills:

Warm-up: (5 minutes) Fill in the chart with some information about endangered species’ problems

Endangere d species

causes Measures to save them +tiger Habitat

destructi on

Provide enough wildlife habitat reserves

- Explain as clearly as possible the

- Do as required

- Exchange the ideas with others - Listen to the teacher

- Get the task

- Work in pairs to the task

- Listen to the teacher to correct oneself - Work in groups to the task

(123)

way to write a passage +topic sentence

+supporting idea +supporting idea +Concluding sentence

+connectors: first, second, third 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 paragraph

- Ask students to work in groups to write paragraph

- 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 prepare part E: Language Focus at home

- Get the task

- Work in pairs to the task

- Listen to the teacher to correct oneself Work in groups to the task

1.We should have different activities to raise people ‘s awareness of the need to protect these animals

2.Goverments should raise sufficient funds for projects to save endangered animals

3.Humans must keep water ,air, and land clean to preserve natural habitats for wild animals

4.Goverments should have a good policy to improve the life of people who live in or near endangered animals’ habitats - Compare the result to the other groups - 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

- Do as the teacher asked

V Experience:

………

Lesson 5: language focus - Date of preparing: - Date of teaching: - Class: 12A2,3,4,5 - Period: 64

I Objectives:

(124)

- Rhythm Knowledge:

- General knowledge: modal verbs: may, might, must’nt, - Language: may, might, must, must’nt

- New words: Words related to the exercises Skills:

1 Pronunciation:( 15 minutes) - Explain the way to stress syllables - Help students to know the

pronunciation - Play the tape - Ask Ss to repeat

- Listen to Ss and check

2 Grammar and vocabulary:( 28 minutes)

- Explain once again Modal verbs(may, might, must, musn’t ,needn’t

Remarks:

- May ,might đợc dùng để khả

- Must đợc dùng để trách nhiệm bổn phận must có nghĩa phải làm ,khơng có la chn

- Need dợc dùng dể diễn tả sù cÇn thiÕt

Practice

- Get the teacher’s explanation 1.Tell me the time

2 Show me the way

3 Some carrots and cabbages 4.Come for a swim

5.The clock on the mantelpiece I think he wants to go tomorrow 7.It’s not the one I want

8.Most of them have arrived on the bus 9.Walk down the path to the end of the canal

10.I’m going home today for Christmas 11.A bird in the hand is worth two in the bush.

12 If you don’t have the best ,make the best of what you have.

- Practice reading in chorus or individually

-Listen to the teacher and copy

-Work in group to exercises Exercise1:

1. might rain

2. may/might wake

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Exercise 1:

- Guide the students how to the exercises

- Divide the class into groups, ask them to the exercises

- Correct the students’ work if necessary

3 Homework: (1 minute)

- Ask students to review the lesson and the language task students’ workbook and prepare Test yourself D

4. may/might need

5. may/might slip

6. may/might break Exercise 2:

1.needn’t come 2.needn’t walk 3.needn’t ask 4.needn’t tell 5.needn’t explain Exercise 3:

1.must 2.mustn’t 3.Needn’t 4.must 5.musn’t 6.needn’t 7.needn’t 8.must,mustn’t

- Listen to the teacher and write down correct answers

V Experience:

………

Test yourself d

- Date of preparing: - Date of teaching: - Class: 12A2,3,4,5 - Period: 65

I Objectives:

1 Educational aim: - Listening

- reading - Grammar -Writing

2 Knowledge:

(126)

1 listening:( 10 minutes) - Listen to the passage and

complete the note with NO MORE THAN THREE words

- Guide Ss to read and understand the facts about the Panda

- Play the tape

- Ask Ss to fill in the gaps - Listen to Ss and check 2 Reading:( 15 minutes)

- Read the passage and decide if the following statements are true (T), or false (F), or not mentioned (NM):

- Guide the students how to the exercise

- Divide the class into groups, ask them to the exercise

3 Grammar: ( minutes)

Complete the sentences with must, mustn’t or needn’t

- Explain how to this exercise - Go on a diet: An kieng

- Chapter: Chuong - Check Ss’ doing Writing: (10 minutes)

Study the information about the rhino then write a paragraph describing the animal and suggest possible solutions to protect it from extinction

- Explain the information first - Ask Ss to write individually in

- Get the teacher’s explanation - Practice reading individually

-Listen to the tape and fill in the gaps.

-Work in group to exercises - Give feedback to the T 1- F 2- NM 3- T 4- T 5- T

- Listen to the teacher and write down correct answers

- Do this ex In pairs - Correct and copy it

(127)

minutes then check it

- Ask students to redo the writing and prepare the Test

V Experience:

………

Test: 45’

Correct Test: 45’

UNIT 11: books

Lesson 1: reading - Date of preparing: - Date of teaching: - Class: 12A2,3,4,5 - Period: 68

I Objectives:

1 Educational aim:

- Students read and guess the meaning of words in contexts - Deciding on true or false statement

- Passage comprehension Knowledge:

(128)

- Language: Common knowledge of books - New words: Words related to the topic Skills:

- Guessing meaning in context, scanning for specific information and passage comprehension

II Method:

-Ask SS to look at the pictures in the text book and answer some questions: 1.what are they doing?

2.can you name some advantages of reading books?

-Ask Ss to work in pairs to answer the questions

-T goes around to help if necessary

1.Do you often read books?

2.What kind of books you enjoy reading most/least?

3.How you read books?

- Ask them to work in minutes, meanwhile the teacher moves round to help if necessary

- Ask some pairs to report

- Give some remarks if necessary While you read : (23 minutes)

- Ask students to read through the text

-Work in pair to answer the questions 1.they are reading books

2.enrich knowledge And Relax

- work in pairs to answer the question 1.usually

2.English books 3.every time

- Work individually to read the text then task

(129)

once to find out some new words, guess the main idea

- Guide students to read through the passage,then focus on only the sentences surrounding the suggested words to the task effectively

Task 2:

Decide whether the statements given in task page 120 are true ,false or not mentioned

- Call on some Ss to task on the board

- Check

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

- Ask them to work individually to the task and give the evidence to prove the keys

3.taste:nếm(đọc thử ,qua loa)

4.hard-to-pick –up-again:khó cm lờn li c)

5.digest:tiêu hoá

6.chew:nhai(nghiền ngẫm)

7.hard-to –put –down:không thể đặt xuống

Work in pair to give answers - Share the key with other Ss 1.NM

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

- Find in the text the evidence to prove the keys

- Do the task in pairs: - Answer the questions Three

2.When you find a good story and have time to enjoin it

3.Read a few pages to see it it’s the one you can easily read and understand

4.Television can bring you all the information and stories with colour picture and action

(130)

- Ask them to work in small groups of three or four to the task

- Do exercise and two at page 71,72,73 in the students’ workbook

- Work in group to the task a.thriller

b.romance c.novel d.science e.craft f.fiction g.comic h.biography

- Write down the homework to at home V Experience:

………

UNIT 11: books

I Objectives:

1 Educational aim:

- Asking and answering about reading habits - Talking about characters in a book

2 Knowledge:

- General knowledge: Books

- Language: + The way to describe a book + The tenses

- New words: words related to Books Skills:

- Describing details in pictures - Talking about characters in a book II Method:

(131)

III Teaching aids:

- picture, board, chalks, textbook, handouts IV Procedure:

- Ask Ss to give name of some stories

- Complete the following conservation and practise reading it

- Explain how to the task

-Ask students to work in pairs to discus the three questions and find the answers

- Explain the requirements

- Divide the class into groups, asks each group to discus a section

- Guide the students how to speak by giving them useful suggestions:

Task 3:

- Complete the following conversation and practise reading it

Listen and give one’s own ideas 1.fairy story

2.historical story 3.detective story 4.war story

5.adventure story

A:what sort(kind) of books you like to read?

A;How you often read books? A:When you often read books? - Correct the answers oneself

A; What you often in your free time?

B: Reading books

A:What sort of books you often read? B:novels

A:How you read them?

B:When I find a good story A:When you often read books?

B: Whenever I have free time

A;What are you reading at the moment? A:Who is the main character?

(132)

Task 4:

-Practise the model conversation with one student

-Ask Ss to task

- Ask students to work individually to summarize what they’ve discussed in their own words

- Ask one or two students to report in front of the whole class

- Check and give remarks Homework: (3 minutes)

Do Exercises at page 75&76 in the students’workbook

-Listen and work in pairs to task A;What are you reading at the moment? B:I’m reading “happy life”

A:Who is the main character? B:John

A;What is he like? B;

- Listen and take note

- Write down the homework V Experience:

………

UNIT 11: books

I Objectives:

1 Educational aim:

-Ss know some advantages of books Knowledge:

- General knowledge: Listen for specific information - Language: The present simple tense

- New words: Words related to the topic

3 Skills: - Listening and deciding on True or False statements - Listening comprehension

II Method:

(133)

III Teaching aids:

- Tape, board, chalks, textbook

IV Procedure:

- Ask Ss to decide on statements True or False

- Ask students to read the statement at least once first

many answers can students find - Play the tape again

- Call some Ss to say out their answers and the evidences they get to prove their answers

Task 2

many answers can Ss find - Play the tape again

- In group, ask students to discus the guided question, find the answer

- Listen to the teacher - Listen and repeat:

Incredible Wilderness Fascinating Unnoticed Journey Personality Survive Reunited

answers

Keys: 1 B, C, B, A, A,

- Listen to the tape and the task

1;family 2.strength 3.humans 4.journey 5.pet.

- In groups, ask and answer the question

S1: would you like to read the book ? S2: Yes,

S1: Why?

(134)

- In not more than 50 words write about the kind of books you like to read and say why

animal’s life

- Listen to the teacher’s guide to correct oneself

V Experience:

………

UNIT 11: books

Lesson 4: writing - Date of preparing: - Date of teaching: - Class: 12A2,3,4,5 - Period: 71

I Objectives:

1 Educational aim: - Describing a book Knowledge:

- General knowledge: writing a report on a book - Language: +The tenses

+ Connectors (time expressions) - New words: Words related to books

3 Skills:

- Free talk about the name what you should mention in book report

Pre-writing(10 minutes) Give some ideas

Book report

+the book’s author +the title of the book

Do as required

Exchange the ideas with others - Listen to the teacher

(135)

+the main character +your opinion

- Ask students to look at Task - In group, ask students to put the

questions to under the correct headings

- Move around to give help - Check and give remarks

Task 2

- Explain the requirements: Ask and answer the above questions about the book you have just read - Ask students to work in groups to write report

- Ask Ss to write a report on the

- Work in group to the task

S1:general introduction 7.What is the title of the book? 4.who is the author?

9.What type of book is it?

S2:Summary of the book’s content 2.where is the book set?

5.What is the main theme of the book? 6.who are the main characters?

8.what is the plot of the story? S3:Conclusion:

1.What was your opinion of the book? 3.would you recommend the book?

- Listen to the teacher to correct oneself

- Work in groups to the task

S1: 7.What is the title of the book? S2: Frankenstein

S1;4.who is the author? S2:Marry Shelley

S1:9.What type of book is it? S2:A horror story.

S1: 2.where is the book set? S2: Geneva

S1:5.What is the main theme of the book?

S2:life of Frankenstein, a monster S1:6.who are the main characters? S2: Frankenstein

S1:8.what is the plot of the story?

S2:a student from Geneva ,discovers the secret of life, constructors a creature more like a monster ,monster feels lonely ,attacks and kills Frankenstein’s friend, and his brother: Frankenstein determined to kill the monster: he is killed first by the monster ,then it kills itself

S1:1.What was your opinion of the book?

S2:interesting

(136)

book you have read recently based on the results of task and

- Ask some groups to represent their work, ask other to give remark - Choose some good writing to read in class and give remark

- Compare the result to the other groups

- Listen to the teacher’s explanations - Exchange the writing to other

groups to check and give remarks

V Experience:

………

UNIT 11: books

I Objectives:

1 Educational aim: - Rhythm

- Modals in the passive voice Knowledge:

- General knowledge: review the uses of the passive voice with modal verbs - Language: Know how to use modals in the passive voice

- Writing sentences with modals in the passive voice II Method:

- Board, chalks, textbook and notebook

IV Procedure:

1 Pronunciation:( 15 minutes) - Explain the rhythm

- Help students to know the pronunciation

- Practice:

1.Why did you behave like that ? 2.Come for a swim

3.I think it will be find

- Get the teacher’s explanation

(137)

4.She’s gone for a walk in the park 5.I wonder if he’ll ever come back -Let Ss to listen to the tape

2 Grammar and vocabulary:( 28 minutes)

- Explain once again the “Modals with passive voice

Modals +be+past participle Modals+be+past participle

Exercise1:rewrite the sentences in the passive

- Guide the students how to the exercises

Exercise2;Complete the conservation with the suitable passive form of the verbs in brackets - Guide the students how to the

exercises

Exercise 3,4 and page 74and 75 in the student’s work book

Exercise1:

7 This machine mustn’t be used after 5.30 p.m

8 This machine must cleaned every tine you use it

9 The flowers should be kept in a warm sunny place

10.Your bill should be paid before you leave the hotel

11.we should be given the information now

12.Toothpaste can be bought at the drugstore

13.The children should be warned not to speak to strangers

14.The mystery can’t be solved

15.Travelers’cheques can be exchanged at most banks

16.She shouldn’t be told the news It might kill her

Exercise 2:

1.will be prepared

2. Is food going to be cooked? 3. will be pre-packaged

4. can be warmed

5. should food be chosen 6. has to be offered 7. could be selected 8. ought to be made

V Experience:

(138)

UNIT 12: water sports

I Objectives:

1 Educational aim: By the end of this lesson, students learn about water sports and they have knowledge to play it

2 Knowledge:

- General knowledge: Students can understand rules of playing water sports - Language:

- New words: Words related to water sports Skills: - Guessing meaning from context

- Passage comprehension

- Reading for specific information II Method: Integrated, mainly communicative

III Teaching aids: textbooks, some pictures of water sports IV Procedure:

- Hangs up pictures of water sport and football

- Asks some questions:

1 What kinds of sports are in the pictures?

2 Where can people play these sports? How people play them?

4 Which sport you think is more popular?

- Leads in new lesson: Water sports Before you read : (7 minutes) - Ask students to close the books - Shows pictures and says: the sport in picture A is “water polo” and in picture B, the read team plays against the white team, so the red one is the “opponent” of the white one

- Explains some new words if necessary

Water polo (n) : Mơn bóng nước - Tie (n) : Trận hồ

- Vertical (a) : Phương thẳng đứng - Foul (n) : Phạm luật , sai sót - Opponent (n) : Đối thủ , đối

- Look at pictures and answer all the questions

- Answer freely

- Look at pictures and guess meaning of new words

(139)

phương

- Penalty (n) : Hình phạt

- Eject (v) : Đẩy , tống ra,đuổi - Goalie (n) : Người giữ khung thµnh

While you read : (23 minutes)

- Asks students to open the books and read the passage silently

- Lets students task Task :

- Asks students to the task individually then compare answers with partner

- Checks answers with the whole class and gives feedback

Task 2:

- Asks students to the task in pairs and read scan the passage to find information in the text to fill words in the blanks

- Goes round to give help

- Checks answers and give feedback

Task 3:

- Ask students to find answers for all questions in the passage individually first, then compare in pairs

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

- Listens to the students and corrects mistakes

- Calls on some students to write answers on the board

- Corrects mistakes again

- Read individually

- Do the task independently Key:

1 e c 3.a 4.b 5.d

- Work in pairs and the task Key:

1 18 ; 30 metres; 20 metres

2 white caps; blue caps; red caps with the number in white

3 Their own goal lines

4 Holding or punching the ball Five to eighty minutes

- Do independently first then work in pairs

- Present answers in front of the class and correct in notebook

Key:

1 People can play it in a pool It is in the centre of the pool

3.The ball can be advanced by passing with one hand or swimming with the head above the water and the ball between the arm so it rides on the wave create by the swimming’s head Only the goalie can hold/ is allowed to hold the ball with both hands

(140)

- Divides the class into groups: one talks about football and another talks about water polo

- Asks students to as the table in textbook

- Maybe asks students some questions: Would you like to try water polo? Why or why not?

2 Do you think it’s more or less dangerous than football or other sports? Why?

- Goes round to help

- Calls each group to present - Gives comments

- Asks students to write a paragraph about ideas of water polo (about 100 words)

- Asks students to prepare part B Speaking at home

- Do the task

- Representative of each group expresses the own ideas in front of the class

- Listen to their friend’s talking and give comment

- Listen to the teacher and write down

V Experience:

………

I Objectives:

1 Educational aim: By the end of this lesson, students can talk about some water sports that they prefer

2 Knowledge:

- General knowledge: Students learn about some water sports - Language: asking and answering about water sports

- New words: words related to water sports

3 Skills: - Talking about types of water sports

- Giving opinions and preferences about water sports II Method: integrated, mainly communicative

(141)

Pre- speaking: (5 minutes) - Ask students to keep book close - Says: “In just one minute, look at the pictures and write down on a piece of paper a list of equipments which are used to play with these types of water sports”

- Asks students to work in groups - Calls some groups to speak their answers

- Declares the winner

- Ask students to look at pictures and match names of equipments with names of water sports and retell names of each sport

- Calls some students to speak - Correct pronunciation

Task 2

- Asks students to look at the table and talk about each type of water sports - Lets students individually

- Goes round to check their activities - Calls some students to practise speaking model conversations

- Asks students practise in pairs

- Calls some pairs to present in front of the class and corrects mistakes

- Asks students to work in small groups to talk about their favourite water sports following examples

- Goes round to provide help

- Calls some students to speak loudly in front of the class

- Corrects pronunciation and gives comments

- Gives marks

- Look at the pictures and try to tell some equipments of water sports (ex: ball, air tank, mask, fins, oars, boat, board, regulator, wet suit, sail etc )

- Look at pictures and try to remember - Correct pronunciation themselves Swimming Windsurfing Water polo Scuba- diving Synchronized swimming

Rowing

- Look at the book - Work independently

- Practise speaking with the teacher - Work in pairs

- Listen to their friends

- Work in small groups

- Listen to their friends and gives comments

(142)

- Ask students to prepare Part

C-Listening and homework - Write down the homework V Experience:

………

I Objectives:

1 Educational aim: By the end of this lesson, students will understand synchronized swimming

2 Knowledge:

- General knowledge: Students learn more about synchronized swimming - New words: Words related to synchronized swimming

3 Skills: - Listening and choosing multiple-choice questions - Listening and understanding comprehension questions II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book IV Procedure:

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

1 Where are they playing?

2 What are the special features of this sport?

3 Is it a popular sport?

- Lets students read some new words first in chorus then read individually - Calls some students to read new words

- Corrects pronunciation

- Ask students to read multiple-choice questions in the books first and underline key words

- Close the books - Listen to the teacher - Answer freely

- It is like ballet It is the combination of diving and gymnastics

- Read in chorus then individually

- Read questions

(143)

- Plays the tape times and lets students to the task

- Checks the answers and asks students to give evidences

- Gives feedback Task 2

- Asks students to read questions to understand the content

- Asks students to listen to the tape once again to answer the questions - Calls some students to answers questions

- Calls students to write the answers on the board

- Corrects mistakes

- Asks students to talk about history of synchronized swimming using the cues in the books

- Asks students to work in groups to practise

- Goes round to provide help - Calls some groups to present - Gives comments

- Remember them to prepare Part-Writing at home

- Give answers:

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

- Read the questions first - Listen to the tape

Key:

1 The great Australian swimmer, Annette Kellerman did

2 She found a water ballet club in 1923

3 Curtis did

4 They were conducted in 1946 It became an Olympic event in 1984

- Work in groups to practise

- Listen to their friends and correct mistakes

V Experience:

………

Lesson 4: writing - Date of preparing: - Date of teaching: - Class: 12A2,3,4,5 - Period: 76

I Objectives:

1 Educational aim: By the end of this lesson, students will know some ways of instructing when playing sports

(144)

- New words: Words related to instructed words Skills: Writing to give instructions

II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, notebook IV Procedure:

- Asks students to keep book close - Asks students a question: What you often before practising sports? - Leads in new lesson: “Today we will have to write the instructions for warming up exercises before swimming

- Asks students to read task

- Asks students to work in pairs to match each sentence with one appropriate action

- Calls students for each checking: one reads instructions and one practise - Supplies more word phrases:

bend forward/ left/ right feet apart/ feet touching put your hands to the sides raise your hands above

or some conjuntions: first, then, after that, finally etc

Post-writing: (20 minutes) Task 2

- Asks students to look at the picture in task and use some useful expression above to write the instructions for one warm-up exercise before playing water polo

- Asks students to write individually - Goes round to help

- Lets students deliver to check mistakes in groups

- Calls one student to write on the board

- Gives comments and gives mark

- Keep book close

- Listen to the teacher and answer the question: We have to warming up exercises

- Read the task - Work in pairs

- Practise the task

- Listen to the teacher and copy down

- Look at the picture and the task

- Do independently - Work in groups Key:

1 Set yourself in vertical position Stand with your feet apart, raise your hands above your head

3 Bend forward, fingertips touch the ground

(145)

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

5 Finally put each arm back to the first position

V Experience:

………

I Objectives:

1 Educational aim: By the end of this lesson, students will be able to: - pronounce the words that have deaf sounds

- review grammar point: transitive and intransitive verbs Knowledge:

- General knowledge: Students learn how to use elision and transitive and intransitive verbs

- Language: - Transitive and intransitive verbs - Elision

- New words: Words related to elision

3 Skills: Pronoucing elision and using transitive and intransitive verbs II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book IV Procedure:

- Ask students to read words following the tape

*Listen and repeat :

- Read loudly then ask students to repeat - Introduce : elision

- Correct pronunciation for the students * Practise these sentences

- Read the sentences loudly - Ask students to repeat

- Correct pronunciation for students Grammar and vocabulary:(4 minutes)

- Read follow the tape

- Read in chorus then individually

- Listen to the tape and practise speaking

(146)

- Introduce exercises to the students - Let students see all sentences in part Pronunciation and give comments of verbs

- Gives explanation:

1 verbs + obj = transitive verbs verbs + not obj = intransitive verbs - Asks students to make questions with “who/ whom/ what” in pairs

- Calls some students to give their answers

- Corrects mistakes Exercise 1: (8 minutes)

- Asks students to Exercise - Introduce how to it

- Lets them work individually then compare with partner

- Walks round, checks and gives feedback

Exercise (8 minutes)

- Introduces Exercise to students and explain how to it

- Asks students to put the verbs into the right column “transitive or intransitive verbs”

- Asks students to it in pairs

- Checks the answers and asks students to make sentences with those verbs - Corrects mistakes

* Remarks:

- Most transitive verbs can be used in the passive

- Intransitive verbs can never be used in passive

Exercise 3: (10 minutes)

- Introduces Exercise to students and explain how to it

- Asks students to it

- Lets them work in groups to find

- Read the sentences and underline verbs

- Give comments:

1 the verbs “do, like, climb, deliver” + Obj

2 the verbs “sleep” + no Obj

- Listen to the teacher and write down - Make questions in pairs

- Do individually then in pairs Key:

Intransitive verbs: sleep, lie, occur, arrive, rain, exist

- Do the task in pairs - Make sentences:

1 I help my friend to homework My father has grown many kinds of flowers

- Listen to the teacher and copy down

- Do the task in groups Key:

1 The bill will be paid by An Towels are supplied by the hotel My mistakes were noticed by everyone

(147)

sentences that have transitive verbs, then turn them into passive

- Walks round and help them - Checks, corrects mistakes

- Asks students to Part Language Focus and prepare part Reading of Unit 13 at home

V Experience:

………

UNIT 13: the 22nd sea games Lesson 1: reading

I Objectives:

1 Educational aim: By the end of this lesson, students will be able to: - Scan for specific information

- Give Vietnamese equivalents to words and phrases - Answer the questions

2 Knowledge:

- General knowledge: Students can understand the 22nd Sea Games - Language: Giving Vietnamese equivalents to words and phrases - New words: Words related to Sea Games

3 Skills: - Scanning for specific information - Passage comprehension

III Teaching aids: textbooks, some pictures of Sea Games IV Procedure:

- Lets students to listen to a song “V× mét thÕ giíi ngµy mai” and tell what song it is

- Asks some questions:

1 In what event was it first sung?

- Listen to the song and answer questions

(148)

2 When and where was this event held?

- Leads in new lesson: The 22nd Sea Games

- Asks students to work in pairs to look at picture and answer the questions

1 Where event was it?

2 Where you think the event took place?

- Goes round to listen to students - Calls some pairs to answer - Leads in new lesson

While-reading : (25 minutes)

- Asks students to open the books and read the passage silently

- Lets students task Task :

- Asks students to the task individually then compare answers with partner

- Asks students try to guess meanings through the passage or look up dictionary

- Checks answers with the whole class and gives feedback

Task 2:

- Asks students to scan the passage and find information to complete the sentences

- Asks students to individually first then compare with partner

- Goes round to give help

- Checks answers and give feedback - Calls some students to read loudly completed sentences

Task 3:

- Asks students to find answers for all questions in the passage in pairs

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

- Listens to the students and corrects

- Look at picture and answer the question

1 In 2003 In Ha Noi

- Read individually

- Do the task independently Key:

1 ngêi say mê thể thao đoàn kết

3 danh hiệu

4 thể dục thể hình tinh thần cao đồng bào

- Read individually then compare their answers with partners

Key:

1 the 5th to 13th December, 2003 90 golds

3 the Swimming and Shooting Events

4 some point in the future

- Work in pairs to answer the question - Listen to their friends and the teacher

- Correct answers Key:

1 It was solidarity, co-operation for peace and development

(149)

mistakes

- Calls on some students to write answers on the board

- Corrects mistakes again

- Asks students to work in groups and talk about names of some of the Vietnamese athletes they love and say what they are famous for, and what aspects of sportsmanship they admire - Goes round to help students

- Calls some students to present in front of the class

- Listens to students and correct mistakes, gives marks

- Asks students to write a paragraph about their beloved athletes (about 100 words)

- Asks students to prepare part B Speaking at home

3 The Vietnamese Women’s Football team successfully defended the Sea Games title

4 The Thai Men’s Football team won the gold medal

5 It was because firstly, to prepare for the 22nd Sea Games, Vietnam carried out an intensive programme for its athletes, which included training in facilities, both home and abroad; secondly, with the strong support of their countrymen, the Vietnamese athletes competed in high spirits

- Work in groups - Do the task

- Some students to practise talking - Listen to their friends’ talking and give comment

V Experience:

………

UNIT 13: the 22nd sea games Lesson 2: speaking

(150)

1 Educational aim: By the end of this lesson, students will be able to be expected to report some of the records at the 22nd SEA Games the sports results of the match After that, they can use it in the real life

2 Knowledge:

- General knowledge: Students can understand some of the records at the 22nd Sea Games

- Language: asking and answering about records at the 22nd SEA Games - New words: words related to some sports at the 22nd SEA Games Skills: - Talking about sports events of the 22nd SEA Games

- Talking about (reporting) sports results II Method: integrated, mainly communicative III Teaching aids: pictures, textbooks

IV Procedure:

Pre- speaking: (10 minutes)

- Divides the class into groups: each group names of the sport under each symbol The group gives more names will be the winner

- Goes round to provide help and listen to students

- Calls groups to present their results on the board

- Corrects pronunciation and mistakes - Declares the winner

- Asks students to look at symbols and names of sports

- Calls some students to speak

- Corrects pronunciation and gives answers

Task 2

- Asks students to look at the books and talk about some of the records at the 22nd SEA Games, using the information in the table

- Asks students to pronouce some words (names of athletes and sports) - Lets students work in pairs

- Goes round to check their activities

- Listen to the teacher - Work in groups

- Observe the board

- Listen to the teacher and copy down names of sports

- Look at pictures and try to remember - Correct pronunciation themselves football (soccer)

2 tennis swimming cycling basketball

6 (running) athletics - Look at the book - Work independently

- Practise speaking with the teacher - Work in pairs

- Listen to their friends

A: Hi Lam What are you doing?

(151)

- Calls some students to practise speaking

- Asks students to work in small groups to make a report on the sports results, using information in the scoreboard

- Calls some students to speak loudly in front of the class

- Corrects pronunciation and gives comments

- Gives marks

A: It’s great Could you tell me about the record of the Men’s 200 meters? B: A man coming from Thailand won the game

A: What’s his name? B: He’s Boonthung A: What was his record?

B: He ran 200 meters in 20,14 seconds A: Wow! How excellent he was! He ran very fast

- Work in groups Suggestions:

- Thailand and Malaysia played in the Women’s Football Third-Place Playoff The Thai team won the bronze medal The results (score) was 6-1

- Thailand and Vietnam played in the Men’s Football Final The Thai team won the gold medal The score was 2-1 - Thailand and Vietnam played in the Women’s Volleyball Final The Thai team won the gold medal The score was 3-0

- Listen to the teacher - Write down the homework V Experience:

………

UNIT 13: the 22nd sea games Lesson 3: listening

I OBJECTIVES

Aims: By the end of the lesson, Ss will be able to listen to the passage and answer the questions about some achievements from the winning players at the 22nd SEA Games

Lexical items: Words / phrases related to the sports Teaching aids: pictures, a tape/CD, and handouts II METHOD: Integrated, mainly communicative

(152)

Teacher’s Activities Students’ Activities WARM-UP

 Divide the class into groups and tell Ss

that you are thinking of a word You will give them some clues about the word Each group has two chances to guess the word The first group to give the correct answer will win the games

What’s this?

1 This word is a name of a sport This sport can be done alone

3 This sport needs to have a pole to with

4 To this, you have to be very good at jumping

Who are they?

They play together in a team

They successfully defended the SEA Games title in the 22nd SEA Games.

They were all girls or women, no men in their team

Key word: The Vietnamese Women’s Football Team

BEFORE YOU LISTEN

 T explain some new words

1 clear (v): jump over st without touching it

2 podium (n): a small raised area for a performer, speaker etc to stand on milkmaid (n): (translation)

4 proposal (n): a suggested plan

5 deal (n): an agreement or arrangement, especially in business or politics:

6 tempting (adj): attractive

 Ask and answer the questions on page

142

 Listen and repeat words on page 142

WHILE YOU LISTEN

 T plays the CD player twice or more for

Ss to listen and task

 T goes over the answers with the class

 T lets Ss listen again and task

 T asks Ss to compare the answers with

the class

 T call on Ss to write their answers on

the board

 T checks the answers with the whole

class

Ss work in groups

Key word: Pole Vaulting

Whole class

Task 1:

1 one Thailand 4.80 metres No, he didn’t

Task 2:

1 2 3 4 5

T F T T F

(153)

IV Experience:

UNIT 13: the 22nd sea games Lesson 4: writing

 OBJECTIVES

Aims: By the end of the lesson, Ss will be able to describe a football match. Lexical items: Words / phrases related to football.

Teaching aids: handouts and charts Skills: writing a report

 METHOD: Integrated, mainly communicative  PROCEDURE

Teacher’s Activities Students’ Activities WARM-UP

BEFORE YOU WRITE

 Get Ss to answer these questions

1 What sports you enjoy watching most?

2 Do you ever watch a football match between you school’s team and one of your neighbouring school’s teams?

3 If yes, How did you feel? Did you report the match to the other ones?

4 What did you tell them first? WHILE YOU WRITE

 You are going to write a description of a football match between your school’s team and one of your neighbouring schools’ teams The following are the questions you have to answer when describing the match, but they are jumbled You should work with a partner and put the questions in the suitable sections

 T walks around the class, helping Ss if they have any problems

 Ask them to compare with the class

Ss work in groups

Whole class

Task 1:

SECTION

Introduction:

1 Why was the football match held?

2 What teams took part in the match?

3 When and where did the match take place?

Details of the match:

1 What was the weather like on that day?

2 How did each team play in the first half?/ second half?

(154)

 Ask Ss to work in pairs Tell them to ask and answer the questions above

 T walks around the class, helping Ss if they have any problems

AFTER YOU WRITE  T assigns homework

attitude?

4 Which team played better? Who scored a goal?

Conclusion:

1 What was the result?

2 What did you think about the

Task 2:

Ss ask and answer the questions above

Homework: write a description of the football match mentioned above

IV Experience:

UNIT 13: the 22nd sea games Lesson 5: language focus

 OBJECTIVES

Aims: By the end of the lesson, Ss will be able - to focus on pronunciation: linking - write double comparative sentences Lexical items: comparative form

Teaching aids: a tape/CD, and handouts

 METHOD: Integrated, mainly communicative  PROCEDURE

Teacher’s Activities Students’ Activities PRONUNCIATION

 Listen and repeat

 Get Ss to practise reading the sentences GRAMMAR

Double comparison

Listen and repeat

Comparative + and + Comparative The + Comparative, the +

(155)

Note: We repeat comparative to say that something is changing continuosly.

 Ask Ss to work in pairs to the exercise  Call on Ss to give the answers

 Check with the whole class

(follow the same procedure)

T assigns homework

Exercise 1:

Answers:

2.e- 3.a- 4.b- d- 6.g- 7.f

Exercise 2:

1 shorter and shorter

2 more and more expensive worse and worse

4 more and more complicated better and better

6 more and more active more and more difficult closer and closer

Exercise 3:

1 The warmer the weather, the better I feel

2 The more you practise your English, the faster you will learn

3 The longer he waited, the more impatient he became The more electricity you use,

the higher your bill will be The more expensive the hotel,

the better the service

6 The more I got to know him, the more I liked him

7 The more you have, the more you want

Homework:

1 moreAsia.more andare

touristsfromThere

2 More come andimmigrants

morefrom Europe

3 better.and wineisbetter

Australian

4 ismore Surfingandpopular

more

5 aremoreCoastal populated

and citiesmore

6 isitrealisehow peopleand

moredangerous theliein to

(156)

7 morewatching ChildrenTV

spendand moretime

8 areradio fewerTherefewer

songsFrench onFrench and

9 parkingplace to moreisIt

finda moredifficultand

10 arecomputers personal less

Nowadays,and expensive.less

IV Experience:

Unit 14 : INTERNATIONAL ORGANIZATIONS Lesson 1: reading

I Objectives:

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

- General knowledge: Students know about activities of International Red Cross - Language: Students could understand and use new words after reading - New words: Words related to International Red Cross

II Method: Integrated, mainly communicative III Teaching aids: Student’s book and pictures, etc. IV Procedure:

- Lead out the hand out and ask students matching the names of organizations with the pictures

- Let students understand more about these organizations, today we learn Unit 14- part A: Reading

- Open the book

- Look at the blackboard and put two words together

(157)

- Ask students to use the suggestion in their books to work in pairs

- Ask and answer questions :

1,what kind of activities is this organization involved in?

2,Is there a national Red Cross Society in Vietnam?

- Listen to students and correct pronunciation and grammar if necessary While you read : (23 minutes)

- Ask students to choose the best words in the box to complete the following sentences

- Let students work individual or in groups

- Help students if necessary Keys:

1,dedicated 2,appealed 3,initiated 4,appalled 5,resulted

-Ask students go through the reading text and decide whether the statements are true or false

-Walk round the classroom and correct mistakes

-Keys: 1T,2T,3T,4F,5T Task 3: (6 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

- Ask students to read the passage again and fill a suitable word for the

- Look at the book, listen to the teacher and work in pairs:

-Answer the questions

1,giving medical aids-taking care of victims of poverty

2,Yes

- Listen to the teacher then read the passages

- 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

-work individually and then work in pair and compare

- Try to answer the questions

- Practice with a partner then write them down in the note books

- Listen to the teacher -Work in pairs

- The students who are called to stand up to talk loudly are intelligent ones

(158)

following paragraph

- Listen to students and correct mistakes

-Keys:1,appalled,2,lack 3,of,4.in Home work: (2 minutes)

- Ask students to write a short passage about the role of the Red Cross society in your country (80 words)

- Prepare Part B : Speaking at home V Experience:

Unit 14 : INTERNATIONAL ORGANIZATIONS Lesson 2: speaking

I Objectives:

1 Educational aim: Students could ask and answer about international organizations in the world

2 Knowledge:

- General knowledge: By the end of the lesson students can practise a dialogue about some international organizations

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

3 Skills: talking about international organizations and their activities in charity and volunteer work

II Method: integrated, mainly communicative III Teaching aids: pictures ,textbook, IV Procedure:

- Ask students to keep book close - Ask students to look at the logos and match them with the organizations they stand for

- Check in front of the class

- Tell students to understand more about international organizations (We learn Unit 14, part- speaking)

- Ask students to read the passage and answer the questions about WHO

- Look at the board and try to remember name and logo of each organization

- Look at student’s book - Listen to the teacher and answer

-Keys:

(159)

V Experience:

Unit 14 : INTERNATIONAL ORGANIZATIONS Lesson 3: listening

I Objectives:

1 Educational aim: Students should listen and give information about United Nations Organization

2 Knowledge:

- General knowledge: Students learn more about United Nations - New words: Words related to United Nations

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 IV Procedure:

- Give some pictures and answer some questions

1,Who are they?

2 ,What are their job ?

- Check some students and mark

- If you want to know more details about UN organization we will go to Unit 14- part Listening

-Ask students to answer the question What you know about the organization in the picture?

- Let them work in pairs and make questions

- Walk round, listen and help students - Read loudly the words:

Destruction ,organization , independence,international

- Ask students to repeat loudly the words - Listen and check pronunciation

While-listening: (20 minutes)

- Close the books - Listen to the teacher

- Work in groups and look at the picture and answer

- Listen to the teacher and open textbooks

- Look at the books - Listen to the teacher - Work in pairs

(160)

Task 1

- Ask students to listen to the first part of the passage and circle the best answer to the following questions

- Let them read through these sentences - Read loudly or turn on the typescript three times

- Help them if necessary Task 2

- Ask students to look through the sentences in task

- Ask students to listen to the tapescript again and fill in the missing words -let students compare their answers with the partners’ answers

- Ask students to give reasons for their answers

Key: 1.solve international problems 2,the UN 3,in its goals 4,at war 5.independece

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

- Ask them to list as many as possible the names of the international organizations you have known so far - Let them work in pairs

- Walk round and help students

- Ask some students to stand up and go to board and write the names of the international organizations

- Ask students to write a passage about UN

- Remember them to prepare Part-Writing at home

- Keep book open

- Listen carefully and choose the best answer

Key: 1C.2D.3C

- Keep book open and listen to the teacher

- Read the sentences in task and try to understand them

- Listen to the typescript again and fill in the missing words

-

-Discuss and find out the names of international organizations they have known

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

V Experience:

(161)

I Objectives:

1 Educational aim: Students should write a short description of an international organization

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

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

- Ask students to keep book close

- Ask students put the words into correct columns then say what organization the y belong to ?

- Check and explain them to the class: Pre-writing: (10 minutes)

- Ask student to work in groups and go through the list of suggestions above.Tell your friend the reason why you would like to work for WHO or WWF

- Explain some new words - Let them work in groups

- Walk around, check and help students - Explain to student to some questions using their opinion

- Ask students to task

-Ask students to use the ideas you have discusses above to write a paraghaph about the reasons you choose to work for one of the above international organizations

Begin as followed “I’d like to work for ”

- Go round, check and help students Post-writing: (10 minutes)

- Give suggestions and corrections

- Keep book close

- Listen to the teacher and work in pairs

- Listen to the teacher and open the books - Read the task1

(162)

- Ask students to read another’s description

- Ask some students to read loudly their description

- Correct mistakes and mark

- Ask students to part writing of Unit 14 in the student’s work book and prepare part Language Focus

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

Everyone has his or her own choice .To me, supposed I was offered to work for one of the international organizations, I’d like to work for WHO for a number of reasons First, if I work for WHO ,I will have an opportunity to live

V Experience:

Unit 14 : INTERNATIONAL ORGANIZATIONS Lesson 5: language focus

I Objectives:

1 Educational aim: Students should practice the falling tune and use phrasal verbs

2 Knowledge:

- General knowledge: Students learn how to use phrasal verbs - Language: Using the phrasal verbs

- New words: Words related to topic Skills: Intonation and phrasal verbs

II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, pictures IV Procedure:

- Ask students to look at their books then introduce to them

* Practise these sentences - Read the sentences loudly - Ask students to repeat

-Explain some cases to fall tune :narrative

- Listen to the teacher - Open the books

- Look at Practise the sentences - Listen to the teacher then repeat in chorus then individual

(163)

sentences; imperative ;Wh-questions

- Correct pronunciation for students Grammar and vocabulary:(4 minutes) - Introduce exercises to the students

- Let students get their attention to focus on phrasal verbs

Phrasal verbs :verbs +preposition

Phrasal verbs are used as transitive verbs

-Ask students give some examples related to phrasal verbs

Exercise 1: (8 minutes)

- Ask students to Exercise - Introduce how to it

- Walk round, check and give mark

Exercise (8 minutes)

- Introduce Exercise to students and explain how to it

- Ask students to it

- Let them work individually - Check, correct mistakes Exercise 3: (10 minutes)

- Introduce Exercise to students and explain how to it

- Let them work individually - Walk round and help them

- Check, correct mistakes , give reasons and mark

Ask students to Part Language Focus and prepare part Reading of Unit 15 at home

- Listen to the teacher and give some examples

-Examples: call for, come cross, get over, take after

-Do the excercise1

-work individually and work in pair

-Keys:1,give up 2,fill in 3,turn on 4,take of 5,wash up 6,look up 7,turn off 8,fill in/put on 9,go on

- Listen to the teacher and exercise

-Keys: 1,in 2,up 3,out 4,round 5,on 6,up 7,down 8,away 9,down 10, on

- Listen to the teacher and exercise

Key:

1,turns up 2,look after 3,takes after 4,got over 5,held up 6,try out 7,went off

V Experience:

(164)

I Objectives:

1 Educational aim:

- Students read passage comprehension about role of women in society - Students know how to use the new words through asking and answering Knowledge:

- General knowledge: - Through this unit, students know the role of women in society

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

-Summarizing main idea -Passage comprehension

III Teaching aids: Real objects, pictures, English textbook 12, hand-outs IV Procedures:

- Ask students to list out the jobs that men and women often in one minute

-Let students work in pairs -Ask students questions

Did women these jobs in the old days? why?

_Lead in: Today, we’ll study a new lesson Unit 15- part A :Reading

-ask students kook at the pictures and say what kind of work is mentioned in each picture and answer the questions that follow - Let students sit in pairs or in groups and put the four most suitable places from the box under each heading

- Give suggestions

- Walk round the class and offers ideas and comments when students need help

- Listen to the teacher and list the

jobs that men and women - Answer the question

- Do the tasks

- Give answers

-The answer is various

(165)

- Conduct the correction and give the meaning of some words

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

Task : Read through the context and give the Vietnamese equivalents to the following words and phrases - Firsly, ask students to study individually then in pairs

- Walks around the class, offer ideas and comments when students need help

- Give suggestions

Task 2

- Work in pairs, read the small talks again and choose the best option to answer the following questions - Introduce the aim of Task

- Ask students to read the small talks again to find the suitable choice

- Ask students to work individually then work in pairs

- Walk round the class and comments when students need

Task : Read through the context and decide which of the headings below suit for paragraph

A Women’s Intellectual Ability B The Age of Enlightenment C women’s Rights

D Women’s Role in education

- Ask students to read the small talks again to choose the best title for the passage

- Ask students to work with a partner

- Walks arround the class to help students whenever they need

- Let students work in groups to summarise the reading passage by

1,nền văn minh nhân loại 2,sinh

3,sù tham gia 4,thêi kú khai s¸ng

5,những niềm tin ăn sâu vào tiềm thức 6,việc chăm súc gia ỡnh

7,năng lực trí tuệ 8, héi viƯc lµm

- Read all questions

- Read the small talks again to scan information

- Work in pairs - Give answers 1C 2D 3C 4B 5A

- Work in groups Key: C

Have discussion then present ideas in front of the class

- Present the content of the small talks again

- Keys:

Paraghraph1 :women in the old societies Paraghraph2 :The struggle for women’s rights

Paraghraph3:the statue of women in society todays

(166)

writing One sentence for each paragraph

- Has students work in groups and answer the questions

- Walk around the class, listen to student’s discussions and offer suggestions when necessary

- Give comments

- Ask students to tell the content of the small talks

- Ask to tell themselves Homework : (2 minutes) -Do reading text in workbook -Prepare the next lesson V Experience:

Unit 15: WOMEN IN SOCIETY Lesson 2: speaking

I Objectives:

1 Educational aim: Students know how to express opinions and express degrees of agreement

2 Knowledge:

- General knowledge: - Through this unit, students can make opinions with a partner easily

- Know how to arrange opinions sensibly

- Language: Students use sentences, words, phrases and expressions for making degrees of agreement

(167)

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

Teacher’s activities Student’s activities

Warm-up:(5minutes)

- Give a picture with a

situation and ask students to guess what happens next?

- Ask students work in pairs

Today, we will practice giving the opinion-for or against

Task 1: These expressions are commonly used when people are expressed the agreement or disagreement Place them under the appropriate heading then practise with a partner

- Give instruction

- Introduce some expressions that we can use to agree and disagree about something

- Ask student to work individually then work in groups

Task 2:

-Read and respond to these statements ,using useful expression in task and then practise it with a partner

- Ask students to work individually then in pairs

- Walk around the class to help student when necessary

- Check and give suggestions

- Ask student to practise it with a partner

- Corrects students’ pronunciation if necessary

- Work in group to discuss

whether you agree or disagree with the statement “

Married women should not to go to work”

- Listen to the teache

- Do the task

-Work in pairs and practise saying aloud

- Do the task

- Practise with partners

A :Men are usually stronger than women I think so (That’s the reason why men often hard work ,such as building ,carrying things )

B : Women are usually more sympathetic than men

I don’t think so because there are fathers who are gentle and understand their children better than theirs wives

- Work in groups

- Practise the conversation Answer:

- A: Hi,what you think about the

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Make small talks on the following topics, using the starting and ending of a conversation

- Divide the class into groups - Ask each group to discuss one topic and make a small conversation

- Walk around the class and help all students when necessary

- Ask students to present the conversations

- - Give comments

- Homework:(2minutes)

- In not more than 80 words

write about your opinion about the statement “Married women should not go to work”

- Prepare the next lesson

not to go to work” ?

B: Hi, I don’t agree with it A: why?

B: In my opinion ,it’s unfair for women If they don’t go to work ,they have to stay at home all the time It’s too boring to be housewives all their lives

-Listen and copy

V Experience:

Unit 15: WOMEN IN SOCIETY Lesson 3: listening

I Objectives:

1 Educational aim: Students should know how to listen to give some information about women and the role of them in society

2 Knowledge:

- General knowledge: Students learn about role of women in modern life - Language:

- New words: Words related to society, women

3 Skills: -Extensive Listening : Multiple-choice questions -Passage comprehension

II Method: Intergrated, mainly communicative III Teaching aid: Pictures ,textbook

IV Procedures:

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

- Listen and answer

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- 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)

- Let students answer the

following question

- Is the life of a city women easier

than that of a village woman nowadays ?What is your point of view? Why?

While-listening: (24 minutes)

Task 1: You will hear a passage abut women and their roles in society.Listen to the passage and choose the best answer to complete each sentences

- Listen to each pair

- Let students read some sentences given and explain some new words if necessary

- Read or let students listen first

- Give more information if students wonder or not clear

- Let students listen the second time - Check their listening

- Let students listen the third time and let them choose the best answer

- Observe the class and listen to each group’s feedbacks

Task 2: Ask students to listen again and answer the questions

- Let students read the questions first and quickly- work in pairs

- Let students listen again times and ask them to discuss in groups to answer the questions

- Listen to each group and remark

1.from a village in Africa

2,they are working and taking care of their children

3,

- Work in pairs

-Answer the question

- After three times of listening, each group gives their answers

- Read quickly and discuss in pairs or groups to find the answers which can be listened before

- Can guess what will be heard again - Work in groups and give answer 1B ,2C ,3C,4A,5B

- Listen again (1-2 times) - Discuss give correct answer 1,40%

2,they earn nothing for doing their domestic work

3,they produce more than half of the food

4,80% 5,at 4.45 am 6,at 9.30 pm -

- Work in groups

(170)

- Have students sit in groups and compare a typical working day of your mother or your sister with that of an African village woman

- Listen and remark

- Ask students to write about 100- 150 words what your sister or your mother’s daily activities

- Listen and copy in their notebooks

V Experience:

Unit 15: WOMEN IN SOCIETY Lesson 4: writing

I Objectives:

1 Educational aim: Students know how to describe a chart Knowledge:

- General knowledge: Students could write a report to describe information from a statistics of the activities and the time that women every week

- Language: Words used in a chart Skills: Describing a chart

II Method: Interagrated, mainly communicative

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

- Ask students to name the activities

and the time that women often every day

- Let students work in group Pre-writing: (10 minutes)

Task 1

- Let students go through the questions

- Observe and work in pairs to answer

- The answers can be various

(171)

-give in the book ‘Look at the chart and answer the questions

-Go around and help if necessary

- Listen and explain some new words and useful expressions if they not know

+the chart shows/presents/illustrates +As can be seen from the chart

+According to the chart

+In general/generally speaking

- Ask students to certain things

- It means we use short information but it’s real

- Ask students to read the model of chart first

- Ask students to describe some information in a chart

- Ask or students who may be good at English to write on the board

- Let students change their report and practise speaking about the person they’ve written

- Listen and remark

- Let students work in group to write a report about someone and other groups - Read and write a short paragraph - Listen and remark

- Do the writing part, Unit 15, workbook

- Each pair ask and answer

- Listen and write down

- Read quickly themselves

- Read the form quickly and find some new words if it has

- Listen and repeat, then write down in notebooks

- Check among groups - Change among groups

- Work in groups and write a report - One student of one group reads aloud a report

- Discuss and correct mistakes themselves

- Listen and copy

V Experience:

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I Objectives:

1 Educational aim: Students know how to spell the rising tune in a sentence Knowledge:

- General knowledge: Students learn the use of phrasal verbs - Language:

- New words: Words related to topic Skills:

- Pronunciation: The rising tune - Grammar: - Phrasal verbs

II Method: Intergrated, mainly communicative III Teaching aids: textbook, picture IV Procedures:

I Pronunciation(10 munites)

- Help students how to read correctly with the rising tune

b Practice:

- Read the sentences first: clearly, correctly

- Listen and correct their pronunciation if it’s needed

-Explain to read the rising tune in Yes-No questions and sentence stress

- Listen and remark each group II Grammar: (34munites) Phrasal verbs

- Show students to list out as many phrasal verbs you have learnt as possible just in one munites

-Let students work in pairs

* Exercise 1:

Let students read all the answers and work in groups to choose tone of the following verbs(in the correct form)+ the correct preposition to complete the

- Read aloud

- Listen and copy

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

- Read and the exercise

- Work in their own and compare each other

- One or two students give the correct form of phrasal verbs on the board

(173)

sentences

-Go around and help if necessary - Listen and remark



Exercise :

-Introduce Exercise to students and explain how to it

-Ask students to fill each of the blanks with an appropriate preposition if necessary

Let them work individually - Walk round and help them

- Check, correct mistakes , give reasons and mark

Homework: (2 minutes) - Remind of phrasal verbs

- Let them exercises in Workbook

1,glanced at 2,invited to 3,listen to 4,throw at 5,staring at 6,speaking to 7,wrote to 8,point at

- Work themselves and each student reads sentences

- Other students listen and remark each other

- Keys:

1,for 2,for 3,to 4,for

5,about 6,x 7,about 8,x 9,for 10,for

- Listen and copy

V Experience:

Unit 16: THE ASSOCIATION OF

SOUTHEAST ASIAN NATIONS Lesson 1: reading

I Objectives:

1 Educational aim: Students can read and know about ASEAN and make questions and answer them well

2 Knowledge:

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

- Language:

- New words: Words relate to ASEAN

(174)

-Guessing meaning from context II Method: Intergrated, mainly communicative

III Teaching aids: Some photos of ASEAN and some information about them

IV Procedures:

- Give the logo of ASEAN and ask students to guess the name this organization

- Recheck and introduce the new lesson: The Association Of Southeast Asian Nations Pre-reading: (7 minutes)

- Ask some questions about some questions ? 1,what does ASEAN stands for?

2,When did Vietnam join this association? - Let students write some information about ASEAN

- Let each student stand and speak their opinions

- Go around and help them if necessary While-reading: (20 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 task Task 1

- Let students fill each blank with a suitable work

-Ask students to work individually then in pairs

- Walk around the class to help student when necessary

-Corrects students’ pronunciation if necessary - Check and give suggestions

Task 2

- Let students read all sentences and explain some new words if necessary

- Listen and correct if needed -Keys: 1T ,2F ,3F ,4T, 5F ,6F Task 3

- Do themselves and then work in pairs

-Discuss and give correct answer

1,ASEAN stands for the Association of Southeast Asian Nations

2,In 1995

-Work in pairs to discuss to fill with suitable words -Keys:

1,justice 2,GDP

3,diverse 4,integration 5,accelerate 6,enterprises

- Read quickly some sentences in the text

(175)

- Let students work in pairs and read the

passage again and find out the answers for these questions in the task

-Walk around the class to help student when necessary

-Corrects students’ pronunciation if necessary - Check and give suggestions

-Ask students to close their books and summarise the passage ,based on the years : 1967, 1995 ,1998 ,1999, 2007 ,2020

-Go around and help if necessary -Check and remark

Homework (4 minutes)

- Reread the passage and summarize the ASEAN (about 100 words)

- Work in pairs and answer some questions

- Read quickly and find out the answers

- Work in pairs, then one reads the sentence and the other corrects it

- Work in pairs and some of them stand and say about ASEAN

- Work in groups and discuss which sentences go with the word given

- Some others repeat - Copy the words - Listen and copy V Experience:

SOUTHEAST ASIAN NATIONS Lesson 2: speaking

I Objectives:

1 Educational aim: Students should know how to tell the names and the capitals of ASEAN countries

2 Knowledge:

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3 Skills: -Ask and answer the information about ASEAN countries II Method: Integrated, mainly communicative

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

IV Procedures:

- Ask students to close the book

- Let students Look at the pictures and name out the countries and the capitals -Let them work in pairs

Pre-speaking: (8 minutes) Task 1

- Ask students to open the book and look at the flags and match with their countries and capitals mentioned above…

- Go around and listen to them

- Let students open the books and discuss and use the information in task and the fact below to talk about some of the ASEAN countries

- Ask students to read some words given and then let them choose which countries they like to talk about

- Listen and correct

- Ask students to work in pairs and discuss ,talk about some of the ASEAN countries - Ask one group to the task as a model - Go around listening to some groups and help them if needed

- Ask some pairs to stand in front of the class and practise speaking

- Close the books

- Work in pairs and name out the countries and the capitals

- Each student speaks out their answer

- Work in pairs

- Look at the picture and name them

- They’re holding the pens and notebooks

- Read these words and work in groups

- Some students can show off these words: family; dislike; hobby; education

- Observe the picture

- Work in groups with some cues given below

(

- Other groups go on practising speaking

-

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- Some groups go on speaking each other - Listen to each group and correct or give mark if they it well

Homework: (2-4 minutes)

- Let students write about someone they admire or look forward to meeting

and Buddhism Their currency is Ringgit

- Listen and write down in their notebooks

V Experience:

SOUTHEAST ASIAN NATIONS Lesson 3: l istening

I Objectives:

1 Educational aim: Students should know how to ask and say about using English and the main religion in ASEAN

2 Knowledge:

- General knowledge: Students know how to give information from using English and the main religion in ASEAN

- Language:

- New words: Words related to ASEAN countries

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

III Teaching aids: Some pictures of persons or some real information about them IV Procedures:

- Ask students to close the book

- Ask students to list the name of ASEAN countries using the English Pre-listening: (8 minutes)

- Let students open the books and ask and answer the question

1 Which ASEAN countries are use English as a second language?

-

-Work in pair and list the name of ASEAN countries

- Listen to the the teacher and answer the questions

-Keys: Some ASEAN countries such as the Philippines, Brunei, Singapore, and Malaysia use English as second language

(178)

- Let students read some words they’ll listen then

- Listen and check

- Let students read some sentences given and explain some new words if necessary - Read or let students listen first

Have you got anything from the dialogue between Mr Hung and his daughter Nga?

- Let students listen the second time - Check their listening

- Let students listen the third time and let them choose the best answer to complete each of the following sentences

- Observe the class and listen to each group’s feedbacks

- Give more information if students wonder or not clear

Task 2

- Before listening, let students read quickly some questions in the task - Let students listen the first time: Who can guess some words?

- Let students listen the second time - Let student listen the last time and let them work in groups to speak out

- Listen and correct their listening

- Ask students to summarize the content of the conversation between Nga and her father-Mr Hung

- Ask students to write a short passage to guess what Nga’s essay will be about - Listen to each group and correct mistakes if they’ve done

Homework: (2- minutes)

- Some students read themselves:

- 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

- Work in groups and guess - Listen and the task - Speak out their listening

- Try to write down the answers -Key: 1,tomorrow(the next day) 2,The US

3,Around 50 million 4.In the Philippines

5,three-Islam,Buddhism and Catholicism

- Work in groups:

- Work in groups and each group has one person who says about it - May answer in different ways - Write in groups and ask someone to speak out their writing

- Other groups listen and copy some information and give some questions

(179)

- Ask students to write a short passage about the content of the listening text( 70 words)

V Experience:

SOUTHEAST ASIAN NATIONS Lesson 4: writing

I Objectives:

1 Educational aim: Students should know how to write a letter of recommendation

2 Knowledge:

- General knowledge: Students learn to write about the places they are familiar with

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

III Teaching aids: Some cues, information of someone IV Procedures:

- Look at the pictures and name out the places

-Let students work in pairs

- Ask students to open their books - Introduce the students the task -Let them work in groups and complete the letter with the missing sentences in the box

-Go around and help

-Explain some new words if necessary -Give correct answers

- Work in pairs and match the name with the picture

- Some students matching on the board

- work in pair and the task - Key

1,I would like to recommend a well-know place in Vietnam to you 2,It is about 170 km from Hanoi 3,The beach is an ideal place for swimmers

4,People here are very friendly and hospitable

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- Introduce to task2

- Let students read quickly the task2 David ,your pen pal ,is going to spend his summer vacation in one of the ASEAN countries You want him to visit Vietnam Write a letter to him recommending a significant place you are familiar with - Explain some new words if necessary -Give form of a recommendation letter

Outline

+Date +Salutation +Body .location

.natural features .places to visit .food

.people +Closing +Signature

- Ask some other groups to write down a paragraph using some cues below and then each student on be half of his group read aloud

- Ask students to read another’s letter - Ask some students to read loudly their letter

- Listen and correct if needed

- Do the writing task in student’s workbook

-Prepare the next lesson

- Listen to the teacher - Read silently

- Read those words and copy

- Work in pairs

- Each group read their writing - Listen and work in groups

- - Discuss and find out some errors if they make

- Practise writing in groups

- Each member of groups reads aloud his/ her writing

- Other group appreciate and correct mistakes each other

- Each group does the writing and read aloud

- Listen and copy

V Experience:

SOUTHEAST ASIAN NATIONS Lesson 5: language focus

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- Class: 12A2,3,4,5 - Period: 100

I Objectives:

1 Educational aim: Students should pronunciate the rising –falling tune correctly and the use of adverbial clause of time

2 Knowledge:

- General knowledge: Students learn words to describe people’s background - Language: A paragraph and adverbial clause of time

3 Skill: fluency in the rising –falling and use of adverbial clause of time II Method: Intergrated, mainly communicative

III Teaching aids: textbook, handout IV Procedures:

I Pronunciation: (15 minutes) - Close the books!

a Introduce the rising-falling tune

- Let students practise pronunciating these sentences

- Listen and correct the syllables students read

b Let students open the books and read aloud the words given and try to pronunciate these sentences with the rising –tune

- Listen and check for pronunciation

- Ask students to listen and read after these sentences

II Grammar: (20 minutes) adverbial clause of time

-Introduce the way of using adverbial clause of time through some example - Ask students to give some examples - Listen and remark

b Let students practise doing exercises Exercise 1

- Ask students to exercise themselves then discuss in groups

- Read these sentences

- Listen and repeat following the teacher

- Read in silent first

- Some of each groups read aloud

- Students work in pairs and give some examples

- Some students repeat aloud

- Do the exercise themselves - Key:

1,She will phone you as soon as she arrives in Ho Chi Minh City 2,After the war was over we started rebuilding the country 3,they met a lot of people while they were on holiday

4,before you leave don’t forgot to turn off the lights

(182)

Exercise 2

- Ask students to supply the correct form of the verbs in brackets

- Listen and remark -Keys:

1,arrives 2,arrives 3,are playing

4,got ,5,have finished 6,(had) graduated 7.am 8,have read

Exercise 3

- Let students combine two sentences, using one as an adverbial clause of time with the given conjunction

-Go around and help if necessary -Give correct answers

- Ask students to revise the use of adverbial clause of time

- Practise doing exercise in the Workbook

whenever we are in hanoi

7,there is a danger of war as long as imperialism exits

8,tom sang a merry song as he walked away

- Work in groups and give the correct tense of verb and explain why they did it

- Each group answer and give reasons

- Read silently and discuss in pairs, groups

-Key:

1,Let’s go out before it starts raining

2,I’ll give you my address when I have found somewhere to live 3,After he had done his homework ,he went to bed

4,We’ll let you know as soon as we have made our decision

5,I haven’t met them since I left school

6,robert suddenly began to feel ill while he was doing the exams 7,Kate will come back home after she has finished the last semester

- Listen and write down