GIAO AN TIENG ANH 12TRON BO

Task 3: + Teacher asks students to answer the 3 first questions in task 2 in textbook + Checking Post – reading * Discuss in pairs - Teacher asks each group to compare the family describ

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Period 01, 02

Date: 1/8/2011

Introduction and Revision

1 Objectives:

By the end of the lesson, students will:

Review all of the knowledge of grade 11

Know how to study and learn English 12

Greeting, introduce, get acquaintance with the students

A.Revision

-elicit all of the knowledge and language skills of grade 11

1.Verbs tenses ( present simple, past simple, past

progressive, past perfect……….)

I HI N TỆ ẠI ĐƠN (Simple Present)

• rarely: ít khi • usually: thường thư ngờ

• sometimes: đôi khi • seldom: hi m khiế

• never: không bao gi • always: luôn luônờ

• often: thư ng • occasionally: th nh tho ngờ ỉ ả

• hardly ever: hi m khi • everyday: h ng ng yế à à

b Các k t cế ấu đi với every như:

• every week: h ng tu n • every month: h ng thángà ầ à

- Dick writes novel (Dick vi t ti u thuy t)ế ể ế

- Children need love and affection (Tr em c n ẻ ầtình yêu v s p )à ự ấ ủ

II HI N T I TI P DI N (Present Continuous)Ệ Ạ Ế Ễ

Hình th c Subject + am / is / are + V-ingứ

Cách dùng

1 Ch m t s viỉ ộ ự ệc đang x y ra hi n tả ở ệ ại, lúc ta đang nói

Take notes

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Time Teacher s activities’ Students activities’

Ex: - The farmers are working in the fields now (Các

nông dân đang làm việc ngoài đ ng) ồ

- My mother is cooking in the kitchen at the moment (V o lúc n y mà à ẹ tôi đang nấu ăn trong nhà

b p)ế

■ D u hi u thì: ấ ệ

a Trong câu thư ng có các phó t :ờ ừ

• now: bây giờ

• at the moment: v o lúc n yà à

• at present: v o lúc n yà à

b Trong câu bắt đ u b ng nh ng t g i s chú ý nhầ ằ ữ ừ ợ ự ư:

• Look! Coi kìa

• Listen! Nghe kìa

• Hurry up! Nhanh lên

Ex: - Look! The boys are fighting (Coi kìa, b n trọ ẻ đang

đánh nhau)

- Listen! They are speaking English (Nghe kìa!

Họ đang nói ti ng Anh)ế

- Hurry up! The bus is coming (Nhanh lên! Xe buýt đang t i r i kìa)ớ ồ

c Trong câu có c m ch v có t WHILE (Trong lúc)ụ ủ ị ừ

Ex: - I’ll think it over while I’m having my lunch (Tôi s suy ẽ

ngh k vĩ ỹ ấn đề này trong lúc tôi ăn trưa)

2 Di n t m t viễ ả ộ ệc đư c xợ ếp đ t xặ ảy ra trong tương lai

Ex: - What are you doing this evening? (Chi u t i nay ề ố

bạn đ nh l m gì)ị à

- We are going to Paris on Friday (Chúng tôi định

đi Pari vào th Sáu)ứ

III HI N T I HOÀN THÀNH (Present Perfect)Ệ Ạ

Hình th c : Subject + Has / Have + Past Participleứ

- He’s never been there (Anh ta chưa t ng ừ ở đó)

- They haven’t finished their work yet (Họ chưa làm xong vi c)ệ

- Have you ever spoken Russian before? (Trước đây có bao gi b n t ng nói tiờ ạ ừ ếng Nga chưa?)

Trong câu thư ng cóờ

• already: rồi, đã r i • several times: v i l nồ à ầ

• never: chưa bao giờ • never before: trước đây chưa

bao giờ

• yet: chưa • ever: đã bao giờ

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• ever before: trước đây đã bao giờ

2 Đ ch m t viể ỉ ộ ệc đã bắt đ u x y ra trong quá kh v ầ ả ứ à

hiện đang còn x y ra.ả

Ex: - So far he has had no trouble (Cho đ n nay, anh ế ấy

chưa g p r c r i gì)ặ ắ ố

- He has lived here for five years (Anh ta s ng ố ở đây được năm năm r i)ồ

- His father has been ill during the last two week

(B anh ố ấy đã b nh su t hai tu n v a qua)ệ ố ầ ừ

Trong câu thư ng có các tr ng t ch th i gian:ờ ạ ừ ỉ ờ

• so far: cho đến nay • up to now: cho đ n nayế

• up to the present: cho đ n lúc n y ế à

• since then: k t ể ừ lúc đó

• since: k t khi • for: trong (kho ng th i gian)ể ừ ả ờ

• in / during the last + 1 kho ng th i gianả ờ

3 Đ di n t mể ễ ả ột hành đ ng m thộ à ời gian nó chưa k t thúc.ế

Ex: - He has smoked ten cigarettes today (Hôm nay anh

ấy hút 10 đi u thu c)ế ố

- I haven’t seen her this week (Tu n n y tôi khôngầ à

g p cô y)ặ ấ

Trong câu thư ng có các phó tờ ừ như:

• today: hôm nay

Ex: - I have seen him lately (Gần đây tôi có g p anh y)ặ ấ

- She’s just gone out (Cô ta v a mừ ới đi kh i)ỏ

Cách dùng này thư ng có các tờ ừ như:

• just: v a m iừ ớ

• recently: gần đây

IV simple past

The Simple Past can be used with a duration which starts and

stops in the past Duration is a longer action often indicated by

expressions such as : for two years, for five minutes, all day, all

year, etc

E.g: I live in Brazil for years

10 The Simple Past can also be used to describe a habit which

stopped in the past It can have the same meaning as “used to ” To

make it clear that we are talking about a habit, we often add

expressions such as: always , often, usually, never, when I was a

chid, when I was youger etc

E.g : They never went to school They always skipped their

classes

11 The Simple Past can also be used to describe past facts or

generalizations which are no longer true As in USE 4 above , this

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use of the Simple Past is quite similar to the expression “used to ”

E g : She was shy as a child , but now she is very outgoing

V.Past continuous :

+ Form : Was / were + V-ing

+ Meaning : Past time

+ Use :

* Use the past Continuous to indicate that a longer actoin

in the past was interrupted The interrupted is a shorter

action in the Simple Past or a specific time Remember

this can be a real interruption or just an interruption in

time

E g : I was watching TV when she called

Last at 6 PM , I was eating dinner

* When you use the Past Continuous with two actions in

the same sentence, it expresses the idea that both actions

were happening in the same time The actions are parallel

E.g: I was studying while he was making dinner

VI.Past perfect

Use:

* The Past Perfect expresses the idea that something occurred

before another action expressed in the Past Simple It can also

show that something happened before a specific time in the past

e.g :had never seen such a beautiful beach before I went to

Hanoi

2.infinitive and gerund

T reviews the verbs that are followed by an infinitive, a

gerund and both (in handouts

Admit Avoid Deny Enjoy Keep

Verbs that are followed by prepositions

Both

Begin Start Continue Stop Love Like Hate Remember

Forget Try Regret

3.reported speech

reviews reported speech with infinitives:

+ Form: Verb + O + bare-infinitive

+ meaning and use: We usually use an infinitive structure

to report orders, requests, advice, suggestions, threats,

warning, promises, (dis)agreements, and so on We don’t

use “say” in this structure

E.g: I told the kids to be quite The policeman told me not

to park here

Note: T might want to remind Ss that time and place

references often have to change in reported speech E.g:

4.conditional

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T elicits the from and use of coditional sentences (type 1, 2

and 3 ) from Ss If necessary T may give Ss the following

handout

Type 1.If + simple present will future

In these sentences , the times is the present or future and

the situation is real They refer to a possible condition and

its probable result

Example :

+ If find her address , I’ll send her an invitation

Type2 If + simple past , would + infinitive

Like type 1 , type 2 refers to the present of future , and the

past tense in the if – clause is not a true past but a

subjuntive , which indicates unreality or improbability

Example :

+ If I were 18 again I would go on a round – the –world

– tour (I’m not 18 , in fact I’m 45 )

+ If I studied , I would pass the exams

Type 3 If +pat prefect , would have + P2

The time is past , and the condition cannot be fulfilled

because the action in the if – clause didn’t happen

Who whom which that whose

-Ask ss to retell Relative clause

+ Defining clause

+ Now- defining clause

-Ask ss to give examples then retell their functions

Eg:- I met Jane’s father, who works at the U

- I met the man who helpead me yesterday

+ she is the woman about whom I told you

* Relative pronouns with prepositions

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->It was the dog that the boy hit in the

( focusing on subject)

granden

Ex3:She bought him a present at the shop

-> It was at the shop that she bought him

( focusing on subject)

a present

-Through the examples, ask ss to give the way to use ceft

sentences them selves

-give exercise by handouts

B Introduce the Englisn 12 to students

+ Introduce the Englisn 12 to students.:

- Guide students about the new book

- Giude them:

+ How to learn each lesson

+ How to learn each section of the lesson

+ How to study at the class

+ How to prepare the lesson at home…

Demand students to master: 1 The grammar of the

test

2 The main content of the English 12

3 Master the learning methods

By the end of the lessons, Ss will be able to:

talk about home life and discuss the role of each member in the family

improve reading skill through multiple choice and ask and answer questions

2 Teaching aids:

Textbook, pictures, cassette, tape, handouts and real objects

3 Procedure:

4’ Warm – up:Teacher shows a picture of his/ her family

+ Students ask questions about it

ex: Who is he? - he is my father

What does he do? - he is a doctor

+ Teacher leads to the topic: "home life"

Pre-speaking

+ Whole - class

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Time Teacher s activities’ Ss activities’

+ Join hands: (v) = work together

+ House hold chores: (n) = house work

+ Caring: (adj): quan t©m

+ Mischievous: (adj): NghÞch ngîm

+ Close - knit: (adj) = having close relationship

* Checking: Rubout and remember

(T delivers the handouts to reproduce by gap-filling)

While - reading

1 Task 1: Matching (poster)

- To ask sts to read through the text and match

2 Task 2: True/ False statements (hand out)

a, there are 6 people in the author's family

b, In the author's family, both parents work together to give

their children a nice house and a happy home

c, His mother is a busy woman

d, The author has just left school

e, All the members in his family have a good relationship to

one another

* To give time to students to do

* Checking (a : F; b : T; c : T; d : F; e : T)

3 Task 3: + Teacher asks students to answer the 3 first

questions in task 2 in textbook

+ Checking

Post – reading

* Discuss in pairs

- Teacher asks each group to compare the family described in

the text with their own family

- Let's students of each group to go to the board and write

down the answers one by one

- Checking

- Teacher declares the winner

Summary and Homework

- To answer the rest questions in task 2 in the text book

-To write a short passage about your family

talk about household chores

express their idea about family life

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Cards, handouts, pictures.

3 Procedure:

Warm up: Looking and guessing

Prepare pictures of the following actions

making the bed

- Ask students to talk about what the people in the pictures

are doing

- Write the phrases on board and ask Ss some questions to

introduce the lesson

- Who often does these things in your family?

- Do you have to do household chores?

- What are they?

whole class

Before - speaking

Task 1: Ask each student read and tick the ones in task 1

that apply to her/him and his/her family.

- 1-2 students stand up to talk about his/her family

Individual

While-speaking

Task 2: Who works in your family?

- Work in pairs to find out whether your partner’s family life

is like yours

* Write down some expressions on the blackboard:

Could you tell me who ?

By the way who in your family ?

What about your father/mother/brother ?

Drill:

Ask students to work in pairs to compare their answers

Call on some students to talk about their family then

compare with their partner’s family

For example:

In my family only my father works but both Hong s parents ’

go to work.

- Members of my family share the household chores but

Hong s father doesn t do anything.’ ’

Task 3: Work with a different partner and ask him or her about

his/her family life Note down the answers in the table.

Make questions for students

who works in your family? both parents

who does the household chores?

your friend’s responsibility in the family?

the interest the family members share closely

the person your friend often shares his/her

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Teacher goes around to help

Call on some pairs to act out their dialogues

Make corrections and comments

post - speaking

Role-play

- Have Ss work in group of four and act as if they were the

mother, father, daughter and son, talking about the duties to

their family

- Go round the class and provide necessary vocabulary when

needed

- Call on one or two groups to act out in front of the class

- Make correction if needed and make comments

Listen and pick up specific details

Listen and understand general ideas

Talk about household chores and family life

2 Teaching aids:

Realia, handouts, CD player, pictures

3 Procedure:

5’ Warm up: Jumbled word

Rearrange the letters to make a meaningful word

REINNOU

Ss will arrange the letters in a suitable order to make a word

REUNION => FAMILY REUNION

Teacher leads to the new lesson

Who are they?

Where are the people?

What are they doing?

What are the difference between the two parties?

Vocabulary:

reserve (v) book smt

reserved (a): Kept for future or special use

coach (n): a comfortable bus

spread out (v): cover a large area

leftover (n):

Pairwork

copy

examples

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food that has not been eaten at the end of a meal

Teacher check Ss’s pronunciation and remembrance

15’ While-listening:

Task 1: Before listening to text 1, teacher asks students to

guess the answer by ticking in the box with their pencils

- Ss listen to text 1 and tick what is true (T) or false (F)

about them

- After the first listening, check through the answer and give

feedbback after the sencond listening

Key: 1.F-2.F-3.F-4.T-5.T

Task 2:

Use tapecript to make a gap-fill exercise

Ask Ss to predict then listen and fill in the gaps

Feedback

Task 3

Listen to the tape again and take notes without looking at the

handout

- Ask Ss to listen again and note down two things that are

different about Paul’s and Andrea’s family

- Call on some Ss to read their notes and check with the class

Suggestion:

Paul: - His family are not very close.

- The family often eat the meal the mother cooks at home.

Andrea:

His is a close-knit family.

The family often go out to eat when they get together.

Whole class

10’ post - Listening

- Arrange Ss to work in groups of four or five

- Ask them to interview one another to get and give

information about the members of their family

( their ages/names/what they do/what are they like/what they

are interested in/ how they are similar or different)

Go around the class to give help if necessary

Call some Ss to report to the class about their parents

Make correction and comments

- understand more about home life

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

Textbook, pictures, and handout

3 Procedure:

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Time Teacher s activities’ Ss activities’ 5’ Warm up

- Ask Ss to work in pairs and answers some questions

1 Do your parents often let you go out in the evening ?

2 Are you allowed to use your family motorbike?

3 Are you allowed to do the household chores?

- Call on some pairs to present their answer in front of the class

- Feedback

* Lead in : In today’s lesson, you’re going to write a letter

about your family rules

Pairs work

1 My parents don t let me ’

come home late.

2 My father permits me to use the family motorbike.

3 I have to do the household chores.

15’ Pre-writingGroups work

Task 1: What rules do you have in your family?

+ Have students revise the verbs

* let sb + V

* allow sb + to V

* have to + V (obligation)

* permit sb + to V

- T delivers Ss handouts (Task 1 – Complete tthe following

sentences)

1 During the school year, I am not allowed

2 I have to………

3 My parents allow me………

4 My parents want me not………

- T asks some Ss to go to the BB to write down their sentences

- T together with Ss finds out the mistakes and corrects them

- Ss work in groups

17’ while writingTask 2: Write a letter to a pen pal about your family rules

T asks Ss to work in groups and use the ideas they have written

above to write a letter about their family rules

- T goes around to offer help

- T calls four representatives of four groups to go to the

blackboard to write down their letters

- T together with Ss finds out the mistakes and corrects them

- T gives feedback on Ss’ work

- T points out some common mistakes made by Ss when doing

this writing task

- Ss work in groups

6’ Post-writing

- T asks Ss to make a conversation about the content of their

letter

- T calls some Ss to practice the conversation in the front of

class

- T remarks generally Ss’ written work

Work in pairs

2’ Homework

- Rewrite at home

- Prepare for the section E

Whole class

Period 7

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Date 10/8/2011

Unit 1: HOME LIFE

Lesson 5 Language focus– Objectives:

By the end of the lesson, Ss will be able to:

- Recognise the differences in pronunciation of the ending “s”

- Revise the use of tenses ( simple past, past continous, present perfect)

Textbook, whiteboard makers,

Pictures of friends or diaries recording sweet memories with friends

- Teacher reads aloud and Ss repeat

- Ss distinguish the different between these sounds

waches/ /, ∫ /t /, ∫

- Ask Ss to compare with the word in text book

- Ask Ss to work in pairs to put the word in the right colunm

Practice:

- Ss read in chorus then individually

- Corrections

Optional activity:

Let Ss practise with the following sentences

How many times have you played these games?

Do you get any letters from you sister and brother?

Pairworkpeer- correction

Whole class

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Those are my wife’s handkerchiefs.

Ruth is recording the birds and deaths in this city

Mr Ives and Mr Cleaves have been friends all their life

18’ Grammar

1 Grammar presenting

- Teacher sets situation and Ask Ss to give comments on the

use of the simple past, past continuos and past perfect

Situation 1

- Give 2 pictures: one of a dirty pairs of shoes, the other is of

the same shoes but they are cleaner

+ How did the shoes look a few minutes ago?

+ Look at them now, they are clean, why is that?

Suggestion: They were dirty

He has just cleaned them.

- Ask Ss what tense is used in the sentence

- Elicit the differences between Past Simple and Present perfect

form from Ss

* Notes: Simple Past: the use

Present perfect: the use

2 Practice 1:

- Choosing the right tense

- Ask Ss to do the task individually

- Go around and help

- Call on some students to give the answer

have you two met

Did you meet

3 Practice 2: Multiple choice

- Put ss to work in pair

- Ask student to do the task

- Go over the answers with the whole class

Give the Ss a passage which contains some mistakes and ask

them to correct these mistakes

Dear John,

Well, I have arrived here in Liverpool last week So I have

been here since about nine days now I have already seen a lot

of things but fortunately, I havent gone to London yet last

night, I have seen a very interseting film It has been about life

in scotland I enjoyed it very much I have learnt so much in

Whole classHandouts

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short time i am writing to you tonight as I cant go out because

i m waiting for a phone call which didn t come yet, Well, it ’ ’

seems along time since I saw you, I hope you havent missed

- understand some more about the senses and personal experiences directly related to the sense

- improve their reading skills

Textbook, pictures and posters

3 Procedure:

5’ Warm – up:* Competition game – network

- Prepares a hand out with a network of the word’ a Marriage”

and asks Ss the Question

- What things make a marriage happy?

Marriage

- Teacher divides the class into 8 groups and gives each group a

hand out Teacher asks Ss to complete the network

- The winner will be the group completing the network in the

shortest period of time

- Ask students to look at the pictures and work in pairs to ask

and answer the questions

? What can you see in the pictures?

? What are the differences between them?

Call students to answer before the class

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Lead to the lesson

15’ Before you read

* Pair works:

- Ask Ss to work in pairs and discuss the question: +Which of

the following factors is the most important for a happy life?

Why?

- Love a nice house / flat

- Money, a good job

- Parents, approval good health

- T asks Ss to talk before the class and give the reason why

The other can asks Questions

1.Love is supposed to follow marriage,not……….it

2.They agree that it is unwise to……….in their wives

3 An Indian woman has to……… more in a marriage than a man

4.A husband is …………to tell his wife where he has been

* T/ F prediction1.Americans believe in “romantic”marriage

2.Asians believe in “contractual ”marriage

3.In Asians wifes and husbands share all thoughts

Individual work/ group work and pair work

18’ While reading

Task 1 Check T / F prediction

Task 2 Answer the questions ( 22 )

- Get Ss to read the whole text silently to answers the question

- Ask them to work in pairs or groups asks and answers the

questions

- Call on some Ss to answer in front of the class

- Give feedback

1 What are the four key values in the servey ?

2.What are the Indian students attitudess on a partnership of ’

equals ?

3.Why does the American wife trust her husband to do the

right thing ?

4.What is the main finding of the servey ?

-Students work in groups

Pair work/ group work and whole class

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- T divides class into small groups of 6 or 8 and asks them to

discuss the question: what are the differences between a

tradition Vietnamese 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 …

- T goes around to help Ss if they have any problem

- T asks to talk before the class some pairs groups

whole class

* Number of children: more

*The house they like to have : big

* The head of the family: fathers …

2’ Homework

- Learn the new words by heart, read and translate the text, do

the tasks again

- Prepare the section B (The Speaking part of Unit two)

- understand more about differences among cultures

- discuss information that relates to the differences between Vietnamese and American cultures

- to improve the students’ speaking skills

Key structures:

+ I think/feel/believe…

+ In my opinion…

+ I don't agree…

+ It' s not true…

Key vocab: Generation, precede, marriage, independent life, old-gate

- Gives two tables and asks Ss to work in group of three or four

to complete the table

- Give a picture

- Ask Ss to look at the picture and answer questions

1 What are they doing?

Whole class

They are kissing

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2 Can you guess where they are?

3 In Viet Nam, do people often kiss in public? Why or Why not?

4 What about in America?

- Lead into the new lesson Today we will learn about the

differences between Vietnamese and American cultures

In the public / In the street

No, they don’t It’s impolite

It is very common

10' Before speaking

- T presents some new words:

+ old-aged people (n): People who are old

+ marry to smb (v) = get married to smb

marriage (n)

Task 1: Expressing point of view

- T shows some useful languages in the box (P.23)

- T asks Sts to look through the information inTask 1

- T models with one St

Eg.: T In my opinion,

S That's wrong

- T lets Sts work in pairs to express their points of view, using

the words and expressions in the box

The whole class

+ What are typical features of American culture?

+ Can you find out other features of Vietnamese culture?

- T gets Sts to read though the 1st column, then discuss and

find

out the corresponding features of Vietnamese culture

- T models with one St :

T: Two generations ( parents & children) live in a home in

America

And ask what about in Vietnam?

- T asks Ss to work in pairs to do the Task 2

- T calls on some pairs to discuss & find out the typical

features between American & Vietnamese cultures

- T gives feedback: there are differences & similarities

between Vietnamese & American cultures ( In Vietnam, but

in America )

Read the features given and

find the corresponding features of Vietnam

S: In Vietnam, three or four generations may live in a homeGroup & pair work

10’ Post speaking

Task 3: Talk about the similarities and differences between

Vietnamese and American in cultures

- Explain how to do the task 3

- Ask Ss to read the answer of task 2 again before doing the

task 3

- Ask Ss to work in group of four

- Call on some pairs to give their ideas

- Correct and give feedback

Whole class

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Time Teacher s activities’ Ss activities’2’ Homework

- T summsrises the main points of the lesson

- T asks Sts to rewrite their report the similaritties &

differences between Vietnamese & American cultures

- Listen and understand the conversation about the wedding ceremony in Vietnam

- Listen and fill the missing information in the gaps

- Listen and answer the questions about the wedding ceremony in Vietnam

- Know some more new words about wedding ceremony

Textbook, pictures, cassette, tape, handouts and real objects

3 Procedure:

5’ Warm – up* Competition Game - Net work

- Instruction: Find out words relating to the key word

- Lead - in: The wedding ceremony

- Ask some more questions :

1 - Have you ever attended a wedding ceremony?

2- What do the bride and the groom usually do at the wedding

ceremony?

+ To know more about it, today we listen to a conservation

about a wedding ceremony in Vietnam.

Whole class

16’ Before you listen

- Ask Ss to open the book

- Ask Ss to look at the pictures on page 24 and discuss what is

happening in each one

- Gives some guide questions:

1 What do you see in the pictures?

2 Who are they?

3 What are they doing?

- Check correct answers

- T introduces the new lesson: You will hear two people

talking about a wedding ceremony in Vietnam Listen and do

- Ss answer the teacher’s questions

1 I see a wedding ceremony

2 a bride and a groom

3 They are bringing a lot of gifts

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some listening tasks

* Vocabulary: Listen and Repeat

- T teach some new words first and then plays the tape for

students to listen and repeat

- Ss repeat

10’ While - listening

Instruction:

You are going to listen to a conservation between two people,

listen and fill in the gaps with the missing words

- Collect the ideas on the board.

- Play the tape for the first time

- Ask Ss if they are clear, if not, play the tape again

- Call on some Ss to present the answers in front of the class

* Answers:

1 - Groom's parents 2-red paper 3- altar

4- at the wedding banquet 5- wedding cards money

- Correct mistakes

+ Task 2:Answer the questions

- Give Ss handouts: There are five questions and the answers

put in the wrong order There is one extra answer that they

don't need to use

- The answers:

e- They stop by each table to say thank to their guests

d- They would pray asking their ancestors' permission to be married

c- To go to the bride's house bringing a lots of gifts wrapped in

red papers

g- At the groom and bride's home, at a hotel or a restaurant.

a- After they pray and ask their ancestors' permission to be married.

b- When the M.C introduces the groom, the bride, the parents

- Play the tape for them to do the task

- If a lot of Ss aren't able to do, play the tape again and pause

at the sentences they need

- Read through the task and guess the missing words

- Listen and correct themselves

- Work in groups Read the questions carefully and do the task

- Listen to the tape and find out the correct answers to the questions

- Answers:

G/5-E

1-C/2-D/3-A/4-12’ Post – listening

+ Task 3: Discussion

- Set the scene: You are going to discuss the questions in book:

"What do family often do to prepare for a wedding

ceremony?"

- Go around and give help if necessary

- Pick out the groups; writings and seal on the board

- Correct some usual errors

+ Who do/ does the speech?

+ What do they do at the party?

Work in groups Each group gives representative to read aloud the writing Give feedback

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+ What kinds of food and drinks?

By the end of the lesson Ss will be able to do:

- Describing Vietnamese conical leaf hat

Do you know what it is in Vietnamese

Do you often wear it?

Is it the symbol of Vietnamese girls/women?

- Lead - in: Today, we are going to describe about the conical

leaf hat which is not only the symbol of Vietnamese girls/wo

men but also a part of the spirit of the Vietnamese nation

Whole class Answers:

15’ Pre- writting

*Vocab:

+ rim (n): (real thing)

+ ribs (n) : (real thing)

+ strap (n): (real thing)

+ conical (a): (real thing)

- T provides some new words and explains their meaning

- Ask Sts to listen and repeat the new words several times in

whole class and individually

+ Check new words by using the task (12')

+ What is the conical leaf that symbolized?

+ What is it made of?

+ What shape is it ?

+ How big? (width/ height)

Whole classIndividual work

Pair work

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+ What is it covered with?

+ What is it used for?

- T gives some gided questions

- Ask Sts to discuss in 3 groups and write down the outline on

the poster

- T goes around and give help if necessary

- call each group to show their outline on the board

- Feedback

18’ While - writing

+ Act 1: Discussion

- Show them to do the discussion

- Call on some Ss to present their answers about the hat

- Collect all the sentences and write on the board

+ Act 2: Writing

- Ask Ss to write the passage based on the cues and the

sentences given

-Give some connectors such as: But, So, At last, finally …

- Go around and provide help it necessary

- Collect Ss' writings on board

- To cleverer Ss, ask them to develop the sentences more

interesting

2’ Summary and Homework

- Ask Ss to newrite the paragraph at home Whole class

Period 12

Date 25/8/ 2011

unit 2: cultural diversity

Lesson 5: Language focus

I Objectives:

- Review of tenses

2 Knowledge:

- General knowledge: Students learn how to write a passage about cultural diversity

- Language: * The present simple and adverbs of frequency for talking about daily activities

* The past simple used in a narrative

- New words: Words related to pronunciation / ed/

3 Skills: Writing a passage about cultural diversity

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, pictures showing some activities

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-Divide class into 4 groups Each group is given one handout

- Ss word in group in 2 minutes

- Collect and check

2- Pronunciation

* The way to pronounce the "ed" ending sound

+/ed/ ending sound is pronounced /t/ when the verbs end with

the sounds /k/, /p/, /s/, /S/, /ts/, /F/,

Ex: worked, stopped, laughed

+ /id/ after /d/ and /t/

ex: started, demanded

+ /d/ after all the sounds left

Ex: Phoned, enjoyed

Note: All the adjectives ending with "ed" -> /id/

Ex: learned /∂: nid/

beloved /bil∧vid/

- Ask them to word in 3 groups to decide the tense of the verbs

in the sentences given below

G1: A: Have you ever seen a fire?

B: Yes, I have -> Prensent perfect

G2: A: When did you see it?

B: I saw it last month -> past simple

G3: A: Do you like visiting china?

B: Yes, I am visiting it next week

-> present continuous future decided and arranged

- Feed back

* Exercise 1: (pair work)

- Correct

1 Have seen, saw, am going to see

2 drank, have not drunk, drank

3 has written, did write, wrote

4 have been cooking, cooked, cooked

Exercise 2: (individual and peer correction)

- Ask Sts to do the exercise 2 and have peer correction

- T goes round to give help

- Give answers

1C 2a, 3c, 4a, 5C, 6a, 7c, 8a

4 Production

Game: Crosses and noughts

/t/ future tense simple perfect

simple present /d/ present continuous

Individual work Whole class

Work in groups

Group workWork in pairs

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past simple past continuous /id/

- Ask sts to make sentences using the sounds and the tense in

the grids

Ex: I looked at her -> sound /t/

Do you have money? -> present simple

Use verbal and non verbal communication to attract some one's attention

- waving, nodding, jumping, …

T comes into classroom, claps his/her hands and ask

- What have I just done to draw your attention?

- What will you do if you want to draw the teacher's attention?

-> Lead to the lesson

Whole class

10’ Pre- reading

- Teaching vocab: verbal, non - verbal, nod, informal …

*Pre teaching vocabulary

+ Communicate (v) – Communication (n) ( explanation )

+ Informality (n) (translation )

+ Nod (v) (n)

+ Whistle (v) (n)

+ Point at sth/ smb (v) action

+ Catch one’s eyes

- Checking vocab: (using task 1 - page 32)

- T's correction

17’ While - reading

* Task 2 (page 32): Group work

- Ask sts to read the text then decide which of the options is

the best tithe for the passage

- sts answer

- T gives correction

Group workWhole class

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* Task 3 (page 32): Group work

- Ask Ss to read the text again and write down the answers to

the following questions (Using game: Lucky number)

- T moves around class to give help

- Call on some pairs to present their answers in front of the class

- T feed back and give correction

10’ Post – reading

* Discuss in pairs

- Ask sts to discuss the meaning of the words "whistling, hand

clapping " in Vietnamese culture

- T's suggestion

Ask question: When? When do people/ Whistle? / clap hands?

- T's help and correct

Pair workWhole class

- Ask sts to find the different meaning of some gestures

nodding, shaking head,……

Practise speaking exactly and appropriately about the ways of socialising, based on the vocabulary and structures that they have learnt in the lesson

Make dialogues to practise giving and responding to compliments, based on the given information

-Give a picture about a party

- Call some Ss to look at the picture and talk about the people

- Suggestion: Give remark on their clothes, hair style, the body

…

+ Lead - in: They are giving the compliments to each other

But what do they reply to the compliments?

- To know more about it, today we study the speaking in

which we practice the compliments and responds.

Whole class

- Answers;

- They are wearing beautiful clothes; they are talking about the beauty; the hair style of some one

……

10’ Pre - speaking:

+ Task 1: Read these dialogues and pay attention to how

people give and respond to the compliments

- Work in pairs

1- "You really have a beautiful

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- Ask questions:

1- What does Barbara answer?

2- What does Barbara answer?

3- What does Peter remark Cindy's hair style?

4- What about Tony's tennis game?

5- What about Tony's answer?

- Call on some Ss to present their answers in front of the class

- Collect the ideas:

a- Compliments: + You really have a beautiful blouse

+ I've never seen such a perfect thing on you.

+ You've got a terrible hair style.

+ I thought your tennis game was a lot better today.

4- "I thought your tennis game was a lot better today"

5- "You've got to

be kidding! I thought it was terrible".

10’ II/ While -speaking:

- Task 2: Practice conservation with the compliments

- Set the scene: You are going to give compliments to suit the

following responses given in the text book.

- Go around and give help

- Call on some Ss to present their answers in front of the class

- Collect the ideas and give the sentences

+ Task 3: Read the open dialogues response to these

compliments given in the book

+ Rejecting: 1- You've got to be kidding! I'm an awful dancer

2- I hate it, I think it makes me look 10 years older

3- No, I don't My English is worse than you expected

- Read the conservation in pairs and give the compliments

Whole classPair work

13’ Post - speaking

Task 4: Topic - speaking:

- Model: T Won! I have never seen such a nice cell phone,

Nam!

P: Thank you I'm glad you like it

T: Could you tell me how much you paid for it?

P: Oh, sorry I don't know It was a gift from my sister.

- Go around and give help

- Call on some Ss to present their

conservation in front of the class

Whole classGroup work

2’ Home work

Work with your friends: Make compliments and responses

about something or performances of your friends in class

study

speaking English

singing

briefcase/ a new pen/ a nice hat/

-Prepare the next part

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Develop extensive listening skills

- Use the information they have listened to for other communicative tasks

- Ask students to work in pairs , study the picture and answer

the questions (on page 34)

1, What are they doing ?

-They are talking on the phone

2, What do you think they would say to greet each other ?

-Various answers

3, What do you think they would talk about ?

4, How long do you think it would take them to finish their call

and why ?

*Lead in :

- Do you often phone your friends ?`

- What do you often talk to them on the phone ?

* Checking:

1 We had an …… With the waiter about the bill

2 We need some help to …… the software

3 “Sorry” : She said , with an smile …

Give answers : 1 argument 2 install 3.apologetic

b Our lesson today’s , you will hear Linda , a social worker ,

advise young people own touse to use the telephone in their

family :

Activity 1 : Guessing T/F statements

Ask students to work in pairs to do sentences on the page 35 (6

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* Activity 3 : Listen to part of Ms Linda talk again and write

the missing words

- Ask students to use the given words to fill in the gap (group

works )

 agreed particular to avoid to stick

waking heart kindness adults

- Ask students to listen to the tape once and fill in the gap

individually

- Check and correct

- Answer :

10’ Post-Listening

- Arrange students to work in groups of 6

- To summarize Ms Linda Cupple’s talk

Give feedback : Length of time

Time for calling

Calling late at night

Calling at weekend

2’ Home work

Ask students to give some of their own pieces of advice on

how to use the telephone in the family

- can use the words to build complete sentences in Task 1,

- put the jumbled sentences in their correct order and then rearrange them to write the complete paragraphs in Task 2

* Cut –up sentences

- Divide the class into 4 groups

- Prepare 4 cards with a jumbled sentence and give one to each

group

Whole class

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- Ask ss to rearrange the word cards so that they will make a

meaningful sentence

- Tell Ss to write the sentences on the board

- The first group to have correct sentence win the game

Here is the cut- up sentence:

Task1 : Use the words to make sentences Change the form of

the verb.( No addition or omission is required)

- T introduces the aims of tasks in writing lesson

In task 1,T asks sts to discuss how to use suggested words in

sentences

- go around the class to help sts if necessary

- ask sts to show their key.T gives key to check

Whole classPair workIndividual work

16’ While writing

- Ask Ps to work in pairs or in group to read and discuss about

the re-ordered paragraphs

- Go around giving help

- Ask Ss to compare their answers in pairs and read aloud in

front of the class

- Ask Ps to read their answers

- Listen to Ps and collect their mistakes for indirect correction

Checking

- T correct with Ps

- T gives feedback on Ps’ work

- T points out some common mistakes made by Ps

- Ask Ps to give comments on the others’ writing

Paragraph 2:

1 The simplest way to apologize is to say I m sorry “ ’ ”

2 Let s take a common situation Tom is late for class and ’

enters the classroom.

3 What does he do? The most polite actionis usually to take a

seat as quitely as possible and apologize later.

4 But if the teacher stops and waits for him to say something,

he could apologize simply I m sorry I m late , ask permission“ ’ ’ ”

to take his seat and sit down.

5 Naturally, more than this is needed, but it is not the time for

it because it has already caused some interruption and doesn t’

need to make it any longer.

Group workIndividual work

9’ post – writing

Matching

Prepare 30 cards with different sentences on Two cards will

make a complete sentence

For example:

Whole class

Trang 29

Card 1: Men make house,

Card 2: women make home

Card 3: I couldn’t enter the house last night

Card 4: because I lost my key

(There is no number on these cards)

Deliver these cards among Ss, ask them to find their partner to

make a complete sentence The pair complete first is the

winner ( they can get a present)

2’ Homework

- Aks Ps to learnt by heart the lessson

- Review the points that have been covered in the lesson and

do the exercise in the exercise book

- Prepare for the next part

Period 17

Date 6/9/2011

unit 3: ways of socialising

lesson 5: Language focus

1 Objectives:

By the end of the lesson, sts will be able to get some rules of the stress in two - syllable words and revise reported speech

- Text book, handouts

- Structures: Reported speech in the past

- Pronunciation: stress in two - syllable words

3 Procedure:

8’ Warm – up

- Odd one out (work in groups) (5 minutes)

- T gives handouts and asks sts to read the words and

underline the word with a different stress pattern from the

others

a England discuss mistake signal

b forget custom tavern happy

c polite lucky student locate

d enjoy attract formal reduce

- T gives feedback and leads in the new lesson

8’ Pronunciation

1 Listen and repeat

- T asks sts to listen to the tape and repeat (chorus)

- T asks sts to read the words individually

- T gives feedback and gives comments

- Most of two - syllable verbs have stress on the second

syllable

- Most of two - syllable nouns and adjs have stress on the first

syllable

2 Practice

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Time Teacher s activities’ Ss activites’

- Let sts read the sentences (page 38) (individual word)

- Teacher gives feedback

- Tasked sts to fill the missing words in the blanks

a John said "I work for a big company”

 John said that he - for a big company

b Lan said "I am leaving tomorrow morning"

 Lan said that she was leaving

a worked b the next day morning

- Tasks sts to rememher how to change direct sentences into

Ex1: Reporting the past (page 38)

- T divides the class into 5 groups: Each group has 2 sentences

- T goes around and help sts if necessary

- T calls some sts to read their answers and write the sentences

on the board

- T give feedbacks

Expected answers

2 Thuan said he worked for a big company

3 Thuan said he was their marketing manager

4

10

Ex2: Sentence transformation

- Tasks sts to complete the conversation in pairs

- T corrects the dialogue by calling sts to play roles and

present the dialogue again

3 Production

- T divides the class into 2 groups and to make sentences:

group 1: say direct sentences

group 2: change the direct sentences in to indirect sentences

- T lets sts peer - correct, then gives feedback

- Summary main contents of the lesson

- To practise students’ listening, speaking, reading, and writing skills

- To help students to be able prepare for the 45- minute test then do the exercise given

II Teaching aids:

- Textbooks, pictures, colour chalks, hand-outs, tape, cassette player

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III Teaching stages:

Teacher s activities’ Ss activities’

1 GREETING AND CHECKING ATTENDANCE

- Teacher greets the class and checks if anyone

is absent

2 PREVIOUS LESSON

- Questions and answers about thepassive voice

3 NEW LESSON

_ Asks students to read the questions carefully

then try to guess the answers and discuss the

answers with their friends

_ Play the tape and asks students to listen to

the the tape

_ Asks students to listen to the tape then

answer the questions given

_ Asks some of them to give the answers

orally

_ Asks the others to give comments

_ Gives suggested answers if necessary

_ Asks students to copy the answers

themselves

_ Asks students to read the reading then find

the words which mean:

_ Asks them to read the questions provided

carefully

_ Asks them to read the passage again then

answer the questions

_ Asks them to compare their answers with

those of their friends’

_ Asks some of them to give the answers

orally

_ Asks the others to give comments

_ Give suggested answers if possible

_ Ask students to read the open sentences

carefully

_ Ask students to do the exercise in pairs

_ Ask students to compare the answers with

their friends’

_ Ask students to give their answers

_ Ask other students to give comments on the

answers with their friends

_ listen to the tape then answer the questions given

_ discuss the answers with their friends then correct the mistakes themselves.Suggested anwers

TFFTT

2 Reading_ read the reading then find the words in the reading to do the exercise given

_ read the questions provided carefully._ read the passage again then answer the questions

_ compare their answers with those of their friends’

_ give the answers orally

_ others to give comments

_ take notes of the suggested answers if possible

3 Grammar_ read the open sentences carefully

_ do the exercise in pairs

_ compare the answers with their friends’._ give their answers, others give comments on the amswers given

_ listen to the teacher’s explanation then take notes of the right answers if

necessary

4 Writing

- Work in pair to correct and present their writing to correct with the whole class

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Teacher s activities’ Ss activities’_ prepare Unit 4- A Reading for next period.

_ Review the three units 1-2-3 for the 45 minute-test

- To check sts’ understand and revise the main points of Unit 1, 2 and Unit 3

- To reproduce Grammar and Vocabulary

I Read the passage carefully and comple the questions by choosing the best answer (1 p.).

Each student at an engineering college in Canada gets a steel ring upon graduation in addition to graduation certificate There is a story behind the unusual ring Several years ago, a graduate from this engineering college designed an iron-steel bridge Unfortunately, because of many mistakes in his design, the bridge collapsed soon after it came into use This event shook the engineering college And the college authorities decided to take back the framework of the iron-steel bridge and use it as raw material for making rings to give the students upon their

graduation The college wants the students to remember this lesson forever so as to avoid

making such mistakes again

1 Upon graduation each student is given a steel ring as

A a gift from the college C a warning to avoid making mistakes in design

B a model to make design D a warning not to make an iron-steel bridge

2 The wrongly-designed iron-steel bridge was finally

A put into use C used again after repairing

B sold at a low price D made into many steel rings

3 The ring is quite unusual because

A its design is excellent C it has a sad story

B it is very expensive D it is different from others

4 The best title for the passage is

A A Great Mistake C A Warning Ring

B A Shocking Event D A Lesson To Be Remembered

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5 Which of the following statement is TRUE according to the passage ?

A The iron-steel bridge didn’t come into use until it collapsed

B This bridge has been used ever since it was built

C The iron-steel bridge collapsed soon after it came into use

D The bridge collapsed because it was designed by a poor student

II Choose the best answer (4 p.).

1 Many pop and rock stars love being the of attention

2 My father doesn’t like any kind of change He’s very in his ways

3 Some people are interested in films than in other people

4 Daisy was shocked when I disagreed with her She’s so used to getting her own

5 I have always got well with old people

6 In many families the important decisions are by women

A done B given C arrived D made

7 We had to turn their invitation to lunch as we had a previous engagement

8 He’s very sensitive, so better be careful what you say

9 However irrating they are, we shouldn’t our temper with small children

10 In Britain everyone travelling in a car wear a seat belt

11 Their came to Brazil from Spain

A ancestors B altars C languages D diversity

12 We homework yet

A haven’t done B don’t do C aren’t doing D didn’t do

13 Look! The dogs after you

A run B ran C have run D are running

14 When I to school I saw my old teacher

A walked B was walking C have walked D walk

15 Their is planned for January next year

A marriage B marrys C married D marry

16 James to London tomorrow

III Choose the word with the different pronunciation of the underlined part (1 p.).

2 A obliged B conducted C supposed D concerned

3 A missed B wanted C started D avoided

IV Writing: Turn into reported speech (2 p.).

1 ‘ Don’t go near the water, children,’ she said

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V Listen to a woman's suggestions of summer domestic chores for kids Fill in the gaps (2 p.).

Well, feeding and (1) pets are important in the summer Especially in hot weather, animals need to be watered like humans

With all the water activities of (2) , floors and carpets also need to be cleaned more often Kids can help sweep and mop floors if they are taught how Vacuuming

is a chore that most children can do Cleaning spots on (3) can be done by children if parents take a few minutes to train them

Watering lawns and (4) is a great summer chore for kids Even a toddler can water (5) and plants, and most young children love water, so take advantage of the (6) process and give them something important and fun to do

Windows and sliding glass doors seem to (7) hand prints in the summer Why not include the kids in this cleanup (8) ? Spraying window cleaner on a window can be lots of fun, and wiping the windows clean a satisfying task

After this correction students will be clearer about the test they have just done And have

to know how to try their best for the next test

II Method: Integrated, mainly communicative

III Teaching aids: board, the test paper, key for the test

IV Procedures:

5’ Warm-up

- Greeting

- Ask students some questions on the previous test

- Tell the aim of the period: correct the test

- Greeting

- Listen and understand the task

10’ I Reading

- Repeat the question

- Get students to read the passage again carefully

- Call some students to read out their answers, and the others

give remarks if it is correct or not

- Finally read the keys out aloud

(1.0 point)

* Keys: 1.c – 2 d – 3.c – 4.C – 5.c

II Choose the best answer

- Get the correct answers from the keys

- Look at their paper

- Compare the results with the others

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Time Teacher s activities’ Ss activities’8’ III Choose the word with the different pronunciation of the

underlined part (1 p.)

- Get the correct answers from the keys

10’ IV Writing: Turn into reported speech (2 p.)

- Get students to read the writing again carefully

- Call some students to write their answers on the board, and

the others give remarks if it is correct or not

1 ‘ Don’t go near the water, children,’ she said

 She told children not to go near the water.

2 ‘ The mirror is there so that you can see yourself when you are

dancing,’ she told him

 She told him (that) the mirror was there so that he could see

himself when he was dancing.

3 ‘ When will you go back?,’ Susan said to him

 Susan asked him when he would go back.

4 “It is kind of you to lend me some money” I thanked James

 I thanked James for lending me some money.

- Look at the writing again and compare it with the others

- Correct the wrong sentences base on the key

10’ V Listen to a woman's suggestions of summer domestic

chores for kids Fill in the gaps (2 p.)

- Show the listening script on the board or read the passage

again several times

- Get students toread the passage again carefully

- Call some students to write their answers on the board, and

the others give remarks if it is correct or not

Well, feeding and watering pets are important in the summer

Especially in hot weather, animals need to be watered like humans.

With all the water activities of summer, floors and carpets also

need to be cleaned more often Kids can help sweep and mop floors

if they are taught how Vacuuming is a chore that most children can

do Cleaning spots on carpets can be done by children if parents

take a few minutes to train them.

Watering lawns and plants is a great summer chore for kids Even

a toddler can water flowers and plants, and most young children

love water, so take advantage of the development process and give

them something important and fun to do.

Windows and sliding glass doors seem to collect hand prints in the

summer Why not include the kids in this cleanup project? Spraying

window cleaner on a window can be lots of fun, and wiping the

windows clean a satisfying task

- Listen to the teacher’s reading carefully

- Try to get the correct answers

- Compare with the other

classmates

- Compare with the keys

2’ Summary and Homework:

Trang 36

guess the meaning in context

scan for specific information

know about school education system in English

a Do children start grade 1 when they are 6 years old?

b Is schooling compulsory from the age of 6 to 16?

c Does the school year generally begin in September and end

in late May? …

- T check the answers, gives the summaries

- T leads sts into new lesson

- Ask Ss to decide if the statements are T or F (according to the

sentences at the pages of 44)

Expected answers: 1-T 2-F 3-F

4-F 5-T

Feedback and comments

12’ While - reading

a, Activity 1: Questions and answer ( Task 2 – page 46)

- Ss read the passage and answer the questions

- Asks Ss to compare the answer with the partners

- Call on some Ss to write the answers on the board

5 There are 3 core subjects( English, Math and Science).

- Teacher checks and corrects

Group workPair work

Trang 37

b, Activity 2: Gap- filling:

School is (1) for all English children from the

age of 5 to 16 The academic year in England runs from

(2) to July and is (3) into 3 terms.

(4) term is from the beginning of September to

mid- December Spring term is from the beginning of January

to mid- March and (5) _ term from early April to

mid- July Each term is separated by one week (6) _

called half term.

- Delivers handouts and puts Ss to work in pairs

- Asks them fill in and speak out the answers

* Stop and correct:

- Ask Ss to read the 2nd paragraph carefully for 5 minutes and

then close their books

- Ss listen and shout “Stop” when they realize the wrong information

- Ask Ss to correct the wrong information

- Tell Ss to open their books and check the answers

There are (1) paralled school system in England

The first is the (2) _ school system, which is free to

all students, paid for by the (3) The second

category is the independent or (4) _ school “ ”

system, which is (5) _ by students The state school

system which educates (6) of the pupils in

England can (7) into two levels of education:

primary education and (8) _ education.

* Mistake correction:

1- two 2- state 3- state 4- private

5- fee paying 6- 93% 7- divided 8- secondary

Whole classPairwork

2’ Homework

- Ask Ss to write a short paragraph about the most difficult school

subjects and solutions to the better study of the subjects

Get some knowledge of education

Talk about the school education system in Vietnam and England

Picture and handouts

3 Procedure:

Trang 38

5’ Warm- up- Choose the correct wordsto fill into the gaps

(Kindergarten, Primary school, Lower and Upper secondary school)

a, When you are from 4 to 5 years old, yo have to go to……

b, When you are from 6 to 10 years old, yo have to go to……

c, When you are from 11 to 14 years old, yo have to go to……

d, When you are from 15 to 17 years old, yo have to go to……

*Keys:

a, Kindergarten

b, Primary school

c, Lower secondary school

d, Upper secondary school

Whole class

6’ Pre - speaking- Reorder the phrases in to the corret levels of education from

low to high education system

a, Upper secondary school c, Kindergarten

b, Nursery school d, Lower secondary school.

- Check and comment

Task 1: Questions and answers (Page 47)

-Ask and anser the question about the school education system

in Vietnam

- Ss work in pairs

- Hang on the questions on the board:

1.When do the children to start primary school in Vietnam?

2 How long does primary school last?

3 When do they go to lower secondary school? upper secondary

school?

4.How long does the secondary school last?

5 How many levels of education system in Vietnam and What are

they?

- Call on some pairs of Ss to answer the questions

- Correct

Task 2: Talk about the school education system in Vietnam

using the information from task 1.

- Break the class into 4 groups

- Practise speaking about the school education system

inVietnam

- Call some Ss to speak out

- Give feedback and make comment

*Suggested answers : There are 4 levels of education in

Vietnam: Pre- school, primary school, Lower and upper

secondary school.Children oftengo to Pre- school when they

are one year, which is optial, Primary and lower secondary

education are compulsory in Vietnam…

Pair work

Pair workGroup work

Trang 39

* Write about the similarities and differences between the

school system in Vietnam and England.

- Divide the class into six groups and give each group a poster

and a board marker

- 3 groups write about the similarities and the others write

about the differences

- Have Ss to tick on the poster and report the result to the class

- Give feedback and comment

- Listen for the understanding of the conversation

- Know more about the school education in Vietnam

- Play a game : jumbled words about subjects at school

- Give Ss the handouts with the words:

1.n f h c e r 2 p i s s h y c

3 s a a t c m h m e i t

4 e r t u a r l i t e 5.p g g y o a e r h

- Ask Ss to work in groups of four

- Call on some Ss to give the words

- Congratulate th winner

Keys: 1 French 2 physics 3 Mathematics

4 Literature 5 Geography

*Lead- in : Now we will listen to the conversation between

Jenny and Gavin talking about what they do at school

Whole class

10’ Pre - listening

* T asks sts to discuss 2 questions (pairwork)

a What school subjects are you good at?

b Which ones do you enjoy most/ least in your class? Why?

- Sts give the answers

Vocabulary - teaching

- tear away (n) >< well behaved

Pair workWhole class

Trang 40

- disruptive (a) >< careful

- struggle (n) = difficulty

10’

12’

While- Listening

a,Task 1:Listen to the conversation between Jenny and

Gavin (Tape 1-Page 48)…

- Play the tape twice

- Listen and put a tick to the the question which the answer is

“Yes”

- Go over the answer with the class

- Play the tape one more time for Ss to check the answers

b,Task 2: Listen and answer the questions

- Divide the class in ti 4 groups, each group has to answer one

question

- Play the tape twice

- Ask Ss to give the answers on the board

- Play the tape one more time

- Comments

Individual workPair work

6’ post- Listening

- T ask Ss role - play

+ One is Jenny and the other is Gavin

+ Jenny makes questions

+ Gavin gives answer

Pair work

2’ Homework

- Write about the result of your current exams at school and

what you will do to prepare for the next exams

By the end of the lesson, Ss will be able to :

Describe school education system

Write a short passage

* Brain storming (Groupwork)

School education system  Start school

 Primary

 Lower secondary school

Whole classGroup work

10’ Pre- writting

*Pair work

T: gives hand out with 8 questions in structions

Pair work

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