Giáo án tiếng anh theo chương trình chuẩn lớp 12 (sách cũ)

Assess the performance  invites Ps to give comments on other’s performance  comments on Ps’ performance  comment on other’s performance -Result + handwriting -The working style of the

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PERIOD …

Introduction – Revision

Nguyen Thi Minh Duc

A Objectives

1 Knowledge : By the end of the lesson, Ps will be able to

 Know how to learn English 12 effectively

 Have some supporting sources

I Class organization: (1 minute)

II New lesson

1.Warm up:

Introduces herself to the students

Asks some students to introduce themselves: What’s

your name?

Do you like English?

Do you find English easy or difficult?

Which is the easiest, the most difficult? reading, speaking, listening,

or writing?

Why do you learn English?

How long have you learned English?

Are you good or bad at English?

2.The textbook English 12

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 11include:

*Text - book English 12

*Work - book English

- Answer the teacher’s questions

- Listen and take notes in theirnotebooks

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* Participate in all activities

* Keep the discipline

4 Students’ assessment (5mins)

What do you find your English?

Very good Excellent:

I Choose the best answer among A, B, C, or D

1 When I last saw him, he _ in London

A has lived B is living C was living D has been living

2 We _ Dorothy since last Saturday

A don’t see B haven’t seen C didn’t see D hadn’t seen

3 The train half an hour ago

4 Jack the door

A has just painted B paint C will have painted D painting

5 My sister for you since yesterday

A is looking B was looking C has been looking D looked

6 I Texas State University now

A am attending B attend C was attending D attended

7 He has been selling motorbikes

A ten years ago B since ten years C for ten years ago D for ten years

8 Christopher Columbus _ American more than 500 years ago

A discovered B has discovered C had discovered D had been discovering

9 He fell down when he towards the church

10 We _ there when our father died

A still lived B lived still C was still lived D were still living

11 They table tennis when their father comes back home

A will play B will be playing C play D would play

12 By Christmas, I _ for Mr Smith for six years

A shall have been workingB shall work C have been working D shall be working

13 I _ in the room right now

A am being B was being C have been being D am

14 I to New York three times this year

15 I’ll come and see you before I _ for the States

16 The little girl asked what _ to her friend

A has happened B happened C had happened D would have been happened

17 John a book when I saw him

18 He said he _ return later

19 I have been waiting for you

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A since early morning B since 9a m C for two hours D All are correct

20 Almost everyone _ for home by the time we arrived

II Choose the correct sentence among A, B, C or D which has the same meaning as the given one

1 As soon as he waved his hand, she turned away

A He saw her turn away and he waved his hand B No sooner had he waved his hand than she turned away

C She turned away because he waved his hand too early D Although she turned away, he waved his hand

2 My father hasn’t smoked cigarettes for a month

A It’s a month since my father last smoked cigarettes B It’s a month ago that my father smoked cigarettes

C It’s a month that my father hasn’t smoked cigarettes D It’s a cigarette that my father smoked a month ago

3 Having finished their work, the workers expected to be paid

A The workers expected to be paid because they had finished their work

B Having their work finished, the workers expected to be paid

C Having expected to be paid, the workers finished their work

D Having been finished their work, the workers expected to be paid

3 Mr Brown bought this car five years ago

A Mr Brown started to buy this car five years ago B It has been five years when Mr Brown bought this car

C Mr Brown has had this car for five years D It is five years ago since Mr Brown bought this car

4 I haven’t enjoyed myself so much for years

A It’s years since I enjoyed myself so much B It’s years since I have enjoyed myself so much

C It was years since I had enjoyed myself so much D It has been years since I have enjoyed myself so much

5 This is my tenth year working in this bank

A By the end of this year, I will work in this bank for ten years

B I have worked in this bank for ten years by the end of this year

C By the end of this year, I will have worked in this bank for ten years

D I had been working in this bank for ten years by the end of this year

6 The famous actor was last seen in 2000

A The famous actor has not been able to see since 2000 B No one has seen the famous actor since 2000

C The famous actor didn’t see anyone in 2000 D No one saw the famous actor until 2000

7 I came to live here three months ago

A It was three months since I lived here B I’ve been living here for three months

C I lived here for three months D I didn’t live here for three months

8 She goes to the shops every Friday

A She goes every day to the shop but not on Friday B It’s not Friday, but she’s going to the shops

C She always goes to the shops on Friday D She never goes to the shops on Friday

9 Michael took a deep breath and dived into the water

A After Michael had taken a deep breath, he dived into the water

B Having taken a deep breath, he dived into the water

C After Michael took a deep breath, he had dived into the water D A & B are correct

10 We started working here three years ago

A We worked here for three years B We have no longer worked here for three years

C We have worked here for three years D We will work here in three years

Nguyen Thi Minh Duc

A Objectives

1 Knowledge : By the end of the lesson, Ps will be able to

 Read the passage about “Homelife” and do reading comprehension tasks

 Use the information they have read to discuss related topic

4 Skill

 Develop such reading micro-skills as Completing the table, True or False and MCQs

5 Attitudes

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 Help Ps to be aware of benefit of sharing household chore and the role of family in everyone’s life.

II New lesson

ACTIVITY 1: Warm-up: Kim’s game

- write down as many names of household

chores on A1 paper as possible while

watching a clip

- exchange the answer to mark

Group 1  Group 3

- 10 points for a correct answer

- The group with the most correct answer will

be the winner

 Checks Ps’ understanding the rule

(?) What to do now?

(2) You check your answer or other answer?

(3) How many points for a correct answer?

 Listen to T’s rule

 Answer T’s questions if called

 Expected answer:

- We down as many names of household chores on A1 paper

as possible while watching a clip

- We have to exchange the answer to mark

Group 1  Group 3 Group 2  Group 4

Distrube the task among all group members and be ready forthe task

2 Completing task

 Observes and gives help if necessary  Watch a clip and do the task

3 Report the result

 Asks Ps to exchange their papers to

- Shop for groccerries

- Feed the cat

- Do the laundry

- Clean the floor

- Take out the garbage

- Cook

- Do the washing up

- Stroll with the baby

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 exchange the answer to mark

Group 1  Group 3Group 2  Group 4

- 10 points for a correct answer

4 Assess the performance

 invites Ps to give comments on

- What makes a happy home?

- In our lesson today, we’ll read a

passage about home life and do three

reading tasks: MCQs, True or False

and Completing the table

 comment on other’s performance

-Result + handwriting -The working style of the group

 listen to T’s comment

ACTIVITY 2: Share the information and put a tick

Time: 10 minutes

Preparation: Last period, T divide Ps into 4 group and asks Ps to read a small piece of text at home

Group1: Paragraph 1 Group 2: Paragraph 2

Group 3: Paragraph 3 Group 4: Paragraph 4

Procedure

1 giving task

 Uses “jig saw ” technique and form a

new groups by saying from spring,

summer, autumn and winter

+ Ps with spring will be in Spring group

+ Ps with summer will be in Summer group

+ Ps with autumn will be in Autumn group

+ Ps with winter will be in Winter group

 Asks Ps to read the rule in slide

 Checks the rule

(?) What to do now?

(?) How much time?

(2) Who mark your group?

(3) How many points for a correct answer?

 Form new groups

 Read the rule in slide

- We have to share the information and complete the table

- We have to exchange the answer to mark Group 1  Group 3

 Distrube the task among all group members and be ready for the task

 Observes and gives help if necessary  Share the information and complete the table

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 Ask Ps to exchange their papers to

other’s performance

 comments on Ps’ performance

 Divide Ps into groups of 4

 Checks the rule

(?) What to do now?

(?) How much time?

- We have to read the statements and decide whether they are true of false

- Each of us has to write the answer on the given space.

- discuss the answers among group member

- The secretary in the group has to write the best ideas on the biggest part in the middle of the poster

- We have to exchange the answer to mark Group 1  Group 2 Group 3  Group 4 Group 5  Group 6 Group 7  Group 8

 Draw their small tables or boxes in front of them so that a student has one part on the poster There is the biggest odd part in the middle of the poster

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 Observes and gives help if necessary  Each member has to write the answer on the given space.

 discuss the answers among group members

 The secretary in the group has to write the best ideas on the biggest part in the middle of the poster

2- T3- F4- F5- T6- T

 exchange the answer to markGroup 1  Group 3

Group 2  Group 4

 Tell Ps the rule

-work in group of 6 in five minutes

- each Ps report two features of the

 Checks the rule

(?) What to do now?

(?) How much time?

- We have to work in group of 6 in five minutes

- each Ps report two features of the mentioned family -The secretary note down all the features on A0 paper -Exchange the answer to mark

Group 1  Group 4Group 2  Group 5Group 3  Group 6

 Choose the secretary of the group

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 Observes and gives help if necessary  Each member has to tell two features

 The secretary in the group has to write the answer on A0 paper

mark

Group 1  Group 4

Group 2  Group 5

Group 3  Group 6

 Give Ps the key (in slide)

Group 2  Group 5 Group 3  Group 6

III Consolidation

 Asks Ps some questions

-What have you learned today?

-What have you gained today?

 Answer T’s questions

 Expected answer

- We have learned about homelife, the benefit of sharing the household chore and do such reading comprehension exercises as T or F, table completion and MCQs

-Our group work skill and interpersonal skill are developed

IV Homework

 Asks Ps to study the lesson again and

prepare for the next lesson (Unit 1- B

Nguyen Thi Minh Duc

A Objectives

1 Knowledge: By the end of the lesson, Ps will be able to

 Ask and answer about the family life

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 Discuss the family life, including the relation and responsibility of each member in the family.

2 Skill

 Develop speaking and listening skill

3 Attitudes

 Help Ps to be aware of benefit of sharing household chore and the role of family in everyone’s life

 Teach Ps to help their parents with suitable domestic chores at home

II New lesson

ACTIVITY 1: Name household chores

 Divide Ps into 6 groups

-work in group in three minutes,

brainstorming all the household

chores

-The secretary note down all the

household chores on A0 paper

-Exchange the answer to mark

Group 1  Group 4

Group 2  Group 5

Group 3  Group 6

 Checks the rule

(?) What to do now?

(?) How much time?

 Observes and gives help if necessary  Each member has to name household chores

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mark

Group 1  Group 4

Group 2  Group 5

Group 3  Group 6

 Ask Ps to work in pair in five minutes

 Provides student A with the questions

and student B with the answer

 Ask Ps not to see the partner’s paper,

A ask and B answer the questions

 Checks the rule

(?) Can you see your partner’s paper?

(?) How much time?

(2) What do you do now?

B: She has a younger sister A: Who work in Mary’s family?

B: Both her parents A: Who does the household chores?

B: All members A: What is her main responsibility in the family?

B: She washes the dishes, tidies up the house and lay the table.

A: What interest do they share closely?

B: They all like playing badminton and jogging A: Who does she share personal secret with?

B: (She share her personal secret with ) her mother A: Who does she talk to before making important decision?

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B: (Before making important decision, she always talks to) her parents

 Ask some pairs to practice in front of

the class

 Ask Ps to choose the pair Ps like most

by raising their hand

 Emphasize on questions used to ask

about family life

-Fluency Grammar -Pronunciation Lexical item

 Using questions in Activity 2, ask a

pupil about her family

 Ask her to choose a person and ask

these questions The pupils being

asked will have chance to choose

another pupil to talk with and

likewise

 Checks the rule

(2) What do you do now?

 Observes and gives help if necessary -The answer will vary

 Ask some pairs to practice in front of

the class

 Some pairs practice asking and answering questions about homelife

 The others listens to them

 Ask Ps to choose the pair Ps like most

by raising their hand

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1 Giving task

 Divide the class into groups of four

- work in groups in 5 minutes

- Choose the first person in each group as

an interviewee and the rest as interviewers

- The interviewer will in turn ask questions

about family life and the interviewee will

have to answer

- After 5 minutes, you will have three more

minutes to prepare for their presentation

- And I’ll choose at random each group a

person to present about the interviewee’s

family life

 Check the rule

- Ask 1 Ps to retell the rule in Vietnamese

 Listen to T’s rule

 Retell the rule in Vietnamese

- Làm viêc theo nhóm 4 người trong 5 phút

- Người đầu tiên trong nhóm sẽ là người bị phỏng vấn

3 người còn lại sẽ lần lượt đặt câu hỏi

- Sau 5 phút, cả nhóm sẽ có thêm 3 phút để chuẩn bị thuyết trình

-GV sẽ chọn ngẫu nhiên 1 người bất kỳ trong môi nhóm để lên báo cáo lại về cuộc sống gia đình của người được phỏng vấn

 Observes and gives help when necessary  The interview will vary

 Ask each group a person to present in front

of the class

 Some pupils present in front of the class

I’ve just had a talk with ……… In his / her family,…………

 The others listens to them

 Ask Ps to choose the pair Ps like most by

raising their hand

 invites Ps to give comments on other’s

performance

prepare for the next lesson (Unit 1- C

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Nguyen Thi Minh Duc

A Objectives

 Listen to two people talking about their family life and the influence of family to their lives

II New lesson

ACTIVITY 1: Warm-up: Things you like about your family

-work in group of 5 in three minutes

- each Ps report two things they like about

 Checks the rule

(?) What to do now?

(?) How much time?

-work in group of 5 in three minutes

- each Ps report two things they like about your family

-The secretary note down all the things on A0 paper -Exchange the answer to mark

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 Observes and gives help if necessary  Each member has to tell two things

mark

Group 1  Group 4

Group 2  Group 5

Group 3  Group 6

 Leed-in:

- Family is very important to people life It is

the base for one to step into the world with

confidence However each member can have

different feeling about it Today we have a

chance to know some of them

 Checks the rule

(?) What to do now?

(?) How much time?

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 Observes and gives help if necessary  Each member has to write the answer on the given space

2- F3- F4- T5- T

Group 2  Group 4

- listen to the tape again and fill in the blanks

individually first

- compare the answer with your partner in

one minutes to find the best answer

 Checks the rule

(?) What to do now?

- listen to the tape again and fill in the blanks individually first

- compare the answer with your partner in one minutes to find the best answer

 Call on some Ps for their answer  Expected answer

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-Result -The working style

- Work in group in 5 minutes

- Note down two different things about

Andrea’s and Paul’s families on A1 paper

-After 5 minutes, each group choose 2 people

stay in their group as presenters, the others

will visit other groups

 Checks the rule

(?) What to do now?

Work in group in 5 minutes

- Note down two different things about Andrea’s and Paul’s families on A1 paper

-After 5 minutes, each group choose 2 people stay in their group as presenters, the others will visit other groups

-Give comment after that

 Observes and gives help if necessary - Note down two different things about Andrea’s and Paul’s

families on A1 paper

-Result + handwriting -The working style

 Expected answer

- We have listened to two people talking about their family and do listening comprehension such as True or False, Gap-filling

IV Homework

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prepare for the next lesson (Unit 1- D

Nguyen Thi Minh Duc

A Objectives

 Write about doing household chores in their families

II New lesson

ACTIVITY 1: Warm-up: Miming

Time: 5 minutes

Procedure

1 giving task

 Choose 1 volunteer to go to the board

and mine the actions given by T

- Work in groups

- Look at the volunteer’s miming and

call out the phrase

- The first group to call out the correct

phrases get one point

- The group with more points wins the

- Look at the volunteer’s miming and call out the phrase

- The first group to call out the correct phrases get one

point

- The group with more points wins the game

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 Observes and gives help if necessary  Look at the volunteer and call out the phrase

1 clean the bathroom

2 do the cooking

3 shop for groceries

4 do the heavy lifting

5 do the laundry

6 take out the rubbish

7 wash the dishes

8 lay the table for meals

9 sweep the house

10 feed the dog

 Ask Ps to report the result  The answer will vary

Preparation: Last period, T divide Ps into 4 group and asks Ps to read a small piece of text at home

Group1:”My Dad … twice a week”

Group 2: “My Mum ….groceries shopping”

Group 3:”I do…once a week”

Group 4: “My younger sister’s responsibilities…the dog”

Procedure

1 giving task

 Uses “jig saw” technique and form 4

new groups by counting from 1 to 4

 Checks the rule

(?) What to do now?

(?) How much time?

- We have to share the information and complete the table

- We have to exchange the answer to mark Group 1  Group 3

 Distrube the task among all group members and be ready for the task

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 Observes and gives help if necessary  Share the information and complete the table

cleans the bathroom twice a week

Mum do most of the cooking and grocery

shopping

Lam do the laundry

take out the rubbish clean the fridge once a week

Her sister

prepare meals wash the dishes sweep the house feed the dog.

- Work individually in 2minute

- Complete your family chore charts

 Checks the rule

(?) What to do now?

 Listen to Ts’ rule

- Work individually in 2minute

- Complete your family chore charts

 Observes and gives help if necessary The answer will vary

 invites Ps to give comments on  comment on other’s performance

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 comments on Ps’ performance  listen to T’s comment

ACTIVITY 4: Write a paragraph about doing household chore in your family

- Work individually in 10 minute

- Write a paragraph about doing

household chore in your family

- Exchange your paper with your

partner, sitting next to you to mark

 Checks the rule

(?) What to do now?

- Listen to Ts’ rule

- Answer T’s questions if called

- Work individually in 10 minute

- Write a paragraph about doing household chore in your

family

- Exchange your paper with your partner, sitting next to you

to mark

 Observes and gives help if necessary The answer will vary

 Expected answer

- We have listened to two people talking about their family and do listening comprehension such as True or False, Gap-filling

IV Homework

prepare for the next lesson (Unit 1- E

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Period: … UNIT 1: HOMELIFE

E- Language focus

Nguyen Thi Minh Duc

A Objectives

 Revise verb tenses: simple present, present continuous, present perfect, simple past, past continuous, past perfect, simple future, future continuous, future perfect

II New lesson

ACTIVITY 1: Warm-up: Listen to the song “summer night” and fill in the blanks

- List all the verbs when listening to “Summer night”

- Exchange the paper to mark

 Observes and gives help if necessary -List all the verbs in the song “summer night” when listening

to it

 Ask Ps to report the result  Expected answer

1- Had 2- happened 3- met4- saved 5- showed 6- begun 7-went 8- don’t mean 9- turned

10- doing

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 Checks the rule

(?) What to do now?

(?) How much time?

G2 give the G1’s paper for G3 to mark and likewise until all groups receives result of 3 markers

- 1 point for a correct answer

mark

 Expected answer1-B 2-A 3-C 4-B 5-A 6-D 7-A 8-D 9-B 10-C

- 1 point for a correct answer

ACTIVITY 3: Choose the underlined part among A, B, C, or D that must be changed in order to make the sentence correct

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 Checks the rule

(?) What to do now?

(?) How much time?

- 1 point for a correct answer

mark

 Expected answer1-D 2-A 3-C 4-C 5-D 6-A 7-D 8-B

Group 1  Group 2 Group 3  Group 4 Group 5  Group 6 Group 7  Group 8

- 1 point for a correct answer

ACTIVITY 4: YOUR FAMILY FUTURE

Time: 10 minutes

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Techniques: Gallery walk Working ways: 4 groups

Procedure

1 giving task

- Work in group in 5 minutes

- Describe your future family

Checks the rule

(?) What to do now?

Work in group in 5 minutes

- Describe future family -After 5 minutes, each group choose 2 people stay in their group as presenters, the others will visit other groups

-Give comment after that

 Observes and gives help if necessary - The answer will vary

-Result + handwriting -The working style

 Expected answer

- We have reviewed verbtenses by doing such exercises as MCQs, Eror identification and future family description -Our group work skill and interpersonal skill are developed

IV Homework

prepare for the next lesson (Unit 1- D

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Period: … UNIT 2: CULTURAL DIVERSITY

A-Reading

Nguyen Thi Minh Duc

A Objectives

1/ Knowledge : By the end of the lesson, Ps will be able to

 Read the passage about “Cultural diversity” and do reading comprehension tasks

 Use the information they have read to discuss related topic

2/ Skill: Develop such reading micro-skills as Completing the table, True or False and MCQs

3/ Attitudes: Help Ps to be aware of differences among cultures

4/ Competences: Develop collaborative, problem-solving and communicative competences

B Teaching aids: English books 12, Handouts, Projector, A0 paper

C Anticipated problems: Ps may need to be provided appropriate linguistic resources so that they can complete

various learning tasks

D Teaching procedures

II New lesson: (40 minutes)

ACTIVITY 1: Warm-up: Ask students to list out the factors that create a happy life

∙ Observes and gives help if necessary

3/ Report the result

- asks the group leader to go to the black board to

present the answer

4/ Assess the performance

- asks Ps to give comment on other groups’work

- compares the answers and gives the comment

- distributes more factors to the task

Example: Respect, Sympathy, Trust…

 Leed-in:

- In a family, there are many important factors

leading a happy one Love is the most significant

thing However, there are some different ideas about

love and marriage in countries Today we will

consider about these differences in our reading in

Unit 2: Cultural diversity.

- listen to the task

- works in groups to list the factors as much as possible (Group from 6-10 people)

- (group leaders) go to present the answer

- listen and open the book

ACTIVITY 2: Multi-choice exercise

- tells Ps to read over the reading and choose the

answer that has the closet meaning to the underlined

- listen to the task

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2/ Completing task

- asks any student to present the answer

- asks Ps to give comment on other Ps’work

- read individually and do the task in pairs

- (each person) goes to present the answer

Possible answer:

1/ b2/ a3/ b4/ a5/ c

- give the comment

 Checks the rule

(?) What to do now?

(?) How much time?

Ask Ps to exchange their papers to mark

Group 1  Group 3

Group 2  Group 4

Give Ps the key (in slide)

 - Form new groups

- We have to exchange the answer to mark Group 1  Group 2 Group 3  Group 4

- 10 points for a correct answer Draw their small tables or boxes in front of them so that a student has one part on the poster There is the biggest odd part in the middle of the poste.

 Each member has to write the answer on the given space

 discuss the answers among group membersThe secretary in the group has to write the best ideas

on the biggest part in the middle of the poster

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- invites Ps to give comments on other’s

performance

- comments on Ps’ performance

listen to T’s comment

ACTIVITY 4: Discuss the question: What are the differences between a traditional Vietnamse family and

a morden Vietnamse family?

 Divide Ps into 4groups

- each Ps report two features of the mentioned family

-The secretary note down all the features on A0

paper

 Checks the rule

(1) What to do now?

2) How much time?

Group 1  Group 4

Group 2  Group 3

 Form new groups

- We have to work in 4 grous in five minutes

- each Ps report two features of the mentioned family

-The secretary note down all the features on A0 paper

 Choose the secretary of the group Each member has to write the answer on the given space

on the biggest part in the middle of the poster

 Each member has to give their ideasThe secretary in the group has to write the answer on A0 paper

 … exchange the answer to markGroup 1  Group 4

Group 2  Group 3

Possible answer :

* Number of children: big- small

* The house they like to have : small- big

* The head of the family: fathers-

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 Expected answer

- We have learned about the cultural diversit and do such reading comprehension exercises as T or F, table completion and MCQs

IV Homework (1 minute)

prepare for the next lesson (Unit 1- B

Nguyen Thi Minh Duc

A Objectives

- Ask and answer about cultural diversity

- Discuss information that relates to the differences between Vietnamese and American cultures

2 Skill: Fluency in expressing opinion and expressions for making a opinion

3 Attitudes: • Help Ps to be aware of the differences between some American and Vietnamse features

4 Competences

 Develop collaborative, problem-solving and communicative competences

C Anticipated problems

 Ps may need to be provided appropriate linguistic resources so that they can complete various learning tasks

I Class organization: (2 minutes)

ACTIVITY 1: Express your point of view on the following ideas, using the words or expressions in the box (Task 1)

- asks Ps to present their work

- listen to the Tc

- work in pairs

- presents their pair-work

- give the comment

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- compares the answers and gives the comment - listen to T’s comment

ACTIVITY 2: Finding out some Vietnamse features (Task 2)

- work in group in four minutes, brainstorm all the

corresponding features of Vietnamse culture.

-The secretary note down all the features on

A0 paper

 Checks the rule

(?) What to do now?

(?) How much time?

- asks Ps to present their work

 Form new groups

work in group in four minutes, brainstorm all the the corresponding features of Vietnamse culture

- The secretary note down all the features on A0 paper

- Exchange the answer to mark

Choose the secretary of the group

Each member has to name the corresponding features of Vietnamse culture

The secretary in the group has to write the answer on A0 paper

Group 2  Group 4

10 points for a correct answer

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ACTIVITY 3: Talk about the similarities and differences between Vietnamse and American cultures, using the features discussed in Task 2

 Still uses the previous group

 Tells Ps the rule

- prepare individually the requirement in two

minutes, then in turn one P talk about the

differences between Vietnamese and American

cultures in one minute before group mates, using the

features discussed in Task 2

- asks Ps to present their work individually

- asks a pesentative of each group to present in

front of the whole class

 Remain the groups

- prepare individually in two minutes

- (Each pupil) has to present their talk in front of their group’s members

- ( A presentative presents in front of the whole class)

Possible answer:

There are differences and similarities between Vietnamese and American cultures In America, there are two generations live in the same house In Vietnam, two, three or even four generations live under on roof It’s traditional for children to live near and take care of their parents so old people in Vietnam don’t live in nursing home as Americans do Americans don’t want to be asked about age,

marriage and income while it is acceptable in Vietnam

III Consolidation (2 mins)

Asks Ps some questions

Answer T’s questions

Expected answer

- We have shown out some differences between Vietnamse

and American cultures

IV Homework (1 min)

- Asks Ss to do the tasks again & write a

short passage about the differences and

similarities in celebrating a wedding

ceremony in Vietnam and American

 Listen to T and take note

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F- Listening

Nguyen Thi Minh Duc

A Objectives

- Listen and understand the conversation about the wedding ceremony in Vietnam

- Listen and fill the missing information in the gaps

- Listen and answer the questions about the wedding ceremony in Vietnam

- Know some more new words about wedding ceremony

 Develop collaborative, problem-solving and communicative competences

B Teaching aids: English books 12, pictures, cassette, disk, handouts and real objects

C Anticipated problems

 Ps may need to be provided appropriate linguistic resources so that they can complete various learning tasks

I Class organization: (2 minutes)

II New lesson ( 40 minutes)

ACTIVITY 1: Warm-up: Cross words

- Gives the cross words on the slide

- Reads aloud each clue, gets students say aloud the

answers

- Checks and corrects

- listen to the requirement

- ask the Tc if necessary

- try the best to find down the answer

- volunteer to answer individually

(Each student with a correct answer will be given a present.)

- Asks Ss to open the book

- Asks Ss to look at the pictures on page 24 and

discuss what is happening in each one by answering

- open the book

- listen to the requirement

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some questions

- presents some new words related to the listening

- Checks and corrects

- listen and repeat

- ask the Tc if necessary

- listen to the tape again and fill in the blanks

individually first

- compare the answer with your partner in one

minutes to find the best answer

 Checks the rule

(?) What to do now?

- Calls on some Ps for their answer

- - checks the answer with other Ps

- invites Ps to give comments on other’s performance

- compare the answer with your partner in one minutes to find the best answer

- compare the answer with a partner in one minutes

to find the best answer Suggested answers :

1 groom’s parents

2 red paper

3 altar

4 at the wedding banquet

5 wedding cards/ money

- give comment on other’s performance

- listen to T’s comment

- comment on other’s performance

-Result -The working style

- listen to the tape again and answer the questions

- listen to the tape again and do the task

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in task 2 (P25)

- compare the answer with your partner in one

minutes to find the best answer

 Checks the rule

(?) What to do now?

- Calls on some Ps for their answer

- invites Ps to give comments on other’s performance

- compare the answer with a partner in one minutes

to find the best answer Suggested answers :

1 The most important thing the groom’s family has

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

2 They would pray, asking their ancestors’permission to get married

3 After they pray and ask their ancestors’ permission

to get married

4 The wedding banquet is usually held at thegroom’s and bride’s home or at a hotel or arestaurant

5 They stop by each table to thank their guests

- give comment on other’s performance

- tells Ps the requriement

- devides the class in 4 groups

- asks each group member to present their own

answer, a secretary write down as many answers on

A1 paper as possible while listening their

partners’opinion

- asks the group’s leader to present his/her group’s

answers

- Calls on the group leader for their group’s

answer

- listen to the teacher requirement

- form new group

- give the answer for the question “What do families often do to prepare for a wedding ceremony.” individually

- ( the group leader) presents the answers of his/her group

- compare the answers with other groups Suggested answers :

+Suggestions answersThe wedding is very important to the bride and thegroom as well as the two families The wedding day

is carefully chosenm by the groom’s parents becausethey think that it will affect the future life of the newcouple Both families have to talk with each other todecide the place, the number of the guests and how tohold the banquet Not oly the bride and the groombut nearly all members in the two families have to besure in their best clothes on that day The altars od

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- invites Ps to give comments on other group’s

- give comment on other group’s performance

- listen to T’s comment

III Consolidation (2 mins)

Asks Ps some questions

Answer T’s questions

Expected answer

- We have listened the conversation about the wedding ceremony

in Vietnam -Our group work skill and interpersonal skill are developed

IV Homework (1 min)

- Ask Ss to write a short paragraph to

introduces about the wedding ceremonies in

Nguyen Thi Minh Duc

I OBJECTIVES:

By the end of the lesson, students will:

- Write a description about a symbol of the Vietnamese Culture: The Conical Leaf Hat

II TEACHING AIDS:

- Textbook, pictures, cassette, tape, handouts and real objects

- Ask Ss to look at the pictures and asks: What’s this?

- Ask Ss some questions:

1 Where in Vietnam do people often wear leaf hat?

2 Who wear it?

3 What form is it?

- Lead to the new lesson → Describing the conical leaf hat

* Pre- teach vocabulary:

- Give Ss some new words:

- Read once time and then asks Ss to repeat again

- Ask Ss to copy it down into their notebooks

- Look at the board

- Look at the pictures and answer:

P1:A line/a slopeP2:A conical formP3: A triangleP4: A leaf hat

- Work in pairsExpected answers:

1 Vietnam, Hue city

2 Girls, women

3 Conical form

- Listen and repeat

- Copy

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- Can ask Ss to close the book and answer some questions

1 Have you ever worn a conical leaf hat?

2 Have you ever seen a conical leaf hat?

3 If yes, what does it look like?

- T asks Ss to open the book on page 25, look at Task 1

- Explain Task 1:

You are going to write about the conical leaf hat or “nón lá”, a symbol of Vietnamese culture Look at the picture below , write Vietnamese equivalents for the English words:

- Suggest useful expression:

+To be made from: đợc làm bằng

- Call on some Ss to say out their answers

- Correct and give feedback

* TASK2- Give some suggested questions

1 What is a symbol of Vietnamese girls and women?

2 What is considered as a part of the spirit of Vietnamesenation?

3 What is it made from? 4 What does it look like?

5 What is the diameter? 6 How high is it?

6 How many ribs are shaped into a conical form?

7 What is it used for?

- Call on some Ss to say out their answers

- Comment and give feedback:

1 The conical leaf hat is a symbol of Vietnamese girls andwomen

2 It is also considered as a part of the spirit of Vietnamesenation

3 It’s made from a special kind of bamboo and young soft palmleaves

4 It has a conical form

5 The diameter is about 45 or 50 centimeters and it is about 25

or 30 centimeters high

6 Either 16 or 18 ribs are shaped into a conical form which isthen covered with palm leaves The leaves are sewn into rims

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

7 The conical leaf hat is used to protect people from the sun andthe rain.Wearing this conical leaf hat in summer sunny days, girlslook more charming.The hat also helps to protect theircomplexion and give them a cool feeling in such hot weather

*Following questions:

1.How many parts are there in your writing?/What are they?

2.What do you include in the main body?

- Ask Ss to write a passage of about 150 words about the conicalleaf hat of Vietnam, using the out line and information given(task 2- P.26)

- Ask Ss to work individually

- Go round the class to help Ss if necessary

- After that, asks Ss to exchange their writing

*Feedback to students’ writing:

- Collect some of Ss’ works to give feedback

- Should draw Ss’ attentions to the organization of descriptionand the language use , especially the verb tenses

Sample writing :

The conical leaf hat is one of the typical features of theVietnamese culture because it can not be found anywhere else in

- Ss listen to theteacher’s questions andgive the answers

The answer is optional

- Ss look at the picture

on page 25, work in pairs and finish task 1

2.Materials - shape andsize - process

- Ss write a passage ofabout 150 words aboutthe conical leaf hat ofVietnam, using the outline and informationgiven (task 2- P.26)

- Check and one good

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the world The leaf hat is not only a symbol of Vietnamese girlsand women but not also become a part of the spirit of theVietnamese nation.

The conical leaf hat is made from a special kind of bamboo andyoung and soft palm leaves Either 16 or 18 ribs are shaped into aconical form which is about 45 or 50 centimeters in diameter andabout 25 or 30 centimeters high The conical form is thencovered with palm leaves which are sewn into all ribs Finally,the hat is trimmed and painted with a coat of attar oil

The conical leaf hat is used like an umbrella to protect peoplefrom the sun and the rain Beneath the broad rims of the leaf hat,the girls and women look more pretty and attractive

Unfortunately they are now only used by pedestrians or thosewho ride bicycles

Student reads aloud in front of the class

4 Consolidation:(2mins): Retell the main points of this lesson.

5 Home work:(1 min)

- Ask Ss to write task page 19 in the student’s workbook

- Aks Ss to prepare for the next lesson: Unit 2: E Language focus

E Language focus

Nguyen Thi Minh Duc

I Objectives: By the end of this lesson, students will be able to:

- recognize the differences in pronunciation of the –ed ending sound

- revise the use of some tenses (past simple and present perfect)

II Language Focus:

- Grammar: revision

- New words: revision

III Teaching Aids: pictures, handouts, flipcharts

Game: Sound classifying

-T hangs on a flipchart with the verbs and the table below:

wash / wait / waste / cause / ask / phone / dance / end /

stop / watch / arrange / open

-T tells Ss that they are going to work in pairs to write the past tense

of the verbs in the correct column of the table according to the pronunciation of the –ed ending sounds

-The first pair who has the correct answer is praised-T calls on some Ss to go to the board, writing the verbs in the right column

-T checks with the whole class

Activity 1 – Listen and repeat

-T writes two sounds /s/ and /z/ on the board, reads twice first

-T explains the differences between the two sounds

-T guides Ss to practise pronouncing

-T asks Ss to look at the chart and elicit the pronunciation of the –edending sound

T  SsSsT

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Activity 2 – Practise these sentences

-T reads the sentences first as model

-T asks Ss to work in pairs to practice reading the sentences in theirtextbooks on page 27

-T invites some Ss to read the sentences aloud

-T makes correction if needed

-T prepares some sentences (handouts)

-T delivers the handouts to Ss and asks them to read the sentences

-T elicits the use of some tenses: present perfect, simple past, nearfuture tense, present continuous from Ss, then T asks them to do theexercise in their textbooks

-T invites some Ss to give out their correct answers

-T check with the whole class

-T asks Ss to work in pairs to complete the conversation with thecorrect form of verbs in the box

-T goes over the answers with the whole class

-T calls on some pairs to act out their conversations

* Expected answers:

1 Have you seen / saw / am going to see

2 drank / have not drunk / drank

3 has written / Did she write / wrote

4 have been cooking / have cooked / have cooked

Activity 2: Complete the passage (Exercise 2, p.28)

-T gets Ss to read the passage and choose one correct answer whichbest fits each gap

-T goes around to control and gives helps if necessary

- T gives the feedback and correct answers

-T asks Ss to do the exercise 3 in their textbooks

- T asks Ss to prepare Unit 3 – READING

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Class Date of planning Date of teaching Signed date: ……….

Nguyen Thi Minh Duc

A Objectives

1/ Knowledge : By the end of the lesson, Ps will be able to

 Read the passage about way of socializing and do reading comprehension tasks

 Distinguish the term verbal with non – verbal communication and be updated with a range of related

vocabulary such as waving, nod slightly, raise hands, pointing

 Use the information they have read to discuss related topic

2/ Skill: Develop such reading micro-skills as Completing the table, True or False and MCQs

3/ Attitudes: - To encourage Ps work in pairs and groups

4/ Competences: Develop collaborative, problem-solving and communicative competences

C Anticipated problems: Ps may have difficulties getting the right information since the text is long and

difficult to understand

ACTIVITY 1: Warm-up: Matching

- Have Ps look at the pictures showing facial

expressions and match the pictures with suitable

- Asks some Ps to go to the black board to present

the answer

- asks Ps to give comment on other work

- Listen to the teacher

- Work in pairs to match the pictures with suitable expressions

- Some Ps go to present the answer

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1/ Giving tasks:

Have Ps work in pairs, giving the Vietnamese

equivalents of the words and phrases in task 1 by

using such questions as:

- Could you tell me the meaning of in

Vietnamese?

- What does mean in Vietnamese?

- What is the Vietnamese equivalent of ?

Ask some Ps pairs to give their answers in front of

the class

Ask Ps to give comments on other’s performance

Comment on Ps’ performance

- Listen to the teacher

-Work in pair to do the task Depend on the class’s level, Ss can explain the words and phrases in English before giving their meanings in Vietnamese.-Some Ps pairs give answers in front of the class

Suggested answers:

1 verbal: spoken rather than written

2 non – verbal: not using spoken language

3 attract someone’s attention: make someone

7 approach: the way of considering st/sb

8 a slight nod will do: a slight not will be

+ Divide Ps into 4groups

+ Tell Ps the rule

- Each group has to discuss the three given titles

then choose the most suitable one for the passage

and give reasons for their choice.

-The secretary note down on the paper

+ Checks the rule

(1) What to do now?

2) How much time?

+ Form new groups+ Read the rule in slide

+ Answer T’s questions if called + Expected answer:

- We have to work in 4 groups in five minutes

- Each group has to discuss the three given titles then choose the most suitable one for the passage and give reasons for our choice.

-The secretary note down on the paper -Exchange the answer to mark

Group 1  Group 4

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Observes and gives help if necessary

Group 1  Group 4

Group 2  Group 3

performance

Group 2  Group 3

+ Choose the secretary of the group Each member has to write the answer on the given space

+ Discuss the answers among group members+ The secretary in the group has to write the best ideas on the biggest part in the middle of the poster+ Each member has to give their ideas

The secretary in the group has to write the answer on the paper

+ Exchange the answer to markGroup 1  Group 4

+ comment on other’s performance

 Checks the rule

(?) What to do now?

(?) How much time?

 - Form new groups

- We have to exchange the answer to mark Group 1  Group 2 Group 3  Group 4

- 10 points for a correct answer Draw their small tables or boxes in front of them so that a student has one part on the poster There is the biggest odd part in the middle of the poste.

 Each member has to write the answer on the given space

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