giao an 12-hk1-rat day đu

- taking notes on board and asking sts to make sentences with these rules.. - reading aloud the words -reading aloud thewords again - asking sts to practise reading these sentences in te

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Period 1+ 2 REVIEW & TEST

15/8/2010

A.Objectives:

- Help Ss to recall the main knowledge that they have learnt in grade 11 & 12

- Ss will know where they are & have a better method of studying to get good result

B Method: communicative approach

C Teaching aids: Textbook, sub-boards

1.What is the aim of learning English?

2 What are your methods of learning English?

- T asks Ss some qs

& introduces about herself to Ss

- T raises the questions

-Takes turn to introduce to T

III Guide studying & doing tests:

- Content of the book: 16 units is equal to 16 topics

developed on 6 themes.These topics are developed

through language skills such as listening, speaking,

reading & writing

• Themes & topics:

1.You & me: Home life; Cultural diversity

- Asks & elicits the structures & the uses of the main grammar points that

Ss have learnt

- Asks Ss to work

in pairs, in groups

& individually to recall the

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Tan Ky Upper Secondary Shool

2 Education: School education system; Higher

education; Future jobs

3 Community: Economic reforms

4 Nature: Deserts; Endangered species

5 Recreation: Books; Water sports; SEA games

6 People & places: International Organizations;

Women in society

- Structrure of a unit:

A.Reading: in order to practise reading

comprehension skills for Ss: skimming for gist &

scanning for specific ideas

B Speaking: practise oral communication: ask

for information; debate; discuss; interview;

convey; role play; express ideas; express

agreement or disagreement

C Listening: Develop comprehension listening:

intensive listening; extensive listening; listening

for specific information; listening for gist…

D Writing: To help Ss to get familiar to various

forms of writing: writing letters (invitation letter;

request letter…); writing announcement,

reports…

E Language focus: To cosolidate & develop

Ss’abilities like pronunciation, grammar,

vocabulary

- Some focus in studying:

+ Developing communication skill is the final

aim.Language function is the essential means to

form & develop it

+ Students is the subject of the teaching &

learning process

+ Combining all skills in a lesson not only one

+ Pay attention to the process of study not the

final result

- Testing: oral, 15mn, 45 mn & the final test.

( A test consists of 4 skills: - Reading: 25%

- Listening: 25%

- Writing: 25%

- Language focus: 25%

- Prepare textbook, exercise book, notebook,

reference books to study

- Remind Ss -Remember &

prepare enough

Period 3 Unit 1 HOME LIFE

17/8/2010 Lesson A – Reading

A Objectives:

- Students read and guess meaning from context

- Students read and answer questions about the reading (passage comprehension)

B Method: Communicative approach.

C Teaching aids: textbook, visual aids.

D Procedure:

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• Complete the sentence by filling the gaps

with suitable words:

buid the house and _ make it

1.Leading students to the lesson:

*How you understand the sentence above?

*Choose the best answer from a, b, or c:

“Men build the house and women make it home”

a both men and women are good at building

house

b men and women have to live seperately

c men’s responsibility is to work and support the

family and women’s job is to look after the family

so to have a happy family, husbands and wives

should join hands to earn money and to do the

housework

2 Pre-teach vocabulary:

-work as …(v): làm nghề

-work on a night shift (v):làm việc theo ca đêm

-join hands (v): work together

-take the responsibility for (v): chịu trách nhiệm

về…

-give a hand with (v): help with

-be under pressure of …(v): chịu áp lực

-mischievous (adj): tinh nghịch

-obedient (adj): nghe lời, ngoan ngoãn

-well-behaved (adj): có giáo dục

-play trick on somebody (v): chơi khăm, xỏ

2 Task 2: Answer the questions:

1 They are very busy They have to work long

hours and sometimes they have to work at night

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

-asking students to do the exercise in groups

-calling some to give their opinions

-correcting and leading them to the lesson

-asking students to answer the question

-eliciting students by giving them a

-calling some sts to give their answers on board

-correcting

-asking students to read the text carefully and find out the answers

-calling some groups

-working in groups

-answering-listening

-answering the question-do the exercise

-do the exercise orrally

-taking down-repeating in chorus

- reading individually

-taking notes-working in groups-giving their answers on board

-reading the text and doing the exercise in groups

-giving the answers on

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13’

2'

also looks after her younger brother The father

sometimes cooks some special dishes

4 She attempts to win a place at university

5 Because they are a very close-knit family and

supportive of one another They often share their

feelings and whenever problems come up, they

discuss them frankly and find solutions quickly

-asking sts to review the lesson at home

board

-talking about their families.-reviewing the lesson at home

Period : 4

17/8/2010 UNIT 1 : HOME LIFE

Section B: Speaking

Aims: Help students ask and answer about household chores and family life.

Lexical items: Words of household chores

Grammar: Yes – No / Wh _ questions

Teaching aids: pictures & textbook

- to hang dry the clothes

- to repair/ mend things

- to take care of the baby

- to take out the garbage

- ………

* Suggestion: In my family both my father

and mother go to work Almost all members of my

family share the household chores Washing the

dishes and cleaning the house are what I often do

to help my parents We all like watching films on

TV when we have free time at weekends The

person I often share my secrets with is my sister I

always ask my parents for advice before making an

+ take the responsibility for …

- modeling one chorefirst, then asking sts tolist the other choresindividually

- leading sts to the new lesson: ASKING AND ANWERING ABOUT

HOUSEHOLD CHORES AND FAMILY LIFE

- explaining the wordsand giving some examples with

- doing the exercise in chorus

- giving their answers orally

- listening to teacher

- copying down

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- Share (v) : chia sẻ

- Personal (a) : cá nhân, riêng tư

- Original (a) : thuộc nguồn gốc

- Make a decision= decide (v):quyết định

- Work (v) = earn (v) :kiếm tiền

Checking vocabulary

Task 1: Read the following sentences and tick the

ones that apply to you and your family.

r In my family, only my father works

r Members of my family share the household

Task 2: Ask each other with a list of questions to

ask another student to find out whether his / her

family like yours

Ex: Who works in your family?

What’s your responsibility in the family?

…………

• Notes: Questions with “What and Who”.

- What / Who + V sinular + …?

- What / Who + aux.V + S + V + …?

Keys:

- Could you tell me who works in your family?

- By the way who in your family does the

washing up?

- What about your brother? Does he share the

household chores?

- What’s your responsibility in the family?

- What exactly do you have to do?

- How do you share the household chores?

- What interests do your family members share

together?

- What do your family members often do

together in your free time?

- Who do you often share your secrets with?

- Who do you often talk to before making an

important decision?

“share”:

+ share household chores

+ share an interest with…

+ share personal secrets with …

- explaining and giving synomym of

“make a decision”

- asking sts to repeat the list of words in chorus

- calling some sts to read individually

- guiding students to

do the assingments:

+ put a stick+ say these sentences

to friends+ speak to the class

- going around for help

- guiding students to make sentences with

Yes- No / Wh_questions.

- asking sts to repare alist of questions to askanother student to findout whether his / her family life is like yours

- asking students to work in another pairs

- repeating in chorus

- working in pairs

in order to read and and put a tick

- practicing saying as models

- doing the exercise in pairs

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7’

6’

1’

Task 3: Work with different partner with the

same questions in task 2 Note down the answer

in the table.

who works in the family both parents

who does the household chores …………

your friend’s responsibility in the

family

the interest in 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

IV POST SPEAKING:

Task 4: Tell the information you have collected

to the old partner.

Example:

I talk to Tam Both his parents work but only his

mother does the household chores Tam has a

brother and a young sister Only his young sister

helps his mother at home His father, his brother

and Tam like football, but his mother and his

young sister like cooking All the children in the

family talk to the mother more often than to the

father.

IV - HOMEWORK

Practise interviewing about family

- checking their answers and correcting mistakes

- asking students to come back to work with old partners and tell his / her partner the information collected

- listening and collecting errors

- asking sts to do the exercise at home

- working in another pair and taking notes in the table

- working in old pairs

- taking notes

- doing the exercise at home

Period 5 UNIT 1 HOME LIFE

19/8 Section C Listening

A Objectives: students will listen for specific information from the dialogue between Paul and Andrea.

B Method: communicative approach.

C Teaching aids: tape, cassette player, lesson plan, textbook.

in correct order to create words meaning

“sum họp gia đình”

- calling some to give answers

- leading sts to the lesson

- exploring the

- working in groups

- answering on board

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1 What’s happening in the picture? ( The family is

having a big meal)

2 How many people are there? ( 9 people)

3 How are they feeling? ( very happy)

4 On what occasions do people come home to

have a family reunion? ( holiday season)

* Vocabulary:

- flight (n): chuyến bay

- close – knit (adj): gắn bó

- spread – out (v): lan tỏa, tản lạc

_1.Andrea can’t wait for her flight

_2.Paul’s home is 280 kilometer form where

they are now

_3.There are more children in Andrea’s family

than in Paul’s

_4.Paul is excited about coming home

_5.When Andrea’s family get together ,

theyoftem go out for dinner

B Task 2: Note down 2 different things

between Paul’s and Andrea’s family.

1 His family

members aren’t very

close

2 The family often

eat the meals the

mother cooks at home

1 It’s a close – knit family

2 The family often goout to read

IV POST-LISTENING:

1 How many people are there in your family?

2 Do all members of your family live together?

3 Do they often get together on special occasion?

Do you have big meals together?

V HOMEWORK:

Write about your family reunion

picture by asking stsudents these questions

- introducing sts these words on board

- asking them to repeat the list of these words

- going through the sentences in textbook and asking sts to guess whether these sentences are true or false

- playing the tape 3 times and checking sts’ answers

- making sure sts understand the exercise

- playing the tape 3 times and checking their answers

- asking sts to talk about their families

- aswering the questions

- taking notes

- repeating after teacher

- reading them and guessing

- listening to the tape and do the exercise

- listening to the teacher’s

explanation

- listening to the tape and taking notes

- talking about their families

- doing it at home

20/8 Lesson D Writing

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Objectives: students write letters to their friends to talk about their family rules

Methods: Communicative approach

Teaching aids: textbook, lesson plan, visual aids

-do the household chores

-use the family motorbike

-talk on the phone

*Suggestions:

- My parents don’t let me come home late

- My father permit me to use the family

motorbike

- I have to do the household chores

- I am allowed to talk on the phone with

Every family has its own rules Mine has

a few First, I have to prepare meals because

my mother is very busy with her work Next,

I’m allowed to watch TV after I’ve finished

my homework My mother also lets me talk

on the phone with friends They don’t permit

me to come home late except for some special

reasons My parents don’t let me use the

family motorbike Despite the rules, we all

feel comfortable and safe because we know

that our parents want the best things for us

-asking sts to make as many sentences as possible by joining the elements in the table

- calling some students

to read their sentences loudly

- taking notes on board

- leading sts to the lesson:TALK ABOUT THE FAMILY RULES

- reviewing sts these structures

- asking sts to read the examples and choose therules that are suitable to their families

- taking notes on board and asking sts to make sentences with these rules

- calling some to write their sentences on board

- correcting

- reviewing sts form of aletter

- asking sts to ideas and sentences in task 1 to write a letter to his / her friends

- making sentences

in groups

- reading their sentences

- following teacher

- going through the examples and choosing suitable ones

- making sentences

- writing their sentences on board

- reviewing knowledge

- writing their letters

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- correcting some common errors.

- asking sts to review thelesson at home

- correcting their papers

- Taking notes

- reviewing it at home

21/8 Lesson E: Language Focus.

1.Objectives : By the end of the lesson , sts will be able to know how to pronounce the ending sounds “s”

and revise simple past, past progressive and present perfect tenses

2.Materials : textbook, posters , handouts

3 Method: communicative approach.

2 Unlike most men, my mother enjoyed cooking

3 My brother never worked long hours like this before

II.Pronunciation :

batskits speaks dates

bagskidsspeedsdays

Notes :

-s = /s/ : sau các âm /f , k , p , t , 0/

-s = /iz / : sau các âm / z, dz, s, s (dài), ts(dài), ks/

-s = /z/ : sau các âm còn lại

* Practising reading: (page 18)

III.grammar :

a-Presentation :

Ex : -She ( visit ) me yesterday

-He ( play ) football at 5 pm Yesterday

-Mary( live) in this house for ten years Key :

visited / was playing / has lived

*Simple past :

-Form :

- asking sts to finderrors in these sentences

- remarking and leading them to the lesson

-using the examples and eliciting the rules

of pronouncing the ending sound

“s’

- reading aloud the words -reading aloud thewords again

- asking sts to practise reading these sentences in textbook

- giving examples

to elicit the formsand uses of, simple past , past progressive , and present perfect tenses

- doing the exercise orally

- practicing thewords in the sentences

- practising reading

S+ V2/ed

S + didn’t + VoDid + S + Vo?

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19ms

-Use :

+Diễn tả hành động xảy ra trong quá khứ có thời gian xác

định , thường dùng với các trạng từ yesterday, …ago , last

+ Diễn tả hành động xảy ra tại một thời điểm cụ thể

trong quá khứ , thường dùng với các trạng từ :at that time

= at that moment , at + giờ + mốc tg trong QK

Ex :

+ Đối với hai hành động xảy ra đồng thời trong quá

khú được nối với nhau bằng “when / while “thì hành động

đang xãy ra ( kéo dài hơn ) dùng thì quá khú đơn , hành

động xảy ra chen vào ( hành động ngắn ) dùng thì quá khú

đơn

Ex :

-Form :

S + have / has (not ) + V3/ed

Have / has + S + V3/ed ?

-Use :

+Diễn tả hành động vừa mới xảy ra hoặc xảy ra rồi trong

quá khứ, thời gian không xác định rõ ràng , thường dùng

với các trạng từ : just , recently =lately , already , ever ,

never

Ex :

+Diễn tả hành động đựơc lặp đi lặp lại nhiều lần trong quá

khứ , thuờng dùng trạng từ: twice , … times

Ex :

+Diễn tả hành động bắt đầu từ trong quá khứ kéo dài đến

hiện tại , thường dùng với các trạng từ : so far = until now

= up to now , not ….yet , for + khỏang thgian , since +

mốc thời gian

Ex :

IV.Practice :

Exercise 1 : (on page 18 ).

Key : 1-Have you seen 2- Did you enjoy 3-has

- asking sts to check their

- taking notes

- doing the exercise individually

- checking their answers

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2-While he was reading books , his children watched

books in their rooms

* Aim: 1 Guessing meaning in context

2 Reading comprehension about love and marriage

* Grammar and structure: simple present

* Teaching aids: pictures

* Method: Communicative approach

* Procedure

3’

10’

I/ Warm up: Jumbled sentence

Make a meaningful sentence by putting the words

given in the circle in the right orders

* Key:

Love is supposed to follow marriage not precede it

+ Does love come before marriage?

• Yes / No + Do you agree with this opinion?

+ Do you think that there are places in which people

still think that this opinion is true?

+ Where do you live, in Western countries or Asian

countries?

II/ Before you read:

* There are still some more opinions about love and

marriage Read them and decide :

- Asking sts to work in groups

- Asking sts to answer about love and marriage

- asking sts to

- working in groups

- Working in groups

- discussing

is supposed love

to marriage follow

it not precede

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2/ Wives and husbands share all thoughts (Americans)

3/ It is unwise for husbands to confide in their wives

- contractual (a): thỏa thuận

- confide (v): tin tưởng, giao phó

3- tell someone about something very private or secret

4- willingly stop having something you want

5- having a duty to do something

Task2: Read and answer

* Lucky number 1,4,7

2: They are … on love

3: The young Americans … a husband

5: The Indian … a man

6: The American … he has to

8: The main … counterparts

IV/ After you Read: discussion

* Topic: Your own opinion about the four key values.

* Suggestions: In my opinion, a man and a woman should

love and know each other well before deciding to get

married Beauty after marriage is good but it isn’t so

important that wives have to spend too much time and

money maintaining it Husbands and wives should be

discuss in groups

- calling to give their answers

- following the steps for the presenting of vocabulary

- asking sts to repeat the list of these words in chorus

- calling some to read individually

- asking sts to read

in silence and doing the exercise

- asking sts to work in groups

- going through these questions

- asking sts to read the text carefully and find out the answers

- calling some groups to give theiranswers on board

- remarking

- calling 1 or 2 sts

to give their opinions

- asking sts to read the text again and take note: physical attractiveness,

- giving their opinions

- copying down

- reading in silence and doing the exercise

- working in groups

- following the teacher

- reading the text and doing the exercise in groups

- giving the answers on board

- giving their opinions

- Reading the text again and answering the questions

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equal in family life They should share thoughts and trust

each other

V/ Home work:

- Read again at home

- Prepare the next part of the lesson

confiding, partnership of equals and trust built on love

Period: 9

24/8 Unit 2 : CULTURAL DIVERSITY

Section B : Speaking

* Aim: Talking about differences among cultures

* Lexical items: words of cultural diversity

* Gram / Struc: I think / feel / believe … / I don’t agree

* Teaching aids: pictures

* Method: Communicative approach

I/ Warm-up: Questions about homelife.

1 How many people are there in your family?

2 Who are they?

3 Do your grand parents live in your family?

4 So how many generations live in your home?

5 Is it good?

* Lesson: Talking about the differences between

Vietnamese and American cultures

II/ Before speaking:

III/ While speaking:

* Task 1: Express your point of view upon the

sentences given in task 1

You Your friend

I think/feel/believe I don’t agree …

In my opinion … It‘s not true …

For me … That‘s wrong …

* Model:

- A: I think it’s a good idea to have 3 or 4 generations

living under 1 roof They can help each other a lot.

+B: That’s not true In some countries, many old-aged

parents like to live in a nursing home They want to lead

- asking sts to talk about their families

by giving them some questions

- calling some to answer these questions orally

- leading them to the lesson

- following the steps for presenting

of vocabulary

- asking sts to repeat these words

in chorus

- going through sentences in task 1, asking sts to pay attention to pronunciation and stressed syllables

- analysing the

- answering questions

- following theteacher’s guide

- listening to the teacher andtaking notes

- following teacher

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* Task 2: Discuss and find out the corresponding

features of Vietnamese culture.

In American In Vietnamese

- Use special expressions:

Do you know that …?

It is said that …

It is said in newspaper/ on TV/ radio that …

* Model:

- A: Hi Tam It is said that in American two generations

(parents and children) live in a home Is that the same in

Viet Nam?

+B: Not completely because we still find three or four

generations living together in the same home especially

in the country or places in the big cities where

accommodation is very difficult to find

- In Vietnamese, old- aged parents live with their

children and grandchildren

They want to be near their children so that they can

give them some help and be taken care of by their own

children when they are sick

- It‘s Ok to ask about age, marriage and income It‘s just

a way to show concerns

- When visiting some one‘s house , Vietnamese greet

older people first and then the younger ones later

- Vietnamese people tend to buy groceries everyday

because there are always markets near the place where

they live

IV/ Post:

* Task 3: Talk about the differences and the

similarities between Vietnamese and American

culture using the features discussed in task 2.

Ex: There are differences and similarities between

Vietnamese and American cultures

In America, two generations (parents and children) live

in a home In Vietnam, two, three or even four

generations live under one roof

V/ Home work:

Practice interviewing at home

example in texbookcarefully

- asking sts to create the same dialogues and practise them in pairs

- going around for help and collect some common errors

- remarking

- going through the sentences in

textbook to make sure that sts understand them

- choosing a student

to make adialogue

as a model

- asking sts to makethe same dialogues and find out the corresponding features of Vietnamese culture

- asking sts to work

in groups

- calling some sts totalk about this topic

in front of class

- remarking

- asking sts to review the exercise

at home

- practising theexercise in pairs

- following teacher

- working in pairs

Trang 15

- Aims: Filling missing information

Comprehension Questions

- Lexical items: Words related to wedding ceremony

- Teaching aids: Picture, textbook

- Method: Communicative approach

- tray (n) : khay, mâm

-Master of the ceremony (MC)

-altar (n) : bàn thờ

-pray (v) :cầu nguyện

-ancestor : ông bà, tổ tiên

-banquet (n) :big party

-blessing (n): happiness

-schedule (v): arange

B /

Discuss the questions :

1/Have you ever attended a wedding ceremony?

2/What do the bride and the groom usually do at the

wedding ceremony?

II / WHILE – LISTENING:

*Task 1: (P.24) Listen to the passage with fill in the

missing information key :

1 / groom’s parents

2/ red papers

3 / altar

4 / at the wedding banquet

5 / wedding cards money gifts

*Task 2 :(P.24,25) Listening again and answer the

questions:

1 / What is the most important thing the groom’s family

has to do on the w.day?

-It is that the groom’s family has to go and bring wedding

gift to the bride ‘s house

2 / What would the groom with the bride do during the

- asking sts to repeat the list of these words

- asking sts to work

in pairs

.-Asking Ss to work in pairs

-Letting Ss read the.sentences before listening

-Playing the tape

-Correcting mistakes (if any)

-Letting Ss read thequestions before listening to the tape

-Listening

- Play the game

(Books closed)

-Observing.-Copying

-Working in pairs

-Doing as required

-Giving answer

-Reading the sentences in thetask 1

-Listening carefully,takingnotes

-Giving feedback

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10’

1’

4 / where is the wed banquet held?

-It is held at the groom ‘s house or at a

restaurant

5 / What do the groom, the bride, with their parents do at

the wed banquet?

-They stop by each table to say thank you the guest

III / POST-LISTENING: (working in groups)

Dicuss the questions: What do families often do to prepare

for a wed ceremony?

(Suggestions: -Clean the house decorate house, altar,

( Collect money), book tables at the restaurant or rent a

cook to prepare banquet Send wed cards to the guests,

relatives, friends, neighbors, )

HOMEWORK:

-Look over the tasks (1,2)

-Prepare for the section D-writing

-Playing the tape once more

-Helping Ss (If necessary)-Correcting mistakes-Asking Ss to practice speaking

in pairs( the task 2)

-Eliciting

-Giving comments

- asking sts to do asreqired

-Copying -Doing orally(-One asks, another answers)

-Discussing in groups

- asking each group to show their own ideas

- reviewing the lesson at home

Lexical items: words related to the writing

Teaching aids: textbook, conical leaf hat

Method: Communicative approach

-Asks Ss some questions:

1 Where in Vietnam do people often wear leaf

hat?

2 Who wear it?

3 What form is it?

leads to the new lesson → Describing the conical

+ strap (n): d©y(da, lôa, v¶i)

Reads once time and then asks Ss to repeat again

- Ask Ss to copy it down into their notebooks

TASK 1

- T can ask Ss to close the book and answer some

Look at the boardLook at the pictures and answer:

P1:A line/a slopeP2:A conical formP3: A triangleP4: A leaf hat

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questions

1 Have you ever worn a conical leaf hat?

2 Have you ever seen a conical leaf hat?

3 If yes, what does it look like?

- Now T asks Ss to open the book on page 25,

look at Task 1

T explains Task 1:

You are going to write about the conical leaf hat

or “nón lá”, a symbol of Vietnamese culture Look

at the picture below, write Vietnamese

equivalents for the English words

- T suggests useful expressions

Useful expression

To be made from: đợc làm bằng

- T gives some suggested questions

1 What is a symbol of Vietnamese girls and

women?

2 What is considered as a part of the spirit of

Vietnamese nation?

3 What is it made from?

4 What does it look like?

5 What is the diameter?

6 How high is it?

6 How many ribs are shaped into a conical form?

7 What is it used for?

III.While-writing

following questions:

1 How many parts are there in your writing?

2 What are they?

3 What do you include in the main body?

-Ask Ss to write a passage of about 150 words

about the conical leaf hat of Vietnam, using the

out line and information below

-ask Ss to work individually

- T goes round the class to help Ss if necessary

-After that, asks Ss to exchange their writing

- Ss look at the picture on page 25, work inpairs and finish Task 1

- Ss answer the question

1 The conical leaf hat is a symbol of Vietnamese girls and women.

2 It is also considered as a part of the spirit of Vietnamese nation.

3 It’s made from a special kind of bamboo and young soft palm leaves.

4 It has a conical form.

5 The diameter is about 45 or 50 centimeters and it is about 25 or 30 centimeters high.

6 Either 16 or 18 ribs are shaped into a conical form which is then covered with palm leaves The leaves are sewn into rims.

Finally the hat is trimmed and painted with a coat of attar oil.

7 The conical leaf hat is used to protect people from the sun and the rain.

- Wearing this conical leaf hat in summer sunny days, girls look more charming.

- The hat also helps to protect their complexion and give them a cool feeling in such hot weather.

1 Three

2 Introduction – main body – conclusion

3 Materials – shape and size – process

Trang 18

5’

IV Post - Writing

- Feedback to students’ writing

- Collects some of Ss’ works to give feedback

-Should draw Ss’ attentions to the organization of

description and the language use, especially the

45 or 50 centimeters in diameter and about

25 or 30 centimeters high The conicalform is then covered with palm leaveswhich are sewn into all ribs Finally, thehat is trimmed and painted with a coat ofattar oil

The conical leaf hat is used like anumbrella to protect people from the sunand the rain Beneath the broad rims of theleaf hat, the girls and women look morepretty and attractive Unfortunately theyare now only used by pedestrians or thosewho ride bicycles

Period 12

29/8

UNIT 2: CULTURAL DIVERSITYSECTION E – LANGUAGE FOCUS AIMS: After the lesson Students should be able

- to pronounce more exactly the –ED endings

- to use the right tenses of the verbs to do the exercises

TEACHING AIDS: cassette/ CD player, posters, textbook, exercise book

METHOD: Comunicative approach

PROCEDURE:

3’

10’

Warm-up: Game: Who is the best at English

- Put the verbs in brackets in the sentences into the

correct tenses and then try to speak out them as exactly

as possible

1 The police (arrest) …… an old man-beggar in front

of the hotel yesterday

2 I recently (miss) …… a number of interesting

films

3 – (You, receive) ………his package yet?

- No, I ……… yet

-> introduce the new lesson:

A The pronunciation of –ED endings:

I Stage 1

- Giving instruction

- letting Ss work in groups to play the game

- Starting the game

- Finding the winner

- Listening to the teacher

- Looking at the sentences

- working in groups

Trang 19

+ Questions from the sentences above:

1 How to pronounce these sounds in the sentences?

2 In which cases -ed ending is pronounced as /t/

/id/, /d/?

* The rules of pronouncing –ED endings:

-ed =/id/ sau âm / t, d/

-ed =/t/ sau âm /s, ks, ts(dài), s (dài), p, k, f /

-ed = /d/ cho những trường hợp còn lại.

II Stage 2: Practice

- Reading the words (p.26)

- Reading the sentences (p.27)

III Stage 3: More exercise (see next page)

+ The present perfect

+ The present perfect continuous

+ The past simple

+ The present progressive and Be going to

+ The simple future

II Practice:

1 Exercise 1 (p.27) Complete the following

Conversations with the correct form of the verbs in the

…I haven’t drunk…

I drank…

1.3 Susan has written…

Did she write…?

… She wrote…

1.3 You have been cooking …

…I cooked …

…I have cooked …

2.Exercise 2 (p.28) Circle the letter A,B,C, or D to

complete the passage.

Keys:

2.1 - C (has been living)

2.2 - A (has been photographing)

- Asking Ss about the rules

- explaining the rules

- Playing the tape

- Letting Ss listen

to the tape

- asking Ss to practise among themselves

- Asking some Ss toread aloud

- Letting Ss review the uses of tenses

- Reminding Ss the forms & the uses oftenses (if

necessary)

- ( Teacher may give handouts on the tenses & remind

Ss the uses of the tenses if it’s not enough time)

- Letting Ss work inpairs to do

exercise.1

- Corrects mistakes (if any)

- Asking Ss to practise speaking each conversation ( close pairs, open pairs)

- Listening

- Discussing &saying the rules

- Listening to the tape

- Repeating after the tape

- Practising

- Doing as required

- Saying the uses of tenses

- Working in pairs

- Copying down

- Practising theconversation inpairs

- Copying

Trang 20

3 Exercise 3 (p 29) Complete the letter with the

correct forms of the verbs in brackets

III.Production:

Role- play

HOMEWORK:

- Do the exer 1, 2, 3 p 14, 15 (Exer Book)

- Get ready for the unit 3

- Letting Ss work inpairs to discuss how

to choose the right form of the verbs inthe exer.2

- Correcting mistakes (if any)

- (if enough the time)

- Asking Ss to work

in pairs to discuss how to play roles

on the conversations that the teacher has given

- Giving comments

- Givinhomework20

- Working in pairs

- (Ss do the exer.3 at home)

- Working in pairs to play roles

- Some pairs speak out

- Taking notes

Period 13 UNIT 3: WAYS OF SOCIALISING

1/9 Section A Reading

- AIM: Ss can guess meaning from context,

summarize main idea

- AIDS: 1 Teacher: cards, pictures,textbook

+ Before you read (page 30)

1 What are the people in the picture doing?

2 Can you guess what they say to each other?

3 What will you do / say if:

+ you want to get your teacher’s attention in class?

+ you need to ask someone a question, but they are

busy talking to someone else?

by asking sts these questions

- remarking and leading sts to the lesson

- using steps of teaching vocabulary

- asking sts to repeat the list of

- listening to teacher and taking notes

- repeating

Trang 21

- Decent ( adj) : polite

- Appropriate: ( adj) ( translation)

- Kidding(n) ( situation)

- Signal (n): ( example)

- Marvellous: ( adj): wonderful

+ Checking: Slap the board

III WHILE –READING:

* Task 1: (p 32) give the Vietnamese equivalents to the

following words and phrases:

1.Verbal: bằng lời, hữu ngôn

2 Non- verbal: không bằng lời,phi ngôn

3 Attract someone’s attention: thu hút sự chú ý của

* Task 2: (p 32) Decide which of the three options

below is the best title for the passage.

Key: A

* Task 3 (p 32): answer questions.

1 We can use either verbal or non- verbal

communication

2 Because they are strong actions that can easily be

seen

3 We can wait until he passes near us, catch his eye,

nod slightly to let him know we would like him to come

to our table Or we may raise our hand slightly to show

that we need assistance

4 You can use a small friendly wave to attract his or

her attention

5 Because it’s considered rude

* Checking: Lucky number

IV POST – READING:

Work in groups to tell what we should do or shouldn’t

do to get attention of someone.

V HOMEWORK:

Reading Part A1 workbook

these words in chorus

- asking sts to read the pasage and find out the answers

- calling some to give their answers

on board and orally

- remarking

- going through the three options and asking sts to make adecision

- calling some to answer orally

- asking sts to reread the passage and answer these questions in groups

- calling some to give their answers

at home

after teacher

- working in groups

- answering onboard and orally

- listening to teacher and making decision

- giving their answer orally

- Working in groups

- discussing the topic in groups

Trang 22

2 Teaching aids: textbook, lesson plan, tape, cassette player.

3 Method: Communicative approach

Put the words below into the right columns

Nice, terrible, great, lovely, dirty, decent, worse, better,

wonderful, modern, out of date, fashionable.

* Positive meaning * Negative meaning

II Pre-speaking:

1 Task1: Practise reading the dialogue.

- Phil: You really have a beautiful blouse, Barbara, I’ve

never seen such a perfect thing on you

+ Barbara: Thank you, Phil That’s a nice compliment.

- Peter: Your hairstyle is terrific, Cindy.

+ Cindy: Thanks, Peter I think I’ve finally found a

style thatlooks decent and is easy to handle

- Tom: I thought your tennis game was a lot better

today, Tony

+ Tony: You’ve got to be kidding! I thought it was

terrible

• Some common ways of compliments and responses:

-What a/an………… you have/ have got!

-How + adj/adv……… !

-You really have………

-Your ……… is/are…………

* responses

- I’m glad you like it

- Thank you I think/ thought………

- Thank you That’s a nice compliment

- You must

have got to be kidding

III While – speaking:

2 Task2: Practise giving compliments to suit the

response Use the cues below.

Suggested answers:

- What a nice dress you have got! I really like it

- Your motorbike looks really wonderful

- I thought your badminton playing was great It has

- Thank you, Peter That’s a nice compliment

You must be kidding I think it is acceptable

4 Task4: Making dialogues to practise giving and

responding to compliments.

Expected answers:

• A nice pair of glasses:

A: Your pair of glasses are really nice I really like

- Giving the poster

- Calling sts to put words in columns

- Giving feedback and eliciting sts to give meaning of words

- Reading the dialogue in model, asking sts to practice it

- Indicating some pairs to read the dialogues

Eliciting sts to pointout some ways of making complimentand response

- Presenting some common

compliments and responses

- Asking for pairworks

- Eliciting sts to do the exercise

- Giving feedback

- Doing the task in groups

- Practising reading the dialogues

- Pointing out the ways of giving compliments and responses

- Taking notes

- Working in pairs

- Reading/ presenting the results

- Working in pairs

- Presenting

Trang 23

1’

them

B: Really, Peter I just bought it yesterday

• A new and expensive watch:

A: You really have a new and expensive watch, ………

How did you get it?

B: Thank you, ……… My father bought it for me on

my birthday

• A new cell phone:

A: Your new cell phone looks great I have never seen

such a nice one before

B: Thanks I finally found a suitable one for me

IV Post speaking

Work with your friends: Make compliments and

responses about something or performances of your

- Evaluating and giving feedback

- Asking sts to work in pairs, then exchange with the others

- Evaluating sts’s answers

- Giving cues, asking sts to practice giving compliments and responses

the answers

- Practicing reading the dialogue in pairs

- Working with friends, practicing speaking, using the givencues

- doing the exercise at home

Period 15

(3/9) UNIT 3 : WAYS OF SOCIALISING

PART C: LISTENING

- AIM: Listening & deciding T- F- Gap fill

- OBJECTIVE: Ss will be able to know the specific information on how to use the telephone in their

- Following the steps of teaching Vocab

- playing the tape

ging these words

Trang 24

Before you listen p 34

Listen & repeat

III WHILE LISTENING:

Task 1: (p 35) Listen to Linda’s talk and decide whether

the statements are True or False.

Noughts & crosses

IV POST- LISTENING:

* Topic: What should we do when using telephone at

home?

Suggested ideas:

- Length of time for each call

- Time for calling

- Calling late at night

- Calling at weekend

V HOMEWORK:

Rewrite the summary

and asking sts to listen to these words

- asking sts to repeat in chorus

- going through these sentences to make sure that theyall understand them

- playing the tape twice and asking sts to do the exercise

- calling some to give their answers orally

- Running through the talk

- Giving feedback

- Getting Ss to listen again

- Correcting Ss’

answers

- Giving assignment

- listening to the tape

- following teacher

- Listening to the text twice and doing the exercise

- giving their answers

ng to the text twice

- giving answers

- Working in groups

- doing the exercise

at home

Period: 16(4/9) UNIT 3 : WAYS OF SOCIALISING

PART C: WRITING

I / Objective: By the end of the lesson , Sts can use the words to build complete sentences in Task 1, put

the jumbled sentences in their correct order and then rearrange them to write the complete paragraphs in Task 2

II / Teaching aids: textbook, posters

III Method: Communicative approach

IV / Procedures:

4 being rude and

- giving the table

on the board and asking sts to match them in correct orders

- checking mistakes

- working in groups

- listening andtaking notes

Trang 25

* Task1 : Use the words to make sentences Change the

form of the verb.( No addition or omission is required)

Key:

1.There are many ways to tell someone goodbye, and most

of them depend on the situation at hand

2.However, there is one rule that all situations observe:

We seldom say goodbye abruptly

3.In English it is necessary to prepare a person for

departure

4.We lead into the farewell by saying something pleasant

and thoughtful like “I’ve really enjoyed talking to you”

5.We might also say something relating to the time

like“Gosh, I can’t believe how late it is ! I really must be

going!”

* Task 2: Put the sentences of the two paragraphs below

in their right order Write the re-ordered paragraphs in

the space provided.

Paragraph 1

Key:

1.It is difficult to write rules that tell exactly when you

should apologize, but it is not difficult to learn how

2.If we have done something to hurt someone’s feeling,

we apologize

3.An apology indicates that we realize we’ve made a

mistake , and we’re sorry for it

4.It’s a way of expressing our regret or sorrow for

something

5.When we apologize, we admit our wrongdoing or

discourtesy, usually a reason for it, and express regret

Paragraphs 2

Key:

1.The simplest way to apologize is to say “I’m sorry.”

2.Let’s take a common situation Tom is late for class and

enters the classroom

- following the steps for presenting vocab

- calling some sts and checking them

- introducing the aims of tasks in writing lesson

- asking sts to discuss how to use suggested words in sentences

- going around the class to help sts if necessary

- asking sts to showtheir key

- remarking

- dividing sts into groups to discuss and finish Task 2

in the textbook

- calling some groups to give their answer key

- giving correct orders to check with posters

- listening andtaking notes

- working in groups

- giving their answers on board

- working in groups

Trang 26

4’

1’

3.What does he do? The most polite action is usually to

make a seat as quietly as possible and apologize later

4.But if the teacher stops and waits for him to say

something, he could apologize simply “I’m sorry I’m

late”, ask permission to take his seat and sit down

5.Naturally, more than this is needed, but it is not the time

for it because it has already caused some interruption and

doesn’t need tomake it any longer

3.Post-writing

Sts’ re-ordered paragrahps in their notebooks

HOMEWORK

Prepare the next part “ LANGUAGE FOCUS”

- writing the correctparagraphs into their notebooks

- asking sts to prepare the lesson

at home

- preparing the lesson at home

Period 17 UNIT 3 WAYS OF SOCIALISING

5/9 SECTION E: LANGUAGE FOCUS

Aim: By the end of the lesson, students will be able to:

-Put the right stress on the two-syllable words

-Report the speech

Aids: handouts, textbooks …

Method: Communicative approach

First syllable Second syllable

I/ Stress in two-syllable words:

*PRESENT

Principles for putting stress on two-syllable words: Stress

may fall on the first or second syllable

-For verbs, adjectives, adverbs or even prepositions that

consist of long vowel or dipthong (except /əu/) in the

second syllable, stress falls on the second syllable

Ex: arrive, attract, correct, perfect, alone, inside…

-But, if the second syllable consists of short vowel or

dipthong /əu/ or ending with a consonant, stress falls on

the first syllable

Ex: open, borrow, lovely, sorry, rather

-For nouns consisting of short vowel in the second

syllable, stress is put on the first syllable

Ex: money, product, larynx…

-But, nouns consisting of long vowel or dipthong in the

second syllable, stress is put on the second syllable

Ex: balloon, design, estate…

* Some special cases

Abstract, conduct, contract, contrast, desert, escort, export,

- Listing out a set

of words and asking sts to put these words in correct column

- Leading sts to thenew lesson

- Reading out the first principle and checking

- Looking at and doing the given task

- Listening andcopying down

Trang 27

10’

1’

import, insult, object, perfect, permit, present, produce,

protest, rebel, record, subject

-For verbs, stress is put on the second syllable

-For nouns or adjs, stress is put on the first

*PRACTISE :

1.Linda Cupple is a social worker in my village

2.Shakespeare was a famous English writer

3.David Warren is Linda’s teacher’s doctor

4.Janet is having a number of problems

5.Michael is sailing across the river

6 Jenny is waiting for Michael to return

2.he worked for a big company

3.he was their marketing manager

4.the company had opened an office in HCMC

5.it had been very successful

6.he had been chosen to run an office in dictrict 5

7 how long I had been studying E

8 he didn’t have much time to enjoy himself

9 I would come and visit him in HCMC

10.he would be successful in HCMC

Exercise 2:

2.was upset

3.was not interested

4.had promised to go to the cinema

5.had not turned up

6.did not want to see you

7.did not believe you had done

8.would talk to you later

9 had to be going then otherwise she would be late for

-Learn the principles to stress and steps to report speech

-Prepare the next part

- Reading out the special cases and asking ss to copy

- Asking ss to look

at the textbook as well as to listen andrepeat

- Asking ss to makeout sentences (with the given words)

- Delivering handouts to ss and asking them to have

a quick look at the handouts

- Asking ss to work individually-in pairs-groups

- Giving comment

- Listening andcopy then check

- Listening andrepeating

- Reading out

- Looking at the handouts

- Working individually-inpairs-groups

- Working in pairs-groups

- Listening

- working in groups

- preparing new lesson at home

Trang 28

Period 18(6/9) TEST YOURSELF A

- Objective: sts check their old knowledge from unit 1 to unit 3.

- Method: Communicative approach.

- Teaching aids: textbook

1 We can communicate not only through words but also

through body language

2 Posture, facial expressions, and gestures are mentioned

3 If your posture is slumped and your head is down, this

could mean that you are sad or lack confidence

4 A person who doesn’t look away is expressing a

challenge A person who doesn’t look at you is expressing

lack of interest or is shy

5 Because that person might be angry at your or feel

B Finish each of the following sentences

1 Lan asked John what he had done before working for

that company

2 Bill promised to come to see me the next Sunday

3 Tom apologized for not ringing me earlier

4 Miss White thanked Peter for giving her the present

IV Writing: Write a letter to a friend, telling him/her

about your family.

- Number of family members: there are … members in

- playing the tapes twice and asking sts

to do the exercise inpairs

- calling some to give their answers orally

- remarking

- giving sts suitable time to read the passage and answerthe questions in groups

- going around to give help

- calling some groups to give their answers on board

- remarking

- asking sts to the exercise in groups

- going around for giving help

- calling some to give their ansers on board

- remarking

- listening to the tape and taking notes

in pairs

- listening and taking notes

- reading the passage and doing the exercise in groups

- working in groups

Trang 29

+ My brother ……

…

- How they behave: We behave each other very well My

parents love their children and always take care of

- Your attitude towards your family: I love my family

very much because …

V Homework:

Prepare for reading section A (unit 4)

- helping sts to understand the topic

- explaining the outline carefully and giving sts some structures

- giving sts suitabletime to write their letters

- going around to give help

- correcting some common errors

- giving sts an assigment

- working individually

- preparing for new lesson

Period 19 ONE PERIOD TEST (No1)

I.Choose the word that has the underlined part pronounced differently from the others:

II Choose the word that has the main stress on the different pattern from the others:

III.Put the verbs into the correct tenses:

1 He (work)……….…… for an import-export company Last year he (he)………… to London for a course Now he (travel) ……… around Asia

2 I (watch) …………TV when he came He (tell)…… me he (see) ……….a ghost in his house

3 It wasn’t surprising that she (start) ………….getting toothache.She (not go) ……… to the dentist for two years

4 How long………… you (learn) ………….… English?

5 London (change)……… a lot since we first (come)……… to live here

Trang 30

6 After he (finish)……… breakfast he (sit)………… down to write some letters

7 Halfway to shool I (turn)………… round and (go) ………back home, because he (forget)

……… to lock the door

8 Dear Mary,

I am sorry that I (not write)……… to you for a long time I (be)……… busy working for my graduation exam Fortunately it is all finished The exam (take) ………… place last week and I (find)……… the papers very easy……you and your brother still (play)……….tennis in the afternoon?

IV Rewrite the given sentence so that it has the same meaning as the first one

1 His parents always refused to let him bring friends home

-> They never allow………

2 They told me that it is rude to point at the other while talking

-> They reminded me not………

3 They don’t permit me to watch TV until I have finished all my homework

Before the 19th century, families usually arranged marriages for their children Young people did not decide who they wanted to marry After they got married, they usually had a lot of children

By the 19th century, most young people could choose the person they wanted to marry A marriage joined two people not two families Two people could get married because they loved each other, not just becausetheir families wanted them to marry

At the same time, parents began to realize that they had to take very good care of their children They had

to take care of their health & try to give them an education Before this, most people did not to go to school.The family members all work together at home.Later, People realized that education was necessary for a good life

Many parents decided that they should have fewer children so they could give each one a good life.They thought it was important for a mother to spend as much time as possible with her chilren After 1800 more father worked outside the home for money Mother stayed at home & had greater control of the children & the home than the father had Most homes did not produce anything Home was a safe, warm place for the father after work & for the mother & the children all day The other relatives were still important, but they were separated more than before

1 Who decided the marriage before the 19th century?

……….2.After 1800, why did two people get married?

………

3 When did parents reliazed that they had to take very good care of their children?

4 What did the parents do after 1800?

Trang 31

III Put the verbs into the correct tenses:

1 works/ went/ is travelling

2.was watching/ told/ had seen

3 started/ had not been/gone

4 have you been learning

5 has changed/ came

6 had finished/ sat

7 turned/ went/ had forgotten

8 haven’t written/have been/ found/ Do-play

IV Rewrite the given sentence so that it has the same meaning as the first one

1 They never allow him to bring friends home

2 They reminded me not to point at the other while talking

3 I am not allowed to watch TV until I have finished all my homework

4 Nam told Mai that he loved her very much

5 She said they were going to get married the next month

V.Read the passage and answer the questions below

5 Home was a safe, warm place for the father after work & for the mother & the children all day

VI What should you do to attract someone’s attention in the following situations:

6 Inclass:raise the hands

7 At a party: wave slightly

8 In a restaurant: wave slightly, nod slightly

9 At the airport: wave as hard as you can, jump up & down

10 At home: call names

ĐỀ 2: (30x1=30) + (5x2-READING)=40:4=10đ

Trang 32

Period 21 Unit 4 SCHOOL EDUCATION SYSTEM

12/9 Section A: Reading

I/ Objectives: By the end of the lesson, Ss will be able to:

- know about school education system in England

- talk about their problems in their studying

II/ Teaching aids: lesson plan, textbook,

III/ Method: Communicative approach.

II/ Pre- reading:

+ Vocabulary:

- academic year (n): năm học

- parallel (adj): song song

- be made up of (v) = consist of (v): bao gồm

*Checking vocabulary: ROR

+ T/F statement prediction:

1 Children start Grade 1 when they are 6 years old

2 Schooling is compulsory from the age of 6 to 16

3 The school year generally begins in September

- asking ss to close books

- giving instructions

- dividing class into 2 groups

- asking ss to guess the word

- choosing the winner

 leading sts to the lesson

- following the steps for presenting vocabulary

- asking sts to repeat the list of new words

-asking ss to read task1

- listening

to teacher

- working ingroups

- guessing the word

- listening

to teacher and taking notes

- rememder and checking

- reading the statements

Trang 33

10’

and ends in late May

4 The students do not have any examinations when

they finish secondary school

5 A school year consists of two terms

• Keys:

III/ While reading :

Task1 Find words or phrases in the reading

passage which have the following meaning:

1 Schools in which all children can attend without

paying tuition fees

2 A stage of study for children aged from 5 to 10

3 A stage of study for children aged from 11 to 16

4 Put into force by law

5 The examinations children sit at the end of

compulsory education

6 A detailed plan for a course of study offered in a

school for college

Task2 Answer the questions

1 When do children in England start their

compulsory education at school?

2 How many terms are there in a school year in

England?

3 What are the two school systems in England?

4 Do children have to pay fees if they go to “

independent” or “public” school?

5 How many core subjects are there in national

-having ss compare with their partners -calling on some ss to

go to the bb and write the words or phrases

- checking and correcting

-asking ss to read the questions

-making sure ss understand-asking ss to read the passage carefully and answering the questions_ having ss compare_ getting feedback

- having ss write the answers if enough time

-showing the cues on the bb

- acting as an modal ifnecessary

-asking ss to work in pairs

-going around for help-calling on some pairs

to present

-writing on the bb

-guessing

-giving the answers

-reading and

- giving feedback

-readingtask 1

- working in groups

-comparing

-giving the answers

- listening and taking notes

-reading the questions

-reading the passage carefullyand writing the

answers on

Trang 34

10’

1’

2 3 terms

3 The state school and the “ independent”

or “public” school systems

4 Yes

5 There are 3 core subjects ( English, Maths,

Science)

6 When the students finish the secondary school,

they can take an examination called the General

Certificate of Secondary Education

IV Post reading: Dialogue

A B

1 May/ ask/ questions/? Yes

2 You/ have difficulty/your

studying /?/ Yes

3 Which school subjects/ you

think/ the most difficult/?/ ( Maths/

English… )

4.What/ you/ do / improve /it/ ?/ ask/ teachers

(friends) /

help

6 I/ hope / your Maths / English…/

be better/ some days Thanks

- listening

- working in pairs

B. Teaching aids: lesson plan, textbook, posters

C. Method: Communicative approach

University, nursery, primary school, college,

kindergarten, secondary school

* Key: nursery, kindergarten, primary school,

secondary school, college, university

 Talking about school education system in

Vietnam

II Pre – speaking:

* Vocabulary:

- nursery (n): nhà trẻ

- kindergarten (n): mẫu giáo

- primary school (n): tiểu học

- secondary school (n): cấp 2, 3

- asking sts to arrange these schools from low

to high level

- calling sts to give their answers on board

- remarking and leadingsts to the lesson

- giving sts the list of these words and some useful expressions

- asking them to repeat these words in chorus

- working in groups

- taking notes

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11’

- optional (adj): tùy chọn

- National examination for GCSE (n): kì thi tốt

nghiệp

*Useful expressions:

- When do children in Vietnam go to …… ?

- How old are children when they first go to ….?

- How long is the primary school? / How many

years do children attend primary school?

- Which level do children move to after they finish

…….?

_ Do all children have to go to nursery?

III While – speaking:

1 Task 1: answer the questions about the school

education system in Vietnam.

* Modal:

- A: Hi! Are you a student of this school?

+ B: Yes! You’re new here, right? Where are you

from?

- A: I’m from America And I’m interested in the

Vietnamese education system Girls look so nice in

their “ao dai”

+ B: Thank you We like it too

_ A: Can you give me some information about the

education system in Vietnam?

+ B: It’s OK Go ahead

_ A: When do the children in Vietnam go to primary

school?

………

_ A: Thank you for spending time with me

+ B: You’re welcome

2 Task 2: Talk about the school education

system in Vietnam in groups.

* Modal:

_ A: In Vietnam, children can go to a nursery when

they are only 3 or 4 years old because their parents

have to go to work

_ B: I am sure they cry a lot because they are too

young to be far from their parents for the whole day

_ C: But they soon make friends and have a lot of

toys to play with After nursery, they go to

kindergarten and stay there until 5

- A: Yeah, in kindergarten children have more

friends School life is better because they can learn

singing, dancing, drawing

_ B: At the age of 6 they move to primary school It

takes them 7 years to finish high school Children

leave high school at the age of 17

_ C: Then they prepare for their higher study at

colleges or universities

IV> Post – speaking: Talk about the similarities

and differences between the school system in

Vietnam and in England.

* Suggestion:

There are some differences between the school

- asking sts to observe the table in textbook , and use iformation in pre-speaking to make a dialogue about the school education system in Vietnam

- calling some to talk infront of class

- remarking and correcting some common errors

- acting as task1

_ asking sts to work individuallly

_ calling 2 sts to talk in front of class

_ remarking

- listening and repeating in chorus

- reading in dividually

- working in pairs

- talking in front

of class

- acting as task 1

- talking in front

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1’

systems in Vietnam and in England Children in

Vietnam start primary school at the age of 6 and

finish this level at 10 while those in England, study

at primary school from the age of 5 to 10

………

V Homework:

- review this lesson

- prepare for new lesson

- giving sts the assignment

of class

Period 23 Unit 4 SCHOOL EDUCATION

SYSTEM

16/9 Section C: Listening

A.Objectives: sts will listen to a conversation about Jenny’s and Gaviv’s study in the past

B Teaching aids: lesson plan, textbook, cassette player

C Method: Communicative approach.

- What school subjects are you good at?

- Which ones do you enjoy most / least in your

class? Explain why?

2 Pre – teach vocabulary:

- tearaway (adj): hung hăng, ngổ ngáo

III While – listening:

a Task 1: Put a tick to the question to which the

answer is “ Yes”.

- asking sts to close their books and giving their an assignment

- dividing sts to do the exercise in groups

- asking sts to give theiranswers on board

- remarking and leadingsts to the new lesson:

School days.

- asking some sts to answer these two questions orally

- playing the tapes twice and asking sts to take notes

- playing the tape the third time and checkingsts answers

- playing the tape twice

- working in groups

- giving their answers on borad

- listening to teacher and repeating

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x

b Task 2: answer the questions.

1 When he enjoyed the subjects

2 He found it very difficult

3 Because they were difficult for him to do it in a

short time

4 Because he went away to boarding school when

he was quite young and he didn’t like that So

schools weren’t the best days of his life

IV Post – listening:

* Topic: Talk about the results of your current

exams at school and what you will do to prepare for

the next exams.

V Homework:

- review the old lesson

- prepare for the new one

and asking sts to takingnotes

- asking sts to give theiranswers on board

- playing the tape one more time and

checking their answers

- giving sts suitable time to prepare for theirexercise

- calling 2 sts to talk in front of class

- remarking

- giving sts an assignment

- listening to thetape and taking notes

- litening to the tape and taking notes

- listening to thetape again

- preparing for their exercise

A.Objectives: By the end of the lesson, sts will be able to describe school education system in Vietnam.

B Teaching aids: lesson plan, textbook.

C Method: Communicative approach.

D Procedure:

5’ I.Warm – up:

Write words belonging to this heading: SCHOOLS.

* Suggestions: nursery, kindergarten, pre-school,

primary school, high school, training center,

technical college, university, …

- giving sts this assignment

- asking sts to work in groups

- calling some to give their answers on board

- remarking and leadingsts to the new lesson:

Descibing school education system in Vietnam.

- working in groups

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10’

20’

9’

1’

II Pre – writing:

* Vocabulary and structures:

- The academic year in … runs from… to…

- The school year generally begins in …

- A school year consists of … Terms

- to be divided into …… terms

- …… terms is from the beginning of …

- children start grade 1 when they are …

- Students continue … school until they are …

- Schooling is compulsory for all … children from

the age of … to …

* Tenses: simple present

III While writing:

Write a paragraph on the formal school education

system in Vietnam.

* Suggestion:

There are two levels of education in Vietnam:

primary and secondary education

Children in Vietnam go to primary school at the

age of six and move to secondary school when they

are 11 Then they spend four years in lower

secondary and 3 years in upper secondary They

usually finish secondary school at the age of 17

Schooling is compulsory for Vietnamese

children until they finish lower secondary

The duration of the academic year is 35 weeks

or nine months It runs from September to late

december and the second term starts in early January

and ends in May

A national examination for GCSE is usually

held in June for all students who finish high school

And then those who pass the GCSE exam are

able to take the university or college entrance

examination in July

IV Post – writing:

V Homework:

- asking sts to open their textbooks

- making sure that sts understand the exercise

- asking sts to reread the reading passage to take out some similar strutures

- asking them to give their answers on board

- remarking

- giving sts suitable time to write their paragraph

- asking sts to exchangetheir writings and correct errors together

- calling one sts to write his answer on board and correcting his errors

- giving sts this asignment

- opening their textbooks

- rereading the reading passage

in groups

- writing their paragraph

- exchanging their writings and correcting errors together

- writing his pagraraph on board

Period 25 Unit 4 SCHOOL EDUCATION

SYSTEM

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20/9 Section E: Language Focus

A Objectives: By the end of the lesson, students will gain some knowledge of:

- Pronunciation: stress in three-syllable words

- Grammar: Passive voice

B Teaching aids: lesson plan, textbook, more exercises.

C Method: Communicative approach

- Now class, sit down if you like studying history

- sit down if you like studying chemistry

- sit down if you like politics

- sit down if you like computing

* Questions: What’s common about them?

 Suggestion: They are all subjects / three syllable

Third syllable

- engineer

* Practise reading these sentences: (p 47-48)

III Grammar: Passive voice.

a Exercise 1:(p50) Fill each blank with the simple

present passive form of the verb in brackets.

b Exercise 2: Rewrite the following sentences using

the passive voice.

1 This school was built in 1997

2 This dictionary was first published in 1870

- entering the class but not let sts sit down and saying:

- writing “history, chemistry, politics and computing” onb board and asking sts this question

- leading sts to the new lesson

- playing the tape and asking sts to listen to the words in “listen andrepeat”

- asking sts to listen to the tape again and put them into correct colunm

- checking sts’ answers

- asking sts to practise reading in pairs

- calling some to read

in front of class

- playing the tape and asking sts to repeat in chorus

- asking sts to do the exercises individually

- calling some to give their answers on board

- remarking

- answering the question

- listening to thetape

- working in pairs

- reading in front of class

- listening to thetape and

repeating

- giving their answers on

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1’

3 A surprise party is going to be organized by the

students in my class

4 The kitchen is being painted now

5 “Romeo and Juliet” was written by Shakespeare

8 English will be spoken at the conference

9 The floor hasn’t been cleaned yet

10 The house will be repainted soon

c Exercise 3: Fill in the spaces with the correct

verbs in passive voice.

- giving sts this asignment

board

Period 26

23/9 Unit 5 HIGHER EDUCATION

Lesson a : Reading

•Aims : to teach sts know more about higher education in England, compare with that in Vietnam and

sts know about the application process

• Teaching method : communicative approach

•.Teaching aids : textbooks, guidebook, computer

• applicant (n): người xin học

• application from (n): đơn xin học

- Asking sts to give the names ofsome universities

in Vietnam and

in the world ( by looking on the screen)

- Giving the correction

- Asking sts to answer the Qs in the textbook

- Having sts give

-looking and telling the names

-taking notes

-working in pairs

-giving the answers

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