giao an 12

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Preparing date: 12/8/2010 Teaching date: 16/8/2010
Class: 12B7,8,9,10

The first term of grade 12

The 1st period REVIEW

Grade 12

Theme: Guiding how to learn and to do English tests
Time: 45 minutes

I. Objectives:

1

. Knowledge:

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

- How to use student’s book and workbook
2. Educational aim : Students know about English book in grade 12
3. Skill : - Reading

- Speaking
- Listening
- Writing

- Doing English tests
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks ,chalks ….

2.Students: Students ‘book , Students ‘workbook, pens , pencils …
III.PROCEDURES

1.Organizations: (1minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes
Warm-up :(6 minutes)

- Introduce to students about the teacher
- Ask students about their names and
English knowledge etc.

Guiding: (35 minutes)

1. Guiding student’s book and workbook:
* Introduce to students how to use their
book and workbook

* Introduce to students how to learn
reading, speaking, listening, writing,
language focus in their books and how
to do the exercises in their books

2. Guiding English tests in grade 12:
* Introduce to students about oral tests,
15 minute tests, 45 minute tests, etc.
and how to do them

* The tests in grade 12 include:
reading : 25%

listening: 25%
writing: 25%

language focus: 25%

3. Guiding other books and tape, disc, etc.
4. Homework: (3 minutes)

- Ask students to prepare textbook,

- Listen to the teacher
- Answer the teacher’s
questions

- put the student’s book
and workbook on the
table

- listen to the teacher and
look through the books

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notebooks and the things for learning

and prepare lesson reading - Unit 1 which will be prepared athome

Preparing date: 12/8/2010 Teaching date: 18/8/2010

Class: 12B7,8,9,10
The 2nd period

TRƯỜNG THPT SỐp cỘp ĐỀ THI KHẢO SÁT CHẤT LƯỢNG ĐẦU NĂM

Môn: Tiếng Anh 12
Thời gian: 45 phút

Full name: ...

Class: ... Mark

--- 
I. Đọc đoạn văn và trả lời các câu hỏi sau đây.

It was Jimmy’s birthday, and he was five years old. He got quite a lot of nice birthday presents
from his family, and one of them was a beautiful big drum.

“Who gave him that thing?” Jimmy’s father said when he saw it
“His grandfather did,” answered Jimmy’s mother.

“Oh,” said his father.

Of course, Jimmy liked his drum very much. He made a terrible noise with it, but his mother did
not mind. His father was working during the day, and Jimmy was in bed when he got home in the
evening, so he did not hear the noise.

But one of the neighbors did not like the noise at all, so one morning a few days later, she took a
sharp knife and went to Jimmy’s house while he was hitting his drum. She said to him, “Hullo,
Jimmy. Do you know, there’s something very nice inside your drum? Here’s a knife. Open the
drum and let’s find it.”

1. When did Jimmy get the drum? ...
2. Whom did he get it from?...
3. Why didn’t his father hear it?...
4. Why did the neighbor really want Jimmy to cut the drum open?...
5. What did she say to Jimmy to cut it open?...

II. Chia các động từ trong ngoặc để hoàn thành các câu sau.

1. My parents don’t let me (go) ... out in the evening.
2. It ‘s too cold (go) ...out.

3. We (have) ... lunch when the fire broke out.
4. When they got to the station, the train (leave)...
5. In spite of (start) ... late, we arrived in time.

6. You should (study) ...harder for the coming examination.
7. They (build) ... this house 5 years ago.

8. If I (be) ...you, I wouldn’t buy that coat.

III. Viết lại các câu sau đây sao cho nghĩa không thay đổi.

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2. The man gave her the book.  It was the man ...
3. Jim is on holiday and so is Carol.  Both...
4. “You’d better not swim too far from the shore,” the lifeguard said to us.

 The lifeguard advised ...
5. “I hear you passed your exams. Congratulations!” John said to us.

 John congratulated ...on ...

IV. Chọn đáp án đúng nhất cho các lựa chọn sau đây.

1.Would you like ... to the cinema.

A. go B. to go C. going D. went
2. Mary congratulated me ... winning the scholarship.

A. in B. on C. to D. before

3. Mike told me about students ... have just got the scholarship.
A. who B. whom C. which D. where

4. He couldn’t sleep ... he was very tired.

A. in spite of B. despite C. although D. because
5. I haven’t read any English books ... last year.

A. yet B. since C. before D. for

V.Chọn từ có phần gạch chân được phát âm khác so với các từ còn lại.

1. A. honest B. happy C. hostess D. harvest
2. A. stamps B. clubs C. plays D. fields
3. A. children B. church C. which D. chemistry
4. A. stow B. flower C. ground D. crowd
5. A. raise B. tense C. nurse D. increase

Preparing date: 12/8/2010 Teaching date: 19/8/2010

Class: 12B7,8,9,10

Unit 1 : home life

The 3rd period
Grade 12

Theme: home life

Unit 1 Reading

Time: 45 minutes

I. Objectives:

Knowledge:

- General knowledge: Students read and guess the meaning of new words from the con text.
+ Read the passage and complete the tasks of the lesson.

- Language: Students could understand and use new words after reading
- New words: Words related to home life

2. Educational aim: Students should know about International Red Cross 
3

. Skills: Guessing meaning in context, scanning for specific information and passage 
comprehension

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, chalks, tape , cassette player, ….
2.Students: Students ‘book , Students ‘workbook, pens, pencils …

III.PROCEDURES

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Check the total of the class: 12B7: 12B8: 12B9: 12B10:
2.Oral test : Nothing

3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Ask students look at the picture and ask some
questions

- Let students understand more about , house
hold chores and family life, today we learn Unit
1- part A: Reading

Before you read : (7 minutes)

Ask students to work groups to ask and answer
about the pictures

- Hang on the blackboard the table of questions.
Ask students to work in pairs looking at the
pictures to ask and answer them.

1. Where is the family?

2. What is each member of the family doing?
3Is the family happy? Why (not) ?

- Introduce the situation of the context
- Read the context once to the class.
- Show students some new words:

+ to be caring
+ to be willing to
do st

+ to be close -knit
+ to be mischievous
- Help students to summary the main ideas of

the context .

* The first paragraph: the writer says about the
parents’ jobs and the people in her family.
* The second paragraph :The writer says about
the activities of her parents every day.

* The third paragraph: The writer says about
her younger brothers and her herself.

* The writer says about the happiness in her
family.

- Ask students to think of their thoughts about a
happy family.

- Introduce the situation of the passage
While you read : (23 minutes)

- Ask students to look through the passage and
read in silence

- Help students read the passage

- Explain pronunciation and meaning of new
words which appear in the passage

+ Task 1: (10 )’

- Ask students to work in groups to read the

sentences in the task and then choose the
sentence A,B or C that is nearest in meaning to
the sentence given.

- Read all the sentences which they have chosen
loudly to the class

-Teach some new words: close –knit (a),

- Open the book

- Listen to the teacher

- Look at the picture and answer
- Listen to the teacher and open the
book – Unit 1, part A: reading

- Work in groups to discuss about
the pictures

- Work in groups to ask and answer
the questions give by the teacher.
- Stand up to answer in front of the
class

P1: The family is at home.

P2: The father is playing games with
his son and the mother is helping her
daughter do homework.

P3: Yes, it is .because they look
warm and close –knit.

- Look at the book and listen to the
teacher

- Listen
- Note down

- Work in groups and try to repeat
the main ideas in each paragraph.

-Practise speaking their ideas freely.

Listen to the teacher

- Work in groups , read the sentences
carefully

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mischievous (a), ...

- Ask students to work in groups to do the task.
- Call on some students to read the sentences.
- Common in whole class

+ Task 2: (13’)

- Divide the whole answers class into 6 groups
of 8 students .

1,How busy are the parents in the passage?
 2,How caring is the mother ?

3,How do the father and the daughter share
the household chore ?

4,What is the daughter attempting to do after
secondary school?

5,Why do the children feel they are safe and
secure in their family ?

- Ask students to read the questions carefully
and discuss the answers

- Help students to find the paragraph which
contain the information for the answers

- Call the leader of each group to answer the
questions

- Ask the whole class to commend

- Feedback and give the correct answers and
give point.

After you read : (8 minutes)

- Ask the whole class to discuss about a happy

family.

- Call some students to say about their thinking
of a happy family

4. Home work: (2 minutes)

- Write about their family or others they know.
- Prepare Part B : Speaking at home

- Note down the new words.

- Read up.

- Work in groups to do the task

- Read the passage

- Work in groups to find the sum up
of the passage

- Present the answers in front of the
class

- Commend

- Note down the reason of the choice
- Work in groups to ask and answer
the questions using the information
from the passage

- Some students answer the questions
in front of the class

Listen and take notes

- Do the home work and prepare for
the next lesson.

Preparing date: 12/8/2010 Teaching date: 20/8/2010

Class: 12B7,8,9,10

UNIT 1 : HOME LIFE

The 4th Period
Grade 12

Theme: Home Life

Unit 1 Speaking

Time: 45 minutes

I. Objectives:

Knowledge:

- General knowledge: By the end of the lesson students can practise a dialogue about a happy
family

- Language: asking for and giving information from a passage
- New words: words related to the topic

Educational aim: Students can talk about their family and other families
+ Students can ask and answer about household chores and family
+ Students discuss their ideas about the true of a happy family
3

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1. Teacher: Teacher’s books , textbooks , some pictures ….

2.Students: Students ‘book , Students ‘workbook, pens, pencils…
III.PROCEDURES

1.Organizations: (1minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (6 minutes)
- Playing games.

- Divide the class into pairs and ask students
to work in pairs to talk about their family in 3
minutes - Call of the leaders of each groups
to talk about her/his family in front of the
class

- Feedback and lead the class to the topic of
speaking activities

(we are going to discuss about our family )
Pre-speaking : (12 minutes)

Task 1 Let students read the following
sentences and choose which apply to them
or their family.

- Ask students to work in groups to speak the
sentences

1, In my family ,only my father works.

2,Member of my family share the household
chores .

3,My responsibility in the family is to wash
the dishes.

4, In my family, the interest we share closely
is watching football.

5,I often share my personal secrets with my
father.

6, I always talk to my parent before making
an important decision.

- Go around and listen to the students –
Give more suggestions if they need

While-speaking : (15 minutes)
Task 2 - Work in pairs .

-Let students ask and answer the questions
about their family.

- Listen and give the ideas to each pair.
Task 3:Work with a different partner.

- Ask students to use the questions they
have form to ask about her/his family.

- Listen to the students and give remarks.
- Post-speaking : (10 minutes)

Task 4

- Let the students practise speaking freely
about their family.

-Go around to listen and give remarks .

- Keep books close
- Listen to the teacher

- Work in groups to talk about family

-Work in groups and give their ideas
why they choose

-Each student stands up and talks
about their family.

A: In my family ,my parents both go to
work,...

B: In my family, ...

-Practice speaking out their ideas about
their family. A: Who
works in your family ? B : Both
my father and mother.

A: Who often does the household
chores ?

B : My mother mainly does it and
sometimes my father help my mother.
A :How is your responsibility to your
family ?

B :I often clean the house and cook
the meals when I finish my studying.
A : How do the family members
share the interest ?

B :We often watch television each
other in the evening.

A : Who do you often share your
secrets with ?

B : I often share with my mother.

A: Who do you talk to before making
an important decision?

B: I often talk to my parents.

- All students write some sentences
about their family and then stand up
to talk.

-Work in groups and each group has a
representative to talk about her/his
family.

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- Ask some students to stand up and tell
loudly

- Listen and correct mistakes

Homework: (1 minutes)

- Ask students to write a passage about a
happy family (80 words)

- Ask students to prepare Part C- Listening
and do homework

go to work. But only his mother does
the household chores...

P2 : In Loan’s family ,only her father
goes to work and her mother is at
home ...

-Work in groups and then speak out
their opinions.

PS : I think a happy family should
have...

P : Yes it is . Because every member in
the family often share the feelings with
each other...

- Listen to the teacher
- Write down the homework

Preparing date: 21/8/2010 Teaching date: 25/8/2010

Class: 12B7,8,9,10
UNIT 1 : HOME LIFE

The 5th period
Grade 12

Theme: Home Life

Unit 1 Listening

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students learn more about a happy family
- New words: Words related to family

2. Educational aim: Students can listen to get information to decide True or False statements
+ Students can improve their ability of listening to write down the main ideals of the lesson.
3. Skills: - Listening and comprehension questions

- Listening and deciding on True or False statements or no information
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, tape , cassette player, ….
2.Students: Students ‘book , Students ‘workbook ,pens, pencils

III.PROCEDURES

1.Organizations: (1minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Ask students to close the books

- Give some pictures and answer some
questions

1,Who are they?

2 ,What are the relationship among them ?
- Check some students and mark

- If you want to know more details about them
we will go to Unit 1- part Listening

- Close the books
- Listen to the teacher

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Pre-listening: (7 minutes)

- Introduce the topic of the listening: In this you
will listen to people talk about their friends. But
now please talk about your family first.
- Ask students to read all the words given
carefully and show the difficult words or
structures

- Explain the words and structures to the class:

-reserved :
 - leftover :
 - spread out :

* Before you listen :

- Ask students to look at the picture and say :
+What are they doing ?

+How many people are there in the family ?
While-listening: (20 minutes)

Task 1

- Introduction: you are going to listen to Paul
and Andrea talk about their family.
Ask students to read the sentences carefully
first to get the True or False.

- Ask students to get the difficult words.

- Read the tape-script loudly to the class.
- Ask students to decide the answers .
- Listen and remark.

- Ask students the question :

- Why do you think it is true / false ?
- Help them if necessary

Task 2

- Ask students to look through the sentences in
task 2

- Ask students to listen again and note down
two things that are different about Paul’s and
Andrea’s families.

After-listening: (10 minutes)
- Ask students to open the books

- Ask them to discuss the importance of family
in a person’s life

- Let them work in pairs

- Walk round and help students

- Ask some students to stand up and go to board
and write

- Listen and correct mistakes
Homework: (3 minutes)

- Ask students to write a passage about
the importance of family in a person’s life
-Remember them to prepare Part- Writing at
home

- Listen to the teacher and open
textbooks

- One or two students talk about their
family.

- Read the new words.
- Listen and note down

- Work in pairs to ask and answer
+ P : -They are having a party.
- There are 9 people in the family
- Keep book open

- Listen to the teacher

- Read the sentence carefully to get
the True or False statements.

- Ask for the difficult ones.
- Listen to the teacher.

- Speak out the sentences
individually.

PS :
1, It is false
2, It is false
3, It is false
4, It is true
5, It is true

- Listen and work in pairs to speak
out some information they have
heard from the tape.

-Discuss and find out the

the importance of family in a
person’s life

- The students who are called go to
board and write down your answer

-Listen to the teacher and write down
homework

Preparing date: 21/8/2010 Teaching date: 26/8/2010

Class: 12B7,8,9,10
The 6th period

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Theme: Home Life

Unit 1 Writing

Time 45 minutes

I. Objectives:

1. Knowledge: Students learn how to write a description , stages of a description
- New words: Words related to the topic

2. Educational aim: Students can write a paragraph about family rules depending the given
prompts

3. Skills: Writing a narrative
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, chalks ….
2.Students: Students ‘book , Students ‘workbook…

II.PROCEDURES

1.Organizations: (1minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)
A word game.

- Divide the class into 4 groups

- Ask students to work in groups to revise the
words using to say about family

(in 2 minutes)

- Call the representatives of the groups to write
as many words on the boards as possible. (in 2
minutes)

- The winner is the students who has got the
largest number of correct words on the board.
- Call some students to repeat the meanings of
the words.

Pre-writing: (10 minutes)

- - Ask students to use the following verbs and
expressions.

Give and read some words aloud :

_ Let ,allow, be allowed to, have to, permit,
etc.

+ Some expressions :
- doing household chores
- coming home late
- preparing meals
- watching TV

- talking on the phone

- using the family motorbike

- Listen to the pairs and help them if they
get some difficulties in speaking.

- Ask students to stand up and say a paragraph
about his/her family.

While-writing: (18 minutes)
Task 2

Ask students to use the ideas they ‘ve
discussed to write a letter to a pen pal about

- Keep book close

- Listen to the teacher and work in
pairs

- Work in groups to revise the words
- Go to the board to write the words

- Repeat the meanings of the words
in front of the class

- Listen to the teacher
and open the books

- Read all words and expressions and
work in pairs .

A : Do you have to do the
household chores ?

B : Yes, after my studying or my
free time.

A : Are you allowed to come home
late ?

B: No, because my parents are
strict..

A : Do you often prepare the
meals ? etc

Each representative of a group stand
up and say about the family.

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their family.

-Give some out line : first, second ,further

more, and...finally...etc.

- Call two good students present their outline
in front of the class

- Ask the others comment

- Feedback and give some correction to help
students to have a better outline to write.

Post-writing: (10 minutes)

- Give suggestions and corrections

- Ask students to read another’s description
- Ask some students to read loudly their
description

- Correct mistakes and mark
4. Homework: (2 minutes)

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

+ Write the letter individually.

- Every family has its own rules.
Mine has a few. First, everybody has
to do the house hold chores, we only

go out or watch TV when we finish
all homework...

- Some students read loudly their
products in front of the class...

- Listen to the teacher and write
down homework

Preparing date: 21/8/2010 Teaching date: 27/8/2010

Class: 12B7,8,9,10
The 7th period

Grade 12

Theme: Home Life

Unit 1 Language Focus

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge:+ Students have to remind of tense :past simple, past progressive and present
perfect.

+ Students have to do some exercises of tense

- New words: Words related to topic

2. Educational aim: Pupils can pronounce the endings /s/ ,/z/
3. Skills: Intonation and phrasal verbs

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, tape , cassette player, ….
2.Students: Students ‘book , Students ‘workbook, …

II.PROCEDURES

1.Organizations: (1minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Pronunciation: (7 minutes)

- Guide students to pronounce the
endings /s/,/z/ : bats /s/ . bags /z/

- Ask students to read the up the words
and the sentences

- Ask students to read up in chorus twice

- Call some students to read up in front of
the class

. GRAMMAR:(35munites)

Listen to the teacher.

- Listen to the teacher and read up
- Read up in chorus twice

- Some students read up in front of the
class

- Listen to the teacher and speak out .
P1: - past simple

P2: - past progressive

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1,Tense of verbs:

* Ask students to repeat the they’ve
leant.

+ The past simple.
+ The past progressive.
+ The present perfect.

- Ask students to give some sentences.
- Let students compare the differences
between past simple and present perfect

Listen and give remarks

Exercise 1:

- Ask students to work in groups to do the
exercise 1.

- Ask students to choose their suitable
verbs in the sentences.

- Call the leader of each group present
their answers on the board

- Ask the whole class to comment
Exercise 2:

- Ask students to work in groups to do the
exercise 2.

- Ask students to decide which answer
( A, , B ,or C)

- Call the leader of each group present
their answers on the board

- Ask the whole class to comment

4. Homework : (2 minutes)

Ask students to do Part Language Focus

and prepare part Reading of Unit 2 at
home

- Some students give more examples.
* Example :

- He left the room last week.

- They were having dinner at 8 o’clock
last night.

-She has learnt English since she was in
grade 1.

- Work in pairs and give the differences.
* past simple : happened and finished
with the definite time in the past ,not
related to thepresent.

-Ex : He bought a car yesterday.

* present perfect : started in the past but
related to present or future and give the
result at present.

-Ex : She has learnt English since she
was in the grade 5.

- Work in groups to do the exercise
1. Have you seen

2. Did you enjoyed it?.
3. has been.

4. Did you give/saw.
5. didn t listen’

6. Have you two met before ?
7,Have you met ?

- Discuss the answers and give comment
on the sentences

- Listen to the teacher and work in
groups

to do the exercise.
1, B : haven’t written
2, C : have been
3, A : had

4, A : haven’t done
5, B : have stopped
6, B : am waiting
7, B : have changed
8, C : live

9, A : decided
10,B : becomes
11,B : told

12,C :moved
13,C : come
14, C : stay
15, B : am going
- Redo the exercises

- Do the exercises in the workbook
- Prepare for the next lesson

Preparing date: 28/8/2010 Teaching date: 30/8/2010

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Unit 2: cultural diversity
The 8th period

Grade 12

Theme: cultural diversity

Unit 2 Reading

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: - Through this unit, students know more about cultural diversity
- New words: Words related to the topic( culture, society....)

2. Educational aim:

- Students read passage comprehension about role of cultural diversity
- Students know how to use the new words through asking and answering
3. Skills: -Guessing meaning from context

-Summarizing main idea
-Passage comprehension
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, chalks, tape , cassette player, ….
2.Students: Students ‘book , Students ‘workbook, pens, pencils …

III.PROCEDURES

1.Organizations: (1minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Ask students to list out the factors that create a
happy life

-Let students work in pairs
-Ask students questions

_Lead in: Today, we’ll study a new lesson Unit 2- part
A :Reading

Pre-reading: (7 minutes)

- Ask students to work in groups of four
and guess what are happening in the picture.

Hang on the blackboard the table of the questions to
help students to guess the activity in each picture:

- Which of the following factors is the most
important for a happy life ?Why ?

- Love, money, parents approval, a nice house ,a’
good job, good health...etc.

- Ask the representatives of the groups to express
their ideas in front of the class.

- Give the feedback

+ Pre-teach some new words
- precede (v) - counterpart(n)
- confide(v) - sacrifice (v)

- Ask students to read up in chorus twice.

- Ask students to guess the meaning of the new

words.

+ Introduce the situation of the passage

- Listen to the teacher
- Answer the question
Work in groups to talk about
the

activities in the pictures

- Look at the questions and try
to answer them in groups to
discuss.

- One student speaks out his/her
ideas in front of the class .
- Look at the board, note down.
- Read the new words in chorus
twice.

- Work in groups to guess
meanings of the words.

- Listen to the teacher
- Read the passage in skim
- Show the meaning of the
words.

- Work in groups to fill in the

blanks.

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+ Show students the tasks of the reading
While-reading: (20 minutes)

- Make the class read the small talks, to scan the
details and do the tasks

Task 1 :

Ask students to read the passage in skim to make
sure the meaning of the words.

- Call some students to show the meanings

- Ask students to read the passage again and do the
task in groups of four

- Call on some students to read the answers in front
of the class.

- Ask students to read the sentences with the words
given

Task 2

- Ask students to work in groups of 8 to answer the
questions given.

- Call on some students to show the class the right

answers

-Listen to the students and help them if necessary.
Post-reading: (11 minutes)

Ask students to work in groups to discuss about the
question :

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

- Give some suggested words to talk about a
family :number of children, the house they like to
have, the head of the family , who works , who takes
care of the housework and children , the income...

- Call on some representatives on the groups to
talk about the differences

4. Homework : (2 minutes)
-Do reading text in workbook
-Prepare the next lesson

1, precede : happen or exist
2, determine : find out

3,confide : tell somebody about
something very private or secret
4,sacrifice : willingly stop

having something you want
5, obliged : having a duty to
something.

- Work in pairs to answer the
questions.

A: What are the four key
values in the survey ?

B: They are Physical
attractiveness, Confiding,...
A: Who are much more
concerned with physical... ?
B :The young Americans are
much more concerned than the
young Indians and the
Chinese...

A: What are the Indian
students’ attitudes on a
partnership of equals ?

B :The Indian students agree
that a woman gas to
sacrifice...

- Read the questions carefully
and work in pairs to answer the
questions.

A: - I think a modern family
has fewer children than a
traditional one.

the head of the family in a
modern family is both a
husband and wife, they share
the household chores and

take care of their children....
- Work in groups to discuss to
compare to other groups.

- Talk in front of the class about
the class.

-Listen to the teacher and take
note

Preparing date: 29/8/2010 Teaching date: 03/9/2010

Class: 12B7,8,9,10
The 9th period

Grade 12

Theme: cultural diversity

Unit 2 Speaking

Time: 45 minutes

I. Objectives:

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- General knowledge: - Through this unit, students can talk about the differences among cultures
- Know how to arrange opinions sensibly

- Language: Students use sentences, words, phrases and expressions for making their view
2. Educational aim: Students can talk about the differences among cultures

3. Skills: Fluency in expressing opinion and expressions for making a opinion
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, chalks ….
2.Students: Students ‘book , Students ‘workbook, pens, pencils …
III.PROCEDURES

1.Organizations: (1minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Student s activities’ Notes

Warm-up:(4 minutes)

Checking the last lesson

- Call two students to go to the board.

Students 1 and 2 : Talk about the differences
between a traditional family and a modern family
they’ve written at home.

- Ask the other students to comment about the
talking.

- Feedback and give correction if necessary
- Lead the whole class to the topic of the lesson.
Pre-reading: (8 minutes)

- Task 1:

We are going to talk about the differences among
cultures .

- Ask students to express their point of view on the
followings ideas , using the words or expressions in
the box.

* In Vietnam ,three or even four generations may
live in home.

* A happy marriage should based on love.

* In some Asian countries , love is supposed to
follow marriage not precede it.

* In some countries, a man and a woman may hold
hands and kiss each other in public.

- Listen to the students and give remark
While –speaking : (16munites)

Task 2:

- Ask students to work in pairs to discuss about the
differences between the culture in America and in
Vietnam.

+Give the culture in America:

- Two generations ( parents and children ) live in a
home.

- Old- aged live in nursing home.

- It is not polite to ask questions about age,
marriage and income.

- Americans can greet anyone in the family first.
- Groceries are bought once a week.

- Listen to the teacher

-Read the paragraph in front of
the class

- Listen to the teacher

- Read the sentences given and
work in groups to discuss.

A : In my option ,it is not good for
three or four generations to live in
a family because they will find it
difficult to sympathy their
interests and habits ...and I agree
that love is supposed to follow
marriage not precede it.

B: I don’t agree with your ideas, I
think it is good to have three or
four generations living under one
roof because they can help each
other a lot

- Work in pairs to discuss and
give their ideas about the
differences

+ Give the culture in Vietnam.
-There are more generations in a
home (grand parents, parents and
children ...)

- Elders live with their children

and are taken care of by their
sons.

- Can ask the questions about the
age, marriage and income..

- Have to greet the older first.
- Do the shopping everyday.

- Tet holiday is the most
important.

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- Christmas and New Year holidays are the most
important.

- Children sleep in their own bedrooms.

+ Listen to the students and give more the ideas
about the differences.

Post-reading: (14 minutes)

Task 3:

- Ask students to work in pairs or work in groups to
talk about the similarities and differences between
Vietnamese and American cultures, using the
features discussed in the task 2 .

- Listen and give remarks on their opinions

4. Homework:(2minutes)

-Students write a paragraph about the cultures in
Vietnam.

- Do the exercises in the workbook
- Prepare for the next lesson

- Work in groups or in pairs to
compare.

Ps : - There are differences and
similarities between Vietnamese
and American cultures .In
America, two generations (parents
and children) live in a home . In
Vietnam, two, three

or even four generations live
under one roof...etc.

-Listen and copy

Preparing date: 05/09/2010 Teaching date: 07/09/2010

Class: 12B7,8,9,10
The 10th period

Grade 12

Theme: cultural diversity

Unit 2 Listening

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students learn about the wedding ceremony in Vietnam.
- Language:

- New words: Words related to culture, wedding

2. Educational aim: Students should know how to listen to give some information about the
wedding ceremony in Vietnam.

3. Skills: -Filling in missing information
-Passage comprehension

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, chalks, tape , cassette player, ….
2.Students: Students ‘book , Students ‘workbook, pens, pencils …

III.PROCEDURES

1.Organizations: (1minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up : (3 minutes)

- Ask students look at the pictures and have a
comparison ?

- Let students look at the picture and describe and
answer some questions:

1,Where do the women come from?
2,What are they doing?

3,do they have happy life? why do you know?
- Listen and give mark

- Listen and answer

- Work in pairs and each and
answer

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Pre-listening : (6 minutes)

Ask students to work in groups to ask and answer
about the picture.

- Hang the table with the questions on the board.

+ Have you ever attended a wedding ceremony?
+ What do the bride and the groom usually do at
the wedding ceremony?

- Ask students to ask and answer freely.
- Give some words : altar, banquet,
groom, ancestor ,blessing, tray...
While-listening: (24 minutes)
Task 1:

Introduction: You are going to hear two people
talking about a wedding ceremony in Vietnam.
- Introduction: you are going to listen to the
conversation to get the information to fill in the
missing information

- Let the students read all the sentences before
listening

1, The wedding day is carefully chosen by the...
2, The gifts are wrapped in...

3,The wedding ceremony starts in front of the...
4,Food and drink are served...

5,The guests give the newly wedded couple
envelopes containing ... and...

- Ask students to compare the answers with a
partner.

- Call on some students to go the board to write their
answers

- Ask students to explain their answers in front of
the class

- Feedback and Correct the answers
Task 2:

-Ask students to listen to the passage again and
answer the questions

- Ask the students to read all the questions before
listening.

- Let the students listen to the tape two or three
times and answer the questions.

After-listening: (9 minutes)

- Ask students to work in groups to answer the
question : What do families often do to prepare for a
wedding ceremony?

- Call some 2 leaders of the groups to talk
in front of the class

- Feedback

Homework: (2 minutes)

- *.Write a paragraph about a wedding.
– Prepare for the next lesson.

and answer about the picture
in pairs.

S1: -They often stand in front
of theater praying and asking
their ancestor’s permission to
be married.

S2:- They exchange their
wedding rings.

S3:-They get the presents
from their relative and their
friends.

- Listen to the teacher or the
tape.

- Read the sentences and then
listen to the teacher or the
radio carefully.

1, groom s parents.’
2, red paper

3, altar

4, at the wedding banquet
5,wedding cards or money
- Work in pairs to compare
the answers

- Listen and try to get the
information to answer the
questions

- Read the questions carefully.
- Work in groups to discuss
and answer the questions.

1,The most important thing
the groom s family has to do’
on the wedding day is to go to
the bride s house bringing’
gifts wrapped in red

paper.

2,They would pray ,asking
their ancestors permission’
to get married.

3, After they pray and ask
their ancestors permission’
to get married.

...

Work in pairs to answer the
questions.

- Listen and copy in their
notebooks

Preparing date: 05/09/2010 Teaching date: 08/09/2010

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Grade 12

Theme: cultural diversity

Unit 2 Writing

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students could write a report to describe typical features of a Vietnamese
conical leaf hat.

- Language: Words used in a Vietnamese conical leaf hat

2. Educational aim: Student can describing typical features of a Vietnamese conical leaf hat.
3. Skills: Describing a Vietnamese conical leaf hat

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures ,chalks ….
2.Students: Students ‘book , Students ‘workbook, …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up : (3 minutes)

- Work in pairs to talk about the special things in
Vietnam.

- Call the best student in the class to tell his/her story
to the class.

- Comment and lead students to the topic of the
lesson.

Pre-writing: (10 minutes)
Task 1

- Ask the students to write about the conical or the
“non la”, a symbol of Vietnamese culture.

- Give some new words : leaf, rim, ribs, strap.
- Ask students to observe the photo of the “non la”
While-writing: (20 minutes)

Task 2

Let students write a passage of about 150 words about
the conical leaf hat , using the outline and
information below.

* Introduction : - symbol of Vietnamese

girls/women. Part of the spirit of the Vietnamese
nation.

* Main body: - special kind of bamboo and young
/soft palm leaves, conical form, diameter,...

*Conclusion : - protecting people from sun/rain and
girls/women look pretty/attractive.

Post-writing: (9 minutes)

Ask students change the letter with a partner to read.
- Call a good students to read the letter in front of the
class.

- Feedback and give some suggestions
Homework: (2 minutes)

- Ask students to do the exercises in the workbook.

-Work in pairs to talk

- Some students talk about their
experience in front of the class .
+ Banh trung,ao dai, non
la,...

Listen to the teacher

- Listen to the teacher and read
aloud

the words

Read the words given and write
a passage : - The conical leaf
hat is one of the typical
features (symbols) of the
Vietnamese culture because it
can not be found any where in
the world .The leaf hat is not

only a symbol of Vietnamese
girls/women...

- Write the letter individually.
- Read the letter of the partner.
- Read the letter in front of the
class

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- Prepare for the next lesson

Preparing date: 05/09/2010 Teaching date: 10/09/2010

Class: 12B7,8,9,10
The 12th period

Grade 12

Theme: cultural diversity

Unit 2 Language Focus

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students have to revise the tenses
- Language:

- New words: Words related to topic

2. Educational aim: Students can pronounce the sounds “ ed” ending
3. Skills:

- Pronunciation: the sounds “ ed” ending
- Grammar: - revise the tenses

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, chalks, tape , cassette player, ….
2.Students: Students ‘book , Students ‘workbook, pens, pencils …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

I. Pronunciation(8 minutes)

a. Distinguishing sounds:

- Read the three sounds: /t/, / d/, / id / as model for the class and
explain the differences in producing them.

- Read the sounds again and ask students to repeat.

- Ask students to read the words in each column out aloud in
chorus for more a few times.

- Call on some students to read the words in front of the class
- Correct the mistakes of pronunciation.

b. Practicing sentences containing the 
target sounds

- Ask students to work in pairs to take turn to read the given
sentences

- Go round to listen and take notes of the typical errors

- Call on some students to read the sentences in front of the class
again and provide corrective feedback.

II. Grammar: (34munites)
* Exercise 1:

a. Presentation:

- Review the forms, meanings and uses of the present simple,
present perfect, and present continuous, past perfect...

+ Present simple
* FORM:

* MEANING: PRESENT TIME

* USE:

sometimes use the present simple to express the ideas that an

- Read aloud

- Listen and repeat
from 2-3 times

- Some of them stand
and read words aloud
-Listen to the teacher
- Read the sentences
in chorus aloud
- Listen and copy
-List some phrasal
verbs : fill in ;turn
on; go over ;look
at ;make up. Look
after ....

- Some students read
the sentences in front
of the class.

- Work in groups to
review the

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action is happening or+ Express the idea that an action is
repeated or usual. The action can be a habit, a hobby, a daily
event, a scheduled event or something that often happens. It can
also be something a person often forgets or usually does not do.
+ Speakers is not happening now. This can not only be done with
Non-Continuous Verbs and certain Mixed Verbs.

+ Present continuous

* FORM:

* MEANING: PRESENT TIME
* USE:

+ Present perfect/Present perfect progressive.
* FORM:

* MEANING: PRESENT TIME
* USE:

We use the present perfect to say that the action happened at an
unspecified time before now. The exact time is not important. So
we can use Present Perfect to describe our experience “I have
the experience of …” we can use this tense to say that we have
never had a certain experience. The Present Perfect is NOT used
to describe a specific event

+ With Non-Continuous Verbs and non-continuous uses of
Mixed Verbs we use present perfect to show that something

started in the past and has continued up until now. “for five
minutes”, “for two weeks”, and “since Thursday” are all which
can used with the Present Perfect.

NOTE:

- We CAN NOT use the Present Perfect with specific time
expressions: yesterday, a year ago, last month, …

- We CAN NOT use the Present Perfect with unspecific
expressions: ever, never, once, many times, several times,
before, so far, already, yet, etc.

b. Practice:

- Ask students to do the exercise individually and then choose a
partner to

check the answers with.

- Call 2 students to write their answers on the board
- Provide corrective feedback.

* Exercise 2:

a. Presentation:

- Review the forms, meanings and uses of the past simple, and
past continuous

+ Past perfect : form/ meaning/ use.

b. Practice:

- Ask students to do the exercise 2 individually and then choose
A,B or C to complete the passage.

- Call 2 students to write their answers on the board
- Provide corrective feedback

* Exercise 3:

Ask students to complete the letter with the correct form of the
verbs in brackets.

check the answers with.

- Call 2 students to write their answers on the board
- Provide corrective feedback

4. Homework: (2 minutes)

- Listen to the
teacher to the teacher
and note down

- Listen to the
teacher and note
down

Review the

formation and the
uses of the tense
- Students do the
exercise individually
and then compare the
answers with a friend
- Write the answers
on the board

-Do the exercise

individually and

check the answers
with a partner

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- Ask students to redo the exercises into the note-workbooks
- Ask students do the exercises in the workbook

- Ask students to prepare for the next lesson.

Listen and note
down

Preparing date: 12/09/2010 Teaching date: 14/9/2010

Class: 12B7,8,9,10

Unit 3: ways of socializing

The 13th period
Grade 12

Theme: ways of socializing

Unit 3 Reading

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students could understand and use the new words through speaking, asking
and answering

- New words: Words relate to ways of socializing
2. Educational aim: Students can :

+Develop such reading micro-skills as guessing meaning from context
+ Use the information they have read to answer the questions

+ Pictures in the student’s book enlarged.
+ A table of the active words of the passage.

3. Skills: -Reading for general or specific information
-Guessing meaning from context

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, chalks, tape , cassette player, ….
2.Students: Students ‘book , Students ‘workbook, pens, pencils …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (3 minutes)

- Ask students to list some ways of communication
they have know

- Let students work in pair
- Check the whole class
Pre-reading: (7 minutes)

- Ask students to work in groups to discuss about the
pictures in the textbook.

- Ask students to use the questions to ask and answer about
the pictures :

- What are the people in the pictures doing?

- What will you do if you want to get your teacher s ’
attention in class?

- What will you do if you need to ask someone a question 
but they are busy talking to someone else?

- Comment and lead the whole class to the topic of the
passage.

* Pre-teach: New words and phrases:

- write some new words and phrases on the board

-Listen to the teacher
-Give their answer

-Work in groups to discuss
about the pictures

- Work in pairs to ask and
answer

- Some students answer the
questions in front of the

class.

- Look at the board and
note down

Guess the meaning of the
words and phrases.

- Listen to the teacher and
read up the words and
phrases in chorus

- Some students read them
in front of the class

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+verbal(a) + non –verbal(a)
+ attract (v) + nod (v)

+ approach (v) + rude (a)

- Ask students to guess the meanings of the words
- Ask students to read the words in chorus twice.

- Call two students to read the words in front of the class
While-reading: (20 minutes)

- Let students open the book and read silently while
teacher reads aloud and correctly

- Ask students to read themselves and write down some

information

- Let students work in pairs to do the task 1
Task 1

- Ask students to read the passage and give the Vietnamese
equivalents to the following words phrases.

- Verbal: B»ng lêi , hữu ngôn
- Non-verbal: không bằng lời

- Attract someones attention : Thu hút , chú ý
- impolite : Không lịch sự

- rude: Thô tục , thô lỗ
- informality : Thân mËt
- approach : TiÕp cËn

- a slight nod will do : Một cái gật đầu nhẹ là đủ

Call on some students to show their answers in front of the
class.

- Comment and give the correct answers
Task 2:

- Ask students to read the passage again to choose the best
title for the passage.

- Call four students to go to the board the write their

answers

- Ask some students to correct and remark with giving the
reason why they have chosen it

- Feedback and give the right answers
Task 3 :

- Ask students to work in pairs to answer the questions .
- Listen to the students and remark.

Post-reading: (10 minutes)

- Ask students to work in groups to discuss the meaning of
whistling and clapping in Vietnamese culture.

- Call on some representatives of the groups to answer the
questions in front of the class.

4. Homework (4 minutes)

-Ask students to learn the new words and phrases
- Ask students to prepare for the next lesson.

to guess the meaning of
the words

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

Some students show the
answers in front of the
class.

-Work in groups and give
their ideas.

Ps : A ( Attracting
Attention : Non- verbal
Cues)

- Work in pairs to answer
the questions

P1:What can you do when 
you want to attract

someone s attention?’
P2 :We can use either 
verbal or non verbal.
P1 : What are considered 
to be big, obvious non 
verbal signals?

P2 :They are strong 
actions that can easily be 
seen...etc.

-Practice talking about
communication by non-

verbal actions.

- to express the happiness
they can whistle or clap
- sometimes, they clap or
whistle to encourage or
despise.

- Listen and note down
- Listen to the teacher.
- Do the exercises at home
- Prepare for the next
lesson.

Preparing date: 12/09/2010 Teaching date:15/ 09/2010

Class: 12B7,8,9,10
The 14th period

Grade 12

Theme: ways of socializing

Unit 3 speaking

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I. Objectives:

1. Knowledge:

- General knowledge: Students can talk about other ways of communication

- Language: Words to speak about ways of communication

2. Educational aim: Students should know

+ Use appropriate language to practise giving and responding to compliments in different situations
+ Use appropriate language to talk about other ways of communication

3. Skills: -Ask and answer the information about ways of communication
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, chalks, photos of some famous persons
or some real information about ways of communication ….

2.Students: Students ‘book , Students ‘workbook …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (3 minutes)

Introduction: we are going to talk about the different ways
of communication.

- Ask students to work in groups to talk about some ways to
attract to other people.

- Give students some words and phrases (Hang on the extra
board of prompts).

+ terrific (a)
+ decent (a)
+ to be kidding

- Ask students to practise speaking
Pre-speaking: (8 minutes)

Task 1

- - Introduce the task: Now work in pairs, take turn to
practise reading the dialogue, paying attention to how
compliments are received in each situation.

- Ask students to read all the questions in the task and
explain the difficult words and phrases if necessary.

- Ask students to do the task in roles and encourage the
whole class to take note the answers while they are doing
the task.

- Go around the class to check and offer help.
While-speaking: (20 minutes)

Task 2

- - Ask students to work in pairs to practise giving
compliments to suit the responses using the outlines that
they have already made
-Go around the class to check and offer help.

- Call on some couples to perform their conversation in front
of the class.

- Elicit feedback from the class and give final comments.

* Task 3:

- Introduce the duty of the task:
- Divide the class into 7 groups of 8

- Listen to the teacher and
say

about the ways of
communication

- Look at the board and
read aloud the new words.
- Work in pairs to practise
speaking.

- Some couples to play
roles to speak in front of
the class.

P1 : Phil

P2 : Barbara

P3 : Peter
P4 : Cindy
P5 :Tom
P6 : Tony

- Work in pairs to give
suitable words.

P1 : David
P2 : Kathy
P3 : Hung
P4 : Hien
P5 :Michael
P6 : Colin

- Listen to the teacher
- Work in roles to practise
speaking

P1 : Phil
P2 : You
P3 : Peter
P4 : Tom

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- Ask students to work in groups to practise responding the
compliments below.

- Go around the class to check and offer help.
Post-speaking: (10 minutes)

* Task 4:

- Ask the groups to make dialogue to practise giving and
responding to compliments , using the cues below.

- a nice pair of glasses

- a new and expensive watch
- a new cell phone

- a modern looking pair of shoes
- a fashionable jacket

- Call some representatives of groups to report the parties
that they have made.

Listen to the students and note down all the errors
4. Homework: (3 minutes)

- Summarize the main points of the lesson

- Ask students to write a dialogue about the compliment

on the Task 1,2 ,3.

A : You really have a
nice pair of glasses I think

they make you attractive.
B: Thank you, Nam.
That s a nice compliment.’
A : I think you have a
new and expensive watch
which I have never seen
before.

B : Thank you . I bought
it yesterday.

A:...

- Listen and write down in
their notebooks

Preparing date: 12/09/2010 Teaching date: 16/09/2010

Class: 12B7,8,9,10
The 15th Period

Grade 12

Theme: ways of socialising

Unit 3 Listening

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students know how to give information after listening
- Language:

- New words: Words related to ways of socialising

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

3. Skills: - Listening for general or specific information
-Comprehension questions

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, tape , cassette player, ….
2.Students: Students ‘book , Students ‘workbook, …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Ask students to close the book
- Give some questions :

+ Who s on duty today ?’
+ Who s absent today ?’
-Pre-listening: (8 minutes)

- Show students the pictures in the textbook and ask

- - Listen to the teacher, and
answer the questions.

- Read silently the sentences
given before listening

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students to guess what they are doing ?

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

- Call some students to answer the questions in front
of the class. Then explain their reasons.

Check the whole class.

* Pre-teaching some new words and phrases.

- Ask students to read the words aloud twice.

- Explain some new words:

+ marvelous(a) +startling(a) 
absolute(a):ho n to n à à

+ installed: lắp đặt + chitchat(v)
While-listening: (20 minutes)
Task 1

+ Introduction: You are going to listen to Linda
Cupple , a social worker, advise young people on how
to use the telephone in their family. Listen and decide
True or False statements.

- Ask students to read the statements carefully before
play the tape. Ask students to work in groups to guess
the answers.

- Play the tape (read the tape script) once for students
to listen and do the task

- Ask students to work in pairs to check the answers.
- Call some students to show their answers in front of
the class.

- Feed back and give the correct answers:
1. T

2. F (the most obvious problem) 
3. T

4. F(if your parents do not agree)
5. F (is made mostly by young people)
6. T

* Task2:
Introduction:

- You are going to listen to part of Ms Linda Cupple s‘
talk again and write the missing words.

- Ask students to read the paragraph carefully and
work in pairs to discuss and answer the missing words
before listening again the talk.

- Play the tape ( or read) the talk again for the whole
class

- Ask students to give the missing words individually.
- Play the tape ( or read) the story again for the whole
class to check the answers.

- Feedback and give the correct answers.

Answer:

1. agreed 5.waking
2. to avoid. 6.heart
3. particular. 7. kindness
4. adults 8. to stick

Post-reading: (10 minutes)

- Ask students to listen to the talk again and try to

- No, we haven’t

- Listen the second time and
begin doing the task

- Listen the third time and work
in groups to decide the best
answer

- Each group asks and explains
why they choose by some
information they’ve listened
-Keys : 1C ,2A ,3C ,4A ,5B

- Listen and read the words aloud
in chorus .

Write down the new words
+ Listen to the teacher and try to
guesses the contend of the talk in
the tape.

- Work in pairs and read the
statements carefully.

-Some students speak out their

answers and explain why they
have chosen it.

A : I think the first sentence is
true because it is in the second
paragraph.( 1: T)

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

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

- Work in groups and try to
guess the missing words.

- Listen to the tape script
- Check the answers in groups
- Listen to the teacher and note
down the correct answers

Work in groups and practise
talking about Ms Linda Cupple’s
talk.

Ps : In this talk Ms Linda
Cupple

give us some pieces of advice on

how to use the telephone in the
family. The first is to work out a 
 reasonable...

- Some couples present the talk
in front of the class.

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summarize the talk.

- Call some couples to talk in front of the class.
- Summaries the main points of the lesson
4. Homework: (2 minutes)

- Ask students to write a paragraph about their own
birthday parties.

- Ask students to prepare for the next lesson.

- Do homework and prepare the
next lesson.

Preparing date: 18/09/2010 Teaching date:20/09 /2010

Class: 12B7,8,9,10
The 16th Period

Grade 12

Theme: ways of socialising

Unit 3 Writing

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students learn to Re- order given sentences to make a complete
paragraph.

- Language: Words used in writing about a paragraph.
2. Educational aim: Students should know

+ Building sentences based on given words.

+ Re- ordering given sentences to make a complete paragraph.
3. Skills: Writing about a letter of recommendation

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, Some cues, information of someone ….
2.Students: Students ‘book , Students ‘workbook, …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Ask students to close the books
-- Ask students some questions:

* Who is absent from the class today ?
* Who is on duty, today?

* What should you do if you want to talk to 
someone?

Pre-writing: (8 minutes)
Task 1

You are going to write use the words to make
sentences. Change the form of the verbs (No
addition or omission is required).

- Ask students to read the words in the Task 1
and then make the full sentences.

1,there/be / many ways/ tell someone/ 
goodbye, /most of /them/depend/on the 
situation/and/at hand.

2,however/there/be/one rule/that /all

- Answer the questions

-Read the requirement carefully and
read the words carefully.

- Ps practise writing the full sentences.
1,There are many ways to tell someone
goodbye, and most of them depend on 
the situation 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 our departure

4, We lead into the farewell by saying 
something pleasant and thoughtful like

I ve really enjoyed talking to you

“ ’ ”

5,We might also say something

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situations/ observe: abruptly/we/seldom/
say goodbye.

3, in/English/it/be/necessary/prepare/a 
person/ for our department

4, we/lead/into the farewell/by/say/some
thing pleasant and thoughtful/like/ I ve/“ ’
really/enjoy/

5,we/might/also say/something/relating to/
the/time/like/ Gosh ,/I can t/believe/how/“ ” ’
late/it/be/I/really/must/be/go

While-writing: (17 minutes)
- Introduce to do task2

- Ask students to put the sentences of the two
paragraphs below in their right order .

& Paragraph 1:

- Call on some students to order the sentences
in front of the class.

- Elicit the others to comment and give the
correct answers.

- Feedback and give the correct answers
& Paragraph 2:

- Ask students to order the sentences as the

same the task 1.

-Elicit the others to comment and give the
correct answers.

- Feedback and give the correct answers
Post-writing: (13 minutes)

-

Ask students to write other dialogues about
the ways of communication with

the situation given.

1, How should you do when you are late for
class?

2, You’ve made some mistakes in your

writing. You want to talk to the teacher about
it? ...etc.

Homework: (2 minutes)

- Do the writing task in student’s workbook
-Prepare the next lesson

going!”

- Do the task individually and then
compare the answers with a friend

- Some students show the order of the
sentences in front of the class.

+1- C : It is difficult to write rules that
tell exactly when you should apologize
,but it is not difficult to learn how.
+ 2- E : If we have done something to 
hurt someone s feeling, we apologize.’
+ 3 – A: An apology indicates that we
realize we ve made a mistake, and ’
we re sorry for it.’

+...- Work in pairs to exchange the
sentences in order of a paragraph.
+ 1- C :The simplest way to apologize 
is to say I m sorry .“ ’ ”

+ 2- E : Let s take a common situation.’
Tom is late for class and enters the 
classroom.

+ 3 – B : What does he do? The most 
polite action is usually to take a seat 
as quietly as possible

and apologize later.

+4 – A : But if the teacher stops and 
waits for him to say something ...
+ 5- D :Naturally, more than this is

needed, but it is not the time...
- Work in groups and then each
preventative of each group go to the
board to write their dialogs.

Ps :1, I should apologize to the teacher
and the class for being late

2,I think it is necessary to say “ I’m
sorry” . Could you help me correct
them?

Listen and take note

Preparing date: 18/09/2010 Teaching date: 22/09/2010

Class: 12B7,8,9,10
The 17th Period

Grade 12

Theme: ways of socialising

Unit 3 Language Focus

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: By the end of the lesson, students will be able to:
+ Remind of the ways of changing the reported speech.

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- Language: the ways of changing the reported speech

2. Educational aim: Students can pronounce the stress in two- syllable words
3. Skills: The stress in two- syllable words

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, tape , cassette player, ….
2.Students: Students ‘book , Students ‘workbook, pens , pencils…

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

I. Pronunciation: (10 minutes)

- Explain how to pronounce the stress
in two – syllable words.

* If verbs, adj , adv, prepositions if 
the second syllable which has long 
vowel or double vowel( except ou )- the
stress falls the second syllable. But if 
the second syllable which has short 
vowel or double vowel or finishes by 
one consonant the stress falls the first 
syllable.

* For nouns in which the second 
syllable have short vowel the stress 
falls the first syllable(` money ). If the 
second syllable which has long vowel 
or double vowel the stress falls the 
second syllable ( design)

- Ask students to read the words and
practise giving the correct stress.

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

Practising sentences:

- Ask students to work in pairs and
give the correct stress of the words in
the sentences and then read the aloud
the given sentences

- Call some students to read the

sentences in front of the class.

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

II. Grammar: (29 minutes)

Exercise 1: Presentation

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

+ Change the tenses of verbs

+ Change pronouns suitable with the 
situations given.

+ Change the time as the sentences 
given .

b, Practise doing exercise 1

Listen to the teacher and write some rules in
the notebooks

- Ex : Polite/ai/, police/ i:/,between
- waving/ei/, pointing...

- student, signal...
- design, police...

- Listen to the teacher and work in pairs to
give the correct stress.

- Read the words in front of the class.

- Work in pairs to practise giving the correct
stress of the words in the sentences.

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

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

- Listen to the teacher and note down in the
notebook

- Practise changing the sentences.

2, Thuan said he worked for a big company.
3,Thuan said he was their marketing

manager.

4, Thuan sais the company had opened an 
office in Ho Chi Minh city.

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

office in District 5.

7, Thuan asked me how long I had been 
learning English.

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

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

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

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

- Go around , listen and help them if
necessary.

Exercise 2

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

the conversation Tuan had with Tung

by changing in reported speech.

- Let students work in pairs,
- Ask students to read the

dialogue between Tung and Tuan by
using reported speech to retell what
Lan has told Tuan.

- Go around and listen to students or
help the if they need.

4. Homework: (5 minutes)

-Ask students to revise the whole unit
- Ask students to do all the exercises.

- I, you, he ,she...

- Time indicates in the dialogue.
* Work in pairs:

- P1 : Lan
- P2 : Tuan

+ Each pair stands up and read the dialogue.
-Work in pairs and practise changing

reported speech.

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

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

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

5, But you hadn t turned up’ .

6, She said she didn t want to see you .’
7, She said she didn t believe you had tried.’
8, She said she would talk to you later.
9, She said she had to go otherwise she 
would be late for school.

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

- Listen and write down their notebooks.

Preparing date: 18/09/2010 Teaching date:23/09 /2010

Class: 12B7,8,9,10
The 18th period

Grade 12

Test yourself A

I. Objectives:

1. Knowledge: After this lesson, students will be able to:

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

- Language: Students can improve their techniques of doing the simple tests

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

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

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

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, , tape , cassette player, hand-outs ….
2.Students: Students ‘book , Students ‘workbook, …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (3 minutes)
- Greeting

- Ask students something about the test yourself

- Greeting

- Answer teacher’s questions

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

a. Listening(2.5 points) (10 minutes)
- Ask students to read all the sentences first
- Ask students to listen to the tape once.

- Ask students to listen again and speak out the
statements are true or false .

- Ask students to listen in the third time, the work
in groups to compare and discuss the answers
with each others to find the correct answers.
b. Reading (2.5 points) (10 minutes)

- Present the task:

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

- Give the correct answers to the class:

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

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

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

*. A person who doesn t look away is expressing’
challenge. A person who doesn t look at you is’
expressing lack of interpreter is shy.

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

III. Grammar(2.5 points) (10 minutes)
- Present the task:

A, Practise circling the correct answer (A,B,C or
D) to complete the letter.

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

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

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

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

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

IV. Writing (8 minutes)
- Present the task:

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

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

+ How do they share the housework?

task

- understand the task
- Read the questions
- Listen to the tape

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

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

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

- Look at the textbook and listen to
the teacher

- Work in groups to discuss about the
passage

- Finish the task

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

- Write the answers on the board
- Listen to the teacher and correct the
answers

- Listen to the teacher
- Work in groups

- Compare the results with the other
groups

- Show the answers in front of the
class.

- Observe the keys and correct their
answers.

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

1, Lan asked John what he had done
before working for that company.
2,Bill promised to come to see me
the next Sunday.

3, Tom apologized for not ringing me
earlier.

4,Miss White thanked Peter for
giving her present.

- Students work in groups and
practise writing about their families.
- Two students go to the board and
write.

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+ How do they behave?
+What are their hobbies?

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

- Check their writings and help them correct the
mistakes if they’ve made.

4. Homework (3 minutes)
- Ask students:

+ to study all the lessons again

+ to get ready for the 45 minute-test in the next
period

- Read the letter carefully

- In groups or in pairs, write her a
letter

- Compare the results with the other
groups

- Correct mistakes

- Study all the lessons again

- Get the knowledge ready for the

coming test

Preparing date: 25/09/2010 Teaching date:27/09/2010

Class: 12B7,8,9,10

The 19th period

Test 1

Grade: 12

Time limit: 45 minutes
45 minute test 1

Full name :……….
Class : ………

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

1 A. seats B. photographs C. drops D. bags
2 A. reads B. banks C. brothers D. lives
3 A. covered B. slipped C. snowed D. used
4 A. decided B. tried C. interested D. reminded
5 A. closed B. jumped C. walked D. placed

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

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

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

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

B: Yes but I ( can not ) ... see very well, I sat at the back.
3. A: I (do) ... my housework all morning and I (not finish)

...yet.

B: I ( do)... mine, I (start) ... at 6 a.m.

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

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

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

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Helen promised ...
4. John said to Helen " Remember to keep in touch ".

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

Helen thanked ...

IV . Use the correct form or tense of the verbs in parentheses :

1. Last night I (go) ____________ to a party. When I (get) ___________, the room (be)

____________ full of people. Some of them (dance) _____________ and others (talk)
____________. One young woman (stand) ____________ by herself. I (never, meet)
___________ her, so I (introduce) ____________ myself to her.

2. John is in English class. He (study) ____________ English this semester. He (also, take)
____________ some other classes. His Classes (begin) ____________ at 9 o’clock every day.

3. I don’t like (force) __________ (leave) _________ the room (study) _________ whenever
my roommates feel like (have) _________ a party.

4. While she (talk) __________ on the phone, the children (start) __________ fighting and
(break) __________ the window.

5. I hope they (repair) __________ this road by the time we (come) __________ back next
summer.

Preparing date: 25/092010 Teaching date: 29/09/2010

Class: 12B7,8,9,10

Unit 4 : SCHOOL EDUCATION SYSTEM

The 20 th period

Grade 12

Theme: SCHOOL EDUCATION SYSTEM
Unit 4 Reading

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students know about school education system

- Language: Sentences and expression for describing school education system
- New words: Words related to school education system

2. Educational aim: Students should know school education system in England

3. Skills: Guessing meaning in context, scanning for specific information and passage
comprehension

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, tape , cassette player, ….
2.Students: Students ‘book , Students ‘workbook, …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

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- Ask Ss some questions about the picture:
- Who are they?

- What are they doing?

- Do you think they are English students?
Before you read : (7 minutes)

- Ask students to read the facts below and decide
whether the statements about schools in Vietnam are
true (T) or false (F). Then compare their results with
their partners’.

Facts about schools

1. Children start Grade 1 when they are 6 years old.
2. Schooling is compulsory from the age of 6 to 16.
3. The school year generally begins in September and
ends in late May.

4. The students do not have any examinations when
they finish secondary school.

5. A school year consists of two terms.
While you read : (23 minutes)

- Ask students to look through the passage and read in
silence

- Help students read the passage

- Explain pronunciation and meaning of new words
which appear in the passage

Task 1 : (3 minutes)

Find words or phrases in the reading passage which
have the following meanings.- Let students work
individual or in groups

- Help students if necessary
Keys:

1- state schools
2- primary education
3- secondary education
4- compulsory

5- General Certificate of Secondary Education
(GCSE)

6- Curriculum
Task 2: (4 minutes)

- Ask students to answer the following questions
- Ask students look through the passages then try to
answer the questions in right way

- Let them work in pairs

- Help students if necessary
(the answers in the passage)

Walk round the classroom and correct mistakes
Keys:

1. from the age of 5
2. 3 terms

3. the state school and the independent or public‘ ’ ‘ ’
school systems

4. yes

5. There are 3 core subjects (English, Maths and
Science)

6. When Ss finish the secondary school, they can take

- Open the book

- Listen to the teacher
- Answer the questions

- Listen to the teacher and open
the book – Unit 1, part A:
reading

- Look at the book, listen to the
teacher and work in pairs to

decide whether the statements
about schools in Vietnam are
true (T) or false (F). Then
compare their results with their
partners’.

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

- Listen to the teacher then read
the passages

- Ask some new words if
necessary

- Keep the book open

- Listen to the teacher then do
task 1

- Ask the teacher if necessary
- work individual or in group
- Write down in the notebook
- Listen to the teacher

- Try to answer the questions
- Practice with a partner then

write them down in the note
books

- Ask the teacher if necessary
- Listen to the teacher and make
a brief note about school
education system in England
- Listen to the teacher

- Try to talk about school
education system in England
- The students who are called to
stand up to talk loudly are
intelligent ones

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an examination called the General Certificate of
Secondary Education

After you read : (8 minutes)

Ask Ss to work in groups. Tell the others one of the
most difficult school subjects you are studying and
what you would like your friends and your teacher to
do to help you learn that subject more effectively.
Home work: (2 minutes)

- Ask students to do Reading exercise of Unit 1 in
workbook and prepare Part B : Speaking at home

what you would like your

friends and your teacher to do
to help you learn that subject
more effectively.

- Listen to the teacher and write
down homework

Preparing date:25/09/2010 Teaching date: 30/09/2010

Class: 12B7,8,9,10
The 21st Period

Grade 12

Theme: school education system

Unit 4 Speaking

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students learn about school education system
- Language: Talking about the school education system in Vietnam.
- New words: words related to school education system

2. Educational aim: Students should know school education system in Vietnam
3. Skills: Talking about school education system

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, , chalks ….
2.Students: Students ‘book , Students ‘workbook and notebook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Ask students to keep book close

- Write on the board names of school education
system in Vietnam: University, nursery, primary
school, college, kindergarten, secondary school.
Then ask Ss to put them in order

- Ask students to repeat

Tell Ss to understand more about school
education system in Vietnam.

(We learn Unit 1, part- speaking)
Pre-speaking : (12 minutes)
Task 1

- Ask Ss to work in pairs. Study the table below
then ask and answer the questions about the
school education system in Vietnam.

- Let them work in pairs

- Listen to students and correct mistakes

Example:

- Keep books close
- Listen to the teacher

- Look at the board and try to
remember names of ten subjects

- Work in pairs.

- Practice asking and answering the
questions about the school education
system in Vietnam using the
information in the table.

Example:

A: When do the children in Vietnam

go to primary school?

B: When they are 6 years old.

A: How long does the primary
education last?

B: 5 years.

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A: When do the children in Vietnam go to
primary school?

B: When they are 6 years old.

A: How long does the primary education last?
B: 5 years.

While-speaking : (15 minutes)
Task 2

- Teacher introduces the task “Work in groups.
Talk about the school education system in
Vietnam, using the information from Task 1”.
- Guide students how to practise.

- Ask students to work in pairs.

- Help the students with new structures.
- Walk around and help them.

- Call some student to stand up and report
before the class.

- Correct their mistakes

Post-speaking : (10 minutes)
Task 3

-Teacher introduces the task “Work in groups.
Talk about the similarities and differences
between the school system in Vietnam and in
England”.

- Let them work in groups

- Ask some students to stand up and tell loudly
- Walk round and help them

- Listen and correct mistakes
4. Homework: (3 minutes)

- Ask students to write a passage about
similarities and differences between the school
system in Vietnam and in England

- Ask students to prepare Part C- Listening and
do homework

- Work in groups

- The students are called stand up and
tell loudly

Example:

In Vietnam, children can go to
Nursery school when they are 1 to 2
and go to Kindergarten when they are
from 2 to 5

- Work in groups. Talk about the
similarities and differences between
the school system in Vietnam and in
England

Example:

There are some differences between
the school systems in Vietnam an
England. Children in Vietnam start
primary school at the age of 6 and finis
this level at 10 while those in England
study at primary school from the age
of 5 to 10. Schooling is compulsory for
Vietnamese children until the age of 1
but, in England, compulsory education
ends when children are 16. There is
also a difference about the subjects
studied at schools.

On the other hand, Vietnam and
England school systems have some
similarities. Students in both countries
have to follow the national curriculum
set by the government. After finishing
secondary schools they all have to take
the national examination known as
GCSE

- Listen to the teacher
- Write down the homework

Preparing date: 02/10/2010 Teaching date: 04/10/2010

The 22nd Period
Grade 12

Theme: school education system

Unit 4 Listening

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students talk about someone’s background.
- Language

- New words: Words related to someone’s education.

2. Educational aim: Students should know about someone’s background.
3. Skill: Listening for gist and for specific information

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, tape , cassette player, ….
2.Students: Students ‘book , Students ‘workbook and notebook, …

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1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (3 minutes)

- Ask Ss some questions about their studies at
school.

1. What school subjects are you good at?
2. Which ones do you enjoy most/least in
your class? Explain why.

Pre-listening: (9 minutes)

- Ask Ss to look at “Listen and repeat”
- Read and ask students to listen
- Let students listen again and repeat.

- Write some words on board and ask
students to read them aloud.

- Let they work in pairs
- Listen and correct mistakes
While-listening: (20 minutes)
Task 1 (10 minutes):

- Ask students to read the questions quickly.
- Guide students the requests of the task.
- Let students listen twice.

- Write on board from 1 to 6 and call some
students to come and write their answers.
- Let them listen again and correct.

Task 2 (10 minutes):

- Teacher introduces the task “Listen again
and answer the questions”.

1. When did Gavin think he listed to the
teacher well?

2. How did Gavin find the exams?

3. Why couldn’t Gavin pass the exams
easily?

4. Why did Gavin say he didn’t think his
school days were the best time of his life?
- Read or turn on the tape script again once or
twice

- Help students give the correct answers
Post-listening: (10 minutes)

- Teacher introduces the task “Work in pairs.
Talk about the results of your current exams
at school and what you will do to prepare for
the next exams”.

- Go round and help students
- Correct mistakes

4. Homework: (2minutes)

- Ask students to rewrite a passage about their
school days in secondary school.

- Ask students to prepare the part Writing at
home

- Listen to the teacher
- Answer the questions:
- Work in pairs

- Listen and understand the meanings
of those words.

- Read the questions quickly.
- Listen to the listening script.
- Answer the questions.

Answer:

1. Jenny/ Gavin
2. Gavin

3. Jenny
4.

5. Jenny/ Gavin
6.

- Look at the task 2 and listen to the
teacher

- Read the questions and try to
understand them

- Listen to the tape script
- Give correct answers:

1. When he enjoyed the subjects
2. He found it very difficult.

3. Because they were difficult for him
to do in a short time.

4. Because he went away to boarding
school when he was quite young and
he didn’t like that. So school days
weren’t the best days of his life.

- Work in pairs. Talk about the results
of your current exams at school and
what you will do to prepare for the next
exams

E.g. I didn’t do well in the last exam
period. I was content with my math,
physics and chemistry results but my
English result wasn’t very good. I
made too many mistakes so I barely
passed it.

I think I have to spend more time
studying English to get higher grade in
the coming exam.

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Preparing date: 02/10/2010 Teaching date: 06/10/2010
The 23rd Period

Grade 12

Theme: school education system

Unit 4 Writing

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students will be able to write the school education system in Vietnam
- Language

- New words: Words relating to school education systems

2. Educational aim: Students learn how to understand the school education system in Vietnam
3. Skill :

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, board markers ….
2.Students: Students ‘book , Students ‘workbook, test paper …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing

3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up :(3 minutes)

- Ask students some questions about school
education systems in Vietnam.

1. How many levels of educations are there in your
school system?

2. How long does it take to complete each level?
3. How many classes are there in each level?
4. When do children start Grade I?

- Lead Ss to the new lesson: “write a paragraph on
the formal school education system in Vietnam”
Pre-writing: (15 minutes)

- Teacher introduces the task: In about 150 words, write
a paragraph on the formal school education system in
Vietnam, using the information given in Speaking Tasks on
page 47. You may follow the suggestions below:

- Levels of education:

primary (5 years; start from the age of 6)
lower secondary (4 years)

upper secondary (3 years)

- Compulsory education: 9 years (primary & lower
secondary)

- The academic year: 35 weeks (9 months, from September to
May)

School terms: 2 terms: term 1 (Sept Dec.), term 2 (Jan.
-May)

- Time of the national examination for GCSE (early June)
- Guide Ss to write.

- Work in pairs, discuss and find
out the answers.

1- 3

2- Primary: 5 years/

Lower secondary- 4 years/ upper
secondary - 3 years

- Understand the aim of the
lesson.

- Study the task carefully.

- Work in pairs to give outlines

Topic Sentence

The formal school system in Vietnam
consists of two levels of education,
primary and secondary education.
2.

Supporting Details
3.

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1. Topic Sentence
2. Supporting Details
3. Closing Sentence

- Walk round the class to give Ss assistance.
While-writing: (20 minutes)

- Ask Ss to write

- Call on some Ss to read out their writing in front of
the class.

- Ask Ss to exchange their writings for peer
correction

- Correct mistakes.

Suggested answer.

The formal school system in Vietnam consists of two levels of
education, primary and secondary education. The children
start Grade/ Year 1 at the age of 6 and they normally
complete the primary education at the age of 10. They move
to lower secondary school to study in Grade 6 when they are
eleven years old. They will finish nine-year compulsory
education when they complete Grade 9 at the age of 14. The
children may go to upper secondary schools if they pass all
the subjects tested at the end of Grade 9. They will stay there
until they complete Grade 12 at the age of 17. If they want to
sit for the entrance exam to universities or colleges they have
to take the national examination for GCSE which takes place
at the end of Mayor beginning of June. The academic year in
Vietnam runs from September to May and is divided into two
terms. The first term ends in January with a week holiday
and the second term finishes in May before a long summer
holiday comes.

Post- writing: (4 minutes)

- Ask Ss to read the paragraph again.
- Give remarks on the writing

4. Homework: (2 minutes)
- Rewrite the paragraph at home.

- Prepare the section D (The Language focus part of
Unit 4).

- Use main ideas in the outline to
write a paragraph on the formal
school education system in
Vietnam

- Exchange their writings for
peer correction

- Correct mistakes.

- Read the paragraph again
- Correct mistakes

- Rewrite the paragraph at home.
- Prepare the section D (The
Language focus part of Unit 4).

Preparing date: 03/10/2010 Teaching date: 07/10/2010

The 24th period
Grade 12

Theme: school education system

Unit 4 Language Focus

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students learn some information to fill in a form
- Language:

- New words: Words related to a form

2. Educational aim: Students know how to pronounce and mark the stress in three-syllable words.
3. Skills:

- Pronunciation: Stress in three-syllable words
- Grammar: Passive voice

II.PREPARATIONS:

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2.Students: Students ‘book , Students ‘workbook, test paper …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Write some three-syllable words on the board, and
then pronounce those words aloud.

- Pay attention to its stress.
- Ask Ss to read after
1. algebra

2. carefully
3. politics
4. physical
5. computing
6. compulsory
7. September

-How do we pronounce these words?

- Read again these words and lead to the lesson

- Today, we learn how to pronounce three-syllable words.
I. Pronunciation: (8 minutes)

a. Give Ss some rules of word stress in three-syllable
words

- Help students how to pronounce those words correctly
by reading first as model

b. Practice:

- Read the words first: clearly, correctly

- Listen and correct their pronunciation if it’s needed
- Let students read the sentences and work in groups
- Listen and remark each group

II. Grammar: 30 minutes

a) Review some grammar structures: Passive voice.
S + to be + past participle

- Give some examples

- Ask Ss to make sentences with the structures.
b. Practice:

* Exercise 1: (10 minutes)

- Introduce the task: Fill each blank with the simple
present passive form of the verb in brackets.

- Guide Ss to do

- Ask Ss to fill each blank with the simple present passive
form of the verb in brackets.

- Correct mistakes.

* Exercise 2: (10 minutes)

- Introduce the task: Rewrite the following sentences

using the passive voice.

- Guide Ss to do

- Ask Ss to rewrite the following sentences using the
passive voice.

- Correct mistakes.

- Listen to teacher
- Read aloud

- Pay attention to its stress.
- Understand the aim of the new
lesson.

- Listen and repeat from 2-3
times

- Some of them stand and read
words aloud

- Practise in groups

- Some groups compare with their
results and read the words in
sentences aloud

- The answers can be various
- Listen and give more questions

in pairs

- Read the sentences in chorus
aloud

- Understand the task

- Fill each blank with the
simple present passive
form of the verb in
brackets.

Answers:
1. is separated

2. is set - must be followed
3. is made up

4. is paid
5. are selected

- Understand the task

- Rewrite the following
sentences using the passive
voice.

Answers: Exercise 2

1. this school was built in 1997

2. This dictionary was published in
1870

3. A surprise party is going to be
organized by the students in my class
tomorrow morning

4. The kitchen is being painted now.
5. “Romeo and Juliet” was written by
Shakespeare in 1605

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Exercise 3. (10 minutes)

- Introduce the task: Fill in the spaces of the
following passage with the correct tense in passive
voice of the verbs in brackets.

- Guide Ss to do.

- Ask Ss to fill in the spaces of the following passage
with the correct tense in passive voice of the verbs
in brackets.

- Correct mistakes.

4. Homework: (2 minutes)
- Assign homework

- Do exercise ‘part E-language focus in work book.

built in my village.

8. English will be spoken at the
conference

9. The floor hasn't been cleaned (by
Jane) yet.

10. The house will be repainted…..
Exercise 3

1. Was built 2. were sold
3. has been made 4. can be bought
5. are used. 6. can be used
7. is stored 8. are done
9. must be told 10.can be done
- Do exercise ‘part E-language
focus’ in work book.

Preparing date: 10/ 10/2010 Teaching date: 11/10/2010

The 25th period
Grade 12

Theme:

Correct the test

I. Objectives:

After this correction students will be clearer about the test they have just done. And have to know

how to try their best for the next test.

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , the test paper, key for the test ….
2.Students: Students ‘book , Students ‘workbook, some test paper …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)
- Greeting

- Ask students some questions on the previous test
- Tell the aim of the period: correct the test

I. Choose the word with underlined part

pronounced differently from the rest (1 point ):

(7 minutes)

- Repeat the question

- Get students to read the passage again carefully
- Call some students to read out their answers, and
the others give remarks if it is correct or not.

- Finally read the keys out aloud

II. Put the verbs in brackets into the correct tenses 
(3 points): (10minutes)

- Repeat the question

- Get student to read the test again carefully

- Call some students to read out their answers, and
the others give remarks if it is correct or not

- Finally read the keys out aloud

- Greeting

- Listen and understand the
task

- Get ready for the lesson
1. D. bags

2. B. banks
3. B. slipped

4. B tried
5. A closed
- Look at their paper

- Compare the results with the
others

- Get the correct answers from
the keys

1. bought _ haven’t sold

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III. Change the following sentences into reported 
speech beginning with given words (2 points):

(8 minutes)

- Repeat the question

- Get students to read the writing again carefully
- Call some students to write their answers on the
board, and the others give remarks if it is correct or
not

- Finally read the keys out aloud

4. John reminded Helen to keep in touch.

5. Helen thanked John for the good time they had had
together.

IV . Use the correct form or tense of the verbs in 
parentheses(4 points ) : (10 minutes)

- Repeat the question

- Show the listening script on the board or read the
passage again several times

- Get students to read the passage again carefully
- Call some students to write their answers on the
board, and the others give remarks if it is correct or
not

- Finally read the keys out aloud
4. Homework: (4 minutes)
Prepare Unit 5: Higher education

3. have been doing _ I haven’t
finished _ do _ start.

- Look at their paper

- Compare the results with the
others

- Get the correct answers from
the keys

1. Helen said she had been

there for six months.

2. Helen said she would leave
the next day.

3. Helen promised she would
give him a ring when she
arrived.

- Look at the writing again and
compare it with the others
- Correct the wrong sentences
base on the keys:

1. went – got – was – were
dancing – talking – stood –
have never met – introduced .
2. studies – also takes –
begin.

3. force- & leave – studies –
to have .

4. is talking – start – break.
5. will repair – are coming
- Prepare Unit 5: Higher
education

Preparing date: 10/10/2010 Teaching date: 13/10/2010

Unit 5: HIGHER EDUCATION

The 26th period

Grade 12

Theme: HIGHER EDUCATION
Unit 5 Reading

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students know about higher education
- Language: verbs in past tense

- New words: Words related to higher education

2. Educational aim: Students should know about their first impressions of university life.
3. Skills: • Vocabulary comprehension matching

• Passage comprehension

• Arranging the sequence of an event
II.PREPARATIONS:

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III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)
- Ask Ss some questions:

1. What are you going to do after you finish
high school?

2. Which university would you like to attend?
3. Where will you live if you study at a
university far from your house?

- Get feedback

- Lead Ss to the new lesson: higher education
Before you read : (7 minutes)

- Ask Ss to work in pairs, ask and answer the
following questions:

1. How do you say in English the names of
these universities?

2. What university would you like to apply

for and why?

- Get feedback.

- Give Ss suggested answers.
While you read :

- Ask students to look through the passage
and read in silence

- Help students read the passage

- Explain pronunciation and meaning of new
words which appear in the passage

Task 1 : (8 minutes)

- Introduce the task: Complete the following
sentences, using the right forms of the words
in the box.

- Ask Ss to complete the following sentences,
using the right forms of the words in the box.
- Go around class and help Ss if they need.
- Call on Ss to give their answers.

- Correct mistakes.
Task 2: (8 minutes)

- Introduce the task: Find out who:

a. attended a party on the first weekend at
college.

b. didn't get on very well with the roommate.
c. was not used to meeting different people
every day at college.

d. liked having a chance to be creative.
e. was very excited about going to college.
f. enjoyed the first year at college.

- Go around class and help Ss if they need.

- Work in pairs, discuss and answer the
questions

- Stand up and tell the class the
answers.

- Understand the aim of the lesson:
Unit 5: higher education

- Work in pairs, ask and answer the
questions

1. Hue University

2. Hanoi University of Architecture
3. Hanoi University of Natural Science

4. I would like to apply for Hanoi
University of Natural Science.
- Read the text in silence.
- Find out new words.

- Understand the aim of the text.
- Do the tasks that follow.

Task1:

- Study the task carefully.

- Choose the right word to fill in the
blanks.

- Exchange their answers for peer
correction.

- Tell the class the answers.
1. campus

2. blamed
3. scariest
4. challenges
5. amazing.

- Look at the task, read the text again to
give the answers.

Sarah: 1- a. attended a party on the first

weekend at college.

2- e. was very excited about going to
college.

Ellen: 3- b. didn't get on very well with
the roommate.

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- Call on Ss to give their answers.
- Correct mistakes.

Task 3: (10minutes)

- Introduce the task: Answer the following
questions.

1. What did Sarah do on the first weekend?
2. Why did Sarah feel so lonely at the party?
3. What problems did Ellen have with her
roommate?

4. What did Brendan think about his first
year at college?

5. What does the social calendar of the
colleges provide him?

- Guide Ss to answer.

- Go round the class to help Ss if necessary.

- Call on some Ss to give their answers.
- Correct mistakes

4. Home work: (2 minutes)

- Ask students to read the passage again.
- Ask students to do Reading exercise of Unit
5 in workbook and prepare Part B : Speaking
at home

people every day at college.

Brendan: 5- d. liked having a chance to
be creative.

6- f. enjoyed the first year at college.
- Understand the task.

- Read the text again, answer the
questions on the text.

1. She went out with her new friends,
walking around the campus.

2. Because at the party everyone was
busy playing some games and no
one seemed to noticed her.

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 the first year at
college was the best and most
challenging of his life.

5. It provides him plenty of
opportunities to meet
non-engineering students as well as
other engineers and many of them
have become his best friends.
-Do Reading exercise of Unit 5 in

workbook and prepare Part B : Speaking
at home

Preparing date: 12/10/2010 Teaching date: 14/10/2010

The 27th period
Grade 12

Theme: higher education

Unit 5 Speaking

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students know how to talk about school; make an interview and reporting on
results

- Language: words related to higher education

2. Educational aim: By the end of the lesson, students will be able to talking about the application
process to tertiary institutions in Vietnam

3. Skills: Speaking about school life of students fluently
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, rising questions, hand-outs ….
2.Students: Students ‘book , Students ‘workbook, …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

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Teacher s activities’ Students activities’ Notes

Warm-up: (2m )’

- Show Ss some documents requiring
for tertiary institutions and ask them
what they are.

- Call on some Ss to answer.
Pre-speaking: (10m )’

- Teacher introduces the task1: Below
are the admission requirements for
tertiary institutions in some countries.
Work in groups. Tick () those which
are obligatory for you to be admitted to
a university in Vietnam.

1. an application form
2. an identity card
3. a reference letter

4. a copy of the originals of your school
certificate

5. a birth certificate

6. a copy of the record of your
performance at school scores of the
required entrance examination

- Call on some Ss to tell their answers.
- Listen and correct pronunciation
mistakes.

While-speaking: (20 minutes)
Task 2

- Teacher introduces the task “Work in
pairs. Ask and answer the questions
about the application process to tertiary
study in Vietnam using the following
cues”.

- Guide Ss to practice:

E.g. A- When do you fill in and send the
application form?

B- In March

- Have Ss to ask and answer in pairs.
- Go around and provide help if
necessary.

- Correct mistakes.

Post-speaking: (10 minutes)

- Teacher introduces the task: Task 3.
Work in groups. Discuss the process
of applying to a tertiary institution in
Vietnam.

- Guide Ss to discuss the process of
applying to a tertiary institution in
Vietnam.

- Go around and provide help if
necessary.

- Answer the questions
1. an application form
2. an identity card
3. a reference letter
4. a birth certificate

- Work in groups, tick () those which
are obligatory for you to be admitted to
a university in Vietnam.

- Stand up tell the class their answers.
- Others listen and compare with their

ticks.

- Understand

- Work in pairs. Ask and answer the
questions about the application process to
tertiary study in Vietnam using the cues
- Stand up, ask and answer about the
application process to tertiary study in
Vietnam.

- Others listen and check the
pronunciation.

- Understand the task.

- Work in groups. Discuss the process of
applying to a tertiary institution in
Vietnam.

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- Correct mistakes.

4. Homework: (2 minutes)

- Ask students to write about the process
of applying to a tertiary institution in
Vietnam.

All students have to do now is to prepare
all required papers to be officially
accepted of that university.

- Do homework.

- Prepare part C listening.

Preparing date: 11/10/2010 Teaching date: 18/10/2010

The 28th period
Grade 12

Theme: HIGHER EDUCATION
Unit 5 Listening

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students learn more about the problems they may have when studying in a
new school

- New words: Words related to higher education

2. Educational aim: Students should know about the problems they may have when studying in a
new school

3. Skills: - Listening and deciding on True or False statements
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player
2.Students: Students ‘book , Students ‘workbook, …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

-Give Ss a question to discuss: “Talk about
the problems you may have when studying
in a new school.”

Pre-listening: (7 minutes)

- Ask students to look at the part: Before
listening

- Read loudly the words:

Proportion; majority; tutorial;
international; available; appointment ;
Agricultural; rural; thoroughly.

- Walk round, listen and help students
- Ask students to repeat loudly the words
- Listen and check pronunciation
While-listening: (20 minutes)
Task 1

- Introduce the task: Listen to the

- Work in pairs; discuss the problems
they may have when studying in a new
school.

- Read loudly the words:

Proportion; majority; tutorial;
international; available; appointment ;
Agricultural; rural ;thoroughly.

- Understand those words.

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conversation between John and David
and circle the best option (A, B, C or
D) to complete the following
sentences.

- Ask students to read the questions
quickly.

- Guide students the requests of the task.
- Read the conversation twice

- call some students to give their
answers.

- Read the conversation the third time
for Ss to correct.

Key: 1-C; 2-A; 3-C; 4-A; 5-B
After-listening: (10 minutes)

- Ask Ss to work in pairs. Ask and answer
the question:

"Would you prefer to do an undergraduate
course abroad or in your country?”
Explain your choice.

- Guide Ss to do.

- Call some Ss to practice asking and
answering the question.

E.g.

A. Would you like to do an undergraduate
course abroad or in your country?

B. I would like to do an undergraduate
course in my country.

A. Why?

B. Because my English is not very good
and I cannot afford tuition fees and
accommodation for studying oversea.
Homework: (2 minutes)

- Assign homework.

- Prepare the section C (The Writing part
of Unit 5).

- Answer the questions.
Answer:

1-C; 2-A; 3-C; 4-A; 5-B

- Work in pairs. Ask and answer the
question:

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

- Stand up and speak out.

E.g.

A. Would you like to do an
undergraduate course abroad or in your
country?

B. I would like to do an undergraduate
course in my country.

A. Why?

B. Because my English is not very good
and I cannot afford tuition fees and
accommodation for studying oversea.

- Prepare the section C (The Writing

part of Unit 5).

Preparing date: 13/10/2010 Teaching date: 20/10/2010

The 29th period
Grade 12

Theme: HIGHER EDUCATION
Unit 5 Writing

Time: 45 minutes

I. Objectives:

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- General knowledge: Students will be able to write a letter of request
- New words: Words relating to higher education.

2. Educational aim: Students learn how to write a letter of request to UCAS to ask for the
information about the admission requirements to the university.

3. Skills : Writing a letter of request
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, rising questions, hand-outs ….
2.Students: Students ‘book , Students ‘workbook, textbook, board markers …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up :(3 minutes)

- Ask students some questions about how to write a
letter of request.

- Give feedback and lead Ss to new lesson.
Pre-writing: (15 minutes)

- Teacher introduces the task: You want to apply for
an undergraduate programmer in a university in
England. Write a letter of request (about 150 words)
to UCAS to ask for the information about the

admission requirements to the university, using
information in the Reading and Speaking section on
page 52 & 56. You may follow the outline below:
- Guide Ss to write outlines.

a) Introduction:

- State the reasons why you are writing, your interest
in tertiary study in England (mention the name of the
programmer/the universities/ ... )

b) Request:

- State what information you would like them to
provide: tuition fee, accommodation, exams,
Further information:

- Say you would be happy to supply further
information about yourself such as your English
proficiency and record of secondary education study...
c) Conclusion:

- End with a polite closing.

- Walk round the class to give Ss assistance.
While-writing: (19 minutes)

- Ask Ss to write

- Call on some Ss to read out their writing in front of
the class.

- Ask Ss to exchange their writings for peer correction
- Correct mistakes.

Suggested answer.

475/57 Le Thanh Ton St. District 1
Ho Chi Minh City

March 15th, 2008

- Work in pairs, discuss and find
out the answers.1- 3,2- Primary: 5
years/Lower secondary- 4 years/
upper secondary - 3 years

- Understand the aim of the
lesson.

- Study the task carefully.

- Work in pairs to give outlines
a) Introduction:

- State the reasons why you are
writing, your interest in tertiary
study in England (mention the
name of the programmer/the
universities/ ... )

b) Request:

- State what information you
would like them to provide:
tuition fee, accommodation,
exams,

Further information:

- Say you would be happy to
supply further information about
yourself such as your English
proficiency and record of
secondary education study, ...
c) Conclusion:

- End with a polite closing.
- Walk round the class to give Ss
assistance.

- Use main ideas in the outline to
write a letter of request (about
150 words) to UCAS to ask for
the information about the
admission requirements to the
university

- Exchange their writings for peer
correction

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Dear sir/madam,

I’ve read a lot about tertiary study in the UK and very
impressed by the reputation of many famous

universities there. Now I am tin last year of the high
school and will finish secondary education in 3
months. I am very much interested in an

undergraduate course in economics in Birmingham
University. Could you please send me some

information about the admission requirements,
tuitions fees, accommodation and details of the
course? I am ready to supply any information about
myself if necessary.

I look forward to hearing from you soon.
Yours faithfully,

Hoang Thanh Nam.

Post- writing: (5 minutes)
- Ask Ss to read the letter again.
- Give remarks on the writing
Homework: (2 minutes)
- Rewrite the letter at home.

- Prepare the section D (The Language focus part of
Unit 4).

- Read the letter again
- Correct mistakes

- Rewrite the letter at home.
- Prepare the section D (The
Language focus part of Unit 5).

Preparing date: 13/10/2010 Teaching date: 21/10/2010

The 30th period
Grade 12

Theme: HIGHER EDUCATION

Unit 5 Language Focus

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students learn some information to fill in a form
- New words: Words related to a form

2. Educational aim: Students know how to pronounce and mark the stress in words more than
three-syllable

3. Skills:

- Pronunciation: Stress in words more than three-syllable
- Grammar: Conditional sentences

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player
2.Students: Students ‘book , Students ‘workbook, …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Write some more than
three-syllable words on the board, and
then pronounce those words aloud.
- Pay attention to its stress.

- Listen to teacher
- Read aloud

- Pay attention to its stress.

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- Ask Ss to read after
o economics
o psychology
o philosophy
o engineering
o sociology
o mathematics

o geographical
o archeology

-How do we pronounce these words?
- Read again these words and lead to the
lesson

- Today, we learn how to pronounce more
than three-syllable words.

I. Pronunciation(7minutes)

a. Give Ss some rules of word stress in
more than three-syllable words

- Help students how to pronounce those
words correctly by reading first as model
b. Practice:

- Read the words first: clearly, correctly
- Listen and correct their pronunciation if
it’s needed

- Let students read the sentences and work
in groups

- Listen and remark each group
II. Grammar:

a) Review some grammar structures:

conditional sentences

- Give some examples

- Ask Ss to make sentences with the
structures.

b. Practice:

* Exercise 1: (10m )’

- Introduce the task: Complete the

sentences using conditional sentence type
I.

- Guide Ss to do

- Ask Ss to complete the sentences using
conditional sentence type I.

- Correct mistakes.
* Exercise 2: (10m )’

- Introduce the task: Express these

situations using conditional sentence type
II.

- Guide Ss to do

- Ask Ss to express these situations using
conditional sentence type II.

- Correct mistakes.
Exercise 3. (10m )’

- Introduce the task: Complete the

- Some of them stand and read words aloud
- Practise in groups

- Some groups compare with their results and
read the words in sentences aloud

- The answers can be various

- Listen and give more questions in pairs
- Read the sentences in chorus aloud
- Understand the task

Answers:

1. If you fail the GCSE examination, you will
not be allowed to take the entrance

examination to the university.
2. You won't be able to get into the

exanimation room if you are 10 minutes late.

3. If you don't send the application form on
time, you will not be able / allowed to take
the entrance exam.

4. If you don't have a reference letter, you
won't be able / allowed to submit your
application form.

5. Unless you show your identity card you
won't be able / allowed to get into the
examination room.

- Understand the task
- Do the exercise.
- Correct mistakes

Answers:

1. She doesn't have a car. She doesn't go out
in the evening.

If she had a car, she would go out in the
evening.

2. Sarah doesn't study hard. She hates school.
If Sarah liked school, she would study hard.
3. I can't do the test. It is too difficult.

I would/ could do the test if it was/were not
too difficult.

4. Peter doesn't read a lot. He can't find the
time.

Peter would read a lot if he found the
time/had more time.

5. I can't translate this. I don't speak Korean.
If I spoke Korean, I could translate this.
6. They don't travel far a lot. They are afraid
of flying.

If they weren't afraid of flying, they would
travel far a lot.

- Understand the task
- Do the exercise.
- Correct mistakes

Answers:

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sentences with the correct form of
the verbs in brackets.

- Guide Ss to do.

- Ask Ss to complete the sentences
with the correct form of the verbs in
brackets.

- Correct mistakes.

4. Homework: (3 minutes)
- Assign homework

- Do exercise ‘part E-language focus
in work book.

- Prepare Unit 6: FUTURE JOBS

2. If you had sent the application on time,
they might have called you for an interview. I
can't understand why you didn't.

3. If John had installed an alarm, the thieves
wouldn't have broken into his house.

4. I would have made a film with him if I had
been a famous director, but I was not.

5. If you had told me earlier I would have
given it to you.

6. We would have sent you a Christmas card
if we had had your address.

- Do exercise ‘part E-language focus’ in work
book.

- Prepare Unit 6: FUTURE JOBS

Preparing date: 19/10/2010 Teaching date: 27/10/2010

Unit 6 FUTURE JOBS

The 31st period

Grade 12

Theme: FUTURE JOBS
Unit 6 Reading

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students know about future jobs
- New words: Words related to future jobs

2. Educational aim: Students should know about preparing for a job interview.
3. Skills: - Guessing meaning from context

- Reading for specific information
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player, pictures showing
farmers’ daily routines

2.Students: Students ‘book , Students ‘workbook, …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)
- Ask Ss some questions:

1. Tell the class some jobs you know?

2. Which job would you like to be in the future? Why?
- Get feedback

- Lead Ss to the new lesson: future jobs
Before you read : (7 minutes)

- Ask Ss to work in groups. Tick () the factors that they
think would help them succeed in a job interview.

• wearing casual clothes
• giving clear, honest answers
• feeling self-confident

• feeling nervous

• having a good sense of humour

- Work in pairs, discuss

and answer the

questions

- Stand up and tell the
class the answers.

- Understand the aim of
the lesson: Unit 6: future
jobs

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• avoiding difficult questions
- Get feedback.

- Give Ss suggested answers.
While you read : (10 minutes)

- Ask students to look through the passage and read in
silence

- Help students read the passage

- Explain pronunciation and meaning of new words which
appear in the passage

Task 1 : (7 minutes)

- Introduce the task: These words are from the passage.
Look back to the text and circle the best meanings A, B or
C.

- Ask Ss to circle the best meanings A, B or C.
- Go around class and help Ss if they need.
- Call on Ss to give their answers.

- Correct mistakes.
Task 2: (10minutes)

- Introduce the task: Work in pairs. Decide whether the
following statements are true (T) or false (F).

1. Try to reduce the feeling of pressure and make a good
impression on your interviewer.

2. Find out as much information as you can about the job
and the vacancy.

3. Bring with you a letter of application and your resumes
to the interview.

4. Take all your certificates and letters of recommendation
with you.

5. Remember to dress neatly and formally.
6. Your voice should be clear and polite.

7. Tell the interviewer about your shortcomings.

8. Remember to say goodbye to the interviewer before
leaving the interview.

- Go around class and help Ss if they need.
- Call on Ss to give their answers.

- Correct mistakes.

Post reading(3 minutes)

- Introduce the task: Work in groups. Discuss the question:
Which pieces of advice given in the passage do you find
most useful and least useful? Why? - Guide Ss to answer.
- Go round the class to help Ss if necessary.

- Call on some Ss to give their answers.
- Correct mistakes

Home work: (2 minutes)

- Ask students to read the passage again.

- Ask students to do Reading exercise of Unit 5 in
workbook and prepare Part B : Speaking at home

E.g.

- avoiding difficult
questions

- giving clear, honest
answers

- feeling self-confident
- Read the text in silence.
- Find out new words.
- Understand the aim of

the text.

- Do the tasks that follow.
Task1:

- Study the task carefully.
- Choose the right option

to finish the task.

- Exchange their answers
for peer correction.
- Tell the class the

answers.
6. B
7. C
8. A
9. B

- Look at the task, read
the text again to give the
answers.

- Understand the task.
- Read the text again,

decide whether the
statements are true (T)
or false (F).

- Answers: 1-F; 2-T; 3-F;
4-T; 5-T; 6-F; 7-F; 8-T
- Answer the following

questions:

1. What do you prepare

for a job interview?

2. What should we do
and shouldn’t do before,
during and after an
interview?

-Do Reading exercise of
Unit 5 in workbook and
prepare Part B : Speaking at

home

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The 32nd Period
Grade 12

Theme: future jobs

Unit 6 Speaking

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students learn about opinions about jobs
- Language: Talking about opinions about jobs.

- New words: words related to opinions about jobs

2. Educational aim: Students should know to giving opinions about jobs
3. Skills: talking about opinions about jobs

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, hand-outs ….

2.Students: Students ‘book , Students ‘workbook, textbook, board markers …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Ask Ss some questions about jobs:
1.Would you like to work as a teacher?
2.What do you think about teaching job?
- Get feedback.

- Lead Ss to new lesson.
Pre-speaking : (12 minutes)
Task 1

- Introduce the task: Work in pairs. Match a job in A with at
least two descriptions in B.

A B

- a doctor
- a farmer
- a tourist guide
- a writer

• take care of people's health

• create imaginary characters and
events

• find good and safe hotels for
customers

• take people to places of interest
• construct irrigation systems
• apply new farming techniques
• help save people's lives

• tell stories through pictures

- Ask Ss to match a job in A with at least two descriptions in
B.

- Go around class and help Ss if they need.
- Call on Ss to give their answers.

- Correct mistakes.

While-speaking : (15 minutes)

- Listen to the

questions.

- Discuss the question.

- Stand up, answer the

questions.
- Work in pairs.

- Match a job in A with
at least two descriptions
in B.

Example:

A: a doctor

B: • take care of
people's health

• help save people's
lives

- In turn, stand up and
practice.

- Understand the task
- Work in pairs. Discuss
which of the jobs in

column A they

would/would not like to
do. Explain why/why

not? use the cues in
column B.

Example:

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Task 2

- Introduce the task: Task2. Work in pairs. Discuss which of
the jobs in column A you would/would not like to do.
Explain why/why not? You can use the cues in column B.

A B

pilot
waiter
taxi driver
electrician
policeman
journalist

hotel receptionist
computer programmer

boring
rewarding
difficult
interesting
fascinating
dangerous
challenging

fantastic
- Guide students how to practise.

- Ask students to work in pairs.

- Help the students with new structures.
- Walk around and help them.

- Call some student to stand up and report before the class.
- Correct their mistakes

Example:

I would like to work as a doctor. Working as a doctor would
be fascinating job because I would have a chance to take
care of people health.

Post-speaking : (10 minutes)
Task 3

-Teacher introduces the task: Task3. Work in groups. Talk
about a job you may do after you finish school, using the
following cues.

• Where you will work
• Who you will work with
• The salary you may get paid
• The working conditions
- Let them work in groups

- Ask some students to stand up and tell loudly
- Walk round and help them

- Listen and correct mistakes
4. Homework: (2 minutes)
- Assign homework.

- Ask students to prepare Part C- Listening and do homework

I would have a chance
to take care of people
health.

- Work in groups. Talk
about a job they may
do after they finish
school.

Example: I would like
to work as a tourist
guide. It would be a

challenging and

fascinating job because
I would have a chance
to travel all over
Vietnam and meet

many interesting

people. If I work for a
foreign tourist company,
I can get high salary
and improve my
English speaking and
listening skills. Also, I
am a sociable and
confident person and I
can work hard for a
long time so I want to
work far away from
home to know more
about the world around
me.

- Listen to the teacher
- Write down the
homework

Preparing date: 22/10/2010 Teaching date: 01/11/2010

The 33rd period
Grade 12

Theme: future jobs

Unit 6 Listening

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students learn more about jobs
- New words: Words related to future jobs

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3. Skills: - Filling in missing information

- Deciding on True or False statements
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player
2.Students: Students ‘book , Students ‘workbook, …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

-Give Ss a question to discuss: Which is the most popular job

in Vietnam?

- Get feedback

- Lead Ss to new lesson.

E.g. Accountant nurse lawyer teacher computer
programmer….

Pre-listening: (7 minutes)

- Ask students to look at the part: Before listening
- Read loudly the words:

workforce manufacturing retail service
category goods job market economy wholesale
- Walk round, listen and help students

- Ask students to repeat loudly the words
- Listen and check pronunciation
While-listening: (20 minutes)
Task 1

- Introduce the task: Task 1. Listen to the passage and fill in the
missing words in the boxes.

- Ask students to read the questions quickly.
- Guide students the requests of the task.
- Call some students to give their answers.

- Read the passage the third time for Ss to correct.
Key:

1- manufacturing
2- service

3- transportation
4- finance
5- service
Task 2

- Introduce the task: Task 2. Listen again and decide whether
the statements are true (T) or false (F).

1. American workers have changed from manufacturing jobs to
service jobs.

2. Manufacturing jobs are jobs in which workers make
something.

3. Personal services are one of the five service jobs.

4. 70% of workers produced goods one hundred years ago.
5. 80% of workers will work in the service sector by the year
2020.

- Discuss and answer
the questions

- E.g. Accountant

nurse lawyer
teacher

computer
programmer….
- Read loudly the
words:

workforce economy
manufacturing retail
service category
goods job market
wholesale

- Understand those
words.

- Read the questions
quickly.

- Listen to the listening
script.

-Answer the questions.
Answer:

1- manufacturing
2- service

3- transportation

4- finance
5- service

- Read the statements
quickly.

- Listen to the listening
script.

-Answer the questions.
Answers:

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

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- Read the passage again.

- Ask Ss to decide whether the statements are true (T) or false
(F).

- Go round the class, give help to Ss if they need.
- Call some Ss to give the answers.

- Read the passage the last time to check their answers.
Suggested answers:

1- T 2- T 3- T 4- F 5- F
After-listening: (7 minutes)

- Work in groups. Summarize the passage using the information

in Tasks 1 and 2.

- Guide Ss to do.

- Call some Ss to summarize the passage
4. Homework: (5 minutes)

- Assign homework.

- Prepare the section D (The Writing part of Unit 6).

Summarize the
passage using the
information in Tasks 1
and 2.

- Prepare the section D
(The Writing part of
Unit 5).

Preparing date: 30/10/2010 Teaching date: 02/11/2010

Class: 12B7,8,9,10
The 34th period

Grade 12

Theme: future jobs

Unit 6 Writing

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students will be able to write a formal letter of job application
- Language

- New words: Words relating to job application

2. Educational aim: Students learn how to understand a formal letter
3. Skills : Write a formal letter of job application

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, hand-outs ….

2.Students: Students ‘book , Students ‘workbook, textbook, board markers …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up :(3 minutes)

- Raise a picture of a beauty spot ( Keo
Pagoda in Vu Thu Thai Binh) and ask Ss
some questions:

- 1. Where is it?

- 2. What is it famous for?

- 3. Do you want to work as a tourist guide
here?

- 4. What qualification do you need?
- Get feedback.

- Lead Ss to the new lesson: “Writing a formal

- Work in pairs, answer the questions.
- Understand the aim of the lesson.
- The new lesson: “Writing a formal
letter of job application”

- Work in pairs. Read the following
advertisement and fill in the notes.

English-speaking Tour Guides Wanted

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letter of job application”

Pre-writing: (15 minutes)

- Teacher introduces the task: Task 1. Work in
pairs. Read the following advertisement and fill
in the notes.

English-speaking Tour Guides Wanted

We are a travel company managing holiday tours.
We need English-speaking local guides to
accompany foreign visitors on trips throughout
Vietnam. If you have a high school diploma, have
experience as a tour guide, a good manner, speak
fluent English and are willing to work hard for long
hours, please contact: The Manager, Vinatour, 450
Nguyen Du Street, Hanoi. Telephone No: 04 824
0139.

• Type of job: ………

• Level of education needed: ………
• Work experience: ………
• Character and interests: ………
- Guide Ss to fill in the notes.

- Walk round the class to give Ss assistance.
While-writing: (19 minutes)

- Teacher introduces the task: Task 2 Write a
letter to Vinatour, applying for the job

mentioned in the advertisement in Task 1. Your
letter should include the following details.
• Your name, address and date of writing
• Name and address of the company
• Greeting

• Introduction: say where you saw the

advertisement and why you are writing the letter
of application

• Body: mention your education, work
experience and your character / interests

• Conclusion: express your willingness to work
for the company and when you are available for
interview

• Closing

- Guide Ss to write outlines.
- Ask Ss to write

- Call on some Ss to read out their writing in
front of the class.

- Ask Ss to exchange their writings for peer
correction

- Correct mistakes.

Suggested answer.

Post- writing: (5 minutes)
- Ask Ss to read the letter again.
- Give remarks on the writing
Homework: (2 minutes)
- Rewrite the letter at home.

- Prepare the section E (The Language focus
part of Unit 6).

Answers:

1. Tour guide

2. high school diploma

3. experience as a tour guide, fluent
English

4. a good manner, willing to work
hard for long hours

- Study the task carefully.

- Work in pairs to give outlines

- Base on the outline write a letter to
Vinatour, applying for the job

mentioned in the advertisement in
Task 1.

- Exchange their writing for peer
correction.

- Read out the letter.
- Correct mistakes.

Flat 3,324, Ly Thuong Kiet Street, Hanoi 
 16, October, 2004.

Hanoi Vinatour

250, Nguyen Du Street, Hanoi 
Dear Sir or Madam,

I am writing in reply to your advertisement
in the Vietnam News for experienced 
English-speaking local guides to accompany foreign
visitors on trips throughout Vietnam.

I think I meet all of the qualifications that
you specify. I was awarded High School
Certificate two years ago. After leaving high
school, I worked as an accountant in a small
travel agency for one year, where I was given a
training course on tourism. Then I had one year
of experience as a tour guide so I know many
tourist areas in Vietnam arid have a basic

knowledge of Vietnamese culture, history and
geography. I speak English fluently. In addition,
I am a sociable and confident person and can
work hard for long hours. I would like to work
for you and would appreciate the opportunity to
discuss this position with you in person.

I am looking forward to hearing from you
at your convenience.

Yours faithfully, 
Nguyen Quoc Anh

- Rewrite the letter at home.

- Prepare the section E (The
Language focus part of Unit 6).

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Class: 12B7,8,9,10
The 35th period

Grade 12

Theme: future jobs

Lesson 6 Language Focus

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Students learn some information to fill in a form
- Language:

- New words: Words related to a form

2. Educational aim: Students know how to pronounce weak/strong forms of some conjunctions &
prepositions

3. Skills:

- Pronunciation: weak/strong forms of some conjunctions & prepositions
- Grammar: Relative clauses

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player
2.Students: Students ‘book , Students ‘workbook, …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (3 minutes)

- Write some words on the board, and then
pronounce those words aloud.

- Pay attention to its weak/strong forms.
- Ask Ss to read after

I. Pronunciation (7 minutes)
- Ask Ss to look at this table.

- Read the words and their weak and strong
form.

- Ask Ss to read after.
- Call some Ss to read seats

- Help students how to pronounce those words
correctly by reading first as model

b. Practice: Practise reading these sentences
1. What are you looking at?

2. I want to go but I don't know when.
3. She bought a book and two pens.
4. Thanks for coming.

5. Where is it from?

6. I'm from Hanoi.

7. She's the one I'm fond of.

8. First of all, I want to thank you for coming.
9. The letter was to him, not from him.

10. I want to ask you a question.

- Read the words first: clearly, correctly
- Listen and correct their pronunciation if it’s
needed

- Listen to teacher
- Read aloud

- Pay attention to its weak/ strong forms.
- Understand the aim of the new lesson.

- Listen and repeat from 2-3 times
- Some of them stand and read words
aloud

- Practise in groups

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- Let students read the sentences and work in
groups

- Listen and remark each group
II. Grammar: (7 minutes)

a) Review some grammar structures: Relative
clauses

Whom; who; which; whoever; whose………
- Give some examples

- Ask Ss to make sentences with the structures.
b. Practice:

* Exercise 1: (11 minutes)

- Introduce the task: Exercise 1. Add who,
whoever, whose, whom or which to complete
the following sentences.

- Guide Ss to do

- Ask Ss to fill each blank with who, whoever,
whose, whom or which.

- Correct mistakes.
Suggested answers:

1. whom 2. which 3. Whoever
4. which 5. Which 6. Who

7. Whose 8. who 9. which 10. whom
* Exercise 2: (14minutes)

- Introduce the task: Exercise 2. Join the
following sentences in two ways.

Example:

1. Look at the man. He is teaching in the classroom.
a) Look at the man who is teaching in the classroom.
b) Look at the man teaching in the classroom.

- Guide Ss to do

- Ask Ss to rewrite the following sentences
using the passive voice.

- Correct mistakes.

1. I read a book that was written by a friend of
mine.

- I read a book written by a friend of mine.
2. A man who was carrying a lot of money in a
box got on the bus.

- A man carrying a lot of money in a box got on
the bus.

3. In the street there were several people who
were waiting for the shop to open.

- In the street there were several people waiting

for the shop to open.

4. Britain imports many cars which that were
made in Japan.

- Britain imports many cars made in Japan.
5. There are a lot of people in your office who
want to talk to you.

- There are a lot of people in your office
wanting to talk to you.

6. The cowboy who had been wounded by an
arrow fell off his horse.

- The answers can be various

- Listen and give more questions in
pairs

- Read the sentences in chorus aloud

- Understand the task

- Fill each blank with the simple
present passive form of the verb
in brackets.

Answers:
1. is separated

2. is set - must be followed
3. is made up

4. is paid
5. are selected

- Understand the task

- Rewrite the following sentences using
the passive voice.

Answers: Exercise 2

- Do exercise ‘part E-language focus’ in
work book.

- Prepare Unit 5: Higher education
1. I read a book that was written by a
friend of mine.

- I read a book written by a friend of
mine.

2. A man who was carrying a lot of
money in a box got on the bus.
- A man carrying a lot of money in a
box got on the bus.

3. In the street there were several people

who were waiting for the shop to open.
- In the street there were several people
waiting for the shop to open.

4. Britain imports many cars which that
were made in Japan.

- Britain imports many cars made in
Japan.

5. There are a lot of people in your
office who want to talk to you.

- There are a lot of people in your office
wanting to talk to you.

6. The cowboy who had been wounded
by an arrow fell off his horse.

- The cowboy wounded by an arrow fell
off ms horse.

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- The cowboy wounded by an arrow fell off ms
horse.

7. Most of the people who were injured in the
crash recovered quickly.

- Most of the people injured in the crash
recovered quickly.

8. John, who wished he hadn't come to the party,
looked anxiously at his watch.

- John, wishing he hadn't come to the party,
looked anxiously at his watch.

9. The children who were playing football in the
schoolyard were my students.

- The children playing football in the schoolyard
were my students.

10. Vietnam exports a lot of rice which is grown
mainly in the south of the country.

- Vietnam exports a lot of rice grown mainly in
the south of the country.

4. Homework: (2 minutes)
- Assign homework

Do exercise ‘part E-language focus in work
book.

- Most of the people injured in the crash
recovered quickly.

8. John, who wished he hadn't come to
the party, looked anxiously at his watch.

- John, wishing he hadn't come to the
party, looked anxiously at his watch.
9. The children who were playing
football in the schoolyard were my
students.

- The children playing football in the
schoolyard were my students.

10. Vietnam exports a lot of rice which
is grown mainly in the south of the
country.

- Vietnam exports a lot of rice grown
mainly in the south of the country.
Listen carefully and write down on the
notebook

Preparing date: 31/10/2010 Teaching date: 04/11/2010

Class: 12B7,8,9,10
The 36th period

Grade 12

Test yourself B

I. Objectives:

1. Knowledge: After this lesson, students will be able to:

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

- Language: Students can improve their techniques of doing the simple tests

2. Educational aims: - According to the TEST students can revise all the language skills and
grammatical points which they have studied and used in the three units: 4,5 and 6.

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

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

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player
2.Students: Students ‘book , Students ‘workbook, …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)
- Greeting

- Ask students something about the test
yourself B

* Have you prepared it at home?

- Greeting

- Answer teacher’s questions

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

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* Have you got any difficulties?
Test yourself

I. Listening(2.5 points) (10 minutes)

- Present the task: Listen and complete the
table below

- Tell students the topic of the table
- Get students to look through the table
- Explain the meaning of new words

- After that turn on the tape of the passage aloud
twice

- Let students fill in the blanks with the words
they have just heard

- Go round the class to control the work

- Then turn on the tape of the passage the last
time for students to check their results

- Correct mistakes

II. Reading (2.5 points) (10 minutes)

- Present the task: Read the passage and fill in
each blank with a suitable word from the box.
- Get students to work in groups, discuss about
the passage

- Go round the class to control the discussion
- State the best option

- Correct mistakes

III. Grammar(2.5 points) (8 minutes)
- Recall the grammar.

- Guide students how to do
- Give them some new words:
- Do the first as an example.
- Ask students to the exercise.
- Call the to on board.

- Go round the class to control the set’s
activities

- State the keys
- Correct mistakes

IV. Writing(2.5 points) (7 minutes)
- Guide students how to write

- Give students some models and structures to
writes..

- Ask students to write.
- Call the to to on board.

- Go round the class to control the students’
activities

- Correct mistakes

4. Homework (4 minutes)
- Ask students:

+ to study all the lessons again

+ to get ready for the 45 minute-test in the
next period

- Fill in the blanks with the words

they’ve just heard

- Correct mistakes
Keys:

1. sorts of things,
2. learn at all,

3. things for themselves,
4. make them go,

5. a certain age.

- Look at the textbook and listen to the
teacher then read the passage and fill in
each blank with a suitable word from
the box.

- Work in groups to discuss about the
passage

- Finish the task

- Compare their results with the other
groups, and correct.

Keys:

1. Final 6.Qualification
2. requirements 7.Grader

3. when 8.Equivalent
4. courses. 9. Count
5. subjects 10. Who
- Listen to the teacher

- Work in groups to complete the
sentences

- Compare the results with the other
groups

- Correct mistakes
Keys:

1. The widows have been cleaned
2. A super market is going to built
3. Lan is said to have won ....

4. If you listen carefully, you will know
what to do

5. If I had a car, I would

6. If we had brought a city map, we
wouldn’t have ...

- Listen to the teacher carefully.

- Work in groups or in pairs then write.
- Compare the results with the other

groups.

Dear ...

- Correct mistakes

- Study all the lessons again

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Preparing date: 07/11/2010 Teaching date: 09/11/2010
Class: 12B7,8,9,10

The 37th period

Test 2

Grade: 12

Time limit: 45 minutes

Full name :……….

Class :12B………

Choose the word that pronounced differently from the others :

1A.laughs B. photographs C. machines D. parents

2A.planted B. liked C. needed D. wanted

3.A.humor B. honest C. human D. horror

4A.language B. success C. private D. property

5A.escape B. replace C. involve D. country

Choose the sentence that has the same meaning with the given sentence :

6. We didn’t go on holiday because we didn’t have enough money.

 If we ………

7. The child will die if nobody sends for a doctor.

Unless……… …….. .

8.The trains couldn’t run because of the snow.

The snow……….

9. Don t put your feet on the chair, my mother said” ’ ”

 My mother ordered……….

10.I might go camping. My friends have invited me.(Use relative clause)

……….

Choose the best answer :

11.Everything is going well. We(have)……… ………. .any problem so far.

12.Look ! That man over there(wear)……… … ……. . ..the same sweater as you.

13.Lisa(go)………...to work yesterday. She wasn’t feeling well.

14.Most of the guests(leave)……… ….. by the time we arrived at the reception.

15.When she returned home from work, she(take)……… …….. .a bath.

16. he (tell) ……….. you where could we meet him?

17.If Tan Son Nhat Airport(be)……… …. ..clear of fog we will land there.
18.Kate is a very sociable girl. She can (make)……… …. .. friends easily
even though she is in a strange place.

19.Elvis Presley(die)……… ………. ..in 1997.

20.His short stories,(relative clause)………..usually had

unhappy endings, were collected and published.

21. Mr. Mills lost his job because he (be)………. late yesterday.

22.My sister(look)………..for you since yesterday.

23.If I(be)………...ten years younger, I would apply for the job.
24.I would like to know the reason(relative clause)...he decided to quit the job.
25.If she(take)...the train last night, she(be)...here now.

Preparing date: 07/11/2010 Teaching date: 10/11/2010

Class: 12B7,8,9,10

UNIT 7: economic reforms

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Theme: economic reforms

Unit 7 Reading

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: The changes brought about by the economic reforms.
- Language: Common knowledge of education, healthcare, agriculture,…

- New words: Words related to the topic (economic, medical and agricultural terms).
2. Educational aims:

- Students read and guess the meaning of words in contexts.
- They read and answer questions about the texts.

- They practice scanning for specific information in the texts.
3. Skills:

- Guessing meaning in context, scanning for specific information and passage comprehension.
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player, picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

Aims: to introduce the topic of the lesson
and to raise students' interest.

- Tell the class the differences between
schools (hospitals, houses) now and the past
ten years.

- How do farmers transport their farming
products now and how did they do ten years
ago?

- What make all of these changes?
Before you read : (7 minutes)

- Ask students (to work in pairs) to open
their books, look at the pictures, and do the
tasks that follow.

+ What can you see..?
+ Do you think…?

+ What, in your opinion, should…?

- Ask them to work in 3 minutes, meanwhile
the teacher moves round to help if necessary.
- Ask some pairs to report .

- Give some remark if necessary
While you read : (23 minutes)

- Ask students to look through the passage
and read in silence

- Help students read the passage

- Explain pronunciation and meaning of new
words which appear in the passage

- now: beautiful buildings, good
facilities,..

past: ….

now: tractors, motorbikes, …

past: human’s force or animal’s force.
- the development of economic.

- Things seen: a village, farmers, a buffalo,
some huts,…

A poor village, of course the farmers lead
a poor life.

Build a new road, change the cultivation
methods, …

- Listen to the teacher then read the
passages

- Ask some new words if necessary
- Read through the text find the new
words, try to guess the meanings of those
words in contexts:

+ National Congresses: Đại hội toàn quốc
+ renovation (n): đổi mới

+ under-developed (pp): chậm phát triển
+ inflation (n): lạm phát

+ stagnant (adj): tr× trƯ

+ government subsidies (n): sù bao cÊp
cđa chÝnh phñ

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Task 1 : (3 minutes)

- Ask students to read through the text once
to find out some new words, guess the main
idea.

- Explain new words (give the Vietnamese
equivalents), guide the sts to get the main
contents of the reading text.

- Ask students to work individually in 3
minutes to do this task.

- Guide students to read through the
passage , then focus on only the sentences
surrounding the suggested words to do the
task effectively.

- Give students some more words that may
be new/ unfamiliar to them.

- Guide the students to read the word in
chorus and individually.

Task 2: (4 minutes)

- Ask students to read the passage again and

choose whether the statements given are true
(T) or false (F).

- Ask them to work individually to do the
task and give the evidence to prove the keys.
- Move round to make sure that all students
are working and to help them if necessary.
- Ask some students to report and give
feedback.

Task 3: (6 minutes)

- Ask students to read the passage again then
work in pairs to ask and answer the
suggested questions.

- Walk round the class to give help if
necessary.

- Give suggested words, phrases or useful
suggestions.

- Correct the students’ work.
After you read : (8 minutes)

- Ask students to work in group to scan the
text again.

- Ask them to work in small groups of three
or four to talk about the text based on the

suggested points.

+ dissolve (v): tan r·

+ substantial (adj): lớn lao, đáng kể
- Get the meaning of some more words:
+ eliminate (v):….

+ intervention (n):…..

+ Vietnamese Communist Party
+ measure (n):……

+ promote (v):…..

+ economic reforms (n):…..
+ Land Law

+ Enterprise Law

- Work individually to read the text then
choose whether the statements given are
true (T) or false (F).

- Share the key with other sts.

1. F 2. F 3. T 4. F 5. T
- Find in the text the evidence to prove the
keys.

- Do the task in pairs:

A: When and by whom was …?

B: in 1986 by the Vietnamese Communist 
Party

A: What was the aim…?

B: to restructure the economy of Vietnam, 
to

Raise the living standard of the people.
A: Name the renovation measures…?
B: eliminated government subsidies.
 shifted economic priority…..of export.
 reduced state intervention in business.
 open trade relation…..the world.
 encourage foreign……investment.
A: How has Vietnam changed…?

B: productivity and agricultural export…
 farmers have enjoyed…..

workers have worked harder.
 children, especially from …, …
training.

A: What do we believe?

B: We believe that with the …..
VN before DM: economy

under-developed – country and poor people –
production stagnant – shortage of 
schools, hospitals – inflation.
Renovation measures:

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- Encourage them to use their own words.
- Ask one or two pairs to report.

4 Home work: (2 minutes)

- Write a passage to say what changes
you’ve seen in your village since the year
1986. compare to the past.

trade relation…..the world - encourage 
foreign……investment.

VN since DM: productivity and 
agricultural export -farmers have 
enjoyed…..- workers have worked 
harder. children, especially from …, …
training.

- Listen to the teacher

- Write down the homework to do at home.

Preparing date: 07/11/2010 Teaching date: 11/11/2010

Class: 12B7,8,9,10
The 39th Period

Grade 12

Theme: economic reforms

Unit 7 Speaking

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Economic reforms.

- Language: + The way to make suggestions or predictions.
+ The tenses.

- New words: words related to economic reforms.
2. Educational aim:

- Students work in pairs to describe the pictures.

- Students talk about measures and effects of the economic reforms in Fantasia.
3. Skills:

- Describing details in pictures.

- Talking about changes the new economic reform has brought about.
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, hand-outs ….

2.Students: Students ‘book , Students ‘workbook, textbook, board markers …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

Tell a short story to prove that the
renovation measures has apparently
changed the social and people’s lives
positively.

Pre-speaking : (12 minutes)
Task 1

- Explain the requirements clearly in

English “in your textbook, there are four
pictures. Now, what I would like you to
do is to look at them carefully and say
what they are about”

- Ask students to work in pairs to discus
the three questions and find the answers.

Listen and give one’s own ideas or story if
being asked.

- Work in pairs to discus the three questions
and find the answers.

A: What does each pair of picture tell you?
B: It tells us the contrast between the present
 and past situations.

A: What changes can you see in each pair
of…?

B: The new school and factory are much
bigger

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- Correct the students’ work and give
remark.

While-speaking : (15 minutes)
Task 2

- Explain the requirements “The country
of Fantasia started its overall
reforms…”.

- Divide the class into groups, asks each
group to discus a section:
Education Health
care

Agriculture

- Guide the students how to speak by
giving them useful suggestions:

+ They have………… so ……..
+ Due to the ………

+ Thanks to the………..
+ By applying……….

- Walk round from group to group to give
help if necessary.

- Encourage students to speak out what
they think even a phrase or a singular
word.

Post-speaking : (10 minutes)
Task 3

- Ask students to work individually to
summarize what they’ve discussed in
their own words.

- Move round to check the activities and
to make sure that students are working
effectively.

- Ask one or two students to report in
front of the whole class.

- Check and give remarks.

Homework: (3 minutes)

Name some measures we’ve made to
promote our economic system.

B: They must have taken some renovation
 measures.

- Correct the answers oneself.
Group 1: Education

S1: The government of Fantasia has changed
the curriculum and textbooks.

S2: They also provided schools with more
equipment and facilities.

S3: They build more schools and raised the
teachers salaries.’

S1: It is obvious that they……
Group 2: Health care

S1: Many hospitals have been built as well as
the doctors and nurses salaries have been’ ’
raised.

S2: Due to the government s policy, many’
more highly qualified doctors have worked to
improve the people s health.’

Group 3: Agriculture

S1: Fantasia has applied appropriate policy
to encourage farmers to work more efficiently,
and they have built more dykes and damps,
irrigation and drainage systems.

S2: They ve also applied new and advanced’
farming techniques, more facilities and
equipment.

S3: They use fertilizers, pesticides and
insecticides to protect their crops.

S1: The government of Fantasia has changed
the curriculum and textbooks. They also

provided schools with more equipment and
facilities. They build more schools and raised
the teachers salaries’ …

S2: Fantasia has applied appropriate policy
to encourage farmers to work more efficiently,
and they have built more dykes and damps,
irrigation and drainage systems. They ve also’
applied new and advanced farming
techniques, more facilities and equipment.
They use fertilizers, pesticides and
insecticides to protect their crops.

- Listen to the teacher.

- Write down the homework to do at home.

Preparing date: 14/11/2010 Teaching date: 16/11/2010

The 40th period
Grade 12

Theme: economic reforms

Unit 7 Listening

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I. Objectives:

1. Knowledge:

- General knowledge: Listen for specific information.
- Language: The present simple tense.

- New words: Words related to to the topic.
2. Educational aim:

-Students know the harm of taking drug.

3. Skills: - Listening and deciding on True or False statements.
- Listening comprehension

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)
- A story about an adductor.

Before you listen: (7 minutes)

- Ask students to work in pairs to ask
and answer the given questions.

- Guide the students to answer if
necessary.

- Give further information.

- Explain the words that will appear in
the listening text.

- Ask students to read in chorus then
individually.

While you listen: (20 minutes)
Task 1:

Ask students to read the statement at
least once first.

Ask them to guess the answers

Play the tape once then check how many
answers can students find.

Play the tape again.
Check and give remarks.

Call some students to say out their
answers and the evidences they get to
prove their answers.

Task 2:

- Ask them to guess the answers.

Play the tape once then check how many
answers can students find.

Play the tape again.
Check and give remarks.

- Call some students to say out their
answers and the evidences they get to
prove their answers

- Listen to the teacher.
- Work in pairs:

S1: Should drug-taking be banned?

S2: Yes, because it brings the users many
harm on not only their physical but also
mental health.

S1: Drug-taking is totally a social evil.
- Listen and repeat:

Tango discourage
Drug-taker rationally
Ruin solution
Unfortunately measures 
islanders

- Read the statement once to get the main
contents.

Listen to the tape and do the task.
Find evidences to each of the answers.
Represent if being asked.

Keys: 1. F, 2.F, 3. T, 4. T, 5. F, 6. F, 7. T,
8. T, 9. F

- Listen to the teacher’s explanation then
correct the answers oneself.

- Read the questions once to get the main
contents.

Listen to the tape and do the task.
Find evidences to each of the answers.
Represent if being asked.

1. They discovered a plant containing a
powerful drug.

2. They grew it all over the island.

3. The negative effects: people become lazy
 children did not go to school the

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After you listen: (10 minutes)

- In group, ask students to discus the
guided question, find the answer.

- Move around to help if necessary.
- Give remarks or even suggestions.

Homework: (3 minutes)

- Imagine you are an MP of Tango what
would you do to solve the problem.

shortage of food.

4. Measures: introduced a law to make the
drug illegal – put drug-takers into prison –
export the drug to other countries.

- Listen to the teacher’s explanation then
correct the answers oneself.

- In groups, ask and answer the question.
S1: Do you think that the Government of
Tango……?

S2: I don t agree with that solution because’
when they export the drug to other countries
the other peoples will suffer from the 
drug-taking problems, and other government will
face the same problems as theirs.

- Listen to the teacher’s guide to correct
oneself.

-Listen to the teacher and write down
homework to do at home.

Preparing date: 14/11/2010 Teaching date: 17/11/2010

The 41st period
Grade 12

Theme: economic reforms

Unit 7 Writing

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Writing a report on the economic development.
- Language: +The tenses.

+ Connectors (time expressions)
- New words: Words related to economic reforms.
2. Educational aim:

- Writing a report based on given information.
3. Skills: - Writing a report.

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, hand-outs ….

2.Students: Students ‘book , Students ‘workbook, textbook, board markers …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Free talk about the changes in one’s
home village during the renovation
process.

Pre-writing: (10 minutes)

- Explain as clearly as possible the
requirements “The table below presents
the results the Government…..”.

Do as required.

Exchange the ideas with others.
Listen to the teacher.

Get the task.

Work in pairs to do the task.

S1: What was the economic situation in
Tango before 1980?

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- Give clear task to students.
While-writing: (18 minutes)

Task 1

Ask students to look at Task 1.

In pairs, ask students to ask and answer
the questions.

Move around to give help.
Check and give remarks.

Task 2

- Explain the requirements: Writing a
report.

+ The economic situation of Tango
before 1980.

+ The measures taken by the
Government and the people of Tango
overcome the problems.

+ The achievement ( as presented in the
table) they have made as a result of the
reform.

- Ask students to work in groups to
write report.

- Walk round to give help if necessary.
Post-writing: (10 minutes)

- Ask some groups to represent their
work, ask other to give remark.

- Choose some good writing to read in
class and give remark.

4. Homework: (2 minutes)

- Ask students to rewrite the task at
home and prepare part Language Focus
at home.

under-developed.

S1: What can you say about the economic
situation in Tango from 1980 to 200?

S2: Many positive changes has made. The
economic situation in 2000 is much better
than the one in 1980.

S1: What do you think the ….?

S: They have taken positive measures….
Listen to the teacher to correct oneself.
Work in groups to do the task.

The Government and the people of Tango
started their overall economic reform in the
mid 1970s. Before that time the economy of
the country was in ruins………. . The
Government of Tango has taken a lot of
measures in order to promote the national
economy such as……. . Despite all
difficulties, the people of Tango ….. . After
all, they have received greater and greater
achievements….

Compare the result to the other groups.
Listen to the teacher’s explanations.

Exchange the writing to other groups to
check and give remarks.

- Represent the task on board if being asked.
Read the writing to get others’ remarks.
The Government and the people of Tango
started their overall economic reform in the
mid 1970s. Before that time the economy of
the country was in ruins………. . The
Government of Tango has taken a lot of
measures in order to promote the national
economy such as……. . Despite all
difficulties, the people of Tango ….. . After
all, they have received greater and greater
achievements….

Do as the teacher asked.

- Listen to the teacher and write down
homework.

Preparing date: 14/11/2010 Teaching date: 18/11/2010

The 42nd period
Grade 12

Theme: economic reforms

Unit 7 Language Focus

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Combining the sentences.

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- New words: Words related to the exercises
2. Educational aim:

- Strong form and weak form of auxiliaries. Adverbial clauses.
3. Skills:

- Writing sentences with adverbial clauses of concession.
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

1. warm up: (5 minutes)

- Introduce the lesson to the students.
2. Pronunciation: ( 15 minutes)

- Explain the way to use strong form
(emphasis, positive, stressed cases ), weak
form (interrogative, unstressed cases)
- Help students to know the pronunciation.
- Practice:

A: Can you speak English?
B: Yes, I can.

A: Must we go now?
B: I think we must.

A: Have you met Quang?
B: Yes, I have

A: Has she gone?
B: Yes, she has.
A: Shall we go now?
B: I think we ought to.

A: Will you come tomorrow?
B: Yes, I will.

A: Do you really have time for it?
B: Yes, I do.

3. Grammar and vocabulary: ( 23
minutes)

- Explain once again the “Clause of
concession”.

Though

Although S + V, S + V
Even though

Guide the students how to do the
exercises.

Divide the class into groups, ask them to
do the exercises.

- Walk round to give help if necessary.
Correct the students’ work if necessary.

- Listen to the teacher.

Get the teacher’s explanation.
Can /kæn/ (str) /kən/ (w)

Could /kud/

Must /mst/ (str) /məst/ (w)

Have /hæv/
Has /hæs/
Do /du/
Does /dz/

Is /iz/
Am / æ m/
Will /wil/
Shall /∫æl/

Practice reading in chorus or individually.
Exercise1:

Although it rained a lot, we enjoyed our
vacation.

Although we had planned everything
carefully, a lot of things went wrong.

Even though/ Although the doctor has
advised him to quit, Bob (still)….

Although it was cold and rainy, we managed
to go to class in time.

Although Luong has studied English only

for six months, he can …….

I didn t go to bed early although I was ’ …
Exercise 2:

Although I was very tired

Although I had never seen her before
although it was pretty cold

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4. Homework: (2 minutes)

- Ask students to revise the strong form
and weak form of auxiliaries, the use of
clause of concession, redo all the
exercises and prepare to correct the
second test at home.

although I d met her twice before’
although we have known ……..
Exercise 2:

we forget many things
they were very happy

he could speak/ read the language…
Although he had revised everything…
it is pretty cold/ there hasn t been’ ….

- Listen to the teacher and write down

homework to do at home

Preparing date: 21/11/2010 Teaching date: 23/11/2010

The 43rd period
Grade 12

Theme:

Correct the test

I. Objectives:

After this correction students will be clearer about the test they have just done. And have to know
how to try their best for the next test.

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , the test paper, key for the test ….
2.Students: Students ‘book , Students ‘workbook, some test paper …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)
- Greeting

- Ask students some questions on the
previous test

- Tell the aim of the period: correct the test
I.

Circle the best opitions to

complete the following passage :

(6 minutes)

- Repeat the question

- Get students to read the passage again
carefully

- Call some students to read out their
answers, and the others give remarks if it is
correct or not.

- Finally read the keys out aloud
II.

Choose the sentence that has the

same meaning with the given

sentence: (10 minutes)

- Repeat the question

- Get student to read the test again carefully
- Call some students to read out their
answers, and the others give remarks if it is

- Greeting

- Listen and understand the task
- Get ready for the lesson

- Look at their paper

- Compare the results with the others
- Get the correct answers from the keys

- Look at their paper

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correct or not

- Finally read the keys out aloud

III. Choose the word that

pronounced differently from the

others: (8 minutes)

- Repeat the question

- Get students to read the writing again
carefully

- Call some students to write their answers
on the board, and the others give remarks if
it is correct or not

- Finally read the keys out aloud
Keys:

IV.

Choose the best answer: (10

minutes)

- Repeat the question

- Show the listening script on the board or
read the passage again several times

- Get students toread the passage again
carefully

- Call some students to write their answers
on the board, and the others give remarks if
it is correct or not

- Finally read the keys out aloud

Homework: (4 minutes)

Prepare UNIT 8: life in the future

- Look at the writing again and compare
it with the others

- Correct the wrong sentences base on
the key

- Look at the writing again and compare
it with the others

- Correct the wrong sentences base on
the key

- Prepare UNIT 8: life in the
future

Preparing date: 21/11/2010 Teaching date: 24/11/2010

UNIT 8: life in the future

The 44th period

Grade 12

Theme: life in the future

Unit 8 Reading

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: The changes of the life in the future.

- Language: Common knowledge of the life and the environment….
- New words: Words related to the life and the economic, environment…
2. Educational aim:

- Students read and guess the meaning of words in contexts.
- They read and decide on True or False statements.

- They note taking and comprehend the passage.

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II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player, picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

Aims: to introduce the topic of the lesson and
to raise students' interest.

- Introduce the new lesson to the students.
Before you read : (7 minutes)

- Ask students to look at the picture ask and
answer the questions.

While you read : (23 minutes)

- Ask students to look through the passage
and read in silence

- Help students read the passage

- Explain pronunciation and meaning of new
words which appear in the passage

Task 1 : (3 minutes)

- Ask students to read through the text once to

find out some new words, guess the main
idea.

- Explain new words (give the Vietnamese
equivalents), guide the sts to get the main
contents of the reading text.

- Ask students to work individually in 3
minutes to do this task.

- Guide students to read through the passage ,
then focus on only the sentences surrounding
the suggested words to do the task effectively.
- Give students some more words that may be
new/ unfamiliar to them.

- Guide the students to read the word in
chorus and individually.

Task 2: (4 minutes)

- Ask students to read the passage again then
work in pairs to ask and answer the suggested
questions.

- Walk round the class to give help if
necessary.

- Give suggested words, phrases or useful
suggestions.

- Correct the students’ work.
Task 3: (6 minutes)

- Ask students to read the questions carefully.

- Listen to teacher.

- Look at the picture, listen to the teacher
then ask and answer the questions in the
book.

- Work in pairs.

- Listen to the teacher then read the
passages

- Ask some new words if necessary

- Work individually to read the text then
choose the words and phrases in the
passage:

- Share the key with other students:

Keys

1. Pessimists
2. optimists

3. economic depression
4. terrorism

5. wiped out
6. Space shuttle

- Listen to the teacher then do the task.
- Works in pairs:

Keys:

1 - Many large corporations will be
wiped out and millions of jobs will be
lost.

2 - The security of the earth will be
threatened by terrorist groups will
become more powerful and more
dangerous.

3 - People will be living in much cleaner
environment, breathing fresher air and
being looked after by …….

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- Ask students to read through the passage
again.

- Ask the class to do .

- Call some students to give the answers.

- Ask others students to correct.

- Give the true answers
After you read : (8 minutes)

- Ask students to work in group to scan the
text again.

- Ask them to work in small groups of three
or four to discuss the Advantages and
disadvantages of Robots

- Encourage them to use their own words.
- Ask some students to report.

Home work: (2 minutes)

- Review the reading and prepare the
speaking at home.

technology–computer and
telecommunication.

- Work individually to read the text then
choose the the words and phrases in the
passage:

- Share the key with other students:

Keys:

- Work: Factories, offices….

- Travel: Cars, space-shuttle, petrol, ….
- Listen to the teacher then do the task.
- Some students stand up to report their
discussions.

- Work in groups
- Listen to the teacher

- Write down the homework to do at home.

Preparing date: /2010 Teaching date: /2010

The 45th Period 
Grade 12

Theme: life in the future
Unit 8 Speaking

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: The life in the future.

- Language: + The way to make the life better in the future.

+ The tenses.

- New words: words related to the life in the future.
2. Educational aim:

- Talking about the life in the future.

- Discussing predictions about life in the future….
3. Skills:

- Discussing predictions about life in the future.
- Talking about changes the life in the future.
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, hand-outs ….

2.Students: Students ‘book , Students ‘workbook, textbook, board markers …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

Tell a short story to prove that the renovation

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people’s lives positively.
Pre-speaking : (12 minutes)
Task 1

- Guide students how to practise.
- Ask students to work individual.
- Walk around and help them.
- Call students to say.

- Correct their mistakes.

While-speaking : (15 minutes)
Task 2

- Guide students how to practise.
- Ask students to work in pairs.

- Help the students with new structures.
- Walk around and help them.

- Call some student to stand up and report before
the class.

- Correct their mistakes.
Post-speaking : (10 minutes)
Task 3

- Guide students how to practise.

- Ask students to work in groups

- Call some pairs of student to stand up and
practise.

- Correct their mistakes.
Homework: (3 minutes)

- Ask the students to prepare the listening at
home.

- Pair work.

- Practice answering the topic:
By the end of the 21st, Chinese
astronauts …… ………

By the end of the 21st, a new moon
city will have been opened….
- Listen to the teacher then
practise.

- Work in pairs.
Ex:

I think it is likely that by the end
of the 21st century …………
In my option, it is unlikely that
by the end of the 21st century
…………

………
- Free practices

- The students who are called
stand up to talk to the class about
their ideas.

- Listen to the teacher.

- Write down the homework to do at
home.

Preparing date: /2010 Teaching date: /2010

The 46th period
Grade 12

Theme: life in the future

Unit 8 Listening

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: By the end of the lesson ,students will be able to understand how to make
the life better and longer in the future.

- Language: The present simple tense and the simple future tense.
- New words: Words related to to the topic.

2. Educational aim:

- Listening, mastering the content of the tape.

- Doing the tasks fluently (true or false statements and the details).
3. Skills: - Listening and deciding on True or False statements.

- Listening for details.
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player, picture, board,
chalks, handouts,…

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III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)
- A story about age.

Before-listening: (7 minutes)
Before you listen:

- Ask students to look at the book and
answer the question in the book.

- Let them work in pairs.
- Listen and correct for them.
Listen and repeat

- Turn on the tape and ask students to
listen

- Let students listen again and repeat.
- Write some words on board and ask
students to read them aloud.

- Correct.

While-listening: (20 minutes)
Task 1:

Ask students to read the statement at least
once first.

Ask them to guess the answers

Play the tape once then check how many
answers can students find.

Play the tape again.
Check and give remarks.

Call some students to say out their
answers and the evidences they get to
prove their answers.

Task 2:

- Ask them to guess the answers.

Play the tape once then check how many
answers can students find.

Play the tape again.
Check and give remarks.

- Call some students to say out their
answers and the evidences they get to
prove their answers.

- Let students work in pairs.
After-listening: (10 minutes)

- In group, ask students to discus the
guided question, find the answer.

- Move around to help if necessary.
- Give remarks or even suggestions.

- Listen to the teacher.
Before you listen:
- Look at the book.
- Listen to the teacher.

- Ask and answer the question in the book.
- Work in pairs.

- Listen and repeat.
- Practise in pairs

- Read the new words aloud in chorus then in
dividual.

- Read the statement once to get the main
contents.

Listen to the tape and do the task.
Find evidences to each of the answers.
Represent if being asked.

Keys: 1. F, 2.F, 3. F, 4. T, 5. T.

- Listen to the teacher’s explanation then
correct the answers oneself.

- Read the questions once to get the main
contents.

Listen to the tape and do the task.
Find evidences to each of the answers.
Represent if being asked.

1. Eating more healthily food, cutting down
on things like butter, alcohol and cigarettes.
2. The development in medical science.
Because nobody dies from old age, just from
diseases that affect people when they get
older.

3. In ten years time AIDS will also be’
brought under control.

- Listen to the teacher’s explanation then
correct the answers oneself.

- In groups, discuss the advantages
disadvantages of having a very long life.
Example:

Advantages:

- Do many things they want to do/ enjoy life
more.

- See their children and grandchildren grow
up.

- Help their children and grandchildren.

- Children and grandchildren are happy
with them.

Disadvantages:

- Too weak to do things and often ill.

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4. Homework: (3 minutes)

- Ask students write things to do to have a
healthy and long life, and prepare part
writing at home.

and busy with their lives, and friends are
dead.

- Listen to the teacher’s guide to correct
oneself.

-Listen to the teacher and write down
homework to do at home.

Preparing date: /2010 Teaching date: /2010

The 46th period
Grade 12

Theme: life in the future

Unit 8 Writing

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Writing about some one's ideas or imagines.
- Language: +The tenses.

+ Connectors (time expressions)

- New words: Words related to the life in the future, environment….
2. Educational aim:

- Describing the world you would like to live in in the future .
3. Skills:

_ To practise students’ speaking and writing skills.

_ To help students to able to write about the ideal world they would like to live in the year 2020.
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , some pictures, hand-outs ….

2.Students: Students ‘book , Students ‘workbook, textbook, board markers …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Free talk about the life in the future.
Pre-writing: (10 minutes)

Task 1

- Ask student to read the request of task
one and translate.

- Explain them how to do the task
- give students the structures:
- guide them some new words.
- Walk around and help them.

- Call some to stand up and answer the
questions

- Correct.

While-writing: (18 minutes)

Task 2

- Ask student to read the request of task
two.

- Explain them how to do the task
- guide them to write.

Do as required.

Exchange the ideas with others.
- Listen to teacher.

- Write down
- Do on board.
- Report.
Ex:

+ conflict (n)
+ harmony (n)
+ materialistic (a).
Answer:

+ World: Peaceful, no war, no conflicts,
no threat of terrorism, people live is
harmony.

+ Employment: everyone has a job.

+ Environment: clean and healthy, less
noise, less population, having larger parks,

wild life is protected.

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- Walk around and help them.
- Call one to do on board.
- Correct.

Post-writing: (10 minutes)

- Ask some groups to represent their work,
ask other to give remark.

- Choose some good writing to read in
class and give remark.

Homework: (2 minutes)

- Ask students to rewrite the task at home
and prepare part Language Focus at home.

less violent and more loving
- Listen to the teacher.
- discuss and write down.
- work in groups.

- Compare the result to the other groups.
- Listen to the teacher’s explanations.

- Exchange the writing to other groups to
check and give remarks.

- Represent the task on board if being
asked.

Read the writing to get others’ remarks.
- Do as the teacher asked.

- Listen to the teacher and write down
homework.

Preparing date: /2010 Teaching date: /2010

The 47th period
Grade 12

Theme: life in the future

Unit 8 Language Focus

Time: 45 minutes

I. Objectives:

1. Knowledge:

- General knowledge: Combining the sentences.

- Language: Know how to use in, on, at, of, by, about, among, to, with….
 - New words: Words related to the exercises

2. Educational aim: - Contracted form of auxiliaries (continued).

- Prepositions and articles.

3. Skills:

_ To practise students’ pronunciation and writing skills.

_ To help students to be able pronounce the full forms and the contracted forms of auxiliaries
and introduce to them the use of some prepositions and articles.

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player, picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

1. Warm up: ( 5 minutes)

- Introduce the lesson to the students.
2. Pronunciation: ( 15 minutes)

_ play the tape and asks students to listen to
the sounds listed in their books.

_ asks students to listen to the tape then
repeat the words in chorus.

_ asks students to repeat the words
individually.

- Listen to the teacher.

Get the teacher’s explanation.

_ listen to the sounds listed in their books.
_ listen to the tape then repeat the words
in chorus.

_ some individuals repeat the words.
_ listen to the teacher’s correction.

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_ correct their pronunciation if necessary.
_ asks students to read the sentences
suggested individually.

_ can read the sentences first and notice the
sounds in words.

_ asks some students to read the sentences
aloud.

_ asks others to give comments then correct
their pronunciation if necessary.

3. Grammar: ( 23 minutes)
Exercise1:

_ explains how to change direct speech into
reported speech with gerund briefly then
give some examples to illustrate and asks
students to work in pairs to do the exercise
suggested.

_ asks students to discuss the answers with
their friends.

_ asks some of the students to do the
exercise orally.

_ asks others to give comments.

_ gives the suggested answers if necessary.
Exercise 2:

_ explains the example carefully.

_ asks students to work in pairs to do the
exercise suggested.

_ asks students to discuss the answers with

their friends.

_ asks some of the students to do the
exercise orally.

_ asks others to give comments.

_ gives the suggested answers if necessary.
4. Homework: (2 minutes)

- Ask students to revise the strong form and
weak form of auxiliaries, the use of
prepositions and articles, redo all the
exercises and prepare Test yourself C at
home.

individually.

_ listen to the teacher’s explanation.

_ work in pairs. Do the exercise given in
the textbooks.

_ discuss the answers with their friends
then correct the mistakes themselves.
_ discuss the answers with their friends.
_ some of the students to do the exercise
orally.

_ other students give comments.

_ take notes of the suggested answers.

Keys:

1. in, 2.of, 3.on, 4.at, 5.to,
6.in, 7.about, 8.for,

9. between, 10.to.

_ notice the teacher’s explanation.

_ work in pairs. Do the exercise given in
the textbooks.

_ discuss the answers with their friends
then correct the mistakes themselves.
_ some of the students to do the exercise
orally.

_ other students give comments.
_ take notes of the suggested answers.

Keys:

1.Ø, 2.Ø, Ø, Ø, 3. Ø. The. the, 4.the.

Ø, 5. the. Ø, 6.the. Ø, 7.the. Ø,
8.an.the.the, 9 Ø. the, 10. Ø, a.

- Listen to the teacher and write down

homework to do at home

Preparing date: /2010 Teaching date: /2010

The 48th period
Grade 12

Test yourself c

I. Objectives: After this lesson, students will be able to:

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

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player, picture, board,
chalks, handouts,…

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1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)
- Greeting

- Ask students something about the test yourself
C

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

I. Listening(2.5 points) (10 minutes)

- Present the task: Listen and complete the table
below

- Tell students the topic of the table
- Get students to look through the table
- Explain the meaning of new words

- After that turn on the tape of the passage aloud
twice

- Let students fill in the blanks with the words
they have just heard

- Go round the class to control the work

- Then turn on the tape of the passage the last
time for students to check their results

- Correct mistakes

II. Reading (2.5 points) (10 minutes)

- Present the task: Read the passage and choose
the statements are True or False.

- Get students to work in groups, discuss about
the passage

- Go round the class to control the discussion
- State the best option

- Correct mistakes

III. Grammar(2.5 points) (8 minutes)
- Recall the grammar of articles.

- Guide students how to do
- Give them some new words:
- Do the first as an example.
- Ask students to the exercise.
- Call the to on board.

- Go round the class to control the set’s activities
- State the keys

- Correct mistakes

IV. Writing(2.5 points) (7 minutes)
- Guide students how to write

- Give students some models and structures to
writes..

- Ask students to write.

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the
task

- understand the task

- Listen to the tape carefully

- Fill in the blanks with the words
they’ve just heard

- Correct mistakes
Keys:

1.B, 2. C, 3. A, 4. B, 5. C.

- Look at the textbook and listen to the
teacher then read the passage and
choose the statements are True or
False.

- Work in groups to discuss about the

passage

- Finish the task

- Compare their results with the other
groups, and correct.

Keys:

1. F, 2. F, 3. T, 4. T, 5. F.
- Listen to the teacher

- Work in groups to complete the
sentences

- Compare the results with the other
groups

- Correct mistakes
Keys:

1. The, 2. An, 3. Ø 4. The, 5. A, 6.

Ø.B

1. Although Nam worked very hard,
he didn't pass the exam.

2. Although I was very tired, I
couldn't sleep.

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- Call the to to on board.

- Go round the class to control the students’
activities

- Correct mistakes

Homework (5 minutes)
- Ask students:

+ to study all the lessons again

- Listen to the teacher carefully.

- Work in groups or in pairs then
write.

- Compare the results with the other
groups.

- Correct mistakes

- Study all the lessons again

Preparing date: /2010 Teaching date: /2010

The 49th period

Grade 12

Review for the first term- GRADE 12

Lesson 1– TENSE revision

I. 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- Educational aims:

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

3- Skills:

- Remembering the use of each tense in context.
ii.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.
iii.Procedure;

Theme Teacher's activities Student's activities

Organize

( 1 m')

1- Check the student's list

2- Arrange the seats if it's necessary - Monitor gives names of absent students

II.
Presentation

(35 m')

A- the present simple tense.

- T gives some examples on helping board or
handouts.

- Put the verbs into correct form

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

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

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

- Gives questions:

1. What are the affirmative form and negative
form?

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

- T feedback and correct.

- work in pair, study the examples
and answer 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.

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B- the past simple tense.

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

A1: I (go)… to bed at 10 p.m yesterday.
A2:She (visit)… HaNoi two years ago.
B1: They often (buy)… picture stories
when they were at sencodary school.
B2:Ann often (go)… out for lunch after
work.

C1: He (come)… home, (turn)… the
light, and (open).. the windows.

C2: I (run)… out of my office, (wave).. a
taxi, and (go) to Hellen's house.

- Gives questions:

1. What are the affirmative form and negative
form?

2. What are the uses of present simple?

- Call some pairs to answer.

- T feedback and correct.

C- the present continuous and past
continuous tense.

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

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

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

- They are playing
in the front garden.
B1: We are working
hard this week for
the coming exams.
B2: He is looking
for a job as a
journalist.

C1: Harry up. It is
getting dark.

C2: The price of
petrol is rising
rapidly.

D1: We are having a
party this Sunday
evening.

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

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

A2:They were

visiting Ho Chi

Minh museum

yesterdy morning.
B1: I was watching
TV while my wife
was cooking.

B2: while she was
studying, her
roommate 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?

* Expected answer;

I. form.

Affir: S + V-ed

Negat: S + did not + V-infinitive

II. use.

1- for completed action at definite
time.

2- for past habit

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

* Expected answer;

I. form.

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

II. use.
(1)

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

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

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

- T feedback and correct.

IV.
Summary

(2 m')

- T summarize the content of the lesson.

+ use and form of the verb - listen and understand

V.
Homework

(2 m')

- Assign home works: do exercise 2,3,4 page 7 (

English 12, workbook); exercise 1,2 page
18(English 12- student book)

- Prepare for tense revision: Revise the present
perfect, present perfect continuous, past perfect
continuous.

- Listen to the teacher

- Write down the homework to do at
home.

Preparing date: /2010 Teaching date: /2010

The 50th period
Grade 12

Review for the first term- GRADE 12

Lesson 2 – 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;

Theme Teacher's activities Student's activities

I.
Organize

( 1 m')

1- Check the student's list

2- Arrange the seats if it's necessary - Monitor gives names of absent students

II.
Presentation

(35 m')

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

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

- 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)

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1999. exhausted.

- Gives questions:

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

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

- T feedback and correct.

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 but don't mention
its comlete point of time.
2- for an action started in
the past and extended into
present used with Since;
For + time

(2)

1- for an action that
started in the past and
continue to present.
2- for an action that has
just finished often relates
to present result.

* Expected answer;

I. form.

S + had + PII

II. use.
(1)

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

- 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

IV.
Summary

(2 m')

- T summarize the content of the lesson.

+ use and form of the verb - listen and understand

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Homework

(2 m') student book) - Prepare for indirect speech; Revise the rules of
transforming directed into indirected.

- Write down the homework
to do at home.

Preparing date: /2010 Teaching date: /2010

The 51st period
Date : 06/ 12/ 2008
Grade 12

Review for the first term- GRADE 12
 Lesson 3 – Indirect speech
A. Objectives;

1- Knowledge: By the end of the lesson students will be able to;
- speak and write sentences in the reported speech.

3- Skills:

- Remembering the use of each kind of reported speech in context.
4- Education:

- study use of reported speech 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 the equivalent forms of Pronouns, adverbs in

reported speech .

C.Procedure;

Theme Teacher's activities Student's activities

I.
Organize

( 1 m')

1- Check the student's list

2- Arrange the seats if it's necessary - Monitor gives names of absent students

II.
Warm-up

(5 m')

III.
Presentation

(35 m')

*Rewrite these sentences in reported speech
- Ask Ss to do in 2 minutes

1. " I love my parents very much" Jane said.
Jane said………

2. " I am going to work in Ha Noi next month".
Peter said.

Peter said he……….

- Ask Ss to pay attention to the examples and give
remarks the indirect speech .

1. Tense?

2. Pronouns? ( personal, possessive, 
demonstrative)

3. Adverbs? ( place, time)

A. Grammar :Reported speech

- T give examples and ask Ss to give remarks.

I) We change the tenses of the verb if reported verb 
is simple past.

1, Reported speech: statement

Ex1: He said, "I have just bought a laptop today."
-> He said (that) he had bought a laptop that day.
Ex2: They said, " We are having a party for our
victory tomrrow."

- Rewrite these sentences.

- Present on the board.
- discuss and correct
* Expected answers:
1. Jane said she loved her
parents very much.

2. Peter said he was going to
work in HaNoi the month
after.

- feedback and take notes
- rewrite and correct

- Give remarks on the changes
of reported speech

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-> They said they were having a party for their
victory the following day.

+ What are the changes needed?

The needed changes are: Tense, pronouns, adverbs

2, Reported speech: questions
Basic rule :

S + asked + (O) + if /whether + S+ V....
S + asked + (O)+ W/ H... + S + V...

Ex1: “ Have you seen this film ?” Tom said. -> He

asked me if / whether I had seen that film.

Ex2: “ Where is the post office ? “ Jane said. -> She
asked me where the post office was.

3, Command and request

S + told/asked/ordered/reminded/warned... 
+ O + ( not ) + to + V....

Ex1" “ Keep silent!” He said. -> He told us to keep
silent.

Ex2: “ Don’t come late!” Peter said. -> He asked us not
to come late.

Ex3: " don't touch that machine. It's dangerous."
She said. -> She warned me not to touch that
machine as it was dangerous.

-Give notes : Special cases:

II) We don t change the ’ tenses of the verb in indirect

speech in the following cases:
1. An action happened at exact time .

“ I was born in 1998 “ -> He said he was born in 1998.
2. Conditional sentences ( types 2, 3 ).

- “ If I were you, I wouldn’t do that.”-> He said if he
were me, he would not do that.

3. Past subjunctives ( wish- clause; as if...)

-“ I wish I were a boy, “Mary said.-> Mary said she
wished she were a boy.

4, could , would , should, might, used to, ought to,
would rather, had better,....

- “ You had better not contact her,” he said to me.
-> He said to me I had better not contact to her.
5, general truths.

- “ The sun rises in the east.” -> He said the sun rises
in the east.

- Listen and write down the
rules.

- rewrite and correct the
sentences.

- Give remarks on the changes
of reported speech

- Listen to the teacher's
explaining and note down.
- Listen and write down the

rules.

- rewrite and correct the
sentences.

- Give remarks on the changes
of reported speech

- Listen to the teacher's
explaining and note down.
- Listen and write down the
rules.

- rewrite and correct the
sentences.

- Listen to the teacher's
explaining and note down.

IV.
Summary

(2 m')

- T summarize the content of the lesson.

+ give remarks on the basic rules. - listen and understand

V.
Homework

(2 m')

- Asign homeworks: exercise 1,2 page 38(English
12- student book) exercise 2,3,4 page 22 ( English
12, workbook)

- Prepare for passive voice and conditional
sientences: Revise the rules of transformation of
active to passive.

- Listen to the teacher

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Preparing date: /2010 Teaching date: /2010
The 52nd period

Grade 12

Review for the first term- GRADE 12

Lesson 4 – passive voice, Conditional sentence

A. Objectives;

1- Knowledge: By the end of the lesson students will be able to;
- use the correct passive sentence and conditional sentences.

3- Skills:

- Remembering the use of passive voice and conditional sentences.

4- Education:

- present wishes and passive speech 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 conditional sentence type1
and type2 in some cases.

C.Procedure;

Theme Teacher's activities Student's activities

I.
Organize

( 1 m')

1- Check the student's list

2- Arrange the seats if it's necessary - Monitor gives names of absent students

II.
Warm-up

(5 m')

- Ask some questions:

1. Do you know when was this school built at the first 
time?

2. How many pupils have been taught since 1999?
3. If you were the headmaster, what should be done to 
make our school better?

- Call some Ss to answer orally,

- Take note the answer on the board and feedback.
- Instroduce the revision grammar point.

Work in pairs.
- write down the answers
- give the answers orally.
- other ss give remarks on
the answers.

III.
Presentation

(35 m')

A. Grammar :
I) Passive voice.

- T give examples and ask Ss to give remarks.
Ex1: This bike is made of plastic.

Ex2: Her book was read by thousand of students last year.
Ex3: These rooms have been painted several times.

- Ask Ss to give remarks on the form.
1- form.

To be + Past participle (PII)

2- Rules of changing active to passive.
2.1) Subject, object, verb.

Ex1: VietNam exports rice.
-> Rice is exported by VietNam.

Active: Subject verb obiect
Passive:Subject be + PII by object
2.2) Tenses:

- study the examples and
give remarks on the form
- buid the form

- study the model

- give explaination to the
rules.

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Active tenses Passive tenses
- simple present

- simple past

- present continuous
- past continuous
- present perfect
- past perfect

- S + is/am/are + PII
- S + was/were + PII
- S +is/am/are + being + PII
- S +was/were+ being + PII
- S + has/have + been + PII
- S + had + been + PII

2.3) Modal verbs:( can, could, may, must, should…)

S + modal verbs + be + PII

Ex1: Our village may be flooded in the rain season.

II) Conditional and wish sentence.

1- Conditional sentence;

1.1) Conditional sentence type 1.

a- Form;

Ex1: If he visits us, I will tell him the truth.

If clause Main clause

S + V(simple present tense) S + will + V(infinitive)
b- Use;

b.1) express an real condition that is in present or may
happen in the future.

Ex1: If I have time, I'll visit you.

Ex2: He will get good marks if he studies harder.
b.2) Will" can be replaced by " can, may, must,
should)

Ex1: If you feel tired, you can stay at home.

Ex2: We may finish our before noon if we start now.
Ex3: If you want a good job, you must work hard now.

1.2) Conditional sentence type 2.

a- Form;

Ex1: If he lived next to us, we would ask him for help.

If clause Main clause

S + V(simple past tense) S + would + V(infinitive)
b- Use;

b.1) express an unreal condition that can't happen.
Ex1: If I were a millionaire, I would buy a luxury car.
Ex2: What would you do if you won 100.000$?

1.3) Conditional sentence type 2.

a- Form;

Ex1: If he lived next to us, we would ask him for help.

If clause Main clause

S + V(past perfect tense) S + would have + V(infinitive)
b- Use;

b.1) express an unreal condition in the past that
coundn't happen.

Ex1: If he had studied hard, he would have entered an
university.

Ex2: We wouldn't have missed the train if we had got 
up earlier.

* Notice:

If…not.. = Unless (trõ phi)

Ex1: If he doesn't call her, she will be unhappy.

- study the active

- give the equivalents to
passive

- write down

- study the model

- give explaination to the
form.

- write down

- study the models

- give explaination to the
use.

- write down

- study the model

- give explaination to the
form.

- write down
- study the models

- give explaination to the
use.

- write down

- study the model

- give explaination to the
form.

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-> Unless he call her, she will be unhappy.
2- wish, if only + clause ( giá mà)

2.1) unreal wish at present.
Ex1: I wish my life were better.

Ex2: If only he loved me, I would be the happiest 
woman.

2.2) unreal wish in the past.

Ex1: We wish she hadn't failed the exam.

Ex2: If only you had bought that house, we would 
have lived near the city center.

- study the models

- give explaination to the
use.

- write down

- listen to the teacher,
- take notes

IV.
Summary

(2 m')

- T summarize the content of the lesson.

+ give remarks on the basic rules. - listen and understand

V.
Homework

(2 m')

- Asign homeworks: exercise 1,2,3 page 50(English
12- student book) exercise 1,2,3 page 34 ( English 12,
workbook)

- Prepare for passive voice and conditional sientences:
Revise the rules of transformation of active to passive.

- Listen to the teacher

- Write down the homework to

do at home.

Preparing date: /2010 Teaching date: /2010

The 53rd period
Grade 12

Review for the first term- GRADE 12

Lesson 5 – Relative clauses, adverb clause of contrast

A. Objectives;

1- Knowledge: By the end of the lesson students will be able to;
- use relative clauses and adverb clause of contrast accurately.

3- Skills:

- Remembering the use of relative clauses and adverb clause of contrast.
4- Education:

- aware of the similarities of Vietnamese and English language through complex
sentences.

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 differences between defining and
non-difining clauses in some cases.

C.Procedure;

Theme Teacher's activities Student's activities

I.
Organize

( 1 m')

1- Check the student's list

2- Arrange the seats if it's necessary - Monitor gives names of absent students

II.
Warm-up

(5 m')

Gap-filling
- Ask Ss to do the task in pairs.

1, I really like the book … is writen by To Hoai.
2, The child… you saw at the party is Hellen's son.
3, I have been to the village… my parents used to live.
- Ask Ss to give the answer and explain the use of
relative pronouns.

- work in pairs

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- lead Ss to the new lesson.

III.
Presentation

(35 m')

A- Grammar.
I. Relative clauses.

1) Relative pronouns, relative averbs.

- Ask Ss to fill in the blanks with suitable relative
pronouns, relative adverbs.

Relative pronouns

1. The boy… sits behind me can speak 
Spanish.

2. The man… Jane loves is a film actor.
3. People… houses were damaged in the 
flood will receice 100$ from Government.
4. I like the the house… situated on the left 
bank of Huong river.

Relative adverbs

1. I can't remember the place… I left my 
keys.

2. Do you remember the day... the festival 
start?

3. I don't know the reason … he refused my 
help.

- Call some groups to give explainations to the use of
each relative of pronouns, relative of adverb.

2. Defining clause and Non-defining clause

- Ask Ss to discuss and explain the use of …

Defining clause Non-defining clause

1. This is the lady 
who saw the 
accident.

2. The car which 
Peter bought last 
week is made in USA.
3. The town where we
used to live is very 
quiet and peaceful.

1. Shakespeare, who 
wrote Romeo and 
Juliet, died in 1616.
2. David's house, 
which was built last 
year, is designed by a
French architect.
3. These horses, 
which are expensive, 
are mine.

- Call some groups to explain.

- Feedback and give clear definition.

3. Reduction of relative clauses.

* to reduce relative clause, we omit " relative pronouns
and the form of to be"

Ex1: The boy who is talking to Marry is my boyfriend.
-> The boy talking to Marry is my boy friend.

Ex2: The books the are on the table are mine.
-> The books on the table are mine.

II. Adverb clause of contrast.

1-

A dverb clause of contrast.

- Ask Ss to choose one of the words in the box to fill in
the blank of each sentence.

1. although, though, 
eventhough

2. While, whereas
3. yet

1. mặc dù
2. trong khi
3. tuy nhiên

- work in groups of 4
- give the answers orally
- explain the use of relative
pronouns.

1. "Who, whom, whose,
that" are used to modify
man

2. "Which, that" are used
to modify things.

3. "where" is used to
modify adverb of places.
4. "when" is used to

modify adverb of time.

- Study the examples and
discuss the use

- explain orally in front of
the class.

- other groups give
remarks.

- listen to the teacher's
feedback and notedown

- Study the examples and
discuss the use

- explain orally in front of
the class.

- other groups give
remarks.

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1. He didn't receive anything … he worked hard.
2. …. She had to do housework, her sister didn
't have to.

3. Some children like apple … others hate it.

4. He studied hard for the exam, … he failed again.

- Feedback, explain the use of adverb clause of 
contrast.

2- Noun- phrase of contrast.

+ In spite of + Noun/Pronoun ( mỈc dï)
+ Despite + Noun/Pronoun ( mỈc dï)
- Gives some examples

Ex1: In spite of bad weather, we managed to build the 
bridge.

Ex2: Despite of working hard, he earned a little money.

- Study the examples and
discuss the use

- listen to the teacher's
feedback and notedown

IV.
Summary

(2 m')

- T summarize the content of the lesson.

+ give remarks on the basic use of relative clauses. - listen and understand

Homework

(2 m')

- Asign homeworks: exercise 1,2 page 70- 1,2 page 82
(English 12- student book) exercise 4 page 41 - 2,3
page 47 ( English 12, workbook)

- Prepare for the examination of the first term.

- Listen to the teacher
- Write down the homework
to do at home.

Preparing date: /2010 Teaching date: /2010

UNIT 9: deserts

The 55th period

Grade 12

Theme: deserts

Unit 9 Reading

Time: 45 minutes

I. Objectives:

1. Educational aim:

- Guessing the meaning in the context. Deciding true or false statements
- Passage comprehesions and Understanding the humour of the story.
2. Knowledge:

- General knowledge: Lives of plants animals in deserts.

- Language: Common knowledge of the life of plants and animals in the deserts
- New words: Words related to the lives of plants and animals in deserts.

3. Skills:

- Guessing meaning in context, deciding on true or false and passage comprehension.
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

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II. Method:

- Integrated, mainly communicative.

III. Teaching aids:

-Picture, board, chalks, textbook, handouts,…

IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

Aims: to introduce the topic of the lesson
and to raise students' interest.

- Introduce the new lesson to the
students.

Before you read : (7 minutes)

- Ask students to look at the picture ask
and answer the questions.

While you read : (23 minutes)

- Ask students to look through the
passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of
new words which appear in the passage
Task 1 : (3 minutes)

- Ask students to read through the text
once to find out some new words, guess
the main idea.

- Explain new words (give the
Vietnamese equivalents), guide the sts to
get the main contents of the reading text.
- Ask students to work individually in 3
minutes to do this task.

- Guide students to read through the
passage , then focus on only the
sentences surrounding the suggested
words to do the task effectively.

- Give students some more words that
may be new/ unfamiliar to them.

- Guide the students to read the word in
chorus and individually.

Task 2: (4 minutes)

- Ask students to read the passage again
then work in pairs to choose the
statements are true or false.

- Walk round the class to give help if
necessary.

- Listen to teacher.

- Look at the picture, listen to the teacher
then ask and answer the questions in the
book.

- Work in pairs.

- Listen to the teacher then read the passages
- Ask some new words if necessary

- Work individually to read the text then
choose the the words and phrases in the
passage:

- Share the key with other students:

Keys:

1. Kéo dài, căng ra
2. Có cát,

3. Trắc lợng trên không

4. Hi a lý hong gia Austra
5. Thổ dân Australia

6. Cồn cát, đụn cát 7. độ dốc, dốc
thoai thoải

8. Dốc đứng, dốc ngợc 
9. Gò, ng

10. nh (gũ/ng)

11. Cỏ lá nhỏ mọc trên xa mạc

- Listen to the teacher then do the task.
- Works in pais:

Keys:

1. F, 2. F, 3. T,
4. F, 5. F, 6. T.

- Work individually to read the text then
answer the questions:

- Share the key with other students:

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- Give suggested words, phrases or useful
suggestions.

- Correct the students’ work.
Task 3: (6 minutes)

- Ask students to read the questions
carefully.

- Ask students to read through the
passage again.

- Ask the class to do .

- Call some students to give the answers.
- Ask others students to correct.

- Give the true answers

After you read : (8 minutes)
- Ask student to read the story.

Ask them for the humour of the story.
Explain.

Home work: (2 minutes)

- Review the reading and prepare the
speaking at home.

1. They are Great Victoria Deserts,
Gibbon….

2. It lies between Lake Eyre in the south,
the….

3. In 1845.

4. He was the President of the South….

5. They took camels across the desert.

6. In thwe western part, they are short,
mostly ….

7. Two. They are hummock grasses and
spinifex

- Read the story then answer.
- Work in groups

- Listen to the teacher

- Write down the homework to do at home.

Preparing date: /2010 Teaching date: /2010

The 56th Period 
Date: 04/ 01/ 2008
Grade 12

Theme: deserts

Unit 9 Speaking
Time: 45 minutes 
I. Objectives:

1. Educational aim:

- Explaining why some kind of trees and animals can exit in the deserts.

2. Knowledge:

- General knowledge: The lives of treas and animals in the deserts.
- Language: + The way to make the life better in the deserts.

+ The tenses.

- New words: words related to the trees and animals in the deserts.
3. Skills:

- Talking about nature features of the deserts.

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- Integrated, mainly communicative.
III. Teaching aids:

- Board, chalks, textbook, handouts.
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Ask students about the deserts of Australia.
Pre-speaking : (12 minutes)

Task 1

- Guide students how to practise.
- Ask students to work in pairs.
- Explaining some new worrds.

- Walk around and help them.
- Call students to say.

- Correct their mistakes.

While-speaking : (15 minutes)
Task 2

- Guide students how to practise.
- Ask students to work in pairs.

- Help the students with new structures.
- Walk around and help them.

- Call some student to stand up and report before
the class.

- Correct their mistakes.
Post-speaking : (10 minutes)
Task 3

- Guide students how to practise.
- Ask students to work in groups

- Call some pairs of student to stand up and
practise.

- Correct their mistakes.
Homework: (3 minutes)

- Ask the students to prepare the listening at
home.

- Answer teacher's question.

- Pair work.

- Practice answering the toppic:
I think banana can’t exit in desirt
because it is tropical plant but it is
vey hot in desert …..………

I think ….

- Listen to the teacher and do the
task.

Ex:

A. I think the climate in desert is
very rude. There is very little rain
and it is always very hot….

I think ……..

………
- Free practices

- The students who are called stand
up to talk to the class about their

ideas.

- Listen to the teacher.

- Write down the homework to do at
home.

Preparing date: /2010 Teaching date: /2010

The 57th period
Date : 06/ 01/ 2009
Grade 12

Theme: deserts

Unit 9 Listening

Time: 45 minutes

I. Objectives:

1. Educational aim:

- Listening, mastering the content of the tape.

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- General knowledge: By the end of the lesson ,students will be able to understand how to make
the lives in the deserts better.

- Language: The present simple tense.
- New words: Words related to to the topic.

3. Skills: - Listening and deciding on True or False statements.
- Listening for details and gap-filling.

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method:

- Intergrated, mainly communicative.
III. Teaching aids:

- Tape, cassetteplayer, board, chalks, textbook.
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (3minutes)

- Presentation

Before-listening: (7 minutes)
Before you listen:

- Ask students to look at the book and
answer the question in the book.

- Let them work in pairs.
- Listen and correct for them.
Listen and repeat

- Turn on the tape and ask students to listen
- Let students listen again and repeat.

- Write some words on board and ask
students to read them aloud.

- Correct.

While-listening: (25 minutes)
Task 1:

Ask students to read the statement at least
once first.

Ask them to guess the answers

Play the tape once then check how many
answers can students find.

Play the tape again.
Check and give remarks.

Call some students to say out their answers
and the evidences they get to prove their
answers.

- Listen to the teacher.
Before you listen:
- Look at the book.
- Listen to the teacher.

- Ask and answer the question in the
book.

- Work in pairs.
- Listen and repeat.
- Preactise in pairs

- Read the new words aloud in chorus
then in devidual.

- Read the statement once to get the main
contents.

Listen to the tape and do the task.
Find evidences to each of the answers.
Represent if being asked.

Keys: 1.T, 2.F, 3.T, 4.F, 5. T.

- Listen to the teacher’s explanation then
correct the answers onself.

- Read the questions once to get the main
contents.

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Task 2:

- Ask them to guess the answers.

Play the tape once then check how many
answers can students find.

Play the tape again.
Check and give remarks.

- Call some students to say out their
answers and the evidences they get to prove
their answers.

- Let students work inpairs.

Task 3:

- Ask students to read the question quickly.
- Guide students the how to do the task.
- let student listen one or twice times.

- Ask students to stand up and speak their
answers.

- Correct.

After-listening: (7 minutes)

- Ask students to discus the guided
question, find the answer then write about
deserts.

- Let them work in groups

- Move around to help if necessary.
- Give remarks or even suggestions.
Homework: (3 minutes)

- Ask students write things to do to have a
healthy and long life, and prepare part

Find evidences to each of the answers.
Represent if being asked.

Listen then answer.
Keys:

1. It examines deserts, what are they and
how they are formed

2. It is hot, dry and sandy place, it is a

beautiful land of silence and space. The
sun shines, the wind blow and time and
space seem endless.

3. Natural and human.

4. They contribute by eating every plant
they can find, this makes the land
become deserts.

- Read the questions once to get the main
contents.

Listen to the tape and do the task.
Find evidences to each of the answers.
Represent if being asked.

Listen then answer.
Keys:

1.90%, 2. smaller plants. 3. Prevent,
4.Spreading

5.Capital, 6.canals

- Listen to the teacher’s explanation then
correct the answers oneself.

- In groups, discuss the guided questions
and write about the deserts to correct

oneself.

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writing at home.

Preparing date: /2010 Teaching date: /2010

The 58th period
Date: 08/ 01/ 2009
Grade 12

Theme: deserts

Unit 9 Writing

Time: 45 minutes
I. Objectives:

1. Educational aim:

- Describing main features of a deserts.
2. Knowledge:

- General knowledge: Writing about the Sahara deserts.
- Language: +The tenses.

+ Connectors (time expressions)
- New words: Words related to the Sahara desert.
3. Skills:

_ To practise students’ speaking and writing skills.

_ To help students to able to write about the Sahara deserts
II. Method:

- Intergrated, mainly communicative
III. Teaching aids:

- Board, chalks, textbook and notebook.
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (3 minutes)
- Presentation

Pre-writing: (10 minutes)

- Ask student to read the request of task
one and translate.

- Explain them how to do the task
- give students the structures:
- guide them some new words.
- Walk around and help them.
- Corect.

While-writing: (20 minutes)

- Ask student to read the request of the
writing.

- Explain them how to do the task
- guide them to write.

- Walk around and help them.
- Call one to do on board.
- Corect.

- Listen to the teacher.
- Listen to the teacher.

- Try to understand the new words and phrases
in the table.

- Work in groups.

- Ask the teacher about the words or phrases if
can't understand.

- Listen to the teacher.
- discuss and write down.
- work in groups.

- Compare the result to the other groups.
Ex:

The Sahara is the largest desert in the world. It
is located in the Northern Africa. The desert
extends from…….

- Listen to the teacher’s explanations.

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Post-writing: (10 minutes)

- Ask some groups to represent their
work, ask other to give remark.

- Choose some good writing to read in
class and give remark.

Homework: (2 minutes)

- Ask students to rewrite the task at home
and preapare part Language Focus at
home.

check and give remarks.

- Represent the task on board if being asked.
Read the writing to get others’ remarks.
- Do as the teacher asked.

- Listen to the teacher and write down
homework.

Preparing date: /2010 Teaching date: /2010

The 59th period
Date: 10/ 01/2009
Grade 12

Theme: deserts

Unit 9 Language Focus

Time: 45 minutes
I. Objectives:

1. Educational aim: - Full and contracted forms of auxiliaries.
- So, but, however and therefore.

2. Knowledge:

- General knowledge: Combining the sentences.

- Language: Know how to use so, but, however and therefore.
 - New words: Words related to the exercises.

3. Skills:

_ To practise students’ pronunciation and writing skills.

_ To help students to be able pronounce the full forms and the contracted forms of auxiliaries
and introduce to them the use of so, but, however and therefore.

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method:

- Intergrated, mainly communicative.
III. Teaching aids:

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Teacher s activities’ Students activities’ Notes

1. Warm up: ( 3 minutes)

- Introduce the lesson to the students.
2. Pronunciation: ( 15 minutes)

_ play the tape and asks students to listen to
the sounds listed in their books.

_ asks students to listen to the tape then
repeat the words in chorus.

_ asks students to repeat the words
individually.

_ correct their pronunciation if necessary.
_ asks students to read the sentences
suggested individually.

_ can read the sentences first and notice the
sounds in words.

_ asks some students to read the sentences
aloud.

_ asks others to give comments then correct
their pronunciation if necessary.

3. Grammar: ( 25 minutes)
Exercise1:

- Giude students how to do
- Do the first as an example.
- Ask students to to the exercise.
- Call the to to on board.

- go round to help students if necessary
- Explain and correct.

Exercise 2:

_ explains the example carefully.

_ asks students to work in pairs to do the

exercise suggested.

_ asks students to discuss the answers with
their friends.

_ asks some of the students to do the exercise
orally.

_ asks others to give comments.

_ gives the suggested answers if necessary.

- Listen to the teacher.

Get the teacher’s explanation.

_ Listen to the sounds listed in their
books.

_ Listen to the tape then repeat the
words in chorus.

_ Some individuals repeat the words.
_ Listen to the teacher’s correction.
_ Read the sentences suggested
individually.

_ Listen to the teacher’s explanation.
_ work in pairs. Do the exercise given
in the textbooks.

_ Discuss the answers with their friends
then correct the mistakes themselves.
_ Some of the students to do the
exercise orally.

_ Other students give comments.
_ Take notes of the suggested answers.

Keys:

1. So 5. So
2. But 6. But
3. So 7. But
4. But 8. So

_ Notice the teacher’s explanation.
_ Work in pairs. Do the exercise given
in the textbooks.

_ Discuss the answers with their friends
then correct the mistakes themselves.
_ Some of the students to do the
exercise orally.

_ Other students give comments.
_ Take notes of the suggested answers.

Keys:

1. But 5. But
2. However 6.However
3. Yet 7. However
4. So 8. But

_ Listen to the teacher’s explanation.
_ work in pairs. Do the exercise given
in the textbooks.

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Exercise 3:

_ explains the example carefully.

_ asks students to work in pairs to do the
exercise suggested.

_ asks students to discuss the answers with
their friends.

_ asks some of the students to do the exercise
orally.

_ asks others to give comments.

_ gives the suggested answers if necessary.

4. Homework: (2 minutes)

- Ask students to revise the strong form and
weak form of auxiliaries, the use of

connections, redo all the exercises and
prepare unit 10 at home.

then correct the mistakes themselves.
_ Some of the students to do the
exercise orally.

_ Other students give comments.
_ Take notes of the suggested answers.

Keys:

1. Therefore, 2. So, 3.So,
4. Therefore, 5. However,
6. Therefore, 7. So,

8. However.

- Listen to the teacher and write down
homework to do at home

Preparing date: /2010 Teaching date: /2010

UNIT 10: endanger species

The 60th period

Date : 12/ 01/ 2009
Grade 12

Theme: endanger species

Unit 10 Reading

Time: 45 minutes

I. Objectives:

1. Educational aim:

- Students read and guess the meaning of words in contexts.
- They read and answer questions about the texts.

- They practice scanning for specific information in the texts.
- Finding supporting evidence .

2. Knowledge:

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- Language: Common knowledge of environment,…

- New words: Words related to the topic (endangered animals,plants....)
3. Skills:

- Guessing meaning in context, scanning for specific information and passage comprehension.
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method:

- Integrated, mainly communicative.

III. Teaching aids:

-Picture, board, chalks, textbook, handouts,…

IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

Aims: to introduce the topic of the lesson and
to raise students' interest.

- T hang out some pictures in and asks Ss to
answer the questions.

1. what do you see in the pictures?

2. Which of them are in danger of becoming

extinct?

Before you read : (7 minutes)

- Ask students (to work in pairs) to open their
books, look at the pictures, and do the tasks that
follow.

+ which of the animals and insects below can
be found in VietNam?

+Which of them are in danger of becoming
extinct?

- Ask them to work in 3 minutes,

- Teacher moves round to help if necessary.
- Ask some pairs to report .

- Give some remark if necessary
Pre-teaching vocabulary:
To Endanger: (v) gây nguy hiểm

Destructio(n) sự phá hoại .nguyen nhân gây ra
cái chết

Commercial(adj):(thuộc )buôn bán

Drainage(n): sự rút nớc,hệ thống cống rÃnh
Deforestration,urbanization (sự thành thị hoá

While you read : (23 minutes)

- Ask students to look through the passage and
read in silence

- work in pair to answer the questions
1.tortoise,rhinoceos,monkey,

elephant,leopard,,parrot

2.elephant,leopard, rhinoceos are in
danger

necessary

+tortoise, rhinoceros,elephant,

monkey,mosquito.

+rhinoceros,leopard, elephant

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- Help students read the passage

- Explain pronunciation and meaning of new
words which appear in the passage

Task 1 : (3 minutes)

- Ask students to read through the text once to
find out some new words, guess the main idea.

- Explain new words (give the Vietnamese
equivalents),.

- Ask students to work individually in 5 minutes
to do this task.

- Guide the students to read the word in chorus
and individually.

-Give correct answers
Task 2: (4 minutes)

- Ask students to read the passage again and
choose A,B,C,D to complete the following
sentencesabout the reading passage

- Ask them to work individually to do the task
and give the evidence to prove the keys.

- Move round to make sure that all students are
working and to help them if necessary.

- Ask some students to report and give
feedback.

Task 3: (6 minutes)

- Ask students to read the passage again then
work in pairs to find evidence in the passage to
support these statements

- Walk round the class to give help if necessary.
- Give suggested words, phrases or useful
suggestions.

- Correct the students’ work.
After you read : (8 minutes)

- Ask students to work in group to scan the text
again.

- Ask them to work in small groups of three or
four to summarise the reading passage by
writing one sentence for each paragraph.

- Encourage them to summarise the reading
passage.

- Ask one or two pairs to report.

- Read through the text find the new
words, try to guess the meanings of
those words in contexts:

- Work individually to read the text
and do task 1

1.C
2.D
3.A
4.B

- Listen to the teacher

- Write down the correct answers

- Read through the text find the new
words,

- Work in pair to answer the questions
1.D

2.B
3.A
4.A
5.D

- Read through the text find the new
words,

- Work in pair to give evidence in the
passage to support these statements.
1.The first sentence of the second
passage.

2.The third passage.
3.The fourth .

- Work in group to summarise the
reading passage.

1.Over 24 thousand plant and animal
species all over the world are
classified as endangered.

2.The main causes of extinction or
endangerment are habitant destruction

,commercial exploitation and

population.

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Home work: (2 minutes)

- Ask Ss to do exercises at paage 65-68 in the
students’workbook.

as it provides food ,clean
air,water,fertile soil and other
products.

4.Different efforts have been made to
conser endangered species.

5.The task of conservation should be

shared by international

organization,govermental agencies
,industry and individuals.

- Do homework

Preparing date: /2010 Teaching date: /2010

The 61st Period
Date 15/ 01/ 2009
Grade 12

Theme: endanger species
Unit 10 Speaking

Time: 45 minutes

I. Objectives:

1. Educational aim:

- Students work in pairs to ask anh answer some questions about endangered animals
- Students talk about the information of some endangered animals

2. Knowledge:

- General knowledge: endangered animals

- Language: + The way to make suggestions or predictions.
+ The tenses.

- New words: words related to endangered species.
3. Skills:

- Talking about the information of some endangered animals
II. Method:

- Integrated, mainly communicative.
III. Teaching aids:

- picture, board, chalks, textbook, handouts.
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

Hang out the pictures of 4 animals and ask
Ss to give the name of them

While-speaking (25 minutes)
Task 1:

- Look at the pictures ang give the
name of 4 animals

1.It is a tiger

2.It is a rhino
3.It is a pandal
4.It is an elephant

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Ask and answer the following the questions.
- Ask students to work in pairs to discus the
four questions and find the answers.

- Move round to make sure that all students
are working and to help them if necessary.
- Ask some students to report and give
feedback.

- Correct the students’ work and give
remark.

Task 2

Ask and answer questions about 4
endangered animals.

- Aks Ss to read the information about the
gait panda,tiger,rhino,elephant.

- Explain how to do task 2

- Walk round from group to group to give
help if necessary.

- Encourage students to speak out what they

think even a phrase or a singular word.

_T check ang give feedback.

Task 3:

Take turns to give an oral report on the
animals mentioned in task 2

-T ask Ss to work in group to do task 2.
- Walk round from group to group to give
help if necessary.

- Encourage students to speak out what they
think .

Post – speaking(10)

- Ask students to work individually to
summarize what they’ve learnt in unit 10.

questions and find the answers.
1.Pandal ,rhino,tiger,elephant.

2.We can find these animals in the
forests in Asia,Afica,etc

3.Rhino can be used for medicine
4.All of them are in danger.

- Listen to the teacher
- work in pair to do task 2
A:where do gaint pandas live?

B: They live in bamboo forests in the
mountain in central and western China
A: What is the population of pandas in
the world?

B: Only about 600.
A: How are they?
B: about 1.2 to 1.5m

A How much do they weigh?
B: About 75 kg to 160 kg
A: what do they eat
B:Bamboo

A: Why are they in danger?

B: People destroy their habitat and hurt
them for trade.

- Work in group to give an oral report.
Group 1: Giant pandas live in bamboo
forests in the moutain in Western China
.only about 600 pandas are living
there.They attain a height of 1.2m to
1.5m and wigh from 75kg to 160 kg
they are in danger because People

destroy their habitat and hurt them for
trade.

Group 2: Rhino
Group 3:tiger
Group 4 elephant

-Students work individually to
summarize what they’ve learnt in unit
10.

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- Move round to check the activities and to
make sure that students are working
effectively.

- Ask one or two students to report in front
of the whole class.

- Check and give remarks.
Homework: (3 minutes)

Name some measures we’ve made to protect
the endanger animals

Preparing date: /2010 Teaching date: /2010

The 62nd period
Date : 19/ 01/ 2009
Grade 12

Theme: endanger species
Unit 10 Listening

Time: 45 minutes

I. Objectives:

1. Educational aim:

-Students know the life of gorillas
2. Knowledge:

- General knowledge: extensive listening: Multiple-choice questions.
Gap filling

- Language: modal verbs

- New words: Words related to to the topic.

3. Skills: - Listening and deciding on True or False statements.
- Listening comprehension

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method:

- Intergrated, mainly communicative.
III. Teaching aids:

- Tape, board, chalks, textbook.
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Rearange the letters to make a meaningful
word

GOLLARI

- Listen to the teacher.

- Work in pairs to Rearrange the letters
to make a meaningful work.

GORILIA

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Pre-listening: (7 minutes)

- Ask students to work in pairs to discuss and
choose the best answer A,B,C

- Guide the students to answer if necessary.
- Give further information.

- Explain the words that will appear in the
listening text.

- Ask students to read in chorus then
individually.

While-listening: (20 minutes)
Task 1

- Ask students to read the statement at least
once first.

- Ask them to guess the answers

- Play the tape once then check how many
answers can students find.

- Play the tape again.
- Check and give remarks.

- Call some sts to say out their answers and

the evidences they get to prove their
answers.

Task 2

- Ask them to guess the answers.

- Play the tape once then check how many
answers can sts find.

- Play the tape again.
- Check and give remarks.

- Call some students to say out their
answers and the evidences they get to prove
their answers

correct answers
- Listen and repeat:
Gorilla

Sociable
Sub-adult
Nest

Bared teeth
Silverback
Civil war
Forest rangers

-Read the statement once to get the main
contents.

- Listen to the tape and do the task.
- Find evidences to each of the

answers.

- Represent if being asked.
Keys:

1.A
2.B
3.D
4.B
5.C

- Listen to the teacher’s explanation
then correct the answers onself.

- Read the questions once to get the
main contents.

- Listen to the tape and do the task.
- Find evidences to each of the

answers.

- Represent if being asked.
1.peaceful

2.plant – eating

3.a few females and their young
4.plants and a few insects

5.in trees
6.in grasses
7.civil war

8.forests being cut down

- Listen to the teacher’s explanation then
correct the answers oneself..

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After-listening: (10 minutes)

- In group, ask students to summarise the
main ideas of the passage ,using the
information and the answers in task 1 and 2.
- Move around to help if necessary.

- Give remarks or even suggestions.
Homework: (3 minutes)

- in not more than 80 words write about the
life of a gorilla

-Work in group to summarise the main
ideas of the passage

-Listen to the teacher and write down
homework

Preparing date: /2010 Teaching date: /2010

The 63rd period
Date: 02/ 02/ 2009
Grade 12

Theme

:

endanger species

Unit 10 Writing
Time 45 minutes
I. Objectives:

1. Educational aim:
 - Writing a report.
2. Knowledge:

- General knowledge: Writing about measures to protect endangered species and possible results
- Language: +The tenses.

+ Connectors

- New words: Words related to endangered species
3. Skills:

- Writing a report.
II. Method:

- Intergrated, mainly communicative
III. Teaching aids:

- A picture, board, chalks, textbook.
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

Fill in the chart with some informatio n about
endangered species’ problems.

Endangere

d species causes Measuresto save
them

+tiger Habitat

destruction Provideenough

- Do as required.

- Exchange the ideas with others.
- Listen to the teacher.

- Get the task.

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wildlife
hanitat
reserves

Pre-writing: (10 minutes)

- Explain as clearly as possible the way to write
a passage

+topic sentence
+supporting idea
+supporting idea
+Concluding sentence

+conectors:first,second,third....
While-writing: (18 minutes)
Task 1

- Ask students to look at Task 1.

- In pairs, ask students to ask and answer the
questions.

- Move around to give help.
- Check and give remarks.

Task 2

- Explain the requirements: Writing a paragraph
- Ask students to work in groups to write

paragraph.

- Walk round to give help if necessary.

- Listen to the teacher to correct
oneself.

- Work in groups to do the task.

- Listen to the teacher.
- Get the task.

- Work in pairs to do the task.

- Listen to the teacher to correct
oneself.

Work in groups to do the task

1.We should have different activities
to raise people ‘s awareness of the
need to protect these animals.

2.Goverments should raise sufficient
funds for projects to save endangered
animals.

3.Humans must keep water ,air,and
land clean to preserve natural habitats
for wild animals.

4.Goverments should have a good
policy to improve the life of people
who live in or near endangered
animals’ habitats

- Compare the result to the other
groups.

- Listen to the teacher’s
explanations.

- Exchange the writing to other
groups to check and give remarks.
- Represent the task on board if being
asked.

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Post-writing: (10 minutes)

- Ask some groups to represent their work, ask
other to give remark.

- Choose some good writing to read in class and
give remark.

Homework: (2 minutes)

- Ask students to rewrite the task at home and
preapare part Language Focus at home.

- Do as the teacher asked.

- Listen to the teacher and write down
homework.

Preparing date: /2010 Teaching date: /2010

The 64th period
Date: 04/ 02/ 2009
Grade 12

Theme: endangered species
Unit 10 Language Focus
Time: 45 minutes

I. Objectives:

1. Educational aim:
- Pronuciation.
- Rhythm
2. Knowledge:

- General knowledge: modal verbs: may, might,must’nt,
- Language: may, might,must, must’nt...

- New words: Words related to the exercises
3. Skills:

- Writing sentences with adverbial clauses of concession.
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method:

- Intergrated, mainly communicative.
III. Teaching aids:

- Board, chalks, textbook and notebook.
IV. Procedure:

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1. Pronunciation:( 15 minutes)
- Explain the way to stress
syllables

- Help students to know the
pronunciation

- Play the tape

- Ask Ss to repeat

- Listen to Ss and check

2. Grammar and vocabulary:( 28
minutes)

- Explain once again Modal

verbs(may ,might,must,musn’t

,needn’t
Remarks:

- May ,might đợc dùng để chỉ một
khả năng .

- Must đợc dùng để chỉ một trách
nhiệm hoặc một bổn phận .must có
nghĩa phải làm ,không có sự lựa
chọn

- Need dỵc dïng dể diễn tả sự cần
thiết

Practice
Exercise 1:

- Guide the students how to do the
exercises.

- Divide the class into groups, ask
them to do the exercises.

- Walk round to give help if
necessary.

- Correct the students’ work if
necessary.

- Get the teacher’s explanation.
1.Tell me the time.

2. Show me the way .

3. Some carrots and cabbages
4.Come for a swim

5.The clock on the mantelpiece
6. I think he wants to go tomorrow
7.It’s not the one I want.

8.Most of them have arrived on the bus

9.Walk down the path to the end of the canal
10.I’m going home today for Christmas
11.A bird in the hand is

worth two in the bush.

12. If you don t have’ the best ,make the best of
what you have.

- Practice reading in chorus or individually.
-Listen to the teacher and copy

-Work in group to do exercises
Exercise1:

1. might rain

2. may/might wake
3. may/might bite
4. may/might need
5. may/might slip
6. may/might break.
Exercise 2:

1.needn’t come
2.needn’t walk
3.needn’t ask
4.needn’t tell
5.needn’t explain.
Exercise 3:

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3. Homework: (1 minute)

- Ask students to review the lesson
and do the language task students’
workbook and prepare Test yourself

D at home.

- Listen to the teacher and write down correct
answers

- Do homework at home

Preparing date: /2010 Teaching date: /2010

The 65th period
Date : 05/ 02/ 2009
Grade 12

Test yourself D

I. Objectives: After this lesson, students will be able to:

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

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Integrated, mainly communicative.

II. Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs…
IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

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- Ask students something about the test yourself
D

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

I. Listening(2.5 points) (10 minutes)

- Present the task: Listen and complete the table
below

- Tell students the topic of the table
- Get students to look through the table
- Explain the meaning of new words

- After that turn on the tape of the passage aloud
twice

- Let students fill in the blanks with the words
they have just heard

- Go round the class to control the work

- Then turn on the tape of the passage the last
time for students to check their results

- Correct mistakes

II. Reading (2.5 points) (10 minutes)

- Present the task: Read the passgae and choose
the statements are True or False.

- Get students to work in groups, discuss about
the passage

- Go round the class to control the discussion
- State the best option

- Correct mistakes

III. Grammar(2.5 points) (8 minutes)
- Recall the grammar of articals.

- Giude students how to do

- Give them some newwords:
- Do the first as an example.
- Ask students to to the exercise.
- Call the to to on board.

- Go round the class to control the set’s
activities

- State the keys
- Correct mistakes

IV. Writing(2.5 points) (7 minutes)
- Giude students how to write

- Give students some models and structures to
writes..

- Answer teacher’s questions

- Look at the book and listen to the
task

- understand the task

- Listen to the tape carefully

- Fill in the blanks with the words
they’ve just heard

- Correct mistakes

Keys:

1. bamboo shoots, leaves, 2. 12, 3.
600, 4. half,

5. cloning (the panda).

- Look at the textbook and listen to
the teacher then read the passage and
choose the statements are True or
False.

- Work in groups to discuss about the
passage

- Finish the task

- Compare their results with the other
groups, and correct.

Keys:

1. F, 2. N, 3. T, 4. T, 5. T.
- Listen to the teacher

- Work in groups to complete the
sentences

- Compare the results with the other
groups

- Correct mistakes
Keys:

1. needn’t, must, mustn’t, 2. mustn’t,
3. needn’t, must, 4. mustn’t,

5. mustn’t, 6. mustn’t,
7. needn’t.

- Listen to the teacher carefully.

- Work in groups or in pairs then
write.

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- Ask students to write.
- Call the to to on board.

- Go round the class to control the students’
activities

- Correct mistakes

Homework (5 minutes)
- Ask students:

+ to study all the lessons again

- Correct mistakes

- Study all the lessons again

Preparing date: /2010 Teaching date: /2010

UNIT 11: Books

The 66th period

Date : 06/ 02/ 2009
Grade 12

Theme:

Books

Unit 11 Reading
Time: 45 minutes

I. Objectives:

1. Educational aim:

- Students read and guess the meaning of words in contexts.
- Deciding on true or false statement.

- Passage cpmprehension
2. Knowledge:

- General knowledge: Ss know many advantages of reading books
- Language: Common knowledge of books

- New words: Words related to the topic

3. Skills:

- Guessing meaning in context, scanning for specific information and passage comprehension.
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method:

- Integrated, mainly communicative.

III. Teaching aids:

-Picture, board, chalks, textbook, handouts,…
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

Aims: to introduce the topic of the lesson and
to raise students' interest.

-Ask SS to look at the pictures in the text book
and answer some questions:

1.what are they doing?

-Work in pair to answer the questions.
1.they are reading books

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2.can you name some advantages of reading
books?

-Ask Ss to work in pair to answer the questions
-T goes around to help if neccesary

Before you read : (7 minutes)

- Ask students (to work in pairs) to open their
books, look at the pictures, and do the tasks
that follow.

1.Do you often read books?

2.What kind of books do you enjoin reading
most/least?

3.How do you read books?

- Ask them to work in 3 minutes, meanwhile
the teacher moves round to help if necessary.
- Ask some pairs to report .

- Give some remark if necessary
While you read : (23 minutes)

- Ask students to look through the passage and
read in silence

- Help students read the passage

- Explain pronunciation and meaning of new
words which appear in the passage

Task 1 : (3 minutes)

- Ask students to read through the text once to
find out some new words, guess the main idea.
- Explain new words (give the Vietnamese
equivalents), guide the sts to get the main
contents of the reading text.

- Ask students to work individually in 5
minutes to do this task.

- Guide students to read through the passage ,
then focus on only the sentences surrounding
the suggested words to do the task effectively.

- Give students some more words that may be
new/ unfamiliar to them.

- Guide the students to read the word in chorus
and individually.

Task 2:

Decide whether the statements given in task 2
page 120 are true ,false or not mentioned

- Ask students to work individually in 5
minutes to do this task.

- Guide students to read through the passage ,
then focus on only the sentences surrounding
the suggested words to do the task effectively.
- Call on some Ss to do task 2 on the board
- Check

Task 3: (4 minutes)

- work in pair to answer the question.
1.usually

2.Ennglish books
3.every time

- Work individually to read the text
then do task 1

1.swallow:nuốt(đọc ngốn ngấu)
2.dip into:chấm qua loa(đọc qua loa)
3.taste:nếm(đọc thử ,qua loa)

4.hard-to-pick –up-again:khó cú th
cm lờn li c)

5.digest:tiêu hoá

6.chew:nhai(nghiền ngẫm)

7.hard-to –put –down:không thể đặt
xuống

Work in pair to give answers.
- Share the key with other Ss.
1.NM

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

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- Ask students to read the passage again and
answer th equestions

- Ask them to work individually to do the task
and give the evidence to prove the keys.

- Move round to make sure that all students
are working and to help them if necessary.
- Ask some students to report and give
feedback.

After you read : (8 minutes)

- Ask students to work in group to scan the
text again.

- Ask them to work in small groups of three or
four to do the task.

- Ask one or two pairs to report.

- Move round to make sure that all students
are working and to help them if necessary.
- Ask some students to report and give
feedback.

Home work: (2 minutes)

- Do exercise 1 and two at page 71,72,73 in
the students’ workbook

- Do the task in pairs:
- Answer the questions.
1. Three

2.When you find a good story and have
time to enjoin it.

3.Read a few pages to see it it’s the one
you can easily read and understand.
4.Television can bring you all the
information and stories with colour
picture and action.

5.Books are still a cheap way to get
information and entertainment ;you can
keep a book forever and read it many
times.

- Listen to the teacher

- Work in group to do the task.
a.thriller

b.romance
c.novel
d.science
e.craft
f.fiction
g.comic

h.biograph

- Write down the homework to do at home.
The 67th Period

Date: 08/ 02/ 2009
Grade 12

Theme:

Books

Unit 11 Speaking
Time: 45 minutes

I. Objectives:

1. Educational aim:

- Asking and answering about reading habits
- Talking aboout characters in a book.

2. Knowledge:

- General knowledge:Books.

- Language: + The way to descirbe a book
+ The tenses.

- New words: words related to Books
3. Skills:

- Discribing details in pictures.
- Talking about characters in a book.
II. Method:

- Integrated, mainly communicative.
III. Teaching aids:

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IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Ask Ss to give name of some stories

Pre-speaking : (12 minutes)
Task 1

- Complete the following conservation and
practise reading it.

- Explain how to do the task

-Ask students to work in pairs to discus the
three questions and find the answers.

- Correct the students’ work and give remark.

While-speaking : (15 minutes)
Task 2

- Explain the requirements

- Divide the class into groups, asks each group
to discus a section

- Guide the students how to speak by giving
them useful suggestions:

- Walk round from group to group to give help if
necessary.

- Encourage students to speak out what they
think even a phrase or a singular word.

Task 3:

- Complete the following conservation and
practise reading it.

- Explain how to do the task

-Ask students to work in pairs to discus the
three questions and find the answers.

- Correct the students’ work and give remark.
Task 4:

- Explain how to do the task

-Ask students to work in pairs to discus the
three questions and find the answers.

-Practise the model consevation with one

Listen and give one’s own ideas .
1.fairy story

2.historical story
3.detective story
4.war story

5.adventure story

- Work in pairs to discus the three
questions and find the answers.

A:what sort(kind) of books do you
like to read?

A;How do you often read books?
A:When do you often readbooks?
- Correct the answers oneself.

- Listen to the teacher

A; What do you often do in your free
time?

B: Reading books

A:What sort of books do you often
read?

B:novels.

A:How do you read them?

B:When I find a good story
A:When do you often read books?
B: Whenever I have free time

- Work in pairs to discus the three
questions and find the answers.

A;What are you reading at the
moment?

A:Who is the main character?
A:What is he/she like/

-Listen and work in pairs to do task 4
A;What are you reading at the
moment?

B:I”m reading “happy life”
A:Who is the main character?
B:Jonh.

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student

-Ask Ss to do task 4

Post-speaking : (10 minutes)
Task 5

- Ask students to work individually to
summarize what they’ve discussed in their own
words.

- Move round to check the activities and to
make sure that students are working effectively.
- Ask one or two students to report in front of
the whole class.

- Check and give remarks.
Homework: (3 minutes)

Do Exercises at page 75&76 in the
students’workbook

- Listen and take note

- Write down the homework

Preparing date: /2010 Teaching date: /2010

The 68th period
Date : 10/ 02/ 2009
Grade 12

Theme:

Books

Unit 11Listening
Time: 45 minutes

I. Objectives:

1. Educational aim:

-Ss know some advantages of books
2. Knowledge:

- General knowledge: Listen for specific information.
- Language: The present simple tense.

- New words: Words related to to the topic.

3. Skills: - Listening and deciding on True or False statements.
- Listening comprehension

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method:

- Intergrated, mainly communicative.
III. Teaching aids:

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IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Ask Ss to decide on 3 statements True or
False

Pre-listening: (7 minutes)

- Explain the words that will appear in the
listening text.

- Ask students to read in chorus then
individually.

While-listening: (20 minutes)
Task 1

- Ask students to read the statement at
least once first.

- Ask them to guess the answers

- Play the tape once then check how many
answers can students find.

- Play the tape again.
- Check and give remarks.

- Call some sts to say out their answers
and the evidences they get to prove their
answers.

Task 2

- Ask them to guess the answers.

- Play the tape once then check how many
answers can sts find.

- Play the tape again.
- Check and give remarks.

- Call some students to say out their
answers and the evidences they get to prove
their answers

After-listening: (10 minutes)

- In group, ask students to discus the guided
question, find the answer.

- Move around to help if necessary.
- Give remarks or even suggestions.

- Listen to the teacher.
- Listen and repeat:
Incredible

Wilderness
Fascinating
Unnoticed
Journey
Peronality
Survive
Renioned

- Read the statement once to get the
main contents.

- Listen to the tape and do the task.
- Find evidences to each of the answers
Keys: 1. B, 2. C, 3. B, 4. A, 5. A, 
- Listen to the teacher’s explanation
then correct the answers onself.

- Read the questions once to get the

main contents.

- Listen to the tape and do the task.
1;family

2.strength
3.humans
4.journey
5.pet.

- Listen to the teacher’s explanation then
correct the answers oneself.

- In groups, ask and answer the question.
S1: would you like to read the book ?
S2: Yes,

S1: Why?

S2:because I want to know about
animal’s life

...

- Listen to the teacher’s guide to correct
oneself.

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Homework: (3 minutes)

- In not more than 50 words write about the

kind of books you like to read and say why

Preparing date: /2010 Teaching date: /2010

The 69th period
Date: 12/ 02/ 2009
Grade 12

Theme:

Books

Unit 11 Writing
Time 45 minutes
I. Objectives:

1. Educational aim:
 - Describing a book
2. Knowledge:

- General knowledge: writing a report on a book
- Language: +The tenses.

+ Connectors (time expressions)
- New words: Words related to books

3. Skills:

- Writing a report.
II. Method:

- Intergrated, mainly communicative

III. Teaching aids:

- A picture, board, chalks, textbook.
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Free talk about the name what yo should
mention in book report

Pre-writing(10 minutes) 
Give some ideas

Book report

+the book’s author
+the title of the book
+the main character
+your opinion

While-writing: (18 minutes)
Task 1

- Ask students to look at Task 1.

- In group, ask students to put the
questions to under the correct headings
- Move around to give help.

Do as required.

Exchange the ideas with others.
- Listen to the teacher.

- Get the task.

- Work in group to do the task.
S1:general introduction

7.What is the title of the book?
4.who is the author?

9.What type of book is it?

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- Check and give remarks.

Task 2

- Explain the requirements: Ask and
answer the above questions about the
book you have just read

- Ask students to work in groups to write
report.

- Walk round to give help if necessary.

2.where is the book set?

5.What is the main theme of the book?
6.who are the main characters?

8.what is the plot of the story?
S3:Conclusion:

1.What was your opinion of the book?
3.would you recommend the book?

- Listen to the teacher to correct
oneself.

- Work in groups to do the task.
S1: 7.What is the title of the book?
S2: Frankenstein

S1;4.who is the author?
S2:Marry Shelley

S1:9.What type of book is it?
 S2:A horror storyt

S1: 2.where is the book set?
S2: Geneva

S1:5.What is the main theme of the
book?

S2:life of frankenstein,a monster

S1:6.who are the main characters?
S2: Frankenstein

S1:8.what is the plot of the story?

S2:a student from geneva ,discovers the
secret of life,constructers a creature
more like a monster ,monster feels
lonely ,attacks and kills Frankenstein s’
friend,and his brother:Frankenstein
detrmined to kill the monster:he is killes
first by the monster ,then it kills itself
S1:1.What was your opinion of the
book?

S2:interesting

S1:3.would you recommend the book?
S2: yes

- Compare the result to the other
groups.

- Listen to the teacher’s explanations.
- Exchange the writing to other groups

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Post-writing: (10 minutes)

- Ask Ss to write a report on the book you
have read recently based on the results of

task 1 and 2

- Ask some groups to represent their work,
ask other to give remark.

- Choose some good writing to read in class
and give remark.

Homework: (2 minutes)

- Ask students to rewrite the task at home
and preapare part Language Focus at home.

- Listen to the teacher and write down
homework.

Preparing date: /2010 Teaching date: /2010

The 70th period
Date: 14/ 02/ 2009
Grade 12

Theme:

Books

Unit 11 Language Focus
Time: 45 minutes

I. Objectives:

1. Educational aim:

- Rhythm

- Modals in the passivevoice
2. Knowledge:

- General knowledge: review the uses of the passive voice with modal verbs
- Language: Know how to use modals in the passive voice

- New words: Words related to the exercises
3. Skills:

- Writing sentences with modals in the passive voice
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

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III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method:

- Intergrated, mainly communicative.
III. Teaching aids:

- Board, chalks, textbook and notebook.
IV. Procedure:

Teacher s activities’ Students activities’ Notes

1. Pronunciation:( 15 minutes)
- Explain the rhythm

- Help students to know the pronunciation.
- Practice:

1.Why did you behave like that ?
2.Come for a swim

3.I think it will be find

4.She’s gone for a walk in the park
5.I wonder if he’ll ever come back
-Let Ss to listen to the tape

2. Grammar and vocabulary:( 28
minutes)

- Explain once again the “Modals with
passive voice

Modals +be+past participle
Modals+be+pastparticiple

Exercise1:rewrite the sentences in the
passive

- Guide the students how to do the
exercises.

- Divide the class into groups, ask them to
do the exercises.

- Walk round to give help if necessary.
- Correct the students’ work if necessary.

Exercise2;Complete the conservation with
the suitable passive form of the verbs in
brackets

- Get the teacher’s explanation.

- Practice reading in chorus or
individually.

Exercise1:

7. This machine mustn t be used after’
5.30 p.m

8. This machine must cleaned evry tine
you use it

9. The flowers should be kept in a warm

sunny place

10.Your bill should be paid before you
leave the hotel

11.we should be given the information
now

12.Toothpaste can be bought at the
drugstore

13.The children should be warned not to
speak to strangers

14.The mystery can t be solved’

15.Travelers cheques can be exchanged at’
most banks

16.She shouldn t be told the news.It might’
kill her

Exercise 2:

1.will be prepared

2. Is food going to be cooked?
3. will be pre-packaged

4. can be warmed

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- Guide the students how to do the
exercises.

- Divide the class into groups, ask them to
do the exercises.

- Walk round to give help if necessary.
- Correct the students’ work if necessary.
3. Homework: (1 minute)

Exercise 3,4 and 5 page 74and 75 in the
student’s work book

- Listen to the teacher and write down
homework to do at home

Preparing date: /2010 Teaching date: /2010

The 71st period
Date : 16/ 02/ 2009
Grade 12

Sở Giáo Dục Đào Tạo Thái Bình

Trờng THPT Nguyễn TrÃi

The Second-term 45-minute Test 12th Form

(Time allowance: 45 minutes)

A. PRONUNCIATION : Choose the word which has the underlined part pronounced differently from the rest:

1. A. punch B. synchronized C. technology D. chemical

2. A. lie B. goalie C. tie D. die

3. A. caps B. posts C. swimmers D. books

Choose the word whose main stress is placed differently from the others:

4. A. goalie B. football C. water D. depend

5. A. personal B. environment C. defensive D. decision

B. VOCABULARY & GRAMMAR: Choose one word or phrase that best fits the blank space in each sentence:

6. _____ the start of each period, both teams line up on their own goal line.

A. In B. For C. At D. From

7. A water polo ball is constructed of waterproof material to allow it to float _______ the water.

A. on B. over C. above D. in

8. There are six field player positions and a goalkeeper ______ each team.

A. from B. with C. on D. for

9. Players can move the ball by throwing it _______ a teammate or swimming while pushing the ball in front of them.

A. for B. to C. into D. from

10. We were very excited _______ the game last night.

A. in B. at C. on D. about

11. They are going to _______ the pool to 1.8 meter.

A. deepen B. depth C. deep D. deeply

12. The referee had no hesitation in awarding the visiting team a _______.

A. penal B. penalize C. penalty D. penalization

13. The referee's _______ is the most important in any sport competition.

A. decide B. decision C. decisive D. decider

14. _______ players are not allowed to interfere with the opponent's movements unless the player is holding the ball.

A. Defense B. Defensively C. Defender D. Defensive

15. _______ is a sport in which two or more people perform complicated and carefully planned movements in water in time to
music.

A. Synchronized swimming B. Windsurfing C. Diving D. Rowing

16. If a defender _______ a foul within the five meter area that prevents a likely goal, the attacking team is awarded a penalty
throw or shot.

A. punches B. interferes C. commits D. touches

17. The more goals the players _______, the more exciting the match became.

A. marked B. scored C. made D. sprinted

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A. penalty B. goal C. score D. draw
19. I have never taken part in any water sports _______ I cannot swim.

A. because of B. because C. due to D. despite

20. Many people do not like scuba diving _______.

A. because of dangerous B. because it is dangerous C. because its danger D. due to it is dangerous

21. The news of war _______ and the world.

A. shocked the nation B. was shocked by the nation C. shocking the nation D. shocked by the nation

22. The player _______ his hat-trick.

A. will reward for B. will be rewarded C. will reward D. will be rewarded for

23. Before the end of the term, I _______ all the required reading.

A. was finished by B. had been finished by C. had been finished D. had finished

24. Sara speaks _______ fast that I can't understand her.

A. so B. very C. too D. less

25. Would you mind _______ me a hand with this bag?

A. give B. giving C. to give D. to giving

26. “Thank you very much for a lovely party.” - “________”.

A. Thanks B. Have a good day C. You’re welcome D. Cheers

27. When I came to visit her last night, she ________ a bath.

A. is having B. was having C. were having D. had

28. Dien Bien Phu is the place ________ our army won a resounding victory in 1954.

A. where B. that C. what D. which

29. I knew they were talking about me ________ they stopped when I entered the room.

A. because B. so that C. however D. therefore

30. “ I’m sorry for keeping you waiting so long.” – “_______.”

A. Thank you B. Me, too C. I’m sorry D. That’s all right

C. ERROR IDENTIFICATION : Identify one underlined word or phrase that is incorrect:

31. Since 1984 the sport has included in the Olympic Games as part of the yachting events.
A B C D

32. The sport was became very popular in Europe and by the late 70's there was windsurfing fever in Europe
A B C

with one in every three households having a sailboard.
D

33. The first world championship of windsurfing held in 1973.
A B C D

34. My family spent an interested holiday in Europe last summer.
A B C D

35. They asked me what did I do last night, but I was unable to tell them.
A B C D

D. Make the correct choice to complete each sentence:

36. We lived in that ______ on the corner.

A. old house brick small B. brick small old house

C. small old brick house D. house brick small old

37. He took his seat quietly ________.

A. so as not to disturb their conversation B. so as to disturb their conversation

C. in order not disturb their conversation D. in order for him not to disturb their conversation

38. If I had enough money, ______.

A. I will buy that house B. I could buy that house

C. I can buy that house D. I would have bought that house

39. _____ that no one would ask for tips.

A. The tourists found it strange B. The tourist were strange to find

C. The tourists found strange D. It found strange tourists

40. Dr Sales is the person____.

A. in that I don’t have much confidence B. whom I don’t have much confidence in him

C. I don’t have much confidence D. in whom I don’t have much confidence

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Unit 12 : Water sports

The 72nd period

Date : 18/ 02/ 2009
Grade 12

Theme: Water Sports
Unit 12 Reading

Time: 45 minutes

I. Objectives:

1. Educational aim: By the end of this lesson, students learn about water sports and they have
knowledge to play it

2. Knowledge:

- General knowledge: Students can understand rules of playing water sports
- Language:

- New words: Words related to water sports
3. Skills: - Guessing meaning from context

- Passage comprehension

- Reading for specific information
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Integrated, mainly communicative

III. Teaching aids: textbooks, some pictures of water sports

IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Hangs up 2 pictures of water sport and
football

- Asks some questions:

1. What kinds of sports are in the
pictures?

2. Where can people play these sports?
3. How do people play them?

4. Which sport do you think is more
popular?

- Leads in new lesson: Water sports
Before you read : (7 minutes)
- Ask students to close the books

- Shows 2 pictures and says: the sport in
picture A is “water polo” and in picture

B, the read team plays against the white
team, so the red one is the “opponent” of
the white one.

- Explains some new words if necessary

- Look at pictures and answer all the
questions

- Answer freely

- Look at pictures and guess meaning of 2
new words

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Water polo (n) : Môn bóng nước
- Tie (n) : Trận hồ

- Vertical (a) : Phương thẳng đứng
- Foul (n) : Phạm luật , sai sót

- Oppenent (n) : Đối thủ , đối phương
- Penalty (n) : Hình phạt

- Eject (v) : Đẩy ra , tống ra,đuổi ra
- Goalie (n) : Người giữ khung thµnh
While you read : (23 minutes)

- Asks students to open the books and
read the passage silently

- Lets students do task 1
Task 1 :

- Asks students to do the task invidually
then compare answers with partner

- Checks answers with the whole class
and gives feedback

Task 2:

- Asks students to do the task in pairs and
read scan the passage to find information
in the text to fill words in the blanks
- Goes round to give help

- Checks answers and give feedback

Task 3:

- Ask students to find answers for all
questions in the passage individually
first, then compare in pairs

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

- Listens to the students and corrects
mistakes

- Calls on some students to write answers
on the board

- Corrects mistakes again

- Read individually

- Do the task independently
Key:

1. e 2. c 3.a 4.b 5.d

- Work in pairs and do the task
Key:

1.18 ; 30 metres; 20 metres

2. white caps; blue caps; red caps with the
number 1 in white.

3. Their own goal lines.

4. Holding or punching the ball.
5. Five to eighty minutes.

- Do independently first then work in pairs
- Present answers in front of the class and
correct in notebook

Key:

1. People can play it in a pool.
2. It is in the centre of the pool.

3.The ball can be advanced by passing with
one hand or swimming with the head above
the water and the balol between the arm so it
rides on the wave create by the swimming’s
head

4. Only the goalie can hold/ is allowed to
hold the ball with both hands.

5. The player is ejected after committing
fivepersonal fouls.

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After you read : (8 minutes)

- Divides the class into 2 groups: one
talks about football and another talks
about water polo

- Asks students to do as the table in
textbook

- Maybe asks students some questions:
1. Would you like to try water polo?
Why or why not?

2. Do you think it’s more or less

dangerous than football or other sports?
Why?

- Goes round to help

- Calls each group to present
- Gives comments

Home work: (2 minutes)

- Asks students to write a paragraph
about ideas of water polo (about 100
words)

- Asks students to prepare part B.
Speaking at home

- Do the task

- Representative of each group expresses the
own ideas in front of the class

- Listen to their friend’s talking and give
comment

- Listen to the teacher and write down

Preparing date: /2010 Teaching date: /2010

The73rd Period

Date: 20/ 02/ 2009
Grade 12

Theme: Water sports
Unit 12

Speaking
Time: 45 minutes

I. Objectives:

1. Educational aim: By the end of this lesson, students can talk about some water sports that they
prefer

2. Knowledge:

- General knowledge: Students learn about some water sports
- Language: asking and answering about water sports

- New words: words related to water sports

3. Skills: - Talking about types of water sports

- Giving opinions and preferences about water sports
II. Method: integrated, mainly communicative

III. Teaching aids: pictures, textbooks
IV. Procedure:

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Pre- speaking: (5 minutes)

- Ask students to keep book close

- Says: “In just one minute, look at the pictures
and write down on a piece of paper a list of
equipments which are used to play with these
types of water sports”

- Asks students to work in groups

- Calls some groups to speak their answers
- Declares the winner

While-speaking : (15 minutes)
Task 1

- Ask students to look at pictures and match
names of equipments with names of water sports
and retell names of each sport

- Calls some students to speak
- Correct pronunciation

Task 2

- Asks students to look at the table and talk about
each type of water sports

- Lets students do individually

- Goes round to check their activities

- Calls some students to practise speaking model
converstations

- Asks students practise in pairs

- Calls some pairs to present in front of the class
and corrects mistakes

Post-speaking : (10 minutes)
Task 3

- Asks students to work in small groups to talk
about their favourite water sports following
examples

- Goes round to provide help

- Calls some students to speak loudly in front of
the class

- Corrects pronunciation and gives comments
- Gives marks

Homework: (3 minutes)

- Ask students to prepare Part C- Listening and
do homework

- Keep books close

- Listen to the teacher

- Look at the pictures and try to tell
some equipments of water sports (ex:
ball, air tank, mask, fins, oars, boat,
board, regulator, wet suit, sail ect. )

- Look at pictures and try to remember
- Correct pronunciation themselves
1. Swimming 4.
Windsurfing

2. Water polo 5.
Scuba- diving

3. Synchronized swimming
6. Rowing

- Look at the book
- Work independently

- Practise speaking with the teacher
- Work in pairs

- Listen to their friends

- Work in small groups

- Listen to their friends and gives
comments

- Listen to the teacher

- Listen to the teacher
- Write down the homework

Preparing date: /2010 Teaching date: /2010

The 74th period
Date : 22/ 02/ 2009
Grade 12

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Time: 45 minutes

I. Objectives:

1. Educational aim: By the end of this lesson, students will understand synchronized swimming
2. Knowledge:

- General knowledge: Students learn more about synchronized swimming
- New words: Words related to synchronized swimming

3. Skills: - Listening and choosing multiple-choice questions
- Listening and understanding comprehension questions
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …

III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book

IV. Procedure:

Teacher s activities’ Students activities’ Notes

Pre-listening: (8 minutes)

- Asks students to close the books
- Asks some questions:

1. Where are they playing?

2. What are the special features of this sport?
3. Is it a popular sport?

- Lets students read some new words first in
chorus then read individually

- Calls some students to read new words

- Corrects pronunciation

While-listening: (20 minutes)
Task 1

- Ask students to read 5 multiple-choice
questions in the books first and underline key
words

- Plays the tape 2 times and lets students to do
the task

- Checks the answers and asks students to give
evidences

- Gives feedback
Task 2

- Asks students to read questions to understand
the content

- Asks students to listen to the tape once again to
answer the questions

- Calls some students to answers questions

- Calls 5 students to write the answers on the

- Close the books
- Listen to the teacher

- Answer freely

- It is like ballet. It is the
combination of diving and
gymnastics.

- Read in chorus then individually

- Read questions

- Listen to the tape carefully and
then do the task

- Give answers:

1-B- 2-C- 3-A- 4-B- 5-A
- Read the questions first
- Listen to the tape

Key:

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board

- Corrects mistakes

After-listening: (15 minutes)

- Asks students to talk about history of
synchronized swimming using the cues in the
books

- Asks students to work in groups to practise
- Goes round to provide help

- Calls some groups to present
- Gives comments

Homework: (2 minutes)

- Remember them to prepare Part- Writing at
home

2. She found a water ballet club in
1923.

3. Curtis did.

4. They were conducted in 1946.
5. It became an Olympic event in
1984.

- Work in groups to practise

- Listen to their friends and correct
mistakes

- Listen to the teacher

-Listen to the teacher and write
down homework

Preparing date: /2010 Teaching date: /2010

The 75th period
Date: 24/ 02/ 2009
Grade 12

Theme: Water Sports
Unit 12 Writing

Time 45 minutes
I. Objectives:

1. Educational aim: By the end of this lesson, students will know some ways of instructing when
playing sports

2. General knowledge: Students learn how to give instructions
- Language: Instructing

- New words: Words related to instructed words
3. Skills: Writing to give instructions

II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, notebook
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Pre-writing: (5 minutes)

- Asks students to keep book close

- Asks students a question: What do you
often do before practising sports?

- Leads in new lesson: “Today we will have
to write the instructions for warming up
exercises before swimming.

While-writing: (18 minutes)
Task 1

- Asks students to read task 1

- Asks students to work in pairs to match
each sentence with one appropriate action

- Keep book close

- Listen to the teacher and answer the
question: We have to do warming up
exercises.

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- Goes round to provide help

- Calls 2 students for each checking: one
reads instructions and one practise

- Supplies more word phrases:
bend forward/ left/ right

feet apart/ feet touching
put your hands to the sides
raise your hands above

or some conjuntions: first, then, after that,
finally ect.

Post-writing: (20 minutes)
Task 2

- Asks students to look at the picture in taks
2 and use some useful expression above to
write the instructions for one warm-up
exercise before playing water polo

- Asks students to write individually
- Goes round to help

- Lets students deliver to check mistakes in
groups

- Calls one student to write on the board
- Gives comments and gives mark

Homework: (2 minutes)

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

- Practise the task

- Listen to the teacher and copy down

- Look at the picture and do the task

- Do independently
- Work in groups
Key:

1. Set yourself in vertical position.

2. Stand with your feet apart, raise your
hands above your head.

3. Bend forward, fingertips touch the
ground.

4. Then bend again, fingertips touch the
ground between the feet.

5. Finally put each arm back to the first
position.

- Listen to the teacher and write down
homework

Preparing date: /2010 Teaching date: /2010

The 76th period

Date: 27/ 02/ 2009
Grade 12

Theme: Water Sports
Unit 12 Language Focus
Time: 45 minutes

I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to:
- pronounce the words that have deaf sounds

- review grammar point: transitive and intransitive verbs
2. Knowledge:

- General knowledge: Students learn how to use elision and transitive and intransitive verbs
- Language: - Transitive and intransitive verbs

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- New words: Words related to elision

3. Skills: Pronoucing elision and using transitive and intransitive verbs
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book

IV. Procedure:

Teacher s activities’ Students activities’ Notes

Pronunciation: (8 minutes)

- Ask students to read words following the
tape

*Listen and repeat :

- Read loudly then ask students to repeat
- Introduce : elision

- Correct pronunciation for the students
* Practise these sentences

- Read the sentences loudly
- Ask students to repeat

- Correct pronunciation for students

Grammar and vocabulary:(4 minutes)
- Introduce exercises to the students

- Let students see all sentences in part
Pronunciation and give comments of verbs
- Gives explaination:

1. verbs + obj = transitive verbs
2. verbs + not obj = intransitive verbs

- Asks students to make questions with
“who/ whom/ what” in pairs

- Calls some students to give their answers
- Corrects mistakes

Exercise 1: (8 minutes)

- Asks students to do Exercise 1
- Introduce how to do it

- Lets them work individually then compare
with partner

- Walks round, checks and gives feedback
Exercise 2 (8 minutes)

- Introduces Exercise 2 to students and
explain how to do it

- Asks students to put the verbs into the
right column “transitive or intransitive
verbs”

- Asks students to do it in pairs

- Checks the answers and asks students to

- Read follow the tape

- Read in chorus then individually
- Listen to the tape and practise
speaking

- Listen to the teacher

- Read the sentences and underline
verbs

- Give comments:

1. the verbs “do, like, climb, deliver” +
Obj

2. the verbs “sleep” + no Obj

- Listen to the teacher and write down
- Make questions in pairs

- Do individually then in pairs

Key:

Intransitive verbs: sleep, lie, occur,
arrive, rain, exist

- Do the task in pairs
- Make sentences:

1. I help my friend to do homework.
2. My father has grown many kinds of
flowers.

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make sentences with those verbs
- Corrects mistakes

* Remarks:

- Most transitive verbs can be used in the
passive

- Intransitive verbs can never be used in
passive

Exercise 3: (10 minutes)

- Introduces Exercise 3 to students and
explain how to do it

- Asks students to do it

- Lets them work in groups to find sentences
that have transitive verbs, then turn them
into passive

- Walks round and help them
- Checks, corrects mistakes

Homework : (2 minutes)

- Asks students to do Part Language Focus
and prepare the next lesson

- Listen to the teacher and copy down

- Listen to the teacher
- Do the task in groups
Key:

1. The bill will be paid by An.
3. Towels are supplied by the hotel.
5. My mistakes were noticed by
everyone.

7. I wasn’t surprised by the news.
9. The story was told by an old man.

- Listen to the teacher and write down

Preparing date: /2010 Teaching date: /2010

The 77th period
Date : 02/ 3/ 2009
Grade 12

Theme:

Correct the test

I. Objectives:

After this correction students will be clearer about the test they have just done. And have to know
how to try their best for the next test.

II. Method: Integrated, mainly communicative

III. Teaching aids: board, the test paper, key for the test
IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)
- Greeting

- Ask students some questions on the previous
test

- Tell the aim of the period: correct the test

A. PRONUNCIATION: (1.25points ) (5 minutes)

- Repeat the questions

- Get students to read the passage again
carefully

- Call some students to read out their answers,

- Greeting

- Listen and understand the task
- Get ready for the lesson

- Look at their paper

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and the others give remarks if it is correct or
not.

- Finally read the keys out aloud

B. VOCABULARY & GRAMMAR: (6.25points) (15

minutes)

- Repeat the questions

- Get student to read the test again carefully
- Call some students to read out their answers,
and the others give remarks if it is correct or
not

- Finally read the keys out aloud

C. ERROR IDENTIFICATION :( 1.25 points): (5
minutes)

- Repeat the questions

- Show the passage again several times

- Get students toread the passage again
carefully

- Call some students to write their answers on
the board, and the others give remarks if it is
correct or not

- Finally read the keys out aloud

D. Make the correct choice to

complete each sentence: (1.25 points) (10

minutes)

- Repeat the questions

- Get student to read the test again carefully
- Call some students to read out their answers,
and the others give remarks if it is correct or
not

- Finally read the keys out aloud

Homework: (5 minutes)

Ask students to prepare

Unit 13

The 22nd
Sea Games

at home

others

- Get the correct answers from
the keys

- Look at their paper

- Compare the results with the
others

- Get the correct answers from
the keys

- Look at the writing again and
compare it with the others

- Correct the wrong sentences
base on the key

- Look at their paper

- Compare the results with the
others

- Get the correct answers from

the keys

- Prepare

Unit 13:

The 22nd
Sea Games at home

Preparing date: /2010 Teaching date: /2010

Unit 13: The 22

nd

Sea Games

The 78th period
Date : 06/ 3/ 2009
Grade 12

Theme: The 22nd Sea Games
Unit 13 Reading

Time: 45

I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to:
- Scan for specific information

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- Answer the questions
2. Knowledge:

- General knowledge: Students can understand the 22nd Sea Games
- Language: Giving Vietnamse equivalents to words and phrases
- New words: Words related to Sea Games

3. Skills: - Scanning for specific information
- Passage comprehension

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Integrated, mainly communicative

III. Teaching aids: textbooks, some pictures of Sea Games

IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Lets students to listen to a song Vì một
thế giới ngày mai and tell what song it is

- Asks some questions:

1. In what event was it first sung?

2. When and where was this event held?
- Leads in new lesson: The 22nd Sea Games
Pre-reading: (5 minutes)

- Asks students to work in pairs to look at
picture and answer the questions

1. Where event was it?

2. Where do you think the event took place?
- Goes round to listen to students

- Calls some pairs to answer
- Leads in new lesson

While-reading : (25 minutes)

- Asks students to open the books and read
the passage silently

- Lets students do task 1
Task 1 :

- Asks students to do the task invidually then
compare answers with partner

- Asks students try to guess meanings
through the passage or look up dictionary
- Checks answers with the whole class and
gives feedback

Task 2:

- Listen to the song and answer
questions

1. The 22nd Sea Games
2. In Vietnam – in 2003

- Look at picture and answer the
question

1. In 2003
2. In Ha Noi

- Listen to the teacher

- Read individually

- Do the task independently
Key:

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- Asks students to scan the passage and find
information to complete the sentences

- Asks students to do individually first then

compare with partner

- Goes round to give help

- Checks answers and give feedback

- Calls some students to read loudly
completed sentences

Task 3:

- Asks students to find answers for all
questions in the passage in pairs

- Goes round to provide help

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

- Listens to the students and corrects
mistakes

- Calls on some students to write answers on
the board

- Corrects mistakes again

After you read : (8 minutes)

- Asks students to work in groups and talk

about names of some of the Vietnamese
athletes they love and say what they are
famous for, and what aspects of
sportsmanship they admire

- Goes round to help students

- Calls some students to present in front of
the class

- Listens to students and correct mistakes,
gives marks

Home work: (2 minutes)

3. danh hiƯu

4. thể dục thể hình
5. tinh thần cao
6. đồng bào

- Read individually then compare their
answers with partners

Key:

1.the 5th to 13th December, 2003
2. 90 golds

3. the Swimming and Shooting Events

4. some point in the future

- Work in pairs to answer the question
- Listen to their friends and the teacher
- Correct answers

Key:

1. It was solidarity, co-operation for
peace and development.

2. 444 gold medals were won at the Sea
Games.

3. The Vietnamese Women’s Football
team successfully defended the Sea
Games title.

4. The Thai Men’s Football team won
the gold medal.

5. It was because firstly, to prepare for
the 22nd Sea Games, Vietnam carried out
an intensive programme for its athletes,
which included training in facilities,
both home and abroad; secondly, with
the strong support of their countrymen,
the Vietnamese athletes competed in
high spirits.

- Work in groups
- Do the task

- Some students to practise talking

- Listen to their friends’ talking and give
comment

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- Asks students to write a paragraph about
their beloved athletes (about 100 words)
- Asks students to prepare part B. Speaking at
home

Preparing date: /2010 Teaching date: /2010

The 79th Period
Date: 09/ 3/ 2009
Grade 12

Theme: The 22nd Sea Games
Unit 13 Speaking

Time: 45 minutes

I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to be expected to report some
of the records at the 22nd SEA Games the sports results of the match.After
that, they can use it in the real life.

2. Knowledge:

- General knowledge: Students can understand some of the records at the 22nd Sea Games
- Language: asking and answering about records at the 22nd SEA Games

- New words: words related to some sports at the 22nd SEA Games
3. Skills: - Talking about sports events of the 22nd SEA Games

- Talking about (reporting) sports results
II. Method: integrated, mainly communicative
III. Teaching aids: pictures, textbooks

IV. Procedure:

Teacher s activities’ Students activities’ Notes

Pre- speaking: (10 minutes)

- Divides the class into 2 groups: each
group names of the sport under each
symbol. The group gives more names will
be the winner

- Goes round to provide help and listen to
students

- Calls 2 groups to present their results on
the board

- Corrects pronunciation and mistakes

- Declares the winner

While-speaking : (20 minutes)
Task 1

- Asks students to look at symbols and
names of sports

- Calls some students to speak

- Corrects pronunciation and gives answers

Task 2

- Listen to the teacher
- Work in groups
- Observe the board

- Listen to the teacher and copy down
names of sports

- Look at pictures and try to remember
- Correct pronunciation themselves
1. football (soccer)

2. tennis
3. swimming
4. cycling
5. basketball

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- Asks students to look at the books and
talk about some of the records at the 22nd
SEA Games, using the information in the
table

- Asks students to pronouce some words
(names of athletes and sports)

- Lets students work in pairs

- Goes round to check their activities
- Calls some students to practise speaking

Post-speaking : (13 minutes)
Task 3

- Asks students to work in small groups to
make a report on the sports results, using
information in the scoreboard

- Goes round to provide help

- Calls some students to speak loudly in
front of the class

- Corrects pronunciation and gives
comments

- Gives marks

Homework: (2 minutes)

- Ask students to prepare Part C- Listening
and do homework

- Look at the book
- Work independently

- Practise speaking with the teacher
- Work in pairs

- Listen to their friends

A: Hi Lam. What are you doing?

B: Well, I’m searching for sport
records at the 22nd SEA Games.

A: It’s great. Could you tell me about
the record of the Men’s 200 meters?
B: A man coming from Thailand won
the game.

A: What’s his name?
B: He’s Boonthung.
A: What was his record?

B: He ran 200 meters in 20,14 seconds.
A: Wow! How exellent he was! He ran
very fast.

- Work in groups
Suggestions:

- Thailand and Malysia played in the
Women’s Football Third-Place Playoff.
The Thai team won the bronze medal.
The results (score) was 6-1.

- Thailand and Vietnam played in the
Men’s Football Final. The Thai team
won the gold medal. The score was
2-1.

- Thailand and Vietnam played in the
Women’s Volleyball Final. The Thai
team won the gold medal. The score
was 3-0.

- Listen to the teacher
- Write down the homework

Preparing date: /2010 Teaching date: /2010

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Grade 12

Theme: The 22nd SEA Games
Unit 13 Listening

Time: 45 minutes

I. Objectives:

1. Educational aim: By the end of this lesson, students will know more about the athletes’ records
in the 22nd Southeast Asian Games as well as their jobs when the Games are
over

2. Knowledge:

- General knowledge: Students learn more about records in the 22nd SEA Games and pole vaulting
- New words: Words related to pole vaulting

3. Skills: - Listening and answering comprehension questions
- Listening and deciding on True or False statements
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Intergrated, mainly communicative

III. Teaching aids: Student’s book

IV. Procedure:

Teacher s activities’ Students activities’ Notes

Pre-listening: (8 minutes)

- Asks to work in pairs to look at the picture
and answer the question

- Goes round to listen to students
- Calls some pairs to speak out
- Corrects pronunciation

- Asks some questions to pre-teach new
words:

1. When some body has won the medal,
where does he stand to get the prize?

2. tempting (adj) = attractive

- Lets students read loudly some new words
- Calls some students to repeat

- Corrects pronunciation

While-listening: (20 minutes)
Task 1

- Says: “You will hear a newspaper article
about Amnat, the winner in the 22nd SEA
Games Pole Vaulting competition. Listen to
the tape and answer the questions”

- Asks students read questions first to
understand the contents

- Plays the tape the 1st time, reminds students

- Work in pairs to answer the
questions

- Listen to their friends

1. The podium

- Listen to the teacher and write
down

- Read in chorus

- Correct their pronunciation
themselves

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to new words:

+ clear (v): nh¶y qua
+ break (v): ph¸ kØ lơc

- Plays the tape 2nd time and asks students
only give short answers

- Calls some students to answer

- Calls 4 students to write answers on the
board

- Corrects mistakes and gives correct answers
Task 2

- Asks students to listen to the 2nd newspaper
article about the players of Vietnam’s
Women’s Football team and decide whether
the statements are T or F

- Plays the tapes 2 times

- Checks answers and asks students to give
their evidences

- Corrects the answers

After-listening: (15 minutes)

- Asks students to work in groups to discuss
the question: Which Vietnamese footballer(s)
do you like best? Why?

- Goes round to provide help
- Calls some groups to present
- Gives comments

Homework: (2 minutes)

- Remember them to prepare Part- Writing at
home

- Listen to the tape carefully and
then do the task

- Give answers:
1. one

2. Thailand
3. 4,8m

4. No, he didn’t.

- Read the statements first
- Listen to the tape

Key:
1. 1. T
2. F
3. T
4. T
5. F

- Work in groups to practise

- Listen to their friends and correct
mistakes

Suggestion:

Goal keeper: Dang Kieu
Trinh-Football players: Do Hong Tien,
Le Thi Oanh ect.

- Listen to the teacher and write
down

Preparing date: /2010 Teaching date: /2010

The 81st period
Date: 13/ 3/ 2009
Grade 12

Theme: The 22nd SEA Games
Unit 13

Writing
Time 45 minutes
I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to describe a Sporting event (a
football match)

2. General knowledge: Students learn how to write describing a football match
- Language:

- New words: Words related to football

3. Skills: Describing a sporting event (a football match)
II. Method: Intergrated, mainly communicative

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Teacher s activities’ Students activities’ Notes
Pre-writing: (5 minutes)

Task 1:

- Says: “You are going to write a
description of a football match between
your school’s team and one of your
neighbouring schools’ teams. The
following are the questions you have to
answer when describing the match, but
they are jumbled. You should work with
a partner and put the questions in the
suitable sections”

- Suggests students order the sentences
with 3 parts: Introduction- Details of the
match- Conclusion

- Walks round to help

- Calls some students to give answers

While-writing: (18 minutes)
Task 2

- Asks students to read all questions
again and answer them

- Has students read Useful Languge to
improve their answers

- Gives some suggestions to students:
Nouns: players/ captain/ defender/
stricker/ goal keeper/ referee

Verbs: infringe/ dribble/ pass the ball
ect.

- Calls some students to answer
- Corrects mistakes

- Asks students write answers in
notebooks

Post-writing: (20 minutes)
Task 3

- Asks students to write a description of
the football match mentioned above by
using suggested above words

- Asks students to work individually
- Goes round to provide help

- Calls some students to read loudly their
writing

- Corrects mistakes and gives marks

- Listen to the teacher and
work in pairs

Suggestions:
+ Introduction:

1. Why was the football
match held?

2. What teams took part
in the match?

3. When and where did
the match take place?
+ Details of the match:
1. What was the weather
like on that day?

2. How did each team
play in the first half?/
second half?

3. What was the
spectators’ attitude?

4. Which team played
better?

5. Who scored a goal?
+ Conclusion:

1. What was the result?
2. What did you think
about the game?

- Read the questions
- Work in pairs

- Listen to the teacher and
copy down

- Look at the picture and
do the task

- Do independently

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Homework: (2 minutes)

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

preapare part Language Focus - Listen to the teacher and

write down homework

Preparing date: /2010 Teaching date: /2010

The 82nd period
Date: 15/ 3/ 2009
Grade 12

Theme: The 22nd SEA Games
Unit 13

Language Focus
Time: 45 minutes
I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to:
- practise linking

- review and practise: Double comparison
2. Knowledge:

- General knowledge: Students learn how to use linking and review comparison

- Language: - Linking

- Comparison

- New words: Words related to linking and comparison
3. Skills: Pronoucing linking

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book

IV. Procedure:

Teacher s activities’ Students activities’ Notes

Pronunciation: (8 minutes)

- Ask students to look at these sentences
and give comments on those sentences
- Has students to pay attention on linking:
the last consonant of 1st word with a vowel
of following word

Ex: look-at, quite-old...
*Listen and repeat :

- Read loudly then ask students to repeat
- Calls some students to read again
- Correct pronunciation for the students

- Look at the books
- Listen to the teacher

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Grammar : (25 minutes)

- Introduce exercises to the students
Exercise 1:

- Asks students to do Exercise 1
- Introduce how to do it

- Lets them work in pairs to do matching
with the instruction: comparative + and +
comparative

- Walks round, checks and gives feedback
Exercise 2

- Introduces Exercise 2 to students and
explain how to do it

- Asks students to work individually and

complete the sentences using comparative
structure: comparative + and +
comparative

- Reminds students to remember
short-adjectives and long short-adjectives comparison
- Calls some students to give their answers
- Corrects the answers

Exercise 3: (10 minutes)

- Introduces Exercise 3 to students and
explain how to do it

- Asks students to do complete the
sentences, using the structure “the +
comparative, the + comparative”

- Asks students to do the task individually
first then compare with partners

- Goes round to observe

- Calls some students to present their
answers

- Corrects mistakes and gives feedbacks

- Listen to the teacher

- Work in pairs and do the task
Key:

2.e- 3.a- 4.b- 5. d- 6.g- 7.f

- Listen to the teacher and copy down
Key:

1. shorter and shorter

2. more and more expensive
3. worse and worse

4. more and more complicated
5. better and better

6. more and more active
7. more and more difficult
8. closer and closer

- Listen to the teacher

- Do the task individually first then in
pairs

Key:

1. The warmer the weather, the better I
feel.

2. The more you practise your
English, the faster you will learn.
3. The longer he waited, the more
impatient he became.

4. The more electricity you use, the
higher your bill will be.

5. The more expensive the hotel, the
better the service.

6. The more I got to know him, the
more I liked him.

7. The more you have, the more you
want.

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Homework : (2 minutes)

- Asks students to do Part Language Focus
and prepare Test yourself F.

- Asks students to make some sentences
with the comparative structures they’ve
reviewed

Preparing date: /2010 Teaching date: /2010

The 83rd period
Date : 17/ 03/ 2009

Grade 12

Test yourself E

I. Objectives: After this lesson, students will be able to:

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

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Integrated, mainly communicative.

II. Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs…
IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)
- Greeting

- Ask students something about the test
yourself E

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

I. Listening(2.5 points) (10 minutes)

- Present the task: Listen and complete the
table below

- Tell students the topic of the table
- Get students to look through the table
- Explain the meaning of new words

- After that turn on the tape of the passage aloud
twice

- Let students fill in the blanks with the
words they have just heard

- Go round the class to control the work
- Then turn on the tape of the passage the last
time for students to check their results

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the
task

- understand the task

- Listen to the tape carefully

- Fill in the blanks with the words
they’ve just heard

- Correct mistakes
Keys:

1. illustration,

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- Correct mistakes

II. Reading (2.5 points) (10 minutes)

- Present the task: Read the passgae and
decide which type of sport (A- F).

- Get students to work in groups, discuss
about the passage

- Go round the class to control the discussion

- State the best option

- Correct mistakes

III. Grammar(2.5 points) (8 minutes)
- Recall the grammar of articals.

- Giude students how to do
- Give them some newwords:
- Do the first as an example.
- Ask students to to the exercise.
- Call the to to on board.

- Go round the class to control the set’s
activities

- State the keys
- Correct mistakes

IV. Writing(2.5 points) (7 minutes)
- Giude students how to write

- Give students some models and structures
to writes..

- Ask students to write.
- Call the to to on board.

- Go round the class to control the students’
activities

- Correct mistakes

Homework (5 minutes)
- Ask students:

+ to study all the lessons again
+ to prepare Unit 14 – Reading.

- Look at the textbook and listen to
the teacher then read the passage and
decide which type of sport (A- F).
- Work in groups to discuss about the
passage

- Finish the task

- Compare their results with the other
groups, and correct.

Keys:

1. B, 2. D, 3. A, 4. C,
5. F.

- Listen to the teacher

- Work in groups to complete the
sentences

- Compare the results with the other
groups

- Correct mistakes
Keys:

1. I - T, 2. T - I,
3. T - I, 4. I - T,
5. T - I , 6. I - T,
7. I - T, 8. I - T,
9. I - T, 10. T - I.

- Listen to the teacher carefully.
- Work in groups or in pairs then
write.

- Compare the results with the other
groups.

- Correct mistakes

- Study all the lessons again and
prepare Unit 14 – Reading.

Preparing date: /2010 Teaching date: /2010

Unit 14 : INTERNATIONAL ORGANIZATIONS

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Theme: International Organizations

Unit 14

Reading

Time: 45 minutes

I. Objectives:

1. Educational aim: Students should know about International Red Cross
2. Knowledge:

- General knowledge: Students know about activities of International Red Cross
- Language: Students could understand and use new words after reading
- New words: Words related to International Red Cross

3. Skills: Guessing meaning in context, scanning for specific information and passage
comprehension

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Integrated, mainly communicative

III. Teaching aids: Student’s book and pictures, etc.
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Lead out the hand out and ask students matching the
names of organizations with the pictures

- Let students understand more about these
organizations, today we learn Unit 14- part A:
Reading

Before you read : (7 minutes)

- Ask students to use the suggestion in their books
to work in pairs

- Ask and answer questions :

1,what kind of activities is this organization
involved in?

2,Is there a national Red Cross Society in

Vietnam?

- Listen to students and correct pronunciation and
grammar if necessary

While you read : (23 minutes)

- Ask students to look through the passage and
read in silence

- Help students read the passage

- Explain pronunciation and meaning of new words
which appear in the passage

Task 1 : (3 minutes)

- Ask students to choose the best words in the box
to complete the following sentences

- Let students work individual or in groups

- Open the book

- Listen to the teacher

- Look at the blackboard and
put two words together

- Listen to the teacher and open

the book – Unit 14, part A:
reading

- Look at the book, listen to the
teacher and work in pairs:

-Answer the questions

1,giving medical aids-taking
care of victims of poverty
2,Yes

- Listen to the teacher then
read the passages

- Ask some new words if
necessary

- Keep the book open

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- Help students if necessary
Keys:

1,dedicated 2,appealed 3,initiated
4,appalled 5,resulted

Task 2: (4 minutes)

-Ask students go through the reading text and
decide whether the statements are true or false

-Walk round the classroom and correct mistakes
-Keys: 1. T, 2. T, 3. T ,4. F, 5. T.

Task 3: (6 minutes)

- Ask students to answer the following questions
- Ask students look through the passages then try
to answer the questions in right way

- Let them work in pairs
- Help students if necessary
(the answers in the passage)

- Walk round the classroom and correct mistakes
After you read : (8 minutes)

- Ask students to read the passage again and fill a
suitable word for the following paragraph

- Listen to students and correct mistakes
-Keys:1,appalled,2,lack .3,of,4.in

Home work: (2 minutes)

- Ask students to write a short passage about the
role of the Red Cross society in your country (80
words)

- Prepare Part B : Speaking at home

- Ask the teacher if necessary
- work individual or in group
- Write down in the notebook
- Listen to the teacher

-work individually and then
work in pair and compare

- Try to answer the questions
- Practice with a partner then
write them down in the note
books

- Ask the teacher if necessary

- Listen to the teacher
-Work in pairs

- The students who are called
to stand up to talk loudly are
intelligent ones

- Listen to the teacher and
write down homework

Preparing date: /2010 Teaching date: /2010

The 85th Period
Date 21/ 3/ 2009
Grade 12

Theme: International Organizations
Unit 14

Speaking
Time: 45 minutes

I. Objectives:

1. Educational aim: Students could ask and answer about international organizations in the world
2. Knowledge:

- General knowledge: By the end of the lesson students can practise a dialogue about some
international organizations

- Language: asking for and giving information from a passage
- New words: words related to the topic

3. Skills: talking about international organizations and their activities in charity and volunteer work
II. Method: integrated, mainly communicative

III. Teaching aids: pictures ,textbook,....
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

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- Ask students to look at the logos and match
them with the organizations they stand for

- Check in front of the class

- Tell students to understand more about
international organizations

(We learn Unit 14, part- speaking)
Pre-speaking : (12 minutes)
Task 1

- Ask students to read the passage and answer
the questions about WHO

- Let them work in pairs

- Listen to students and correct mistakes

While-speaking : (15 minutes)
Task 2

- Ask students to talk about the information
about UNICEF and WWF

- Let them work in groups
- Walk round and help them

- Ask some students to stand up to talk again
loudly

- Listen and correct mistakes

Post-speaking : (10 minutes)
Task 3

- Ask students to tell the classmates what you
know about one international organization
mentioned above

- Walk round and help them
- Let them work in groups

- Ask some students to stand up and tell
loudly

- Listen and correct mistakes

Homework: (3 minutes)

- Listen to the teacher

- Look at the board and try to
remember name and logo of each
organization

- Look at student’s book
- Listen to the teacher and
answer

-Keys:

1,WHO stands for World Health

Organization

2,It was established on 7 April 1948
3,Its major objective is the
attainment by all peoples of the
highest possible level of health
4,Its major activities are carrying out
research on medical development
and improving international health
care

-Work in pairs and ask and answer
A :I’m searching some information
about UNICEF .Could you tell me
some?

B :Well,UNICEF stands for the
United Nations International
Children’s Emergency Fund

A :When was it founded:
B :In 1948 in New York
...

- Listen to the teacher
- Do task 3

- Work in groups

- The students are called stand up

and tell loudly

The United Nations International
Children s Emergency Fund, which’
was founded in1948 ,is eh United
Nations funds for children .Its
headquarters are in New York
,USA,...

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- Ask students to write a passage about
UNICEF or WWF (80 words)

- Ask students to prepare Part C- Listening
and do homework

Preparing date: /2010 Teaching date: /2010

The 86th period
Date : 23/ 3/ 2009
Grade 12

Theme: International Organizations
Unit 14

Listening
Time: 45 minutes

I. Objectives:

1. Educational aim: Students should listen and give information about United Nations

Organization

2. Knowledge:

- General knowledge: Students learn more about United Nations
- New words: Words related to United Nations

3. Skills: - Listening and comprehension questions

- Listening and deciding on True or False statements or no information
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures 
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Ask students to close the books

- Give some pictures and answer some questions
1,Who are they?

2 ,What are their job ?

- Check some students and mark

- If you want to know more details about UN
organization we will go to Unit 14- part Listening
Pre-listening: (7 minutes)

- Ask students to look at the part: Before listening
-Ask students to answer the question

What do you know about the organization in the
picture?

- Let them work in pairs and make questions
- Walk round, listen and help students

- Read loudly the words:

Destruction, organization, independence,

- Close the books

- Listen to the teacher

- Work in groups and look at the
picture and answer

- Listen to the teacher and open
textbooks

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international...

- Ask students to repeat loudly the words
- Listen and check pronunciation
While-listening: (20 minutes)
Task 1

- Ask students to listen to the first part of the
passage and circle the best answer to the
following questions

- Let them read through these sentences

- Read loudly or turn on the typescript three times
- Help them if necessary

Task 2

- Ask students to look through the sentences in
task 2

- Ask students to listen to the tapescript again and

fill in the missing words

-let students compare their answers with the
partners’ answers

- Ask students to give reasons for their answers
Key: 1.solve international problems

2,the UN 3,in its goals 4,at war 5.independece
After-listening: (10 minutes)

- Ask students to open the books

- Ask them to list as many as possible the names
of the international organizations you have known
so far

- Let them work in pairs

- Walk round and help students

- Ask some students to stand up and go to board
and write the names of the international
organizations

- Listen and correct mistakes
Homework: (3 minutes)

- Ask students to write a passage about UN

- Remember them to prepare Part- Writing at
home

- Repeat loudly the words and try
to remember them

- Keep book open

- Listen carefully and choose the
best answer

Key: 1C.2D.3C

- Keep book open and listen to the
teacher

- Read the sentences in task 2 and
try to understand them

- Listen to the typescript again and
fill in the missing words

-Discuss and find out the names of
international organizations they
have known

- The students who are called go to
board and write down your
answer

-Listen to the teacher and write
down homework

Preparing date: /2010 Teaching date: /2010

The 87th period
Date: 25/ 3/ 2009
Grade 12

Theme: International Organizations
Unit 14

Writing
Time 45 minutes
I. Objectives:

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- New words: Words related to the topic
3. Skills: Writing a narrative

II. Method: Intergrated, mainly communicative

III. Teaching aids: Student’s book, notebook, some pictures
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Ask students to keep book close

- Ask students put the words into correct
columns then say what organization the y
belong to ?

- Check and explain them to the class:
Pre-writing: (10 minutes)

- Ask student to work in groups and go
through the list of suggestions above.Tell
your friend the reason why you would like
to work for WHO or WWF.

- Explain some new words
- Let them work in groups

- Walk around, check and help students
- Explain to student to some questions
using their opinion

While-writing: (18 minutes)
Task 2

- Ask students to do task 2

-Ask students to use the ideas you have
discusses above to write a paraghaph about
the reasons you choose to work for one of
the above international organizations

Begin as followed I d like to work for....“ ’ ”

- Let them work in groups

- Go round, check and help students
Post-writing: (10 minutes)

- Give suggestions and corrections

- Ask students to read another’s description
- Ask some students to read loudly their
description

- Correct mistakes and mark

Homework: (2 minutes)

- Ask students to do part writing of Unit 14
in the student’s work book and prepare part
Language Focus

- Keep book close

- Listen to the teacher and work in
pairs

- Listen to the teacher
and open the books
- Read the task1

- Ask the teacher if necessary

- Listen to the teacher
- Do task 2 in groups

- Some students read loudly their
products in front of the class

Everyone has his or her own choice
.To me, supposed I was offered to
work for one of the international
organizations, I d like to work for’
WHO for a number of reasons .First,
if I work for WHO ,I will have an
opportunity to live...

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Preparing date: /2010 Teaching date: /2010
The 88th period

Date: 27/ 3/ 2009
Grade 12

Theme: International Organizations
Unit 14 Language Focus

Time: 45 minutes
I. Objectives:

1. Educational aim: Students should practice the falling tune and use phrasal verbs
2. Knowledge:

- General knowledge: Students learn how to use phrasal verbs

- Language: Using the phrasal verbs

- New words: Words related to topic
3. Skills: Intonation and phrasal verbs
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures 
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Pronunciation: (8 minutes)

- Ask students to look at their books then
introduce to them

* Practise these sentences
- Read the sentences loudly
- Ask students to repeat

-Explain some cases to fall tune :narrative
sentences; imperative ;Wh-questions

- Correct pronunciation for students
Grammar and vocabulary:(4 minutes)
- Introduce exercises to the students

- Let students get their attention to focus on
phrasal verbs

Phrasal verbs :verbs +preposition

Phrasal verbs are used as transitive verbs
-Ask students give some examples related to
phrasal verbs

Exercise 1: (8 minutes)

- Ask students to do Exercise 1
- Introduce how to do it

- Listen to the teacher
- Open the books

- Look at Practise the sentences
- Listen to the teacher then repeat in

chorus then individual

- Listen to the teacher

- Listen to the teacher and give
some examples

-Examples: call for, come cross, get
over, take after...

-Do the excercise1

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- Let them work in pairs

- Walk round, check and give mark

Exercise 2 (8 minutes)

- Introduce Exercise 2 to students and explain
how to do it

- Ask students to do it

- Let them work individually
- Check, correct mistakes
Exercise 3: (10 minutes)

- Introduce Exercise 3 to students and explain
how to do it

- Ask students to do it

- Let them work individually
- Walk round and help them

- Check, correct mistakes, give reasons and
mark

Homework : (2 minutes)

Ask students to do Part Language Focus and
prepare to do the test 45 minutes

on, 4. take of, 5. wash up, 6. look
up

7. turn off, 8. fill in/put on 9. go
on.

- Listen to the teacher and do
exercise 2

-Keys: 1. in, 2. up, 3.out, 4. round,
5. on, 6. up,

7. down, 8. away,
9.down, 10. on.

- Listen to the teacher and do
exercise 3

Key:

1. turns up,
2. look after,

3. takes after, 4. got over,
5. held up, 6. try out,
7. went off.

- Listen to the teacher and write
down

Preparing date: /2010 Teaching date: /2010

The 89th period
Date : 29/ 3/ 2009
Grade 12

Theme: test 45 minutes

Full name……….

Class 12……….

TEST 45’

I/ Pick out the word whose underlined part is pronounced differently.

1. a. taste b. tie c. crest d. digestion

2. a. scuba- diving b. hummock c. fund d. punishment

3. a. enact b. eject c. penalty d. expedition

II/ Pick out the word that has the stress differently from that of the other words.

4. a. bamboo b. leopard c. panda d. parrot

5. a. fascinating b. biology c. priority d. endangerment

III/ Choose the best answer.

6. If the phone rings, it ……….be for me.

a. can b. will c. would d. shall

7. Although he tried he ……..not make it.

a. would b. should c. might d. could

8. I prefer scuba- diving……….

a. to windsurf b. than windsurf c. to windsurfing d. than windsurfing
9. Mary, you are ………….to take part in the game.

a. supposed b. supported c. exposed d. indicated

10. Neither Mary nor her sister………….to join the water polo.

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11. Tell me ………..you want, and I’ll try to get it for you.

a. that do b. what do c. that if d. what

12. When people are driving, they ………..keep their eyes on the road.

a. wouldn’t b. should c. would d. shouldn’t

13. What’s the name of the man………..car you borrowed?

a. who b. which c. that d. whose

14.Anyone……….must pay before next Friday.

a. who are interested in the job b. who are interesting in the job
c. who is interested in the job d. whose job is interested

15. “ would you like to come on a picnic with us?” He….us to come on a picnic with them.

a. advised b. ordered c. invited d. begged

16. My bicycle …………last night.

a. was stolen b. stolen c. was stealing d. stole

17. I can’t find my books. I………..it in the restaurant last night.

a. must have left b. had left c. left d. might leave

18. I wish everything ………..so expensive.

a. would be b. wouldn’t be c. won’t be d. could be

19. We should plant trees along the streets to …………. Our city.

a. beautiful b. beautifully c. beautify d. beauty

20. We had an ………..trip to Nam’s native village last Sunday.

a. enjoyed b. enjoyable c. enjoying d. enjoyment

21. Life in the countryside is very…………., isn’t it?

a. peace b. peaceful c. peacefully d. peacefulness

22. You can select what you want; it’s your……….

a. choose b. chose c. chosen d. choice

23.The telephone went………., everyone wake up at one.

a. in b. on c. off d. with

24. I was born in New York but I grew………….in England.

a. at b. up c. about d. of

25. He ran too quickly so I can’t catch up ……….him.

a. off b. on c. with d. after

26.I wish you can see and hear all sort of people speaking here.
A B C D

27. The man told me don’t wander alone in the streets at night.
A B C D
28. Would you give up playing football if you break you leg?
A B C D
29. This is the place which I was born and grew up.

A B C D

30. I spoke very slowly in order the man could understand what I said.
A B C D

IV/ Read the passage and choose the best answer.

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After seven years of trade talks ending in 1994, the so-called Uruguay Round finally gave birth
to the WTO, complete with effective system to settle disputes and to form new rules covering trade
in services and intellectual property. Even after seven years of talks and with 22,500 pages of
agreements reached, problems remained, especially in the difficult –to-deal-with areas of
agriculture and services.

31. What is the purpose of the WTO?

a. to encourage international trade to flow freely.
b. to make sure that trade agreements are respected.
c. to settle any disputes.

d. all of the above.

32. The writer think that the WTO has become.

a. more powerful than any other economic organizations.
b. the world’s most powerful economic organizations.
c. one of the world’s powerful economic organizations.

d. less powerful than World Bank and International Monetary Fund.
33. According to the passage, the GATT stopped working.

A. in 1948 b. in 1994

c. after World War end

d.during the seven years of the Uruguay round talk
34. The word “ it “ in bold refers to……….

a. the WTO c.. The GATT

b. the World Bank d. the International Monetary Fund

35. The word “ went by” could best placed by……….

a. flew b. flowed c. passed d. past

V/Complete the passage, using the correct words.

Many kinds of animals are endangered by human beings. The United State government list of
endangered species (1)……….alligators, tigers, grizzly bears, some kinds of whales. And over
three dozen species of butterflies. What has(2)………..to the scarcity of these animals, which

many become extinct(3)………. Vital protection?

One important factor is that (4)………animals have been widely hunted and killed for food or
for their beautiful skins. (5)…………accordance with the Endangered Species Act , it is illegal in
the United State to hunt, sell, or to collect endangered species.

36. a. includes b. consist c. comprise d. cover

37. a. gone b. brought c. led d. given

38. a. with b. without c. beyond d. out of

39. a. few b. much c. many d. a lot

40. a. on b. with c. from d. in

Preparing date: /2010 Teaching date: /2010

Unit 15: WOMEN IN SOCIETY

The 90th period
Date : 30/ 3/ 2008
Grade 12

Theme: Women Society
Unit 15

Reading

Time: 45 minutes

I. Objectives:

1. Educational aim:

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- General knowledge: - Through this unit, students know the role of women in society
- New words: Words related to the topic( society, women....)

3. Skills: -Guessing meaning from context
-Summarizing main idea

-Passage comprehension
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Intergrated, mainly communicative

III. Teaching aids: Real objects, pictures, English textbook 12, hand-outs
IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Ask students to list out the jobs that men and
women often do in one minute

-Let students work in pairs
-Ask students questions

Did women do these jobs in the old days?
why?

_Lead in: Today, we’ll study a new lesson Unit
15- part A :Reading

Pre-reading: (7 minutes)

-ask students kook at the pictures and say
what kind of work is mentioned in each
picture and answer the questions that follow
- Let students sit in pairs or in groups and put
the four most suitable places from the box
under each heading

- Give suggestions

- Walk round the class and offers ideas and
comments when students need help

- Conduct the correction and give the meaning
of some words

While-reading: (20 minutes)

- Make the class read the small talks, to scan
the details and do the tasks

Task 1 : Read through the context and give
the Vietnamese equivalents to the following
words and phrases.

- Firsly, ask students to study individually then
in pairs

- Walks around the class, offer ideas and

- Listen to the teacher and list
the jobs that men and women
do

- Answer the question

- Do the tasks
- Give answers

-The answer is various

- Do the tasks

- Give answers

1,nền văn minh nhân loại
2,sinh con

3,sự tham gia
4,thời kỳ khai sáng

5,những niềm tin ăn sâu vµo tiỊm
thøc

6,việc chăm sóc gia đình
Teachers

Headmaster
Headmistress

Students
Classmaster
Friends
Close –
friends
Friendship

Subjects
Geography
Chemistry
English

Sports

Frotball
Jogging

Problems at school
Live far

From school

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comments when students need help
- Give suggestions

Task 2

- Work in pairs, read the small talks again and
choose the best option to answer the following
questions

- Introduce the aim of Task 2

- Ask students to read the small talks again to
find the suitable choice

- Ask students to work individually then work
in pairs

- Walk round the class and comments when
students need

Task 3 : Read through the context and decide
which of the headings below suit for

paragraph

A .Women s Intellectual Ability’
B .The Age of Enlightenment
C . women s Rights’

D . Women s Role in education’

- Ask students to read the small talks again to
choose the best title for the passage

- Ask students to work with a partner

- Walks arround the class to help students
whenever they need

Post-reading: (12 minutes)

- Let students work in groups to summarise the
reading passage by writing One sentence for each
paragraph

- Has students work in groups and answer the
questions

- Walk around the class, listen to student’s
discussions and offer suggestions when
necessary

- Give comments

- Ask students to tell the content of the small
talks

- Ask to tell themselves
Homework : (2 minutes)
-Do reading text in workbook
-Prepare the next lesson

7,năng lực trí tuệ
8, cơ hội việc làm

- Read all questions

- Read the small talks again to scan
information

- Work in pairs
- Give answers
1C 2D 3C 4B 5A

- Work in groups
Key: C

-- Have discussion then present ideas
in front of the class

- Present the content of the small

talks again

- Keys:

Paraghraph1 :women in the old
societies

Paraghraph2 :The struggle for
women’s rights

Paraghraph3:the statue of women in
society todays

-Listen to the teacher and take note

Preparing date: /2010 Teaching date: /2010

The 91st period
Date: 01/ 4/ 2009
Grade 12

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Speaking
Time: 45 minutes
I. Objectives:

1. Educational aim: Students know how to express opinions and express degrees of agreement
2. Knowledge:

- General knowledge: - Through this unit, students can make opinions with a partner easily
- Know how to arrange opinions sensibly

- Language: Students use sentences, words, phrases and expressions for making degrees of
agreement

3. Skills: Fluency in expressing opinion and expressions for making a opinion
II. Method: Intergrated, mainly communicative

III. Teaching aids: Pictures, English textbook 12, hand-outs
IV. Procedures:

Teacher s activities’ Student s activities’ Notes

Warm-up:(5minutes)

- Give a picture with a situation
and ask students to guess what
happens next?

- Ask students work in pairs
Today, we will practice giving the
opinion-for or against

Pre-reading: (8 minutes)

Task 1: These expressions are
commonly used when people are
expressed the agreement or
disagreement . Place them under the
appropriate heading then practise with
a partner

- Give instruction

- Introduce some expressions that we
can use to agree and disagree about
something

- Ask student to work individually
then work in groups

Task 2:

-Read and respond to these statements
,using useful expression in task 1 and
then practise it with a partner

- Ask students to work individually
then in pairs

- Walk around the class to help student
when necessary

- Check and give suggestions

- Ask student to practise it with a
partner

- Corrects students’ pronunciation if
necessary

- Listen to the teache

- Do the task

-Work in pairs and
practise saying aloud

- Do the task

- Practise with partners
A :Men are usually
stronger than women
I think so .(That s the’
reason why men often do
hard work ,such as

building ,carrying

things...)

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Post-reading: (14 minutes)

- Work in group to discuss
whether you agree or disagree
with the statement “ Married
women should not to go to
work”

Make small talks on the following
topics, using the starting and ending of

a conversation

- Divide the class into 4 groups

- Ask each group to discuss one topic
and make a small conversation

- Walk around the class and help all
students when necessary

- Ask students to present the
conversations

- - Give comments

- Homework:(2minutes)

- In not more than 80 words write
about your opinion about the
statement “Married women
should not go to work”

- Prepare the next lesson

more sympathetic than
men

I don t think so because’
there are fathers who

are gentle and

understand their

children better than
theirs wives....

- Work in groups

- Practise the conversation
Answer:

- A: Hi,what do you
think about the
statement

“Married women
should not to go to
work”

B: Hi, .I don’t agree with
it .

A: why?

B: In my opinion ,it’s
unfair for women. If they
don’t go to work ,they

have to stay at home all
the time .It’s too boring
to be housewives all their
lives.

-Listen and copy

Preparing date: /2010 Teaching date: /2010

The 92nd period
Date : 03/ 4/ 2009
Grade 12

Theme: Women Society
Lesson 15

Listening
Time: 45 minutes
I. Objectives:

1. Educational aim: Students should know how to listen to give some information about women
and the role of them in society

2. Knowledge:

- General knowledge: Students learn about role of women in modern life
- Language:

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3. Skills: -Extensive Listening : Multiple-choice questions
-Passage comprehension

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Intergrated, mainly communicative
III. Teaching aid: Pictures ,textbook....

IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up : (4 minutes)

- Ask students look at the pictures and have a
comparison ?

- Let students look at the picture and describe
and answer some questions:

1,Where do the women come from?
2,What are they doing?

3,do they have happy life? why do you know?
- Listen and give mark

Pre-listening : (6 minutes)

- Let students answer the following
question

- Is the life of a city women easier than
that of a village woman nowadays ?
What is your point of view? Why?
While-listening: (24 minutes)

Task 1: You will hear a passage abut
women and their roles in society.Listen to the
passage and choose the best answer to
complete each sentences

- Listen to each pair

- Let students read some sentences given and
explain some new words if necessary

- Read or let students listen first

- Give more information if students wonder

or not clear

- Let students listen the second time
- Check their listening

- Let students listen the third time and let
them choose the best answer

- Observe the class and listen to each group’s
feedbacks

Task 2: Ask students to listen again and
answer the questions

- Let students read the questions first and
quickly- work in pairs

- Listen and answer

- Work in pairs and each and answer
1.from a village in Africa

2,they are working and taking care of
their children

3,...

- Work in pairs

-Answer the question

- After three times of listening, each
group gives their answers

- Read quickly and discuss in pairs or
groups to find the answers which can
be listened before

- Can guess what will be heard again
- Work in groups and give answer
1B ,2C ,3C,4A,5B

- Listen again (1-2 times)
- Discuss give correct answer
1,40%

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- Let students listen again 3 times and ask
them to discuss in groups to answer the
questions

- Listen to each group and remark

After-listening: (10 minutes)

- Have students sit in groups and compare a
typical working day of your mother or your
sister with that of an African village woman
- Listen and remark

Homework: (2 minutes)

- Ask students to write about 100- 150 words
what your sister or your mother’s daily
activities.

3,they produce more than half of the
food

4,80%
5,at 4.45 am
6,at 9.30 pm
- Work in groups

- Other groups listen and write down
some information and then repeat
- Listen and copy in their notebooks

Preparing date: /2010 Teaching date: /2010

The 93rd period
Date : 05/ 4/ 2009
Grade 12

Theme: Women Society
Unit 15

Writing

Time: 45 minutes
I. Objectives:

1. Educational aim: Students know how to describe a chart
2. Knowledge:

- General knowledge: Students could write a report to describe information from a statistics of the
activities and the time that women do every week

- Language: Words used in a chart
3. Skills: Describing a chart

II. Method: Interagrated, mainly communicative

III. Teaching aids: Some models of chart, real information in life
IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up : (4 minutes)

- Ask students to name the activities
and the time that women often do
every day

- Let students work in group
Pre-writing: (10 minutes)

Task 1

- Let students go through the questions
give in the book ‘Look at the chart and

answer the questions

-Go around and help if necessary

- Observe and work in pairs to answer
- The answers can be various

- Continue working in pairs

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- Listen and explain some new words and
useful expressions if they do not know
+the chart shows/presents/illustrates....
+As can be seen from the chart

+According to the chart

+In general/generally speaking
while-writing: (20 minutes)
Task 2

- Ask students to do certain things

- It means we use short information but it’s
real

- Ask students to read the model of chart
first

- Ask students to describe some

information in a chart

- Ask 2 or 3 students who may be good at
English to write on the board

- Let students change their report and
practise speaking about the person they’ve
written

- Listen and remark

Post-writing: (10 minutes)

- Let students work in group to write a
report about someone and other groups
- Read and write a short paragraph
- Listen and remark

Homework: (2 minutes)

- Do the writing part, Unit 15, workbook

- Listen to the teacher
- Read quickly themselves

- Read the form quickly and find some
new words if it has

- Listen and repeat, then write down in
notebooks

- Check among groups
- Change among groups

- Work in groups and write a report
- One student of one group reads aloud
a report

- Discuss and correct mistakes
themselves

- Listen and copy

Preparing date: /2010 Teaching date: /2010

The 94th period
Date : 07/ 4/ 2009
Grade 12

Theme: Women in Society
Unit 15

Language Focus
Time: 45 minutes
I. Objectives:

1. Educational aim: Students know how to spell the rising tune in a sentence
2. Knowledge:

- General knowledge: Students learn the use of phrasal verbs

- Language:

- New words: Words related to topic
3. Skills:

- Pronunciation: The rising tune
- Grammar: - Phrasal verbs
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

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1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Intergrated, mainly communicative
III. Teaching aids: textbook, picture ...
IV. Procedures:

Teacher s activities’ Students activities’ Notes

I. Pronunciation(10 minutes)

- Help students how to read correctly with the
rising tune

b. Practice:

- Read the sentences first: clearly, correctly
- Listen and correct their pronunciation if it’s
needed

-Explain to read the rising tune in Yes-No
questions and sentence stress

- Let students read the sentences and work in
groups

- Listen and remark each group
II. Grammar: (34munites)
Phrasal verbs

- Show students to list out as many phrasal verbs
you have learnt as possible just in one minute
-Let students work in pairs

* Exercise 1:

Let students read all the answers and work in
groups to choose tone of the following verbs(in
the correct form)+ the correct preposition to
complete the sentences

-Go around and help if necessary
- Listen and remark



Exercise 2 :

-Introduce Exercise 3 to students and explain
how to do it

- Ask students to do it

-Ask students to fill each of the blanks with an
appropriate preposition if necessary

--Let them work individually
- Walk round and help them

- Check, correct mistakes , give reasons and

- Read aloud

- Listen and repeat from 2-3 times
- Some of them stand and read words
aloud

-Listen to the teacher

- Read the sentences in chorus aloud
- Listen and copy

-List some phrasal verbs : fill in ;turn
on; go over ;look at ;make up. Look

after ....

- Read and do the exercise

- Work in their own and compare
each other

- One or two students give the correct
form of phrasal verbs on the board
- Keys:

1,glanced at 2,invited to
3,listen to 4,throw...at
5,staring at 6,speaking to
7,wrote to 8,point...at

- Work themselves and each student
reads sentences

- Other students listen and remark
each other

- Keys:

1,for 2,for 3,to 4,for

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mark

Homework: (2 minutes)
- Remind of phrasal verbs

- Let them do exercises in Workbook

- Listen and copy

Preparing date: /2010 Teaching date: /2010

The 95th period
Date : 09/ 4/ 2009
Grade 12

Theme:

Correct the test

I. Objectives:

After this correction students will be clearer about the test they have just done. And have to know
how to try their best for the next test.

II. Method: Integrated, mainly communicative

III. Teaching aids: board, the test paper, key for the test
IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)
- Greeting

- Ask students some questions on the previous
test

- Tell the aim of the period: correct the test
I/ Pick out the word whose underlined part 
is pronounced differently : (0.75points) (5

minutes)

- Repeat the questions

- Get students to read the passage again
carefully

- Call some students to read out their answers,
and the others give remarks if it is correct or
not.

- Finally read the keys out aloud

II/ Pick out the word that has the stress 
differently from that of the other words. 
(0.50points) (5 minutes)

- Repeat the questions

- Get students to read the passage again
carefully

- Call some students to read out their answers,
and the others give remarks if it is correct or
not.

- Finally read the keys out aloud
III/ Choose the best answer.

(6.25points) (15 minutes)

- Repeat the questions

- Get student to read the test again carefully
- Call some students to read out their answers,
and the others give remarks if it is correct or
not

- Greeting

- Listen and understand the task
- Get ready for the lesson

- Look at their paper

- Compare the results with the
others

- Get the correct answers from the
keys

- Look at their paper

- Compare the resutls with the
others

- Get the correct answers from the
keys

- Look at their paper

- Compare the results with the
others

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- Finally read the keys out aloud

IV/ Read the passage and choose the best 
answer. ( 1.25 points): (5 minutes)

- Repeat the questions

- Show the passage again several times

- Get students toread the passage again
carefully

- Call some students to write their answers on
the board, and the others give remarks if it is
correct or not

- Finally read the keys out aloud
V/

Complete the passage, using the correct words
(1.25 points) (10 minutes)

- Repeat the questions

- Get student to read the test again carefully
- Call some students to read out their answers,
and the others give remarks if it is correct or
not

- Finally read the keys out aloud
Homework: (5 minutes)

Ask students to prepare

Unit 16: THE ASSOCIATION OF

SOUTHEAST ASIAN NATIONS

at home

keys

- Look at the writing again and
compare it with the others

- Correct the wrong sentences base
on the key

- Look at their paper

- Compare the results with the
others

- Get the correct answers from the
keys

- Prepare Unit 16: THE
ASSOCIATION OF

SOUTHEAST ASIAN NATIONS

at home

Preparing date: /2010 Teaching date: /2010

Unit 16: THE ASSOCIATION OF

SOUTHEAST ASIAN NATIONS

The 96th period
Date : 11/ 4/ 2009
Grade 12

Theme: The Association Of Southeast Asian Nations
Unit 16

Reading

Time: 45 minutes
I. Objectives:

1. Educational aim: Students can read and know about ASEAN and make questions and answer
them well

2. Knowledge:

- General knowledge: Students could understand and use the new words through speaking, asking
and answering

- Language:

- New words: Words relate to ASEAN

3. Skills: -Reading for general or specific information
-Guessing meaning from context

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1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Intergrated, mainly communicative

III. Teaching aids: Some photos of ASEAN and some information about them
IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Give the logo of ASEAN and ask students to guess
the name this organization

- Recheck and introduce the new lesson:
The Association Of Southeast Asian Nations
Pre-reading: (7 minutes)

- Ask some questions about some questions ?
1,what does ASEAN stands for?

2,When did Vietnam join this association?

- Let students write some information about ASEAN
- Let each student stand and speak their opinions
- Go around and help them if necessary

While-reading: (20 minutes)

- Let students open the book and read silently while
teacher reads aloud and correctly

- Ask students to read themselves and write down
some information

- Let students work in pairs to do the task 1
Task 1

- Let students fill each blank with a suitable work
-Ask students to work individually then in pairs
- Walk around the class to help student when
necessary

-Corrects students’ pronunciation if necessary
- Check and give suggestions

Task 2

- Let students read all sentences and explain some
new words if necessary

- Listen and correct if needed
-Keys: 1T ,2F ,3F ,4T, 5F ,6F
Task 3

- Let students work in pairs and read the
passage again and find out the answers for
these questions in the task 3

-Walk around the class to help student when

- Do themselves and then work
in pairs

- Listen to the teacher

-Discuss and give correct
answer

1,ASEAN stands for the
Association of Southeast Asian
Nations

2,In 1995

-Work in pairs to discuss to
fill with suitable words
-Keys:

1,justice 2,GDP

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necessary

-Corrects students’ pronunciation if necessary
- Check and give suggestions

Post-reading: (10 minutes)

-Ask students to close their books and summarise the
passage ,based on the years :1967, 1995 ,1998 ,1999,
2007 ,2020

-Go around and help if necessary
-Check and remark

Homework (4 minutes)

- Reread the passage and summarize the ASEAN

(about 100 words)

- Read quickly some sentences
in the text

- compare with the partners
- Work in pairs and answer
some questions

- Read quickly and find out the
answers

- Work in pairs, then one reads
the sentence and the other
corrects it

- Work in pairs and some of
them stand and say about
ASEAN

- Work in groups and discuss
which sentences go with the
word given

- Some others repeat
- Copy the words
- Listen and copy

Preparing date: /2010 Teaching date: /2010

The 97th period
Date : 13/ 4/ 2009
Grade 12

Theme: The Association Of Southeast Asian Nations
Unit 16

speaking
Time: 45 minutes
I. Objectives:

1. Educational aim: Students should know how to tell the names and the capitals of ASEAN
countries

2. Knowledge:

- General knowledge: Ask and answer about the names and the capitals of ASEAN countries and
the main characteristics of each nation

- Language: Words to speak about ASEAN

3. Skills: -Ask and answer the information about ASEAN countries
II. Method: Integrated, mainly communicative

III. Teaching aids: Photos of some famous persons or some real information about ASEAN
IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (3 minutes)

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- Let students Look at the pictures and name
out the countries and the capitals

-Let them work in pairs

Pre-speaking: (8 minutes)
Task 1

- Ask students to open the book and look at
the flags and match with their countries and
capitals mentioned above…

- Go around and listen to them

While-speaking: (20 minutes)
Task 2

- Let students open the books and discuss and
use the information in task 1 and the fact
below to talk about some of the ASEAN
countries

- Ask students to read some words given and
then let them choose which countries they
like to talk about

- Listen and correct

Post-speaking: (10 minutes)

- Ask students to work in pairs and discuss
,talk about some of the ASEAN countries
- Ask one group to do the task as a model
- Go around listening to some groups and help
them if needed

- Ask some pairs to stand in front of the class
and practise speaking

- Some groups go on speaking each other
- Listen to each group and correct or give
mark if they do it well

Homework: (2-4 minutes)

- Let students write about someone they
admire or look forward to meeting

- Work in pairs and name out the
countries and the capitals

- Each student speaks out their
answer

- Work in pairs

- Look at the picture and name them
- They’re holding the pens and
notebooks

- Read these words and work in
groups

- Some students can show off these
words: family; dislike; hobby;
education

- Observe the picture

- Work in groups with some cues
given below

(

- Other groups go on practising
speaking

-Work in pairs and talk about some of
the ASEAN countries

-Keys: Malaysia has a total area of
330,252 square kilometers .Its capital
is Kuala Lumpur. The population in
Malaysia is 27,174,000.People speak
Malay, English and Tamil in every
day conversations .The Malaysians
are religious. They follow Islam and

Buddhism. Their currency is Ringgit
- Listen and write down in their
notebooks

Preparing date: /2010 Teaching date: /2010

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Theme: The Association Of Southeast Asian Nations
Unit 16

Listening
Time: 45 minutes
I. Objectives:

1. Educational aim: Students should know how to ask and say about using English and the main
religion in ASEAN

2. Knowledge:

- General knowledge: Students know how to give information from using English and the main
religion in ASEAN

- Language:

- New words: Words related to ASEAN countries

3. Skills: - Listening for general or specific information
-Comprehension questions

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Intergrated, mainly communicative

III. Teaching aids: Some pictures of persons or some real information about them
IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Ask students to close the book

- Ask students to list the name of ASEAN
countries using the English

Pre-listening: (8 minutes)

- Let students open the books and ask and

answer the question

1. Which ASEAN countries are use English
as a second language?

- Let students read some words they’ll listen
then

- Listen and check

While-listening: (20 minutes)
Task 1

- Let students read some sentences given and
explain some new words if necessary

- Read or let students listen first

Have you got anything from the dialogue

-Work in pair and list the name of
ASEAN countries

- Listen to the the teacher and answer
the questions

-Keys: Some ASEAN countries such
as the Philippines, Brunei, Singapore,

and Malaysia use English as second
language

- Read in chorus

- Some students read themselves:
- Read silently the sentences given
before listening

- Listen the first time
- No, we haven’t

- Listen the second time and begin
doing the task

- Listen the third time and work in
groups to decide the best answer

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between Mr Hung and his daughter Nga?
- Let students listen the second time
- Check their listening

- Let students listen the third time and let
them choose the best answer to complete
each of the following sentences

- Observe the class and listen to each group’s
feedbacks

- Give more information if students wonder

or not clear

Task 2

- Before listening, let students read quickly
some questions in the task 2

- Let students listen the first time: Who can
guess some words?

- Let students listen the second time

- Let student listen the last time and let them
work in groups to speak out

- Listen and correct their listening

Post-reading: (10 minutes)

- Ask students to summarize the content of
the conversation between Nga and her
father-Mr Hung

- Ask students to write a short passage to
guess what Nga’s essay will be about

- Listen to each group and correct mistakes if
they’ve done

Homework: (2- 4 minutes)

- Ask students to write a short passage about
the content of the listening text( 70 words)

-Keys : 1C ,2A ,3C ,4A ,5B

- Work in groups and guess
- Listen and do the task
- Speak out their listening

- Try to write down the answers
-Key: 1,tomorrow(the next day)
2,The US

3,Around 50 million
4.In the Philippines

5,three-Islam,Buddhism and

Catholicism
- Work in groups:

- Work in groups and each group has
one person who says about it

- May answer in different ways

- Write in groups and ask someone to
speak out their writing

- Other groups listen and copy some
information and give some questions
- Practice writing

Preparing date: /2010 Teaching date: /2010

The 99th period
Date : 17/ 4/ 2009
Grade 12

Theme: The Association Of Southeast Asian Nations
Unit 16

Writing

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I. Objectives:

1. Educational aim: Students should know how to write a letter of recommendation
2. Knowledge:

- General knowledge: Students learn to write about the places they are familiar with
- Language: Words used in writing about a significant place

3. Skills: Writing about a letter of recommendation
II. Method: Intergrated, mainly communicative

III. Teaching aids: Some cues, information of someone
IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Ask students to close the books

- Look at the pictures and name out the places
-Let students work in pairs

Pre-writing: (8 minutes)
Task 1

- Ask students to open their books
- Introduce the students do the task 1

-Let them work in groups and complete the
letter with the missing sentences in the box
-Go around and help

-Explain some new words if necessary
-Give correct answers

While-writing: (18 minutes)
- Introduce to do task2

- Let students read quickly the task2

David ,your pen pal ,is going to spend his
summer vacation in one of the ASEAN
countries. You want him to visit Vietnam
.Write a letter to him recommending a

significant place you are familiar with.

- Explain some new words if necessary
-Give form of a recommendation letter

Outline

+Date
+Salutation
+Body
.location

.natural features
.places to visit
.food

.people
...
+Closing
+Signature

- Work in pairs and match the name
with the picture

- Some students do matching on the
board

- work in pair and do the task 1

- Key

1,I would like to recommend a
well-know place in Vietnam to you

2,It is about 170 km from Hanoi

3,The beach is an ideal place for
swimmers

4,People here are very friendly and
hospitable

5,I am sure you will have a wonderful
time here in Ha long bay

- Listen to the teacher
- Read silently

- Read those words and copy
- Work in pairs

- Each group read their writing
- Listen and work in groups

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- Ask some other groups to write down a
paragraph using some cues below and then
each student on be half of his group read
aloud

Post-writing: (13 minutes)

- Ask students to read another’s letter

- Ask some students to read loudly their letter
- Listen and correct if needed

Homework: (2 minutes)

- Do the writing task in student’s workbook
-Prepare the next lesson

- Practise writing in groups

- Each member of groups reads aloud
his/ her writing

- Other group appreciate and correct
mistakes each other

- Each group does the writing and read
aloud

- Listen and copy

Preparing date: /2010 Teaching date: /2010

The 100th period
Date : 19/ 4/ 2009
Grade 12

Theme: The Association Of Southeast Asian Nations
Unit 16

Language Focus
Time: 45 minutes
I. Objectives:

1. Educational aim: Students should pronunciate the rising –falling tune correctly and the use of
adverbial clause of time

2. Knowledge:

- General knowledge: Students learn words to describe people’s background
- Language: A paragraph and adverbial clause of time

3. Skill: fluency in the rising –falling and use of adverbial clause of time
II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Intergrated, mainly communicative
III. Teaching aids: textbook, handout...

IV. Procedures:

Teacher s activities’ Students activities’ Notes

I. Pronunciation: (15 minutes)
- Close the books!

a. Introduce the rising-falling tune

- Let students practise pronunciating these

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sentences

- Listen and correct the syllables students read
b. Let students open the books and read aloud
the words given and try to pronunciate these
sentences with the rising –tune

- Listen and check for pronunciation

- Ask students to listen and read after these
sentences

II. Grammar: (20 minutes)
adverbial clause of time

-Introduce the way of using adverbial clause of
time through some example

- Ask students to give some examples
- Listen and remark

b. Let students practise doing exercises
Exercise 1

- Ask students to do exercise themselves then
discuss in groups

Exercise 2

- Ask students to supply the correct form of the
verbs in brackets

- Listen and remark
-Keys:

1,arrives 2,arrives 3,are playing

4,got ,5,have finished 6,(had) graduated 7.am
8,have read

- Listen and repeat following the
teacher

- Read in silent first

- Some of each groups read aloud

-Listen to the teacher

- Students work in pairs and give
some examples

- Some students repeat aloud

- Do the exercise themselves
- Key:

1,She will phone you as soon as
she arrives in Ho Chi Minh City
2,After the war was over we
started rebuilding the country
3,they met a lot of people while
they were on holiday

4,before you leave don’t forgot to
turn off the lights

5,I will stay till you get back

6,We’ll come to see you whenever
we are in hanoi

7,there is a danger of war as long
as imperialism exits

8,tom sang a merry song as he
walked away

- Work in groups and give the
correct tense of verb and explain
why they did it

- Each group answer and give
reasons

- Read silently and discuss in
pairs, groups

-Key:

1,Let’s go out before it starts
raining

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Exercise 3

- Let students combine two sentences, using
one as an adverbial clause of time with the
given conjunction

-Go around and help if necessary
-Give correct answers

Homework: (5 minutes)

- Ask students to revise the use of adverbial

clause of time

- Practise doing exercise in the Workbook

4,We’ll let you know as soon as
we have made our decision

5,I haven’t met them since I left
school

6,robert suddenly began to feel ill
while he was doing the exams
7,Kate will come back home after
she has finished the last semester
- Listen and write down

Preparing date: /2010 Teaching date: /2010

The 101st period
Date : 23/ 4/ 2009
Grade 12

Test yourself F

I. Objectives: After this lesson, students will be able to:

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

II.PREPARATIONS:

1. Teacher: Teacher’s books , textbooks , mainly communicative, cassette player,picture, board,
chalks, handouts,…

2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES

1.Organizations: (1 minute)

Check the total of the class: 12B7: 12B8: 12B9: 12B10:

2.Oral test : Nothing
3. New lesson:

II. Method: Integrated, mainly communicative.

II. Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs…
IV. Procedures:

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Warm-up: (5 minutes)
- Greeting

- Ask students something about the test yourself F
* Have you prepared it at home?

* Have you got any difficulties?
Test yourself

I. Listening(2.5 points) (10 minutes)

 Teacher asks Sts to read and find new words.
Teacher explains:

 Asks Sts to read the statements carefully and
underline key words before listening the first.
 Asks Sts to finish the exercise after listening

the second.

 Asks Sts to listen to the tape (the third time)
and then discuss in pairs about the final
answer.

 Goes around the class, helps Sts discuss
about the answers if necessary.

 Asks some Sts to give the answers, others
give feedback.

 Teacher gives Sts to listen once more.
Expected answers:

1. 16 November 1945
2. 193

3. 60

4. teacher-training
5. heritage

- Correct mistakes

II. Reading (2.5 points) (10 minutes)
 Teacher explains new words/ phrases:
Labor-intensive : (adj) c n nhi u nhân côngầ ề
Propotion (n) t lỉ ệ

Exclude (v) ng n ch nă ặ
Reserve (v) : d nh riêngà

 Asks Ss to read the passage and then answer

- Greeting

- Answer teacher’s questions

Listen and dill in the blanks with
the information as you hear.
UNESCO stands for the United
Nations Educational, Scientific
and Cultural Organization. It was
established on ………….. to
encourage collaboration among
nations in the areas of education,
science, culture and

communication. UNESCO has
.member nations as of
………

2007. the agency has its

headquarter in Paris, France, and
operated educational, scientific,
and cultural programs and
exchanges from ………. Fields
offices world wide. Project
sponsors by UNESCO include
international science programs;
literacy, technical, and

..programs; regional and
………

cultural history projects; and
international cooperation

agreements to secure the world’s
cultural and natural ………
and to preserve human rights.
 Students read

 Sts listen

- Students work in pairs: reading
and decide to choose the answer.

Read the text then answer the 
questions that follow

1. Which countries, according to
the passage, have low levels of
females paid workers?

2. In which sectors do you find
the majority of working women in
Southeast Asia?

3. What is the percentage of
women who work in the service
sector in Latin America and the
Caribbean?

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the questions.

 Goes around the class to get the fettle of Sts
and helps them with vocabularies, the way to
express if necessary.

 Teacher asks a representative in some pairs to
present the result in front of the class. Other
pairs gives feedback

 Teacher corrects in general and tells the point
of marks so that Sts remark themselves.

III. Grammar(2.5 points) (8 minutes)
- Recall the grammar of articals.

- Giude students how to do

- Give them some newwords:
- Do the first as an example.
- Ask students to to the exercise.

Use the following verbs to complete the
sentences below:

Catch up Cool off Fall behind

Give in Grow up Keep up

Speak up Stay on Wait up

Watch out

1. He still behaves like a child. I wish he’d
grow up.

2. Come to the party on Friday and …….. for
the weekend.

3. I won’t be back until late. Will you ………
for me?

4. He was exhausted but he still kept going.
He just wouldn’t …………

5. Please don’t go so fast. I just can’t
..

………

6. Could you ………….a bit? I can hardly
hear you.

7. ………! Oh dear. Didn’t you see that

economically in the past?

5. According to the passage, what
are the two factors that give
women more freedom nowadays?



Suggested answers:

1. grow up

2. stay on
3. wait up
4. give in
5. catch up
6. speak up
7. Watch out
8. cool off
9. keep up
10. fall behind

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car coming?

8. You look hot and sticky. Come and sit in
the shade and …………

9. You go on ahead and I’ll …………
10.Wait for me. I don’t want to …………..
 Teacher asks Sts to discuss about the answer

in pairs/ groups.

 Teacher asks a representative in each group to
present the result in front of the class. Other
group gives feedback

Teacher corrects in general and tells the point of
marks so that Sts remark themselves.

- Call the to to on board.

- Go round the class to control the set’s activities
- Correct mistakes

IV. Writing(2.5 points) (7 minutes)
- Giude students how to write

- Give students some models and structures to
writes.

In about 120 words, write about the changes in
women s role in the family in comparison with’
that 50 years ago.

The following cues might be useful to you.
 Education

 Social activities
 Work

 Economic dependence
 Number of children
Domestic chores

- Ask students to write.
- Call the to to on board.

- Go round the class to control the students’
activities

- Correct mistakes

Homework (5 minutes)
- Ask students:

+ to study all the lessons again.

+ to prepare to review all the knowledge of
grade 12.

- Listen to the teacher carefully.

- Discuss in groups to get the
information and write the outline.
- Each person use the outline to
write a short paragraph.

- Peer correction.

- Underline the mistakes

- Assess on the content: 1 mark,
use correct / exact words /
sentence structure : 1 mark,
coherence : 0.5 mark

- Compare the results with the
other groups.

- Correct mistakes

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giáo an 12NC Chương I

Giáo án 12NC Chương II

Giao an 12-Cb (bài 10)

Giáo án 12NC Chương III

giao an 12 mới

Bộ giáo an 12 nâng cao-HKI

Bộ giáo án 12 nâng cao HKII

GIAO AN 12 KI 1

giao an 12

GIAO AN 12 NC DAY DU NHAT 70 TIET

giao an 12

<b> The first term of grade 12</b>

<b>Unit 1 : home life</b>

<b> Unit 3: ways of socializing</b>

P2 : Barbara

-

<b>Test yourself A</b>

<b>Test 1</b>

<b>Unit 4 : SCHOOL EDUCATION SYSTEM</b>

<b>Correct the test</b>

<b>Unit 5: HIGHER EDUCATION</b>

<b>Unit 6 FUTURE JOBS</b>

<b> Test yourself B</b>

<b>Test 2</b>

<b>UNIT 7: economic reforms</b>

<b>Correct the test</b>

<b>UNIT 8: life in the future</b>

<b> Test yourself c</b>

<b> </b>

<b> </b>

<b> </b>

<b> </b>

<b> </b>

<b> </b>

<b>UNIT 9: deserts</b>

<b> UNIT 10: endanger species</b>

<b>: </b>

<b> Test yourself D</b>

<b> UNIT 11: Books</b>

Books

Books

<b> Books</b>

Books

Books

<b>Unit 12 : Water sports</b>

<b>Correct the test</b>

Unit 13

at home

Unit 13:

<b>Unit 13: The 22</b>

<b><sub> Sea Games</sub></b>

<b> Test yourself E</b>

<b> Unit 14 : INTERNATIONAL ORGANIZATIONS</b>

<b>Unit 15: WOMEN IN SOCIETY</b>

<b>Correct the test</b>

at home

at home

<b> Unit 16: THE ASSOCIATION OF </b>

<b> SOUTHEAST ASIAN NATIONS</b>

<b> Test yourself F</b>





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