giáo án tiếng anh 12

Steps of teaching : Teacher and students’ activities Content T: - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation a

Date of preparation:

Week:

Period 1 REVISION

I Aims

1 Knowledge: Students revise the structures, usage and give examples for tenses of verbs

2 Skills: Explanation, asking and answering

3 Attitude : Notice the lesson

4 Ability: self-solving; communication, cooperation, using language, self-managing

II Preprations :

1 Teacher: Exercises

2 Students: Knowledge

III Methods: explanation, discussion

IV Steps of teaching :

T “I would like you to work in

pairs to revise tenses of verbs by

giving example, then ask them to

give structure and the usage of

tense”

2 Do the task: Ss work in pairs to

revise tenses of verbs by giving

example

Eg 1: - The sun rises in the east

- It snows in winter

- I often get up at 5

Eg 2:- I’m working at the moment

- She’s staying with her friend for a

week

Eg3: - I have been to Tokyo

- I have known Karen since 1999

Eg 4: - Nga went to HaLong Bay

last summer vacation

- Last year, when she didn’t have a

bike, Hoa took the bus to school

I Present tenses

1 Present simple S + V (s/es) + O

- describe present habit or when something is generallytrue

2 Present continuous S + am/is/are + Ving + O

- For things that are happening at the of speaking

- For temporary situation when we feel somethingwon’t continue for a long time

- For annoying habitsEg: You are always losing your keys

3 Present perfect S + have/has + PII + O

- For unfinished actions, life experiences

II Past tenses

1 Past simple: S + Ved + O

- an activity that began and finished at a certain (point

of) time in the past or habit in the past

2 Past progressive: S + was/were + Ving + O

Eg:- Some students were looking

outside while the teacher was

explaining the lesson.

E.g 5: - Mai was sleeping at this

time yesterday since she was ill

- I was watching TV when she

called

- While I was studying, he came

Eg 6: A: Why didn’t I see you at

the party yesterday?

B: When did you arrive?

A: At 8 p.m

B: Oh, I had left by 8 p.m

Eg 7: - I’m cold – I’ll close the

window

- Will you give me a hand?

- I think he will come soon

Eg 8: We’ve run out of milk – I

know, I’m going to buy some

Eg 9: -By 10 o’clock, I will have

finished my homework

3 Report and discussion:

Teacher calls some pairs to give

answers on board and ask other to

compare and and give comment

4 Feedback:

Teacher feedbacks ss’performance

- an activity that was happening at a certain time in thepast

- an activity that began earlier and was in progress whenanother activity happened

- two activities that were in progress at the same time

Eg:- Some students were looking outside while the teacher was explaining the lesson.

3 Past perfect: S + had + PII + OThe past perfect tense describes an activity:

- that happened before a certain(point of) time in thepast

- that happened before another activity in the past

III Future tenses

1 Simple future: S + will/shall + V +O

- A decision at the moment of speaking

- Prediction based on opinion

- A future fact

- Promises/requests/refusal/willingnessEg: The sun will rise at 7

2 Near future: S + am/is/are + going to + V + O

- Futire plans made before the moment of speaking

- Prediction based on present evidence

3 Future perfect: S + will/shall + have + PII + O

- With a future time word (by) to talk about action thatwill finish before a certain time in the future

4 Consolidation: Revise present, past and future tenses

5.Homework: Revise present perfect continuous, past perfect continuous and future continuous

tenses

Date of preparation:

Week:

Period 2 REVISION

I Aims

1 Knowledge: Students revise the structures, usage and give examples for passive voice

2 Skill: Explanation

3 Attitude : Notice the lesson

4 Ability: self-solving; communication, cooperation, using language, self-managing II Preprations :

1 Teacher: Exercises

2 Students: Knowledge

III Methods: explanation, discussion

IV Steps of teaching :

T “I would like you revise passive

voice by giving example, then ask

them to give structure”

2 Do the task: Ss work in pairs to

revise passive voice by giving

example, then ask them to give

structure

3 Report and discussion:

Teacher calls some pairs to give

answers on board and ask other to

compare and and give comment

4 Feedback:

Teacher feedbacks ss’performance

Eg 1:

I often pick my child at 5pm ->

My child is often picked up at 5

Eg 2:

-You are always losing your keys

-> Your keys are always being

3 Present perfect S + have/has + PII + O

- For unfinished actions, life experiences

II Past tenses

1 Past simple: S + Ved + O -> S + was/were + PII

2 Past progressive: S + was/were + Ving + O-> S + was/were + being + PII

3 Past perfect: S + had + PII + O-> S + had + been + PII

III Future tenses

1 Simple future: S + will/shall + V +O-> S + will/shall + be + PII

2 Near future: S + am/is/are + going to + V + O-> S + am/is/are + going to + be PII

3 Future perfect: S + will/shall + have + PII + O-> S + will/shall + have PII

-> Karen has been known since

1999

Eg 4:

- Last year I bought a house

-> Last year my house was bought

E.g 5:

- I was watching TV when she

called.-> TV was being watched

when she called

Eg 6:

She had lelf him before he knew

-> He had been left before he knew

Eg 7:

- I will announce the result soon

-> The result will be announced

soon

Eg 8:

I’m going to buy some milk.->

Some milk is going to be bought

Eg 9:

-By 10 o’clock, I will have finished

my homework

->By 10 o’clock, my homework

will have been finished

4 Future continuous

S + will/shall + be Ving + O-> S +will/shall + be being PII

Exercise Change these sentences into passive

1 Did Ann discover the mistake?

2 A famous author wrote that book

3 Jack won’t pay the bill

4 The waiter refilled my glass

5 Did Sue knock that vase to the floor?

6 Tommy didn’t break the chair

7 Alan’s knowledge of art doesn’t impress me

8 Is a student pilot flying that airplane?

9 The best chess player will win the match

10 The voters are going to decide that issue.KEY:

1 Was the mistake discovered by Ann?

2 That book was written by a famous author

3 The bill won’t be paid by Jack

4 My glass was refilled by the waiter

5 Was that vase knocked to the floor by Sue?

6 The chair wasn’t broken by Tommy

7 I amnot impressed by Alan’s knowledge

8 Is that airplane being flied by a student pilot

9 The match will be won by the best chess player

10 That issue is going to be decided by the voters

4 Consolidation: Revise passive voice

5 Homework: Revise passive voice and practice more at home.

1 Knowledge: Students will be able to read a passage of 280-320 words for general or specificinformation about home life, study new words and do task 1

2 Skills: Use English as a language of communication in the basic form of reading

3 Attitude: Have good attitude toward home life

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preprations :

1 Teacher: textbook, CD player, pictures

2 Students: notebook

III Methods: explanation, discussion

IV Steps of teaching :

Ask students look at the picture and let

students understand more about , house hold

chores and family life, today we learn Unit

1- part A: Reading

1 Giving task:

T: Ask students to work in pairs looking at

the pictures to ask and answer them

2 Do the task: Ss work in pairs looking at

the pictures to ask and answer them

3 Report and discussion:

Teacher calls some pairs to give answers

and ask other to compare and and give

comment

4 Feedback:

Teacher feedbacks ss’performance

T: Introduce the situation of the context

- Read the context once to the class

- Help students to summary the main ideas

1 Where is the family?

2 What is each member of the family doing?

3 Is the family happy?Why (not) ?

I.Before you read

Hang on the blackboard the table of questions

1 Where is the family?

2 What is each member of the family doing?

3 Is the family happy?Why (not) ?

P1: The family is at home./ The family may be

in the sitting room at home

P2: The father is playing games with his sonand the mother is helping her daughter dohomework

P3: Yes, it is.because they look warm and close–knit / It’s a happy and closely-knit family,everyone of which loves and helps one another

of the context

- Ask students to think of their thoughts

about a happy family

- Introduce the situation of the passage

Sts: 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

T: Call on some students to read the

sentences

Sts: Look at the book and listen to the

teacher

- Work in groups and try to repeat the main

ideas in each paragraph

- give the answer to task 1

Summary of the passage

* The first paragraph: the writer says about theparents’ jobs and the people in her family

* The second paragraph :The writer says aboutthe activities of her parents every day

* The third paragraph: The writer says abouther younger brothers and her herself

* The writer says about the happiness in herfamily

Task 1: Choose the sentence A,B or C that is

nearest in meaning to the sentence given

1 until – B He comes home late at night

2 C Men’s responsibility is to work andsupport the family and women’s job is to lookafter the family

3 join hands – A Our parents work together togive us a nice house and a happy home

4 mischievous – B The boys enjoy playingtricks and annoying people sometimes

5 close-knit – A Members of our family havevery close relationships with each other

4 Consolidation: Read the passage and sum it up

5 Homework: - learn by heart all the new words and summarize the passage

2 Skills: Use English as a language of communication in the basic form of reading

3 Attitude: Have good attitude toward home life

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preprations :

1 Teacher: textbook, CD player, pictures

2 Students: notebook

III Methods: explanation, discussion

IV Steps of teaching :

Teacher and students’ activities Content

T: - 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

- have sts works in group of 4 to answer

questions

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 ?

Sts: Work in groups to do the task

- Work in groups to ask and answer the

questions using the information from the

passage

1 Giving task:

T: Aks Ss to compare the family described

in the text with your own family within 10

minutes

2 Do the task: Ss work individually to

compare the family described in the text

II.While you read :

Task 2: Answering questions

1 Very busy They have to work long hiurs andsometimes they have to work at night

2 She is always the first one to get up in themorning to make sure that her children leavehome for school with breakfast and insuitableclothes She always makes dinner ready beforeher husband comes home

3 The daughter helps with household chores:she washes the dishes and takes out the garbage.She also looks after the boys/her youngbrothers The father sometimes cooks/does somecooking or mends things around the house atweekends

4 She attempts to win a place at university

5 Because they are very close-knit andsupportive of one another They often share theirfeelings and whenever problems come up, theydiscuss them frankly and find solutions quickly

III After you read :

Group discussion: Compare the familydescribed in the text with your own family

Text family

- Number of family members: five

with their own family

3 Report and discussion:

Teacher calls some to give answers and ask

other to give comment

4 Feedback:

Teacher feedbacks ss’performance

- Mother: Nurse, busy but caring, run thehousehold

- Father: biologist, busy but willing to help hiswife, enjoy cooking

- I: study at the secondary school, help with thehousehold chores, look after the boys

- a very close-knit family and supportive of oneanother

My family

- Number of family members: four

- Mother: teacher, busy but caring, run thehousehold

- Father: doctor, busy but willing to help hiswife, prepare dinner and fix furniture

- I: study at high school, help with thehousehold chores, look after the boys

- a very close-knit family and supportive of oneanother

4 Consolidation: Gives the main points of the lesson

5 Homework: describe your family

2 Skills: Use English as a language of communication in the basic form of speaking

3 Attitude: Have good attitude toward home life

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preprations :

1 Teacher: textbook, CD player, pictures, video

2 Students: notebook

III Methods: explanation, discussion, work in pairs/groups

IV Steps of teaching :

1 Organization :

Class Period Date of teaching Attendance Absence Note

12A3

T: Have sts work in groups to

talk about family

Sts: Listen to the teacher

-Work in groups and give their

ideas why they choose

-Each student stands up and

talks about their family

T: Let students read the

following sentences and choose

which apply to them or their

family

- Go around and listen to the

students

Sts: speak the sentences

T: Ask students to use the

questions they have form to ask

about her/his family

- Goes around the class and

help students with some new

words

- Let the students practise

speaking freely about their

family

1 Giving task:

T: Aks Ss to write some

sentences about their family

and then stand up to

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

I Before you speak Task 1 Practice speaking out their ideas about their family.

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 watchingfootball

5 I often share my personal secrets with my father

6 I always talk to my parent before making an importantdecision

II While you speak : Task 2+ Task 3

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 my father help

B: I often share with my mother

A: Who do you talk to before making an important

talk.within 5 mins

2 Do the task: Ss work

individually to write some

sentences about their family

3 Report and discussion:

Teacher calls some to talk

about their family and ask

other to give comment

4 Feedback:

ss’performance

decision?

B: I often talk to my parents

III After you speak Task 4

P1: I talked to Tuan Both his parents go to work But onlyhis mother does the household chores

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

-Work in groups and then speak out their opinions

PS I think a happy family should have

P: Yes it is Because every member in the family oftenshare the feelings with each other

- Listen to the teacher

4 Consolidation: Gives the main points of the lesson

5 Homework: - Ask students to talk about household chores, family life, daily routine, leisure

2 Skills: Use English as a language of communication in the basic form of listening

3 Attitude: Have good attitude toward home life

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preprations :

1 Teacher: textbook, CD player, pictures

2 Students: notebook

III Methods: explanation, discussion, work in pairs/groups

IV Steps of teaching :

Warm-up: Jumbled words

T: write the words whose letters are in a

random order in the board

- divide the class into groups of four

Sts: - work in groups and find out the correct

word The group which gets more correct

words and submits earlier will be the winner

T: Ask students to close the books

- Give some pictures and answer some

questions

1 Who are they?

2 What are the relationship among them ?

Sts: Work in groups and look at the picture

and answer

T: Ask students to read all the words given

carefully and show the difficult words or

structures

- Help sts some new words : reseved ,

leftover , spread out :

- Ask students to look at the picture and say:

What are they doing ?

How many people are there in the family ?

- Introduction: you are going to listen to Paul

and Andrea talk about their family.

T: Ask Ss to listen to complete task 1 and

task 2; make sure that they understand the

requirements of the tasks

Sts: Listen and work in pairs to speak out

some information they have heard from the

tape

- Listen again and note down two things that

are different about Paul’s and Andrea’s

families

1 Giving task:

T: Aks Ss to work in groups of 4 to discuss

and find out the importance of family in a

person’s life within 7 mins

2 Do the task: Ss work in groups of 4 to

discuss and find out the importance of family

in a person’s life within 7 mins

3 Report and discussion:

Teacher calls some to talk about the

importance of family and ask other to give

- A family is having a big meal

- There are 9 people

- They look very happy

- spread out: live away from one another(sống xa nhau)

- leftover: food remaining after a meal (thức

Often go out to eat

together

III After you listen

Group discussion: Discuss the importance offamily in a person’s life

- Is your family important to you?

- Can you live well without your parents andyour brother/sister?

- Do your family members help you in yourstudy?

Family make children future

Teacher feedbacks ss’performance Family is the only place where children study

a lot after school In school, teachers taughtchildren about the subjects which will helpthem to find a good job in future But inhome, Family taught children about habits,discipline which not only help them to find ajob but also help them to live a perfect life infuture So family is very important for kids

Family stay with you at any situation

This is one of the great advantage fromfamily and none of us never realise this at anytime You may have lots of friends orrelations or office mates They will definitely

be with you in your happy times or anysuccessful achievements But, your parents orsisters or brothers are the only one will staywith you in your hard and difficult times

4 Consolidation: talk about Paul’s and Andrea’s family

5 Homework: write a passage about the importance of family in person’s life

2 Skills: Use English as a language of communication in the basic form of writing

3 Attitude: Have good attitude toward home life

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preprations :

1 Teacher: textbook, sample sentences, sample writing

2 Students: notebook

III Methods: explanation, discussion, work in pairs/groups

IV Steps of teaching :

Teacher and students’ activities Content

Warm-up: Jumbled words

T: Write the words whose letters are

in a random order on the board

- divide the class into groups of four

Sts: discuss to find out the correct

words The final work of each group

is written down on a paper and

submitted to the T

T: Read aloud the result and

feedback the winner

T: Ask students to use the following

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

- talking on the phone

- using the family motorbike

- Listen to the pairs and help them if

they

T: 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

- Go around and provide help when

T: Choose the good ones to share

with the whole class on the board

1 Giving task:

T: have Sts work in groups, think of

some family rules that are the most

popular then divide these rules into

kinds namely “Do” rules and

I Before you write

The use of verbs: let, allow, have to, permit+ let sb do st

Ex: My mother let me wash the dishes when I wassix

+ allow sb to do stEx: Our teacher does not allow us to have privatetalks in class

+ have to do st (used for facts, not for personalfeelings)

Ex: my eye sight is not very good, so I have towear glasses for reading

+ Must do st (used when we give our personalfeelings)

Ex: She’s a very nice person You must see her+ permit sb to do st / permit V-ing

Ex: The gueard will not permit you to enter if youdon’t have the invitation card

Ex: The hospital permits visiting at lunch timeonly

II While you write

Sample writing:

Dear Hue,

We haven’t written each other for a long time.There are changes in my family so that we havehad new rules for our family members to follow.Because my mom has to look after our new-bornbrother, we have to do the household chores.Moreover, we are not allowed to come home late

at nights as usually because it may disturb momand my brother

For meals, my sister Mary has to prepare it In theevening, we are not allowed to watch TV too late.And another thing is that we are not permitted totalk loudly on the phone My dad doesn’t allow us

to go out with friends whenever we have sparetime Busy as we are, we still feel very happybecause we can help parents a lot with thingsaround home

How about you? Are there any changes in yourfamily rules?

Look forward to your reply

4 Consolidation: Gives the main points of the lesson: writing about family rules

5 Homework: - rewrite the letter

- prepare for new lesson

1 Knowledge: Grammar: Tenses revision: past simple, past progressive, present perfect,

Vocabulary: Words to talk about home life: family, family relationship, daily routine, leisureactivities

2 Skills: Explanation

3 Attitude: Notice the lesson

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preprations :

1 Teacher: textbook, sample sentences, CD players

2 Students: notebook

III Methods: explanation, discussion, work in pairs/groups

IV Steps of teaching :

Teacher and students’ activities Content

T: Guide students to pronounce the

- Ask students to read the up the words

and the sentences after the tape

- Ask students to read up in chorus

+ Practise reading these sentences

1 I saw some bats flying from the bags

2 He often speaks at different speeds

3 She tore the photographs into halves

4 I always have dates on rainy days

5 The kids are playing with their toy kits

II, Grammar

Tense of verbs:

1 Past simple

Form: S Ved OUsed for an action completed at one specific time

T: Ask students to repeat the tensen

they’ve leant

+ The past simple

+ The past progressive

+ The present perfect

- Ask students to give some sentences

Sts: compare the differences ebtween

past simple and present perfect

-Listen and give remarks

1 Giving task:

T: Ask students to work in groups to

do the exercise 1 within 5 mins

2 Do the task: Ss work in groups to

do the exercise 1 within 5 mins

3 Report and discussion:

Teacher calls some to give the answers

in front of the class

4 Feedback:

Teacher feedbacks ss’performance

T: Ask students to work in groups to

do the exercise 2

- Ask students to decide which answer

( A, , B,or C)

Sts:

- present their answers on the board

- discuss the answers and give

comment on the sentences

in the pastEx: - He left the room last week

- John cooked dinner for his family last evening

- Bob bought a new bike yesterday

2 Past progressiveForm: S was/were V-ing OUsed for an action which was occurring at somespecific time in the past

Ex: - They were having dinner at 8 o’clock lastnight

- Martha was watching TV at 7 last night

- What were you doing when I called you lastnight?

3 Present perfectForm: S have/has PII OUsed to indicate an action that began in the pastand is still occurring in the present

Ex: - She has learnt English since she was ingrade 1

- John has lived in the same house for twentyyears

Practice: Exercises

Exercise 1 The most suitable tense form

1 Have you seen

2 Did you enjoy it?.

3 was.

4 Did you give-saw.

5 didn’t listen

6 Have you two met before ?

7 Did you meet ?

Exercise 2 Choose the best answer

4 Consolidation: The pronunciation of the ending “s”, tense revision: past simple, past

progressive and present perfect

5.Homework: Revise the pronunciation of the ending “s”, tenses past simple, past progressive

and present perfect

2 Skills: Use English as a language of communication in the basic form of reading

3 Attitude: Have good attitude toward every culture diversity

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preprations :

1 Teacher: textbook, pictures, CD players

2 Students: notebook

III Methods: explanation, discussion, work in pairs/groups

IV Steps of teaching :

T: Ask Sts to work in groups and

match the names of kinds of

Vietnamese culture in English

with its equivalents in

Vietnamese

Sts: work in group to match and

give the answer

T: Have sts make small talk on

questions:

“Which of the following factors

is the most important for a

happy life ?Why ?”

- Love, money, parents’

approval, a nice house,a good

job, good health etc

Sts: the representatives of the

groups to express their ideas in

front of the class

- Give the feedback

Answer: 1g 2f 3a 4b 5h 6c 7d 8e

I Before you read

+ Work in pair-discuss the question:

A: Which of the above factors is the most important for ahappy life?

B: In my opinion, love, good health and a good job are themost important for a happy life

A: Why?

B: Love which is compared with lights or water to life helps

us suffer the hardship pr misfortunes of life A good job canprovide us with money enough for our life and our family, it

2 traditional music b đám cưới

3 Long traditional dress c gọi hồn

5 mid-autumn Festival e tết Nguyên đán

6 calling spirits of thedeceased

f nhạc cổ truyền

7 funeral rite g tình yêu

8 lunar Tet holiday h Tết trung thu

1 Giving task:

T: Have sts study new words by

listening to the tape and repeat

aloud

2 Do the task: Ss study new

words by listening to the tape

and repeat aloud

3 Report and discussion:

Teacher calls some to repeat

aloud the words

4 Feedback:

ss’performance

T: 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 1

in groups of four

Sts: read the answers in front of

the class

T: 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

Sts: Work in group to discuss the

question “What are the

differences between a traditional

Vietnamese family and a morden

Vietnamese family ?”

T: - 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

2 decide on: choose st or s.o after careful thought: lựa chọn

3 to be supposed to: to be intended to: cho là, coi như là

4 physical attractiveness: the attraction of the beauty of thebody: vẻ đẹp hình thể

5 conduct (v): to organize and perform a particular activity:tiến hành

6 wise (a): clever, smart: thông minh

7 partnership (n): the state ò being a partner: tính đối tác

8 record (n): a piece of information stored: bản ghi chép

II While you read Task 1 : Meaning of words

1 precede = happen or exist before

2 determine = find out

3 confide = tell someone about something very private orsecret

4 sacrifice = willing stop having something you want

5 obliged = having a duty to do something

Task 2 Answering questions

1 They are Physical attractiveness; Confiding; Partnership

of equals; trust built on love

2 The young Americans are much concerned than the youngIndians and the Chinese with physical attractiveness Whenchoosing a wife or a husband

3 The Indian students agree that a woman has to sacrificemore in a marriage than a man

4 The American wife trusts her husband to do the right thingbecause he loves her not because he has to do

5 The main finding of the survey is that young Asians arenot as romantic as their American counterparts

III After you read Group discussion

- big family with threegenerations livingtogether

- the older tell theyounger what to do

- the children aredependent on theirparents

- small family: parentsand two children

- The younger listen tothe older when makingimportant decisions

- children tend to bemore and moreindependent

4 Consolidation: : Read passage and study words on cultural diversity

5 Homework: - Ask students to learn new words, prepare for new lesson

Date of preparation:

2 Skills: Use English as a language of communication in the basic form of speaking

3 Attitude: Have good attitude toward every culture diversity

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preprations :

1 Teacher: textbook, pictures, overhead projector

2 Students: notebook

III Methods: explanation, discussion, work in pairs/groups

IV Steps of teaching :

- Have sts work in groups, match

the picture of weddings with the

country it belongs to

- Each picture is typical of the

wedding of a country or culture

- Cal on ss from groups to give

their answers and explain their

answer if possible in front of the

class

T: Have sts work in pairs, express

their point of view on some

matters related to cultural views

by using suitable expression

- What is your opinion about Viet

nam’s cultural?

Sts: - express point of view on the

ideas above

1 Giving task:

T: Have sts work in pairs, ask an

answer about some cultural

features of Viet nam within 8

1E 2B 3D 4C 5A 6F

I Before you speak Task 1: What’s your point of view Expression:

I think/feel/believe /In my opinion /For me

I don’t agree /It’s not true /That’s wrong

A : In my opion,it is not good for three or fourgenerations 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 mariagenot precede it

B: I don’t agree with your ideas, I think it is good tohave three or four generations living under one roofbecause they can help each other a lot

II While you speak Task 2: Table completion

In Vietnam.

3 Is it a good idea to ask

questions about age, marriage and

income in Vietnam?

4 Do children sleep in the same

room with their parents?

2 Do the task: Ss work in pairs,

ask an answer about some cultural

features of Viet nam within 8

minutes

3 Report and discussion:

Teacher calls some to present the

ideas in front of the class and

other give comments

4 Feedback:

Teacher feedbacks ss’performance

T: Have sts work in groups of

three or four, basing on the

information found in the previous

part, talk about the similarities and

differences between Vietnamese

and American cultures

- What are the differences of

cultural between Viet Nam ang

America?

- Who can talk about the

similarities and differences

between Vietnamese and

American cultures?

Sts: work in groups to notedown

ideas

- group leader talks about what

their group has discussed

- Have to greet the older first

- Do the shopping everyday

- Tet holiday is the most important

- Children can share bedrooms with the other in afamily

III After you speak Task 3: Talk about the similarities and differences between Vietnamese and American cultures

Sample:

Good morning everybody!

Each nation has its own culture And today, I willpresent you some of my views about differences andsimilarities between Vietnamese and Americancultures

In American, two generations live in a home, but inVietnam there are even more, three or sometimesfour generations living under on roof That makesVietnamese families bigger and closer

In a family, while American old-aged parents live innursing homes, Vietnamese ones are cared for bytheir children That is the chance for the younger toexpress their gratitude to the one nourishing them Incommunication, it’s normal in Vietnam when askingsomeone about their age, marriage and income Butdon’t ask these questions when you talk to anAmerican of you don’t want to be considered as animpolie person

When Vietnamese family members greet one another,they always greet the oldest or the most importantone first In America, this is more open People cangreet anyone in the family first

4 Consolidation: : Talk about cultural diversity

5 Homework: talk about the similarities and differences between Vietnamese and American

C Listening

I Aims

1 Knowledge: Students will be able to listen to a monologue or a dialogue of 180-200 wordsfor general or specific information about a wedding ceremony

2 Skills: Use English as a language of communication in the basic form of listening

3 Attitude: Have good attitude toward every culture diversity

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preprations :

1 Teacher: textbook, pictures, overhead projector, CD player

2 Students: notebook

III Methods: explanation, discussion, work in pairs/groups

IV Steps of teaching :

T: ask sts to work in groups and

make a list of words related to

wedding within 5 minutes The

group which has more words in an

allowed time will be the winner

2 Do the task: Ss work in

groups and make a list of words

related to wedding within 5

minutes

3 Report and discussion:

Teacher calls volunteers and other

give comments

4 Feedback:

Teacher feedbacks ss’performance

T: Let students look at the picture

and describe and answer some

questions:

1 Have you ever attended a

wedding ceremony?

2 What do the bride and the

groom usually do at the wedding

ceremony?

Sts: Look at the picture and the

table of the questions to ask and

Suggested answer:

Bride, groom, party, ring

I Before you listen

+ Discussion:

1 Yes I often have

2 The bride and the groom usually stand in front of thealter praying and asking their ancestors’ permission to

be married They exchange their wedding rings

+ Listen and repeat:

Altar: bàn thờMaster of ceremony: chủ lễ, chủ hônBanquet: tiệc lớn Groom: chú rểBride: cô dâu Ancestor: tổ tiênTray: khay Schedule: lịch trìnhBlessing: cầu nguyện

II While you listen Task 1 Setence completion

Suggested answer:

wedding

answer about the picture in pairs.

- listen to the tape and repeat

aloud the words

T:

Introduction: You are going to

hear two people talking about a

wedding ceremony in Vietnam

- Let the students read all the

sentences before listening

Sts: - listen to the tape and find

the missing words

- compare the answers with a

partner

T: 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

Sts: Work in pairs to compare the

answers

- Listen and try to get the

information to answer the

questions

- Read the questions carefully

T: Have sts work in group to

discuss the question

“What do families often do to

prepare for a wedding

ceremony?”

Sts: - work in group

- stand up and present ideas

- get feedback from teacher

1, groom’s parents 2, red paper

3, altar 4, at the wedding banquet5,wedding cards or money

Task 2 Answering questions

1,The most important thing the groom’s family has to

do on the wedding day is to go to the bride’s housebringing gifts wrapped in red

5, They stop by each table to thank their guests

III After you listen

Group discussion:

A: The wedding ceremony is a very important occasion

to every Vietnamese familyB: Sure, it is It’s one of the most important of theVietnamese traditional ceremonies Therefore it must bewell prepared

C: There’s no doubt about it Then, what do relatedfamilies do for it?

D: i think the ceremony must be prepared for weesbefore the scheduled day

A: What should they do?

B: Well, as I know, both families must decorate theirhouses, especially the family altars All things must beclean or new, and gorgeous

C: Next they send letters of invitation to relatives,friends and neighbours, usually ten days before To thepeople who live nearby, they must come to invite them

in personD: Besides, the groom’s parents should choose thepeople who will accompany the groom-bringing thetrays of gifts to do to the bride’s house

4 Consolidation: : Listen conversation on wedding in Vietnam and do tasks

5 Homework: talk about preparations for wedding in Vietnam

1 Knowledge: Grammar: Tenses: past simple, past progressive, past perfect, present simple,present progressive, present perfect progressive

Vocabulary: Words to talk about cultural diversity: attitudes toward love and marriage, weddingceremony, typical features of a culture

2 Skills: explanation

3 Attitude: Notice the lesson

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preprations :

1 Teacher: textbook, pictures, overhead projector, CD player

2 Students: notebook

III Methods: explanation, discussion, work in pairs/groups

IV Steps of teaching :

“ed” is pronounced /t/ after

words ending with voiceless

sounds

“ed” is pronounced /d/ after

words ending with voiced

sounds

“ed” is pronounced /id/ after

words ending with /t/ or /d/

Sts: - give example

Walk -> walked -> walk + /t/

Arrive -> arrived -> arrive +/d/

Want -> wanted -> want +/id/

- listen to the tape to repeat the

sounds and the sentences aloud

T: Have sts review the forms,

meanings and uses of the

present tenses, past tenses and

future tenses

Sts: present the use of tenses

and give example

1 Giving task:

I Pronunciation

+ Listen and repeat/t/: walked, knocked, jumped, helped, missed/d/: explained, phoned, rained, arrived, involved/id/: wanted, arrested, started, mended, decided

+ Practise reading these sentences

1 She walked to the window and looked outside

2 The driber stopped his car at the crossing where awoman was knocked down

3 Jane phoned for an ambulance and the police, but theyarrived late

4 The police arrested the thief yesterday

5 He decided to give up smoking

II Grammar:

+ Present tenses

1 Present simple S + V (s/es) + O

- describe present habit or when something is generally true

2 Present continuous S + am/is/are + Ving + O

- For things that are happening at the of speaking

- For temporary situation when we feel something won’tcontinue for a long time

- For annoying habitsEg: You are always losing your keys

3 Present perfect S + have/has + PII + O

- For unfinished actions, life experiences

+ Past tenses

1 Past simple: S + Ved + O

T: Ask students to do the

exercise individually and then

choose a partner to check the

answers within 12 minutes

2 Do the task: Ss do the

exercise individually and then

compare the answers with a

friend

- Do the exercise individually

and check the answers with a

partner

3 Report and discussion:

Teacher calls volunteers to

write the answers on the board

and other give comments

4 Feedback:

ss’performance

- an activity that began and finished at a certain (point of)

time in the past or habit in the past

2 Past progressive: S + was/were + Ving + O

- an activity that was happening at a certain time in the past

- an activity that began earlier and was in progress whenanother activity happened

- two activities that were in progress at the same time

3 Past perfect: S + had + PII + O

- that happened before a certain(point of) time in the past

- that happened before another activity in the past

+ Future tenses

1 Simple future: S + will/shall + V +O

- A decision at the moment of speaking

- Prediction based on opinion

- A future fact

- Promises/requests/refusal/willingnessEg: The sun will rise at 7

2 Near future: S + am/is/are + going to + V + O

- Future plans made before the moment of speaking

- Prediction based on present evidence

PRACTICE

Exercise 1 Complete the conversation

1 have seen; saw; am going o see

2 drank; have not drunk; drank

3 has written; did write; wrote

4 have been cooking; cooked; cookedExercise 2 Choose the best answer1C 2A 3C 4A 5C 6A 7C 8AExercise 3 Complete the letter

1 moved 5 study

2 moved 6 Will fail

3 have asked 7 Could talk

4 have not stopped

4 Consolidation: Tense revision, pronunciation ed-ending

5 Homework: Ask students to revise knowledge of tenses and give examples based on part

Grammar

2 Skills: Use English as a language of communication in the basic form of reading

3 Attitude: Have good attitude toward ways of socializing

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preprations :

1 Teacher: textbook, pictures, overhead projector, CD player

2 Students: notebook

III Methods: explanation, discussion, work in pairs/groups (Không dạy phần Task 1 mà lồng

vào Before You Read)

IV Steps of teaching :

- Have sts look at the pictures

showing facial expressions and match

the pictures with suitable expressions

T: - 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 :

1 What are the people in the pictures

doing?

2 What will you do if you want to get

your teacher’s attention in class?

a crying b.angry c.unhappy d.smiling e.surprising f.staringP1.b P2.a P3.f P4d P5c P6e

I Before you read

3 What will you do if you need to ask

someone a question but they are busy

talking to someone else?

Sts: -Work in groups to discuss about

the pictures

- Work in pairs to ask and answer

T: Have Ss work in pairs, giving the

Vietnamese equivalents of the words

and phrases by using question

- Could you tell me the meaning of

in Vietnamese?

- What does mean in Vietnamese?

- What is the Vietnamese equivalent

of

(Class 12a7, ask sts to explain the

words or phrases in English before

giving their meanings in Vietnamese)

Sts: Work in pairs and give answers

T:- Have sts listen to the passage then

work in group of 4 to choose the best

title

- check the answer with the whole

class

- Ask students to work in pairs to

answer the questions:

1 What can we do when we want to

attract someone’s attention?

2 What are considered to be bif,

obvious non-verbal signals?

3 What can we do if we want to

attract the waiter’s attention?

4 If you are walking across the

schoolyard and see your teacher

approaching you, what can you do to

attract his or her attention?

5 Why shouldn’t you point at the

person or thing you wan your friend

to look at once you’ve got his or her

Sts:- Act out to ask and answer

questions

- listen to feed back

1 Giving task:

T: Ask students work in groups to

discuss the meaning of whistling and

clapping in Vietnamese culture

4 impolite (not polite) mất lịch sự

5 rude (offensive) thô tục, thô bạo

6 informality (the situation of not being formal orofficial) thân mật, không nghi thức

7 approach (the way of considering st) tiếp cận

8 a slight nod will do (a slight nod will be enough) mộtcái gật đầu nhẹ là đủ

II While you read Task 2 Choosing title

A (Attracting Attention:Non-verbal cues)

Choice B is not suitable because it only mentions oneway of making non-verbal cue:waving

Choice C is not a suitable answer because it states thatall the ways mentioned are the best while there are onlysome appropriate ways

Task 3 Answering questions

1 When we want to attract someone’s attention, we canuse either verbal or non-verbal communication

2 They are strong actions that can easily be seen

3 If we want to attract the waiter’s attention, we canwait until he passes near us, catch his eye, and nodslightly to let hime know we would like him to come toour table Or we can raise our hand slightly to show that

we need assistance

4 If you are walking across the schoolyard and see yourteacher approaching you, you can use a small friendlywave to attract his or her attention

5 Because pointing at someone is usually consideredrude

III After you read Whistling and hand-clapping

In the Vietnamese culture, whistling is done when aperson feels happy, when he wants to attract otherpeople’s attention in an informal way Somtimes aperson may whistle along with a song so that he/she can

2 Do the task: Ss work in groups to

discuss the meaning of whistling and

clapping in Vietnamese culture

within 10 minutes

3 Report and discussion:

Teacher some representatives of the

groups answer the questions in front

4 Consolidation: Read pasage on way of socialising and do exercise

5 Homework: learn new words by heart and prepare new lesson B.Speaking

2 Skills: Use English as a language of communication in the basic form of speaking

3 Attitude: Have good attitude toward ways of socializing

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

T: Have sts work in groups and give

all the words related to ways of

socialising within 3 minutes

2 Do the task: Ss work in groups and

give all the words related to ways of

socialising within 3 minutes

3 Report and discussion:

Teacher calls some representatives of

the groups write answer on board and

decide winner

4 Feedback:

Teacher feedbacks ss’performance I Before you speak

Task 1 Dialogue practice

Way of socialising

T:- Introduce the task: Now work in

pairs, take turn to practise the dialoge,

paying attention to how compliments

are received in each situation.

- Go around the class to check and

offer help

Ss: - work in pairs to act out the

dialogue, focus on giving and

responding compliments

T:- Ask students to work in pairs to

practise giving compliments to suit the

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

Sts:- work in groups to practise

responding the compliments

- get T’s feedback

- make dialoge to practice giving 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

- some representatives of groups report

the parties that they have made

Phil: You really have a beautiful blouse Barbara,I’ve never seen such a perfect thing on you

Barbara: Thank you, Phil That’s a nicecomplement

Peter: Your hairstyle is terrific, Cindy!

Cindy: Thanks, Peter I think I’ve finally found astyle that looks decent and is easy to handle.Tom: I thought your tennis game was a lot bettertoday, Tony

Tony: You’ve got to be kidding! I thought it wasterrible

II While you speak Task 2 Giving compliments

David: Your new dress fits you very well

Hung: Your motorbike really matches yourclothes

Michael: You made an impressive performancetoday, Colin

Task 3 Responding to complimens

1 Thanks, Phil I have worked very hard inpreparation for the contest

2 You must be joking ! I’ve just learnt to play theguitar four weeks ago

3 Thank you, Tom I practice public speakingalmost everyday by standing and speaking infront of the mirror

III After you speak Task 4 Giving and responding to compliments

1 A: Your new glasses look good on you, Lan.

B: Thanks, Hoa I decided to by it after seeingthree shops

2 A: What a lovely watch you are wearing! Youmust have paid much for it

B: Thanks, Jane My father gave it to me on mybirthday

3 A: Your new cell phone looks so elegant Is itmade by Samsung?

B: Thanks Yes, it is

4 A: Your shoes style looks so cool This is thefirst time I’ve seen such a good design

B: Thank you I like it a lot

5 A: Your jacket looks comfortable Is it the style

of this year?

B: Thanks I just bought it yesterday

4 Consolidation: give and respond compliments

5 Homework: - make dialogues to practice giving and responding to compliments on (a nice

tie, pass exam, volunteer work)

1 A: I’ve heard you did some volunteer work during the summer vacation It was great! We’veproud of you

B: Thank you for the compliment It was a pleasure to be able to do something useful

2 A: What a nice tie you’re wearing I like it

B: Thanks Does it look right on me?

A: Of course, it does

3 A: You did a good job in the last exam Congratulations!

B: Thanks It’s nice of you to say so

2 Skills: Use English as a language of communication in the basic form of listening

3 Attitude: Have good attitude toward ways of socializing

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

Teacher and students’ activities Content

Warm-up: Jumbled word

- write the words whose letters are in a

random order on the board All the words

are related to ways of socialising

- divide the class into groups of four Ss

from each group discuss to find out the

correct words The final work of each

group is written down on a paper and

submitted to the Teacher The teacher reads

aloud the result of each group The group

which gets more correct words and

submits earlier will be the winner

T: Show students the pictures in the

textbook and ask students to guess what

they are doing

- Ask Ss to look at the pictures in the

textbook and answer the questions

1 What are they doing /

2 What do you think each of them would

say to greet each other ?

3 What do you think they would talk

about

4 How long do you think it would take

them to finish their call and why ?

2 Do the task: Ss guess what they are

doing, look at the pictures in the textbook

and answer the questions

3 Report and discussion:

Teacher calls some pairs to ask and answer

questions

4 Feedback:

Teacher feedbacks ss’performance

T: write all the new words on the board,

make sentences which contain the new

words randomly

- read the sentences aloud

- ask sts to write down the words they hear

in order 1, 2,3

- have sts listen to the tape and repeat the

words they hear

- call one some ss to read the words aloud

(class 12a7: make sentences with the

words and explain the meaning in English)

Sts: read the words aloud after tape

T: Introduction “Linda Cupple, a social

worker, advises young people on how to

use the telephone in their family Lisen to

her talk and decide whether the statements

are true or false”

- Have sts work in pairs, look at the

statements and make good giesses of the

annswer to each

Sts: work individually, check the box to

decide whether the statements are True or

False in accordance with the listening

I Before you listen

+ Picture description

1 They are making phone calls

2 He/she is chatting with each other aboutlove or something interesting

3 I think they are talking about dating

4 In about 5 minutes because it is a call tomake an appointment

Listen and repeat:

1 marvellous (adj) extremely good tuyệt vời

2 argument (n) disagreement, discussion: tranhluận

3 regulations (n) official rule or orderQui tắc, qui định

4 absolute(adj) very great or to the largestdegree possible: tuyệt đối

5 maximum (n) greatest possibe amountLớn nhất

6 object (v) oppose: phản đối

7 installed (v) fix st into positionLắp đặt

8 chitchat (v) talk: nói chuyện

9 startling (adj) surprisinf or sometimesworrying: giật mình, làm hoảng hốt

II While you listen Task 1 True or false

1 The telephone often causes arguments

between members of the family T

2 A reasonable length of time for a call is the

T: Play the tape more than once if

necessary

- have sts crosscheck their answers

- call on some ss to give their answers in

front of the class

- comment and give the correct answers

dinner time T

5 Young people often call their friends at

night F(This particular mistake is made

mostly by young people who consider 10 or 11pm)

6 You can’t call your friends at any time even

when you have a separate telephone T

4 Consolidation: Listen a talk on using telephone and do task

5 Homework: prepare next tasks

2 Skills: Use English as a language of communication in the basic form of listening

3 Attitude: Have good attitude toward ways of socializing

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

T: 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

answers

- Feedback and give the correct

answers

Ss: Read silently the paragraph given

II While you listen Task 2 Listen to part of Ms Linda Cupple’s talk again and write the missing words

Calling hours should be _(1) upon If yourparents object to your leaving the dinner table totake calls, tell your friends _(2) calling at thathour; if someone does phoe, ask him to call back

or offer to call him when dinner’s over

A serious calling problem is calling very late atnight or very early in the morning This _(3)mistake is made mostly by young people whoconsider 10 or 11 pm, when a lot of tired (4) arehappily sleeping, the shank of the evening Soplease tell your friends not to call after teno’clock The shock of _(5) out of a sound sleepand the fright of that instant thought – “There’s anaccident”-are enough to give your parents a (6)attack Weekend morning calls aren’t so startling,

T: Ask students to listen to the talk

again and try to summarize the talk

- Summaries the main points of the

lesson within 10 minutes

Using “ Suggested ideas:

- Length of time for each call

- Time for calling

- Calling late at night

- Calling at weekend”

2 Do the task: Ss listen to the talk

again and try to summarize the talk

- Summaries the main points of the

lesson within 10 minutes

Using “ Suggested ideas:

- Length of time for each call

- Time for calling

- Calling late at night

- Calling at weekend”

3 Report and discussion:

Teacher calls some couples to talk in

front of the class

4 Feedback:

Teacher feedbacks ss’performance

but it’s the one time your parents can sleep late

If your mother and father, out of (7), haveinstalled a separate phone for you, remember thatyou’re still a member of a family So try _(8) toyour family’s regulation

4 Consolidation: a social worker advises young people on how to use telephone in their family

5 Homework: - give advice on how to be a proper guest at a party.

Step 4: Prepare Read up on current events; think of a few good stories; recall few movies,books or plays Try hard not to be shy

Step 5: Arrive reasonably close to be the startung time

Step 6 Seek out your host or hostess and say hello as soon as possible

Step 7: Make an effort to get on well with everyone

Step 8: know your alcohol limits and don’t exceed them

2 Skills: Use English as a language of communication in the basic form of writing

3 Attitude: Have good attitude toward ways of socializing

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preprations :

1 Teacher: textbook, pictures, overhead projector, sample writing

2 Students: notebook

III Methods: explanation, discussion, work in pairs/groups

IV Steps of teaching :

Teacher and students’ activities Content

Warm-up: Lucky number

- divide the class into group T writes on the

board several numbers of which some are

lucky numbers

If the Ss choose the right number, they will

get 2 points and won’t have to do anything

The remaining numbers are equivalent to one

question or requests, if the ss give correct

answers or follow the requests well, they will

get 2 points If one team give the wrong

answers, others teams can continue to

answer

When all numbers are chosen, the team with

more points will be the winner

T: - Ask students to read the words in the

Task 1 and then make the full sentences

1 Questions/Request:

2 Who is the tallest in our class?

3 Who is absent today?

4 Say the word “đoạn văn” in English

5 Who is the headmaster of our school?

6 Who set the foot on the moon first?

I Before you write Task 1 Sentence completion

1,There are many ways to tell someonegoodbye, and most of themdepend on thesituation at hand

2, However, thereis one rule that all situationsobserve: We seldom say goodbye abrutly3,In English it is necessary to prepare aperson for our departure

individually then compare with a partner

- Remind sts that there’s no need to add or

omit any words given, just change the form

of the verbs

- go around and provide help if necessary

Sts: work individually to complete sentences

then exchange with a friend

- read aloud sentences and listen to feedback

T:- 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

-Elicit the others to comment and give the

correct answers

- Feedback and give the correct answer

Sts: Do the task individually and then

compare the answers with a friend

1 Giving task:

T: Ask students to write 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?

2 Do the task: Ss write 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?

3 Report and discussion:

Teacher calls some to write on the board and

others give comment

4 Feedback:

Teacher feedbacks ss’performance

4, We lead into the farewell by sayingsomething pleasant and thoughtful like “I’vereally enjoyed talking to you”

5,We might also say something relating to thetimeline “Gosh, I can’t believe how late it is!

I must be going!”

II While you write Task 2 Re-ording paragraphs Paragraph 1:

+1- C : It is difficult to write rules that tellexactly when you should opologize,but it isnot difficult to learn how

+ 2- E : If we have done something to hurtsomeone’s feeling, we

opologize

+ 3-A: An opology indicates that we realizewe’ve made a mistake,and we’re soory for it.+ 4-B: It’s a way of expressing our regret orsorrow for something

+5-D:When we apologise, we admit ourwrong doing or discourtesy usually offer areason for it and express regret

Paragraph 2:

+ 1- C :The simplest way to opologize is tosay “ I’m sorry”

+ 2- E : Let’s take a common situation Tom

is late for class and enters the classroom.+ 3 – B : What does he do? The most politeaction is usually to take a seat as quietly aspossible and opologize later

+4 – A : But if the teacher stops and waits forhim to say something, he could apologisesimply “I’m sorry I’m late, ask permission totake his seat and sit down

+ 5- D :Naturally, more than this is needed,but it is not the time for it because it hasalready caused some interruption and doesn’tneed to make it any longer

III After you write Suggested sentences:

1 I should apologize to the teacher and theclass for being late

2 I think it is necessary to say “ I’m sorry”

Could you help me correct them?

4 Consolidation: write a paragraph

5 Homework: Ask students to finish their writing

- Ask students to prepare for new lesson

Date of preparation: 3/10/2017

Period 18 UNIT 3 WAYS OF SOCIALIZING – E LANGUAGE FOCUS

I Aims

1 Knowledge : Grammar: - Reported speech: statements, questions

Vocabulary: Words to express ways of socializing: how to communicate in different cultures,how to use the telephone, how to apologize and express regret

2 Skills: Explanation

3 Attitude: Notice the lesson

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preprations :

1 Teacher: textbook, pictures, overhead projector, sample sentences

2 Students: notebook

III Methods: explanation, discussion, work in pairs/groups

IV Steps of teaching :

Teacher and students’ activities Content

T: Explain how to pronounce the

stress in two – syllable words

- Ask students to listen to the

tape then repeat aloud

- Comment and read the

sentences once to the whole class

- Practise doing and speaking out

Ss: - listen to the tape and read

aloud the words and practise

giving the correct stress

T: Ask students remind of the

rules to change the reported

speech:

+ Change the tenses of verbs

+ Change pronouns suitable with

I Pronunciation:

+ Listen and repeat Attract waving signal polite Discuss walking instance police Suppose pointing student between + Practise reading these setences

1 Linda Cupple is a social worker in my village

2 William Makepeace Thackeray was a famous Britishwriter

3 David Warren is Linda’s teacher’s doctor

4 Janet is having a number of problems

5 Michael is sailing across the river

6 Jenny is waiting for Michael to return

II Grammar: Reporting Verbs Said, told and asked are the most common verbs used in

indirect speech

We use asked to report questions

Eg: I asked Lynne what time the lesson started

We use told with an object

Eg: Lynne told me she felt tired

the situations given.

+ Change the time as the

sentences given

- Let students read the situation

and change into the reported

speech

- Let students practise doing

exercise 1 “Last week you met

Thuan, a friend you hadn’t seen

for a long time Look at the list of

things he said to you then tell

another friend what he said Use

reported speech”

Sts: - do exercise 1 individually

then compare with a partner

- read the answers aloud in front

of the class

1 Giving task:

T: Ask sts to work in pairs,

change the direct sentences into

indirect ones to make a dialogue

between Tuan and Tung within 8

minutes

2 Do the task: Ss work in pairs,

change the direct sentences into

indirect ones to make a dialogue

between Tuan and Tung within 8

minutes

3 Report and discussion:

Teacher calls some to write on

the board and others give

comment

4 Feedback:

ss’performance

We usually use said without an object

Eg: Lynne said she was going to teach online

If said is used with an object we must include to

Eg: Lynne said to me that she’d never been to China

There are many other verbs we can use apart from said, told and asked.

These include: accused, admitted, advised, alleged,

agreed, apologised, begged, boasted, complianed, denied, explained, implied, invited, offered, ordered, promised, replied, suggested and thought.

Use of “that” in reported speech

In reported speech, the word that is often usedEg: He told me that he lived in GreenwichHowever, that is optional

Eg: He told me he lived in Greenwich

“that” is never used in questions, instead we often use ifEg: He asked me if I would come to the party

Exercise 1 Use reported speech

2, Thuan said he worked for a big company.

3,Thuan said he was their marketing manager.

4, Thuan sais the company had opened an office in Ho Chi Minh city.

5,Thuan said it had been very successful.

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

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

8, Thuan said he didn’t have much time to enjoy himself.

Exercise 2 Complete the conversation

1, She said she didn’t want to talk

to you.

2, She said she was upset too.

3, She said she was not interested

4, Because you had promised to go to the cinema.

5, But you hadn’t turned up

6, She said she didn’t want to see you

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.

4 Consolidation: : Give the main point of the lesson stress in two-syllable words and reported

2 Skills: Reading; listening and writing

3 Attitude: Notice the lesson

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preprations :

1 Teacher: textbook, sample sentences, structures

2 Students: notebook

III Methods: explanation, discussion, work individually

IV Steps of teaching :

T: Ask students to listen to the

passage about the changes in

families in Western countries

during the last two centuries and

decide if the following statements

are true or false

2 Do the task: Ss listen to the

passage about the changes in

families in Western countries

during the last two centuries and

decide if the following statements

are true or false

3 Report and discussion:

Teacher calls some to write on the

board and others give comment

4 Feedback:

Teacher feedbacks ss’performance

T: Have sts read the passage and

then answer the questions:

1 How can we communicate?

2 What types of body language

are mentioned?

3 What could it mean if your

posture is slumped and your head

is down?

4 How do you know a person

who is expressing a challenge or

lack of interest or is shy?

5 Why should you stay away

from someone who points at you

while talking with you?

Sts: - work individually to give

the answers to questions and listen

to the feedback

- complete the letter and rewrite

the sentences using reported verbs

- check with a partner

T: get sts to use the guidelines

below to write a letter of about

150 words to their penpal and tell

him/her about their family

+ give the number of your family

members, their names, ages and

jobs

+ How do they share the

housework

+ How do they behave

+ What are their hobbies

+ What do you like about each of

- recorrect their writing

1 We can communicate not only through words but also

through body laguage.

2 They are our posture, facial expression, gestures.

3 If your posture is slumped and your head is down , this could mean that you are sad or lack cofidence.

4 A person who doesn’t look away is expressinga chllenge A personwho doesn’t look at you is expressing lack of interestor is shy

5, Because that person might be angry at you or feel

B Finish each of the following sentences in such a waythat it has the same meaning as the original sentence

1, Lan asked John what he had done before working for that company.

2,Bill promised to come to see me the next Sunday.

3, Tom apologized for not ringing me earlier.

4,Miss White thanked Peter for giving her present

We have only three members-father, mother and me inour family We all live in a small house in a suburbandistrict of Hanoi My father is a university professor ofAnimal Science and my mother works as a nurse in anearby hospital We used to live together with our grand-parents but they all went away when I was small

We share the housework fairly to keep everything gowell and everyone happy; my father’s in charge of manlyjobs like gardening, washing the car or repairing stuffs;

my mother is a good cook, she also deals with thelaundry and cleaning; I myself help them with cookingand dishes washing

We share the same happy of singing At weekends or inthe holidays, we stay at home and karaoke, which makes

us happy, healthy and love each other more

In the next letter, I’m gonna tell you more about theplace we are living

Keep in touch Give my regards to your parents and

4 Consolidation: revise knowledge from unit 1-3 by doing exercises

5 Homework: Ask students to finish their exercises

3 Attitude: Notice the lesson

4 Ability: self-solving; communication, cooperation, using language, self-managing

II Preprations :

1 Teacher: textbook, sample sentences, structures

2 Students: notebook

III Methods: explanation, discussion, work individually

IV Steps of teaching :

Teacher and students’ activities Content

T: - Aks Ss to revise the form and

usage of the past tenses

* E.g: - Nga went to HaLong Bay

last summer vacation.

- Last year, when she didn’t

have a bike, Hoa took the bus to

school

* E.g: Mai was sleeping at this time

yesterday since she was ill

*E.g : - I was watching TV when

she called

* E.g:- Some students were looking

outside while the teacher was

explaining the lesson.

* E.g: A: Why didn’t I see you at

the party yesterday? B: When did

you arrive? A: At 8 p.m B: Oh, I

had left by 8 p.m

* E.g:- Yesterday, at the bus stop I

talked to a woman who I had never

seen before.

1.Past simple:

* Form: S + V-ed+ O

* Use: The past simple tense describes an activity

that began and finished at a certain (point of) time inthe past or habit in the past

2.Past progressive :

* Form : Was / were + V-ing

* Use : The past progressive tense describes:

- an activity that was happening at a certain time inthe past

- an activity that began earlier and was in progresswhen another activity happened

- two activities that were in progress at the sametime

3 Past perfect:

* Form: S + had + Past participle

* Use: The past perfect tense describes an activity:

-that happened before a certain(point of) time in thepast

- that happened before another activity in the past

4 Reported speech

Sts: - Take notes

- Listen to the teacher

- Give som examples on the board

- Take notes

- Listen to the teacher

- Help sts to remind how to change

+ how to change tenses of verb?

+ how to change adverb of time ?

+ how to change subject, object or

posessive ?

+ how to change kind of sentences ?

1 Giving task:

T: Ask students to change these

sentences into reported speech

within 5 minutes:

1 Helen said " I have been here for

six months ".-> Helen said

2 Helen said " I will leave

tomorrow '.-> Helen said ……

3 Helen said to John " I will give

you a ring when I arrive "

-> Helen promised

4 John said to Helen " Remember

to keep in touch "

-> John reminded Helen

5 Helen said to John " Thank you

for the good time we had together "

-> Helen thanked

2 Do the task: Ss change these

sentences into reported speech

within 5 minutes then compare with

friend

3 Report and discussion:

Teacher calls some to write on the

board and others give comment

4 Feedback:

Teacher feedbacks ss’performance

Time/place changeDirect speech Indirect speech

continuous

Past continuous

Present perfect Past perfectPast simple Past perfectPast continuous Past perfect continuousPast perfect Past perfect

Suggested Ving

Answer

1 Helen said She had been here for six months

2 Helen said she would leave the next day

3 Helen said to John she would give you a ring whenshe arrived

4.John reminded Helen to keep in touch

5 Helen thank John for the good time they had hadtogether

4 Consolidation: Give the main point of the lesson: tenses and reported speech

5 Homework: Ask students to finish their exercises

- Ask students to revise knowledge for test

3 Attitude: Notice the lesson

4 Ability: self-solving, using language, self-managing, creation

II Preprations :

1 Teacher: questions and keys

2 Students: pen

III Methods: work individually

IV Steps of teaching :

4 Consolidation: comment on Sts’ performance

Collect students’s paper test

5 Homework: prepare for new lesson: Unit 4 : Reading