- Introduce the situation of the passage While you read : 23 minutes - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciat
Trang 1The first term of grade 12
Students 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,
tape, cassette player, etc
III Procedure:
Warm-up :(7 minutes)
- Introduce to students about the teacher
- Ask students about their names and
English knowledge etc
Guiding: (80 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%
- Listen to the teacher
- Answer the teacher’s questions
- put the student’s book and workbook on the table
- listen to the teacher and look through the books
Trang 2language focus: 25%
3 Guiding other books and tape, disc, etc
Homework: 3 minutes
- Ask students to prepare textbook,
notebooks and the things for learning
and prepare lesson reading - Unit 1
- Listen to the teacher
- listen to the teacher and write down the things which will be prepared at home
+ Read the passage and complete the tasks of the lesson
- Language: Students could understand and use new words after reading
- New words: Words related to home life
3 Skills: Guessing meaning in context, scanning for specific information and
passage comprehension
II Method: Integrated, mainly communicative
III Teaching aids: Student’s book and pictures, Board, tape, cassette player, chalks,
etc
IV Procedure:
Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Ask students look at the picture and
ask some questions
- Let students understand more about ,
house hold chores and family life,
today we learn Unit 1- part A: Reading
- Open the book
- Listen to the teacher
- Look at the picture and answer
- Listen to the teacher and open the book – Unit 1, part A: reading
Trang 3Ask students to work groups to ask
and answer about the pictures
- Hang on the blackboard the table of
questions Ask students to work in
pairs looking at the pictures to ask and
answer them
1 Where is the family?
2 What is each member of the family
doing?
3Is the family happy? Why (not)?
- Introduce the situation of the context
- Read the context once to the class
- Show students some new words:
+ to be caring
+ to be willing to do something
+ to be close -knit + to be mischievous
- Help students to summary the main
ideas of the context
* The first paragraph: the writer says
about the parents’ jobs and the people
in her family
* The second paragraph: The writer
says about the activities of her parents
every day
* The third paragraph: The writer says
about her younger brothers and her
herself
* The writer says about the happiness
in her family
- Ask students to think of their
thoughts about a happy family
- Introduce the situation of the passage
While you read : (23 minutes)
- Ask students to look through the
passage and read in silence
- Help students read the passage
- Explain pronunciation and meaning of
new words which appear in the passage
+ Task 1: (10’)
- Ask students to work in groups to
read the sentences in the task and then
discuss about the pictures
- Work in groups to ask and answer the questions given
by the teacher
- Stand up to answer in front of the class
P1: The family is at home
P2: The father is playing games with his son and the mother is helping her daughter do homework
P3: Yes, it is Because they look warm and close –knit
- Look at the book and listen to the teacher
- Listen
- Note down
- Work in groups and try to repeat the main ideas in each paragraph
-Practice speaking their ideas freely
Listen to the teacher
- Work in groups , read the sentences carefully
Trang 4given
- Read all the sentences which they
have chosen loudly to the class
Teach some new words: close –knit
(a), mischievous (a)
- Ask students to work in groups to do
2, How caring is the mother?
3, How do the father and the
daughter share the household chore?
4, What is the daughter attempting to
do after secondary school?
5, Why do the children feel they are
safe and secure in their family?
- Ask students to read the questions
carefully and discuss the answers
- Help students to find the paragraph
which contain the information for the
answers
- Call the leader of each group to
answer the questions
- Ask the whole class to commend
- Feedback and give the correct
answers and give point
After you read : (8 minutes)
- Ask the whole class to discuss about
a happy family
- Call some students to say about their
thinking of a happy family
Home work: (2 minutes)
- Write about their family or others
- Read the passage
- Work in groups to find the sum up of the passage
- Present the answers in front of the class
- Some students answer the questions in front of the class
Listen and take notes
- Do the home work and
Trang 51 Educational aim: Students can talk about their family and other families
+ Students can ask and answer about household chores and family + Students discuss their ideas about the true of a happy family
2 Knowledge:
- General knowledge: By the end of the lesson students can practice a dialogue about
a happy family
- Language: asking for and giving information from a passage
- New words: words related to the topic
3 Skills: talking about Home life and their activities in the family
II Method: integrated, mainly communicative
III Teaching aids: pictures, textbook
IV Procedure:
Warm-up: (7 minutes)
- Playing games
- Divide the class into pairs and ask
students to work in pairs to talk about
their family in 3 minutes - Call of the
leaders of each groups to talk about
her/his family in front of the class
- Feedback and lead the class to the
topic of speaking activities
(we are going to discuss about our
family )
Pre-speaking : (12 minutes)
Task 1 Let students read the
following sentences and choose
which apply to them or their family
- Ask students to work in groups to
speak the sentences
1, In my family, only my father
- Keep books close
- Listen to the teacher
- Work in groups to talk about family
-Work in groups and give their ideas why they choose
-Each student stands up
Trang 6household chores
3, My responsibility in the family is to
wash the dishes
4, In my family, the interest we share
closely is watching football
5, I often share my personal secrets
with my father
6, I always talk to my parent before
making an important decision
- Go around and listen to the
students –Give more suggestions if
they need
While-speaking : (12 minutes)
Task 2 - Work in pairs
-Let students ask and answer the
questions about their family
- Listen and give the ideas to each pair
A: In my family, my parents both go to work
B: In my family
-Practice speaking out their ideas about their family
A: Who works in your family? B: Both my father and mother
A: Who often does the household chores?
B: My mother mainly does it and sometimes my father helps my mother
A: How is your responsibility to your family?
B: I often clean the house and cook the meals when I finish my studying
A: How do the family members share the interest?
B: We often watch television each other in the evening
A: Who do you often share your secrets with?
B: I often share with my mother
A: Who do you talk to before making an important decision?
B: I often talk to my
Trang 7Task 3: Work with a different partner
- Ask students to use the questions
they have formed to ask about her/his
- Let the students practice speaking
freely about their family
-Go around listening and giving
- Ask students to write a passage about
a happy family (80 words)
- Ask students to prepare Part C-
Listening and do homework
- All students write some sentences about their family and then stand up
to talk
-Work in groups and each group has a representative to talk about her/his family
P1: I talked to Tuan
Both his parents go to work But only his mother does the household chores
P2: In Loan’s family, only her father goes to work and her mother is
at home
-Work in groups and then speak out their opinions
P3: I think a happy family should have
P4: Yes it is Because every member in the family often shares the feelings with each other
- Listen to the teacher
- Write down the homework
The 5 th period
Theme: Home Life
Unit 1 Listening
Time: 45 minutes
Trang 81 Educational aim: Students can listen to get information to decide True or False
statements
+ Students can improve their ability of listening to write down the main ideals of the lesson
2 Knowledge:
- General knowledge: Students learn more about a happy family
- New words: Words related to family
3 Skills: - Listening and comprehension questions
- Listening and deciding on True or False statements or no information
II Method: Integrated, mainly communicative
III Teaching aids: Student’s book, pictures board, tape, cassette player, chalks
IV Procedure:
Warm-up: (5 minutes)
- Ask students to close the books
- Give some pictures and answer some
questions
1, Who are they?
2, What are the relationships among
them?
- Check some students and mark
- If you want to know more details
about them we will go to Unit 1- part
Listening
Pre-listening: (7 minutes)
- Introduce the topic of the listening:
In this you will listen to people talk
about their friends But now please
talk about your family first
- Ask students to read all the words
given carefully and show the difficult
* Before you listen :
- Ask students to look at the picture
and say: +What are they doing?
+How many people are there in
- Close the books
- Listen to the teacher
- Work in groups and look at the picture and answer
- Listen to the teacher and open textbooks
- 0ne or two students talk about their family
- Read the new words
- Listen and note down
- Work in pairs to ask and answer
+ P: -They are having a party
- There are 9 people in the family
Trang 9While-listening: (20 minutes)
Task 1
- Introduction: you are going to listen
to Paul and Andrea talk about their
family Ask students to
read the sentences carefully first to get
the True or False
- Ask students to get the difficult
- Listen and remark
- Ask students the question :
- Why do you think it is true / false?
- Ask students to listen again and note
down two things that are different
about Paul’s and Andrea’s families
After-listening: (10 minutes)
- Ask students to open the books
- Ask them to discuss the importance
of family in a person’s life
- Let them work in pairs
- Walk round and help students
- Ask some students to stand up and go
to board and write
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about
- Keep book open
- Listen to the teacher
- Read the sentence carefully to get the True
or False statements
- Ask for the difficult ones
- Listen to the teacher
- Speak out the sentences individually
- Listen and work in pairs
to speak out some information they have heard from the tape
-Discuss and find out the the importance of family
in a person’s life
- The students who are called go to board and write down your answer
-Listen to the teacher and
Trang 10-Remember them to prepare Part-
1 Educational aim: Students can write a paragraph about family rules depend on
the given prompts
2 General knowledge: Students learn how to write a description, stages of a
description
- Language:
- New words: Words related to the topic
3 Skills: Writing a narrative
II Method: Integrated, mainly communicative
III Teaching aids: Student’s book, notebook, some pictures
IV Procedure:
Warm-up: (5 minutes)
A word game
- Divide the class into 4 groups
- Ask students to work in groups to
revise the words using to say about
family
(in 2 minutes)
- Call the representatives of the groups
to write as many words on the boards
as possible (in 2 minutes)
- The winner is the students who have
got the largest number of correct
words on the board
- Call some students to repeat the
meanings of the words
Pre-writing: (10 minutes)
- - Ask students to use the following
- Keep book close
- Listen to the teacher and
work in pairs
- Work in groups to revise the words
- Go to the board to write the words
- Repeat the meanings of the words in front of the class
- Listen to the teacher
Trang 11_ Let, allow, be allowed to, have to,
permit, etc
+ Some expressions :
- doing household chores
- coming home late
- preparing meals
- watching TV
- talking on the phone
- using the family motorbike
- Listen to the pairs and help them if
they get some difficulties in speaking
- Ask students to stand up and say a
paragraph about his/her family
While-writing: (18 minutes)
Task 2
Ask students to use the ideas they've
discussed to write a letter to a pen pal
about their family
-Give some out line: first, second,
further more, and finally etc
- Call two good students present their
outline in front of the class
- Ask the others comment
- Feedback and give some correction
to help students to have a better outline
to write
Post-writing: (10 minutes)
- Give suggestions and corrections
- Ask students to read another’s
B: Yes, after my studying or my free time
A: Are you allowed to come home late?
B: No, because my parents are strict
A: Do you often prepare the meals? etc Each representative of a group stands up and says about the family
A: - In my family, everybody has to do the household chores I’m not allowed to come home late I only can watch TV when I finish
to do the house hold chores, we only go out or watch TV when we finish all homework
- Some students read loudly their products in
front of the class
Trang 12- Ask students to do part writing of
Unit 1 in the student’s work book and
prepare part Language Focus
- Listen to the teacher and write down homework
The 7 th period
Theme: Home Life
Unit 1 Language Focus
Time: 45 minutes
I Objectives:
1 Educational aim: Pupils can pronounce the endings /s/, /z/
2 Knowledge:
- General knowledge: + Students have to remind of tense: past simple, past
progressive and present perfect
+ Students have to do some exercises of tense
- New words: Words related to topic
3 Skills: Intonation and phrasal verbs
II Method: Integrated, mainly communicative
III Teaching aids: Student’s book, pictures, board, tape, cassette player, chalks
IV Procedure:
Pronunciation: (8 minutes)
- Guide students to pronounce the
endings /s/, /z/: bats /s/ bags /z/
- Ask students to read up the words
and the sentences
- Ask students to read up in chorus
+ The past simple
+ The past progressive
Listen to the teacher
- Listen to the teacher and read up
- Read up in chorus twice
- Some students read up
in front of the class
- Listen to the teacher and speak out
P1: - past simple
P2: - past progressive
P3 : present perfect
Trang 13sentences
- Let students compare the differences
between past simple and present
- Ask students to choose their suitable
verbs in the sentences
- Call the leader of each group present
their answers on the board
- Ask the whole class to comment
-She has learnt English since she was in grade 1
- Work in pairs and give the differences
* Past simple: happened and finished with the definite time in the past, not related to the present
-Ex: He bought a car yesterday
* Present perfect: started
in the past but related to present or future and give the result at present
-Ex: She has learnt English since she was in the grade 5
- Work in groups to do the exercise
1 Have you seen
2 Did you enjoy it?
7 Have you met?
- Discuss the answers and give comment on the sentences
- Listen to the teacher and work in groups to do the exercise
Trang 14- Call the leader of each group present
their answers on the board
- Ask the whole class to comment
Homework : (2 minutes)
Ask students to do Part Language
Focus and prepare part Reading of
14, C : stay
15, B : am going
- Redo the exercises
- Do the exercises in the workbook
- Prepare for the next lesson
Unit 2: cultural diversity
- Students read passage comprehension about role of cultural diversity
- Students know how to use the new words through asking and answering
2 Knowledge:
- General knowledge: - Through this unit, students know more about cultural diversity
- New words: Words related to the topic (culture, society )
3 Skills: -Guessing meaning from context
-Summarizing main idea
Trang 15II Method: Integrated, mainly communicative
III Teaching aids: Board, tape, cassette player, chalks, textbook and notebook
IV Procedures:
Warm-up: (4 minutes)
- Ask students to list out the factors that
create a happy life
-Let students work in pairs
-Ask students questions
_Lead in: Today, we’ll study a new
lesson Unit 2- part A :Reading
Pre-reading: (7 minutes)
- Ask students to work in groups of
four and guess what are happening in
the picture
Hang on the blackboard the table of the
questions to help students to guess the
activity in each picture:
- Which of the following factors is the
most important for a happy life? Why?
- Love, money, parents’ approval, a
nice house, a good job, good
health etc
- Ask the representatives of the groups
to express their ideas in front of the
class
- Give the feedback
+ Pre-teach some new words
- precede (v) - counterpart(n)
- confide(v) - sacrifice (v)
- Ask students to read up in chorus
twice
- Ask students to guess the meaning of
the new words
+ Introduce the situation of the passage
+ Show students the tasks of the
reading
While-reading: (20 minutes)
- Make the class read the small talks, to
scan the details and do the tasks
activities in the pictures
- Look at the questions and try to answer them in groups to discuss
- One student speaks out his/her ideas in front of the class
- Look at the board, note down
- Read the new words in chorus twice
- Work in groups to guess meanings of the words
- Listen to the teacher
Read the passage in skim
Trang 16- Call some students to show the
meanings
- Ask students to read the passage
again and do the task in groups of four
- Call on some students to read the
answers in front of the class
- Ask students to read the sentences
with the words given
Task 2
- Ask students to work in groups of 8 to
answer the questions given
- Call on some students to show the
class the right answers
-Listen to the students and help them if
necessary
Post-reading: (12 minutes)
Ask students to work in groups to
discuss about the question :
+ What are the differences between a
traditional Vietnamese family and a
modern Vietnamese family?
- Work in groups to fill
in the blanks
- Read the italicized words/ phrases and explain in front of the class :
A: Who are much more concerned with physical ? ?
B: The young Americans are much more concerned than the young Indians and the Chinese
A: What are the Indian students’ attitudes on a partnership of equals?
B: The Indian students agree that a woman gas
to sacrifice
- Read the questions carefully and work in pairs to answer the
Trang 17about a family: number of children, the
house they like to have, the head of the
family, who works, who takes care of
the housework and children, the
income
representatives on the groups to
talk about the differences
Homework : (2 minutes)
-Do reading text in workbook
-Prepare the next lesson
A: - I think a modern family has fewer children than a traditional one
The head of the family in
a modern family is both
a husband and a wife;
they share the household chores and take care of their children
- Work in groups to discuss to compare to other groups
- Talk in front of the class about the class
-Listen to the teacher and take note
- Know how to arrange opinions sensibly
- Language: Students use sentences, words, phrases and expressions for making their
view
3 Skills: Fluency in expressing opinion and expressions for making an opinion
II Method: Integrated, mainly communicative
III Teaching aids: Pictures, English textbook 12, hand-outs
IV Procedures:
Trang 18Checking the last lesson
- Call two students to go to the board
Students 1 and 2: Talk about the
differences between a traditional
family and a modern family they’ve
written at home
- Ask the other students to comment
about the talking
- Feedback and give correction if
We are going to talk about the
differences among cultures
- Ask students to express their point of
view on the followings ideas, using
the words or expressions in the box
* In Vietnam, three or even four
generations may live in home
* A happy marriage should base on
love
* In some Asian countries, love is
supposed to follow marriage not
precede it
* In some countries, a man and a
woman may hold hands and kiss each
- Ask students to work in pairs to
discuss about the differences between
the culture in America and in
Vietnam
- Listen to the teacher
-Read the paragraph in front of the class
- Listen to the teacher
- Read the sentences given and work in groups
to discuss
A: In my opinion, it is not good for three or four generations to live in a family because they will find it difficult to sympathy their interests and habits and I agree that love is supposed to follow marriage not precede it
B: I don’t agree with your ideas, I think it is good to have three or four generations living under one roof because they can help each other a lot
- Work in pairs to discuss and give their ideas about the differences
+ Give the culture in
Trang 19- Two generations (parents and
children) live in a home
- Old- aged live in nursing home
- It is not polite to ask questions about
age, marriage and income
- Americans can greet anyone in the
family first
- Groceries are bought once a week
- Christmas and New Year holidays
are the most important
- Children sleep in their own
bedrooms
+ Listen to the students and give
more the ideas about the differences
Post-reading: (14 minutes)
Task 3:
- Ask students to work in pairs or
work in groups to talk about the
similarities and differences between
Vietnamese and American cultures,
using the features discussed in the task
- Do the exercises in the workbook
- Prepare for the next lesson
-There are more generations in a home (grand parents, parents and children )
- Elders live with their children and are taken care of by their sons
- Can ask the questions about the age, marriage and income
- Have to greet the older first
- Do the shopping everyday
- Tet holiday is the most important
- Children can share bedrooms with the other
in a family
- Work in groups or in pairs to compare
Ps: - There are differences and similarities between Vietnamese and American cultures In
America, two generations (parents and children) live in a home In Vietnam, two, three or even four generations live under one roof etc
-Listen and copy
The 10 th period
Trang 20Time: 45 minutes
I Objectives:
1 Educational aim: Students should know how to listen to give some
information about the wedding ceremony in Vietnam
2 Knowledge:
- General knowledge: Students learn about the wedding ceremony in Vietnam
- Language:
- New words: Words related to culture, wedding
3 Skills: -Filling in missing information
-Passage comprehension
II Method: Integrated, mainly communicative
III Teaching aid: Board, tape, cassette player, chalks, textbook and notebook
- Let students look at the picture and
describe and answer some questions:
1, Where do the women come from?
2, What are they doing?
3, Do they have happy life? Why do
you know?
- Listen and give mark
Pre-listening : (6 minutes)
Ask students to work in groups to ask
and answer about the picture
- Hang the table with the questions on
the board
+ Have you ever attended a wedding
ceremony?
+ What do the bride and the groom
usually do at the wedding ceremony?
- Ask students to ask and answer
freely
- Give some words: altar, banquet,
groom, ancestor, blessing, tray
While-listening: (24 minutes)
Task 1:
- Listen and answer
- Work in pairs and each and answer
Trang 21two people talking about a wedding
ceremony in Vietnam
- Introduction: you are going to listen
to the conversation to get the
information to fill in the missing
information
- Let the students read all the
sentences before listening
1, The wedding day is carefully chosen
by the
2, The gifts are wrapped in
3, The wedding ceremony starts in
front of the
4, Food and drink are served
5, The guests give the newly wedded
couple envelopes containing
and
- Ask students to compare the answers
with a partner
- Call on some students to go the board
to write their answers
- Ask students to explain their answers
in front of the class
- Feedback and Correct the answers
Task 2:
-Ask students to listen to the passage
again and answer the questions
- Ask the students to read all the
questions before listening
- Let the students listen to the tape
two or three times and answer the
- Work in pairs to compare the answers
-
- Listen and try to get the information to answer the questions
- Read the questions carefully
- Work in groups to discuss and answer the questions
1,The most important thing the groom’s family has to do on the wedding day is to go to the bride’s house bringing gifts wrapped in red paper
2, They would pray,
Trang 22After-listening: (10 minutes)
- Ask students to work in groups to
answer the questions: What do
families often do to prepare for a
- Language: Words used in a Vietnamese conical leaf hat
3 Skills: Describing a Vietnamese conical leaf hat
II Method: Intergraded, mainly communicative
III Teaching aids: Some models of chart, real information in life
IV Procedures:
Trang 23Warm-up : (4 minutes)
- Work in pairs to talk about the
special things in Vietnam
- Call the best student in the class to
tell his/her story to the class
- Comment and lead students to the
topic of the lesson
Pre-writing: (10 minutes)
Task 1
- Ask the students to write about the
conical or the “non la”, a symbol of
Vietnamese culture
- Give some new words: leaf, rim,
ribs, and strap
- Ask students to observe the photo of
the “non la”
While-writing: (20 minutes)
Task 2
Let students write a passage of about
150 words about the conical leaf hat,
using the outline and information
below
* Introduction: - symbol of
Vietnamese girls/women Part of the
spirit of the Vietnamese nation
* Main body: - special kind of
bamboo and young /soft palm leaves,
conical form, diameter
*Conclusion: - protecting people
from sun/rain and girls/women look
pretty/attractive
Post-writing: (10 minutes)
Ask students change the letter with a
partner to read
- Call good students to read the letter
in front of the class
- Feedback and give some
suggestions
Homework: (2 minutes)
-Work in pairs to talk
- Some students talk about their experience in front
of the class
+ Banh trung, ao dai, non
la
Listen to the teacher
- Listen to the teacher and read aloud
the words
Read the words given and
write a passage: - The conical leaf hat is one of the typical features (symbols) of the Vietnamese culture because it can not be found anywhere in the world The leaf hat is not only a symbol of Vietnamese
Trang 24- Prepare for the next lesson
The 12th period
Theme: cultural diversity
Unit 2 Language Focus
- Pronunciation: the sounds “ed” ending
- Grammar: - revise the tenses
II Method: Integrated, mainly communicative
- Read the three sounds: /t/, / d/, / id / as
model for the class and explain the
differences in producing them
- Read the sounds again and ask students
to repeat
- Ask students to read the words in each
column out aloud in chorus for more a
few times
- Call on some students to read the
words in front of the class
- Correct the mistakes of pronunciation
b Practicing sentences containing the
-Listen to the teacher
- Read the sentences in chorus aloud
Trang 25typical errors
- Call on some students to read the
sentences in front of the class again and
provide corrective feedback
II Grammar: (27 minutes)
* Exercise 1:
a Presentation:
- Review the forms, meanings and uses
of the present simple, present perfect,
and present continuous, past perfect
+ Present simple
* FORM:
* MEANING: PRESENT TIME
* USE:
Sometimes use the present simple to
express the ideas that an action is
happening or+ Express the idea that an
action is repeated or usual The action
can be a habit, a hobby, a daily event, a
scheduled event or something that often
happens It can also be something a
person often forgets or usually does not
do
+ Speakers is not happening now This
can not only be done with
Non-Continuous Verbs and certain Mixed
We use the present perfect to say that the
action happened at an unspecified time
before now The exact time is not
important So we can use Present Perfect
to describe our experience “I have the
experience of …” we can use this tense
to say that we have never had a certain
experience The Present Perfect is NOT
used to describe a specific event
fill in; turn on; go over;
look at; make up Look after
- Some students read the sentences in front of the class
- Work in groups to review the
tenses
- Listen to the teacher to the teacher and note down
- Listen to the teacher to the teacher and note down
Trang 26present perfect to show that something
started in the past and has continued up
until now “for five minutes”, “for two
weeks”, and “since Thursday” are all
which can used with the Present Perfect
NOTE:
- We CAN NOT use the Present Perfect
with specific time expressions:
yesterday, a year ago, last month,
- We CAN NOT use the Present Perfect
with unspecific expressions: ever, never,
once, many times, several times, before,
so far, already, yet, etc
b Practice:
- Ask students to do the exercise
individually and then choose a partner to
check the answers with
- Call 2 students to write their answers
on the board
- Provide corrective feedback
* Exercise 2:
a Presentation:
- Review the forms, meanings and uses
of the past simple, and past continuous
+ Past perfect: form/ meaning/ use
b Practice:
- Ask students to do the exercise 2
individually and then choose A, B or C
to complete the passage
- Call 2 students to write their answers
on the board
- Provide corrective feedback
* Exercise 3:
Ask students to complete the letter with
the correct form of the verbs in brackets
Check the answers with
- Call 2 students to write their answers
- Write the answers on the board
-Do the exercise individually and check the answers with a partner
-Some students go to the board to write the answers
- Listen and note down
Trang 271 Educational aim: Students can
+Develop such reading micro-skills as guessing meaning from context
+ Use the information they have read to answer the questions
+ Pictures in the student’s book enlarged
+ A table of the active words of the passage
2 Knowledge:
- General knowledge: Students could understand and use the new words through speaking, asking and answering
- Language:
- New words: Words relate to ways of socializing
3 Skills: -Reading for general or specific information
-Guessing meaning from context
II Method: Integrated, mainly communicative
III Teaching aids: Some photos of ways of socializing and some information
some ways of communication they
- Ask students to work in groups to
-Listen to the teacher -Give their answer
-Work in groups to discuss about the pictures
Trang 28- Ask students to use the questions to ask
and answer about the pictures :
- What are the people in the pictures
doing?
- What will you do if you want to get
your teacher’s attention in class?
- What will you do if you need to ask
someone a question but they are busy
talking to someone else?
- Comment and lead the whole class to
the topic of the passage
* Pre-teach: New words and phrases:
- write some new words and phrases on
the board
+verbal(a) + non –verbal(a)
+ attract (v) + nod (v)
+ approach (v) + rude (a)
- Ask students to guess the meanings of
the words
- Ask students to read the words in
chorus twice
- Call two students to read the words in
front of the class
While-reading: (20 minutes)
- Let students open the book and read
silently while teacher reads aloud and
correctly
- Ask students to read themselves and
write down some information
- Let students work in pairs to do the
task 1
Task 1
- Ask students to read the passage and
give the Vietnamese equivalents to the
following words phrases
- Verbal : bằng lời ,hữu ngôn
- Non- verbal :không bằng lời
- Attract someone’s attention :thu hút
-a slight nod will do :một cái gật đầu
- Some students answer the questions in front of the class
- Look at the board and note down
Guess the meaning of the words and phrases
- Listen to the teacher and read up the words and phrases in chorus
- Some students read them in front of the class
- Read the passage in skim to guess the meaning of the words
- Ask students to work
in groups to guess the meaning of the phrases
Some students show the answers in front of the class
-Work in groups and
Trang 29Call on some students to show their
answers in front of the class
- Comment and give the correct answers
Task 2:
- Ask students to read the passage again
to choose the best title for the passage
- Call four students to go to the board the
write their answers
- Ask some students to correct and
remark with giving the reason why they
- Ask students to work in groups to
discuss the meaning of whistling and
clapping in Vietnamese culture
- Call on some representatives of the
groups to answer the questions in front
- Work in pairs to answer the questions
P1: What can you do when you want to attract someone’s attention?
P2: We can use either verbal or non verbal
P1: What are considered to be big, obvious non verbal signals?
P2: They are strong actions that can easily
be seen etc
-Practice talking about communication by non- verbal actions
- to express the happiness they can whistle or clap
- Sometimes, they clap
or whistle to encourage
or despise
- Listen and note down
- Listen to the teacher
- Do the exercises at home
- Prepare for the next lesson
The 14 th period
Theme: ways of socializing
Trang 30I Objectives:
1 Educational aim: Students should know
+ Use appropriate language to practice giving and responding to compliments in different situations
+ Use appropriate language to talk about other ways of communication
2 Knowledge:
- General knowledge: Students can talk about other ways of communication
- Language: Words to speak about ways of communication
3 Skills: -Ask and answer the information about ways of communication
II Method: Integrated, mainly communicative
III Teaching aids: Photos of some famous persons or some real information about
ways of communication
IV Procedures:
Warm-up: (3 minutes)
Introduction: we are going to talk
about the different ways of
communication
- Ask students to work in groups to talk
about some ways to attract to other
people
- Give students some words and phrases
(Hang on the extra board of prompts)
- - Introduce the task: Now work in
pairs, take turn to practice reading the
dialogue, paying attention to how
compliments are received in each
situation
- Ask students to read all the questions
in the task and explain the difficult
words and phrases if necessary
- Ask students to do the task in roles
and encourage the whole class to take
note the answers while they are doing
the task
- Go around the class to check and offer
- Listen to the teacher and say about the ways of communication
- Look at the board and read aloud the new words
- Work in pairs to practice speaking
- Some couples to play roles to speak in front
of the class
P1 : Phil
P2 : Barbara
P3 : Peter P4 : Cindy P5 :Tom P6 : Tony
Trang 31While-speaking: (20 minutes)
Task 2
- - Ask students to work in pairs to
practice giving compliments to suit the
responses using the outlines that they
have already made
- Go around the class to check and offer
help
- Call on some couples to perform their
conversation in front of the class
- Elicit feedback from the class and
give final comments
* Task 3:
- Introduce the duty of the task:
- Divide the class into 7 groups of 8
- Ask students to work in groups to
practice responding the compliments
- Ask the groups to make dialogue to
practise giving and responding to
compliments, using the cues below
- a nice pair of glasses
- a new and expensive watch
- a new cell phone
- a modern looking pair of shoes
- a fashionable jacket
- Call some representatives of groups to
report the parties that they have made
Listen to the students and note down all
the errors
- Work in pairs to give suitable words
P1 : David P2 : Kathy P3 : Hung P4 : Hien P5 :Michael P6 : Colin
- Listen to the teacher
- Work in roles to practice speaking
P1 : Phil P2 : You P3 : Peter P4 : Tom
Listen and work in pairs to make a dialogue based on the Task 1, 2, 3
A: You really have a nice pair of glasses I think they make you attractive
B: Thank you, Nam
That’s a nice compliment
A: I think you have a new and expensive watch which I have never seen before
B: Thank you I bought it yesterday
Trang 321 Educational aim: Students should know to develop such listening
micro-skills as intensive listening for specific information
2 Knowledge:
- General knowledge: Students know how to give information after listening
- Language:
- New words: Words related to ways of socializing
3 Skills: - Listening for general or specific information
-Comprehension questions
II Method: Integrated, mainly communicative
III Teaching aids: Some pictures of persons or some real information about them
Board, tape, cassette player, chalks, textbook and notebook
IV Procedures:
Warm-up: (4 minutes)
- Ask students to close the book
- Give some questions :
+ Who’s on duty today?
+ Who’s absent today?
-Pre-listening: (8 minutes)
- Show students the pictures in the
textbook and ask students to guess what
they are doing?
- Ask students to work in pairs to ask
- - Listen to the teacher,
and answer the questions
- Read silently the sentences given before listening
- Listen the first time
- No, we haven’t
- Listen the second time
Trang 33- Call some students to answer the
questions in front of the class Then
explain their reasons
Check the whole class
* Pre-teaching some new words and
+ Introduction: You are going to listen
to Linda Couple, a social worker,
advise young people on how to use the
telephone in their family Listen and
decide True or False statements
- Ask students to read the statements
carefully before play the tape Ask
students to work in groups to guess the
answers
- Play the tape (read the tape script)
once for students to listen and do the
task
- Ask students to work in pairs to check
the answers
- Call some students to show their
answers in front of the class
- Feed back and give the correct
answers:
1 T
2 F (the most obvious problem)
3 T
4 F(if your parents do not agree)
5 F (is made mostly by young people)
6 T
* Task2:
Introduction:
- You are going to listen to part of Ms
- Listen the third time and work in groups to decide the best answer
- Each group asks and explains why they choose
by some information they’ve listened
-Keys : 1C ,2A ,3C ,4A ,5B
- Listen and read the words aloud in chorus
- Write down the new words
+ Listen to the teacher and try to guess the context of the talk in the tape
- Work in pairs and read the statements carefully
-Some students speak out their answers and explain why they have chosen it
A: I think the first sentence is true because
it is in the second
Trang 34- Ask students to read the paragraph
carefully and work in pairs to discuss
and answer the missing words before
listening again the talk
- Play the tape ( or read) the talk again
for the whole class
- Ask students to give the missing
words individually
- Play the tape (or read) the story again
for the whole class to check the
- Ask students to listen to the talk again
and try to summarize the talk
- Call some couples to talk in front of
the class
- Summaries the main points of the
lesson
Homework: (2- 4 minutes)
- Ask students to write a paragraph
about their own birthday parties
- Ask students to prepare for the next
- Work in groups and try
to guess the missing words
- Listen to the tape script
- Check the answers in groups
- Listen to the teacher and note down the correct answers
Work in groups and practice talking about Ms Linda Couple's talk
Ps : In this talk Ms Linda Couple give us some pieces of advice on
How to use the telephone
in the family The first is
to work out a reasonable
- Some couples present the talk in front of the class
- Listen to the teacher
- Do homework and prepare the next lesson
Trang 351 Educational aim: Students should know
+ Building sentences based on given words
+ Re- ordering given sentences to make a complete paragraph
2 Knowledge:
- General knowledge: Students learn to Re- order given sentences to make
a complete paragraph
- Language: Words used in writing about a paragraph
3 Skills: Writing about a letter of recommendation
II Method: Integrated, mainly communicative
III Teaching aids: Some cues, information of someone
IV Procedures:
Warm-up: (4 minutes)
- Ask students to close the books
Ask students some questions:
* Who is absent from the class today?
* Who is on duty, today?
* What should you do if you want to
talk to someone?
Pre-writing: (8 minutes)
Task 1
You are going to write use the words to
make sentences Change the form of
the verbs (No addition or omission is
required)
- Ask students to read the words in the
Task 1 and then make the full
sentences
1, there/be / many ways/ tell someone/
goodbye, /most of /them/depend/on the
- Answer the questions
-Read the requirement carefully and read the words carefully
- Ps practice writing the full sentences
1, There are many ways to tell someone goodbye, and most of them depend on the situation at hand
2, However, there's one rule that all situations observe: We seldom say goodbye abruptly
Trang 36- Ask students to put the sentences of
the two paragraphs below in their right
order
& Paragraph 1:
- Call on some students to order the
sentences in front of the class
- Elicit the others to comment and give
the correct answers
- Feedback and give the correct
answers
& Paragraph 2:
- Ask students to order the sentences as
the same the task 1
-Elicit the others to comment and give
the correct answers
- Feedback and give the correct
answers
departure
4, We lead into the farewell by saying something pleasant and thoughtful like “I’ve really enjoyed talking to you”
5, We might also say something relating to the timeline “Gosh, I can’t believe how late it is! I must be going!”
Do the task individually and then compare the answers with a friend
- Some students show the order of the sentences in front of the class
+1- C: It is difficult to write rules that tell exactly when you should opologize, but it is not difficult to learn how
+ 2- E: If we have done something to hurt someone’s feeling, we apologize
+ 3 – A: An apology indicates that we realize we’ve made a mistake, and we’re sorry for it
+ - Work in pairs to exchange the sentences in order of a paragraph
+ 1- C: The simplest way
to apologize is to say “I’m sorry”
+ 2- E: Let’s take a common situation Tom is late for class and enters the classroom
+ 3 – B: What does he do?
The most polite action is
Trang 37Post-writing: (13 minutes)
- Ask students to write other dialogues
about the ways of communication with
the situation given
1, How should you do when you are
late for class?
2, You’ve made some mistakes in your
writing You want to talk to the teacher
about it? etc
+4 – A: But if the teacher stops and waits for him to say something
+ 5- D: Naturally, more than this is needed, but it is not the time
Work in groups and then each presentative of each group go to the board to write their dialogues
Ps :1, I should apologize to the teacher and the class for being late
2, I think it is necessary to say “I’m sorry” Could you help me correct them?
Listen and take note
The 17 th Period
Theme: ways of socializing
Unit 3 Language Focus
Time: 90 minutes
I Objectives:
1 Educational aim: Students can pronounce the stress in two- syllable words
2 Knowledge:
- General knowledge: By the end of the lesson, students will be able to:
+ Remind of the ways of changing the reported speech
Trang 383 Skill: the stress in two- syllable words
II Method: Integrated, mainly communicative
III Teaching aids: Board, tape, cassette player, chalks, textbook and notebook
IV Procedures:
I Pronunciation: (30 minutes)
- Explain how to pronounce the stress
in two – syllable words
* If verbs, adj, adv, prepositions if the
second syllable which has long vowel
or double vowel (except ou) - the stress
falls the second syllable But if the
second syllable which has short vowel
or double vowel or finishes by one
consonant the stress falls the first
syllable
* For nouns in which the second
syllable have short vowel the stress
falls the first syllable (money) If the
second syllable which has long vowel
or double vowel the stress falls the
second syllable ( design)
- Ask students to read the words and
practice giving the correct stress
- Call some students to read the words
in front of the class
Practicing sentences:
- Ask students to work in pairs and
give the correct stress of the words in
the sentences and then read the aloud
the given sentences
- Call some students to read the
sentences in front of the class
- Comment and read the sentences once
to the whole class
II Grammar: (65 minutes)
Exercise 1: Presentation
a, - Ask students remind of the rules to
Listen to the teacher and write some rules in the notebooks
- Ex : Polite/ai/, police/
i:/,between
- waving/ei/, pointing
- student, signal
- design, police
- Listen to the teacher and work in pairs to give the correct stress
- Read the words in front
of the class
- Work in pairs to practice giving the correct stress of the words in the sentences
- Some students read in front of the class
- Listen to the teacher
- Listen and remind of the
Trang 39+ Change the tenses of verbs
+ Change pronouns suitable with the
situations given
+ Change the time as the sentences
given
b, Practice doing exercise 1
- Let students read the situation and
change into the reported speech
- Let students practice doing exercise
and each of them stands and speak out
the sentences they’ve done
- Go around, listen and help them if
necessary
Exercise 2
- Ask students to read the dialogue
between Lan and Tuan, and then they
have to complete the conversation
Tuan had with Tung by changing in
reported speech
reported speech
- Listen to the teacher and note down in the notebook
- Practice changing the sentences
2, Thuan said he worked for a big company
3, Thuan said he was their marketing manager
4, Thuan said the company had opened an office in Ho Chi Minh city
5, Thuan said it had been very successful
6, Thuan said he had been chosen to run an office in District 5
7, Thuan asked me how long I had been learning English
8, Thuan said he didn’t have much time to enjoy himself
- Practice doing and speaking out the sentences they’ve changed
- Listen to the teacher’s correction and write down their notebooks
Work in pairs the dialogue between Lan and Tuan firstly and try
to find out the tense of verbs, pronouns and time
in the dialogue
Trang 40- Let students work in pairs
- Ask students to read the dialogue
between Tung and Tuan by using
reported speech to retell what Lan has
told Tuan
Go around and listen to students or
help them if they need
Homework: (5 minutes)
-Ask students to revise the whole unit
future
- I, you, he, she
- Time indicates in the dialogue
1, She said she didn’t want to talk
5, But you hadn’t turned
- Each student stands and speaks out their sentences they’ve made
- Listen and write down their notebooks
