giáo án 12 nâng cao

Preparing Day: 19th August 2008
Teaching Plan
Grade 12 - school year 2008-2009
Period 1 Bài mở đầu
Chương trình, phương pháp và yêu cầu đối với sách tiếng Anh 12 nâng cao
I/ Mục đích:
Thông qua tiết học này học sinh hiểu khái quát về tiếng Anh 12 nâng cao. nắm được
phương pháp học và những yêu cầu phải đạt được sau khi học xong chương trình này.
II/ Nội dung :
1. Chương trình tiếng Anh 12 nâng cao:
- Sách được biên soạn theo 6 chủ điểm thông qua 16 bài học và 4 bài ôn tập.
- Sách được biên soạn theo chương trình lấy chủ điểm làm cơ sở. Các chủ điểm giao
tiếp được ngữ cảnh hoá và phát triển một cách tự nhiên và đa dạng để học sinh có thể
thực hành tối đa các kỹ năng ngôn ngữ. Các hoạt động thực hành giao tiếp được tổ
chức phù hợp với nhu cầu, sở thích và tâm sinh lý lứa tuổi của học sinh.
- Mỗi đơn vị bài học gồm 5 phần:
+ Reading. + Speaking
+ Listening. + Writing.
+ Language Focus.
- Tổng số tiết cho chương trình Tiếng Anh 12 nâng cao: 140 tiết .
- Số bài kiểm tra mỗi học kỳ:
+ Miệng: 2
+ 15’ : 2
+ 45’ : 3
+ HK : 1
2. Phương pháp học:
Định hướng giao tiếpđược sử dụng để luyện tập các kỹ năng nghe, nói đọc viết. Còn việc
cung cấp kiến thức và ngông ngữ (từ vựng, ngữ pháp, ngữ âm) và kiến thức chung được xem
như phương tiện hỗ trợ cho việc thực hành các kỹ năng giao tiếp.
Phương pháp này khuyến khích học sinh chủ động, tích cực sáng tạo trong việc luyện tập,
thực hành các kỹ năng.

3. Yêu cầu :
Sau khi học xong chương trình tiếng Anh 12 nâng cao học sinh phải đạt được những yêu
cầu sau về 4 kỹ năng:
- Đối với kỹ năng đọc: Có thể nghe hiểu được nội dung chính hoăc nội dung chi tiết các
đoạn văn khoảng từ 140 đến 160 từ theo chủ điểm đã học.
- Đối với kỹ năng nói: Có thể hỏi đáp, trình bầy về các nội dung liên quan tới chủ điểm
đã được học, thực hiện được 1 số chức năng giao tiếp cơ bản như: hướng dẫn, bầy tỏ ý
kiến, thái độ, quan điểm của mình về 1 số vấn đề liên quan tới chủ điểm đã học.
- Đối với kỹ năng nghe: Học sinh có thể đọc hiểu nội dung chính và nội dung chi tiết
của văn bản khoảng 100 đến 250 từ xung quanh các chủ điểm đã học.
- Đối với kỹ năng viết : các em có thể viết được 1 văn bản (theo mẫu hoặc có gợi ý)
khoảng 100 đến 120 từ liên quan tới chủ điểm đã học.
4. Ý kiến của học sinh :
Những nhận xét, đề nghị của các em sau khi đã được học chương trình Tiếng Anh lớp 6,
7, 8, 9,10,11.
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Preparing Day: 21
st
August 2008
UNIT 1
Home life
Period 2+3: Reading
(Time:90 mn)
Objectives:
- By the end of the lesson, students are able to read for special details
- By the end of the lesson, students are able to read for gist or general information.
- By the end of the lesson, students get some knowledge about family life and its
changes.
Skills:
- Reading: scanning, skimming; speaking

Teaching aids:
- handouts, drawings
Teacher’s activities: Students’ activities:
I. Warm up (5 mn):
Game: Puzzles
- Arrange SS to work in two groups, A
and B.
- Tell SS they are going to look at some
drawings and try to guess the word /
phrase implied in each drawing.
(Appendix 1)
- Keep a running total of points for each
group on the board.
- The group with more points wins the
game
- Declare the winner
- ask SS what a family tree is.
II. Pre- reading (20 mn):
1. Brainstorming
- Ask SS to give answers to these
questions
1. What is the general word for the things
the people do in the pictures/ (expected:
housework)
2. Who often does the housework in your
family?
3. Do your parents ask you to help with
the housework?
- Tell SS to check the household chores
that are part of their daily routine

- Call on SS to give their answers
- Give feedback and comments
- Work in two groups, A and B to look at some
drawings and try to guess the word / phrase
implied in each drawing.
-2 pairs speak before class.
- Others correct friends’ answers.
- Listen to the T.
- Work in pairs, individually to answer the T’s
questions.
- 2 of them answer orally.
- Others correct.
-2 of them give the reasons.
- Listen to the teacher’s reading.
2. Teaching vocabulary
- Teach these words through elicitation or
explanation.
* peer (at st/sb) nhin sat, nhin ky
* disgusted (at/by/with st) thay ghe tom
* glare (n) cai nhin gian du
* conflict (n) mau thuan, xung dot
* battle (with, against sb/ st) dau tranh
chong lai
* dismayed (n) nan long, choang
* bewildered (n) boi roi, lung tung
* nag (v) chi trich, la mang lien tuc
* divvy up chia nhau, san se
- Draw SS’ attention to the pronunciation
of these words
- Have SS repeat the words

III. While- reading (40 mn):
1. Task a. Questions and Answer:
- Ask SS to read the text and find the
answers to the questions
- Tell SS to work with a partner
- Call on ome pairs to ask and answer and
check with the class
- Give feedback
2. Task b Matching
- Ask SS to match each item in column A
with its corresponding meaning in column
B
- Walk around to help SS if necessary
- Call on some SS to speak out
- Give feedback
IV Post- reading (20 mn):
Task c
- Tell Ss to work in pairs to prepare with
your partner a two-minute oral
presentation of what problems you often
have with your parents over household
chores
Suggesting:
- Read the passage silently or in pairs to find out
the new words and the ideas of the passage.
- Two of them write the new words on the
blackboard.
- All of the Sts. find out the meanings of the
words together with the T.
- Read and copy the words.

- Read the text and find the answers to the
questions
- Give the answers to the teacher’s questions.
Answer:
1. Children often neglect their duty on
household chores such as cleaning their
room, clearing the table after meals, or
hanging up wet towels. Moreover, some of
them are often irate when they are
reminded of their mess or responsibilities.
2. She complained that she used to do twice
as much domestic chores as her daughter
did.
3. Most American children contribute to the
household chores at some level,
particular; 6-8-year-old children
contribute 12 percent of household labor.
- Work in pairs to match each item in column A
with its corresponding meaning in column B
-5 of them speak before class.
-Others correct.
Answer:
1. c 2.e 3.d 4.b 5. f 6.a
- Work in pairs to prepare with your partner a
two-minute oral presentation of what problems
you often have with your parents over household
chores
I live in a family …….: mom, dad, . and
myself
Mom/ Dad is the mot influential person in

the family.

5. Homework (3 mn):T assigns homework.
- Write what problems you often have with your parents over
household chores
6. Comments (2 mn):
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Preparing Day: 24
th
August 2008
Unit 1 Period 4: Listening (P.17)
(Time: 45 mn)

I/ Objectives:
- By the end of the lesson, students are able to listen for specific information.
- By the end of the lesson, students are able to listen and put things in order
II/ Method:
- Integrated, mainly communicative.
III/ Teaching aids: 1 textbook, 1 cassette and handouts
IV/ Procedure:
Teacher’s activities: Students’ activities:
I. Warm up (5 mn): Miming
- Arrange SS to work in group in two groups, A
and B
- Ask for a volunteer to the front of the class.
Show him some phrases about household chores,
one at a time, and tell him to mine.
- Tell the groups to look at their friend and guess
what he is doing. A correct answer will earn the
group one point

- The group with more points wins the game.
II. Pre- listening(7 mn):
Task a: Matching pictures with descriptions
- Tell SS to look at the pictures and match them
with the phrases of description
- Ask SS to compare answers with a partner
- Check with the whole class.
Teaching vocabulary
-Work in group in two groups, A and B
to mine some phrases about household
chores
- 2 pairs mine before class..
-Correct the friends’.
-Listen to the T.
-Work in pairs to look at the pictures and
match them with the phrases of
description
-6 sts speak before class.
-Others correct.
Answer: Picture A: 2
Picture B: 4
Picture C: 3
Picture D: 1
- Elicit meanings of these words through
explanation or miming.
* vacuuming: hut bui
* spray: phun, xit
* sweep: quet
* mop: lau chui
* wip: lau

III.While- listening (18 mn): Listening and
ordering
Task b . Listen to a woman’ suggestions of
summer domestic chores for kids. Number the
ideas in order.
- Help Sts. to read the sentences.
- Play the recording twice and check with the
class.
- Correct sts’.
- Give feedback
IV. Post- listening (10 mn):
Task c.
- Ask SS to work in groups to prepare a list of
domestic chores you can help your family with
- Call some volunteers to speak.
- Give comments and feedback
-Read and copy the new words.
- Listen to the recording.
-Work in groups to put the ideas in order
as they listen to the recording
-5 pairs of sts talk before class.
-Others correct.
Answer:
1. Feeding …….
2. Cleaning floors ………..
3. Sweeping……..
4. Vacuuming
5. Cleaning spots ……..
6. Watering ………
7. Cleaning window …………..

8. Spraying ………..
9. Wiping ………
- Work in groups to prepare a list of
domestic chores you can help your
family with
-5 sts speak out.
-Others correct.
V. Homework (3 mn):
- Write what you remember about Mr Ba’s school activities.
VI. Comments (2 mn):
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Preparing Day: 24
th
August 2008
Unit 1 Period 5: Speaking: Apologizing and Expressing regret.(P.18)
(Time: 45 mn)
I/ Objectives:
- By the end of the lesson, students are able to make apologies and express regret
- By the end of the lesson, students are able to express themselves in English
II/ Method:
- Integrated, mainly communicative.
III/ Teaching aids: textbook, pictures, handouts
IV/ Procedure:
Teacher’s activities: Students’ activities:
1. Warm up (5 mn): Puzzle it out – Who’s
who?
-Arrange SS to work in small groups
- Give each group a handout with pictures of the
people in Susan’s family and some cues
- Tell SS to work within their group and try to

find out who’s who in Susan’s family
- The first group to finish and get it right wins
the game
- Declare the winner
2. Pre- speaking (7 mn):
Task a – Matching complaints with apologies
- Ask SS to read the complaints (1-6) and match
them with their suitable apologies (a-f)
- Tell SS to compare answers with a partner by
acting out the exchanges
- Call on some pairs to act out the exchanges and
check with the class.
Eliciting and introducing useful language
- Elicit useful expressions by asking Ss what
they would say to apologize or express regrets
(page 19)
3. While- speaking (18 mn):
Task b . Dialogues from situations
- Put SS into pairs
- Tell SS to read the situations, choose one and
then, with their partner, make a short dialogue
for it.
- Ask SS to practice, acting out the dialogue
- Invite class opinions and give feed back
4.
- Work in small groups to find out who’s
who in Susan’s family
-Others correct.
- Do the ex.individual to match the
complaints with their suitable apologies

- Then compare answers with a partner by
acting out the exchanges
-Others correct.
Answer: 1.e 2.f 3.b 4.a 5 d 6. c
- Read the eg. and useful expressions.
- Work in pairs to read the situations then
make a short dialogue for them.
- Suggested answer:
You forgot to water the pot plants. Your
mom is getting upset with you now.
Mom: Lan, why didn’t you water the pot
plants? Haven’t you seen their leaves
drooping for lack of water?
Lan: Oh, I’m awful sorry, Mom. I didn’t
want it so. I was so overwhelmed with my
4. 4. Post- speaking (10 mn):
Task c.
- Ask SS work in groups of 4 or 6 to tell
your partners about a situation in which
you had to apologize to one of your
parents over domestic chores.
- Give suggestions if necessary
Make an apology to sb/ Apologize sb for st
Be irritated because …
Scold and nag sb about st
Be punished not to
- Walk round
- Call on some SS to speak out
test preparation that I forot to water
them. I’ll do it right now, Mom.

- Work in groups of 4 or 6 to tell your
partners about a situation in which you
had to apologize to one of your parents
over domestic chores.
- Some SS speak out such as:
Last week I had to make an apology to my
parents because I ……
- 5. Homework (3 mn):- Write a situation in which you had to apologize to one of your
parents over domestic chores.
6. Comments (2 mn):
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Preparing Day: 24
th
August 2008
Unit 1
Period 6: Writing: Writing about family rules (P.19)
(Time:90 mn)
I/ Objectives:
- By the end of the lesson, students are able to write a passage telling sb about their
home rule
- By the end of the lesson, students are able to express themselves in written Engligh

II/ Method:
- Integrated, mainly communicative.

III/ Teaching aids: 1 textbook, handouts.
IV/ Procedure:
Teacher’s activities: Students’ activities:
I- Warm up (5 mn): Stop the Bus
- Arrange SS to work in small groups of 5 or 6

- Tell SS to listen to your instructions and write
down 5 things about the topic each time.
- Work in small groups of 5 or 6 to
listen to your instructions and write
down 5 things about the topic each time
- Tell Ss they must say ‘stop the bus’ when they
have got five things in order to be checked and
score points. The first group finishes and gets all
correct wins 10 points.
- The group with more points wins the game.
- Declare the winner
Eg: 1. Write 5 things often found in the living room
Sofa; TV; pictures, lights; a tea set ……..
II. Pre- writing(20 mn):
1. Brainstorming
- Ask SS to discuss the question:
What are the family rules?
- Note down SS’ ideas
- Invite class opinions and comments
- Give feedback and comments
2. Task a. Completing the text
- Tell SS to read the text and fill in each blank with
a suitable word in the box.
- Ask SS to compare answers with a partner
- Go over the answers with the class.
3. Guidelines of the writing
- Elicit and provide guidelines for what SS should
write about or include in the piece of writing
Guidelines
Who makes/ creates the rules

Who has follow them
Details of what should or shouldn’t be done
How helpful therules are
4. Task b Discussion
- Ask SS to work in small groups
- Tell them to share opinions on the list of rules
mentioned in the text, and add more rules
- Call on some SS to give their opinions
- Give feedback and comments
III-While- writing (40 mn):
Task c. Write it up
- Tell SS to write a short passage telling a friend
about their home rules
- Tell SS they can refer to the guidelines and the
text as a sample
-Others correct.
-Work in pairs to discuss the question:
What are the family rules?
-Pay attention to the suggestions and
eg.
- 1 of them speaks before class.
-Others correct.
- Read the text and fill in each blank
with a suitable word in the box
individually.
- Then compare answers with a partner
Answer:
1. family ruler
2. taped
3. behave

4. truth
5. respect
6. arguing
- Copy down
- Work in small groups to share
opinions on the list of rules mentioned
in the text, and add more rules
- Write a short passage telling a friend
about their home rules individually
-Tell SS they can begin the text with the sentence
suggested: Every home should have its own home
rules. …..
- Move around to give help with vocabulary and
structure if necessary
IV. Post- writing (20 mn): Peer correction
- When Ss have finished, call on two SS to
write their passages on the board.
- Tell the class to read together and give
correction if necessary
- Two SS to write their passages on the
board
5.Homework (3 mn): Write their passages on the note books.
6.Comments (2 mn):
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Preparing Day: 29
th
August 2008
Unit 1
Period 7-8: Language Focus (P.20)
(Time: 45 mn)

I/ Objectives:
- By the end of the lesson, students are able to use some combinations with house and
home
- By the end of the lesson, students are able to use the present simple to express routines
- By the end of the lesson, students are able to report statements and questions
II/ Method:
- Integrated, mainly communicative.
III/ Teaching aids: 1 textbook, drawings, handouts.
IV/ Procedure:
Teacher’s activities: Students’ activities:
1. Warm up (5 mn):
Word Study
a. Activity 1 Gap-filling
- Ask SS to read the phrases in the box
- Check with SS the meanings of these words and
phrases
-Ask SS to complete each of the sentences with
the correct form of a phrase in the box
- Call on SS to read their sentences and check
with the class.
- Give comments and feedback (explain the
meaning if necessary)

-Read the words/ phrases in the box
-Do the ex. in pairs to complete each of
the sentences with the correct form of a
phrase in the box
- Some SS speak before class.
-Others correct.
Answer:

1. hometown
2. household applicants
3. homecoming
4. make yourself at home
5. home economics
6. guesthouse
2. Home and house? Find the right place
- Arrange SS to work in groups A and B
- Put to chairs in the front, one for home and one
for house
- Ask for 5 representatives from each group to
stand in to lines in front of the class.
- Tell SS to listen to your words or phrases and
run, as quickly as possible, to the right chair
where the word or phrases matches to make a
right expression
- Declare the winner
This is the list of words and phrases used
1. keeping
2. coming
3. economics
4. warming
5. make your self at ……..
3. Grammar:
a. Present Simple expressing routines
- Ask SS to repeat the usage of the Present Simple
Eg: - Our school starts at 7:00 a.m
- Jane works at a shoe shop
b. Task Talking about Nina’s routines
- Put SS into pairs

- Tell SS to make questions and answer about
Nina’s routines and chores using information
given.
- Call on pairs to act out their exchanges
c. Personalization
- Ask SS to work in pairs again
- Tell SS to tell their partner about their routines
and chores
- Model with a student if necessary
Eg: T: I do the laundry every morning
S: What time do you do it ?
T: at 6.00. What about you?
- Move around to monitor and give help if
7. housewarming
8. housekeeper
- Work in groups A and B
Answer:
Home: coming, …
House: keeping, …
-8 of them read their sentences.
-Others correct.
- Repeat the usage of the Present Simple:
We use the Present Simple for thoughts
and feelings, states, and facts, and things
that are true for a long time. We also use
the Present Simple for a repeat action or
a routine that we see as permanent
- Work in pairs to make questions and
answer about Nina’s routines and chores
using information given.

- 8 of them read their sentences .
- Others correct.
- Work in pairs again to tell their partner
about their routines and chores
- some pairs read aloud
necessary
- Call on some pairs to …………
d. Reported Speech
- Ask SS to repeat the change of Reported Speech
if necessary
Task a. Report the interview
- Tell SS to read the interview with Mrs
Green and then report what interviewer
asked Mrs Green and the answers she gave
in the interview
- Tell SS to follow the examples and
continue with the task
- Remind SS of the structures of report
statement and questions.
- Tell SS to compare answers in pairs
- Call on SS to write their sentences on the
board and check with the whole class
- Read the interview with Mrs Green and
then report what interviewer asked Mrs
Green and the answers she gave in the
interview
Answer:
First, the intervier wanted to know how
many children Mrs Green had She said
tat she had two, a daughter and a son.

Then the interwier asked aout the
conflicts between her and hr children.
She said it was a long story. …
3. Homework (3 mn): Report what Virginia talked about her daughter.
4. Comments (2 mn)
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Preparing Day: 2
nd
September 2008
UNIT 2 Cutural Diversity
Period 9+ 10: Reading
(Time:90 mn)
I/ Objectives:
- By the end of the lesson, students are able to read for specific details
- By the end of the lesson, students are able to read for gist/ general ideas
- By the end of the lesson, students are aware of the cultural different countries
II/ Method:
- Integrated, mainly communicative.
III/ Teaching aids: handouts
IV/ Procedure:
15mn test:
Question 1 Listen to the recording about cooking and eating habits in Senegal. Then check T
(True) or F (False). Correct the false statements
1. People in Senegal are willing to treat their unexpected guests with meal
2. Traditionally, Senegalese serve meals on the table
3. Senegalese do not like fresh French bread
4. Visitors can’t easily find traditional Senegalese food in large restaurants
5. Senegalese often invite tourists home for lunch
Question 2 Listen to a part of the recording again and complete the following paragraph with

appropriate words from your listening
Cooking and eating in Senegal are based on the tradition of …....(1)…….. Senegalese often
serve big meals, which are aimed at feeding a large family and having enough for the …....(2)
….. guest. Food is served on a large flat tray, with rice at the bottom and ……..(3….. arranged
over the top. This is placed on a mat or on the floor, and the family sits around it.
Traditionally, eating is done with the …….(4)…….., so a bowl of water is often placed near
the tray before and after the meal for …....(5)…….. A little rice is rolled up in the fingers into
a ball and popped into the mouth. If you feel you cannot manage this, you can use a spoon
Teacher’s activities: Students’ activities:
1-Warm up (5 mn):
Game: ‘Nod and shake’ Contest
- Divide SS into two groups, A and B
- Tell each group to choose 2 presentatives as
contestants
- Tell SS if they give a ‘nod’ for a ‘yes’or a
‘shake’ for a ‘nod’, or no ‘nod’ or ‘shake’ for an
answer, they lose the game.
- The contestant who can answer 10 questions
without breaking the rules ins the game.
- Ask SS if it is easy to nod their hed for a ‘no’
replyor vice versa.
2-Pre- reading (20 mn):
1. Teaching vocabulary
- Teach the following words through elicitation
or explanation.
* address (v) xung ho
* stick (v) bam, giu lay
* stiffness (n) u kieu cach, ko than mat
* associate (v) gan lien voi, lien tuong
* prolong: keo dai

* blink (v) nhay mat
* astonishment (n) su ngac nhien, sung sot
-Work in two groups, A and B
-Others correct.
-Listen to the T.

-Work in pairs to match the names of
people in column A with relevant
formation in column B.
- 8 sts speak out.
-Others correct.
- Give some pratice on pronunciation (Read –
SS repeat)
2. Answering the questions
- Ask SS to work in pairs to answer two
questions at page 23
- Go around to help SS if necessary
- Call on some SS to answer the questions
3. While- reading (40 mn):
Task a. Guessing meanings from context
- Ask SS to read the text and match the words
and phrases in column A with their meanings in
column B by guessing the meanings from the
context.
- Go over the answers with the class and check
their Vietnamese equivalents
- Give comments and feedback
Task b. True- False statements
- Tell SS to read the text and the statements and
say if they are true or false

- Ask SS to work with a partner and compare
answers
- Call on SS to read the statements and give their
answers and explanations for their choice.
- Give comments and feedback
Task c Gapped text
- Put SS into pairs
- Tell SS to read the paragraph and fill in
each space with a suitable word in the box
- Tell SS they can refer to the text if
necessary
- Go over the answers with the class
- Give comments and feedback
- Listen to the T.
- Work in pairs to answer two questions at
page 23
- 4 pairs of Sts ask and answer the
questions before class.
Answer:
1. When addressing someone both formally
and informally, Vienamese use their given
names, which are equivalent to first names
in English, are never used by the
Vietnamese to address each other
2. In formal situations, Americans and
Europeans address each other with a title
and the last name. In informal situations,
they address each other with the first name
and without a title
- Read the text silently to match the words

and phrases in column A with their
meanings in column B by guessing the
meanings from the context.
- Read the text and the statements and say
if they are true or false
Answer:
2. d 3. a 4. g 5. b 6. c 7. h 8.f
-Work in pairs to read the text and the
statements and say if they are true or false
-Others correct.
Answer:
1. T 2. F 3. T 4. T 5. F 6.F
- Work in pairs to read the paragraph and
fill in each space with a suitable word in
the box
- 2 of them do it orally.
- Others correct.
Answer:
1. contact 2. untrustworthy 3.
an inattentive 4. repect 5. disrespect
6. politeness 7. attention
8. astonishment
4.Post- reading (20 mn):
Task d.
- Put SS into small group of 4 or 5
- Tell SS to discuss and share ideas on the
questions
1. Politeness and the ways of addressing in
Vietnamese culture
2. Eye contact- the similarities and

differences between Vetnmese and
Western cuturures
- Call on SS from different groups to report
about their groups’ opinions
- Invite the class to give comments
- Give comments and feedback
- Work in group of 4 or 5 to discuss and
share ideas on the questions
Answer:
1. Young people in Vietnam often use
a tilte when addressing an elderly
person or a superior
2. Vietnamese appreciate good eye
contact.
5.Homework (3 mn): Ask SS to read the text again and learn the new words presented in
the lesson
6.Comments (2 mn)
--------------------------------------
Preparing Day: 10th September 2008
UNIT 2 Period 11: Listening(P.25)
(Time: 45 mn)
I/ Objectives:
- By the end of the lesson, students are able to listen and pick out the missing words and
phrases
- By the end of the lesson, students are able to listen and understand the general
message.
- By the end of the lesson, students get some knowledge of the custom of gift-giving in
different countries
II/ Method:
- Integrated, mainly communicative.

III/ Teaching aids: 1 textbook, 1 cassette and handouts
tapescript showing the paragraph about Alexandre Yersin .
IV/ Procedure:
Teacher’s activities: Students’ activities:
1.Warm up (5 mn): Hot seat
- Ask for one representative to the seat in the
front of the class.
- Divide SS into two groups, A and B
- Show the representative 5 words, one at a time,
and ask him/ her to describe the word to the
- One representative to the seat in the front
of the class.
groups so that they can out the word.
- Tell SS these words are related to one topic. It
is a custom. After they have called out all the 5
words, SS try to find out the topic.
- A correct word wins te group one point. The
correct topic wins the group another 5 points.
- The group with more points wins the game
- Keep a running total of points for each group
on the board
- Declare the winner

2.Pre- listening(7 mn):
1. Elicitting vocabulary
- Tell SS they are going to listen to a
conversation about the customs of gift-giving in
different parts of the world
- Ask Ss to jot down the words they think will
appear in the listening (e.g gift, flower, …)

Task a.
- Ask SS to work in pairs to answer the
following questions
1. On what occasions do you give gift?
2. What do you often buy as gifts?
- Help Sts to answer the questions and correct
them.
Task b. Teaching vocabulary
- Play the CD and ask SS to listen to the
words
- Play it again and ask SS to listen and
repeat the words.
- Call on SS to read their completed
sentences
- Go over the answers with the class and
check meaning of each word
New words
- symbolize: la bieu tuong
- impressed: co an tuong
- appreciated: danh gia cao
- separation: su chia cat, xa cach
3.While- listening (18 mn):
Task c Gapped sentences
- Work in groups, A and B to describe the
word to the groups so that they can out the
word.
- Find out the topic

- Work in pairs to answer two questions
Answer:

1. We often give gifts on a friend’sor a
relative’s birthday, wedding,
wedding anniversary, on Valentine
day, Teachers’ day, …
2. In Viet nam, we often buy flowers,
fruits, …….
- Listen to the recording.
- Listen and repeat the words.
- Read their completed sentences
and copy the new words.
Answer:
1. appreciated
2. impressed
3. symbolize
4. seperation
-5 sts do it orally.
-Others correct.
- Ask SS to read the incomplete sentences and
think of the words that may be used in the gaps
- Play the CD and tell SS to listen and pick out
the words for the gaps.
- Have SS listen again and check their answers
- Call on SS to read their completed sentences
and check with the whole class.
- Let SS listen again and check
4.Post- listening (10 mn):
Task d Discussion
- Ask SSto work in pairs, talking about the
occasions on which they often give gifts, and
what they often buy as gifts in each case.

- Ask Sts to do and correct.
- Work in pairs to read the incomplete
sentences and think of the words that may
be used in the gaps
- Listen to the recording.
- Work in pairs to cỉrcle the correct
answers.
-3 sts speak before class.
-Others correct.
Answer:
1. appreciated gift; lovers
2. bad luck
3. impressed
4. separation
5. Scissors and knives
6. open the gifts
- Read and coppy the new words.
-5 sts speak before class.
-Others correct.
- Work in pairs to talk about the occasions
on which they often give gifts, and what
they often buy as gifts in each case.
- 2 of them speak out.
-Others correct.
5. Homework (3 mn): Write a paragraph about what Vietnamese people often give as
gifts on certain occasions.(10 sentences)
6.Comments (2 mn):

-------------------------------------------
Preparing Day: 15th September 2008

Unit 2 Period 12: Speaking: Giving complements (P.27)
(Time: 45 mn)
I/ Objectives:
- By the end of the lesson, students are able to express compliments
- By the end of the lesson, students are able to respond complements
II/ Method:
- Integrated, mainly communicative.
III/ Teaching aids: 1 textbook, a picture of Luis Pasteur.
IV/ Procedure:
Teacher’s activities: Students’ activities:
1. Warm up (5 mn): Yes/ No contest
- Divide SS into two groups, A and B
- Tell each group to choose 2 representatives as
contestants
- In turn, the contestants will go to the front of the
class and answer the questions made by the other
group. They mustn’t 'say ‘yes’ or ‘no’, ‘nod’ or shake
their heads when they answer.
2. Pre- speaking (7 mn):
Task a. Giving models
- Put SS in to pairs and ask them to act the exchanges
- Call on some close and open pairs to act out the
exchanges
- Ask SS which ones are more common in
Vietnamese cultures and which are common or
acceptable in Western cultures
- Tell SS that it is polite in most Western cultures to
say ‘thank-you’ in response to a compliment
Introducing Useful Language
- Elicit from SS the expressions that may be used to

give compliments and those used to respond to
compliments.
- Introduce to SS the common structures used to
express compliments and some common examples
Useful Expressions
Compliments:
How + adj. (S+be)!
How beautiful your dress is!
What + noun + S + be!
What a nice hat (it is)!
Your parents are proud of your …!
Responses
Thank you
I’m glad you like it
3. While- speaking (18 mn):
Task b. Life-like Situations
- Arrange SS to work in pairs
- Ask SS to read the situations provided
- Tell SS to play the roles and act out the
conversations, giving and responding to compliments
- Call on pairs to act out their exchanges
- Invite the class to give opinions and comments
4.Post- speaking (10 mn):
- Tell SS to look around the classroom and make
compliments on their classmates, what they have or

- Work in groups to go to the front of
the class and answer the questions
made by the other group. They
mustn’t 'say ‘yes’ or ‘no’, ‘nod’ or

shake their heads when they answer.
- Pay attention to the eg.
- Work in pairs to act out the
exchanges
- 6 pairs speak before class
-Others correct.
- Work in pairs to elicit from SS the
expressions that may be used to give
compliments and those used to
respond to compliments.
- 5 pairs speak before class.
-Others correct.
- Work in pairs to play the roles and
act out the conversations, giving and
responding to compliments
- 5 pairs act out their exchanges
- Look around the classroom and
make compliments on their
what they have done. classmates, what they have or what
they have done.
5.Homework (3 mn):
Ask SS to revise the language used to express and respond to compliments
6.Comments (2 mn):
------------------------------------------
Preparing Day: 20th September 2008
Unit 2 Period 13: Writing: Writing a paragraph about a typical product of a culture.
(Time:90 mn)
I/ Objectives:
- By the end of the lesson, students know how to write a paragraph
- By the end of the lesson, students are able to develop ideas and organize ideas

- By the end of the lesson, students are able to write a paragraph about a typical product
of a culture
II/ Method:
- Integrated, mainly communicative.
III/ Teaching aids: 1 textbook. powerpoint . projector
IV/ Procedure:
Teacher’s activities: Students’ activities:
1.Warm up (5 mn): Word grid
- Prepare a poster of word gridwith 9 rows
- Ask SS to work in two groups, A and B
- Tell SS to take turns to choose a numbered row
2.Pre- writing (20 mn):
1. Eliciting and introducing an Outline
- Ask SS to give idea on what a paragraph is.
- Ask SS to give ideas on what the outline of
pargraph is
- Tell SS a paragraph has three major parts and
provide them with the outlines of a paragraph
Paragraph outlines
1. A topic sententence
- states the main idea of the paragraph
- contains a topic and a controlling idea or
theme
- is neither too general nor too specific
- is usually the first sentence in the para
2. Supporting sentences
- develop/ explain the topic sentence by adding
reasons, examples, facts, ….to the central theme
or idea
3. A concluding sentence

- signal the end of the paragraph
- summarize the important points briefly
- Work in two groups, A and B to take
turns to choose a numbered row
-Others correct.
-Listen to the T
- Give idea on what a paragraph is and
on what the outline of pargraph is
- Work in pairs to answer the following
questions.
-4 pairs talk before class.
-Others correct.
2. Identifying parts of a paragraph (p.28-29)
- Tell SS to read the paragraph on page 28 and
complete the outline with the missing information
in each part
- Tell SS to compare answers with a partner
- Go over the answers with the class
3. Identifying the liking words
- Tell SS to read the paragraph on page 28 and pick
out the liking words used in the text
- Call on SS to list the liking words found in the
paragraph
3.While- writing (40 mn):
Task b Identifying parts of a topic sentence
and the outline of a paragraph
-Help Sts to do ex. and correct them.
*1. In England in 1821.e out
*2 When she was 10.
*3. She wanted to become a doctor.

*4. It was difficult.
- Correct the Sts’s summary when walking around.
4.Post- writing (20 mn):
- Call 2 Sts to the blackboard to write their
summaries.
- Correct them.
- Read the paragraph on page 28 and
complete the outnine with the missing
information in each part
-Others correct.
- Listen to the T’s correction
Answer:
- showing respect for their ancestors or
for elderly people
- Willing to give a hand
- helping one another with household
chores
- Read the paragraph on page 28 and
pick out the liking words used in the
text
Answer:
In addition; while; In short
5.Homework (3 mn): write about 1 of the favorite persons’s background in the
notebooks.
6.Comments (2 mn):
----------------------------------------
Preparing Day: 25th September 2008
Unit 2 Period 14-15: Language Focus (P.29)
(Time: 45 mn)
I/ Objectives:

- By the end of the lesson, students are able to use negative prefixes with
- By the end of the lesson, students are able to use the present simple and present
progressive to express future
- By the end of the lesson, students are able to distinguish between past simple and past
progressive, and between the present simple and present progressive
II/ Method:
- Integrated, mainly communicative.
III/ Teaching aids: drawings, handouts
IV/ Procedure:
Teacher’s activities Students’ activities:
1. Warm up (5 mn):
A. Word Study
Negative prefixes
Some prefixes are used to give adjectives a
negative meaning. There is no easy way of
knowing which prefix any adjective will use to
form its opposite.
- in-becomes im- before a word beginning
with ‘m’ or ‘p’ (eg. immature, impossible)
- in-become ir- before a word beginning
with ‘r’ and il- befor ‘l’ (eg. irreplaceable,
illegal)
Task a Negating the adjectives
- Ask SS to add a suitable prefix to each
adjective to have the opposite
- Tell SS to compare answers in pairs
- Go over the answers with the whole class

Task b. Gap-filling
- Ask SS to read the sentences and fill in each

blank with a suitable negative adjective in the
task a
- Ask SS to compare answers with a partner
- Call on SS to read their sentences and check
with the class.

- Answer the question (can be various).
- Give remarks to the underlined part of
the sentence.
compound Adj.: N+Adj.
- Copy the forms on the notebooks.
- Listen to the T.s explanation- Work in
pairs to match the nouns in column A with
the Adjs in column B to form compound
Adjs. Write them in column C.
- 5 of them do the exs orally before class.
-Others correct.
- Work in pairs to complete the following
sentences with the compound Adjs in part
A.
- 5 of them speak before class.
-Others correct.
- Work in pairs to add a suitable prefix to
each adjective to have the opposite
- 5 of them on the board.
-Others correct.
Answer:
b. informal
c. dishonest
d. immature

e. disrespectful
f. insecure
g. insensitive
h. unsuitable
- Work in pairs to read the sentences and
fill in each blank with a suitable negative
adjective in the task a
- 5 of them write on the board.
-Others correct.
Answer:
B. Grammar
1. The present simple and present progressive
expressing future
- We use the present simple for the future when
we talk about a time-table or schedule, usually a
public one.
Eg. The train leaves at 5.30 tomorrow morning
- We use the present progressive for what
someone has arranged to do in the future.
Eg. We’re having a party this weekend
Task a, p.30 Checking questions
- Tell SS to read the sentences a, b, and c
and answer the questions.
- Call on SS to give answers and check
with the class
Task b, p.31 Gap-filing
- Ask SS to read the exchanges, choose a
suitable verb for each blank and put it in
the correct tense, present simple and
present progressive

- Tell SS to act out the exchanges with a
partner and the answers together
- Call on some pairs to act out the
exchanges and check with the class.
2. Past simple and past progressive
Past simple (V-ed/ V2) is used for an action
happening at a specific time in the past, often
indicated with last (week), yesterday, at , in , ago
Past progressive (was/ were + V-ing) is used for
an action happening at a point of time in the past
Activity 1 Putting verbs in correct forms (p.31)
- Ask SS to read the text, choose a suitable
verb for each space, and put it in the
correct tense, past simple or past
progressive
- Call on SS to give answers and check
with the class
1. an inattentive
2. an informal
3. dishonest
4. disrespectful
5. immature
6. unsuitable
7. insensitive
- Listen and copy down
- Work individually to read the sentences
a, b, and c and answer the questions.
Answer:
1. a and b 2. c
- Work in pairs to read the exchanges,

choose a suitable verb for each blank and
put it in the correct tense, present simple
and present progressive then act out the
exchanges with a partner and the answers
together
Answer:
1. am coming 2. are; leaving
3. start 4. are; taking; am not taking
5. departs; arrives
- Listen and copy down
- Work individually to read the text,
choose a suitable verb for each space, and
put it in the correct tense, past simple or
past progressive
Answer:
1. was attending 2. learning 3. came 4.
didn’t mind 5. were lecturing 6.
asked 7. found 8. were working
3..Homework (3 mn):
- Ask SS to go over the exercises again to review the language points.
4. Comments (2 mn):
------------------------------------------------------------------------------------
Preparing Day: 27th September 2008
Period 16
45 mn- test(1st)
I/ Objectives:
- Sts revise unit 1 and 2 by doing the test.
II/ The test’s content:
A.Listening
- Listen and circle the word whose underlined part is pronounced differently from that of

other words.
1. A. reposed B. succeeded C. proved D. housed
2. A. prison B. indiscipline C. digest D scarf
3. A. mediator B. nativity C. promote D. fortune
II- Listen and circle the word that has the stress pattern diffirent from that of the other
words.
1. A. rabies B. research C. retire D. enable
2. A. admission B. achievement C. award D. emigrate
3. A. freedom B. gender C. teammate D. technique
III- Listen and fill in the blanks with the words you hear
Water is our …(1)……. resource. It makes up …….(2).….of our bodies, and the average
person usually spends …..…(3)…… of his life in the bath or shower. But we are now only
learning how to look after ……(4)……
B. Reading
Fill in each blank with the most suitable word to complete the text.
The Browns live in the countryside. Last week when they came up to London, they …
1… their times in seeing as much as …2… . Mrs Brown was most interested in stores,
especially in Oxford Street, and bought some of the things which she could not find in the
shops in the countryside. Their two children, George and Susan, …3… had never been to
London before, were surprised …4… the crowds everywhere. They enjoyed travelling on the
underground and going down the moving stairs …5… lead to the platforms.
One day they went to Hyde Park and walked along on the grass to Kensington Garden …
6… the bright autunm sunshine. It was very quiet here. Only the noise from the streets
reminded them that they were still in a city. The …7… of the tall trees were turning red,
brown and yellow, birds were flying about, sheep …8… eating the grass, there were …9…
of flowers, and ducks were swimming about on the Round Pond. George, …10… hobby was
planes and boats, was very much interested in the model boats which boys were sailing on
the Pond.
Before the end of the week they had seen a great deal. They hoped, however, to see
more of London on their next visit.

C. Language Focus
1. Don’t be silly! That .................. possibly be Madonna!
A. mustn’t B. shouldn’t C. won’t D. can’t
2. No sooner had we started the picnic .................. the rain began pouring down!
A. than B. when C. that D. and
3. She bought a(n) ………… shirt in market
A. imexpensive B. inexpensive C. disexpensive D. unexpensive
4. Not only ................. visit Japan but they plan to stop off in the USA as well?
A. they plan to B. they must C. will they D. are they paying
5. I’ll hand over all my files to my assistant before I …………………….
A. am leaving B. leave C. will leave D. shall leave
6. By the time Brown’s daughter graduates, .................. retired.
A. he B. he has C. he’ll being D. he’ll have
7. ……………… you try, you can never get them all right.
A. How hard B. However
hard
C. For as hard as D. So hard as
8. On .................. he had won, he jumped for joy.
A. telling B. he was told C. being told D. having told
9. .................. earlier, I would have done it for you.
A. Had I
known
B. If I knew C. Did I know D. By knowing
10.When She first went to Viet Nam, she found everything …….
A. unfamiliar B. infamiliar C. disfamiliar D. imfamiliar

D. Writing
Rewriting sentences
1. “If I were you, I wouldn’t do that duty”. Loan said to Huy
→ Loan …….

2. “Thank you for your help” Minh said to his sister
→ Minh
3. “Did you see someone?” I said to Hue
→I
4. “What about walking along river?” Thanh’s aunt said to her
→ Thanh’s aunt
5. He started investigating (dieu tra) the case a week ago.
→ He has .....................................
6.I'm quite sure that she didn't steal the necklace.
→ She can't .......................
7. The flat's very noisy but we enjoy living there.
→ Even ...........................................
8. " You were cheating," said Carol to June
Carol accused .......................
9."I'm sorry that I broke the glass" said Peter
→ Peter apologized .....................
10. We couldn't get nearer because of the police.
The police ...........................
--------------------------------------------------------------------------------------
Preparing Day: 27th September 2008
Period 17 Correction of the test(1st)
I/ Objectives:
Help Sts to find out their mistakes in their tests. After this period, they are able to
understand the word- study and grammar structures better and they understand more about
the topics they have learned.
II/ Content of the test:
Sts do first, then the teacher gives them remarks.
-T. correct the test carefully, explain the difficulties, pay attention to the sts’ mistakes.
-Sts listen to the T. carefully, correct their mistakes.
Teacher’s activities Students’ activities:

Ex. 1;Listen and Choose the best answer
1. 1.B 2. A 3. D
2. 1. D 2. B 3. C
3. 1. life 2. 70% 3. 18 months 4. water
Ex. 2.
Fill in each blank with the most suitable word to
complete the text.
1. spent 5. which 8. were
2. possible 6. in 9. lots 10. whose
3. who 7. leaves
4. at (by)
Rewriting sentences
1. “If I were you, I wouldn’t do that duty”. Loan said to
Huy
→ Loan advised Huy do that duty
2. “Thank you for your help” Minh said to his sister
→ Minh thanked his sister for her help/ helping
3. “Did you see someone?” I said to Hue
→I asked Hue if I had seen someone
4. “What about walking along river?” Thanh’s aunt
said to her
→ Thanh’s aunt suggested her walking along river

5. He started investigating (dieu tra) the case a week
ago.
→ He has been investigating the case for a week
6.I'm quite sure that she didn't steal the necklace.
→ She can't have stolen the necklace.
7. The flat's very noisy but we enjoy living there.
→ Even though The flat's very noisy, we enjoy living

there
8. " You were cheating," said Carol to June
- Repeat the use of structures
they’ve learned.
- Give remarks about the test.
- Read the sentences again.
- Do the exercise.
- Ask and answer.
- Give remark, read, translate the
sentences into Vietnamese.
- Give more information for
friends to make questions.
- Repeat the structures related to
the first sentence.
- Read and translate the sentences.
Carol accused June of being cheating
9."I'm sorry that I broke the glass" said Peter
→ Peter apologized for breaking the glass
10. We couldn't get nearer because of the police.
The police prevented us from getting nearer
- Read, correct the information of
the sentences.
III/ Remark the result of the test.
- 25 % sts did the test well.
- Over 30% sts did the test badly.
- The test should be easier.
------------------------------------------------------------------------------------
Preparing Day: 1
st
November 2008

UNIT 3
School Education System
Period 18+ 19: Reading (P.33)
(Time: 90 mn)
I/ Objectives:
- By the end of the lesson, students are able to read specifi details.
- By the end of the lesson, students improve their skill of reading comprehension
- By the end of the lesson, students have a better idea of the education system in Viet
Nam and in some other countries in the world
II/ Method:
- Integrated, mainly communicative.
* Anticipated problems:
III/ Teaching aids: 1 textbook, handouts.
IV/ Procedure:
Teacher’s activities: Students’ activities:
1.Warm up (5 mn):
Game: Tunnel ball.
- Divide the class in three groups.
- Arrange the groups in column facing the board
- Give the student at the front of each column a
board marker or a piece of chalk.
- Stand at the back of the columns and ask the

- Answer the T’s questions.
- 2 of them speak before class.
-Others correct.
-Listen to the T.