Procedure: Warm-up: 5 minutes - Ask students look at the picture and ask some questions - Let students understand more about , house hold chores and family life, today we learn Unit 1- p
Trang 1The first term of grade 12
Student 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, cassetteplayer, etc
III Procedure:
Warm-up :(7 minutes)
- Introduce to students about the teacher
- Ask students about their names and
English knowledge etc
Guiding: (35 minutes)
1 Guiding student’s book and workbook:
* Introduce to students how to use their
book and workbook
* Introduce to students how to learn
reading, speaking, listening, writing,
language focus in their books and how
to do the exercises in their books
2 Guiding English tests in grade 12:
* Introduce to students about oral tests,
15 minute tests, 45 minute tests, etc
and how to do them
* The tests in grade 12 include:
- Ask students to prepare textbook,
notebooks and the things for learning
- Listen to the teacher
- Answer the teacher’squestions
- put the student’s bookand workbook on thetable
- listen to the teacher andlook through the books
- Listen to the teacher
- listen to the teacher andwrite down the things
Trang 2andprepare lesson reading - Unit 1 which will be prepared at
+ 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
Trang 3II Method: Integrated, mainly communicative
III Teaching aids: Student’s book and pictures, Board, tape,
cassetteplayer, chalks, etc
IV Procedure:
Warm-up: (5 minutes)
- Ask students look at the picture and
ask some questions
- Let students understand more about ,
house hold chores and family life,
today we learn Unit 1- part A: Reading
Before you read : (7 minutes)
Ask students to work groups to ask and
answer about the pictures
- Hang on the blackboard the table of
questions Ask students to work in
pairs looking at the pictures to ask and
answer them
1 Where is the family?
2 What is each member of the family
doing?
3Is the family happy?Why (not) ?
- Introduce the situation of the context
- Read the context once to the class
- Show students some new words:
+ to be caring
+ to be willing to
do st
+ to be close -knit+ to bemischievous
- Help students to summary the main
ideas of the context
* 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
- Introduce the situation of the passage
While you read : (23 minutes)
- Ask students to look through the
passage and read in silence
- Help students read the passage
- Open the book
- Listen to the teacher
- Look at the picture andanswer
- Listen to the teacher andopen the book – Unit 1,part A: reading
- Work in groups to discussabout the pictures
- Work in groups to ask andanswer the questions give
by the teacher
- Stand up to answer in front of the class
P1: Thefamily is at home
P2: The father is playing games with his son and the mother is helping her daughter do homework
P3: Yes, it is.because they look warm and close –knit
- Look at the book and listen to the teacher
- Listen
- Note down
- Work in groups and try torepeat the main ideas in each paragraph
-Practise speaking their ideas freely
Listen to the teacher
Trang 4- Explain pronunciation and meaning of
new words which appear in the passage
+ 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
Teach some new words: close –knit
(a), mischievous (a),
- Ask students to work in groups to do
2,How caring is the mother ?
3,How do the father and the daughter
share the household chore ?
4,What is the daughter attempting to
do after secondary school?
5,Why do the children feel they are
safe and secure in their family ?
- 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 the leader of each group to
answer the questions
- Ask the whole class to commend
- Feedback and give the correct
answers and give point
After you read : (8 minutes)
- Ask the whole class to discuss about
a happy family
- Call some students to say about their
thinking of a happy family
Home work: (2 minutes)
- Write about their family or others
they know
- Prepare Part B : Speaking at home
- Work in groups , read the sentences carefully
- Listen to the teacher and read up the sentences aloud
- Note down the new words
- Read up
- Work in groups to do thetask
- Read the passage
- Work in groups to find thesum up of the passage
- Present the answers infront of the class
- Some students answer thequestions in front of theclass
Listen and take notes
- Do the home work andprepare for the next lesson
Trang 51 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 dialogueabout 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 minutes)
- 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 )
Pre-speaking : (12 minutes)
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
- Keep books close
- Listen to the teacher
- Work in groups to talkabout family
-
-Work in groups and givetheir ideas why theychoose
-Each student stands upand talks about theirfamily
A: In my family ,myparents both go towork,
B: In my family,
Trang 65,I often share my personal secrets
with my father
6, I always talk to my parent before
making an important decision
- Go around and listen to the students
–Give more suggestions if they need
While-speaking : (15 minutes)
Task 2 - Work in pairs
-Let students ask and answer the
questions about their family
- 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
A: Who works in yourfamily ? B : Both
my father and mother
A: Who often does thehousehold chores ?
B : My mother mainlydoes it and sometimes myfather help my mother
A :How is yourresponsibility to yourfamily ?
B :I often clean thehouse and cook the mealswhen I finish mystudying
A : How do the familymembers
share the interest ?
B :We often watchtelevision each other inthe evening
A : Who do you oftenshare your secrets with ?
B : I often share with mymother
A: Who do you talk tobefore making animportant decision?
B: I often talk to myparents
- All students write somesentences about theirfamily and then stand up
Trang 7- Post-speaking : (10 minutes)
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
Homework: (3 minutes)
- Ask students to write a passage about
a happy family (80 words)
- Ask students to prepare Part
C-Listening and do homework
work But only his
household chores
P2 : In Loan’sfamily ,only her fathergoes to work and her
- Listen to the teacher
- Write down the homework
- 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.
Trang 8- Give some pictures and answer some
questions
1,Who are they?
2 ,What are the relationship among
them ?
- Check some students and mark
- If you want to know more details
about them we will go to Unit 1- part
Listening
Pre-listening: (7 minutes)
- Introduce the topic of the listening:
In this you will listen to people talk
about their friends But now please talk
- Ask students to read all the words
given carefully and show the difficult
* Before you listen :
- Ask students to look at the picture
and say : +What are they doing ?
+How many people are there in
the family ?
While-listening: (20 minutes)
Task 1
- 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
- Ask students the question :
- Why do you think it is true /
- Listen to the teacher
- Work in groups andlook at the picture andanswer
- Listen to the teacher andopen textbooks
- 0ne or two students talkabout their family
- Read the new words
- Listen and note down
- Work in pairs to ask andanswer
+ P : -They are having aparty
- There are 9people in the family
- Keep book open
- Listen to the teacher
- Read the sentencecarefully to get the True
or False statements
- Ask for the difficultones
- Listen to the teacher
- Speak out the sentencesindividually
- Listen and work in pairs
to speak out some
Trang 9- Ask students to listen again and note
down two things that are different
about Paul’s and Andrea’s families
After-listening: (10 minutes)
- Ask students to open the books
- Ask them to discuss the importance
of family in a person’s life
- Let them work in pairs
- Walk round and help students
- Ask some students to stand up and go
to board and write
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about
the importance of family in a person’s
-Listen to the teacher andwrite down homework
Trang 10Unit 1
Writing
Time 45 minutes
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
II Method: Intergrated, mainly communicative
III Teaching aids: Student’s book, notebook, some pictures
IV Procedure:
Warm-up: (5 minutes)
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 minutes)
- Call the representatives of the groups
to write as many words on the boards
as possible (in 2 minutes)
- The winner is the students who has
got the largest number of correct
words on the board
- Call some students to repeat the
meanings of the words
Pre-writing: (10 minutes)
- - Ask students to use the following
verbs and expressions
Give and read some words aloud :
_ Let ,allow, be allowed to, have to,
permit, etc
+ Some expressions :
- doing household chores
- coming home late
- preparing meals
- 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
- Keep book close
- Listen to the teacher andwork in pairs
- Work in groups torevise the words
- Go to the board to writethe words
- Repeat the meanings ofthe words in front of theclass
- Listen to the teacherand open the books
- Read all words andexpressions and work inpairs
A : Do you have to dothe household chores ?
B : Yes, after mystudying or my free time
A : Are you allowed tocome home late ?
B: No, because myparents are strict
A : Do you oftenprepare the meals ? etcEach representative of agroup stand up and sayabout the family
A: - In my family ,
Trang 11While-writing: (18 minutes)
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,
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
Post-writing: (10 minutes)
- Give suggestions and corrections
- Ask students to read another’s
- Ask students to do part writing of
Unit 1 in the student’s work book and
prepare part Language Focus
everybody has to do thehousehold chores I’m notallowed to come homelate, I only can watch TVwhen I finish myhomework
+ Write the letterindividually
- 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 readloudly their products in
front of the class
- Listen to the teacher andwrite down homework
Trang 12- 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
II Method: Intergrated, mainly communicative
III Teaching aids: Student’s book, pictures, board, tape, cassetteplayer,
chalks
IV Procedure:
Pronunciation: (8 minutes)
- Guide students to pronounce the
endings /s/,/z/ : bats /s/ bags /z/
- Ask students to read the up the words
and the sentences
- Ask students to read up in chorus
* Ask students to repeat the they’ve
Listen to the teacher
- Listen to the teacher andread up
- Read up in chorus twice
- Some students read up
in front of the class
- Listen to the teacher andspeak out
Trang 13+ 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
- Ask students to choose their suitable
verbs in the sentences
- Call the leader of each group present
their answers on the board
- Ask the whole class to comment
- Call the leader of each group present
their answers on the board
- Ask the whole class to comment
-She has learnt Englishsince she was in grade 1
- Work in pairs and givethe differences
* past simple : happenedand finished with thedefinite time in thepast ,not related tothepresent
-Ex : He bought a caryesterday
* present perfect : started
in the past but related topresent or future and givethe result at present
-Ex : She has learntEnglish since she was inthe grade 5
- Work in groups to dothe exercise
1 Have you seen
2 Did you enjoyed it?.
7,Have you met ?
- Discuss the answers andgive comment on thesentences
- Listen to the teacherand work in groups
Trang 14Homework : (2 minutes)
Ask students to do Part Language
Focus and prepare part Reading of
14, C : stay
15, B : am going
- Redo the exercises
- Do the exercises in theworkbook
- Prepare for the nextlesson
Unit 2: cultural diversity
Trang 15- 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 culturaldiversity
- New words: Words related to the topic( culture, society )
3 Skills: -Guessing meaning from context
-Summarizing main idea -Passage comprehension
II Method: Intergrated, mainly communicative
III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and
notebook
IV Procedures:
Warm-up: (4 minutes)
- 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 :Reading
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
While-reading: (20 minutes)
- Make the class read the small talks, to
scan the details and do the tasks
- Listen to theteacher
question
Work in groups to talkabout the
activities in the pictures
- Look at the questionsand try to answer them ingroups to discuss
- One student speaks outhis/her ideas in front ofthe class
- Look at the board, notedown
- Read the new words inchorus twice
- Work in groups toguess meanings of thewords
- Listen to the teacher
Read the passage in skim
Trang 16Task 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 of the class
- Ask students to read the sentences
with the words given
Task 2
- Ask students to work in groups of 8 to
answer the questions given
- Call on some students to show the
class the right answers
-Listen to the students and help them if
neccesary
Post-reading: (12 minutes)
Ask students to work in groups to
discuss about the question :
+ What are the differences between a
traditional Vietnamese family and a
morden Vietnamese 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
- Show the meaning ofthe words
- Work in groups to fill
in the blanks
- Read the italicizedwords/ phrases andexplain in front of theclass :
A: What are the Indianstudents’ attitudes on apartnership of equals ?
B :The Indian studentsagree that a woman gas
to sacrifice
- Read the questionscarefully and work inpairs to answer thequestions
A: - I think a modernfamily has fewer
traditional one
the head of the family in
Trang 17income
- Call on some representatives on the
groups to talk about the differences
Homework : (2 minutes)
-Do reading text in workbook
-Prepare the next lesson
a modern family is both
a husband and wife, theyshare the householdchores and
take care of theirchildren
- Work in groups todiscuss to compare toother groups
- Talk in front of theclass about the class
-Listen to the teacher andtake note
The 8 th period
Date: 17/ 8/ 2010
Grade 12
Trang 18Theme: cultural diversity
- 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
II Method: Integrated, mainly communicative
III Teaching aids: Pictures, English textbook 12, hand-outs
IV Procedures:
Warm-up:(5minutes)
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
- Ask the other students to comment
about the talking
- Feedback and give correction if
We are going to talk about the
differences among cultures
- 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 mariage 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
- Listen to the teacher
-Read the paragraph infront of the class
- Listen to the teacher
- Read the sentencesgiven and work in groups
to dicuss
A : In my opion,it is notgood for three or fourgenerations to live in afamily because they willfind it difficult tosympathy their interestsand habbits and I agreethat love is supposed tofollow mariage notprecede it
B: I don’t agree with
Trang 19While –speaking : (16munites)
Task 2:
- Ask students to work in pairs to
discuss about the differences between
the culture in America and in
Vietnam
+Give the culture in America:
- Two generations ( parents and
children ) live in a home
- Old- aged live in nursing home
- 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
+ Listen to the students and give more
the ideas about the differences
Post-reading: (14 minutes)
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
- Do the exercises in the workbook
- Prepare for the next lesson
your ideas, I think it isgood to have three or fourgenerations living underone roof because they canhelp each other a lot
- Work in pairs to discussand give their ideas aboutthe differences
+ Give the culture in
Vietnam.
-There are moregenerations in a home(grand parents, parentsand children )
- Elders live with theirchildren and are takencare of by their sons
- Can ask the questionsabout the age, marriageand income
- Have to greet the olderfirst
- Do the shoppingeveryday
- Tet holiday is the mostimportant
- Children can sharebedrooms with the other
in a family
- Work in groups or inpairs to compare
or even four generationslive under one roof etc
-Listen and copy
Trang 201 Educational aim: Students should know how to listen to give some
information about the wedding ceremony in Vietnam
2 Knowledge:
- General knowledge: Students learn about the wedding ceremony inVietnam
- Language:
- New words: Words related to culture, wedding
3 Skills: -Filling in missing information
-Passage comprehension
II Method: Intergrated, mainly communicative
III Teaching aid: Board, tape, cassetteplayer, chalks, textbook and
- 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?
- Listen and give mark
Pre-listening : (6 minutes)
- Listen and answer
- Work in pairs and eachand answer
-
Trang 21Ask students to work in groups to ask
and answer about the picture
- Hang the table with the questions on
the board
+ Have you ever attended a wedding
ceremony?
+ 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
While-listening: (24 minutes)
Task 1:
Introduction: You are going to hear
two people talking about a wedding
ceremony in Vietnam
- Introduction: you are going to listen
to the conversation to get the
information to fill in the missing
information
- Let the students read all the
sentences before listening
1, The wedding day is carefully chosen
by the
2, The gifts are wrapped in
3,The wedding ceremony starts in
front of the
4,Food and drink are served
5,The guests give the newly wedded
couple envelopes containing .
and
- Ask students to compare the answers
with a partner
- Call on some students to go the board
to write their answers
- Ask students to explain their answers
in front of the class
- Feedback and Correct the answers
Task 2:
-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
- Listen to the teacher orthe tape
- Read the sentences andthen listen to the teacher
or the radio carefully
- Work in pairs tocompare the answers
-
- Listen and try to get theinformation to answer thequestions
- Read the questionscarefully
- Work in groups to
Trang 22After-listening: (10 minutes)
- Ask students to work in groups to
answer the question : What do families
often do to prepare for a wedding
– Prepare for the next lesson
discuss and answer thequestions
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
1 Educational aim: Student can describing typical features of a Vietnamese
conical leaf hat
2 Knowledge:
- General knowledge: Students could write a report to describe typical features
of a Vietnamese conical leaf hat
Trang 23- 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
IV Procedures:
Warm-up : (4 minutes)
- Work in pairs to talk about the
special things in Vietnam
- Call the best student in the class to
tell his/her story to the class
- Comment and lead students to the
topic of the lesson
Pre-writing: (10 minutes)
Task 1
- Ask the students to write about the
conical or the “non la”, a symbol of
Vietnamese culture
- Give some new words : leaf, rim,
ribs,
strap.
- Ask students to observe the photo of
the “non la”
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
* 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
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
-Work in pairs to talk
- Some students talk abouttheir experience in front
of the class
+ Banh trung,ao dai, non
la,
Listen to the teacher
- Listen to the teacher andread aloud
the words
Read the words given and
write a passsage : - The
conical leaf hat is one of the typical features (symbols) of the the
because it can not be found any where in the world The leaf hat is not
Vietnamese girls/women
- Write the letterindividually
- Read the letter of thepartner
- Read the letter in front
of the class -Do the exercise at home
- Prepare for the next
Trang 24the workbook lesson
- Pronunciation: the sounds “ ed” ending
- Grammar: - revise the tenses
II Method: Intergrated, mainly communicative
III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and
- 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
Trang 25in front of the class
- Correct the mistakes of pronunciation
b Practising sentences containing the
target sounds
- Ask students to work in pairs to take
turn to read 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: (34munites)
* Exercise 1:
a Presentation:
- Review the forms, meanings and uses
of the present simple, present perfect,
and present continuous, past perfect
+ Present simple
* FORM:
* MEANING: PRESENT TIME
* 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 something 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 Mixed
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” 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
- Read the sentences inchorus aloud
- Listen and copy-List some phrasal
verbs : fill in ;turn on; go
over ;look at ;make up.
Look after
- Some students read thesentences in front of theclass
- Work in groups toreview the
tenses
- Listen to the teacher tothe teacher and notedown
- Listen to the teacher tothe teacher and notedown
Trang 26started 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 use this tense
- We CAN NOT use the Present Perfect
with unspecific expressions: ever, never,
once, many times, several times, before,
so far, already, yet, etc
b Practice:
- Ask students to do the exercise
individually and then choose a partner to
check the answers with
- Call 2 students to write their answers
on the board
- Provide corrective feedback
* Exercise 2:
a Presentation:
- Review the forms, meanings and uses
of the past simple, and past continuous
+ Past perfect : form/ meaning/ use
b Practice:
- Ask students to do the exercise 2
individually and then choose A,B or C to
complete the passage
- Call 2 students to write their answers
on the board
- Provide corrective feedback
* Exercise 3:
Ask students to complete the letter with
the correct form of the verbs in brackets
check the answers with
- Call 2 students to write their answers
- Write the answers onthe board
individually and checkthe answers with apartner
-Some students go to theboard to write theanswers
- Listen and note down
Trang 27Unit 3: ways of socialising
1 Educational aim: Students can
+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: Students could understand and use the new words throughspeaking, asking and answering
- Language:
- New words: Words relate to ways of socialising
3 Skills: -Reading for general or specific information
-Guessing meaning from context
II Method: Intergrated, mainly communicative
information about them Board, tape, cassetteplayer, chalks, textbook andnotebook
IV Procedures:
Warm-up: (5 minutes)
Trang 28- Ask students to list some ways of
communication they have know
- Let students work in pair
- Check the whole class
Pre-reading: (35 minutes)
- 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
+ approach (v) + rude (a)
- Ask students to guess the meanings of
the words
- Ask students to read the words in
chorus twice
- Call two students to read the words in
front of the class
- Work in pairs to askand answer
- Some students answerthe questions in front ofthe class
- Look at the board andnote down
- Listen to the teacher
- Do the exercises athome
- Prepare for the nextlesson
Trang 291 Educational aim: Students can
+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: Students could understand and use the new words throughspeaking, asking and answering
- Language:
- New words: Words relate to ways of socialising
3 Skills: -Reading for general or specific information
-Guessing meaning from context
II Method: Intergrated, mainly communicative
information about them Board, tape, cassetteplayer, chalks, textbook andnotebook
IV Procedures:
Warm-up: (5 minutes)
- Ask students to list some ways of
communication they have know
- Let students work in pair
- Check the whole class
While-reading: (26 minutes)
- 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
task1
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’
- Some students readthem in front of theclass
- Read the passage inskim to guese themeaning of the words
- Ask students to work
in groups to guess themeaning of the phrases
Trang 30- 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 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
- 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
-Work in groups andgive their ideas
Ps : A ( AttractingAttention : Non- verbalCues)
- Work in pairs to anwerthe questions
P1:What can you do
when you want to
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 seen etc.
-Practice talking aboutcommunication by non-verbal actions
- to express thehappiness they canwhistle or clap
- sometimes, they clap
or whistle to encourage
or despise
- Listen and note down
- Listen to the teacher
- Do the exercises athome
- Prepare for the nextlesson
Trang 311 Educational aim: Students should know
+ Use appropriate language to practise giving and responding
to compliments in different situations
+ Use appropriate language to talk about other ways ofcommunication
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
II Method: Integrated, mainly communicative
III Teaching aids: Photos of some famous persons or some real
information about ways of communication
IV Procedures:
Warm-up: (3 minutes)
Introduction: we are going to talk
about the different ways of
communication.
- Ask students to work in groups to talk
- Listen to the teacherand say
about the ways ofcommunication
Trang 32about some ways to attract to other
people
- Give students some words and phrases
(Hang on the extra board of prompts).
- - 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
- - Ask students to work in pairs to
practise giving compliments to suit the
resposes using the outlines that they
- Go around the class to check and offer
help
- Call on some couples to perform their
conversation in front of the class
- Elicit feedback from the class and give
final comments
* 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
- Ask the groups to make dialoge to
practisegiving and respoding to
compliments , using the cues below
- Look at the board andread aloud the newwords
- Work in pairs topractise speaking
- Some couples to playroles to speak in front
of the class
P1 : Phil
P2 : Barbara
P3 : PeterP4 : CindyP5 :TomP6 : Tony
- Work in pairs to givesuitable words
P1 : David P2 : Kathy P3 : Hung P4 : Hien P5 :Michael P6 : Colin
- Listen to the teacher
- Work in roles topractise speaking
P1 : PhilP2 : YouP3 : Peter P4 : Tom
Listen and work inpairs to make a dialogebased on the Task
Trang 33- 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
A : You really have a
nice pair of glaases I think they make you attractive.
B: Thank you,Nam.
compliment.
A : I think you have a
new and expensive watch which I have never seen before.
Trang 34I Objectives:
1 Educational aim: Students should know to develop such listening
micro-skills as intensive listening for specific information
2 Knowledge:
- General knowledge: Students know how to give information after listening
- Language:
- New words: Words related to ways of socialsing
3 Skills: - Listening for general or specific information
-Comprehension questions
II Method: Intergrated, mainly communicative
III Teaching aids: Some pictures of persons or some real information about
them Board, tape, cassetteplayer, chalks, textbook andnotebook
IV Procedures:
Warm-up: (4 minutes)
- Ask students to close the book
- Give some questions :
+ Who s on duty today ?’
+ Who s absent today ?’
-Pre-listening: (8 minutes)
- 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
+ Introduction: You are going to listen
to Linda 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
- - Listen to the teacher,
and answer the questions
- Read silently thesentences given beforelistening
- Listen the first time
- Each group asks andexplains why they choose
by some informationthey’ve listened
Trang 35- 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 of the class
- Feed back and give the correct
answers:
1 T
2 F (the most obvious problem)
3 T
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
- Ask students to listen to the talk again
and try to summarize the talk
- Call some couples to talk in front of
A : I think the first
sentence is true because
it isin the secon paragraph.( 1: T)
- Work in groups and try
to guese the missingwords
- Listen to the tapescript
- Check the answers ingroups
- Listen to the teacher andnote down the correctanswers
Work in groups andpractise 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
Trang 36Homework: (2- 4 minutes)
- Ask students to write a paragraph
about their own birthday parties
- Ask students to prepare for the next
lesson
to work out a reasonable
- Some couples presentthe talk in front of theclass
- Listen to the teacher
- Do homework andprepare the next lesson
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 tomake a complete paragraph
- Language: Words used in writing about a paragraph
3 Skills: Writing about a letter of recommendation
II Method: Intergrated, mainly communicative
III Teaching aids: Some cues, information of someone
IV Procedures:
Warm-up: (4 minutes)
- 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?
Pre-writing: (8 minutes)
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/
- Answer the questions
-Read the requirementcarefully and read thewords carefully
- Ps practise writing thefull sentences
1,There are many ways to
tell someone goodbye, and
Trang 37goodbye, /most of /them/depend/on the
- Ask students to put the sentences of
the two paragraphs below in their right
order
& Paragraph 1:
- Call on some students to order the
sentences in front of the class
- Elicit the others to comment and give
the correct answers
- Feedback and give the correct
answers
& Paragraph 2:
- Ask students to order the sentences as
the same the task 1
-Elicit the others to comment and give
the correct answers
- Feedback and give the correct
answers
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
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!”
Do the task individuallyand then compare theanswers with a friend
- Some students show theorder of the sentences infront of the class
+1- C : It is difficult to
write rules that tell exactly when you should opologize,but it is not difficult to learn how.
+ 1- C :The simplest way
+ 3 – B : What does he
do? The most polite action
is usually to take a seat as
Trang 38Post-writing: (13 minutes)
- 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
+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 theneach presentative of eachgroup go to the board towrite their dialoges
Ps :1, I should opologize tothe teacher and the classfor being late
2,I think it is necessary tosay “ I’m sorry” Couldyou help me correct them?
Listen and take note
- General knowledge: By the end of the lesson, students will be able to:
+ 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
II Method: Intergrated, mainly communicative
III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and
notebook
Trang 39IV Procedures:
I Pronunciation: (15 minutes)
- Explain how to pronounce 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 of the class
- Comment and read the sentences once
to the whole class
II Grammar: (20 minutes)
Exercise 1: Presentation
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
Listen to the teacher andwrite some rules in thenotebooks
- Read the words in front
- Listen to the teacher
- Listen and remind of theways to exchange thereported speech
- Listen to the teacher andnote down in thenotebook
- Practise changing thesentences
2, Thuan said he worked for a big company.
3,Thuan said he was
Trang 40- Let students practise doing exercise
and each of them stands and speak out
the sentences they’ve done
- 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
their marketing manager.
4, Thuan sais the company had opened an office in Ho Chi Minh city.
5,Thuan said it had been very successful.
6, Thuan said he had been chosen to run an office in District 5.
7, Thuan asked me howlong I had been learning English.
8, Thuan said he didn t’
have much time to enjoy himself.
- Practise doing andspeaking out
the sentences they’vechanged
- Listen to the teacher’scorrection
and write down theirnotebooks
Work in pairs thedialogue between Lanand Tuan firstly and try
to find out the tense ofverbs, pronouns and time
in the dialogue
* Tense: Simple presentand Simple past , Simplefuture
-Work in pairs and