Giao an lop 12: Unit 12 + Unit 13

- Introduce the situation of the passage While you read : 23 minutes - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciati

+ Read the passage and complete the tasks of the lesson.

- Language: Students could understand and use new words after reading

- New words: Words related to home life

3 Skills: Guessing meaning in context, scanning for specific information and

passage comprehension

II Method: Integrated, mainly communicative

III Teaching aids: Student’s book and pictures, etc.

IV Procedure:

Warm-up: (5 minutes)

- Ask students look at the picture and

ask some questions

- Let students understand more about ,

house hold chores and family life,

today we learn Unit 1- part A: Reading

Before you read : (7 minutes)

Ask students to work groups to ask and

answer about the pictures

- Hang on the blackboard the table of

questions Ask students to work in

pairs looking at the pictures to ask and

answer them

1 Where is the family?

2 What is each member of the family

doing?

3Is the family happy?Why (not) ?

- Introduce the situation of the context

- Read the context once to the class

- Show students some new words:

+ to be caring

+ to be willing to

do st

+ to be close -knit+ to bemischievous

- Open the book

- Listen to the teacher

- Look at the picture andanswer

- Listen to the teacher andopen the book – Unit 1,part A: reading

- Work in groups to discussabout the pictures

- Work in groups to ask andanswer the questions give

by the teacher

- Stand up to answer in front of the class

P1: Thefamily is at home

P2: The father is playing games with his son and the mother is helping her daughter do homework

P3: Yes, it is.because they look warm and close –knit

- Look at the book and listen to the teacher

- Help students to summary the main

ideas of the context

* The first paragraph: the writer says

about the parents’ jobs and the people

in her family

* The second paragraph :The writer

says about the activities of her parents

every day

* The third paragraph: The writer says

about her younger brothers and her

herself

* The writer says about the happiness

in her family

- Ask students to think of their

thoughts about a happy family

- Introduce the situation of the passage

While you read : (23 minutes)

- Ask students to look through the

passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of

new words which appear in the passage

+ Task 1: (10 )’

- Ask students to work in groups to

read the sentences in the task and then

choose the sentence A,B or C that is

nearest in meaning to the sentence

given

- Read all the sentences which they

have chosen loudly to the class

Teach some new words: close –knit

(a), mischievous (a),

- Ask students to work in groups to do

2,How caring is the mother ?

3,How do the father and the daughter

share the household chore ?

4,What is the daughter attempting to

do after secondary school?

5,Why do the children feel they are

safe and secure in their family ?

- Ask students to read the questions

- Listen

- Note down

- Work in groups and try torepeat the main ideas in each paragraph

-Practise speaking their ideas freely

Listen to the teacher

- Work in groups , read the sentences carefully

- Listen to the teacher and read up the sentences aloud

- Note down the new words

- Read up

- Work in groups to do the task

- Read the passage

- Work in groups to find thesum up of the passage

- Present the answers in front of the class

- Commend

- Note down the reason of the choice

carefully and discuss the answers

- Help students to find the paragraph

which contain the information for the

answers

- Call the leader of each group to

answer the questions

- Ask the whole class to commend

- Feedback and give the correct

answers and give point

After you read : (8 minutes)

- Ask the whole class to discuss about

a happy family

- Call some students to say about their

thinking of a happy family

Home work: (2 minutes)

- Write about their family or others

they know

- Prepare Part B : Speaking at home

- Work in groups to ask andanswer the questions using the information from the passage

- Some students answer the questions in front of the class

Listen and take notes

- Do the home work andprepare for the next lesson

1 Educational aim: Students can talk about their family and other families

+ Students can ask and answer about household chores and family

+ Students discuss their ideas about the true of a happy family

2 Knowledge:

- General knowledge: By the end of the lesson students can practise a dialogueabout a happy family

- Language: asking for and giving information from a passage

- New words: words related to the topic

3 Skills: talking about Home life and their activities in the family

II Method: integrated, mainly communicative

III Teaching aids: pictures ,textbook,

students to work in pairs to talk about

their family in 3 minutes - Call of the

leaders of each groups to talk about

her/his family in front of the class

- Feedback and lead the class to the

topic of speaking activities

(we are going to discuss about our

family )

Pre-speaking : (12 minutes)

Task 1 Let students read the

following sentences and choose

which apply to them or their family.

- Ask students to work in groups to

speak the sentences

1, In my family ,only my father

works

2,Member of my family share the

household chores

3,My responsibility in the family is to

wash the dishes

4, In my family, the interest we share

closely is watching football

5,I often share my personal secrets

with my father

6, I always talk to my parent before

making an important decision

- Go around and listen to the students

–Give more suggestions if they need

While-speaking : (15 minutes)

Task 2 - Work in pairs

-Let students ask and answer the

questions about their family

- Listen and give the ideas to each pair

- Work in groups to talk about family

-

-Work in groups and givetheir ideas why they choose

-Each student stands up and talks about their family

A: In my family ,my parents both go to work,

B: In my family,

-Practice speaking out their ideas about their family

A: Who works in your family ? B : Both

my father and mother

A: Who often does the household chores ?

B : My mother mainly does it and sometimes myfather help my mother

A :How is your responsibility to your family ?

B :I often clean the house and cook the mealswhen I finish my

studying

A : How do the family members

share the interest ?

B :We often watch

Task 3:Work with a different partner.

- Ask students to use the questions

they have form to ask about her/his

- Let the students practise speaking

freely about their family

-Go around to listen and give remarks

- Ask some students to stand up and

tell loudly

- Listen and correct mistakes

Homework: (3 minutes)

- Ask students to write a passage about

a happy family (80 words)

- Ask students to prepare Part

C-Listening and do homework

television each other in the evening

A : Who do you often share your secrets with ?

B : I often share with my mother

A: Who do you talk to before making an important decision?

B: I often talk to my parents

- All students write some sentences about their family and then stand up

P2 : In Loan’s family ,only her father goes to work and her mother is at

home

-Work in groups and thenspeak out their opinions

PS : I think a happy family should have

P : Yes it is Becauseevery member in thefamily often share thefeelings with eachother

- Listen to the teacher

- Write down the homework

I Objectives:

1 Educational aim: Students can + Listen to get information to decide True or

False statements

+ Students can improve their ability of listening

to write down the main ideals of the lesson

2 Knowledge:

- General knowledge: Students learn more about a happy family

- New words: Words related to family

3 Skills: - Listening and comprehension questions

- Listening and deciding on True or False statements or no information

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, pictures

IV Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Ask students to close the books

- Give some pictures and answer some

questions

1,Who are they?

2 ,What are the relationship among

them ?

- Check some students and mark

- If you want to know more details

about them we will go to Unit 1- part

Listening

Pre-listening: (7 minutes)

- Introduce the topic of the listening:

In this you will listen to people talk

about their friends But now please talk

about your family first

- Ask students to read all the words

given carefully and show the difficult

* Before you listen :

- Ask students to look at the picture

and say : +What are they doing ?

+How many people are there in

the family ?

While-listening: (20 minutes)

Task 1

- Introduction: you are going to listen

to Paul and Andrea talk about their

family Ask students to

read the sentences carefully first to get

- Close the books

- Listen to the teacher

- Work in groups andlook at the picture andanswer

- Listen to the teacher andopen textbooks

- 0ne or two students talk about their family

- Read the new words

- Listen and note down

- Work in pairs to ask andanswer

+ P : -They are having a party

- There are 9people in the family

- Keep book open

- Listen to the teacher

- Read the sentence

the True or False.

- Ask students to get the difficult

words

- Read the tape-script loudly to the

class

- Ask students to decide the answers

- Listen and remark

- Ask students the question :

- Why do you think it is true /

- Ask students to listen again and note

down two things that are different

about Paul’s and Andrea’s families

After-listening: (10 minutes)

- Ask students to open the books

- Ask them to discuss the importance

of family in a person’s life

- Let them work in pairs

- Walk round and help students

- Ask some students to stand up and go

to board and write

- Listen and correct mistakes

Homework: (3 minutes)

- Ask students to write a passage about

the importance of family in a person’s

- Listen to the teacher

- Speak out the sentences individually

- Listen and work in pairs

to speak out some information they have heard from the tape

-Discuss and find out the the importance of family

in a person’s life

- The students who arecalled go to board andwrite down your answer

-Listen to the teacher andwrite down homework

1 Educational aim: Students can write a paragraph about family rules

depending the given prompts

2 General knowledge: Students learn how to write a description , stages of a

description

- Language:

- New words: Words related to the topic

3 Skills: Writing a narrative

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, notebook, some pictures

IV Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

A word game.

- Divide the class into 4 groups

- Ask students to work in groups to

revise the words using to say about

family

(in 2 minutes)

- Call the representatives of the groups

to write as many words on the boards

as possible (in 2 minutes)

- The winner is the students who has

got the largest number of correct

words on the board

- Call some students to repeat the

meanings of the words

Pre-writing: (10 minutes)

- - Ask students to use the following

- Keep book close

- Listen to the teacher andwork in pairs

- Work in groups to revise the words

- Go to the board to write the words

- Repeat the meanings of the words in front of the class

- Listen to the teacher

verbs and expressions.

Give and read some words aloud :

_ Let ,allow, be allowed to, have to,

permit, etc

+ Some expressions :

- doing household chores

- coming home late

- preparing meals

- watching TV

- talking on the phone

- using the family motorbike

- Listen to the pairs and help them if

they

get some difficulties in speaking

- Ask students to stand up and say a

paragraph about his/her family

While-writing: (18 minutes)

Task 2

Ask students to use the ideas they ‘ve

dicussed to write a leter to a pepal

about their family

-Give some out line : first,

second ,further more,

and finally etc

- Call two good students present their

outline in front of the class

- Ask the others comment

- Feedback and give some correction

to help students to have a better outline

to write

Post-writing: (10 minutes)

- Give suggestions and corrections

- Ask students to read another’s

- Ask students to do part writing of

Unit 1 in the student’s work book and

prepare part Language Focus

and open the books

- Read all words and expressions and work in pairs

A : Do you have to do the household chores ?

B : Yes, after my studying or my free time

A : Are you allowed to come home late ?

B: No, because my parents are strict

A : Do you oftenprepare the meals ? etcEach representative of agroup stand up and sayabout the family

A: - In my family , everybody has to do the household chores I’m notallowed to come home late, I only can watch TV when I finish my

homework

+ Write the letter individually

- Every family has its

own rules Mine has a few First, everybody has

to do the house hold chores, we only go out or watch TV when we finish all homework

- Some students readloudly their products in

front of the class

- Listen to the teacher andwrite down homework

- General knowledge:+ Students have to remind of tense :past simple, past

progressive and present perfect

+ Students have to do some exercises of tense

- New words: Words related to topic

3 Skills: Intonation and phrasal verbs

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, pictures

IV Procedure:

Teacher s activities’ Students activities’ Notes

Pronunciation: (8 minutes)

- Guide students to pronounce the

endings /s/,/z/ : bats /s/ # bags /z/

- Ask students to read the up the words

and the sentences

- Ask students to read up in chorus

+ The past simple

+ The past progressive

+ The present perfect

- Ask students to give some

sentences

- Let students compare the differences

ebtween past simple and present

- Ask students to choose their suitable

verbs in the sentences

Listen to the teacher

- Listen to the teacher andread up

- Read up in chorus twice

- Some students read up

in front of the class

- Listen to the teacher andspeak out

-She has learnt English since she was in grade 1

- Work in pairs and give the differences

* past simple : happened and finished with the definite time in the past ,not related to thepresent

-Ex : He bought a car yesterday

* present perfect : started

in the past but related to present or future and givethe result at present

-Ex : She has learnt English since she was in the grade 5

- Work in groups to do the exercise

1 Have you seen

- Call the leader of each group present

their answers on the board

- Ask the whole class to comment

- Call the leader of each group present

their answers on the board

- Ask the whole class to comment

Homework : (2 minutes)

Ask students to do Part Language

Focus and prepare part Reading of

7,Have you met ?

- Discuss the answers andgive comment on the sentences

- Listen to the teacher and work in groups

14, C : stay

15, B : am going

- Redo the exercises

- Do the exercises in the workbook

- Prepare for the nextlesson

Unit 2: cultural diversity

- Students read passage comprehension about role of cultural diversity

- Students know how to use the new words through asking and answering

2 Knowledge:

- General knowledge: - Through this unit, students know more about culturaldiversity

- New words: Words related to the topic( culture, society )

3 Skills: -Guessing meaning from context

-Summarizing main idea -Passage comprehension

II Method: Intergrated, mainly communicative

III Teaching aids: Real objects, pictures, English textbook 12, hand-outs

IV Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Ask students to list out the factors that

create a happy life

-Let students work in pairs

-Ask students questions

_Lead in: Today, we’ll study a new

- Listen to theteacher

question

lesson Unit 2- part A :Reading

Hang on the blackboard the table of the

questions to help students to guess the

activity in each picture:

- Which of the following factors is the

most important for a happy life ?W

hy ?

- Love, money, parents approval, a ’

nice house,a good job, good

health etc.

- Ask the representatives of the groups

to express their ideas in front of the

class

- Give the feedback

+ Pre-teach some new words

- precede (v) - counterpart(n)

- confide(v) - sacrifice (v)

- Ask students to read up in chorus

twice

- Ask students to guess the meaning of

the new words

+ Introduce the situation of the passage

+ Show students the tasks of the

reading

While-reading: (20 minutes)

- Make the class read the small talks, to

scan the details and do the tasks

Task 1 :

Ask students to read the passage in

skim to make sure the meaning of the

words

- Call some students to show the

meanings

- Ask students to read the passage again

and do the task in groups of four

- Call on some students to read the

answers in front of the class

- Ask students to read the sentences

with the words given

Work in groups to talk about the

activities in the pictures

- Look at the questions and try to answer them ingroups to discuss

- One student speaks out his/her ideas in front of the class

- Look at the board, note down

- Read the new words in chorus twice

- Work in groups to guess meanings of the words

- Listen to the teacher

Read the passage in skim

- Show the meaning of the words

- Work in groups to fill

in the blanks

- Read the italicized words/ phrases and explain in front of the class :

Task 2

- Ask students to work in groups of 8 to

answer the questions given

- Call on some students to show the

class the right answers

-Listen to the students and help them if

neccesary

Post-reading: (12 minutes)

Ask students to work in groups to

discuss about the question :

+ What are the differences between a

traditional Vietnamese family and a

morden Vietnamese family ?

- Give some suggested words to talk

about a family :number of children, the

house they like to have, the head of the

family , who works , who takes care of

the housework and children , the

income

- Call on some representatives on the

groups to talk about the differences

Homework : (2 minutes)

-Do reading text in workbook

-Prepare the next lesson

- Work in pairs to answer the questions

A: What are the four keyvalues in the survey ? B: They are Physical attractiveness,

A: What are the Indian students’ attitudes on a partnership of equals ?

B :The Indian students agree that a woman gas

to sacrifice

- Read the questions carefully and work in pairs to answer the questions

A: - I think a modern family has fewer children than a traditional one

the head of the family in

a modern family is both

a husband and wife, they share the household chores and

take care of their children

- Work in groups to discuss to compare to other groups

- Talk in front of the class about the class

-Listen to the teacher and

- Know how to arrange opinions sensibly

- Language: Students use sentences, words, phrases and expressions for making

their view

3 Skills: Fluency in expressing opinion and expressions for making a opinion

II Method: Integrated, mainly communicative

III Teaching aids: Pictures, English textbook 12, hand-outs

IV Procedures:

Teacher s activities’ Student s activities’ Notes

Warm-up:(5minutes)

Checking the last lesson

- Call two students to go to the board

Students 1 and 2 : Talk about the

differences between a traditional

family and a modern family they’ve

written at home

- Ask the other students to comment

about the talking

- Feedback and give correction if

We are going to talk about the

differences among cultures

- Ask students to express their point of

view on the followings ideas , using

the words or expressions in the box

* In Vietnam ,three or even four

- Listen to the teacher

-Read the paragraph in front of the class

- Listen to the teacher

- Read the sentences

generations may live in home.

* A happy mariage should based on

love

* In some Asian countries , love is

supposed to follow marriage not

precede it

* In some countries, a man and a

woman may hold hands and kiss each

- Ask students to work in pairs to

discuss about the differences between

the culture in America and in

Vietnam

+Give the culture in America:

- Two generations ( parents and

children ) live in a home

- Old- aged live in nursing home

- It is not polite to ask questions about

age, marriage and income

- Americans can greet anyone in the

family first

- Groceries are bought once a week

- Christmas and New Year holidays

are the most important

- Children sleep in their own

bedrooms

+ Listen to the students and give more

the ideas about the differences

Post-reading: (14 minutes)

Task 3:

- Ask students to work in pairs or

work in groups to talk about the

similarities and differences between

Vietnamese and American cultures,

given and work in groups

to dicuss

A : In my opion,it is not good for three or four generations to live in a family because they will find it difficult to

sympathy their interests and habbits and I agree that love is supposed to follow mariage not precede it

B: I don’t agree with your ideas, I think it is good to have three or fourgenerations living under one roof because they canhelp each other a lot

- Work in pairs to discussand give their ideas aboutthe differences

+ Give the culture in Vietnam.

-There are more generations in a home (grand parents, parents and children )

- Elders live with their children and are taken care of by their sons

- Can ask the questions about the age, marriage and income

- Have to greet the older first

- Do the shopping everyday

- Tet holiday is the most important

- Children can share bedrooms with the other

in a family

- Work in groups or in pairs to compare

Ps : - There are differences and similarities between

using the features discussed in the task

- Do the exercises in the workbook

- Prepare for the next lesson

Vietnamese and American cultures In America, two generations(parents and children) live in ahome In Vietnam, two, three

or even four generationslive under one roof etc

-Listen and copy

1 Educational aim: Students should know how to listen to give some

information about the wedding ceremony in Vietnam

2 Knowledge:

- General knowledge: Students learn about the wedding ceremony in Vietnam

- Language:

- New words: Words related to culture, wedding

3 Skills: -Filling in missing information

-Passage comprehension

II Method: Intergrated, mainly communicative

III Teaching aid: Pictures ,textbook

- Let students look at the picture and

describe and answer some questions:

1,Where do the women come from?

2,What are they doing?

3,do they have happy life? why do you

- Listen and answer

- Work in pairs and eachand answer

- Listen and give mark

Pre-listening : (6 minutes)

Ask students to work in groups to ask

and answer about the picture

- Hang the table with the questions on

the board

+ Have you ever attended a wedding

ceremony?

+ What do the bride and the groom

usually do at the wedding ceremony?

- Ask students to ask and answer

freely

- Give some words : altar, banquet,

groom, ancestor ,blessing, tray

While-listening: (24 minutes)

Task 1:

Introduction: You are going to hear

two people talking about a wedding

ceremony in Vietnam

- Introduction: you are going to listen

to the conversation to get the

information to fill in the missing

information

- Let the students read all the

sentences before listening

1, The wedding day is carefully chosen

by the

2, The gifts are wrapped in

3,The wedding ceremony starts in

front of the

4,Food and drink are served

5,The guests give the newly wedded

couple envelopes containing

and

- Ask students to compare the answers

with a partner

- Call on some students to go the board

to write their answers

- Ask students to explain their answers

in front of the class

- Feedback and Correct the answers

Task 2:

-Ask students to listen to the passage

again and answer the questions

- Listen to the teacher or the tape

- Read the sentences and then listen to the teacher

or the radio carefully

- Work in pairs to compare the answers

-

- Listen and try to get the

- Ask the students to read all the

questions before listening

- Let the students listen to the tape two

or three times and answer the

questions

After-listening: (10 minutes)

- Ask students to work in groups to

answer the question : What do families

often do to prepare for a wedding

– Prepare for the next lesson

information to answer thequestions

- Read the questions carefully

- Work in groups to discuss and answer the questions

1,The most important thing the groom s family ’

has to do on the wedding day is to go to the bride s’

house bringing gifts wrapped in red paper.

2,They would pray ,asking their ancestors permission to ’

get married.

3, After they pray and ask their ancestors ’

permission to get married.

1 Educational aim: Student can describing typical features of a Vietnamese

conical leaf hat

2 Knowledge:

- General knowledge: Students could write a report to describe typical features

of a Vietnamese conical leaf hat

- Language: Words used in a Vietnamese conical leaf hat

3 Skills: Describing a Vietnamese conical leaf hat

II Method: Interagrated, mainly communicative

III Teaching aids: Some models of chart, real information in life

IV Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up : (4 minutes)

- Work in pairs to talk about the

special things in Vietnam

- Call the best student in the class to

tell his/her story to the class

- Comment and lead students to the

topic of the lesson

Pre-writing: (10 minutes)

Task 1

- Ask the students to write about the

conical or the “non la”, a symbol of

Vietnamese culture

- Give some new words : leaf, rim,

ribs,

strap.

- Ask students to observe the photo of

the “non la”

While-writing: (20 minutes)

Task 2

Let students write a passage of about

150 words about the conical leaf hat ,

using the outline and information

-Work in pairs to talk

- Some students talk abouttheir experience in front

of the class

+ Banh trung,ao dai, non

la,

Listen to the teacher

- Listen to the teacher andread aloud

the words

Read the words given and

write a passsage : - The

conical leaf hat is one of the typical features (symbols) of the the Vietnamese culture because it can not be found any where in the

* Main body: - special kind of

bamboo and young /soft palm leaves,

conical form, diameter,

*Conclusion : - protecting people

from sun/rain and girls/women look

pretty/attractive

Post-writing: (10 minutes)

Ask students change the letter with a

partner to read

- Call a good students to read the

letter in front of the class

- Feedback and give some

- Write the letter individually

- Read the letter of the partner

- Read the letter in front

of the class

-Do the exercise at home

- Prepare for the next lesson

- Pronunciation: the sounds “ ed” ending

- Grammar: - revise the tenses

II Method: Intergrated, mainly communicative

III Teaching aids: textbook, picture

IV Procedures:

Teacher s activities’ Students activities’ Notes

I Pronunciation(10 munites)

a Distinguishing sounds:

- Read the three sounds: /t/, / d/, / id / as

model for the class and explain the

differences in producing them

- Read the sounds again and ask students

to repeat

- Ask students to read the words in each

column out aloud in chorus for more a

few times

- Call on some students to read the words

in front of the class

- Correct the mistakes of pronunciation

b Practising sentences containing the

target sounds

- Ask students to work in pairs to take

turn to read the given sentences

- Go round to listen and take notes of the

typical errors

- Call on some students to read the

sentences in front of the class again and

provide corrective feedback

II Grammar: (34munites)

* Exercise 1:

a Presentation:

- Review the forms, meanings and uses

of the present simple, present perfect,

and present continuous, past perfect

+ Present simple

* FORM:

* MEANING: PRESENT TIME

* USE:

sometimes use the present simple to

express the ideas that an action is

happening or+ Express the idea that an

action is repeated or usual The action

can be a habit, a hobby, a daily event, a

scheduled event or something that often

happens It can also be something a

person often forgets or usually does not

do

+ Speakers is not happening now This

can not only be done with

Non-Continuous Verbs and certain Mixed

-Listen to the teacher

- Read the sentences inchorus aloud

- Listen and copy-List some phrasal

verbs : fill in ;turn on; go

over ;look at ;make up.

Look after

- Some students read the sentences in front of the class

- Work in groups toreview the

tenses

- Listen to the teacher to the teacher and note down

* MEANING: PRESENT TIME

* USE:

We use the present perfect to say that the

action happened at an unspecified time

before now The exact time is not

important So we can use Present Perfect

to describe our experience “I have the

experience of …” we can use this tense ” we can use this tense

to say that we have never had a certain

experience The Present Perfect is NOT

used to describe a specific event

+ With Non-Continuous Verbs and

non-continuous uses of Mixed Verbs we use

present perfect to show that something

started in the past and has continued up

until now “for five minutes”, “for two

weeks”, and “since Thursday” are all

which can used with the Present Perfect

NOTE:

- We CAN NOT use the Present Perfect

with specific time expressions:

yesterday, a year ago, last month, …” we can use this tense

- We CAN NOT use the Present Perfect

with unspecific expressions: ever, never,

once, many times, several times, before,

so far, already, yet, etc

b Practice:

- Ask students to do the exercise

individually and then choose a partner to

check the answers with

- Call 2 students to write their answers

on the board

- Provide corrective feedback

* Exercise 2:

a Presentation:

- Review the forms, meanings and uses

of the past simple, and past continuous

+ Past perfect : form/ meaning/ use

b Practice:

- Ask students to do the exercise 2

individually and then choose A,B or C to

complete the passage

- Call 2 students to write their answers

on the board

- Provide corrective feedback

* Exercise 3:

Ask students to complete the letter with

the correct form of the verbs in brackets

check the answers with

- Call 2 students to write their answers

on the board

- Listen to the teacher to the teacher and note down

- Listen to the teacher and note down

Review the formation and the uses of the tense

- Students do the exerciseindividually and then compare the answers with a friend

- Write the answers onthe board

-Do the exercise individually and check the answers with a partner

-Some students go to the board to write the

answers

- Provide corrective feedback

- Listen and note down

1 Educational aim: Students can

+Develop such reading micro-skills as guessing meaning from context + Use the information they have read to answer the questions

+ Pictures in the student’s book enlarged

+ A table of the active words of the passage

2 Knowledge:

- General knowledge: Students could understand and use the new words throughspeaking, asking and answering

- Language:

- New words: Words relate to ways of socialising

3 Skills: -Reading for general or specific information

-Guessing meaning from context

II Method: Intergrated, mainly communicative

III Teaching aids: Some photos of ways of socialising and some informationabout them

IV Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Ask students to list some ways of

communication they have know

- Let students work in pair

- Check the whole class

Pre-reading: (7 minutes)

- Ask students to work in groups to

discuss about the pictures in the

textbook

- Ask students to use the questions to ask

and answer about the pictures :

- What are the people in the pictures

doing?

- What will you do if you want to get

your teacher s attention in class?’

- What will you do if you need to ask

someone a question but they are busy

talking to someone else?

- Comment and lead the whole class to

the topic of the passage

* Pre-teach: New words and phrases:

- write some new words and phrases on

the board

+verbal(a) + non –verbal(a)

+ attract (v) + nod (v)

+ approach (v) + rude (a)

- Ask students to guess the meanings of

the words

- Ask students to read the words in

chorus twice

- Call two students to read the words in

front of the class

While-reading: (20 minutes)

- Let students open the book and read

silently while teacher reads aloud and

correctly

- Ask students to read themselves and

write down some information

- Let students work in pairs to do the task

1

Task 1

- Ask students to read the passage and

give the Vietnamese equivalents to the

following words phrases

- Verbal : bằng lời,hữu ngôn

- Non- verbal :không bằng lời

- Attract someone s attention :thu hút ’

- Work in pairs to ask and answer

- Some students answer the questions in front of the class

- Look at the board and note down

Guess the meaning of the words and phrases

- Listen to the teacher and read up the words and phrases in chorus

- Some students read them in front of the class

- Read the passage in skim to guese the meaning of the words

- Ask students to work

in groups to guess the meaning of the phrasesSome students show the

- approach : tiếp cận

-a slight nod will do :một cái gật đầu

nhẹ l à đủ

Call on some students to show their

answers in front of the class

- Comment and give the correct answers

Task 2:

- Ask students to read the passage again

to choose the best title for the passage

- Call four students to go to the board the

write their answers

- Ask some students to correct and

remark with giving the reason why they

- Ask students to work in groups to

discuss the meaning of whistling and

clapping in Vietnamese culture

- Call on some representatives of the

groups to answer the questions in front

- Work in pairs to anwerthe questions

P1:What can you do

when you want to attract someone s ’

attention?

P2 :We can use either

verbal or non verbal.

P1 : What are

considered to be big, obvious non verbal signals?

P2 :They are strong

actions that can easily

be seen etc.

-Practice talking about communication by non- verbal actions

- to express the happiness they can whistle or clap

- sometimes, they clap

or whistle to encourage

or despise

- Listen and note down

- Listen to the teacher

- Do the exercises at home

- Prepare for the next lesson

I Objectives:

1 Educational aim: Students should know

+ Use appropriate language to practise giving and responding

to compliments in different situations

+ Use appropriate language to talk about other ways ofcommunication

2 Knowledge:

- General knowledge: Students can talk about other ways of communication

- Language: Words to speak about ways of communication

3 Skills: -Ask and answer the information about ways of communication

II Method: Integrated, mainly communicative

III Teaching aids: Photos of some famous persons or some real information

about ways of communication

IV Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (3 minutes)

Introduction: we are going to talk

about the different ways of

communication.

- Ask students to work in groups to talk

about some ways to attract to other

people

- Give students some words and phrases

(Hang on the extra board of prompts).

- - Introduce the task: Now work in

pairs, take turn to practise readig the

dialoge, paying attention to how

compliments are received in each

situation.

- Ask students to read all the questions

in the task and explain the difficult

words and phrases if necessary

- Ask students to do the task in roles

and encourage the whole class to take

note the answers while they are doing

- - Ask students to work in pairs to

practise giving compliments to suit the

- Listen to the teacher and say

about the ways of communication

- Look at the board andread aloud the new words

- Work in pairs to practise speaking

- Some couples to play roles to speak in front

of the class

P1 : Phil

P2 : Barbara

P3 : PeterP4 : CindyP5 :TomP6 : Tony

- Work in pairs to give suitable words

resposes using the outlines that they

have already made

- Go around the class to check and offer

help

- Call on some couples to perform their

conversation in front of the class

- Elicit feedback from the class and give

final comments

* Task 3:

- Introduce the duty of the task:

- Divide the class into 7 groups of 8

- Ask students to work in groups to

practise responding the compliments

- Ask the groups to make dialoge to

practisegiving and respoding to

compliments , using the cues below

- a nice pair of glasses

- a new and expensive watch

- a new cell phone

- a modern looking pair of shoes

- a fashionable jacket

- Call some representatives of groups to

report the parties that they have made

Listen to the students and note down all

- Listen to the teacher

- Work in roles to practise speakingP1 : Phil

P2 : YouP3 : Peter P4 : Tom

Listen and work in pairs to make a dialogebased on the Task 1,2 ,3

A : You really have a

nice pair of glaases I think they make you attractive.

B: Thank you,Nam

That s a nice ’

compliment.

A : I think you have a

new and expensive watch which I have never seen before.

Unit 3

Listening

Time: 45 minutes

I Objectives:

1 Educational aim: Students should know to develop such listening

micro-skills as intensive listening for specific information

2 Knowledge:

- General knowledge: Students know how to give information after listening

- Language:

- New words: Words related to ways of socialsing

3 Skills: - Listening for general or specific information

-Comprehension questions

II Method: Intergrated, mainly communicative

III Teaching aids: Some pictures of persons or some real information about them

IV Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Ask students to close the book

- Give some questions :

+ Who s on duty today ?’

+ Who s absent today ?’

-Pre-listening: (8 minutes)

- Show students the pictures in the

textbook and ask students to guess what

they are doing ?

- Ask students to work in pairs to ask

and answer the questions in the

textbook

- Call some students to answer the

questions in front of the class Then

explain their reasons

Check the whole class

* Pre-teaching some new words and

+ Introduction: You are going to listen

to Linda Cupple, a social worker, advise

young people on how to use the

telephone in their family Listen and

decideTrue or False statements

- Ask students to read the statements

- - Listen to the teacher,

and answer the questions

- Read silently thesentences given beforelistening

- Listen the first time

- Each group asks andexplains why they choose

by some informationthey’ve listened

carefully before play the tape Ask

students to work in groups to guess the

answers

- Play the tape (read the tapescript) once

for students to listen and do the task

- Ask students to work in pairs to check

the answers

- Call some students to show their

answers in front of the class

- Feed back and give the correct

answers:

1 T

2 F (the most obvious problem)

3 T

4 F(if your parents do not agree)

5 F (is made mostly by young people)

6 T

* Task2:

Introduction:

- You are going to listen to part of Ms

Linda Cupple s talk again and write ‘

the missing words.

- Ask students to read the paragraph

carefully and work in pairs to discuss

and answer the missing words before

listening again the talk

- Play the tape ( or read) the talk again

for the whole class

- Ask students to give the missing

words individually

- Play the tape ( or read) the story again

for the whole class to check the

- Ask students to listen to the talk again

and try to summarize the talk

- Call some couples to talk in front of

- Work in pairs and read the statements carefully

-Some students speak out their answers and explain why they have chosen it

A : I think the first

sentence is true because

it isin the secon paragraph.( 1: T)

- Work in groups and try

to guese the missing words

- Listen to the tapescript

- Check the answers in groups

- Listen to the teacher andnote down the correct answers

Work in groups and practise talking about Ms Linda Cupple’s talk

Ps : In this talk Ms Linda

Cupple give us some pieces of advice on

Homework: (2- 4 minutes)

- Ask students to write a paragraph

about their own birthday parties

- Ask students to prepare for the next

lesson

how to use the telephone

in the family The first is

to work out a reasonable

- Some couples present the talk in front of the class

- Listen to the teacher

- Do homework and prepare the next lesson

1 Educational aim: Students should know

+ Building sentences based on given words

+ Re- ordering given sentences to make a complete paragraph

2 Knowledge:

- General knowledge: Students learn to Re- order given sentences to make a complete paragraph

- Language: Words used in writing about a paragraph

3 Skills: Writing about a letter of recommendation

II Method: Intergrated, mainly communicative

III Teaching aids: Some cues, information of someone

IV Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Ask students to close the books

Ask students some questions:

* Who is absent from the class today ?

* Who is on duty, today?

* What should you do if you want to

talk to someone?

Pre-writing: (8 minutes)

Task 1

You are going to write use the words to

make sentences Change the form of

the verbs (No addition or omission is

required)

- Ask students to read the words in the

Task 1 and then make the full

sentences

1,there/be / many ways/ tell someone/

goodbye, /most of /them/depend/on the

- Ask students to put the sentences of

the two paragraphs below in their right

order

& Paragraph 1:

- Call on some students to order the

sentences in front of the class

- Elicit the others to comment and give

the correct answers

- Feedback and give the correct

answers

& Paragraph 2:

- Ask students to order the sentences as

the same the task 1

- Answer the questions

-Read the requirement carefully and read the words carefully

- Ps practise writing the full sentences

1,There are many ways to

tell someone goodbye, and most of themdepend on the situation at hand.

2, However, thereis one

rule that all situations observe: We seldom say goodbye abrutly

3,In English it is necessary

to prepare a person for our departure

4, We lead into the

farewell by saying something pleasant and thoughtful like I ve really “ ’

enjoyed talking to you”

5,We might also say

something relating to the timeline Gosh, I can t “ ’

believe how late it is! I must be going!”

Do the task individually and then compare the answers with a friend

- Some students show the order of the sentences in front of the class

+1- C : It is difficult to

write rules that tell exactly when you should opologize,but it is not difficult to learn how.

-Elicit the others to comment and give

the correct answers

- Feedback and give the correct

answers

Post-writing: (13 minutes)

- Ask students to write other dialogues

about the ways of communication with

the situation given

1, How should you do when you are

late for class?

2, You’ve made some mistakes in your

writing You want to talk to the teacher

about it? etc

Homework: (2 minutes)

- Do the writing task in student’s

workbook

-Prepare the next lesson

indicates that we realize

we ve made a mistake,and ’

we re soory for it.’+ - Work in pairs to exchange the sentences in order of a paragraph

+ 1- C :The simplest way

+ 3 – B : What does he

do? The most polite action

is usually to take a seat as quietly as possible

and opologize later.

+4 – A : But if the teacher

stops and waits for him to say something

+ 5- D :Naturally, more

than this is needed, but it

is not the time

Work in groups and then each presentative of each group go to the board to write their dialoges

Ps :1, I should opologize tothe teacher and the class for being late

2,I think it is necessary to say “ I’m sorry” Could you help me correct them?

Listen and take note

- General knowledge: By the end of the lesson, students will be able to:

+ Remind of the ways of changing the reported speech

+ Students can do the tasks well

- Language: the ways of changing the reported speech

3 Skill: the stress in two- syllable words

II Method: Intergrated, mainly communicative

III Teaching aids: textbook, handout

IV Procedures:

Teacher s activities’ Students activities’ Notes

I Pronunciation: (15 minutes)

- Explain how to pronounce the stress

in two – syllable words

* If verbs, adj , adv, prepositions if

the second syllable which has long

vowel or double vowel( except ou )- the

stress falls the second syllable But if

Listen to the teacher and write some rules in the notebooks

- Ex : Polite/ai/, police/

i:/,between

the second syllable which has short

vowel or double vowel or finishes by

one consonant the stress falls the first

syllable.

* For nouns in whichthe second

syllable have short vowel the stress

falls the first syllable(` money ) If the

second syllable which has long vowel

or double vowel the stress falls the

second syllable ( de sign’ )

- Ask students to read the words and

practise giving the correct stress

- Call some students to read the words

in front of the class

Practising sentences:

- Ask students to work in pairs and

give the correct stress of the words in

the sentences and then read the aloud

the given sentences

- Call some students to read the

sentences in front of the class

- Comment and read the sentences once

to the whole class

II Grammar: (20 minutes)

Exercise 1: Presentation

a, - Ask students remind of the rules to

change the reported speech:

+ Change the tenses of verbs

+ Change pronouns suitable with the

situations given.

+ Change the time as the sentences

given

b, Practise doing exercise 1

- Let students read the situation and

change into the reported speech

- Let students practise doing exercise

and each of them stands and speak out

the sentences they’ve done

- Go around , listen and hepl them if

neccessary

- waving/ei/, pointing

- student, signal

- design, police

- Listen to the teacher andwork in pairs to give the correct stress

- Read the words in front

- Listen to the teacher

- Listen and remind of theways to exchange the reported speech

- Listen to the teacher andnote down in the

5,Thuan said it had been very successful.

6, Thuan said he had been chosen to run an office in District 5.

Exercise 2

-

,Ask students to read the dialoge

between Lan and Tuan , then they have

to complete

the conversation Tuan had with Tung

by changing in reported speech

- Let students work in pairs

b, Ask students to read the dialoge

between Tung and Tuan by using

reported speech to retell what Lan has

told Tuan

Go around and listen to students or

help the if they need

7, Thuan asked me howlong I had been learning English.

8, Thuan said he didn t ’

have much time to enjoy himself.

- Practise doing and speaking out

the sentences they’ve changed

- Listen to the teacher’s correction

and write down their notebooks

Work in pairs the dialogue between Lan and Tuan firstly and try

to find out the tense of verbs, pronouns and time

in the dialogue

* Tense: Simple present and Simple past , Simple future

-Work in pairs and practise changing reported speech

1, She said she didn t ’

5, But you hadn t turned ’

up

6, She said she didn t ’

want to see you

Homework: (5 minutes)

-Ask students to revise the whole unit

- Ask students to do all the exercises

7, She said she didn t ’

believe you had tried.

8, She said she would talk

to you later.

9, She said she had to go

otherwise she would be late for school.

- Each student stands andspeak out their sentences they’ve made

- Listen and write down their notebooks

Unit 4 : SCHOOL EDUCATION SYSTEM The period

- General knowledge: Students know about school education system

- Language: Sentences and expression for describing school education

system

- New words: Words related to school education system

3 Skills: Guessing meaning in context, scanning for specific information

and passage comprehension

II Method: Integrated, mainly communicative

III Teaching aids: Student s book and pictures showing farmers daily ’s book and pictures showing farmers’ daily ’s book and pictures showing farmers’ daily

- Who are they?

- What are they doing?

- Do you think they are English

students?

- Open the book

- Listen to the teacher

- Answer the questions

Before you read : (7 minutes)

- Ask students to read the facts below

and decide whether the statements

about schools in Vietnam are true (T)

or false (F) Then compare their

results with their partners ’s book and pictures showing farmers’ daily

Facts about schools

1 Children start Grade 1 when they

are 6 years old

2 Schooling is compulsory from the

age of 6 to 16

3 The school year generally begins in

September and ends in late May

4 The students do not have any

examinations when they finish

secondary school

5 A school year consists of two terms

While you read : (23 minutes)

- Ask students to look through the

passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of

new words which appear in the passage

Task 1 : (3 minutes)

Find words or phrases in the reading

passage which have the following

meanings.- Let students work

- Ask students look through the

passages then try to answer the

questions in right way

- Let them work in pairs

- Help students if necessary

(the answers in the passage)

Walk round the classroom and correct

statements about schools inVietnam are true (T) or false(F) Then compare theirresults with their partners ’s book and pictures showing farmers’ daily

- Keep the book open

- Listen to the teacher then

do task 1

- Ask the teacher ifnecessary

- work individual or in group

- Write down in the notebook

- Listen to the teacher

- Try to answer the questions

- Practice with a partner thenwrite them down in the notebooks

- Ask the teacher ifnecessary

- Listen to the teacher andmake a brief note aboutschool education system inEngland

1 from the age of 5

2 3 terms

3 the state school and the

‘independent’ or ‘public’ school

systems

4 yes

5 There are 3 core subjects (English,

Maths and Science)

6 When Ss finish the secondary

school, they can take an examination

called the General Certificate of

Secondary Education

After you read : (8 minutes)

Ask Ss to work in groups Tell the

others one of the most difficult school

subjects you are studying and what

you would like your friends and your

teacher to do to help you learn that

subject more effectively

Home work: (2 minutes)

- Ask students to do Reading exercise

of Unit 1 in workbook and prepare Part

B : Speaking at home

- Listen to the teacher

- Try to talk about schooleducation system in England

- The students who arecalled to stand up to talkloudly are intelligent ones

Work in groups Tell the

others one of the mostdifficult school subjects youare studying and what youwould like your friends andyour teacher to do to helpyou learn that subject moreeffectively

- Listen to the teacher andwrite down homework