- Show students some new words: + to be caring + to be willing to + to be close -knit+ to be mischievous - Open the book - Listen to the teacher - Look at the picture and answer - Listen
Trang 1The first term of grade 12
Theme: Guiding how to learn and to do English tests
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:
Teacher s activities’ Students activities’
Warm-up :(7 minutes)
- Introduce to students about the teacher
- Ask students about their names and
English knowledge etc
Guiding: (35 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:
- Ask students to prepare textbook,
notebooks and the things for learning and
prepare lesson reading - Unit 1
- Listen to the teacher
- Answer the teacher’s questions
- put the student’s book and workbook
on the table
- listen to the teacher and look throughthe books
- Listen to the teacher
- listen to the teacher and write downthe things which will be prepared athome
Trang 2………
Unit 1 : home life
Theme: home life
+ 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:
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
Before you read : (7 minutes)
Ask students to work groups to ask and
answer about the pictures
- Hang on the blackboard the table of
questions Ask students to work in
pairs looking at the pictures to ask and
answer them
1 Where is the family?
2 What is each member of the family
doing?
3Is the family happy? Why (not) ?
- Introduce the situation of the context
- Read the context once to the class
- Show students some new words:
+ to be caring
+ to be willing to + to be close -knit+ to be mischievous
- Open the book
- Listen to the teacher
- Look at the picture and answer
- Listen to the teacher and open the book– Unit 1, part A: reading
- Work in groups to discuss about the pictures
- Work in groups to ask and answer the questions give by the teacher
- Stand up to answer in front of the class P1: The family is at home
P2: The father is playing games with his son and the mother is helping her
Trang 3do st
- 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
choose the sentence A,B or C that is
nearest in meaning to the sentence
given
- Read all the sentences which they
have chosen loudly to the class
Teach some new words: close –knit
(a), mischievous (a),
- Ask students to work in groups to do
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
- Work in groups and try to repeat the main ideas in each paragraph
-Practise speaking their ideas freely
Listen to the teacher
- Work in groups , read the sentences carefully
- Listen to the teacher and read up the sentences aloud
- Note down the new words
- Read up
- Work in groups to do the task
- Read the passage
- Work in groups to find the sum up ofthe passage
- Present the answers in front of theclass
- Commend
- Note down the reason of the choice
- Work in groups to ask and answer thequestions using the information from thepassage
- Some students answer the questions infront of the class
Trang 4- 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
they know
- Prepare Part B : Speaking at home
Listen and take notes
- Do the home work and prepare for thenext lesson
1 Educational aim: Students can talk about their family and other families
+ Students can ask and answer about household chores and family
+ Students discuss their ideas about the true of a happy family
2 Knowledge:
- General knowledge: By the end of the lesson students can practise a dialogueabout 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:
Teacher s activities’ Students activities’
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)
- Keep books close
- Listen to the teacher
- Work in groups to talk about family
-
Trang 5Task 1 Let students read the
following sentences and choose
which apply to them or their family.
- Ask students to work in groups to
speak the sentences
1, In my family ,only my father
works
2,Member of my family share the
household chores
3,My responsibility in the family is to
wash the dishes
4, In my family, the interest we share
closely is watching football
5,I often share my personal secrets
with my father
6, I always talk to my parent before
making an important decision
- Go around and listen to the students
–Give more suggestions if they need
While-speaking : (15 minutes)
Task 2 - Work in pairs
-Let students ask and answer the
questions about their family
- Listen and give the ideas to each pair
-Work in groups and give their ideaswhy they choose
-Each student stands up and talks abouttheir family
A: In my family ,my parents both go towork,
B: In my family,
-Practice speaking out their ideas abouttheir family A: Whoworks in your family ? B : Both myfather and mother
A: Who often does the householdchores ?
B : My mother mainly does it andsometimes my father help my mother
A :How is your responsibility to yourfamily ?
B :I often clean the house and cook themeals 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 secretswith ?
B : I often share with my mother
A: Who do you talk to before making animportant decision?
B: I often talk to my parents
- All students write some sentencesabout their family and then stand up totalk
-Work in groups and each group has arepresentative to talk about her/hisfamily
P1 : I talked to Tuan Both his parents
go to work But only his mother doesthe household chores
P2 : In Loan’s family ,only her fathergoes to work and her mother is at home
-Work in groups and then speak out theiropinions
Trang 6Task 3:Work with a different partner.
- Ask students to use the questions
they have form to ask about her/his
- Let the students practise speaking
freely about their family
-Go around to listen and give remarks
- Ask some students to stand up and
tell loudly
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about
a happy family (80 words)
- Ask students to prepare Part
C-Listening and do homework
PS : I think a happy family shouldhave
P : Yes it is Because every member inthe family often share the feelings witheach other
- Listen to the teacher
- Write down the homework
Theme: Home Life
- General knowledge: Students learn more about a happy family
- New words: Words related to family
3 Skills: - Listening and comprehension questions
- Listening and deciding on True or False statements or no information
II Method: Intergrated, mainly communicative
III Teaching aids: Student’s book, pictures board, tape, cassetteplayer, chalks.
Trang 7IV Procedure:
Teacher s activities’ Students activities’
Warm-up: (5 minutes)
- Ask students to close the books
- Give some pictures and answer some
questions
1,Who are they?
2 ,What are the relationship among
them ?
- Check some students and mark
- If you want to know more details
about them we will go to Unit 1- part
Listening
Pre-listening: (7 minutes)
- Introduce the topic of the listening:
In this you will listen to people talk
about their friends But now please talk
about 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
the family ?
While-listening: (20 minutes)
Task 1
- Introduction: you are going to listen
to Paul and Andrea talk about their
family Ask students to
read the sentences carefully first to get
the True or False
- Ask students to get the difficult
words
- Read the tape-script loudly to the
class
- Ask students to decide the answers
- Listen and remark
- Ask students the question :
- Why do you think it is true /
false ?
- Help them if necessary
Task 2
- Close the books
- Listen to the teacher
- Work in groups and look at the pictureand answer
- Listen to the teacher and opentextbooks
- 0ne or two students talk about theirfamily
- 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
- Keep book open
- Listen to the teacher
- Read the sentence carefully to get theTrue or False statements
- Ask for the difficult ones
- Listen to the teacher
- Speak out the sentences individually
Trang 8- Ask students to look through the
sentences in task 2
- Ask students to listen again and note
down two things that are different
about Paul’s and Andrea’s families
After-listening: (10 minutes)
- Ask students to open the books
- Ask them to discuss the importance
of family in a person’s life
- Let them work in pairs
- Walk round and help students
- Ask some students to stand up and go
to board and write
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about
the importance of family in a person’s
- The students who are called go toboard and write down your answer
-Listen to the teacher and write downhomework
Theme: Home Life
Trang 912a
12g
I Objectives:
1 Educational aim: Students can write a paragraph about family rules depending
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: Intergrated, mainly communicative
III Teaching aids: Student’s book, notebook, some pictures
IV Procedure:
Teacher s activities’ Students activities’
Warm-up: (5 minutes)
A word game.
- Divide the class into 4 groups
- Ask students to work in groups to
revise the words using to say about
family
(in 2 minutes)
- Call the representatives of the groups
to write as many words on the boards
as possible (in 2 minutes)
- The winner is the students who has
got the largest number of correct
words on the board
- Call some students to repeat the
meanings of the words
Pre-writing: (10 minutes)
- - Ask students to use the following
verbs and expressions
Give and read some words aloud :
_ Let ,allow, be allowed to, have to,
permit, etc
+ Some expressions :
- doing household chores
- coming home late
- preparing meals
- watching TV
- talking on the phone
- using the family motorbike
- Listen to the pairs and help them if
they
get some difficulties in speaking
- Ask students to stand up and say a
paragraph about his/her family
- 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 infront of the class
- Listen to the teacherand open the books
- Read all words and expressions andwork in pairs
A : Do you have to do the householdchores ?
B : Yes, after my studying or my freetime
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 stand upand say about the family
A: - In my family , everybody has to dothe household chores I’m not allowed tocome home late, I only can watch TVwhen I finish my homework
+ Write the letter individually
- Every family has its own rules Mine
has a few First, everybody has to do the house hold chores, we only go out or watch TV when we finish all homework
Trang 10While-writing: (18 minutes)
Task 2
Ask students to use the ideas they ‘ve
dicussed to write a leter to a pepal
about their family
-Give some out line : first, second
,further more, and finally etc
- Call two good students present their
outline in front of the class
- Ask the others comment
- Feedback and give some correction
to help students to have a better outline
to write
Post-writing: (10 minutes)
- Give suggestions and corrections
- Ask students to read another’s
- Ask students to do part writing of
Unit 1 in the student’s work book and
prepare part Language Focus
- Some students read loudly theirproducts in front of the class
- Listen to the teacher and write downhomework
- 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: Intergrated, mainly communicative
III Teaching aids: Student’s book, pictures, board, tape, cassetteplayer,
Trang 11- Guide students to pronounce the
endings /s/,/z/ : bats /s/ bags /z/
- Ask students to read the up the words
and the sentences
- Ask students to read up in chorus
+ The past simple
+ The past progressive
+ The present perfect
- Ask students to give some
sentences
- Let students compare the differences
ebtween past simple and present
- Ask students to choose their suitable
verbs in the sentences
- Call the leader of each group present
their answers on the board
Listen to the teacher
- Listen to the teacher and read up
- Read up in chorus twice
- Some students read up in front of theclass
- Listen to the teacher and speak out
- He left the room last week
- They were having dinner at 8 o’clocklast night
-She has learnt English since she was ingrade 1
- Work in pairs and give the differences
* past simple : happened and finishedwith the definite time in the past ,notrelated to thepresent
-Ex : He bought a car yesterday
* present perfect : started in the past butrelated to present or future and give theresult at present
-Ex : She has learnt English since shewas in the grade 5
- Work in groups to do the exercise
1 Have you seen
2 Did you enjoyed it?.
3 has been.
4 Did you give/saw.
5 didn t listen’
6 Have you two met before ?
7,Have you met ?
- Discuss the answers and give comment
Trang 12- 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
Theme: 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 culturaldiversity
- New words: Words related to the topic( culture, society )
3 Skills: -Guessing meaning from context
-Summarizing main idea -Passage comprehension
II Method: Intergrated, mainly communicative
III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and
notebook
Trang 13IV Procedures:
Teacher s activities’ Students activities’
Warm-up: (4 minutes)
- Ask students to list out the factors that
create a happy life
-Let students work in pairs
-Ask students questions
_Lead in: Today, we’ll study a new lesson
Unit 2- part A :Reading
Pre-reading: (7 minutes)
- Ask students to work in groups of four
and guess what are happening in the
picture
Hang on the blackboard the table of the
questions to help students to guess the
activity in each picture:
- Which of the following factors is the
most important for a happy life ?W
hy ?
- Love, money, parents approval, a’
nice house,a good job, good
health etc.
- Ask the representatives of the groups
to express their ideas in front of the
class
- Give the feedback
+ Pre-teach some new words
- precede (v) - counterpart(n)
- confide(v) - sacrifice (v)
- Ask students to read up in chorus
twice
- Ask students to guess the meaning of
the new words
+ Introduce the situation of the passage
+ Show students the tasks of the
reading
While-reading: (20 minutes)
- Make the class read the small talks, to
scan the details and do the tasks
Task 1 :
Ask students to read the passage in
skim to make sure the meaning of the
words
- 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
- Listen to the teacher
- Answer the question
Work in groups to talk about theactivities in the pictures
- Look at the questions and try to answerthem in groups to discuss
- One student speaks out his/her ideas infront of the class
- Look at the board, note down
- Read the new words in chorus twice
- Work in groups to guess meanings ofthe words
- Listen to the teacher
Read the passage in skim
- Show the meaning of the words
- Work in groups to fill in the blanks
- Read the italicized words/ phrases andexplain in front of the class :
1, precede : happen or exist
2, determine : find out3,confide : tell somebody aboutsomething very private or secret
4,sacrifice : willingly stop havingsomething you want
5, obliged : having a duty to something
- Work in pairs to answer the questions A: What are the four key values in thesurvey ?
B: They are Physical attractiveness,Confiding,
A: Who are much more concerned withphysical ?
B :The young Americans are much moreconcerned than the young Indians andthe Chinese
Trang 14Task 2
- Ask students to work in groups of 8 to
answer the questions given
- Call on some students to show the
class the right answers
-Listen to the students and help them if
neccesary
Post-reading: (12 minutes)
Ask students to work in groups to
discuss about the question :
+ What are the differences between a
traditional Vietnamese family and a
morden Vietnamese family ?
- Give some suggested words to talk
about a family :number of children, the
house they like to have, the head of the
family , who works , who takes care of
the housework and children , the
income
- Call on some representatives on the
groups to talk about the differences
Homework : (2 minutes)
-Do reading text in workbook
-Prepare the next lesson
A: What are the Indian students’attitudes on a partnership of equals ?
B :The Indian students agree that awoman gas to sacrifice
- Read the questions carefully and work
in pairs to answer the questions
A: - I think a modern family has fewerchildren than a traditional one
the head of the family in a modernfamily is both a husband and wife, theyshare 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 theclass
-Listen to the teacher and take note
Theme: cultural diversity
Trang 15- Know how to arrange opinions sensibly
- Language: Students use sentences, words, phrases and expressions for making
their view
3 Skills: Fluency in expressing opinion and expressions for making a opinion
II Method: Integrated, mainly communicative
III Teaching aids: Pictures, English textbook 12, hand-outs
IV Procedures:
Teacher s activities’ Student s activities’
Warm-up:(5minutes)
Checking the last lesson
- Call two students to go to the board
Students 1 and 2 : Talk about the
differences between a traditional
family and a modern family they’ve
written at home
- Ask the other students to comment
about the talking
- Feedback and give correction if
We are going to talk about the
differences among cultures
- Ask students to express their point of
view on the followings ideas , using
the words or expressions in the box
* In Vietnam ,three or even four
generations may live in home
* A happy marriage should based on
love
* In some Asian countries , love is
supposed to follow marriage not
precede it
* In some countries, a man and a
woman may hold hands and kiss each
other in public
- Listen to the students and give
remark
- Listen to the teacher
-Read the paragraph in front of the class
- Listen to the teacher
- Read the sentences given and work ingroups to dicuss
A : In my opion,it is not good for three orfour generations to live in a familybecause they will find it difficult tosympathy their interests and habbits and I agree that love is supposed tofollow mariage not precede it
B: I don’t agree with your ideas, I think
it is good to have three or fourgenerations living under one roof becausethey can help each other a lot
- Work in pairs to discuss and give theirideas about the differences
Trang 16While –speaking : (16munites)
Task 2:
- Ask students to work in pairs to
discuss about the differences between
the culture in America and in
Vietnam
+Give the culture in America:
- Two generations ( parents and
children ) live in a home
- Old- aged live in nursing home
- It is not polite to ask questions about
age, marriage and income
- Americans can greet anyone in the
family first
- Groceries are bought once a week
- Christmas and New Year holidays
are the most important
- Children sleep in their own
bedrooms
+ Listen to the students and give more
the ideas about the differences
Post-reading: (14 minutes)
Task 3:
- Ask students to work in pairs or
work in groups to talk about the
similarities and differences between
Vietnamese and American cultures,
using the features discussed in the task
- Do the exercises in the workbook
- Prepare for the next lesson
+ Give the culture in Vietnam.
-There are more generations in a home(grand parents, parents and children )
- Elders live with their children and aretaken 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 theother in a family
- Work in groups or in pairs to compare
Ps : - There are differences andsimilarities between Vietnamese andAmerican cultures .In America, twogenerations (parents and children) live inahome In Vietnam, two, three
or even four generations live under oneroof etc
-Listen and copy
Trang 171 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 inVietnam
- Language:
- New words: Words related to culture, wedding
3 Skills: -Filling in missing information
-Passage comprehension
II Method: Intergrated, mainly communicative
III Teaching aid: Board, tape, cassetteplayer, chalks, textbook and
- Let students look at the picture and
describe and answer some questions:
1,Where do the women come from?
2,What are they doing?
3,do they have happy life? why do you
know?
- Listen and give mark
Pre-listening : (6 minutes)
Ask students to work in groups to ask
and answer about the picture
- Hang the table with the questions on
the board
+ Have you ever attended a wedding
ceremony?
+ What do the bride and the groom
usually do at the wedding ceremony?
- Ask students to ask and answer
freely
- Give some words : altar, banquet,
groom, ancestor ,blessing, tray
While-listening: (24 minutes)
Task 1:
Introduction: You are going to hear
two people talking about a wedding
- Listen and answer
- Work in pairs and each and answer
-
- Look at the picture and the table of thequestions to ask and answer about thepicture in pairs
S1: -They often stand in front of theaterpraying and asking their ancestor’spermission to be married
S2:- They exchange their wedding rings.S3:-They get the presents from theirrelative and their friends
- Listen to the teacher or the tape
- Read the sentences and then listen tothe teacher or the radio carefully
1, groom s parents.’
2, red paper
Trang 18ceremony 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
questions
After-listening: (10 minutes)
- Ask students to work in groups to
answer the question : What do families
often do to prepare for a wedding
- Read the questions carefully
- Work in groups to discuss and answerthe questions
1,The most important thing the groom s’
family has to do on the wedding day is
to go to the bride s house bringing gifts’
wrapped in red paper.
2,They would pray ,asking their ancestors permission to get married.’
3, After they pray and ask their ancestors permission to get married.’
Work in pairs to answer the questions
- Listen and copy in their notebooks
Trang 19– Prepare for the next lesson.
Theme: cultural diversity
1 Educational aim: Student can describing typical features of a Vietnamese
conical leaf hat
2 Knowledge:
- General knowledge: Students could write a report to describe typical features of
a Vietnamese conical leaf hat
- Language: Words used in a Vietnamese conical leaf hat
3 Skills: Describing a Vietnamese conical leaf hat
II Method: Interagrated, mainly communicative
III Teaching aids: Some models of chart, real information in life
IV Procedures:
Teacher s activities’ Students activities’
Warm-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,
strap.
-Work in pairs to talk
- Some students talk about theirexperience in front of the class
+ Banh trung,ao dai, non la,
Listen to the teacher
- Listen to the teacher and read aloudthe words
Trang 20- 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
* Main body: - special kind of
bamboo and young /soft palm leaves,
conical form, diameter,
*Conclusion : - protecting people
from sun/rain and girls/women look
pretty/attractive
Post-writing: (10 minutes)
Ask students change the letter with a
partner to read
- Call a good students to read the
letter in front of the class
- Feedback and give some
- Write the letter individually
- Read the letter of the partner
- Read the letter in front of the class
-Do the exercise at home
- Prepare for the next lesson
Theme: cultural diversity
Trang 21- Pronunciation: the sounds “ ed” ending
- Grammar: - revise the tenses
II Method: Intergrated, mainly communicative
III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and
- Read the three sounds: /t/, / d/, / id / as
model for the class and explain the
differences in producing them
- Read the sounds again and ask students
to repeat
- Ask students to read the words in each
column out aloud in chorus for more a
few times
- Call on some students to read the words
in front of the class
- Correct the mistakes of pronunciation
b Practising sentences containing the
target sounds
- Ask students to work in pairs to take
turn to read the given sentences
- Go round to listen and take notes of the
typical errors
- Call on some students to read the
sentences in front of the class again and
provide corrective feedback
II Grammar: (34munites)
* Exercise 1:
a Presentation:
- Review the forms, meanings and uses
of the present simple, present perfect,
and present continuous, past 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
- Read aloud
- Listen and repeat from 2-3 times
- Some of them stand and read wordsaloud
-Listen to the teacher
- Read the sentences in chorus aloud
- Listen and copy-List some phrasal verbs : fill in ;turn
on; go over ;look at ;make up Look after
- Some students read the sentences infront of the class
- Work in groups to review thetenses
- Listen to the teacher to the teacher andnote down
Trang 22can not only be done with
Non-Continuous Verbs and certain Mixed
We use the present perfect to say that the
action happened at an unspecified time
before now The exact time is not
important So we can use Present Perfect
to describe our experience “I have the
experience of …” we can use this tense to
say that we have never had a certain
experience The Present Perfect is NOT
used to describe a specific event
+ With Non-Continuous Verbs and
non-continuous uses of Mixed Verbs we use
present perfect to show that something
started in the past and has continued up
until now “for five minutes”, “for two
weeks”, and “since Thursday” are all
which can used with the 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
- Listen to the teacher and note down
Review the formation and the uses ofthe tense
- Students do the exercise individuallyand then compare the answers with afriend
- Write the answers on the board-Do the exercise individually and checkthe answers with a partner
-Some students go to the board to writethe answers
- Listen and note down
Trang 23Ask 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
Unit 3: ways of socialising
Theme: ways of socialising
1 Educational aim: Students can
+Develop such reading micro-skills as guessing meaning from context + Use the information they have read to answer the questions
+ Pictures in the student’s book enlarged
+ A table of the active words of the passage
2 Knowledge:
- General knowledge: Students could understand and use the new words throughspeaking, asking and answering
- Language:
- New words: Words relate to ways of socialising
3 Skills: -Reading for general or specific information
-Guessing meaning from context
II Method: Intergrated, mainly communicative
III Teaching aids: Some photos of ways of socialising and someinformation about them Board, tape, cassetteplayer, chalks, textbook andnotebook
IV Procedures:
Teacher s activities’ Students activities’
Warm-up: (4 minutes)
- Ask students to list some ways of
communication they have know
- Let students work in pair
- Check the whole class
Pre-reading: (7 minutes)
- Ask students to work in groups to
-Listen to the teacher -Give their answer
Trang 24discuss about the pictures in the
textbook
- Ask students to use the questions to ask
and answer about the pictures :
- What are the people in the pictures
doing?
- What will you do if you want to get
your teacher s attention in class?’
- What will you do if you need to ask
someone a question but they are busy
talking to someone else?
- Comment and lead the whole class to
the topic of the passage
* Pre-teach: New words and phrases:
- write some new words and phrases on
the board
+verbal(a) + non verbal(a)–
+ attract (v) + nod (v)
+ approach (v) + rude (a)
- Ask students to guess the meanings of
the words
- Ask students to read the words in
chorus twice
- Call two students to read the words in
front of the class
While-reading: (20 minutes)
- Let students open the book and read
silently while teacher reads aloud and
correctly
- Ask students to read themselves and
write down some information
- Let students work in pairs to do the task
1
Task 1
- Ask students to read the passage and
give the Vietnamese equivalents to the
following words phrases
- Verbal : bằng lời,hữu ngôn
- Non- verbal :không bằng lời
- Attract someone s attention :thu hút’
Call on some students to show their
answers in front of the class
- Comment and give the correct answers
Task 2:
- Ask students to read the passage again
to choose the best title for the passage
-Work in groups to discuss about thepictures
- Work in pairs to ask and answer
- Some students answer the questions infront of the class
- Look at the board and note down
Guess the meaning of the words andphrases
- Listen to the teacher and read up thewords and phrases in chorus
- Some students read them in front ofthe class
- Read the passage in skim to guese themeaning of the words
- Ask students to work in groups toguess the meaning of the phrases
Some students show the answers infront of the class
-Work in groups and give their ideas
Ps : A ( Attracting Attention : verbal Cues)
Non Work in pairs to anwer the questionsP1: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.
Trang 25- 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
-Practice talking about communication
by non- verbal actions
- to express the happiness they canwhistle or clap
- sometimes, they clap or whistle toencourage or despise
- Listen and note down
- Listen to the teacher
- Do the exercises at home
- Prepare for the next lesson
1 Educational aim: Students should know
+ Use appropriate language to practise giving and responding
to compliments in different situations
+ Use appropriate language to talk about other ways ofcommunication
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
Trang 26III Teaching aids: Photos of some famous persons or some real
information about ways of communication
IV Procedures:
Teacher s activities’ Students activities’
Warm-up: (3 minutes)
Introduction: we are going to talk
about the different ways of
communication.
- Ask students to work in groups to talk
about some ways to attract to other
people
- Give students some words and phrases
(Hang on the extra board of prompts).
- - Introduce the task: Now work in
pairs, take turn to practise readig the
dialoge, paying attention to how
compliments are received in each
situation.
- Ask students to read all the questions
in the task and explain the difficult
words and phrases if necessary
- Ask students to do the task in roles
and encourage the whole class to take
note the answers while they are doing
- - Ask students to work in pairs to
practise giving compliments to suit the
resposes using the outlines that they
- Go around the class to check and offer
help
- Call on some couples to perform their
conversation in front of the class
- Elicit feedback from the class and give
final comments
* Task 3:
- Introduce the duty of the task:
- Divide the class into 7 groups of 8
- Ask students to work in groups to
practise responding the compliments
below
- 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 thenew words
- Work in pairs to practise speaking
- Some couples to play roles to speak infront of the class
P1 : PhilP2 : BarbaraP3 : PeterP4 : CindyP5 :TomP6 : Tony
- 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 practise speakingP1 : Phil
P2 : YouP3 : Peter P4 : Tom
Listen and work in pairs to make adialoge based on the Task 1,2 ,3
A : You really have a nice pair of
Trang 27help
Post-speaking: (10 minutes)
* Task 4:
- Ask the groups to make dialoge to
practisegiving and respoding to
compliments , using the cues below
- a nice pair of glasses
- a new and expensive watch
- a new cell phone
- a modern looking pair of shoes
- a fashionable jacket
- Call some representatives of groups to
report the parties that they have made
Listen to the students and note down all
A : I think you have a new and
expensive watch which I have never seen before.
B : Thank you I bought it yesterday A:
- Listen and write down in theirnotebooks
Theme: ways of socialising
1 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 socialsing
3 Skills: - Listening for general or specific information
-Comprehension questions
II Method: Intergrated, mainly communicative
III Teaching aids: Some pictures of persons or some real information about
them Board, tape, cassetteplayer , chalks, textbook andnotebook
IV Procedures:
Trang 28Teacher s activities’ Students activities’
Warm-up: (4 minutes)
- Ask students to close the book
- Give some questions :
+ Who s on duty today ?’
+ Who s absent today ?’
-Pre-listening: (8 minutes)
- Show students the pictures in the
textbook and ask students to guess what
they are doing ?
- Ask students to work in pairs to ask
and answer the questions in the
textbook
- Call some students to answer the
questions in front of the class Then
explain their reasons
Check the whole class
* Pre-teaching some new words and
+ Introduction: You are going to listen
to Linda Cupple, a social worker, advise
young people on how to use the
telephone in their family Listen and
decideTrue or False statements
- Ask students to read the statements
carefully before play the tape Ask
students to work in groups to guess the
answers
- Play the tape (read the tapescript) once
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)
-Keys : 1C ,2A ,3C ,4A ,5B
- Listen and read the words aloud inchorus
- Write down the new words
+ Listen to the teacher and try to guesethe contend of the talk in the tape
- Work in pairs and read the statementscarefully
-Some students speak out their answersand explain why they have chosen it
A : I think the first sentence is true
because it isin the secon paragraph.( 1: T)
B : I think it is False because it is the
most obvious problem.
A :
- Listen to the teacher and read the part
of the talk
Trang 29- You are going to listen to part of Ms
Linda Cupple s talk again and write‘
the missing words.
- Ask students to read the paragraph
carefully and work in pairs to discuss
and answer the missing words before
listening again the talk
- Play the tape ( or read) the talk again
for the whole class
- Ask students to give the missing
words individually
- Play the tape ( or read) the story again
for the whole class to check the
- 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
lesson
- Work in groups and try to guese themissing words
- Listen to the tapescript
- Check the answers in groups
- Listen to the teacher and note downthe correct answers
Work in groups and practise talkingabout Ms Linda Cupple’s talk
Ps : In this talk Ms Linda Cupple
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 nextlesson
Theme: ways of socializing
1 Educational aim: Students should know
+ Building sentences based on given words
+ Re- ordering given sentences to make a complete paragraph
Trang 302 Knowledge:
- General knowledge: Students learn to Re- order given sentences tomake a complete paragraph
- Language: Words used in writing about a paragraph
3 Skills: Writing about a letter of recommendation
II Method: Intergrated, mainly communicative
III Teaching aids: Some cues, information of someone
IV Procedures:
Teacher s activities’ Students activities’
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
- Ask students to put the sentences of
the two paragraphs below in their right
order
& Paragraph 1:
- Call on some students to order the
- Answer the questions
-Read the requirement carefully andread the words carefully
- Ps practise writing the full sentences.1,There are many ways to tell someone
goodbye, and most of themdepend on the situation at hand.
2, However, thereis one rule that all
situations observe: We seldom say goodbye abrutly
3,In English it is necessary to prepare
a person for our departure
4, We lead into the farewell by saying
something pleasant and thoughtful like
I ve really enjoyed talking to you
5,We might also say something relating
to the timeline Gosh, I can t believe“ ’
how late it is! I must be going!”
Do the task individually and thencompare the answers with a friend
- Some students show the order of thesentences 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’
opologize.
+ 3 – A: An opology indicates that we
realize we ve made a mistake,and’
we re soory for it.’+ - Work in pairs to exchange thesentences in order of a paragraph
Trang 31sentences 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
Post-writing: (13 minutes)
- Ask students to write other dialogues
about the ways of communication with
the situation given
1, How should you do when you are
late for class?
2, You’ve made some mistakes in your
writing You want to talk to the teacher
about it? etc
Homework: (2 minutes)
- Do the writing task in student’s
workbook
-Prepare the next lesson
+ 1- C :The simplest way to opologize
is to say I m sorry “ ’ ”+ 2- E : Let s take a common situation.’
Tom is late for class and enters the classroom.
+ 3 – B : What does he do? The most
polite action is usually to take a seat as quietly as possible
and opologize later.
+4 – A : But if the teacher stops and
waits for him to say something
+ 5- D :Naturally, more than this is
needed, but it is not the time
Work in groups and then eachpresentative of each group go to theboard to write their dialoges
Ps :1, I should opologize to the teacherand the class for being late
2,I think it is necessary to say “ I’msorry” Could you help me correctthem?
Listen and take note
Trang 32- General knowledge: By the end of the lesson, students will be able to:
+ Remind of the ways of changing the reported speech
+ Students can do the tasks well
- Language: the ways of changing the reported speech
3 Skill: the stress in two- syllable words
II Method: Intergrated, mainly communicative
III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and
notebook
IV Procedures:
Teacher s activities’ Students activities’
I Pronunciation: (15 minutes)
- Explain how to pronounce the stress
in two – syllable words
* If verbs, adj , adv, prepositions if
the second syllable which has long
vowel or double vowel( except ou )- the
stress falls the second syllable But if
the second syllable which has short
vowel or double vowel or finishes by
one consonant the stress falls the first
syllable.
* For nouns in whichthe second
syllable have short vowel the stress
falls the first syllable(` money ) If the
second syllable which has long vowel
or double vowel the stress falls the
second syllable ( de sign’ )
- Ask students to read the words and
practise giving the correct stress
- Call some students to read the words
in front of the class
Practising sentences:
- Ask students to work in pairs and
give the correct stress of the words in
the sentences and then read the aloud
the given sentences
- Call some students to read the
sentences in front of the class
- Comment and read the sentences once
to the whole class
Listen to the teacher and write somerules 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 practise giving thecorrect stress of the words in thesentences
- Some students read in front of theclass
- Listen to the teacher
- Listen and remind of the ways toexchange the reported speech
Trang 33II Grammar: (20 minutes)
Exercise 1: Presentation
a, - Ask students remind of the rules to
change the reported speech:
+ Change the tenses of verbs
+ Change pronouns suitable with the
situations given.
+ Change the time as the sentences
given
b, Practise doing exercise 1
- Let students read the situation and
change into the reported speech
- Let students practise doing exercise
and each of them stands and speak out
the sentences they’ve done
- Go around , listen and hepl them if
neccessary
Exercise 2
-
,Ask students to read the dialoge
between Lan and Tuan , then they have
to complete
the conversation Tuan had with Tung
by changing in reported speech
- Let students work in pairs
- Listen to the teacher and note down inthe notebook
- Practise changing the sentences
2, Thuan said he worked for a big company.
3,Thuan said he was their marketing manager.
4, Thuan sais 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 howlong I had been learning English.
8, Thuan said he didn t have much time’
* Tense: Simple present and Simple past, Simple future
-Work in pairs and practise changingreported speech
1, She said she didn t want to talk’
to you.
2, She said she was upset too
3, She said she was not interested
4, Because you had promised to go to
the cinema.
5, But you hadn t turned up’
6, She said she didn t want to see you ’
7, She said she didn t believe you had’
tried.
8, She said she would talk to you later
9, She said she had to go otherwise she
would be late for school.
Trang 34b, Ask students to read the dialoge
between Tung and Tuan by using
reported speech to retell what Lan has
told Tuan
Go around and listen to students or
help the if they need
Homework: (5 minutes)
-Ask students to revise the whole unit
- Ask students to do all the exercises
- Each student stands and speak outtheir sentences they’ve made
- Listen and write down theirnotebooks
1 Educational aim: - According to the TEST students can revise all the
language skills and grammatical points which they have studied and used
Trang 35in the three units: 1,2 and 3
- Students can improve their techniques of doing the simple tests
2 Knowledge: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself
- Language: Students can improve their techniques of doing the simple tests
3 Skill: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself
II Method: Integrated, mainly communicative
III Teaching aids: Textbook, board, hand-outs, cassette tape and player.
* Have you prepared it at home?
* Have you got any difficulties?
Test yourself
I Listening(2.5 points) (10 minutes)
- Ask students to read all the sentences
first
- Ask students to listen to the tape once
- Ask students to listen again and speak
out the statements are true or false
- Ask students to listen in the third
time, the work in groups to compare
and discuss the answers with each
others to find the correct answers
II Reading (2.5 points) (10 minutes)
- Present the task:
- Ask pupils to work in groups to
compare the answers they have already
done to find the correct ones
- Give the correct answers to the class:
1 We can communicate not only
through words but also through body
laguage.
2 They are our posture, facial
expression, gestures.
3 If your posture is slumped and your
head is down , this could mean that
you are sad or lack cofidence.
4 A person who doesn t look away is’
expressinga chllenge A personwho
doesn t look at you is expressing lack’
of interestor is shy
5, Because that person might be angry
at you or feel superior to you.
- Greeting
- Answer teacher’s questions
- Look at the book and listen to the task
- understand the task
- Read the questions
- Listen to the tape
- Listen again and say the statementsare true or false
- Listen and discuss in groups to findthe correct answers:
- Finish the task
- Compare their results with the othergroups, and then with the keys
- Write the answers on the board
- Listen to the teacher and correct theanswers
- Listen to the teacher
- Work in groups
Trang 36III Grammar(2.5 points) (8 minutes)
- Present the task:
A, Practise circlingthe correct anwer
(A,B,C or D) to complete the letter
- Ask students to work in groups to give
the correct form of verbs in the
4,A : could have put off
5,B : will have finished
6,D :have seen
B, Let students finish each of of the
following sentences in such a way that
it has the same meaning as the original
sentence
IV Writing (7 minutes)
- Present the task:
- Call the students to read the suggested
sentences in front of the class
+ Give the number of your family
members, their names, ages and jobs.
+ How do they share the housework?
+ How do they behave?
+What are their hobbies?
+ What do you like about each of
them?
+
- Check their writings and help them
correct the mistakes if they’ve made
- Compare the results with the othergroups
- Show the answers in front of the class
- Observe the keys and correct theiranwres
*Work in groups and practise writingthe sentences given in reported speech
1, Lan asked John what he had done before working for that company.
2,Bill promised to come to see me the next Sunday.
3, Tom apologized for not ringing me earlier.
4,Miss White thanked Peter for giving her present
- Students work in groups and practisewriting about their families
- Two students go to the board andwrite
A : There are four people in my family,
my father’s name is Tuan,he is five years old and he is a doctor Mymother is Lan, she is fourty years oldand she is a teacher , my sister isHuong and she is a student in Hanoi, I
fourty-am Hoang, sixteen years old and I fourty-am apupil of grade 12 We are a close- knitefamily, we often share thehousehold
- Give the writings by reading aloud
- Read the letter carefully
- In groups or in pairs, write her a letter
- Compare the results with the othergroups
- Correct mistakes
- Study all the lessons again
- Get the knowledge ready for thecoming test
Trang 37Homework (5 minutes)
- Ask students:
+ to study all the lessons again
+ to get ready for the 45 minute-test
in the next period
………
Theme: SCHOOL EDUCATION SYSTEM
- General knowledge: Students know about school education system
- Language: Sentences and expression for describing school education system
- New words: Words related to school education system
3 Skills: Guessing meaning in context, scanning for specific information and
passage comprehension
II Method: Integrated, mainly communicative
III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and
- Who are they?
- What are they doing?
- Do you think they are English
students?
Before you read : (7 minutes)
- Ask students to read the facts below and
decide whether the statements about
schools in Vietnam are true (T) or false
(F) Then compare their results with their
partners’
Facts about schools
1 Children start Grade 1 when they are 6
- Open the book
- Listen to the teacher
- Answer the questions
- Listen to the teacher and open thebook – Unit 1, part A: reading
- Look at the book, listen to the teacherand work in pairs to decide whetherthe statements about schools in
Trang 38years old
2 Schooling is compulsory from the age
of 6 to 16
3 The school year generally begins in
September and ends in late May
4 The students do not have any
examinations when they finish secondary
school
5 A school year consists of two terms
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 : (3 minutes)
Find words or phrases in the reading
passage which have the following
meanings.- Let students work individual or
- Ask students look through the passages
then try to answer the questions in right
way
- Let them work in pairs
- Help students if necessary
(the answers in the passage)
Walk round the classroom and correct
mistakes
Keys:
1 from the age of 5
2 3 terms
3 the state school and the independent‘ ’
or public school systems‘ ’
4 yes
5 There are 3 core subjects (English,
Maths and Science)
6 When Ss finish the secondary school,
they can take an examination called the
General Certificate of Secondary
Education
After you read : (8 minutes)
Ask Ss to work in groups Tell the others
Vietnam are true (T) or false (F).Then compare their results with theirpartners’
- Ask some new words if necessary
- Keep the book open
- Listen to the teacher then do task 1
- Ask the teacher if necessary
- work individual or in group
- Write down in the notebook
- Listen to the teacher
- Try to answer the questions
- Practice with a partner then writethem down in the note books
- Ask the teacher if necessary
- Listen to the teacher and make abrief note about school educationsystem in England
- Listen to the teacher
- Try to talk about school educationsystem in England
- The students who are called tostand up to talk loudly are intelligentones
Work in groups Tell the others one
of the most difficult school subjectsyou are studying and what youwould like your friends and yourteacher to do to help you learn thatsubject more effectively
Trang 39one of the most difficult school subjects
you are studying and what you would like
your friends and your teacher to do to help
you learn that subject more effectively
Home work: (2 minutes)
- Ask students to do Reading exercise of
Unit 1 in workbook and prepare Part B :
- General knowledge: Students learn about school education system
- Language: Talking about the school education system in Vietnam
- New words: words related to school education system
3 Skills: talking about school education system
II Method: integrated, mainly communicative
III Teaching aids: Board, chalks, textbook and notebook
IV Procedure:
Teacher s activities’ Students activities’
Warm-up: (5 minutes)
- Ask students to keep book close
- Write on the board names of school
education system in Vietnam:
University, nursery, primary school,
college, kindergarten, secondary
school Then ask Ss to put them in
order
- Ask students to repeat
Tell Ss to understand more about
school education system in Vietnam
(We learn Unit 1, part- speaking)
Pre-speaking : (12 minutes)
Task 1
- Ask Ss to work in pairs Study the
table below then ask and answer the
questions about the school education
- Keep books close
- Listen to the teacher
- Look at the board and try to remembernames of ten subjects
- Work in pairs
- Practice asking and answering thequestions about the school education
Trang 40system in Vietnam
- Let them work in pairs
- Listen to students and correct
mistakes
Example:
A: When do the children in Vietnam
go to primary school?
B: When they are 6 years old
A: How long does the primary
education last?
B: 5 years
While-speaking : (15 minutes)
Task 2
- Teacher introduces the task “Work in
groups Talk about the school
education system in Vietnam, using
the information from Task 1”
- Guide students how to practise
- Ask students to work in pairs
- Help the students with new
structures
- Walk around and help them
- Call some student to stand up and
report before the class
- Correct their mistakes
Post-speaking : (10 minutes)
Task 3
-Teacher introduces the task “Work in
groups Talk about the similarities and
differences between the school system
in Vietnam and in England”
- Let them work in groups
- Ask some students to stand up and
tell loudly
- Walk round and help them
- Listen and correct mistakes
B: When they are 6 years old
A: How long does the primary educationlast?
- Work in groups Talk about thesimilarities and differences between theschool system in Vietnam and inEngland
Example:
There are some differences between theschool systems in Vietnam an England.Children in Vietnam start primaryschool at the age of 6 and finis this level
at 10 while those in England study atprimary school from the age of 5 to 10.Schooling is compulsory for Vietnamesechildren until the age of 1 but, inEngland, compulsory education endswhen children are 16 There is also adifference about the subjects studied atschools
On the other hand, Vietnam andEngland school systems have somesimilarities Students in both countrieshave to follow the national curriculumset by the government After finishingsecondary schools they all have to takethe national examination known asGCSE