Giáo án tiếng anh 12_số 2

- Introduce the situation of the passage While you read : 23 minutes - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciati

Week 1: Period 1

Guiding how to learn and to do English tests

Date of preparing: 15 th August 2010

Date of preparing: 23 rd August 2010

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:

- Listen to the teacher

- Answer the teacher’s questions

- put the student’s book andworkbook on the table

- listen to the teacher and lookthrough the books

* Introduce to students about oral tests, 15

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

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 andprepare lesson reading

-Unit 1

- Listen to the teacher

- listen to the teacher and writedown the things which will beprepared at home

Week 1: Period 3

Date of preparing: 15 th August 2010

Date of preparing: 24 rd August 2010

Unit 1 : home life

A Reading

I Objectives

1.Knowledge: Students know about International Red Cross

2 Skills:

Guessing meaning in context,

scanning for specific information and passage comprehension

3 Lexical items: biologist, caring, close-knit, household chore, join hands, shift, willing,

mischievous

II Method: Integrated, mainly communicative

III Teaching aids: Student’s book and pictures.

- Let students understand more about , house

hold chores and family life, today we learn

Unit 1- part A: Reading

Before you read : (7 minutes)

Ask students to work groups to ask and answer

about the pictures

- Hang on the blackboard the table of

questions Ask students to work in pairs

looking at the pictures to ask and answer them

1 Where is the family?

2 What is each member of the family doing?

3Is the family happy?Why (not) ?

- Introduce the situation of the context

- Read the context once to the class

- Show students some new words:

- Help students to summary the main ideas of

the context

* The first paragraph: the writer says about

the parents’ jobs and the people in her family

- Open the book

- Listen to the teacher

- Look at the picture and answer

- Listen to the teacher and open the book –Unit 1, part A: reading

- Work in groups to discuss about the pictures

- Work in groups to ask and answer the questions give by the teacher

- Stand up to answer in front of the class P1: Thefamily is at home

P2: The father is playing games with his sonand the mother is helping her daughter do homework

P3: Yes, it is.because they look warm and close –knit

- Look at the book and listen to the teacher

- Listen

- Note down

- Work in groups and try to repeat the main ideas in each paragraph

* The second paragraph :The writer says

about the activities of her parents every day

* The third paragraph: The writer says about

her younger brothers and her herself

* The writer says about the happiness in her

family

- Ask students to think of their thoughts about

a happy family

- Introduce the situation of the passage

While you read : (23 minutes)

- Ask students to look through the passage and

read in silence

- Help students read the passage

- Explain pronunciation and meaning of new

words which appear in the passage

+ Task 1: (10’)

- Ask students to work in groups to read the

sentences in the task and then choose the

sentence A,B or C that is nearest in meaning to

the sentence given

- Read all the sentences which they have

chosen loudly to the class

Teach some new words: close –knit (a),

mischievous (a),

- Ask students to work in groups to do the task

- Call on some students to read the sentences

- Common in whole class

+ Task 2: (15’)

- Divide the whole answers class into 6 groups

of 8 students

1,How busy are the parents in the passage?

2,How caring is the mother ?

3,How do the father and the daughter share

the household chore ?

4,What is the daughter attempting to do after

secondary school?

5,Why do the children feel they are safe and

secure in their family ?

- Ask students to read the questions carefully

and discuss the answers

- Help students to find the paragraph which

contain the information for the answers

-Practise speaking their ideas freely

Listen to the teacher

- Work in groups , read the sentences carefully

- Listen to the teacher and read up the sentences aloud

- Note down the new words

- Read up

- Work in groups to do the task

- Read the passage

- Work in groups to find the sum up of thepassage

- Present the answers in front of the class

- Commend

- Note down the reason of the choice

- Work in groups to ask and answer thequestions using the information from thepassage

- Call the leader of each group to answer the

questions

- Ask the whole class to commend

- Feedback and give the correct answers and

give point

After you read : (8 minutes)

- Ask the whole class to discuss about a happy

family

- Call some students to say about their thinking

of a happy family

Home work: (2 minutes)

- Write about their family or others they know

- Prepare Part B : Speaking at home

- Some students answer the questions infront of the class

Listen and take notes

- Do the home work and prepare for the nextlesson

The 3 rd Period

Date 22/8

Grade 12

Theme: Home Life

Unit 1

Speaking

Time: 45 minutes

I Objectives:

1 Educational aim: Students can talk about their family and other families

+ Students can ask and answer about household chores and family

+ Students discuss their ideas about the true of a happy family

2 Knowledge:

- General knowledge: By the end of the lesson students can practise a dialogue about a happyfamily

- Language: asking for and giving information from a passage

- New words: words related to the topic

3 Skills: talking about Home life and their activities in the family

II Method: integrated, mainly communicative

III Teaching aids: pictures ,textbook,

IV Procedure:

Teacher’s activities Students’ activities Notes

Warm-up: (7 minutes)

- Playing games

- Divide the class into pairs and ask

students to work in pairs to talk about

their family in 3 minutes - Call of the

leaders of each groups to talk about

her/his family in front of the class

- Feedback and lead the class to the topic

of speaking activities

(we are going to discuss about our

family )

Pre-speaking : (12 minutes)

Task 1 Let students read the following

sentences and choose which apply to

them or their family.

- Ask students to work in groups to speak

the sentences

1, In my family ,only my father works

2,Member of my family share the

household chores

3,My responsibility in the family is to

wash the dishes

4, In my family, the interest we share

closely is watching football

5,I often share my personal secrets with

- Keep books close

- Listen to the teacher

- Work in groups to talkabout family

-

-Work in groups and givetheir ideas why theychoose

-Each student stands upand talks about theirfamily

A: In my family ,myparents both go towork,

B: In my family,

my father.

6, I always talk to my parent before

making an important decision

- Go around and listen to the students –

Give more suggestions if they need

While-speaking : (15 minutes)

Task 2 - Work in pairs

-Let students ask and answer the

questions about their family

- Listen and give the ideas to each pair

Task 3:Work with a different partner.

- Ask students to use the questions they

have form to ask about her/his family

- Listen to the students and give

-Practice speaking out theirideas about their family.A: Who works in yourfamily ? B : Both myfather and mother

A: Who often does thehousehold chores ?

B : My mother mainlydoes it and sometimes myfather help my mother

A :How is yourresponsibility to yourfamily ?

B :I often clean the houseand cook the meals when Ifinish my studying

A : How do the familymembers

share the interest ?

B :We often watchtelevision each other in theevening

A : Who do you oftenshare your secrets with ?

B : I often share with mymother

A: Who do you talk tobefore making an importantdecision?

B: I often talk to myparents

- All students write somesentences about theirfamily and then stand up

to talk

-Work in groups and each

- Post-speaking : (10 minutes)

Task 4

- Let the students practise speaking freely

about their family

-Go around to listen and give remarks

- Ask some students to stand up and tell

loudly

- Listen and correct mistakes

Homework: (3 minutes)

- Ask students to write a passage about a

happy family (80 words)

- Ask students to prepare Part

C-Listening and do homework

group has a representative

to talk about her/his family

P1 : I talked to Tuan .Both his parents go towork But only his motherdoes the householdchores

P2 : In Loan’s family,only her father goes towork and her mother is athome

-Work in groups and thenspeak out their opinions

PS : I think a happy familyshould have

P : Yes it is Because everymember in the family oftenshare the feelings with eachother

- Listen to the teacher

- Write down the homework

1 Educational aim: Students can listen to get information to decide True or False statements

+ Students can improve their ability of listening to write down the main ideals of the lesson

2 Knowledge:

- General knowledge: Students learn more about a happy family

- New words: Words related to family

3 Skills: - Listening and comprehension questions

- Listening and deciding on True or False statements or no information

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, pictures board, tape, cassetteplayer, chalks.

IV Procedure:

Teacher’s activities Students’ activities Notes

Warm-up: (5 minutes)

- Ask students to close the books

- Give some pictures and answer some

questions

1,Who are they?

2 ,What are the relationship among

them ?

- Check some students and mark

- If you want to know more details about

them we will go to Unit 1- part Listening

Pre-listening: (7 minutes)

- Introduce the topic of the listening: In

this you will listen to people talk about

their friends But now please talk about

- Ask students to read all the words given

carefully and show the difficult words or

* Before you listen :

- Ask students to look at the picture and

say : +What are they doing ?

+How many people are there in the

family ?

While-listening: (20 minutes)

Task 1

- Introduction: you are going to listen to

Paul and Andrea talk about their family.

Ask students to read the sentences

carefully first to get the True or False

- Ask students to get the difficult words

- Read the tape-script loudly to the class

- Ask students to decide the answers

- Listen and remark

- Close the books

- Listen to the teacher

- Work in groups and look

at the picture and answer

- Listen to the teacher andopen textbooks

- 0ne or two students talkabout their family

- Read the new words

- Listen and note down

- Work in pairs to ask andanswer

+ P : -They are having aparty

- There are 9 people

in the family

- Keep book open

- Listen to the teacher

- Read the sentencecarefully to get the True orFalse statements

- Ask for the difficult ones

- Listen to the teacher

- Speak out the sentences

- Ask students the question :

- Why do you think it is true / false ?

- Help them if necessary

Task 2

- Ask students to look through the

sentences in task 2

- Ask students to listen again and note

down two things that are different about

Paul’s and Andrea’s families

After-listening: (10 minutes)

- Ask students to open the books

- Ask them to discuss the importance of

family in a person’s life

- Let them work in pairs

- Walk round and help students

- Ask some students to stand up and go to

board and write

- Listen and correct mistakes

Homework: (3 minutes)

- Ask students to write a passage about

the importance of family in a person’s life

-Remember them to prepare Part- Writing

- Listen and work in pairs

to speak out someinformation they haveheard from the tape

-Discuss and find out the the importance of family in

a person’s life

- The students who arecalled go to board and writedown your answer

-Listen to the teacher andwrite down homework

- New words: Words related to the topic

3 Skills: Writing a narrative

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, notebook, some pictures

IV Procedure:

Teacher’s activities Students’ activities Notes

Warm-up: (5 minutes)

A word game.

- Divide the class into 4 groups

- Ask students to work in groups to revise

the words using to say about family

(in 2 minutes)

- Call the representatives of the groups to

write as many words on the boards as

possible (in 2 minutes)

- The winner is the students who has got

the largest number of correct words on

the board

- Call some students to repeat the

meanings of the words

- Keep book close

- Listen to the teacher andwork in pairs

- Work in groups to revisethe words

- Go to the board to writethe words

- Repeat the meanings ofthe words in front of theclass

Pre-writing: (10 minutes)

- - Ask students to use the following

verbs and expressions

Give and read some words aloud :

_ Let ,allow, be allowed to, have to,

permit, etc

+ Some expressions :

- doing household chores

- coming home late

- preparing meals

- watching TV

- talking on the phone

- using the family motorbike

- Listen to the pairs and help them if they

get some difficulties in speaking

- Ask students to stand up and say a

paragraph about his/her family

While-writing: (18 minutes)

Task 2

Ask students to use the ideas they ‘ve

dicussed to write a leter to a pepal about

their family

-Give some out line : first, second

,further more, and finally etc

- Call two good students present their

outline in front of the class

- Ask the others comment

- Feedback and give some correction to

help students to have a better outline to

write

Post-writing: (10 minutes)

- Give suggestions and corrections

- Ask students to read another’s

description

- Ask some students to read loudly their

- Listen to the teacherand open the books

- Read all words andexpressions and work inpairs

A : Do you have to do thehousehold chores ?

B : Yes, after mystudying or my free time

A : Are you allowed tocome home late ?

B: No, because myparents are strict

A : Do you often preparethe meals ? etc

Each representative of agroup stand up and sayabout the family

A: - In my family ,everybody has to do thehousehold chores I’m notallowed to come home late,

I only can watch TV when Ifinish my homework

+ Write the letterindividually

- Every family has its own rules Mine has a few First, everybody has to do the house hold chores, we only go out or watch TV when we finish all homework

- Some students read loudlytheir products in front of

the class

- Correct mistakes and mark

Homework: (2 minutes)

- Ask students to do part writing of Unit 1

in the student’s work book and prepare

part Language Focus - Listen to the teacher andwrite down homework

The 6 th period

Date: 25/8

+ Students have to do some exercises of tense

- New words: Words related to topic

3 Skills: Intonation and phrasal verbs

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, pictures, board, tape, cassetteplayer, chalks

- Ask students to read the up the words

and the sentences

- Ask students to read up in chorus twice

- Call some students to read up in front of

+ The past simple

+ The past progressive

+ The present perfect

- Ask students to give some sentences

- Let students compare the differences

ebtween past simple and present perfect

Listen and give remarks

Listen to the teacher

- Listen to the teacher andread up

- Read up in chorus twice

- Some students read up infront of the class

- Listen to the teacher andspeak out

- They were having dinner

at 8 o’clock last night

-She has learnt Englishsince she was in grade 1

Exercise 1:

- Ask students to work in groups to do the

exercise 1

- Ask students to choose their suitable

verbs in the sentences

- Call the leader of each group present

their answers on the board

- Ask the whole class to comment

- Call the leader of each group present

their answers on the board

- Ask the whole class to comment

- Work in pairs and givethe differences

* past simple : happenedand finished with thedefinite time in the past ,notrelated to thepresent

-Ex : He bought a caryesterday

* present perfect : started inthe past but related topresent or future and givethe result at present

-Ex : She has learntEnglish since she was inthe grade 5

- Work in groups to do theexercise

1 Have you seen

2 Did you enjoyed it?.

- Discuss the answers andgive comment on thesentences

- Listen to the teacher andwork in groups

Homework : (2 minutes)

Ask students to do Part Language Focus

and prepare part Reading of Unit 2 at

home

13,C : come

14, C : stay

15, B : am going

- Redo the exercises

- Do the exercises in theworkbook

- Prepare for the nextlesson

Unit 2: cultural diversity

- Students read passage comprehension about role of cultural diversity

- Students know how to use the new words through asking and answering

2 Knowledge:

- General knowledge: - Through this unit, students know more about cultural diversity

- New words: Words related to the topic( culture, society )

3 Skills: -Guessing meaning from context

-Summarizing main idea -Passage comprehension

II Method: Intergrated, mainly communicative

III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedures:

Teacher’s activities Students’ activities Notes

Warm-up: (4 minutes)

- Ask students to list out the factors that

create a happy life

-Let students work in pairs

-Ask students questions

_Lead in: Today, we’ll study a new lesson

Unit 2- part A :Reading

Pre-reading: (7 minutes)

- Ask students to work in groups of four

and guess what are happening in the

picture

Hang on the blackboard the table of the

questions to help students to guess the

activity in each picture:

- Which of the following factors is the

most important for a happy life ?W hy ?

- Love, money, parents’ approval, a nice

house,a good job, good health etc.

- Ask the representatives of the groups to

express their ideas in front of the class

- Give the feedback

+ Pre-teach some new words

- precede (v) - counterpart(n)

- confide(v) - sacrifice (v)

- Ask students to read up in chorus twice

- Ask students to guess the meaning of the

new words

+ Introduce the situation of the passage

+ Show students the tasks of the reading

While-reading: (20 minutes)

- Make the class read the small talks, to

scan the details and do the tasks

Task 1 :

Ask students to read the passage in skim

to make sure the meaning of the words

- Listen to the teacher

- Answer the question

Work in groups to talkabout the

activities in the pictures

- Look at the questions andtry to answer them ingroups to discuss

- One student speaks outhis/her ideas in front of theclass

- Look at the board, notedown

- Read the new words inchorus twice

- Work in groups to guessmeanings of the words

- Listen to the teacher

Read the passage in skim

- Call some students to show the meanings

- Ask students to read the passage again

and do the task in groups of four

- Call on some students to read the

answers in front of the class

- Ask students to read the sentences with

the words given

Task 2

- Ask students to work in groups of 8 to

answer the questions given

- Call on some students to show the class

the right answers

-Listen to the students and help them if

neccesary

Post-reading: (12 minutes)

Ask students to work in groups to discuss

about the question :

+ What are the differences between a

traditional Vietnamese family and a

morden Vietnamese family ?

- Give some suggested words to talk

about a family :number of children, the

house they like to have, the head of the

- Show the meaning of thewords

- Work in groups to fill inthe blanks

- Read the italicized words/phrases and explain infront of the class :

4,sacrifice : willingly stop

having something youwant

5, obliged : having a duty

A: What are the Indianstudents’ attitudes on apartnership of equals ?

B :The Indian studentsagree that a woman gas tosacrifice

- Read the questionscarefully and work in pairs

to answer the questions A: - I think a modernfamily has fewer children

family , who works , who takes care of the

housework and children , the income

- Call on some representatives on the

groups to talk about the differences

Homework : (2 minutes)

-Do reading text in workbook

-Prepare the next lesson

than a traditional one the head of the family in amodern family is both ahusband and wife, theyshare the household choresand

take care of theirchildren

- Work in groups todiscuss to compare to othergroups

- Talk in front of the classabout the class

-Listen to the teacher andtake note

- Know how to arrange opinions sensibly

- Language: Students use sentences, words, phrases and expressions for making their view

3 Skills: Fluency in expressing opinion and expressions for making a opinion

II Method: Integrated, mainly communicative

III Teaching aids: Pictures, English textbook 12, hand-outs

IV Procedures:

Teacher’s activities Student’s activities Notes

Warm-up:(5minutes)

Checking the last lesson

- Call two students to go to the board

Students 1 and 2 : Talk about the

differences between a traditional family

and a modern family they’ve written at

home

- Ask the other students to comment

about the talking

- Feedback and give correction if

We are going to talk about the

differences among cultures

- Ask students to express their point of

view on the followings ideas , using the

- Listen to the teacher

-Read the paragraph infront of the class

- Listen to the teacher

words or expressions in the box.

* In Vietnam ,three or even four

generations may live in home

* A happy mariage should based on love

* In some Asian countries , love is

supposed to follow marriage not precede

it

* In some countries, a man and a woman

may hold hands and kiss each other in

public

- Listen to the students and give remark

While –speaking : (16munites)

Task 2:

- Ask students to work in pairs to discuss

about the differences between the culture

in America and in Vietnam

+Give the culture in America:

- Two generations ( parents and

children ) live in a home

- Old- aged live in nursing home

- It is not polite to ask questions about

age, marriage and income

- Americans can greet anyone in the

family first

- Groceries are bought once a week

- Christmas and New Year holidays are

the most important

- Children sleep in their own bedrooms

+ Listen to the students and give more

the ideas about the differences

Post-reading: (14 minutes)

Task 3:

- Ask students to work in pairs or work in

groups to talk about the similarities and

differences between Vietnamese and

- Read the sentences givenand work in groups todicuss

A : In my opion,it is notgood for three or fourgenerations to live in afamily because they willfind it difficult to sympathytheir interests andhabbits .and I agree thatlove is supposed to followmariage not precede it B: I don’t agree with yourideas, I think it is good tohave three or fourgenerations living underone roof because they canhelp each other a lot

- Work in pairs to discussand give their ideas aboutthe differences

+ Give the culture in Vietnam.

-There are moregenerations in a home(grand parents, parents andchildren )

- Elders live with theirchildren and are taken care

of by their sons

- Can ask the questionsabout the age, marriage andincome

- Have to greet the olderfirst

- Do the shoppingeveryday

- Tet holiday is the mostimportant

- Children can sharebedrooms with the other in

a family

American cultures, using the features

discussed in the task 2

- Listen and give remarks on their

opinions

Homework:(2minutes)

-Students write a paragraph about the

cultures in Vietnam

- Do the exercises in the workbook

- Prepare for the next lesson

- Work in groups or in pairs

to compare

Ps : - There are differencesand similarities betweenVietnamese and Americancultures .In America, twogenerations (parents andchildren) live in ahome InVietnam, two, three

or even four generationslive under one roof etc

-Listen and copy

Date of preparing: 5th September 2010

Week: 4

Period: 10

Unit 2: Cultural diversity

Listening

I Objectives:

1 Educational aim: Students should know how to listen to give some information

about the wedding ceremony in Vietnam

1 Knowledge:

- General knowledge: Students learn about the wedding ceremony in Vietnam

- Language:

- New words: Words related to culture, wedding

2 Skills: -Filling in missing information

-Passage comprehension

II Method: Integrated, mainly communicative

III Teaching aid: Board, tape, cassette, chalks, textbook and notebook.

- Let students look at the picture and describe and

answer some questions:

1,Where do the women come from?

2,What are they doing?

3,do they have happy life? why do you know?

- Listen and give mark

Pre-listening : (6 minutes)

Ask students to work in groups to ask and answer

about the picture

- Hang the table with the questions on the board

+ Have you ever attended a wedding ceremony?

+ What do the bride and the groom usually do at the

wedding ceremony?

- Ask students to ask and answer freely

- Give some words : altar, banquet,

groom, ancestor ,blessing, tray

While-listening: (24 minutes)

Task 1:

Introduction: You are going to hear two people

talking about a wedding ceremony in Vietnam

- Introduction: you are going to listen to the

conversation to get the information to fill in the

missing information

- Let the students read all the sentences before

listening

1, The wedding day is carefully chosen by the

- Listen and answer

- Work in pairs and each and answer

-

- Look at the picture and the table

of the questions to ask and answerabout the picture in pairs

S1: -They often stand in front oftheater praying and asking theirancestor’s permission to be married

S2:- They exchange their weddingrings

S3:-They get the presents from theirrelative and their friends

- Listen to the teacher or the tape

- Read the sentences and then listen

to the teacher or the radio carefully

2, The gifts are wrapped in

3,The wedding ceremony starts in front of the

4,Food and drink are served

5,The guests give the newly wedded couple envelopes

containing and

- Ask students to compare the answers with a partner

- Call on some students to go the board to write their

- Let the students listen to the tape two or three times

and answer the questions

After-listening: (10 minutes)

- Ask students to work in groups to answer the

question : What do families often do to prepare for a

wedding ceremony?

- Call some 2 leaders of the groups to talk

in front of the class

- Feedback

Homework: (2 minutes)

5,wedding cards or money

- Work in pairs to compare theanswers

-

- Listen and try to get theinformation to answer the questions

- Read the questions carefully

- Work in groups to discuss andanswer the questions

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 gifts wrapped in red paper.

2,They would pray ,asking their ancestors’ permission to get married.

3, After they pray and ask their ancestors’ permission to get married.

- *.Write a paragraph about a wedding.

– Prepare for the next lesson

Date of preparing: 6h September 2010

- Language: Words used in a Vietnamese conical leaf hat

3 Skills: Describing a Vietnamese conical leaf hat

II Method: Interagrated, mainly communicative

III Teaching aids: Some models of chart, real information in life

- Ask the students to write about the conical or the

“non la”, a symbol of Vietnamese culture

- Give some new words : leaf, rim, ribs,

strap.

- Ask students to observe the photo of the “non la”

While-writing: (20 minutes)

Task 2

Let students write a passage of about 150 words about

the conical leaf hat , using the outline and information

below

* Introduction : - symbol of Vietnamese

-Work in pairs to talk

- Some students talk about theirexperience in front of the class

+ Banh trung,ao dai, non la,

Listen to the teacher

- Listen to the teacher and read aloudthe words

Read the words given and write a

passsage : - The conical leaf hat is one

of the typical features (symbols) of the

girls/women Part of the spirit of the Vietnamese

nation

* Main body: - special kind of bamboo and young

/soft palm leaves, conical form, diameter,

*Conclusion : - protecting people from sun/rain and

girls/women look pretty/attractive

Post-writing: (10 minutes)

Ask students change the letter with a partner to read

- Call a good students to read the letter in front of the

class

- Feedback and give some suggestions

Homework: (2 minutes)

- Ask students to do the exercises in the workbook

the Vietnamese culture because it can not be found any where in the world .The leaf hat is not only a

girls/women

- Write the letter individually

- Read the letter of the partner

- Read the letter in front of the class

-Do the exercise at home

- Prepare for the next lesson

Date of preparing: 6h September 2010

- Pronunciation: the sounds “ ed” ending

- Grammar: - revise the tenses

II Method: Integrated, mainly communicative

III Teaching aids: Board, tape, cassette, chalks, textbook and notebook

IV Procedures:

Teacher’s activities Students’ activities

I Pronunciation(10 munites)

a Distinguishing sounds:

- Read the three sounds: /t/, / d/, / id / as model for the

class and explain the differences in producing them

- Read the sounds again and ask students to repeat

- Ask students to read the words in each column out

aloud in chorus for more a few times

- Call on some students to read the words in front of the

class

- Correct the mistakes of pronunciation

b Practising sentences containing the

target sounds

- Ask students to work in pairs to take turn to read the

given sentences

- Go round to listen and take notes of the typical errors

- Call on some students to read the sentences in front of

the class again and provide corrective feedback

II Grammar: (34munites)

* Exercise 1:

a Presentation:

- Review the forms, meanings and uses of the present

simple, present perfect, and present continuous, past

sometimes use the present simple to express the ideas

that an action is happening or+ Express the idea that an

action is repeated or usual The action can be a habit, a

hobby, a daily event, a scheduled event or something

that often happens It can also be something a person

often forgets or usually does not do

+ Speakers is not happening now This can not only be

done with Non-Continuous Verbs and certain Mixed

We use the present perfect to say that the action

happened at an unspecified time before now The exact

time is not important So we can use Present Perfect to

describe our experience “I have the experience of …”

we can use this tense to say that we have never had a

certain experience The Present Perfect is NOT used to

describe a specific event

+ With Non-Continuous Verbs and non-continuous

uses of Mixed Verbs we use present perfect to show

that something started in the past and has continued up

until now “for five minutes”, “for two weeks”, and

“since Thursday” are all which can used with the

read words aloud

-Listen to the teacher

- Read the sentences inchorus aloud

- Listen and copy-List some phrasal verbs :

fill in ;turn on; go over

;look at ;make up Look after

- Some students read thesentences in front of theclass

- Work in groups to reviewthe

tenses

- Listen to the teacher tothe teacher and note down

Present Perfect.

NOTE:

- We CAN NOT use the Present Perfect with specific

time expressions: yesterday, a year ago, last month, …

- We CAN NOT use the Present Perfect with unspecific

expressions: ever, never, once, many times, several

times, before, so far, already, yet, etc

b Practice:

- Ask students to do the exercise individually and then

choose a partner to

check the answers with

- Call 2 students to write their answers on the board

- Provide corrective feedback

* Exercise 2:

a Presentation:

- Review the forms, meanings and uses of the past

simple, and past continuous

+ Past perfect : form/ meaning/ use

b Practice:

- Ask students to do the exercise 2 individually and

then choose A,B or C to complete the passage

- Call 2 students to write their answers on the board

- Provide corrective feedback

* Exercise 3:

Ask students to complete the letter with the correct

form of the verbs in brackets

check the answers with

- Call 2 students to write their answers on the board

- Provide corrective feedback

Homework: (2 minutes)

- Ask students to redo the exercises into the

note-workbooks

- Ask students do the exercises in the workbook

- Ask students to prepare for the next lesson

- Listen to the teacher

to the teacher andnote down

- Listen to the teacher andnote down

Review the formation andthe uses of the tense

- Students do the exerciseindividually and thencompare the answers with

- Listen and note down

Unit 3: ways of socialising

1 Educational aim: Students can

+Develop such reading micro-skills as guessing meaning from context

+ Use the information they have read to answer the questions

+ Pictures in the student’s book enlarged

+ A table of the active words of the passage

2 Knowledge:

- General knowledge: Students could understand and use the new words through speaking,asking and answering

- Language:

- New words: Words relate to ways of socialising

3 Skills: -Reading for general or specific information

-Guessing meaning from context

II Method: Intergrated, mainly communicative

III Teaching aids: Some photos of ways of socialising and some information aboutthem Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedures:

Teacher’s activities Students’ activities Notes

Warm-up: (4 minutes)

- Ask students to list some ways of

communication they have know

- Let students work in pair

- Check the whole class

Pre-reading: (7 minutes)

- Ask students to work in groups to discuss

about the pictures in the textbook

- Ask students to use the questions to ask

and answer about the pictures :

- What are the people in the pictures doing?

- What will you do if you want to get your

teacher’s attention in class?

- What will you do if you need to ask

someone a question but they are busy

talking to someone else?

- Comment and lead the whole class to the

topic of the passage

* Pre-teach: New words and phrases:

- write some new words and phrases on the

board

+verbal(a) + non –verbal(a)

+ attract (v) + nod (v)

+ approach (v) + rude (a)

- Ask students to guess the meanings of the

words

- Ask students to read the words in chorus

twice

- Call two students to read the words in

front of the class

While-reading: (20 minutes)

- Let students open the book and read

silently while teacher reads aloud and

correctly

- Ask students to read themselves and write

down some information

- Let students work in pairs to do the task 1

Task 1

- Ask students to read the passage and give

the Vietnamese equivalents to the following

words phrases

- Verbal : bằng lời,hữu ngôn

- Non- verbal :không bằng lời

- Attract someone’s attention :thu hút chú ý

-Listen to the teacher -Give their answer

-Work in groups todiscuss about the pictures

- Work in pairs to ask andanswer

- Some students answerthe questions in front ofthe class

- Look at the board andnote down

Guess the meaning of thewords and phrases

- Listen to the teacher andread up the words andphrases in chorus

- Some students readthem in front of the class

- Read the passage inskim to guese themeaning of the words

- Ask students to work in

Call on some students to show their

answers in front of the class

- Comment and give the correct answers

Task 2:

- Ask students to read the passage again to

choose the best title for the passage

- Call four students to go to the board the

write their answers

- Ask some students to correct and remark

with giving the reason why they have

- Ask students to work in groups to discuss

the meaning of whistling and clapping in

Vietnamese culture

- Call on some representatives of the groups

to answer the questions in front of the class

-Work in groups and givetheir ideas

Ps : A ( AttractingAttention : Non- verbalCues)

- Work in pairs to anwerthe questions

P1:What can you do when you want to attract someone’s attention? P2 :We can use either verbal or non verbal P1 : What are considered

to be big, obvious non verbal signals?

P2 :They are strong actions that can easily be seen etc.

-Practice talking aboutcommunication by non-verbal actions

- to express the happinessthey can whistle or clap

- sometimes, they clap orwhistle to encourage ordespise

- Listen and note down

- Listen to the teacher

- Do the exercises athome

- Prepare for the nextlesson

1 Educational aim: Students should know

+ Use appropriate language to practise giving and responding tocompliments in different situations

+ Use appropriate language to talk about other ways of communication

2 Knowledge:

- General knowledge: Students can talk about other ways of communication

- Language: Words to speak about ways of communication

3 Skills: -Ask and answer the information about ways of communication

II Method: Integrated, mainly communicative

III Teaching aids: Photos of some famous persons or some real information about ways of

communication

IV Procedures:

Teacher’s activities Students’ activities Notes

Warm-up: (3 minutes)

Introduction: we are going to talk about

the different ways of communication.

- Ask students to work in groups to talk

about some ways to attract to other people

- Give students some words and phrases

(Hang on the extra board of prompts).

- - Introduce the task: Now work in pairs,

take turn to practise readig the dialoge,

paying attention to how compliments are

received in each situation.

- Ask students to read all the questions in

the task and explain the difficult words and

phrases if necessary

- Ask students to do the task in roles and

encourage the whole class to take note the

- Listen to the teacherand say

about the ways ofcommunication

- Look at the board andread aloud the newwords

- Work in pairs topractise speaking

- Some couples to playroles to speak in front ofthe class

P1 : Phil

P2 : Barbara

answers while they are doing the task.

- Go around the class to check and offer

help

While-speaking: (20 minutes)

Task 2

- - Ask students to work in pairs to practise

giving compliments to suit the resposes

using the outlines that they have already

made - Go

around the class to check and offer help

- Call on some couples to perform their

conversation in front of the class

- Elicit feedback from the class and give

final comments

* Task 3:

- Introduce the duty of the task:

- Divide the class into 7 groups of 8

- Ask students to work in groups to

practise responding the compliments

- Ask the groups to make dialoge to

practisegiving and respoding to

compliments , using the cues below

- a nice pair of glasses

- a new and expensive watch

- a new cell phone

- a modern looking pair of shoes

- a fashionable jacket

- Call some representatives of groups to

report the parties that they have made

Listen to the students and note down all

the errors

P3 : PeterP4 : CindyP5 :TomP6 : Tony

- Work in pairs to givesuitable words

P1 : David P2 : Kathy P3 : Hung P4 : Hien P5 :Michael P6 : Colin

- Listen to the teacher

- Work in roles topractise speaking

P1 : PhilP2 : YouP3 : Peter P4 : Tom

Listen and work in pairs

to make a dialoge based

on the Task 1,2 ,3

A : You really have a nice pair of glaases I think they make you attractive.

Homework: (2-4 minutes)

- Summarise the main points of the lesson

- Ask students to write a dialogue about

the compliment

never seen before.

B : Thank you I bought it yesterday.

1 Educational aim: Students should know to develop such listening micro-skills as

intensive listening for specific information

3 Skills: - Listening for general or specific information

-Comprehension questions

II Method: Intergrated, mainly communicative

III Teaching aids: Some pictures of persons or some real information about them Board, tape,

cassetteplayer, chalks, textbook and notebook

IV Procedures:

Warm-up: (4 minutes)

- Ask students to close the book

- Give some questions :

+ Who’s on duty today ?

+ Who’s absent today ?

-Pre-listening: (8 minutes)

- Show students the pictures in the

textbook and ask students to guess what

they are doing ?

- Ask students to work in pairs to ask and

answer the questions in the textbook

- Call some students to answer the

questions in front of the class Then

explain their reasons

Check the whole class

* Pre-teaching some new words and

+ Introduction: You are going to listen to

Linda Cupple, a social worker, advise

young people on how to use the telephone

in their family Listen and decideTrue or

False statements

- Ask students to read the statements

carefully before play the tape Ask

students to work in groups to guess the

answers

- Play the tape (read the tapescript) once

- - Listen to the teacher,

and answer the questions

- Read silently thesentences given beforelistening

- Listen the first time

- Each group asks andexplains why they choose

by some informationthey’ve listened

-Keys : 1C ,2A ,3C ,4A ,5B

- Listen and read the wordsaloud in chorus

- Write down the newwords

+ Listen to the teacher andtry to guese the contend ofthe talk in the tape

for students to listen and do the task

- Ask students to work in pairs to check

the answers

- Call some students to show their answers

in front of the class

- Feed back and give the correct answers:

1 T

2 F (the most obvious problem)

3 T

4 F(if your parents do not agree)

5 F (is made mostly by young people)

6 T

* Task2:

Introduction:

- You are going to listen to part of Ms

Linda Cupple ‘s talk again and write the

missing words.

- Ask students to read the paragraph

carefully and work in pairs to discuss and

answer the missing words before listening

again the talk

- Play the tape ( or read) the talk again for

the whole class

- Ask students to give the missing words

individually

- Play the tape ( or read) the story again for

the whole class to check the answers

- Feedback and give the correct answers

- Ask students to listen to the talk again

and try to summarize the talk

- Call some couples to talk in front of the

class

- Summaries the main points of the lesson

- Work in pairs and read thestatements carefully

-Some students speak outtheir answers and explainwhy they have chosen it

A : I think the first sentence is true because it isin the secon paragraph ( 1: T)

B : I think it is False because it is the most obvious problem.

- Listen to the tapescript

- Check the answers ingroups

- Listen to the teacher andnote down the correctanswers

Work in groups andpractise talking about MsLinda Cupple’s talk

Ps : In this talk Ms Linda Cupple

give us some pieces of

Homework: (2- 4 minutes)

- Ask students to write a paragraph about

their own birthday parties

- Ask students to prepare for the next

lesson

advice on how to use the telephone in the family The first is to work out a

1 Educational aim: Students should know

+ Building sentences based on given words

+ Re- ordering given sentences to make a complete paragraph

2 Knowledge:

- General knowledge: Students learn to Re- order given sentences to make acomplete paragraph

- Language: Words used in writing about a paragraph

3 Skills: Writing about a letter of recommendation

II Method: Intergrated, mainly communicative

III Teaching aids: Some cues, information of someone

IV Procedures:

Warm-up: (4 minutes)

- Ask students to close the books

Ask students some questions:

* Who is absent from the class today ?

* Who is on duty, today?

* What should you do if you want to talk

to someone?

Pre-writing: (8 minutes)

- Answer the questions

Task 1

You are going to write use the words to

make sentences Change the form of the

verbs (No addition or omission is

required)

- Ask students to read the words in the

Task 1 and then make the full sentences

1,there/be / many ways/ tell someone/

goodbye, /most of /them/depend/on the

person/ for our department

4, we/lead/into the farewell/by/say/some

thing pleasant and thoughtful/like/ “ I’ve/

- Ask students to put the sentences of the

two paragraphs below in their right order

& Paragraph 1:

- Call on some students to order the

sentences in front of the class

- Elicit the others to comment and give the

correct answers

- Feedback and give the correct answers

& Paragraph 2:

- Ask students to order the sentences as

the same the task 1

-Elicit the others to comment and give the

correct answers

- Feedback and give the correct answers

-Read the requirementcarefully and read the wordscarefully

- Ps practise writing the fullsentences

1,There are many ways to tell someone goodbye, and most of themdepend on the situation at hand.

2, However, thereis one rule that all situations observe:

We seldom say goodbye abrutly

3,In English it is necessary

to prepare a person for our departure

4, We lead into the farewell

by saying something pleasant and thoughtful like

“I’ve really enjoyed talking

to you”

5,We might also say something relating to the timeline “Gosh, I can’t believe how late it is! I must

be going!”

Do the task individually andthen compare the answerswith a friend

- Some students show theorder of the sentences infront of the class

+1- C : It is difficult to write rules that tell exactly when you should opologize,but it is not difficult to learn how + 2- E : If we have done something to hurt someone’s feeling, we

opologize.

+ 3 – A: An opology indicates that we realize

Post-writing: (13 minutes)

- Ask students to write other dialogues

about the ways of communication with

the situation given

1, How should you do when you are late

for class?

2, You’ve made some mistakes in your

writing You want to talk to the teacher

about it? etc

Homework: (2 minutes)

- Do the writing task in student’s

workbook

-Prepare the next lesson

we’ve made a mistake,and we’re soory for it.

+ - Work in pairs toexchange the sentences inorder of a paragraph

+ 1- C :The simplest way to opologize is to say “ I’m sorry”.

+ 2- E : Let’s take a common situation Tom is late for class and enters the classroom.

+ 3 – B : What does he do? The most polite action is usually to take a seat as quietly as possible

and opologize later.

+4 – A : But if the teacher stops and waits for him to say something

+ 5- D :Naturally, more than this is needed, but it is not the time

Work in groups and theneach presentative of eachgroup go to the board towrite their dialoges

Ps :1, I should opologize tothe teacher and the class forbeing late

2,I think it is necessary to say

“ I’m sorry” Could you help

me correct them?

Listen and take note

- General knowledge: By the end of the lesson, students will be able to:

+ Remind of the ways of changing the reported speech

+ Students can do the tasks well

- Language: the ways of changing the reported speech

3 Skill: the stress in two- syllable words

II Method: Intergrated, mainly communicative

III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedures:

I Pronunciation: (15 minutes)

- Explain how to pronounce the stress in

two – syllable words

* If verbs, adj , adv, prepositions if the

second syllable which has long vowel or

double vowel( except ou )- the stress falls

the second syllable But if the second

syllable which has short vowel or double

vowel or finishes by one consonant the

stress falls the first syllable.

* For nouns in whichthe second syllable

have short vowel the stress falls the first

syllable(` money ) If the second syllable

which has long vowel or double vowel the

stress falls the second syllable ( de’sign)

- Ask students to read the words and

practise giving the correct stress

- Call some students to read the words in

front of the class

Practising sentences:

- Ask students to work in pairs and give

the correct stress of the words in the

sentences and then read the aloud the

given sentences

Listen to the teacher andwrite some rules in thenotebooks

- Read the words in front ofthe class