Teaching plan 12 (trọn bộ) Kiều Tính

- Calls some students to answers - Gives feedback and introduce the topic of the lesson: Now we will listen a conversation in a family reunion.. - Plays the tape again, have students lis

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Revision and introduce English 12

P Syllabus: 1+2 Period 1&2 Time: 90 minutes.

Preparing date:……/……./ 200….

Teaching date:……/……./ 200…

A Aims: Checking the student's experiences through their summer holiday

Resume the grammar.

Introduce the book to the students.

B Teaching aids needed: Test paper, books.

C Teaching method: Communicative approach

Making learning atmosphere

Greeting, introduce, get acquaintance with the students.

B Presentation:

Test

- Checking the student's experiences through their

summer holiday Resume the grammar.

- Gives the requests of the test.

- Gives students test papers.

- Asks them to do in 20 minutes.

(After 20 minutes)

- Asks students to stop.

- Corrects.

- Asks them to correct their own.

+ Introduce the English 12 to students.:

- Guides students about the new book.

- Guides them:

+ How to learn each lesson

+ How to learn each section of the lesson.

+ How to study at the class

+ How to prepare the lesson at home…

Introduces the new book.

4 Summary: Demand students to master: 1 The grammar of the test.

2 The main content of the English 12.

3 Master the learning methods.

5 Homework: - Prepare the section A (The Reading part of Unit one).

E Comments:

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Theme: You and me Unit 1: HOME LIFE

P Syllabus: 3 Period 1 - Reading - Time: 45 minutes.

A Aims: By the end of the lesson Ss will be able to:

-understand more about home life.

-use vocabulary related to the topic of the lesson through exercise.

B Teaching aids: Pictures, poster, handouts and real objects

-T asks Ss to complete the sentence by filling the gaps with

the suitable words.

………… build the house and………… make it home.

- Calls some Ss to answer.

- Keys: Men………… women………

- T asks Ss to explain the meaning of the sentence.

- Lead in the new lesson: home life.

II Presentation ( 35 min.)

1 Pre-reading:

* Pair work

- Asks Ss to look at the picture in textbook to discuss the Qs

given (page 12)

- Gives more Qs to make the description easier:

+ Who do you think they are?

+ Where is the family?

+ What is each member of the family doing?

+ Is the family happy? Why (not)?

- Calls some pairs to answer and give feedbacks.

- Introduces the text.

*New words:

- shift (n) : (explanation)

- supportive of (n) : (explanation)

- willing (to do ST) : (action)

- obedient (adj) : (action)

- secure (adj) : (explanation)

3 While-reading:

- Asks Ss to listen to the tape

- Asks Ss to read the passage silently to understand about it

a Task 1 : Choose the best answer

- Gets Ss to read the requirement of task 1

- T asks Ss to read through 5 sentences and T helps them if

necessary.

- Asks Ss to work in pairs and choose the answer

- T gets Ss to share the answers with their groups.

- Call 2 Ss of 2 groups to write down the answers

- T checks and give feedbacks:

- Let Ss explain some sentences if necessary.

b Task 2 : Answer the questions:

- Checks if Ss can answer the comprehension Qs without

reading the text again If Ss cannot, T gets them to read the

- Listen to the tape.

- Read the passage silently.

- Find out new words.

- Listen.

- Read the task.

- Read through 5 sentences.

- Work in pairs.

- Share the answer.

G1 G2 … …

Feedback:

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

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Qs carefully and underline the key words to do task.

- Gets S to check theirs answers and explain their choices.

- Calls some Ss to read theirs answers and explain their

choices.

- Comments and gives feedbacks.

4 Post- reading:

- Give some Ss handouts and asks them to fill in the table the

missing information from the reading text (work in groups of 4).

- Checks and gives feedbacks.

- Let Ss compare the family described in the text with your own

family (basing on the handouts).

- Tells each group to choose a secretary to note down all of

others’ ideas.

- Asks the secretary to report their ideas.

- Comments and corrects Ss’ mistakes

III Consolidation & Homework ( 5 min.):

- Asks Ss to learn by heart new words and do the tasks again.

- Guides Ss to prepare for part B.

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 dishes and takes out the garbage She also looks after the boys/her younger brothers The father sometimes cooks/does some cooking or mends things around the house at weekends.

4 She attempts to win a place at university.

5 Because they are very closed – knit and supportive

of one another They often share their feelings and whenever problems come up, they discuss them frankly and find solutions quickly.

- Work in groups.

- Check.

- Work in groups.

- Report their ideas.

- Listen and comment

Write down the homework requirements.

E Comments:

P Syllabus: 4 Period 2 - Speaking - Time: 45 minutes.

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

- understand more about home life, the relationship and responsibilities of family's

members.

- develop speaking skills: discuss home life, the relationship and responsibilities of

B Methods : Communicative approach

C Teaching aids: Pictures, poster, handouts and real objects

D Procedures:

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1 Class organization:

2 Checking the old lesson:

3 New lesson:

I Warm – up ( 5 min.): Network

- Ask Ss to find out as many as possible words related to

Task 1: Read the following statements and tick the ones

that apply to you and your family.

- Asks Ss to work in pairs, exchange the ideas.

- Calls some Ss to talk about their families in front of the

class, using the information in task 1.

- Gives feedback

2, While – speaking :

Task 2 : Pair works

- Have Ss to work in pairs, asking each other about their

family.

- Gives some special expressions

* Could you tell me who… ?

* By the way who in your family …… ?

* What about your … ?

- Calls some Ss to act out in front of the class.

- hanging dry the clothes

- repairing/ mending things

- taking care of the baby

- taking out the garbage

my sister I always ask my parents for advice before making an important decision.

- Work in pairs

Expected questions :

1 Could you tell me who works in your family?

2 By the way who in your family does the washing up?

3 What about your brother ? Does he share the household chores?

4 What’s your responsibility in the family?

5 What exactly do you have to do?

6 How do you share the household chores?

7 What interests do your family members share together?

8 What do your family members often do together in your free time?

9 Who do you often share your secrets with?

10 Who do you often talk to before making an important decision?

Sample dialogue :

A: - Hi,…Could you tell me a bit about your family life ?

B: - Sure, no problem.

A: - Who works in your family?

B: - Both my parents My father is an engineer and my mother is a teacher They work 8 hours a day.

A: Do you help them with the household chores? B:- Of course I help my mother in the kitchen and wash the dishes.

A: -What about your father?

B: -He cleans the floor and sometimes when my mom

is out of on business he cooks for us.

A: - What interests do your family members share closely?

household chores

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- Asks Ss to study the table carefully.

- Have the Ss to work in pairs, asking about the partner family

life, noting down the answers in the table.

-Calls some pair to act out in front of the class.

- Gives comments.

3, Post – speaking :Report the information

- Have Ss to work in pair.

- Calls some Ss to report in front of the class.

- Corrects and give comments.

III Consolidation & Homework( 5 min.)

- Write a short paragraph about your friend’s

family

- Prepare part C

B: - Watching films We often watch films on TV on Saturday evening when everybody is free

A: - Who do you often share your secret with?

B: - Mother I think she understand me well.

A: - So she is the person you often talk to before making an important decision?

B:- No, in fact both my parents help a lot when I have problems.

A: - You must be very happy in such a family Thanks for giving me time Bye.

B: - Bye.

Expected answer:

I’ ve just talked with B about her family life.

She told me that both her parents go to work, so they are very busy So she has to shares the household chores She often helps her mother in the kitchen and washes the dishes after meals His father is also willing to help with the housework He cleans the house and sometimes when B’s mom is out on the business All the members of her family enjoy watching films together on Saturday evening She shares her secret with her mother because she thinks that her mother understand her well ;however, both parents help her make important decisions.

E Comments:

P Syllabus: 5 Period 3 - Listening - Time: 45 minutes.

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

- understand more about home life

- develop listening skills: listening for main ideas and specific information

C Teaching aids: cassette, pictures, textbook, workbook, cards…

D Procedure:

3 New lesson:

Warm – up (5’) : Jumbled word

Rearrange the letters to make a meaningful word.

RINENOU

- Which word can go with “reunion”?

II Presentation( 35 min)

-> REUNION

-> Family reunion

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1, Pre – listening

* Describing the picture

- Asks students to work in pairs, look at and describe

the picture (p16), using the cues:

1 What is happening in the picture?

2 How many pictures are there?/ who are they?

3 How are they feeling? / How do they look?

- Calls some students to answers

- Gives feedback and introduce the topic of the lesson:

Now we will listen a conversation in a family reunion.

* Vocabulary: Listen and repeat

- Plays the tape and ask Ss to read after the tape

twice

- Explains new words :

- leftovers (n) thức ăn thừa

- spread ( v) /spred/ trải ra

2, While – listening

Task 1: True or False statements

- Asks students to read through the questions

- Plays the tape two times

- Asks Ss to do individually then compare the answer

with a partner.

- Plays the tape again, have students listen and check

the answers

- Calls some Ss to give the answers

- Checks and gives feedback.

Task 2: Note down two things that are different

about Paul’s and Andrea’s families.

- Asks students to read through the questions.

- Let them do the task without listening again.

- Plays the tape twice

- Asks students to do Task 2 then compare the answer

with a partner.

- Plays the tape again, have students listen and check

the answers

- Asks some students to read the answers

- Checks and gives feedback.

Describe the picture by answering the questions

suggested answers:

1 A family is having a big meal.

2 There are 9 people.

3 They are very happy.

- Read through the questions

- Work individually to do the task

- Compare the answers

feedback

1 T

2 F ( They not a very close – nit family, they rarely get together as a family any more.)

3 F ( It is about 180 kilometers from they ….)

4 T ( There are 4 children in Paul’s family)

5 T ( There are too many people to cook for, they end up going out to dinner a lot.)

- Read through the questions.

- Work individually to do the task

- Try to do the task without listening again.

- Compare the answers

- Listen again and check the answers

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3, Post – listening : Discussing

- Asks Ss to work in groups, discuss the questions:

The importance of family in a person's life

- Asks some students to present their discussion in

front of the class.

- Gives feedback

III Consolidation & Homework ( 5 min.):

- Summarize main points.

- Write about family reunion.

- Work in groups, discuss the questions

- Report their discussion

feedback:

Family is very important It’s a place where people can

share their secrets and find solutions to problems that arise Only in family, we can enjoy love and comforts We are sure to be welcome back when we have disappointments or failures in life

E Comments:

P Syllabus: 6 Period 4 - Writing - Time: 45 minutes.

- understand more about home life

- develop writing skill: Writing about family rules

D Procedure:

3 New lesson

I Warm – up (5’):Joining the elements in the table:

In one minute make as many sensible sentences as you can

by Joining the elements in the table:

- Calls some Ss to read their sentences.

- Corrects and gives feedback

II Presentation ( 35 min.)

1, Pre – writing

Task 1: What rules do you have in your family?

+Have students revise the verbs

feedback

1 My parents don’t let me come home late.

2 My father permits me to use the family motorbike.

3 I have to do the household chores.

4 My father doesn’t have to do the household chores.

5 I am allowed to talk on the phone with friends.

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+ Writing outline:

- Asks Ss to work in group, go through the lists of family rules

given and add some more

- Calls on some Ss to give their answers,

- Writes on the BB and give comments.

2, While – writing :

Task 2: Write a letter to a pen pal about your family rules

- Asks Ss to use the outline to write a letter about their family

rules, begin as follows:

Every family has its own rules Mine has a few First,….

3, Post – writing ( correction )

- Asks two students to write on the board

- Corrects mistakes and give feedback for the whole class

- Collects student’s papers, give comment and correct some

serious mistakes

III Consolidation & Homework ( 5 min.)

- Write the letter again in notebooks.

- Prepare part D

Expected outline:

- In my family, all members have to do household chores.

- I have to prepare meals when mother is out.

- My parents don’t let me use the family motorbike.

- My parents permit me to go out with my friends but they don’t allow me to come home late at nights.

- I am allowed to talk on the phone.

* some more rules:

- watering the plants and flowers

- cleaning the house, tidying up the kitchen

- looking after younger sisters and brothers

….

Sample writing :

Every family has its own rules Mine has a few First, I have to prepare meals because my mother is busy with her work Next I am permitted to watch TV after I have finished my homework My parents also let me talk on the phone with friends but I am not allowed to use it too long Sometimes my parents permit me to

go out with my friends but they don’t allow me to come home late at nights They never let me use the family motorbike because I don’t have a driving license Every day, after doing morning exercises, I water the plants and flowers, and then I clean the house, tidy the kitchen and scrub the toilet I have one sister and one brother, so I help my parent to look after them

Despite the rules, we all feel comfortable and safe because our parents always want the best things for

us

E Comments:

P Syllabus: 7 Period 5 - Language focus - Time: 45 minutes.

- distinguish and pronounce correctly the ending sounds / s, z /

- use correctly the Simple past, past continuous and present perfect

D Procedure:

3 New lesson:

I Warm – up : tongue twisters.

- Hangs a poster on the B.B, Ask Ss to read the

tongue twisters as quickly as possible If one read 3

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She sees Susie sitting in a shoe shine shop.

Where she sits she shines, and where she shines

she sits

- Asks Ss to pick out the word containing the ending

sounds / s, z / and put in the correct column

- Writes on the B.B

II Presentation ( 35 min.):

A Pronunciation:

*Listen and repeat

- Plays the tape, Ask Ss to read after the tapes.

- Explains new words :

* beak (a small bird with a crooked nose )

- Asks Ss to remark the ending sounds / s, z /.

- Calls some Ss to read and correct mistakes.

* Practice reading the sentences

- Plays the tape, Ask Ss to read after the tapes.

- Calls some Ss to read and correct mistakes.

B Grammar : Tense revision

1 Tense revision :

- Hangs a poster, Ask Ss to do the exercise

- Calls a student to do on the B.B while the other

practice individually.

- Corrects and gives feedback.

- Asks Ss to remark the uses of these tenses, give

comment.

2, Practice: Exercises 1 (p.18) ; Ex 2( p.19)

- Asks Ss to do exercises provided in the books

- Have them do individually, and then compare the

answers with the partners.

- Calls Ss to give the answers.

- Corrects and gives feedback

* Additional exercise: Choose the best answers

1 The man got out the car,… round to the back and

opened the boot.

A walking B walked C walks D walk

2 I saw Maggie at the party She … in several films.

A wears B wore C was wearing

/ s / / z / sits sees

shines

* /s/ for verbs and nouns ending in voiceless consonant,

including [ t, p, k , f, ]

* / z / for verbs and nouns ending in a vowels , in other

consonant sounds except [ s, ∫ , t∫ , dЗ, z ]

- Listen and repeat.

- Read

Poster : Use the correct tenses: simple past, past continuous or present perfect.

1 When you (buy) that car?

- I (buy) it 2 year ago.

2 At this time yesterday we (play) football.

3 At 7 p.m last Sunday we (visit) the zoo

4 When I (have ) dinner, my friend (call).

4 was having ; called

5 have already seen

remarks

* Simple past is used to denote an action happening at a

specific time in the past with no relating to the present.

* Past continuous is used to express action that was in

progress at a specific time in the past; it is also used to express action that was in progress when something else happened.

Feedback:

Exercises 1 : Underline the most suitable…

1 Have you seen

2 have you enjoyed

3 has been married

4 Did you give ; saw

5 didn’t listen

6 Have you two met

7 Did you meet

Exercises 2 Which answer best fit each …

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D has worn

3 After I had had lunch, I… for my bag.

A looked B had looked C have looked

D look

III Consolidation & Homework( 5min.)

- Summarize the uses of the past tenses and present

perfect.

- Prepare lesson 2

6 B 13 C

7 B 14 A 15 B

1 B

2 D 3.A

E Comments:

Theme: You and me Unit 2: cultural diversity

Guessing the meaning in the context.

Summarizing main ideas + Passage comprehension

- Write the sentence on the board and get students to make a

meaningful sentence by putting the words given in the box in the

right orders.

- Call on some students to give their sentences.

- Give feed back.

- Ask students some questions to make the meaning of the

sentence above.

* Does love come before marriage?

+ 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 they live, in Western countries or Asian countries?

- Lead in new Unit:

- Give some more opinions about love and marriage Read them

and decide whose opinions they are, of American students or

Asian students:

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

underline words base on sentences.

- Students guess whose opinions the American students or

Listen to teacher.

- Whole class work.

- Love is supposed to follow marriage not precede it

- Listen.

- Ask teacher if having new words.

- Read the passages

- Listen to teacher’s reading.

- Read the text by self.

- Translate.

- Do the task.

Task 1:

1 happen or exit before

Is / supposed / love / marriage / to follow /

precede / it / not

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Asian students

- Answers: Optional không bắt buộc

- Set the scene: You are going to read the passage to tell the

students' opinions in some regions and countries in the world

Then you do the task that follow.

- Ask students to read the passage silently and then do Task 1.

- Give some vocabulary on board:

- Get students to read in chorus.

- Ask students to go back to the task and study the given

sentences

Introduce the new lesson to the students.

B Presentation:

+ Before you read:

- Asks students to look work in pairs to ask and answer the

questions.

- Calls students to answer before the class.

+ While you read:

- Asks Ss to read the passages one before.

- Read again

- Explains students some new words in the text

- Helps the to pronounce.

- Asks students to read again.

- Corrects their mistakes

Task 1:

- Asks students to read through the passage again.

- Divides the class into pairs to do

- Calls some students to give the answers.

- Asks others students to correct.

- Gives the true answers

Task two:

- Asks students to read the questions carefully.

- Ask others students to correct.

+ After you read:

- Asks student to work in pairs to talk about the differences

between American and Asian culture.

- Your own opinion about the four key value.

In my opinion a man and a woman should love and know each other well before deciding to get married Beauty and appearance after marriage is god but it isn't so important that wives have to spend too much time and money to maintain it Husbands and wives should be equal in family life They should share thoughts and trust each other.

- The differences between a traditional Vietnamese family and a modern Vietnamese family.

There are some differences between a traditional Vietnamese family and a modern Vietnamese family First, in traditional Vietnamese families woman have to sacrifice more in a marriage than men In some cases, wives feel as if they were imprisoned in their own families and were treated like slaves Men are the most powerful members and they decide nearly everything in the family In modern families; however women are treated better They have more time to pursue their careers because their husbands are willing to give them a helping hand to do housework Husbands and wives are equal and trust each other That's why some women stay young and look beautiful even after giving birth to children

4 Summary: Demand students to master: 1 The of structures in the test.

2 The main content of the text.

5 Homework: - Learn the new words by heart, read and translate the text, do the tasks again.

- Prepare the section B (The Speaking part of Unit two).

E Comments:

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- Talking about differences among cultures.

- Identify structures that are used to talk about opinions and the different between the cultures with: "I think / feel / believe ; In my opinion, ; For me ; I don't agree ; It's not true ; That's wrong "

- Ask students to answers some questions:

1 How many people are there in your family?

2 Who are they?

3 Do your grandparents live in your family?

4 So how many generations live in your home?

5 Is it good?

- Ask students about differences among cultures.

1 Task one:

- Guides students how to practise.

- Asks students to work in pairs.

- Walks around and help them.

- Calls students to say.

- Corrects their mistakes.

2 Task two:

- Helps the students with new structures.

- Calls some student to stand up and report before the

class.

3 Task three:

- Asks students to work in pairs

- Calls some pairs of student to stand up and practise.

- Go around to check and offer help.

- Ask students to present the conversation in front of the

class.

- Encourage students and correct the mistake.

- Ask students to work in groups and take turn talking about

Answer teacher's questions.

1 There are people in my family.

2 They are my

3 Yes, they do./ No they don't.

4 There are generations live in my home.

5 .

1 Task one:

Main cues:

- Old - aged parents live …

- Generations live in one roof

- Love and marriage.

- …………

A: I think a happy marriage should be based on love B: I quite agree with you Life will be terrible if there

is not true love between a husband and a wife.

A: But in some Asian countries love is supposed to follow marriage, not precede it.

B: For me, I don't think it's true (What will happen if there is no true love even after marriage?) How can two people who don't love each other live happily in the same house?

2 Task two:

Ex:

In America ………

But in Viet Nam ………….

- In Vietnam , old-age 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 the way to show concerns mối quan tâm

- When visiting someone'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.

- Tet (Lunar New Year) is the most important holiday

of the year.

- Vietnamese people celebrate birthday for children

or teenagers Death ceremonies are very important

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the similarities and differences between Vietnamese and

America cultures, using the features discussed in task 2.

- Ask groups to present the conversation in front of the

class.

- Encourage students and correct the mistake.

to Vietnamese people Relatives often prepare meals and worship sự tôn kính the deceased người đã qua đời

- Young children often sleep with their parents

3 Task three:

- Listen.

- Work in pairs.

- Stand up and practise before the class.

4 Summary: Demand students to master: 1 The main topics in the section.

2 The structures to say.

5 Homework: - More practice the main topics at home.

- Prepare the section C (The Listening part of Unit two).

- Rewrite the similarities and differences between Vietnamese and America cultures (about 70 words)

- Prepare Unit 2 Listening part on page 27 - 28.

E Comments:

- understand more about cultural diversity

bride

gifts banquet

(tiệc lớn) photograph

ring cake

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- Lead in the lesson: The wedding ceremony in Vietnam.

B Presentation

Before you listen:

- Asks students to look at the pictures and talk:

+ What happening in the picture ?

+ How many peoples are there in the picture ?

+ How do they look ?

+ Where are they going ?

- Asks students to talk.

Listen and repeat

- Reads and ask students to listen

- Lets students listen again and to repeat.

- Writes some words on board and ask students to read them

aloud.

- Corrects.

While you listen:

1 Task one:

You are going to listen two people talking about the wedding

ceremony in Vietnam Listen and in the blanks the missing

information.

- Ask students to read the statements in task 1 to understand

- Check with the whole class and ask them to guess what the

missing words

- Play the tape ( or read the tape script) once for students to

listen and do the task.

- Get students to find a partner to check their answers with.

- Check the answers with the whole class If many students can't

answer the questions T can play the tape one or two more times

and pauses at the answers for them to catch.

2 Task two:

- Let students to listen again and information you hear.

- Check if students can do the task without listening one more

time If they can't play the tape again.

- Ask students to study the questions carefully, underline the key

words and guess the answers

- Give the form of the answers and get students to finish the

missing words as:

1 The most important thing the groom's family has to do on the

wedding day

2 The groom and bride would usually

3 After they

4 The wedding banquet is often scheduled / usually held

- After listen to the tape get students to work in pairs and check their answers - Call on some students to give answers After you listen * What do families often do to prepare for a wedding ceremony? - Get students to work in groups to give outline and then write out at home - Go around to check and help when necessary - Call on a students to in the group to report the outline in front of the class and then give comments - Look at the pictures - Answer the teacher's questions + They are having a big…

+ many people

+ Very happy

- Listen and repeat - Practise in pairs 1 Task one: - Read the questions quickly - Listen to Answer: 1 Groom's parents 2 red papers 3 altar 4 wedding banquet 5 wedding card and money 2 Task two: - Note to focus on this information and write the answers down in note forms - Listen to the tape / or the typescript again one or two more then do the task. * Suggested answer: 1 The most important thing the groom's family

has to do on the wedding day is to go to the bride's house bringing a lot of gifts and wrapped in red papers 2 The groom and bride would usually pray and ask their ancestor's permission to be married 3 After they pray and ask their ancestor's permission to be married 4 The wedding banquet is often scheduled / usually heldat the groom and bride's home or at hotel or restaurant.

5 They stop by / each table to say thank to their

guests.

Suggested outline

+ decide the date, place, the number of guess,

+ how to hold the banquet.

+ altar is cleaned or decorated.

+ Hire car, buy flowers.

+ order wedding cards.

- Pair work.

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- Guides students to talk about people in the lesson.

How they became the closed - knit family?

- Write a passage about 70 words "What do families often do to prepare for a wedding ceremony"?

- Prepare Unit 2 Writing part on page 25 - 26.

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

E Comments:

- Writing about the conical leaf hat of Viet Nam.

- develop writing skill: Writing about things.

C Teaching aids: pictures, textbook, workbook.

2) Who often wear it?

3) What form is it?

4) Is it a symbol of Vietnamese culture?

Asks students questions.

B Presentation

1 Task one:

- You are going to write a about describe the conical leaf hat

- Get students to read the task silent and work out what they

are required to do.

- Asks student to read the request of task one and translate.

- Explains them how to do the task

- Gives students the structures:.

To be made of/ from ………

To have diameter about…

- Guides them to talk about their family

- Calls some of them to stand up and make sentences.

- Corrects.

- Ask students to do the request in task 1.

Look at the object and answers the teacher's questions.

1) It is a conical leaf hat.

2) girls/ Women often wear it/ sometimes men 3) It is conical form.

4) Yes, it is / No, it isn't.

+ It has a conical form.

+ The diameter /dai'æmitə/đường kính is about 45

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- Help students to read pronounce the words in chorus.

- Call on a students to answer the teacher's questions and

elicits more ideas from the class

+ Is the conical leaf hat called a symbol of Vietnamese girls

and women.

+ Does it consider as a part of the spirit of Vietnamese nation.

+ What is it made from?

+ How is its shape?

+ How high is it? And how about the diameter?

+ How do they made it do you know?

+ How is its useful?

- Note the expression and ask students to make sentences

2 Task two:

- Asks student to read the request of task two.

- Guides them to write about conical leaf hat of Viet Nam.

- Calls one to do on board.

/kəm'plek∫n/ nước da and gives them a cool feeling in such hot weather.

Sample writing:

The conical leaf hat is a symbol of Vietnamese girls and women It is also considered as a part of the spirit of Vietnamese nation

The conical leaf hat is made from a special kind

of bamboo and young soft palm leaves Either 16 or

18 ribs are shaped into a conical form which is about 45 or 50 centimeters in diameter and about

25 or 30 centimeters high The conical form is then covered with palm leaves which are sewn into all ribs Finally the hat is trimmed and painted with a coat of attar oil

The conical leaf hat is used to protect people from the sun or the rain It not only makes girls and woman more charming but also helps to protect their complexion as well

4 Summary: Demand students to mater: 1 The structures.

2 The main content to write.

5 Homework: + Do Writing exercise in workbook Unit 2 on page: 19.

+ Prepare Unit 2 Language Focus part on page 27 – 29 ( Revise the past simple, past continuous and present perfect.)

- Prepare the section D (The Language focus part of Unit 2).

E Comments:

A Aims: By the end of the lesson, students will be able to: Help students to distinguish the pronunciation of / ed /

ending Pronounce the words and sentences containing / ed / correctly Review tenses: The Present Perfect Continuous, The simple Future, Be going to

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B Presentation

1 Pronunciation:

+ Listen and repeat:

- Model the three sounds twice or three times and explain the

differences in pronouncing them.

- Pronounce the sounds and ask students to repeat.

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

column to help students distinguish the differences between

the sounds in the words.

- Read the words sounds and ask students to repeat then.

- Ask students to pronounce the words

- Give correction if necessary.

- Read the sentences as examples.

- Ask students to practise the sentences in pairs.

- Go around to provide help.

- Ask students to read the sentences.

- Give feedback.

- Reads and ask students to listen and determine how to

pronounce /t/ - /d/ - /ed/

aloud.

+ Practise these sentences:

- Reads one before then read again and ask students to

repeat.

- Asks students to practise themselves.

Grammar:

1 Exercise one:

- Guides students how to do

- Does the first as an example.

- Asks students to the exercise.

- Calls the to on board.

- Corrects.

2 Exercise two:

- Corrects.

3 Exercise three:

- Do the first as an example.

- Ask students to the exercise.

- Call the to on board.

- Correct.

+ Listen and repeat:

- Listen and practise.

- Practise in pairs.

Listen to the teacher and take note.

- Listen to the teacher and repeat in chorus follow the teacher.

- Practise the pronouncing the sounds in chorus and individually.

- Practise the sentences in pairs.

- Read the sentences individually.

Answer:

1 Have - seen - saw - am going to see

2 drank - haven't drunk - drank

3 has written - did write - wrote

4 have been cooking - cooked - cooked.

4 Summary: Demand students to mater: 1 Pronunciation: /ed/ ending , the grammar.: Tenses

5 Homework: - Redo the exercises at home.

- Do Language focus exercise: 1, 2 , 3 , 4 in the students' workbook Unit 2 on page: 14 – 16.

- Prepare Unit 3 Reading part on page 32 - 35.

- Prepare Unit 2 (The reading part of Unit 3).

E Comments:

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Theme: Education Unit 3: Ways of socializing

- Understanding the ways to use non-verbal forms of communication suitably in order to attract the attention of someone.

- Feedback

Suggestions:

- Now class Why did I clap my hands?

- What do you do when you want your teacher know that

you have some thing to say?

- So why do we clap our hands or raise our hands in

these cases?

Introduces the new lesson to the students.

Ways of attracting someone's attention.

B Presentation:

+ Before you read:

- Asks students to look at the pictures, work in pairs to ask

and answer the questions.

- Calls students to answer before the class.

+ While you read:

- Asks Ss to read the passages one before.

- Reads again

- Explains students some new words in the text

- Helps the to pronounce.

- Asks students to read again.

Task 1:

- Group work

- Answer:

+ to attract one's attention + to raise one's hand + to get one's attention + to clap one's hands.

- Ask teacher if having new words.

+ While you read:

- Read the passages

- Listen to teacher’s reading.

- Read the text by self.

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Task 2:

- Write all the activities on board: to wave, to raise one's

hand, to clap one's hands, to point, to whistle, to jump up and

down, to catch one's eyes, to nod slightly" and make

questions:

1 What is common among these?

or Do people say anything in these cases?

2 There is one word in the reading passage which refers to

this form of communication Read quickly and pick it out.

->Non- verbal forms of communication is using gestures,

body language or facial expression to communicate with

others.

Task 3:

Additional questions:

1 Why don't we call our friend's name to attract her attention

at a party?

2 Why do we have to jump up and down and try to wave as

hard as we can to get attention of someone at the airport?

3 Why don't we jump up and down and wave as hard as we

can to attract our teacher?

+ After you read:

- Asks student to work in pairs to talk about ways of

communications.

- Check some verbs which relate to some actions.

Discuss the different meanings of whistling and

hand-clapping in Vietnamese culture.

- Goes round and helps.

- Correct mistakes and give feedback.

A.

+ After you read:

*Answer:

Non- verbal forms of communication.

(Non- verbal forms of communication include actions we do to attract other people's attention without having to say anything.

- Pair works Exchange ideas.

- It is too noisy/ impolite.

- It is too crowded/ to far so we need big obvious non-verbal signals.

- It is rude/ impolite.

* In Vietnam people often whistle when they are good spirit if they want to attract the attention of someone When they are at a performance, they often whistle to give their compliments on the performance of someone.

Hand-clapping is used to give compliments or express our agreement with someone's ideas or opinions Sometimes teachers or parents clap their hands to draw the attention of their Ss or children.

4 Summary: Demand students to master: 2 The main content of the text.

5 Homework: - Learn the new words by heart, read and translate the text Do the reading text in workbook.

- Prepare the section B (The Speaking part of Unit two).

E Comments:

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- Practicing greeting and responding to compliment in different situation.

- develop speaking skills: discuss about ways of socializing

- Asks Ss to look at the picture ( about a party) and say what

people are doing

- Checks in front of class.

- Lead in the new lesson: Giving and responding to

compliments.

1 Task 1:

Set the scene: Read these dialogue and pay attention to

how people give and respond compliments in each

situation.

- Asks students to work in groups.

- Walks around and helps them.

- Helps Ss about how to pronounce and meaning if

necessary.

2 Task 2:

Set the scene: You are going to give compliments to suit

the following responses given in the text book.

class.

Ex:

David: You really have a beautiful dress It is the most

beautiful dress I have seen.

Hung: Your motorbike is really terrific Then…

Michel: I though your badminton was a lot better ….

3 Task three:

Set the scene: Read the dialogues and response to these

compliments given in the textbook.

- Guide students how to practise.

- Ask students to work in pairs

- Call some pairs of student to stand up and practise.

- Correct their mistakes.

Open the book Task 1 page 31

- Read the dialogue (group work)

- Give ideas and answer the teacher's questions.

Compliments:

- You really have a beautiful blouse.

- I have never seen such a perfect thing on you.

- Your hairstyle is terrific, Laura!

- Your game was a lot better today!

- Give ideas in front of class.

- The dress look nice on you!

- Wow! I have never seen such a nice dress You have a good taste!

- You really have a nice dress.

Your dress look great! I especially like its colour.

*Congratulations! You played a great game! That's fun! You play a great games.

- I didn't know you could play badminton so well!

- You've too kind.

- Thank you for saying that.

- Thanks That's nice of you to say so.

- I appreciate the compliment.

Thank you! I'm glad you like it/ you think so/ you

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- Asks students to work in groups.

- Calls some student to stand up and practise.

- Gives out special expressions and sets a model with

T: Wow! I have never seen such a nice shirt, Long!

S: Thank you! I'm glad you like it!

T: Could you tell me how much you paid for it?

S: Oh sorry, I don't know It was a gift from my sister.

- Asks Ss to work in pairs.

enjoyed it.

*Rejecting:

- You've got to be kidding! I'm an awful dancer.

- No, I don't I look as awful as I feel!

- I thought it was very terrible.

- I hate it! I think it makes me look 10 years older.

- Speaking text page 24 in the Ss' workbook.

- Prepare the section C (The Listening part of Unit three).

E Comments:

- understand more about how to use the telephone in the family.

- Asks Ss write down five things that are very necessary

for your daily life.

- Gets Ss to pay attention to the telephone.

- Lead in the lesson: Rules about using telephone in

family.

B Presentation

+ What happening in the picture ?

+ What are they doing?

- Gives some new words which relate to the listening.

- marvelous ['mɑ:vələs] (a)

- Group works.

- Answer in front of the class.

Answer: lights, food, water, TV, telephone.

- Look at the pictures.

- Answer the teacher's questions:

+ They are greeting….

+ They are saying goodbye…

1 The boy is making a phone call from a telephone box The girl is at home when the boy calls.

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- arguments ['ɑ:gjumənt] (n)

- regulations [,regju'lei∫n] (n)

Listen and repeat

- Writes some words on board and ask students to read

them aloud.

- Corrects.

1 Task one:

Set a scene: You will listen to a monologue about the

telephone-a potential family battleground In this audio

program Ms Cupple, a social worker, advised young

people on how to use telephone in their family.

- Asks Ss listen to the tape and decide if the statements

are true or false.

- Explains some new words.

- Asks students to read the questions quickly.

- Guides students the requests of the task.

- Lets students listen twice time.

- Writes on board from 1 to 6 and call some students to

come and write their answers.

- Lets them listen on again and correct.

- Corrects.

2 Task two:

- Asks students to read the question quickly.

- Guides students the how to do the task.

- Lets student listen one or twice times.

- Asks students to stand up and speak their answers.

- Corrects

After you listen

- Guides students to talk about people in the lesson.

- Gives questions: What should we do and shouldn't we

do when using telephone at home?

2 They would say " Hello" to greet each other.

3 They may talk about some hot news The boy can check some information from the girl or give out an invitation.

Listen them answer.

1 agree 2 To avoid 3 On weekend

4 adult 5 Walking 6 Heart

7 kindness 8 To stick

After you listen:

- Answer.

- Group work.

Suggestion: In this talk, Ms Linda Cupple gives us some

pieces of advice on how to use the family telephone The first thing we have to do is to work out a reasonable length of time for a call Next, we shouldn't make a phone call or talk on the phone during a meals We should also avoid calling too early in the morning or too late at night It's best if we try to stick to the family's regulation even if you are allowed to use a separate phone.

5 Homework: - Write about rules using telephone at home in not more than 50 words.

- Prepare the section C (The Writing part of Unit 3).

E Comments:

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- Building sentences base on given words Reordering given sentences to make a complete paragraph.

- Develop writing skill: Writing using suggested words Put the sentences in right orders.

- Writes on the board.

Ask students questions.

- Leads in the new lesson: Making an apology.

B Presentation

* Task 1:

- Asks student to read the request of task one and translate.

- Gives students the new words and structures:

+ at hand: near, close by.

+ farewell: goodbye

+ departure: leaving

- Guides them to talk about their family

- Calls some of them to stand up and make sentences.

- Corrects.

Anticipate the tenses:

- The simple present.

- The present perfect.

- Asks Ss to make sentences using the suggested words.

* Task 2:

- Corrects.

Answer in front of the class:

Suggestions: apology[ə'pɔlədʒi] (n)

- apologize [ə'pɔlədʒaiz] (v)

- apologist [ə'pɔlədʒist] (n) người biện hộ

- apoplectic [,æpə'plektik] (adj) đỏ mặt; dễ tức giận; dễ cáu

- Apollo thần A-pô-lông, thần mặt trời

2 However there is one rule that all situation observe that

we seldom say goodbye abruptly.

3 In English it is necessary to prepare a person our departure.

4 We lead into the farewell by saying something pleasant and thoughtful like "I've really enjoy 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

4 B 4 A

5 D 5 D

5 Homework: - Writing task page 25, 26 students' book

E Comments:

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- Pronunciation: + Stress in two syllable words.

- Grammar: + Reported speech

- Writes on the board the words and phrases:

- Asks Ss to pick out the odd ones:

1 office, problem, river, company

2 later, worker, winter, July, sailing.

3.calling, parents, prepare, mother, listen.

Introduce the new lesson to students The ways to read

stress in the corrective ways.

B Presentation

pronounce

aloud.

+ Practises these sentences:

repeat.

- Listen to the tape.

Grammar:

* Exercise 1:

- Makes a short situation to lead in the lesson Reported

speech.

- Corrects.

* Exercise 2:

Listen to.

Answer:

1 company -> three syllabus

2 July -> stress on the second syllable.

3 prepare -> stressed on the second syllable.

- Practise in pairs.

- Read in chorus.

Suggestions:

A Stressed on the first syllable:

- waving, walking, pointing, signal, instance, student.

B Stressed on the second syllable:

- attract, discuss, suppose.

+ Exercise one:

Answer:

1 Thuan said he worked for a

2 Thuan said he was their marketing…

3 Thuan said the company had opened…

4 Thuan said he has been very succ…

5 Thuan said he has been chosen to …

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8 Didn't believe you had tried

9 She would talk to you ….

10 She had to go to other wise she would be late for school.

4 Summary: Demand students to mater: 1 Pronunciation , the grammar.

5 Homework: - Do exercise 2,3,4 on page 22,23 in student book.

- Doing the exercises in test your self A.

Correct and guide student to do exercises in book.

B Teaching aids needed: Books.

- Lets students listen twice times.

- Writes on board from 1 to 6 and call some students to come

and write their answers.

- Corrects.

Reading:

A:

- Guides students to read

- Explains the new words.

- Asks students to answer

- Corrects.

Grammar

- Gives them some new words:

1 Because they have been childless for 10 years.

2 To take some photographs.

3 The boy was dressed in a smart ……

4 Because he was interested in the toys.

5 It is delightful and look forward to the

Grammar

A.

1 C 2 D 3 B 4 A

5 A 6 D B.

1 Lan asked John what he had done ….

2 Bill promised to come ….

3 Tom apologized for not ringing….

4 Miss White thanked me for ….

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Exercise 3:

- Guides students how to write

- Asks students to write.

- Corrects.

Writing

I have a happy family…

E Comments:

Test 1Time: 45 minutes.

Full name Class : 12

Read the following passage and answer the questions below:

Recreation is the use of time in a manner designed for refreshment of one's body or mind In our modern time, people have to work hard to earn a living with a lot of hard work, so the need for recreation has grown The weekend is typically a time for recreation, perhaps because the Sunday is "the day of rest." Holiday is also a common time for recreation Traditionally,

music and dance serve as recreation in many cultures Playing sports, hobbies, games and tourism are popular forms of recreation Watching TV and listening to music are also common

In recent years, more “exciting” forms of recreation have received more public attention, such as skiing, snowboarding, skydiving, hang-gliding, rock climbing, backpacking, and adventure tourism Some recreational activities are made illegal such as gambling and drug use Research has shown that recreation contributes to life satisfaction, quality of life, health and wellness, and that the use of recreation as a diversion may have clinical applications to individuals with chronic pain and other health impairments In some cultures and religions, recreation is encouraged on certain days Recreation is essential

to the longevity of human beings It is roughly the opposite of stress Today, stress is the number one killer in the United States

according to Time magazine

1 When is typically a time for recreation?

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IV Language Focus:

Question I Choose one word whose underlined part is pronounced differently Identify your answer by circling the corresponding letter A,B,C or D (1.0 pts)

2 A visits B stops C books D refers

4 A received B attacked C designed D concerned

5 A organise B promise C paradise D realise

7 A design B preserve C basic D physical

8 A sound B touch C down D account

9 A occupation B occasion C shake D miraculous

Question II/ Choose the best answer by circling the letter A, B, C or D (2.0 pts)

1 They are whispering to avoid - by their friends.

A being heard B hearing C to be heard D being hearing

2 Watching television is one of the recreations -.

A is appreciated the most B that is appreciated the most

C that appreciated the most D appreciating the most

3 Many workers in Bien Hoa industrial park have to work so hard that they can’t come home - very late at night

A until B for C on D from

4 My sister spends two hours a week - stamps.

5 In some Western countries, many old-age parents like to live in a -house because they want to lead independent lives.

6 The Americans may be much more concerned - physical attractiveness than the Indians and the Chinese when choosing

a wife or a husband

7 He left the gas on, -?

A didn’t he B had he C was he D wasn’t he

8 Michael took a photograph of Sandra while she -.

A smiled B was smiling C had smiled D has smiled.

9 They didn’t permit their children - swimming alone.

A going B gone C to go D go

10 They have cancelled all flights because of the heavy fog.

A All flights because of the heavy fog have cancelled

B All flights because of the heavy fog have been cancelled

C All flights have cancelled because of the heavy fog

D All flights have been cancelled because of the heavy fog.

The end

correcting the test

P Syllabus: 20 Time: 45 minutes.

Testing date:……/……./ 200…

A Aims: Correct the test.

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Correct and guide student to find out their mistakes.

B Teaching aids needed: test papers.

C Procedure:

Introduce the new lesson to students.

4 Summary: Demand students to matter: 1 Pronunciation , the grammar.

E Comments:

Theme: Education Unit 4: School education system

- understand more about School education system in England.

- use vocabulary related to the topic of the lesson through exercise.

D Procedure:

3 New lesson:

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TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

- An uncompleted word with four missing letters.

- Now make a meaningful word by filling the blanks with

suitable letters.

- Introduce the new lesson :

School education in England.

B New lesson:

I Pre reading:

- Asks Ss to look at the picture, work in pairs and describe

the situation in the picture Give the name of School

education in England.

- Asks Ss to read the Fact about school in pairs.

- Asks Ss to guess the content of the passage.

Keys:

- Is it the same or different in England?

II While reading:

1 Task one:

- Reads the sentences in the Facts about schools -page

44.

- Asks Ss to read the passage quickly and try to

understand the content of the passage as much as

possible.

- Asks Ss to guess the meaning of the new words.

2 Task two:

- Asks students to read the passage carefully to answer

the questions.

class.

- Hand out:

Answer teacher's question.

- A circle/ The letter O!

- Two eyes/ a pair of glasses/ Two letter O.

7 the GCE level

2 Answers -Task two:

1 From the age of 5.

6 They have to take an exam called GCSE.

- Answers: ( Hand out)

(2) term (3) term (4) term

(5)_school 93%

of the pupils (6)_school fee paying

(7) school (8) school

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After you read

- Asks Ss to work in groups of 4 Each student say about

one subject which they feel difficult and wishes what the

teacher can help his or her to study better.

- Whole class.

After you read

- Each student say about one subject which they feel difficult and wishes what the teacher can help his or her to study better.

- Individual work.

- Prepare the section C (The Listening part of Unit 4).

E Comments:

- Understand more about the school systems in Viet Nam.

- Develop speaking skills: discuss about the similarities and differences between the school system in Vietnam and in England

- Writes on board a series of schools then asks Ss to

rearrange them in order.

- These are the names of levels of education Put them in

the right order from low to high level.

+ university, nursery, primary school, college,

kindergarten, secondary school.

- Checks in front of class.

B New lesson:

- Asks Ss to open the textbook on page 45 and do Task 1

- Asks students about ways of communication

1 Task one:

- Gives the requirement:

Study the table on page 45 and practise asking and

answering questions about the school education system

in Vietnam.

- Asks students to read the information in the table.

- Helps Ss to pronounce and meaning of the new words.

- Put the name of levels of education in the right order from low to high level.

- Group work

- Answer:

Nursery -> kindergarten -> primary school ->

secondary school -> college -> university.

1 Task one:

- Pair work.

- Practice depend on the information in the table.

* Useful expression:

- When do children in Vietnam go to?

- How old are children when they first go to school?

- How long is the primary school?/ How many years do children attend primary school?

- Which level do children move to after they finish?

- Pair work.

Trang 31

- Asks Ss to practise.

2 Task two:

class.

3 Task three:

- Work in group and talk about the school education

system in Vietnam, using the information from Task 1.

- Asks students to work in pairs

- Calls some pairs of student to stand up and practise.

+ compulsory [kəm'pʌlsəri] (a) bắt buộc

B I am sure they cry a lot because they are too young to

be far from their parents for the whole day.

A Children leave high school at the age of 17.

3 Task three:

- There are some differences between the school 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 Schooling is compulsory for Vietnamese children until the age of 14, but in England, compulsory education ends when children are 16 There is also a difference about the subjects studied at school.

+ Viet Nam:

………

+ England:

……… ………

- Exercise C page 32 in the Ss' workbook.

E Comments:

- Listening, mastering the content of the tape between Jenny and Gavin about their study at school.

- Doing the tasks fluently (Deciding true or false statements, Comprehension questions).

- Develop listening skills: listening for main ideas and specific information

Trang 32

B New lesson

+ What school subjects are you good at?

+ Which one do you enjoy most ?

Listen and repeat

them aloud.

- Corrects.

1 Task one:

- Lets students listen twice time.

- Writes on board from 1 to 6 and call some students to

come and write their answers.

- Lets them listen on again and correct.

- Corrects.

2 Task two:

- Asks students to read the question quickly.

- Guides students the how to do the task.

- Lets student listen one or twice times.

- Asks students to stand up and speak their answers.

- Corrects

After you listen

- Talk with a partner about your study.

uniform/ Writing lessons/ reading books/ doing research/ Behaving well with friends/ surfing internet

- Look at the pictures.

- Answer the teacher's questions.

+ They are ………

+ They are ………….

Listen and repeat:

Tear away, methodical, disruptive

Listen them answer.

1 They enjoy he subjects.

2 he found it verry difficultly

3 Because they were difficult for him to do in a short time.

4 Because he went away for boarding school when he was quite young and he didi't like that So school weren't the best days of his life.

After you listen:

Practise.

4 Summary: Demand students to master: 1 The main toppics in the section.

5 Homework: - More practice the main toppics at home.

- Prepare the section C (The Writing part of Unit 4).

E Comments:

- Understand more about the formal school education system in Vietnam.

- Develop writing skill: Writing using guidelines.

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- Gives students the structures:.

- Guides them some new words.

- Calls some to stand up and talk

- Corrects.

2 Task two:

Now, in the school, students will learn better if they have a better learning condition because if their school

…….

5 Homework: - Rewrite at home.

E Comments:

- Distinguish the ways to put stress in three syllable words.

- Use correctly the passive voice.

D Procedure:

3 New lesson:

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TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

A Warm up:

Introduce the new lesson to students.

B New lesson

pronounce

them aloud.

+ Practices these sentences:

repeat.

Grammar:

Exercise one:

- Corrects.

Exercise two:

- Guide students how to do

- Correct.

Exercise three:

- Guide students how to do

- Correct.

Listen to.

2 this school was built in …

3 This dictionary was published …

4 A surprise party is going to be organized

5 The kitchen is being painted now.

6 "Romeo and Juliet" was written by

7 Shakespeare’s tragedies have been tran

8 A new primary school have just been

9 English will be spoken at the…

10 The floor hasn't been cleaned …

11 The house will be repainted…

+ Exercise three:

1 Was built 2 were sold

3 have been made 4 can be bought

5 are used 6 can be used

7 is kept 8 are done

9 must be told 10.can be done

- Grammar note :

* Teacher asks Ss to write down grammar note into their notebook

PASSIVE VOICE ( Thể thụ động )

A Cách thành lập :

Continuous am/ is / are being + P.P +…… The house is being painted

Simple past was / were + P.P +…… I wasn’t invited

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Past continuous was / were being + P.P +…… I was being watched

Present perfect have / has been +P.P +………… Has Mary been told ?

Past perfect had been + P.P +……… I has been forgotten

Will future will be +P.P +……… You will be told soon

Future perfect Will have been + P P +………… Everything will have been done by Tuesday.

Going to future Am / is / are going to be + P.P+ Who’s going to be invited ?

- Doing the exercises in test your self A

- To remind Ss to learn grammar note given by heart and practise the exercises supplied several times

- New lesson : Ss prepare new lesson : Unit Five - Higher Education ,

E Comments:

Theme: Education Unit 5: Higher education

P Syllabus: 26 A - Reading - Time: 45 minutes.

A Aims: By the end of the lesson Ss will be able to: Guessing words’ meanings in contexts

- Reading for details of information about application process for universities in the UK

- Reading for gist and answer comprehension question

D Procedure:

3 New lesson:

+Warm-up : Guessing game

( - Motivate students and arouse their interest through the

game.

- Using picture to catch students’ attention)

- Call on an S to go to the board and give a picture to

him/her Don’t let the others see it.

-Tell the class the rules of the game.

-Everybody makes yes/no questions to guess the answer

of your friend’s question.

-Observer students playing game

+Lead-in:

- Ask students to look at 3 pictures in their books and

work in pairs to answer the questions:

-How do you say in English the names of these

universities?

-Which of them would you like to apply to?

- Ask students to spend 5 mins reading the text silently,

trying to catch the main ideas of the text.

- Ask students to read the text again and underline words

and phrases that describe the requirements and

- One S goes to the board, gets the picture and doesn’t let others see it.

-The S leads the game by asking the others:

- Which university is it in the picture?

-The others make yes/no questions

Possible questions:

-Are students in this university trained to be teachers?

-Is the university in Hanoi?

-Is it…university?

-The S answers the questions using only yes or no The game

is over if an S guess the right university.

-All the students look at the picture to check.

-Work in pairs and look at the pictures in their books to answer the questions

Expected answers:

1 Hue University

2 Hanoi University of Natural Science

3 Hanoi University of Architecture

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application process to the universities in the UK.

Task 1:

- Ask students to work in pairs and guess the meanings

of some new words in task 1 basing on the contexts in

the reading text, then fill in the blanks.

- Call some students to read aloud their answers and ask

the others to listen and comment

- Give T’s own remarks and corrections if necessary.

Task 2:

- Ask the whole class to read through the sentences then

choose the best options trying not to refer to the text as

much as possible

- Ask them to work in pairs, comparing their answers

- Call some students to read aloud their answers

- Listen to students’ answer and give remarks

Task 3:

- Ask the whole class to read carefully all the application

process to tertiary study in the UK then do task 3

individually.

- Ask students to work in pairs, exchange their answers

with their partners.

- Call some students to give their answers

- Listen to students’ answers and correct or comment if

necessary

- Ask the whole class work in groups of four and discuss

the question:

+How importance is tertiary study to you?

- Walk around to encourage students to express their

opinions and give some suggestions to students :

+ It is important in gaining knowledge

+ It is important in your future jobs

- Ask some groups to make discussion on the question in

front of the class

- Give comments

- Ask students to write paragraph on how important

tertiary study is to them.

Expected opinions:

- I think that tertiary study is very important to us because

we can widen our knowledge through

- I think that tertiary study is a good preparation for us to

get a good job in the future

- Take note the homework

-Work in pairs and compare their answers.

-Some students read aloud their answers; others listen and give their comments.

Expected answers (Task 2)

- Read carefully all the application process to tertiary study in the UK then put a tick if the information mentioned in the text

or put a cross if not.

-Work in pairs and exchange their answers.

-While some read their answers aloud; others listen and give their corrections or comments

Expected answers (Task 3)

-Form groups of four and discuss the question of how importance tertiary study is to them.

- Ask T if there is any trouble

- Some groups make discussion on the question in front of the class; other give comments

E Comments:

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P Syllabus: 27 B- Speaking - Time: 45 minutes.

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

- Talking about the application progress to tertiary institutions in Viet Nam.

- Asking and answering about time of application process to tertiary study in Vietnam

- Call on an S to go to the board and ask him/her to choose a job

that he/she wants to do in the future and mime a typical activity

which it involves.

- Ask the whole class to look at their friend’s activity then ask

him/her yes/no question to guess his/her job

Pre-speaking

(5 mins)

- Observe students playing game and stop when there is a winner

- Asks students about ways of communication

While speaking

(38 mins)

Task 1

- Call an S to read aloud the request of the task

- Ask the whole class to do task 1

- Ask students to exchange their answers with their friends.

- Call some students to read aloud their answers to the class

- Give corrections and remarks.

- Elicit the meaning of these application process for students to

guess

Task 2

- Ask students to work in pairs ,reading thee information in their

books, asking and answering the question about the application

process to tertiary study in Vietnam

- Walk around to observe students talking and help them if

necessary.

- Call some pairs to stand up and ask & answer Ask other pairs

to listen and comment

- Make necessary correction and comments

Task 3:

- Introduce the task to the students ask them to work in groups of

four

- Ask students to make discussion and take note

- Go around and help them if necessary

- One S goes to the board, chooses a job that he/she wants to do

in the future and mime a typical activity which it involves.

- The S asks the others :

- What is my job?

- The others watch his/her activity and make yes/no questions to guess the job

- Are you mending something?

- Are you typing?

- Do you work outside?

- The S answers the questions using only yes or no The game is over if an S guess the job.

- One S read aloud the request of the task

- Do task 1 individually Put the ticks on those which are obligatory for whom to be admitted to a university in Vietnam

- Exchange their answers with their friends.

- some students to read aloud their answers to the class; others listen and comment

an application form

an identify card

a copy of the originals of school certificate

a birth certificate

a copy of records of your performance ay school

scores of the required examination.

Possible problems:

-Students may don’t know the meanings of some application process

-Work in pairs -Read information in their books and practise asking and answering questions about the application process to tertiary study in Vietnam

- Ask T if necessary

- Some pairs to stand up and ask & answer; other pairs to listen and comment

Expected pair work:

S1: When do you fill in and send the application form?

S2: In March S1: When do you take the GCSE examination?

S2: in May.

…

- Listen to the instruction and form groups of four

- Discuss and write the process of applying to a tertiary institution

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- Call some groups to handle their notes among the groups and

check.

- Call on some groups to stand up and make discussion in front of

the class Ask other groups listen and give comments

- Give T’s own comments

- T goes around to remind students to use English and suggest

some difficult structures

Post-speaking (2 mins)

-Ask students to write a paragraph about the process of applying

to a tertiary institution in Vietnam

in Vietnam

- Ask T if necessary

- Handle their notes among the groups and check.

- Some groups in turn stand up and make their discussion in front

of the class; other groups listen and give comments

Expected group work:

S1: I think the first process of applying to a tertiary institution in Vietnam is to fill in and send the application form.

S2: Yes, then we must take the GCSE examination S3: Only when we pass the GCSE examination, can we take the entrance exam It often takes place in July.

….

Possible problems:

- Students may speak Vietnamese while discussing.

- Take note their home work

P Syllabus: 28 C - Listening - Time: 45 minutes.

- Talking about the application progress to tertiary institutions in Viet Nam.

- Asking and answering about time of application process to tertiary study in Vietnam

- Ask students form pairs and give them instructions:

- Imagine that in each pair, one of you is a Vietnamese student

studying in a foreign country; the other ask her/him problems

facing students when studying in a foreign country

-Call some pairs to report their interviews

-Give remarks and leads to listening task

+Pre-teach

- Introduce the new words that will appear in the listening task

and elicit the meanings

- Read these words aloud and ask students to read them in

chorus and individually

While listening (25 mins)

task1

- Ask students to carefully read all the statements silently in 1

minute

- Play the record and ask students to listen for main ideas of the

- Students form pairs and listen to T’s instructions

- Work in pairs, asking and answering the problems facing students when studying in a foreign country

S1: What problem you have to face when studying in America? S2: there are many problems such as: food, accommodation, living cost…

-some pairs report their interviews; other pairs listen and give comments

- Listen to T and guess the meanings of these words

- Practise reading the words in chorus and individually.

- Read all the statements carefully

in 1 minute

- Listen to the record for the main ideas of the text

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- Play the record again and ask them to do the task

- Ask students to compare their answers with their friends

- Call some students to give their answers.

-T listen to and correct or comment

Task 2:

- Ask all students to spend 2 mins to read the questions and

options in the task.

- Play the record once again and ask students to do the task

- Ask students to work in pairs to exchange their answers.

- Ask some students to read aloud their answers

- Listen and give remarks T can play the record again if students

cannot give correct answers

Post-listening (13 mins)

- Ask students to read the request aloud.

- Ask them to work in pairs again ,asking and answering the

questions of the task

- Go around and help students if necessary.

- Call some pairs to perform their dialogues.

- Listen and give remarks or good marks if students do well.

- Ask students to write a paragraph about whether they like to do

an undergraduate course in Vietnam or abroad and the reasons

for that choice.

- Listen again and tick true or false in their books

- Check their answers with their friends

- Some students give their answers; others listen and give comments

-Some students read aloud their answers ; others listen and give comments

-One student read the request aloud

-Work in group again and practise asking and answering the questions of the task.

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

P Syllabus: 29 D - Writing - Time: 45 minutes.

- Practice writing short passage about the problems that Vietnamese students may encounter when studying abroad.

- Using main ideas from discussion to write a passage

C Teaching aids: textbooks, board, chalks

D Procedures:

3 New lesson:

Pre-writing 5 mins) - Listen to the T’s question

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Lead-in :

- Ask students:

- Do you want to study abroad? Why or why not?

- Call some students to answer then give remarks.

While writing 37 mins)

Task 1:

- Ask one S to read aloud the request of task 1

- Ask students to work in groups of four discussing and taking

notes the problems they may face when studying abroad.

- Walk around to observe students’ activities and help them if

necessary

- Call some groups to make discussion in front of the class.

- Give corrections if necessary and remarks

Task 2:

- Ask one S to read aloud the request of task 2

-Ask all students to write a passage about the problems that

Vietnamese students may encounter when studying abroad

basing on the idea in task 1

-T may call 1 or 2 students to write his/her passage directly on

the board

-Walk around help students if necessary Ask them to pay

attention to such linking words as first, second, etc.

- Ask all students to look at the board and correct their friend’s

- Yes, I want to study abroad because the learning environment

there is better than in Vietnam.

- No I don’t want to study abroad because the cost of studying

and living there ix much higher in Vietnam

- One S read aloud the request of task 1

- Form groups of four and discuss and take notes the problems they may face when studying abroad.

S2: The second problem is learning styles at tertiary level We are not familiar with independent learning and modern study facilities.

…

- One S read aloud the request of task 2

- Do task 2: write a passage about the problems that Vietnamese students may encounter when studying abroad basing on the idea in task 1

- 1 or 2 students write his/her passage directly on the board

- Ask if necessary.

- Pay attention to such linking words as first, second, etc.

- Look at the board and correct their friend’s writings

- Give corrections or comments to the writings on the board

- Prepare the section E (The Language Focus part of Unit 5).

P Syllabus: 30 E – Language focus - Time: 45 minutes.

- practise pronouncing stress of more than three-syllable words

- study the structure as well as the usage of conditional sentences

- learn to use words relating to the topic application process to tertiary study and some abbreviations of some main high school exams

C Teaching aids: textbooks, board, chalks

D Procedures:

Pronunciation(10 mins) Listen to the pronunciation of the words

- Listen and then repeat in chorus then individually

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