Giáo án tiếng anh lớp 12

Giáo án tiếng anh lớp 12

THE FIRST TERM OF GRADE 12
The 1
st
period
Date: 2/ 8/ 2010
Grade 12
Theme: Guiding how to learn and to do English tests
Time: 45 minutes
I. Objectives:
1. Educational aim: Students know about English book in grade 12
2. Knowledge:
Student know: - How to learn English in grade 12
- How to do English tests
- How to use student’s book and workbook
3. Skill : - Reading
- Speaking
- Listening
- Writing
- Doing English tests
II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, tape,
cassetteplayer, etc.
III. Procedure:
Teacher’s activities Students’ activities Notes
Warm-up :(7 minutes)
- Introduce to students about the teacher
- Ask students about their names and English
knowledge etc.
Guiding: (35 minutes)

1. Guiding student’s book and workbook:
* Introduce to students how to use their book
and workbook
* Introduce to students how to learn reading,
speaking, listening, writing, language focus in
their books and how to do the exercises in
their books
2. Guiding English tests in grade 12:
* Introduce to students about oral tests, 15
minute tests, 45 minute tests, etc. and how to
do them
* The tests in grade 12 include:
reading : 25%
listening: 25%
- Listen to the teacher
- Answer the teacher’s
questions
- put the student’s book and
workbook on the table
- listen to the teacher and
look through the books
1

writing: 25%
language focus: 25%
3. Guiding other books and tape, disc, etc.
Homework: 3 minutes
- Ask students to prepare textbook, notebooks
and the things for learning andprepare lesson
reading - Unit 1

- Listen to the teacher
- listen to the teacher and
write down the things which
will be prepared at home

Unit 1 : home life
The 2
nd
period
Date: 05/ 8/ 2010
Grade 12
Theme: home life
Unit 1
Reading
Time: 45 minutes
I. Objectives:
2

1. Educational aim: Students should know about International Red Cross
2. Knowledge:
- 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
3. Skills: Guessing meaning in context, scanning for specific information and passage
comprehension
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book and pictures, Board, tape, cassetteplayer, chalks, etc.
IV. Procedure:

Teacher’s activities Students’ activities Notes
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
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:
+ to be caring
+ to be willing to
do st
+ to be close -knit
+ to bemischievous
- Help students to summary the main ideas of
the context .
* The first paragraph: the writer says about
the 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.
- 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
- 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: Thefamily 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.
- 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.
3

* 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)
- 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
-Practise speaking their ideas
freely.
Listen to the teacher
- 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
4

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
- Some students answer the
questions in front of the class
Listen and take notes
- Do the home work and prepare
for the next lesson.

The 3
rd
Period
Date: 7/ 8/ 2010
Grade 12

Theme: Home Life
Unit 1
Speaking
Time: 45 minutes
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:
Teacher’s activities Students’ activities Notes
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)
- Keep books close

- Listen to the teacher
- Work in groups to talk about
family
-
5

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.
- Listen and give the ideas to each pair.

-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.
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.
6

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
- 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
The 4
th
period
Date: 09/ 8/ 2010
Grade 12
Theme: Home Life
Unit 1
Listening
Time: 45 minutes
I. Objectives:
7

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
- Listening and deciding on True or False statements or no information
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures board, tape, cassetteplayer, chalks.
IV. Procedure:
Teacher’s activities Students’ activities Notes
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.
- 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
8

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

-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
9

The 5
th
period
Date: 12/ 8/ 2010
Grade 12
Theme: Home Life
Unit 1
Writing
Time 45 minutes
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, mainly communicative
III. Teaching aids: Student’s book, notebook, some pictures
IV. Procedure:
Teacher’s activities Students’ activities Notes
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.
- 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
10

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.
+ 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.
- 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
- 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 ?

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
11

Language Focus - Listen to the teacher and
write down homework
The 6
th
period
Date: 14/ 8/ 2010
Grade 12
Theme: Home Life
Unit 1
Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim: Pupils can pronounce the endings /s/ ,/z/
12

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
- New words: Words related to topic
3. Skills: Intonation and phrasal verbs
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures, board, tape, cassetteplayer, chalks.
IV. Procedure:
Teacher’s activities Students’ activities Notes
Pronunciation: (8 minutes)
- Guide students to pronounce the endings
/s/,/z/ : bats /s/ . bags /z/
- 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
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.
13

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
- Ask the whole class to comment
Exercise 2:
- Ask students to work in groups to do the
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
-Ex : She has learnt English
since she was in the grade 5.
- Work in groups to do the
exercise
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
- Listen to the teacher and
work in groups
to do the exercise.
1, B : haven’t written
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
14

Unit 2: cultural diversity
The 7
th
period
Date: 16/ 8/ 2010
Grade 12
Theme: cultural diversity
Unit 2
Reading
Time: 45 minutes
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, mainly communicative
III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook
IV. Procedures:
Teacher’s activities Students’ activities Notes
Warm-up: (4 minutes)
- Ask students to list out the factors that create
a happy life
-Let students work in pairs
-Ask students questions
_Lead in: Today, we’ll study a new lesson Unit
2- part A :Reading
Pre-reading: (7 minutes)
- Ask students to work in groups of four
and guess what are happening in the picture.
- Listen to the teacher
- Answer the question
Work in groups to talk about
the
15

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.
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,
16

Post-reading: (12 minutes)
Ask students to work in groups to discuss
about the question :
+ What are the differences between a
traditional Vietnamese family and a morden
Vietnamese family ?
- Give some suggested words to talk about a
family :number of children, the house they
like to have, the head of the family , who
works , who takes care of the housework and
children , the income
- Call on some representatives on the
groups to talk about the differences
Homework : (2 minutes)
-Do reading text in workbook
-Prepare the next lesson
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
- 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
17

The 8

th
period
Date: 17/ 8/ 2010
Grade 12
Theme: cultural diversity
Unit 2
Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim: Students can talk about the differences among cultures
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, mainly communicative
III. Teaching aids: Pictures, English textbook 12, hand-outs
IV. Procedures:
Teacher’s activities Student’s activities Notes
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
- Listen to the teacher
18

family they’ve written at home.
- Ask the other students to comment about

the 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 mariage 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.
-Read the paragraph in front
of the class
- 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
19

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.
- Do the exercises in the workbook
- Prepare for the next lesson
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
The 9
th
period
Date: 21/ 8/ 2010
Grade 12
Theme: cultural diversity
Unit 2
Listening
Time: 45 minutes
20

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.
- Language:
- New words: Words related to culture, wedding
3. Skills: -Filling in missing information
-Passage comprehension
II. Method: Intergrated, mainly communicative
III. Teaching aid: Board, tape, cassetteplayer, chalks, textbook and notebook.
IV. Procedures:
Teacher’s activities Students’ activities Notes
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 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
- 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.
21

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
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 pairs to answer the
questions.
22

Homework: (2 minutes)
- *.Write a paragraph about a wedding.
– Prepare for the next lesson. - Listen and copy in their
notebooks
The 10
th
period
Date: 23/ 8/ 2010
Grade 12
Theme: cultural diversity
Unit 2
Writing
Time: 45 minutes
I. Objectives:
1. Educational aim: Student can describing typical features of a Vietnamese conical leaf hat.
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:
Teacher’s activities Students’ activities Notes

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
-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
23

“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
Homework: (2 minutes)
- Ask students to do the exercises in the
workbook.
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
-Do the exercise at home.
- Prepare for the next lesson
The 11
th
period
Date: 24/ 8/ 2010
Grade 12
Theme: cultural diversity
Unit 2
Language Focus
24

Time: 45 minutes
I. Objectives:
1. Educational aim: Students can pronounce the sounds “ ed” ending
2. Knowledge:
- General knowledge: Students have to revise the tenses
- Language:
- 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:

Teacher’s activities Students’ activities Notes
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
+ Present simple
* FORM:

* MEANING: PRESENT TIME
* USE:
sometimes use the present simple to express the
- Read aloud
- Listen and repeat from 2-3
times
- Some of them stand and
read words aloud
-Listen to the teacher
- Read the sentences in
chorus aloud
- Listen and copy
-List some phrasal verbs : fill
in ;turn on; go over ;look
at ;make up. Look after
- Some students read the
sentences in front of the
class.
- Work in groups to review
25