Ss read the questions in Task 2 carefully, listen to the tape for three times and answer the question 1.. The most important thing the groom’s family has to do on the wedding day is to [r]
(1)Preparation: 15/08/2012
Period 1: Hướng dẫn học kiểm tra A.OBJECTIVES:
- Introduce the ways to study, the tests in English 12
B TEACHING AIDS: Textbook, pictures, cassette, tape Method: mainly communicative
C PROCEDURE: 1 Class oganization:
Day Date Period Class Number Absentees
21/8/2012 12A1
20/8/2012 12A2
22/8/2012 12A3
2 The oral test: 3 New lesson:
Stages/ Time
Teacher’s activities Students’
activities
Warm up 5’
Presentation 30’
Greeting, introduce, get acquaintance with the students
A.Revision
-elicit all of the knowledge and language skills of grade 11
1.Verbs tenses ( present simple, past simple, past progressive, past perfect……….)
Q: What’s the form & uses of the simple present ?
I HIỆN TẠI ĐƠN (Simple Present)
Use:
1 Diễn tả thói quen việc thường xảy Ex: - We come to school on time everyday
- My mother always gets up early
2 Diễn tả thật hiển nhiên, chân lý Ex: - The Sun rises in the East
- The Earth moves around the sun Diễn tả thật tương đối bền vững Ex: - Your sister speaks English well
- Dick writes novel
- Children need love and affection
II HIỆN TẠI TIẾP DIỄN (Present Continuous)
Form: Subject + am / is / are + V-ing USE:
1 Chỉ việc xảy
(2)Ex: - The farmers are working in the fields now
- My mother is cooking in the kitchen at the moment a ADVs:
• now:
• at the moment: • at present:
b Sau câu mệnh lệnh: ã Look!
ã Listen! • Hurry up!
Ex: - Look! The boys are fighting - Listen! They are speaking English
- Hurry up! The bus is coming
III HIỆN TẠI HOÀN THÀNH (Present Perfect) IV simple past
V.Past continuous :
. Introduce the Englisn 12 to students.
+ Introduce the Englisn 12 to students.: - Guide students about the new book - Giude them:
+ How to learn each lesson
+ How to learn each section of the lesson + How to study at the class
+ How to prepare the lesson at home…
Demand students to master: The grammar of the test The main content of the English 12
3 Master the learning methods
4 Consolidation: Retell the tenses revised?
Hiện Quá khứ Tương lai
Đơn T.D H.T HTTD Đơn T.D H.T HTTD Đơn T.D H.T HTTD
5 Homework: Prepare new lesson
(3)Preparation: 21/08/2012
Period 2: Hướng dẫn học kiểm tra (P2)
A.OBJECTIVES:
Review some knowledge Ss learned in the 11th form. B TEACHING AIDS: Textbook, pictures, cassette, tape
Method: mainly communicative
C PROCEDURE: 1 Class oganization:
Day Date Period Class Number Absentees
23/8/2012 12A1
22/8/2012 12A2
24/8/2012 12A3
2 The oral test: 3 New lesson:
Stages/ Time
Teacher’s activities Students’
activities
Warm up 5’
Presentation 30’
Greeting, introduce, get acquaintance with the students
Choose the best answer
1 The music ………… we are listening is very wonderful a which b to which c with which d who 2.They warned us against ……… that car
a buying b buy c to buy d bought His mother prevented him………coming to see me a in b of c on d from
4 The girl ………… with Ann is very beautiful
a worked b working c work d be worked
5 The kind of music ………… my group plays is hard to describe
a that b who c whose d whom The ………… tells us the days of the week and the months of the year
a calendar b dictionary c exercise book d notebook Both the boss and his colleagues ………… robbed last night a is b are c wered was
8 Neither you nor I………… here yesterday a am b are c was d were
9 He admitted ……… that vase
(4)a broke b breaking c to break d for breaking 10 He did well in ………… Maths and history
a either b or c both d and 11 It is the door that needs …………
a replacing b replacementc to replace d replaced 12 It ………… who saw the ghost
a is us b was us c was we d were we
13 The book ………… I give you is very interesting a which b that c d all are correct
14 The man ………… the bank is a millionaire
a is entering b entering c to be entered d enters 15 Tom was the last person ………… the classroom yesterday a to leave b leaving c left d leaves
4 Consolidation: Retell the grammar: - Gerund
- Relative clause -
5 Homework: Prepare new lesson
(5)Preparation: 21/08/2012
Period 3: Unit 1: HOME LIFE
Lesson 1: Reading
A.OBJECTIVES:
Reading the text about the life of a happy family, Ss get to know some related vocab and inprove their reading skill
B TEACHING AIDS:
textbook, pictures, cassette, tape, handouts and real objects Method: mainly communicative
C PROCEDURE:
1 Class oganization:
Day Date Period Class Number Absentees
23/8/2012 12A1
24/8/2012 12A2
25/8/2012 12 A3
(6)4
Time Teacher’s activities Students’ activities
5’
10’
I.warm up
-Ask Ss to work in groups and tell about their family ? -suggestions
1.How many people are their in your family? 2.What is your father’s job?
3.What’s your mother’s job?
……… -go round the class and control
-call on some Ss to present -feedback
-short introduction the types of family (show the pictures)
Nuclear family
Nuclear family consists of the father, the mother, and the children
Extended family
Extended family consists of the grandparents, aunts, uncles, cousins, nephews, nieces, and in- laws, (relatives through marriage)
II.Before you read
Pairs work
-have SS to look at the pictures in the textbook and answer questions
1.Who you think they are?
Group work
(7)Consolidation: 5’
5 Homework:
- Learn the new words by heart, read and translate the text, the tasks again - Prepare the section B (The Speaking part of Unit one)
6 Feedback:
Preparation: 26/08/2012
Period 4
Unit 1: HOME LIFE
Lesson 2: Speaking
A.OBJECTIVES:
By the end of the lesson, students will:
understand more about home life, the relationship and responsibilities of family's members
(8)textbook, pictures, cassette, tape, handouts and real objects C PROCEDURE:
C PROCEDURE:
1 Class oganization:
Day Date Period Class Number Absentees
28/8/2012 12A1
27/8/2012 12A2
29/8/2012 12 A3
Method: mainly communicative
Time Teacher’s activities Students’ activities
5’
10’
20’
I Warm – up ( min.): Network
- Ask Ss to find out as many as possible words related to household chores
- Call some Ss to write on the board - Give comments
II, Pre – speaking:
Task 1: Read the following statements and tick the ones that apply to you and your family.
- Ask Ss to work in pairs, exchange the ideas -Walk around and help them
- Call some Ss to talk about their families in front of the class, using the information in task
- Give feedback
III.While – speaking Task two:
- Guide students how to practise - Ask students to work in pairs
Expected words:
- cleaning the floor - cooking
- doing the washing up - washing clothes - tidying the kitchen - ironing clothes
- hanging dry the clothes - repairing/ mending things - taking care of the baby - taking out the garbage - Work in pairs
- Present in front of the class
Feedback:
In my family both my father and mother go to work Almost all members of my family share the household chores Washing the dishes and cleaning the house are what I often help my parents We all like watching films on TV when we have free time at weekends The person I often share my secrets with is my sister I always ask my parents for advice before making an important decision
- Work in pairs
(9)10’
- Help the students with new structures Give some special expressions
* Could you tell me who… ?
* By the way who in your family …… ? * What about your … ?
- Walk around and help them
- Call some pairs of student to stand up and report before the class
- Correct their mistakes
Task : Ask about your partner’s family
- Ask Ss to study the table carefully
- Have the Ss to work in pairs, asking about the partner family life, noting down the answers in the table
-Call some pair to act out in front of the class - Give comments
IV.Post – speaking :Report the information
- Have Ss to work in pair
- Call some Ss to report in front of the class - Correct and give comments
1 Could you tell me who works in your family?
2 By the way who in your family does the washing up? What about your brother ? Does he share the household chores?
4 What’s your responsibility in the family?
5 What exactly you have to do?
6 How you share the household chores?
7 What interests your family members share together?
8 What your family members often together in your free time?
Who you often share your secrets with?
10 Who you often talk to before making an important decision?
Sample dialogue :
A: - Hi,…Could you tell me a bit about your family life ? B: - Sure, no problem
A: - Who works in your family?
B: - Both my parents My father is an engineer and my mother is a teacher They work hours a day
A: Do you help them with the household chores?
B:- Of course I help my mother in the kitchen and wash the dishes
(10)Homework: - More practice the main toppics at home
- Prepare the section C (The Listening part of Unit one)
out of on business he cooks for us
A: - What interests your family members share closely?
B: - Watching films We often watch films on TV on Saturday evening when everybody is free
A: - Who you often share your secret with?
B: - Mother I think she understand me well
A: - So she is the person you often talk to before making an important decision?
B:- No, in fact both my parents help a lot when I have problems
A: - You must be very happy in such a family Thanks for giving me time Bye
B: - Bye
Expected answer:
I’ ve just talked with B about her family life
(11)(12)(13)Period 5:
Unit 1: HOME LIFE
Lesson 3: listening
A
.OBJECTIVES:
By the end of the lesson, students will: - understand more about home life
- develop listening skills: listening for main ideas and specific information B TEACHING AIDS:
textbook, pictures, cassette, tape, handouts and real objects C PROCEDURE:
C PROCEDURE:
1 Class oganization:
Day Date Period Class Number Absentees
30/ 8/2012 12A1
29/8/2012 12A2
31/8/2012 12 A3
Method: mainly communicative
Time Teacher’s activities Students’ activities
I.Warm – up: Jumbled word
Rearrange the letters to make a meaningful word
RINENOU
- Which word can go with “reunion”?
II While you listen * Describing the picture
- Ask students to work in pairs, look at and describe the picture (p16), using the cues:
1 What is happening in the picture?
2 How many pictures are there?/ who are they? How are they feeling? / How they look? - Call some students to answers
- Give feedback and introduce the topic of the lesson:
Lead- in: In today’s listening section, you’ll hear the conversation between Paul and Andrea talking about their family
- introduce some new words to students by using pictures or by using definitions in English
Teacher asks students to repeat the words on the black board
-> REUNION
-> Family reunion
Look at the pictures
- Answer the teacher's questions + They are having a big… + many people
+ Very happy
(14) Teacher has students pay much attention to the words and how they’re pronounced and tells students that they’re given cues helping them to listen to the text well
* Vocabulary: Listen and repeat
- Play the tape and ask Ss to read after the tape twice - Explain new words :
- leftovers / `left әu vәz/ thức ăn thừa - spread ( v) out/spred/ trải
1 to reserve: = to book sth in advance: coach (n):
3 to spread out: to cover a large area
4 leftovers: food that has not been eaten at the end of a meal
5 flight (n): a journey made by air, especially in a plane:
III.While you listen
Task 1: Listen to the conversation between Paul and Andrea and decide whether the statements are T or F and then correct the false statements
Ask students to read through the questions - Play the tape two times
- Ask Ss to individually then compare the answer with a partner
- Play the tape again, have students listen and check the answers
- Call some Ss to give the answers - Checks and gives feedback
Task 2: Note down two things that are different about Paul’s and Andrea’s families.
- Ask students to read through the questions - Let them the task without listening again - Play the tape twice
- Ask students to Task then compare the answer with a partner
- Play the tape again, have students listen and check the
in chorus
o Students listen to the tape carefully
- Read through the questions - Work individually to the task - Compare the answers
answer
1 T
2 F ( They not a very close – nit family, they rarely get together as a family any more.)
3 F ( It is about 180 kilometers from they ….)
4 T ( There are children in Paul’s family)
(15)answers
- Ask some students to read the answers - Checks and gives feedback
IV after you listen : Discussing
- Ask Ss to work in groups, discuss the questions:
The importance of family in a person's life
- Ask some students to present their discussion in front of the class
- Give feedback
Homework:
- Summarise main points - Write about family reunion - Prepare Part D
- Read through the questions - Work individually to the task - Try to the task without listening again
- Compare the answers - Listen again and check the answers
answer:
Paul Andrea
His family members are not very close
His family is a close - knit one
The families often eat the
meal the
mother cooks at home
The family often goes out to eat when
they get
together - Work in groups, discuss the questions
- Report their discussion
answer:
(16)Preparation: 29/08/2012 Period 6
Unit 1: HOME LIFE
Lesson 4: Writing
A.OBJECTIVES:
By the end of the lesson, students will: - understand more about home life
- develop listening skills: listening for main ideas and specific information B TEACHING AIDS:
textbook, pictures, cassette, tape, handouts and real objects C PROCEDURE:
C PROCEDURE:
1 Class oganization:
Day Date Period Class Number Absentees
30/8/2012 12A1
31/8/2012 12A2
1/9/ /2012 12 A3
Method: mainly communicative
Tim e
Teacher’s activities Students’ activities
5’
15’
I. Warm up
-Ask Ss to work in pairs and answers some questions Do your parents often let you go out in the evening ? Are you allowed to use your family motorbike? 3.Are you allowed to the household chores?
-call on some pairs to present their answer in front of the class
-feedback
Lead in : In today’s lesson, you’re going to write a letter about your family rules
II.Pre-writing: groups work
Task 1: What rules you have in your family? +Have students revise the verbs
* let sb + V *allow sb + to V
*have to + V (obligation) *permit sb + to V
- T delivers Ss handouts (Task – Complete tthe following sentences)
Pairs work
1 My parents don’t let me come home late My father permits me to use the family motorbike
3 I have to the household chores
(17)20’
1 During the school year, I am not allowed I have to………
3 My parents allow me……… My parents want me not………
- T asks some Ss to go to the BB to write down their sentences
- T together with Ss finds out the mistakes and corrects them
III while writing
Task 2: Write a letter to a pen pal about your family rules
- T asks Ss to work in groups and use the ideas they have written above to write a letter about their family rules T goes around to offer help
- T calls four representatives of four groups to go to the BB to write down their letters
- T together with Ss finds out the mistakes and corrects them
T gives feedback on Ss’ work
T points out some common mistakes made by Ss when doing this writing task
IV.Post-writing
T asks Ss to make a conversation about the content of their letter
T calls some Ss to practice the conversation in the front of class
- T remarks generally Ss’ written work
Homework: - Rewrite at home
- Prepare the section E (The Language focus part of Unit one)
1.During the school year, I am not allowed to come home late / watch TV …
2 I have to clean my house / the washing My parents allow me to watch TV / go out with my friends on Saturday or Sunday… My parents want me not to stay up late / chat with my friends on the phone
- Ss work in groups Dear Mary,
Today, I have something interesting to tell you It’s my family’s rules Every family has its own rules Mine has a few First, during the school year I’m allowed to watch TV until I have finished my homework
Sometimes my parents let me go out with my friends on Saturday or Sunday, but I must come home early Second, in my family everybody has to their share of the household chores And mine are doing the washing and preparing meals Third, my parents want me not to chat on the phone more than ten minutes How about your family rules? I am very happy with my family My parents really love me and take good care of me
Love, Daisy
Work in pairs
A Do your parents let you go out in the evening?
(18)5’
Preparation: 21/08/2012 Period
Unit 1: HOME LIFE
Lesson 5: language focus
A.OBJECTIVES:
By the end of the lesson, students will:
- distinguish and pronounce correctly the ending sounds / s, z / - use correctly the Simple past, past continuous and present perfect
B TEACHING AIDS:
textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE: C PROCEDURE:
1 Class oganization:
Day Date Period Class Number Absentees
6/9/2012 12A1
7/9/2012 12A2
7/9/2012 12 A3
Method: mainly communicative
………
………
Time Teacher’s activities Students’ activities
I Warm – up : tongue twisters.
- Hang a poster on the B.B, Ask Ss to read the tongue twisters as quickly as possible If one read times he wins
She sees Susie sitting in a shoe shine shop.
Where she sits she shines, and where she shines she sits
- Ask Ss to pick out the word containing the ending sounds / s, z / and put in the correct column - Write on the B.B
II Pronuciation: + Listen and repeat:
- Read and ask students to listen and compare the difference betweet / z / and / s /
- Let students listen again and to repeat
- Write some words on board and ask students to
Read thetongue twisters
(19)read them aloud
+ Pratise these sentences:
- Read one before then read again and ask students to repeat
- Askk students to practise themselves - Walk around and help them
III Grammar : Tense revision 1 Tense revision :
- Hang a poster, Ask Ss to the exercise
Poster : Use the correct tenses: simple past, past continuous or present perfect.
1 When you (buy) that car? - I (buy) it year ago
2 At this time yesterday we (play) football At p.m last Sunday we (visit) the zoo When I (have ) dinner, my friend (call) I (already/see )Titanic
- Call a student to on the B.B while the other practice individually
- Correct and give feedback
- Ask Ss to remark the uses of these tenses, give comment
remarks
* Simple past is used to denote an action happening at a specific time in the past with no relating to the present
* Past continuous is used to express action that was in progress at a specific time in the past; it is also used to express action that was in progress when something else happened
2, Practice: Exercises (p.18) ; Ex 2( p.19)
- Ask Ss to exercises provided in the books - Have them individually, and then compare the answers with the partners
- Call Ss to give the answers - Correct and give feedback
+ Listen and repeat: - Listen and practise + Pratise these sentences: - Listen and repeat - Preactise in pairs
Do exercise individually -> did….buy ; bought were playing were visiting was having ; called have already seen Take note
Remarks
Do exercises
Exercises : Underline the most suitable…
(20)* Additional exercise: Choose the best answers
1 The man got out the car,… round to the back and opened the boot
A walking B walked C walks D walk
2 I saw Maggie at the party She … in several films
A wears B wore C was wearing D has worn
3 After I had had lunch, I… for my bag A looked B had looked C have looked D look
Homework:
- Redo the exercises at home
- Prepare Unit (The reading part of Unit 2)
3 has been married Did you give ; saw didn’t listen Have you two met Did you meet
Exercises Which answer best fit each …
1 B C C B A 10 C A 11 B B 12 C B 13 C B 14 A 15 B
(21)(22)Preparation: 21/08/201
Period Unit 2: Cultural diversity
Lesson 1: reading
A.OBJECTIVES:
By the end of the lesson, students will:
- understand some more about the senses and personal experiences directly related to the sense - improve their reading skills
B TEACHING AIDS:
textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE: C PROCEDURE:
1 Class oganization:
Day Date Period Class Number Absentees
6/9/2012 12A1
10/9/2012 12A2
8/9/2012 12 A3
Method: mainly communicative
………
………
Time Teacher’s activities Students’ activities
5’ I Warm – up ( min.) :Network
Competition game – network
- Prepares a hand out with a network of the word’ a Marriage” and asks Ss the Question
- What things make a marriage happy?
Marriage
- Teacher divides the class into groups and gives each group a hand out Teacher asks Ss to complete the network
- The winner will be the group completing the network in the shortest period of time
- Ask students to look at the pictures and work in pairs
Group work
Expected words:
-romantic love - understanding - sharing
- partnership of equals ……
(23)15’
20’
to ask and answer the questions ?what can you see in the pictures? What are the differences between them? Call students to answer before the class Feedback
Lead to the lesson
II. Before you read * Pair works:
- Ask Ss to work in pairs and discuss the question: +Which of the following factors is the most important for a happy life? Why?
- Love a nice house / flat - Money, a good job
- Parents, approval good health.
- T asks Ss to talk before the class and give the reason why The other can asks Questions
*Vocabulary:
Give some main words to present using vocabulary technique to teach
1.Phycical attractiveness Confiding
Partnership of equals Trust built on love 5.diversity (n)
6.diversify (v) 7.diverse (adj) 8.approval (n) 9.marriage (n)
-read aloud and ask Ss to repeat -correct mistake
III.While you read:
-Ask Ss to read the text silently to the tasks Focus on the phrases physical attractiveness; confiding; partnership of equals and trust built on love…
- Open the tape T can ask or good student to read the text aloud
*Task Explain the meaning of the word/ phrases: - Ask Ss to read the sentences silently to understand what to
If Ss have any problems, T might be able to help them by giving the instruction
- Give handouts Matching
Answers
Free answers
Pair work/ group work
Read the passage silently
Individual work/ group work and pair work
answers
(24)5’
1.Precede a happen or exist before
2 Determine b tell some – one about something Very Private or secret
3.Confide
4 Sacrifice c having a duty to something Obliged d find out
e willingly stop having something you want
-Goes around for help
- Call on Ss to read aloud what they - Give feedback and correct answers
-Get Ss to read the sentences in task loud what they the other can translate them into Vietnamese pairs by pairs
* Task Answer the following questions:
- Get Ss to read the whole text silently to answers the question
- Ask them to work in pairs or groups asks and answers the questions
- Call on some Ss to answer in front of the class - Give feedback
IV.After you read:
- T divides class into small groups of or and asks them to discuss the question: what are the differences between a tradition Vietnamese family?
* Number of children
*The house they like to have
Pair work/ group work and whole class
answers
1 They are Physical attractiveness; Confiding ; Partnership of equals; trust built on love
2 The young Americans are much concerned than the young Indians and the Chinese with physical attractiveness
When choosing a wife or a husband The Indian students agree that a woman has to sacrifice more in a marriage than a man
4 The American wife trusts her husband to the right thing because he loves her not because he has to
5 The main finding of the survey is that young Asians are not as
romantic as their American counterparts
Pairs work
(25)* The head of the family *Who works?
*Who takes care of the housework and children? * The income…
T goes around to help Ss if they have any problem - T asks to talk before the class some pairs groups
Homework:
- Learn the new words by heart, read and translate the text, the tasks again
- Prepare the section B (The Speaking part of Unit two)
Preparation: 31/08/2012
(26)Unit 2: Cultural diversity
Lesson 2: speaking
A.OBJECTIVES:
By the end of the lesson, students will:
- understand more about differences among cultures
- discuss information that relates to the differences between Vietnamese and American cultures
- to improve the students’ speaking skills
B TEACHING AIDS:
textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE: C PROCEDURE:
1 Class oganization:
Day Date Period Class Number Absentees
11/9/2012 12A1
10/9/2012 12A2
10/9/2012 12 A3
Method: mainly communicative
………
.
………
time Teacher’s activities Students’ activities
5’ I Warm - up ( min.)
Gives two tables and asks Ss to work in group of three or four to complete the table
Give a picture
-Ask Ss to look at the picture and answer questions What are they doing?
2 Can you guess where they are?
3 In Viet Nam, people often kiss in public? Why or Why not?
Do the task
1 They are kissing
(27)10’
4 What about in America?
-lead to the new lesson Today we will learn about the differences between Vietnamese and American cultures
II.pre-speaking Task 1
T asks Ss to open the book on page 22
- T asks Ss to read the sentences in the box in Task on page 22
- T can explain some special expressions if necessary
- T reads aloud and instructs Ss how to use these expressions
Some special expressions
I think / feel / believe… I don’t agree…… In my opinion …… It’s not true…… For me… That’s true / wrong /…
- T ask Ss to express their point of view on the following ideas, using the words or expressions in the box
● In Vietnam, there are three or vevn more generation may live in a nhome
● A happy marriage should be 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
- T can make a sample conversation with a student
Sample
T: I think a happy marriage should be based on love.
S: I quite agree with you Life will be terrible if there is not true love between a husband and a wife.
T: But in some Asian countries love is supposed to follow marriage, not precede it.
S: For me, I don’t think it’s true (What will happen if there is no true love even after marriage) How
Ss open the book and look at the sentences in the box on page 22
- Ss listen to the teacher and write down the new expression in their notebooks - Ss read after the teacher
- Students choose some of these ideas and then use the expressions in the box to express their points of view
(28)15’
10’
can two people who don’t love each other live happily in the same house?
- T goes round the class and helps Ss if necessary - T can divide the class into the suitable groups
III.While-speaking Task 2
- ask Ss to look at task on page 23 and tells them to read the typical features of the American culture in pairs, and then discuss and find out the
corresponding features of the Vietnamese culture - help Ss with the new words and the
pronunciation
- give Ss some expressions to help them practice the conversation easily
Some expressions
Do you know that………? It is said that……
It is said that in the newspaper / on TV / radio that….
-Ask Ss to work in pairs to the task -Call on some pairs to give their ideas - Correct and gives feedback
III. Post speaking
Task 3: Talk about the similarities and
differences between Vietnamese and American in cultures
- Explain how to the task
- Ask Ss to read the answer of task again before doing the task
- Ask Ss to work in group of four - Call on some pairs to give their ideas - Correct and give feedback
Home work
-Ask Ss to work the tasks again
- Ask Ss to write a short passage about the
Ss read task
- Ss write down some expressions in their notebooks
Answers
- three or sometime four generations live under one roof
- Elders live with children and are taken care of by their sons
- Asking about age, marriage and income is acceptable
- A Vietnamese greets the head of the family or an older person first, then the younger ones
- Groceries are bought everyday - Tet(Lunar New Year) is the most important
- Children often sleep with their parents Take note
(29)5’
differences and similarities in celebrating a wedding ceremony in Vietnam and American - Prepare part C
Preparation: 21/08/2012
(30)Unit 2: Cultural diversity
Lesson 3: listening
A.OBJECTIVES:
By the end of the lesson, students will:
- Listen and understand the conversation about the wedding ceremony in Vietnam - Listen and fill the missing information in the gaps
- Listen and answer the questions about the wedding ceremony in Vietnam - Know some more new words about wedding ceremony
B TEACHING AIDS:
textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE: C PROCEDURE:
1 Class oganization:
Day Date Period Class Number Absentees
13/9/2012 12A1
14/9/2012 12A2
14/9/2012 12 A3
Method: mainly communicative
………
………
Time Teacher’s activities Students’ activities
5’ I Warm-up ( MIN.): cross words
-Give the cross words on the additional board
- Read aloud each clue, gets students say aloud the answers
*cross word:
1
3
5
7
*clues:
1 the woman that a man is married to every marriages should be based on this
Class work
Each student with a correct answer will be given a present
suggested answers:
1 W I F E
2 L O V E
3 B R I D E
4 H U S B A N D
5 S P R I N G
6 R I N G
7 G R O O M
5 people often choose this season to hold wedding ceremonies
(31)15’
3 what we call a woman on her wedding day?
4 the man that a woman is married to -checks and correct
-Ask Ss to guess the topic of the lesson today
-lead to the new lesson
II.Before you listen
- ask Ss to open the book
- ask Ss to look at the pictures on page 24 and discuss what is happening in each one
- gives some guide questions: What you see in the pictures? Who are they?
3 What are they doing? -check correct answers
Ask students to discuss the two questions:
1.Have you ever attended a wedding ceremony?
2.what the bridge and the groom usually at the wedding ceremony? T introduces the new lesson: You will hear two people talking about a wedding ceremony in Vietnam Listen and some listening tasks
* Vocabulary: Listen and Repeat
T teach some new words first and then plays the tape for students to listen and repeat
Altar:
Master of Ceremony: Banquet:
Groom: rể Bride:cô dâu Ancestor:tổ tiên Tray: khay Schedule: lịch Blessing:cầu chúc
III.While you listen
7 what we call a man on his wedding day?
Ss look at the pictures on page 24, work in groups and then discuss what is happening in each one - Ss answer the teacher’s questions
1 I see a wedding ceremony 2 a bride and a groom
3 They are bringing a lot of gifts
Answers 1.yes, I have
2 they usually …………
Ss write down the new words in the notebook
- Ss repeat
(32)15’
1.TASK 1
- T explains Task to the Ss
You will hear two people talking about a wedding ceremony in Vietnam. Listen to the tape and fill in the blanks the missing information
Get Ss to read carefully five sentences before listening the tape to the task - Play the tapes twice
(T can play the tape one more time if students have difficulty.)
- Ask Ss to work individually, then compare their answers with the other student
- Call on some Ss to give their answers, correct and give feedback
2 Task 2: Answering
-Ask Ss to read carefully the five questions first, then let them try to answer before listening again to the task
-Play the tape twice, one for doing the task, one for giving feedbacks
Call on some Ss to give their answers, correct and give feedback
IV.After you listen
-explains the task and asks Ss to work in groups to discuss the question:
What families often to to prepare for a wedding ceremony?
Suggestions
- the importantance of wedding ceremony to Vietnamese people
- the preparation for the wedding
- what groom and bride on their wedding day
- Listen - Compare
- Listen and check - Expected answer: groom’s parents red paper altar
4 at the wedding banquet wedding cards/ money
Ss read the questions in Task carefully, listen to the tape for three times and answer the question The most important thing the groom’s family has to on the wedding day is 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
4 The wedding banquet is usually held at the groom’s and bride’s home or at a hotel or a restaurant
5 They stop by each table to thank their guests - Ss read the question carefully and then discuss in groups
Answers
(33)10’
- banquet ( place, food, drink….)
guests ( gifts, blessing, ….)
-call on some groups to present their answers
Homework
Write a short paragraph to introduces about the wedding ceremonies in Vietnam
well decorated Then comes the cars and the flowers They have to be ordered in advance so that everything will be available on that day Everybody is very busy but they all look forward to that important day.
Preparation: 1/9/2012
Period 11 Unit 2: Cultural diversity
Lesson 4: writing
A.OBJECTIVES:
(34)- Write a description about a symbol of the Vietnamese Culture: The Conical Leaf Hat
B TEACHING AIDS:
textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE: C PROCEDURE:
1 Class oganization:
Day Date Period Class Number Absentees
13/9/2012 12A1
17/9/2012 12A2
15/9/2012 12 A3
Method: mainly communicative
………
………
Time Teacher’s activities Students’ activities
5’
15’
I Warm – up ( )
-Paint some pictures on the board :
P1 P2 P3 P4 -Asks Ss to look at the pictures and asks: What’s this?
-Asks Ss some questions:
1 Where in Vietnam people often wear leaf hat?
2 Who wear it? What form is it?
leads to the new lesson → Describing the conical leaf hat.
II.pre-writing
Gives Ss some new words: + leaf (n) :
+ rim (n): vành + ribs (n) : (lá ) + strap (n) : (da
Reads once time and then asks Ss to repeat again
- Ask Ss to copy it down into their notebooks
TASK 1
- T can ask Ss to close the book and
Look at the board
Look at the pictures and answer: P1:A line/a slope
P2:A conical form P3: A triangle P4: A leaf hat
Expected answers:
1 Vietnam, Hue city girls, women Conical form
Listen and repeat again Copy
- Ss listen to the teacher’s questions and give the answers
The answer is optional
(35)20’
answer some questions
1 Have you ever worn a conical leaf hat? Have you ever seen a conical leaf hat? If yes, what does it look like?
- Now T asks Ss to open the book on page 25, look at Task
T explains Task 1:
You are going to write about the conical leaf hat or “nãn l¸”, a symbol of Vietnamese culture Look at the picture below , write Vietnamese equivalents for the English words
- T suggests useful expressions
Useful expression
To be made from: đợc làm
- T gives some suggested questions What is a symbol of Vietnamese girls and women?
2 What is considered as a part of the spirit of Vietnamese nation?
3 What is it made from? What does it look like? What is the diameter? How high is it?
6 How many ribs are shaped into a conical form?
7 What is it used for?
III.While-writing
following questions:
The answer leaf ribs rim strap
- Ss answer the question
1 The conical leaf hat is a symbol of Vietnamese girls and women. 2 It is also considered as a part of the spirit of Vietnamese nation. 3 It’s made from a special kind of bamboo and young soft palm leaves.
4 It has a conical form.
5 The diameter is about 45 or 50 centimeters and it is about 25 or 30 centimeters high.
6 Either 16 or 18 ribs are shaped into a conical form which is then covered with palm leaves The leaves are sewn into rims. Finally the hat is trimmed and painted with a coat of attar oil. 7 The conical leaf hat is used to protect people from the sun and the rain.
- Wearing this conical leaf hat in summer sunny days, girls look more charming.
(36)5’
1 How many parts are there in your writing?
2 What are they?
3 What you include in the main body?
-Ask Ss to write a passage of about 150 words about the conical leaf hat of Vietnam, using the out line and information below
-ask Ss to work individually
- T goes round the class to help Ss if necessary
-After that, asks Ss to exchange their writing
IV Post - Writing
- Feedback to students’ writing - Collects some of Ss’ works to give feedback
-Should draw Ss’ attentions to the organization of description and the
cool feeling in such hot weather.
1 Three
2 Introduction – main body – conclusion
3 Materials – shape and size – process
Sample writing :
The conical leaf hat is one of the typical features of the Vietnamese culture because it can not be found anywhere else in the world The leaf hat is not only a symbol of Vietnamese girls and women but not also become a part of the spirit of the Vietnamese nation
The conical leaf hat is made from a special kind of bamboo and young and soft palm leaves Either 16 or 18 ribs are shaped into a conical form which is about 45 or 50 centimeters in diameter and about 25 or 30 centimeters high The conical form is then covered with palm leaves which are sewn into all ribs Finally, the hat is trimmed and painted with a coat of attar oil
(37)language use , especially the verb tenses
HOMEWORK
- T asks Ss to write task page 19 in the student’s workbook
Preparation: 1/9/2012
Period 12
Unit 2: Cultural diversity
Lesson 5: language focus
A.OBJECTIVES:
By the end of the lesson, students will:
(38)- Review the usage of tenses B TEACHING AIDS:
textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE:
1 Class oganization:
Day Date Period Class Number Absentees
18/9/2012 12A1
19/9/2012 12A2
19/9/2012 12 A3
Method: mainly communicative
………
………
Time Teacher’s activities Students’ activities
5’
10’
I. Warm up
Hang a chart with 12 verbs (both regular verb and irregular verb) with the form: infinitive without “To”
For example
see, need, go, laugh, teach , eat, miss, paint, close, run , play, help
Divide class into groups - Read loudly 12 verbs times
-Ask Ss to rewrite all verbs which they hear
-Call leader of each group to go to BB and write down
-Check and choose the winner
-Call some students read all verbs when adding “ed” at the end of each verb
- Ask Ss to give comment and note how to read “ed”
- leads-in new lesson
II pronunciation Activity 1:
- T gives Ss the rules of pronouncing the verbs ending in -ed
There are three ways
1 ed → /d/ after voiced consonants and vowels ed → /t/ after [ k , p , s , ∫ , t∫ , f )
3 ed → /id/ after / t, d/
- T asks Ss to look at the verbs on the board and then write them into the right column
- look at
- listen - listen - rewrite - answer - listen
Ss change these verbs into past simple
saw, needed, went, laughed, taught, ate, missed, painted, closed, ran, played, helped
Ss write down the rules in the notebook
(39)25’
- T reads aloud and asks Ss to repeat
- T asks Ss to open the book and look at the words on page 27
- T asks Ss to practice
Activity 2:
-Ask Ss to practise reading sentences in textbook in pairs and then arrange the verbs into kinds: /t/ - /d/ - /id/
-Check and gives feedback
-Play the tape (or read) and ask Ss repeat (note sentence stress
III.grammar: tense revision
-asksss to look back the examples above and review the tense
I have learned English for years - I visited my friends - check and give feedback
Exercise1: Use the correct form of the verbs… -Ask Ss to work individually carefully and then work in pairs
-Explains how to use tense if necessary
- Call some Ss to answer and ask class to give comment
- Give feedback
- calls some pairs read the conversation
* Exercise 2: Multiple choices
- Ask Ss to read exercise carefully
-Explain the meaning of the difficult words - Explain how to use tense of necessary -Ask Ss work in pairs
-Call on some Ss answer and asks class to give comment
-give feedback
Exercise 3: Complete the letter with the correct form of the verbs in brackets
Giude students how to - Do the first as an example - Ask students to to the exercise
/ t/ / d / / id /
laughed missed helped closed played needed painted
- Ss repeat - Read - Arrange - work in pairs
- remind (groupwork)
answers:
1 Have you seen ; saw ; am going to see
2 drank ; haven’t drunk ; drank has written ; Did she write ; wrote have been cooking ; cooked ; cooked
- Practise the conversation
Answers :
1 C C A A C C A A
answer:
1 moved moved have asked have not stopped study
(40)5’
- Call the to to on board - Correct
homework ( min.):
- Review tenses - / ? / Give handouts:
EX 1: Choose the best answer:
1 The wedding party … at the Rex Hotel A is B is being C will be D are
2 By the end of next year Gorge … English for years
A will have learned B will learn C has learned D would learn We … English this time last week A learned B were learning C have learned D had learned The child … before the doctor arrived A died B had died
C has died D was dying EX : Rewrite this sentences
1 He has been teaching for 20 years.( He started…) How long have you studied English ?
( When)
3 They finished their work, then they drank in the pub.( After…)
- Prepare Unit
7 could talk -> A
-> A
->B -> B
-> He started teaching 20 years ago -> When did you start to study English ?
-> After they had finished their work, they drank in the pub
Extra exercises Choose the best answer a, b, c or d
1.You aren’t concentrating on your work What ……… about? a are you thinking b were you thinking c did you think d did you thought My brother never ……… the washing up
a b does c makes d make
3 Perhaps people don’t like ……… tourists in their country
a so much b too much c so many d a lot
4 ……… four years in the Olympic Games, we see people from warring countries shake hands
a for b in c after d every
5 I ……… of learning how to fly a plane now
a am thinking b think c thought d have thought My car’s old but it never ………
(41)7 Lots of tulips ……… grown in Holland
a is b are c have d has
8 This room is used ……… meetings
a for b by c to d as
9 Sister Wendy not only loves God and art but also ……… good food and wine
a hates b dislikes c enjoys d prefers
10 I ……… what you mean
a am not understand b didn’t understand c don’t understand d haven’t understood 11 About 1,000 people are ……… in that factory
a employed b worked c lost their jobs d redundant 12 Look ……… that strange man over there! What’s he doing?
a after b for c at d up
13 They didn’t tell the policeman ……… they had taken the money
a if b that c whether d Ø
14 Last summer, my family ……… a four day holiday on Sam Son beach
a spent b went c had gone d had spent
15 Picasso showed his truly exceptional talent ……… a very young age
a in b from c at d during
16 After his mother died, Scott ……… home to seek his fortunate in St Louis a left b was leaving c had left d has left 17 When I was in paris, I ……… a lot of friends
a took b made c was making d was taking 18 I ……… wash my hair It’s too dirty
a have to b should c will d must
19 He ……… take this medicine three times a day
a can b has to c must d will
20 We aren’t ……… to smoke and chew gum in class
a allowed b managed c able d possible
21 I don’t think you ……… take anything valuable
a have to b should c can d must
22 The more I learn, the more I realize ……… know
a how little I don’t c how little I
c how few I d how few I don’t
23 Tom doesn’t like dancing, but Mike ………
a does b did c d doesn’t
24 Listen! Somebody ……… for help
a are screaming b scream c is screaming d has scream 25 I have a test tomorrow, so I ……… sit up late tonight to study
a will have to b can have to c have d have to 26 Ann agreed to stay behind, she was used to ……… late
(42)27 Have you booked your holiday? – Yes, we have We ……… to Italy
a will go b can go c are going d must go
28 I haven’t got enough money to pay for my ticket - It’s Ok I ……… you some
a will lend b am lending c am going to lend d lend 29 I think it’s interesting ……… in London
a to go shopping b go shopping c going shopping d in going shopping 30 Have you got toothache again?
- Oh! It’s agony! But I ……… the dentist this afternoon
a see b am seeing c will see d have to see 31 None of them knows very much about the places they ………
a visit b visited c are visiting d going to visit 32 Is it possible ……… rooms with a sea view?
a having b have c to have d to having
33 She really annoys me I can’t stand people ……… her
a with b like c as d the same
34 Why did I agree ……… with you?
a work b working c to work d to working
35 We would like ……… our holiday on the beach
a spend b to spend c spending d to spending 36 I want ……… more careful with your homework in future
a you be b you to be c that you re d you will be 37 I wasn’t allowed ……… out unless my parents knew where I was going
a to go b going c to going d go
38 We don’t like living in ……… towns
a young b capital c excited d busy
39 We have been good friends ……… we were at university
a as b when c while d since
40 Nearly 30 people ……… in the earthquake this morning
a have been injured b were injured c have injured d injured 41 I really look forward ……… you again
a meet b meeting c to meet d to meeting
42 I first met my husband …… 1995
a for b ago c in d since
43 I’ll give you a ring when I ……… the time of the train
a know b am knowing c will know d am know
44 If I ……… the national lottery ticket, I would buy a bigger house
a win b won c get d got
45 We live in the city We wish we ……… in the country
a are living b live c have lived d lived 46 If I ……… travel around the world, I would go to Hawaii
(43)47 If the teacher ……… me extra homework tonight, I will not go out with you
a makes b gives c helps d lets
48 Do you know where ……… my glasses?
a I put b I put c have I put d I have put 49 You won’t tell anyone about the truth, ……… ?
a will you b won’t you c you will d you won’t 50 I have know idea ……… the biggest office in the world is?
a why b what c how d when
51 I’m not sure how many babies ……… every hour
a are born b born c were born d will be born 52 You can use a word processor, ……… you?
a have b don’t c can’t d can
53 I wonder how ……… to celebrate his birthday
a he is going b is he going c he will d will he 54 I don’t know where my husband gets the money ………
a to b from c at d in
55 Our train ……… at 7,00, doesn’t it?
a has left b have left c leaves d leave 56 He made me believe that they ……… the district
a had left b left c will leave d are leaving 57 John is not at home He ……… his doctor about his sore throat
a sees b is seeing c saw d has seen
58 They were too late The plane ……… off ten minutes earlier
a took b had taken c has taken d was taking 59 When the teacher speaks, we have to keep quiet, ……… ?
a don’t we b musn’t we c won’t we d.doesn’t he 60 Paper money ……… for over 1,000 years
a has been used b has used c.was used d used
61 The weather has been bad this week Next week it ……… probably be even worse
a is b will c is going d must
62 She finally decided ……… her children alone in the house a to not leave b not to leave c not leaving d not leave
63 She ……… her children to close all the windows It’s raining hard outside
a said b told c ask d remembered
64 We always ……… lots of photos while we are on holiday
a make b take c catch d
65 Can you explain to me ……… so many people think Dolphins are very clever
a why b what c how d whether
66 We are really looking forward to ……… home at the weekend
a to go b gone c going d go
67 I’ ……… exhausted after a hard day
(44)68 “I have never been to America”, she ……… to me
a told b said c asked d begged
69 I thought the film ……… interesting
a would be b will be c is d has been
70 “I ……… for the meal”, Mark asks
a will pay b would pay c pay d will be paying
Preparation: 1/9/2012 Period 13
Unit 3: Ways of socialising
Lesson 1: Reading
A.OBJECTIVES:
(45)- read for specific information about The ways of socialising.
- be able to talk some back ground information of The ways of socialising.
- Give the Vietnamese equivalents to the following words and phrases
- Decide which of the three options below is the best title for the passage and answer the questions of the lesson
B TEACHING AIDS:
textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE: C PROCEDURE:
1 Class oganization:
Day Date Period Class Number Absentees
20/9/2012 12A1
21/9/2012 12A2
21/9/2012 12 A3
Method: mainly communicative
………
………
Time Teacher’s activities Students’ activities
5’
15’
I.Warm-up: Jumbled words
- Write the words whose letters are in a random order on the board
- Divide the class into two teams Ss from two teams go to the board and write the correct words - The team which writes correct words first will be the winner
1 osiacsilgin fo
3 sawy
Answer : 1 socialising , 2 of , 3 ways
- Have Ss guess the phrase of words above Ways of socialising
- Lead in: T asks Ss to open the textbook on page 31 T: Today we are going to learn Unit 3- Ways of socialising- A: Reading
II Before you read:
- Ask students to look at the pictures, work in pairs to ask and answer the questions
1 What are the people in the picture doing? Can you guess what they say to each other? What will you / say if:
Whole class
go to the board and write the correct words
- The team which writes correct words first will be the winner
(46)7’
+ you want to get your teacher’s attention in class? + you need to ask someone a question, but they are busy
talking to someone else? -Go around to offer help
-Call on some Ss to present their answers and elicits comments from other Ss Give feedback if necessary
* Teaching Vocabulary:
- T asks Ss to skim the passage and underline the new words
- T explains the new words
1 attract (v) 2 assistance(n) 3 whistle (v) 4 clap (v) 5 attention (n) 6 acceptable (a)
7.Compliment: (n): (synonym) 8.Decent: ( adj) (situation)
9.Appropriate: ( adj) ( translation) 10.Kidding(n) ( situation)
11.Signal (n): ( example)
12.Marvellous: ( adj): ( synonym)
- Ask Ss to give the Vietnamese equivalent (if necessary)
- Read a new word three times Ss listen and repeat after the teacher
III while you read Task 1
T writes these words on the board:
- verbal (a) - non-verbal (a)
- attract someone’s attention - impolite (a) # polite (a) - rude(a) # polite
- informality (adv) # formality - approach (v)
- a slight nod will do
-Ask Ss to give the Vietnamese equivalent to the
Answers
1.In the pictures, people are shaking hands and waving with each other. 2.they may be greeting each other 3 - If we want to get our teacher’s attention in class, we can raise our hands slightly.
- If we need to ask someone a question, but they are busy talking to someone else, we can…
skim the passage and underline the new words
give the Vietnamese equivalent listen and repeat after the teacher Copy down
give the Vietnamese equivalent to the following words and phrases
(47)5’
10’
following words and phrases
-Instruct Ss to read the passage quickly and stop at the words to guess their meanings
-Guess the meaning of the words based on the context in the sentences
-Check that Ss understand the word correctly -Call some students to give the answers - Ask others students to correct
- Give the true answers
Task 2
-Ask students to read the questions carefully - Ask students to read through the passage again - Devide the class into pairs to
- Call some students to give the answers - Ask others students to correct
- Give the true answers
Task 3
Questions and answers
Ask Ss to work in pairs and ask and answer the questions in the book basing on the information in the reading passage
- Ask Ss to read the text again and write down the answers to the following questions
- T moves around class to give help
-call on some pairs to present their answers in front of the class
Present answers
- verbal (a): b»ng lời, hữu ngôn - non-verbal (a); không lời, phi ng«n
- attract someone’s attention: thu hut sù chó ý cđa ai
- impolite (a) # polite (a): không lịch sự
- rude(a) # polite:
- informality (adv) # formality: - approach (v):
- a slight nod will do:
Work in pairs
read the passage more carefully & choose the best title for it
Answers
A ( Attracting Attention: Non- verbal Cues)
work in pairs and ask and answer the questions in the book basing on the information in the reading passage Answers
1 We can use eitherverbal or non- verbal communication
Because they are strong actions that can easily be seen
(48)3’
-give correct answers IV.After you read: * Discussion
- Ask Ss to work in pairs to discuss the meaning of whisling and hand- clapping in Vietnamese culture - Move around to help Ss
- Ask some pairs to act out their conversation - T gives feedback
Homework:
-asks Ss to learnt by heart the lesson
- Review the points that have been covered in the lesson and the exercise in the exercise book - prepare the next part: Speaking
assistance
4.You can use a small friendly wave to attract his or her attention
5 Because it’s considered rude
work in pairs to discuss the meaning of whisling and hand- clapping in
Vietnamese culture
Preparation: 1/9/2012
Period 14 Unit 3: Ways of socialising
Lesson 2: Speaking
A.OBJECTIVES:
(49)- practise speaking exactly and appropriately about the ways of socialising, based on the vocabulary and structures that they have learnt in the lesson
- Make dialogues to practise giving and responding to compliments, based on the given information
B TEACHING AIDS:
textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE: C PROCEDURE:
1 Class oganization:
Day Date Period Class Number Absentees
20/9/2012 12A1
24/9/2012 12A2
22/9/2012 12 A3
Method: mainly communicative
………
………
Time Teacher’s activities Students’ activities
10’ I.Warm-up:
Guessing word:
T: What is it?
Divide the class into two groups
T says that he has a word in his mind and he going to give some information about the word Members of each group will listen and may stop at any information they hear to guess what the word is Each group has only two chances to gues the word The first group to tell exactly what the word is wins the game
T gives information about the word
1 It’s a noun.
2 It has got ten letters.
3 It is an expression by word or action, or admiration.
4 It shows one respect, give and respond your feeling about things which are beautiful, good, or interesting, etc.
What is the word?
T gives the correct answer Answer key: COMPLIMENT
II. Pre- speaking: Task 1:
Listen to the teacher
Work in groups
(50)10’ - Introduces the task: You are going to work in your group to practise reading these dialogues, paying attention to how people give and respond to compliments in each situation.
Elicit the new words by asking Ps
Vocabulary:
- compliments(n) - hairstyle(n) - terrific(a) - kidding(a)
Ask Ps to take notes and practise reading vocabulary Ask Ps to work in pairs, practise reading these dialogues, paying attention to how people give and respond to compliments in each situation
T reads once Ask Ps to listen
Hang the table on the board Ask Ps to look at the information about compliments in the table
Useful language:
Give compliments Respond to compliments
- beautiful - perfect
- I’ve never seen… - terrific
- better I think
-What a/an……you have/ have got!
-How +
adj/adv…………
-You really have………
-Your ……is/are…
- Thank you/ Thanks - That’s a nice
compliment I think
I’m glad you like it
Thank you I think/
thought………… …
Thank you That’s a nice compliment You must have got to be kidding
-Ask Ss to use the information in the table to suitable information and play the roles in the dialogues to practise the dialogues
-Move around to give help
Work in pairs
- Look at the table on the board
- Listen to the teacher
- Take notes
use the information in the table to suitable information and play the roles in the dialogues to practise the dialogues
(51)7’
8’
10’
III.While- speaking: Task 2:
-Read the cues once Ask Ss to listen and look at the information in the task
-Explain the situations of each dialogues -Guide Ss to use suitable compliments in each dialogues, using the cues
-Ask Ss to work in pairs, practise giving compliments to suit the responses
Move around to give help
-Call on some pairs to act out their conversation in front of the class
-Give comments on their conversations
Task 3
-Read the cues once Ask Ss to listen and look at the information in the task
-Explain the situations of each dialogues -Guide Ss to use suitable compliments in each dialogues, using the cues
Ask Ss to work in pairs, practise responding compliments to suit the responses
Move around to give help
-Call on some pairs to act out their conversation in front of the class
-Give comments on their conversations
IV. Post speaking Task 4:
-Before getting Ss to discuss, T reminds them of some useful expressions for giving and responding
compliments in Task
-Divide the class into small groups of or & gets them to discuss the task
-Go around to check and offer help
-After checking that all the groups have finished, T calls on the representative of each group to report their
listen and look at the information in the task
- Some pairs perform Others listen to
David: You really have a beautiful dress It is the most beautiful dress I have seen
Hung: Your motorbike is really terrific Then…
Michel: I Though your badminton was a lot better … - Work in groups
- Listen to the teacher
- Listen to the teacher act out their conversation in front of the class
- Thank you, Phil I think you can it as well as I
- Thank you, Peter That’s a nice compliment
You must be kidding I think it is acceptable
Work in pairs
Share with the other pairs
Present the dialogues
Take note teacher’s feedback
A nice pair of glasses:
(52)peer’ ideas T check if other groups would have the same or different ideas
- Listen & take note of their errors T provides corrective feedback after that
Home work
Work with your friends: Make compliments and responses about something or performances of your friends in class
- study
- speaking English - singing
- briefcase/ a new pen/ a nice hat/ -Prepare the next part
nice I really like them
B: Really, Peter I just bought it yesterday
A new and expensive watch;
A: You really have a new and expensive watch, ……… How did you get it?
B: Thank you, ……… My father bought it for me on my birthday
A new cell phone:
A: Your new cell phone looks great I have never seen such a nice one before
B: Thanks I finally found a suitable one for me
Preparation: 1/9/2012 Period 15
Unit 3: Ways of socialising
(53)A.OBJECTIVES:
By the end of the lesson, students will:
- Develop extensive listening skills
- Use the information they have listened to for other communicative tasks
B TEACHING AIDS:
textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE: C PROCEDURE:
1 Class oganization:
Day Date Period Class Number Absentees
25/9/2012 12A1
26/9/2012 12A2
26/9/2012 12 A3
Method: mainly communicative
time Teacher’s activities Students’ activities
5’
10’
I WARM UP:
Jumbled words:
Write the words whose letters are in a random order on the board
- Divide the class into two teams Ss from two teams go to the board and write the correct words - The team which writes correct words first will be the winner
aniotuergl regulation oenetlehp telephone lacl call
acidev advice
II.Before you listen:
T sets the scene: You are going to listen to Linda Cupple, a social worker, advises young people on how to use the telephone in her family Listen to her talk and decide whether the statements are true(T) or false (F).
Ask Ps to look at the pictures in the textbook and answer the questions
Elicit the new words by asking questions, using the techniques suggested above
Vocabulary: - argument(n) - regulation(n) - absolute(a)
Pairs work Rearrange
Whole class
Listen to the teacher
look at the pictures in the textbook and answer the questions
Answer the teacher's questions + They are greeting…
(54)10’
10’
- maximum(n,a) - install(v) - chitchat(n) - starling(a) Listen and repeat:
-Help Ss to pronounce the words in their book correctly
-Play the tape and then ask Ss to repeat after the tape in chorus and individually
- T corrects errors, if any
-Check that Ss know the meaning of these words
III While you listen: Task 1:
-Get Ss to read through the statements to understand them and underline the key words -Guide students the requests of the task - Let students listen twice time
- Write on board from to and call some students to come and write their answers
- Let them listen on again and correct - Correct
Task 2: Gap- fill
T: Now listen to the rest of the listening text again and work in pairs to write the missing words You will listen to the tape twice.
Check if Ps can answer the questions in task without listening again Play the tape for them to listen again but before doing this, T should encourage Ps to read through all the questions, identify the information they need to look for in each question
Play the tape again for Ps to listen & answer the questions
Take notes
Listen to the tape and read in chorus & individually
Individual work, pair work & whole class read through all the questions, identify the information they need to look for in each question ( question word: what, where, when, how…)
listen and answer the questions answers
1 T F T F F T
Individual work, pair work & whole class read through all the questions, identify the information they need to look for in each question
(55)10’
Get Ps to check their answers with a partner Then T checks with the whole class
Play the tape twice
Call on some pairs to give the answers Go over the answers with the class
IV.After you listen:
-Before getting Ss to summarize Ms Linda Cupple’s talk, T reminds them of some useful languages Task 1,2
Suggested ideas:
- Length of time for each call - Time for calling
- Calling late at night - Calling at weekend
-Divide the class into small groups of or & gets them to summarise the listening passage -Go around to check and offer help
-After checking that all the groups have finished, T calls on the representative of each group to report their peer’ ideas T check if other groups would have the same or different ideas
-Listen & take note of their errors T provides corrective feedback after that
.Homework:
- Learn the new words by heart
- Review the points that have been covered in the lesson and the exercise in the exercise book - Prepare the next part
give the answers
Answer:
1 agreed waking to avoid heart particular kindness adults to stick
Individual work, pair work & whole class
summarize Ms Linda Cupple’s talk
Preparation: 1/9/2012
Period 16 Unit 3: Ways of socialising
Lesson 4: Writing
A.OBJECTIVES:
By the end of the lesson, students will:
-can use the words to build complete sentences in Task 1,
(56)B TEACHING AIDS:
textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE: C PROCEDURE:
1 Class oganization:
Day Date Period Class Number Absentees
27/9/2012 12A1
28/9/2012 12A2
28/9/2012 12 A3
Method: mainly communicative
Time Teacher’s activities Students’ activities
5’
15’
I. Warm –up MATCHING
-give the table on the board and asks sts to match them in correct orders
a.pointing at someone b.being late for class c.making mistakes d.being into the farewell
1 saying goodbye 2.admitting one’swrongdoing 3.saying“I’m sorry I’m late ”
4 being rule and impolite
-check mistakes
Pre-teach : Vocabulary
- abruptly
- (to) apologize
- discourtesy
- Gosh
- sorrow
- pleasant and thoughtful
- Ask Ss to give the Vietnamese equivalent (if necessary)
- Read a new word three times Ps listen and repeat after the T
II.pre-writing
Task1 : Use the words to make sentences Change the form of the verb.( No addition or omission is required) - introduce the aims of tasks in writing lesson In task 1,T asks sts to discuss how to use suggested words in sentences
- go around the class to help sts if necessary - ask sts to show their key.T gives key to check
Sts think what T asks , give their key Sts correct
Key: a+4; b+3; c+2 ; d+
Look at the board, listen to the teacher and take notes
give the Vietnamese equivalent (if necessary)
- Read a new word three times, listen and repeat after the T
Sts listen, repeat and copy them
Sts rewrite some words
(57)20’
III.While writing
-Ask Ps to work in pairs or in group to read and discuss about the re-ordered paragraphs
- Go around giving help
- Ask Ss to compare their answers in pairs and read aloud in front of the class
- Ask Ps to read their answers
- Listen to Ps and collect their mistakes for indirect correction
Checking
- T correct with Ps
- T gives feedback on Ps’ work
- T points out some common mistakes made by Ps - Ask Ps to give comments on the others’ writing Paragraph 2:
1 C E B A D
1 The simplest way to apologize is to say “ I’m sorry”.
2 Let’s take a common situation Tom is late for class and enters the classroom.
3 What does he do? The most polite actionis usually to take a seat as quitely as possible and apologize later.
senten -ces with re -quired words Sts compare their key and show them Sts correct
Key:
1.There are many ways to tell someone goodbye, and most of them depend on the situation at hand
2.However, there is one rule that all
situations observe: We seldom say goodbye abruptly
3.In English it is necessary to prepare a person for departure
4.We lead into the farewell by saying something pleasant and thoughtful like “I’ve really enjoyed talking to you”
5.We might also say something relating to the time like“Gosh, I can’t believe how late it is ! I really must be going!”
work in pairs or in group to read and discuss about the re-ordered paragraphs
compare their answers in pairs and read aloud in front of the class
give comments on the others’ writing
Paragraph 1:
1 C E A B D
1 It is difficult to write rules that tell exactly when you should apologize, but it is not difficult to learn how.
2 If we have done something to hurt someone’s feeling, we apologize. 3 An apology indicates that we realize we’ve made a mistake, and we’re sorry for it.
4 It’s a way of expressing our regret or sorrow for something.
(58)5’
4 But if the teacher stops and waits for him to say something, he could apologize simply “ I’m sorry I’m late”, ask permission to take his seat and sit down.
5 Naturally, more than this is needed, but it is not the time for it because it has already caused some interruption and doesn’t need to make it any longer.
IV.Post-writing Dicussion:
Ask Ps to work in pair to discuss the question:
- In what ways people tell someone goodbye?
- Go around giving help
- Ask some Ps to give their answers
- Listen to Ps and collect their mistakes for indirect correction
Homework:
- Aks Ps to learnt by heart the lessson
- Review the points that have been covered in the lesson and the exercise in the exercise book - Prepare for the next part
reason for it, and express regret.
work in pair to discuss the question give their answers
Preparation: 10/9/2012
Period 17 Unit 3: Ways of socialising
Lesson 5- language focus
:
1 Class oganization:
Day Date Period Class Number Absentees
27/9/2012 12A1
1/10/2012 12A2
29/9/2012 12 A3
(59)1 Educational aim: Students can pronounce the stress in two- syllable words 2 Knowledge:
- General knowledge: By the end of the lesson, students willbe able to: + Remind of the ways of changing the reported speech.
+ Students can the tasks well
- Language: the ways of changing the reported speech 3 Skill: the stress in two- syllable words
II Method: Intergrated, mainly communicative
III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook
IV Procedures:
Teacher’s activities Students’ activities Notes
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 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
Listen to the teacher and write some rules in the notebooks
- Ex : Polite/ai/, police/ i:/,between
- waving/ei/,
pointing
- student, signal - design, police
- Listen to the teacher and work in pairs to give the correct stress.
- Read the words in front of the class
- Work in pairs to practise giving the correct stress of the words in the sentences.
- Some students read in front of the class
- Listen to the teacher
(60)situations given.
+ Change the time as the sentences given
b, Practise doing exercise 1
- 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.
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.
- 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.
- Practise doing and speaking out
the sentences they’ve changed
- Listen to the teacher’s correction
and write down their notebooks.
Work in pairs the dialogue between Lan and Tuan firstly and try to find out the tense of verbs, pronouns and time in the dialogue.
* Tense: Simple present and Simple past , Simple future
- I, you, he ,she
- Time indecates in the dialoge.
(61)Go around and listen to students or help the if they need.
Homework: (5 minutes)
-Ask students to revise the whole unit - Ask students to all the exercises.
+ 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.
(62)(63)