Giáo án 12 CB update

and how to do - Ask students to prepare textbook, notebooks and the things for learning and prepare lesson reading - Unit 1 - Listen to the teacher - Answer the teacher’s questions - put

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The first term of grade 12

Guiding how to learn and to do English tests

Students know: - How to learn English in grade 12

- How to do English tests

- How to use student’s book and workbook

3 Skill : - Reading

- Speaking

- Listening

- Writing

- Doing English tests

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

cassette player, etc

III Procedure:

Teacher s activities’ Students activities’

Warm-up :(7 minutes)

- Introduce to students about the teacher

- Ask students about their names and English

knowledge etc

Guiding: (35 minutes)

1 Guiding student’s book and workbook:

* Introduce to students how to use their book

and workbook

* Introduce to students how to learn reading,

speaking, listening, writing, language focus in

their books and how to do the exercises in their

books

2 Guiding English tests in grade 12:

* Introduce to students about oral tests, 15

minute tests, 45 minute tests, etc and how to do

- Ask students to prepare textbook, notebooks

and the things for learning and prepare lesson

reading - Unit 1

- Listen to the teacher

- Answer the teacher’s questions

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

- listen to the teacher and look through the books

- Listen to the teacher and write down the thingswhich will be prepared at home

Unit 1 : home life Period 1: A- Reading

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

- Read the passage and complete the tasks of the lesson

- Language: Students could understand and use new words after reading

- New words: Words related to home life

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

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II Method: Integrated, mainly communicative

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

- Let students understand more about , house hold

chores and family life, today we learn Unit 1- part A:

Reading

Before you read : (7 minutes)

Ask students to work groups to ask and answer about

the pictures

- Hang on the blackboard the table of questions Ask

students to work in pairs looking at the pictures to

ask and answer them

1 Where is the family?

2 What is each member of the family doing?

3 Is the family happy? Why (not) ?

- Introduce the situation of the context

- Read the context once to the class

- Show students some new words:

* The first paragraph: the writer says about the

parents’ jobs and the people in her family

* The second paragraph :The writer says about the

activities of her parents every day

* The third paragraph: The writer says about her

younger brothers and her herself

* The writer says about the happiness in her family

- Ask students to think of their thoughts about a

happy family

- Introduce the situation of the passage

While you read : (23 minutes)

- Ask students to look through the passage and read

in silence

- Help students read the passage

- Explain pronunciation and meaning of new words

which appear in the passage

+ Task 1: (10 )’

- Ask students to work in groups to read the

sentences in the task and then choose the sentence A,

B or C that is nearest in meaning to the sentence

given

- Read all the sentences which they have chosen

loudly to the class

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

mischievous (a),

- Ask students to work in groups to do the task

- Call on some students to read the sentences

- Common in whole class

+ Task 2: (15’)

- Divide the whole answers class into 6 groups of 8

students

1 How busy are the parents in the passage?

- Open the book

- Look at the picture and answer

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

- Work in groups to discuss about the pictures

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

- Stand up to answer in front of the class P1: The family is at home

P2: The father is playing games with his son and the mother is helping her daughter do homework.P3: Yes, it is Because it is a close-knit family and they love and help one another

- Look at the book and listen to the teacher

- Listen

- Note down

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

- Practise speaking their ideas freely

Listen to the teacher

- Work in groups , read the sentences carefully

- Listen to the teacher and read up the sentences aloud

- Note down the new words

- Read up

- Work in groups to do the task

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2 How caring is the mother ?

3 How do the father and the daughter share the

- Ask students to read the questions carefully and

discuss the answers

- Help students to find the paragraph which contain

the information for the answers

- Call the leader of each group to answer the

questions

- Ask the whole class to commend

- Feedback and give the correct answers and give

point

After you read : (8 minutes)

- Ask the whole class to discuss about a happy

family

- Call some students to say about their thinking of a

happy family

Homework: (2 minutes)

- Write about their family or others they know

- Prepare Part B : Speaking at home

- Read the passage

- Work in groups to find the sum up of the passage

- Present the answers in front of the class

- Commend

- Note down the reason of the choice

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

- Some students answer the questions in front of theclass

Listen and take notes

- Do the home work and prepare for the next lesson

IV: Drawing on experiences of teaching:

Unit 1 : home life Period 2: B- Speaking

12A3

12B3

I Objectives:

1 Educational aim: Students can talk about their family and other families

+ Students can ask and answer about household chores and family

+ Students discuss their ideas about the true of a happy family

2 Knowledge:

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

- Language: asking for and giving information from a passage

- New words: words related to the topic

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

II Method: integrated, mainly communicative

III Teaching aids: pictures, textbook,

IV Procedure:

Warm-up: (7 minutes)

- Playing games

- Divide the class into pairs and ask students to work in

pairs to talk about their family in 3 minutes - Call of the

leaders of each groups to talk about her/his family in front

Task 1 Let students read the following sentences and

choose which apply to them or their family.

- Ask students to work in groups to speak the sentences

1, In my family ,only my father works

2,Member of my family share the household chores

3 My responsibility in the family is to wash the dishes

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

- Keep books close

- Work in groups to talk about family

- Work in groups and give their ideas whythey choose

- Each student stands up and talks abouttheir family

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5 I often share my personal secrets with my father

6 I always talk to my parent before making an important

decision

- Go around and listen to the students - Give more

suggestions if they need

While-speaking : (15 minutes)

Task 2 - Work in pairs

- Let students ask and answer the questions about their

family

- Listen and give the ideas to each pair

Task 3: Work with a different partner.

- Ask students to use the questions they have form to ask

about her/his family

- Listen to the students and give remarks

- Post-speaking : (10 minutes)

Task 4

- Let the students practise speaking freely about their

family

- Go around to listen and give remarks

- Ask some students to stand up and tell loudly

- Listen and correct mistakes

A: Who works in your family ?

B : Both my father and mother

A: Who often does the household chores ?B: My mother mainly does it and sometimes

my father help my mother

A: How is your responsibility to your family

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

A: How do the family members share theinterest ?

B: We often watch television each other inthe evening

A: Who do you often share your secretswith ?

B: I often share with my mother

A: Who do you talk to before making animportant decision?

B: I often talk to my parents

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

- Work in groups and each group has arepresentative to talk about her/his family P1 : I talked to Tuan Both his parents go

to work But only his mother does thehousehold chores

P2 : In Loan’s family ,only her father goes

to work and her mother is at home -Work in groups and then speak out theiropinions

PS : I think a happy family shouldhave

P : Yes it is Because every member in thefamily often share the feelings with eachother

- Write down the homework

V: Drawing on experiences of teaching:

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Unit 1: Home Life Period 3: C Listening–

12A3

12B3

I Objectives:

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

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

2 Knowledge:

- General knowledge: Students learn more about a happy family

- New words: Words related to family

3 Skills: - Listening and comprehension questions

- Listening and deciding on True or False statements or no information

III Teaching aids: Student’s book, pictures board, tape, cassette player, chalks.

IV Procedure:

- Ask students to close the books

- Give some pictures and answer some questions

1 Who are they?

2 What are the relationship among them ?

- Check some students and mark

- If you want to know more details about them we

will go to Unit 1- part Listening

Pre-listening: (7 minutes)

- Introduce the topic of the listening: In this you

will listen to people talk about their friends But

now please talk about your family first

- Ask students to read all the words given carefully

and show the difficult words or structures

- Explain the words and structures to the class:

- reserved :

- leftover :

- spread out :

* Before you listen :

- Ask students to look at the picture and say :

+What are they doing ?

+How many people are there in the family ?

While-listening: (20 minutes)

Task 1

- Introduction: you are going to listen to Paul and

Andrea talk about their family Ask

students to read the sentences carefully first to get

the True or False

- Ask students to get the difficult words

- Read the tape-script loudly to the class

- Ask students to decide the answers

- Listen and remark

- Ask students the question :

- Why do you think it is true / false ?

- Help them if necessary

Task 2

- Ask students to look through the sentences in

task 2

- Close the books

- Work in groups and look at the picture andanswer

- Listen to the teacher and open textbooks

- One or two students talk about their family

- Read the new words

- Listen and note down

- Work in pairs to ask and answer + P : - They are having a party

- There are 9 people in the family

- Keep book open

- Read the sentence carefully to get the True orFalse statements

- Ask for the difficult ones

- Speak out the sentences individually

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- Ask students to listen again and note down two

things that are different about Paul’s and Andrea’s

families

After-listening: (10 minutes)

- Ask students to open the books

- Ask them to discuss the importance of family in a

person’s life

- Let them work in pairs

- Walk round and help students

- Ask some students to stand up and go to board

and write

- Ask students to write a passage about

the importance of family in a person’s life

- Remember them to prepare Part- Writing at home

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

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

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

- Listen to the teacher and write down homework

Unit 1: Home Life Period 4: D Writing–

12A3

12B3

I Objectives:

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

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

- Language:

- New words: Words related to the topic

3 Skills: Writing a narrative

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

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- Divide the class into 4 groups

- Ask students to work in groups to revise the words

using to say about family

(in 2 minutes)

- Call the representatives of the groups to write as

many words on the boards as possible (in 2

minutes)

- The winner is the students who has got the largest

number of correct words on the board

- Call some students to repeat the meanings of the

words

Pre-writing: (10 minutes)

- Ask students to use the following verbs and

expressions

Give and read some words aloud :

- Let, allow, be allowed to, have to, permit, etc

+ Some expressions :

- doing household chores

- coming home late

- preparing meals

- watching TV

- talking on the phone

- using the family motorbike

- Listen to the pairs and help them if they

get some difficulties in speaking

- Ask students to stand up and say a paragraph

about his/her family

While-writing: (18 minutes)

Task 2

Ask students to use the ideas they’ve discussed to

write a letter to a pen pal about their family

- Give some out line : first, second, further more,

and finally etc

- Call two good students present their outline in

front of the class

- Ask the others comment

- Feedback and give some correction to help

students to have a better outline to write

Post-writing: (10 minutes)

- Give suggestions and corrections

- Ask students to read another’s description

- Correct mistakes and mark

- Ask students to do part writing of Unit 1 in the

student’s work book and prepare part Language

Focus

- Listen to the teacher and work in pairs

- Work in groups to revise the words

- Go to the board to write the words

- Repeat the meanings of the words in front of theclass

- Listen to the teacher and open the books

- Read all words and expressions and work in pairs

A : Do you have to do the household chores ?

B : Yes, after my studying or my free time

A : Are you allowed to come home late ? B: No, because my parents are strict

A : Do you often prepare the meals ? etc

- Each representative of a group stand up and sayabout the family

A: In my family , everybody has to do the household chores I’m not allowed to come home late, I only can watch TV when I finish my homework

+ Write the letter individually

- Every family has its own rules Mine has a few

First, everybody has to do the house hold chores,

we only go out or watch TV when we finish all homework

- Some students read loudly their products in front ofthe class

- Listen to the teacher and write down homework

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Unit 1: Home Life

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

+ Students have to do some exercises of tense

- New words: Words related to topic

3 Skills: Intonation and phrasal verbs

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

- Ask students to read the up the words and the sentences

- Ask students to read up in chorus twice

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

2 GRAMMAR (35 minutes)

1 Tense of verbs:

- Ask students to repeat the they’ve leant

+ The past simple

+ The past progressive

+ The present perfect

- Ask students to give some sentences

- Let students compare the differences between past

simple and present perfect

Listen and give remarks

Exercise 1:

- Ask students to work in groups to do the exercise 1

- Ask students to choose their suitable verbs in the

Listen to the teacher

- Listen to the teacher and read up

- Read up in chorus twice

- Some students read up in front of the class

- Listen to the teacher and speak out P1: - past simple

P2: - past progressive P3 : present perfect

- Some students give more examples

* Example :

- He left the room last week

- They were having dinner at 8 o’clock lastnight

-She has learnt English since she was ingrade 1

- Work in pairs and give the differences

* past simple : happened and finished withthe definite time in the past ,not related tothe present

- Ex : He bought a car yesterday

* present perfect : started in the past butrelated to present or future and give theresult at present

-Ex : She has learnt English since she was inthe grade 5

- Work in groups to do the exercise

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- Ask students to work in groups to do the exercise 2.

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

- Call the leader of each group present their answers on

the board

- Ask the whole class to comment

Homework (2 minutes)

Ask students to do Part Language Focus and prepare part

Reading of Unit 2 at home

1 Have you seen

2 Did you enjoyed it?.

3 has been.

4 Did you give/saw.

5 didn t listen’

6 Have you two met before ?

7 Have you met ?

- Discuss the answers and give comment onthe sentences

- Listen to the teacher and work in groups

- Redo the exercises

- Do the exercises in the workbook

- Prepare for the next lesson

Unit 2: cultural diversity

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1 Educational aim:

- Students read passage comprehension about role of cultural diversity

- Students know how to use the new words through asking and answering

2 Knowledge:

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

- New words: Words related to the topic( culture, society )

3 Skills: - Guessing meaning from context

- Summarizing main idea

- Passage comprehension

III Teaching aids: Board, tape, cassette player, chalks, textbook and notebook

- Let students work in pairs

- Ask students questions

- Lead in: Today, we’ll study a new lesson Unit

2- part A- Reading

Pre-reading: (7 minutes)

- Ask students to work in groups of four and

guess what are happening in the picture

Hang on the blackboard the table of the

questions to help students to guess the activity

in each picture:

- Which of the following factors is the most

important for a happy life ?Why ?

- Love, money, parents approval, a nice ’

house, a good job, good health etc.

- Ask the representatives of the groups to

express their ideas in front of the class

- Give the feedback

+ Pre-teach some new words

- precede (v) - counterpart(n)

- confide(v) - sacrifice (v)

- Ask students to read up in chorus twice

- Ask students to guess the meaning of the

new words

+ Introduce the situation of the passage

+ Show students the tasks of the reading

While-reading: (20 minutes)

- Make the class read the small talks, to scan

the details and do the tasks

Task 1 :

Ask students to read the passage in skim to

make sure the meaning of the words

- Call some students to show the meanings

- Ask students to read the passage again and

do the task in groups of four

- Call on some students to read the answers in

front of the class

- Ask students to read the sentences with the

words given

Task 2

- Ask students to work in groups of 8 to

answer the questions given

- Call on some students to show the class the

right answers

- Listen to the students and help them if

necessary

Post-reading: (12 minutes)

Ask students to work in groups to discuss

about the question :

- Answer the question

Work in groups to talk about theactivities in the pictures

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

to discuss

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

- Look at the board, note down

- Read the new words in chorus twice

- Work in groups to guess meanings of the words

Read the passage in skim

- Show the meaning of the words

- Work in groups to fill in the blanks

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

1 precede : happen or exist

2 determine : find out

3 confide : tell somebody about something very private orsecret

4 sacrifice : willingly stop having something you want

5 obliged : having a duty to something

- Work in pairs to answer the questions

A: What are the four key values in the survey ?

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+ What are the differences between a

traditional Vietnamese family and a modern

Vietnamese family ?

- Give some suggested words to talk about a

family :number of children, the house they

like to have, the head of the family , who

works , who takes care of the housework and

children , the income

- Call on some representatives on the groups

to talk about the differences

Homework : (2 minutes)

- Do reading text in workbook

- Prepare the next lesson

B: They are Physical attractiveness, Confiding, A: Who are much more concerned with physical ?

B :The young Americans are much more concerned than the young Indians and the Chinese

A: What are the Indian students’ attitudes on a partnership

- Work in groups to discuss to compare to other groups

- Talk in front of the class about the class

- Listen to the teacher and take note

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

- Know how to arrange opinions sensibly

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

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

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

IV Procedures:

Warm-up:(5minutes)

Checking the last lesson

- Call two students to go to the board

Students 1 and 2 : Talk about the differences between

a traditional family and a modern family they’ve

written at home

- Ask the other students to comment about the talking

- Read the paragraph in front of the class

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- Feedback and give correction if necessary

- Lead the whole class to the topic of the lesson

Task 1:

We are going to talk about the differences among

cultures

- Ask students to express their point of view on the

followings ideas , using the words or expressions in

the box

* In Vietnam ,three or even four generations may live

in home

* A happy marriage should based on love

* In some Asian countries , love is supposed to follow

marriage not precede it

* In some countries, a man and a woman may hold

hands and kiss each other in public

- Listen to the students and give remark

While –speaking : (16munites)

Task 2:

- Ask students to work in pairs to discuss about the

differences between the culture in America and in

Vietnam

+Give the culture in America:

- Two generations ( parents and children ) live in a

home

- Old- aged live in nursing home

- It is not polite to ask questions about age, marriage

and income

- Americans can greet anyone in the family first

- Groceries are bought once a week

- Christmas and New Year holidays are the most

important

- Children sleep in their own bedrooms

+ Listen to the students and give more the ideas about

the differences

Task 3:

- Ask students to work in pairs or work in groups to

talk about the similarities and differences between

Vietnamese and American cultures, using the

features discussed in the task 2

- Listen and give remarks on their opinions

B: I don’t agree with your ideas, I think it is good

to have three or four generations living under oneroof because they can help each other a lot

- Work in pairs to discuss and give their ideasabout the differences

+ Give the culture in Vietnam

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

- Elders live with their children and are taken care

of by their sons

- Can ask the questions about the age, marriage andincome

- Have to greet the older first

- Do the shopping everyday

- Tet holiday is the most important

- Children can share bedrooms with the other in afamily

- Work in groups or in pairs to compare

Ps : - There are differences and similaritiesbetween Vietnamese and American cultures InAmerica, two generations (parents and children)live in a home In Vietnam, two, three

or even four generations live under one roof etc

- Listen and copy

- Students write a paragraph about the cultures inVietnam

- Do the exercises in the workbook

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1 Educational aim: Students should know how to listen to give some information about the

wedding ceremony in Vietnam

2 Knowledge:

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

- Language:

- New words: Words related to culture, wedding

3 Skills: - Filling in missing information

- Passage comprehension

III Teaching aid: Board, tape, cassette player, chalks, textbook and notebook.

- Let students look at the picture and describe and

answer some questions:

1 Where do the women come from?

2 What are they doing?

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

- Listen and give marks

Pre-listening : (6 minutes)

Ask students to work in groups to ask and answer

about the picture

- Hang the table with the questions on the board

+ Have you ever attended a wedding ceremony?

+ What do the bride and the groom usually do at

the wedding ceremony?

- Ask students to ask and answer freely

- Give some words : altar, banquet,

groom, ancestor ,blessing, tray

- Listen and answer

- Work in pairs and each and answer

- Look at the picture and the table of thequestions to ask and answer about the picture inpairs

S1: -They often stand in front of theater prayingand asking their ancestor’s permission to bemarried

S2: They exchange their wedding rings

S3: They get the presents from their relative andtheir friends

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Task 1:

Introduction: You are going to hear two people

talking about a wedding ceremony in Vietnam

- Introduction: you are going to listen to the

conversation to get the information to fill in the

missing information

- Let the students read all the sentences before

listening

1 The wedding day is carefully chosen by the

2 The gifts are wrapped in

3 The wedding ceremony starts in front of the

4 Food and drink are served

5 The guests give the newly wedded couple envelopes containing and

- Ask students to compare the answers with a partner

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

answers

- Ask students to explain their answers in front of the

class

- Feedback and Correct the answers

Task 2:

- Ask students to listen to the passage again and

answer the questions

- Ask the students to read all the questions before

listening

- Let the students listen to the tape two or three times

and answer the questions

- Ask students to work in groups to answer the

question : What do families often do to prepare for a

wedding ceremony?

- Call some 2 leaders of the groups to talk

in front of the class

- Feedback

- Listen to the teacher or the tape

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

1 groom s parents.’

2 red paper

3 altar

4 at the wedding banquet

5 wedding cards or money

- Work in pairs to compare the answers

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

- Read the questions carefully

- Work in groups to discuss and answer the questions

1 The most important thing the groom s family’

has to do 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.

- Work in pairs to answer the questions

- Listen and copy in their notebooks

- Write a paragraph about a wedding

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- Language: Words used in a Vietnamese conical leaf hat

3 Skills: Describing a Vietnamese conical leaf hat

II Method: Intergraded, mainly communicative

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

IV Procedures:

Warm-up : (4 minutes)

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

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

class

- Comment and lead students to the topic of the lesson

Task 1

- Ask the students to write about the conical or the “non la”,

a symbol of Vietnamese culture

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

strap.

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

Task 2

Let students write a passage of about 150 words about the

conical leaf hat , using the outline and information below

* Introduction : - symbol of Vietnamese

girls/ women Part of the spirit of the Vietnamese nation

* Main body: - special kind of bamboo and young /soft

palm leaves, conical form, diameter,

*Conclusion : - protecting people from sun/rain and

girls/women look pretty/attractive

Ask students change the letter with a partner to read

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

- Feedback and give some suggestions

- Ask students to do the exercises in the workbook

- Work in pairs to talk

- Some students talk about their experience in front of the class + Banh trung, ao dai, non la,

- Listen to the teacher and read aloudthe words

Read the words given and write a passage

- The conical leaf hat is one of the typical features (symbols) of the Vietnamese culture because it can not be found any where in the world .The leaf hat is not only a symbol of Vietnamese girls/women

- Write the letter individually

- Read the letter of the partner

- Read the letter in front of the class

- Do the exercise at home

V: Drawing on experiences of teaching

D- Language Focus

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Class Date of preparing Date of teaching

- Pronunciation: the sounds “ ed” ending

- Grammar: - revise the tenses

III Teaching aids: Board, tape, cassette player, chalks, textbook and notebook

IV Procedures:

I Pronunciation(10 minutes)

a Distinguishing sounds:

- Read the three sounds: /t/, / d/, / id / as model for the

class and explain the differences in producing them

- Read the sounds again and ask students to repeat

- Ask students to read the words in each column out

aloud in chorus for more a few times

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

class

- Correct the mistakes of pronunciation

b Practising sentences containing the

target sounds

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

given sentences

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

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

the class again and provide corrective feedback

II Grammar: (34munites)

* Exercise 1:

a Presentation:

- Review the forms, meanings and uses of the present

simple, present perfect, and present continuous, past

sometimes use the present simple to express the ideas

that an action is happening or+ Express the idea that an

action is repeated or usual The action can be a habit, a

hobby, a daily event, a scheduled event or something that

often happens It can also be something a person often

forgets or usually does not do

+ Speakers is not happening now This can not only be

done with Non-Continuous Verbs and certain Mixed

We use the present perfect to say that the action

happened at an unspecified time before now The exact

time is not important So we can use Present Perfect to

- Read aloud

- Listen and repeat from 2-3 times

- Some of them stand and read words aloud

-Listen to the teacher

- Read the sentences in chorus aloud

- Listen and copy-List some phrasal verbs : fill in ;turn on; go over

;look at ;make up Look after

- Some students read the sentences in front of theclass

- Work in groups to review thetenses

- Listen to the teacher to the teacher and note down

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describe our experience “I have the experience of …” we

can use this tense to say that we have never had a certain

experience The Present Perfect is NOT used to describe

a specific event

+ With Non-Continuous Verbs and non-continuous uses

of Mixed Verbs we use present perfect to show that

something started in the past and has continued up until

now “for five minutes”, “for two weeks”, and “since

Thursday” are all which can used with the Present

Perfect

NOTE:

- We CAN NOT use the Present Perfect with specific

time expressions: yesterday, a year ago, last month, …

- We CAN NOT use the Present Perfect with unspecific

expressions: ever, never, once, many times, several

times, before, so far, already, yet, etc

b Practice:

- Ask students to do the exercise individually and then

choose a partner to

check the answers with

- Call 2 students to write their answers on the board

- Provide corrective feedback

* Exercise 2:

a Presentation:

- Review the forms, meanings and uses of the past

simple, and past continuous

+ Past perfect : form/ meaning/ use

b Practice:

- Ask students to do the exercise 2 individually and then

choose A,B or C to complete the passage

* Exercise 3:

Ask students to complete the letter with the correct form

of the verbs in brackets

check the answers with

- Ask students to redo the exercises into the

note-workbooks

- Ask students do the exercises in the workbook

- Ask students to prepare for the next lesson

- Listen to the teacher and note down

Review the formation and the uses of the tense

- Students do the exercise individually and thencompare the answers with a friend

- Write the answers on the board

- Do the exercise individually and check the answerswith a partner

-Some students go to the board to write the answers

- Listen and note down

- SS answer the Qs

- Listen and take note

V- Drawing on experiences of teaching

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Unit 3: ways of socialising

1 Educational aim: Students can

+ Develop such reading micro-skills as guessing meaning from context

+ Use the information they have read to answer the questions

+ Pictures in the student’s book enlarged

+ A table of the active words of the passage

2 Knowledge:

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

- Language:

- New words: Words relate to ways of socialising

3 Skills: -Reading for general or specific information

-Guessing meaning from context

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

IV Procedures:

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- Ask students to list some ways of

communication they have know

- Let students work in pair

- Check the whole class

- Ask students to work in groups to discuss about the

pictures in the textbook

- Ask students to use the questions to ask and answer

about the pictures :

- What are the people in the pictures doing?

- What will you do if you want to get your teacher s ’

attention in class?

- What will you do if you need to ask someone a

question but they are busy talking to someone else?

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

passage

* Pre-teach: New words and phrases:

- write some new words and phrases on the board

+verbal(a) + non verbal(a)–

+ attract (v) + nod (v)

+ approach (v) + rude (a)

- Ask students to guess the meanings of the words

- Ask students to read the words in chorus twice

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

While-reading: (20 minutes)

- Let students open the book and read silently while

teacher reads aloud and correctly

- Ask students to read themselves and write down some

information

- Let students work in pairs to do the task 1

Task 1

- Ask students to read the passage and give the

Vietnamese equivalents to the following words phrases

- Verbal : bằng lời, hữu ngôn

- Non- verbal :Không bằng lời, phi ngôn

- Attract someone s attention: Thu hút sự chú ý của ai.’

- impolite : bất lịch sự

- rude : thô tục, thô lỗ

- informality : thân mật

- approach: tiếp cận

- a slight nod will do: một cái gật đầu nhẹ là đủ.

Call on some students to show their answers in front of

the class

- Comment and give the correct answers

Task 2:

- Ask students to read the passage again to choose the

best title for the passage

- Call four students to go to the board the write their

answers

- Ask some students to correct and remark with giving

the reason why they have chosen it

- Feedback and give the right answers

Task 3 :

- Ask students to work in pairs to answer the questions

- Listen to the students and remark

- Ask students to work in groups to discuss the meaning

of whistling and clapping in Vietnamese culture

- Call on some representatives of the groups to answer

the questions in front of the class

- Ask students to learn the new words and phrases

- Give their answer

- Work in groups to discuss about the pictures

- Work in pairs to ask and answer

- Some students answer the questions in front

of the class

- Look at the board and note down

- Guess the meaning of the words and phrases

- Listen to the teacher and read up the words and phrases in chorus

- Some students read them in front of the class

- Read the passage in skim to guess the meaning of the words

- Ask students to work in groups to guess the meaning of the phrases

Some students show the answers in front of the class

- Work in groups and give their ideas

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

- Work in pairs to answer the questionsP1:What can you do when you want to

attract someone s attention?’P2 :We can use either verbal or non verbal.P1 : What are considered to be big, obvious

non verbal signals?

P2 :They are strong actions that can easily

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- Ask students to prepare for the next lesson - Listen and note down

- Do the exercises at home

1 Educational aim: Students should know

+ Use appropriate language to practise giving and responding to compliments in different situations + Use appropriate language to talk about other ways of communication

2 Knowledge:

- General knowledge: Students can talk about other ways of communication

- Language: Words to speak about ways of communication

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

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

- Ask students to work in groups to talk about some

ways to attract to other people

- Give students some words and phrases (Hang on

the extra board of prompts).

- - Introduce the task: Now work in pairs, take turn to

practise reading the dialogue, paying attention to how

compliments are received in each situation.

- Ask students to read all the questions in the task and

explain the difficult words and phrases if necessary

- Ask students to do the task in roles and encourage

the whole class to take note the answers while they

are doing the task

- Go around the class to check and offer help

While-speaking: (20 minutes)

Task 2

- Ask students to work in pairs to practise giving

compliments to suit the responses using the outlines

that they have already made

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

- Look at the board and read aloud the new words

- Work in pairs to practise speaking

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

P1 : PhilP2 : BarbaraP3 : PeterP4 : CindyP5 :TomP6 : Tony

- Work in pairs to give suitable words

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

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- Call on some couples to perform their conversation

- Elicit feedback from the class and give final

comments

* Task 3:

- Introduce the duty of the task:

- Divide the class into 7 groups of 8

- Ask students to work in groups to practise

responding the compliments below

Post-speaking: (10 minutes)

* Task 4:

- Ask the groups to make dialogue to practise giving

and responding to compliments , using the cues

below

- a nice pair of glasses

- a new and expensive watch

- a new cell phone

- a modern looking pair of shoes

- a fashionable jacket

- Call some representatives of groups to report the

parties that they have made

Listen to the students and note down all the errors

Homework: (2-4 minutes)

- Summarise the main points of the lesson

- Ask students to write a dialogue about the

compliment

- Work in roles to practise speakingP1 : Phil

P2 : YouP3 : Peter P4 : Tom

Listen and work in pairs to make a dialogue based on the Task 1,2 ,3

A : You really have a nice pair of glasses I

think they make you attractive.

B: Thank you, Nam That s a nice compliment.’

A : I think you have a new and expensive

watch which I have never seen before.

B : Thank you I bought it yesterday

A:

- Listen and write down in their notebooks

1 Educational aim: Students should know to develop such listening micro-skills as

intensive listening for specific information

2 Knowledge:

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

- Language:

- New words: Words related to ways of socialsing

3 Skills: - Listening for general or specific information

-Comprehension questions

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III Teaching aids: Some pictures of persons or some real information about them Board, tape,

cassette player , chalks, textbook and notebook

IV Procedures:

- Ask students to close the book

- Give some questions :

+ Who s on duty today ?’

+ Who s absent today ?’

-Pre-listening: (8 minutes)

- Show students the pictures in the textbook and

ask students to guess what they are doing ?

- Ask students to work in pairs to ask and

answer the questions in the textbook

- Call some students to answer the questions in

front of the class Then explain their reasons

Check the whole class

* Pre-teaching some new words and phrases.

- Ask students to read the words aloud twice

- Explain some new words:

+ Introduction: You are going to listen to Linda

Cupple, a social worker, advise young people on

how to use the telephone in their family Listen

and decide True or False statements

- Ask students to read the statements carefully

before play the tape Ask students to work in

groups to guess the answers

- Play the tape (read the typescript) once for

students to listen and do the task

- Ask students to work in pairs to check the

answers

- Call some students to show their answers in

front of the class

- Feed back and give the correct answers:

1 T

2 F (the most obvious problem)

3 T

4 F(if your parents do not agree)

5 F (is made mostly by young people)

6 T

* Task2:

Introduction:

- You are going to listen to part of Ms Linda

Cupple s talk again and write the missing‘

words.

- Ask students to read the paragraph carefully

and work in pairs to discuss and answer the

missing words before listening again the talk

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

whole class

- Ask students to give the missing words

individually

- Play the tape ( or read) the story again for the

whole class to check the answers

- Listen to the teacher, and answer the

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

- Listen and read the words aloud in chorus

- Write down the new words

+ Listen to the teacher and try to guess thecontend of the talk in the tape

- Work in pairs and read the statementscarefully

- Some students speak out their answers andexplain why they have chosen it

A : I think the first sentence is true because it

is in the second paragraph.( 1: T)

B : I think it is False because it is the most

- Listen to the tapescript

- Check the answers in groups

- Listen to the teacher and note down thecorrect answers

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- Feedback and give the correct answers.

- Ask students to listen to the talk again and try

to summarize the talk

- Call some couples to talk in front of the class

- Summaries the main points of the lesson

Homework: (2- 4 minutes)

- Ask students to write a paragraph about their

own birthday parties

- Ask students to prepare for the next lesson

Work in groups and practise talking about MsLinda Cupple’s talk

Ps : In this talk Ms Linda Cupple

give us some pieces of advice on how to use the telephone in the family The first

is to work out a reasonable

- Some couples present the talk in front of theclass

- Do homework and prepare the next lesson

Unit 3: ways of socializing

1 Educational aim: Students should know

+ Building sentences based on given words

+ Re- ordering given sentences to make a complete paragraph

2 Knowledge:

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

- Language: Words used in writing about a paragraph

3 Skills: Writing about a letter of recommendation

III Teaching aids: Some cues, information of someone

IV Procedures:

- Ask students to close the books

Ask students some questions:

* Who is absent from the class today ?

* Who is on duty, today?

* What should you do if you want to talk to

someone?

Task 1

You are going to write use the words to make

sentences Change the form of the verbs (No

addition or omission is required)

- Ask students to read the words in the Task 1

and then make the full sentences

1 there/be / many ways/ tell someone/ goodbye,

/most of /them/depend/on the situation/and/at

hand.

- Answer the questions

-Read the requirement carefully and read thewords carefully

- Ps practise writing the full sentences

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

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

situations/ observe: abruptly/we/seldom/

say goodbye.

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

for our department

4 we/lead/into the farewell/by/say/some

thing pleasant and thoughtful/like/ I ve/“ ’

really/enjoy/

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

the/time/like/ Gosh ,/I can t/believe/how/“ ” ’

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

- Introduce to do task2

- Ask students to put the sentences of the two

paragraphs below in their right order

& Paragraph 1:

- Call on some students to order the sentences in

front of the class

- Elicit the others to comment and give the

correct answers

- Feedback and give the correct answers

& Paragraph 2:

- Ask students to order the sentences as the

same the task 1

- Elicit the others to comment and give the

correct answers

- Feedback and give the correct answers

- Ask students to write other dialogues about the

ways of communication with

the situation given

1, How should you do when you are late for

class?

2, You’ve made some mistakes in your

writing You want to talk to the teacher about it?

etc

- Do the writing task in student’s workbook

- Prepare the next lesson

observe: We seldom say goodbye abruptly

3,In English it is necessary to prepare a person

for our departure

4, We lead into the farewell by saying

something pleasant and thoughtful like I ve “ ’

really enjoyed talking to you”

5,We might also say something relating to the

timeline Gosh, I can t believe how late it is! I “ ’

must be going!”

Do the task individually and then compare theanswers with a friend

- Some students show the order of the sentences

+1- C : It is difficult to write rules that tell

exactly when you should apologize, but it is not difficult to learn how.

+ 2- E : If we have done something to hurt

someone s feeling, we’

apologize.

+ 3 – A: An apology indicates that we realize

we ve made a mistake, and we re sorry for it.’ ’+ - Work in pairs to exchange the sentences in order of a paragraph

+ 1- C :The simplest way to apologize is to say

I m sorry

+ 2- E : Let s take a common situation Tom is ’

late for class and enters the classroom.

+ 3 – B : What does he do? The most polite

action is usually to take a seat as quietly as possible

and apologize later.

+4 – A : But if the teacher stops and waits for

him to say something

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

it is not the time

- Work in groups and then each preventative ofeach group go to the board to write their

- Listen and take note

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Unit 3: ways of socialising

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

+ Remind of the ways of changing the reported speech

+ Students can do the tasks well

- Language: the ways of changing the reported speech

3 Skill: 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 which the second syllable

have short vowel the stress falls the first

syllable(` money ) If the second syllable which

has long vowel or double vowel the stress falls

the second syllable ( de sign’ )

- Ask students to read the words and practise

giving the correct stress

- Call some students to read the words in front

of the class

Practising sentences:

- Ask students to work in pairs and give the

correct stress of the words in the sentences and

then read the aloud the given sentences

- Call some students to read the sentences in

front of the class

- Comment and read the sentences once to the

whole class

II Grammar: (20 minutes)

Exercise 1: Presentation

a, Ask students remind of the rules to change

the reported speech:

+ Change the tenses of verbs

+ Change pronouns suitable with the situations

given.

+ Change the time as the sentences given

b, Practise doing exercise 1

- Let students read the situation and change

into the reported speech

Listen to the teacher and write some rules in thenotebooks

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

- waving /ei/, pointing

- student, signal

- design, police

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

- Read the words in front of the class

- Work in pairs to practise giving the correct stress

of the words in the sentences

- Some students read in front of the class

- Listen and remind of the ways to exchange thereported speech

- Listen to the teacher and note down in thenotebook

- Practise changing the sentences

2, Thuan said he worked for a big company.

3,Thuan said he was their marketing manager.

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- Let students practise doing exercise and each

of them stands and speak out the sentences

they’ve done

- Go around , listen and help them if necessary

Exercise 2

- Ask students to read the dialogue 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 dialogue

between Tung and Tuan by using reported

speech to retell what Lan has told Tuan

- Go around and listen to students or help them

if they need

- Ask students to revise the whole unit

- Ask students to do all the exercises

4, Thuan said 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 how long I had been learning English.

8, Thuan said he didn t have much time to enjoy’

* Tense: Simple present and Simple past , Simplefuture

-Work in pairs and practise changing reportedspeech

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 sentencesthey’ve made

- Listen and write down their notebooks

1 Educational aim: - According to the TEST students can revise all the language skills and

grammatical points which they have studied and used in the three units: 1,2 and 3

- Students can improve their techniques of doing the simple tests

2 Knowledge: After this lesson, students will be able to:

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

- Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests

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3 Skill: After this lesson, students will be able to:

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

- Improve their knowledge through the test yourself

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

* Have you prepared it at home?

* Have you got any difficulties?

Test yourself

I Listening(2.5 points) (10 minutes)

- Ask students to read all the sentences first

- Ask students to listen to the tape once

- Ask students to listen again and speak out the

statements are true or false

- Ask students to listen in the third time, the

work in groups to compare and discuss the

answers with each others to find the correct

answers

II Reading (2.5 points) (10 minutes)

- Present the task:

- Ask pupils to work in groups to compare the

answers they have already done to find the

correct ones

- Give the correct answers to the class:

1 We can communicate not only through

words but also through body language.

2 They are our posture, facial expression,

gestures.

3 If your posture is slumped and your head is

down , this could mean that you are sad or lack

confidence.

4 A person who doesn t look away is’

expressing a challenge A person who doesn t’

look at you is expressing lack of interest or is

shy

5 Because that person might be angry at you or

feel superior to you.

III Grammar(2.5 points) (8 minutes)

- Present the task:

A Practise circling the correct answer (A,B,C or

D) to complete the letter

- Ask students to work in groups to give the

correct form of verbs in the passage

* Give the correct form of verbs

1 C: have been.

2 D : will be

3 B : are having

4 A : could have put off

5 B : will have finished

6 D :have seen

B Let students finish each of the following

sentences in such a way that it has the same

meaning as the original sentence

IV Writing (7 minutes)

- Present the task:

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the task

- understand the task

- Read the questions

- Listen to the tape

- Listen again and say the statements are true or false

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

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

- Look at the textbook and listen to the teacher

- Work in groups to discuss about the passage

- Finish the task

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

- Write the answers on the board

- Listen to the teacher and correct the answers

- Work in groups

- Compare the results with the other groups

- Show the answers in front of the class

- Observe the keys and correct their answers

* Work in groups and practise writing the sentencesgiven in reported speech

1 Lan asked John what he had done before working for that company.

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

3 Tom apologized for not ringing me earlier.

4 ,Miss White thanked Peter for giving her present

- Students work in groups and practise writing about

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- Call the students to read the suggested

sentences in front of the class

+ Give the number of your family members,

their names, ages and jobs.

+ How do they share the housework?

+ How do they behave?

+What are their hobbies?

+ What do you like about each of them?

+

- Check their writings and help them correct the

mistakes if they’ve made

- Ask students:

+ to study all the lessons again

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

next period

their families

- Two students go to the board and write

A : There are four people in my family, my father’s name is Tuan, he is forty-five years old and he is a doctor My mother is Lan, she is forty years old and she is a teacher , my sister is Huong and she is a student in Hanoi, I am Hoang, sixteen years old and I

am a pupil of grade 12 We are a close- knit family,

we often share the household

- Give the writings by reading aloud

- Read the letter carefully

- In groups or in pairs, write her a letter

- Compare the results with the other groups

- Correct mistakes

- Study all the lessons again

- Get the knowledge ready for the coming test

Unit 4 : SCHOOL EDUCATION SYSTEM

- General knowledge: Students know about school education system

- Language: Sentences and expression for describing school education system

- New words: Words related to school education system

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

IV Procedure:

- Ask Ss some questions about the picture:

- Who are they?

- What are they doing?

- Do you think they are English students?

Before you read : (7 minutes)

- Ask students to read the facts below and decide

whether the statements about schools in Vietnam

are true (T) or false (F) Then compare their results

with their partners’

Facts about schools

1 Children start Grade 1 when they are 6 years old

2 Schooling is compulsory from the age of 6 to 16

3 The school year generally begins in September

and ends in late May

4 The students do not have any examinations when

they finish secondary school

5 A school year consists of two terms

- Open the book

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

- Look at the book, listen to the teacher andwork in pairs to decide whether the statementsabout schools in Vietnam are true (T) orfalse (F) Then compare their results withtheir partners’

1 T

2 F

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in silence

Task 1 : (3 minutes)

Find words or phrases in the reading passage

which have the following meanings.- Let students

work individual or in groups

- Help students if necessary

- Ask students to answer the following questions

- Ask students look through the passages then try to

answer the questions in right way

- Help students if necessary

(the answers in the passage)

Walk round the classroom and correct mistakes

Keys:

1 from the age of 5

2 3 terms

3 the state school and the independent or‘ ’

public school systems

4 yes

5 There are 3 core subjects (English, Maths and

Science)

6 When Ss finish the secondary school, they can

take an examination called the General Certificate

of Secondary Education

After you read : (8 minutes)

Ask Ss to work in groups Tell the others one of the

most difficult school subjects you are studying and

what you would like your friends and your teacher

to do to help you learn that subject more

effectively

Home work: (2 minutes)

- Ask students to do Reading exercise of Unit 1 in

workbook and prepare Part B : Speaking at home

3 T

4 F

5 T

- Listen to the teacher then read the passages

- Ask some new words if necessary

- Keep the book open

- Listen to the teacher then do task 1

- Ask the teacher if necessary

- work individual or in group

- Write down in the notebook

- Try to answer the questions

- Practice with a partner then write themdown in the note books

- Ask the teacher if necessary

- Listen to the teacher and make a brief noteabout school education system in England

- Try to talk about school education system

in England

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

Work in groups Tell the others one of the

most difficult school subjects you arestudying and what you would like yourfriends and your teacher to do to help youlearn that subject more effectively

- Listen to the teacher and write downhomework

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Unit 4: school education system

- General knowledge: Students learn about school education system

- Language: Talking about the school education system in Vietnam

- New words: words related to school education system

3 Skills: talking about school education system

II Method: integrated, mainly communicative

III Teaching aids: Board, chalks, textbook and notebook

IV Procedure:

- Ask students to keep book close

- Write on the board names of school education

system in Vietnam: University, nursery,

primary school, college, kindergarten,

secondary school Then ask Ss to put them in

order

- Ask students to repeat

Tell Ss to understand more about school

education system in Vietnam

(We learn Unit 1, part- speaking)

Pre-speaking : (12 minutes)

Task 1

- Ask Ss to work in pairs Study the table below

then ask and answer the questions about the

school education system in Vietnam

- Listen to students and correct mistakes

Example:

A: When do the children in Vietnam go to

primary school?

B: When they are 6 years old

A: How long does the primary education last?

B: 5 years

While-speaking : (15 minutes)

Task 2

- Teacher introduces the task “Work in groups

Talk about the school education system in

Vietnam, using the information from Task 1”

- Guide students how to practise

- Ask students to work in pairs

- Help the students with new structures

- Walk around and help them

- Call some student to stand up and report

before the class

- Correct their mistakes

- Keep books close

- Look at the board and try to remember names

Example:

A: When do the children in Vietnam go toprimary school?

B: When they are 6 years old

A: How long does the primary education last? B: 5 years

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Post-speaking : (10 minutes)

Task 3

-Teacher introduces the task “Work in groups

Talk about the similarities and differences

between the school system in Vietnam and in

England”

- Let them work in groups

- Ask some students to stand up and tell loudly

- Walk round and help them

- Ask students to write a passage about

similarities and differences between the school

system in Vietnam and in England

- Ask students to prepare Part C- Listening and

do homework

when they are from 2 to 5

- Work in groups Talk about the similarities anddifferences between the school system inVietnam and in England

Example:

There are some differences between the schoolsystems in Vietnam an England Children inVietnam start primary school at the age of 6 andfinis this level at 10 while those in England study

at primary school from the age of 5 to 10.Schooling is compulsory for Vietnamese childrenuntil the age of 1 but, in England, compulsoryeducation ends when children are 16 There isalso a difference about the subjects studied atschools

On the other hand, Vietnam and England schoolsystems have some similarities Students in bothcountries have to follow the national curriculumset by the government After finishing secondaryschools they all have to take the nationalexamination known as GCSE

- New words: Words related to someone’s education

3 Skill: Listening for gist and for specific information

IV Procedures:

- Ask Ss some questions about their studies at

school - Listen to the teacher- Answer the questions:

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1 What school subjects are you good at?

2 Which ones do you enjoy most/least in your

class? Explain why

- Ask Ss to look at “Listen and repeat”

- Read and ask students to listen

- Let students listen again and repeat

- Write some words on board and ask students to

read them aloud

- Let they work in pairs

Task 1 (10 minutes):

- Ask students to read the questions quickly

- Guide students the requests of the task

- Let students listen twice

- Write on board from 1 to 6 and call some

students to come and write their answers

- Let them listen again and correct

Task 2 (10 minutes):

- Teacher introduces the task “Listen again and

answer the questions”

1 When did Gavin think he listed to the teacher

well?

2 How did Gavin find the exams?

3 Why couldn’t Gavin pass the exams easily?

4 Why did Gavin say he didn’t think his school

days were the best time of his life?

- Read or turn on the tape script again once or

twice

- Help students give the correct answers

Post-listening: (10 minutes)

- Teacher introduces the task “Work in pairs

Talk about the results of your current exams at

school and what you will do to prepare for the

next exams”

- Go round and help students

- Correct mistakes

Homework: (2minutes)

- Ask students to rewrite a passage about their

school days in secondary school

- Ask students to prepare the part Writing at

home

- Work in pairs

- Listen and understand the meanings of thosewords

- Read the questions quickly

- Listen to the listening script

- Look at the task 2 and listen to the teacher

- Read the questions and try to understand them

- Listen to the tape script

- Give correct answers:

1 When he enjoyed the subjects

2 He found it very difficult

3 Because they were difficult for him to do in ashort time

4 Because he went away to boarding schoolwhen he was quite young and he didn’t likethat So school days weren’t the best days of hislife

- Work in pairs Talk about the results of yourcurrent exams at school and what you will do toprepare for the next exams

E.g I didn’t do well in the last exam period Iwas content with my math, physics andchemistry results but my English result wasn’tvery good I made too many mistakes so Ibarely passed it

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

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II Method: Integrated mainly communicative

III Teaching aids: Textbook, board markers

2 How long does it take to complete each level?

3 How many classes are there in each level?

4 When do children start Grade I?

- Lead Ss to the new lesson: “write a paragraph on

the formal school education system in Vietnam’

- Teacher introduces the task: In about 150 words,

write a paragraph on the formal school education

system in Vietnam, using the information given in

Speaking Tasks on page 47 You may follow the

suggestions below:

- Levels of education:

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

lower secondary (4 years)

- Work in pairs, discuss and find out theanswers

1- 32- Primary: 5 years/

Lower secondary- 4 years/ uppersecondary - 3 years

- Understand the aim of the lesson

- Study the task carefully

- Work in pairs to give outlines

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upper secondary (3 years)

- Compulsory education: 9 years (primary & lower

The formal school system in Vietnam consists of two

levels of education, primary and secondary education.

The children start Grade/ Year 1 at the age of 6 and

they normally complete the primary education at the

age of 10 They move to lower secondary school to

study in Grade 6 when they are eleven years old They

will finish nine-year compulsory education when they

complete Grade 9 at the age of 14 The children may

go to upper secondary schools if they pass all the

subjects tested at the end of Grade 9 They will stay

there until they complete Grade 12 at the age of 17 If

they want to sit for the entrance exam to universities

or colleges they have to take the national examination

for GCSE which takes place at the end of Mayor

beginning of June The academic year in Vietnam runs

from September to May and is divided into two terms.

The first term ends in January with a week holiday

and the second term finishes in May before a long

summer holiday comes.

Post- writing: (5 minutes)

- Ask Ss to read the paragraph again

- Give remarks on the writing

- Rewrite the paragraph at home

- Prepare the section D (The Language focus part of

- Exchange their writings for peercorrection

- Correct mistakes

- Read the paragraph again

- Correct mistakes

- Rewrite the paragraph at home

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

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- Pronunciation: Stress in three-syllable words

- Grammar: Passive voice

III Teaching aids: Text books,

IV Procedures:

- Write some three-syllable words on the

board, and then pronounce those words

aloud

- Pay attention to its stress

- Ask Ss to read after

-How do we pronounce these words?

- Read again these words and lead to the lesson

- Today, we learn how to pronounce three-syllable

words

I Pronunciation

a Give Ss some rules of word stress in

three-syllable words

- Help students how to pronounce those words

correctly by reading first as model

b Practice:

- Read the words first: clearly, correctly

- Listen and correct their pronunciation if it’s

needed

- Let students read the sentences and work in groups

- Listen and remark each group

II Grammar:

a) Review some grammar structures: Passive voice

S + to be + past participle

- Give some examples

- Ask Ss to make sentences with the structures

b Practice:

* Exercise 1: (10m’)

- Introduce the task: Fill each blank with the simple

present passive form of the verb in brackets

- Guide Ss to do

- Ask Ss to fill each blank with the simple present

passive form of the verb in brackets

- Listen to teacher

- Read aloud

- Pay attention to its stress

- Understand the aim of the new lesson

- Listen and repeat from 2-3 times

- Some of them stand and read words aloud

- Practise in groups

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

- The answers can be various

- Listen and give more questions in pairs

- Read the sentences in chorus aloud

- Understand the task

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

- Rewrite the following sentences using thepassive voice

* Answers: Exercise 2

1 this school was built in 1997

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- Correct mistakes.

* Exercise 2: (10m’)

- Introduce the task: Rewrite the following

sentences using the passive voice

- Introduce the task: Fill in the spaces of the

following passage with the correct tense in

passive voice of the verbs in brackets

- Guide Ss to do

- Ask Ss to fill in the spaces of the following

passage with the correct tense in passive

voice of the verbs in brackets

- Prepare Unit 5: Higher education

2 This dictionary was published in 1870

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

4 The kitchen is being painted now

5 “Romeo and Juliet” was written by Shakespeare

8 English will be spoken at the conference

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

10 The house will be repainted…

Exercise 3

1 Was built 2 were sold

3 has been made 4 can be bought

5 are used 6 can be used

7 is stored 8 are done

9 must be told 10.can be done

- Do exercise part E- Language focus in workbook

- Prepare Unit 5: Higher education

Unit 5: HIGHER EDUCATION

- General knowledge: Students know about higher education

- Language: verbs in past tense

- New words: Words related to higher education

3 Skills: • Vocabulary comprehension matching

• Passage comprehension

• Arranging the sequence of an event

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

IV Procedure:

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- Ask Ss some questions:

1 What are you going to do after you finish high

school?

2 Which university would you like to attend?

3 Where will you live if you study at a university

far from your house?

- Get feedback

- Lead Ss to the new lesson: higher education

Before you read : (7 minutes)

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

- Give Ss suggested answers

in silence

Task 1 : (3 minutes)

- Introduce the task: Complete the following

sentences, using the right forms of the words in the

box

- Ask Ss to complete the following sentences, using

the right forms of the words in the box

- Go around class and help Ss if they need

- Call on Ss to give their answers

- Correct mistakes

Task 2: (4 minutes)

- Introduce the task: Find out who:

a attended a party on the first weekend at college

b didn't get on very well with the roommate

c was not used to meeting different people every

day at college

d liked having a chance to be creative

e was very excited about going to college

f enjoyed the first year at college

- Go around class and help Ss if they need

- Call on Ss to give their answers

- Go round the class to help Ss if necessary

- Call on some Ss to give their answers

- Correct mistakes

1 What did Sarah do on the first weekend?

2 Why did Sarah feel so lonely at the party?

3 What problems did Ellen have with her

- Work in pairs, discuss and answer the questions

- Stand up and tell the class the answers

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

- Work in pairs, ask and answer the questions

1 Hue University

2 Hanoi University of Architecture

3 Hanoi University of Natural Science

4 I would like to apply for Hanoi University ofNatural Science

- Read the text in silence

- Find out new words

- Understand the aim of the text

- Do the tasks that follow

Task 1:

- Study the task carefully

- Choose the right word to fill in the blanks

- Exchange their answers for peer correction

- Tell the class the answers

2- e was very excited about going to college

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

6- f enjoyed the first year at college

- Students work in pairs: Read the text again,answer the questions

- Share the answers

- Practise: Asking and answering

1 She went out with her new friends, walkingaround the campus

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

3 Her roommate left the window open when it was

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Home work: (2 minutes)

- Ask students to read the passage again

- Ask students to do Reading exercise of Unit 5 in

workbook and prepare Part B : Speaking at home

cold outside She went to bed early She blamedEllen for making her sick

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

5 It provides him plenty of opportunities to meetnon-engineering students as well as other engineersand many of them have become his best friends

- Do Reading exercise of Unit 5 in workbook andprepare Part B : Speaking at home

Unit 5: higher education

1 Educational aim: By the end of the lesson, students will be able to talking about the application

process to tertiary institutions in Vietnam

2 Knowledge:

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

results

- Language: words related to higher education

3 Skill: speaking about school life of students fluently

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

IV Procedures:

Warm-up: (2m–)

- Show Ss some documents requiring for

tertiary institutions and ask them what

they are

- Call on some Ss to answer

Pre-speaking: (10m–)

- Teacher introduces the task1: Below are

the admission requirements for tertiary

institutions in some countries Work in

groups Tick () those which are obligatory

for you to be admitted to a university in

6 a copy of the record of your

performance at school scores of the

required entrance examination

- Call on some Ss to tell their answers

- Listen and correct pronunciation

- Stand up tell the class their answers

- Others listen and compare with their ticks

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Task 2

- Teacher introduces the task “Work in

pairs Ask and answer the questions about

the application process to tertiary study in

Vietnam using the following cues”

- Guide Ss to practice:

E.g A- When do you fill in and send the

application form?

B- In March

- Have Ss to ask and answer in pairs

- Go around and provide help if necessary

- Correct mistakes

Post-speaking: (10 minutes)

- Teacher introduces the task: Task 3

Work in groups Discuss the process of

applying to a tertiary institution in

Vietnam

- Guide Ss to discuss the process of

- Ask students to write about the process of

Vietnam

- Understand

- Work in pairs Ask and answer the questions aboutthe application process to tertiary study in Vietnamusing the cues

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

- Others listen and check the pronunciation

- Work in groups Discuss the process of applying

to a tertiary institution in Vietnam

Answer: In order to be admitted to a university in

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

of that university

- Do homework

- Prepare part C listening

Unit 5: HIGHER EDUCATION

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

- New words: Words related to higher education

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

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

IV Procedure:

-Give Ss a question to discuss: “Talk about the problems

you may have when studying in a new school.”

- Ask students to look at the part: Before listening

- Read loudly the words:

Proportion; majority; tutorial; international; available;

appointment ;

Agricultural; rural; thoroughly

- Walk round, listen and help students

- Ask students to repeat loudly the words

- Listen and check pronunciation

Task 1

- Introduce the task: Listen to the conversation

between John and David and circle the best option

(A, B, C or D) to complete the following sentences

- Ask students to read the questions quickly

- Guide students the requests of the task

- Read the conversation twice

- call some students to give their answers

- Read the conversation the third time for Ss to

correct

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

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

"Would you prefer to do an undergraduate course abroad

or in your country?” Explain your choice

B Because my English is not very good and I cannot

afford tuition fees and accommodation for studying

oversea

- Assign homework

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

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

- Read loudly the words:

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

;thoroughly

- Understand those words

- Read the questions quickly

- Listen to the listening script

Answer:

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

- Work in pairs Ask and answer the question:

"Would you prefer to do an undergraduatecourse abroad or in your country?”

- Stand up and speak out

- Prepare the section C (The Writing part ofUnit 5)

Tiêu đề	Guiding How to Learn and to Do English Tests in Grade 12
Trường học	University of Education, Hanoi
Chuyên ngành	English
Thể loại	Giáo án
Năm xuất bản	2023
Thành phố	Hanoi

Định dạng
Số trang	136
Dung lượng	1,79 MB