Giáo án tiếng anh lớp 12 cả năm đầy đủ

- 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

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TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014Tiết 1 + 2 Lesson 1 + 2: INTRODUCTION

Planning date: AUG 18 TH Teaching date: AUG 22 ND - AUG 23 RD

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 throughthe books

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

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TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014

Unit 1: HOMELIFE

Tiết 3 +4 Unit 1 - Lesson 1: A READING

Planning date: AUG 24 TH Teaching date: AUG 26 TH - AUG 29 TH

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

other

- Introduce the reading text:

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

Pre – reading (7')

- Work in pairs, look at the pictures in the text book, and tell what these pictures are about by answering the questions

- Answer the questions

- Write down

- Listen

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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

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

- 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

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

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Tiết 5 Unit 1 - Lesson 2: B SPEAKING

Planning date: AUG 25 TH Teaching date: AUG 31 ST

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

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

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

decision

- Give an example:

Who works in your family?

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

While speaking (20') Task 2:

- Do the task individually

- Listen and write down

Task 3

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- 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

Homework (3')

- Summarize main points

- Assign homework

Homework (3')

Tiết 6 Unit 1 - Lesson 3: C LISTENING

Planning date: AUG 30 TH Teaching date: SEP 3 RD

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

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

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:

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

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

flight reserved coach rarely

Pre – listening (7')

- Listen

- Repeat each of the words

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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.

- 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

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

- Checks and gives correct answers:

The family often eat the

meal the mother cooks at

home

The family often go out toeat when they get together

While - listening (20') Task 1:

- Read through the questions

- Work individually to do the task

- Listen again and check the answers

Task 2:

- Read through the questions

- Work individually to do the task

- Listen again and check the answers

Post – listening (10')

- 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

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TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014Tiết 7 Unit 1 - Lesson 4: D WRITING

Planning date: AUG 30 TH Teaching date: AUG 6 TH

- develop writing skill: Writing about family rules

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

- Revise the knowledge

- Study the example

- Think of the family rules

- Discuss the main ideas

- Do the task

- Exchange and correct mistakes for their

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- Have students exchange their writings and find each

- 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

Homework (3')

- Summarize main points

- Assign homework

Homework (3')

Tiết 8 Unit 1 - Lesson 5: E - LANGUAGE FOCUS

Planning date: SEP 6 TH Teaching date: SEP 8 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 :

+ 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

- 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

3 was

4 Did you give… saw

5 didn’t listen

6 Have you two met

7 Did you meet

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TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014Tiết 9 Unit 2 - Lesson 1: A READING

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:

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…?

- 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

- 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 apoor life

- Build a new road, change the cultivationmethods, …

- Read through the text find the new words, try

to guess the meanings of those words incontexts:

+ 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:

+ eliminate (v):…

+ intervention (n):…

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+

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

- 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

+ Vietnamese Communist Party+ measure (n):……

- Share the key with other students

1 F 2 F 3 T 4 F 5 T

- Find in the text the evidence to prove thekeys

- 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.

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.

Tiết 10 Unit 2 - Lesson 2: B SPEAKING

I Objectives:

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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

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:

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

“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

Listen and give one’s own ideas or story ifbeing asked

- Work in pairs to discus the three questions andfind 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

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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

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.

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.

+ 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:

- 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 maincontents

- Listen to the tape and do the task

- Find evidences to each of the answers

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- 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

- 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

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

- 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 thencorrect 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

Tiết 12 Unit 2 - Lesson 4: D WRITING

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

+ 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

Do as required

Exchange the ideas with others

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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

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

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

- Get 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

- 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 tocheck 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

Tiết 13 Unit 2 - Lesson 5: E LANGUAGE FOCUS

Planning date: SEP 16 TH Teaching date: SEP 22 ND

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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

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

IV Procedures:

- 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.

- Explain once again the “Clause of

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…

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

Unit 3: WAYS OF SOCIALIZING

Tiết 14 +15 Unit 3 - Lesson 1 : A READING

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Planning date: SEP 20 TH Teaching date: SEP 28 TH - SEP 30 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

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

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

Post reading

Asks students to work in groups

Homework

Write a passage to tell about one of your

most embarrassing experiences

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?

Task 3.

Read the passage by skimming skillAnswer the questions in the book

practiceSuggested answers:

1 .we can use both verbal and non-verbalcommunication

2 They are strong actions that can easily be seen

3 we can wait until he passes near us, catch his eyes,nod slightly to let him know we would like him tocome to our table Or we can raise your handslightly to show that we need assistance

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

Encourage – despise

Tiết 16 Unit 3 - Lesson 2: B SPEAKING

Planning date: SEP 20 TH Teaching date: OCT 4 TH

I Objectives:

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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 giveand respond to compliments

While – speaking

Task 2

Explain the task requirement

Ask students to practice speaking

Go around and help students if necessary

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

While – speaking Task 2

Practice giving compliments to suit the responses.Suggested answers

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: That’s kind of you to say so, Tom

Actually, my English is influenced by an Americanteacher

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 mybirthday

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 forthe situations of task 4 again

Planning date: OCT 1 ST Teaching date: OCT 6 TH

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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

*Before you listen:

+ 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 tofinish their call and why?

- call on some Ss to present their answers ( these questions require open answers)

+ Activities 2 : listen and repeat

-teach Ss the pronunciation and meaning of some key words:

Marvelous (a): = great

Arguments (n) = disagreementRegulations (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.waking2.to avoid 6.heart

-look at picture and answer questions

-present their answers-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

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(7ms)

(3ms)

3.particular 7.kindness4.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 callTime for calling

Calling late at nightCalling at weekend-call on some Ss to present their ideas orally

*Homework: ask Ss to take notes some ways

to give advice on something

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

-take notes homework

Tiết 18 Unit 3 - Lesson 4: D WRITING

I Objectives:

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:

- General knowledge : Ways of socializing

- Language: + Words concerning apologies./ + The present simple tense

III Teaching aids: textbook, handouts

IV Procedures:

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

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

2 However, there is on rule that all situationsobserve: We seldom say goodbye abruptly

3 In English it is necessary to prepare a personfor our departure

4 We lead into the farewell by sayingsomething pleasant and thoughtful like “I’vereally enjoyed talking to you”

5 We might also say something relating to thetime like “Gosh, I can’t believe how late it is! Ireally must be going!”

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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

discuss the right order

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

3 Task 2(20 mins)

- Work in groups of two or four

- Discuss each paragraph and translate eachsentence into Vietnamese

Answer keys:

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

1 It is difficult to write rules that tell exactlywhen you should apologize, but it is notdifficult to learn how

2 If we have done something to hurt someone’sfeeling, we apologize

3 An apology indicates that we realize we’vemade a mistake, and we’re sorry for it

4 It’s a way of expressing our regret or sorrowfor something

5 When we apologize, we admit ourwrongdoing or discourtesy, usually a reason for

it, and express regret

4 But if the teacher stops and waits for him tosay something, he could apologize simply “I’msorry I’m late”, ask permission to take his seatand sit down

5 Naturally, more than this is needed, but it isnot the time for it because it has already causedsome interruption and doesn’t need to make itany longer

Tiết 19 Unit 3 - Lesson 5: E LANGUAGE FOCUS

I Objectives:

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

Know how to use and make reported speeches

+ Solutions: Explain carefully the formations and the usages

IV Procedures:

- Explain the way to read and mark stresses

for words with two syllables

- Practice:

attract waving Signal polite

- 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

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discuss walking instance police

suppose pointing Student between

- 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

unit 8

whereas it is the first syllable stressed for a noun,

an adjective, or others.

- 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 office

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.

Tiết 20 TEST YOURSELF A

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.

IV Procedures:

Warm-up: (5 minutes)

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- Greeting

- Ask students something about the test yourself A

* 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.

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:

- 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 period

- 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

- Work in groups

- Compare the results with the other groups

- Show the answers in front of the class

- Observe the keys and correct their answers.

*Work in groups and practise writing the sentences given in reported speech.

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

- Students work in groups and practise writing about their families.

- Two students go to the board and write.

A : There are four people in my family, my father’s name is Tuan, he is forty-five years old and he is a doctor My mother is Lan, she is forty years old and she is a teacher ,

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

- Get the knowledge ready for the coming test

Tiết 21 WRITTEN TEST 1

Planning date: OCT 12 TH Teaching date: OCT 14 TH

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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.

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.

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31 A. surprising B. traditional C. alternative D. revolutionary

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.

Tiết 22 WRITTEN TEST 1 - KEY

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Unit 4: SCHOOL EDUCATION SYSTEM

Tiết 23 + 24 Unit 4 - Lesson 1: A READING

I Objectives:

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

2 Knowledge:

- Language: + Words related to the topic (economic, medical and agricultural terms) + Common knowledge of education, healthcare, agriculture,…

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

V Procedures:

1 Warm- up :( 3 mins )

years

ago?

follow

+ Do you think…?

+ Task 1:

to do this task

- past: …

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

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

- Read through the text find the new words, try

to guess the meanings of those words incontexts:

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

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

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and individually

+

Task 2:

or false (F)

feedback

+

Task 3:

questions

suggestions

again

suggested points

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

- Work individually to read the text then choosewhether the statements given are true (T) orfalse (F)

1 F 2 F 3 T 4 F 5 T

- Find in the text the evidence to prove thekeys

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

A: Name the renovation measures…?

children, especially from …, … training.

A: What do we believe?

 VN before DM: economy under-developed

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

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.

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compare to the past

Tiết 25 Unit 4 - Lesson 2: B SPẸKING

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 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

Work in groups of threeSuggested answer:

- Some new-formed pairs perform theirconversation in front of the class

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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

- Age to start school

- Number of levels in the system

- Compulsory schooling

- Age to start each level

- Free paying

- Subjects

Tiết 26 Unit 4 - Lesson 3: C LISTENING

Planning date: OCT 19 TH Teaching date: OCT 21 ST

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.

+ 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

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 maincontents

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- 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

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

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 thencorrect 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

Planning date: 25 th Oct Teaching date: OCT 26 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

IV Procedures:

Free talk about the changes in one’s

home village during the renovation

process

Do as required

- Get the task

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requirements “The table below presents

the results the Government… ”.

+ Task 1:

- Ask students to look at Task 1

- In pairs, ask students to ask and

answer the questions

+ 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

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 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….

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

- Exchange the writing to other groups to check andgive 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

Planning date: Oct 25 th Teaching date: Nov 1 st

I Objectives:

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

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

IV Procedures:

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- Explain the way to use strong form

(emphasis, positive, stressed cases ), weak

form (interrogative, unstressed cases)

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.

- Explain once again the “Clause of

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:

13 we forget many things

14 they were very happy

15 he could speak/ read the language…

16 Although he had revised everything…

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

UNIT 5: HIGHER EDUCATION

Tiết 29 Unit 5 - Lesson 1: A READING

Planning date: Oct 31 st Teaching date: Nov 2 nd

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

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+ 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

question

1 Before you read:

- 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

- Greeting

- Look at 3 pictures and answer the question

- Read some new words

- Copy the words into their notebooks

- listen and repeat

- some students stand up to read the wordsagain

- 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

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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

- 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.

- Ask some representatives to report

5 Homework:( 1 min )

Do exercises in workbook

Ellen: 3 – b; 4 – c Brenden: 5 – d; 6 – f.

- Work in pairs to to ask and answer

- Take part in the

Tiết 30 Unit 5 - Lesson 2: B SPEAKING

Planning date: Nov 2 nd Teaching date: Nov 4 th

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

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

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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

- 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

5 Homework

- Ask students make sentences with new words

- Do exercises in the workbook

- Prepare for new lesson

- Ask and answer about the applicationprocess to tertiary study in VN using thecues

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

S2: In March.

S3: When do you take the GCSE exams?

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

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

Tiết 31 Unit 5 - Lesson 3: C LISTENING

Planning date: Nov 3th Teaching date: nov 7 th

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

- Discuss and talk about the problemsyou 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

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- 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

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

IV Homework:(1 min)

- Copy the words and phrases

- Listen and repeat

- Read the words in pairs and correcteach other’s mistakes

- Some individuals read the words aloud

- Listen to the T

- Read the tasks in pairs

- Listen to the tape / the teacher and dothe task

- Compare their answer

- Give their answer

1 C 2 A 3 C 4 A 5 B

- Work in pairs to read the passage andtry to guess T or F

- Listen and do the task

- Give their answer

- Check their answer, say it aloud, andthen correct their work if they have thewrong answer

1 2 3

4 5

- Work in pairs

- One/ two students present

Planning date: Nov 5 th Teaching date: Nov 8 th

I Objectives:

1 Education aims: Students write a letter of request

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

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

IV Procedures:

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Free talk about the desire to have university

education

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”.

+ Task 1:

- Ask students to look at the reading and

speaking sections

- In pairs, ask students to read the outline

+ Task 2:

- Explain the requirement again

+ The way to write

+ The outline

- Ask students to work in groups to write

letter of request

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

Do as required

+ 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

Conclusion:

End with a polite closing

- Exchange the writing to other groups tocheck and give remarks

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?

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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

- 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:

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

- 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

- 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 wholeclass

- Give remarks

- Write down two sounds

- Listen to the teacher and repeat

- Look at the book , listen and repeat

- Read these words in pairs and check fortheir partners

- Look at the book and work in pairs

- Listen

- Read the sentences individual

- Listen and correct

- Listen to the T

Person Things

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- Move round to conduct the activity

- Ask two students to do this task on the board

- Ask one st to give remarks

Exercise 2.

- Ask students to do Ex 2 individually to join

sentences in two ways and then share the answers

with their friends

- Move round to help if necessary

- Ask two students to do this exercise on the board

- Ask one st to give remarks

5 Homework

- Do the task individually to join sentences

in two ways and then share their ideas withtheir friends

- Two students do this task on the board

1 I read a book that was written…

I read a book written by ….

2 A man who was carrying ……

A man carrying a lot of

3 In the street… People who were…

.

Unit 6 FUTURE JOBS

Tiết 34 + 35 Unit 6 - Lesson 1: A READING

I Objectives:

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

2 Knowledge:

- Language: + Words related to the topic (economic, medical and agricultural terms) + Common knowledge of education, healthcare, agriculture,…

II Methods: integrated, mainly communicative

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

V Procedures:

1 Warm- up :( 3 mins )

years

ago?

follow

+ Do you think…?

- past: …

- Things seen: a village, farmers, a buffalo, somehuts,…

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

- Read through the text find the new words, try toguess the meanings of those words in contexts: + National Congresses: Đại hội toàn quốc+ renovation (n): đổi mới

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+ Task 1:

to do this task

and individually

+

Task 2:

or false (F)

feedback

+

Task 3:

questions

suggestions

again

suggested points

compare to the past

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

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

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

1 F 2 F 3 T 4 F 5 T

- Find in the text the evidence to prove the keys

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

A: Name the renovation measures…?

A: What do we believe?

 VN before DM: economy under-developed –

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

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.

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TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014Tiết 36 Unit 6 - Lesson 2: B SPEAKING

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

+ The way to make suggestions or predictions

III Anticipated problems: - Problems: Students may face difficulty using economic terms

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

V Procedures:

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

“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

Listen and give one’s own ideas or story ifbeing asked

- Work in pairs to discus the three questions andfind 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,

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