Giáo án tiếng anh lớp 12 cả năm_bộ 13

Date of planning: /
Date of teaching: /
: Period 1
Guiding how to learn and to do English tests
I. Objectives
1. Knowledge:
Student know: - How to learn English in grade 12
- How to do English tests
- How to use student’s book and workbook
2. Skills : have a right view about 4 skills:
- Reading
- Speaking
- Listening
- Writing
II. Teaching aids: Student’s book, student’s workbook.
III. Procedure:
Teacher’s activities Students’ activities
Warm-up :(5 minutes)
- Introduce to students about the teacher
- Ask students about their names and English
knowledge etc.
Guiding: (30 minutes)
1. Guiding student’s book and workbook:
* Introduce to students how to use their book and
workbook
* Introduce to students how to learn reading,
speaking, listening, writing, language focus in their
books and how to do the exercises in their books
2. Guiding English tests in grade 12:
* Introduce to students about oral tests, 15 minute
tests, 45 minute tests, etc. and how to do them

* The tests in grade 12 include:
- Listen to the teacher
- Answer the teacher’s questions
- put the student’s book and workbook
on the table
- listen to the teacher and look through
the books

1
reading : 25%
listening: 25%
writing: 25%
language focus: 25%
3. Guiding other books and tape, disc, etc.
Go through the textbook (8’)
Ask Ss to go through the textbook and analyze
according to the themes.
Homework: 2 minutes
- Ask students to prepare textbook, notebooks and the
things for learning andprepare lesson reading - Unit 1
- Listen to the teacher
- listen to the teacher and write down
the things which will be prepared at
home

Date of planning: /
Date of teaching: /
: Period 2
REVISION 2
A. Objectives

I. Aims:
Ss can know a working day of a farmer
Ss can express their daily routine as well as others
II. Lexical items
words and phrases related to daily routine of a farmer as well as one person
III. Structures and grammar
The simple present tense
IV. Teaching aids needed
pictures, real objects, books, chalk, board
B. Procedure
Hand out: Choose the best answer
1. “I must see the manager!” he cried – He insisted the manager ( on seeing/ about seeing/ to see/ on
having seen)
2. “Let’s invite the Browns to the party on Sunday” – He suggested the Browns to the party on Sunday
(us to invite/ about inviting/ having invited/ inviting
3. The tourist guide advised us a map if we went walking in the hills (to take/ taking/ take/ to taking)
4. Peter offered me with the luggage (to helping/ to help/ helping/ help)
5. The passagers fasten their seat belts as te plane began its descent ( are told/ told to/ were told/ were
told to)
6. It was a new surboard Marilyn gave me for my birthday last year ( who/ whom/ whose/ that)

2
7. The richer system is named after the person invented it (Who/which/ whom/ zero)
8. Not all the artists are famous have spent year studying ( That/ who/ where/ whose)
9. Do you know the shop I can buy a computer (a. zero/ which/ where/ in where)
10. The house he lives is not very big (That/ which/. Zero/ where)
11. This is the bank was robbed yesterday (a. which/. Where/. Who/ what)
12. She enjoys watching movies make her laugh (a. they/ what/. Which/. Who)
13. London is the city in I was born (a. where/ which/ that/ there)
14. Do you know a nearby restaurant has good food? (That/ who/. Where/ whose)

15. I live in a building has 40 floors (a. which/. in which/. It/ where)
16. I live in a building there are 40 floors (a. that/. Which/. Where/ in where)
17. This is the bank was robbed yesterday (a. which/. Where/. Who/ what )
18. I have seen her before A.ever B.just C.nerver D.yet
19.Bety is afraid of at home alone A. being left B.leaving C.leave D.be leaving
20.I will call you when I my lesson A.finish B. finish C.finishes D.finishing
Date of planning: /
Date of teaching: /
Period 3+4
Unit 1 : home life
A. Reading
I. Objectives
1.Knowledge: Students know about International Red Cross
2. Skills:
Guessing meaning in context,
scanning for specific information and passage comprehension
3. Lexical items: biologist, caring, close-knit, household chore, join hands, shift, willing, mischievous.
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book and pictures.
IV. Procedure:
Teacher’s activities Students’ activities
Warm-up: (5 minutes)
- Ask students look at the picture and ask some
questions
- Let students understand more about , house hold
chores and family life, today we learn Unit 1- part
A: Reading
Before you read : (7 minutes)
Ask students to work groups to ask and answer
about the pictures

- Hang on the blackboard the table of questions.
Ask students to work in pairs looking at the
- Open the book
- Listen to the teacher
- Look at the picture and answer
- Listen to the teacher and open the book – Unit
1, part A: reading
- Work in groups to discuss about the pictures
- Work in groups to ask and answer the
questions give by the teacher.
- Stand up to answer in front of the class
P1: Thefamily is at home.
P2: The father is playing games with his son
and the mother is helping her daughter do

3
pictures to ask and answer them.
1. Where is the family?
2. What is each member of the family doing?
3Is the family happy?Why (not) ?
- Introduce the situation of the context
- Read the context once to the class.
- Show students some new words:
+ to be caring
+ to be willing to
do sth
….
+ to be close -knit
+ to be mischievous
- Help students to summary the main ideas of the

context .
* The first paragraph: the writer says about the
parents’ jobs and the people in her family.
* The second paragraph :The writer says about the
activities of her parents every day.
* The third paragraph: The writer says about her
younger brothers and her herself.
* The writer says about the happiness in her
family.
- Ask students to think of their thoughts about a
happy family.
- Introduce the situation of the passage
While you read : (23 minutes)
- Ask students to look through the passage and
read in silence
- Help students read the passage
- Explain pronunciation and meaning of new words
which appear in the passage
+ Task 1: (10’)
- Ask students to work in groups to read the
sentences in the task and then choose the sentence
A,B or C that is nearest in meaning to the sentence
given.
- Read all the sentences which they have chosen
loudly to the class
Teach some new words: close –knit (a),
mischievous (a),
- Ask students to work in groups to do the task.
- Call on some students to read the sentences.
- Common in whole class

+ Task 2: (15’)
- Divide the whole answers class into 6 groups of 8
students .
1,How busy are the parents in the passage?
2,How caring is the mother ?
homework.
P3: Yes, it is.because they look warm and close
–knit.
- Look at the book and listen to the teacher
- Listen
- Note down
- Work in groups and try to repeat the main
ideas in each paragraph.
-Practise speaking their ideas freely.
Listen to the teacher
- Work in groups , read the sentences carefully
- Listen to the teacher and read up the sentences
aloud .
- Note down the new words.
- Read up.
- Work in groups to do the task
- Read the passage
- Work in groups to find the sum up of the
passage
- Present the answers in front of the class
- Commend

4
3,How do the father and the daughter share the
household chore ?

4,What is the daughter attempting to do after
secondary school?
5,Why do the children feel they are safe and
secure in their family ?
- Ask students to read the questions carefully and
discuss the answers
- Help students to find the paragraph which contain
the information for the answers
- Call the leader of each group to answer the
questions
- Ask the whole class to commend
- Feedback and give the correct answers and give
point.
After you read : (8 minutes)
- Ask the whole class to discuss about a happy
family.
- Call some students to say about their thinking of
a happy family
Home work: (2 minutes)
- Write about their family or others they know.
- Prepare Part B : Speaking at home
- Note down the reason of the choice
- Work in groups to ask and answer the
questions using the information from the
passage
- Some students answer the questions in front of
the class
Listen and take notes
- Do the home work and prepare for the next
lesson.

Date of planning: /
Date of teaching: /
Period 5
Home Life
Speaking
I. Objectives:
1. Educational aim: Students can talk about their family and other families
+ Students can ask and answer about household chores and family
+ Students discuss their ideas about the true of a happy family
2. Knowledge:
- General knowledge: By the end of the lesson students can practise a dialogue about a happy family
- Language: asking for and giving information from a passage
- New words: words related to the topic
3. Skills: talking about Home life and their activities in the family
II. Method: integrated, mainly communicative
III. Teaching aids: pictures ,textbook,
IV. Procedure:

5
Teacher’s activities Students’ activities Notes
Warm-up: (7 minutes)
- Playing games.
- Divide the class into pairs and ask students
to work in pairs to talk about their family in 3
minutes - Call of the leaders of each groups
to talk about her/his family in front of the
class
- Feedback and lead the class to the topic of
speaking activities

(we are going to discuss about our family )
Pre-speaking : (12 minutes)
Task 1 Let students read the following
sentences and choose which apply to them
or their family.

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

- Keep books close
- Listen to the teacher
- Work in groups to talk about

family
-
-Work in groups and give
their ideas why they choose
-Each student stands up and
talks about their family.
A: In my family ,my parents
both go to work,
B: In my family,
-Practice speaking out their
ideas about their family.
A: Who works in your
family ? B : Both my
father and mother.
A: Who often does the
household chores ?
B : My mother mainly does
it and sometimes my father
help my mother.
A :How is your
responsibility to your family ?
B :I often clean the house
and cook the meals when I
finish my studying.
A : How do the family
members
share the interest ?
B :We often watch television

6

Task 3:Work with a different partner.
- Ask students to use the questions they
have form to ask about her/his family.
- Listen to the students and give remarks.
- Post-speaking : (10 minutes)
Task 4
- Let the students practise speaking freely
about their family.
-Go around to listen and give remarks .
- Ask some students to stand up and tell
loudly
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about a
happy family (80 words)
- Ask students to prepare Part C- Listening
and do homework
each other in the evening.
A : Who do you often share
your secrets with ?
B : I often share with my
mother.
A: Who do you talk to before
making an important
decision?
B: I often talk to my parents.
- All students write some
sentences about their family
and then stand up to talk.
-Work in groups and each

group has a representative to
talk about her/his family.
P1 : I talked to Tuan . Both
his parents go to work. But
only his mother does the
household chores
P2 : In Loan’s family ,only
her father goes to work and
her mother is at home
-Work in groups and then
speak out their opinions.
PS : I think a happy family
should have
P : Yes it is . Because every
member in the family often
share the feelings with each
other
- Listen to the teacher
- Write down the homework

7
Date of planning: /
Date of teaching: /
Period 6
Home Life
Listening
I. Objectives:
1. Educational aim: Students can listen to get information to decide True or False statements
+ Students can improve their ability of listening to write down the main ideals of the lesson.
2. Knowledge:

- General knowledge: Students learn more about a happy family
- New words: Words related to family
3. Skills: - Listening and comprehension questions
- Listening and deciding on True or False statements or no information
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures board, tape, cassetteplayer, chalks.
IV. Procedure:
Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Ask students to close the books
- Give some pictures and answer some
questions
1,Who are they?
2 ,What are the relationship among them ?
- Check some students and mark
- If you want to know more details about
them we will go to Unit 1- part Listening
Pre-listening: (7 minutes)
- Introduce the topic of the listening: In this
you will listen to people talk about their
friends. But now please talk about your
family first.
- Ask students to read all the words given
carefully and show the difficult words or
structures
- Explain the words and structures to the
class:
-reseved :
- leftover :
- spread out :

* Before you listen :
- Ask students to look at the picture and
say : +What are they doing ?
+How many people are there in the
family ?
- Close the books
- Listen to the teacher
- Work in groups and look at
the picture and answer
- Listen to the teacher and
open textbooks
- 0ne or two students talk
about their family.
- Read the new words.
- Listen and note down
- Work in pairs to ask and
answer
+ P : -They are having a
party.
- There are 9 people in
the family

8
While-listening: (20 minutes)
Task 1
- Introduction: you are going to listen to
Paul and Andrea talk about their family.
Ask students to read the sentences carefully
first to get the True or False.
- Ask students to get the difficult words.

- Read the tape-script loudly to the class.
- Ask students to decide the answers .

- Listen and remark.
- Ask students the question :
- Why do you think it is true / false ?
- Help them if necessary
Task 2
- Ask students to look through the sentences
in task 2
- Ask students to listen again and note down
two things that are different about Paul’s and
Andrea’s families.
After-listening: (10 minutes)
- Ask students to open the books
- Ask them to discuss the importance of
family in a person’s life
- Let them work in pairs
- Walk round and help students
- Ask some students to stand up and go to
board and write
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about
the importance of family in a person’s life
-Remember them to prepare Part- Writing at
home
- Keep book open
- Listen to the teacher
- Read the sentence carefully

to get the True or False
statements.
- Ask for the difficult ones.
- Listen to the teacher.
- Speak out the sentences
individually.
PS :
1, It is false
2, It is false
3, It is false
4, It is true
5, It is true
- Listen and work in pairs to
speak out some information
they have heard from the
tape.

-Discuss and find out the
the importance of family in a
person’s life
- The students who are called
go to board and write down
your answer
-Listen to the teacher and
write down homework
Date of planning: /
Date of teaching: /
Period 7

9

Home Life
Writing
I. Objectives:
1. Educational aim: Students can write a paragraph about family rules depending the given prompts
2. General knowledge: Students learn how to write a description , stages of a description
- Language:
- New words: Words related to the topic
3. Skills: Writing a narrative
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, notebook, some pictures
IV. Procedure:
Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
A word game.
- Divide the class into 4 groups
- Ask students to work in groups to revise the
words using to say about family
(in 2 minutes)
- Call the representatives of the groups to
write as many words on the boards as
possible. (in 2 minutes)
- The winner is the students who has got the
largest number of correct words on the board.
- Call some students to repeat the meanings
of the words.
Pre-writing: (10 minutes)
- - Ask students to use the following verbs
and expressions.
Give and read some words aloud :
_ Let ,allow, be allowed to, have to, permit,

etc.
+ Some expressions :
- doing household chores
- coming home late
- preparing meals
- watching TV
- talking on the phone
- using the family motorbike
- Listen to the pairs and help them if they
get some difficulties in speaking.
- Ask students to stand up and say a
paragraph about his/her family.
- Keep book close
- Listen to the teacher and
work in pairs
- Work in groups to revise the
words
- Go to the board to write the
words
- Repeat the meanings of the
words in front of the class
- Listen to the teacher
and open the books
- Read all words and
expressions and work in
pairs .
A : Do you have to do the
household chores ?
B : Yes, after my studying
or my free time.

A : Are you allowed to
come home late ?
B: No, because my parents
are strict
A : Do you often prepare
the meals ? etc
Each representative of a
group stand up and say about
the family.
A: - In my family ,
everybody has to do the
household chores. I’m not
allowed to come home late, I

10
While-writing: (18 minutes)
Task 2
Ask students to use the ideas they ‘ve
dicussed to write a leter to a pepal about their
family.
-Give some out line : first, second ,further
more, and finally etc.
- Call two good students present their outline
in front of the class
- Ask the others comment
- Feedback and give some correction to help
students to have a better outline to write.
Post-writing: (10 minutes)
- Give suggestions and corrections
- Ask students to read another’s description

- Ask some students to read loudly their
description
- Correct mistakes and mark
Homework: (2 minutes)
- Ask students to do part writing of Unit 1 in
the student’s work book and prepare part
Language Focus
only can watch TV when I
finish my homework
+ Write the letter
individually.
- Every family has its own
rules. Mine has a few. First,
everybody has to do the
house hold chores, we only
go out or watch TV when we
finish all homework
- Some students read loudly
their products in front of the
class
- Listen to the teacher and
write down homework
Date of planning: /
Date of teaching: /
Period 8
Home Life
Language Focus
I. Objectives:
1. Educational aim: Pupils can pronounce the endings /s/ ,/z/
2. Knowledge:

- General knowledge:+ Students have to remind of tense :past simple, past progressive and present perfect.
+ Students have to do some exercises of tense
- New words: Words related to topic
3. Skills: Intonation and phrasal verbs
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures, board, tape, cassetteplayer, chalks.
IV. Procedure:
Teacher’s activities Students’ activities Notes
Pronunciation: (8 minutes)
- Guide students to pronounce the endings Listen to the teacher.

11
/s/,/z/ : bats /s/ . bags /z/
- Ask students to read the up the words and
the sentences
- Ask students to read up in chorus twice
- Call some students to read up in front of the
class
. GRAMMAR:(35munites)
1,Tense of verbs:
* Ask students to repeat the they’ve leant.
+ The past simple.
+ The past progressive.
+ The present perfect.
- Ask students to give some sentences.
- Let students compare the differences
ebtween past simple and present perfect
Listen and give remarks
Exercise 1:
- Ask students to work in groups to do the

exercise 1.
- Ask students to choose their suitable verbs
in the sentences.
- Call the leader of each group present their
answers on the board
- Ask the whole class to comment
- Listen to the teacher and
read up
- Read up in chorus twice
- Some students read up in
front of the class
- Listen to the teacher and
speak out .
P1: - past simple
P2: - past progressive
P3 : present perfect
- Some students give more
examples.
* Example :
- He left the room last week.
- They were having dinner at
8 o’clock last night.
-She has learnt English since
she was in grade 1.
- Work in pairs and give the
differences.
* past simple : happened and
finished with the definite time
in the past ,not related to
thepresent.

-Ex : He bought a car
yesterday.
* present perfect : started in
the past but related to present
or future and give the result at
present.
-Ex : She has learnt English
since she was in the grade 5.
- Work in groups to do the
exercise
1. Have you seen
2. Did you enjoyed it?.
3. has been.
4. Did you give/saw.
5. didn’t listen
6. Have you two met before ?
7,Have you met ?
- Discuss the answers and
give comment on the
sentences

12
Exercise 2:
- Ask students to work in groups to do the
exercise 2.
- Ask students to decide which answer ( A, ,
B,or C)
- Call the leader of each group present their
answers on the board
- Ask the whole class to comment

Homework : (2 minutes)
Ask students to do Part Language Focus and
prepare part Reading of Unit 2 at home
- Listen to the teacher and
work in groups
to do the exercise.
1, B : haven’t written
2, C : have been
3, A : had
4, A : haven’t done
5, B : have stopped
6, B : am waiting
7, B : have changed
8, C : live
9, A : decided
10,B : becomes
11,B : told
12,C :moved
13,C : come
14, C : stay
15, B : am going
- Redo the exercises
- Do the exercises in the
workbook
- Prepare for the next lesson
Date of planning: /
Date of teaching: /
Period 8
Unit 2: cultural diversity
cultural diversity

Reading
I. Objectives:
1. Educational aim:
- Students read passage comprehension about role of cultural diversity
- Students know how to use the new words through asking and answering
2. Knowledge:
- General knowledge: - Through this unit, students know more about cultural diversity
- New words: Words related to the topic( culture, society )
3. Skills: -Guessing meaning from context
-Summarizing main idea
-Passage comprehension
II. Method: Intergrated, mainly communicative

13
III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook
IV. Procedures:
Teacher’s activities Students’ activities Notes
Warm-up: (4 minutes)
- Ask students to list out the factors that create
a happy life
-Let students work in pairs
-Ask students questions
_Lead in: Today, we’ll study a new lesson Unit
2- part A :Reading
Pre-reading: (7 minutes)
- Ask students to work in groups of four
and guess what are happening in the picture.
Hang on the blackboard the table of the
questions to help students to guess the activity
in each picture:

- Which of the following factors is the most
important for a happy life ?W hy ?
- Love, money, parents’ approval, a nice
house,a good job, good health etc.
- Ask the representatives of the groups to
express their ideas in front of the class.
- Give the feedback
+ Pre-teach some new words
- precede (v) - counterpart(n)
- confide(v) - sacrifice (v)
- Ask students to read up in chorus twice.
- Ask students to guess the meaning of the
new words.
+ Introduce the situation of the passage
+ Show students the tasks of the reading
While-reading: (20 minutes)
- Make the class read the small talks, to scan
the details and do the tasks
Task 1 :
Ask students to read the passage in skim to
make sure the meaning of the words.
- Call some students to show the meanings
- Ask students to read the passage again and
do the task in groups of four
- Call on some students to read the answers in
front of the class.
- Ask students to read the sentences with the
words given
- Listen to the teacher
- Answer the question

Work in groups to talk about
the
activities in the pictures
- Look at the questions and
try to answer them in groups
to discuss.
- One student speaks out
his/her ideas in front of the
class .
- Look at the board, note
down.
- Read the new words in
chorus twice.
- Work in groups to guess
meanings of the words.
- Listen to the teacher
Read the passage in skim
- Show the meaning of the
words.
- Work in groups to fill in the
blanks.
- Read the italicized words/
phrases and explain in front
of the class :
1, precede : happen or exist
2, determine : find out
3,confide : tell somebody
about something very private
or secret

14
Task 2
- Ask students to work in groups of 8 to
answer the questions given.
- Call on some students to show the class the
right answers
-Listen to the students and help them if
neccesary.
Post-reading: (12 minutes)
Ask students to work in groups to discuss
about the question :
+ What are the differences between a
traditional Vietnamese family and a morden
Vietnamese family ?
- Give some suggested words to talk about a
family :number of children, the house they
like to have, the head of the family , who
works , who takes care of the housework and
children , the income
- Call on some representatives on the
groups to talk about the differences
Homework : (2 minutes)
-Do reading text in workbook
-Prepare the next lesson
4,sacrifice : willingly stop
having something you want
5, obliged : having a duty to
something.
- Work in pairs to answer the
questions.

A: What are the four key
values in the survey ?
B: They are Physical
attractiveness,
Confiding,
A: Who are much more
concerned with
physical ?
B :The young Americans are
much more concerned than
the young Indians and the
Chinese
A: What are the Indian
students’ attitudes on a
partnership of equals ?
B :The Indian students agree
that a woman gas to
sacrifice
- Read the questions
carefully and work in pairs to
answer the questions.
A: - I think a modern family
has fewer children than a
traditional one.
the head of the family in a
modern family is both a
husband and wife, they share
the household chores and
take care of their children
- Work in groups to discuss

to compare to other groups.
- Talk in front of the class
about the class.
-Listen to the teacher and
take note
Date of planning: /

15
Date of teaching: /
Period 10
cultural diversity
Speaking
I. Objectives:
1. Educational aim: Students can talk about the differences among cultures
2. Knowledge:
- General knowledge: - Through this unit, students can talk about the differences among cultures
- Know how to arrange opinions sensibly
- Language: Students use sentences, words, phrases and expressions for making their view
3. Skills: Fluency in expressing opinion and expressions for making a opinion
II. Method: Integrated, mainly communicative
III. Teaching aids: Pictures, English textbook 12, hand-outs
IV. Procedures:
Teacher’s activities Student’s activities Notes
Warm-up:(5minutes)
Checking the last lesson
- Call two students to go to the board.
Students 1 and 2 : Talk about the differences
between a traditional family and a modern
family they’ve written at home.
- Ask the other students to comment about

the talking.
- Feedback and give correction if necessary
- Lead the whole class to the topic of the
lesson.
Pre-reading: (8 minutes)
- Task 1:
We are going to talk about the differences
among cultures .
- Ask students to express their point of view
on the followings ideas , using the words or
expressions in the box.
* In Vietnam ,three or even four generations
may live in home.
* A happy mariage should based on love.
* In some Asian countries , love is supposed
to follow marriage not precede it.
* In some countries, a man and a woman
may hold hands and kiss each other in
public.
- Listen to the students and give remark
- Listen to the teacher
-Read the paragraph in front
of the class
- Listen to the teacher
- Read the sentences given
and work in groups to dicuss.
A : In my opion,it is not good
for three or four generations
to live in a family because
they will find it difficult to

sympathy their interests and
habbits and I agree that love
is supposed to follow mariage
not precede it.
B: I don’t agree with your
ideas, I think it is good to
have three or four generations

16
While –speaking : (16munites)
Task 2:
- Ask students to work in pairs to discuss
about the differences between the culture in
America and in Vietnam.
+Give the culture in America:
- Two generations ( parents and children )
live in a home.
- Old- aged live in nursing home.
- It is not polite to ask questions about age,
marriage and income.
- Americans can greet anyone in the family
first.
- Groceries are bought once a week.
- Christmas and New Year holidays are the
most important.
- Children sleep in their own bedrooms.
+ Listen to the students and give more the
ideas about the differences.
Post-reading: (14 minutes)
Task 3:

- Ask students to work in pairs or work in
groups to talk about the similarities and
differences between Vietnamese and
American cultures, using the features
discussed in the task 2 .
- Listen and give remarks on their opinions
Homework:(2minutes)
-Students write a paragraph about the
cultures in Vietnam.
- Do the exercises in the workbook
- Prepare for the next lesson
living under one roof because
they can help each other a lot
- Work in pairs to discuss and
give their ideas about the
differences
+ Give the culture in
Vietnam.
-There are more generations
in a home (grand parents,
parents and children )
- Elders live with their
children and are taken care of
by their sons.
- Can ask the questions about
the age, marriage and
income
- Have to greet the older first.
- Do the shopping everyday.
- Tet holiday is the most

important.
- Children can share
bedrooms with the other in a
family.
- Work in groups or in pairs
to compare.
Ps : - There are differences
and similarities between
Vietnamese and American
cultures .In America, two
generations (parents and
children) live in ahome . In
Vietnam, two, three
or even four generations live
under one roof etc.
-Listen and copy
Date of planning: /
Date of teaching: /
Period 11

17
Unit 2: Cultural diversity
Listening
I. Objectives:
1. Educational aim: Students should know how to listen to give some information about the wedding
ceremony in Vietnam.
1. Knowledge:
- General knowledge: Students learn about the wedding ceremony in Vietnam.
- Language:
- New words: Words related to culture, wedding

2. Skills: -Filling in missing information
-Passage comprehension
II. Method: Integrated, mainly communicative
III. Teaching aid: Board, tape, cassette, chalks, textbook and notebook.
IV. Procedures:
Teacher’s activities Students’ activities
Warm-up : (4 minutes)
- Ask students look at the pictures and have a comparison
?
- Let students look at the picture and describe and answer
some questions:
1,Where do the women come from?
2,What are they doing?
3,do they have happy life? why do you know?
- Listen and give mark
Pre-listening : (6 minutes)
Ask students to work in groups to ask and answer about the
picture.
- Hang the table with the questions on the board.
+ Have you ever attended a wedding ceremony?
+ What do the bride and the groom usually do at the
wedding ceremony?
- Ask students to ask and answer freely.
- Give some words : altar, banquet,
groom, ancestor ,blessing, tray
While-listening: (24 minutes)
Task 1:
Introduction: You are going to hear two people talking
about a wedding ceremony in Vietnam.
- Introduction: you are going to listen to the conversation

to get the information to fill in the missing information
- Let the students read all the sentences before listening
1, The wedding day is carefully chosen by the
2, The gifts are wrapped in
3,The wedding ceremony starts in front of the
4,Food and drink are served
5,The guests give the newly wedded couple envelopes
- Listen and answer
- Work in pairs and each and answer
-
- Look at the picture and the table of
the questions to ask and answer about
the picture in pairs.
S1: -They often stand in front of theater
praying and asking their ancestor’s
permission to be married.
S2:- They exchange their wedding
rings.
S3:-They get the presents from their
relative and their friends.
- Listen to the teacher or the tape.
- Read the sentences and then listen to
the teacher or the radio carefully.
1, groom’s parents.
2, red paper
3, altar
4, at the wedding banquit
5,wedding cards or money

18

containing and
- Ask students to compare the answers with a partner.
- Call on some students to go the board to write their
answers
- Ask students to explain their answers in front of the class
- Feedback and Correct the answers
Task 2:
-Ask students to listen to the passage again and answer the
questions
- Ask the students to read all the questions before
listening.
- Let the students listen to the tape two or three times and
answer the questions.

After-listening: (10 minutes)
- Ask students to work in groups to answer the question :
What do families often do to prepare for a wedding
ceremony?
- Call some 2 leaders of the groups to talk
in front of the class
- Feedback
Homework: (2 minutes)
- *.Write a paragraph about a wedding.
– Prepare for the next lesson.
- Work in pairs to compare the answers
-
- Listen and try to get the information
to answer the questions
- Read the questions carefully.
- Work in groups to discuss and answer

the questions.
1,The most important thing the
groom’s family has to do on the
wedding day is to go to the bride’s
house bringing gifts wrapped in red
paper.
2,They would pray ,asking their
ancestors’ permission to get married.
3, After they pray and ask their
ancestors’ permission to get married.

Work in pairs to answer the questions.
- Listen and copy in their notebooks
Date of planning: /
Date of teaching: /
Period 12
Unit 2: Cultural diversity

19
Writing
I. Objectives:
1. Educational aim: Student can describing typical features of a Vietnamese conical leaf hat.
2. Knowledge:
- General knowledge: Students could write a report to describe typical features of a Vietnamese conical leaf hat.
- Language: Words used in a Vietnamese conical leaf hat
3. Skills: Describing a Vietnamese conical leaf hat
II. Method: Interagrated, mainly communicative
III. Teaching aids: Some models of chart, real information in life
IV. Procedures:
Teacher’s activities Students’ activities

Warm-up : (4 minutes)
- Work in pairs to talk about the special things in Vietnam.
- Call the best student in the class to tell his/her story to
the class.
- Comment and lead students to the topic of the lesson.
Pre-writing: (10 minutes)
Task 1
- Ask the students to write about the conical or the “non
la”, a symbol of Vietnamese culture.
- Give some new words : leaf, rim, ribs,
strap.
- Ask students to observe the photo of the “non la”
While-writing: (20 minutes)
Task 2
Let students write a passage of about 150 words about the
conical leaf hat , using the outline and information below.
* Introduction : - symbol of Vietnamese
girls/women. Part of the spirit of the Vietnamese nation.
* Main body: - special kind of bamboo and young /soft
palm leaves, conical form, diameter,
*Conclusion : - protecting people from sun/rain and
girls/women look pretty/attractive.
Post-writing: (10 minutes)
Ask students change the letter with a partner to read.
- Call a good students to read the letter in front of the
class.
- Feedback and give some suggestions
Homework: (2 minutes)
- Ask students to do the exercises in the workbook.
-Work in pairs to talk

- Some students talk about their
experience in front of the class .
+ Banh trung,ao dai, non la,

Listen to the teacher
- Listen to the teacher and read aloud
the words
Read the words given and write a passsage
: - The conical leaf hat is one of the
typical features (symbols) of the the
Vietnamese culture because it can not be
found any where in the world .The leaf
hat is not only a symbolof Vietnamese
girls/women
- Write the letter individually.
- Read the letter of the partner.
- Read the letter in front of the class
-Do the exercise at home.
- Prepare for the next lesson
Date of planning: /

20
Date of teaching: /
Period 12
Unit 2: Cultural diversity
Language focus
I. Objectives:
1. Educational aim: Students can pronounce the sounds “ ed” ending
2. Knowledge:
- General knowledge: Students have to revise the tenses

- Language:
- New words: Words related to topic
3. Skills:
- Pronunciation: the sounds “ ed” ending
- Grammar: - revise the tenses
II. Method: Integrated, mainly communicative
III. Teaching aids: Board, tape, cassette, chalks, textbook and notebook
IV. Procedures:
Teacher’s activities Students’ activities
I. Pronunciation(10 munites)
a. Distinguishing sounds:
- Read the three sounds: /t/, / d/, / id / as model for the class
and explain the differences in producing them.
- Read the sounds again and ask students to repeat.
- Ask students to read the words in each column out aloud in
chorus for more a few times.
- Call on some students to read the words in front of the
class
- Correct the mistakes of pronunciation.
b. Practising sentences containing the
target sounds
- Ask students to work in pairs to take turn to read the given
sentences
- Go round to listen and take notes of the typical errors
- Call on some students to read the sentences in front of the
class again and provide corrective feedback.
II. Grammar: (34munites)
* Exercise 1:
a. Presentation:
- Review the forms, meanings and uses of the present

simple, present perfect, and present continuous, past
perfect
+ Present simple
* FORM:
* MEANING: PRESENT TIME
* USE:
sometimes use the present simple to express the ideas that
an action is happening or+ Express the idea that an action is
repeated or usual. The action can be a habit, a hobby, a daily
- Read aloud
- Listen and repeat from 2-3
times
- Some of them stand and
read words aloud
-Listen to the teacher
- Read the sentences in
chorus aloud
- Listen and copy
-List some phrasal verbs : fill
in ;turn on; go over ;look
at ;make up. Look after
- Some students read the
sentences in front of the
class.

21
event, a scheduled event or something that often happens. It
can also be something a person often forgets or usually does
not do.
+ Speakers is not happening now. This can not only be done

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

- Call 2 students to write their answers on the board
- Provide corrective feedback.
* Exercise 2:
a. Presentation:
- Review the forms, meanings and uses of the past simple,
and past continuous
+ Past perfect : form/ meaning/ use.
b. Practice:
- Ask students to do the exercise 2 individually and then
choose A,B or C to complete the passage.
- Call 2 students to write their answers on the board
- Provide corrective feedback
* Exercise 3:
Ask students to complete the letter with the correct form of
the verbs in brackets.
- Work in groups to review
the
tenses
- Listen to the teacher to the
teacher and note down
- Listen to the teacher
to the teacher and
note down
- Listen to the teacher and
note down
Review the formation and the
uses of the tense
- Students do the exercise
individually and then
compare the answers with a

friend
- Write the answers on the
board
-Do the exercise individually
and check the answers with a

22
check the answers with.
- Call 2 students to write their answers on the board
- Provide corrective feedback
Homework: (2 minutes)
- Ask students to redo the exercises into the note-workbooks
- Ask students do the exercises in the workbook
- Ask students to prepare for the next lesson.
partner
-Some students go to the
board to write the answers
- Listen and note down
Date of planning: /
Date of teaching: /
Period 13
Unit 3: ways of socialising
Reading
I. Objectives:
1. Educational aim: Students can
+Develop such reading micro-skills as guessing meaning from context
+ Use the information they have read to answer the questions
+ Pictures in the student’s book enlarged.
+ A table of the active words of the passage.
2. Knowledge:

- General knowledge: Students could understand and use the new words through speaking, asking and
answering
- Language:
- New words: Words relate to ways of socialising
3. Skills: -Reading for general or specific information
-Guessing meaning from context
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some photos of ways of socialising and some information about them. Board, tape,
cassetteplayer, chalks, textbook and notebook.
IV. Procedures:
Teacher’s activities Students’ activities Notes
Warm-up: (4 minutes)
- Ask students to list some ways of
communication they have know
- Let students work in pair
- Check the whole class
Pre-reading: (7 minutes)
- Ask students to work in groups to discuss
about the pictures in the textbook.
- Ask students to use the questions to ask and
answer about the pictures :
- What are the people in the pictures doing?
-Listen to the teacher
-Give their answer
-Work in groups to discuss
about the pictures
- Work in pairs to ask and
answer

23

- What will you do if you want to get your
teacher’s attention in class?
- What will you do if you need to ask someone a
question but they are busy talking to someone
else?
- Comment and lead the whole class to the topic
of the passage.
* Pre-teach: New words and phrases:
- write some new words and phrases on the
board
+verbal(a) + non –verbal(a)
+ attract (v) + nod (v)
+ approach (v) + rude (a)
- Ask students to guess the meanings of the
words
- Ask students to read the words in chorus
twice.
- Call two students to read the words in front of
the class
While-reading: (20 minutes)
- Let students open the book and read silently
while teacher reads aloud and correctly
- Ask students to read themselves and write
down some information
- Let students work in pairs to do the task 1
Task 2:
- Ask students to read the passage again to
choose the best title for the passage.
- Call four students to go to the board the write
their answers

- Ask some students to correct and remark with
giving the reason why they have chosen it
- Feedback and give the right answers
Task 3 :
- Ask students to work in pairs to answer the
questions .
- Listen to the students and remark.
Post-reading: (10 minutes)
- Ask students to work in groups to discuss the
meaning of whistling and clapping in
Vietnamese culture.
- Call on some representatives of the groups to
answer the questions in front of the class.
- Some students answer the
questions in front of the
class.
- Look at the board and note
down
Guess the meaning of the
words and phrases.
- Listen to the teacher and
read up the words and
phrases in chorus
- Some students read them
in front of the class
- Read the passage in skim
to guese the meaning of the
words
- Ask students to work in
groups to guess the meaning

of the phrases
Some students show the
answers in front of the class.
-Work in groups and give
their ideas.
Ps : A ( Attracting
Attention : Non- verbal
Cues)

24
Homework (4 minutes)
-Ask students to learn the new words and
phrases
- Ask students to prepare for the next lesson.
- Work in pairs to anwer the
questions
P1:What can you do when
you want to attract
someone’s attention?
P2 :We can use either
verbal or non verbal.
P1 : What are considered to
be big, obvious non verbal
signals?
P2 :They are strong actions
that can easily be seen etc.
-Practice talking about
communication by non-
verbal actions.
- to express the happiness

they can whistle or clap
- sometimes, they clap or
whistle to encourage or
despise.
- Listen and note down
- Listen to the teacher.
- Do the exercises at home
- Prepare for the next
lesson.
Date of planning: /
Date of teaching: /
Period 14
Unit 3: ways of socialising
speaking
I. Objectives:
1. Educational aim: Students should know
+ Use appropriate language to practise giving and responding to compliments in different
situations
+ Use appropriate language to talk about other ways of communication
2. Knowledge:
- General knowledge: Students can talk about other ways of communication
- Language: Words to speak about ways of communication
3. Skills: -Ask and answer the information about ways of communication
II. Method: Integrated, mainly communicative
III. Teaching aids: Photos of some famous persons or some real information about ways of communication
IV. Procedures:
Teacher’s activities Students’ activities Notes
Warm-up: (3 minutes)
Introduction: we are going to talk about the - Listen to the teacher and

25