- Ss read the questions in Task 2 carefully, listen to the tape for three times and answer the question 1.. The most important thing the groom’s family has to do on the wedding day [r]
Trang 1Së GD&§T B¾c Giang Trêng THPT Lôc Nam
Gi¸o ¸nM«n: TiÕng Anh
Trang 2- To help students learn English 12 effectively To give students some supporting
sources
B Objectives:
- Ss know the requirement of different tests within English 12 Students know
how to learn English 11 effectively Students can find some useful sources to
learn English 10
C Teaching aids:
- English 10, referent books
Teacher’s activities Students’ activities
I Warm up:
Activity 1: individual work: answer the teacher’s question:
- How are you?
- How can you learn English?
II Presentation:
- Teacher: We have done a lot of tests Today we recall some test
type and how to do them effectively
III The main content of the lesson:
A Listening tests.
1 Multiple choice questions
2 True - False statements
3 Open - ended questions
4 Grid - filling/ Completing charts with facts and figures
5 Gap - filling
6 Identifying objects/people/speakers’ tones
B Reading tests.
1 Multiple choice questions
2 True - False statements
3 Open - ended questions
4 Grid - filling
5 Gap - filling/ Cloze
6 Matching (jumbled headings with paragraphs / written
descriptions with pictures of the items or procedure they
describe)
7 Transferring written information to charts, graphs, maps, etc
8 Choosing the best summary of a paragraph or a whole text
C Speaking tests.
1 Prompts / Picture prompts
2 Asking and answering questions (Interview)
3 A set of topics
4 Role - plays
5 Information gap activities
6 Decision - making activities
7 Using pictures for candidates to compare and contrast
D Writing tests.
Guided writing tests:
1 Gap - filling
- Work individual
- Answer the teacher’s questions
- Listen to the teacher
- Listen to T’s explanation about sixtopics
- Listen and take notes in their notebooks
- Listen and take notes in their notebooks
Trang 32 Punctuating a text
3 Re - ordering words / sentences
4.Summary writing based on texts
Free writing tests:
- Sentence writing (e.g a set of instructions for some common
task)
- Paragraph writing (e.g writing leaflets / brochures)
- Letter writing (e.g transactional letters)
- Essay writing (e.g writing compositions and stories)
From above, with in the curriculum we have these kind of test
for each term
- Oral test: you must have from 1 - 3 scores
- Fifteen minute test: 3 tests
- Forty - five minutes test: 2 tests
- Term test: 1 test
IV Home Work:
- Summarize this lesson
- Work in pairs and make a smallconversation with a friend
By the end of the lesson, students will:
- Review all of the knowledge of grade 11
- Know how to study and learn English 12
B TEACHING AIDS: Textbook, pictures, cassette, tape
C PROCEDURE:
Method: mainly communicative
Teacher’s activities Students’ activities
Greeting, introduce, get acquaintance with the students
A Revision
- Elicit all of the knowledge and language skills of grade 11
1.Verbs tenses ( present simple, past simple, past progressive, past
perfect……….)
I HIỆN TẠI ĐƠN (Simple Present):
Hình thức: Subject + V(es,s)
1 Diễn tả một thói quen hoặc một việc thường xuyên xảy ra ở hiện tại
Ex: - We come to school on time everyday
- My mother always gets up early (Mẹ tôi luôn thức dậy sớm)
■ Dấu hiệu thì:
a Cách dùng này thường có các trạng từ chỉ sự thường xuyên:
• rarely: ít khi • usually: thường thường
• sometimes: đôi khi • seldom: hiếm khi
• never: không bao giờ • always: luôn luôn
- Take notes
- Listen to the teacher
- Give some examples on theboard
1/ I usually go to school in the
Trang 4• often: thường • occasionally: thỉnh thoảng
• hardly ever: hiếm khi • everyday: hàng ngày
b Các kết cấu đi với every như:
• every week: hàng tuần
• every month: hàng tháng
2 Diễn tả một sự thật hiển nhiên, một chân lý
Ex: - The Sun rises in the East (Mặt trời mọc ở phương đông)
- The Earth moves around the sun (Trái đất xoay quanh mặt trời)
3 Diễn tả sự thật tương đối bền vững
Ex: - Your sister speaks English well (Chị của bạn nói tiếng Anh giỏi)
- Dick writes novel (Dick viết tiểu thuyết)
- Children need love and affection (Trẻ em cần tình yêu và sự ấp ủ)
II HIỆN TẠI TIẾP DIỄN (Present Continuous)
Hình thức: Subject + am / is / are + V-ing
1 Chỉ một sự việc đang xảy ra ở hiện tại, lúc ta đang nói
Ex: - The farmers are working in the fields now
- My mother is cooking in the kitchen at the moment
■ Dấu hiệu thì:
a Trong câu thường có các phó từ:
• now: bây giờ
• at the moment: vào lúc này
• at present: vào lúc này
b Trong câu bắt đầu bằng những từ gợi sự chú ý như:
• Look! Coi kìa
• Listen! Nghe kìa
• Hurry up! Nhanh lên
Ex: - Look! The boys are fighting (Coi kìa, bọn trẻ đang đánh nhau)
- Listen! They are speaking English
- Hurry up! The bus is coming (Nhanh lên! Xe buýt đang tới rồi kìa)
c Trong câu có cụm chủ vị có từ WHILE (Trong lúc)
Ex: - I’ll think it over while I’m having my lunch
2 Diễn tả một việc được xếp đặt xảy ra trong tương lai
Ex: - What are you doing this evening? (Chiều tối nay bạn định làm gì)
- We are going to Paris on Friday
III HIỆN TẠI HOÀN THÀNH (Present Perfect)
Hình thức : Subject + Has / Have + Past Participle
1 Để diễn tả một việc đã xảy ra trong quá khứ mà thời gian không xác
định rõ
Ex: - He has lived in England before
- We have gone to Dalat several times
- She has already seen that film (Cô ta đã xem phim đó rồi)
- He’s never been there (Anh ta chưa từng ở đó)
- They haven’t finished their work yet (Họ chưa làm xong việc)
- Have you ever spoken Russian before?
4/ I speak English very well
- Write them on their notebooks
- Take notes
- Listen to the teacher
- Give some examples on theboard
1/ I am looking for the latestnewspaper now
2/ They are watching a sport gameshow at the moment
- Write them on their notebooks
- Take notes
- Listen to the teacher
- Give some examples on theboard
Trang 5• already: rồi, đã rồi • several times: vài lần
• never: chưa bao giờ • never before: trước đây chưa bao giờ
• yet: chưa • ever: đã bao giờ
• ever before: trước đây đã bao giờ
2 Để chỉ một việc đã bắt đầu xảy ra trong quá khứ và hiện đang còn xảy
ra
Ex: - So far he has had no trouble
- He has lived here for five years
- His father has been ill during the last two week
■ Dấu hiệu thì:
Trong câu thường có các trạng từ chỉ thời gian:
• so far: cho đến nay • up to now: cho đến nay
• up to the present: cho đến lúc này • since then: kể từ lúc đó
• since: kể từ khi • for: trong (khoảng thời gian)
• in / during the last + 1 khoảng thời gian
3 Để diễn tả một hành động mà thời gian nó chưa kết thúc
Ex: - He has smoked ten cigarettes today
- I haven’t seen her this week (Tuần này tôi không gặp cô ấy)
■ Dấu hiệu thì:
Trong câu thường có các phó từ như:
• today: hôm nay
• this week: tuần này
• this month: tháng này
• this term: học kỳ này
• this year: năm nay
4 Để chỉ một sự việc vừa mới xảy ra so với hiện tại
Ex: - I have seen him lately (Gần đây tôi có gặp anh ấy)
- She’s just gone out (Cô ta vừa mới đi khỏi)
■ Dấu hiệu thì:
Cách dùng này thường có các từ như:
• just: vừa mới
• recently: gần đây
IV.Past continuous :
+ Form : Was / were + V-ing
+ Use :
* Use the past Continuous to indicate that a longer actoin in the past was
interrupted The interrupted is a shorter action in the Simple Past or a
specific time Remember this can be a real interruption or just an
interruption in time
E g : - I was watching TV when she called
- Last at 6 PM , I was eating dinner
* When you use the Past Continuous with two actions in the same
sentence, it expresses the idea that both actions were happening in the
same time The actions are parallel
E.g: I was studying while he was making dinner.
3/ She has just gone out
4/ I have already finished my
homework
- Write them on their notebooks
- Take notes
- Listen to the teacher
- Give some examples on theboard
1/ I was studying my lessons when
he came
2/ We saw him while we were
Trang 6- Summarize this lesson.
- Ask Ss to prepare unit 1 “Reading” walking along the street.3/ They were playing chess at 4
o’clock yesterday
- Write them on their notebooks
- Prepare unit 1 “Reading”
By the end of the lesson, students will:
- Understand more about home life
- Use vocabulary related to the topic of the lesson through exercise
B TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE:
- Method: mainly communicative
Teacher’s activities Students’ activities
I Warm up
- Ask Ss to work in groups and tell about their
family
- Suggestions
1 How many people are there in your family?
2 What is your father’s job?
3 What is your mother’s job?
- Go around the class and control
- Call on some Ss to present
- Feedback
- Short introduction the types of family (show the
pictures)
Nuclear family
- Nuclear family consists of the father, the mother,
and the children
Extended family
- Extended family consists of the grandparents,
aunts, uncles, cousins, nephews, nieces, and
in-laws, (relatives through marriage)
SINGLE PARENT FAMILY
- A single parent family consists of the children
and one parents either the father and the mother
+ In USA, single parent families are popular
- Group work
- Discuss
- Present
Trang 7+ In Viet Nam , there are more and more the
type of single families
BLENDED FAMILIES OR STEPFAMILIES
- A family in which both parents have been
divorced, each with their own children they
remarry and bring both sets children into the
marriage
+ It consists of stepparents, stepsister,
stepbrother, halfbrother and half sister
II Before you read
Pairs work
- Have Ss to look at the pictures in the textbook
and answer questions
1 Who do you think they are?
2 Where is the family?
3 What is each member doing?
4 Is the family happy? Why/why not?
5 Are there any pets? What are they?
6 What are they doing?
7 Do you like having pets in your house?
8 What pets do you want to have?
Call some pairs to answer and give feedbacks
- Introduce the text
Explain some new words:
- Introduce and explain the meaning of the new
words
1 Caring (a): paying attention to the others
2 To run the household
- Read aloud and ask Ss to repeat
- Explain new words in Vietnamese if necessary
III.While-reading:
- Ask Ss to listen to the tape
- Ask Ss to read the passage silently to understand
- Depend on Ss
- Answer
- Listen to the tape
- Read the passage silently
- Find out new words
- Read the passages
- Listen to teacher’s reading
- Read the text by self
- Read the task
- Read through 5 sentences
- Work in pairs
Trang 8a Task 1 : Choose the best answer
- Get Ss to read the requirement of task1
- Ask Ss to read through 5 sentences and T helps
them if necessary
- Ask Ss to work in pairs and choose the answer
- Get Ss to share the answers with their groups
- Call 2 Ss of 2 groups to write down the answers
- Check and give feedbacks:
- Let Ss explain some sentences if necessary
b Task 2 : Answer the questions:
- Check if Ss can answer the comprehension Qs
without reading the text again If Ss cannot, T gets
them to read the Qs carefully and underline the key
- Comment and gives feedbacks
IV After you read
- Give some Ss handouts and ask them to fill in the
table the missing information from the reading text
- Check and give feedbacks
- Let Ss compare the family described in the text
with your own family (basing on the handouts)
- Tell each group to choose a secretary to note
down all of others’ ideas
- Ask the secretary to report their ideas
- Comment and corrects Ss’ mistakes
V Homework:
- Ask Ss to learn the new words by heart, read and
translate the text, do the tasks again
- Prepare the section B (The Speaking part of Unit
- Share the answer
1- B; 2- C; 3- A; 4- B ; A;
3 The daughter helps with householdchores: she washes dishes and takes outthe garbage She also looks after theboys/her younger brothers The fathersometimes cooks/does some cooking ormends things around the house atweekends
4 She attempts to win a place atuniversity
5 Because they are very closed – knitand supportive of one another They oftenshare their feelings and wheneverproblems come up, they discuss themfrankly and find solutions quickly
Work in groups
- Check
- Work in groups
- Report their ideas
- Listen and comment
Trang 9one) - Learn the new words by heart, read and
translate the text, do the tasks again
- Write down the homework requirements
By the end of the lesson, students will:
- Understand more about home life, the relationship and responsibilities of
- Method: mainly communicative
Teacher’s activities Students’ activities
I Warm up: Network
- Ask Ss to find out as many as possible words
related to household chores
- Call some Ss to write on the board
- Give comments
II Pre speaking:
Task 1: Read the following statements and
tick the ones that apply to you and your
family.
- Ask Ss to work in pairs, exchange the ideas
- Walk around and help them
- Call some Ss to talk about their families in
- Hanging dry the clothes
- Repairing / mending things
- Taking care of the baby
- Taking out the garbage
- Work in pairs
- Present in front of the class
Feedback:
In my family both my father and mother go
to work Almost all members of my familyshare the household chores Washing thedishes and cleaning the house are what Ioften do help my parents We all likewatching films on TV when we have freetime at weekends The person I often share
my secrets with is my sister I always ask
my parents for advice before making an
Household chores
Trang 10front of the class, using the information in task
1
- Give feedback
III.While speaking:
Task two:
- Guide students how to practise
- Ask students to work in pairs
- Help the students with new structures
- Give some special expressions
* Could you tell me who… ?
* By the way who in your family …… ?
* What about your … ?
- Walk around and help them
- Call some pairs of student to stand up and
report before the class
- Correct their mistakes
Task 3 : Ask about your partner’s family
- Ask Ss to study the table carefully
- Have the Ss to work in pairs, asking about the
partner family life, noting down the answers in
the table
- Call some pairs to act out in front of the class
- Give comments
IV Post speaking :Report the information
- Have Ss to work in pairs
- Call some Ss to report in front of the class
- Correct and give comments
4 What’s your responsibility in the family?
5 What exactly do you have to do?
6 How do you share the household chores?
7 What interests do your family membersshare together?
8 What do your family members often dotogether in your free time?
9 Who do you often share your secretswith?
10 Who do you often talk to before making
A: Who works in your family?
B: Both my parents My father is anengineer and my mother is a teacher Theywork 8 hours a day
A: Do you help them with the householdchores?
B: Of course I help my mother in thekitchen and wash the dishes
A: What about your father?
B: He cleans the floor and sometimes when
my mom is out of on business he cooks forus
A: What interests do your family membersshare closely?
B: Watching films We often watch films on
TV on Saturday evening when everybody isfree
A: Who do you often share your secretwith?
B: Mother I think she understand me well.A: So she is the person you often talk tobefore making an important decision?
Trang 11V Homework:
- More practice the main topics at home
- Prepare the section C (The Listening part of
to help with the housework He cleans thehouse and sometimes when B’s mom is out
on the business All the members of herfamily enjoy watching films together onSaturday evening She shares her secret withher mother because she thinks that hermother understand her well ;however, bothparents help her make important decisions
- Practice the main topics at home
- Prepare the section C (The Listening part
By the end of the lesson, students will:
- Understand more about home life
- Develop listening skills: listening for main ideas and specific information
B TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE:
Method: mainly communicative
Teacher’s activities Students’ activities
I Warm up: Jumbled word
- Rearrange the letters to make a meaningful
word
RINENOU
-> REUNION
-> Family reunion
Trang 12- Which word can go with “reunion”?
II While you listen:
* Describing the picture.
- Ask students to work in pairs, look at and
describe the picture (p16), using the cues:
1 What is happening in the picture?
2 How many pictures are there?/ Who are
they?
3 How are they feeling? / How do they
look?
- Call some students to answers
- Give feedback and introduce the topic of the
lesson:
Lead- in: In today’s listening section, you’ll
hear the conversation between Paul and Andrea
talking about their family
- Introduce some new words to students by
using pictures or by using definitions in English
Teacher asks students to repeat the words on
the black board
Teacher has students pay much attention to
the words and how they’re pronounced and tells
students that they’re given cues helping them to
listen to the text well
* Vocabulary: Listen and repeat
- Play the tape and ask Ss to read after the tape
twice
- Explain new words :
- Leftovers / `left әu vәz/ thức ăn thừa
- Spread ( v) out /spred/ trải ra
1 To reserve: = to book sth in advance:
đặc trước
2 Coach (n): xe chở khách đường dài
3 To spread out: to cover a large area
- Look at the pictures
- Answer the teacher's questions
+ They are having a big…
+ Many people
+ Very happy
- Students repeat individually and in chorus
- Students listen to the tape carefully
- Read through the questions
- Work individually to do the task
Trang 134 Leftovers: food that has not been eaten
at the end of a meal
5 Flight (n): a journey made by air,
especially in a plane: chuyeán bay
III While you listen:
Task 1 : Listen to the conversation between
Paul and Andrea and decide whether the
statements are T or F and then correct the
false statements
- Ask students to read through the questions
- Play the tape two times
- Ask Ss to do individually then compare the
answer with a partner
- Play the tape again, have students listen and
check the answers
- Call some Ss to give the answers
- Checks and gives feedback
Task 2: Note down two things that are
different about Paul’s and Andrea’s families.
- Ask students to read through the questions
- Let them do the task without listening again
- Play the tape twice
- Ask students to do Task 2 then compare the
answer with a partner
- Play the tape again, have students listen and
check the answers
- Ask some students to read the answers
- Check and give feedback
IV After you listen: Discussing
- Ask Ss to work in groups, discuss the
questions:
The importance of family in a person's life
- Ask some students to present their discussion
- Compare the answers
4 T (There are 4 children in Paul’s family)
5 T (There are too many people to cook for, they end up going out to dinner a lot)
- Read through the questions
- Work individually to do the task
- Try to do the task without listening again
- Compare the answers
- Listen again and check the answers
Answer:
His familymembers are notvery close
His family is aclose - knit one
The families ofteneat the meal themother cooks athome
The family oftengoes out to eatwhen they gettogether
- Work in groups, discuss the questions
- Report their discussion
Answer:
Family is very important It’s a place where people can share their secrets and find solutions to problems that arise Only in family, we can enjoy love and comforts We are sure to be welcome back when we have disappointments or failures in life
Trang 14in front of the class.
- Give feedback
V Homework:
- Ask Ss to summarise main points
- Write about family reunion
- Prepare Part D
- Summarise main points
- Write about family reunion
By the end of the lesson, students will:
- Understand more about home life
- Develop writing skills: Writing for main ideas and specific information
B TEACHING AIDS:
- Textbook, pictures, handouts and real objects
C PROCEDURE:
Method: mainly communicative
Teacher’s activities Students’ activities
I Warm up:
- Ask Ss to work in pairs and answer some questions
1 Do your parents often let you go out in the
evening ?
2 Are you allowed to use your family motorbike?
3 Are you allowed to do the household chores?
- Call on some pairs to present their answer in front
of the class
- Feedback
Lead in : In today’s lesson, you’re going to write a
letter about your family rules
II Pre writing: Group work
Task 1: What rules do you have in your family?
+ Have students revise the verbs
1 My parents don’t let me come home late
2 My father permits me to use the family motorbike
3 I have to do the household chores
- Ss work in groups
1 During the school year, I am not allowed to comehome late / watch TV …
Trang 153 My parents allow me……….
4 My parents want me not………
- Ask some Ss to go to the board to write down their
sentences
- Together with Ss finds out the mistakes and corrects
them
III While writing:
Task 2: Write a letter to a pen pal about your
family rules
- Ask Ss to work in groups and use the ideas they
have written above to write a letter about their
family rules
- Go around to offer help
- Call four representatives of four groups to go to the
blackboard to write down their letters
- Together with Ss finds out the mistakes and corrects
them
- Give feedback on Ss’ work
- Point out some common mistakes made by Ss when
doing this writing task
IV Post writing:
- Ask Ss to make a conversation about the content of
- Ask Ss to rewrite at home
- Prepare the section E (The Language focus part of
Unit one)
2 I have to clean my house / do the washing
3 My parents allow me to watch TV / go out with myfriends on Saturday or Sunday…
4 My parents want me not to stay up late / chat with
my friends on the phone
- Ss work in groupsDear Mary,
Today, I have something interesting to tell you It’s
my family’s rules Every family has its own rules.Mine has a few First, during the school year I’mallowed to watch TV until I have finished myhomework Sometimes my parents let me go outwith my friends on Saturday or Sunday, but I mustcome home early Second, in my family everybodyhas to do their share of the household chores Andmine are doing the washing and preparing meals.Third, my parents want me not to chat on the phonemore than ten minutes How about your family rules?
I am very happy with my family My parents reallylove me and take good care of me
Love,Daisy
- Work in pairs
A Do your parents let you go out in the evening?
B Sometimes on Saturday or Sunday
A Are you allowed to watch TV?
By the end of the lesson, students will:
- Distinguish and pronounce correctly the ending sounds / s, z /
Trang 16- Use correctly the Simple past, past continuous and present perfect
B TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE:
Method: mainly communicative
Teacher’s activities Students’ activities
I Warm up: Tongue twisters.
- Hang a poster on the B.B, Ask Ss to read the
tongue twisters as quickly as possible If one
read 3 times he wins
- She sees Susie sitting in a shoe shine shop.
- Where she sits she shines, and where she
shines she sits
- Ask Ss to pick out the word containing the
ending sounds / s, z / and put in the correct
column
- Write on the B.B
II Pronuciation:
+ Listen and repeat:
- Read and ask students to listen and compare
the difference betweet / z / and / s /
- Let students listen again and to repeat
- Write some words on board and ask students
to read them aloud
+ Practise these sentences:
- Read one before then read again and ask
students to repeat
- Ask students to practise themselves
- Walk around and help them
III Grammar: Tense revision
1 Tense revision :
- Hang a poster, Ask Ss to do the exercise
Poster : Use the correct tenses: simple past,
past continuous or present perfect.
1 When you (buy) that car?
- I (buy) it 2 year ago
2 At this time yesterday we (play) football
3 At 7 p.m last Sunday we (visit) the zoo
4 When I (have ) dinner, my friend (call)
5 I (already / see )Titanic
- Call a student to do on the B.B while the other
Read the tongue twisters
/ s / / z / sits sees
shines
+ Listen and repeat:
- Listen and practise
+ Pratise these sentences:
- Listen and repeat
- Practise in pairs
Do exercise individually-> 1 did….buy ; bought
2 were playing
3 were visiting
4 was having ; called
5 have already seen
- Take note
- Remarks
Trang 17practice individually.
- Correct and give feedback
- Ask Ss to remark the uses of these tenses, give
comment
Remarks
* Simple past is used to denote an action
happening at a specific time in the past with no
relating to the present
* Past continuous is used to express action that
was in progress at a specific time in the past; it
is also used to express action that was in
progress when something else happened
2, Practice: Exercises 1 (p.18) ; Ex 2 ( p.19)
- Ask Ss to do exercises provided in the books
- Have them do individually, and then compare
the answers with the partners
- Call Ss to give the answers
- Correct and give feedback
* Additional exercise: Choose the best
answers
1 The man got out the car,… round to the back
and opened the boot
A walking B walked C walks D
3 After I had had lunch, I… for my bag
A looked B had looked C have looked
D look
IV Homework:
- Ask Ss to do the exercises again at home
- Prepare Unit 2 (The reading part of Unit 2)
- Do exercises
Exercises 1 : Underline the most suitable…
1 Have you seen
2 Have you enjoyed
3 Has been married
4 Did you give ; saw
5 Didn’t listen
6 Have you two met
7 Did you meet
Exercises 2 Which answer best fit each …
- Do the exercises again at home
Trang 18A OBJECTIVES:
By the end of the lesson, students will:
- Understand some more about the senses and personal experiences directly related to the sense
- Improve their reading skills
B TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE:
Method: mainly communicative
Teacher’s activities Students’ activities
I Warm up: Network
Competition game – network
- Prepare a hand out with a network of the
word’ a Marriage” and ask Ss the Question
- What things make a marriage happy?
Marriage
- Divide the class into 8 groups and give each
group a hand out
- Ask Ss to complete the network
- The winner will be the group completing the
network in the shortest period of time
- Ask students to look at the pictures and work
in pairs to ask and answer the questions
- What can you see in the pictures?
- What are the differences between them?
- Call students to answer before the class
- Feedback
- Lead to the lesson
II Before you read:
* Pair works:
- Ask Ss to work in pairs and discuss the
question
+ Which of the following factors is the most
important for a happy life? Why?
- Love a nice house / flat
- Money, a good job
- Parents’ approval good health
- Ask Ss to talk before the class and give the
reason why The other can asks Questions
*Vocabulary:
- Give some main words to present using
vocabulary technique to teach
Trang 19III While you read:
- Ask Ss to read the text silently to do the tasks.
Focus on the phrases physical attractiveness;
confiding; partnership of equals and trust built
on love…
- Open the tape T can ask 1 or 2 good student
to read the text aloud
*Task 1 Explain the meaning of the word/
phrases:
- Ask Ss to read the sentences silently to
understand what to do
- If Ss have any problems, T might be able to
help them by giving the instruction
- Give handouts Matching
1.Precede a happen or exist before
2 Determine b tell some – one about
4 Sacrific d find out
5 Obliged e willingly stop having
something
y
ou wan
- Go around for help
- Call on Ss to read aloud what they do
- Give feedback and correct answers
- Get Ss to read the sentences in task loud what
they do the other can translate them into
Vietnamese pairs by pairs
* Task 2 Answer the following questions:
- Get Ss to read the whole text silently to
answers the question
- Ask them to work in pairs or groups ask and
answer the questions
- Call on some Ss to answer in front of the
class
- Give feedback
IV After you read:
- Divide class into small groups of 6 or 8 and
ask them to discuss the question: What are the
differences between a traditional Vietnamese
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?
- Read the passage silently
- Individual work/ group work and pair work
or a husband
3 The Indian students agree that a woman
Trang 20- Ask Ss to learn the new words by heart, read
and translate the text, do the tasks again
- Prepare the section B (The Speaking part of
Unit two)
has to sacrifice more in a marriage than a man
4 The American wife trusts her husband to
do the right thing because he loves her notbecause he has to do
5 The main finding of the survey is thatyoung Asians are not as romantic as theirAmerican counterparts
- Pairs work
* Number of children: more
* The house they like to have : big
* The head of the family: fathers …
- Learn the new words by heart, read andtranslate the text, do the tasks again
- Prepare the section B
By the end of the lesson, students will:
- Understand more about differences among cultures
- Discuss information that relates to the differences between Vietnamese and American cultures
- To improve the students’ speaking skills
B TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE:
Method: mainly communicative
Teacher’s activities Students’ activities
I Warm up:
- Give two tables and ask Ss to work in groups of
three or four to complete the table
Give a picture
- Ask Ss to look at the picture and answer
- Do the task
Trang 211 What are they doing?
2 Can you guess where they are?
3 In Viet Nam, do people often kiss in
public? Why or Why not?
4 What about in America?
- Lead to the new lesson Today we will learn
about the differences between Vietnamese and
American cultures
II Pre - speaking:
Task 1
- Ask Ss to open the book on page 22
- Ask Ss to read the sentences in the box in Task 1
- Some special expressions
I think / feel / believe… I don’t agree……
In my opinion …… It’s not true……
For me… That’s true /
wrong /…
- Ask Ss to express their point of view on the
following ideas, using the words or expressions in
the box
● In Vietnam, there are three or even more
generation may live in a nhome
● A happy marriage should be 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
- T can make a sample conversation with a student
Sample
T: I think a happy marriage should be based on
love.
S: I quite agree with you Life will be terrible if
there is not true love between a husband and a
wife.
T: But in some Asian countries love is supposed to
follow marriage, not precede it.
S: For me, I don’t think it’s true (What will
happen if there is no true love even after
marriage) How can two people who don’t love
each other live happily in the same house?
1 They are kissing
2 In the public / In the street
3 No, they don’t It’s impolite
- Ss read after the teacher
- Students choose some of these ideas andthen use the expressions in the box toexpress their points of view
- Ss work in pairs
- Ss read task 2
Trang 22- Go round the class and helps Ss if necessary.
- Can divide the class into the suitable groups
III While-speaking:
Task 2
- Ask Ss to look at task 2 on page 23 and tells
them to read the typical features of the American
culture in pairs, and then discuss and find out the
corresponding features of the Vietnamese culture
- Help Ss with the new words and the
pronunciation
- Give Ss some expressions to help them practice
the conversation easily
- Ask Ss to work in pairs to do the task
- Call on some pairs to give their ideas
- Correct and give feedback
IV Post speaking:
Task 3: Talk about the similarities and
differences between Vietnamese and American
in cultures
- Explain how to do the task 3
- Ask Ss to read the answer of task 2 again before
doing the task 3
- Ask Ss to work in groups of four
- Call on some pairs to give their ideas
- Correct and give feedback
V Home work:
- Ask Ss to work the tasks again
- Ask Ss to write a short passage about the
differences and similarities in celebrating a
wedding ceremony in Vietnam and American
- Groceries are bought everyday
- Tet (Lunar New Year) is the mostimportant
- Children often sleep with their parentsTake note
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 tradiotional 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……
- Write a short passage about thedifferences and similarities in celebrating
a wedding ceremony in Vietnam andAmerican
Trang 23- 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
B TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE:
Method: mainly communicative
Teacher’s activities Students’ activities
I Warm-up: Cross words
- Give the cross words on the
additional board
- Read aloud each clue, get students say
aloud the answers
*Cross word:
12
3
4
5
67
*Clues:
1 The woman that a man is married to
2 Every marriages should be based on
this
3 What do we call a woman on her
wedding day?
4 The man that a woman is married to
5 People often choose this season to
hold wedding ceremonies
6 To show that you are married, what
do you often wear?
7 What do we call a man on his
wedding day?
- Check and correct
- Ask Ss to guess the topic of the lesson
today
- Lead to the new lesson
II Before you listen
- Ask Ss to open the book
- Ask Ss to look at the pictures on page
24 and discuss what is happening in
- Ss answer the teacher’s questions
1 I see a wedding ceremony
2 A bride and a groom
3 They are bringing a lot of gifts
Answers
1 Yes, I have
2 They usually …………
Trang 241 What do you see in the pictures?
2 Who are they?
3 What are they doing?
- Check correct answers
- Ask students to discuss the two
questions:
1 Have you ever attended a wedding
ceremony?
2 What do the bridge and the groom
usually do at the wedding ceremony?
- Introduce the new lesson: You will
hear two people talking about a
wedding ceremony in Vietnam Listen
and do some listening tasks
* Vocabulary: Listen and Repeat
- Teach some new words first and then
play the tape for students to listen and
- Explain Task 1 to the Ss
You will hear two people talking about
a wedding ceremony in Vietnam Listen
to the tape and fill in the blanks the
missing information.
- Get Ss to read carefully five sentences
before listening the tape to do the task
- Play the tapes twice
- (T can play the tape one more time if
students have difficulty.)
- Ask Ss to work individually, then
compare their answers with the other
student
- Call on some Ss to give their answers,
correct and give feedback
2 Task 2: Answering
- Ask Ss to read carefully the five
- Ss write down the new words in the notebook
4 at the wedding banquet
5 wedding cards/ money
- Ss read the questions in Task 2 carefully, listen tothe tape for three times and answer the question
1 The most important thing the groom’s family has
to do on the wedding day is to go to the bride’shouse bringing 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
- Ss read the question carefully and then discuss in groups
Trang 25questions first, then let them try to
answer before listening again to do the
task
- Play the tape twice, one for doing the
task, one for giving feedbacks
- Call on some Ss to give their answers,
correct and give feedback
IV After you listen:
- Explain the task and ask Ss to work in
groups to discuss the question: What do
families often to do to prepare for a
wedding ceremony?
- Suggestions
- The importantance of wedding
ceremony to Vietnamese people
- The preparation for the
wedding
- What groom and bride do on
their wedding day
- Banquet (place, food, drink….)
guests (gifts, blessing, ….)
- Call on some groups to present their
answers
V Homework:
- Ask Ss to write a short paragraph to
introduces about the wedding
ceremonies in Vietnam
decide the place, the number of the guests and how
to hold the banquet Not oly the bride and the groom but nearly all members in the two families have to
be sure in their best clothes on that day The altars
od the both families are cleaned and well decorated Then comes the cars and the flowers They have to
be ordered in advance so that everything will be available on that day Everybody is very busy but they all look forward to that important day.
- Write a short paragraph to introduces about the wedding ceremonies in Vietnam
- Prepare the new lesson
By the end of the lesson, students will:
- Write a description about a symbol of the Vietnamese Culture: The Conical Leaf Hat
B TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE:
Method: mainly communicative
Teacher’s activities Students’ activities
I Warm – up:
- Paint some pictures on the board :
- Look at the board
- Look at the pictures and answer:
P1: A line / a slopeP2: A conical form
Trang 26P1 P2 P3
P4
- Ask Ss to look at the pictures and ask:
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.
+ Strap (n) : dây(da , lụa , vải)
- Read once time and then ask Ss to repeat
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?
- Now 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 expressions
Useful expression
To be made from: đợc làm bằng
- Give some suggested questions
1 What is a symbol of Vietnamese girls
- Ss answer the question
1 The conical leaf hat is a symbol of Vietnamese girls and women.
2 It is also considered as a part of the spirit of Vietnamese nation.
3 It’s made from a special kind of bamboo and young soft palm leaves.
4 It has a conical form.
5 The diameter is about 45 or 50 centimeters
Trang 274 What does it look like?
5 What is the diameter?
6 How high is it?
6 How many ribs are shaped into a conical
2 What are they?
3 What do you include in the main
body?
- Ask Ss to write a passage of about 150
words about the conical leaf hat of
Vietnam, using the out line and information
below
- Ask Ss to work individually
- Go around the class to help Ss if necessary
- After that, ask Ss to exchange their
writing
IV Post – Writing:
- Feedback to students’ writing
- Collect some of Ss’ works to give
feedback
- Should draw Ss’ attentions to the
organization of description and the
and it is about 25 or 30 centimeters high.
6 Either 16 or 18 ribs are shaped into a conical form which is then 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 and the rain.
- Wearing this conical leaf hat in summer sunny days, girls look more charming.
- The hat also helps to protect their complexion and give them a cool feeling in such hot weather.
1 Three
2 Introduction – main body – conclusion
3 Materials – shape and size – process
Sample writing :
- The conical leaf hat is one of the typicalfeatures of the Vietnamese culture because it cannot be found anywhere else in the world The leafhat is not only a symbol of Vietnamese girls andwomen but not also become a part of the spirit ofthe Vietnamese nation
- The conical leaf hat is made from a special kind
of bamboo and young and soft palm leaves.Either 16 or 18 ribs are shaped into a conicalform which is about 45 or 50 centimeters indiameter and about 25 or 30 centimeters high.The conical form is then covered with palmleaves which are sewn into all ribs Finally, thehat is trimmed and painted with a coat of attar oil
- The conical leaf hat is used like an umbrella toprotect people from the sun and the rain Beneaththe broad rims of the leaf hat, the girls andwomen look more pretty and attractive.Unfortunately they are now only used bypedestrians or those who ride bicycles
- Write task page 19 in the student’s workbook
- Prepare the new lesson
Trang 28language use, especially the verb tenses.
By the end of the lesson, students will:
- Pronounce correctly the – ed endings sound of verb in the simple pasttense
- Review the usage of tenses
B TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE:
Method: mainly communicative
Teacher’s activities Students’ activities
I Warm up:
Hang a chart with 12 verbs (both regular
verb and irregular verb) with the form:
infinitive without “To”
For example
see, need, go, laugh, teach , eat, miss, paint,
close, run , play, help
- Divide class into 4 groups
- Read loudly 12 verbs 2 times
- Ask Ss to rewrite all verbs which they
hear
- Call leader of each group to go to BB and
write down
- Check and choose the winner
- Call some students read all verbs when
adding “ed” at the end of each verb
- Ask Ss to give comment and note how to
There are three ways
1 ed → /d/ after voiced consonants and
- Ss change these verbs into past simple
saw, needed, went, laughed, taught, ate, missed, painted, closed, ran, played, helped
- Ss write down the rules in the notebook
Suggestion
/ t/ / d / / id /
Trang 292 ed → /t/ after [ k , p , s , ∫ , t∫ , f )
3 ed → /id/ after / t, d/
- Ask Ss to look at the verbs on the board
and then write them into the right column
- Read aloud and ask Ss to repeat
- Ask Ss to open the book and look at the
words on page 27
- Ask Ss to practice
Activity 2:
-Ask Ss to practise reading sentences in
textbook in pairs and then arrange the verbs
into 3 kinds: /t/ - /d/ - /id/
- Check and give feedback
- Play the tape (or read) and ask Ss repeat
(note sentence stress
III Grammar: Tense revision
- Ask to look back the examples above and
review the tense
- I have learned English for 7 years
- I visited my friends
- Check and give feedback
Exercise1: Use the correct form of the
verbs…
- Ask Ss to work individually carefully and
then work in pairs
- Explains how to use tense if necessary
- Call some Ss to answer and ask class to
give comment
- Give feedback
- Call some pairs read the conversation
Exercise 2: Multiple choices
- Ask Ss to read exercise carefully
- Explain the meaning of the difficult words
- Explain how to use tense of necessary
- Ask Ss work in pairs
- Call on some Ss answer and ask class to
give comment
- Give feedback
Exercise 3: Complete the letter with the
correct form of the verbs in brackets
- Guide students how to do
- Do the first as an example
- Ask students to to the exercise
- Call Ss to do on board
- Correct
IV Homework:
laughed missed helped
closed played
needed painted
1 Have you seen ; saw ; am going to see
2 drank ; haven’t drunk ; drank
3 has written ; Did she write ; wrote
4 have been cooking ; cooked ; cooked
- Practise the conversation
-> A
Trang 30- Review tenses
- / ? / Give handouts:
EX 1: Choose the best answer:
1 The wedding party … at the Rex Hotel
A is B is being C will be D are
2 By the end of next year Gorge
… English for 2 years
A will have learned B will learn
C has learned D would learn
3 We … English this time last week
A learned B were learning
C have learned D had learned
4 The child … before the doctor arrived
A died B had died
C has died D was dying
EX 2 : Rewrite this sentences
1 He has been teaching for 20 years (He
started…)
2 How long have you studied English ?
(When)
3 They finished their work, then they drank
in the pub (After…)
- Prepare Unit 3
-> B
-> B -> He started teaching 20 years ago
-> When did you start to study English ?
-> After they had finished their work, they drank
By the end of the lesson, students will:
- Read for specific information about The ways of socialising.
- Be able to talk some back ground information of The ways of socialising.
- Give the Vietnamese equivalents to the following words and phrases
- Decide which of the three options below is the best title for the passage and answer the questions of the lesson
B TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE:
Method: mainly communicative
Teacher’s activities Students’ activities
Trang 31I Warm-up: Jumbled words
- Write the words whose letters are in a
random order on the board
- Divide the class into two teams Ss from
two teams go to the board and write the
correct words
- The team which writes correct words first
will be the winner
II Before you read:
- Ask students to look at the pictures, work in
pairs to ask and answer the questions
1 What are the people in the picture doing?
2 Can you guess what they say to each
other?
3 What will you do / say if:
+ You want to get your teacher’s attention in
class?
+ You need to ask someone a question, but
they are busy talking to someone else?
- Go around to offer help
- Call on some Ss to present their answers and
elicits comments from other Ss Give feedback
- Go to the board and write the correct words
- The team which writes correct words first will be the winner
2 They may be greeting each other
3 If we want to get our teacher’s attention in class, we can raise our hands slightly.
If we need to ask someone a question, but they are busy talking to someone else, we can…
- Skim the passage and underline the new words
- Give the Vietnamese equivalent
- Listen and repeat after the teacher
- Copy down
Trang 327 Compliment: (n): (synonym)
8 Decent: ( adj) (situation)
9 Appropriate: (adj) (translation)
10 Kidding(n) (situation)
11 Signal (n): (example)
12 Marvellous: (adj): (synonym)
- Ask Ss to give the Vietnamese equivalent (if
necessary)
- Read a new word three times Ss listen and
repeat after the teacher
III While you read:
1 Task 1
- Write these words on the board:
- Verbal (a)
- Non - verbal (a)
- Attract someone’s attention
- Impolite (a) # polite (a)
- Rude (a) # polite
- Informality (adv) # formality
- Approach (v)
- A slight nod will do
- Ask Ss to give the Vietnamese equivalent to
the following words and phrases
- Instruct Ss to read the passage quickly and
stop at the words to guess their meanings
- Guess the meaning of the words based on the
context in the sentences
- Check that Ss understand the word correctly
- Call some students to give the answers
- Ask others students to correct
- Give the true answers
2 Task 2
- Ask students to read the questions carefully
- Ask students to read through the passage
again
- Divide the class into pairs to do
- Call some students to give the answers
- Ask others students to correct
- Give the true answers
3 Task 3
Questions and answers
- Ask Ss to work in pairs and ask and answer
the questions in the book basing on the
information in the reading passage
- Give the Vietnamese equivalent to thefollowing words and phrases
- Read the passage quickly and stop at thewords to guess their meanings
Present answers
- verbal (a): b»ng lêi, h÷u ng«n
- non - verbal (a); kh«ng b»ng lêi, phi ng«n
- attract someone’s attention: thu hut sù chó ý cña ai
- impolite (a) # polite (a): kh«ng lÞch sù
- rude(a) # polite: th« tôc, th« b¹o
- informality (adv) # formality: th©n mËt, kh«ng nghi thøc
A (Attracting Attention: Non- verbal Cues)
- Work in pairs and ask and answer the questions in the book basing on the information in the reading passage
Trang 33- Ask Ss to read the text again and write down
the answers to the following questions
- Move around class to give help
- Call on some pairs to present their
answers in front of the class
- Give correct answers
IV After you read:
* Discussion
- Ask Ss to work in pairs to discuss the
meaning of whistling and hand - clapping in
Vietnamese culture
- Move around to help Ss
- Ask some pairs to act out their conversation
- Give feedback
V Homework:
- Ask Ss to learn by heart the lesson
- Review the points that have been covered in
the lesson and do the exercise in the exercise
book
- Prepare the next part: Speaking
his eye, nod slightly to let him know wewould like him to come to our table Or wemay raise our hand slightly to show that weneed assistance
4 You can use a small friendly wave to attracthis or her attention
5 Because it’s considered rude
- Work in pairs to discuss the meaning ofwhistling and hand clapping in Vietnameseculture
- Learn by heart the lesson
- Review the points that have been covered inthe lesson and do the exercise in the exercisebook
- Prepare the next part: Speaking
By the end of the lesson, students will:
- Practise speaking exactly and appropriately about the ways of socialising, based
on the vocabulary and structures that they have learnt in the lesson
- Make dialogues to practise giving and responding to compliments, based on thegiven information
B TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE:
Method: mainly communicative
Teacher’s activities Students’ activities
I Warm-up:
Guessing word:
T: What is it?
- Divide the class into two groups
- Say that he has a word in his mind and he going
to give some information about the word
Listen to the teacher
- Work in groups
Trang 34Members of each group will listen and may stop at
any information they hear to guess what the word
is Each group has only two chances to gues the
word The first group to tell exactly what the word
is wins the game
- Give information about the word
1 It’s a noun.
2 It has got ten letters.
3 It is an expression by word or action, or
admiration.
4 It shows one respect, give and respond
your feeling about things which are
beautiful, good, or interesting, etc.
What is the word?
- Give the correct answer
Answer key: COMPLIMENT
II Pre- speaking:
Task 1:
- Introduces the task: You are going to work in
your group to practise reading these
dialogues, paying attention to how people give
and respond to compliments in each situation.
Elicit the new words by asking Ss
- Ask Ss to work in pairs, practise reading these
dialogues, paying attention to how people give and
respond to compliments in each situation
- Read once Ask Ss to listen
- Hang the table on the board Ask Ss to look at the
information about compliments in the table
- That’s a nice compliment
I think
I’m glad you like it
Thank you I think /
- Listen and find out the answers
- Work in pairs
- Look at the table on the board
- Listen to the teacher
- Take notes
- Use the information in the table tosuitable information and play the roles inthe dialogues to practise the dialogues
Trang 35have / have got!
- Ask Ss to use the information in the table to
suitable information and play the roles in the
dialogues to practise the dialogues
- Move around to give help
III While- speaking:
Task 2:
- Read the cues once Ask Ss to listen and look at
the information in the task
- Explain the situations of each dialogues
- Guide Ss to use suitable compliments in each
dialogues, using the cues
- Ask Ss to work in pairs, practise giving
compliments to suit the responses
- Move around to give help
- Call on some pairs to act out their conversation in
front of the class
- Give comments on their conversations
Task 3
- Read the cues once Ask Ss to listen and look at
the information in the task
- Explain the situations of each dialogues
- Guide Ss to use suitable compliments in each
dialogues, using the cues
- Ask Ss to work in pairs, practise responding
compliments to suit the responses
- Move around to give help
- Call on some pairs to act out their conversation in
front of the class
- Give comments on their conversations
IV Post speaking:
Task 4:
- Before getting Ss to discuss, T reminds them of
some useful expressions for giving and responding
compliments in Task 1
- Divide the class into small groups of 3 or 4 and
get them to discuss the task
- Go around to check and offer help
- After checking that all the groups have finished,
David: You really have a beautiful dress
It is the most beautiful dress I have seen.Hung: Your motorbike is really terrific Then…
Michel: I Though your badminton was a lot better …
- Work in groups
- Listen to the teacher
- Listen to the teacher
- Act out their conversation in front of theclass
- Thank you, Phil I think you can do it aswell as I do
- Thank you, Peter That’s a nice compliment
- You must be kidding I think it is acceptable
- Work in pairs
- Share with the other pairs
- Present the dialogues
- Take note teacher’s feedback+ A nice pair of glasses:
A: Your pair of glasses are really nice I
Trang 36T calls on the representative of each group to
report their peer’ ideas T check if other groups
would have the same or different ideas
- Listen and take note of their errors T provides
corrective feedback after that
V Home work:
- Work with your friends: Make compliments and
responses about something or performances of
your friends in class
- Study
- Speaking English
- Singing
- Briefcase/ a new pen/ a nice hat/
- Prepare the next part
really like them
B: Really, Peter I just bought ityesterday
+ A new and expensive watch;
A: You really have a new andexpensive watch, ……… How did youget it?
B: Thank you, ……… My fatherbought it for me on my birthday
+ A new cell phone:
A: Your new cell phone looks great Ihave never seen such a nice one before B: Thanks I finally found a suitable onefor me
- Make compliments and responses aboutsomething or performances of your friends
By the end of the lesson, students will:
- Develop extensive listening skills
- Use the information they have listened to for other communicative tasks
B TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE:
Method: mainly communicative
Teacher’s activities Students’ activities
I Warm up:
Jumbled words:
- Write the words whose letters are in a
random order on the board
- Divide the class into two teams Ss from
two teams go to the board and write the
correct words - The team which writes
- Pairs work
- Rearrange
Trang 37correct words first will be the winner.
Aniotuergl Regulation
Oenetlehp Telephone
Lacl Call
Acidev Advice
II Before you listen:
T sets the scene: You are going to listen to
Linda Cupple, a social worker, advises
young people on how to use the telephone
in her family Listen to her talk and decide
whether the statements are true(T) or false
(F).
- Ask Ss to look at the pictures in the
textbook and answer the questions
- Elicit the new words by asking questions,
using the techniques suggested above
Listen and repeat:
- Help Ss to pronounce the words in their
book correctly
- Play the tape and then ask Ss to repeat
after the tape in chorus and individually
- Correct errors, if any
- Check that Ss know the meaning of these
words
III While you listen:
Task 1:
- Get Ss to read through the statements to
understand them and underline the key
words
- Guide students the requests of the task
- Let students listen twice times
- Write on board from 1 to 6 and call some
students to come and write their answers
- Let them listen on again and correct
- Correct
Task 2: Gap- fill
- Whole class
- Listen to the teacher
- Look at the pictures in the textbook and answerthe questions
- Answer the teacher's questions
+ They are greeting…
+ They are saying goodbye…
- Take notes
- Listen to the tape and read in chorus and individually
- Individual work, pair work and whole class
- Read through all the questions, identify theinformation they need to look for in each question(question word: what, where, when, how…)
- Listen and answer the questions
Trang 38T: Now listen to the rest of the listening
text again and work in pairs to write the
missing words You will listen to the tape
twice.
- Check if Ss can answer the questions in
task 2 without listening again Play the tape
for them to listen again but before doing
this, T should encourage Ss to read through
all the questions, identify the information
they need to look for in each question
- Play the tape again for Ss to listen and
answer the questions
- Get Ss to check their answers with a
partner
- Check with the whole class
- Play the tape twice
- Call on some pairs to give the answers
- Go over the answers with the class
IV After you listen:
- Before getting Ss to summarize Ms
Linda Cupple’s talk, T reminds them of
some useful languages Task 1, 2
Suggested ideas:
- Length of time for each call
- Time for calling
- Calling late at night
- Calling at weekend
- Divide the class into small groups of 3 or
4 and get them to summarise the listening
passage
- Go around to check and offer help
- After checking that all the groups have
finished - Call on the representative of
each group to report their peer’ ideas T
check if other groups would have the same
or different ideas
- Listen and take note of their errors T
provides corrective feedback after that
V Homework:
- Ask Ss to learn the new words by heart
- Review the points that have been covered
in the lesson and do the exercise in the
exercise book
- Prepare the next part
5 F
6 T
- Individual work, pair work and whole class
- Read through all the questions, identify theinformation they need to look for in each question
- Check their answers with a partner
- Give the answers
- Individual work, pair work and whole class
- Summarize Ms Linda Cupple’s talk
- Learn the new words by heart
- Review the points that have been covered in thelesson and do the exercise in the exercise book
- Prepare the next part
Goodbye!
Trang 39By the end of the lesson, students will:
- Can use the words to build complete sentences in Task 1,
- Put the jumbled sentences in their correct order and then rearrange them
to write the complete paragraphs in Task 2
B TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects
C PROCEDURE:
Method: mainly communicative
Teacher’s activities Students’ activities
I Warm –up: MATCHING
- Give the table on the board and ask Ss to
match them in correct orders
3 saying“I’m sorryI’m late ”
4 being rule andimpolite
- Pleasant and thoughtful
- Ask Ss to give the Vietnamese equivalent
(if necessary)
- Read a new word three times Ss listen and
repeat after the T
II Pre-writing:
Task1 : Use the words to make sentences
Change the form of the verb (No addition or
omission is required)
- Introduce the aims of tasks in writing
lesson In task 1, T asks Ss to discuss how to
use suggested words in sentences
- Ss think what T asks, give their key
- Ss correct Key: a + 4; b + 3; c + 2 ; d + 1
- Look at the board, listen to the teacher and takenotes
- Give the Vietnamese equivalent (if necessary)
- Read a new word three times, listen and repeatafter the
teacher
- Ss listen, repeat and copy them
- Ss rewrite some words
- Ss know what they are going to learn
- Ss work in pairs and discuss how to makesentences with required words
- Ss compare their key and show them
Trang 40- Go around the class to help Ss if necessary.
- Ask Ss to show their key T gives key to
check
III While writing:
- Ask Ss to work in pairs or in groups to read
and discuss about the reordered paragraphs
- Go around giving help
- Ask Ss to compare their answers in pairs
and read aloud in front of the class
- Ask Ss to read their answers
- Listen to Ss and collect their mistakes for
indirect correction
Checking
- Correct with Ss
- Give feedback on Ss’ work
- Point out some common mistakes made by
2 Let’s take a common situation Tom is
late for class and enters the classroom.
3 What does he do? The most polite actionis
usually to take a seat as quitely as possible
and apologize later.
4 But if the teacher stops and waits for him
to say something, he could apologize simply
“ I’m sorry I’m late”, ask permission to take
his seat and sit down.
5 Naturally, more than this is needed, but it
is not the time for it because it has already
caused some interruption and doesn’t need
to make it any longer.
2 However, there is one rule that all situationsobserve: We seldom say goodbye abruptly
3 In English it is necessary to prepare a personfor departure
4 We lead into the farewell by saying somethingpleasant and thoughtful like “I’ve really enjoyedtalking to you”
5 We might also say something relating to thetime like“Gosh, I can’t believe how late it is ! Ireally must be going!”
- Work in pairs or in groups to read and discuss about the reordered paragraphs
- Compare their answers in pairs and read aloud
in front of the class
- Give comments on the others’ writing
it, and express regret.
- Work in pairs to discuss the questions
- Give their answers