Bài giảng tiếng anh 12 rất hay

I. Objectives: 1. Educational aim: Students (Ss) like learning English and know how important English is in general and English 12 is in particular. 2. Knowledge - General knowledge: By the end of the lesson Ss can know how to study and learn English 12 and revise main knowledge in grade 11. - Language: tenses, modal verbs, passive voice - New words: words related to the topics. 3. Skills: Revision. II. Methods: Integrated, mainly communicative III. Teaching aids: Text books IV. Anticipated problems Ss may not have a good temper for learning after a summer holiday V. Procedure: Teacher’s activities Students’ activities 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 and prepare 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

- General knowledge: By the end of the lesson Ss can know how to study and learn English 12 andrevise main knowledge in grade 11.

- Language: tenses, modal verbs, passive voice- New words: words related to the topics.

3 Skills: Revision.

II Methods:

Integrated, mainly communicative

III Teaching aids:

Text books

IV Anticipated problems

Ss may not have a good temper for learning after a summer holiday

V Procedure:

Teacher’s activitiesStudents’ activities

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:

- 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

- Ask students to prepare textbook, notebooks and the things for learning and prepare lesson reading - Unit 1

- Listen to the teacher

- listen to the teacher and write down the things which will be prepared at home

By the end of the lesson Students will be able to - Review what they’ve learnt

- Check their own knowledge of English

- Language: tenses, modal verbs, passive voice- New words: words related to the topics.

3 Skills: Reading,Listening,Writing, Language use

II Methods: TestingIII Teaching aids:

IV Anticipated problems

Ss may not do the test seriously.

V Procedure

TestI.Grammar

1Put the words in the correct order to make sentences.

1I / you / visit the doctor / If / were / I’d

If I were you, I would visit the doctor.

2Peter / love / this film / would / If / he would / were here

2Choose the correct option for each sentence.

1 I’ve decided to start/starting learning a new language.

2 I’m bored with see/seeing the same things and people every day.

3 Have you arranged to go/going on holiday this year?

4 He’s really good at work/working with people.

5 We’re all looking forward to going/to go to Spain for the summer holidays.

6 I promise to do/doing my homework straight after school.

5Choose the correct option for each sentence.

1 It took us ten hours to reach our destination/traffic jam.

2 My mum brought us back some nice clothes from her business trip/journey to New York.

3 We travelled over the motorway/border to visit my family in Switzerland.

4 When the plane took off/landed everyone had to stay in their seats until it was safe to get their bags and get off.

5 I’ve never been flight/abroad before but I would love to go.

6 I was really annoyed to hear that our flight was delayed/delay.

5

6Complete each sentence with one word only.

1 I just feel like chilling out with friends this weekend

2Do you think you could _ your own business?

3Stella loves working with people She’s a good _ player.

4She can stay really calm _ pressure I think she’d be great at the job.5Don’t you want to join _ the fun?

6If you want to hang _ with me at the weekend, just give me a call.5

9Listen to a conversation about a summer job Are the sentences (1–6) true (T) or false (F)?

1Sam has wanted to go to Italy for a long time. T

2Sam and Nora would need to pay for their flights to Italy. 3If you apply for this job, you have to be sporty. 4You need to apply for this job by telephone. 5Sam is really excited about the idea of going to Italy. 6Nora doesn’t want Sam to take too long to decide.

Reading

Summer time

This week we speak to three people who have had very different summer holiday experiences You don’t need to have

money to try any of these activities and they all sound like lots of fun!We started our very own English club!

Carla and Ricardo started their own English club But isn’t that a bit like school? ‘No, not at all,’ Carla laughs ‘We had a lot of friends who went to London and New York for summer school That’s a great idea, but a lot of us didn’t have much money and so we decided to start our own summer school right here at home There were four of us and it was great – more fun than school! Every day one of us brought in some English food On rainy days we watched films in English and listened

to English music and on sunny days we went to the beach, hung out together and chatted in English It was really good fun

and it was cheap too.’ The best thing about the English club? ‘There weren’t any tests!’

I’ve always wanted to make films!

Sophie had always been mad about film making but she got fed up with working alone all the time She wrote an advert

which said that she was looking for people to make films with She got a lot of answers and soon had her own small film

crew of five teenagers They wrote a short film script and really enjoyed going to different parts of the city to film scenes ‘I’m so glad I wrote that advert!’ Sophie says now ‘I have a whole group of new creative friends and we made a short film

It’s a horror movie which we filmed in an old house at night time! The people I met through the advert were such fun and

when we weren’t filming we just really enjoying chilling out and watching films together.’I organised a hiking group!

Florence loves walking and was looking forward to going for long walks in the beautiful countryside near her home There was only one problem – her mum and dad didn’t like her going off by herself She decided to get together with some friends and start a hiking group ‘It was amazing!’ Florence says ‘Every day we had a different destination We had picnics by waterfalls and sunbathed on rocks Every day someone brought a cake from home and we always found a nice place to sit and eat I had the best summer ever!’

13Are the sentences (1–6) true (T) or false (F)?

1Carla thought that a summer school in London would be boring. F

5Florence’s mum didn’t like her walking alone in quiet places. 6Florence brought cake for her friends to eat every day.

18Write an article about a friend you know who has an interesting hobby Write about 100 words Use the points in Exercise 17 to help you Remember to join your sentences.

- General knowledge: Students read and guess the meaning of new words from the con text + Read the passage and finish task 1.

- 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

II Method: Integrated, mainly communicative

III Teaching aids: Student’s book and pictures, Board, tape, cassette player, chalks, etc.IV.Anticipated problems: Ss may not be interested in the topic.

V Procedure:

Teacher’s activitiesStudents’ activitiesNotes

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)

- 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

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:

+ feel safe and secure

- 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

discuss about the pictures - Work in groups to ask and answer the questions give by the teacher.

- Stand up to answer in front of the class

P1: The family is at home P2: The father is playing games with his son and the mother is helping her daughter do homework P3: Yes, it is because they look warm and close –knit - Look at the book and listen to the teacher - Listen

- Note down

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

-Practise speaking their ideas freely.

Listen to the teacher

- Work in groups , read the sentences carefully

- Listen to the teacher and read up the sentences aloud

new words which appear in the passage

+ Task 1:

- 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

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

Home work: (2 minutes)

- Learn newwords by heart and prepare for the next period.

- Find idoms relating to family

“ man build the house and woman

- 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

- 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

II Method: Integrated, mainly communicative

III Teaching aids: Student’s book and pictures, Board, tape, cassette player, chalks, etc.

VI.Anticipated problems: Ss may not be interested in the topic

V Procedure:

Teacher’s activitiesStudents’ activitiesNotes

Check-up the old lesson: (5 minutes)

- Ask Ss to talk about their duty

2,How caring is the mother ?

3,How do the father and the daughtershare the household chore ?

4,What is the daughter attempting todo after secondary school?

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

-One tells about their duty at home.

-Two other write newwords on board.

- 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

- 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

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.

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 communicativeIII Teaching aids: pictures ,textbook, IV Procedure:

Teacher’s activitiesStudents’ activitiesNotes

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 choosewhich 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.

- 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

-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

Task 3:Work with a different partner.

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

- Let the students practise speaking

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

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

home

-Work in groups and then

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

speak out their opinions PS : I think a happy

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

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: Integrated, mainly communicative

III Teaching aids: Student’s book, pictures board, tape, cassette player, chalks.IV Procedure:

Teacher’s activitiesStudents’ activitiesNotes

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 amongthem ?

- Check some students and mark

- If you want to know more details

- Close the books - Listen to the teacher - Work in groups and look at the picture and answer

about them we will go to Unit 1- part

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

* 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 listento Paul and Andrea talk about theirfamily 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

- 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

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

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

- New words: Words related to the topic Seen by the head of the group

August 21th 2017 Hoang Thi Van

3 Skills: Writing a narrative

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, notebook, some pictures

IV Anticipated problems: Some Ss may be too lazy to write, some may lack time to complete

the writng task.

V Procedure:

Teacher’s activitiesStudents’ activitiesNotes

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.

- 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 ? group stand up and say about the family.

A: - In my family , everybody has to do the

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,

- 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

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

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 itsown rules Mine has afew First, everybody hasto do the house holdchores, we only go out orwatch TV when we finishall homework

- Some students read loudly their products in

front of the class

- Listen to the teacher and write down homework

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.Anticipated problems: Ss may have difficulties in pronouncing these two soundsV Procedure:

Teacher’s activitiesStudents’ activitiesNotes

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

+ 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

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

- 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

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

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

- Ask the whole class to comment

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 seen2 Did you enjoyed it?.

7,Have you met ?

- Discuss the answers and give comment on the sentences

- Listen to the teacher and work in groups

Homework : (2 minutes)

Ask students to do Part Language Focus and prepare part Reading of Unit 2 at home

- Redo the exercises - Do the exercises in the

- 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 notebookIV Procedures:

Teacher’s activitiesStudents’ activitiesNotes

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

and guess what are happening in the

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

- Which of the following factors is the

most important for a happy life ?Why ?

- Love, money, parents’ approval, anice house,a good job, goodhealth 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

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

- 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

2, determine : find out3,confide : tell somebody

about something very private or secret

4,sacrifice : willingly

stop having something you want

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, thehouse they like to have, the head of thefamily , who works , who takes care ofthe housework and children , theincome

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

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

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

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

Homework : (2 minutes)

-Do reading text in workbook -Prepare the next lesson

- Talk in front of the class about the class -Listen to the teacher and

- 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 Anticipated problems : Ss may reluctant to express their opinions because of lacking

vocabulary related to the topic.

Teacher’s activitiesStudent’s activitiesNotes

- Who knows more

“ Who can list all the expressions to express our own ideas or opinions

II: Pre- speaking (8 minutes)

- Task 1:

We are going to talk about the differences among cultures

- Brain storming - About ways of

expressing opinions.

- 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

- 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.

-note down

- Read the sentences given and work in groups 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

- Elders live with their children and are taken care of by their sons - Can ask the questions about the age, marriage

VI.Post-reading: (10 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

- Children can share bedrooms with the other

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.

_Do the test individually.

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 Anticipated problems: Ss may not catch all the information to answer the questions in task 2

- 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 youknow?

- 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.

- 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.

+ Have you ever attended a weddingceremony?

+ What do the bride and the groomusually 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 chosenby the

2, The gifts are wrapped in 3,The wedding ceremony starts infront of the

4,Food and drink are served 5,The guests give the newly weddedcouple 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.

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.

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

- 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

– Prepare for the next lesson.

- Read the questions carefully.

- Work in groups to discuss and answer the questions.

1,The most importantthing the groom’s familyhas to do on the weddingday is to go to the bride’shouse bringing gifts

3, After they pray andask their ancestors’

- 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 lifeIV Procedures:

I.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.

II.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,

- Ask students to observe the photo of the “non la”

III.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.

-Work in pairs to talk

- Some students talk about their experience in front of the class

+ Banh trung,ao dai, nonla,

Listen to the teacher

- Listen to the teacher and read aloud

the words

Read the words given and

write a passsage : - Theconical leaf hat is one of

* 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.

IV.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

V.Homework: (2 minutes)

- Ask students to do the exercises in the workbook.

the typical features(symbols) of the theVietnamese culture becauseit can not be found anywhere in the world The leafhat is not only a symbolof

-Do the exercise at home - Prepare for the next lesson Seen by the head of the group:

Hoang Thi Van

- 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 activitiesStudents’ activitiesNotes

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,

- 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 ;makeup Look after

- Some students read the sentences in front of the

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

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.

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

class

- Work in groups to review the

- Listen to the teacher to the teacher and note down

- Listen to the teacher to the teacher and note down

- 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

- 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

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 activitiesStudents’ activitiesNotes

Warm-up: (4 minutes)

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

- Let students work in pair - Check the whole class

Pre-reading: (7 minutes)

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

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

- What are the people in the picturesdoing?

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

- What will you do if you need to asksomeone a question but they are busytalking 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

-Listen to the teacher -Give their answer

- Some students answer the questions in front of the class.

- Look at the board and

chorus twice.

- Call two students to read the words in front of the class

While-reading: (20 minutes)

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

- Ask students to read themselves and write down some information

- Let students work in pairs to do the task 1

Task 1

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

- Verbal : bằng lời,hữu ngôn- Non- verbal :không bằng lời

- Attract someone’s attention :thu hút

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

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.

P1:What can you dowhen you want toattractsomeone’sattention?

P2 :We can use eitherverbal or non verbal.

P1 : What areconsidered to be big,obvious non verbal

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

P2 :They are strongactions that can easily

- Listen and note down - Listen to the teacher.

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:

Warm-up: (3 minutes)

Introduction: we are going to talk

about the different ways ofcommunication.

- 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).

- - Introduce the task: Now work inpairs, take turn to practise readig thedialoge, paying attention to howcompliments are received in eachsituation.

- 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

- - Ask students to work in pairs to practise giving compliments to suit the resposes using the outlines that they

- 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

- 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

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

- 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

Listen and work in pairs to make a dialoge based on the Task 1,2 ,3.

A : You really have anice pair of glaases Ithink they make youattractive.

B: Thank you,Nam.That’s a nicecompliment.

A : I think you have anew and expensivewatch which I havenever seen before.

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 Anticipated problems:V Procedure:

Warm-up: (4 minutes)

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

+ Who’s on duty today ?

- - Listen to the teacher,

and answer the questions.