giao an 12 unit 1415

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(1)Date of preparing: Period: Unit 14. INTERNATIONAL ORGANIZATIONS. READING I. Objectives: 1. Educational aim: students appreciate the importance of international organizations and their responsibilities for helping disadvantaged people. 2. Knowledge: To help students gain knowledge of some international organizations and their roles in the world. 3. Skills: To enable students to read for gist and to scan for specific details. II. Method and teaching aids: - Integrated, mainly communicative - Pictures of the logos of relevant international organizations III. Procedure: Teacher’s Activities Students’ Activities Warm-up (5 mn) Teacher guides students to look at the logo of the -Students look at the pictures and answer the United Nations and those of some other organizations questions based on their background and answer the guiding questions. -Ss sit in pairs and do the task assigned by T. Answer 1. What organizations do these logos represent? · acronym: a word formed from the first letters of the words that make up the name of something. Example: World Health Organization = WHO, pronounced / hu: / · abbreviation: short form of a word Exemple: UN, pronounced /ju: ‘en / 1. United Nations: UN (abbr.) /ju: ‘en / 2. United Nations Children’s Fund: UNICEF (acr.) /’ju:nisef/ 3. Food and Agriculture Organization: FAO /,ef ei ‘ou / 4. World Health Organization:WHO /hu:/ 5. World Trade Organization: WTO / ,d blju: ti: ou/ 6. International Civil Aviation Organization: ICAO /ai si: ei ou Ss work individually, then compare their answers in pairs. -Answer orally. -Their roles are to improve different aspects of life, i.e., health, education, children’s condition of living, trade, etc., in the world. -T has Ss work in pairs, match the logos with corresponding names and then read the names of the - Copy down these words and guess their organizations aloud. meanings from T’s demonstrations. Pre-reading (20 mn) -make a question: _ What roles do they play in the world? -Lead in the new lesson. Vocabulary: - Introduce some unfamiliar words appearing in the -repeat after T. passage. - Some of them read them aloud. - human(adj)-humanitarian(adj); /hjuːˌmænɪˈteəriən/: concerned with reducing suffering and improving the - Work in pairs conditions that people live in.

(2) -dedicate(v); ˈdedɪkeɪt / to give a lot of your time and effort to a particular activity or purpose because you think it is important He dedicated his life to helping the poor. -wounded(adj)/ ˈwuːndɪd/:/injuried -initiative(n):/ ɪˈnɪʃətɪv/ a new plan for dealing with a particular problem or for achieving a particular purpose -appall(v) əˈpɔːl/ to shock somebody very much -appeal to (v) to make a formal request - lay down rules~ give rules -mission(n): ~aim -headquarters (n): e.g.: UN’s headquarters is in New York. -catastrophe(n):/ kəˈtæstrəfi/~disaster(n) -tsunami(n):/ tsuːˈnɑːmi/ an extremely large wave in the sea caused(picture) -have students to repeat. -Ask some students to read these words again.. - Answer orally. -keys: 1. g 2. a 3. h 4.i 5. b 6.e 7. f 8. c 9. d. Task 1: Match the words in A with their definition in B 1. 2. 3. 4. 5. 6. 7. 8. 9.. Words humanitarian wounded appall appeal mission headquarters catastrophe tsunami dedicate. Definitions a. injured by a weapon, for example in a war. b. an extremely large wave in the sea caused c. a sudden event that causes many people to suffer d. to give a lot of your time and effort to a particular activity e. a place from which an organization or a military operation is controlled f. disaster g. concerned with reducing suffering and improving the conditions that people live in h.to shock somebody very much i. to make a formal request. -Play the tape twice. While you read: Task 1: Complete the sentences with the words from the box Dedicated/ initiated/ appealed/ appalled/ resulted -Explain some new words; + witness(n): + arrest(v)#release(v) + result in (v): Task 2: pronunciation Choose the word which has the underlined part pronounced differently from the rest. 1. a. catastrophe b. propose c. become d. survive. -Listen to the tape. - Work in pairs and do the task - Answer orally. -keys: 1. dedicated 2. appealed 3. initiated 4. appalled 5. resulted -Work in groups of 4 students. -read aloud and choose the correct answer -keys;.

(3) 2. a. treatment c. initiate 3. a. symbol c. poverty 4. a. appalled c. designed 5. a. society c. president Homework: (2 mn). b. struggle d. total b. emergency d. qualify b. dedicated d. injured b. delegate d. protection. 1. a 2. c 3. 4. b 5. a.

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(5) Date of preparing: Period: Unit 14. INTERNATIONAL ORGANIZATIONS. READING I. Objectives: 1. Educational aim: students appreciate the importance of international organizations and their responsibilities for helping disadvantaged people. 2. Knowledge: To help students gain knowledge of some international organizations and their roles in the world. 3. Skills: To enable students to read for gist and to scan for specific details. II. Method and teaching aids: - Integrated, mainly communicative - Pictures of the logos of relevant international organizations III. Procedure: Teacher’s activities Warm-up: - Ask students to find the words in the word square. w i T N E S S a. o a N I M U S T. u a p p a L b n. n a I M z e f v. d E D I C a T e. e a p p E a l a. d I S a T E R e. Students’ Activities - Work in groups. M I S S I O N b. -Give feedback. - read and ask students to repeat. -Lead in. While you read: Task 2: Decide the statements whether are true or false. - introduce some unfamiliar words or expressions. + to aim at: + to inspire: _ Have students to read the passage and then give the evidences for their choice. - Ask students to give the answers. -Give feedback. Task 3: Answer the questions -Read all the questions to make sure that students are able to understand the questions. - Add more three questions: 1. What’s the Red Cross Federation’s mission? 2. How many countries.....? 3. What are advantages of having national...? 4. What was the Red Cross agency in times if war? 5. Who initiated the foundation of the Red Cross Society? 6. What made Henri Dunant established so-called. - keys: 1. wounded(line1) 2. witness(column1) 3.tsunami(column2) 4.appal(column3) 5. aim(column 4) 6.dedicate(column 5) 7. appeal(column 6) 8.disater(column 7) 9. mission(column 8) -Read aloud. -listen - Work in pairs -give the answers. - keys: 1. F-> victims of major disasters. 2. T-> “The initiate for founding the.....Dunant” 3. T-> “A conference......1864” 4. F-> “the white flag bearing a red cross” 5.T-> “ The international ......in Switzerland” -take notes.. - Work in groups of 4 students. -Give the answers - keys: 1. It is to improve the lives of vulnerable people who are victims of natural disasters, poverty and health emergencies. 2. There are 186 countries. 3. help and support are able to be sent rapidly to wherever there are victims of catastrophe. 4. It is dedicated to reducing the sufferings of.

(6) humanitarian agency?. wounded soldiers, civilians.... 5. The initiate for founding the red Cross came from Answer orally. Swiss man called Henri Dunant. 6. He was appalled by the most complete lack of care for wounded soldiers.. - Have students to read the passage and then give the evidences for their choice. *Lucky number: - Introduce the games: Students Work in groups: A&B, choose the number per a turn. Students have to answer the question. If correct, 10 points for them. If they get a lucky number, they get 20 points without answering. Having more points, they will be the winner. - Ask students to give the answers. -Give feedback. After you read: - Ask students to close the books and fill in the - Work in groups of 4 students. gaps in the following paragraph. Keys : - Have students to do the task in five minutes. 1. appalled Homework: 2. lack - Read the passage at least twice and then do the 3. of tasks in the notebooks. 4. in - learn the new words. - take notes - Do the task 1 in Speaking..

(7) Date of preparing: Period: Unit 14 : INTERNATIONAL ORGANIZATIONS Lesson 2: Speaking I. Objectives: 1. Educational aim: students appreciate the importance of international organizations and their responsibilities for helping disadvantaged people. 2. Knowledge: - To help students gain knowledge of some international organizations and their roles in the world. 3. Skills: - To enable students to talk about international organizations - Report on discussion results II. Method and teaching aids: Integrated, mainly communicative Pictures of the logos of relevant international organizations III. Procedure: Teacher’s Activities Students’ Activities Warm up: (5mm) Use the Photos: - Look at the photos - Makes the questions & ask SS to answer - Answer the questions + What does this logo refer to? + What does WHO stand for? + Where is its headquarters? - lead to the new lesson. Pre-speaking: (10 mm) Task 1: a. Vocabulary: Listen - establish (v) - (to) build - attainment (n): accomplishment & achievement -Repeat - carry out (v): - advocate (v): to recommend or support sth -Copy - endanger (v): to cause danger to sb/sth - Answer orally. b. Checking: ROR * Discuss the questions (page 155) 1. What does WHO stand for? 2. When was WHO established? 3. What is its major objective? 4. What are its main activities?. While-speaking: (20 mm) Task 2: - Ask SS to ask and answer about the International organizations.(UNICEF & WWF) - make a model with a good student. 1. What does UNICEF stand for? 2. When was it founded/ established? 3. What is its major objective?. Students work in pairs and do task 1. Answer 1. Who stands for the 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 main activities are carrying out research on medical development and improving international health care. - Listen. - the good student answers the questions. - Work in pairs & do task 2 (P.156) able to base on task 1..

(8) 4. What are its main activities? -Explain some new words: + advocate(v): help or support + basic need(np) + full potential (np) _Walk around to supervise students. - Ask three pairs to act out the dialogue.. - Give feed back Task 3: Tell a partner what you know about one of the above mentioned international organization. Use the information from Task 1 and 2 -Give some suggestions: => ........stands for...... => Its headquarters is............... -> Its major aims are to .............. -> It provides......... and ........... - Remind students to use present simple to talk bout the facts.. - Work in groups - Choose one of the international organization they have learnt to talk about.. Post-speaking: (8 mm) -Ask Ss to tell what they discuss - Report in front of class. Homework: (2 mm) Rewrite about one of the international organizations -Do at home. Date of preparing: Period: Unit: 14: INTERNATIONAL ORGANIZATION Lesson: 3 Listening I. Aims: 1. Educational aim: students appreciate the importance of international organizations and their responsibilities for helping disadvantaged people. 2. Knowledge:- By the end of the lesson, Ss will able to get information about the United Nation. 3. Developing skills: Multiple – choice questions and Gap – filling. II. Method and teaching aids : Textbook, pictures, cassette player, tape. III. Procedure:.

(9) Teacher ‘s Activities I/ Warm- up: (Picture on P 156) -Make questions 1/Where is building? 2/ How popular is the United Nations? II/ Pre- listening: Vocabulary: Listen and repeat: (P 157) - destruction(n) -international(a) -colony(n) -independence(n) - leader (n) - goals and purposes (n) - to work together for - be at war _introduce the new words. _ask students to read all these words. III/ While- listening: (P 157) Task 1 : Listen and circle the best answer: - ask students to pay attention to key words. 1. years 2. not mentioned 3. goals - play the tape three times -Ask students to give the answers. - have students to give the evidences if possible. Task 2: ( P 157) - ask students to pay attention to key words. 1. ->verb: ...... 2. ->noun 3. ->noun 4.adj/Vpp 5.->noun -have students to read all the passage before listening within 2 minutes.. Students’ Activities - Give their answers - Take some notes. -Listen - repeat - Give meaning - Write down - Copy down. - Read 1 or 2 minutes -Listen. - give the answers with their classmates Key : 1. C 2. D 3. C - Take notes -listen - Do the task - Give the answer Key: 1. solve international problems 2. the UN 3. in its goals 4. at war 5. independence - Take notes. -give feedback.. Post- listening: _ ask students to talk about UN. _Give some cues: -> when/ established? -> What/ mission? ->what activities? _ Ask some students to report in front of the class. - give feedback.. - Work in groups of 4 students. - List the main ideas for their report. -keys: - UN was established in 1945. It has four main goals and purposes: + To work together for international peace and to solve inter national problems. + To develop friendly relations among nations. + To work together for human rights for everyone of all races, religions, languages, and of both sexes. + To build a center where nations can work.

(10) together for those goals. Today almost every country is a member of the UN. Each country has signed an agreement that says: + All members are equal. + All members promise to solve inter national problems in peaceful way. +No members use force against another member. +All members will help the UN in its actions. + the UN will not try to solve the problems within countries except to enforce international peace. V/ Homework: - Give assignment: “ Write a passage of the UN” - Prepare Writing.. - Copy down. Date of preparing: Period: Unit: 14: INTERNATIONAL ORGANIZATION Lesson 4 : Writing I. Aim : 1. Educational aim: students appreciate the importance of international organizations and their responsibilities for helping disadvantaged people 2. Knowledge: - By the end of the lesson, Ss will able to write a short description of an international organization . 3. Skills: Write a short description . II. Method and teaching aids : integrated and communicative. Textbook, pictures . III. Procedure :.

(11) Teacher ‘s Activities. Students’ Activities. Warm- up: (Picture about WWF,WHO, UN on P 152) - What international organizations are they? Pre- Writing: - Ask some questions. 1: Which international organisations would you like to work for , WWF, WHO, UN ? Ss: I like to work for WHO. 2: Why do you choose to work for WHO ? Ss: Because I like biology and I’m very good at it . If I work for WHO , I will have a chance to do much medical research and help improve international health care. I will meet people from difference countries in the world and I will speak English at work. -ask students to ask and answer in pairs. - introduce some unfamiliar words or expressions for giving the reasons. Vocabulary: - have an opportinities (v.ph) - do research on (v.ph) - be good at (v.ph) - charity (n). -Look at the pictures and answer the questions.. - Call some Ss to make conversation - correct While- Writing: (P 157) Task 2 : ( P 158) - ask students to decide an international organization and make an outline. - Help students to give the outline: + short introduction of the organization + reasons for choosing it. -have students to write individually. - Ask two students to write their description on the board - Go around for help -give feedback.. - Listen to the model.. - Ask and answer in pairs.. -Listen. - Copy down - Work in group of 5 . - Discuss. - Take notes -listen. IV/ Post- writing: -Call some to check - Correct - Remark. - show the model. Model : I like to work for the WHO for the number of reasons. First, I really like biology and I’m very good at it . If I work for WHO , I will have a. - Take notes - Do the task - Practise writing - compare their writing - Present.

(12) chance to do much medical research and help improve international health care. Second, I will meet people from difference countries in the world and I will speake English at work. Third , ……. …………………………………………………. …………………………………………………… ………………………………………… V/ Homework: - Give assignment Write a paragraph of about 100 words expressing the reasons why you choose the organization. ( WWF,WHO, UN,ASIAN ). - Take notes - Copy. Date of preparing: Period: Unit 14: INTERNATIONAL ORGANIZATION Lesson 5 : Language focus Aim: Intonation : The falling tune Gram / Structure : Phrasal Verbs Aids: Textbook, lesson plan Procedure: WARM-UP :. Content INTONATION. Teacher’s activities.

(13) Eg : - What do you think of it ?. - listen to T carefully, then answering T’s questions. - repeat them in chorus.. - What does ASEAN stand for ? - giving some examples related to the intonation and - observing what T writes on bb. reading them as the samples, then asking Ss the question “What intonation can I use in here : the falling tune or the rising tune ?” The falling tune - giving the introduction - reading from sentence 1 to 8 as models. - listening to Ss exactly, then correcting them. GRAMMAR : - give some examples related to the PHRASAL - taking notes, then completing, comparing VERBS and answering them. - give the introduction and definition. Eg : after chăm sóc for tìm kiếm up tra từ trong từ điển look into nhìn vào out nhìn ra, nhận biết at nhìn, ngắm down nhìn xuống  Phrasal Verbs : là cụm động từ được theo sau bởi một giới từ nhất định để có được một nghĩa khác (learn by heart). - supply Ss the meanings of the given phrasal verbs in the box before asking Ss to do exercise 1, 2, 3. Exercise1 - Ask students to do Ex 1 individually in 5 minutes, then share their answers with their partners. - Explain any new words if necessary. - Ask some students to report and give remarks.. Exercise 2: - Ask students to do Ex 2 orally in pairs in 2 minutes. - Move round to conduct the activity. - Ask 2 students to report. - Present the phrasal verbs. - Ask some students to tell the meaning of some phrasal verbs Exercise 3: - Ask students to look at Ex 3 and explain what students are going to do.. - Work in pairs. - Answer orally. Answer keys : Exercise 1 : 1. give up 2. fill in 3. turn on 4. take off 5. wash up - Work in pairs. - Answer orally. Exercise 2 2. up 3. out 4. around 5. on 6. up. 6. look up 7. Turn off 8. fill in 9. go on 10. Put on - -. 7. down 8. away 9. down 10. on. - Work in pairs - Ask students to write the answers on the.

(14) - Ask students to do this exercise in 5 minutes , then BB. share their answers with their partners. - Give the comments on the peers’ answers. - Ask them to pay attention to the meaning of the words - Exercise 3 : in brackets. 2. look after - Ask 2 students to do this exercise on the board. 3. takes after 6. try out - Move round to help students if necessary. 4. got over 7. went off - Check and give remarks. 5. held up - writing Ss’ answers on bb, then correcting them. PRODUCTION: - Give some pictures and ask students to make a - Answer orally. sentences using one of the phrasal verbs above. Picture1: He should give up smoking. Picture 2: The student turned off the light before leaving the room. Picture 3: She takes after her mother. Picture 4: In Japan, people often take off shoes. HOMEWORK : - T guides students how to do homework. -take notes. -Ask Ss to learn by heart the phrasal verbs and preparing Unit 15 – READING.. Date of preparing: Period: Unit 15: WOMEN IN SOCIETY Lesson 1 : Reading I Aim: By the end of the lesson, students can: + use dictionaries to look up the meanings of the words. + make intensive reading to find out information in the lesson. + practice reading skills such as skimming, clustering. II Skills: Reading, speaking III Aids: Lesson plan, textbook, available pictures, prepared pictures, other materials. IV. Procedures: Teacher's activity Students' activity - Check students' homework..

(15) - Answer the questions orally. - Show students some pictures. Ask them to discuss these pictures +Look at these pictures, what can you see? +What is the woman doing? Do you think women play an important role in life? What are their roles? -Suggest and encourage students to answer the questions by relating to the roles of their mother or sisters in their home. +Now, think about your mother or your sisters' roles in your home. What do they usually do? Are their roles important? Before you read: mn(10 minutes). -Suggested answers; + The women is at work, buying food, instructing her children in learning, having dinner with her large family, looking after her family, cleaning the house. + Women play an important role in family life. + They are not only wives, mothers, but also family supporters.. TASK 1: - Look up the new words or guess the - Let students to look up all the new words or try to guess all the meanings by reading the sentences carefully. meaning of the new words by reading the sentences carefully. - Ask students make sentences or give examples with these new words 1, Human civilization: 2, Childbearing: 3, Involvement: 4, Age of Enlightment: 5, Deep-seated cultural beliefs: 6, Homemaking: 7, Intellectual ability: 8, Equal work opportunity: While you read ( 25 minutes) TASK 2: - Remind students to scan the text. - Guide students to read the text carefully and pay attention to main information in the text through some keywords such as words: main role traditionally - Ask students work individually; find the keyword or the evidence from the text. - Let students to compare their results to correct each other. - Go around the class to check students' answer and ask them to explain their choice. - Call some students go to the board to write down their answer. - Check the answer, correct mistake and give students mark.. - Scan the text. - Listen to teacher's instruction. While reading, try to find out main information through keywords. - Read the text carefully and do the exercise individually. Ask teacher if there are any unclear points. - Compare the answer with friends and correct each other. Give the proof of their choice. - Explain to teacher the reasons for their answer. - Go to the board and write down the answer. +1.C. Taking care of the house and family. 2. D. disbelieving 3. C. to bring equality between men and women 4. B. 18th century European political philosophers 5. A. property right.

(16) TASK 3: - Let students read the text quickly if necessary. - Ask students to discuss with friend to find out a suitable title. - Call some one to give their own answer. - Read the text quickly to get information for task 3. - Discuss with friend to choose a suitable title for the text. - Speak out their choice. - Give the key answer. Explain the reason why it is the +I choose C. Women's rights. “ Because........” right answer. - Work in pairs to summarize each of paragraphs of the passage into one -Ask students work in pair to summarize the reading sentence. passage by writing one sentence for each paragraph. - Go to the board and write down their After you read(10 minutes). - Point some students to write down their answer on the summary board +1. In the past, women were restricted to Ask other Ss to write sentences down on notebooks the role of mothers and wives due to widespread doubt about their intellectual ability. +2. The struggle for women's right began in the 18th century, as European political philosophers believed that women should be treated equally. +3. Women now enjoy important legal rights such as equal work and pay right, the right to vote and to gain education. Homework ( 1 min) Learn all the new words and make new sentences with - Write down these sentences and each of the new words. I will check you next lesson. homework on their notebook.. Date of preparing: Period: UNIT 15 : WOMEN IN SOCIETY LESSON 2: SPEAKING I. Aims : By the end of the lesson, students will be able to improve their speaking skill and know some expressions to give the opinions. II. Skill : speaking III. Vocabulary: noun, verb, adjective IV. Teaching aids : pictures, posters, textbook… V. Procedure : Content. Students’ activities.

(17) I.. WARM-UP : Matching game -Listening to T’s instruction. - Dividing class into2 groups. - Giving the instruction - Matching the picture with the number - Checking. A. B. C * Keys: -1.E - 2.D - 3.B -4. A - 5. C. D E 1.Washing the dishes 2. Washing the clothes 3. Cleaning the house 4. Cooking the meal 5. Going to the supermarket - Checking and correcting - Deciding the winner II. PRE -SPEAKING: -Eliciting new words by using: - Situation - Example - Pictures * Pre – teach Vocabulary: + neglect (v): + rear (v): + slave (n) : nô lê +nonsense(n) : + rubbish (n): /garbage(n) -Giving some expressions to express the opinions - Explaining -Asking ss to practise saying them aloud. -Listening T’s instructions. - Giving Vietnamese meaning. - Copying down. - Listening and repeating - Listening to T ‘s explanation -Copying down - Practising. * Task 1 : Study the expressions and practise saying them aloud ( p 165) - Asking ss to work in pairs and respond to these statements in 10’ - Calling some pairs to demonstrate + Giving your opinion + Strongly agreeing + Partly agreeing. - Working in pairs in 10’ - Expressing - Demonstrating.

(18) + Disagreeing + Strongly disagreeing III.WHILE – SPEAKING : Task 2 : Read and respond to these statements. Begin your responses with one of the expressions in Task 1 (p 164) - Explaning the task. _ introduce some unfamiliar words or expressions. + sympathetic (a) + make a decision;~decide(v) + run a home: manage housework. + lose temper(n)~ become angry _ask students to read them alound. - Asking ss to work in groups of 4 and discuss the statement - Walk around to help students. -Calling some ss to demonstrate in front of class IV.POST – SPEAKING: Task 3 : Discuss whether you agree or disagree with the following statement and give explanation (p166) - introduce some unfamiliar words or expressions. + neglect(v): not care for + full potential (np) + financially (adv) + lose #keep touch with.... + look down upon - Make a model with good students. T: I think married women should not go to work. S1: I quite agree. I think (ideas) S2: ................ - Walk around to help students. -Calling some ss to demonstrate in front of class - Give feedback. V .HOMEWORK: - Review the learnt lesson - Prepare the next lesson. - Listening T’s explanation. -Copy down.. -Working in groups of 4 students - Discussing -Demonstrating -Taking note -Copy down. -Read aloud. - Represent their ideas using phrases in task 1 and ideas in task 3 - take notes.. Date of preparing: Period: Unit 15: WOMEN IN SOCIETY Lesson 3 : Listening I. Aims: by the end of the lesson, SS will be able to get a general view about a day of African Women and improve listening-skill. - Skills : listening,Writing and Speaking - Vocabulary : Words/ phrases relating to work, women’s roles, - Teaching aids : cassette,picture,poster and text II. Method: Communicative III. Procedures Teacher’s activities. Student’s activities.

(19) I/Warm-up(some pictures) - T sticks poster on the board Matching. -Ss look at the board -Ss match. Pa. 1.Vacuum cleaner P b. 2.Washing Machine Pc. 3.Electrict cooker Pd. 4.Gas stove - Asking ss to divide the class into 2 teams -T corrects & decides what team is the winner II/ Pre-listening - Discuss the question: “ Is the life of a city woman easier than that of a village woman nowadays ? why ?” - T asks Ss to work in pairs and answer the question * Pre teach-Vocabulary -saying(n) a well-known phrase or statement -hold-up(v): occupy -agricultural(a)->agriculture(n) -firewood (n);( using the picture) -Africa -respect(v) to admire somebody/something -two-thirds:2/3 -three-fourths: 3/4 -T asks Ss listen and repeat -T explains fast meanings and use of it. -Work in pairs and answer question. -Ss listen & repeat. -Take notes. -Students repeat.. III/ While-listening Task 1.(page 167) -T explains the request of the task & asks Ss to do it - T plays the cassette player two times. -Ss look into the task before listening. -T asks Ss to answer orally. -Ss listen and share the answers with a partner. -T correct Key: 1 2 3 4 5 B C C A B Task 2 : Listen again then answer -T guides Ss to look into the task and guess the answer before listening -T plays the cassette player two times. -Ss answer. -T plays the cassette one more time and stop after each question. -T go around to help ,if necessary -T corrects Key : 1. 40 %. -Ss take notes -Listening & guessing them -Ss work in individually ,listen and take note - Listen carefully -work in groups & compare with friends - Take note.

(20) 2. 3. 4. 5. 6.. They earn nothing for doing their domestic work They produce more than half of the food 80 % At 4.45 am At 9.30 pm. IV/ Post-Listening(poster) -T asks Ss to look at the poster & works in pairs to compare about a day work of An African woman with A Vietnamese woman: Who do work harder ? - Complete the table about a day work. -Ss look at the poster & work in pairs. An African woman ----- A Vietnamese woman FOOD % FARMWORK % TIME BEGIN % TIME FINISH%. % % % %. V/ Homework -T asks Ss to do at home with contents in home work - Learn by heart vocabulary & expressions -Practice listening again -Prepare the writing. -Compare: who do work harder? Keys: Food: An African women produces as Much food as a Vietnamese one. Work: An African women does as farmwork as much as a Vietnamese one. Time: The Afican women works earlier than the Vietnamese. The Afican women finishes working later than the Vietnamese.. -Ss take notes. Date of preparing: Period: Unit 15:WOMEN IN SOCIETY Lesson 4 :Writing I Aims : By the end of the lesson,the students will be able to write a report describing the information shown in the column chart II Skills : writing ,reading ,speaking III Teaching aids: textbook , poster ,pictures IV. Method: Communicative V. Procedures :.

(21) Time 5’. 10 ‘. 15 ‘. 14’. 1’. Contents Warm up:jumpled word - mairedr :  married - child baeirng : childbearing - househlod : house hold - nmuber : number - child crae: child care I – Pre writing task 1 a Work in pairs : - percentage of married men and married men - roles of women and men in society - housework hours per week b answer the questions : Keys: 1 In general ,married women do more housework than men do 2 They have to do less house work when they have more children . 3 Married men have to do less house work when they have more children 4 Married men and women without children spend 20 and 30 hours on their housework per week respectively . 5 It takes men and women with one or two children 15 and 50 hours respectively to do their house work every week . 6 They are 10 and 55 7 Married men should spend more time sharing the housework with their wives . II While –writing Task 2 Write a report describing the information shown in the column chart in task 1 .begin your report The column chart illustrates the average hours of housework per week done by married women in comparison with married men. III post –writing Correction Married women do more housework than men do They have to do less house work when they have more children Married men have to do less house work when they have more children Married men and women without children spend 20 and 30 hours on their housework per week respectively . Talking roles of women IV Home work Write a correct report at home. Teacher ‘s activities -T giveS the rule of the game -T corrects -T gives the suggested answers on the board T asks sts to work in pairs. T elicits the questions Correcting the answers. T asks sts to work in group. corrects at least 4 reports. Students’ac tivities Group A-B Play game Individual of each group gives right word ss work in pairs. ss predict & answer the questions. Sts work in group and then go to the board write down. Ss note and write down Sts note. T sugests some sentences Sts retell T helps to talk Ss must do it at home. Study language focus at home T asks sts to do at home.

(22) Date of preparing: Period: UNIT 15 : WOMEN IN SOCIETY LESSON 5 : Language Focus I .Aim : - By the end of the lesson, the students are able to use intonation in yes / no question . - By the end of the lesson, the students are able to use and make the sentences with preposition II .Skills : speaking ,reading ,writing III. Grammar / Structure : verbs, preposition IV.Teaching Aids : Textbook, posters, chalk and board. Procedures Tim e 3’. 12’. 10. 10’. Stages and Content Warm up : Matching column A with B 1 explain a to 2 ask b at 3 talk c about 4 glance d for 1 Intonation Are you students ? Yes ,I’m Practise reading the following sentences with the rising tune Work in pairs Practise reading these conversations 1 and 2 2 Grammar Setting the sence What does he do ? You look at him What does it mean ? you explain it to me · verbs go with preposition Ex 1 choose one of the following verbs + the correct preposition page 170 Key : 1 glanced at 2 invited to 3 listen to 4 throw at 5 staring at 6 speaking 7 wrote to 8 point to Ex 2 : page 171 Fill in each of the planks with an appropriate preposition if necessary Key : 1 for 2 for 3 to 4 for 5 about 6 ____ 7 about 8 _____ 9 for 10 for * complete the sentences with a proper. T’s activities. Ss’activities. -T writes on board. -Sts guess and give the answer. - T checks and gives points. - Sts observe. T asks ss to work individually T checks intonation. St reads at least a sentence. T divides into 6 group Ss work in group and then goes around and practise reading to help T sets the sence What is it ? underlined word. Ss look and predict. T asks ss to go to the board T Corrects form and check meaning. Ss write it on the board. T asks ss to fill in the blank T corrects it. Ss write down on the board Sts note.

(23) 9‘. preposition 1 we wait ……. The bus 2 They live ………a small village 3 she arrives ………the air post 4 I ‘m interested …… reading 5 Tom talks …… her * Homework - learn words verbs go with prepositions - prepare unit 16. 1’. T sticks poster on the board and asks ss to fill preposition. Fill preposition in the gap. T asks ss to do Ss must do at home. Date of preparing: Period: UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS Lesson 1: READING I. Aims: -By the end of the lesson, students will be able to know the Association of Southeast Asian Nations -Know how to guess the meanings of the words from the contexts -Know how to skim for main ideas -Know how to scan for specific information II. Lexical items: Words and phrases about the Association of Southeast Asian Nations III. Teaching aids: textbook, teacher’s book, posters, and pictures IV. Procedure: Time Content 3’ I. Warm-Up Brain storming: Southeast Asian countries. 10’. T’s activities Explain. →Vietnam →Thailand →Laos → → II. Pre-reading 1. Pre-questions: Pairwork 1. What does ASEAN stand for? 2. When did Vietnam join this association?. Lead sts to the point. 2. Pre-teach vocabulary -to accelerate: to cause to move faster →acceleration (n) -to stabilize: làm ổn định →stability (n) →stable (adj) -justice (n) sù c«ng b»ng -diverse (adj) gåm nhiÒu lo¹i kh¸c nhau -to forge →forgeability (n) →forgeable (adj) -to integrate: héi nhËp, hoµ nhËp →integration (n) →integrative (adj). Explanation. Ask questions before sts read. Translation Translation Translation Translation Translation Explanation. STS’ activities Play game. Answer questions by guessing. Guess the meanings of new words Contribute what they know to T’s presentation.

(24) 23’. -enterprise (n) *Checking: R.O.R III. While-reading 1. Task 1: Fill in each blank with a suitable word Keys: 1. justice 2. GDP 3. diverse 4. integration 5. accelerate 6. enterprises. Work individually Ask sts to fill in the blanks by guessing from the contexts Ask sts to say T or F and explain. Say T or F and explain for their choices Work in 2 groups. 2. Task 2: Decide whether the following statements are true (T) or false (F) Keys: 1. T 2. F 3. F 4. T 5. F 6. F 3. Task 3: Comprehension questions→lucky stars games Keys: 1. The five original member countries, namely, Indonesia, Malaysia, the Philippines, Singapore and Thailand. 2. The two main goals of the Association are to accelerate the economic growth, social progress and cultural development; and to promote peace and stability through respect for justice and the rule of law in the relationship among countries in the region. 3. It was about US$ 1405 billion. 4. It was adopted in 1998. 5. It includes trade, investment, industry, services, finance, agriculture, rural development, forestry, energy, transportation and communication, science and technology, small and medium enterprises, and tourism.. Ask sts to play game by choosing stars and answering given questions. Clap hands. Correct sts’ answers if necessary Give comments to encourage sts’ participation. Ask sts to summarise the reading passage Ask sts to speak up. 7’. 2’. Try to be the winners. Work in groups Choose 1 representative to present Individual work. IV. Post-reading Group work: summarise the passage, based on the years: 1967, 1995, 1997, 1998, 1999, 2007, 2020 V. Homework -Write a paragraph about what you like or dislike about the Association of Southeast Asian Nations -Be ready for Section B: Speaking. Ask sts to work at home.

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giao an 12 unit 1415

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