giáo án anh 12 tron bộ

The first term of grade 12
Theme: Guiding how to learn and to do English tests
Time: 45 minutes
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.
- 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
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Homework: 3 minutes
- Ask students to prepare textbook,
notebooks and the things for learning and
prepare lesson reading - Unit 1
things which will be prepared at home


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Unit 1 : home life
Theme: home life
Unit 1
Reading
Time: 45 minutes
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?
3Is the family happy? Why (not) ?
- Introduce the situation of the context
- Read the context once to the class.
- Show students some new words:
- 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
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+ 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
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 .
- Work in groups and try to repeat the
main ideas in each paragraph.
-Practise speaking their ideas freely.
Listen to the teacher
- 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
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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
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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Theme: Home Life
Unit 1
Speaking
Time: 45 minutes
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
- 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, ..........
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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.

Task 3:Work with a different partner.
- Ask students to use the questions

they have form to ask about her/his
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 ?
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
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- 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
each other.........

- Listen to the teacher
- Write down the homework
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Theme: Home Life
Unit 1
Listening
Time: 45 minutes
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)
- 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 :
- 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
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* 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 and write
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about
- 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
-Listen to the teacher and write down
homework
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the importance of family in a person’s
life
-Remember them to prepare Part-
Writing at home
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Theme: Home Life
Unit 1
Writing
Time 45 minutes
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
- 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.
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- 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.
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
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......
+ 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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Theme: Home Life
Unit 1
Language Focus
Time: 45 minutes
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:
* 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
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 .
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
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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
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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Homework : (2 minutes)
Ask students to do Part Language
Focus and prepare part Reading of Unit
2 at home

……………………………………………………………………………………

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Unit 2: cultural diversity
Theme: cultural diversity
Unit 2
Reading
Time: 45 minutes
I. Objectives:
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
- 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
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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.
- 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.
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
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.
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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
- Talk in front of the class about the class.
-Listen to the teacher and take note
Theme: cultural diversity
Unit 2
Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim: Students can talk about the differences among cultures
2. Knowledge:
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- 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
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
- 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
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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 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

+ 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) live in
ahome . In Vietnam, two, three
or even four generations live under one
roof...etc.
-Listen and copy
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Theme: cultural diversity
Unit 2
Listening
Time: 45 minutes
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.
- 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
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+ 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:
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.

permission to be married.
S2:- They exchange their wedding rings.
S3:-They get the presents from their
relative and their friends.
- 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.’
...............
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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.
Work in pairs to answer the questions.
- Listen and copy in their notebooks
Theme: cultural diversity
Unit 2
Writing
Time: 45 minutes
I. Objectives:
1. Educational aim: Student can describing typical features of a Vietnamese
conical leaf hat.
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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
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.
-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
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