Giao an Anh van 12

-Work in pairs and use the words to make sentences (change the form of the word). -Exchange their writings with other students and correct. -Read their writings in front of the[r]

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Date of preparation: 10 / 08 / 2009

Review Period 01 - Tense revision

1.Teacher: - Method: mainly communicative approach.

- Materials: helping board, textbook, handouts

2 Student:- Materials: Student’s book

3 Anticipated problems: SS may find the use of present simple is misty.

A- the present simple tense.

- T gives some examples on helping

board or handouts

- Gives questions

1 What are the affirmative form and

negative form?

2 What are the uses of present simple?

- Call some pairs to answer

- T feedback and correct

B- the past simple tense.

board, ask Ss to give the correct form of

the verbs

negative form?

2 What are the uses of present simple?

C- the present continuous and past

continuous tense.

board, ask Ss to study the ex and

answer the questions

Present

continuous(1) Pastcontinuous(2)

- work in pair, study the examples and asnwer the Teacher's questions;

* Expected answer;

I form.

Affir: S + V-s,es V- infinitiveNegat: S + does

Do not + infinitive

V-II use.

1- habit or daily routine

2- for present situation, state or ability

3- for true fact or universal truth

4- for view, feeling or hobby

* Expected answer;

I form.

Affir: S + V-edNegat: S + did not + V-infinitive

REVIEWPeriod 1: Tense revision

A- the present simple tense

Put the verbs into correctform

A1: I always (go)… to bed

at 10 p.m A2:She (visit)… herdaugster every Sunday.B1: This book (be)… veryinteresting

B2:Ann and Linda(play) tennis very well.C1: Water (freeze)… atzero degree Centigrade.C2: The Sun (not move) around the Earth

D1: I (think)… they shouldwork harder for theexam

D2:Jane (like)… living inthe country?

B- the past simple tense

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TIME TEACHER’S ACTIVITIES ACTIVITIES STUDENTS’ CONTENT OF THE LESSON

working hard this

week for the

A2:They werevisiting Ho ChiMinh museumyesterdy

morning

B1: I waswatching TVwhile my wifewas cooking

B2: while she was studying, herroomate was listening to music

C1: He wasplaying footballall last summer

C2: They weredancing all theyesterday

evening

D1: It rainedwhen we werecamping

D2: When Icame, she wascrying

- Gives questions:

negative form of each tense?

2 What are the uses of present

continuous?

* Expected answer;

I form.

(1) S + is,are,am + V-ing(2) S + was,were + V-ing

II use.

(1)

1- for a progressive action

at the time of speaking

2- for a progressive actionhappening at present period of time3- for a gradual happeningaction

4- for a near future plan

(2)

1- for a progressive action

at a definite time in the past

2- for 2 or more progressive simultaneous actions happening at definite time in the past

3- to emphasize the sequence of action at a period of time

4- for a progressive actioninterrupted by another simple past action

A1: I (go)… to bed at 10p.m yesterday

A2:She (visit)… HaNoitwo years ago

B1: They often (buy)…picture stories when theywere at sencodary school.B2:Ann often (go)… outfor lunch after work.C1: He (come)… home,(turn)… the light, and(open) the windows.C2: I (run)… out of myoffice, (wave) a taxi,and (go) to Hellen'shouse

V Homework: (2ms)

- Asks the students to:

+ learn by heart the new word

+ prepare the new lesson

VI Self – evaluation: OK

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Review Period 02 - Tense revision

1.Teacher: - Method: mainly communicative approach.

- Materials: helping board, textbook, handouts

2 Student:- Materials: Student’s book

3 Anticipated problems: SS may find difficult to distinguish the use of present perfect, present perfect continuous

A- the present perfect tense.

board or handouts

- Put the verbs into correct form

Present perfect(1) Present perfect cont(1)

A1: I have done my

homeworks

( finished)

A2: He has studied

Frech for a year

B2: He has been running He looks exhausted

- Gives questions:

negative form of each tense?

2 What are the uses of present

continuous?

work in pair, study the examples and asnwer the Teacher's questions;

* Expected answer;

I form.

(1) S + have/has + PII

(2) S + have/has + been + V-ing

II use.

(1)

1- for an action happened

in the past and has finished but don't mention its comlete point of time

2- for an action started in the past and extended into present used with Since;

For + time

(2)

1- for an action that started

in the past and continue to present

2- for an action that has just

REVIEW

Period 2: Tense revision

A- the present perfect tense

B- the past perfect continuous tense

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TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT OF THE LESSON

15ms

8ms

3ms

B- the past perfect continuous tense.

board, ask Ss to give the correct form of

the verbs

A1: I (phone)… him before he came yesterday

A2:When she arrived at the station, Her parents

( leave)…

A3: He sold his house after he ( redecorate) ….it

B- Practice

- T give handout and ssk Ss to do

exercise 2 English 12 – workbook

1 Sam….(not receive) the parcel the last

time I… (speak) to him

2 I …(consider) buying a house but now

I…( change) my mind

3 When you…(feel) hungry later, room

service…(bring) you whatever you…

(want)

4 I… (find) it difficult to convince the

ticket inspector that I … (lose) my ticket

5 Since I … (pay) for our lunch, I …( try)

to attract the waiter's attention

6 As soon as I …(have) a good look at

the designs, I… (send) them back to you

7 I… (hope) to meet you ever since I …

(read) your first novel

8 Whatever…(happen) , I… (meet) you

here in a week's time

9 By the time you …(finish) getting

ready, we …(miss) the train!

10 Sally! I …(not expect) to see you

here! What… (you do) in New York?

- Call some Ss to pesent answer orally

- Feedback and give correction

finished often relates to present result

- Do the task in 6 minutes

- exchange their answers

- Present the answers orally

* Answer:

1 haven't received; spoke

2 was considering/have been considering; have changed

3 feel; will bring;want

4 found; had lost

5 was paying; tried

6 have had; will send

7 have been hoping; read

8 happens; will meet

9 finish/have finished; will have missed

10 didn't expect/was not expecting; are doing

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Unit 1: HOME LIFE

Period 3: PART A Reading

I AIMS & OBJECTIVES.

1 Language Content:

- To present and practise new vocabulary relating to the personal experience

To understand more about the family life by scanning for specific information

2 Language Function:

- To help sts know the home life of the writer

- To develop skills ,especially reading skill

3 Educational Aims:

To advise us to share household chores in the family

II LANGUAGE.

1 Vocabulary: shift, household chores, eel, obedient

2 Structures: Review the simple past and past perfect tense, past progressive

3 Skills: Integrated skills.( especially reading skill )

4 Educational Factor:

To help students to be more active,communicative ,creative , self-confident …

To make the students be aware of behaving people around them

III TEACHER AND STUDENTS’ PREPARATION.

1 Methods: Communicative Approach

2 Techniques: Questions & Answers, Repetition, Explanation, Group & Pair – work.

3 Materials needed: Pictures, handout , textbook

4 Students’ preparation: Lesson preparation

IV PROCEDURE IN CLASS.

-Divide the class into2groups

- Asks each group to make questions

about the family and the other answer

the questions

-The group make more correct

questions and answers will win

- Use the the followings

1 what does your father do?

2.who often cooks in your family ?

3 who often earns the most money in

your family?

4 Do you often help your mother to

clean the house?

Words : teach children, water flowers,

- Play the game

- household chores : :(n) công việc nhà

eel:snakelike fish:Chình-Obedient: :(a) Vâng lời

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7ms

15ms

8ms

3ms

sew clothes, share personal secrets,

happy family, come home late……

-Correct mistakes and choose the

winner

2.Pre- reading:

-Hangs the picture of the family (in the

book) on the wall

-Asks Ss some questions

1.Where is the family?

2.What is each member of the family

doing?

3.Is the family happy? Why ?

4 Why not?

- Presents some new words shift,

household chores , eel, obedient

( Use pictures, synonym, explanation to

explain the new words.)

-Reads new words and asks sts to

-Asks sts to read the passage silently

and to get more information about the

the work of each member in the family

Asks Ss to work in the groups of five to

compare the family described in the

text with his/ her own family

-Correct and give feedback

-Asks the group leader to talk about the

writer’s family

-Calls some sts to talk about his/her

family

-Corrects mistakes and evaluates

-Asks students to look over all at

home:the words ,the summary of the

text

- Look at the picture and answer the questions-Write the lesson

-Work in pairs, think and answer the questions

-Answer

-Write down new words and guess the meaning of them

-Repeat after the teacher

-Match the new words with their meaning

-Talk about the writer’s family

-Talk about his/her family

4 She attempts to win aplace at university

5.Because they are…findsolutions quickly

C After you read:

Answer the followingquestions:

Feedback:

*The summary:

* Homework :-See again all carefully

- Learn by heart all the words , the summary of the text

- Talk about your family

- Prepare the vocabulary in speaking period,

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SUMMARY:

“ I come from a family of (1)……… people: my parents, my two younger brothers and I My mother works as a (2)……… in a big hospital She is a very caring woman (3)……… Takes the responsibility for running the household My father is a (4)……… He is always willing to give a hand with cleaning the house He enjoys (5)……… Too At weekends, he sometimes cooks us some special dishes

My parents are very busy at work but they always try to spend as much time for us as possible Both of my parents join (6)……….to give us a nice house and a happy home

We are a very (7)……….family We often share our (8)……….with one another We always feel safe and secure in our family”

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UNIT 1:

Period 4: Speaking

I AIMS AND OBJECTIVES:

+ Language content: :- To help sts know the relationship and responsibilities of all the members in a family

and asking and answering about household chores and family life

- To help Sts guess some new words and expressions from the context.

+ Language functions: - To enable students to know the relationship and responsibilities of all the members in

a family

+ Educational aim: -Knowing every thing in life

1 Language:

+ Vocabulary:

+ Structure: Tense revision: past simple, past progresssive and present perfect

2 Skills: integrated skills

3 Educational factor:

II TEACHER’S AND STUDENTS’ PREPARATION:

1 Method: Communicative approach

2 Techniques/ activities: pair work, ask and answer question, repetition, games

3 Materials needed: sub-board, text books, black board, chalk

4 Students’ preparation: prepare the lesson, practice speaking

5 Previous exercises: Revise the simple past tense

III PROCEDURCE IN CLASS:

1 Stabilization: Make greeting and check attendance

2 Warm up: (5’)

- cooking

- doing the washing up

- cleaning the floor

- take care of baby

Task 1 : Ask Ss to read the statements

and tick (P) the ones apply that apply

to you and your family

Have Ss talk about what they discuss

basing on the following questions:

-Who in your family go to work?

-Which members of your family share

the household chores?

-What you often do to help your

parents?

-What does your family usually do

when having free time?

-who do you share your own secrets

Work in group to discuss

Practise speaking in frontthe class

Unit 1: HOMELIFE SPEAKING

1 Pre-speaking:

Note: Share :

- share household chores -share an interest -Share personal secrets

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- Who do you have to ask for advice

before making an important decision?

-Ask Ss to practice speaking in pairs.

II While – speaking:

Task 2: Work in pairs to find out

whether your partner’s family life is

like yours

Get Ss to practice asking and

answering about your friend‘s family

life, using the suggested questions

below

-Who work in your family?

-Who does the washing up in your

- What interest do your family

members share together?

- Who do you often talk to before

making an important decision?

Call some pairs to practice speaking

in front the class Take note of week

students and help when necessary

Task 3: Work with a different partner

and ask him /her about his (her) family

life Note down the answer in the

table (Using the suggested questions

in task 1 & task 2)

- T : correct mistakes in time

Task 4 : Get back to your original

pairs Tell your partner the

information you have collected

For example: I have just talked with

Nga about her family life She told me

that her father and mother go to work

III Post – speaking:

* Talk about your family

- Listen to the the andwork individually andshare the results withothers

-Work in pairs to makeQuestion

Listen and take notes

- Sts : Change pairs andpractise the task

-Listen and take notesSs: get back to their original pairs, tell each other the information they’ve collected -some Ss chosen report

in front of the class

Task 3:

who works in the family?

both parent s Who does

household chores?

What is your responsibility in the family?

What interest do the family members share closely?

Who do you oftenshare your secrets with?

Who do you oftentalk to before making an important decision?

………

Task 4: :*Suggested answers:

I talked to Both his parents .But only his mother , his father

Eg:I have just talked with

Nga about her family life Shetold me that her father and mother go to work

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UNIT 1:

Period 5: Listening

I Aims and objectives:

+ Language content: To help Ss listen to the conversations about home life

+ Language function: To help Ss listen to someone’s home life

+ Educational aim: To educate Ss the meaning and the importance of home life

1 Language:

a Vocabulary: leftovers, pread out

b Structure: Description of a person

2 Skills: Integrated skills Especially listening skill

3 Educational factor: Helps Ss know how to keep their happy home life.

II Teacher’s and Ss’ preparation:

2 Techniques / Activities: textbooks, references , teaching aids ……

3 Materials needed: Wall-chart, cards.

4 Ss’ preparation: Previous knowledge and review the new lesson

5 Previous exercises: Question-answer

III Procedure in class:

1 Stabilization: ( 2’ )

-Makes greeting and asks the monitor some questions

2 Checking up previous knowledge: (5’)

3 New lesson:

5ms 1 Lead-in:

Look at the picture in the textbook and

describe what is happening in it

- Asks Ss some questions:

+What is happening in the picture?

+Is there a lot of food on the table?

+ Is it a big meal?

+ Where are they?

+How many people?

+Are they in a very close-knit family?

+ Do you often have a big meal at

Do you have to spread yourself out all

over the sofa?

- Reads the new words and asks Ss to

repeat

- Listen to T ‘squestions

- Listen to the teacher andanswer

- Listen to the teacher

- Listen to the teacher andguess the meaning of thewords

- Listen and repeat

- Read the words and takenotes

UNIT 1:HOMELIFE

Period5 Listening

* Vocabulary:

+leftovers(n)Eg:Everyone was hungry sothere were no leftovers

+spread out(v)Eg:Do you have to spread yourself out all over the sofa?

Task 1: True – False

statements

1.F2.F3.T4.T5.T

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7ms

15ms

8ms

3ms

-Asks Ss to listen and repeat some

words in Listen and repeat

- Calls Ss to read the words

3 While - listening:

Task 1: True – False statements.

- Lets Ss listen to the tapes one time

and answer by themselves Then asks

them to discuss in groups to compare

their answer with their friends’

- Has Ss listen for the second time to

check their answers

- Goes over the answer with the class

Task 2: Taking notes.

- Asks Ss to listen again and notes the

ideas in the table given

- Calls on Ss to read their notes and

check with the class

- Gives them suggested questions:

+ Does everyone have to do their share

of the household chores in your family?

+ Does everyone have meals at home

+ Does everyone come home late?

+ Does everyone share their feelings,

and whenever problems come up,they

discuss them frankly and find solutions

quickly? Does everyone feel safe and

secure in the family?

+ Is it a base from which we can go into

the world with confidence?

+ Does your family often have a party?

- Calls some Ss to report what they

have listened from their partner

-Corrects mistakes

* Multiple choice:

- Lets Ss listen to the tape again and

complete the sentence

1 Andrea is going …….for the holiday?

2.Paul is not really a very …….family He

has 3 brothers and they ‘re ………out all

over the place

3 ……… eats the meals at home

4……… often goes out to eat

- Listen to the tapes andanswer

- Listen and check

- Listen again and notesthe ideas in the tablegiven

Do as required

- Do the interview as guided

- Do exercise

-Talk about the importance of family in a person’slife

Report what they have listened from their partner

E.A:

1.-home

2-close-knit3.-pread out4.AndreaTake notes

* Paul *Andrea

-There are

3 brothers and they are spread out all over the place-His family members are not very close-The familyoften eat the meals ,the mothercooks at home

-There are six of us children-

so it’s always a lot of fun

-His is a close –knitfamily

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

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- To present and practise new vocabulary relating to the personal experience.

- To understand more about the family life by scanning for specific information

+ Language function:

- To help sts know the home life of the writer

- To develop skills ,especially writing skill

+ Educational aim:

To advise us to share household chores in the family

1 Language :

Vocabulary : shift, household chores , permit,be allowed

Structures : Review the simple past and past perfect tense , past progressive

2 Skills : Integrated skills.

Especially wriing skill

3 Educational factor :

To help students to be more active,communicative ,creative , self-confident …

To make the students be aware of behaving people around them

II TEACHER’S AND STUDENTS’ PREPARATION.

1 Method : Communicative approach

2 Techniques / Activities : pairwok, explanation,groupwork …

3 Materials needed : textbooks , references , teaching aids ……

4 Students’ preparation : Lesson preparation

Appliances for studying

5 Previous exercises : No

III TEACHING PROCEDURE.

1 Stabilization : (1’)

Who is absent today ,monitor ?

2 Checking up the previous knowledge :

My parents

My mother

My fatherI

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7ms

15ms

- Divide the class into 2 groups

- Work in group to make the sentences

and choose a winner

Eg:

1 My parents don’t let me come home

late

2 I have to do the household chores

3 My father doesn’t have to do the

household chores

4 I am allowed to talk on the phone

with friends

Lead to the writing:

write about family rules

III Before you write:

Task 1: ( work in groups )

* Introduce some new words :

- Use the verbs and expressions to

make the sentences what rules they

have in their family

Eg:

+ I have to prepare meals when my

mother is out

+ I am not allowed to use my family

motorbike until I have a driving license

+ During the school year, I’m not

allowed to watch TV until I have

finished my homework

- Go round to help the students

- Call some students to stand up and

practice in front of class

- Teacher can list some good ideas on

Eg:

1 My parents don’t let mecome home late

2 I have to do thehousehold chores

-Listen to the teacher

-Write some new words-Do task 1

Eg:

+ I have to prepare mealswhen my mother is out

+ I am not allowed to use

my family motorbike until

I have a driving license

-Task 2-Use the ideas above to

II/ Task 1: Use the verbsand expressions to make thesentences what rules youhave in your family

Eg:

+ I have to prepare mealswhen my mother is out.+ I am not allowed to use

my family motorbike until Ihave a driving license.+ During the school year,I’m not allowed to watch

TV until I have finished myhomework

III/ Task 2: Use the ideasabove to write a letter to apen pal about their familyrules:

Every family has its ownrules Mine has afew First…

(not) let

(not) be allowed

(not) have to

(not) permit

come home late

do the household chores

use the family motorbike

talk on the phone with friends

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8ms

3ms

the board

IV While you write:

* Task 2: ( work in groups )

- Ask the students to use the ideas

above to write a letter to a pen pal

about their family rules Begin as

follows: Every family has its own rules

Mine has afew First…

- Walk round and help students

- Ask students to compare their writing

with another groups

- Choose one writing to correct in front

of class

V After you write:

- Ask the students to correct their

writing again in their notebooks

write a letter to a pen pal about family rules

-Correct their writing again in their notebooks

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UNIT 1:

Period 7: Language focus

I) AIMS AND OBJECTIVES

+ LANGUAGE CONTENT:

+ To introduce two sounds / s / and / z / and to revise the previous grammar: tenses

+ LANGUAGE FUNCTION:

+ To enable the sts to pronounce two sounds / s / and / z /

+ To enable the sts to do the exercises, using the right tenses

+ EDUCATIONAL AIM:

+ To have the sts be familiar with the new sounds and revise the previous tenses

1/ Languages:

* Vocabulary:

* Structures: past simple, past progessive and present perfect

2/ Skill : Integrated skills : Writing

3/ Educational factor:

+ To make the students use the right pronunciation and grammar

II) TEACHER AND STUDENTS' PREPARATION.

1/ Method : Communicative approach.

2/ Techniques:

3/ Materials needed: Lesson plan, Textbook, Colour chalk, Pictures

4/ Students' preparation:

* Read the guiding books and grammatical books before going to school

* Prepare new words and grammar for the language focus

2 Checking up previous knowledge:

- Asks one or two student(s) to go to the BB to give the correct tenses of the verbs

1 I ………… (lose) my key I …………(not/ find) it yet

2 I ……… (walk ) home when I ………(see) my friend, Lan

The suggested answers

1 lost/ havn’t found 2 was walking / saw

- Gives comment and marks

3 New lesson:

5ms I/ Warm up:

- Ask students to make many sensible

sentences as they can by joining the

elements in the following pattern table

Work in group to make the sentences Unit : 1 HOME LIFEPeriod 6:

writing

I New words:

+ be allowed to+ permit ( V )+ household chores ( n )

My parents

My mother

My fatherI

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7ms

15ms

- Divide the class into 2 groups

- Work in group to make the sentences

and choose a winner

Eg:

1 My parents don’t let me come home

late

2 I have to do the household chores

3 My father doesn’t have to do the

household chores

4 I am allowed to talk on the phone

with friends

Lead to the writing:

write about family rules

III Pre- writing:

Task 1: ( work in groups )

* Introduce some new words :

- Use the verbs and expressions to

make the sentences what rules they

have in their family

Eg:

+ I have to prepare meals when my

mother is out

+ I am not allowed to use my family

motorbike until I have a driving license

+ During the school year, I’m not

allowed to watch TV until I have

finished my homework

- Go round to help the students

- Call some students to stand up and

practice in front of class

Eg:

1 My parents don’t let mecome home late

2 I have to do thehousehold chores

-Write some new words-Do task 1

Eg:

+ I have to prepare mealswhen my mother is out

+ I am not allowed to use

my family motorbike until

I have a driving license

+ provide ( v )

II/ Task 1: Use the verbsand expressions to make thesentences what rules youhave in your family

Eg:

+ I have to prepare mealswhen my mother is out.+ I am not allowed to use

my family motorbike until Ihave a driving license.+ During the school year,I’m not allowed to watch

TV until I have finished myhomework

III/ Task 2: Use the ideasabove to write a letter to apen pal about their familyrules:

Every family has its ownrules Mine has afew First…

(not) let

(not) be allowed

(not) have to

(not) permit

come home late

do the household chores

use the family motorbike

talk on the phone with friends

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8ms

3ms

- Teacher can list some good ideas on

the board

IV While -writing

* Task 2: ( work in groups )

- Ask the students to use the ideas

above to write a letter to a pen pal

about their family rules Begin as

follows: Every family has its own rules

Mine has afew First…

- Walk round and help students

- Ask students to compare their writing

with another groups

- Choose one writing to correct in front

of class

V Post- writing

- Ask the students to correct their

writing again in their notebooks

-Task 2-Use the ideas above to write a letter to a pen pal about family rules

-Correct their writing again in their notebooks

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Unit 2 : CULTURAL DIVERSITY

Period 8 : READING

I OBJECTIVES:

1 Educational aims: - Students can read comprehension opinions about love and marriage of American

Chinese and Indian sts

- Helps sts understand and use some new words related to the topic

2 Knowledge:

- General knowledge: Students understand opinions about love and marriage of American , Chinese and Indian sts

- Language: Students practice using the simple present, past tenses

- New words: words related to love and marriage

3 Skills: - Reading and guessing the meaning of words from context

- Reading and answering the questions

- Scanning and skimming

II METHOD: Integrated, mainly communicative

III TEACHING AIDS: Pictures

- Asks sts to close their books

- Gives handout and asks them to make

a meaningful sentence by putting the

words given in the circle in the right

orders

is / supposed / love / marriage / to /

follow / it /not /precede

- Calls some sts to give their idias

- gives answer

Love issupposed to follow marriage not

preced it

II Lead-in:

- Leads to the new lesson: opinions

about love and marriage

III Before you read

Activity 1: Work in pairs to discuss

the questions :

“Which of the following factors is the

most important for a happy life? Why?”

1 love 2 money 3 parents’approval

4 a nice house / flat 5 a good job

- Close their books

- Make a meaningfulsentence

Activity1 (Task 1)

1) A wife should maintain her beauty and appearance after marriage

* Americans 2) Wives and husbands

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about love and marriage Read them

and decide whose opinions they are’

of American sts or Asian sts

Handout:

1) A wife should maintain her beauty

and appearance after marriage

2) Wives and husbands share all

thoughts.

3) It is unwise for husbands to confide in

their wives

4) A woman has to sacrifice more in a

marriage than a man

5) A husband is obliged to tell his wife

where he has been

Answer: optional

While you read Activity 1

- Gives them 3 minutes for individually

silent reading to compare the

information they’ve got in “before you

read”

- Tell sts how to scan for detailed

information, then asks them to work in

pairs checking the information

- Checking

1) A wife should maintain her beauty

and appearance after marriage

* Americans

2) Wives and husbands share all

thoughts * Americans

3) It is unwise for husbands to confide

in their wives * Asians

4) A woman has to sacrifice more in a

marriage than a man * Asians

5) A husband is obliged to tell his wife

where he has been *Asians

Activity 2:

- Asks sts to read Task 2 in their books

- Asks them to work in pairs asking and

answering the questions

- Checking

After you read

- Asks sts to close their books

-Work in pairs to discuss the questions

- Read the handout and dothe task in groups

- Read the textindividually and comparethe information they’vegot in “before you read”

3) It is unwise for husbands

to confide in their wives * Asians

4) A woman has to sacrificemore in a marriage than a man * Asians

5) A husband is obliged to tell his wife where he has been *Asians

so important that wives have.to spend too much time and money to maintain

it Husbands and wives should be equal in family life They should share thoughts and trust each other

- The differences between atraditional Vietnamese family and a modern Vietnamese familyThere are some differences between a traditional Vietnamese family and a modern Vietnamese family.First, in traditional

Vietnamese families women have to sacrifice more in a marriage than men In some cases, wives feel as if they were imprisoned in their own families and were treated like slaves Men are the most powerful members and they decide nearly

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- Asks them to work in groups to tell

your own opinion about the four key

values

- What are the differences between a

traditional Vietnamese family and a

modern Vietnamese family?

- Work in pairs asking andanswering the questions

+ Write a paragraph of 80 words about your parents’ routine.

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Period 9 : SPEAKING

I Aims and objectives:

* Language content : - Help Ss practice speaking about cultural diversity

* Language function :- talk about the differences and similarities between Vietnamese and

American cultures

* Educational aim: - Ss get more knowledge about Vietnamese and American cultures

1 Language:

a Vocabulary : some words

b Structure: + I think / feel / believe …

2 Skill: Integrated skill

3 Educational factor :Educate Ss know more about Asian and European cultures

II TEACHER’S AND STUDENTS’ PREPARATION :

1 Method: Communicative Approach

2 Techniques: translation, discussing, using pictures, question-answer.

3.Teaching aids needed: Text book, some pictures , posters , sub- board

4 Teacher’s preparation : Lesson plan , pictures

5 Pupils’ preparation :reading guiding book

1 Stabilization:

a Warm-up:- Makes greeting.

b Checking absence:- Asks monitor : Who’s absent today ?

2.Checking up previous knowledge:

- Calls one student to go to the b/b : + Write down some new words

+ Asks one question: What are the four key values in the survey

- Corrects mistakes and gives marks

- Hangs the picture ( a man and a

woman hold hands and kiss each

other in public ) on the board

- Asks Ss to look at the picture and

put some questions

+ Are they kissing in the public ?

+ Are they Asians or Americans ?

- look at the picture and answer some questions

+ Yes , they are + They are American

Unit 2:

CULTURAL DIVERSITY Period 9 - Speaking.

Task 1 : Work in pairs

Express your points of view

on the following ideas , using the words or expressions in the box

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+Do you think they should or should

not kiss each other in public ?

Alright : some say ‘yes’ It means

that you agree , some say ‘no ‘ , you

disagree

To know more clearly about that

today we will study lesson speaking

II Presentation :

* Task 1 :

- Reads four ideas in the task1

+ In Vietnamese , there or even

four generations may live in a home

+ A happy marriage should be

based on love

+ In some Asians countries , love is

supposed to follow marriage not

precede it

+ In some counties , a man and a

woman may hold hands and kiss

each other in public

-Asks Ss to look at words in the

book to express your ideas

Call 2 Ss to read example in the

book

- Asks Ss to work in pairs ( one

expresses an agreement and one

expresses a disagreement )

by using ideas in task 1( 4 minutes

Calls some pairs to present

Corrects the mistakes and give

correct answers

III Controlled – practice :

* Task 2 : ( using sub-board )

- Asks Ss to look at some typical

features of American culture in task

2

-Asks Ss to work in pairs , discuss

and find out the corresponding

features of Vietnamese cultures

+ I think they should / I think they should not

Look at the words in the book

Look at example and listen

Work in pairs Some pairs to

present

Listen to the teacher correct the mistakes

- look at some typical features of American culture in task 2

- work in pairs ,

+ In Vietnamese , there or even four generations may live in a home + A happy marriage should

be based on love + In some Asians countries , love is supposed to follow marriage not precede

it + In some counties , a man and a woman may hold hands and kiss each other in public Agree Disagree +I think /

feel / believe + In my opinion … + For me …

+I don’t think … + It’s not true … +That’s wrong …

* Answers :

1 A : In my opinion a happy marriage should be based on love

B : I don’t agree with you Asians believe in

“contractual”

marriage It means that the parents decide on the marriage , and love will develop after marriage

2 A : I think some Asian countries , love is supposed to follow marriage , not precede it

B : That ‘s wrong if love is supposed to follow marriage, not precede it It will not be happy

3 A : I feel it is a wonderful thing when a man and a woman hold hands and kiss each other in public

B : I don’t think so I think

a man and a woman love each other and kiss each

Trang 24

E TEACHER’S ACTIVITIES ACTIVITIES STUDENTS’ CONTENT OF THE LESSON

- Asks Ss to works in pairs

- Calls some Ss to write down their

answer on the sub- board

- Corrects the mistakes and give

correct answers

 Task 3 :

-Asks Ss to look at the example in

task 3

- Asks Ss to look at the sub-board on

the board and work in groups ( group

of three or four students ) ( 5

minutes for you )

- Calls some Ss to present their

answer in front of the class

- Corrects the mistakes

- Hands on two posters on the board

- Stick pieces of paper with different

shapes and colors on each posters

- Asks Ss each team to combine

pieces of paper with the same shape

V Consolidation : reminds some

main points related to the lesson

discuss and find out the corresponding features of

Vietnamese cultures

- write down their answer on the sub- board

look at the example

in task 3 -work in groups

-present answers in front of the class

- Listen to the teacher and play game

- Listen to

other in public is not good they should express

their feeling in a secret place

Task 2 : some typical features

of American culture

- Work in pairs , discuss and find out the

corresponding features of Vietnamese cultures

* Answers : In Vietnamese

+three or sometimes four generations live under one roof

+ Elders live with children and are taken are of by their sons

+ Asking about age , marriage , or salary is acceptable

+ A Vietnamese greets the head of the family or an older person first then the younger ones + Groceries are bought everyday

+ Tet ( Lunar new Year )

is the most important + children often sleep with their parents

*Task 3 : Work in groups :

Finding one’s other half Keys :

A happy marriage Four generations Nursing home Independent lives

In my opinion That’s wrong

VI Self – evaluation: Well done

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Period 10 : LISTENING I.AIMS AND OBJECTIVES:

- Students will hear two people talking about a wedding ceremony in Vietnam

- To help sts to improve their listening skill

2 SKILLS: Integrated skills

3 METHOD: Communicative approach

4 TECHNIQUES: Gap filling, question answering, pairwork , groupwork

5 TEACHING AIDS NEEDED: pictures, wall chart, flash cards

- Asks sts to speak out their words

Answer: groom, cake, ring,

relatives, gifts,…

II PRE LISTENING

- Look at the pictures on page 24

and discuss what is happening in

each one.

T: What do you see inthepictures?

Who are they?

What are they doing?

* Listen and repeat

carefully chosen, Master of ceremony, banquet, groom, bride ,ancestor, tray,

* Task 2:

Answer:

1) The most important thing

WEDDING

Trang 26

1) listen and repeat

carefully chosen, Master of

ceremony, banquet, groom, bride

,ancestor, tray, schedule, blessing

III WHILE LISTENING

* Task 1:

- You will hear two people talking

about a wedding ceremony in

Vietnam.

Listen to the tape and fill in the

missing information.

- Lets sts read the instruction

carefully & underline some key

words in each sentence

- Has sts listen to task 1 on page 25

in individuals twice & then work in

groups to compare their answers

- Feedback

1 groom’s parents

2 red papers

3 altar

4 at the wedding banquet

5 wedding cards/money gifts

* Task 2:

-Listen to the tape again and

answer the questions.

- Give feed back

III POST LISTENING

“What do families often do to

prepare for a wedding ceremony?”

- listen and repeat

- Works in groups

the groom’s family has to

do on the wedding day is to

go to the bride’s house bringing a lot of gifts wrapped in red papers 2) They would pray and ask their ancestor’s permission

at a hotel or a restaurant 5) They stop by each table

to say thank to their guests.

* sugguested answer :

The wedding is very important tothe bride and the groom as well

as the families The wedding day

is carefully chosen by the groom’s parents use they think that it will affect the future life ofthe new couple Both families have to talk with each other to decide the place, the number of guests bow to hold the banquet Not only the bride and the groombut nearly all bers in the two fimilies have to be sure to be in their best clothes on that day The altars of the both families are cleaned and well decorated Then the cars and the flowers They have to be ordered in advance so that ‘thing will be available on that day Everybody

is very busy but they all look forward to that important day

VI Self – evaluation: THAT’S OK

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- New words: - Related to a leaf hat.

3 Skills: - To help students improve their writing skill.

- Intergrated skills

II METHOD: integrated, mainly communicative

III TEACHING AIDS: textbook,handouts, pictures.

IV PROCEDURE:

- Asks some questions

T: Where in Vietnam do people

often wear leaf hats? (Vietnam/Hue

city )

Who wears it? (girls / women/

sometimes men)

What form is it? (conical form)

describing the conical leaf

hat

II Pre- writing

TASK 1 You are going to write

about the conical leaf hat or the

“non la”, a symbol of Vietnamese

culture

Look at the picture below Write

the Vietnamese equivalents for

the English words

- Introduces the task and draws this

table of summary on the board.

- Goes around to help students to

- It is also considered as a part of the spirit of

Vietnamese nation.

- It is made from a special kind of bamboo and young soft palm leaves.

- It has a conical form.

- The diameter is about 45

or 50 centimeters and it is about 25 or 30 centimeters high.

- Either 16 or 18 ribs are shaped into a conical form

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- Introduces the task.

- Asks students to spend 5 minutes

gathering and organizing ideas for

their paragraph for 10 minutes

- Asks students to exchange their

paragraphs with a partner and in

pairs check for each other.

- Goes around and helps and

corrects typical errors.

IV Post- writing

Feedback on students’ writing.

- Writes students’ typical errors on

the board and elicits self and peer

correction.

- Provides correction only when

students are not able to correct

- Do the teacher’s request

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.

- The conical leaf bat is used to protect people from the sun and the rain.

- Wearing this conical leaf hat in summer sunny days, gir’s look more charming The hat also helps to protect their complexion and gives them a cool feeling in such hot weather.

TASK 2:

The conical leaf hat is a symbol

of Vietnamese girls and women

It is also considered a part of the spirit of the Vietnamese

The conical leaf hat is made from a special kind of bamboo and young soft palm leaves Either 16 or 18 ribs are shaped into a conical form which is about 45 or 50 centimeters in diameter and about 25 or 30 centimeters high The conical form is then covered 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 to protect people from

not only makes girls and women more charming but it also helps

to prd their complexion as well Unfortunately they are now only used pedestrians or those who ride bicycles

Trang 29

Period 12 : LANGUAGE FOCUS

I AIMS AND OBJECTIVES

+ LANGUAGE CONTENT:

- Pronunciation: The pronunciation of –ed endings

- Grammar: Review of tenses

Knowing more about the different cultures helps SS access the world better

II TEACHER AND STUDENTS' PREPARATION

1/ Method: Communicative approach.

2/ Techniques : Explanation , using pictures , pair work , translation , oral work , game etc 3/ Materials needed : Textbook , pictures , hand-out , tape-recorder

4/ Students' preparation:

_ Read the guiding books

_ Look up the dictionary to find new words' meaning

III PROCEDURE IN CLASS

1 Stabilization: 1ms

a) Checking attendance: Takes a short talk with the monitor or the pupils on duty.

b) Warm- up : Asks the pupils about their weekends , health , weather etc

2 Checking up previous knowledge: No checking up

walked rained decided phoned

wanted laughed washed involved

mended jumped started knocked

worried

+Asks Ss to work in groups of

four to arrange the words into the

right columns of the sounds.

/ t / / d / / id /

+ look at the board

+ arrange the words into the right column

+ give the answers

Unit 2:

CULTURAL DIVERSITY Part E: LANGUAGE FOCUS

I CONTENT

A PRONUNCIATION

/ t/ / d / / id/

Walked KnockedJumped HelpedMissedWashedlaughed

Explained Phoned RainedArrivedInvolvedWorried

WantedArrestedStartedMendedDecidedNeeded

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+ Has Ss open the books

+ Has Ss work in pairs to

practise, take out these word with

/ t / - / d / - / id / in the

sentences in the book.

+ Has Ss listen and practise

followed the tape:

+ Has SS present the tasks in

front of the class.

+ Corrects.

4/ FREE- PRACTICE

+ Has SS work in groups of 4 ,

using dictionary to find out some

Tiêu đề	Tense Revision
Tác giả	Nguyễn Thị Cẩm Tú
Trường học	Unknown
Chuyên ngành	English
Thể loại	Giáo án
Năm xuất bản	2009
Thành phố	Unknown

Định dạng
Số trang	73
Dung lượng	811 KB