GIAO AN THEO DHPT NANG LUC HS MON TIENG ANH LOP 12 HKI

Period 2: Unit 1: HOME LIFE A. READING 1 Preparing date: Teaching at: ClassPeriodTeaching dateAbsent studentsNotes 12 12 12 I. Objectives: 1. Knowledge, skill and attitude: - Knowledge: By the end of the lesson students will be able: + Get the ideas of a happy family by understanding a rage of related vocabulary such as close – knit, join hands, active, mischievous, obedient, supportive, … - Skill: Improve micro reading skills by guessing meaning from context through multiple choice and answering question exercises. - Attitude: + To help students get started + To provide students some motivation. + Paying attention in the lesson. + Building up interest with English. 2. Competence: + Thinking, chatting + Communicative competence + Cooperative competence + Self study competence + Using information technology + Linguistic competence + Solving problem competence + Self – management competence + Creative competence 3. Method: communicative methods, presentation, question raising, group work II. Preparation of Teacher and Students: 1. Teacher: textbook, lesson plan, pictures, chalks, pens 2. Students: Ss’s book, Ss’s workbook, pens, pencils, drafts III. Procedure: A. Class organization: 1 minute B. New lesson: ContentTeacher’s activitiesStudents’ activities •WARM UP 7’ Chatting •How many people/ members are there in your family? •Do your family lead a very happy life? •How does your mother show her care to your family? •Does your father cook meals? II. READING •Before You Read (10’) 1. Who do you think they are? 2. Where is the family? 3. What is each member doing? 4. How do you feel when you see such a warm and peaceful scence?/the scence of a family where people love and support each other? * New words: + Caring (a): quan tâm tới người # chu đáo + To be willing to do st: sẵn sàng làm việc gì + Mischievous (a): tinh nghịch, tai quái + Obedient (a): biết vâng lời,dễ bảo + Close-knit (a) : gắn bó khăng khít + Supportive (a) ~ of: khuyến khích, ủng hộ + Frankly (adv) : thẳng thắn, trung thực + Secure (a) /si’kju/ : an tâm •While You Read (25’) *Task 1 : Choose the best answer * The answers: 1-B; 2-C; 3-A; 4-B ; 5-A; •Has sts work in pairs, ask and answer questions related to his/ her own family. - goes round and controls the class. - calls on some pairs to present. - Some sts gives feedback. - Then T gives feedback - T has Sts to look at the picture (P12) •introduces the text and new words. - T asks Ss to listen to the tape. - T gets Ss to read the requirement of task1. - T helps them if necessary. - T call 2 Ss of 2 groups to write down the answers. - T check and give feedbacks: * Suggestion: 1. My family have four people. 2. We lead a very happy life. 3. My mother always show her cares to all members in my family. 4. My father has to work hard, so that he doesn’t have much time to cook for us. He doesn’t come home until 7 p.m. - some pairs to present. - Some sts gives feedback. - the whole class give feedback • answer questions - discuss in pairs in 3 minutes. - Some pairs answer and the whole class gives feedbacks. - Ss read the passage silently to understand it - Then Ss read through 5 sentences - T asks Ss to work in pairs and choose the answer. - Ss share the answers with their groups. - 2 Ss of 2 groups to write down the answers. - Ss explain some sentences if necessary - The whole class check and give feedbacks: D. Practising activity: 15 minutes Read the following passage about Nuclear family and answer the questions that follows. NUCLEAR FAMILY The term nuclear family developed in the western world to distinguish the family group consisting of parents, most commonly a father and mother, and their children, from what is known as an extended family. Nuclear families can be any size, as long as the family can support itself and there are only parents and children (or the family is an extended family.) According to Merriam-Webster the term dates back to 1947 and is therefore relatively new, although nuclear family structures themselves date back thousands of years. The term ‘nuclear’ was used because of its original Latin meaning, ‘kernal’ or ‘nut’. Today roughly one quarter of households in the United States, for example, are described as consisting of nuclear families, making them the third most common household arrangement in that nation. 1.A nuclear family consists of ______ and their ______. A. parents / childrenB. grandparents / childrenC. father / children 2.How big can a nuclear family is? A. It consists of four members. B. It consists of more than two generations. C. It have only two generations with as many members as possible. 3.When was the term ''''''''nuclear family'''''''' first used? A. thousands of years agoB. 1947C. one thousand years ago 4.How many percent of household in the United States are described as consisting of nuclear families? A. a quarterB. 50%C. 25%

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Preparing date:

Period 1: INTRODUCTION AND GUIDING

Date of teaching: ……… class: 12… total students:… absence:……… Date of teaching: ……… class: 12… total students:… absence:………

I.OBJECTIVES:

By the end of the lesson, students will:

- Review all of the knowledge of grade 11

- Know how to study and learn English 12

- How to use student’s book and workbook

II SKILLS: - Reading

- Speaking

- Listening

- Writing

- Doing English tests

II TEACHING AIDS: textbook, pictures, cassette, tape

III PROCEDURE:

Warm-up :(7 minutes)

- Introduce to students about the teacher

- Ask students about their names and English

knowledge etc

Guiding: 35 minutes

1 Guiding student’s book and workbook:

* Introduce to students how to use their book

and workbook

* Introduce to students how to learn reading,

speaking, listening, writing, language focus in

their books and how to do the exercises in

their books

2 Guiding English tests in grade 12:

* Introduce to students about oral tests, 15

minute tests, 45 minute tests, etc and how to

- Listen to the teacher

- Answer the teacher’s questions

- put the student’s book and workbook on the table

- listen to the teacher and look through the books

- Listen to the teacher

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3 Guiding other books and tape, disc, etc - listen to the teacher and write down

the things which will be prepared at home

4 Consolidation: 1’

- Retell the main points of this lesson

5 Homework: 2’

- Prepare the section, Unit 1: A - Reading

V EVALUATION:

………

Period 2: Unit 1: HOME LIFE

A READING 1

Preparing date:

Teaching at:

Class Period Teaching date Absent students Notes

12

I Objectives:

1 Knowledge, skill and attitude:

- Knowledge: By the end of the lesson students will be able:

+ Get the ideas of a happy family by understanding a rage of related

vocabulary such as close – knit, join hands, active, mischievous, obedient, supportive, …

- Skill: Improve micro reading skills by guessing meaning from context through

multiple choice and answering question exercises

- Attitude: + To help students get started

+ To provide students some motivation

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+ Paying attention in the lesson.

+ Building up interest with English

2 Competence:

+ Thinking, chatting

+ Communicative competence

+ Cooperative competence

+ Self study competence

+ Using information technology

+ Linguistic competence

+ Solving problem competence

+ Self – management competence

+ Creative competence

3 Method: communicative methods, presentation, question raising, group work

II Preparation of Teacher and Students:

1 Teacher: textbook, lesson plan, pictures, chalks, pens

2 Students: Ss’s book, Ss’s workbook, pens, pencils, drafts

• How many people/ members are

there in your family?

• Do your family lead a very

happy life?

• How does your mother show her

care to your family?

• Does your father cook meals?

• Has sts work inpairs, ask andanswer questionsrelated to his/ herown family

- goes round andcontrols the class

- calls on some pairs topresent

- Some sts givesfeedback

- Then T givesfeedback

* Suggestion:

1 My family havefour people

2 We lead a veryhappy life

3 My mother alwaysshow her cares to allmembers in myfamily

4 My father has towork hard, so that hedoesn’t have muchtime to cook for us

He doesn’t comehome until 7 p.m

- some pairs topresent

- Some sts gives

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II READING

• Before You Read (10’)

1 Who do you think they are?

2 Where is the family?

3 What is each member doing?

4 How do you feel when you see such

a warm and peaceful scence?/the

scence of a family where people love

and support each other?

+ Mischievous (a): tinh nghịch, tai quái

+ Obedient (a): biết vâng lời,dễ bảo

+ Close-knit (a) : gắn bó khăng khít

+ Supportive (a) ~ of: khuyến khích,

ủng hộ

+ Frankly (adv) : thẳng thắn, trung

thực

+ Secure (a) /si’kju/ : an tâm

• While You Read (25’)

*Task 1 : Choose the best answer

- T has Sts to look atthe picture (P12)

• introduces thetext and new words

- T asks Ss to listen to the tape

- T gets Ss to read the requirement of task1

- T helps them if necessary

- T call 2 Ss of 2 groups to write down the answers

- T check and give feedbacks:

- Some pairs answerand the whole classgives feedbacks

- Ss read the passage silently to understand it

- Then Ss read through 5 sentences

- T asks Ss to work inpairs and choose the answer

- Ss share the answerswith their groups

- 2 Ss of 2 groups to write down the answers

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* The answers:

1-B; 2-C; 3-A; 4-B ; 5-A;

- Ss explain some sentences if necessary

- The whole class check and give feedbacks:

D Practising activity: 15 minutes

Read the following passage about Nuclear family and answer the questions that follows.

NUCLEAR FAMILY

The term nuclear family developed in the western world to distinguish the family group consisting of parents, most commonly a father and mother, and their children, from what is known as an extended family Nuclear families can be any size, as long as the family can support itself and there are only parents and children (or the family is an extended family.) According to Merriam-Webster the term dates back to 1947 and is therefore relatively new, although nuclear family structures themselves date back

thousands of years The term ‘nuclear’ was used because of its original Latin meaning,

‘kernal’ or ‘nut’ Today roughly one quarter of households in the United States, for example, are described as consisting of nuclear families, making them the third most common household arrangement in that nation

1.A nuclear family consists of and their .

A parents / children B grandparents / children C father /

children

2.How big can a nuclear family is?

A It consists of four members

B It consists of more than two generations

C It have only two generations with as many members as possible

3.When was the term 'nuclear family' first used?

A thousands of years ago B 1947 C one thousand years ago

4.How many percent of household in the United States are described as

consisting of nuclear families?

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* Answers:

D Homework: (1’)

- Practise reading passage

- Do exercise in the workbook

- Prepare in Task 2 Reading in advance

IV Evaluation:

………

Period 3: Unit 1: HOME LIFE

A READING 2

Preparing date:

Teaching at:

12

I Objectives:

- Knowledge: By the end of the lesson students will be able:

+ Get the ideas of a happy family by understanding a rage of related

vocabulary such as close – knit, join hands, active, mischievous, obedient, supportive, …

- Skill: Improve micro reading skills by gessing meaning from context through

multiple choice and answering question exercises

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+ Paying attention in the lesson

+ Building up interest with English

2 Competence:

+ Thinking, brainstorming

III Procedure:

A Class organization: 1 minute

B Check the old lesson: 3 minutes

• Rush to the market

T asks the whole class give out vocabulary in the reading passage

The whole class standup

• Say Bingo if

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*Task 2 : Answer the questions:

* Report their ideas.

1 Very busy They have to work long

hours and sometimes they have to work

at night

2 She is always the first one to get up

in the morning to make sure that her

children leave home for school having

eaten breakfast and dressed in suitable

clothes She always makes dinner

ready before her husband comes home

3 The daughter helps with household

chores: she washes dishes and takes out

the garbage She also looks after the

boys/her younger brothers The father

sometimes cooks/does some cooking or

mends things around the house at

weekends

4 She attempts to win a place at

university

5 Because they are very closed – knit

and supportive of one another They

often share their feelings and whenever

problems come up, they discuss them

frankly and find solutions quickly

3 After You Read

- T calls some Ss toread theirs answersand explain theirchoices

- T comments andgives feedback:

they have a word andsit down if it right

- Ss read the passage silently to understand it

- Then Ss read through 5 sentences

- T asks Ss to work inpairs and choose the answer

- Ss share the answerswith their groups

- 2 Ss of 2 groups to write down the answers

- Ss explain some sentences if necessary

- The whole class check and give feedbacks:

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-What is your mother/father/you

responsibility in your family?

r

mother

children

on the handouts)

- Each group chooses

a secretary to notedown all of others’ideas

- The secretariesreport their ideas infront of the class

I Choose the word in each group that has the underlined part pronounced differently from the rest:

1 a cooks b loves c joins d spends

2 a hurry b under c pressure d rush

II Choose the word which is stressed differently from the rest:

3 a hospital b mischievous c supportive d special

4 a family b whenever c obedient d solution

5 a biologist b generally c responsible d security

III Choose the one word or phrase - a, b, c, or d - that best completes the sentences

or substitutes for the underlined word or phrase:

6 He was looking at his parents _, waiting for recommendations

a obey b obedience c obedient d obediently

7 The interviews with parents showed that the vast majority were _ of teachers

a support b supportive c supporter d supporting

8 Billy has been seriously ill, and he was taken to _ hospital yesterday

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a a b an c the d Ø

9 My husband and I both go out to work so we share the _

a happiness b household chores c responsibility d.employment

10 You should not burn _ You had better dig a hole and bury it

a dishes b lab c garbage d shift

11 He was very respectful at home and _ to his parents

a responsible b caring c obedient d lovely

12 One of Vietnamese traditions is a belief in _ families and in preserving theircultures

a wealthy b secure c safe d close-knit

13 He was _ when I had those problems and said whatever I did he wouldstand by me

a supportive b exciting c busy d dull

14 He was determined to give his family a secure and solid _

a base b floor c basement d ground

15 It’s hard work looking _ three children all day

- Practise reading passage

- Prepare in part B speaking in advance

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IV Evaluation:

………

Period 4 Unit 1: HOME LIFE

B SPEAKING

Preparing date:

Teaching at:

12

I Objectives:

- Knowledge: By the end of the lesson students will be able to talk about family life.

+ Review related words about family life including household chores, responsibility, wash the dishes…

+ exchange information about their family life by carrying out interviews from a given list of questions and sharing information with a friend

- Skill: - Speaking

+Building up interest with English

2 Competence:

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III Procedure:

- Ask 2 sts rewrite the new word on the board

C New lesson:

Content Teacher’s activities Students’ activities

1 Warm-up: (3’)

- find out as many words as

possible that related to the

household chores

1 Before You Speak (7’)

*Task 1:

Read the following

statements and tick the ones

that apply to you and your

family.

* Suggestion:

In my family both my

- T asks Ss to work inpairs to tick the onesthat apply to Ss’ family

- T walks around and

- taking care of the baby

- taking out the garbage

- Sts exchange the

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father and mother go to work.

Almost all members of my

family share the household

chores Washing the dishes and

cleaning the house are what I

often do help my parents We all

like watching films on TV when

we have free time at weekends

The person I often share my

secrets with is my sister I

always ask my parents for

advice before making an

important decision

2 While You Speak (20 mins)

*Task 2: (15’)

Prepare a list of questions to

aks another Ss to find out

whether his/her family life is

like your:

* Note: The difference between

two question forms:

* Some special expressions

+Could you tell me who… ?

+ By the way who in your

2 By the way who in your

family does the washing up?

3 What about your brother ?

Does he share the household

- T corrects theirmistakes

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4 What’s your responsibility in

7 What interests do your family

members share together?

8 What do your family members

often do together in your free

time?

9 Who do you often share your

secrets with?

10 Who do you often talk to

before making an important

A: - Hi,…Could you tell me a bit

about your family life ?

B: - Sure, no problem

A: - Who works in your family?

B: -Both my parents My father

is an engineer and my mother is

a teacher They work 8 hours a

day

A: Do you help them with the

household chores?

B: Of course I help my mother

in the kitchen and wash the

dishes

A: What about your father?

B:He cleans the floor and

sometimes when my mom is out

of on business he cooks for us

A:What interests do your family

members share closely?

B:Watching films We often

watch films on TV on Saturday

evening when everybody is free

- T asks Ss to study thetable carefully

- T calls some pairs to actout in front of the class

- T and the whole classgive comments

- Ss work in pairs to + ask about thepartner family life, + note down theanswers in the table

- Some pairs of Sts actout infront of the class

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A: Who do you often share your

secret with?

B:Mother.I think she understand

me well

A: So she is the person you often

talk to before making an

important decision?

B: No, in fact both my parents

help a lot when I have problems

A: You must be very happy in

such a family Thanks for giving

I’ ve just talked with B about

her family life She told me that

both her parents go to work, so

they are very busy So she has to

shares the household chores She

often helps her mother in the

kitchen and washes the dishes

after meals His father is also

willing to help with the

housework He cleans the house

and sometimes when B’s mom is

out on the business All the

members of her family enjoy

watching films together on

Saturday evening She shares her

secret with her mother because

she thinks that her mother

understand her well; However,

both parents help her make

important decisions

- T has Ss to work in pair

- T corrects and givescomments

- Some Ss to report infront of the class

Alan and Smith are talking about - T gives instruction

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the rules in their families when

they were small Complete their

conversation and practise reading

it

[Alan và Smith đang nói về các

quy định trong gia đình khi họ

còn bé Hoàn thành đoạn đối

thoại của họ và thực hành đọc

nó]

Alan: (1)

?

Smith: No, never They never let

us go out in the evening, even on

Saturday or Sunday

Alan: (2)

?

Smith: Yes, but we were always

made to finish all our homework

before we could watch TV

Alan: (3)

?

Smith: Housework? No, we didn’t

have to do much of that as our

parents thought it was more

important for us to study

Alan: (4)

?

Smith: Most of the time my

mother did it, and she was very

good at cooking

When she was away, we Couldn’t

eat the food cooked by our father

Alan: (5)

?

Smith: No, I had to do all my

homework on my own, my father

never helped

Alan: (6)

?

Smith: No, they didn’t allow that.

They said the telephone was not

for chatting with friends

Alan: (7)

- T asks Ss to work in pairs

- Ask students to work

on their own, complete

the dialogue with the suitable questions

- have Ss exchange theiranswer

- ask ss to practise the dialogue

- call on some pairs to read the dialogue

• practise the dialogue in pairs

• present the dialogue

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?

Smith: Yes, I was very happy with my family My parents really loved me and always took good care of me Answer 1) Did your parents often let you go out in the evening? 2) Did they allow you to watch TV? 3) Did you have to do the housework? 4) Who cooked / did the cooking in your family? 5) Did your father help you with your homework? 6) Did your parents allow you to chat with your friends on the phone? 7) Were you happy with your family? D Homework: (1’) - More practice the main topics at home - Do exercise in the workbook - Prepare in Unit 1 part C Listening in advance IV Evaluation: ………

………

C Listening Preparing date:

Teaching at:

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Class Period Teaching date Absent students Notes12

I Objectives:

- Knowledge: By the end of the lesson students will be able to

+ understand a family life through a conversation between two friends

+ enrich more vocabulary used to describe a family life

- Skill: - listening for main ideas and specific information.

2 Competence:

III Procedure:

C New lesson:

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1 Before You Listen (10mins)

* Describing the picture.

1 What is happening in the picture?

2 How many pictures are there?/ who

are they?

3 How are they feeling? / How do they

look?

* Vocabulary: (Listen and repeat)

+ leftovers / `left әu vәz/: food that has not

been eaten at the end of a meal (thức ăn

Listen to the conversation between

Paul and Andrea and decide whether the

statements are T or F and then correct the

- T calls somestudents to answers

- The whole classgives feedback

- And T introducesthe topic of thelesson:

Lead- in:

In today’s listening section, you’ll hear the conversation

between Paul and Andrea talking about their family.

Teacher hasstudents pay muchattention to thewords and howthey’re pronouncedand tells studentsthat they’re givencues helping them tolisten to the textwell

2 groups

- Students towork in pairs:+ look at + and describe the picture (p16),+ using the cues:

* The answers:

+ They are having a big meal.

+ 9 people + Very happy

- Students paymuch attention

to the words andhow they’repronounced

- Students listen

to the tapecarefully &repeat

individually and

in chorus

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rarely get together as a family any more.)

3 F ( It is about 180 kilometers from they

….)

4 T ( There are 4 children in Paul’s family)

5 T ( There are too many people to cook

for, they end up going out to dinner a lot.)

*Task 2:

Note down two things that are

different about Paul’s and Andrea’s

The families often

eat the meal the

mother cooks at

home

The family oftengoes out to eat whenthey get together

3 After You Listen (7mins)

*Discussion:

* Suggestion:

Family is very important It’s a place

where people can share their secrets and

find solutions to problems that arise Only

- T plays the tapetwo times

- T plays the tapeagain, has studentslisten and checks theanswers

- T checks and givesfeedback

to read the answers

- T and the wholeclass check andgives feedback

- Sts read

questions

- Ss doindividually thencompare theanswer with apartner

- Some Ss givethe answers

- read throughthe questions andunderline

keywords

- Sts do Task 2individually thencompare theanswer with apartner

- Sts listen and

answers

- Ss work ingroups, discussthe importance

of family in aperson's life

- Some Sspresent theirdiscussion infront of the class

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in family, we can enjoy love and comforts.

We are sure to be welcome back when we

have disappointments or failures in life.

- T gives feedback.:

I Complete the statements

about the generation gap and

the family rules with the words

in 1 Make changes to the word

form, if necessary.

Example:

When people live in a

multi-generational family, there is

often a generation gap.

• One disadvantage of living

in a/an is that

grandparents may see things from

different viewpoints

• Children living with both

parents in a stable tend

to be more confident

andindependent

• Some parents care a lot

about the appropriate behaviour

when having a meal with other

people That is why they want to

good from a very early

age

• _ in

multi-generational families are

inevitable

• The biggest advantage of

living in an extended family is

that parents don't have to worry

much about _ and

- T calls on some Ss towrite their answers onthe board

- Ss write down theanswer on the note book

- T corrects

- Ss take note

- asking students to work on their own,

complete the letter with the corect form of the verbs in brackets

- have Ss exchange their answer

- call on some ss to read

- Listen to T

- Work in pairs

- Write the answer

on the board

- Listen and check

- Listen and note down

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4 Conflicts 5 childcare

II Complete a mother's advice

to her 16-year-old daughter,

using should/shouldn't and

ought/oughtn't.

• Your grandparents live far

from us, so you talk

to them on the phone

regularly

• You are going to a concert,

so you _ to wear your

old jeans

• You stare at the

computer screen for too long

It is really bad for your

eyesight

• You _ to talk to

your grandparents more often

so that you can understand

them better

• You _ become more

responsible by sharing the

housework with other people

in our family

Đáp án:

1 should : Ông bà sống xa chúng

ta, vì thế con nên thường xuyên

nói chuyện với họ qua điện thoại

2 oughtn't: Con sắp đi xem hoà

nhạc, vì thế con ko nên mặc quần

jeans cũ

3 shouldn't: Con ko nên nhìn

vào màn hình máy tính quá lâu

Nó có hại cho mắt

4 ought: Con nên nói chuyện với

ông bà nhiều hơn để có thể hiểu

họ rõ hơn

5 should: Con nên trở nên có

trách nhiệm hơn trong việc chia

sẻ việc nhà với người khác trong

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- summarise main points.

- write about family reunion

- prepare Part D Writing of unit 1

IV Evaluation:

………

+ Give an account of the family rules

+ Strengthen micro – writing skills

- Skill: - micro – writing skills (brainstorming, outtline, editing…)

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2 Competence:

III Procedure:

C New lesson:

* Chatting:

1 Do your parents often let you

go out in the evening ?

2 Are you allowed to use your

family motorbike?

3 Are you allowed to do the

household chores?

* Expected answers:

1 My parents don’t let me come

- T calls on some pairs

to present their answer

in front of the class

- T and the whole classgive feedback

- Ss work in pairs and

questions

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home late.

2 My father permits me to use

the family motorbike

3 I have to do the household

chores

*Lead in :

In today’s lesson, you’re

going to write a letter about

your family rules

II writing

1 Before You Write (7 mins)

*Task 1: What rules do you

have in your family?

2 .clean my house / do the

- T has students revisethe vverbs :

- T delivers Ss handouts:

- Ss work in groups

•Ss work in groups

by using the ideasthey have writtenabove to write aletter about theirfamily rules

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3 to watch TV / go out with

my friends on Saturday or

Sunday…

4 .to stay up late / chat with

my friends on the phone

2 While You Write (25mins)

*Task 2:

Write a letter to a pen pal

about your family rules

* Sample writing:

Dear Mary,

Today, I have something

interesting to tell you It’s my

family’s rules Every family has

its own rules Mine has a few.

First, during the school year I’m

allowed to watch TV until I have

finished my homework.

Sometimes my parents let me go

out with my friends on Saturday

or Sunday, but I must come

home early Second, in my

family everybody has to do their

share of the household chores.

And mine are doing the washing

and preparing meals Third, my

parents want me not to chat on

the phone more than ten

minutes How about your family

rules? I am very happy with my

family My parents really love

me and take good care of me.

Love,

Daisy

3 Post Writing (5mins)

Eg:

A Do your parents let you go

out in the evening?

- T goes around to offerhelp

- Together with Ss, Tfinds out the mistakesand corrects them

- T gives feedback onSs’ work by pointingout some commonmistakes

- T remarks generallySs’ written work

- T asks Ss to make aconversation about thecontent of their letter

- T retells the main points of this lesson

- Ss work in groups towrite a letter about their family rules

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III Consolidation (3 mins)

- Sts write down homework

D WRITING

Exercise 1 Circle A, B, C, or D

to indicate the sentence that is

closest in meaning to each of the

following questions.

[ Khoanh tròn A, B, C hoặc D để

xác định câu gần nghĩa nhất với

mỗi câu sau đây]

1 When I was small, my parents

didn’t have enough money to

buy me lots of new clothes

A When I was small, my parents

couldn’t afford to buy me lots of

new clothes

B When I was small, my parents

couldn’t stand buying me lots of

new clothes

C When I was small, my parents

didn’t offer to buy me lots of

new clothes

D When I was small, my parents

weren’t allowed to buy me lots

- Listen and check

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A They always remembered to

do my homework

B They always reminded me to

do my homework

C They always made sure that I

had done my homework

D They always asked me to do

my homework

3 They told me that it was a

good idea to read extensively

A They discouraged me to read

4 They always refused to allow

me to bring friends home

A They never let me bring

friends home

B They always made me bring

friends home

C They always asked me to

bring friends home

D They never put up with me

bringing friends home

5 They told me to come home at

ten o’clock every night

A They made me come home at

ten o’clock every night

B They let me come home at ten

o’clock every night

C They allowed me to come

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home at ten o’clock every night.

D They suffered from me

coming home at ten o’clock

every night

6 I learned from my parents

about respecting hard work

A My parents allowed me to

respect hard work

B My parents made me respect

hard work

C My parents taught me to

respect hard work

D My parents trained me to

respect hard work

7 My parents hope that I will be

being like them

D My parents would like me to

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………

+ pronounce the sounds “s” ending correctly

+ master the use of the past simple, past progressive and present perfect tenses

- Skill: + Understand the rules to pronounce the ending “s” correctly.

+ Grammar skill

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III Procedure:

+ Where she sits she shines, and

where she shines she sits.

- Both T and Sts read the tongue

* Listen and repeat:

The pronunciation of the

ending “s” (cách đọc âm cuối

“s”)

Phụ âm cuối “s” thường xuất

- T hangs a poster on theboard, Ask Ss to readthe tongue twisters asquickly as possible Ifone read 3 times hewins

- T writes on the green board

- T reads and asks students to listen and compare the difference betweet pronunciation

- Ss pick out the wordcontaining the endingsounds / s, z / and put

in the correct column

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hiện trong các danh từ dạng số

nhiều và động từ chia ở thì hiện

tại đơn với chủ nghữ là ngôi thứ

- He left the room last week

- They were having dinner at 8

o’clock last night

-She has learnt English since

she was in grade 6

* Past simple: happened and

finished with the definite time in

the past, not related to the

present.

-Ex: He bought a car yesterday

* Present perfect: started in the

past but related to present or

future and give the result at

present.

-Ex: She has learnt English

since she was in the grade 5

*Past progrssive: the past

of ending- s : /z / and /

s /

- Write some words onboard and ask students

to read them aloud

- T reads one beforethen reads again andasks students to repeat

- T walks around and helps them

- The teacher speaks out

3 tenses:

P1: - past simple P2: - past progressive P3: - present perfect

- asks students to givesome sentences

- T let students compare

• students listenagain and repeat

- Sts listen andrepeat

- practise thesesentences in pairs

- Some students givemore examples

- Sts work in pairsand give thedifferences

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progressive is used for an action

which was occuring at some

specific time in the past.

- Ex: Anna was watching TV at

7 o’clock last night

Exercise 1: Choose their

suitable verbs (7’)

1 Have you seen

2 Did you enjoy it?

3 Has been.

4 Did you give/saw?

5 didn’t listen

6 Have you two met before?

7 Have you met?

- T gives feedback

- Sts work in groups

to do the exercise

- Sts choose their suitable verbs in the sentences

- The leader of each group presents their answers on the board

- The whole classcomments

- Sts work in groups

to do the exercise 2

- The leader of eachgroup presents theiranswers on the board

- The whole classcomments

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15, B : am going

III CONSOLIDATION (2

minutes)

- T summarizes the main points

Eexxercise 1 Complete the

sentences with the correct form

or tense of the verbs in brackets

• Since she (work) at

the company, she

(not have) a day off

through illness

• It was the first time

I (talk) to Ella

outside the office

• Mozart (die) while

alarm clock the other day

in Taylor's the jewelers,

- T corrects

- Ss take note

- asking students to work on their own,

rewrite the sentences

- have Ss exchange their

- Listen to T

- Work in pairs

- Write the answer

on the board

- Listen and check

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• died/was composing

• has already invented

• was buying/saw

Exercise 2 Rewrite the

following sentences with the

4.You will never meet anyone

more dangerous than Mrs Jones

Mrs Jones is _

5 Man has never had such

efficient servants as computer

- Practise reading the sentences

- Prepare in Unit 3 part A reading in advance

IV Evaluation:

………

Period 8 +9 Unit 2: CULTURAL DIVERSITY

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+ read passage comprehension about role of cultural diversity

+ know how to use the new words through asking and answering

- Skill:

+ Guessing meaning from context

+ Summarizing main idea

+ Passage comprehension

2 Competence:

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What are the factors that create a happy life?

Lead in: Today, we’ll

study a new lesson Unit2- part A :Reading

• Hang on the blackboard the table ofthe questions to help students to guess the activity in each picture:

- 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.

- Give the feedback

- Ask students to read

• Work in groups totalk about theactivities in thepictures

• guess what arehappening in thepicture

• representatives of the groups to express their ideas in front of the class

- Look at the board, notedown

• guess the meaning of the new words

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II While-reading: (20 minutes)

Task 1 : Meaning of words

1, precede : happen or exist

2, determine : find out

3, confide : tell somebody about

something very private or secret

4, sacrifice : willingly stop

having something you want

5, obliged : having a duty to

A: Who are much more

concerned with physical ?

B: The young Americans are

much more concerned than the

young Indians and the

Chinese

A: What are the Indian students’

attitudes on a partnership of

equals?

B :The Indian students agree that

a woman gas to sacrifice

III Post-reading: (12 minutes)

+ What are the differences

between a traditional Vietnamese

family and a modern Vietnamese

family?

- Give some suggested words to

talk about a family: number of

+ Show students thetasks of the reading

- Ask students to readthe passage again and

do the task in groups offour

- Call on some students

to read the answers infront of the class

- Ask students to readthe sentences with thewords given

- Ask students to work

in pairs, answer thequestions in accordingwith the informationgiven in the readingpassage

- Go around the classand provide help whennecessary

- Call on some pairs tomake questions andanswers in front of theclass

Feedback and give thesuggested answers

• Ask students towork in groups todiscuss about thequestion :

• Call on somerepresentatives on thegroups to talk about thedifferences

• read the passage

in skim to make sure themeaning of the words

- read the passage againand do the task ingroups of four

- Read the italicizedwords/ phrases andexplain in front of theclass

- Work in pairs toanswer the questions

• some pairs tomake questions andanswers in front of theclass

- Read the questionscarefully and work inpairs to answer thequestions

A: - I think a modernfamily has fewerchildren than atraditional one

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children, the house they like to

have, the head of the family, who

works, who takes care of the

housework and children , the

income

• Call on some representatives

on the groups to talk about the

differences

the head of the family in

a modern family is both

a husband and wife,they share the householdchores and

take care of theirchildren

- Work in groups todiscuss to compare toother groups

- Talk in front of theclass about the class.-Listen to the teacherand take note

C Practising activity: 15 minutes

Read the passage and choose the best answers

WHAT IS CULTURAL DIVERSITY?

Diversity is (1) more than a difference from the majority In any culture there is a majority and many minorities Culture is a set of norms that (2) standards for a society of what is acceptable behavior

In every culture there are basic standards for social interaction such as personal space distance, eye contact, amount of body language displayed in public, negotiating style, etc In America, we stand about eighteen inches apart when engaged (3) normal conversation; prefer very direct eye contact; are pretty demonstrative with body language and (4) _ very directly always asking (5) _ party for their

“bottom line” In other cultures they may stand closer or farther than we are

comfortable, may view direct eye contact as rude, be more or less open to displaying body language and negotiate more indirectly

In America, many of us have a peculiar habit of assuming that those who differ (6) _ our norms are wrong We tend to view the world from a rather myopic viewleading to those outside this country calling us “Ugly Americans”

Cultural diversity (7) _ our country richer by making it a more interesting place (8) _ to live Just think how boring a meal would be without Chinese, Mexican, Japanese, Italian, German, French or Indian food!

Cultural diversity also makes our country stronger and better able to compete in the new global economy People from diverse cultures bring language skills, new ways

of thinking, creative solutions to difficult problems and negotiating skills

In the past, ethnographers in the United States used to refer to our country as a melting (9) _ where new immigrants would eventually be fully integrated into the American culture This has obviously not happened so modern researchers have not

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begun to talk about America as a garden salad where different cultural diversity mixes with the European American culture to form a meal where all of the various ingredients are still readily (10) _.

Cultural diversity makes the United States a much more interesting place in which

to live for all of its inhabitants If we all thought alike imagine how boring the world would be! Thank God for diversity!

1 A nothing B something C anything D onething

4 A negotiation B negotiate C negotiable D negotiating

5 A another B others C the others D the other

10 A identification B identify C identifiable D identified

D Homework: (1’)

-Do reading text in workbook

-Prepare the next lesson: part B Speaking.

IV Evaluation:

………

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