Giao an tieng anh 12 tron bo hay

SỞ GIÁO DỤC VÀ ĐÀO TẠO NINH BÌNH
TRƯỜNG THPT NHO QUAN C

¨
GIÁO ÁN TỰ CHỌN
TIẾNG ANH LỚP 11
HỌ VÀ TÊN : NGUYỄN THỊ MINH THU
TỔ: GDCD – ĐỊA – NGOẠI NGỮ

Năm học: 2017- 2018


Date of preparing:10/8/2017
Date of teaching:14/8/2017
Period:01

ORIENTATION
I. Objectives:
1. Educational aim: Students know about English book in grade 12
2. Knowledge:
Student know: - How to learn English in grade 12
- How to do English tests
- How to use student’s book and workbook
3. Skill : - Reading
- Speaking
- Listening
- Writing
- Doing English tests
II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, tape,
cassette player, etc.
III. Procedure:

1. Organization:
Class.

Date of teaching

Attendence

Absent students’ names.

12
12
12
12
2. Oral check:
3. New lesson:
Stages/time
Warm- up
(5 mins)

Teacher 's activities
*Chatting: Asks Ss some questions:
- How are you?
- How can you learn English?

Introduction *Introduces the textbook and how to learn English
(35mins)
well.
a. Contents:
- Six themes:
+ You and me

+ Education
+ Community
+ Nature and the environment
+ Recreation.
+ People and places.
- Sixteen units.( Textbook - from page 6 to page 11)

Sts' activities
- Work individual
- Answer the
teacher’s questions
- Listen to the
teacher
- Listen to T’s
explanation about six
topics


b. The Structure of the book:
- There are sixteen units . In each unit , there are five
main parts: Reading; Speaking;Listening; Writing;
Language focus: (- Pronunciation; - Grammar &
vocabulary)
c. How to learn English well.
- Learn new words by heart.
- Learn everywhere & every time when you are free.
- Study the new lesson & prepare it cafully before you
go to the class.
-After the lesson, you should do the home work every
day,..

d. How to do the tests effectively:
* The main content of the lesson:
A. Listening tests.
1. Multiple choice questions.
2. True-False statements.
3. Open-ended questions.
4.Grid-filling/ Completing charts with facts and
figures.
5. Gap-filling .
6. Identifying objects/people/speakers’ tones.
B. Reading tests.
1. Multiple choice questions.
2. True-False statements.
3. Open-ended questions.
4. Grid-filling.
5. Gap-filling/ Cloze.
6.
Matching
(jumbled
headings
with
paragraphs/written descriptions with pictures of the
items or procedure they describe).
7.Transferring written information to charts, graphs,
maps,..
8.Choosing the best summary of a paragraph or a
whole text
C. Speaking tests.
1. Prompts/Picture prompts.
2. Asking & answering questions(Interview).

3. A set of topics.
4. Role-plays.
5. Information gap activities
6. Decision-making activities.
7. Using pictures for candidates to compare and
contrast.
D. Writing tests.
*Guided writing tests:
1. Gap-filling.
2. Punctuating a text.

- Listen and take
notes in their
notebooks.

- Listen and take
notes in their
notebooks.

- Listen and take
notes in their
notebooks.

- Listen and take
notes in their
notebooks.

- Listen and take
notes in their

3. Re-ordering words/sentences.
notebooks.
4.Summary writing based on texts
*Free writing tests:
1.Sentence writing (e.g. a set of instructions for some
common task)
2.Paragraph writing (e.g. writing leaflets/brochures)
3.Letter writing (e.g. transactional letters)
4.Essay writing (e.g. writing compositions and stories)
*From above, with in the curriculum we have these
kinds of test for each term:
- Oral test: you must have from 1 - 3 scores
- Listen and take
- Fifteen minute test: 3 tests
notes in their
- Forty - five minutes test: 2 tests
notebooks.
- Term test: 1 test
4. Consolidation:(3 mins)
- Retells the main poits of this lesson.
5. Homework:(2 mins)
- Study the textbook .
- Review all of knowledge you’d learned in grade 11.
- Prepare for the next lesson:Revision & test.
Self – evaluation:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Date of preparing:10/8/2017

Date of teaching:…./8/2017
Period:02

REVISION & TEST
I. Objectives:
1. Educational aim: By the end of the lesson, students will:
- Review about tenses: Past simple, Past progressive and Past perfect.
- Do a fifteen minutes test.
2. Knowledge:
- Review about tenses: Past simple, Past progressive and Past perfect.
3. Skill : - Reading
- Speaking
- Listening
- Writing
- Doing English tests
II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, tape,
cassette player, etc.


III. Procedure:
1.Class organization:
Class
Teaching date
12
12
12
12

Attendence

Absentee(s)

2.Checking :Checking during the new lesson.
3.New lesson:
Stages/time
Teacher’s activities
Warm- up
- Greeting, introduce, get acquaintance with the
(5 mins)
students
Revision
1.Past simple:
( tenses)
* Form:
S + V-ed/ Verb in column 2
(15 mins)
* Use: The past simple tense describes an activity
that began and finished at a certain (point of) time in
the past or habit in the past.
* E.g: - Nga went to HaLong Bay last summer
vacation.
- Last year, when she didn’t have a bike, Hoa
took the bus to school.
- Aks Ss to make examples for this form.
2.Past progressive :
* Form :
Was / were + V-ing
* Use : The past progressive tense describes:
- an activity that was happening at a certain time in
the past

* E.g: Mai was sleeping at this time yesterday since
she was ill. - Last at 6 PM , I was eating dinner.
- an activity that began earlier and was in progress
when another activity happened.
*E.g : - I was watching TV when she called.
- While I was studying, he came
- two activities that were in progress at the same
time.
* E.g:- Some students were looking outside while
the teacher was explaining the lesson.

Test

3. Past prfect:
* Form:
S + had + Past participle
* Use: The past perfect tense describes an activity:
- that happened before a certain(point of) time in the
past.
* E.g: A: Why didn’t I see you at the party
yesterday?

Students’ activities
- Whole class
- Take notes
- Listen to the
teacher
- Give som
examples on the
board

- Write them on
their notebooks

- Take notes
- Listen to the
teacher
- Give som
examples on the
board
- Write them on
their notebooks

- Take notes
- Listen to the
teacher
- Give som
examples on the


(15 mins)

Feedback
(5 mins)

B: When did you arrived?
board
A: At 8 p.m
- Write them on
B: Oh, I had left by 8 p.m
their notebooks

- that happened before another activity in the past.
* E.g:- Yesterday, at the bus stop I talked to a
woman who I had never seen before.
- Gives a test.
- Work individually
*Complete the following sentences with the correct
form of the verbs in brackets:
1.Nam (slip) ........... on banana skin and (fall) ....
while he (walk) .... on the pavement.
2.I (be) ....... tired after work yesterday, so I (go) ...
straight home and ( take) ...... a bath.
3. I (have) .... a date with Lan yesterday, but I (not
remember) ....... . When she (arrive) ...... at my
place, I (go) .... out.
4. I (be) .... late for school yesterday. When I (come)
....., the lesson(start) ...... for 5 minutes. Everyone
(listen) ....... carefully, so no one (notice) ....... me.
5. A: .....(you/ see) Le last night?
B: What ...........(she/ wear)?
6. A: When ..................... ( Tom/ come) home last
night?
B: I (not know) .............. since I (sleep) ............
7. I (intervew) ........ My Tam last week. I (never
contact) .............. such a famous singer befores so I
was very happy.
8. I (meet) ........ an old friend while I (have)............
dinner in a restaurant. At first, I (not recognize)......
her because she (change) ............... a lot.
- Control Ss’ doing.
- Collect Ss’paper test.

- Correct the test and give the key:
1. slipped- fell- was walking
2. was- went- took.
3.had- didn’t remember- arrived- had gone.
4. was- came- had started- mwas listening- noticed.
5. Did you see- was she wearing.
6. Did Tom come- didn’t know- was sleeping.
7. intervewed- had never contacted.
8. met- was having- didn’t recognize- had changed.

4. Consolidation:(3 mins)
- Retells the main poits of this lesson.
5. Homework:(2 mins)
- Study the textbook .

- Check and coppy
down


- Review all of knowledge you’d learned in grade 11.
- Prepare for the next lesson: Unit 1: Home life- A: Reading.
Self – evaluation:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Date of preparing:10/8/2017
Date of teaching:…/8/2017
Period:03

Unit 1: HOME LIFE

A. READING
I. Objectives:
1. Educational aim: Students should understand more about home life.
2. Knowledge:
- General knowledge: Students read and guess the meaning of new words from the
con text.
+ Read the passage and complete the tasks of the lesson.
- Language: Students could understand and use new words after reading
- New words: Words related to home life
3. Skills: Guessing meaning in context, scanning for specific information and passage
comprehension
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book and pictures, Board, tape, cassette player, chalks, etc.
IV. Procedure:
1.Class organization:
Class
Teaching date
Attendence
Absentee(s)
12
12
12
12
2.Checking up: Checking during the new lesson.
3.New lesson:
Stages/time
Teacher’s activities
Students’ activities
Warm up
* Chatting:- Ask Ss to talk about their family:

1. How many people are they in your family?
- Group work
2. What is your father’s / your mother’s job?
- Discuss
- Go round the class and control
- Call on some Ss to present .Then T gives feedback - Present
- Short introduction the types of family (show the
pictures)
+ Nuclear family: consists of the father, the mother,
and the children
- Listen to the
+Extended family: consists of the grandparents, teacher’s
aunts, uncles, cousins, nephews, nieces, and in-laws, explaination


Before
reading

(relatives through marriage).
+Single parents families: A single parent family
consists of the children and one parent either the
father and the mother.
- In USA, single parent families are popular
- In Viet Nam , there are more and more the type of
single families.
+Blended families or stepfamilies:A family in which
both parents have been divorced, each with their own
children they remarry and bring both sets chilren into
the marriage. It consists of stepparents,
stepsister,stepbrother,halfbrother and half sister.

- Have SS to look at the picture (P12) and answer
questions:
1. Who do you think they are?
2. Where is the family?
3. What is each member doing?
4. How do you feel when you see such a warm and
peaceful scence?/the scence of a family where people
love and support each other?
- Call some pairs to answer and give feedbacks.
- Introduce the text.

Whilereading

*Explain some new words:
+ Caring(a)
+ To be willing to do st.
+ Mischievous(a)
+ Obidient(a)
+ Close-knit(a)
+ Supportive(a) ~ of
+ Frankly(adv)
+ Secure(a)
- Read aloud these words and ask Ss to repeat
- Explain new words in Vietnamese if necessary
- Ask Ss to listen to the tape.
- Ask Ss to read the passage silently to understand
about it
*Task 1 : Choose the best answer
- Get Ss to read the requirement of task1.
- Ask Ss to read through 5 sentences and T helps

them if necessary.
- Ask Ss to work in pairs and choose the answer.
- Get Ss to share the answers with their groups.
- Call 2 Ss of 2 groups to write down the answers.
- Check and give feedbacks:
- Let Ss explain some sentences if necessary
*Task 2 : Answer the questions:
- Check if Ss can answer the comprehension Qs
without reading the text again. If Ss cannot, T gets
them to read the Qs carefully and underline the key

- Work in pairs.
* Suggestion:
1. Parents and
children.
2.At home.
3.The mother is
helping the
daughter with her
study, the father is
playing with the
son.
4.(depend on Ss.) - Copy down then
repeat after T

- Read the passages
- Listen to teacher’s
reading or tape
- Read the text by
self.

- Read the task.
- Read through 5
sentences.
- Work in pairs.
- Share the answer.
1-B;
2-C;
3A; 4-B ;
5A;


Post- words to do task.
reading
- Get Ss to check theirs answers and explain their
choices.
- Call some Ss to read theirs answers and explain
their choices.
- Comment and gives feedback:
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
having eaten breakfast and dressed in suitable
clothes. She always makes dinner ready before her
husband comes home.
3. The daughter helps with household chores: she
washes dishes and takes out the garbage. She also
looks after the boys/her younger brothers. The father
sometimes cooks/does some cooking or mends things
around the house at weekends.

4. She attempts to win a place at university.
5. Because they are very closed – knit and supportive
of one another. They often share their feelings and
whenever problems come up, they discuss them
frankly and find solutions quickly.

- Work in pairs
Work in groups.
- Check.
- Work in groups.
- Report their ideas.
- Listen and
comment.

- Tell each group to
choose a secretary
to note down all of
others’ ideas.

-Give Ss handouts and ask them to fill in the table the -The
secretary
missing information from the reading text.
report their ideasin
-What is your mother/father/you responsibility in front of the class
your family?
Work
father
mother children
Washing
dishes

-Cooking, …..
- Aks Ss to compare the family described in the text
with your own family (basing on the handouts).
- Ask the secretary to report their ideas.
- Comment and corrects Ss’ mistakes.
4. Consolidation: Retell the main points of this lesson
5. Homework:
- Ask Ss to learn the new words by heart, read and translate the text, do the tasks
again.
- Prepare the section B: Speaking
Self – evaluation:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Date of preparing:16/8/2017


Date of teaching:…/8/2017
Period:04

Unit 1: HOME LIFE
B. SPEAKING
I. Objectives:
1. Educational aim: Students should understand more about home life.
2. Knowledge: By the end of the lesson, students will
- Understand more about home life, the relationship and responsibilities of family's
members.
- Language: Students could understand and use new words
- New words: Words related to home life
3. Skills: Develop speaking skills: discuss home life, the relationship and responsibilities of

family's members.
II. Method: Integrated, mainly communicative
III. Teaching aids: - Textbook, pictures, cassette, tape, handouts and real objects
IV. Procedure:
1. Class organization:
Class
Teaching date
Attendence
Absentee(s)
12
12
12
12
2. Checking up: Checking during the new lesson.
3. New lesson:
Stages/time
Teacher’s activities
Students’ activities
* Network
- Work in pairs
Warm up
- Ask Ss to find out as many as possible words - Present in front of
(7 mins) related to household chores.
the class
Expected words:
+ Cleaning the floor
+ Cooking
+ Doing the
Household
washing up

chores
+ Washing clothes
+ Tidying the
Pre speaking
kitchen
(5 mins)
- Call some Ss to write on the board.
+ Ironing clothes
- Give comments.
+ Hanging dry the
*Task 1: Read the following statements and tick the clothes
ones that apply to you and your family.
+ Taking care of the
- Ask Ss to work in pairs, exchange the ideas.
baby
- Walk around and help them.
+ Repairing/
- Call some Ss to talk about their families in front of mending things
the class, using the information in task 1.
+Taking out the
- Give feedback
garbage
In my family both my father and mother go to


While
speaking
(20 mins)

work. Almost all members of my family share the

household chores. Washing the dishes and cleaning
the house are what I often do help my parents. We
all like watching films on TV when we have free
time at weekends. The person I often share my
secrets with is my sister. I always ask my parents for
advice before making an important decision.

*Task 2:Prepare a list of questions to aks another Ss
to find out whether his/her family life is like your:
- Guide students how to practise- Help the students
with new structures.
Give some special expressions
+Could you tell me who.. ?
+ By the way who in your family . ?
+What about your . ?
* Note: The difference between two question
forms:
+ Khi what/who làm S thì V chia ở ngôi
thứ 3 số it và không dùng trợ động từ.
+ Khi what/who làm O thì phải dùng trợ
động từ.
- Walk around and help them.
- Call some pairs of student to report before the
class.
- Correct their mistakes.
*Expected questions :
1. Could you tell me who works in your family?
2. By the way who in your family does the washing
Post speaking up?
(10mins)

3. What about your brother ? Does he share the
household chores?
4. Whats your responsibility in the family?
5. What exactly do you have to do?
6. How do you share the household chores?
7. What interests do your family members share
together?
8. What do your family members often do together
in your free time?
9. Who do you often share your secrets with?
10. Who do you often talk to before making an
important decision?

- Work in pairs.
- Tick the ones that
apply to Ss family.
- Exchange the
ideas.

- Work in paris
- Some pairs of
student report
before the class
*Sample dialogue :
A: - Hi,Could you
tell me a bit about
your family life ?
B: - Sure, no
problem.
A: - Who works in

your family?
B:
-Both
my
parents. My father is
an engineer and my
mother is a teacher.
They work 8 hours a
day.
A: Do you help
them
with
the
household chores?
B: Of course. I help
my mother in the
kitchen and wash
the dishes.
A: What about your
father?
B:He cleans the
*Task 3 : Ask about your partners family.
floor and sometimes
- Ask Ss to study the table carefully.
- Have the Ss to work in pairs, asking about the when my mom is
partner family life, noting down the answers in the out of on business
he cooks for us.
table.

- Call some pairs to act out in front of the class.
- Give comments.
* Task 4:Report the information
- Have Ss to work in pair.
- Call some Ss to report in front of the class.
- Correct and give comments.
*Expected answer:
I’ ve just talked with B about her family life.She
told me that both her parents go to work, so they are
very busy. So she has to shares the household chores
.She often helps her mother in the kitchen and
washes the dishes after meals. His father is also
willing to help with the housework. He cleans the
house and sometimes when B’s mom is out on the
business. All the members of her family enjoy
watching films together on Saturday evening. She
shares her secret with her mother because she thinks
that her mother understand her well; Hsowever, both
parents help her make important decisions

A:What interests do
your
family
members
share
closely?
B:Watching films.
We often watch
films on TV on
Saturday

evening
when everybody is
free.
A: Who do you
often share your
secret with?
B:Mother.I
think
she understand me
well.
A:So she is the
person you often
talk
to
before
making
an
important decision?
B: No, in fact both
my parents help a
lot when I have
problems.
A: You must be very
happy in such a
family .Thanks for
giving me time.
Bye.
B: - Bye.

4. Consolidation: (2mins)

- Retell the main points of this lesson.
5.Homework: (1min)
- More practice the main topics at home.
- Prepare the section C (The Listening part of Unit one).
Self – evaluation:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Date of preparing:16/8/2017


Date of teaching:…/8/2017
Period:05

Unit 1: HOME LIFE
C. LISTENING
I. Objectives:
1. Educational aim: Students should understand more about home life.
2. Knowledge: By the end of the lesson, students will:
- Understand more about home life
- Language: Students could understand and use new words
- New words: Words related to home life
3. Skills: - Develop listening skills: listening for main ideas and specific information
II. Method: Integrated, mainly communicative
III. Teaching aids: - Textbook, pictures, cassette, tape, handouts and real objects
IV. Procedure:
1.Class organization:
Class
Teaching date

Attendence
Absentee(s)
12
12
12
12
2.Checking up:Checking during the new lesson.
3.New lesson:
Stages/time
Teacher’s activities
Ss’ activities
Warm up
(5 mins)
Before
listening
(10mins)

*Jumbled word:
- Rearrange the letters to make a meaningful word:
RINENOU
- Which word can go with “reunion”?

->
REUNION
->Family
reunion

* Describing the picture.
- Ask students to work in pairs, look at and describe the
picture (p16), using the cues:

- Look at the
1. What is happening in the picture?
pictures.
2. How many pictures are there?/ who are they?
- Answer the
3. How are they feeling? / How do they look?
questions.
- Call some students to answers
+ They are
- Give feedback and introduce the topic of the lesson:
having a big
¨ Lead- in: In today’s listening section, you’ll hear the meal.
conversation between Paul and Andrea talking about their + 9 people..
+ Very happy
family.
 Teacher has students pay much attention to the words and
how they’re pronounced and tells students that they’re given
cues helping them to listen to the text well..
Students
pay
much
* Vocabulary: (Listen and repeat)
+Leftovers / `left әu vәz/: food that has not been eaten at the attention to


end of a meal (thức ăn thừa)
While
listening
(20mins)

+ Spread ( v) out /spred/ = to cover a large area : trải ra
+To reserve: = to book sth in advance: ñaët tröôùc

the words and
how they’re
pronounced

Students
listen to the
tape carefully
repeat
*Task 1: Listen to the conversation between Paul and &
Andrea and decide whether the statements are T or F and individually
and in chorus
then correct the false statements.
+Flight(n) = a journey made by air : chuyeán bay

- Ask students to read through the questions
- Play the tape two times
- Ask Ss to do individually then compare the answer with a
partner.
- Play the tape again, have students listen and check the
answers
- Call some Ss to give the answers
- Checks and gives feedback.
Answer
1. T
2. F ( They not a very close nit family, they rarely get
together as a family any more.)
3. F ( It is about 180 kilometers from they ….)

4. T ( There are 4 children in Paul’s family)
5. T ( There are too many people to cook for, they end up
going out to dinner a lot.)

After
listening
(7mins)

*Task 2: Note down two things that are different about
Paul’s and Andrea’s families.
- Ask students to read through the questions.
- Let them do the task without listening again.
- Play the tape twice .
- Ask students to do Task 2 then compare the answer with a
partner.
- Play the tape again, have students listen and check the
answers.
- Ask some students to read the answers.
- Check and gives feedback.
Paul
His family members are
not very close.
The families often eat the
meal the mother cooks at
home.
*Discussion:

Andrea
His family is a close - knit
one.

The family often goes out to
eat when they get together.

Read
through the
questions
Work
individually
to do the task
Compare
the answers

Read
through the
questions.
-Work
individually
- Try to do
the
task
without
listening
again.
Compare
the answers
- Listen again
and check the
answers

- Ask Ss to work in groups, discuss the importance of family
in a person's life
- Ask some Ss to present their discussion in front of the class.
- Give feedback.:
Family is very important. It’s a place where people
can share their secrets and find solutions to problems that
arise. Only in family, we can enjoy love and comforts. We are
sure to be welcome back when we have disappointments or
failures in life.
4: Consolidation:(2 mins)
- retell the main points of this lesson.
5. Homework:(1min)
- Ask Ss to summarise main points.
- Write about family reunion.
- Prepare Part D. Writing of unit 1

- Work in
groups,
discuss
the
questions
- Report their
discussion

Self – evaluation:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Date of preparing:16/8/2017

Date of teaching:…/8/2017
Period:06

Unit 1: HOME LIFE
D. WRITING
I. Objectives:
1. Educational aim: Students should understand more about home life.
2. Knowledge: By the end of the lesson, students will:
- Understand more about home life
- Language: Students could understand and use new words
- New words: Words related to home life
3. Skills: Develop writing skills: Writing for main ideas and specific information
II. Method: Integrated, mainly communicative
III. Teaching aids: - Textbook, pictures, cassette, tape, handouts and real objects
IV. Procedure:
1.Class organization
Class
Teaching date
Attendence
Absentee(s)
12
12
12
12
2.Checking up:Checking during the new lesson.


3.New lesson:
Stages/time
Warm up

(5 mins)

Pre writing
(7 mins)

Teacher’s activities

Ss’ activities

* Chatting:
- Ask Ss to work in pairs and answers some
questions
1. Do your parents often let you go out in the
evening ?
2. Are you allowed to use your family motorbike?
3. Are you allowed to do the household chores?
- Call on some pairs to present their answer in front
of the class
- Feedback
*Lead in : In today’s lesson, you’re going to write a
letter about your family rules

- Pairs work
1. My parents don’t
let me come home
late.
2.
My
father
permits me to use

the
family
motorbike.
3. I have to do the
household chores.

*Task 1: What rules do you have in your family?
- Have students revise the verbs :
+) Let sb + V
+)Allow sb + to V
+) Have to + V (obligation)
+) Permit sb + to V
- Deliver Ss handouts :
Complete tthe following sentences.
1. During the school year, I am not allowed ………
2. I have to…………………………..
3. My parents allow me……………….
While writing 4. My parents want me not………………
(25mins)
- Ask some Ss to go to the board to write down their
sentences
- Together with Ss finds out the mistakes and
corrects .
*Task 2: Write a letter to a pen pal about your
family rules.
- Ask Ss to work in groups and use the ideas they
have written above to write a letter about their
family rules.
- Goes around to offer help.
- Call four representatives of four groups to go to

the board to write down their letters
- Together with Ss finds out the mistakes and
corrects them
- Give feedback on Ss’ work by pointing out some
common mistakes .
- Remark generally Ss’ written work

- Ss work in groups
* Suggested
answers:
1.... to come home
late / watch TV …
2. ...clean my house
/ do the washing
3. ....to watch TV /
go out with my
friends on Saturday
or Sunday…
4. .....to stay up
late / chat with my
friends on the
phone

- Ss work in groups
and use the ideas
they have written
above to write a
letter about their
family rules.

Post writing
(5mins)

* Sample writing:
Dear Mary,
Today, I have something interesting to tell you. It’s
my family’s rules. Every family has its own rules.
Mine has a few. First, during the school year I’m
allowed to watch TV until I have finished my
homework. Sometimes my parents let me go out
with my friends on Saturday or Sunday, but I must
come home early. Second, in my family everybody
has to do their share of the household chores. And
mine are doing the washing and preparing meals.
Third, my parents want me not to chat on the phone
more than ten minutes. How about your family
rules? I am very happy with my family. My parents
really love me and take good care of me.
Love,
Daisy
- Ss work in groups
- Ask Ss to make a conversation about the content of
their letter
- Call some Ss to practice the conversation in the - Work in pairs
front of class
Eg:
A. Do your parents let you go out in the evening?
B. Sometimes on Saturday or Sunday.
A. Are you allowed to watch TV?

B. ………

4. Consolidation:(2 mins)
- Retell the main points of this lesson.
5. Homework: (1min)
- Ask Ss to rewrite at home.
- Prepare the section E (The Language focus part of Unit one).
Self – evaluation:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Date of preparing:20/8/2017


Date of teaching:…/8/2017
Period:07

Unit 1: HOME LIFE
E. LANGUAGE FOCUS
I. Objectives:
1. Educational aim: Students will be more confident when pronouncing ending sounds / s,
z/ and doing exercises
2. Knowledge: By the end of the lesson, students will:
- Distinguish and pronounce correctly the ending sounds / s, z /.
- Use correctly the Simple past, past continuous and present
3. Skills: - Develop speaking & writing skills
II. Method: Integrated, mainly communicative
III. Teaching aids: - Textbook, pictures, cassette, tape, handouts and real objects
IV. Procedure:

1.Class organization:
Class Teaching date
Absentee(s)
Marks
12
12
12
12
2.Checking up:Checking during the new lesson.
3.New lesson:
Stages/time
Teacher’s activities
Students’ activities
I. Stabilization:
- Greeting the class
- Greeting the T
(2 mins)

- Checking the students’ attendance

- Answer

II. Check up:
(10 mins)

- No checking

III. Warm-up:

*Tongue twisters.

(6 mins)

- Hang a poster on the board, Ask Ss to read -Read the tongue
the tongue twisters as quickly as possible. If twisters
one read 3 times he wins.

/s/

/ z/

+She sees Susie sitting in a shoe shine shop. sits

sees

+ Where she sits she shines, and where she

shines

shines she sits.
- Ask Ss to pick out the word containing the
ending sounds


/ s, z / and put in the correct column.
- Write on the B.B
IV. Pronunciation:

* Listen and repeat:

(15 mins)

- Read and ask students to listen and -Listen and repeat:
compare

the

difference

betweet

pronunciation of ending- s : /z / and / s /.
- Explain:
+ §îc ph¸t ©m lµ/s/ nÕu phô ©m
tríc nã lµ: /k/,/t/,/p/,/f/,/0/
+§îc ph¸t ©m lµ /z/ nÕu tríc nã lµ
c¸c phô ©m cßn l¹i vµ c¸c nguyªn
©m kh¸c.
- Let students listen again and repeat.
- Write some words on board and ask
VI. Free - Practice:

students to read them aloud.

- Pratise these

(10 mins)

* Practise these sentences:

sentences:

- Read one before then read again and ask
students to repeat.

- Practise in pairs.

- Ask students to practise themselves.
- Walk around and help them
4. Consolidation:(2mins)
- Retell the main points of this lesson.
5. Homework:
- Ask Ss to do the exercises again and do excercises of unit 1 (workbook).
- Prepare for the next lesson
Self – evaluation:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………


Date of preparing:20/8/2017
Date of teaching:…/8/2017
Period:08

Unit 1: HOME LIFE
E. LANGUAGE FOCUS
I. Objectives:
1. Educational aim: Students will be more confident when pronouncing ending sounds / s,
z/ and doing exercises
2. Knowledge: By the end of the lesson, students will:

- Distinguish and pronounce correctly the ending sounds / s, z /.
- Use correctly the Simple past, past continuous and present
3. Skills: - Develop speaking & writing skills
II. Method: Integrated, mainly communicative
III. Teaching aids: - Textbook, pictures, cassette, tape, handouts and real objects
IV. Procedure:
1.Class organization:
Class Teaching date
Absentee(s)
12
12
12
12
2.Checking up:Checking during the new lesson.
3.New lesson:
Stages/time
Teacher’s activities
I. Stabilization: - Greeting the class
(2 mins)

- Checking the students’ attendance

II. Check up:

- No checking

(10 mins)

Marks

Students’ activities
- Greeting the T
- Answer

* Tense revision
- Hang a poster, Ask Ss to do the exercise .

-

Listen

III. Warm-up:

Poster : Use the correct tenses: simple past, past teacher

(6 mins)

continuous or present perfect.

to

1. When you (buy)................. that car?
- I (buy)................... it 2 year ago.
2. At this time yesterday we (play)...............
football.
3. At 7 p.m last Sunday we (visit)................. the - Do exercise

the

zoo.

individually

4. When I (have) ................dinner, my friend 1. did….buy ; bought
(call.).............

2. were playing

5. I (already/see)..............................Titanic

3. were visiting

- Call a student to do on the B.B while the other

4. was having ;

practice individually.

called

- Correct and give feedback.

5.have already seen

- Ask Ss to remark the uses of these tenses, give
comment.
IV. Grammar:

*Remarks

(15 mins)

+ Simple past is used to denote an action

- Take note
- Remarks

happening at a specific time in the past with no - Note down
relating to the present.
+ Past continuous is used to express action that
was in progress at a specific time in the past; it is
also used to express action that was in progress
when something else happened.
* Exercises 1 (p.18): Underline the most suitable
tense form in each sentence.
- Ask Ss to do exercise provided in the books.
- Have them do individually, and then compare
the answers with the partners.

- Work in pairs.
-Check and copy.

- Call Ss to give the answers.
- Correct and give feedback
* Key:
1. Have you seen

2. Did you enjoyed

3. was

4. Did you give- saw

5. didn’t listen

6. Have you two met

7. Did you meet
* Exercise 2 (p19): Decide which answer (A,B or
C) best fits each space.
- Ask Ss to read the letter provided in the books.

-Do

individually,

and then compare
the answers with the


- Have them do individually, and then compare partners.
the answers with the partners.
- Call Ss to give the answers.

- Check and copy.

- Correct and give feedback
1 2
3

4
B C
A A
9 10 11 12
B C
B C
* Free excercise:
VI.

Free

-

5
B
13
C

6
B
14
A

7
B
15
B

8
C

- Asks Ss to do excercise 2 ( Part B. Language

Practice:

focus- workbook- page 7)

(10 mins)

- Call Ss to give the answers.

- Group work

- Correct and give feedback
1. happened 5. didn’t want
2. was skiing

9. stooped 13. fell

6. hadn’t skied 10. was getting

14.heard
3.was snowing 7. decided

- Check and copy
down

11. slipped

15.had happened

4. couldn’t see 8. didn’t join

12. fell

4. Consolidation:(2mins)
- Retell the main points of this lesson.
5. Homework:
- Ask Ss to do the exercises again and do excercises of unit 1 (workbook).
- Prepare for the next lesson: Unit 2 : A. Reading.
Self – evaluation:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Date of preparing:20/8/2017
Date of teaching:…/8/2017


Period:09

Unit 2: CULTURAL DIVERSITY
A. READING
I. Objectives:
1. Educational aim: Students should understand more about cultural diversity
2. Knowledge: By the end of the lesson, students will:
- Master vocabulary related to cultural diversity
- Improve their reading skills
3. Skills: - Develop reading skill
II. Method: Integrated, mainly communicative
III. Teaching aids: - Textbook, pictures, cassette, tape, handouts and real objects

IV. Procedure:
1.Class organization:
Class Teaching date
Absentee(s)
12
12
12
12
2.Checking up:Checking during the new lesson.
3.New lesson:
Stages/time
Warm up
(5 minutes)

Marks

Teacher’s activities
* Network:

Students’ activities

- Prepare a hand out with a network of the word

- Group work

“a marriage” and ask Ss the Question:
(?) What things make a marriage happy?

*Expected words:
- romantic love

- understanding

marriage

- sharing
- partnership of
equals

- Ask students to look at the pictures (p.20) and

...

Before

work in pairs to ask and answer the questions.

- Pairs works

reading

+ What can you see in the pictures?

(10 minutes)

+ What are the differences between them?

- Answers by using

- Call students to answer before the class

both Vietnamese or


- Lead to the lesson

English language.

* Pair works:
- Ask Ss to work in pairs and discuss the question

- Free answers

(?) Which of the following factors is the most
important for a happy life? Why?
+ Love

+ a nice house / flat.

+

+ Parents’ approval

+good

Money
+ a good job.
health.
- Ask Ss to talk before the class and give the reason
why.
*Vocabulary:

+ Phycical attractiveness
+ Partnership of equals

+ Confiding.
+ Trust built on

love
+ Diversity (n)

- Copy down & liten
to the teacher
several times and

+ Diversify (v)

then repeat.

+ Diverse (adj)
+ Approval (n)

+ Marriage (n)

- Read aloud and ask Ss to repeat then correct
Ss’mistakes.
- Ask Ss to read the text silently to do the tasks.

- Read the passage

Focus on the phrases :physical attractiveness;

silently

confiding; partnership of equals and trust built on
love….
- Open the tape. T can ask 1 or 2 good student to
read the text aloud.

While
reading
(20 minutes)

*Task 1: Explain the meaning of the words/

- Ss read the

phrases:

sentences silently to

- Ask Ss to read the sentences silently .

understand what to

- If Ss have any problems, T might be able to help

do.


them by giving the instruction.

- Individual work/

- Give handouts : Matching

group work and pair

1.Precede

a. happen or exist before

work

2.

b. tell someone about something

*Answers

Determine

very private or secret

1 - a; 2 - d; 3- b;

3.Confide

c. having a duty to do something.

4 - e;

4. Sacrific

d. find out

-Ss read the

5. Obliged

e.willingly stop having something

sentences in task

5- c

you want
- Go around for help

loud what they do

- Call on Ss to read aloud what they do.

translate them into

- Give feedback and correct answers.

Vietnamese pairs by

the other can

pairs

* Task 2 : Answer the following questions:
- Get Ss to read the whole text silently to do the task.
- Call on some Ss to answer in front of the class.

- Pair work/ group

- Give feedback

work and whole

1. They are Physical attractiveness; Confiding;

class

Partnership of equals; trust built on love.
2. The young Americans are much 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

- Check and copy

sacrifice more in a marriage than a man.

down

4. The American wife trusts her husband to do the
right thing because he loves her not because he has to
do.

- Practice in pair:

5. The main finding of the survey is that young

One asks & one

Asians are not as romantic as their American

answers

counterparts
* Dissussion:- Discuss the question: what are the
differences between a tradition Vietnamese family

- Pairs work