Unit 1 (period1-7)

WHILE-READINGTask 1 T asks students to read the text in silence and do Task 1 text book page 14 Task 2 : T asks students to read the text again and do Task 2 Ask sts to work in groups G

Period: 1

Date of Teaching: 12.8.2008

Lesson: Guide students to learn English effectively

A WARM UP

Warm-up (8 ms)

Make acquaintance

Presentation (25 ms)

1 Divide students into 8 groups

2 Ask students to introduce themselves

to each other

- Ask some students to introduce themselves

in front of class

3 Guide students how to work in groups,

in pairs

4 Have students work in groups to

discuss the questions:

1 What do you study English for ?

2 How do you study English well ?

- Go around the class and help them if

necessary

- Check and give some ideas

5 Introduce the schedule of English 12 to

students (16 units, 6 themes, 5 parts in each

unit ….)

* Remind students sth to prepare for learning

English: Textbook, Workbook, notebooks,

dictionary, extra board

6 Guide students to learn 4 skills

*Give some symbols of writing mistakes

(prepare handouts)

A WARM UP

- Introduce yourself: monitor, vice-monitor, number of students in class, some special students in class

* Vote the group leaders -Write the names of all members in groups on the piece of paper

* Work in pairs, say something about themselves Sample

Hello, My name’s …I’m a student I was born in Dalat in 1991 I’m sixteen years old I’m in grade 12, class 12.2 of Chi Lang high school.There are four people in my family:

my father, my mother, my sister and me My father is a doctor, my mother is a teacher and my sister is a student We live in Nguyen Du street I like playing football and listening to music in my free time At school, I like Math best I think English is a difficult subject but it is very useful

* Work in groups: discuss the questions

* Possible answers:

- I study English to sing English songs / play game / use computer / talk to foreigners / watch films / go abroad / have a good job in the future / get good marks …

- To study English well, I need learning a lot of words / listening to radio regularly / writing a lot / reading a lot of books / watching television …

* Open books and follow the Book map part

* Listen to the teacher’s guidance and take notes

1 Reading: read quickly for gist, then more carefully for details Try to guess words in context

2 Speaking: Don’t be shy, don’t be afraid of making mistakes, prepare the knowledge

of the topic at home Practise speaking English in class

3 Listening: Listen for certain purposes Don’t listen to word by word Use abbreviation when listening Practise reading some linking words Try to listen to the English programs on TV at home

4 Writing: Have knowledge of language such as sentence connectors, tenses, vocabulary ……practise writing at home and correct in groups

* Students follow the handouts.

- adj: mistake in using adjective

- adv: mistake in using adverb

- agr: agreement

- art : article

- c : countable noun

- cap: capital

- g : grammar

- p: punctuation

I OBJECTIVES

Students can say something about themselves

Students know how to learn four skills effectively and the symbols of mistakes Students know the importance of learning in groups

II PREPARATION

Handouts

III PROCEDURES

Test (10 ms)

Complete the paragraphs with appropriate

simple tense forms of verbs You may use the

verbs more than once

want, be, live, attend, have

a Ba is a student at Chu Van An School Last

year, he (1) Quang Trung School He (2) at

his present school for three years, and then

he (3) to go to university Ba (4) an older

sister, Lan His parents (5) teachers His

family (6) in an apartment at 52 Trang Tien

Road

* come, practice, have, enjoy, give

b Lan really (1) playing the violin She (2)

every morning On Tuesdays, she (3) a

one-hour violin lesson Last week, she (4) a

concert Her family (5) and everyone (6) a

great time Lan (7) another concert at Tet

Homework (2 ms)

- Assign homework to students

F COMMENT

Not necessary to give too many symbols of

writing mistakes

- sp: spelling

- u / c: uncountable noun

- vf: verb form

- voc: vocabulary

- wo: word order

- ww: word wrong

* Answers:

a 1 attended 2 will be / is going to be 3 wants 4 has

5 are (both) 6 lives

b 1 enjoys 2 practises 3 has

4 gave 5 came 6 had 7 will give

Prepare Unit one, lesson 1 Reading

- What do you do every day ?

- Vocabulary: Word file about jobs

Date of Teaching: 14.8.3008

Lesson: English test with 4 paper codes

+ Test specification

Some verb patterns and verb tenses

Gapped paragraphs Gapped sentences

Conjugation MCQ’s MCQ’s

0.25 point for 8 items 0.20 point for 5 items

20%

10%

Vocabulary Words of Unit 1

(Home life)

Gapped sentences MCQ’s 0.20 point for 5 items 10%

Pronunciation + “s” ending

+ “ed” ending + Stress in three or more syllable words

Reading Home life, family life 2 factual texts

(80-100 words)

Gap fill MCQ’s

0.20 point for 5 items 0.20 point for 10 items

10%

20%

completing Sentence transformation

0.25 point for 4 items 0.25 point for 4 items

10%

10%

I OBJECTIVES

Test sudents’ language knowledge and language skill

II PREPARATION

Handouts

III PROCEDURES

+ Paper

For questions 1-10: Read the following passage carefully and then choose the best option to fit each numbered space by writing the letter A or B, C, D into the answer box below (2 pts)

In the home a dad is very important He is the (1) who provides us with food to eat and (2) to wear He can decorate your bedroom, mend your radio, make (3) for your pets, repair a puncture in your bicycle tyre and help you with maths homework A dad can be very useful for (4) you in the car to and from parties, music, and dancing lessons

A dad is the person whom you ask for (5) money He is the one who (6) about the time you spend talking on the phone, as he has to pay for the bills Dad is someone who will support you in an (7), if he believes you to be right He is someone who reads your school (8) and treats if it is good A dad likes to come into a nice happy home evening, and settle (9) in his chair with a newspaper He likes

to (10) his National Service Day

For questions 11-15 Complete each sentence with a suitable word listed below then write the answer into the box (1 pt)

household close-knit willing supportive mischievous

11 She always helps her mother with … chores

12 These children are sometimes … but obedient and hardworking

13 You can phone me whenever you need I’m always … to help you

14 She was very … during my father’s illness

15 The people in my village live in a … community

For questions 16-18: Choose one word whose underlined part is pronounced differently from the rest in each group Write the answer into the box (0.6 pt)

For questions 19-20: Choose the word whose main stress is placed differently from the others by writing the corresponding letter A or

B, C D into the box (0.4 pt)

Questions 21-30: These are incomplete sentences Write A, B, C or D as your best choice to complete each sentence in the answer box below (2pts)

21 My mother works as a nurse in a big hospital and once a week she has to work on a night …

22 Being a grade 12 student, we are … a lot of study pressure

23 My mother is a very caring woman She takes the … for running the household

24 My boys, who are mischievous sometimes, love … me in mending things around the house at weekend

25 They never let us … out in the evening, even on Saturday or Sunday

26 And we were always made … all our homework before we could watch TV

27 Dinner is always ready ……I get home from school

A until the time B at the time C during the time D by the time

28 I first met Lisa three years ago She ……at a radio shop at that time

29 Tom was disappointed that most of the guests…… when he…… at the party

A left / had arrived B left / arrived C had left / had arrived D had left /arrived

30 Janet …… some washing this time yesterday

For questions 31-34: Build complete sentences from the cues given (1pt)

31 We / be / not / allowed / play football / during / the school year

 ………

32 In / family / everyone / have to/ share / the household chores

 ………

33 They / always / refused / allow / me / bring friends home

 ………

34 Mary / buy / shirt / last week / and / wear / it / ever since

 ………

For questions 35-48: Rewrite the sentence, begin with the given words, so that the meaning stays the same (1 pt)

35 He said to me, “Keep a seat for me in the lecture hall.”

 He told ………

36 My father advised me to choose that job

 I choose that job ………

37 I regret buying the second-hand motorbike

 I wish I had ………

38 It was such a good film that we decided to go and see it again

 The film was so ………

For questions 39-46: Supply the correct tense of the verbs in brackets Write the answers into the box (2 pts)

Dear Linda,

I’m sorry I haven’t written to you for so long, but I have been very busy lately All last month I had exams Anyway I (39) (stop) studying and I (40) (wait) for my exam results at the moment

As you can see from this letter, I have changed my address and (41) (live) in a flat in Corydon now I have decided a change from the central London because it (42) (become) so expensive A friend (43) (tell) me about this flat and I (44) (move) here about two months ago

When you (45) (come) to England this summer, please visit me I am staying here until the middle of August Then I (46) (go) on holiday to Scotland

Please write soon,

Margaret

+ Answer key

For questions 1-10: (2 pts)

For questions 11-15 (1 pt)

For questions 16-18: (1 pt)

Questions 21-30: (2pts)

For questions 31-34: Build complete sentences from the cues given (1pt)

39  We are not allowed to play football during the school year

40  In my family everyone has to share the household chores

41  They always refused to allow me to bring friends home

42  Mary bought the shirt last week and has worn it ever since.

For questions 35-48: Rewrite the sentence, begin with the given words, so that the meaning stays the same (1 pt)

43  He told me to keep a seat for him in the lecture hall

44  I choose that job because my father advised me

45  I wish I had not bought the second-hand motorbike

46  The film was so good that we decided to go and see it again

For questions 39-46: (2 pts)

+ Results

Tổng số học sinh: 132

- Điểm >= 5: 28 tỷ lệ: 21.21%

- Điểm <5: 104 tỷ lệ: 78.79%

- Điểm dưới 3: 40 tỷ lệ: 30.30%

+ Comments

Học sinh rất yếu kiến thức căn bản.

Date of Teaching: 16.8.2003

A WARM UP

Prepare some slips of paper in each of which there is a sentence

about family relationship Ask Sts to work in pairs and write the

name of the relationship beside the sentence

- It’s my husband’s brother

- It’s my father’s brother

- It’s my husband’s brother

- It’s my sister’s daughter

- It’s my mother’s father

- It’s my father’s mother

- It’s my uncle’s son and daughter

- It’s my brother’s son

- It’s my wife’s mother

- It’s my husband’s grandmother

B PRE-READING

Task 1 Describing pictures

1 Where is the family?

2 What is each member of the family doing?

3 Is the family happy?

Task 2 Matching the words in column A with their

Vietnamese equivalents in column B

Teacher helps Sts with some new words

A WARM UP

Book closed Pair work Possible answer

Possible answers

1 At home/In the living room

2 The mother is helping the daughter with her study, the father is playing with the son

3 It’s happy

1 Shift

2 Attempt

3 Pressure

4 Household chores

5 Obedient

6 Mend

7 Confident

8 Frankly

9 Secure

a an toàn

b tự tin

c vâng lời

d việc nhà

e sửa chữa

f ủng hộ

g áp lực

h cố gắng

i thẳng thắn

Brother in law

Relationship

brothe r

I OBJECTIVES

Through the lesson sts will be able to know more about the family’s emotion Helps them understand, sympathize, and share their love

to members in their family

II PREPARATION

Extra board, pictures, handouts

III PROCEDURES

grandfathe r

sister

Grandmother in law

uncle

Motherin law

niece

grandmoth er

nephe

C WHILE-READING

Task 1

T asks students to read the text in silence and do Task 1 (text

book page 14)

Task 2 : T asks students to read the text again and do Task 2

Ask sts to work in groups

Go around the class and give help

Call the representative of each group write their answers on the

sub-board

T corrects and gives marks for each group

D POST-READING

Asking sts to work in pairs, to talk about their family

T may give them some questions

E HOMEWORK

F COMMENT

10 Supportive j ca làm việc

Key 1j 2h 3g 4d 5c 6e 7f 8i 9a 10b

Sts work in groups

Choose the sentence A,B,C that nearest in meaning to the sentence given

Key

1 B

2 C

3 A

4 B

5 A Sts work in groups

Answer the following questions

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 the dishes and takes out the garbage She also looks after the boys

The father sometimes cooks/does some cooking or mend things around the house at weekends

4 She attempts to win a place at university

5 B/c they are very close-knit and supportive of each other They often share their feelings and whenever problems come

up, they discuss them frankly and find solutions quickly

Work in pairs

Talk about your family

I come from the family of … my mom,…

Mom/Dad works in … He/She is a …

My mother is … She always gets up early …

My father …

I am now …

I often help my mom with …

I feel … Write a passage ( 80-100 words ) about your family

Date of Teaching: 18.8.2008

I OBJECTIVES

After the lesson students

- understand more about home life, the relationship and responsibilities of family's members

- develop speaking skills: discuss home life, the relationship and responsibilities of family's members

II PREPARATION

Handouts, pictures

III PROCEDURES

A WARM UP

Ask sts to name some household chores (as many as

possible)

- Give question:

o In your family, who often does housework?

o Is it fair or not?

- Lead to the lesson:

Today we will discuss the responsibility of each member in a

family in doing housework as well as supporting the family.

B PRE-READING

Task 1: Read the following statements and tick the ones that

apply to you and your family.

- Ask students to read the statements and tick the ones that apply

to their families

- Ask students to work in pairs, exchange the ideas

- Ask some students talk about their families in front of the class

- Give feedback

C WHILE-READING

Task 2: Prepare a list of questions to ask another student to

find out whether his/her family is like yours

- Ask students to prepare a list of questions to understand the

family life, focusing on:

o who works in the family

o who does household chores

o responsibility in the family

o the interest the family members share closely

o the person you share secrets with

o the person you talk before making an important decision

- Give an example:

Who works in your family?

Task 3: Ask your partner about his/her family life

- Ask students to use the questions to ask a partner about his/ her

family life Note down the answers

Task 4: Tell each other the information you have collected

- Ask students to work in pairs to tell each other the information

collected

- Go around the class to check

- Give feedback

D POST-READING

Ask some students to present their collected information in front

of the class

- Give feedback

E HOMEWORK

- Assign homework

F COMMENT

A WARM UP

- making beds

- washing dishes

- cleaning rooms

- watering flowers

- buying food for the family

- taking out the garbage

- washing clothes

…

- Students’ answers may vary

- Listen and do the task

- Work in pairs

- Present in front of the class

- Listen

C WHILE-READING

- Do the task in pairs

1 Who works in your family?

2 Who does the household chores?

3 What is your responsibility in the family?

…

Listen and write down

Task 3

- Do the task

- Note down the answers

Task 4

- Work in pairs to do the task

POST-READING EOMEWORK

- Present in front of the class

- Listen and note down F

Write a passage (80-100 words) about a friend’s family life

COMMENTS

Date of Teaching: 20.8.2008

A WARM UP

- Ask students to work in pairs, look at and describe the picture

(p16), using the cues:

1 What is happening in the picture?

2 How many people are there?/ who are they?

3 How are they feeling? / How do they look?

- Call some students to answers

- Give suggested answers:

- Give feedback and introduce the topic of the lesson:

Now we will listen to a conversation in a family reunion.

B PRE-READING

- Ask students to listen and repeat the words

flight reserved coach rarely

close-knit spread out leftovers crowded

- Correct students' pronunciation and explain the meaning of the

words

- Introduce the situation:

Listen to Paul and Andrea talking about their family life and do the

task below.

C WHILE-READING

Task 1: Decide whether the statements are True or False

- Ask students to read through the questions

- Play the tape two times

- Ask students to do Task 1 then compare the answer with a

partner

- Play the tape again, have students listen and check the answers

- Ask some students to read the answers

- Checks and gives correct answers:

Task 2: Note down two things that are different about Paul’s

and Andrea’s families.

- Ask students to read through the questions

- Play the tape two times

- Ask students to do Task 2 then compare the answer with a

partner

- Play the tape again, have students listen and check the answers

- Ask some students to read the answers

- Checks and gives correct answers

D POST-READING

- Ask sts to work in groups, discuss the questions:

Discuss the importance of family in a person's life

- Ask some students to present their discussion in front of the

A WARM UP

- Describe the picture by answering the questions

- Suggested answer

1 A family is having a big meal

2 There are 9 people

3 They are very happy

- Listen

- Repeat each of the words

- Listen and note down

- Listen

- Read through the questions

- Work individually to do the task

- Compare the answers

- Listen again and check the answers

- Read aloud their answers

- Write down the correct answers Key

- Read through the questions

- Work individually to do the task

- Compare the answers

- Listen again and check the answers

- Read aloud their answers

- Write down the correct answers

1 His family members are not very close

His family is a close - knit one

2 The family often eat the meal the mother cooks at home

The family often go out to eat when they get together

- Work in groups, discuss the questions

- Report their discussion

I OBJECTIVES

After the lesson, the students

- understand more about home life and the importance of family in a person’s life

- develop listening skills: listening for main ideas and specific information

II PREPARATION

Cassette, pictures, textbook, workbook, cards…

III PROCEDURES

- Give feedback

E HOMEWORK

- Assign homework

F COMMENT

“Family is more important than things because it can’t be replaced

It gives you love, support, ”

Write about what your family does at the weekend (50 words)

C WHILE-READING POST-READING EOMEWORK F COMMENTS

Date of Teaching: 22.8.2008

A WARM UP

- Give question:

Do your family have any rules? What are they?

- Have the whole class brainstorm the rules of their family Write

on the board

- Give feedback and lead to the lesson:

Today we will learn how to write about family rules.

B PRE-READING

Task 1

Some useful verbs

Have students revise the verbs

- Give examples:

- Have students work in groups to write 5 sentences, using the

structures

o I have to …

o My parents want me to….

o They allow me to …

- Check and give feedback for the whole class

A format of a letter

Ask sts about the format of a friendly letter

A WARM UP

Students’ answers may vary

- doing household chores

- coming home late

- preparing meals

- watching TV

- playing games

- using the family motorbike

- using cell phones

- going out with friends

- Listen

- Revise the knowledge

o Let + somebody + V

o Allow + somebody + to V

o Be allowed + to V

o have to + V (obligation)

o permit + somebody + to V

- Study the examples

1 During the school year I'm not allowed to watch TV until I have finished my homework.

2 In my family, everybody has to do their share of household chores.

- Heading (address, date of writing)

- Greeting (Dear Mary, )

- Body

I’m writing to tell you…

Every family has its own rules.Mine also has a few

First,…

What about your family?

- Closing

I’m looking forward to hearing from you soon

I OBJECTIVES

After the lesson students

- understand more about home life

- develop writing skill: Writing about family rules - understand more about home life and the importance of family in a person’s life II

PREPARATION

Handouts

III PROCEDURES

C WHILE-READING

Task 2: Write a letter to a pen pal about your family rules

- Have students write a paragraph about their family rules, begin

as follows:

Every family has its own rules Mine has a few First,….

- Have students exchange their writings and find each other’s

mistakes

- Have students write the second draft

D POST-READING

- Ask two students to write on the board

- Correct mistakes and give feedback for the whole class

- Collect student’s papers, give comment and correct some

serious mistakes

E HOMEWORK

- Assign homework

F COMMENT

Best wishes,

- Signature

C WHILE-READING

- Do the task

- Exchange and correct mistakes for their partners

- Correct mistakes and write the second draft POST-READING E

- Write on the board

- Listen and note down

OMEW

Rewrite a letter to a pen pal about your family rules

(notebook)ORK F COMMENTS

Date of Teaching: 24.8.2008

WARM UP

I Pronunciation

Game: Bingo

(7) speaks (8) speeds (9) photographs

- Teacher asks students to write a word (in text book

Pronunciation) in each square Teacher reads the words, which

team gives right word, they get (o)/ (x) Which team has 3 noughts

/ crosses on the line will be the winner

- Teacher asks students to pronounce the words in the game and

then recognize the sounds in each word

- Teacher introduces the new lesson

- Teacher introduces the rules of the pronunciation of the ending

with S

- Teacher asks students to take turns to read and corrects

- Teacher plays the tape and asks students to practise reading the

sentences

- Teacher listens to students’ pronunciation and corrects mistakes

T reads the sentences :

1 I saw some bats flying from the bags

2 He often speaks at different speeds

A WARM UP

- Divided into 2 teams

- Play the game, choose the number and do as requested

- Read the words

- Take notes

- Listen and repeat Rules

- “S” is pronounced /iz/ after the sound z, z , dz, s … Examples

Washes, kisses, oranges, language…

- “S” is pronounced /s/ after the sound p, t, k, f, h … Examples

Bats, picks, laugh…

-“S” is pronounced /z/ after the other sounds

I OBJECTIVES

After the lesson, the students can

- master the rules of the pronunciation of the ending -s

- review the past simple and the past progressive and present perfect by completing the blanks in the passage with the verbs provided and underlining the most suitable tense form

II PREPARATION

Handouts

III PROCEDURES