Giáo án Tiếng Anh lớp 12 (học kỳ 1)

…………. High school

………………………….

Period : 1

Date of preparation :
Date of teaching:
REVISION
Aims : After the lesson, students will be able to
- know the syllabus of English 12
- have a chance to revise some grammar points through exercises, from which they get warmed
up for the new lesson
Method : communicative approach
Teaching aids : handouts
Procedure:
CONTENTS
A. Class Stabilization:
B. New Lesson:
I. Multiple Choice:
Choose the best option that best
completes each sentence:

1. My friend (goes / went / had gone / have
gone) to the museum last weekend.
2. Thu and Lan (are / were / had been / have
been) close friends for years.
3. They asked me how many children (I had /
had I / I have / have I).
4. Since the worldwide recession of the
1990’s, the sail of jeans (stopped / was stopped

/ was stopping / has stopped) growing.
5. The students used to (played / play / playing
/ are playing) football in that stadium.
6. Her parents want him (to choose / choose /
chose / choosing) some good books to read.
7. Would you like (come / coming / to come /
came) and visit my country?
8. The children (didn’t see / haven’t seen /
don’t see / haven’t see) their parents for a long
time.
9. I and Kenny _____ penpal friends since I
_____ Singapore. (are-visit / were-visited /
have been-visited / were-have visited)
10. My children are lucky (have / having / are
having / to have) the chance to visit the capital
again.
II. Complete the sentences. Put in the
question tag.
1/ We don’t have to pay to park here,.............?
2/ John has been to the art museum,...............?
3/ This question is not difficult,....................?
4/ Janet will her car repaired,.................?
5/ Let’s play football,..............?

III. Changing into Passive Voice:
1. They didn’t sent us any tickets.
English 12

ACTIVITIES
- Greeting

- Checking attendance
- T asks Ss to do the exercise.
- T gives correction and comments.
Key:
1. B, 2. D, 3. A, 4. D, 5. B, 6. A, 7. C, 8.
B, 9. C, 10. D

- T asks Ss to do the exercise.
- T gives correction and comments.
Key:
1. do we, 2. Hasn’t he, 3. Isn’t it, 4.
Won’t she, 5. Shall we
- T asks Ss to do the exercise.
- T gives correction and comments.
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2. Has someone decorated my bedroom?
3. Did anything disturb you in the night?
4. Nobody has invited her to the party.
5. People say that you send your application
form to the university.

V. Sentence Completion:

………………………….

Key:
1. We weren’t sent any tickets, 2. Has

my bedroom been decorated?, 3. Were
you disturbed in the night?, 4. She
hasn’t been invited to the party, 5. It is
said that you send your application form
to the university

Complete the sentences using Relative
clause

- T asks Ss to do the exercise.
- T gives correction and comments.
1. I couldn’t understand the women. I talk to
Key:
her on the phone.
1. I couldn’t understand the woman
_____________________
to whom I talk on the phone
2. That is the man. I sold him my car
yesterday.
2. That is the man whom I sold my
_____________________
car yesterday.
3. The dog bit me 2 days ago. He was barking.
3. The dog which was barking bit
_____________________
me 2 days ago.
4. Do you know the source? The rumor began
4. Do you know the source from
from it.
which the rumour began.

______________________
5. You will visit the church which
5. You will visit the church. The church was
was build in 1456.
built in 1456.
______________________

C. Homework:
- Revise the lesson
- Prepare for the test

English 12

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…………. High school

Period : 2

………………………….

Date of preparation :
Date of teaching:
KIỂM TRA CHẤT LƯỢNG ĐẦU NĂM

Aims :
- Test and assess Students’ knowledge of grade 11
Teaching aids : handouts
Procedure:

CONTENTS
A. Class Stabilization:
B. New Lesson:
(See Appendix)

ACTIVITIES

- T asks Ss to do the Test.

C. Homework:
- Prepare for Unit 1 (Reading)
Self-Evaluation:

APPENDIX
I. Choose the word which has the stress pattern different from that of the other words (0.5m)
1. A. telephone
B. security
C. condition
D. delivery
2. A. friendly
B. outdated
C. careful
D. helpful
II/ Choose the word whose underlined part is pronounced differently from the others. (0.5m)
3. A. equipped
B. delivered
C. transferred
D. received
4. A. power
B. slow

C. snow
D. show
III. Choose the word or phrases that best fits each sentence (4ms)
5. We ________close friends for years.
A.are
B. were
C. had been
D. have been
6. This is the magazine ____________.
A. I am looking for it B. I am looking for C. what I am looking for D. what I am looking for it
7. __________ is it from your house to the nearest post office? – About 2 kilometers.
A. How long
B. How far
C. How fast
D. How often
8. Her parents want him __________some good books to read.
A. to choose
B. choose
C. chose
D. choosing
9. Would you like _________ and visit my country?
A. come
B. coming
C. to come
D. came
10. The match ________ we saw was boring.
A. that
B. which
C. O (nothing) D. All are correct
11. Elvis Presley, _______ died in 1977, earned millions of dollars.

A. who
B. whom
C. that
D. O (nothing)
12. ___________ has changed since I left Hue 5 years ago. ________ stays the same.
A. Nothing – something
B. Everything – something
C. Nothing – everything
D. Anything – everything
13. My friend _______to the museum last weekend.
A. goes
B. went
C. had gone
D. have gone
14. If they ______ you the job, will you accept it?
A. offer
B. offered
C. had offered D. were offering
15. The name of the woman which I interviewed was Mrs. Norris.
A
B
C
D

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16. Let’s have a party, does he?
A
B
C
D
IV/ Supply the correct form of the word in capitals in each of the following sentences.(1m)
1. My brother has been a stamp _________ for many years.
( COLLECT )
2. Bristish people are very ___________ in watching and taking part in sports. (INTEREST)
V. Complete the following sentences using the words given (2ms)
1. I couldn’t understand the women. I talk to her on the phone.
___________________________________________________________________
2. That is the man. I sold him my car yesterday.
___________________________________________________________________
3. The dog bit me 2 days ago. He was barking.
___________________________________________________________________
4. They didn’t sent us any tickets.
____________________________________________________________________
VI. Read the passage and answer the questions below (2ms)
In England, children rolled eggs down hills on Easter morning, a game which has been connected to the rolling
away of the rock from Jesus Christ’s tomb when he was resurrected. British settlers brought this custom to the New
World.
In the United States in the early nineteenth century, Dolly Madison, the wife of the fourth American Presidentm
organized an egg roll in Washington, D.C. She had been told that Egyptian children used to roll eggs against the
pyramids so she invited the children of Washington to roll hard-boiled eggs down the hilly lawn of the new Capitol
building! The custom continued, except for the years during the Civil War in 1880, the First Lady invited children to the
White House for the Egg Roll because officials had complained that they were ruining the Capitol lawn. It has been held

there ever since then, only cancelled during times of war. The event has grown, and today Easter Monday is the only day
of the year when tourists are allowed to wander over the White House lawn. The wife of the President sponsors it for the
children of the entire country. The egg rolling event is open to children twelve years old and under. Adults are allowed
only when accompanied by children!
Traditionally, many celebrants bought new clothes for Easter which they wore to church. After church services,
everyone went for a walk around the town. This led to the American custom of Easter parades all over the country.
Perhaps the most famous is along Fifth Avenue in New York City.
1. What did children in England do on Easter morning?
__________________________________________________________________
2. Why did she invited the children of Washington to roll hard-boiled eggs down the hilly lawn of the new Capitol building?
__________________________________________________________________
3. When are tourists allowed to wander over the White House lawn?
__________________________________________________________________
4. Who is the egg rolling event open to?
__________________________________________________________________

THE END

English 12

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…………. High school

………………………….

Period : 3

Date of preparation :

Date of teaching:
Unit 1 : HOME LIFE
READING 1
Aims : After the lesson, students will be able to
- understand home life and responsibilities of each family member
- guess some new words and expressions from the context
- improve student’s reading skill
Method : communicative approach
Teaching aids : pictures , posters, handouts
Procedure:
CONTENTS
ACTIVITIES
A. Class Stabilization:
- Greeting
- Checking attendance
B. Check-up: (may be omitted)
C. Warm-up:
Crossword puzzle
- Group work (4 groups)
Solve the clues below to complete the - Each group takes turn to choose a
crossword and to find the key word
number to do the puzzle. The group
with the right answer gets 1 mark. The
one with the right key word gets 2
H O U S E
marks.
2
B R O T H E R
- T gives correction.
3

M O T H E R
Key word:
4
P A R E N T S
HOME LIFE
5 F A M I L Y
6
S I S T E R
7
F A T H E R
8
H O M E
9
1. a building which people, usually one family,
live in
2. a man or boy with the same parents as another
person
3. a female parent
4. a mother or father of a person
5. a group of people who are related to each
other, such as a mother, a father, and their
children
6. a girl or woman who has the same parents as
another person
7. a male parent
8. the house, apartment, etc. where you live,
especially with your family
D. New Lesson:

Unit 1 : HOME LIFE

READING

* Lead-in:
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1. Proverb:
“Men build the house, women make it home.”

………………………….

- T asks Sts to work in groups to find
out the proverb and explain

2. Questions and Answers:

* Pre- reading : Vocabulary:
Match each word / phrase in column A with its
meaning in column B.
A
B
1. night shift
a. food prepared in a
2. join hands
particular way as part of a
3. dish

meal
4. attempt
b. a difficult situation that
5. pressure
makes you feel worried or
6. household
unhappy
chores
c. jobs around the house
7. mischievous
d. describes a group of
8. close-knit
people in which everyone
helps and supports each
other
e. try to do something
f. do together
g. a period in the night
during which a particular
group of people work
h. behaving in a way, or
describing behaviour,
which is slightly bad but
is not intended to cause
serious harm or damage
* While-Reading:
Task 1 :
Collecting Information
Members of the
work

family
Father
Mother
- cooking
English 12

- T asks Sts to look at the pictures in
the textbook and answer the questions.
(Pair work)
- T gives correction and comments.
Key:
1. Parents and children
2. At home
3. The mother is helping the daughter
with her study while the father is
playing with the son.
- Group work :
- Sts write the answers on a poster after
working in their group.
- T reads the definition , a student of
each group slaps the word on the
board.
- With one correct word, the group gets
one mark. The group with more marks
wins the game.
- T gives correction and comments.
Key:
1-g, 2-f, 3 - a, 4 - e, 5 - b, 6 - c, 7 - h, 8
-d

- Group work
- Each group fills in the table and
sticks their answer on the board.
- The quickest group with the right
answer is the winner.
- Some Sts tell about the main ideas.
- T gives correction and comments.
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Daughter
Son

………………………….

-

Task 2 (textbook, page 14)

Task 3
Decide whether the statements are True or False
and correct the wrong ones.
a, The author’s father is an expert in biology.
b, The author’s parents are so busy that they
have no time doing the housework.
c, Most men enjoy cooking.
d, All the members in her family always care
for each other.

e, The children disobey their eldest sister.
Task 4: Ask and answer the questions

English 12

Key:
Father :
- cleaning the house
- sometimes cooking
- mending things around the house
Mother:
- cooking
- going shopping
- running the household
- making breakfast
Daughter:
- washing dishes
- taking care of younger children
- taking out the garbage
Son:
- joining father in mending things
around the house
- Group work
- T asks Ss to do the exercise.
- T gives correction and comments.
Key:
1 – A 2 – C 3 – A 4 – B 5- A
- T. gives sts handouts and asks them
to read the text again to do the
exercise.

- Sts. decide whether the statements
are True or False and correct the
wrong ones.
- T gives feedback.
Answer :
a, T
d, T
b, F
e, F
c, F
- Pair work
- T asks Ss to do the exercise.
- T corrects if necessary.
Key:
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 with breakfast and in suitable
clothes. She always makes dinner
ready before her husband comes home,
3. The daughter helps with household
chores she washes the dishes and takes
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………………………….

out the garbage. She also looks after
her younger brothers. The father
sometimes cooks or mends things
around the house at weekends, 4. She
attempts to win a place at university, 5.
Because they are very close-knit and
supportive of one another. They often
share their feelings and whenever
problems come up, they discuss them
frankly and find solutions quickly.
E. Homework:
1.Write a paragraph in 100 words telling about
your family.
2. Prepare for Reading 2
Self-Evaluation:

English 12

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…………. High school

………………………….

Period : 4

Date of preparation :
Date of teaching:

Unit 1 : HOME LIFE
READING 2
Aims : After the lesson, students will be able to
- understand home life and responsibilities of each family member
- improve student’s reading skill
Method : communicative approach
Teaching aids : pictures , posters, handouts
Procedure:
CONTENTS
ACTIVITIES
A. Class Stabilization:
- Greeting
- Checking attendance
B. Check-up:
Choose the correct option A, B, C or D.
- T. calls on a student to go the board to
1. My father is very busy with his work at the
do the exercise. (handouts)
office. He usually comes home very ____at night. - T gives feedback.
A. late
B. early C. on time D. past
Expected answers:
2. My mother _______very early in the morning
1. A 2. C 3. A 4. C 5. B 6.D
to prepare our breakfast.
A. cries B. sleeps C. gets up D. stays up
3. My mother is a _____woman. She does all the
household chores to make us more comfortable.
A. caring B. careless
C. harmful D. boring

4. In my free-time, I often help mom with
____the house.
A. to clean B. clean C. cleaning D. cleans
5. Whenever problems come up, we discuss
frankly and find _______quickly.
A. solve B. solution C. solved D. to solve
6. My family is the base from which we can go
into the world with _______.
A. confide
B. confiding
C. confident
D. confidence
C. Lead-in: Brainstorming
• Work in groups. List some household chores.
Household
chores

Expected answers:
- cleaning the floor
- doing the washing up
- tidying the kitchen
- hanging dry the clothes
mending things
English 12

- T. asks Sts to find out as many as
possible words related to household
chores.
- Sts. work in groups.
- T gives feedback.

- cooking
- washing clothes
- ironing clothes
- repairing/
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………………………….

- taking care of the baby
garbage

- taking out the

• Answer these questions
1. Who often does these things in your family?
2. Do you have any duty to your family?
3. What are they?

D. New Lesson:

Unit 1 : HOME LIFE
READING 2

* While- reading:
Task 4. Fill in the table the missing
information from the reading text.

Household chores
- going to the
market
- cooking
………..

- T. asks sts some questions to elicit the
next part of the reading passage.
Expected answers:
- My mother, father and me.
- Yes, I do.
- They are cleaning the floor, cooking,
washing the dishes…

father

mother children

- T. gives Sts handouts and asks them to
fill in the table the missing information
from the reading text.
- Sts. work in groups of 4.

*

- T. asks Sts to work in groups of 6 to
Task 5. Fill in the summary of the passage
complete the summary:
using the information from the reading text.
- T tells the Ss to read the passage again

‘I come from a family of (1)……….people: my
and then close all their books.
parents, my two younger brothers and I. My
- T gives Ss handouts with the summary
mother works as a (2)……..in a big hospital. She of the passage and ask them to find a
is a very caring woman (3)……..takes the
suitable word to fill in each gap in the
responsibility for running the household. My
passage.
father is a (4)………. He is always willing to give - T invites Ss to give the answers.
hand with cleaning the house. He enjoys (5)
- T checks the answer with the class.
…….too. At weekends, he sometimes cooks us
- Sts. do as directed.
some special dishes.
Expected answers:
My parents are very busy at work but they always 1. five
5. cooking
try to spend as much time for us as possible. Both 2. nurse
6. hands
of my parents join (6)……….to give us a nice
3. who
7. close-knit
house and a happy home.
4. biologist
8. feelings
We are a very (7)……….family. We often share
our (8)……with one another. We always feel safe
and secure in our family’.
- Group work ( 4 groups)

- T. hands out the posters
* Post-reading:
- Sts. work in groups to complete the
1. Collect information from the passage to talk posters.
about each member in the family.
- Each group describes 1 person.
Poster 1 (Mother)
Poster 2 (Father) - T. gets Ss to hang the posters on the
- works as a nurse
- a biologist
board and correct.
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- ?(busy at work)
- ?(a very caring woman)
- ?(spends as much time...)
housework)

………………………….

- ?(busy at work)
- ?(willing to help
mum in

- ?(enjoys cooking)

Poster 3 ( Author)
Poster 4 (Brothers)
- a final-year student
- ? (joins Father in
mending things)
- ?(the eldest child & only ...)
- ?(helps with household chores)
- ?(looks after the boys)
2. Summarize the passage, basing on the
information above and express your opinion
about this family.
3. Apply what you’ve learnt to talk about your
real family:
Number of members / Parents jobs / The
responsibility of each member in the family/ the
relationship among the members

* Note: Ss may give out other
information

- Group work
- Sts. after discussing, one
representative from each group present
the summary before class.

E. Homework:
- Write a paragraph about your responsibilities in
the family.
- Prepare for Speaking
Self-Evaluation:

English 12

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…………. High school

………………………….

Period : 5

Date of preparation :
Date of teaching:
Unit 1 : HOME LIFE
SPEAKING
Aims : After the lesson, students will be able
- talk about the roles and responsibilities of each member in the family.
- express their feeling of home life
Method : communicative approach
Teaching aids : Pictures, cards, handouts, cassette player, the tape (for the song)
Procedure:
CONTENTS
ACTIVITIES
- Greeting
A. Class Stabilization:
- Checking attendance

B. Check-up:
- Checking vocabulary and reading comprehension

C. Warm-up: “ Three Twinkling Candles”
- What does the song tell us about?

D. New Lesson:

- T asks Ss to listen to the song
and answer the questions
- T gives correction.
Suggested answers:
=> The family and the role of
each family member in
constructing the happiness of the
family.

Unit 1 : HOME LIFE
SPEAKING

* Pre-speaking:
Activity 1: Questions
- What are the members in a family?
- Do they have the same or different roles and
responsibilities in the family?
- What sentence in the text tells us about the roles of
family members ?
- Tell the Vietnamese equivalent to this sentence.
Give the cards to the ss and ask them to arrange the
cards into three columns.s
Activity 2: Collecting Information

English 12

- 1 student will be examined

- T asks Ss to answer the
questions.
- T gives correction.
Key:
=> Father, mother, children…
=> It depends.
=> Men build a house and women
make it home.
=> Đàn ông xây nhà, đàn bà xây
tổ ấm
- Slap the board (group work)
- The representative of the winner
will tell their viewpoint about
their family.
Office School
Home
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………………………….

Father Children
Mother
Task 1 (Textbook – p.15)
Read the sentences and tick the ones that apply to you

and your family.

* While-Speaking:
Task 2 (Textbook, on page 15)
Prepare a list of questions to ask another student to
find out whether his/her family life is like yours.
(Q-A). Examples:
- Who works in the family?
- Who does household chores?
- What is your responsibility in the family?
…….
Task 3 (textbook, page 15)
Work with a different partner. Use the questions you
have formed to ask your partner about his/her family.
Note down the answers in the table.

Father
Mother
Children
- Teacher asks ss to do Task 1
individually and goes round to
help ss.
-T asks some ss to tell before
class about the answers and
justify the ideas when necessary
- Teacher asks ss to do Task 2 in
pairs and goes round to help ss.
- T draws Ss’ attention to the
questions with Who and What as
the subject of the questions.

- Some pairs practise again before
class.
- Teacher gives handouts and asks
ss to do Task 3.
- Play Bingo
- Group work

Task 4 (textbook, page 15)
Tell each other the information you have collected.

- Teacher asks ss to do Task 4 in
pairs, then asks three ss to tell
before class about the information
they have collected.

* Post – Speaking :
Who do you think the candles symbolize?
Tell the role and responsibility of each “candle”.
=> Conclusion: Live responsibly so that the three
candles will be enlightening your home forever.

- Teacher sticks the pictures of
the candles on the board and asks
the question:
- Who do you think the candles
symbolize?
- Group work (Dice game)
Teacher asks ss to tell the role
and responsibility of each
“candle”.

E. Homework:
- Translate the song into English.
- In not more than 100 words, write something
about your responsibility as a child in your family.
- Prepare for Listening
Self-Evaluation:

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…………. High school

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Period : 6

Date of preparation :
Date of teaching:
Unit 1 : HOME LIFE
LISTENING
Aims : After the lesson, students will be able to
- practise listening to a conversation about family life
- improve their listening skills
Method : communicative approach
Teaching aids : Textbook, posters, cassette and tape
Procedure:
CONTENTS

ACTIVITIES
A. Class Stabilization:
- Greeting
- Checking attendance
B. Check-up:
- 1 student will be examined
Talk about your family life
C. Warm-up: Stop the Bus
Who or what do you miss most in your
family when being away from home? Listen
to the letter given by the teacher each time
and make a list of 5.
 Letter B: brother, bed, bathroom, bicycle,
babysitter
 Letter D: dad, dining- room, darling,
dog, doll
 Letter H: husband, honey, housekeeper,
house, headphone
 Letter N: nephew, niece, nanny, naughty
brother, notebooks
 Letter S: sister, son, sitting- room, servant,
satellite T.V

- T gives Sts a letter each time (5 times).
- Sts work in 4 groups, listen and make a
list as required. Once a group has finished,
its group members shout “Stop the bus”
and one stands up to read the list quickly.
If all the five words are acceptable, they
get good points. Otherwise, the other

groups take the opportunity.

D. New Lesson:
Unit 1 : HOME LIFE
LISTENING
- T asks any Sts to look at the pictures and
* Pre- Listening :
answer the questions.
Activity 1: Look at the picture (textbook/ p.
- T gives correction.
16) and describe what is happening in it.

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- T pronounces the words, Sts listen and
repeat in chorus and individuals.
- T explains some new words.
+ What’s happening in the picture?
+ How many people are there? Who are
they?
- T introduces the topic of the
+ How are they feeling?/ How do they look?
conversation.

Activity 2: Listen and repeat. (textbook/ p. 16)
- T plays the tape twice, Sts listen and do
+ reserve (v)= book
the task individually first, then compare
+ spread out (v): cover a large area
the answers with their partners.
+ leftover (n): food that has not been eaten
- T asks any Sts to give and explain their
at the end of a meal
answers.
* While-Listening:
Activity 1 : Task 1 (Textbook, on page 16) Key:
5.T
Listen to the conversation between Paul and 1.F 2.F 3.F 4.T
Andrea and decide whether the statements - T provides Sts with some guided
questions to help them focus on the details
are True (T) or False (F)/ textbook/ p. 16.
needed to fulfill the task.
- T plays the tape again, Ss listen and work
in groups of four to discuss, write their
answers on the posters and stick them on
the board.
Activity 2 : Task 2 (textbook, page 17)
- T gives feedback.
Listen again and note down two things that
Key:
are different about Paul’s and Andrea’s
Paul
Andrea
families/ textbook/ p. 17

His family members
His is a close- knit
- How many people are there in each
are not very close
family.
person’s family?
The family often eat
The family often go
- Are the members of their families very
the meal the mother
out to eat when they
close?
cooks at home.
get together.
- Where do their families eat when they get
together?

- Sts work in 4 groups to discuss the
topic, each with an aspect.
- Sts take notes.

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………………………….

* Post – Listening :
Discuss the importance of family in a
person’s life.
- Upbringing
- Behaviour
- Personality
- Support
E. Homework:
- Retell about Paul and Andrea’s families.
- Prepare for Writing.
Self-Evaluation:

English 12

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Date of preparation :
Date of teaching:
Unit 1 : HOME LIFE
WRITING
Aims : After the lesson, students will be able to
- write a letter to tell about their family rules
- improve the student’s writing skill
Method : communicative approach
Teaching aids : textbook, workbook, handouts
Procedure:
CONTENTS

A. Class Stabilization:

………………………….

Period : 7

B. Check-up:
Family is important

ACTIVITIES
- Greeting
- Checking attendance
- T asks 2 Ss write a short
paragraph about the importance
of family in their life on the
board.
- Other Ss correct and then T
corrects.

C. Warm-up:
- T asks Ss to look at the pictures
and answer some questions.
- Ss answer.
- T gives feedback.

1. Do you have to wear uniform at school?
2. Are you allowed to go to school by motorbike?
3. Are you allowed to play in the school yard?
4. Are you allowed to speak Vietnamese in the class?
5. Do you have to pay school fee?

D. New Lesson:

- T gives Ss handouts.
- Ss are divided into groups of 4.
- Ss work in group.
- T gives correction.

Unit 1 : HOME LIFE
WRITING

* Pre- Writing :
Activity 1: Task 1: Fill in the table with “yes” or “no”
(textbook – p.17)
Are you allowed to …
S1
S2
S3
S4
stay in bed late at
weekend?
come home late at
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night?
watch TV after 10pm?

talk on the phone?
To go out with friends at
night?
use your dad / mom’s
motorbike?
(other)
(other)

………………………….

- Ss write ideas.
- T goes around and corrects if
necessary.

- T asks Ss to write a letter to pen
pal about his / her family rules.
- Ss work individually.
- T goes around and helps Ss.
Activity 2: Write those ideas, using let, allow, be - T asks two Ss to write their
allowed to, have to, …
letter on the board.
Ex: During the school year I’m not allowed to…
- T asks other Ss to look at the
In my family, everybody has to…
board and correct.
* While-Writing:
- T corrects if necessary and gives
Dear Mary,
comments.
Every family has its own rules. Mine has a few. First,

…
* Post – Writing :
Discuss the importance of family in a person’s life.
- Upbringing
- Behaviour
- Personality
- Support
E. Homework:
- Write a paragraph about your school rules.
- Prepare for Language Focus
Self-Evaluation:

English 12

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…………. High school

………………………….

Period : 8

Date of preparation :
Date of teaching:
Unit 1 : HOME LIFE
LANGUAGE FOCUS
Aims : After the lesson, students will be able to
- practise pronouncing the words ending with –s
- revise some tenses: past simple, past progressive and present perfect

Method : communicative approach
Teaching aids : textbook, some real objects (2 books, 3 pens), posters, cards, hand-outs, pictures
Procedure:
CONTENTS
ACTIVITIES
A. Class Stabilization:
- Greeting
- Checking attendance
B. Check-up:
- 2 Ss will be examined.
Ask and answer about your family rules
C. Warm-up: Look at the pictures and identify them

- T uses some real objects lead to
the new lesson.

Question: What are these?
 They are books and pens.
D. New Lesson:

Unit 1 : HOME LIFE
LANGUAGE FOCUS

I. Pronunciation :
Activity 1: Listening and repeating
/s/
/z /
bats
Bags
kits

Kids
speaks
Speeds
dates
Days
photographs
Halves
Activity 2: Rules
- After a vowel sound or voiced consonant (/n/,
/m/, /ŋ/, /l/, ...)., we pronounce the ending –s sound
/z/
Ex: goes, comes, dogs, tables,…
- After a voiceless consonant (/t/, /p/, /k/, /f/, /θ/),
English 12

- T has the students listen to the
tape
- Ss listen to and repeat the words

- T asks students to give the
spelling rules then gives
feedback.
- Ss take notes

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…………. High school

………………………….

we pronounce the ending –s sound /s/
Ex: cuts, stops, looks, maps, roofs, …
Activity 3: Putting in the right column
days, speaks, kits, bags, dates, bats

Activity 4: Practising the sentences (textbook– p.18)

Activity 5: Sound Categories

II. Grammar:
Tense Revision
* Presentation:
Activity 1: Lead-in
yesterday

at that time

just

Examples:
He wasn’t absent from class yesterday.
They were practicing English at that time.
I have just seen my sister in the park.

Activity 2: Revision of tenses
a. Simple past tense: is used to express
English 12

- T asks students to close their

books and work in 2 groups,
listen to the teacher, recognize the
sound at the end of each word. If
it is /z/, clap their hands. If it is
/s/, raise their hands.
- T plays the tape for students to
practice these sentences
- Ss listen to the tape and repeat
in chorus.
- T gives feedback
- Handouts
- T asks the students to work in
pairs and gives one set of pictures
to each pair then asks them to
look at the pictures, name the
things inside and put the words
into the correct column basing on
their pronunciation

- T divides the class into 3
groups, gives each group a card
and asks each group to make a
sentence with the words given
- T has the representative of each
group write his/ her group’s
sentence on the board then asks
the students what tense is used in
the sentence and to give the form
and uses of that tense.
- T introduces tenses: past simple,

past progressive and present
perfect
- T revises the uses of simple
past, past progressive and present
perfect
tense
through
the
examples
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…………. High school

………………………….

- a completed action
Ex: We played tennis yesterday.
- a repeated action in the past
Ex: They went to China every year until 2007.
b. Past progressive tense is used to describe
- a continuous/ unfinished activity in the past
Ex: I was watching TV at 8.00 last night.
- an activity in progress around a point of time
in the past and this activity began before the
action expressed by the Past Simple tense.
Ex: I was watching TV when you called last
night.
c. Present perfect tense is used to express
- unfinished past

Ex: We’ve lived here for 2 years.
- an experience that happened in our life
Ex: I’ve been to Egypt.
- the present result of a past event.
Ex: I’ve lost my bike.
* Practice:
• Exercise1: Underline the most suitable tense
form in each sentence (textbook, page 20)

+ individual work -> pair work
- T asks Ss to do exercise 1.
- T gives correction.
Key:
1. Have you seen, 2. Did you
enjoy, 3. was, 4. Did you give/ saw,
5. didn’t listen, 6. Have you two
met, 7. Did you meet
+ group work
- T asks students to work in 4
groups and write their answers on
their posters
- T gives correction.
Key:
1.B, 2.C, 3.A, 4.A, 5.B, 6.B, 7.B,
• Exercise2: Decide which answer best fits each 8.C, 9.B, 10.C, 11.B, 12.C, 13.C,
space (textbook, page 19)
14.A , 15.B
Suggested answers:
- T has students work in groups of
three or four and asks them to

complete the sentence beginning
I’ve just ......... in any way they
like then continue making 2 or 3
more sentences. Remember to use
only three tenses above.
* Production :
Example: I’ve just come back from my holiday. I
had a good time in Ha Long Bay. While I was
taking some photos, I met my old teacher.

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………………………….

E. Homework:
- Do some exercises (hand-outs)
- Prepare for Unit 2 (Reading)
Self-Evaluation:
Period : 9

Date of preparation :
Date of teaching:
Unit 2 : CULTURAL DIVERSITY
READING
Aims : After the lesson, students will be able to

- improve their reading skill of guessing meaning in context, deciding True/ False statements and
answering the questions.
- understand about the attitudes of Americans and Asians towards love and marriage
- distinguish the differences between a traditional Vietnamese family and a modern Vietnamese
family
Method : communicative approach
Teaching aids : textbook, posters, cards, hand-outs, pictures
Procedure:
CONTENTS
ACTIVITIES
A. Class Stabilization:
- Greeting
- Checking attendance
B. Check-up:
- 2 Ss will be examined.
- Do exercises
C. Warm-up: Slap the board
Given cards: China, Korea, America,
Viet Nam, Japan, India
Pictures of weddings in different
countries:

(1)
English 12

- T divides class into 2 groups.
- T sticks 6 cards on the board .
- T shows 5 pictures in turn. Ss look at the
picture and slap the right card. 10 marks for a
correct answer.

Answer:
(1). India
(2). Korea
(3). Viet Nam
(4). America
(5). China

(2)
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…………. High school

(3)

………………………….

(4)

- Ss listen and answer T’s questions
- T gives feedback

(5)

D. New Lesson:
Unit 2 : CULTURAL DIVERSITY
READING
* Pre-reading:
Task 1: Lead-in questions
- What are these pictures about?

→ They are about weddings
- Are they the weddings of the same
country?
→ No, they aren’t.
- So different countries may have
different cultures or we can call them
“Cultural Diversity”
→ T leads to the lesson
- “What factors do we need to have a
happy life?”
Task 2: Matching (poster, handouts)
A
1. precede
2. determine
3. confide
4. sacrifice
5. oblige

English 12

B
a. find out
b. the state of
being a partner in
business
c. having a duty to
do sth
d. happen or exist
before
e. tell s.o about

sth very private or
secret

- T asks Ss to do task 1 in pair.
- T gets feedback by reading a word in column
A and asking Ss to choose the right word in
column B.
- Pronunciation practice.
Key:
1-d, 2-a, 3-e, 4-f, 5-c, 6-b

- T asks Ss to answer the question.
- Class work.
* Possible answers:
- Love
- Money
- A good job

- Individual work
- Ss share the answers with their partners, give
corrections if statements are False.
- T gives feedback
Key:
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…………. High school

6. partnership

………………………….

f. willingly stop
having sth you
want

* While-reading:
Task 2: True- False Statements (Poster)
1. Love is supposed to precede marriage
in romantic marriage.
2. The survey was made to determine
their attitudes toward love and marriage.
3. All Indian men agree that it is unwise
to confide in their wives.
4. An American woman has to sacrifice
more in a marriage than a man.
5. An Asian husband is obliged to tell his
wife where he has been
Task 3: Comprehensive Questions
(Textbook-page 22)

1. F. precede → follow
2. T
3. F. All → A large number of ....
4. F. A American → An Indian
5. T.
- Pair work
- T goes around, observes and helps if
necessary.
- T asks Ss to write their answers on the board.

- T gives correction
Key:
1.They are physical attractiveness, Confiding,
partnership of equals, trust built on love, 2.The
young Americans are much more concerned than
the young Indians and the Chinese with physical
attractiveness when choosing a wife or a husband,
3.The Indian students agree that a woman has to
sacrifice more in a marriage than a man, 4.The
American wife trusts her husband to do the right
thing because he loves her not because he has to,
5.The main finding of the survey is that young
Asians are not as romantic as their American
counterparts.

- T asks Ss to do the task in group of 4 by
using the suggestions.
- T goes around, observes and helps if
necessary.
- T asks representatives of some groups to
present their discussion in front of the class.
- T gives comments

* Post- reading: Discussion
What are the differences between a
traditional Vietnamese family and a
modern Vietnamese family?
* Suggestions:
1. Generations
2. Number of children.

3. The house they like to have
4. The head of the family
E. Homework:
- Write a paragraph (100-120 words)
about “ The differences between a
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…………. High school

………………………….

traditional Vietnamese family and a modern
Vietnamese family”

- Prepare for Speaking
Self-Evaluation:

Period : 10

Date of preparation :
Date of teaching:
Unit 2 : CULTURAL DIVERSITY
SPEAKING
Aims : After the lesson, students will be able to
- practice talking about differences in cultures among countries
Method : communicative approach
Teaching aids : textbook, posters, cards, hand-outs, pictures

Procedure:
CONTENTS
ACTIVITIES
A. Class Stabilization:
- Greeting
- Checking attendance
B. Check-up:
- 2 Ss will be examined.
- Checking vocabulary and comprehension
C. Warm-up: Look at the picture
- T shows the picture to the class and
elicits questions, Ss listen and answer.
* Suggested answers:
1. In the street.
2. They are kissing each other (in public)
- Questions:
3. Kissing in public is not popular in
1. Where are they?
Vietnam but it is acceptable in America.
2. What are they doing?
- T then says: “There are some differences
3. Is this action (kissing in public) as well as similarities between Vietnamese
popular/acceptable in Vietnam? How about and American cultures” and leads to the
in America?
new lesson.
D. New Lesson:
Unit 2 : CULTURAL DIVERSITY
SPEAKING
* Pre-speaking:
Task 1: Interview (12 minutes)

Express your viewpoint upon the following
sentences:
- In Vietnam, three or even four generations
may live in a home.
English 12

- T reads out one sentence and elicits
question: “What do you think about
this?”. Then T asks Ss to work in pairs to
interview each other using the words or
expressions in the box.
25