giao an tieng anh 12 tron bo

Lesson plan English 12 – Anh Phuc
Period 01, 02
Date: 1/8/2011
Introduction and Revision
1. Objectives:
By the end of the lesson, students will:
Review all of the knowledge of grade 11
Know how to study and learn English 12
2. Teaching aids:
- Textbook, pictures, cassette, tape
3. Anticipated problems:
- Method: mainly communicative
4. Procedure:
Time Teacher’s activities Students’ activities
Greeting, introduce, get acquaintance with the students
A.Revision
-elicit all of the knowledge and language skills of grade 11
1.Verbs tenses ( present simple, past simple, past
progressive, past perfect……….)
I. HIỆN TẠI ĐƠN (Simple Present)
Cách dùng
1. Diễn tả một thói quen hoặc một việc thường xuyên xảy
ra ở hiện tại.
Ex: - We come to school on time everyday. (Chúng tôi đi
học đúng giờ mỗi ngày)
- My mother always gets up early. (Mẹ tôi luôn thức
dậy sớm)
■ Dấu hiệu thì:
a. Cách dùng này thường có các trạng từ chỉ sự thường
xuyên:
• rarely: ít khi • usually: thường thường

• sometimes: đôi khi • seldom: hiếm khi
• never: không bao giờ • always: luôn luôn
• often: thường • occasionally: thỉnh thoảng
• hardly ever: hiếm khi • everyday: hàng ngày
b. Các kết cấu đi với every như:
• every week: hàng tuần • every month: hàng tháng
2. Diễn tả một sự thật hiển nhiên, một chân lý
Ex: - The Sun rises in the East. (Mặt trời mọc ở phương
đông)
- The Earth moves around the sun. (Trái đất xoay
quanh mặt trời)
3. Diễn tả sự thật tương đối bền vững
Ex: - Your sister speaks English well. (Chị của bạn nói
tiếng Anh giỏi)
- Dick writes novel. (Dick viết tiểu thuyết)
- Children need love and affection. (Trẻ em cần
tình yêu và sự ấp ủ)
II. HIỆN TẠI TIẾP DIỄN (Present Continuous)
Hình thức Subject + am / is / are + V-ing
Cách dùng
1. Chỉ một sự việc đang xảy ra ở hiện tại, lúc ta đang nói
Take notes
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Students’ activities
Ex: - The farmers are working in the fields now. (Các
nông dân đang làm việc ngoài đồng)
- My mother is cooking in the kitchen at the
moment. (Vào lúc này mẹ tôi đang nấu ăn trong nhà bếp)

■ Dấu hiệu thì:
a. Trong câu thường có các phó từ:
• now: bây giờ
• at the moment: vào lúc này
• at present: vào lúc này
b. Trong câu bắt đầu bằng những từ gợi sự chú ý như:
• Look! Coi kìa
• Listen! Nghe kìa
• Hurry up! Nhanh lên
Ex: - Look! The boys are fighting. (Coi kìa, bọn trẻ đang
đánh nhau)
- Listen! They are speaking English. (Nghe kìa! Họ
đang nói tiếng Anh)
- Hurry up! The bus is coming. (Nhanh lên! Xe
buýt đang tới rồi kìa)
c. Trong câu có cụm chủ vị có từ WHILE (Trong lúc)
Ex: - I’ll think it over while I’m having my lunch. (Tôi sẽ suy
nghĩ kỹ vấn đề này trong lúc tôi ăn trưa)
2. Diễn tả một việc được xếp đặt xảy ra trong tương lai.
Ex: - What are you doing this evening? (Chiều tối nay bạn
định làm gì)
- We are going to Paris on Friday. (Chúng tôi định
đi Pari vào thứ Sáu)
III. HIỆN TẠI HOÀN THÀNH (Present Perfect)
Hình thức : Subject + Has / Have + Past Participle
Cách dùng
1. Để diễn tả một việc đã xảy ra trong quá khứ mà thời
gian không xác định rõ.
Ex: - He has lived in England before. (Trước đây, anh ấy
sống ở Anh quốc)

- We have gone to Dalat several times. (Chúng tôi
đã đi Dalat vài lần)
- She has already seen that film. (Cô ta đã xem
phim đó rồi)
- He’s never been there. (Anh ta chưa từng ở đó)
- They haven’t finished their work yet. (Họ chưa
làm xong việc)
- Have you ever spoken Russian before? (Trước
đây có bao giờ bạn từng nói tiếng Nga chưa?)
■ Dấu hiệu thì:
Trong câu thường có
• already: rồi, đã rồi • several times: vài lần
• never: chưa bao giờ • never before: trước đây chưa
bao giờ
• yet: chưa • ever: đã bao giờ
• ever before: trước đây đã bao giờ
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Students’ activities
2. Để chỉ một việc đã bắt đầu xảy ra trong quá khứ và hiện
đang còn xảy ra.
Ex: - So far he has had no trouble. (Cho đến nay, anh ấy
chưa gặp rắc rối gì)
- He has lived here for five years. (Anh ta sống ở
đây được năm năm rồi)
- His father has been ill during the last two week.
(Bố anh ấy đã bệnh suốt hai tuần vừa qua)
■ Dấu hiệu thì:
Trong câu thường có các trạng từ chỉ thời gian:

• so far: cho đến nay • up to now: cho đến nay
• up to the present: cho đến lúc này
• since then: kể từ lúc đó
• since: kể từ khi • for: trong (khoảng thời gian)
• in / during the last + 1 khoảng thời gian
3. Để diễn tả một hành động mà thời gian nó chưa kết thúc.
Ex: - He has smoked ten cigarettes today. (Hôm nay anh
ấy hút 10 điếu thuốc)
- I haven’t seen her this week. (Tuần này tôi không
gặp cô ấy)
■ Dấu hiệu thì:
Trong câu thường có các phó từ như:
• today: hôm nay
• this week: tuần này
• this month: tháng này
• this term: học kỳ này
• this year: năm nay
4. Để chỉ một sự việc vừa mới xảy ra so với hiện tại
Ex: - I have seen him lately. (Gần đây tôi có gặp anh ấy)
- She’s just gone out. (Cô ta vừa mới đi khỏi)
■ Dấu hiệu thì:
Cách dùng này thường có các từ như:
• just: vừa mới
• recently: gần đây
IV. simple past
The Simple Past can be used with a duration which starts and
stops in the past. Duration is a longer action often indicated by
expressions such as : for two years, for five minutes, all day, all
year, etc .
E.g: I live in Brazil for years

10. The Simple Past can also be used to describe a habit which
stopped in the past. It can have the same meaning as “used to ”.
To make it clear that we are talking about a habit, we often add
expressions such as: always , often, usually, never, when I was a
chid, when I was youger etc.
E.g : They never went to school . They always skipped their
classes
11 . The Simple Past can also be used to describe past facts or
generalizations which are no longer true . As in USE 4 above ,
this use of the Simple Past is quite similar to the expression “used
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Students’ activities
to ”
E .g : She was shy as a child , but now she is very outgoing
V.Past continuous :
+ Form : Was / were + V-ing
+ Meaning : Past time
+ Use :
* Use the past Continuous to indicate that a longer actoin
in the past was interrupted . The interrupted is a shorter
action in the Simple Past or a specific time . Remember
this can be a real interruption or just an interruption in
time .
E. g : I was watching TV when she called .
Last at 6 PM , I was eating dinner
* When you use the Past Continuous with two actions in
the same sentence, it expresses the idea that both actions
were happening in the same time. The actions are parallel.

E.g: I was studying while he was making dinner.
VI.Past perfect
Use:
* The Past Perfect expresses the idea that something occurred
before another action expressed in the Past Simple. It can also
show that something happened before a specific time in the past.
e.g :had never seen such a beautiful beach before I went to
Hanoi.
2.infinitive and gerund
T reviews the verbs that are followed by an infinitive, a
gerund and both. (in handouts
Infinitive only
Agree Arrange Ask Choose Decide Demand Deserve
expect
Fail Hesitate Hope Intend Learn Manage Offer Plan
Refuse
Seem Wait
Gerund only
Admit Avoid Deny Enjoy Keep
Verbs that are followed by prepositions
Both
Begin Start Continue Stop Love Like Hate Remember
Forget Try Regret
3.reported speech
reviews reported speech with infinitives:
+ Form: Verb + O + bare-infinitive
+ meaning and use: We usually use an infinitive structure
to report orders, requests, advice, suggestions, threats,
warning, promises, (dis)agreements, and so on. We don’t
use “say” in this structure.

E.g: I told the kids to be quite. The policeman told me not
to park here.
Note: T might want to remind Ss that time and place
references often have to change in reported speech. E.g:
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Students’ activities
4.conditional
T elicits the from and use of coditional sentences (type 1,
2 and 3 ) from Ss . If necessary T may give Ss the
following handout
Type 1.If + simple present will future
In these sentences , the times is the present or future and
the situation is real . They refer to a possible condition and
its probable result
Example :
+ If find her address , I’ll send her an invitation
Type2 If + simple past , would + infinitive
Like type 1 , type 2 refers to the present of future , and the
past tense in the if – clause is not a true past but a
subjuntive , which indicates unreality or improbability .
Example :
+ If I were 18 again I would go on a round – the –world –
tour . (I’m not 18 , in fact I’m 45 )
+ If I studied , I would pass the exams
Type 3 If +pat prefect , would have + P2
The time is past , and the condition cannot be fulfilled
because the action in the if – clause didn’t happen .
Example :

+ If I had found her address last week , I would have sent
her an invitation .
+ If I had studied , I would have passed the exams
5.Relative clauses
Relative Pronouns
Who whom which that whose
-Ask ss to retell Relative clause
+ Defining clause
+ Now- defining clause
-Ask ss to give examples then retell their functions
Eg:- I met Jane’s father, who works at the U
- I met the man who helpead me yesterday
+ she is the woman about whom I told you
* Relative pronouns with prepositions
To
With
Of whom/ which ( + S + V)
About ( prohibit)
(prep)
Reduce relative clauses
6.Cleft sentences
-Give 3 examples of 3ex 1,2,3 to introduce ss the new
grammar points
( Left sentences)
Ex1: The man gave her the book
S
->It was the man who gave him the book
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Lesson plan English 12 – Anh Phuc

Time Teacher’s activities Students’ activities
( focusing on subject)
Ex2: The boy hit the dog in the grander
->It was the dog that the boy hit in the
( focusing on subject)
granden
Ex3:She bought him a present at the shop
-> It was at the shop that she bought him
( focusing on subject)
a present
-Through the examples, ask ss to give the way to use ceft
sentences them selves
It is + S + ( who)
Was o that……
Adv
-Give other examples then ask ss to practise
Home work
-give exercise by handouts
B. Introduce the Englisn 12 to students.
+ Introduce the Englisn 12 to students.:
- Guide students about the new book.
- Giude them:
+ How to learn each lesson
+ How to learn each section of the lesson.
+ How to study at the class
+ How to prepare the lesson at home…
Demand students to master: 1. The grammar of the
test.
2. The main content of the English 12.
3. Master the learning methods.

Homework.
- T. asks sts to prepare for Unit 1
Period 03
Date: 2/8/2011
Unit 1: HOME LIFE
Lesson 1: Reading
1. Objectives:
By the end of the lessons, Ss will be able to:
talk about home life and discuss the role of each member in the family.
improve reading skill through multiple choice and ask and answer questions.
2. Teaching aids:
Textbook, pictures, cassette, tape, handouts and real objects
3. Procedure:
Time Teacher’s activities Ss’ activities
4’
Warm – up:
Teacher shows a picture of his/ her family
+ Students ask questions about it
ex: Who is he? - he is my father
+ Whole - class
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Ss’ activities
7’
8’
8’
6’
10’
2’

What does he do? - he is a doctor
+ Teacher leads to the topic: "home life"
Pre-speaking
1. Teaching vocabulary
+ Join hands: (v) = work together
+ House hold chores: (n) = house work
+ Caring: (adj): quan t©m
+ Mischievous: (adj): NghÞch ngîm
+ Close - knit: (adj) = having close relationship
* Checking: Rubout and remember.
(T. delivers the handouts to reproduce by gap-filling).
While - reading
1. Task 1: Matching (poster)
- To ask sts to read through the text and match
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
A: Family relation ship
B: Mum and dad
C. Authors self
D: Members in the family
2. Task 2: True/ False statements (hand out)
a, there are 6 people in the author's family
b, In the author's family, both parents work together to give
their children a nice house and a happy home
c, His mother is a busy woman
d, The author has just left school
e, All the members in his family have a good relationship to
one another.

* To give time to students to do
* Checking (a : F; b : T; c : T; d : F; e : T)
3. Task 3: + Teacher asks students to answer the 3 first
questions in task 2 in textbook
+ Checking
Post – reading
* Discuss in pairs
- Teacher asks each group to compare the family described in
the text with their own family
- Let's students of each group to go to the board and write
down the answers one by one
- Checking
- Teacher declares the winner
Summary and Homework
- To answer the rest questions in task 2 in the text book
-To write a short passage about your family.
+ Whole - class
+ pair - work
+ Group - work
+ pair - work
+ Group - work
Period 04
Date: 4/8/2011
Unit 1: Home life
Lesson 2: Speaking
1. Objectives:
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Lesson plan English 12 – Anh Phuc
By the end of the lessons, Ss will be able to:

talk about household chores
express their idea about family life.
2. Teaching aids:
Cards, handouts, pictures.
3. Procedure:
Time Teacher’s activities Ss’ activities
Warm up: Looking and guessing.
Prepare pictures of the following actions
going shopping
washing dishes
cleaning floor
watering plants
cooking meals
making the bed
- Ask students to talk about what the people in the pictures
are doing.
- Write the phrases on board and ask Ss some questions to
introduce the lesson.
- Who often does these things in your family?
- Do you have to do household chores?
- What are they?
whole class
Before - speaking
Task 1: Ask each student read and tick the ones in task 1
that apply to her/him and his/her family.
- 1-2 students stand up to talk about his/her family
Individual
While-speaking
Task 2: Who works in your family?
- Work in pairs to find out whether your partner’s family

life is like yours.
* Write down some expressions on the blackboard:
Could you tell me who ?
By the way who in your family ?
What about your father/mother/brother ?
Drill:
Ask students to work in pairs to compare their answers.
Call on some students to talk about their family then
compare with their partner’s family
For example:
In my family only my father works but both Hong’s parents
go to work.
- Members of my family share the household chores but
Hong’s father doesn’t do anything.
Task 3: Work with a different partner and ask him or her about
his/her family life. Note down the answers in the table.
Make questions for students
who works in your family? both parents
who does the household chores?
your friend’s responsibility in the family?
the interest the family members share closely
Pairwork
Pairwork
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Ss’ activities
the person your friend often shares his/her
secrets with
the person your friend talks to before making

an important decision
Teacher goes around to help.
Call on some pairs to act out their dialogues.
Make corrections and comments.
post - speaking
Role-play
- Have Ss work in group of four and act as if they were the
mother, father, daughter and son, talking about the duties to
their family.
- Go round the class and provide necessary vocabulary when
needed.
- Call on one or two groups to act out in front of the class.
- Make correction if needed and make comments.
groupwork
Homework
Summarize the main points
Assign homework
whole class
Period 5
Date 6/8/2011
Unit 1: home life
Lesson 3 :Listening
1. Objectives:
By the end of the lessons, Ss will be able to:
Listen and pick up specific details.
Listen and understand general ideas
Talk about household chores and family life.
2. Teaching aids:
Realia, handouts, CD player, pictures.
3. Procedure:

Time Teacher’s activities Ss’ activities
5’ Warm up: Jumbled word
Rearrange the letters to make a meaningful word
REINNOU
Ss will arrange the letters in a suitable order to make a word
REUNION => FAMILY REUNION
Teacher leads to the new lesson
Whole class
10’ Before - listening
Teacher provides 2 pictures of a wedding party and a family
party.
Students ask and answer the questions about the pictures.
Suggestions:
Who are they?
Where are the people?
What are they doing?
What are the difference between the two parties?
Vocabulary:
reserve (v) book smt
Pairwork
copy
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Ss’ activities
reserved (a): Kept for future or special use
coach (n): a comfortable bus
spread out (v): cover a large area
leftover (n):
food that has not been eaten at the end of a meal

Teacher check Ss’s pronunciation and remembrance
examples
15’ While-listening:
Task 1: Before listening to text 1, teacher asks students to
guess the answer by ticking in the box with their pencils.
- Ss listen to text 1 and tick what is true (T) or false (F)
about them.
- After the first listening, check through the answer and give
feedbback after the sencond listening.
Key: 1.F-2.F-3.F-4.T-5.T
Task 2:
Use tapecript to make a gap-fill exercise.
Ask Ss to predict then listen and fill in the gaps.
Feedback
Task 3
Listen to the tape again and take notes without looking at the
handout.
- Ask Ss to listen again and note down two things that are
different about Paul’s and Andrea’s family.
- Call on some Ss to read their notes and check with the class.
Suggestion:
Paul: - His family are not very close.
- The family often eat the meal the mother cooks at home.
Andrea:
His is a close-knit family.
The family often go out to eat when they get together.
Whole class
10’ post - Listening
- Arrange Ss to work in groups of four or five
- Ask them to interview one another to get and give

information about the members of their family.
( their ages/names/what they do/what are they like/what they
are interested in/ how they are similar or different)
Go around the class to give help if necessary.
Call some Ss to report to the class about their parents.
Make correction and comments.
Groupwork
5’ Homework
Summarize the main points
Assign homework
Whole class
Period 6
Date 8/8/2011
Unit 1: HOME LIFE
Lesson 4: Writing
1. Objectives:
By the end of the lesson, students will:
- understand more about home life
- develop listening skills: listening for main ideas and specific information
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Lesson plan English 12 – Anh Phuc
2. Teaching aids:
Textbook, pictures, and handout.
3. Procedure:
Time Teacher’s activities Ss’ activities
5’ Warm up
- Ask Ss to work in pairs and answers some questions
1. Do your parents often let you go out in the evening ?
2. Are you allowed to use your family motorbike?

3. Are you allowed to do the household chores?
- Call on some pairs to present their answer in front of the class
- Feedback
* Lead in : In today’s lesson, you’re going to write a letter
about your family rules
Pairs work
1. My parents
don’t let me
come home late.
2. My father
permits me to
use the family
motorbike.
3. I have to do
the household
chores.
15’
Pre-writing
Groups work
Task 1: What rules do you have in your family?
+ Have students revise the verbs
* let sb + V
* allow sb + to V
* have to + V (obligation)
* permit sb + to V
- T. delivers Ss handouts (Task 1 – Complete tthe following
sentences).
1. During the school year, I am not allowed
2. I have to…………………………
3. My parents allow me……………….

4. My parents want me not………………
- T asks some Ss to go to the BB to write down their sentences
- T together with Ss finds out the mistakes and corrects them
- Ss work in
groups
17’
while writing
Task 2: Write a letter to a pen pal about your family rules.
T asks Ss to work in groups and use the ideas they have
written above to write a letter about their family rules.
- T goes around to offer help
- T calls four representatives of four groups to go to the
blackboard to write down their letters
- T together with Ss finds out the mistakes and corrects them
- T gives feedback on Ss’ work
- T points out some common mistakes made by Ss when doing
this writing task.
- Ss work in
groups
6’ Post-writing
- T asks Ss to make a conversation about the content of their
letter
- T calls some Ss to practice the conversation in the front of
class
- T remarks generally Ss’ written work
Work in pairs
2’ Homework
- Rewrite at home.
Whole class
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Ss’ activities
- Prepare for the section E
Period 7
Date 10/8/2011
Unit 1: HOME LIFE
Lesson 5 – Language focus
. Objectives:
By the end of the lesson, Ss will be able to:
- Recognise the differences in pronunciation of the ending “s”
- Revise the use of tenses ( simple past, past continous, present perfect)
2. Teaching aids:
Textbook, whiteboard makers,
Pictures of friends or diaries recording sweet memories with friends.
3. Procedure:
Time Steps
Work
arrangement
7’ Warm up
- Give some pictures, s look at them and guess the words in
these pictures
* Corrections.
Answers:
1. tables/ 2. books/ 3. bags/ 4. chairs/ 5.
shoes/ 6. pens/ 7. watches

Whole class
8’ Pronunciation
- Teacher reads aloud and Ss repeat.

- Ss distinguish the different between these sounds.

/s/ /z/ /iz/
tables
books
/f/, /k/, /p/, /t/, /θ/
bags
chairs
shoes
/the rest/
waches
/∫/, /t∫/,
- Ask Ss to compare with the word in text book.
- Ask Ss to work in pairs to put the word in the right colunm.
Practice:
Pairwork
peer- correction
Whole class
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Lesson plan English 12 – Anh Phuc
- Ss read in chorus then individually.
- Corrections.
Optional activity:
Let Ss practise with the following sentences.
How many times have you played these games?
Do you get any letters from you sister and brother?
Those are my wife’s handkerchiefs.
Ruth is recording the birds and deaths in this city.
Mr. Ives and Mr Cleaves have been friends all their life.

18’ Grammar
1. Grammar presenting.
- Teacher sets situation and Ask Ss to give comments on the
use of the simple past, past continuos and past perfect.
Situation 1.
- Give 2 pictures: one of a dirty pairs of shoes, the other is of
the same shoes but they are cleaner.
+ How did the shoes look a few minutes ago?
+ Look at them now, they are clean, why is that?
Suggestion: They were dirty
He has just cleaned them.
- Ask Ss what tense is used in the sentence
- Elicit the differences between Past Simple and Present
perfect form from Ss.
* Notes: Simple Past: the use
Present perfect: the use
2. Practice 1:
- Choosing the right tense.
- Ask Ss to do the task individually
- Go around and help.
- Call on some students to give the answer.
- Give feedback.
Keys:
have you seen
Has written
has asked
did you give-saw
didn’t listen
have you two met
Did you meet

3. Practice 2: Multiple choice.
- Put ss to work in pair
- Ask student to do the task
- Go over the answers with the whole class.
* Keys:
B C A A B
B B C B C
B C C A B
Whole class
Pair work
10’ Production
Correct mistakes
Give the Ss a passage which contains some mistakes and ask
them to correct these mistakes.
Whole class
Handouts
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Lesson plan English 12 – Anh Phuc
Dear John,
Well, I have arrived here in Liverpool last week. So I have
been here since about nine days now. I have already seen a lot
of things but fortunately, I havent gone to London yet. last
night, I have seen a very interseting film. It has been about life
in scotland. I enjoyed it very much. I have learnt so much in
short time. i am writing to you tonight as I cant go out
because i’m waiting for a phone call which didn’t come yet,
Well, it seems along time since I saw you, I hope you havent
missed me too much!
With very best wishes!

Feedback
* Key:
2’ Homework
Summarize the main points
Assign homework
Whole class
Period 8
Date 15/8/2011
Unit 2: cultural diversity
Lesson 1 - Reading
1. Objectives:
By the end of the lesson, students will:
- understand some more about the senses and personal experiences directly related to the
sense.
- improve their reading skills
2. Teaching aids:
Textbook, pictures and posters
3. Procedure:
Time Teacher’s activities Ss’ activities
5’
Warm – up:
* Competition game – network.
- Prepares a hand out with a network of the word’ a Marriage”
and asks Ss the Question
- What things make a marriage happy?
Marriage
- Teacher divides the class into 8 groups and gives each group a
hand out. Teacher asks Ss to complete the network.
- The winner will be the group completing the network in the
shortest period of time.

Group work
Expected words:
- romantic love
- understanding
- sharing
- partnership of
equals ……
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Ss’ activities
- Ask students to look at the pictures and work in pairs to ask
and answer the questions.
? What can you see in the pictures?
? What are the differences between them?
Call students to answer before the class
Feedback
Lead to the lesson
15’ Before you read
* Pair works:
- Ask Ss to work in pairs and discuss the question: +Which of
the following factors is the most important for a happy life?
Why?
- Love a nice house / flat.
- Money, a good job.
- Parents
,
approval good health.
- T asks Ss to talk before the class and give the reason why.
The other can asks Questions.

*Vocabulary:
Give some main words to present using vocabulary technique
to teach.
1.Phycical attractiveness
2. Confiding.
3. Partnership of equals
4. Trust built on love
5.diversity (n)
6.diversify (v)
7.diverse (adj)
8.approval (n)
9.marriage (n)
- Read aloud and ask Ss to repeat
- Correct mistakes.
/Checking: Gap-filling
1.Love is supposed to follow marriage,not……….it
2.They agree that it is unwise to……….in their wives
3. An Indian woman has to……… more in a marriage than a man
4.A husband is …………to tell his wife where he has been
* T/ F prediction
1.Americans believe in “romantic”marriage
2.Asians believe in “contractual ”marriage
3.In Asians wifes and husbands share all thoughts
Individual work/
group work and
pair work
18’ While reading
Task 1 .Check T / F prediction
Task 2 .Answer the questions ( 22 )
- Get Ss to read the whole text silently to answers the question

- Ask them to work in pairs or groups asks and answers the
questions
- Call on some Ss to answer in front of the class.
- Give feedback
1. What are the four key values in the servey ?
2.What are the Indian students’attitudess on a partnership of
Pair work/ group
work and whole
class
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Ss’ activities
equals ?
3.Why does the American wife trust her husband to do the
right thing ?
4.What is the main finding of the servey ?
-Students work in groups
5’ After you read
- T. divides class into small groups of 6 or 8 and asks them to
discuss the question: what are the differences between a
tradition Vietnamese 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….
- T. goes around to help Ss if they have any problem.
- T. asks to talk before the class some pairs groups

Group work/
whole class
* Number of
children: more
*The house they
like to have : big
* The head of the
family: fathers
…
2’ Homework
- Learn the new words by heart, read and translate the text, do
the tasks again.
- Prepare the section B (The Speaking part of Unit two).
Whole class
Period 9
Date 16/8/2011
Unit 2: cultural diversity
Lesson 2: speaking
1. Objectives:
By the end of the lesson, students will:
- understand more about differences among cultures.
- discuss information that relates to the differences between Vietnamese and American
cultures
- to improve the students’ speaking skills
Key structures:
+ I think/feel/believe…
+ In my opinion…
+ I don't agree…
+ It' s not true…
Key vocab: Generation, precede, marriage, independent life, old-gate.

2. Teaching aids:
Textbook, posters & some pictures
3. Procedure:
Time Teacher’s activities Ss’ activities
5’ Warm - up
- Gives two tables and asks Ss to work in group of three or
four to complete the table.
- Give a picture
Whole class
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Ss’ activities
- Ask Ss to look at the picture and answer questions
1. What are they doing?
2. Can you guess where they are?
3. In Viet Nam, do people often kiss in public? Why or Why not?
4. What about in America?
- Lead into the new lesson. Today we will learn about the
differences between Vietnamese and American cultures
They are kissing
In the public / In
the street
No, they don’t.
It’s impolite.
It is very
common.
10' Before speaking
- T presents some new words:
+ old-aged people (n): People who are old

+ marry to smb (v) = get married to smb
marriage (n)
Task 1: Expressing point of view.
- T shows some useful languages in the box (P.23)
Agreement Disagreement
I think/ feel/ believe
In my opinion,
For me
It's not true
That's wrong
I don't agree
- T asks Sts to look through the information inTask 1.
- T models with one St.
Eg.: T. In my opinion,
S. That's wrong
- T lets Sts work in pairs to express their points of view, using
the words and expressions in the box.
The whole class.
Pair work.
18' While speaking
Task 2: Discussing & finding out the corresponding features
of Vietnamese culture.
- T gives instruction:
+ What are typical features of American culture?
+ Can you find out other features of Vietnamese culture?
- T gets Sts to read though the 1
st
column, then discuss
and find
out the corresponding features of Vietnamese culture.

- T models with one St :
T: Two generations ( parents & children) live in a home in
America.
And ask what about in Vietnam?
- T asks Ss to work in pairs to do the Task 2.
- T calls on some pairs to discuss & find out the typical
features between American & Vietnamese cultures.
- T gives feedback: there are differences & similarities
Read the features
given and
find the
corresponding
features of
Vietnam
S: In Vietnam,
three or four
generations may
live in a home
Group & pair
work.
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Ss’ activities
between Vietnamese & American cultures. ( In Vietnam, but
in America )
10’ Post speaking
Task 3: Talk about the similarities and differences between
Vietnamese and American in cultures
- Explain how to do the task 3

- Ask Ss to read the answer of task 2 again before doing the
task 3
- Ask Ss to work in group of four
- Call on some pairs to give their ideas
- Correct and give feedback
Whole class
2’ Homework
- T summsrises the main points of the lesson.
- T asks Sts to rewrite their report the similaritties &
differences between Vietnamese & American cultures.
Whole class
Period 10
Date: 20/8/2011
Unit 2: cultural diversity
Lesson 3: listening
1. Objectives:
By the end of the lesson, students will:
- Listen and understand the conversation about the wedding ceremony in Vietnam.
- Listen and fill the missing information in the gaps
- Listen and answer the questions about the wedding ceremony in Vietnam
- Know some more new words about wedding ceremony.
2. Teaching aids:
Textbook, pictures, cassette, tape, handouts and real objects
3. Procedure:
Time Teacher’s activities Ss’ activities
5’
Warm – up
* Competition Game - Net work.
- Instruction: Find out words relating to the key word
"Wedding"

flowers Wedding
- The group which write more words and earlier will win the
game .
- Lead - in: The wedding ceremony
- Ask some more questions :
1 - Have you ever attended a wedding ceremony?
2- What do the bride and the groom usually do at the wedding
ceremony?
+ To know more about it, today we listen to a conservation
about a wedding ceremony in Vietnam.
Whole class
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Ss’ activities
16’ Before you listen
- Ask Ss to open the book.
- Ask Ss to look at the pictures on page 24 and discuss what is
happening in each one.
- Gives some guide questions:
1. What do you see in the pictures?
2. Who are they?
3. What are they doing?
- Check correct answers
- T. introduces the new lesson: You will hear two people
talking about a wedding ceremony in Vietnam. Listen and do
some listening tasks.
* Vocabulary: Listen and Repeat
- T. teach some new words first and then plays the tape for

students to listen and repeat.
Altar: bµn thê
Master of Ceremony:
Banquet: buæi yÕn tiÖc
Groom: chó rÓ
Bride:c« d©u
Ancestor: «ng bµ tæ tiªn
Tray: khay
Schedule: lÞch
Blessing: cÇu chóc
- Ss answer the
teacher’s
questions
1. I see a wedding
ceremony
2. a bride and a
groom
3. They are
bringing a lot of
gifts
- Ss write down
the new words in
the notebook.
- Ss repeat
10’ While - listening
Instruction:
You are going to listen to a conservation between two people,
listen and fill in the gaps with the missing words
- Collect the ideas on the board.
- Play the tape for the first time.

- Ask Ss if they are clear, if not, play the tape again.
- Call on some Ss to present the answers in front of the class.
* Answers:
1 - Groom's parents. 2-red paper 3- altar
4- at the wedding banquet 5- wedding cards money
- Correct mistakes.
+ Task 2:Answer the questions.
- Give Ss handouts: There are five questions and the answers
put in the wrong order. There is one extra answer that they
don't need to use.
- The answers:
e- They stop by each table to say thank to their guests.
d- They would pray asking their ancestors' permission to be married.
c- To go to the bride's house bringing a lots of gifts wrapped
in red papers.
g- At the groom and bride's home, at a hotel or a restaurant.
a- After they pray and ask their ancestors' permission to be married.
b- When the M.C introduces the groom, the bride, the parents
- Play the tape for them to do the task.
- If a lot of Ss aren't able to do, play the tape again and pause
at the sentences they need.
- Read through
the task and
guess the
missing words.
- Listen and correct
themselves.
- Work in groups
Read the questions
carefully and do

the task.
- Listen to the
tape and find out
the correct
answers to the
questions.
- Answers:
1-C/2-D/3-A/4-
G/5-E
12’ Post – listening Work in groups
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Ss’ activities
+ Task 3: Discussion
- Set the scene: You are going to discuss the questions in
book: "What do family often do to prepare for a wedding
ceremony?"
- Go around and give help if necessary.
- Pick out the groups; writings and seal on the board.
- Correct some usual errors.
+ Who do/ does the speech?
+ What do they do at the party?
+ What kinds of food and drinks?
+ When ?
+ Where ?
- T. gives comments.
Each group gives
representative to
read aloud the

writing .
Give feedback.
2’ Homework
- Retell a wedding you have seen.
Whole class
Period 11
Date 22/8/2011
unit 2: cultural divbrsity
Lesson 4: Writing
1. Objectives:
By the end of the lesson Ss will be able to do:
- Describing Vietnamese conical leaf hat
- Developing sentences
2. Teaching aids:
- Handouts, pictures, posters …
3. Procedure:
Time Teacher’s activities Ss’ activities
3’ Warm – up
- T. ask Sts to look at the real conical leaf hat and answer
questions
Do you know what it is in Vietnamese
Do you often wear it?
Is it the symbol of Vietnamese girls/women?
- Lead - in: Today, we are going to describe about the conical
leaf hat which is not only the symbol of Vietnamese girls/wo
men but also a part of the spirit of the Vietnamese nation.
Whole class
Answers:
15’ Pre- writting
*Vocab:

+ rim (n): (real thing)
+ ribs (n) : (real thing)
+ strap (n): (real thing)
Whole class
Individual work
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Ss’ activities
+ conical (a): (real thing)
- T provides some new words and explains their meaning
- Ask Sts to listen and repeat the new words several times in
whole class and individually
+ Check new words by using the task (12')
+ What is the conical leaf that symbolized?
+ What is it made of?
+ What shape is it ?
+ How big? (width/ height)
+ What is it covered with?
+ What is it used for?
- T gives some gided questions
- Ask Sts to discuss in 3 groups and write down the outline on
the poster
- T goes around and give help if necessary
- call each group to show their outline on the board
- Feedback
Pair work
18’ While - writing
+ Act 1: Discussion
- Show them to do the discussion

- Call on some Ss to present their answers about the hat.
- Collect all the sentences and write on the board
+ Act 2: Writing
- Ask Ss to write the passage based on the cues and the
sentences given.
-Give some connectors such as: But, So, At last, finally ….
- Go around and provide help it necessary
- Collect Ss' writings on board
- To cleverer Ss, ask them to develop the sentences more
interesting.
Whole class
Individual work
7’ Post – writing: (7ms)
- Call some Sts to read their writting after having peer
correction
- T gives feedback
Whole class
2’ Summary and Homework
- Ask Ss to newrite the paragraph at home
Whole class
Period 12
Date 25/8/ 2011
unit 2: cultural diversity
Lesson 5: Language focus
I. Objectives:
1. Educational aim: - The pronunciation of "ed" endings
- Review of tenses
2. Knowledge:
- General knowledge: Students learn how to write a passage about cultural diversity
- Language: * The present simple and adverbs of frequency for talking about daily activities

* The past simple used in a narrative
- New words: Words related to pronunciation / ed/
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Lesson plan English 12 – Anh Phuc
3. Skills: Writing a passage about cultural diversity
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures showing some activities
IV. Procedure:
Time Teacher’s activities Ss’ activities
8’
8’

13’
Warm – up
Pronunciation
- Matching (group work)
A B
cooked
needed
started
watched
rained
lived
/t/
/d/
/id/
-Divide class into 4 groups. Each group is given one handout
- Ss word in group in 2 minutes
- Collect and check

2- Pronunciation
* The way to pronounce the "ed" ending sound
+/ed/ ending sound is pronounced /t/ when the verbs end with
the sounds /k/, /p/, /s/, /S/, /ts/, /F/,
Ex: worked, stopped, laughed
+ /id/ after /d/ and /t/
ex: started, demanded
+ /d/ after all the sounds left
Ex: Phoned, enjoyed
Note: All the adjectives ending with "ed" -> /id/
Ex: learned /∂: nid/
beloved /bil∧vid/
* Practice :
- Ask Ss to listen and repeat the pronunciation fart (p.27)
3. Grammar
- Give Ss some cards in which there are sentences with italic
words (verbs)
- Ask them to word in 3 groups to decide the tense of the verbs
in the sentences given below
G1: A: Have you ever seen a fire?
B: Yes, I have -> Prensent perfect
G2: A: When did you see it?
B: I saw it last month -> past simple
G3: A: Do you like visiting china?
B: Yes, I am visiting it next week
-> present continuous future decided and arranged
- Feed back
* Exercise 1: (pair work)
- Correct
1. Have seen, saw, am going to see

2. drank, have not drunk, drank
3. has written, did write, wrote
4. have been cooking, cooked, cooked
Group work
Individual work
Whole class
Work in groups
Work in groups
Group work
Work in pairs
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Ss’ activities
14’
Exercise 2: (individual and peer correction)
- Ask Sts to do the exercise 2 and have peer correction
- T goes round to give help
- Give answers
1C 2a, 3c, 4a, 5C, 6a, 7c, 8a
4. Production
Game: Crosses and noughts
/t/ future tense simple perfect
simple present /d/ present continuous
past simple past continuous /id/
- Ask sts to make sentences using the sounds and the tense in
the grids
Ex: I looked at her -> sound /t/
Do you have money? -> present simple
- Feedback

2’ Homework
- Ask Sts to do the exercise 3 at home
Whole class
Period 13
Date 28/8/2011
unit 3: ways of socializing
lesson 1: Reading
1. Objectives:
By the end of the lesson. Sts will be able to guess the meaning in context. understand the
passage about ways of socializing.
2. Structures:
Use verbal and non verbal communication to attract some one's attention.
- waving, nodding, jumping,….
3. Vocabularies:
Verbal, nonverbal, nod, informal, rude,…
4. Teaching aids:
Text book, handouts.
5. Procedure:
Time Teacher’s activities Ss’ activities
5’ Warm – up
T comes into classroom, claps his/her hands and ask.
- What have I just done to draw your attention?
- What will you do if you want to draw the teacher's attention?
-> Lead to the lesson.
Whole class
10’ Pre- reading
- Teaching vocab: verbal, non - verbal, nod, informal …
*Pre teaching vocabulary
+ Communicate (v) – Communication (n) ( explanation )
+ Informality (n) (translation )

+ Nod (v) (n)
+ Whistle (v) (n)
+ Point at sth/ smb (v) action
+ Catch one’s eyes
Whole class
Individual work
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Ss’ activities
- Checking vocab: (using task 1 - page 32)
- T's correction
17’ While - reading
* Task 2 . (page 32): Group work
- Ask sts to read the text then decide which of the options is
the best tithe for the passage.
- sts answer
- T gives correction
* Task 3 (page 32): Group work
- Ask Ss to read the text again and write down the answers to
the following questions (Using game: Lucky number)
- T. moves around class to give help.
- Call on some pairs to present their answers in front of the class
- T. feed back and give correction
Group work
Whole class
10’ Post – reading
* Discuss in pairs
- Ask sts to discuss the meaning of the words "whistling, hand
clapping " in Vietnamese culture

- T's suggestion
Ask question: When? When do people/ Whistle? / clap hands?
- T's help and correct
Pair work
Whole class
3’ Summary and Homework
- Ask sts to find the different meaning of some gestures
nodding, shaking head,…….
Whole class
Period 14
Date 2/9/2011
Unit 3: Ways of socialising
Lesson 2: speaking
1. Objectives:
By the end of the lesson, students will:
Practise speaking exactly and appropriately about the ways of socialising, based on the
vocabulary and structures that they have learnt in the lesson.
Make dialogues to practise giving and responding to compliments, based on the given
information.
2. Teaching aids:
Textbook, pictures, handouts and real objects
3. Procedure:
Time Teacher’s activities Ss’ activities
5’ Warm – up
Describing pictures
-Give a picture about a party
- Call some Ss to look at the picture and talk about the people
- Suggestion: Give remark on their clothes, hair style, the
body …
Whole class

- Answers;
- They are
wearing beautiful
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Lesson plan English 12 – Anh Phuc
Time Teacher’s activities Ss’ activities
+ Lead - in: They are giving the compliments to each other.
But what do they reply to the compliments?
- To know more about it, today we study the speaking in
which we practice the compliments and responds.
clothes; they are
talking about the
beauty; the hair
style of some one
…….
10’ Pre - speaking:
+ Task 1: Read these dialogues and pay attention to how
people give and respond to the compliments.
- Ask questions:
1- What does Barbara answer?
2- What does Barbara answer?
3- What does Peter remark Cindy's hair style?
4- What about Tony's tennis game?
5- What about Tony's answer?
- Call on some Ss to present their answers in front of the class
- Collect the ideas:
a- Compliments: + You really have a beautiful blouse.
+ I've never seen such a perfect thing on you.
+ You've got a terrible hair style.

+ I thought your tennis game was a lot better today.
b- Responses:
+ Accepting:
- Thank you, that's a nice
compliment
- Thanks
+ Rejecting:
- You've got to be kidding! I
thought it was terrible.
- Work in pairs.
1- "You really
have a beautiful
blouse;

2- "Thank you,
that's a nice
compliment"
3- "You've got a
terrible hair
style"
4- "I thought
your tennis game
was a lot better
today".
5- "You've got to
be kidding! I
thought it was
terrible".
10’ II/ While -speaking:
- Task 2: Practice conservation with the compliments.

- Set the scene: You are going to give compliments to suit the
following responses given in the text book.
- Go around and give help
- Call on some Ss to present their answers in front of the
class.
- Collect the ideas and give the sentences.
+ Task 3: Read the open dialogues response to these
compliments given in the book.
+ Rejecting: 1- You've got to be kidding! I'm an awful dancer.
2- I hate it, I think it makes me look 10 years older.
3- No, I don't. My English is worse than you expected.
- Read the
conservation in
pairs and give
the compliments.
Whole class
Pair work
13’ Post - speaking
Task 4: Topic - speaking: .
- Model: T. Won! I have never seen such a nice cell phone,
Nam!
P: Thank you. I'm glad you like it
T: Could you tell me how much you paid for it?
P: Oh, sorry. I don't know. It was a gift from my sister.
- Go around and give help
- Call on some Ss to present their
conservation in front of the class.
Whole class
Group work
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