- Go around and help them if necessary While-reading: 20 minutes - Let students open the book and read silently while teacher reads aloud and correctly - Ask students to read themselves [r]
(1)THE FIRST TERM OF GRADE 12 The 1st period Date: 2/ 8/ 2010 Grade 12 Theme: Guiding how to learn and to English tests Time: 45 minutes I Objectives: Educational aim: Students know about English book in grade 12 Knowledge: Student know: - How to learn English in grade 12 - How to English tests - How to use student’s book and workbook 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 Warm-up :(7 minutes) - Introduce to students about the teacher - Listen to the teacher - Ask students about their names and English - Answer the teacher’s knowledge etc questions Guiding: (35 minutes) 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 the exercises in their books Guiding English tests in grade 12: * Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc and how to them * The tests in grade 12 include: reading : 25% listening: 25% writing: 25% language focus: 25% Guiding other books and tape, disc, etc - put the student’s book and workbook on the table - listen to the teacher and look through the books - Listen to the teacher Notes (2) Homework: minutes - listen to the teacher and - Ask students to prepare textbook, notebooks write down the things which and the things for learning andprepare lesson will be prepared at home reading - Unit Unit : home life nd The period Date: 05/ 8/ 2010 Grade 12 Theme: home life Unit Reading Time: 45 minutes I Objectives: Educational aim: Students should know about International Red Cross Knowledge: - General knowledge: Students read and guess the meaning of new words from the text (3) + 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 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 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 Where is the family? 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 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 Students’ activities - 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 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 Notes (4) - 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 Listen to the teacher - Work in groups , read the sentences carefully - Listen to the teacher and read up the sentences aloud Teach some new words: close –knit (a), mischievous (a), - Note down the new words - Ask students to work in groups to the task - Call on some students to read the sentences - Common in whole class + Task 2: (15’) - Divide the whole answers class into groups of students 1,How busy are the parents in the passage? 2,How caring is the mother ? 3,How the father and the daughter share the household chore ? 4,What is the daughter attempting to after secondary school? 5,Why 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 - Read up - Work in groups to 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 (5) Home work: (2 minutes) questions in front of the class - Write about their family or others they know - Prepare Part B : Speaking at home 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 Speaking Time: 45 minutes I Objectives: 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 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 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 Warm-up: (7 minutes) - Playing games - Divide the class into pairs and ask students to work in pairs to talk about their family in 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 Let students read the following sentences and choose which apply to them or their family Students’ activities - Keep books close - Listen to the teacher - Work in groups to talk about family - -Work in groups and give - Ask students to work in groups to speak the their ideas why they choose Notes (6) 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 -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 Task - Work in pairs family ? B : Both my -Let students ask and answer the questions father and mother about their family A: Who often does the household chores ? B : My mother mainly does - Listen and give the ideas to each pair 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 the family members While-speaking : (15 minutes) share the interest ? B :We often watch television each other in the evening A : Who you often share your secrets with ? B : I often share with my mother A: Who 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 (7) group has a representative to Task 3:Work with a different partner talk about her/his family - Ask students to use the questions they P1 : I talked to Tuan Both have form to ask about her/his family his parents go to work But only his mother does the - Listen to the students and give remarks 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 - Post-speaking : (10 minutes) other Task - Let the students practise speaking freely - Listen to the teacher about their family - Write down the homework -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 homework The 4th period Date: 09/ 8/ 2010 Grade 12 Theme: Home Life Unit Listening Time: 45 minutes I Objectives: 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 Knowledge: - General knowledge: Students learn more about a happy family (8) - New words: Words related to family 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 Warm-up: (5 minutes) - Ask students to close the books - Give some pictures and answer some questions 1,Who are they? ,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 - 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 : Students’ activities - 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 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 Notes (9) - Why you think it is true / false ? PS : 1, It is false 2, It is false 3, It is false Task - Ask students to look through the sentences 4, It is true 5, It is true in task - Ask students to listen again and note down two things that are different about Paul’s and - Listen and work in pairs to Andrea’s families speak out some information they have heard from the tape 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 -Discuss and find out the - Walk round and help students the importance of family in a - Ask some students to stand up and go to person’s life - The students who are called board and write go to board and write down - Listen and correct mistakes your answer 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 -Listen to the teacher and write down homework - Help them if necessary individually (10) The 5th period Date: 12/ 8/ 2010 Grade 12 Theme: Home Life Unit Writing Time 45 minutes I Objectives: Educational aim: Students can write a paragraph about family rules depending the given prompts General knowledge: Students learn how to write a description , stages of a description - Language: - New words: Words related to the topic Skills: Writing a narrative II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, notebook, some pictures IV Procedure: Teacher’s activities Warm-up: (5 minutes) A word game - Divide the class into groups - Ask students to work in groups to revise the words using to say about family (in minutes) - Call the representatives of the groups to write as many words on the boards as possible (in 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 Students’ activities - 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 Notes (11) + Some expressions : pairs - doing household chores A : Do you have to the - coming home late household chores ? - preparing meals B : Yes, after my studying - watching TV or my free time - talking on the phone A : Are you allowed to - using the family motorbike come home late ? - Listen to the pairs and help them if they B: No, because my parents get some difficulties in speaking are strict - Ask students to stand up and say a A : Do you often prepare paragraph about his/her family the meals ? etc Each representative of a group stand up and say about the family A: - In my family , everybody has to the household chores I’m not allowed to come home late, I only can watch TV when I finish my homework While-writing: (18 minutes) Task Ask students to use the ideas they ‘ve + Write the letter dicussed to write a leter to a pepal about their individually family - Every family has its own -Give some out line : first, second ,further rules Mine has a few First, more, and finally etc everybody has to the house hold chores, we only go out - Call two good students present their outline or watch TV when we finish in front of the class all homework - 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 - Some students read loudly - Ask some students to read loudly their their products in front of the description class - Correct mistakes and mark Homework: (2 minutes) - Ask students to part writing of Unit in the student’s work book and prepare part Language Focus - Listen to the teacher and write down homework (12) The 6th period Date: 14/ 8/ 2010 Grade 12 Theme: Home Life Unit Language Focus Time: 45 minutes I Objectives: Educational aim: Pupils can pronounce the endings /s/ ,/z/ Knowledge: - General knowledge:+ Students have to remind of tense :past simple, past progressive and present perfect + Students have to some exercises of tense - New words: Words related to topic (13) 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 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 Students’ activities 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 o’clock last night -She has learnt English since she was in grade - 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 Exercise 1: - Ask students to work in groups to the - Work in groups to the exercise exercise - Ask students to choose their suitable verbs Notes (14) in the sentences Have you seen - Call the leader of each group present their Did you enjoyed it? answers on the board has been Did you give/saw didn’t listen Have you two met before ? - Ask the whole class to comment 7,Have you met ? - Discuss the answers and give comment on the sentences Exercise 2: - Ask students to work in groups to the exercise - 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 - Listen to the teacher work in groups to 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 and Homework : (2 minutes) - Redo the exercises Ask students to Part Language Focus and - Do the exercises in the prepare part Reading of Unit at home workbook - Prepare for the next lesson (15) Unit 2: cultural diversity The 7th period Date: 16/ 8/ 2010 Grade 12 Theme: cultural diversity Unit Reading Time: 45 minutes I Objectives: Educational aim: - Students read passage comprehension about role of cultural diversity - Students know how to use the new words through asking and answering Knowledge: - General knowledge: - Through this unit, students know more about cultural diversity - New words: Words related to the topic( culture, society ) 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 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 Students’ activities - 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 Notes (16) 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 the tasks Task : 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 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 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 Task having something you want - Ask students to work in groups of to 5, obliged : having a duty to answer the questions given something - Call on some students to show the class the right answers - Work in pairs to answer the questions -Listen to the students and help them if A: What are the four key neccesary 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 (17) the young Indians and the Chinese A: What are the Indian students’ attitudes on a partnership of equals ? B :The Indian students agree Post-reading: (12 minutes) that a woman gas to Ask students to work in groups to discuss sacrifice about the question : + What are the differences between a - Read the questions carefully traditional Vietnamese family and a morden and work in pairs to answer Vietnamese family ? the questions - Give some suggested words to talk about a A: - I think a modern family family :number of children, the house they has fewer children than a like to have, the head of the family , who traditional one works , who takes care of the housework and the head of the family in a children , the income modern family is both a husband and wife, they share the household chores and - Call on some representatives on the take care of their children - Work in groups to discuss groups to talk about the differences to compare to other groups - Talk in front of the class about the class -Listen to the teacher and take note Homework : (2 minutes) -Do reading text in workbook -Prepare the next lesson (18) The 8th period Date: 17/ 8/ 2010 Grade 12 Theme: cultural diversity Unit Speaking Time: 45 minutes I Objectives: Educational aim: Students can talk about the differences among cultures 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 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 Warm-up:(5minutes) Checking the last lesson - Listen to the teacher - Call two students to go to the board Students and : Talk about the differences between a traditional family and a modern family they’ve written at home - Ask the other students to comment about -Read the paragraph in front the talking of the class - Feedback and give correction if necessary - Lead the whole class to the topic of the lesson Notes (19) 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 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 + Listen to the students and give more the - Do the shopping everyday - Tet holiday is the most ideas about the differences important Children can share bedrooms with the other in a family Post-reading: (14 minutes) Task 3: - Ask students to work in pairs or work in - Work in groups or in pairs (20) groups to talk about the similarities and to compare differences between Vietnamese and Ps : - There are differences American cultures, using the features and similarities between discussed in the task Vietnamese and American cultures In America, two - Listen and give remarks on their opinions generations (parents and children) live in ahome In Vietnam, two, three or even four generations live under one roof etc Homework:(2minutes) -Students write a paragraph about the cultures in Vietnam - Do the exercises in the workbook -Listen and copy - Prepare for the next lesson The 9th period Date: 21/ 8/ 2010 Grade 12 Theme: cultural diversity Unit Listening Time: 45 minutes I Objectives: Educational aim: Students should know how to listen to give some information about the wedding ceremony in Vietnam Knowledge: - General knowledge: Students learn about the wedding ceremony in Vietnam (21) - Language: - New words: Words related to culture, wedding 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 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 the women come from? 2,What are they doing? 3,do they have happy life? why 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 the bride and the groom usually 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 Students’ activities - 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 Notes (22) 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 - Work in pairs to compare write their answers the 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 - Listen and try to get the - Let the students listen to the tape two or information to answer the three times and answer the questions 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 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 After-listening: (10 minutes) - Ask students to work in groups to answer Work in pairs to answer the the question : What families often to questions prepare for a wedding ceremony? - Call some 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 copy in their notebooks (23) The 10th period Date: 23/ 8/ 2010 Grade 12 Theme: cultural diversity Unit Writing Time: 45 minutes I Objectives: Educational aim: Student can describing typical features of a Vietnamese conical leaf hat 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 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 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 - 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” Students’ activities -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 While-writing: (20 minutes) Task Let students write a passage of about 150 words about the conical leaf hat , using the Read the words given and outline and information below Notes (24) * 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 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 Post-writing: (10 minutes) - Read the letter of the partner Ask students change the letter with a partner to read - Read the letter in front of the - Call a good students to read the letter in class front of the class - Feedback and give some suggestions -Do the exercise at home Homework: (2 minutes) - Prepare for the next lesson - Ask students to the exercises in the workbook The 11th period Date: 24/ 8/ 2010 Grade 12 Theme: cultural diversity Unit Language Focus Time: 45 minutes I Objectives: Educational aim: Students can pronounce the sounds “ ed” ending Knowledge: - General knowledge: Students have to revise the tenses - Language: (25) - New words: Words related to topic 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 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 + Speakers is not happening now This can not Students’ activities - 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 Notes (26) 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 noncontinuous 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 the exercise individually and then choose a partner to check the answers with - Call students to write their answers on the board - Provide corrective feedback teacher and note down - Listen to the teacher to the teacher and note down - Listen to the teacher and note down * Exercise 2: a Presentation: - Review the forms, meanings and uses of the past simple, and past continuous Review the formation and the + Past perfect : form/ meaning/ use uses of the tense b Practice: - Ask students to the exercise individually and then choose A,B or C to complete the - Students the exercise (27) passage individually and then - Call students to write their answers on the compare the answers with a board friend - Provide corrective feedback - Write the answers on the * Exercise 3: board Ask students to complete the letter with the correct form of the verbs in brackets check the answers with - Call 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 the exercises in the workbook - Ask students to prepare for the next lesson Unit 3: ways of socialising The 12th period Date: 28/ 8/ 2010 Grade 12 Theme: ways of socialising Unit Reading Time: 45 minutes -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 (28) I Objectives: 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 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 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 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 if you want to get your teacher’s attention in class? - What will you 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: Students’ activities -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 - 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 - Look at the board and note the class down Notes (29) Homework (4 minutes) -Ask students to learn the new words and phrases - Ask students to prepare for the next lesson - 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 Reading Time: 45 minutes I Objectives: 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 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 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: (30) Teacher’s activities 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 the task1 Students’ activities -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 Task - Ask students to read the passage and give the - Some students read them Vietnamese equivalents to the following words in front of the class phrases - Read the passage in skim - Verbal : lời,hữu ngôn to guese the meaning of the - Non- verbal :không lời words - Attract someone’s attention :thu hút chú ý - Ask students to work in - impolite :không lịch groups to guess the meaning - rude : thô tục, thô lỗ of the phrases -informality:thân mật - approach : tiếp cận -a slight nod will :một cái gật đầu nhẹ là đủ Some students show the answers in front of the class Call on some students to show their answers in front of the class - Comment and give the correct answers Task -Work in groups and give their ideas 2: - Ask students to read the passage again to Ps : A ( Attracting choose the best title for the passage - Call four students to go to the board the write Attention : Non- verbal Cues) 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 : - Ask students to work in pairs to answer the - Work in pairs to anwer the questions questions P1:What can you when you want to attract someone’s attention? - Listen to the students and remark 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 Post-reading: (10 minutes) Notes (31) - 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 that can easily be seen etc -Practice talking about communication by nonverbal actions - to express the happiness they can whistle or clap - sometimes, they clap or whistle to encourage or despise - Listen and note down Homework (4 minutes) -Ask students to learn the new words and - Listen to the teacher phrases - Do the exercises at home - Ask students to prepare for the next lesson - Prepare for the next lesson The 14th period Date: 07/ 2010 Grade 12 Theme: ways of socialising Unit (32) speaking Time: 45 minutes I Objectives: 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 Knowledge: - General knowledge: Students can talk about other ways of communication - Language: Words to speak about ways of communication 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 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 - - 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 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 - - Ask students to work in pairs to practise Students’ activities - 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 Notes (33) 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 - Work in pairs to give conversation in front of the class suitable words - Elicit feedback from the class and give final P1 : David comments P2 : Kathy * Task 3: P3 : Hung - Introduce the duty of the task: P4 : Hien - Divide the class into groups of P5 :Michael - Ask students to work in groups to practise P6 : Colin 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 - 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 - Call some representatives of groups to report the Task 1,2 ,3 the parties that they have made A : You really have a Listen to the students and note down all the nice pair of glaases I think errors 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 Homework: (2-4 minutes) before - Summarise the main points of the lesson B : Thank you I bought - Ask students to write a dialogue about the it yesterday compliment A: - Listen and write down in their notebooks (34) The 15th Period Date: 08/ 9/ 2010 Grade 12 Theme: ways of socialising Unit Listening Time: 45 minutes I Objectives: Educational aim: Students should know to develop such listening micro-skills as intensive listening for specific information Knowledge: - General knowledge: Students know how to give information after listening - Language: - New words: Words related to ways of socialsing 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 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 ? Students’ activities - - Listen to the teacher, and answer the questions - Read silently the sentences given before listening - Listen the first time Notes (35) - No, we haven’t - Ask students to work in pairs to ask and - Listen the second time and answer the questions in the textbook begin doing the task - Listen the third time and - Call some students to answer the questions in work in groups to decide the front of the class Then explain their reasons best answer Check the whole class - Each group asks and * Pre-teaching some new words and phrases explains why they choose by - Ask students to read the words aloud twice some information they’ve - Explain some new words: listened + marvellous(a) +startling(a) absolute(a):hoàn toàn -Keys : 1C ,2A ,3C ,4A ,5B + installed: lắp đặt + chitchat(v) - Listen and read the words aloud in chorus While-listening: (20 minutes) Task + 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 - Write down the new words 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 + Listen to the teacher and students to listen and the task try to guese the contend of the - Ask students to work in pairs to check the talk in the tape answers - Call some students to show their answers in front of the class - Feed back and give the correct answers: - Work in pairs and read the T statements carefully F (the most obvious problem) T F(if your parents not agree) F (is made mostly by young people) T * Task2: -Some students speak out Introduction: their answers and explain why - You are going to listen to part of Ms Linda they have chosen it Cupple ‘s talk again and write the missing A : I think the first sentence words is true because it isin the - Ask students to read the paragraph carefully secon paragraph.( 1: T) and work in pairs to discuss and answer the B : I think it is False because missing words before listening again the talk it is the most obvious - Play the tape ( or read) the talk again for the problem whole class A : - Ask students to give the missing words individually (36) - Play the tape ( or read) the story again for the whole class to check the answers - Feedback and give the correct answers Answer: agreed 5.waking to avoid 6.heart particular kindness adults to stick Post-reading: (10 minutes) - Ask students to listen to the talk again and try to summarize the talk - 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 - Call some couples to talk in front of the class 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 Homework: (2- minutes) out a - Ask students to write a paragraph about their reasonable own birthday parties - Some couples present the - Ask students to prepare for the next lesson talk in front of the class - Summaries the main points of the lesson - 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 Writing Time: 45 minutes I Objectives: Educational aim: Students should know + Building sentences based on given words + Re- ordering given sentences to make a complete paragraph (37) Knowledge: - General knowledge: Students learn to Re- order given sentences to make a complete paragraph - Language: Words used in writing about a paragraph 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 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 if you want to talk to someone? Pre-writing: (8 minutes) Task 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 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 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 Students’ activities - 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 Notes (38) - Elicit the others to comment and give the of the sentences in front of the correct answers class - Feedback and give the correct answers +1- C : It is difficult to write & Paragraph 2: rules that tell exactly when you - Ask students to order the sentences as the should opologize,but it is not same the task difficult to learn how + 2- E : If we have done -Elicit the others to comment and give the something to hurt someone’s correct answers feeling, we - Feedback and give the correct answers opologize + – 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 + – 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 Post-writing: (13 minutes) - Ask students to write other dialogues about the ways of communication with Work in groups and then each the situation given presentative of each group go 1, How should you when you are late for to the board to write their class? dialoges 2, You’ve made some mistakes in your Ps :1, I should opologize to the writing You want to talk to the teacher about teacher and the class for being it? etc late 2,I think it is necessary to say “ I’m sorry” Could you help me correct them? Homework: (2 minutes) - Do the writing task in student’s workbook -Prepare the next lesson Listen and take note (39) The 17th Period Date: 14/ 9/ 2010 Grade 12 Theme: ways of socialising Unit Language Focus Time: 45 minutes I Objectives: Educational aim: Students can pronounce the stress in two- syllable words 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 the tasks well - Language: the ways of changing the reported speech 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 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 Students’ activities 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 Notes (40) 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 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 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 - Let students read the situation and change into the reported speech - 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 - Let students practise doing exercise and marketing manager each of them stands and speak out the 4, Thuan sais the company sentences they’ve done had opened an office in Ho Chi Minh city - Go around , listen and hepl them if 5,Thuan said it had been very neccessary successful 6, Thuan said he had been chosen to run an office in District 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 (41) Exercise ,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 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 - Let students work in pairs * Work in pairs: - P1 : Lan - P2 : Tuan b, Ask students to read the dialoge between Tung and Tuan by using reported + Each pair stands up and speech to retell what Lan has told Tuan 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 Go around and listen to students or help the if 4, Because you had promised they need 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 (42) Homework: (5 minutes) -Ask students to revise the whole unit - Ask students to all the exercises The 18th period Date: 15/ 9/ 2010 Grade 12 Test yourself A I Objectives: 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 - Students can improve their techniques of doing the simple tests 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 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 Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the test - Answer teacher’s questions Notes (43) 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 - 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 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: We can communicate not only through words but also through body laguage They are our posture, facial expression, gestures If your posture is slumped and your head is down , this could mean that you are sad or lack cofidence 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 - Look at the textbook and listen to the teacher 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 - 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 (44) 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 *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 IV Writing (7 minutes) - Present the task: - Students work in groups - Call the students to read the suggested and practise writing about sentences in front of the class their families + Give the number of your family members, - Two students go to the their names, ages and jobs board and write + How they share the housework? A : There are four people in + How they behave? my family, my father’s name +What are their hobbies? is Tuan,he is fourty-five years + What you like about each of them? 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 - Check their writings and help them correct a student in Hanoi, I am the mistakes if they’ve made 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 Homework (5 minutes) - Ask students: + to study all the lessons again - Study all the lessons again - Get the knowledge ready for (45) + to get ready for the 45 minute-test in the the coming test next period 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 (46) 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 Student:- Materials: Student’s book Anticipated problems: SS may find the use of present simple is misty C.Procedure; Theme I Organize ( m') II Presentation (35 m') Teacher's activities 1- Check the student's list 2- Arrange the seats if it's necessary Student's activities - Monitor gives names of absent students 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: What are the affirmative form and negative form? What are the uses of present simple? - 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 + Vinfinitive 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 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: What are the affirmative form and negative * Expected answer; I form Affir: S + V-ed Negat: S + did not + Vinfinitive II use 1- for completed action at definite time 2- for past habit (47) IV Summary (2 m') V Homework (2 m') form? What are the uses of present simple? - Call some pairs to answer - T feedback and correct 3- for a series of actions happened in the past 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! A1: I was reading He is wearing a book at p.m traditional suit yesterday A2: Where are your A2:They were children? visiting Ho Chi Minh - They are playing in museum yesterdy the front garden morning B1: We are working B1: I was watching hard this week for the TV while my wife coming exams was cooking B2: He is looking for a B2: while she was job as a journalist studying, her C1: Harry up It is roomate was getting dark listening to music C2: The price of petrol C1: He was playing is rising rapidly football all last D1: We are having a summer party this Sunday C2: They were evening dancing all the D2: She is leaving yesterday evening London for New york D1: It rained when this week we were camping D2: When I came, she was crying - Gives questions: What are the affirmative form and negative form of each tense? What are the uses of present continuous? - Call some pairs to answer - T feedback and correct * Expected answer; I form (1) S + is,are,am + V-ing (2) S + was,were + V-ing - T summarize the content of the lesson + use and form of the verb - listen and understand 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 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 - Asign homeworks: exercise 2,3,4 page - Listen to the teacher ( English 12, workbook); exercise 1,2 page - Write down the homework to 18(English 12- student book) at home - Prepare for tense revision: Revise the present (48) perfect, present perfect continuous, past perfect continuous The 20th period Date:23/ 9/ 2010 Grade 12 Review and test preparation Lesson – 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 Student:- Materials: Student’s book Anticipated problems: SS may find difficult to distinguish the use of present perfect, present perfect continuous C.Procedure; Theme I Organize ( m') II Presentation (35 m') Teacher's activities 1- Check the student's list 2- Arrange the seats if it's necessary Student's activities - Monitor gives names of absent students 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 A1: I have been doing homeworks.( finished) my homeworks (continue) A2: He has studied A2:She has been Frech for a year studying Frech for a year.( emphasize on constant of action) - 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) (49) B1: We haven't met her for age B2: He has worked as a journalist since 1999 B1: I am tired I have been working too hard B2: He has been running He looks exhausted - Gives questions: What are the affirmative form and negative form of each tense? 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 exercise English 12 – workbook Sam….(not receive) the parcel the last time I… (speak) to him I …(consider) buying a house but now I… ( change) my mind When you…(feel) hungry later, room service… (bring) you whatever you… (want) I… (find) it difficult to convince the ticket inspector that I … (lose) my ticket Since I … (pay) for our lunch, I …( try) to attract the waiter's attention As soon as I …(have) a good look at the designs, I… (send) them back to you I… (hope) to meet you ever since I … (read) your first novel Whatever…(happen) , I… (meet) you here in a week's time 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? 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 minutes - exchange their answers - Present the answers orally * Answer: haven't received; spoke was considering/have been considering; have changed feel; will bring;want found; had lost was paying; tried have had; will send have been hoping; read happens; will meet finish/have finished; will have missed (50) - Call some Ss to pesent answer orally - Feedback and give correction IV Summary (2 m') V Homework (2 m') 10 didn't expect/was not expecting; are doing - listen and understand - T summarize the content of the lesson + use and form of the verb - Asign homeworks: exercise 1,2,3 page 28(English - Listen to the teacher 12- student book) - Write down the - Prepare for indirect speech; Revise the rules of homework to at home transforming directed into indirected The 21st period Date: 24/ 9/ 2010 Test Grade: 12 Time limit: 45 minutes 45 minute test Full name :…………………………………… Class : …………… I Choose the word with underlined part pronounced differently from the rest (1 point ): A seats A reads A covered A decided A closed B photographs B banks B slipped B tried B jumped C drops C brothers C snowed C interested C walked D bags D lives D used D reminded D placed II Fill in each gap with one word from the table, there are more words than needed ( points): chance banquets rude nursing homes well-behaved annoy contractual hospital responsibility nightshift pressure pleasure arguments formal get together (51) My father is a doctor, he works on a times a week In my family, I take the to wash the dishes and take out the garbage Students in my school are under a lot of study The boy who people are mischievous On Monday mornings, all teachers and students on the schoolyard Marriages that are decided by the parents are called marriages Old-aged parents in America live in Nowadays, wedding are usually held at restaurants or hotels 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): I ( buy) a new house last year but I (not sell) my old house yet so now I have two house 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 A: I (do) my housework all morning and I (not finish) yet B: I ( do) mine, I (start) at a.m IV Change the following sentences into reported speech beginning with given words (1 point): Helen said " I have been here for six months " Helen said Helen said " I will leave tomorrow ' Helen said Helen said to John " I will give you a ring when I arrive " Helen promised John said to Helen " Remember to keep in touch " John reminded Helen 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 ( 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 (52) 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 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 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 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 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 not get married at quite young age 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 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 (53) Unit : SCHOOL EDUCATION SYSTEM The 22nd period Date: 28/ 9/ 2010 Grade 12 Theme: SCHOOL EDUCATION SYSTEM Unit Reading Time: 45 minutes I Objectives: Educational aim: Students should know school education system in England 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 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 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) Students’ activities - Open the book - Listen to the teacher - Answer the questions Notes (54) - 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 Children start Grade when they are years old Schooling is compulsory from the age of to 16 The school year generally begins in September and ends in late May The students not have any examinations when they finish secondary school A school year consists of two terms - 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’ T F T While you read : (23 minutes) F - Ask students to look through the passage and T read in silence - Help students read the passage - Listen to the teacher then read the - Explain pronunciation and meaning of new words passages which appear in the passage - Ask some new words if necessary Task : (3 minutes) Find words or phrases in the reading passage which have the following meanings.- Let - Keep the book open students work individual or in groups - Listen to the teacher then task - Help students if necessary - Ask the teacher if necessary Keys: - work individual or in group 1- state schools - Write down in the notebook 2- primary education 3- secondary education 4- compulsory 5- General Certificate of Secondary Education (GCSE) 6- Curriculum Task 2: (4 minutes) - Ask students to answer the following questions - Listen to the teacher - Ask students look through the passages then try - Try to answer the questions to answer the questions in right way - Practice with a partner then write - Let them work in pairs them down in the note books - Help students if necessary - Ask the teacher if necessary (the answers in the passage) - Listen to the teacher and make a Walk round the classroom and correct mistakes brief note about school education Keys: system in England from the age of terms - Listen to the teacher the state school and the ‘independent’ or - Try to talk about school education ‘public’ school systems system in England yes - The students who are called to There are core subjects (English, Maths and stand up to talk loudly are intelligent (55) Science) ones 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 Work in groups Tell the others one and your teacher to to help you learn that of the most difficult school subjects subject more effectively you are studying and what you would like your friends and your teacher to to help you learn that subject more effectively Home work: (2 minutes) - Ask students to Reading exercise of Unit in workbook and prepare Part B : Speaking at home - Listen to the teacher and write down homework The 23rd Period Date: 29/ 9/ 2010 Grade 12 Theme: school education system Unit Speaking Time: 45 minutes I Objectives: Educational aim: Students should know school education system in Vietnam Knowledge: (56) - 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 Skills: talking about school education system II Method: integrated, mainly communicative III Teaching aids: Board, chalks, textbook and notebook IV Procedure: Teacher’s activities 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 - 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 the children in Vietnam go to primary school? B: When they are years old A: How long does the primary education last? B: years While-speaking : (15 minutes) Task - 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 Students’ activities - 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 the children in Vietnam go to primary school? B: When they are years old A: How long does the primary education last? B: years - Listen to the teacher - Do task - Work in groups - The students are called stand up and tell loudly Example: Notes (57) - Correct their mistakes Post-speaking : (10 minutes) Task -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 In Vietnam, children can go to Nursery school when they are to and go to Kindergarten when they are from to - 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 and finis this level at 10 while those in England study at primary school from the age of to 10 Schooling is compulsory for Vietnamese children until the age of 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 Homework: (3 minutes) - Listen to the teacher - Ask students to write a passage about - Write down the homework similarities and differences between the school system in Vietnam and in England - Ask students to prepare Part C- Listening and homework (58) The 24st Period Date: 30/ 9/ 2010 Grade 12 Theme: school education system Unit Listening Time: 45 minutes I Objectives: Educational aim: Students should know about someone’s background Knowledge: - General knowledge: Students talk about someone’s background - Language - New words: Words related to someone’s education 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 Warm-up: (4 minutes) - Ask Ss some questions about their studies at - Listen to the teacher school - Answer the questions: What school subjects are you good at? Which ones 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 - Work in pairs - Listen and correct mistakes - Listen and understand the meanings While-listening: (20 minutes) of those words Task (10 minutes): - Ask students to read the questions quickly Notes (59) - Guide students the requests of the task - Let students listen twice - Write on board from to and call some students to come and write their answers - Let them listen again and correct Task (10 minutes): - Teacher introduces the task “Listen again and answer the questions” When did Gavin think he listed to the teacher well? How did Gavin find the exams? Why couldn’t Gavin pass the exams easily? 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 - Read the questions quickly - Listen to the listening script - Answer the questions Answer: Jenny/ Gavin Gavin Jenny Jenny/ Gavin - Look at the task and listen to the teacher - Read the questions and try to understand them - Listen to the tape script - Give correct answers: When he enjoyed the subjects He found it very difficult Because they were difficult for him to in a short time 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 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 to prepare for the next exams” - Go round and help students - Work in pairs Talk about the results - Correct mistakes of your current exams at school and what you will to prepare for the next exams E.g I didn’t 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 Homework: (2minutes) - Ask students to rewrite a passage about their I think I have to spend more time studying English to get higher grade in school days in secondary school - Ask students to prepare the part Writing at the coming exam home - Listen to the teacher - Write down the homework The 25th Period Date: 07/ 10/ 2010 Grade 12 Theme: school education system (60) Unit Writing Time: 45 minutes I Objectives: Educational aim: Students learn how to understand the school education system in Vietnam Knowledge: - General knowledge: Students will be able to write the school education system in Vietnam - Language - New words: Words relating to school education systems Skill : II Method: Integrated mainly communicative III Teaching aids: Textbook, board markers IV Procedure: Teacher’s activities Warm-up :(3 minutes) - Ask students some questions about school education systems in Vietnam How many levels of educations are there in your school system? How long does it take to complete each level? How many classes are there in each level? When 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: years (primary & lower secondary) - The academic year: 35 weeks (9 months, from September to May) - School terms: terms: term (Sept - Dec.), term (Jan - May) - Time of the national examination for GCSE (early June) - Guide Ss to write Topic Sentence Supporting Details Students’ activities - Work in pairs, discuss and find out the answers 1- 2- Primary: years/ Lower secondary- years/ upper secondary - years - Understand the aim of the lesson - Study the task carefully - Work in pairs to give outlines Topic Sentence The formal school system in Vietnam consists of two levels of education, primary and secondary education Supporting Details Notes (61) 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 peer correction - Correct mistakes Suggested answer The formal school system in Vietnam consists of two levels of education, primary and secondary education The children start Grade/ Year at the age of and they normally complete the primary education at the age of 10 They move to lower secondary school to study in Grade when they are eleven years old They will finish nine-year compulsory education when they complete Grade at the age of 14 The children may go to upper secondary schools if they pass all the subjects tested at the end of Grade They will stay there until they complete Grade 12 at the age of 17 If they want to sit for the entrance exam to universities or colleges they have to take the national examination for GCSE which takes place at the end of Mayor beginning of June The academic year in Vietnam runs from September to May and is divided into two terms The first term ends in January with a week holiday and the second term finishes in May before a long summer holiday comes Post- writing: (5 minutes) - Ask Ss to read the paragraph again - Give remarks on the writing Homework: (2 minutes) - Rewrite the paragraph at home - Prepare the section D (The Language focus part of Unit 4) Closing Sentence - Use main ideas in the outline to write a paragraph on the formal school education system in Vietnam - Exchange their writings for peer correction - Correct mistakes - Read the paragraph again - Correct mistakes - Rewrite the paragraph at home - Prepare the section D (The Language focus part of Unit 4) (62) The 26th period Date: 08/ 10/ 2010 Grade 12 Theme: school education system Unit Language Focus Time: 45 minutes I Objectives: Educational aim: Students know how to pronounce and mark the stress in three-syllable words Knowledge: - General knowledge: Students learn some information to fill in a form - Language: - New words: Words related to a form Skills: - Pronunciation: Stress in three-syllable words - Grammar: Passive voice II Method: Integrated, mainly communicative III Teaching aids: Text books, IV Procedures: Teacher’s activities Warm-up: (4 minutes) Students’ activities Notes (63) Write some three-syllable words on the board, and then pronounce those words aloud - Pay attention to its stress - Ask Ss to read after algebra carefully politics physical computing compulsory September -How we pronounce these words? - Read again these words and lead to the lesson - Today, we learn how to pronounce three-syllable words I Pronunciation a Give Ss some rules of word stress in three-syllable words - Help students how to pronounce those words correctly by reading first as model b Practice: - Read the words first: clearly, correctly - Listen and correct their pronunciation if it’s needed - Let students read the sentences and work in groups - Listen and remark each group - II Grammar: a) Review some grammar structures: Passive voice S + to be + past participle - Give some examples - Ask Ss to make sentences with the structures b Practice: * Exercise 1: (10m’) - Introduce the task: Fill each blank with the simple present passive form of the verb in brackets - Guide Ss to - Ask Ss to fill each blank with the simple present passive form of the verb in brackets - Correct mistakes - Listen to teacher - Read aloud - Pay attention to its stress - Understand the aim of the new lesson - Listen and repeat from 2-3 times - Some of them stand and read words aloud - Practise in groups - Some groups compare with their results and read the words in sentences aloud - The answers can be various - Listen and give more questions in pairs - Read the sentences in chorus aloud Understand the task Fill each blank with the simple present passive form of the verb in brackets Answers: is separated is set - must be followed * Exercise 2: (10m’) - Introduce the task: Rewrite the following sentences is made up is paid using the passive voice are selected - Guide Ss to - Ask Ss to rewrite the following sentences using the passive voice - Understand the task - Correct mistakes - (64) - Rewrite the following sentences using the passive voice Answers: Exercise this school was built in 1997 This dictionary was published in 1870 A surprise party is going to be organized by the students in my class tomorrow morning The kitchen is being painted now “Romeo and Juliet” was written by Shakespeare in 1605 Shakespeare’s tragedies have been translated into many languages A new primary school has just been Exercise (10m’) built in my village - Introduce the task: Fill in the spaces of the English will be spoken at the following passage with the correct tense in conference The floor hasn't been cleaned (by passive voice of the verbs in brackets Jane) yet - Guide Ss to - Ask Ss to fill in the spaces of the following 10 The house will be repainted… passage with the correct tense in passive voice of the verbs in brackets Exercise - Correct mistakes Was built were sold Homework: (2 minutes) has been made can be bought - Assign homework can be used - Do exercise ‘part E-language focus in work are used is stored are done book Prepare Unit (Reading) must be told 10.can be done - Do exercise ‘part E-language focus’ in work book Prepare Unit (Reading) (65) Unit 5: HIGHER EDUCATION th The 27 period Date: 12/ 10/ 2010 Grade 12 Theme: HIGHER EDUCATION Unit Reading Time: 45 minutes I Objectives: Educational aim: Students should know about their first impressions of university life Knowledge: - General knowledge: Students know about higher education - Language: verbs in past tense - New words: Words related to higher education Skills: • Vocabulary comprehension matching • Passage comprehension • Arranging the sequence of an event II Method: Integrated, mainly communicative III Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask Ss some questions: What are you going to after you finish high school? Which university would you like to attend? Where will you live if you study at a university far from your house? - Get feedback - Lead Ss to the new lesson: higher education Before you read : (7 minutes) - Ask Ss to work in pairs, ask and answer the following questions: How you say in English the names of these universities? What university would you like to apply for and why? - Get feedback - Give Ss suggested answers Students’ activities - Work in pairs, discuss and answer the questions Stand up and tell the class the answers Understand the aim of the lesson: Unit 5: higher education - Work in pairs, ask and answer the questions Hue University Hanoi University of Architecture Hanoi University of Natural Science I would like to apply for Hanoi University of Natural Science While you read : (23 minutes) - Ask students to look through the passage and read in silence - Read the text in silence Find out new words Understand the aim of the text Notes (66) - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage Task : (3 minutes) - Introduce the task: Complete the following sentences, using the right forms of the words in the box - Ask Ss to complete the following sentences, using the right forms of the words in the box - Go around class and help Ss if they need - Call on Ss to give their answers - Correct mistakes Task 2: (4 minutes) - Introduce the task: Find out who: a attended a party on the first weekend at college b didn't get on very well with the roommate c was not used to meeting different people every day at college d liked having a chance to be creative e was very excited about going to college f enjoyed the first year at college - Go around class and help Ss if they need - Call on Ss to give their answers - Correct mistakes Task 3: (10minutes) - Introduce the task: Answer the following questions What did Sarah on the first weekend? Why did Sarah feel so lonely at the party? What problems did Ellen have with her roommate? What did Brenden think about his first year at college? What does the social calendar of the colleges provide him? - Guide Ss to answer - Go round the class to help Ss if necessary - Call on some Ss to give their answers - Correct mistakes - Do the tasks that follow Task1: - Study the task carefully - Choose the right word to fill in the blanks - Exchange their answers for peer correction - Tell the class the answers campus blamed scariest challenges amazing - Look at the task, read the text again to give the answers Sarah: 1- a attended a party on the first weekend at college 2- e was very excited about going to college Ellen: 3- b didn't get on very well with the roommate c was not used to meeting different people every day at college Brenden: 5- d liked having a chance to be creative 6- f enjoyed the first year at college - Understand the task Read the text again, answer the questions on the text She went out with her new friends, walking around the campus Because at the party everyone was busy playing some games and no one seemed to noticed her Her roommate left the window open when it was cold outside She went to bed early She blamed Ellen for making her sick Brenden thought the first year at college was the best and most challenging of his life It provides him plenty of opportunities to meet non- (67) engineering students as well as other engineers and many of them have become his best friends Home work: (2 minutes) - Ask students to read the passage again - Ask students to Reading exercise of Unit in workbook and prepare Part B : Speaking at -Do Reading exercise of Unit in home workbook and prepare Part B : Speaking at home The 28th period Date: 12/ 10/ 2010 Grade 12 Theme: higher education Unit Speaking Time: 45 minutes I Objectives: Educational aim: By the end of the lesson, students will be able to talking about the application process to tertiary institutions in Vietnam Knowledge: - General knowledge: Students know how to talk about school; make an interview and reporting on results - Language: words related to higher education Skill: speaking about school life of students fluently II Method: Intergrated, mainly communicative III Teaching aids: textbook, board, rising questions, hand-outs IV Procedures: Teacher’s activities Students’ activities Warm-up: (2m’) - Show Ss some documents requiring - Answer the questions Notes (68) - for tertiary institutions and ask them what they are Call on some Ss to answer Pre-speaking: (10m’) - Teacher introduces the task1: Below are the admission requirements for tertiary institutions in some countries Work in groups Tick () those which are obligatory for you to be admitted to a university in Vietnam an application form an identity card a reference letter a copy of the originals of your school certificate a birth certificate a copy of the record of your performance at school scores of the required entrance examination - Call on some Ss to tell their answers - Listen and correct pronunciation mistakes While-speaking: (20 minutes) Task - Teacher introduces the task “Work in pairs Ask and answer the questions about the application process to tertiary study in Vietnam using the following cues” - Guide Ss to practice: E.g A- When you fill in and send the application form? B- In March - Have Ss to ask and answer in pairs - Go around and provide help if necessary - Correct mistakes Post-speaking: (10 minutes) - Teacher introduces the task: Task Work in groups Discuss the process of applying to a tertiary institution in Vietnam - Guide Ss to discuss the process of applying to a tertiary institution in Vietnam - Go around and provide help if necessary - Correct mistakes - an application form an identity card a reference letter a birth certificate Work in groups, tick () those which are obligatory for you to be admitted to a university in Vietnam Stand up tell the class their answers Others listen and compare with their ticks - Understand - Work in pairs Ask and answer the questions about the application process to tertiary study in Vietnam using the cues - Stand up, ask and answer about the application process to tertiary study in Vietnam - Others listen and check the pronunciation - Understand the task Work in groups Discuss the process of applying to a tertiary institution in Vietnam Answer: In order to be admitted to a university in Vietnam, all students have to following the process of applying During March, they have to fill in the application form and send it to the university they choose in March After passing the GCSE examination held in May, all students are able to sit for the entrance examination in July Successful candidates will be sent a letter of acceptance from the university All (69) students have to now is to prepare all required papers to be officially accepted of that university Homework: (3 minutes) - Ask students to write about the process of applying to a tertiary institution in Vietnam Do homework Prepare part C listening (70) The 29th period Date: 14/ 10/ 2010 Grade 12 Theme: HIGHER EDUCATION Unit Listening Time: 45 minutes I Objectives: Educational aim: Students should know about the problems they may have when studying in a new school Knowledge: - General knowledge: Students learn more about the problems they may have when studying in a new school - New words: Words related to higher education Skills: - Listening and deciding on True or False statements II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, tape and cassette player IV Procedure: Teacher’s activities Warm-up: (5 minutes) -Give Ss a question to discuss: “Talk about the problems you may have when studying in a new school.” Pre-listening: (7 minutes) - Ask students to look at the part: Before listening - Read loudly the words: Proportion; majority; tutorial; international; available; appointment ; Agricultural; rural; thoroughly - Walk round, listen and help students - Ask students to repeat loudly the words - Listen and check pronunciation While-listening: (20 minutes) Task - Introduce the task: Listen to the conversation between John and David and circle the best option (A, B, C or D) to complete the following sentences - Ask students to read the questions quickly - Guide students the requests of the task - Read the conversation twice - call some students to give their answers - Read the conversation the third time for Ss to correct Key: 1-C; 2-A; 3-C; 4-A; 5-B Students’ activities - Work in pairs; discuss the problems they may have when studying in a new school - Read loudly the words: Proportion; majority; tutorial; international; available; appointment ; Agricultural; rural ;thoroughly - Understand those words - Read the questions quickly - Listen to the listening script - Answer the questions Answer: 1-C; 2-A; 3-C; 4-A; 5-B Notes (71) After-listening: (10 minutes) - Ask Ss to work in pairs Ask and answer the question: "Would you prefer to an undergraduate course abroad or in your country?” Explain your choice - Guide Ss to - Call some Ss to practice asking and answering the question E.g A Would you like to an undergraduate course abroad or in your country? B I would like to an undergraduate course in my country A Why? B Because my English is not very good and I cannot afford tuition fees and accommodation for studying oversea Homework: (3 minutes) - Assign homework - Prepare the section C (The Writing part of Unit 5) - Work in pairs Ask and answer the question: "Would you prefer to an undergraduate course abroad or in your country?” - Stand up and speak out E.g A Would you like to an undergraduate course abroad or in your country? B I would like to an undergraduate course in my country A Why? B Because my English is not very good and I cannot afford tuition fees and accommodation for studying oversea - Prepare the section C (The Writing part of Unit 5) The 30th period Date: 19/ 10/ 2010 Grade 12 Theme: HIGHER EDUCATION Unit Writing Time: 45 minutes I Objectives: Educational aim: Students learn how to write a letter of request to UCAS to ask for the information about the admission requirements to the university Knowledge: - General knowledge: Students will be able to write a letter of request - New words: Words relating to higher education Skill : II Method: Integrated mainly communicative III Teaching aids: Textbook, board markers (72) IV Procedure: Teacher’s activities Warm-up :(3 minutes) - Ask students some questions about how to write a letter of request - Give feedback and lead Ss to new lesson Students’ activities - Work in pairs, discuss and find out the answers 1- 2- Primary: years/ Pre-writing: (15 minutes) Lower secondary- years/ upper - Teacher introduces the task: You want to apply for secondary - years an undergraduate programme in a university in England Write a letter of request (about 150 words) to UCAS to ask for the information about the - Understand the aim of the lesson admission requirements to the university, using information in the Reading and Speaking section on page 52 & 56 You may follow the outline below: - Guide Ss to write outlines a) Introduction: - Study the task carefully - State the reasons why you are writing, your - Work in pairs to give outlines interest in tertiary study in England (mention the a) Introduction: name of the programme/the universities/ ) - State the reasons why you are b) Request: writing, your interest in tertiary study - State what information you would like them to in England (mention the name of the provide: tuition fee, accommodation, exams, programme/the universities/ ) Further information: b) Request: - Say you would be happy to supply further - State what information you would information about yourself such as your English like them to provide: tuition fee, proficiency and record of secondary education accommodation, exams, study, Further information: c) Conclusion: - Say you would be happy to supply - End with a polite closing further information about yourself - Walk round the class to give Ss assistance such as your English proficiency and record of secondary education study, c) Conclusion: - End with a polite closing - Walk round the class to give Ss While-writing: (20 minutes) assistance - Ask Ss to write - Call on some Ss to read out their writing in front - Use main ideas in the outline to of the class write a letter of request (about 150 - Ask Ss to exchange their writings for peer words) to UCAS to ask for the correction information about the admission - Correct mistakes requirements to the university Suggested answer - Exchange their writings for peer 475/57 Le Ton St District correction Ho Chi Minh City March 15th, 2008 - Correct mistakes Dear sir/madam, I’ve read a lot about tertiary study in the UK and Notes (73) very impressed by the reputation of many famous universities there Now I am tin last year of the high school and will finish secondary education in months I am very much interested in an undergraduate course in economics in Birmingham University Could you please send me some information about the admission requirements, tuitions fees, accommodation and details of the course? I am ready to supply any information about myself if necessary I look forward to hearing from you soon Yours faithfully, Hoang Thanh Nam Post- writing: (5 minutes) - Ask Ss to read the letter again - Give remarks on the writing Homework: (2 minutes) - Rewrite the letter at home - Prepare the section D (The Language focus part of Unit 5) - Read the letter again - Correct mistakes - Rewrite the letter at home - Prepare the section D (The Language focus part of Unit 5) (74) The 31st period Date: 19/ 10/ 2010 Grade 12 Theme: HIGHER EDUCATION Unit Language Focus Time: 45 minutes I Objectives: Educational aim: Students know how to pronounce and mark the stress in words more than three-syllable Knowledge: - General knowledge: Students learn some information to fill in a form - New words: Words related to a form Skills: - Pronunciation: Stress in words more than three-syllable - Grammar: Conditional sentences II Method: Integrated, mainly communicative III Teaching aids: Text books, IV Procedures: Teacher’s activities Warm-up: (5 minutes) - Write some more than three-syllable words on the board, and then pronounce those words aloud - Pay attention to its stress - Ask Ss to read after o economics o psychology o philosophy o engineering o sociology o mathematics o geographical o archeology -How we pronounce these words? - Read again these words and lead to the lesson - Today, we learn how to pronounce more than three-syllable words * Pronunciation (35 minutes) Students’ activities - Listen to teacher - Read aloud - Pay attention to its stress - Understand the aim of the new lesson - Listen and repeat from 2-3 times - Some of them stand and read words aloud - Practise in groups - Some groups compare with their results and read the words in sentences aloud - The answers can be various - Listen and give more questions in pairs - Read the sentences in chorus aloud then indevidual Notes (75) a Give Ss some rules of word stress in more than three-syllable words - Help students how to pronounce those words correctly by reading first as model b Practice: - Read the words first: clearly, correctly - Listen and correct their pronunciation if it’s needed - Let students read the sentences and work in groups - Listen and remark each group Homework: (5 minutes) - Assign homework - Do exercise ‘part E-language focus in work - Do exercise ‘part E - language focus’ in work book book The 32nd period Date: 21/ 10/ 2010 Grade 12 Theme: HIGHER EDUCATION Unit Language Focus Time: 45 minutes I Objectives: Educational aim: Students know how to pronounce and mark the stress in words more than three-syllable Knowledge: - General knowledge: Students learn some information to fill in a form - New words: Words related to a form Skills: - Pronunciation: Stress in words more than three-syllable (76) - Grammar: Conditional sentences II Method: Integrated, mainly communicative III Teaching aids: Text books, IV Procedures: Teacher’s activities Warm-up: (4 minutes) - Ask students about the preparing the exercises at home * Grammar: a) Review some grammar structures: conditional sentences - Give some examples - Ask Ss to make sentences with the structures b Practice: * Exercise 1: (13m’) - Introduce the task: Complete the sentences using conditional sentence type I - Guide Ss to - Ask Ss to complete the sentences using conditional sentence type I - Correct mistakes Students’ activities - Answer the teacher’s question - Understand the task Answers: If you fail the GCSE examination, you will not be allowed to take the entrance examination to the university You won't be able to get into the exanimation room if you are 10 minutes late If you don't send the application form on time, you will not be able / allowed to take the entrance exam If you don't have a reference letter, you won't be able / allowed to submit your application form Unless you show your identity card you won't be able / allowed to get into the examination room - Understand the task * Exercise 2: (13m’) - Do the exercise - Introduce the task: Express these situations using - Correct mistakes conditional sentence type II Answers: - Guide Ss to She doesn't have a car She doesn't - Ask Ss to express these situations using conditional go out in the evening sentence type II If she had a car, she would go out in - Correct mistakes the evening Sarah doesn't study hard She hates school If Sarah liked school, she would study hard I can't the test It is too difficult I would/ could the test if it was/were not too difficult Peter doesn't read a lot He can't find the time Notes (77) Peter would read a lot if he found the time/had more time I can't translate this I don't speak Korean If I spoke Korean, I could translate this They don't travel far a lot They are afraid of flying If they weren't afraid of flying, they would travel far a lot Exercise (10m’) - Introduce the task: Complete the sentences with the correct form of the verbs in brackets - Guide Ss to - Ask Ss to complete the sentences with the correct form of the verbs in brackets - Correct mistakes - Understand the task - Do the exercise - Correct mistakes Answers: If John had passed the GCSE examination, he would have been allowed to take the entrance examination to the university If you had sent the application on time, they might have called you for an interview I can't understand why you didn't If John had installed an alarm, the thieves wouldn't have broken into his house I would have made a film with him if I had been a famous director, but I was not If you had told me earlier I would have given it to you We would have sent you a Christmas card if we had had your address Homework: (5 minutes) - Assign homework - Do exercise ‘part E-language focus in work - Do exercise ‘part E-language focus’ in work book book - Prepare Unit 6: FUTURE JOBS - Prepare Unit 6: FUTURE JOBS (78) Unit FUTURE JOBS The 33rd period Date: 21/ 10/ 2010 Grade 12 Theme: FUTURE JOBS Unit Reading Time: 45 minutes I Objectives: Educational aim: Students should know about preparing for a job interview Knowledge: - General knowledge: Students know about future jobs - New words: Words related to future jobs Skills: - Guessing meaning from context - Reading for specific information II Method: Integrated, mainly communicative III Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask Ss some questions: Tell the class some jobs you know? Which job would you like to be in the future? Why? - Get feedback - Lead Ss to the new lesson: future jobs Before you read : (7 minutes) - Ask Ss to work in groups Tick () the factors that they think would help them succeed in a job interview • wearing casual clothes • giving clear, honest answers • feeling self-confident • feeling nervous • having a good sense of humour • avoiding difficult questions - Get feedback - Give Ss suggested answers 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 : (7 minutes) Students’ activities - Work in pairs, discuss and answer the questions Stand up and tell the class the answers Understand the aim of the lesson: Unit 6: future jobs - Work in groups Tick () the factors that they think would help them succeed in a job interview E.g - avoiding difficult questions - giving clear, honest answers - feeling self-confident - Read the text in silence Find out new words Understand the aim of the text Do the tasks that follow Task1: - Study the task carefully Notes (79) - Introduce the task: These words are from the passage Look back to the text and circle the best meanings A, B or C - Ask Ss to circle the best meanings A, B or C - Go around class and help Ss if they need - Call on Ss to give their answers - Correct mistakes Task 2: (10minutes) - Introduce the task: Work in pairs Decide whether the following statements are true (T) or false (F) Try to reduce the feeling of pressure and make a good impression on your interviewer Find out as much information as you can about the job and the vacancy Bring with you a letter of application and your resumes to the interview Take all your certificates and letters of recommendation with you Remember to dress neatly and formally Your voice should be clear and polite Tell the interviewer about your shortcomings Remember to say goodbye to the interviewer before leaving the interview - Go around class and help Ss if they need - Call on Ss to give their answers - Correct mistakes Post reading - Introduce the task: Work in groups Discuss the question: Which pieces of advice given in the passage you find most useful and least useful? Why? - Guide Ss to answer - Go round the class to help Ss if necessary - Call on some Ss to give their answers - Correct mistakes Home work: (2 minutes) - Ask students to read the passage again - Ask students to Reading exercise of Unit in workbook and prepare Part B : Speaking at home Choose the right option to finish the task Exchange their answers for peer correction Tell the class the answers B C A B - Look at the task, read the text again to give the answers - Understand the task Read the text again, decide whether the statements are true (T) or false (F) Answers: 1-F; 2-T; 3-F; 4-T; 5-T; 6-F; 7-F; 8-T - - Answer the following questions: What you prepare for a job interview? What should we and shouldn’t before, during and after an interview? -Do Reading exercise of Unit in workbook and prepare Part B : Speaking at home (80) The 34th Period Date: 26/ 10/ 2010 Grade 12 Theme: future jobs Unit Speaking Time: 45 minutes I Objectives: Educational aim: Students should know to giving opinions about jobs Knowledge: - General knowledge: Students learn about opinions about jobs - Language: Talking about opinions about jobs - New words: words related to opinions about jobs Skills: talking about opinions about jobs II Method: integrated, mainly communicative III Teaching aids: pictures IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask Ss some questions about jobs: Students’ activities - Listen to the questions Notes (81) Would you like to work as a teacher? What you think about teaching job? Discuss the question Stand up, answer the questions - Get feedback - Lead Ss to new lesson Pre-speaking : (12 minutes) Task - Introduce the task: Work in pairs Match a - Work in pairs job in A with at least two descriptions in B - Match a job in A with at least two A - a doctor - a farmer - a tourist guide - a writer B • take care of people's health • create imaginary characters and events • find good and safe hotels for customers • take people to places of interest • construct irrigation systems • apply new farming techniques • help save people's lives • tell stories through pictures descriptions in B Example: A: a doctor B: • take care of people's health • help save people's lives - In turn, stand up and practice - Ask Ss to match a job in A with at least two descriptions in B - Go around class and help Ss if they need - Call on Ss to give their answers - Correct mistakes - Understand the task While-speaking : (15 minutes) - Work in pairs Discuss which of Task - Introduce the task: Task2 Work in pairs the jobs in column A they Discuss which of the jobs in column A you would/would not like to Explain would/would not like to Explain why/why why/why not? use the cues in not? You can use the cues in column B column B A B pilot boring waiter rewarding taxi driver difficult Example: electrician interesting I would like to work as a doctor policeman fascinating Working as a doctor would be journalist dangerous fascinating job because I would hotel receptionist challenging have a chance to take care of computer programmer fantastic people health - 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 (82) Example: I would like to work as a doctor Working as a doctor would be fascinating job because I would have a chance to take care of people health Post-speaking : (10 minutes) Task -Teacher introduces the task: Task3 Work in groups Talk about a job you may after you finish school, using the following cues • Where you will work • Who you will work with • The salary you may get paid • The working conditions - Let them work in groups - Ask some students to stand up and tell loudly - Walk round and help them - Listen and correct mistakes - Work in groups Talk about a job they may after they finish school Example: I would like to work as a tourist guide It would be a challenging and fascinating job because I would have a chance to travel all over Vietnam and meet many interesting people If I work for a foreign tourist company, I can get high salary and improve my English speaking and listening skills Also, I am a sociable and confident person and I can work hard for a long time so I want to work far away from home to know more about the world around me Homework: (3 minutes) - Assign homework - Ask students to prepare Part C- Listening and - Listen to the teacher homework - Write down the homework In den day thoi The 35th period Date: 27/ 10/ 2009 (83) Grade 12 Theme: future jobs Unit Listening Time: 45 minutes I Objectives: Educational aim: Students should know about future jobs and recent changes in job market Knowledge: - General knowledge: Students learn more about jobs - New words: Words related to future jobs Skills: - Filling in missing information - Deciding on True or False statements II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, tape and cassette player IV Procedure: Teacher’s activities Warm-up: (5 minutes) -Give Ss a question to discuss: Which is the most popular job in Vietnam? - Get feedback - Lead Ss to new lesson E.g Accountant nurse lawyer teacher computer programmer… Pre-listening: (7 minutes) - Ask students to look at the part: Before listening - Read loudly the words: workforce manufacturing retail service category goods job market economy wholesale - Walk round, listen and help students - Ask students to repeat loudly the words - Listen and check pronunciation While-listening: (20 minutes) Task - Introduce the task: Task Listen to the passage and fill in the missing words in the boxes - Ask students to read the questions quickly - Guide students the requests of the task - Call some students to give their answers - Read the passage the third time for Ss to correct Key: 1- manufacturing 2- service 3- transportation 4- finance Students’ activities - Discuss and answer the questions E.g Accountant nurse lawyer teacher computer programmer… - Read loudly the words: workforce manufacturing retail service category goods job market economy wholesale - Understand those words - Read the questions quickly - Listen to the listening script - Answer the questions Answer: 1- manufacturing 2- service 3- transportation 4- finance 5- service Notes (84) 5- service Task - Introduce the task: Task Listen again and decide whether the statements are true (T) or false (F) American workers have changed from manufacturing jobs to service jobs Manufacturing jobs are jobs in which workers make something Personal services are one of the five service jobs 70% of workers produced goods one hundred years ago 80% of workers will work in the service sector by the year 2020 - Read the passage again - Ask Ss to decide whether the statements are true (T) or false (F) - Go round the class, give help to Ss if they need - Call some Ss to give the answers - Read the passage the last time to check their answers Suggested answers: 1- T 2- T 3- T 4- F 5- F After-listening: (5 minutes) - Work in groups Summarize the passage using the information in Tasks and - Guide Ss to - Call some Ss to summarize the passage - Read the statements quickly - Listen to the listening script - Answer the questions Answers: 1- T 2- T 3- T 4- F 5- F - Work in groups Summarize the passage using the information in Tasks and Homework: (3 minutes) - Assign homework - Prepare the section D (The Writing part of Unit 6) - Prepare the section D (The Writing part of Unit 6) (85) The 36th period Date: 16/ 10/ 2009 Grade 12 Theme: future jobs Unit Writing Time: 45 minutes I Objectives: Educational aim: Students learn how to understand a formal letter Knowledge: - General knowledge: Students will be able to write a formal letter of job application - Language - New words: Words relating to job application Skill : II Method: Integrated mainly communicative III Teaching aids: Textbook, board markers IV Procedure: Teacher’s activities Warm-up :(3 minutes) - Raise a picture of a beauty spot ( Keo Pagoda in Vu Thu Thai Binh) and ask Ss some questions: - Where is it? - What is it famous for? - Do you want to work as a tourist guide here? - What qualification you need? Students’ activities - Work in pairs, answer the questions - Understand the aim of the lesson - The new lesson: “Writing a formal letter of job application” Notes (86) - Get feedback - Lead Ss to the new lesson: “Writing a formal letter of job application” Pre-writing: (15 minutes) - Teacher introduces the task: Task Work in pairs Read the following advertisement and fill in the notes English-speaking Tour Guides Wanted We are a travel company managing holiday tours We need English-speaking local guides to accompany foreign visitors on trips throughout Vietnam If you have a high school diploma, have experience as a tour guide, a good manner, speak fluent English and are willing to work hard for long hours, please contact: The Manager, Vinatour, 450 Nguyen Du Street, Hanoi Telephone No: 04 824 0139 • Type of job: ………………… • Level of education needed: …………… • Work experience: …………………… • Character and interests: ………………… - Work in pairs Read the following advertisement and fill in the notes English-speaking Tour Guides Wanted We are a travel company managing holiday tours We need Englishspeaking local guides to accompany foreign visitors on trips throughout Vietnam If you have a high school diploma………… Answers: Tour guide high school diploma experience as a tour guide, fluent English a good manner, willing to work hard for long hours - Study the task carefully - Guide Ss to fill in the notes - Work in pairs to give outlines - Walk round the class to give Ss assistance - Base on the outline write a letter to While-writing: (20 minutes) Vinatour, applying for the job - Teacher introduces the task: Task Write a letter mentioned in the advertisement in to Vinatour, applying for the job mentioned in the Task advertisement in Task Your letter should include - Exchange their writing for peer the following details correction • Your name, address and date of writing - Read out the letter • Name and address of the company - Correct mistakes • Greeting • Introduction: say where you saw the advertisement Flat 3,324, Ly Thuong Kiet Street, and why you are writing the letter of application Hanoi • Body: mention your education, work experience 16, October, and your character / interests 2004 • Conclusion: express your willingness to work for Hanoi Vinatour the company and when you are available for 250, Nguyen Du Street, Hanoi interview • Closing Dear Sir or Madam, - Guide Ss to write outlines I am writing in reply to your - Ask Ss to write - Call on some Ss to read out their writing in front advertisement in the Vietnam News for experienced English-speaking of the class - Ask Ss to exchange their writings for peer local guides to accompany foreign visitors on trips throughout Vietnam correction - Correct mistakes I think I meet all of the Suggested answer qualifications that you specify I was Post- writing: (5 minutes) awarded High School Certificate two (87) - Ask Ss to read the letter again - Give remarks on the writing years ago After leaving high school, I worked as an accountant in a small travel agency for one year, where I was given a training course on tourism Then I had one year of experience as a tour guide so I know many tourist areas in Vietnam arid have a basic knowledge of Homework: (2 minutes) Vietnamese culture, history and - Rewrite the letter at home geography I speak English fluently - Prepare the section E (The Language focus part of In addition, I am a sociable and Unit 6) confident person and can work hard for long hours I would like to work for you and would appreciate the opportunity to discuss this position with you in person I am looking forward to hearing from you at your convenience Yours faithfully, Nguyen Quoc Anh - Rewrite the letter at home - Prepare the section E (The Language focus part of Unit 6) (88) The 37th period Date: 18/ 10/ 2009 Grade 12 Theme: future jobs Unit Language Focus Time: 45 minutes I Objectives: Educational aim: Students know how to pronounce weak/strong forms of some conjunctions & prepositions Knowledge: - General knowledge: Students learn some information to fill in a form - Language: - New words: Words related to a form Skills: - Pronunciation: weak/strong forms of some conjunctions & prepositions - Grammar: Relative clauses II Method: Integrated, mainly communicative III Teaching aids: Text books, IV Procedures: Teacher’s activities Students’ activities Notes Warm-up: (4 minutes) - Write some words on the board, and then - Listen to teacher - Read aloud pronounce those words aloud - Pay attention to its weak/ strong - Pay attention to its weak/strong forms forms - Ask Ss to read after - Understand the aim of the new I Pronunciation lesson - Ask Ss to look at this table - Read the words and their weak and strong form - Ask Ss to read after - Call some Ss to read seats - Help students how to pronounce those words correctly by reading first as model b Practice: Practise reading these sentences What are you looking at? I want to go but I don't know when She bought a book and two pens (89) Thanks for coming Where is it from? I'm from Hanoi She's the one I'm fond of First of all, I want to thank you for coming The letter was to him, not from him 10 I want to ask you a question - Read the words first: clearly, correctly - Listen and correct their pronunciation if it’s needed - Let students read the sentences and work in groups - Listen and remark each group II Grammar: a) Review some grammar structures: Relative clauses Whom; who; which; whoever; whose……… - Give some examples - Ask Ss to make sentences with the structures b Practice: * Exercise 1: (10m’) - Introduce the task: Exercise Add who, whoever, whose, whom or which to complete the following sentences - Guide Ss to - Ask Ss to fill each blank with who, whoever, whose, whom or which - Correct mistakes Suggested answers: whom which Whoever which Which Who Whose who which 10 whom * Exercise 2: (10m’) - Introduce the task: Exercise Join the following sentences in two ways Example: Look at the man He is teaching in the classroom a) Look at the man who is teaching in the classroom b) Look at the man teaching in the classroom - Guide Ss to - Ask Ss to rewrite the following sentences using the passive voice - Correct mistakes I read a book that was written by a friend of mine - I read a book written by a friend of mine A man who was carrying a lot of money in a box got on the bus - A man carrying a lot of money in a box got on the bus In the street there were several people who were waiting for the shop to open - Listen and repeat from 2-3 times - Some of them stand and read words aloud - Practise in groups - Some groups compare with their results and read the words in sentences aloud - The answers can be various - Listen and give more questions in pairs - Read the sentences in chorus aloud Understand the task Fill each blank with the simple present passive form of the verb in brackets Answers: is separated is set - must be followed is made up is paid are selected - - Understand the task - Rewrite the following sentences using the passive voice Answers: Exercise - Do exercise ‘part E-language focus’ in work book - Prepare Unit 5: Higher education I read a book that was written by a friend of mine - I read a book written by a friend of mine A man who was carrying a lot of money in a box got on the bus - A man carrying a lot of money in a box got on the bus (90) - In the street there were several people waiting for the shop to open Britain imports many cars which that were made in Japan - Britain imports many cars made in Japan There are a lot of people in your office who want to talk to you - There are a lot of people in your office wanting to talk to you The cowboy who had been wounded by an arrow fell off his horse - The cowboy wounded by an arrow fell off ms horse Most of the people who were injured in the crash recovered quickly - Most of the people injured in the crash recovered quickly John, who wished he hadn't come to the party, looked anxiously at his watch - John, wishing he hadn't come to the party, looked anxiously at his watch The children who were playing football in the schoolyard were my students - The children playing football in the schoolyard were my students 10 Vietnam exports a lot of rice which is grown mainly in the south of the country - Vietnam exports a lot of rice grown mainly in the south of the country In the street there were several people who were waiting for the shop to open - In the street there were several people waiting for the shop to open Britain imports many cars which that were made in Japan - Britain imports many cars made in Japan There are a lot of people in your office who want to talk to you - There are a lot of people in your office wanting to talk to you The cowboy who had been wounded by an arrow fell off his horse - The cowboy wounded by an arrow fell off ms horse Most of the people who were injured in the crash recovered quickly - Most of the people injured in the crash recovered quickly John, who wished he hadn't come to the party, looked anxiously at his watch - John, wishing he hadn't come to the party, looked anxiously at his watch The children who were playing football in the schoolyard were my students - The children playing football in the schoolyard were my students Homework: (2 minutes) 10 Vietnam exports a lot of rice - Assign homework which is grown mainly in the south of - Do exercise ‘part E-language focus in work the country - Vietnam exports a lot of rice grown book mainly in the south of the country (91) The 38th period Date: 29/ 10/ 2009 Grade 12 Test yourself B I Objectives: 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 II Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs… IV Procedures: Teacher’s activities Students’ activities Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the test - Answer teacher’s questions yourself B * Have you prepared it at home? * Have you got any difficulties? Test yourself I Listening(2.5 points) (10 minutes) - Look at the book and listen - Present the task: Listen and complete the to the task table below - understand the task - Tell students the topic of the table - Listen to the tape carefully Notes (92) - Get students to look through the table - Explain the meaning of new words - After that turn on the tape of the passage aloud twice - Let students fill in the blanks with the words they have just heard - Go round the class to control the work - Then turn on the tape of the passage the last time for students to check their results - Correct mistakes II Reading (2.5 points) (10 minutes) - Present the task: Read the passgae and fill in each blank with a suitable word from the box - Get students to work in groups, discuss about the passage - Go round the class to control the discussion - State the best option - Correct mistakes - Fill in the blanks with the words they’ve just heard - Correct mistakes Keys: sorts of things, learn at all, things for themselves, make them go, a certain age - Look at the textbook and listen to the teacher then read the passage and fill in each blank with a suitable word from the box - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups, and correct Keys: Final 6.Qualification requirements 7.Grader when 8.Equivalent courses Count subjects 10 Who - Listen to the teacher III Grammar(2.5 points) (8 minutes) - Work in groups to complete - Recall the grammar the sentences - Giude students how to - Compare the results with the - Give them some newwords: other groups - Do the first as an example - Correct mistakes - Ask students to to the exercise Keys: - Call the to to on board The widows have been - Go round the class to control the set’s cleaned activities A super market is going to - State the keys built - Correct mistakes Lan is said to have won If you listen carefully, you will know what to If I had a car, I would If we had brought a city map, we wouldn’t have - Listen to the teacher carefully (93) IV Writing(2.5 points) (7 minutes) - Giude students how to write - Give students some models and structures to writes - Ask students to write - Call the to to on board - Go round the class to control the students’ activities - Correct mistakes Homework (5 minutes) - Ask students: + to study all the lessons again The 39th period Date: 01/ 11/ 2009 Grade 12 - Work in groups or in pairs then write - Compare the results with the other groups Dear - Correct mistakes - Study all the lessons again (94) Review and test preparation Lesson – passive voice A Objectives; 1- Knowledge: By the end of the lesson students will be able to; - use the correct passive sentence 3- Skills: - Remembering the use of passive voice 4- Education: - present passive speech in English language B.Teaching aids; 1.Teacher: - Method: mainly communicative approach - Materials: helping board, textbook, handouts Student:- Materials: Student’s book C.Procedure; Theme I Organize ( m') II Warm-up (5 m') III Presentation (35 m') Teacher's activities 1- Check the student's list 2- Arrange the seats if it's necessary Student's activities - Monitor gives names of absent students - Ask some questions: Do you know when was this school built at the first time? How many pupils have been taught since 1999? - Call some Ss to answer orally, - Take note the answer on the board and feedback - Instroduce the revision grammar point A Grammar : *) Passive voice - T give examples and ask Ss to give remarks Ex1: This bike is made of plastic Ex2: Her book was read by thousand of students last year Ex3: These rooms have been painted several times - Ask Ss to give remarks on the form 1- form To be + Past participle (PII) 2- Rules of changing active to passive 2.1) Subject, object, verb Ex1: VietNam exports rice -> Rice VietNam is exported by Active: Subject verb obiect Passive:Subject be + PII by object 2.2) Tenses: Work in pairs - write down the answers - give the answers orally - other ss give remarks on the answers - study the examples and give remarks on the form - buid the form - study the model - give explaination to the rules - write down - study the active (95) Active tenses - simple present - simple past - present continuous - past continuous - present perfect - past perfect Passive tenses - S + is/am/are + PII - S + was/were + PII - S +is/am/are + being + PII - S +was/were+ being + PII - S + has/have + been + PII - S + had + been + PII 2.3) Modal verbs:( can, could, may, must, should…) - give the equivalents to passive - write down - listen to the teacher, - take notes S + modal verbs + be + PII Ex1: Our village may be flooded in the rain season IV Summary (2 m') V Homework (2 m') - T summarize the content of the lesson + give remarks on the basic rules - listen and understand - Asign homeworks: exercise 1,2,3 page 50(English - Listen to the teacher 12- student book) - Write down the - Prepare conditional sientences: Revise the rules of homework to at home transformation of active to passive The 40th period Date : 03/ 11/ 2008 Grade 12 Review and test preparation Lesson – Conditional sentence A Objectives; 1- Knowledge: By the end of the lesson students will be able to; - use the correct conditional sentences 3- Skills: - Remembering the use of conditional sentences 4- Education: - present wishes in English language (96) B.Teaching aids; 1.Teacher: - Method: mainly communicative approach - Materials: helping board, textbook, handouts Student:- Materials: Student’s book Anticipated problems: SS may find difficult to distinguish the use of conditional sentence type1 and type2 in some cases C.Procedure; Theme I Organize ( m') II Warm-up (5 m') III Presentation (35 m') Teacher's activities 1- Check the student's list 2- Arrange the seats if it's necessary - Ask some questions: */ If you were the headmaster, what should be done to make our school better? - Call some Ss to answer orally, - Take note the answer on the board and feedback - Instroduce the revision grammar point A Grammar : *) Conditional and wish sentence 1- Conditional sentence; 1.1) Conditional sentence type a- Form; Ex1: If he visits us, I will tell him the truth If clause Main clause S + V(simple present tense) S + will + V(infinitive) b- Use; b.1) express an real condition that is in present or may happen in the future Ex1: If I have time, I'll visit you Ex2: He will get good marks if he studies harder b.2) Will" can be replaced by " can, may, must, should) Ex1: If you feel tired, you can stay at home Ex2: We may finish our before noon if we start now Ex3: If you want a good job, you must work hard now 1.2) Conditional sentence type a- Form; Ex1: If he lived next to us, we would ask him for help If clause Main clause S + V(simple past tense) S + would + V(infinitive) b- Use; b.1) express an unreal condition that can't happen Student's activities - Monitor gives names of absent students Work in pairs - write down the answers - give the answers orally - other ss give remarks on the answers - study the examples and give remarks on the form - buid the form - study the models - give explaination to the use - write down - study the model - give explaination to the form - write down (97) IV Summary (2 m') V Homework (2 m') Ex1: If I were a millionaire, I would buy a luxury car Ex2: What would you if you won 100.000$? 1.3) Conditional sentence type a- Form; Ex1: If he lived next to us, we would ask him for help If clause Main clause S + V(past perfect tense) S + would have + V(infinitive) b- Use; b.1) express an unreal condition in the past that coundn't happen Ex1: If he had studied hard, he would have entered an university Ex2: We wouldn't have missed the train if we had got up earlier * Notice: If…not = Unless (trõ phi) Ex1: If he doesn't call her, she will be unhappy -> Unless he call her, she will be unhappy 2- wish, if only + clause ( gi¸ mµ…) 2.1) unreal wish at present Ex1: I wish my life were better Ex2: If only he loved me, I would be the happiest woman 2.2) unreal wish in the past Ex1: We wish she hadn't failed the exam Ex2: If only you had bought that house, we would have lived near the city center - T summarize the content of the lesson + give remarks on the basic rules - study the models - give explaination to the use - write down - study the model - give explaination to the form - write down - study the models - give explaination to the use - write down - listen to the teacher, - take notes - listen and understand - Asign homeworks: exercise 1,2,3 page 34 - Listen to the teacher ( English 12, workbook) - Get the knowledge - Prepare for conditional sientences ready for the coming - To get ready for the 45 minute-test in the next test period - Write down the homework to at home (98) \ The 41st period Date: 06/ 11/ 2009 Test Grade: 12 Time limit: 45 minutes 45 minute test Full name :…………………………………… Class : …………… Circle the best opitions to complete the following passage : Henry is probably the luckiest person I know He is one of those rare people (1)……….job I would really like to have myself Henry, who had always been interested (2)……….both science and animals, wanted to be a vet, and we were both students(3)……… university at the same time When his course finished, he went to Aberdeen, where he looked after domestic animals (4)…… as cats and dogs In addition, he is charge (5)…… a special program to protect species which are in danger of extinction 1/ A.who B.his C.who his D.whose 2/ A.in B.at C.of D.for 3/ A.of B.at C.studying D.on 4/ A.like B.same C.such D.just 5/ A.of B.with C.for D.at Choose the sentence that has the same meaning with the given sentence : 6.My father stopped smoking two years ago A My father stopped smoking for two years B.My father has stopped smoking two years ago C.My father has stopped smoking two for years ago D.My father has stopped smoking for two years He wore glasses and a false beard so that A anyone can recognize him C no one can recognize him B no one could recognize him D no one couldn’t recognize him 8.As soon as he waved his hand, she turned away A.He saw her turn away and he waved his hand B.No sooner had he waved his hand than she turned away C.She turned away because he waved his hand too early D.Although she turned away, he waved his hand 9.”Don’t put your feet on the chair,” my mother said A.My mother said to me not to put your feet on the chair B.My mother told me not to put my feet on the chair C.My mother told me I did not put my feet on the chair D.My mothey told me that I should put my feet on the chair 10.I might go camping My friends have invited me A.My friends have invited me to go camping B.My friends have invited me go camping (99) C.My friends have invited me going camping D.My friends have invited me that I might go camping Choose the word that pronounced differently from the others : 11/ A.laughs B.photographs C.machines D.parents 12/ A.planted B.liked C.needed D.wanted 13/ A.humor B.honest C.human D.horror 14/ A.language B.success C.private D.property 15/ A.escape B.replace C.involve D.country Choose the best answer : 16.Everything is going well.We………….any problem so far A.didn’t have B.haven’t had C.hadn’t had D.wasn’t having 17.Look ! That man overthere………… the same sweater as you A.wears B.to wear C.is wearing D.was wearing 18.Lisa……… to work yesterday She wasn’t feeling well A.didn’t go B.hasn’t gone C.hadn’t gone D.hadn’t go 19.Most of the guests………by the time we arrived at the reception A.had left B.were left C.would left D.have left 20.When she returned home from work, she……….a bath A.takes B.took C.has taken D.was taking 21.Did he tell you………… ? A.where could we meet him B.we would be able to meet him where C.where would be able to meet him D.where we would meet him 22.If Tan Son Nhat Airport……… clear of fog we will land there A.is B.was C.will be D.could be 23.Kate is a very…………girl She can make friends easily even though she is in a strange place A.shy B.unfriendly C.socible D.reticent 24.You………… better take off your wet shoes A.should B.would C.had D.could 25.Elvis Presley………… in 1997 A.dies B.died C.is died D.was died 26.His short stories,……… usually had unhappy endings, were collected and published A.who B.which C.whom D.that 27.His achivements were partly due to the……… of his wife A.assis B.assisted C.assistant D.assistance 28.Tommy……… for all the trouble had caused to us A.complimented B.apologized C.excused D.complained 29.There was a wealth of…………….evidence A.supportive B.support C.supported D.supporting 30.My sister……………for you since yesterday A.is looking B.was looking C.looked D.has been looking 31.English is an important that is required in several national examination A.language B.test C.evaluation D.subject 32.Bicycles in the driway A.must not leave B.must be leaving C.must not left D.must not be left 33 yet ? A.Have the letters been typed B.Have been the letters typed C.Have the letters typed D.Had the letters typed 34.If I ten years younger, I would apply for the job (100) A.am B.was C.were D.had been 35.Ms Young, to many of her students are writing, is living happily in Canada A.who B.whom C.that D.whose 36.I would like to know the reason .he decided to quit the job A.why B.which C.that D.when 37.I have just called .a job interview, I am so nervous A.for B.in C.over D.with 38 .if a war happened ? A.What you would B.What would you C.What will you D.What you will 39.If she the train last night, she .here now A.took / were B.takes / will C.had taken / would have been D.had taken / would be 40.Paul is so smart He graduated the university in just three years A.of B.at C.from D.to UNIT 7: economic reforms The 42nd period Date: 08/ 11/ 2009 Grade 12 Theme: economic reforms Unit REFORM Reading Time: 45 minutes I Objectives: Educational aim: - Students read and guess the meaning of words in contexts - They read and answer questions about the texts - They practice scanning for specific information in the texts Knowledge: - General knowledge: The changes brought about by the economic reforms - Language: Common knowledge of education, healthcare, agriculture,… - New words: Words related to the topic (economic, medical and agricultural terms) Skills: - Guessing meaning in context, scanning for specific information and passage comprehension II Method: - Integrated, mainly communicative III Teaching aids: -Picture, board, chalks, textbook, handouts,… IV Procedure: (101) Teacher’s activities Warm-up: (5 minutes) Aims: to introduce the topic of the lesson and to raise students' interest - Tell the class the the differences between schools (hospitals, houses) now and the past ten years - How farmers transport their farming products now and how did they ten years ago? - What make all of these changes? Before you read : (38 minutes) - Ask students (to work in pairs) to open their books, look at the pictures, and the tasks that follow + What can you see ? + Do you think…? + What, in your opinion, should…? - Ask them to work in minutes, meanwhile the teacher moves round to help if necessary - Ask some pairs to report - Give some remark if necessary - Ask students to read the pssage Students’ activities now: beautiful buildings, good facilities, past: … now: tractors, motorbikes, … past: human’s force or animal’s force the development of economic - Things seen: a village, farmers, a buffalo, some huts,… A poor village, of course the farmers lead a poor life Build a new road, change the cultivation methods, … - Listen to the teacher then read the passage - Listen to the teacher Home work: (2 minutes) - Write down the homework to at - Ask the students to read the passage and home prepare the tasks at home Notes (102) The 43rd period Date: 10/ 11/ 2009 Grade 12 Theme: economic reforms Unit Reading Time: 45 minutes I Objectives: Educational aim: - Students read and guess the meaning of words in contexts - They read and answer questions about the texts - They practice scanning for specific information in the texts Knowledge: - General knowledge: The changes brought about by the economic reforms - Language: Common knowledge of education, healthcare, agriculture,… - New words: Words related to the topic (economic, medical and agricultural terms) Skills: - Guessing meaning in context, scanning for specific information and passage comprehension II Method: - Integrated, mainly communicative III Teaching aids: -Picture, board, chalks, textbook, handouts,… IV Procedure: Teacher’s activities Warm-up: (5 minutes) Aims: to introduce the topic of the lesson and to raise students' interest - Tell the class the the differences between schools (hospitals, houses) now and the past ten years - How farmers transport their farming products now and how did they ten years ago? - What make all of these changes? While you read : (30 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 : (10 minutes) - Ask students to read through the text once Students’ activities now: beautiful buildings, good facilities, past: … now: tractors, motorbikes, … past: human’s force or animal’s force the development of economic - Ask some new words if necessary - Read through the text find the new words, try to guess the meanings of those words in contexts: Notes (103) to find out some new words, guess the main idea - Explain new words (give the Vietnamese equivalents), guide the sts to get the main contents of the reading text - Ask students to work individually in minutes to this task - Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to the task effectively - Give students some more words that may be new/ unfamiliar to them - Guide the students to read the word in chorus and individually Task 2: (10 minutes) - Ask students to read the passage again and choose whether the statements given are true (T) or false (F) - Ask them to work individually to the task and give the evidence to prove the keys - Move round to make sure that all students are working and to help them if necessary - Ask some students to report and give feedback Task 3: (10 minutes) - Ask students to read the passage again then work in pairs to ask and answer the suggested questions - Walk round the class to give help if necessary + National Congresses: §¹i héi toµn quèc + renovation (n): đổi + under-developed (pp):¸chËm ph¸t triÓn + inflation (n): l¹m ph¸t + stagnant (adj): tr× trÖ + government subsidies (n): sù bao cÊp cña chÝnh phñ + government commitment (n): cam kÕt cña chÝnh phñ + dissolve (v): tan r· + substantial (adj): lớn lao, đáng kÓ - Get the meaning of some more words: + eliminate (v):… + intervention (n):… + Vietnamese Communist Party + measure (n):…… + promote (v):… + economic reforms (n):… + Land Law + Enterprise Law - Work individually to read the text then choose whether the statements given are true (T) or false (F) - Share the key with other sts F F T F T - Find in the text the evidence to prove the keys - Do the task in pairs: A: When and by whom was …? B: in 1986 by the Vietnamese Communist Party A: What was the aim…? B: to restructure the economy of Vietnam, to Raise the living standard of the people A: Name the renovation measures…? (104) B: eliminated government subsidies shifted economic priority… of export reduced state intervention in - Give suggested words, phrases or useful business suggestions open trade relation… the world - Correct the students’ work encourage foreign…… investment A: How has Vietnam changed…? B: productivity and agricultural export… farmers have enjoyed… workers have worked harder children, especially from …, … training A: What we believe? B: We believe that with the … VN before DM: economy under-developed – country and poor people – production After you read : (8 minutes) stagnant – shortage of schools, - Ask students to work in group to scan the hospitals – inflation text again Renovation measures: - Ask them to work in small groups of three eliminated government or four to talk about the text based on the subsidies - shifted economic suggested points priority… of export - reduced - Encourage them to use their own words state intervention in business - Ask one or two pairs to report open trade relation… the world encourage foreign…… investment VN since DM: productivity and agricultural export -farmers have enjoyed… workers have worked harder children, especially from …, … training - Listen to the teacher - Write down the homework to at home Home work: (2 minutes) - Write a passage to say what changes (105) you’ve seen in your village since the year 1986 compare to the past The 44th Period Date: 10/ 11/ 2009 Grade 12 Theme: economic reforms Unit Speaking Time: 45 minutes I Objectives: Educational aim: - Students work in pairs to describe the pictures - Students talk about measures and effects of the economic reforms in Fantasia Knowledge: - General knowledge: Economic reforms - Language: + The way to make suggestions or predictions + The tenses - New words: words related to economic reforms Skills: - Discribing details in pictures - Talking about changes the new economic reform has brought about II Method: - Integrated, mainly communicative III Teaching aids: - Pictures, board, chalks, textbook, handouts IV Procedure: Teacher’s activities Students’ activities Notes (106) Warm-up: (5 minutes) Tell a short story to prove that the renovation measures has apparently changed the social and people’s lives positively Pre-speaking : (12 minutes) Task - Explain the requirements clearly in English “in your textbook, there are four pictures Now, what I would like you to is to look at them carefully and say what they are about” - Ask students to work in pairs to discus the three questions and find the answers - Correct the students’ work and give remark While-speaking : (15 minutes) Task - Explain the requirements “The country of Fantasia started its overall reforms…” - Divide the class into groups, asks each group to discus a section: Education Health care Agriculture - Guide the students how to speak by giving them useful suggestions: + They have………… so …… + Due to the ……… + Thanks to the……… + By applying……… - Walk round from group to group to give help if necessary - Encourage students to speak out what they think even a phrase or a singular word Listen and give one’s own ideas or story if being asked - Work in pairs to discus the three questions and find the answers A: What does each pair of picture tell you? B: It tells us the contrast between the present and past situations A: What changes can you see in each pair of…? B: The new school and factory are much bigger and more beautiful than the old ones A: What you think … to achieve these…? B: They must have taken some renovation measures - Correct the answers oneself Group 1: Education S1: The government of Fantasia has changed the curriculum and textbooks S2: They also provided schools with more equipment and facilities S3: They build more schools and raised the teachers’ salaries S1: It is obvious that they…… Group 2: Health care S1: Many hospitals have been built as well as the doctors’ and nurses’ salaries have been raised S2: Due to the government’s policy, many more highly qualified doctors have worked to improve the people’s health Group 3: Agriculture (107) S1: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems S2: They’ve also applied new and advanced farming techniques, more facilities and equipment S3: They use fertilizers, pesticides and insecticides to protect their crops Post-speaking : (10 minutes) Task - Ask students to work individually to summarize what they’ve discussed in their own words - Move round to check the activities and to make sure that students are working effectively - Ask one or two students to report in front of the whole class - Check and give remarks S1: The government of Fantasia has changed the curriculum and textbooks They also provided schools with more equipment and facilities They build more schools and raised the teachers’ salaries… S2: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems They’ve also applied new and advanced farming techniques, more facilities and equipment They use fertilizers, pesticides and insecticides to protect their crops - Listen to the teacher - Write down the homework to at home Homework: (3 minutes) Name some measures we’ve made to promote our economic system (108) The 45th period Date: 12/ 11/ 2009 Grade 12 Theme: economic reforms Unit Listening Time: 45 minutes I Objectives: Educational aim: -Students know the harm of taking drug Knowledge: - General knowledge: Listen for specific information (109) - Language: The present simple tense - New words: Words related to to the topic Skills: - Listening and deciding on True or False statements - Listening comprehension II Method: - Intergrated, mainly communicative III Teaching aids: - Tape, cassetteplayer, board, chalks, textbook IV Procedure: Teacher’s activities Warm-up: (5 minutes) - A story about an addictor Students’ activities - Listen to the teacher Before you listen: (7 minutes) - Ask students to work in pairs to ask and answer the given questions - Guide the students to answer if necessary - Give further information - Work in pairs: S1: Should drug-taking be banned? S2: Yes, because it brings the users many harm on not only their physical but also mental - Explain the words that will appear in the health listening text S1: Drug-taking is totally a - Ask students to read in chorus then social evil individually - Listen and repeat: Tango discourage Drug-taker rationally Ruin solution Unfortunately measures islanders While you listen: (20 minutes) Task 1: Ask students to read the statement at least once first Ask them to guess the answers Play the tape once then check how many answers can students find Play the tape again Check and give remarks Call some students to say out their answers and the evidences they get to prove their answers Task 2: - Read the statement once to get the main contents Listen to the tape and the task Find evidences to each of the answers Represent if being asked Keys: F, 2.F, T, T, F, F, T, T, F - Listen to the teacher’s explanation then correct the answers onself - Read the questions once to get the main contents Notes (110) - Ask them to guess the answers Play the tape once then check how many answers can students find Play the tape again Check and give remarks Call some students to say out their answers and the evidences they get to prove their answers Listen to the tape and the task Find evidences to each of the answers Represent if being asked They discovered a plant containing a powerful drug They grew it all over the island The negative effects: people become lazy – children did not go to school – the shortage of food Measures: introduced a law to make the drug illegal – put drug-takers into prison – export the drug to other countries - Listen to the teacher’s explanation then correct the answers oneself - In groups, ask and answer the question S1: Do you think that the Government of Tango……? S2: I don’t agree with that After you listen: (10 minutes) solution because when they - In group, ask students to discus the guided export the drug to other question, find the answer countries the other peoples - Move around to help if necessary will suffer from the drug- Give remarks or even suggestions taking problems, and other government will face the same problems as theirs - Listen to the teacher’s guide to correct oneself -Listen to the teacher and write down homework to at home Homework: (3 minutes) - Imagine you are an MP of Tango what would you to solve the problem (111) The 46th period Date: 14/ 11/ 2009 Grade 12 Theme: economic reforms Unit Writing Time: 45 minutes I Objectives: Educational aim: - Writing a report based on given information Knowledge: - General knowledge: Writing a report on the economic development - Language: +The tenses + Connectors (time expressions) - New words: Words related to economic reforms Skills: - Writing a report II Method: - Intergrated, mainly communicative III Teaching aids: - A picture, board, chalks, textbook IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Free talk about the changes in one’s home village during the renovation process Pre-writing: (10 minutes) - Explain as clearly as possible the requirements “The table below presents the results the Government… ” - Give clear task to students While-writing: (18 minutes) Students’ activities Do as required Exchange the others ideas Listen to the teacher Get the task Notes with (112) Task Ask students to look at Task In pairs, ask students to ask and answer the questions Work in pairs to the task Move around to give help S1: What was the economic Check and give remarks situation in Tango before 1980? S2: It was really bad The country was under-developed S1: What can you say about the economic situation in Tango from 1980 to 200? S2: Many positive changes has made The economic situation in 2000 is much better than the one in 1980 S1: What you think the ….? S: They have taken positive measures… Listen to the teacher to correct oneself Task - Explain the requirements: Writing a report + The economic situation of Tango before 1980 + The measures taken by the Government and the people of Tango overcome the problems + The achievement ( as presented in the table) they have made as a result of the reform - Ask students to work in groups to write report - Walk round to give help if necessary Work in groups to the task The Government and the people of Tango started their overall economic reform in the mid 1970s Before that time the economy of the country was in ruins……… The Government of Tango has taken a lot of measures in order to promote the national economy such as…… Despite all difficulties, the people of Tango … After all, they have received greater and greater achievements… Compare the result to the other groups Listen to the teacher’s explanations Exchange the writing to other groups to check and give remarks - Represent the task on board (113) if being asked Read the writing to get others’ remarks The Government and the Post-writing: (10 minutes) people of Tango started their - Ask some groups to represent their work, overall economic reform in ask other to give remark the mid 1970s Before that - Choose some good writing to read in class time the economy of the and give remark country was in ruins……… The Government of Tango has taken a lot of measures in order to promote the national economy such as…… Despite all difficulties, the people of Tango … After all, they have received greater and greater achievements… Do as the teacher asked - Listen to the teacher and write down homework Homework: (2 minutes) - Ask students to rewrite the task at home and preapare part Language Focus at home The 47th period Date: 16/ 11/ 2009 Grade 12 Theme: economic reforms Unit Language Focus Time: 45 minutes I Objectives: Educational aim: (114) - Strong form and weak form of auxiliaries Adverbial clauses Knowledge: - General knowledge: Combining the sentences - Language: Know how to use although, even though… - New words: Words related to the exercises Skills: - Writing sentences with adverbial clauses of concession II Method: - Intergrated, mainly communicative III Teaching aids: - Board, cassetteplayer, chalks, textbook and notebook IV Procedure: Teacher’s activities warm up: (5 minutes) - Introduce the lesson to the students Pronunciation: ( 15 minutes) - Explain the way to use strong form (emphasis, positive, stressed cases ), weak form (interrogative, unstressed cases) - Help students to know the pronunciation - Practice: A: Can you speak English? B: Yes, I can A: Must we go now? B: I think we must A: Have you met Quang? B: Yes, I have A: Has she gone? B: Yes, she has A: Shall we go now? B: I think we ought to A: Will you come tomorrow? B: Yes, I will A: Do you really have time for it? B: Yes, I Grammar and vocabulary: ( 23 minutes) - Explain once again the “Clause of concession” Though Although S + V, S + V Even though Guide the students how to the exercises Divide the class into groups, ask them to the exercises - Walk round to give help if necessary Correct the students’ work if necessary Students’ activities - Listen to the teacher Get the teacher’s explanation Can /kæn/ (str) /kən/ (w) Could /kud/ Must /mst/ (str) /məst/ (w) Have /hæv/ Has /hæs/ Do /du/ Does /dz/ Is /iz/ Am / æ m/ Will /wil/ Shall /∫æl/ Practice reading in chorus or individually Exercise1: Although it rained a lot, we enjoyed our vacation Although we had planned everything carefully, a lot of things went wrong Even though/ Although the doctor has advised him to quit, Bob (still)… Although it was cold and Notes (115) rainy, we managed to go to class in time Although Luong has studied English only for six months, he can …… I didn’t go to bed early although I was … Exercise 2: Although I was very tired Although I had never seen her before although it was pretty cold although we don’t like them very much Although I didn’t speak the language Although the heat was on although I’d met her twice before although we have known …… Exercise 2: we forget many things they were very happy he could speak/ read the language… Although he had revised everything… Homework: (2 minutes) it is pretty cold/ there hasn’t - Ask students to revise the strong form and been… weak form of auxiliaries, the use of clause of concession, and prepare Unit Part: Reading - Listen to the teacher and write down homework to at home (116) UNIT 8: life in the future The 48th period Date: 16/ 11/ 2009 Grade 12 Theme: life in the future Unit Reading Time: 45 minutes I Objectives: Educational aim: - Students read and guess the meaning of words in contexts - They read and decide on True or False statements - They note taking and comprehend the passage Knowledge: - General knowledge: The changes of the life in the future - Language: Common knowledge of the life and the environment… - New words: Words related to the life and the economic, environment… Skills: - Guessing meaning in context, deciding on true or false and passage comprehension II Method: - Integrated, mainly communicative III Teaching aids: -Picture, board, chalks, textbook, handouts,… IV Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) Aims: to introduce the topic of the lesson and - Listen to teacher to raise students' interest - Introduce the new lesson to the students Before you read : (7 minutes) - Ask students to look at the picture ask and answer the questions - Look at the picture, listen to (117) the teacher then ask and answer the questions in the book - Work in pairs 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 : (3 minutes) - Ask students to read through the text once to find out some new words, guess the main idea - Explain new words (give the Vietnamese equivalents), guide the sts to get the main contents of the reading text - Ask students to work individually in minutes to this task - Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to the task effectively - Give students some more words that may be new/ unfamiliar to them - Guide the students to read the word in chorus and individually - Listen to the teacher then read the passages - Ask some new words if necessary - Work individually to read the text then choose the the words and phrases in the passage: - Share the key with other students: Keys Pessimists optimists economic depression terroism wiped out Space shuttle Task 2: (4 minutes) - Ask students to read the passage again then work in pairs to ask and answer the suggested questions - Walk round the class to give help if necessary - Listen to the teacher then the task - Works in pais: Keys: - Many large corporations will be wiped out and millions of jobs will be lost - Give suggested words, phrases or useful - The security of the earth suggestions will be threatened by terrosist groups will become more - Correct the students’ work powerful and more dangerous - People will be living in much cleaner environment, breathing fresher air anf being looked after by …… - They are developments in micro technology–coputer and telecommunication - Work individually to read the (118) Task 3: (6 minutes) - Ask students to read the questions carefully - Ask students to read through the passage again - Ask the class to - Call some students to give the answers - Ask others students to correct - Give the true answers text then choose the the words and phrases in the passage: - Share the key with other students: Keys: - Work: Factories, offices… - Travel: Cars, space-shuttle, petrol, … - Listen to the teacher then the task After you read : (8 minutes) - Some students stand up to - Ask students to work in group to scan the report their discussions text again - Work in groups - Ask them to work in small groups of three or four to discuss the Advantages and disadvantages of Robots - Encourage them to use their own words - Ask some students to report Home work: (2 minutes) - Listen to the teacher - Review the reading and prepare the - Write down the homework to at speaking at home home The 49th Period Date:18/ 11/ 2009 Grade 12 Theme: life in the future Unit Speaking Time: 45 minutes I Objectives: Educational aim: - Talking about the life in the future - Discussing predictions about life in the future… Knowledge: - General knowledge: The life in the future - Language: + The way to make the life better in the future (119) + The tenses - New words: words related to the life in the future Skills: - Discussing predictions about life in the future - Talking about changes the life in the future II Method: - Integrated, mainly communicative III Teaching aids: - Board, chalks, textbook, handouts IV Procedure: Teacher’s activities Students’ activities Warm-up: (5 minutes) Tell a short story to prove that the renovation Listen and give one’s own measures has apparently changed the social ideas or story if being asked and people’s lives positively Pre-speaking : (12 minutes) Task - Guide students how to practise - Ask students to work individual - Walk around and help them - Call students to say - Correct their mistakes While-speaking : (15 minutes) Task - 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 - Guide students how to practise - Ask students to work in gruops - Call some pairs of student to stand up and - Pair work - Practice answering the toppic: By the end of the 21st, chinese astronaunts …… ……… By the end of the 21st, a new moon city will have been opened… …………… - Listen to the teacher then practise - Workin pairs Ex: I think it is likely that by the end of the 21st century ………… In my opion, it is unlikely that by the end of the 21st century ………… …………………… - Free practices - The students who are called stand up to talk to the class about their ideas Notes (120) practise - Correct their mistakes - Listen to the teacher Homework: (3 minutes) - Write down the homework to - Ask the students to prepare the listening at at home home The 50th period Date: 22/ 11/ 2009 Grade 12 Theme: life in the future Unit Listening Time: 45 minutes I Objectives: Educational aim: - Listening, mastering the content of the tape - Doing the tasks fluently (true or false statements and the details) Knowledge: - General knowledge: By the end of the lesson ,students will be able to understand how to make the life better and longer in the future - Language: The present simple tense and the simple future tense - New words: Words related to to the topic Skills: - Listening and deciding on True or False statements - Listening for details II Method: - Intergrated, mainly communicative III Teaching aids: - Tape, cassetteplayer, board, chalks, textbook IV Procedure: Teacher’s activities Warm-up: (5 minutes) - A story about age Students’ activities - Listen to the teacher Before-listening: (7 minutes) Before you listen: Before you listen: Notes (121) - Ask students to look at the book and answer the question in the book - Let them work in pairs - Listen and correct for them Listen and repeat - Turn on the tape and ask students to listen - Let students listen again and repeat - Write some words on board and ask students to read them aloud - Correct While-listening: (20 minutes) Task 1: Ask students to read the statement at least once first Ask them to guess the answers Play the tape once then check how many answers can students find Play the tape again Check and give remarks Call some students to say out their answers and the evidences they get to prove their answers Task 2: - Ask them to guess the answers Play the tape once then check how many answers can students find Play the tape again Check and give remarks Call some students to say out their answers and the evidences they get to prove their answers - Let students work inpairs - Look at the book - Listen to the teacher - Ask and answer the question in the book - Work in pairs - Listen and repeat - Preactise in pairs - Read the new words aloud in chorus then in devidual - Read the statement once to get the main contents Listen to the tape and the task Find evidences to each of the answers Represent if being asked Keys: F, 2.F, F, T, T - Listen to the teacher’s explanation then correct the answers onself - Read the questions once to get the main contents Listen to the tape and the task Find evidences to each of the answers Represent if being asked Eating more healthily food, cutting down on things like butter, alcohol and cigarettes The development in medical science Because nobody dies from old age, just from diseases that affect people when they get older In ten years’stime AIDS will also be brought under control - Listen to the teacher’s explanation then correct the answers oneself (122) - In groups, discuss the advantages disadvantages of having a very long life After-listening: (10 minutes) Example: - In group, ask students to discus the guided Advantages: question, find the answer - Do many things they want to - Move around to help if necessary do/ enjoy life more - Give remarks or even suggestions - See their children and grandchildren grow up - Help their children and grandchildren - Children and grandchildren are happy with them Disadvantages: - Too weak to things and often ill - Feel lonely when children have grown up and busy with their lives, andfriends are dead - Listen to the teacher’s guide to correct oneself -Listen to the teacher and write down homework to at home Homework: (3 minutes) - Ask students write things to to have a healthy and long life, and prepare part writing at home The 51st period Date: 24/ 11/ 2009 Grade 12 (123) Theme: life in the future Unit Writing Time: 45 minutes I Objectives: Educational aim: - Discribing the world you would like to live in in the future Knowledge: - General knowledge: Writing about some one's ideas or imagines - Language: +The tenses + Connectors (time expressions) - New words: Words related to the life in the future, environment… Skills: _ To practise students’ speaking and writing skills _ To help students to able to write about the ideal world they would like to live in the year 2020 II Method: - Intergrated, mainly communicative III Teaching aids: - Board, chalks, textbook and notebook IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Free talk about the life in the future Students’ activities Do as required Exchange the others ideas Notes with Pre-writing: (10 minutes) Task - Listen to teacher - Ask student to read the request of task one - Write down and translate - Do on board - Explain them how to the task - Report - give students the structures: Ex: - guide them some new words + conflict (n) - Walk around and help them + harmony (n) - Call some to stand up and answer the + materialistic (a) questions Answer: - Corect + World: Peaceful, no war, no conflicts, no threat of terrorism, people live is harmony + Employment: everyone has a job + Environment: clean and healthy, less noise, less popolation, having larger parks, wild life is protected + People: Less materialistic, (124) less silfish, less violent and more loving While-writing: (18 minutes) Task - Ask student to read the request of task two - Explain them how to the task - guide them to write - Walk around and help them - Call one to on board - Corect Post-writing: (10 minutes) - Ask some groups to represent their work, ask other to give remark - Choose some good writing to read in class and give remark - Listen to the teacher - discuss and write down - work in groups - Compare the result to the other groups - Listen to the teacher’s explanations - Exchange the writing to other groups to check and give remarks - Represent the task on board if being asked Read the writing to get others’ remarks - Do as the teacher asked Homework: (2 minutes) - Ask students to rewrite the task at home and - Listen to the teacher and preapare part Language Focus at home write down homework The 52nd period Date: 28/ 11/ 2009 Grade 12 Theme: life in the future Unit Language Focus Time: 45 minutes I Objectives: Educational aim: - Contracted form of auxiliaries (cotinued) - Prepositions and articles Knowledge: - General knowledge: Combining the sentences - Language: Know how to use in, on, at, of, by, about, among, to, with… - New words: Words related to the exercises Skills: _ To practise students’ pronunciation and writing skills (125) _ To help students to be able pronounce the full forms and the contracted forms of auxiliaries and introduce to them the use of some prepositions and articles II Method: - Intergrated, mainly communicative III Teaching aids: - Board, tape, cassetteplayer, chalks, textbook and notebook IV Procedure: Teacher’s activities Warm up: ( minutes) - Introduce the lesson to the students Pronunciation: ( 15 minutes) _ play the tape and asks students to listen to the sounds listed in their books _ asks students to listen to the tape then repeat the words in chorus _ asks students to repeat the words individually _ correct their pronunciation if necessary _ asks students to read the sentences suggested individually _ can read the sentences first and notice the sounds in words _ asks some students to read the sentences aloud _ asks others to give comments then correct their pronunciation if necessary Grammar: ( 23 minutes) Exercise1: _ explains how to change direct speech into reported speech with gerund briefly then give some examples to illustrate and asks students to work in pairs to the exercise suggested _ asks students to discuss the answers with their friends _ asks some of the students to the exercise orally _ asks others to give comments _ gives the suggested answers if necessary Students’ activities - Listen to the teacher Get the teacher’s explanation _ listen to the sounds listed in their books _ listen to the tape then repeat the words in chorus _ some individuals repeat the words _ listen to the teacher’s correction _ read the sentences suggested individually _ listen to the teacher’s explanation _ work in pairs Do the exercise given in the textbooks _ discuss the answers with their friends then correct the mistakes themselves _ discuss the answers with their friends _ some of the students to the exercise orally _ other students give comments _ take notes of the suggested answers Notes (126) Exercise 2: _ explains the example carefully _ asks students to work in pairs to the exercise suggested _ asks students to discuss the answers with their friends _ asks some of the students to the exercise orally _ asks others to give comments _ gives the suggested answers if necessary Keys: in, 2.of, 3.on, 4.at, 5.to, 6.in, 7.about, 8.for, between, 10.to _ notice the explanation teacher’s _ work in pairs Do the exercise given in the textbooks _ discuss the answers with their friends then correct the mistakes themselves _ some of the students to the exercise orally _ other students give comments _ take notes of the suggested answers Keys: 1.Ø, 2.Ø, Ø, Ø, Ø The the, 4.the Ø, the Ø, 6.the Ø, 7.the Ø, 8.an.the.the, Ø.the, 10 Ø,a Homework: (2 minutes) - Ask students to revise the strong form and weak form of auxiliaries, the use of - Listen to the teacher and prepositions and articles, redo all the write down homework to exercises and prepare Test yourself C at at home home (127) The 53rd period Date: 30/ 11/ 2009 Grade 12 Test yourself c I Objectives: 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 II Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs… IV Procedures: Teacher’s activities Students’ activities Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the test - Answer teacher’s questions yourself C * Have you prepared it at home? * Have you got any difficulties? Test yourself I Listening(2.5 points) (10 minutes) - Present the task: Listen and complete the table below - Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words - After that turn on the tape of the passage aloud twice - Let students fill in the blanks with the words they have just heard - Go round the class to control the work - Then turn on the tape of the passage the last time for students to check their results - Correct mistakes II Reading (2.5 points) (10 minutes) - Present the task: Read the passgae and choose the statements are True or False - Get students to work in groups, discuss about the passage - Go round the class to control the discussion - State the best option - Correct mistakes - Look at the book and listen to the task - understand the task - Listen to the tape carefully - Fill in the blanks with the words they’ve just heard - Correct mistakes Keys: 1.B, C, A, B, C - Look at the textbook and listen to the teacher then read the passage and choose the statements are True or False - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups, and correct Notes (128) Keys: F, F, T, T, F - Listen to the teacher III Grammar(2.5 points) (8 minutes) - Work in groups to complete - Recall the grammar of articals the sentences - Giude students how to - Compare the results with the - Give them some newwords: other groups - Do the first as an example - Correct mistakes - Ask students to to the exercise Keys: - Call the to to on board A - Go round the class to control the set’s The, An, Ø activities The, A, Ø - State the keys - Correct mistakes B Athough Nam worked very hard, he didn't pass the exam Although I was very tired, I couldn't sleep Eventhough she had all the …… Athough the traffic was bad, we arrived on time - Listen to the teacher carefully IV Writing(2.5 points) (7 minutes) - Work in groups or in pairs - Giude students how to write then write - Give students some models and structures to - Compare the results with the writes other groups - Ask students to write - Call the to to on board - Correct mistakes - Go round the class to control the students’ activities - Study all the lessons again - Correct mistakes Homework (5 minutes) - Ask students: + to study all the lessons again (129) The 54th period Date: 06/ 12/ 2009 Grade 12 Review for the first term- GRADE 12 Lesson – Indirect speech A Objectives; 1- Knowledge: By the end of the lesson students will be able to; - speak and write sentences in the reported speech 3- Skills: - Remembering the use of each kind of reported speech in context 4- Education: - study use of reported speech in English language B.Teaching aids; 1.Teacher: - Method: mainly communicative approach - Materials: helping board, textbook, handouts Student:- Materials: Student’s book Anticipated problems: SS may find difficult to the equivalent forms of Pronouns, adverbs in reported speech C.Procedure; Theme Teacher's activities Student's activities (130) I Organize ( m') II Warm-up (5 m') 1- Check the student's list 2- Arrange the seats if it's necessary - Monitor gives names of absent students *Rewrite these sentences in reported speech - Ask Ss to in minutes " I love my parents very much" Jane said Jane said…………………………………… " I am going to work in Ha Noi next month" Peter said Peter said he……………………………… - Ask Ss to pay attention to the examples and give remarks the indirect speech Tense? Pronouns? ( personal, possessive, demonstrative) Adverbs? ( place, time) A Grammar :Reported speech - T give examples and ask Ss to give remarks I) We change the tenses of the verb if reported III verb is simple past Presentation 1, Reported speech: statement (35 m') Ex1: He said, "I have just bought a laptop today." -> He said (that) he had bought a laptop that day Ex2: They said, " We are having a party for our victory tomrrow." -> They said they were having a party for their victory the following day + What are the changes needed? The needed changes are: Tense, pronouns, adverbs - Rewrite these sentences - Present on the board - discuss and correct * Expected answers: Jane said she loved her parents very much Peter said he was going to work in HaNoi the month after - feedback and take notes - rewrite and correct - Give remarks on the changes of reported speech - Listen to the teacher's explaining and note down 2, Reported speech: questions Basic rule : S + asked + (O) + if /whether + S+ V S + asked + (O)+ W/ H + S + V Ex1: “ Have you seen this film ?” Tom said -> He asked me if / whether I had seen that film Ex2: “ Where is the post office ? “ Jane said -> She asked me where the post office was 3, Command and request S + told/asked/ordered/reminded/warned + O + ( not ) + to + V - Listen and write down the rules - rewrite and correct the sentences - Give remarks on the changes of reported speech - Listen to the teacher's explaining and note down - Listen and write down the rules Ex1" “ Keep silent!” He said -> He told us to keep - rewrite and correct the sentences silent - Give remarks on the Ex2: “ Don’t come late!” Peter said -> He asked changes of reported us not to come late (131) Ex3: " don't touch that machine It's dangerous." She said -> She warned me not to touch that machine as it was dangerous -Give notes : Special cases: II) We don’t change the tenses of the verb in indirect speech in the following cases: An action happened at exact time “ I was born in 1998 “ -> He said he was born in 1998 Conditional sentences ( types 2, ) - “ If I were you, I wouldn’t that.”-> He said if he were me, he would not that Past subjunctives ( wish- clause; as if ) -“ I wish I were a boy, “Mary said.-> Mary said she wished she were a boy 4, could , would , should, might, used to, ought to, would rather, had better, - “ You had better not contact her,” he said to me -> He said to me I had better not contact to her 5, general truths - “ The sun rises in the east.” -> He said the sun rises in the east IV Summary (2 m') V Homework (2 m') - T summarize the content of the lesson + give remarks on the basic rules speech - Listen to the teacher's explaining and note down - Listen and write down the rules - rewrite and correct the sentences - Listen to the teacher's explaining and note down - listen and understand - Asign homeworks: exercise 1,2 page 38(English - Listen to the teacher 12- student book) exercise 2,3,4 page 22 ( English - Write down the homework 12, workbook) to at home - Prepare for passive voice and conditional sientences: Revise the rules of transformation of active to passive (132) The 55th period Date: 10/ 12/ 2009 Grade 12 Review for the first term- GRADE 12 Lesson – Relative clauses, adverb clause of contrast A Objectives; 1- Knowledge: By the end of the lesson students will be able to; - use relative clauses and adverb clause of contrast accurately 3- Skills: - Remembering the use of relative clauses and adverb clause of contrast 4- Education: - aware of the similarities of Vietnamese and English language through complex sentences B.Teaching aids; 1.Teacher: - Method: mainly communicative approach - Materials: helping board, textbook, handouts Student:- Materials: Student’s book Anticipated problems: SS may find difficult to distinguish the differences between defining and non-difining clauses in some cases C.Procedure; Theme I Organize ( m') II Warm-up (5 m') III Presentation (35 m') Teacher's activities 1- Check the student's list 2- Arrange the seats if it's necessary Student's activities - Monitor gives names of absent students Gap-filling - Ask Ss to the task in pairs 1, I really like the book … is writen by To Hoai 2, The child… you saw at the party is Hellen's son 3, I have been to the village… my parents used to live - Ask Ss to give the answer and explain the use of relative pronouns - lead Ss to the new lesson A- Grammar I Relative clauses 1) Relative pronouns, relative averbs - work in pairs - give the answers orally - explain the use of relative pronouns - Ask Ss to fill in the blanks with suitable relative pronouns, relative adverbs Relative pronouns The boy… sits behind me can speak Spanish - work in groups of - give the answers orally - explain the use of relative pronouns (133) The man… Jane loves is a film actor People… houses were damaged in the flood will receice 100$ from Government I like the the house… situated on the left bank of Huong river Relative adverbs I can't remember the place… I left my keys Do you remember the day the festival start? I don't know the reason … he refused my help - Call some groups to give explainations to the use of each relative of pronouns, relative of adverb Defining clause and Non-defining clause - Ask Ss to discuss and explain the use of … Defining clause Non-defining clause This is the lady who Shakespeare, who saw the accident wrote Romeo and Juliet, The car which Peter died in 1616 bought last week is David's house, which made in USA was built last year, is The town where we designed by a French used to live is very architect quiet and peaceful These horses, which are expensive, are mine - Call some groups to explain - Feedback and give clear definition Reduction of relative clauses * to reduce relative clause, we omit " relative pronouns and the form of to be" Ex1: The boy who is talking to Marry is my boyfriend -> The boy talking to Marry is my boy friend Ex2: The books the are on the table are mine -> The books on the table are mine II Adverb clause of contrast 1- Adverb clause of contrast - Ask Ss to choose one of the words in the box to fill in the blank of each sentence although, though, mÆc dï eventhough While, whereas yet nhiªn He didn't receive anything … he worked hard … She had to housework, her sister didn 't have to Some children like apple … others hate it He studied hard for the exam, … he failed again - Feedback, explain the use of adverb clause of contrast "Who, whom, whose, that" are used to modify man "Which, that" are used to modify things "where" is used to modify adverb of places "when" is used to modify adverb of time - Study the examples and discuss the use - explain orally in front of the class - other groups give remarks - listen to the teacher's feedback and notedown - Study the examples and discuss the use - explain orally in front of the class - other groups give remarks - listen to the teacher's feedback and notedown (134) 2- Noun- phrase of contrast + In spite of + Noun/Pronoun ( mÆc dï) + Despite + Noun/Pronoun ( mÆc dï) - Gives some examples Ex1: In spite of bad weather, we managed to build the bridge Ex2: Despite of working hard, he earned a little money IV Summary (2 m') V Homework (2 m') - T summarize the content of the lesson + give remarks on the basic use of relative clauses - Study the examples and discuss the use - listen to the teacher's feedback and notedown - listen and understand - Asign homeworks: exercise 1,2 page 70- 1,2 page - Listen to the teacher 82 (English 12- student book) exercise page 41 - - Write down the 2,3 page 47 ( English 12, workbook) homework to at home - Prepare for the examination of the first term The 56th period Date: 16/ 12/ 2009 Grade 12 THE FIRST TERM TEST SỞ GIÁO DỤC - ĐÀO TẠO THÁI BÌNH ĐỀ KIỂM TRA CHẤT LƯỢNG HỌC KÌ I NĂM HỌC 2009-2010 MÔN: TIẾNG ANH 12 Thời gian làm bài: 60 phút; Học sinh làm bài vào Phiếu trả lời trắc nghiệm Mã đề 135 (Đề gồm 02 trang) I Phonetics A Pick out the word that has the stress pattern different from that of the other words: Question 1: A tertiary B instance C politics D contractual Question 2: A subsidy B industry C introduce D dominate B Choose the word whose underlined part is pronounced differently from the rest: Question 3: A confidence B sociology C priority D signal Question 4: A express B pessimist C congress D dissolve Question 5: A illegal B reference C parallel D renovation II Grammar and vocabulary: Choose the best answer to complete each sentence Question 6: Before the interview, you have to send a letter of application and your rÐsumÐ to the company The word rÐsumÐ is closest in meaning to A photograph B curriculum vitae C recommendation D reference Question 7: Sue : “You are a great dancer I wish I could half as well as you” - Daisy: “ _.” (135) A I'm fine, thanks B Not at all C I don’t think so, too D You’ve got to be kidding! I thought it was terrible Question 8: Mary didn’t remember _ I had told her the day before A of which B which C what D that Question 9: By the time I back next year, I think, you _ me A am / will have forgotten B will be / will have forgotten C am / will be forgetting D will be/ will forget Question 10: Williams is working _an export company He intends to apply _another job because he is not satisfied _the salary A for / for / with B in / on / at C at / out / into D from/ on/ for Question 11: Sorry, I can’t stop now I _ to an important meting A am going to go B am going C go D will go Question 12: You can use my phone if yours A won't work B doesn't work C won't be worked D isn't worked Question 13: Peter: “Thanks a lot for your wonderful gift.” – Mary: “ ” A You are welcome B Please C Welcomed D Thank you Question 14: Let’s go to Smith’s, _ we can have a drink before the soccer game starts A where B which C who D whom Question 15: There are several places where residents face the threat of _ every day A terrorize B terrorist C terror D terrorism Question 16: Mary: “That’s a very nice skirt you’re wearing.”- Julia: “ _.” A That’s all right B That’s nice C I like it D I’m glad you like it Question 17: The GCSE stands for A the Generous Certificate of Secondary Education B the General Certificate of Secondary Education C the Grade Curriculum of Secondary Education D the Government Curriculum of Secondary Education Question 18: Many Indian men said that it was unwise to in their wives A trust B share C confide D hide Question 19: He was offered the job thanks to his performance during his job interview A impressive B impress C impressively D impression Question 20: If he _the GCSE examination, he to take the entrance examination A had passed / would have allowed B had passed / would have been allowed C passes/ will allow D passed / would allow Question 21: He usually travels to _ Europe by _ plane A no article / no article B no article / a C the / no article D the / the Question 22: I didn't get the job _ A even as my qualifications B in spite of I had some qualifications C despite my qualifications D though my qualifications Question 23: An _year is a period of the year when students go to school or university A academic B educational C academy D education Question 24: She said she A had been very tired last night B was very tired last night C was very tired the night before D had been very tired the night before (136) Question 25: Hung: “Would you like to have dinner with me?” - Lam: “ .” A Yes, it is B Yes, so I C I’m very happy D Yes, I’d love to Question 26: My brother doesn’t any household chores but _ out the garbage A taking B takes C to take D take Question 27: It was the worst winter _ anyone could remember A when B that C in which D A and C are correct Question 28: that they can pass the written exam this time A It is hoped B It hopes C That is hoped D That hopes Question 29: Since I moved in, my upstairs neighbour _ his stereo loudly every night A is playing B played C has played D plays Question 30: She reads newspapers and looks through the “Situations ” column every day A vacancy B vacancies C vacant D article III Choose the underlined part which needs correcting Question 31: By (A) last Christmas, I was working (B) for (C) the (D) company for 10 years Question 32: Several of (A) these chairs need (B) being repaired (C), don’t they (D)? Question 33: What would (A) happen if (B) the temperature (C) is warmer (D)? Question 34: If (A) she had taken (B) the (C) train last night, she would have been (D) here now Question 35: Ten minutes are (A) a reasonable length (B) of time (C) for a call (D) IV Which of the following expresses the same ideas? Question 36: “If I were you, Tom, I wouldn’t meet Jane again.” said Anna A Anna advised Tom not to meet Jane again B Anna offered Tom not to meet Jane again C Anna advised Tom to meet Jane again D Anna invited Tom to meet Jane again Question 37: The last time I went to the museum was a year ago A At last I went to the museum after a year B I haven’t been to the museum since a year C My going to the museum lasted a year D I have not been to the museum for a year Question 38: What language are they going to speak at the conference? A What language is going to speak at the conference? B What language is going to be spoken at the conference? C What is language going to be spoken at the conference? D What language is going to be speaking at the conference? Question 39: It is the earth's gravity that gives us our weight A If there were not the earth's gravity, we would be weightless B Due to the earth's gravity we cannot weigh anything C The earth's gravity is given weight by people D If there hadn’t been the earth's gravity, we would have been weightless Question 40: I did not answer the door even though I knew it was my friend A Unless I knew it was my friend, I would not answer the door B I knew it was my friend, but I did not answer the door (137) C Though I knew it was my friend, but I didn’t answer the door D In spite of I knew it was my friend, I didn’t answer the door V Read the passage and decide which answer best fits each space Most schools in the United States _(41) at the kindergarten level There are some school districts that not have this beginning phase, and others which have an additional “preschool” one There are almost always required subjects at _(42) level In some areas and at most advanced levels, the sudents can choose some subjects Pupils who not _(43) often have to repeat courses, or have to have special tutoring, usually (44) in and by the schools Many schools also support summer classes, (45) students can make up for failed courses or even take extra courses Question 41: A finishes B start C starts D finish Question 42: A each B one C every D a Question 43: A good B badly C well D bad Question 44: A B did C doing D done Question 45: A which B when C that D where VI Read the passage carefully and choose the correct answer Communication in general is process of sending and receiving messages that enables humans to share knowledge, attitudes, and skills Although we usually identify communication with speech, communication is composed of two dimensions: verbal and nonverbal Non-verbal communication has been defined as communication without words It includes apparent behaviors such as facial expressions, eyes, touching, tone of voice, as well as less obvious messages such as dress, posture and spatial distance between two or more people Activity or inactivity, words or silence all have message value: they influence others and these others, in turn, respond to these communications and thus they are communicating Commonly, non-verbal communication is learned shortly after birth and practiced and refined throughout a person's lifetime Children first learn non-verbal expressions by watching and imitating, much as they learn verbal skills Young children know far more than they can verbalize and are generally more adept at reading non-verbal cues than adults are because of their limited verbal skills and their recent reliance on the non-verbal to communicate As children develop verbal skills, non-verbal channels of communication not cease to exist although they become entwined in the total communication process Question 46: The word reading has a close meaning to A looking at the words that are written B understanding C saying something aloud D expressing Question 47: Which is not included in non-verbal communication? A spatial distance B tone of voice C words D facial expressions Question 48: According to the writer, A One cannot communicate in both verbal and non-verbal language B People communicate with both verbal and non-verbal language C Those who can listen and talk should not use non-verbal language D Non-verbal language is only used by the deaf and the mute Question 49: Human beings A have learnt how to communicate in non-verbal language through books B can communicate in non-verbal language only when they are mature (138) C have learnt how to communicate in non-verbal language since a child D communicate in non-verbal language much less than they in verbal language Question 50: We can learn from the text that A most people not like non-verbal communication B even silence has message value C non-verbal can never get any responses D touching is not accepted in communicating - THE END The 57th period Date: 20/ 12/ 2009 THE FIRST TERM TEST FEEDBACK Aims: Correct and explain to the students about the test SỞ GIÁO DỤC - ĐÀO TẠO THÁI BÌNH ĐỀ KIỂM TRA CHẤT LƯỢNG HỌC KÌ I NĂM HỌC 2009-2010 MÔN: TIẾNG ANH 12 Thời gian làm bài: 60 phút; Học sinh làm bài vào Phiếu trả lời trắc nghiệm Mã đề 135 (Đề gồm 02 trang) I Phonetics A Pick out the word that has the stress pattern different from that of the other words: Question 1: A tertiary B instance C politics D contractual Question 2: A subsidy B industry C introduce D dominate B Choose the word whose underlined part is pronounced differently from the rest: Question 3: A confidence B sociology C priority D signal Question 4: A express B pessimist C congress D dissolve Question 5: A illegal B reference C parallel D renovation II Grammar and vocabulary: Choose the best answer to complete each sentence Question 6: Before the interview, you have to send a letter of application and your rÐsumÐ to the company The word rÐsumÐ is closest in meaning to (139) A photograph B curriculum vitae C recommendation D reference Question 7: Sue : “You are a great dancer I wish I could half as well as you” - Daisy: “ _.” A I'm fine, thanks B Not at all C I don’t think so, too D You’ve got to be kidding! I thought it was terrible Question 8: Mary didn’t remember _ I had told her the day before A of which B which C what D that Question 9: By the time I back next year, I think, you _ me A am / will have forgotten B will be / will have forgotten C am / will be forgetting D will be/ will forget Question 10: Williams is working _an export company He intends to apply _another job because he is not satisfied _the salary A for / for / with B in / on / at C at / out / into D from/ on/ for Question 11: Sorry, I can’t stop now I _ to an important meting A am going to go B am going C go D will go Question 12: You can use my phone if yours A won't work B doesn't work C won't be worked D isn't worked Question 13: Peter: “Thanks a lot for your wonderful gift.” – Mary: “ ” A You are welcome B Please C Welcomed D Thank you Question 14: Let’s go to Smith’s, _ we can have a drink before the soccer game starts A where B which C who D whom Question 15: There are several places where residents face the threat of _ every day A terrorize B terrorist C terror D terrorism Question 16: Mary: “That’s a very nice skirt you’re wearing.”- Julia: “ _.” A That’s all right B That’s nice C I like it D I’m glad you like it Question 17: The GCSE stands for A the Generous Certificate of Secondary Education B the General Certificate of Secondary Education C the Grade Curriculum of Secondary Education D the Government Curriculum of Secondary Education Question 18: Many Indian men said that it was unwise to in their wives A trust B share C confide D hide Question 19: He was offered the job thanks to his performance during his job interview A impressive B impress C impressively D impression Question 20: If he _the GCSE examination, he to take the entrance examination A had passed / would have allowed B had passed / would have been allowed C passes/ will allow D passed / would allow Question 21: He usually travels to _ Europe by _ plane A no article / no article B no article / a C the / no article D the / the Question 22: I didn't get the job _ A even as my qualifications B in spite of I had some qualifications C despite my qualifications D though my qualifications Question 23: An _year is a period of the year when students go to school or university A academic B educational C academy D education (140) Question 24: She said she A had been very tired last night B was very tired last night C was very tired the night before D had been very tired the night before Question 25: Hung: “Would you like to have dinner with me?” - Lam: “ .” A Yes, it is B Yes, so I C I’m very happy D Yes, I’d love to Question 26: My brother doesn’t any household chores but _ out the garbage A taking B takes C to take D take Question 27: It was the worst winter _ anyone could remember A when B that C in which D A and C are correct Question 28: that they can pass the written exam this time A It is hoped B It hopes C That is hoped D That hopes Question 29: Since I moved in, my upstairs neighbour _ his stereo loudly every night A is playing B played C has played D plays Question 30: She reads newspapers and looks through the “Situations ” column every day A vacancy B vacancies C vacant D article III Choose the underlined part which needs correcting Question 31: By (A) last Christmas, I was working (B) for (C) the (D) company for 10 years Question 32: Several of (A) these chairs need (B) being repaired (C), don’t they (D)? Question 33: What would (A) happen if (B) the temperature (C) is warmer (D)? Question 34: If (A) she had taken (B) the (C) train last night, she would have been (D) here now Question 35: Ten minutes are (A) a reasonable length (B) of time (C) for a call (D) IV Which of the following expresses the same ideas? Question 36: “If I were you, Tom, I wouldn’t meet Jane again.” said Anna A Anna advised Tom not to meet Jane again B Anna offered Tom not to meet Jane again C Anna advised Tom to meet Jane again D Anna invited Tom to meet Jane again Question 37: The last time I went to the museum was a year ago A At last I went to the museum after a year B I haven’t been to the museum since a year C My going to the museum lasted a year D I have not been to the museum for a year Question 38: What language are they going to speak at the conference? A What language is going to speak at the conference? B What language is going to be spoken at the conference? C What is language going to be spoken at the conference? D What language is going to be speaking at the conference? Question 39: It is the earth's gravity that gives us our weight A If there were not the earth's gravity, we would be weightless B Due to the earth's gravity we cannot weigh anything C The earth's gravity is given weight by people D If there hadn’t been the earth's gravity, we would have been weightless Question 40: I did not answer the door even though I knew it was my friend (141) A Unless I knew it was my friend, I would not answer the door B I knew it was my friend, but I did not answer the door C Though I knew it was my friend, but I didn’t answer the door D In spite of I knew it was my friend, I didn’t answer the door V Read the passage and decide which answer best fits each space Most schools in the United States _(41) at the kindergarten level There are some school districts that not have this beginning phase, and others which have an additional “preschool” one There are almost always required subjects at _(42) level In some areas and at most advanced levels, the sudents can choose some subjects Pupils who not _(43) often have to repeat courses, or have to have special tutoring, usually (44) in and by the schools Many schools also support summer classes, (45) students can make up for failed courses or even take extra courses Question 41: A finishes B start C starts D finish Question 42: A each B one C every D a Question 43: A good B badly C well D bad Question 44: A B did C doing D done Question 45: A which B when C that D where VI Read the passage carefully and choose the correct answer Communication in general is process of sending and receiving messages that enables humans to share knowledge, attitudes, and skills Although we usually identify communication with speech, communication is composed of two dimensions: verbal and nonverbal Non-verbal communication has been defined as communication without words It includes apparent behaviors such as facial expressions, eyes, touching, tone of voice, as well as less obvious messages such as dress, posture and spatial distance between two or more people Activity or inactivity, words or silence all have message value: they influence others and these others, in turn, respond to these communications and thus they are communicating Commonly, non-verbal communication is learned shortly after birth and practiced and refined throughout a person's lifetime Children first learn non-verbal expressions by watching and imitating, much as they learn verbal skills Young children know far more than they can verbalize and are generally more adept at reading non-verbal cues than adults are because of their limited verbal skills and their recent reliance on the non-verbal to communicate As children develop verbal skills, non-verbal channels of communication not cease to exist although they become entwined in the total communication process Question 46: The word reading has a close meaning to A looking at the words that are written B understanding C saying something aloud D expressing Question 47: Which is not included in non-verbal communication? A spatial distance B tone of voice C words D facial expressions Question 48: According to the writer, A One cannot communicate in both verbal and non-verbal language B People communicate with both verbal and non-verbal language C Those who can listen and talk should not use non-verbal language D Non-verbal language is only used by the deaf and the mute Question 49: Human beings (142) A have learnt how to communicate in non-verbal language through books B can communicate in non-verbal language only when they are mature C have learnt how to communicate in non-verbal language since a child D communicate in non-verbal language much less than they in verbal language Question 50: We can learn from the text that A most people not like non-verbal communication B even silence has message value C non-verbal can never get any responses D touching is not accepted in communicating - THE END -Question 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Mã đề 135 D C C D A B D C A A B B A A D D B C A B A C A D D D B A C C B C A D A (143) 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 A D B A B B A C D D B C B C B THE SECOND TERM UNIT 9: deserts The 58th period Date: 02/ 01/ 2010 Grade 12 Theme: deserts Unit Reading Time: 45 minutes I Objectives: Educational aim: - Guessing the meaning in the context Deciding true or false statements - Passage comprehesions and Understanding the humour of the story Knowledge: - General knowledge: Lives of plants animals in deserts - Language: Common knowledge of the life of plants and animals in the deserts - New words: Words related to the lives of plants and animals in deserts Skills: - Guessing meaning in context, deciding on true or false and passage comprehension II Method: - Integrated, mainly communicative III Teaching aids: -Picture, board, chalks, textbook, handouts,… IV Procedure: (144) Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) Aims: to introduce the topic of the lesson and - Listen to teacher to raise students' interest - Introduce the new lesson to the students Before you read : (7 minutes) - Ask students to look at the picture ask and answer the questions - Look at the picture, listen to the teacher then ask and answer the questions in the book - Work in pairs 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 : (3 minutes) - Ask students to read through the text once to find out some new words, guess the main idea - Explain new words (give the Vietnamese equivalents), guide the sts to get the main contents of the reading text - Ask students to work individually in minutes to this task - Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to the task effectively - Give students some more words that may be new/ unfamiliar to them - Guide the students to read the word in chorus and individually - Listen to the teacher then read the passages - Ask some new words if necessary - Work individually to read the text then choose the the words and phrases in the passage: - Share the key with other students: Keys: KÐo dµi, c¨ng Cã c¸t, Tr¾c lîng trªn kh«ng Hội địa lý hoàng gia Austra Thæ d©n Australia Cồn cát, đụn cát độ dốc, dốc thoai thoải Dốc đứng, dốc ngợc Gò, đống 10 Đỉnh (gò/đống) 11 Cá l¸ nhá mäc trªn xa m¹c - Listen to the teacher then Task 2: (4 minutes) the task - Ask students to read the passage again then - Works in pais: work in pairs to choose the statements are Keys: true or false F, F, T, - Walk round the class to give help if F, F, T necessary - Give suggested words, phrases or useful suggestions - Work individually to read the - Correct the students’ work text then answer the questions: Task 3: (6 minutes) - Share the key with other - Ask students to read the questions carefully students: (145) - Ask students to read through the passage again - Ask the class to - Call some students to give the answers - Ask others students to correct - Give the true answers Keys: They are Great Victoria Deserts, Gibbon… It lies between Lake Eyre in the south, the… In 1845 He was the President of the South… They took camels across the desert In thwe western part, they are short, mostly … Two They are hummock grasses and spinifex - Read the story then answer - Work in groups After you read : (8 minutes) - Ask student to read the story Ask them for the humour of the story - Listen to the teacher Explain - Write down the homework to at Home work: (2 minutes) home - Review the reading and prepare the speaking at home The 59th Period Date: 04/ 01/ 2010 Grade 12 Theme: deserts Unit Speaking Time: 45 minutes (146) I Objectives: Educational aim: - Explaining why some kind of trees and animals can exit in the deserts Knowledge: - General knowledge: The lives of treas and animals in the deserts - Language: + The way to make the life better in the deserts + The tenses - New words: words related to the trees and animals in the deserts Skills: - Talking about nature features of the deserts - Explaining why some thing should be brought along while going across a desert II Method: - Integrated, mainly communicative III Teaching aids: - Board, chalks, textbook, handouts IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students about the deserts of Australia Pre-speaking : (12 minutes) Task - Guide students how to practise - Ask students to work in pairs - Explaining some new worrds - Walk around and help them - Call students to say - Correct their mistakes While-speaking : (15 minutes) Task - 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 Students’ activities - Answer teacher's question - Pair work - Practice answering the toppic: I think banana can’t exit in desirt because it is tropical plant but it is vey hot in desert … ……… I think … - Listen to the teacher and the task Ex: A I think the climate in desert is very rude There is very little rain and it is always very hot… I think …… …………………… Post-speaking : (10 minutes) Task - Guide students how to practise - Ask students to work in groups - Call some pairs of student to stand up and - Free practices practise - The students who are called - Correct their mistakes stand up to talk to the class about their ideas Notes (147) Homework: (3 minutes) - Ask the students to prepare the listening at - Listen to the teacher home - Write down the homework to at home The 60th period Date: 06/ 01/ 2010 Grade 12 Theme: deserts Unit Listening Time: 45 minutes I Objectives: Educational aim: - Listening, mastering the content of the tape - Doing the tasks fluently (true or false statements and the details) Knowledge: - General knowledge: By the end of the lesson ,students will be able to understand how to make the lives in the deserts better - Language: The present simple tense - New words: Words related to to the topic Skills: - Listening and deciding on True or False statements - Listening for details and gap-filling II Method: - Intergrated, mainly communicative III Teaching aids: - Tape, cassetteplayer, board, chalks, textbook IV Procedure: (148) Teacher’s activities Warm-up: (3minutes) - Presentation Before-listening: (7 minutes) Before you listen: - Ask students to look at the book and answer the question in the book - Let them work in pairs - Listen and correct for them Listen and repeat - Turn on the tape and ask students to listen - Let students listen again and repeat - Write some words on board and ask students to read them aloud - Correct While-listening: (25 minutes) Task 1: Ask students to read the statement at least once first Ask them to guess the answers Play the tape once then check how many answers can students find Play the tape again Check and give remarks Call some students to say out their answers and the evidences they get to prove their answers Task 2: - Ask them to guess the answers Play the tape once then check how many answers can students find Play the tape again Check and give remarks Call some students to say out their answers and the evidences they get to prove their answers - Let students work inpairs Students’ activities - Listen to the teacher Before you listen: - Look at the book - Listen to the teacher - Ask and answer the question in the book - Work in pairs - Listen and repeat - Preactise in pairs - Read the new words aloud in chorus then in devidual - Read the statement once to get the main contents Listen to the tape and the task Find evidences to each of the answers Represent if being asked Keys: 1.T, 2.F, 3.T, 4.F, T - Listen to the teacher’s explanation then correct the answers onself - Read the questions once to get the main contents Listen to the tape and the task Find evidences to each of the answers Represent if being asked Listen then answer Keys: It examines deserts, what are they and how they are formed It is hot, dry and sandy place, it is a beautiful land of silence and space The sun shines, the wind blow and Notes (149) time and space seem endless Natural and human They contribute by eating every plant they can find, this makes the land become deserts Task 3: - Ask students to read the question quickly - Guide students the how to the task - let student listen one or twice times - Ask students to stand up and speak their answers - Correct - Read the questions once to get the main contents Listen to the tape and the task Find evidences to each of the answers Represent if being asked Listen then answer Keys: 1.90%, smaller plants Prevent, 4.Spreading 5.Capital, 6.canals - Listen to the teacher’s explanation then correct the answers oneself After-listening: (7 minutes) - Ask students to discus the guided question, find the answer then write about deserts - Let them work in groups - Move around to help if necessary - Give remarks or even suggestions Homework: (3 minutes) - Ask students write things to to have a healthy and long life, and prepare part writing at home - In groups, discuss the guided questions and write about the deserts to correct oneself -Listen to the teacher and write down homework to at home (150) The 61st period Date: 08/ 01/ 2010 Grade 12 Theme: deserts Unit Writing Time: 45 minutes I Objectives: Educational aim: - Describing main features of a deserts Knowledge: - General knowledge: Writing about the Sahara deserts - Language: +The tenses + Connectors (time expressions) - New words: Words related to the Sahara desert Skills: _ To practise students’ speaking and writing skills _ To help students to able to write about the Sahara deserts II Method: - Intergrated, mainly communicative III Teaching aids: - Board, chalks, textbook and notebook IV Procedure: Teacher’s activities Warm-up: (3 minutes) - Presentation Students’ activities - Listen to the teacher Pre-writing: (10 minutes) - Ask student to read the request of task one - Listen to the teacher and translate - Try to understand the new - Explain them how to the task words and phrases in the - give students the structures: table - guide them some new words - Work in groups - Walk around and help them - Ask the teacher about the - Corect words or phrases if can't understand While-writing: (20 minutes) - Ask student to read the request of the writing - Listen to the teacher - Explain them how to the task - discuss and write down - guide them to write - work in groups - Walk around and help them - Compare the result to the - Call one to on board other groups - Corect Ex: The Sahara is the largest Notes (151) desert in the world It is located in the Northern Africa The desert extends from…… Post-writing: (10 minutes) - Ask some groups to represent their work, ask other to give remark - Choose some good writing to read in class and give remark - Listen to the teacher’s explanations - Exchange the writing to other groups to check and give remarks - Represent the task on board if being asked Read the writing to get others’ remarks - Do as the teacher asked Homework: (2 minutes) - Ask students to rewrite the task at home and - Listen to the teacher and preapare part Language Focus at home write down homework The 62nd period Date: 10/ 01/2010 Grade 12 Theme: deserts Unit Language Focus Time: 45 minutes I Objectives: Educational aim: - Full and contracted forms of auxiliaries - So, but, however and therefore Knowledge: (152) - General knowledge: Combining the sentences - Language: Know how to use so, but, however and therefore - New words: Words related to the exercises Skills: _ To practise students’ pronunciation and writing skills _ To help students to be able pronounce the full forms and the contracted forms of auxiliaries and introduce to them the use of so, but, however and therefore II Method: - Intergrated, mainly communicative III Teaching aids: - Board, tape, cassetteplayer, chalks, textbook and notebook IV Procedure: Teacher’s activities Warm up: ( minutes) - Introduce the lesson to the students Pronunciation: ( 15 minutes) _ play the tape and asks students to listen to the sounds listed in their books _ asks students to listen to the tape then repeat the words in chorus _ asks students to repeat the words individually _ correct their pronunciation if necessary _ asks students to read the sentences suggested individually _ can read the sentences first and notice the sounds in words _ asks some students to read the sentences aloud _ asks others to give comments then correct their pronunciation if necessary Grammar: ( 25 minutes) Exercise1: - Giude students how to - Do the first as an example - Ask students to to the exercise - Call the to to on board - go round to help students if necessary - Explain and correct Students’ activities - Listen to the teacher Get the teacher’s explanation _ Listen to the sounds listed in their books _ Listen to the tape then repeat the words in chorus _ Some individuals repeat the words _ Listen to the teacher’s correction _ Read the sentences suggested individually _ Listen to the teacher’s explanation _ work in pairs Do the exercise given in the textbooks _ Discuss the answers with their friends then correct the mistakes themselves _ Some of the students to the exercise orally _ Other students give comments _ Take notes of the suggested answers Notes (153) Keys: So So But But So But Exercise 2: But So _ explains the example carefully _ Notice the teacher’s _ asks students to work in pairs to the explanation exercise suggested _ Work in pairs Do the _ asks students to discuss the answers with exercise given in the their friends textbooks _ asks some of the students to the exercise _ Discuss the answers with orally their friends then correct the _ asks others to give comments mistakes themselves _ gives the suggested answers if necessary _ Some of the students to the exercise orally _ Other students give comments _ Take notes of the suggested answers Keys: But But However 6.However Yet However Exercise 3: So But _ explains the example carefully _ asks students to work in pairs to the _ Listen to the teacher’s exercise suggested explanation _ asks students to discuss the answers with _ work in pairs Do the their friends exercise given in the _ asks some of the students to the exercise textbooks orally _ Discuss the answers with _ asks others to give comments their friends then correct the _ gives the suggested answers if necessary mistakes themselves _ Some of the students to the exercise orally _ Other students give comments _ Take notes of the suggested answers Keys: Therefore, So, 3.So, Therefore, However, Therefore, So, Homework: (2 minutes) However - Ask students to revise the strong form and weak form of auxiliaries, the use of - Listen to the teacher and connections, redo all the exercises and write down homework to prepare unit 10 at home at home (154) UNIT 10: endanger species The 63rd period Date: 12/ 01/ 2010 Grade 12 Theme: endanger species Unit 10 Reading Time: 45 minutes I Objectives: Educational aim: - Students read and guess the meaning of words in contexts - They read and answer questions about the texts - They practice scanning for specific information in the texts - Finding supporting evidence Knowledge: - General knowledge: Ss know some endangered species are plant and animal species - Language: Common knowledge of environment,… - New words: Words related to the topic (endangered animals,plants ) Skills: - Guessing meaning in context, scanning for specific information and passage comprehension II Method: - Integrated, mainly communicative III Teaching aids: -Picture, board, chalks, textbook, handouts,… IV Procedure: Teacher’s activities Warm-up: (5 minutes) Aims: to introduce the topic of the lesson and to raise students' interest - T hang out some pictures in and asks Ss to answer the questions what you see in the pictures? Which of them are in danger of becoming extinct? Before you read : (7 minutes) - Ask students (to work in pairs) to open their Students’ activities - work in pair to answer the questions 1.tortoise,rhinoceos,monkey, elephant,leopard,,parrot 2.elephant,leopard, rhinoceos are in danger necessary Notes (155) books, look at the pictures, and the tasks that follow + which of the animals and insects below can be found in VietNam? +Which of them are in danger of becoming extinct? - Ask them to work in minutes, - Teacher moves round to help if necessary - Ask some pairs to report - Give some remark if necessary Pre-teaching vocabulary: To Endanger: (v) g©y nguy hiÓm Destructio(n) sù ph¸ ho¹i nguyen nh©n g©y c¸i chÕt Commercial(adj):(thuéc )bu«n b¸n Drainage(n): sù rót níc,hÖ thèng cèng r·nh Deforestration,urbanization (sù thµnh thÞ ho¸ 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 : (3 minutes) - Ask students to read through the text once to find out some new words, guess the main idea - Explain new words (give the Vietnamese equivalents), - Ask students to work individually in minutes to this task - Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to the task effectively - Give students some more words that may be new/ unfamiliar to them - Guide the students to read the word in chorus and individually -Give correct answers Task 2: (4 minutes) - Ask students to read the passage again and choose A,B,C,D to complete the following sentencesabout the reading passage - Ask them to work individually to the task and give the evidence to prove the keys - Move round to make sure that all students are working and to help them if necessary - Ask some students to report and give feedback +tortoise, rhinoceros,elephant, monkey,mosquito +rhinoceros,leopard, elephant - Write down the meaning of some newwords - Read through the text find new words, try to guess meanings of those words contexts: - Work individually to read text and task 1.C 2.D 3.A 4.B the the in the - Listen to the teacher - Write down the correct answers - Read through the text find the new words, - Work in pair to answer the questions 1.D 2.B 3.A (156) 4.A Task 3: (6 minutes) 5.D - Ask students to read the passage again then work in pairs to find evidence in the passage to support these statements - Walk round the class to give help if necessary - Give suggested words, phrases or useful suggestions - Read through the text find the - Correct the students’ work new words, - Work in pair to give evidence in the passage to support these After you read : (8 minutes) statements - Ask students to work in group to scan the text 1.The first sentence of the again second passage - Ask them to work in small groups of three or 2.The third passage four to summarise the reading passage by 3.The fourth writing one sentence for each paragraph - Encourage them to summarise the reading passage - Work in group to summarise - Ask one or two pairs to report the reading passage 1.Over 24 thousand plant and animal species all over the world are classified as endangered 2.The main causes of extinction or endangerment are habitant destruction ,commercial exploitation and population 3.Biodiversity is important for humans as it provides food ,clean air,water,fertile soil and other products 4.Different efforts have been made to conser endangered species 5.The task of conservation Home work: (2 minutes) should be shared by - Ask Ss to exercises at paage 65-68 in the international students’workbook organization,govermental agencies ,industry and individuals - Do homework (157) The 64th Period Date: 15/ 01/ 2010 Grade 12 Theme: endanger species Unit 10 Speaking Time: 45 minutes I Objectives: Educational aim: - Students work in pairs to ask anh answer some questions about endangered animals - Students talk about the information of some endangered animals Knowledge: - General knowledge: endangered animals - Language: + The way to make suggestions or predictions + The tenses - New words: words related to endangered species Skills: - Talking about the information of some endangered animals II Method: - Integrated, mainly communicative III Teaching aids: - picture, board, chalks, textbook, handouts IV Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) Hang out the pictures of animals and ask Ss - Look at the pictures ang (158) to give the name of them While-speaking (25 minutes) Task 1: Ask and answer the following the questions - Ask students to work in pairs to discus the four questions and find the answers - Move round to make sure that all students are working and to help them if necessary - Ask some students to report and give feedback - Correct the students’ work and give remark Task Ask and answer questions about endangered animals - Aks Ss to read the information about the gait panda,tiger,rhino,elephant - Explain how to task - Walk round from group to group to give help if necessary - Encourage students to speak out what they think even a phrase or a singular word _T check ang give feedback Task 3: Take turns to give an oral report on the animals mentioned in task -T ask Ss to work in group to task - Walk round from group to group to give help if necessary - Encourage students to speak out what they think give the name of animals 1.It is a tiger 2.It is a rhino 3.It is a pandal 4.It is an elephant - Work in pairs to discus the three questions and find the answers 1.Pandal ,rhino,tiger,elephant 2.We can find these animals in the forests in Asia,Afica,etc 3.Rhino can be used for medicine 4.All of them are in danger - Listen to the teacher - work in pair to task A:where gaint pandas live? B: They live in bamboo forests in the mountain in central and western China A: What is the population of pandas in the world? B: Only about 600 A: How are they? B: about 1.2 to 1.5m A How much they weigh? B: About 75 kg to 160 kg A: what they eat B:Bamboo A: Why are they in danger? B: People destroy their habitat and hurt them for trade - Work in group to give an oral report Group 1: Giant pandas live in bamboo forests in the moutain in Western China only about 600 pandas are living there.They attain a height of 1.2m to 1.5m and wigh from 75kg to 160 kg they are in danger because People (159) destroy their habitat and hurt them for trade Group 2: Rhino Group 3:tiger Group elephant -Students work individually to summarize what they’ve learnt in unit 10 Post – speaking(10) - Ask students to work individually to summarize what they’ve learnt in unit 10 - Move round to check the activities and to make sure that students are working effectively - Ask one or two students to report in front of the whole class - Do homework at home - Check and give remarks Homework: (3 minutes) Name some measures we’ve made to protect the endanger animals The 65th period Date: 19/ 01/ 2009 Grade 12 Theme: endanger species Unit 10 Listening Time: 45 minutes (160) I Objectives: Educational aim: -Students know the life of gorillas Knowledge: - General knowledge: extensive listening: Multiple-choice questions Gap filling - Language: modal verbs - New words: Words related to to the topic Skills: - Listening and deciding on True or False statements - Listening comprehension II Method: - Intergrated, mainly communicative III Teaching aids: - Tape, board, chalks, textbook IV Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Rearange the letters to make a meaningful - Listen to the teacher word - Work in pairs to Rearrange GOLLARI the letters to make a meaningful work GORILIA Pre-listening: (7 minutes) - Work in pairs to discuss and - Ask students to work in pairs to discuss and give correct answers choose the best answer A,B,C - Listen and repeat: - Guide the students to answer if necessary - Give further information Gorilla Sociable Sub-adult - Explain the words that will appear in the Nest listening text Bared teeth - Ask students to read in chorus then Silverback individually Civil war Forest rangers While-listening: (20 minutes) Task - Ask students to read the statement at least once first - Ask them to guess the answers - Play the tape once then check how many answers can students find - Play the tape again - Check and give remarks - Call some sts to say out their answers and the evidences they get to prove their answers -Read the statement once to get the main contents - Listen to the tape and the task - Find evidences to each of the answers - Represent if being asked Keys: 1.A (161) 2.B 3.D 4.B 5.C - Listen to the teacher’s explanation then correct the answers onself Task - Ask them to guess the answers - Play the tape once then check how many answers can sts find - Read the questions once - Play the tape again to get the main contents - Check and give remarks - Listen to the tape and Call some students to say out their the task answers and the evidences they get to prove - Find evidences to each of their answers the answers - Represent if being asked 1.peaceful 2.plant – eating 3.a few females and their young 4.plants and a few insects 5.in trees 6.in grasses 7.civil war 8.forests being cut down - Listen to the teacher’s explanation then correct the answers oneself - Listen to the teacher’s guide to correct oneself After-listening: (10 minutes) - In group, ask students to summarise the -Work in group to summarise main ideas of the passage ,using the the main ideas of the passage information and the answers in task and - Move around to help if necessary - Give remarks or even suggestions Homework: (3 minutes) - in not more than 80 words write about the -Listen to the teacher and life of a gorilla write down homework (162) The 66th period Date: 02/ 02/ 2010 Grade 12 Theme: endanger species Unit 10 Writing Time 45 minutes I Objectives: Educational aim: - Writing a report Knowledge: - General knowledge: Writing about measures to protect endangered species and possible results - Language: +The tenses + Connectors - New words: Words related to endangered species Skills: - Writing a report II Method: - Intergrated, mainly communicative III Teaching aids: - A picture, board, chalks, textbook IV Procedure: Teacher’s activities Warm-up: (5 minutes) Students’ activities Notes - Do as required Fill in the chart with some informatio n - Exchange the ideas with about endangered species’ problems others Endangered causes Measures to species save them - Listen to the teacher +tiger Habitat Provide - Get the task (163) destruction enough wildlife hanitat reserves - Pre-writing: (10 minutes) - Explain as clearly as possible the way to write a passage +topic sentence +supporting idea +supporting idea +Concluding sentence +conectors:first,second,third While-writing: (18 minutes) Task - Ask students to look at Task - In pairs, ask students to ask and answer the questions - Move around to give help - Check and give remarks - Work in pairs to the task Listen to the teacher to correct oneself Work in groups to the task Listen to the teacher Get the task - Work in pairs to the task - Listen to the teacher to correct oneself Work in groups to the task 1.We should have different activities to raise people ‘s awareness of the need to protect these animals 2.Goverments should raise sufficient funds for projects to save endangered animals 3.Humans must keep water ,air,and land clean to preserve natural habitats for wild animals 4.Goverments should have a good policy to improve the life of people who live in or near endangered animals’ habitats - Compare the result to the other groups - Listen to the teacher’s Task explanations - Explain the requirements: Writing a - Exchange the writing to paragraph other groups to check and - Ask students to work in groups to write give remarks paragraph - Represent the task on board - Walk round to give help if necessary (164) if being asked - Read the writing to get others’ remarks - Do as the teacher asked Post-writing: (10 minutes) - Ask some groups to represent their work, ask other to give remark - Choose some good writing to read in class - Listen to the teacher and and give remark write down homework Homework: (2 minutes) - Ask students to rewrite the task at home and preapare part Language Focus at home The 67th period Date: 04/ 02/ 2010 Grade 12 Theme: endangered species Unit 10 (165) Language Focus Time: 45 minutes I Objectives: Educational aim: - Pronuciation - Rhythm Knowledge: - General knowledge: modal verbs: may, might,must’nt, - Language: may, might,must, must’nt - New words: Words related to the exercises Skills: - Writing sentences with adverbial clauses of concession II Method: - Intergrated, mainly communicative III Teaching aids: - Board, chalks, textbook and notebook IV Procedure: Teacher’s activities Pronunciation:( 15 minutes) - Explain the way to stress syllables - Help students to know the pronunciation - Play the tape - Ask Ss to repeat - Listen to Ss and check Grammar and vocabulary:( 28 minutes) - Explain once again Modal verbs(may ,might,must,musn’t ,needn’t Students’ activities - Get the teacher’s explanation 1.Tell me the time Show me the way Some carrots and cabbages 4.Come for a swim 5.The clock on the mantelpiece I think he wants to go tomorrow 7.It’s not the one I want 8.Most of them have arrived on the bus 9.Walk down the path to the end of the canal 10.I’m going home today for Christmas 11.A bird in the hand is worth two in the bush 12 If you don’t have the best ,make the best of what you have - Practice reading in chorus or individually Notes (166) Remarks: - May ,might đợc dùng để khả - Must đợc dùng để trách nhiệm hoÆc mét bæn phËn must cã nghÜa ph¶i lµm ,kh«ng cã sù lùa chän - Need dîc dïng dÓ diÔn t¶ sù cÇn thiÕt Practice Exercise 1: - Guide the students how to the exercises - Divide the class into groups, ask them to the exercises - Walk round to give help if necessary - Correct the students’ work if necessary -Listen to the teacher and copy -Work in group to exercises Exercise1: might rain may/might wake may/might bite may/might need may/might slip may/might break Exercise 2: 1.needn’t come 2.needn’t walk 3.needn’t ask 4.needn’t tell 5.needn’t explain Exercise 3: 1.must 2.mustn’t 3.Needn’t 4.must 5.musn’t 6.needn’t 7.needn’t 8.must,mustn’t Homework: (1 minute) - Ask students to review the lesson and the language task students’ workbook and prepare Test yourself D at home - Listen to the teacher and write down correct answers Do homework at home (167) The 68th period Date: 05/ 02/ 2010 Grade 12 Test yourself D I Objectives: 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 II Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs… IV Procedures: Teacher’s activities Students’ activities Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the test - Answer teacher’s questions yourself D * Have you prepared it at home? * Have you got any difficulties? Test yourself I Listening(2.5 points) (10 minutes) - Present the task: Listen and complete the table below - Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words - After that turn on the tape of the passage aloud twice - Look at the book and listen to the task - understand the task - Listen to the tape carefully - Fill in the blanks with the words they’ve just heard - Correct mistakes Notes (168) - Let students fill in the blanks with the words they have just heard - Go round the class to control the work - Then turn on the tape of the passage the last time for students to check their results - Correct mistakes II Reading (2.5 points) (10 minutes) - Present the task: Read the passgae and choose the statements are True or False - Get students to work in groups, discuss about the passage - Go round the class to control the discussion - State the best option - Correct mistakes Keys: bamboo shoots, leaves, 12, 600, half, cloning (the panda) - Look at the textbook and listen to the teacher then read the passage and choose the statements are True or False - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups, and correct Keys: F, N, T, T, T - Listen to the teacher III Grammar(2.5 points) (8 minutes) - Work in groups to complete - Recall the grammar of articals the sentences - Giude students how to - Compare the results with the - Give them some newwords: other groups - Do the first as an example - Correct mistakes - Ask students to to the exercise Keys: - Call the to to on board needn’t, must, mustn’t, - Go round the class to control the set’s mustn’t, needn’t, must, activities mustn’t, - State the keys mustn’t, mustn’t, - Correct mistakes needn’t - Listen to the teacher IV Writing(2.5 points) (7 minutes) carefully - Giude students how to write - Work in groups or in pairs - Give students some models and structures to then write writes - Compare the results with the - Ask students to write other groups - Call the to to on board - Go round the class to control the students’ - Correct mistakes activities - Correct mistakes Homework (5 minutes) - Ask students: + to study all the lessons again + to prepare Unit 11 Part Reading - Study all the lessons again and prepare Unit 11 Part Reading (169) UNIT 11: Books The 69th period Date: 06/ 02/ 2010 Grade 12 Theme: Books Unit 11 Reading Time: 45 minutes I Objectives: Educational aim: - Students read and guess the meaning of words in contexts - Deciding on true or false statement - Passage cpmprehension Knowledge: - General knowledge: Ss know many advantages of reading books - Language: Common knowledge of books - New words: Words related to the topic Skills: - Guessing meaning in context, scanning for specific information and passage comprehension II Method: - Integrated, mainly communicative III Teaching aids: -Picture, board, chalks, textbook, handouts,… IV Procedure: Teacher’s activities Warm-up: (5 minutes) Aims: to introduce the topic of the lesson and to raise students' interest -Ask SS to look at the pictures in the text book and answer some questions: 1.what are they doing? 2.can you name some advantages of reading books? -Ask Ss to work in pair to answer the questions -T goes around to help if neccesary Before you read : (7 minutes) - Ask students (to work in pairs) to open their books, look at the pictures, and the tasks that follow 1.Do you often read books? 2.What kind of books you enjoin reading most/least? 3.How you read books? - Ask them to work in minutes, meanwhile the teacher moves round to help if necessary - Ask some pairs to report Students’ activities -Work in pair to answer the questions 1.they are reading books 2.enrich knowlege And Relax - work in pair to answer the question 1.usually 2.Ennglish books 3.every time Notes (170) - Give some remark if necessary 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 : (3 minutes) - Ask students to read through the text once to find out some new words, guess the main idea - Explain new words (give the Vietnamese equivalents), guide the sts to get the main contents of the reading text - Ask students to work individually in minutes to this task - Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to the task effectively - Give students some more words that may be new/ unfamiliar to them - Guide the students to read the word in chorus and individually Task 2: Decide whether the statements given in task page 120 are true ,false or not mentioned - Ask students to read through the text once to find out some new words, guess the main idea - Explain new words (give the Vietnamese equivalents), guide the sts to get the main contents of the reading text - Ask students to work individually in minutes to this task - Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to the task effectively - Call on some Ss to task on the board - Check Task 3: (4 minutes) - Ask students to read the passage again and answer th equestions - Ask them to work individually to the task and give the evidence to prove the keys - Move round to make sure that all students are working and to help them if necessary - Ask some students to report and give - Work individually to read the text then task 1.swallow:nuốt(đọc ngốn ngấu) 2.dip into:chấm qua loa(đọc qua loa) 3.taste:nếm(đọc thử ,qua loa) 4.hard-to-pick –up-again:khã cã thể cầm lên lại đợc) 5.digest:tiªu ho¸ 6.chew:nhai(nghiÒn ngÉm) 7.hard-to –put –down:kh«ng thể đặt xuống Work in pair to give answers - Share the key with other Ss 1.NM 2.F 3.NM 4.T 5.F - Find in the text the evidence to prove the keys - Do the task in pairs: - Answer the questions Three 2.When you find a good story and have time to enjoin it 3.Read a few pages to see it it’s the one you can easily read and understand (171) feedback After you read : (8 minutes) - Ask students to work in group to scan the text again - Ask them to work in small groups of three or four to the task - Ask one or two pairs to report - Move round to make sure that all students are working and to help them if necessary - Ask some students to report and give feedback 4.Television can bring you all the information and stories with colour picture and action 5.Books are still a cheap way to get information and entertainment ;you can keep a book forever and read it many times - Listen to the teacher - Work in group to the task a.thriller b.romance c.novel d.science e.craft f.fiction g.comic h.biograph Home work: (2 minutes) - Do exercise and two at page 71,72,73 in - Write down the homework to at the students’ workbook home th The 70 Period Date: 08/ 02/ 2010 Grade 12 Theme: Books Unit 11 Speaking Time: 45 minutes I Objectives: Educational aim: - Asking and answering about reading habits - Talking aboout characters in a book Knowledge: - General knowledge:Books - Language: + The way to descirbe a book + The tenses - New words: words related to Books Skills: - Discribing details in pictures - Talking about characters in a book II Method: - Integrated, mainly communicative III Teaching aids: - picture, board, chalks, textbook, handouts IV Procedure: (172) Teacher’s activities Warm-up: (5 minutes) - Ask Ss to give name of some stories Pre-speaking : (12 minutes) Task - Complete the following conservation and practise reading it - Explain how to the task -Ask students to work in pairs to discus the three questions and find the answers - Correct the students’ work and give remark While-speaking : (15 minutes) Task - Explain the requirements - Divide the class into groups, asks each group to discus a section - Guide the students how to speak by giving them useful suggestions: - Walk round from group to group to give help if necessary - Encourage students to speak out what they think even a phrase or a singular word Task 3: - Complete the following conservation and practise reading it - Explain how to the task -Ask students to work in pairs to discus the three questions and find the answers - Correct the students’ work and give remark Students’ activities Listen and give one’s own ideas 1.fairy story 2.historical story 3.detective story 4.war story 5.adventure story - Work in pairs to discus the three questions and find the answers A:what sort(kind) of books you like to read? A;How you often read books? A:When you often readbooks? - Correct the answers oneself - Listen to the teacher A; What you often in your free time? B: Reading books A:What sort of books you often read? B:novels A:How you read them? B:When I find a good story A:When you often read books? B: Whenever I have free time - Work in pairs to discus the three questions and find the answers A;What are you reading at the moment? A:Who is the main character? A:What is he/she like/ Task 4: -Listen and work in pairs to - Explain how to the task task -Ask students to work in pairs to discus the A;What are you reading at the Notes (173) three questions and find the answers moment? -Practise the model consevation with one B:I”m reading “happy life” student A:Who is the main character? -Ask Ss to task B:Jonh A;What is he like? B; Post-speaking : (10 minutes) Task - Listen and take note - Ask students to work individually to summarize what they’ve discussed in their own words - Move round to check the activities and to make sure that students are working effectively - Ask one or two students to report in front of the whole class - Check and give remarks Homework: (3 minutes) - Write down the homework Do Exercises at page 75&76 in the students’workbook The 71st period Date: 09/ 02/ 2010 Grade 12 Theme: Books (174) Unit 11 Listening Time: 45 minutes I Objectives: Educational aim: -Ss know some advantages of books Knowledge: - General knowledge: Listen for specific information - Language: The present simple tense - New words: Words related to to the topic Skills: - Listening and deciding on True or False statements - Listening comprehension II Method: - Intergrated, mainly communicative III Teaching aids: - Tape, board, chalks, textbook IV Procedure: Teacher’s activities Students’ activities Warm-up: (5 minutes) - Ask Ss to decide on statements True or - Listen to the teacher False Pre-listening: (7 minutes) - Listen and repeat: Incredible - Explain the words that will appear in the Wilderness listening text Fascinating - Ask students to read in chorus then Unnoticed individually Journey Peronality Survive Renioned While-listening: (20 minutes) Task - Ask students to read the statement at least once first - Ask them to guess the answers - Play the tape once then check how many answers can students find - Play the tape again - Check and give remarks - Call some sts to say out their answers and the evidences they get to prove their answers Task - Read the statement once to get the main contents - Listen to the tape and the task - Find evidences to each of the answers Keys: B, C, B, A, A, - Listen to the teacher’s explanation then correct the answers onself - Read the questions once Notes (175) - Ask them to guess the answers Play the tape once then check how many answers can sts find - Play the tape again - Check and give remarks Call some students to say out their answers and the evidences they get to prove their answers to get the main contents Listen to the tape and the task 1;family 2.strength 3.humans 4.journey 5.pet - Listen to the teacher’s explanation then correct the answers oneself - - In groups, ask and answer After-listening: (10 minutes) the question - In group, ask students to discus the guided S1: would you like to read the question, find the answer book ? - Move around to help if necessary S2: Yes, - Give remarks or even suggestions S1: Why? S2:because I want to know about animal’s life - Listen to the teacher’s guide to correct oneself Homework: (3 minutes) -Listen to the teacher and - In not more than 50 words write about the write down homework kind of books you like to read and say why The 72nd period Date: 10/ 02/ 2010 Grade 12 Theme: Books Unit 11 Writing Time 45 minutes I Objectives: Educational aim: - Describing a book Knowledge: - General knowledge: writing a report on a book - Language: +The tenses + Connectors (time expressions) - New words: Words related to books Skills: - Writing a report II Method: - Intergrated, mainly communicative (176) III Teaching aids: - A picture, board, chalks, textbook IV Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Free talk about the name what yo should Do as required mention in book report Exchange the ideas with others Pre-writing(10 minutes) Give some ideas - Listen to the teacher Book report - Get the task +the book’s author +the title of the book +the main character +your opinion While-writing: (18 minutes) Task - Work in group to the - Ask students to look at Task task - In group, ask students to put the S1:general introduction questions to under the correct headings 7.What is the title of the - Move around to give help book? - Check and give remarks 4.who is the author? 9.What type of book is it? S2:Summary of the book’s content 2.where is the book set? 5.What is the main theme of the book? 6.who are the main characters? 8.what is the plot of the story? S3:Conclusion: 1.What was your opinion of the book? 3.would you recommend the book? - Listen to the teacher to correct oneself Task - Explain the requirements: Ask and answer the above questions about the - Work in groups to the book you have just read task - Ask students to work in groups to write S1: 7.What is the title of the report book? - Walk round to give help if necessary S2: Frankenstein (177) S1;4.who is the author? S2:Marry Shelley S1:9.What type of book is it? S2:A horror storyt S1: 2.where is the book set? S2: Geneva S1:5.What is the main theme of the book? S2:life of frankenstein,a monster S1:6.who are the main characters? S2: Frankenstein S1:8.what is the plot of the story? S2:a student from geneva ,discovers the secret of life,constructers a creature more like a monster ,monster feels lonely ,attacks and kills Frankenstein’s friend,and his brother:Frankenstein detrmined to kill the monster:he is killes first by the monster ,then it kills itself S1:1.What was your opinion of the book? S2:interesting S1:3.would you recommend the book? S2: yes - Compare the result to the other groups - Listen to the teacher’s explanations Exchange the writing to other groups to check and give remarks Post-writing: (10 minutes) - Ask Ss to write a report on the book you have read recently based on the results of task and - Ask some groups to represent their work, (178) ask other to give remark - Choose some good writing to read in class - Listen to the teacher and and give remark write down homework Homework: (2 minutes) - Ask students to rewrite the task at home and preapare part Language Focus at home The 73rd period Date: 11/ 02/ 2010 Grade 12 Theme: Books Unit 11 Language Focus Time: 45 minutes I Objectives: Educational aim: - Rhythm - Modals in the passivevoice Knowledge: - General knowledge: review the uses of the passive voice with modal verbs - Language: Know how to use modals in the passive voice - New words: Words related to the exercises Skills: - Writing sentences with modals in the passive voice II Method: - Intergrated, mainly communicative III Teaching aids: - Board, chalks, textbook and notebook IV Procedure: Teacher’s activities Pronunciation:( 15 minutes) - Explain the rhythm - Help students to know the pronunciation - Practice: 1.Why did you behave like that ? 2.Come for a swim 3.I think it will be find 4.She’s gone for a walk in the park 5.I wonder if he’ll ever come back -Let Ss to listen to the tape Grammar and vocabulary:( 28 minutes) - Explain once again the “Modals with passive voice Modals +be+past participle Modals+be+pastparticiple Exercise1:rewrite the sentences in the Students’ activities - Get the teacher’s explanation Practice reading in chorus or individually Exercise1: This machine mustn’t be used after 5.30 p.m This machine must cleaned evry tine you use Notes (179) passive it - Guide the students how to the The flowers should be exercises kept in a warm sunny - Divide the class into groups, ask them to place the exercises 10 Your bill should be paid - Walk round to give help if necessary before you leave the hotel - Correct the students’ work if necessary 11 we should be given the information now 12 Toothpaste can be bought at the drugstore 13 The children should be warned not to speak to strangers 14 The mystery can’t be solved 15 Travelers’cheques can be exchanged at most banks 16 She shouldn’t be told the news.It might kill her Exercise2;Complete the conservation with Exercise 2: the suitable passive form of the verbs in 1.will be prepared brackets Is food going to be cooked? - Guide the students how to the will be pre-packaged exercises can be warmed - Divide the class into groups, ask them to should food be chosen the exercises has to be offered - Walk round to give help if necessary could be selected - Correct the students’ work if necessary ought to be made - Listen to the teacher and Homework: (1 minute) write down homework to Exercise 3,4 and page 74and 75 in the at home student’s work book The 74th period Date: 20/ 02/ 2010 Grade 12 Review and test preparation Lesson – so, but, however and therefore A Objectives; 1- Knowledge: By the end of the lesson students will be able to; - use so, but, however and therefore 3- Skills: (180) - Remembering the use of so, but, however and therefore 4- Education: - present so, but, however and therefore in English language B.Teaching aids; 1.Teacher: - Method: mainly communicative approach - Materials: helping board, textbook, handouts Student:- Materials: Student’s book C.Procedure; Theme I Organize ( m') II Warm-up (5 m') III Presentation (35 m') Teacher's activities 1- Check the student's list 2- Arrange the seats if it's necessary - Ask some questions: Why you like learning English? - Call some Ss to answer orally, - Take note the answer on the board and feedback - Instroduce the revision grammar point Student's activities - Monitor gives names of absent students Work in pairs - write down the answers - give the answers orally - other ss give remarks on the answers Grammar : - study the examples Mệnh đề, cụm từ lý do, tương phản, kết and give remarks on quaû vaø muïc ñích the form Mệnh đề, cụm từ lý (vì, - buid the form vì, do) Because + S + V and because of ( vì, bời vì ) + Ving / Noun Note: Due to dùng because of Mệnh đề, cụm từ tương phaûn (duø, maëc duø) - study the model Although / even though / even if + S - give explaination to +V and in spite of / despite + Ving / Noun the rules Ex : Although he didn’t study, he - write down succeeded (coù although thì khoâng coù but ) He didn’t study, but / yet he succeeded He didn’t study.However / nevertheless / on the other hand, he succeeded Mệnh đề, cụm từ kết (vì theá, cho neân, keát quaû laø) : so, therefore, consequently, as a result Ex : He felt hungry, so / consequently he ate two cakes He felt hungry.Therefore / As a - listen to the teacher, result, he ate two cakes - take notes Mệnh đề mục đích (để, để mà) Câu đã cho có từ want, need, intend S + V + in order (not) to S+V (181) + so that + S + can / will (not) + V1 (hieän taïi) so as (not) to + V1 and S + V + so that + S + could / would (not) + V1 ( quaù khứ) - T summarize the content of the lesson - listen and understand + give remarks on the basic rules IV Summary (2 m') V Homework (2 m') - Prepare modal verbs - Listen to the teacher - Write down the homework to at home The 75th period Date: 21/ 02/ 2010 Grade 12 Review and test preparation Lesson – Modal vebs A Objectives; 1- Knowledge: By the end of the lesson students will be able to; - use may, might, must, mustn’t, needn’t 3- Skills: - Remembering the use of modal verbs 4- Education: - present modal verbs in English language B.Teaching aids; 1.Teacher: - Method: mainly communicative approach - Materials: helping board, textbook, handouts Student:- Materials: Student’s book C.Procedure; Theme I Organize ( m') II Warm-up (5 m') III Presentation (35 m') Teacher's activities 1- Check the student's list 2- Arrange the seats if it's necessary - Ask some questions: What must you today? What needn’t you do? - Call some Ss to answer orally, - Take note the answer on the board and feedback - Instroduce the revision grammar point A Grammar : a Can (quá khứ là could): Chỉ khả hội làm gì đó, nghĩa laø “coù theå” Student's activities - Monitor gives names of absent students Work in pairs - write down the answers - give the answers orally - other ss give remarks on the answers - study the examples and give remarks on the form - buid the form (182) Ex : Tom can play three musical intruments In the past, people could hardly travel easily b may / might: Diễn đạt điều gì đó có thể là thật điều gì đó có lẽ xảy Ex : It may / might be a bomb She may / might be at home today c should (not): Chỉ lời khuyên (nên hay khoâng neân) Ex : You should not smoke so much It is not good for you d Must: Chỉ bắt buộc (phải), must not cấm đoán không phép Ex : You haven’t got much time You must hurry You can tell Tom what I said but he mustn’t tell anybody else e Need (caàn) and needn’t = don’t need (khoâng caàn): Ex : You have got plenty of time You don’t need to hurry (You needn’t hurry) Notes : Câu đề nghị: Can you … ? Could you … ? or May I … ? Ex : Could you please open the window ? May I read your newspaper ? Một số cách biến đổi tương đương : - be necessary (for O) + to – V1 = need (not) Ex : It is unnecessary for him to study many subjects He needn’t study many subjects / He does not need to study many subjects - be possible / probable + to – V1 or maybe + perhaps = can / may + V1 Ex : Maybe your answer is right = Your anwer may be right Modals + have + V3,ed : - Could + have + V3,ed:Rất có thể đã (diễn tả khả đã có quá khứ, chưa sử dụng tới) - Should (not) + have + V3,ed : neân (khoâng nên) làm việc gì đó quá khứ - Must (not) + have + V3,ed : Ắt hẳn đã xảy (không xảy ra) quá khứ - May / might / can / could (not) + have + - study the model - give explaination to the rules - write down - listen to the teacher, - take notes (183) V3,ed : Có thể, có lẽ đã xảy quá khứ - Need (Needn’t ) + have + V3,ed : Caàn (không cần) làm việc gì quá khứ IV Summary (2 m') V Homework (2 m') - T summarize the content of the lesson + give remarks on the basic rules - listen and understand - Prepare to the test 45 minutes - Listen to the teacher - Write down the homework to at home The 76th period Date: 22/ 02/ 2010 Grade 12 Së Gi¸o Dôc §µo T¹o Th¸i B×nh The Second-term 45-minute Test 12th Form Trêng THPT NguyÔn Tr·i (Time allowance: 45 minutes) A PRONUNCIATION : Choose the word which has the underlined part pronounced differently from the rest: A punch B synchronized C technology D chemical A lie B goalie C tie D die A caps B posts C swimmers D books Choose the word whose main stress is placed differently from the others: A goalie B football C water D depend A personal B environment C defensive D decision B VOCABULARY & GRAMMAR: Choose one word or phrase that best fits the blank space in each sentence: _ the start of each period, both teams line up on their own goal line A In B For C At D From A water polo ball is constructed of waterproof material to allow it to float _ the water A on B over C above D in There are six field player positions and a goalkeeper each team (184) A from B with C on D for Players can move the ball by throwing it _ a teammate or swimming while pushing the ball in front of them A for B to C into D from 10 We were very excited _ the game last night A in B at C on D about 11 They are going to _ the pool to 1.8 meter A deepen B depth C deep D deeply 12 The referee had no hesitation in awarding the visiting team a _ A penal B penalize C penalty D penalization 13 The referee's _ is the most important in any sport competition A decide B decision C decisive D decider 14 _ players are not allowed to interfere with the opponent's movements unless the player is holding the ball A Defense B Defensively C Defender D Defensive 15 _ is a sport in which two or more people perform complicated and carefully planned movements in water in time to music A Synchronized swimming B Windsurfing C Diving D Rowing 16 If a defender _ a foul within the five meter area that prevents a likely goal, the attacking team is awarded a penalty throw or shot A punches B interferes C commits D touches 17 The more goals the players _, the more exciting the match became A marked B scored C made D sprinted 18 After a tie, there are two overtime periods of three minutes each A penalty B goal C score D draw 19 I have never taken part in any water sports _ I cannot swim A because of B because C due to D despite 20 Many people not like scuba diving _ A because of dangerous B because it is dangerous C because its danger D due to it is dangerous 21 The news of war _ and the world A shocked the nation B was shocked by the nation C shocking the nation D shocked by the nation 22 The player _ his hat-trick A will reward for B will be rewarded C will reward D will be rewarded for 23 Before the end of the term, I _ all the required reading A was finished by B had been finished by C had been finished D had finished 24 Sara speaks _ fast that I can't understand her A so B very C too D less 25 Would you mind _ me a hand with this bag? A give B giving C to give D to giving 26 “Thank you very much for a lovely party.” - “ ” (185) A Thanks B Have a good day C You’re welcome D Cheers 27 When I came to visit her last night, she a bath A is having B was having C were having D had 28 Dien Bien Phu is the place our army won a resounding victory in 1954 A where B that C what D which 29 I knew they were talking about me they stopped when I entered the room A because B so that C however D therefore 30 “ I’m sorry for keeping you waiting so long.” – “ _.” A Thank you B Me, too C I’m sorry D That’s all right C ERROR IDENTIFICATION : Identify one underlined word or phrase that is incorrect: 31 Since 1984 the sport has included in the Olympic Games as part of the yachting events A B C D 32 The sport was became very popular in Europe and by the late 70's there was windsurfing fever in Europe A B C with one in every three households having a sailboard D 33 The first world championship of windsurfing held in 1973 A B C D 34 My family spent an interested holiday in Europe last summer A B C D 35 They asked me what did I last night, but I was unable to tell them A B C D D Make the correct choice to complete each sentence: 36 We lived in that on the corner A old house brick small B brick small old house C small old brick house D house brick small old 37 He took his seat quietly A so as not to disturb their conversation B so as to disturb their conversation C in order not disturb their conversation D in order for him not to disturb their conversation 38 If I had enough money, A I will buy that house B I could buy that house C I can buy that house D I would have bought that house 39 _ that no one would ask for tips A The tourists found it strange B The tourist were strange to find C The tourists found strange D It found strange tourists 40 Dr Sales is the person A in that I don’t have much confidence B whom I don’t have much confidence in him C I don’t have much confidence D in whom I don’t have much confidence Unit 12 : Water sports th The 77 period (186) Date: 24/ 02/ 2010 Grade 12 Theme: Water Sports Unit 12 Reading Time: 45 minutes I Objectives: Educational aim: By the end of this lesson, students learn about water sports and they have knowledge to play it Knowledge: - General knowledge: Students can understand rules of playing water sports - Language: - New words: Words related to water sports Skills: - Guessing meaning from context - Passage comprehension - Reading for specific information II Method: Integrated, mainly communicative III Teaching aids: textbooks, some pictures of water sports IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Hangs up pictures of water sport and football - Asks some questions: What kinds of sports are in the pictures? Where can people play these sports? How people play them? Which sport you think is more popular? - Leads in new lesson: Water sports Before you read : (7 minutes) - Ask students to close the books - Shows pictures and says: the sport in picture A is “water polo” and in picture B, the read team plays against the white team, so the red one is the “opponent” of the white one - Explains some new words if necessary Water polo (n) : Môn bóng nước - Tie (n) : Trận hoà - Vertical (a) : Phương thẳng đứng - Foul (n) : Phaïm luaät , sai soùt - Oppenent (n) : Đối thủ , đối phương - Penalty (n) : Hình phaït - Eject (v) : Đẩy , tống ra,đuổi - Goalie (n) : Người giữ khung thµnh Students’ activities - Look at pictures and answer all the questions - Answer freely - Look at pictures and guess meaning of new words - Listen to the teacher and write down Notes (187) While you read : (23 minutes) - Asks students to open the books and read the passage silently - Lets students task Task : - Asks students to the task invidually then compare answers with partner - Read individually - Checks answers with the whole class and gives feedback Task 2: - Do the task independently - Asks students to the task in pairs and Key: read scan the passage to find information in e c 3.a 4.b 5.d the text to fill words in the blanks - Goes round to give help - Checks answers and give feedback Task 3: - Ask students to find answers for all questions in the passage individually first, then compare in pairs - Calls some students to present their answers in front of the class - Listens to the students and corrects mistakes - Calls on some students to write answers on the board - Corrects mistakes again - Work in pairs and the task Key: 18 ; 30 metres; 20 metres white caps; blue caps; red caps with the number in white Their own goal lines Holding or punching the ball Five to eighty minutes - Do independently first then work in pairs - Present answers in front of the class and correct in notebook Key: People can play it in a pool It is in the centre of the pool 3.The ball can be advanced by passing with one hand or swimming with the head above the water and the balol between the arm so it rides on the wave create by the swimming’s head Only the goalie can hold/ is allowed to hold the ball with both hands The player is ejected after committing fivepersonal fouls After you read : (8 minutes) - Work in groups - Divides the class into groups: one talks (188) about football and another talks about water polo - Do the task - Asks students to as the table in textbook - Maybe asks students some questions: Would you like to try water polo? Why or why not? Do you think it’s more or less dangerous than football or other sports? Why? - Goes round to help - Representative of each group - Calls each group to present expresses the own ideas in front - Gives comments of the class - Listen to their friend’s talking and give comment Home work: (2 minutes) - Asks students to write a paragraph about ideas of water polo (about 100 words) - Listen to the teacher and write - Asks students to prepare part B Speaking at down home The78th Period Date: 26/ 02/ 2010 Grade 12 Theme: Water sports Unit 12 Speaking Time: 45 minutes I Objectives: Educational aim: By the end of this lesson, students can talk about some water sports that they prefer Knowledge: - General knowledge: Students learn about some water sports - Language: asking and answering about water sports - New words: words related to water sports Skills: - Talking about types of water sports - Giving opinions and preferences about water sports II Method: integrated, mainly communicative III Teaching aids: pictures, textbooks IV Procedure: Teacher’s activities Pre- speaking: (5 minutes) - Ask students to keep book close - Says: “In just one minute, look at the pictures and write down on a piece of paper a list of equipments which are used to play with these types of water sports” - Asks students to work in groups - Calls some groups to speak their answers Students’ activities - Keep books close - Listen to the teacher - Look at the pictures and try to tell some equipments of water sports (ex: ball, air tank, mask, fins, oars, boat, board, regulator, wet suit, sail Notes (189) - Declares the winner ect ) While-speaking : (15 minutes) Task - Ask students to look at pictures and match names of equipments with names of water sports and retell names of each sport - Calls some students to speak - Correct pronunciation - Look at pictures and try to remember Correct pronunciation themselves Swimming Windsurfing Water polo Scuba- diving Task Synchronized swimming - Asks students to look at the table and talk Rowing about each type of water sports - Look at the book - Lets students individually - Goes round to check their activities - Work independently - Calls some students to practise speaking model converstations - Practise speaking with the - Asks students practise in pairs teacher - Calls some pairs to present in front of the - Work in pairs class and corrects mistakes - Listen to their friends Post-speaking : (10 minutes) Task - Asks students to work in small groups to talk about their favourite water sports following examples - Work in small groups - Goes round to provide help - Calls some students to speak loudly in front of the class - Listen to their friends and - Corrects pronunciation and gives comments gives comments - Gives marks - Listen to the teacher Homework: (3 minutes) - Ask students to prepare Part C- Listening and homework - Listen to the teacher - Write down the homework (190) The 79th period Date: 27/ 02/ 2010 Grade 12 Theme: Water sports Unit 12 Listening Time: 45 minutes I Objectives: Educational aim: By the end of this lesson, students will understand synchronized swimming Knowledge: - General knowledge: Students learn more about synchronized swimming - New words: Words related to synchronized swimming Skills: - Listening and choosing multiple-choice questions - Listening and understanding comprehension questions II Method: Intergrated, mainly communicative III Teaching aids: Student’s book IV Procedure: Teacher’s activities Pre-listening: (8 minutes) - Asks students to close the books - Asks some questions: Where are they playing? What are the special features of this sport? Is it a popular sport? - Lets students read some new words first in chorus then read individually - Calls some students to read new words - Corrects pronunciation While-listening: (20 minutes) Task - Ask students to read multiple-choice questions in the books first and underline key words - Plays the tape times and lets students to the task - Checks the answers and asks students to give evidences - Gives feedback Students’ activities - Close the books - Listen to the teacher - Answer freely - It is like ballet It is the combination of diving and gymnastics - Read in chorus then individually - Read questions - Listen to the tape carefully and then the task - Give answers: 1-B- 2-C- 3-A- 4-B- 5-A Task - Asks students to read questions to understand the content - Read the questions first - Asks students to listen to the tape once Notes (191) again to answer the questions - Calls some students to answers questions - Calls students to write the answers on the board - Corrects mistakes - Listen to the tape Key: The great Australian swimmer, Annette Kellerman did She found a water ballet club in 1923 Curtis did They were conducted in 1946 After-listening: (15 minutes) It became an Olympic - Asks students to talk about history of event in 1984 synchronized swimming using the cues in the books - Work in groups to practise - Asks students to work in groups to practise - Goes round to provide help - Listen to their friends and - Calls some groups to present correct mistakes - Gives comments Homework: (2 minutes) - Listen to the teacher - Remember them to prepare Part- Writing at home -Listen to the teacher and write down homework The 80th period Date: 28/ 02/ 2010 Grade 12 Theme: Water Sports Unit 12 Writing Time 45 minutes I Objectives: Educational aim: By the end of this lesson, students will know some ways of instructing when playing sports General knowledge: Students learn how to give instructions - Language: Instructing (192) - New words: Words related to instructed words Skills: Writing to give instructions II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, notebook IV Procedure: Teacher’s activities Pre-writing: (5 minutes) - Asks students to keep book close - Asks students a question: What you often before practising sports? - Leads in new lesson: “Today we will have to write the instructions for warming up exercises before swimming While-writing: (18 minutes) Task - Asks students to read task - Asks students to work in pairs to match each sentence with one appropriate action - Goes round to provide help - Calls students for each checking: one reads instructions and one practise - Supplies more word phrases: bend forward/ left/ right feet apart/ feet touching put your hands to the sides raise your hands above or some conjuntions: first, then, after that, finally ect Post-writing: (20 minutes) Task - Asks students to look at the picture in taks and use some useful expression above to write the instructions for one warm-up exercise before playing water polo - Asks students to write individually - Goes round to help - Lets students deliver to check mistakes in groups - Calls one student to write on the board - Gives comments and gives mark Students’ activities - Keep book close - Listen to the teacher and answer the question: We have to warming up exercises - Read the task - Work in pairs - Practise the task - Listen to the teacher and copy down - Look at the picture and the task - Do independently - Work in groups Key: Set yourself in vertical position Stand with your feet apart, raise your hands above your head Bend forward, fingertips Notes (193) touch the ground Then bend again, fingertips Homework: (2 minutes) touch the ground between the - Ask students to part writing of Unit in feet the student’s work book and preapare part Finally put each arm back Language Focus to the first position - Listen to the teacher and write down homework The 81st period Date: 01/ 3/ 2010 Grade 12 Theme: Water Sports Unit 12 Language Focus Time: 45 minutes I Objectives: Educational aim: By the end of this lesson, students will be able to: - pronounce the words that have deaf sounds - review grammar point: transitive and intransitive verbs Knowledge: - General knowledge: Students learn how to use elision and transitive and intransitive verbs - Language: - Transitive and intransitive verbs - Elision - New words: Words related to elision Skills: Pronoucing elision and using transitive and intransitive verbs II Method: Intergrated, mainly communicative III Teaching aids: Student’s book IV Procedure: Teacher’s activities Students’ activities Pronunciation: (8 minutes) - Ask students to read words following the - Read follow the tape tape *Listen and repeat : Notes (194) - Read loudly then ask students to repeat - Introduce : elision - Correct pronunciation for the students * Practise these sentences - Read the sentences loudly - Ask students to repeat - Correct pronunciation for students Grammar and vocabulary:(4 minutes) - Introduce exercises to the students - Let students see all sentences in part Pronunciation and give comments of verbs - Gives explaination: verbs + obj = transitive verbs verbs + not obj = intransitive verbs - Asks students to make questions with “who/ whom/ what” in pairs - Calls some students to give their answers - Corrects mistakes Exercise 1: (8 minutes) - Asks students to Exercise - Introduce how to it - Lets them work individually then compare with partner - Walks round, checks and gives feedback Exercise (8 minutes) - Introduces Exercise to students and explain how to it - Asks students to put the verbs into the right column “transitive or intransitive verbs” - Asks students to it in pairs - Checks the answers and asks students to make sentences with those verbs - Corrects mistakes * Remarks: - Most transitive verbs can be used in the passive - Intransitive verbs can never be used in passive Exercise 3: (10 minutes) - Introduces Exercise to students and explain how to it - Asks students to it - Lets them work in groups to find sentences that have transitive verbs, then turn them into passive - Walks round and help them - Checks, corrects mistakes - Read in individually chorus then - Listen to the tape and practise speaking - Listen to the teacher - Read the sentences and underline verbs - Give comments: the verbs “do, like, climb, deliver” + Obj the verbs “sleep” + no Obj - Listen to the teacher and write down - Make questions in pairs - Do individually then in pairs Key: Intransitive verbs: sleep, lie, occur, arrive, rain, exist - Do the task in pairs - Make sentences: I help my friend to homework My father has grown many kinds of flowers - Listen to the teacher and copy down - Listen to the teacher - Do the task in groups Key: The bill will be paid by An Towels are supplied by the hotel My mistakes were noticed by everyone I wasn’t surprised by the (195) news The story was told by an old man Homework : (2 minutes) - Asks students to Part Language Focus - Listen to the teacher and and prepare the next lesson write down Unit 13: The 22nd Sea Games The 82nd period Date: 03/ 3/ 2010 (196) Grade 12 Theme: The 22nd Sea Games Unit 13 Reading Time: 45 I Objectives: Educational aim: By the end of this lesson, students will be able to: - Scan for specific information - Give vietnamese equivalents to words and phrases - Answer the questions Knowledge: - General knowledge: Students can understand the 22nd Sea Games - Language: Giving Vietnamse equivalents to words and phrases - New words: Words related to Sea Games Skills: - Scanning for specific information - Passage comprehension II Method: Integrated, mainly communicative III Teaching aids: textbooks, some pictures of Sea Games IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Lets students to listen to a song “V× mét thÕ giíi ngµy mai” and tell what song it is - Asks some questions: In what event was it first sung? When and where was this event held? - Leads in new lesson: The 22nd Sea Games Pre-reading: (5 minutes) - Asks students to work in pairs to look at picture and answer the questions Where event was it? Where you think the event took place? - Goes round to listen to students - Calls some pairs to answer - Leads in new lesson Students’ activities - Listen to the song and answer questions The 22nd Sea Games In Vietnam – in 2003 - Look at picture and answer the question In 2003 In Ha Noi While-reading : (25 minutes) - Listen to the teacher - Asks students to open the books and read the passage silently - Lets students task Task : - Asks students to the task invidually then - Read individually compare answers with partner - Asks students try to guess meanings through the passage or look up dictionary Notes (197) - Checks answers with the whole class and - Do the task independently gives feedback Key: ngêi say mª thÓ thao Task 2: ®oµn kÕt - Asks students to scan the passage and find danh hiÖu information to complete the sentences thÓ dôc thÓ h×nh - Asks students to individually first then tinh thÇn cao compare with partner đồng bào - Goes round to give help - Checks answers and give feedback - Calls some students to read loudly - Read individually then completed sentences compare their answers with partners Task 3: Key: - Asks students to find answers for all the 5th to 13th December, 2003 questions in the passage in pairs 90 golds - Goes round to provide help the Swimming and Shooting - Calls some students to present their answers Events in front of the class some point in the future - Listens to the students and corrects mistakes - Work in pairs to answer the - Calls on some students to write answers on question the board - Listen to their friends and the - Corrects mistakes again teacher - Correct answers Key: It was solidarity, co-operation for peace and development 444 gold medals were won at the Sea Games The Vietnamese Women’s Football team successfully defended the Sea Games title The Thai Men’s Football team won the gold medal It was because firstly, to prepare for the 22nd Sea Games, Vietnam carried out an intensive programme for its athletes, which included training in facilities, both home and abroad; secondly, with the strong support of their After you read : (8 minutes) countrymen, the Vietnamese - Asks students to work in groups and talk athletes competed in high about names of some of the Vietnamese spirits athletes they love and say what they are famous for, and what aspects of sportsmanship they admire - Work in groups (198) - Goes round to help students - Calls some students to present in front of - Do the task the class - Listens to students and correct mistakes, gives marks - Some students to practise talking Home work: (2 minutes) - Listen to their friends’ talking - Asks students to write a paragraph about and give comment their beloved athletes (about 100 words) - Asks students to prepare part B Speaking at home - Listen to the teacher and write down The 83rd Period Date: 04/ 3/ 2010 Grade 12 Theme: The 22nd Sea Games Unit 13 Speaking Time: 45 minutes I Objectives: Educational aim: By the end of this lesson, students will be able to be expected to report some of the records at the 22 nd SEA Games the sports results of the match.After that, they can use it in the real life Knowledge: - General knowledge: Students can understand some of the records at the 22nd Sea Games - Language: asking and answering about records at the 22nd SEA Games - New words: words related to some sports at the 22nd SEA Games Skills: - Talking about sports events of the 22nd SEA Games - Talking about (reporting) sports results II Method: integrated, mainly communicative III Teaching aids: pictures, textbooks IV Procedure: Teacher’s activities Pre- speaking: (10 minutes) - Divides the class into groups: each group names of the sport under each symbol The group gives more names will be the winner - Goes round to provide help and listen to students Students’ activities - Listen to the teacher - Work in groups - Observe the board Notes (199) - Calls groups to present their results on the board - Listen to the teacher and - Corrects pronunciation and mistakes copy down names of sports - Declares the winner While-speaking : (20 minutes) Task - Asks students to look at symbols and names of sports - Calls some students to speak - Corrects pronunciation and gives answers - Look at pictures and try to remember Correct pronunciation themselves football (soccer) tennis swimming cycling Task basketball - Asks students to look at the books and talk (running) athletics about some of the records at the 22nd SEA Games, using the information in the table - Look at the book - Asks students to pronouce some words (names of athletes and sports) - Work independently - Lets students work in pairs - Goes round to check their activities - Practise speaking with the - Calls some students to practise speaking teacher - Work in pairs - Listen to their friends A: Hi Lam What are you doing? B: Well, I’m searching for sport records at the 22nd SEA Games A: It’s great Could you tell me about the record of the Men’s 200 meters? B: A man coming from Thailand won the game A: What’s his name? B: He’s Boonthung A: What was his record? Post-speaking : (13 minutes) B: He ran 200 meters in 20,14 Task seconds - Asks students to work in small groups to A: Wow! How exellent he make a report on the sports results, using was! He ran very fast information in the scoreboard - Goes round to provide help - Calls some students to speak loudly in front of the class - Work in groups - Corrects pronunciation and gives comments Suggestions: - Gives marks - Thailand and Malysia (200) played in the Women’s Football Third-Place Playoff The Thai team won the bronze medal The results (score) was 6-1 - Thailand and Vietnam played in the Men’s Football Final The Thai team won the gold medal The score was 21 - Thailand and Vietnam Homework: (2 minutes) played in the Women’s - Ask students to prepare Part C- Listening Volleyball Final The Thai and homework team won the gold medal The score was 3-0 - Listen to the teacher - Write down the homework The 84th period Date: 06/ 3/ 2010 Grade 12 Theme: The 22nd SEA Games Unit 13 Listening Time: 45 minutes I Objectives: (201) Educational aim: By the end of this lesson, students will know more about the athletes’ records in the 22nd Southeast Asian Games as well as their jobs when the Games are over Knowledge: - General knowledge: Students learn more about records in the 22nd SEA Games and pole vaulting - New words: Words related to pole vaulting Skills: - Listening and answering comprehension questions - Listening and deciding on True or False statements II Method: Intergrated, mainly communicative III Teaching aids: Student’s book IV Procedure: Teacher’s activities Pre-listening: (8 minutes) - Asks to work in pairs to look at the picture and answer the question - Goes round to listen to students - Calls some pairs to speak out - Corrects pronunciation - Asks some questions to pre-teach new words: When some body has won the medal, where does he stand to get the prize? tempting (adj) = attractive - Lets students read loudly some new words - Calls some students to repeat - Corrects pronunciation While-listening: (20 minutes) Task - Says: “You will hear a newspaper article about Amnat, the winner in the 22nd SEA Games Pole Vaulting competition Listen to the tape and answer the questions” - Asks students read questions first to understand the contents - Plays the tape the 1st time, reminds students to new words: + clear (v): nh¶y qua + break (v): ph¸ kØ lôc - Plays the tape 2nd time and asks students only give short answers - Calls some students to answer - Calls students to write answers on the board - Corrects mistakes and gives correct answers Task - Asks students to listen to the nd newspaper Students’ activities - Work in pairs to answer the questions - Listen to their friends The podium - Listen to the teacher and write down - Read in chorus - Correct their pronunciation themselves - Read questions first - Listen to the tape carefully and then the task - Give answers: one Thailand 4,8m No, he didn’t Notes (202) article about the players of Vietnam’s Women’s Football team and decide whether the statements are T or F - Plays the tapes times - Checks answers and asks students to give their evidences - Corrects the answers - Read the statements first - Listen to the tape Key: 1 T F T After-listening: (15 minutes) T - Asks students to work in groups to discuss F the question: Which Vietnamese footballer(s) you like best? Why? - Work in groups to practise - Goes round to provide help - Listen to their friends and - Calls some groups to present correct mistakes - Gives comments Suggestion: Goal keeper: Dang Kieu Trinh- Football players: Do Homework: (2 minutes) Hong Tien, Le Thi Oanh ect - Remember them to prepare Part- Writing at home - Listen to the teacher and write down The 85th period Date: 08/ 3/ 2010 Grade 12 Theme: The 22nd SEA Games Unit 13 Writing Time 45 minutes I Objectives: Educational aim: By the end of this lesson, students will be able to describe a Sporting event (a football match) General knowledge: Students learn how to write describing a football match - Language: - New words: Words related to football Skills: Describing a sporting event (a football match) II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, notebook IV Procedure: Teacher’s activities Pre-writing: (5 minutes) Task 1: - Says: “You are going to write a description of a football match between your school’s team and one of your neighbouring schools’ teams The following are the questions you have to Students’ activities - Listen to the teacher and work in pairs Suggestions: + Introduction: Why was the football Notes (203) answer when describing the match, but they are jumbled You should work with a partner and put the questions in the suitable sections” - Suggests students order the sentences with parts: Introduction- Details of the matchConclusion - Walks round to help - Calls some students to give answers While-writing: (18 minutes) Task - Asks students to read all questions again and answer them - Has students read Useful Languge to improve their answers - Gives some suggestions to students: Nouns: players/ captain/ defender/ stricker/ goal keeper/ referee Verbs: infringe/ dribble/ pass the ball ect - Calls some students to answer - Corrects mistakes - Asks students write answers in notebooks match held? What teams took part in the match? When and where did the match take place? + Details of the match: What was the weather like on that day? How did each team play in the first half?/ second half? What was the spectators’ attitude? Which team played better? Who scored a goal? + Conclusion: What was the result? What did you think about the game? - Read the questions - Work in pairs - Listen to the teacher and copy down Post-writing: (20 minutes) Task - Asks students to write a description of the football match mentioned above by using suggested above words - Look at the picture and - Asks students to work individually the task - Goes round to provide help - Calls some students to read loudly their writing - Corrects mistakes and gives marks - Do independently - Listen to their friends and Homework: (2 minutes) correct mistakes - Ask students to part writing of Unit in the student’s work book and preapare part Language Focus - Listen to the teacher and write down homework (204) The 86th period Date: 10/ 3/ 2010 Grade 12 Theme: The 22nd SEA Games Unit 13 Language Focus Time: 45 minutes I Objectives: Educational aim: By the end of this lesson, students will be able to: - practise linking - review and practise: Double comparison Knowledge: - General knowledge: Students learn how to use linking and review comparison - Language: - Linking - Comparison - New words: Words related to linking and comparison Skills: Pronoucing linking II Method: Intergrated, mainly communicative III Teaching aids: Student’s book IV Procedure: Teacher’s activities Pronunciation: (8 minutes) - Ask students to look at these sentences and give comments on those sentences - Has students to pay attention on linking: the last consonant of 1st word with a vowel of following word Ex: look-at, quite-old *Listen and repeat : - Read loudly then ask students to repeat - Calls some students to read again - Correct pronunciation for the students Students’ activities - Look at the books - Listen to the teacher - Listen to the tape and practise speaking Grammar : (25 minutes) - Introduce exercises to the students - Listen to the teacher Exercise 1: Notes (205) - Asks students to Exercise - Introduce how to it - Lets them work in pairs to matching with the instruction: comparative + and + comparative - Walks round, checks and gives feedback Exercise - Introduces Exercise to students and explain how to it - Asks students to work individually and complete the sentences using comparative structure: comparative + and + comparative - Reminds students to remember shortadjectives and long adjectives comparison - Calls some students to give their answers - Corrects the answers Exercise 3: (10 minutes) - Introduces Exercise to students and explain how to it - Asks students to complete the sentences, using the structure “the + comparative, the + comparative” - Asks students to the task individually first then compare with partners - Goes round to observe - Calls some students to present their answers - Corrects mistakes and gives feedbacks - Work in pairs and the task Key: 2.e- 3.a- 4.b- d- 6.g- 7.f - Listen to the teacher and copy down Key: shorter and shorter more and more expensive worse and worse more and more complicated better and better more and more active more and more difficult closer and closer - Listen to the teacher - Do the task individually first then in pairs Key: The warmer the weather, the better I feel The more you practise your English, the faster you will learn The longer he waited, the more impatient he became The more electricity you use, the higher your bill will be The more expensive the hotel, the better the service The more I got to know Homework : (2 minutes) him, the more I liked him - Asks students to Part Language Focus The more you have, the and prepare Test yourself F more you want (206) - Asks students to make some sentences with the comparative structures they’ve reviewed - Listen to the teacher and write down The 87th period Date: 12/ 03/ 2010 Grade 12 Test yourself E I Objectives: 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 II Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs… IV Procedures: Teacher’s activities Students’ activities Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the test - Answer teacher’s questions yourself E * Have you prepared it at home? Notes (207) * Have you got any difficulties? Test yourself I Listening(2.5 points) (10 minutes) - Present the task: Listen and complete the table below - Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words - After that turn on the tape of the passage aloud twice - Let students fill in the blanks with the words they have just heard - Go round the class to control the work - Then turn on the tape of the passage the last time for students to check their results - Correct mistakes II Reading (2.5 points) (10 minutes) - Present the task: Read the passgae and decide which type of sport (A- E) - Get students to work in groups, discuss about the passage - Go round the class to control the discussion - State the best option - Correct mistakes - Look at the book and listen to the task - understand the task - Listen to the tape carefully - Fill in the blanks with the words they’ve just heard - Correct mistakes Keys: illustration, preserve, bamboo, 868, knowlege - Look at the textbook and listen to the teacher then read the passage and decide which type of sport (A- E) - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups, and correct Keys: B, D, A, C, E - Listen to the teacher - Work in groups to complete III Grammar(2.5 points) (8 minutes) the sentences - Recall the grammar of articals - Compare the results with the - Giude students how to other groups - Give them some newwords: - Correct mistakes - Do the first as an example Keys: - Ask students to to the exercise I - T, T - I, - Call the to to on board T - I, I - T, - Go round the class to control the set’s T - I , I - T, activities I - T, I - T, - State the keys I - T, 10 T - I - Correct mistakes - Listen to the teacher carefully IV Writing(2.5 points) (7 minutes) - Work in groups or in pairs - Giude students how to write then write - Give students some models and structures to - Compare the results with the writes other groups (208) - Ask students to write - Call the to to on board - Correct mistakes - Go round the class to control the students’ activities - Correct mistakes - Study all the lessons again Homework (5 minutes) and prepare Unit 14 – - Ask students: Reading + to study all the lessons again + to prepare Unit 14 – Reading Unit 14 : INTERNATIONAL ORGANIZATIONS The 88 period Date: 16/3/ 2010 Grade 12 Theme: International Organizations Unit 14 Reading Time: 45 minutes I Objectives: Educational aim: Students should know about International Red Cross Knowledge: - General knowledge: Students know about activities of International Red Cross - Language: Students could understand and use new words after reading - New words: Words related to International Red Cross 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, etc th IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Lead out the hand out and ask students matching the names of organizations with the pictures - Let students understand more about these organizations, today we learn Unit 14- part A: Reading Before you read : (7 minutes) - Ask students to use the suggestion in their books to work in pairs - Ask and answer questions : 1,what kind of activities is this organization involved in? Students’ activities - Open the book - Listen to the teacher - Look at the blackboard and put two words together - Listen to the teacher and open the book – Unit 14, part A: reading - Look at the book, listen to the teacher and work in pairs: -Answer the questions 1,giving medical aids-taking Notes (209) 2,Is there a national Red Cross Society in Vietnam? - Listen to students and correct pronunciation and grammar if necessary 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 : (3 minutes) - Ask students to choose the best words in the box to complete the following sentences - Let students work individual or in groups - Help students if necessary Keys: 1,dedicated 2,appealed 3,initiated 4,appalled 5,resulted Task 2: (4 minutes) -Ask students go through the reading text and decide whether the statements are true or false -Walk round the classroom and correct mistakes -Keys: T, T, T ,4 F, T Task 3: (6 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 After you read : (8 minutes) - Ask students to read the passage again and fill a suitable word for the following paragraph - Listen to students and correct mistakes -Keys:1,appalled,2,lack 3,of,4.in Home work: (2 minutes) - Ask students to write a short passage about the role of the Red Cross society in your country (80 words) - Prepare Part B : Speaking at home The 89th Period Date: 20/ 3/ 2010 Grade 12 care of victims of poverty 2,Yes - Listen to the teacher then read the passages - Ask some new words if necessary - Keep the book open - Listen to the teacher then task - Ask the teacher if necessary - work individual or in group - Write down in the notebook - Listen to the teacher -work individually and then work in pair and compare - 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 -Work in pairs - The students who are called to stand up to talk loudly are intelligent ones - Listen to the teacher and write down homework (210) Theme: International Organizations Unit 14 Speaking Time: 45 minutes I Objectives: Educational aim: Students could ask and answer about international organizations in the world Knowledge: - General knowledge: By the end of the lesson students can practise a dialogue about some international organizations - Language: asking for and giving information from a passage - New words: words related to the topic Skills: talking about international organizations and their activities in charity and volunteer work II Method: integrated, mainly communicative III Teaching aids: pictures ,textbook, IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students to keep book close - Ask students to look at the logos and match them with the organizations they stand for - Check in front of the class - Tell students to understand more about international organizations (We learn Unit 14, part- speaking) Pre-speaking : (12 minutes) Task - Ask students to read the passage and answer the questions about WHO - Let them work in pairs - Listen to students and correct mistakes Students’ activities - Keep books close - Listen to the teacher - Look at the board and try to remember name and logo of each organization - Look at student’s book - Listen to the teacher and answer -Keys: 1,WHO stands for World Health Organization 2,It was established on April 1948 3,Its major objective is the attainment by all peoples of the highest possible level of health 4,Its major activities are carrying out research on medical development and improving international health care While-speaking : (15 minutes) Task - Ask students to talk about the information about UNICEF and WWF -Work in pairs and ask and Notes (211) - Let them work in groups - Walk round and help them - Ask some students to stand up to talk again loudly - Listen and correct mistakes Post-speaking : (10 minutes) Task - Ask students to tell the classmates what you know about one international organization mentioned above - Walk round and help them - Let them work in groups - Ask some students to stand up and tell loudly - Listen and correct mistakes answer A :I’m searching some information about UNICEF Could you tell me some? B :Well,UNICEF stands for the United Nations International Children’s Emergency Fund A :When was it founded: B :In 1948 in New York - Listen to the teacher - Do task - Work in groups - The students are called stand up and tell loudly The United Nations International Children’s Emergency Fund, which was founded in1948 ,is eh United Nations funds for children Its headquarters are in New Homework: (3 minutes) York ,USA, - Ask students to write a passage about - Listen to the teacher UNICEF or WWF (80 words) - Write down the homework - Ask students to prepare Part C- Listening and homework The 90th period Date: 23/ 3/ 2010 Grade 12 Theme: International Organizations Unit 14 Listening Time: 45 minutes I Objectives: Educational aim: Students should listen and give information about United Nations Organization Knowledge: - General knowledge: Students learn more about United Nations - New words: Words related to United Nations 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 IV Procedure: (212) Teacher’s activities Warm-up: (5 minutes) - Ask students to close the books - Give some pictures and answer some questions 1,Who are they? ,What are their job ? - Check some students and mark - If you want to know more details about UN organization we will go to Unit 14- part Listening Pre-listening: (7 minutes) - Ask students to look at the part: Before listening -Ask students to answer the question What you know about the organization in the picture? - Let them work in pairs and make questions - Walk round, listen and help students - Read loudly the words: Destruction, organization, independence, international - Ask students to repeat loudly the words - Listen and check pronunciation While-listening: (20 minutes) Task - Ask students to listen to the first part of the passage and circle the best answer to the following questions - Let them read through these sentences - Read loudly or turn on the typescript three times - Help them if necessary Task - Ask students to look through the sentences in task - Ask students to listen to the tapescript again and fill in the missing words -let students compare their answers with the partners’ answers - Ask students to give reasons for their answers Key: 1.solve international problems 2,the UN 3,in its goals 4,at war 5.independece After-listening: (10 minutes) - Ask students to open the books - Ask them to list as many as possible the Students’ activities - Close the books - Listen to the teacher - Work in groups and look at the picture and answer - Listen to the teacher and open textbooks - Look at the books - Listen to the teacher - Work in pairs - Repeat loudly the words and try to remember them - Keep book open - Listen carefully and choose the best answer Key: 1C.2D.3C - Keep book open and listen to the teacher - Read the sentences in task and try to understand them - Listen to the typescript again and fill in the missing words -Discuss and find out the Notes (213) names of the international organizations you names of international have known so far organizations they have - Let them work in pairs known - Walk round and help students - The students who are called go to board and write down - Ask some students to stand up and go to your answer board and write the names of the international organizations - Listen and correct mistakes Homework: (3 minutes) - Ask students to write a passage about UN -Listen to the teacher and - Remember them to prepare Part- Writing at write down homework home The 91st period Date: 25/ 3/ 2010 Grade 12 Theme: International Organizations Unit 14 Writing Time 45 minutes I Objectives: Educational aim: Students should write a short description of an international organization General knowledge: Students learn how to write a description , stages of a description - Language: - New words: Words related to the topic Skills: Writing a narrative II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, notebook, some pictures IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students to keep book close - Ask students put the words into correct columns then say what organization the y belong to ? - Check and explain them to the class: Pre-writing: (10 minutes) - Ask student to work in groups and go through the list of suggestions above.Tell your friend the reason why you would like to work for WHO or WWF - Explain some new words - Let them work in groups - Walk around, check and help students - Explain to student to some questions using Students’ activities - Keep book close - Listen to the teacher and work in pairs - Listen to the teacher and open the books - Read the task1 - Ask the teacher if necessary Notes (214) their opinion While-writing: (18 minutes) Task - Ask students to task -Ask students to use the ideas you have - Listen to the teacher discusses above to write a paraghaph about - Do task in groups the reasons you choose to work for one of the above international organizations Begin as followed “I’d like to work for ” - Let them work in groups - Go round, check and help students Post-writing: (10 minutes) - Give suggestions and corrections - Ask students to read another’s description - Ask some students to read loudly their description - Some students read loudly their products in front of the - Correct mistakes and mark class Everyone has his or her own choice To me, supposed I was offered to work for one of the international organizations, I’d like to work for WHO for a number of reasons First, if I work for WHO ,I will have an opportunity to live Homework: (2 minutes) - Ask students to part writing of Unit 14 in the student’s work book and prepare part Language Focus - Listen to the teacher and write down homework The 92nd period Date: 27/ 3/ 2010 Grade 12 (215) Theme: International Organizations Unit 14 Language Focus Time: 45 minutes I Objectives: Educational aim: Students should practice the falling tune and use phrasal verbs Knowledge: - General knowledge: Students learn how to use phrasal verbs - Language: Using the phrasal verbs - New words: Words related to topic Skills: Intonation and phrasal verbs II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, pictures IV Procedure: Teacher’s activities Pronunciation: (8 minutes) - Ask students to look at their books then introduce to them * Practise these sentences - Read the sentences loudly - Ask students to repeat -Explain some cases to fall tune :narrative sentences; imperative ;Wh-questions - Correct pronunciation for students Grammar and vocabulary:(4 minutes) - Introduce exercises to the students - Let students get their attention to focus on phrasal verbs Phrasal verbs :verbs +preposition Phrasal verbs are used as transitive verbs -Ask students give some examples related to phrasal verbs Exercise 1: (8 minutes) - Ask students to Exercise - Introduce how to it - Let them work in pairs - Walk round, check and give mark Students’ activities - Listen to the teacher - Open the books - Look at Practise the sentences - Listen to the teacher then repeat in chorus then individual - Listen to the teacher - Listen to the teacher and give some examples -Examples: call for, come cross, get over, take after -Do the excercise1 -work individually and work in pair -Keys:1 give up, fill in, turn on, take of, wash up, look up turn off, fill in/put on go on Exercise (8 minutes) - Introduce Exercise to students and explain - Listen to the teacher and how to it exercise Notes (216) - Ask students to it - Let them work individually - Check, correct mistakes Exercise 3: (10 minutes) - Introduce Exercise to students and explain how to it - Ask students to it - Let them work individually - Walk round and help them - Check, correct mistakes, give reasons and mark Homework : (2 minutes) Ask students to Part Language Focus and prepare to review -Keys: in, up, 3.out, round, on, up, down, away, 9.down, 10 on - Listen to the teacher and exercise Key: turns up, look after, takes after, got over, held up, try out, went off - Listen to the teacher and write down The 93rd period Date: 28/ 3/ 2010 Grade 12 Review and test preparation Lesson – Comparison A There are three degrees of comparison: Positive Comparative Superlative dark darker darkest tall taller tallest useful more useful most useful B One-syllable adjectives form their comparative and superlative by adding er and est to the positive form: bright brighter brightest Adjectives ending in e add r and st: brave braver bravest (217) C Adjectives of three or more syllables form their comparative and superlative by putting more and most before the positive: interested more interested most interested frightening more frightening most frightening D Adjectives of two syllables follow one or other of the above rules Those ending in ful or re usually take more and most: doubtful more doubtful most doubtful obscure more obscure most obscure Those ending in er, y or ly usually add er, est: clever cleverer cleverest pretty prettier prettiest (note that the y becomes i) silly sillier silliest E Irregular comparisons: bad worse worst far farther farthest (of distance only) further furthest good better best little less least many/much more most old elder eldest (of people only) older oldest (of people and things) F farther/farthest and further/furthest Both forms can be used of distances: York is farther/further than Lincoln or Selby York is the farthest/furthest town or York is the farthest/furthest of the three (In the last sentence farthest/furthest are pronouns See 24 B.) further can also be used, mainly with abstract nouns, to mean 'additional/extra': Further supplies will soon be available Further discussion/debate would be pointless Similarly: further enquiries/delays/demands/information/instructions etc furthest can be used similarly, with abstract nouns: This was the furthest point they reached in their discussion This was the furthest concession he would make (For adverb use, see 32.) G far (used for distance) and near In the comparative and superlative both can be used quite freely: the farthest/furthest mountain the nearest river But in the positive form they have a limited use far and near are used chiefly with bank, end, side, wall etc.: the far bank (the bank on the other side) the near bank (the bank on this side of the river) near can also be used with east, and far with north, south, east and west With other nouns far is usually replaced by distant/remote and near by nearby/neighbouring: a remote island, the neighbouring village For far (adverb); for near (adverb or preposition), H elder, eldest; older, oldest elder, eldest imply seniority rather than age They are chiefly used for comparisons within a family: my elder brother, her eldest boy/girl; but elder is not used with than, so older is necessary here: He is older than I am (elder would not be possible.) In colloquial English eldest, oldest and youngest are often used of only two boys/girls/children etc.: His eldest boy's at school; the other is still at home This is particularly common when eldest, oldest are used as pronouns: Tom is the eldest, (of the two) (218) The 94th period Date: 29/ 3/ 2010 Grade 12 Review and test preparation Lesson – Constructions with comparisons A With the positive form of the adjective, we use as as in the affirmative and not as/not so as in the negative A boy of sixteen is often as tall as his father He was as white as a sheet Manslaughter is not as/so bad as murder Your coffee is not as/so good as the coffee my mother makes B With the comparative we use than The new tower blocks are much higher than the old buildings He makes fewer mistakes than you (do) He is stronger than I expected I didn 't expect him to be so strong It was more expensive than I thought = I didn't think it would be so expensive When than is omitted, it is very common in colloquial English to use a superlative instead of a comparative This is the best way could be said when there are only two ways (See comparatives, superlatives used as pronouns ) C Comparison of three or more people/things is expressed by the superlative with the in/of This is the oldest theatre in London The youngest of the family was the most successful A relative clause is useful especially with a perfect tense It/This is the best beer (that) I have ever drunk It/This was the worst film (that) he had ever seen He is the kindest man (that) I have ever met It was the most worrying day (that) he had ever spent Note that ever is used here, not never We can, however, express the same idea with never and a comparative / have never drunk better beer I have neier met a kinder man He had never spent a more worrying day Note that most + adjective, without the, means very You are most kind means You are very kind most meaning very is used mainly with adjectives of two or more (219) syllables annoying, apologetic, disobedient, encouraging, exciting, helpful important, misleading etc D Parallel increase is expressed by the + comparative the + comparative HOLSE AGENT Do you want a big house? ANN Yes, the bigger the better TOM But the smaller it is, the less it will cost us to heat E Gradual increase or decrease is expressed by two comparatives joined by and The weather is getting colder and colder He became less and less interested F Comparison of actions with gerunds or infinitives Riding a horse is not as easy as riding a motor cycle It is nicer/more fun to go with someone than to go alone G Comparisons with like (preposition) and alike Tom is very like Bill Bill and Tom are very alike He keeps the central heating full on It's like living in the tropics H Comparisons with like and as (both adverb and adjective expressions are shown here) In theory like (preposition) is used only with noun, pronoun or gerund He swims like a fish You look like a ghost Be like Peter/him go jogging The windows were all barred It was like being in prison and as (conjunction) is used when there is a finite verb Do as Peter does go jogging Why don't you cycle to work as we do? But m colloquial English like is often used here instead of as Cycle to work like we I like + noun and as + noun He worked like a slave (very hard indeed) He worked as a slave (He was a slave ) She used her umbrella as a weapon (She struck him with it) than/as + pronoun + auxiliary A When the same verb is required before and after than/as we can use an auxiliary for the second verb I earn less than he does (less than he earns) The same tense need not be used in both clauses He knows more than I did at his age B When the second clause consists only of than/as + I/we/you + verb, and there is no change of tense, it is usually possible to omit the verb I'm not as old as you (are) He has more time than I/we (have) In formal English we keep I/we, as the pronoun is still considered to be the subject of the verb even though the verb has been omitted In informal English, however, me/us is more usual He has more time than me They are richer than us C When than/as is followed by he/she/it + verb, we normally keep the verb You are stronger than he is But we can drop the verb and use he/she/they in very formal English or him/her/them in very colloquial English These rules apply also to comparisons made with adverbs / swim better than he does/better than him They work harder than we do/harder than us You can't type as fast as I can/as fast as me (220) The 95th period Date: 30/ 3/ 2010 Grade 12 Theme: test 45 minutes Full name……………… Class 12……………… TEST 45’ I/ Pick out the word whose underlined part is pronounced differently a taste b tie c crest d digestion a scuba- diving b hummock c fund d punishment a enact b eject c penalty d expedition II/ Pick out the word that has the stress differently from that of the other words a bamboo b leopard c panda d parrot a fascinating b biology c priority d endangerment III/ Choose the best answer (221) If the phone rings, it ……….be for me a can b will c would d shall Although he tried he …… not make it a would b should c might d could I prefer scuba- diving……………………… a to windsurf b than windsurf c to windsurfing d than windsurfing Mary, you are ………….to take part in the game a supposed b supported c exposed d indicated 10 Neither Mary nor her sister………….to join the water polo a go b are going c have gone d is going 11 Tell me ……… you want, and I’ll try to get it for you a that b what c that if d what 12 When people are driving, they ……… keep their eyes on the road a wouldn’t b should c would d shouldn’t 13 What’s the name of the man……… car you borrowed? a who b which c that d whose 14.Anyone…………….must pay before next Friday a who are interested in the job b who are interesting in the job c who is interested in the job d whose job is interested 15 “ would you like to come on a picnic with us?” He….us to come on a picnic with them a advised b ordered c invited d begged 16 My bicycle …………last night a was stolen b stolen c was stealing d stole 17 I can’t find my books I……… it in the restaurant last night a must have left b had left c left d might leave 18 I wish everything ……… so expensive a would be b wouldn’t be c won’t be d could be 19 We should plant trees along the streets to ………… Our city a beautiful b beautifully c beautify d beauty 20 We had an ……… trip to Nam’s native village last Sunday a enjoyed b enjoyable c enjoying d enjoyment 21 Life in the countryside is very…………., isn’t it? a peace b peaceful c peacefully d peacefulness 22 You can select what you want; it’s your……… a choose b chose c chosen d choice 23.The telephone went………., everyone wake up at one a in b on c off d with 24 I was born in New York but I grew………….in England a at b up c about d of 25 He ran too quickly so I can’t catch up ……….him a off b on c with d after 26.I wish you can see and hear all sort of people speaking here A B C D 27 The man told me don’t wander alone in the streets at night A B C D 28 Would you give up playing football if you break you leg? A B C D 29 This is the place which I was born and grew up (222) A B C D 30 I spoke very slowly in order the man could understand what I said A B C D IV/ Read the passage and choose the best answer The World Trade Organization ( WTO) , founded on January 1, 1995, aims to encourage international trade to flow as freely as possible., making sure that trade agreements are respected and that any disputes can be settled In the five years since it founding, the WTO has become well- known as one of the world’s most powerful economic organizations, taking its place alongside the World Bank and International Monetary Fund The system of globe rules for international trade, however, dates back haft a century to 1948 when the General Agreements on Tariffs and Trade ( GATT) was founded after World War II As time went by, it became clear that the GATT had two major drawbacks the limited areas of trade it covered, and lack of an effective system to settle disputes After seven years of trade talks ending in 1994, the so-called Uruguay Round finally gave birth to the WTO, complete with effective system to settle disputes and to form new rules covering trade in services and intellectual property Even after seven years of talks and with 22,500 pages of agreements reached, problems remained, especially in the difficult –to-dealwith areas of agriculture and services 31 What is the purpose of the WTO? a to encourage international trade to flow freely b to make sure that trade agreements are respected c to settle any disputes d all of the above 32 The writer think that the WTO has become a more powerful than any other economic organizations b the world’s most powerful economic organizations c one of the world’s powerful economic organizations d less powerful than World Bank and International Monetary Fund 33 According to the passage, the GATT stopped working A in 1948 b in 1994 c after World War end d during the seven years of the Uruguay round talk 34 The word “ it “ in bold refers to…………… a the WTO c The GATT b the World Bank d the International Monetary Fund 35 The word “ went by” could best placed by…………… a flew b flowed c passed d past V/ Complete the passage, using the correct words Many kinds of animals are endangered by human beings The United State government list of endangered species (1)……….alligators, tigers, grizzly bears, some kinds of whales And over three dozen species of butterflies What has(2)……… to the scarcity of these animals, which many become extinct(3)……… Vital protection? One important factor is that (4)………animals have been widely hunted and killed for food or for their beautiful skins (5)…………accordance with the Endangered Species Act , it is illegal in the United State to hunt, sell, or to collect endangered species 36 a includes b consist c comprise d cover 37 a gone b brought c led d given 38 a with b without c beyond d out of 39 a few b much c many d a lot (223) 40 a on b with c from d in Unit 15: WOMEN IN SOCIETY th The 96 period Date: 31/ 3/ 2010 Grade 12 Theme: Women Society Unit 15 Reading Time: 45 minutes I Objectives: Educational aim: - Students read passage comprehension about role of women in society - Students know how to use the new words through asking and answering Knowledge: - General knowledge: - Through this unit, students know the role of women in society - New words: Words related to the topic( society, women ) Skills: -Guessing meaning from context -Summarizing main idea -Passage comprehension II Method: Intergrated, mainly communicative III Teaching aids: Real objects, pictures, English textbook 12, hand-outs IV Procedures: Teacher’s activities Warm-up: (4 minutes) - Ask students to list out the jobs that men and women often in one minute -Let students work in pairs -Ask students questions Did women these jobs in the old days? why? _Lead in: Today, we’ll study a new lesson Unit 15- part A :Reading Pre-reading: (7 minutes) -ask students kook at the pictures and say what kind of work is mentioned in each picture and answer the questions that follow - Let students sit in pairs or in groups and put the four most suitable places from the box Students’ activities - - Listen to the teacher and list the jobs that men and women Answer the question - Do the tasks - Give answers -The answer is various Notes (224) under each heading - Give suggestions - Walk round the class and offers ideas and comments when students need help - Conduct the correction and give the meaning of some words While-reading: (20 minutes) - Make the class read the small talks, to scan the details and the tasks Task : Read through the context and give the Vietnamese equivalents to the following words and phrases - Firsly, ask students to study individually then in pairs - Walks around the class, offer ideas and comments when students need help - Give suggestions Task - Work in pairs, read the small talks again and choose the best option to answer the following questions - Introduce the aim of Task - Ask students to read the small talks again to find the suitable choice - Ask students to work individually then work in pairs - Walk round the class and comments when students need Task : Read through the context and decide which of the headings below suit for paragraph A Women’s Intellectual Ability B The Age of Enlightenment C women’s Rights D Women’s Role in education - Ask students to read the small talks again to choose the best title for the passage - Ask students to work with a partner - Walks arround the class to help students whenever they need - Do the tasks - Give answers 1,nÒn v¨n minh nh©n lo¹i 2,sinh 3,sù tham gia 4,thêi kú khai s¸ng 5,nh÷ng niÒm tin ¨n s©u vµo tiÒm thøc 6,việc chăm sóc gia đình 7,n¨ng lùc trÝ tuÖ 8, c¬ héi viÖc lµm - Read all questions - Read the small talks again to scan information - Work in pairs - Give answers 1C 2D 3C 4B 5A - Work in groups Key: C - Post-reading: (12 minutes) - Let students work in groups to summarise the reading passage by writing One sentence for each - Have discussion then present ideas in front of the paragraph class (225) - Has students work in groups and answer the questions - Walk around the class, listen to student’s discussions and offer suggestions when necessary - Give comments - Ask students to tell the content of the small talks - Ask to tell themselves Homework : (2 minutes) -Do reading text in workbook -Prepare the next lesson - Present the content of the small talks again - Keys: Paraghraph1 :women in the old societies Paraghraph2 :The struggle for women’s rights Paraghraph3:the statue of women in society todays -Listen to the teacher and take note The 97th period Date: 01/ 4/ 2010 Grade 12 Theme: Women Society Unit 15 Speaking Time: 45 minutes I Objectives: Educational aim: Students know how to express opinions and express degrees of agreement Knowledge: - General knowledge: - Through this unit, students can make opinions with a partner easily - Know how to arrange opinions sensibly (226) - Language: Students use sentences, words, phrases and expressions for making degrees of agreement Skills: Fluency in expressing opinion and expressions for making a opinion II Method: Intergrated, mainly communicative III Teaching aids: Pictures, English textbook 12, hand-outs IV Procedures: Teacher’s activities Warm-up:(5minutes) Student’s activities - Listen to the teache - - Give a picture with a situation and ask students to guess what happens next? Ask students work in pairs Today, we will practice giving the opinionfor or against Pre-reading: (8 minutes) Task 1: These expressions are commonly - Do the task used when people are expressed the agreement or disagreement Place them -Work in pairs and practise under the appropriate heading then practise saying aloud with a partner - Give instruction - Introduce some expressions that we can use to agree and disagree about something - Ask student to work individually then work in groups Task 2: -Read and respond to these statements ,using useful expression in task and then practise it with a partner - Ask students to work individually then in pairs - Walk around the class to help student when necessary - Check and give suggestions - Ask student to practise it with a partner - Corrects students’ pronunciation if necessary - Do the task - Practise with partners A :Men are usually stronger than women I think so (That’s the reason why men often hard work ,such as building ,carrying things ) B : Women are usually more sympathetic than men I don’t think so because there are fathers who are gentle and understand their children better than theirs Notes (227) wives Post-reading: (14 minutes) - Work in group to discuss whether you agree or disagree with the statement “ Married women should not to go to work” Make small talks on the following topics, using the starting and ending of a conversation - Divide the class into groups - Ask each group to discuss one topic and make a small conversation - Walk around the class and help all students when necessary - Ask students to present the conversations - - Give comments - - - Work in groups - Practise the conversation Answer: - A: Hi,what you think about the statement “Married women should not to go to work” ? B: Hi, I don’t agree with it A: why? B: In my opinion ,it’s unfair for women If they don’t go to work ,they have to stay at home all the time It’s too boring to be housewives all their lives Homework:(2minutes) In not more than 80 words write about your opinion about the -Listen and copy statement “Married women should not go to work” Prepare the next lesson (228) The 98th period Date: 03/ 4/ 2010 Grade 12 Theme: Women Society Lesson 15 Listening Time: 45 minutes I Objectives: Educational aim: Students should know how to listen to give some information about women and the role of them in society Knowledge: - General knowledge: Students learn about role of women in modern life - Language: - New words: Words related to society, women Skills: -Extensive Listening : Multiple-choice questions -Passage comprehension II Method: Intergrated, mainly communicative III Teaching aid: Pictures ,textbook IV Procedures: Teacher’s activities 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 the women come from? 2,What are they doing? 3,do they have happy life? why you know? - Listen and give mark Pre-listening : (6 minutes) - Let students answer the following question - Is the life of a city women easier than that of a village woman nowadays ?What is your point of view? Why? While-listening: (24 minutes) Task 1: You will hear a passage abut Students’ activities - Listen and answer - Work in pairs and each and answer 1.from a village in Africa 2,they are working and taking care of their children 3, - Work in pairs -Answer the question Notes (229) women and their roles in society.Listen to the passage and choose the best answer to complete each sentences - Listen to each pair - Let students read some sentences given and explain some new words if necessary - Read or let students listen first - Give more information if students wonder or not clear - Let students listen the second time - Check their listening - Let students listen the third time and let them choose the best answer - Observe the class and listen to each group’s feedbacks Task 2: Ask students to listen again and answer the questions - Let students read the questions first and quickly- work in pairs - Let students listen again times and ask them to discuss in groups to answer the questions - Listen to each group and remark After-listening: (10 minutes) - Have students sit in groups and compare a typical working day of your mother or your sister with that of an African village woman - Listen and remark Homework: (2 minutes) - Ask students to write about 100- 150 words what your sister or your mother’s daily activities The 99th period Date: 05/ 4/ 2010 Grade 12 Theme: Women Society Unit 15 Writing Time: 45 minutes - After three times of listening, each group gives their answers - Read quickly and discuss in pairs or groups to find the answers which can be listened before - Can guess what will be heard again - Work in groups and give answer 1B ,2C ,3C,4A,5B - Listen again (1-2 times) - Discuss give correct answer 1,40% 2,they earn nothing for doing their domestic work 3,they produce more than half of the food 4,80% 5,at 4.45 am 6,at 9.30 pm - Work in groups - Other groups listen and write down some information and then repeat - Listen and copy in their notebooks (230) I Objectives: Educational aim: Students know how to describe a chart Knowledge: - General knowledge: Students could write a report to describe information from a statistics of the activities and the time that women every week - Language: Words used in a chart Skills: Describing a chart 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) - Ask students to name the activities - Observe and work in pairs to and the time that women often answer - The answers can be various every day - Let students work in group Pre-writing: (10 minutes) Task - Let students go through the questions give in the book ‘Look at the chart and answer the questions -Go around and help if necessary - Listen and explain some new words and useful expressions if they not know +the chart shows/presents/illustrates +As can be seen from the chart +According to the chart +In general/generally speaking while-writing: (20 minutes) Task - Ask students to certain things - It means we use short information but it’s real - Ask students to read the model of chart first - Ask students to describe some information in a chart - Ask or students who may be good at English to write on the board - Let students change their report and practise speaking about the person they’ve written - Listen and remark Post-writing: (10 minutes) - Let students work in group to write a - Continue working in pairs - Each pair ask and answer - Listen and write down - Listen to the teacher - Read quickly themselves - Read the form quickly and find some new words if it has - Listen and repeat, then write down in notebooks - Check among groups - Change among groups - Work in groups and write a report - One student of one group (231) report about someone and other groups - Read and write a short paragraph - Listen and remark reads aloud a report - Discuss and correct mistakes themselves Homework: (2 minutes) - Do the writing part, Unit 15, workbook - Listen and copy The 100th period Date: 07/ 4/ 2010 Grade 12 Theme: Women in Society Unit 15 Language Focus Time: 45 minutes I Objectives: Educational aim: Students know how to spell the rising tune in a sentence Knowledge: - General knowledge: Students learn the use of phrasal verbs - Language: - New words: Words related to topic Skills: - Pronunciation: The rising tune - Grammar: - Phrasal verbs II Method: Intergrated, mainly communicative III Teaching aids: textbook, picture IV Procedures: Teacher’s activities I Pronunciation(10 munites) Students’ activities Notes (232) - Help students how to read correctly with the rising tune b Practice: - Read the sentences first: clearly, correctly - Listen and correct their pronunciation if it’s needed -Explain to read the rising tune in Yes-No questions and sentence stress - Let students read the sentences and work in groups - Read aloud - Listen and repeat from 2-3 times - Some of them stand and read words aloud -Listen to the teacher - Listen and remark each group II Grammar: (34munites) Phrasal verbs - Show students to list out as many phrasal verbs you have learnt as possible just in one munites -Let students work in pairs * Exercise 1: Let students read all the answers and work in groups to choose tone of the following verbs(in the correct form)+ the correct preposition to complete the sentences -Go around and help if necessary - Listen and remark - 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 - Read and the exercise - Work in their own and compare each other - One or two students give the correct form of phrasal verbs on the board - Keys: 1,glanced at 2,invited to 3,listen to 4,throw at 5,staring at 6,speaking to 7,wrote to 8,point at Exercise 2: - Work themselves and each -Introduce Exercise to students and explain student reads sentences how to it - Other students listen and - Ask students to it remark each other - Keys: -Ask students to fill each of the blanks with an 1,for 2,for 3,to 4,for appropriate preposition if necessary 5,about 6,x 7,about 8,x Let them work individually 9,for 10,for - Walk round and help them - Check, correct mistakes , give reasons and mark Homework: (2 minutes) - Remind of phrasal verbs - Let them exercises in Workbook - Listen and copy (233) Unit 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS st The 101 period Date: 11/ 4/ 2010 Grade 12 Theme: The Association Of Southeast Asian Nations Unit 16 Reading Time: 45 minutes I Objectives: Educational aim: Students can read and know about ASEAN and make questions and answer them well Knowledge: - General knowledge: Students could understand and use the new words through speaking, asking and answering - Language: - New words: Words relate to ASEAN Skills: -Reading for general or specific information -Guessing meaning from context II Method: Intergrated, mainly communicative III Teaching aids: Some photos of ASEAN and some information about them IV Procedures: Teacher’s activities Warm-up: (4 minutes) - Give the logo of ASEAN and ask students to guess the name this organization - Recheck and introduce the new lesson: The Association Of Southeast Asian Nations Pre-reading: (7 minutes) - Ask some questions about some questions ? 1,what does ASEAN stands for? 2,When did Vietnam join this association? - Let students write some information about ASEAN Students’ activities - Do themselves and then work in pairs - Listen to the teacher -Discuss and give correct answer 1,ASEAN stands for the Association of Southeast - Let each student stand and speak their Asian Nations opinions 2,In 1995 Notes (234) - Go around and help them if necessary 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 the task Task - Let students fill each blank with a suitable work -Ask students to work individually then in pairs - Walk around the class to help student when necessary -Corrects students’ pronunciation if necessary - Check and give suggestions -Work in pairs to Task discuss to fill with - Let students read all sentences and explain suitable words some new words if necessary -Keys: - Listen and correct if needed 1,justice 2,GDP -Keys: 1T ,2F ,3F ,4T, 5F ,6F 3,diverse 4,integration 5,accelerate 6,enterprises Task - Let students work in pairs and read the passage again and find out the answers for these questions in the task -Walk around the class to help student when - Read quickly some sentences in the text necessary - compare with the partners -Corrects students’ pronunciation if necessary - Check and give suggestions - Work in pairs and answer some questions Post-reading: (10 minutes) -Ask students to close their books and summarise the passage ,based on the years : - Read quickly and find out the answers 1967, 1995 ,1998 ,1999, 2007 ,2020 - Work in pairs, then one -Go around and help if necessary reads the sentence and the -Check and remark other corrects it Homework (4 minutes) - Reread the passage and summarize the - Work in pairs and some of them stand and say about ASEAN (about 100 words) ASEAN - Work in groups and discuss which sentences go with the word given (235) - Some others repeat - Copy the words - Listen and copy The 102nd period Date: 13/ 4/ 2010 Grade 12 Theme: The Association Of Southeast Asian Nations Unit 16 speaking Time: 45 minutes I Objectives: Educational aim: Students should know how to tell the names and the capitals of ASEAN countries Knowledge: (236) - General knowledge: Ask and answer about the names and the capitals of ASEAN countries and the main characteristics of each nation - Language: Words to speak about ASEAN Skills: -Ask and answer the information about ASEAN countries II Method: Integrated, mainly communicative III Teaching aids: Photos of some famous persons or some real information about ASEAN IV Procedures: Teacher’s activities Students’ activities Notes Warm-up: (3 minutes) - Ask students to close the book - Close the books - Let students Look at the pictures and name - Work in pairs and name out the countries and the capitals out the countries and the -Let them work in pairs capitals - Each student speaks out their answer Pre-speaking: (8 minutes) Task - Ask students to open the book and look at the flags and match with their countries and capitals mentioned above… - Go around and listen to them - Work in pairs - Look at the picture and name them - They’re holding the pens and notebooks - Read these words and work in groups - Some students can show off these words: family; dislike; hobby; education While-speaking: (20 minutes) Task - Let students open the books and discuss and use the information in task and the fact below to talk about some of the ASEAN countries - Observe the picture - Work in groups with some cues given below ( - Other groups go on practising speaking - - Ask students to read some words given and then let them choose which countries they like to talk about - Listen and correct Post-speaking: (10 minutes) - Ask students to work in pairs and discuss ,talk about some of the ASEAN countries - Ask one group to the task as a model - Go around listening to some groups and help them if needed -Work in pairs and talk about some of the ASEAN countries -Keys: Malaysia has a total area of 330,252 square kilometers Its - Ask some pairs to stand in front of the class capital is Kuala Lumpur and practise speaking The population in (237) Malaysia is 27,174,000.People speak Malay, English and Tamil - Listen to each group and correct or give in every day conversations mark if they it well The Malaysians are religious They follow Islam and Buddhism Their Homework: (2-4 minutes) currency is Ringgit - Let students write about someone they admire or look forward to meeting - Listen and write down in their notebooks - Some groups go on speaking each other The 103rd period Date: 15/ 4/ 2010 Grade 12 Theme: The Association Of Southeast Asian Nations Unit 16 Listening Time: 45 minutes I Objectives: Educational aim: Students should know how to ask and say about using English and the main religion in ASEAN Knowledge: - General knowledge: Students know how to give information from using English and the main religion in ASEAN - Language: - New words: Words related to ASEAN countries 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 IV Procedures: Teacher’s activities Students’ activities Notes Warm-up: (4 minutes) - Ask students to close the book -Work in pair and list the - Ask students to list the name of ASEAN name of ASEAN countries countries using the English - Listen to the the teacher and answer the questions Pre-listening: (8 minutes) -Keys: Some ASEAN - Let students open the books and ask and countries such as the (238) answer the question Which ASEAN countries are use English as a second language? - Let students read some words they’ll listen then - Listen and check Philippines, Brunei, Singapore, and Malaysia use English as second language - Read in chorus Some students read themselves: - Read silently the sentences given before listening While-listening: (20 minutes) - Listen the first time Task - No, we haven’t - Let students read some sentences given and - Listen the second time and explain some new words if necessary begin doing the task - Read or let students listen first - Listen the third time and Have you got anything from the dialogue work in groups to decide the between Mr Hung and his daughter Nga? best answer - Let students listen the second time - Each group asks and - Check their listening explains why they choose by - Let students listen the third time and let them some information they’ve choose the best answer to complete each of the listened following sentences - Observe the class and listen to each group’s -Keys : 1C ,2A ,3C ,4A ,5B feedbacks - Give more information if students wonder or not clear Task - Work in groups and guess - Before listening, let students read quickly some questions in the task - Listen and the task - Let students listen the first time: Who can - Speak out their listening guess some words? - Try to write down the - Let students listen the second time answers - Let student listen the last time and let them -Key: 1,tomorrow(the next work in groups to speak out day) - Listen and correct their listening 2,The US 3,Around 50 million 4.In the Philippines 5,three-Islam,Buddhism and Catholicism Post-reading: (10 minutes) - Ask students to summarize the content of the conversation between Nga and her father-Mr Hung - Ask students to write a short passage to guess what Nga’s essay will be about - Listen to each group and correct mistakes if they’ve done - Work in groups: - Work in groups and each group has one person who says about it - May answer in different ways - Write in groups and ask (239) someone to speak out their writing - Other groups listen and copy some information and give some questions - Practice writing Homework: (2- minutes) - Ask students to write a short passage about the content of the listening text( 70 words) The 104th period Date: 16/ 4/ 2010 Grade 12 Theme: The Association Of Southeast Asian Nations (240) Unit 16 Writing Time: 45 minutes I Objectives: Educational aim: Students should know how to write a letter of recommendation Knowledge: - General knowledge: Students learn to write about the places they are familiar with - Language: Words used in writing about a significant place 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 Warm-up: (4 minutes) - Ask students to close the books - Look at the pictures and name out the places -Let students work in pairs Pre-writing: (8 minutes) Task - Ask students to open their books - Introduce the students the task -Let them work in groups and complete the letter with the missing sentences in the box -Go around and help -Explain some new words if necessary -Give correct answers Students’ activities - Work in pairs and match the name with the picture - Some students matching on the board work in pair and the task - Key 1,I would like to recommend a well-know place in Vietnam to you 2,It is about 170 km from Hanoi 3,The beach is an ideal place for swimmers 4,People here are very friendly and hospitable 5,I am sure you will have a wonderful time here in Ha long bay - While-writing: (18 minutes) - Introduce to task2 - Let students read quickly the task2 David ,your pen pal ,is going to spend his - Listen to the teacher summer vacation in one of the ASEAN - Read silently countries You want him to visit Vietnam Write a letter to him recommending a - Read those words and copy significant place you are familiar with - Explain some new words if necessary - Work in pairs -Give form of a recommendation letter - Each group read their writing Outline - Listen and work in groups +Date - - Discuss and find out some +Salutation errors if they make +Body Notes (241) location natural features places to visit food people +Closing +Signature - Ask some other groups to write down a paragraph using some cues below and then each student on be half of his group read aloud Post-writing: (13 minutes) - Ask students to read another’s letter - Ask some students to read loudly their letter - Listen and correct if needed - Practise writing in groups - Each member of groups reads aloud his/ her writing - Other group appreciate and correct mistakes each other - Each group does the writing Homework: (2 minutes) and read aloud - Do the writing task in student’s workbook -Prepare the next lesson - Listen and copy The 105th period Date: 18/ 4/ 2010 Grade 12 Theme: The Association Of Southeast Asian Nations Unit 16 Language Focus Time: 45 minutes I Objectives: Educational aim: Students should pronunciate the rising –falling tune correctly and the use of adverbial clause of time Knowledge: - General knowledge: Students learn words to describe people’s background - Language: A paragraph and adverbial clause of time Skill: fluency in the rising –falling and use of adverbial clause of time II Method: Intergrated, mainly communicative III Teaching aids: textbook, handout IV Procedures: Teacher’s activities Students’ activities Notes (242) I Pronunciation: (15 minutes) - Close the books! a Introduce the rising-falling tune - Let students practise pronunciating these sentences - Listen and correct the syllables students read b Let students open the books and read aloud the words given and try to pronunciate these sentences with the rising –tune - Read these sentences - Listen and repeat following the teacher - Read in silent first - Some of each groups read aloud - Listen and check for pronunciation - Ask students to listen and read after these sentences II Grammar: (20 minutes) adverbial clause of time -Introduce the way of using adverbial clause of time through some example -Listen to the teacher - Students work in pairs and - Ask students to give some examples give some examples - Listen and remark - Some students repeat aloud b Let students practise doing exercises Exercise - Ask students to exercise themselves then discuss in groups - Do the exercise themselves - Key: 1,She will phone you as soon as she arrives in Ho Chi Minh City 2,After the war was over we started rebuilding the country 3,they met a lot of people while they were on holiday 4,before you leave don’t forgot to turn off the lights 5,I will stay till you get back 6,We’ll come to see you whenever we are in hanoi 7,there is a danger of war as long as imperialism exits 8,tom sang a merry song as he walked away Exercise - Work in groups and give the correct tense of verb and explain why they did it - Each group answer and give reasons (243) - Ask students to supply the correct form of the verbs in brackets - Listen and remark -Keys: 1,arrives 2,arrives 3,are playing 4,got ,5,have finished 6,(had) graduated 7.am 8,have read - Read silently and discuss in pairs, groups -Key: 1,Let’s go out before it starts raining 2,I’ll give you my address when I have found Exercise somewhere to live - Let students combine two sentences, using 3,After he had done his one as an adverbial clause of time with the homework ,he went to bed given conjunction 4,We’ll let you know as soon -Go around and help if necessary as we have made our decision -Give correct answers 5,I haven’t met them since I left school 6,robert suddenly began to feel ill while he was doing the exams 7,Kate will come back home after she has finished the last semester - Listen and write down Homework: (5 minutes) - Ask students to revise the use of adverbial clause of time - Practise doing exercise in the Workbook (244) The 106th period Date: 19/ 4/ 2010 Grade 12 Test yourself F I Objectives: 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 II Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs… IV Procedures: Teacher’s activities Students’ activities Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the test - Answer teacher’s questions yourself F * Have you prepared it at home? * Have you got any difficulties? Test yourself I Listening(2.5 points) (10 minutes) Teacher asks Sts to read and find new words Teacher explains: Asks Sts to read the statements carefully and underline key words before listening the first Asks Sts to finish the exercise after listening the second Asks Sts to listen to the tape (the third time) and then discuss in pairs about the final answer Goes around the class, helps Sts discuss about the answers if necessary Asks some Sts to give the answers, others give feedback Teacher gives Sts to listen once more Expected answers: 16 November 1945 193 60 teacher-training Listen and dill in the blanks with the information as you hear UNESCO stands for the United Nations Educational, Scientific and Cultural Organization It was established on ………… to encourage collaboration among nations in the areas of education, science, culture and communication UNESCO has …………….member nations as of 2007 the agency has its headquarter in Paris, France, and operated educational, scientific, and cultural programs and exchanges from ……… Fields offices world wide Project sponsors by Notes (245) heritage - Correct mistakes II Reading (2.5 points) (10 minutes) Teacher explains new words/ phrases: Labor-intensive : (adj) cần nhiều nhân công Propotion (n) tỉ lệ Exclude (v) ngăn chặn Reserve (v) : dành riêng Asks Ss to read the passage and then answer the questions Goes around the class to get the fettle of Sts and helps them with vocabularies, the way to express if necessary Teacher asks a representative in some pairs to present the result in front of the class Other pairs gives feedback Teacher corrects in general and tells the point of marks so that Sts remark themselves UNESCO include international science programs; literacy, technical, and ……… programs; regional and cultural history projects; and international cooperation agreements to secure the world’s cultural and natural …………… and to preserve human rights Students read Sts listen - Students work in pairs: reading and decide to choose the answer Read the text then answer the questions that follow Which countries, according to the passage, have low levels of females paid workers? In which sectors you find the majority of working women in Southeast Asia? What is the percentage of women who work in the service sector in Latin America and the Caribbean? On whom did women depend economically in the past? According to the passage, what are the two factors that give women more freedom nowadays? Suggested answering Arab countries In textile, toy, shoe and electronic sectors 70% They depend on their husbands or fathers The access to education and change in economic status Students work in pairs/ groups (246) Suggested answers: grow up stay on III Grammar(2.5 points) (8 minutes) wait up - Recall the grammar of articals give in - Giude students how to catch up - Give them some newwords: speak up - Do the first as an example Watch out - Ask students to to the exercise cool off Use the following verbs to complete the keep up sentences below: 10 fall behind Catch up Cool off Fall behind Other Sts give feedback Give in Grow up Keep up Speak up Stay on Wait up Watch out He still behaves like a child I wish he’d grow up Come to the party on Friday and …… for the weekend I won’t be back until late Will you ………for me? He was exhausted but he still kept going He just wouldn’t ………… Please don’t go so fast I just can’t ……… Could you ………….a bit? I can hardly hear you ……………! Oh dear Didn’t you see that car coming? You look hot and sticky Come and sit in the shade and ………… You go on ahead and I’ll ………… 10 Wait for me I don’t want to ………… Teacher asks Sts to discuss about the answer in pairs/ groups Teacher asks a representative in each group to present the result in front of the class Other group gives feedback Teacher corrects in general and tells the point of marks so that Sts remark themselves - Call the to to on board - Go round the class to control the set’s activities - Correct mistakes IV Writing(2.5 points) (7 minutes) - Listen carefully to the teacher (247) - Giude students how to write - Give students some models and structures to writes In about 120 words, write about the changes in women’s role in the family in comparison with that 50 years ago The following cues might be useful to you Education Social activities Work Economic dependence Number of children Domestic chores - Ask students to write - Call the to to on board - Go round the class to control the students’ activities - Correct mistakes Homework (5 minutes) - Ask students: + to study all the lessons again + to prepare to review all the knowledge of grade 12 - Discuss in groups to get the information and write the outline - Each person use the outline to write a short paragraph - Peer correction - Underline the mistakes - Assess on the content: mark, use correct / exact words / sentence structure : mark, coherence : 0.5 mark - Compare the results with the other groups - Correct mistakes + to study all the lessons again + to prepare to review all the knowledge of grade 12 (248) The 107th period Date: 20/ 4/ 2010 Grade 12 Revision LESSON ONE : REVIEW THE SIMPLE PRESENT - THE SIMPLE PAST TENSE Time : 45 minutes * Objectives : - Aims : By the end of the lesson, sts will be able to memorize the forms, usages and the ways to add “s, es, ing” and how to pronounce “s,es” - Teaching aids : Posters - Procedure : Teacher’s activities Warm – up: (4mn) - Give sts some sentences and ask them to give the correct form of the verb in the brackets (poster) - The Earth (move) around the Sun – She (work) in the garden at the moment – He (watch) TV in the sitting-room now - … Lan (go) to school everyday - Get some sts to go to the b.b to - Remark, explain and correct * PRESENTATION :(29mn) - Get sts to go to the b.b to give forms of the two tenses - Get other sts to give the usages - Remark, stick the poster and get sts to correct 1/ The simple present tense (poster) a- Form : - Affirmative: S + V(s,es)…… - Neg : S + do/does + not + V(inf)… - Inter : Do/Does + S + V(inf) … ? b- usages : The simple present express - habitual or repeated activity Ex: I study hours every night - general truth Students’ activities - Sts look at the poster and the exercise - Sts work * Answer: - moves - is watching 2- is working - Does…go - Sts work - Look at the poster and correct (249) Ex: The Sun rises in the East - an ability Ex: He speaks English very well - perception, felling or states that occur at the moment of speaking Ex: Do you hear anything ? No, I don’t hear anything + use with some verbs : know, understand, wonder, love, like, hate, think, remember, hope… C – Adverbs to distinguish Every, always, usually, often… 2/ The present progressive tense (poster) a- Form : - Affirmative: S + am/is/are + V-ing …… - Neg : S + am/is/are + not + V-ing … - Inter : Am/Is/Are + S + V -ing … ? b- usages : The present progressive express - an action / activity that is in the progress (happening) At the moment of speaking Ex: They are studying at the library now - a temporary action at present 3/ Remind sts the ways to add (s, es, ing) and how to pronounce (s, es) Exercises : (Handouts) (10mn) Exercise : Complete the sentences with the correct forms of verb in brackets 1- She (study) English very well 2- Don’t make noise! The boy (sleep) 3- At the moment the Browns (travel) in Europe 4- The bus (stop) for us now 5- Bill (watch) T.V every night 6- The girl looks pretty as she (wear) her new dress 7- Look! The cat (chase) the mouse 8- Sugar (be) sweet 9- It is Autumn now The leaves (begin) to fall 10- She (go) to the club twice a week Exercise 2: Give the correct form of the verbs in brackets a- Mr Trinh normally _ on his farm, but he _ this month in Da lat He _ how to _ flowers (work, learn, grow, spend) b- Most weekdays, Miss Hoa _her motorbike to school But as it _today, she _a bus to work; and her sister, Linh _the shopping at the market instead of the supermarket where she usually _ (ride, rain, take, do, go) - Get sts to and provide the answers - Listen and take notes * Answer: 1-studies 2- is sleeping 3- are travelling 4- stops 5- watches 6- is wearing 7- is chasing 8- is 9- is beginning 10- goes * Answer: a- Works – is spending – is learning – grow b- rides – is raining – is taking – is doing - goes (250) - Remark and give feedback Comments : (2mn) The 108th period Date: 21/ 4/ 2010 Grade 12 Revision LESSON TWO : REVIEW THE SIMPLE PAST - THE PAST PROGRESSIVE TENSE Time : 45 minutes * Objectives : - Aims : By the end of the lesson, sts will be able to memorize the forms, usages and the ways to add “ED ” and how to pronounce “ED” - Teaching aids : Posters - Procedure : Teacher’s activities Warm – up: (4mn) - Ask sts some questions 1- Did you your homework last night? 2- What did you at seven last night? - Write the answers on the b.b Use color chalks to underline the grammar points and explain - Yes, I did I did all my homework - I was doing my homework at seven last night * PRESENTATION :(20mn) - Get sts to go to the b.b to give forms of the two tenses - Get other sts to give the usages - Remark, stick the poster and get sts to correct 1/ The simple past tense (poster) a- Form : - Affirmative: S + V(ed/2)…… - Neg : S + did + not + V(inf)… - Inter : Did + S + V(inf) … ? b- usages : The simple past express - an action or activity began and end in the past Ex: I went to HN last month - an action or activity happened in the past with definite time C – Adverbs to distinguish Yesterday, ago, last…) 2/ The present progressive tense (poster) a- Form : - Affirmative: S + were/was + V-ing …… - Neg : S + wrer/was + not + V-ing … - Inter : Were/was + S + V-ing … ? b- usages : The past progressive express - an action / activity that was happening at the definite point of Students’ activities - Yes, I did/ No, I didn’t - I was doing my homework at seven last night - Sts work - Look at the poster and correct (251) time in the past Ex: She was working in the garden at p.m yesterday - an action / activity that was happening in the past, another action / activity happened Ex: While we were running home, it suddenly rained - two actions / activities that were happening at the same time in the past Ex: While we were running home, they were running to school 3/ Remind sts the ways to add (ed) and how to pronounce (ed) Exercises : (Handouts) (19mn) Exercise : Complete the sentences with the correct forms of verb in brackets a- While I ……….(1.walk) to class yesterday morning , I …….(2.see) Abdullah We …….(3.say) hello and …… (4.walk)the rest of the way to school together b- When I ….(1.hear) a knock at the door last night , I …… (2.walk) to the door and…….(3.open) it When I …… (4.open) the door , I ……(5 see) my brother I ……(6.greet) him and …….(7.ask) him to come in c- My cousin and I …….(1.watch) a movie TV last night when my brother … (2.come) He …… (3.watch) the end of the movie with us d- Mrs Reed ……(1.turn) on the radio in her car while she …….(2.drive) home yesterday She ………… (3.listen) to some music when she suddenly … (4.hear) a siren She … (5.look) in her mirror and … (6.see) an ambulance behind her She immediately … (7.pull) her car to the side of the road and …….(8.wait) for the ambulance to pass - Get sts to work individually to the first paragraphs, then correct in pairs - Get some sts to give their answers - Remark and correct -Sts work - Provide the answers * Answer: a- was walking saw said walked b- heard walked - Get sts to the last paragraphs at home opened opened saw greeted - Comments : (2mn) asked (252) The 109th period Date: 21/ 4/ 2010 Grade 12 Revision LESSON THREE : EXERCISES Time : 45 minutes * Objectives : - Aims : By the end of the lesson, sts will be able to memorize the forms, usages of four tenses above - Teaching aids : handouts - Procedure : Teacher’s activities - Give sts some exercises: 1- Exercise 1: Translate into English a/ Bây họ học thư viện b/ Saùng hoâm qua chuùng toâi ñang hoïc baøi thì caäu toâi goïi c/ Anh sống Hà Nội vào năm 1990 d/ Họ thường công viên vào ngày cuối tuần e/ Hãy nhìn! Những em học sinh chơi ngoài sân Students’ activities 2- Exercise 2: Fill in the blank with the appropriate verbs from the list (some verbs can be use more than once) get make put wash see be have say open go take (253) I up at seven o’clock I the window and my bed I my morning exercise in front of the open window Then I my hands and my face and wash behind my ears too I _6 _back to my bedroom and on my shirt I my red scraf out of the wardrobe The wardrobe in the corner of the bedroom Then I 10 to the kitchen and 11 my breakfast My sister usually 12 up late and 13 her breakfast at o’clock After breakfast I 14 my books and exercise books into my bag Then I 15 good-bye to my mother and 16 to school In the street I 17 my friends, they 18 to school too 3- Exercise 3: Complete the sentences with the correct forms of verb in brackets My mother and I (1.go) to Salonika By air yesterday morning The plane (2.take) off from Thong Nhat Airport at 9:15 and a moment later, we (3.see) the Parthenon from 500 feet up; It (4.be) a magnificient sight Before we (5.settle) down to our newspapers, We (6.ask) the stewardess to point out Mount Olympus when the time (7.come) The plane (8.be) very steady and I soon (9.go) to sleep over my paper I still (10.sleep) when the stewardess (11.come) to tell us that we (12.pass) Olympus We (13.look) out our window and (14.be) surprised to see it is far away in the distance to our left We (15.not fly) over it, as we had expected we (16.fly) an expanse of sea Keys Exercise 1: a/ They are studying in the library now b/ Yesterday morning when we was learning, my uncle came to see us c/ He lived in HN in 1990 d/ They usually go to the park at weekends e/ Look! The pupils are playing in the yard Exercise 2: get open make wash put go take is 10 go 11 have 12 get 13 has 14 put 15 say 16 go 17 see 18 go Exercise 3: went took saw was settled asked came was went 10 was sleeping 11 came 12 were passing 13 looked 14 were 15 were not flying 16 were flying The 110th period Date: 23/ 4/ 2010 (254) Grade 12 THE second TERM TEST (TIME: 45 MINNUTES) (255)