Teaching plan 12 (trọn bộ) Kiều Tính

Revision and introduce English 12
P. Syllabus: 1+2 Period 1&2 Time: 90 minutes.
Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

A. Aims: Checking the student's experiences through their summer holiday.
Resume the grammar.
Introduce the book to the students.
B. Teaching aids needed: Test paper, books.
C. Teaching method: Communicative approach
D. Procedure:
1. Class organization:
2. Checking the old lesson: No.
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up:
Making learning atmosphere
Greeting, introduce, get acquaintance with the students.
B. Presentation:
Test
- Checking the student's experiences through their
summer holiday. Resume the grammar.
- Gives the requests of the test.
- Gives students test papers.
- Asks them to do in 20 minutes.
(After 20 minutes)
- Asks students to stop.
- Corrects.
- Asks them to correct their own.
+ Introduce the English 12 to students.:
- Guides students about the new book.

- Guides 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…
Introduces the new book.
Listen to teacher.
B. Presentation:
Test
- Listen.
- Get the test.
- Do the test.
- Stop, listen and correct.
+

4. Summary: Demand students to master: 1. The grammar of the test.
2. The main content of the English 12.
3. Master the learning methods.
5. Homework: - Prepare the section A (The Reading part of Unit one).
E. Comments:
1
Theme: You and me Unit 1: HOME LIFE
P. Syllabus: 3 Period 1 - Reading - Time: 45 minutes.
Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

A. Aims: By the end of the lesson Ss will be able to:
-understand more about home life.
-use vocabulary related to the topic of the lesson through exercise.
B. Teaching aids: Pictures, poster, handouts and real objects

C. Teaching method: Communicative approach
D. Procedure:
1. Class organization:
2. Checking the old lesson:
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
I. Warm up ( 5 min.):
*Work in pairs :
-T asks Ss to complete the sentence by filling the gaps with
the suitable words.
………… build the house and…………. make it home.
- Calls some Ss to answer.
- Keys: Men………… women………
- T asks Ss to explain the meaning of the sentence.
- Lead in the new lesson: home life.
II. Presentation ( 35 min.)
1. Pre-reading:
* Pair work
- Asks Ss to look at the picture in textbook to discuss the Qs
given (page 12)
- Gives more Qs to make the description easier:
+ Who do you think they are?
+ Where is the family?
+ What is each member of the family doing?
+ Is the family happy? Why (not)?
- Calls some pairs to answer and give feedbacks.
- Introduces the text.
*New words:
- shift (n) : (explanation)
- supportive of (n) : (explanation)

- willing (to do ST) : (action)
- obedient (adj) : (action)
- secure (adj) : (explanation)
3. While-reading:
- Asks Ss to listen to the tape.
- Asks Ss to read the passage silently to understand about it.
a. Task 1 : Choose the best answer
- Gets Ss to read the requirement of task 1.
- T asks Ss to read through 5 sentences and T helps them if
necessary.
- Asks Ss to work in pairs and choose the answer.
- T gets Ss to share the answers with their groups.
- Call 2 Ss of 2 groups to write down the answers.
- T checks and give feedbacks:
- Let Ss explain some sentences if necessary.
b. Task 2 : Answer the questions:
- Checks if Ss can answer the comprehension Qs without
reading the text again. If Ss cannot, T gets them to read the
- Greeting.
- Answering.
- Work in pairs.
- Answer.
- Answer.
( In English or Vietnamese )
- Work in pairs.
* Suggestion:
- Parents and children.
- At home.
- The mother is helping the daughter with her study, the
father is playing with the son.

- Depend on Ss.
- Answer.
- Listen to the tape.
- Read the passage silently.
- Find out new words.
- Listen.
- Read the task.
- Read through 5 sentences.
- Work in pairs.
- Share the answer.
G1 G2
…. …
Feedback:
1-B; 2-C; 3-A; 4-B ; 5-A;
2
Qs carefully and underline the key words to do task.
- Gets S to check theirs answers and explain their choices.
- Calls some Ss to read theirs answers and explain their
choices.
- Comments and gives feedbacks.

4. Post- reading:
- Give some Ss handouts and asks them to fill in the table the
missing information from the reading text (work in groups of 4).
Work father mother children
-washing
dishes
-cooking
………
*

- Checks and gives feedbacks.
- Let Ss compare the family described in the text with your own
family (basing on the handouts).
- Tells each group to choose a secretary to note down all of
others’ ideas.
- Asks the secretary to report their ideas.
- Comments and corrects Ss’ mistakes.
III. Consolidation & Homework ( 5 min.):
- Asks Ss to learn by heart new words and do the tasks again.
- Guides Ss to prepare for part B.
- Explain.
- Work in pairs.
Feedback:
1. Very busy. They have to work long hours and
sometimes they have to work at night.
2. She is always the first one to get up in the morning
to make sure that her children leave home for school
having eaten breakfast and dressed in suitable clothes.
She always makes dinner ready before her husband
comes home.
3. The daughter helps with household chores: she
washes dishes and takes out the garbage. She also
looks after the boys/her younger brothers. The father
sometimes cooks/does some cooking or mends things
around the house at weekends.
4. She attempts to win a place at university.
5. Because they are very closed – knit and supportive
of one another. They often share their feelings and
whenever problems come up, they discuss them
frankly and find solutions quickly.

- Work in groups.
- Check.
- Work in groups.
- Report their ideas.
- Listen and comment.
Write down the homework requirements.
E. Comments:
Theme: You and me Unit 1: HOME LIFE
P. Syllabus: 4 Period 2 - Speaking - Time: 45 minutes.
Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

A. Aims: By the end of the lesson, students will be able to:
- understand more about home life, the relationship and responsibilities of family's
members.
- develop speaking skills: discuss home life, the relationship and responsibilities of
B. Methods : Communicative approach
C. Teaching aids: Pictures, poster, handouts and real objects
D. Procedures:
3
1. Class organization:
2. Checking the old lesson:
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
I. Warm – up ( 5 min.): Network
- Ask Ss to find out as many as possible words related to
household chores.
- Calls some Ss to write on the board.
- Gives comments.

II. Presentation ( 35 min.):
1, Pre – speaking:
Task 1: Read the following statements and tick the ones
that apply to you and your family.
- Asks Ss to work in pairs, exchange the ideas.
- Calls some Ss to talk about their families in front of the
class, using the information in task 1.
- Gives feedback
2, While – speaking :
Task 2 : Pair works
- Have Ss to work in pairs, asking each other about their
family.
- Gives some special expressions
* Could you tell me who… ?
* By the way who in your family ……. ?
* What about your …. ?
- Calls some Ss to act out in front of the class.
- Gives comments.
Task 3 : Ask about your partner’s family.
Expected words:
- cleaning the floor
- cooking
- doing the washing up
- washing clothes
- tidying the kitchen
- ironing clothes
- hanging dry the clothes
- repairing/ mending things
- taking care of the baby
- taking out the garbage

- Work in pairs
- Present in front of the class
Feedback:
In my family both my father and mother go to work.
Almost all members of my family share the household
chores. Washing the dishes and cleaning the house
are what I often do help my parents. We all like
watching films on TV when we have free time at
weekends. The person I often share my secrets with is
my sister. I always ask my parents for advice before
making an important decision.
- Work in pairs .
Expected questions :
1. Could you tell me who works in your family?
2. By the way who in your family does the washing
up?
3. What about your brother ? Does he share the
household chores?
4. What’s your responsibility in the family?
5. What exactly do you have to do?
6. How do you share the household chores?
7. What interests do your family members share
together?
8. What do your family members often do together in
your free time?
9. Who do you often share your secrets with?
10. Who do you often talk to before making an
important decision?
Sample dialogue :
A: - Hi,…Could you tell me a bit about your family

life ?
B: - Sure, no problem.
A: - Who works in your family?
B: - Both my parents. My father is an engineer and my
mother is a teacher. They work 8 hours a day.
A: Do you help them with the household chores?
B:- Of course. I help my mother in the kitchen and
wash the dishes.
A: -What about your father?
B: -He cleans the floor and sometimes when my mom
is out of on business he cooks for us.
A: - What interests do your family members share
closely?
household
chores
4
- Asks Ss to study the table carefully.
- Have the Ss to work in pairs, asking about the partner family
life, noting down the answers in the table.
-Calls some pair to act out in front of the class.
- Gives comments.
3, Post – speaking :Report the information
- Have Ss to work in pair.
- Calls some Ss to report in front of the class.
- Corrects and give comments.

III. Consolidation & Homework( 5 min.)
- Write a short paragraph about your friend’s
family .
- Prepare part C

B: - Watching films. We often watch films on TV on
Saturday evening when everybody is free.
A: - Who do you often share your secret with?
B: - Mother. I think she understand me well.
A: - So she is the person you often talk to before
making an important decision?
B:- No, in fact both my parents help a lot when I have
problems.
A: - You must be very happy in such a family .Thanks
for giving me time. Bye.
B: - Bye.
Expected answer:
I’ ve just talked with B about her family life.
She told me that both her parents go to work, so they
are very busy. So she has to shares the household
chores .She often helps her mother in the kitchen and
washes the dishes after meals. His father is also
willing to help with the housework. He cleans the
house and sometimes when B’s mom is out on the
business. All the members of her family enjoy
watching films together on Saturday evening. She
shares her secret with her mother because she thinks
that her mother understand her well. ;however, both
parents help her make important decisions.

E. Comments:
Theme: You and me Unit 1: HOME LIFE
P. Syllabus: 5 Period 3 - Listening - Time: 45 minutes.
Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

A. Aims: By the end of the lesson, students will be able to:
- understand more about home life
- develop listening skills: listening for main ideas and specific information
B. Methods : Communicative approach
C. Teaching aids: cassette, pictures, textbook, workbook, cards…
D. Procedure:
1. Class organization:
2. Checking the old lesson:
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
. Warm – up (5’) : Jumbled word
Rearrange the letters to make a meaningful word.
RINENOU
- Which word can go with “reunion”?
II. Presentation( 35 min)
-> REUNION
-> Family reunion
5
1, Pre – listening
* Describing the picture
- Asks students to work in pairs, look at and describe
the picture (p16), using the cues:
1. What is happening in the picture?
2. How many pictures are there?/ who are they?
3. How are they feeling? / How do they look?
- Calls some students to answers
- Gives feedback and introduce the topic of the lesson:
Now we will listen a conversation in a family reunion.
* Vocabulary: Listen and repeat

- Plays the tape and ask Ss to read after the tape
twice.
- Explains new words :
- leftovers (n) thức ăn thừa
- spread ( v) /spred/ trải ra
2, While – listening
Task 1: True or False statements
- Asks students to read through the questions
- Plays the tape two times
- Asks Ss to do individually then compare the answer
with a partner.
- Plays the tape again, have students listen and check
the answers
- Calls some Ss to give the answers
- Checks and gives feedback.
Task 2: Note down two things that are different
about Paul’s and Andrea’s families.
- Asks students to read through the questions.
- Let them do the task without listening again.
- Plays the tape twice .
- Asks students to do Task 2 then compare the answer
with a partner.
- Plays the tape again, have students listen and check
the answers
- Asks some students to read the answers
- Checks and gives feedback.
Describe the picture by answering the questions
suggested answers:
1. A family is having a big meal.
2. There are 9 people.

3. They are very happy.
- Read through the questions
- Work individually to do the task
- Compare the answers
feedback
1. T
2. F ( They not a very close – nit family, they rarely get
together as a family any more.)
3. F ( It is about 180 kilometers from they ….)
4. T ( There are 4 children in Paul’s family)
5. T ( There are too many people to cook for, they end up
going out to dinner a lot.)
- Read through the questions.
- Work individually to do the task
- Try to do the task without listening again.
- Compare the answers
- Listen again and check the answers
feedback:
Paul Andrea
His family members are
not very close.
His family is a close - knit
one.
The families often eat the The family often goes out
6
3, Post – listening : Discussing
- Asks Ss to work in groups, discuss the questions:
The importance of family in a person's life
- Asks some students to present their discussion in
front of the class.

- Gives feedback
III. Consolidation & Homework ( 5 min.):
- Summarize main points.
- Write about family reunion.
- Prepare Part D
meal the mother cooks at
home.
to eat when they get
together.
- Work in groups, discuss the questions
- Report their discussion
feedback:
Family is very important. It’s a place where people can
share their secrets and find solutions to problems that arise.
Only in family, we can enjoy love and comforts. We are
sure to be welcome back when we have disappointments or
failures in life.
E. Comments:
Theme: You and me Unit 1: HOME LIFE
P. Syllabus: 6 Period 4 - Writing - Time: 45 minutes.
Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

A. Aims: By the end of the lesson, students will be able to:
- understand more about home life
- develop writing skill: Writing about family rules
B. Methods : Communicative approach
C. Teaching aids: cassette, pictures, textbook, workbook, cards…
D. Procedure:
1. Class organization:

2. Checking the old lesson:
3. New lesson
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
I. Warm – up (5’):Joining the elements in the table:
In one minute make as many sensible sentences as you can
by Joining the elements in the table:
- Calls some Ss to read their sentences.
- Corrects and gives feedback
II. Presentation ( 35 min.)
1, Pre – writing
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
My parents (not ) let come home
late
My mother (not) be
allowed
do the
household
chores
My father (not ) have to use the family
motorbike
I ( not ) permit talk on the
phone with
friends
feedback
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.
4. My father doesn’t have to do the household chores.
5. I am allowed to talk on the phone with friends.
7
+ Writing outline:
- Asks Ss to work in group, go through the lists of family rules
given and add some more .
- Calls on some Ss to give their answers,
- Writes on the BB and give comments.
2, While – writing :
Task 2: Write a letter to a pen pal about your family rules.
- Asks Ss to use the outline to write a letter about their family
rules, begin as follows:
Every family has its own rules. Mine has a few. First,….
3, Post – writing ( correction )
- Asks two students to write on the board
- Corrects mistakes and give feedback for the whole class
- Collects student’s papers, give comment and correct some
serious mistakes
III. Consolidation & Homework ( 5 min.)
- Write the letter again in notebooks.
- Prepare part D
Expected outline:
- In my family, all members have to do household
chores.
- I have to prepare meals when mother is out.
- My parents don’t let me use the family motorbike.
- My parents permit me to go out with my friends but
they don’t allow me to come home late at nights.

- I am allowed to talk on the phone.
* some more rules:
- watering the plants and flowers
- cleaning the house, tidying up the kitchen
- looking after younger sisters and brothers
….
Sample writing :
Every family has its own rules. Mine has a few. First, I
have to prepare meals because my mother is busy
with her work. Next I am permitted to watch TV after I
have finished my homework. My parents also let me
talk on the phone with friends but I am not allowed to
use it too long. Sometimes my parents permit me to
go out with my friends but they don’t allow me to
come home late at nights .They never let me use the
family motorbike because I don’t have a driving
license. Every day, after doing morning exercises, I
water the plants and flowers, and then I clean the
house, tidy the kitchen and scrub the toilet. I have one
sister and one brother, so I help my parent to look
after them.
Despite the rules, we all feel comfortable and safe
because our parents always want the best things for
us.
E. Comments:
Theme: You and me Unit 1: HOME LIFE
P. Syllabus: 7 Period 5 - Language focus - Time: 45 minutes.
Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

A. Aims: By the end of the lesson, students will be able to:
- distinguish and pronounce correctly the ending sounds / s, z / .
- use correctly the Simple past, past continuous and present perfect
B. Methods : Communicative approach
C. Teaching aids: cassette, pictures, textbook, workbook, cards…
D. Procedure:
1. Class organization:
2. Checking the old lesson:
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
I. Warm – up : tongue twisters.
- Hangs a poster on the B.B, Ask Ss to read the
tongue twisters as quickly as possible. If one read 3
times he wins.
Read the tongue twisters
8
She sees Susie sitting in a shoe shine shop.
Where she sits she shines, and where she shines
she sits.
- Asks Ss to pick out the word containing the ending
sounds / s, z / and put in the correct column. .
- Writes on the B.B
II. Presentation ( 35 min.):
A. Pronunciation:
*Listen and repeat
- Plays the tape, Ask Ss to read after the tapes.
- Explains new words :
* beak (a small bird with a crooked nose )
- Asks Ss to remark the ending sounds / s, z /.
- Calls some Ss to read and correct mistakes.

* Practice reading the sentences
- Plays the tape, Ask Ss to read after the tapes.
- Calls some Ss to read and correct mistakes.
B. Grammar : Tense revision
1. Tense revision :
- Hangs a poster, Ask Ss to do the exercise .
- Calls a student to do on the B.B while the other
practice individually.
- Corrects and gives feedback.
- Asks Ss to remark the uses of these tenses, give
comment.
2, Practice: Exercises 1 (p.18) ; Ex 2( p.19)
- Asks Ss to do exercises provided in the books.
- Have them do individually, and then compare the
answers with the partners.
- Calls Ss to give the answers.
- Corrects and gives feedback.
* Additional exercise: Choose the best answers
1. The man got out the car,…. round to the back and
opened the boot.
A. walking B. walked C. walks D. walk
2. I saw Maggie at the party. She … in several films.
A. wears B. wore C. was wearing
/ s / / z /
sits sees
shines
* /s/ for verbs and nouns ending in voiceless consonant,
including [ t, p, k , f, ]
* / z / for verbs and nouns ending in a vowels , in other
consonant sounds except [ s, ∫ , t∫ , dЗ, z ]

- Listen and repeat.
- Read
Poster : Use the correct tenses: simple past, past
continuous or present perfect.
1. When you (buy) that car?
- I (buy) it 2 year ago.
2. At this time yesterday we (play) football.
3. At 7 p.m last Sunday we (visit) the zoo.
4. When I (have ) dinner, my friend (call).
5. I (already/see )Titanic.
feedback:
-> 1. did….buy ; bought
2. were playing
3. were visiting
4. was having ; called
5. have already seen
remarks
* Simple past is used to denote an action happening at a
specific time in the past with no relating to the present.
* Past continuous is used to express action that was in
progress at a specific time in the past; it is also used to
express action that was in progress when something else
happened.
Feedback:
Exercises 1 : Underline the most suitable…
1. Have you seen
2. have you enjoyed
3. has been married
4. Did you give ; saw

5. didn’t listen
6. Have you two met
7. Did you meet
Exercises 2 Which answer best fit each …
1. B 8. C
2. C 9. B
3. A 10. C
4. A 11. B
5. B 12. C
9
D. has worn
3. After I had had lunch, I…. for my bag.
A. looked B. had looked C. have looked
D. look
III. Consolidation & Homework( 5min.)
- Summarize the uses of the past tenses and present
perfect.
- Prepare lesson 2
6. B 13. C
7. B 14. A 15. B

1. B
2. D
3.A
E. Comments:

Theme: You and me Unit 2: cultural diversity
P. Syllabus: 8 Period 1 - Reading - Time: 45 minutes.
Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

A. Aims: By the end of the lesson Ss will be able to:
Guessing the meaning in the context.
Summarizing main ideas + Passage comprehension
B. Teaching aids: Pictures, poster, handouts and real objects
C. Teaching method: Communicative approach
D. Procedure: .
1. Class organization:
2. Checking the old lesson: Checking students: Write the new words + talking about student's family
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up:
- Write the sentence on the board and get students to make a
meaningful sentence by putting the words given in the box in the
right orders.
- Call on some students to give their sentences.
- Give feed back.
- Ask students some questions to make the meaning of the
sentence above.
* Does love come before marriage?
+ Do you agree with this opinion?
+ Do you think that there are places in which people still think
that this opinion is true?
+ Where do they live, in Western countries or Asian countries?
- Lead in new Unit:
- Give some more opinions about love and marriage. Read them
and decide whose opinions they are, of American students or
Asian students:
- Ask students to work in groups to guess the meaning of the
underline words base on sentences.

- Students guess whose opinions the American students or
Listen to teacher.
- Whole class work.
-
Love is supposed to follow marriage not
precede it
- Listen.
- Ask teacher if having new words.
- Read the passages
- Listen to teacher’s reading.
- Read the text by self.
- Translate.
- Do the task.


Task 1:
1. happen or exit before
10
Is / supposed / love / marriage / to follow /
precede / it / not.
Asian students.
- Answers: Optional không bắt buộc
- Set the scene: You are going to read the passage to tell the
students' opinions in some regions and countries in the world.
Then you do the task that follow.
- Ask students to read the passage silently and then do Task 1.
- Give some vocabulary on board:
- Get students to read in chorus.
- Ask students to go back to the task and study the given
sentences.

Introduce the new lesson to the students.
B. Presentation:
+ Before you read:
- Asks students to look work in pairs to ask and answer the
questions.
- Calls students to answer before the class.
+ While you read:
- Asks Ss to read the passages one before.
- Read again
- Explains students some new words in the text
- Helps the to pronounce.
- Asks students to read again.
- Corrects their mistakes.
Task 1:
- Asks students to read through the passage again.
- Divides the class into pairs to do .
- Calls some students to give the answers.
- Asks others students to correct.
- Gives the true answers

Task two:
- Asks students to read the questions carefully.
- Asks students to read through the passage again.
- Divides the class into pairs to do .
- Calls some students to give the answers.
- Ask others students to correct.
- Gives the true answers

+ After you read:
- Asks student to work in pairs to talk about the differences

between American and Asian culture.
2. to find out
3. to trust
4. to be willing to do
5. having duty to do something.


Task two:
1. American believe in romantic marriage but Asian
believe in contractual
2. They are physical attractiveness, confiding,
partnership of equal.
3. The American.
4. ……….
Pair works.
* Suggested answer
- Your own opinion about the four key value.
In my opinion a man and a woman should love and
know each other well before deciding to get
married. Beauty and appearance after marriage is
god but it isn't so important that wives have to
spend too much time and money to maintain it.
Husbands and wives should be equal in family life.
They should share thoughts and trust each other.
- The differences between a traditional Vietnamese
family and a modern Vietnamese family.
There are some differences between a traditional
Vietnamese family and a modern Vietnamese
family. First, in traditional Vietnamese families
woman have to sacrifice more in a marriage than

men. In some cases, wives feel as if they were
imprisoned in their own families and were treated
like slaves. Men are the most powerful members
and they decide nearly everything in the family. In
modern families; however women are treated
better. They have more time to pursue their careers
because their husbands are willing to give them a
helping hand to do housework. Husbands and
wives are equal and trust each other. That's why
some women stay young and look beautiful even
after giving birth to children
4. Summary: Demand students to master: 1. The of structures in the test.
2. The main content of the text.
5. 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).
E. Comments:
Theme: You and me Unit 2: cultural diversity
11
P. Syllabus: 9 Period 2 - Speaking - Time: 45 minutes.
Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

A. Aims: By the end of the lesson, students will be able to:
- Talking about differences among cultures.
- Identify structures that are used to talk about opinions and the different between the cultures with: "I think /
feel / believe ; In my opinion, ; For me ; I don't agree ; It's not true ; That's wrong "
B. Methods : Communicative approach
C. Teaching aids: Pictures, poster, handouts and real objects
D. Procedures:
1. Class organization:

2. Checking the old lesson: Checking students: Write the new words + Read the text + Answer the
questions.
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up:
- Ask students to answers some questions:
1. How many people are there in your family?
2. Who are they?
3. Do your grandparents live in your family?
4. So how many generations live in your home?
5. Is it good?
- Ask students about differences among cultures.
1. Task one:
- Guides students how to practise.
- Asks students to work in pairs.
- Walks around and help them.
- Calls students to say.
- Corrects their mistakes.
2. Task two:
- Guides students how to practise.
- Asks students to work in pairs.
- Helps the students with new structures.
- Walks around and help them.
- Calls some student to stand up and report before the
class.
- Corrects their mistakes.
3. Task three:
- Guides students how to practise.
- Asks students to work in pairs
- Calls some pairs of student to stand up and practise.

- Corrects their mistakes.
- Go around to check and offer help.
- Ask students to present the conversation in front of the
class.
- Encourage students and correct the mistake.
- Ask students to work in groups and take turn talking about
Answer teacher's questions.
1. There are people in my family.
2. They are my
3. Yes, they do./ No they don't.
4. There are generations live in my home.
5.
1. Task one:
Main cues:
- Old - aged parents live …
- Generations live in one roof
- Love and marriage.
- …………
A: I think a happy marriage should be based on love.
B: I quite agree with you. Life will be terrible if there
is not true love between a husband and a wife.
A: But in some Asian countries love is supposed to
follow marriage, not precede it.
B: For me, I don't think it's true. (What will happen if
there is no true love even after marriage?). How can
two people who don't love each other live happily in
the same house?
2. Task two:
Ex:
In America …………………

But in Viet Nam ………….
- In Vietnam , old-age parents live with their children
and grandchildren . They want to be near their
children so that they can give them some help and
be taken care of by their own children when they are
sick.
- It's OK to ask about age, marriage and income. It's
just the way to show concerns mối quan tâm.
- When visiting someone's house Vietnamese greet
older people first and then the younger ones later.
- Vietnamese people tend to buy groceries everyday
because there are always markets near the place
where they live.
- Tet (Lunar New Year) is the most important holiday
of the year.
- Vietnamese people celebrate birthday for children
or teenagers. Death ceremonies are very important
12
the similarities and differences between Vietnamese and
America cultures, using the features discussed in task 2.
- Go around to check and offer help.
- Ask groups to present the conversation in front of the
class.
- Encourage students and correct the mistake.
to Vietnamese people. Relatives often prepare
meals and worship sự tôn kính the deceased người đã
qua đời .
- Young children often sleep with their parents
3. Task three:
- Listen.

- Work in pairs.
- Stand up and practise before the class.
4. Summary: Demand students to master: 1. The main topics in the section.
2. The structures to say.
5. Homework: - More practice the main topics at home.
- Prepare the section C (The Listening part of Unit two).
- Rewrite the similarities and differences between Vietnamese and America cultures. (about 70 words)
- Prepare Unit 2 Listening part on page 27 - 28.
E. Comments:
Theme: You and me Unit 2: cultural diversity
P. Syllabus: 10 Period 3 - Listening - Time: 45 minutes.
Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

A. Aims: By the end of the lesson, students will be able to:
- understand more about cultural diversity
- develop listening skills: listening for main ideas and specific information
B. Methods : Communicative approach
C. Teaching aids: cassette, pictures, textbook, workbook, cards…
D. Procedure:
1. Class organization:
2. Checking the old lesson:
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up:
Vocabulary game
- Ask students to find out words relating to the Key word
WEDDING in Vietnam.
wedding

- Ask students to give answers in front of the class and write on
the board
- Work in groups to find out words relating to the
Key word WEDDING in Vietnam.
Suggested answer
wedding
- Look at the pictures on page 24 and discuss
what is happening in each one?
13
relatives
groom
bride
relatives
groom
bride
gifts
banquet
(tiệc lớn)
photograph
ring
cake
- Lead in the lesson: The wedding ceremony in Vietnam.
B. Presentation
Before you listen:
- Asks students to look at the pictures and talk:
+ What happening in the picture ?
+ How many peoples are there in the picture ?
+ How do they look ?
+ Where are they going ?
- Asks students to talk.

- Corrects their mistakes.
Listen and repeat
- Reads and ask students to listen
- Lets students listen again and to repeat.
- Writes some words on board and ask students to read them
aloud.
- Corrects.
While you listen:
1. Task one:
You are going to listen two people talking about the wedding
ceremony in Vietnam. Listen and in the blanks the missing
information.
- Ask students to read the statements in task 1 to understand.
- Check with the whole class and ask them to guess what the
missing words.
- Play the tape ( or read the tape script) once for students to
listen and do the task.
- Get students to find a partner to check their answers with.
- Check the answers with the whole class. If many students can't
answer the questions T can play the tape one or two more times
and pauses at the answers for them to catch.
2. Task two:
- Let students to listen again and information you hear.
- Check if students can do the task without listening one more
time. If they can't play the tape again.
- Ask students to study the questions carefully, underline the key
words and guess the answers.
- Give the form of the answers and get students to finish the
missing words as:
1

. The most important thing the groom's family has to do on the
wedding day
2
. The groom and bride would usually
3
. After they
4
. The wedding banquet is often scheduled / usually held
- After listen to the tape get students to work in pairs and check
their answers.
- Call on some students to give answers
After you listen
*
What do families often do to prepare for a wedding
ceremony
?
- Get students to work in groups to give outline and then write
out at home.
- Go around to check and help when necessary.
- Call on a students to in the group to report the outline in front
of the class and then give comments.
- Look at the pictures.
- Answer the teacher's questions.
+ They are having a big…
+ many people
+ Very happy
- Listen and repeat.
- Practise in pairs.
1. Task one:
- Read the questions quickly.

- Listen to .
Answer:
1. Groom's parents
2. red papers.
3. altar
4. wedding banquet
5. wedding card and money.
2. Task two:
- Note to focus on this information and write the
answers down in note forms.
- Listen to the tape / or the typescript again one
or two more then do the task.
* Suggested answer:
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 and
wrapped in red papers.
2. The groom and bride would usually
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 /

usually held
at the groom and bride's home or
at hotel or restaurant
.
5. They stop by / each table to say thank to their
guests.
Suggested outline
+ decide the date, place, the number of guess,
+ how to hold the banquet.
+ altar is cleaned or decorated.
+ Hire car, buy flowers.
+ order wedding cards.
- Pair work.
14
- Guides students to talk about people in the lesson.
How they became the closed - knit family?
4. Summary: Demand students to master: 1. The main topics in the section.
2. The structures to say.
5. Homework: - More practice the main topics at home.
- Write a passage about 70 words "What do families often do to prepare for a wedding ceremony"?
- Prepare Unit 2 Writing part on page 25 - 26.
- Prepare the section C (The Writing part of Unit two).
E. Comments:
Theme: You and me Unit 2: cultural diversity
P. Syllabus: 11 Period 4 - Writing - Time: 45 minutes.
Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

A. Aims: By the end of the lesson, students will be able to:
- Writing about the conical leaf hat of Viet Nam.

- develop writing skill: Writing about things.
B. Methods : Communicative approach
C. Teaching aids: pictures, textbook, workbook.
D. Procedure:
1. Class organization:
2. Checking the old lesson:
3. New lesson
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up:
- Use real object ( a conical leaf hat) to introduce lesson, use
the questions:
1) What is it?
2) Who often wear it?
3) What form is it?
4) Is it a symbol of Vietnamese culture?
Asks students questions.
B. Presentation
1. Task one:
- You are going to write a about describe the conical leaf hat .
- Get students to read the task silent and work out what they
are required to do.
- Asks student to read the request of task one and translate.
- Explains them how to do the task
- Gives students the structures:.
To be made of/ from ………
To have diameter about…
- Guides them to talk about their family
- Walks around and help them.
- Calls some of them to stand up and make sentences.
- Corrects.

- Ask students to do the request in task 1.
Look at the object and answers the teacher's
questions.
1) It is a conical leaf hat.
2) girls/ Women often wear it/ sometimes men.
3) It is conical form.
4) Yes, it is. / No, it isn't.
1. Task one:
- Listen to teacher.
- Write down
- Talk with the partner
- Report.
* Making sentences:
+ The conical leaf hat is a symbol of Vietnamese
girls and women.
+ It is also considered as a part of the spirit of
Vietnamese nation.
+ It is made from a special kind of bamboo and
young soft palm leaves.
+ It has a conical form.
+ The diameter /dai'æmitə/đường kính is about 45
15
- Help students to read pronounce the words in chorus.
- Call on a students to answer the teacher's questions and
elicits more ideas from the class.
+ Is the conical leaf hat called a symbol of Vietnamese girls
and women.
+ Does it consider as a part of the spirit of Vietnamese nation.
+ What is it made from?
+ How is its shape?

+ How high is it? And how about the diameter?
+ How do they made it do you know?
+ How is its useful?
- Note the expression and ask students to make sentences
- Go around to check and offer help.
2. Task two:
- Asks student to read the request of task two.
- Explains them how to do the task
- Guides them to write about conical leaf hat of Viet Nam.
- Walks around and help them.
- Calls one to do on board.
- Corrects.
or 50 centimeters and it is about 25 or 30
centimeters high.
+ Either 16 or 18 ribs are shaped into a conical.
+ Finally the hat is trimmed and painted with a coat
of attar oil.
+ Wearing this conical leaf hat in summer sunny
days, girls look more charming duyên dáng.
+ The hat also helps to protect their complexion
/kəm'plek∫n/ nước da and gives them a cool feeling in
such hot weather.
Sample writing:

The conical leaf hat is a symbol of Vietnamese
girls and women. It is also considered as a part of
the spirit of Vietnamese nation.
The conical leaf hat is made from a special kind
of bamboo and young soft palm leaves. Either 16 or
18 ribs are shaped into a conical form which is

about 45 or 50 centimeters in diameter and about
25 or 30 centimeters high. The conical form is then
covered with palm leaves which are sewn into all
ribs. Finally the hat is trimmed and painted with a
coat of attar oil.
The conical leaf hat is used to protect people
from the sun or the rain. It not only makes girls and
woman more charming but also helps to protect
their complexion as well
4. Summary: Demand students to mater: 1. The structures.
2. The main content to write.
5. Homework: + Do Writing exercise in workbook Unit 2 on page: 19.
+ Prepare Unit 2 Language Focus part on page 27 – 29 ( Revise the past simple, past continuous and
present perfect.)
- Prepare the section D (The Language focus part of Unit 2).
E. Comments:

Theme: You and me Unit 2: cultural diversity
P. Syllabus: 12 Period 5 - Language focus - Time: 45 minutes.
Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

A. Aims: By the end of the lesson, students will be able to: Help students to distinguish the pronunciation of / ed /
ending. Pronounce the words and sentences containing / ed / correctly. Review tenses: The Present Perfect Continuous,
The simple Future, Be going to.
B. Methods : Communicative approach
C. Teaching aids: cassette, pictures, textbook, workbook, cards…
D. Procedure:
1. Class organization:
2. Checking the old lesson:

3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up:
Introduce the new lesson to students.
Listen to.
16
B. Presentation
1. Pronunciation:
+ Listen and repeat:
- Model the three sounds twice or three times and explain the
differences in pronouncing them.
- Pronounce the sounds and ask students to repeat.
- Read the words once again, each time with a word in each
column to help students distinguish the differences between
the sounds in the words.
- Read the words sounds and ask students to repeat then.
- Ask students to pronounce the words
- Give correction if necessary.
- Read the sentences as examples.
- Ask students to practise the sentences in pairs.
- Go around to provide help.
- Ask students to read the sentences.
- Give feedback.
- Reads and ask students to listen and determine how to
pronounce /t/ - /d/ - /ed/
- Lets students listen again and to repeat.
- Writes some words on board and ask students to read them
aloud.
+ Practise these sentences:
- Reads one before then read again and ask students to

repeat.
- Asks students to practise themselves.
- Walks around and help them.
Grammar:
1. Exercise one:
- Guides students how to do
- Does the first as an example.
- Asks students to the exercise.
- Calls the to on board.
- Corrects.
2. Exercise two:
- Guides students how to do
- Does the first as an example.
- Asks students to the exercise.
- Calls the to on board.
- Corrects.
3. Exercise three:
- Guides students how to do
- Do the first as an example.
- Ask students to the exercise.
- Call the to on board.
- Correct.
+ Listen and repeat:
- Listen and practise.
+ Practise these sentences:
- Listen and repeat.
- Practise in pairs.
Listen to the teacher and take note.
- Listen to the teacher and repeat in chorus follow the
teacher.

- Practise the pronouncing the sounds in chorus and
individually.
- Practise the sentences in pairs.
- Read the sentences individually.
Answer:
1. Have - seen - saw - am going to see
2. drank - haven't drunk - drank
3. has written - did write - wrote
4. have been cooking - cooked - cooked.
+ Exercise two:
1. c 2. a .3 c 4. A 5.c 6. A
7. c 8. A
3. Exercise three:
1. Moved
2. moves
3. have asked
4. have not.
5. study
6. will fail
7. could
4. Summary: Demand students to mater: 1. Pronunciation: /ed/ ending , the grammar.: Tenses
5. Homework: - Redo the exercises at home.

- Do Language focus exercise: 1, 2 , 3 , 4 in the students' workbook Unit 2 on page: 14 – 16.
- Prepare Unit 3 Reading part on page 32 - 35.
- Prepare Unit 2 (The reading part of Unit 3).
E. Comments:
17
Theme: Education Unit 3: Ways of socializing
P. Syllabus: 13 Period 1 - Reading - Time: 45 minutes.

Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

A. Aims: By the end of the lesson Ss will be able to:
- Understanding the ways to use non-verbal forms of communication suitably in order to attract the attention of
someone.
B. Teaching aids: Pictures, poster, handouts and real objects
C. Teaching method: Communicative approach
D. Procedure: .
1. Class organization:
2. Checking the old lesson:
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up:
Match the verb in column A with column B:
A B
1. to attract
2. to raise
3. to clap
4. to get
one's hand(s)
one's attention
- Feedback
Suggestions:
- Now class. Why did I clap my hands?
- What do you do when you want your teacher know that
you have some thing to say?
- So why do we clap our hands or raise our hands in
these cases?
Introduces the new lesson to the students.

Ways of attracting someone's attention.
B. Presentation:
+ Before you read:
- Asks students to look at the pictures, work in pairs to ask
and answer the questions.
- Calls students to answer before the class.
+ While you read:
- Asks Ss to read the passages one before.
- Reads again
- Explains students some new words in the text
- Helps the to pronounce.
- Asks students to read again.
- Corrects their mistakes.

Task 1:
- Asks students to read through the passage again.
- Divides the class into pairs to do .
- Calls some students to give the answers.
- Asks others students to correct.
- Gives the true answers
- Group work
- Answer:
+ to attract one's attention
+ to raise one's hand
+ to get one's attention
+ to clap one's hands.
Listen to teacher.
- to get our attention.
- I raise my hand.
- We clap our hand or raise our hands to get or

attract attention of someone.
- Listen.
- Ask teacher if having new words.
+ While you read:
- Read the passages
- Listen to teacher’s reading.
- Read the text by self.
- Translate.
- Do the task.


Task 1:
1. Verbal: B»ng lêi
2. non -verbal: b»ng cö chØ
3. to attract someone attention
Thu hót sù chó ý cña ai ®ã
4. attention getter:
Cö chi thu hót sù chó ý
Task two:
18


Task 2:
- Write all the activities on board: to wave, to raise one's
hand, to clap one's hands, to point, to whistle, to jump up and
down, to catch one's eyes, to nod slightly" and make
questions:
1. What is common among these?
or Do people say anything in these cases?
2. There is one word in the reading passage which refers to

this form of communication. Read quickly and pick it out.
->Non- verbal forms of communication is using gestures,
body language or facial expression to communicate with
others.
- Asks students to read the questions carefully.
- Asks students to read through the passage again.
- Divides the class into pairs to do .
- Calls some students to give the answers.
- Asks others students to correct.
- Gives the true answers

Task 3:
- Asks students to read the questions carefully.
- Asks students to read through the passage again.
- Divides the class into pairs to do .
- Calls some students to give the answers.
- Asks others students to correct.
- Gives the true answers
Additional questions:
1. Why don't we call our friend's name to attract her attention
at a party?
2. Why do we have to jump up and down and try to wave as
hard as we can to get attention of someone at the airport?
3. Why don't we jump up and down and wave as hard as we
can to attract our teacher?
+ After you read:
- Asks student to work in pairs to talk about ways of
communications.
- Check some verbs which relate to some actions.
Discuss the different meanings of whistling and hand-

clapping in Vietnamese culture.
- Goes round and helps.
- Correct mistakes and give feedback.
A.
+ After you read:
*Answer:
Non- verbal forms of communication.
(Non- verbal forms of communication include
actions we do to attract other people's attention
without having to say anything.
Task 3:
1. They want to attract someone's attention, we ca
use both….
2. Because they are strong actions that can be
easily seen
3.
4. You can use a small friendly waves to attract her/
his attention.
- Individual work.
- Pair works. Exchange ideas.
- It is too noisy/ impolite.
- It is too crowded/ to far so we need big obvious
non-verbal signals.
- It is rude/ impolite.
* In Vietnam people often whistle when they are
good spirit if they want to attract the attention of
someone. When they are at a performance, they
often whistle to give their compliments on the
performance of someone.
Hand-clapping is used to give compliments or

express our agreement with someone's ideas or
opinions. Sometimes teachers or parents clap their
hands to draw the attention of their Ss or children.
4. Summary: Demand students to master: 2. The main content of the text.
5. Homework: - Learn the new words by heart, read and translate the text. Do the reading text in workbook.
- Prepare the section B (The Speaking part of Unit two).
E. Comments:
Theme: Education Unit 3: Ways of socializing
P. Syllabus: 14 Period 2 - Speaking - Time: 45 minutes.
Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

19
A. Aims: By the end of the lesson, students will be able to:
- Practicing greeting and responding to compliment in different situation.
- develop speaking skills: discuss about ways of socializing.
B. Methods : Communicative approach
C. Teaching aids: Pictures, poster, handouts and real objects
D. Procedures:
1. Class organization:
2. Checking the old lesson:
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up:
- Asks Ss to look at the picture ( about a party) and say what
people are doing .
- Checks in front of class.
- Lead in the new lesson: Giving and responding to
compliments.
1. Task 1:

Set the scene: Read these dialogue and pay attention to
how people give and respond compliments in each
situation.
- Guides students how to practise.
- Asks students to work in groups.
- Walks around and helps them.
- Helps Ss about how to pronounce and meaning if
necessary.
- Calls students to say.
- Corrects their mistakes.
2. Task 2:
Set the scene: You are going to give compliments to suit
the following responses given in the text book.
- Guides students how to practise.
- Asks students to work in pairs.
- Helps the students with new structures.
- Walks around and help them.
- Calls some student to stand up and report before the
class.
- Corrects their mistakes.
Ex:
David: You really have a beautiful dress. It is the most
beautiful dress I have seen.
Hung: Your motorbike is really terrific. Then…
Michel: I though your badminton was a lot better ….
3. Task three:
Set the scene: Read the dialogues and response to these
compliments given in the textbook.
- Guide students how to practise.
- Ask students to work in pairs

- Call some pairs of student to stand up and practise.
- Correct their mistakes.
4. Task three:
- Guides students how to practise.
- Group work
- Answer: They are drinking, singing, dancing,
giving compliments.
Open the book Task 1 page 31
- Read the dialogue (group work)
- Give ideas and answer the teacher's
questions.
Compliments:
- You really have a beautiful blouse.
- I have never seen such a perfect thing on you.
- Your hairstyle is terrific, Laura!
- Your game was a lot better today!
Responding:
Accepting: Thank you. That's a nice compliment.
Thanks.
Rejecting: You've got to be kidding. I thought it was
terrible.
2. Task two:
- Group work.
- Give ideas in front of class.
- The dress look nice on you!
- Wow! I have never seen such a nice dress. You
have a good taste!
- You really have a nice dress.
Your dress look great! I especially like its colour.
*Congratulations! You played a great game!

That's fun! You play a great games.
- I didn't know you could play badminton so well!
3. Task three:
- Group work.
- Give ideas in front of class.
Special expressions:
*Accepting:
- You've too kind.
- Thank you for saying that.
- Thanks. That's nice of you to say so.
- I appreciate the compliment.
Thank you! I'm glad you like it/ you think so/ you
20
- Asks students to work in groups.
- Calls some student to stand up and practise.
- Corrects their mistakes.
- Gives out special expressions and sets a model with
another student.
- Asks Ss to work in pair and practice giving responding to
the compliments.
- Make a small dialogue with a student.
Model:
T: Wow! I have never seen such a nice shirt, Long!
S: Thank you! I'm glad you like it!
T: Could you tell me how much you paid for it?
S: Oh sorry, I don't know. It was a gift from my sister.
- Asks Ss to work in pairs.
- Goes round and helps.
enjoyed it.
*Rejecting:

- You've got to be kidding! I'm an awful dancer.
- No, I don't. I look as awful as I feel!
- I thought it was very terrible.
- I hate it! I think it makes me look 10 years older.
- Listen.
- Work in pairs.
- Stand up and practise before the class.
4. Task three:
- Listen.
- Work in groups.
- Stand up and practise before the class.
- Pair work.
4. Summary: Demand students to master: 1. The main topics in the section.
2. The structures to say.
5. Homework: - More practice the main topics at home.
- Speaking text page 24 in the Ss' workbook.
- Prepare the section C (The Listening part of Unit three).
E. Comments:
Theme: Education Unit 3: Ways of socializing
P. Syllabus: 15 Period 3 - Listening - Time: 45 minutes.
Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

A. Aims: By the end of the lesson, students will be able to:
- understand more about how to use the telephone in the family.
- develop listening skills: listening for main ideas and specific information
B. Methods : Communicative approach
C. Teaching aids: cassette, pictures, textbook, workbook, cards…
D. Procedure:
1. Class organization:

2. Checking the old lesson:
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up:
- Asks Ss write down five things that are very necessary
for your daily life.
- Gets Ss to pay attention to the telephone.
- Lead in the lesson: Rules about using telephone in
family.
B. Presentation
Before you listen:
- Asks students to look at the pictures and talk:
+ What happening in the picture ?
+ What are they doing?
- Gives some new words which relate to the listening.
- marvelous ['mɑ:vələs] (a)
- Group works.
- Answer in front of the class.
Answer: lights, food, water, TV, telephone.
- Look at the pictures.
- Answer the teacher's questions:
+ They are greeting….
+ They are saying goodbye…
1. The boy is making a phone call from a telephone box.
The girl is at home when the boy calls.
21
- arguments ['ɑ:gjumənt] (n)
- regulations [,regju'lei∫n] (n)
- Asks students to talk.
- Corrects their mistakes.

Listen and repeat
- Reads and ask students to listen
- Lets students listen again and to repeat.
- Writes some words on board and ask students to read
them aloud.
- Corrects.
While you listen:
1. Task one:
Set a scene: You will listen to a monologue about the
telephone-a potential family battleground. In this audio
program Ms. Cupple, a social worker, advised young
people on how to use telephone in their family.
- Asks Ss listen to the tape and decide if the statements
are true or false.
- Explains some new words.
- Asks students to read the questions quickly.
- Guides students the requests of the task.
- Lets students listen twice time.
- Writes on board from 1 to 6 and call some students to
come and write their answers.
- Lets them listen on again and correct.
- Corrects.
2. Task two:
- Asks students to read the question quickly.
- Guides students the how to do the task.
- Lets student listen one or twice times.
- Asks students to stand up and speak their answers.
- Corrects.
After you listen
- Guides students to talk about people in the lesson.

- Gives questions: What should we do and shouldn't we
do when using telephone at home?
- Goes round and helps.
2. They would say " Hello" to greet each other.
3. They may talk about some hot news. The boy can
check some information from the girl or give out an
invitation.
- New words:
- absolute (a)tuyệt đối, hoàn toàn; thuần tuý, nguyên
chất
- maximum ['mæksiməm]
- object ['ɔbdʒikt] (n)
- installed [in'stɔ:l]
- chitchat
- startling ['stɑ:tliη] (a) rất ngạc nhiên; làm sửng sốt; đáng
chú ý
- Listen and repeat.
- Practise in pairs.
While you listen:
1. Task one:
- Read the questions quickly.
- Listen to .
Answer:
1. T
2. F
3. T
4. F
5. F
6. T.
2. Task two:

Listen them answer.
1. agree 2. To avoid 3. On weekend
4. adult 5. Walking 6. Heart
7. kindness 8. To stick
After you listen:
- Answer.
- Group work.
Suggestion: In this talk, Ms Linda Cupple gives us some
pieces of advice on how to use the family telephone. The
first thing we have to do is to work out a reasonable
length of time for a call. Next, we shouldn't make a phone
call or talk on the phone during a meals. We should also
avoid calling too early in the morning or too late at night.
It's best if we try to stick to the family's regulation even if
you are allowed to use a separate phone.
4. Summary: Demand students to master: 1. The main topics in the section.
2. The structures to say.
5. Homework: - Write about rules using telephone at home in not more than 50 words.
- Prepare the section C (The Writing part of Unit 3).
E. Comments:
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Theme: Education Unit 3: Ways of socializing
P. Syllabus: 16 Period 4 - Writing - Time: 45 minutes.
Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

A. Aims: By the end of the lesson, students will be able to:
- Building sentences base on given words. Reordering given sentences to make a complete paragraph.
- Develop writing skill: Writing using suggested words. Put the sentences in right orders.
B. Methods : Communicative approach

C. Teaching aids: cassette, pictures, textbook, workbook, cards…
D. Procedure:
1. Class organization:
2. Checking the old lesson:
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up:
- Asks Ss to make as many words as possible beginning
with APO
- Writes on the board.
Ask students questions.
- Leads in the new lesson: Making an apology.
B. Presentation
* Task 1:
- Asks student to read the request of task one and translate.
- Explains them how to do the task
- Gives students the new words and structures:
+ at hand: near, close by.
+ farewell: goodbye
+ departure: leaving
- Guides them to talk about their family
- Walks around and help them.
- Calls some of them to stand up and make sentences.
- Corrects.
Anticipate the tenses:
- The simple present.
- The present perfect.
- Asks Ss to make sentences using the suggested words.
* Task 2:
- Asks student to read the request of task two.

- Explains them how to do the task
- Guides them to write about conical leaf hat of Viet Nam.
- Walks around and help them.
- Calls one to do on board.
- Corrects.
Answer in front of the class:
Suggestions: apology [ə'pɔlədʒi] (n)
- apologize [ə'pɔlədʒaiz] (v)
- apologist [ə'pɔlədʒist] (n)người biện hộ
- apoplectic [,æpə'plektik] (adj) đỏ mặt; dễ tức giận; dễ
cáu
- Apollo thần A-pô-lông, thần mặt trời
1. Task one:
- Listen to teacher.
- Write down
- Talk with the partner
- Report.
Ex:
1. There are many ways to tell some one goodbye and
most of them depend on the situation at hand.
2. However there is one rule that all situation observe that
we seldom say goodbye abruptly.
3. In English it is necessary to prepare a person our
departure.
4. We lead into the farewell by saying something pleasant
and thoughtful like "I've really enjoy talking to you".
5. We might also say something relating to the time like
"Gosh, I can't believe how late it is ! I really must be going
".
2. Task two:

Paragraph 1 Paragraph 2
1. C 1.C
2. E 2.E
3.A 3. B
4. B 4. A
5. D 5. D
4. Summary: Demand students to mater: 1. The structures.
2. The main content to write.
5. Homework: - Writing task page 25, 26 students' book
- Prepare the section D (The Language focus part of Unit 3).
E. Comments:
23
Theme: Education Unit 3: Ways of socializing
P. Syllabus: 17 Period 5 - Language focus - Time: 45 minutes.
Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

A. Aims: By the end of the lesson, students will be able to:
- Pronunciation: + Stress in two syllable words.
- Grammar: + Reported speech
B. Methods : Communicative approach
C. Teaching aids: cassette, pictures, textbook, workbook, cards…
D. Procedure:
1. Class organization:
2. Checking the old lesson:
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up:
- Writes on the board the words and phrases:
- Asks Ss to pick out the odd ones:

1. office, problem, river, company
2. later, worker, winter, July, sailing.
3.calling, parents, prepare, mother, listen.
Introduce the new lesson to students. The ways to read
stress in the corrective ways.
B. Presentation
1. Pronunciation:
+ Listen and repeat:
- Reads and ask students to listen and determine how to
pronounce
- Lets students listen again and to repeat.
- Writes some words on board and ask students to read them
aloud.
+ Practises these sentences:
- Reads one before then read again and ask students to
repeat.
- Listen to the tape.
- Asks students to practise themselves.
- Walks around and help them.
Grammar:
* Exercise 1:
- Makes a short situation to lead in the lesson. Reported
speech.
- Guides students how to do
- Does the first as an example.
- Asks students to the exercise.
- Calls the to on board.
- Corrects.
* Exercise 2:
- Guides students how to do

- Does the first as an example.
- Asks students to the exercise.
Listen to.
Answer:
1. company -> three syllabus
2. July -> stress on the second syllable.
3. prepare -> stressed on the second syllable.
+ Listen and repeat:
- Listen and practise.
+ Practise these sentences:
- Listen and repeat.
- Practise in pairs.
- Read in chorus.
Suggestions:
A. Stressed on the first syllable:
- waving, walking, pointing, signal, instance, student.
B. Stressed on the second syllable:
- attract, discuss, suppose.
+ Exercise one:
Answer:
1. Thuan said he worked for a
2. Thuan said he was their marketing…
3. Thuan said the company had opened…
4. Thuan said he has been very succ…
5. Thuan said he has been chosen to …
+ Answers ex 2:
2. was up set
3. was not interest
4. has promised to go
5. hadn't turned up

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- Calls the to on board.
- Corrects.
6. didn't want to see you
7. You had a…
8. Didn't believe you had tried
9. She would talk to you ….
10. She had to go to other wise she would be late for
school.
4. Summary: Demand students to mater: 1. Pronunciation , the grammar.
5. Homework: - Do exercise 2,3,4 on page 22,23 in student book.
- Doing the exercises in test your self A.
E. Comments:
test yourself A
P. Syllabus: 18 Time: 45 minutes.
Preparing date:……/……./ 200….
Teaching date:……/……./ 200….

A. Aims: Sum up the grammar of the units.
Correct and guide student to do exercises in book.
B. Teaching aids needed: Books.
C. Procedure:
1. Class organization:
2. Checking the old lesson: Checking students: Write the new words + talking about ways of socializing
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up:
Introduces the new lesson to students.
B. Presentation
Listening:

- Asks students to read the questions quickly.
- Guides students the requests of the task.
- Lets students listen twice times.
- Writes on board from 1 to 6 and call some students to come
and write their answers.
- Corrects.
Reading:
A:
- Guides students to read
- Explains the new words.
- Asks students to answer
- Corrects.
Grammar
- Guides students how to do
- Gives them some new words:
- Does the first as an example.
- Asks students to the exercise.
- Corrects.
Listen to.
Listening:
1.T.
2. F.
3. F.
4. T.
5. T.
Reading:
A:
1. Because they have been childless for 10 years.
2. To take some photographs.
3. The boy was dressed in a smart ……

4. Because he was interested in the toys.
5. It is delightful and look forward to the
Grammar
A.
1. C 2. D 3. B 4. A
5. A 6. D
B.
1. Lan asked John what he had done ….
2. Bill promised to come ….
3. Tom apologized for not ringing….
4. Miss White thanked me for ….
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