Giáo án Tiếng Anh Lớp 12 - Chương trình cả năm - Năm học 2011-2012

Nội dung text: Giáo án Tiếng Anh Lớp 12 - Chương trình cả năm - Năm học 2011-2012

1. Lesson Plan – Grade 12 Date: August 18th, 2010 Period: 3 Unit 1 HOME LIFE Lesson: READING I. Objectives: By the end of this lesson, students will be able to: - Read and understand the meanings of words related to home life - Guess the meaning in context. - Talk about their family. II. Language Focus: - Grammar: revision - New words: secure, trick, close-knit, mischievous, pressure, household chores . . . . III. Teaching Aids: pictures, handouts. IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities -T shows Ss a picture of a family and asks Ss some questions: + Who do you think they are? (parents and children) + Where are they? (at home) Warm-up + What are they doing? (the mother is helping the daughter with her (5 minutes) study, the father is playing with his son) T  Ss + Are they happy? How do you feel when you see such a warm and peaceful scene? -T leads into the new lesson: Our reading lesson today is about home life and the responsibility of each person in the family. -T elicits/teaches some new words relating to the reading. + take / assume responsibility for sth/doing sth + secure (a): safe Pre-reading + trick (v) (7 minutes) + close-knit (a): having strong relationship with each other. T  Ss + mischievous (a): impish (translation) + pressure (n): stress, difficulties + to be under pressure (exp.) + join hands to do sth (idm) (translation) + household chores (n) While- Activity 1: Questions and Answer (task 2, page 14) reading -T asks Ss to work in groups of four to answer the questions. T  Ss -T delivers a poster and a board marker to each group. -T asks Ss to read the text carefully. (20 minutes) -T tells Ss if they finish answering the first question, they are allowed Ss  Ss to receive the next one. -The first group to have the most correct answers is given good marks. * Expected questions: Ss 1. How many people are there in the family in the passage? Who are they? Ss  Ss 2. What are the jobs of the father and the mother? 3. How caring is the mother? 4. What does the daughter of the family attempt to do after secondary school? 5. Why do children feel they are safe and secure in their family? * Expected answers: 1. There are five. They are the father, the mother, the daughter and two younger brothers. 2. The mother is a nurse and the father is a biologist. 3. She is always the first one to get up in the morning to make sure that her children leave home for school with breakfast and in suitable clothes. She always makes dinner before her husband comes home.
2. Lesson Plan – Grade 12 4. She attempts to win a place at the university. 5. Because they are very close-knit and supportive of one another. They often share feelings and whenever problems come up, they discuss frankly and find solutions quickly. = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = Activity 2: Summary completion -T arranges Ss to work in pairs. -Teacher asks Ss to read the passage again and then close all their textbooks. -T gives Ss the handouts with the summary of the passage and asks T  Ss them to find a suitable word to fill in each gap in the passage. -T goes around the class and gives a help. -T asks Ss to compare their answer with others. S  S -T gives out the correct answer I come from a family of (1). . people: my parents, my two younger brothers and I. My mother works as a (2). . She is a very caring Ss woman (3). . takes the responsibility for running the household. My (4) father is a . . . He is always willing to give a hand with cleaning S  S the house. He enjoys (5). . too. At weekends, he sometimes cooks us some special dishes. My parents are very busy at work but they always try to spend as much time for us as possible. Both of my parents join (6). . to give us a nice house and a happy home. busy (7). . family. We often share our (8). . with one another. We always feel safe and secure in our family. * Suggested answer: 1. key 2. nurse 3. who 4. biologist 5. cooking 6. hands 7. close-knit 8. feelings Post- reading Chatting -T asks Ss to work in pairs to talk about their family (12 minutes) -T goes around the class and helps Ss. -T calls on some pairs to act out their conversation in class. -T makes comments. * Suggested questions: S  S 1. How many people are there in your family? 2. What are their jobs? 3. Are you the oldest child, the youngest child or somewhere in the middle? 4. Do all your family members live together? 5. How do they share housework? 6. What do you like about each of them? Homework -T asks Ss to write short paragraphs about their family. T  Ss (1minute)
3. Lesson Plan – Grade 12 Date: August 22nd, 2010 Period: 4 Unit 1 HOME LIFE Lesson: SPEAKING I. Objectives: By the end of this lesson, students will be able to: - talk about household chores. - express their ideas about family life. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: pictures, cards IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities Game: Looking and guessing -T divides the class into 2 groups. Each group chooses one T  Ss representative to go to the board. Warm-up -T prepares cards with the following phrases on. (5 minutes) 1. making the bed 2. washing dishes Ss  Ss 3. cleaning the floor 4. watering plants 5. cooking meals 6. going shopping -T shows the cards, one by one to the representative of the groups to T  Ss read. These students will then mime the words/ phrases so that their groups can guess what the words/phrases are. The first group to call out the correct phrases gets one point. -The group with more points wins the game. Ss  Ss -T congratulates the winner. Lead-in: -T writes the phrases on the board and ask Ss some questions to introduce the lesson. + Who often does these things in your family? + Do you have any duties to your family? T  Ss + What are they? What do people in your family expect from you? Pre-speaking Activity 1: Read and Tick (task 1, p.15) -T asks each student to read the sentences and check the ones that T  Ss apply to her /him and his /her family. (7 minutes) Drilling -T puts Ss into pairs to practice speaking about their family, basing on S  S the sentences in Task 1. T  Ss -T invites some Ss to speak out their ideas. S -T makes comments. While- Activity 2: Who works in your family? (task 2, p.15) speaking -T asks Ss to work in pairs to ask each other the questions according S  S the cues given in Task 2. -T explains some useful language and goes around the class to help T  Ss (20 minutes) Ss. -T invites some pairs to stand up and give out their talks. S  S -T gives feedback. Activity 3: Role-play -T arranges Ss to work in groups of four or five and act as if they were Ss  Ss members of a family. -Each person in the family says something about their family and duties to their family. T  Ss
4. Lesson Plan – Grade 12 -T calls on some groups to act out in front of the class. Ss -T makes corrections if needed and make comments. * Suggested ideas: I am the eldest child in my family. I come from a family of four. My parents love their children very much and have done everything for our upbringing. As a father, I have got a lot of duties to do. I have to go to work to support my family. I’ve got to help my wife with housework . . . . Post- Writing speaking -T asks to write a few sentences about the work they often do to help Ss their mother in the house. (12 minutes) -T tells Ss to form in groups of four to exchange their writing for Ss  Ss correction and share ideas. -T goes around the class and helps Ss. T  Ss -T invites some Ss to present their ideas the rest of the class. Ss -T gives feedback and comments. Homework - T asks Ss to prepare for the next lesson. T  Ss (1 minute) Date: August 23rd, 2010 Period: 5 Unit 1 HOME LIFE Lesson: LISTENING I. Objectives: By the end of this lesson, students will be able to: - listen and pick up specific details. - listen and understand general ideas. - talk about household chores and family life. II. Language Focus: - Grammar: - New words: reserve, coach, spread out, leftover . . . III. Teaching Aids: realia, handouts, CD players, pictures. IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities Game: Touching the objects -T divides the class into 2 groups, A and B. Each group gets a T  Ss representative who is blindfolded to take part in the game. Warm-up -T gives students objects, one by one. They in turn touch the object, Ss  Ss (5 minutes) name the object, and then write it on a piece of a paper. (hat/ orange / mirror / ear / lemon / a sheet of iron / fan / egg) T  Ss -The rest of Ss in two groups can help by giving the explanation / definition of the word. -T helps Ss continue the game in the same way until it ends. Ss -T asks Ss to uncover their eyes and asks them to write the words on the board. -The group with more correct words will win the game. The initial letter of each word makes meaningful words: HOMELIFE -T leads into the new lesson. T  Ss Pre-listening Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. (7 minutes) 1. reserve sth (for sb/sth) (synonym): book sth 2. coach (n) (picture) T  Ss 3. spread out (v) (miming + explanation)
5. Lesson Plan – Grade 12 4. leftover (n) (explanation) 5. flight (n) (definition) Checking: -T asks Ss to listen to the explanations in English and say the word. -T checks the answers with the class. While- Activity 1: Listen and Tick (task 1, p. 16) listening -T tells Ss they are going to listen to the conversation between Paul T  Ss and Andrea, talking about their family. -T asks Ss to listen and tick what is true or false about them. Ss (12 minutes) -T let Ss listen for the second time if necessary. -T goes over the answers with the class. T  Ss * Expected answers: 1. F 2. F 3. F 4. T 5. T Ss (10 minutes) Activity 2: Listen and take notes (task 2, p. 17) -T asks Ss to listen again and note down two things that are different T  Ss about Paul’s and Andrea’s family. -T asks Ss to write their answers on the board and check with the Ss class. -T plays the tape many times for Ss to check their answers if T  Ss necessary. -T gives the correct answers. Ss * Expected answers + Paul: - His family members are not very close. - The family often eat the meal the mother cook at home. + Andrea: - His is a close-knit family. The family often goes out to eat when they get together. Post- Speaking: Personalization listening -T asks Ss to work in groups to interview one another to get and give T  Ss information about the members of their family. (7 minutes) * Suggested ideas: Ss  Ss their ages / names / what they do / what they are like / what they are interested in / how they are similar or different . . . T  Ss -T goes around the class and helps Ss when necessary. -T invites some Ss to present their preparation. Ss -T takes notes of Ss’ mistakes for later correction. -T makes comments on what Ss have. Homework - T asks Ss to write a short paragraph about the importance of family T  Ss (1 minute) in their life. Date: August 30th, 2010 Period: 6 Unit 1 HOME LIFE Lesson: WRITING I. Objectives: By the end of this lesson, students will be able to: - write a letter to tell about their family rules. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: handouts IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities Game -T divides the class into 8 groups. The Ss think of one thing they are T  Ss
6. Lesson Plan – Grade 12 allowed /not allowed /or have to do at school and write it on a slip of Warm-up paper. Ss  Ss (6 minutes) -T elicits some useful language to help Ss in their writing: + We aren’t allowed to . . . . . T  Ss + . . . . is required + They won’t let us . . . . Ss  Ss + We have to . . . . * Examples: + We are not allowed to ride motorcycles to school. + They won’t let us smoke. + We all have to show respect to teachers. S + We aren’t allowed to swear / fight / cheat in the exam. -T calls on some representatives of the groups to go to the board and write their sentences. T  Ss -T remarks the sentences on the board in front of the class. -The group having the most phrases or sentences in the shortest time is the winner of the game. T  Ss * Lead – in: Most schools have their own rules and disciplines and so do the families. What rules do you have in your family? Today we will focus on writing about family rules. Pre-writing What are you allowed to do? - T delivers handouts to Ss and then asks Ss to put a stick for ‘Yes’ and a cross for ‘No’. T  Ss (8 minutes) -T asks Ss to work in groups of four. * Handouts: Ss  Ss Are you allowed to . . . ? S1 S2 S3 stay in bed late at weekend? come home late at night? Ss  Ss watch TV after 10 pm? have a pet? have boyfriends/girlfriends? wear whatever clothes you want? do household chores? invite your friends to your house without asking your parents? -When Ss finish, T asks them to write about the results, using phrases T  Ss like these: + All of us have to . . . . Ss + Three of us are allowed to . . . + One of us is not allowed to . . . + None of us is allowed to . . . . Ss -T invites some groups to report the results of theirs to the class. * Variations (for advanced students) -T asks Ss to discuss the following questions in small groups. 1. Were your parents strict with you when you were younger? 2. What rules did you have about homework / household chores/ television and music / clothes, jewelry and hairstyle? 3. What happened if you broke the rule? While- Write it yourself writing -T asks Ss to work individually and write a letter to a pen pal about T  Ss family rules. -T repeats some useful language to help Ss write more easily. Ss (22 minutes) -T goes around and helps Ss, taking note of mistakes for later correction. T  Ss -T asks Ss to exchange their writing and check. Post- writing -T asks Ss to work in groups of three or four to describe a famous T  Ss
7. Lesson Plan – Grade 12 family in local region. (8 minutes) -T goes around the class and helps Ss. Ss  Ss -T feedbacks and correct mistakes. Homework -T asks Ss to continue their writing at home. (1minute) -T asks Ss to prepare Language Focus. T  Ss Date: August 31st, 2010 Period: 7 Unit 1 HOME LIFE Lesson: LANGUAGE FOCUS I. Objectives: By the end of this lesson, students will be able to: - Recognize the differences in pronunciation of the –s ending sound. - revise the use of some tenses (past simple and present perfect) II. Language Focus: - Grammar: past simple and present perfect - New words: revision III. Teaching Aids: pictures, handouts, coins, small pieces of paper. IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities Game: Sound discrimination -T divides the class into 2 groups. T  Ss -T sticks 10 pictures on the board and asks Ss to name the pictures. Warm-up -T asks each group to arrange the words into two groups according to Ss  Ss (5 minutes) the pronunciation of the –s ending sound, then write the results on the board. -The group with more correct answers will win the game. Ss  Ss * Expected answers: elephants woods Ss books shoes lamps handbags months peas speaks ties Activity 1 – Listen and repeat -T writes two sounds /s/ and /z/ on the board, reads twice first. T  Ss -T explains the differences between the two sounds. -T guides Ss to practise pronouncing. Ss Pro- Activity 2 – Practise these sentences nunciation -T reads the sentences first as model. T -T asks Ss to pay much more attention to stressed syllables. - T asks Ss to work in pairs, picking out the words containing the Ss (10minutes) sounds /s/ and /z/. -T asks them to take peer correction. A. Presentation Present perfect , simple past tense and past progressive T  Ss Grammar -T shows Ss a picture and asks questions to elicit the answers from Ss. Ss  Ss + How did the shoes look a few minutes ago? (30minutes) (They were very dirty/ They looked dirty) + Look at them now. They are clean. Why is that? T  Ss (He has just cleaned them) -T asks Ss what tense is used in the sentence T  Ss -T elicits the differences b/w past simple and present perfect from Ss.
8. Lesson Plan – Grade 12 (T prepares) (42minutes) B. Practice Activity 1: Choosing the right tense (exercise 1, p.18) S -T asks Ss to do the exercise 1 individually. -T goes around to observe and gives helps if necessary. - T gives the feedback and correct answers. T  Ss * Suggested answers: 1. have you seen 2. has written 3. has asked 4. did you give – saw 5. didn’t listen 6. have you two met 7. did you meet = = = = = = = = = = = = = = = = = = = = = = = = S  S Activity 2: Multiple Choice (exercise 2, p. 19) -T asks Ss to work in pairs to do the task. T  Ss -T goes around to observe and gives helps if necessary. - T gives the feedback and correct answers. * Suggested answers: 1. B, 2. C, 3. A, 4. A, 5. B, 6. B, 7. B, 8. C, 9. B, 10. C, 11. B, 12. C, 13. C, 14. A, 15. B * More exercises: Give the correct form of the verb in parentheses:( simple past, past continuous, past perfect, present perfect) 1. A.( You/ enjoy) ___ your trip to Paris? B. It was wonderful . I ( look) ___ foward to going there for 1. Did you a long time, and I wasn't disappointed. enjoy/had 2. A. George (seem) ___ ather exausted yesterday. been looking B. That ( be) ___ b/c he ( work) ___ with his new computer 2.seemed/was/ most of the time. had been 3. A. Have you seen Peter and Kate recently? looking B. Yes. I ( see) ___ them yesterday.they ( come) ___ out of 3. saw/ were the park. They ( have) ___- their tennis rackets with them , so I coming/ had/ soppose they ( play) ___ had been 4.A. You weren't at the party last night. playing B. I wsa too tired. I ( look) ___ at flats all day. I (see) ___ 4. had been about a dozen. And none of them were very good. looking/ had seen Homework Error correction -T gives Ss handouts and asks Ss to recognize mistakes and correct (2 minutes) them. T  Ss (handouts) - Do exercises 1,2,3,4,5 on pages 6,7,8 in the workbook. - T asks Ss to prepare Unit 2 – READING Date: August 31st, 2010 Period: 8 Unit 2 CULTURAL DIVERSITY Lesson: READING I. Objectives: By the end of this lesson, students will be able to: - read and understand the passage about cultural diversity. - guess the meaning in context. II. Language Focus: - Grammar: revision - New words: precede, confide, partnership, determine, sacrifice, oblige . . . III. Teaching Aids: pictures, handouts. IV. Procedures: Stages/Time Teacher’s Activities Students’
9. Lesson Plan – Grade 12 Activities Game: Hot seats -T breaks the class into big groups, A and B. -Each group chooses a representative to seat in the ‘hot seats’ in the T  Ss Warm-up front with their backs to the board. (5 minutes) -T writes a word on the board and asks the groups to explain, describe, Ss  Ss or define the word in any ways so that their team mates in the ‘hot seats’ can speak out the word. -T awards one point to the fastest group to succeed in guessing the word. * Expected words: house / love / money / job / health / fame -T leads into the new lesson: T  Ss In your opinion, which of the above factors is the most important for a happy life? Why?. In today’s lesson, we discuss on the different ideas about love and marriage of the Americans and Asians. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. + precede (v): happen or come before sth Pre-reading + confide (v) (in sb) (explanation) 9 minutes + partnership (n) (translation)  be partnership with sb / go into T  Ss partnership with sb + determine (v) (explanation)  be determined to do sth + sacrifice (v) (for sb/ sth) (context) + oblige (v): to force (synonym) + counterpart (n) (explanation) Checking: Gap-fill -T asks Ss to work in pairs and do exercises (handouts) to check their S  S understanding about the meanings of the new words given. 1. Parents are . . . by law to send their children to school. 2. An Indian woman has to . . . more in a marriage than a man. 3. The sales director phoned her . . . in the other company. 4. They agreed that it was unwise to . . . in their wives. 5. Love is supposed to follow marriage, not . . . it. S  S 6. An inquiry was set up to . . . the cause of the accident. 7. He developed his own program in . . . with an American expert. * Expected answers: 1. obliged 2. sacrifice 3. counterpart 4. confide 5. precede 6. determine 7. partnership While- Activity 1: Guiding questions reading -T asks Ss to read the passage and answer the questions. T  Ss -T asks Ss to compare the answers with their partners. -T checks with the whole class. S 20 minutes * Expected questions: 1. What is the survey about? S  S 2. What are they four key values in the survey? * Expected answers: 1. The survey is about the traditional attitudes of Americans and Asians toward love and marriage. 2. They are Trust build on love; Physical attractiveness; Confiding; Partnership of equals. = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = Activity 2: Multiple Choice -T arranges Ss to work in pairs. -T asks Ss to read the passage again and then close all their textbooks. -T asks Ss to do multiple choice exercise (handouts) -T goes around the class and gives a help.
10. Lesson Plan – Grade 12 -T asks Ss to compare their answer with others. -T gives out the correct answer * Handouts: 1. Americans believe in . . . . marriage – a boy and a girl are attracted to each other, fall in love and decided to marry each other. A. contractual B. romantic C. lucky 2. Asians believe in . . . . marriage – the parents of the bride and the groom decide on the marriage. A. traditional B. romantic C. contractual 3. The Americans agree that a wife should maintain her beauty and . . . . after marriage. A. character B. personality C. appearance T  Ss 4. The majority of Asian students reject the American view that marriage is . . . . A. a partnership of B. based on love C. to sacrifice S  S equals 5. More Asian students agreed that a husband is obliged to tell his wife . . . . Ss A. where he has B. about his work C. about his secrets been S  S 6. Young Asians are not as . . . . as their Americans counterparts. A. trustful B. hard-working C. romantic * Suggested answer: 1. B 2. C 3. C 4. A 5. A 6. C Post- reading Discussion -T asks Ss to work in groups of four to discuss and find out the T  Ss 12 minutes features of a traditional Vietnamese family, the modern Vietnamese family. -T goes around the class and helps Ss. Ss  Ss -T calls on some pairs to act out their opinions in class. -T makes comments. * Suggested ideas: + A traditional Vietnamese family - There are a lot of children in the family. - Parents often decide who their children will marry. - Wives never decide things to do in the family without asking their husbands’ opinions. Men often achieve a dominant position in the family. The father is the head of the household, who presents authority and makes all the important decisions. His wife is responsible for the domestic side of the family life. -Men rarely cook meals in the kitchen. Cooking is considered women’s task. + A modern Vietnamese family - There are only two children in the family. -Parents let their children decide whom they will marry. - Both the father and the mother work to earn living. - The mother takes care of the housework and the children with the help of the father. - The father can look after his children and help in the house, even his wife doesn’t go out to work. Homework -T asks Ss to write short paragraphs about their family, a traditional or a modern one. (about 80 words) T  Ss 1 minutes
11. Lesson Plan – Grade 12 Date: September 6th, 2010 Period: 9 Unit 2 CULTURAL DIVERSITY Lesson: SPEAKING I. Objectives: By the end of this lesson, students will be able to: - talk about household chores. - express their ideas about family life. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: pictures, cards IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities Questions and answers: -T asks Ss to work in groups of five and discuss the questions given T  Ss by teacher. Warm-up + Who often does these things in your family? Ss  Ss (5 minutes) + Do you want to live in a modern or a traditional family? Why? -T leads into the new lesson. T  Ss Pre-speaking Useful expressions -T elicits some useful expressions to express the points of view from T  Ss Ss. 7 minutes + In my opinion / In my point of view / As far as I am concerned / For me . . . + I agree / I don’t agree / It’s not true because . . . T  Ss + Perhaps you are right, but . . . / I think it’s wrong to . . . + I don’t really have any opinions about . . . + Shall we come back to that later? While- Activity 1: What is your viewpoint (task 1, p.22) speaking -T hangs on a chart with the sentences mentioned in task 1. S  S -T lets Ss work in pairs to express their point of view upon the sentences, using words or expressions in the box. T  Ss 10 minutes -T invites class opinions and goes over the answers with the class. -T gives feedback. S  S = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = Activity 2: Discussion 10 minutes -T arranges Ss to work in groups of four or five, discussing and finding out the corresponding features of the Vietnamese culture. T  Ss -T goes around to control and gives helps if necessary. -T jots down some mistakes Ss have made for later correction. Ss  Ss -T calls on some groups to act out in front of the class. -T makes corrections if needed and make comments. * Suggested ideas: Ss In American (see the textbook) In Vietnam 1. Three or sometimes four generations live under the same roof. 2. Elders live with children and are taken care of by their sons, daughters-in-law or daughters. 3. Asking about age, marriage and salary are acceptable. 4. A Vietnamese greets the head of the family or an older person first, then the younger ones. 5. Tet is the most important. 6. The Vietnamese celebrate dead days. The prepare meals and often
12. Lesson Plan – Grade 12 invite their relatives and friends to get together and talk about good respect of the dead person. 7. Young children often sleep with their children. Post- Writing: Compare and contrast speaking -T asks to work in groups of four. T gives each group a small bard Ss and board marker. 12 minutes -In groups, Ss write about the similarities and the differences b/w the Ss  Ss Vietnamese and the American cultures. -T invites representatives from the groups to report their ideas to the T  Ss class. Ss -T give feedback and makes comments. * Suggested ideas: + Differences: American culture - Most of Americans are individualists. - People always ask if it’s OK when they want to smoke. -Young people usually live in their own houses or flat after marriage. - Teenagers go out on dates a lot. -Asking someone about his age /marriage is considered to be impolite. - People live in nuclear family. Vietnamese culture - The Vietnamese are collectivists. - Smokers light up cigarettes at any time without asking permission. - The Vietnamese never exchange cheek-kisses. It is a shock to most married women. - It’s OK to blow your nose in public. - Young people usually live with their parents after marriage. - It’s OK to ask people about their age / marriage. - People live in extended family. + Similarities: - American and Vietnamese are multi-culture countries. - Both Vietnamese and American are friendly, hospitable, and hard- working people who always proud of their countries. -They both hate war and love peace. - They like doing charity work. Homework - T asks Ss to prepare for the next lesson. T  Ss 1 minutes Date: September 7th, 2010 Period: 10 Unit 2(cont.) CULTURAL DIVERSITY Lesson: LISTENING I. Objectives: By the end of this lesson, students will be able to: - listen for the understanding of the passage about a wedding in Vietnam. - listen for specific ideas II. Language Focus: - Grammar: - New words: bride, groom, altar, banquet, III. Teaching Aids: pictures, handouts, CD player . . . IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities
13. Lesson Plan – Grade 12 Game: Flashing the picture -T flashes a picture of a wedding ceremony and asks Ss what they see T  Ss in the picture. Warm-up - If necessary, T can make some questions like these: Ss  Ss (3 minutes) 1. What is the picture about? 2. How many people are there in the picture? T  Ss 3. Who are they? 4. What are they doing? -T invites some Ss to make guesses. Ss - T shows Ss the picture again so that they can have the right answers. Lead-in: - Have you ever been to a wedding ceremony? -What did you see there? Today, you will listen to two people talking about a wedding T  Ss ceremony in Vietnam. Pre-listening Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. (7 minutes) + bride (n) (picture) + groom (n) (picture) T  Ss + altar (n) (picture) + banquet (n) (explanation) Checking: -T asks Ss to listen to the explanations in English and say the word. -T checks the answers with the class. While- Activity 1: Gap-fill (Task 1, p. 25) listening -T plays the CD two times and gets Ss to work in pairs to listen to the T  Ss passage and fill in each gap with one word they hear. -T invites some Ss to give their answers. S  S 12 minutes -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. T  Ss * Expected answers: 1. the groom’s parents Ss 2. red papers 3. altar 4. at the wedding banquet 5. wedding cards / money / gifts 10 minutes Activity 2: Answer the questions (Task 2, p. 25) -T delivers handouts in which there are five questions and answers in T  Ss jumbled order (questions mentioned in the textbook). -T plays the tape many times for Ss to check their answers if Ss necessary. -T gives the correct answers. T  Ss * Expectedd answers: E. They stop by each table to say thank to their guests. Ss D. They would pray asking their ancestors’ permission to be married. C. To go to the bride’s home bringing a lot of gifts wrapped in red papers. G. At the groom and bride’s home, at a hotel or a restaurant. A. After they pray and ask their ancestor’s permission to be married.
14. Lesson Plan – Grade 12 B. When the M.C introduces the groom, the bride, the parents . . . Key: 1. C 2. D 3. A 4. G 5. E Post- Retell the wedding ceremony T  Ss listening -T asks Ss to work in groups. In groups, Ss describe the wedding ceremony. Ss  Ss 10 minutes -T goes around the class and helps Ss when necessary. -T invites some Ss to present their preparation. T  Ss -T takes notes of Ss’ mistakes for later correction. -T makes comments on what Ss have. Ss Homework Answer the questions 3 minutes - T asks Ss to answer the question: “What do families often do to prepare for a wedding ceremony?” Get on-line T  Ss - T asks Ss to search for the information on the Internet to find some interesting customs for births, marriages, seasons or good luck. Date: September 8th, 2010 Period: 11 Unit 2(cont.) CULTURAL DIVERSITY Lesson: WRITING I. Objectives: By the end of this lesson, students will be able to: - describe the typical features of a Vietnamese conical leaf flat. - write the description of a conical leaf hat. II. Language Focus: - Grammar: revision - New words: rim, rib, strap, palm leaf, sew, trim, attar oil . . . III. Teaching Aids: handouts IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities Game: Ambiguous picture -T draws a small part of a picture, and asks Ss what it is going to be. T  Ss -T invites Ss to give their opinions. Warm-up -T adds a little more to the drawing and asks the questions again. S (3minutes) -T builds the picture up in about 5 stages. -T leads into the new lesson. T  Ss Pre-writing 1. Brainstorming - T draws a conical hat on the board. (or T can bring a conical hat to the class) T  Ss 12 minutes -T asks Ss to look at the conical hat and name different parts of the hat. Ss  Ss 2. Pre-teaching vocabulary
15. Lesson Plan – Grade 12 -T elicits some new words based on the answers of the Ss. 1. rim (n) (picture) Ss  Ss 2. rib (n) (picture) 3. strap (n) (picture) T  Ss 4. palm leaf (n) 5. sew (v) (miming) 6. trim (v) (explanation) 7. attar oil (n) (definition) 3. Outline -T elicits the outline of a paragraph to describe the conical hat. A. Instruction + symbol of Vietnamese girls / women + part of the spirit of Vietnamese nation B. Main body T  Ss Materials + special kind of bamboo and soft palm leaves Shape and size + conical form + diameter: 45-50 cm; 25-30 cm high + shaping 16-18 ribs into conical form Process + covering the form with leaves / sewing leaves around ribs C. Conclusion + protecting people from rain / the heat of the sun + girls / women look pretty / attractive While- Write it yourself writing -T asks Ss to work individually and write a paragraph about 150 T  Ss words about the conical hat of Vietnam, based on the outline and the information above. Ss 20 minutes -T goes around and helps Ss, taking note of mistakes for later correction. T  Ss -T asks Ss to exchange their writing and check. Ss -T collects Ss’ writing when they have finished. -T asks some Ss to read aloud their writings to make correction. Post- writing Speaking: Role-play -T asks Ss to work in pairs, one is a foreigner and the other is a T  Ss 9 minutes student of English. -The foreigner wants to know something about the conical hat and S  S the student has to describe it. -T sets the time for Ss to practice speaking. -T calls on some pairs to act out their conversations if time allows. T  Ss -T feedbacks and correct mistakes. Homework Review 1 minutes -T asks Ss to revise their writings at home. T  Ss -T asks Ss to prepare Language Focus. Date: September 12th, 2010 Period: 12 Unit 2(cont.) CULTURAL DIVERSITY Lesson: LANGUAGE FOCUS I. Objectives: By the end of this lesson, students will be able to: - recognize the differences in pronunciation of the –ed ending sound. - revise the use of some tenses (past simple and present perfect) II. Language Focus: - Grammar: revision
16. Lesson Plan – Grade 12 - New words: revision III. Teaching Aids: pictures, handouts, flipcharts . . . IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities Game: Sound classifying -T hangs on a flipchart with the verbs and the table below: T  Ss wash / wait / waste / cause / ask / phone / dance / end / Warm-up stop / watch / arrange / open (5 minutes) /t/ /d/ /id/ S  S -T tells Ss that they are going to work in pairs to write the past tense of the verbs in the correct column of the table according to the S  S pronunciation of the –ed ending sounds. -The first pair who has the correct answer is praised -T calls on some Ss to go to the board, writing the verbs in the right T  Ss column. -T checks with the whole class. Activity 1 – Listen and repeat -T writes two sounds /s/ and /z/ on the board, reads twice first. T  Ss -T explains the differences between the two sounds. -T guides Ss to practise pronouncing. Ss Pro- -T asks Ss to look at the chart and elicit the pronunciation of the –ed nunciation ending sound. T 1. –ed ending sound is pronounced /t/ when the verbs end with the sounds /k/, /p/, /∫/, /t∫/, /f/,or /s/. Ss 9minutes 2. –ed ending sound is pronounced /id/ when the verbs end with the sounds /t/ or /d/ 3. –ed ending sound is pronounced /d/ when the verbs end with all sounds except those in 1 and 2. Activity 2 – Practise these sentences -T reads the sentences first as model. S  S -T asks Ss to work in pairs to practice reading the sentences in their textbooks on page 27. T  Ss -T invites some Ss to read the sentences aloud. -T makes correction if needed. Grammar Presentation -T prepares some sentences (handouts). T  Ss -T delivers the handouts to Ss and asks them to read the sentences. 14minutes -T elicits the use of some tenses: present perfect, simple past, near Ss  Ss future tense, present continuous from Ss, then T asks them to do the exercise in their textbooks. -T invites some Ss to give out their correct answers. T  Ss -T check with the whole class. T  Ss Practice Activity 1: Sentence completion (Exercise 1, p. 28) 14minutes -T asks Ss to work in pairs to complete the conversation with the correct form of verbs in the box. S -T goes over the answers with the whole class. -T calls on some pairs to act out their conversations. * Expected answers: T  Ss 1. Have you seen / saw / am going to see 15minutes 2. drank / have not drunk / drank 3. has written / Did she write / wrote 4. have been cooking / have cooked / have cooked
17. Lesson Plan – Grade 12 Activity 2: Complete the passage (Exercise 2, p.28) -T gets Ss to read the passage and choose one correct answer which best fits each gap. T  Ss -T goes around to control and gives helps if necessary. - T gives the feedback and correct answers. S * Suggested answers: 1. C 2. A 3. C 4. A 5. C 6. A 7. C 8. A C. Production -T asks Ss to work in groups of four to make 5 sentences in which Ss  Ss they use five tenses of the main verbs. Homework Error correction -T asks Ss to do the exercise 3 in their textbooks. T  Ss 2 minutes - T asks Ss to prepare Unit 3 – READING Date: September 14th, 2010 Period: 13 Unit 3 WAYS OF SOCIALIZING Lesson: READING I. Objectives: By the end of this lesson, students will be able to: - read and understand the passage about ways of socializing - guess the meaning in context. II. Language Focus: - Grammar: revision - New words: attract, verbal, non-verbal, informal, nod, approach . . . III. Teaching Aids: pictures, handouts. IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Game: Getting through -T asks Ss to play the game in groups of four or five. -T asks Ss, in turn, to make gestures. The others guess the meanings. T  Ss Warm-up * Expected: (5 minutes) 1. That sounds crazy! 2. Come here Ss  Ss 3. Be quiet 4. Peace 5. Be careful 6. We won 7. Hello 9.I can’t hear you. Lead-in: -Do you often use these gestures to communicate? -Do other people understand you? Today, you get to know about ways of socializing through the reading T  Ss passage. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. + attract sb’s attention (v) (synonym): draw sb’s attention Pre-reading + verbal (a) (explanation) 7 minutes + non-verbal (a) (antonym) T  Ss + informal (a) (antonym) + nod (v) (miming) + approach (v) (synonym): come near
18. Lesson Plan – Grade 12 Checking T  Ss -T reads the English words and has Ss say the Vietnamese meanings and vice versa. While- Activity 1: What’s the title? (Task 2, p. 32) reading -T asks Ss to read the passage and decide which option is the best title for the passage. -T asks Ss to compare the answers in pairs. 7 minutes -T make comments and gives feedback. * Expected answer: A. Attracting Attention: Non-verbal Cues Activity 2: Gap sentences -T delivers the handouts with gapped sentences about the content of T  Ss 13 minutes the reading passage. -T gets Ss to read the passage again and close their books. -T asks to fill in the blanks with suitable words/phrases, then compare S  S the answers in pairs -T invites some Ss to give their answers to the class. T  Ss -T checks the answers with the whole class. * There are the sentences prepared on the handouts 1. We can use either verbal or ___ communication to attract someone’s attention. 2. ___ and waving are considered to be big, obvious non-verbal signals. 3. If we want to ___ , we wait until he passes us, catch his eyes, and nod slightly to let him know we want him. 4. If you are ___ the school yard and see your teacher approaching, you can use a ___ to attract his or her attention. 5. ___ someone is usually considered rude. * Expected answers: 1. non-verbal 2. Jumping up or down 3. attract the waiter’s attention 4. walking across / a small friendly wave 5. Pointing at Post- reading Discussion -T asks Ss to work in groups of four to discuss the different meanings T  Ss 12 minutes of whistling and hand-clapping in Vietnamese culture. -T goes around the class and helps Ss. -T calls on some groups to give out their opinions in class. Ss  Ss -T gives feedback and makes comments. * Suggested ideas: + Whistling: In Vietnam, people whistle when: -they are excited about something. -they are happy / feel relaxed. -they want to draw someone’s attention in very informal situations. . . . + Hand-clapping: In Vietnam, people clap their hands when: -they want to encourage someone. -they want despise someone. -they want to attract someone’s attraction. -they want to give the signal to tell someone to come near. . . . Homework -T asks Ss to find the different meanings of whistling and hand- clapping in British culture. T  Ss 1 minutes Date: September 16th, 2010
19. Lesson Plan – Grade 12 Period 14 Unit 3(cont.) WAYS OF SOCIALIZING Lesson: SPEAKING I. Objectives: By the end of this lesson, students will be able to: - practice giving compliments in different situations. - know how to respond to compliments. II. Language Focus: - Grammar: revision - New words: terrific, decent, handle, kid, tune . . . III. Teaching Aids: cards IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Game: Scrambled sentences -T divides the class into 6 groups. T  Ss -T writes 6 sentences onto the cards, one word on each card. All the Warm-up words from one sentence should be written in the same colour card Ss  Ss (4 minutes) (or marker) to distinguish it from the other sentences. -T scrambles the word order of each sentence. -T gives one scrambled sentence to each group. T  Ss -T asks Ss in each group to unscramble the sentence as quickly as possible then stick their sentence on the board. -The fastest group with the correct sentence will be the winner. S * Expected scrambled sentences: 1. I really enjoy your public speaking! 2. I thought your tennis game was excellent today. 3. Your hairstyle is terrific, Mary! 4. That’s a nice pair of shoes you’re wearing. 5. What a lovely baby you have! 6. You really have a very beautiful jacket! + Who often does these things in your family? + Do you want to live in a modern or a traditional family? Why? Lead-in: T asks Ss some questions to lead into the new lesson. -When do you say these sentences? (Expected: when we want to give compliments) T  Ss -How often do you hear people complimenting each other in English? -Do you often give or receive compliments? Today, we will practice giving and responding to compliments in different situations. Pre-speaking Pre-teaching vocabulary -T elicits some new words by playing game. T  Ss -T asks Ss to close their books. 10 minutes -T prepares five cards with the words which have missing vowels in each word. -T asks Ss to work in pairs and find the missing vowels in the words T  Ss to make them meaning ones. S  S -T invites some Ss to give their answers. -T hangs on the chart with the definitions / synonyms of the words. -T calls on some Ss to go to the board and stick the word cards next to their definitions / synonyms. S -T gives feedback. t – rr – f – c d – c - nt h – ndl - d - d t – n -
20. Lesson Plan – Grade 12 1. terrific (a) (synonym): excellent, wonderful 2. decent (a) (explanation) 3. handle (v) (translation) 4. kid (v) (synonym): joke 5. tune (n) (translation). Eliciting T  Ss -T elicits compliment formulas and some useful expressions used to compliment from Ss. [Noun phrase + be / look + Adjective] + Your blouse is really beautiful. + Your hair looks great! [I + (really) + like / love + Noun phrase] + I really like your dress + I love your new apartment. [Pronoun + is + (really) + Adjective + Noun phrase] + That’s a really nice rug. * Some useful expressions T  Ss  You have such beautiful hair / How beautiful your hair is!  Isn’t your ring beautiful!  You (really) did a good job!  You (really) handled that situation well!  Congratulations! You have played so well in the game.  Amazing! You’ve made an excellent speech!  That’s a great / an excellent . . .  Let me congratulate you on . . . * Suggested responses to the compliments  Thanks for your compliment. I’m glad you like it.  Thanks. It’s all very well for you to say so.  Your compliment is encouraging.  It’s nice of you to say so. While- Activity 1: Giving compliments (Task 2, p.33) speaking -T lets Ss work with their partners to practise giving compliments to T  Ss suit the responds. -T goes around to control and gives help if needed. S  S 10 minutes -T invites some pairs to act out their dialogues. -T gives feedback and comments. T  Ss Activity 2: Responding to the compliments (Task 3, p. 33) -T puts Ss into pairs o practice responding to the compliments. S  S -T goes around to control and gives helps if necessary. 10 minutes -T jots down some mistakes Ss have made for later correction. -T calls on some groups to act out in front of the class. -T makes corrections if needed and make comments. T  Ss Post- Dialogue building T  Ss speaking -T asks to build dialogues to practice giving responding to the compliments in pairs. S  S 10 minutes -T calls on some pairs to act out their dialogues. -T give feedback and makes comments. T  Ss Homework T  Ss - T asks Ss to prepare for the next lesson. 1 minutes
21. Lesson Plan – Grade 12 Date: September 20th, 2010 Period 15 Unit 3(cont.) WAYS OF SOCIALIZING Lesson: LISTENING I. Objectives: By the end of this lesson, students will be able to: - listen for general information. - listen for specific ideas. II. Language Focus: - Grammar: - New words: marvelous, argument, install, regulation, shank, apologetic, startling . . . . III. Teaching Aids: pictures, handouts, CD player . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Game: A phone call -T shows a picture of a boy and a girl talking each other on the T  Ss phone. Warm-up -T asks Ss to work in pairs, studying the picture and answering the Ss  Ss (4 minutes) following questions: 1. What do you see in the picture? T  Ss 2. What are they doing? 3. What do you think they would say to greet each other? 4. How long do you think it would take them to finish their call and Ss why? Lead-in: T asks Ss some questions to lead into the new lesson. -Do you often phone your friends? -What do you often talk to them on the phone? How long? T  Ss Pre-listening Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. (8minutes) + marvelous (a) (synonym): wonderful, fantastic + argument (n) (with sb over/about sth) (translation) T  Ss + install (v) (context + explanation) + regulation (n) + shank (n) (picture) + apologetic (a) (about/ for sth) (explanation) + startling (a) (explanation) Checking: Slap the board -T puts the words which have been taught into circles on the board. -T divides the class into two groups. -T asks each group to choose give Ss standing in two queues. T  Ss -T reads the synonym, explanation or Vietnamese equivalent of the words. The first student who slaps on the correct word on the board gets one point. -The group with more points wins the game. S While- Activity 1: True or False (Task 1, p. 35) listening -T plays the CD two times and gets Ss to work in pairs to listen to the T  Ss passage and decide whether the statements are true (T) or false (F). 12 minutes -T invites some Ss to give their answers. S  S -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. T  Ss * Expected answers: 1. T 2. F 3. T 4. F 5. F 6. T Ss 10 minutes Activity 2: Gap-fill (Task 2, p. 36)
22. Lesson Plan – Grade 12 -T lets Ss listen to part of Ms. Linda Cupple’s talk again and write T  Ss the missing words in the numbered blanks of the passage. -T plays the tape many times for Ss to check their answers if Ss necessary. -T asks Ss to compare the results in pairs S  S -T gives the correct answers. * Expected answers: Ss 1. agreed 2. to avoid 3. particular 4. adults 5. waking 6. heart 7. kindness 8. to stick Post- Speaking: Summarizing listening -T arranges Ss to work in groups of four or five. T  Ss -T asks Ss to summarize Ms Linda Cupple’s talk. 10 minutes -T gives some ideas as hints for Ss to summarize the talk. Ss  Ss -T calls on some representatives to report to the class. -T gives feedback. Ss + Length of time + Time for calling T  Ss + Calling late at night + Calling at weekend Homework Writing 3 minutes - T asks Ss to give some of their own pieces of advice on how to use T  Ss the telephone in the family. Date: September 22nd, 2010 Period 16 Unit 3(cont.) WAYS OF SOCIALIZING Lesson: WRITING I. Objectives: By the end of this lesson, students will be able to: - build sentences based on given words. - re-order given sentences to make a complete paragraph. II. Language Focus: - Grammar: revision - New words: apologize, abrupt, thoughtful, discourtesy, interruption . . . III. Teaching Aids: cards IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Game: Cut-up sentence -T arranges the class into 6 groups. T  Ss -T prepares 6 set of cards with words or phrases of the sentences cut Warm-up up. Ss  Ss (4minutes) -T gives one set to each group. -T asks Ss to rearrange the word cards so that they will make a S meaningful sentence. -T tells Ss to stick the word cards on the board. T  Ss -The first group to have the correct sentence will win the game. * Expected cut-up sentence something that / An apology is / to tell someone / that / you are sorry / you say or write. An apology is something that you say or write to tell someone that
23. Lesson Plan – Grade 12 you are sorry. -T leads into the new lesson. Pre-writing Pre-teaching vocabulary -T elicits some new words based on the answers of the Ss. 1. apologize (v) (to sb for sth) (explanation) T  Ss 6 minutes 2. abrupt (a) (explanation) 3. thoughtful (a) (synonym)): considerate 4. discourtesy (n) (synonym): rudeness T  Ss 5. interruption (n) (translation) While- Activity 1: Sentence building (Task 1, p. 36) writing -T asks Ss to discuss and make sentences in pairs. T  Ss -T asks Ss to change the form of verb and no addition and omission is required. Ss 12 minutes -T goes around and helps Ss, taking note of mistakes for later correction. T  Ss -T asks Ss to exchange their writing and check. -T collects Ss’ writing when they have finished. Ss -T asks some Ss to read aloud their writings to make correction. 12 minutes Activity 2: Jumbled sentence (Task 2, p. 37) -T divides the class into groups of four to put the sentences into the T  Ss correct order. -T goes around and helps Ss, taking note of mistakes for later Ss correction. -T asks Ss to exchange their writing and check. T  Ss -T collects Ss’ writing when they have finished. -T asks some Ss to read aloud their writings to make correction. Ss Expected answers: Paragraph 1: 1. C 2. E 3. A 4. B 5. D Paragraph 2: 1. C 2. E 3. B 4. A 5. D Post- writing Correction 10 minutes -T asks Ss to write paragraph 1 and 2 on the board. T  Ss -T corrects mistakes with the whole class if necessary Homework -T asks Ss to revise their writings at home. T  Ss 1 minutes -T asks Ss to prepare Language Focus. Date: September 24th, 2010 Period 17 Unit 3(cont.) WAYS OF SOCIALIZING Lesson: LANGUAGE FOCUS I. Objectives: By the end of this lesson, students will be able to: - get some rules of stress in two syllable words. - revise reported speech II. Language Focus: - Grammar: reported speech - New words: revision III. Teaching Aids: pictures, handouts . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Game: Odd one Out -T hangs on a flipchart with the words. T  Ss
24. Lesson Plan – Grade 12 -T asks Ss to read the words and underline the word with a different Warm-up stress pattern from the others. (5 minutes) Example: money machine mountain message S 1. middle minute mission mistake 2. reason remove receive review 3. artist agree allow attract S 4. common careful crazy complete -The first student who has the correct answer will be praised T  Ss Key: 1. mistake 2. reason 3. artist 4. complete Activity 1 – Listen and repeat -T writes some words on the board and elicits the rule: T  Ss * Most two-syllable nouns and adjectives have stress on the first syllable, even if they don’t come from an original one-syllable word. Ss Pro- * Most two-syllable verbs have stress on the second syllable, even if nunciation they don’t come from an original one-syllable word. T * In general, the verbs all have the stress pattern oO. -T guides Ss to practise pronouncing. Ss 9minutes Activity 2 – Practise these sentences -T reads the sentences first as model. -T asks Ss to work in pairs to practice reading the sentences in their textbooks on page 38. -T invites some Ss to read the sentences aloud. T  Ss -T makes correction if needed. Grammar Presentation Reported speech T  Ss -T prepares some sentences (handouts). 14minutes -T delivers the handouts to Ss and asks them to read the sentences. -T elicits some changes of verb tenses when reporting a sentence. S  S -The verb forms change in the following ways Direct speech Reported speech simple present  past simple present continuous  past continuous present perfect  past perfect past simple  past perfect past continuous  past perfect continuous past perfect  no change possible will  would T  Ss is going to  was going to can  could must  had to  REMEMBER 1. The change of tense often happens because what the person said is in the past. 2. If what the person says is still true / relevant now, we often don’t T  Ss change tenses. “I’m probably going to be late for the meeting”  Mary said she’s probably going to be late for the meeting. 3. Notice that if the reporting verb is in the present tense, then there is no tense change. 4. Pronouns and possessive nouns often change in reported speech. Direct speech Reported speech here  there this  that now  then today  that day tonight  that night tomorrow  the next day / the following day yesterday  the day before / the previous day
25. Lesson Plan – Grade 12 next Monday  the following Monday last Monday the previous Monday to come to go Practice Activity 1: Reporting the past (Exercise 1, p. 38) T  Ss 14minutes -T asks Ss to work in pairs to do the exercise 1 on page 38. -T goes over the answers with the whole class. S  S -T calls on some pairs to act out their conversations. T  Ss * Expected answers: (Teacher’s books) Activity 2: Sentence transformation -T hangs on a chart. -T asks Ss to rewrite the sentences on the chart, using indirect speech T  Ss so that the meaning stays the same. -T asks some Ss to write their sentences on the board. S  S -T encourages Ss to give their opinions. -T gives feedback. * Sentences on the chart: 1. They said: “We are learning Japanese now” T  Ss 2. She said: “I’ll come here to take this book” 3. He said to his friend: “I am going on holiday tomorrow” 4. “You are not allowed to smoke in your room, Dick”, said his mother. 5. “I might not be able to come on Sunday,” said David * Key: 1. They said that they were learning Japanese then. 2. She said she would go there to take that book. 3. He told his friends he was going on holiday the next day. 4. Dick’s mother told him that he wasn’t allowed to smoke in his room. 5. David told us that he might not be able to come on Sunday. Homework -T asks Ss to do the exercise 2 in their textbooks. T  Ss 2 minutes - T asks Ss to prepare Unit 4 – READING
26. Lesson Plan – Grade 12 Date: October 1st, 2010 Period 21 Unit 4 SCHOOL EDUCATION SYSTEM Lesson: READING I. Objectives: By the end of this lesson, students will be able to: - read and understand the passage about school system in England - guess the meaning in context. II. Language Focus: - Grammar: revision - New words: attract, verbal, non-verbal, informal, nod, approach . . . III. Teaching Aids: pictures, handouts. IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Game: Questions and answers -T asks Ss some questions to lead into the new lesson. 1. When did you start Grade 1? T  Ss Warm-up 2. When does the school year begin in Vietnam? (5 minutes) 3. Do you have any examinations when you finish primary school? Lead-in: Today, we’ll focus on the school education system in England T  Ss compared with school education system in Vietnam. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. + compulsory (a) (synonym): mandatory, obligatory ≠ optional Pre-reading + certificate (n) (realia) T  Ss (9 minutes) + curriculum (n) (explanation) + core (a) + tuition fees (n) (explanation) + state school (n) (explanation) T  Ss + primary education (n) (definition) + secondary education (n) (definition) Checking -T reads the English words and has Ss say the Vietnamese meanings and vice versa. While- Activity 1: Questions and Answers (Task 2, p. 46) reading -T asks Ss to read the passage and answer the questions -T asks Ss to compare the answers in pairs. -T invites some Ss to write their answers on the board. (7 minutes) -T make comments and gives feedback.
27. Lesson Plan – Grade 12 * Expected answer: 1. From the age of 5 2. There are 3 terms 3. The state school and the ‘independent’ or ‘public’ school system. 4. Yes. 5. There are three core subjects (English, Maths, and Science) Activity 2: Gap-fill -T delivers handouts and asks Ss to work in pairs. T  Ss (13 minutes) -In pairs, T asks Ss to read the passage and fill in each gap with suitable word. S  S -T calls on Ss to speak out their answers. -T checks the answers with the whole class. * There are the gapped sentences on the handouts T  Ss Schooling is (1) ___ for all English children from the age of 5 to 16. The academic year in England runs from (2) ___ to July and is (31) ___into 3 terms. (41) ___ term is from the beginning of September to mid-December. Spring term is from the beginning of January to mid-March and (4) ___ term from early April to mid- July. Each term is separated by one-week (1) ___ called half term. * Expected answers: 1. compulsory 2. September 3. divided 4. Autumn 5. Summer 6. break Post- reading Stop and Correct -T has Ss read the 2nd paragraph very carefully in about 4 minutes and T  Ss (12 minutes) then Ss close their textbooks. -T reads the paragraph with some wrong information. -T asks Ss to listen and shout “STOP” when they realize the wrong S information. -T asks Ss to correct the wrong information and give good marks to Ss who have correct answers. -T tells the class to open their books and check the answers. -T gives feedback and makes comments. * Suggested paragraph T  Ss + Whistling: There are (1) three parallel school systems in England. The first is the (2) private school system, which is free to all students, paid for by the (3) people. The secondary category is the ‘independent’ or (4) ‘special’ school system, which is (5) paid by students. The state school system, which educates (6) 95% of the pupils in England, can be (7) put into two levels of education: primary education and (8) university education. * Mistake correction: 1. two 2. state 3. state 4. private 5. fee paying 6. 93% 7. divided 8. secondary Homework Writing -T asks Ss to write a short paragraph about the most difficult school T  Ss (1 minute) subjects they are facing with and solutions to the better study of the subjects. Date: October 4th, 2010 Period 22 Unit 4(cont.) SCHOOL EDUCATION SYSTEM Lesson: SPEAKING
28. Lesson Plan – Grade 12 I. Objectives: By the end of this lesson, students will be able to: - get some knowledge of the education system. - talk about the school education system in Vietnam. II. Language Focus: - Grammar: revision - New words: nursery school, kindergarten, lower secondary school, upper secondary . . . III. Teaching Aids: pictures, handouts, pieces of paper. . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Game: Match up -T asks Ss to play the game in pairs. T  Ss -T shows pictures of schools and asks Ss to match the schools with Warm-up their names. S  S (3 minutes) -T invites some Ss to give the answers. * Expected names of schools in the pictures T  Ss 1. Pre-school (nursery school and kindergarten) 2. Primary school 3. Lower secondary school S 4. Upper secondary school Lead-in: T  Ss Today, you will practice speaking about the school education system in Vietnam. Pre-speaking Pre-teaching vocabulary -T elicits the Vietnamese meaning of the following words from Ss. T  Ss 1. Pre-school (nursery school and kindergarten) (7 minutes) 2. Primary school 3. Lower secondary school T  Ss 4. Upper secondary school While- Activity 1: Questions and Answers (Task 1, p.47) speaking -T lets Ss work with their partners to ask and answer the questions T  Ss about the school education system in Vietnam based on the table on page 47. (10 minutes) -T works with a student to model. -T goes around to control and gives help if needed. S  S -T invites some pairs to act out their conversations -T gives feedback and comments. Example: A: When do the children in Vietnam go to primary school? B: When they are 6 years old. T  Ss A: How long is the primary education? B: 5 years, from grade 1 to grade 5. Activity 2 (Task 2, p. 47) -T divides the class into groups of five. T  Ss -T asks Ss to talk about the school education system in Vietnam, (10 minutes) using the information from Task 1. -T moves around the class to control and gives help if necessary. Ss  Ss -T invites some groups to share their ideas. -T gives feedback on what Ss have done and then makes comments. * Suggested ideas: There are three levels of education in Vietnam: pre-school, primary T  Ss school and secondary school. Children often go to pre-school when they are one year old, which is optional. Primary and lower
29. Lesson Plan – Grade 12 secondary education are compulsory in Vietnam. Children start to go to primary school at the age of six and generally move to lower secondary school at the age of eleven. Children stay in lower secondary school until the age of fourteen when they finish lower secondary school and then they have to take an examination to go to upper secondary school . . . Post- Writing about the similarities and differences speaking -T divides the class into six groups. T  Ss -T assigns three groups to write about the similarities b/w the school (14 minutes) system in Vietnam and England, and the other three groups to write Ss  Ss about the differences. -T asks Ss to stick their extra board on the board. -T calls on some groups to report their writing to the class. T  Ss -T gives feedback and comments. Homework T  Ss - T asks Ss to prepare for the next lesson. (1 minute) Date: October 6th, 2010 Period 23 Unit 4(cont.) SCHOOL EDUCATION SYSTEM Lesson: LISTENING I. Objectives: By the end of this lesson, students will be able to: - listen for general and specific information. - know more about the school education in Vietnam. II. Language Focus: - Grammar: - New words: tearaway, disruptive, methodical, well-behaved, struggle . . . III. Teaching Aids: pictures, handouts, CD player . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Game: Scrambled words -T delivers handouts with some jumbled words. T  Ss -T tells Ss that here are some of the school subjects that English Warm-up secondary school pupils usually have at school. (6 minutes) -T asks Ss to work in groups of four to work out what the words are. Ss  Ss -The first group to have the most correct answers will be the winner. * Expected words: 1. history 2. French 3. physics T  Ss 4. music 5. English 6. mathematics 7. geography 8. chemistry 9. cookery 10. computer Lead-in: T asks Ss some questions to lead into the new lesson. -What subjects do you like to study most / least in your class? Why? -What school subjects are you good at? T  Ss Pre-listening Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. (8minutes) + tearaway (n) (translation) + disruptive (a) (definition) T  Ss + methodical (a) (synonym): careful, thoroughly + well-behaved (a) (explanation) + struggle (n) (picture + explanation)  struggle against / with s / sth
30. Lesson Plan – Grade 12 Checking: Slap the board T  Ss -T puts the words which have been taught into circles on the board. -T divides the class into two groups. -T asks each group to choose give Ss standing in two queues. -T reads the synonym, explanation or Vietnamese equivalent of the Ss  Ss words. The first student who slaps on the correct word on the board gets one point. -The group with more points wins the game. T  Ss While- Activity 1: Listen and tick (Task 1, p. 48) listening -T plays the CD two times and gets Ss to work in pairs to listen to the T  Ss passage. (10 minutes) -T asks Ss to listen and put a tick to the questions to which the answer is ‘Yes’. S  S -T goes over the answers with Ss. -T invites some Ss to give their answers. -T checks the answers with the whole class. T  Ss -T can play the CD more time for Ss to check if needed. * Expected answers: Jenny Gavin 1. Did you always work very hard?   2. Did you always listen carefully to your  teacher? 3. Did you always behave well?  4. Did you pass your exams easily 5. Did you always write your homework   slowly and carefully? 6. Did you think your school days were the best days of your life? (10 minutes) Activity 2: Listen and answer the questions (Task 2, p. 48) -T lets Ss listen to the passage again if needed and then T asks them T  Ss to answer the questions. -T plays the tape many times for Ss to check their answers if S necessary. -T asks Ss to compare the results in pairs. S  S -T invites some Ss to write their answers on the board. -T gives the correct answers. S * Expected answers: 1. When he enjoys the subjects. 2. He found it very difficult. 3. Because they were very difficult for him to do it in a short time. 4. Because he went away to boarding school when he was quite young and didn’t like that. So schools weren’t the best days of his life. Post- Chatting listening -T asks Ss to work in pairs to talk about their school. If necessary, T T  Ss gives Ss the following questions as cues. (10 minutes) + How do you feel about your school? (Do you like it or not?) + What things do you like and what things don’t you like? (uniform? S  S subjects? teachers? punishment / extra-curriculum activities?) + What changes would you like to make? -T goes around to control. -T gives feedback. T  Ss Homework Writing ( 1 minute) - T asks Ss to write about the results of their current exams at school T  Ss and what they will do to prepare for the next exams.
31. Lesson Plan – Grade 12 Date: October 8th, 2010 Period 24 Unit 4(cont.) SCHOOL EDUCATION SYSTEM Lesson: WRITING I. Objectives: By the end of this lesson, students will be able to: - describe school education system in Vietnam. - write a paragraph about the formal school education system in Vietnam. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: pictures, handouts, pieces of paper . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Questions and Answers -T asks Ss some questions to review the old knowledge and lead into T  Ss the new lesson. Warm-up -T asks Ss to work individually and answer the questions. (5minutes) * Expected cut-up sentence S 1. When does a child start school in Vietnam? 2. How many terms are there in a school year? 3. When does a school year generally begin or end? 4. How long does it take to complete primary education? T  Ss 5. How many grades are there in Vietnamese lower secondary school? 6. How many grades are there in Vietnamese upper secondary school? 7. How long does the summer holiday last? 8. Is upper secondary education compulsory? -T leads into the new lesson. T  Ss Pre-writing Talking about the school education system T  Ss -T asks Ss to work in pairs to talk about the national education system in Vietnam, using information shown in the questions given S  S (10 minutes) by teacher. -T invites some Ss to speak out their ideas. T  Ss -T gives feedback and makes comments. While- Write a paragraph writing -T asks Ss to work in groups of five to write a paragraph on the T  Ss formal school education system in Vietnam based on their above discussion. S  S (17 minutes) -T goes around and helps Ss, taking note of mistakes for later correction. T  Ss -T asks Ss to exchange their writing and check. -T collects Ss’ writing when they have finished. Ss -T asks some Ss to read aloud their writings to make correction. Post- writing Peer correction (12 minutes) -T calls on a student from each group to read their group’s writing T  Ss and T asks the others to make correction and comments. -If time allows, T chooses one best writing and ask one student to Ss  Ss write it on the board. -T corrects mistakes with the whole class if necessary T  Ss
32. Lesson Plan – Grade 12 Homework -T asks Ss to revise their writings at home. T  Ss (1minute) -T asks Ss to prepare Language Focus. Date: October 12th, 2010 Period 25 Unit 4(cont.) SCHOOL EDUCATION SYSTEM Lesson: LANGUAGE FOCUS I. Objectives: By the end of this lesson, students will be able to: - get some rules of stress in three syllable words. - revise the passive voice II. Language Focus: - Grammar: the passive voice - New words: revision III. Teaching Aids: pictures, handouts, chart . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Pronunciation -T hangs on a chart with the following words: T  Ss chemistry drinkable carefully physical Warm-up national statistics forgetful underpay (5 minutes) impossible education electric investigation -T asks Ss to read the words and put the words in the correct column S according the stress pattern. 1. o0o 2. 0oo S 3. o0oo 4. oo0o 5. ooo0o Expected answers: T  Ss 1. statistics, forgetful, electric 2. chemistry, drinkable, carefully, physical, national, underpay 3. impossible 4. education 5. investigation Activity 1 – Listen and repeat -T writes some words on the board and elicits the rules: T  Ss * We can build longer words by adding part to the beginning or end of the shorter words. Usually, this does not change the stress: it stays Pro- the same syllable as in the original words. nunciation for get for get ful for get ful ness T  Ss (8 minutes) for get a ble un for get a ble * Here is a list of beginnings and endings which do not change the stress of the shorter word. T  Ss -able (drinkable) -al (musical) -ful (beautiful) -in/im (incorrect) -ish (childish) -less (careless) -ly (friendly) -un (unhappy) -ness (business / happiness) -ise (civilize / industrialize)
33. Lesson Plan – Grade 12 -ment (employment) -ing (surpring / reclaiming) T  Ss -hood (childhood) -er (opener / player) -under (underestimate) . . . * Some endings do change the stress in the shorter words. When we add the endings –ion or –ian, the stress always moves to the syllable before these endings. mu sic T  Ss mu si cian po lice po li ti cain in ves ti gate in ves ti ga tion * The ending –ic also moves the stress to the syllable before it T  Ss Example: science scientific economy economic atom atomic T  Ss artist artistic -T guides Ss to practise pronouncing. Activity 2 – Practise these sentences T  Ss -T reads the sentences first as model. -T asks Ss to work in pairs to practice reading the sentences in their textbooks on page 38. S  S -T invites some Ss to read the sentences aloud. -T makes correction if needed. Grammar Presentation Passive voice T  Ss -T asks Ss to go to the board and write some sentences in which they (9 minutes) use ‘Passive voice’. -Basing on the sentences given by Ss, T elicits the passive forms. T  Ss [ be + past participle] The use: 1. The agent is unknown, unimportant or obvious. 2. The main topic of the sentence is not the agent. 3. In formal text. Practice Activity 1: Gap-fill (Exercise 1, p. 50) T  Ss (8 minutes) -T asks Ss to work in pairs to do the exercise 1 on page 50. -T goes over the answers with the whole class. S  S -T calls on some Ss to give their right answers T  Ss * Expected answers: (Teacher’s books) (6 minutes) Activity 2: Change into passive forms (Exercise 2, p. 50) -T asks Ss to work in pairs to do the exercise 2 on page 50. T  Ss -T goes over the answers with the whole class. S  S -T calls on some Ss to give their right answers * Expected answers: (Teacher’s books)-T gives feedback. T  Ss Production (8 minutes) News headlines (Lucky number) T  Ss 1. Theft of valuable painting from National Gallery 2. Over 100 highway deaths last month 3. 15 students arrested after demonstration 4. Manager accused of accepting brides – forced to resign 5. Mexico wins soccer championship 6. Spacecraft discovers new planet beyond Pluto
34. Lesson Plan – Grade 12 -T divides the class into two groups. Ss  Ss -T draws a table with 9 numbers on the board. Some of the numbers are lucky ones. T gets Ss to choose the number; each number is for one headline. Ss have to rewrite these newspaper headlines as complete sentences, using the passive. If they choose one lucky number, they get 2 bonus marks without making the sentence and they have right to choose another answer. -T awards one point to the group who has a correct sentence. T  Ss -The group with more points is the winner. * Expected answers: 1. A valuable painting has been stolen from the National Gallery. 2. Over 100 people were killed on the highway last month. 3. Fifteen students were arrested after demonstration. 4. A manager was accused of accepting bribes and forced to resign. 5. The soccer championship is won by Mexico. 6. A new planet beyond Pluto is discovered by the spacecraft. Homework -T asks Ss to do the exercise 3 in their textbooks. T  Ss (1minute) - T asks Ss to prepare Unit 5 – READING Date: October 13th, 2010 Period: 26 Unit 5 : HIGHER EDUCATION Lesson: READING I. Objectives: By the end of this lesson, students will be able to: - understand the passage about students’ first impression of university life. - arrange the sequence of an event. II. Language Focus: - Grammar: revision - New words: tertiary, application form, candidate, requirement, veterinary . . . III. Teaching Aids: pictures, realia. IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Game: Picture guessing -T divides the class into two teams A and B. -T shows a picture of Cambridge University covered with a piece of T  Ss Warm-up paper. (2 minutes) -T reads 4 cues, one by one, about the picture and then T asks Ss to guess what the picture is about. -The first group to call out the name of the picture will win the game. Cues: Ss  Ss 1. It’s one of the most famous universities in the world. 2. It’s also the oldest printer and publisher in the world. 3. It’s one of the two oldest and famous universities in Great Britain. 4. Its name begins with letter C. Lead-in: T asks Ss some a question to lead into the new lesson. T  Ss + Have you ever planned to continue your education at Cambridge University? + What university would you like to apply for? And why? The reading passage today will provide you with some information T  Ss about the first impressions of university life.
35. Lesson Plan – Grade 12 Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. + campus (n)(picture + definition) T  Ss Pre-reading + challenge (v) (translation) (10 minutes) + blame (v)(explanation): to think or to say that someone is responsible for something bad + daunting (a): something that is daunting makes you feel slightly afraid or worried about dealing with it. + scary (a)(synonym): frightening + mate (n)(synonym): friend Checking: Gap-fill T  Ss -T delivered handouts (prepared in advance) to Ss. -T asks Ss to work in pairs to fill in gaps with suitable words they have just learned. S  S Expected handout 1. That’s the story I’ve ever heard. 2. The new library was built in the centre of the 3. Intelligent boys do something if it really them. 4. A of mine used to play soccer for Liverpool. T  Ss 5. She has a task of cooking for 20 people every day. 6. She doesn’t anyone for her father’s death. Expected answers 1. scary 2. campus 3. challenges 4. mate 5. daunting 6. blame While- Activity 1: Find someone who . . . (Task 2, P. 54) reading -T asks Ss to work in pairs to read the text in about 5-7 minutes and T  Ss then asks Ss to close all their books. -T asks Ss to do Task 2 on page 54. S  S (8 minutes) -T asks Ss to compare the answers in pairs. -T invites some Ss to write their answers on the board. -T make comments and gives feedback. T  Ss Expected answers Sarah: a – e Ellen: b – c Brenden: d – f Activity 2: Questions and Answers (Task 3, p. 54) -T asks Ss to work in pairs to ask and answer the questions in Task 3 T  Ss (12 minutes) on page 54. -T invites some Ss to give their answers -T checks the answers with the whole class. S  S Expected answers 1. She went out with her friends, walking around the campus. 2. Because when she came to the party, the people at the party were busy playing some games and no one seemed to notice her existence. T  Ss 3. Ellen’s roommate blamed her typing and having a light on while she was trying to sleep. 4. To Brenden, his first year at college was probably the best and the most challenging year of his life. 5. The social calendar of the colleges provides him with plenty of T  Ss opportunities to meet non-engineering students as well as other engineers. Post- reading Discussion -T divides the class into groups of four or five to discuss the question: T  Ss (12 minutes) “Is the university study important to you? Why or Why not?” -T asks each group to choose one secretary to write down their ideas
36. Lesson Plan – Grade 12 and one representative to report the ideas to the class. -T gives feedback and makes comments. * Suggested ideas: + University study is important because: Ss  Ss -it helps to get well-paid jobs. -it helps to broaden your knowledge. -it helps you to work better. -it’s easy for you to get promotion. -in some companies, there is a “hire and fire” attitude to workers (that is they take on employees when needed and dismiss them for T  Ss little reason when they are no longer needed), so you need to have university education. -there is often a big difference in salary b/w the directors and workers. +University study is not important because: -more skilled workers are needed than engineers in the present situation of our country. -young people can help their family out with money at home when they go to work. -they can attend in-service schools to further their education. Homework Writing -T asks Ss to write a short paragraph about the importance of T  Ss (1 minute) university study. Date: October 19th, 2010 Period: 27 Unit 5(cont.) HIGHER EDUCATION Lesson: SPEAKING I. Objectives: By the end of this lesson, students will be able to: - express their interests in tertiary study. - talk about the application process to tertiary institution in Vietnam. II. Language Focus: - Grammar: revision - New words: reference letter, school certificate, entrance examination . . . III. Teaching Aids: realia. IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Game: Name the things -T brings along with him the copies of an application form, an T  Ss identity card, a birth certificate, a certificate of the successful Warm-up completion of an English course and curriculum vitae. S (5 minutes) -T shows them to Ss, one by one, and then T asks them what they are -T invites some Ss to give the answers. T  Ss Lead-in: -When do you need these things? (Expected: when we want to apply S for a job or apply to a university) Today, you will talk about the application process to tertiary study in T  Ss Vietnam.
37. Lesson Plan – Grade 12 Pre-speaking Pre-teaching vocabulary -T elicits the Vietnamese meaning of the following words from Ss. T  Ss 1. reference letter (7 minutes) 2. a copy of the originals of school certificate 3. a copy of records of your performance at school T  Ss 4. scores of the required entrance examination While- Activity 1: Talking about preference speaking -T lets Ss work with their partners to talk about the university they T  Ss are interested in and say the reason why they would like to attend that college. (10 minutes) -T works with a student to model. -T goes around to control and gives help if needed. -T invites some pairs to act out their conversations -T gives feedback and comments. S  S Example: A: What university do you want to apply? B: I’d like to apply to the College of Foreign Languages. A: What is your most important reason for attending this college? B: I’d like to become a teacher. The important thing is my parents T  Ss want me to become a teacher of English. Activity 2: Cues drill (Task 2, p. 55) -T asks Ss to work in pairs to ask and answer the questions about the T  Ss application process in Vietnam. (10 minutes) -T moves around the class to control and gives help if necessary. -T invites some groups to share their ideas. Ss  Ss -T gives feedback on what Ss have done and then makes comments. * Example: A: When do you fill in and send the application form? B: In March . . . T  Ss Post- Discussion (Task 3, p.56) speaking -In groups of six, T asks Ss to discuss the process of applying to a T  Ss tertiary institution in Vietnam. (12 minutes) -T moves around the class to give help when needed. Ss  Ss -T calls on some groups to report their writing to the class. -T gives feedback and comments. T  Ss Homework T  Ss - T asks Ss to prepare for the next lesson. (1 minute) Date: October 20th, 2010 Period: 28 Unit 5(cont.) HIGHER EDUCATION Lesson: LISTENING I. Objectives: By the end of this lesson, students will be able to: - listen for general and specific information. II. Language Focus: - Grammar: - New words: tearaway, disruptive, methodical, well-behaved, struggle . . . III. Teaching Aids: CD player . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Game: Discussion
38. Lesson Plan – Grade 12 -T asks Ss to work in groups of four to find some of the problems T  Ss they may encounter while studying overseas. Warm-up * Expected problems: (4 minutes) 1. language Ss  Ss 2. health 3. weather 4. accommodation T  Ss 5. money 6. food Lead-in: -In today’s lesson, you will listen to the conversation b/w John and Christ talking about their study abroad. T  Ss Pre-listening Pre-teaching vocabulary -T elicits some new words that Ss will hear in the listening exercise. (8minutes) + proportion (n) (definition) + rural (a) T  Ss + agriculture (n) (explanation)  agricultural + tutor (n) (definition) + daunting (a) (translation) + appointment (n) (explanation)  to make/fix an appointment with sb. T  Ss Checking: Slap the board -T puts the words which have been taught into circles on the board. -T divides the class into two groups. -T asks each group to choose give Ss standing in two queues. Ss  Ss -T reads the synonym, explanation or Vietnamese equivalent of the words. The first student who slaps on the correct word on the board gets one point. T  Ss -The group with more points wins the game. While- Activity 1: True or False listening -T delivers handouts to Ss with the following sentences” T  Ss 1. Christ has just finished his Master of Science (MSc) course. (10 minutes) 2. He studied with many international students. 3. He thought the students from other countries got on well on the S  S course. 4. Some of the overseas students were ready to take questions or problems to tutors. T  Ss 5. He gave some pieces of advice to international students. -T plays the CD two times. -T gets Ss to listen and decide whether the statements are true or false. -T asks Ss to compare the results with their partners. -T goes over the answers with Ss. -T invites some Ss to give their answers. -T checks the answers with the whole class. -T can play the CD more time for Ss to check if needed. * Expected answers: 1. T 2. T 3. T 4. F 5. T 10 minutes Activity 2: Multiple choice (p. 56-57) -T lets Ss listen to the passage again if needed and choose the best T  Ss option (A, B, C or D) to complete the sentences on pages 56-57. -T plays the tape many times for Ss to check their answers if S necessary. -T asks Ss to compare the results in pairs. S  S -T invites some Ss to write their answers on the board. -T gives the correct answers. S * Expected answers:
39. Lesson Plan – Grade 12 1. C 2. A 3. C 4. A 5. B Post- Dialogue building listening -T asks Ss to work in pairs to ask and answer the question: T  Ss + Would you like to do an undergraduate course in your country or (12 minutes) abroad? Why? S  S -T goes around to control. -T calls out some pairs to act out their conversation. -T gives feedback. T  Ss Homework Writing ( 1 minute) - T asks Ss to write a few sentences about the problems they may T  Ss have when studying in a new school. Date: October 22nd, 2010 Period: 29 Unit 5(cont.) HIGHER EDUCATION Lesson: WRITING I. Objectives: By the end of this lesson, students will be able to: - express their ideas about how to write a letter of request. - write a letter of request. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: pictures . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Game: Hangman -T has Ss guess a word phrase corresponding to 13 dashes. T  Ss ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Warm-up 1 2 3 4 5 6 7 8 9 10 11 12 13 (5minutes) -T divides the class into 2 teams. Ss  Ss -T tells Ss from each team to take turns to guess the individual letter of the word. -If the letter appears in the word, the teacher writes it in the right position. T  Ss -Each time Ss get wrongly, a section is added to a simple picture of a hanging man. If this picture is complete, the man “hangs” and the students have lost the game. -T asks Ss to work individually and answer the questions. * Key words: Request letter -T leads into the new lesson. T  Ss Pre-writing The Outline -T elicits the outline of a request letter. * Introduction: T  Ss (9 minutes) + The reason for wanting the information, your interest in tertiary study in England (mention the name of the program, the university) * Request: + The request for information + An apology for causing trouble followed by a specifying of the request (state what information you would like them to provide) + Say you would be happy to supply further information about T  Ss yourself (your ability of English, record of secondary education) * Conclusion:
40. Lesson Plan – Grade 12 + End with a polite conclusion Useful expressions: -I am writing to you because I need . . . -Would you be kind enough to let me know . . .? -I wonder whether you could give me some information about. -I should be very grateful if you would let me have the following information . . . T  Ss -I should particularly like to know if . . . . -I should be very much obliged if you could let me have full details of . . . -Would you be willing to supply . . . ? -I must apologize for bothering you with this but it would be so kind if you could . . . -T asks Ss to work in pairs to talk about the national education system in Vietnam, using information shown in the questions given by teacher. -T invites some Ss to speak out their ideas. -T gives feedback and makes comments. While- Write it yourself writing -T asks Ss to work in groups of four to rewrite a letter of request to T  Ss ask for the information about the admission requirements to the university, following the outline on page 58. S  S (18 minutes) 457/57 Le thanh tong street district 1 ho chi minh city viet nam march 15 th 2008 dear madam i have read a lot about tertiary study T  Ss in the UK and very impressed by the reputation of many famous universities there now i am in the last year of the high school and Ss will finish secondary education in 3 months i am very much interesed in an undergraduate cuorse on economics in bermingham university could you please send me some information about the admission requirements tuition fees accomodation 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 mai. -T goes around and helps Ss, taking notes of mistakes for later correction. -T asks Ss to exchange their writing and check. -T collects Ss’ writing when they have finished. . Post- writing Peer correction (12 minutes) -T pastes the writings of some groups on the board T  Ss -T corrects mistakes with the whole class if necessary '- T. give marks if neccessary. S '-T. Asks Ss to write down in their notebook. T  Ss Homework -T asks Ss to revise their writings at home. T  Ss (1 minute) -T asks Ss to prepare Language Focus. Date: October 26th, 2010 Period 30 Unit 5(cont.) HIGHER EDUCATION Lesson: LANGUAGE FOCUS I. Objectives: By the end of this lesson, students will be able to: - get some rules of stress in more than three syllable words. - use conditional sentences II. Language Focus:
41. Lesson Plan – Grade 12 - Grammar: conditional sentences - New words: revision III. Teaching Aids: pictures, handouts, chart . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities -T writes some words on the board and elicits the rules: Pro- (See Language Focus – Pronunciation in Unit 4) T  Ss nunciation -T reads the words and asks Ss to repeat. -T invites some Ss to read the words. T  Ss -T asks them to practise reading the sentences in their textbooks (10minutes) (page 59). T  Ss Grammar Presentation: Conditional sentences -T writes three conditional sentences of three types on the board with T  Ss a mistake in each sentence. (7 minutes) -T asks Ss to correct the mistakes in the sentences and give reasons to their answers. T  Ss -T elicits the tree types of conditional sentences from Ss. * Expected sentences: 1. I will go for a walk if I woke up early. 2. If I would have enough money, I would go abroad on holiday. 3. If I had worked harder at school, I could have go to the university. Type 1: Future / Present possible [ If + S + simple present, S + will + verb] (real possibility) Type 2: Present unreal (imaginary situations generally in the present) [ If + S + past simple, S + would + verb] Type 3: Past unreal (imaginary situations in the past) [ If + S + past perfect, S + would have / might have / could have + past participle] Practice Activity 1: Real or Unreal? T  S (9 minutes) -T reads some conditional sentences of three types. -T asks Ss to listen and decide what type of conditional sentences they belong to. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. T  S * Expected conditional sentences: T: What a pity! I’ll have a test tomorrow. If I didn’t have a test, I’d go with you. S: Present unreal. T: If I had been here earlier, I would have told her some good news. S: Past unreal. (9 minutes) Activity 2: Sentence completion -T delivers handouts and asks Ss to compete the sentences. T  Ss -T asks Ss to work in pairs to do the exercise. -T goes over the answers with the whole class. -T calls on some Ss to give their right answers. S  S * Expected handouts 1. Most people would be happier if . . . 2. If you had been there yesterday . . . 3. If there were a fairy here, . . . T  Ss 4. If I had been a king in the old times, . . . 5. If I won a lot of money, . . . 6. She will be angry if . . . Who is your partner? (9 minutes) -T divides the class into two teams A and B. T  Ss
42. Lesson Plan – Grade 12 -T directs team A to compose only the first half of “if” clause sentences, using the names of Ss in the class. -T directs team B to compose only the second half of “if” clause sentences, using the names of Ss in the class. -T puts team A’s and team B’s sentence halves in separate piles. Ss, take turns, select a sentence half from each pile and read the resulting Ss  Ss sentence aloud. The sentences may not make much sense but should prove amusing. -T makes corrections if necessary. 1. Theft of valuable painting from National Gallery 2. Over 100 highway deaths last month 3. 15 students arrested after demonstration 4. Manager accused of accepting brides – forced to resign 5. Mexico wins soccer championship T  Ss 6. Spacecraft discovers new planet beyond Pluto -T divides the class into two groups. -T draws a table with 9 numbers on the board. Some of the numbers are lucky ones. T gets Ss to choose the number; each number is for one headline. Ss have to rewrite these newspaper headlines as complete sentences, using the passive. If they choose one lucky number, they get 2 bonus marks without making the sentence and they have right to choose another answer. -T awards one point to the group who has a correct sentence. -The group with more points is the winner. * Expected answers: 1. A valuable painting has been stolen from the National Gallery. 2. Over 100 people were killed on the highway last month. 3. Fifteen students were arrested after demonstration. 4. A manager was accused of accepting bribes and forced to resign. 5. The soccer championship is won by Mexico. 6. A new planet beyond Pluto is discovered by the spacecraft. Homework -T asks Ss to do the exercises in their textbooks. T  Ss (1 minute) - T asks Ss to prepare Unit 6 – READING Date: October 26th, 2010 Period 31 Unit 6 FUTURE JOBS Lesson: READING I. Objectives: By the end of this lesson, students will be able to: - read for specific information. - know some factors that would help them succeed in a job interview. II. Language Focus: - Grammar: revision - New words: vacancy, resume, recommendation, jot down, keenness, qualification . . . III. Teaching Aids: pictures, cards, extra board . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Game – Collocation -T divides the class into 4 groups and gives each group a set of word T  Ss cards as follows: Warm-up Ss  Ss (5 minutes) dressing self-confident answer T  Ss a smiling gesture responsibility
43. Lesson Plan – Grade 12 -T prepares another set of cards (see below) and stick the cards one by one the board. -T asks each group to choose and stick the appropriate cards to the ones on the board to make meaningful phrases. -T awards one point to the first group who gives a correct answer. -The groups with the most points will win the game. face neatly and formally feeling a nice sense of clear and honest Expected answers 1. nice gesture 2. dressing neatly and formally 3. smiling facet 4. clear and honest answer 5. sense responsible feeling 6. feeling self-confident. Lead-in: Have you ever been interviewed for a job? -In order to make a good impression during a job interview, what do you need to prepare for it? In today’s lesson, you’ll have got some useful pieces of advice for a job interview. Pre-teaching vocabulary -T elicits/teaches some new words relating to the reading. T  Ss 1. vacancy (n) (explanation) Pre-reading 2. resume (n) (8 minutes) 3. recommendation (n) (translation)  make recommendation to sb on sth. T  Ss 4. jot down (v) (miming + synonym): write sth quickly 5. keenness (n) (synonym) be keen on sth/doing sth 6. qualification (n) (explanation) While- Activity 1: True – False statements (Task 2, p. 64) reading -T asks Ss to read the passage and check whether the statements are T  Ss true or False according to the text. -T asks Ss to compare the answers in pairs. S  S (12 minutes) -T invites some Ss to write their answers on the board. -T make comments and gives feedback. * Expected answer: T  Ss 1. F 2. T 3. F 4. T 5. T 6. F 7. F 8. T Activity 2: Where is it from? (books closed) -T asks Ss to work in pairs to read the text again, and then close all of T  Ss (8 minutes) their books. -T reads the following words and asks each student to write the words on s sheet of paper, and then Ss put the words into the correct paragraph (1. Before the interview; 2. During the interview; 3. After S  S the interview) -T asks Ss to exchange the ideas with their partners and give the main ideas of each paragraph based on the words they have just written. * Expected words and answers: 1. Before the interview T  Ss on time / dress neatly and formally / certificates / letters of
44. Lesson Plan – Grade 12 recommendation / prepare 2. During the interview concentrate / polite / honest / enthusiasm / keenness 3. After the interview disappointed / interviewer’s comments T  Ss Post- reading Role-play -T asks Ss to work in pairs, one student is the manager of a company T  Ss (11 minutes) (the interviewer), the other is the job applicant (the interviewee). -T tells Ss that the interviewer will as the job applicant to give a CV and the job applicant will be ready to answer the interviewer’s questions. -T goes around to control the class. -T invites some pairs to act out their conversation in front of the class. S  S -T gives feedback and makes comments. T  Ss Homework -T asks Ss to learn the new words by heart and prepare for new lesson (1 minute) T  Ss SPEAKING Date: October 28th, 2010 Period 32 Unit 6(cont.) FUTURE JOBS Lesson: SPEAKING I. Objectives: By the end of this lesson, students will be able to: - express their opinions about jobs. - talk about their choice of jobs. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: pictures . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Game – What’s my job? -T divides the class into 2 groups. T  Ss -T reads sentences that farmers, doctors, teachers . . . often say. Warm-up -T tells Ss to listen and guess the job. (4 minutes) -The first group with more points is the winner. S Sentences teacher reads: 1. Take two tablets a day after meal. 2. You will have a test next week. T  Ss 3. Here’s your key. Room 245. 4. We have a bumper crop this year. 5. Please fasten your seatbelt before the plane take off. 6. You’re passed the red light. You have to pay a fine. S 7. It’s rather cold inside Phong Nha Cave so you should bring warm clothes. 8. What would you like to order? * Key: 1. doctor 2. teacher 3. receptionist T  Ss 4. farmer 5. air-hostess 6. traffic warden 7. tour guide 8. waiter Lead-in:
45. Lesson Plan – Grade 12 Today, we continue talking and giving opinions about jobs. Pre-speaking What am I? (Task 1, p.66) -T arranges the class into 6 groups. T  Ss -T gives each group a card with a word on. (10 minutes) -T asks Ss to take it in turns to give the definitions or descriptions of the words on their cards. Ss  Ss -T tells Ss that they can use the given cues in their textbooks on page 66. The words to guess: teacher / doctor / librarian / farmer / tour guide / writer Ss  Ss Example: What am I? -I sit in a desk. I work in a building and handle many books in the Ss  Ss day. (I am a librarian) What am I? -I take care of injured and sick people. I help to save people’s lives. (I am a doctor) While- Activity 1: Matching (Task 2, p. 66) speaking -T lets Ss work in pairs and decide which of the jobs (in column A, T  Ss task 2, p. 66) they think these words or phrase go with. -T goes around to control and gives help if needed. (8 minutes) -T calls on some Ss to give their answers. -T gives feedback and comments. Expected answers: regular working hours : hotel receptionist, policeman S  S uniform : policeman fascinating : pilot, teacher rewarding : waiter noisy : taxi driver dangerous : electrician T  Ss challenging : pilot, computer programmer difficult : computer programmer away from home : journalist, pilot Activity 2: Discussion (Task 2, p. 55) -T asks Ss to work in pairs to discuss which of the following jobs T  Ss they would like or would not like to do and state the reasons for their (12 minutes) choice. pilot / waiter / taxi driver / hotel receptionist / air-hostess / teacher / farmer / tour guide . . . S  S -T moves around the class to control and gives help if necessary. -T invites some groups to share their ideas. -T gives feedback on what Ss have done and then makes comments. Example: -I’d like to work as a tour guide because I will be able to travel a lot T  Ss when I take tourists on sight-seeing tours throughout my country. I am keen on introducing the foreign tourists to all the scenic spots of my country. . . . Post- Personalization (Task 3, p.67) speaking -In groups of six, T asks Ss to talk about a job they may do father the T  Ss finish high school, using the following cues as help: (12 minutes) + Where you work + Who you work with Ss  Ss + The salary you may get paid + The working condition -T moves around the class to give help when needed. T  Ss -T calls on some groups to report their talk to the class. -T gives feedback and comments.