LESSON PLAN 12 UNIT 1116 dealt with Chiefs

- Before listening, let students read quickly some questions in the task 2 - Let students listen the first time: Who can guess some words. - Let students listen the second time [r]

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1

LESSON PLAN UNIT 11

A READING 1&2

Class: 12A1,4,10,11

Time allotted: 45 minutes

Teaching period: 62-63 Date: 11/1-16/1 Week: 21-22

I.Aims: Help Ss develop their reading skill through reading and guessing word meanings in context, reading and deciding true or false sentences, passage comprehending by answering the questions & II Objectives: By the end of the lesson, Ss will be able to understand the text about books and ways of reading books

III Skills: + Main skill: Reading + Sub skills: Speaking, Listening, writing IV Method: communicative approach ( + True/ False + Answer the Qs + Word Square ) V Teaching aids: Textbook, pictures, hand-out, sub-board

VI Procedures:

Stages/ Timing / Focus Teacher’s Activities Students’ Activities Warm- up ( 10’)

T- Ss

Introduction (5’) T- Ss

Pre- reading (30’) S – S

T – Ss Ss- T

While- reading (35’) Ind

S- S Ss- T

Game: List what you see

- T shows the picture of sth ( a book, the globe, some people reading books…) and asks Ss to list what they can see in the picture in minute

- T leads Ss to the new lesson by using the picture & asking Ss some Qs about what they see in the picture and the connection of these things

- T asks Ss to “ Before you read” in the textbook

- Pre –teach vocab (hand-out) - T conducts choral reading

- T asks Ss to read the text in silence to the following tasks

TASK 1: Give the Vietnamese equivalents

- T introduces the task

- T asks Ss to scan the text and give the Vietnamese equivalents to the words and phrases

- T asks Ss to check their As with those of their friends

- T asks Ss to give As - T corrects

- T conducts choral reading

- Play the game

- Look at the picture and answer T’s questions

- Answer the Qs

- Get H/o & as requested - Take notes

- choral reading - Read the text

- Listen to the T

- Work individually to the task

-Check As with friends - Give feedback ( speak out ) - choral reading

- Listen to the T

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2 Post- reading (7’)

S- S Ss- T

Consolidation (1’) Homework (2’)

TASK 2: True, False or No

Information?

- T asks Ss to read the text in silence again to task

- T goes around and helps weak Ss if they need

- T asks Ss to give feedback - T gives comments

TASK 3: Answer the questions

- T asks Ss to give feedback

- T gives comments.(Showing the As on a Sub-board)

AFTER YOU READ: Word Square

(Using a subboard to show the riddle) - T asks Ss to work in groups; find the names of types of books in the square - T goes around to oversee

- T asks Ss give feedback & then checks their As

-“ What have we learnt today ?”

- Tasks Ss to: - Practise reading the passage

- Learn the new words by heart - Do the exercises in the textbook

-Check As with friends - Give feedback ( read aloud) - Check the choice

- Listen to the T

- Read the text again and Task in pairs

- Work in groups of

- Give feedback ( circle the words on subboard)

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3

B SPEAKING

Class: 12A1,4,10,11

Teaching period: 64 Date: 17/1 Week: 22

I.Aims: Help Ss develop their speaking skill by practising asking and answering about reading habits & talking about characters in a book

II Objectives: By the end of the lesson, Ss will be able to talk about their reading habits and about characters in a book

III Skills: + Main skill: Speaking, + Sub skills: Reading, Listening, Writing IV Method: communicative approach (+ Answer Qs, + Discussing + Report )

V Teaching aids: Textbook, sub-board VI Procedures:

Stages / Timing / Focus Teacher’s Activities Students’ Activities Check- up (5’)

T- Ss

Warm-up (2’) Ss- T

Introduction (1’) Pre- speaking (5’) Ind

Ss- T S- S

While- speaking (19’) Ss- Ss

Ss- T

- T checks Ss’ Vocab Learning - T checks Ss’ reading compre Game: Cross word

- T gives some clues about the word for Ss to guess Eg This word has 11 letters, about the name of the book that attracted many people, esp children… Ss can guess letter one by one

-> T leads Ss to new lesson

TASK 1: Completing conversations - T introduces the task

- T asks Ss to work in pairs to Task 1,

- T asks Ss to give feedback & then gives comments

TASK 2: Free talks about reading habits:

- T asks Ss to work in pairs to Task

- T goes round to oversee

- T asks Ss to talk in front of the class based on the Qs in the conversation - T gives comments

- Do as directed

- Divided into two teams, join in the game

H A R R Y P O T T E R

- Listen to the T

- Work in pairs Complete the conversation and practise reading it

-Give As (talk in front of class) - Listen to the T

- Talk in front of the class

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4 Post- speaking (10’)

Ss- T

TASK 3: Completing conversations: - T introduces the task

- T asks Ss to work in pairs to Task - T asks Ss to give feedback & then gives comments

TASK 4: Free talks about a book: - T introduces the task

- T asks Ss to work in pairs, ask and answer about the book they are reading or they have read

- T asks Ss to present their talks in front of the class

- T gives comments

TASK 5: Report the results

- T asks Ss to work in groups, report the results to the groups

- T asks Ss to present their talks in front of the class

- T gives comments

- “ What have we learnt today?”

- T asks Ss to write a short passage about the type of book which you like reading and about the book you are reading or have just read

-Give As (talk in front of class) - Listen to the T

- Work in groups and the task ( Note down the answers) - Talk in front of the class

- Work in groups

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5

C LISTENING

Class: 12A1,4,10,11

I.Aims: Help Ss develop their listening skill by listening to the monologue the multiple choice exercise & listening and the gap – filling

II Objectives: By the end of the lesson, Ss will be able to understand the talk about a fascinating book named “The Incredible Journey”

III Skills: + Main skill: Listening + Sub skills: Reading, Speaking, Writing IV Method: communicative approach (+ Multiple choice + Gap- filling)

V Teaching aids: Textbook , cassette player, tape, chalk, pictures VI Procedures:

Stages / Timing / Focus Teacher’s Activities Students’ Activities Check- up (3’)

T - Ss

Warm-up (3’) T- Ss

Ss – T

Introduction (1’) Pre- listening (10’) S- S

Ss- T T - Ss

- T checks Ss’ Vocab Learning - T checks Ss’ Homework Game: Cross word

- T asks Ss to rearrange disordered letters ( L, A, N, A, I ) into the key word

- T leads Ss to new lesson by asking some Qs ( Do you like animals? Do you often read books about animals? ) - T asks Ss to the task in “Before You Listen”; Discuss in pairs, “which information you want to know about a book?”

- T asks Ss to give their feedback - T gives comments

Pre- teach vocab:

- T introduces the given words & explains the meaning

+ wilderness (n) ( explanation) + fascinating (adj) (antonym) + survive (v ) ( explanation) + reunited (a) (synonym) + journey (n) (example)

+ personality (n) : (explanation) + incredible(a) ( explanation) + unnoticed (adj) (explanation)

- Do as directed

- Play the game Key word: ANIMAL

- Work in pairs, discuss the question

- Give feedback ( speak out) + title of the book; author, main character, the plot …

- Take note

- Read in chorus

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6 While- listening (18’)

Ind S- S Ss- T

Post- listening (8’) Ss- Ss

Ss- T

- T conducts choral reading of the new words

TASK 1: Multiple Choice

- T introduces the task and asks Ss to read the sentences and the options - T asks Ss to listen to the tape to choose the correct answer

- T asks Ss to compare their As with those of their friends

- T plays the tape again for Ss to check their As

TASK 2: Gap- filling

- T introduces the task and asks Ss to read the passage

- T asks Ss to listen to the tape to fill in the gaps

- T asks Ss to work in pairs Ask and answer the Q “ Would you like to read the book or wouldn’t you? Why/ Why not?”

- T goes around to oversee - T asks Ss to give feedback - T gives comments

- T asks Ss to consolidate what they’ve learn

- T asks Ss to : + Learn new vocab + Write a short passage about the content of the talk you have just learnt

- Listen and Task - Compare the answer

- Give feedback (read aloud) - Listen again and check the As

- Read the passage in Task - Listen again and Task - Compare the answer

- Give feedback (write on the b/b)

- Listen again and check the As -Work in pairs

- Give feedback ( talk in front of the class )

- Consolidate

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7

D WRITING

Class: 12A1,4,10,11

I.Aims: Help Ss develop their writing skill by practising writing a book report

II Objectives: By the end of the lesson, Ss will be able to write a report on the book they are reading or they have just read

III Skills: + Main skill: Writing + Sub skills: Speaking, Listening, Reading IV Method: communicative approach

V Teaching aids: Textbook , chalk, sub-board VI Procedures:

Stages/Timing/Focus Teacher’s Activities Students’ Activities Check- up (4’)

Ss- T

Warm- up (3’)

Pre- writing (10’) T- Ss

Ind Ss- Ss

-T checks Ss’ Vocab Learning and their Homework

-T asks Ss to brainstorm what they

want to know about a book

-T introduces the new lesson TASK 1: Forming the headings: - T introduces the task, explaining what to

- T asks Ss to work in pairs to put the Qs under the correct headings

- T moves round to oversee

- T asks Ss to give feedback and then gives comments

TASK 2: Gathering ideas:

- T introduces the task, explaining what to

- T asks Ss to work in pairs to ask and answer the above Qs about the book they have read

- Do as directed

- Do brainstorming title

author plot

type theme

characters

- Listen to the T

- Work in pairs, Task

- Give feedback ( speak aloud) - Take notes

- Listen to the T

- Take notes

- Give feedback ( speak aloud)

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8 While- writing (15’)

Ind

Post- writing (10’) S- S

Ss- T

C

onsolidation (1’) Homework (1’)

- T moves round to oversee & asks Ss to take notes for their next writing - T asks Ss to give feedback and then gives comments

Task 3: Writing a paragraph:

- T introduces the task and explains what to

- T asks Ss to base on the notes in Task & to write a report on the book they have read recently

- T goes round and gives help to weak Ss or picks out the common mistakes - T asks Ss to exchange their writing and correct themselves

- T asks two Ss to write their reports on board

- T gives comments

- T asks Ss to summarize what they’ve learnt

- T asks Ss to:

+ Write the complete report into their exercise book

+ Do the Exercise in workbook

- Listen to the T - Write drafts

- Exchange the drafts for peer- correction

- Write their reports on board -Take notes

- Summarize

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9

E LANGUAGE FOCUS

Class: 12A1,4,10,11

I.Aims: Help Ss recognize and practise rhythm in sentences & Review and practise the passive with Modal Verbs

II Objectives: By the end of the lesson, Ss will be able to read phrases and sentences rhythmatically & write correct passive sentences with modal verbs

III Skills: + Main skills: Speaking, Listening, Writing + Sub skill: Reading IV Method: communicative approach

V Teaching aids: Textbook , chalk, sub-board

VI Procedures:

Stages/Timing/Focus Teacher’s Activities Students’ Activities Check- up (3’)

T- Ss

Warm- up (3’) Introduction (1’) Presentation (3’) Ind

T- Ss

Practice(4’) Ind

Ss- T

Production (4’) Review (7’)

Practice (15’) ( Grammar) ind

S- S Ss- T

- T checks Ss’ Homework Game:

- T plays the short poem for Ss to listen to and recognize the rhythm - T introduces the new lesson I Pronunciation

- T explains more about rhythm, model it by clapping the hands or tap on the table

- T plays the tape for Ss to listen and practise reading the sentences in the textbook

- T asks Ss to practise reading the sentences and then read the sentence by sentence => T corrects

- T gives some more sents, asking Ss to recognize their rhythm  read them aloud

II Grammar

- T gives Ss a brief revision of the passive voice ( hand out)

Exercise 1: Rewrite sentences in passive:

- T introduces the Ex 1, and explains

- Do as directed

- Listen to the poem & recognize the rhythm

- listen to the tape and repeat

- Read the sent indi - Choral reading

- Recognize the stressed and non – stressed syllables in the sentences

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10 S- S

Ss- T

Production (3’)

Consolidation (1’)

Homework (1’)

what to

- T asks Ss to the Ex

- T goes round & gives help to weak Ss or to oversee

- T asks Ss to compare their results with those of their friends’

- T asks Ss to give feedback and corrects

Exercise Give the passive form of the verb:

- T introduces the Ex2 and explains what to

- T asks Ss to the Ex in pairs - T goes round & gives help to weak Ss or to oversee

-T asks Ss to compare their As with those of another pairs

- T asks Ss to make more passive sentences, esp with Modal verbs - T asks Ss to consolidate what they’ve learnt

- T asks Ss to:

+ these Exs into notebook and Exs in the workbook

- Compare the results

- Give feedback (write on board)

- Listen to the T - Pair work, the Ex2 - Compare As

- Give feedback (read aloud)

- Consolidate

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11

Class: 12A1,4,10,11

Teaching period: 68 Date: 1/2 Week: 23

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12

A READING 1&2

Class: 12A1,4,10,11

Teaching period: 69-70 Date: 6/2 Week: 24

I Aims: Help Ss develop their reading skill through reading and guessing word meanings in context, passage comprehending by answering the questions & gap -filling

II Objectives: By the end of the lesson, Ss will be able to understand the text about water sports, esp water polo

III Skills: + Main skill: Reading + Sub skills: Speaking, Listening, writing IV Method: communicative approach (+ Matching + Answering the Qs + Gap-filling ) V Teaching aids: Textbook, pictures, hand-out, sub-board

VI Procedures:

Stages/Timing/Focus Teacher’s Activities Students’ Activities Warm- up ( 4’)

T- Ss

T – Ss Ss- T

S- S Ss- T

Game: List what you see

- T shows the picture of people playing water polo and asks Ss to list what they can see in the picture in minute

- T leads Ss to the new lesson by using the picture & asking Ss some Qs about what they see in the picture and the connection of these things

- T asks Ss to “Before you read” in the textbook

- Pre –teach vocab

+ vertical post (n) ( picture) + crossbar (n) ( picture) + goalie (n) ( synonym) + defensive ( a) ( explanation) + punch (v) (picture)

+ commit (v) (explanation) - T conducts choral reading

TASK 1: Match the words with their definitions

- T asks Ss to scan the text and match the words with their definitions

- T asks Ss to check their As with those of

- Play the game

- Look at the picture and answer T’s questions

- Answer the Qs

- Take notes

- Listen to the T

- Work individually to the task

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S- S Ss- T

their friends

- T gives comments.( Showing the As on a Sub-board)

TASK 3: Fill in the gaps - T introduces the task

- T gives comments.(Showing the As on a Sub-board)

- T asks Ss to work in groups; Make a comparison between football and water polo.(H/o)

- T goes around to oversee

- T asks Ss give feedback & then gives comments

-“What have we learnt today?”

- T asks Ss to write a short passage, comparing football and water polo

- Give feedback ( speak out ) - choral reading

- Listen to the T

- Read the text again and Task

- Listen to the T

- Work in groups of Football

Water polo Places to

play Numbers of players Main rules Length of time

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14

B SPEAKING

Class: 12A1,4,10,11

I Aims: Help Ss develop their speaking skill by practicing talking about types of water sports & giving opinions and preferences about water sports

II Objectives: By the end of the lesson, Ss will be able to talk about types of water sports & give opinions and preferences about water sports

III Skills: + Main skill: Speaking, + Sub skills: Reading, Listening, and Writing IV Method: communicative approach (+ Matching + Discussing + Talking)

V Teaching aids: Textbook, sub-board VI Procedures:

Stages/Timing/Focus Teacher’s Activities Students’ Activities Check- up (5’)

T- Ss

Ss- T S- S

While- speaking (13’)

Ss- Ss Ss- T

- T checks Ss’ Vocab Learning - T checks Ss’ reading compre

- T asks Ss to brainstorm some types of water sports they know

-> T leads Ss to new lesson

TASK 1: Match the names with appropriate water sports

- T asks Ss to work in pairs to Task 1, - T asks Ss to give feedback & then gives comments

TASK 2: Talk about each of the water sports:

- T asks Ss to work in pairs to Task - T goes round to oversee

- T asks Ss to talk in front of the class based on the information in the table

- Do as directed

- Do brainstorming

synchronized

swimming

scuba-diving rowing

water polo

windsurfing swimming - Listen to the T

- Work in pairs, match the names with the appropriate water sports -Give As (talk in front of class) - Listen to the T

- Work in pairs, talk about each of the water sports, using the info in the table

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Ss- T

Homework (2’)

- T gives comments

TASK 3: Free talks about the favourite water sports:

- T asks Ss to work in groups to discuss the Q “ Which of the above sports would you prefer playing or participating in? Explain why”

- T goes round to oversee or encourages Ss to express their ideas

- T asks Ss to give feedback & then gives comments

- “ What have we learnt today?”

- T asks Ss to write a short passage about the type of water sport they prefer playing or participating in and explain why

- Listen to the T

- Work in groups Task

- Give As (talk in front of class) - Consolidate

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16

C LISTENING

Class: 12A1,4,10,11

I Aims: Help Ss develop their listening skill by listening to the monologue the multiple choice exercise & listening and answer the Qs

II Objectives: By the end of the lesson, Ss will be able to understand the talk about synchronized swimming

III Skills: + Main skill: Listening + Sub skills: Reading, Speaking, Writing IV Method: communicative approach (+ Multiple choice + Answering Qs.)

T - Ss

Ss - T

Introduction (1’)

Pre- listening (10’) S- S

Ss- T T - Ss

- T checks Ss’ Vocab Learning - T checks Ss’ Homework Game: Guessingword

- T asks Ss to guess the key word by asking three Yes/ No questions from the T

- T leads Ss to new lesson by asking some Qs ( Do you like synchronized swimming? What you know about synchronized swimming? )

- T asks Ss to the task in “Before You Listen”

- T asks Ss to give their feedback - T gives comments

- T introduces the given words & helps Ss to recognize these words / expressions:

+ synchronized swimming + Annette Kellerman + Katherine Curtis

+ ChicargoTeacher’s College + Wright Junior College + Amateur Atheletic Union

- Do as directed

- Play the game

Key word: SYNCHRONIZED SWIMMING

- Look at the picture and discuss in groups…

- Give feedback ( speak out)

- Take note

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17 While- listening

(18’) Ind S- S Ss- T

Ss- T

TASK 1: Multiple Choice

- T introduces the task and asks Ss to read the sentences and the options - T asks Ss to listen to the tape to choose the correct answer

TASK 2: Answer the Questions

- T introduces the task and asks Ss to read the questions

- T asks Ss to listen to the tape to answer the Qs

- T asks Ss to work in groups Talk about the history of synchronized swimming, using the cues:

+ 1907: … + 1923: … + 1946: … + 1984: …

- T goes around to oversee - T asks Ss to give feedback - T gives comments

- T asks Ss to write a summary the listening text

- Read the sentences in Task - Listen and Task

- Compare the answer

- Read the questions in Task - Listen again and Task - Compare the answer

- Listen again and check the As

-Work in groups

* Ss from groups to go to the front of the class and compete (take turns – one student one sentence and if he/ she can not remember he/ she “dies” and has to return to their group - to tell what they can remember until of them die)

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18

D WRITING

Class: 12A1,4,10,11

I Aims: Help Ss develop their writing skill by practicing writing a paragraph giving instructions II Objectives: By the end of the lesson, Ss will be able to write a paragraph giving instructions III Skills: + Main skill: Writing + Sub skills: Speaking, Listening, Reading IV Method: communicative approach

Stages/Timing/ Focus Teacher’s Activities Students’ Activities Check- up (4’)

Ss- T

Warm- up (4’)

Ind Ss- Ss

Game: Listen and Do

-T explains the rules of the game ( Ss listen to the T’s instructions and as requested not see her/ his actions or gestures, eg T says: “stand up ; wave your hands; raise your hands….)

-T introduces the new lesson by asking some Qs about the game (how to give instructions: structures, words)

TASK 1: Facilitating the task

- T explains the new words / expression given

- T asks Ss to work individually, and then to compare with their neighbours before asking one of them to speak aloud her/ his answers for the class correction

- T helps Ss to identify the imperative form of verbs in the sentences

- T asks Ss how to write the instructions

* How to write the instructions

- Do as directed

- Play the game

- Listen to the T

- Work individually then compare…

- Take notes

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Ind

Ss- T

Homework (1’)

+When you write to give instructructions your writing must be short, clear, easy to understanding In general, your style is different from descriptive writing.

+ T gives a quick review of imperative form in instructions and connectors: first, then, next, finally…

Task 2: Writing the instructions

- T introduces the task: the set of pictures and suggested words/ phrases and explains what to

- T asks Ss to write the instructions for one warming up exercise before swimming

- T goes round and offers help to weak Ss or picks out the common mistakes - T asks Ss to exchange their writing and correct themselves

- T asks two Ss to write the instructions on board

- T underlines the mistakes and elicits the correcting from the class

- T gives comments

- T asks Ss to:

+ Write the complete the instructions into their exercise book

+ Do the Exercise in workbook

- Write drafts

- Write the instructions on board - Give ideas

-Take notes

- Summarize

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20

Class: 12A1,4,10,11

I Aims: Help Ss recognize and practice elision in words and sentences & compare TRANSITIVE and INSTRANSITIVE VERBS

II Objectives: By the end of the lesson, Ss will be able to learn the elision in pronunciation & all the exercises well

VI Procedures:

T- Ss

Ss- T

Presentation (7’)

- T plays the short poem for Ss to listen to and recognize the elision

- T introduces the new lesson I Pronunciation

- T explains more about elision, model it by giving some words and read them - T plays the tape for Ss to listen and practice reading the words and sentences in the textbook

- T asks Ss to practice reading the sentences and then read the sentence by sentence => T corrects

- T gives some more sents, asking Ss to recognize the elision  read them aloud II Grammar

- T gives some examples and asks Ss to analyse their structures => draw out what the transitive and intransitive verbs are + I / am reading / a book about America S V O

* read : transitive verb : ( Vt) ( need a object)

+ It / rained / heavily last night S V Adv

- Do as directed

- Listen to the poem & recognize the elision

- Listen to the tape and repeat

- Read the sent indi - Choral reading

- Recognize the elision in the sentences

- Listen to T

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21 Practice (15’)

( Grammar) ind

S- S Ss- T

Production (3’) Consolidation (1’) Homework (1’)

* rain : intransitive verb : ( Vi) (without any object)

Exercise 1: Transitive or Intransitive verbs?:

- T introduces the Ex 1, and explains what to

- T goes round to oversee & if Ss don’t know for sure, encourage them to use their dictionary

- T asks Ss to compare their results with those of their friends’ and then give feedback => T corrects

Exercise Find (Vt) or ( Vi ) ?: - T introduces the Ex2 and explains what to

- T asks Ss to the Ex in pairs

- T asks Ss to give feedback and corrects Exercise 3: Choose the sent That have obj & then change into passive voice: - T introduces the Ex3 and explains what to

- T asks Ss to give feedback and corrects * Game : Noughts and crosses

- T asks Ss to consolidate what they’ve learnt

- T asks Ss to:

- Listen to the T - Do Exercise

- Give feedback ( speak out) - Listen to the T

- Pair work, the Ex2 - Compare As

- Listen to the T - Pair work, the Ex2

- Compare As

- Give feedback ( write on board)

- Play the game - Consolidate

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22

TEST ANSWER KEY AND INSTRUCTION Class: 12A1,4,10,11

I Aims: Help Ss to see how they did in the test and correct mistakes in their tests & then evaluate themselves

II Objectives: By the end of the lesson, Ss will be able to learn and review their old knowledge from the test and they can evaluate themselves

III Skills: Review

IV Teaching aids: worksheet, chalk V Procedures:

Stages / Timing / Focus

Teacher’s Activities Students’ Activities

- Checking attendants

- Introducing the aim of the period - Delivering SS’s papers

- Asking SS to read their papers again once to see how they did in the test and how to correct the mistakes they made

- Giving correction - Giving comments

- Answering the T Qs - Listening to the T - Receiving their papers - Reading the papers again

- Giving correction

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23

A READING

Class: 12A1,4,10,11

I Aims: Help Ss develop their reading skill through reading and guessing word meanings in context, scanning for specific information , passage comprehending by answering the questions

II Objectives: By the end of the lesson, Ss will be able to understand the text about the 22nd SEA Games

III Skills: + Main skill: Reading + Sub skills: Speaking, Listening, writing

IV Method: communicative approach ( + Giving Vietnamese equivalents + Completing sentences + Answer the Qs )

V Teaching aids: Textbook, pictures, hand-out, sub-board VI Procedures:

Stages/Timing/Focus Teacher’s Activities Students’ Activities Warm- up ( 4’)

T- Ss

P

re- reading (7’) S – S

T – Ss Ss- T

S- S

Game: Cross word

- T gives some clues about the word for Ss to guess Eg This word has 13 letters, about the animal being familiar with the Vietnamese , the symbol of the 22nd SEA Games…Ss can guess letter one by one

- T leads Ss to the new lesson by asking some Qs

- T uses the pictures about the 22nd SEA Games to introduce new lesson - T asks Ss to “ Before you read” in the textbook

- Pre –teach vocab

+ enthusiast (n) (explanation) + precision (n) ( example) + delegation (n) ( example) + propose (v) ( explanation) + energetic (a) ( antonym) + overwhelming ( a) ( synonym) - T conducts choral reading

TASK 1: Give the Vietnamese equivalents

- Play the game

G O L D E N B U F F A L O

- Look at the pictures and answer T’s questions

- Answer the Qs - Take notes

- Listen to the T

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24 Ss- T

Post- reading (7’) S- S

Ss- T

- T asks Ss to scan the text and give the Vietnamese equivalents to the words and phrases

TASK 2: Complete the sentences

- T gives comments (Showing the As on a Sub-board)

- T asks Ss to work in pairs ; Name some of the Vietnamese athletes they love and explain the reasons.

- Tasks Ss to: + Practise reading the passage + Learn the new words by heart + Write a short paragraph about one of the Vietnamese athletes they love and explain the reasons

-Check As with friends - Give feedback ( speak out ) - choral reading

- Listen to the T

- Read the text again and Task -Check As with friends

- Give feedback ( read aloud) - Check the As

- Listen to the T

- Work in pairs

-Give feedback ( talk in front of the class)

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25

B SPEAKING

Class: 12A1,4,10,11

I Aims: Help Ss develop their speaking skill by practicing talking about sport events of the 22nd Sea Games & reporting sports results

II Objectives: By the end of the lesson, Ss will be able to talk about sport events of the 22nd Sea Games & report sports results

III Skills: + Main skill: Speaking, + Sub skills: Reading, Listening, Writing IV Method: communicative approach ( + Talking about the records + Making a report )

V Teaching aids: Textbook, sub-board, pictures VI Procedures:

T- Ss

Ss- T S- S

While- speaking (14’) Ss- Ss

Ss- T

- T checks Ss’ Vocab Learning - T checks Ss’ reading compre Game: Boardrun

- T glues some pictures of sports symbols on the board and then gives Ss some clues about each Ss listen and run to the b/b to slap on the right picture -> T leads Ss to new lesson

TASK 1:

Give name of sport & reasons for liked or disliked sport(s)

- T asks Ss to work in pairs to Task 1, discuss and write down the name of the sport under each symbol

- T asks Ss to give feedback & give more sports

- T asks Ss to discuss and talk about their liked or disliked sports & explain the reasons

- T asks Ss to give feedback TASK 2: Talk about the records:

- T introduces the task and explains some words in the table ( subboard) - T asks Ss to work in pairs to Task

- Do as directed

- Divided into two teams, join in the game

- Listen to the T

- Work in pairs, discuss and write…

-Give As (talk in front of class) - Work in pairs, discuss & talk about …

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Ss- T

2

- T asks Ss to talk in front of the class based on the information in the table - T gives comments

TASK 3: Make a report on the sports results:

- T introduces the task and explains some words in the Scoreboard ( subboard)

- T asks Ss to present their talks in front of the class & then gives comments - T asks Ss to consolidate what they’ve learnt

- T asks Ss to write a short passage about

- Work in pairs

-Give As (talk in front of class)

- Listen to the T

- Work in groups and the task

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27

C LISTENING

Class: 12A1,4,10,11

I Aims: Help Ss develop their listening skill by listening to the monologue and answer the Qs.& listening and decide T/F

II Objectives: By the end of the lesson, Ss will be able to understand the two newspaper articles III Skills: + Main skill: Listening + Sub skills: Reading, Speaking, Writing IV Method: communicative approach (+ Multiple choice + Gap- filling)

Stages/ Timing / Focus Teacher’s Activities Students’ Activities Check- up (3’)

T - Ss

Ss - T

Introduction (1’)

Pre- listening (10’) S- S

Ss- T T - Ss

- T asks Ss to rearrange disordered letters ( L, A, N, E, P, U, G, V, O, L, T, I ) into the key word

- T leads Ss to new lesson by asking some Qs ( Do you like pole vaulting? Who was the winner in the 22nd SEA Games Pole vaulting? )

- T asks Ss to the task in “Before You Listen” in pairs, ask and answer the Qs - T asks Ss to give their feedback - T gives comments

- T introduces the given words & explains the meaning

+ odd (a) ( explanation) + tempting (adj) (antonym) + deal (n ) ( explanation) + proposal (n) (synonym) + milkmaid (n) (example) + employee (n) : (explanation) + podium (n) ( explanation) + clear (v) (explanation)

- Do as directed

- Play the game

Key word: POLE VAULTING

-

Work in pairs, discuss the question

- Take note

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28 While- listening (18’)

Ind S- S Ss- T

Ss- T

TASK 1: Answer the questions

- T introduces the task and asks Ss to read the questions before listening - T asks Ss to listen to the tape to answer the Qs

TASK 2: True or False ?

- T introduces the task and asks Ss to read the sentences

- T asks Ss to listen to the tape to decide T/F

- T asks Ss to work in groups Discuss the Q “Which Vietnamese footballer(s) do you like best? Why?”

- T goes around to oversee or helps Ss if they need

- T asks Ss to : + Learn new vocab + Write a short passage about one of the Vietnamese footballer(s) they like best and explain why

- Read the Qs in Task - Listen and Task - Compare the answer

- Listen again and check the As

- Read the sentences in Task - Listen again and Task - Compare the answer

- Give feedback (read aloud) - Listen again and check the As -Work in pairs

- Consolidate

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29

D WRITING

Class: 12A1,4,10,11

I Aims: Help Ss develop their writing skill by practising writing a description a sporting event (a football match)

II Objectives: By the end of the lesson, Ss will be able to write a a description a sporting event III Skills: + Main skill: Writing + Sub skills: Speaking, Listening, Reading IV Method: communicative approach

Stages/Timing/ Focus Teacher’s Activities Students’ Activities Check- up (4’)

Ss- T

Warm- up (3’)

Ind Ss- Ss

-T asks Ss to brainstorm the Qs to ask so when they want to know about a football match

-T introduces the new lesson TASK 1: Forming the description: - T introduces the task, explaining what to

- T asks Ss to work in pairs to put the Qs in the suitable section

TASK 2: Gathering ideas:

- T asks Ss to work in pairs to ask and answer the above Qs about the football match they have watched recently

- T moves round to oversee & asks Ss to take notes for their next writing

- Do as directed

- Do brainstorming E.A + What was the result?

+ When and where did the match take place?

+ Which team played better? + Who scored a goal? …………

- Listen to the T

- Take notes

- Give feedback ( speak aloud)

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Ind

Ss- T

- T introduces The Useful Language in the textbook and explains to Ss ( Subboard)

Task 3: Writing a description:

- T asks Ss to base on the results in Task & to write a description they have watched recently

- T goes round and gives help to weak Ss or picks out the common mistakes - T asks Ss to exchange their writing and correct themselves

- T asks two Ss to write their description on board

- T gives comments

- T asks Ss to:

+ Write the complete description into their exercise book

+ Do the Exercise in the workbook

- Listen to the T - Write drafts

- Write their reports on board -Take notes

- Summarize

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31

E LANGUAGE FOCUS 1+2

Class: 12A1,4,10,11

Teaching period: 80 - 81 Date: 22/2 -27/2 Week: 26 - 27

I Aims: Help Ss recognize and practise linking in sentences & Review and practise the double comparative

II Objectives: By the end of the lesson, Ss will be able to read phrases and sentences in linking & the exercises correctly

VI Procedures:

T- Ss

Practice(5’) Ind

Ss- T

Review (15’)

Practice (30’)

- T plays the short poem for Ss to listen to and recognize the linking

- T explains more about linking, model it by reading some example sentences

- T gives some more sents, asking Ss to read, paying attention to the linking

II Grammar

- T gives Ss a brief revision of double comparative

* Comparative + and + comparative * The + comparative, the + comparative ( hand out)

Exercise 1: Matching

- Do as directed

- Listen to the poem & recognize the linking

- Listen to the T & take note - listen to the tape and repeat

- Read the sent indi

- Practice reading sentences

- Listen to T - Take notes

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32 ( Grammar)

ind S- S Ss- T

S- S Ss- T

Exercise Completing sentences:

- T asks Ss to give feedback and corrects Exercise Completing sentences:

- T asks Ss to give feedback and corrects - T asks Ss to make more sentences, using these structures

- T asks Ss to:

+ Test Yourself E

- Do Exercise

- Listen to the T - Pair work, the Ex3

- Compare As

- Make sentences

- Consolidate

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33

LESSON PLAN Class: 12A1,4,10,11

I Aims: Help Ss review the knowledge and skills they’ve learnt & have better preparation for the written test

II Objectives: By the end of the lesson, Ss can test themselves for their skills and see how they have done so far

III Skills: + Main skills:, Writing Listening, Reading + Sub skills: Speaking IV Method: communicative approach

V Teaching aids: Textbook, cassette, tape, sub-board VI Procedures:

Stages/Timing/ Focus Teacher’s Activities Students’ Activities I Listening (10’)

Ind S- S Ss- T

II Reading ( 10’) Ss- Ss

Ss - T

-T asks Ss to read the text before listening the tape

- T asks Ss to listen to the tape twice to complete the text with the missing words

- T asks Ss to give feedback - T plays the tape again for Ss to check

+ Key: (0.5 p for each ) illustrations

2 preserve bamboo 868

dissemination of knowledge

- T asks Ss to work in group of to discuss the answer

- T goes around to help if necessary - T asks Ss to give feedback

- T corrects

+ Key : ( 0.5p for each ) B

2 D A C E

- Read the exercise - Listen & fill in the gaps

- Give feedback ( write on board ) - Listen and check

 Test themselves

- Work in groups

- Give feedback ( read aloud )

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34 III Grammar (10’)

S-S Ss- T

IV Writing (10’) Ss- Ss

Ss- T

Test Yourself (4’) Homework (1’)

- T asks Ss to work in pairs - T asks Ss to give feedback

+ Key: (0.25p for each sentence ) ( Sub- board)

- T asks Ss to work in group - T asks Ss to give feedback - T gives comments

+ Key:

- content: 1, p

- using words & sentence strutures: 1p

- form of report : 0,5p

- T asks Ss to check and test themselves

( How many marks have they got? ) + Review what have been learnt for the written test

- Work in pairs

- Give feedback ( wire on board )  Test themselves

- Work in groups, exchange their writing ( done at home ) to correct by themselves

- Give feedback ( write on board )

 Test themselves

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35

A READING +

Class: 12A1,4,10,11

Teaching period: 83 - 84 Date: 28/2 -29/2 Week: 27

I Aims: Help Ss develop their reading skill through reading and guessing word meanings in context, scanning for specific information , passage comprehending by answering the questions

II Objectives: By the end of the lesson, Ss will be able to understand the text about the Red Cross III Skills: + Main skill: Reading + Sub skills: Speaking, Listening, writing IV Method: communicative approach ( + Completing sentences + True / False Sentences + Answering the Qs + Gap filling )

V Teaching aids: Textbook, pictures, hand-out, sub-board VI Procedures:

Stages/Timing/Focus Teacher’s Activities Students’ Activities Warm- up (15’)

T- Ss

T – Ss Ss- T

Game: Cross word ( Sub-board)

1 an action in sports that is against the rules

2 a situation in a game when two teams have the same scores

3 a water sport is played with board, sail in the sea or lake

4 The antonym of “ interesting” the synonym of “ accuracy”

- T asks Ss to rearrange key letters into the key words (A name of a international organization)

- T leads Ss to the new lesson by asking some Qs about this organization and the others.( use the pictures in the textbook)

- T asks Ss to “ Before you read” in the textbook

- Pre –teach vocab + victim (n) (explanation)

+ humanitarian (n) (translation) + epidemic (n) ( example)

+ devote (v) ( explanation) + temporary (a) ( antonym) + conference ( n) ( synonym) - T conducts choral reading

- T asks Ss to read the text in silence to

- Play the game

F O U L

T I E

W I N D S U R F I N G

B O R I N G

P R E C I S I O N Key word: RED CROSS -

Look at the pictures and answer T’s questions

- Answer the Qs - Take notes

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36 While- reading (40’)

Ind S- S Ss- T

Ss- T

do the following tasks

TASK 1: Complete the sent with the best word

- T asks Ss to choose the best words to complete the sentences

- T conducts choral reading TASK 2: True or False ? - T introduces the task

TASK 3: Answer the questions - T introduces the task

- T gives comments (Showing the As on a Sub-board)

After you read: Gap- filling

- T asks Ss to work in pairs ; gap- filling

- Tasks Ss to: + Practice reading the passage.+ Learn the new words

- Listen to the T

- Work individually to the task -Check As with friends

- Give feedback ( speak out ) - choral reading

- Listen to the T

- Read the text again and Task -Check As with friends

- Give feedback ( read aloud) - Check the As

- Listen to the T

- Work in pairs

- Give feedback ( talk in front of the class)

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37

B SPEAKING

Class: 12A1,4,10,11

I.Aims: Help Ss develop their speaking skill by practising talking about international organizations and their activities in charity and volunteer work

II Objectives: By the end of the lesson, Ss will be able to talk about international organizations and their activities in charity and volunteer work

III Skills: + Main skill: Speaking, + Sub skills: Reading, Listening, Writing IV Method: communitive approach ( + Asking and answering the Qs + Talking about the

international organizations )

V Teaching aids: Textbook, sub-board, pictures VI Procedures:

T- Ss

Ss- T S- S

While- speaking (14’)

- T checks Ss’ Vocab Learning - T checks Ss’ reading compre Game: Who is better?

- T asks Ss to list the name of the international organizations they know in minute as many as possible

- T decides which team is winner

-> T leads Ss to new lesson by asking some Qs about these international organizations

* Pre-teach vocab

+ stand for (v) ( example) + constitution (n) ( explanation) + objective ( n) (explanation) + attainment ( n) ( synonym) TASK 1: Answer the questions - T introduces the task

- T asks Ss to work in pairs to Task 1, read the passage and answer the Qs - T asks Ss to give feedback & then corrects

TASK 2: Ask and answer about the international organizations

- Do as directed

- Divided into two teams, as T’s requests

+ E.A:

* WHO; * WWF ; * UNICEF ; * UN ; * FAO ;

* WTO ; * NATO ; * UNESCO …

- Answer T’s Qs

- Take note

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38 Ss- Ss

Ss- T

Post- speaking (12’) Ss- T

- T introduces the task and explains some words in the table ( subboard) - T asks Ss to work in pairs to Task - T goes round to oversee

- T asks Ss to talk in front of the class based on the information in the table - T gives comments

TASK 3: Talk about the international organizations :

- T asks Ss to present their talks in front of the class & then gives comments - T asks Ss to consolidate what they’ve learnt

- T asks Ss to write a short passage about one of the above mentioned international organizations

- Listen to the T

- Work in pairs, ask and answer about these international organizations

- Listen to the T

- Work in pairs, talk about these international organizations - Talk in front of class

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39

C LISTENING

Class: 12A1,4,10,11

I.Aims: Help Ss develop their listening skill by listening to the monologue and answering the Qs.& listening and deciding T/F

II Objectives: By the end of the lesson, Ss will be able to understand the UN

III Skills: + Main skill: Listening + Sub skills: Reading, Speaking, Writing IV Method: communicative approach (+ True / False + Answering the Qs.)

T - Ss

Ss - T

Introduction (1’) Pre- listening (10’) S- S

Ss- T T - Ss

While- listening (18’) Ind

S- S Ss- T

- T asks Ss to rearrange disordered letters ( T, I, S, A, N, E, U, N, I, O, N, T, D ) into the key word

- T leads Ss to new lesson by asking some Qs (What you know about the UN? ) & using the picture in textbook

- T asks Ss to the task in “Before You Listen” in pairs, ask and answer the Qs Pre- teach vocab:

- T intrduces the given words & explains the meaning

+ international (a) ( explanation) + independence (n) (antonym) + destruction (n ) ( explanation) + colony (n) (explanation)

+ organisation (n) + United Nations

TASK 1: True or False ?

- T introduces the task and asks Ss to read the sentences

- T asks Ss to listen to the tape to decide

- Do as directed

- Play the game

Key word: UNITED NATIONS

- Work in pairs, discuss the question

- Take note

- Read in chorus

(40)

40 Post- listening (8’)

Ss- Ss Ss- T

T/F

TASK 2: Answer the questions

- T introduces the task and asks Ss to read the questions before listening

- T asks Ss to listen to the tape to answer the Qs

- T asks Ss to work in groups Discuss the Q “What would happen if there wrern’t any international organizations in the world?”

- T goes around to oversee or helps Ss if they need

- T asks Ss to : + Learn new vocab

+ Write a short passage about the topic in the part “ Post-listening”

- Compare the answer

- Read the Qs in Task - Listen again and Task - Compare the answer

- Listen again and check the As -Work in pairs

- Consolidate

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41

D WRITING

Class: 12A1,4,10,11

I.Aims: Help Ss develop their writing skill by practising writing a short description of an international organization

II Objectives: By the end of the lesson, Ss will be able to write a short description of an international organization

III Skills: + Main skill: Writing + Sub skills: Speaking, Listening, Reading IV Method: communicative approach ( process writing)

Ss- T

Warm- up (3’)

Ind Ss- Ss

While- writing (15’) Ind

-T asks Ss to brainstorm the reasons why they choose a organization (or a company) to work for

-T introduces the new lesson TASK 1: Gathering ideas:

- T asks Ss to work in groups, discuss the Qs “ Which international organizations would you like to work for: WWF, WHO, or the UN? Explain your choice.”

Task 2: Writing a description:

- T asks Ss to base on the ideas in

- Do as directed

- Do brainstorming + high salary

+ interest

+ good opportunity +…

- Listen to the T

- Work in groups, Task 1, using the suggestions in the textbook

- Listen to the T

- Write drafts

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42 Post- writing (10’)

S- S Ss- T

Task to write a paragraph of about 100 words expressing the reasons why they choose the organization - T goes round and gives help to weak Ss or picks out the common mistakes - T asks Ss to exchange their writing and correct themselves

- T asks two Ss to write their description on board

- T gives comments

- T asks Ss to:

+ Write the complete description into their exercise book

+ Do the Exercise in the workbook

correction

- Write their writing on board -Take notes

- Summarize

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43

Class: 12A1,4,10,11

I Aims: Help Ss recognize and practise the falling tune & Review and practise the phrasal verbs II Objectives: By the end of the lesson, Ss will be able to read the falling tune & the exercises in the textbook well

VI Procedures:

T- Ss

Ss- T

Review (7’)

Practice (15’) ( Grammar) ind

- T plays the short poem for Ss to listen to and recognize the falling tune

- T explains more about falling tune ( how, when …), model it by reading some example sentences

- T gives some more sents, asking Ss to read, paying attention to the falling tune II Grammar

- T gives Ss some examples to introduce phrasal verbs

( Subboard)

Exercise 1: Completing sentences

- Do as directed

- Listen to the poem & recognize the falling tune

- Listen to the T & take note - listen to the tape and repeat

- Read the sent indi

- Practice reading sentences

- Listen to T - Take notes

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44 S- S

Ss- T

S- S Ss- T

Homework (1’)

Exercise Completing sentences:

- T asks Ss to give feedback and corrects Exercise Replace the word with a suitable phrasal verb:

- T asks Ss to give feedback and corrects ( show on subboard)

- T asks Ss to make more sentences, using some of these phrasal verbs

- T asks to give feedback ( Game: Noughts and Crosses )

- T asks Ss to:

- Make sentences

- Give feedback ( play a game)

- Consolidate

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45

THE 45 MINUTE TEST

Class: 12A1,4,10,11

I Aims: Check Ss’ learning through :Writing, Reading and Grammar II Objectives: A half ( or more than ) of the Ss get marks

III Skills: + Main skills: Writing , Reading IV Teaching aids: Worksheets

V Procedures:

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46

TEST ANSWER KEY AND INSTRUCTION Class: 12A1,4,10,11

I Aims: Help Ss to see how they did in the test and correct mistakes in their tests & then evaluate themselves

II Objectives: By the end of the lesson, Ss will be able to learn and review their old knowledge from the test and they can evaluate themselves

III Skills: Review IV Method:

V Teaching aids: worksheet, chalk VI Procedures:

Stages/Timing / Focus Teacher’s Activities Students’ Activities

- Checking attendants

- Introducing the aim of the period - Delivering SS’s papers

- Asking SS to read their papers again once to see how they did in the test and how to correct the mistakes they made

- Giving correction - Giving comments

- Answering the T Qs - Listening to the T - Receiving their papers - Reading the papers again

- Giving correction

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47

A READING

Class: 12A1,4,10,11 Time allotted: 45 minutes

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

II Objectives: By the end of the lesson, Ss will be able to understand the text about books and ways of reading books

III Skills: + Main skill: Reading + Sub skills: Speaking, Listening, writing IV Method: communicative approach ( + True/ False + Answer the Qs + Word Square ) V Teaching aids: Textbook, pictures, hand-out, sub-board

VI Procedures:

Stages/Timing /Focus

Teacher’s activities Students’ activities Warm- up ( 5’)

T- Ss

T – Ss Ss- T

While- reading (20’’) Ind

- 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

- Conduct the correction and give the meaning of some words

- Listen to the teacher and list the jobs

that men and women

- Answer the question

- Do the tasks - Give answers

-The answer is various

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48 S- S

Ss- T

- 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

- 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 summaries’ the reading passage by writing One sentence for each paragraph

- Give answers

1,nền văn minh nhân loại 2,sinh

3,sự tham gia 4,thêi kú khai s¸ng

5,những niềm tin ăn sâu vào tiềm thức 6,việc chăm sóc gia đình

7,năng lực trí tuệ 8, hội việc làm

- 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

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49 Homework (2’)

- 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 -Do reading text in workbook -Prepare the next lesson

Paraghraph1 :women in the old societies

Paraghraph2 :The struggle for women’s rights

Paraghraph3:the statue of women in society todays

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50

B SPEAKING

I Objectives:

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

Stages/ Timing/Focus

Teacher’s activities Student’s activities Check- up (5’)

T- Ss

Ss- T S- S

While- speaking (14’)

Ss- Ss

Check the content of reading

- 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

Pre-reading

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

- Listen to the teacher

- Do the task

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51 Ss- T

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”

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

Consolidate the content of lesson

- In not more than 80 words write about

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

- Prepare the next lesson

- 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 statement “Married women should 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

Pay attention to

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52

C 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: Integrated, mainly communicative III Teaching aid: Pictures, textbook

IV Procedures:

Stages/ Timing/ Focus Teacher’s activities Students’ activities

Check- up (5’)

T- Ss

Warm-up (4’)

Ss- T

Introduction (1’)

Pre- listening (5’)

Ind Ss- T S- S

Call two pairs to talk about their agreements with the Women’s role in society

- Ask students look at the pictures and have a comparison

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

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

- Listen and give mark Lead sts to the listening task

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?

Do as told

- Listen and answer

- Work in pairs and each and answer 1.from a village in Africa

2,they are working and taking care of their children

3,

- Work in pairs

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53 While- listening (20’)

Ss- Ss Ss- T

Post- listening (9’)

Ss- T

Homework (1’)

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 After-listening:

- 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 Homework: (2 minutes)

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

- 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

- Other groups listen and write down some information and then repeat

(54)

54

D 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: Intergraded, mainly communicative

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

Stages/Timing/ Focus Teacher’s activities Students’ activities Warm- up (4’)

Lead-in (1’)

T- Ss

Pre- writing (10’)

T- Ss Ind Ss- Ss

Warm-up : (4 minutes)

- Ask students to name the

activities and the time that women often every day

- Let students work in group

Lead sts to write the writing task Task

- Let students go through the questions 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

- Observe and work in pairs to answer

- The answers can be various

- Continue working in pairs -

- Each pair ask and answer

(55)

55 While- writing (20’)

Ind

Post- writing (9’)

S- S Ss- T

Homework (1’)

While-writing: (20 minutes) Task

- 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

- 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

(56)

56

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: Integrated, mainly communicative III Teaching aids: textbook, picture IV Procedures:

Stages/Timing/Focu s

Teacher’s activities Students’ activities

Check- up (3’)

T- Ss

Warm- up (4’)

Presentation (2’)

Ind T- Ss

Check sts to write their homework Matching

Ask sts to match the words in E and Vi correctly

Cho Mang Nhìn Làm Quay

Turn Look Take Give make

Ask sts to match the above words with appropriate prep and give meaning

Turn Look Take Give make

Up For On

………… ………… ………… ………… ………… Lead sts to the main language

- Help students how to read correctly with the rising tune

b Practice:

Do as told

Groups work Match

match

(57)

57 Practice(3’)

Ind Ss- T

Production (2’)

Practice (10’)

( Grammar) ind

S- S Ss- T S- S Ss- T

Homework (1’)

- 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

- Let students read the sentences and work in groups

- Listen and remark each group Phrasal verbs

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

-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 sentences

-Go around and help if necessary - Listen and remark

 Exercise 2:

-Introduce Exercise to students and explain how to it

- Ask students 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

- 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

- 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

- Keys:

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

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58

LESSON PLAN

UNIT 16

A READING +

Teaching period: 96 - 97 Date: 21/3 – 26/3 Week: 30 - 31

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

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

II Method: Intergrated, mainly communicative

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

Stages/Timing /Focus Teacher’s activities Students’ activities Warm- up ( 10’)

T- Ss

T – Ss Ss- T

- 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

Lead sts to the reading

- 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

- Do themselves and then work in pairs

-Discuss and give correct answer 1,ASEAN stands for the Association of Southeast Asian Nations

(59)

59 While- reading (30’’)

Ind S- S Ss- T

their opinions

- Go around and help them if necessary

- 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

- 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

- 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

-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

-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

- compare with the partners

- Work in pairs and answer some questions

- Read quickly and find out the answers

(60)

S- S Ss- T

Homework (2’)

- Check and give suggestions

Post-reading:

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

-Go around and help if necessary -Check and remark

Homework

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

- 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 - Do as told

(61)

61

LESSON PLAN

UNIT 16

B SPEAKING

I Objectives:

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

- General knowledge: Ask and answer about the names and the capitals of ASEAN countries and the main characteristics of each nation

- Language: Words to speak about ASEAN

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:

Stages/ Timing/Focus Teacher’s activities Students’ activities Check- up (5’)

T- Ss

Ss- T S- S

Check homework

- 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

Lead sts to the listening Task

- 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

- 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

(62)

62 While- speaking (20’)

Ss- Ss Ss- T

Homework (1’)

Task

- 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

- 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

- Observe the picture

- Work in groups with some cues given below

(

- Other groups go on practicing speaking

-

-Work in pairs and talk about some of the ASEAN countries -Keys: Malaysia has a total area of 330,252 square kilometers Its capital is Kuala Lumpur The population in Malaysia is 27,174,000.People speak Malay, English and Tamil in every day conversations The Malaysians are religious They follow Islam and Buddhism Their currency is Ringgit

(63)

63

LESSON PLAN

UNIT 16

C LISTENING

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

II Method: Integrated, mainly communicative

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

Stages/ Timing/ Focus Teacher’s activities Students’ activities Warm-up (4’)

Ss- T

Pre- listening (5’)

Ind Ss- T S- S

While- listening (20’)

Ss- Ss Ss- T

Warm-up: (4 minutes)

- Ask students to close the book

- Ask students to list the name of ASEAN countries using the English Lead sts to the listening

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?

-

- Let students read some words they’ll listen then

- Listen and check Task

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

-Work in pair and list the name of ASEAN countries

- Listen to the teacher and answer the questions

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

- Some students read themselves:

- Read silently the sentences given before listening

(64)

64 Post- listening (14’)

Ss- T

Homework (1’)

- 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

- 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

- Ask students to write a short passage about the content of the listening text (70 words)

- 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

(65)

65

LESSON PLAN

UNIT 16

D WRITING

I Objectives:

1 Educational aim: Students should know how to write a letter of recommendation Knowledge:

- General knowledge: Students learn to write about the places they are familiar with - Language: Words used in writing about a significant place

3 Skills: Writing about a letter of recommendation II Method: Intergrated, mainly communicative

III Teaching aids: Some cues, information of someone IV Procedures:

Stages/Timing/ Focus Teacher’s activities Students’ activities Warm- up (4’)

Lead-in (1’)

T- Ss

Pre- writing (10’)

T- Ss Ind Ss- Ss

- Ask students to close the books

- Look at the pictures and name out the places

-Let students work in pairs Lead sts to the listening Task

- 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

5,I am sure you will have a wonderful time here in Ha long bay

(66)

66 While- writing (20’)

Ind

Post- writing (9’)

S- S Ss- T

Homework (1’)

- 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

- 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

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67

LESSON PLAN

UNIT 16

I Objectives:

1 Educational aim: Students should pronounce 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: Integrated, mainly communicative

III Teaching aids: textbook, handout IV Procedures:

Stages/Timing/Focus Teacher’s activities Students’ activities Introduction (1’)

Ind T- Ss Practice(3’)

Ind Ss- T

Lead sts to language focus I Pronunciation:

- Close the books!

a Introduce the rising-falling tune - Let students practice pronunciation 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:

adverbial clause of time

-Introduce the way of using adverbial clause of time through some example

- Read these sentences

- Listen and repeat following the teacher

- Read in silent first

- Some of each groups read aloud

(68)

68 Practice (20’)

( Grammar) ind

S- S Ss- T

- Ask students to give some examples

- Listen and remark

b Let students practice doing exercises

Exercise

- Ask students to exercise themselves then discuss in groups

Exercise

- 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

- 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

- 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

5,I will stay till you get back

6,We’ll come to see you 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

(69)

69 Homework (1’)

- Ask students to revise the use of adverbial clause of time

- Practise doing exercise in the Workbook

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

(70)

70

LESSON PLAN Class: 12A1,4,10,11

I Aims: Help Ss review the knowledge and skills they’ve learnt

II Objectives: By the end of the lesson, Ss can test themselves for their skills and see how they have done so far

III Skills: + Main skills:, Writing Listening, Reading + Sub skills: Speaking IV Method: communicative approach

V Teaching aids: Textbook, cassette, tape, sub-board VI Procedures:

Stages/Timing/ Focus Teacher’s Activities Students’ Activities I Listening (10’)

Ind S- S Ss- T

II Reading ( 10’) Ss- Ss

Ss - T

-T asks Ss to read the text before listening the tape

- T asks Ss to listen to the tape twice to complete the text with the missing words

- T asks Ss to give feedback - T plays the tape again for Ss to check

+ Key: (0.5 p for each ) 16 November 1945 193

3 60

4 Teacher-training heritage

- T asks Ss to work in group of to discuss the answer

- T goes around to help if necessary - T asks Ss to give feedback

- T corrects

+ Key : ( 0.5p for each ) Arab countries

2 In textile, toy, shoe and electronic sectors

3 70%

4 They depended on their husbands of fathers

5 The access to education and

- Read the exercise - Listen & fill in the gaps

- Give feedback ( write on board ) - Listen and check

 Test themselves

- Work in groups

- Give feedback ( read aloud )

 Test themselves

(71)

71 III Grammar (10’)

S-S Ss- T

IV Writing (10’) Ss- Ss

Ss- T

Test Yourself (4’) Homework (1’)

change in economic status - T asks Ss to work in pairs - T asks Ss to give feedback

+ Key: (0.25p for each sentence) (Sub- board)

- T asks Ss to work in group - T asks Ss to give feedback - T gives comments

+ Key:

- content: 1, p

- using words & sentence structures: 1p

- form of report : 0,5p

- T asks Ss to check and test themselves

( How many marks have they got? ) + Review what have been learnt for the written test

Ask sts to the total preparation for the consolidation for the coming second semester test

- Give feedback ( wire on board )  Test themselves

- Work in groups, exchange their writing ( done at home ) to correct by themselves

- Give feedback ( write on board )

 Test themselves

- Take note