Lesson plan 12 new

- Let students listen the second time - Check their listening - Let students listen the third time and let them choose the best answer to complete each of the following sentences - Obser[r]

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Period: 1 st Date of preparation: August 19 th , 2011

REVISION

I OBJECTIVES:

1 Aim: By the end of this lesson, Ss will be able to:

- Have an overview about the textbook & workbook

- Know about the curriculum

- Know how to do the oral tests, the 15- minute tests, the 45- minute tests and the term examination tests

1 Warm-up: (5’) Guessing game: WHO AM I?

- Divide the class into 2 groups

- Choose a student in the class, write his/her name on a piece of paper, don’t show

it to the Ss

- Have Ss to ask the YES/NO questions in turn to find out that student

- Answer by saying YES/NO

- The group finding out that student first will be the winner

2 New lesson:

INTRODUCTION

A Textbook & curriculum(15’)

- English 12 consists of 16 units – 105

periods

- one unit includes 5 periods: Reading,

Speaking, Listening, Writing &

+ Oral tests (Speaking)

- listen and take note

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+ 15-minute tests (only one skill or

 Infinitive and Gerund

 Reported speech with infinitives

 Reported speech with gerund

 Conditional sentence type 1, 2, 3

and conditional in reported speech

 Pronouns

 Relative clause

 Relative pronouns with

preposition

 Relative clauses replaced by

participle and to infinitive

 Omission of relative pronoun

 Cleft sentence

 Conjunctions

 Tag questions

- remind the use of each grammar point

IV HOMEWORK ASSIGNMENT: (1’)

- Revise the knowledge in English 11 to do the test.

- Prepare textbooks, workbooks & notebooks.

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- Grammar/ Structures: past simple, past continuous, past perfect.

1 A twin B twice C twinkle D two

3 A university B understand C unit D use

2 GIVE THE CORRECT TENSES OF THE VERBS.

A Past simple or past continuous

1/ I (sit) in a bar when Mary (come) in

2/ When I (go) out, the sun (shine)

3/ The light (go) out while I (have) tea

4/ It (rain) much during yesterday

B Past simple or past perfect

1/ They (go) home after they (finish) their work

2/ He (do) _ nothing before he (see) _ me

3/ He (thank) me for what I (do) for him

4/ I (be) sorry that I (hurt) him

3 PUT THE VERBS IN BRACKETS INTO THE CORRECT FORM.

1 If it rains, he (stay) at home.

2 If I (be) Dam Vinh Hung, I would be famous now.

3 Last month, if she (have) enough money, she would have

bought that house

4 If my classmates _ (give) me gifts on my birthday, I will be very

happy

5 We (drive) to work if we had a car.

4 CHANGE THE FOLLOWING CONDITIONAL SENTENCES INTO REPORTED SPEECH.

1 “If I were you, I wouldn’t buy that book,” Mary said.

Mary said _

2 “If the weather is nice, we will go on a picnic with our friends,” they said.

They said _

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3 “If I had got good marks, my father would have given a new bicycle to me,”

David said

David said _

4 “We will come to see you if we have time,” my friends said to me.

My friends said to _

IV HOMEWORK ASSIGNMENT:

- Prepare the next lesson- Unit 1: Reading.

V COMMENTS:

Period: 3rd Date of preparation: August 24th, 2011

UNIT1: Home Life Lesson: Reading 1

I OBJECTIVES:

- Understand the passage about home life

- Guess the meaning in context

- Talk about their family

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2 Students: textbooks, workbooks, notebooks, pens.

III PROCEDURE:

1 Warm-up:(5’)

T write the following sentence on the blackboard and raise out the task:

Complete the sentence by filling the gaps with the suitable words:

“……build the house ………make it home”.

- Ss work individually then exchange with their partners

- T calls some Ss to answer, then calls another to comment

- Ss work in pairs to complete the sentence

Expected answer:

“Men build the house and women make it home”.

- T lead Ss to new lesson

2 New lesson:

A Pre-reading (10’)

- ask Ss to do the following exercise

*How you understand the sentence

above?

Choose the best answer from a, b, or c:

“Men build the house and women make

c men’s responsibility is to work and

support the family and women’s job is to

look after the family

- T sets up the circumstance

“To have a happy family, husbands and

wives should join hands to earn money

and to do the housework”.

* Pre-teach vocabulary:

- work as …(v): làm nghề.

- work on a night shift (v):làm việc theo

ca đêm.

- join hands (v): work together

- take the responsibility for (v): chịu

trách nhiệm về…

- give a hand with (v): help with

- be under pressure of …(v): chịu áp lực.

- mischievous (adj): tinh nghịch

- obedient (adj): nghe lời, ngoan ngoãn

Whole class

- repeat the words in chorus

- read the words individually

- take down the words

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- Ask Ss to read the exercise carefully

and do the task in pairs to find out the

best answers for each word/ sentence

- Call on some Ss to give the answers

- Comments on Ss’ answers and give

Activity: Make sentence

- Ask Ss to work in groups of four to

make sentence with the words: “until,

join hands, mischivous, close-knit”.

- Walk around the class to help Ss when

they need

- Then call on some Ss to give the

answers in front of the class

- Give the corrections if necessary

- Another Ss listen and give comment

- Learn by heart the vocabulary.

- Prepare next period, unit 1- Reading 2

V COMMENTS:

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Period: 4th Date of preparation: August 25th, 2011

UNIT1: Home Life Lesson: Reading 2

I OBJECTIVES:

- Understand the passage about home life

- Talk about their family

1 Teacher: textbook, workbook, chalks.

III PROCEDURE:

1 Warm-up: (5’)

T write the following sentence on the blackboard and raise out the task:Complete the sentence by filling the gaps with the suitable words:

“……build the house ………make it home”.

- Ss work individually then exchange with their partners

- T calls some Ss to answer, then calls another to comment

- Ss work in pairs to complete the sentence

Expected answer:

“Men build the house and women make it home”.

- T lead Ss to new lesson

2 New lesson:

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- ask Ss to do the following exercise.

*How you understand the sentence

above?

Choose the best answer from a, b, or c:

“Men build the house and women make

c men’s responsibility is to work and

support the family and women’s job is to

look after the family

- T sets up the circumstance

“To have a happy family, husbands and

wives should join hands to earn money

and to do the housework”.

- Divide the class into 2 groups: A & B

- Each group chooses 5 Ss to stand in a

line in front of the board

- Write the words which have taught on

the board at random

- Ask Ss to slap the correct words on the

board once listening to the explanations

or Vietnamese equivalents of the words

With one correct word, the group

receives one point The group with more

points wins the game

Whole class

- take down the words

Group workSlap the board

- Make into 2 groups: A & B

- Each group chooses 5 Ss to stand in a line in front of the board

- Write the words which have taught on the board at random

- Slap the correct words on the board once listening to the explanations or Vietnamese equivalents of the words With one correct word, the group receives one point The group with morepoints wins the game

B While-reading (18’)

Activity: Answering the questions

- Ask Ss to read the text carefully and

find out the answers

- Call some representatives from some

groups to give their answers on board

- Read the text and do the exercise

- Give the answers on board

Expected answers

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1 They are very busy They have to work long hours and sometimes they have to work at night.

2 She is always the first one to get up in the morning to make sure that her children leave home for school having eaten breakfast and dressed in suitable clothes She always makes dinner ready before her husband comes home.

3 The daughter helps with household chores: she washes the dishes and takes out the garbage She also looks after her younger brother The father sometimes cooks some special dishes.

4 She attempts to win a place at university.

5 Because they are a very close-knit family and supportive of one another They often share their feelings and whenever problems come up, they discuss them frankly and find solutions quickly.

C Post-reading (10’)

Comparison

- Ask Ss to talk about their families

- T ask Ss to work in groups to discuss

the questions (compare the family

described in the text with your family)

- T walks around the class to help Ss

when they need

- Then call on some Ss to do it in front

of the class

- T gives the corrections

Group work

- Talk about their families

- Discuss in groups the questions then some present in front of the class

- Another listen and give comment

- Learn by heart the vocabulary.

- Prepare next period, unit 1- speaking

V COMMENTS:

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Period: 5th Date of preparation: September 5th, 2011

UNIT1: Home Life Lesson: Speaking

I OBJECTIVES:

- Talk about household chores

- Express ideas about family life

1 Teacher: textbook, workbook, chalks.

III PROCEDURE:

1 Warm-up: (5’) Chain game

List some household chores:

- to clean the floor

- to hang / dry the clothes

- to repair/ mend things

- to take care of the baby/ to babysit

- to take out the garbage

- ………

2 New lesson:

A Prepare to speak (10’)

1 Pre-teach the vocabulary

- Chore (n) : công việc

- Responsibility (n): trách nhiệm

+ take the responsibility for …

- Secret (n) : bí mật

- Share (v) : chia sẻ

- Personal (a): cá nhân, riêng tư

- Original (a): thuộc nguồn gốc

- Make a decision= decide (v):quyết

Whole class

- repeat after the teacher.

- make sentences with each word

- copy down the words

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- Work (v) = earn (v): kiếm tiền

- Ask Ss to repeat the list of words in

chorus

- Call some Ss to read individually

2 Reading and ticking the

statements.

- guide Ss to do the assignments:

+ put a stick

+ say these sentences to friends

+ speak to the class

- call on some Ss to give the answers

Pair work

- work in pairs in order to read and put atick in to the statements which are true towards Ss

 My responsibility in the family is

to wash the dishes

 In my family, the interest we share closely is watching football

 I often share my personal secrets with my father

 I always talk to my parents before making an important decision

B While-speaking (19’)

1 Making questions

- guide Ss to make sentences with Yes-

No / Wh_questions.

- ask Ss to prepare a list of questions to

ask another student to find out whether

his / her family life is like yours

- What exactly do you have to do?

- How do you share the householdchores?

- What interests do your familymembers share together?

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2 Asking to collect information.

- ask Ss to work in pairs, one asks and

notes down their partner’s answers in

the table

- call on some pairs to to act out their

dialogue

- comment on the Ss’ presentation

- What do your family members often

do together in your free time?

- Who do you often share your secretswith?

- Who do you often talk to beforemaking an important decision?

Pair work

- work in pairs and note down the

answers in the table

who works in thefamily

both parents

who does thehousehold chores …………your friend’s

responsibility in thefamily

the interest in thefamily members shareclosely

the person your friendoften shares his/ hersecrets with

the person your friendtalks to before making

an important decision

- act out the interview in front of theclass

T does with a S as a model

T: Hello, Minh Could you tell me who works in your family?

T: Does he share the household chores ?T: And what about you? What ‘s your reponsibility ?

T : What do all members in your family often do in your free time?

T: Who do you often share your secrets with?

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C Production (15’)

- ask Ss to work in pair with another

student and tell the information

collected to their partner

- call on some Ss present their talk in

front of the class

- comment on Ss’ talk

Pair-work

- work with other partner and tell each

other the information collected from theprevious talk

- present their talk in front of the class

- other Ss comment Ss’s presentation

Model

I talk to Tam Both his parents work, but only his mother does the household chores Tam has a brother and a young sister Only his young sister helps his mother at home His father, his brother and Tam like football, but his mother and his young sister like cooking All the children in the family talk to the mother more often than to the father.

- Write a paragraph about the family of the friend you have just talked about.

- Prepare the next period, unit 1- listening.

V COMMENTS:

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Period: 6th Date of preparation: September 7th , 2011

UNIT1: Home Life Lesson: Listening

I OBJECTIVES:

- listen and pick up special details

- listen and understand general ideas

1 Teacher: textbook, workbook, CD player, CD, chalks.

2 Ss: textbooks, workbooks, notebooks, pens.

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+ imeeaf -female

+ ctarfif -traffic

+ evlo - love

+ tearfh -father

- Ss work in groups of six

- Each group which finishes the task first with the most correct words will be winner

2 New lesson:

A Pre-listening (10’)

- Ask Ss to look at the picture and

describe what is happening in it with

some questions:

- What do you see in the picture?

- who are they?

- Do you think they all live in a same

house?

- What are they doing?

- Is this a usual or special meal?

- Have they eaten up all the food on the

table?

- On what occasions do people home to

have a family reunion?

- How do they come home?

- ask Ss to pronounce words which

appear in the questions

leftovers: ['left'ouvəz] : thức ăn thừa

crowded: ['kraudid] : đông đúc

spread out [spred aut ] trải ra

- Look at the picture and describe it by answering T’s questions

Expected answers:

- I see a big family in the picture.

- Yes, I think they live in the same house.

- They are gathering at the table and eating

- I think it is a special meal.

- I think people home often have a family reunion at weekends, holidays season, …

- By coach, plane, a flight…

Practise reading some new words appear in the questions

- Give the sutuation and explain: you

will hear Paul and Andrea talking

about their family life Listen to the tape

and decide if the sentences given are

True or False

- Have Ss read the sentences in the task

to make sure that they understand the

task clearly and underline key words in

- Listen to teacher carefully

- Skim through the sentences in the Task

- Underline key words in ech sentence

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each sentence.

- Play the tape the first time

- Ask Ss to do the task individually

- Play the tape the second time Ask Ss

to compare their answers with a partner

- Call on some Ss to check their

answers

- Play the tape the third time and stop in

the right answers to check the last time

* Task 2:

- Ask Ss to read the situation and dicuss

the way to do the task in groups

- Call on some to present in front of the

class

- Listen and explain the situation again

- Have Ss read the questions to make

sure that Ss understand the task clearly

- Ask Ss whether they can answer the

questions without listening again and

guess the answers by remembering or

not

- Play the tape first time Call some Ss

to check

- Play the tape the second time Ask Ss

- Call on some Ss to check their

answers

- Play the tape the third time and stop in

- Listen to the tape three times and do the task individually and in pairs

- Read the questions carefully

- Guess the answers

- Listen to the tape three times and do the task in pairs and individually

Keys

His family members are not very close

Hers is a very close-knit family.

The family often eat the meals the mother cooks at home.

The family often

go out to eat when they get together.

C Post-listening (10’)

- Ask Ss to read the requirement

carefully and explain it

- Ask Ss some questions:

Is family very important for you? Why

do you think so?

- Suggest some idea to Ss

+ place to share the secrets and find

solutions to problem arise.

+ Enjoy true love and comforts.

+ We are sure to be welcomed back

when have disappointments or failures

in life.

- Ask Ss work in pairs

- Listen to teacher carefully

- Take note some idea

we enjoy true love and comforts We are sure to be welcomed back when we have disappointments or failures in life.

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- Call on some Ss to present in front of

the class

- Listen and comment

In not more than 100 words, write about your family reunion

V COMMENTS:

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UNIT1: Home Life Lesson: Writing

1 Teacher: textbook, workbook, chalk.

2 Students: textbooks, workbooks.

III PROCEDURE:

1 Warm-up: (5’)

- T gives Ss a handout and explain the way to it

+ in one minute, make as many sensible sentences as you can by joining the elements in the columns of the table

Use the family motorbike

Talk on the phone with friends

+ work in groups of 8 to make sentences

+ note Ss the way to use of (let, permit, be allowed, )

“Let somebody do something”, “allow/ permit someone to do something”, “have

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- My father permist me to use the family motorbike.

- I have to do the houehold chores.

- My father doesn’t have to do household chores.

- I am allowed to talk on the phone with my friends.

- have Ss add some more expressions

about family rules

- ask Ss to use the verbs & expressions

to make sentences talking about their

family rules

- call on some Ss to express some ones

in front of the class

b Activity 2: Outline and connectors.

- elicit the outline of the writing by

answering the following questions

Outline

+ Were your parents strict with you

when you were younger?

+ What rules did you have about:

* homework?

* household chores?

* television and music?

* clothes, jewellery and hairstyles?

* bedtime/ staying out late?

+ What happened if you broke the rule?

- provide Ss with some connectors to

make their writing smooth

* some more rules:

- watering the plants and flowers

- cleaning the house, tidying up thekitchen

- looking after younger sisters andbrothers

- act out some of their family rules in front of the class

- My parents permit me to go out with

my friends but they don’t allow me tocome home late at nights

- I am allowed to talk on the phone

- note down the conectors and the outline

B While-writing (15’)

- tell each student to write a letter to a - listen to teacher carefully and take note some important keys

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pen pal about family rules.

- go around to control and give help if

on the phone with my friends provided that I don’t use it too long As a girl, I

am not permitted to come home late except for some special reasons My parents don’t allow me use the family motorbike for fear that I may have accident Despite the rules, we all fell comfortable and safe because we know that our parents want to the best things for us.

C Post-writing (13’)

- choose one writing and read it to the

class

- then elecit corrective feedback from

the class and give final comments

afterwards

- draw Ss’ attention to the format of the

letter and the organisation of ideas and

language use

- compare the writing to anothers

- take the note of checking

- observe to the corrections of some the others' writing

- give commentations

- Write the letter about your family rules again.

- Prepare next lesson, unit 1- language focus

V COMMENTS:

UNIT1: Home Life Lesson: Language Focus

I OBJECTIVES:

- recognize the differences in pronunciation of –s ending sound

- revise the use of some tenses: past simple, past progressive and present perfect

2 Knowledge:

- Vocabulary:

- Grammar/ Structures: past simple, past progressive and present perfect

- Pronunciation: /s/ & /z/

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1 When I was a little girl, I often help my parents with household chores.

2 Unlike most men my father enjoyed cooking.

3 My brothers never worked long hours like this before.

- ask Ss to dicuss in groups to find out the mistake in each sentence

- gather the idea and explain in front of the class

- repeat the way to identify tenses with some special words or situations

Then asks Ss to read loudly these sentences and asks anothers to comment the pronunciation

Expected answers:

1 When I was a little girl, I often help (helped)my….

2 Unlike most men my father enjoyed (enjoys) cooking.

3 My brothers never worked (have never worked) long hours like this before.

- Write some words on the board and ask

Ss to find the words which have ending

“s” pronunce /s/ and /z/

Bats, beaks, cats, dates, bags, beds, cans,

days

- Ask Ss to read loudly

- Ask Ss to look the words in the book

and practise reading in pairs

- Then ask them read loudly in front of

the class

- Ask anothers listen and comment

- Ask Ss to read the sentences in silence

- Read these words loudly after teacher’s instructions

BatsKitsSpeaksDatesPhotographs

BagsKidsSpeedsDaysHalves

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and find out the way to read of “s” in each

word of each sentence

- Call on some Ss read loudly in front of

the class, and anothers listen and

comment

B Grammar (15’)

I Presentation

*Review the simple past, past

progressive and present perfect

tenses.

- Ask Ss to work in pairs and discuss

the forms and uses of the past simple,

past progressive and present perfect

tenses

- Ask Ss to answer some questions :

+ When do we use the past simple

- Some Ss stand up and answer T’s questions

-Ex : He bought a car yesterday

* Past progressive:

* Present perfect : started in the past butrelated to present or future and give theresult at present

-Ex : She has learnt English since shewas in the grade 5

Pair work

- Work in pairs and do the exercise

- Give the answers in front of the class

1 Have you seen

2 Did you enjoyed it?.

3 has been.

S+ V2/ed + O

S + didn’t + V1

Did + S + V1?

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their answers on the board.

- Ask the whole class to comment

- Call the leader of each group present

their answers on the board

- Ask the whole class to comment

4 Did you give/saw.

5 didn’t listen

6 Have you two met before ?

7 Have you met ?

- Give some adverbs:

Yesterday, at 7:00 p.m last night, lately

- Ask Ss work in groups of four and

make sentences using those adverbs in 3

minutes, which group have the correct

answers first will be the winner

- Call on the Ss to give the answers

- Learn by heart the rules to pronounce the sounds /s/ - /z/

- Revise the form and the use of tenses – past simple, past progressive and present perfect

V COMMENTS:

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UNIT 2: CULTURAL DIVERSITY Lesson: Reading

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to:

- understand the passage about cultural diversity

- guess the meaning in context

III PROCEDURE:

1 Warm-up: (5’) Game: Hot seats

- Break the class into two groups, A & B

- Choose two representatives from the two groups to sit in the “hot seat” in the front with their backs to the board

- Write a word on a board and ask the groups to explain, describe or describe the word in any wys so that their team mates in the “hot seats” can speak out the word

- Award one point to the fastest group to succeed in guessing the word

- The group with more points is the winner

These are the words to guess:

house, love, money, job, health, fame.

Lead-in:

In your opinion, which of the above factors is the most important for a happy life?Why?

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In today’s lesson, we’ll focus on the different ideas about love and marriage of the Americans and Asians.

2 New lesson:

Teacher’s activities Students’ activities

- Ask students to work in groups of four

and guess what are happening in the

picture

- Hang on the blackboard the table of

the questions to help students to guess

the activity in each picture:

- Which of the following factors is the

most important for a happy life ?W hy ?

- Love, money, parents’ approval, a

nice house,a good job, good

health etc.

- Ask the representatives of the groups

to express their ideas in front of the

class

- Give the feedback

* Pre-teach some new words

- Maintain [mein'tein] (v) duy tri

- Thought [θo:t] (n) : ý định; ý muốn

- Appearance [ə'piərəns] (n) vẻ bề

ngoài; diện mạo; tướng mạo; phong

thái

- unwise [,^n'waiz] (a) ngu xuẩn, khờ,

dại dột

- confide [kən'faid] (v) giãi bày tâm sự

- sacrifice ['sækrifais] (v) hy sinh

- be obliged [ə'blaidʒd] (a) biết ơn

- Ask students to read up in chorus

twice

- Ask students to guess the meaning of

the new words

- Introduce the situation of the passage

- Show students the tasks of the reading

- Read the new words in chorus twice

- Work in groups to guess meanings ofthe words

- Listen to the teacher

- Write down the words

B While-reading (18’)

- Have the class read the small talks, to

scan the details and do the tasks

Task 1 : Finding out the meaning of

the words

- Ask students to read the passage in

- Read the passage in skim

Individual work

- Show the meaning of the words

- Work in groups to fill in the blanks

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skim to make sure the meaning of the

words

- Call some students to show the

meanings

- Ask students to read the passage again

and do the task in groups of four

- Call on some students to read the

answers in front of the class

- Ask students to read the sentences

with the words given

Task 2: Answering the questions

- Ask students to work in groups of 8 to

answer the questions given

- Let Ss do in groups and walk around

to help them

- Call on some students to show the

class the right answers

-Listen to the students and help them if

neccesary

- Read the italicized words/ phrases andexplain in front of the class

1 precede : happen or exist

2 determine : find out

3 confide : tell somebody about

something very private or secret

4 sacrifice : willingly stop having

something you want

5 obliged : having a duty to something.

Group work

- Work in groups and fill in the blanks

- Give the answers in front of the class

1.They are “Physical attractiveness, Confiding, Partnership of equals, Trust built on love”.

2 The young Americans.

3 A woman has to sacrifice more in a marriage than a man.

4 Because he loves her not because he has to.

C Post-reading (10’)

- Ask students to work in groups to

discuss about the question:

+ What are the differences between a

traditional Vietnamese family and a

morden Vietnamese family ?

- Give some suggested words to talk

about a family: number of children, the

house they like to have, the head of the

family , who works , who takes care of

the housework and children , the

income

- Call on some representatives on the

groups to talk about the differences

Group work

- Read the questions carefully and work

in pairs to answer the questions

- Work in groups to discuss to compare

-Listen to the teacher and take note

- Learn by heart the new words.

- Prepare next lesson, unit 3 - speaking

V COMMENTS:

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UNIT 2: CULTURAL DIVERSITY Lesson: Speaking

I OBJECTIVES:

- know about some typical features of different cultures

- talk about differences and similarities between Vietnamese and American cultures

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III PROCEDURE:

1 Warm-up: (5’)

Game: Choose the best answers

- Divide the class into 4 groups

- Each group is given 3 cards A, B and C

- Read the following questions one by one

1 In Britain, what does a black cat mean?

A good luck B bad luck C a feature weeding

2 On the day of her wedding, what mustn’t a Chinese bride do?

A have a bath B look into a mirror C clean her shoes

3 In France, what creature brings you good luck?

A a mouse B a spider C a fox

- Tell Ss in each group to discuss and decide which they have to choose A, B or C,then hold up their cards

- Write Ss’ answers on the board

- Hang on a chart with the questions you have just read and check the answers with the class

- The group with the most answers wins

2 New lesson:

A Preparing to speak (10’)

- elicit some vocabulary

- help Ss to read the words correctly

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- elicit some useful expressions to

express the points of view from Ss

Activity 1: What is your point of view?

- ask Ss to read through the sentences in

task 1 and to pay attention to

pronunciation and stressed syllables

- analyse the example in textbook

- call on some Ss to do model in front of

the class to check

- ask Ss to work in pairs to create the

- ask Ss to work in pairs to find out the

corresponding features of Vietnamese

- write 2 columns on the board so that

Ss give their ideas easily

a husband and a wife.

A: But in some Asian countries love is supposed to follow marriage not precede it.

B: 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?

Pair work

- read requirement carefully, observe the sentences in the table and find out new words

- then, practise asking and answering about the corresponding features of Vietnamese culture

- some pairs speak out their ideas in front of the class and another Ss listen and comment

Suggested ideas

- In Vietnamese, old- aged parents live

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In American In Vietnamese

- elicit these sentences on the board and

guide Ss to read in chorus

- work model with a S

- ask Ss to work in pairs and then call

on some pairs to speak out in front of

the class

- ask another Ss to listen and give

comment on their bclassmates’ answers

with their children and grandchildren They want to be near their children so that they can give them some help and

be taken care of by their own children when they are sick

- It’s ok to ask about age, marriage and income It‘s just a way to show

concerns

- When visiting some one’s house , Vietnamese greet older people first and then the younger ones later

- Vietnamese people tend to buy groceries everyday because there are always markets near the place where they live

Model 1

A: Do you know that it’s not polite to ask question about age , marriage and income in American?

B: Is that true? But it’s common to people in Viet nam.

A: Yes, it’s just a way to show concern B: So we shouldn’t do so with

foreigners or they may get upset.

Model 2

C: It is said that in America, two generations live in a home Is it the same in Vietnam?

D: Not completely, because we still find three or four generations living

together in the same home, especially in the country or places in the big cities where accommodation is difficult to find.

C Production (13’)

Activity: Comparation

- ask Ss to work in groups of four

- ask groups to talk about the

similarities and the differences between

the Vietnamese and American cultures

- invite representatives from the groups

to report their ideas to the class

- give feedback and make comments

Group work

- work in groups to talk about the similarities and differences between Vietnamese and American cultures

- present their ideas in front of the class

Model

There are differences between Vietnamese and American cultures In America two generations live in the

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same home In Vietnam two, three or four generations live under on roof It’s traditinal for children to live near and take care of their parents so old people

in Vietnam don’t live in nursing home

as American do Americans don’t want

to be aske about age, marriage and income while it is common in Vietnam However, there are some similarities between Vietnamese and American cultures Both Vietnam and America are multi-culture countries Vietnamese and Americans are friendly, hospitable, and hard-working people who are always proud of their countries They hate war and love peace

IV HOMEWORK ASSIGNMENT:(2’)

- Write a short paragraph about the differences and similarities between

Vietnamese and American cultures

- Prepare next period, unit 2- Listening

V COMMENTS:

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UNIT 2: CULTURAL DIVERSITY Lesson: Listening

I OBJECTIVES:

- listen for the understanding of the passage about a wedding in Vietnam.

- listen for specific details

1 Teacher: textbook, workbook, chalk, pictures, CD player.

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Lead in

- Have you ever been to wedding ceremony?

- What did you see there?

Today, you will listen to two people talking about a wedding ceremony in

Vietnam

2 New lesson:

A Pre-listening (10’)

- show a picture of a wedding ceremony

and ask what they see in the picture

- suggest Ss by asking some questions

like:

- What do you see in the picture?

- who are they?

- What are they doing?

- Have you ever joined it?

- What are the things which the

groom’s family have to bring to the

bride family before they have wedding

ceremory?

- What do they have to do in

engagement

- ask Ss to pronounce words which

appear in the questions T gives

meaning

- guide Ss to read the words that will

appear in the conversation

S2: They exchange their wedding rings S3: They get the presents from their relative and their friends

- practise reading some new words appearing in the listening dialogue

- practise reading new words in chorus

-pray (v) :cầu nguyện-ancestor : ông bà, tổ tiên-banquet (n) :big party-blessing (n): happiness-schedule (v): arange

B While-listening (20’)

Activity 1: Gap-filling

- give the situation and explain: “you

will hear Paul and Andrea talking

about their family life Listen to the tape

and decide if the sentences given are

True or False”

- have Ss to read the sentences in the

task to make sure that they understand

the task clearly and underline the key

Individual work

- listen to teacher carefully

- skim through the sentences in the Task

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words in each sentence.

- play the tape the first time

- ask Ss to do the task individually

- play the tape the second time Ask Ss

- call on some Ss to check their

answers

- ask students to compare the answers

with a partner

- call on some students to go the board

to write their answers

- ask students to explain their answers

- play the tape the third time and stop in

Activity 2: Answering the questions

- ask Ss to read the situation and dicuss

the way to do the task in groups

- have the Ss read the questions to

make sure that they understand the task

clearly

- ask Ss whether they can answer the

questions without listening again and

guess the answers by remembering or

not

- play the first time, then call some Ss to

check

- play the tape the second time Ask Ss

- call on some Ss to check their

answers

- play the tape the third time and stop in

1 the groom’s parents.

2 red papers.

3 altar.

4 at the wedding banquet.

5 wedding cards/ money gifts

2 They would pray and ask their ancestor’s permission to be married.

3 After they pray and ask their ascentor’s permission to be married.

4 The wedding banquet is often scheduled at the groom and bride’s home or at a hotel or at a restaurant.

5 They stop by each table to thank their guests.

C Post-listening (8’)

Discussion

- ask Ss to work in groups of four and

dicuss the question:

“What do families often do to prepare

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for a wedding ceremony?”

- call on some representatives from

some groups to give their ideas

- give comments on Ss’ answers

+ Decorate house, altar, etc.

+ Collect money + Book tables at a restaurant or rent a cook to prepare banquet

+ Send wedding cards to the guests, relatives, friends, neighbors, etc).

- Learn by heart the new words.

- Prepare next lesson, unit 2 – language focus

V COMMENTS:

Period: 12th Date of preparation: September 21st , 2011

UNIT 2: CULTURAL DIVERSITY Lesson: Language Focus

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I OBJECTIVES:

- distinguish between the differences in pronunciation of the –ed ending sound.

- revise the use of some tenses

III PROCEDURE:

1 Warm-up: (5’) Game: Who is the best at English

- Put the verbs in brackets in the sentences into the correct tenses and then try to speak out them as exactly as possible

1 The police (arrest) …… an old man-beggar in front of the hotel yesterday.

2 I recently (miss) …… a number of interesting films.

3 – (You, receive) ………his package yet?

- guide Ss to pronounce the words having

the ending /ed/

When verbs end with “t,d” /id/

When verbs end with “ p, k, f , s”

/t/

When verbs end with “n d, v, y, m, l, r, g,

b /d/

- write some words on the board and ask

Ss to find the words which have the

ending in “ed” pronounce /id/ and /t/, /d/

derived , cleaned, cancelled,

guessed, promoted, added, pressed,

founded

- Ask Ss to read loudly

- ask ss to look at the words in the book

“ed” pronounce /id/, /t/ and /d/

- read these words loudly after teacher’s instructions

WantedArrestedStarted

WalkedKnockedJumped

ExplainedPhonedRained

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and practise reading in pairs

- then ask them to read the words loudly

- ask another Ss to listen and comment

- ask Ss to read the sentences in silence

and find out the way to read of “ed” in

each word of each sentence

- call on some Ss to read the sentences

loudly in front of the class, and another

ones listen and comment

MendedDecided

HelpedMissed

ArrivedInvolved

B Grammar (15’)

- give some sentences and ask Ss to

name the tense from each sentence

1 I went to Paris last summer.

2 I was doing my homework at 6p.m

last Sunday.

3 My son had done his homework

before he went to bed last night.

4 They had been playing cards for 3

hours before I came.

5 The earth goes round the sun.

6 The students are learning English

9 She will come back next week.

10 I am going to fly to London this

4 Past perfect progressive

Ex: They had been playing cards for 3 hours before I came.

8 Present perfect progressive

Ex: He has been living in London since 1990.

Asks sts to read the requirement and

discuss the way to do exercise

Pair workRead the requirement and discuss the way to do exercise

Then do exercise in pairs

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Then asks sts to work exercise in pairs

Lets sts do and Walk around the class

and provide help when they need

Call on some sts to present

Listens and gives the correct answers

*Exercise 2: Multiple choice

Asks sts read the requirement and skim

the passage

Choose the best to fit space with A,B or

C

Asks sts to underline the words which

are used in some tenses, and pay

attention to the situation in some

sentences

Asks sts do exercise individually

Then asks them to compare their

answers with a partner

Walk around the class and provide help

when they need

Call on some sts to present

Listens and gives the correct answers

*Exercise 3: Putting the correct form

of the verbs.

Asks sts read the requirement and

discuss the way to do exercise in groups

and then, calls on some sts to present

their own opinions

Listens and guides sts to do exercise

Asks anothers listen and give comment

Some presents in front of the class

Key

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.

Individual workRead the requirement and skim the passage

Choose the best to fit space with A,B or C

Underline the words which are used in some tenses, and pay attention to the situation in some sentences

Do exercise individually and compare the answers with a partner

Then stand up and speak out in front of the class, anothers listen and give commenting

Key

Group workRead the requirement and discuss the way to do exercise in groups

Do exercise individually and compare with a partner

Some stand up and present

Key

1 moved 2 moved 3 have asked 4 have not stopped

5 study 6 will fail 7 could talk

- Do the exercise in workbook, part language focus.

- Prepare new lesson, unit 3- reading

V COMMENTS:

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Period: 13th Date of preparation: September 22nd , 2011

UNIT 3: WAYS OF SOCIALISING Lesson: Reading

I OBJECTIVES:

- Understand the passage about ways of socialising

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- Do you often use these gestures to communicate?

- Do other people understand you?

When you want to attract someone’s attention, you might speak to them Speech is one of the most important ways of communicating, which is called verbal form of communication Or you can move your hands by waving, use gestures, which are called non-verbal form of communication.

- Today, you get to know about ways of socialising through reading passage.

2 New lesson:

1 Pre-teaching vocabulary

- help Ss read the words

- elicit Ss to find out the meanings and

the parts of speech of the words

+ attract someone’s attention: draw

somebody’s attention

+ verbal (a): relating to words, spoken,

Whole class

- repeat after the teacher

- find out the meanings and the parts of speech of the words

- note down the words

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