GIAO AN 12 CO BAN ( Full)

THE FIRST TERM OF GRADE 12
GUIDING HOW TO LEARN AND TO DO ENGLISH TESTS
Period : 01
Date of preparation :
Date of teaching : 12A: 12B1 : 12B2: 12B3:
I. Objectives:
1. Educational aim: Students know about English book in grade 12
2. Knowledge:
Students 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:
Teacher’s activities Students’ activities
Warm-up :(7 minutes)
- Introduce to students about the teacher
- Ask students about their names and English
knowledge etc.
Guiding: (35 minutes)
1. Guiding student’s book and workbook:
* Introduce to students how to use their book and
workbook
* Introduce to students how to learn reading, speaking,
listening, writing, language focus in their books and

how to do the exercises in their books
2. Guiding English tests in grade 12:
* Introduce to students about oral tests, 15 minute
tests, 45 minute tests, etc. and how to do them
* The tests in grade 12 include:
reading : 25%
listening: 25%
writing: 25%
language focus: 25%
3. Guiding other books and tape, disc, etc.
Homework: 3 minutes
- Ask students to prepare textbook, notebooks and the
things for learning and prepare lesson reading - Unit 1
- Listen to the teacher
- Answer the teacher’s questions
- put the student’s book and workbook on the
table
- listen to the teacher and look through the
books
- Listen to the teacher
- listen to the teacher and write down the things
which will be prepared at home
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Unit 1 : HOME LIFE

Reading
Trương Hữu Hưởng – THPT Lao Bảo
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Period 02

Date of preparation :
Date of teaching : 12A: 12B1 : 12B2: 12B3:
I. Objectives:
1. Educational aim: Students should know about International Red Cross
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:
Teacher’s activities Students’ activities
Warm-up: (5 minutes)
- Ask students look at the picture and ask some
questions
- Let students understand more about , house hold
chores and family life, today we learn Unit 1- part A:
Reading
Before you read : (7 minutes)
Ask students to work groups to ask and answer about
the pictures
- Hang on the blackboard the table of questions. Ask
students to work in pairs looking at the pictures to ask
and answer them.
1. Where is the family?
2. What is each member of the family doing?
3. Is the family happy? Why (not) ?
- Introduce the situation of the context

- Read the context once to the class.
- Show students some new words:
+ to be caring
+ to be willing to do
st
+ to be close -knit
+ to be mischievous
- Help students to summary the main ideas of the
context .
* The first paragraph: the writer says about the
parents’ jobs and the people in her family.
* The second paragraph :The writer says about the
activities of her parents every day.
* The third paragraph: The writer says about her
younger brothers and her herself.
* The writer says about the happiness in her family.
- Ask students to think of their thoughts about a happy
family.
- Introduce the situation of the passage
- Open the book
- Listen to the teacher
- Look at the picture and answer
- Listen to the teacher and open the book –
Unit 1, part A: reading
- Work in groups to discuss about the pictures
- Work in groups to ask and answer the
questions give by the teacher.
- Stand up to answer in front of the class
P1: The family is at home.
P2: The father is playing games with his son

and the mother is helping her daughter do
homework.
P3: Yes, it is .because they look warm and
close –knit.
- Look at the book and listen to the teacher
- Listen
- Note down
- Work in groups and try to repeat the main
ideas in each paragraph.
-Practise speaking their ideas freely.
Listen to the teacher
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While you read : (23 minutes)
- Ask students to look through the passage and read in
silence
- Help students read the passage
- Explain pronunciation and meaning of new words
which appear in the passage
+ Task 1: (10’)
- Ask students to work in groups to read the sentences
in the task and then choose the sentence A,B or C that
is nearest in meaning to the sentence given.
- Read all the sentences which they have chosen
loudly to the class
Teach some new words: close –knit (a), mischievous
(a), .....
- Ask students to work in groups to do the task.
- Call on some students to read the sentences.

- Common in whole class
+ Task 2: (15’)
- Divide the whole answers class into 6 groups of 8
students .
1,How busy are the parents in the passage?
2,How caring is the mother ?
3,How do the father and the daughter share the
household chore ?
4,What is the daughter attempting to do after
secondary school?
5,Why do the children feel they are safe and secure
in their family ?
- Ask students to read the questions carefully and
discuss the answers
- Help students to find the paragraph which contain
the information for the answers
- Call the leader of each group to answer the questions
- Ask the whole class to commend
- Feedback and give the correct answers and give
point.
After you read : (8 minutes)
- Ask the whole class to discuss about a happy family.
- Call some students to say about their thinking of a
happy family
Home work: (2 minutes)
- Write about their family or others they know.
- Prepare Part B : Speaking at home
- Work in groups , read the sentences carefully
- Listen to the teacher and read up the
sentences aloud .

- Note down the new words.
- Read up.
- Work in groups to do the task
- Read the passage
- Work in groups to find the sum up of the
passage
- Present the answers in front of the class
- Commend
- Note down the reason of the choice
- Work in groups to ask and answer the
questions using the information from the
passage
- Some students answer the questions in front
of the class
Listen and take notes
- Do the home work and prepare for the next
lesson.

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UNIT 1 HOME LIFE
Speaking
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Period 03
Date of preparation :
Date of teaching : 12A: 12B1 : 12B2: 12B3:
I. Objectives:
1. Educational aim: Students can talk about their family and other families
+ Students can ask and answer about household chores and family

+ Students discuss their ideas about the true of a happy family
2. Knowledge:
- General knowledge: By the end of the lesson students can practise a dialogue about a happy family
- Language: asking for and giving information from a passage
- New words: words related to the topic
3. Skills: talking about Home life and their activities in the family
II. Method: integrated, mainly communicative
III. Teaching aids: pictures ,textbook,....
IV. Procedure:
Teacher’s activities Students’ activities
Warm-up: (7 minutes)
- Playing games.
- Divide the class into pairs and ask students to
work in pairs to talk about their family in 3 minutes
- Call of the leaders of each groups to talk about
her/his family in front of the class
- Feedback and lead the class to the topic of
speaking activities
(we are going to discuss about our family )
Pre-speaking : (12 minutes)
Task 1 Let students read the following sentences
and choose which apply to them or their family.

- Ask students to work in groups to speak the
sentences
1, In my family ,only my father works.
2,Member of my family share the household
chores .
3,My responsibility in the family is to wash the
dishes.

4, In my family, the interest we share closely is
watching football.
5,I often share my personal secrets with my father.
6, I always talk to my parent before making an
important decision.
- Go around and listen to the students –Give
more suggestions if they need
While-speaking : (15 minutes)
Task 2 - Work in pairs .
-Let students ask and answer the questions about
their family.
- Listen and give the ideas to each pair.
- Keep books close
- Listen to the teacher
- Work in groups to talk about family
-
-Work in groups and give their ideas why they
choose
-Each student stands up and talks about their
family.
A: In my family ,my parents both go to
work,.....................
B: In my family, ..........
-Practice speaking out their ideas about their
family. A: Who works in your
family ? B : Both my father and mother.
A: Who often does the household chores ?
B : My mother mainly does it and sometimes my
father help my mother.
A :How is your responsibility to your family ?

Trương Hữu Hưởng – THPT Lao Bảo
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Task 3:Work with a different partner.
- Ask students to use the questions they have form
to ask about her/his family.
- Listen to the students and give remarks.
- Post-speaking : (10 minutes)
Task 4
- Let the students practise speaking freely about
their family.
-Go around to listen and give remarks .
- Ask some students to stand up and tell loudly
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about a happy
family (80 words)
- Ask students to prepare Part C- Listening and do
homework
B :I often clean the house and cook the meals
when I finish my studying.
A : How do the family members
share the interest ?
B :We often watch television each other in the
evening.
A : Who do you often share your secrets with ?
B : I often share with my mother.
A: Who do you talk to before making an important
decision?

B: I often talk to my parents.
- All students write some sentences about their
family and then stand up to talk.
-Work in groups and each group has a
representative to talk about her/his family.
P1 : I talked to Tuan . Both his parents go to
work. But only his mother does the household
chores.....
P2 : In Loan’s family ,only her father goes to
work and her mother is at home ...........
-Work in groups and then speak out their opinions.
PS : I think a happy family should have............
P : Yes it is . Because every member in the family
often share the feelings with each other.........
- Listen to the teacher
- Write down the homework
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Unit 1 HOME LIFE
Listening
Period 04
Date of preparation :
Date of teaching : 12A: 12B1 : 12B2: 12B3:
I. Objectives:
1. Educational aim: Students can listen to get information to decide True or False statements
+ Students can improve their ability of listening to write down the main ideals of the lesson.
2. Knowledge:
- General knowledge: Students learn more about a happy family
- New words: Words related to family
3. Skills: - Listening and comprehension questions
- Listening and deciding on True or False statements or no information

II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures board, tape, cassetteplayer, chalks.
IV. Procedure:
Teacher’s activities Students’ activities
Warm-up: (5 minutes)
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- Ask students to close the books
- Give some pictures and answer some questions
1,Who are they?
2 ,What are the relationship among them ?
- Check some students and mark
- If you want to know more details about them we
will go to Unit 1- part Listening
Pre-listening: (7 minutes)
- Introduce the topic of the listening: In this you
will listen to people talk about their friends. But
now please talk about your family first.
- Ask students to read all the words given carefully
and show the difficult words or structures
- Explain the words and structures to the class:
-reseved :
- leftover :
- spread out :
* Before you listen :
- Ask students to look at the picture and say :
+What are they doing ?
+How many people are there in the family ?
While-listening: (20 minutes)

Task 1
- Introduction: you are going to listen to Paul and
Andrea talk about their family. Ask
students to read the sentences carefully first to get
the True or False.
- Ask students to get the difficult words.
- Read the tape-script loudly to the class.
- Ask students to decide the answers .

- Listen and remark.
- Ask students the question :
- Why do you think it is true / false ?
- Help them if necessary
Task 2
- Ask students to look through the sentences in
task 2
- Ask students to listen again and note down two
things that are different about Paul’s and Andrea’s
families.
After-listening: (10 minutes)
- Ask students to open the books
- Ask them to discuss the importance of family in
a person’s life
- Let them work in pairs
- Walk round and help students
- Ask some students to stand up and go to board
- Close the books
- Listen to the teacher
- Work in groups and look at the picture and
answer

- Listen to the teacher and open textbooks
- 0ne or two students talk about their family.
- Read the new words.
- Listen and note down
- Work in pairs to ask and answer
+ P : -They are having a party.
- There are 9 people in the family
- Keep book open
- Listen to the teacher
- Read the sentence carefully to get the True or
False statements.
- Ask for the difficult ones.
- Listen to the teacher.
- Speak out the sentences individually.
PS :
1, It is false
2, It is false
3, It is false
4, It is true
5, It is true
- Listen and work in pairs to speak out some
information they have heard from the tape.
-Discuss and find out the
the importance of family in a person’s life
- The students who are called go to board and write
down your answer
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and write

- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about
the importance of family in a person’s life
-Remember them to prepare Part- Writing at home
-Listen to the teacher and write down homework
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Unit 1 HOME LIFE
Period 05 Writing
Date of preparation :
Date of teaching : 12A: 12B1 : 12B2: 12B3:
I. Objectives:
1. Educational aim: Students can write a paragraph about family rules depending the given prompts
2. General knowledge: Students learn how to write a description , stages of a description
- Language:
- New words: Words related to the topic
3. Skills: Writing a narrative
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, notebook, some pictures
IV. Procedure:
Teacher’s activities Students’ activities
Warm-up: (5 minutes)
A word game.
- Divide the class into 4 groups
- Ask students to work in groups to revise the words
using to say about family
(in 2 minutes)
- Call the representatives of the groups to write as
many words on the boards as possible. (in 2 minutes)
- The winner is the students who has got the largest

number of correct words on the board.
- Call some students to repeat the meanings of the
words.
Pre-writing: (10 minutes)
- - Ask students to use the following verbs and
expressions.
Give and read some words aloud :
_ Let ,allow, be allowed to, have to, permit, etc.
+ Some expressions :
- doing household chores
- coming home late
- preparing meals
- watching TV
- talking on the phone
- using the family motorbike
- Listen to the pairs and help them if they
get some difficulties in speaking.
- Ask students to stand up and say a paragraph about
his/her family.
- Keep book close
- Listen to the teacher and work in pairs
- Work in groups to revise the words
- Go to the board to write the words
- Repeat the meanings of the words in front of
the class
- Listen to the teacher
and open the books
- Read all words and expressions and work in
pairs .
A : Do you have to do the household chores ?

B : Yes, after my studying or my free time.
A : Are you allowed to come home late ?
B: No, because my parents are strict..
A : Do you often prepare the meals ? etc
Each representative of a group stand up and
say about the family.
A: - In my family , everybody has to do the
household chores. I’m not allowed to come
home late, I only can watch TV when I finish
my homework......
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While-writing: (18 minutes)
Task 2
Ask students to use the ideas they ‘ve dicussed to write
a leter to a pepal about their family.
-Give some out line : first, second ,further more,
and...finally.....etc.
- Call two good students present their outline in front
of the class
- Ask the others comment
- Feedback and give some correction to help students
to have a better outline to write.
Post-writing: (10 minutes)
- Give suggestions and corrections
- Ask students to read another’s description
- Ask some students to read loudly their description
- Correct mistakes and mark
Homework: (2 minutes)

- Ask students to do part writing of Unit 1 in the
student’s work book and prepare part Language Focus
+ Write the letter individually.
- Every family has its own rules. Mine has a
few. First, everybody has to do the house hold
chores, we only go out or watch TV when we
finish all homework........
- Some students read loudly their products in
front of the class...
- Listen to the teacher and write down
homework
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Unit 1 HOME LIFE
Period 06 Language Focus
Date of preparation :
Date of teaching : 12A: 12B1 : 12B2: 12B3:
I. Objectives:
1. Educational aim: Pupils can pronounce the endings /s/ ,/z/
2. Knowledge:
- General knowledge:+ Students have to remind of tense :past simple, past progressive and present perfect.
+ Students have to do some exercises of tense
- New words: Words related to topic
3. Skills: Intonation and phrasal verbs
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures, board, tape, cassetteplayer, chalks.
IV. Procedure:
Teacher’s activities Students’ activities
Pronunciation: (8 minutes)
- Guide students to pronounce the endings /s/,/z/ :
bats /s/ . bags /z/

- Ask students to read the up the words and the
sentences
- Ask students to read up in chorus twice
- Call some students to read up in front of the class
. GRAMMAR:(35munites)
1,Tense of verbs:
Listen to the teacher.
- Listen to the teacher and read up
- Read up in chorus twice
- Some students read up in front of the class
- Listen to the teacher and speak out .
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* Ask students to repeat the they’ve leant.
+ The past simple.
+ The past progressive.
+ The present perfect.
- Ask students to give some sentences.
- Let students compare the differences ebtween
past simple and present perfect
Listen and give remarks
Exercise 1:
- Ask students to work in groups to do the exercise
1.
- Ask students to choose their suitable verbs in the
sentences.
- Call the leader of each group present their answers
on the board
- Ask the whole class to comment

Exercise 2:
- Ask students to work in groups to do the exercise
2.
- Ask students to decide which answer ( A, , B,or
C)
- Call the leader of each group present their answers
on the board
- Ask the whole class to comment
Homework : (2 minutes)
Ask students to do Part Language Focus and
prepare part Reading of Unit 2 at home
P1: - past simple
P2: - past progressive
P3 : present perfect
- Some students give more examples.
* Example :
- He left the room last week.
- They were having dinner at 8 o’clock last night.
-She has learnt English since she was in grade 1.
- Work in pairs and give the differences.
* past simple : happened and finished with the
definite time in the past ,not related to thepresent.
-Ex : He bought a car yesterday.
* present perfect : started in the past but related to
present or future and give the result at present.
-Ex : She has learnt English since she was in the
grade 5.
- Work in groups to do the exercise
1. Have you seen
2. Did you enjoyed it?.

3. has been.
4. Did you give/saw.
5. didn’t listen
6. Have you two met before ?
7,Have you met ?
- Discuss the answers and give comment on the
sentences
- Listen to the teacher and work in groups
to do the exercise.
1, B : haven’t written 2, C : have been
3, A : had 4, A : haven’t done
5, B : have stopped 6, B : am waiting
7, B : have changed
8, C : live
9, A : decided 10,B : becomes
11,B : told 12,C :moved
13,C : come 14, C : stay 15, B : am going
- Redo the exercises
- Do the exercises in the workbook
- Prepare for the next lesson

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Unit 2 CULTURAL DIVERSITY
Period 07 Reading
Date of preparation :
Date of teaching : 12A: 12B1 : 12B2: 12B3:
I. Objectives:
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1. Educational aim:
- Students read passage comprehension about role of cultural diversity
- Students know how to use the new words through asking and answering
2. Knowledge:
- General knowledge: - Through this unit, students know more about cultural diversity
- New words: Words related to the topic( culture, society....)
3. Skills: -Guessing meaning from context
-Summarizing main idea
-Passage comprehension
II. Method: Intergrated, mainly communicative
III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook
IV. Procedures:
Teacher’s activities Students’ activities
Warm-up: (4 minutes)
- Ask students to list out the factors that create a
happy life
-Let students work in pairs
-Ask students questions
_Lead in: Today, we’ll study a new lesson Unit 2-
part A :Reading
Pre-reading: (7 minutes)
- Ask students to work in groups of four
and guess what are happening in the picture.
Hang on the blackboard the table of the questions
to help students to guess the activity in each
picture:
- Which of the following factors is the most
important for a happy life ?W hy ?
- Love, money, parents’ approval, a nice

house,a good job, good health...etc.
- Ask the representatives of the groups to express
their ideas in front of the class.
- Give the feedback
+ Pre-teach some new words
- precede (v) - counterpart(n)
- confide(v) - sacrifice (v)
- Ask students to read up in chorus twice.
- Ask students to guess the meaning of the new
words.
+ Introduce the situation of the passage
+ Show students the tasks of the reading
While-reading: (20 minutes)
- Make the class read the small talks, to scan the
details and do the tasks
Task 1 :
Ask students to read the passage in skim to make
sure the meaning of the words.
- Call some students to show the meanings
- Ask students to read the passage again and do
the task in groups of four
- Call on some students to read the answers in
front of the class.
- Listen to the teacher
- Answer the question
Work in groups to talk about the
activities in the pictures
- Look at the questions and try to answer them in
groups to discuss.
- One student speaks out his/her ideas in front of the

class .
- Look at the board, note down.
- Read the new words in chorus twice.
- Work in groups to guess meanings of the words.
- Listen to the teacher
Read the passage in skim
- Show the meaning of the words.
- Work in groups to fill in the blanks.
- Read the italicized words/ phrases and explain in
front of the class :
1, precede : happen or exist
2, determine : find out
3,confide : tell somebody about something very
private or secret
4,sacrifice : willingly stop having something you
want
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- Ask students to read the sentences with the
words given
Task 2
- Ask students to work in groups of 8 to answer
the questions given.
- Call on some students to show the class the
right answers
-Listen to the students and help them if
neccesary.
Post-reading: (12 minutes)
Ask students to work in groups to discuss about

the question :
+ What are the differences between a traditional
Vietnamese family and a morden Vietnamese
family ?
- Give some suggested words to talk about a
family :number of children, the house they like to
have, the head of the family , who works , who
takes care of the housework and children , the
income...
- Call on some representatives on the groups
to talk about the differences
Homework : (2 minutes)
-Do reading text in workbook
-Prepare the next lesson
5, obliged : having a duty to something.
- Work in pairs to answer the questions.
A: What are the four key values in the survey ?
B: They are Physical attractiveness, Confiding,........
A: Who are much more concerned with
physical........... ?
B :The young Americans are much more concerned
than the young Indians and the Chinese........
A: What are the Indian students’ attitudes on a
partnership of equals ?
B :The Indian students agree that a woman gas to
sacrifice........
- Read the questions carefully and work in pairs to
answer the questions.
A: - I think a modern family has fewer children than
a traditional one.

the head of the family in a modern family is both a
husband and wife, they share the household chores
and
take care of their children....
- Work in groups to discuss to compare to other
groups.
- Talk in front of the class about the class.
-Listen to the teacher and take note
Unit 2 CULTURAL DIVERSITY
Period 8 Speaking
Date of preparation :
Date of teaching : 12A: 12B1 : 12B2: 12B3:
I. Objectives:
1. Educational aim: Students can talk about the differences among cultures
2. Knowledge:
- General knowledge: - Through this unit, students can talk about the differences among cultures
- Know how to arrange opinions sensibly
- Language: Students use sentences, words, phrases and expressions for making their view
3. Skills: Fluency in expressing opinion and expressions for making a opinion
II. Method: Integrated, mainly communicative
III. Teaching aids: Pictures, English textbook 12, hand-outs
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IV. Procedures:
Teacher’s activities Student’s activities
Warm-up:(5minutes)
Checking the last lesson
- Call two students to go to the board.
Students 1 and 2 : Talk about the differences

between a traditional family and a modern family
they’ve written at home.
- Ask the other students to comment about the
talking.
- Feedback and give correction if necessary
- Lead the whole class to the topic of the lesson.
Pre-reading: (8 minutes)
- Task 1:
We are going to talk about the differences among
cultures .
- Ask students to express their point of view on the
followings ideas , using the words or expressions
in the box.
* In Vietnam ,three or even four generations may
live in home.
* A happy marriage should based on love.
* In some Asian countries , love is supposed to
follow marriage not precede it.
* In some countries, a man and a woman may
hold hands and kiss each other in public.
- Listen to the students and give remark
While –speaking : (16munites)
Task 2:
- Ask students to work in pairs to discuss about the
differences between the culture in America and in
Vietnam.
+Give the culture in America:
- Two generations ( parents and children ) live in a
home.
- Old- aged live in nursing home.

- It is not polite to ask questions about age,
marriage and income.
- Americans can greet anyone in the family first.
- Groceries are bought once a week.
- Christmas and New Year holidays are the most
important.
- Children sleep in their own bedrooms.
+ Listen to the students and give more the ideas
about the differences.
Post-reading: (14 minutes)
Task 3:
- Ask students to work in pairs or work in groups
- Listen to the teacher
-Read the paragraph in front of the class
- Listen to the teacher
- Read the sentences given and work in groups to
dicuss.
A : In my opion,it is not good for three or four
generations to live in a family because they will
find it difficult to sympathy their interests and
habbits ...and I agree that love is supposed to
follow mariage not precede it.
B: I don’t agree with your ideas, I think it is good
to have three or four generations living under one
roof because they can help each other a lot
- Work in pairs to discuss and give their ideas
about the differences
+ Give the culture in Vietnam.
-There are more generations in a home (grand
parents, parents and children ...)

- Elders live with their children and are taken care
of by their sons.
- Can ask the questions about the age, marriage
and income..
- Have to greet the older first.
- Do the shopping everyday.
- Tet holiday is the most important.
- Children can share bedrooms with the other in a
family.
- Work in groups or in pairs to compare.
Ps : - There are differences and similarities
between Vietnamese and American cultures .In
America, two generations (parents and children)
Trương Hữu Hưởng – THPT Lao Bảo
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to talk about the similarities and differences
between Vietnamese and American cultures,
using the features discussed in the task 2 .
- Listen and give remarks on their opinions
Homework:(2minutes)
-Students write a paragraph about the cultures in
Vietnam.
- Do the exercises in the workbook
- Prepare for the next lesson
live in ahome . In Vietnam, two, three
or even four generations live under one roof...etc.
-Listen and copy
---------------------------------------------------
Unit 2 CULTURAL DIVERSITY

Listening
Period 9
Date of preparation :
Date of teaching : 12A: 12B1 : 12B2: 12B3:
I. Objectives:
1. Educational aim: Students should know how to listen to give some information about the
wedding ceremony in Vietnam.
2. Knowledge:
- General knowledge: Students learn about the wedding ceremony in Vietnam.
- Language:
- New words: Words related to culture, wedding
3. Skills: -Filling in missing information
-Passage comprehension
II. Method: Intergrated, mainly communicative
III. Teaching aid: Board, tape, cassetteplayer, chalks, textbook and notebook.
IV. Procedures:
Teacher’s activities Students’ activities
Warm-up : (4 minutes)
- Ask students look at the pictures and have a
comparison ?
- Let students look at the picture and describe and
answer some questions:
1,Where do the women come from?
2,What are they doing?
3,do they have happy life? why do you know?
- Listen and give mark
Pre-listening : (6 minutes)
Ask students to work in groups to ask and answer
about the picture.
- Hang the table with the questions on the board.

+ Have you ever attended a wedding ceremony?
+ What do the bride and the groom usually do at
the wedding ceremony?
- Ask students to ask and answer freely.
- Give some words : altar, banquet,
groom, ancestor ,blessing, tray......
While-listening: (24 minutes)
Task 1:
- Listen and answer
- Work in pairs and each and answer
-
- Look at the picture and the table of the
questions to ask and answer about the picture in
pairs.
S1: -They often stand in front of theater praying
and asking their ancestor’s permission to be
married.
S2:- They exchange their wedding rings.
S3:-They get the presents from their relative and
their friends.
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Introduction: You are going to hear two people
talking about a wedding ceremony in Vietnam.
- Introduction: you are going to listen to the
conversation to get the information to fill in the
missing information
- Let the students read all the sentences before
listening

1, The wedding day is carefully chosen by the........
2, The gifts are wrapped in............
3,The wedding ceremony starts in front of the..........
4,Food and drink are served.......
5,The guests give the newly wedded couple
envelopes containing ........... and..........
- Ask students to compare the answers with a
partner.
- Call on some students to go the board to write
their answers
- Ask students to explain their answers in front of
the class
- Feedback and Correct the answers
Task 2:
-Ask students to listen to the passage again and
answer the questions
- Ask the students to read all the questions before
listening.
- Let the students listen to the tape two or three
times and answer the questions.
After-listening: (10 minutes)
- Ask students to work in groups to answer the
question : What do families often do to prepare for a
wedding ceremony?
- Call some 2 leaders of the groups to talk
in front of the class
- Feedback
Homework: (2 minutes)
- *.Write a paragraph about a wedding.
– Prepare for the next lesson.

- Listen to the teacher or the tape.
- Read the sentences and then listen to the
teacher or the radio carefully.
1, groom’s parents.
2, red paper
3, altar
4, at the wedding banquit
5,wedding cards or money
- Work in pairs to compare the answers
- Listen and try to get the information to answer
the questions
- Read the questions carefully.
- Work in groups to discuss and answer the
questions.
1,The most important thing the groom’s family
has to do on the wedding day is to go to the
bride’s house bringing gifts wrapped in red
paper.
2,They would pray ,asking their ancestors’
permission to get married.
3, After they pray and ask their ancestors’
permission to get married.
- Work in pairs to answer the questions.
- Listen and copy in their notebooks
--------------------------------------------------------
Unit 2 CULTURAL DIVERSITY
Writing
Period 10
Date of preparation :
Date of teaching : 12A: 12B1 : 12B2: 12B3:

I. Objectives:
1. Educational aim: Student can describing typical features of a Vietnamese conical leaf hat.
2. Knowledge:
- General knowledge: Students could write a report to describe typical features of a Vietnamese conical leaf
hat.
- Language: Words used in a Vietnamese conical leaf hat
Trương Hữu Hưởng – THPT Lao Bảo
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3. Skills: Describing a Vietnamese conical leaf hat
II. Method: Interagrated, mainly communicative
III. Teaching aids: Some models of chart, real information in life
IV. Procedures:
Teacher’s activities Students’ activities
Warm-up : (4 minutes)
- Work in pairs to talk about the special things in
Vietnam.
- Call the best student in the class to tell his/her story
to the class.
- Comment and lead students to the topic of the
lesson.
Pre-writing: (10 minutes)
Task 1
- Ask the students to write about the conical or the
“non la”, a symbol of Vietnamese culture.
- Give some new words : leaf, rim, ribs,
strap.
- Ask students to observe the photo of the “non la”
While-writing: (20 minutes)
Task 2

Let students write a passage of about 150 words about
the conical leaf hat , using the outline and information
below.
* Introduction : - symbol of Vietnamese
girls/women. Part of the spirit of the Vietnamese
nation.
* Main body: - special kind of bamboo and young
/soft palm leaves, conical form, diameter,.........
*Conclusion : - protecting people from sun/rain and
girls/women look pretty/attractive.
Post-writing: (10 minutes)
Ask students change the letter with a partner to read.
- Call a good students to read the letter in front of the
class.
- Feedback and give some suggestions
Homework: (2 minutes)
- Ask students to do the exercises in the workbook.
-Work in pairs to talk
- Some students talk about their experience in
front of the class .
+ Banh trung,ao dai, non la,......

Listen to the teacher
- Listen to the teacher and read aloud
the words
Read the words given and write a passsage : -
The conical leaf hat is one of the typical features
(symbols) of the the Vietnamese culture because
it can not be found any where in the world .The
leaf hat is not only a symbolof Vietnamese

girls/women.........
- Write the letter individually.
- Read the letter of the partner.
- Read the letter in front of the class
-Do the exercise at home.
- Prepare for the next lesson
---------------------------------------------------
Unit 2 CULTURAL DIVERSITY
Language Focus
Period 11
Date of preparation :
Date of teaching : 12A: 12B1 : 12B2: 12B3:
I. Objectives:
1. Educational aim: Students can pronounce the sounds “ ed” ending
Trương Hữu Hưởng – THPT Lao Bảo
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2. Knowledge:
- General knowledge: Students have to revise the tenses
- Language:
- New words: Words related to topic
3. Skills:
- Pronunciation: the sounds “ ed” ending
- Grammar: - revise the tenses
II. Method: Intergrated, mainly communicative
III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook
IV. Procedures:
Teacher’s activities Students’ activities
I. Pronunciation(10 munites)
a. Distinguishing sounds:

- Read the three sounds: /t/, / d/, / id / as model
for the class and explain the differences in
producing them.
- Read the sounds again and ask students to
repeat.
- Ask students to read the words in each column
out aloud in chorus for more a few times.
- Call on some students to read the words in front
of the class
- Correct the mistakes of pronunciation.
b. Practising sentences containing the
target sounds
- Ask students to work in pairs to take turn to
read the given sentences
- Go round to listen and take notes of the typical
errors
- Call on some students to read the sentences in
front of the class again and provide corrective
feedback.
II. Grammar: (34munites)
* Exercise 1:
a. Presentation:
- Review the forms, meanings and uses of the
present simple, present perfect, and present
continuous, past perfect...
+ Present simple
* FORM:
* MEANING: PRESENT TIME
* USE:
sometimes use the present simple to express the

ideas that an action is happening or+ Express the
idea that an action is repeated or usual. The
action can be a habit, a hobby, a daily event, a
scheduled event or something that often happens.
It can also be something a person often forgets or
usually does not do.
+ Speakers is not happening now. This can not
only be done with Non-Continuous Verbs and
- Read aloud
- Listen and repeat from 2-3 times
- Some of them stand and read words aloud
-Listen to the teacher
- Read the sentences in chorus aloud
- Listen and copy
-List some phrasal verbs : fill in ;turn on; go over
;look at ;make up. Look after ....
- Some students read the sentences in front of the
class.
- Work in groups to review the
tenses
- Listen to the teacher to the teacher and note down
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certain Mixed Verbs.
+ Present continuous
* FORM:
* MEANING: PRESENT TIME
* USE:
+ Present perfect/Present perfect progressive.

* FORM:
* MEANING: PRESENT TIME
* USE:
We use the present perfect to say that the action
happened at an unspecified time before now. The
exact time is not important. So we can use
Present Perfect to describe our experience “I
have the experience of …” we can use this tense
to say that we have never had a certain
experience. The Present Perfect is NOT used to
describe a specific event
+ With Non-Continuous Verbs and non-
continuous uses of Mixed Verbs we use present
perfect to show that something started in the past
and has continued up until now. “for five
minutes”, “for two weeks”, and “since Thursday”
are all which can used with the Present Perfect.
NOTE:
- We CAN NOT use the Present Perfect with
specific time expressions: yesterday, a year ago,
last month, …
- We CAN NOT use the Present Perfect with
unspecific expressions: ever, never, once, many
times, several times, before, so far, already, yet,
etc.
b. Practice:
- Ask students to do the exercise individually and
then choose a partner to
check the answers with.
- Call 2 students to write their answers on the

board
- Provide corrective feedback.
* Exercise 2:
a. Presentation:
- Review the forms, meanings and uses of the
past simple, and past continuous
+ Past perfect : form/ meaning/ use.
b. Practice:
- Ask students to do the exercise 2 individually
and then choose A,B or C to complete the
passage.
- Call 2 students to write their answers on the
board
- Provide corrective feedback
* Exercise 3:
- Listen to the teacher to the teacher and note down
- Listen to the teacher and note down
Review the formation and the uses of the tense
- Students do the exercise individually and then
compare the answers with a friend
- Write the answers on the board
-Do the exercise individually and check the answers
with a partner
-Some students go to the board to write the answers
- Listen and note down
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Ask students to complete the letter with the
correct form of the verbs in brackets.

check the answers with.
- Call 2 students to write their answers on the
board
- Provide corrective feedback
Homework: (2 minutes)
- Ask students to redo the exercises into the note-
workbooks
- Ask students do the exercises in the workbook
- Ask students to prepare for the next lesson.
---------------------------------------
Unit 3 WAYS OF SOCIALISING
Reading
Period 12
Date of preparation :
Date of teaching : 12A: 12B1 : 12B2: 12B3:
I. Objectives:
1. Educational aim: Students can
+Develop such reading micro-skills as guessing meaning from context
+ Use the information they have read to answer the questions
+ Pictures in the student’s book enlarged.
+ A table of the active words of the passage.
2. Knowledge:
- General knowledge: Students could understand and use the new words through speaking, asking and
answering
- Language:
- New words: Words relate to ways of socialising
3. Skills: -Reading for general or specific information
-Guessing meaning from context
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some photos of ways of socialising and some information about them. Board,

tape, cassetteplayer, chalks, textbook and notebook.
IV. Procedures:
Teacher’s activities Students’ activities
Warm-up: (4 minutes)
- Ask students to list some ways of
communication they have know
- Let students work in pair
- Check the whole class
Pre-reading: (7 minutes)
- Ask students to work in groups to discuss about
the pictures in the textbook.
- Ask students to use the questions to ask and
answer about the pictures :
- What are the people in the pictures doing?
- What will you do if you want to get your
teacher’s attention in class?
- What will you do if you need to ask someone a
-Listen to the teacher
-Give their answer
-Work in groups to discuss about the pictures
- Work in pairs to ask and answer
- Some students answer the questions in front of the
class.
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question but they are busy talking to someone
else?
- Comment and lead the whole class to the topic
of the passage.

* Pre-teach: New words and phrases:
- write some new words and phrases on the board
+verbal(a) + non –verbal(a)
+ attract (v) + nod (v)
+ approach (v) + rude (a)
- Ask students to guess the meanings of the words
- Ask students to read the words in chorus twice.
- Call two students to read the words in front of
the class
While-reading: (20 minutes)
- Let students open the book and read silently
while teacher reads aloud and correctly
- Ask students to read themselves and write down
some information
- Let students work in pairs to do the task 1
Task 1
- Ask students to read the passage and give the
Vietnamese equivalents to the following words
phrases.
- Verbal : bằng lời,hữu ngôn
- Non- verbal :không bằng lời
- Attract someone’s attention :thu hút chú ý
- impolite :không lịch sự
- rude : thô tục, thô lỗ
-informality:thân mật
- approach : tiếp cận
-a slight nod will do :một cái gật đầu nhẹ là đủ
Call on some students to show their answers in
front of the class.
- Comment and give the correct answers Task 2:

- Ask students to read the passage again to choose
the best title for the passage.
- Call four students to go to the board the write
their answers
- Ask some students to correct and remark with
giving the reason why they have chosen it
- Feedback and give the right answers
Task 3 :
- Ask students to work in pairs to answer the
questions .
- Listen to the students and remark.
Post-reading: (10 minutes)
- Ask students to work in groups to discuss the
meaning of whistling and clapping in Vietnamese
culture.
- Call on some representatives of the groups to
- Look at the board and note down
Guess the meaning of the words and phrases.
- Listen to the teacher and read up the words and
phrases in chorus
- Some students read them in front of the class
- Read the passage in skim to guese the meaning of
the words
- Ask students to work in groups to guess the
meaning of the phrases
Some students show the answers in front of the
class.
-Work in groups and give their ideas.
Ps : A ( Attracting Attention : Non- verbal Cues)
- Work in pairs to anwer the questions

P1:What can you do when you want to attract
someone’s attention?
P2 :We can use either verbal or non verbal.
P1 : What are considered to be big, obvious non
verbal signals?
P2 :They are strong actions that can easily be
seen...etc.
-Practice talking about communication by non-
verbal actions.
- to express the happiness they can whistle or clap
- sometimes, they clap or whistle to encourage or
despise.
- Listen and note down
- Listen to the teacher.
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answer the questions in front of the class.
Homework (4 minutes)
-Ask students to learn the new words and phrases
- Ask students to prepare for the next lesson.
- Do the exercises at home
- Prepare for the next lesson.
---------------------------------------------------
Unit 3 WAYS OF SOCIALISING
speaking
Period 13
Date of preparation :
Date of teaching : 12A: 12B1 : 12B2: 12B3:
I. Objectives:

1. Educational aim: Students should know
+ Use appropriate language to practise giving and responding to compliments in
different situations
+ Use appropriate language to talk about other ways of communication
2. Knowledge:
- General knowledge: Students can talk about other ways of communication
- Language: Words to speak about ways of communication
3. Skills: -Ask and answer the information about ways of communication
II. Method: Integrated, mainly communicative
III. Teaching aids: Photos of some famous persons or some real information about ways of communication
IV. Procedures:
Teacher’s activities Students’ activities
Warm-up: (3 minutes)
Introduction: we are going to talk about the
different ways of communication.
- Ask students to work in groups to talk about some
ways to attract to other people.
- Give students some words and phrases (Hang on
the extra board of prompts).
+ terrific (a)
+ decent (a)
+ to be kiding
- Ask students to practise speaking
Pre-speaking: (8 minutes)
Task 1
- - Introduce the task: Now work in pairs, take turn
to practise readig the dialoge, paying attention to
how compliments are received in each situation.
- Ask students to read all the questions in the task
and explain the difficult words and phrases if

necessary.
- Ask students to do the task in roles and encourage
the whole class to take note the answers while they
are doing the task.
- Go around the class to check and offer help.
While-speaking: (20 minutes)
Task 2
- Listen to the teacher and say
about the ways of communication
- Look at the board and read aloud the new
words.
- Work in pairs to practise speaking.
- Some couples to play roles to speak in front of
the class.
P1 : Phil
P2 : Barbara
P3 : Peter
P4 : Cindy
P5 :Tom
P6 : Tony
- Work in pairs to give suitable words.
P1 : David
Trương Hữu Hưởng – THPT Lao Bảo
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- - Ask students to work in pairs to practise giving
compliments to suit the resposes using the outlines
that they have already made
- Go around the class to check and offer help.
- Call on some couples to perform their conversation

in front of the class.
- Elicit feedback from the class and give final
comments.
* Task 3:
- Introduce the duty of the task:
- Divide the class into 7 groups of 8
- Ask students to work in groups to practise
responding the compliments below.
- Go around the class to check and offer help.
Post-speaking: (10 minutes)
* Task 4:
- Ask the groups to make dialoge to practisegiving
and respoding to compliments , using the cues
below.
- a nice pair of glasses
- a new and expensive watch
- a new cell phone
- a modern looking pair of shoes
- a fashionable jacket
- Call some representatives of groups to report the
parties that they have made.
Listen to the students and note down all the errors
Homework: (2-4 minutes)
- Summarise the main points of the lesson
- Ask students to write a dialogue about the
compliment
P2 : Kathy
P3 : Hung
P4 : Hien
P5 :Michael

P6 : Colin
- Listen to the teacher
- Work in roles to practise speaking
P1 : Phil
P2 : You
P3 : Peter
P4 : Tom
..........
Listen and work in pairs to make a dialoge based
on the Task 1,2 ,3.
A : You really have a nice pair of glaases I
think they make you attractive.
B: Thank you,Nam. That’s a nice compliment.
A : I think you have a new and expensive watch
which I have never seen before.
B : Thank you . I bought it yesterday.
A:............
- Listen and write down in their notebooks
-----------------------------------------------
Unit 3 WAYS OF SOCIALISING
Listening
Period 14
Date of preparation :
Date of teaching : 12A: 12B1 : 12B2: 12B3:
I. Objectives:
1. Educational aim: Students should know to develop such listening micro-skills as intensive
listening for specific information
2. Knowledge:
- General knowledge: Students know how to give information after listening
- Language:

- New words: Words related to ways of socialsing
3. Skills: - Listening for general or specific information
-Comprehension questions
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some pictures of persons or some real information about them. Board, tape, cassetteplayer
, chalks, textbook and notebook.
IV. Procedures:
Trương Hữu Hưởng – THPT Lao Bảo
21

Teacher’s activities Students’ activities
Warm-up: (4 minutes)
- Ask students to close the book
- Give some questions :
+ Who’s on duty today ?
+ Who’s absent today ?
-Pre-listening: (8 minutes)
- Show students the pictures in the textbook and ask
students to guess what they are doing ?
- Ask students to work in pairs to ask and answer the
questions in the textbook.
- Call some students to answer the questions in front
of the class. Then explain their reasons.
Check the whole class.
* Pre-teaching some new words and phrases.
- Ask students to read the words aloud twice.
- Explain some new words:
+ marvellous(a) +startling(a) absolute(a):hoàn
toàn
+ installed: lắp đặt + chitchat(v)

While-listening: (20 minutes)
Task 1
+ Introduction: You are going to listen to Linda
Cupple, a social worker, advise young people on how
to use the telephone in their family. Listen and
decideTrue or False statements.
- Ask students to read the statements carefully before
play the tape. Ask students to work in groups to guess
the answers.
- Play the tape (read the tapescript) once for students
to listen and do the task
- Ask students to work in pairs to check the answers.
- Call some students to show their answers in front of
the class.
- Feed back and give the correct answers:
1. T
2. F (the most obvious problem)
3. T
4. F(if your parents do not agree)
5. F (is made mostly by young people)
6. T
* Task2:
Introduction:
- You are going to listen to part of Ms Linda Cupple
‘s talk again and write the missing words.
- Ask students to read the paragraph carefully and
work in pairs to discuss and answer the missing words
before listening again the talk.
- Play the tape ( or read) the talk again for the whole
- - Listen to the teacher, and answer the

questions.
- Read silently the sentences given before
listening
- Listen the first time
- No, we haven’t
- Listen the second time and begin doing the
task
- Listen the third time and work in groups to
decide the best answer
- Each group asks and explains why they
choose by some information they’ve listened
-Keys : 1C ,2A ,3C ,4A ,5B
- Listen and read the words aloud in chorus .
- Write down the new words
+ Listen to the teacher and try to guese the
contend of the talk in the tape.
- Work in pairs and read the statements
carefully.
-Some students speak out their answers and
explain why they have chosen it.
A : I think the first sentence is true because it
isin the secon paragraph.( 1: T)
B : I think it is False because it is the most
obvious problem.
A : ...........
- Listen to the teacher and read the part of the
Trương Hữu Hưởng – THPT Lao Bảo
22

class

- Ask students to give the missing words
individually.
- Play the tape ( or read) the story again for the whole
class to check the answers.
- Feedback and give the correct answers.
Answer:
1. agreed 5.waking
2. to avoid. 6.heart
3. particular. 7. kindness
4. adults 8. to stick
Post-reading: (10 minutes)
- Ask students to listen to the talk again and try to
summarize the talk.
- Call some couples to talk in front of the class.
- Summaries the main points of the lesson
Homework: (2- 4 minutes)
- Ask students to write a paragraph about their own
birthday parties.
- Ask students to prepare for the next lesson.
talk .
- Work in groups and try to guese the missing
words.
- Listen to the tapescript
- Check the answers in groups
- Listen to the teacher and note down the
correct answers
Work in groups and practise talking about Ms
Linda Cupple’s talk.
Ps : In this talk Ms Linda Cupple
give us some pieces of advice on

how to use the telephone in the family. The first
is to work out a
reasonable.....
- Some couples present the talk in front of the
class.
- Listen to the teacher
- Do homework and prepare the next lesson.
----------------------------------------------
Unit 3 WAYS OF SOCIALIZING
Writing
Period 15
Date of preparation :
Date of teaching : 12A: 12B1 : 12B2: 12B3:
I. Objectives:
1. Educational aim: Students should know
+ Building sentences based on given words.
+ Re- ordering given sentences to make a complete paragraph.
2. Knowledge: - General knowledge: Students learn to Re- order given sentences to make a complete
paragraph. - Language: Words used in writing about a paragraph.
3. Skills: Writing about a letter of recommendation
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some cues, information of someone
IV. Procedures:
Teacher’s activities Students’ activities
Warm-up: (4 minutes)
- Ask students to close the books
-- Ask students some questions:
* Who is absent from the class today ?
* Who is on duty, today?
* What should you do if you want to talk to

- Answer the questions
Trương Hữu Hưởng – THPT Lao Bảo
23

someone?
Pre-writing: (8 minutes)
Task 1
You are going to write use the words to make
sentences. Change the form of the verbs (No
addition or omission is required).
- Ask students to read the words in the Task 1 and
then make the full sentences.
1,there/be / many ways/ tell someone/ goodbye,
/most of /them/depend/on the situation/and/at
hand.
2,however/there/be/one rule/that /all situations/
observe:abruptly/we/seldom/
say goodbye.
3, in/English/it/be/necessary/prepare/a person/ for
our department
4, we/lead/into the farewell/by/say/some
thing pleasant and thoughtful/like/ “ I’ve/
really/enjoy/
5,we/might/also say/something/relating to/
the/time/like/ “Gosh”,/I can’t/believe/how/
late/it/be/I/really/must/be/go
While-writing: (18 minutes)
- Introduce to do task2
- Ask students to put the sentences of the two
paragraphs below in their right order .

& Paragraph 1:
- Call on some students to order the sentences in
front of the class.
- Elicit the others to comment and give the correct
answers.
- Feedback and give the correct answers
& Paragraph 2:
- Ask students to order the sentences as the same
the task 1.
-Elicit the others to comment and give the correct
answers.
- Feedback and give the correct answers
Post-writing: (13 minutes)
- Ask students to write other dialogues about the
-Read the requirement carefully and read the words
carefully.
- Ps practise writing the full sentences.
1,There are many ways to tell someone goodbye,
and most of themdepend on the situation at hand.
2, However, thereis one rule that all situations
observe: We seldom say goodbye abrutly
3,In English it is necessary to prepare a person for
our departure
4, We lead into the farewell by saying something
pleasant and thoughtful like “I’ve really enjoyed
talking to you”
5,We might also say something relating to the
timeline “Gosh, I can’t believe how late it is! I
must be going!”
Do the task individually and then compare the

answers with a friend
- Some students show the order of the sentences in
front of the class.
+1- C : It is difficult to write rules that tell exactly
when you should opologize,but it is not difficult to
learn how.
+ 2- E : If we have done something to hurt
someone’s feeling, we
opologize.
+ 3 – A: An opology indicates that we realize
we’ve made a mistake,and we’re soory for it.
+..........- Work in pairs to exchange the sentences
in order of a paragraph.
+ 1- C :The simplest way to opologize is to say “
I’m sorry”.
+ 2- E : Let’s take a common situation. Tom is late
for class and enters the classroom.
+ 3 – B : What does he do? The most polite action
is usually to take a seat as quietly as possible
and opologize later.
+4 – A : But if the teacher stops and waits for him
to say something .........
+ 5- D :Naturally, more than this is needed, but it
is not the time.......
Work in groups and then each presentative of each
group go to the board to write their dialoges.
Ps :1, I should opologize to the teacher and the
class for being late
2,I think it is necessary to say “ I’m sorry” . Could
Trương Hữu Hưởng – THPT Lao Bảo

24

ways of communication with
the situation given.
1, How should you do when you are late for class?
2, You’ve made some mistakes in your
writing. You want to talk to the teacher about
it? ...etc.
Homework: (2 minutes)
- Do the writing task in student’s workbook
-Prepare the next lesson
you help me correct them?
Listen and take note
--------------------------------------------
Unit 3 WAYS OF SOCIALISING
Language Focus
Period 16
Date of preparation :
Date of teaching : 12A: 12B1 : 12B2: 12B3:
I. Objectives:
1. Educational aim: Students can pronounce the stress in two- syllable words
2. Knowledge:
- General knowledge: By the end of the lesson, students will be able to:
+ Remind of the ways of changing the reported speech.
+ Students can do the tasks well
- Language: the ways of changing the reported speech
3. Skill: the stress in two- syllable words
II. Method: Intergrated, mainly communicative
III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook
IV. Procedures:

Teacher’s activities Students’ activities
I. Pronunciation: (15 minutes)
- Explain how to pronounce the stress in two –
syllable words.
* If verbs, adj , adv, prepositions if the second
syllable which has long vowel or double
vowel( except ou )- the stress falls the second
syllable. But if the second syllable which has short
vowel or double vowel or finishes by one
consonant the stress falls the first syllable.
* For nouns in whichthe second syllable have
short vowel the stress falls the first syllable(` money
). If the second syllable which has long vowel or
double vowel the stress falls the second syllable
( de’sign)
- Ask students to read the words and practise giving
the correct stress.
- Call some students to read the words in front of
the class.
Practising sentences:
- Ask students to work in pairs and give the correct
stress of the words in the sentences and then read
the aloud the given sentences
Listen to the teacher and write some rules in the
notebooks
- Ex : Polite/ai/, police/ i:/,between
- waving/ei/, pointing.........
- student, signal.....
- design, police.........
- Listen to the teacher and work in pairs to give

the correct stress.
- Read the words in front of the class.
- Work in pairs to practise giving the correct
Trương Hữu Hưởng – THPT Lao Bảo
25