giáo án tiếng anh 12(hay)

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D.P: 16/8/09
D.T: 18/8/09 (A,B,C)
REVIEW I
I.Objectives: By the end of the leson Ss will be able to:
+ remind of verd tenses.
+ use the verd tenses to solve excercises correctly.
II. Contents: present tenses, past tenses and simple future tense.
III. Materials: Handouts
IV. Teaching method: CLT, Task based learning.
V. Procedure: 45 minutes
T’ activitives
Warm-up: (5’)
-Ask some questions about Ss’ summer holiday.
-Encourage Ss to talk about their holiday.
Presentation and practice:(38’)
- Revise the form and the use of 7 tenses:
simple present, present continuous, present
perfect, past continuous, simple past and simple
future.
- Give some examples.
- Remind Ss of the adverb of each tense.

- Give Ss some handouts containing excercises
and aks them to do exercises.
- Aks Ss to give the answers.
- Check and correct.
Wrapping-up:(2’)

-summary the main point of the lesson.
-Give homework.

Ss’ activitives
-Answer the questions and talk about their
holiday.
- Listen and take note:
1. Simple presnet:
S + V/s/es +O
Tobe: am, is, are
+ Use:
2. Present continuous:
S + tobe( am, is, are) + Ving +O
+ Use:
3. present pefect:
S + have/has + PP +O
+ Use:
4. Simple past:
S + Ved/column 2 +O
+ Use:
5. Past continuous:
S + was/were + Ving + O
+ Use:
6. Past perfect:
S + had + PP + O
+ Use:
7. Simple future:
S + will/shall + V + O
+ Use:
-Do exercises in the handouts.

-Listen to the T and write down homework.

D.P: 17/8/09
D.T: 19/8/09 (A, B, C)
REVIEW II
Objectives: By the end of the lesson Ss will be able to:
Remind of relative pronouns and relative clause.
Use relative pronouns to solve exercises exactly.
Content: relative pronoun and relative clause.
1
1

Period: 1

Period: 2


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Materials: handouts
Methods: CLT, task based learning.
Procedure: 45 minutes
T’ activities
Warm-up:( 7’)
- Give Ss a handout and aks them to match a clause in
column A to a clause in column B to make a right
sentence.
- Aks Ss to work in pairs.

B
a. which she bought
yesterday
b. Adoctor is a person
c. is my good friend
d. who teaches us at
school
e. who I told her last
week
- Aks Ss to give their answer.
- Check with all class and feedback.
- Lead in the new lesson.
Presentation and practice:( 36’)
- Revise relative pronouns: who, whom, which, that,
whose.
- Revise relative clauses:
+ Defining relative clause
+ Non defining relative clause
-Give examples.
Eg:
A worker is a person who works in a factory.
A mobilephoneis an equipment which you use to
contact with other people.
Mr Lam whose car is red is a famous doctor.
-Give Ss a handout with exercises.
- Ask Ss to do exercises individually.
- Aks Ss to compare their answer with the partner.
- Aks Ss to give their answer on the board
- Check with all class and feedback.

Ss’ activities
- Match A to B to make a right sentence.
- Work in pairs.

A
1. A teacher is aperson
2. Who works in the
hospital
3. She met the girl
4. The boy who is
reading books
5. She gave me a gift

Wrapping-up:( 2’)
- Summary the main point of the lesson.
- Give homework.

- Give the answer.
- Correct.
- Listen to the T and take note.

- Give more examples.

-Do exercises individually.
- Compare the answer with the partner.
- Give their answer.
- Corrects.
- Lisent to the T.
- Write down homework.

...............................................................................................................
D.P: 19/8/09
D.T: 20/8/09(A,B,C)

Period:3

Unit 1 : Home life
2
2


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Reading
I. Objectives:
- General knowledge: +Students read and guess the meaning of new words from the con text.
+ Read the passage and complete the tasks of the lesson.
- Language: Students could understand and use new words after reading
- New words: Words related to home life
- Guessing meaning in context, scanning for specific information and passage comprehension
II. Method: Integrated, CLT
III. Teaching aids: Student’s book and pictures, Board, tape, cassette player, chalks, etc.
IV. Procedure: 45 minutes
Teacher’s activities
Warm-up: (5 minutes)
- Ask students look at the picture and ask some
questions
- Let students understand more about , house hold

chores and family life, today we learn Unit 1- part
A: Reading

Students’ activities

Before you read : (7 minutes)
Ask students to work groups to ask and answer
about the pictures
- Hang on the blackboard the table of questions.
Ask students to work in pairs looking at the pictures
to ask and answer them.
1. Where is the family?
2. What is each member of the family doing?
3Is the family happy? Why (not) ?
- Introduce the situation of the context
- Read the context once to the class.
- Show students some new words:

- Work in groups to discuss about the pictures
- Work in groups to ask and answer the
questions give by the teacher.
- Stand up to answer in front of the class
P1: The family is at home.
P2: The father is playing games with his son
and the mother is helping her daughter do
homework.
P3: Yes, it is .because they look warm and
close –knit.

+ to be caring

+ to be willing to
do st

+ to be close -knit
+ to be mischievous

- Open the book
- Listen to the teacher
- Look at the picture and answer
- Listen to the teacher and open the book –
Unit 1, part A: reading

- Look at the book and listen to the teacher
- Listen
- Note down
- Work in groups and try to repeat the main
ideas in each paragraph.

- Help students to summary the main ideas of the
context .
* The first paragraph: the writer says about the
-Practise speaking their ideas freely.
parents’ jobs and the people in her family.
* The second paragraph :The writer says about the
activities of her parents every day.
* The third paragraph: The writer says about her
younger brothers and her herself.
Listen to the teacher
* The writer says about the happiness in her family.
- Ask students to think of their thoughts about a

happy family.
- Introduce the situation of the passage
While you read : (23 minutes)
3
3


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- Ask students to look through the passage and read
in silence
- Help students read the passage
- Explain pronunciation and meaning of new words
which appear in the passage
+ Task 1: (10’)
- Ask students to work in groups to read the
sentences in the task and then choose the sentence
A,B or C that is nearest in meaning to the sentence
given.
- Read all the sentences which they have chosen
loudly to the class
Teach some new words: close –knit (a),
mischievous (a), .....
- Ask students to work in groups to do the task.
- Call on some students to read the sentences.
- Common in whole class
+ Task 2: (15’)
- Divide the whole answers class into 6 groups of 8

students .
1,How busy are the parents in the passage?
2,How caring is the mother ?
3,How do the father and the daughter share the
household chore ?
4,What is the daughter attempting to do after
secondary school?
5,Why do the children feel they are safe and
secure in their family ?
- Ask students to read the questions carefully and
discuss the answers
- Help students to find the paragraph which contain
the information for the answers
- Call the leader of each group to answer the
questions
- Ask the whole class to commend
- Feedback and give the correct answers and give
point.
After you read : (8 minutes)
- Ask the whole class to discuss about a happy
family.
- Call some students to say about their
thinking of a happy family
Home work: (2 minutes)
- Write about their family or others they know.
- Prepare Part B : Speaking at home

- Work in groups , read the sentences carefully
- Listen to the teacher and read up the
sentences aloud .

- Note down the new words.

- Read up.
- Work in groups to do the task

- Read the passage
- Work in groups to find the sum up of the
passage
- Present the answers in front of the class
- Commend
- Note down the reason of the choice
- Work in groups to ask and answer the
questions using the information from the
passage
- Some students answer the questions in front
of the class
Listen and take notes
- Do the home work and prepare for the next
lesson.

……………………………………………………………………………………
D.P: 23/8/09
Period: 4
4
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D.T: 25/8/09(A,B,C)
Unit 1: Home Life
B.Speaking
I. Objectives:
1. Educational aim: Students can talk about their family and other families
+ Students can ask and answer about household chores and family
+ Students discuss their ideas about the true of a happy family
2. Knowledge:
- General knowledge: By the end of the lesson students can practise a dialogue about a happy family
- Language: asking for and giving information from a passage
- New words: words related to the topic
3. Skills: talking about Home life and their activities in the family
II. Method: integrated, mainly communicative
III. Teaching aids: pictures ,textbook,....
IV. Procedure: 45 minutes
Teacher’s activities
Warm-up: (7 minutes)
- Playing games.
- Divide the class into pairs and ask students to
work in pairs to talk about their family in 3
minutes - Call of the leaders of each groups to talk
about her/his family in front of the class
- Feedback and lead the class to the topic of
speaking activities
(we are going to discuss about our family )
Pre-speaking : (12 minutes)
Task 1 Let students read the following sentences
and choose which apply to them or their family.
- Ask students to work in groups to speak the

sentences
1, In my family ,only my father works.
2,Member of my family share the household
chores .
3,My responsibility in the family is to wash the
dishes.
4, In my family, the interest we share closely is
watching football.
5,I often share my personal secrets with my
father.
6, I always talk to my parent before making an
important decision.
- Go around and listen to the students –Give
more suggestions if they need
While-speaking : (15 minutes)
Task 2 - Work in pairs .
-Let students ask and answer the questions about
their family.
5
5

Students’ activities
- Keep books close
- Listen to the teacher
- Work in groups to talk about family

-Work in groups and give their ideas why they
choose
-Each student stands up and talks about their
family.

A: In my family ,my parents both go to
work,.....................
B: In my family, ..........

-Practice speaking out their ideas about their
family.
A: Who works in your
family ?
B : Both my father and mother.


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- Listen and give the ideas to each pair.
Task 3:Work with a different partner.
- Ask students to use the questions they have
form to ask about her/his family.
Listen to the students and give remarks.
- Post-speaking : (10 minutes)
Task 4
- Let the students practise speaking freely about
their family.
-Go around to listen and give remarks .
- Ask some students to stand up and tell loudly
- Listen and correct mistakes

Homework: (3 minutes)
- Ask students to write a passage about a happy

family (80 words)
- Ask students to prepare Part C- Listening and do
homework

A: Who often does the household chores ?
B : My mother mainly does it and sometimes
my father help my mother.
A :How is your responsibility to your family ?
B :I often clean the house and cook the meals
when I finish my studying.
A : How do the family members
share the interest ?
B :We often watch television each other in the
evening.
A : Who do you often share your secrets with ?
B : I often share with my mother.
A: Who do you talk to before making an
important decision?
B: I often talk to my parents.
- All students write some sentences about their
family and then stand up to talk.
-Work in groups and each group has a
representative to talk about her/his family.
P1 : I talked to Tuan . Both his parents go to
work. But only his mother does the household
chores.....
P2 : In Loan’s family ,only her father goes to
work and her mother is at home ...........
-Work in groups and then speak out their
opinions.

PS : I think a happy family should have............
P : Yes it is . Because every member in the
family often share the feelings with each
other.........
- Listen to the teacher
- Write down the homework

...............................................................................................................
D.P: 24/8/09
D.T: 26/8/09( A,B,C)
Unit 1: Home Life
C.Listening

Period:5

I. Objectives:
1. Educational aim: Students can listen to get information to decide True or False statements
+ Students can improve their ability of listening to write down the main ideals of the lesson.
2. Knowledge:
- General knowledge: Students learn more about a happy family
- New words: Words related to family
3. Skills: - Listening and comprehension questions
6
6


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- Listening and deciding on True or False statements or no information
II. Method: Intergrated, task based learning
III. Teaching aids: Student’s book, pictures board, tape, cassetteplayer, chalks.
IV. Procedure:
Teacher’s activities
Warm-up: (5 minutes)
- Ask students to close the books
- Give some pictures and answer some questions
1,Who are they?
2,What are the relationship among them ?
- Check some students and mark
- If you want to know more details about them we
will go to Unit 1- part Listening
Pre-listening: (7 minutes)
- Introduce the topic of the listening: In this you
will listen to people talk about their friends. But
now please talk about your family first.
- Ask students to read all the words given carefully
and show the difficult words or structures
- Explain the words and structures to the class:
-reseved :
- leftover :
- spread out :
* Before you listen :
- Ask students to look at the picture and say :
+What are they doing ?
+How many people are there in the family ?
While-listening: (20 minutes)
Task 1
- Introduction: you are going to listen to Paul and

Andrea talk about their family.
Ask
students to read the sentences carefully first to get
the True or False.
- Ask students to get the difficult words.
- Read the tape-script loudly to the class.
- Ask students to decide the answers .
- Listen and remark.
- Ask students the question :
- Why do you think it is true / false ?
- Help them if necessary
Task 2
- Ask students to look through the sentences in
task 2
- Ask students to listen again and note down two
things that are different about Paul’s and Andrea’s
families.
7
7

Students’ activities
- Close the books
- Listen to the teacher
- Work in groups and look at the picture and
answer

- Listen to the teacher and open textbooks
- 0ne or two students talk about their family.
- Read the new words.
- Listen and note down

- Work in pairs to ask and answer
+ P : -They are having a party.
- There are 9 people in the family

- Keep book open
- Listen to the teacher
- Read the sentence carefully to get the True
or False statements.
- Ask for the difficult ones.
- Listen to the teacher.
- Speak out the sentences individually.
PS :
1, It is false
2, It is false
3, It is false
4, It is true
5, It is true


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After-listening: (10 minutes)
- Ask students to open the books
- Ask them to discuss the importance of family in
a person’s life
- Let them work in pairs
- Walk round and help students

- Listen and work in pairs to speak out some
information they have heard from the tape.

- Ask some students to stand up and go to board
and write
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about
the importance of family in a person’s life
-Remember them to prepare Part- Writing at home

-Discuss and find out the
the importance of family in a person’s life
- The students who are called go to board and
write down your answer
-Listen to the teacher and write down
homework

.....................................................................................................................
D.P: 25/8/09
Period: 6
D.T: 27/8/09 (A,B,C)
Unit 1:Home Life
D.Writing
I. Objectives:
1. Educational aim: Students can write a paragraph about family rules depending the given prompts
2. General knowledge: Students learn how to write a description , stages of a description
- Language:
- New words: Words related to the topic
3. Skills: Writing a narrative

II. Method: Intergrated, task based learning
III. Teaching aids: Student’s book, notebook, some pictures
IV. Procedure: 45 minutes
Teacher’s activities
Warm-up: (5 minutes)
A word game.
- Divide the class into 4 groups
- Ask students to work in groups to revise the
words using to say about family
(in 2 minutes)
- Call the representatives of the groups to
write as many words on the boards as
possible. (in 2 minutes)
- The winner is the students who has got the
largest number of correct words on the board.
- Call some students to repeat the meanings of
the words.
Pre-writing: (10 minutes)
- Ask students to use the following verbs and
expressions.
Give and read some words aloud :
Let ,allow, be allowed to, have to, permit,
etc.
8
8

Students’ activities
- Keep book close
- Listen to the teacher and work in pairs
- Work in groups to revise the words

- Go to the board to write the words
- Repeat the meanings of the words in front of
the class

- Listen to the teacher
and open the books
- Read all words and expressions and work in
pairs .
A : Do you have to do the household chores ?


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+ Some expressions :
- doing household chores
- coming home late
- preparing meals
- watching TV
- talking on the phone
- using the family motorbike
- Listen to the pairs and help them if they
get some difficulties in speaking.
- Ask students to stand up and say a
paragraph about his/her family.
While-writing: (18 minutes)
Task 2
Ask students to use the ideas they ‘ve
dicussed to write a leter to a pepal about their

family.
-Give some out line : first, second ,further
more, and...finally.....etc.

B : Yes, after my studying or my free time.
A : Are you allowed to come home late ?
B: No, because my parents are strict..
A : Do you often prepare the meals ? etc
Each representative of a group stand up and say
about the family.
A: - In my family , everybody has to do the
household chores. I’m not allowed to come
home late, I only can watch TV when I finish
my homework......
+ Write the letter individually.
- Every family has its own rules. Mine has a
few. First, everybody has to do the house hold
chores, we only go out or watch TV when we
finish all homework........
- Some students read loudly their products in
front of the class...

- Call two good students present their outline
in front of the class
- Ask the others comment
- Feedback and give some correction to help
students to have a better outline to write.
Post-writing: (10 minutes)
- Give suggestions and corrections
- Ask students to read another’s description

- Ask some students to read loudly their
description
- Correct mistakes and mark
Homework: (2 minutes)
- Ask students to do part writing of Unit 1 in
the student’s work book and prepare part
Language Focus

- Listen to the teacher and write down
homework

…………………………………………………………………………………..
D.P: 6/9/09
D.T: 8/9/09 (A,B,C)

Period:7

Unit 1:Home Life
E. Language Focus
I. Objectives:
1. Educational aim: Pupils can pronounce the endings /s/ ,/z/
2. Knowledge:
- General knowledge:+ Students have to remind of tense :past simple, past progressive and present
perfect.
+ Students have to do some exercises of tense
9
9


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- New words: Words related to topic
3. Skills: Intonation and phrasal verbs
II. Method: Intergrated, task based learning
III. Teaching aids: Student’s book, pictures, board, tape, cassetteplayer, chalks.
IV. Procedure: 45 minutes
Teacher’s activities
Pronunciation: (8 minutes)
- Guide students to pronounce the endings
/s/,/z/,/iz/ :bats/s/,bags /z/,washses /iz/.
- Ask students to read the up the words and the
sentences
- Ask students to read up in chorus twice
- Call some students to read up in front of the
class
GRAMMAR:(35munites)
1,Tense of verbs:
* Ask students to repeat the they’ve leant.
+ The past simple.
+ The past progressive.
+ The present perfect.
- Ask students to give some sentences.
- Let students compare the differences ebtween
past simple and present perfect
Listen and give remarks

Students’ activities
Listen to the teacher.

- Listen to the teacher and read up
- Read up in chorus twice
- Some students read up in front of the class
- Listen to the teacher and speak out .
P1: - past simple
P2: - past progressive
P3 : present perfect
- Some students give more examples.
* Example :
- He left the room last week.
- They were having dinner at 8 o’clock last
night.
-She has learnt English since she was in grade 1.
- Work in pairs and give the differences.
* past simple : happened and finished with the
definite time in the past ,not related to
thepresent.
-Ex : He bought a car yesterday.
* present perfect : started in the past but related
to present or future and give the result at present.
-Ex : She has learnt English since she was in the
grade 5.
- Work in groups to do the exercise

Exercise 1:
- Ask students to work in groups to do the
exercise 1.
- Ask students to choose their suitable verbs in
the sentences.
- Call the leader of each group present their

answers on the board

1. Have you seen
2. Did you enjoyed it?.
3. has been.
4. Did you give/saw.
5. didn’t listen
6. Have you two met before ?
7,Have you met ?
- Discuss the answers and give comment on the
sentences

- Ask the whole class to comment
- Listen to the teacher and work in groups
to do the exercise.
1, B : haven’t written

Exercise 2:
- Ask students to work in groups to do the
10
10


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exercise 2.
- Ask students to decide which answer ( A, ,
B,or C)

- Call the leader of each group present their
answers on the board
- Ask the whole class to comment

Homework : (2 minutes)
Ask students to do Part Language Focus and
prepare part Reading of Unit 2 at home

2, C : have been
3, A : had
4, A : haven’t done
5, B : have stopped
6, B : am waiting
7, B : have changed
8, C : live
9, A : decided
10,B : becomes
11,B : told
12,C :moved
13,C : come
14, C : stay
15, B : am going
- Redo the exercises
- Do the exercises in the workbook
- Prepare for the next lesson

……………………………………………………………………………………

D.P: 7/9/09
D.T: 9/9/09 (A,B,C)

Period: 8

Unit 2: Cultural diversity
Reading
I. Objectives:
1. Educational aim:
- Students read passage comprehension about role of cultural diversity
- Students know how to use the new words through asking and answering
2. Knowledge:
- General knowledge: Through this unit, students know more about cultural diversity
- New words: Words related to the topic( culture, society....)
3. Skills:
- Guessing meaning from context
- Summarizing main idea
- Passage comprehension
II. Method: Intergrated, CLT
III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook
IV. Procedures: 45 minutes
Teacher’s activities
Warm-up: (4 minutes)
- Ask students to list out the factors that create
a happy life
-Let students work in pairs
11
11

Students’ activities
- Listen to the teacher
- Answer the question

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-Ask students questions
- T leads in the new lesson.
Pre-reading: (7 minutes)
- 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
- precede (v)
- counterpart(n)
- confide(v)
- sacrifice (v)
- Ask students to read up in chorus twice.
- Ask students to guess the meaning of the new
words.
+ Introduce the situation of the passage

+ Show students the tasks of the reading
While-reading: (20 minutes)
- Make the class read the small talks, to scan
the details and do the tasks
Task 1 :
Ask students to read the passage in skim to
make sure the meaning of the words.
- Call some students to show the meanings
- Ask students to read the passage again and do
the task in groups of four
- Call on some students to read the answers in
front of the class.
- Ask students to read the sentences with the
words given
Task 2
- Ask students to work in groups of 8 to answer
the questions given.
- Call on some students to show the class the
right answers
-Listen to the students and help them if
neccesary.
Post-reading: (12 minutes)
Ask students to work in groups to discuss about
12
12

-Work in groups to talk about the
activities in the pictures
- Look at the questions and try to answer them in
groups to discuss.

- One student speaks out his/her ideas in front of
the class .
- Look at the board, note down.
- Read the new words in chorus twice.
- Work in groups to guess meanings of the words.
- Listen to the teacher
-Read the passage in skim
- Show the meaning of the words.
- Work in groups to fill in the blanks.
- Read the italicized words/ phrases and explain 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.
- Work in pairs to answer the questions.
A: What are the four key values in the survey ?
B: They are Physical attractiveness,
Confiding,........
A: Who are much more concerned with
physical........... ?
B :The young Americans are much more
concerned than the young Indians and the
Chinese........
A: What are the Indian students’ attitudes on a
partnership of equals ?
B :The Indian students agree that a woman gas to

sacrifice........


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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
Homework : (2 minutes)
-Do reading text in workbook
-Prepare the next lesson

- Read the questions carefully and work in pairs to
answer the questions.
A: - I think a modern family has fewer children
than a traditional one.
the head of the family in a modern family is both a
husband and wife, they share the household chores
and
take care of their children....

- Work in groups to discuss to compare to other
groups.
- Talk in front of the class about the class.
-Listen to the teacher and take note

.........................................................................................................

D.P: 8/9/09
D.T: 10/9/09 (A,B,C)
Unit 2: Cultural diversity
Speaking
I. Objectives:
1. Educational aim: Students can talk about the differences among cultures

Period: 9

2. Knowledge:
- General knowledge: Through this unit, students can talk about the differences among cultures
- Know how to arrange opinions sensibly.
- Language: Students use sentences, words, phrases and expressions for making their view
3. Skills: Fluency in expressing opinion and expressions for making a opinion
II. Method: Integrated, CLT
III. Teaching aids: Pictures, English textbook 12, handouts
IV. Procedures: 45minutes
Teacher’s activities
Warm-up:(5minutes)
Checking the last lesson
- Call two students to go to the board.
Students 1 and 2 : Talk about the differences
between a traditional family and a modern

family they’ve written at home.
- Ask the other students to comment about the
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Student’s activities
- Listen to the teacher

-Read the paragraph in front of the class


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talking.
- Feedback and give correction if necessary
- Lead the whole class to the topic of the
lesson.
Pre-reading: (8 minutes)
Task 1:
We are going to talk about the differences
among cultures .
- Ask students to express their point of view on
the followings ideas , using the words or
expressions in the box.
* In Vietnam ,three or even four generations
may live in home.
* A happy marriage should based on love.
* In some Asian countries , love is supposed to

follow marriage not precede it.
* In some countries, a man and a woman may
hold hands and kiss each other in public.
- Listen to the students and give remark
While –speaking : (16munites)
Task 2:
- Ask students to work in pairs to discuss about
the differences between the culture in America
and in Vietnam.
+Give the culture in America:
- Two generations ( parents and children ) live
in a home.
- Old- aged live in nursing home.
- It is not polite to ask questions about age,
marriage and income.
- Americans can greet anyone in the family
first.
- Groceries are bought once a week.
- Christmas and New Year holidays are the
most important.
- Children sleep in their own bedrooms.
+ Listen to the students and give more the ideas
about the differences.
Post-reading: (14 minutes)
Task 3:
- Ask students to work in pairs or work in
groups to talk about the similarities and
differences between Vietnamese and
American cultures, using the features discussed
in the task 2 .

- Listen and give remarks on their opinions
Homework:(2minutes)
-Students write a paragraph about the cultures
in Vietnam.
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- Listen to the teacher

- Read the sentences given and work in groups to
dicuss.
A : In my opion,it is not good for three or four
generations to live in a family because they will
find it difficult to sympathy their interests and
habbits ...and I agree that love is supposed to
follow mariage not precede it.
B: I don’t agree with your ideas, I think it is good
to have three or four generations living under one
roof because they can help each other a lot

- Work in pairs to discuss and give their ideas
about the differences
+ Give the culture in Vietnam.
-There are more generations in a home (grand
parents, parents and children ...)
- Elders live with their children and are taken care
of by their sons.
- Can ask the questions about the age, marriage
and income..
- Have to greet the older first.

- Do the shopping everyday.
- Tet holiday is the most important.
- Children can share bedrooms with the other in a
family.
- Work in groups or in pairs to compare.
Ps : - There are differences and similarities
between Vietnamese and American cultures .In
America, two generations (parents and children)
live in ahome . In Vietnam, two, three
or even four generations live under one roof...etc.

-Listen and copy


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- Do the exercises in the workbook
- Prepare for the next lesson
.....................................................................................................................
D.P: 9/9/09
Period:10
D.T: 10/9/09(A), 11/9/09(B,C)
Unit 2:cultural diversity
Listening
I. Objectives:
1. Educational aim: Students should know how to listen to give some information about the wedding
ceremony in Vietnam.
2. Knowledge:

- General knowledge: Students learn about the wedding ceremony in Vietnam.
- New words: Words related to culture, wedding
3. Skills:
-Filling in missing information
-Passage comprehension
II. Method: Intergrated, CLT, task base learning
III. Teaching aid: Board, tape, cassetteplayer, chalks, textbook and notebook.
IV. Procedures: 45minutes

Teacher’s activities
Warm-up : (4 minutes)
- Ask students look at the pictures and have a
comparison ?
- Let students look at the picture and describe
and answer some questions:
1,Where do the women come from?
2,What are they doing?
3,do they have happy life? why do you know?
- Listen and give mark
Pre-listening : (6 minutes)
Ask students to work in groups to ask and
answer about the picture.
- Hang the table with the questions on the
board.
+ Have you ever attended a wedding
ceremony?
+ What do the bride and the groom usually do
at the wedding ceremony?
- Ask students to ask and answer freely.
- Give some words : altar, banquet,

groom, ancestor ,blessing, tray......
While-listening: (24 minutes)
Task 1:
Introduction: You are going to hear two people
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Students’ activities
- Listen and answer
- Work in pairs and each and answer
- Look at the picture and the table of the questions
to ask and answer about the picture in pairs.
S1: -They often stand in front of theater praying
and asking their ancestor’s permission to be
married.
S2:- They exchange their wedding rings.
S3:-They get the presents from their relative and
their friends.
- Listen to the teacher or the tape.
- Read the sentences and then listen to the teacher
or the radio carefully


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talking about a wedding ceremony in Vietnam.
- Introduction: you are going to listen to the
conversation to get the information to fill in the

missing information
- Let the students read all the sentences before
listening
1, The wedding day is carefully chosen by
the........
2, The gifts are wrapped in............
3,The wedding ceremony starts in front of
the..........
4,Food and drink are served.......
5,The guests give the newly wedded couple
envelopes containing ........... and..........
- Ask students to compare the answers with a
partner.
- Call on some students to go the board to write
their answers
- Ask students to explain their answers in front
of the class
- Feedback and Correct the answers
Task 2:
- Ask students to listen to the passage again and
answer the questions
- Ask the students to read all the questions
before listening.
- Let the students listen to the tape two or three
times and answer the questions.

After-listening: (10 minutes)
- Ask students to work in groups to answer the
question : What do families often do to prepare
for a wedding ceremony?

- Call some 2 leaders of the groups to talk
in front of the class
- Feedback
Homework: (2 minutes)
- *.Write a paragraph about a wedding.
– Prepare for the next lesson.

1, groom’s parents.
2, red paper
3, altar
4, at the wedding banquit
5,wedding cards or money

- Work in pairs to compare the answers

- Listen and try to get the information to answer
the questions
- Read the questions carefully.
- Work in groups to discuss and answer the
questions.
1,The most important thing the groom’s family
has to do on the wedding day is to go to the
bride’s house bringing gifts wrapped in red
paper.
2,They would pray ,asking their ancestors’
permission to get married.
3, After they pray and ask their ancestors’
permission to get married.
...............
Work in groups of 3 or 4 to answer the questions.

- Listen and copy in their notebooks

.....................................................................................................
D.P:13/9/09
Period:11
D.T:15/9/09(A,B,C)
Unit2: Cultural diversity
Writing
I. Objectives:
1. Educational aim: Student can describing typical features of a Vietnamese conical leaf hat.
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2. Knowledge:
- General knowledge: Students could write a report to describe typical features of a Vietnamese conical
leaf hat.
- Language: Words used in a Vietnamese conical leaf hat
3. Skills: Describing a Vietnamese conical leaf hat
II. Method: Interagrated, mainly communicative
III. Teaching aids: Some models of chart, real information in life
IV. Procedures: 45minutes
Teacher’s activities
Warm-up : (4 minutes)
- Work in pairs to talk about the special things

in Vietnam.
- Call the best student in the class to tell
his/her story to the class.
- Comment and lead students to the topic of
the lesson.
Pre-writing: (10 minutes)
Task 1
- Ask the students to write about the conical
or the “non la”, a symbol of Vietnamese
culture.
- Give some new words : leaf, rim, ribs,
strap.
- Ask students to observe the photo of the
“non la”
While-writing: (20 minutes)
Task 2
Let students write a passage of about 150
words about the conical leaf hat , using the
outline and information below.
* Introduction : - symbol of Vietnamese
girls/women. Part of the spirit of the
Vietnamese nation.
* Main body: - special kind of bamboo and
young /soft palm leaves, conical form,
diameter,.........
*Conclusion : - protecting people from
sun/rain and girls/women look
pretty/attractive.
Post-writing: (10 minutes)
Ask students change the letter with a partner

to read.
- Call a good students to read the letter in
front of the class.
- Feedback and give some suggestions
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Students’ activities
-Work in pairs to talk
- Some students talk about their experience in
front of the class .
+ Banh trung,ao dai, non la,......

Listen to the teacher
- Listen to the teacher and read aloud
the words

Read the words given and write a passsage : The conical leaf hat is one of the typical features
(symbols) of the the Vietnamese culture because
it can not be found any where in the world .The
leaf hat is not only a symbolof Vietnamese
girls/women.........
- Write the letter individually.
- Read the letter of the partner.

- Read the letter in front of the class


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Homework: (2 minutes)
- Ask students to do the exercises in the
workbook.

-Do the exercise at home.
- Prepare for the next lesson

............................................................................................................
D.P: 14/9/09
D.T: 16/9/09(A,B,C)
Unit 2: Cultural diversity
E.Language Focus
I. Objectives:
1. Educational aim: Students can pronounce the sounds “ ed” ending
2. Knowledge:
- General knowledge: Students have to revise the tenses
- New words: Words related to topic
3. Skills:
- Pronunciation: the sounds “ ed” ending
- Grammar: - revise the tenses
II. Method: Intergrated, mainly communicative
III. Teaching aids:
Board, tape, cassetteplayer, chalks, textbook and notebook
IV. Procedures: 45minutes
Teacher’s activities
I. Pronunciation(10 munites)
a. Distinguishing sounds:
- Read the three sounds: /t/, / d/, / id / as

model for the class and explain the
differences in producing them.
- Read the sounds again and ask students to
repeat.
- Ask students to read the words in each
column out aloud in chorus for more a few
times.
- Call on some students to read the words in
front of the class
- Correct the mistakes of pronunciation.
b. Practising sentences containing the
target sounds
- Ask students to work in pairs to take turn to
read the given sentences
- Go round to listen and take notes of the
typical errors
- Call on some students to read the sentences
in front of the class again and provide
corrective feedback.
II. Grammar: (34munites)
* Exercise 1:
a. Presentation:
- Review the forms, meanings and uses of the
present simple, present perfect, and present
continuous, past perfect...
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18

Period: 12

Students’ activities
- Read aloud
- Listen and repeat from 2-3 times
- Some of them stand and read words aloud
- Read the sentences in chorus aloud
- Read loudly in front of the class.
- Listen to the teacher and note down

- Listen to the teacher to the teacher and note
down


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+ Present simple
* FORM:
* MEANING: PRESENT TIME
* USE:
sometimes use the present simple to express
the ideas that an action is happening or+
Express the idea that an action is repeated or
usual. The action can be a habit, a hobby, a
daily event, a scheduled event or something
that often happens. It can also be something a
person often forgets or usually does not do.
+ Speakers is not happening now. This can
not only be done with Non-Continuous Verbs
and certain Mixed Verbs.

+ Present continuous
* FORM:
* MEANING: PRESENT TIME
* USE:
+ Present perfect/Present perfect progressive.
* FORM:
* MEANING: PRESENT TIME
* USE:
We use the present perfect to say that the
action happened at an unspecified time before
now. The exact time is not important. So we
can use Present Perfect to describe our
experience “I have the experience of …” we
can use this tense to say that we have never
had a certain experience. The Present Perfect
is NOT used to describe a specific event
+ With Non-Continuous Verbs and noncontinuous uses of Mixed Verbs we use
present perfect to show that something started
in the past and has continued up until now.
“for five minutes”, “for two weeks”, and
“since Thursday” are all which can used with
the Present Perfect.
NOTE:
- We CAN NOT use the Present Perfect with
specific time expressions: yesterday, a year
ago, last month, …
- We CAN NOT use the Present Perfect with
unspecific expressions: ever, never, once,
many times, several times, before, so far,
already, yet, etc.

b. Practice:
- Ask students to do the exercise individually
and then choose a partner to
check the answers with.
- Call 2 students to write their answers on the
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19

- Listen to the teacher and note down

-Review the formation and the uses of the tense
- Students do the exercise individually and then
compare the answers with a friend
- Write the answers on the board
-Do the exercise individually and check the
answers with a partner
-Some students go to the board to write the
answers

-Work individually.


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board
- Provide corrective feedback.
* Exercise 2:
a. Presentation:

- Review the forms, meanings and uses of the
past simple, and past continuous
+ Past perfect : form/ meaning/ use.
b. Practice:
- Ask students to do the exercise 2
individually and then choose A,B or C to
complete the passage.
- Call 2 students to write their answers on the
board
- Provide corrective feedback
* Exercise 3:
-Ask students to complete the letter with the
correct form of the verbs in brackets.
check the answers with.
- Call 2 students to write their answers on the
board
- Provide corrective feedback
Homework: (2 minutes)
- Ask students to redo the exercises into the
note-workbooks
- Ask students do the exercises in the
workbook
- Ask students to prepare for the next lesson.

-Give their answer.

-Work individually.
- Compare with the partner.
- Give the answer.

-Do exercise and hive the answer on the baord.

- Listen and note down

………………………………………………………………………………
D.P: 15/9/09
Period: 13
D.T: 17/9/09 ( A,B,C)
Unit 3: WAYS OF SOCIALISING
Reading
I. Objectives:
1. Educational aim: Students can
+ Develop such reading micro-skills as guessing meaning from context
+ Use the information they have read to answer the questions
+ Pictures in the student’s book enlarged.
+ A table of the active words of the passage.
2. Knowledge:
- General knowledge: Students could understand and use the new words through speaking, asking and
answering
- New words: Words relate to ways of socialising
3. Skills:
-Reading for general or specific information
-Guessing meaning from context
II. Method: Intergrated, CLT
III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook,photos
IV. Procedure: 45 minutes
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Teacher’s activities
Warm-up: (4 minutes)
- Ask students to list some ways of communication
they have know
- Let students work in pair
- Check the whole class
Pre-reading: (7 minutes)
- Ask students to work in groups to discuss about
the pictures in the textbook.
- Ask students to use the questions to ask and
answer about the pictures :
- What are the people in the pictures doing?
- What will you do if you want to get your teacher’s
attention in class?
- What will you do if you need to ask someone a
question but they are busy talking to someone else?
- Comment and lead the whole class to the topic of
the passage.
* Pre-teach: New words and phrases:
- write some new words and phrases on the board
+verbal(a)
+ non –verbal(a)
+ attract (v)
+ nod (v)
+ approach (v)
+ rude (a)

- Ask students to guess the meanings of the words
- Ask students to read the words in chorus twice.
- Call two students to read the words in front of the
class
While-reading: (20 minutes)
- Let students open the book and read silently while
teacher reads aloud and correctly
- Ask students to read themselves and write down
some information
- Let students work in pairs to do the task 1
Task 1
- Ask students to read the passage and give the
Vietnamese equivalents to the following words
phrases.
- Verbal : bằng lời,hữu ngôn
- Non- verbal :không bằng lời
- Attract someone’s attention :thu hút chú ý của ai
đó
- impolite :không lịch sự
- rude : thô tục, thô lỗ
-informality:thân mật
- approach : tiếp cận
-a slight nod will do :một cái gật đầu nhẹ là đủ
Call on some students to show their answers in
front of the class.
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Students’ activities
-Listen to the teacher

-Give their answer

-Work in groups to discuss about the
pictures
- Work in pairs to ask and answer
- Some students answer the questions in
front of the class.

- Look at the board and note down
- Guess the meaning of the words and
phrases.
- Listen to the teacher and read up the words
and phrases in chorus
- Some students read them in front of the
class
- Read the passage in skim to guese the
meaning of the words
- Ask students to work in groups to guess the
meaning of the phrases
-Some students show the answers in front of
the class.


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- Comment and give the correct answers
Task 2:
- Ask students to read the passage again to choose

the best title for the passage.
- Call four students to go to the board the write their
answers
- Ask some students to correct and remark with
giving the reason why they have chosen it
- Feedback and give the right answers
Task 3 :
- Ask students to work in pairs to answer the
questions .
- Listen to the students and remark.

Post-reading: (10 minutes)
- Ask students to work in groups to discuss the
meaning of whistling and clapping in Vietnamese
culture.
- Call on some representatives of the groups to
answer the questions in front of the class.
Homework (4 minutes)
-Ask students to learn the new words and phrases
- Ask students to prepare for the next lesson.

-Work in groups and give their ideas.
Ps : A ( Attracting Attention : Non- verbal
Cues)

- Work in pairs to anwer the questions
P1:What can you do when you want to
attract someone’s attention?
P2 :We can use either verbal or non verbal.
P1 : What are considered to be big, obvious

non verbal signals?
P2 :They are strong actions that can easily
be seen...etc.
-Practice talking about communication by
non- verbal actions.
- to express the happiness they can whistle
or clap
- sometimes, they clap or whistle to
encourage or despise.
- Listen and note down
- Listen to the teacher.
- Do the exercises at home
- Prepare for the next lesson.

…………………………………………………………………….
D.P: 20/9/09
Period: 14
D.T: 22/9/09(A,B,C)
Unit 3: WAYS OF SOCIALISING
Speaking
I. Objectives:
1. Educational aim: By the end of the lesson Ss will be able to:
+ Use appropriate language to practise giving and responding to compliments in different situations
+ Use appropriate language to talk about other ways of communication
2. Knowledge:
- General knowledge: Students can talk about other ways of communication
- Language: Words to speak about ways of communication
3. Skills: Ask and answer the information about ways of communication
II. Method: Integrated, task based learning.
III. Teaching aids: Photos of some famous persons, workbook, board...

IV. Procedures: 45 minutes
Teacher’s activities
Warm-up: (3 minutes)
Introduction: we are going to talk about the
different ways of communication.
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Students’ activities
- Listen to the teacher and say
about the ways of communication


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- Ask students to work in groups to talk about
some ways to attract to other people.
- Give students some words and phrases
(Hang on the extra board of prompts).
+ terrific (a)
+ decent (a)
+ to be kiding
- Ask students to practise speaking
Pre-speaking: (8 minutes)
Task 1
- Introduce the task: Now work in pairs, take
turn to practise readig the dialoge, paying
attention to how compliments are received in

each situation.
- Ask students to read all the questions in the
task and explain the difficult words and
phrases if necessary.
- Ask students to do the task in roles and
encourage the whole class to take note the
answers while they are doing the task.
- Go around the class to check and offer help.
While-speaking: (20 minutes)
Task 2
- Ask students to work in pairs to practise
giving compliments to suit the resposes using
the outlines that they have already made
- Go around the class to check and offer help.
- Call on some couples to perform their
conversation in front of the class.
- Elicit feedback from the class and give final
comments.
* Task 3:
- Introduce the duty of the task:
- Divide the class into 7 groups of 8
- Ask students to work in groups to practise
responding the compliments below.
- Go around the class to check and offer help.
Post-speaking: (10 minutes)
* Task 4:
- Ask the groups to make dialoge to
practisegiving and respoding to compliments ,
using the cues below.
- a nice pair of glasses

- a new and expensive watch
- a new cell phone
- a modern looking pair of shoes
- a fashionable jacket
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23

- Look at the board and read aloud the new
words.

- Work in pairs to practise speaking.
- Some couples to play roles to speak in front of
the class.
P1 : Phil
P2 : Barbara
P3 : Peter
P4 : Cindy
P5 :Tom
P6 : Tony

- Work in pairs to give suitable words.
P1 : David
P2 : Kathy
P3 : Hung
P4 : Hien
P5 :Michael
P6 : Colin

- Listen to the teacher
- Work in roles to practise speaking

P1 : Phil
P2 : You
P3 : Peter
P4 : Tom
..........
-Listen and work in pairs to make a dialoge
based on the Task 1,2 ,3.
A : You really have a nice pair of glaases I think
they make you attractive.
B: Thank you,Nam. That’s a nice compliment.
A : I think you have a new and expensive watch
which I have never seen before.
B : Thank you . I bought it yesterday.
A:............


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- Call some representatives of groups to report
the parties that they have made.
Listen to the students and note down all the
errors
Homework: (2-4 minutes)
- Summarise the main points of the lesson
- Listen and write down in their notebooks
- Ask students to write a dialogue about the
compliment
...............................................................................................

D.P: 21/9/09
Period: 15
D.T: 23/9/09 (A,B,C)
Unit 3: WAYS OF SOCIALISING
C. Listening
I. Objectives:
1. Educational aim: By the end of the lesson Ss will be able to develop such listening micro-skills as
intensive listening for specific information
2. Knowledge:
- General knowledge: Students know how to give information after listening
- New words: Words related to ways of socialsing
3. Skills: - Listening for general or specific information
-Comprehension questions
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some pictures of persons or some real information about them. Board, tape,
cassetteplayer , chalks, textbook and notebook.
IV. Procedures: 45 minutes
Teacher’s activities
Warm-up: (4 minutes)
- Ask students to close the book
- Give some questions :
+ Who’s on duty today ?
+ Who’s absent today ?
-Pre-listening: (8 minutes)
- Show students the pictures in the textbook and
ask students to guess what they are doing ?
- Ask students to work in pairs to ask and answer
the questions in the textbook.
- Call some students to answer the questions in

front of the class. Then explain their reasons.
Check the whole class.
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Students’ activities
-Listen to the teacher, and answer the
questions.

- Work in pairs.
- Give the answer.


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* Pre-teaching some new words and phrases.
- Ask students to read the words aloud twice.
- Explain some new words:
+marvellous(a)
+startling(a)
+absolute(a):
+ installed:
+ chitchat(v)
While-listening: (20 minutes)
Task 1
+ Introduction: You are going to listen to Linda
Cupple, a social worker, advise young people on
how to use the telephone in their family. Listen

and decideTrue or False statements.
- Ask students to read the statements carefully
before play the tape. Ask students to work in
groups to guess the answers.
- Play the tape (read the tapescript) once for
students to listen and do the task
- Ask students to work in pairs to check the
answers.
- Call some students to show their answers in
front of the class.
- Feed back and give the correct answers:
1. T
2. F (the most obvious problem)
3. T
4. F(if your parents do not agree)
5. F (is made mostly by young people)
6. T
* Task2:
Introduction:
- You are going to listen to part of Ms Linda
Cupple ‘s talk again and write the missing
words.
- Ask students to read the paragraph carefully
and work in pairs to discuss and answer the
missing words before listening again the talk.
- Play the tape ( or read) the talk again for the
whole class
- Ask students to give the missing words
individually.
- Play the tape ( or read) the story again for the

whole class to check the answers.
- Feedback and give the correct answers.

Answer:
1. agreed

5.waking

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- Listen and read the words aloud in chorus .
- Write down the new words
- Listen to the teacher and try to guese the
contend of the talk in the tape.

- Read silently the sentences given before
listening
- Listen to the 1st time, try to understand.
- Listen the second time and begin doing the
task
- Listen the third time and work in groups to
decide the best answer
- Each group asks and explains why they
choose by some information they’ve listened

- Listen to the teacher and read the part of the
talk .
- Work in groups and try to guese the missing
words.

- Listen to the tapescript
- Check the answers in groups
- Listen to the teacher and note down the
correct answers