leson plan - english 12 ( total of 3 plans)

While you read : 23 minutes - Ask students to look through the passage and read in silence - Listen to teacher.. Task 2: 4 minutes - Ask students to read the passage again then work in p

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The 55 period th Date: 02/ 01/ 2010

- Guessing the meaning in the context Deciding true or false statements

- Passage comprehensions and Understanding the humour of the story

2 Knowledge:

- General knowledge: Lives of plants animals in deserts.

- Language: Common knowledge of the life of plants and animals in the deserts

- New words: Words related to the lives of plants and animals in deserts.

3 Skills:

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

II Methods:

- Integrated, mainly communicative

III Teaching aids:

-Picture, board, chalks, textbook, handouts,…

IV Procedure:

Teacher s activities’ Students activities’

Warm-up: (5 minutes)

Aims: to introduce the topic of the lesson and

to raise students' interest.

- Introduce the new lesson to the students

Before you read : (7 minutes)

- Ask students to look at the picture ask and

answer the questions

While you read : (23 minutes)

- Ask students to look through the passage

and read in silence

- Listen to teacher

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

- Work in pairs

- Listen to the teacher then read the passages

- Ask some new words if necessary

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

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- Help students read the passage

- Explain pronunciation and meaning of new

words which appear in the passage

Hoàng Gia Úc6e dốc thoai thoải3f gò, đống

2g đụn cát

- Ask students to read through the text once

to find out some new words, guess the main

idea

- Explain new words (give the Vietnamese

equivalents), guide the sts to get the main

contents of the reading text

- Ask students to work individually in 3

minutes to do this task

- Guide students to read through the passage,

and then focus on only the sentences

surrounding the suggested words to do the

task effectively

- Give students some more words that may be

new/ unfamiliar to them

- Guide the students to read the word in

chorus and individually

Task 2: (4 minutes)

- Ask students to read the passage again then

work in pairs to choose the statements are

1 According to the passage,

there are three great deserts in

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2 The Simpson Desert is the

largest one in Australia  

3 The desert was named after

4 Colson and Madigan

travelled across the Simpson

5 There are more dunes in the

western part of the desert  

6 Dry salt lakes are in the

northern part of the desert 

- Ask students to read the questions carefully

- Ask students to read through the passage

again

- Ask the class to do

- Call some students to give the answers

- Ask others students to correct

- Give the true answers

- Questions:

1 Where is the Simpson Desert?

2 When did the first European enter the

desert?

3 How did E A Colson and an Australia

Aborigine travel across the desert?

4 What kinds of grass grow in the Simpson

Desert?

After you read : (8 minutes)

- Ask student to read the story

Ask them for the humour of the story

Explain

Home work: (2 minutes)

- Review the reading and prepare the

5 They took camels across the desert.

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

7 Two They are hummock grasses and spinifex

- Read the story then answer

- Work in groups-Listen to the teacher

- Write down the homework to do at home

Class 12 A3

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- General knowledge: The lives of trees and animals in the deserts.

- Language: + The way to make the life better in the deserts.

+ The tenses

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

3 Skills:

- Talking about nature features of the deserts

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

II Method:

- Board, chalks, textbook, handouts

IV Procedure:

Banana cactus grass lizard

Camel buffalo date palm

Fox goat eucalyptus

Pre-speaking : (12 minutes)

Task 1

- Guide students how to practise

- Ask students to work in pairs

- Explaining some new words

- Walk around and help them

- Call students to say

- Correct their mistakes

 Activity: Find out as many natural

features of a desert as possible

- Climate: hot, cold, dry

- Rainfall: little rain, much sunshine

- Plants/trees: few (cactus, date palm)

- Animals: few (fox, camel)

- Soil: sandy, dry

- Seasons: summer, winter

- Practice answering the topic:

I think banana can’t exit in desert because

it is tropical plant but it is very hot in desert … ………

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- I can’t agree with you more …

- I don’t think so, you’d better …

- I disagree with you because …

- It’s not a good idea because …

While-speaking : (15 minutes)

Task 2

- Guide students how to practice

- Ask students to work in pairs

- Help the students with new

structures

- Call some student to stand up and

report before the class

- Correct their mistakes

III Post-speaking:

 Task 3: You are going on an

expedition across a desert with some

of your friends Discuss and choose

the five most important things you

should bring along with you

- Guide students how to practise

- Ask students to work in groups

- Call some pairs of student to stand up

- Listen to the teacher

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- Listening, mastering the content of the tape.

- Doing the tasks fluently (true or false statements and the details)

2 Knowledge:

- General knowledge: By the end of the lesson, students will be able to understand

how to make the lives in the deserts better

- Language: The present simple tense.

- New words: Words related to the topic

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

- Listening for details and gap-filling

II Method:

- Tape, cassette player, board, chalks, textbook

- a kind of plant with hard needles

- it grows in dry land

Before you listen:

- Ask students to look at the book and

answer the question in the book

- Let them work in pairs

- Listen and correct for them

 Answer the questions

1 What is a desert?

2 How is a desert formed?

3 Can human beings make a desert?

Listen and repeat

Guessing game

Before you listen:

- Look at the book

- Ask and answer the question in the book

- Work in pairs

- Ss work in pairs to answer the Qs

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- Turn on the tape and ask students to

listen

- Let students listen again and repeat

- Write some words on board and ask

students to read them aloud

- Correct

 Answer the questions

1 What is a desert?

2 How is a desert formed?

3 Can human beings make a desert?

While-listening: (25 minutes)

Task 1:

Ask students to read the statement at

least once first

Ask them to guess the answers

Play the tape once then check how

many answers can students find

Play the tape again

Check and give remarks

Call some students to say out their

answers and the evidences they get to

prove their answers

Task 2: Listen again and fill in the

table.

- Ask them to guess the answers

Play the tape once then check how

Play the tape again

Check and give remarks

- Call some students to say out their

prove their answers

- Let students work in pairs

Listen to the tape and do the task

Find evidences to each of the answers.Represent if being asked

Keys: 1.T, 2.F, 3.T, 4.F, 5 T

- Listen to the teacher’s explanation then

correct the answers oneself

- Read the questions once to get the main contents

Listen then answer

Keys:

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

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2 Desert is - It is _

place

- It is also a and space

Task 3:

- Ask students to read the question

quickly

- Guide students the how to do the task

- let student listen one or twice times

- Ask students to stand up and speak

their answers

- Correct

After-listening: (7 minutes)

- Ask students to discus the guided

question, find the answer then write

about deserts

- Let them work in groups

- Move around to help if necessary

- Give remarks or even suggestions

Homework: (3 minutes)

- Ask students write things to do to have

a healthy and long life, and prepare part

writing at home

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

3 Natural and human.

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

Listen then answer

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

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I Objectives:

1 Educational aim:

- Describing main features of a desert

2 Knowledge:

- General knowledge: Writing about the Sahara deserts.

- Language: +The tenses.

+ Connectors (time expressions)

- New words: Words related to the Sahara desert.

3 Skills:

_ To practise students’ speaking and writing skills

_ To help students to able to write about the Sahara deserts

II Method:

- Intergrated, mainly communicative

- Board, chalks, textbook and notebook

- Ask student to read the request of

task one and translate

- Explain them how to do the task

- give students the structures:

- guide them some new words

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

- Work in groups

- Ask the teacher about the words or phrases

if can't understand

- discuss and write down

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- Explain them how to do the task

- guide them to write

- Call one to do on board

- Correct

Post-writing: (10 minutes)

- Ask some groups to represent their

work, ask other to give remark

- Choose some good writing to read in

class and give remark

- Ask students to rewrite the task at

home and prepare part Language

Focus at home

- work in groups

- Compare the result to the other groups.Ex:

The Sahara Desert, which is the largest one

in the world, lies in Northern Africa – largely in Morocco, Algeria, Tunisia, Libya, Egypt, Mauritania, Mali, Niger, and Sudan

It extends from the Atlantic Ocean eastward past the Red Sea to Iraq It is 1,610 km wide and about 5150 km long from east to west The total area is more than 9,065,000 square km The weather is very hot in summer and very cold in winter There are few oases Dry climate always has influence

on the atmosphere that moisture is almost totally absent As a result, the land is so arid that some main plants and trees can exist long in the desert like cactuses, date palm, and a form of acacia There are many kinds of animals like gazelle, antelope, fox, jackal, and camel

- Listen to the teacher’s explanations

- Exchange the writing to other groups to check and give remarks

- Represent the task on board if being asked

Read the writing to get others’ remarks

- Do as the teacher asked

- Listen to the teacher and write down homework

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- So, but, however and therefore.

2 Knowledge:

- General knowledge: Combining the sentences.

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

- New words: Words related to the exercises.

3 Skills:

_ To practise students’ pronunciation and writing skills

_ To help students to be able pronounce the full forms and the contracted forms of auxiliaries and introduce to them the use of so, but, however and therefore

II Method:

- Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedure:

1 Warm up: ( 3 minutes)

- Introduce the lesson to the students

I shall/will you will

he will she will

it will

we shall/will they will

I’ll you’ll he’ll she’ll it’ll we’ll they’ll

_ play the tape and asks students to listen to

the sounds listed in their books

_ asks students to listen to the tape then

repeat the words in chorus

_ asks students to repeat the words

individually

_ correct their pronunciation if necessary

_ asks students to read the sentences

_ asks others to give comments then correct

their pronunciation if necessary

Get the teacher’s explanation

_ Listen to the sounds listed in their books

_ Listen to the tape then repeat the words

in chorus

_ Some individuals repeat the words

_ Listen to the teacher’s correction

_ Read the sentences suggested individually

_ Listen to the teacher’s explanation._ work in pairs Do the exercise given in the textbooks

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

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 Practise reading these sentences.

I think I’ll buy a motorbike

You’ll notice that there’s a girl coming

It’ll be much better if you could do it

We’ll have to talk to her

She’s feeling much better now

They’re students

He’ll be 17 next month

II Grammar: ( 25 minutes)

1 Presentation:

 Connectives “SO, THEREFORE, BUT AND

HOWEVER”

- So: vì vậy, vì thế (conjunction)

ex: I felt sleepy, so I went to bed.

- Therefore: vì vậy, vì thế (adv)

ex: Hoa failed her math test Therefore, she

has to do the test again

- But: nhưng

ex: He is poor but he is honest

- However: tuy nhiên (adv)

ex: Mary is very tired However, she has to

finish her homework before she goes to bed

Exercise1:

- Guide students how to do

- Do the first as an example

- Ask students to the exercise

- Call the to on board

- go round to help students if necessary

- Explain and correct

1 I didn’t have an umbrella so I got wet

2 I didn’t have an umbrella but I didn’t get

wet because I was wearing a raincoat

3 The water was cold so I didn’t go

swimming

4 The water was cold but I went swimming

anyway

Exercise 2:

_ explains the example carefully

_ asks students to work in pairs to do the

exercise suggested

_ asks students to discuss the answers with

their friends

_ asks some of the students to do the

_ Some of the students to do the exercise orally

_ Other students give comments

_ Take notes of the suggested answers

_ Notice the teacher’s explanation

_ Work in pairs Do the exercise given in the textbooks

_ Discuss the answers with their friends then correct the mistakes themselves._ Some of the students to do the exercise orally

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exercise orally.

_ asks others to give comments

_ gives the suggested answers if necessary

1 Dan didn’t study for the exam,

however/but Lan did

2 You could fly via Vienna; but/however it

isn’t the only way

3 They have lived next door to us for years,

yet/however we hardly ever see them

4 My friend and I were tired, so/however

we went home early

Exercise 3:

_ explains the example carefully

_ asks students to work in pairs to do the

_ asks others to give comments

_ gives the suggested answers if necessary

1 He worked hard, so he could earn much

money

2 The shrimp was only 2 dollars a kilo this

week, so I bought three kilos

4 She is still not good at Maths Therefore

she cannot be the best student in her class

5 OK, you can take Chemistry as your

major However you should remember that

it is not easy to learn Chemistry

4 Homework: (2 minutes)

- Ask students to revise the strong form and

weak form of auxiliaries, the use of

connections, redo all the exercises and

prepare unit 10 at home

_ Discuss the answers with their friends then correct the mistakes themselves._ Some of the students to do the exercise orally

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I Objectives:

1 Educational aim:

- Students read and guess the meaning of words in contexts

- They read and answer questions about the texts

- They practice scanning for specific information in the texts

- Finding supporting evidence

2 Knowledge:

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

species

- Language: Common knowledge of environment,…

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

3 Skills:

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

II Method :

IV Procedure:

Aims: to introduce the topic of the lesson

and to raise students' interest.

- T hang out some pictures in and asks Ss to

answer the questions

1 what do you see in the pictures?

2 Which of them are in danger of becoming

- Ask students (to work in pairs) to open

their books, look at the pictures, and do the

tasks that follow

- work in pair to answer the questions

1.tortoise, rhinoceros, monkey, elephant, leopard, parrot

2.elephant,leopard, rhinoceros are in danger

necessary

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+ Which of the animals and insects below

can be found in Vietnam?

+Which of them are in danger of becoming

extinct?

- Ask them to work in 3 minutes,

- Teacher moves round to help if necessary

- Ask some pairs to report

- Give some remark if necessary

Pre-teaching vocabulary:

To edanger: (v) g©y nguy hiÓm

Destruction(n) sù ph¸ ho¹i, nguyªn nh©n

- Ask students to look through the passage

and read in silence

- Explain pronunciation and meaning of new

words which appear in the passage

Task 1 : (3 minutes)

- Ask students to read through the text once

to find out some new words, guess the main

idea

- Explain new words (give the Vietnamese

equivalents),

- Guide students to read through the

passage, and then focus on only the

sentences surrounding the suggested words

to do the task effectively

- Give students some more words that may

be new/ unfamiliar to them

- Guide the students to read the word in

chorus and individually

-Give correct answers

1 extinction a the existence of a large number

of different kinds of animals and plants which make a balanced environment

+Tortoise, rhinoceros, elephant, monkey, mosquito

+Rhinoceros, leopard, elephant

- Write down the meaning of some new words

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

- Work individually to read the text and

do task 11.C2.D3.A4.B

- Write down the correct answers

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2 habitat b the act of preventing something

from being lost, wasted, damaged

or destroyed

3 biodiversity c a situation in which a plant, an

animal, a way of life, etc stops existing

4 conservation d the natural environment in which

a plant or animal lives

- Ask students to read the passage again and

choose A,B,C,D to complete the following

sentences about the reading passage

- Ask them to work individually to do the

task and give the evidence to prove the keys

- Move round to make sure that all students

are working and to help them if necessary

- Ask some students to report and give

feedback

1 The number of species around the globe

threatened with extinction is over

2 Which of the following is NOT

mentioned as a primary cause of species

extinction?

3 The Red List is a special book that

provides names of _ animals

4 The development of wildlife habitat

reserves helps

5 The best tile for the passage is

D Endangered Species Extinction: Causes

and Conservation Measures

- Ask students to read the passage again

then work in pairs to find evidence in the

passage to support these statements

- Walk round the class to give help if

necessary

- Give suggested words, phrases or useful

suggestions

- Correct the students’ work

- Ask students to work in group to scan the

3 A vulnerable and endangered

4 A save a large number of endangered species

5 D Endangered Species Extinction: Causes and Conservation Measures

- Read through the text find the new words,

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

1 The first sentence of the second passage

2 The third passage

3 The fourth

- Work in group to summarise the reading passage

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- Ask them to work in small groups of three

or four to summarise the reading passage by

writing one sentence for each paragraph

- Encourage them to summarise the reading

passage

- Ask one or two pairs to report

- Ask Ss to do exercises at page 65-68 in

the students’ workbook

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

as endangered

2.The main causes of extinction or endangerment are habitant destruction ,commercial exploitation and population

3.Biodiversity is important for humans

as it provides food ,clean air, water, fertile soil and other products

4.Different efforts have been made to confer endangered species

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

- General knowledge: endangered animals

- Language: + The way to make suggestions or predictions

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- picture, board, chalks, textbook, handouts.

IV Procedure:

Hang out the pictures of 4 animals and

ask Ss to give the name of them

h

I Pre-speaking:

 Activity: Answer the question:

- Where do these animals live?

(Forests, seas, swamps, deserts)

 Useful language: (structure)

- Habitat: Where do pandas/tigers live?

- Population: What is the population of

pandas/ rhino in the world?

- Weight/ Height: What is the weight/

height of ?…

- Food: What is their main food?

- Life span: How long do they live?

- Reasons for decline: Why do they

decline in the number?

While-speaking (25 minutes)

Task 1:

Ask and answer the following the

questions.

- Ask students to work in pairs to

discus the four questions and find the

answers

- Move round to make sure that all

students are working and to help them

if necessary

- Look at the pictures and give the name of

4 animals1.It is a tiger2.It is a rhino3.It is a panda4.It is an elephant

- Work in pairs to discus the three questions and find the answers

1 Panda ,rhino, tiger, elephant

2.We can find these animals in the forests

in Asia, Africa, etc3.Rhino can be used for medicine

4 All of them are in danger

- work in pair to do task 2A: where do giant pandas live?

B: They live in bamboo forests in the mountain in central and western China

A: What is the population of pandas in the world?

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- Ask Ss to read the information about

the gait panda, tiger, rhino and

elephant

- Explain how to do task 2

- Walk round from group to group to

give help if necessary

- Encourage students to speak out what

they think even a phrase or a singular

word

_T check and give feedback

Task 3:

Take turns to give an oral report on the

animals mentioned in task 2

-T ask Ss to work in group to do task 2

- Walk round from group to group to

give help if necessary

- Encourage students to speak out what

they think

Post speaking(10)–

- Ask students to work individually to

summarize what they’ve learnt in unit

10

- Move round to check the activities

and to make sure that students are

working effectively

- Ask one or two students to report in

front of the whole class

- Check and give remarks

Name some measures we’ve made to

protect the endanger animals

B: About 75 kg to 160 kgA: what do they eatB: Bamboo

A: Why are they in danger?

B: People destroy their habitat and hurt them for trade

- Work in group to give an oral report

Group 1: Giant pandas live in bamboo forests in the mountain in Western China only about 600 pandas are living there They attain a height of 1.2m to 1.5m and weigh from 75kg to 160 kg they are in danger because people destroy their habitat and hurt them for trade

Group 2: RhinoGroup 3:tigerGroup 4 elephant

-Students work individually to summarize what they’ve learnt in unit 10

- Do homework at home

Class 12 A3

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UNIT 10: endanger species

- Language: modal verbs

- New words: Words related to the topic

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

- Listening comprehension

II Method:

- Integrated, mainly communicative.

- Tape, board, chalks, textbook

- Ask students to work in pairs to

discuss and choose the best answer

A,B,C

- Guide the students to answer if

necessary

- Give further information

- Explain the words that will appear in

the listening text

- Ask students to read in chorus then

individually

 Discuss and choose the best answer

A, B or C

1 You can find gorillas in

2 The male gorilla may attain a height

of m and a weight of about 180

kg

3 The life span of a gorilla in the wild

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

C Africa

B 1.7

C 50

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 Task 1: Listen to the passage and

choose the best answer.

- Ask students to read the statement

at least once first

- Play the tape once then check how

many answers students can find

- Play the tape again

- Call some sts to say out their

answers and the evidences they get

to prove their answers

1 Which of the following can be a

many answers can sts find

prove their answers

General (1) peaceful, gentle,

-Read the statement once to get the main contents

- Listen to the tape and do the task

- Find evidences to each of the answers

- Represent if being asked

Keys:

1 A The biggest and strongest adult male gorilla

2 B Their mothers

3 B For their nests

4 D A gorilla sometimes eats worms

5 C Mountain gorillas eat mainly plants

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

- Represent if being asked

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features sociable, and (2)

plant-eating Group

members The silverback, one or two sub-adult males, (3) a

few females and their young

Food (4) a variety of plants and

a few kinds of insects Place for

sleeping Nest (5) in trees or (6) in grasses on the ground

- In group, ask students to summarise

the main ideas of the passage, using

the information and the answers in task

1 and 2

Summarise the main ideas of the

passage, using the questions:

1 Do gorillas live in groups?

2 What are the group members?

3 Where do gorillas sleep?

4 What kind of food do they eat?

5 What are the causes of being

endangered?

- in not more than 80 words write

about the life of a gorilla

Keys:

1.peaceful2.plant – eating3.a few females and their young4.plants and a few insects

5.in trees6.in grasses7.civil war8.forests being cut down

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

- Listen to the teacher’s guide to correct oneself

-Work in group to summarise the main ideas of the passage

-Listen to the teacher and write down homework

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

- A picture, board, chalks, textbook

IV Procedure:

Fill in the chart with some information n

about endangered species’ problems

Endangere

d species causes Measures to save

them+tiger Habitat

destruction Provide enough

wildlife habitat reserves

+connectors: first, second, third

Suggested tenses : Simple present

While-writing: (18 minutes)

 Task 1 Work in pairs Suggest possible

measures that should be taken to solve the

following problems

- Ask students to look at Task 1

In pairs, ask students to ask and answer the

questions

• People do not know much about the need

- Do as required

- Exchange the ideas with others

- Get the task

- Work in pairs to do the task

- Listen to the teacher to correct oneself

- Work in groups to do the task

- Get the task

- Work in pairs to do the task

Work in groups to do the task

1 We should have different activities to

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to protect rare and endangered animals

• Projects to save endangered animals do

not have sufficient funds

• The habitats for endangered animals are

being seriously damaged and polluted

• People who live in or near endangered

animals' habitats have poor living

conditions and rely mostly on wildlife

products for their livelihood

• Some countries do not have laws to

protect endangered animals

• People keep buying fashionable wildlife

products

• There are not enough wildlife habitat

reserves

Example:

People do not know much about the need to

protect rare and endangered animals We

should organize different activities to raise

people's awareness of the need to protect

- Ask some groups to represent their work,

ask other to give remark

- Work in pairs Share the results with

your friends next to you

Example: Many measures should be taken to

raise people’s awareness of the need to protect these animals

2 Governments should raise sufficient funds for projects to save endangered animals

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

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

- Compare the result to the other groups

- Represent the task on board if being asked

- Read the writing to get others’ remarks

- Do as the teacher asked

- SS compare the result to the other groups

- Exchange the writing to other groups

to check and give remarks

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protect endangered animals.

Firstly, funds should be raised for the projects to

save these animals.

Secondly, The habitats for endangered animals

mustn’t be damaged and polluted.

Thirdly, people living in or near endangered

animals’ habitats should be resettled into other

regions and helped with means to earn their living

instead of hunting or fishing.

Fourthly, the making of products from wildlife

should be prohibited.

Lastly, more habitat reserves for wildlife should

be established.

- Ask students to rewrite the task at home

and prepare part Language Focus at home

- Exchange the writing to other groups

to check and give remarks

Class 12 A3

UNIT 10: endanger species

Lesson E: Language focus

- General knowledge: modal verbs: may, might, mustn’t,

- Language: may, might, must, mustn’t

- New words: Words related to the exercises

3 Skills:

- Writing sentences with adverbial clauses of concession

II Method:

IV Procedure:

* Practise reading the following sentences,

paying attention to the stressed syllables.

1 Tell me the time.

2 Show me the way.

- Get the teacher’s explanation

1.Tell me the time

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3 He bought some carrots and cabbages.

4 Come for a swim.

5 Look at the clock on the mantelpiece.

6 I think he wants to go tomorrow.

7 It’s not the one I want.

8 Most of them have arrived on the bus.

9 Walk down the path to the end of the

canal.

10 I’m going home today for Christmas.

11 A bird in the hand is worth two in the

bush.

12 If you don’t have the best, make the best

of what you have.

- Diễn tả một khả năng có thể xảy ra.

- Dùng để xin phép hoặc cho phép (Might

ex: You must get up earlier.

- Để diễn tả một sự bắt buộc do đk khách

quan ta dùng ‘have to’.

* Mustn’t (không được phép)

- Diễn tả sự cấm đoán.

- Khi diễn tả ý không phải làm gì thi dùng

“not have to”

* Needn’t: (không cần thiết)

ex: You needn’t wear a uniform to go to

evening classes.

2 Practice:

* Do exercise 1 / p 114.

2 Don’t make too much noise You

may/might wake the baby up.

3 Be careful of that dog It may/might bite

you.

4 I don’t think we should throw that letter

away We may/might need it later.

5 Be careful The footpath is very icy You

2 Show me the way

3 Some carrots and cabbages4.Come for a swim

5.The clock on the mantelpiece

6 I think he wants to go tomorrow7.It’s not the one I want

8.Most of them have arrived on the bus9.Walk down the path to the end of the canal

10.I’m going home today for Christmas11.A bird in the hand is

worth two in the bush.

12 If you don t have’ the best ,make the

best of what you have.

- Practice reading in chorus or individually

-Listen to the teacher and copy

-Work in group to do exercises

Trang 27

may/might slip.

6 I don’t want the children to play in this

room They may/might break something.

* Do exercise 2 / p 115

2 I can manage the shopping alone You

needn’t come with me.

3 We needn’t walk all the way home We

can get a taxi.

4 Just help yourself if you’d like something

to eat You needn’t ask first.

5 We can keep this a secret between

ourselves We needn’t tell anybody else.

6 I understand the situation perfectly You

needn’t explain further.

* Do exercise 3/p.115.

3 We have enough food at home so we

needn’t go shopping today.

4 Jim gave me a letter to post I must

remember to post it.

5 Jim gave me a letter to post I mustn’t

forgot to post it.

6 There’s plenty of time for you to make up

your mind You needn’t decide now.

7 You needn’t wash those tomatoes

They’ve already been washed.

8 This is valuable book You must look after

it carefully and you mustn’t lose it.

3 Homework: (1 minute)

- Ask students to review the lesson and

do the language task students’ workbook

and prepare Test yourself D at home

6 may/might break

Exercise 2:

1.needn’t come2.needn’t walk3.needn’t ask4.needn’t tell

5 needn’t explain

Exercise 3:

1.must 2.mustn’t3.Needn’t4.must5.musn’t6.needn’t7.needn’t8.must,mustn’t

- Listen to the teacher and write down correct answers

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

- Check themselves their skills in reading, speaking, listening, writing

- Improve their knowledge through the test yourself

II Method: Integrated, mainly communicative.

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

IV Procedures:

Trang 28

I Listening(2.5 points) (10 minutes)

- Present the task: Listen and complete the

table below

- Tell students the topic of the table

- Get students to look through the table

- Explain the meaning of new words

- After that turn on the tape of the passage aloud

twice

- Let students fill in the blanks with the words

they have just heard

- Go round the class to control the work

- Then turn on the tape of the passage the last

time for students to check their results

- Correct mistakes

* Listen to a passage making predictions

about the second half of the twenty-first

century Choose the best answer.

1 The world’s population will increase from 6

billion to 10 billion, mostly in _

B Africa, Asia and Latin America

2 The earth’s climate will become warmer,

which will create _

C Both A and B

3 In the second half of the 21st century,

A the world s supplies of petroleum will ’

run out

4 With the help of new technology, _

B people won t need to be in the same ’

place to communicate

5 Patterns of work may change People

C Both A and B

II Reading (2.5 points) (10 minutes)

- Present the task: Read the passage and

choose the statements are True or False

- Get students to work in groups, discuss

about the passage

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the task

- understand the task

- Listen to the tape carefully

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

- Correct mistakes

- Look at the textbook and listen to the teacher then read the passage and choose the statements are True

or False

- Work in groups to discuss about the passage

- Finish the task

- Compare their results with the other groups, and correct

Keys:

1 needn’t, must, mustn’t, 2 mustn’t, 3 needn’t, must, 4

Trang 29

- Go round the class to control the discussion

- State the best option

- Correct mistakes

1 The experts who write science fiction

think about our own lives in the future.  

2 You will be able to get home safely by car

because you bring your own high-tech

computers and cameras with you.  

3 For lunch, your special machine will help

you choose proper foods and makes you a

salad.

4 With the help of your information screen

and new computer, you will be able to work

at home without going to the office.  

5 When receiving an urgent message from

someone in Brazil, you will be able to

translate it from Portuguese into English

yourself before reading and replying to the

message.

III Grammar(2.5 points) (8 minutes)

- Recall the grammar of articles

- Guide students how to do

- Give them some new words:

- Do the first as an example

- Ask students to the exercise

- Go round the class to control the set’s

activities

- State the keys

- Correct mistakes

IV Writing(2.5 points) (7 minutes)

- Guide students how to write

- Give students some models and structures to

writes

- Ask students to write

- Go round the class to control the students’

- Listen to the teacher carefully

- Work in groups or in pairs then write

- Compare the results with the other groups

- Correct mistakes

- Study all the lessons again

- Listen to the teacher carefully

- Work in groups or in pairs then write

- Listen to the teacher and write down correct answers

- Do homework at home

Class 12 A3

Trang 30

UNIT 11: Books

Lesson A: Reading

I Objectives:

1 Educational aim:

- Students read and guess the meaning of words in contexts

- Deciding on true or false statement

- Passage comprehensions

2 Knowledge:

- General knowledge: Ss know many advantages of reading books

- Language: Common knowledge of books

3 Skills:

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

II Method :

IV Procedure:

Aims: to introduce the topic of the

lesson and to raise students' interest.

-Ask SS to look at the pictures in the

text book and answer some questions:

1 What are they doing?

2 Can you name some advantages of

reading books?

-Ask Ss to work in pair to answer the

questions

-T goes around to help if necessary

Before you read : (7 minutes)

- Ask students (to work in pairs) to open

their books, look at the pictures, and do

the tasks that follow

1 Do you often read books?

2 What kind of books do you enjoin

reading most/least?

3 How do you read books?

- Ask them to work in 3 minutes,

meanwhile the teacher moves round to

help if necessary

 Pre-teach vocabulary:

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

2 Enrich knowledge And Relax

- Work in pair to answer the question.1.usually

2.Ennglish books 3.every time

Trang 31

- Ask students to look through the

passage and read in silence

- Explain pronunciation and meaning of

new words which appear in the passage

Task 1 : (3 minutes)

- Ask students to read through the text

once to find out some new words, guess

the main idea

- Explain new words (give the

Vietnamese equivalents), guide the sts

to get the main contents of the reading

text

- Guide students to read through the

passage, and then focus on only the

sentences surrounding the suggested

words to do the task effectively

- Give students some more words that

may be new/ unfamiliar to them

Task 2: Decide whether the statements

given in task 2 page 120 are true ,false

or not mentioned

- Ask students to read through the text

once to find out some new words, guess

the main idea

- Explain new words (give the

Vietnamese equivalents), guide the sts

to get the main contents of the reading

text

2 dip into: chấm qua loa(đọc qua loa)

3 taste: nếm(đọc thử, qua loa)

4 hard to pick up again: khó có thể cầm lên lại đợc)

5 digest: tiêu hoá

6 chew: nhai(nghiền ngẫm)

7 hard to put down: không thể đặt xuống

Work in pair to give answers

- Share the key with other Ss

Trang 32

books in the same way.

2 When you “taste” a

book you read it

carefully from the

beginning to the end

  

3 Many people only

have time to read when

they are travelling   

4 Books with good

stories are often

 Task 3: Answer the Qs.

1 How many ways of reading are

there?

2 When might you “swallow” a book?

3 What should you do before starting

to read a book carefully and slowly?

4 What are the advantages of TV over

books?

5 What are the advantages of books

over TV?

- Ask students to work in group to scan

the text again

- Ask them to work in small groups of

three or four to do the task

- Ask one or two pairs to report

- Move round to make sure that all

students are working and to help them if

necessary

feedback

1.NM2.F3.NM4.T5.F

- Find in the text the evidence to prove the keys

- Do the task in pairs:

- Answer the questions

1 There are three ways of reading

2 I “swallow” a book when I find a good story and have time to enjoy it

3 I should read a few pages to see if it’s the one I can easily read and understand

4 TV can bring you all the information and stories with colour, picture and action

5 Books are still a cheap way to get information and entertainment; you can keep a book forever and read it many times

- Work in group to do the task

Trang 33

- Do exercise 1 and two at page

71,72,73 in the students’ workbook

- Asking and answering about reading habits

- Talking about characters in a book

2 Knowledge:

- General knowledge: Books

- Language: + The way to describe a book

+ The tenses

- New words: words related to Books

3 Skills:

- Describing details in pictures

- Talking about characters in a book

II Method:

- picture, board, chalks, textbook, handouts

Task 1 Match the questions in column A

with the answers in column B

- Complete the following conservation and

practise reading it

- Explain how to do the task

-Ask students to work in pairs to discus

- T shows the pictures and asks students:

“What are they doing?”

- T guides sts to the answer:

“They are making interview about books.”

- T leads to the new lesson

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

A: How do you often read books?A: When do you often read books?

Trang 34

the three questions and find the answers.

- Correct the students’ work and give

often read books?

4 Who is the main

b He is brave, witty and very kind to other people.

c I like reading all sorts of books- short stories, science fiction, romance.

d I’m reading

“The Chamber of Secrets”, one of Harry Potter books.

e A young boy, Harry Potter, whose parents are dead.

f I often read through the book quickly first.

While-speaking : (15 minutes)

Task 2

 Ask and answer about the book

Models:

A: Good morning I’m a reporter of NghÖ

An Television May I ask you some

questions?

B: Yes, of course

A: Do you often read books?

B: Yes, I do I like it very much

A: What kinds of books do you like to

read?

B: I often read science books

A: How do you often read books?

B: When I find a good book, I read it

thoroughly Sometimes I read it again

A: When do you often read books?

B: I read books whenever I have free time

A: That’s all for our interview Thank you

- Correct the answers oneself

A: What do you often do in your free time?

B: Reading booksA: What sort of books do you often read?

B: Novels

A: How do you read them?

B: When I find a good storyA: When do you often read books?B: Whenever I have free time

A; What are you reading at the moment?

A: Who is the main character?

A: What is he/she like/

-Listen and work in pairs to do task 2

- Listen and take note

Trang 35

very much.

B: You’re welcome

Task 3:

- Complete the following conservation and

practise reading it

the three questions and find the answers

- Correct the students’ work and give

remark

Task 4:

the three questions and find the answers

-Practise the model conservation with one

student

-Ask Ss to do task 4

Post-speaking : (10 minutes)

Task 5

- Ask students to work individually to

summarize what they’ve discussed in their

own words

- Move round to check the activities and to

make sure that students are working

effectively

- Ask one or two students to report in front

of the whole class

Do Exercises at page 75&76 in the

students’ workbook

- Write down the homework

- Listen and work in pairs to do task 4

A: What are you reading at the moment?

B: I’m reading “happy life”

A: Who is the main character?

B: John

A; What is he like?

B;

- Listen and work in pairs to do task

- Write down the homework

Trang 36

2 Knowledge:

- General knowledge: Listen for specific information

- Language: The present simple tense

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

- Listening comprehension

II Method:

- Integrated, mainly communicative.

- Tape, board, chalks, textbook

- Explain the words that will appear in

the listening text

- Ask students to read in chorus then

individually

Task 1

- Ask students to read the statement at

least once first

- Call some sts to say out their answers

and the evidences they get to prove

their answers

Task 2

many answers can sts find

- Listen and repeat:

Incredible Wilderness Fascinating Unnoticed Journey Personality Survive Renioned

- Read the statement once to get the main contents

Trang 37

- Play the tape again.

prove their answers

- In group, ask students to discus the

guided question, find the answer

- In not more than 50 words write about

the kind of books you like to read and

say why

4.journey 5.pet.

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

- In groups, ask and answer the question

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

- General knowledge: writing a report on a book

- Language: + The tenses

+ Connectors (time expressions)

- New words: Words related to books

3 Skills:

- Writing a report

II Method:

- A picture, board, chalks, textbook

IV Procedure:

Trang 38

Teacher s activities’ Students activities’

- Free talk about the name what you

should mention in book report

Pre-writing(10 minutes)

Give some ideas

Book report

+the book’s author

+the title of the book

+the main character

+your opinion

While-writing: (18 minutes)

Task 1

- Ask students to look at Task 1

- In group, ask students to put the

questions to under the correct

headings

- Move around to give help

Task 2

- Explain the requirements: Ask and

answer the above questions about

the book you have just read

- Ask students to work in groups to

write report

- Walk round to give help if necessary

Do as required

Exchange the ideas with others

- Get the task

- Work in group to do the task

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

4.who is the author?

9.What type of book is it?

S2:Summary of the book s content’

2.where is the book set?

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

8.what is the plot of the story?

S3:Conclusion:

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

- Work in groups to do the task

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

S2: Frankenstein

S1: 4.who is the author?

S2:Marry Shelley

S1:9.What type of book is it?

S2:A horror story

S1: 2.where is the book set?

S2: Geneva S1:5.What is the main theme of the book?

Trang 39

Post-writing: (10 minutes)

- Ask Ss to write a report on the book

you have read recently based on the

results of task 1 and 2

- Ask some groups to represent their

work, ask other to give remark

- Ask students to rewrite the task at

home and prepare part Language

Focus at home

S2:life of Frankenstein, a monster

S1:6.who are the main characters?

S2: Frankenstein S1:8.what is the plot of the story?

S2:a student from Geneva ,discovers the secret of life, constructers a creature more like a monster ,monster feels lonely ,attacks and kills Frankenstein s friend, and his’

brother: Frankenstein determined to kill the monster: he is killed first by the monster, then it kills itself

S1:1.What was your opinion of the book? S2:interesting

S1:3.would you recommend the book?

S2: yes

- Compare the result to the other groups

Trang 40

- Rhythm

- Modals in the passive voice

2 Knowledge:

- General knowledge: review the uses of the passive voice with modal verbs

- Language: Know how to use modals in the passive voice

- New words: Words related to the exercises

3 Skills:

- Writing sentences with modals in the passive voice

II Method:

IV Procedure:

1 Pronunciation:( 15 minutes)

- Explain the rhythm

- Help students to know the

pronunciation

* Practise reading the following sentences,

paying attention to the stressed syllables.

1 Why did you behave like that?

2 Come for a swim.

3 I think it will be fine.

4 She’s gone for a walk in the park.

5 I wonder if he’ll ever come back.

* Mark the primary stress over the main

stress syllables.

Peter’s coming in a minute if he can.

Come and see us at our new apartment.

Where’s your new apartment? Is it in

another district?

Why was he trying to embarrass me?

Probably he wanted you to notice him.

2 Grammar and vocabulary:( 28

- Get the teacher’s explanation

- Practice reading in chorus or individually

- T gives examples to lead in the new lesson.

- T asks ss to give the form.

S + modal V + be + P.P

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