giáo án 12 nâng cao

Questions and Answer: - Ask SS to read the text and find the answers to the questions - Tell SS to work with a partner - Call on ome pairs to ask and answer and check with the class - G

Preparing Day: 19th August 2008

Teaching Plan

Grade 12 - school year 2008-2009

Period 1 Bài mở đầu Chương trình, phương pháp và yêu cầu đối với sách tiếng Anh 12 nâng cao

I/ Mục đích:

Thông qua tiết học này học sinh hiểu khái quát về tiếng Anh 12 nâng cao nắm đượcphương pháp học và những yêu cầu phải đạt được sau khi học xong chương trình này

II/ Nội dung :

1 Chương trình tiếng Anh 12 nâng cao:

- Sách được biên soạn theo 6 chủ điểm thông qua 16 bài học và 4 bài ôn tập

- Sách được biên soạn theo chương trình lấy chủ điểm làm cơ sở Các chủ điểm giaotiếp được ngữ cảnh hoá và phát triển một cách tự nhiên và đa dạng để học sinh có thểthực hành tối đa các kỹ năng ngôn ngữ Các hoạt động thực hành giao tiếp được tổchức phù hợp với nhu cầu, sở thích và tâm sinh lý lứa tuổi của học sinh

- Mỗi đơn vị bài học gồm 5 phần:

+ Reading + Speaking

+ Listening + Writing

+ Language Focus

- Tổng số tiết cho chương trình Tiếng Anh 12 nâng cao: 140 tiết

- Số bài kiểm tra mỗi học kỳ:

Phương pháp này khuyến khích học sinh chủ động, tích cực sáng tạo trong việc luyện tập,thực hành các kỹ năng

- Đối với kỹ năng nói: Có thể hỏi đáp, trình bầy về các nội dung liên quan tới chủ điểm

đã được học, thực hiện được 1 số chức năng giao tiếp cơ bản như: hướng dẫn, bầy tỏ ýkiến, thái độ, quan điểm của mình về 1 số vấn đề liên quan tới chủ điểm đã học

- Đối với kỹ năng nghe: Học sinh có thể đọc hiểu nội dung chính và nội dung chi tiếtcủa văn bản khoảng 100 đến 250 từ xung quanh các chủ điểm đã học

- Đối với kỹ năng viết : các em có thể viết được 1 văn bản (theo mẫu hoặc có gợi ý)khoảng 100 đến 120 từ liên quan tới chủ điểm đã học

4 Ý kiến của học sinh :

Những nhận xét, đề nghị của các em sau khi đã được học chương trình Tiếng Anh lớp 6,

- By the end of the lesson, students are able to read for special details

- By the end of the lesson, students are able to read for gist or general information

- By the end of the lesson, students get some knowledge about family life and its

- Tell SS they are going to look at some

drawings and try to guess the word /

phrase implied in each drawing

(Appendix 1)

- Keep a running total of points for each

group on the board

- The group with more points wins the

game

- Declare the winner

- ask SS what a family tree is

II Pre- reading (20 mn):

1 Brainstorming

- Ask SS to give answers to these

questions

1 What is the general word for the things

the people do in the pictures/ (expected:

- Tell SS to check the household chores

that are part of their daily routine

- Call on SS to give their answers

- Give feedback and comments

- Work in two groups, A and B to look at some drawings and try to guess the word / phrase implied in each drawing

-2 pairs speak before class

- Others correct friends’ answers

-2 of them give the reasons

- Listen to the teacher’s reading

2 Teaching vocabulary

- Teach these words through elicitation or

explanation

* peer (at st/sb) nhin sat, nhin ky

* disgusted (at/by/with st) thay ghe tom

* glare (n) cai nhin gian du

* conflict (n) mau thuan, xung dot

* battle (with, against sb/ st) dau tranh

chong lai

* dismayed (n) nan long, choang

* bewildered (n) boi roi, lung tung

* nag (v) chi trich, la mang lien tuc

* divvy up chia nhau, san se

- Draw SS’ attention to the pronunciation

of these words

- Have SS repeat the words

III While- reading (40 mn):

1 Task a Questions and Answer:

- Ask SS to read the text and find the

answers to the questions

- Tell SS to work with a partner

- Call on ome pairs to ask and answer and

check with the class

- Give feedback

2 Task b Matching

- Ask SS to match each item in column A

with its corresponding meaning in column

B

- Walk around to help SS if necessary

- Call on some SS to speak out

- Give feedback

IV Post- reading (20 mn):

Task c

- Tell Ss to work in pairs to prepare with

your partner a two-minute oral

presentation of what problems you often

have with your parents over household

- Read and copy the words

- Read the text and find the answers to the questions

- Give the answers to the teacher’s questions

Answer:

1 Children often neglect their duty on household chores such as cleaning their room, clearing the table after meals, or hanging up wet towels Moreover, some

of them are often irate when they are reminded of their mess or responsibilities.

2 She complained that she used to do twice

as much domestic chores as her daughter did.

3 Most American children contribute to the household chores at some level,

particular; 6-8-year-old children contribute 12 percent of household labor.

- Work in pairs to match each item in column A

with its corresponding meaning in column B-5 of them speak before class

I live in a family …….: mom, dad, and

myself

Mom/ Dad is the mot influential person in

the family

5 Homework (3 mn):T assigns homework.

- Write what problems you often have with your parents over

household chores

6 Comments (2 mn):

-Preparing Day: 24th August 2008

Unit 1 Period 4: Listening (P.17)

(Time: 45 mn)

I/ Objectives:

- By the end of the lesson, students are able to listen for specific information.

- By the end of the lesson, students are able to listen and put things in order

II/ Method:

- Integrated, mainly communicative

III/ Teaching aids: 1 textbook, 1 cassette and handouts

- Ask for a volunteer to the front of the class

Show him some phrases about household chores,

one at a time, and tell him to mine

- Tell the groups to look at their friend and guess

what he is doing A correct answer will earn the

group one point

- The group with more points wins the game

II Pre- listening(7 mn):

Task a: Matching pictures with descriptions

- Tell SS to look at the pictures and match them

with the phrases of description

- Ask SS to compare answers with a partner

- Check with the whole class

Teaching vocabulary

-Work in group in two groups, A and B

to mine some phrases about household chores

- 2 pairs mine before class

-Correct the friends’

-Listen to the T

-Work in pairs to look at the pictures andmatch them with the phrases of

description -6 sts speak before class

-Others correct

Answer: Picture A: 2Picture B: 4

Picture C: 3Picture D: 1

- Elicit meanings of these words through

explanation or miming

* vacuuming: hut bui

* spray: phun, xit

Task b Listen to a woman’ suggestions of

summer domestic chores for kids Number the

ideas in order

- Help Sts to read the sentences

- Play the recording twice and check with the

- Ask SS to work in groups to prepare a list of

domestic chores you can help your family with

- Call some volunteers to speak

- Give comments and feedback

-Read and copy the new words

- Listen to the recording

-Work in groups to put the ideas in order

as they listen to the recording -5 pairs of sts talk before class

-Preparing Day: 24th August 2008

Unit 1 Period 5: Speaking: Apologizing and Expressing regret.(P.18)

(Time: 45 mn)

I/ Objectives:

- By the end of the lesson, students are able to make apologies and express regret

- By the end of the lesson, students are able to express themselves in English

II/ Method:

- Integrated, mainly communicative

III/ Teaching aids: textbook, pictures, handouts

IV/ Procedure:

Teacher’s activities: Students’ activities:

1 Warm up (5 mn): Puzzle it out – Who’s

who?

-Arrange SS to work in small groups

- Give each group a handout with pictures of the

people in Susan’s family and some cues

- Tell SS to work within their group and try to

find out who’s who in Susan’s family

- The first group to finish and get it right wins

the game

- Declare the winner

2 Pre- speaking (7 mn):

Task a – Matching complaints with apologies

- Ask SS to read the complaints (1-6) and match

them with their suitable apologies (a-f)

- Tell SS to compare answers with a partner by

acting out the exchanges

- Call on some pairs to act out the exchanges and

check with the class

Eliciting and introducing useful language

- Elicit useful expressions by asking Ss what

they would say to apologize or express regrets

(page 19)

3 While- speaking (18 mn):

Task b Dialogues from situations

- Put SS into pairs

- Tell SS to read the situations, choose one and

then, with their partner, make a short dialogue

for it

- Ask SS to practice, acting out the dialogue

- Invite class opinions and give feed back

Answer: 1.e 2.f 3.b 4.a 5 d 6 c

- Read the eg and useful expressions

- Work in pairs to read the situations then make a short dialogue for them

Lan: Oh, I’m awful sorry, Mom I didn’t want it so I was so overwhelmed with

4 4 Post- speaking (10 mn):

Task c

- Ask SS work in groups of 4 or 6 to tell

your partners about a situation in which

you had to apologize to one of your

parents over domestic chores

- Give suggestions if necessary

Make an apology to sb/ Apologize sb for st

Be irritated because …

Scold and nag sb about st

Be punished not to

- Walk round

- Call on some SS to speak out

my test preparation that I forot to water them I’ll do it right now, Mom

- Work in groups of 4 or 6 to tell your partners about a situation in which you had to apologize to one of your parents over domestic chores

- Some SS speak out such as:

Last week I had to make an apology to my parents because I ……

- 5 Homework (3 mn):- Write a situation in which you had to apologize to one of your

parents over domestic chores

- Integrated, mainly communicative

III/ Teaching aids: 1 textbook, handouts

IV/ Procedure:

Teacher’s activities: Students’ activities:

I- Warm up (5 mn): Stop the Bus

- Arrange SS to work in small groups of 5 or 6

- Tell SS to listen to your instructions and write

down 5 things about the topic each time

- Work in small groups of 5 or 6 to

listen to your instructions and write down 5 things about the topic each time

- Tell Ss they must say ‘stop the bus’ when they

have got five things in order to be checked and

score points The first group finishes and gets all

correct wins 10 points

- The group with more points wins the game

- Declare the winner

Eg: 1 Write 5 things often found in the living room

Sofa; TV; pictures, lights; a tea set ……

II Pre- writing(20 mn):

1 Brainstorming

- Ask SS to discuss the question:

What are the family rules?

- Note down SS’ ideas

- Invite class opinions and comments

- Give feedback and comments

2 Task a Completing the text

- Tell SS to read the text and fill in each blank with

a suitable word in the box

- Ask SS to compare answers with a partner

- Go over the answers with the class

3 Guidelines of the writing

- Elicit and provide guidelines for what SS should

write about or include in the piece of writing

Guidelines

Who makes/ creates the rules

Who has follow them

Details of what should or shouldn’t be done

How helpful therules are

4 Task b Discussion

- Ask SS to work in small groups

- Tell them to share opinions on the list of rules

mentioned in the text, and add more rules

- Call on some SS to give their opinions

- Give feedback and comments

III-While- writing (40 mn):

Task c Write it up

- Tell SS to write a short passage telling a friend

about their home rules

- Tell SS they can refer to the guidelines and the

text as a sample

-Others correct

-Work in pairs to discuss the question:

What are the family rules?

-Pay attention to the suggestions and eg

- 1 of them speaks before class

-Others correct

- Read the text and fill in each blank with a suitable word in the box individually

- Then compare answers with a partnerAnswer:

in the text, and add more rules

- Write a short passage telling a friend about their home rules individually

-Tell SS they can begin the text with the sentence

suggested: Every home should have its own home

rules …

- Move around to give help with vocabulary and

structure if necessary

IV Post- writing (20 mn): Peer correction

- When Ss have finished, call on two SS to

write their passages on the board

- Tell the class to read together and give

- By the end of the lesson, students are able to use the present simple to express routines

- By the end of the lesson, students are able to report statements and questions

II/ Method:

- Integrated, mainly communicative

III/ Teaching aids: 1 textbook, drawings, handouts

- Ask SS to read the phrases in the box

- Check with SS the meanings of these words and

phrases

-Ask SS to complete each of the sentences with

the correct form of a phrase in the box

- Call on SS to read their sentences and check

with the class

- Give comments and feedback (explain the

meaning if necessary)

-Read the words/ phrases in the box -Do the ex in pairs to complete each of the sentences with the correct form of a phrase in the box

- Some SS speak before class

2 Home and house? Find the right place

- Arrange SS to work in groups A and B

- Put to chairs in the front, one for home and one

for house

- Ask for 5 representatives from each group to

stand in to lines in front of the class

- Tell SS to listen to your words or phrases and

run, as quickly as possible, to the right chair

where the word or phrases matches to make a

right expression

- Declare the winner

This is the list of words and phrases used

a Present Simple expressing routines

- Ask SS to repeat the usage of the Present Simple

Eg: - Our school starts at 7:00 a.m

- Jane works at a shoe shop

b Task Talking about Nina’s routines

- Put SS into pairs

- Tell SS to make questions and answer about

Nina’s routines and chores using information

given

- Call on pairs to act out their exchanges

c Personalization

- Ask SS to work in pairs again

- Tell SS to tell their partner about their routines

and chores

- Model with a student if necessary

Eg: T: I do the laundry every morning

S: What time do you do it ?

T: at 6.00 What about you?

- Move around to monitor and give help if

-8 of them read their sentences

-Others correct

- Repeat the usage of the Present Simple:

We use the Present Simple for thoughts and feelings, states, and facts, and things that are true for a long time We also use the Present Simple for a repeat action or

a routine that we see as permanent

- Work in pairs to make questions and answer about Nina’s routines and chores using information given

- 8 of them read their sentences

Task a Report the interview

- Tell SS to read the interview with Mrs

Green and then report what interviewer

asked Mrs Green and the answers she gave

in the interview

- Tell SS to follow the examples and

continue with the task

- Remind SS of the structures of report

statement and questions

- Tell SS to compare answers in pairs

- Call on SS to write their sentences on the

board and check with the whole class

- Read the interview with Mrs Green andthen report what interviewer asked Mrs Green and the answers she gave in the interview

Answer:

First, the intervier wanted to know how many children Mrs Green had She said tat she had two, a daughter and a son Then the interwier asked aout the conflicts between her and hr children She said it was a long story …

3 Homework (3 mn): Report what Virginia talked about her daughter.

4 Comments (2 mn)

-

Preparing Day: 2nd September 2008

- By the end of the lesson, students are able to read for gist/ general ideas

- By the end of the lesson, students are aware of the cultural different countries

II/ Method:

- Integrated, mainly communicative

III/ Teaching aids: handouts

IV/ Procedure:

15mn test:

Question 1 Listen to the recording about cooking and eating habits in Senegal Then check T (True) or F (False) Correct the false statements

1 People in Senegal are willing to treat their unexpected guests with meal

2 Traditionally, Senegalese serve meals on the table

3 Senegalese do not like fresh French bread

4 Visitors can’t easily find traditional Senegalese food in large restaurants

5 Senegalese often invite tourists home for lunch

Question 2 Listen to a part of the recording again and complete the following paragraph

with appropriate words from your listening

Cooking and eating in Senegal are based on the tradition of … (1)…… Senegalese often

serve big meals, which are aimed at feeding a large family and having enough for the … (2)

… guest Food is served on a large flat tray, with rice at the bottom and …… (3… arrangedover the top This is placed on a mat or on the floor, and the family sits around it

Traditionally, eating is done with the …….(4)…… , so a bowl of water is often placed near

the tray before and after the meal for … (5)…… A little rice is rolled up in the fingers into

a ball and popped into the mouth If you feel you cannot manage this, you can use a spoon

Teacher’s activities: Students’ activities:

1-Warm up (5 mn):

Game: ‘Nod and shake’ Contest

- Divide SS into two groups, A and B

- Tell each group to choose 2 presentatives as

contestants

- Tell SS if they give a ‘nod’ for a ‘yes’or a

‘shake’ for a ‘nod’, or no ‘nod’ or ‘shake’ for an

answer, they lose the game

- The contestant who can answer 10 questions

without breaking the rules ins the game

- Ask SS if it is easy to nod their hed for a ‘no’

replyor vice versa

* stick (v) bam, giu lay

* stiffness (n) u kieu cach, ko than mat

* associate (v) gan lien voi, lien tuong

* prolong: keo dai

* blink (v) nhay mat

* astonishment (n) su ngac nhien, sung sot

-Work in two groups, A and B

-Others correct

-Listen to the T

-Work in pairs to match the names of people in column A with relevant formation in column B

- 8 sts speak out

-Others correct

- Give some pratice on pronunciation (Read –

SS repeat)

2 Answering the questions

- Ask SS to work in pairs to answer two

questions at page 23

- Go around to help SS if necessary

- Call on some SS to answer the questions

3 While- reading (40 mn):

Task a Guessing meanings from context

- Ask SS to read the text and match the words

and phrases in column A with their meanings in

column B by guessing the meanings from the

context

- Go over the answers with the class and check

their Vietnamese equivalents

- Give comments and feedback

Task b True- False statements

- Tell SS to read the text and the statements and

say if they are true or false

- Ask SS to work with a partner and compare

answers

- Call on SS to read the statements and give their

answers and explanations for their choice

- Give comments and feedback

Task c Gapped text

- Put SS into pairs

- Tell SS to read the paragraph and fill in

each space with a suitable word in the box

- Tell SS they can refer to the text if

necessary

- Go over the answers with the class

- Give comments and feedback

to first names in English, are never used

by the Vietnamese to address each other

2 In formal situations, Americans and Europeans address each other with a title and the last name In informal situations, they address each other with the first name and without a title

- Read the text silently to match the wordsand phrases in column A with their

meanings in column B by guessing the meanings from the context

- Read the text and the statements and say

if they are true or falseAnswer:

2 d 3 a 4 g 5 b 6 c 7 h 8.f

-Work in pairs to read the text and the statements and say if they are true or false-Others correct

Answer:

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

- Work in pairs to read the paragraph and fill in each space with a suitable word in the box

4.Post- reading (20 mn):

Task d

- Put SS into small group of 4 or 5

- Tell SS to discuss and share ideas on the

questions

1 Politeness and the ways of addressing in

Vietnamese culture

2 Eye contact- the similarities and

differences between Vetnmese and

Western cuturures

- Call on SS from different groups to report

about their groups’ opinions

- Invite the class to give comments

- Give comments and feedback

- Work in group of 4 or 5 to discuss and share ideas on the questions

Answer:

1 Young people in Vietnam often use

a tilte when addressing an elderly person or a superior

2 Vietnamese appreciate good eye contact

5.Homework (3 mn): Ask SS to read the text again and learn the new words presented in

the lesson

6.Comments (2 mn)

-Preparing Day: 10th September 2008

UNIT 2 Period 11: Listening(P.25)

- Integrated, mainly communicative

III/ Teaching aids: 1 textbook, 1 cassette and handouts

tapescript showing the paragraph about Alexandre Yersin

IV/ Procedure:

Teacher’s activities: Students’ activities:

1.Warm up (5 mn): Hot seat

- Ask for one representative to the seat in the

front of the class

- Divide SS into two groups, A and B

- Show the representative 5 words, one at a time,

and ask him/ her to describe the word to the

- One representative to the seat in the front

of the class

groups so that they can out the word.

- Tell SS these words are related to one topic It

is a custom After they have called out all the 5

words, SS try to find out the topic

- A correct word wins te group one point The

correct topic wins the group another 5 points

- The group with more points wins the game

- Keep a running total of points for each group

on the board

- Declare the winner

2.Pre- listening(7 mn):

1 Elicitting vocabulary

- Tell SS they are going to listen to a

conversation about the customs of gift-giving in

different parts of the world

- Ask Ss to jot down the words they think will

appear in the listening (e.g gift, flower, …)

Task a

- Ask SS to work in pairs to answer the

following questions

1 On what occasions do you give gift?

2 What do you often buy as gifts?

- Help Sts to answer the questions and correct

them

Task b Teaching vocabulary

- Play the CD and ask SS to listen to the

words

- Play it again and ask SS to listen and

repeat the words

- Call on SS to read their completed

sentences

- Go over the answers with the class and

check meaning of each word

New words

- symbolize: la bieu tuong

- impressed: co an tuong

- appreciated: danh gia cao

- separation: su chia cat, xa cach

3.While- listening (18 mn):

Task c Gapped sentences

- Work in groups, A and B to describe the

word to the groups so that they can out theword

- Find out the topic

- Work in pairs to answer two questions

Answer:

1 We often give gifts on a friend’sor

a relative’s birthday, wedding, wedding anniversary, on Valentine day, Teachers’ day, …

2 In Viet nam, we often buy flowers, fruits, …….

- Listen to the recording

- Listen and repeat the words

- Read their completed sentencesand copy the new words

- Ask SS to read the incomplete sentences and

think of the words that may be used in the gaps

- Play the CD and tell SS to listen and pick out

the words for the gaps

- Have SS listen again and check their answers

- Call on SS to read their completed sentences

and check with the whole class

- Let SS listen again and check

4.Post- listening (10 mn):

Task d Discussion

- Ask SSto work in pairs, talking about the

occasions on which they often give gifts, and

what they often buy as gifts in each case

- Ask Sts to do and correct

- Work in pairs to read the incomplete sentences and think of the words that may

be used in the gaps

- Listen to the recording

- Work in pairs to cỉrcle the correct answers

-3 sts speak before class

5 Scissors and knives

6 open the gifts

- Read and coppy the new words

-5 sts speak before class

-Others correct

- Work in pairs to talk about the occasions

on which they often give gifts, and what they often buy as gifts in each case

- 2 of them speak out

-Others correct

5 Homework (3 mn): Write a paragraph about what Vietnamese people often give as

gifts on certain occasions.(10 sentences)

6.Comments (2 mn):

-Preparing Day: 15th September 2008

Unit 2 Period 12: Speaking: Giving complements (P.27)

(Time: 45 mn)

I/ Objectives:

- By the end of the lesson, students are able to express compliments

- By the end of the lesson, students are able to respond complements

II/ Method:

- Integrated, mainly communicative

III/ Teaching aids: 1 textbook, a picture of Luis Pasteur

IV/ Procedure:

Teacher’s activities: Students’ activities:

1 Warm up (5 mn): Yes/ No contest

- Divide SS into two groups, A and B

- Tell each group to choose 2 representatives as

contestants

- In turn, the contestants will go to the front of the

class and answer the questions made by the other

group They mustn’t 'say ‘yes’ or ‘no’, ‘nod’ or shake

their heads when they answer

2 Pre- speaking (7 mn):

Task a Giving models

- Put SS in to pairs and ask them to act the exchanges

- Call on some close and open pairs to act out the

exchanges

- Ask SS which ones are more common in

Vietnamese cultures and which are common or

acceptable in Western cultures

- Tell SS that it is polite in most Western cultures to

say ‘thank-you’ in response to a compliment

Introducing Useful Language

- Elicit from SS the expressions that may be used to

give compliments and those used to respond to

compliments

- Introduce to SS the common structures used to

express compliments and some common examples

Useful Expressions Compliments:

How + adj (S+be)!

How beautiful your dress is!

What + noun + S + be!

What a nice hat (it is)!

Your parents are proud of your …!

Responses

Thank you

I’m glad you like it

3 While- speaking (18 mn):

Task b Life-like Situations

- Arrange SS to work in pairs

- Ask SS to read the situations provided

- Tell SS to play the roles and act out the

conversations, giving and responding to compliments

- Call on pairs to act out their exchanges

- Invite the class to give opinions and comments

4.Post- speaking (10 mn):

- Tell SS to look around the classroom and make

compliments on their classmates, what they have or

- Work in groups to go to the front ofthe class and answer the questions made by the other group They mustn’t 'say ‘yes’ or ‘no’, ‘nod’ or shake their heads when they answer

- Pay attention to the eg

- Work in pairs to act out the exchanges

- 6 pairs speak before class -Others correct

- Work in pairs to elicit from SS the expressions that may be used to give compliments and those used to respond to compliments

- 5 pairs speak before class

-Others correct

- Work in pairs to play the roles and act out the conversations, giving and responding to compliments

- 5 pairs act out their exchanges

- Look around the classroom and make compliments on their

what they have done classmates, what they have or what

they have done

5.Homework (3 mn):

Ask SS to revise the language used to express and respond to compliments

6.Comments (2 mn):

-Preparing Day: 20th September 2008

Unit 2 Period 13: Writing: Writing a paragraph about a typical product of a culture

(Time:90 mn)

I/ Objectives:

- By the end of the lesson, students know how to write a paragraph

- By the end of the lesson, students are able to develop ideas and organize ideas

- By the end of the lesson, students are able to write a paragraph about a typical product

of a culture

II/ Method:

- Integrated, mainly communicative

III/ Teaching aids: 1 textbook powerpoint projector

IV/ Procedure:

Teacher’s activities: Students’ activities:

1.Warm up (5 mn): Word grid

- Prepare a poster of word gridwith 9 rows

- Ask SS to work in two groups, A and B

- Tell SS to take turns to choose a numbered row

2.Pre- writing (20 mn):

1 Eliciting and introducing an Outline

- Ask SS to give idea on what a paragraph is

- Ask SS to give ideas on what the outline of

pargraph is

- Tell SS a paragraph has three major parts and

provide them with the outlines of a paragraph

Paragraph outlines

1 A topic sententence

- states the main idea of the paragraph

- contains a topic and a controlling idea or

theme

- is neither too general nor too specific

- is usually the first sentence in the para

2 Supporting sentences

- develop/ explain the topic sentence by adding

reasons, examples, facts, ….to the central theme

or idea

3 A concluding sentence

- signal the end of the paragraph

- summarize the important points briefly

- Work in two groups, A and B to take turns to choose a numbered row

-Others correct

-Listen to the T

- Give idea on what a paragraph is and

on what the outline of pargraph is

- Work in pairs to answer the following questions

-4 pairs talk before class

-Others correct

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

- Tell SS to read the paragraph on page 28 and

complete the outline with the missing information

in each part

- Tell SS to compare answers with a partner

- Go over the answers with the class

3 Identifying the liking words

- Tell SS to read the paragraph on page 28 and pick

out the liking words used in the text

- Call on SS to list the liking words found in the

paragraph

3.While- writing (40 mn):

Task b Identifying parts of a topic sentence

and the outline of a paragraph

-Help Sts to do ex and correct them

*1 In England in 1821.e out

*2 When she was 10.

*3 She wanted to become a doctor.

- Willing to give a hand

- helping one another with household chores

- Read the paragraph on page 28 and pick out the liking words used in the text

Answer:

In addition; while; In short

5.Homework (3 mn): write about 1 of the favorite persons’s background in the

notebooks.

6.Comments (2 mn):

-

Preparing Day: 25th September 2008

Unit 2 Period 14-15: Language Focus (P.29)

(Time: 45 mn)

I/ Objectives:

- By the end of the lesson, students are able to use negative prefixes with

- By the end of the lesson, students are able to use the present simple and present

progressive to express future

- By the end of the lesson, students are able to distinguish between past simple and past progressive, and between the present simple and present progressive

II/ Method:

- Integrated, mainly communicative

III/ Teaching aids: drawings, handouts

Some prefixes are used to give adjectives a

negative meaning There is no easy way of

knowing which prefix any adjective will use to

form its opposite

- in-becomes im- before a word beginning

with ‘m’ or ‘p’ (eg immature, impossible)

- in-become ir- before a word beginning

with ‘r’ and il- befor ‘l’ (eg irreplaceable,

illegal)

Task a Negating the adjectives

- Ask SS to add a suitable prefix to each

adjective to have the opposite

- Tell SS to compare answers in pairs

- Go over the answers with the whole class

Task b Gap-filling

- Ask SS to read the sentences and fill in each

blank with a suitable negative adjective in the

task a

- Ask SS to compare answers with a partner

- Call on SS to read their sentences and check

with the class

- Answer the question (can be various)

- Give remarks to the underlined part of the sentence

compound Adj.: N+Adj

- Copy the forms on the notebooks

- Listen to the T.s explanation- Work in pairs to match the nouns in column A withthe Adjs in column B to form compound Adjs Write them in column C

- 5 of them do the exs orally before class.-Others correct

- Work in pairs to complete the following sentences with the compound Adjs in part A

- 5 of them speak before class

- 5 of them write on the board

-Others correct

Answer:

B Grammar

1 The present simple and present progressive

expressing future

- We use the present simple for the future when

we talk about a time-table or schedule, usually a

public one

Eg The train leaves at 5.30 tomorrow morning

- We use the present progressive for what

someone has arranged to do in the future

Eg We’re having a party this weekend

Task a, p.30 Checking questions

- Tell SS to read the sentences a, b, and c

and answer the questions

- Call on SS to give answers and check

with the class

Task b, p.31 Gap-filing

- Ask SS to read the exchanges, choose a

suitable verb for each blank and put it in

the correct tense, present simple and

present progressive

- Tell SS to act out the exchanges with a

partner and the answers together

- Call on some pairs to act out the

exchanges and check with the class

2 Past simple and past progressive

Past simple (V-ed/ V2) is used for an action

happening at a specific time in the past, often

indicated with last (week), yesterday, at , in ,

ago

Past progressive (was/ were + V-ing) is used for

an action happening at a point of time in the past

Activity 1 Putting verbs in correct forms (p.31)

- Ask SS to read the text, choose a suitable

verb for each space, and put it in the

correct tense, past simple or past

progressive

- Call on SS to give answers and check

with the class

- Listen and copy down

- Work individually to read the sentences

a, b, and c and answer the questions.Answer:

1 a and b 2 c

- Work in pairs to read the exchanges, choose a suitable verb for each blank and put it in the correct tense, present simple and present progressive then act out the exchanges with a partner and the answers together

Answer:

1 am coming 2 are; leaving

3 start 4 are; taking; am not taking

5 departs; arrives

- Listen and copy down

- Work individually to read the text, choose a suitable verb for each space, and put it in the correct tense, past simple or past progressive

Answer:

1 was attending 2 learning 3 came

4 didn’t mind 5 were lecturing

6 asked 7 found 8 were working

- Sts revise unit 1 and 2 by doing the test.

II/ The test’s content:

A.Listening

- Listen and circle the word whose underlined part is pronounced differently from that of other words.

II- Listen and circle the word that has the stress pattern diffirent from that of the other words.

2 A admission B achievement C award D emigrate

III- Listen and fill in the blanks with the words you hear

Water is our …(1)…… resource It makes up …….(2).….of our bodies, and the average person usually spends … …(3)…… of his life in the bath or shower But we are now only learning how to look after ……(4)……

B Reading

Fill in each blank with the most suitable word to complete the text.

The Browns live in the countryside Last week when they came up to London, they …1… their times in seeing as much as …2… Mrs Brown was most interested in stores,especially in Oxford Street, and bought some of the things which she could not find in theshops in the countryside Their two children, George and Susan, …3… had never been toLondon before, were surprised …4… the crowds everywhere They enjoyed travelling on theunderground and going down the moving stairs …5… lead to the platforms

One day they went to Hyde Park and walked along on the grass to Kensington Garden …6… the bright autunm sunshine It was very quiet here Only the noise from the streetsreminded them that they were still in a city The …7… of the tall trees were turning red,brown and yellow, birds were flying about, sheep …8… eating the grass, there were …9…

of flowers, and ducks were swimming about on the Round Pond George, …10… hobby wasplanes and boats, was very much interested in the model boats which boys were sailing onthe Pond

Before the end of the week they had seen a great deal They hoped, however, to seemore of London on their next visit.

C Language Focus

1 Don’t be silly! That possibly be Madonna!

2 No sooner had we started the picnic the rain began pouring down!

3 She bought a(n) ………… shirt in market

A imexpensive B inexpensive C disexpensive D unexpensive

4 Not only visit Japan but they plan to stop off in the USA as well?

A they plan to B they must C will they D are they paying

5 I’ll hand over all my files to my assistant before I ………

A am leaving B leave C will leave D shall leave

6 By the time Brown’s daughter graduates, retired

7 ……… you try, you can never get them all right

A How hard B However

hard

C For as hard as D So hard as

8 On he had won, he jumped for joy

A telling B he was told C being told D having told

9 earlier, I would have done it for you

A Had I

known

B If I knew C Did I know D By knowing

10.When She first went to Viet Nam, she found everything ……

A unfamiliar B infamiliar C disfamiliar D imfamiliar

-Preparing Day: 27th September 2008

Period 17 Correction of the test(1st)

I/ Objectives:

Help Sts to find out their mistakes in their tests After this period, they are able to understand the word- study and grammar structures better and they understand more about the topics they have learned

II/ Content of the test:

Sts do first, then the teacher gives them remarks

-T correct the test carefully, explain the difficulties, pay attention to the sts’ mistakes

-Sts listen to the T carefully, correct their mistakes.

Teacher’s activities Students’ activities:

Ex 1;Listen and Choose the best answer

1 1.B 2 A 3 D

2 1 D 2 B 3 C

3 1 life 2 70% 3 18 months 4 water

Ex 2.

Fill in each blank with the most suitable word to

complete the text

2 possible 6 in 9 lots 10 whose

 Loan advised Huy do that duty

2 “Thank you for your help” Minh said to his sister

 Minh thanked his sister for her help/ helping

3 “Did you see someone?” I said to Hue

I asked Hue if I had seen someone

4 “What about walking along river?” Thanh’s aunt

 He has been investigating the case for a week

6.I'm quite sure that she didn't steal the necklace

 She can't have stolen the necklace

7 The flat's very noisy but we enjoy living there

 Even though The flat's very noisy, we enjoy living

there

8 " You were cheating," said Carol to June

Carol accused June of being cheating

- Repeat the use of structures they’ve learned

- Give remarks about the test

- Read the sentences again

- Do the exercise

- Ask and answer

- Give remark, read, translate the sentences into Vietnamese

- Give more information for friends to make questions

- Repeat the structures related to the first sentence

- Read and translate the sentences

9."I'm sorry that I broke the glass" said Peter

 Peter apologized for breaking the glass

10 We couldn't get nearer because of the police

The police prevented us from getting nearer

- Read, correct the information of the sentences

III/ Remark the result of the test.

- 25 % sts did the test well

- Over 30% sts did the test badly

- The test should be easier

- By the end of the lesson, students are able to read specifi details

- By the end of the lesson, students improve their skill of reading comprehension

- By the end of the lesson, students have a better idea of the education system in VietNam and in some other countries in the world

Game: Tunnel ball.

- Divide the class in three groups

- Arrange the groups in column facing the board

- Give the student at the front of each column a

board marker or a piece of chalk

- Stand at the back of the columns and ask the

- Answer the T’s questions

- 2 of them speak before class

-Others correct

-Listen to the T

students at the back of each column to turn and

face you

- Hold up a paper or flash card with a word, e.g

KNIVES

- The student at the back of the columns whispers

the word to the next student in the column who

must pass the word on to the next student The

next student in the column passes the word on to

the student in front of them and so on, until the

student at the front writes up the word on the

board

- The game continues in this way until all of the

words have been passed down and written up

- A ward points for the correct words written up by

each group

2.Pre- reading (20 mn):

Elicit vocabulary

- Have SS give vocabulary and ideas connected

with the topic ‘education’ or ‘school’

- Note down SS ideas in the net on the board

- Give feedback and comments

* Ask SS to look at some pictures of vocational

shool; community college; open University,

Pascagoula, Cambrigde University, University of

Technology… then ask them: “What is this lesson

about?”

Task a:

- Ask SS to work in pairs to choose three of the

commonly debated topics in the US

Task b:

- Ask SS to work in pairs again to discuss about

items in Viet Nam and make additions of their own

- Look at the pictures, work in pairs to speak about the routines of a teacher, a worker, a farmer and a doctor

- 4 of them speak out-Others correct

- work in pairs again to discuss about items in Viet Nam and make additions

of their own if necessary

- Read the text and match the words in column A with their meanings in column B by guessing the meanings

if necessary

3.While- reading (40 mn):

Task a Guessing the meaning of words from

context

- Pair off SS and ask them to read the text and

match the words in column A with their meanings

in column B by guessing the meanings from the

context

- Go over the answers with the class and check

their Vietnamese equivalents

- Have SS listen and repeat these words

* fast-paced (a) nhanh

* mobile (a) di dong

*assuredly( adv) chac chan

* maturing: truong thanh

* emotion (n) tinh cam

* average (a) trung binh

* misbehavior (n) hanh vi xau

* uncertainty (n) su ko chac chan

Task b True – False statement

- Ask SS to read the text and the statements and

say if they are true (T) or false (F) according to the

- Tell SS to give explanations and correct those

that are false

- Go over the answers with the class

Task c Questions and Answers

- Tell SS to discuss and share ideas on the

from the context

Answer: 2e; 3 h; 4a; 5;b;

6.f; 7.g; 8.d

- Do the ex in pairs to match the words

in column A with their definitions in column B

- 1 of them speaks before class

-Others correct

- Read the text and the statements and say if they are true (T) or false (F) according to the reading

- 2 of them speak before class

-Others correct and correct those that are false

Answer: 1.F 2.T 3 F 4 T 5.

T 6 F 7.T 8.T

- Read the text and find the answers to

the questionsAnswer

1 It is living in a fast-paced and mobile society

2 simply because life is quite different from one generation to another

3 Yes, they did.but children have the experiences earlier through their fast- paced and mobile society

4 no, they don’t

5 Teacher should be aware that rewards or punishments might not work because discipline problems orgininate in the family, not in the classroom

following questions

1 Have you ever been disciplined at school?

2 What punishment was it? Was it fair?

3 What discipline problem are the teachers in

yourschool facing?

- Choose SS to present their group’s opinions to

the class

- Invite class opinions and comments

- Give feedback and comments

5.Homework (3 mn): Write about your typical day.

- By the end of the lesson, students are able to listen for specific information

- By the end of the lesson, students improve their skill of listening comprehension

- By the end of the lesson, students have a better ideas of the education systems in Viet Nam and in the USA

II/ Method:

- Integrated, mainly communicative

III/ Teaching aids: 1 textbook, 1 cassette and tapescript

IV/ Procedure:

Teacher’s activities: Students’ activities:

1.Warm up (5 mn):

Game: 'Touch and describe'

- Arrange the class into two groups

- Assign two group representatives

- Set up a time limit of 3 minutes

- Blindfold each representative

- Give each team a set of realia in a visible box (The

number of objects varies, depending on the class

size.)

- Let the representative choose an object randomly,

one at a time and describe it to the group members

- The group members will take turns to name the

object and write the word up on the board

- Play continues until the time is up for each team

- Go over the answers with the whole class

- A ward a point for each correct word

- The group which scores more points wins

-Work in groups to choose an object

randomly, one at a time and describe

it to the group members And The group members will take turns to name the object and write the word

up on the board

- 2 of them speak -Others correct:

2.Pre- listening(7 mn):

Task a Matching pictures with phrases

- Tell SS to read the words or phrases given and then

match them with the pictures

-Give feedback and comments

Task b

- Tell SS to write the names of schools corresponding

to the levels of education

- Remind SS there may be different schools for one

level

- Call on SS to read out the names of schools for each

level and check with the whole class

3.While- listening (18 mn):

Task c.

- Have SS read the questions and the options to have

an idea what information to pick out

- Play the CD and have SS listen nd choose the

answers to the questions

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

-Work in pairs to read the words or phrases given and then match them with the pictures

-6 pairs of sts talk

-Others correct:

A4 (truong mau giao)B2, 5 (truong tieu hoc)C3 (truong THCS )D6 (truong THPT) E7 (truong dai hoc)F1 (truong cao dang)

- write the names of schools corresponding to the levels of education

4.Post- listening (10 mn):

- Arrange SS to work in small groups

- Tell SS to discuss and share ideas on the following

questions:

1 the age at which children start school

2 school names and age group for different levels:

primary education, secondary education, higher

education

- Choose SS to present their groups’ opinions to the

class

- Invite class opinions and comments

- Give feedback and comments

- Read the questions and the options

to have an idea what information to pick out

- Listen to the recording

- 1 of them speaks before class -Others correct

-Preparing Day: 5th November 2008

UNIT 3 School Education System

Period 21: Speaking : Talking about Vietnamese studies (P.38)

(Time: 45 mn)

I/ Objectives:

- By the end of the lesson, students improve their speaking skill

- By the end of the lesson, students are more confident talking about Vietnamese studies

- By the end of the lesson, students have a better ideas of the course in Vietnamese studies

II/ Method:

- Integrated, mainly communicative

* Anticipated problems: the intonation when speaking.

III/ Teaching aids: handouts

IV/ Procedure:

Teacher’s activities: Students’ activities:

1.Warm up (5 mn):

Game: Word search.

- Give each student a copy of the task below

Complete the puzzle below What is the missing word going down?

1 Living, not dead

2 This is the place where ships arrive and

depart

3 If parents smoke, they are setting their

children a very bad

4 Something that is quite funny is

5 If you are in hospital, this person will look

after you day and night

6 My parents eat what I like

7 Something that costs a lot of money

is

8 A very dry place where there is little rain

9 A train that travels under the streets in bib

cities

- Put SS into groups of four

- Set a time limit of 5 minutes

- Ask SS to complete the puzzle using the clues

provided, and find out the missing word going

down

- As the time is up, get groups to hand in their

results

- A ward a point for each correct word and five

points for the missing word going down

- The group with the points will be the winner

the game

2 Pre- speaking (7 mn):

Task a Multiple choice questions

- Tell SS to read the text about Vietnamese

studies program at a university

- Have SS answer the questions

- Call on SS to give answers and check with the

class

Introducing useful language

- Tell SS that if they want to get some advice on what

courses to take, they must say what their purposes or interests are

Useful Expressions

- Work in groups of four in 5 minutes to complete the puzzle using the clues provided, and find out the missing word going down

Expected answers: 1 Alike 2 Port

3 Example 4 Amusing 5 Nurse

6 Let 7 Expensive 8 Desert

Questions Answers

- I’d like to have an

overview of … What

- … is perhaps an excellent choice It will give you an outline of …

opportunities to learn about …

- Tell SS to read through the information given

about the language courses and studies programs

and the related information

- Model the example with a student

- Have SS paly the roles and speak using the

information provides

- Go round to monitor and give help

- Call on a few pairs to act out their exchanges

- Give feedback and comments

- Call on SS to give their answers

- Call on SS to give answers and check with the

class

-Pay attention to the eg

- Work in pairs to read through the information given about the language courses and studies programs and the related information

Purposes/ interests Advice

1.English cultures

2 improving speaking/communicatio

Preparing Day: 7th November 2008

UNIT 3 School Education System

Period 22: Writing

(Time:90 mn)

I/ Objectives:

- By the end of the lesson, students are able to write an easy describing their

education/ path

- By the end of the lesson, students improve their skill of writing a narrative

- By the end of the lesson, students have a better ideas of the education system in Vietnam

II/ Method:

- Integrated, mainly communicative

III/ Teaching aids: flashcaards

IV/ Procedure:

Teacher’s activities: Students’ activities:

1.Warm up (5 mn):

Game: Treasure Hunt.

- Divide the class into two groups

- Stick 6 pictures of things (or draw the things) on the

board

- Tell ss to find out the treasure, the word of the day

by combining the first letters in the names of these

things (Do not give them the names)

- The first group to find it will win the game

- Check ss' understanding of instructions

- Give an example like this: a picture of a Car, of an

Apple, and of a Tree, the word in this case is "cat"

- Have ss start the game

These are the pictures:  the word of the day is "

FRIEND"

Words: flower, ring, ice-cream, eye, nurse, dog.

- Declare the winner

2.Pre- writing (20 mn):

Task a Talking about the system based on the

diagram

- Put SS into pairs

- Tell SS to study the diagram of the national

education levels

- Choose some pairs to act out their exchanges

- Give feedback and comments

Task b Multiple choice questions

- Tell SS to read the questions and choose the correct

answers based on the information given in the

Activity 1: Writing an outline

- Elicit and introduce an outline of the writing by

asking SS to write answers to these questions:

- Work in two groups to find out the treasure, the word of the day by combining the first letters in the names of these things (Do not give them the names)

-Work in pairs to study the diagram

of the national education levels

- Some pairs act out their exchanges

- Others correct

Eg Q: How long does it take to complete primary education?

A: It takes five years

- Read the questions and choose the correct answers based on the

information given in the diagramAnswer:

1 C 2 A 3 B 4 A 5 B 6 A

1 When did they start primary school?

2 What were the results? Did you do well through

the years?

3 Any prizes or problems?

4 What was your lower secondary school like? Did

you enjoy the classes?

- Ask SS to group ideas in different paragraphs

- Give a general outline:

General outline

Part 1 Primary education

When to start

General results

Achievements and/ or problems

Part 2 Lower secondary education

General results

Achievements and/ or problems

Special memories or impression (if any)

Part 3 Upper secondary education

- Where to go

- Results of grades 10 and 11

- Achievements and/ or problems

- Have SS develop the paragraphs by asking full

sentences of the details

- Tell SS to use a variety of language and use

connectors to make the writing sound coherent

- Move around to monitor and give help where

needed

4.Post- writing (20 mn):

- Call 2 Sts to write their letters on the boad

- Correct them.

- answers to these questions

- 2 Sts write their answers on the boad

Part 2 Lower secondary education

General resultsAchievements and/ or problemsSpecial memories or impression (if any)

Part 3 Upper secondary education

- Where to go

- Results of grades 10 and 11

- Achievements and/ or problems

-Preparing Day: 9th November 2008

UNIT 3 School Education System

Period 23-24: Language Focus (P 38)

(Time: 45 mn)

I/ Objectives:

- By the end of the lesson, students are able to use adverbs ending in –edly

- By the end of the lesson, students know how and when to use the passive voice

II/ Method:

- Integrated, mainly communicative

III/ Teaching aids: a textbook,handouts, cards.

IV/ Procedure:

Teacher’s activities: Students’ activities:

1.Warm up (10 mn):

Game: Saying 'what it means'.

- Arrange the class into groups of four students

- Place a pack of cards face up in the middle of

each group

- In turn each student in the group gives the

meaning of the word on the card face up on the

top of the pack Then the top card is put at the

bottom of the pack, and the new card is defined as

before

- Monitor the groups and note down errors for

correction at the end

Word cards: (can be in any order)

1 Shoe shop 9 Paper bag

2 Milk chocolate 10 Street lights

3 Book case 11 Bread knife

4 Chocolate milk 12 road accident

5 Tennis ball 13 income tax

6 History book 14 vegetable

Adverbs ending with -edly

Some English adverbs are form by adding the

suffix –ly to the past participle of verbs

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

Meaning: as is/ must be + verb-ed

Task a Forming adverbs

- Tell SS to form adverbs from the verbs given by

adding -edly

- Call on some SS to write the newly-formrd

adverbs on the board

- Check the answer with the class

- Work in groups to gives the meaning ofthe word on the card face up on the top

of the pack Then the top card is put at the bottom of the pack, and the new card

is defined as before

Expected answers:

1 Shop that sells shoes

2 Chocolate made with milk

3 Piece of furniture for books

4 Milk flavored with chocolate

5 Ball used to play tennis

6 book about history

7 house for guests.

8 ( especially in Britain) someone who delivers milk to customers each morning

9 bag made of paper

10 lights in the Street

11 knife used for cutting bread

12 accident that happens on the road 13.tax that you pay on your income 14.garden where vegetables are grown

15.paste for cleaning teeth

- Work in pairs to fill in the blank with compound Adjs+ N as in the examples

- 5 of them speak before class.

- Others correct

Task b Gap – filling

- Tell SS to read the sentences and fill in each

space with a suitable adverb to replace the

underlined phrase in the original sentence

- Have SS compare answers with a partner

- Call on SS to read out their completed sentences

to the class

- Go over the answers with the class

B Free practice: (10 mn)

- Ask some Sts to give some sentences and some

others change them into the second ones Then

correct them

- Work in pairs to use the correct form ofthe verb in parentheses to fill in the blank

-8 of them speak before class.

-5 of them speak before class.

- Others correct

- Work in pairs to use the correct form ofthe verb in parentheses to fill in the blank

-14 of them speak before class.

- Others correct

- Do what the T asks

-2 pairs speak before class

- Others correct

3.Homework (3 mn):

Rewrite these sentences which have the same meaning

&1 I have many books in my bag => There are…

&2 How is your father? => What…

&3 He started learning English 7 years ago => He’s…

&4 I have never eaten more delicious food than this => This is…

&5 He is living in an apartment with 2 rooms => He is living in a two…

4.Comments (2 mn):

-

UNIT 4

Theme: Special Education

Period 25+ 26: Reading: Helen Keller.(P.42)

(Time: 90 mn)

I/ Objectives:

1 Educational aim: Students should understand about disabled people’s difficulties,

unhappiness and sympathize with them

2 Knowledge:

- General knowledge: Students learn about how disabled people are and thei lives.

- Language:

+ New words:- Words related to disabled people

- Adjs used as nouns.

+ Grammar: Revision of the past simple and past perfect.

3 Skills:- Reading for gist and for specific information.

- Skimming, scanning, predicting, previewing, anticipation.

II/ Method:

- Integrated, mainly communicative

* Anticipated problems: Some sts may not know clearly about activities of disabled

children in a special schools

III/ Teaching aids: a picture of Hellen Keller pictures of special schools a Braille Cell IV/ Procedure:

Teacher’s activities Students’ activities.

1 Warm up (5 mn):

- Give pictures showing disabled children in a special

class

- Ask questions

+1 Who are they?

+2 Where are they?

+3 What are they doing?

-Correct the sts’ answers

- Set the context: Now we learn about the life and study

of disabled people

2 Pre- reading (20 mn):

Task a Name some special schools you know

-Ask sts to name some special schools they know and

correct them

*- N D Chieu : for the blind.

- Go vap: for dissabled children.

- Hai Duong: : for dissabled children.

Task b.Answer the questions

-Ask sts to answer the questions and correct them

-Read the text once as a model

- Help sts to read the text

- Explain the new words

+manual(adj): nhận biết bằng tay

+cum laude(N): xuất sắc hạng 3

- Look at the pictures to get their ideas

-3 sts answer the T.’ questions.-Others correct

-Listen to the T

- Work in pairs to give names ofsome special schools

-3 sts do orally

-Others correct and add

-Work in pairs to answer the questions

+interpret(V): giải thích

+chronological(adj): theo thứ tự thời gian

Task a.Put the events into choronological order

-Ask sts to work in pairs to put the events into

Task c Answer the following questions

-Ask sts to work in pairs to answer the questions

-Explain the new words

+companion(N): người bạn

+interpreter(N): người phiên dịch

* 1.Blind and deaf.

* 2 7 years old.

* 3 sign language.

* 4 With honors.

* 5 A companion and interpreter who helped Hellen

understand lessons and disscussions in class.

4 Post- reading (20 mn):

Task d Work in group to discuss:

- Help sts to discussthe 2 suggestions and correct them

1 Hellen Keller’s disabilities and her efforts to overcome

them

1 The significance of Hellen Keller’s success

*+Khó khăn về thể chất: không thấy, không nghe được.

+Học qua phiên dịch, chuyển sang chữ Braille.

+Vào đại học thời kỳ Harvard còn chưa nhận nữ sinh.

+Sau thành công cá nhân bà đi diễn thuyêt, vận động

chương trình giúp người tàn tật.

-Work in pairs to put the eventsinto choronological order.-1 st speaks before class

-Read the 2 suggestions

- Discuss in pairs by asking questions

- 4 sts speak before class-Othes correct

5.Homework (3 mn):Write about Hellen Keller’s life and work.

1 Educational aim: Students should know more about the special schools and

sympathze with the disabled people’s sorrows and difficulties

2.Knowledge:

- General knowledge: Students learn about the disabled people and their lives

- Language:

+ New words: Words related to disabled people.

+ Grammar: Adjs used as Ns

3 Skills: Listening for gist and for specific information.

II/ Method:

- Integrated, mainly communicative

* Anticipated problems: the Sts can’t catch the content of the passage from the

-Ask sts to answer the questions and correct them

1/ What do you know about the United States?

2/ How many states are their in that country?

3/ Where is New York?

4.Alabama; A state in South East of America which is

famous for the movement of demanding for the right of

citizens.

– Set the context: We are going to listen to sth about a

special school in New York and Alabama

Pre 2 Before- listening(7 mn):

Task a Help sts to locate the states of New York and

Alabama

-Help sts to look at the map to find out the 2 cities

3 While- listening (18 mn):

Task b Listen to the first part of the recording about a

special school in the United States and fill the

blanks

- Let sts read the information

- Explain some new words

+impaired(adj): bị suy yếu

*1 The New York institution for the blind.

*2 Blindness or vidual impairment.

*3 1831

*4 early in the twentieth century.

Task c Listen to the second part of the recording, say T

- Work in pairs to answer the

- Read the information

- Read and coppy the new