Period: 1 AIMS OF OBJECTIVES potx

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 1 - GV: N Ñ P

Period: 1
Date of teaching: August 22, 2011
Class :
I .AIMS OF OBJECTIVES:
1. Language content: To help sts revise the grammar of the tenth program
2.Language function: Using those grammar points to make sentences
3.Education aim:
II .Languages:
1.Vocabulary:
2.Structures: all structures in the grammar of the tenth program
3.Skills: 4 skills
4.Educational factor :
III.TEACHER AND STUDENTS’ PREPARATION
1.Method: Communicative approach
2.Techniques: Pairwork , groupwork, Questions and answers …
3.Materials needed: grammarbook 11
4.Students’preparation:
5.Previous exercises :
IV. PROCEDURE IN CLASS
1.Stabilization: 2ms : a. Greeting


Presentation of the new materials
Time

Teacher’s Activities Students’ activities The content
1m

38 m
LEAD – IN
Before we study the twelve
program we should revise
the eleven program
-Asks sts to give structures
of the present simple
- Asks sts to give examples
- Asks sts to give
structures of the present
cotinuous
- Asks sts to give examples
-Asks sts to give structures
of the present perfect
- Asks sts to give examples
- Asks sts to give structures

of the past simple
- Asks sts to give examples
- Asks sts to give structures
of the past perfect
- Asks sts to give examples






Listen and repeat after
the teacher
Give examples




Work in groups



Give examples



Listen and write in the
notebooks

- The present simple

S+ V S+ V-S / ES / IES
S + DO/ DOES + NOT + V
DO / DOES + S + V ?
-The present cotinuous
S + IS / AM / ARE (NOT ) + V-
ING
-The present perfect
S + HAVE / HAS ( NOT )+ PP
-The past simple
S + V – ED S + V – REG
-The past perfect
S + HAD (NOT ) + PP
-The future simple
S + WILL ( NOT ) + V
-Gerund and infinitive
G = V – ING
-Used to + infinitive
USED TO + V
-Who, which, that
-Reported speech
-Coditional type 1,2,3

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 2 - GV: N Ñ P
- Asks sts to give structures
of the future simple
- Asks sts to give examples
- Asks sts to give structures
of Gerund
- Asks sts to give examples

- Asks sts to give structures
of Coditional type 1,2,3
- Asks sts to give examples
- Asks sts to give structures
of the Passive voice
- Asks sts to give examples
- Corrects mistakes
Give examples






Listen and repeat after
the teacher

Give examples

Type 1
IF CLAUSE - simple present
MAIN CLAUSE – simple future
Type 2
IF CLAUSE - simple past
MAIN CLAUSE – would + V


Type 3
IF CLAUSE - past perfect
MAIN CLAUSE – would + have +

pp



-The Passive voice
S + TO BE + PP + BY + O
Comparision
2ms
Consolidation : Asks sts to
revise all structures of
grammar
- Revise

2ms
Homework: Do the exercise again
Seft-evaluation :











Unit : 1 HOME LIFE
Period : 1 READING
Date of teaching: August 24, 2008

Classes : 12
I. AIMS AND OBJECTIVES :
+ Language content:
- To present and practise new vocabulary relating to the personal experience.
- To understand more about the family life by scanning for specific information.
+ Language function:
- To help sts know the home life of the writer.
- To develop skills ,especially reading skill.
+ Educational aim:
To advise us to share household chores in the family

T Q High School School year: 2010-2011
Giáo án 12 (chuẩn) - 3 - GV: N Đ P
1. Language :
Vocabulary : Shift, household chores , eel,obedient
Structures : Review the simple past and past perfect tense , past progressive
2. Skills : Integrated skills.
Especially reading skill .
3. Educational factor :
To help students to be more active,communicative ,creative , self-confident …
To make the students be aware of behaving people around them.
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method : Communicative approach
2. Techniques / Activities : pairwok, explanation,groupwork …
3. Materials needed : textbooks , references , teaching aids ……
4. Students’ preparation : Lesson preparation
Appliances for studying.
5. Previous exercises : No

III. TEACHING PROCEDURE.

1. Stabilization : (2’)
Good morning class!
How are you today ?
Who is absent today ,monitor ?
2. Checking up the previous knowledge
3. The new lesson :
stages
and time
Teacher’s Activities

Students’
Activities
The Lesson content
I.Presentation
of the new
material.
(5’)

(8’)





1. Warm up:
Gives Ss a game
-Divide the class into2groups
- Asks each group to make
questions about the family and
the other answer the questions

-The group make more correct
questions and answers will
win
- Use the the followings
1. what does your father do?
2.who often cooks in your
family ?
3. who often earns the most
money in your family?
4. Do you often help your
mother to clean the house?
Words : teach children, water
flowers, sew clothes, share
personal secrets, happy
family, come home late……
-Correct mistakes and choose
the winner

- Play the game

- Work in groups




















Unit : 1
HOME LIFE
Period :
1
READING
I. New words:

- shift :(n) period of time
worked by group of
workers who start work
as another group finishes:
ca, kíp
- household chores : :(n)
công việc nhà
eel:snakelike fish:Chình
-Obedient: :(a) Vâng
lời







T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 4 - GV: N Ñ P

(18’)













( 8’)

Home work
2. Before you read:
-Hangs the picture of the
family (in the book) on the
wall.
-Asks Ss some questions
1.Where is the family?
2.What is each member of the
family doing?
3.Is the family happy? Why ?
4. Why not?
- Presents some new words.
shift, household chores ,
eel,obedient
( Use pictures, synonym,
explanation to explain the new
words.)
-
Reads new words and asks sts
to repeat.
- Checks the understanding of

new words.
- Helps sts review the simple
present tense.
3. While you read:.
-Asks sts to read the passage
silently and to get more
information about the the
work of each member in the
family.
- Guides sts to do Task 1.
-Asks sts to choose the best
answer.
- Feedback.
Guide sts to do Task 2:
-Asks sts to answer the
questions in the book
Calls some Sts to check.
Feed back.
4. After you read:
Asks Ss to work in the groups
of five to compare the family
described in the text with his/
her own family
-Correct and give feedback.
-Asks the group leader to talk
about the writer’s family
-Calls some sts to talk about
his/her family
-Corrects mistakes and
evaluates.

-Asks students to look over all
at home:the words ,the
- Look at the picture
and answer the
questions
-Write the lesson


-Work in pairs, think
and answer the
questions.

-Answer.

-Write down new
words and guess the
meaning of them.

-Repeat after the
teacher.
-Match the new words
with their meaning.
- Take note.



- Do silent reading.

- Work invidiually.





Work in pairs



-Work in groups


-Work in groups to
summarize the content
of the text.
-Talk about the
writer’s family
-Talk about his/her
family


Take note.

II. Tasks:
A.Task 1:
Feedback:
1 b, 2c, 3a, 4b, 5a
B. Task 2:
1. They are very busy .
They have to work long
hours and sometimes
they have to work at
night
2.She is a very caring
woman . She………. me
3.The daughter…. at
weekends
4. She attempts to win a
place at university
5.Because they are…find
solutions quickly
C. After you read:
Answer the following
questions:
Feedback:



.

.
*The summary:






* Homework :
-See again all carefully
- Learn by heart all the
words , the summary of
the text.
- Talk about your family

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 5 - GV: N Ñ P
( 4’)


summary of the text.

- Prepare the vocabulary
in speaking period,
Self –
evaluation:…………………………………………………………………………………………………
………

Unit : 1 HOME LIFE
Date of preparing: August 25, 2008
PERIOD : SPEAKING
I. AIMS AND OBJECTIVES:
+ Language content: :- To help sts know the relationship and responsibilities of all the members in a family and
asking and answering about household chores and family life.
- To help Sts guess some new words and expressions from the context.
+ Language functions: - To enable students to know the relationship and responsibilities of all the members in a
family.
+ Educational aim: -To make students
1. Language:
+ Vocabulary:
+ Structure: Tense revision: past simple, past progresssive and present perfect . .
2. Skills: integrated skills
3. Educational factor:
II. TEACHER’S AND STUDENTS’ PREPARATION:
1. Method: Communicative approach
2. Techniques/ activities: pair work, ask and answer question, repetition, games
3. Materials needed: sub-board, text books, black board, chalk
4. Students’ preparation: prepare the lesson, practice speaking
5. Previous exercises: Revise the simple past tense
III. PROCEDURCE IN CLASS:
1. Stabilization: Make greeting and check attendance

2. Warm up: (5’)



- cooking
- doing the washing up
- cleaning the floor
- take care of baby
So forth ……
=>Lead in: today we are asking and answering about the household chorus and family life

Time

Teacher’s activity Students’ activity

The lesson content
5
Before – Speaking:

1. Pre-speaking:
Household chores

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 6 - GV: N Ñ P
Task 1: Ask Ss to read the statements
and tick () the ones apply that apply
to you and your family.
Have Ss talk about what they discuss
basing on the following questions:
-Who in your family go to work?

-Which members of your family share
the household chores?
-What you often do to help your
parents?
-What does your family usually do
when having free time?
-who do you share your own secrets
with?
- Who do you have to ask for advice
before making an important decision?
-Ask Ss to practice speaking in pairs.
-Work in group to
discuss.








Practise speaking
in front the class.
Note: Share : - share household chores
-share an interest
-Share personal secrets
8

7
While – speaking:
Task 2: Work in pairs to find out
whether your partner’s family life is
like yours.
Get Ss to practice asking and
answering about your friend‘s family
life, using the suggested questions
below.
-Who work in your family?
-Who does the washing up in your
family?
-Does your father do the household
chorus?
-What is your responsibility in the
family?
- What interest do your family
members share together?
- Who do you often talk to before
making an important decision?
Call some pairs to practice speaking
in front the class. Take note of week
students and help when necessary.
Task 3: Work with a different partner

and ask him /her about his (her)
family life .Note down the answer in
the table. (Using the suggested
questions in task 1 & task 2)
- T : correct mistakes in time.
Task 4 : Get back to your original
pairs .Tell your partner the
information you have collected .
For example: I have just talked with
Nga about her family life. She told me
that her father and mother go to work.


- Listen to the the
and work
individually and
share the results
with others.


-Work in pairs to
make
Question
-Listen and take
notes
- Sts : Change pairs
and practise the
task.
-Listen and take
notes

Ss: get back to their
original pairs, tell
each other the
information they’ve
collected .
-some Ss chosen
report in front of the
class.
Task 2:
*Suggested answers:

-A:Who work in your family?
B: My father
-A:Who does the washing up in your
family?
B: My sister


Task 3:
who works in the family? both
parents
Who does household chores?
What is your responsibility in
the family?

What interest do the family
members share closely?

Who do you often share your
secrets with?

Who do you often talk to before
making an important decision?

…………………
Task 4: :*Suggested answers:
I talked to Both his parents But only his
mother , his father
Eg:I have just talked with Nga about her
family life. She told me that her father and
mother go to work.
8
Post – speaking:
* Talk about your family


Homework: (2’) Write a short para. about your family life
-Prepare the next part: listening lesson.
Self-
evaluation:……………………………………………………………………………………………………………
…

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 7 - GV: N Ñ P
Unit 1: HOME LIFE
Period: Part C: LISTENING
Classes:12
Date of preparing: August 26, 2008
I/ Aims and objectives:
+ Language content: - To introduce some new words relating to family reunion.

- To help the students listen and understand the conservation about the home life of two characters
+ Language function:- To help the students listen and decide on true or false statements; and fill
in the missing information
+ Educational aim:- To enable the students to know the importance of family in a person’s life
1. Language:+ Vocabulary: Flight, coach, reserved, rarely, close-knit, spread out, leftovers, crowded.
+ Structure:
2. Skills: Integrated skills; especially listening skill
3. Educational factor:
II. Teacher and students' preparation:
1. Method: Communicative approach.
2. Techniques/ activities: explanation, repetition, ask and answer, pair works, group works and T/F statement.
3. Material needed: Pictures showing family reunion.
4. Students' preparation: Preparing the content of lesson at home.
5. Previous exercises:
III. PROCEDURE IN CLASS:
1. Stabilization: (Warm – up) (2’)
- Makes a greeting
- Checks attendance
- Asks the students about their health, summer holiday
2. Checking up previous knowledge (5’)
- Calls a pupil to go to the black board and asks him or her to tell about his or her family life.
- Checks and gives mark
3. New lesson:
Time Teacher’s activities Students’ activities The lesson content

3ms

C. LIS
TENING

1. Lead – in:
- Asks pupils to play a game:
“JUMBLED WORD”
- Asks pupils to rearrange the
letters to make a meaningful word
“RINENOU”
- Checks and leads to the new
lesson: “Today, let’s listen to the
tape about the family reunion of
people.”
2. PRE LISTENING
Activity 1:
- Asks the students to look the
pictures and discuss what is
happening in each one.

Picture 1 Picture 2
- Asks some questions:
1. What do you see in the picture 1?
2. Who are they?
3. Do you think they all live in the


- Play a game
rearrange the
letters to make a
meaningful word
“RINENOU”.
 REUNION

- Listen and pay
attention to the
teacher.



- Work in pairs
and answer the
questions.

Unit 1: LISTENING


Game: “JUMBLED
WORD”

1.Answer the questions:
1. What do you see in the
picture 1?
2. Who are they?
3. Do you think they all live

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 8 - GV: N Ñ P





6ms

3ms







7ms

same house?
4. What are they doing?
5. Is that a usual or special meal?
How do you know?
6. Have you they eaten up all the
food on the table? (picture 2)
7. On what occasions do people
come home to have a family
reunion?
8. How do they come home?
-Checks and corrects mistakes.
 big family, a big meal, special
occasion, lots of food, leftovers,
spread out, holiday season, coach,
plane, a flight.
Activity2:
- Asks pupils to repeat some new
words.
Flight, coach, reserved, rarely,
close-knit, spread out, leftovers,
crowded.
- Turns on the tape and asks them
to repeat new words again and
corrects pronunciation.
3. While listening
Task 1

- Asks students to open their books
and listen to the teacher.
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.
- Asks the students to read the
sentences in task 1 and guess the
questions(T/F)
- Checks the answers in the book
(T/) before listening to the tape.
-Asks the students to listen the tape
in the first time, then decide if the
sentences given are True(T) or
False(F).(work individually-in
pairs)
-Checks whether they have the
answer or not
- Checks the first time
- Asks students to listen to the tape
in the second time.
- Checks the second time.
- Lets the students listen the third
time, stops at the answer for the
students to check their answer
themselves
- Gives the answers: 1T-2F-3F-4T-
5T
Task 2

1.
……………………
…….










- Listen and correct
mistakes
themselves.




- Repeat some new
words.



- Repeat after the
tape

- Open their books
and describe the
pictures in their
books.

-Guess the answer
before listening to
the tape.

- Listen and pay
attention to the
teacher.


- Listen to the tape
and do the task


in the same house?
4. What are they doing?
5. Is that a usual or special
meal? How do you know?
6. Have you they eaten up all
the food on the table?
(picture 2)
7. On what occasions do
people come home to have a
family reunion?

8. How do they come home?


2. New words:
Flight, coach, reserved,
rarely, close-knit, spread
out, leftovers, crowded.












Task 1:
1T-2F-3F-4T-5T

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 9 - GV: N Ñ P




11ms

6ms




-Asks the students to listen again
and note down two things that are
different about Paul’s and Andrea’s
families.
- Asks the students to complete the
sentences ( work in pairs)
1.Paul’s family
members………………….
but Andrea’s
family………………………….
2. Paul’s family often
eat…………………
but her
family……………………………
…………
- Lets the students to listen two
times to find out the answer.
- Calls some sts to go to the board
and write out their answers.
- Lets the students to listen the last
one to check their answers on the
board, then correct the wrong
answers.
4. Post listening

- Asks pupils to work in groups to
discuss the importance of family in a
person’s life.
- Gives the following question and asks
the students to discuss in groups:
Is family very important to you? Why
do you think so?
- Corrects and gives marks to
encourage their work. Or goes around
and help some students.




-Listen again





- Listen and do the
task

- Listen and take
notes
- Work in pairs to
ask and answer
questions about the
importance of
family in a person’s

life.




Task 2
1.Paul’s family members
are not very close but
Andrea’s family is a very
close-knit family.
2. Paul’s family often eat
the meals the mother
cooks at home but her
family often go out to eat
when they get together


*Home work:
+write about your family
reunion. ( in not more
than 100 words)
+Prepare the next lesson
(writing).

IV. Home work: (2ms)
- Asks them to write about your family reunion. ( in not more than 100 words)
-Asks them to prepare the next lesson (writing).
V. Self – evaluation:
…………………………………………………………………………………………
Unit : 1 HOME LIFE

Period : WRITING
Date of teaching: August 30, 2008
Classes : 12
II. AIMS AND OBJECTIVES :
+ Language content:
- To present and practise new vocabulary relating to the personal experience.
- To understand more about the family life by scanning for specific information.
+ Language function:
- To help sts know the home life of the writer.
- To develop skills ,especially writing skill.
+ Educational aim:
To advise us to share household chores in the family
1. Language :

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 10 - GV: N Ñ P
Vocabulary : shift, household chores , permit,be allowed.
Structures : Review the simple past and past perfect tense , past progressive
2. Skills : Integrated skills.
Especially wriing skill .
3. Educational factor :
To help students to be more active,communicative ,creative , self-confident …
To make the students be aware of behaving people around them.
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method : Communicative approach
2. Techniques / Activities : pairwok, explanation,groupwork …
3. Materials needed : textbooks , references , teaching aids ……
4. Students’ preparation : Lesson preparation
Appliances for studying.
5. Previous exercises : No

III. TEACHING PROCEDURE.
1. Stabilization : (1’)
Who is absent today ,monitor ?
2. Checking up the previous knowledge :
3. The new lesson :
stages
and time
Teacher’s Activities Students’ Activities The Lesson content
I.Presentation
of the new
material.

I/ Warm up:
-
Ask students to make
many sensible sentences as they can
by joining the elements in the
following pattern table.

- Divide the class into 2 groups.
-
Work in group to make the
sentences and choose a winner.
Eg:
1. My parents don’t let me come
home late.
2. I have to do the household chores.

3. My father doesn’t have to do the
household chores.
4. I am allowed to talk on the phone
with friends.
Lead to the writing:

- Work in group to
make the sentences

Eg:
1. My parents don’t let
me come home late.
2. I have to do the
household chores.

-Listen to the teacher


-Write some new
words











Unit : 1 HOME LIFE

Period :

WRITING
I. New words:
+ be allowed to
+ permit ( V )

+ household chores ( n )
+ provide ( v )
II/ Task 1:
Use the
verbs and expressions to
make the sentences what
rules you have in your
family.
Eg:
+ I have to prepare meals
when my mother is out.
+ I am not allowed to use
my family motorbike
until I have a driving
license.
+ During the school year,
I’m not allowed to watch
TV until I have finished
my homework.
III/ Task 2: Use the
ideas above to write a
letter to a pen pal about
their family rules:
My parents

My mother
My father
I
(not) let

(not) be allowed
(not) have to
(not) permit
come home late

do the household chores
use the family motorbike
talk on the phone with friends


T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 11 - GV: N Ñ P

Self – evaluation:…………………………………………………………………………………………………………

write about family rules .
III. Before you write:
Task 1: ( work in groups )
* Introduce some new words :
+ be allowed to
+ permit ( V )
+ household chores ( n )
+ provide ( v )
-
Ask the students to look at task 1
and practice .
- Use
the verbs and expressions to
make the sentences what rules they
have in their family.
Eg:
+ I have to prepare meals when my
mother is out.
+ I am not allowed to use my
family motorbike until I have a
driving license.
+ During the school year, I’m not
allo
wed to watch TV until I have
finished my homework.
- Go round to help the students.
-
Call some students to stand up and
practice in front of class.
-

Teacher can list some good ideas
on the board.
IV. While you write:
* Task 2: ( work in groups )
-
Ask the students to use the ideas
above to write a letter to a pen pal
about their family rules. Begin as
follows: Every family has its own
rules. Mine has afew. First…
- Walk round and help students.
-
Ask students to compare their
writing with another groups.
-
Choose one writing to correct in
front of class.
V. After you write:
-
Ask the students to correct their
writing again in their notebooks.

VI. Home work:
Asks Ss to write a letter to friend
at home


-Do task 1.

Eg:

+ I have to prepare
meals when my
mother is out.
+ I am not allowed to
u
se my family
motorbike until I have
a driving license.


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


-Listen to the teacher.




-Correct their writing
again in their notebooks.

Take note
Every family has its
own rules. Mine has
afew. First everybody has
to do their share of
household chores. Both
my parents go to work ,so
when we get back home
we always share the
household chores
. when
I return home from
school , I have to help my
mother to do the
housework such as
preparing meals and
cleaning the house . My
father sometimes helps to
cook in the kitchen .
Second , my parents are
very strict and never
allow me to come home

late . B
ecause I am a
student I am allowed to
watch T.V only when I
have finished my study or
homework but my
parents let me watch it at
weekend . Finally when
we have any problems ,
we must talk to them and
ask them for advise
Write to me and tell
me about
your family
rules
Yours sincerely
Hoang Duy
Cuong

IV/ Home work:


T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 12 - GV: N Ñ P

Unit : 1 HOME LIFE
Period:
Classes: 12
Date of preparation: September 2, 2008
Teaching item: LANGAUGE FOCUS
I) AIMS AND OBJECTIVES.
+ LANGUAGE CONTENT:
+ To introduce two sounds / s / and / z / and to revise the previous grammar: tenses
+ LANGUAGE FUNCTION:
+ To enable the sts to pronounce two sounds / s / and / z /
+ To enable the sts to do the exercises, using the right tenses
+ EDUCATIONAL AIM:
+ To have the sts be familiar with the new sounds and revise the previous tenses
1/ Languages:
 Vocabulary:
* Structures: past simple, past progessive and present perfect
2/ Skill : Integrated skills : Writing
3/ Educational factor:
+ To make the students use the right pronunciation and grammar
II) TEACHER AND STUDENTS' PREPARATION.
1/ Method : Communicative approach.
2/ Techniques:
3/ Materials needed: Lesson plan, Textbook, Colour chalk, Pictures
4/ Students' preparation:

* Read the guiding books and grammatical books before going to school.
* Prepare new words and grammar for the language focus
5. Previous exercises:
6. Time limited: 45’
III) PROCEDURES IN CLASS.
1. Stabilization:
* Greeting the students and asking them something about the attendance, their health, the weather and
preparation.
2. Checking up previous knowledge:
- Asks one or two student(s) to go to the BB to give the correct tenses of the verbs.
1. I ………… (lose) my key. I …………(not/ find) it yet.
2. I ……… (walk ) home when I ………(see) my friend, Lan.
The suggested answers.
1. lost/ havn’t found 2. was walking / saw
- Gives comment and marks
1. Presentation of the new materials.

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 13 - GV: N Ñ P


 SPECIFIC STAGES
Ti
me

Teacher's activities Students' activities
The content
Of the lesson

A. Pronunciation:
I. Warmer:
- Introduces some pictures. Asks the
students to look at the pictures and
and answer the question:
What are they?
a. Picture of birds
b. Picture of sharks
c. Picture of kids
- Asks the sts to pronounce the
sounds / s / and / z /.
Today we are going to study Unit 1
– Language focus. First of all, we
will practice the pronunciation


- Look at the pictures and
and answer the question:

- They are birds

- They are sharks
- They are kids
- Pronounce the sounds
/ s / and / z /


Unit 1:
HOME LIFE

Part:
LANGUAGE FOCUS






II. Pre – Practice:
- Demonstrates the sounds / s
/ and / z /
by pronouncing them clearly and
slowly.
-
Instructs the way to pronounce the
sounds / s / and / z / and helps them to
distinguish these sounds ( by using
diagram)
- Helps the sts to recognize the sounds/
s / and / z / .
a. Generally: we pronouce the sound / s
/ with the pronunciation of the ending
“s”
b. Specially. We pronouce the sound /
z / with the words ending the letters
such as: “b, g, n, l, d, v, m, r”
ex: - books / s/ - girls / z/
- Introduces the sts some words relating
to these sounds. / s / and / z /

/ s/ / z /
bats bags
kits kids
speaks speeds
dates days
photographs halves

- Pay attention to the teacher


- Learn how to pronounce
correctly



- Copy down
A. Pronunciation.
Listen and repeat:
/ s / and / z /

/ s/ / z /
bats bags
kits kids
speaks speeds
dates days
photographs halves

How to recognize the
sounds/ s / and / z / .
a. Generally: we pronouce

the sound / s / with the
pronunciation of the ending
“s”
b. Specially. We pronouce
the sound / z / with the
words ending the letters
such as: “b, g, n, l, d, v, m,
r”
ex: - books / s/
- girls / z/



III. Controlled – Practice:
-
Asks them to practice reading aloud
the sentences in the textbook on
page18.

1. I saw some bats flying from the
bags

2. He often speaks at different
speeds
3. She tore the photographs into
halves


- Practise reading aloud the
sentences from the textbook

- Some sts perform in front
of the class


T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 14 - GV: N Ñ P
4. I always have dates on rainy days

5. The kids are playing with their toy
kits

- Calls on some sts to perform in
front of the class
More exercise




IV. Free – Practice:
- Asks the sts to tick the words they
recognize in the sentences you hear
1. a. bus b. buzz
2. a. sip b. zip
3. a. price b. prize
4. a. pence b. pens
5. a. police b. please

6. a. Sackville b. Zackville
the listening test
1. I hear a buzz 2. Sip it
clowly
3. What’s the price?
4. I only have a few pens
5. ‘Help, please!’ he shouted
6. He lived in a town called
Sackville

- Hear it carefully
the sugegsted answers
1. buzz
2. Sip
3. price
4. pens
5. please
6. Sackville







B. Grammar:
I. Pre – Practice:
- Asks the sts to look back to the
exercise on the board and then give
the form of the tense used in the

sentences
1. I …lost … my key. I …haven’t
found …. it yet.
2. I ……was walking…… home
when I … saw…my friend, Lan.
- Revises the sts the use of present
continuous tense, simple present
tense and present perfect.


- Look back and give the
form




- Revises the use of present
tenses.

B. Grammar:
I. Pre – Practice:
- Asks the sts to look back to the
exercise on the board and then give
the form of the tense used in the
sentences
1. I …lost … my key. I …haven’t
found …. it yet.
2. I ……was walking…… home when I …
saw…my friend, Lan.
A. Revises the use of the past simple.
Form: S + Ved / V
2

ex: He went to Hanoi last summer
Usage: to express an action happening in
the past.
Action in the past now



- Look back and give the
form

- Revise the use of the past
simple and past progressive

B. Grammar:
A. The past simple or
past progressive.
1. The use of the simple
past tense
Form: S + Ved / V
2

ex: He went to Hanoi last
summer
Usage: to express an
action happening in the
past.
B. The use of the past
progressive
Form: S + was/ were +
Ving

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 15 - GV: N Ñ P

B.The use of the past progressive
Form: S + was/ were + Ving
Ex: I was walking down the street when it
began to rain.
Usage: - to express an action occurring at
the point of time in the past
- to express an action that was in
progressive when the other action occurred
Action 2
now

Action 1
C. The use of the present perfect.
Form: S + have/ has + PP
Ex: I have already read that story.
now
Usage: - to express the idea that something
happened or never happened before now.
- used with for and since,
express a situation that began
in the past and continues to
the present.

-


Ex: I was walking down
the street when it began
to rain.
C. The use of the
present perfect.
Form: S + have/ has + PP
Ex: I have already read
that story.
Usage: - to express the
idea that something
happened or never
happened before now.
-
used with for and since,
express a situation that
began in the past and
continues to the present.

II. Controlled – Practice:
Task 1:
- Asks the sts to underline the most
suitable tense in each sentence in
pairs.
- Go around and help them
- Calls on some sts to give the right
answers
- Correct the mistakes
Task 2: Decide which answer A,
B, or C best fits each space.
- Asks the sts to read the letter and
then choose the right answers in
groups.
- Goes around and help them.
- Calls on each group to give their
answers.
- Correct the mistakes.
- Do the exercise 1 by underlining
the suitable tense in each sentence
in pairs.
The suggested answers
1. Have you seen
2. Have you enjoyed
3. has been
4. Did you give – saw

5. didn’t listen
6. Have you two met
7. Did you meet
Task 2: Decide which answer A,
B, or C best fits each space.
- Work in groups to choose the
right answers.
- The suggested answers
1. B (haven’t written)
2. C ( have been)
3. A (had) 4.A ( haven’t done)
5. A (stop) 6. B ( am waiting)
7. B ( have changed)8.C (live)
9. B. (have decided)
10. C (has become)
11. B (told) 12. C (moved)
13. C. ( come)
14. A ( am staying)
15 . B (am going)
Exercise 1:
The suggested answers
1. Have you seen
2. Have you enjoyed
3. has been
4. Did you give – saw
5. didn’t listen
6. Have you two met
7. Did you meet
Task 2: Decide which
answer A, B, or C best fits

each space.
- The suggested answers
1. B (haven’t written)
2. C ( have been)
3. A (had)
4. A ( haven’t done)
5. A (stop)
6. B ( am waiting)
7. B ( have changed)
8. C (live)
9. B. (have decided)
10. C (has become)
11. B (told)
12. C (moved)
13. C. ( come)
14. A ( am staying)
15 . B (am going)




III. Free – Practice:
- Asks the sts to rewrite each sentence
without changing the original meaning.
1. It’s a long time since our last
conversation.

- Complete the sentences

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 16 - GV: N Ñ P

Self – evaluation:
………………………………………………………………………………………………………………
………………………
………………………………………………………………………………………………………………
……………………………………………………………





Unit : 2 PERSONAL EXPERIENCE
Period : READING
Date of teaching: September 4, 2008
Classes : 12
III. AIMS AND OBJECTIVES :
+ Language content:
- To present and practise new vocabulary relating to the personal experience.
- To understand more about the personal experience by scanning for specific information.
+ Language function:
- To help sts know the most embarrassing experience of the writer.
- To develop skills ,especially reading skill.
+ Educational aim:
To advise us not to do bad things such as stealing money,….
1. Language :
Vocabulary: a floppy cotton hat, a pop star idol, a sneaky look, to glance ,…

We
……………………………………………
…
2. How long have you studied English?
When
…………………………………………?
3. The last time I cam here was in 2006.
I haven’t
……………………………………
4. She was having a bath when the phone
rang.
The phone …………………………
5. He didn’t get married until he was thirry.
It was not
…………………………………………
- Calls on some sts to write them on the
board.


V. Consolidation:
- Asks the sts to say again about the use of
present tense and past tense.

- Say again





VI. Homework:

- Asks the sts to do these exercises
“ Give the correct tense of the verbs in
bracket. ( Handout)
- Asks the sts to prepare the Unit 3 -
Reading

- Copy down
Homework:
- Copy down and prepare
the Unit 3 - Reading

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 17 - GV: N Ñ P
Review the old words.
Structures : questions , statements , sentences ……
Review the simple past and past perfect tense .
2. Skills : Integrated skills.
Especially reading skill .
3. Educational factor :
To help students to be more active,communicative ,creative , self-confident …
To make the students be aware of behaving people around them.
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method : Communicative approach
2. Techniques / Activities : pairwok, explanation,groupwork …
3. Materials needed : textbooks , references , teaching aids ……
4. Students’ preparation : Lesson preparation
Appliances for studying.
5. Previous exercises : No

III. TEACHING PROCEDURE.

1. Stabilization : (2’)
Good morning class!
How are you today ?
Who is absent today ,monitor ?
2. Checking up the previous knowledge :
No
3. The new lesson :
stages
and time
Teacher’s Activities

Students’
Activities
The Lesson content
I.Presentation
of the new
material.
(5’)

(8’)



1. Warm up:
Gives Ss a diagram.

Asks Ss to look at the picture
and answer the questions.
How does she/ he feel?
Tells Ss to find some words
related to feelings.
Asks ss the question.
How would you feel if you
made a stupid mistake?
Corrects, says something
more and leads to the lesson “
To know more about the most
embarrassing experience of
the writer, let’s come to the
new lesson”.
2. Before you read:
-Hangs the picture of the hat(a
floppy cotton hat) on the wall.

-Asks Ss some questions

She/He feels happy.
Excited/confused/
upset/surprised/sad/
embarrassed…
Embarrassed





Write the lesson





feelings





Unit 2: PERSONAL

EXPERIENCE

I. New words:
+ a floppy cotton hat (n)
+ a pop star idol (n)
+ a sneaky look (n)
+ to glance (v)




T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 18 - GV: N Ñ P

(18’)













( 8’)

1.What is it?
2.Does it belong to a boy or a
girl?
3.How old is she?
4. Does she like the hat?
How can she get the hat?
Gets Ss to suggest some
possibilities and then tell them
that they are going to read
about this to find out the
answer.
- Presents some new words.
( Use pictures, synonym,
explanation to explain the new
words.)
-
Reads new words and asks sts
to repeat.
- Checks the understanding of
new words.
- Helps sts review the simple
present tense.
3. While you read:.
-Asks sts to read the passage
silently and to get more
information about the girl and

the hat.
- Guides sts to do Task 1.
-Asks sts to fill the blanks by
using words in the box.
- Feedback.
Guide sts to do Task 2:
Asks sts to put the picture of
the events in the order.
Calls some pairs to check.
Feed back.
- Guide sts to do Task 3:
Asks Ss to answet the
questions.
1.What did the girl wish to
have when she was in grade
9?
2.Whu did her father give her
some money on her birthday?
3.What did she see in the
boy’s bag?
4. Why did she decide to take
the money from the boy’s bag
without saying anything about
it?
5.What did she do with the
money?

Work in pairs, think
and answer the
questions.





Answer.



-Write down new
words and guess the
meaning of them.

-Repeat after the
teacher.
-Match the new words
with their meaning.
- Take note.

- Do silent reading.



- Work invidiually.

Work in pairs



Work in pairs



Work in groups to
summarize the content
of the text.


II. Tasks:
A.Task 1:
Feedback:
1. glanced
2 .make a fuss
3. embarrassing
4 . idols
5. sneaky
B. Task 2:
1d 2b 3f 4e 5a 6c
C. Task 3:
Answer the following
questions:

Feedback:
1.She wanted to have a
red hat – a floppy cotton
hat like the one her pop
star idol wore in her
video clip.
2.Her father gave her
money so that she could
buuy the hat she dremt
of.
3.She saw a wad of dollar
notes exactly like the
ones her father had given
her.
4. She decided to take the
money from the boy’s
bag because she was sure
that the boy was a thief
and he had solen her
money.
5. She bought the pretty
hat of her dream.
.
*The summary:

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 19 - GV: N Ñ P








Home work
( 4’)


Correct and give feedback.
4. After you read:
Asks sts to talk about the
writer’s experience
Calls some sts to talk about
the writer’s experience again.
-Corrects mistakes and

evaluates.
Asks students to look over all
at home:the words ,the
summary of the text.









Take note.


* Homework :
-See again all carefully
- Learn by heart all the
words , the summary of
the text.
- Talk about your
experience.
- Prepare the vocabulary
in speaking period,
Self –
evaluation:…………………………………………………………………………………………………
………

Date of preparing: September 5, 2008 Date of teaching:

LESSON 2:
PERIOD : SPEAKING
I. AIMS AND OBJECTIVES:
+ Language content: : -Helping students know more about the differences and the similarities among
cultures.
-Improving the students' speaking skill.
+ Language functions: - To enable students to know more about the differences and the similarities among
cultures.
+ Educational aim: -To make students get aware of the the differences and the similarities among cultures.
1. Language:
+ Vocabulary: to die at birth, population explosion, a form of insurance, to be aware of:
+ Structure: should + infinitive  give advice
2. Skills: integrated skills
3. Educational factor: - To educate students some causes of population explosion and solutions for the problems
of overpopulation
II. TEACHER’S AND STUDENTS’ PREPARATION:
1. Method: Communicative approach
2. Techniques/ activities: pair work, ask and answer question, repetition, games
3. Materials needed: sub-board, text books, black board, chalk
4. Students’ preparation: prepare the lesson, practice speaking
5. Previous exercises: Revise the simple past tense
III. PROCEDURCE IN CLASS:
1. Stabilization: Make greeting and check attendance
2. Warm up: Look at this picture and answer some questions.
1. How many people are there in the family?
2. Who are they?
3. Do your grandparents live in your family?

So how many generations lives in your house?
Is it good?
 Today, we are talking about the similarities and differences between Vietnamese and American cultures
Time Teacher’s activity Students’
activity
The lesson content
8
Before – Speaking:

1. Pre-speaking:

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 20 - GV: N Ñ P
*Task 1: Using the words or expressions in
the box to express point of view upon the
following sentences
- Asks Ss some questions to introduce Task 1
- Introduce some model sentences /
expressions on the board
Question: May three or even four generations
live in a home in VN ?
Possible answers : -Yes, I think it's a good
idea because they can help each other a lot .
No, I don't agree
because it's very
difficult to
understand each other .
.Introducing some expression of point of
view :
+ Agreement : - I think / feel / believe

For me, it is a good idea + reason
+ Disagreement: -I don’t agree
-It is not good
……………………………………
Model : -I think it is a good idea to have three
or four generations living under one roof .
They can help each other a lot.
-That 's not true , in some countries
many old- aged parents like to live in a
nursing home .They want to lead
independent lives.
. Explaining some difficult cases
-Haveas sts express their point of view in
pairs based on the model
-Go around and helps sts if necessary) A
marriage without love will lead to an unhappy
life .
-The couple can meet many difficulties
because they can't understand each other well.
-A man and a woman may hold hands and
kiss each other in public. >It depends on the
culture of each country . In some countries ; it
is acceptable but in
some countries ; it is unacceptable.

Listen and answer

























-give their
opinions in front
of the class.
Question: May three or even

four generations live in a home
in VN ?
Possible answers : -Yes, I think
it's a good idea because they can
help each other a lot .
-No, I don't agree because it's
very
difficult to understand each
other .
.Introducing some expression of
point of view :
+ Agreement : - I think / feel /
believe
-For me, it is a good idea +
reason
+ Disagreement: -
I don’t agree
-It is not good


20
While – speaking:
*Task 2 : Discussing and finding out the
corresponding features of the
Vietnamese culture
T: explains the requirements of Task 2
T: presents model on the board
American
- Two generations live in the home
Vietnamese

- 3/4 generations / live / home
American
- Children sleep in their own bedrooms
Vietnamese

-Discuss and find
out the
corresponding
features
{in pairs )







Task 2:*Suggested answers:

In American In
Vietnamese
- Two generations live - 3/4
generations / live / home
in the home
- Children sleep in their -
Sometimes/ not sleep/ own
own bedrooms
bedrooms
- Groceries are bought -
They / bought/

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 21 - GV: N Ñ P
-Sometimes/ not sleep/ own bedrooms

………………………………………………
-Go round , observes and helps Ss { if
necessary)
-Collect ideas, information from pairs and
writes them on the board.


-Listen and take
note
Twice a week everyday
/ once a week
-

10
Post – speaking:
* Task 3:
-Talking about the similarities and the
differences between Vietnamese and
American cultures, using the features
discussed in Task 2
-Have sts look at the table with ideas /
information discussed in Task2 on the
board ,talking about the differences and
similarities between Vietnamese and
American cultures

-Work in group
of four or six
Ss: in groups
tell the results
and discuss in
front of the class


Post –Speaking:
-Example:
There are differences and
similarities between Vietnamese
and American cultures. In
America , two generations (
parents and children) live in a
home . In Vietnam two , three or
even four generations live under
one roof


Homework: (2’) -Writing about the similarities and the differences between Vietnamese and American
cultures
-Prepare Listenning
Self-evaluation:

LESSON PLAN
Unit 2: CULTURAL DIVERSITY
Part C: LISTENING
Period:
Classes: 12
Date of preparing:
I/ Aims and objectives:
+ Language content: - To introduce some new words relating to wedding
- To help the students listen and understand the conversation about the
wedding practices
+ Language function: - Listen to the tape and fill in the missing information; and answer the
questions
+ Educational aim: - To help the students know more about the wedding practices
1. Language:
+ Vocabulary: Altar, Master of Ceremony, banquet, groom, bride, ancestor, tray, schedule, blessing
+ Structure:
2. Skills: Integrated skills; especially listening skill
3. Educational factor:

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 22 - GV: N Ñ P
II. Teacher and students' preparation:
1. Method: Communicative approach.
2. Techniques/ activities: explanation, repetition, ask and answer, pair works, group works and T/F
statement.
3. Material needed: Pictures showing family reunion.

4. Students' preparation: Preparing the content of lesson at home.
5. Previous exercises:
III. PROCEDURE IN CLASS:
1. Stabilization: (Warm – up) (2’)
- Makes a greeting
- Checks attendance
- Asks the students about their health, summer holiday
2. Checking up previous knowledge (5’)
- Calls a pupil to go to the black board and asks him or her to tell about some similarities and
differences between Vietnamese and American cultures.
- Checks and gives mark
3. New lesson:
Time Teacher’s activities Students’ activities The lesson content
5ms

6ms








C. LISTENING
I/ Warm-up: Game: “BRAIN
STORMING"
- Asks sts to find out words relating to the
key word WEDDING



photograph
Banquet gifts
cake

ring

relatives bride

groom



 Leads to the new lesson-> The
wedding ceremony in Vietnam.
2.Pre listening
- Activity 1:
- Asks the students to look the
pictures on page 24 and discuss
what is happening in each one.
- Asks the students some questions:
1. What do you see in the pictures?
2. Who are they?
3. What are they doing?
-Checks and corrects mistakes.
Activity2:
- Asks pupils to listen and repeat
some new words.
Altar, Master of Ceremony,


- Play a game
: “BRAIN STORMING"

- Listen and pay
attention to the teacher.

-Answer the questions
- Listen and correct
mistakes themselves.


- Repeat some new
Unit 1: Part C LISTENING

Game: “BRAIN STORMING"

1.Answer the questions:
2. New words:
Altar, Master of Ceremony,
banquet, groom, bride,
ancestor, tray, schedule,
blessing















Wedding

T Q High School School year: 2010-2011

Giaùo aùn 12 (chuaån) - 23 - GV: N Ñ P













6ms

14ms














banquet, groom, bride, ancestor,
tray, schedule, blessing
- Asks them to reread and corrects
pronunciation.
3. While listening
Task 1
- Asks students to open their books
and listen to the teacher.
You will hear two people talking
about a wedding ceremony in
Vietnam. Listen to the tape and fill
in the blanks the missing

information.
- Asks the students to read the
sentences in task 1 and explain it.
- Asks the students to listen the tape
in the first time.(work individually-
in pairs)
- Checks whether they have the
answer or not.
- Asks the students to listen to the
tape in the second time.
- Checks the second time.
- Lets the students listen the third
time, stops at the answer for the
students to check their answer
themselves
- Gives the answers: 1. groom’s
parents 2. red papers 3. altar
4. at the wedding banquet 5.
wedding cards/ money gifts
Task 2
-Asks the students to listen the tape
again and answer the questions (
work in pairs or in groups)
- Asks some questions and asks the
students to answer the questions (
Sts can answer right or wrong)
- Lets the students to listen two
times to find out the answer.
- Calls some sts to go to the board
and write out their answers.

- Lets the students to listen the last
one to check their answers on the
board, then correct the wrong
answers.
Key:
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 a lot of gifts
words.



- Reread



- Open their books and
describe the pictures in
their books.


- Listen and pay
attention to the teacher.

- Listen to the tape and
do the task

-Listen and answer











- Listen and answer the
questions


- Listen and take notes

- Go to the board and
write out
- Listen

Task 1:
1. groom’s parents 2. red
papers 3. altar 4. at

the wedding banquet 5.
wedding cards/ money gifts





Task2:
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 a lot of gifts
wrapped in red papers.
2. They would pray and ask
their ancestor’s permission
to be married.
3. After they pray and ask
their ancestor’s permission
to be married.
4. The wedding banquet is

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 24 - GV: N Ñ P

5ms






wrapped in red papers.
2. They would pray and ask their
ancestor’s permission to be married.
3. After they pray and ask their
ancestor’s permission to be married.
4. The wedding banquet is often
scheduled at the groom and bride’s
home or at a hotel or a restaurant
5. They stop by each table to say
thank to their guests
4. Post listening

- Asks pupils to work in groups to
discuss the question: What do
families often do to prepare for a
wedding ceremony?
-Goes around the class to check and
help some students.




















-Discuss
often scheduled at the
groom and bride’s home or
at a hotel or a restaurant

5. They stop by each table
to say thank to their guests













*Home work:
- Asks them to write about
a wedding ceremony
according to Vietnamese
tradition. ( about 80 words)
-Asks them to prepare the
next lesson (writing).


IV. Home work: (2ms)
- Asks them to write about a wedding ceremony according to Vietnamese tradition. ( about 80 words)
-Asks them to prepare the next lesson (writing).

IV. Self – evaluation:

T Q High School School year: 2010-2011
Giaùo aùn 12 (chuaån) - 25 - GV: N Ñ P



Unit : 2 CULTURAL DIVERSITY
Period : writing
Date of teaching: September 6, 2008
Classes : 12
V. AIMS AND OBJECTIVES :

+ Language content:
- To present and practise new vocabulary relating to the personal experience.
- To understand more about the different ideas about love and marriage between Americans and Asians by
scanning for specific information.
+ Language function:
- To help sts know the cultural diversity
- To develop skills ,especially writing skill.
+ Educational aim:
To advise us to follow good things in marriage
1. Language :
Vocabulary :contractual, bride, groom, confide, oblige, counterpart
Structures : Review of tenses.
2. Skills : Integrated skills.
Especially writing skill .
3. Educational factor :
To help students to be more active,communicative ,creative , self-confident …
To make the students be aware of behaving people around the world.
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method : Communicative approach
2. Techniques / Activities : pairwok, explanation,groupwork …
3. Materials needed : textbooks , references , teaching aids ……
4. Students’ preparation : Lesson preparation
Appliances for studying.
5. Previous exercises : No
III. TEACHING PROCEDURE.
1. Stabilization : (2’)
Good morning class!
How are you today ?
Who is absent today ,monitor ?
2. Checking up the previous knowledge :

No
3. The new lesson :

stages
and time
Teacher’s Activities Students’ Activities The Lesson content
I.Presentation
of the new material.
(5’)







1. Warm up:
- Ask sts to look at the
pictures and answer: What is this?








-Answer to the
teacher:

Unit 2:
CULTURAL DIVERSITY
Period :

WRITING

: