GIAO AN 12 DAY DU

and how to do them * The tests in grade 12 include: - Ask students to prepare textbook, notebooks and things for learning and prepare lesson reading - Unit 1 - Listen to the teacher - An

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Date of preparing : 20-08-09

Date of teaching : 24-08-09

Theme: Guiding how to learn and to do English tests and review

some grammar point Syllabus period : 01 +02

Class : 12T6, 12C3 Week : 01

I Objectives:

1 Educational aim: Students know about English book in grade 12

2 Knowledge:

Students know: - How to learn English in grade 12

- How to do English tests

- How to use student’s book and workbook

3 Skill : - Reading, Speaking, Listening, Writing

- Doing English tests

II Teaching aids:

- Student’s book, student’s workbook, dictionary, some test papers, tape, cassette player, etc.

III Procedure:

Teacher’s activities Students’ activities

Warm-up :(7 mins)

- Introduce to students about the teacher

- Ask students about their names and English

knowledge etc

Guiding: (35 mins)

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 do them

* The tests in grade 12 include:

- Ask students to prepare textbook, notebooks and

things for learning and prepare lesson reading - Unit 1

- Listen to the teacher

- Answer the teacher’s questions

- put the student’s book and workbook on thetable

- listen to the teacher and look through thebooks

- look at the board and write down exercises

- listen to the teacher and write down the thingswhich will be prepared at home

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- General knowledge: Students read and guess the meaning of new words from the con text.

+ Read the passage and complete the tasks of the lesson

- Language: Students could understand and use new words after reading

- New words: Words related to home life

3 Skills: Guessing meaning in context, scanning for specific information and passage comprehension

II Method: Integrated, mainly communicative

III Teaching aids: Student’s book and pictures, Board, tape, cassette player, chalks, etc.

- Let students understand more about , house hold

chores and family life, today we learn Unit 1- part A:

A READING

I Pre- reading : (7 mins)

- Ask students to look at the picture in the book

- then have them work in pairs and answer the

suppoet (v)  supportive (adj) :

frankly / ‘ frækli/ (adv ) :

- read and ask the whole class to repeat after

- Help students to summary the main ideas of the

context

- Open the book

- Look at the picture and answer

- Listen to the teacher and open the book – Unit1- part A: reading

- Work in pairs to ask and answer the questions give in the book

+ suggested answers :

1 The family is at home.

2 The father is playing games with his son and the mother is helping her daughter do homework.

3 Yes, it is because they look warm and close – knit

- listen and take notes

- listen and repeat

- Work in groups and try to repeat the main ideas

in each paragraph

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* The first paragraph: the writer says about the

parents’ jobs and the people in her family

* The second paragraph :The writer says about the

activities of her parents every day

* The third paragraph: The writer says about her

younger brothers and her herself

* The writer says about the happiness in her family

- Ask students to think of their thoughts about a

happy family

II While -reading: (23 mins)

+ Task 1: (10’)

- Ask students to work in groups to read the

sentences in the task and then choose the sentence

A,B or C that is nearest in meaning to the sentence

given

- Read all the sentences which they have chosen

loudly to the class

- Call on some students to read the sentences

- Give feedback

+ Task 2: (15’)

- Ask students to read the questions carefully and

discuss the answers

- Help students to find the paragraph which contain

the information for the answers

- Call ss to answer the questions

- Ask the whole class to commend

- Feedback and give the correct answers and give

point

III Post-reading : (8 mins)

- Ask ss to work in groups and discuss about a happy

family

- then compare the family described in the text with

their family

+ Suggestions : take care of one enother

share household chores

obey family’s rules, ect…

-Practise speaking their ideas freely

- Work in groups , read the sentences carefully

- Listen to the teacher and read up the sentences aloud

- give the answers :

+ expected answers : 1.B 2.C 3.A 4.B 5.A

- Read up

- Work in pairs to do the task

- Present the answers in front of the class

3 the daughter helps with household chores : she washes the 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 close-knit and supportive of one another They often share their feelings and whwnever problems come up, they disscus them frankly and find solutions quickly.

- work in groups

- Listen and take notes

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Home work: (2 mins)

- Write about their family or others they know

- Prepare Part B : Speaking at home

- Do the home work and prepare for the nextlesson

I Objectives:

1 Educational aim: Students can talk about their family and other families

+ Students can ask and answer about household chores and family

+ Students discuss their ideas about the true of a happy family

2 Knowledge:

- General knowledge: By the end of the lesson students can practise a dialogue about a happy family

- Language: asking for and giving information from a passage

- New words: words related to the topic

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

II Method: integrated, mainly communicative

III Teaching aids: pictures ,textbook,

IV Procedure:

Warm-up: (7 mins)

- Playing games

- Divide the class into pairs and ask students to

work in pairs to talk about their family in 3 minutes

- Call of the leaders of each groups to talk about

her/his family in front of the class

- Feedback and lead the class to the topic of

speaking activities

(we are going to discuss about our family )

B SPEAKING

I Pre-speaking : (12 mins)

Task 1 Let students read the following sentences

and choose which apply to them or their family.

- Ask students to work in groups to speak the

sentences :

1 In my family ,only my father works.

2 Member of my family share the household chores

3 My responsibility in the family is to wash the

dishes.

4 In my family, the interest we share closely is

watching football.

5 I often share my personal secrets with my father.

6 I always talk to my parent before making an

important decision.

- remind ss to pay attention the word : “ work =

earn the money”

- Keep books close

- Work in groups to talk about family

-Work in groups and give their ideas why theychoose

-Each student stands up and talks about theirfamily

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

B: In my family,

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- Go around and listen to the students

–Give more suggestions if they need

II While-speaking : (15 mins)

Task 2 - Work in pairs

-Let students work in pairs : ask and answer the

questions about their family

- call ss to give their answers in front of the class

- Listen and give the ideas to each pair

Task 3:Work with a different partner.

- Ask students to use the questions they have form

to ask about her/his family

- Listen to the students and give remarks

III Post-speaking : (10 mins)

Task 4

- Let the students practise speaking freely about

their family

-Go around to listen and give remarks

- Ask some students to stand up and tell loudly

- Listen and correct mistakes

-Practice speaking out their ideas about the family

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 my mother.

A :How is your responsibility to your family ?

B :I often clean the house and cook the meals when

I finish my studying.

A : How do the family members share the interest?

B :We often watch television each other in the evening.

A : Who do you often share your secrets with ?

B : I often share with my mother.

A: Who do you talk to before making an important decision?

B: I often talk to my parents

- All students write some sentences about theirfamily and then stand up to talk

-Work in groups and each group has a representative

to talk about her/his family

P1 : I talked to Tuan Both his parents go to work.

But only his mother does the household chores P2 : In Loan’s family ,only her father goes to work and her mother 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 often share the feelings with each other

- Write down the homework

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I Objectives:

1 Educational aim: Students can listen to get information to decide True or False statements

+ Students can improve their ability of listening to write down the main ideals of the lesson

2 Knowledge:

- General knowledge: Students learn more about a happy family

- New words: Words related to family

3 Skills: - Listening and comprehension questions

- Listening and deciding on True or False statements or no information

II Method: Intergrated, mainly communicative

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

IV Procedure:

- Ask students to close the books

- Give some pictures and aks some questions

1 Who are they?/ how many people are there?

2 what’s happening in the picture?

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

- call ss to give the answers

- lead to the new lesson : If you want to know more

details about them we will go to Unit 1- part

Listening

C LISTENING

I Pre-listening: (7 mins)

- Introduce the topic of the listening: In this you

will listen to people talk about their friends

-Explain the words and structures to the class:

- Introduction: you are going to listen to Paul and

Andrea talk about their family

- Ask students to read the sentences carefully first

to get the True or False

- Ask students to get the difficult words

- Read the tape-script loudly to the class

- Ask students to decide the answers

- Listen and remark

- Close the books

- Listen to the teacher’s question and give the answer

+ suggested answers :

1 they are members in a family / 9 people

2 a family is having a meal

3 very happy

- Listen to the teacher and open textbooks

- listen and take notes

- Read the new words

- Keep book open

- Read the sentence carefully to get the True orFalse statements

- Ask for the difficult ones

- Speak out the sentences individually

+ Expected answers :

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- Ask students the question :

+ Why do you think it is true / false ?

- Help them if necessary

Task 2

- Ask ss to look through the sentences in task 2

- Ask students to listen again and note down two

things that are different about Paul’s and Andrea’s

families

III Post-listening: (10 mins)

- Ask them to work in groups and discuss the

importance of family in a person’s life

- Walk round and help students

- give some suggested questions :

how many people are there in your family? Who

are they?

do all members of your family live together?

do they often get together on special occasions ?

do you have big meals together?

- Ask some students to stand up and go to board

and write

+ Suggestion : Family is more important than

things because it can’t be replaced/ it gives you

love, support

Homework: (3 mins)

- Ask students to write a passage about

the importance of family in a person’s life

-Remember them to prepare Part- Writing at home

1 False 2 False

3 False 4 True 5 True

- Listen and work in pairs to speak out someinformation they have heard from the tape

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

2 The family often go out to eat when they get together

- work in groups

- base on the suggested questions to discuss theimportant of the family

- present their talks

-Listen to the teacher and write down homework

I Objectives:

1 Educational aim: Students can write a paragraph about family rules depending the given prompts

2 General knowledge: Students learn how to write a description , stages of a description

- Language:

- New words: Words related to the topic

3 Skills: Writing a narrative

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

IV Procedure:

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A word game.

- Divide the class into 4 groups

- Ask students to work in groups to revise the words

using to say about family (in 2 mins)

- Call the representatives of the groups to write as

many words on the boards as possible (in 2 mins)

- The winner is the students who has got the largest

number of correct words on the board

- Call some ss to repeat the meanings of the words

D WRITING

I Pre-writing: (10 mins)

- Ask students to use the following verbs and

expressions

- Give and read some words aloud :

+ Let ,allow, be allowed to, have to, permit, etc

let s.b do s.t

allow s.b to do s.t

+ Some expressions :

- doing household chores

- coming home late

- preparing meals

- watching TV

- talking on the phone

- using the family motorbike

- Listen to the pairs and help them if they

get some difficulties in speaking

- Ask students to stand up and say a paragraph

about his/her family

II While-writing: (18 mins)

Task 2

- Ask students to use the ideas they’ve dicussed to

write a leter to a pepal about their family

-Give some out line : first, second, furthermore,

and finally etc.

- Call two good students present their outline in

front of the class

- Ask the others comment

-Feedback and give some correction to help students

to have a better outline to write

III Post-writing: (10 mins)

- Give suggestions and corrections

- Ask students to read another’s description

- Ask some students to read loudly their description

- Correct mistakes and mark

- Ask students to do part writing of Unit 1 in the

student’s work book and prepare the next part

- Keep book close

- Listen to the teacher and work in pairs

- Work in groups to revise the words

- Go to the board to write the words

- Repeat the meanings of the words in front of theclass

- Listen to the teacherand open the books

- Read all words and expressions and work in pairs

A : Do you have to do the household chores ?

B : Yes, after my studying or my free time.

A : Are you allowed to come home late ? B: No, because my parents are strict

A : Do you often prepare the meals ? etc

Each representative of a group stand up and sayabout the family

A: - In my family , everybody has to do the

household chores I’m not allowed to come home late, I only can watch TV when I finish my homework

+ Write the letter individually

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

First, everybody has to do the house hold chores,

we only go out or watch TV when we finish all homework

- Some students read loudly their products in front

of the class

- Listen to the teacher and write down homework

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UNIT 1 : HOME LIFE

LESSON 5 : LANGUAGE FOCUS

Syllabus period : 07 Class : 12T6, 12C3 Week :03

I Objectives:

1 Educational aim: Pupils can pronounce the endings /s/ ,/z/

2 Knowledge:

- General knowledge:+ Students have to remind of tense :past simple, past progressive and present perfect

+ Students have to do some exercises of tense

- New words: Words related to topic

3 Skills: Intonation and phrasal verbs

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

IV Procedure:

E LANGUAGE FOCUS

I Pronunciation: (8 mins)

* Listen and repeat

- Introduce the two sounds /s/,/z/ and model for a

few times and explain the differences in producing

them

- Play the tape or read the once for sts to hear the

words containing these two sounds

- Play the tape or read again and this time ask sts to

repeat

* Practise reading sentences

- Ask sts to read the sentences independently and

underline the words with these sounds

- Call sts to read aloud these sentences

II GRAMMAR:(35mins)

1.Tense of verbs:

* Ask students to repeat the they’ve leant

+ The past simple.

+ The past progressive.

+ The present perfect.

- Ask students to give some sentences

- Let students compare the differences ebtween past

simple and present perfect

Listen and give remarks

- Listen

- Listen to the cassette

- Listen and repeat

- Read independently

- Then read aloud these sentences

- Listen to the teacher and speak out P1: - past simple

P2: - past progressive P3 : present perfect

- Some students give more examples

* Example :

- 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 1.

- Work in pairs and give the differences

* Past simple : happened and finished with thedefinite time in the past ,not related to thepresent -Ex : He bought a car yesterday

* Present perfect : started in the past but related topresent or future and give the result at present

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Exercise 1:

- Ask students to work in groups to do the exercise 1

- Ask students to choose their suitable verbs in the

- Ask students to work in groups to do the exercise 2

- Ask students to decide which answer (A, B,or C)

- Call the leader of each group present their answers

on the board

- Ask the whole class to comment

Homework : (2 mins)

- Ask students to do Part Language Focus and

prepare part Reading of Unit 2 at home

-Ex : She has learnt English since she was in thegrade 5

- Work in groups to do the exercise+ Suggested answers :

1 Have you seen

2 Did you enjoyed it?.

3 has been.

4 Did you give/saw.

5 didn’t listen

6 Have you two met before ?

7 Have you met ?

- Discuss the answers and give comment on thesentences

- Listen to the teacher and work in groups

to do the exercise

+ Suggested answers :

1 B : haven’t written 2 C : have been

3 A : had 4 A : haven’t done

5 B : have stopped 6 B : am waiting

7 B : have changed 8 C : live

9 A : decided 10 B : becomes

11 B : told 12 C :moved

13 C : come 14 C : stay

15 B : am going

- Redo the exercises

- Do the exercises in the workbook

- Prepare for the next lesson

I Objectives:

1 Educational aim:

- Students read passage comprehension about role of cultural diversity

- Students know how to use the new words through asking and answering

2 Knowledge:

- General knowledge: - Through this unit, students know more about cultural diversity

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

3 Skills: -Guessing meaning from context

-Summarizing main idea -Passage comprehension

III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedures:

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- Ask students to list out the factors that create a

happy life

-Let students work in pairs

-Ask students questions

_Lead in: Today, we’ll study a new lesson Unit 2- part

A A READING

I Pre-reading: (7 mins)

- Ask students to work in groups of four

and guess what are happening in the picture

Hang on the blackboard the table of the questions to

help students to guess the activity in each picture:

- Which of the following factors is the most

important for a happy life ?W hy ?

- Love, money, parents’ approval, a nice house,a

good job, good health etc.

- Ask the representatives of the groups to express

their ideas in front of the class

- Give the feedback

+ Pre-teach some new words

- precede (v) - counterpart(n)

- confide(v) - sacrifice (v)

- Ask students to read up in chorus twice

- Ask students to guess the meaning of the new

words

+ Introduce the situation of the passage

+ Show students the tasks of the reading

II While-reading: (20 mins)

- Make the class read the small talks, to scan the

details and do the tasks

Task 1 :

- Ask students to read the passage in skim to make

sure the meaning of the words

- Call some students to show the meanings

- Ask students to read the passage again and do the

task in groups of four

- Call on some students to read the answers in front

- Answer the question

- Work in groups to talk about theactivities in the pictures

- Look at the questions and try to answer them ingroups to discuss

- One student speaks out his/her ideas in front ofthe class

- Look at the board, note down

- Read the new words in chorus twice

- Work in groups to guess meanings of thewords

- Read the passage in skim

- Show the meaning of the words

- Work in groups to fill in the blanks

- Read the italicized words/ phrases and explain

in front of the class :+ Expected answers :

1 precede : happen or exist before

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 do something.

- Work in pairs to answer the questions

- give the answers :

1 They are Physical attractiveness ; confiding; partnership of equals; trust built on love

2 The young Americans are much more

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-Listen to the students and help them if neccesary.

III Post-reading: (12 mins)

- Ask students to work in groups to discuss about the

question :

+What are the differences between a traditional

Vietnamese family and a mordenVietnamese family?

- Give some suggested words to talk about a family :

number of children, the house they like to have, the

head of the family , who works , who takes care of

the housework and children , the income

- Call on some representatives on the groups to talk

about the differences

Homework : (2 mins)

-Do reading text in workbook

-Prepare the next lesson

concerned than the young Indians and the Chinese with physical attractiveness when choosing a wife or a husband.

3 The Indian students agree that a woman has

to sacrifice more in a marriage than a man.

4 The american wife trusts her husband to do the right thing because he loves her not because

he has to

5 The main finding of the survey is that young Asians are not as romantic as their American counterparts.

- Read the questions carefully and work in pairs

to answer the questions

A: - I think a modern family has fewer children

than a traditional one

The head of the family in a modern family is both a husband and wife, they share the household chores and take care of their children

- Work in groups to discuss to compare to othergroups

- Talk in front of the class about the class

-Listen to the teacher and take note

I Objectives:

1 Educational aim: Students can talk about the differences among cultures

2 Knowledge:

- General knowledge: - Through this unit, students can talk about the differences among cultures

- Know how to arrange opinions sensibly

- Language: Students use sentences, words, phrases and expressions for making their view

3 Skills: Fluency in expressing opinion and expressions for making a opinion

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

IV Procedures:

Teacher’s activities Student’s activities

Warm-up:(5mins)

Checking the last lesson

- Call two students to go to the board

Students 1 and 2 : Talk about the differences

between a traditional family and a modern family

they’ve written at home

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- Ask the other students to comment about the

talking

- Feedback and give correction if necessary

- Lead the whole class to the topic of the lesson

- Ask students to express their point of view on the

followings ideas , using the words or expressions in

the box

* In Vietnam ,three or even four generations may

live in home

* A happy marriage should based on love

* In some Asian countries , love is supposed to

follow marriage not precede it

* In some countries, a man and a woman may hold

hands and kiss each other in public

- Listen to the students and give remark

II While –speaking : (16mins)

Task 2:

- Ask students to work in pairs to discuss about the

differences between the culture in America and in

Vietnam

- Listen to the students and give more the ideas

about the differences

-Read the paragraph in front of the class

- Read the sentences given and work in groups todicuss

A : In my opinion,it is not good for three or four generations 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 mariage not precede it.

B: I don’t agree with your ideas, I think it is good to have three or four generations living under one roof because they can help each other

-children- live in a home.

- Old-aged live in nursing homes.

- It is not polite to ask questions about age, marriage and income.

- Americans can greet anyone in the family first.

- Groceries are bought once a week.

- Christmas and New Year holidays are the most important.

- Children sleep in their own

bedrooms.

-There are more generations in a home (grand parents, parents and children )

- Elders live with their children and are taken care of by their sons.

- asking about the age, marriage and income

is acceptable

- a vietnamese greets the head of the family

or an older first, then the younger ones

- Do the shopping everyday.

- Tet holiday ( Lunar New Year) is the most important.

- Children can share bedrooms with the other in a familyor sleep with their parents

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III Post-speaking: (14 mins)

Task 3:

- Ask students to work in pairs or work in groups to

talk about the similarities and differences between

Vietnamese and American cultures, using the

features discussed in the task 2

- Listen and give remarks on their opinions

Homework : (2mins)

-Ss write a paragraph about the cultures in Vietnam

- Do the exercises in the workbook

- Work in groups or in pairs to compare

Ps : - There are differences and similarities

between Vietnamese and American cultures In America, two generations (parents and children) live in ahome In Vietnam, two, three or even four generations live under one roof etc.

-Listen and do it at home

- New words: Words related to culture, wedding

3 Skills: -Filling in missing information

-Passage comprehension

III Teaching aid: Board, tape, cassetteplayer, chalks, textbook and notebook.

- Let students look at the picture and describe and

answer some questions:

1 Where do the women come from?

2 What are they doing?

3 Do they have happy life? why do you know?

- lead to the new lesson

C LISTENING

I Pre-listening : (6 mins)

- Ask students to work in groups to ask and answer

about the picture

- ask some questions :

+ Have you ever attended a wedding ceremony?

- Listen and answer

- Work in pairs and each and answer

- Look at the picture and the table of thequestions to ask and answer about the picture

in pairs

S1: - the bride and the groom usually stand in front of altar praying and asking their

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+ What do the bride and the groom usually do at the

wedding ceremony?

- Ask students to ask and answer freely

- Give some words : altar, banquet, groom, ancestor,

blessing, tray

II While-listening: (24 mins)

Task 1:

Introduction: You are going to hear two people

talking about a wedding ceremony in Vietnam.

Listen to the tape, then filling in the missing

information

- Let ss read all the sentences before listening

- Ask students to compare the answers with a

-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

III Post-listening: (10 mins)

- Ask students to work in groups to answer the

question : What do families often do to prepare for a

wedding ceremony?

- Call some 2 leaders of the groups to talk

in front of the class

- Feedback

- Write a paragraph about a wedding

– Prepare for the next lesson

ancestor’s permission to be married.

S2:- They exchange their wedding rings.

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

- Listen to the teacher or the tape

- Read the sentences and then listen to thecassette carefully

1 groom’s parents.

2 red paper

3 altar

4 at the wedding banquit

5 wedding cards or money

- Listen and try to get the information toanswer the questions

- Read the questions carefully

- listen to the tape and give the answers : + Expected answers :

1 The most important thing the groom’s family has to do on the wedding day is to go to the bride’s house bringing gifts wrapped in red

5 They stop by each table to thank their guests

- Work in pairs to answer the questions

- Listen and copy in their notebooks

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I Objectives:

1 Educational aim: Student can describing typical features of a Vietnamese conical leaf hat.

2 Knowledge:

- General knowledge: Ss could write a report to describe typical features of a Vietnamese conical leaf hat

- Language: Words used in a Vietnamese conical leaf hat

3 Skills: Describing a Vietnamese conical leaf hat

II Method: Interagrated, mainly communicative

III Teaching aids: Some models of chart, real information in life

- Ask the students to write about the conical or the

“non la”, a symbol of Vietnamese culture

- teach or explain some new words:

leaf / li:f / (n) :

rim

ribs

strap / stræp / (n) :

- Ask students to observe the photo of the “non la”

II While-writing: (20 minutes)

Task 2

Let students write a passage of about 150 words about

the conical leaf hat , using the outline and information

below

* Introduction : - symbol of Vietnamese

girls/women Part of the spirit of the Vietnamese

nation

* Main body: - special kind of bamboo and young /soft

palm leaves, conical form, diameter,

*Conclusion : - protecting people from sun/rain and

girls/women look pretty/attractive

-Work in pairs to talk

- Some students talk about their experience infront of the class

+ Banh trung,ao dai, non la,

- Listen to the teacher and read aloudthe words

- Read the words given and write a passsage :

* Suggested answer :

- The conical leaf hat is one of the typical

features (symbols) of the Vietnamese culture because it can not be found any where in the world The leaf hat is not only a symbolof Vietnamese girls/women, but has also become part of the Vietnamese nation.

The hat is made from a special kind of bamboo and young and soft palm leaves It has a conical form The diameter of the hat is from 45 to 50 cm and it is from 25 to 30 cm high The form is covered with the palm

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III Post-writing: (10 minutes)

Ask students change the letter with a partner to read

- Call a good students to read the letter in front of the

class

- Feedback and give some suggestions

Homework: (2 minutes)

- Ask students to do the exercises in the workbook

leaves Finally , the hat is trimmed and painted with a coat of attar oil.

The leaf hat is used like an umbrela to protect people from the sun or the rain Beneath the broad rims of the leaf hat, the girls and women look more pretty and attactive.

- Write the letter individually

- Read the letter of the partner

- Read the letter in front of the class

-Do the exercise at home

UNIT 2: CULTURAL DIVERSITY

Syllabus period : 12 Class : 12T6, 12C3 Week :04

- Pronunciation: the sounds “ ed” ending

- Grammar: - revise the tenses

- Read the three sounds: /t/, / d/, / id / as model for

the class and explain the differences in producing

them

- Read the sounds again and ask students to repeat

- Ask students to read the words in each column out

aloud in chorus for more a few times

- Call on some students to read the words in front of

- Listen and repeat from 2-3 times

- Some of them stand and read words aloud-Listen to the teacher

- Read the sentences in chorus aloud

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the given sentences

- Go round to listen and take notes of the typical

errors

- Call on some students to read the sentences in front

of the class again and provide corrective feedback

II Grammar: (34mins)

1 Review tenses :

a Present simple

* Form:

* Use: sometimes use the present simple to express

the ideas that an action is happening or+ Express the

idea that an action is repeated or usual The action

can be a habit, a hobby, a daily event, a scheduled

event or something that often happens It can also be

st a person often forgets or usually does not do

+ Speakers is not happening now This can not only

be done with Non-Continuous Verbs and certain

* Use: We use the present perfect to say that the

action happened at an unspecified time before now

The exact time is not important So we can use

Present Perfect to describe our experience “I have

the experience of …” we can use this tense to say

that we have never had a certain experience The

Present Perfect is NOT used to describe a specific

event

+ With Non-Continuous Verbs and non-continuous

uses of Mixed Verbs we use present perfect to show

that something started in the past and has continued

up until now “for five minutes”, “for two weeks”,

and “since Thursday” are all which can used with the

Present Perfect

NOTE:

- We can not use the Present Perfect with specific

time expressions: yesterday, a year ago, last month

- We can not use the Present Perfect with unspecific

expressions: ever, never, once, many times, several

times, before, so far, already, yet, etc

- Ask students to do the exercise individually and

then choose a partner to

- Listen and copy

-List some phrasal verbs : fill in ;turn on; go

over ;look at ;make up Look after

- Some students read the sentences in front ofthe class

- Work in groups to review the tenses

- Listen to the teacher to the teacher and notedown

- Listen to the teacher and note down

- Review the formation and the uses of thetense

- Students do the exercise individually and thencompare the answers with a friend

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check the answers with.

- Call 2 students to write their answers on the board

- Provide corrective feedback

* Exercise 2:

- then choose A,B or C to complete the passage

* Exercise 3:

- Ask students to complete the letter with the correct

form of the verbs in brackets

check the answers with

- Ask ss to redo the exercises

- Ask students to prepare for the next lesson

- Write the answers on the board+ Suggested answer :

1 have …seen, saw, am going to see

2 drank, have not drunk, drank

3 has written, Did … write, wrote

4 have been cooking, cooked, cooked

-Do the exercise individually and check theanswers with a partner

-Some ss go to the board to write the answers + Suggested answers :

1.C 5.C

2.A 6.A 3.C 7.C 4.A 8.A

- do exercise

- go to the board and write the answers+ Suggested answers :

1 moved 5 study

2 moved 6 will fail

3 have asked 7 could talk

4 have not stopped

- Listen and note down

I Objectives:

1 Educational aim: Students will be able to :

+Develop such reading micro-skills as guessing meaning from context

+ Use the information they have read to answer the questions

+ Pictures in the student’s book enlarged

+ A table of the active words of the passage

2 Knowledge:

- General knowledge: Ss could understand and use the new words through speaking, asking and answering

- Language:

- New words: Words relate to ways of socialising

3 Skills: -Reading for general or specific information

-Guessing meaning from context

III Teaching aids: Some photos of ways of socialising and some information about them Board, tape,

cassetteplayer, chalks, textbook and notebook

IV Procedures:

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* Warm-up: (4 mins)

- Ask students to list some ways of

communication they have know

- Let students work in pairs

- Check the whole class

A READING

I Pre-reading: (7 mins)

- Ask students to work in groups to discuss about the

pictures in the textbook

- Ask students to use the questions to ask and answer

about the pictures :

- What are the people in the pictures doing?

- What will you do if you want to get your teacher’s

attention in class?

- What will you do if you need to ask someone a

question but they are busy talking to someone else?

- Comment and lead the whole class to the topic of the

passage

* Pre-teach: New words and phrases:

- write some new words and phrases on the

board

+verbal(a) + non –verbal(a)

+ attract (v) + nod (v)

+ approach (v) + rude (a)

- Ask students to guess the meanings of the words

- Ask students to read the words in chorus twice

- Call two ss toread the words in front of the class

II While-reading: (20 mins)

- Let students open the book and read silently while

teacher reads aloud and correctly

- Ask students to read themselves and write down some

information

- Let students work in pairs to do the task 1

Task 1

- Ask students to read the passage and give the

Vietnamese equivalents to the following words

phrases

- Verbal : bằng lời,hữu ngôn

- Non- verbal :không bằng lời

- Attract someone’s attention :thu hút chú ý

- impolite :không lịch sự

- rude : thô tục, thô lỗ

-informality:thân mật

- approach : tiếp cận

-a slight nod will do :một cái gật đầu nhẹ là đủ

- Call on some students to show their answers in front

of the class

- Comment and give the correct answers

Task 2:

- Ask students to read the passage again to choose the

-Listen to the teacher

- work in pairs-Give their answer

-Work in groups to discuss about the pictures

- Work in pairs to ask and answer

- Some students answer the questions in front

of the class

- Look at the board and note down

-Guess the meaning of the words and phrases

- Listen to the teacher and read up the wordsand phrases in chorus

- Some students read them in front of the class

- Read the passage in skim to guess themeaning of the words

- Ask students to work in groups to guess themeaning of the phrases

- Some students show the answers in front ofthe class

-Work in groups and give their ideas

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

- Work in pairs to anwer the questions

P1:What can you do when you want to attract

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best title for the passage.

- Call four students to go to the board the write their

answers

- Ask some students to correct and remark with giving

the reason why they have chosen it

- Feedback and give the right answers

Task 3 :

- Ask students to work in pairs to answer the

questions - Listen to the students and remark

- Ask students to work in groups to discuss the

meaning of whistling and clapping in Vietnamese

culture

- Call on some representatives of the groups to answer

the questions in front of the class

Homework (4 mins)

-Ask students to learn the new words and phrases

someone’s attention?

P2 :We can use either verbal or non verbal P1 : What are considered to be big, obvious

non verbal signals?

P2 :They are strong actions that can easily be

- Listen and note down

- Do the exercises at home

I Objectives:

1 Educational aim: Students should know how to :

+ Use appropriate language to practise giving and responding to compliments in different situations

+ Use appropriate language to talk about other ways of communication

2 Knowledge:

- General knowledge: Students can talk about other ways of communication

- Language: Words to speak about ways of communication

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

III Teaching aids: Photos of some famous persons or some real information about ways ofcommunication

IV Procedures:

*Warm-up: (3 mins)

Introduction: we are going to talk about the

different ways of communication.

- Ask students to work in groups to talk about

some ways to attract to other people

- Give students some words and phrases (Hang on

the extra board of prompts).

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- Introduce the task: Now work in pairs, take turn

to practise readig the dialoge, paying attention to

how compliments are received in each situation.

- Ask students to read all the questions in the task

and explain the difficult words and phrases if

necessary

- Ask students to do the task in roles and

encourage the whole class to take note the answers

while they are doing the task

- Go around the class to check and offer help

II While-speaking: (20 mins)

Task 2

- Ask students to work in pairs to practise giving

compliments to suit the resposes using the outlines

- Call on some couples to perform their

conversation in front of the class

- Elicit feedback from the class and give final

comments

* Task 3:

- Introduce the duty of the task:

- Divide the class into 7 groups of 8

- Ask students to work in groups to practise

responding the compliments below

III Post-speaking: (10 mins)

* Task 4:

- Ask the groups to make dialoge to practisegiving

and respoding to compliments , using the cues

below

- a nice pair of glasses

- a new and expensive watch

- a new cell phone

- a modern looking pair of shoes

- a fashionable jacket

- Call some representatives of groups to report the

parties that they have made

Listen to the students and note down all the errors

Homework: (2-4 mins)

- Summarise the main points of the lesson

- Ask students to write a dialogue about the

compliment

- Work in pairs to practise speaking

- Some couples to play roles to speak in front ofthe class

P1 : Phil P2 : Barbara P3 : Peter P4 : Cindy P5 :Tom P6 : Tony

- Work in pairs to give suitable words

P1 : David

P2 : Kathy P3 : Hung P4 : Hien P5 :Michael P6 : Colin

- Work in roles to practise speaking

P1 : Phil P2 : You P3 : Peter P4 : Tom

- Listen and work in pairs to make a dialogebased on the Task 1,2 ,3

A : You really have a nice pair of glaases I

think they make you attractive.

B: Thank you,Nam That’s a nice compliment.

A : I think you have a new and expensive watch

which I have never seen before.

B : Thank you I bought it yesterday.

A:

- Listen and write down in their notebooks

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- New words: Words related to ways of socialsing

3 Skills: - Listening for general or specific information

-Comprehension questions

III Teaching aids: Some pictures of persons or some real information about them Board, tape,

cassetteplayer , chalks, textbook and notebook

IV Procedures:

*Warm-up: (4 mins)

- Ask students to close the book

- Give some questions :

+ Who’s on duty today ?

+ Who’s absent today ?

C LISTENING

I Pre-listening: (8 mins)

- Show students the pictures in the textbook and ask

students to guess what they are doing ?

- Ask students to work in pairs to ask and answer the

questions in the textbook

- Call some students to answer the questions in front

of the class Then explain their reasons

Check the whole class

* Pre-teaching some new words and phrases.

- Ask students to read the words aloud twice

- Explain some new words:

+ Introduction: You are going to listen to Linda

- Listen to the teacher, and answer the

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

- Listen and read the words aloud in chorus

- Write down the new words

- Listen to the teacher and try to guese thecontend of the talk in the tape

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Cupple, a social worker, advise young people on

how to use the telephone in their family Listen and

decideTrue or False statements

- Ask students to read the statements carefully

before play the tape Ask students to work in groups

to guess the answers

- Play the tape (read the tapescript) once for students

to listen and do the task

- Ask students to work in pairs to check the answers

- Call some students to show their answers in front

4 F(if your parents do not agree)

5 F (is made mostly by young people)

6 T

* Task2:

Introduction: 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

- Ask students to listen to the talk again and try to

summarize the talk

- Call some couples to talk in front of the class

- Summaries the main points of the lesson

- Ask students to write a paragraph about their own

birthday parties

- Work in pairs and read the statementscarefully

-Some students speak out their answers andexplain why they have chosen it

A : I think the first sentence is true because it

isin the secon paragraph.( 1: T)

B : I think it is False because it is the most

- Listen to the tapescript

- Check the answers in groups

- Listen to the teacher and note down thecorrect answers

- Work in groups and practise talking about MsLinda Cupple’s talk

Ps : In this talk Ms Linda Cupple

give us some pieces of advice on how to use the telephone in the family The first

is to work out a reasonable

- Some couples present the talk in front of theclass

- Do homework and prepare the next lesson

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I Objectives:

1 Educational aim: Students should know

+ Building sentences based on given words

+ Re- ordering given sentences to make a complete paragraph

2 Knowledge:

- General knowledge: Students learn to Re- order given sentences to make a completeparagraph

- Language: Words used in writing about a paragraph

3 Skills: Writing about a letter of recommendation

III Teaching aids: Some cues, information of someone

IV Procedures:

- Ask students to close the books

Ask students some questions:

* Who is absent from the class today ?

* Who is on duty, today?

* What should you do if you want to talk to

someone?

D WRITING

I Pre-writing: (8 mins)

Task 1

You are going to write use the words to make

sentences Change the form of the verbs (No

addition or omission is required)

- Ask students to read the words in the Task 1 and

then make the full sentences

1,there/be / many ways/ tell someone/ goodbye,

/most of /them/depend/on the situation/and/at hand.

2,however/there/be/one rule/that /all situations/

observe:abruptly/we/seldom/

say goodbye.

3, in/English/it/be/necessary/prepare/a person/ for

our department

4, we/lead/into the farewell/by/say/some

thing pleasant and thoughtful/like/ “ I’ve/

really/enjoy/

5,we/might/also say/something/relating to/

the/time/like/ “Gosh”,/I can’t/believe/how/

late/it/be/I/really/must/be/go

- do as the teacher asks

- Answer the questions

-Read the requirement carefully and read thewords carefully

- Ps practise writing the full sentences

1,There are many ways to tell someone goodbye,

and most of themdepend on the situation at hand.

2, However, thereis one rule that all situations

observe: We seldom say goodbye abrutly

3,In English it is necessary to prepare a person

for our departure

4, We lead into the farewell by saying something

pleasant and thoughtful like “I’ve really enjoyed talking to you”

5,We might also say something relating to the

timeline “Gosh, I can’t believe how late it is! I must be going!”

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II While-writing: (18 mins)

- Introduce to do task2

- 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

- Feedback and give the correct answers

III Post-writing: (13 mins)

- Ask students to write other dialogues about 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? etc.

- Do the writing task in student’s workbook

-Prepare the next lesson

- listen

- Do the task individually and then compare theanswers with a friend

- Some students show the order of the sentences

+1- C : It is difficult to write rules that tell

exactly when you should opologize,but it is not difficult to learn how.

+ 2- E : If we have done something to hurt

someone’s feeling, we opologize.

+ 3 – A: An opology indicates that we realize

we’ve made a mistake,and we’re soory for it.

+ - Work in pairs to exchange the sentences

in order of a paragraph

+ 1- C :The simplest way to opologize is to say “

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 polite

action is usually to take a seat as quietly as possible

and opologize later.

+4 – A : But if the teacher stops and waits for

him to say something

+ 5- D :Naturally, more than this is needed, but it

is not the time

- Work in groups and then each presentative ofeach group go to the board to write their dialoges

Ps :1, I should opologize to the teacher and the class for being late

2,I think it is necessary to say “ I’m sorry” Could you help me correct them?

- Listen and take note

UNIT 3: WAYS OF SOCIALISING

Syllabus period : 17 Class : 12T6 Week :06

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+ Remind of the ways of changing the reported speech.

+ Students can do the tasks well

- Language: the ways of changing the reported speech

3 Skill: the stress in two- syllable words

* If verbs, adj , adv, prepositions if the second

syllable which has long vowel or double

vowel( except ou )- the stress falls the second

syllable But if the second syllable which has

short vowel or double vowel or finishes by one

consonant the stress falls the first syllable.

* For nouns in whichthe second syllable have

short vowel the stress falls the first syllable(`

money ) If the second syllable which has long

vowel or double vowel the stress falls the second

syllable ( de’sign)

- Ask students to read the words and practise

giving the correct stress

- Call some students to read the words in front of

the class

* Practising sentences:

- Ask students to work in pairs and give the

correct stress of the words in the sentences and

then read the aloud the given sentences

- Call some students to read the sentences in front

a, - Ask students remind of the rules to change

the reported speech:

+ Change the tenses of verbs

+ Change pronouns suitable with the situations

given.

+ Change the time as the sentences given

b, Practise doing exercise 1

- Let students read the situation and change into

the reported speech

- Let students practise doing exercise and each of

them stands and speak out the sentences they’ve

- Read the words in front of the class

- Work in pairs to practise giving the correctstress of the words in the sentences

- Some students read in front of the class

- Listen and remind of the ways to exchange thereported speech

- Listen to the teacher and note down in thenotebook

- Practise changing the sentences

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

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- Go around , listen and hepl them if neccessary.

Exercise 2

- Ask students to read the dialoge between Lan

and Tuan , then they have to complete

the conversation Tuan had with Tung by

changing in reported speech

- Let students work in pairs

b, Ask students to read the dialoge

between Tung and Tuan by using reported speech

to retell what Lan has told Tuan

- Go around and listen to students or help the if

they need

-Ask students to revise the whole unit

- Ask students to do all the exercises

* Tense: Simple present and Simple past , Simplefuture

-Work in pairs and practise changing reportedspeech

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.

- Each student stands and speak out theirsentences they’ve made

- Listen and write down their notebooks

TEST YOURSELF A

I Objectives:

1 Educational aim: - According to the TEST students can revise all the language skills and grammatical

points which they have studied and used in the three units: 1,2 and 3

- Students can improve their techniques of doing the simple tests

2 Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing

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- Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests

3 Skill: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing

- Improve their knowledge through the test yourself

III Teaching aids: Textbook, board, hand-outs, cassette tape and player.

IV Procedures:

* Warm-up: (5 mins)

- Greeting

- Ask students something about the test yourself A

* Have you prepared it at home?

* Have you got any difficulties?

I Listening(2.5 points) (10 mins)

- Ask students to read all the sentences first

- Ask students to listen to the tape once

- Ask students to listen again and speak out the

statements are true or false

- Ask students to listen in the third time, the work

in groups to compare and discuss the answers with

each others to find the correct answers

II Reading (2.5 points) (10 mins)

- Present the task:

- Ask pupils to work in groups to compare the

answers they have already done to find the correct

ones

- Give the correct answers to the class:

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 superior to you.

III Grammar(2.5 points) (8 mins)

- Present the task:

A, Practise circlingthe correct anwer (A,B,C or D)

to complete the letter

- Ask students to work in groups to give the correct

form of verbs in the paasage

* Give the correct form of verbs

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the task

- understand the task

- Read the questions

- Listen to the tape

- Listen again and say the statements are true orfalse

- Listen and discuss in groups to find the correct+ Answers:

1-T, 2-F, 3-F, 4-T, 5-T.

- Look at the textbook and listen to the teacher

- Work in groups to discuss about the passage

- Finish the task

- Compare their results with the other groups,and then with the keys

- Write the answers on the board

- Listen to the teacher and correct the answers

- Work in groups

- Compare the results with the other groups

- Show the answers in front of the class

- Observe the keys and correct their anwres

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1, C: have been.

2, D : will be

3,B : are having

4,A : could have put off

5,B : will have finished

6,D :have seen

B, Let students finish each of of the following

sentences in such a way that it has the same

meaning as the original sentence

IV Writing (7 mins)

- Present the task:

- Call the students to read the suggested sentences

+ 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 them?

+

- Check their writings and help them correct the

mistakes if they’ve made

Homework (5 mins)

- Ask students:

+ to study all the lessons again

+ to get ready for the 45 minute-test in the next

- Students work in groups and practise writingabout their families

- Two students go to the board and write

A : There are four people in my family, myfather’s name is Tuan,he is fourty-five years oldand he is a doctor My mother is Lan, she isfourty years old and she is a teacher , my sister

is Huong and she is a student in Hanoi, I amHoang, sixteen years old and I am a pupil ofgrade 12 We are a close- knite family, we oftenshare the household

- Give the writings by reading aloud

- Read the letter carefully

- In groups or in pairs, write her a letter

- Compare the results with the other groups

- Correct mistakes

- Study all the lessons again

- Get the knowledge ready for the coming test

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I Objectives:

1 Educational aim: Students should know school education system in England

2 Knowledge:

- General knowledge: Students know about school education system

- Language: Sentences and expression for describing school education system

- New words: Words related to school education system

3 Skills: Guessing meaning in context, scanning for specific information and passage comprehension

IV Procedure:

Teacher’s activities Students’ activities

Warm-up: (5 minutes)

- Ask Ss some questions about the picture:

- Who are they?

- What are they doing?

- Do you think they are English students?

A READING

I Before you read : (7 minutes)

- Ask students to read the facts below and decide

whether the statements about schools in Vietnam are

true (T) or false (F) Then compare their results with

their partners’

Facts about schools

1 Children start Grade 1 when they are 6 years old

2 Schooling is compulsory from the age of 6 to 16

3 The school year generally begins in September

and ends in late May

4 The students do not have any examinations when

they finish secondary school

5 A school year consists of two terms

II While you read : (23 minutes)

- Ask students to look through the passage and read

in silence

- Help students read the passage

- Explain pronunciation and meaning of new words

which appear in the passage

Task 1 : (3 minutes)

Find words or phrases in the reading passage which

have the following meanings.- Let students work

individual or in groups

- Help students if necessary

- Open the book

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

- Look at the book, listen to the teacher and work

in pairs to decide whether the statements aboutschools in Vietnam are true (T) or false (F).Then compare their results with their partners’

- Listen to the teacher then read the passages

- Ask some new words if necessary

- Keep the book open

- Listen to the teacher then do task 1

- Ask the teacher if necessary

- work individual or in groups

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Task 2: (4 minutes)

- Ask students to answer the following questions

- Ask students look through the passages then try to

answer the questions in right way

- Let them work in pairs

- Help students if necessary

(the answers in the passage)

Walk round the classroom and correct mistakes

III After you read : (8 minutes)

Ask Ss to work in groups Tell the others one of the

most difficult school subjects you are studying and

what you would like your friends and your teacher to

do to help you learn that subject more effectively

Home work: (2 minutes)

- Ask students to do Reading exercise of Unit 1 in

workbook and prepare Part B : Speaking at home

- Write down in the notebook

Keys:

1- state schools 2- primary education 3- secondary education 4- compulsory

5- General Certificate of Secondary Education (GCSE)

6- Curriculum

- Try to answer the questions

- Practice with a partner then write them down

in the note books

- Ask the teacher if necessary

- Listen to the teacher and make a brief noteabout school education system in England

Keys:

1 from the age of 5

2 3 terms

3 the state school and the ‘independent’ or

‘public’ school systems

Work in groups Tell the others one of the

most difficult school subjects you are studyingand what you would like your friends and yourteacher to do to help you learn that subjectmore effectively

- Listen to the teacher and write downhomework

I Objectives:

1 Educational aim: Students should know school education system in Vietnam

2 Knowledge:

- General knowledge: Students learn about school education system

- Language: Talking about the school education system in Vietnam

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- New words: words related to school education system

3 Skills: talking about school education system

II Method: integrated, mainly communicative

III Teaching aids: Board, chalks, textbook and notebook

IV Procedure:

- Ask students to keep book close

- Write on the board names of school education

system in Vietnam: University, nursery, primary

school, college, kindergarten, secondary school

Then ask Ss to put them in order

- Ask students to repeat

Tell Ss to understand more about school education

- Ask Ss to work in pairs Study the table below

then ask and answer the questions about the school

education system in Vietnam

- Let them work in pairs

- Listen to students and correct mistakes

Example:

A: When do the children in Vietnam go to primary

school?

B: When they are 6 years old

A: How long does the primary education last?

B: 5 years

II While-speaking : (15 minutes)

Task 2

- Teacher introduces the task “Work in groups

Talk about the school education system in

Vietnam, using the information from Task 1”

- Guide students how to practise

- Ask students to work in pairs

- Help the students with new structures

- Walk around and help them

- Call some student to stand up and report before

the class

- Correct their mistakes

III Post-speaking : (10 minutes)

Task 3

-Teacher introduces the task “Work in groups

Talk about the similarities and differences between

the school system in Vietnam and in England”

- Let them work in groups

- Ask some students to stand up and tell loudly

- Keep books close

- Look at the board and try to remember names

Example:

A: When do the children in Vietnam go to primary school?

B: When they are 6 years old

A: How long does the primary education last? B: 5 years.

- Work in groups Talk about the similaritiesand differences between the school system inVietnam and in England

Example:

There are some differences between the school

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- Walk round and help them

- Ask students to write a passage about similarities

and differences between the school system in

Vietnam and in England

- Ask students to prepare Part C- Listening and do

homework

systems in Vietnam an England Children in Vietnam start primary school at the age of 6 and finis this level at 10 while those in England study at primary school from the age of 5 to 10 Schooling is compulsory for Vietnamese children until the age of 1 but, in England, compulsory education ends when children are

16 There is also a difference about the subjects studied at schools

On the other hand, Vietnam and England school systems have some similarities Students

in both countries have to follow the national curriculum set by the government After finishing secondary schools they all have to take the national examination known as GCSE

- Write down the homework

- New words: Words related to someone’s education

3 Skill: Listening for gist and for specific information

1 What school subjects are you good at?

2 Which ones do you enjoy most/least in your

class? Explain why.

- lead to the new lesson

C LISTENING

I Pre-listening: (9 minutes)

- Ask Ss to look at “Listen and repeat”

- Answer the questions:

- do as the teacher asks

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- Read and ask students to listen

- Let students listen again and repeat

- Write some words on board and ask students to

read them aloud

- Let they work in pairs

II While-listening: (20 minutes)

Task 1 (10 minutes):

- Ask students to read the questions quickly

- Guide students the requests of the task

- Let students listen twice

- Write on board from 1 to 6 and call some

students to come and write their answers

- Let them listen again and correct

Task 2 (10 minutes):

- Teacher introduces the task “Listen again and

answer the questions”

1 When did Gavin think he listed to the teacher

well?

2 How did Gavin find the exams?

3 Why couldn’t Gavin pass the exams easily?

4 Why did Gavin say he didn’t think his school

days were the best time of his life?

- Read or turn on the tape script again once or

twice

- call ss to give their answers

- Help students give the correct answers

III Post-listening: (10 minutes)

- Teacher introduces the task “Work in pairs

Talk about the results of your current exams at

school and what you will do to prepare for the

next exams”

- Go round and help students

- Correct mistakes

Homework: (2minutes)

- Ask students to rewrite a passage about their

school days in secondary school

- Ask students to prepare the part D: Writing

- Listen and understand the meanings of thosewords

- Read the questions quickly

- Listen to the listening script

- Look at the task 2 and listen to the teacher

- Read the questions and try to understand them

- Listen to the tape script

- Give correct answers:

1 When he enjoyed the subjects

2 He found it very difficult.

3 Because they were difficult for him to do in a short time.

4 Because he went away to boarding school when he was quite young and he didn’t like that.

So school days weren’t the best days of his life.

- Work in pairs Talk about the results of yourcurrent exams at school and what you will do toprepare for the next exams

E.g I didn’t do well in the last exam period I was content with my math, physics and chemistry results but my English result wasn’t very good I made too many mistakes so I barely passed it.

I think I have to spend more time studying English to get higher grade in the coming exam

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II Method: Integrated mainly communicative

III Teaching aids: Textbook, board markers

IV Procedure:

Warm-up :(3 minutes)

- Ask students some questions about school

education systems in Vietnam

1 How many levels of educations are there in your

school system?

2 How long does it take to complete each level?

- Work in pairs, discuss and find out theanswers

+ Suggested answers:

1- 3 2- Primary: 5 years/

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3 How many classes are there in each level?

4 When do children start Grade 1?

- Lead Ss to the new lesson: “write a paragraph on

the formal school education system in Vietnam”

D WRITING

I Pre-writing: (15 minutes)

- Teacher introduces the task: In about 150 words,

write a paragraph on the formal school education

system in Vietnam, using the information given in

Speaking Tasks on page 47 You may follow the

suggestions below:

- Levels of education:

primary (5 years; start from the age of 6)

lower secondary (4 years)

upper secondary (3 years)

- Compulsory education: 9 years (primary & lower

- Walk round the class to give Ss assistance

II While-writing: (20 minutes)

- Understand the aim of the lesson

- Study the task carefully

- Work in pairs to give outlines

1

Topic Sentence

The formal school system in Vietnam consists of two levels of education, primary and secondary education.

- Exchange their writings for peer correction

- pay attention

Suggested answer

The formal school system in Vietnam consists of two levels of education, primary and secondary education The children start Grade/ Year 1 at the age of 6 and they normally complete the primary education at the age of 10 They move

to lower secondary school to study in Grade 6 when they are eleven years old They will finish nine-year compulsory education when they complete Grade 9 at the age of 14 The children may go to upper secondary schools if they pass all the subjects tested at the end of Grade 9 They will stay there until they complete Grade

12 at the age of 17 If they want to sit for the entrance exam to universities or colleges they

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III Post- writing: (5 minutes)

- Ask Ss to read the paragraph again

- Give remarks on the writing

- Rewrite the paragraph at home

- Prepare the section D (The Language focus part of

Unit 4)

have to take the national examination for GCSE which takes place at the end of Mayor beginning of June The academic year in Vietnam runs from September to May and is divided into two terms The first term ends in January with a week holiday and the second term finishes in May before a long summer holiday comes.

- Read the paragraph again

- Correct mistakes

- Rewrite the paragraph at home

- Prepare the section D (The Language focuspart of Unit 4)

UNIT 4 : SCHOOL EDUCATION SYSTEM

- Pronunciation: Stress in three-syllable words

- Grammar: Passive voice

III Teaching aids: Text books,

IV Procedures:

- Write some three-syllable words on the board,

and then pronounce those words aloud

- Pay attention to its stress

- Ask Ss to read after

-How do we pronounce these words?

- Read again these words and lead to the lesson

- Listen to teacher

- Pay attention to its stress

- Read aloud

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- Today, we learn how to pronounce three-syllable

- Help students how to pronounce those words

correctly by reading first as model

b Practice:

- Read the words first: clearly, correctly

- Listen and correct their pronunciation if it’s

S + BE + PAST PARTICIPLE( V3/V-ED)

- Give some examples

- Ask Ss to make sentences with the structures

b Practice:

* Exercise 1: (10m’)

- Introduce the task: Fill each blank with the

simple present passive form of the verb in

brackets

- Guide Ss to do

- Ask Ss to fill each blank with the simple present

passive form of the verb in brackets

- Correct mistakes

* Exercise 2: (10m’)

- Introduce the task: Rewrite the following

sentences using the passive voice

- Guide Ss to do

- Ask Ss to rewrite the following sentences using

the passive voice

- Correct mistakes

- Understand the aim of the new lesson

- Listen and repeat from 2-3 times

- Some of them stand and read words aloud

- Practise in groups

- Some groups compare with their results and read thewords in sentences aloud

- The answers can be various

- Listen and give more questions in pairs

- Read the sentences in chorus aloud

- pay attention

- Understand the task

- Fill each blank with the simple presentpassive form of the verb in brackets

- Understand the task

- Rewrite the following sentences using thepassive voice

Answers:

1 This school was built in 1997

2 This dictionary was published in 1870

3 A surprise party is going to be organized by the students in my class tomorrow morning

4 The kitchen is being painted now.

5 “Romeo and Juliet” was written by Shakespeare in 1605

6 Shakespeare’s tragedies have been translated into many languages.

7 A new primary school has just been built in my village.

8 English will be spoken at the conference

9 The floor hasn't been cleaned (by Jane) yet.

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Exercise 3 (10m’)

- Introduce the task: Fill in the spaces of the

following passage with the correct tense in

passive voice of the verbs in brackets

- Ask Ss to fill in the spaces of the following

passage with the correct tense in passive

voice of the verbs in brackets

- Prepare Unit 5: Higher education

10 The house will be repainted…

- Listen

- do exercise+ Answers :

1 was built 2 were sold

3 has been made 4 can be bought

5 are used 6 can be used

7 is stored 8 are done

9 must be told 10.can be done

- Do exercise ‘part E-language focus’ in workbook

- Prepare Unit 5: Higher education

I Objectives:

1 Educational aim: Students should know about their first impressions of university life.

2 Knowledge:

- General knowledge: Students know about higher education

- Language: verbs in past tense

- New words: Words related to higher education

3 Skills: • Vocabulary comprehension matching

• Passage comprehension

• Arranging the sequence of an event

III Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc.

IV Procedure:

Teacher’s activities Students’ activities

- Ask Ss some questions:

1 What are you going to do after you finish high

school?

2 Which university would you like to attend?

3 Where will you live if you study at a university

far from your house?

- Get feedback

- Lead Ss to the new lesson: Higher Education

A READING

I Before you read : (7 minutes)

- Ask Ss to work in pairs, ask and answer the

- Work in pairs, discuss and answer thequestions

- Stand up and tell the class the answers

- Understand the aim of the lesson:

- Work in pairs, ask and answer the questions

Tiêu đề	Guiding how to learn and to do English tests and review some grammar point
Trường học	Ngo Gia Tu High School
Chuyên ngành	English
Thể loại	Lesson plan
Năm xuất bản	2009
Thành phố	Ngo Gia Tu

Định dạng
Số trang	132
Dung lượng	1,25 MB