Giao an hoc ki 1

INTRODUCTION TO THE COU RSE
Lesson
: 01
Date of preparation : August 17th, 2018
I. AIMS AND OBJECTIVES:
* Language content:
- To help them have a basic knowledge of the new series of books with the basics of each unit and the
structure of the book.
* Language function:
- Talking about traditional culture, people and other features.
* Educational aim:
- Try to communicate as much as possible to develop communicative competence.
II.TEACHER AND STUDENTS’ PREPARATION:
1. Method: Communicative approach
2. Techniques: - Introducing the needed parts in English 12.
3. The materials needed: Text book, workbook, CDs.
4. The students' preparation: To prepare a new series of book.
III.PROCEDURE IN CLASS :
I/ Warm-up: (5’)
- Has the students play the game: “Miming”.
- Introduces the new lesson.
II/ Introduction to the new course: ( 35’)
1. The components of the textbook:
- The student’s book contains:
+ A book map which provides the basics of each unit and the structure of the book.
+ 10 topic-based units, each comprising five sections taught in eighty 45-minute lessons.
+ 4 review lessons, each providing revision and further practice of its three preceding units, taught
in two 45-minute lessons.
+ Glossary providing phonetic transcription of the new words in the units and their Vietnamese
equivalents.
2. The components of each unit:

- The student’s book consists of ten learning units and each unit has five sections to be learnt in
eight 45-minute lessons:
+ Getting started
+ Language: Vocabulary, Pronunciation and Grammar.
+ Skills: Reading, Speaking, Listening and Writing.
+ Communication and culture
+ Looking back and project.
3. Some rules to the subject:
- Learn the old knowledge and prepare new lessons carefully before going to class.
- Practise speaking English as much as possible.
- Pay attention to the lessons attentively.
- Be active and confident in every situation of the lesson.
III/ Homework: (3’)
- Asks students to prepare the first part of the unit – GETTING STARTED.
- Instructs students to know what to prepare for Getting started.
Self-evaluation:
………………………………………………………………………………………………………


………………………………………………………………………………………………………
………………………………………………………………………………………
Unit 1
:
LIFE STORIES
Lesson
Date of preparation
Date of teaching
Class

:

02 – GETTING STARTED : Sunday August 28th, 2016
: Tuesday August 30th, 2016
: 12A9

I. AIMS AND OBJECTIVES:
* Language content:
- By the end of this unit, Ss will be able to get to know the topic, some vocabulary related to people’s life stories
and the two grammar points: revision of the past simple vs. the past continuous and use of articles.
* Language function:
- Talking about some famous people all over the world.
* Educational aim :
- To make students know some background knowledge of some famous people such as Steve Jobs, Michael
Jackson and Christine Ha.
1. Language:
a. Vocabulary: waver, stimulate, absolutely, innovation, gifted
b. Structures : revision of the past simple vs. the past continuous and use of articles.
2. Skills
: integrated skills.
3. Educational factor:
- To help students know the way these famous people impress and inspire them in studying.
II. TEACHER’S AND STUDENTS’ PREPARATION:
1. Method: Communicative approach
2. Techniques: Pair work, group work, repetition, games
3. Materials’ needed: Sub-board, text books, black board, and chalk
4. Students’ preparation: Textbook, notebook
5. Previous exercises:
III. PROCEDURES IN CLASS:
1. Stabilization: - Greets the whole class. (2ms)
- Checks the attendance.
2. Checking up previous knowledge: (during the lesson)

3. New lesson:

TIME
5ms

TEACHER’S ACTIVITIES

STUDENTS’
ACTIVITIES

1. Warm up:
- Asks students to tell the class who
- Answer the questions
they admire most in their life and why.

THE LESSON CONTENT
Unit: 1 LIFE STORIES
Lesson: 02 Getting started
+ Whom do you admire most?
And why so?


+ How about Hung and Quang
in the conversation?
+ Why do they admire these
famous people?

- Then leads in the lesson today by
asking some questions:
→LIFE STORIES

7ms

2. Pre-practice:
- Provides students with some new
words:
+ waver: /'weivə/ : do dự, lưỡng lự
+ stimulate: /'stimjuleit/ kích thích
+ absolutely: /'ỉbsəlu:tli/ tuyệt đối
+ innovation: /,inəu'veiʃn/ sự đổi mới
+ gifted: /'giftid/ có tài, có năng khiếu
- Asks students to listen and repeat the
new words.
- Calls some students to read the new
words.
- Checks vocabulary: ROR.

7ms

3. While-practice:
* Activity 1:
- Plays the recording.
- Asks students to listen and answer
the questions:
+ What are Hung and Quang talking
about?
+ Who is Hung going to talk about?
+ What inspired Quang to learn to
play a musical instrument?
+ Who is Christine Ha?

-Asks students to listen and read the
conversation in pairs.

- Listen and write
down

-Listen and repeat the
new words.
-Read the new words.

* New words:
+ waver: /'weivə/ : do dự,
lưỡng lự
+ stimulate: /'stimjuleit/ kích
thích
+ absolutely: /'ỉbsəlu:tli/ tuyệt
đối
+ innovation: /,inəu'veiʃn/ sự
đổi mới
+ gifted: /'giftid/ có tài, có
năng khiếu

-Listen and do as
required
* Activity 1:
Listen and read
-Listen and answer the
questions

- Listen and read the

conversation in pairs.







5ms

* Activity 2:
- Asks students to work in pairs again
to decide whether the statements are
True, False or Not Given in five
minutes.

- Work in pairs to
decide T or F.

Steven Paul ‘Steve’
Jobs ( Feb 24, 1955 –
October 5, 2011) was
an American
entrepreneur, marketer,
and inventor, who was
the co-founder,
chairman, and CEO of
Apple Inc.
Michael Joseph
Jackson ( August 29,

1958 – June 25, 2009)
was an American
singer, songwriter,
record producer,
dancer and actor.
Christine Ha ( May 9,
1979) is an American
chef, the first blind
contestant of the TV
show MasterChef and
winner of its third
season in 2002.

* Activity 2:
Decide whether the statements
are true (T), false (F) or Not
Given ( NG):


- Asks students to give answers with
their reasons.
- Gives feedback and explanations.
1. T
2. NG
3. F
4. F
5. T
6. T

6ms

* Activity 3:
- Tells Ss to read the question and
discuss their answers with a partner.
- Asks them to practise speaking in
pairs.

4ms

4ms

* Activity 4:
- Explains briefly to students that
many English words ( or combinations
of words) may have the same
pronunciation, but different spellings
and different meanings. They are
called homophones.
- Has students say aloud the five given
words.
1. two
2. eye
3. sea
4. one
5. no
- Tells students to refer back to the
conversation to find the words that
have the same sounds as the following.
-Tells Ss to compare their answers in
pairs / groups. Then checks answers as

a class.

- Give answers with
reasons
- Listen to the teacher.

-Read the question and
discuss their answers
with a partner.
-Practise speaking in
pairs.

1. T
2. NG
3. F
4. F
5. T
6. T
* Activity 3:
If you were Quang, who
would you choose to talk
about, Steve Jobs or Michael
Jackson? Why?
* Activity 4:

-Listen to the teacher’s
explanations.

-Say aloud the five
given words.

Key
1.
2.
3.
4.
5.

too
I
see
won
know

-Find the words that
have the same sounds
as the following.
-Compare the answers
and listen to the
teacher.

* Activity 5:
-Asks students to read the sentences
and give the correct tenses of the verbs
in brackets.
-Read the sentences
and give the correct
-Asks Ss to read the conversation
tenses of the verbs in
again, and check their answers.

brackets.
-Read the
-Has Ss compare their answers in pairs conversations again
/ groups. Then checks answers as a
and check the answers
class
-Compare the answers
and listen to the
4. Post-practice:
teacher.
-Asks Ss to work in pairs to talk about

* Activity 5:
1. became, wasn’t
2. felt, was creating


the person they admire most and tell
the reason why.
3ms

3ms

5. Consolidation:
- Asks students to retell some
background knowledge of Steve Jobs
or Michael Jackson.

-Talk about the person
they admire most and

tell the reason why.
- Retell some
background knowledge
of Steve Jobs or
Michael Jackson.

IV. HOMEWORK: 3ms
- Asks students to write a short paragraph about the person they admire most and then prepare the next part:
LANGUAGE.
SELF-EVALUATION:
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
………………………………………………………………………………………..


Unit 1

:

Lesson
Date of preparation
Date of teaching
Class

:
03 – LANGUAGE : Monday August 29th, 2016
: Wednesday August 31st, 2016
: 12A9

LIFE STORIES

I. AIMS AND OBJECTIVES:
* Language content:
- To provide Ss with words and phrases related to people’s life stories
- To help the sts get familiar with homophones
- To have them revise the past simple vs. the past continuous, definite and indefinite articles and omission
of articles
* Language function:
- To enable students to use the language for practice correctly
* Educational aim :
- To help students know some famous people in the world.
1. Language:
a. Vocabulary: words and phrases related to people’s life stories
b. Structures:
+ The past simple vs. the past continuous
+ Definite and indefinite articles
+ Omission of articles
2. Skills
: integrated skills.
3. Educational factor:
- To encourage students to have a better life in the future.
II. TEACHER’S AND STUDENTS’ PREPARATION:
1. Method: Communicative approach
2. Techniques: Pair work, group work, repetition, games
3. Materials’ needed: Sub-board, text books, black board, and chalk
4. Students’ preparation: Textbook, notebook
5. Previous exercises: Write a short paragraph about the person they admire most in their life.
III. PROCEDURES IN CLASS:
1. Stabilization: - Greets the whole class. (2ms)

- Checks the attendance.
2. Checking up previous knowledge: (during the lesson)
3. New lesson:

TIME
4ms

TEACHER’S ACTIVITIES

STUDENTS’
ACTIVITIES

1. Warm up:
- Asks students to play a game:
- Take part in the game
PELMANISM
- Divides the class into two groups and
chooses one for each group to take

THE LESSON CONTENT
Unit: 1 LIFE STORIES
Lesson: 03 Language


part in the game.
- Uses the words to combine to form a
right compound noun.
- The team finishing the game first
will be the winner.

5ms

A. VOCABULARY:
Activity 1:
A. VOCABULARY:
Key:
Activity 1: Write the words given in
1.
figure
the box next to their meanings.
- Explains to Ss what they are
- Listen to the teacher’s 2. talented
3. distinguished
supposed to do.
explanation.
4. respectable
- Has Ss go through the words given in - Go through the
the box and discuss with a partner
words given in the box 5. perseverance
6. generosity
their meanings.
and discuss with a
partner their meanings. 7. achievement
- Asks Ss to match the words with
- Match the words
their meanings individually in 3’.
with their meanings
individually in 3’.
- Calls some Ss to give answers.
- Some Ss give

answers.
- Checks and gives correct answers.
-Listen and take notes.
Activity 2: Complete the sentences
with the correct forms of the words
in 1.
- Explains to Ss what they are
supposed to do.
- Asks Ss to study the sentences given
and work out the part of speech that
needs to be filled in.
- Reminds Ss that they should discuss
the contextual clues that can help
figure out the answers.
-Has Ss do the task individually in 2’,
then compare answers in pairs.
-Checks the answer with the whole
class.

Activity 2:

-Listen to the teacher.
- Study the sentences
given and work out the
part of speech that
needs to be filled in.
- Discuss the
contextual clues that
can help figure out the
answers.

- Do the task
individually in 2’ and
compare their answers
in pairs.
-Participate in
checking the answers.

B. PRONUNCIATION:

B. PRONUNCIATION:
* Activity 1:
Homophones
Activity 1: Listen to pairs of
sentences. Write the correct words
in the gaps. The first pair has been
done as an example.
- Asks Ss to study the Do you
know…? box and practise saying the

Key:
1. perseverance
2. distinguished
3. figures
4. talented
5. achievements
6. respectable
7. generosity

- Study the Do you
know…? box.

Activity 1: Listen to pairs of
sentences. Write the correct
words in the gaps. The first
pair has been done as an
example.
Key:
2. a) allowed b) loud
3. a) write b) right


pairs of homophones using the correct
pronunciation.
- Tells Ss to decide on the part of
speech of the missing words in a) and
b).
- Has Ss listen to the tape to do
activity 1. T may pause the recording
after each pair of sentences.
- Has Ss work in pairs, discussing the
meaning of each word and choosing
the correct one for each sentence.
- Calls some Ss to give answers.
- Gives correct answers.

- Decide on the part
of speech of the
missing words in a)
and b).
- Listen to the tape to

do activity 1.

4. a) new b) knew
5. a) here b) hear
6. a) been b) bean

- Work in pairs,
discussing the meaning
of each word and
choosing the correct
one for each sentence.
- Some Ss give
answers.
- Listen and take notes.

Activity 2: Listen and repeat the
sentences in 1.
- Plays the recording and asks Ss to
read along with the recording.
- Has Ss practise the sentences in
pairs.
- Asks some pairs to read the
sentences in front of the class.

Activity 2: Listen and repeat
the sentences in 1.

- Read along with the
recording.
- Practise the

sentences in pairs.
- Some pairs read the
sentences in front of
the class.
- Gives comments on Ss’ performance. - Listen.
C. GRAMMAR:

C. GRAMMAR:

*Activity 1.
+ The past simple vs. the past
continuous
+ Definite and indefinite articles
+ Omission of articles
I. Presentation:
- Asks Ss to read the Remember box
- Read the Remember
on page 9 and Do you know…? boxes box on page 9 and Do
on pages 9 and 10.
you know…? boxes on
pages 9 and 10.
II. Practice:
+ The past simple vs. the past
continuous
Exercise 1: Put the verbs in brackets
in the past simple or the past
continuous.
- Lets Ss work individually in 4’.
- Work individually in
4’.

- Then asks Ss to compare their ansers - Compare their
in pairs in 2’.
answers in pairs in 2’.
- Calls some Ss to give answers.
- Some Ss give

+ The past simple vs. the past
continuous
+ Definite and indefinite
articles
+ Omission of articles

Exercise 1:
Key:
1. went, was having
2. met, was travelling
3. was working, was, were
4. shared, wasalways taking
5. called, was doing, did not
hear


- Checks and gives feedback.

+ Definite articles and Omission of
articles
Exercise 2: Complete the gaps with
the where necessary. If an article is
not necessary, write a cross (X).
- Introduces Exercise 2 to students and

explains how to do it.
- Does an example as a model.
- Asks students to do Exercise 2
individually in 3’ and then compare
their answers with a partner’s in
another 2’.

answers.
- Listen.

- Listen to the teacher.

-Listen and take notes.
- Do Exercise 2
individually in 3’ and
then compare their
answers with a
partner’s in another 2’.
- Calls some Ss to write anwsers on - Some Ss write
the board.
anwsers on the board.
- Corrects mistakes.
- Listen and take notes.
+ Indefinite articles
Exercise 3: Complete the gaps with
a, an or a cross (X) if an article is
not necessary.
- Introduces Exercise 3 to students and
explains how to do it.
- Does an example as a model.

- Ask students to do Exercise 3
individually in 2’ and then compare
their answers with a partner’s in
another 1’.

- Listen to the teacher.

-Listen and take notes.
- Do Exercise 3
individually in 2’ and
then compare their
answers with a
partner’s in another 1’.
- Calls some Ss to write anwsers on - Some Ss write
the board.
anwsers on the board.
- Correct mistakes.
- Listen and take notes.
Exercise 4: Read the following story
and complete each gap with an
article. Write a cross (X) if an
article is not necessary.
- Introduces Exercise 3 to students and - Listen to the teacher.
explains how to do it.
- Asks Ss to read the whole story first - Read the whole story
to understand the context.
first to understand the
context.
- Ask students to do Exercise 3
- Do Exercise 3

individually in 2’ and then compare
individually in 2’ and
their answers with a partner’s in
then compare their
another 1’.
answers with a

6. was constantly asking,was
7. requested, was composing
8. joined, was then leading
Exercise 2:
Key:
1. the
2. the, the
3. X, X
4. X
5. the, X, the
6. the, X, X, the, the
7. X, the, X
8. the, X

Exercise 3:
Key:
1. a
2. X, a
3. X, a, X
4. a, X, a
5. X, a
6. a, X, a
7. X, an

8. a, X

Exercise 4:
Key:
1. a
2. X
3. a
4. a/the
5. the
6. X
7. the
8. the
9. a
10. the
11. a
12. a


partner’s in another 1’.
- Calls some Ss to write anwsers on - Some Ss write
the board.
anwsers on the board.
- Correct mistakes.
- Listen and take notes

2ms

III. Production:
- Asks Ss to work in groups of 3 or 4
Ss to make 5 sentences, using the

simple past and the past continuous.
- Asks them to write their answers on
a piece of paper.
- Collects Ss’ answers to stick on the
board and feedbacks.
5. Consolidation:
- Asks students to retell the use of
simple past and the past continuous,
definite and indefinite articles.

- Work in groups of 3
or 4 Ss to make 5
sentences.
- Write their answers
on a piece of paper.
- Participate in giving
comments.

Make 5 sentences, using the
simple past and the past
continuous.

- Retell the use of
simple past and the
past continuous,
definite and indefinite
articles

IV. HOMEWORK: 2ms
- Asks students to learn the old vocabulary, the structure and uses of simple past and the past continuous,

definite and indefinite articles and then prepare the next part: READING.
SELF-EVALUATION:
……………………………………………………………………………………….
……………………………………………………………………………………….


Unit 1

:

Lesson
Date of preparation
Date of teaching
Class

:
04 - READING: Sunday September 4th, 2016
: Tuesday September 6th, 2016
: 12A9

LIFE STORIES

I. AIMS AND OBJECTIVES:
* Language content:
-By the end of this unit, Ss will be able to find specific details when reading a text about two people’s life
stories and guess the meaning of new words from the context.
- To enable students to use new words and to understand the content by asking and answering the questions
through passage and making reference when reading the text.
* Language function:
-Helping sts know more about two famous people, Larry Stewart and Le Thanh Thuy, who have dedicated their

life to the needy and cancer patients.
-To develop skills, especially reading skill.
* Educational aim :
- To call for the Ss’ attention of reading about people’s life stories
1. Language:
a. Vocabulary: the needy, reveal, anonymous, amputate, memory, initiate
b. Structures :
2. Skills
: integrated skills.
3. Educational factor:
- To make the students know and learn from Larry Stewart and Le Thanh Thuy
II. TEACHER’S AND STUDENTS’ PREPARATION:
1. Method: Communicative approach
2. Techniques: Translation, explanation, pairwork, group work.
3. Materials needed: Textbook, whiteboard markers, sub-boards, handouts
4. Students’ preparation: Textbook, notebook
5. Previous knowledge: No
III. PROCEDURES IN CLASS:
1. Stabilization: - Greets the whole class (2ms)
- Checks the attendance
2. Checking up previous knowledge: (During the lesson)
3. New lesson:

TIME

3ms

TEACHER’S ACTIVITIES
1. Warm up:
- Asks Ss to look at the pictures in

their books and asks:
1. Who are the people in the pictures?
2. What do they need?
3. What can you do to help them?
- Leads to the lesson, informs the class

STUDENTS’
ACTIVITIES
- Look at the pictures
answer the teacher’s
questions.

THE LESSON CONTENT
Unit : 1 LIFE STORIES
Lesson : 04 READING
Suggested answers:

Who and what they need
- Listen and note down. a. flood victims who need food and


of the lesson objectives and writes the
title on the board.

5ms

2. Pre- reading:
* Presents some new words:
- Write down new words
+humble (adj) /'hʌmbl/ : tầm thường and guess their meaning.

+ vow (v) /vau/ thề
+ needy (adj) /'ni:di/ : cần thiết
+ identity (n) /ai'dentiti/ sự nhận dạng
+ hospitalisation (n) sự nằm viện
+ amputate (v) /'æmpjuteit/ cắt cụt
- Reads new words and asks students
to repeat after the teacher.
- Calls some students to read aloud.
- Checks the understanding of new
words: ROR

5ms

5ms

shelter
b. Ss studying in a shabby /
dilapidated classroom who need
study equipment and a decent place
to study
c. young cancer patients who need
care and comfort
What to do
a. donating money, rice, old clothes
b. donating money, books
c. visiting them and giving gifts;
organising different activities

3. While- reading:
* Activity 1:

- Lets students practise reading the
questions and answers above.
-Calls some pairs to speak them out.
- Checks students’ answers and guides
students to the correct pronunciation if
necessary.
* Activity 2: Read the two people’s
life stories and complete with facts
about them.
- Explains to Ss the task.
- Aks Ss to study the table and
consider what kind of information to
complete the table.
- Has Ss read the stories and find the
information to complete the table
individually in 3’.
- Calls some Ss to present their
answers.
- Checks the answers as a class.

*New words:
+humble (adj) /'hʌmbl/ tầm thường
+ vow (v) /vau/ thề
+ needy (adj) /'ni:di/ cần thiết
+ identity (n) /ai'dentiti/: sự nhận
dạng
+ hospitalisation (n) sự nằm viện
+ amputate (v) /'æmpjuteit/: cắt cụt

- Listen and repeat the

new words.
- Read aloud.
- Do as required.

- Read the questions and
answers above.
-Speak in pairs
-Listen to the teacher.

* Activity 1:
1. Who are the people in the
pictures?
2. What do they need?
3. What can you do to help them?

* Activity 2:
Name

Larry
- Listen to the teacher.
Stewa
- Tell what kind of
rt
information to complete Born
1948
the table.
Died
2007
- Read individually in 3’. Nationality Ameri
can

Health
cancer
- Present their answers. problem
Dedicated the
- Listen to the teacher.
life to…
needy

Le Thanh
Thuy
1988
2007
Vietnamese
bone cancer
young
cancer
patients


5ms

* Activity 3: Find the words or
expressions in the text that have the
following meanings. Write them in
the correct spaces..
- Explains to Ss the task.
- Asks Ss to work in pairs to read the
definitions and discuss possible
answers without referring to the text.

- Listen.
- Work in pairs to read
the definitions and
discuss possible answers
without referring to the
text.
- Then has Ss read the text and find
- Read the text and find
the words or expressions that have
the words or expressions
these meanings.
that have these
meanings.
- Calls some Ss to write their answers. - Present their answers.
- Corrects the Ss’ answers.
10ms

5ms

- Listen to the teacher
and take notes.

* Activity 4:
Read the stories again. Answer the
following questions.
- Checks if Ss can answer the
- Read the Qs carefully
comprehension Qs without reading the and underline the key
text again. If Ss cannot, T gets them to words to do task.
read the Qs carefully and underline the

key words to do task.
- Gets sts to read te text and check
- Check theirs answers
theirs answers and explain their
and explain their choices
choices in 5’.
in 5’.
- T calls some Ss to read theirs
- Some sts read theirs
answers and explain their choices.
answers and explain
their choices.
- T comments and gives feedbacks.
- Listen and take notes.

4. Post- reading:
Activity 5: Discuss with a partner.
Have you ever taken part in the

Activity 3:
Key:
1. the needy
2. reveal
3. anonymous
4. amputate
5. memory
6. initiate

Activity 4:
Key:

1. Every Christmas, Larry handed
out thousands of dollars to the needy
people in public places.
2. Because he gave money to people
during the festive season of
December while his identity was
hidden.
3. People have been inspired to
continue his mission of kindness and
charitable work.
4. Thuy organised charity activities
to relieve young cancer patients’
pain.
5. She was awared the title “Ho Chi
Minh City Outstanding Citizen”.
6. The newspaper organises annual
events to support her programme.
One of them is the Sunflower
Festival, where children and their
families get together and have fun.
Gifts are given to the young patients,
and the memory of Thuy is kept
alive by retelling her story about
love and sharing.
Activity 5: Discuss the questions.
Have you ever taken part in the
Sunflower Festival to support


Sunflower Festival to support Thuy’s

Dream Programme?
- Asks Ss to work in pairs to discuss - Discuss in pairs.
the question and give reasons for their
answers.
- Asks sts to work in 4’.
-Work in pairs.
- Calls some Ss to share their ideas.
- Report the discussion
Teachers encourages other Ss to ask results.
follow-up questions.
- Comments and corrects Ss’ mistakes. - Do as required.

Thuy’s Dream Programme?

2ms
5. Consolidation:
- Asks students to tell the main ideas
of the lesson.

- Tell the main ideas of
the lesson.

IV. HOMEWORK: 3ms.
- Asks students to learn by heart all the words and rewrite all the answers in their notebook.
Choose the word or phrase - A, B, C or D - that best fits the blank space in the following passage.
Years ago, in their private family role, women quite often dominate the male members of the household.
Women were quite (1)………………… to their families. However, the public role of women has changed (2)
………………… since the beginning of World War II.
During the war, men were away from home to the battle. As a (3) …………………, women were in
complete control of the home. They found themselves doing double and sometimes triple (4) ………………….

They began to take over the work of their absent husbands and to work outside. They accounted for 73% of the
industrial labor force. Women were forced by economic realities to work in the factories. The women who
worked there were (5) ………………… low wages, lived in crowded and small dormitories. However, they
found themselves a place as active members of society. Women, although they were ruthlessly exploited, became the key to the country's success.
1. A. fascinated

B. worried

C. dedicated *

D. interested

2. A. unfortunately

B. approximately

C. nearly

D. dramatically*

3. A. change

B. result*

C. success

D. opportunity

4. A. duty*

B. job

C. requirement

D. career

5. A. made
B. paid*
C. created
D. delivered
- Asks them to prepare the next part: SPEAKING
SELF –EVALUATION:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………


Unit 1

: LIFE STORIES

Lesson
Date of preparation
Date of teaching
Class

: 05 - SPEAKING: Sunday September 4th, 2016
: Tuesday September 6th, 2016
: 12A9

I. AIMS AND OBJECTIVES:
* Language content:
By the end of this unit, Ss will be able to know some famous historical figures of Viet Nam.
* Language function:
- Talking about a historical figure’s life story.
* Educational aim :
- To make students understand more about historical figures’ life stories.
1. Language:
a. Vocabulary:
b. Structures :
2. Skills
: Integrated skills.
3. Educational factor:
- To raise the sts’awareness of the importance of talking about historical figures’ life stories
II. TEACHER’S AND STUDENTS’ PREPARATION:
1. Method: Communicative approach
2. Techniques: Pair work, asking and answering, games.
3. Materials needed: Sub-boards, text books, black board, and chalk
4. Students’ preparation: Textbook, notebook
5. Previous exercises: Revise the simple past tense
III. PROCEDURES IN CLASS:
1. Stabilization: - Greets the whole class (2ms)
- Checks the attendance
2. Checking up previous knowledge: ( During the lesson)
3. New lesson:


TIME
5ms

TEACHER’S ACTIVITIES

STUDENTS’
ACTIVITIES

1. Warm up:
Networks
- Asks sts to write as many historical - Listen to the teacher.
figures in Viet Nam that they know as
possible.

THE LESSON CONTENT
Unit: 1
Historical figures in
LIFE STORIES
Viet Nam
Part B: SPEAKING
A historical figure


IV. HOMEWORK: 3 ms
- Write a short paragraph about a famous historical figure they like best.
- Prepare the next part: Listening lesson.
SELF-EVALUATION:
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….

Unit 1

:

LIFE STORIES

Lesson
: 06 . LISTENING
Date of preparation : August 30th, 2018
I. AIMS AND OBJECTIVES:
* Language content:
- To help the Sts understand the listening passage by listening to a talk show for specific details.
* Language function:
- Listening to a talk show on privacy and disclosure of people’s private lives
* Educational aim :
- To enable the students to learn about privacy and the dangers of exposing personal information.
1. Language:
a. Vocabulary:
b. Structure: old structures
2. Skills
: integrated skills.
3. Educational factor:
- To help students know how to critically read a person’s life story, and learn from their successes or failures
II. TEACHER’S AND STUDENTS’ PREPARATION:
1. Method: Communicative approach
2. Techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions,
discussion, pair-work, group-work.
3. Materials needed: Pictures, chalk
4. Students’ preparation: Textbook, notebook
5. Previous exercises:

III. PROCEDURES IN CLASS:
1. Stabilization: (Warm – up) (2’)
- Makes a greeting
- Checks attendance
- Asks the students about their health, summer holiday.
2. Checking up previous knowledge: (5’)
- Calls a student to go to the black board and asks him or her to tell about the famous historical figures
they like best.
- Checks and gives mark
3.NEW LESSON:

TIME

5ms

TEACHER’S ACTIVITIES
1. Lead -in:
- Shows Ss pictures of some
celebrities and asks:
1. Who are they?
2. Do you want to knowabout
their private life stories?

STUDENTS’
ACTIVITIES
- Look at the photos
and answer the
questions.

THE LESSON CONTENT

Unit 1:
LIFE STORIES
Lesson 06: LISTENING


3. Why do you want to know
about them?
- Has a talk with Ss.
=> Leads in the lesson.

7ms

2. Pre- listening:
- Gives students some new words: - Take notes.
* New words:
+ celebrity (n) /si'lebriti/ người
nổi tiếng
+ overwhelmed (adj)
/,ouvə'welm/ áp đảo, lấn áp
+ reputation (n) /,repju:'teiʃn/
danh tiếng
+ critically (adv) /'kritikəli/ một
cách chỉ trích
+ slander (v) /'slɑ:ndə/: sự vu
khống
+ take advantage of (v) lợi dụng
- Reads the words and asks Ss to
repeat.
- Calls some Ss to stand up to
read the words.

- Corrects their pronunciation
mistakes, if there are any.

5ms

7ms

- Have a talk with the
T.
- Listen and take notes.

Activity 1: Why are people
often interested in the life of
celebrities or famous people?
Tick the possible reasons and
add some more, if you can.
- Has Ss discuss the question with
a partner.
- Asks Ss to tick the reasons why
people are interested in the life of
celebrities or famous people.
- Calls some Ss to tell the reasons
and aks them to explain them if
necessary.
- Gives feedback.
III. WHILE YOU LISTEN:
Activity 2: Listen to a talk show
with host Cindy Brown and
guest speaker Andy Lewis, a
sociologist. Choose the best

answer to complete each
statement.
- Asks Ss to look at the three

New words:
+ celebrity (n) /si'lebriti/ người nổi
tiếng
+ overwhelmed (adj) /,ouvə'welm/
áp đảo, lấn áp
+ reputation (n) /,repju:'teiʃn/ danh
tiếng
+ critically (adv) /'kritikəli/ một
cách chỉ trích
+ slander (v) /'slɑ:ndə/: sự vu
khống
+ take advantage of (v) lợi dụng

- Repeat the words.
- Some Ss stand up to
read the words.
- Listen and take notes.

- Discuss the question
with a partner.
- Tick the reasons.
- Some Ss tell the
reasons and aks them
to explain them if
necessary.
- Listen.

Activity 2:
1. B
2. A
3. C
4. A


options and make their own
predictions before listening.
- Plays the tape twice.

5ms

8ms

2ms

- Look at the three
options and make their
own predictions.
- Listen to the tape and
- Asks Ss to do individually then do the task.
compare the answer with a
- Work individually
partner.
then compare the
- Plays the tape again, has
answer with a partner.
students listen and check the
- Listen and check the

answers.
answers.
- Calls some Ss to give the
answers.
- Some Ss to give the
- Checks and gives feedback.
answers.
- Listen and take notes.
Activity 3: Listen again.
Answer the questions.
- Asks students to read the
questions and has them pay
- Read the questions
attention to the key words in each and pay attention to the
of them.
key words in each of
- Plays the tape again with
them.
sufficient number of times.
- Listen to the tape and
- Asks students to do Task 3 then do the task.
compare the answer with a
- Do Task 3 then
partner in 2’.
compare the answer
- Asks some students to give the
with a partner in 2’.
answers.
- Some Ss to give the
- Checks and gives feedback.

answers.
- Listen and take notes.
IV. AFTER YOU LISTEN:
Activity 4: Discuss with a
partner. Do you agree with
Andy that everyone’s life story
is like a book that can teach us
something?
- Asks Ss to work in pairs in 5’.
- Work in pairs in 5’.
- After 5’, T asks some students
- Some Ss report in
to present their discussion in front front of the class.
of the class.
- Gives comments and corrections - Listen and take notes.

Activity 3: Keys:
1. The audience should have life
skills to protect themselves to learn
from other people’ s lives.
2. We should ask ourselves two
questions:
‘Why is this story told?’
‘What lessons can I learn from it?’
3. We can learn how to avoid
making similar mistakes or how to
adopt a new way of life so we can
improve ourselves and become
better human beings.

5. Consolidation:
- Asks the students to retell the
main points of the listening text

IV. HOMEWORK: 3ms
- Asks them to write a passage about the person they like best. (about 100 words)
- Asks them to prepare the next lesson (Writing).
SELF – EVALUATION:
……………………………………………………………………………………….
………………………………………………………………………………………..
……………………………………………………………………………………….