Giáo án tiếng anh lớp 12 cơ bản

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- p

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The first term of grade 12

Theme: Guiding how to learn and to do English tests

Students know: - How to learn English in grade 12

- How to do English tests

- How to use student’s book and workbook

3 Skill : - Reading

- Speaking

- Listening

- Writing

- Doing English tests

II Teaching aids: Student’s book, student’s workbook,

dictionary, some test papers, tape, cassetteplayer, etc

- Ask students about their

names and English knowledge

etc

Guiding: (35 minutes)

1 Guiding student’s book and

workbook:

* Introduce to students how to

use their book and workbook

* Introduce to students how to

learn reading, speaking,

listening, writing, language

focus in their books and how to

- Listen to the teacher

- Answer the teacher’squestions

- put the student’s book andworkbook on the table

- listen to the teacher and lookthrough the books

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do the exercises in their books

2 Guiding English tests in

grade 12:

* Introduce to students about

oral tests, 15 minute tests, 45

minute tests, etc and how to

- Ask students to prepare

textbook, notebooks and the

things for learning and prepare

lesson reading - Unit 1

- listen to the teacher and writedown the things which will beprepared at home

………

Unit 1 : home life

Theme: home life

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- Language: Students could understand and use new words afterreading

- New words: Words related to home life

3 Skills: Guessing meaning in context, scanning for specific

information and passage comprehension

II Method: Integrated, mainly communicative

III Teaching aids: Student’s book and pictures, Board, tape,

cassette player, chalks, etc

IV Procedure:

Warm-up: (5 minutes)

- Ask students look at the

picture and ask some

questions

- Let students understand

more about , house hold

chores and family life, today

we learn Unit 1- part A:

Reading

Before you read : (7

minutes)

Ask students to work groups to

ask and answer about the

pictures

- Hang on the blackboard the

table of questions Ask

students to work in pairs

looking at the pictures to ask

and answer them

1 Where is the family?

2 What is each member of the

- Open the book

- Look at the picture and answer

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

- Work in groups to discuss about the pictures

- Work in groups to ask and answer the questions give by the teacher

- Stand up to answer in front of the class

P1: The family is at home

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

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+ to be mischievous

- Help students to summary

the main ideas of the context

* The first paragraph: the

writer says about the parents’

jobs and the people in her

family

* The second paragraph :The

writer says about the activities

of her parents every day

* The third paragraph: The

writer says about her younger

brothers and her herself

* The writer says about the

happiness in her family

- Ask students to think of their

thoughts about a happy family

- Introduce the situation of the

passage

While you read : (23

minutes)

- Ask students to look through

the passage and read in

silence

- Help students read the

passage

- Explain pronunciation and

meaning of new words which

appear in the passage

+ Task 1: (10’)

- Ask students to work in

groups to read the sentences

in the task and then 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

-Practise speaking their ideas freely

Listen to the teacher

- Work in groups , read the sentences carefully

- Listen to the teacher and read

up the sentences aloud

- Note down the new words

- Read up

- Work in groups to do the task

- Read the passage

- Work in groups to find the sum

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Teach some new words: close –

knit (a), mischievous (a),

groups to do the task

- Call on some students to

read the sentences

- Common in whole class

+ Task 2: (15’)

- Divide the whole answers

class into 6 groups of 8

students

1,How busy are the parents

in the passage?

2,How caring is the mother ?

3,How do the father and the

daughter share the household

chore ?

4,What is the daughter

attempting to do after

secondary school?

5,Why do the children feel

they are safe and secure in

their family ?

- Ask students to read the

questions carefully and discuss

the answers

- Help students to find the

paragraph which contain the

information for the answers

- Call the leader of each group

to answer the questions

- Ask the whole class to

commend

- Feedback and give the

correct answers and give

point

After you read : (8

minutes)

discuss about a happy family

- Call some students to say

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

- Some students answer thequestions in front of the class

Listen and take notes

- Do the home work and preparefor the next lesson

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about their thinking of a happy

family

Home work: (2 minutes)

- Write about their family or

others they know

- Prepare Part B : Speaking at

- Language: asking for and giving information from a passage

- New words: words related to the topic

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

family

II Method: integrated, mainly communicative

III Teaching aids: pictures ,textbook,

IV Procedure:

Teacher’s activities Students’ activities

- Playing games

- Divide the class into pairs

and ask students to work in

pairs to talk about their family

- Keep books close

- Work in groups to talk aboutfamily

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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

Task 1 Let students read

the following sentences

and choose which apply to

them or their family.

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

suggestions if they need

While-speaking : (15

minutes)

Task 2 - Work in pairs

-Let students ask and answer

the questions about their

-Practice speaking out theirideas about their family.A: Who works in your family ?

B : Both my father and mother A: Who often does thehousehold chores ?

B : My mother mainly does itand sometimes my father help

A : How do the familymembers

share the interest ?

B :We often watch television

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- Listen and give the ideas to

each pair

Task 3:Work with a different

partner

- Ask students to use the

questions they have form to

ask about her/his family

- Listen to the students and

give remarks

each other in the evening

A : Who do you often shareyour secrets with ?

B : I often share with mymother

A: Who do you talk to beforemaking an important decision?B: I often talk to my parents

- All students write somesentences about their familyand then stand up to talk

-Work in groups and each grouphas a representative to talkabout her/his family

P1 : I talked to Tuan Both hisparents go to work But only hismother does the householdchores

P2 : In Loan’s family ,only herfather goes to work and hermother is at home

-Work in groups and then speakout their opinions

PS : I think a happy familyshould have

P : Yes it is Because everymember in the family oftenshare the feelings with eachother

- Write down the homework

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- Post-speaking : (10

minutes)

Task 4

- 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

Theme: Home Life

1 Educational aim: Students can listen to get information to

decide True or False statements

+ Students can improve their ability of listening to write downthe 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

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- Listening and deciding on True or False statements or

no information

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, pictures board, tape,

- 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 words or

structures

- Explain the words and

structures to the class:

-reseved :

- leftover :

- spread out :

* Before you listen :

- Ask students to look at the

picture and say : +What are

they doing ?

+How many people are

there in the family ?

- Close the books

- Work in groups and look at thepicture and answer

- Listen to the teacher and opentextbooks

- 0ne or two students talk abouttheir family

- Read the new words

- Listen and note down

- Work in pairs to ask andanswer

+ P : -They are having a party

- There are 9 people inthe family

- Keep book open

- Read the sentence carefully toget the True or False

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While-listening: (20

minutes)

Task 1

- Introduction: you are going

to listen to Paul and Andrea

talk about their family.

Ask students to read the

sentences carefully first to get

the True or False

- Ask students to get the

- Listen and remark

- Ask students the question :

- Why do you think it is

true / false ?

- Help them if necessary

Task 2

- Ask students to look through

the sentences in task 2

- Ask students to listen again

and note down two things that

are different about Paul’s and

- Let them work in pairs

- Walk round and help students

statements

- Ask for the difficult ones

- Speak out the sentencesindividually

-Discuss and find out the the importance of family in aperson’s life

- The students who are called go

to board and write down youranswer

-Listen to the teacher and writedown homework

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- Ask some students to stand

up and go to board and write

- Listen and correct mistakes

-Remember them to prepare

Part- Writing at home

Theme: Home Life

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I Objectives:

1 Educational aim: Students can write a paragraph about

family rules depending the given prompts

2 General knowledge: Students learn how to write a

description , stages of a description

- Language:

- New words: Words related to the topic

3 Skills: Writing a narrative

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

IV Procedure:

A word game.

- Divide the class into 4 groups

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

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

- Keep book close

- Listen to the teacher and work

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- 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

- Ask some students to read

loudly their description

Each representative of a groupstand up and say about thefamily

A: - In my family , everybodyhas to do the household chores.I’m not allowed to come homelate, I only can watch TV when Ifinish 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 read loudlytheir products in front of the

class

- Listen to the teacher and writedown homework

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- Correct mistakes and mark

- Ask students to do part

writing of Unit 1 in the

student’s work book and

prepare part Language Focus

- 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

III Teaching aids: Student’s book, pictures, board, tape,

cassetteplayer, chalks

IV Procedure:

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

- Listen to the teacher and readup

- Read up in chorus twice

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chorus twice

- Call some students to read

up in front of the class

GRAMMAR:(35munites)

1,Tense of verbs:

* Ask students to repeat the

they’ve leant

+ 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 perfect

Listen and give remarks

Exercise 1:

groups to do the exercise 1

- Ask students to choose their

suitable verbs in the

sentences

- Some students read up in front

- He left the room last week

- They were having dinner at 8o’clock last night

-She has learnt English sinceshe was in grade 1

- Work in pairs and give thedifferences

* past simple : happened andfinished with the definite time inthe past ,not related tothepresent

-Ex : He bought a caryesterday

* present perfect : started in thepast but related to present orfuture and give the result atpresent

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

- Work in groups to do theexercise

1 Have you seen

2 Did you enjoyed it?.

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present their answers on the

board

comment

Exercise 2:

groups to do the exercise 2

- Ask students to decide which

answer ( A, , B,or C)

present their answers on the

board

comment

Homework : (2 minutes)

Ask students to do Part

Language Focus and prepare

part Reading of Unit 2 at home

comment on the sentences

- Listen to the teacher and work

12,C :moved13,C : come

14, C : stay

15, B : am going

- Redo the exercises

- Do the exercises in theworkbook

- Prepare for the next lesson

………

Unit 2: cultural diversity

Theme: cultural diversity

Unit 2

Reading

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

3 Skills: -Guessing meaning from context

-Summarizing main idea -Passage comprehension

III Teaching aids: Board, tape, cassetteplayer, chalks,

textbook and notebook

IV Procedures:

- Ask students to list out the

factors that create a happy life

-Let students work in pairs

-Ask students questions

_Lead in: Today, we’ll study a

new lesson Unit 2- part A

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

- Answer the question

Work in groups to talk about theactivities in the pictures

- Look at the questions and try

to answer them in groups todiscuss

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

- Look at the board, note down

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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

- 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

passage again and do the task

in groups of four

- Call on some students to read

the answers in front of the

class

sentences with the words given

- Read the new words in chorustwice

- Work in groups to guessmeanings of the words

Read the passage in skim

- Show the meaning of thewords

- Work in groups to fill in theblanks

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

1, precede : happen or exist

2, determine : find out 3,confide : tell somebody about

something very private or secret

4,sacrifice : willingly stop having

something you want

5, obliged : having a duty to

B :The young Americans aremuch more concerned than theyoung Indians and theChinese

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

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Task 2

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

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

- Read the questions carefullyand work in pairs to answer thequestions

A: - I think a modern family hasfewer children than a traditionalone

the head of the family in amodern family is both a husbandand wife, they share thehousehold chores and

take care of their children

- Work in groups to discuss tocompare to other groups

- Talk in front of the class aboutthe class

-Listen to the teacher and takenote

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groups to talk about the

differences

Homework : (2 minutes)

-Do reading text in workbook

-Prepare the next lesson

- General knowledge: - Through this unit, students can talk about

the differences among cultures

- 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

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

IV Procedures:

Teacher’s activities Student’s activities

Warm-up:(5minutes)

Checking the last lesson

- Call two students to go to

the board

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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 necessary

- Lead the whole class to the

topic of the lesson

Pre-reading: (8 minutes)

- Task 1:

We are going to talk about the

differences among cultures

- Ask students to express their

point of view on the followings

ideas , using the words or

expressions in the box

* In Vietnam ,three or even

four generations may live in

home

* A happy marriage should

based on love

* In some Asian countries ,

love is supposed to follow

marriage not precede it

* In some countries, a man

and a woman may hold hands

and kiss each other in public

give remark

(16munites)

Task 2:

- Ask students to work in pairs

to discuss about the

-Read the paragraph in front ofthe class

- Read the sentences given andwork in groups to dicuss

A : In my opion,it is not good forthree or four generations to live

in a family because they will find

it difficult to sympathy theirinterests and habbits .and Iagree that love is supposed tofollow mariage not precede it B: I don’t agree with your ideas,

I think it is good to have three orfour generations living under oneroof because they can help eachother a lot

- Work in pairs to discuss andgive their ideas about thedifferences

+ Give the culture in

Vietnam.

-There are more generations in ahome (grand parents, parentsand children )

- Elders live with their childrenand are taken care of by theirsons

- Can ask the questions about

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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

Task 3:

or work in groups to talk about

the similarities and differences

between Vietnamese and

American cultures, using the

features discussed in the task

2

- Listen and give remarks on

their opinions

the age, marriage and income

- Have to greet the older first

- Do the shopping everyday

- Tet holiday is the mostimportant

- Children can share bedroomswith the other in a family

- Work in groups or in pairs tocompare

Ps : - There are differences andsimilarities between Vietnameseand American cultures .InAmerica, two generations(parents and children) live inahome In Vietnam, two, three

or even four generations liveunder one roof etc

-Listen and copy

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-Students write a paragraph

about the cultures in Vietnam

- Do the exercises in the

workbook

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 weddingceremony in Vietnam

- Language:

- New words: Words related to culture, wedding

3 Skills: -Filling in missing information

-Passage comprehension

III Teaching aid: Board, tape, cassetteplayer, chalks, textbook

and notebook

IV Procedures:

Warm-up : (4 minutes)

- Ask students look at the

pictures and have a

comparison ?

- Listen and answer

- Work in pairs and each andanswer

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- Let students look at the

picture and describe and

answer some questions:

1,Where do the women come

from?

2,What are they doing?

3,do they have happy life?

why do you know?

- Listen and give mark

Pre-listening : (6 minutes)

Ask students to work in groups

to ask and answer about the

picture

- Hang the table with the

questions on the board

+ Have you ever attended

a wedding ceremony?

+ What do the bride and

the groom usually do at

the wedding ceremony?

- Ask students to ask and

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

-

- Look at the picture and thetable of the questions to askand answer about the picture inpairs

S1: -They often stand in front oftheater praying and asking theirancestor’s permission to bemarried

S2:- They exchange theirwedding rings

S3:-They get the presents fromtheir relative and their friends

- Listen to the teacher or thetape

- Read the sentences and thenlisten to the teacher or the radiocarefully

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2, The gifts are wrapped

in

3,The wedding ceremony

starts in front of the

4,Food and drink are

served

5,The guests give the newly

wedded couple envelopes

containing and

- Ask students to compare the

answers with a partner

- Call on some students to go

the board to write their

answers

- Ask students to explain their

answers in front of the class

- Feedback and Correct the

answers

Task 2:

-Ask students to listen to the

passage again and answer the

questions

- Ask the students to read all

the questions before listening

- Let the students listen to the

tape two or three times and

answer the questions

-

- Listen and try to get theinformation to answer thequestions

- Read the questions carefully

- Work in groups to discuss andanswer 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.

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After-listening: (10

minutes)

groups to answer the

question : What do families

often do to prepare for a

– Prepare for the next lesson

1 Educational aim: Student can describing typical features of

a Vietnamese conical leaf hat

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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:

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”

minutes)

Task 2

Let students write a passage

of about 150 words about the

conical leaf hat , using the

outline and information below

* Introduction : - symbol of

Vietnamese

girls/women Part of the spirit

of the Vietnamese nation

* Main body: - special kind of

bamboo and young /soft palm

leaves, conical form,

diameter,

*Conclusion : - protecting

-Work in pairs to talk

- Some students talk about theirexperience in front of the class

+ Banh trung,ao dai, non la,

- Listen to the teacher and readaloud

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 world The leaf hat is not only a

girls/women

- Write the letter individually

- Read the letter of the partner

- Read the letter in front of theclass

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people from sun/rain and

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

suggestions

- Ask students to do the

exercises in the workbook

-Do the exercise at home

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- General knowledge: Students have to revise the tenses

- Language:

- New words: Words related to topic

3 Skills:

- Pronunciation: the sounds “ ed” ending

- Grammar: - revise the tenses

III Teaching aids: Board, tape, cassetteplayer, chalks,

textbook and notebook

IV Procedures:

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

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

the sentences in front of the

class again and provide

-Listen to the teacher

- Read the sentences in chorusaloud

- Listen and copy

-List some phrasal verbs : fill

in ;turn on; go over ;look at

;make up Look after

- Some students read thesentences in front of the class

- Work in groups to review the

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and uses of the present simple,

present perfect, and present

continuous, past perfect

+ Present simple

* FORM:

* 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 Verbs.

We use the present perfect to

say that the action happened at

an unspecified time before now

The exact time is not important

So we can use Present Perfect to

describe our experience “I have

the experience of …” we can

use this tense to say that we

have never had a certain

experience The Present Perfect

is NOT used to describe a

specific event

+ With Non-Continuous Verbs

and non-continuous uses of

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Mixed Verbs we use present

perfect to show that something

started in the past and has

continued up until now “for five

minutes”, “for two weeks”, and

“since Thursday” are all which

can used with the Present

Perfect

NOTE:

- We CAN NOT use the Present

Perfect with specific time

expressions: yesterday, a year

ago, last month, …

- We CAN NOT use the Present

Perfect with unspecific

expressions: ever, never, once,

many times, several times,

before, so far, already, yet, etc

b Practice:

- Ask students to do the exercise

individually and then choose a

partner to

check the answers with

- Call 2 students to write their

answers on the board

- Provide corrective feedback

* Exercise 2:

a Presentation:

- Review the forms, meanings

and uses of the past simple, and

past continuous

+ Past perfect : form/ meaning/

use

b Practice:

- Ask students to do the exercise

2 individually and then choose

A,B or C to complete the

passage

- Write the answers on theboard

-Do the exercise individuallyand check the answers with apartner

-Some students go to the board

to write the answers

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Ask students to complete the

letter with the correct form of

the verbs in brackets

check the answers with

- Ask students to redo the

exercises into the

Unit 3: ways of socialising

Theme: ways of socialising

1 Educational aim: Students can

+Develop such reading micro-skills as guessing meaningfrom context

+ Use the information they have read to answer thequestions

+ 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 thenew words through speaking, asking and answering

- Language:

- New words: Words relate to ways of socialising

3 Skills: -Reading for general or specific information

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-Guessing meaning from context

III Teaching aids: Some photos of ways of socialising andsome information about them Board, tape, cassetteplayer,chalks, textbook and notebook

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

- Ask students to guess the

meanings of the words

-Listen to the teacher -Give their answer

-Work in groups to discussabout the pictures

- Work in pairs to ask andanswer

- Some students answer thequestions in front of the class

- Look at the board and notedown

Guess the meaning of thewords and phrases

- Listen to the teacher and read

up the words and phrases in

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- 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

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

Call on some students to show

their answers in front of the

class

- Comment and give the correct

answers Task 2:

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 have chosen it

- Feedback and give the right

- Ask students to work ingroups to guess the meaning ofthe phrases

Some students show theanswers in front of the class

-Work in groups and give theirideas

Ps : A ( Attracting Attention :Non- verbal Cues)

- Work in pairs to anwer thequestions

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 aboutcommunication by non- verbalactions

- to express the happiness theycan whistle or clap

- sometimes, they clap orwhistle to encourage or

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Task 3 :

- Ask students to work in pairs to

remark

- 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 of the class

Homework (4 minutes)

-Ask students to learn the new

words and phrases

- Ask students to prepare for the

next lesson

despise

- Do the exercises at home

1 Educational aim: Students should know

+ Use appropriate language to practise giving

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and responding to compliments in different situations

+ Use appropriate language to talk about otherways of communication

2 Knowledge:

- General knowledge: Students can talk about other ways of

communication

- Language: Words to speak about ways of communication

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

communication

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

information about ways of communication

IV Procedures:

Introduction: we are going to

talk about the different ways of

communication.

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

- Listen to the teacher and say about the ways ofcommunication

- Look at the board and readaloud the new words

- Work in pairs to practisespeaking

- Some couples to play roles tospeak in front of the class

P1 : PhilP2 : BarbaraP3 : PeterP4 : CindyP5 :TomP6 : Tony

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class to take note the answers

while they are doing the task

- Go around the class to check

and offer help

minutes)

Task 2

- - Ask students to work in pairs

to practise giving compliments

to suit the resposes using the

outlines that they have already

made

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

groups to practise responding

the compliments below

and offer help

Post-speaking: (10 minutes)

* Task 4:

- Ask the groups to make

dialoge to practisegiving and

respoding to compliments ,

using the cues below

- a nice pair of glasses

- a new and expensive watch

- a new cell phone

- a modern looking pair of

- Work in roles to practisespeaking

P1 : PhilP2 : YouP3 : Peter P4 : Tom

Listen and work in pairs tomake a dialoge based on theTask 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.

B : Thank you I bought it yesterday.

A:

- Listen and write down in theirnotebooks

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- Call some representatives of

groups to report the parties

that they have made

Listen to the students and note

down all the errors

Homework: (2-4 minutes)

- Summarise the main points of

the lesson

- Ask students to write a

dialogue about the compliment

Theme: ways of socialising

1 Educational aim: Students should know to develop

such listening micro-skills as intensive listening for specificinformation

2 Knowledge:

- General knowledge: Students know how to give informationafter listening

- Language:

- New words: Words related to ways of socialsing

3 Skills: - Listening for general or specific information

-Comprehension questions

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III Teaching aids: Some pictures of persons or some real

information about them Board, tape,cassetteplayer , chalks, textbook andnotebook

IV Procedures:

- 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 ?

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 phrases.

words aloud twice

- Explain some new words:

+ Introduction: You are going to

listen to Linda Cupple, a social

worker, advise young people on

how to use the telephone in

- - Listen to the teacher, and

- Read silently the sentencesgiven before listening

- Listen the first time

- No, we haven’t

- Listen the second time andbegin doing the task

- Listen the third time and work

in groups to decide the bestanswer

- Each group asks and explainswhy they choose by someinformation they’ve listened

-Keys : 1C ,2A ,3C ,4A ,5B

- Listen and read the wordsaloud in chorus

- Write down the new words

+ Listen to the teacher and try

to guese the contend of thetalk in the tape

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