Giáo án tiếng anh lớp 12

THE FIRST TERM OF GRADE 12 The 1st period Date: 2/ 8/ 2010 Grade 12 Theme: Guiding how to learn and to do English tests Time: 45 minutes I. Objectives: 1. Educational aim: Students know about English book in grade 12 2. Knowledge: Student know: - How to learn English in grade 12 - How to do English tests - How to use student’s book and workbook 3. Skill : - Reading - Speaking - Listening - Writing - Doing English tests II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, tape, cassetteplayer, etc. III. Procedure: Teacher’s activities Students’ activities Notes Warm-up :(7 minutes) - Introduce to students about the teacher - Ask students about their names and English knowledge etc. Guiding: (35 minutes) 1. Guiding student’s book and workbook: * Introduce to students how to use their book and workbook * Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to do the exercises in their books 2. Guiding English tests in grade 12: * Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc. and how to do them * The tests in grade 12 include: reading : 25% listening: 25% writing: 25% language focus: 25% 3. Guiding other books and tape, disc, etc. Homework: 3 minutes - Ask students to prepare textbook, notebooks and the things for learning andprepare lesson reading - Unit 1 - Listen to the teacher - Answer the teacher’s questions - put the student’s book and workbook on the table - listen to the teacher and look through the books - Listen to the teacher - listen to the teacher and write down the things which will be prepared at home Unit 1 : home life The 2nd period Date: 05/ 8/ 2010 Grade 12 Theme: home life Unit 1 Reading Time: 45 minutes I. Objectives: 1. Educational aim: Students should know about International Red Cross 2. Knowledge: - General knowledge: Students read and guess the meaning of new words from the con text. + Read the passage and complete the tasks of the lesson. - Language: Students could understand and use new words after reading - New words: Words related to home life 3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book and pictures, Board, tape, cassetteplayer, chalks, etc. IV. Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Ask students look at the picture and ask some questions - Let students understand more about , house hold chores and family life, today we learn Unit 1- part A: Reading Before you read : (7 minutes) Ask students to work groups to ask and answer about the pictures - Hang on the blackboard the table of questions. Ask students to work in pairs looking at the pictures to ask and answer them. 1. Where is the family? 2. What is each member of the family doing? 3Is the family happy?Why (not) ? - Introduce the situation of the context - Read the context once to the class. - Show students some new words: + to be caring + to be willing to do st + to be close -knit + to bemischievous - Help students to summary the main ideas of the context . * The first paragraph: the writer says about the parents’ jobs and the people in her family. * The second paragraph :The writer says about the activities of her parents every day. * The third paragraph: The writer says about her younger brothers and her herself. * The writer says about the happiness in her family. - Ask students to think of their thoughts about a happy family. - Introduce the situation of the passage While you read : (23 minutes) - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage + Task 1: (10’) - Ask students to work in groups to read the sentences in the task and then choose the sentence A,B or C that is nearest in meaning to the sentence given. - Read all the sentences which they have chosen loudly to the class Teach some new words: close –knit (a), mischievous (a), ..... - Ask students to work in groups to do the task. - Call on some students to read the sentences. - Common in whole class + Task 2: (15’) - Divide the whole answers class into 6 groups of 8 students . 1,How busy are the parents in the passage? 2,How caring is the mother ? 3,How do the father and the daughter share the household chore ? 4,What is the daughter attempting to do after secondary school? 5,Why do the children feel they are safe and secure in their family ? - Ask students to read the questions carefully and discuss the answers - Help students to find the paragraph which contain the information for the answers - Call the leader of each group to answer the questions - Ask the whole class to commend - Feedback and give the correct answers and give point. After you read : (8 minutes) - Ask the whole class to discuss about a happy family. - Call some students to say about their thinking of a happy family Home work: (2 minutes) - Write about their family or others they know. - Prepare Part B : Speaking at home - Open the book - Listen to the teacher - Look at the picture and answer - Listen to the teacher and open the book – Unit 1, part A: reading - Work in groups to discuss about the pictures - Work in groups to ask and answer the questions give by the teacher. - Stand up to answer in front of the class P1: Thefamily is at home. P2: The father is playing games with his son and the mother is helping her daughter do homework. P3: Yes, it is.because they look warm and close –knit. - Look at the book and listen to the teacher - Listen - Note down - Work in groups and try to repeat the main ideas in each paragraph. -Practise speaking their ideas freely. Listen to the teacher - Work in groups , read the sentences carefully - Listen to the teacher and read up the sentences aloud . - Note down the new words. - Read up. - Work in groups to do the task - Read the passage - Work in groups to find the sum up of the passage - Present the answers in front of the class - Commend - Note down the reason of the choice - Work in groups to ask and answer the questions using the information from the passage - Some students answer the questions in front of the class Listen and take notes - Do the home work and prepare for the next lesson. The 3rd Period Date: 7/ 8/ 2010 Grade 12 Theme: Home Life Unit 1 Speaking Time: 45 minutes I. Objectives: 1. Educational aim: Students can talk about their family and other families + Students can ask and answer about household chores and family + Students discuss their ideas about the true of a happy family 2. Knowledge: - General knowledge: By the end of the lesson students can practise a dialogue about a happy family - Language: asking for and giving information from a passage - New words: words related to the topic 3. Skills: talking about Home life and their activities in the family II. Method: integrated, mainly communicative III. Teaching aids: pictures ,textbook,.... IV. Procedure: Teacher’s activities Students’ activities Notes Warm-up: (7 minutes) - Playing games. - Divide the class into pairs and ask students to work in pairs to talk about their family in 3 minutes - Call of the leaders of each groups to talk about her/his family in front of the class - Feedback and lead the class to the topic of speaking activities (we are going to discuss about our family ) Pre-speaking : (12 minutes) Task 1 Let students read the following sentences and choose which apply to them or their family. - Ask students to work in groups to speak the sentences 1, In my family ,only my father works. 2,Member of my family share the household chores . 3,My responsibility in the family is to wash the dishes. 4, In my family, the interest we share closely is watching football. 5,I often share my personal secrets with my father. 6, I always talk to my parent before making an important decision. - Go around and listen to the students –Give more suggestions if they need While-speaking : (15 minutes) Task 2 - Work in pairs . -Let students ask and answer the questions about their family. - Listen and give the ideas to each pair. Task 3:Work with a different partner. - Ask students to use the questions they have form to ask about her/his family. Listen to the students and give remarks. - Post-speaking : (10 minutes) Task 4 - Let the students practise speaking freely about their family. -Go around to listen and give remarks . - Ask some students to stand up and tell loudly - Listen and correct mistakes Homework: (3 minutes) - Ask students to write a passage about a happy family (80 words) - Ask students to prepare Part C- Listening and do homework - Keep books close - Listen to the teacher - Work in groups to talk about family - -Work in groups and give their ideas why they choose -Each student stands up and talks about their family. A: In my family ,my parents both go to work,..................... B: In my family, .......... -Practice speaking out their ideas about their family. A: Who works in your family ? B : Both my father and mother. A: Who often does the household chores ? B : My mother mainly does it and sometimes my father help my mother. A :How is your responsibility to your family ? B :I often clean the house and cook the meals when I finish my studying. A : How do the family members share the interest ? B :We often watch television each other in the evening. A : Who do you often share your secrets with ? B : I often share with my mother. A: Who do you talk to before making an important decision? B: I often talk to my parents. - All students write some sentences about their family and then stand up to talk. -Work in groups and each group has a representative to talk about her/his family. P1 : I talked to Tuan . Both his parents go to work. But only his mother does the household chores..... P2 : In Loan’s family ,only her father goes to work and her mother is at home ........... -Work in groups and then speak out their opinions. PS : I think a happy family should have............ P : Yes it is . Because every member in the family often share the feelings with each other......... - Listen to the teacher - Write down the homework The 4th period Date: 09/ 8/ 2010 Grade 12 Theme: Home Life Unit 1 Listening Time: 45 minutes I. Objectives: 1. Educational aim: Students can listen to get information to decide True or False statements + Students can improve their ability of listening to write down the main ideals of the lesson. 2. Knowledge: - General knowledge: Students learn more about a happy family - New words: Words related to family 3. Skills: - Listening and comprehension questions - Listening and deciding on True or False statements or no information II. Method: Intergrated, mainly communicative III. Teaching aids: Student’s book, pictures board, tape, cassetteplayer, chalks. IV. Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Ask students to close the books - Give some pictures and answer some questions 1,Who are they? 2 ,What are the relationship among them ? - Check some students and mark - If you want to know more details about them we will go to Unit 1- part Listening Pre-listening: (7 minutes) - Introduce the topic of the listening: In this you will listen to people talk about their friends. But now please talk about your family first. - Ask students to read all the words given carefully and show the difficult words or structures - Explain the words and structures to the class: -reseved : - leftover : - spread out : * Before you listen : - Ask students to look at the picture and say : +What are they doing ? +How many people are there in the family ? While-listening: (20 minutes) Task 1 - Introduction: you are going to listen to Paul and Andrea talk about their family. Ask students to read the sentences carefully first to get the True or False. - Ask students to get the difficult words. - Read the tape-script loudly to the class. - Ask students to decide the answers . - Listen and remark. - Ask students the question : - Why do you think it is true / false ? Help them if necessary Task 2 - Ask students to look through the sentences in task 2 - Ask students to listen again and note down two things that are different about Paul’s and Andrea’s families. After-listening: (10 minutes) - Ask students to open the books - Ask them to discuss the importance of family in a person’s life - Let them work in pairs - Walk round and help students - Ask some students to stand up and go to board and write - Listen and correct mistakes Homework: (3 minutes) - Ask students to write a passage about the importance of family in a person’s life -Remember them to prepare Part- Writing at home - Close the books - Listen to the teacher - Work in groups and look at the picture and answer - Listen to the teacher and open textbooks - 0ne or two students talk about their family. - Read the new words. - Listen and note down - Work in pairs to ask and answer + P : -They are having a party. - There are 9 people in the family - Keep book open - Listen to the teacher - Read the sentence carefully to get the True or False statements. - Ask for the difficult ones. - Listen to the teacher. - Speak out the sentences individually. PS : 1, It is false 2, It is false 3, It is false 4, It is true 5, It is true - Listen and work in pairs to speak out some information they have heard from the tape. -Discuss and find out the the importance of family in a person’s life - The students who are called go to board and write down your answer -Listen to the teacher and write down homework The 5th period Date: 12/ 8/ 2010 Grade 12 Theme: Home Life Unit 1 Writing Time 45 minutes I. Objectives: 1. Educational aim: Students can write a paragraph about family rules depending the given prompts 2. General knowledge: Students learn how to write a description , stages of a description - Language: - New words: Words related to the topic 3. Skills: Writing a narrative II. Method: Intergrated, mainly communicative III. Teaching aids: Student’s book, notebook, some pictures IV. Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) A word game. - Divide the class into 4 groups - Ask students to work in groups to revise the words using to say about family (in 2 minutes) - Call the representatives of the groups to write as many words on the boards as possible. (in 2 minutes) - The winner is the students who has got the largest number of correct words on the board. - Call some students to repeat the meanings of the words. Pre-writing: (10 minutes) - - Ask students to use the following verbs and expressions. Give and read some words aloud : _ Let ,allow, be allowed to, have to, permit, etc. + Some expressions : - doing household chores - coming home late - preparing meals - watching TV - talking on the phone - using the family motorbike - Listen to the pairs and help them if they get some difficulties in speaking. - Ask students to stand up and say a paragraph about his/her family. While-writing: (18 minutes) Task 2 Ask students to use the ideas they ‘ve dicussed to write a leter to a pepal about their family. -Give some out line : first, second ,further more, and...finally.....etc. - Call two good students present their outline in front of the class - Ask the others comment - Feedback and give some correction to help students to have a better outline to write. Post-writing: (10 minutes) - Give suggestions and corrections - Ask students to read another’s description - Ask some students to read loudly their description - Correct mistakes and mark Homework: (2 minutes) - Ask students to do part writing of Unit 1 in the student’s work book and prepare part Language Focus - Keep book close - Listen to the teacher and work in pairs - Work in groups to revise the words - Go to the board to write the words - Repeat the meanings of the words in front of the class - Listen to the teacher and open the books - Read all words and expressions and work in pairs . A : Do you have to do the household chores ? B : Yes, after my studying or my free time. A : Are you allowed to come home late ? B: No, because my parents are strict.. A : Do you often prepare the meals ? etc Each representative of a group stand up and say about the family. A: - In my family , everybody has to do the household chores. I’m not allowed to come home late, I only can watch TV when I finish my homework...... + Write the letter individually. - Every family has its own rules. Mine has a few. First, everybody has to do the house hold chores, we only go out or watch TV when we finish all homework........ - Some students read loudly their products in front of the class... - Listen to the teacher and write down homework The 6th period Date: 14/ 8/ 2010 Grade 12 Theme: Home Life Unit 1 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: Pupils can pronounce the endings /s/ ,/z/ 2. Knowledge: - General knowledge:+ Students have to remind of tense :past simple, past progressive and present perfect. + Students have to do some exercises of tense - New words: Words related to topic 3. Skills: Intonation and phrasal verbs II. Method: Intergrated, mainly communicative III. Teaching aids: Student’s book, pictures, board, tape, cassetteplayer, chalks. IV. Procedure: Teacher’s activities Students’ activities Notes Pronunciation: (8 minutes) - Guide students to pronounce the endings /s/,/z/ : bats /s/ . bags /z/ - Ask students to read the up the words and the sentences - Ask students to read up in chorus twice - Call some students to read up in front of the class . GRAMMAR:(35munites) 1,Tense of verbs: * Ask students to repeat the they’ve leant. + The past simple. + The past progressive. + The present perfect. - Ask students to give some sentences. - Let students compare the differences ebtween past simple and present perfect Listen and give remarks Exercise 1: - Ask students to work in groups to do the exercise 1. - Ask students to choose their suitable verbs in the sentences. - Call the leader of each group present their answers on the board - Ask the whole class to comment Exercise 2: - Ask students to work in groups to do the exercise 2. - Ask students to decide which answer ( A, , B,or C) - Call the leader of each group present their answers on the board - Ask the whole class to comment Homework : (2 minutes) Ask students to do Part Language Focus and prepare part Reading of Unit 2 at home Listen to the teacher. - Listen to the teacher and read up - Read up in chorus twice - Some students read up in front of the class - Listen to the teacher and speak out . P1: - past simple P2: - past progressive P3 : present perfect - Some students give more examples. * Example : - He left the room last week. - They were having dinner at 8 o’clock last night. -She has learnt English since she was in grade 1. - Work in pairs and give the differences. * past simple : happened and finished with the definite time in the past ,not related to thepresent. -Ex : He bought a car yesterday. * present perfect : started in the past but related to present or future and give the result at present. -Ex : She has learnt English since she was in the grade 5. - Work in groups to do the exercise 1. Have you seen 2. Did you enjoyed it?. 3. has been. 4. Did you give/saw. 5. didn’t listen 6. Have you two met before ? 7,Have you met ? - Discuss the answers and give comment on the sentences - Listen to the teacher and work in groups to do the exercise. 1, B : haven’t written 2, C : have been 3, A : had 4, A : haven’t done 5, B : have stopped 6, B : am waiting 7, B : have changed 8, C : live 9, A : decided 10,B : becomes 11,B : told 12,C :moved 13,C : come 14, C : stay 15, B : am going - Redo the exercises - Do the exercises in the workbook - Prepare for the next lesson Unit 2: cultural diversity The 7th period Date: 16/ 8/ 2010 Grade 12 Theme: cultural diversity Unit 2 Reading Time: 45 minutes I. Objectives: 1. Educational aim: - Students read passage comprehension about role of cultural diversity - Students know how to use the new words through asking and answering 2. Knowledge: - General knowledge: - Through this unit, students know more about cultural diversity - New words: Words related to the topic( culture, society....) 3. Skills: -Guessing meaning from context -Summarizing main idea -Passage comprehension II. Method: Intergrated, mainly communicative III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook IV. Procedures: Teacher’s activities Students’ activities Notes Warm-up: (4 minutes) - Ask students to list out the factors that create a happy life -Let students work in pairs -Ask students questions _Lead in: Today, we’ll study a new lesson Unit 2- part A :Reading Pre-reading: (7 minutes) - Ask students to work in groups of four and guess what are happening in the picture. Hang on the blackboard the table of the questions to help students to guess the activity in each picture: - Which of the following factors is the most important for a happy life ?W hy ? - Love, money, parents’ approval, a nice house,a good job, good health...etc. - Ask the representatives of the groups to express their ideas in front of the class. - Give the feedback + Pre-teach some new words - precede (v) - counterpart(n) - confide(v) - sacrifice (v) - Ask students to read up in chorus twice. - Ask students to guess the meaning of the new words. + Introduce the situation of the passage + Show students the tasks of the reading While-reading: (20 minutes) - Make the class read the small talks, to scan the details and do the tasks Task 1 : Ask students to read the passage in skim to make sure the meaning of the words. - Call some students to show the meanings - Ask students to read the passage again and do the task in groups of four - Call on some students to read the answers in front of the class. - Ask students to read the sentences with the words given Task 2 - Ask students to work in groups of 8 to answer the questions given. - Call on some students to show the class the right answers -Listen to the students and help them if neccesary. Post-reading: (12 minutes) Ask students to work in groups to discuss about the question : + What are the differences between a traditional Vietnamese family and a morden Vietnamese family ? - Give some suggested words to talk about a family :number of children, the house they like to have, the head of the family , who works , who takes care of the housework and children , the income... Call on some representatives on the groups to talk about the differences Homework : (2 minutes) -Do reading text in workbook -Prepare the next lesson Listen to the teacher Answer the question Work in groups to talk about the activities in the pictures - Look at the questions and try to answer them in groups to discuss. - One student speaks out his/her ideas in front of the class . - Look at the board, note down. - Read the new words in chorus twice. - Work in groups to guess meanings of the words. - Listen to the teacher Read the passage in skim - Show the meaning of the words. - Work in groups to fill in the blanks. - Read the italicized words/ phrases and explain in front of the class : 1, precede : happen or exist 2, determine : find out 3,confide : tell somebody about something very private or secret 4,sacrifice : willingly stop having something you want 5, obliged : having a duty to something. - Work in pairs to answer the questions. A: What are the four key values in the survey ? B: They are Physical attractiveness, Confiding,........ A: Who are much more concerned with physical........... ? B :The young Americans are much more concerned than the young Indians and the Chinese........ A: What are the Indian students’ attitudes on a partnership of equals ? B :The Indian students agree that a woman gas to sacrifice........ - Read the questions carefully and work in pairs to answer the questions. A: - I think a modern family has fewer children than a traditional one. the head of the family in a modern family is both a husband and wife, they share the household chores and take care of their children.... - Work in groups to discuss to compare to other groups. - Talk in front of the class about the class. -Listen to the teacher and take note The 8th period Date: 17/ 8/ 2010 Grade 12 Theme: cultural diversity Unit 2 Speaking Time: 45 minutes I. Objectives: 1. Educational aim: Students can talk about the differences among cultures 2. Knowledge: - General knowledge: - Through this unit, students can talk about the differences among cultures - Know how to arrange opinions sensibly - Language: Students use sentences, words, phrases and expressions for making their view 3. Skills: Fluency in expressing opinion and expressions for making a opinion II. Method: Integrated, mainly communicative III. Teaching aids: Pictures, English textbook 12, hand-outs IV. Procedures: Teacher’s activities Student’s activities Notes Warm-up:(5minutes) Checking the last lesson - Call two students to go to the board. Students 1 and 2 : Talk about the differences between a traditional family and a modern family they’ve written at home. - Ask the other students to comment about the talking. - Feedback and give correction if necessary - Lead the whole class to the topic of the lesson. Pre-reading: (8 minutes) Task 1: We are going to talk about the differences among cultures . - Ask students to express their point of view on the followings ideas , using the words or expressions in the box. * In Vietnam ,three or even four generations may live in home. * A happy mariage should based on love. * In some Asian countries , love is supposed to follow marriage not precede it. * In some countries, a man and a woman may hold hands and kiss each other in public. - Listen to the students and give remark While –speaking : (16munites) Task 2: - Ask students to work in pairs to discuss about the differences between the culture in America and in Vietnam. +Give the culture in America: - Two generations ( parents and children ) live in a home. - Old- aged live in nursing home. - It is not polite to ask questions about age, marriage and income. - Americans can greet anyone in the family first. - Groceries are bought once a week. - Christmas and New Year holidays are the most important. - Children sleep in their own bedrooms. + Listen to the students and give more the ideas about the differences. Post-reading: (14 minutes) Task 3: - Ask students to work in pairs or work in groups to talk about the similarities and differences between Vietnamese and American cultures, using the features discussed in the task 2 . - Listen and give remarks on their opinions Homework:(2minutes) -Students write a paragraph about the cultures in Vietnam. - Do the exercises in the workbook - Prepare for the next lesson - Listen to the teacher -Read the paragraph in front of the class - Listen to the teacher - Read the sentences given and work in groups to dicuss. A : In my opion,it is not good for three or four generations to live in a family because they will find it difficult to sympathy their interests and habbits ...and I agree that love is supposed to follow mariage not precede it. B: I don’t agree with your ideas, I think it is good to have three or four generations living under one roof because they can help each other a lot - Work in pairs to discuss and give their ideas about the differences + Give the culture in Vietnam. -There are more generations in a home (grand parents, parents and children ...) - Elders live with their children and are taken care of by their sons. - Can ask the questions about the age, marriage and income.. - Have to greet the older first. - Do the shopping everyday. - Tet holiday is the most important. - Children can share bedrooms with the other in a family. - Work in groups or in pairs to compare. Ps : - There are differences and similarities between Vietnamese and American cultures .In America, two generations (parents and children) live in ahome . In Vietnam, two, three or even four generations live under one roof...etc. -Listen and copy The 9th period Date: 21/ 8/ 2010 Grade 12 Theme: cultural diversity Unit 2 Listening Time: 45 minutes I. Objectives: 1. Educational aim: Students should know how to listen to give some information about the wedding ceremony in Vietnam. 2. Knowledge: - General knowledge: Students learn about the wedding ceremony in Vietnam. - Language: - New words: Words related to culture, wedding 3. Skills: -Filling in missing information -Passage comprehension II. Method: Intergrated, mainly communicative III. Teaching aid: Board, tape, cassetteplayer, chalks, textbook and notebook. IV. Procedures: Teacher’s activities Students’ activities Notes Warm-up : (4 minutes) - Ask students look at the pictures and have a comparison ? - Let students look at the picture and describe and answer some questions: 1,Where do the women come from? 2,What are they doing? 3,do they have happy life? why do you know? - Listen and give mark Pre-listening : (6 minutes) Ask students to work in groups to ask and answer about the picture. - Hang the table with the questions on the board. + Have you ever attended a wedding ceremony? + What do the bride and the groom usually do at the wedding ceremony? - Ask students to ask and answer freely. - Give some words : altar, banquet, groom, ancestor ,blessing, tray...... While-listening: (24 minutes) Task 1: Introduction: You are going to hear two people talking about a wedding ceremony in Vietnam. - Introduction: you are going to listen to the conversation to get the information to fill in the missing information - Let the students read all the sentences before listening 1, The wedding day is carefully chosen by the........ 2, The gifts are wrapped in............ 3,The wedding ceremony starts in front of the.......... 4,Food and drink are served....... 5,The guests give the newly wedded couple envelopes containing ........... and.......... - Ask students to compare the answers with a partner. - Call on some students to go the board to write their answers - Ask students to explain their answers in front of the class - Feedback and Correct the answers Task 2: -Ask students to listen to the passage again and answer the questions - Ask the students to read all the questions before listening. - Let the students listen to the tape two or three times and answer the questions. After-listening: (10 minutes) - Ask students to work in groups to answer the question : What do families often do to prepare for a wedding ceremony? - Call some 2 leaders of the groups to talk in front of the class - Feedback Homework: (2 minutes) - *.Write a paragraph about a wedding. – Prepare for the next lesson. - Listen and answer - Work in pairs and each and answer - - Look at the picture and the table of the questions to ask and answer about the picture in pairs. S1: -They often stand in front of theater praying and asking their ancestor’s permission to be married. S2:- They exchange their wedding rings. S3:-They get the presents from their relative and their friends. - Listen to the teacher or the tape. - Read the sentences and then listen to the teacher or the radio carefully. 1, groom’s parents. 2, red paper 3, altar 4, at the wedding banquit 5,wedding cards or money - Work in pairs to compare the answers - - Listen and try to get the information to answer the questions - Read the questions carefully. - Work in groups to discuss and answer the questions. 1,The most important thing the groom’s family has to do on the wedding day is to go to the bride’s house bringing gifts wrapped in red paper. 2,They would pray ,asking their ancestors’ permission to get married. 3, After they pray and ask their ancestors’ permission to get married. ............... Work in pairs to answer the questions. - Listen and copy in their notebooks The 10th period Date: 23/ 8/ 2010 Grade 12 Theme: cultural diversity Unit 2 Writing Time: 45 minutes I. Objectives: 1. Educational aim: Student can describing typical features of a Vietnamese conical leaf hat. 2. Knowledge: - General knowledge: Students could write a report to describe typical features of a Vietnamese conical leaf hat. - Language: Words used in a Vietnamese conical leaf hat 3. Skills: Describing a Vietnamese conical leaf hat II. Method: Interagrated, mainly communicative III. Teaching aids: Some models of chart, real information in life IV. Procedures: Teacher’s activities Students’ activities Notes Warm-up : (4 minutes) - Work in pairs to talk about the special things in Vietnam. - Call the best student in the class to tell his/her story to the class. - Comment and lead students to the topic of the lesson. Pre-writing: (10 minutes) Task 1 - Ask the students to write about the conical or the “non la”, a symbol of Vietnamese culture. - Give some new words : leaf, rim, ribs, strap. - Ask students to observe the photo of the “non la” While-writing: (20 minutes) Task 2 Let students write a passage of about 150 words about the conical leaf hat , using the outline and information below. * Introduction : - symbol of Vietnamese girls/women. Part of the spirit of the Vietnamese nation. * Main body: - special kind of bamboo and young /soft palm leaves, conical form, diameter,......... *Conclusion : - protecting people from sun/rain and girls/women look pretty/attractive. Post-writing: (10 minutes) Ask students change the letter with a partner to read. - Call a good students to read the letter in front of the class. - Feedback and give some suggestions Homework: (2 minutes) - Ask students to do the exercises in the workbook. -Work in pairs to talk - Some students talk about their experience in front of the class . + Banh trung,ao dai, non la,...... Listen to the teacher - Listen to the teacher and read aloud the words Read the words given and write a passsage : - The conical leaf hat is one of the typical features (symbols) of the the Vietnamese culture because it can not be found any where in the world .The leaf hat is not only a symbolof Vietnamese girls/women......... - Write the letter individually. - Read the letter of the partner. - Read the letter in front of the class -Do the exercise at home. - Prepare for the next lesson The 11th period Date: 24/ 8/ 2010 Grade 12 Theme: cultural diversity Unit 2 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: Students can pronounce the sounds “ ed” ending 2. Knowledge: - General knowledge: Students have to revise the tenses - Language: - New words: Words related to topic 3. Skills: - Pronunciation: the sounds “ ed” ending - Grammar: - revise the tenses 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(10 munites) a. Distinguishing sounds: - Read the three sounds: /t/, / d/, / id / as model for the class and explain the differences in producing them. - Read the sounds again and ask students to repeat. - Ask students to read the words in each column out aloud in chorus for more a few times. - Call on some students to read the words in front of the class - Correct the mistakes of pronunciation. b. Practising sentences containing the target sounds - Ask students to work in pairs to take turn to read the given sentences - Go round to listen and take notes of the typical errors - Call on some students to read the sentences in front of the class again and provide corrective feedback. II. Grammar: (34munites) * Exercise 1: a. Presentation: - Review the forms, meanings and uses of the present simple, present perfect, and present continuous, past perfect... + Present simple * FORM: * MEANING: PRESENT TIME * USE: sometimes use the present simple to express the ideas that an action is happening or+ Express the idea that an action is repeated or usual. The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens. It can also be something a person often forgets or usually does not do. + Speakers is not happening now. This can not only be done with Non-Continuous Verbs and certain Mixed Verbs. + Present continuous * FORM: * MEANING: PRESENT TIME * USE: + Present perfect/Present perfect progressive. * FORM: * MEANING: PRESENT TIME * USE: We use the present perfect to say that the action happened at an unspecified time before now. The exact time is not important. So we can use Present Perfect to describe our experience “I have the experience of …” we can use this tense to say that we have never had a certain experience. The Present Perfect is NOT used to describe a specific event + With Non-Continuous Verbs and non-continuous uses of Mixed Verbs we use present perfect to show that something started in the past and has continued up until now. “for five minutes”, “for two weeks”, and “since Thursday” are all which can used with the Present Perfect. NOTE: - We CAN NOT use the Present Perfect with specific time expressions: yesterday, a year ago, last month, … - We CAN NOT use the Present Perfect with unspecific expressions: ever, never, once, many times, several times, before, so far, already, yet, etc. b. Practice: - Ask students to do the exercise individually and then choose a partner to check the answers with. - Call 2 students to write their answers on the board - Provide corrective feedback. * Exercise 2: a. Presentation: - Review the forms, meanings and uses of the past simple, and past continuous + Past perfect : form/ meaning/ use. b. Practice: - Ask students to do the exercise 2 individually and then choose A,B or C to complete the passage. - Call 2 students to write their answers on the board - Provide corrective feedback * Exercise 3: Ask students to complete the letter with the correct form of the verbs in brackets. check the answers with. - Call 2 students to write their answers on the board - Provide corrective feedback Homework: (2 minutes) - Ask students to redo the exercises into the note-workbooks - Ask students do the exercises in the workbook - Ask students to prepare for the next lesson. - Read aloud - Listen and repeat from 2-3 times - Some of them stand and read words aloud -Listen to the teacher - Read the sentences in chorus aloud - Listen and copy -List some phrasal verbs : fill in ;turn on; go over ;look at ;make up. Look after .... - Some students read the sentences in front of the class. - Work in groups to review the tenses - Listen to the teacher to the teacher and note down - Listen to the teacher to the teacher and note down - Listen to the teacher and note down Review the formation and the uses of the tense - Students do the exercise individually and then compare the answers with a friend - Write the answers on the board -Do the exercise individually and check the answers with a partner -Some students go to the board to write the answers - Listen and note down Unit 3: ways of socialising The 12th period Date: 28/ 8/ 2010 Grade 12 Theme: ways of socialising Unit 3 Reading Time: 45 minutes I. Objectives: 1. Educational aim: Students can +Develop such reading micro-skills as guessing meaning from context + Use the information they have read to answer the questions + Pictures in the student’s book enlarged. + A table of the active words of the passage. 2. Knowledge: - General knowledge: Students could understand and use the new words through speaking, asking and answering - Language: - New words: Words relate to ways of socialising 3. Skills: -Reading for general or specific information -Guessing meaning from context II. Method: Intergrated, mainly communicative III. Teaching aids: Some photos of ways of socialising and some information about them. Board, tape, cassetteplayer, chalks, textbook and notebook. IV. Procedures: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) Ask students to list some ways of communication they have know Let students work in pair Check the whole class Pre-reading: (35 minutes) - Ask students to work in groups to discuss about the pictures in the textbook. - Ask students to use the questions to ask and answer about the pictures : - What are the people in the pictures doing? - What will you do if you want to get your teacher’s attention in class? - What will you do if you need to ask someone a question but they are busy talking to someone else? - Comment and lead the whole class to the topic of the passage. * Pre-teach: New words and phrases: - write some new words and phrases on the board +verbal(a) + non –verbal(a) + attract (v) + nod (v) + approach (v) + rude (a) - Ask students to guess the meanings of the words - Ask students to read the words in chorus twice. - Call two students to read the words in front of the class Homework (4 minutes) -Ask students to learn the new words and phrases - Ask students to prepare for the next lesson. -Listen to the teacher -Give their answer -Work in groups to discuss about the pictures - Work in pairs to ask and answer - Some students answer the questions in front of the class. - Look at the board and note down - Listen to the teacher. - Do the exercises at home - Prepare for the next lesson. The 13th period Date: 07/ 9/ 2010 Grade 12 Theme: ways of socialising Unit 3 Reading Time: 45 minutes I. Objectives: 1. Educational aim: Students can +Develop such reading micro-skills as guessing meaning from context + Use the information they have read to answer the questions + Pictures in the student’s book enlarged. + A table of the active words of the passage. 2. Knowledge: - General knowledge: Students could understand and use the new words through speaking, asking and answering - Language: - New words: Words relate to ways of socialising 3. Skills: -Reading for general or specific information -Guessing meaning from context II. Method: Intergrated, mainly communicative III. Teaching aids: Some photos of ways of socialising and some information about them. Board, tape, cassetteplayer, chalks, textbook and notebook. IV. Procedures: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) Ask students to list some ways of communication they have know Let students work in pair Check the whole class While-reading: (26 minutes) - Let students open the book and read silently while teacher reads aloud and correctly - Ask students to read themselves and write down some information - Let students work in pairs to do the task1 Task 1 - Ask students to read the passage and give the Vietnamese equivalents to the following words phrases. - Verbal : bằng lời,hữu ngôn - Non- verbal :không bằng lời - Attract someone’s attention :thu hút chú ý - impolite :không lịch sự - rude : thô tục, thô lỗ -informality:thân mật - approach : tiếp cận -a slight nod will do :một cái gật đầu nhẹ là đủ Call on some students to show their answers in front of the class. - Comment and give the correct answers Task 2: - Ask students to read the passage again to choose the best title for the passage. - Call four students to go to the board the write their answers - Ask some students to correct and remark with giving the reason why they have chosen it - Feedback and give the right answers Task 3 : - Ask students to work in pairs to answer the questions . - Listen to the students and remark. Post-reading: (10 minutes) - Ask students to work in groups to discuss the meaning of whistling and clapping in Vietnamese culture. - Call on some representatives of the groups to answer the questions in front of the class. Homework (4 minutes) -Ask students to learn the new words and phrases - Ask students to prepare for the next lesson. -Listen to the teacher -Give their answer Guess the meaning of the words and phrases. - Listen to the teacher and read up the words and phrases in chorus - Some students read them in front of the class - Read the passage in skim to guese the meaning of the words - Ask students to work in groups to guess the meaning of the phrases Some students show the answers in front of the class. -Work in groups and give their ideas. Ps : A ( Attracting Attention : Non- verbal Cues) - Work in pairs to anwer the questions P1:What can you do when you want to attract someone’s attention? P2 :We can use either verbal or non verbal. P1 : What are considered to be big, obvious non verbal signals? P2 :They are strong actions that can easily be seen...etc. -Practice talking about communication by non- verbal actions. - to express the happiness they can whistle or clap - sometimes, they clap or whistle to encourage or despise. - Listen and note down - Listen to the teacher. - Do the exercises at home - Prepare for the next lesson. The 14th period Date: 07/ 9 2010 Grade 12 Theme: ways of socialising Unit 3 speaking Time: 45 minutes I. Objectives: 1. Educational aim: Students should know + Use appropriate language to practise giving and responding to compliments in different situations + Use appropriate language to talk about other ways of communication 2. Knowledge: - General knowledge: Students can talk about other ways of communication - Language: Words to speak about ways of communication 3. Skills: -Ask and answer the information about ways of communication II. Method: Integrated, mainly communicative III. Teaching aids: Photos of some famous persons or some real information about ways of communication IV. Procedures: Teacher’s activities Students’ activities Notes Warm-up: (3 minutes) Introduction: we are going to talk about the different ways of communication. - Ask students to work in groups to talk about some ways to attract to other people. - Give students some words and phrases (Hang on the extra board of prompts). + terrific (a) + decent (a) + to be kiding - Ask students to practise speaking Pre-speaking: (8 minutes) Task 1 - - Introduce the task: Now work in pairs, take turn to practise readig the dialoge, paying attention to how compliments are received in each situation. - Ask students to read all the questions in the task and explain the difficult words and phrases if necessary. - Ask students to do the task in roles and encourage the whole class to take note the answers while they are doing the task. - Go around the class to check and offer help. While-speaking: (20 minutes) Task 2 - - Ask students to work in pairs to practise giving compliments to suit the resposes using the outlines that they have already made - Go around the class to check and offer help. - Call on some couples to perform their conversation in front of the class. - Elicit feedback from the class and give final comments. * Task 3: - Introduce the duty of the task: - Divide the class into 7 groups of 8 - Ask students to work in groups to practise responding the compliments below. - Go around the class to check and offer help. Post-speaking: (10 minutes) * Task 4: - Ask the groups to make dialoge to practisegiving and respoding to compliments , using the cues below. - a nice pair of glasses - a new and expensive watch - a new cell phone - a modern looking pair of shoes - a fashionable jacket - Call some representatives of groups to report the parties that they have made. Listen to the students and note down all the errors Homework: (2-4 minutes) - Summarise the main points of the lesson - Ask students to write a dialogue about the compliment - Listen to the teacher and say about the ways of communication - Look at the board and read aloud the new words. - Work in pairs to practise speaking. - Some couples to play roles to speak in front of the class. P1 : Phil P2 : Barbara P3 : Peter P4 : Cindy P5 :Tom P6 : Tony - Work in pairs to give suitable words. P1 : David P2 : Kathy P3 : Hung P4 : Hien P5 :Michael P6 : Colin - Listen to the teacher - Work in roles to practise speaking P1 : Phil P2 : You P3 : Peter P4 : Tom .......... Listen and work in pairs to make a dialoge based on the Task 1,2 ,3. A : You really have a nice pair of glaases I think they make you attractive. B: Thank you,Nam. That’s a nice compliment. A : I think you have a new and expensive watch which I have never seen before. B : Thank you . I bought it yesterday. A:............ - Listen and write down in their notebooks The 15th Period Date: 08/ 9/ 2010 Grade 12 Theme: ways of socialising Unit 3 Listening Time: 45 minutes I. Objectives: 1. Educational aim: Students should know to develop such listening micro-skills as intensive listening for specific information 2. Knowledge: - General knowledge: Students know how to give information after listening - Language: - New words: Words related to ways of socialsing 3. Skills: - Listening for general or specific information -Comprehension questions II. Method: Intergrated, mainly communicative III. Teaching aids: Some pictures of persons or some real information about them. Board, tape, cassetteplayer, chalks, textbook and notebook. IV. Procedures: Teacher’s activities Students’ activities Notes Warm-up: (4 minutes) - Ask students to close the book - Give some questions : + Who’s on duty today ? + Who’s absent today ? -Pre-listening: (8 minutes) - Show students the pictures in the textbook and ask students to guess what they are doing ? - Ask students to work in pairs to ask and answer the questions in the textbook. - Call some students to answer the questions in front of the class. Then explain their reasons. Check the whole class. * Pre-teaching some new words and phrases. - Ask students to read the words aloud twice. - Explain some new words: + marvellous(a) +startling(a) absolute(a):hoàn toàn + installed: lắp đặt + chitchat(v) While-listening: (20 minutes) Task 1 + Introduction: You are going to listen to Linda Cupple, a social worker, advise young people on how to use the telephone in their family. Listen and decideTrue or False statements. - Ask students to read the statements carefully before play the tape. Ask students to work in groups to guess the answers. - Play the tape (read the tapescript) once for students to listen and do the task - Ask students to work in pairs to check the answers. - Call some students to show their answers in front of the class. - Feed back and give the correct answers: 1. T 2. F (the most obvious problem) 3. T 4. F(if your parents do not agree) 5. F (is made mostly by young people) 6. T * Task2: Introduction: - You are going to listen to part of Ms Linda Cupple ‘s talk again and write the missing words. - Ask students to read the paragraph carefully and work in pairs to discuss and answer the missing words before listening again the talk. - Play the tape ( or read) the talk again for the whole class - Ask students to give the missing words individually. - Play the tape ( or read) the story again for the whole class to check the answers. - Feedback and give the correct answers. Answer: 1. agreed 5.waking 2. to avoid. 6.heart 3. particular. 7. kindness 4. adults 8. to stick Post-reading: (10 minutes) - Ask students to listen to the talk again and try to summarize the talk. - Call some couples to talk in front of the class. - Summaries the main points of the lesson Homework: (2- 4 minutes) - Ask students to write a paragraph about their own birthday parties. - Ask students to prepare for the next lesson. - - Listen to the teacher, and answer the questions. - Read silently the sentences given before listening - Listen the first time - No, we haven’t - Listen the second time and begin doing the task - Listen the third time and work in groups to decide the best answer - Each group asks and explains why they choose by some information they’ve listened -Keys : 1C ,2A ,3C ,4A ,5B - Listen and read the words aloud in chorus . - Write down the new words + Listen to the teacher and try to guese the contend of the talk in the tape. - Work in pairs and read the statements carefully. -Some students speak out their answers and explain why they have chosen it. A : I think the first sentence is true because it isin the secon paragraph.( 1: T) B : I think it is False because it is the most obvious problem. A : ........... - Listen to the teacher and read the part of the talk . - Work in groups and try to guese the missing words. - Listen to the tapescript - Check the answers in groups - Listen to the teacher and note down the correct answers Work in groups and practise talking about Ms Linda Cupple’s talk. Ps : In this talk Ms Linda Cupple give us some pieces of advice on how to use the telephone in the family. The first is to work out a reasonable..... - Some couples present the talk in front of the class. - Listen to the teacher - Do homework and prepare the next lesson. The 16th Period Date: 14/ 9/ 2010 Grade 12 Theme: ways of socialising Unit 3 Writing Time: 45 minutes I. Objectives: 1. Educational aim: Students should know + Building sentences based on given words. + Re- ordering given sentences to make a complete paragraph. 2. Knowledge: - General knowledge: Students learn to Re- order given sentences to make a complete paragraph. - Language: Words used in writing about a paragraph. 3. Skills: Writing about a letter of recommendation II. Method: Intergrated, mainly communicative III. Teaching aids: Some cues, information of someone IV. Procedures: Teacher’s activities Students’ activities Notes Warm-up: (4 minutes) - Ask students to close the books -- Ask students some questions: * Who is absent from the class today ? * Who is on duty, today? * What should you do if you want to talk to someone? Pre-writing: (8 minutes) Task 1 You are going to write use the words to make sentences. Change the form of the verbs (No addition or omission is required). - Ask students to read the words in the Task 1 and then make the full sentences. 1,there/be / many ways/ tell someone/ goodbye, /most of /them/depend/on the situation/and/at hand. 2,however/there/be/one rule/that /all situations/ observe:abruptly/we/seldom/ say goodbye. 3, in/English/it/be/necessary/prepare/a person/ for our department 4, we/lead/into the farewell/by/say/some thing pleasant and thoughtful/like/ “ I’ve/ really/enjoy/ 5,we/might/also say/something/relating to/ the/time/like/ “Gosh”,/I can’t/believe/how/ late/it/be/I/really/must/be/go While-writing: (18 minutes) - Introduce to do task2 - Ask students to put the sentences of the two paragraphs below in their right order . & Paragraph 1: - Call on some students to order the sentences in front of the class. - Elicit the others to comment and give the correct answers. - Feedback and give the correct answers & Paragraph 2: - Ask students to order the sentences as the same the task 1. -Elicit the others to comment and give the correct answers. - Feedback and give the correct answers Post-writing: (13 minutes) - Ask students to write other dialogues about the ways of communication with the situation given. 1, How should you do when you are late for class? 2, You’ve made some mistakes in your writing. You want to talk to the teacher about it? ...etc. Homework: (2 minutes) - Do the writing task in student’s workbook -Prepare the next lesson - Answer the questions -Read the requirement carefully and read the words carefully. - Ps practise writing the full sentences. 1,There are many ways to tell someone goodbye, and most of themdepend on the situation at hand. 2, However, thereis one rule that all situations observe: We seldom say goodbye abrutly 3,In English it is necessary to prepare a person for our departure 4, We lead into the farewell by saying something pleasant and thoughtful like “I’ve really enjoyed talking to you” 5,We might also say something relating to the timeline “Gosh, I can’t believe how late it is! I must be going!” Do the task individually and then compare the answers with a friend - Some students show the order of the sentences in front of the class. +1- C : It is difficult to write rules that tell exactly when you should opologize,but it is not difficult to learn how. + 2- E : If we have done something to hurt someone’s feeling, we opologize. + 3 – A: An opology indicates that we realize we’ve made a mistake,and we’re soory for it. +..........- Work in pairs to exchange the sentences in order of a paragraph. + 1- C :The simplest way to opologize is to say “ I’m sorry”. + 2- E : Let’s take a common situation. Tom is late for class and enters the classroom. + 3 – B : What does he do? The most polite action is usually to take a seat as quietly as possible and opologize later. +4 – A : But if the teacher stops and waits for him to say something ......... + 5- D :Naturally, more than this is needed, but it is not the time....... Work in groups and then each presentative of each group go to the board to write their dialoges. Ps :1, I should opologize to the teacher and the class for being late 2,I think it is necessary to say “ I’m sorry” . Could you help me correct them? Listen and take note The 17th Period Date: 14/ 9/ 2010 Grade 12 Theme: ways of socialising Unit 3 Language Focus Time: 45 minutes I. Objectives: 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 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. 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. Listen to the teacher and write some rules in the notebooks - Ex : Polite/ai/, police/ i:/,between - waving/ei/, pointing......... - student, signal..... - design, police......... - Listen to the teacher and work in pairs to give the correct stress. - Read the words in front of the class. - Work in pairs to practise giving the correct stress of the words in the sentences. - Some students read in front of the class. - Listen to the teacher - Listen and remind of the ways to exchange the reported speech. - Listen to the teacher and note down in the notebook - Practise changing the sentences. 2, Thuan said he worked for a big company. 3,Thuan said he was their marketing manager. 4, Thuan sais the company had opened an office in Ho Chi Minh city. 5,Thuan said it had been very successful. 6, Thuan said he had been chosen to run an office in District 5. 7, Thuan asked me 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. * Work in pairs: - P1 : Lan - P2 : Tuan + 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. - Listen and write down their notebooks. The 18th period Date: 15/ 9/ 2010 Grade 12 Test yourself A I. Objectives: 1. Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 1,2 and 3. - Students can improve their techniques of doing the simple tests. 2. Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself - Language: Students can improve their techniques of doing the simple tests 3. Skill: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself II. Method: Integrated, mainly communicative III. Teaching aids: Textbook, board, hand-outs, cassette tape and player. IV. Procedures: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Greeting - Ask students something about the test yourself A * Have you prepared it at home? * Have you got any difficulties? Test yourself I. Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first - Ask students to listen to the tape once. - Ask students to listen again and speak out the statements are true or false . - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers. II. Reading (2.5 points) (10 minutes) - Present the task: - Ask pupils to work in groups to compare the answers they have already done to find the correct ones. - Give the correct answers to the class: 1. We can communicate not only through words but also through body laguage. 2. They are our posture, facial expression, gestures. 3. If your posture is slumped and your head is down , this could mean that you are sad or lack cofidence. 4. A person who doesn’t look away is expressinga chllenge. A personwho doesn’t look at you is expressing lack of interestor is shy. 5, Because that person might be angry at you or feel superior to you. III. Grammar(2.5 points) (8 minutes) - Present the task: A, Practise circlingthe correct anwer (A,B,C or D) to complete the letter. - Ask students to work in groups to give the correct form of verbs in the paasage. * Give the correct form of verbs. 1, C: have been. 2, D : will be 3,B : are having 4,A : could have put off 5,B : will have finished 6,D :have seen B, Let students finish each of of the following sentences in such a way that it has the same meaning as the original sentence. IV. Writing (7 minutes) - Present the task: - Call the students to read the suggested sentences in front of the class. + Give the number of your family members, their names, ages and jobs. + How do they share the housework? + How do they behave? +What are their hobbies? + What do you like about each of them? + ........................................... - Check their writings and help them correct the mistakes if they’ve made. Homework (5 minutes) - Ask students: + to study all the lessons again + to get ready for the 45 minute-test in the next period - Greeting - Answer teacher’s questions - Look at the book and listen to the task - understand the task - Read the questions - Listen to the tape - Listen again and say the statements are true or false. - Listen and discuss in groups to find the correct answers: 1-T, 2-F, 3-F, 4-T, 5-T. - Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups, and then with the keys - Write the answers on the board - Listen to the teacher and correct the answers - Listen to the teacher - Work in groups - Compare the results with the other groups - Show the answers in front of the class. - Observe the keys and correct their anwres. *Work in groups and practise writing the sentences given in reported speech. 1, Lan asked John what he had done before working for that company. 2,Bill promised to come to see me the next Sunday. 3, Tom apologized for not ringing me earlier. 4,Miss White thanked Peter for giving her present. - Students work in groups and practise writing about their families. - Two students go to the board and write. A : There are four people in my family, my father’s name is Tuan,he is fourty-five years old and he is a doctor. My mother is Lan, she is fourty years old and she is a teacher , my sister is Huong and she is a student in Hanoi, I am Hoang, sixteen years old and I am a pupil of grade 12. We are a close- knite family, we often share the household. .......... - Give the writings by reading aloud. - Read the letter carefully - In groups or in pairs, write her a letter - Compare the results with the other groups - Correct mistakes - Study all the lessons again - Get the knowledge ready for the coming test The 19th period Date: 22/ 9/ 2010 Grade 12 Review and test preparation Lesson 1– TENSE revision A. Objectives; 1- Knowledge: By the end of the lesson students will be able to; - use the correct verbs in simple present, simple past, present continuous, past continuous 3- Skills: - Remembering the use of each tense in context. 4- Education: - study the differences in use of the verb-tense in English language. B.Teaching aids; 1.Teacher: - Method: mainly communicative approach. - Materials: helping board, textbook, handouts. 2. Student:- Materials: Student’s book 3. Anticipated problems: SS may find the use of present simple is misty. C.Procedure; Theme Teacher's activities Student's activities I. Organize ( 1 m') 1- Check the student's list 2- Arrange the seats if it's necessary - Monitor gives names of absent students II. Presentation (35 m') A- the present simple tense. - T gives some examples on helping board or handouts. - Put the verbs into correct form A1: I always (go)… to bed at 10 p.m . A2:She (visit)… her daugster every Sunday. B1: This book (be)… very interesting. B2:Ann and Linda (play)... tennis very well. C1: Water (freeze)… at zero degree Centigrade. C2: The Sun (not move)... around the Earth. D1: I (think)… they should work harder for the exam. D2:Jane (like)… living in the country? - Gives questions: 1. What are the affirmative form and negative form? 2. What are the uses of present simple? - Call some pairs to answer. - T feedback and correct. B- the past simple tense. - T gives some examples on helping board, ask Ss to give the correct form of the verbs. A1: I (go)… to bed at 10 p.m yesterday. A2:She (visit)… HaNoi two years ago. B1: They often (buy)… picture stories when they were at sencodary school. B2:Ann often (go)… out for lunch after work. C1: He (come)… home, (turn)… the light, and (open).. the windows. C2: I (run)… out of my office, (wave).. a taxi, and (go) to Hellen's house. - Gives questions: 1. What are the affirmative form and negative form? 2. What are the uses of present simple? - Call some pairs to answer. - T feedback and correct. C- the present continuous and past continuous tense. - T gives some examples on helping board, ask Ss to study the ex and answer the questions. Present continuous(1) Past continuous(2) A1: Look at that man! He is wearing a traditional suit. A2: Where are your children? - They are playing in the front garden. B1: We are working hard this week for the coming exams. B2: He is looking for a job as a journalist. C1: Harry up. It is getting dark. C2: The price of petrol is rising rapidly. D1: We are having a party this Sunday evening. D2: She is leaving London for New york this week. A1: I was reading book at 4 p.m yesterday. A2:They were visiting Ho Chi Minh museum yesterdy morning. B1: I was watching TV while my wife was cooking. B2: while she was studying, her roomate was listening to music. C1: He was playing football all last summer. C2: They were dancing all the yesterday evening. D1: It rained when we were camping. D2: When I came, she was crying. - Gives questions: 1. What are the affirmative form and negative form of each tense? 2. What are the uses of present continuous? - Call some pairs to answer. - T feedback and correct. - work in pair, study the examples and asnwer the Teacher's questions; * Expected answer; I. form. Affir: S + V-s,es V- infinitive Negat: S + does Do not + V-infinitive. II. use. 1- habit or daily routine. 2- for present situation, state or ability. 3- for true fact or universal truth. 4- for view, feeling or hobby. * Expected answer; I. form. Affir: S + V-ed Negat: S + did not + V-infinitive II. use. 1- for completed action at definite time. 2- for past habit 3- for a series of actions happened in the past. * Expected answer; I. form. (1) S + is,are,am + V-ing (2) S + was,were + V-ing II. use. (1) 1- for a progressive action at the time of speaking. 2- for a progressive action happening at present period of time 3- for a gradual happening action. 4- for a near future plan. (2) 1- for a progressive action at a definite time in the past. 2- for 2 or more progressive simultaneous actions happening at definite time in the past. 3- to emphasize the sequence of action at a period of time. 4- for a progressive action interrupted by another simple past action. IV. Summary (2 m') - T summarize the content of the lesson. + use and form of the verb - listen and understand V. Homework (2 m') - Asign homeworks: do exercise 2,3,4 page 7 ( English 12, workbook); exercise 1,2 page 18(English 12- student book) - Prepare for tense revision: Revise the present perfect, present perfect continuous, past perfect continuous. - Listen to the teacher - Write down the homework to do at home. The 20th period Date:23/ 9/ 2010 Grade 12 Review and test preparation Lesson 2 – TENSE revision A. Objectives; 1- Knowledge: By the end of the lesson students will be able to; - use the correct verbs of present perfect, present perfect continuous, past perfect continuous 3- Skills: - Remembering the use of each tense in context. 4- Education: - study the differences in use of the verb-tense in English language. B.Teaching aids; 1.Teacher: - Method: mainly communicative approach. - Materials: helping board, textbook, handouts. 2. Student:- Materials: Student’s book 3. Anticipated problems: SS may find difficult to distinguish the use of present perfect, present perfect continuous . C.Procedure; Theme Teacher's activities Student's activities I. Organize ( 1 m') 1- Check the student's list 2- Arrange the seats if it's necessary - Monitor gives names of absent students II. Presentation (35 m') A- the present perfect tense. - T gives some examples on helping board or handouts. - Put the verbs into correct form Present perfect(1) Present perfect cont(1) A1: I have done my homeworks.( finished) A2: He has studied Frech for a year. B1: We haven't met her for age. B2: He has worked as a journalist since 1999. A1: I have been doing my homeworks. (continue) A2:She has been studying Frech for a year.( emphasize on constant of action) B1: I am tired. I have been working too hard. B2: He has been running. He looks exhausted. - Gives questions: 1. What are the affirmative form and negative form of each tense? 2. What are the uses of present continuous? - Call some pairs to answer. - T feedback and correct. B- the past perfect continuous tense. - T gives some examples on helping board, ask Ss to give the correct form of the verbs. A1: I (phone)… him before he came. yesterday. A2:When she arrived at the station, Her parents ( leave)… A3: He sold his house after he ( redecorate) ….it. B- Practice - T give handout and ssk Ss to do exercise 2 English 12 – workbook. 1. Sam….(not receive) the parcel the last time I….. (speak) to him. 2. I …(consider) buying a house but now I…( change) my mind. 3. When you…(feel) hungry later, room service…(bring) you whatever you… (want). 4. I…. (find) it difficult to convince the ticket inspector that I … (lose) my ticket. 5. Since I … (pay) for our lunch, I …( try) to attract the waiter's attention. 6. As soon as I …(have) a good look at the designs, I… (send) them back to you. 7. I… (hope) to meet you ever since I … (read) your first novel. 8. Whatever…(happen) , I… (meet) you here in a week's time. 9. By the time you …(finish) getting ready, we …(miss) the train! 10. Sally! I …(not expect) to see you here! What… (you do) in New York? - Call some Ss to pesent answer orally. - Feedback and give correction. - work in pair, study the examples and asnwer the Teacher's questions; * Expected answer; I. form. (1) S + have/has + PII (2) S + have/has + been + V-ing II. use. (1) 1- for an action happened in the past and has finished but don't mention its comlete point of time. 2- for an action started in the past and extended into present used with Since; For + time (2) 1- for an action that started in the past and continue to present. 2- for an action that has just finished often relates to present result. * Expected answer; I. form. S + had + PII II. use. (1) 1- for an action happened before another simple past action. - Do the task in 6 minutes - exchange their answers. - Present the answers orally. * Answer: 1. haven't received; spoke 2. was considering/have been considering; have changed 3. feel; will bring;want 4. found; had lost 5. was paying; tried 6. have had; will send 7. have been hoping; read 8. happens; will meet 9. finish/have finished; will have missed 10. didn't expect/was not expecting; are doing IV. Summary (2 m') - T summarize the content of the lesson. + use and form of the verb - listen and understand V. Homework (2 m') - Asign homeworks: exercise 1,2,3 page 28(English 12- student book) - Prepare for indirect speech; Revise the rules of transforming directed into indirected. - Listen to the teacher - Write down the homework to do at home. The 21st period Date: 24/ 9/ 2010 Test 1 Grade: 12 Time limit: 45 minutes 45 minute test 1 Full name :……………………………………. Class : …………… I. Choose the word with underlined part pronounced differently from the rest (1 point ): 1 A. seats B. photographs C. drops D. bags 2 A. reads B. banks C. brothers D. lives 3 A. covered B. slipped C. snowed D. used 4 A. decided B. tried C. interested D. reminded 5 A. closed B. jumped C. walked D. placed II. Fill in each gap with one word from the table, there are more words than needed ( 2 points): chance nursing homes contractual nightshift arguments banquets well-behaved hospital pressure formal rude annoy responsibility pleasure get together 1. My father is a doctor, he works on a ........................................ 3 times a week. 2. In my family, I take the ......................................... to wash the dishes and take out the garbage. 3. Students in my school are under a lot of study ............................................ 4. The boy who ...................................... people are mischievous. 5. On Monday mornings, all teachers and students ......................................... on the schoolyard. 6. Marriages that are decided by the parents are called ....................................... marriages. 7. Old-aged parents in America live in........................................... 8. Nowadays, wedding ....................................... are usually held at restaurants or hotels. 9. It's considered to be ..................................... when a student waves to his teacher to get attention. 10. The telephone often causes ...................................... between members of the family. III. Put the verbs in brackets into the correct tenses (2 points): 1. I ( buy) .................................... a new house last year but I (not sell) ................................ my old house yet so now I have two house. 2. A: You ( be ) .................................. the theater lately ? B: Yes, I (go) .................................... to see the Othello last week. A: You (like) ................................ it ? B: Yes but I ( can not ) ................................. see very well, I sat at the back. 3. A: I (do) ..................................... my housework all morning and I (not finish) ..........................yet. B: I ( do)............................... mine, I (start) .................................. at 6 a.m. IV. Change the following sentences into reported speech beginning with given words (1 point): 1. Helen said " I have been here for six months ". Helen said ....................................................................................................................... 2. Helen said " I will leave tomorrow '. Helen said ....................................................................................................................... 3. Helen said to John " I will give you a ring when I arrive ". Helen promised ............................................................................................................... 4. John said to Helen " Remember to keep in touch ". John reminded Helen ........................................................................................................... 5. Helen said to John " Thank you for the good time we had together ". Helen thanked .................................................................................................................... V. Read the passage carefully and choose the correct answer ( 2 points) : In the past, both men and women were expected to get married at young age. Marriages were generally arranged by parents and family. It was not surprising to find that the groom and the bride had only just met on the day of their engagement or marriage. In modern Viet Nam , this has changed completely as people choose their own marriage-partners based on love, and in consideration primarily to their own needs and wants. Moreover, early marriage is quite illegal. The traditional Vietnamese wedding is one of the most important occasions. Regardless of westernization, many traditional customs continue to be celebrated in wedding ceremony by Vietnamese in both Vietnam and foreign countries, often combining both western and eastern elements. Beside the wedding ceremony, there is also an engagement ceremony which usually takes place half a year before the weeding. Due to the spiritual nature of the occasion, the date and time marriage ceremony are decided in advance by a fortune-teller. The traditional Vietnamese wedding consists of the following steps; the first is the ceremony to ask permission to receive the bride, the second is procession to receive the bride 9 along with the ancestor ceremony), the third is to bring the bride to the groom's house for another ancestor ceremony and to welcome her into the family then the last is the wedding banquet. The number of guests at the banquet is large, usually in the hundred. Several special dishes are served. Guests are expected to bring gifts, money and the groom and the bride will go from table to table to thank their guests for their blessing and gifts. 1. In the past, ............................................ A. Vietnamese people were free to make a decision on the marriage. B. Vietnamese marriages were decided by parents and family. C. Getting married at early age was not allowed. D. Parents had no right to interfere their children's marriage. 2. At that time, the fact that the bride and the groom had only first met on the day of their engagement or marriage was ............................ A. surprising B. popular C. uncommon D. strange 3. Which sentence is true about Vietnamese modern marriage ? A. Most young people don't have their marriage based on love. B. All marriages are arranged by parents and families C. Marriage is quite westernization . D. Couples do not get married at quite young age. 4. According to the passage, .............................................. A. Overseas Vietnamese people don't like to have a traditional wedding. B. There is an engagement ceremony before the wedding ceremony. C. Many traditional customs don't exist in a traditional wedding ceremony nowadays. D. Vietnamese people never ask a fortune-teller the date and time of the marriage ceremony. 5. Which does not exist in a Vietnamese wedding ceremony ? A. guests B. dishes C. firecrackers D. gifts VI. Write a short paragraph ( 80 words) about your family using the suggestions below(2 points) : - Number of members, their ages and jobs. - Responsibilities of each member. - Some of your family rules. - The reason you like/dislike your family ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................................................................................................................................................................... Unit 4 : SCHOOL EDUCATION SYSTEM The 22nd period Date: 28/ 9/ 2010 Grade 12 Theme: SCHOOL EDUCATION SYSTEM Unit 4 Reading Time: 45 minutes I. Objectives: 1. Educational aim: Students should know school education system in England 2. Knowledge: - General knowledge: Students know about school education system - Language: Sentences and expression for describing school education system - New words: Words related to school education system 3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook IV. Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) Ask Ss some questions about the picture: Who are they? What are they doing? Do you think they are English students? Before you read : (7 minutes) - Ask students to read the facts below and decide whether the statements about schools in Vietnam are true (T) or false (F). Then compare their results with their partners’. Facts about schools 1. Children start Grade 1 when they are 6 years old. 2. Schooling is compulsory from the age of 6 to 16. 3. The school year generally begins in September and ends in late May. 4. The students do not have any examinations when they finish secondary school. 5. A school year consists of two terms. While you read : (23 minutes) - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage Task 1 : (3 minutes) Find words or phrases in the reading passage which have the following meanings.- Let students work individual or in groups - Help students if necessary Keys: state schools primary education secondary education compulsory General Certificate of Secondary Education (GCSE) Curriculum Task 2: (4 minutes) - Ask students to answer the following questions - Ask students look through the passages then try to answer the questions in right way - Let them work in pairs - Help students if necessary (the answers in the passage) Walk round the classroom and correct mistakes Keys: 1. from the age of 5 2. 3 terms 3. the state school and the ‘independent’ or ‘public’ school systems 4. yes 5. There are 3 core subjects (English, Maths and Science) 6. When Ss finish the secondary school, they can take an examination called the General Certificate of Secondary Education After you read : (8 minutes) Ask Ss to work in groups. Tell the others one of the most difficult school subjects you are studying and what you would like your friends and your teacher to do to help you learn that subject more effectively. Home work: (2 minutes) - Ask students to do Reading exercise of Unit 1 in workbook and prepare Part B : Speaking at home - Open the book - Listen to the teacher - Answer the questions - Listen to the teacher and open the book – Unit 1, part A: reading - Look at the book, listen to the teacher and work in pairs to decide whether the statements about schools in Vietnam are true (T) or false (F). Then compare their results with their partners’. 1. T 2. F 3. T 4. F 5. T - Listen to the teacher then read the passages - Ask some new words if necessary - Keep the book open - Listen to the teacher then do task 1 - Ask the teacher if necessary - work individual or in group - Write down in the notebook - Listen to the teacher - Try to answer the questions - Practice with a partner then write them down in the note books - Ask the teacher if necessary - Listen to the teacher and make a brief note about school education system in England - Listen to the teacher - Try to talk about school education system in England - The students who are called to stand up to talk loudly are intelligent ones Work in groups. Tell the others one of the most difficult school subjects you are studying and what you would like your friends and your teacher to do to help you learn that subject more effectively. - Listen to the teacher and write down homework The 23rd Period Date: 29/ 9/ 2010 Grade 12 Theme: school education system Unit 4 Speaking Time: 45 minutes I. Objectives: 1. Educational aim: Students should know school education system in Vietnam 2. Knowledge: - General knowledge: Students learn about school education system - Language: Talking about the school education system in Vietnam. - New words: words related to school education system 3. Skills: talking about school education system II. Method: integrated, mainly communicative III. Teaching aids: Board, chalks, textbook and notebook.... IV. Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Ask students to keep book close - Write on the board names of school education system in Vietnam: University, nursery, primary school, college, kindergarten, secondary school. Then ask Ss to put them in order - Ask students to repeat Tell Ss to understand more about school education system in Vietnam. (We learn Unit 1, part- speaking) Pre-speaking : (12 minutes) Task 1 - Ask Ss to work in pairs. Study the table below then ask and answer the questions about the school education system in Vietnam. - Let them work in pairs - Listen to students and correct mistakes Example: A: When do the children in Vietnam go to primary school? B: When they are 6 years old. A: How long does the primary education last? B: 5 years. While-speaking : (15 minutes) Task 2 - Teacher introduces the task “Work in groups. Talk about the school education system in Vietnam, using the information from Task 1”. - Guide students how to practise. - Ask students to work in pairs. - Help the students with new structures. - Walk around and help them. - Call some student to stand up and report before the class. - Correct their mistakes Post-speaking : (10 minutes) Task 3 -Teacher introduces the task “Work in groups. Talk about the similarities and differences between the school system in Vietnam and in England”. - Let them work in groups - Ask some students to stand up and tell loudly - Walk round and help them - Listen and correct mistakes Homework: (3 minutes) - Ask students to write a passage about similarities and differences between the school system in Vietnam and in England - Ask students to prepare Part C- Listening and do homework - Keep books close - Listen to the teacher - Look at the board and try to remember names of ten subjects - Work in pairs. - Practice asking and answering the questions about the school education system in Vietnam using the information in the table. Example: A: When do the children in Vietnam go to primary school? B: When they are 6 years old. A: How long does the primary education last? B: 5 years. - Listen to the teacher - Do task 2 - Work in groups - The students are called stand up and tell loudly Example: In Vietnam, children can go to Nursery school when they are 1 to 2 and go to Kindergarten when they are from 2 to 5 - Work in groups. Talk about the similarities and differences between the school system in Vietnam and in England Example: There are some differences between the school systems in Vietnam an England. Children in Vietnam start primary school at the age of 6 and finis this level at 10 while those in England study at primary school from the age of 5 to 10. Schooling is compulsory for Vietnamese children until the age of 1 but, in England, compulsory education ends when children are 16. There is also a difference about the subjects studied at schools. On the other hand, Vietnam and England school systems have some similarities. Students in both countries have to follow the national curriculum set by the government. After finishing secondary schools they all have to take the national examination known as GCSE - Listen to the teacher - Write down the homework The 24st Period Date: 30/ 9/ 2010 Grade 12 Theme: school education system Unit 4 Listening Time: 45 minutes I. Objectives: 1. Educational aim: Students should know about someone’s background. 2. Knowledge: - General knowledge: Students talk about someone’s background. - Language - New words: Words related to someone’s education. 3. Skill: Listening for gist and for specific information II. Method: Integrated, mainly communicative III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook IV. Procedures: Teacher’s activities Students’ activities Notes Warm-up: (4 minutes) - Ask Ss some questions about their studies at school. 1. What school subjects are you good at? 2. Which ones do you enjoy most/least in your class? Explain why. Pre-listening: (9 minutes) - Ask Ss to look at “Listen and repeat” - Read and ask students to listen - Let students listen again and repeat. - Write some words on board and ask students to read them aloud. - Let they work in pairs - Listen and correct mistakes While-listening: (20 minutes) Task 1 (10 minutes): - Ask students to read the questions quickly. - Guide students the requests of the task. - Let students listen twice. - Write on board from 1 to 6 and call some students to come and write their answers. - Let them listen again and correct. Task 2 (10 minutes): - Teacher introduces the task “Listen again and answer the questions”. 1. When did Gavin think he listed to the teacher well? 2. How did Gavin find the exams? 3. Why couldn’t Gavin pass the exams easily? 4. Why did Gavin say he didn’t think his school days were the best time of his life? - Read or turn on the tape script again once or twice - Help students give the correct answers Post-listening: (10 minutes) - Teacher introduces the task “Work in pairs. Talk about the results of your current exams at school and what you will do to prepare for the next exams”. - Go round and help students - Correct mistakes Homework: (2minutes) - Ask students to rewrite a passage about their school days in secondary school. - Ask students to prepare the part Writing at home - Listen to the teacher - Answer the questions: - Work in pairs - Listen and understand the meanings of those words. - Read the questions quickly. - Listen to the listening script. - Answer the questions. Answer: 1. Jenny/ Gavin 2. Gavin 3. Jenny 4. 5. Jenny/ Gavin 6. - Look at the task 2 and listen to the teacher - Read the questions and try to understand them - Listen to the tape script - Give correct answers: 1. When he enjoyed the subjects 2. He found it very difficult. 3. Because they were difficult for him to do in a short time. 4. Because he went away to boarding school when he was quite young and he didn’t like that. So school days weren’t the best days of his life. - Work in pairs. Talk about the results of your current exams at school and what you will do to prepare for the next exams E.g. I didn’t do well in the last exam period. I was content with my math, physics and chemistry results but my English result wasn’t very good. I made too many mistakes so I barely passed it. I think I have to spend more time studying English to get higher grade in the coming exam. - Listen to the teacher - Write down the homework The 25th Period Date: 07/ 10/ 2010 Grade 12 Theme: school education system Unit 4 Writing Time: 45 minutes I. Objectives: 1. Educational aim: Students learn how to understand the school education system in Vietnam 2. Knowledge: - General knowledge: Students will be able to write the school education system in Vietnam - Language - New words: Words relating to school education systems 3. Skill : II. Method: Integrated mainly communicative III. Teaching aids: Textbook, board markers IV. Procedure: Teacher’s activities Students’ activities Notes Warm-up :(3 minutes) - Ask students some questions about school education systems in Vietnam. 1. How many levels of educations are there in your school system? 2. How long does it take to complete each level? 3. How many classes are there in each level? 4. When do children start Grade I? - Lead Ss to the new lesson: “write a paragraph on the formal school education system in Vietnam” Pre-writing: (15 minutes) - Teacher introduces the task: In about 150 words, write a paragraph on the formal school education system in Vietnam, using the information given in Speaking Tasks on page 47. You may follow the suggestions below: - Levels of education: primary (5 years; start from the age of 6) lower secondary (4 years) upper secondary (3 years) - Compulsory education: 9 years (primary & lower secondary) - The academic year: 35 weeks (9 months, from September to May) - School terms: 2 terms: term 1 (Sept - Dec.), term 2 (Jan. - May) - Time of the national examination for GCSE (early June) - Guide Ss to write. 1. Topic Sentence 2. Supporting Details 3. Closing Sentence - Walk round the class to give Ss assistance. While-writing: (20 minutes) - Ask Ss to write - Call on some Ss to read out their writing in front of the class. - Ask Ss to exchange their writings for pee