Giáo án môn Tiếng Anh lớp 12

Task 1 p14: - Work individually to do task 1 - Compare the answers - Read aloud their answers - Write down the correct answers Task 2: - Work in pairs to do the task - Compare the answ

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

TiÕt 1 + 2 Lesson 1 + 2: INTRODUCTION

Planning date: Teaching date:

I Objectives

1 Knowledge:

Student know: - How to learn English in grade 12

- How to do English tests

- How to use student’s book and workbook

2 Skills : have a right view about 4 skills:

- Introduce to students about the teacher

- Ask students about their names and English

knowledge etc

Guiding: (30 minutes)

1 Guiding student’s book and workbook:

* Introduce to students how to use their book and

workbook

* Introduce to students how to learn reading,

speaking, listening, writing, language focus in their

books and how to do the exercises in their books

2 Guiding English tests in grade 12:

* Introduce to students about oral tests, 15 minute

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

* The tests in grade 12 include:

reading : 25%

listening: 25%

writing: 25%

language focus: 25%

3 Guiding other books and tape, disc, etc

Go through the textbook (8’)

Ask Ss to go through the textbook and analyze

according to the themes

Homework: 2 minutes

- Ask students to prepare textbook, notebooks and the

things for learning and prepare lesson reading - Unit

1

- Listen to the teacher

- Answer the teacher’s questions

- put the student’s book and workbook

on the table

- listen to the teacher and look through the books

- Listen to the teacher

- listen to the teacher and write down the things which will be prepared at home

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

Unit 1: home life TiÕt 3 Unit 1 - Lesson 1: A reading

Planning date: August 28 th Teaching date: September 1 st

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

- understand more about home life

- develop reading skills: reading for main ideas and specific information, guessing the

meaning of the words

II Language content: vocabulary about home life

III Skills: Reading + Listening/Writing/Speaking

IV Teaching aids: pictures, textbook, workbook, cards…

V Procedure:

Warm up (5’)

- Write the sentence on the board:

“Men build the house and women make it home.”

- Give question:

What does the statement mean?

- Ask students to work in pairs to discuss the question

- Collect students’ answers and give correct answer:

The statement means that men’s responsibility is to work

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

the family

- Introduce the lesson:

Today we will understand more about the responsibility and

contribution of each member to have a happy family

Warm up (5’)

- Listen

- Discuss the question in pairs

- Listen and write down

- Listen

Pre – reading (7')

- Ask students to work in pairs, describe the picture

- Give questions as cues:

1 Who do you think they are

2 Where is the family?

3 What is each member of the family doing?

4 Is the family happy? Why (not)?

- Ask students to answer

- Give feedback and suggested answers

1 parents and children

2 at home

3 The mother is helping the daughter with her study,

the father is playing with the son.

4 They are happy, because they love and support each

- Answer the questions

- Listen to the teacher

- Write down

- Listen

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

Now we will read a passage about a typical family to see

how they contribute to make their home life happy.

While reading (20')

- Ask students to read the passage silently to understand

the main ideas

Task 1 (p14): Choose the sentence A, B or C that is

nearest in meaning to the sentence given.

- Ask students to do Task 1

- Ask students to compare the answers with a partner

- Ask some students to read the answers

- Checks and gives correct answers:

Task 2: Answer the questions

- Ask students to read the passage again and answer the

questions

- Ask students to compare the answers with a partner

- Checks and gives correct answers:

1 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 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 close-knit and supportive of one

another They often share their feelings and whenever

problems come up, they discus them frankly and find

solutions quickly.

While reading (20')

- Read the text silently once or two times

Task 1 (p14):

- Work individually to do task 1

- Compare the answers

- Read aloud their answers

- Write down the correct answers

Task 2:

- Work in pairs to do the task

- Compare the answers

- Read aloud their answers

- Write down the correct answers

Post – reading (10')

- Ask students to work in groups, discuss the questions:

Compare the family in the text with your own family.

- Ask some students to present their discussion in front of

the class

- Give feedback

Post – reading (10')

- Work in groups, discuss the questions

- Report their discussion

- Listen

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

TiÕt 4 Unit 1 - Lesson 2: B speaking

Planning date: August 28 th Teaching date: September 3 rd

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

- Understand more about home life, the relationship, responsibilities of family's members

- Skills: discuss home life, the relationship and responsibilities of family's members

II Language content: vocabulary about home life

III Skills: Speaking + Listening/Writing/Reading

IV Teaching aids: pictures, textbook, workbook, cards…

- Lead to the lesson:

Today we will discuss the responsibility of each member in a

family in doing housework as well as supporting the family

Warm – up (5’)

- Students’ answers may vary

- Listen

Pre – speaking (7') Task 1: Read the following statements and tick the ones

that apply to you and your family.

- Ask students to read the statements and tick the ones that

apply to their families

- Ask students to work in pairs, exchange the ideas

- Ask some students talk about their families in front of the

class

- Give feedback

Pre – speaking (7') Task 1:

- Listen and do the task

- Work in pairs

- Present in front of the class

- Listen

While speaking (20') Task 2: Prepare a list of questions to ask another student

to find out whether his/her family is like yours

- Ask students to prepare a list of questions to understand the

family life, focusing on:

o who works in the family

o who does household chores

o responsibility in the family

o the interest the family members share closely

o the person you share secrets with

o the person you talk before making an important

While speaking (20') Task 2:

- Do the task individually

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

decision

- Give an example:

Who works in your family?

Task 3: Ask your partner about his/her family life

- Ask students to use the questions to ask a partner about his/

her family life Note down the answers

Task 4: Tell each other the information you have collected

- Ask students to work in pairs to tell each other the

- Ask some students to present their collected information in

front of the class

- Give feedback

Post - speaking (10')

- Present in front of the class

- Listen and note down

TiÕt 5 Unit 1 - Lesson 3: C listening

Planning date: September 1 st Teaching date: September 4 th

I 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

II Language content: vocabulary about home life

III Skills: Listening + Reading/Writing/Speaking

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

V Procedure:

Warm – up (5’)

- Ask 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?

- Call some students to answers

- Give suggested answers:

1 A family is having a big meal.

2 There are 9 people.

3 They are very happy.

- Give feedback and introduce the topic of the lesson:

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

Now we will listen to a conversation in a family reunion.

Pre – listening (7')

- Play the tape, ask students to listen and repeat the words

flight reserved coach rarely

close-knit spread out leftovers crowded

- Correct students' pronunciation and explain the meaning of

the words

- Introduce the situation:

Listen to Paul and Andrea talking about their family life and

do the task below.

Pre – listening (7')

- Listen

- Repeat each of the words

- Listen and note down

- Listen

While - listening(20')

Task 1: Decide whether the statements are True or False

- Ask students to read through the questions

- Play the tape two times

- Ask students to do Task 1 then compare the answer with a

partner

- Play the tape again, have students listen and check the

answers

- Ask some students to read the answers

- Checks and gives correct answers:

Task 2: Note down two things that are different about Paul’s

and Andrea’s families.

- Ask students to read through the questions

- Play the tape two times

- Ask students to do Task 2 then compare the answer with a

partner

- Play the tape again, have students listen and check the

answers

- Ask some students to read the answers

- Checks and gives correct answers:

The family often eat the

meal the mother cooks at

home

The family often go out to eat when they get together

While - listening (20') Task 1:

- Read through the questions

- Work individually to do the task

- Compare the answers

- Listen again and check the answers

- Read aloud their answers

- Write down the correct answers

Task 2:

- Read through the questions

- Work individually to do the task

- Compare the answers

- Listen again and check the answers

- Read aloud their answers

- Write down the correct answers

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

- Ask students to work in groups, discuss the questions:

Discuss the importance of family in a person's life

- Ask some students to present their discussion in front of the

TiÕt 6 Unit 1 - Lesson 4: D writing

Planning date: September 1 st Teaching date: September 8 th

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

- understand more about home life

- develop writing skill: Writing about family rules

II Language content: vocabulary about home life

III Skills: Writing + Reading/Listening/Speaking

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

V Procedure:

Warm – up (5’)

- Give question:

Do your family have any rules? What are they?

- Give feedback and lead to the lesson:

Today we will learn how to write about family rules.

Warm – up (5’)

- Students’ answers may vary

- Listen

Pre – writing (7')

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

- Have students revise the verbs

1 During the school year I'm not allowed to watch TV

until I have finished my homework.

2 In my family, everybody has to do their share of

household chores.

- Have the whole class brainstorm the rules of their

family Write on the board

- Have students work in pairs to discuss the main ideas in

their writing, using the structures

o I have to

Pre – writing (7') Task 1:

- Revise the knowledge

- Study the example

- Think of the family rules

- Discuss the main ideas

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

o My parents want me to

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

- Have students exchange their writings and find each

other’s mistakes

- Have students write the second draft

While - writing (20') Task 2:

- Ask two students to write on the board

- Correct mistakes and give feedback for the whole class

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

serious mistakes

Post – writing (10')

- Write on the board

- Listen and note down

- Listen and note down

Planning date: September 4 th Teaching date: September 9 th

I Objectives:

1 Education aims: The ending ‘s’ Tenses revision.

2 Skills: Master the ending ‘s’ and tenses revision.

Know how to use tenses

II Anticipated problems:

+ Problems: Students may have difficulty in pronunciation

+ Solutions: Explain carefully the ending ‘s’

III Teaching aids: board, chalk, textbook.

IV Procedures:

Teacher's activities Students' activities

1 Pronunciation:( 15 mins)

- Explain the way to use ending ‘s’- Help

students to know the pronunciation

- Practice:

+ I saw some bats flying from the bags.

+ He often speaks at different speeds.

+ She tore the photographs in to halves.

+ I always have dates on rainy days.

+ The kids are playing with their toys kits.

2 Grammar and vocabulary:( 28 mins)

- Explain once again the formations and the

usages of :

- Get the teacher’s explanation

+ /z/ follow voiced consonants except /z/, /dƷ / Ʒ /

+ /s/ follow voiceless consonants except /s/, /∫/, / t∫ /

+ /iz/ follow the ending sound of: /z/, /dƷ/, /Ʒ /s/, /∫/, /t∫/

- Practice reading in chorus or individually

Exercise1:

1 Have you seen

2 Did you enjoy

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

+ The past simple tense.

+ The past progressive tense.

+ The present perfect tense.

- Guide the students how to do the

exercises

- Divide the class into groups, ask them to

do the exercises

- Walk round to give help if necessary

- Correct the students’ work if necessary

3 Homework: (1 min)

At home, revise the pronunciation, the tenses,

redo all the exercises and prepare unit 2

3 was

4 Did you give… saw

5 didn’t listen

6 Have you two met

7 Did you meet

UNIT 2: cultural diversity

TiÕt 8 Unit 2 - Lesson 1: A READING

Planning date: September 6 th Teaching date: September 11 th

I Objectives:

1 Aims: - Students read and guess the meaning of words in contexts.

- They read and answer questions about the texts

- They practice scanning for specific information in the texts

2 Knowledge:

- General knowledge: the changes brought about by the economic reforms

- Language: + Words related to the topic (economic, medical and agricultural terms)

+ Common knowledge of education, healthcare, agriculture,…

II Methods: integrated, mainly communicative.

III Anticipated problems: no problems

IV Teaching aids: picture, board, chalks, textbook, handouts,…

V Procedures:

Teacher's activities Students' activities

1 Warm- up :( 3 mins )

Aims: to introduce the topic of the lesson and to

raise students' interest.

- Tell the class the the differences between

schools (hospitals, houses) now and the past ten

years

- How do farmers transport their farming

products now and how did they do ten years

ago?

- What make all of these changes?

2 Before you read:( 5 mins)

- Ask students (to work in pairs) to open their

books, look at the pictures, and do the tasks that

follow

+ What can you see ?

+ Do you think…?

+ What, in your opinion, should…?

- now: beautiful buildings, good facilities,

- past: …

- now: tractors, motorbikes, …

- past: human’s force or animal’s force

- the development of economic

- Things seen: a village, farmers, a buffalo, some huts,…

- A poor village, of course the farmers lead a poor life

- Build a new road, change the cultivation methods, …

Sở GD&ĐT Vĩnh Phỳc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phỳc

- Ask them to work in 3 minutes, meanwhile T

moves round to help if necessary

- Ask some pairs to report

- Give some remark if necessary

3 While you read:( 25 mins)

+ Task 1:

- Ask students to read through the text once to

find out some new words, guess the main idea

- Explain new words (give the Vietnamese

equivalents), guide the students to get the main

contents of the reading text

- Ask students to work individually in 5 minutes

to do this task

- Guide students to read through the passage ,

then focus on only the sentences surrounding the

suggested words to do the task effectively

- Give students some more words that may be

new/ unfamiliar to them

- Guide the students to read the word in chorus

and individually

+

Task 2:

- Ask students to read the passage again and

choose whether the statements given are true (T)

or false (F)

- Ask them to work individually to do the task

and give the evidence to prove the keys

- Move round to make sure that all students are

working and to help them if necessary

- Ask some students to report and give

feedback

+

Task 3:

- Ask students to read the passage again then

work in pairs to ask and answer the suggested

questions

- Walk round the class to give help if necessary

- Read through the text find the new words, try

to guess the meanings of those words in contexts:

+ National Congresses: Đại hội toàn quốc+ renovation (n): đổi mới

+ under-developed (pp):áchậm phát triển+ inflation (n): lạm phát

+ stagnant (adj): trì trệ+ government subsidies (n): sự bao cấp của chính phủ

+ government commitment (n): cam kết của chính phủ

+ dissolve (v): tan rã

+ substantial (adj): lớn lao, đáng kể

- Get the meaning of some more words:

- Work individually to read the text then choose whether the statements given are true (T) or false (F)

- Share the key with other students

1 F 2 F 3 T 4 F 5 T

- Find in the text the evidence to prove the keys

- Do the task in pairs:

A: When and by whom was …?

B: in 1986 by the Vietnamese Communist Party A: What was the aim…?

B: to restructure the economy of Vietnam, to Raise the living standard of the people A: Name the renovation measures…?

B: eliminated government subsidies.

shifted economic priority… of export.

reduced state intervention in business.

open trade relation… the world.

encourage foreign……investment.

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

- Give suggested words, phrases or useful

suggestions

- Correct the students’ work

4 After you read:( 10 mins)

- Ask students to work in group to scan the text

again

- Ask them to work in small groups of three or

four to talk about the text based on the

suggested points

- Encourage them to use their own words

- Ask one or two pairs to report

5 Homework:( 1 min)

Write a passage to say what changes you’ve

seen in your village since the year 1986

compare to the past

A: How has Vietnam changed…?

B: productivity and agricultural export…

farmers have enjoyed…

workers have worked harder.

children, especially from …, … training A: What do we believe?

B: We believe that with the …

• VN before DM: economy under-developed

– country and poor people – production stagnant – shortage of schools, hospitals – inflation.

• Renovation measures:

eliminated government subsidies - shifted economic priority… of export - reduced state intervention in business - open trade relation… the world - encourage foreign…… investment.

• VN since DM: productivity and

agricultural export -farmers have enjoyed… - workers have worked harder children, especially from …, … training.

 TiÕt 9 Unit 2 - Lesson 2: B speakING

Planning date: September 11 th Teaching date: September 15 th

I Objectives:

1 Aims: - Students work in pairs to describe the pictures.

- Students talk about measures and effects of the economic reforms in Fantasia

2 Knowledge:

- General knowledge: economic reforms

- Language: + Words related to economic reforms

+ The way to make suggestions or predictions

+ The tenses

II Methods: integrated, mainly communicative.

III Anticipated problems:

- Problems: Students may face difficulty using economic terms

- Solutions: teacher can give useful suggestions

IV Teaching aids: - picture, board, chalks, textbook, handouts

V Procedures:

Teacher's activities Students' activities

1 Warm-up:( 5 mins)

Tell a short story to prove that the renovation

measures has apparently changed the social and

people’s lives positively

2 Pre-speaking:( 9 mins)

+ Task1:

- Explain the requirements clearly in English

Listen and give one’s own ideas or story if being asked

- Work in pairs to discus the three questions and

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

“in your textbook, there are four pictures Now,

what I would like you to do is to look at them

carefully and say what they are about”

- Ask students to work in pairs to discus the

three questions and find the answers

- Correct the students’s work and give remark

3 While-speaking:( 20 mins)

+ Task 2:

- Explain the requirements “The country of

Fantasia started its overall reforms…”.

- Divide the class into groups, asks each groups

to discus a section: Education

Health care

Agriculture

- Guide the students how to speak by giving

them useful suggestions:

- Encourage students to speak out what they

think even a phrase or a singular word

4 Post-speaking:( 10 mins)

+ Task 3 :

- Ask students to work individually to

summarize what they’ve discussed in their own

words

- Move round to check the activities and to

make sure that students are working effectively

- Ask one or two students to report in front of

the whole class

- Check and give remarks

5 Homework: ( 1 min)

Name some measures we’ve made to promote

our economic system

find the answers

A: What does each pair of picture tell you? B: It tells us the contrast between the present and past situations.

A: What changes can you see in each pair of…? B: The new school and factory are much bigger and more beautiful than the old ones.

A: What do you think … to achieve these…? B: They must have taken some renovation measures.

- Correct the answers oneself

S1: It is obvious that they……

Group 2: Health care

S1: Many hospitals have been built as well as the doctors’ and nurses’ salaries have been raised.

S2: Due to the government’s policy, many more highly qualified doctors have worked to improve the people’s health.

Group 3: Agriculture

S1: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems.

S2: They’ve also applied new and advanced farming techniques, more facilities and equipment.

S3: They use fertilizers, pesticides and insecticides to protect their crops.

S1: The government of Fantasia has changed the curriculum and textbooks They also provided schools with more equipment and facilities They build more schools and raised the teachers’ salaries…

S2: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems They’ve also applied new and advanced farming techniques, more facilities and equipment They use fertilizers, pesticides and insecticides to protect their crops.

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

TiÕt 10 Unit 2 - Lesson 3: C listenING

Planning date: September 11 th Teaching date: September 16 th

I Objectives:

1 Education aims: Students know the harm of taking drug.

2 Knowledge: a General knowledge: Listen for specific information.

b Language: - The present simple tense

- Words related to the topic

3 Skills: Listening comprehension.

II Anticipated problems:

+ Problems:

- Students may do not know some works in the listening text

- They do not know where to focus on the listening text

+ Solutions:

- Teach new words in advance

- Guide students to guess the answers before they listen

III Teaching aids: Tape, board, chalk, textbook.

IV Procedures:

1 Warm up:( 5 mins)

A story about an addict

2 Before you listen:( 10 mins)

- Ask students to work in pairs to ask and answer

the given questions

- Guide the students to answer if necessary

- Give further information

- Explain the words that will appear in the

listening text

- Ask students to read in chorus then individually

3 While you listen:( 20 mins)

+ Task 1:

- Ask students to read the statement at least

once first

- Ask them to guess the answers

- Play the tape once then check how many

answers can students find

- Play the tape again

- Check and give remarks

- Call some students to say out their answers

and the evidences they get to prove their

answers

+ Task 2:

- Ask students to read the questions

- Ask them to guess the answers

- Work in pairs:

S1: Should drug-taking be banned?

S2: Yes, because it brings the users many harm on not only their physical but also mental health.

S1: Drug-taking is totally a social evil.

- Listen and repeat:

Tango discourage Drug-taker rationally Ruin solution Unfortunately measures islanders

- Read the statement once to get the main contents

- Listen to the tape and do the task

- Find evidences to each of the answers

- Represent if being asked

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

- Play the tape once then check how many

answers can students find

- Play the tape again

- Check and give remarks

- Call some students to say out their answers

and the evidences they get to prove their answers

4

After you listen:( 9 mins)

- In group, ask students to discus the guided

question, find the answer

- Move around to help if necessary

- Give remarks or even suggestions

5 Homework: ( 1min)

Imagine you are an MP of Tango what would

you do to solve the problem

- Find evidences to each of the answers

- Represent if being asked

1 They discovered a plant containing a powerful drug.

2 They grew it all over the island.

3 The negative effects: people become lazy – children did not go to school – the shortage of food.

4 Measures: introduced a law to make the drug illegal – put drug-takers into prison – export the drug to other countries.

- Listen to the teacher’s explanation then correct the answers oneself

- In groups, ask and answer the question

S1: Do you think that the Government of Tango……?

S2: I don’t agree with that solution because when they export the drug to other countries the other peoples will suffer from the drug-taking problems, and other government will face the same problems as theirs.

Listen to the teacher’s guide to correct oneself

 TiÕt 11 Unit 2 - Lesson 4: D writING

Planning date: September 16 th Teaching date: September 18 th

I Objectives:

1 Education aims: Students write a report.

2 Knowledge: a General knowledge: Writing a report on the economic development.

b Language: +The tenses

+ Connectors (time expressions)

3 Skills: Writing a report.

II Anticipated problems:

+ Problems: Students may not know new words and the structure

+ Solutions: Explain these words/ structures in advance

III Teaching aids: A picture, board, chalk, textbook.

IV Procedures:

Teacher's activities Students' activities

1 Warm- up:( 5 mins)

Free talk about the changes in one’s home

village during the renovation process

2 Before you write:( 15 mins)

- Explain as clearly as possible the

requirements “The table below presents the

results the Government… ”.

- Give clear task to students

+ Task 1:

- Ask students to look at Task 1

- In pairs, ask students to ask and answer

the questions

Do as required

Exchange the ideas with others

- Listen to the teacher

- Get the task

- Work in pairs to do the task

S1: What was the economic situation in Tango before 1980?

S2: It was really bad The country was

under-Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

- Move around to give help

- Check and give remarks

3 While you write:( 15 mins)

+ Task 2:

- Explain the requirements: Writing a report

+ The economic situation of Tango before

1980

+ The measures taken by the Government and

the people of Tango overcome the problems

+ The achievement ( as presented in the table)

they have made as a result of the reform

- Ask students to work in groups to write

report

- Walk round to give help if necessary

4 After you write:(9 mins)

- Ask some groups to represent their work,

ask other to give remark

- Choose some good writing to read in class

and give remark

S1: What do you think the ….?

S: They have taken positive measures….

- Listen to the teacher to correct oneself

- Work in groups to do the task

The Government and the people of Tango started their overall economic reform in the mid 1970s Before that time the economy of the country was in ruins……… The Government

of Tango has taken a lot of measures in order

to promote the national economy such as…… Despite all difficulties, the people of Tango

… After all, they have received greater and greater achievements…

- Compare the result to the other groups

- Listen to the teacher’s explanations

- Exchange the writing to other groups to check and give remarks

- Represent the task on board if being asked

- Read the writing to get others’ remarks

The Government and the people of Tango started their overall economic reform in the mid 1970s Before that time the economy of the country was in ruins……… The Government

of Tango has taken a lot of measures in order

to promote the national economy such as…… Despite all difficulties, the people of Tango After all, they have received greater and greater achievements…

- Do as the teacher asked

 TiÕt 12 Unit 2 - Lesson 5: E language focus

Planning date: September 17 th Teaching date: September 22 nd

I Objectives:

1 Education aims: Strong form and weak form of auxiliaries; adverbial clauses.

2 Skills: Master the strong form and weak form of auxiliaries.

Know how to use and make adverbial clauses of concession

II Anticipated problems:

+ Problems: Students may have difficulty in pronunciation

+ Solutions: Explain carefully the strong form and weak form of auxiliaries

III Teaching aids: board, chalk, textbook.

IV Procedures:

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

Teacher's activities Students' activities

1 Pronunciation:( 15 mins)

- Explain the way to use strong form

(emphasis, positive, stressed cases ), weak

form (interrogative, unstressed cases)

- Help students to know the pronunciation

A: Has she gone?

B: Yes, she has.

A: Shall we go now?

B: I think we ought to.

A: Will you come tomorrow?

B: Yes, I will.

A: Do you really have time for it?

B: Yes, I do.

2 Grammar and vocabulary:( 28 mins)

- Explain once again the “Clause of

- Walk round to give help if necessary

- Correct the students’ work if necessary

3 Homework: (1 min)

At home, revise the strong form and weak

form of auxiliaries, the use of clause of

concession, redo all the exercises and prepare

2 Although we had planned everything

carefully, a lot of things went wrong.

3 Even though/ Although the doctor has

advised him to quit, Bob (still)….

4 Although it was cold and rainy, we

managed to go to class in time.

5 Although Luong has studied English only

for six months, he can …….

6 I didn’t go to bed early although I was …

Exercise 2:

1 Although I was very tired

2 Although I had never seen her before

3 although it was pretty cold

4 although we don’t like them very much

5 Although I didn’t speak the language

6 Although the heat was on

7 although I’d met her twice before

8 although we have known ……

Exercise 2:

9 we forget many things

10 they were very happy

11 he could speak/ read the language…

12 Although he had revised everything…

13 it is pretty cold/ there hasn’t been….

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

Unit 3: Ways of socializing

TiÕt 13 Unit 3 - Lesson 1 : A reading

Planning date: September 17 th Teaching date: September 29 th

I Objectives:

1 The aim:

After the lesson, students are able to know how to communicate politely , some new words related communication

2 Lexical items:

Words related to ways of socializing

3.Teaching aids: cassette, tape, picture

4.Skills: reading for gist

II Method: Intergraded, mainly communicative

III Procedure

Teacher’s activities I.

Warm-up

Ts asks students to look at the picture in their

book carefully and answer the questions

II.

Pre-reading

Matching the words

Asks students to match these words

Read these words & pronounce them

Teacher gives some more new words if

necessary

T plays the tape once

III While reading Task3.

T asks students to read the questions

carefully

Pay attention to key words

Like: What do to attract someone’s

attention

Students’ activities Questions: 1 What are the people in the pictures doing? 2 What will you do if you want to ask your teacher a question , but he is talking to your classmate? A 1 non-verbal

2 verbal

3 impolite

4 attract someone’s attention

5 rude

B a Kh«ng lÞch sù b thu hót sù chó ý cña ai c b»ng lêi, h÷u ng«n d th« tôc, th« b¹o e kh«ng b»ng lêi, phi ng«n eg a slight nod will do formal (a ) - formality (n) listen to the passage

Task 3.

Read the passage by skimming skill Answer the questions in the book

practice Suggested answers:

1 .we can use both verbal and non-verbal communication

2 They are strong actions that can easily be seen

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

Asks them to work in pairs

let them practice

give feedback

Task 2.

Ask students to work in groups

Call on some groups to answer the question

to show that we need assistance

4 .you can use a small friendly wave to attract his or her attention

5 Because pointing at someone is usually considered rude

Encourage – despise

TiÕt 14 Unit 3 - Lesson 2: B Speaking

Planning date: September 27 th Teaching date: September 30 th

I Objectives:

1 Aims: students should know how to give and respond to compliments in different situations.

2 Skills: fluency in talking about compliments

II Method: Integrated, mainly communicative

III Teaching aids text books

IV Procedure

Teacher’s activities Warm up

Require students to list adjectives ,

adverbs which are often used when people

give and respond to compliment

Introduce the title of the lesson

Pre-speaking

Task 1

Ask students to work in pair to practice

reading the dialogues, paying attention to

how people give and respond to

compliments in each situation

Explain some new words if necessary

Students’ activities Warm up

Beautiful (ly)nice

wonderfulterrificgood/well/betterthank

Pre-speaking Task 1.

Practice reading and pay attention how people give and respond to compliments

While – speaking

Task 2

Explain the task requirement

Ask students to practice speaking

Go around and help students if necessary

While – speaking Task 2

Practice giving compliments to suit the responses

Suggested answers

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

Ask some students to speak in front of the

class

Correct their answers

Task 3.

Explains the task requirement

Ask students to practice responding

compliments

Help students if necessary

Ask some students to speak in front of the

class

Correct their answers

Post- speaking Task4

Explain the task requirement

Ask students to practice in pairs( each

pair can choose two situations to speak)

Ask students to speak in front of the class

David: What a beautiful dress you are wearing, Kathy

Hung: You have a decent motorbike, Hien

Michael: You played badminton very well today, Colin

You: I’m glad you like listening to me playing the guitar

You: That’s kind of you to say so, Tom

Actually, my English is influenced by an American teacher

Post- speaking Task 4

practice giving and responding to complimentsSuggested answers:

The pair of glasses you are wearing are so nice, Lan

Thanks, Nga My friend gave them to me on my birthday

What a new and expensive watch you have , TamI’m glad you like it I bought it yesterday

V Homework

Practice giving and responding to compliments for the situations of task 4 again



TiÕt 15 Unit 3 - Lesson 3: C Listening

Planning date: October 1 st Teaching date: October 2 nd

1 Objectives: After the lesson students will be able to improve such listening skills as listening for

gist and listening for specific information by doing true/ false and gap-filling exercises

2 Time: 45 minutes

3 Teaching aids: textbook, cassette player, tape, blackboard.

4 Procedure:

+ Activities 1: work with a partner:

-ask Ss to work in pairs to study the pictures

and answer the questions in textbook:

1.What are they doing?

2 What do you think each of them would say

to each other?

3 What do you think they would talk about?

4 How long do you think it would take them to

finish their call and why?

- call on some Ss to present their answers

( these questions require open answers)

-look at picture and answer questions

-present their answers

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

(13ms)

(12ms)

(7ms)

(3ms)

+ Activities 2 : listen and repeat

-teach Ss the pronunciation and meaning of

some key words:

Marvelous (a): = great

Arguments (n) = disagreement

Regulations (n) = rules

Object (v) = not allow somebody to do

something

Startling (a) = make somebody shocked

-ask Ss to listen to the tape and repeat these

words

- call on some Ss to read aloud these words

- introduce listening passage: a social worker

will advises young people on how to use the

telephone in their family

*While you listen:

+Task 1:

-explain task requirements

- ask Ss to read through all the statements to

find out what they might hear

- ask Ss to guess the answers in pairs

- play the tape twice

- asks Ss to compare answers in pairs

- ask Ss to present answers and check them

1.T 2.F 3.T 4.F 5.F 6.T

+Task 2:

-ask Ss to read through the passages to guess

the missing words

- play the tape once or twice

- ask Ss to compare answers in pairs

- play the tape for Ss to check their answers

- call on some Ss to present answers on board

- check Ss’ answers:

1.agreed 5.waking

2.to avoid 6.heart

3.particular 7.kindness

4.adults 8.to stick

*After you listen:

-ask Ss to work in groups to summarize the

talk, basing on some main points:

Length of time for each call

Time for calling

Calling late at night

Calling at weekend

-call on some Ss to present their ideas orally

*Homework: ask Ss to take notes some ways

to give advice on something

-take notes new words

-listen and repeat words-read aloud these words

-read the statements and guess the answers

-listen to the tape-compare answers in pairs and presents

-read and guess missing words-listen to the tape

-compare answers and present answers

-work in groups to summarize the talk.-present their ideas

-take notes homework



TiÕt 16 Unit 3 - Lesson 4: D WRITING

Planning date: October 3 rd Teaching date: October 6 th

I Objectives:

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

1 Aims: After the lesson, the students should be able to:

+ build complete sentences from the given words

+ put the jumbled sentences in their correct order and write the complete paragraphs

2 Knowledge:

- Language: + Words concerning apologies

+ The present simple tense

II Methods: integrated, mainly communicative.

III Teaching aids: textbook, handouts

IV Procedures:

Teacher's activities Students' activities

1 Warm- up :( 5 mins)

- Ask students to close their books

- Deliver handouts, and ask students to match

the words in column A with its suitable meaning

5 omission e tuân theo

- Ask students to match quickly in one minute,

then give their answers

- Teach students to pronounce 5 words above

- T introduces the new lesson: Today, in this

writing hour, you have two main tasks task 1 is

concerned with using the words to build

complete sentences and Task 2 is concerned

with putting the jumbled sentences in their

correct order and then rearrange them to write

the complete paragraphs

2 Task 1 (15 mins)

- Ask students to open their books and look at

Task 1

- Ask students to read task 1

- Which tense do you use to make the sentences

in Task 1?

- Ask students to work in pairs - Ask them to

work in 3 minutes, meanwhile T moves round to

- Ask students to read requiring of Task 2

- Ask students to read two paragraphs and

1 Warm- up :( 5 mins)

- close their books

- match two columns

- work in groups

Answer keys:

1- e 2- c 3- a 4- d 5- b

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!”

3 Task 2(20 mins)

- Work in groups of two or four

- Discuss each paragraph and translate each sentence into Vietnamese

Answer keys:

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

discuss the right order

- Ask students to work individually in 5 minutes

to do this task

- Ask them to share their ideas with their

partners

- Ask 4 students to stand up to answer , then

give their answers

- Ask students to write the re-ordered

paragraphs

- Ask 2 students to go to the blackboard to write

2 paragraphs

- Correct students’ mistakes if necessary

Ask one member of their groups to report if

possible

- Remind students that they should use the

present simple to write the sentences

4 Homework:( 5 mins)

- Find expressions of apologizing

- Prepare language focus of unit 3

*Paragraph 1: 1 - C; 2 - E; 3 - A; 4 - B; 5 – D

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

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 to make it any longer

 TiÕt 17 Unit 3 - Lesson 5: E language focus

Planning date: October 4 th Teaching date: October 7 th

I Objectives:

1 Education aims: Stress in two-syllable words Reported speech

2 Skills: Master the strong form and weak form of auxiliaries.

Know how to use and make reported speeches

II Anticipated problems:

+ Problems: Students may have difficulty in pronunciation

+ Solutions: Explain carefully the formations and the usages

III Teaching aids: board, chalk, textbook.

IV Procedures:

Teacher's activities Students' activities

1 Pronunciation:( 15 mins)

- Explain the way to read and mark stresses

for words with two syllables

- Help students to know the pronunciation

- Practice:

attract waving Signal polite

discuss walking instance police

suppose pointing student between

- Get the teacher’s explanation

+ Stresses syllables are those which have long vowels, compound vowels or ending in more than one consonants.

+ Usually the second syllable has stress if it is verb whereas it is the first syllable stressed for

a noun, an adjective, or others.

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

2 Grammar and vocabulary:( 28 mins)

- Explain once again the way to make a

reported speech

+ changes: verb-tense, adverbials, genders

+ statements: that clauses

+ questions: general, WH-questions

+ special: tell, ask, order, advise, suggest

- Guide the students how to do the

exercises

- Divide the class into groups, ask them to

do the exercises

- Walk round to give help if necessary

- Correct the students’ work if necessary

3 Homework: (1 min)

At home, revise the strong form and weak

form of auxiliaries, the use of clause of

concession, redo all the exercises and prepare

unit 8

- Practice reading in chorus or individually

+ Linda Couple is a social worker in … + W M Thackeray was a famous ….

+ D Warren is Linda’s teacher’s doctor.

+ Janet is having a number of problems.

+ Michael is sailing across the river.

+ Jenny is waiting for Michael to return.

Exercise1:

1 Thuan said he worked for a big company.

2 Thuan said he was their marketing

manager.

3 Thuan said the company had opened an

office in Ho Chi Minh city.

4 Thuan said it had been very successful.

5 Thuan said he had been chosen to run an

8 Thuan hoped I would come and visit him…

9 Thuan hoped he would be successful in Ho

Chi Minh city.

Exercise 2:

2 was upset

3 was not interested

4 had promised to go to the cinema

5 hadn’t turned up

6 didn’t want to see you

7 she didn’t believed you had tried

8 she would talk to you later

9 she had to go otherwise she would be late for school.

 TiÕt 18 test yourself A

Planning date: Teaching date:

I Objectives:

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

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

- Students can improve their techniques of doing the simple tests

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

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

- Improve their knowledge through the test yourself

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

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

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

- Improve their knowledge through the test yourself

II Method: Integrated, mainly communicative

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

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

* Have you prepared it at home?

* Have you got any difficulties?

Test yourself

I Listening(2.5 points) (10 minutes)

- Ask students to read all the sentences first

- Ask students to listen to the tape once

- Ask students to listen again and speak out the

statements are true or false

- Ask students to listen in the third time, the work

in groups to compare and discuss the answers

with each others to find the correct answers

II Reading (2.5 points) (10 minutes)

- Present the task:

- Ask pupils to work in groups to compare the

answers they have already done to find the correct

ones

- Give the correct answers to the class:

1 We can communicate not only through words

but also through body laguage.

2 They are our posture, facial expression,

gestures.

3 If your posture is slumped and your head is

down , this could mean that you are sad or lack

cofidence.

4 A person who doesn’t look away is expressinga

chllenge A personwho doesn’t look at you is

expressing lack of interestor is shy

5, Because that person might be angry at you or

feel superior to you.

III Grammar(2.5 points) (8 minutes)

- Present the task:

A, Practise circlingthe correct anwer (A,B,C or

D) to complete the letter

- Ask students to work in groups to give the

correct form of verbs in the passage

* Give the correct form of verbs

1, C: have been.

2, D : will be

3,B : are having

4,A : could have put off

5,B : will have finished

6,D :have seen

B, Let students finish each of of the following

sentences in such a way that it has the same

meaning as the original sentence

IV Writing (7 minutes)

- Present the task:

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the task

- understand the task

- Read the questions

- Listen to the tape

- Listen again and say the statements are true or false

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

- Finish the task

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

- Write the answers on the board

- Listen to the teacher and correct the answers

- Listen to the teacher

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

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

3, Tom apologized for not ringing

me earlier.

4,Miss White thanked Peter for giving her present

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

- Call the students to read the suggested sentences

in front of the class

+ Give the number of your family members, their

names, ages and jobs.

+ How do they share the housework?

+ How do they behave?

+What are their hobbies?

+ What do you like about each of them?

+

- Check their writings and help them correct the

mistakes if they’ve made

Homework (5 minutes)

- Ask students:

+ to study all the lessons again

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

my sister is Huong and she is a student in Hanoi, I am Hoang, sixteen years old and I am a pupil of grade 12 We are a close- knit family, we often share the household

- Give the writings by reading aloud

- Read the letter carefully

- In groups or in pairs, write her a letter

- Compare the results with the other groups

- Correct mistakes

- Study all the lessons again

- Get the knowledge ready for the coming test

TiÕt 19 written test 1

Planning date: Teaching date:

NỘI DUNG ĐỀ SỐ 121

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

II Choose one word whose stress pattern is different Identify your answer by circling the

corresponding letter A, B, C, or D

06.A. employment B. surprising C important D comfortable

07.A. colorful B. vegetable C. equality D dictionary

08.A. industrial B. irrational C variety D characterize

09.A. noisy B. quiet C hundred D abroad

10.A. important B. elegant C regional D musical

III Choose from the alternatives given (marked A, B, C, and D) one best to complete each sentence Identify your answers by circling the corresponding letter A, B, C, or D.

11. Jan didn’t check she had enough petrol before she left, was careless of her

12. Have you live here life?

13. All the boys are good at cooking, but _ is as good as the girls

14. I’m really looking forward to university

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

15. Are there enough apples for us to have one _?

16. We arrived home safe and

17. Please do not talk _ the orchestra is playing

18. They left the room _ they had finished the exam

19. If you a crime, you must expect to suffer the consequences

20. Anyone who lives alone has to look after _

21. Do you bring with you? No, we are going to sleep in a rented house

22. The room was _ of strangers

23. They had lunch together in the school _

24. Some animals are now We need to find ways to protect them

25. We took a short _ for thirty minutes in the middle of the afternoon

IV Read the following passage and decide which word ( marked A, B, C, and D) best fits each of the blanks by circling its corresponding letter A, B, C, and D:

There is now increasing concern about the world’s energy resources, particularly about those involving fossil (26) In less than a hundred years, we shall probably (27) all the present (28) of oil and gas The world’s coal (29) should last longer but, once used, these cannot be _(30)

It is important, therefore, that we should develop such (31) _sources of energy as solar energy and nuclear energy as well as water and wind (32) (classed as _(33) energy) Until these energy (34) _are widely used, it is important for the developed countries to reduce energy (35) as much as possible

35 A consumption B exhaustion C waste D destruction

V Find out ONE mistake in each sentence that needs correcting

36. The rain came sudden and everybody got wet because nobody had an umbrella

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

40 There are many ways to do this exercise but mine is the best good one

A B C D

TiÕt 20 key for written test 1

Planning date: Teaching date:

Planning date: Teaching date:

I Objectives:

1 Aims: - Students read and guess the meaning of words in contexts.

- They read and answer questions about the texts

- They practice scanning for specific information in the texts

2 Knowledge:

- General knowledge: the changes brought about by the economic reforms

- Language: + Words related to the topic (economic, medical and agricultural terms)

+ Common knowledge of education, healthcare, agriculture,…

II Methods: integrated, mainly communicative.

III Anticipated problems: no problems

IV Teaching aids: picture, board, chalks, textbook, handouts,…

V Procedures:

Teacher's activities Students' activities

1 Warm- up :( 3 mins )

Aims: to introduce the topic of the lesson and to

raise students' interest.

- Tell the class the the differences between

schools (hospitals, houses) now and the past ten -- now: beautiful buildings, good facilities, past: …

Sở GD&ĐT Vĩnh Phỳc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phỳc

years

- How do farmers transport their farming

products now and how did they do ten years

ago?

- What make all of these changes?

2 Before you read:( 5 mins)

- Ask students (to work in pairs) to open their

books, look at the pictures, and do the tasks that

follow

+ What can you see ?

+ Do you think…?

+ What, in your opinion, should…?

- Ask them to work in 3 minutes, meanwhile T

moves round to help if necessary

- Ask some pairs to report

- Give some remark if necessary

3 While you read:( 25 mins)

+ Task 1:

- Ask students to read through the text once to

find out some new words, guess the main idea

- Explain new words (give the Vietnamese

equivalents), guide the students to get the main

contents of the reading text

- Ask students to work individually in 5 minutes

to do this task

- Guide students to read through the passage ,

then focus on only the sentences surrounding the

suggested words to do the task effectively

- Give students some more words that may be

new/ unfamiliar to them

- Guide the students to read the word in chorus

and individually

+

Task 2:

- Ask students to read the passage again and

choose whether the statements given are true (T)

or false (F)

- Ask them to work individually to do the task

and give the evidence to prove the keys

- Move round to make sure that all students are

working and to help them if necessary

- Ask some students to report and give

feedback

+

Task 3:

- Ask students to read the passage again then

- now: tractors, motorbikes, …

- past: human’s force or animal’s force

- the development of economic

- Things seen: a village, farmers, a buffalo, some huts,…

- A poor village, of course the farmers lead a poor life

- Build a new road, change the cultivation methods, …

- Read through the text find the new words, try

to guess the meanings of those words in contexts:

+ National Congresses: Đại hội toàn quốc+ renovation (n): đổi mới

+ under-developed (pp):áchậm phát triển+ inflation (n): lạm phát

+ stagnant (adj): trì trệ+ government subsidies (n): sự bao cấp của chính phủ

+ government commitment (n): cam kết của chính phủ

+ dissolve (v): tan rã

+ substantial (adj): lớn lao, đáng kể

- Get the meaning of some more words:

- Work individually to read the text then choose whether the statements given are true (T) or false (F)

- Share the key with other students

1 F 2 F 3 T 4 F 5 T

- Find in the text the evidence to prove the keys

- Do the task in pairs:

A: When and by whom was …?

B: in 1986 by the Vietnamese Communist Party A: What was the aim…?

B: to restructure the economy of Vietnam, to Raise the living standard of the people.

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

work in pairs to ask and answer the suggested

questions

- Walk round the class to give help if necessary

- Give suggested words, phrases or useful

suggestions

- Correct the students’ work

4 After you read:( 10 mins)

- Ask students to work in group to scan the text

again

- Ask them to work in small groups of three or

four to talk about the text based on the

suggested points

- Encourage them to use their own words

- Ask one or two pairs to report

5 Homework:( 1 min)

Write a passage to say what changes you’ve

seen in your village since the year 1986

compare to the past

A: Name the renovation measures…?

B: eliminated government subsidies.

shifted economic priority… of export.

reduced state intervention in business.

open trade relation… the world.

encourage foreign……investment.

A: How has Vietnam changed…?

B: productivity and agricultural export…

farmers have enjoyed…

workers have worked harder.

children, especially from …, … training.

A: What do we believe?

B: We believe that with the …

• VN before DM: economy under-developed

– country and poor people – production stagnant – shortage of schools, hospitals – inflation.

• Renovation measures:

eliminated government subsidies - shifted economic priority… of export - reduced state intervention in business - open trade relation… the world - encourage foreign…… investment.

• VN since DM: productivity and

agricultural export -farmers have enjoyed… - workers have worked harder children, especially from …, … training.

 TiÕt 22 Unit 4 - Lesson 2: B speaking

Planning date: Teaching date:

I Objectives: After the lesson, students will be able to

1 Talk about school education in Vietnam

2 Talk about the similarities and differences between the school system in Vietnam and in England

• Method: Integrated, mainly communicative

II Teaching aids: Pictures :handouts; book, Board, chalk, textbook ….

-T asks students to study the table in book

then ask and answer the questions about the

Work in groups of threeSuggested answer:

pre-Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

school education system in Vietnam

-T asks students to read the table and

example carefully

- Move round to conduct the activity

- Ask two students to give answers

- Get feedback and give remarks

- Ask students to read all the expressions

aloud in chorus

While-speaking ( 25 mins)

Task 2 (12mn )

- Ask students to work in groups to talk

about the school education system in

Vietnam, using the information from task 1

- Ask students to do the task individually

and then discuss with their partners

- Go around to help students- offer ideas and

comments when necessary

- Get feedback and give correct answers

- Ask students practice reading this

dialogue in pairs

- Ask some pairs to read aloud

Task 3 (16mins)

- T asks students to talk about the

similarities and differences between the

school system in Vietnam and in England

- t gives students structures for

comparison:

in the same way

too, both, the same as, also,

at the same time…

conversely, nevertheless, on the other

hand, whereas, in contrast, on the

contrast……

- Ask students to do the task in pair to find

the similarities and differences between

education system in Vietnam and England

- Go around to help students

Call some students to give their ideas.

- Get feedback and give correct answers

Post-speaking (2 mn)

Assign homework

Write a paragraph about the school

education system in Vietnam

B: when they are three

- Some new-formed pairs perform their conversation

in front of the class

- Suggested questions:

1 when do the children in Vietnam start the schooling?

2 what levels of education are compulsory?

3 what subjects do they learn at each level of education?

4 how long does each level of education last?

- Work in new pairs

Suggested answer:

- Age to start school

- Number of levels in the system

Planning date: Teaching date:

I Objectives:

1 Education aims: Students know the harm of taking drug.

2 Knowledge: a General knowledge: Listen for specific information.

b Language: - The present simple tense

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

- Words related to the topic

3 Skills: Listening comprehension.

II Anticipated problems:

+ Problems:

- Students may do not know some works in the listening text

- They do not know where to focus on the listening text

+ Solutions:

- Teach new words in advance

- Guide students to guess the answers before they listen

III Teaching aids: Tape, board, chalk, textbook.

IV Procedures:

1 Warm up:( 5 mins)

A story about an addictor

2 Before you listen:( 10 mins)

- Ask students to work in pairs to ask and answer

the given questions

- Guide the students to answer if necessary

- Give further information

- Explain the words that will appear in the

listening text

- Ask students to read in chorus then individually

3 While you listen:( 20 mins)

+ Task 1:

- Ask students to read the statement at least

once first

- Ask them to guess the answers

- Play the tape once then check how many

answers can students find

- Play the tape again

- Check and give remarks

- Call some students to say out their answers

and the evidences they get to prove their

answers

+ Task 2:

- Ask students to read the questions

- Ask them to guess the answers

- Play the tape once then check how many

answers can students find

- Play the tape again

- Check and give remarks

- Call some students to say out their answers

and the evidences they get to prove their answers

- Work in pairs:

S1: Should drug-taking be banned?

S2: Yes, because it brings the users many harm on not only their physical but also mental health.

S1: Drug-taking is totally a social evil.

- Listen and repeat:

Tango discourage Drug-taker rationally Ruin solution Unfortunately measures islanders

- Read the statement once to get the main contents

- Listen to the tape and do the task

- Find evidences to each of the answers

- Represent if being asked

- Listen to the tape and do the task

- Find evidences to each of the answers

- Represent if being asked

1 They discovered a plant containing a powerful drug.

2 They grew it all over the island.

3 The negative effects: people become lazy – children did not go to school – the shortage of food.

4 Measures: introduced a law to make the drug illegal – put drug-takers into prison –

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

4

After you listen:( 9 mins)

- In group, ask students to discus the guided

question, find the answer

- Move around to help if necessary

- Give remarks or even suggestions

5 Homework: ( 1min)

Imagine you are an MP of Tango what would

you do to solve the problem

export the drug to other countries.

- Listen to the teacher’s explanation then correct the answers oneself

- In groups, ask and answer the question

S1: Do you think that the Government of Tango……?

S2: I don’t agree with that solution because when they export the drug to other countries the other peoples will suffer from the drug-taking problems, and other government will face the same problems as theirs.

Listen to the teacher’s guide to correct oneself

TiÕt 24 Unit 4 - Lesson 4: D writING

Planning date: Teaching date:

I Objectives:

1 Education aims: Students write a report.

2 Knowledge: a General knowledge: Writing a report on the economic development.

b Language: +The tenses

+ Connectors (time expressions)

3 Skills: Writing a report.

II Anticipated problems:

+ Problems: Students may not know new words and the structure

+ Solutions: Explain these words/ structures in advance

III Teaching aids: A picture, board, chalk, textbook.

IV Procedures:

Teacher's activities Students' activities

1 Warm- up:( 5 mins)

Free talk about the changes in one’s home

village during the renovation process

2 Before you write:( 15 mins)

- Explain as clearly as possible the

requirements “The table below presents the

results the Government… ”.

- Give clear task to students

+ Task 1:

- Ask students to look at Task 1

- In pairs, ask students to ask and answer

the questions

- Move around to give help

- Check and give remarks

3 While you write:( 15 mins)

Do as required

Exchange the ideas with others

- Listen to the teacher

- Get the task

- Work in pairs to do the task

S1: What was the economic situation in Tango before 1980?

S2: It was really bad The country was developed.

under-S1: What can you say about the economic situation in Tango from 1980 to 200?

S2: Many positive changes has made The economic situation in 2000 is much better than the one in 1980.

S1: What do you think the ….?

S: They have taken positive measures….

- Listen to the teacher to correct oneself

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

+ Task 2:

- Explain the requirements: Writing a report

+ The economic situation of Tango before

1980

+ The measures taken by the Government and

the people of Tango overcome the problems

+ The achievement ( as presented in the table)

they have made as a result of the reform

- Ask students to work in groups to write

report

- Walk round to give help if necessary

4 After you write: (9 mins)

- Ask some groups to represent their work,

ask other to give remark

- Choose some good writing to read in class

and give remark

5 Homework( 1min)

Rewrite the task at home

- Work in groups to do the task

The Government and the people of Tango started their overall economic reform in the mid 1970s Before that time the economy of the country was in ruins……… The Government

of Tango has taken a lot of measures in order

to promote the national economy such as…… Despite all difficulties, the people of Tango

… After all, they have received greater and greater achievements…

- Compare the result to the other groups

- Listen to the teacher’s explanations

- Exchange the writing to other groups to check and give remarks

- Represent the task on board if being asked

- Read the writing to get others’ remarks

The Government and the people of Tango started their overall economic reform in the mid 1970s Before that time the economy of the country was in ruins……… The Government

of Tango has taken a lot of measures in order

to promote the national economy such as…… Despite all difficulties, the people of Tango

… After all, they have received greater and greater achievements…

- Do as the teacher asked

 TiÕt 25 Unit 4 - Lesson 5: E language focus

Planning date: Teaching date:

I Objectives:

1 Education aims: Strong form and weak form of auxiliaries Adverbial clauses.

2 Skills: Master the strong form and weak form of auxiliaries.

Know how to use and make adverbial clauses of concession

II Anticipated problems:

+ Problems: Students may have difficulty in pronunciation

+ Solutions: Explain carefully the strong form and weak form of auxiliaries

III Teaching aids: board, chalk, textbook.

IV Procedures:

Teacher's activities Students' activities

1 Pronunciation:( 15 mins)

- Explain the way to use strong form

(emphasis, positive, stressed cases ), weak

form (interrogative, unstressed cases)

- Help students to know the pronunciation

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

A: Has she gone?

B: Yes, she has.

A: Shall we go now?

B: I think we ought to.

A: Will you come tomorrow?

B: Yes, I will.

A: Do you really have time for it?

B: Yes, I do.

2 Grammar and vocabulary:( 28 mins)

- Explain once again the “Clause of

- Walk round to give help if necessary

- Correct the students’ work if necessary

3 Homework: (1 min)

At home, revise the strong form and weak

form of auxiliaries, the use of clause of

concession, redo all the exercises and prepare

8 Although we had planned everything

carefully, a lot of things went wrong.

9 Even though/ Although the doctor has

advised him to quit, Bob (still)….

10 Although it was cold and rainy, we

managed to go to class in time.

11 Although Luong has studied English only

for six months, he can …….

12 I didn’t go to bed early although I was …

Exercise 2:

9 Although I was very tired

10 Although I had never seen her before

11 although it was pretty cold

12 although we don’t like them very much

13 Although I didn’t speak the language

14 Although the heat was on

15 although I’d met her twice before

16 although we have known ……

Exercise 2:

14 we forget many things

15 they were very happy

16 he could speak/ read the language…

17 Although he had revised everything…

18 it is pretty cold/ there hasn’t been….



UNIT 5: HIGHER EDUCATION TiÕt 26 Unit 5 - Lesson 1: A READING

Planning date: Teaching date:

I Objectives: After the lesson the Students will be able to:

+ Know more about higher education in United Kingdom

+ Read a passage about the university education in UK

+ Do some tasks about the passage

II Language content:

+ Pronunciation: Stress in words of more than three syllables

+ Grammar: Conditional sentences

+ Vocabulary about higher education

III Methods: Typical method of the tasks – based on the leaner – centered approaches

IV Teaching aids: Board, textbook, chalk, pictures

V Procedures:

Lead in:

Teacher shows three pictures and asks

students look at the picture then answer the

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

- Aims: to prepare information and vocabularies

for the topic.

- Ask students to look at the textbook and work in

pairs to find out the new words or phrases in the

- T asks students to practice words in pairs then

and read the words again then ask some students

to read again

- Listen and check

- Students answer the questions:

1/ How do you say in English the names of these

Universities?

2/ What university would you like to apply for

and why?

3.While you read:( 20 mins )

- Aims: Read the passage for information to do

the tasks.

- 3 students talk about their first impression of

university life.

+ Task 1:

- Ask the students to read the passage

individually and do Task 1: the words in A appear

in the reading passage Match them with their

definition in B

- Encourage students to guess the meaning of the

words in the context

- Tell students to compare their answers with a

partner

- Call on some students to read their answers

aloud in front of the class

+ Task 2: Find out who

- Ask the students to read the passage more

carefully and choose the best title for it

- Move around to conduct the activity

- Let students discuss the answer with their

partners

- Ask one st to give the answer and encourage

them to explain their choice

- Give further explanation and the correct answer

- Give explanation to some words/ phrases or

expressions if needed

+ Task 3: Answering questions.

- Ask students to work in pairs and answer the

questions using the cues

- Go around the class and provide help if

necessary

- Read some new words

- Copy the words into their notebooks

- listen and repeat

- some students stand up to read the words again

- Hue University

- Hanoi university of Architecture

- Hanoi university of Natural Science

- Read the passage then do the tasks

- Share their answers with their partners

- Some students give out their answers

1/ Campus 2/Blameed3/ Scariest 4/ Challenges5/ Amazing

-Listen and self-correct the exercise

- Students do the work individually

- Compare their answers with their partners

- Self-correct the work:

Sarah: 1- a; 2 – e Ellen: 3 – b; 4 – c Brenden: 5 – d; 6 – f.

- Work in pairs to to ask and answer

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

- Call on some pairs to report in front of the

whole class

- Listen and give remarks

4 After you read:

- Aims: Give students a chance to discuss the

topic

- Ask students to work in groups to discuss two

questions:

1 What are the advantages of higher education?

2 What are the main activities students have to

do in university.

- Move around to conduct the activity

- Ask some representatives to report

- Take part in the

TiÕt 27 Unit 5 - Lesson 2: B SPEAKING

Planning date: Teaching date:

I Objectives: Students will be able to:

+ How to apply for a place at the university

+ Talk about the application process to tertiary institutions in Vietnam

+ Ask and answer about application process

II Methods: Typical method of the tasks – based on the leaner – centred approaches

III Teaching aids: Textbook, chalk, board, pictures of some modern inventions.

Aims: Students get used to the topic and then they

discuss and give which are obligatory for you to be

admitted to a university in Vietnam

- Explain some words

- Call some to check

- Correct the answers

3 While you speak

Aims: Students practice completing the application

process to tertiary study in VN

+ Task 2:

- Ask students to read all the verbs in the box and

explain some of them:

+ GCSE:……….

+ Give the full word of GCSE

- Ask students to read the new words.

- ask students to work in pairs

6- v a copy of the record of your

7- v scores of the required entrance.

- Report the answer

- Correct and take notes

- Work in pairs

- Ask and answer about the application process to tertiary study in VN using the cues

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

S2: In March.

S3: When do you take the GCSE exams?

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

- Go around to help students

- Ask some students to read the sentences aloud in

front of the class

- Listen and give correct answers:

5 After you speak (14 mins )

Aims: Students discuss the process of applying to

a tertiary in Vietnam

+ Task 3:

- Ask students to work in groups

- Go around to help students

- Ask one or two students to present in front of the

class

- Listen and give remarks

5 Homework

- Ask students make sentences with new words

- Do exercises in the workbook

- Prepare for new lesson

S4: In May S5: When do you get the GCSE result? S6: In June.

a letter of acceptance from university in late or early September Last you can attend to university in November.

- One or two students report the answers

- Write down homework requirements

TiÕt 28 Unit 5 - Lesson 3: C LISTENING

Planning date: Teaching date:

I Objectives:

1 Aims: Be able to listen to the conversation and choose the correct answer for each sentence.

2 Lexical items: Proportion, tutorial, rural, appointment.

3 Skills: - Listening and marking True/False

- Speaking: Discussing and retelling the story

II Teaching aids: chalk, board, textbook.

III Procedures:

1 Homework checking:

2 Before you listen:

Aims: to focus students on the topic and review/

introduce the words and phrases used in the

listening text.

- Ask students to work in pairs discuss and talk

about the problem they may have when studying in a

new school

- Asks S to look at the words in the book and read

after T / the tape

- Introduce some new words

- Read the words again and ask students to repeat

- Ask students to read the words in pairs

- Ask some students to read the words again

- Correct pronunciation mistakes

3 While you listen:

+ Task 1

- Discuss and talk about the problems you may have in a new school:

- New friends - new teacher

- New methods - Subjects

- Look at the text book

- Listen to the T/ tape

- Listen and repeat

- Copy the words and phrases

- Listen and repeat

- Read the words in pairs and correct each other’s mistakes

- Some individuals read the words aloud

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

Aims: Practice listening and filling missing words in

the boxes

- Introduce the topic.

- Ask students to read out the tasks in the text book

- Play the tape/ read the text twice and ask students

to filling missing information

- Ask students to compare their answer in pairs

- Check students’ answer

- Play the tape once again, stop the tape where

necessary and conduct the correction

+ Task 2

Aims: Practice listening for true or false statements

- Ask students to have a look at the statements and

read them in pairs and make sure they understand it

T encourages students guess the T or F

- Ask students to listen to the tape/T once or twice -

Ask students to compare their answer in pairs

- Check students’ answer

- Play the tape once again, stop the tape where

necessary and conduct the correction

4 After you listen:

- Ask students to work in group, summarize the

passage using the information in Task 1 and task 2

- Move round to check the activities and to make

sure that students are working effectively

- Ask one or two students to retell the dialogue in

front of the whole class

- Check and give remarks

IV Homework:(1 min)

- Ask students make sentences with new words

- Do exercises in the workbook

- Prepare for new lesson

- Listen to the T

- Read the tasks in pairs

- Listen to the tape / the teacher and do the task

- Compare their answer

- Give their answer

1 C 2 A 3 C 4 A 5 B

- Work in pairs to read the passage and try

to guess T or F

- Listen and do the task

- Give their answer

- Check their answer, say it aloud, and then correct their work if they have the wrong answer

Planning date: Teaching date:

I Objectives:

1 Education aims: Students write a letter of request.

2 Knowledge: a General knowledge: Writing a letter of request.

b Language: +The tenses

+ Connectors (time expressions)

3 Skills: Writing a letter of request.

II Anticipated problems:

+ Problems: Students may not know new words and the structure

+ Solutions: Explain these words/ structures in advance

III Teaching aids: A picture, board, chalk, textbook.

IV Procedures:

Teacher's activities Students' activities

1 Warm- up:( 5 mins)

Free talk about the desire to have university

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

2 Before you write:( 15 mins)

- Explain as clearly as possible the

requirements “You want to apply for an

undergraduate program in an university in

England Write a letter of request ( about 150

words) to UCAS to ask for the information

about the admission requirements to the

university using information in the reading

and speaking section on page 52 and 56 You

may follow the outline below”.

- Give clear task to students

+ Task 1:

- Ask students to look at the reading and

speaking sections

- In pairs, ask students to read the outline

- Move around to give help

- Check and give remarks

3 While you write:( 15 mins)

+ Task 2:

- Explain the requirement again

+ The way to write

+ The outline

- Ask students to work in groups to write

letter of request

- Walk round to give help if necessary

4 After you write:(9 mins)

- Ask some groups to represent their work,

ask other to give remark

- Choose some good writing to read in class

and give remark

5 Homework( 1min)

Rewrite the task at home

- Listen to the teacher

+ Want to apply for an undergraduate

program in an university + Write a letter of request ( about 150 words)

to UCAS to ask for the information + May follow the outline below

- Get the task

- Work in pairs to do the task

Conclusion:

End with a polite closing

- Listen to the teacher to correct oneself

- Work in groups to do the task

- Compare the result to the other groups

- Listen to the teacher’s explanations

- Exchange the writing to other groups to check and give remarks

- Represent the task on board if being asked

- Read the writing to get others’ remarks

- Do as the teacher asked

Sample writing

Dear Sir/ Madam, I’ve read a lot about tertiary study in the UK and very impressed by the reputation of many famous universities there Now I’m in the last year of high school and will finish secondary education in 3 months I am very much interested in an undergraduate course on economics in Birmingham University Could you please send me some information about the admission requirements, tuition fee, accommodation and details of the course?



Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc

TiÕt 30 Unit 5 - Lesson 5: E LANGUAGE FOCUS

Planning date: Teaching date:

I Objectives:

1 Education Aims: Students can distinguish the Strong form/weak form of Conjunction and

Prepositions, and pronounce them correctly

Students revise the relative clauses with " who, which" and "that."

2 Knowledge: Pronunciation: Strong form/ weak form of Conjunctions and Prepositions.

Relative clauses with " who, which, that"

3 Skills: + Speaking: - Work in pairs to discuss the exercises

+ Reading: - Read words and sentences aloud

- Read the sentences silently to do the exercises

II Anticipated problems:

- Students may have difficulty in distinguishing Strong form/ weak form of Conjunction and Preposition and pronouncing them correctly

III Teaching aids: - board, chalk, textbook.

IV Procedures:

Teacher's activities Students' activities

1 Homework checking: ( 5mins)

2 Pronunciation:

- Aims: to introduce Strong/weak form of

conjunctions and prepositions, help students to

practice these sounds.

a/ - Tell students the difference between

Strong/weak form of Conj and Prep

- Ask them to look at the textbook, listen and

repeat

- Then ask students to work in pairs to read the

words again so that they can check for each other

- Move around to help

- Ask two students to read again and give remarks

b Ask students to look at sentences in page 70 in

the book

- Ask them to work in pairs to read the sentences

and then find out the words containing strong/weak

form

- Ask them to work in 2 minutes

- Move around to conduct the activity

- Ask one st to report and other students to give

remarks

- Check and give the correct answers

- Ask some students to read these sentences aloud

- Listen and give remarks

- Ask students to look at Ex1 and to do the task

- Ask students to do the exercise individually and

then compare their answers in pairs

- One st speaks aloud in front of the whole class

- Give remarks

- Listen to the teacher

- Write down two sounds

- Listen to the teacher and repeat

- Look at the book , listen and repeat

- Read these words in pairs and check for their partners

- Look at the book and work in pairs

- Listen

- Read the sentences individual

- Listen and correct

- Listen to the T

Person Things