GIAO AN 12NC nè

Reading text - Ask ss to read the text silently, try to guess the unknown words left and get the main ideas of these paragraphs - Get them to read the questions on page16 and write th

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PERIOD 1

Date of preparation : 5/9 Date of teaching : 12C1 : 8/9

AN INTRODUCTION TO ENGLISH 12 - INTENSIVE

HOW TO LEARN AND DO ENGLISH TESTS

I Objectives:

A Aim: Students know about English textbook in grade 12

B Knowledge:

Students know: - How to learn English in grade 12

- How to do English tests

- How to use student’s book and workbook

A Warm – up: - Introduce to students about the teacher

- Ask students about their names and English knowledge etc

B New lesson

Warm-up - Introduce to students about the

teacher

- Ask students about their names and English

knowledge etc.

Guiding:

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

- 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

- listen to the teacher and write down

- 1 - GV: Trương Hữu Hưởng – THPT Lao Bảo

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- Ask students to prepare textbook, notebooks

and the things for learning and prepare lesson

A Teacher: Student’s book, tape, cassette player, pictures, etc

B Students: Read the text in advance and check meanings of new words

III Procedure

A Warm – up: Compete the sentence : -Tell ss to think of it.

- build the house make it home

- Call on some ss to answer by answering the question : How do you understand this ? Lead to the new lesson :

B New lesson

Unit 1 Home life – Reading 1

1 Brain storming

- Ask ss to give answers to these questions

+ What is the general word for the things peo

ple do in the pictures?

+ Who often does the hosework in the family?

+ Do your parents ask you to help with the

housework?

- Tell ss to check the household chores that are

part of their daily routine

- Call on some to give answers

- Give feedback and comments

2 Teaching vocabulary

- Teach some words through explanation and

elicitation

+look closely as if unable to see well :

+ feeling dislike for sth :

+ angry or fierce look :

+ serious disagreement or argument :

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+ very destructive; causing severe shock :

+ share sth out :

- Draw ss’ attention on pronunciation of these

words

- Get ss listen and repeat 3 times, check ss’

pronunciation

- Ask ss to give examples using these words

3 Reading text

- Ask ss to read the text silently, try to guess the

unknown words left and get the main ideas of

these paragraphs

- Get them to read the questions on page16 and

write the answers to them

- Remind ss to remember and underline the

phrases, sentences related to the questions

- Ask some to write their answers on the board

- Invite others’ opinions, give evidences,

- Go over the ss’ anwers

- Give final feedback

* Consolidation:

- Revise vocabulary

- Learn new words by heart at home

- Prep for next period

+ glare (n) + conflict (with) (n,v) + struggle (with/ against sb,sth) + dismayed (adj)

+ bewildered (adj) + nag (v)

+ devastating (adj) + divvy sth up (v)

- Students read the reading text silently, guess unknown words, and then get the main ideas of the paragraphs

- Students underline the phrases and sentences related to the questions

- Students answer may vary…

* Comment and modification:

-Date of preparation : 6/9 -Date of teaching : 12C1: 9/9 PERIOD 3 UNIT 1 HOME LIFE

READING COMPREHENSION 2

I Objectives:

A Aim: By the end of the lesson, ss will be able to improve reading skill for specific details, for gist or general information

B Knowledge: Ss are more confident to get more knowledge about family life and its

changes

Ss will have a better ideas of the Vietnamese family in tradititonal and modern life

C Skill: - Reading : scanning, skimming, speaking

II Preparation

A Teacher: Student’s book, tape, cassette player, pictures, etc

B Students: Read the text in advance and check meanings of new words

III Procedure

A Warm – up:

B.New lesson

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Teacher’ s activities Students’ activities

* Answer the following questions (continued)

Task a/ p16

- Ask ss to read through the sentences and

read the text

- Find the answers to the questions

* More exercise : True or False statements

( handouts)

- Give out handouts and ask ss to read the text

and the statements then say if they are T of F

-Ask ss to work with a partner and compare

answers

-Call on some to read out their answers

- Elicite explanations for their choices

- Invite class’ opinions and give feedback

(!) These are the statements:

1 Virginia’s daughter was doing her

homework when her mother shouted to her

2 Virginia used to do a lot of housework

when she was young

3 Most of the parents surveyed admitted

that they constantly nag their children about

cleaning their room

4 According to Lee Blair, 90% of

American kids contribure 12% of all

- Arrange ss to work in small groups, tell them

to discuss and share ideas on the questions :

How has family life changed over the last few

decades ?

- Tell ss they can use these prompts:

+ the effect of busy modern life

+ the advantages of labor-saving devices

( washing machine, fridges, …)

- Call on ss to report their opinions of their

groups to the class

-Invite the class to argue and give comments

* Vocabulary review

- Ask ss to read the text again and learn the

new words by heart

- Prep for the next period

- Ss write the answers on the board

- Feedback :

1 Children often neglect their duty on the household chores such as cleaning room, clearing the table after meals, or hanging up wet towels However, some

of them are often irritated when they are reminded of their mess or

responsibilities

2 She complained that she used

to do twice as much domestic chores as her daughter did

3 Most American children contribute to the household chores at some level, particularly, 6-8 –year old chidren contribute 12 % of household labor

- Ss work in pairs deciding on T or F

* Feedback :

Expected answers:

1: T 2: T 3: F ( only 25% of them, not most ) 4: F ( 90% of kids contribute at some level )

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* Comment and modification :

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Date of preparation : 8/9 Date of teaching :

12C1:11/9

PERIOD 4 UNIT 1 HOME LIFE LISTENING I Objectives: A Aim: By the end of the lesson, ss will be able to listen for specific information and putting things in order B Knowledge: - Ss are more confident to talk about what household chore they often do - Ss will have a better awareness of their responsibilities in doing household chores

Ss will have a better ideas of the Vietnamese family in tradititonal and modern life C Skill: Listening: scanning, ordering II Preparation A Teacher: Student’s book, tape, cassette player, pictures, etc B Students: Read the tasks in advance and check meanings of new words III Procedure A Warm – up: Brainstorming - Put ss into 2 big groups : ask them to respectively write some housework in the home - The group with more words will win the game - Declare the winner - Lead to the lesson :UNIT 1: HOME LIFE LISTENING B.New lesson Teacher’ s activities Students’ activities 1 Matching the pictures with desciptions - To tell ss to look at the pictures and match them with the phrases of desciptions - Ask them to compare answers - Check with the whole class * Feedback:

2:f 3:b 4:a 5:d 6:c

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- Elicite meanings of some words through

elitcitation , explanation and miming

+ to clean sth with a machine =

+ to send out in tiny drops =

+ to remove dust with a broom =

+ to clean sth by rubbing its surface with a

cloth = + to clean with a mop =

3 Listen and odering (task b/17)

- Tell ss they are going to listen to a woman’s

suggestions of domestic chores for kids

- Ask ss to put the ideas in order as they listen to

the recording

- Play the cassette and have them do the task

- -Call on ss to read the phrases in order and

check with class

* Post-L :- Put ss in small groups of 4, tell the

to talk about what domestic chores they often

do, what they enjoy doing, and what they hate

doing

- Call on some to report about their groups

*Consolidation: - Summarize main points

- Write a passage about what

household ss often do

- Prep for next period

- Ss try to guess the words needed + vacuum cleaner

+ to spray + sweep + to wipe + to mop

- Ss listen carefully and put a tick into each correct answer

+ 2: cleaning floors and carpets 3: sweeping and mopping floors

4: vaccuuming 5: cleaning spots and carpets 6: watering lawn and plants 7: cleaning windows and sliding glass doors

8: spraying window cleaner 9: Wipping windows

+ Ss answers may vary

• Comment and

modification :

Date of preparation : 12/9 Date of teaching:12C1: 15/9

PERIOD 5 UNIT 1 HOME LIFE

A Teacher: Student’s book, pictures, etc

B Students: Read the tasks in advance and check meanings of new words

III Procedure

A Warm – up: Draw a picture with a situation in which ss need to express regrets and make apologies on the board – Ask ss what they need to say in this situation ?

- Transition : Yes, when we did something wrong, or hurt so’s feeling we must say

Today, we will talk more about how to make apologies and regrets Write on the board :

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Unit 1 Home life- Speaking

B.New lesson

Teacher’ s activities Students’ activities

1 Matching complaints with apologies

( task a/p18)

-Ask ss to read the complaints from 1-6

and match them with suitable apologies a-f

- Tell them compare answers with a

partner by acting out the exchanges

- Call on some pairs to act out the

exchanges and check with class

2 Elitciting and introducing useful

language

- Elitcite useful expressions by asking ss

what they would say to apologise and

express regrets

- Note down ss’ ideas and add more if

necessary

3 Dialogues from situations ( task b/ p19)

- Put ss into pairs

- - Tell ss to read the situations, choose one

and then , with a partner, make a short

- Arrange ss to work in small groups

- Ask ss to tell their partners about a

situation in which they had to apologise to

someone

- Encourage ss to give comments and share

ideas on their friends’ experience

- Call on ss to report about their

friends’experience

- Give comments and feedback

* Writing: Ask ss to write a few sentences

about what have happened to their friends

to say why they had to make an apology

* Consolidation: Summarize useful

expressions

- Ss answer : Expected : Oh, sorry ; Sorry about that ; Excuse me etc

- Ss’ answers

+ Feedback : 2:f 3: b 4: a 5:d 6:c

- Expected answers : -Oh, sorry ;

Sorry about ; Sorry about that ;

I’m very/ terribly sorry ;

Sorry, I didn’t mean ;

I must apolodize for ;

Please pardon me for,

- Ss answers may vary …

- Students talk to each other and then express their point of view in class.

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-Date of preparation : 12/9 -Date of teaching : 12C1: 15/9 PERIOD 6 UNIT 1 HOME LIFE WRITING I Objectives: A Aim: By the end of the lesson, ss will be able to write a passage telling sb about their home rules, expressing themselves in written English B Knowledge: Through this lesson, students’ awareness of the family rules will be improved C Skill: - Writing : showing their family regulations II Preparation A Teacher: Student’s book, pictures, etc B Students: Read the tasks in advance, check meanings of new words and structures III Procedure A Warm – up: Brainstorming - Ask ss to list 5 things family often do together - Ask ss to list 5 verbs expressing feeling - Ask ss to list 5 qualities parents want their children to have - Ask ss to list 5 words showing family relation + Transition : Parents always want the best things for their children and to achieve this, children are asked to followed family rules What are your family rules? Today, you’ll have chance to write to tell your friends in a piece of writing T writes on the board:

UNIT 1 HOMELIFE - WRITING B New lesson Teacher’ s activities Students’ activities 1 Completing the text ( task a/ p19,20) - Tell ss to read the text and fill in each blank with a suitable word in the box - Ask ss to compare the answers - Go over the answers with class 2 Guessing the meaning of words from context - Tell ss to read the text again if necessary to find the words that mean the following :

3 Guildlines of the writing Guildlines Who makes/create the rules ? Who has to follow? Details of what should od shouldn’t do ? How helpful the rules are? 4 Discussion -Ask ss to work in small groups - Tell ss to share opinions on the list of rules mentioned in the text, and add more rules - Ss answers may vary … - Expected : + E.g : Watching TV, having meals, gardening, playing, going on holiday

+ E.g: harworking, obedient, honest, kind-hearted, clever

+ E.g: love, like, hate, obey, respect + E.g: father, mother, son, daughter, aunt, uncle, niece

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- Call on some to give their opinions

5 Write it up

- Get ss to write a short passage telling a friend

about their home rules

- Remind them to refer to the guildlines and the

text as a sample

- Tell ss they can begin the text with this sentence :

Every home should has its own home

rules

- Move around to give help with vocab and structure if necessary 6 Peer correction - Call on 2 ss to write on the board - Tell class to read together and give correction if needed - Others exchange papers to correct, then collect them to mark * Consolidation: - Write the passage again and hand in next period - Summarise the guildlines to write - Prep for L.F1 - Ss express their ideas in class + regard, politeness, consideration + make sth become clear or easier to understand + make/show an image of

+ crying/ shouting loudly and sharply + make simple; make sth easy to do/understand ( Expected: respect/ clarity/ represent/ yelling/ simplify) - Ss work in small groups sharing opinions - Ss write their essay individually - Two ss write on the board * Comment and modification :

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Date of preparation : 13/9 Date of teaching: 12C1: 16/9

PERIOD 7 UNIT 1 HOME LIFE LANGUAGE FOCUS 1

I Objectives:

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A Aim: By the end of the lesson, ss will be able to use some combinations with house and home, use the present simple to express routines, report statements and questions

B Knowledge:

C Skill: - Writing : showing their family regulations

II Preparation

A Teacher: Student’s book, pictures, etc

B Students: Read the tasks in advance, check meanings of new words and structures

III Procedure

A Warm – up: T may ask ss this question to save time : What is the difference between

‘house’ and ‘home’?

- Have ss to discuss in pairs and call on some to answer

- Go over the ss’ answers

Transition : Today, we will learn more words derived from these two words, write on the board : I Word study

B New lesson

1 Gap filling ( task a/ p20)

- Arrange ss to read the phrases in the box

Check with the meanings of these words and

phrases

- Ask ss to complete each of the sentence with

the correct form of a phrases in the box

-Call on some to read their sentences and

check with class

2 More excercises : Home or House ? – Find

the right place

- Arrange ss to work in two groups A and B

- Put 2 chairs in the front, one for Home and

one for House

- Ask for 5 representatives from each group to

stand in 2 lines in the front of the class

- Tell ss to listen to your words or phrases and

run, as quickly as possible, to the right chair

where the word or phrases matches to make a

right expression

- The first student to sit on the right chair

earns their group point The group with more

points wins the game

- Keeping a running total of points for each

group on the board

- Declare the winner

II Grammar

1 Present Simple expressing Routines

- Ask ss about the use of this tense

E.g: Our school starts at 7 a.m

Jame work at a shoe store

2 Talking abour Ninas routines ( task a/p21)

- Put ss into pairs, tell them to make questions

- Ss answers may vary ….

+ Feedback : 1: hometown 2: household appliances 3: homecoming 4: make yourself at home 5: home economics 6: guesthouse

7: housewarming 8: housekeeper

+ This is the list of words and phrases used:

1 keeping 2: coming 3: economics 4: warming 5: make yourself at

6: chores 7: is the best 8: guest 9: work

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and answers about Nina’s routines and chores

using the information given

- Call on pairs to act out their exchanges

3 Reported Speech

- In reported speech , we give the meaning of

what was said rather than the exact words

The verbs often use in reporting are : tell, say,

warn, promise, suggest, explain, reply,

announce

* Direct

Reported + Simple present  Simple past + Present continous  Past continous + Simple past, present perfect  Past perfect + Past continuous, Present perf Continuous  Past perfect continuous +Will –inf  Would-inf + Is/are going to  was/ were going to

+ Must /have to-inf  Had to -inf 3 Consolidation - Summarize word study, simple present, tenses in reported speech - Prep for L.F 2 10: hold Expected answers : Home: coming, economics, make yourself at home, home is the best, work House : keeping, warming, chores, guest, work, hold + Ss’ answers may vary … - We use the present simple for thoughts, feelings, statea, facts that are true for a long time We also use it for repearted action or a routine that we see as permanent - Students answer and give more examples * Comment and modification :

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Date of preparation : 15/9 Date of teaching : 12C1: 18/9

PERIOD 8 UNIT 1 HOME LIFE LANGUAGE FOCUS 2

I Objectives: A Aim: By the end of the lesson, ss will be able to use some combinations with house and home, use the present simple to express routines, report statements and questions B Knowledge: C Skill: Speaking : talking abour routines II Preparation A Teacher: Student’s book,workbook, pictures, handouts, etc B Students: Read the tasks in advance, check meanings of new words and structures III Procedure A Warm – up: Transition : Today, we will revise indirect speech, write on the board :

II Grammar

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Teacher’s activities Students’ activities * Continued : Adverbs ( place and time ) + Now + Today

+ Yesterday

+ Tomorrow

+ Next month

+ Last year

+ An hour ago

+ Here

+ This

+ these

- If report is about sth which is true, it is unecessary to change tenses E.g: ‘He said,” The world is round”

- There is no change for: Must, might, should, could,would Must can also be changed to had to May is often changed to might 4 Reporting Statements:

-Statements are reported with a past tense verb followed by a noun clause with an optional that E.g: “I’m very tired” she said

5 Reporting questions : Questions can be reported with verbs like : ask, wonder, want to know The word order in a reported question is like that of a normal statement E.g: “Where are you going ?”

6 WH-questions : We use verbs like: ask, wonder, want to know followed by the question words and the clause 7 Yes/No questions : We use If or Whether E.g: “ Have you seen this film?’

* REPORT THE INTERVIEW ( task

a/p21-22)

- Tell ss to read the interview with Mrs

Green and then report what the interviewer

asked Mrs Green and the answers ahe gave

in the interview

- Tell ss to follow the examplesand continue

with the task

- Remind ss of the structures of reported

statements and questions

- Tell ss to compare answers in pairs

- Call on ss to write their sentences on the

board and check with the class

• Ss’ answers

On that day The day before/ the previous day The next day/ the following day

The previous year

An hour before There

that those

- He said the world is round

- She said (that ) she was tired

- He asked me where I was going

- He asked me if I had seen that film

Ss’ answer :

*Answerkey: First the interviewer wanted to know how many children Mrs green had She said that she had two, a daughter and

a son Then the interviewer asked about the conflicts between her and her children She said it was a long

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* Report what Virginia talked about her

daughter ( task b/22)

- Ask ss to read what Virginia talked about

her 15-year old daughter and report it

- Prep for the new lesson

history Her children were always neglecting their domestic

responsibilities and arguing when being reminded Next, the interviewer wanted the examples She let him know that she often battled with her daughter against the latter’s messy room or her irresponsibility for collecting and disposing of the garbage can

Finally, the interviewer wanted

to know about the conflict wuth her son She complained thather son was worse than his sister He never helped her with the household chores He was always taking out things and never returning them to their places

………

-Date of preparation :19/9 -Date of teaching: 12C1: 22/9

PERIOD 9 UNIT 2 CULTURAL DIVERSITY

I Objectives:

A Aim: By the end of the lesson, ss will be able to read for specific information, for gist and general ideas

B Knowledge: Ss are aware of the cultural differences in different countries

C Skill: Reading : scanning, skimming, speaking

II Preparation

A Teacher: Student’s book, pictures, cassette, tape, etc

III Procedure

A Warm – up:As we know, cultures vary from place to place It’s not easy to forget our habits or cultures, but we should be aware of others’ cultures Unit 2 focuses on cultural diversity in the world Write on the board : Unit 2 Cultural Diversity

Reading comprehension 1

B New lesson

- Teach the following words through

elicitation and explanation

+ use a particular name or title in speaking

to s.o : + to keep to sth/ not to change :

+ formal/unfriendly manner or behavior :

- Ss listen to the teacher + Ss answers :

- to address

- to stick

- stiffness

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+ to join together/ connect :

+ to make sth longer :

+ to shut and open eyes quickly :

+ great surprise :

- Give some practic on pronunciation, check ss’ pronunciation 2 Check vocab understanding : ( handouts) Gap- fill 1/ Old people tend to to the tradittional customs 2/ I can’t stare that long my eyes 3/ In my village, children adults as aunt or uncle 4/ He ttare at her in when she said she had given up the job 5/ Her left an unfavorable impression on the guests 6/ You shouldn’t your visit; the man needs to rest 7 We often Tom quick-minded responses 3 Guessing meanings from context ( task a / 24) - Ask ss to read the text and match thewords and phrases in column A with their meanings in column B by guessing the meanings from the context - Go over the answers with the whole class and check the Vietnamese eequivalents * Consolidation: - Summarize the words presented - Read the text at home and do the tasks left - Learn by heart the vocab - to associate - to prolong - blink - astonishment; astonished (adj) - Students read through the sentences and fill in the blanks with the words they have learnt - Students answer to the teacher’s questions - Feedback : 1: e 2: d 3: a 4: g 5: b 6: c 7: h 8: f • Comment on the lesson ………

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Date of preparation :19/9 Date of teaching: 12C1: 22/9 PERIOD 10 UNIT 2 CULTURAL DIVERSITY

I Objectives:

A Aim: By the end of the lesson, ss will be able to read for specific information, for gist and general ideas

C Skill: Reading : scanning, skimming, speaking

II Preparation

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B Students: Read the tasks in advance, check meanings of new words and structures.

III Procedure

A. Warm – up: Ask Students to recall words and expressions in reading 1 before moving

to reading 2 - Lesson 2 focuses on cultural diversity in the world

Write on the board : Unit 2 Cultural Diversity

Reading comprehension 2

B New lesson

4 Read and decide T of F statements ( task b/

p24-25)

- Tell ss to read the text and the statements then

say if they are true or false

- Ask ss to work with a partner and compare

answers

- Call on some to read the statements and give

answers and explanations for their choice

- Go over the ss’ answers with the whole class

5 Gapped-text ( task c/p25 )

- Put ss into pairs

- Tell ss to read the paragraph and fill in each

space with a suitable word in the box

- Go over the answers with the whole class

6 Discussion

- Put ss in groups of 4

- Tell ss to discuss and share ideas the following

questions

1/ Eye Contact- the similarities and

differences between Vietnamese and Western

cultures

2/ Politeness and the ways of addressing in

Vietnamese culture

- Call on ss from different groups to report

about their groups’ opinions

- Invite others’ comments

* Consolidation :

- Summarize main ideas in the reading text

* Feedback: 2.F ( A European may consider it unfriendly )

3 T

4 T

5 F ( In the United States, it is considered rude to stare at someone regardless of who is looking

at whom )

6 F ( He politely expresses his anger by widening his eyes )

* Feedback :

1 contact 2

untrustworthy 3 an inattentative 4 respect 5 disrespect 6 politeness 7 attention * Ss’ answers may vary … *Comment and modification :

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Date of preparation : 20/9 Date of teaching :12C1: 23/9

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LISTENING COMPREHENSION

I Objectives:

A Aim: Ss are aware of the cultural differences in giving gifts in different countries

C Skill: By the end of the lesson, ss will be able to listen and pick out the missing words and phrases - Listen and understand the general message

- Listening : scanning, skimming, speaking

II Preparation

III Procedure

B Warm – up: Ask several questions : e.g What gift will you give if you are invited to a wedding? party? …

As you know, different places have different ways of giving gifts To understand more, let

us move to new lesson.

Write on the board : Unit 2 Cultural Diversity

Listening comprehension

B New lesson

1 Eliciting Vocabulary:

- Tell students that they are going to

listen to a conversation about the

customs of gift giving in different parts

of the world.

- Ask ss to jot down the words that they

think will appear in the listening ( E.g.:

gift, flowers…)

2 Teaching vocabularies : ( task b.26)

- Play the CD and ask ss to listen and

repeat the words

- Then ask ss to complete the sentences

using these words

- Call on ss to read their completed

sentences

- Go over the sentences with the class and

check the meanings of the words

3 Gapped sentences ( task c.26)

- Ask students to read the incomplete

sentences and think of the words that may

be used in the gaps.

- Play the CD and ask students to listen

and pick out the words for the gaps.

- Have students listen again and check the

answers

- Call on Ss to read their completed

sentences and check with the whole class.

- Listen the last time and give feedback

4 Discussion

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- Ask Students to wrks in pairs, talking

about the occasions on which they often

give gifts, and what they often buy as gifts

in each case.

+ occasions + gifts

.> a friend on their birthday

> a bride / groom on wedding

> the host of a party

> … -

- Call on students to report what they have discussed - Invite the class opinions and comments - Give feedback and comments * Homework : Writing - Tell students to write a short paragraph about what Vietnamese people often give as gifts on certain occasions *Comment and modification :

~~~~~~~~~~~~~~~~~ Date of preparation : 26/9 Date of teaching : 12C1:29/9

PERIOD 12 UNIT 2 CULTURAL DIVERSITY SPEAKING I Objectives: A Aim: By the end of the lesson, ss will be able to express compliments and respond to compliments B Knowledge: Ss are aware of the cultural differences in different countries C Skill: Speaking making and responding to compliments II Preparation A Teacher: Student’s book, pictures, etc B Students: Read the tasks in advance, check meanings of new words and structures III Procedure A.Warm – up: T sets some situations E.g : I have a new shirt, what do you say ?; Your friends come to your party at last, what do you often say? Or: your friend has just passed an exam

Expected answers : Congratulation !, How beautiful !, You’ve done a good ) There are

different ways of giving compliments in different cultures, tday we’ll practice making and responding to a compliment

Write on the board : Unit 2 Cultural Diversity- Speaking

B New lesson

1 Introducing useful language

- Elicite from ss the language that may be Useful expressions

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used to give compliments and those used to

respond to compliments

- Introduce some common structures used to

express compliments and some common

exoressions used to respond to compliments

by eliciting

2 Life-like situations ( task b.p28)

- Arrange ss to work in pairs

- Ask ss to read the situation provided

- Tell them to play and act out the

conversations, giving and responding to

compliments

- Call on pairs to act out their exchanges

- Invite class to give opinions and comments

3 PERSONALIZATION

- Tell ss to look aroud the classroom, and

make copliments on their classmates, what

they have and have done.

- Tell ss to respond to their classmates’

compliments

- Write down the prompts on the board and

tell ss they can give compliments on these

things:

~ clothes : shirt, trousers,

coat, scarf ~ hair style, hair pins,

shoes

~ scores, test results, project,

- Give a model: T: How nice your shoes are ! S: Thank you - Call for volunteers to act out their conversations - Invite ss to comment on their friends’ work - Give feedback and comments : compliments or encouragement on what ss have done * Consolidation: Language review : Ask ss to revise the language used to express and respond to compliments ~ How + adj (S +be )

~ What + noun(S_be )

~ Your parents must be proud of your !

~ Amazing! You ‘ve made an excellent !

~ Congratulation! You did so well! ~ You’ve done a good job ! Respond to compliments ~Thank you ~ I’m glad you like it ~ It’s nice of you to say so ~ Your compliment is encouraging • Ss’ answers may vary … * Ss’ answers may vary … * Comment and modification :

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Date of preparation :26/9 Date of teaching : 12C1: 29/9

A Teacher: Student’s book, pictures, OHP, transparency, etc

III Procedure

A.Warm – up: To save time, T may lead students to the new lesson right away.

Write on the board : Unit 2 Cultural Diversity- Writing

B New lesson

WRITNG A PARAGRAPH

1 Eliciting and introducing an outline

- Ask ss to give ideas on what a paragraph is

- Ask ss to give ideas on what the outline of a

paragraph is

- Tell ss a paragraph has three major parts and

provide them with the outlines of a paragraph

-Tell ss that a good paragraph also has the

elements of unity and coherence

+ unity : A paragraph discusses only one idea

+ coherence : the supporting sentences are in

some kinds of logical order – the ideas are

connected by the use of transition signals

+ Elicite from ss some transition signals/ linking

words that can be used to connect ideas or show

the relationship between ideas

* Expected : A paragraph is a unit of organization It consists of a group

od related sentences developing one idea.

* Ss answers

- states the main of the paragraph

- contains a topic and a controlling idea

- is neither too general nor too specific

- is usually the first sentence in the para

- develop / explain the topic sentence

by adding reasons, examples, facts, and quotations, illustrations,

statistics, to the central theme of idea

- signals the end of the paragraph

- summarizes the important points briefly

* Ss’ answers

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Transition signals or linking words:

2 Identifying parts of a paragraph (p.28-29)

-Tell ss to read the paragraph on page 28 and

complete the outline with the missing information

in each part

- Tell ss to compare answers with a partner

- Go over the answers with the class

3 Identifying the linking words (p.29)

-Tell ss to read through the paragraph again and

pick out the linking words used in the text.

- Call on ss to list the linking words found in the

paragraph

- Check with the whole class

4 Free writing

-Ask ss to work in their groups again

- Give each group a transparency so that they can

write on it

- Tell ss to choose some main points, organize the

ideas and use the linking words to connect the

ideas and write a paragraph to develop the topic

- When ss have finished, collect the trsparencies

- Show their writing on the OHP, one at a time,

ask ss to read the paragraph together as a class

- Have ss answer the questions:

1/ Are the supporting details relevant ?

~First ,firstly, first of all, to start with,

~ Second,secondly,the second

~ third, thirdly, the third

~ In addittion, Whats more, furthermore,

~ next, then

~ finally, lastly, last of all

-~ for example, for example, e.g

~to take one example

~ a clear example of is/ might be -

~ in othe words/ tobe precise

~ that is to say

-~ in summary, in conclusion, in short, in brief

~ to sum up, to conclude, to summarise

-• Ss do the task

-* Ss listen and give comments

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2/ How well do the examples support the

ideas ?

3/ Does the paragraph include a concluding

sentence ?

-Invite ss to give correction and comments

- Give feedback and comments on each piece of

writing and on ss’ writing in general

- -Tell ss to choose the best writing in terms of

organization, language use, and ideas

* Writing ( developing) a paragraph

- Ask ss to choose one topic and develop the topic

sentence

* Consolidation:

- Summarize outline of a para

- Revise linking words

- Prep for the next period * Comment and modification :

-

PERIOD 14 UNIT 2 CULTURAL DIVERSITY LANGUAGE FOCUS 1 I Objectives: A Aim: By the end of the lesson, ss will be able to use negative prefixes with adjectives, use the present simple, and progreesive present to espress future, distinguish between past simple and past progreesive; present perfect and present perfect progressive B Knowledge: Ss can master tenses, prefixes with adjectives, C Skill: Language use : speaking about plans, schedules, experiences

II Preparation

A Teacher: Student’s book, pictures, OHP,handouts, chalk and board, handouts,

transparency, etc

III Procedure

A.Warm – up: T writes the word : TRUE on the board and asks : What is its antonym? Expected : UNTRUE

- What do you call UN in this word?  PREFIX

Write on the board : Unit 2 Cultural Diversity – Language focus 1

B New lesson

* Negating the adjectives ( task a.p29)

- Ask ss to add a suitable prefixes to each

adjective to have theopposite

- Tell ss to compare with a partner

-Go over the answers with the whole class

- Ss’ answers

* Feedback :

b informal c dishonest

d immature e

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1 Review 1- Present simple and present

progressive expressing future

- Ask ss to recall the use and give examples

* Checking questions (task a.p30 )

- Tell ss to read the sentences a, b, c and answer

2 Review 2: Past simple and Past Progressive

-Ask ss to recall the use and form learnt in

previous grades

3 Review 3 –Present perfect and Present Perfect

Progressive

- Ask ss to work in pairs to review the use; forms;

of the two tenses

- Write ss’ responses on the board

- Ask some to explain more

- Get them to do the excercise on page 32 bt

reading the set of words given and make

meaningful sentences from these words using

present perfect or present perfect progressive

,then compare with a partner

-Ask some to read out their answers

- invite others’ opinion and comments

* Consolidation:

- Summarize the prefixes and the tenses

- More excercises in the workbook

* Comments on the lesson

* Test-taking strategies : Prep for 45’ test

+ We are having a party this week

Feedback : 1 a and b 2

c

Feedback : 1 am coming 2 are;

leaving 3 start 4 are; taking;

am not taking 5 departs; arrives

Feedback : 1 was attending 2

learned 3 came 4 didn’t mind

5 were lecturing 6 asked 7 found 8 were working _ Ss’ answers

4/ I’m sorry I haven’t called you you’ve been feeling well recently 5/ I’ve been reading a book about ancient Greece i’ve read it for the third time

6/ The number of women working

in the UK has been rising steadily for several decades

7/ The number of women working

in China has increased from 49% in

1980 to nearly 65% today

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simple and past progreesive; present perfect and present perfect progressive.

B Knowledge: Ss can master tenses, prefixes with adjectives,

C Skill: Language use : speaking about plans, schedules, experiences

1 Present simple and present progressive

expressing future

- Ask ss to recall the use and give examples

* Checking questions (task a.p30 )

- Tell ss to read the sentences a, b, c and

answer the questions

- Call on ss to give answers and check with the

class

* Gap-filling ( task b.p30 )

2 Past simple and Past Progressive

-Ask ss to recall the use and form learnt in

previous grades

3 Present perfect and Present Perfect

Progressive

- Ask ss to work in pairs to review the use;

forms; of the two tenses

- Write ss’ responses on the board

- Ask some to explain more

- Get them to do the excercise on page 32 bt

reading the set of words given and make

- We use the present simple for the future when we talk about a timetable

or schedule, usually a public one + The train leaves at 5.30 tomorrow morning

- We use present progressive for what someone has arranged to do in the future

+ We are having a party this week

Feedback : 1 a and b 2 c

Feedback : 1 am coming 2 are;

leaving 3 start 4 are; taking;

am not taking 5 departs; arrives

Feedback : 1 was attending 2

learned

3 came 4 didn’t mind

5 were lecturing 6 asked

7 found 8 were working

* Feedback : 1/ How long have you known these people ?

2/ These traditional customs have

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meaningful sentences from these words using

present perfect or present perfect progressive,

then compare with a partner

-Ask some to read out their answers

- invite others’ opinion and comments

* Consolidation:

- Summarize the prefixes and the tenses

- More excercises in the workbook

* Comments on the lesson

* Test-taking strategies : Prep for 45’ test

been established for ages 3/ I’ve been working hard for years, but I haven’t accumulated any wealth 4/ I’m sorry I haven’t called you

you’ve been feeling well recently 5/ I’ve been reading a book about ancient Greece i’ve read it for the third time

6/ The number of women working in the UK has been rising steadily for several decades

7/ The number of women working in China has increased from 49% in 1980

to nearly 65% today

-Date of preparation : -Date of testing : 12C1 : ( 2/10)

PERIOD 16 PROGRESS TEST NO 1

- Ss are more confident to expree themselves in English

C Skill: Reading : scanning, reading for details, speaking

II Preparation

A Teacher: Student’s book, pictures, OHP, cassette, tape, handouts, chalk and board, etc.

B Students: Read the text in advance, check meanings of new words and structures

III Procedure

A.Warm – up: T writes this sentence on the board: Hoa goes to 6 days a week

- Ask ss to fill in the blank

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- How many kinds of school do you know? - Expected : SCHOOL

- Expected: 2 kinds: Public and Private

Transition: In today reading, we’ll get to know more about schooling

Write on the board : Unit 3 Education system - Reading 1

B New lesson

1 Elicite vocabulary and ideas

- Have ss give vocab and ideas connected with the

topic of ‘education’ and ‘schooling’

- Note down ss’ ideas in the net on the board

* Guilding question

- Ask ss to look through the passage and find the

answer to the question:

‘ What is the text about ?

- Call on some to give answer and check with

class

2 Guessing unknown words in context ( task a/

p34)

- Pair off ss and have them read the text and

match the words in column A with their

meanings in column B by guessing the meanings

from context

- Go over the answers with the class and check

their Vietnamese equivalents

- Get ss listen and repeat these words:

+ fast-paced (adj) + mobile

3 True or False statements ( task b/35)

- Ask ss to read the statements then read the text

again and say if the statements are or F

according to the text

- Ask ss to work with a partner and compare

* Consolidation : - Summarize main points in R1

- Learn new words by heart

- Prep for the R2

Expected: Displine problems at school

Feedback:

a) 1,3,6 b) Ss’answers may vary

Suggested answers:

- In my opinion, ss should learn about sex, particularly in a coed class

- Well, I think number ,and are commonly debated topics now in Vietnam

* Feedback :

1 F 2 T 3 F

4 T 5 T 6.F

7 T 8.T

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C Skill: Reading : scanning, reading for details, speaking

II Preparation

A Teacher: Student’s book, pictures, OHP, cassette, tape, handouts, chalk and board, etc.

III Procedure

A.Warm – up: Check the new words that students learnt in the previous lesson.

- Revise main points learned in the last period

- Ask some students to recall , then go over with the whole class

Write on the board : Unit 3 Education system - Reading 2

B New lesson

4 Questions and answers ( task c/p35 )

- Pair off ss

- Ask them to read the text andfind the

answers to the questions

- Tell ss to work in pairs, make questions

and answers

- Call on some pairs to ask and answer

* Discussion

- Tell ss to discuss and share ideas on the

following questions:

1/ Have you ever been displined at school ?

2/ What punishment was it ?

3/ What displine problems are teachers in

your school facing?

- Invite class’ opinions

4/ No, they don’t.

5/ Teachers should be aware that rewards or punishments might not work because displine problems originate in the family, not in the classroom

• Ss’ answers may vary

* Complete each sentence with a correct

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* Appendix : Vocabulary review - Gapped

filling for R1

* Consolidation:

- Wrap up all the main points of the reading

text

- Learn new words by heart at home

- Homework: Write a short passage about

your opinions on displines at your school

-Prep for the next: Listening

form of a word learnt in the text

1/ We appreciate that library It serves different groups of people as it is

so convenient 2/ The age of the ss of grade 12 is eighteen

3/ Joe talented in natural sciences 4/ Body language reveals our feelings and without us realising it

5/ Ss’ is one of the classroom’s problems that teachers must deal with 6/ Children today much ealier than their parents did

7/ Young children tend to adults’ behaviors and language

8/ It is said that many displine problems from a plentiful life.

C Skill: - By the end of the lesson, sis will be able to listen for specific information, have better ideas of the education systems in Vietnam and in the USA

- Ss are more confident to reproduce the listening text

- Listening : scanning, listening for details, speaking

II Preparation

A Teacher: Student’s book, cassette, tape, handouts, chalk and board, etc.

III Procedure

A.Warm – up: Ask ss to look at the six pictures in the textbook and match them with the names of schools.

- Ask them to compare the answers with a partner

- Call on some to give their answers

- Give feedback

- So what school are you studying now? - High School

Transittion:In today listening, we’ ll listen to the High school in Vietnam and in the USA

B New lesson

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Teacher’s activities Students’ activities

1 Completing the table: ( task b.p37)

- Tell ss to write the names of the school s

corresponding to the levels of education

- Remind ss there may be different schools

for one level

- Call on some to read out the names of

school s for each level and check with the

whole class 2 Multiple choice questions

( task c/p37)

- Have ss read the questions and the options

to have an idea what information to pick out

- Play the CD and get ss listen and choose the

answers to the questions

- Call on ss to give answers and check with

the class

- Play the CD again for ss to check

3 T/F statements (handouts)

- -Delive handouts and ask ss to read

through the statements and keep in mind

which information they need to check

- play the CD and have ss listen to the

recording and decide whether each

statement is T or F

- Call on ss to give answers and elicite

explanations for their choice

- Invite class’opinions

- Let ss listen again and check

~ HANDOUTS: Listen and decide T or F

1 She will start high school this fall

2 The girl will be the tenth grader in

the new school year

3 The boy is one grade higher than

the girl

4 High school students ( grades 9-12)

are like university students

5 The boy and the girl are of the

same age

*Discussion

- Tell ss to discuss and share ideas on the

following questions:

+ the age at which the children start school

+ school names and age groups for different

levels : primary education, secondary

education, higher education

- Choose ss to present their groups’ opinions

Suggested answers: SCHOOL

+ primary education: Elementary and Primary school

+ Secondary education : Middle school and High school

+ Higher education: College and University

3 F ( No, he’s also of grade 9 )

4 F (No, it’s the term for these graders that sound like those od university) 5.T

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*Consolidation

- Summarize main points of the listening text

- Prep for the next period- Speaking

* Ss’ answers may vary

• Comment on the lesson

A Aim: Ss are more confident talking about Vietnamese studies

Ss will have a better ideas of the courses in Vietnamese studies

B Knowledge: By the end of the lesson, ss will be able to read for specific information, have better ideas of the education systems in Vietnam and in the world

- Ss are more confident to express themselves in English

C Skill: By the end of the lesson, sis will be able to improve their speaking skills

through asking and giving information ;

Ss are more confident to reproduce the listening text

II Preparation

A Teacher: Student’s book, cassette, tape, handouts, chalk and board, etc.

III Procedure

A.Warm – up: Game: Memory test

- Divide Ss into small groups

- Write these 15 words and phrases on the board.

Math science chemistry uniform 45’tests physical education Exams biology assignments homework teacher history

Geography technology presentation

- Tell ss to study the words for one minute

- Erase them and have sis write down from memory as many words as possible.

- The group with most words and phrases will win the game

- Ask ss what helps them to understand the words easier and better ( Expected : They are concerned with secondary school ) →

In the speaking lesson today, we’ll talk about a different topic, Vietnamese studies

T writes on the board : Unit 3 Education System - Speaking

B New lesson

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Teacher’s activities Students’ activities

1 Multiple choice questions (task a/138)

- Tell ss to read the text about Vietnamese

studies at university – Have ss answer the

Qs – Call on some to give answers and

check with class.

- Tell ss to get advice on what courses to

take, they must say what their purposes or

interests are.

* Activity 1 Task b,p 40-41: Roleplay

- Pair off ss as an international student and

a study adviser

- Tell them to read through the

information given about the language

courses and study programs and related

information.

- Model the example with a student.

- Have the ss pay the role and speak using

the information provided.

- Go around to monitor and give help.

- Call on some pairs to act out their

exchanges, give feeback and comments

*Activity 2 Personalization

- Have ss work in pairs again, tell them to

ask for and give advice on the following:

1 improving speaking skill 2

improving speaking skills

3 business English

- Choose some pairs to act out their

conversations

- Invite class’ opinions and comments

- Divide ss into groups of 4, group A write

their PURPOSES (as foreigners who want

to take English Courses ) and ask group B

for advice on the courses

- Ask some representatives to ask and

answer, others listen and add more ideas, T

goes over with the whole class.

* Language review:

- Tell the ss to review the useful language

used to give advice and information

- I’d like to have an interview of What courses do you think will be best for me?

- I’m interested in Could you recommend relevant programs?

- My study objectives are What do you think ?

- I major in What courses should I take ?

- is perhaps an excellent choice It will give you an outline of

- Sure How/ What about ? They will offer you opportunities to learn about ?

- If I were you, I’d take

- would be best for you.

* Expected answers : A: My name I’d like to learn Which do you think will be best for me ?

B: will be best for you It will help you

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- Students’ answers may vary…

……… -

A Aim: Ss are more confident to write their writing skill of a narrative

B Knowledge: By the end of the lesson, ss will be able to

- Ss will have a better ideas of the courses in Vietnamese studies

Ss are more confident to express themselves in English

C Skill: Writing about personal education path

II Preparation

A Teacher: Student’s book, handouts, chalk and board, etc.

III Procedure

A.Warm – up: Talking about the system based on the diagram

To save time for the parts left, get ss to work in pairs, look at the chart provided on page 42 , one student ask a question and the other answer using the information in the chart (task a/42)

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* Check the correct answers :

- Ask ss to work individually, read 6 questions

provided on page 42-43 carefully and choose

the best ones to complete the blanks

- Compare the answers with a partner before

T give final feedback

* Elicite and introduce an outline of the

writing by asking ss to write answers to these

questions

+ When did they start primary school ?

+ What were the results ?

+ Any prizes or problem?

+ What was your lower secondary school

like ? Did you enjoy the class ?

+ Did you have any problem or difficulties in

your stuies ?

+ What is your impression of your upper

secondary school ?

+ What were the results in grades 10 and 11 ?

What are you going to do after graduating ?

- Ask ss to put ideas in different paragraps

- Give a general outline.

* Write it up

- Have the ss write, develop the paragraphs by

making sentences with details

- Tell them to use a variety of language and

use connectors to make the writing more

coherent

- Move around to monitor and give help where

needed

* Peer correction

- Arrange ss in groups of 4, tell them to

exchange their writings and answers the

following Qs :

+ Does it include primary,secondary education

and some future plans ?

+ What are its strength and weaknesses

- Call on some to read their compositions to

the class

- Invite class opinions and comments

- Give feedback

- Ask ss to rvise and improve their writings as

suggested by their classmates

- Prepare for the next period LANGUAGE

+ Ss’ answers may vary …

- I started school at the age of 6…

General Outline

> Par 1 Primary education When to start – General results – Achievements and/of problems

> Par 2 Lower Secondary School General results –

Achievements and /or problems- Special memories or impression (if any)

> Upper secondary education Where to go – Results of grades 10 and 11- Achivements and/or any problems – Personal experiences

> Par 4 Future plans Short term and long term goals- Study major – Personal resolutions

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PERIOD 23

UNIT 3 SCHOOL EDUCATION SYSTEM

LANGUAGE FOCUS 1

* Objectives : - By the end of the lesson, ss

will be able to : use adverds ending in –edly

- know how and when to use

passive voice

* Skills: - language use, writing

* Teaching aids : Textbook, handouts

* Adverbs ending with-edly

- Ask ss how to form English adverbs ?

1 Forming adverbs (task a/ 44)

- Tell ss to form adverbs from the verbs given

by adding –edly

- Call on some ss to write the newly-formed

adverbs on the board

- Check the answers with class

2 Gap-fill (task b/44-45)

-Tell ss to read and fill in each space with a

suitable adverb to replace the underlined

phrase in the original sentence

- Get ss to compare with a partner

- Call on some to read out their completed

sentences to the class

* Set 2 examples on the board :

I ate two bananas (1)

Two bananas were eaten by me (2)

- Ask ss the differences ? How to form ?

(a) : Basic forms of the passive

-The past participle of a verb is

unchanged; basic tense forms are a tense of

BE

* More formal passive : It is + p.p that

(learned in English 11 )

Some verbs used : thought, alleged,

considered, reported, believed

(b) : Uses of the passive voice

- We use passive mainly in three ways

+ When we don’t know or want to know who

does the action

- The problem will be solved soon

+ When we want to focus on a happening,

not who or what did it.

- A new bridge has been built

+ When we want to avoid’ vague subject’

like one, they, someone

- The form has been signed

The passive is used when more emphasis is

given to the thing affected by the action, and it

is more common in writing and formal speech

+ Ss’ answers may vary

– Most English adverbs are formed by adding the suffix-ly to the Adjectives but some are formed by adding –ly to the past participle of verbs

+ Form : Verb + ed +ly (past participle +ly)

+ Meaning : as is / must be ed

+verb-+ Ss’ answers : (1) : Active (2) : Passive + The Passive voice is formed with the Object + a suitable form

of BE and a past participle Only verbs which take an object (i.e:

transitive verb) can go into Passive.

+ Present simple : is/are + p.p > Present progressive : is/are being +p.p

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We use BY + AGENT (=doer) only when we

need to say who or what is responsible for an

* Objectives : - By the end of the lesson, ss will

be able to : use adverds ending in –edly

- know how and when to use passive

voice

* Skills: - language use, writing

* Teaching aids : - Textbook, handouts

1 Rewrite the sentences using passive voice (p

45-46)

- Ask ss to read sentences provided

- Tell ss to read the sentences rewritten and

add a suitable passive verb form to complete

each sentence

- Have ss to work in pairs and compare with

each other

- Choose some ss to write on the board

- Check the answers with the class.

2 More excercises: Passive os Active ?

Sentence building

- Give out handouts, ask ss to use the notes

given and complete the second sentences.

- Tell ss to decide if the sentences are in the

passive or active

- Have them to compare with a partner

- Call on some to write on the board, invite

class opinions and comments

* Language review:

- Tell ss to review the grammar point by

making sentences about the things around

using the passive

> Past perfect : had been + p.p > Passive voice with Modals: Modals + be + p.p

5 should have been paid

6 have recently been helped

7 is reported

8 had been closely watched

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* Objectives : - By the end of the lesson, ss will

be able to improve micro-reading by scanning

for specific information, know how to apply

for admission to a university in Vietnam and

in the USA

* Skills: - scanning, reading for details,

speaking

* Teaching aids : Textbook, handouts

- To save time for other parts, ask some ss the

question : What will you do after graduation

from High School ? of course, Sss would say

that they want to move forward to Higher

Education ! → Transittion : After High School

is Higher Education Unit 4 will help you to

focus on higher education

UNIT 4 HIGHER EDUCATION

1 Eliciting ideas : have ss write the school or

institutions belonging to higher level

- Note down ss’ ideas in the net on the board.

- Get ss listen and repeat the words

3 Checking vocabulary: Multiple choice

(handouts)

- Deliver the handouts and tell ss to read the

sentences and choose the best answers

- Tell them to compare with a partner

- Call on some to give their answers and check

with class

* Appendix : You are telling your friend some news Use the notes and complete the second sentence using Active or the Passive

1 To Thi/ statude/ destroy You know To Thi statute ? It

2 Mike /change/ his major Did I tell you about mike ?

He

3 The camping trip/ cancel Bad news about the camping trip.

It

4 UFO/ see/ in the field/ last night.

Have you heard about the UFO?

5 My best friend/ win /the lottery/last week Did I tell you about my best friend ? He

6 Minh/ award/ the first prize/ in the writing competition

Good news about Minh

1 It has been destroyed

2 He has changed his major

3 It has been cancelled

4 It was seen on the field last night

5 The lottery was won last week

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* Review vocabulary

- Tell ss to read the text carefully andlearn

new words by heart

- to hand in; to give sth so that it may

* Appendix :

1 Why didn’t you the burgary to the police ?

a tell b admit c notify

2 It may take a few weeks for your appliication to be

a dealt b processed c admitted

3 It seems difficult to who will be admitted

a submit b predict c.certify

4 The new school only 200 students

a allows b is accepted c admits

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5 .to Vietnamese universities depends on examination results

a.admission b.submission c.certification

6 Her behavior is No one knows what he is going to do

a.unpredictable b.admissible c.predictable

7 the document that your birthday is called a birthday certificate

a notifies b certifies c processes

8 He was asked to write a (n) to return to his home country after completing the course

a certification b.affidavit c application

9 We are supposed to the research paper

to the teacher by the end of the month

a process b notify c.submit + Ss’ answers :

* Expected answers : 1: C 2:B 3: B 4:C 5: A 6:A 7: B 8: B 9:C

………

-PERIOD 26 UNIT 4 HIGHER EDUCATION

I Objectives:

A Aim: Ss are more confident to express themselves in English

B Knowledge: By the end of the lesson, ss will be able to improve micro-reading by

scanning for specific information, know how to apply for admission to a university in

Vietnam and in the USA

Ss are more confident to express themselves in English

C Skill: Scanning, reading for details, speaking

II Preparation

A Teacher: Student’s book, handouts, chalk and board, etc.

III Procedure

A.Warm – up:

B.New lesson

1 Read and check whether the statements are

T or F Correct the false sentences (task a/

49-50)

- Ask ss to read the text carefully and decide

the statements are T or F, instruct ss how to

deal with this.

- Have ss work in pairs and compare with a

partner

+ Ss’ answers may vary …

* Feedback : 1: T 2: F 3:F 4:F 5: T 6:

T 7:T 8”F 9: F 10: T

Trang 38

- Choose ss to read the statements and say

their choice

- Tell ss to give explanations and correct those

that are false

2 Finding abbreviation:

- Tell ss to look through the phrases and then

scan the text for their abbreviations

- Have ss work with a partner and compare

answers

- Call on some to read out the abbreviations

they found and check with class

* Discussion :

- Arrange ss to work in small groups of 4.

- Tell them to discuss and share ideas on the

folowing questions :

1 What kind of higher education

institutions would you like to apply to when

you graduate from high school? Why?

2 What do you plan to major ?

3 What kind of job would you like to

do after that ?

4 Select some to present their groups’

opinions to the class

- Invite class opinions and comments

* Consolidation :

- Summarize all the main points in the reading

text - Tell ss to read again at home, learn voca

by heart

END OF THE READING

+ Ss’ answers :

* Feedback : 1: GED 2: SAT 3:ACT 4: TOEFL

- Ss work in groups of 4.

- Discuss the questions

- Express their opinions in class

* Comment and

modification :

Date of preparation : 19/10 Date of teaching: 12C1: 21/10 PERIOD 27 UNIT 4 HIGHER EDUCATION

LISTENING COMPREHENSION

I Objectives:

B Knowledge: By the end of the lesson, ss will be able to improve their skill of listening for details

C Skill: Listening : scanning, listening for details; speaking.

II Preparation

A Teacher: Student’s book, handouts, chalk and board, CD, CD player, etc.

Trang 39

- T list the phrases related to the topic of ON CAMPUS and lead to the topic of the listening text Write on the board : HIGHER EDUCATION - LISTENING

2.Choose the best answers ( task a,b )

- Tell ss they are going to listen to a

conversation between Lam and a foreign

student, Mark and Linda outside the

auditorium

- Get ss read the statements

- Play the CD and have ss listen and check the

information mentioned in the conversation

- Have them work in pairs and compare with a

partner

- Call on some to give answers and check with

the class

- Play the tape again for ss to check

- Get ss listen to the recording and check again

* Discussion: - Arrange ss to work in pairs

- Ask ss to tell about Keiko, Mark or Linda,

using the information in the listening text

- of or from the Orient

- specialization in certain subjects

4 Keiko is now staying in………

A a big hotel B a small hotel

C the dorm D a guest house

* Dialogue 2

5 Where is Linda staying?

A at a friend’s house B at her house

C at a hotel D at a guest house

6 Linda’s major is in ………

A basic Maths B basic History

C basic Chemistry D basic Literature

7 What is Mark’s major?

A engineering B architecture

C fine art D music

8 What will Mark do next weekend?

A go shopping B go fishing

C visit his friends D visit national parks

-PERIOD 28 UNIT 4 HIGHER EDUCATION

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SPEAKING

I Objectives:

B Knowledge: By the end of the lesson, ss will be able to ask for and give advice; become more confident in improving their speaking skill

C Skill: Speaking : asking for and giving advice

II Preparation

A Teacher: Student’s book, chalk and board, etc.

B Students: Read the textbook in advance, check meanings of new words and structures

III Procedure

A.Warm – up: Brainstorming

- Divide ss into big groups, one by one write as many subjects and major branches

specialized in higher education on the board

+ Ss answers may vary …

- E.g : compute science, electrical engineering, acounting, marketing, journalism, forestry, algriculture, biology, history, sociology

- The group with more words within 2 minutes win the game

@ Transition: you’re warm enough to start the new lesson Write on the board

Unit 4 HIGHER EDUCATION - Speaking

B.New lesson

- Elicite and introduce some common

expressions used to ask for and give advice

+ Asking for advice :

+ Giving advice :

2 Talking about plans (task a/51)

- Pairs off ss and tell them to talk about what

they plan to do after graduating from high

school

- Tell them if they have any difficulties

deciding something, ask their parents for

- Choose some pairs to act out their exchanges

- give feedback and comments

3 Giving advice ( task b/ p52)

- Have ss work in small groups and tell them

to share their ideas giving advice about the

situations provided One group one situation

- Choose ss to present the opinion of their

groups to the rest of the class

- invite class opinions and comments

* Writing: Set a situation: Your friend has an

- What should I do ? What do you think I should do ? What do you suggest/ recommend ? What do you think ? What advice would you give ?

- Well, I think you should / If I were you I would

You’d better / It’s best to / It’s necessary to / I suggest that / you really ought to /

- Ss express their opinions in class

- Ss can do this activity at home if time

is not enough

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