Giáo án tiếng anh 12 CB

-Work in pairsand answer thequestions -Listen to thetape, give / guessthe meaning andtake notes.?. * Task 2: -Guides Ss to work in groups andprepare a list of questions like thesuggestio

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SỞ GIÁO DỤC – ĐÀO TẠO TỈNH PHÚ YÊN TRƯỜNG TRUNG HỌC PHỔ THÔNG PHAN BỘI CHÂU -*****

Năm học: 2009 - 2010

Period 1 Revision

Date :

I Objectives

By the end of the lesson , Ss will be able to review the passive voice,

tag questions and do some exercises

.II Language focus :

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Grammar : passive voice ( It is said that , People say that , and

7’ Teacher asks Ss some questionsabout summer holiday to lead

into the new lesson

1 Where did you go lastsummer holiday?

2 Who did you go with /

3 How did you feel about youholiday ?

Teacher asks Ss to repeat thepassive voice and tag questions

Ss work inpairs

Grammar

35’ Exercise 1Teacher asks Ss to rewrite each

of the sentences which has thesame meaning

1 It is said that he is 100 yearsold

2 It is expected that thegovernment will lose theelection

3 It is believed that the thievesgot in through the kitchenwindow

4 People say that Arthur is veryrich

5 People say that he has 12children

6 People think that manypeople were killed in theaccident

Teacher divides the class intopairs

Teacher calls Ss to read theiranswers in front of the class

T checks the results and givesthe correct answers

Ss work ingroups

Exercise2

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Teacher asks Ss to add the tags

to complete the sentences 1.He can’t ride a horse , ?

2 He has lived in Hanoi for 5years , ?

3 Tom couldn’t help you , ?

4 Let’s have dinner , ?

5 They were angry , ?

Teacher asks Ss to work in pairs Teacher asks Ss to compare theiranswers with another pair

T walks around the class andhelps Ss when necessary

Teacher calls Ss to read theiranswers

Teacher checks the results andgives the correct answers

Ss work ingroups

Home work

3’ T asks ss to prepare the newlesson Whole class

Period 2 Khảo Sát Chất Lượng Đầu Năm

Date :

I Objectives

By the end of the lesson , Ss will be able to review the passive voice and

do some exercises II Language focus :

Grammar : passive voice

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

-Guess meaning from context

-Choose the nearest in meaning answer

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-Answer the questions

II/ Language focus :

-New words : shift, biologist, caring, household chore, pressure,mischievous, obedient, close-knit, frankly

III/ Teaching aids: extra boards, the picture in the textbook

IV/ Procedure:

Stages Teacher’s activities Students’

activities1.Warm up

1.Do you agree with this saying?

2.Men’s responsibility is to workand support the family andwomen’s job is to look after thefamily, aren’t they?

3.Is the family in the book happy?

Why?

T:So in order to have a happyfamily, husbands and wives shouldjoin hands(to earn money and to

-caring(a)-household chores (n)sth such aswashing the dishes, cleaning thehouse, cooking, going shopping,etc

-Works in groups

of 4 andcomplete thesentence

-Work in pairsand answer thequestions

-Listen to thetape, give / guessthe meaning andtake notes

repeat

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-Calls 2 Ss to repeat and correctspronunciation

-Asks Ss to change their results andcorrect them together

-Calls some Ss to answer and givesfeedback

* Task 2:

-Has Ss read the passage again,work in pairs and answer thequestions

-Calls some pairs to practise

-Listens, checks and corrects

-Guides Ss to work in groups andcompare the family described inthe text with their own family bywriting on the extraboards

-Goes around the class and helps

Ss if necessary

-Gives some suggestions:

+ take care of one another+ share household chores + obey family’s rules, etc

-Work in groups

of 4 and do theexercise

-Work in groups

them

-Learn by heartvoc and redothese exercises

Period 4 th : UNIT 1 (cont.) HOME LIFE

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-Gives answers : + to clean the floor ; to cook ; to

do the washing up ; to washclothes ; to repair / mend things ;

to take care of the baby; to takeout the garbage, …

-Leads into the new lesson

* Task 1 :-Has Ss work individually, read thefollowing sentences and tick theones that apply to you and yourfamily

-Calls some Ss to answer andchecks

* Task 2:

-Guides Ss to work in groups andprepare a list of questions like thesuggestions in the book by writing

Ex: Who works in your family?

Who do you often share yoursecrets with?

-Has Ss change their results andcorrect them together

-Calls some Ss to check by sayingonly one word

Ex:T: work S: Who works in your family?

-Work in groupsand list them

-Workindividually andtick them

-Work in groupsand prepare alist of questions

questions

-Work in pairs

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-Listens and checks

* Task 4:

-Asks Ss to work in groups and telleach other the information theyhave collected

-Goes around the class and helpsthem if necessary

-Calls some Ss to tell about his/ herfriend’s family life

-Listens, checks and gives marks ifthey do well

and practise

-Work in groupsand do theexercise

-Practise theseexercises again

C LISTENING

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

-Decide on True or False statements

-Listen for specific information

II/ Teaching aids: extra boards, tape, cassette player

III/ Procedure:

activities

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-Calls some Ss to answer -Gives feedback : reunion: familyreunion

-Has Ss look at the picture andanswer these questions:

+ What’s happening in thepicture?

+ How many people are there?/

Who are they?

+ How are they feeling? / How dothey look?

-Calls some Ss to answer

-Listens and gives feedback

-Plays the tape, asks Ss to repeatthese words and gives theirmeanings

-Plays the tape once more, callssome Ss to answer and give theevidence

-Listens, checks and givesfeedback

* Task 2:

-Asks Ss to listen again and notedown two things that are differentabout Paul’s and Andrea’sfamilies

-Gives some questions to help Ss

do the exercise more easily:

+Are the members of theirfamilies very close?

+Where do their families eatwhen they get together?

-Calls some Ss to answer and

-Work in pairsand rearrangethem

-Listen, repeatand take note

choose T/F inpairs

-Listen, work ingroups and dothe exercise

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-Goes around and helps them ifnecessary

-If Ss can’t answer, T can ask Ss

to tell about their families byanswer these questions:

+How many people are there inyour family? Who are they?

+Do all members of your familylive together?

+Do they often get together onspecial occasions? Do you havebig meals together?

and do theexercise

questionsindividually

to answer:

+What are you permitted to do?

+ What aren’t you permitted todo?

-Gives the structures: V+bare-inf

to-inf

-Work in pairsand answer as

possible

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+ have to + bare-inf

+ want somebody to dosomething

Ex: I have to do householdchores

My parents want me to preparemeals when I am free

-Has Ss work in groups, discussand list some rules that they have

in their family on the extraboards

-Calls 4 Ss to write on theblackboard

-Checks and corrects

* Task 2:

-Guides Ss to write a letter to apen pal about their family rules byusing the ideas they havediscussed above on theirnotebooks

-Reviews the way of writing aletter

-Asks Ss to change their letters,check and correct together

-Calls 2 Ss to write their letters onthe board; checks and corrects

Gives marks if they do well

-Listen and takenote

- Write a letterindividually onthe notebooks

correct theletters together

letter in yournotebook

E LANGUAGE FOCUS

-Know the way of pronouncing the ending “s”

-Review tenses : past simple, past progressive and present perfect

II/Teaching aids:extra boards,

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activities1.Warm up

1 a bats b speaks c bags d

laughs 2.a.dates b kisses c washes d

oranges -Calls 2 Ss to answer, checks,corrects and leads into the newlesson

* Listen and repeat:

-Reads through words andexplain the rule of pronouncingthe ending “s”:

+ “s” is pronounced / z / whenit’s followed b, d, g, v, m, n, l, r, j,

w, , + all vowels

+ “s” is pronounced / s / when it’sfollowed p, t, k, f, h,

+ “s” is pronounced / iz / whenit’s followed z, s,

-Reads these words again andasks Ss to repeat

* Practise reading thesesentences:

-Reads these sentences and asks

Ss to repeat

-Asks Ss to pick out the wordswith the sounds /s/ and /z/ andrepeat

-Calls some Ss to read again andchecks

* Tense revision:

-Has Ss give the form and theusage of past simple, pastprogressive and present perfect

-Calls some Ss to give the notesand some examples using thesetenses

-Work in pairsand do theexercise

-Repeat in chorus

chorus

-Write them onthe extra boards

-Work in groups,

express theirideas

-Listen, takenotes and giveexamples

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(2’)

1.Past simple: It’s used to express

an action that happened in thepast with definite time

* Form : tobe = was / were V-ed / 2nd column Ex: He visited me 2 days ago

2 The past progressive :It’s used

to express an action that washappening or happened with longtime in the past

* Form : S + was / were + V-ing3.The present perfect: Itexpresses an action which began

in the past and still continues inthe present or future

* Form : S + have / has + p.pEx: She has worked as a nurse for

10 years

* Exercise 1:

-Asks Ss to work in groups andunderline the most suitable tenseform in each sentence

* Exercise 2:

-Guides Ss to work in groups andchoose the best answers bywriting on the extra boards

-Has Ss change their answers,compare and correct them

-Calls some Ss to answer, checksand gives feedback

-Work in groupsand choose thesuitable tenseform

-Work in groupsand choose thebest answers

-Review grammarstructures and

exrcises

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Period 8 th : UNIT 2 : CULTURAL DIVERSITY

A READING

-Explain the meaning of the italicized words / phrases

-New words : diversity, approval, contractual, supposed to, precede,survey, conduct, determine, physical attractiveness, confiding,partnership of equals, trust built on love, oblige

III/ Teaching aids: extra boards, the picture in the textbook

IV/ Procedure:

activities1.Warm up

-Calls 2 Ss to answer, checks andleads into the new lesson

-Asks Ss to work in pairs, choosethe most important factor for ahappy life and give the reason

-Calls some pairs to express theirideas

-Listens and gives comment

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+ supposed to(a):expectedto,required to

+ precede (v):go or be before+ survey (n)

+ conduct (v) + determine (v):find out + physical attractiveness (n) + confiding (n)

+ confide (v) + partnership of equals (n) + trust built on love (n) + oblige (v)

-Reads these words and asks Ss

-Has Ss write the answers on theextraboards and change themtogether to correct

-Calls some Ss to answer andgives feedback

* Note: If Ss can’t answer,we cangive the definition and guides Ss

to match

* Task 2:

-Has Ss read the passage againand guides them to answer thequestions

-Asks Ss to work in groups andhelps them give the differences

- Listen to thetape, give / guessthe meaning andtake notes

repeat

-Work in groups

of 4 and discussthe question

-Listen and take

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(2’)

Vietnamese family and a modernVietnamese family by writing onthe extraboards

-If Ss can’t answer, T should givesome suggested aspects suchas:number of children,the housethey like to have,the head of thefamily,who works,who takes care

of the housework and children,the income, …

-Calls 3 Ss to express their ideas,gives comment and marks if they

do well

-Express theideas in front ofthe class

-Read the textagain, learn byheart voc and

Ss to answer some questions:

+In Vietnam, may 3 or even 4generations live in a home?

+In America, may a man and awoman hold hands and kiss eachother in public?

-Calls 2 Ss to answer and leadsinto the new lesson

* Task 1:

-Calls 2 Ss to read the 2examples and explains the ways

of expressing the point of view

on the following ideas, using thewords or expressions in the box

-Look at thepictures, work inpairs and answerthe questions

examplescarefully,work ingroups of 4 and

do the exercise

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-Goes around the class, suppliessome voc if necessary

-Calls some Ss to answer, listens,checks and gives marks if they

do well

* Task 3:

-Asks Ss to read the example inthe book carefully and helpsthem talk about the similaritiesand differences betweenVietnamese and Americancultures by using the featuresdiscussed in Task 2

-Calls some Ss to express theirideas

-Work in groups

of 4 and find outthe answer

exercises andpractise themagain

Period 10 th : UNIT 2 (cont.): CULTURAL DIVERSITY

C.LISTENING

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

+ Fill in the missing information

+ Answer the questions

II/ Language focus:

+ New words: ceremony, altar, banquet, schedule, blessing

III/ Teaching aids: tape, cassette player, picture in the book, extraboards IV/ Procedure:

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activities1.Warm up

word “wedding” and write

them on the extra boards

-Listens, checks, gives feedback: gifts, relatives, groom, bride,photograph, ring, cake,banquet, … and then leadsinto the new lesson

-Asks Ss to work in pairs anddiscuss the questions

-Calls 2 pairs to practise

-Has Ss listen to the words inthe book, asks them to repeatand gives the meaning of somevoc

* Task 1:

-Has Ss read these sentencesand try to guess the missinginformation

-Plays the tape twice,asks Ss tolisten and fill in the missinginformation by writing on theextraboards

-Plays the tape once more andcalls some Ss to answer again

-Listens and checks

* Task 2:

-Plays the tape again, asks Ss

to listen and helps them answerthe questions

-Asks Ss to work in groups anddiscuss the questions by writingtheir ideas on the extraboards

-Goes around the class andhelps them if necessary

chorus

-Listen to thetape carefuillyand write themissing

information onthe extraboards

-Listen to thetape, work inpairs and answerthe questions

-Work in groups

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(2’)

-Calls some Ss to express theirideas in front of the class andgives marks if they do well

-Learn by heartvoc and redo theexercise

-Calls 1S to answer and thenleads into the new lesson

* Task 1:

-Calls 4 Ss to give the meaning

of the English words:

+ leaf (n) + rim (n) + ribs (n) + strap (n) -Has Ss work individually and

equivalents for these words

-Calls 1 S to answer, listens andchecks

-Gives some necessarystructures:

- S + BE+ MADE OF + … Ex:This ruler is made of plastic

-Workindividually and

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-Goes around the class andhelps them if necessary

-Asks Ss to change theirwritings and correct themtogether

-Calls 1S to write on the board,checks and corrects the passage

in front of the class and helps Ssunderstand the lesson better

-Gives marks if that studentwrites the passage well

passage aboutthe conical leafhat individually

-Work in groupsand correct thepassages

together

-Rewrite thepassage on thenotebooks

E.LANGUAGE FOCUS

+ know how to pronounce the ending “ed”

+ review all of tenses

II/ Teaching aids: extraboards

III/ Procedure:

activities1.Warm up

1.a.walked b.explained c.missedd.helped

2.a.mended b.rained c.wantedd.started

-Calls 2 Ss to answer, checks,corrects and leads into the new

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Listen and repeat:

-Reads through words and explainthe rule of pronouncing the ending

* Practise reading these sentences:

-Reads these sentences and asks

Ss to repeat

-Asks Ss to pick out the words withthe sounds /t/ and /d/ and /id/ andrepeat

*Review of tenses : -Has Ss give the form and theusage of all tenses that they havelearned

-Calls some Ss to take the notesand some examples using thesetenses

* Exercise 1:

-Has Ss work inpairs, complete theconversations with the correctform of the verbs in the box bywriting on the extra boards andexplain the reasons

* Exercise 2:

-Asks Ss to work in groups, circlethe best answers by writing on theextra boards and explain the

chorus

- Repeat inchorus

-Write them onthe extra boardsand read again

-Give the formand the usage

of all tenses

-Listens andtake notes

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- Calls some Ss to answer

-Reviewgrammarstructures and

exrcises

Period 13 th : UNIT 3 : WAYS OF SOCIALISING

A READING

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

-Summarise main ideas

-New words : socialising, to attract someone’s attention, verbal, verbal, suppose, obvious, whistle, informality, brief, a slight nod will do III/ Teaching aids: extraboards, the pictures in the textbook

non-IV/ Procedure:

activities1.Warm up

-Has Ss look at the pistures, work

in pairs and answer the questions

-Calls 2 pairs to practise

-Plays the tape once and has Sslisten to it

-Gives the meaning of some newwords

* New words:

-Look at theseactions andguess them inpairs

-Listen to thetape, give /

meaning andtake notes

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4.Post-reading

(7’)

-socialising (n) -to attract someone’s attention (v)-verbal ≠ non-verbal (a)

-suppose (v) Ex:Suppose you are in myposition, what will you do?

-obvious (a): easily seen,recognized

-whistle (v) -informality (n) -brief (a) = conside, abrupt -a slight nod will do

-Reads these words and asks Ss torepeat

-Calls 2 Ss to repeat and correctspronunciation

* Task 1:

-Asks Ss to work in pairs and givethe Vietnamese equivalents to thefollowing words and phrases

-Calls some Ss to answer, listensand gives feedback

* Task 2:

-Has Ss read the passage again,work in groups and choose thebest title for the passage

-Calls 1S to answer, listens andchecks

-Asks Ss to work in groups andhelps them discuss the meaning ofwhistling and hand-clapping inVietnamese culture by writing onthe extraboards

repeat

-Work in groupsand choose thebest title

-Work in groups

of 4 and do the

writing on theextraboards

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(3’)

+People whistle when they feelhappy, want to attract someone’sattention or entertain

+People clap their hands whenthey want to encourage or despites.o, attract someone’s attention

Besides, clapping their hands isalso a signal for other people tocome

-Learn by heartvoc and redothese

Phil / nice / thank / complement /that’s / you / a /

-Calls 1 S to answer, checks andleads into the new lesson

* Task 1:

-Reads these dialogues once

-Gives the meaning of some newwords :

+ compliment (n) + terrific (a)

+ kidding (n) + terrible (a) -Reads these words and asks Ss torepeat

-Has Ss work in pairs, take turns topractise reading the dialogues,paying attention to how peoplegive and respond to compliments

in each sentence

-Calls some pairs to practise,listens and checks their

-Listen, givethe meaningand repeat

-Practise thedialogues inpairs

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* Task 3:

-Asks Ss to work in pairs andpractise responding to thecompliments

* Task 4:

-Has Ss work with a partner andmake dialogues to practise givingand responding to compliments,using the cues

-Listens, checks and corrects Givesmarks if Ss do well

-Work in pairsand practisethe dialogues

-Work with apartner andpractise thedialogues

-Practise thesedialogues

again

Period 15 th : UNIT 3 (cont.): WAYS OF SOCIALISING

B LISTENING

-Decide the statements are T or F

-Write the missing words

II/ Language focus:

+ New words:marvellous, arguments, regulation, absolute, install, starlingIII/ Teaching aids: extra boards, tape, cassette player, 2 real objects:1homephone and 1 mobile phone, 2 pictures in the book

IV/ Procedure:

activities1.Warm up

(3’) -Asks Ss to work in groups andwrite down 5 things that are very

necessary for your daily life on theextra boards

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-Leads into the new lesson : Rulesabout using telephone in family

-Asks Ss to work in pairs anddiscuss the questions

-Has Ss listen to the words in thebook, asks them to repeat andgives the meaning of some voc

-Plays the tape once more, callssome Ss to answer again and givethe evidence

* Task 2:

-Has Ss read these sentences andtry to guess the missinginformation

-Plays the tape twice,asks Ss tolisten and fill in the missinginformation by writing on theextraboards

-Plays the tape once more andcalls some Ss to answer again

-Listens and checks

-Has Ss listen to the tape again,summarize Ms Linda Cupple’s talk

by using the information from Task

1 and 2 and write them on theextra boards

choose T/F inpairs and givethe evidence

-Listen to thetape carefuillyand write themissing

information onthe extraboards

-Work in groupsand summarisethe talk

-Learn by heartvoc and redothe exercises

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D WRITING

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

+ Build sentences based on given words

+ Re-order given sentences to make a complete paragraph

II/Teaching aids:extra boards

III/ Procedure:

activities1.Warm up

-Has Ss make as many words as

possible beginning with APO…

by writing on the extra boards

-Calls 2 Ss to answer

-Listens, checks, and givesfeedback : apology, apologize,apologist, ……

-Leads into the new lesson :

Making an apology

* Task 1:

-Asks Ss to work in pairs, use thewords to make sentences andchange the form of the verb bywriting on the papers

-Asks Ss to change their answersand correct them together

-Calls 1 S to write on theblackboard

* Task 2:

-Has Ss work in groups and guidesthem to put the sentences of thetwo paragraphs in their right order

by writing on the extra boards andthen rearrange them to write thecomplete paragraphs (correct theerror(s) if necessary

-Asks Ss to change their answersand correct them together

-Work in pairs

completesentences

-Work in groupsand do theexercises

-Work in groupsand correct theanswers

together

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(2’)

-Checks, corrects and givesfeedback -Rewrite theseparagraphs in

theirnotebooks

E.LANGUAGE FOCUS

+ know the way of pronunciation: “Stress in two-syllable words”

+ know grammar : Reported speech

II/ Teaching aids: extraboards

III/ Procedure:

activities1.Warm up

* Pick out the odd ones:

1.office, problem, river, company,open

2.later, worker, writer, July, sailing

3.calling, parents, prepare,mother, listen

-Calls some Ss to answer, checks,corrects and gives feeback:

1.company : 3 syllables 2.July : stress on the 2nd

syllable

3.prepare : stress on the 2nd

syllable

Listen and repeat:

-Plays the tape once and explainthe rule of pronouncing Two-syllable words:

+For verbs, adjectives, adverbs,and prepositions : if the 2nd syllablehas long vowel or compound vowel,except / /, stress will be the secondone

Ex: arrive (v), attract (v), correct(a), perfect (a), alone (adv), inside

+ However, if the 2nd syllable has

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(30’)

short vowel or compound vowel / /,

or finished by a consonant, stresswill be the first one

Ex:open(v), borrow(v), lovely(a),sorry (a), rather(adv)…

+For nouns, if the 2nd syllable hasshort vowel, stress will be the firstone

Ex:money, product, larynx, …

+ However, if the 2nd syllable haslong vowel or compound vowel,stress will be the second one

Ex:balloon, design, estate,…

-Plays the tape once more and asks

Ss to repeat

-Plays the tape once and asks Ss tolisten

* Reported speech:

-Calls 1 S to reread the way ofchanging direct speech to reportedspeech

-Listens and checks

1.Changes in tenses of verbs:

+ Direct : +Indirect : Simple present simple pastPresent continuous pastcontinuous

Present perfect pastperfect

Present perfect continuous pastper con

past continuous past per

continuous simple future conditional 2.may might ought to ought to should should can could must had to mustn’t was(were not to)

chorus

- Repeat inchorus

-Answerindividually

-Listen carefullyand take note

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(2’)

adverbs:

this that these those here there now then today that day yesterday the daybefore

tomorrow the dayafter

ago before 4.Kinds of sentences :

He told them to hurry up

-“Don’t leave the room”

He ordered them not to leave theroom

b Indirect questions:

*Yes-No questions:is followed bysome verbs such as “ask, inquire,wonder, ….”.”if” or”whether”isfollowed by these verbs

Ex:”Have you seen that film”

He asked if she had seen that film

*Wh-questions: is followed by someverbs such as “ask, wonder, want

to know, ….” and then are “who,which, what, whom,…”

Ex:”Who is going for a walk?”

He asked them who was going for awalk

*Note:”I have left my watch athome.Can you tell me the time?”

He said that he had left his watch

at home and asked me if I could tellhim the time

*Exercise 1:

-Has Ss work in groups, discussand change these statements toreported speech by writing on theextra boards

-Work in pairsand practisethe dialogue

-Learn by heartgrammar

structures and

exercises

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*Exercise 2:

-Has Ss work in pairs, discuss andchange these statements toreported speech by writing on theextra boards

Period 18 th : TEST YOURSELF A

-Listen to the tape and decide if the following statements are T or F

-Read the passage and then answer the questions

-Choose the correct answer

-Change the sentences into reported speech

-Write a letter to their pen pal, telling him or her about their family

-New words: posture, interpret, slump, tap

-Grammar: review reported speech and tenses

III/ Teaching aids: extraboards

IV/ Procedure:

activities1.Warm up

+Who can tell me the differences

of Vietnamese families beforethe 19th century and nowadays?

-Calls 2 Ss to answer and leadsinto the new lesson

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-Has Ss change their answersand correct them together

III/ Grammar:

A.-Asks Ss to work in groups andcircle the correct answers

B –Asks Ss to work in pairs andhelps them change thesesentences into reported speech

-Calls some SS to write on theboard

IV/ Writing:

-Asks Ss to work individually andhelps them write a letter to theirpen pal, telling him or her abouttheir family by using theguidelines

-Choose 1 or 2 letter(s) andcorrect in front of the class

-Gives marks if they do well

or F

-Work in groupsand answer thequestions

-Work in groupsand choose thebest answers

-Workindividually andwrite the letter

exercises in yournotebooks

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Period 21 st : UNIT 4 : SCHOOL EDUCATION SYSTEM

A READING

-Scan for specific information

-New words : compulsory, academic year, separate, parallel, category,core subject, GCSE

III/ Teaching aids: extraboards

IV/ Procedure:

activities1.Warm up

+It begins with “s”

+The second word is “c”

-Leads into the new lesson :SCHOOL EDUCATION SYSTEM INENGLAND

-Has Ss read the facts and decidewhether the statements aboutschools in Vietnam are T or F inpairs

-Listens and checks

-Plays the tape once and has Sslisten to it

-Gives the meaning of some newwords

-separate (v):divide up into parts

-parallel (a) -category (n) -core subject (n) -GCSE :General Certificate ofSecondary Education

-Reads these words and asks Ss to

-Work individually

-Work in pairs and choose T or

F

-Listen to thetape, give /

meaning andtake notes

repeat

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on the extra boards

-Calls some Ss to translate thesewords or phrases into Vietnameseand answer

-Listens and gives feedback

* Task 2:

- Has Ss read the passage again,work in pairs and answer thequestions

-Asks Ss to work in groups, tell theothers one of the most difficultschool subjects they are studyingand what they would like theirfriends and their teacher to do tohelp them learn that subject moreeffectively

-Gives an example: I find historyvery difficult It’s too long toremember all the historical events

I would learn it better if the teachercould help with a short description

of each events

-Learn by heartvoc and redothese exercise

Period 22 nd : UNIT 4 (cont.): SCHOOL EDUCATION SYSTEM

B SPEAKING

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I/ Objectives:By the end of the lesson, Ss will be able to talk about theschool education system in Vietnam

II/ Teaching aids: extra boards

III/ Procedure:

Stages Teacher’s activities Students’activiti

es1.Warm up

University, nursery, primaryschool, college, kindergarten,secondary school

-Asks Ss to work in groups of 4and do the exercise

-Calls 2 Ss to answer

-Listens, checks and givesfeedback : nursery, kindergarten,primary school, secondary school,college, university

-Leads into the new lesson:Talkingabout school education system inVietnam

*Task 1:

-Guides Ss to work in pairs, askand answer the questions aboutthe school education system inVietnam

-Gives some useful expressions:

+When do children in Vietnam goto?

+How many years do childrenattend primary school?

+Which level do children move toafter they finish?

+Do all children have to go tonursery?

* Task 2:

take note

-Practise inpairs

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-Calls some Ss to practise

-Listens, checks and gives theanswer :

A:In Vietnam, children can go to anursery when they are only 3 or 4years old because their parentshave to go to work

B:I am sure they cry a lot becausethey are too young to be far fromtheir parents for the whole day

C:But they soon make friends andhave a lot of toys to play with

After nursery, they go tokindergarten and stay there until

5

A:In kindergarten, children havemore friends School life is betterbecause they can learn singing,dancing, drawing and even somesimple words What they like best

is being told stories

B:At the age of 6, they move toprimary school It takes them 7years to finish secondaryeducation Children leave highschool at the age of 17

C:Then they prepare for theirhigher study at college oruniversity

* Task 3:

-Asks Ss to work in groups andguides them to talk about thesimilarities and differencesbetween the school system inVietnam and England

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(2’)

-Gives the feedback

+ There are some differencesbetween the school systems inVietnam and England Children inVietnam start primary school atthe age of 6 and finish this level at

10 while those in England study atprimary school from the age of 5

to 10 Schooling is compulsory forVietnamese children until the age

of 14 but, in England, compulsoryeducation ends when children are

16 There is also a differenceabout the subjects studied atschools …

+On the other hand, Vietnam andEngland school systems havesome similarities Students in bothcountries have to follow thenational curriculum set by thegovernment After finishingsecondary schools, they all have

to take the national examinationknown as GCSE

-Redo theseexercises andpractise themagain

Period 23 rd : UNIT 4 (cont.): SCHOOL EDUCATION SYSTEM

C LISTENING

+Decide on T or F statements

+Answer the questions

II/ Language focus:

+New words:tearaway, disruptive, methodical, struggle

III/ Teaching aids: extra boards, tape, cassette player

IV/ Procedure:

Stages Teacher’s activities Students’activiti

es1.Warm up

(5’) -Has Ss work in groups and writedown school subjects on the extra

boards

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-Has Ss listen to the words in thebook, asks them to repeat andgives their meanings

* Task 1:

-Has Ss read these sentences andguess whether which are Jenny orGavin’activities

-Plays the tape twice,asks Ss tolisten and tick to the question towhich the answer is “Yes”

-Plays the tape once more, callssome Ss to answer again and givethe evidence

* Task 2:

-Plays the tape again, asks Ss tolisten and helps them answer thequestions

-Asks Ss to work in groups and talkabout the results of their currentexams at shool and what they will

do to prepare for the next exams

-Gives the feedback:

I didn’t do well in the last examperiod I was content with mymaths, physics and chemistryresults but my English result

-Listen and dothe exercise aswell as give the

pairs

-Listen to thetape, work in

questions

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-Redo theseexercises inyour

-Listens, checks and givesfeedback:nursery, kindergarten,pre-school, primary school,secondary school, high school,college, university

-Has Ss read the content of thispart and the passage in lessonREADING and SPEAKING to findout some similar ideas andstructures

-Calls some Ss to write them onthe board:

+The academic year in … runsfrom ….to…

+The school year generally begins

in …

+A school year consists of

…….terms

-Work in pairsand list them

on the board

take note

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+to be divided into … terms

+… term is from the beginningof…

+Children start grade 1 when theyare ……

+Students continue….school untilthey are

* We use the simple present andconnectors when writing aparagraph

-Guides Ss to write a paragraph onthe formal school education system

-Chooses some paragraphs tocheck, correct and gives feedback

- Gives marks if they do well

paragraphindividually

-Correct themistake(s)

together

-Rewrite theparagraph inyour

notebooks

Period 25 th : UNIT 4 (cont.) : SCHOOL EDUCATION SYSTEM

E LANGUAGE FOCUS

-Know stress in two-syllable words

-Review passive voice

II/ Teaching aids: extra boards, papers

III/ Procedure:

Stages Teacher’s activities Students’activit

ies1.Warm up

(3’) -Has Ss work in groups of 4 andrearrange these letters into the

meaningful words by writing onthe extra boards:

1.baaglre : a - - - br - 2.rschteimy : ch - - - -tr – 3.pumocngit : c - - pu - - - - 4.csiilopt : p - - - ti - - -Choose an extra board to check

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and leads into the new lesson:

They are all school subjects andthree syllable words

* Listen and repeat:

-Plays the tape once and explainthe rule:

+For verbs: if the last syllable isstrong, it will receive stress

Ex:entertain, ….If the last syllable

is weak, stress will be the secondone Ex:encounter, determine, …Ifthe second and the last syllableare weak, the first one will receivestress.Ex:advertise, …

+For nouns,if the last syllable isweak or ended by / / and thesecond one is strong, it willreceive stress Ex:potato, diaster,

…If both the third and secondsyllable are weak, the first one willreceive stress.Ex:quantity,cinema, …

-Lets Ss listen to the tape againand then repeat

-Calls some Ss to repeat andrearrange them into the correctgroups: 1, 2, 3

-Plays the tape once and asks Ss tolisten

Ex:I give Ly a pencil

+A pencil is given to Ly

+Ly is given a pencil

* Grammar : PASSIVE VOICE

-Calls 2 Ss to repeat the form ofpassive voice:

1 S + am / is / are +p.p + by + O

2 S + was / were +p.p + by + O

3 S + am / is / are + being + p.p+ by + O

chorus

-Reread thesesentences

-Listen, answerand take note

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