Lesson plan 12NC(130periods)

Reading text - Ask ss to read the text silently, try to guess the unknown words left and get the main ideas of these paragraphs - Get them to read the questions on page16 and write the

Student know: - How to learn English in grade 12

- How to do English tests

- How to use student s book and workbook’

3 Skill : - Reading

- Speaking

- Listening

- Writing

- Doing English tests

II Teaching aids: Student s book, student s workbook, dictionary, some test papers, etc.’ ’

III Procedure:

Warm-up - Introduce to students about the teacher

- Ask students about their names and English

knowledge etc.

Guiding:

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:

- 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’

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

PERIOD 2 UNIT 1 HOME LIFE

- Ss are more confident to get more knowledge about family life and its changes

- Ss will have a better ideas of the Vietnamese family in tradititonal and modern life

* Skills: - Reading : scanning, skimming, speaking

* Teaching aids : Textbook, handouts

* Compete the sentence : -Tell ss to think of it.

- build the house make it home

Expected : Men build the house and woman make it home

- Call on some ss to answer by answering the question : How do you

understand this ? Lead to the new lesson : Unit 1 Home life Reading 1–

1 Brain storming

- Ask ss to give answers to these questions

+ What is the general word for the things peo pdo in the pictures?

+ Who often does the hosework in the family?

+ Do your parents ask you to help with the housework?

- Tell ss to check the household chores that are part of their daily routine

- Call on some to give answers

- Give feedback and comments

2 Teaching vocabulary

- Teach some words through explanation and elicitation

+look closely as if unable to see well : peer (at sb/sth)

+ feeling dislike for sth : disgusted (adj), (n,v)

+ angry or fierce look : glare (n)

+ serious disagreement or argument : conflict (with) (n,v)

+ battle = struggle (with/ against sb,sth)

+ shocked, discouraged : dismayed (adj)

+ confused, puzzled : bewildered (adj)

+ scold or criticise continuously : nag (v)

+ very destructive; causing severe shock : devastating (adj)

+ share sth out : divvy sth up (v)

- Draw ss attention on pronunciation of these words’

- Get ss listen and repeat 3 times, check ss pronunciation’

- Ask ss to give examples using these words

3 Reading text

- Ask ss to read the text silently, try to guess the unknown words left and get

the main ideas of these paragraphs

- Get them to read the questions on page16 and write the answers to them

- To create interest and introduc

e the lesson

- To engage

ss, and let ss express their opinions

- to provide

ss with some words to help them underst and the text better

- Ask some to write their answers on the board

- Invite others opinions, give evidences,’

- Go over the ss anwers’

- Give final feedback

* Consolidation:

- Revise vocabulary

- Learn new words by heart at home

- Prep for next period

* Comment and modification:

-To provide some practice

on scannin

- Ss are more confident to get more knowledge about family life and its changes

- Ss will have a better ideas of the Vietnamese family in tradititonal and modern life

* Skills: - Reading : scanning, skimming, speaking

* Teaching aids : Textbook, handouts

e-reading

D

Post-reading

* Answer the following questions (continued) Task a/ p16

- Feedback :

1 Children often neglect their duty on the household chores such as

cleaning room, clearing the table after meals, or hanging up wet towels

However, some of them are often irritated when they are reminded of their

mess or responsibilities

2 She complained that she used to do twice as much domestic chores

as her daughter did

3 Most American children contribute to the household chores at

some level, particularly, 6-8 year old chidren contribute 12 % of –

household labor

* More exercise : True or False statements ( handouts)

- Give out handouts and ask ss to read the text and the statements then say

if they are T of F

-Ask ss to work with a partner and compare answers

-Call on some to read out their answers

- Elicite explanations for their choices

- Invite class opinions and give feedback’

(!) These are the statements:

1 Virginia s daughter was doing her homework when her mother ’

shouted to her

2 Virginia used to do a lot of housework when she was young

3 Most of the parents surveyed admitted that they constantly nag

their children about cleaning their room

4 According to Lee Blair, 90% of American kids contribure 12% of

all household labor

5 Blair has studied family dynamics for 10 years

Expected answers: 1: T 2: T

3: F ( only 25% of them, not most )

4: F ( 90% of kids contribute at some level ) 5: T * Discussion

- Arrange ss to work in small groups, tell them to discuss and share ideas on the questions : How has family life changed over the last few decades ? - Tell ss they can use these prompts: + the effect of busy modern life + the advantages of labor-saving devices ( washing machine, fridges, …) - Call on ss to report their opinions of their groups to the class -Invite the class to argue and give comments * Vocabulary review - Ask ss to read the text again and learn the new words by heart - Prep for the next period * Comment and modification :

- To provide some practice

on scanning skill

- To develop

ss skill of’

reading for details

- For ss to share and learn

- To provide some free practicea

nd have them express themselve s

E

Homew

ok

- For ss to review new vocab

- Ss are more confident to talk about what household chore they often do

- Ss will have a better awareness of their responsibilities in doing hosehold chores

* Skills: - Listening: scanning, ordering

* Teaching aids : Textbook, handouts, CD and CD player

- The group with more words will win the game

- Declare the winner- Lead to the lesson : Unit 1: Home Life- Listening

1 Matching the pictures with desciptions

- To tell ss to look at the pictures and match them with the phrases of desciptions

- Ask them to compare answers

- Check with the whole class *Feedback: 2:f 3:b 4:a 5:d 6:c

3 Listen and odering (task b/17)

- Tell ss they are going to listen to a woman s suggestions of domestic ’

chores for kids

- Ask ss to put the ideas in order as they listen to the recording

- Play the cassette and have them do the task

- -Call on ss to read the phrases in order and check with class

- To create interest and to introduce the lesson

-To activate ss and give them an idea what

to expect

in the listening

-For ss to recognize

5: cleaning spots and carpets 6: watering lawn and plants 7: cleaning windows and sliding glass doors 8: spraying window cleaner

9: Wipping windows

* Speaking :- Put ss in small groups of 4, tell the to talk about what domestic chores they often do, what they enjoy doing, and what they hate doing

- Call on some to report about their groups

- Give feedback and comments

*Consolidation: - Summarize main points

- Write a passage about what household ss often do

- Prep for next period

* * Comment and modification :

Is fun and challengin g

* Skills: - Speaking : Expressing apologies and regrets

* Teaching aids : Textbook, handouts, chalk and board

B.Pre-speakin

g

C

While-speakin

g

D

Homew

ork

- Transition : Yes, when we did something wrong, or hurt so s feeling we ’

must say Today, we will talk more about how to make apologies and

regrets Write on the board : Unit 1: Home life- Speaking

1 Matching complaints with apologies ( task a/p18)

-Ask ss to read the complaints from 1-6 and match them with suitable

apologies a-f

- Tell them compare answers with a partner by acting out the exchanges

- Call on some pairs to act out the exchanges and check with class

Feedback : 2:f 3: b 4: a 5:d 6:c

2 Elitciting and introducing useful language

- Elitcite useful expressions by asking ss what they would say to apologise

and express regrets

- Note down ss ideas and add more if necessary’

* Expected answers : -Oh, sorry ; Sorry about ; Sorry about that ; I m ’

very/ terribly sorry ; Sorry, I didn t mean’ ; I must apolodize for ; Please

pardon me for,

3 Dialogues from situations ( task b/ p19) - Put ss into pairs - - Tell ss to read the situations, choose one and then , with a partner, make a short dialogue for it - Ask ss to practice - Call on some pairs to act out their dialogues - Invite class opinion and give feedback’ 4 Personalization - Arrange ss to work in small groups - Ask ss to tell their partners about a situation in which they had to apologise to someone - Encourage ss to give comments and share ideas on their friends ’ experience - Call on ss to report about their friends experience’ - Give comments and feedback * Writing: Ask ss to write a few sentences about what have happened to their friends to say why they had to make an apology * Consolidation: Summarize useful expressions * * Comment and modification :

………

the lesson

- To introduce the target language

in context -To provide language input to facilitate speaking activities later

- To provide some freer practice

- To allow

ss to talk about their experienc e

- To provide practice

in writing

PERIOD 6 UNIT 1 HOME LIFE

WRITING

Date of preparation :

Date of teaching : 12C1: 19/9 12C2:

* Objectives : - By the end of the lesson, ss will be able to write a passage telling sb about their home rules, expressing themselves in written English

* Skills: - Writing : showing their family regulations

* Teaching aids : Textbook, handouts, chalk and board

- Ask ss to list 5 qualities parents want their children to have E.g:

harworking, obedient, honest, kind-hearted, clever

- Ask ss to list 5 words showing family relation E.g: father, mother, son, daughter, aunt, uncle, niece

+ Transition : Parents always want the best things for their children and

to achieve this, children are asked to followed family rules What are your family rules? Today, you ll have chance to write to tell your friends ’

in a piece of writing T writes on the board: Unit 1 Homelife- Writing

1 Brainstorming

- In pairs, ask ss to discuss the question: What are the familt rules?

- Note down ss ideas’

- Invite class opinion and comments’

- Give feedback

2 Completing the text ( task a/ p19,20)

- Tell ss to read the text and fill in each blank with a suitable word in the box

- Ask ss to compare the answers

- Go over the answers with class

3 Guessing the meaning of words from context

- Tell ss to read the text again if necessary to find the words that mean the following : + regard, politeness, consideration

+ make sth become clear or easier to understand + make/show an image of

+ crying/ shouting loudly and sharply + make simple; make sth easy to do/understand ( Expected: respect/ clarity/ represent/ yelling/ simplify)

4 Guildlines of the writing Guildlines Who makes/create the rules ? Who has to follow? Details of what should od shouldn t ’

do ? How helpful the rules are?

5 Discussion -Ask ss to work in small groups

- Tell ss to share opinions on the list of rules mentioned in the text, and add more rules

- Call on some to give their opinions

- Give feedback and comments

6 Write it up

- Get ss to write a short passage telling a friend about their home rules

- - Remind them to refer to the guildlinesand the text as a sample

- To create a learning atmosphe

re and lead to new lesson

- To challenge

ss with some personal ideas

-To provide sample and some useful language

- To teach some voca

- to give

ss an idea what to include in the

writing

- To prepare

ss to writing

C

While-writing

D

Post-writing

E

Homewor

k

- Tell ss they can begin the text with this sentence :

Every home should has its own home rules

- Move around to give help with vocab and structure if necessary 7 Peer correction - Call on 2 ss to write on the board - Tell class to read together and give correction if needed - Others exchange papers to correct, then collect them to mark * Consolidation: -Summarise the guildlines to write - Prep for L.F1 * * Comment and modification :

- To allow ss to express themselve s -To allow ss to share and learn from each other = = = = = = = = = =

PERIOD 7 UNIT 1 HOME LIFE LANGUAGE FOCUS 1

Date of preparation :

Date of teaching : 12C1: 23/9 12C2:

* Objectives : - By the end of the lesson, ss will be able to use some combinations with house and home,

use the present simple to express routines, report statements and questions

* Skills: - Speaking : talking abour routines

* Teaching aids : Textbook, handouts, chalk and board, posters

A.War

m-up * T may ask ss this question to save time : What is the difference between ‘house and home ?’ ‘ ’

- Have ss to discuss in pairs and call on some to answer

- Go over the ss answers’

Transition : Today, we will learn more words derived from these two

words, write on the board : I Word study

1 Gap filling ( task a/ p20)

- Arrange ss to read the phrases in the box

Check with the meanings of these words and phrases

- Ask ss to complete each of the sentence with the correct form of a phrases

in the box

-Call on some to read their sentences and check with class

Feedback : 1: hometown 2: household appliances

3: homecoming 4: make yourself at home

5: home economics 6: guesthouse

7: housewarming 8: housekeeper

2 More excercises : Home or House ? Find the right place–

- Arrange ss to work in two groups A and B

- Put 2 chairs in the front, one for Home and one for House

- Ask for 5 representatives from each group to stand in 2 lines in the front of

the class

- Tell ss to listen to your words or phrases and run, as quickly as possible, to

the right chair where the word or phrases matches to make a right

expression

- The first student to sit on the right chair earns their group point The

group with more points wins the game

- Keeping a running total of points for each group on the board

- Declare the winner

This is the list of words and phrases used:

1 keeping 2: coming 3: economics

4: warming 5: make yourself at

6: chores 7: is the best 8: guest 9: work 10: hold

Expected answers :

Home: coming, economics, make yourself at home, home is

the best, work

House : keeping, warming, chores, guest, work, hold

II Grammar

1 Present Simple expressing Routines

- We use the present simple for thoughts, feelings, statea, facts that are true

for a long time We also use it for repearted action or a routine that we see as

permanent

E.g: Our school starts at 7 a.m

Jame work at a shoe store

2 Talking abour Ninas routines ( task a/p21)

- Put ss into pairs, tell them to make questions and answers about Nina s ’

routines and chores using the information given

- Call on pairs to act out their exchanges

3 Reported Speech

- In reported speech , we give the meaning of what was said rather than the

exact words The verbs often use in reporting are : tell, say, warn, promise,

suggest, explain, reply, announce

* Direct Reported

+ Simple present Simple past

+ Present continous Past continous

+ Simple past, present perfect Past perfect

- To create interest,

to introdu

ce the lesson -For ss

to learn some phrases and meanin gs -To check and introdu

ce more exercise

in an interesti

ng way

- To introdu

ce a gramm

ar point

- For ss

to practice using structur e

- To present the new languag

C

Gramm

ar

+ Past continuous, Present perf Continuous Past perfect continuous

+Will inf Would-inf–

+ Is/are going to was/ were going to

+ Must /have to-inf Had to -inf

use the present simple to express routines, report statements and questions

* Skills: - Speaking : talking abour routines

* Teaching aids : Textbook, handouts, chalk and board, posters

C.Gram

mar * Continued : Adverbs ( place and time ) + Now then / at that time

+Today On that day + Yesterday The day before/ the previous day + Tomorrow The next day/ the following day + Next month The following day

+ Last year The previous year + An hour ago An hour before + Here There

+ This that + these those

- If report is about sth which is true, it is unecessary to change tenses E.g: He said, The world is round‘ ” ”

He said the world is round

- There is no change for: Must, might, should, could,would Must can also be changed to had to May is often changed to might

4 Reporting Statements: -Statements are reported with a past tense verb followed by a noun clause with an optional that

E.g: I m very tired she said She said (that ) she was tired“ ’ ”

5 Reporting questions : Questions can be reported with verbs like : ask, wonder, want to know The word order in a reported question is like that

of a normal statement E.g: Where are you going ? He asked me where I was going“ ”

6 WH-questions : We use verbs like: ask, wonder, want to know

- To distinguis

h different

D

followed by the question words and the clause

7 Yes/No questions : We use If or Whether

E.g: Have you seen this film? He asked me if I had seen that film“ ’

* REPORT THE INTERVIEW ( task a/p21-22)

- Tell ss to read the interview with Mrs Green and then report what the

interviewer asked Mrs Green and the answers ahe gave in the interview

- Tell ss to follow the examplesand continue with the task

- Remind ss of the structures of reported statements and questions

- Tell ss to compare answers in pairs

- Call on ss to write their sentences on the board and check with the class

**Answerkey: First the interviwer wantted to know how many

children Mrs green had She said that she had two, a daughter and a son

Then the interviewer asked about the conflicts between her and her

children She said it was a long history Her children were always

neglecting their domestic responsibilities and arguing when being

reminded Next, the interviewer wanted the examples She let him know

that she often battled with her daughter against the latter s messy room ’

or her irresponsibility for collecting and disposing of the garbage can

Finally, the interviewer wanted to know about the conflict wuth

her son She complained thather son was worse than his sister He never

helped her with the household chores He was always taking out things

and never returning them to their places

* Report what Virginia talked about her daughter ( task b/22)

- Ask ss to read what Virginia talked about her 15-year old daughter and

report it

- Prep for the new lesson

* * Comment and modification :

………

structures

-To provide more practice

in a more natural way

- To provide more practice

at home

- Ss are aware of the cultural differences in different countries

* Skills: - Reading : scanning, skimming, speaking

* Teaching aids : Textbook, handouts, chalk and board, posters

* Lead-in: As we know, cultures vary from place to place It s not easy to ’

foeget our habits or cultures,but we should be aware of others cultures ’

Unit 2 focuses on cultural diversity in the world.

Write on the board : Unit 2 Cultural Diversity- Reading comprehension 1

1 Teaching vocabulary

- Teach the following words through elicitation and explanation + use a particular name or title in speaking to s.o : address + to keep to sth/ not to change : to stick

+ formal/unfriendly manner or behavior : stiffness + to join together/ connect : to associate

+ to make sth longer : to prolong + to shut and open eyes quickly : blink + great surprise : astonishment; astonished (adj)

- Give some practic on pronunciation, check ss pronunciation’

2 Check vocab understanding : ( handouts) Gap- fill 1/ Old people tend to to the tradittional customs 2/ I can t stare that long ’ my eyes

3/ In my village, children adults as aunt or uncle 4/ He ttare at her in when she said she had given up the job 5/ Her left an unfavorable impression on the guests

6/ You shouldn t ’ your visit; the man needs to rest

7 We often Tom quick-minded responses

3 Guessing meanings from context ( task a /24)

- Ask ss to read the text and match thewords and phrases in column A with their meanings in column B by guessing the meanings from the context

- Go over the answers with the whole class and check the Vietnamese eequivalents

Feedback : 1: e 2: d 3: a 4: g 5: b 6: c 7: h 8: f

* Consolidation:

- Summarize the words presented

- Read the text at home and do the tasks left

- Learn by heart the vocab

* Comment on the lesson

- To introduce the new lesson

-To provide

ss with some language

to understa

nd the text better

- To help

ss to enrich knowledg

e of vocab

- To provide some practice

on scanning skill

~~~~~~~~~~~~~~

PERIOD 10 UNIT 2 CULTURAL DIVERSITY READING COMPREHENSION 2 Date of preparation : Date of teaching : 12C1: 26/9 12C2: * Objectives : - By the end of the lesson, ss will be able to read for specific information, for gist and general ideas - Ss are aware of the cultural differences in different countries * Skills: - Reading : scanning, skimming, speaking * Teaching aids : Textbook, handouts, chalk and board, posters Stage Procedure Aims C While-reading 4 Read and decide T of F statements ( task b/ p24-25) - Tell ss to read the text and the statements then say if they are true or false - Ask ss to work with a partner and compare answers - Call on some to read the statements and give answers and explanations for their choice - Go over the ss answers with the whole class’ * Feedback: 2.F ( A European may consider it unfriendly ) 3 T 4 T 5 F ( In the United States, it is considered rude to stare at someone regardless of who is looking at whom ) 6 F ( He politely expresses his anger by widening his eyes ) 5 Gapped-text ( task c/p25 ) - Put ss into pairs - Tell ss to read the paragraph and fill in each space with a suitable word in the box - Go over the answers with the whole class * Feedback : 1 contact 2 untrustworthy 3 an inattentative 4 respect 5 disrespect 6 politeness 7 attention 6 Discussion - Put ss in groups of 4 - Tell ss to discuss and share ideas the following questions 1/ Eye Contact- the similarities and differences between Vietnamese and Western cultures 2/ Politeness and the ways of addressing in Vietnamese culture - Call on ss from different groups to report about their groups opinions’ - Invite others comments’ - Give feedback and comments * Consolidation : - Summarize main ideas in the reading text - Prep for the next period * * Comment and modification :

- To develop

ss skill ’

of reading for detail

- For ss

to share ideas

- To give a summa

ry of the text

- To provide some free practice and have them share ideas, express themsel ves

Listen and understand the general message

- Ss are aware of the cultural differences in giving gift in different countries

* Skills: - Listening : scanning, skimming, speaking

* Teaching aids : Textbook, handouts, chalk and board, posters

* Skills: - Speaking making and responding to compliments

* Teaching aids : Textbook, handouts, chalk and board.

A.Warm-up * T sets some situations E.g : I have a new shirt, what do you say ?; Your friends come to your party at last, what do you often say? Or: your friend

B.While-speaking

has just passed an exam

Expected answers : Congratulation !, How beautiful !, You ve done a ’ good ) There are different ways of giving compliments in different cultures, tday we ll practice making and respomding to a compliment’ Write on the board : Unit 2 Cultural Diversity- Speaking 1 Introducing useful language - Elicite from ss the language that may be used to give compliments and those used to respond to compliments - Introduce some common structures used to express compliments and some common exoressions used to respond to compliments Useful expressions ~ How + adj (S +be )

~ What + noun(S_be )

~ Your parents must be proud of your !

~ Amazing! You ve made an excellent‘ !

~ Congratulation! You did so well! ~ You ve done a good job !’ Respond to compliments ~Thank you ~ I m glad you like it’ ~ It s nice of you to say so’ ~ Your compliment is encouraging 2 Life-like situations ( task b.p28) - Arrange ss to work in pairs - Ask ss to read the situation provided - Tell them to play and act out the conversations, giving and responding to compliments - Call on pairs to act out their exchanges - Invite class to give opinions and comments - Give feedback and comments 3 PERSONALIZATION - Tell ss to look aroud the classroom, and make copliments on their classmates, what they have and have done - Tell ss to respond to their classmates compliments’ - Write down the prompts on the board and tell ss they can give compliments on these things: ~ clothes : shirt, trousers, coat, scarf

~ hair style, hair pins, shoes

~ scores, test results, project,

- Give a model: T: How nice your shoes are ! S: Thank you - Call for volunteers to act out their conversations - Invite ss to comment on their friends work’ - Give feedback and comments : compliments or encouragement on what ss have done * Consolidation: Language review : Ask ss to revise the language used to express and respond to compliments * Comment and modification :

- To raise interest,

to encoura

ge ss and lead to new lesson

-To provide languag

e input for speakin

g activitie

s later

- To provide some freer practice

- To provide meanin gful activity where

ss talk about themsel ves

-

* Skills: - Writing : developing a paragraph

* Teaching aids : Textbook, handouts, chalk and board.

A

Pre-W WRITNG A PARAGRAPH 1 Eliciting and introducing an outline

- Ask ss to give ideas on what a paragraph is

* Expected : A paragraph is a unit of organization It consists of a group od

related sentences developing one idea.

- Ask ss to give ideas on what the outline of a paragraph is

- Tell ss a paragraph has three major parts and provide them with the

outlines of a paragraph

PARAGRAPH OUTLINES

(1) A topic sentence

- states the main of the paragraph

- contains a topicand a controlling idea

- is neither too general nor too specific

- For ss

to imagine what a para consists of

- to provive ss with language

- is usually the first sentence in the para

(2) Supporting sentence

- develop / explain the topic sentence by adding reasons, examples, facts,

and quotations, illustrations, statistics, to the central theme of idea

( 3) A concluding sentence

- signals the end of the paragraph

- summarizes the important points briefly

-Tell ss that a good paragraph also has the elements of unity and coherence

+ unity : A paragraph discusses only one idea

+ coherence : the supporting sentences are in some kinds of logical order –

the ideas are connected by the use of transition signals

+ Elicite from ss some transition signals/ linking words that can be used to

connect ideas or show the relationship between ideas

Transition signals or linking words:

~First ,firstly, first of all, to start with,

~ Second,secondly,the second

~ third, thirdly, the third

~In addittion, Whats more, furthermore,

~next, then

~ finally, lastly, last of all

For examplifying:

~ for example, for example, e.g

~to take one example

~ a clear example of is/ might be

~ in summary, in conclusion, in short, in brief

~ to sum up, to conclude, to summarise

2 Identifying parts of a paragraph (p.28-29)

-Tell ss to read the paragraph on page 28 and complete the outline with the

missing information in each part

- Tell ss to compare answers with a partner

- Go over the answers with the class

3 Identifying the linking words (p.29)

-Tell ss to read through the paragraph again and pick out the linking

words used in the text.

- Call on ss to list the linking words found in the paragraph

- Check with the whole class

- To provide some practice

in identifyin

g parts

-To provide more free writing, opportuni ties for ss

to express what they grasp

B

While-w

write a paragraph, develop and organize ideas of a product of culture

* Skills: - Writing : developing a paragraph

* Teaching aids : Textbook, handouts, chalk and board.

4 Free writing

-Ask ss to work in their groups again

- Give each group a transparency so that they can write on it

- Tell ss to choose some main points, organize the ideas and use the linking

words to connect the ideas and write a paragraph to develop the topic

sentence

- Move around to monitor and give help if necessary

- Remind ss to include a concluding sentence

5 Peer correction

- When ss have finished, collect the trsparencies

- Show their writing on the OHP, one at a time, ask ss to read the

paragraph together as a class

- Have ss answer the questions:

1/ Are the supporting details relevant ?

2/ How well do the examples support the ideas ?

3/ Does the paragraph include a concluding sentence ?

-Invite ss to give correction and comments

- Give feedback and comments on each piece of writing and on ss writing ’

in general

- -Tell ss to choose the best writing in terms of organization, language use,

and ideas

* Writing ( developing) a paragraph

- Ask ss to choose one topic and develop the topic sentence

* Consolidation:

- Summarize outline of a para

- Revise linking words

- Prep for the next period * * Comment and modification :

-To provide

ss some practice

at home

* Skills: - Language use : speaking about plans, schedules, experiences

* Teaching aids : Textbook, handouts, chalk and board.

A.Word-study

B

* Negating the adjectives ( task a.p29)

- Ask ss to add a suitable prefixes to each adjective to have theopposite

- Tell ss to compare with a partner -Go over the answers with the whole class

* Feedback :

b informal c dishonest d immature e disrespectful f

insecure

g insentitive h unsuitable

1 Review1- Present simple and present progressive expressing future

- We use the present sipmle for the future when we talk about a timetable or schedule, usually a public one

+ The train leaves at 5.30 tomorrow morning

- We use present progressive for what someone has arranged to do in the future

+ We are having a party this week

* Checking questions (task a.p30 )

- Tell ss to read the sentences a, b, c and answer the questions

- Call on ss to give answers and check with the class

- For ss to have an idea what prefix to use in certain cases

r Feedback : 1 a and b 2 c * Gap-filling ( task b.p30 )

Feedback : 1 am coming 2 are; leaving 3 start

4 are; taking; am not taking 5 departs; arrives 2 Review 2: Past simple and Past Progressive -Ask ss to recall the use and form learnt in previous grades Feedback : 1 was attending 2 learned 3 came 4 didn t mind’ 5 were lecturing 6 asked 7 found 8 were working 3 Review 3 Present perfect and Present Perfect Progressive– - Ask ss to work in pairs to review the use; forms; of the two tenses - Write ss responses on the board’ - Ask some to explain more - Get them to do the excercise on page 32 bt reading the set of words given and make meaningful sentences from these words using present perfect or present perfect progressive ,then compare with a partner -Ask some to read out their answers - invite others opinion and comments’ - Go over the answers with the whole class * Feedback : 1/ How long have you known these people ? 2/ These traditional customs have been established for ages 3/ I ve been working hard for years, but I haven t accumulated any ’ ’ wealth 4/ I m sorry I haven t called you you ve been feeling well recently’ ’ ’ 5/ I ve been reading a book about ancient Greece i ve read it for the ’ ’ third time 6/ The number of women working in the UK has been rising steadily for several decades 7/ The number of women working in China has increased from 49% in 1980 to nearly 65% today * Consolidation: - Summarize the prefixes and the tenses - More excercises in the workbook * Comments on the lesson * Test-taking strategies : Prep for 45 test’ * Comment and modification :

- Fos ss to revise grammati cal structures

- To check

ss ’ recognitio

n of the language

in use and give some practice

Date of preparation :

Date of teaching : 12C1: 16/10 12C2:

* Objectives : - By the end of the lesson, ss will be able to listen for specific information, have better ideas of the education systems in Vietnam and in the world

- Ss are more confident to expree themselves in English

- Ss will have a better ideas of the courses in Vietnamese studies

* Skills: - Reading : scanning, reading for details, speaking

* Teaching aids : Textbook, handouts,

* T write this sentence on the board: Hoa goes to 6 days a week

- Ask ss to fill in the blank Expected : SCHOOL

- How many kinds of school do you know? Expected: 2 kinds: Public –

and Private Transition: In today reading, we ll get to know more about ’

schooling Write on the board : Unit 3 Education system- Reading 1

1 Elicite vocabulary and ideas Have ss give vocab and ideas connected with the topic of education and ‘ ’

‘schooling’

- Note down ss ideas in the net on the board’

- Give feedback and comments

* Guilding question

- Ask ss to look through the passage and find the answer to the question:

‘What is the text about ?

- Call on some to give answer and check with class Expected: Displine problems at school

2 Guessing unknown words in context ( task a/ p34)

- Pair off ss and have them read the text and match the words in column

A with their meanings in column B by guessing the meanings from context

- Go over the answers with the class and check their Vietnamese equivalants

Feedback: a) 1,3,6 b) Ss answers may vary’

Suggested answers: - In my opinion, ss should learn about sex, particularly in a coed class

- Well, I think number ,and are commonly debated topics now in Vietnam

- Get ss listen and repeat these words:

+ fast-paced (adj) + mobile (adj) + assuredly (adv) + maturing (pre.par) + emotion (n) + average (adj) + misbehavior (n) + uncertainty (n)

3 True or False statements ( task b/35)

- Ask ss to read the statements then read the text again and say if the

- To engage ss and introduce the new lesson

- To activate

ss and ’

have them express their ideas

- To develop

ss skill of’

guessing meanings

of words from context

- To develop

ss skill of’

reading for details Educati O n

work

statements are or F according to the text

- Ask ss to work with a partner and compare answers

- Call on ss to read out the statements and say their choice

- Tell ss to give explanations and correct the false sentences

* Feedback :

1 F 2 T 3 F 4 T 5 T 6.F 7 T 8.T

* Consolidation : - Summarize main points in R1

- Learn new words by heart

- prep for the R2

* * Comment and modification :

- Ss are more confident to expree themselves in English

- Ss will have a better ideas of the courses in Vietnamese studies

* Skills: - Reading : scanning, reading for details, speaking

* Teaching aids : Textbook, handouts

C.While-R * Revise main points learned in the last period - Ask some students to recall , then go over with the whole class

4 Questions and answers ( task c/p35 )

- Pair off ss

- Ask them to read the text andfind the answers to the questions

- Tell ss to work in pairs, make questions and answers

- Call on some pairs to ask and answer

- Go over the answers with the whole class

* Feedback:

1/ it is living in a fast-paced and moble society 2/ Simply because life is quite different from one generation to another 3/ Yes, they did but the children have experiences earlier through their fast-paced and moble society

4/ No, they don t.’

5/ Teachers should be aware that rewards or punishments might not work because displine problems originate in the family, not in the classroom

* Discussion

- Arrange ss to work in small groups

- Tell ss to discuss and share ideas on the following questions:

1/ Have you ever been displined at school ? 2/ What punishment was it ?

3/ What displine problems are teachers in your school facing?

- Invite class opinions’

- Give feedback and comments

-To train the skill

of scannin g

it is so convenient 2/ The age of the ss of grade 12 is eighteen 3/ Joe talented in natural sciences

4/ Body language reveals our feelings and without us realising it 5/ Ss is one of the classroom s problems that teachers must deal ’ ’

with 6/ Children today much ealier than their parents did 7/ Young children tend to adults behaviors and language’

8/ It is said that many displine problems from a plentiful life.

* Consolidation:

- Wrap up all the main points of the reading text

- Learn new words by heart at home

- Homework: Write a short passage about your opinions on displines at your school

-Prep for the next: Listening

* * Comment and modification :

- To provide

ss with some freer practice and to have them express themsel ves and share ideas

-For ss

to review the vocab just learnt

in the lesson

- Ss will have a better ideas of the courses in Vietnamese studies

* Skills: - Listening : scanning, listening for details, speaking

* Teaching aids : Textbook, handouts, CD, CD player

- Ask them to compare the answers with a partner

- Call on some to give their answers

- Give feedback -Expected answers: A.4: trường mẫu giao B.2,5 : Trường tiểu học

C 3 : Trương THCS D 6 : Trương THPT E 7 : Trương Đại học F.1: Trường Cao đẳng

- So what school are you studying now? - High School Transittion: in today listening, we ll listen to the High school in Vietnam ’

and in the USA

1 Completing the table: ( task b.p37)

- Tell ss to write the names of the school s corresponding to the levels of education

- Remind ss there may be different schools for one level

- Call on some to read out the names of school s for each level and check with the whole class

Suggested answers: SCHOOL + primary education: Elementary and Primary school + Secondary education : Middle school and High school + Higher education: College and University

2 Multiple choice questions ( task c/p37)

- Have ss read the questions and the options to have an idea what information to pick out

- Play the CD and get ss listen and choose the answers to the questions

- Call on ss to give answers and check with the class

- Play the CD again for ss to check Feedback:

1.C 2 B 3 C 4.B 5 C 6 B 7: 1:A , 2:C 3:B 4: D 8: A

- Call on ss to give answers and elicite explanations for their choice

- Invite class opinions’

- Let ss listen again and check Expected answers : 1 T 2.F ( ninth grader, not tenth )

3 F ( No, he s also of grade 9 ) 4 F (No, it s the term for ’ ’

these graders that sound like those od university) 5.T ~ HANDOUTS: Listen and decide T or F

1 She will start high school this fall

2 The girl will be the tenth grader in the new school year

3 The boy is one grade higher than the girl

4 High school students ( grades 9-12) are like university students

5 The boy and the girl are of the same age

*Discussion

- Arrange ss to work in small groups

- To introdu

ce the new lesson

- To give ss

an idea

or what the educati

on system

is like

To provide practice

on listenin

g for specific informa tion

- Tell ss to discuss and share ideas on the following questions:

+ the age at which the children start school

+ school names and age groups for different levels : primary education,

secondary education, higher education

- Choose ss to present their groups opinions to the class’

- Invite others opinions’

- Give feedback and comments

*Consolidation

- Summarize main points of the listening text

- Prep for the next period- Speaking

* Comment on the lesson

- To train ss’ skill of listenin

g for details

- To integrat

e some speakin

g and to have them express themsel ves

- To review

* Objectives : - by the end of the lesson, sis will be able to improve their speaking skills

- Ss are more confident talking about Vietnamese studies

- Ss will have a better ideas of the courses in Vietnamese studies

* Skills: - Speaking : giving information ; reading.

* Teaching aids : Textbook, handouts

I

Warm-up

II

Pre-speaking

* Game: Memory test

- Divide Ss into small groups

- Write these 15 words and phrases on the board.

Math science chemistry uniform 45 tests physical ’

education Exams biology assignments homework teacher history

Geography technology presentation

- Tell ss to study the words for one minute

- Erase them and have sis write down from memory as many words as possible.

- The group with most words and phrases will win the game

- Declare the winner

- Ask sis what helps them to the words easier and better ( Expected : They are concerned with secondary school ) → In the speaking lesson today, we ll talk about a different topic, Vietnamese studies T writes on ’

the board : Unit 3 Education System Speaking

1 multiple choice questions (task a/138)

- tell sis to read the text about Vietnamese studies at university Have ss –

answer the Qs Call on some to give answers and check with class.–

1:A 2:A 3: A, B, C, D 4: A, B, C.

2 Introducing useful language

- Tell is sis need to get advice on what courses to take, they must say what their purposes or interests are.

Useful expressions

- I d like to have an interview of’ What courses do you think will be best for me?

- I m interested in’ Could you recommend relevant programs?

- My study objectives are What do you think ?

- I major in What courses should I take ? - is perhaps an excellent choice It will give you an outline of

- To create interest, and to introduce the lesson

-To see if

ss know how to remembe

r things better

- If I were you, I d take’

- would be best for you.

* Activity 1 Task b,p 40-41: Roleplay

- Pair off ss as an international student and a study adviser

- Tell them to read through the information given about the language

courses and study programs and related information.

- Model the example with a student.

- Have the ss pay the role and speak using the information provided.

- Go around to monitor and give help.

- Call on some pairs to act out their exchanges, give feeback and

- Choose some pairs to act out their conversations

- Invite class opinions and comments’

- Divide ss into groups of 4, group A write their PURPOSES (as

foreigners who want to take English Courses ) and ask group B for advice

on the courses

- Ask some representatives to ask and answer, others listen and add more

ideas, T goes over with the whole class.

* Expected answers :

A: My name I d like to learn’ Which do you think will be best for me ?

B: will be best for you It will help you

on asking for and giving advice on courses

- For ss to talk about themselve

s freely

-To review a point

* Objectives : - By the end of the lesson, ss will be able to

- Ss are more confident to write their writing skill of a narrative

- Ss will have a better ideas of the courses in Vietnamese studies

* Skills: - Writing about personal education path

* Teaching aids : Textbook, handouts

A

Pre-writing

B.While-writing

Talking about the system based on the diagram

* To save time for the parts left, get ss to work in pairs, look at the chart

provided on page 42 , one student ask a question and the other answer

using the information in the chart (task a/42)

For example : 1 A: How long does it take to complete the lower

* Check the correct answers :

- Ask ss to work individually, read 6 questions provided on page 42-43

carefully and choose the best ones to complete the blanks

- Compare the answers with a partner before T give final feedback

+ Expected answers 1: C 2:A 3:B 4:A 5:B 6: A

* Elicite and introduce an outline of the writing by asking ss to write

answers to these questions

+ When did they start primary school ?

+ What were the results ?

+ Any prizes or problem?

+ What was your lower secondary school like ? Did you enjoy the class ?

+ Did you have any problem or difficulties in your stuies ?

+ What is your impression of your upper secondary school ?

+ What were the results in grades 10 and 11 ?

What are you going to do after graduating ?

- Ask ss to put ideas in different paragraps

- Give a general outline.

General Outline

> Par 1 Primary education

When to start General results Achievements and/of – –

problems

> Par 2 Lower Secondary School

General results Achievements and /or problems- Special –

memories or impression (if any)

> Upper secondary education

Where to go Results of grades 10 and 11- Achivements –

and/or any problems Personal experiences–

> Par 4 Future plans

Short term and long term goals- Study major Personal –

resolutions

* Write it up

- Have the ss write, develop the paragraphs by making sentences with

details

- Tell them to use a variety of language and use connectors to make the

writing more coherent

- Move around to monitor and give help where needed

* Peer correction

- Arrange ss in groups of 4, tell them to exchange their writings and

answers the following Qs :

+ Does it include primary,secondary education and some future plans ?

+ What are its strength and weaknesses

- TO create interest,a

nd introduce the lesson,to provide

ss with a better idea what the

national education system is like

- To include some reading

- TO give

ss an idea what to include in the

writing

- To provide a general organizat ion of the writing

- For ss to practice writing themselve

- For ss to share and learn

- Call on some to read their compositions to the class

- Invite class opinions and comments

- Give feedback

- Ask ss to rvise and improve their writings as suggested by their

classmates

- Prepare for the next period LANGUAGE FOCUS

* Comment and modification :

* Skills: - language use, writing

* Teaching aids : Textbook, handouts

-

* Adverbs ending with-edly

- Ask ss how to form English adverbs ? Most English adverbs are –

formed by adding the suffix-ly to the Adjectives but some are formed –

by adding ly to the past participle of verbs–

+ Form : Verb + ed +ly (past participle +ly)

+ Meaning : as is / must be +verb-ed

1 Forming adverbs (task a/ 44)

- Tell ss to form adverbs from the verbs given by adding edly–

- Call on some ss to write the newly-formed adverbs on the board

- Check the answers with class

2 Gap-fill (task b/44-45)

-Tell ss to read and fill in each space with a suitable adverb to replace the

underlined phrase in the original sentence

- Get ss to compare with a partner

- Call on some to read out their completed sentences to the class

- Go over the answers with the whole class

* Set 2 examples on the board : I ate two bananas (1)

Two bananas were eaten by me (2)

- Ask ss the differences ? How to form ? (1) : Active (2) : Passive

+ The Passive voice is formed with the Object + a suitable form of BE

and a past participle Only verbs which take an object (i.e: transitive

verb) can go into Passive.

(a) : Basic forms of the passive

-The past participle of a verb is unchanged; basic tense forms are a

tense of BE : > Present simple : is/are + p.p

> Present progressive : is/are being + p.p

from each other

- To review and improve

-To provide form and meaning

> Present perfect : has/have been + p.p

> Past simple : was/were + p.p

> Past progressive : was/were being + p.p

> Past perfect : had been + p.p

> Passive voice with Modals : Modals + be + p.p

* More formal passive : It is + p.p that (learned in English 11 )

Some verbs used : thought, alleged, considered, reported, believed

(b) : Uses of the passive voice

- We use passive mainly in three ways

+ When we don t know or want to know who does the action’

- The problem will be solved soon

+ When we want to focus on a happening, not who or what did it.

- A new bridge has been built

+ When we want to avoid vague subject like one, they, someone’ ’

- The form has been signed

The passive is used when more emphasis is given to the thing affected

by the action, and it is more common in writing and formal speech We

use BY + AGENT (=doer) only when we need to say who or what is

responsiblr for an event.

* Skills: - language use, writing

* Teaching aids : Textbook, handouts

1 Rewrite the sentences using passive voice (p 45-46)

- Ask ss to read sentences provided

- Tell ss to read the sentences rewritten and add a suitable passive verb

form to complete each sentence

- Have ss to work in pairs and compare with each other

- Choose some ss to write on the board

- Check the answers with the class.

Feeback : 1.will be required; is required

2 is usually considered

3 must be taught

4 was ended 5 should have been paid

6 have recently been helped

7 is reported 8 had been closely watched

2 More excercises: Passive os Active ? Sentence building

- Give out handouts, ask ss to use the notes given and complete the second

sentences.

- Tell ss to decide if the sentences are in the passive or active

- Have them to compare with a partner

- Call on some to write on the board, invite class opinions and comments

- Go over the answers with the whole class

* Expected answers : 1 It has been destroyed

2 He has changed his major 3 It has been cancelled

4 It was seen on the field last night 5 The lottery was won last week

* Appendix : You are telling your friend some news Use the notes and

complete the second sentence using Active or the Passive

1 To Thi/ statude/ destroy

You know To Thi statute ? It

2 Mike /change/ his major Did I tell you about mike ?

He

3 The camping trip/ cancel Bad news about the camping trip.

It

4 UFO/ see/ in the field/ last night.

Have you heard about the UFO?

5 My best friend/ win /the lottery/last week.

Did I tell you about my best friend ? He

6 Minh/ award/ the first prize/ in the writing competition

Good news about Minh He

7 Andy/ choose / the best student of the year

You remmember Andy? He

* Language review:

- Tell ss to review the grammar point by making sentences about the

things around using the passive

* * Comment and modification :

* Objectives : - By the end of the lesson, ss will be able to improve

micro-reading by scanning for specific information, know how to apply for

admission to a university in Vietnam and in the USA

* Skills: - scanning, reading for details, speaking

* Teaching aids : Textbook, handouts

- To save time for other parts, ask some ss the question : What will you

do after graduation from High School ? of course, Sss would say that they

want to move forward to Higher Education ! → Transittion : After High

School is Higher Education Unit 4 will help you to focus on higher

ss opportun ities to practice

- To give

ss more excercice

s to consolida

te the passive

D

Excercise

s

- Note down ss ideas in the net on the board.’

- Give feedback and comments

2 Vocabulary Pre-teach:

- Pre-teach these words through elicitation and explanation

+ to admit (sb/sth ) into = to accept sb into a school; to allow sb

toenter

Admission (n)

+ to process : to deal with sth officially ( giải quyết )

+ to notify : to inform sb of sth ; - notification (n)

+ to submit : to hand in; to give sth so that it may be considered

+ to certify : to declare formally

+ to predict : to guess sth; to say in advance; to forecast

Prediction (n); predictable (adj)

+ affidavit : (law) written statement that can be used as evidence in

court (cam doan, cam ket )

- Get ss listen and repeat the words

3 Checking vocabulary: Multiple choice (handouts)

- Deliver the handouts and tell ss to read the sentences and choose the

best answers

- Tell them to compare with a partner

- Call on some to give their answers and check with class

* Expected answers :

1: C 2:B 3: B 4:C 5: A 6:A 7: B 8: B 9:C

*Appendix :

1 Why didn t you ’ the burgary to the police ?

a tell b admit c notify

2 It may take a few weeks for your appliication to be

a dealt b processed c admitted

3 It seems difficult to who will be admitted

a submit b predict c.certify

4 the new school only 200 students

a allows b is accepted c admits

5 .to Vietnamese universities depends on examination

results

a admission b submission c certification

6 Her behavior is No one knows what he is going to

do

a unpredictable b admissible c predictable

7 the document that your birthday is called a birthday

certificate

a notifies b certifies c processes

8 He was asked to write a (n) to return to his home country

after completing the course

a certification b affidavit c application

9 We are supposed to the research paper to the teacher by the end of

Date of teaching: 12C1: 24/10 12C2:

* Objectives : - By the end of the lesson, ss will be able to improve micro-reading by scanning for specific information, know how to apply for admission to a university in Vietnam and in the USA

* Skills: - scanning, reading for details, speaking

* Teaching aids : Textbook, handouts

A Task

solving 1 Read and check whether the statements are T or F Correct the false sentences (task a/ 49-50)

- Ask ss to read the text carefully and decide the statements are T or F,

instruct ss how to deal with this.

- Have ss work in pairs and compare with a partner

- Choose ss to read the statements and say their choice

- Tell ss to give explanations and correct those that are false

* Feedback :

-To let

ss work

in pairs

- Have ss work with a partner and compare answers

- Call on some to read out the abbreviations they found and check with class

* Feedback :

1: GED 2: SAT 3:ACT 4: TOEFL

* Discussion :

- Arrange ss to work in small groups of 4.

- Tell them to discuss and share ideas on the folowing questions :

1 What kind of higher education institutions would you like to apply

to when you graduate from high school? Why?

2 What do you plan to major ?

3 What kind of job would you like to do after that ?

4 Select some to present their groups opinions to the class’

- Invite class opinions and comments

- Give feedback and comments

* Consolidation :

- Summarize all the main points in the reading text

- Tell ss to read again at home, learn voca by heart

- Prep for the next period

* Comment and modification :

- For ss

to work indepen dently

*************

PERIOD 27 UNIT 4 HIGHER EDUCATION

LISTENING COMPREHENSION Date of preparation : 10/10

Date of teaching: 12C1: 11/10 12C2: 11/10

* Objectives : By the end of the lesson, ss will be able to improve their skill of listening for details

* Skills : Listening : scanning, listening for details; speaking

* Teaching aids : Textbook, handouts CD, CD player,

1 Pre-teach vocabulary

- Pre teach some voca through elicitation and explanation + Oriental (adj) : of or from the Orient

- To create interest, and to introduce the lesson

- To help

+ part time : only a part of the working day or week

+ architecture (n) : art and science of designing and building

- Have ss listen and repeat 3 times

- Check ss pronunciation’

2 Checking the information mentioned ( task a/ p 50)

- Tell ss they are going to listen to a conversation between Lam anf a

foreign student.

- Get ss read the statements

- Play the CD and have ss listen and check the information mentioned in

the conversation

- Have them work in pairs and compare with a partner

- Call on some to give answers and check with the class

- Play the tape again for ss to check

*Feedback:

1 Y 2:N 3: N 4: Y 5: Y 6: N 7: Y 8: N 9: Y

3 Answering the questions by checking the boxes (task b/ 51)

- Tell ss they are going to listen to Mark and Linda outside the

auditorium

- Plat the CD and ask ss to listen and answer the questions by checking

the right boxes

- Have ss compare the answers in pairs

- Call on some to give answers to the questions and check with the class

- Get ss listen to the recording and check again

* Writing:

- Arrange ss to work in pairs

-Tell ss to write a sentence or two about Keiko, Mark or Linda, using the

information in the listening text

- Choose ss to write their sentences on the board

- Give feedback and comments

* Sentence making

-Ask ss to make a sentence saying they will major in at university

- Retell the story

- Prep for the next period

* Comment and modification :

nd the listening text better

- Some practice

on pronunci ation - To provide practice

on listening for specific informati on

- To provide more practice

on listening for specific informati on

-To integrate some writing and to summaris

e the text

- For ss to write about themselve s