unit 10 GIÁO ÁN MÔN TIẾNG ANH LỚP 12

GA 12

GV: Nguyễn Thị Như Thủy

Week:1 / Second term
Period: 55
SO, BUT, ENOUGH, HOWEVER, THEREFORE
I. Aims: Help sts know how to use connectives in each case.
II. Language content:
1. Grammar: Conjunction.
2. Vocalbulary: all new words.
III.Techniques: inductive method.
IV. Teaching aid: hand out.
V. Proceduce:
Teacher’ and sts’ activities
Content
I. Greeting.
T calls sts to write on board and corrects one
II. Revision.
by one.
Make 4 sentences by using too…to, enough…to.
III. Today’s lesson.
Grammar: connectives.
There are two kinds
1. Coordinating conjunction
T introduces some grammar points and
- and: và (addition).
explains how to use.
- but: nhưng (contract).
Sts listen and write down.
- for: vì (reason)

- Ask sts to make sentences by using
- or: hoặc là (choice)
the grammar points.
- so: vì vậy (result)
- Teacher calls sts to work in pairs and - yet = but.
discuss, then write on board and
2. Transition words. (Từ chuyển ý)
correct them.
Là các từ dùng để nối lại các ý liên quan với nhau
- He is very busy so he never does
trong câu. Chúng thường được dùng với dấu phẩy
anything.
hoặc dấu chấm phẩy.
- This film is very interesting but I
- Moreover, furthermore: hơn nữa (để thêm
have no time to see it.
thông tin cho ý thứ nhất)
- Go around or you’ll feel worse.
- However (Nevertheless): mặc dù, tuy vậy.
- The dinner was delicious, moreover,
- Therefore (Thus): do vậy.
it wasn’t expensive.
Nói lên kết quả của ý thứ nhất
- The main course was wonderful,
however, we din’t like the desert.
Consolidation.
I/ Choose the best answer.
1. He is intelligent (so/ but/ and) he can’t answer
1.
but

my questions.
2. The boy doesn’t wrote (and/ so/ but) read this
2.
and
lesson.
3. He doesn’t come (so/ for/ or) he is afraid of
3.
for
crowds..
4. The test was very long (or/ and/ but) easy (so/
4.
but/so
or/ and) we can do.
5. This book was (so/ or/ but/ for) exciting.
5.
so
6. He didn’t work hard (therefore/ however/ so) he
couldn’t get good job.
6.
so
7. They know exactly the questions, (therefore/
nevertheless/ for) they can’t answer it quickly
7.
however
because they are new ours.
II.
Exercise:write sentences by using conjunction
1. Mary/rich /John/poor
- Ask sts to make sentences by using
Mary is rich.However ,John is poor.

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GA 12

-

GV: Nguyễn Thị Như Thủy

the grammar points.
Teacher calls sts to work in pairs and
discuss, then write on board and
correct them.

2. She/feel/ bad/go/school/and/try
/concentrate.
She was feeling bad ;however, she went to school
and tried to concentrate.
3. However/ hard/ he/try/open/window.
However hard he tried, he couldn’t open the
window.

Homework:
Do ex again. Learn by heart structure.
Comment:
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2

GA 12

GV: Nguyễn Thị Như Thủy

Week:1 / Second term
Period 56
MAY, MIGHT, MUST, MUSTN’T, NEEDN’T
I. Aims: Learning again about modal verbs and using them correctly in writing, reading, or
speaking.
II. Language content:
1. Grammar: modal verb.
2. Vocalbulary: all new words.
III. Techniques: inductive method.
IV. Teaching aid: hand out.
V. Proceduce:
Teacher’ and sts’ activities
Content
I. Greeting.
II. Revision.
Sts do ex.
Fill in the blanks with but, so…(10m).
1. but
1.
Fred is antisocial____he has a
few friends.
2. for
2.
____he is afraid of crowds.
3. or
3.

____at least he seems the way.
4. so
4.
____many people don’t like
him.
- The teacher explains the grammar points.
III. Today’s lesson.
- Sts listen and write down then make
Modal verbs: may, might, must, need.
sentences by using “may or might”
1. May/ might.
Work in pairs and do ex by using the grammar.
- We use may or might to say that sth is
a possibility. Usually you can use may
or might, so you can say.
Ex: 1. The bus doesn’t always come on time.
Ex: It may be true or it might be true (perhaps
We might have to wait for a few minutes.
it is true)
- We use may and might to talk about
possible actions or happening in the
future.
Ex: She isn’t well ( perhaps she won’t come)
Ex: Take an umbrella with you when ou o out.
She may not come to the party to night.
It rain later (perhaps it’ll rain).
2. Must/ mustn’t
- We use “must” to say that it is
necessary to do sthing. Sometimes it
Ex: You haven’t got much time

doesn’t matter which you use:
You must hurry.
Ex: oh, it’s later than I thought. I must go
home.
- “Must” can be used to talk about the
Ex: The boy is asleeo.
present or future but not the past.
You mustn’t shout.
- “Must” is personal. We use must when
we give our personal feelings.
Ex: you must do something.
Mustn’t: It is necessary that you do not do it.
Ex: You must keep it a secret. You mustn’t tell
Ex: You have got plent of time
anyone.
You needn’t hurry.
3. Needn’t: It’s not necessary that you do
it.
Ex: I can her you quite cleary
- Instead of needn’t, you can be don’t/
You needn’t shout.
doesn’t need to. So you can say.
Ex: We needn’t hurry or we don’t need to
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GA 12

GV: Nguyễn Thị Như Thủy

Read these sentences carefully and do the ex
correct after that.
1. must.
2. need.
3. must.
1.
2.

Work in pairs and discuss how to write for
each sentence.
We must go now.
You mustn’t tell anybody about this.

Key:
1. He may/might have gone shopping (He
may/ might be playing tennis).
2. She may/might be watching TV in her
room. (She may/might have gone out).
3. It may/might be in the car. (You
may/might have left it in the restaurant last
night).
He may/might have been in the bath.

hury.
- Needn’t and don’t need to are similar
to don’t have to.
- Note: Maybe is a combination of may
and be, but it is one word and is not an
auxiliary. It means the same as
perhaps.

IV. Consolidation.
I/ Fill in the blank with an approriate
word.
1. I haven’t written to them for a month I
___write to them.
2. My litte sister’s eyes are not good
She____wear glasses for reading.
3. You don’t have much time. You
_____hurry.
II/ Write the answer for these sentences.
1. The bus is coming. It’s time.
2. That new is very importance.
III/ Read the situations and make sentences
from the words in brackets. Use may or
might.
1. I can’t find George anywhere. I wonder
where he is.
2. I’m looking for Helen. Do you know
where she is?
3. I can’t find my umbrella. Have you
seen it?
4. Why didn’t Tom answer the doorbell?
I’m sure he was in the house at the time.

Homework:
Do ex again. Learn by heart structures.
Comment
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4

GA 12

GV: Nguyễn Thị Như Thủy

Week:1 / Second term
Period 57
MUST/ CAN’T HAVE + PAST PARTICIPLE
I. Aims: Sts can regconize the differences between mus/ can + V-inf and mus/ can have PP.
They can draw out the importance when they use it.
II. Language content:
1. Grammar: must/ can’t have PP
2. Vocalbulary: all new words.
III. Techniques: Fill in the blank.
IV. Teaching aid: hand out.
V. Proceduce:
Teacher’ and sts’ activities
Content
II. Greeting.
III. Revision.
- Write down on board.
- Make sentences by using relative
- Check and correct.
pronous.
Write down some note after the teacher’s
- Make 2 sentences by using modal verbs.
explaining.
IV. Today’s lesson.
Give examples.

- A modal is always followed by the
Ex: It may have rained last night, but I’m not
simple form of the verb. Thus, have/ can
sure.
never be has or had.
1. Could/ may/ might + have PP.
Ex: John night have gone to the movies
Use any of these modals + perfective to indicate
yesterday.
a past possibility.
2. Should have PP: This is used to indicate
Ex: John should have gone to the post office this
an obligation that was supposed to our in the
morning. (he didn’t go there).
past, but for some reason it did not occur.
Ex: Mary shouldn’t have called John last night.
3. Must + have PP: This is not used to
(She did call him).
indicate a past obligation. To use only had to,
should + perfective, or be supposed to
Ex: The grass is wet. It must have rained last
indicate a past obligation.
night. (It probadly rained last night)
Must + perfective can only mean a
logiccalconclusion in the past.
V. Consolidation.
Choose the correct answer in each of the
following sentences according to meaning and
tense.
Work in pairs and do ex.

1. If I had a bicycle, I (would/ I’ll) rida it
1. a
every day.
2. Geoger (would have gone/ would go) on
2. a
a trip to Chicago if he had had time.
3. marcela didn’t come to calss yesterday.
She (‘ll have had/ may have had) an accident.
3. b
4. Where do you think Tuan is today. He
(might have had/ might).
Choose between must + perfective and should +
4. a
perfective in the following sentences.
1. Henri was deported for having an
expired visa. He (have) his visa renewed.
1. Should have had
2. Julietta was asbent for the first time
yesterday. She (be) sick.
2. Must have been
3. The photos are black. The X rays at the
airport (damage) them.
3. Must have damaged
4. Blanca got a parking ticket. She (park) in
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GA 12

GV: Nguyễn Thị Như Thủy

4.

Should not have parked

5.

Must have studied

6.

Should have studied

7.

Must have been

8.

Should have deposited

9.

Must have forgotten

10. Must not have studied.
Homework: Do ex again. Learn by heart
structures.

a reserved spot, since she had no permit.

5. Carmencita did very well on the exam.
She (study) very hard.
6. Jeanette did very badly on the exam. She
(study) harder.
7. German called us as soon as his wife had
her baby. He (be) very proud.
8. Eve had to pay 5.00 because she wrote a
bad check. She (deposit) her money before she
wrote a check.
9. John isn’t here yet. He (forget) about our
meeting.
10. Alexis failed the exam. He (study)
enough.

Comment:
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6


GA 12

GV: Nguyễn Thị Như Thủy

Unit 10
Week:2 / Second term
Period: 58

ENDANGERED SPECIES
LESSON 1: READING

I/ Educational aim: By the end of the lesson, students will be able to:
- Help Ss be award of the animals and insects that can be found in the earth
- Scan read for specific details.
II/ language contents:
- Vocabulary: endangered species, extinction,habitat, wetlands,toxic chemicals, biodiversity,
…..
- Grammar: + Let them get acquainted with some grammar notes:
+ Review tenses: simple past, past progressive, present perfect, modal verbs
- Pronunciation: Rhythm
III/ Techniques: Integrated, mainly communicative.
IV/ Teaching aids: Some hand-outs with examples and questions.
V/ Procedure
Students’ and teacher’s activities

Contents

- Ss close the books.
1. Warm-up
- Ss work in groups, answer the - Have you ever seen these animals and insects?
following questions.
- Where do you see them?
- Ss’answers may vary.
2. Before you read
Look at the pictures and answer them
1. Which of the animals and insects below can be found
in Vietnam?
2. Which of them is/ are in danger of becoming extinct?
- Teacher leads in the lesson:
A. READING

Today, we will talk about * Vocabulary and structures:
endangered species
• To extinct / extinction: without living in the earth
• Habitat: place where animals live
- Ss open the books page 106, 107
• Destruction / to destroy
and look at the pictures.
• Wetland: dam lay
• De forestration: urbanization: change the urban into
- Ss work in groups, answering the
the cities
questions:
• Verge: flower- bed that formed on the street / near
• Impact: affect
- T walks around and helps students.
• Vulnerable: dangerous
• To enact: give the laws
- Ss’ answer may vary.
3. While you read
T: Now we’ll study the reading text Task 1. Match each of them with a suitable definition in
column B
about endangered species
1. c
2. d
3. a
4. b
- T reads the text and explains new
words and phrases. (T uses pictures
& explanations)
- T reads each word & Ss repeat.

- Ss read after the tape to practise
Task 2. Choose a, b, c or d to complete the following
pronouncing the new words.
- Ss work in pairs, reading the text sentences about the reading passage
3. a
4. a
5. d
again to get the information of the 1. d 2. b
reading.
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GA 12

GV: Nguyễn Thị Như Thủy

- Ss give definition in Task 1
- T explains Task 2. - Ss work in
groups.
- T walks around & helps Ss.
- T can give the feedback before the
class by asking Ss to answer A,B, C
or D
Task 3. Find evidence in the passage to support these
T explains Task 3: Now you statements
answer the questions in Task 3
1. passage 2
- Ss work in pairs, asking and 2. passage 3
answering the questions.
3. passage 4

- Ss check the answers together.
- T goes around & helps Ss.
4. After you read
Summarize the reading passage by writing ONE sentence
for each
1. Over 15 thousand plant and animal species all over the
world are threatened with extinction
2. The main causes of species extinction are habitat
destruction, commercial, exploitation and pollution
- T can give the feedback before the 3. Biodiversity is important for humans as it provides
class by asking Ss to summarize
food, clean air, water, fertile soil and other products
4. Different efforts have been made to conserve
endangered species
5. Homework:
- Learn by heart new words
- T suggests Ss’ homework.
- Prepare Speaking

* COMMENTS:
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GA 12

Unit 10
Week:2 / Second term
Period:

59

GV: Nguyễn Thị Như Thủy

ENDANGERED SPECIES
LESSON 2: Speaking

I/ Educational aim: By the end of the lesson, students will be able to:
Ss will talk about animals and insects endangered extinction
II/ Language contents:
- Vocabulary: panda, life –span, decline, pet, rhino, tiger…….
- Grammar: + Let them get acquainted with some grammar notes:
+ Review tenses: simple past, past progressive, present perfect, modal verbs
- Pronunciation: Rhythm
III/ Techniques: Integrated, mainly communicative.
IV/ Teaching aids: Some hand-outs with examples and questions.
V/ Procedure
Students’ and teacher’s activities

Contents

Ss close the books.
1. Warm-up
- Ss work in groups, talking about What do you call gau truc , te giac, ho, voi in English ?
what the
• Panda
- T calls some representatives to tell
• Rhino
about animals.
• Tiger

• elephant
- T leads in the lesson: Today we’ll
Unit 2: SPEAKING
practice to talk about animals
2. Before you speak
Task 1. Ask and answer the following question:
- Ss open the books.
1. What do you call Gau truc, te giac, ho, voi in
- T explains Task1: Discuss in
English?
groups about:
2. In which sort of habitats can you find each of these
animals?- each of them live in the forest
- Ss work in groups then exchange
3. Which of these animals can be kept as a pet or used
together.
for food or medicine? – Panda can be used as a pet,
- T goes around & helps Ss.
rhino and tiger as medicine and elephant as food
4. Which of them is/ are endangered? – All of them are
- Ss’ answer may vary.
endangered
- T can give the feedback before the 3. While you speak
class by asking Ss to answer the Task 2. Look at the information about the giant panda,
questions.
tiger, rhino, and elephant, which are endangered animals.
Ask and answer questions about them
- T asks Ss to practise the exchanges
• Panda
in task b fluently.

A. Where do giant pandas live?
B. Bamboo forest in mountain in central and western
China
A. What is the population of pandas in the world?
- T explains Task 2,3 : In pairs, you B. Only about 600
practise asking and answering about A. How high is a giant panda?
their habitat
B. 1,2 to 1,5 m
- T can give suggested models:
A. How much does it weigh?
B. 75 to 160kg
- Ss work in pairs, asking and A. What does it eat?
answering.
B. bamboo
- T goes around & helps Ss.
A. How long does a giant panda live?
B. about 20 to 30 years
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GA 12

GV: Nguyễn Thị Như Thủy

A. Why are giant pandas endangered?
- T calls one or two pairs of Ss to
B. They are endangered because of habitat destruction
practise the conversation before the and commercial trade
class.
• Tiger

A. Where do tigers live?
B. forest, on grasslands and swamps in Siberia,
Southeast Asia and Southern India
A. What is the population of tigers in the world?
B. Only about 6000
A. How high is a tiger?
B. 1, to 2,8 m
A. How much does it weigh?
B. 65 to 300kg
A. What does it eat?
B. Deer, buffalo, ete….
A. How long does tiger live?
B. about 15 to 17 years
A. Why are tigers endangered?
B. They are endangered because of habitat destruction
and illegal trading
• Rhino
• Elephant
4. After you speak
Take turns to give an oral report on the animals
mentioned in task 2
Rhino: Rhinos live on grasslands in tropical or
subtropical forests in Africa and southern Asia. The
population of rhino is about 17,000. A rhino is about
- T suggests Ss’ homework.
from 1, 2 to 1,8m high. An average rhino can weigh up to
about 1,000 to 3,000 kg. this kind of animal eats grass
and plants. They can live as long as 40 years. They are
endangered because of habitat destruction and illegal
hunting.

5. Homework:
- Prepare writing
* COMMENTS:
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10


GA 12

UNIT 10:

GV: Nguyễn Thị Như Thủy

ENDANGERED SPECIES

Week:2 / Second term
LESSON 3: Listening
Period: 60
I/ Educational aim: By the end of the lesson, students will be able to:
Ss will listen to a gorilla .
II/ Language contents:
- Vocabulary: gorilla, sociable, sub-adult, nest, bared teeth, silverback, civil war, forest
rangers
- Grammar : + Let them get acquainted with some grammar notes:
+ Review tenses: simple past, past progressive, present perfect, modal verbs
- Pronunciation: Rhythm
III/ Techniques: Integrated, mainly communicative.
IV/ Teaching aids: Cassette, tape and some hand-outs with the questions.
V/ Procedure

Students’ and teacher’s activities
Ss work in groups.

Contents
1. Warm-up
Call the name of animal that you have seen in the picture
2. Before you listen.
Discuss and choose the best answer A, B, or C
New words:
• Sub- adult:chưa trưởng thành
• Civil war: nội chiến
• Forest rangers
• Silverback :khỉ đột đực lớn
3. While you listen
Task 1: Listen to the passage and choose the best answer
A, B, C or D
Key: 1.A 2.B
3.D
4.B
5.C

- T can give the feedback before the
class by asking a student to read the
answers.
T: Today, we’ll listen to a gorilla
- Ss open the books.
- T explains task 1. Now you
complete the sentences with the words
and phrases in the box. You try to
guess the new words.

- Ss work in pairs.
- T goes around & helps Ss.
- T gives the feedback by asking Ss to
read the sentences aloud before class.
- T explains new words.
- T explains Task 2. You will liten to Task 2: Listen again and complete the chart below.
the gorillas
1. peaceful
- Ss read the sentences in Task 2
2. plant eating
carefully.
3. a few females and their young
- Ss listen to the tape twice or three
4. plants and a few insects
times and answer .
5. in trees
6. in grasses
- Ss check their answer together and
7. civil war
correct the false sentences.(T can give
8. forest being cut down
marks)
* Tape script
For a long time the image most people had of a gorilla
was a dangerous looking animal with big, bared teeth.
- T replays the tape twice.
But researchers studying gorillas show a very different
picture of mountain gorillas. The animals are peaceful,
gentle, sociable and mainly plant eating creatures.
Gorillas live in family groups. A typical group is led by

the biggest and rongest grown up male gorilla. He is
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Me too.


GA 12

- Ss work in groups of five or six to
summarize the ideas of the passage
,using the information in task 1 and 2.
- Call on some goups’ representatives
to report their ideas
Make comments

GV: Nguyễn Thị Như Thủy

called a silverback because the hair on a male’s back
turns from black to silvery grey as he grows up. A
silverback’s group usually includes one or two sub- adult
males and a few females and their young.
Mountain gorillas spend much of their time eating. Their
food includes a variety of plants, along with a few kinds
of insects and worms. At night the animals make a nest to
sleep in many light weight gorilla nest in trees. The
heavier ones may nest in grasses on the ground. Babies
sleep with mothers at night.
Life for mountain gorillas is not always peaceful. They
are endangered and threatened by civil wars in the
smaller parts of Africa. Hunters kill them for food. Their
forest are cut down for farmland, fuel, and housing. But

many scientists, forest rangers and other concerned
people are working hard to protect mountain gorillas and
their habitats.
4. After you listen
Summarize the main ideas of the passage, using the
information and the answer in task 1 and 2.
5. Homework
- Prepare writing

* COMMENTS:
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12


GA 12

UNIT 10:
Week:3 / Second term
Period: 61

GV: Nguyễn Thị Như Thủy

ENDANGERED SPECIES
LESSON 4: Writing

I/ Educational aim: By the end of the lesson, students will be able to:
will practise writing about measures for protecting endangered animals.
II/ Language contents:
- Vocabulary: sufficient, rely on, livelihood, reserve…

- Grammar: + Let them get acquainted with some grammar notes:
+ Review tenses: simple past, past progressive, present perfect, modal verbs
- Pronunciation: Rhythm
III/ Techniques: Integrated, mainly communicative.
IV/ Teaching aids: pictures.
V/ Procedure
Students’ and teacher’s activities
Contents
Ss close the books.
1. Warm-up
- Ss work in groups, answering the Answer the questions.
questions.
1. What should we do to protect the rare animals?
2. Give some solutions?
- T calls one or two Ss to answer the 2. Before you write
questions.
New words:
 Awareness: knowledge
- T leads in the lesson: Today we’ll
 Reserve: place where animals are protected
practise writing measures for
Task 1. Suggest possible measures that should be taken
protecting endangered animals
to solve the following problems
• Projects to save endangered animals do not have
sufficient funds. We should ask other nongovernmental organizations and individuals to
sponsor by advertising them on mass media.
• The habitats of endangered animals are being
seriously damaged and polluted. There should be
program to raise people’s awareness of the need

to protect rare and endangered animals. There
should be competitions in school about this issue
Ss open the books.
• People who live in or near endangered animals’
- T explains Task 1. Read the
habitats have poor living conditions and rely
sentences given and write.
mostly on wildlife products for their livelihood.
- Ss work in pairs.
We encourage them to do something else to have
- T goes around and helps Ss.
more benefit like producing something in their
area.
• Some countries do not have laws to protect
endangered animals. Conferences should be held
with the participation of these countries to raise
T: To you. What tense do people
their awareness and supply them with some ideas
often use to write? (Present simple
other countries have taken.
tense)
• People keep buying fashionable wildlife products.
- T explains: It is usually written in
There should be campaigns to ask people not to
the present tense and used the form
use these products. Make them feel guilty to use
of the verb
them
• There are not enough wildlife habitat reserves.
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Me too.


GA 12

GV: Nguyễn Thị Như Thủy

- T explains new words.

The governments should spend time establishing
more wildlife habitat reserves. The government
can ask other organizations to help. Apart from
that, in some countries they make these places
interesting enough for tourists to go there
3. While you write
Task 2.
There are a number of measures that should be taken to
protect endangered animals. First of all, there should be
programs to raise people’s awareness of the need to
protect rare and endangered animals. There should be
- T explains Task 2: Write a competitions in school about this issue. One thing we can
paragraph in Task 2.
do is ask other non- governmental organizations and
- Ss work individually then check individuals to sponsor by advertising them on mass
their stories together.
media. In places where people rely mostly on wildlife
- T goes around and helps Ss.
products for their living, we can encourage them to do
something else to have more benefit like producing
something in their area. Moreover, conferences should be

held with the participation of the countries which do not
have laws to protect endangered animals to raise their
awareness and supply them with some ideas other
countries have taken.
With those who keep buying fashionable wildlife
- Call a student from each group to
products, we can ask them not to use these products by
read their group’s writing, and ask - making them. Last but not least. The governments should
- Ss to make correction and
spend time establishing more wildlife habitat reserves.
comments.
The government can ask other organizations to help. We
- If time allows ,choose one best
can see that in some countries they make these places
writing and ask one student to write interesting enough for tourists to go there.
it on the board
4. After you write
- Give feedback and comments
Writing correction
- Ask Ss to prepare for the next
5. Homework
lesson
- Prepare language focus
* COMMENTS:
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GA 12

UNIT 10:
Week: 3 / Second term
Period : 62

GV: Nguyễn Thị Như Thủy

ENDANGERED SPECIES
Lesson 5: LANGUAGE FOCUS

I. Educational aim: By the end of the lesson, students will be able to:
: Ss focus the vocabulary and grammar related to the lessons they have studied.
II. Language Contents:
 Grammar: Modal verbs.
 Vocabulary: Compound nouns
 Pronunciation: rhythm
III. Techniques: Integrated, mainly communicative.
IV. Teaching Aids: Some hand-outs with examples and questions.
V. Procedure
Students’ and teacher’s activities
- T gives some words then Ss
pronounce
* Activity 1.
- Ss still close the books.
- Ss work in groups and find the
words are pronounced.
* Activity 2.
- T asks Ss to open the books.
- T explains the pronunciation.
- Ss work in pairs, pronunciation

and underlining the sounds

Introducing useful language
- Make questions to elicit and then
introduce the languague used to
express possibility through different
degrees of certainty..

Contents
I. PRONUNCIATION: The pronunciation: rhythm
1. Tell me the time.
2. Show me the way
3. He bought some carrots and cabbages.
4. Come for a swim
5. Look at the clock on the mantelpiece
6. I think he wants to go tomorrow.
7. It’s not the one I want
8. Most of them have arrived on the bus.
9. Walk down the path to the end of the canal.
10. I’m going home today for Christmas
11. A bird in the hand is worth two in the bush
12. If you don’t have the best, make the best of what
you have
II. GRAMMAR: Modal verbs
May / might, must / mustn’t, needn’t
1.May/ might
1. may (not)expresses possibility in two different ways:
a. present /future probability
b. permission :this is not mostly in the first person and
is formal.

2. Might (not) also exprsesses possibility .It is used:
a. to express probability.
b. to express permission.
c.In reported speech. Might is the past of May.
2. Must/Mustn’t
1.Must expresses necessity. There are two types of
necessity.
a. Obligation.
b. Logical necessity
2.Mustn’t is used for obligation and it means obligrd not
to or not allowed
3.Need/ Needn’t
We use needn’t ,don’t need to , or haven’t got to say that
it is not necessary to do something
Ex : I needn’t / don’t need to/ haven’t got to get up
today.
- Note that we often use needn’t when the speaker gives
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Me too.


GA 12

* Exercise 1. Presentation
- Ss work in pairs, asking and
answering the questions.
- T goes arround to help Ss.

* Exercise 2.
Practice

- T explains Exercise 1. Put the
verbs in brackets into the correct
form.
- Ss work in groups.
- T goes around and helps Ss.
- T asks Ss to read the complete
sentences to give the feedback.
- T explains Exercise 3. Decide
which answer the best fits each
space
- Ss do exercise 2 in groups.
- T goes around and helps Ss.
- Ss go to the board to write the
answers.
*
Production
- Ss make sentences by using the
following words and phrases:
- T suggests Ss’homework.

GV: Nguyễn Thị Như Thủy

someone permission not to do something
Activity 3:
Ex 1: Complete the sentences, using may /might with one
of the verbs in the box
1. may / might rain
2. may / might wake
3. …………..bite
4. ………….. need

5. ………….. slip
6. ………….. break
Ex 2: Complete the sentences, using Needn’t with one
of the verbs in the box
1. ………. come
2. ……… walk
3. ……….. ask
4. ………. Tell
5. ………. Explain
Ex 3: Complete the sentences, using Must, mustn’t or
needn’t with one of the verbs in the box
1. must
2. needn’t
3. needn’t
4. must
5. mustn’t
6. needn’t
7. needn’t
8. must / mustn’t
Notes:
- Needn’t used to express lack of necessity
Needn’t + bare infinitive / needn’t + have + V(pp)
Ex: We needn’t hurry
5.Homework:
- Do exercise in workbook
- Prepare unit test yourself D

* COMMENTS:
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GA 12

GV: Nguyễn Thị Như Thủy

Week:3/ Second term
Period : 63
TEST YOURSELF D
I. Aim: Ss focus what they have learnt in lessons from 9 to 10.
II. Language Contents:
 Grammar: modal verbs
 Vocabulary: words in lessons from 9 to 10.
III. Techniques: Integrated, mainly communicative.
IV. Teaching Aids: Some hand-outs with examples and questions.
V. Procedure
Students’ and teacher’s activities
Contents
Ss answer the questions.

- T leads in the lesson: You will
listen to about the Panda
- T explains new words.
- T reads the new words. Ss repeat.
- T explains

- T can give the feedback before the
class by asking students to read the
answer.

- T explains and answers
- Ss work in pairs then check the
answer with the other pairs.
- T goes around and helps Ss.
- T can give the feedback before the
class.

- Remind the task to do at home

1. Warm-up
- Have you seen a panda?
- Where have you seen it?
Answer the questions.
- Yes, we have
- We’ve seen it in the zoo
2. New lesson
CONSOLIDATION
Vocabulary:
 Ivory: ngà voi
 Poach: trộm
Task a. Listen to the sentences
1. bamboo leaves
2. 12
3. 600
4. half
5. cloning

II. Reading
Fill in each blank
1. F
2. N
3. T
4. T
5. T
III. Grammar and Structure
Task a.
1. needn’t – must – mustn’t
2. mustn’t
3. needn’t - must
4. mustn’t
5. mustn’t
6. mustn’t
7. needn’t
IV. Writing: write a passage about the RHINO and
suggest possible solutions to protect it from extinction
* Rhinos live on grasslands in tropical or subtropical
forests in Africa and southern Asia. The population of
rhino is about 17,000. A rhino is about from 1, 2 to 1,8m
high. An average rhino can weigh up to about 1,000 to
3,000 kg. This kind of animal eats grass and plants. They
can live as long as 40 years. They are endangered
because of habitat destruction and illegal hunting.
5. Homework:
- Prepare unit 11.

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