Giao an Tieng Anh Lop 12 co ban

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Preparation: 15/08/2012

Period 1: Hướng dẫn học và kiểm tra

A.OBJECTIVES:

- Introduce the ways to study, do the tests in English 12.

B. TEACHING AIDS: Textbook, pictures, cassette, tape
Method: mainly communicative

C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

21/8/2012 1 12A1

20/8/2012 1 12A2

22/8/2012 1 12A3

2. The oral test:
3. New lesson:

Stages/
Time

Teacher’s activities Students’

activities

Warm up
5’

Presentation
30’

Greeting, introduce, get acquaintance with the students

A.Revision

-elicit all of the knowledge and language skills of grade 11

1.Verbs tenses ( present simple, past simple, past progressive, past
perfect……….)

Q: What’s the form & uses of the simple present ?

I. HIỆN TẠI ĐƠN (Simple Present)

Use:

1. Diễn tả một thói quen hoặc một việc thường xảy ra ở hiện tại.
Ex: - We come to school on time everyday.

- My mother always gets up early.

2. Diễn tả một sự thật hiển nhiên, một chân lý
Ex: - The Sun rises in the East.

- The Earth moves around the sun.

3. Diễn tả sự thật tương đối bền vững
Ex: - Your sister speaks English well.

- Dick writes novel.

- Children need love and affection.

II. HIỆN TẠI TIẾP DIỄN (Present Continuous)

Form: Subject + am / is / are + V-ing
USE:

1. Chỉ một sự việc đang xảy ra ở hiện tại.

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Ex: - The farmers are working in the fields now.

- My mother is cooking in the kitchen at the moment.
a. ADVs:

• now:

• at the moment:
ã at present:

b. Sau các câu mệnh lƯnh:
• Look!

• Listen!
• Hurry up!

Ex: - Look! The boys are fighting.
- Listen! They are speaking English.

- Hurry up! The bus is coming.

III. HIỆN TẠI HOÀN THÀNH (Present Perfect)
IV. simple past

V.Past continuous :

. Introduce the Englisn 12 to students.

+ Introduce the Englisn 12 to students.:
- Guide students about the new book.
- Giude them:

+ How to learn each lesson

+ How to learn each section of the lesson.
+ How to study at the class

+ How to prepare the lesson at home…

Demand students to master: 1. The grammar of the test.
2. The main content of the English 12.

3. Master the learning methods.

4. Consolidation: Retell the tenses revised?

Hiện tại Quá khứ Tương lai

Đơn T.D H.T HTTD Đơn T.D H.T HTTD Đơn T.D H.T HTTD

5. Homework: Prepare new lesson.

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Preparation: 21/08/2012

Period 2:

Hướng dẫn học và kiểm tra (P2)

A.OBJECTIVES:

Review some knowledge Ss learned in the 11th form.
B. TEACHING AIDS: Textbook, pictures, cassette, tape

Method: mainly communicative

C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

23/8/2012 12A1

22/8/2012 12A2

24/8/2012 12A3

2. The oral test:
3. New lesson:

Stages/
Time

Teacher’s activities Students’

activities

Warm up
5’

Presentation
30’

Greeting, introduce, get acquaintance with the students

Choose the best answer.

1. The music ………….. we are listening is very wonderful.
a. which b. to which c. with which d. who
2.They warned us against ………..that car.

a. buying b. buy c. to buy d. bought
3. His mother prevented him………coming to see me.
a. in b. of c. on d. from

4. The girl ………….. with Ann is very beautiful.

a. worked b. working c. work d. be
worked

5. The kind of music ………….. my group plays is hard to
describe.

a. that b. who c. whose d. whom
6. The ………….. tells us the days of the week and the months of
the year.

a. calendar b. dictionary c. exercise book d. notebook
7. Both the boss and his colleagues ………….. robbed last night.
a. is b. are c. wered. was

8. Neither you nor I………….. here yesterday.
a. am b. are c. was d. were

9. He admitted ………. that vase.

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a. broke b. breaking c. to break d. for breaking
10. He did well in ………….. Maths and history.

a. either b. or c. both d. and
11. It is the door that needs …………..

a. replacing b. replacementc. to replace d. replaced
12. It ………….. who saw the ghost.

a. is us b. was us c. was we d. were we

13. The book ………….. I give you is very interesting.
a. which b. that c.  d. all are correct

14. The man …………..the bank is a millionaire.

a. is entering b. entering c. to be entered d. enters
15. Tom was the last person …………..the classroom yesterday.
a. to leave b. leaving c. left d. leaves

4. Consolidation: Retell the grammar: - Gerund

- Relative clause
-

5. Homework: Prepare new lesson.

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Preparation: 21/08/2012

Period 3:

Unit 1: HOME LIFE

Lesson 1: Reading

A.OBJECTIVES:

Reading the text about the life of a happy family, Ss get to know some related vocab and inprove their
reading skill.

B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects
Method: mainly communicative

C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

23/8/2012 12A1

24/8/2012 12A2

25/8/2012 12 A3

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4.

Time Teacher’s activities Students’ activities

5’

10’

I.warm up

-Ask Ss to work in groups and tell about their family ?
-suggestions

1.How many people are their in your family?
2.What is your father’s job?

3.What’s your mother’s job?

………
-go round the class and control

-call on some Ss to present
-feedback

-short introduction the types of family (show the
pictures)

Nuclear family

Nuclear family consists of the father, the mother, and
the children

Extended family

Extended family consists of the grandparents, aunts,
uncles, cousins, nephews, nieces, and in- laws,
(relatives through marriage).

II.Before you read

Pairs work

-have SS to look at the pictures in the textbook and
answer questions

1.Who do you think they are?

Group work

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Consolidation: 5’

5. Homework:

- Learn the new words by heart, read and translate the text, do the tasks again.
- Prepare the section B (The Speaking part of Unit one).

6. Feedback:

Preparation: 26/08/2012

Period 4

Unit 1: HOME LIFE

Lesson 2: Speaking

A.OBJECTIVES:

By the end of the lesson, students will:

-- understand more about home life, the relationship and responsibilities of family's
members.

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textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

28/8/2012 12A1

27/8/2012 12A2

29/8/2012 12 A3

Method: mainly communicative

Time Teacher’s activities Students’ activities

5’

10’

20’

I. Warm – up ( 5 min.): Network

- Ask Ss to find out as many as possible words
related to household chores.

- Call some Ss to write on the board.
- Give comments.

II, Pre – speaking:

Task 1: Read the following statements and
tick the ones that apply to you and your
family.

- Ask Ss to work in pairs, exchange the ideas.
-Walk around and help them

- Call some Ss to talk about their families in
front of the class, using the information in task
1.

- Give feedback

III.While – speaking
Task two:

- Guide students how to practise.
- Ask students to work in pairs.

Expected words:

- cleaning the floor
- cooking

- doing the washing up
- washing clothes
- tidying the kitchen
- ironing clothes

- hanging dry the clothes

- repairing/ mending things
- taking care of the baby
- taking out the garbage
- Work in pairs

- Present in front of the class

Feedback:

In my family both my father
and mother go to work.
Almost all members of my
family share the household
chores. Washing the dishes
and cleaning the house are
what I often do help my
parents. We all like watching
films on TV when we have
free time at weekends. The
person I often share my
secrets with is my sister. I
always ask my parents for
advice before making an
important decision.

- Work in pairs .

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10’

- Help the students with new structures.

Give some special expressions

* Could you tell me who….. ?

* By the way who in your family ……. ?
* What about your …. ?

- Walk around and help them.

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

- Correct their mistakes.

Task 3 : Ask about your partner’s family.

- Ask Ss to study the table carefully.

- Have the Ss to work in pairs, asking about the
partner family life, noting down the answers in
the table.

-Call some pair to act out in front of the class.
- Give comments.

IV.Post – speaking :Report the information

- Have Ss to work in pair.

- Call some Ss to report in front of the class.

- Correct and give comments.

1. Could you tell me who
works in your family?

2. By the way who in your
family does the washing up?
3. What about your brother ?
Does he share the household
chores?

4. What’s your responsibility
in the family?

5. What exactly do you have
to do?

6. How do you share the
household chores?

7. What interests do your
family members share
together?

8. What do your family
members often do together in
your free time?

9. Who do you often share
your secrets with?

10. Who do you often talk to
before making an important
decision?

Sample dialogue :

A: - Hi,…Could you tell me a
bit about your family life ?
B: - Sure, no problem.

A: - Who works in your
family?

B: - Both my parents. My
father is an engineer and my
mother is a teacher. They
work 8 hours a day.

A: Do you help them with the
household chores?

B:- Of course. I help my
mother in the kitchen and
wash the dishes.

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Homework: - More practice the main toppics
at home.

- Prepare the section C (The Listening part of

Unit one).

out of on business he cooks
for us.

A: - What interests do your
family members share
closely?

B: - Watching films. We often
watch films on TV on
Saturday evening when
everybody is free.

A: - Who do you often share
your secret with?

B: - Mother. I think she
understand me well.

A: - So she is the person you
often talk to before making an
important decision?

B:- No, in fact both my
parents help a lot when I have
problems.

A: - You must be very happy
in such a family .Thanks for

giving me time. Bye.

B: - Bye.

Expected answer:

I’ ve just talked with B about
her family life.

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Period 5:

Unit 1: HOME LIFE

Lesson 3: listening

A

.OBJECTIVES:

By the end of the lesson, students will:
- understand more about home life

- develop listening skills: listening for main ideas and specific information
B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

30/ 8/2012 12A1

29/8/2012 12A2

31/8/2012 12 A3

Method

: mainly communicative

Time Teacher’s activities Students’ activities

I.Warm – up: Jumbled word

Rearrange the letters to make a meaningful word.

RINENOU

- Which word can go with “reunion”?

II. While you listen
* Describing the picture

- Ask students to work in pairs, look at and describe the
picture (p16), using the cues:

1. What is happening in the picture?

2. How many pictures are there?/ who are they?
3. How are they feeling? / How do they look?
- Call some students to answers

- Give feedback and introduce the topic of the lesson:



Lead- in: In today’s listening section, you’ll hear the
conversation between Paul and Andrea talking about
their family.

- introduce some new words to students by using
pictures or by using definitions in English

 Teacher asks students to repeat the words on the black
board.

-> REUNION

-> Family reunion

Look at the pictures.

- Answer the teacher's questions.
+ They are having a big…..
+ many people..

+ Very happy

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 Teacher has students pay much attention to the words
and how they’re pronounced and tells students that
they’re given cues helping them to listen to the text
well..

* Vocabulary: Listen and repeat

- Play the tape and ask Ss to read after the tape twice.
- Explain new words :

- leftovers / `left әu vәz/ thức ăn thừa
- spread ( v) out/spred/ trải ra

1. to reserve: = to book sth in advance:
2. coach (n):

3. to spread out: to cover a large area

4. leftovers: food that has not been eaten at the end
of a meal

5. flight (n): a journey made by air, especially in a
plane:

III.While you listen

Task 1: Listen to the conversation between Paul and
Andrea and decide whether the statements are T or F
and then correct the false statements

Ask students to read through the questions
- Play the tape two times

- Ask Ss to do individually then compare the answer
with a partner.

- Play the tape again, have students listen and check the
answers

- Call some Ss to give the answers
- Checks and gives feedback.

Task 2: Note down two things that are different
about Paul’s and Andrea’s families.

- Ask students to read through the questions.
- Let them do the task without listening again.
- Play the tape twice .

- Ask students to do Task 2 then compare the answer
with a partner.

- Play the tape again, have students listen and check the

in chorus

o Students listen to the tape
carefully

- Read through the questions

- Work individually to do the task
- Compare the answers

answer

1. T

2. F ( They not a very close – nit
family, they rarely get together as a
family any more.)

3. F ( It is about 180 kilometers
from they ….)

4. T ( There are 4 children in
Paul’s family)

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answers

- Ask some students to read the answers
- Checks and gives feedback.

IV. after you listen : Discussing

- Ask Ss to work in groups, discuss the questions:

The importance of family in a person's life

- Ask some students to present their discussion in front
of the class.

- Give feedback

Homework:

- Summarise main points.
- Write about family reunion.
- Prepare Part D

- Read through the questions.
- Work individually to do the task
- Try to do the task without
listening again.

- Compare the answers
- Listen again and check the
answers

answer:

Paul Andrea

His family
members are
not very close.

His family is a
close - knit
one.

The families
often eat the

meal the

mother cooks
at home.

The family
often goes out
to eat when

they get

together.
- Work in groups, discuss the
questions

- Report their discussion

answer:

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Preparation: 29/08/2012

Period 6

Unit 1: HOME LIFE

Lesson 4: Writing

A.OBJECTIVES:

By the end of the lesson, students will:
- understand more about home life

- develop listening skills: listening for main ideas and specific information
B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

30/8/2012 12A1

31/8/2012 12A2

1/9/ /2012 12 A3

Method: mainly communicative

Tim
e

Teacher’s activities Students’ activities

5’

15’

I. Warm up

-Ask Ss to work in pairs and answers some questions
1. Do your parents often let you go out in the evening ?
2. Are you allowed to use your family motorbike?
3.Are you allowed to do the household chores?

-call on some pairs to present their answer in front of the
class

-feedback

Lead in : In today’s lesson, you’re going to write a letter
about your family rules

II.Pre-writing: groups work

Task 1: What rules do you have in your family?
+Have students revise the verbs

* let sb + V
*allow sb + to V

*have to + V (obligation)
*permit sb + to V

- T delivers Ss handouts (Task 1 – Complete tthe

following sentences).

Pairs work

1. My parents don’t let me come home late.
2. My father permits me to use the family
motorbike.

3. I have to do the household chores.

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20’

1. During the school year, I am not allowed ________
2. I have to………..

3. My parents allow me……….
4. My parents want me not………

- T asks some Ss to go to the BB to write down their
sentences

- T together with Ss finds out the mistakes and corrects
them

III. while writing

Task 2: Write a letter to a pen pal about your family
rules.

- T asks Ss to work in groups and use the ideas they have

written above to write a letter about their family rules.
T goes around to offer help

- T calls four representatives of four groups to go to the
BB to write down their letters

- T together with Ss finds out the mistakes and corrects
them

T gives feedback on Ss’ work

T points out some common mistakes made by Ss when
doing this writing task.

IV.Post-writing

T asks Ss to make a conversation about the content of
their letter

T calls some Ss to practice the conversation in the front of
class

- T remarks generally Ss’ written work

Homework: - Rewrite at home.

- Prepare the section E (The
Language focus part of Unit one).

1.During the school year, I am not allowed to

come home late / watch TV …

2. I have to clean my house / do the washing
3. My parents allow me to watch TV / go out
with my friends on Saturday or Sunday…
4. My parents want me not to stay up late /
chat with my friends on the phone

- Ss work in groups
Dear Mary,

Today, I have something interesting to tell
you. It’s my family’s rules. Every family has
its own rules. Mine has a few. First, during
the school year I’m allowed to watch TV
until I have finished my homework.

Sometimes my parents let me go out with my
friends on Saturday or Sunday, but I must
come home early. Second, in my family
everybody has to do their share of the
household chores. And mine are doing the
washing and preparing meals. Third, my
parents want me not to chat on the phone
more than ten minutes. How about your
family rules? I am very happy with my
family. My parents really love me and take
good care of me.

Love,

Daisy

Work in pairs

A. Do your parents let you go out in the
evening?

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5’

Preparation: 21/08/2012

Period 7

Unit 1: HOME LIFE

Lesson 5: language focus

A.OBJECTIVES:

By the end of the lesson, students will:

- distinguish and pronounce correctly the ending sounds / s, z / .
- use correctly the Simple past, past continuous and present perfect

B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects

C. PROCEDURE:
C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

6/9/2012 12A1

7/9/2012 12A2

7/9/2012 12 A3

Method: mainly communicative

……….

………

Time Teacher’s activities Students’ activities

I. Warm – up : tongue twisters.

- Hang a poster on the B.B, Ask Ss to read the
tongue twisters as quickly as possible. If one read 3
times he wins.

She sees Susie sitting in a shoe shine shop.

Where she sits she shines, and where she shines 
she sits.

- Ask Ss to pick out the word containing the

ending sounds / s, z / and put in the correct column. .
- Write on the B.B

II.. Pronuciation:
+ Listen and repeat:

- Read and ask students to listen and compare the
difference betweet / z / and / s /.

- Let students listen again and to repeat.

- Write some words on board and ask students to

Read thetongue twisters

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read them aloud.

+ Pratise these sentences:

- Read one before then read again and ask students
to repeat.

- Askk students to practise themselves.
- Walk around and help them

III. Grammar : Tense revision
1. Tense revision :

- Hang a poster, Ask Ss to do the exercise .

Poster : Use the correct tenses: simple past, past
continuous or present perfect.

1. When you (buy) that car?
- I (buy) it 2 year ago.

2. At this time yesterday we (play) football.
3. At 7 p.m last Sunday we (visit) the zoo.
4. When I (have ) dinner, my friend (call).
5. I (already/see )Titanic

- Call a student to do on the B.B while the other
practice individually.

- Correct and give feedback.

- Ask Ss to remark the uses of these tenses, give
comment.

remarks

* Simple past is used to denote an action
happening at a specific time in the past with no
relating to the present.

* Past continuous is used to express action that
was in progress at a specific time in the past; it is
also used to express action that was in progress
when something else happened.

2, Practice: Exercises 1 (p.18) ; Ex 2( p.19)

- Ask Ss to do exercises provided in the books.
- Have them do individually, and then compare the
answers with the partners.

- Call Ss to give the answers.
- Correct and give feedback

+ Listen and repeat:
- Listen and practise.
+ Pratise these sentences:
- Listen and repeat.
- Preactise in pairs.

Do exercise individually
-> 1. did….buy ; bought
2. were playing
3. were visiting
4. was having ; called
5. have already seen
Take note

Remarks

Do exercises

Exercises 1 : Underline the most
suitable…

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* Additional exercise: Choose the best answers

1. The man got out the car,…. round to the back and
opened the boot.

A. walking B. walked C. walks D. walk

2. I saw Maggie at the party. She … in several
films.

A. wears B. wore C. was wearing
D. has worn

3. After I had had lunch, I…. for my bag.
A. looked B. had looked C. have looked
D. look

Homework:

- Redo the exercises at home.

- Prepare Unit 2 (The reading part of Unit 2).

3. has been married
4. Did you give ; saw
5. didn’t listen
6. Have you two met
7. Did you meet

Exercises 2 Which answer best fit

each …

1. B 8. C
2. C 9. B
3. A 10. C
4. A 11. B
5. B 12. C
6. B 13. C
7. B 14. A
15. B

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Preparation: 21/08/201

Period 8

Unit 2: Cultural diversity

Lesson 1: reading

A.OBJECTIVES:

By the end of the lesson, students will:

- understand some more about the senses and personal experiences directly related to the sense.
- improve their reading skills

B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects

C. PROCEDURE:
C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

6/9/2012 12A1

10/9/2012 12A2

8/9/2012 12 A3

Method: mainly communicative

………..

………

Time Teacher’s activities Students’ activities

5’ I. Warm – up ( 5 min.) :Network

Competition game – network.

- Prepares a hand out with a network of the word’ a
Marriage” and asks Ss the Question

- What things make a marriage happy?

Marriage

- Teacher divides the class into 8 groups and gives
each group a hand out. Teacher asks Ss to complete
the network.

- The winner will be the group completing the
network in the shortest period of time.

- Ask students to look at the pictures and work in pairs

Group work

Expected words:

-romantic love
- understanding
- sharing

- partnership of equals
……

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15’

20’

to ask and answer the questions.
?what can you see in the pictures?
What are the differences between them?
Call students to answer before the class
Feedback

Lead to the lesson

II. Before you read
* Pair works:

- Ask Ss to work in pairs and discuss the question:
+Which of the following factors is the most important
for a happy life? Why?

- Love a nice house / flat.
- Money, a good job.

- Parents, approval good health.

- T asks Ss to talk before the class and give the reason
why. The other can asks Questions.

*Vocabulary:

Give some main words to present using vocabulary
technique to teach.

1.Phycical attractiveness
2. Confiding.

3. Partnership of equals
4. Trust built on love
5.diversity (n)

6.diversify (v)
7.diverse (adj)
8.approval (n)
9.marriage (n)

-read aloud and ask Ss to repeat
-correct mistake

III.While you read:

-Ask Ss to read the text silently to do the tasks. Focus
on the phrases physical attractiveness; confiding;
partnership of equals and trust built on love….

- Open the tape. T can ask 1 or 2 good student to read
the text aloud.

*Task 1 Explain the meaning of the word/ phrases:
- Ask Ss to read the sentences silently to understand
what to do.

If Ss have any problems, T might be able to help
them by giving the instruction.

- Give handouts Matching

Answers

Free answers

Pair work/ group work

Read the passage silently

Individual work/ group work and
pair work

answers

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5’

1.Precede a. happen or exist before

2. Determine b. tell some – one about something
Very Private or secret

3.Confide

4. Sacrifice c. having a duty to do something.
5. Obliged d. find out

e. willingly stop having something
you want

-Goes around for help

- Call on Ss to read aloud what they do.
- Give feedback and correct answers.

-Get Ss to read the sentences in task loud what they do

the other can translate them into Vietnamese pairs by
pairs

* Task 2 Answer the following questions:

- Get Ss to read the whole text silently to answers the
question

- Ask them to work in pairs or groups asks and
answers the questions

- Call on some Ss to answer in front of the class.
- Give feedback

IV.After you read:

- T divides class into small groups of 6 or 8 and asks
them to discuss the question: what are the differences
between a tradition Vietnamese family?

* Number of children.

*The house they like to have.

Pair work/ group work and whole
class

answers

1. They are Physical attractiveness;

Confiding ; Partnership of equals;
trust built on love.

2. The young Americans are much
concerned than the young Indians
and the Chinese with physical
attractiveness

When choosing a wife or a husband.
3. The Indian students agree that a
woman has to sacrifice more in a
marriage than a man.

4. The American wife trusts her
husband to do the right thing because
he loves her not because he has to do.

5. The main finding of the survey is
that young Asians are not as

romantic as their American
counterparts

Pairs work

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* The head of the family.
*Who works?

*Who takes care of the housework and children?
* The income….

T goes around to help Ss if they have any problem.
- T asks to talk before the class some pairs groups

Homework:

- Learn the new words by heart, read and translate the
text, do the tasks again.

- Prepare the section B (The Speaking part of Unit
two).

Preparation: 31/08/2012

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Unit 2: Cultural diversity

Lesson 2: speaking

A.OBJECTIVES:

By the end of the lesson, students will:

- understand more about differences among cultures.

- discuss information that relates to the differences between Vietnamese and
American cultures

- to improve the students’ speaking skills

B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects

C. PROCEDURE:
C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

11/9/2012 12A1

10/9/2012 12A2

10/9/2012 12 A3

Method: mainly communicative

……….

.

………

time Teacher’s activities Students’ activities

5’ I. Warm - up ( 5 min.)

Gives two tables and asks Ss to work in group of
three or four to complete the table

Give a picture

-Ask Ss to look at the picture and answer questions
1. What are they doing?

2. Can you guess where they are?

3. In Viet Nam, do people often kiss in public?
Why or Why not?

Do the task

1. They are kissing

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10’

4. What about in America?

-lead to the new lesson. Today we will learn about
the differences between Vietnamese and American
cultures

II.pre-speaking
Task 1

T asks Ss to open the book on page 22

- T asks Ss to read the sentences in the box in Task
1 on page 22.

- T can explain some special expressions if
necessary.

- T reads aloud and instructs Ss how to use these
expressions.

Some special expressions

I think / feel / believe….. I don’t agree……
In my opinion …… It’s not true……..
For me….. That’s true /
wrong /….

- T ask Ss to express their point of view on the
following ideas, using the words or expressions in
the box.

● In Vietnam, there are three or vevn more
generation may live in a nhome.

● A happy marriage should be 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.

- T can make a sample conversation with a student

Sample

T: I think a happy marriage should be based on 
love.

S: I quite agree with you. Life will be terrible if 
there is not true love between a husband and a 
wife.

T: But in some Asian countries love is supposed to 
follow marriage, not precede it.

S: For me, I don’t think it’s true (What will happen
if there is no true love even after marriage). How

Ss open the book and look at the
sentences in the box on page 22.

- Ss listen to the teacher and write down
the new expression in their notebooks.
- Ss read after the teacher

- Students choose some of these ideas and
then use the expressions in the box to
express their points of view.

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15’

10’

can two people who don’t love each other live 
happily in the same house?

- T goes round the class and helps Ss if necessary.
- T can divide the class into the suitable groups

III.While-speaking
Task 2

- ask Ss to look at task 2 on page 23 and tells them
to read the typical features of the American culture
in pairs, and then discuss and find out the

corresponding features of the Vietnamese culture.
- help Ss with the new words and the

pronunciation.

- give Ss some expressions to help them practice
the conversation easily.

Some expressions

Do you know that………?
It is said that……..

It is said that in the newspaper / on TV / radio 
that….

-Ask Ss to work in pairs to do the task
-Call on some pairs to give their ideas
- Correct and gives feedback

III. Post speaking

Task 3: Talk about the similarities and

differences between Vietnamese and American 
in cultures

- Explain how to do the task 3

- Ask Ss to read the answer of task 2 again before
doing the task 3

- Ask Ss to work in group of four
- Call on some pairs to give their ideas
- Correct and give feedback

Home work

-Ask Ss to work the tasks again

- Ask Ss to write a short passage about the

Ss read task 2

- Ss write down some expressions in their

notebooks.

Answers

- three or sometime four generations live
under one roof

- Elders live with children and are taken
care of by their sons

- Asking about age, marriage and income
is acceptable.

- A Vietnamese greets the head of the
family or an older person first, then the
younger ones

- Groceries are bought everyday
- Tet(Lunar New Year) is the most
important

- Children often sleep with their parents
Take note

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5’

differences and similarities in celebrating a
wedding ceremony in Vietnam and American
- Prepare part C

Preparation: 21/08/2012

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Unit 2: Cultural diversity

Lesson 3: listening

A.OBJECTIVES:

By the end of the lesson, students will:

- Listen and understand the conversation about the wedding ceremony in Vietnam.
- Listen and fill the missing information in the gaps

- Listen and answer the questions about the wedding ceremony in Vietnam
- Know some more new words about wedding ceremony.

B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects

C. PROCEDURE:
C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

13/9/2012 12A1

14/9/2012 12A2

14/9/2012 12 A3

Method: mainly communicative

………

..

………

Time Teacher’s activities Students’ activities

5’ I. Warm-up ( 5 MIN.): cross words

-Give the cross words on the
additional board.

- Read aloud each clue, gets students
say aloud the answers.

*cross word:

1
2

3
4

*clues:

1. the woman that a man is married to
2. every marriages should be based on
this

 Class work

Each student with a correct answer will be given a
present.

suggested answers:

1 W I F E

2 L O V E

3 B R I D E

4 H U S B A N D

5 S P R I N G

6 R I N G

7 G R O O M

5. people often choose this season to hold wedding
ceremonies.

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15’

3. what do we call a woman on her
wedding day?

4. the man that a woman is married to
-checks and correct.

-Ask Ss to guess the topic of the lesson
today

-lead to the new lesson

II.Before you listen

- ask Ss to open the book.

- ask Ss to look at the pictures on page
24 and discuss what is happening in
each one.

- gives some guide questions:
1. What do you see in the pictures?
2. Who are they?

3. What are they doing?

-check correct answers

Ask students to discuss the two
questions:

1.Have you ever attended a wedding
ceremony?

2.what do the bridge and the groom
usually do at the wedding ceremony?
T. introduces the new lesson: You will
hear two people talking about a
wedding ceremony in Vietnam. Listen
and do some listening tasks.

* Vocabulary: Listen and Repeat

T. teach some new words first and
then plays the tape for students to
listen and repeat.

Altar:

Master of Ceremony:
Banquet:

Groom: chú rể
Bride:cô dâu
Ancestor:tổ tiên
Tray: khay

Schedule: lịch
Blessing:cầu chúc

III.While you listen

7. what do we call a man on his wedding day?

Ss look at the pictures on page 24, work in groups
and then discuss what is happening in each one.
- Ss answer the teacher’s questions

1. I see a wedding ceremony
2. a bride and a groom

3. They are bringing a lot of gifts

Answers
1.yes, I have

2. they usually …………..

Ss write down the new words in the notebook.

- Ss repeat

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15’

1.TASK 1

- T explains Task 1 to the Ss

You will hear two people talking about
a wedding ceremony in Vietnam.
Listen to the tape and fill in the blanks
the missing information.

Get Ss to read carefully five sentences
before listening the tape to do the task.
- Play the tapes twice

(T. can play the tape one more time if
students have difficulty.)

- Ask Ss to work individually, then
compare their answers with the other
student.

- Call on some Ss to give their
answers, correct and give feedback.

2. Task 2: Answering

-Ask Ss to read carefully the five
questions first, then let them try to
answer before listening again to do the
task.

-Play the tape twice, one for doing the
task, one for giving feedbacks.

Call on some Ss to give their answers,
correct and give feedback.

IV.After you listen

-explains the task and asks Ss to work
in groups to discuss the question:

What do families often to do to
prepare for a wedding ceremony?

Suggestions

- the importantance of wedding
ceremony to Vietnamese people

- the preparation for the
wedding

- what groom and bride do on
their wedding day

- Listen
- Compare

- Listen and check
- Expected answer:
1. groom’s parents
2. red paper
3. altar

4. at the wedding banquet
5. wedding cards/ money

Ss read the questions in Task 2 carefully, listen to
the tape for three times and answer the question
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.

4. The wedding banquet is usually held at the
groom’s and bride’s home or at a hotel or a
restaurant.

5. They stop by each table to thank their guests
- Ss read the question carefully and then discuss in
groups

Answers

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10’

- banquet ( place, food,
drink….)

guests ( gifts, blessing, ….)

-call on some groups to present their
answers

Homework

Write a short paragraph to introduces
about the wedding ceremonies in
Vietnam

well decorated. Then comes the cars and the
flowers. They have to be ordered in advance so that
everything will be available on that day. Everybody
is very busy but they all look forward to that
important day.

Preparation: 1/9/2012

Period 11

Unit 2: Cultural diversity

Lesson 4: writing

A.OBJECTIVES:

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- Write a description about a symbol of the Vietnamese Culture: The Conical Leaf Hat

B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects

C. PROCEDURE:
C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

13/9/2012 12A1

17/9/2012 12A2

15/9/2012 12 A3

Method: mainly communicative

……….

..

………

Time Teacher’s activities Students’ activities

5’

15’

I. Warm – up ( 5 min. )

-Paint some pictures on the board :

P1 P2 P3 P4
-Asks Ss to look at the pictures and asks:
What’s this?

-Asks Ss some questions:

1. Where in Vietnam do people often wear
leaf hat?

2. Who wear it?
3. What form is it?

leads to the new lesson → Describing the 
conical leaf hat.

II.pre-writing

Gives Ss some new words:
+ leaf (n) : lá cây

+ rim (n): vành
+ ribs (n) : (lá cây )
+ strap (n) : (da

Reads once time and then asks Ss to repeat
again

- Ask Ss to copy it down into their
notebooks

TASK 1

- T can ask Ss to close the book and

Look at the board

Look at the pictures and answer:
P1:A line/a slope

P2:A conical form
P3: A triangle
P4: A leaf hat

Expected answers:

1. Vietnam, Hue city
2. girls, women
3. Conical form

Listen and repeat again
Copy

- Ss listen to the teacher’s questions
and give the answers.

The answer is optional

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20’

answer some questions

1. Have you ever worn a conical leaf hat?
2. Have you ever seen a conical leaf hat?
3. If yes, what does it look like?

- Now T asks Ss to open the book on page
25, look at Task 1

T explains Task 1:

You are going to write about the conical
leaf hat or “nãn l¸”, a symbol of
Vietnamese culture. Look at the picture
below , write Vietnamese equivalents for
the English words

- T suggests useful expressions

Useful expression

To be made from: đợc làm bằng

- T gives some suggested questions
1. What is a symbol of Vietnamese girls
and women?

2. What is considered as a part of the spirit
of Vietnamese nation?

3. What is it made from?
4. What does it look like?
5. What is the diameter?
6. How high is it?

6. How many ribs are shaped into a conical
form?

7. What is it used for?

III.While-writing

following questions:

The answer
 1. leaf
 2. ribs
 3. rim
 4. strap

- Ss answer the question

1. The conical leaf hat is a symbol 
of Vietnamese girls and women.
2. It is also considered as a part of
the spirit of Vietnamese nation.
3. It’s made from a special kind of

bamboo and young soft palm 
leaves.

4. It has a conical form.

5. The diameter is about 45 or 50 
centimeters and it is about 25 or 30
centimeters high.

6. Either 16 or 18 ribs are shaped 
into a conical form which is then 
covered with palm leaves. The 
leaves are sewn into rims.
 Finally the hat is trimmed and 
painted with a coat of attar oil.
7. The conical leaf hat is used to 
protect people from the sun and the
rain.

- Wearing this conical leaf hat in 
summer sunny days, girls look 
more charming.

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5’

1. How many parts are there in your
writing?

2. What are they?

3. What do you include in the main
body?

-Ask Ss to write a passage of about 150
words about the conical leaf hat of
Vietnam, using the out line and
information below.

-ask Ss to work individually

- T goes round the class to help Ss if
necessary

-After that, asks Ss to exchange their
writing

IV. Post - Writing

- Feedback to students’ writing
- Collects some of Ss’ works to give
feedback

-Should draw Ss’ attentions to the
organization of description and the

cool feeling in such hot weather.

1. Three

2. Introduction – main body –

conclusion

3. Materials – shape and size –
process

Sample writing :

The conical leaf hat is one of the
typical features of the Vietnamese
culture because it can not be found
anywhere else in the world. The
leaf hat is not only a symbol of
Vietnamese girls and women but
not also become a part of the spirit
of the Vietnamese nation.

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

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language use , especially the verb tenses

HOMEWORK

- T asks Ss to write task page 19 in the
student’s workbook.

Preparation: 1/9/2012

Period 12

Unit 2: Cultural diversity

Lesson 5: language focus

A.OBJECTIVES:

By the end of the lesson, students will:

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- Review the usage of tenses.
B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects

C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

18/9/2012 12A1

19/9/2012 12A2

19/9/2012 12 A3

Method: mainly communicative

……….

………

Time Teacher’s activities Students’ activities

5’

10’

I. Warm up

Hang a chart with 12 verbs (both regular verb and
irregular verb) with the form: infinitive without
“To”.

For example

see, need, go, laugh, teach , eat, miss, paint, close, 
run , play, help

Divide class into 4 groups.
- Read loudly 12 verbs 2 times.

-Ask Ss to rewrite all verbs which they hear.

-Call leader of each group to go to BB and write
down.

-Check and choose the winner.

-Call some students read all verbs when adding “ed”
at the end of each verb.

- Ask Ss to give comment and note how to read
“ed”.

- leads-in new lesson.

II. pronunciation
Activity 1:

- T gives Ss the rules of pronouncing the verbs
ending in -ed

There are three ways

1. ed → /d/ after voiced consonants and vowels.
2. ed → /t/ after [ k , p , s , ∫ , t∫ , f )

3. ed → /id/ after / t, d/

- T asks Ss to look at the verbs on the board and then

write them into the right column

- look at

- listen
- listen
- rewrite
- answer
- listen

Ss change these verbs into past simple

saw, needed, went, laughed, taught,
ate, missed, painted, closed, ran,
played, helped

Ss write down the rules in the
notebook.

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25’

- T reads aloud and asks Ss to repeat

- T asks Ss to open the book and look at the words
on page 27

- T asks Ss to practice

Activity 2:

-Ask Ss to practise reading sentences in textbook in
pairs and then arrange the verbs into 3 kinds: /t/ - /d/
- /id/.

-Check and gives feedback.

-Play the tape (or read) and ask Ss repeat. (note
sentence stress

III.grammar: tense revision

-asksss to look back the examples above and review
the tense

I have learned English for 7 years
- I visited my friends.
- check and give feedback

Exercise1: Use the correct form of the verbs…
-Ask Ss to work individually carefully and then
work in pairs.

-Explains how to use tense if necessary.

- Call some Ss to answer and ask class to give
comment.

- Give feedback.

- calls some pairs read the conversation.

* Exercise 2: Multiple choices

- Ask Ss to read exercise carefully.

-Explain the meaning of the difficult words
- Explain how to use tense of necessary.
-Ask Ss work in pairs

-Call on some Ss answer and asks class to give
comment.

-give feedback.

Exercise 3: Complete the letter with the correct 
form of the verbs in brackets

Giude students how to do
- Do the first as an example.
- Ask students to to the exercise.

/ t/ / d / / id /

laughed
missed
helped
closed
played
needed
painted

- Ss repeat
- Read
- Arrange
- work in pairs

- remind.
(groupwork)

answers:

1. Have you seen ; saw ; am going to
see

2. drank ; haven’t drunk ; drank
3. has written ; Did she write ; wrote
4. have been cooking ; cooked ;
cooked

- Practise the conversation

Answers :

1. C 5. C
2. A 6. A
3. C 7. C
4. A 8. A

answer:

1. moved
2. moved
3. have asked
4. have not stopped
5. study

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5’

- Call the to to on board.
- Correct

homework ( 5 min.):

- Review tenses
- / ? / Give handouts:

EX 1: Choose the best answer:

1. The wedding party …. at the Rex Hotel.
A. is B. is being C. will be D. are

2. By the end of next year Gorge …..English for 2
years.

A. will have learned B. will learn
C. has learned D. would learn
3. We …. English this time last week.
A. learned B. were learning
C. have learned D. had learned
4. The child …. before the doctor arrived.

A. died B. had died

C. has died D. was dying
EX 2 : Rewrite this sentences

1. He has been teaching for 20 years.( He started…)
2. How long have you studied English ?

( When)

3. They finished their work, then they drank in the
pub.( After…)

- Prepare Unit 3

7. could talk
-> A

-> A

->B
-> B

-> He started teaching 20 years ago.
-> When did you start to study English
?

-> After they had finished their work,
they drank in the pub.

Extra exercises

Choose the best answer a, b, c or d

1.You aren’t concentrating on your work. What ……….. about?
a. are you thinking b. were you thinking
c. did you think d. did you thought
2. My brother never ……….. the washing up.

a. do b. does c. makes d. make

3. Perhaps people don’t like ……….. tourists in their country.

a. so much b. too much c. so many d. a lot

4. ……….. four years in the Olympic Games, we see people from warring countries shake hands.

a. for b. in c. after d. every

5. I ……….. of learning how to fly a plane now.

a. am thinking b. think c. thought d. have thought
6. My car’s old but it never ………..

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7. Lots of tulips ……….. grown in Holland.

a. is b. are c. have d. has

8. This room is used ……….. meetings.

a. for b. by c. to d. as

9. Sister Wendy not only loves God and art but also ……….. good food and wine.

a. hates b. dislikes c. enjoys d. prefers

10. I ……….. what you mean.

a. am not understand b. didn’t understand
c. don’t understand d. haven’t understood
11. About 1,000 people are ……….. in that factory.

a. employed b. worked c. lost their jobs d. redundant
12. Look ……….. that strange man over there! What’s he doing?

a. after b. for c. at d. up

13. They didn’t tell the policeman ……….. they had taken the money.

a. if b. that c. whether d. Ø

14. Last summer, my family ……….. a four day holiday on Sam Son beach.

a. spent b. went c. had gone d. had spent

15. Picasso showed his truly exceptional talent ……….. a very young age.

a. in b. from c. at d. during

16. After his mother died, Scott ……….. home to seek his fortunate in St. Louis.
a. left b. was leaving c. had left d. has left

17. When I was in paris, I ……….. a lot of friends.

a. took b. made c. was making d. was taking
18. I ……….. wash my hair. It’s too dirty.

a. have to b. should c. will d. must

19. He ……….. take this medicine three times a day.

a. can b. has to c. must d. will

20. We aren’t ……….. to smoke and chew gum in class.

a. allowed b. managed c. able d. possible

21. I don’t think you ……….. take anything valuable.

a. have to b. should c. can d. must

22. The more I learn, the more I realize ……….. know.

a. how little I don’t c. how little I

c. how few I d. how few I don’t

23. Tom doesn’t like dancing, but Mike ………..

a. does b. did c. do d. doesn’t

24. Listen! Somebody ……….. for help.

a. are screaming b. scream c. is screaming d. has scream
25. I have a test tomorrow, so I ……….. sit up late tonight to study.

a. will have to b. can have to c. have d. have to
26. Ann agreed to stay behind, she was used to ……….. late.

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27. Have you booked your holiday? – Yes, we have. We ……….. to Italy.

a. will go b. can go c. are going d. must go

28. I haven’t got enough money to pay for my ticket.
- It’s Ok. I ……….. you some.

a. will lend b. am lending c. am going to lend d. lend
29. I think it’s interesting ……….. in London.

a. to go shopping b. go shopping c. going shopping d. in going shopping
30. Have you got toothache again?

- Oh! It’s agony! But I ……….. the dentist this afternoon.

a. see b. am seeing c. will see d. have to see
31. None of them knows very much about the places they ………..

a. visit b. visited c. are visiting d. going to visit
32. Is it possible ……….. rooms with a sea view?

a. having b. have c. to have d. to having

33. She really annoys me. I can’t stand people ……….. her.

a. with b. like c. as d. the same

34. Why did I agree ……….. with you?

a. work b. working c. to work d. to working

35. We would like ……….. our holiday on the beach.

a. spend b. to spend c. spending d. to spending
36. I want ……….. more careful with your homework in future.

a. you be b. you to be c. that you re d. you will be
37. I wasn’t allowed ……….. out unless my parents knew where I was going

a. to go b. going c. to going d. go

38. We don’t like living in ……….. towns.

a. young b. capital c. excited d. busy

39. We have been good friends ……….. we were at university.

a. as b. when c. while d. since

40. Nearly 30 people ……….. in the earthquake this morning.

a. have been injured b. were injured c. have injured d. injured
41. I really look forward ……….. you again.

a. meet b. meeting c. to meet d. to meeting

42. I first met my husband ……. 1995

a. for b. ago c. in d. since

43. I’ll give you a ring when I ……….. the time of the train.

a. know b. am knowing c. will know d. am know

44. If I ……….. the national lottery ticket, I would buy a bigger house.

a. win b. won c. get d. got

45. We live in the city. We wish we ……….. in the country.

a. are living b. live c. have lived d. lived
46. If I ……….. travel around the world, I would go to Hawaii.

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47. If the teacher ……….. me extra homework tonight, I will not go out with you.

a. makes b. gives c. helps d. lets

48. Do you know where ……….. my glasses?

a. I do put b. do I put c. have I put d. I have put
49. You won’t tell anyone about the truth, ………..?

a. will you b. won’t you c. you will d. you won’t

50. I have know idea ……….. the biggest office in the world is?

a. why b. what c. how d. when

51. I’m not sure how many babies ……….. every hour.

a. are born b. born c. were born d. will be born
52. You can use a word processor, ……….. you?

a. have b. don’t c. can’t d. can

53. I wonder how ……….. to celebrate his birthday.

a. he is going b. is he going c. he will d. will he
54. I don’t know where my husband gets the money ………..

a. to b. from c. at d. in

55. Our train ……….. at 7,00, doesn’t it?

a. has left b. have left c. leaves d. leave
56. He made me believe that they ……….. the district.

a. had left b. left c. will leave d. are leaving
57. John is not at home. He ……….. his doctor about his sore throat.

a. sees b. is seeing c. saw d. has seen

58. They were too late. The plane ……….. off ten minutes earlier.

a. took b. had taken c. has taken d. was taking
59. When the teacher speaks, we have to keep quiet, ……….. ?

a. don’t we b. musn’t we c. won’t we d.doesn’t he
60. Paper money ……….. for over 1,000 years.

a. has been used b. has used c.was used d. used

61. The weather has been bad this week. Next week it ……….. probably be even worse.

a. is b. will c. is going d. must

62. She finally decided ……….. her children alone in the house.
a. to not leave b. not to leave c. not leaving d. not leave

63. She ……….. her children to close all the windows. It’s raining hard outside.

a. said b. told c. ask d. remembered

64. We always ……….. lots of photos while we are on holiday.

a. make b. take c. catch d. do

65. Can you explain to me ……….. so many people think Dolphins are very clever.

a. why b. what c. how d. whether

66. We are really looking forward to ……….. home at the weekend.

a. to go b. gone c. going d. go

67. I’. ……….. exhausted after a hard day.

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68. “I have never been to America”, she ……….. to me.

a. told b. said c. asked d. begged

69. I thought the film ……….. interesting.

a. would be b. will be c. is d. has been

70. “I ……….. for the meal”, Mark asks.

a. will pay b. would pay c. pay d will be paying

Preparation: 1/9/2012

Period 13

Unit 3: Ways of socialising

Lesson 1: Reading

A.OBJECTIVES:

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- read for specific information about The ways of socialising.

- be able to talk some back ground information of The ways of socialising.

- Give the Vietnamese equivalents to the following words and phrases.

- Decide which of the three options below is the best title for the passage and answer the questions of
the lesson.

B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects

C. PROCEDURE:
C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

20/9/2012 12A1

21/9/2012 12A2

21/9/2012 12 A3

Method: mainly communicative

……….

………

Time Teacher’s activities Students’ activities

5’

15’

I.Warm-up: Jumbled words

- Write the words whose letters are in a random
order on the board.

- Divide the class into two teams. Ss from two
teams go to the board and write the correct words.
- The team which writes correct words first will be
the winner.

1. osiacsilgin
2. fo

3. sawy

Answer : 1 socialising , 2 of , 3 ways

- Have Ss guess the phrase of words above
Ways of socialising

- Lead in: T asks Ss to open the textbook on page 31.
T: Today we are going to learn Unit 3- Ways of 
socialising- A: Reading

II. Before you read:

- Ask students to look at the pictures, work in pairs to
ask and answer the questions

1. What are the people in the picture doing?
2. Can you guess what they say to each other?
3. What will you do / say if:

Whole class

go to the board and write the correct
words.

- The team which writes correct
words first will be the winner

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7’

+ you want to get your teacher’s attention in class?
+ you need to ask someone a question, but they are
busy

talking to someone else?
-Go around to offer help.

-Call on some Ss to present their answers and elicits
comments from other Ss. Give feedback if necessary

* Teaching Vocabulary:

- T asks Ss to skim the passage and underline the new
words.

- T explains the new words.

1. attract (v)
2. assistance(n) 
3. whistle (v)
4. clap (v)
5. attention (n)
6. acceptable (a)

7.Compliment: (n): (synonym)
 8.Decent: ( adj) (situation)

9.Appropriate: ( adj) ( translation)
 10.Kidding(n) ( situation)

11.Signal (n): ( example)

12.Marvellous: ( adj): ( synonym)

- Ask Ss to give the Vietnamese equivalent (if
necessary).

- Read a new word three times. Ss listen and repeat
after the teacher.

III. while you read
Task 1

T writes these words on the board:

- verbal (a)
- non-verbal (a)

- attract someone’s attention
- impolite (a) # polite (a)
- rude(a) # polite

- informality (adv) # formality
- approach (v)

- a slight nod will do

-Ask Ss to give the Vietnamese equivalent to the

Answers

1.In the pictures, people are shaking 
hands and waving with each other.
2.they may be greeting each other
3. - If we want to get our teacher’s 
attention in class, we can raise our 
hands slightly.

- If we need to ask someone a 
question, but they are busy talking to 
someone else, we can…

skim the passage and underline the new
words.

give the Vietnamese equivalent
listen and repeat after the teacher.
Copy down

give the Vietnamese equivalent to the
following words and phrases.

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5’

10’

following words and phrases.

-Instruct Ss to read the passage quickly and stop at
the words to guess their meanings.

-Guess the meaning of the words based on the
context in the sentences.

-Check that Ss understand the word correctly.
-Call some students to give the answers.
- Ask others students to correct.

- Give the true answers..

Task 2

-Ask students to read the questions carefully.
- Ask students to read through the passage again.

- Devide the class into pairs to do .

- Call some students to give the answers.
- Ask others students to correct.

- Give the true answers..

Task 3

Questions and answers

Ask Ss to work in pairs and ask and answer the
questions in the book basing on the information in the
reading passage.

- Ask Ss to read the text again and write down the
answers to the following questions.

- T moves around class to give help.

-call on some pairs to present their answers in 
front of the class

Present answers

- verbal (a): bằng lời, hữu ngôn
- non-verbal (a); không b»ng lêi, phi 
ng«n

- attract someone’s attention: thu hut

sù chó ý cđa ai

- impolite (a) # polite (a): kh«ng lÞch 
sù

- rude(a) # polite:

- informality (adv) # formality: - 
approach (v):

- a slight nod will do:

Work in pairs

read the passage more carefully &
choose the best title for it.

Answers

A. ( Attracting Attention: Non- verbal 
Cues)

work in pairs and ask and answer the
questions in the book basing on the
information in the reading passage.
Answers

1. We can use eitherverbal or non-
verbal communication.

2. Because they are strong actions
that can easily be seen

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3’

-give correct answers
IV.After you read:
* Discussion

- Ask Ss to work in pairs to discuss the meaning of
whisling and hand- clapping in Vietnamese culture.
- Move around to help Ss.

- Ask some pairs to act out their conversation.
- T gives feedback.

. Homework:

-asks Ss to learnt by heart the lesson

- Review the points that have been covered in the
lesson and do the exercise in the exercise book.
- prepare the next part: Speaking

assistance.

4.You can use a small friendly wave to
attract his or her attention.

5. Because it’s considered rude.

work in pairs to discuss the meaning of
whisling and hand- clapping in

Vietnamese culture.

Preparation: 1/9/2012

Period 14

Unit 3: Ways of socialising

Lesson 2: Speaking

A.OBJECTIVES:

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- practise speaking exactly and appropriately about the ways of socialising, based on the vocabulary
and structures that they have learnt in the lesson.

- Make dialogues to practise giving and responding to compliments, based on the given information.

B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects

C. PROCEDURE:
C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

20/9/2012 12A1

24/9/2012 12A2

22/9/2012 12 A3

Method: mainly communicative

……….

………

Time Teacher’s activities Students’ activities

10’ I.Warm-up:

Guessing word:

T: What is it?

Divide the class into two groups.

T says that he has a word in his mind and he going to
give some information about the word. Members of
each group will listen and may stop at any information
they hear to guess what the word is. Each group has
only two chances to gues the word. The first group to
tell exactly what the word is wins the game.

T gives information about the word.

1. It’s a noun.

2. It has got ten letters.

3. It is an expression by word or action, or 
admiration.

4. It shows one respect, give and respond your 
feeling about things which are beautiful, good, 
or interesting, etc.

What is the word?

T gives the correct answer.
Answer key: COMPLIMENT

II. Pre- speaking:
Task 1:

 Listen to the teacher.

Work in groups

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10’ - Introduces the task: You are going to work in your 
group to practise reading these dialogues, paying 
attention to how people give and respond to 
compliments in each situation.

Elicit the new words by asking Ps.

Vocabulary:

- compliments(n)
- hairstyle(n)
- terrific(a)
- kidding(a)

Ask Ps to take notes and practise reading vocabulary.
Ask Ps to work in pairs, practise reading these
dialogues, paying attention to how people give and
respond to compliments in each situation.

T reads once. Ask Ps to listen.

Hang the table on the board. Ask Ps to look at the
information about compliments in the table.



Useful language:

Give compliments Respond to 
compliments

- beautiful
- perfect

- I’ve never seen…
- terrific

- better

I think

-What a/an……you have/
have got!

-How +

adj/adv…………

-You really
have………

-Your ……is/are…

- Thank you/ 
Thanks
- That’s a nice

compliment
I think

I’m glad you like
it.

Thank you. I
think/

thought…………
…

Thank you. That’s
a nice compliment.
You must
have got to
be kidding.

-Ask Ss to use the information in the table to suitable
information and play the roles in the dialogues to
practise the dialogues.

-Move around to give help

Work in pairs

- Look at the table on the
board.

- Listen to the teacher.

- Take notes.

use the information in the
table to suitable information
and play the roles in the
dialogues to practise the
dialogues.

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7’

8’

10’

III.While- speaking:
Task 2:

-Read the cues once. Ask Ss to listen and look at the
information in the task.

-Explain the situations of each dialogues.
-Guide Ss to use suitable compliments in each
dialogues, using the cues.

-Ask Ss to work in pairs, practise giving compliments
to suit the responses.

Move around to give help.

-Call on some pairs to act out their conversation in
front of the class.

-Give comments on their conversations.

Task 3

-Read the cues once. Ask Ss to listen and look at the
information in the task.

-Explain the situations of each dialogues.
-Guide Ss to use suitable compliments in each

dialogues, using the cues.

Ask Ss to work in pairs, practise responding
compliments to suit the responses.

Move around to give help.

-Call on some pairs to act out their conversation in
front of the class.

-Give comments on their conversations.

IV. Post speaking
Task 4:

-Before getting Ss to discuss, T reminds them of some
useful expressions for giving and responding

compliments in Task 1.

-Divide the class into small groups of 3 or 4 & gets
them to discuss the task.

-Go around to check and offer help.

-After checking that all the groups have finished, T
calls on the representative of each group to report their

listen and look at the
information in the task.

- Some pairs perform. Others
listen to.

David: You really have a beautiful
dress. It is the most beautiful dress I
have seen.

Hung: Your motorbike is really
terrific. Then…

Michel: I Though your
badminton was a lot better ….
- Work in groups.

- Listen to the teacher.

- Listen to the teacher.
act out their conversation in
front of the class.

- Thank you, Phil. I think you can
do it as well as I do.

- Thank you, Peter. That’s a nice
compliment.

You must be kidding. I think it is
acceptable

Work in pairs

Share with the other pairs.

Present the dialogues

Take note teacher’s feedback

 A nice pair of glasses:

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peer’ ideas. T check if other groups would have the
same or different ideas.

- Listen & take note of their errors. T provides
corrective feedback after that.

Home work

Work with your friends: Make compliments and
responses about something or performances of your
friends in class.

- study

- speaking English
- singing

- briefcase/ a new pen/ a nice hat/
-Prepare the next part.

nice. I really like them.

B: Really, Peter. I just bought it
yesterday.

 A new and expensive watch;

A: You really have a new and
expensive watch, ……… How did
you get it?

B: Thank you, ……… My father
bought it for me on my birthday.

 A new cell phone:

A: Your new cell phone looks
great. I have never seen such a nice
one before.

B: Thanks. I finally found a suitable
one for me

Preparation: 1/9/2012

Period 15

Unit 3: Ways of socialising

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A.OBJECTIVES:

By the end of the lesson, students will:

- Develop extensive listening skills.

- Use the information they have listened to for other communicative tasks..

B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects

C. PROCEDURE:
C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

25/9/2012 12A1

26/9/2012 12A2

26/9/2012 12 A3

Method: mainly communicative

time Teacher’s activities Students’ activities

5’

10’

I. WARM UP:

Jumbled words:

Write the words whose letters are in a random
order on the board.

- Divide the class into two teams. Ss from two
teams go to the board and write the correct words.
- The team which writes correct words first will
be the winner.

aniotuergl  regulation
oenetlehp  telephone
lacl  call

acidev  advice.

II.Before you listen:

T sets the scene: You are going to listen to Linda 
Cupple, a social worker, advises young people on 
how to use the telephone in her family. Listen to 
her talk and decide whether the statements are 
true(T) or false (F).

Ask Ps to look at the pictures in the textbook and
answer the questions.

Elicit the new words by asking questions, using
the techniques suggested above.

Vocabulary:
- argument(n)
- regulation(n)
- absolute(a)

Pairs work
Rearrange

Whole class

Listen to the teacher

look at the pictures in the textbook and
answer the questions.

Answer the teacher's questions.
+ They are greeting….

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10’

- maximum(n,a)
- install(v)
- chitchat(n)
- starling(a)
Listen and repeat:

-Help Ss to pronounce the words in their book
correctly.

-Play the tape and then ask Ss to repeat after the
tape in chorus and individually.

- T corrects errors, if any.

-Check that Ss know the meaning of these words.

III. While you listen:
Task 1:

-Get Ss to read through the statements to
understand them and underline the key words.
-Guide students the requests of the task.
- Let students listen twice time.

- Write on board from 1 to 6 and call some
students to come and write their answers.

- Let them listen on again and correct.
- Correct.

Task 2: Gap- fill

T: Now listen to the rest of the listening text again
and work in pairs to write the missing words. You
will listen to the tape twice.

Check if Ps can answer the questions in task 2
without listening again. Play the tape for them to
listen again but before doing this, T should
encourage Ps to read through all the questions,
identify the information they need to look for in
each question

Play the tape again for Ps to listen & answer the
questions

Take notes

Listen to the tape and read in chorus &
individually

Individual work, pair work & whole class.
read through all the questions, identify
the information they need to look for in
each question ( question word: what,
where, when, how…)

listen and answer the questions
answers

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

6 T

Individual work, pair work & whole class.
read through all the questions, identify the
information they need to look for in each
question

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10’

Get Ps to check their answers with a partner.
Then T checks with the whole class.

Play the tape twice.

Call on some pairs to give the answers.
Go over the answers with the class.

IV.After you listen:

-Before getting Ss to summarize Ms Linda
Cupple’s talk, T reminds them of some useful
languages Task 1,2.

Suggested ideas:

- Length of time for each call
- Time for calling

- Calling late at night
- Calling at weekend

-Divide the class into small groups of 3 or 4 &
gets them to summarise the listening passage.
-Go around to check and offer help.

-After checking that all the groups have finished,
T calls on the representative of each group to
report their peer’ ideas. T check if other groups
would have the same or different ideas.

-Listen & take note of their errors. T provides
corrective feedback after that.

.Homework:

- Learn the new words by heart.

- Review the points that have been covered in the
lesson and do the exercise in the exercise book
- Prepare the next part.

give the answers.

Answer:

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

Individual work, pair work & whole class.

summarize Ms Linda Cupple’s talk

Preparation: 1/9/2012

Period 16

Unit 3: Ways of socialising

Lesson 4: Writing

A.OBJECTIVES:

By the end of the lesson, students will:

-can use the words to build complete sentences in Task 1,

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B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects

C. PROCEDURE:
C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

27/9/2012 12A1

28/9/2012 12A2

28/9/2012 12 A3

Method: mainly communicative

Time Teacher’s activities Students’ activities

5’

15’

I. Warm –up MATCHING

-give the table on the board and asks sts to match
them in correct orders.

a.pointing at someone
b.being late for class
c.making mistakes
d.being into the farewell

1. saying goodbye
2.admitting
one’swrongdoing
3.saying“I’m sorry I’m
late ”

4. being rule and
impolite

-check mistakes

Pre-teach : Vocabulary

- abruptly

- (to) apologize

- discourtesy

- Gosh

- sorrow

- pleasant and thoughtful

- Ask Ss to give the Vietnamese equivalent (if
necessary).

- Read a new word three times. Ps listen and repeat
after the T.

II.pre-writing

Task1 : Use the words to make sentences. Change the
form of the verb.( No addition or omission is required)
- introduce the aims of tasks in writing lesson.
In task 1,T asks sts to discuss how to use
suggested words in sentences.

- go around the class to help sts if necessary.
- ask sts to show their key.T gives key to check

Sts think what T asks , give their key.
Sts correct .

Key: a+4; b+3; c+2 ; d+ 1

Look at the board, listen to the teacher
and take notes

give the Vietnamese equivalent (if
necessary).

- Read a new word three times, listen
and repeat after the T.

Sts listen, repeat and copy them.

Sts rewrite some words.

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20’

III.While writing

-Ask Ps to work in pairs or in group to read and
discuss about the re-ordered paragraphs.

- Go around giving help

- Ask Ss to compare their answers in pairs and
read aloud in front of the class.

- Ask Ps to read their answers.

- Listen to Ps and collect their mistakes for
indirect correction.

Checking

- T correct with Ps.

- T gives feedback on Ps’ work.

- T points out some common mistakes made by Ps.
- Ask Ps to give comments on the others’ writing.

Paragraph 2:

1. C 2. E 3. B 4. A 5. D

1. The simplest way to apologize is to say “ I’m 
sorry”.

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

3. What does he do? The most polite actionis 
usually to take a seat as quitely as possible and 
apologize later.

senten -ces with re -quired words.
Sts compare their key and show them.
Sts correct .

Key:

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 departure.

4.We lead into the farewell by saying
something pleasant and thoughtful like “I’ve
really enjoyed talking to you”

5.We might also say something relating to
the time like“Gosh, I can’t believe how late
it is ! I really must be going!”

work in pairs or in group to read and
discuss about the re-ordered paragraphs.

compare their answers in pairs and read

aloud in front of the class

give comments on the others’ writing

Paragraph 1:

1. C 2. E 3. A 4. B 5. D

1. It is difficult to write rules that tell 
exactly when you should apologize, but 
it is not difficult to learn how.

2. If we have done something to hurt 
someone’s feeling, we apologize.
3. An apology indicates that we realize 
we’ve made a mistake, and we’re sorry 
for it.

4. It’s a way of expressing our regret or 
sorrow for something.

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5’

4. But if the teacher stops and waits for him to say
something, he could apologize simply “ I’m sorry 
I’m late”, ask permission to take his seat and sit 
down.

5. Naturally, more than this is needed, but it is not
the time for it because it has already caused some

interruption and doesn’t need to make it any 
longer.

IV.Post-writing
Dicussion:

Ask Ps to work in pair to discuss the question:

- In what ways people tell someone goodbye?

- Go around giving help.

- Ask some Ps to give their answers.

- Listen to Ps and collect their mistakes for
indirect correction.

Homework:

- Aks Ps to learnt by heart the lessson

- Review the points that have been covered in the
lesson and do the exercise in the exercise book.
- Prepare for the next part.

reason for it, and express regret.

work in pair to discuss the question
give their answers.

Preparation: 10/9/2012

Period 17

Unit 3: Ways of socialising

Lesson 5- language focus

:

1. Class oganization:

Day Date Period Class Number Absentees

27/9/2012 12A1

1/10/2012 12A2

29/9/2012 12 A3

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1. Educational aim:

Students can pronounce the stress in two- syllable words

2. Knowledge:

- General knowledge: By the end of the lesson, students will

be able to:

+ Remind of the ways of changing the reported speech.

+

Students can do the tasks well

- Language: the ways of changing the reported speech

3. Skill:

the stress in two- syllable words

II. Method:

Intergrated, mainly communicative

III. Teaching aids:

Board, tape, cassetteplayer, chalks, textbook and notebook

IV. Procedures:

Teacher’s activities

Students’ activities

Notes

I. Pronunciation: (15 minutes)

- Explain how to pronounce the stress

in two – syllable words.

*

If verbs, adj , adv, prepositions if

the second syllable which has long

vowel or double vowel( except ou )- the

stress falls the second syllable. But if

the second syllable which has short

vowel or double vowel or finishes by

one consonant the stress falls the first

syllable.

*

For nouns in whichthe second

syllable have short vowel the stress

falls the first syllable(` money ). If the

second syllable which has long vowel

or double vowel the stress falls the

second syllable ( de sign

’

)

- Ask students to read the words and

practise giving the correct stress.

- Call some students to read the words

in front of the class.

Practising sentences:

- Ask students to work in pairs and

give the correct stress of the words in

the sentences and then read the aloud

the given sentences

- Call some students to read the

sentences in front of the class.

- Comment and read the sentences once

to the whole class.

II. Grammar: (20 minutes)

Exercise 1:

Presentation

a, - Ask students remind of the rules to

change the reported speech:

+

Change the tenses of verbs

+

Change pronouns suitable with the

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

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situations given.

+

Change the time as the sentences

given

.

b, Practise doing exercise 1

- Let students read the situation and

change into the reported speech.

- Let students practise doing exercise

and each of them stands and speak out

the sentences they’ve done.

- Go around , listen and hepl them if

neccessary.

Exercise 2

-

,Ask students to read the dialoge

between Lan and Tuan , then they have

to complete

the conversation Tuan had with Tung

by changing in reported speech.

- Let students work in pairs

b, Ask students to read the dialoge

between Tung and Tuan by using

reported speech to retell what Lan has

told Tuan.

- 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

howlong I had been

learning English.

8, Thuan said he didn t

’

have much time to enjoy

himself.

- Practise doing and

speaking out

the sentences they’ve

changed .

- Listen to the teacher’s

correction

and write down their

notebooks.

Work in pairs the

dialogue between Lan

and Tuan firstly and try

to find out the tense of

verbs, pronouns and time

in the dialogue.

* Tense: Simple present

and Simple past , Simple

future ...

- I, you, he ,she...

- Time indecates in the

dialoge.

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Go around and listen to students or

help the if they need.

Homework: (5 minutes)

-Ask students to revise the whole unit

- Ask students to do all the exercises.

+ Each pair stands up and

read the dialoge.

-Work in pairs and

practise

changing

reported speech.

1, She said

she didn t

’

want to talk

to you.

2, She said she

was upset

too

.

3, She said she

was not

interested

..

4, Because you

had

promised to go to the

cinema.

5, But you

hadn t turned

’

up

.

6, She said she

didn t

’

want to see you .

7, She said

she didn t

’

believe you had tried.

8, She said

she would talk

to you later.

9, She said

she had to go

otherwise she would be

late for school.

- Each student stands and

speak out their sentences

they’ve made.

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Giao an Tieng Anh Lop 12 co ban

<b> Period 1: Hướng dẫn học và kiểm tra</b>

1. Class oganization:

<b> Period 2: </b>

<b>Hướng dẫn học và kiểm tra (P2)</b>

1. Class oganization:

<i><b>Period 3: </b></i>

<i><b>Unit 1: HOME LIFE</b></i>

<b>Lesson 1: Reading</b>

1. Class oganization:

Period 4

<i><b>Unit 1: HOME LIFE</b></i>

<b>Lesson 2: Speaking</b>

1. Class oganization:

Method: mainly communicative

<b> Period 5: </b>

<i><b>Unit 1: HOME LIFE</b></i>

<b>Lesson 3: listening</b>

1. Class oganization:

: mainly communicative

<b> Period 6</b>

<i><b> Unit 1: HOME LIFE</b></i>

<b>Lesson 4: Writing</b>

1. Class oganization:

Method: mainly communicative

<b> Period 7 </b>

<i><b>Unit 1: HOME LIFE</b></i>

<b>Lesson 5: language focus</b>

1. Class oganization:

………

<b> Period 8 </b>

<b> Unit 2: Cultural diversity</b>

<b>Lesson 1: reading</b>

1. Class oganization:

………

<i><b>Unit 2: Cultural diversity</b></i>

<b>Lesson 2: speaking</b>

1. Class oganization:

.

………

<i><b>Unit 2: Cultural diversity</b></i>

<b>Lesson 3: listening</b>

1. Class oganization:

..

………

<b> Period 11</b>

<i><b>Unit 2: Cultural diversity</b></i>

<b>Lesson 4: writing</b>

1. Class oganization:

..

………

<b> Period 12</b>

<i><b>Unit 2: Cultural diversity</b></i>

<b>Lesson 5: language focus</b>

1. Class oganization:

………

<b>Extra exercises</b>

<i><b>Choose the best answer a, b, c or d</b></i>

<b> Period 13</b>

<i><b>Unit 3: Ways of socialising</b></i>

<b>Lesson 1: Reading</b>

1. Class oganization:

………

<b> Period 14</b>

<b> Unit 3: Ways of socialising</b>

<b>Lesson 2: Speaking</b>

1. Class oganization:

………

Useful language:

<b> Period 15</b>

<b>Unit 3: Ways of socialising</b>

1. Class oganization:

Method: mainly communicative

Answer:

<b> Period 16</b>

<i><b>Unit 3: Ways of socialising</b></i>

<b>Lesson 4: Writing</b>

1. Class oganization:

Method: mainly communicative

Paragraph 2: