Unit 1- reading

Date of preparing:July 17th, 2008
Lesson 1: Revision of tenses.
Class Absent students
12A1:
12A2:
I.Objectives:
By the end of this lesson , SS will be better at using tenses of verbs .
II. Teaching aids:
Texbook /hand-outs
III.Methods:
Intergrated / mainly communicative.
IV. Procedure.
Teacher’s Activities Students’ Activities
Activity 1: (25.m)
- Give some sentences for ss choose the best answer to
complete each of the following sentences.
1. I haven’t met him since I.......school.
a. left b. was leaving c. had left d. has left
2. When you phoned me, I..........my homework.
a. did b. am doing c. have done d. was doing
3. By the time Sheila got back , Chris .........
a. has gone b. went c. will go d. had gone
4. What do you hope to do when you...........school next year.
a. leave b. will leave c. is leaving d.have left
5. He.........in London for two years , and then went to Paris to
live.
a. lived b. has lived c. lives d. was living
6. I.......my wife ten years ago.
a. has met b. meet c. would meet d. met
7. “ Have you seen his garden ?” “ I............the house on
Monday , but I........the garden yet.

a. saw / didn’t see b. saw / haven’t seen
c. have seen / didn’t see d. have seen / haven’t seen
8. When my paretns got home , all of us................to bed.
a. went b. were going c. go d. had gone
9. Take an umbrella with you. It..............
a. will rain b. is raining c. is going to rain d. rains
10. “ I’m afraid I have to leave now.” “ If so , I............you a
lift”
a. am going to give b. will give c. am giving d. give
11. Mary ............in Japan for two years . She is working there
and likes it very much.
a. was b. is c. has been d. had been
12. I suddently remembered that I........my wallet on the bus.
a. leave b. had left c. have left d. would leave
13. Celine Deon ...........to receive recognition for her talent in
-work individually and
then in groups to compare
the answers.
1
1982.
a. had begun b. begins c. was beginning d. began
14. It..........me 15 munites to get to school every morning.
a. takes b. took b. has taken d. had taken
15. I’m going to wait you until you.............your work.
a. finished b. had finished
c. will finish d. have finished
- Call on some ss to give their choices and explanation.
- Feedback and give correct answers.
1.a 4.a 7.b 10.b 13.d
2.d 5. a 8.d 11.c 14.a

3. d 6.d 9.c 12.b 15.d
Activity 2: (15.m)
- Give ss some sentences for them to choose the option that
needs correcting.
1.She (a) was sad (b) after she (c) reads her (d) boyfriend’s
letter.
2. (a) After she (b) had had lunch , she (c) had taken (d) a
nap.
3. (a) Since the (b) early 20
th
century , women (c) had a lot of
chances (d) to pursue their interests.
4. I’d like (a) to see that (b) football match because we (c)
didn’t see one this year (d) yet.
5. I (a) have bought a new house last year , but I (b) haven’t
sold my old one yet , so (c) at the moment I (d) have two
houses.
6. When Jimmy (a) returned to( b) the town, Sharah (c) has
got married (d) to John for two years.
7. “ I (a) didn’t see your aunt recently .” “ She (b) hasn’t
been out of her house (c) since she (d) bought a color TV.”
8. (a) The scientists (b) will postpone the test if he (c) will
anticipate(d) any problems.
- Call on some ss to give their answers and explanation.
- Feedback and give correct answers.
1.c 3.c 5.a 7.a
2.c 4.c 6.c 8.c
Activity 3:(3.m)
Remind of the use of tenses of verbs in sentences.
Homework : (2.m)

Ask ss to prepare for the next lesson of reading.
- give the choices and
opinions
- Ask ss to do the task
individually and then in
groups to compare the
answers.
- give the choices and
opinions.
V.
Evaluation: ............................................................................................................................
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2

Unit one: Home life (5 Periods)
Date of preparing:July 18 th, 2008
Lesson 2( Period 1): Reading
Class Absent students
12A1:
12A2:
I.Objectives:
By the end of this lesson , SS will be able to develop such micro-reading skills as
guessing the meaning of the words or sentences from context , answering the questions
and then talk about family life.
II.Teaching aids:
Texbook
III.Methods:

Intergrated / mainly communicative.
IV. Procedure.
Teacher’s Activities Students’ Activities
Warm up(5.m)
-Give some questions for ss to discuss.
1. How many people are there in your family?
2. Who in your family earns money?
3. Who in your family does the housework?
4. Do you often help one another with the housework?
- Call on some ss to give their answers.
Pre-reading (10.m)
Discussion:
- Ask ss to look at the picture in the book and answer the
questions.
- Call on some ss to give their answers
Preteaching vocabulary:
- Introduce some new words with suitable techniques
+ shift (n) : ca, kÝp ( example)
Work on a night shift
+ biologist (n) : nhµ sinh vËt häc ( sentence)
+ caring (adj) : quan t©m tíi ngêi kh¸c( meaning)
- Work individually and
then compare the answers
with a partner.
- students’ answers may
vary.
- work in groups to discuss
the answers.
1. It is in the city.
2. The daughter is doing

her homework , and the
mother is helping her with
the homework. The father
is playing with the son.
3. Yes , it is . Because the
members of the family can
share responsibility with
one another.
- guess the meanings ,
repeat the words and write
down the words
3
+ obedient(adj) : biÕt v©ng lêi ( example)
+ surpotive (adj) : ñng hé (meaning)
+ secure (adj) : an toµn ( sentence)
+ household chore (n): viÖc vÆt trong nhµ ( example)
+ willing (adj) (+to do st): s½n sµng ( situation)
- ask ss to repeat the words
- Call on some ss to read the words again
- Aks ss to make sentences with the words.

While ’ reading(20.m)
Task 1: Choose the sentence a, b or c that is nearest in
meaning to the given sentence (p.14).
- Ask ss to work in goups of 3 or 4 to do the task .
- go round to provide help if necessary.
- Call on some ss to give their answers.
- get comment from the others – then feedback and give
correct answers.
1. B 2.C 3. A 4. B 5.A.

- let ss get the meanings of the words : join hands /
mischievous / close-knit.
Task 2: Answer the questions:
- Ask ss to work in pairs to ask and answer the 5 questions.
- Go roung to offer help.
- call on some ss to give their answers
- get comment from the others , then feedback and give
correct answers.
1. They have to work long hours and they sometimes have to
work at night.
2. In the morning ,she is always the first to get up to prepare
brakfast and clothes for the family’s members. In the
afternoon , after work , she rushes to the market , then hurried
to home to prepare dinner .
3. The father always helps with cleaning the house .
Sometimes he cooks some special meals.The daughter helps
to wash the dishes , take out the gabage and look after the
boys.
4. She is attempting to win a place at university.
5. Because they are very close-knit family and very suppotive
of one another.
Post reading(7.m)
- Ask ss to discuss the question:
“What do you think of a happy family?”
- Call on some representatives to report their ideas.
- Get comments from the others and the feedback.
“ I think a happy family is a family where the members can
share their joins and sorrow with one another. They often help
one another in doing anything such as in doing the housework
, in studying ....”

- Repeat the words in
chores , individually and
then make the sentences
with them.
-work in groups to read the
text and choose the most
suitable options.
- work in pairs to ask and
answer the questions in the
book
- work in groups to discuss
the questions.
- send a representative to
report their idea in front of
the class – The other
4
Homework (3.m)
Write a short paragraph about one’s family.
groups listen and give their
comments.
IV.
Evaluation: ............................................................................................................................
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Date of preparing:July 20
th
, 2008

Lesson 3( Period 2): Speaking
Class Absent students
12A1
12a2
I.Objectives:
By the end of this lesson , SS will be able to talk about their families by doing asking
and answering the questions and reporting exercises.
II.Teaching aids:
Texbook / hand-outs.
III. Methods:
Intergrated / mainly communicative.
IV. Procedure.
Teacher’s Activities Students’ Activities
Warm up(5.m)
-Call on some ss to tell about their families.
- Get comments from the others.
- Feedback
Pre- speaking(7.m)
Discussion:
-Ask ss to read the sentences in task 1(p15) and tick (v) the
ons that apply to them and their families.
- Call on some ss to report what they have chosen , Beginning
with “ In my family.............”
While ’ Speaking(22.m)
Task 1: Prepare a list of questions to ask aother st to find
out the information.(task 2-p.15)
- Ask ss to work in pairs to make questions
-Call on some ss to give their questions.
- Get comments from other ss.
- Feedback and correct the questions if necessary.

- suggested questions:
1. Who works in your family?
2. In your family , who does the household chores?
- individually
- students’ answers may
vary.
- work individually to do
the task.
- The students’ choices
and reports may vary.
- Pairwork to make
questions , then compare
the questions with the
other pairs.
5
3. What is your reasponsibility in the family?
4. What is the interest you all share closely?
5. Who in your family do you often share your secrets with?
6. To whom do you talk before making an important
decision?
Task 2: Making a survey.(Task 3- page 15)
- Ask ss to move round the class to find a partner to give
the questions for information- then note down the answers on
the table.
- Go round to observer and offer help.
Post- speaking( 8.m)
Reporting:
-Ask ss to report what they have had from the survey,
beginning with “ I talked to...............”.
- Get comments from the others.

- Feedback and give final comment.
Homework(3.m)
Write a short paragraph about the family of the person
questioned at the lesson, compared with one’s family.
- Individually to find a
partner to ask for
information about his / her
family.
-Whole class.
V.
Evaluation: ............................................................................................................................
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Date of preparing:July 23
th
, 2008
Lesson 4( Period 3): Listening
Class Absent students
12A1
12a2
I.Objectives:
By the end of this lesson , SS will be able to develop such listening micro-skill as
listening for specific information and for details.
6
II. Teaching aids:

Texbook / tapescript
III. Methods:
Intergrated / mainly communicative.
IV. Procedure.
Teacher’s Activities Students’ Activities
Warm up (5.m)
-Ask ss to think of the statements to say whether:
1. they live with their families or they live far from them.
2. they have eaten out at a restaurant.
3. they find their home life interesting.
Pre- listening
Discussion:
-Ask ss to look at the picture in book and describe what is
hapenning in it.
- Call on some ss to give their ideas.
Pre-teaching vocabulary:
- Introduce some words related to the tapescript.
+ flight (n) : chuyÕn bay
+ reserve (v) : gi÷ tríc
+ coach (n) : xe kh¸ch
+ Spread out (v) : -spread- spread : tr¶i qua
+ leftover(n) : thøc ¨n thõa
+ crowded(adj) : ®«ng
- Read the words for the ss to repeat in chores
- Call on some ss to read them again
While ’ Listening
Task 1: Deciding whether the statements are true or false.
-Ask ss to read through the statements to make sure that
they nearly understand them.
- Read the tapescript once for the ss to do the task.

- get the information from the ss after the first time .
- read the tapescript the second time for the ss to check and
complete the task.
- get correct answers from the ss and give final answers.
1. F 2. F 3. F 4. T 5.T

Task 2: Noting down(Task 2- page 17)
- Read the tapescript again for the ss to note down two things
that are different about Paul’s and Andrea’s families.
- Call on some ss to write down their notes.
- get comments from others and then give final comment.

Paul Andrea
1.His family members are
not very close
Her family is a close-knit
family.
2. The family often eat at The family often go out to
- individually
- students’ statements may
vary.
- groupwork.to discuss and
then report their ideas
- Listen –repeat and then
write down
- Repeat in chores
- Individually
-Whole class.
-Individual work.
- pairwork to compare the

ideas.
7
home . eat when they get together.
Post- listening
Descussing:
-Ask ss discuss the importance of family in a person’s life.
+ Whether family is important
+ the reasons.
- Call on some ss to report .
- Get comments from others and then give final
comment.
Homework
Write a short paragraph , saying how important family is to
one’s life.
- groupwork
V.
Evaluation: ............................................................................................................................
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Date of preparing:July 25
th
, 2008
Lesson 5( Period 4): Writing
Class Absent students

12A1
12a2
I.Objectives:
By the end of this lesson , SS will be able to write a short paragraph within 120- 130
words about family rules.
II. Teaching aids:
Texbook / hand-outs.
III. Methods:
Intergrated / mainly communicative.
IV. Procedure.
Teacher’s Activities Students’ Activities
Warm up (5.m)
-Ask ss to match verbs in A with a word in B to make a
phrase. One verb can go with more than one word.
A B
-groupwork , then whole
class.
8
go meals
do TV
talk shopping
use dinners
clean household chores
watch out with friends
wash on the phone
cook the family motorbike
prepare the house
the dishes
homework
- Correct as a whole class.

go shopping go out with friends
do shopping do household chores do homework
talk on the phone
use the family phone
clean the house
watch TV
wash the dishes
cook dinners
prepare meals
Pre- writing (8.m)
Introduce some structures:
Let sb+ V -infinitive
Allow sb +to + V -infinitive
Permit sb + to + V -infinitive
Have to + V -infinitive
Discussion:
-Ask ss to look at the verbs and expressions in warm-up and
say about their family rules, Beginning with “ During the
school year, I’m not...............” or “In my family everybody
has to.............”
- Call on some ss to give their ideas.
- Get comments from the others , and then give final
comment.
While ’ writing(20.m)
-Ask ss to use the ideas they have discussed to write a letter
to penpal about their family rules , beginning with “ Every
family has its rules. Mine has a few . First.....................”
-Go round to observe ,offer help if necessaryand collect
typical mistakes .
Post- writing (10.m)

Correcting:
- Ask ss to exchange their writings for peer correction
- Ask ss to look at the mistakes collected and correct them.
-Whole class
-groupwork
-Individual work
- pair work , and then the
whole class.
9
-Collect some writings and then ask ss to look at them and
give their comments.
- correct mistakes if necessary.
Homework(2.m)
Write the letter again after being corrected by friends and the
whole class.
V.
Evaluation: ............................................................................................................................
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Date of preparing:July 28
th
, 2008
Lesson 6( Period 5): Language focus
Class Absent students
12A1

12a2
I.Objectives:
By the end of this lesson , SS will be able to pronounce the ending ‘S’correctly and
use the tenses of the verbs properly.
II. Teaching aids:
Texbook / hand-outs.
III. Methods:
Intergrated / mainly communicative.
IV. Procedure.
Teacher’s Activities Students’ Activities
Warm-up ( 5.m)
-Aks ss to complete the table with the correct form of words.

verb Past form Past participle
1. do
2. came
3. had
4. given
5 enjoyed
6. met
7. read
8. went
-groupwork , then whole
class.
10
9. leave
10. be
- correct the task as a whole class
Pronunciation(6.m)
-Introduce the pronunciation of the ending ‘s’:It is

pronounced as
+/s/ when ‘s’ goes with voiceless consonants
+/z/ when ‘s’ goes with voiced consonants or vowels.
-read the words as model and ask ss to repeat.
-Call on some ss to read the words again.
-correct if necessary.
- ask ss to read the sentences in group
- go round to help.
- Ask ss to tick the correct column with the words containing
the sound /s/ and /z/
/s/ /z/
1. mats
2. runs
3. banks
4.brothers
5. beats
6. rose
7. reads
8. laughs
9. plays
10. sings
-Call on one st to go to the board and tick the table.
-Get comments from other and then give final comment
/s/ /z/
1. mats X
2. runs X
3. banks X
4.brothers X
5. beats X
6. rose X

7. reads X
8. laughs X
9. plays X
10. sings X
Grammar (25.m)
Presentation:
Ask ss to match each sentence in column A with a line in
column B.
A B
1.I lost my key yesterday morning. a. continuous action
-Whole class
-groupwork
-pair work
11
2. Sorry . I haven’t done my
homework yet.
3. Tomorrow we are having an
English test.
4. What were you doing at 7p.m
yesterday?
5. I like playing badminton.
in the past
b. plan for a future
action
c. action completed at
a specified timein the
past.
d. factual information
e. past action
happening at

unknown time.
Practice :
Task 1: Choosing the most suitable tense form in each
sentence.
1.Everything is going well. We didn t have / haven t had’ ’ any
problems so far.
2. Lisa din t go / hasn t gone’ ’ to work yesterday. She wasn’t
feeling well .
3. I still don’t know what to do . I didn t decide / haven t ’ ’
decided yet.
4. This book is very interesting. I read / have read it three
times.
5. When you phoned me last night I was doing / did my
homework.
6. we didn t meet / haven t met’ ’ him since he has left / left
school.
- Call on some ss to give their answers and get the comments
from the others.
- feedback and give final comment.
1.haven’t had 4. have read
2. didn’t go 5. was doing
3.haven’t decided 6. haven’t met / left
Task 2: Decide which answer ( A,B or C) best fits each
space.(p.19)
-Ask ss to work in groups to do the task
-Go round to offer help if necessary.
-Call on some ss to give their answers and get comments from
the others.
-Feedback and give final comment.
1. B 6. B 11. B

2. C 7. B 12. C
3. A 8. C 13. C
4. A 9. B 14. A
5. A 10. C 15. B
Production ( 7.m)
-individual work- pair
work
-group work
12
-Ask ss to work in groups to make sentences with different
tense forms .
-go round to observe and provide help if necessary.
- Call on some ss to write their sentences on the board – get
comments from the others.
- feedback and give final comment.
Homework(2.m)
Ask ss to do exercise 4/ task 1.
V.
Evaluation: ............................................................................................................................
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Unit two: Cultural diversity (5 Periods)
Date of preparing:July 30 th, 2008
Lesson 7( Period 1): Reading
Class Absent students

12A1:
12A2:
I.Objectives:
By the end of this lesson , SS will be able to develop such micro-reading skills as
guessing the meaning of the words from context , answering the questions and then
talk different cultures.
II.Teaching aids:
Texbook / hand-outs
III.Methods:
Intergrated / mainly communicative.
IV. Procedure.
Teacher’s Activities Students’ Activities
Warm up(5.m)
-Give some questions for ss to discuss.
1. Have you ever been to a foreign country or have you ever
met a foreigner?
2. If yes, what country was it?
3.Did you find any differences in the lifestyle , compared
with yours? And what ?
Pre-reading (10.m)
- Work individually and
then compare the answers
with a partner.
- students’ answers may
vary.
13
Discussion:
- Ask ss to look at the factors given in book and say what they
think is the most important for a happy life and why
- Call on some ss to give their answers

Preteaching vocabulary:
- Introduce some new words with suitable techniques
+ survey (n) : Cuéc ®iÒu tra
+ concerned(adj) : quan t©m
+ wise ( adj) : Kh«n ngoan
+ demand (v) :Yªu cÇu
+ counterpart (n): §èi t¸c
+ attitude (n) : th¸i ®é
- ask ss to repeat the words
- Call on some ss to read the words again
- Aks ss to make sentences with the words.

While ’ reading(20.m)
Task 1: Explaining the words
- Ask ss to work in groups read the passage and guest
the meanings of the intalicizedwords
- Go round to ffer help if necessary.
- Call on some ss to give their answers and explanation.
- Feedback and give correct answers:
1. precede = to happen / exist before.
2. determine = to find out
3. confide (+ in sb) = to trust
4. to sacrifice = to willingly stop having something you
want.
5. obliged ( + to + v )= having a duty to do something
Task 2: completing the table of differences in cultures
between Americans and Asians.

Americans Asians.
Love and

Marriage
Love precedes
marriage .Boys and
girls decide to marry
each other
Love follows
mariage.The
parents of th bride
and the groom
decide on the
marriage
- work in groups to discuss
the answers.
- The students’answers
may vary
- guess the meanings ,
repeat the words and write
down the words
- Repeat the words in
chores , individually and
then make the sentences
with them.
Read the passage and pay
attention to the sentences
containing the words and
find out their meanings..
- Group work to complete
the table.
14
Physical

attractiveness
Confiding
Partnership
of equals
Trust buil on
love
- Go round to offer help if necessary.
- Call on some ss to give their answers and get
comments from the others.
- Feedback and give final comment.
Americans Asians.
Love and
Marriage
Love precedes
marriage .Boys and
girls decide to marry
each other
Love follows
mariage.The
parents of th bride
and the groom
decide on the
marriage
Physical
attractiveness
More concerned with
physical
attractiveness
Less concerned
Confiding They thinhk that

wives and husbands
share all thoughts.
It is wiser and
better for a couple
not to share certain
thoughts and it is
unwise to confide
in their wives.
Partnership
of equals
Marriage is a
partnership of equals
A woman has to
sacrifice more in
marriage than a
man
Trust buil on
love
Wives trusts there
husbands to do the
right things
Husbands are
obliged to tell their
wives where they
have been if they
come home late
Task 2: Answer the questions:
- Ask ss to work in pairs to ask and answer the 5 questions.
- Go roung to offer help.
- call on some ss to give their answers

- get comment from the others , then feedback and give
correct answers.
1.They are physical atractiveness , confiding , partnership of
equals and trust built on love.
2. The young Americans are.
3. They think that a woman has to sacrify more in a marriage
-Pair work to ask and
answer the questions.
15
than a man.
4. Because he loves her not because he has to.
5. The Asians are not as romantic as their American
counterparts.
Post reading(7.m)
- Ask ss to discuss the question:
What are the differences between a traditional Vietnamese
family and a modern one?
Homework (3.m)
Write a short paragraph about your thoughts of love and
marriage.
-group work to discuss the
topic.
IV.
Evaluation: ............................................................................................................................
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Date of preparing:July 31st, 2008

Lesson 8( Period 2): Speaking
Class Absent students
12A1
12a2
I.Objectives:
By the end of this lesson , SS will be able to talk about the differences between
American culture and Vietnamese one.
II.Teaching aids:
Texbook / hand-outs.
III. Methods:
Intergrated / mainly communicative.
IV. Procedure.
Teacher’s Activities Students’ Activities
Warm up(5.m)
-Ask ss to discuss the questions:
1. In Vietnam, what does it mean when you go out, meeting a
woman first?
2. In Vietnam , which flower is a symbol of love?
3. In Vietnam who is the person to come to your house first
on New Year Day?
- Call on some ss to give their answers
Pre- speaking(5.m)
- Elicit some useful structures to express the points of view
from ss:
- individually
- students’ answers may
vary.
.
16
+ I think / feel / believe......

+ In my opinion / point of view/ As far as I amconcerned /
For me.....
+ I agree / I don’t agree / It’s not true because.....
+ perhaps you are right , but ........../ I think it’s wrong to....
While ’ Speaking(20.m)
Task 1: What is your point of view?(Task 1, p.22)
- Ask ss to work in pairs to express their point of view upon
the sentences, using words or expressions given.
-Call on some ss to give their opinions.
- Get comments from other ss.
Task 2: Discussion ( Task 2, p.23)
- Ask ss to discuss and find out the corresponding features of
the Vietnamese culture.
- Go around to control and give help if necessary.
- Call on some ss to present their ideas.
- Give feedback and comments.
Suggested ideas:
American Vietnamese
1. Three or sometimes four
generations.
2. Old-aged people live with
their children.
3. Asking about age ,
marriage and salary is
acceptable.
4. A Vietnamese greets the
head of the family or an
older person first, then the
young ones.
5. Tet is the most improtant.

6. Young children often
sleep with their parents.
Post- speaking( 13.m)
Compare and contrast.
-Ask ss to work in 3 groups to write about the similarities
and differences between the Vitenamese and American
cultures , using “ In Vietnam........., but in America.........” or “
Both in Vienam and in America.......”
- Invite representatives from groups to report their ideas to the
class.
- Feedback and give comments.
Homework(2.m)
Write a short paragraph about some typical features of the
Vienamese cultures.
- Pairwork to do the task
- Pair work to find out the
differences.
-Whole class.
- Group work talk about
the differences between
the Vietnamese and
american cultures.
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V.
Evaluation: ............................................................................................................................
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Date of preparing:August 1st , 2008
Lesson 9( Period 3): Listening
Class Absent students
12A1
12a2
I.Objectives:
By the end of this lesson , SS will be able to listen for understanding of the passage
about a wedding in Vienam and for specific details.
II. Teaching aids:
Texbook / tapescript
III. Methods:
Intergrated / mainly communicative.
IV. Procedure.
Teacher’s Activities Students’ Activities
Warm up (3.m)
-Ask ss to answer the questions :
1. Have you ever been to a wedding ceremony?
2. If yes , what did you see there?
Pre- listening(7.m)
Discussion:
-Ask ss to look at the picture in book and say:
1. What the picture is about.
2. Who the people are in picture 1.
3. Who the people are in picture 2.
4. What the people in picture 2 doing.
- Call on some ss to give their answers
Pre-teaching vocabulary:
- Introduce some words related to the tapescript.

+ bride(n) (picture) : c« d©u
+ groom (n) (picture): chó rÓ
+ altar (n) (picture) : bµn thê
+ banquet (n) ( explanation : a formal meal for a large
number of people, usually for a special occasion) : yÕn tiÖc
- individually
- students’ answers may
vary.
groupwork
-Whole class
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- Read the words for the ss to repeat in chores
- Call on some ss to read them again
- Rub out word by word for ss to read and then write
down again.
While ’ Listening(22.m)
Activity 1: Gap-fill(task 1, p.25).
-Ask ss to read through the sentences to make sure that
they nearly understand them.
- Read the tapescript once for the ss to do the task.
- Get the information from the ss after the first time .
- Read the tapescript the second time for the ss to check
and complete the task.
- Check the answers with the whole class.
1. the groom’s parents. 2. red papers 3. altar
4. at the wedding banquet 5. wedding cards / money gifts.

Activity 2: Answering the questions.
-Ask ss to go through the questions to make sure that they
understand all them.

- ask ss to guess the answers after twice of listening.
- Read the tapescript again for the ss to answer .
- Check with a whole class.
1. To go to the bride’s house bringing a lot of gifts.
2. Pray asking their ancestors’ permission to be married.
3. After praing and asking for permission to be married.
4. At the gromm’s and bride’s homes; at a hotel; at a
restaurant.
5.Stop by each table to say thank to their guests.
Post- listening(12 .m)
Retelling the wedding ceremony.
- arrange the class into groups of four or five to describe the
wedding ceremony .
- Invite the groups to report their ideas.
- Feedback and comments.
Homework(1.m)
Write a short paragraph , saying what families often do to
prepare for a wedding ceremony
- Individually
-Whole class.
-Individual work.
- pairwork to compare the
answers.
- groupwork
V.
Evaluation: ............................................................................................................................
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Date of preparing:August 2nd , 2008
Lesson 10( Period 4): Writing
Class Absent students
12A1
12a2
I.Objectives:
By the end of this lesson , SS will be able to describe the typical features of a
Vietnamese conical leaf hat and write the description of a conical hat.
II. Teaching aids:
Texbook / hand-outs/ picture / realia.
III. Methods:
Intergrated / mainly communicative.
IV. Procedure.
Teacher’s Activities Students’ Activities
Warm up (3.m)
Brainstorming: ’What am I?’
Ask ss to guess the thing from the given information.
1. I have conical shape.
2. I am made from bamboo and young and soft leaves.
3. I protect people from sun or rain.
Which group can gvie their guess rightly and qiuckly will be
the winner.
Pre-writing( 10.m)
Discussion:
- Ask ss to look at the picture of the conical hat and name

different parts of the hat(task 1, p.25)
- Check with a whole class.
1. leaf 2. ribs 3. rim 4. strap
Pre-teaching some vocabulary:
+Palm leaf( n) (realia) : l¸ cä
+ conical (adj) ( picture): h×nh nãn
+ sew (v) ( miming) : kh©u, may
+ trim (v) ( explanation) : ®Ïo gät, t« ®iÓm
+ attar oil (n) ( definition : an special oilusually made from
rose petals): tinh dÇu hoa hång.
Eliciting:
+ Introduction: The conical leaf hat is..................
+ Main body : The hat is made from.............
The hat has............form
Its diameter is...............
The hat is...........................in height
The form is covered with..................
+ Use : To proctect people from the sun or the rain.
Make women and girls look pretier and more
attractive.
-groupwork
- group work- whole class
20
While ’ writing(20.m)
-Ask ss to wirte a paragraph of about 150 words about the
conical leaf hat , based on the outline and the information
above.
- Move round the class and give help .
- Collect ss’ writing when they have finish.
Post- writing (10.m)

Correcting:
- Ask ss to exchange their writings for peer correction
- Ask ss to look at the mistakes collected and correct them.
-Collect some writings and then ask ss to look at them and
give their comments.
- correct mistakes if necessary.
Homework(2.m)
Rewrite the writing again after being corrected.
- groupwork
- Groupwork
V.
Evaluation: ............................................................................................................................
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Date of preparing:August 2nd , 2008
Lesson 11 ( Period 5): Language focus
Class Absent students
12A1
12a2
I.Objectives:
By the end of this lesson , SS will be able to :
- distinguish the differences in pronunciation of the ’ed endingsound.
- Revise the use of some tenses.
II. Teaching aids:
Texbook / hand-outs.

III. Methods:
Intergrated / mainly communicative.
IV. Procedure.
Teacher’s Activities Students’ Activities
Warm-up ( 5.m)
-Aks ss to complete the table with the correct form of words.

-groupwork , then whole
class.
21
Verb Past tenses
Wash
Wait
cause
Ask
phone
End
Play
arrange
cause
watch
- Correct the task as a whole class
Pronunciation(10..m)
-Introduce the pronunciation of the ending ‘ed’:It is
pronounced as
+/t/ when with voiceless consonants
+/d/ when the verbs end with voiced consonants or
vowels.
+ /id/ when the verbs end with the sound /d/ or /t/
-Read the words as model and ask ss to repeat.

-Call on some ss to read the words again.
-Correct if necessary.
- Ask ss to read the sentences in group
- Go round to make correction if necessary.
Grammar (20.m)
Activity 1: Circling the correct option
- Ask ss to do exercise 2 (p.28).
- Go round to offer help if necessary.
- Call on some ss to give their answers and get comments
from the others.
- Feedback and give final comment.
1. C for many years) 5. C. (ver the years)
2. A.( for twenty years) 6. A.( recently)
3. C. ( since) 7. C. ( for the last few months)
4. A. ( last month) 8. A.( I’m sure)
Activity 2: Completing the letter with correct verb forms.
- Ask ss to keep working in groups to do exercise 3 (p. 29)
- go round to control the class and provide help if necessary.
- Call on a presentative of each group to write their answers
on the board.
- Get comments from the others.
- Feedback and give final comment.
1. moved 5. study
2. moved 6. will fail
3. have asked 7. could talk
4. haven’t stopped
-Whole class
-groupwork
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Production (8.m)

-Ask ss to complete the sentences given below.
1. it’s been a year since I.....................................
2. When I was in junior school ,......................................
3. Lately I..................................................................
4. For the past few years, I.................................
5. Last year at this time ,I...............................................
Homework(2.m)
Ask ss to do exercise 1,2,3,4/ exercise book(p.14-15-16)
- Individual work/ whole
class.
V.
Evaluation: ............................................................................................................................
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Unit three: Ways of socializing (5 Periods)
Date of preparing:August 9th 2008
Lesson 12( Period 1): Reading
Class Absent students
12A1:
12A2:
I.Objectives:
By the end of this lesson , SS will be able to guess the meaning in context and
understand the passage about ways of socializing.
II.Teaching aids:

Texbook / hand-outs
III.Methods:
Intergrated / mainly communicative.
IV. Procedure.
Teacher’s Activities Students’ Activities
Warm up(5.m)
-Call on some ss to the board and ask them to look at the
cards containing some expressions and do the miming for the
others to guess what they want to say.
- Ask ss to discussthe questions :
1. Do you often use these gestures to communicate?
2. Do other people understand you?
Lead -in: When you want to speak to other people , you can
Whole class.
23
use different ways. Speech is one of the most important ways
of communicating . You can also communicate by using
gestures.
Pre-reading (10.m)
Preteaching vocabulary:
- Introduce some new words with suitable techniques
+ attract sb’s attention( translation): thu hót sù chó ý cña
ai
+ verbal (adj) ( explanation: related to words , spoken , not
written): b»ng lêi
+ informal(adj) : ( antonym) relaxed/ friendly. >< formal:
th©n mËt / kh«ng nghi thøc
+ nod (v) ( miming): gËt ®Çu
~ at/ to sb
+ approach(v) ( synonym): come near: ®Õn gÇn

- ask ss to repeat the words
- Call on some ss to read the words again
- Aks ss to make sentences with some words.

While ’ reading(19.m)
Task 1: What’s the title?(task 2-p.32)
- Tell ss to read the passage and decide which option is the
best title for the passage.
- Ask ss to compare their answers in pairs.
-give feedback
Expected: A. Attracting Attention : Non- verbal cues
Task2 : Gap sentences.
- Handout the copies with gapped sentences about the
content of the reading passage.
- Get ss to read the reading passage and then fill in each blank
with suitable words.
- Call on some ss to give their answers.
- Ceck the answers with the class.
Handout:
1.We can use either verbal or.................communication to
attact someone’s attention.
2................and waving are considered to be big , obvious non-
verbal signals.
3. If we want to.................. we wait until he passes us , catch
his eyes , and nod slightly to let him know we want him.
4. If you are................. the schoolyard and see your teacher
approaching , you can use a................to attract his attention.
5. ..................someone is usually considered rude.
Expected:
1. non-verbal

2. Jumping up and down
3. attract the waiter’s attention
- whole class / Individual
work

- Individual work and then
pair work
- Group work
24
4. walking across / a small friendy wave
5. Pointing at

Post reading(10.m)
-Ask ss to work in groups to talk about the ways of
communication.
-Go round to help if necessary.
- Call on some representatives to report their ideas.
- Get comments from the others .
Feedback and give final comment.
Homework (1.m)
Find the other ways of non-verbal commmunication and say
when they are used.
- Group work

IV.
Evaluation: ............................................................................................................................
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Date of preparing:August 11th, 2008
Lesson 13( Period 2): Speaking
Class Absent students
12A1:
12A2:
I.Objectives:
By the end of this lesson , SS will be able to practise giving compliments in different
situations and know how to respond to compliments.
II.Teaching aids:
Texbook / hand-outs
III.Methods:
Intergrated / mainly communicative.
IV. Procedure.
Teacher’s Activities Students’
Activities
Warm up(4.m)
- Divide the class into three groups .
- Each group will get a card containing words of a sentence.
- Ask ss to order the words to make a sentence.
Cards:
1. your- really – I – enjoy – speaking – public !
2. was – I – your tennis – excellent – thought – today –
game!
3. a – baby – what – a- have – you – lovely!
Group work
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