Giao an Anh van 12

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Date of preparation: 10 / 08 / 2009

Review

Period 01 -

Tense revision

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

2- Skills:

- Remembering the use of each tense in context.
3- 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 IN CLASS.

1.Stabilization : Greeting.

Checking absence .
2. Checking up previous knowledge: ( 5’ )
3. New Lesson

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

5ms

7ms

A- the present simple tense.
- T gives some examples on helping
board or handouts.

- 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.

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) Pastcontinuous(2)

- 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;
I. form.

Affir: S + V-ed

Negat: S + did not +
V-infinitive

REVIEW

Period 1: Tense revision
A- the present simple 
tense

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?

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

15ms

8ms

3ms

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.

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.
2- for a progressive action
happening at present
period of time

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.

A1: I (go)… to bed at 10
p.m yesterday.

A2:She (visit)… HaNoi
two years ago.

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.

V. Homework: (2ms)
- Asks the students to:

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Date of preparation: 10 / 08 / 2009

Review

Period 02 - Tense revision

A. Objectives;

1- Knowledge: By the end of the lesson students will be able to use the correct verbs of present perfect, present
perfect continuous, past perfect 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 difficult to distinguish the use of present perfect, present perfect continuous
.

C.Procedure:

1.Stabilization : Greeting.

Checking absence .
2. Checking up previous knowledge: ( 5’ )
3. New Lesson

TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT OF THELESSON

5ms

7ms

A- 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?

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

REVIEW
Period 2: Tense revision
A- the present perfect 
tense

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TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT OF THELESSON

15ms

8ms

3ms

- Call some pairs to answer.

- T feedback and correct.

B- 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.
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.

finished often relates to
present result.

* Expected answer;
I. form.

S + had + PIII
II. use.
(1)

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

- 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

V. Homework: (2ms)
- Asks the students to:

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Date of preparation: 12 / 08 / 2009

Unit 1:

HOME LIFE

Period 3: PART A. Reading

I. AIMS & OBJECTIVES.

1. Language Content:

- To present and practise new vocabulary relating to the personal experience.
To understand more about the family life by scanning for specific information.
2. Language Function:

- To help sts know the home life of the writer.
- To develop skills ,especially reading skill.
3. Educational Aims:

To advise us to share household chores in the family
II. LANGUAGE.

1. Vocabulary: shift, household chores, eel, obedient

2.Structures: Review the simple past and past perfect tense, past progressive
3. Skills: Integrated skills.( especially reading skill ).

4. Educational Factor:

To help students to be more active,communicative ,creative , self-confident …
To make the students be aware of behaving people around them.

III. TEACHER AND STUDENTS’ PREPARATION.

1. Methods: Communicative Approach

2. Techniques: Questions & Answers,Repetition, Explanation, Group & Pair – work.
3. Materials needed: Pictures, handout , textbook .

4. Students’ preparation: Lesson preparation

Appliances for studying.

IV. PROCEDURE IN CLASS.

1.Stabilization : Greeting.

Checking absence .
2. Checking up previous knowledge: ( 5’ )
3. New Lesson

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

5ms

1. Warm up: 
Gives Ss a game

-Divide the class into2groups

- Asks each group to make questions
about the family and the other answer
the questions

-The group make more correct
questions and answers will win

- Use the the followings
1. what does your father do?
2.who often cooks in your family ?
3. who often earns the most money in
your family?

4. Do you often help your mother to
clean the house?

Words : teach children, water flowers,

- Play the game

Work in groups

Unit : 1

HOME LIFE

Period :

2

READING

I. New words:

- shift :(n) period of time
worked by group of
workers who start work as
another group finishes: ca,
kíp

- household chores : :(n)
công việc nhaø

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

7ms

15ms

8ms

3ms

sew clothes, share personal secrets,
happy family, come home late……
-Correct mistakes and choose the
winner

2.Pre- reading:

-Hangs the picture of the family (in the
book) on the wall.

-Asks Ss some questions
1.Where is the family?

2.What is each member of the family
doing?

3.Is the family happy? Why ?
4. Why not?

- Presents some new words. shift,

household chores , eel, obedient

( Use pictures, synonym, explanation to
explain the new words.)

-Reads new words and asks sts to
repeat.

- Checks the understanding of new
words.

- Helps sts review the simple present
tense.

3. While -reading:.

-Asks sts to read the passage silently
and to get more information about the
the work of each member in the family.
- Guides sts to do Task 1.

-Asks sts to choose the best answer.
- Feedback.

Guide sts to do Task 2:

-Asks sts to answer the questions in the
book

Calls some Sts to check.

Feed back.

4. Post- reading:

Asks Ss to work in the groups of five to
compare the family described in the
text with his/ her own family

-Correct and give feedback.

-Asks the group leader to talk about the
writer’s family

-Calls some sts to talk about his/her
family

-Corrects mistakes and evaluates.
-Asks students to look over all at
home:the words ,the summary of the
text

- Look at the picture and
answer the questions
-Write the lesson

-Work in pairs, think and
answer the questions.
-Answer.

-Write down new words

and guess the meaning of
them.

-Repeat after the teacher.
-Match the new words
with their meaning.
- Take note.

- Do silent reading.
- Work invidiually.
Work in pairs

-Work in groups
-Work in groups to
summarize the content of
the text.

-Talk about the writer’s
family

-Talk about his/her family
- Take note

II. Tasks:
A.Task 1:
Feedback:
1 b, 2c, 3a, 4b, 5a
B. Task 2:

1. They are very busy .

They have to work long
hours and sometimes they
have to work at night
2.She is a very caring
woman . She……….hme
3.The daughter…. at
weekends

4. She attempts to win a
place at university

5.Because they are…find
solutions quickly

C. After you read:

Answer the following
questions:

Feedback:.
*The summary:
* Homework :

-See again all carefully
- Learn by heart all the
words , the summary of the
text.

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V. Homework: (2ms)
- Asks the students to:

+ learn by heart the new word.
+ prepare the new lesson.
 VI. Self – evaluation: OK

SUMMARY:

“ I come from a family of (1)………. people: my parents, my two younger brothers and I. My
mother works as a (2)………. in a big hospital. She is a very caring woman (3)………. Takes the
responsibility for running the household. My father is a (4)………. He is always willing to give a hand
with cleaning the house. He enjoys (5)………. Too. At weekends, he sometimes cooks us some special
dishes.

My parents are very busy at work but they always try to spend as much time for us as
possible. Both of my parents join (6)……….to give us a nice house and a happy home.

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Date of preparation: 12 / 08 / 2009

UNIT 1:

Period 4: Speaking

I. AIMS AND OBJECTIVES:

+ Language content: :- To help sts know the relationship and responsibilities of all the members in a family
and asking and answering about household chores and family life.

- To help Sts guess some new words and expressions from the context.

+ Language functions: - To enable students to know the relationship and responsibilities of all the members in
a family.

+ Educational aim: -Knowing every thing in life.
1. Language:

+ Vocabulary:

+ Structure: Tense revision: past simple, past progresssive and present perfect . .
2. Skills: integrated skills

3. Educational factor:

II. TEACHER’S AND STUDENTS’ PREPARATION:
1. Method: Communicative approach

2. Techniques/ activities: pair work, ask and answer question, repetition, games
3. Materials needed: sub-board, text books, black board, chalk

4. Students’ preparation: prepare the lesson, practice speaking
5. Previous exercises: Revise the simple past tense

III. PROCEDURCE IN CLASS:

1. Stabilization: Make greeting and check attendance
2. Warm up: (5’)

- cooking

- doing the washing up
- cleaning the floor
- take care of baby
So forth ……

=>Lead in: today we are asking and answering about the household chorus and family life
3. New Lesson

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

5ms

I.Pre – Speaking:

Task 1: Ask Ss to read the statements
and tick (P) the ones apply that apply

to you and your family.

Have Ss talk about what they discuss
basing on the following questions:
-Who in your family go to work?
-Which members of your family share
the household chores?

-What you often do to help your
parents?

-What does your family usually do
when having free time?

-who do you share your own secrets

Work in group to discuss.

Practise speaking in front
the class.

Unit 1: HOMELIFE
 SPEAKING
1. Pre-speaking:
Note: Share :

- share household chores
-share an interest
-Share personal secrets
Task 2:

*Suggested answers:

-A:Who work in your family?
B: My father

-A:Who does the washing up
in your family?

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

7ms

15ms

8ms

3ms

with?

- Who do you have to ask for advice
before making an important decision?
-Ask Ss to practice speaking in pairs.
II. While – speaking:

Task 2: Work in pairs to find out
whether your partner’s family life is
like yours.

Get Ss to practice asking and

answering about your friend‘s family
life, using the suggested questions
below.

-Who work in your family?

-Who does the washing up in your
family?

-Does your father do the household
chorus?

-What is your responsibility in the
family?

- What interest do your family
members share together?

- Who do you often talk to before
making an important decision?
Call some pairs to practice speaking
in front the class. Take note of week
students and help when necessary.
Task 3: Work with a different partner
and ask him /her about his (her) family
life .Note down the answer in the
table. (Using the suggested questions
in task 1 & task 2)

- T : correct mistakes in time.
Task 4 : Get back to your original
pairs .Tell your partner the
information you have collected .
For example: I have just talked with
Nga about her family life. She told me
that her father and mother go to work.
III. Post – speaking:

* Talk about your family

- Listen to the the and
work individually and

share the results with
others.

-Work in pairs to make
Question

Listen and take notes
- Sts : Change pairs and
practise the task.

-Listen and take notes
Ss: get back to their
original pairs, tell each
other the information
they’ve collected .
-some Ss chosen report
in front of the class.

Task 3:

who works in the
family?

both 
parent
s
Who does

household 
chores?

What is your
responsibility in
the family?
What interest do
the family
members share
closely?

Who do you often
share your
secrets with?
Who do you often
talk to before
making an
important
decision?
………..

Task 4: :*Suggested answers:
I talked to ... Both his
parents ...But only his
mother ..., his father ...

Eg:I have just talked with
Nga about her family life. She
told me that her father and
mother go to work.

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Date of preparation: 14 / 08 / 2009

UNIT 1:

Period 5: Listen

ing

I. Aims and objectives:

+ Language content: To help Ss listen to the conversations about home life
+ Language function: To help Ss listen to someone’s home life

+ Educational aim: To educate Ss the meaning and the importance of home life
1. Language:

a. Vocabulary: leftovers, pread out

b. Structure: Description of a person.

2. Skills: Integrated skills. Especially listening skill.
3. Educational factor: Helps Ss know how to keep their happy home life.
II. Teacher’s and Ss’ preparation:

1. Method: Communicative approach.

2. Techniques / Activities: textbooks, references , teaching aids ……
3. Materials needed: Wall-chart, cards.

4. Ss’ preparation: Previous knowledge and review the new lesson
5. Previous exercises: Question-answer.

III. Procedure in class:
1. Stabilization: ( 2’ )

-Makes greeting and asks the monitor some questions.
2. Checking up previous knowledge: (5’)

3. New lesson:

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

5ms

1. Lead-in:

Look at the picture in the textbook and
describe what is happening in it

- Asks Ss some questions:

+What is happening in the picture?
+Is there a lot of food on the table?
+ Is it a big meal?

+ Where are they?
+How many people?

+Are they in a very close-knit family?
+ Do you often have a big meal at
home?

- Says and leads to the lesson.
2. Pre-listening:

- Teaches vocabulary:
+leftovers(n)

Eg: Everyone was hungry so there were
no leftovers

+spread out(v)

Do you have to spread yourself out all
over the sofa?

- Reads the new words and asks Ss to
repeat.

- Listen to T ‘squestions
- Listen to the teacher and
answer.

- Listen to the teacher.
- Listen to the teacher and
guess the meaning of the
words.

- Listen and repeat.
- Read the words and take
notes.

UNIT 1:HOMELIFE

Period5
Listening

* Vocabulary:
+leftovers(n)

Eg:Everyone was hungry so
there were no leftovers
+spread out(v)

Eg:Do you have to spread
yourself out all over the
sofa?

Task 1: True – False
statements.

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

7ms

15ms

8ms

3ms

-Asks Ss to listen and repeat some
words in Listen and repeat

- Calls Ss to read the words.
3. While - listening:

Task 1: True – False statements.

- Lets Ss listen to the tapes one time
and answer by themselves. Then asks
them to discuss in groups to compare
their answer with their friends’.

- Has Ss listen for the second time to
check their answers.

- Goes over the answer with the class.
Task 2: Taking notes.

- Asks Ss to listen again and notes the
ideas in the table given.

- Calls on Ss to read their notes and
check with the class.

4. Post - listening:

- Asks Ss to talk about the importance
of family in a person’slife

- Has Ss interview their partners about
their homelife

- Gives them suggested questions:
+ Does everyone have to do their share
of the household chores in your family?
+ Does everyone have meals at home
+ Does everyone come home late?
+ Does everyone share their feelings,
and whenever problems come up,they
discuss them frankly and find solutions
quickly? Does everyone feel safe and
secure in the family?

+ Is it a base from which we can go into
the world with confidence?

+ Does your family often have a party?
- Calls some Ss to report what they
have listened from their partner.
-Corrects mistakes

* Multiple choice:

- Lets Ss listen to the tape again and
complete the sentence.

1. Andrea is going …….for the holiday?
2.Paul is not really a very …….family. He
has 3 brothers and they ‘re ………out all
over the place

3. ………..eats the meals at home

4……….. .often goes out to eat

- Listen to the tapes and
answer.

- Listen and check.

- Listen again and notes
the ideas in the table
given.

Do as required.
- Do the interview as
guided.

- Do exercise.
-Talk about the

importance of family in a
person’slife

Report what they have
listened from their
partner.
E.A:
1.-home
2-close-knit
3.-pread out
4.Andrea
Take notes

* Paul *Andrea

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V. Homework: (2ms)
- Asks the students to:

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Date of preparation: 14 / 08 / 2009

UNIT 1:

Period 6: Writing

I. AIMS AND OBJECTIVES :
+ Language content:

- To present and practise new vocabulary relating to the personal experience.
- To understand more about the family life by scanning for specific information.
+ Language function:

- To help sts know the home life of the writer.
- To develop skills ,especially writing skill.
+ Educational aim:

To advise us to share household chores in the family
1. Language :

Vocabulary : shift, household chores , permit,be allowed.

Structures : Review the simple past and past perfect tense , past progressive
2. Skills : Integrated skills.

Especially wriing skill .
3. Educational factor :

To help students to be more active,communicative ,creative , self-confident …
To make the students be aware of behaving people around them.

II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method : Communicative approach

2. Techniques / Activities : pairwok, explanation,groupwork …
3. Materials needed : textbooks , references , teaching aids ……
4. Students’ preparation : Lesson preparation

Appliances for studying.
5. Previous exercises : No
 III. TEACHING PROCEDURE.

1. Stabilization : (1’)

Who is absent today ,monitor ?
2. Checking up the previous knowledge :
 3. New lesson:

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

5ms

I/ Warm up:

- Ask students to make many
sensible sentences as they can by
joining the elements in the following
pattern table.

Work in group to make

the sentences Unit1: HOME LIFEPeriod 6:

writing
I. New words:
+ be allowed to
+ permit ( V )

+ household chores ( n )
+ provide ( v )

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

7ms

15ms

- Divide the class into 2 groups.

- Work in group to make the sentences
and choose a winner.

Eg:

1. My parents don’t let me come home
late.

2. I have to do the household chores.
3. My father doesn’t have to do the
household chores.

4. I am allowed to talk on the phone
with friends.

Lead to the writing:
write about family rules .
 III. Before you write:

Task 1: ( work in groups )
* Introduce some new words : 
+ be allowed to
+ permit ( V )

+ household chores ( n )
+ provide ( v )

- Ask the students to look at task 1 and
practice .

- Use the verbs and expressions to
make the sentences what rules they
have in their family.

Eg:

+ I have to prepare meals when my
mother is out.

+ I am not allowed to use my family
motorbike until I have a driving license.
+ During the school year, I’m not
allowed to watch TV until I have
finished my homework.

- Go round to help the students.

- Call some students to stand up and
practice in front of class.

- Teacher can list some good ideas on
Eg:

1. My parents don’t let me
come home late.

2. I have to do the
household chores.

-Listen to the teacher

-Write some new words
-Do task 1.

Eg:

+ I have to prepare meals
when my mother is out.
+ I am not allowed to use
my family motorbike until
I have a driving license.

-Task 2

-Use the ideas above to

II/ Task 1: Use the verbs
and expressions to make the
sentences what rules you
have in your family.

Eg:

+ I have to prepare meals
when my mother is out.
+ I am not allowed to use
my family motorbike until I
have a driving license.
+ During the school year,
I’m not allowed to watch
TV until I have finished my
homework.

III/ Task 2: Use the ideas
above to write a letter to a

pen pal about their family
rules:

Every family has its own
rules. Mine has afew. First…

(not) let

(not) be allowed
(not) have to
(not) permit
come home late

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

8ms

3ms

the board.

IV. While you write:
* Task 2: ( work in groups )

- Ask the students to use the ideas
above to write a letter to a pen pal
about their family rules. Begin as
follows: Every family has its own rules.
Mine has afew. First…

- Walk round and help students.

- Ask students to compare their writing
with another groups.

- Choose one writing to correct in front
of class.

V. After you write:
- Ask the students to correct their
writing again in their notebooks.

write a letter to a pen pal
about family rules.

-Listen to the teacher.

-Correct their writing
again in their notebooks

V. Homework: (2ms)
- Asks the students to:

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Date of preparation: 15 / 08 / 2009

UNIT 1:

Period 7: Language focus

I) AIMS AND OBJECTIVES.

+ LANGUAGE CONTENT:

+ To introduce two sounds / s / and / z / and to revise the previous grammar: tenses
+ LANGUAGE FUNCTION:

+ To enable the sts to pronounce two sounds / s / and / z /
+ To enable the sts to do the exercises, using the right tenses
+ EDUCATIONAL AIM:

+ To have the sts be familiar with the new sounds and revise the previous tenses
1/ Languages:

* Vocabulary:

* Structures: past simple, past progessive and present perfect
2/ Skill : Integrated skills : Writing

3/ Educational factor:

+ To make the students use the right pronunciation and grammar
II) TEACHER AND STUDENTS' PREPARATION.

1/ Method : Communicative approach.
2/ Techniques:

3/ Materials needed: Lesson plan, Textbook, Colour chalk, Pictures
4/ Students' preparation:

* Read the guiding books and grammatical books before going to school.
* Prepare new words and grammar for the language focus

5. Previous exercises:
6. Time limited: 45’

III) PROCEDURES IN CLASS.
 1. Stabilization:

* Greeting the students and asking them something about the attendance, their health, the weather and
preparation.

2. Checking up previous knowledge:

- Asks one or two student(s) to go to the BB to give the correct tenses of the verbs.
1. I …………..(lose) my key. I …………(not/ find) it yet.

2. I ………..(walk ) home when I ………(see) my friend, Lan.
The suggested answers.

1. lost/ havn’t found 2. was walking / saw
- Gives comment and marks

3. New lesson:

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

5ms

I/ Warm up:

- Ask students to make many sensible

sentences as they can by joining the
elements in the following pattern table.

Work in group to make

the sentences Unit : 1 HOME LIFEPeriod 6:

writing
I. New words:
+ be allowed to
+ permit ( V )

+ household chores ( n )

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

7ms

15ms

- Divide the class into 2 groups.

- Work in group to make the sentences
and choose a winner.

Eg:

1. My parents don’t let me come home
late.

2. I have to do the household chores.
3. My father doesn’t have to do the
household chores.

4. I am allowed to talk on the phone
with friends.

Lead to the writing:
write about family rules .
 III. Pre- writing:

Task 1: ( work in groups )
* Introduce some new words : 
+ be allowed to
+ permit ( V )

+ household chores ( n )
+ provide ( v )

- Ask the students to look at task 1 and
practice .

- Use the verbs and expressions to
make the sentences what rules they
have in their family.

Eg:

+ I have to prepare meals when my
mother is out.

+ I am not allowed to use my family
motorbike until I have a driving license.
+ During the school year, I’m not
allowed to watch TV until I have
finished my homework.

- Go round to help the students.

- Call some students to stand up and
practice in front of class.

Eg:

1. My parents don’t let me
come home late.

2. I have to do the
household chores.

-Listen to the teacher

-Write some new words
-Do task 1.

Eg:

+ I have to prepare meals
when my mother is out.
+ I am not allowed to use

my family motorbike until
I have a driving license.

+ provide ( v )

II/ Task 1: Use the verbs
and expressions to make the
sentences what rules you
have in your family.

Eg:

III/ Task 2: Use the ideas
above to write a letter to a
pen pal about their family
rules:

Every family has its own
rules. Mine has afew. First…

(not) let

(not) be allowed
(not) have to
(not) permit
come home late

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

8ms

3ms

- Teacher can list some good ideas on
the board.

IV. While -writing
* Task 2: ( work in groups )

- Ask the students to use the ideas
above to write a letter to a pen pal
about their family rules. Begin as
follows: Every family has its own rules.
Mine has afew. First…

- Walk round and help students.

- Ask students to compare their writing
with another groups.

- Choose one writing to correct in front
of class.

V. Post- writing

- Ask the students to correct their
writing again in their notebooks.

-Task 2

-Use the ideas above to
write a letter to a pen pal
about family rules.

-Listen to the teacher.

-Correct their writing
again in their notebooks

V. Homework: (2ms)
- Asks the students to:

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Date of preparation: 16 / 08 / 2009

Unit 2

:

CULTURAL DIVERSITY

Period 8

:

READING

I. OBJECTIVES:

1. Educational aims: - Students can read comprehension opinions about love and marriage of American
Chinese and Indian sts.

- Helps sts understand and use some new words related to the topic.
2. Knowledge:

- General knowledge: Students understand opinions about love and marriage of American ,
Chinese and Indian sts.

- Language: Students practice using the simple present, past tenses .
- New words: words related to love and marriage.

3. Skills: - Reading and guessing the meaning of words from context
- Reading and answering the questions

- Scanning and skimming

II. METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Pictures

IV. PROCEDURE: 
 1. Stabilization:

* Greeting the students and asking them something about the attendance, their health, the weather and
preparation.

2. Checking up previous knowledge:

3. New lesson:

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

5ms

I. Warm up

- Asks sts to close their books.

- Gives handout and asks them to make
a meaningful sentence by putting the
words given in the circle in the right
orders.

is / supposed / love / marriage / to /
follow / it /not /precede

- Calls some sts to give their idias
- gives answer.

Love issupposed to follow marriage not
preced it.

II. Lead-in:

- Leads to the new lesson: opinions
about love and marriage

III. Before you read

Activity 1: Work in pairs to discuss 
the questions :

“Which of the following factors is the

most important for a happy life? Why?”
1. love 2. money 3. parents’approval
4. a nice house / flat 5. a good job

- Close their books.
- Make a meaningful
sentence

- Listen.

UNIT 2:

CULTURAL DIVERSITY
Period 8: Reading

Love is supposed to follow
marriage not preced it.
* New words:

+ maintain(v)
+ thoughts(n)
+ confide(v)
+ sacrifice(v)
+ oblige(v)

Activity1 (Task 1)
1) A wife should maintain
her beauty and appearance
after marriage.

* Americans

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

7ms

15ms

8ms

3ms

6. good health
Answer: optional
Activity 2:

- Teacher introduces activity 2
There are still some more opinions
about love and marriage. Read them
and decide whose opinions they are’
of American sts or Asian sts.

Handout:

1) A wife should maintain her beauty
and appearance after marriage.
2) Wives and husbands share all
thoughts.

3) It is unwise for husbands to confide in

their wives.

4) A woman has to sacrifice more in a
marriage than a man.

5) A husband is obliged to tell his wife
where he has been.

Answer: optional
While you read

Activity 1

- Gives them 3 minutes for individually
silent reading to compare the
information they’ve got in “before you
read”

- Tell sts how to scan for detailed
information, then asks them to work in
pairs checking the information

- Checking.

1) A wife should maintain her beauty
and appearance after marriage.
* Americans

2) Wives and husbands share all
thoughts. * Americans

3) It is unwise for husbands to confide
in their wives. * Asians

4) A woman has to sacrifice more in a
marriage than a man. * Asians

5) A husband is obliged to tell his wife
where he has been. *Asians

Activity 2:

- Asks sts to read Task 2 in their books.
- Asks them to work in pairs asking and
answering the questions.

- Checking.
After you read

- Asks sts to close their books.

-Work in pairs to discuss
the questions

- Read the handout and do
the task in groups.

- Read the text
individually and compare
the information they’ve

got in “before you read”
- Scan individually.
- Work in pairs to check
the information.

- Listen.

- Read Task 2 in their
books.

share all thoughts. *
Americans

3) It is unwise for husbands
to confide in their wives. *
Asians

4) A woman has to sacrifice
more in a marriage than a
man. * Asians

5) A husband is obliged to
tell his wife where he has
been. *Asians

Activity 2 (Task 2)
J Suggested keys:

- Your own opinion about
the four key values.

In my opinion a man and a
woman should love and
know each other well
before deciding to get
married. Beauty after
marriage is good but it isn’t
so important that wives
have.to spend too much
time and money to maintain
it. Husbands and wives
should be equal in family
life. They should share
thoughts and trust each
other.

- The differences between a
traditional Vietnamese
family and a modern
Vietnamese family

There are some differences
between a traditional
Vietnamese family and a
modern Vietnamese family.
First, in traditional

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON
- Asks them to work in groups to tell

your own opinion about the four key

values.

- What are the differences between a
traditional Vietnamese family and a
modern Vietnamese family?

- Work in pairs asking and
answering the questions.
-work in groups

- Discuss in groups.
Listen

everything in the family. In
modern families; however,

V. Homework: (2ms)
- Asks the students to:

+ learn by heart the new word.
+ prepare the new lesson.

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Date of preparation: 20 / 08 / 2009

Unit 2

:

CULTURAL DIVERSITY

Period 9

:

SPEAKING

I. Aims and objectives

:

* Language content : - Help Ss practice speaking about cultural diversity .

* Language function :- talk about the differences and similarities between Vietnamese and

American cultures .

* Educational aim: - Ss get more knowledge about Vietnamese and American cultures .

1. Language

:

a. Vocabulary

: some words

b. Structure

: + I think / feel / believe …

+ In my opinion …

+ For me …

+ I don’t agree …

+ It’s not true …

+ That’s wrong …

2. Skill

: Integrated skill .

3. Educational factor

:Educate Ss know more about Asian and European cultures .

II .TEACHER’S AND STUDENTS’ PREPARATION

:

1. Method: Communicative Approach

2 Techniques: translation, discussing, using pictures, question-answer.

3.Teaching aids needed: Text book, some pictures , posters , sub- board

4. Teacher’s preparation : Lesson plan , pictures .

5. Pupils’ preparation :reading guiding book .

III. Procedure in class

:

1. Stabilization

:

a. Warm-up

:- Makes greeting.

b. Checking absence

:- Asks monitor : Who’s absent today ?

2.Checking up previous knowledge

:

- Calls one student to go to the b/b : + Write down some new words .

+ Asks one question: What are the four key values in the survey

- Corrects mistakes and gives marks

3. New lesson:

TIM

E TEACHER’S ACTIVITIES

STUDENTS’

ACTIVITIES CONTENT OF THE LESSON

5ms

I . Lead – in

:

- Hangs the picture ( a man and a

woman hold hands and kiss each

other in public ) on the board .

- Asks Ss to look at the picture and

put some questions .

+ Are they kissing in the public ?

+ Are they Asians or Americans ?

- look at the picture

and answer some

questions .

+ Yes , they are .

+ They are

American

Unit 2:

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TIM

E TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

7ms

15ms

8ms

3ms

+Do you think they should or should

not kiss each other in public ?

Alright : some say ‘yes’ . It means

that you agree , some say ‘no ‘ , you

disagree .

To know more clearly about that

today we will study lesson speaking

II. Presentation

:

* Task 1

:

- Reads four ideas in the task1

+ In Vietnamese , there or even

four generations may live in a home .

+ A happy marriage should be

based on love .

+ In some Asians countries , love is

supposed to follow marriage not

precede it .

+ In some counties , a man and a

woman may hold hands and kiss

each other in public

.

-Asks Ss to look at words in the

book to express your ideas .

Agree Disagree
+I think / feel /

believe …
+ In my opinion
+ For me …

+I don’t think …
+ It’s not true …
+That’s wrong …

Call 2 Ss to read example in the

book .

- Asks Ss to work in pairs ( one

expresses an agreement and one

expresses a disagreement )

by using ideas in task 1( 4 minutes

Calls some pairs to present .

Corrects the mistakes and give

correct answers .

III . Controlled – practice

:

* Task 2

: ( using sub-board )

- Asks Ss to look at some typical

features of American culture in task

2 -Asks Ss to work in pairs , discuss

and find out the corresponding

features of Vietnamese cultures .

+ I think they should

/ I think they should

not

-Listen to the

teacher

Look at the words in

the book .

Look at example

and listen .

Work in pairs .

Some pairs to

present .

Listen to the teacher

correct the mistakes

- look at some

typical features of

American culture in

task 2

- work in pairs ,

+ In Vietnamese , there or

even four generations

may live in a home .

+ A happy marriage should

be based on love .

+ In some Asians countries

, love is supposed to

follow marriage not precede

it .

+ In some counties , a man

and a woman may hold hands

and kiss each other in public

.

Agree Disagree
+I think /

feel / believe
+ In my 
opinion …
+ For me …

+I don’t think …
+ It’s not true …
+That’s wrong …

* Answers :

1. A : In my opinion a

happy marriage should be

based on love

B : I don’t agree with you

Asians believe in

“contractual”

marriage . It means that

the parents decide on

the marriage , and love will

develop after marriage .

2. A :

I think some

Asian countries , love is

supposed to follow marriage ,

not precede it .

B :

That ‘s wrong if love is

supposed to follow marriage,

not precede it . It will not be

happy .

3. A :

I feel it is a wonderful

thing when a man and a

woman hold hands and kiss

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TIM

E TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

- Asks Ss to works in pairs

- Calls some Ss to write down their

answer on the sub- board .

- Corrects the mistakes and give

correct answers .



Task 3 :

-Asks Ss to look at the example in

task 3

- Asks Ss to look at the sub-board on

the board and work in groups ( group

of three or four students ) ( 5

minutes for you )

- Calls some Ss to present their

answer in front of the class .

- Corrects the mistakes

IV . Free – Practice

:

-Give a game : Finding one’s other

half

- Divide the class into two teams A

and B .

- Hands on two posters on the board

- Stick pieces of paper with different

shapes and colors on each posters .

- Asks Ss each team to combine

pieces of paper with the same shape

or color together

- the team who first finishes wins .

Keys :

A happy marriage .

Four generations

Nursing home

Independent lives .

In my opinion

That’s wrong

V. Consolidation

: reminds some

main points related to the lesson .

discuss and find out

the corresponding

features of

Vietnamese cultures

- write down their

answer on the sub-

board .

look at the example

in task 3

-work in groups

-present answers in

front of the class .

- Listen to the

teacher and play

game .

- Listen to

other in public is not good .

they should express

their feeling in a secret place

Task 2

:

some typical features

of American culture .

-

Work in pairs , discuss

and find out the

corresponding features of

Vietnamese cultures .

* Answers

: In Vietnamese

+three or sometimes four
generations live under
one roof .

+ Elders live with children
and are taken are of by
their sons .

+ Asking about age ,
marriage , or salary is
acceptable

+ A Vietnamese greets the
head of the family or an
older person first then
the younger ones .
+ Groceries are bought
everyday .

+ Tet ( Lunar new Year )
is the most important .
+ children often sleep
with their parents .

*Task 3 : Work in groups :

Finding one’s other half

Keys :

A happy marriage .

Four generations

Nursing home

Independent lives .

In my opinion

That’s wrong

V. Homework: (2ms)
- Asks the students to:

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Date of preparation: 20 / 08 / 2009

Unit 2

:

CULTURAL DIVERSITY

Period 10

:

LISTENING

I.AIMS AND OBJECTIVES:

- Students will hear two people talking about a wedding ceremony in Vietnam

- To help sts to improve their listening skill

- To educate sts in …

II. LANGUAGE:

1.Language:

- Vocabulary:

- Structure:

2. SKILLS: Integrated skills

3. METHOD: Communicative approach

4. TECHNIQUES: Gap filling, question answering, pairwork , groupwork

5. TEACHING AIDS NEEDED: pictures, wall chart, flash cards

III. Procedure in class

:

1. Stabilization

:

a. Warm-up

:- Makes greeting.

b. Checking absence

:- Asks monitor : Who’s absent today ?

2.Checking up previous knowledge

:

3. New lesson:

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

5ms

I.WARM- UP:

- Find out words relating to the key

word WEDDING

bride

- Asks sts to speak out their words

Answer:

groom, cake, ring,

relatives, gifts,…

II. PRE LISTENING

- Look at the pictures on page 24

and discuss what is happening in

each one.

T: What do you see inthepictures?

Who are they?

What are they doing?

- work in pairs

- work in groups

UNIT 2:

CULTURAL DIVERSITY

Period 10: Listening

Answer:

groom, cake, ring,

relatives, gifts,…

*

Listen and repeat

carefully chosen, Master of

ceremony, banquet, groom,

bride ,ancestor, tray,

schedule, blessing

* Task 1:

Answer:

1. groom’s parents

2. red papers

3. altar

4. at the wedding banquet

5. wedding cards/money

gifts

* Task 2:

Answer:

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

7ms

15ms

8ms

3ms

- helps sts to pronounce

1) listen and repeat

carefully chosen, Master of

ceremony, banquet, groom, bride

,ancestor, tray, schedule, blessing

III. WHILE LISTENING

* Task 1:

- You will hear two people talking

about a wedding ceremony in

Vietnam.

Listen to the tape and fill in the

missing information.

- Lets sts read the instruction

carefully & underline some key

words in each sentence

- Has sts listen to task 1 on page 25

in individuals twice & then work in

groups to compare their answers

- Feedback

1. groom’s parents

2. red papers

3. altar

4. at the wedding banquet

5. wedding cards/money gifts

* Task 2:

-Listen to the tape again and

answer the questions.

- Give feed back

III. POST LISTENING

“What do families often do to

prepare for a wedding ceremony?”

- listen and repeat

- Listen

- Practice

- Listen to the tape

again and answer the

questions.

- Works in groups

the groom’s family has to

do on the wedding day is to

go to the bride’s house

bringing a lot of gifts

wrapped in red papers.

2) They would pray and ask

their ancestor’s permission

to be married.

3) After they pray and ask

their ancestor’s permission

to be married.

4) The wedding banquet is

often scheduled at the

groom and bride’s home or

at a hotel or a restaurant.

5) They stop by each table

to say thank to their guests.

* sugguested answer :

The wedding is very important to
the bride and the groom as well
as the families. The wedding day
is carefully chosen by the
groom’s parents use they think
that it will affect the future life of
the new couple. Both families
have to talk with each other to
decide the place, the number of
guests bow to hold the banquet.
Not only the bride and the groom
but nearly all bers in the two
fimilies have to be sure to be in
their best clothes on that day.
The altars of the both families
are cleaned and well decorated.
Then the cars and the flowers.
They have to be ordered in
advance so that ‘thing will be
available on that day. Everybody

is very busy but they all look
forward to that important day.

V. Homework: (2ms)
- Asks the students to:

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Date of preparation: 21 / 08 / 2009

Unit 2

:

CULTURAL DIVERSITY

Period 11

:

WRITING

I. OBJECTIVES:

1. Educational aims:

- The students can describing the conical leaf hat

2. Knowledge:

-General knowledge: - To help students be able to write a descriptive paragraph about the conical

leaf hat

- New words:

- Related to a leaf hat.

3. Skills:

- To help students improve their writing skill.

- Intergrated skills

II. METHOD: integrated, mainly communicative

III. TEACHING AIDS: textbook,handouts, pictures.

IV. PROCEDURE:

III. Procedure in class

:

1. Stabilization

:

a. Warm-up

:- Makes greeting.

b. Checking absence

:- Asks monitor : Who’s absent today ?

2.Checking up previous knowledge

:

3. New lesson:

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

5ms

7ms

I. Warm- up:

- Asks some questions

T:

Where in Vietnam do people

often wear leaf hats? (Vietnam/Hue

city...)

Who wears it? (girls / women/

sometimes men)

What form is it? (conical form)

describing the conical leaf

hat

II. Pre- writing

TASK 1. You are going to write

about the conical leaf hat or the

“non la”, a symbol of Vietnamese

culture .

Look at the picture below. Write

the Vietnamese equivalents for

the English words

- Introduces the task and draws this

table of summary on the board.

- Goes around to help students to

complete task.

- Answer.

- Listen

- Listen carefully

UNIT 2:

Period 11: WRITING

TASK 1

* Useful expression:

to be made from.

*Making sentences:

- The conical leaf hat is a

symbol of Vietnamese girls

and women.

- It is also considered as a

part of the spirit of

Vietnamese nation.

- It is made from a special

kind of bamboo and young

soft palm leaves.

- It has a conical form.

- The diameter is about 45

or 50 centimeters and it is

about 25 or 30 centimeters

high.

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THELESSON

15ms

8ms

3ms

- Checks the answers with the

whole class

* Useful expression:

to be made from.

III. While- writing

TASK 2

:

- Introduces the task.

- Asks students to spend 5 minutes

gathering and organizing ideas for

their paragraph for 10 minutes.

- Asks students to exchange their

paragraphs with a partner and in

pairs check for each other.

- Goes around and helps and

corrects typical errors.

IV. Post- writing

Feedback on students’ writing

.

- Writes students’ typical errors on

the board and elicits self and peer

correction.

- Provides correction only when

students are not able to correct

errors

- Gives general comments on the

paragraphs.

- Take notes

- Listen carefully.

- Do the teacher’s

request

- Do the teacher’s

request

- Do the teacher’s

request

which is then covered with

palm leaves. The leaves

are sewn into rims.

- Finally the hat is trimmed

and painted with a coat of

attar oil.

- The conical leaf bat is

used to protect people from

the sun and the rain.

- Wearing this conical leaf

hat in summer sunny days,

gir’s look more charming.

The hat also helps to

protect their complexion

and gives them a cool

feeling in such hot weather.

TASK 2:

The conical leaf hat is a symbol
of Vietnamese girls and women.
It is also considered a part of the
spirit of the Vietnamese.

The conical leaf hat is made
from a special kind of bamboo
and young soft palm leaves.
Either 16 or 18 ribs are shaped
into a conical form which is
about 45 or 50 centimeters in
diameter and about 25 or 30
centimeters high. The conical
form is then covered with palm
leaves which are sewn into all
ribs. Finally, the hat is trimmed
and painted with a coat of attar
oil.

The conical leaf hat is used to
protect people from

not only makes girls and women
more charming but it also helps
to prd their complexion as well.
Unfortunately they are now only
used pedestrians or those who
ride bicycles.

V. Homework: (2ms)
- Asks the students to:

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Date of preparation: 22 / 08 / 2009

Unit 2

:

CULTURAL DIVERSITY

Period 12

:

LANGUAGE FOCUS

I. AIMS AND OBJECTIVES .

+ LANGUAGE CONTENT:

- Pronunciation: The pronunciation of –ed endings

- Grammar: Review of tenses

+ LANGUAGE FUNCTION:

-

To enable Ss to pronounce the sounds correctly and use the tenses exactly.

+ EDUCATIONAL AIM:

_

To teach the students to be aware of the importance cultural diversity

1/ Languages:

a

) Vocabulary

: old words

b

)

Structure:

3/ Education factor:

Knowing more about the different cultures helps SS access the world better

II. TEACHER AND STUDENTS' PREPARATION

1/ Method: Communicative approach.

2/ Techniques : Explanation , using pictures , pair work , translation , oral work , game etc ....

3/ Materials needed :

Textbook , pictures , hand-out , tape-recorder...

4/ Students' preparation:

_ Read the guiding books.

_ Look up the dictionary to find new words' meaning.

III. PROCEDURE IN CLASS

1. Stabilization: 1ms

a) Checking attendance: Takes a short talk with the monitor or the pupils on duty.

b) Warm- up : Asks the pupils about their weekends , health , weather etc ..

2. Checking up previous knowledge: No checking up

3. New lesson:

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

5ms

A. PRONUNCIATION :

1/ LEAD-IN:

+

Hangs on a flipchart of

some words

walked rained decided phoned
wanted laughed washed involved
mended jumped started knocked
worried

+Asks Ss to work in groups of

four to arrange the words into the

right columns of the sounds.

/ t /

/ d /

/ id /

+ look at the board

+ arrange the words

into the right column

+ give the answers

Unit 2:

CULTURAL DIVERSITY

Part E: LANGUAGE FOCUS

I. CONTENT

A. PRONUNCIATION

/ t/

/ d /

/ id/

Walked
Knocked
Jumped
Helped
Missed
Washed
laughed

Explained
Phoned
Rained
Arrived
Involved
Worried

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

7ms

15ms

8ms

3ms

+ Calls on some Ss for the

answers.

+ Leads to the new lesson

2/ PRE-PRACTICE :

+ Introduces and read the

sounds :

/

t

/

- / d / - / id /

+ Has Ss listen and repeat

+ Has Ss practice :

3.CONTROLLED- PRACTICE

+ Has Ss open the books

+ Has Ss work in pairs to

practise, take out these word with

/

t

/

- / d / - / id /

in the

sentences in the book.

+ Has Ss listen and practise

followed the tape:

+ Has SS present the tasks in

front of the class.

+ Corrects.

4/ FREE- PRACTICE

+ Has SS work in groups of 4 ,

using dictionary to find out some

sounds.

+ Within 2 minutes, the groups

with more correct words will be

given 0.5 point.

+ Corrects

B.VOCABULARY AND

GRAMMAR :

1/ LEAD-IN:

+

+ Divides SS into 2 groups.

+ Asks the representative of each

group to write as many tenses

they can remember as possible.

- The winner is the group with

more right tenses.

+ listen

+ listen and repeat

+ practise

+ work in pairs to

practise

+ listen and practise

followed the tape,

+Practise

+ Work in groups

+ present the

answers

*Practise the sentences

1. She walked to the window and

looked outside.

2. The driver stopped his car at

the crossing where a woman was

knocked down.

3. Jane phoned for an ambulance

and the police, but they arrived

late.

4. The police arrested the thief

yesterday.

5. He decided to give up

smoking.

B. VOCABULARY AND

GRAMMAR :

Exercise 1:

Exercise 2:

Exercise 3:

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Teacher Nguyễn Thị Cẩm Tú Teaching plan grade 12- Page 31

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

+ Elicits the grammar points and

introduces the new lesson.

2/ PRE-PRACTICE :

+ Has SS revise the structure, the

use and

the signals to recognize each

tense.

3/ CONTROLLED-PRACTICE

Exercise 1:

+ Has SS open the books

+ Asks Ss to complete the

conversations with the correct

form of the verbs in the box.

+ Asks SS to work in pairs to do

exercise1

+ Has SS present the answers.

+ Corrects.

Exercise 2:

+ Has Ss work in pairs to do

exercise 2

+ Calls on some SS to give their

answer

+ Corrects the mistakes and

suggests the correct answers.

+ Gives comments

Exercise 3

+ Has Ss work in groups to do

exercise 3

+ Calls on some SS to give their

answer

+ Corrects the mistakes and

suggests the correct answers.

+ Has Ss retell the main points of

the lesson

+ Makes a short summary on

what Ss have learnt.

+ look at the board

+ write the tenses

+ pay attention and

revise the grammar

points

+ open the books

+ complete the

exercise,

+work in pairs

+ present the

answers

+ copy down

+do the exercises

+give the answer

+ copy down

+do the exercises

+give the answer

+ copy down

+ retell the main

points and give

more examples

V. Homework: (2ms)
- Asks the students to:

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Date of preparation: 24 / 08 / 2009

Unit 3

: WAYS OF SOCIALISING

Period 13

:

READING

I. Aims and Objectives

* Language content:

- To present and practice new vocabulary relating to the ways of socializing.

- To understand more about the different ideas about love and marriage between Americans and

Asians by scanning for specific information.

* Language function:

- Getting people to do things; attracting attention.

* Educational aim :

- To make the students be aware of responding in life.

1. Language:

a. Vocabulary:

verbal, attract someone’s attention, polite, rude, informality, approach, a slight nod will

do

b. structures :

Review of tenses.

2. Skills :

integrated skills.

3. Educational factor:

- To advise us to follow good things in marriage.

II. Teacher’s and Students’ preparation

1. Method:

communicative approach

2. Techniques:

Translation and Explanation

3. Materials’ needed:

Textbook, whiteboard markers

4. Students’ preparation:

Textbook, notebook

5. Previous knowledge:

No

III. Procedures in class

1. Stabilization:

- greet the whole class (2-3 ms)

- check the attendance

2. Checking up previous knowledge:

3. New lesson:

TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT OF THE LESSON

5ms

1/ Lead-in.

* Game: Guessing picture

- Divide the class into 2 groups.

- Hangs a picture hidden by 4

pieces of numbered paper, and

there’s a question corresponding

to each number.

- Asks Ss to take turns to choose

the number and answer the

question, each right answer earns

the groups 1 mark. Then Ss may

guess what the picture is about

any time and they will get 3

- Join the game

WAYS OF SOCIALING

Unit3:

Part A: READING

I. CONTENT

* Before you read

New words:

+ verbal

≠

non-verbal

+ polite

≠

impolite

+ rude

+ informality

+ approach

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TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT OF THE LESSON

7ms

15ms

8ms

3ms

marks if they are right. The group

with more marks will win the

game.

1. Something that you often do

when you want to get your

teacher’s attention in the class .

2. Something you do when you see

your friend about 20 metres?

3. Something you do need to ask

someone a question but they are

busy talking to someone else?

4. Something people often do

when they are on business?

- Asks Ss some questions:

1) Do you often do these actions?

2) When do you often do them?

- Asks Ss to guess what they are

going to learn through the game

and the questions above.

- Leads in the lesson: In the

lesson today, you are going to

read some information about

ways of socialising.

2/ Pre – reading

- Teaches word by word

following the principle and steps

of teaching new words:

- Helps Ss with correct

pronunciation.

- Checks understanding of new

words by ROR

- Asks the students to open their

books

- Plays the cassette-player twice

and asks Ss to listen.

3/ While – reading :

* Activity 1

:

Choosing the best

title:

- Has Ss read the text in 3

minutes and do Task 2 in groups

- Calls on some Ss to give the

answers

- Asks SS to explain the reason

why they choose the answer.

- Gives comment and suggests

the correct answer.

- answer the question

and guess the topic

- pay attention

- pay attention, guess the

meaning and write the

words in notebooks.

- listen and repeat.

- rub out and remember.

- open the books and

listen to the tape.

- read the text and do the

task

- give the answers

- do the task in pairs

+ a slight nod will do

While you read

Task 1:

Task 2:

Key: A

Task 3: Answering the

questions:

1. When we want to attract

S.O’s attention, we can use

either verbal or non-verbal

communication.

2. Jumping up and down and

waving are considered to be

big, obvious non verbal

signals.

3. If you want to attract ……

that we need assistance.

4. If you are walking…..or

her attention.

5. Because pointing at

someone is usually

considered rude.

After you read:

Work in groups

Discuss the meaning of

whistling and hand-clapping

in Vietnamese culture

II. REMEMBER :

All the new words

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TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT OF THE LESSON

* Activity 2

( task 3)

Answering

the questions

- Asks Ss to read the text again,

then work in pairs to ask and

answer the questions below:

- Has Ss read the text in silent

way and work in pairs to do the

task in 4 minutes.

- Calls on some SS to give the

answers, and has some others go

to the board and write the

answers.

- Corrects and gives comments.

4. Post – reading:

- Asks Ss to work in groups of

four to discuss the meaning of

whistling and hand-clapping in

Vietnamese culture?

- Calls on some Ss to give their

ideas.

- gives comments.

-Asks the students to tell the

main ideas of the lesson

- Emphasizes on the importance

of ways to attract attention in

daily life.

- Give the answers,

- copy down

- work in groups

- give the ideas

-

Retell

-

pay attention

- listen and write in their

notebooks :

V. Homework: (2ms)
- Asks the students to:

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Date of preparation: 26 / 08 / 2009

Unit 3

: WAYS OF SOCIALISING

Period 14

:

SPEAKING

I. Aims and Objectives

* Language content:

- To introduce some new words relating to the lesson.

- To enable sts to develop the speaking skill fluently and exactly.

* Language function:

- Asking and responding for information.

* Educational aim :

- To enable students to know how to communicate in daily life.

1. Language:

a. Vocabulary:

terrific, decent, to handle

b. structures :

Review of tenses.

2. Skills :

integrated skills.

3. Educational factor:

- Enlarge knowledge in life.

II. Teacher’s and Students’ preparation

1. Method:

communicative approach

2. Techniques:

Games, Gap-fill, Group work, Pair work

3. Materials’ needed:

Textbook, whiteboard markers

4. Students’ preparation:

Textbook, notebook

5. Previous knowledge:

No

III. Procedures in class

1. Stabilization:

- greet the whole class (2-3 ms)

- check the attendance

2. Checking up previous knowledge:

3. New lesson:

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

5ms

7ms

1.Lead-in:

-Has students review adjectives.

Gets students to make sentences:

I have + a / an adj + noun

Eg:

I have a beautiful hat.

I have a clever friend.

I have a new house.

I have an old bicycle….

-Comments on their answers and

leads to the new lesson: Giving

and responding to compliments.

2.Pre-practice:

-Review adjectives.

-Make sentences.

-Listen to the

introduction.

Unit 3:

WAYS OF SOCIALISING

Period 14: SPEAKING

*

Giving and responding to

compliments

.

+Vocabulary:

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

15ms

8ms

3ms

-Presents some vocabulary:

-Checks students’ understanding

of new words by asking them to

make sentences using these

words.

-Asks students to remind how to

give and respond to compliments

they learnt.

*Give a compliment

:

That’s a great …

That’s an excellent …

Congratulation on …

*Respond to a compliment

:

Thanks / Thanks a lot.

It’s very nice / kind of you to say

so.

That’s very kind of you.

3.While -practice:

*Task 1.

Practice reading these

dialogues, paying attention to

how people give and respond to

compliments in each situation.

-Has some students read these

dialogues as model.

-Asks students to work in pairs

practicing reading these

dialogues.

-Shows dialogues (on sub-board)

with blanks.

-Calls some pairs to present the

dialogues in front of the class.

-Corrects their mistakes.

-Asks students to collect

compliments and responses from

the dialogues.

*Task 2

.

Work with a partner

.

Practice giving compliments to

suit the responses. Use the cues

below.

-Has students look through the

situations first.

-Then asks students to work in

pairs and practice giving

-Listen, repeat, guess

their meanings and

write down.

-Make sentences using

these words.

-Remind how to give

and respond to

compliments they

learnt.

-Read these dialogues

as model.

-Work in pairs

practicing reading

these dialogues.

-Present the dialogues

in front of the class.

-Listen.

-Collect compliments

and responses from

the dialogues.

-Look through the

situations first.

-Work in pairs and

practice

giving

compliments to suit

the responses. Use the

cues below.

That’s an excellent …

Congratulation on …

*Respond to a compliment

:

Thanks / Thanks a lot.

It’s very nice / kind of you to

say so.

That’s very kind of you.

*Task 1

.

Practice reading

these dialogues, paying

attention to how people give

and respond to compliments

in each situation.

*Suggested answers:

+

Compliments:

You really have a beautiful

blouse.

I have never seen such a

perfect thing on you.

Your hairstyle is terrific,

Cindy!

Your game was a lot better

today!

+

Responses:

Accepting

:

Thank you. That’s a nice

compliment.

Thanks.

Rejecting:

You’ve got to be kidding. I

thought it was terrible.

*Task 2

.

Work with a partner

.

Practice giving compliments

to suit the responses. Use the

cues below.

You really have a nice dress.

Your motorbike is terrific.

I thought your badminton

game was a lot better today.

*Task 3

.

Work in pairs

.

Practice responding to the

compliments below.

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

compliments to suit the

responses. Use the cues below.

-Tells some students to present

the dialogues as the model.

-Calls some pairs to perform the

dialogues in front of the class.

-Corrects their answers.

*Task 3.

Work in pairs

. Practice

responding to the compliments

below.

-Has students look through the

situations first.

-Then asks students to work in

pairs and practice responding to

the compliments.

-Tells some students to present

the dialogues as the model.

-Calls some pairs to perform the

dialogues in front of the class.

-Corrects their answers.

4.Free-practice:

*Task 4.

Work with a partner.

Make dialogues to practice

giving and responding to

compliments, using the cues

below.

-Asks students to work with a

partner and make dialogues to

practice giving and responding to

compliments.

-Presents a dialogue with a

student as a model.

Eg:

A:I have never seen such a nice

cell phone, Nam!

B: Thanks. That’s a nice

compliment.

-Has students practice the

situations in pairs then present

them in front of the class.

-Corrects their mistakes.

-Present the dialogues

as the model.

-Perform the dialogues

in front of the class.

-Listen.

-Look through the

situations first.

-Work in pairs and

practice responding to

the compliments.

-Present the dialogues

as the model.

-Perform the dialogues

in front of the class.

-Listen.

-Work with a partner

and make dialogues to

practice giving and

responding

to

compliments.

-Listen to the model.

-Practice the situations

in pairs then present

them in front of the

class.

-Listen.

Thanks. That’s a nice

compliment.

*Task 4.

Work with a partner.

Make dialogues to practice

giving and responding to

compliments, using the cues

below.

V. Homework: (2ms)
- Asks the students to:

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VI. Self – evaluation: THAT’S OK

Date of preparation: 28 / 08 / 2009

Unit 3

: WAYS OF SOCIALISING

Period 15

:

LISTENING

I. Aims and Objectives

* Language content:

- To introduce some new words relating to the lesson.

- To help Ss know how to use telephone in the most decent way
* Language function:

- Asking for information.
* Educational aim :

- To enable students to know how to communicate in daily life.
1. Language:

a. Vocabulary: terrific, decent, to handle
b. structures : Review of tenses.

2. Skills : integrated skills.
3. Educational factor:

- Knowing the use of telephone.

II.Teacher’s and Students’ preparation

1. Method: communicative approach

2. Techniques: explanation, repetition, asking and answering, pair-work, group-work and T/ F
3. Materials’ needed: Textbook, whiteboard markers

4. Students’ preparation: Textbook, notebook
5. Previous knowledge: No

III. Procedures in class

1. Stabilization: - greet the whole class (2-3 ms)
- check the attendance

2. Checking up previous knowledge:

3. New lesson:

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

5ms

7ms

1. lead –in:

- Shows a Mobil phone and ask Ss
a/ What is it?

b/ What is it used for?

Telephone is very useful to our life,
but how to use it in the most decent
way is a problem. The lesson we are
learning today will show the

problem

( Lead into the new lesson
2. Pre –listening:

- Asks Ss to look at the picture and
answer the questions in text book
* Teaches Ss the new words
+ Separate (adj) riêng biệt
+ argument (n) tranh luận

It is a cell phone
It is used for

communicating from a
long distance

Key : Japan
Yes/no

Listen to the teacher

Work in pairs and give
answers

Unit 3:

WAYS OF SOCIALISING
Period 15: LISTENING
New words:

+ Separate (adj) riêng biệt
+ argument (n) tranh luận
+ reasonable (adj)[ synonym]
suitble

+ instrument (n) nhạc cụ
+ install (v) lắp đặt

1 T

2 F

3 T

4 F

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

15ms

8ms

3ms

+ reasonable (adj)[ synonym]
suitble

+ instrument (n) nhạc cụ
+ install (v) lắp đặt

- Reads these words two times.
- Calls sts to read loudly.
3.While –listening:

Task 1:

- Explains the requirement of the
exercise

- Gives them time to guess

- Plays the tape twice and asks them
to do it individually

- Asks them to exchange answers
- Asks them to answer and explain
- Gives feedback

Task 2:

- Asks them to work in groups to
guess what type of word they can
use in each blank

4. Post –listening:

- Tells Ss to listen again and

summarize Ms Linda Cupple’s talk,
beg inning as show

- Calls the leader in the group to tell
the main contain of the lesson.
- Give feedback

Listen and repeat
Listen and repeat
Listen to the teacher
Read and guess
Listen carefully
Do it individually
Listen to the teacher’s
instruction and work in
groups

Work in groups
Stick on the board
Practice

6 T

Task 2:

1. Agreed
2. To avoid
3. Particular
4. Adults
5. Walking
6. Heart
7. Kindness
8. To stick

V. Homework: (2ms)
- Asks the students to:

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Date of preparation: 28 / 08 / 2009

Unit 3

: WAYS OF SOCIALISING

Period 16

:

WRITING

I. Aims and Objectives

* Language content:

- To provide some structures and words relating to the writing lesson.
- To enable sts to write the paragraph effectively.

* Language function:
- Asking permission
* Educational aim :

- To express the feelings in life.

1. Language:

a. Vocabulary: at hand, farewell, and departure
b. structures : The simple present

2. Skills : integrated skills.
3. Educational factor:

- To polite with the people living around
II.Teacher’s and Students’ preparation

1. Method: communicative approach

2. Techniques: Explanation, Ordering, Pair work
3. Materials’ needed: Textbook, whiteboard markers
4. Students’ preparation: Textbook, notebook
5. Previous knowledge: No

III. Procedures in class

1. Stabilization: - greet the whole class (2- ms)
- check the attendance

2. Checking up previous knowledge:

3. New lesson:

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

5ms

7ms

1.Lead-in:

-Asks students to make as many

words as possible beginning with

APO…

Eg: apology, apologize, …

-Calls students to write their

answers on the board.

-Gathers their answers and gives

remarks.

-Leads to the new lesson:

Making an apology.

2.Pre-practice:

-Presents some new words:

at hand: (synonym)

farewell (n): (synonym)

-Make as many words

as possible beginning

with APO…

-Write their answers

on the board.

-Listen.

-Listen to the

introduction.

-Listen, repeat, guess

the meaning, and write

down.

Unit 3:

WAYS OF SOCIALISING

Period 16: Writing

*New words:

at hand:

farewell (n):

departure (n):

*Structure:

The simple present

The order of a paragraph,

conjunctions and sentence

connectors.

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

15ms

8ms

3ms

departure (n): (synonym)

-Reminds the simple present.

3.While- practice:

*Task 1.

Use the words to make

sentences. Change the form of

the verb. (No addition or

omission is required).

-Asks students to read suggested

words first.

-Has students work in pairs and

use the words to make sentences

(change the form of the word).

-Lets students exchange their

writings with other students and

correct.

-Calls some students to read their

writings in front of the class.

-Corrects their mistakes and

reminds the order of a paragraph,

conjunctions and sentence

connectors.

*Task 2.

Put the sentences of the

two paragraphs below in their

right order. Write the re-ordered

paragraphs in the space provided.

-Asks students to look through

the sentences first.

-Has students put the sentences

of the two paragraphs in the right

order.

-Reminds the order of a

paragraph: topic sentence,

supporting ideas, and concluding

sentence.

-Lets students exchange their

writing with their partners and

correct.

-Calls some students to read their

writings in front of the class.

4.Post -practice:

-Comments on their writings,

points out their mistakes and

guides them to correct.

-Listen.

-Read

suggested

words first.

-Work in pairs and use

the words to make

sentences (change the

form of the word).

-Exchange

their

writings with other

students and correct.

-Read their writings in

front of the class.

-Listen.

-Look through the

sentences first.

-Put the sentences of

the two paragraphs in

the right order.

-Listen to the teacher.

-Exchange

their

writing with their

partners and correct.

-Read their writings in

front of the class.

-Give the answer

-Listen and correct

their mistakes.

or omission is required).

1.There are many ways to tell

someone goodbye, and most

of them depend on the

situations at hand.

2.However, there is one rule

that all situations observe: we

seldom say goodbye abruptly.

3.In English it is necessary to

prepare a person for a

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 time

like “Gosh, I can’t believe

how late it is! I really must be

going”.

*Task 2

.

Put the sentences of

the two paragraphs below in

their right order. Write the

re-ordered paragraphs in the

space provided.

*Suggested answers

:

+Paragraph 1:

It is difficult to write rules that tell
exactly when you should apologize
but it is not difficult to learn how. If
we have done something to hurt
someone’s feeling, we apologize.
An apology indicates that we
realize we’ve made a mistake, and
we’re sorry for it. It’s a way of
expressing our regret or sorrow for
something. When we apologize, we
admit our wrong doing or
discourtesy, usually offer a reason
for it, and express regret.

+Paragraph 2:

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

quietly as possible and apologize
later. But if the teacher stops and
waits for him to say something, he
could apologize simply “I’m sorry.
I’m late”, ask permission to take his
seat and sit down. Naturally, more
than this is needed, but it is not the
time for it because it has already
caused some interruption and
doesn’t need to make it longer.

V. Homework: (2ms)
- Asks the students to:

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Date of preparation: 30 / 08 / 2009

Unit 3

: WAYS OF SOCIALISING

Period 17

:

LANGUAGE FOCUS

I. Aims and Objectives

* Language content:

- To provide some structures and words relating to the lesson.

- To introduce to students stress in two-syllable words and review reported speech.
* Language function:

- Talking about experience in life.

* Educational aim :

- To express the feelings in life.
1. Language:

a. Vocabulary: at hand, farewell, and departure
b. structures : Reported speech

2. Skills : integrated skills.
3. Educational factor:

- Loving together.

II.Teacher’s and Students’ preparation

1. Method: communicative approach

2. Techniques: Explanation, complete sentences, Transformation, Pair work
3. Materials’ needed: Textbook, whiteboard markers

4. Students’ preparation: Textbook, notebook
5. Previous knowledge: No

III. Procedures in class

1. Stabilization: - greet the whole class (2- ms)
- check the attendance

2. Checking up previous knowledge:

3. New lesson:

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

5ms

7ms

A. Pronunciation.

1.Lead-in:

-Guides students to play a game:
Jumbled words.

-Writes some words whose letters are
not in order and asks students to work
in pairs and rearrange them into the
correct words.

Eg:

1.nycompa 
2.lyuj 
3.reapper 

-Calls on some students to present
their answers.

-Corrects their answers.

*Suggested answers:
1.company

2.July
3.prepare

-Pronouns these words and asks
students to find out the difference

-Play a game: Jumbled
words.

-Do as directed.

-Present their answers.
-Listen.

Unit 3: 
Period 17 –

LANGUAGE FOCUS
*Pronunciation:

Stress in two-syllable words
a.Stress on the first syllable:
waving, walking, poiting, signal,
instance, student

b.Stress on the second syllable:
attract, discuss, suppose

*Suggested answers:
a. Stress on the first syllable:
waving, walking, pointing,
signal, instance, student
b. Stress on the second syllable:
attract, discuss, suppose

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

15ms

8ms

3ms

about stress among words.

-Comments their answers and leads
the lesson: Stress in two-syllable
words.

2.Pre-practice:

-Demonstrates stress by pronouncing
them clearly and slowly.

-Instructs the way to pronounce and
grammar points.

-Reads the words in each column
once.

-Then reads the words and asks
students to repeat them.

3.Controlled-practice:
-Asks students to practise

pronouncing the words in pairs (one
reads; one listen).

-Asks two students to read them
again and find out words with stress
on the first syllable and words on
the second syllable.

-Calls some students to present their
answers in front of the class.

-Corrects their mistakes.

-Then tells students to work in pairs
and read the sentences and find the
words with stress on the first

syllable and words with stress on the
second syllable.

-Calls on some students to show the

words they have just found.

-Corrects their mistakes.
B. Grammar and vocabulary.

1.Lead-in:

-Makes some sentences and asks
students to answer:

I can drive a car, what about you? 
What can you do?

I can swim / sing / play the guitar …
-Then reports students’ sentences.
Nam said he could swim.

Hoa told me that she could sing.
-Leads to the lesson: Reported
speech: Statement & Wh-questions.

2.Pre-practice:

*Reported speech: Statement & 
Wh-questions.

-Reminds the rules in reported
statements & Wh-questions:
If the reporting verb is in the past

-Listen and find out the
difference about stress
among words.

-Listen to the
introduction.

-Listen.

-Listen and write down.
-Listen.

-Listen and repeat.
-Practise pronouncing
the words in pairs (one
reads; one listen).
-Read them again and
find out words with
stress on the first
syllable and words on
the second syllable.
-Present their answers in
front of the class.

-Listen.

-Work in pairs and read
the sentences and find
the words with stress on
the first syllable and

words with stress on the
second syllable.

-Show the words they
have just found.
-Listen.

-Listen and answer.

-Listen to the
introduction.

If the reporting verb is in the
past tense, it is usual for the verb
in the reported clause to move
“one tense back”.

Eg:

“I’m going.”

 He said he was going.

If the reporting verb is in the
present tense, there is no tense
change.

Eg:

“The train will be late.”

 He tells me that the train will

be late.

Typical pronoun, time, place and
modal verb changes.

Eg:

“I saw her on my way to school
yesterday,” he said.

He said he had seen her on his

way to school the day before.
Wh-questions:

Eg:

“How old is your son?” he
asked.

He asked me how old my son

was.

*Exercise 1: Last week you met
Thuan, a friend you hadn’t seen
for a long time. Look at the list

of things he said to you then tell
another friend what he said. Use
reported speech.

2…that he worked for a big
company.

3…he was their marketing
manager.

4…the company had opened an
office in Ho Chi Minh city.
5…that it had been very
successful.

6…he had been chosen to run an
office in District 5.

7…how long I have been learning
English.

8…that he didn’t have much time
to enjoy himself.

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON
tense, it is usual for the verb in the

reported clause to move “one tense
back”.

Eg:

“I’m going.”

 He said he was going.

If the reporting verb is in the present
tense, there is no tense change.
Eg:

“The train will be late.”

 He tells me that the train will be

late.

Typical pronoun, time, place and
modal verb changes.

Eg:

“I saw her on my way to school
yesterday,” he said.

He said he had seen her on his

way to school the day before.
Wh-questions:

Eg:

“How old is your son?” he asked.

He asked me how old my son

was.

3.Controlled-practice:

*Exercise 1: Last week you met
Thuan, a friend you hadn’t seen for
a long time. Look at the list of things
he said to you then tell another
friend what he said. Use reported
speech.

-Asks students to look through these
sentences first and notice tenses,
phrases of time and place, and
pronouns.

-Has students report these
statements, using the words
suggested.

-Lets students exchange their
answers and correct.

-Calls some students to present their
answers.

-Corrects their mistakes.

*Exercise 2: Lan was angry with
Tung. Tuan tried to help them get
back together, and talked to Lan for
Tung. Read the dialogue and
complete the conversation Tuan had

-Listen and take notes.

-Look through these
sentences first and
notice tenses, phrases of
time and place, and
pronouns.

-Report these

statements, using the
words suggested.

-Exchange their answers
and correct.

-Present their answers.
-Listen.

Ho Chi Minh City.

10…he would be successful in Ho

Chi Minh City.

*Exercise 2:Lan was angry with
Tung. Tuan tried to help them
get back together, and talked to
Lan for Tung. Read the dialogue
and complete the conversation
Tuan had with Tung.

2.was upset

3.was not interested

4.had promised to go to the
cinema

5.hadn’t turned up
6.didn’t want to see you
7.she didn’t believe you had
done it

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON
with Tung.

-Tells students to work in pairs and
read the conversation between Tuan
and Tung first and decide which
word the blanks need.

-Then has students read the first

conversation between Tuan and Lan
and decide which information is
used to fill in the blanks.

4. Post – Practice:

-Lets students complete the
conversation Tuan had with Tung.
-Asks students to present their
answers.

-Corrects their mistakes.

-Work in pairs and read
the conversation

between Tuan and Tung
first and decide which
word the blanks need.
-Read the first

conversation and decide
which information is
used to fill in the blanks.
-Complete the

conversation Tuan had
with Tung.

-Present their answers.

-Listen.

V. Homework: (2ms)
- Asks the students to:

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Date of preparation: 03 / 09 / 2009

Period 18: TEST YOURSELF A

I . AIM AND OBJECTIVES :

- to revise new words and grammar

_ To practise students’ listening, speaking, reading, and writing skills.

_ To help students to be able prepare for the 45- minute test then do the exercise given.

II. LANGUAGE :

All new words and structures in unit 1,2,3

III. SKILLS : listening, speaking, writing, reading

IV . METHOD: communicative approach

V. Teaching aids needed : textbook, chalk,tape, cassette player ….

VI. TEACHING PROCEDURE :

1. GREETING AND CHECKING ATTENDANCE:

_

Teacher greets the class and checks if anyone is absent

.

2. PREVIOUS LESSON:

-Call one st to change these sentenses in to reported speech

a. He said ,” I have studied English for 5 years”

b. Nam said,” My father gave me a nice shirt yesterday”

c. They said ,” We will go to Ha Noi next Summer”

-Give feedback and marks

3. New lesson:

TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

5ms

7ms

1/LISTENING:

Asks students to read the questions
carefully then try to guess the
answers and discuss the answers
with their friends.

_ play the tape and asks students to
listen to the the tape.

_ Asks students to listen to the tape
then answer the questions given.
_ asks some of them to give the

answers orally.

_ asks the others to give comments.
_ gives suggested answers if
necessary.

_ asks students to copy the answers
themselves.

2/READING:

_ asks students to read the reading
then find the words which mean:
_ Asks them to read the questions
provided carefully.

_ Asks them to read the passage

_ read the questions
carefully then try to
guess the answers and
discuss the answers with
their friends.

_ listen to the tape then
answer the questions
given.

_ discuss the answers
with their friends then

correct the mistakes
themselves

_ read the reading then
find the words in the
reading to do the
exercise given.
_ read the questions
provided carefully.
_ read the passage again
then answer the

questions.

I/Listening:
1.T

2.F
3.F
4.T
5.T

II/Reading:

1.We can communicate not only
through words but also througth
body language

2. They are posture, facial
expressions, and guestures

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

III/Grammar:

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TIME TEACHER’S ACTIVITIES ACTIVITIESSTUDENTS’ CONTENT OF THE LESSON

15ms

8ms

3ms

again then answer the questions.
_ asks them to compare their
answers with those of their friends’.
_ Asks some of them to give the
answers orally.

_ asks the others to give comments.
_ give suggested answers if
possible.

3/Grammar:

_ ask students to read the open
sentences carefully.

_ ask students to do the exercise in
pairs.

_ ask students to compare the
answers with their friends’.

_ ask students to give their answers.
_ ask other students to give

comments on the amswers given.
_ corrects the answers the give the
suggested answers.

4. Writing

Students discuss the wring exercise
then ask their teacher for help if
possible in order to write the wrting
successfully at home. _ Teacher
can give some suggestion to help
students to organize thei ideas

_ compare their answers
with those of their
friends’.

_ give the answers
orally.

_ others to give

comments.

_ take notes of the
suggested answers if
possible.

_ read the open
sentences carefully.
_ do the exercise in
pairs.

_ compare the answers
with their friends’.
_ give their answers,
others give comments on
the amswers given.
_ listen to the teacher’s
explanation then take
notes of the right
answers if necessary.

done before working for that
company

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

3. Tom opologized for not
ringing me earlier

4.Miss White thanked Peter for
giving her the present

IV/ Writing :

V. Homework: (2ms)
- Asks the students to:

+ Learn the structures listed by heart and revise all tenses in English.
+ prepare Unit 4- A. Reading for next period.

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Date of preparation: 03

/ 09 / 2009

Period 19:

THE FIRST TEST (45 minutes)

I. AIMS AND OBJECTIVES:

* Language content:

+ To check students’ memory about the grammatical points.

* Language function:

+ Developing the skills.

* Educational aim:

+ To make ss be aware of their study.

1. Language:

a. Vocabulary: unit 1 to unit 3

b. Structure: unit 1 to unit 3

2. Skill:

Integrated skills.

II. TEACHER AND STUDENTS’ PREPARATION:

1. Method:

Communicative Approach.

2. Techniques:

Gap-filling, question answering, multiple choice, True/False statement

3. Materials needed:

Handouts

4. Students’ preparation:

Revise the lessons at home

5. Teacher’s preparation

: Prepare the test

III. PROCEDURE IN CLASS:

1. Stabilization:

(2 ms)

a. Greeting.

b. Checking absence: Who’s absent today?

2. Deliver the paper test to students

THE CONTENT OF THE TEST

SỞ GD-ĐT BÌNH ĐỊNH

THE 45 MINUTES TEST (2)

TRƯỜNG THPT VÕ GIỮ

ENGLISH 12

I. Choose the word whose underlined part is pronounced differently from the rest in each group.
1. A. choose B. change C. chemistry D. child

2. A. needed B. wanted C. looked D. collected
II. Choose a word that has the different stress from the rest.

3. A. dangerous B. parachute C. popular D. magazine
4. A. begin B. pastime C. finish D. summer

III. Choose the correct answer A, B, C or D that best completes each sentence.(4ms)
5. We had a...discussion about football.

A. bore B. boring C. bored D. boredom

6. People who are out of work are...

A. unemployed B. unemployment C. employed D. employee
7. She gave a long...about unemployment in Vietnam.

A. lecturer B. lecturing C. lectured D. lecture

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A eat B. have C. take D. get
9. There are many...between Nga and her sister.

A. different B. difference C. differ D. differences

10. She doesn’t mind...her homework.

A. do B. to do C. doing D. to be doing

11. I’m bored...looking after my brothers every day.

A. with B. at C. on D. up

12. He is... listening to his sister’s advice.

A. bored in B. tired in C. tired of D. interested with

13. I am afraid of...by the strong wind.

A. taking away B. take away C. being taken away D. being taking away
14. My ...is broken. I want to have a new one.

A. tea cup B. cupping tea C. cup for tea D. cup of tea

15. Most of the students are strongly……….. of the school's approach.

A. support B. supportive C supported D. supporter

16. I'd 11ke to see that football match because I ………..one this year.
A. haven't seen B. don't see C weren't seeing D. didn't see

17. "What did you buy so much paint ………….?"I'm going to paint my room again."

A. for B. about C. with D. by

18. We can't go along here because the road is …………..

A. been repaired B. being repaired C repair D. repaired
19. After Freddie………. his degree, he intends to work in his father's company.
A. finishes B. will finish C will have finished D. finished
20. My grandfather is much interested in horse- race. He has just bought a ….
A. horse racing B. horse race C. racing horse D. race for horse

IV. Identify one word or phrase that is wrong

21. I hate to wash the dirty dishes after meal.
A B C D

22. Jane asked Brian that he had ever been to South-east Asia and he said he had.

A B C D
23. He said that he couldn't remember where had he left had his car.

A B C D
24. When we were walking on the street, it rains.

A B C D
V. Read the passage and choose the answer.

An’s father likes fishing. He fishes in the river near his house. On weekends, when he has no work to do
he goes down to the river with a little chair and some sandwiches, and fishes until it is quite dark. There are
always a few other people there. They love fishing, too and they are all fond of sitting there for hours.
Sometimes they catch some fish, sometimes they do not catch anything. An doesn’t like that kind of sport
because he is not very patient.

25. What does An’s father like?

A. swimming B. fishing C. running D. playing football

26. Where does he fish?

A. In the lake near his house. B. In the park near his house.
C. In the pond near his house. D. In the river near his house.

27. What does he take with him when he goes fishing?

A. a little chair B. some sandwiches C. a bag D. A and B
28. Why doesn’t An like fishing?

A. Because he is not very patient B. Because he doesn’t have much fee time
C. Because he is always busy. D. Because he hates catching fish

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In a village people don’t live very…(29)…to one another. Their houses are far…(30)…Each house therefore
has a lot of……(31) around it. So almost every house is surrounded by flowers and fruit, plants and vegetables.
All these make the village look……..(32)…..and fresh.

29. A. near B. far C. close D. together

30. A. from B. away C. apart D. ground

31. A. trees B. ground C. grass D. space

32. A. beautifully B. green C. happily D. yellow

VII. Choose from the alternatives A, B, C, and D one best way to rearrange the words to make meaningful 
sentence.

33. my/ I / asking/ for/ money/ hate/ parents/ pocket/.
A. I hate asking pocket money for my parents.
B. I hate asking my parents for pocket money.
C. I hate asking my parents for money pocket.
D. I hate asking for money pocket my parents.
34. up/ on/ early/ don’t/ Sunday/ I/ mind/ getting/.
A. I don’t mind getting up early on Sunday.

B. I don’t mind getting up on Sunday early.
C. I don’t mind on Sunday getting up early.
D. I don’t mind getting early up on Sunday.

35. cinema/ going/ interested/ with/ to/ she/ friends/ is/her/in/the/.
A. She is interested with going in the cinema to her friends.
B. She is interested with going to her friends in the cinema.
C. She is interested in with going her friends to the cinema.
D. She is interested in going to the cinema with her friends.
36. you/ sea/ afraid/in/ swimming/ are/of/ the/?

A. Are you afraid in the sea of swimming?
B. Are you afraid of the sea in swimming?
C. Are you afraid of swimming in the sea?
D. Are you afraid in swimming of the sea?

VIII.Choose the sentence that has the same meaning with the original sentence.
37. She reads that book every day.

A. That book are read by her every day. B. That book is read by her every day.
C. That book reads by her every day. D. That book is being read by her.

38. I wrote the English letter in half an hour.

A. It takes me half an hour to write the English letter.
B. I spent half an hour to write the English letter.
C. I needed an hour to write the English letter.
D. It took me 30 minutes to write the English letter.
39. We last saw them ten years ago.

A. We have seen them for ten years. B. We have last seen them ten years ago.
C. We haven’t seen them since ten years. D. We haven’t seen them for ten years.
40. This test is more difficult than that one.

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Date of preparation : 10 /09 / 2009

Period 20:

MISTAKE CORRECTION

I. AIMS AND OBJECTIVES:

* Language content:

+ To help ss to mistakes they’ve made in the 45 minute English test number 1.

* Language function:

+ By the end of the lesson, ss will be able to understand further the Language Focus from unit 1 to

unit 3.

* Educational aim:

+ To teach ss the way to complete a English test.

1. Language:

a. Vocabulary: in the test

b. Structure: in the test

2. Skill:

Integrated skills.

II. TEACHER AND STUDENTS’ PREPARATION:

1. Method:

Communicative Approach.

2. Techniques:

Brainstorming, group work, pair work.

3. Materials needed:

Lesson plan.

4. Students’ preparation:

Prepare the lesson at home.

5. Teacher’s preparation

: Lesson plan, teaching aids.

III. PROCEDURE IN CLASS:

1. Stabilization:

(2 ms)

a. Greeting.

b. Checking absence: Who’s absent today?

2.New lesson

TIME TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

5ms

7ms

I. Activity1

- Ask ss to do the test again.

- Get them to compare their

answers with the other.

- Call some ss to give their

answers.

- Correct

II. Activity 2

- Gets ss to work in groups

to do the tasks again.

- Have some groups to give

their answers.

- Ask ss to compare and

Individual work.

- Pair works.

Work in group.

Period 20:

MISTAKE CORRECTION

Keys: De 001

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TIME TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

15ms

8ms

3ms

corrects together.

- Correct and give the

correct answer.

III. Activity 3

- Call on some ss to write

down their answers on the

black board.

- Get ss to work in pair,

compare the written

answers with their answers.

- Correct and gives the

correct answers.

IV. Activity 4

- Let ss listen to the passage

again, ask ss to give their

answer.

- Feedback.

- Pair works

Individual work

3. Homework (2 ms)

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Date of preparation : 12 /09 / 2009

UNIT 4:

SCHOOL EDUCATION SYSTEM

Period 21: READING

I. Aims and Objectives

* Language content:

- To provide new vocabulary relating to school education system.

- To help sts understand more about the school education system of Vietnam as well as countries in the

world

* Language function:

- talking about the school education system in Vietnam.

* Educational aim :

- To make the students be aware of the important education.

1. Language:

a. Vocabulary:

verbal, attract someone’s attention, polite, rude, informality, approach, a slight nod will

do

b. structures :

Review of tenses.

2. Skills :

integrated skills.

3. Educational factor:

- Trying in studying.

II. Teacher’s and Students’ preparation

1. Method:

communicative approach

2. Techniques:

repetition, true- false, gap-filling, guessing meaning from the text and ask and answer the Qs

3. Materials’ needed:

Textbook, whiteboard markers

4. Students’ preparation:

Textbook, notebook

5. Previous knowledge:

No

III. Procedures in class

1. Stabilization:

- greet the whole class (2-3 ms)

- check the attendance

2. Checking up previous knowledge:

3. .New lesson

TIME TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

5ms

7ms

1/ Lead- in:

Gives students 3 photos of
different ages and asks
students to guess how old they
are and which level of

education they are in

 Lead-in
2/ Pre- reading:

*Activity 1. : Word association
(mind mapping): T writes the
word "education" and then
asks the sts to suggest other
words that are connected to it .

- Listen and do the

teacher’s requests.

Unit 4: SCHOOL

EDUCATION SYSTEM

Period 21: Reading

Vocabulary.

Nursery(n)Nhà trẻ

Curriculum(n)chương trình

học

Compulsory

(adj)/k6m’p^ls6r1 /bắt

buộc

-Certificate(n)/s6’t1f1k1t/

chứng chỉ, giấy chứng nhận

Educate (v)Đào tạo

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TIME TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

15ms

8ms

3ms

*Activity2: Asks sts to work in
pairs to discuss the questions
in the text book.

- T goes around providing
help.
* Pre-teaching vocabulary.
3/ While –reading:

- Guides the students to read
the text and do tasks in the
textbook.

Task 1 : Teacher can give
more than 6 words or phrases
in the reading passage and
asks students to choose the
suitable one for the given
meanings .

Task 2. helps students to find
the answers in each paragraph
of the reading passage.

4/ Post –reading:

-Asks the students in groups to
discuss and tell the others one
of the most difficult school
subjects they are studying and
the reason why.

Task 1 :

(1) State school

(2) Primary school

(3) Second school

(4) Compulsory

(5) The General Certificate

of Second School

6.Curriculum

2. Task 2:

1. They start their

compulsory education at

school from the age of 5.

2. There are 3 terms

3. They are the state school

and the indepent school or

pubblic school.

4. Yes,they do

5.There are 3 core subjects:

English, Maths and Science

6. When the students finish

the secondary school, they

have to take an exam called

the General Certificate of

Secondary education (GCSE.)

V. Homework: (2ms)
- Asks the students to:

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Date of preparation : 13 /09 / 2009

UNIT 4:

SCHOOL EDUCATION SYSTEM

Period 22: SPEAKING

I. Aims and objectives:
+ Language content:

_ To introduce the school system in Vietnam.

_ Talk about the similarities and differences between the school system in Vietnam and in England.
+ Language function:

_ To enable the sts to talk about the school system in Vietnam. _ To help
the sts talk about the similarities and differences between the school system in Vietnam and in England.

+ Educational aim:

_To make the sts aware of the school system in Vietnam and in England.
1. Language:

_ Vocabulary: nursery(n),kindergarten(n),lower secondary school(n),upper secondary school(n).
_ Structure : Revise some structures about the similarities and the differences.

2. Skills: integrated skills.
II. Teacher and sts’ preparation:

1. Method: communicative approach.

2. Techniques: explanation,repetition, transformation,pair/group work.
3. Materials needed: textbooks, extra-boads.

4. Sts’ preparation: revising necessary words in the reading.
III. Procedure in class:

1. Stabilization:5mins

+ Greets the sts

3. New lesson

TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

5ms

1. WARM UP:

Asks sts to play game:”SLAP

THE BOARD ”

+ write the words learnt in

English on board.

Primary school Secondary

school

Compulsary Curriculum

State school GCSE

+Devise the class into 2 teams

and call 5 students in each team

to stand in aqueue.

+read word by word in

Vietnamese loudly and a

student in each team runs to the

board and slap on the word

he/she heards.

+the team which does it better

and faster gets 1 mark.

+ observe the words.

+stand in a queue

+listen to the teacher

and slap on it.

+ repeat the words.

+ look at and write down

UNIT4:

SCHOOL EDUCATION

SYS TEM

Period 22: Speaking

Speaking

Primary school

Secondary school

Compulsary Curriculum

State school GCSE

I. Vocabulary

:

nursery(n)

kindergarten(n)

lower secondary school(n)

upper secondary school(n).

II/Tasks

Task1 :

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TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

7ms

15ms

8ms

3ms

+the team has more marks will

be the winner.

+ asks the sts to read the words

and introduces the new lesson.

2. Pre-speaking:

+ pre-teaching voabulary

nursery(n)

kindergarten(n)

lower secondary school(n)

upper secondary school(n).

+ asks them to look at the chart

carefully to understand the

school system in Vietnam.

3. While -speaking:

Task 1: Role play

+asks sts to work in pairs to

practice speaking the dialogue .

+ goes around the class to help

Ss with difficulties.

+call on some pairs to role play

in front of the class.

+give feedback.

Task 2:

-Ask sts to work in groups of 4

or 5

-Have sts go back to the

reading to remember the

necessary words

-Give sts some questions to

help them finish this task

1. when do Vietnamese

students start their schooling?

2.What levels of education are

compulsory?

3.When do the children go to

primary school/ upper

secondary school?

4. How long does each level of

education last?

- Call some sts to report their

ideas

4 . Post –speaking

:

-Ask sts to find out the contents

which are similar and different

+ look at it

+ work in pair

+do it

-Ask about difficulties

-Pair work

-Work in groups

Reread the passage

-Answer the questions

-Talk about them

-Listen and remember

-Find out the contents

Primary school?

B. When they are six

years old

A.How long does the

primary education last?

B. 5 years

Task 2:

1. They start they

schooling from the age

of six

2. Primary education and

lower secondary are

compulsory

3. When they are 6/

11/15

4. Primary education will

last in 5 years

–Lower secondary (4

years)

-Upper secondary (3

years)

Task 3:

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TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

between 2 school systems such

as:

* Age to start school

*Number of levels in the

system

* Compulsory schooling

* Age to start each level

* Fee paying

*Subject

Put sts in to groups of 4 or 5

-Give each group from 1 toø

above contents to talk agout the

similarities and differences

between two school systems

-Call 1 or 2 groups to report

their ideas

-Feed back

V. Homework: (2ms)
- Asks the students to:

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Date of preparation : 14 /09 / 2009

UNIT 4:

SCHOOL EDUCATION SYSTEM

Period 23: LISTENING

I. Aims and objectives:
+ Language content:

_ To introduce the school system in Vietnam.

_ To help sts listen for specific information about activities at school.
+ Language function:

-Express their opinion about their exams at school

_ To enable the sts to talk about the school system in Vietnam.
+ Educational aims:

_To make the sts aware of the importance of education and work better at school.
1. Language:

_ Vocabulary: tear-away, methodical, well-behave, disruptive
_ Structure : Revise some structures of the simple past tense
2. Skills: integrated skills.especially listening

3.Educational factor : -To helps sts know how to get good exams
II. Teacher and sts’ preparation:

1. Method: communicative approach.

2. Techniques: explanation,repetition, discussion,pair/group work.,ask and answer
3. Materials needed: textbooks, cassette tapes

4. Sts’ preparation: revising necessary words in the listening lesson
III. Procedure in class:

1. Stabilization:5mins
+ Greets the sts:

+ Checks absence: asks the monitor: Who’s absent today?
2. Checking up the previous knowledge:

3. New lesson

TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

5ms

1. WARM UP:

-Make some questions

+ How did you work at school?
+How did you listen to your 
teacher?

+ How did you write ?

+ Did you pass your exam easily?
+ Were you well- behave?

+ How did you think about your 
school days?

Lead to the lesson

2. BEFORE YOU LISTEN:
-Have sts ask and answer the
questions in pairs

1.What school subjects are you 
good at?

2.Which ones do youi like most/ 
least in your class? Explain Why?
-Call some sts to present their
ideas in front of the class.

-Answer the questions

-Talk their ideas in front of
the class

-Listen to the teacher and
repeat the words

-Listen to the teacher
-Listen to the teacher
- Learn about the

UNIT4:

SCHOOL EDUCATION 
SYS TEM

C.Listening

-Answer the questions in pairs
1.What school subjects are you 
good at?

2.Which ones do youi like most/ 
least in your class? Explain 
Why?

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TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

7ms

15ms

8ms

3ms

_Give feek back
Preteach vocabulary:

-Have sts listen and repeat those
words

3. WHILE- LISTENING:

Task1: Listen to the conversation
betwwen Jenny and Gavin. Put a
tick to the question to which the
answer is “yes”

-Ask sts to read the statements and
make sure that they understand
-Get sts to listen to the dialogue
-Ask sts to compare their answer
with a partner

-have sts listen again
-Check the answers

-Have sts listen the dialogue for
the last time and give feed back

Task2 : Answer the questions
-Ask sts to read the questions
carefully

-Check if Sts can answer any
questions

-Get sts to listen to the dialogue
again

-Call sts to give the answers
-Get sts to listen for the last time
and correct the answer

4. POST- LISTENING:
-Ask sts to work in pairs to talk
about the result of their current
exams at school and what they will
do to prepare for the next exam
-Go around the class to help sts
when necessary

-call on some sts to practise in
front of the class

-Give feedback

5. CONSOLIDATION
Sumerizes the main points

statements

-Listen to the dialogue
-Compare the answer with
a partner

-Listen again

-Listen to the teacher
--Listen and takes notes
-Listen to the teacher
-Study the question
carefully

-Listen to the dialogue
again

-Give answers

-Talk about the result of
their current exams at
school and what they will
do to prepare for the next
exam

_Practise in front of the
class

-Listen to the teacher

-Task1: Listen to the

conversation betwwen Jenny and
Gavin. Put a tick to the question
to which the answer is “yes”

1. Jenny/ Gavin
2. Gavin
3. Jenny
4. /

5. Jenny/ Gavin
6. /

Task2 : Answer the questions
1.When he enjoyed the subjects
2.He found it difficult

3.Because they were long and
difficult so he couldn’t finish
them all in a short time
4. Because he went away
To a boarding school when he
was quite young

And he didn’t like that. So the
schooldays weren’t the best days
of his life

AFTER LISTENING:

-Talk about the result of their
current exams at school and
what they will do to prepare for
the next exam

V. Homework: (2ms)
- Asks the students to:

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Date of preparation : 24 /09 / 2009

UNIT 4:

SCHOOL EDUCATION SYSTEM

Period 24: WRITING

I. Aims and objectives:
+ Language content:

_ To help sts write a paragraph on the formal school education system in Viet Nam
_ To help sts master the way to write a report

+ Language function:

-To help sts enrich their vocabulary and improve their vocabulary and improve their writing skill
through writing about school education system in Viet Nam

+ Educational aims:

_To make the sts aware of the importance of education and work better at school.
1. Language:

_ Vocabulary: words related to education

_ Structure : Revise some structures of the simple present tense
2. Skills: integrated skills.especially listening

3.Educational factor : -To helps sts know how to get good exams
II. Teacher and sts’ preparation:

1. Method: communicative approach.

2. Techniques: explanation,repetition, discussion,pair/group work.,ask and answer
3. Materials needed: textbooks, charts

4. Sts’ preparation: revising necessary words in the listening lesson
III. Procedure in class:

1. Stabilization:5mins
+ Greets the sts:

+ Checks absence: asks the monitor: Who’s absent today?
2. Checking up the previous knowledge:

-Call 2 sts to go to the board : Ask them to write down some news word and then ask some questions

3. New lesson

TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

5ms

1.WARM UP:
-Do matching

A B
Primary School 2 terms

Lower

SecondarySchool Start from Sep to May

Upper Secondary

School Start from the age of 6

The academic year, Start early
June

School term Last 4 years

National 
examination for 
GCSE.

Last 3 years

-Devide the class in to 2 teams:

the cat & the mouse

- Have sts discuss and give the
answer

-The winner is the one that has

-Listen to the teacher’s
instruction

-Work in groups
-Giove the answre
-Look at the board and
listen to the teacher
-Listen to the dialogue
again

-Give answers

UNIT4:

SCHOOL EDUCATION 
SYS TEM

Period 24 .Writing
1.New words:

Compulsory education(n)
Primary School(n)
Lower secondary(n)

Upper Secondary School(n)

-There are 3 levels of education
are there in Viet Nam:Primary 
School,Lower

secondarySchoolUpper 
Secondary School,

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TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

7ms

15ms

8ms

3ms

TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

4.Post-writing: (10ms)

-Ask sts to swap the paper and do
the correction.

- Correct some common mistakes
and give comments on their
writing and correction.

-Collect all the papers and do the
correction at home.

V. Homework: (2ms)
- Asks the students to:

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Date of preparation : 25 /09 / 2009

UNIT 4:

SCHOOL EDUCATION SYSTEM

Period 25: LANGUAGE FOCUS

I. Aims and objectives:
+ Language content:

To introduce the way to mark stress in three-syllable words.

To provide the sts with Passive voice of the simple present/simple past /the modal verbs
+ Language function:

To enable the sts to mark stress in three-syllable words.
To help the sts revise the Passive voice.

+ Educational aim:

To make the sts aware of the importance of correct stress in learning English
1. Language:

_ Vocabulary:

_ Structure : + Passive voice
2. Skills: integrated skills.

II. Teacher and sts’ preparation:

1. Method: communicative approach.

2. Techniques: explanation,repetition, transformation,pair/group work.
3. Materials needed: textbooks, pictures, flashcards, extra-boads.
4. Sts’ preparation: revising reported speech.

III. Procedure in class:
1. Stabilization:

+ Greets the sts:

+ Checks absence: asks the monitor: Who’s absent today?

2. Checking up the previous knowledge:

Call one st to go to the board to talk about the the school education system in Viet Nam
 3. New lesson

TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

5ms

A. PRONUNCIATION:
1. Lead-in:

+ asks sts to play game:”WHAT
AM I ”

-I am a place?

-I have many audiences? 
-I have films be on?
+ asks the sts to guess it.
+ asks the sts to read the words
and introduces the new point.
2. Pre-practice:

+ helps the sts mark stress for
these words.

+ asks them to repeat the words
+ teaches some new words if
necessary.

+ Introduce some rules to mark

stress

3. Controlled practice:

+asks sts to read the sentences .

+ observe the pictures.

+guess who it is
+ read the words and
listen to the teacher.
+ pronounce these sounds.
+ repeat the words.
+ read the sentences

UNIT4: School education 
system

PERIOD 25:

LANGUAGE FOCUS

I.Pronunciation: Stress in
three-syllable words

II/ Grammar:

Exercise 1

1.The academic year in England

is devided into three terms
2.Each term is seperated by a
one week break

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TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

7ms

15ms

8ms

3ms

+ corrects the stress.
4. Free practice:

+ gets the sts to find some more
words with the stress in groups.
B. GRAMMAR:

1. Lead-in:

+ asks the sts to change the active
sentence into the passive one.
Eg: He writes a letter. +gets and
gives the feedback.

+introduces the new point.
2. Pre- practice:

+gives an example:
Eg: He writes a letter

Ò A letter is written

+Introduces the verb form

of the passive voice of the simple
present/simple

past /the modal
verbs

3. Controlled practice:
Exercise 1:

+ Explains the requirement
+ Does the first as the model
+ has the sts work in pair to do the
task.

+ Has them present the tasks in
front of the class.

+ Peer correct
+ Corrects.
.Exercise 2:

+ Explains the requirement

+ Does the two first as the model
+ Divides the class into 2 teams:
play the game: “Lucky number”: 8
sentences + 1 lucky number

1 2 3

4 5 6

7 8 9

+ the team which has more points
will be the winner.

+ Corrects

+gets and gives the feedback.
Exercise 3:

+ Explains the requirement
+ Does the first as the model
+ has the sts work in groups of 4
to do the task.

+listen and correct.
+ work in groups.

+write down.

+listen to.

+look at.

+write down the form

+Listen and look at the the
board

-Present the task
-Listen to the teacher

-Work in groups

-Listen to the teacher

6. The advanced students are
selected ton take a two –year
couse for the GCE “A’’ level
Exercise 2:

1.This school was built in 1997
2.This dictionary was first
published in 1987

3.A surprise party is going tobe
organized by the students in my
class

4.The kitchen is being painted
now

5”Romeo and Juliet “ was
written by Shake pear in 1605
6.Shakespeare’s tragedies have
been translated in to many
languages

7.A new primary school has just
been built in my village

8.English will be spoken at the
conference

9.The floor hasn’t been cleaned
yet

10. The house will be repainted
soon

Exercise 3:

Fill in the spaces of the
following passage with the
correct tense in passive voice of
the verbs in brackets

was built 2. were sold 3. has
been made

4. can be bought 5. are used 6.
can be used 7.is kept 8. are

done 9.must be told 10.can be
done

* More exercise

a.The flowers are watered every
day

b.My uncle’ house was built two
years ago

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TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

+ Goes round to help if necessary
+ Has them present the tasks in
front of the class.

+ Corrects
4. Free practice:

+gives 3 active sentences.
a. I water the flowers every day.
b. My uncle built his house two
years ago.

c. They can do lots of different
things.

+asks the sts to change them into
passive ones.

IV

/ CONSOLIDATION:

+ Has the sts retell the main ideas
of the lesson

+ STOP THE BUS: 4 groups: write
3 passive sentences in different
tenses

+ Corrects

-Tell the teacher

V. Homework: (2ms)
- Asks the students to:

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Date of preparation : 26 /09 / 2009

UNIT 5:

HIGHER EDUCATION

Period 26 : READING

I. AIMS AND OBJECTIVES

* Language Content

:

-To help Ss use vocabulary items relating to higher education and do vocabulary comprehension

matching.

-To help Ss do the exercise of passage comprehension and arranging the sequence of an event.

-To help Ss scan to answer the questions and skim for specific information.

* Language Function :

-To help the students to improve their communicative ability.

-To help Ss improve reading skills.

* Educational Aim :

-

To help students be familiar with how to talk about first impressions of

university life.

1. Language

: + Vocabulary : blame (v), daunt (v) – daunting (adj), academically (adv), creativity

(n).

+ Structure : Review: be busy + V-ing.

2. Skills

:

Integrated skills, especially reading skill.

3. Educational factor

:

- To help students know more about university life.

II.TEACHER’S AND STUDENTS’ PREPARATION

1. Method

: Communicative approach.

2. Techniques

: Questions & Answers, Repetition, Explanation, Group & Pair – work.

3. Materials needed

: Pictures, handout , textbook, chalks .

4. Students’ preparation

: New words.

III. PROCEDURES IN CLASS

1. Stabilization:

(2ms)

2.Checking up the previous knowledge

: (5ms)

3. New lesson

TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

5ms

1. Warm- up

- Asks Ss some questions:

+ What are you going to do after
graduating school?

+ Which field do you want to
study?

- Leads into the new lesson and
asks them to look at the pictures
and answer the questions in
Before you read.

Ask and answer the questions
- Asks students to work in pairs.
Asks and answer the questions in
the textbook.

- Calls some pairs of students to
ask and answer in front of the

class.

- Answer the questions:
+ It’s optional.

+ It’s optional.

- Listen to the teacher.

- Answer the questions.
- Some pairs present in
front of the class.

- Listen and take note.

UNIT 5 :

HIGHER EDUCATION
Period 26. READING
* Before you read

1. They are Hue University,
Hanoi University of Architecture
and Hanoi University of Natural
Science.

2. I would like to apply for…
because…

Vocabulary:

- blame (v): đổ tội

- daunt (v) – daunting (adj)
discourage because of difficulty
- academically

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TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

7ms

15ms

8ms

3ms

2. Pre-teaching Vocabulary 
+ blame (v)(translation)
+ daunt (v) – daunting (adj)
(explanation)

+ academically (adv)(translation)
+ creativity (n)( giving family
word )

+ be busy + V-ing.
(giving an example )

- Helps Ss to read the words.
-Asks some sts to make sentences

with the above words to check
their understanding.

3. While- reading

Task 1 :.

- Asks the Ss to determine the
parts of speech of the words in the
box, then read the sentences,
completing each with one word
suitable about part of speech and
meaning.

- Calls some Ss to read and
explain their answers.

- Gives feedback.
Task 2 : Find out who…

- Instructs Ss to do the exercise.
- Asks Ss to read the passage
again and find the information for
each person.

- Asks them to compare the
answers with the others.
- Calls for the answers.
Task 3 : Answering questions 
- Instructs Ss to use some

strategies to do the task.

- Asks Ss to discuss their answers
with their peers.

- Calls on some Ss to write their
answers on the board and ask them
to explain their choices .

- Feedbacks and gives the correct
answers.

(It’s up to each teacher)

- Helps the students to understand
more about the passage by asking
some questions and asks them to
answer without using the books.

- Listen and repeat.
-Make sentences with the
words.

-Work in pairs to do as
directed.

- Answer and explain.
-Pay attention.

- Listen.

- Read the passage again
and do the exercise
individually.

-Exchange the answers
with other Ss .

-Give the answers and
explain the choices.
- Pay attention.
- Work in pairs.
- Give answer.
-Pay attention .

-Pay attention and answer
the extra questions.
-Listen and remember.
-Take note.

- creativity (n) /kri:ei'tiviti/
= creativeness - creative (adj) –
create (v)

- be busy + V-ing.

Eg: I can’t go with you. I’m busy
doing my homework.

* While you read

Task 1 :

1. campus (n)
2. blame (v)
3. scary (adj)
4. challenge (v)
5. amazing (adj)
Task 2 :

Sarah: (1) a, (2) e
Ellen: (3) b, (4) c
Brenden: (5) d, (6) f
Task 3 :

1. On the first weekend Sarah
went out with her new friends,
walking around campus.

2. Because the people at the
party were busy playing some
games and no one seemed to
notice her existence.

3. Her roommate left the
window open when it was cold
outside. She went to bed early.
She blamed Ellen for making her
sick.

4. Brenden thought that the first
year at college was probably the
best and most challenging year
of his life.

5. The social calendar of the
colleges provides plenty of
opportunities to meet
non-engineering students as well as
other engineers, many of whom
have become his best mates.

</div>
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- Asks the students to:

+ learn by heart the new word.
Date of preparation : 15 /10 / 2009

UNIT 5:

HIGHER EDUCATION

Period 27 : SPEAKING
I. AIMS AND OBJECTIVES

* Language Content : -To help Ss know and talk about the application process to tertiary study in Vietnam.
* Language Function: -To help Ss to improve their communicative ability.

-To help Ss improve speaking skills.

* Educational Aim : -To educate Ss to be aware of the important exams and make personal plans for them.
1. Language : + Vocabulary: tertiary institutions, GCSE.

+ Structure : questions

2. Skills : Integrated skills, especially speaking skill.

3. Educational factor : - To encourage Ss to make plans and preparations for the exams.
II.TEACHER’S AND STUDENTS’ PREPARATION

1.Method : Communicative approach

2. Techniques : Group work , pair work, explanation, questions and answers, reporting.
3.Materials needed : Chalks, textbook, photos ( an identity card, a birth certificate…).

4.Students’ preparation :Words and information about the procedures to for tertiary study.
5. Pervious exercise :

III.PROCEDURES IN CLASS

1. Stabilization : (2ms)

2.Checking up the previous knowledge :( 5ms)
3. New lesson

TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

5ms

1. Warm- up

Game: Matching

- Asks Ss to match the phrases
with the correct photos on the

blackboard.

( Divides the class into two teams,
each teams has 5 representatives
to get each of photos and stick
them with the correct photos.
Which team having more correct
items will be the winner).

- Checks the results and leads into
the new lesson.

2. Pre- Speaking

Task 1 : Decide the admission 
requirements for tertiary 
institutions in Vietnam
- Tells the requirement and
explains the words.

- Gives time for Ss to work in
groups to do the task.

- Checks the answer of each
group.

- Gives feedback.

- Play the game, according
to the teacher’s

instructions.

- Listen and repeat

- Pay attention.

- Work in groups to do the
task 1.

- Tell the answer.
- Listen and check.

- Pay attention.

UNIT 5 :

HIGHER EDUCATION
Period 27: Speaking
Photos of:

1. an application form
2. an identity card
3. a school certificate
4. a birth certificate

5. a record of performance
at school

Task 1

- an application form
- an identity card

- a copy of the originals of
school certificate

- a birth certificate

- a copy of records of your
performance at school

- scores of the required entrance
examination

Task 2:
* Vocabulary:

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TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

7ms

15ms

8ms

3ms

3. While- Speaking

Task 2 : Ask and answer about the
application process to tertiary 
study in Vietnam

- Tells the requirement.
- Explains the abbreviation.
- Calls for question from the Ss
first and then instructs them to
make questions and answers.
- Asks Ss to work in pairs to
continue to make questions and
answers.

- Controls the class and offers help
if necessary.

- Calls some pairs to present in
front of the class.

- Gives feedback.

Task 3: Discuss the process of 
applying to a tertiary institution in 
Vietnam

- Asks Ss to work in groups again
to discuss the process of applying
to a tertiary institution in Vietnam.
- Controls the class and offers help
if necessary

- Calls some groups’

representatives to report and ask
the other groups to listen and give
remarks, fulfilling if necessary.
- Gives remarks and marks if
necessary.

4. Post- speaking

-Summarizes the main points.
-Asks Ss to look over all and make
their own plan for the exams.
-Asks Ss to prepare for the next
period.

- Take note.
- Do as required.
- Ask and answer the
questions.

- Ask some help if
necessary.

- Present.
- Listen.

- Work in groups (each
group has a secretary who

takes note all the idea of
the members and then
reports in front of the
class).

- Report.
-Pay attention .

-Listen and remember.
- Listen and take note.

chỉ giáo dục phổ thông trung
học)

*Suggested questions and 
answer:

A: When do you fill in and send
the application form?

B: In March.

A: What do you do in May?
B: We take the GCSE
examination.

Task 3

V. Homework

: (2ms)
- Asks the students to:

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Date of preparation : 16 /10 / 2009

UNIT 5:

HIGHER EDUCATION

Period 28 : LISTENING
I. AIMS AND OBJECTIVE :

+ Language Content: - To help Ss listen to the conversation about the undergraduate course abroad.
+ Language Function: - Listen to the tape and do a multiple choice exercise.

+ Educational Aims: - To enable students to know about an undergraduate course abroad.
1. Language: +Vocabulary: proportion, tutor – tutorial, appointment.

+ Structures: old structures.

2. Skills: Integrated skills (especially listening skill).

3. Educational Factor: To help students know more about the undergraduate course abroad.
II. TEACHER AND STUDENTS’ PREPARATION.

1. Method: Communicative Approach

2. Techniques: Explanation, multiple choice, asking and answering.
3. Teaching needed: Textbook , cassette player and tape.

4. Students’ preparation: New lesson
5. Previous exercise:

III. PROCEDURES IN CLASS.

1.Stabilization : (2ms)

2. Checking up previous knowledge: (5ms)
3. New lesson

TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

5ms

7ms

1.Warm-up: interview

- Ask students form pairs and give
them instructions:

- Imagine that in each pair, one of 
you is a Vietnamese student 
studying in a foreign country; the 
other ask her/him problems facing 
students when studying in a foreign
country

-Call some pairs to report their
interviews

-Give remarks and leads to
listening task

- Leads into the lesson.
2. Pre- listening

Talk about the problems when
studying in a new school

- Asks Ss to work in pairs to talk 
about the problems they may 
have when studying in a new 
school.

- Calls some pairs to speak out in
front of the class.

- Gives remark.

- Students form pairs and
listen to T’s instructions
- Work in pairs, asking and
answering the problems
facing students when
studying in a foreign
country

-some pairs report their
interviews; other pairs
listen and give comments
- Find a word to complete
the sentence.

- Tell the answer.

Expected answer:

undergraduate
- Listen.
- Work in pairs.
- Present.

- Listen to T and guess the

UNIT 5 : HIGHER 
EDUCATION
Period 28: Listening
Possible questions:

S1: What problem you have to 
face when studying in America? 
S2: there are many problems 
such as: food, accommodation, 
living cost…

A university student is called an
………… when he first enters the
university.

New words:

- proportion (n)

- tutor (n) – tutorial (adj)
- appointment (n)

Listen and choose the best
answer A, B, C, D for the
following sentences.

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TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

15ms

8ms

3ms

+Pre-teachVocabulary

- Introduce the new words that will
appear in the listening task and
elicit the meanings

- Read these words aloud and ask
students to read them in chorus
and individually

3.While- listening
- Sets the scene:

You are going to listen a 
conversation between John and

David and circle the best option to 
complete the sentences

task1

- Ask students to carefully read all
the statements silently in 1 minute.
- Play the record and ask students
to listen for main ideas of the text.
- Play the record again and ask
them to do the task.

- Ask students to compare their
answers with their friends.
- Call some students to give their
answers.

-T listen to and correct or
comment.

Task 2:

- Ask all students to spend 2 mins
to read the questions and options
in the task.

- Play the record once again and
ask students to do the task.
- Ask students to work in pairs to
exchange their answers.

- Ask some students to read aloud
their answers.

- Listen and give remarks. T can
play the record again if students
cannot give correct answers.
4.Post-listening

- Ask students to read the request
aloud.

- Ask them to work in pairs
again ,asking and answering the
questions of the task.

- Go around and help students if
necessary.

- Call some pairs to perform their

meanings of these words
- Practise reading the
words in chorus and
individually.

- Listen.
- Pay attention.
- Listen and repeat.
- Listen

- Read the sentences
carefully.

- Listen to the
conversation and do the
task.

- Tell the answer and
explain.

- Listen again and check.
- Listen.

- Work in pairs and do the
teacher’s request.

- Present.

2. A
3. C
4. A
5. B
Question:

Would you prefer to do an 
undergraduate course abroad or 
in your country?

Possible dialogue:

S1: Would you like to do an 
undergraduate course in Vietnam
or abroad?

S2: I’d like to do an

undergraduate course in Vietnam
S1: Why so?

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TIME

TEACHER’S ACTIVITIES

ACTIVITIES

STUDENTS’

CONTENT OF THE

LESSON

dialogues.

- Listen and give remarks or good
marks if students do well.

- Asks students to work in pairs to
ask and answer the question.
- Calls some Ss to present the task
in front of the class.

V. Homework

: (2ms)
- Asks the students to:

</div>

Giao an Anh van 12

Date of preparation: 10 / 08 / 2009

<b>Review </b>

<b> Period 01 - </b>

<b>Tense revision</b>

5ms

7ms

15ms

8ms

3ms

Date of preparation: 10 / 08 / 2009

<b>Review </b>

5ms

7ms

15ms

8ms

3ms

Date of preparation: 12 / 08 / 2009

<b>Unit 1: </b>

<b> HOME LIFE</b>

5ms

<b>Unit : 1</b>

<b>HOME LIFE</b>

<i><b>Period :</b></i>

<b> 2</b>

<b>READING</b>

7ms

15ms

8ms

3ms

Date of preparation: 12 / 08 / 2009

<i>UNIT 1:</i>

5ms

7ms

15ms

8ms

3ms

Task 3:

Date of preparation: 14 / 08 / 2009

<i>UNIT 1:</i>

<i> Period 5: Listen</i>

<i><b>ing </b></i>

5ms

7ms

15ms

8ms

3ms

Date of preparation: 14 / 08 / 2009

<i>UNIT 1:</i>

5ms

7ms

15ms

8ms

3ms

Date of preparation: 15 / 08 / 2009

<i>UNIT 1:</i>

<i><b>3. New lesson:</b></i>

5ms

7ms

15ms

8ms

3ms

Date of preparation: 16 / 08 / 2009

<b>Unit 2</b>

<b>: </b>

CULTURAL DIVERSITY

<i><b>Period 8</b></i>

<b>: </b>

<b>READING</b>

<i><b>3. New lesson:</b></i>

5ms

7ms

15ms

8ms

3ms

Date of preparation: 20 / 08 / 2009

<b>Unit 2</b>

<b>: </b>

CULTURAL DIVERSITY

<i><b>Period 9</b></i>