Giao an 12CB ca nam

- Instruct the students to read these words.While you read 25 min */ Task 1: Multiple Choice - Have the students to read the passage quickly and read the questions and answers provided t

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Date of Prep: August 15, 2010

- Ss may not distinguish the differences between the past simple and the present perfect

* Teaching aid: reference book

3/ Do you often revise your English lessons?

4/ How is your English?

Introduce Ss to the lesson

Presentation (18 min)

Revision of some tenses

A The past simple:

Ask some good Ss to make some examples

Write on the board

Ask Ss to look at these examples and say the

uses and the form of the past simple

Remind Ss of the form and the uses of the

past simple

Answer the teacher’s questions

Listen to the teacher

Some good Ss are asked to make some examples

E.g.:

- I watched T.V last night

- She did not go to school yesterday morning.

- What did you do last weekend?

- We went to Hai Duong two days ago.

Look at these examples and say the uses and the form of the past simple

worked

* The form: S +

did

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B The past continuous:

Write on the board

uses and the form of the past continuous

past simple

C The present perfect:

Write on the board

Notes: “worked" is representative of the

regular verbs; "did" is representative of the irregular verbs.

* The uses:

a/ used to express an action which happened

at a specific time in the past and is now finished

Time expressions found in this tense: last

week/month/year ; (two days) ago; in (1945)

E.g.: I saw her yesterday/last week/

b/ used to tell a story

E.g.: There was once a man who lived in a

small house in the country One day he left his house and went into town On the way, he met

Some good Ss are asked to make some examples

- What were you doing at 8:00 last night?

Look at these examples and say the uses and the form of the past continuous

* The form: S + be (was/were) + V_ing.

* The use:

a/ used to express an activity happening at a particular time in the past

E.g.: I was cooking at 5:00 p.m yesterday.

b/ also used to express an activity that is interrupted

E.g.: When we arrived, she was making

- We studied English for three years.

- She has lived here since 2001.

- They have not been to London yet.

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uses and the form of the present perfect

past simple

* Note: Ask Ss to compare the difference

btw the past simple and the present perfect.

Practice (15 min)

Ask Ss to work in pairs to put the verbs in

brackets into the correct tense

1 They (not, live) in London for 10 years

now.

2 How long Bob and Mary (get) married.

3 Tom (study) chemistry for three years and

then he gave it up.

4 She (lose) her job last month and since

then she (be) out of work.

5 Columbus (discover) America more than

- Tom has just gone out.

- How long have you learnt English?

Look at these examples and say the uses and the form of the present perfect

* The form: S + have/has + past participle

* The uses:

a/ used to express an action or state which began in the past and still continues

E.g.: I have been a teacher for ten years.

b/ used to refer a past action and shows the result of that action in the present

E.g.: He has broken his leg (That’s why he

- I did it yesterday  past simple

- I have done it for a long time  present

perfect

- Unfinished past

E.g.:

- He lived in London for two years  past

simple (At a period in the past, now

finished).

- He has lived in London for two years 

present perfect (still does, and will continue

to do in the future).

- Experience

E.g.:

- I’ve written two plays  present perfect

(Up to now in my life Perhaps I’ll write more).

- Shakespeare wrote about 30 plays  past

simple (He cannot write any more).

Work in pairs to put the verbs in brackets into the correct tense

1 haven't lived

2 have got

3 studied

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over 400 years

6 The light (go) out while we (have) dinner

at 7.00 last.

7 John (watch) T.V at 8.00 last night.

8 It (rain) when we (arrive).

9 We (not, see) him since last Tue.

10 George (work) at the university so far.

11 When the teacher came in, the pupils

(play) games.

12 Miss Lee often (write) when she was on

holiday.

13 His father (not, smoke) for five years.

14 How long you (study) in this school?

15 Why didn't you listen while I (speak) to

you?

Give feedback and correct

Production (06 min)

Ask Ss to work in pairs to make some more

sentences, using the past simple, the past

continuous, and the present perfect

Respond to the teacher and join to correct

Work in pairs to make some more sentences, using the past simple, the past continuous, and the present perfect

E.g.:

- I bought a new ballpoint pen yesterday.

- We didn't watch T.T last night.

- She has been to New York.

- They were singing.

-

Respond to the teacher

Listen and take notes

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- To help Ss revise how to turn the active sentences into the passive ones

- To provide Ss with some exercises on the active and passive sentences

* Objectives

- At the end of the lesson, Ss will be able to turn active sentences into the passive ones and do some exercises

* Anticipated problem

- Ss may not remember how to turn active sentences into the passive ones

* Teaching aid: reference book

1/ Is it easy or difficult to learn English?

2/ How do you learn English?

Introduce Ss to the lesson

Presentation (18 min)

Revision of the passive voice

Give some active sentences

E.g.:

1 She writes books.

2 The mad dog bit the postman.

Ask Ss to work in pairs and turn these two

sentences into passive ones

Ask Ss to look at the examples and say how

to turn the active sentences into the passive

ones

Answer the teacher’s questions

Ss’ answers may vary

Work in pairs and turn these two sentences into passive ones

* Answers:

1 Books are written (by her).

2 The postman was bitten by the mad dog.

Look at the examples and say how to turn the active sentences into the passive ones

* Answers:

- Identify the object of the active then change

it into the subject of the passive

- The active sentences and the passive ones have the same tense The tense in the active sentences is identified by the main verb; the

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Remind Ss of the main points about the way

to change the active sentences into the

passive ones

* Note: say something about the use of the

agent.

Practice (15 min)

Ask Ss to work in pairs to turn the following

active sentences into the passive ones

1 Somebody has taken my briefcase.

2 The police have arrested five suspects.

3 Lightning struck the house.

4 They didn't allow Tom to take these books

home.

5 A group of students have met their friend

at the railway station.

6 People drink a great deal of tea in

England.

7 They can't make tea with cold water

8 She often takes her dog for a walk.

9 They will hold the meeting before May

Day.

10 They have to repair the engine of the car.

11 The boys broke the window and took

away some pictures.

12 People spend a lot of money on

advertising every day.

13 Tom was writing two poems.

14 The chief engineer was instructing all the

workers of the plant.

15 No one believes his story.

Give feedback and correct

Production (06 min)

Ask Ss to work in pairs to use suggested

words/phrases to make passive sentences

1 A story/going to/tell/teacher.

2 This job/have/do/at once.

3 This room/may/use/classroom.

4 English/speak/all/world.

Call on some Ss to come and write their

answers on the board

Homework (01 min)

Ask Ss to do some more practice in doing

tense in the passive ones is identified by the verb “to be”, the main verb is changed into the past participle

- The subject of the active sentences is

changed into the agent and is put

immediately after “by”

Listen to the teacher and take notes

Work in pairs to turn the active sentences into the passive ones

1 My briefcase has been taken.

2 Five suspects have been arrested by the police.

3 The house was struck by lightning.

4 Tom was not allowed to take these books home.

5 The friend has been met at the railway station by a group of students.

6 A great deal of tea is drunk in England.

7 Tea can't be made with cold water.

8 Her dog is often taken for a walk.

9 The meeting will be held before May Day.

10 The engine of the car has to be repaired.

11 The window was broken and some pictures were taken away by the boys.

12 A lot of money is spent on advertising every day.

13 Two poems were being written by Tom.

14 All the workers of the plant was being instructed by the chief engineer.

15 His story is not believed.

Respond to the teacher

Work in pairs to use suggested words/phrases

to make passive sentences

1 A story is going to be told by the teacher.

2 This job has to be done at once.

3 This room may be used for the classroom.

4 English is spoken all over the world.

Ss are called to come and write their answers

on the board

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exercises relating to the passive voice.

Week: One

Period: 3

Lesson Plan - Grade 12

Theme: YOU AND ME

Unit One: HOME LIFE

Period 1: Reading

Time: 45 minutes

I- Objectives: by the end of the lesson, the students will be able to:

- Read a passage of 250 – 320 words for general or specific information.

- Use the information they have get from their reading to do tasks.

II- Methods:

- Integrated, mainly communicative.

III- Anticipated Problems:

- The students may not have enough time to finish the lesson.

IV- Teaching Aids:

- Textbooks, pictures, handouts

V- Procedure:

Warm-up (5 min)

*/ Chatting:

Ask Ss some questions:

1- How many people are there in your

family? Who are they?

2- What does your father / mother do?

3- Where does he / she work?

4- What is your father / mother like?

5- Who is the bread winner in your family?

6- What do you usually do to help your

parents with the housework?

Before you read (5 min)

- Have the students work in pairs to study the

picture and ask/answer the questions

provided:

1- Where is the family?

2- What is each member of the family doing?

3- Is the family happy? Why (not)?

- Call on some students to read their answers.

- Give feedback

Answer the teacher's questions

Work in pairs to look at the pictures and answer the questions given on p.12

*/ Expected answers:

1- They are in the living room.

2-The father is playing with the son and the mother is helping the daughter with her study.

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- Instruct the students to read these words.

While you read (25 min)

*/ Task 1: Multiple Choice

- Have the students to read the passage

quickly and read the questions and answers

provided then choose the option that is the

nearest in meaning to the sentence given,

paying attention to the italic words

E.g 1- He doesn't come home until very late

at night

A- He never comes home late at night.

B- He comes home late at night.

C- He sometimes comes home late at

night.

- The best answer should be B.

- Ask the students to try to guess the meaning

of the italic words based on the contexts in

the sentences

- Ask the students to share their answers

with their friends

- Go round the class and provide help when

necessary

- Call on some students to read their answers

ask them to explain their choice and the

others to give comments

- Go over the answers with the class

*/ Task 2: Answering Questions

- Require the students to read the passage

again and then work in pairs to ask and

answer the questions provided

E.g

1- How busy are the parents in the passage?

- They are very busy They have to work long

hours and sometimes they have to work at

night.

3- It is a happy family Every member loves and helps each other.

Do task1 by working individually and then in pairs

Share their answers with their friends

Some Ss are asked to read their answers, explain their choice

Others give comments

*/ Expected answers: 2- C 3- A 4- B 5- A

Work in pairs to do task 2

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- Ask the students to share their answers with

other pairs

- Go round the class to control and provide

help if necessary

- Call on some students to present in front of

the class and ask the other students to give

comments

- Give final feedback and comments

After you read (7 min)

- Ask the students to work in groups to

compare their own family with the family

described in the passage

- Go round the class and provide help if

necessary

the class

- Require the other students to give

comments on their friends’ presentation

- Give feedback

Ask Ss to do exercise in the workbook and

prepare the next lesson - Speaking

*/ Expected answers:

2- She is always the first one to get up in the morning to make sure that her children leave home for school having eaten breakfast and dressed in suitable clothes She always makes dinner ready before her husband comes home.

3- The daughter helps with household chores: She washes the dishes and takes out the garbage She also looks after her younger brothers The father sometimes cooks or mends things around the house at weekend 4- She is attempting to win a place at university.

5- Because they are very close-knit and supportive of one another other They often share their feelings and whenever problems come up, they discuss frankly and find solutions quickly.

Work in groups to compare their own family with the family described in the passage

Some students present in front of the class

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Date of Prep: August 25, 2010

Period: 4

Week: 2

Period 2: Speaking

Time: 45 minutes

- Talk about household chores, family life, daily routine, leisure activities

Divide the students into groups of 4 and ask them

to make a list of daily household chores The

group with the longest list will be the winner

Control the game and declare the winner

Lead in the new lesson

Before you speak (07 min)

*/ Task 1:

Require the students to read the sentences

provided and tick the ones that apply to their

Make a list of daily household chores

Read the sentences provided and tick the ones that apply to their family

Share their ideas with other students

HOUSEHOLD CHORES

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Call on some students to present in front of the

class and the others to give comments

Give feedback

*/ Task 2:

Require the students to work individually to make

a list of questions to ask another student to find

out whether his/her family is like theirs, using the

cues provided:

- who works in the family

- who does the household chores

- your friend's responsibility in the family

- the interest the family members share closely

- the person your friend often shares his / her secrets with

- the person your friend talks to before making an important decision

e.g - Who works in your family?

- What is your responsibility in the family?

Ask the students to share their questions with a

- Ask the students to work in pairs to use the

questions they have made to ask each other about

their family life and the note down the answers in

the table below:

- who works in the family both parents

- who does the household

chores

- your friend's responsibility

in the family

- the interest the family

members shares closely

- the person your friend often

shares his / her secrets with

- the person your friend talks

to before making an important

decision

- Go round the class to control and provide help if

necessary

- Call on some pairs to practice in front of the

Some students present in front of the class and the others give comments

Work individually to make a list of questions to ask another student to find out whether his/her family is like theirs

Share their questions with a friend

Work in pairs to use the questions they have made to ask each other about their family life

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- Ask the students to give comments on their

friends’ presentation

Give final feedback and comments

After you speak (10 min)

*/ Task 4:

Ask the students to go back to the original pairs to

tell each other the information they have

collected

E.g I talked to Tam Both his parents work But

only his mother does the household chores

Go round the class to control and offer help if

necessary

class and ask the others to comment on their

friends' presentation

Summarize the main points of the lesson

Ask the students to write a short paragraph about

their family life and instruct them to prepare for

the Listening lesson

Some pairs practice in front of the class, and the others give comments.Listen to the teacher

Go back to the original pairs to tell each other the information they have collected

Some students present in front of the class and ask the others to comment on their friends' presentation

Period: 5

Week: 2

Period 3: Listening

Time: 45 minutes

- Listen to a dialogue of 180 – 200 words for general or specific information to do given tasks.

II- Methods:

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- The students may not have difficulty in listening such a kind of dialogues.

- Textbooks, pictures, cassette player.

V- Procedure:

Warm-up (03 min)

Ask Ss some questions relating to the lesson

1 Have you ever been away from your

home for several days?

2 How far is it?

3 Were you excited about coming home?

4 …

Before you listen (07 min)

Have the students to work in pairs to observe

the picture on p.16 and describe what is

happening in it

Elicit some questions:

1- What can you see in the picture?

2- Who do you think they are?

3- How do they look?

Call on some students to give their answers

and give comments

Get the students to guess what they are going

to listen about

* Vocabulary Pre-teaching:

Elicit the meaning of the words already given

and some words taken from the listening

Instruct the student to listen to the

conversation between Paul and Andrea and

decide whether the statements provided on

Listen to the teacher and answer the questions

Work in pairs to observe the picture on p.16 and describe what is happening in it

Respond to the teacher's eliciting

*/ Suggested Answers:

- The scene of a family reunion with a big meal

- They are members of a family.

- They look happy

Respond to the teacher's eliciting

Listen to the teacher's instruction

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p.16 are True or False.

Before playing the tape, ask the students to

read the statements carefully to make sure

that they have understood the statements and

underline the key words

Play the tape the first time for the students to

listen to and do the task

Ask for the students’ answers and write them

Call on some students to read and explain

their choice and the others to comment

Play the tape the last time to check with the

4- T: There are six children in Andrea's

family There are four in Paul's.

5- T

*/ Task 2: Filling in the Table

- Require the students to listen to the tape

again and note down two things that are

different about Paul's and Andrea' families

- Encourage the students to try to fill the table

with the information they got from the

previous times of listening

- Play the tape for the students to complete

their notes

Have the students work in pairs to compare

their answers with their partner

Call on some students to read their answers

and ask the others to comment

Play the tape for the last time to check with

Compare their answers with a partner

Some students read and explain their choice and the others comment

Listen to the tape again and check their answers

Listen to the tape again and note down two things that are different about Paul's and Andrea' families

Try to fill the table with the information they got from the previous times of listening

Listen to the tape again to complete their notes

Work in pairs to compare their answers with their partner

Some students read their answers and the others comment

Listen to the tape for the last time to check with the class

*/ Expected Answers:

1- His family members are not

- His is a close-knit family.

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After you listen (08 min)

Ask Ss to work in pairs to discuss the

importance of family in a person’s life

- Go round the class and provide help when

necessary

- Call on some students to talk about the

importance of family, and ask the others to

give comments

Ask Ss to write a passage about the important

of family in a person's life, and instruct them

to prepare for the next lesson - Writing

very close.

2- The family often eats the meal the mother cooks at home.

- The family often goes out to eat when they are together.

Work in pairs to do the task

Some Ss are called to present their ideas; the others listen to their friends

Period: 6

Week: 2

Period 4: Writing

Time: 45 minutes

- Write about family rules within 130 – 150 words, using suggested word cues or idea prompts.

II-Methods:

III-Anticipated Problems:

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- The students may not have difficulty in writing about family rules.

Ask Ss to talk about what they usually do at home?

and then ask some more questions relating to the

lesson by giving handouts to them:

- Do you often go out with your friends?

- What time do you have to come back home?

- Are you allowed to use your family motorbike?

- ……….

Before you write (07 min)

☞ Activity 1: Task 1:

- Have the students work in groups to discuss what

rules they have in their family and add others, using

the verbs and expressions provided

- let / allow / be allowed to / have to / permit

- doing household chores

- coming home late

- Go round the class and offer help if necessary

- Ask some students to present in front of the class and

ask the others to comment

While you write (18 min)

Task 2:

- Require the students to work individually to write a

letter to a pen pal about their family rules, using the

ideas they have discussed above

Some students are called to present their family rules in front

of the class and ask the others to comment

Work individually to write a letter

to a pen pal about their family rules, using the ideas in Task 1

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After you write (14 min)

Feedback on the students’ writings:

- Ask the students to exchange their writing with

another student for peer correction

- Go around the class to observe and collect mistakes

and errors

- Collect some writings for quick feedback

- Write some typical errors on the board and elicit self

and peer correction

- Provide corrections only when the students are not

able to correct the errors

- Give general comments

➣ Sample:

Dear Ann,

I am writing to tell you something about my family rules

I think that every family has its own rules Mine has a

few, apart from our traditional rules.

First, as I am now in the final school year, I am not

allowed to watch TV except when there is a very

interesting film or when I have finished all my

homework and exercises Moreover, my parents never

let me stay up too late at night.

Next, I am not permitted to go out with friends if there is

no special reason.

In addition, I have to help my mother with the

housework whenever I am free, for example cleaning he

floor, watering the plants and washing the clothes.

Finally, I have to set a limit to my using of the phone.

Do you think that I have too many rules to abide and

that I have no rights or freedom to do what I like?

Please write to me soon top tell me something about

your family rules It must be interesting to hear about

Require Ss to rewrite the passage and prepare for the

next lesson - Language Focus

Exchange their writing with another student for peer correction

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Period: 7

Week: 3

Period 5: Language Focus

Time: 45 minutes

- Pronounce the ending’s’ in individual words as well as in sentences;

- Use tenses: past simple, past progressive and present perfect correctly;

- Remember words to talk about home life: family, family relationship, daily routine, leisure activities.

Ask Ss some questions for “warm-up” only

Language focus 1 (15 min) Pronouncing the ending 's'

Presentation

* Listen and repeat: Pronouncing the ending 's':

- Model the ending 's' for the students to listen to and

instruct the student to recognize it:

* The ending 's' is pronounced in three ways:

1-’s’ is pronounced /iz/ after the sounds /s, ∫, dƷ,

t∫ , z,

E.g buses, watches, boxes

2- 's' is pronounced /s/ after voiceless sounds /p, t,

k, f, θ/, except for / s, ʧ, ʃ/

E.g maps, books, hats

3- 's' is pronounced /z/ after voiced sounds except

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j, w and all vowels

- Voiceless Sounds: p, t, k, f, θ, s, ʧ, ʃ, h

Read the words in each column all at once

Read the words again, each time with a word in each

column to help the students to distinguish the

differences between the sounds in the words

Practice

Read the words with the repetition of the students

Have the students practice pronouncing the words in

pairs

Go round the class and provide help if necessary

Ask some students to pronounce the words and give

corrections if necessary

* Practicing reading sentences containing the target

sounds:

Read the sentences for the students to listen to and

ask them to underline the words with the sounds and

write /s/ and / z/ under them

Have the students work in pairs to practice reading

Language focus 2 (25 min)

Grammar: tense revision

Presentation

Briefly elicit from the students the forms and the uses

of some verb tenses used in Exercises 1, 2 and ask the

students to give examples for illustrations:

- The Present Perfect

- The Simple Past

- The Past Progressive

Practice

Exercise 1:

Ask the students to work individually to read the

sentences provided and underlined the most suitable

tense form in each sentence

E.g 1- Did you see / Have you seen my bag

anywhere? I can’t find it?

→ The correct answer should be 'Have you seen'

Require the students to compare their answers with a

partner

Listen to the teacher’s pronunciation

Repeat after the teacherPractice pronouncing the ending‘s’ in pairs

Some Ss are called to stand up to pronounce the words

Listen to the teacher and underline the words with the sounds and write /s/ and / z/ under them

Work in pairs to practice reading the sentences

Some students are called to read the sentences

Listen and answer the teacher’s eliciting

Work individually to read the sentences provided and underlined the most suitable tense form in each sentence

Compare their answers with a partner

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Go round the class and provide help if necessary.

Call on some students to read their answers and

explain their choice

Ask the other students to make comments on their

Exercise 2:

Ask the students work individually to read the letter

and then choose the best option to fill in each blank

Require the students to compare their answers with a

friend

Ask the other students to comment on their friends’

Ask Ss to prepare the next lesson: Unit 2 - Reading

Some students read their answers and explain their choice

Other students make comments on their friends’ presentation

Work individually to do exercise 2

Some students read their answers and other students comment on their friends’ presentation

*/ A nswers : 1- B 2- C 3- A 4- A 5- B

6- B 7- B 8- C 9- B 10- C

11- B 12- C 13- C 14- A 15- B

Listen to the teacher and take notes if necessary

Period: 8

Week: 3

Unit t two: CULTURAL DIVERSITY

Time: 45 minutes

- Read a passage of 250 – 320 words for general or specific information;

- Use the information they have get from their reading to do tasks;

- Remember words to talk about cultural diversity: attitudes toward love and marriage.

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- Which of the following factors is the most important

for a happy life? Why?

the class and ask the others to give

comments

- Give feedback and final comments

*/ Ask Ss to look at the pictures and answer

the questions:

1/ What are the pictures about?

2/ Where do they come from?

………

*/ Pre-teaching vocabulary

- precede (v): happen before St or come

before St/Sb in order

- confide (v): tell sb your personal secret

because you feel you can trust in them

Work pairs to discuss the question:

Look at the pictures and answer the questions

Learn some vocabulary

Repeat after the teacherSome Ss read aloud in front of the class

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*/ Task 1: Guessing meanings:

- Have the students to read the passage

quickly and silently to find main ideas and

read the sentences provided in Task 1 then

explain the meaning of the italicized words /

phrases in the sentences

- Instruct the students to read the passage and

then stop at the lines where the words /

phrases appear and try to guess their

meanings basing on the contexts

E.g 1- Love is supposed to follow marriage,

not precede it.

- The meaning of the word “precede” is

happen or exist before.

- Ask the students to share their answers with

their friends

- Go round the class and provide help if

necessary

and give Vietnamese meanings

- Check the answers with the whole class

and give comments

*/ Task 2: Answering Questions:

- Ask the students to work in pairs to read the

passage again and answer the questions

provided

- Require the students to read the questions to

understand them and underline the key

words For instance, in question 1 the words

to be underlined should be “four keys

values”, “survey”, then locate the

information in the text and find the answer

e.g 1- What are the four key values in

the survey?

- They are Physical attractiveness,

Confiding, Partnership of equals and

Trust built on love.

- Have the students compare their answers

with other pairs

help if necessary

and explain their choices

- Check the answers with the whole class

Read the passage on p.21 in silence individually and then do Task 1

Work in pairs compare their answers with their partners

Some students read their answers and give Vietnamese meanings

Answers:

2- find out 3- tell someone about something very private

or secret 4- willingly stop having something you want 5- having a duty to do something

Read the passage on p.21 again in silence individually and then do Task2

Work in pairs compare their answers with their partners

* Answer :

2- The young Americans are much more concerned than the young Indians and the Chinese with physical attractiveness when choosing a wife or a husband

3- The Indian students agree that a woman has to sacrifice more in a marriage than a man.

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Ask the students to work in groups to answer

the question: “What are the differences

between traditional Vietnamese family and a

modern Vietnamese family?”, using the

following suggestions:

- number of children

- the house they like to have

- the head of the family

Ask Ss to do the reading text in the workbook

and ask Ss to prepare the next lesson -

Speaking

4- The American wife trusts her husband to

do the right thing because he loves her not because has to.

5- The main finding of the survey is that young Asians are not as romantic as their American counterparts.

Work in groups answer the question: “What

are the differences between traditional Vietnamese family and a modern Vietnamese family?”, using the following suggestions:

Some students present in front of the class, and others are asked to give their comments

on their friends’ presentation

Period: 9

Week: 3

Unit Two: CULTURAL DIVERSITY

Time: 45 minutes

- Talk about cultural diversity

- Know about some typical features of a culture.

II-Methods:

Trang 24

Give Ss handouts on which there are some

questions and answers

Ask Ss to work in pairs to discuss and choose the

best answer

1 What does it mean in Vietnam when it starts to rain

on the wedding day?

A The couple will be pour

B The couple will be unhappy

C The couple will be rich

2 In China, which color is a symbol of good luck and

Introduce Ss to the lesson: You know that people of

different cultures have different belief and concepts

of happiness Today, we are going to talk about the

differences and similarities among cultures of some

countries in the world

*/ Task 1:

Have the students work in pairs to express their

points of view on the following ideas:

- In Vietnam, three or even four generations

may live in a home.

- A happy marriage should be based on love.

- In some Asian countries, love is supposed to

follow marriage, not precede it.

- In some countries, a man and a woman may

hold hands and kiss each other in public.

Hang on the sub-board and instruct Ss to use the

words and expressions to express their viewpoints:

Work in pairs to discuss and choose the best answer

Work in pairs to express their points of view on different cultures

Trang 25

- I think / feel / believe…

Student A: I think it is a good idea to have

three or four generations living under one

roof They can help each other a lot.

Student B: That's not true In some

countries many old-aged parents like to

live in a nursing home They want to lead

independent lives.

Ask Ss to exchange their ideas with other pairs

Go round the class to control and provide help if

Give final feedback

While you speak (20 min)

*/ Task 2:

Require Ss to work in pairs to study the table which

shows some typical features of American culture

then discuss and find out the corresponding features

of Vietnamese culture

Control the class and offer help if necessary

Give feedback

*/ Task 3:

Ask Ss to work in groups, using the information

they have discussed in Task 2, to talk about

Vietnamese culture

Go round the class to check and provide help if

necessary

Exchange their ideas with other pairs

Some Ss give comments on their friend’s presentation

Listen and take notes if necessary

Work in pairs to discuss and find out the corresponding features of Vietnamese culture

* Suggested Answers:

- Three or sometimes four generations live under the same proof.

- Elders live with children and are taken care

by their son, daughter-in-law or daughters.

- Asking about age, marriage and salary are acceptable in Vietnam.

- A Vietnamese greets the head of the family or

an older person first, then the young ones.

- Tet is the most important.

- The Vietnamese celebrate dead days They prepare meal and often invite their relatives and friends to get together and talk about good respect of the dead person.

- Young children often sleep with their parents.

Work in groups to talk about Vietnamese culture

Trang 26

class and ask the rest of the class to give comments

on their friends’ presentation

Summarize the main points of the lesson

Ask Ss to write a paragraph about Vietnamese

culture and prepare for the Listening lesson

Some students present in front of the class and ask the rest of the class to give comments on their friends’ presentation

Date of Prep: Sept 5, 2010

Period: 10

Week: 04

Unit two: CULTURAL DIVERSITY

Time: 45 minutes

Trang 27

- Listen to a monologue of 180-200 words about a wedding in Vietnam for specific information, and then do some given tasks

Ask Ss to work in pairs to observe the

pictures on p.24 in the textbook and describe

them by using the following questions:

What is the picture about?

How many people are there in the picture?

Who are they?

………

Monitor the class and ask some students to

present

Give feedback and comments

Lead in the new Lesson

Before you listen (07 min)

Ask the students to work in pairs to discuss

the two questions provided:

1- Have you ever attended a wedding

ceremony?

2- What do the bride and groom usually

do at the wedding ceremony?

Require the students to exchange their

answers with another pair

Ask the others to comment

Instruct the students to practice pronouncing

the words and phrases provided (explain their

- bride (n.):

- ancestor (n.):

- tray (n.):

- schedule

- blessing

Correct their pronunciation if necessary

Ask Ss to look at the pictures on p 24 carefully and describe them in pairs

Listen to the teacher’s introduction

Work in pairs to discuss the two questions provided on p.24

Exchange their answers with another pair.Some students read their answers

Practice pronouncing the words and phrases provided

Trang 28

While you listen (20 min)

*/ Task 1: Gap-Filling:

- Instruct the student to listen to two people

talking about a wedding in Vietnam and then

fill in the blanks of the sentences given with

the missing information

- Before playing the tape, require the students

to read the sentences carefully to understand

them and try to work out what are to be filled

in, using their general knowledge

- Play the tape the first time for the students

to listen to and take notes of the answers

- Ask for the students’ answer and write them

and the others to comment

- Play the tape the last time to check with the

class

*/ Task 2: Answering the Questions:

- Require the students to listen to the tape

again and answer comprehension questions

- Before playing the tape, ask the students to

read the questions carefully, underline the

key words and try to find the answers using

the information they got in Task 1

- Ask the students to share their ideas with a

friend

- Play the tape for the students to answer the

questions

- Have the students work in pairs to compare

their answers with their partner

Read the sentences carefully to understand them and try to work out what are to be filled

in, using their general knowledge

Listen and take notes of the answers

Respond to the teacher’s questions for the first time

Listen again and check their answers

Students compare their answers with a partner

Some students read their answers and the others comment

1- The wedding day is carefully chosen by

the groom’s parents.

2- The gifts are always wrapped in red

5- The guests give the newly wedded

couples envelopes containing wedding

cards and money.

Read the questions carefully, underline the key words and try to find the answers using the information they got in Task 1

Listen to the tape again and answer comprehension questions

Share their ideas with a friend

Work in pairs to compare their answers with their partner

Trang 29

and ask the others to comment.

- Play the tape for the last time to check with

the class

After you listen (10 min)

- Have the students work in groups to discuss

the question:

- What do families often do to prepare

for a wedding ceremony?

- Go round the class to provide help if

necessary and collect the students’ mistakes

- Call on some representatives to present their

answers in front of the class and ask the

whole class to comment

- Summarize the main points of the lesson

- Require the students to prepare for the next

5- They step by at each table to thank their guests.

Work in groups to discuss the question:

- What do families often do to prepare

for a wedding ceremony?

Some representatives present their answers in front of the class and ask the whole class to give their comments

Period: 11

Week: 04

Period 4: Writing

Time: 45 minutes

- Listen to a monologue of 180-200 words about a wedding in Vietnam for specific information

II-Methods:

Trang 30

* Game: What object is it?

Divide the class into groups of four and ask

them to guess the name of an object, basing

on the following cues (the cues are given one

3- It is worn to help protect people from

sun and rain.

The group finding the answer first wins the

game

- Lead in the New Lesson

Before you write (10 min)

*/ Task 1:

- Have the students to work individually to

observe the picture of a conical leaf hat and

then write the Vietnamese equivalents for the

English words

- Require the students to share their answers

with other pairs

- Go round the class and offer help if

necessary

the class and ask the others to comment

- Give feedback and the correct answers

*/ Making an outline:

- Have the students work in groups of four

and study the outline provided about the

conical leaf hat of Vietnam to see how an

Answer the teacher’s questions to find the name of an object

Work individually to observe the picture and then write the Vietnamese equivalents for the English words

Share their answers with other pairs

Some students present in front of the class and ask the others give their comments

1- leaf: - lá 2- rim: - vành nón

3- ribs: - gọng 4- strap: - quai, dây nón

Work in groups and study the outline of a paragraph provided on p 26 about the conical leaf hat of Vietnam to see how an outline is

Trang 31

outline is made.

- Require the students to pay attention to the

structure and the information in each part of

- Ask the students to work individually to

write a passage about the conical leaf hat of

Vietnam using the outline and information

After you write (13 min)

- Ask the students to work in pairs,

exchanging their writings for peer correction

- Go around the class to observe and collect

mistakes and errors

- Collect some writings for quick feedback

- Write some typical errors on the board and

elicit self and peer correction

- Provide corrections only when the students

are not able to correct the errors

- If necessary require one student to write

his/her passage on the board and ask for the

students’ comments

- Require the students to rewrite their passage

and prepare for the Language Focus

made

Listen to the teacher’s requirement

Work individually to write a passage about the conical leaf hat of Vietnam using the outline and information provided

Work in pairs, exchanging their writings for peer correction

of Vietnam.

The hat is made of a special kind of bamboo and young and soft palm leaves It has a conical form The diameter is from

45 to 50 cm and it is from 25 to 30 in height The formed is covered with the palm leaves, which are sewn to the ribs around.

The leaf hat is used to protect people from the sun and the rain The girls look prettier and more attractive in the conical hat.

Trang 32

Period: 12

Week: 04

Period 5: Language Focus + 15 minute test

Time: 45 minutes

- Pronounce the ending -ed

- Know more about the uses of some tenses

II-Methods:

III-Anticipated Problems:

- Students may find it difficult to pronounce the ending -ed and may not have enough

time to finish all the tasks.

*/ Game: Sound classifying

Hang on the sub-board with some verbs and

the table as follows:

- wash, wait, waste, cause, ask, want,

phone, open, dance, watch, arrange, drop

Have Ss to work in pairs to write the past

simple tense of the verbs in the correct parts

of the table according to the pronunciation of

–ed endings

The first pair with the correct answers is the

winner

Call on some Ss to go to the board and write

the verbs in the right column

Check with the whole class

Trang 33

- Elicit the ways to pronounce the ending -ed:

cleaned, explained

- vowel+ r:

answered, dared

- v: arrived, lived

- z: closed, refused

annoyed, destroyed

- y: cried, qualified

- o / ow:

borrowed, showed

argued, continued

camped, developed

➣ Pronounced /id/ after:

- base form ending in /d/: needed,

added

- base form ending in /t/: wanted,

collected

- Read the words in each column all at once

for the students to listen to

Practice

Read the words again, each time with a word

in each column to help the students to

distinguish the differences between the

sounds in the words

Trang 34

- Read the words with the repetition of the

- Ask some students to pronounce the words

and give corrections if necessary

*/ Practicing reading sentences containing

the target sounds:

- Read the sentences for the students to listen

to and ask them to underline the words with

the sounds and write /t /, /d / and /id/ under

them

- Have the students work in pairs to practice

reading the sentences

help if necessary

- Ask some students to read the sentences and

give feedback

Review of the tenses Presentation

- Elicit from the students the uses of some

- Ask the students to work individually to use

the correct tense forms of the verbs in the box

to complete the conversations provided

- Require the students to compare their

answers with a partner

- Go round the class and explain the use of

some verb tenses if necessary

and ask the others to make comments

- Give feedback

*/ Exercise 2:

- Ask the students to complete the passage by

circle the correct option

Practice pronouncing the words in pairs

Some students pronounce the words

Listen to the teacher’s instruction

Work in pairs practice reading the sentences

Some students read the sentences

Answer the teacher’s elicitingGive examples

Work individually to do exercise 1Compare their answers with a partner

1- Have seen / saw /

am going to see 2- drank / have not drunk / drank

3- has written / Did write / wrote 4- have been cooking / cooked / cooked

Trang 35

- Require the students to compare their

answers with another pair

and explain their choices

- Ask the other students to comment on their

- Give final feedback

*/ Exercise 3:

- Require the students to read the letter and

then filled in each blank with the correct from

of the verb in bracket

- Ask the students to exchange their answers

- Require the students to prepare for Unit 3

1- C

2- A

3- C

4- A

5- C

6- A

7- C

A

8-* Answers:

1- moved2- moved

3- have asked4- have not

stopped

5- study6- will fail

7- could talk

15-minute Test

Date of Prep: Sept 14, 2010

Period: 13

Week: 5

Unit Three: WAYS OF SOCIALIZING

Time: 45 minutes

- Read a passage about how to use non-verbal forms of communication attract someone's attention in some social situations for general ideas and specific information.

- Learn words relating to the lesson.

Trang 36

Ask Ss some questions:

1/ Now class, why did I clap my h ands?

2/ What do you often do when you want your

teacher know that you have something to

say?

3/ So why do we clap our hands or raise our

hands in these cases?

ways of attracting someone's attention

Ask Ss to work in pairs to look at the pictures

on and answer the questions given p.30

Call on some pairs to ask and answer the

questions

*/ Task 1:

Ask Ss to read the passage on p.31 in silence

individually and the give the Vietnamese

equivalents to the provided words and

phrases, basing on the passage

Go round and provide the help if necessary

Have Ss to work in pairs to compare their

answers with their partners

Get some Ss to read aloud their answers

*/ Task 2:

Ask Ss to look through the task 2 and then

read the passage again then choose the best

title for the passage

Answer the teacher's questions

- To get our attention

- I raise my hand

- To get/ attract someone's attention

Work in pairs to look at the pictures on and answer the questions given p.30

Read the passage on p.31 in silence individually and then do the task 1

* Answers:

verbalnon-verbalattract someone's attentionimpolite

rudeinformalityapproach

a slight nod will do

* Answer:

A Attracting attention: Non verbal Cues

Trang 37

answer with their partners

Get some Ss to read aloud their answer

*/ Task 3:

Ask Ss to look through the questions on p.32

then ask them to read the passage again and

answer the questions in pairs

answers with their partners

Get some Ss to ask and answer the questions

aloud

Ask Ss to work in pairs to discuss the

meanings of whistling and hand clapping in

Vietnamese culture

Get Ss to talk about the meanings of

whistling and hand clapping in Vietnamese

culture

Ask Ss to do the reading text in the workbook

and ask Ss to prepare the next lesson -

3/ If we want to attract the waiter's attention, we can wait until he passes near us catch his eye, and nod slightly to let him know we would like him to some to our table, or we can raise our hands slightly to show that we need the assistance

4/If you are walking across the schoolyard and see your teacher approaching you, you can use a small friendly wave to attract her/his attention.

5/ Bcs appointing to someone is usually considered rude

Work in pairs

Date of Prep: September 15, 2010

Period: 14

Week: 5

Unit Three: WAYS OF SOCIALISING

Time: 45 minutes

Trang 38

I- Objectives: By the end of the lesson, the students will be able to:

- Give and respond to compliments in different situations.

- Know words to express compliments.

Give Ss some compliments, and ask them some

questions to lead them into the lesson

E.g Your T-shirt is really suitable to you I like it.

You have beautiful hairstyle Where did you have it

made?

………

*/ Task 1:

- Have the students work in pairs to practice reading the

dialogues provided, paying attention to how people give

and respond to compliments in each situation

necessary

- Call on some pairs to practice reading the dialogues in

front of the class and ask the others to give comments

- You really did a good job!

- Congratulation! You played

so well in the game.

- Amazing! You've made an

excellent….

- That's a great / an excellent!

- How beautiful your is! Etc.

2- Responding to compliments:

- Thanks for your compliment.

- Thank you I'm glad you like it.

- Thanks It's very nice of you to say so.

- Your compliment is really encouraging.

Listen and answer the teacher’s questions

Work in pairs to practice reading the dialogues provided

Some pairs practice reading the dialogues in front of the class and the others give comments

Respond to the teacher’s eliciting and take notes

Trang 39

While you speak (25 min)

*/ Task 2: Giving Compliments

- Require the students to work in pairs to practice giving

compliments to suit the responses, using the suggestions

David: - How beautiful your dress is! It looks

very nice on you.

Kathy: - I'm glad you like it I bought it in a shop

near my house a few days ago.

- Call on some students to practice in front of the class

and ask the other students to give comments on their

Hung: Your motorbike is terrific, Hien.

Hien:Thanks, Hung I think I've finally found the

color that suits me.

Michael: Congratulations! You played so well in

the game, Colin.

Colin: - You must be kidding! I thought the game

was terrific.

*/ Task 3: Responding to Compliments:

- Ask the students to work in pairs again to practice

responding to the compliments provided

E

.

g

.

Phil: - You're a great dancer, Huong I wish I

could do half as well as you.

You: - Thank you, Phil It's very nice of you to

say so.

- Call on some students to practice in front of the class

and ask the other students to give comments on their

Peter: I didn't know you could play the guitar so

well, Toan Your tune was lovely.

You:Thanks Your compliment is really

encouraging.

Tom: - Your English is better than many Americans,

Hanh I really enjoy your public speaking.

You: - You must be kidding, Tom I think it needs

improving.

Work in pairs practice giving compliments to suit the responses

Some students practice in front of the class and the other students give comments on their friends’ presentation

Work in pairs practice giving compliments to suit the responses

Some students practice in front of the class and the other students give comments on their friends’ presentation

Trang 40

*/ Task 4: Making Dialogues:

- Have the students work in pairs to make dialogues to

practice giving and responding to compliments, using

the suggestions provided

e.g

.

- a nice pair of glasses:

A: You really have a nice pair of glasses I have

never seen such a nice thing on you.

B: Thank you It's a very nice compliment.

- Monitor the class and offer help if necessary

- Ask some pairs to practice in front of the class and ask

the others to comment

A: - That's a fashionable jacket

B: - Thank you very much I think I've found the

color that suits me.

C: - That's a modern-looking shoes you've

wearing

D: - Thanks That's a nice compliment

- Require the students to remember the ways to give and

respond to compliments and prepare for the Listening

work in pairs to make dialogues to practice giving and responding to compliments

Some pairs practice in front of the class and the others give their comment

Date of Prep: September 15, 2010

Period: 15

Week: 5

Unit Two: WAYS OF SOCIALISING

Time: 45 minutes

- Listen to a monologue about the telephone for general and specific information and then do the given tasks.

II- Methods:

- The students may not have difficulty in listening such a kind of monologues.

- Textbooks, pictures, cassette player.

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