GIAO AN 12TUAN 123

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The first term of grade 12

Date: 1/8/ 2010 Week : 01

Period : 1

I. OBJECTIVES:

1. Educational aim: Students know about English book in grade 12
2. Knowledge:

Student know: - How to learn English in grade 12
- How to do English tests

- How to use student’s book and workbook
3. Skill : - Reading

- Speaking
- Listening
- Writing

- Doing English tests

II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, tape,
cassetteplayer, 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 andprepare 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

Unit 1 : HOME LIFE
Date : 1/8/2010

Period 2: Reading
I. Objectives:

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- 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, cassetteplayer, 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 bemischievous
- 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.

- 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: Thefamily 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.

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- 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 .

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

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 questions
using the information from the passage

- Some students answer the questions in front of
the class

Listen and take notes

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Date : 01/08/2010

Period 3 :Speaking
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

- 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.

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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.

- 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

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 each other...
- Listen to the teacher

- Write down the homework

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Week :02

Period 4:

Listening
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 :

* 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

- 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

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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
the importance of family in a person’s life
-Remember them to prepare Part- Writing at
home

- 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

Period 5

:

Writing
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.

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- 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.

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)

- 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...

+ 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...

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- Ask students to do part writing of Unit 1 in
the student’s work book and prepare part
Language Focus

- Listen to the teacher and write down homework

Period 6: Language Focus
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

Exercise 1:

- Ask students to work in groups to do the

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 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.

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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

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

The leader’s signature

Week 3

Date : 15/8/2010

UNIT 2: CULTURAL DIVERSITY
Period 7

:

Reading

I. Objectives:

1. Educational aim:

- Students read passage comprehension about role of cultural diversity

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- 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

- 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

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- 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.

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

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.

- Talk in front of the class about the class.
-Listen to the teacher and take note

Period 8: Speaking
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

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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-speaking: (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 mariage 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 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.

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+ 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

- 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

Period 9:Listening
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?

- 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.

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- 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.

After-listening: (10 minutes)

- Ask students to work in groups to answer
the question : What do families often do to

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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- 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 and copy in their notebooks

The leader’s signature

Date : 22/08/2010 Week 4

Period 10 : Writing
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
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

-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

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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.

(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

Period 11:Language Focus
I. Objectives:

1. Educational aim: Students can pronounce the sounds “ ed” ending
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

- Read aloud

- Listen and repeat from 2-3 times

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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
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

- 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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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:

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.

- 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

UNIT 3 : WAYS OF SOCIALISING
 Period 12: Reading

I. Objectives:

1. Educational aim: Students can

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+ 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
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

-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.

- 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 guess the
meaning of the words

- Ask students to work in groups to guess the
meaning of the phrases

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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
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.

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

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The leader’s signature

Date : 22/08/2010 Week 5
UNIT 3 : WAYS OF SOCIALISING

Period 13 : speaking
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.

- 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

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- Go around the class to check and offer help.

While-speaking: (20 minutes)
Task 2

- - 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

P4 : Cindy
P5 :Tom
P6 : Tony

- Work in pairs to give suitable words.
P1 : David

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

Period 14:Listening
I. Objectives:

1. Educational aim: Students should know to develop such listening micro-skills as
intensive listening for specific information

2. Knowledge:

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- 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:

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:

- 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 is
in the second paragraph.( 1: T)

B : I think it is False because it is the most
obvious problem.

A : ...

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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 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.

- Listen to the teacher and read the part of the
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.

Period 15:Writing
I. Objectives:

1. Educational aim: Students should know

+ Building sentences based on given words.

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- 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
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

- Answer the questions

-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

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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 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

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 you help me correct them?

Listen and take note

The leader’s signature

Date of teaching : 6-10/09/2010 WEEK 06
UNIT 3 : WAYS OF SOCIALISING

Period 16:Language Focus
I. Objectives:

1. Educational aim: Students can pronounce the stress in two- syllable words
2. Knowledge:

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+ 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
- Call some students to read the sentences in
front of the class.

- Comment and read the sentences once to the
whole class.

II. Grammar: (20 minutes)
Exercise 1: Presentation

a, - Ask students remind of the rules to
change the reported speech:

+ Change the tenses of verbs

+ Change pronouns suitable with the
situations given.

+ Change the time as the sentences given .

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
stress of the words in the sentences.

- Some students read in front of the class.
- Listen to the teacher

- Listen and remind of the ways to exchange the
reported speech.

- Listen to the teacher and note down in the
notebook

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b, Practise doing exercise 1

- Let students read the situation and change
into the reported speech.

- Let students practise doing exercise and
each of them stands and speak out the
sentences they’ve done.

- Go around , listen and hepl them if
neccessary.

Exercise 2

- Ask students to read the dialoge between
Lan and Tuan , then they have to complete

the conversation Tuan had with Tung by
changing in reported speech.

- Let students work in pairs

b, Ask students to read the dialoge
between Tung and Tuan by using reported
speech to retell what Lan has told Tuan.
Go around and listen to students or help the if
they need.

Homework: (5 minutes)

-Ask students to revise the whole unit

- Practise changing the sentences.

2, Thuan said he worked for a big company.
3,Thuan said he was their marketing manager.
4, Thuan sais the company had opened an
office in Ho Chi Minh city.

5,Thuan said it had been very successful.
6, Thuan said he had been chosen to run an
office in District 5.

7, Thuan asked me howlong I had been
learning English.

8, Thuan said he didn’t have much time to
enjoy himself.

- Practise doing and speaking out
the sentences they’ve changed .
- Listen to the teacher’s correction
and write down their notebooks.

Work in pairs the dialogue between Lan and
Tuan firstly and try to find out the tense of
verbs, pronouns and time in the dialogue.
* Tense: Simple present and Simple past ,
Simple future ...

- I, you, he ,she...

- Time indecates in the dialoge.
* Work in pairs:

- P1 : Lan
- P2 : Tuan

+ Each pair stands up and read the dialoge.
-Work in pairs and practise changing reported
speech.

1, She said she didn’t want to talk
to you.

2, She said she was upset too.
3, She said she was not interested..

4, Because you had promised to go to the
cinema.

5, But you hadn’t turned up .

6, She said she didn’t want to see you .
7, She said she didn’t believe you had tried.
8, She said she would talk to you later.

9, She said she had to go otherwise she would
be late for school.

- Each student stands and speak out their
sentences they’ve made.

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Period 17: Test yourself A
I. Objectives:

1. Educational aim: - According to the TEST students can revise all the language skills and
grammatical points which they have studied and used in the three units: 1,2 and 3.

- Students can improve their techniques of doing the simple tests.
2. Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests
3. Skill: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself

II. Method: Integrated, mainly communicative

III. Teaching aids: Textbook, board, hand-outs, cassette tape and player.

IV. Procedures:

Teacher’s activities Students’ activities

Warm-up: (5 minutes)

- Greeting

- Ask students something about the test
yourself A

* Have you prepared it at home?
* Have you got any difficulties?

I. Listening(2.5 points) (10 minutes)

- Ask students to read all the sentences first
- Ask students to listen to the tape once.
- Ask students to listen again and speak out
the statements are true or false .

- Ask students to listen in the third time, the
work in groups to compare and discuss the
answers with each others to find the correct
answers.

II. Reading (2.5 points) (10 minutes)

- Present the task:

- Ask pupils to work in groups to compare the
answers they have already done to find the
correct ones.

- Give the correct answers to the class:

1. We can communicate not only through

words but also through body laguage.

2. They are our posture, facial expression,
gestures.

3. If your posture is slumped and your head is
down , this could mean that you are sad or
lack cofidence.

4. A person who doesn’t look away is

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the task
- understand the task

- Read the questions
- Listen to the tape

- Listen again and say the statements are true
or false.

- Listen and discuss in groups to find the
correct answers:

1-T, 2-F, 3-F, 4-T, 5-T.

- Look at the textbook and listen to the teacher

- Work in groups to discuss about the passage
- Finish the task

- Compare their results with the other groups,
and then with the keys

- Write the answers on the board

- Listen to the teacher and correct the answers

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expressinga chllenge. A personwho doesn’t
look at you is expressing lack of interestor is
shy.

5, Because that person might be angry at you
or feel superior to you.

III. Grammar(2.5 points) (8 minutes)

- Present the task:

A, Practise circlingthe correct anwer (A,B,C
or D) to complete the letter.

- Ask students to work in groups to give the
correct form of verbs in the paasage.

* Give the correct form of verbs.
1, C: have been.

2, D : will be
3,B : are having

4,A : could have put off
5,B : will have finished
6,D :have seen

B, Let students finish each of of the following
sentences in such a way that it has the same
meaning as the original sentence.

IV. Writing (7 minutes)

- Present the task:

- Call the students to read the suggested
sentences in front of the class.

+ Give the number of your family members,
their names, ages and jobs.

+ How do they share the housework?
+ How do they behave?

+What are their hobbies?

+ What do you like about each of them?
+ ...

- Check their writings and help them correct

the mistakes if they’ve made.

Homework (5 minutes)

- Ask students:

+ to study all the lessons again

- Listen to the teacher
- Work in groups

- Compare the results with the other groups
- Show the answers in front of the class.
- Observe the keys and correct their anwres.

*Work in groups and practise writing the
sentences given in reported speech.

1, Lan asked John what he had done before
working for that company.

2,Bill promised to come to see me the next
Sunday.

3, Tom apologized for not ringing me earlier.
4,Miss White thanked Peter for giving her
present.

- Students work in groups and practise writing
about their families.

- Two students go to the board and write.
A : There are four people in my family, my
father’s name is Tuan,he is fourty-five years
old and he is a doctor. My mother is Lan, she
is fourty years old and she is a teacher , my
sister is Huong and she is a student in Hanoi, I
am Hoang, sixteen years old and I am a pupil
of grade 12. We are a close- knite family, we
often share the household. ...

- Give the writings by reading aloud.
- Read the letter carefully

- In groups or in pairs, write her a letter
- Compare the results with the other groups
- Correct mistakes

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next period

Period 18 : Review and test preparation

A. Objectives;

1- Knowledge: By the end of the lesson students will be able to;

- use the correct verbs in simple present, simple past, present continuous, past continuous
3- Skills:

- Remembering the use of each tense in context.

4- Education:

- study the differences in use of the verb-tense in English language.

B.Teaching aids;

1.Teacher: - Method: mainly communicative approach.
- Materials: helping board, textbook, handouts.
2. Student:- Materials: Student’s book

3. Anticipated problems: SS may find the use of present simple is misty.

C.Procedure;

Teacher's activities Student's activities
Warm up

1- Check the student's list

2- Arrange the seats if it's necessary

- Monitor gives names of absent students

Presentation & Practice
A- the present simple tense.

- T gives some examples on helping board or
handouts.

- Put the verbs into correct form

A1: I always (go)… to bed at 10 p.m .
A2:She (visit)… her daugster every Sunday.
B1: This book (be)… very interesting.
B2:Ann and Linda (play)... tennis very well.
C1: Water (freeze)… at zero degree
Centigrade.

C2: The Sun (not move)... around the Earth.
D1: I (think)… they should work harder for the
exam.

D2:Jane (like)… living in the country?
- Gives questions:

1. What are the affirmative form and negative form?
2. What are the uses of present simple?

- Call some pairs to answer.
- T feedback and correct.

B- The past simple tense.

- T gives some examples on helping board, ask Ss to
give the correct form of the verbs.

A1: I (go)… to bed at 10 p.m yesterday.
A2:She (visit)… HaNoi two years ago.

- work in pair, study the examples and asnwer

the Teacher's questions;

* Expected answer;

I. form.

Affir: S + V-s,es
V- infinitive
Negat: S + does

Do not + V-infinitive.

II. use.

1- habit or daily routine.

2- for present situation, state or ability.
3- for true fact or universal truth.
4- for view, feeling or hobby.

* Expected answer;

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B1: They often (buy)… picture stories when
they were at sencodary school.

B2:Ann often (go)… out for lunch after work.
C1: He (come)… home, (turn)… the light, and
(open).. the windows.

C2: I (run)… out of my office, (wave).. a taxi,

and (go) to Hellen's house.

- Gives questions:

1. What are the affirmative form and negative form?
2. What are the uses of present simple?

- Call some pairs to answer.
- T feedback and correct.

C- The present continuous and past continuous 
tense.

- T gives some examples on helping board, ask Ss to
study the ex and answer the questions.

Present continuous(1) Past continuous(2)
A1: Look at that man!

He is wearing a
traditional suit.
A2: Where are your
children?

- They are playing in
the front garden.
B1: We are working
hard this week for the
coming exams.

B2: He is looking for a
job as a journalist.
C1: Harry up. It is
getting dark.

C2: The price of petrol
is rising rapidly.

D1: We are having a
party this Sunday
evening.

D2: She is leaving
London for New york
this week.

A1: I was reading
book at 4 p.m
yesterday.

A2:They were visiting
Ho Chi Minh museum
yesterdy morning.
B1: I was watching
TV while my wife
was cooking.

B2: while she was
studying, her roomate
was listening to

music.

C1: He was playing
football all last
summer.

C2: They were
dancing all the
yesterday evening.
D1: It rained when we
were camping.

D2: When I came, she
was crying.

- Gives questions:

1. What are the affirmative form and negative form
of each tense?

2. What are the uses of present continuous?
- Call some pairs to answer.

- T feedback and correct.

I. form.

Affir: S + V-ed

Negat: S + did not + V-infinitive

II. use.

1- for completed action at definite time.
2- for past habit

3- for a series of actions happened in the past.

* Expected answer;

I. form.

(1) S + is,are,am + V-ing
(2) S + was,were + V-ing

II. use.
(1)

1- for a progressive action at the time of
speaking.

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3- for a gradual happening action.
4- for a near future plan.

(2)

1- for a progressive action at a definite time in
the past.

2- for 2 or more progressive simultaneous

actions happening at definite time in the past.
3- to emphasize the sequence of action at a
period of time.

4- for a progressive action interrupted by
another simple past action.

D- The present perfect tense.

- T gives some examples on helping board or
handouts.

- Put the verbs into correct form

Present perfect(1) Present perfect cont(1)
A1: I have done my

homeworks.( finished)
A2: He has studied
Frech for a year.

B1: We haven't met her
for age.

B2: He has worked as a
journalist since 1999.

A1: I have been doing
my homeworks.
(continue)

A2:She has been
studying Frech for a
year.( emphasize on
constant of action)
B1: I am tired. I have
been working too hard.
B2: He has been
running. He looks
exhausted.

- Gives questions:

1. What are the affirmative form and negative form
of each tense?

2. What are the uses of present continuous?
- Call some pairs to answer.

- T feedback and correct.

E- the past perfect continuous tense.

- T gives some examples on helping board, ask Ss to
give the correct form of the verbs.

A1: I (phone)… him before he came.
yesterday.

- work in pair, study the examples and asnwer

the Teacher's questions;

* Expected answer;

I. form.

(1) S + have/has + PII

(2) S + have/has + been + V-ing

II. use.
(1)

1- for an action happened in the past and has
finished but don't mention its comlete point of
time.

2- for an action started in the past and
extended into present used with Since; For +
time

(2)

1- for an action that started in the past and
continue to present.

2- for an action that has just finished often
relates to present result.

* Expected answer;

I. form.

S + had + PII

II. use.
(1)

1- for an action happened before another
simple past action.

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A2:When she arrived at the station, Her parents
( leave)…

A3: He sold his house after he ( redecorate)
….it.

B- Practice

- T give handout and ssk Ss to do exercise 2 English
12 – workbook.

1. Sam….(not receive) the parcel the last time I…..
(speak) to him.

2. I …(consider) buying a house but now I…
( change) my mind.

3. When you…(feel) hungry later, room service…
(bring) you whatever you… (want).

4. I…. (find) it difficult to convince the ticket
inspector that I … (lose) my ticket.

5. Since I … (pay) for our lunch, I …( try) to attract
the waiter's attention.

6. As soon as I …(have) a good look at the designs,
I… (send) them back to you.

7. I… (hope) to meet you ever since I … (read) your
first novel.

8. Whatever…(happen) , I… (meet) you here in a
week's time.

9. By the time you …(finish) getting ready, we …
(miss) the train!

10. Sally! I …(not expect) to see you here! What…
(you do) in New York?

- Call some Ss to pesent answer orally.
- Feedback and give correction.

Homework:

- Ask students to learn by heart all the knowledge
and vocabularies

- Do the task in 6 minutes
- exchange their answers.
- Present the answers orally.

* Answer:

1. haven't received; spoke

2. was considering/have been considering; 
have changed

3. feel; will bring;want
4. found; had lost
5. was paying; tried
6. have had; will send
7. have been hoping; read
8. happens; will meet

9. finish/have finished; will have missed
10. didn't expect/was not expecting; are 
doing

- Do as teacher’s request

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The leader’s signature

The 19th + 20th period Date : 25/7/2010

REVIEW and TEST PREPARATION

The 18th period Date : 10/8/2010

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Grade: 12
Time limit: 45 minutes

45 minute test 1

Full name :……….
Class : ………

I. Choose the word with underlined part pronounced differently from the rest (1 point ):

1 A. seats B. photographs C. drops D. bags

2 A. reads B. banks C. brothers D. lives

3 A. covered B. slipped C. snowed D. used

4 A. decided B. tried C. interested D. reminded

5 A. closed B. jumped C. walked D. placed

II. Fill in each gap with one word from the table, there are more words than needed ( 2 points):

chance nursing homes contractual nightshift arguments

banquets well-behaved hospital pressure formal

rude annoy responsibility pleasure get together

1. My father is a doctor, he works on a ... 3 times a week.

2. In my family, I take the ... to wash the dishes and take out the garbage.
3. Students in my school are under a lot of study ...

4. The boy who ... people are mischievous.

5. On Monday mornings, all teachers and students ... on the schoolyard.
6. Marriages that are decided by the parents are called ... marriages.
7. Old-aged parents in America live in...

8. Nowadays, wedding ... are usually held at restaurants or hotels.

9. It's considered to be ... when a student waves to his teacher to get attention.
10. The telephone often causes ... between members of the family.

III. Put the verbs in brackets into the correct tenses (2 points):

1. I ( buy) ... a new house last year but I (not sell) ... my old
house yet so now I have two house.

2. A: You ( be ) ... the theater lately ?

B: Yes, I (go) ... to see the Othello last week.
A: You (like) ... it ?

B: Yes but I ( can not ) ... see very well, I sat at the back.

3. A: I (do) ... my housework all morning and I (not finish) ...yet.
B: I ( do)... mine, I (start) ... at 6 a.m.

IV. Change the following sentences into reported speech beginning with given words (1 point):

1. Helen said " I have been here for six months ".

Helen said ...
2. Helen said " I will leave tomorrow '.

Helen said ...
3. Helen said to John " I will give you a ring when I arrive ".

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John reminded Helen ...
5. Helen said to John " Thank you for the good time we had together ".

Helen thanked ...

V. Read the passage carefully and choose the correct answer ( 2 points) :

In the past, both men and women were expected to get married at young age. Marriages were
generally arranged by parents and family. It was not surprising to find that the groom and the
bride had only just met on the day of their engagement or marriage.

In modern Viet Nam , this has changed completely as people choose their own
marriage-partners based on love, and in consideration primarily to their own needs and wants. Moreover,
early marriage is quite illegal.

The traditional Vietnamese wedding is one of the most important occasions. Regardless of
westernization, many traditional customs continue to be celebrated in wedding ceremony by
Vietnamese in both Vietnam and foreign countries, often combining both western and eastern
elements. Beside the wedding ceremony, there is also an engagement ceremony which usually

takes place half a year before the weeding. Due to the spiritual nature of the occasion, the date
and time marriage ceremony are decided in advance by a fortune-teller. The traditional

Vietnamese wedding consists of the following steps; the first is the ceremony to ask permission
to receive the bride, the second is procession to receive the bride 9 along with the ancestor
ceremony), the third is to bring the bride to the groom's house for another ancestor ceremony and
to welcome her into the family then the last is the wedding banquet. The number of guests at the
banquet is large, usually in the hundred. Several special dishes are served. Guests are expected to
bring gifts, money and the groom and the bride will go from table to table to thank their guests
for their blessing and gifts.

1. In the past, ...

A. Vietnamese people were free to make a decision on the marriage.
B. Vietnamese marriages were decided by parents and family.
C. Getting married at early age was not allowed.

D. Parents had no right to interfere their children's marriage.

2. At that time, the fact that the bride and the groom had only first met on the day of

their engagement or marriage was ...

A. surprising B. popular C. uncommon D. strange

3. Which sentence is true about Vietnamese modern marriage ?
A. Most young people don't have their marriage based on love.
B. All marriages are arranged by parents and families

C. Marriage is quite westernization .

D. Couples do not get married at quite young age.

4. According to the passage, ...

A. Overseas Vietnamese people don't like to have a traditional wedding.
B. There is an engagement ceremony before the wedding ceremony.

C. Many traditional customs don't exist in a traditional wedding ceremony nowadays.

D. Vietnamese people never ask a fortune-teller the date and time of the marriage ceremony.