Giáo án Tiếng anh lớp 12

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Nội dung Text: Giáo án Tiếng anh lớp 12

THE FIRST TERM OF GRADE 12

The 1st period
Date: 2/ 8/ 2010
Grade 12
Theme: Guiding how to learn and to do English tests
Time: 45 minutes

I. Objectives:
1. Educational aim: Students know about English book in grade 12
2. Knowledge:
Student know: - How to learn English in grade 12
- How to do English tests
- How to use student’s book and workbook
3. Skill : - Reading
- Speaking
- Listening
- Writing
- Doing English tests

II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, tape,
cassetteplayer, etc.
III. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up :(7 minutes)
- Introduce to students about the teacher - Listen to the teacher
- Ask students about their names and English - Answer the teacher’s
knowledge etc. questions

Guiding: (35 minutes)
1. Guiding student’s book and workbook: - put the student’s book and
* Introduce to students how to use their book workbook on the table
and workbook
* Introduce to students how to learn reading, - listen to the teacher and
speaking, listening, writing, language focus in look through the books
their books and how to do the exercises in
their books
2. Guiding English tests in grade 12:
* Introduce to students about oral tests, 15
minute tests, 45 minute tests, etc. and how to
do them
* The tests in grade 12 include:
reading : 25%
listening: 25%
writing: 25%
language focus: 25% - Listen to the teacher
3. Guiding other books and tape, disc, etc.

1
Homework: 3 minutes - listen to the teacher and
- Ask students to prepare textbook, notebooks write down the things which
and the things for learning andprepare lesson will be prepared at home
reading - Unit 1




Unit 1 : home life
nd
The 2 period
Date: 05/ 8/ 2010
Grade 12
Theme: home life
Unit 1
Reading
Time: 45 minutes

I. Objectives:
1. Educational aim: Students should know about International Red Cross
2. Knowledge:


2
- General knowledge: Students read and guess the meaning of new words from the
con text.
+ Read the passage and complete the tasks of the lesson.
- Language: Students could understand and use new words after reading
- New words: Words related to home life
3. Skills: Guessing meaning in context, scanning for specific information and passage
comprehension
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book and pictures, Board, tape, cassetteplayer, chalks, etc.
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Ask students look at the picture and ask - Open the book
some questions - Listen to the teacher
- Let students understand more about , house - Look at the picture and answer
hold chores and family life, today we learn - Listen to the teacher and open
Unit 1- part A: Reading the book – Unit 1, part A:
reading

- Work in groups to discuss
Before you read : (7 minutes) about the pictures
Ask students to work groups to ask and - Work in groups to ask and
answer about the pictures answer the questions give by the
- Hang on the blackboard the table of teacher.
questions. Ask students to work in pairs - Stand up to answer in front of
looking at the pictures to ask and answer the class
them. P1: Thefamily is at home.
1. Where is the family? P2: The father is playing games
2. What is each member of the family doing? with his son and the mother is
3Is the family happy?Why (not) ? helping her daughter do
- Introduce the situation of the context homework.
- Read the context once to the class. P3: Yes, it is.because they look
- Show students some new words: warm and close –knit.
+ to be caring + to be close -knit
+ to be willing to + to bemischievous - Look at the book and listen to
do st the teacher
- Listen
- Help students to summary the main ideas of - Note down
the context .
* The first paragraph: the writer says about
the parents’ jobs and the people in her
family. - Work in groups and try to
* The second paragraph :The writer says repeat the main ideas in each
about the activities of her parents every day. paragraph.
* The third paragraph: The writer says about
her younger brothers and her herself.
* The writer says about the happiness in her
family.
3
- Ask students to think of their thoughts -Practise speaking their ideas
about a happy family. freely.
- Introduce the situation of the passage
While you read : (23 minutes)
- Ask students to look through the passage
and read in silence
- Help students read the passage Listen to the teacher
- Explain pronunciation and meaning of new
words which appear in the passage
+ Task 1: (10’)
- Ask students to work in groups to read the
sentences in the task and then choose the
sentence A,B or C that is nearest in meaning
to the sentence given. - Work in groups , read the
- Read all the sentences which they have sentences carefully
chosen loudly to the class - Listen to the teacher and read
up the sentences aloud .
Teach some new words: close –knit (a),
mischievous (a), .....
- Note down the new words.

- Ask students to work in groups to do the
task.
- Call on some students to read the sentences. - Read up.
- Common in whole class - Work in groups to do the task
+ Task 2: (15’)
- Divide the whole answers class into 6
groups of 8 students .
1,How busy are the parents in the passage?
2,How caring is the mother ? - Read the passage
3,How do the father and the daughter share - Work in groups to find the
the household chore ? sum up of the passage
4,What is the daughter attempting to do
after secondary school? - Present the answers in front of
5,Why do the children feel they are safe and the class
secure in their family ? - Commend
- Ask students to read the questions carefully
and discuss the answers
- Help students to find the paragraph which - Note down the reason of the
contain the information for the answers choice
- Call the leader of each group to answer the
questions - Work in groups to ask and
- Ask the whole class to commend answer the questions using the
- Feedback and give the correct answers and information from the passage
give point.
After you read : (8 minutes)
- Ask the whole class to discuss about a
happy family.
- Call some students to say about their
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thinking of a happy family
- Some students answer the
Home work: (2 minutes) questions in front of the class
- Write about their family or others they
know.
- Prepare Part B : Speaking at home Listen and take notes
- Do the home work and prepare
for the next lesson.




The 3rd Period
Date: 7/ 8/ 2010
Grade 12
Theme: Home Life
Unit 1
Speaking
Time: 45 minutes

I. Objectives:
1. Educational aim: Students can talk about their family and other families
+ Students can ask and answer about household chores and family
+ Students discuss their ideas about the true of a happy family
2. Knowledge:
- General knowledge: By the end of the lesson students can practise a dialogue about a happy
family
- Language: asking for and giving information from a passage
- New words: words related to the topic
3. Skills: talking about Home life and their activities in the family
II. Method: integrated, mainly communicative
III. Teaching aids: pictures ,textbook,....
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (7 minutes)
- Playing games. - Keep books close
- Divide the class into pairs and ask students - Listen to the teacher
to work in pairs to talk about their family in 3 - Work in groups to talk about
minutes - Call of the leaders of each groups family
to talk about her/his family in front of the
class
- Feedback and lead the class to the topic of
speaking activities
(we are going to discuss about our family ) -
Pre-speaking : (12 minutes)
Task 1 Let students read the following
sentences and choose which apply to them

5
or their family.
-Work in groups and give
- Ask students to work in groups to speak the their ideas why they choose
sentences
1, In my family ,only my father works. -Each student stands up and
2,Member of my family share the household talks about their family.
chores . A: In my family ,my parents
3,My responsibility in the family is to wash both go to work,.....................
the dishes. B: In my family, ..........
4, In my family, the interest we share closely
is watching football.
5,I often share my personal secrets with my
father.
6, I always talk to my parent before making
an important decision.
- Go around and listen to the students –
Give more suggestions if they need
-Practice speaking out their
While-speaking : (15 minutes) ideas about their family.
A: Who works in your
Task 2 - Work in pairs . family ? B : Both my
-Let students ask and answer the questions father and mother.
about their family. A: Who often does the
household chores ?
B : My mother mainly does
- Listen and give the ideas to each pair. it and sometimes my father
help my mother.
A :How is your
responsibility to your family ?
B :I often clean the house
and cook the meals when I
finish my studying.
A : How do the family
members

share the interest ?
B :We often watch television
each other in the evening.
A : Who do you often share
your secrets with ?
B : I often share with my
mother.
A: Who do you talk to before
making an important
decision?
B: I often talk to my parents.

- All students write some
sentences about their family
6
and then stand up to talk.

-Work in groups and each
group has a representative to
Task 3:Work with a different partner. talk about her/his family.
- Ask students to use the questions they P1 : I talked to Tuan . Both
have form to ask about her/his family. his parents go to work. But
only his mother does the
­ Listen to the students and give remarks. household chores.....
P2 : In Loan’s family ,only
her father goes to work and
her mother is at home ...........
-Work in groups and then
speak out their opinions.
PS : I think a happy family
should have............
P : Yes it is . Because every
member in the family often
- Post-speaking : (10 minutes) share the feelings with each
Task 4 other.........
- Let the students practise speaking freely
about their family. - Listen to the teacher
- Write down the homework
-Go around to listen and give remarks .
- Ask some students to stand up and tell
loudly
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about a
happy family (80 words)
- Ask students to prepare Part C- Listening
and do homework




The 4th period
Date: 09/ 8/ 2010
Grade 12
Theme: Home Life
Unit 1
Listening
Time: 45 minutes

I. Objectives:
1. Educational aim: Students can listen to get information to decide True or False
statements
+ Students can improve their ability of listening to write down the main ideals of the lesson.
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2. Knowledge:
- General knowledge: Students learn more about a happy family
- New words: Words related to family
3. Skills: - Listening and comprehension questions
- Listening and deciding on True or False statements or no information
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures board, tape, cassetteplayer, chalks.
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Ask students to close the books - Close the books
- Give some pictures and answer some - Listen to the teacher
questions - Work in groups and look at
1,Who are they? the picture and answer
2 ,What are the relationship among them ?
- Check some students and mark
- If you want to know more details about
them we will go to Unit 1- part Listening

Pre-listening: (7 minutes)
- Introduce the topic of the listening: In this
you will listen to people talk about their - Listen to the teacher and
friends. But now please talk about your open textbooks
family first.
- Ask students to read all the words given - 0ne or two students talk
carefully and show the difficult words or about their family.
structures
- Explain the words and structures to the - Read the new words.
class:
-reseved : - Listen and note down
- leftover :
- spread out : - Work in pairs to ask and
* Before you listen : answer
- Ask students to look at the picture and + P : -They are having a
say : +What are they doing ? party.
+How many people are there in the - There are 9 people in
family ? the family

While-listening: (20 minutes)
Task 1
- Introduction: you are going to listen to
Paul and Andrea talk about their family. - Keep book open
Ask students to read the sentences carefully - Listen to the teacher
first to get the True or False.
- Ask students to get the difficult words. - Read the sentence carefully
- Read the tape-script loudly to the class. to get the True or False
- Ask students to decide the answers . statements.
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- Ask for the difficult ones.
- Listen and remark. - Listen to the teacher.
- Ask students the question : - Speak out the sentences
- Why do you think it is true / false ? individually.

­ Help them if necessary PS :
1, It is false
2, It is false
Task 2 3, It is false
- Ask students to look through the sentences 4, It is true
in task 2 5, It is true
- Ask students to listen again and note down
two things that are different about Paul’s and
Andrea’s families. - Listen and work in pairs to
speak out some information
they have heard from the
tape.
After-listening: (10 minutes)
- Ask students to open the books
- Ask them to discuss the importance of
family in a person’s life
- Let them work in pairs
- Walk round and help students -Discuss and find out the
the importance of family in a
- Ask some students to stand up and go to person’s life
board and write - The students who are called
- Listen and correct mistakes go to board and write down
Homework: (3 minutes) your answer
- Ask students to write a passage about
the importance of family in a person’s life
-Remember them to prepare Part- Writing at
home
-Listen to the teacher and
write down homework




9
The 5th period
Date: 12/ 8/ 2010
Grade 12
Theme: Home Life
Unit 1
Writing
Time 45 minutes

I. Objectives:
1. Educational aim: Students can write a paragraph about family rules depending the given
prompts
2. General knowledge: Students learn how to write a description , stages of a description
- Language:
- New words: Words related to the topic
3. Skills: Writing a narrative
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, notebook, some pictures
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
A word game. - Keep book close
- Divide the class into 4 groups - Listen to the teacher and
- Ask students to work in groups to revise the work in pairs
words using to say about family - Work in groups to revise the
(in 2 minutes) words
- Call the representatives of the groups to - Go to the board to write the
write as many words on the boards as words
possible. (in 2 minutes)
- The winner is the students who has got the - Repeat the meanings of the
largest number of correct words on the board. words in front of the class
- Call some students to repeat the meanings
of the words.

Pre-writing: (10 minutes)
- - Ask students to use the following verbs
and expressions. - Listen to the teacher
10
Give and read some words aloud : and open the books
_ Let ,allow, be allowed to, have to, permit, - Read all words and
etc. expressions and work in
+ Some expressions : pairs .
- doing household chores A : Do you have to do the
- coming home late household chores ?
- preparing meals B : Yes, after my studying
- watching TV or my free time.
- talking on the phone A : Are you allowed to
- using the family motorbike come home late ?
- Listen to the pairs and help them if they B: No, because my parents
get some difficulties in speaking. are strict..
- Ask students to stand up and say a A : Do you often prepare
paragraph about his/her family. the meals ? etc
Each representative of a
group stand up and say about
the family.
A: - In my family ,
everybody has to do the
household chores. I’m not
allowed to come home late, I
only can watch TV when I
finish my homework......
While-writing: (18 minutes)
Task 2
Ask students to use the ideas they ‘ve + Write the letter
dicussed to write a leter to a pepal about their
individually.
family. - Every family has its own
-Give some out line : first, second ,further rules. Mine has a few. First,
more, and...finally.....etc. everybody has to do the
house hold chores, we only
- Call two good students present their outline go out or watch TV when we
in front of the class finish all homework........
- Ask the others comment
- Feedback and give some correction to help
students to have a better outline to write.
Post-writing: (10 minutes)
- Give suggestions and corrections
- Ask students to read another’s description - Some students read loudly
- Ask some students to read loudly their their products in front of the
description class...

- Correct mistakes and mark
Homework: (2 minutes)
- Ask students to do part writing of Unit 1 in
the student’s work book and prepare part
Language Focus - Listen to the teacher and
write down homework


11
The 6th period
Date: 14/ 8/ 2010
Grade 12
Theme: Home Life
Unit 1
Language Focus
Time: 45 minutes

I. Objectives:
1. Educational aim: Pupils can pronounce the endings /s/ ,/z/

2. Knowledge:


12
- General knowledge:+ Students have to remind of tense :past simple, past progressive and
present perfect.
+ Students have to do some exercises of tense
- New words: Words related to topic
3. Skills: Intonation and phrasal verbs
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures, board, tape, cassetteplayer, chalks.
IV. Procedure:

Teacher’s activities Students’ activities Notes
Pronunciation: (8 minutes)
- Guide students to pronounce the endings Listen to the teacher.
/s/,/z/ : bats /s/ . bags /z/
- Ask students to read the up the words and - Listen to the teacher and
the sentences read up
- Ask students to read up in chorus twice
- Call some students to read up in front of the - Read up in chorus twice
class - Some students read up in
front of the class
. GRAMMAR:(35munites)
1,Tense of verbs:
* Ask students to repeat the they’ve leant. - Listen to the teacher and
+ The past simple. speak out .
+ The past progressive. P1: - past simple
+ The present perfect. P2: - past progressive
- Ask students to give some sentences. P3 : present perfect
- Let students compare the differences
ebtween past simple and present perfect - Some students give more
Listen and give remarks examples.
* Example :
- He left the room last week.
- They were having dinner at
8 o’clock last night.
-She has learnt English since
she was in grade 1.
- Work in pairs and give the
differences.
* past simple : happened and
finished with the definite time
in the past ,not related to
thepresent.
-Ex : He bought a car
yesterday.
* present perfect : started in
the past but related to present
or future and give the result at
present.
-Ex : She has learnt English
since she was in the grade 5.
13
Exercise 1:
- Ask students to work in groups to do the - Work in groups to do the
exercise 1. exercise
- Ask students to choose their suitable verbs
in the sentences. 1. Have you seen
- Call the leader of each group present their 2. Did you enjoyed it?.
answers on the board 3. has been.
4. Did you give/saw.
5. didn’t listen
6. Have you two met before ?
- Ask the whole class to comment 7,Have you met ?
- Discuss the answers and
give comment on the
sentences

Exercise 2: - Listen to the teacher and
- Ask students to work in groups to do the work in groups
exercise 2. to do the exercise.
- Ask students to decide which answer ( A, , 1, B : haven’t written
B,or C) 2, C : have been
- Call the leader of each group present their 3, A : had
answers on the board 4, A : haven’t done
- Ask the whole class to comment 5, B : have stopped
6, B : am waiting
7, B : have changed
8, C : live
9, A : decided
10,B : becomes
11,B : told
12,C :moved
13,C : come
14, C : stay
15, B : am going


Homework : (2 minutes) - Redo the exercises
Ask students to do Part Language Focus and - Do the exercises in the
prepare part Reading of Unit 2 at home workbook

- Prepare for the next lesson




14
Unit 2: cultural diversity

The 7th period
Date: 16/ 8/ 2010
Grade 12
Theme: cultural diversity
Unit 2
Reading
Time: 45 minutes

I. Objectives:
1. Educational aim:
- Students read passage comprehension about role of cultural diversity
- Students know how to use the new words through asking and answering
2. Knowledge:
- General knowledge: - Through this unit, students know more about cultural diversity
- New words: Words related to the topic( culture, society....)
3. Skills: -Guessing meaning from context
-Summarizing main idea
-Passage comprehension
II. Method: Intergrated, mainly communicative
III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (4 minutes)
- Ask students to list out the factors that create ­ Listen to the teacher
a happy life ­ Answer the question
-Let students work in pairs
-Ask students questions
_Lead in: Today, we’ll study a new lesson Unit
2- part A :Reading
Pre-reading: (7 minutes)
- Ask students to work in groups of four Work in groups to talk about
and guess what are happening in the picture. the
Hang on the blackboard the table of the activities in the pictures
questions to help students to guess the activity
15
in each picture: - Look at the questions and
- Which of the following factors is the most try to answer them in groups
important for a happy life ?W hy ? to discuss.
- Love, money, parents’ approval, a nice
house,a good job, good health...etc. - One student speaks out his/
- Ask the representatives of the groups to her ideas in front of the
express their ideas in front of the class. class .
- Give the feedback
+ Pre-teach some new words
- precede (v) - counterpart(n) - Look at the board, note
- confide(v) - sacrifice (v) down.
- Ask students to read up in chorus twice.
- Ask students to guess the meaning of the
new words. - Read the new words in
+ Introduce the situation of the passage chorus twice.
+ Show students the tasks of the reading - Work in groups to guess
While-reading: (20 minutes) meanings of the words.
- Make the class read the small talks, to scan - Listen to the teacher
the details and do the tasks
Task 1 :
Ask students to read the passage in skim to
make sure the meaning of the words.
- Call some students to show the meanings Read the passage in skim
- Ask students to read the passage again and
do the task in groups of four - Show the meaning of the
- Call on some students to read the answers inwords.
front of the class. - Work in groups to fill in the
- Ask students to read the sentences with the blanks.
words given - Read the italicized words/
phrases and explain in front
of the class :
1, precede : happen or exist
2, determine : find out
3,confide : tell somebody
about something very private
or secret
Task 2 4,sacrifice : willingly stop
- Ask students to work in groups of 8 to having something you want
answer the questions given. 5, obliged : having a duty to
- Call on some students to show the class the something.
right answers
- Work in pairs to answer the
-Listen to the students and help them if questions.
neccesary. A: What are the four key
values in the survey ?
B: They are Physical
attractiveness,
Confiding,........
A: Who are much more
16
concerned with
physical........... ?

B :The young Americans are
much more concerned than
the young Indians and the
Chinese........
A: What are the Indian
students’ attitudes on a
partnership of equals ?
Post-reading: (12 minutes) B :The Indian students agree
Ask students to work in groups to discuss that a woman gas to
about the question : sacrifice........
+ What are the differences between a
traditional Vietnamese family and a morden - Read the questions
Vietnamese family ? carefully and work in pairs to
- Give some suggested words to talk about a answer the questions.
family :number of children, the house they A: - I think a modern family
like to have, the head of the family , who has fewer children than a
works , who takes care of the housework and traditional one.
children , the income... the head of the family in a
modern family is both a
husband and wife, they share
­ Call on some representatives on the the household chores and
groups to talk about the differences take care of their children....
- Work in groups to discuss
to compare to other groups.

- Talk in front of the class
about the class.

-Listen to the teacher and
Homework : (2 minutes) take note
-Do reading text in workbook
-Prepare the next lesson




17
The 8th period
Date: 17/ 8/ 2010
Grade 12
Theme: cultural diversity
Unit 2
Speaking
Time: 45 minutes

I. Objectives:
1. Educational aim: Students can talk about the differences among cultures
2. Knowledge:
- General knowledge: - Through this unit, students can talk about the differences among
cultures
- Know how to arrange opinions sensibly
- Language: Students use sentences, words, phrases and expressions for making their view
3. Skills: Fluency in expressing opinion and expressions for making a opinion
II. Method: Integrated, mainly communicative
III. Teaching aids: Pictures, English textbook 12, hand-outs
IV. Procedures:

Teacher’s activities Student’s activities Notes
Warm-up:(5minutes)
Checking the last lesson - Listen to the teacher
- Call two students to go to the board.
Students 1 and 2 : Talk about the differences
between a traditional family and a modern
family they’ve written at home.
- Ask the other students to comment about -Read the paragraph in front
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the talking. of the class
- Feedback and give correction if necessary
- Lead the whole class to the topic of the
lesson.
Pre-reading: (8 minutes)
­ Task 1:
We are going to talk about the differences
among cultures .
- Ask students to express their point of view - Listen to the teacher
on the followings ideas , using the words or
expressions in the box.
* In Vietnam ,three or even four generations
may live in home.
* A happy mariage should based on love. - Read the sentences given
* In some Asian countries , love is supposed and work in groups to dicuss.
to follow marriage not precede it. A : In my opion,it is not good
* In some countries, a man and a woman for three or four generations
may hold hands and kiss each other in to live in a family because
public. they will find it difficult to
- Listen to the students and give remark sympathy their interests and
habbits ...and I agree that love
is supposed to follow mariage
not precede it.
B: I don’t agree with your
ideas, I think it is good to
have three or four generations
living under one roof because
While –speaking : (16munites) they can help each other a lot
Task 2:
- Ask students to work in pairs to discuss
about the differences between the culture in- Work in pairs to discuss and
America and in Vietnam. give their ideas about the
+Give the culture in America: differences
- Two generations ( parents and children ) + Give the culture in
live in a home. Vietnam.
- Old- aged live in nursing home. -There are more generations
in a home (grand parents,
- It is not polite to ask questions about age,
marriage and income. parents and children ...)
- Americans can greet anyone in the family - Elders live with their
first. children and are taken care of
- Groceries are bought once a week. by their sons.
- Christmas and New Year holidays are the - Can ask the questions about
most important. the age, marriage and
- Children sleep in their own bedrooms. income..
- Have to greet the older first.
+ Listen to the students and give more the - Do the shopping everyday.
ideas about the differences. - Tet holiday is the most
important.
- Children can share
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bedrooms with the other in a
family.
Post-reading: (14 minutes)
Task 3: - Work in groups or in pairs
- Ask students to work in pairs or work in to compare.
groups to talk about the similarities and Ps : - There are differences
differences between Vietnamese and and similarities between
American cultures, using the features Vietnamese and American
discussed in the task 2 . cultures .In America, two
generations (parents and
- Listen and give remarks on their opinions children) live in ahome . In
Vietnam, two, three
or even four generations live
under one roof...etc.

Homework:(2minutes)
-Students write a paragraph about the
cultures in Vietnam. -Listen and copy
- Do the exercises in the workbook
- Prepare for the next lesson




The 9th period
Date: 21/ 8/ 2010
Grade 12
Theme: cultural diversity
Unit 2
Listening
Time: 45 minutes

20
I. Objectives:
1. Educational aim: Students should know how to listen to give some information
about the wedding ceremony in Vietnam.
2. Knowledge:
- General knowledge: Students learn about the wedding ceremony in Vietnam.
- Language:
- New words: Words related to culture, wedding
3. Skills: -Filling in missing information
-Passage comprehension
II. Method: Intergrated, mainly communicative
III. Teaching aid: Board, tape, cassetteplayer, chalks, textbook and notebook.
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up : (4 minutes)
- Ask students look at the pictures and have a - Listen and answer
comparison ? - Work in pairs and each and
- Let students look at the picture and describe answer
and answer some questions:
1,Where do the women come from?
2,What are they doing?
3,do they have happy life? why do you know? -
- Listen and give mark
Pre-listening : (6 minutes)
Ask students to work in groups to ask and - Look at the picture and the
answer about the picture. table of the questions to ask
- Hang the table with the questions on the and answer about the picture
board. in pairs.
+ Have you ever attended a wedding
ceremony? S1: -They often stand in front
+ What do the bride and the groom usually of theater praying and asking
do at the wedding ceremony? their ancestor’s permission to
- Ask students to ask and answer freely. be married.
- Give some words : altar, banquet,
groom, ancestor ,blessing, tray...... S2:- They exchange their
wedding rings.

S3:-They get the presents
While-listening: (24 minutes) from their relative and their
Task 1: friends.
Introduction: You are going to hear two
people talking about a wedding ceremony in - Listen to the teacher or the
Vietnam. tape.
- Introduction: you are going to listen to the
conversation to get the information to fill in
the missing information - Read the sentences and then
- Let the students read all the sentences listen to the teacher or the
before listening radio carefully.
1, The wedding day is carefully chosen by 1, groom’s parents.
21
the........ 2, red paper
2, The gifts are wrapped in............ 3, altar
3,The wedding ceremony starts in front of 4, at the wedding banquit
the.......... 5,wedding cards or money
4,Food and drink are served.......

5,The guests give the newly wedded couple
envelopes containing ........... and..........

- Ask students to compare the answers with a
partner.
- Call on some students to go the board to - Work in pairs to compare
write their answers the answers
- Ask students to explain their answers in
front of the class
- Feedback and Correct the answers
Task 2: -
-Ask students to listen to the passage again
and answer the questions
- Ask the students to read all the questions
before listening. - Listen and try to get the
- Let the students listen to the tape two or information to answer the
three times and answer the questions. questions
- Read the questions
carefully.
- Work in groups to discuss
and answer the questions.
1,The most important thing
the groom’s family has to do
on the wedding day is to go
to the bride’s house bringing
gifts wrapped in red
paper.
2,They would pray ,asking
their ancestors’ permission
to get married.
3, After they pray and ask
their ancestors’ permission
to get married.
...............

After-listening: (10 minutes)
- Ask students to work in groups to answer Work in pairs to answer the
the question : What do families often do to questions.
prepare for a wedding ceremony?
- Call some 2 leaders of the groups to talk
in front of the class
- Feedback
Homework: (2 minutes)
22
- *.Write a paragraph about a wedding.
– Prepare for the next lesson. - Listen and copy in their
notebooks




The 10th period
Date: 23/ 8/ 2010
Grade 12
Theme: cultural diversity
Unit 2
Writing
Time: 45 minutes

I. Objectives:
1. Educational aim: Student can describing typical features of a Vietnamese conical leaf hat.
2. Knowledge:
- General knowledge: Students could write a report to describe typical features of a
Vietnamese conical leaf hat.
- Language: Words used in a Vietnamese conical leaf hat
3. Skills: Describing a Vietnamese conical leaf hat
II. Method: Interagrated, mainly communicative
III. Teaching aids: Some models of chart, real information in life
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up : (4 minutes)
- Work in pairs to talk about the special -Work in pairs to talk
things in Vietnam.
- Call the best student in the class to tell his/ - Some students talk about
her story to the class. their experience in front of the
- Comment and lead students to the topic of class .
the lesson. + Banh trung,ao dai, non
la,......
Pre-writing: (10 minutes)
Task 1
- Ask the students to write about the conical
or the “non la”, a symbol of Vietnamese Listen to the teacher
culture.
- Give some new words : leaf, rim, ribs,
strap. - Listen to the teacher and read
- Ask students to observe the photo of the aloud
“non la” the words

23
While-writing: (20 minutes)
Task 2
Let students write a passage of about 150
words about the conical leaf hat , using the
outline and information below. Read the words given and
* Introduction : - symbol of Vietnamese write a passsage : - The
girls/women. Part of the spirit of the conical leaf hat is one of the
Vietnamese nation. typical features (symbols) of
* Main body: - special kind of bamboo and the the Vietnamese culture
young /soft palm leaves, conical form, because it can not be found
diameter,......... any where in the world .The
*Conclusion : - protecting people from leaf hat is not only a symbolof
sun/rain and girls/women look Vietnamese girls/women.........
pretty/attractive. - Write the letter individually.

Post-writing: (10 minutes) - Read the letter of the partner.
Ask students change the letter with a partner
to read. - Read the letter in front of the
- Call a good students to read the letter in class
front of the class.
- Feedback and give some suggestions
-Do the exercise at home.
Homework: (2 minutes) - Prepare for the next lesson
- Ask students to do the exercises in the
workbook.




The 11th period
Date: 24/ 8/ 2010
Grade 12
Theme: cultural diversity
Unit 2
Language Focus
Time: 45 minutes
24
I. Objectives:
1. Educational aim: Students can pronounce the sounds “ ed” ending
2. Knowledge:
- General knowledge: Students have to revise the tenses
- Language:
- New words: Words related to topic
3. Skills:
- Pronunciation: the sounds “ ed” ending
- Grammar: - revise the tenses
II. Method: Intergrated, mainly communicative
III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook
IV. Procedures:

Teacher’s activities Students’ activities Notes

I. Pronunciation(10 munites)
a. Distinguishing sounds:
- Read the three sounds: /t/, / d/, / id / as model
for the class and explain the differences in
producing them. - Read aloud
- Read the sounds again and ask students to - Listen and repeat from 2-3
repeat. times
- Ask students to read the words in each column - Some of them stand and
out aloud in chorus for more a few times. read words aloud
- Call on some students to read the words in
front of the class
- Correct the mistakes of pronunciation. -Listen to the teacher
b. Practising sentences containing the
target sounds - Read the sentences in
- Ask students to work in pairs to take turn to chorus aloud
read the given sentences
- Go round to listen and take notes of the - Listen and copy
typical errors -List some phrasal verbs : fill
- Call on some students to read the sentences in in ;turn on; go over ;look
front of the class again and provide corrective at ;make up. Look after ....
feedback.
II. Grammar: (34munites)
* Exercise 1:
a. Presentation:
- Review the forms, meanings and uses of the - Some students read the
present simple, present perfect, and present sentences in front of the
continuous, past perfect... class.
+ Present simple
* FORM:
* MEANING: PRESENT TIME
* USE:
sometimes use the present simple to express the - Work in groups to review
ideas that an action is happening or+ Express the
25
the idea that an action is repeated or usual. The tenses
action can be a habit, a hobby, a daily event, a
scheduled event or something that often
happens. It can also be something a person
often forgets or usually does not do.
+ Speakers is not happening now. This can not - Listen to the teacher to the
only be done with Non-Continuous Verbs and teacher and note down
certain Mixed Verbs.
+ Present continuous
* FORM:
* MEANING: PRESENT TIME
* USE:
+ Present perfect/Present perfect progressive.
* FORM:
* MEANING: PRESENT TIME
* USE:
We use the present perfect to say that the action
happened at an unspecified time before now.
The exact time is not important. So we can use
Present Perfect to describe our experience “I
have the experience of …” we can use this
tense to say that we have never had a certain - Listen to the teacher to the
experience. The Present Perfect is NOT used to teacher and note down
describe a specific event
+ With Non-Continuous Verbs and non-
continuous uses of Mixed Verbs we use present
perfect to show that something started in the
past and has continued up until now. “for five
minutes”, “for two weeks”, and “since
Thursday” are all which can used with the
Present Perfect.
NOTE:
- We CAN NOT use the Present Perfect with
specific time expressions: yesterday, a year ago,
last month, …
- We CAN NOT use the Present Perfect with
unspecific expressions: ever, never, once, many
times, several times, before, so far, already, yet,
etc. - Listen to the teacher and
b. Practice: note down
- Ask students to do the exercise individually
and then choose a partner to
check the answers with.
- Call 2 students to write their answers on the
board
- Provide corrective feedback.

* Exercise 2:
a. Presentation:
26
- Review the forms, meanings and uses of the
past simple, and past continuous Review the formation and the
+ Past perfect : form/ meaning/ use. uses of the tense
b. Practice:
- Ask students to do the exercise 2 individually
and then choose A,B or C to complete the - Students do the exercise
passage. individually and then
- Call 2 students to write their answers on the compare the answers with a
board friend
- Provide corrective feedback - Write the answers on the
* Exercise 3: board

Ask students to complete the letter with the -Do the exercise individually
correct form of the verbs in brackets. and check the answers with a
check the answers with. partner
- Call 2 students to write their answers on the -Some students go to the
board board to write the answers
- Provide corrective feedback
Homework: (2 minutes)
- Ask students to redo the exercises into the - Listen and note down
note-workbooks
- Ask students do the exercises in the workbook
- Ask students to prepare for the next lesson.




Unit 3: ways of socialising
th
The 12 period
Date: 28/ 8/ 2010
27
Grade 12
Theme: ways of socialising
Unit 3
Reading
Time: 45 minutes

I. Objectives:
1. Educational aim: Students can
+Develop such reading micro-skills as guessing meaning from context
+ Use the information they have read to answer the questions
+ Pictures in the student’s book enlarged.
+ A table of the active words of the passage.
2. Knowledge:
- General knowledge: Students could understand and use the new words through speaking,
asking and answering
- Language:
- New words: Words relate to ways of socialising
3. Skills: -Reading for general or specific information
-Guessing meaning from context
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some photos of ways of socialising and some information about
them. Board, tape, cassetteplayer, chalks, textbook and notebook.
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
­ Ask students to list some ways of -Listen to the teacher
communication they have know -Give their answer
­ Let students work in pair
­ Check the whole class
Pre-reading: (35 minutes)
- Ask students to work in groups to discuss
about the pictures in the textbook. -Work in groups to discuss
- Ask students to use the questions to ask and about the pictures
answer about the pictures : - Work in pairs to ask and
- What are the people in the pictures doing? answer
- What will you do if you want to get your
teacher’s attention in class?
- What will you do if you need to ask someone a - Some students answer the
question but they are busy talking to someone questions in front of the
else? class.
- Comment and lead the whole class to the topic
of the passage.
* Pre-teach: New words and phrases:
- write some new words and phrases on the
board




28
+verbal(a) + non –verbal(a)
+ attract (v) + nod (v)
+ approach (v) + rude (a)
- Ask students to guess the meanings of the
words - Look at the board and note
- Ask students to read the words in chorus down
twice.
- Call two students to read the words in front of
the class

Homework (4 minutes) - Listen to the teacher.
-Ask students to learn the new words and - Do the exercises at home
phrases - Prepare for the next
- Ask students to prepare for the next lesson. lesson.




The 13th period
Date: 07/ 9/ 2010
Grade 12
Theme: ways of socialising
Unit 3
Reading
Time: 45 minutes

I. Objectives:
1. Educational aim: Students can
+Develop such reading micro-skills as guessing meaning from context
+ Use the information they have read to answer the questions
+ Pictures in the student’s book enlarged.
+ A table of the active words of the passage.
2. Knowledge:
- General knowledge: Students could understand and use the new words through speaking,
asking and answering
- Language:
- New words: Words relate to ways of socialising
3. Skills: -Reading for general or specific information
29
-Guessing meaning from context
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some photos of ways of socialising and some information about
them. Board, tape, cassetteplayer, chalks, textbook and notebook.
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
­ Ask students to list some ways of -Listen to the teacher
communication they have know -Give their answer
­ Let students work in pair
­ Check the whole class
While-reading: (26 minutes)
- Let students open the book and read silently
while teacher reads aloud and correctly
- Ask students to read themselves and write Guess the meaning of the
down some information words and phrases.
- Let students work in pairs to do the task1 - Listen to the teacher and
read up the words and
Task 1 phrases in chorus
- Ask students to read the passage and give the - Some students read them
Vietnamese equivalents to the following words in front of the class
phrases.
- Verbal : bằng lời,hữu ngôn - Read the passage in skim
- Non- verbal :không bằng lời to guese the meaning of the
- Attract someone’s attention :thu hút chú ý words
- impolite :không lịch sự - Ask students to work in
- rude : thô tục, thô lỗ groups to guess the meaning
-informality:thân mật of the phrases
- approach : tiếp cận
-a slight nod will do :một cái gật đầu nhẹ là Some students show the
đủ answers in front of the class.

Call on some students to show their answers in
front of the class. -Work in groups and give
- Comment and give the correct answers Task their ideas.
2:
- Ask students to read the passage again to Ps : A ( Attracting
choose the best title for the passage. Attention : Non- verbal
- Call four students to go to the board the write Cues)
their answers
- Ask some students to correct and remark with
giving the reason why they have chosen it
- Feedback and give the right answers
Task 3 : - Work in pairs to anwer the
- Ask students to work in pairs to answer the questions
questions . P1:What can you do when
you want to attract
someone’s attention?
30
P2 :We can use either
- Listen to the students and remark. verbal or non verbal.
P1 : What are considered to
be big, obvious non verbal
signals?
P2 :They are strong actions
that can easily be seen...etc.
Post-reading: (10 minutes)
- Ask students to work in groups to discuss the -Practice talking about
meaning of whistling and clapping in communication by non-
Vietnamese culture. verbal actions.
- Call on some representatives of the groups to - to express the happiness
answer the questions in front of the class. they can whistle or clap
- sometimes, they clap or
whistle to encourage or
despise.
- Listen and note down

- Listen to the teacher.
Homework (4 minutes) - Do the exercises at home
-Ask students to learn the new words and - Prepare for the next
phrases lesson.
- Ask students to prepare for the next lesson.




31
The 14th period
Date: 07/ 9 2010
Grade 12
Theme: ways of socialising
Unit 3
speaking
Time: 45 minutes

I. Objectives:
1. Educational aim: Students should know
+ Use appropriate language to practise giving and responding to
compliments in different situations
+ Use appropriate language to talk about other ways of communication
2. Knowledge:
- General knowledge: Students can talk about other ways of communication
- Language: Words to speak about ways of communication
3. Skills: -Ask and answer the information about ways of communication
II. Method: Integrated, mainly communicative
III. Teaching aids: Photos of some famous persons or some real information about ways of
communication
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (3 minutes)
Introduction: we are going to talk about the - Listen to the teacher and
different ways of communication. say
- Ask students to work in groups to talk about about the ways of
some ways to attract to other people. communication
- Give students some words and phrases
(Hang on the extra board of prompts).
+ terrific (a)
+ decent (a) - Look at the board and
+ to be kiding read aloud the new words.
- Ask students to practise speaking
Pre-speaking: (8 minutes)
Task 1
- - Introduce the task: Now work in pairs, take
turn to practise readig the dialoge, paying - Work in pairs to practise
attention to how compliments are received in speaking.
each situation. - Some couples to play
- Ask students to read all the questions in the roles to speak in front of
task and explain the difficult words and the class.
phrases if necessary. P1 : Phil
- Ask students to do the task in roles and P2 : Barbara
encourage the whole class to take note the P3 : Peter
answers while they are doing the task. P4 : Cindy
- Go around the class to check and offer help. P5 :Tom
32
P6 : Tony


While-speaking: (20 minutes)
Task 2
- - Ask students to work in pairs to practise
giving compliments to suit the resposes using
the outlines that they have already made
- Go around the class to check and offer help.
- Call on some couples to perform their - Work in pairs to give
conversation in front of the class. suitable words.
- Elicit feedback from the class and give final P1 : David
comments. P2 : Kathy
* Task 3: P3 : Hung
- Introduce the duty of the task: P4 : Hien
- Divide the class into 7 groups of 8 P5 :Michael
- Ask students to work in groups to practise P6 : Colin
responding the compliments below.
- Go around the class to check and offer help.

Post-speaking: (10 minutes) - Listen to the teacher
* Task 4: - Work in roles to practise
- Ask the groups to make dialoge to speaking
practisegiving and respoding to compliments , P1 : Phil
using the cues below. P2 : You
- a nice pair of glasses P3 : Peter
- a new and expensive watch P4 : Tom
- a new cell phone ..........
- a modern looking pair of shoes
- a fashionable jacket
Listen and work in pairs
to make a dialoge based on
- Call some representatives of groups to report the Task 1,2 ,3.
the parties that they have made. A : You really have a
Listen to the students and note down all the nice pair of glaases I think
errors they make you attractive.
B: Thank you,Nam.
That’s a nice compliment.
A : I think you have a
new and expensive watch
which I have never seen
Homework: (2-4 minutes) before.
- Summarise the main points of the lesson B : Thank you . I bought
- Ask students to write a dialogue about the it yesterday.
compliment A:............

- Listen and write down in
their notebooks


33
The 15th Period
Date: 08/ 9/ 2010
Grade 12
Theme: ways of socialising
Unit 3
Listening
Time: 45 minutes

I. Objectives:
1. Educational aim: Students should know to develop such listening micro-skills as
intensive listening for specific information
2. Knowledge:
- General knowledge: Students know how to give information after listening
- Language:
- New words: Words related to ways of socialsing
3. Skills: - Listening for general or specific information
-Comprehension questions
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some pictures of persons or some real information about them. Board, tape,
cassetteplayer, chalks, textbook and notebook.
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (4 minutes)

34
- Ask students to close the book - - Listen to the teacher, and
- Give some questions : answer the questions.
+ Who’s on duty today ?
+ Who’s absent today ?
-Pre-listening: (8 minutes)
- Show students the pictures in the textbook - Read silently the sentences
and ask students to guess what they are given before listening
doing ? - Listen the first time
- No, we haven’t
- Ask students to work in pairs to ask and - Listen the second time and
answer the questions in the textbook. begin doing the task
- Listen the third time and
- Call some students to answer the questions in work in groups to decide the
front of the class. Then explain their reasons. best answer
Check the whole class. - Each group asks and
* Pre-teaching some new words and phrases. explains why they choose by
- Ask students to read the words aloud twice. some information they’ve
- Explain some new words: listened
+ marvellous(a) +startling(a)
absolute(a):hoàn toàn -Keys : 1C ,2A ,3C ,4A ,5B
+ installed: lắp đặt + chitchat(v) - Listen and read the words
aloud in chorus .
While-listening: (20 minutes)
Task 1
+ Introduction: You are going to listen to
Linda Cupple, a social worker, advise young
people on how to use the telephone in their
family. Listen and decideTrue or False - Write down the new words
statements.
- Ask students to read the statements carefully
before play the tape. Ask students to work in
groups to guess the answers.
- Play the tape (read the tapescript) once for + Listen to the teacher and
students to listen and do the task try to guese the contend of the
- Ask students to work in pairs to check the talk in the tape.
answers.
- Call some students to show their answers in
front of the class.
- Feed back and give the correct answers: - Work in pairs and read the
1. T statements carefully.
2. F (the most obvious problem)
3. T
4. F(if your parents do not agree)
5. F (is made mostly by young people)
6. T
* Task2: -Some students speak out
Introduction: their answers and explain
- You are going to listen to part of Ms Linda why they have chosen it.
Cupple ‘s talk again and write the missing A : I think the first sentence
35
words. is true because it isin the
- Ask students to read the paragraph carefully secon paragraph.( 1: T)
and work in pairs to discuss and answer the B : I think it is False because
missing words before listening again the talk. it is the most obvious
- Play the tape ( or read) the talk again for the problem.
whole class A : ...........
- Ask students to give the missing words
individually.
- Listen to the teacher and
- Play the tape ( or read) the story again for the read the part of the talk .
whole class to check the answers.
- Feedback and give the correct answers.
Answer: - Work in groups and try to
1. agreed 5.waking guese the missing words.
2. to avoid. 6.heart - Listen to the tapescript
3. particular. 7. kindness - Check the answers in groups
4. adults 8. to stick
Post-reading: (10 minutes) - Listen to the teacher and
- Ask students to listen to the talk again and note down the correct answers
try to summarize the talk.


- Call some couples to talk in front of the
class.
Work in groups and practise
- Summaries the main points of the lesson talking about Ms Linda
Cupple’s talk.
Ps : In this talk Ms Linda
Cupple
give us some pieces of advice
on
how to use the telephone in
the family. The first is to work
Homework: (2- 4 minutes) out a
- Ask students to write a paragraph about their reasonable.....
own birthday parties. - Some couples present the
- Ask students to prepare for the next lesson. talk in front of the class.



- Listen to the teacher
- Do homework and prepare
the next lesson.


The 16th Period
Date: 14/ 9/ 2010
Grade 12
Theme: ways of socialising
36
Unit 3
Writing
Time: 45 minutes

I. Objectives:
1. Educational aim: Students should know
+ Building sentences based on given words.
+ Re- ordering given sentences to make a complete paragraph.

2. Knowledge:
- General knowledge: Students learn to Re- order given sentences to make a
complete paragraph.
- Language: Words used in writing about a paragraph.
3. Skills: Writing about a letter of recommendation
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some cues, information of someone
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (4 minutes)
- Ask students to close the books - Answer the questions
-- Ask students some questions:
* Who is absent from the class today ?
* Who is on duty, today?
* What should you do if you want to talk to
someone?
Pre-writing: (8 minutes)
Task 1
You are going to write use the words to make -Read the requirement carefully
sentences. Change the form of the verbs (No and read the words carefully.
addition or omission is required).
- Ask students to read the words in the Task 1 - Ps practise writing the full
and then make the full sentences. sentences.
1,there/be / many ways/ tell someone/ 1,There are many ways to tell
goodbye, /most of /them/depend/on the someone goodbye, and most of
situation/and/at hand. themdepend on the situation at
2,however/there/be/one rule/that /all hand.
situations/ observe:abruptly/we/seldom/ 2, However, thereis one rule
say goodbye. that all situations observe: We
3, in/English/it/be/necessary/prepare/a seldom say goodbye abrutly
person/ for our department 3,In English it is necessary to
4, we/lead/into the farewell/by/say/some prepare a person for our
thing pleasant and thoughtful/like/ “ I’ve/ departure
really/enjoy/ 4, We lead into the farewell by
5,we/might/also say/something/relating to/ saying something pleasant and
the/time/like/ “Gosh”,/I can’t/believe/how/ thoughtful like “I’ve really
late/it/be/I/really/must/be/go enjoyed talking to you”
5,We might also say something
relating to the timeline “Gosh,
37
I can’t believe how late it is! I
While-writing: (18 minutes) must be going!”
- Introduce to do task2
- Ask students to put the sentences of the two
paragraphs below in their right order . Do the task individually and
& Paragraph 1: then compare the answers with
- Call on some students to order the sentences a friend
in front of the class. - Some students show the order
- Elicit the others to comment and give the of the sentences in front of the
correct answers. class.
- Feedback and give the correct answers +1- C : It is difficult to write
& Paragraph 2: rules that tell exactly when you
- Ask students to order the sentences as the should opologize,but it is not
same the task 1. difficult to learn how.
+ 2- E : If we have done
-Elicit the others to comment and give the something to hurt someone’s
correct answers. feeling, we
- Feedback and give the correct answers opologize.
+ 3 – A: An opology indicates
that we realize we’ve made a
mistake,and we’re soory for it.
+..........- Work in pairs to
exchange the sentences in order
of a paragraph.
+ 1- C :The simplest way to
opologize is to say “ I’m
sorry”.
+ 2- E : Let’s take a common
situation. Tom is late for class
and enters the classroom.
+ 3 – B : What does he do? The
most polite action is usually to
take a seat as quietly as
possible
and opologize later.
+4 – A : But if the teacher
stops and waits for him to say
something .........
+ 5- D :Naturally, more than
this is needed, but it is not the
time.......
Post-writing: (13 minutes)
- Ask students to write other dialogues about
the ways of communication with Work in groups and then each
the situation given. presentative of each group go
1, How should you do when you are late for to the board to write their
class? dialoges.
2, You’ve made some mistakes in your Ps :1, I should opologize to the
writing. You want to talk to the teacher about teacher and the class for being
38
it? ...etc. late
2,I think it is necessary to say “
I’m sorry” . Could you help me
correct them?
Homework: (2 minutes)
- Do the writing task in student’s workbook
-Prepare the next lesson
Listen and take note




The 17th Period
Date: 14/ 9/ 2010
Grade 12
Theme: ways of socialising
Unit 3
Language Focus
Time: 45 minutes

I. Objectives:
1. Educational aim: Students can pronounce the stress in two- syllable words
2. Knowledge:
- General knowledge: By the end of the lesson, students will be able to:
+ Remind of the ways of changing the reported speech.
+ Students can do the tasks well
- Language: the ways of changing the reported speech
3. Skill: the stress in two- syllable words
II. Method: Intergrated, mainly communicative
III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook
IV. Procedures:

Teacher’s activities Students’ activities Notes
I. Pronunciation: (15 minutes)
- Explain how to pronounce the stress in two Listen to the teacher and write
– syllable words. some rules in the notebooks
* If verbs, adj , adv, prepositions if the - Ex : Polite/ai/, police/
second syllable which has long vowel or i:/,between
double vowel( except ou )- the stress falls the
second syllable. But if the second syllable
which has short vowel or double vowel or - waving/ei/, pointing.........
finishes by one consonant the stress falls the
first syllable.
* For nouns in whichthe second syllable

39
have short vowel the stress falls the first - student, signal.....
syllable(` money ). If the second syllable
which has long vowel or double vowel the
stress falls the second syllable ( de’sign) - design, police.........
- Ask students to read the words and practise
giving the correct stress.
- Call some students to read the words in front
of the class. - Listen to the teacher and
Practising sentences: work in pairs to give the
- Ask students to work in pairs and give the correct stress.
correct stress of the words in the sentences - Read the words in front of
and then read the aloud the given sentences the class.
- Call some students to read the sentences in
front of the class. - Work in pairs to practise
- Comment and read the sentences once to the giving the correct stress of the
whole class. words in the sentences.

- Some students read in front
of the class.
- Listen to the teacher

II. Grammar: (20 minutes)
Exercise 1: Presentation
a, - Ask students remind of the rules to - Listen and remind of the
change the reported speech: ways to exchange the reported
+ Change the tenses of verbs speech.
+ Change pronouns suitable with the
situations given.
+ Change the time as the sentences given . - Listen to the teacher and
b, Practise doing exercise 1 note down in the notebook
- Let students read the situation and change- Practise changing the
into the reported speech. sentences.
2, Thuan said he worked for a
big company.
3,Thuan said he was their
- Let students practise doing exercise and marketing manager.
each of them stands and speak out the 4, Thuan sais the company
sentences they’ve done. had opened an office in Ho
Chi Minh city.
- Go around , listen and hepl them if 5,Thuan said it had been very
neccessary. successful.
6, Thuan said he had been
chosen to run an office in
District 5.
7, Thuan asked me howlong I
had been learning English.
8, Thuan said he didn’t have
much time to enjoy himself.
- Practise doing and speaking
40
out
the sentences they’ve
changed .
- Listen to the teacher’s
correction
and write down their
notebooks.



Work in pairs the dialogue
Exercise 2 between Lan and Tuan firstly
- and try to find out the tense of
,Ask students to read the dialoge between Lan verbs, pronouns and time in
and Tuan , then they have to complete the dialogue.
the conversation Tuan had with Tung by * Tense: Simple present and
changing in reported speech. Simple past , Simple
future .....
- I, you, he ,she.....
- Time indecates in the
dialoge.
- Let students work in pairs
* Work in pairs:
- P1 : Lan
- P2 : Tuan
b, Ask students to read the dialoge
between Tung and Tuan by using reported + Each pair stands up and
speech to retell what Lan has told Tuan. read the dialoge.
-Work in pairs and practise
changing reported speech.
1, She said she didn’t want to
talk
to you.
2, She said she was upset too.
3, She said she was not
interested..
Go around and listen to students or help the if 4, Because you had promised
they need. to go to the cinema.
5, But you hadn’t turned up .
6, She said she didn’t want to
see you .
7, She said she didn’t believe
you had tried.
8, She said she would talk to
you later.
9, She said she had to go
otherwise she would be late
for school.
- Each student stands and
41
speak out their sentences
they’ve made.




- Listen and write down their
notebooks.




Homework: (5 minutes)
-Ask students to revise the whole unit
- Ask students to do all the exercises.




The 18th period
Date: 15/ 9/ 2010
Grade 12
Test yourself A

I. Objectives:
1. Educational aim: - According to the TEST students can revise all the language
skills and grammatical points which they have studied and used in the three units: 1,2
and 3.
- Students can improve their techniques of doing the simple tests.
2. Knowledge: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself
- Language: Students can improve their techniques of doing the simple tests
3. Skill: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself

42
II. Method: Integrated, mainly communicative
III. Teaching aids: Textbook, board, hand-outs, cassette tape and player.
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Greeting - Greeting
- Ask students something about the test - Answer teacher’s questions
yourself A
* Have you prepared it at home?
* Have you got any difficulties?

Test yourself

I. Listening(2.5 points) (10 minutes) - Look at the book and listen
- Ask students to read all the sentences first to the task
- Ask students to listen to the tape once. - understand the task
- Ask students to listen again and speak out - Read the questions
the statements are true or false . - Listen to the tape
- Ask students to listen in the third time, the - Listen again and say the
work in groups to compare and discuss the statements are true or false.
answers with each others to find the correct - Listen and discuss in groups
answers. to find the correct answers:
1-T, 2-F, 3-F, 4-T, 5-T.


II. Reading (2.5 points) (10 minutes) - Look at the textbook and
- Present the task: listen to the teacher
- Ask pupils to work in groups to compare the
answers they have already done to find the
correct ones. - Work in groups to discuss
- Give the correct answers to the class: about the passage
1. We can communicate not only through - Finish the task
words but also through body laguage. - Compare their results with
2. They are our posture, facial expression, the other groups, and then
gestures. with the keys
3. If your posture is slumped and your head is - Write the answers on the
down , this could mean that you are sad or board
lack cofidence.
4. A person who doesn’t look away is - Listen to the teacher and
expressinga chllenge. A personwho doesn’t correct the answers
look at you is expressing lack of interestor is
shy.
5, Because that person might be angry at you
or feel superior to you.

III. Grammar(2.5 points) (8 minutes)
- Present the task:
A, Practise circlingthe correct anwer (A,B,C - Listen to the teacher
43
or D) to complete the letter. - Work in groups
- Ask students to work in groups to give the - Compare the results with the
correct form of verbs in the paasage. other groups
* Give the correct form of verbs. - Show the answers in front of
1, C: have been. the class.
2, D : will be - Observe the keys and
3,B : are having correct their anwres.
4,A : could have put off
5,B : will have finished
6,D :have seen
B, Let students finish each of of the following
sentences in such a way that it has the same
meaning as the original sentence. *Work in groups and practise
writing the sentences given in
reported speech.
1, Lan asked John what he
had done before working for
that company.
2,Bill promised to come to
see me the next Sunday.
3, Tom apologized for not
ringing me earlier.
4,Miss White thanked Peter
for giving her present.
IV. Writing (7 minutes)
- Present the task: - Students work in groups
- Call the students to read the suggested and practise writing about
sentences in front of the class. their families.
+ Give the number of your family members, - Two students go to the
their names, ages and jobs. board and write.
+ How do they share the housework? A : There are four people in
+ How do they behave? my family, my father’s name
+What are their hobbies? is Tuan,he is fourty-five years
+ What do you like about each of them? old and he is a doctor. My
+ ...........................................mother is Lan, she is fourty
years old and she is a teacher ,
my sister is Huong and she is
- Check their writings and help them correct a student in Hanoi, I am
the mistakes if they’ve made. Hoang, sixteen years old and
I am a pupil of grade 12. We
are a close- knite family, we
often share the
household. ..........

- Give the writings by reading
aloud.
- Read the letter carefully
- In groups or in pairs, write
her a letter
44
- Compare the results with the
other groups
- Correct mistakes


Homework (5 minutes)
- Ask students: - Study all the lessons again
+ to study all the lessons again - Get the knowledge ready for
+ to get ready for the 45 minute-test in the the coming test
next period




The 19th period
Date: 22/ 9/ 2010
Grade 12

Review and test preparation
Lesson 1– TENSE revision

45
A. Objectives;
1- Knowledge: By the end of the lesson students will be able to;
- use the correct verbs in simple present, simple past, present continuous, past
continuous
3- Skills:
- Remembering the use of each tense in context.
4- Education:
- study the differences in use of the verb-tense in English language.
B.Teaching aids;
1.Teacher: - Method: mainly communicative approach.
- Materials: helping board, textbook, handouts.
2. Student:- Materials: Student’s book
3. Anticipated problems: SS may find the use of present simple is misty.
C.Procedure;
Theme Teacher's activities Student's activities
I. 1- Check the student's list - Monitor gives names of
Organize 2- Arrange the seats if it's necessary absent students
( 1 m')
II. A- the present simple tense. - work in pair, study the
Presentation - T gives some examples on helping board or examples and asnwer the
(35 m') handouts. Teacher's questions;
- Put the verbs into correct form * Expected answer;
A1: I always (go)… to bed at 10 p.m . I. form.
A2:She (visit)… her daugster every Sunday. Affir: S + V-s,es
B1: This book (be)… very interesting. V- infinitive
B2:Ann and Linda (play)... tennis very well. Negat: S + does
C1: Water (freeze)… at zero degree Do not + V-
Centigrade. infinitive.
C2: The Sun (not move)... around the Earth. II. use.
D1: I (think)… they should work harder for 1- habit or daily routine.
the exam. 2- for present situation,
D2:Jane (like)… living in the country? state or ability.
- Gives questions: 3- for true fact or universal
1. What are the affirmative form and negative truth.
form? 4- for view, feeling or
2. What are the uses of present simple? hobby.
- Call some pairs to answer.
- T feedback and correct.


B- the past simple tense.
- T gives some examples on helping board, ask
Ss to give the correct form of the verbs.
* Expected answer;
I. form.
Affir: S + V-ed
Negat: S + did not + V-
46
A1: I (go)… to bed at 10 p.m yesterday. infinitive
A2:She (visit)… HaNoi two years ago.
B1: They often (buy)… picture stories when
they were at sencodary school.
B2:Ann often (go)… out for lunch after work. II. use.
C1: He (come)… home, (turn)… the light, and 1- for completed action at
(open).. the windows. definite time.
C2: I (run)… out of my office, (wave).. a taxi, 2- for past habit
and (go) to Hellen's house. 3- for a series of actions
- Gives questions: happened in the past.
1. What are the affirmative form and negative
form?
2. What are the uses of present simple?
- Call some pairs to answer. * Expected answer;
- T feedback and correct. I. form.
(1) S + is,are,am + V-ing
C- the present continuous and past (2) S + was,were + V-ing
continuous tense.
- T gives some examples on helping board, ask II. use.
Ss to study the ex and answer the questions. (1)
Present continuous(1) Past continuous(2) 1- for a progressive action
A1: Look at that man! A1: I was reading at the time of speaking.
He is wearing a book at 4 p.m 2- for a progressive action
traditional suit. yesterday. happening at present period
A2: Where are your A2:They were of time
children? visiting Ho Chi Minh 3- for a gradual happening
- They are playing in museum yesterdy action.
the front garden. morning. 4- for a near future plan.
B1: We are working B1: I was watching (2)
hard this week for the TV while my wife 1- for a progressive action
coming exams. was cooking. at a definite time in the
B2: He is looking for a B2: while she was past.
job as a journalist. studying, her 2- for 2 or more
C1: Harry up. It is roomate was progressive simultaneous
getting dark. listening to music. actions happening at
C2: The price of petrol C1: He was playing definite time in the past.
is rising rapidly. football all last 3- to emphasize the
D1: We are having a summer. sequence of action at a
party this Sunday C2: They were period of time.
evening. dancing all the 4- for a progressive action
D2: She is leaving yesterday evening. interrupted by another
London for New york D1: It rained when simple past action.
this week. we were camping.
D2: When I came,
she was crying.
- Gives questions:
1. What are the affirmative form and negative
form of each tense?

47
2. What are the uses of present continuous?
- Call some pairs to answer.
- T feedback and correct.

IV. - T summarize the content of the lesson. - listen and understand
Summary + use and form of the verb
(2 m')
V. - Asign homeworks: do exercise 2,3,4 page 7 - Listen to the teacher
Homework ( English 12, workbook); exercise 1,2 page - Write down the homework to
(2 m') 18(English 12- student book) do at home.
- Prepare for tense revision: Revise the present
perfect, present perfect continuous, past perfect
continuous.




The 20th period
Date:23/ 9/ 2010
Grade 12

Review and test preparation
Lesson 2 – TENSE revision



A. Objectives;
1- Knowledge: By the end of the lesson students will be able to;
- use the correct verbs of present perfect, present perfect continuous, past perfect
continuous
3- Skills:
- Remembering the use of each tense in context.
4- Education:
- study the differences in use of the verb-tense in English language.
B.Teaching aids;
1.Teacher: - Method: mainly communicative approach.
- Materials: helping board, textbook, handouts.
2. Student:- Materials: Student’s book
3. Anticipated problems: SS may find difficult to distinguish the use of present perfect,
present perfect continuous .
C.Procedure;
Theme Teacher's activities Student's activities
I. 1- Check the student's list - Monitor gives names
Organize 2- Arrange the seats if it's necessary of absent students
( 1 m')
II. A- the present perfect tense. - work in pair, study the

48
Presentation - T gives some examples on helping board or examples and asnwer
(35 m') handouts. the Teacher's questions;
- Put the verbs into correct form
Present perfect(1) Present perfect cont(1)
A1: I have done my A1: I have been doing * Expected answer;
homeworks.( finished) my homeworks. I. form.
(continue) (1) S + have/has + PII
A2: He has studied A2:She has been (2) S + have/has + been
Frech for a year. studying Frech for a + V-ing
year.( emphasize on
constant of action) II. use.
B1: We haven't met her B1: I am tired. I have (1)
for age. been working too hard. 1- for an action
B2: He has worked as a B2: He has been happened in the past
journalist since 1999. running. He looks and has finished but
exhausted. don't mention its
comlete point of time.
- Gives questions: 2- for an action started
1. What are the affirmative form and negative form in the past and extended
of each tense? into present used with
2. What are the uses of present continuous? Since; For + time
- Call some pairs to answer. (2)
- T feedback and correct. 1- for an action that
started in the past and
continue to present.
2- for an action that has
just finished often
B- the past perfect continuous tense. relates to present result.
- T gives some examples on helping board, ask Ss to
give the correct form of the verbs. * Expected answer;
A1: I (phone)… him before he came. I. form.
yesterday. S + had + PII
A2:When she arrived at the station, Her parents II. use.
( leave)… (1)
A3: He sold his house after he ( redecorate) 1- for an action
….it. happened before
B- Practice another simple past
- T give handout and ssk Ss to do exercise 2 English action.
12 – workbook.
1. Sam….(not receive) the parcel the last time I….. - Do the task in 6
(speak) to him. minutes
2. I …(consider) buying a house but now I… - exchange their
( change) my mind. answers.
3. When you…(feel) hungry later, room service… - Present the answers
(bring) you whatever you… (want). orally.
4. I…. (find) it difficult to convince the ticket
inspector that I … (lose) my ticket. * Answer:
5. Since I … (pay) for our lunch, I …( try) to attract 1. haven't received;
spoke
49
the waiter's attention. 2. was
6. As soon as I …(have) a good look at the designs, considering/have been
I… (send) them back to you. considering; have
7. I… (hope) to meet you ever since I … (read) your changed
first novel. 3. feel; will bring;want
8. Whatever…(happen) , I… (meet) you here in a 4. found; had lost
week's time. 5. was paying; tried
9. By the time you …(finish) getting ready, we … 6. have had; will send
(miss) the train! 7. have been hoping;
10. Sally! I …(not expect) to see you here! What… read
(you do) in New York? 8. happens; will meet
- Call some Ss to pesent answer orally. 9. finish/have finished;
- Feedback and give correction. will have missed
10. didn't expect/was
not expecting; are
doing
IV. - T summarize the content of the lesson. - listen and understand
Summary + use and form of the verb
(2 m')
V. - Asign homeworks: exercise 1,2,3 page 28(English - Listen to the teacher
Homework 12- student book) - Write down the
(2 m') - Prepare for indirect speech; Revise the rules of homework to do at home.
transforming directed into indirected.




The 21st period
Date: 24/ 9/ 2010
Test 1
Grade: 12
Time limit: 45 minutes
45 minute test 1
Full name :…………………………………….
Class : ……………

I. Choose the word with underlined part pronounced differently from the rest (1 point ):


50
1 A. seats B. photographs C. drops D. bags
2 A. reads B. banks C. brothers D. lives
3 A. covered B. slipped C. snowed D. used
4 A. decided B. tried C. interested D. reminded
5 A. closed B. jumped C. walked D. placed

II. Fill in each gap with one word from the table, there are more words than needed ( 2
points):

chance nursing homes contractual nightshift arguments
banquets well-behaved hospital pressure formal
rude annoy responsibility pleasure get together

1. My father is a doctor, he works on a ........................................ 3 times a week.
2. In my family, I take the ......................................... to wash the dishes and take out the
garbage.
3. Students in my school are under a lot of study ............................................
4. The boy who ...................................... people are mischievous.
5. On Monday mornings, all teachers and students ......................................... on the
schoolyard.
6. Marriages that are decided by the parents are called ....................................... marriages.
7. Old-aged parents in America live in...........................................
8. Nowadays, wedding ....................................... are usually held at restaurants or hotels.
9. It's considered to be ..................................... when a student waves to his teacher to get
attention.
10. The telephone often causes ...................................... between members of the family.
III. Put the verbs in brackets into the correct tenses (2 points):
1. I ( buy) .................................... a new house last year but I (not sell) ................................
my old house yet so now I have two house.
2. A: You ( be ) .................................. the theater lately ?
B: Yes, I (go) .................................... to see the Othello last week.
A: You (like) ................................ it ?
B: Yes but I ( can not ) ................................. see very well, I sat at the back.
3. A: I (do) ..................................... my housework all morning and I (not
finish) ..........................yet.
B: I ( do)............................... mine, I (start) .................................. at 6 a.m.
IV. Change the following sentences into reported speech beginning with given words (1
point):
1. Helen said " I have been here for six months ".
Helen said .......................................................................................................................
2. Helen said " I will leave tomorrow '.
Helen said .......................................................................................................................
3. Helen said to John " I will give you a ring when I arrive ".
Helen promised ...............................................................................................................
4. John said to Helen " Remember to keep in touch ".

51
John reminded Helen ...........................................................................................................
5. Helen said to John " Thank you for the good time we had together ".
Helen thanked ....................................................................................................................
V. Read the passage carefully and choose the correct answer ( 2 points) :
In the past, both men and women were expected to get married at young age.
Marriages were generally arranged by parents and family. It was not surprising to find
that the groom and the bride had only just met on the day of their engagement or
marriage.
In modern Viet Nam , this has changed completely as people choose their own
marriage-partners based on love, and in consideration primarily to their own needs and
wants. Moreover, early marriage is quite illegal.
The traditional Vietnamese wedding is one of the most important occasions.
Regardless of westernization, many traditional customs continue to be celebrated in
wedding ceremony by Vietnamese in both Vietnam and foreign countries, often
combining both western and eastern elements. Beside the wedding ceremony, there is also
an engagement ceremony which usually takes place half a year before the weeding. Due
to the spiritual nature of the occasion, the date and time marriage ceremony are decided
in advance by a fortune-teller. The traditional Vietnamese wedding consists of the
following steps; the first is the ceremony to ask permission to receive the bride, the
second is procession to receive the bride 9 along with the ancestor ceremony), the third is
to bring the bride to the groom's house for another ancestor ceremony and to welcome her
into the family then the last is the wedding banquet. The number of guests at the banquet
is large, usually in the hundred. Several special dishes are served. Guests are expected to
bring gifts, money and the groom and the bride will go from table to table to thank their
guests for their blessing and gifts.
1. In the past, ............................................
A. Vietnamese people were free to make a decision on the marriage.
B. Vietnamese marriages were decided by parents and family.
C. Getting married at early age was not allowed.
D. Parents had no right to interfere their children's marriage.
2. At that time, the fact that the bride and the groom had only first met on the day of their
engagement or marriage was ............................
A. surprising B. popular C. uncommon D. strange
3. Which sentence is true about Vietnamese modern marriage ?
A. Most young people don't have their marriage based on love.
B. All marriages are arranged by parents and families
C. Marriage is quite westernization .
D. Couples do not get married at quite young age.
4. According to the passage, ..............................................
A. Overseas Vietnamese people don't like to have a traditional wedding.
B. There is an engagement ceremony before the wedding ceremony.
C. Many traditional customs don't exist in a traditional wedding ceremony nowadays.
D. Vietnamese people never ask a fortune-teller the date and time of the marriage ceremony.
5. Which does not exist in a Vietnamese wedding ceremony ?
A. guests B. dishes C. firecrackers D. gifts

52
VI. Write a short paragraph ( 80 words) about your family using the suggestions below(2
points) :
- Number of members, their ages and jobs.
- Responsibilities of each member.
- Some of your family rules.
- The reason you like/dislike your family

...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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Unit 4 : SCHOOL EDUCATION SYSTEM
The 22nd period
Date: 28/ 9/ 2010
Grade 12
Theme: SCHOOL EDUCATION SYSTEM
Unit 4
Reading
Time: 45 minutes

I. Objectives:
1. Educational aim: Students should know school education system in England
2. Knowledge:
- General knowledge: Students know about school education system
- Language: Sentences and expression for describing school education system
- New words: Words related to school education system

53
3. Skills: Guessing meaning in context, scanning for specific information and passage
comprehension
II. Method: Integrated, mainly communicative
III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
­ Ask Ss some questions about the picture: - Open the book
­ Who are they? - Listen to the teacher
­ What are they doing? - Answer the questions
­ Do you think they are English students?

Before you read : (7 minutes)
- Ask students to read the facts below and decide
whether the statements about schools in Vietnam
are true (T) or false (F). Then compare their - Listen to the teacher and open the
results with their partners’. book – Unit 1, part A: reading
Facts about schools
1. Children start Grade 1 when they are 6 years
old. - Look at the book, listen to the teacher
2. Schooling is compulsory from the age of 6 to and work in pairs to decide whether
16. the statements about schools in
3. The school year generally begins in September Vietnam are true (T) or false (F).
and ends in late May. Then compare their results with their
4. The students do not have any examinations partners’.
when they finish secondary school. 1. T
5. A school year consists of two terms. 2. F
3. T
While you read : (23 minutes) 4. F
- Ask students to look through the passage and 5. T
read in silence
- Help students read the passage - Listen to the teacher then read the
- Explain pronunciation and meaning of new words passages
which appear in the passage - Ask some new words if necessary
Task 1 : (3 minutes)
Find words or phrases in the reading passage
which have the following meanings.- Let - Keep the book open
students work individual or in groups - Listen to the teacher then do task 1
- Help students if necessary - Ask the teacher if necessary
Keys: - work individual or in group
1- state schools - Write down in the notebook
2- primary education
3- secondary education
4- compulsory
5- General Certificate of Secondary
Education (GCSE)
6- Curriculum

54
Task 2: (4 minutes) - Listen to the teacher
- Ask students to answer the following questions - Try to answer the questions
- Ask students look through the passages then try - Practice with a partner then write
to answer the questions in right way them down in the note books
- Let them work in pairs - Ask the teacher if necessary
- Help students if necessary - Listen to the teacher and make a
(the answers in the passage) brief note about school education
Walk round the classroom and correct mistakes system in England
Keys:
1. from the age of 5 - Listen to the teacher
2. 3 terms - Try to talk about school education
3. the state school and the ‘independent’ or system in England
‘public’ school systems - The students who are called to
4. yes stand up to talk loudly are intelligent
5. There are 3 core subjects (English, Maths and ones
Science)
6. When Ss finish the secondary school, they can
take an examination called the General
Certificate of Secondary Education

After you read : (8 minutes)
Ask Ss to work in groups. Tell the others one of
the most difficult school subjects you are Work in groups. Tell the others one
studying and what you would like your friends of the most difficult school subjects
and your teacher to do to help you learn that you are studying and what you would
subject more effectively. like your friends and your teacher to
do to help you learn that subject
more effectively.

Home work: (2 minutes)
- Ask students to do Reading exercise of Unit 1 in - Listen to the teacher and write
workbook and prepare Part B : Speaking at home down homework




55
The 23rd Period
Date: 29/ 9/ 2010
Grade 12
Theme: school education system
Unit 4
Speaking
Time: 45 minutes

I. Objectives:
1. Educational aim: Students should know school education system in Vietnam
2. Knowledge:
- General knowledge: Students learn about school education system
- Language: Talking about the school education system in Vietnam.
- New words: words related to school education system
3. Skills: talking about school education system
II. Method: integrated, mainly communicative
III. Teaching aids: Board, chalks, textbook and notebook....
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Ask students to keep book close - Keep books close
- Write on the board names of school - Listen to the teacher
education system in Vietnam: University, - Look at the board and try to remember
nursery, primary school, college, names of ten subjects
kindergarten, secondary school. Then ask Ss
to put them in order
- Ask students to repeat
Tell Ss to understand more about school
education system in Vietnam.
(We learn Unit 1, part- speaking)

Pre-speaking : (12 minutes)
Task 1
- Ask Ss to work in pairs. Study the table
below then ask and answer the questions - Work in pairs.
about the school education system in - Practice asking and answering the
Vietnam. questions about the school education
- Let them work in pairs system in Vietnam using the information
- Listen to students and correct mistakes in the table.
Example:
A: When do the children in Vietnam go to Example:
primary school? A: When do the children in Vietnam go
B: When they are 6 years old. to primary school?
A: How long does the primary education B: When they are 6 years old.
last? A: How long does the primary education
56
B: 5 years. last?
B: 5 years.
While-speaking : (15 minutes)
Task 2
- Teacher introduces the task “Work in
groups. Talk about the school education
system in Vietnam, using the information - Listen to the teacher
from Task 1”. - Do task 2
- Guide students how to practise. - Work in groups
- Ask students to work in pairs. - The students are called stand up and tell
- Help the students with new structures. loudly
- Walk around and help them.
- Call some student to stand up and report
before the class. Example:
- Correct their mistakes In Vietnam, children can go to Nursery
school when they are 1 to 2 and go to
Post-speaking : (10 minutes) Kindergarten when they are from 2 to 5
Task 3
-Teacher introduces the task “Work in
groups. Talk about the similarities and
differences between the school system in
Vietnam and in England”. - Work in groups. Talk about the
- Let them work in groups similarities and differences between the
- Ask some students to stand up and tell school system in Vietnam and in England
loudly Example:
- Walk round and help them There are some differences between the
- Listen and correct mistakes school systems in Vietnam an England.
Children in Vietnam start primary school
at the age of 6 and finis this level at 10
while those in England study at primary
school from the age of 5 to 10. Schooling
is compulsory for Vietnamese children
until the age of 1 but, in England,
compulsory education ends when
children are 16. There is also a difference
about the subjects studied at schools.
On the other hand, Vietnam and
England school systems have some
similarities. Students in both countries
have to follow the national curriculum set
by the government. After finishing
secondary schools they all have to take
the national examination known as GCSE


Homework: (3 minutes) - Listen to the teacher
- Ask students to write a passage about - Write down the homework
similarities and differences between the
school system in Vietnam and in England
57
- Ask students to prepare Part C- Listening
and do homework




The 24st Period
Date: 30/ 9/ 2010
Grade 12
Theme: school education system
Unit 4
Listening
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know about someone’s background.
2. Knowledge:
- General knowledge: Students talk about someone’s background.
- Language
- New words: Words related to someone’s education.
3. Skill: Listening for gist and for specific information
II. Method: Integrated, mainly communicative
III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook
IV. Procedures:
Teacher’s activities Students’ activities Notes
Warm-up: (4 minutes)
- Ask Ss some questions about their studies at - Listen to the teacher
school. - Answer the questions:

58
1. What school subjects are you good at?
2. Which ones do you enjoy most/least in
your class? Explain why.

Pre-listening: (9 minutes)
- Ask Ss to look at “Listen and repeat”
- Read and ask students to listen
- Let students listen again and repeat.
- Write some words on board and ask students
to read them aloud.
- Let they work in pairs - Work in pairs
- Listen and correct mistakes - Listen and understand the meanings
While-listening: (20 minutes) of those words.
Task 1 (10 minutes):
- Ask students to read the questions quickly.
- Guide students the requests of the task.
- Let students listen twice. - Read the questions quickly.
- Write on board from 1 to 6 and call some - Listen to the listening script.
students to come and write their answers. - Answer the questions.
- Let them listen again and correct. Answer:
1. Jenny/ Gavin
Task 2 (10 minutes): 2. Gavin
- Teacher introduces the task “Listen again 3. Jenny
and answer the questions”. 4.
1. When did Gavin think he listed to the 5. Jenny/ Gavin
teacher well? 6.
2. How did Gavin find the exams? - Look at the task 2 and listen to the
3. Why couldn’t Gavin pass the exams easily? teacher
4. Why did Gavin say he didn’t think his - Read the questions and try to
school days were the best time of his life? understand them
- Read or turn on the tape script again once or - Listen to the tape script
twice - Give correct answers:
- Help students give the correct answers 1. When he enjoyed the subjects
2. He found it very difficult.
3. Because they were difficult for him
Post-listening: (10 minutes) to do in a short time.
- Teacher introduces the task “Work in pairs. 4. Because he went away to boarding
Talk about the results of your current exams school when he was quite young and
at school and what you will do to prepare for he didn’t like that. So school days
the next exams”. weren’t the best days of his life.
- Go round and help students
- Correct mistakes - Work in pairs. Talk about the results
of your current exams at school and
what you will do to prepare for the
next exams
E.g. I didn’t do well in the last exam
period. I was content with my math,
physics and chemistry results but my
English result wasn’t very good. I
59
made too many mistakes so I barely
Homework: (2minutes) passed it.
- Ask students to rewrite a passage about their I think I have to spend more time
school days in secondary school. studying English to get higher grade in
- Ask students to prepare the part Writing at the coming exam.
home


- Listen to the teacher
- Write down the homework

The 25th Period
Date: 07/ 10/ 2010
Grade 12
Theme: school education system
Unit 4
Writing
Time: 45 minutes

I. Objectives:
1. Educational aim: Students learn how to understand the school education system in
Vietnam
2. Knowledge:
- General knowledge: Students will be able to write the school education system in Vietnam
- Language
- New words: Words relating to school education systems
3. Skill :
II. Method: Integrated mainly communicative
III. Teaching aids: Textbook, board markers
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up :(3 minutes)
- Ask students some questions about school - Work in pairs, discuss and find out
education systems in Vietnam. the answers.
1. How many levels of educations are there in your 1- 3
school system? 2- Primary: 5 years/
2. How long does it take to complete each level? Lower secondary- 4 years/ upper
3. How many classes are there in each level? secondary - 3 years
4. When do children start Grade I?
- Lead Ss to the new lesson: “write a paragraph on
the formal school education system in Vietnam” - Understand the aim of the lesson.

Pre-writing: (15 minutes)
- Teacher introduces the task: In about 150 words,
write a paragraph on the formal school education
system in Vietnam, using the information given in - Study the task carefully.
Speaking Tasks on page 47. You may follow the - Work in pairs to give outlines
suggestions below:
60
- Levels of education:
primary (5 years; start from the age of 6)
lower secondary (4 years)
upper secondary (3 years)
- Compulsory education: 9 years (primary & lower
secondary)
- The academic year: 35 weeks (9 months, from
September to May)
- School terms: 2 terms: term 1 (Sept - Dec.), term 2
(Jan. - May)
- Time of the national examination for GCSE (early 1. Topic Sentence
June) The formal school system in Vietnam
- Guide Ss to write. consists of two levels of education,
1. Topic Sentence primary and secondary education.
2. Supporting Details
3. Closing Sentence 2. Supporting Details
- Walk round the class to give Ss assistance.
While-writing: (20 minutes)
- Ask Ss to write
- Call on some Ss to read out their writing in front 3. Closing Sentence
of the class.
- Ask Ss to exchange their writings for peer
correction
- Correct mistakes. - Use main ideas in the outline to
Suggested answer. write a paragraph on the formal
The formal school system in Vietnam consists of two school education system in Vietnam
levels of education, primary and secondary
education. The children start Grade/ Year 1 at the - Exchange their writings for peer
age of 6 and they normally complete the primary correction
education at the age of 10. They move to lower
secondary school to study in Grade 6 when they are - Correct mistakes.
eleven years old. They will finish nine-year
compulsory education when they complete Grade 9
at the age of 14. The children may go to upper
secondary schools if they pass all the subjects tested
at the end of Grade 9. They will stay there until they
complete Grade 12 at the age of 17. If they want to
sit for the entrance exam to universities or colleges
they have to take the national examination for
GCSE which takes place at the end of Mayor
beginning of June. The academic year in Vietnam
runs from September to May and is divided into two
terms. The first term ends in January with a week
holiday and the second term finishes in May before - Read the paragraph again
a long summer holiday comes. - Correct mistakes
Post- writing: (5 minutes)
- Ask Ss to read the paragraph again. - Rewrite the paragraph at home.
- Give remarks on the writing - Prepare the section D (The
Homework: (2 minutes) Language focus part of Unit 4).
61
- Rewrite the paragraph at home.
- Prepare the section D (The Language focus part of
Unit 4).




The 26th period
Date: 08/ 10/ 2010
Grade 12
Theme: school education system
Unit 4
Language Focus
Time: 45 minutes

I. Objectives:
62
1. Educational aim: Students know how to pronounce and mark the stress in three-syllable
words.
2. Knowledge:
- General knowledge: Students learn some information to fill in a form
- Language:
- New words: Words related to a form
3. Skills:
- Pronunciation: Stress in three-syllable words
- Grammar: Passive voice
II. Method: Integrated, mainly communicative
III. Teaching aids: Text books,
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (4 minutes)
­ Write some three-syllable words on the - Listen to teacher
board, and then pronounce those words - Read aloud
aloud. - Pay attention to its stress.
­ Pay attention to its stress. - Understand the aim of the new
­ Ask Ss to read after lesson.
1. algebra
2. carefully
3. politics
4. physical
5. computing
6. compulsory
7. September
-How do we pronounce these words?
- Read again these words and lead to the lesson
- Today, we learn how to pronounce three-syllable
words.
I. Pronunciation
a. Give Ss some rules of word stress in three-syllable
words
- Help students how to pronounce those words
correctly by reading first as model - Listen and repeat from 2-3 times
b. Practice: - Some of them stand and read words
- Read the words first: clearly, correctly aloud
- Listen and correct their pronunciation if it’s needed - Practise in groups
- Let students read the sentences and work in groups - Some groups compare with their results
- Listen and remark each group and read the words in sentences aloud

II. Grammar:
a) Review some grammar structures: Passive voice.
S + to be + past participle - The answers can be various
- Give some examples - Listen and give more questions in
- Ask Ss to make sentences with the structures. pairs
b. Practice: - Read the sentences in chorus aloud

63
* Exercise 1: (10m’)
- Introduce the task: Fill each blank with the simple
present passive form of the verb in brackets. ­ Understand the task
- Guide Ss to do ­ Fill each blank with the simple
- Ask Ss to fill each blank with the simple present present passive form of the
passive form of the verb in brackets. verb in brackets.
- Correct mistakes. Answers:
1. is separated
2. is set - must be followed
* Exercise 2: (10m’) 3. is made up
- Introduce the task: Rewrite the following sentences 4. is paid
using the passive voice. 5. are selected
- Guide Ss to do
- Ask Ss to rewrite the following sentences using the
passive voice. - Understand the task
- Correct mistakes. - Rewrite the following sentences
using the passive voice.
Answers: Exercise 2
1. this school was built in 1997
2. This dictionary was published in
1870
3. A surprise party is going to be
organized by the students in my class
tomorrow morning
4. The kitchen is being painted now.
5. “Romeo and Juliet” was written by
Shakespeare in 1605
6. Shakespeare’s tragedies have been
translated into many languages.
7. A new primary school has just been
built in my village.
Exercise 3. (10m’) 8. English will be spoken at the
­ Introduce the task: Fill in the spaces of the conference
following passage with the correct tense in 9. The floor hasn't been cleaned (by
passive voice of the verbs in brackets. Jane) yet.
­ Guide Ss to do. 10. The house will be repainted…..
­ Ask Ss to fill in the spaces of the following
passage with the correct tense in passive
voice of the verbs in brackets. Exercise 3
- Correct mistakes. 1. Was built 2. were sold
Homework: (2 minutes) 3. has been made 4. can be bought
­ Assign homework 5. are used. 6. can be used
­ Do exercise ‘part E-language focus in work 7. is stored 8. are done
book. Prepare Unit 5 (Reading) 9. must be told 10.can be done




64
- Do exercise ‘part E-language focus’
in work book. Prepare Unit 5
(Reading)




Unit 5: HIGHER EDUCATION
The 27th period
Date: 12/ 10/ 2010
Grade 12
Theme: HIGHER EDUCATION
Unit 5
Reading
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know about their first impressions of university life.
2. Knowledge:
- General knowledge: Students know about higher education
- Language: verbs in past tense
- New words: Words related to higher education
3. Skills: • Vocabulary comprehension matching
• Passage comprehension
• Arranging the sequence of an event
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc.
IV. Procedure:
Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Ask Ss some questions: - Work in pairs, discuss and answer
1. What are you going to do after you finish the questions
high school? - Stand up and tell the class the
2. Which university would you like to attend? answers.

65
3. Where will you live if you study at a - Understand the aim of the lesson:
university far from your house? Unit 5: higher education
- Get feedback
- Lead Ss to the new lesson: higher education
Before you read : (7 minutes)
- Ask Ss to work in pairs, ask and answer the
following questions: - Work in pairs, ask and answer the
1. How do you say in English the names of questions
these universities? 1. Hue University
2. What university would you like to apply for 2. Hanoi University of Architecture
and why? 3. Hanoi University of Natural
- Get feedback. Science
- Give Ss suggested answers. 4. I would like to apply for Hanoi
University of Natural Science.
While you read : (23 minutes)
- Ask students to look through the passage and - Read the text in silence.
read in silence - Find out new words.
- Help students read the passage - Understand the aim of the text.
- Explain pronunciation and meaning of new - Do the tasks that follow.
words which appear in the passage
Task 1 : (3 minutes) Task1:
- Introduce the task: Complete the following - Study the task carefully.
sentences, using the right forms of the words in - Choose the right word to fill in the
the box. blanks.
- Ask Ss to complete the following sentences, - Exchange their answers for peer
using the right forms of the words in the box. correction.
- Go around class and help Ss if they need. - Tell the class the answers.
- Call on Ss to give their answers. 1. campus
- Correct mistakes. 2. blamed
3. scariest
4. challenges
Task 2: (4 minutes) 5. amazing.
- Introduce the task: Find out who:
a. attended a party on the first weekend at - Look at the task, read the text
college. again to give the answers.
b. didn't get on very well with the roommate. Sarah: 1- a. attended a party on the
c. was not used to meeting different people first weekend at college.
every day at college. 2- e. was very excited about going to
d. liked having a chance to be creative. college.
e. was very excited about going to college. Ellen: 3- b. didn't get on very well
f. enjoyed the first year at college. with the roommate.
- Go around class and help Ss if they need. 4. c. was not used to meeting different
- Call on Ss to give their answers. people every day at college.
- Correct mistakes. Brenden: 5- d. liked having a chance
Task 3: (10minutes) to be creative.
- Introduce the task: Answer the following 6- f. enjoyed the first year at college.
questions.
1. What did Sarah do on the first weekend? - Understand the task.
2. Why did Sarah feel so lonely at the party?
66
3. What problems did Ellen have with her - Read the text again, answer the
roommate? questions on the text.
4. What did Brenden think about his first year 1. She went out with her new
at college? friends, walking around the
5. What does the social calendar of the colleges campus.
provide him? 2. Because at the party everyone
- Guide Ss to answer. was busy playing some games
- Go round the class to help Ss if necessary. and no one seemed to noticed
- Call on some Ss to give their answers. her.
- Correct mistakes 3. Her roommate left the window
open when it was cold outside.
She went to bed early. She
blamed Ellen for making her
sick.
4. Brenden thought the first year
at college was the best and
most challenging of his life.
5. It provides him plenty of
opportunities to meet non-
Home work: (2 minutes) engineering students as well as
- Ask students to read the passage again. other engineers and many of
- Ask students to do Reading exercise of Unit 5 them have become his best
in workbook and prepare Part B : Speaking at friends.
home
-Do Reading exercise of Unit 5 in
workbook and prepare Part B :
Speaking at home




The 28th period
Date: 12/ 10/ 2010
Grade 12
Theme: higher education
Unit 5
67
Speaking
Time: 45 minutes

I. Objectives:
1. Educational aim: By the end of the lesson, students will be able to talking about the
application process to tertiary institutions in Vietnam
2. Knowledge:
- General knowledge: Students know how to talk about school; make an interview and
reporting on results
- Language: words related to higher education
3. Skill: speaking about school life of students fluently
II. Method: Intergrated, mainly communicative
III. Teaching aids: textbook, board, rising questions, hand-outs
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (2m’)
- Show Ss some documents requiring - Answer the questions
for tertiary institutions and ask them 1. an application form
what they are. 2. an identity card
- Call on some Ss to answer. 3. a reference letter
4. a birth certificate
Pre-speaking: (10m’)
- Teacher introduces the task1: Below are - Work in groups, tick () those which
the admission requirements for tertiary are obligatory for you to be admitted to
institutions in some countries. Work in a university in Vietnam.
groups. Tick () those which are - Stand up tell the class their answers.
obligatory for you to be admitted to a - Others listen and compare with their
university in Vietnam. ticks.
1. an application form
2. an identity card
3. a reference letter
4. a copy of the originals of your school
certificate
5. a birth certificate
6. a copy of the record of your
performance at school scores of the
required entrance examination
- Call on some Ss to tell their answers.
- Listen and correct pronunciation
mistakes.
While-speaking: (20 minutes)
Task 2 - Understand
- Teacher introduces the task “Work in - Work in pairs. Ask and answer the
pairs. Ask and answer the questions questions about the application process to
about the application process to tertiary tertiary study in Vietnam using the cues
study in Vietnam using the following - Stand up, ask and answer about the
cues”. application process to tertiary study in

68
- Guide Ss to practice: Vietnam.
E.g. A- When do you fill in and send the - Others listen and check the pronunciation.
application form?
B- In March
- Have Ss to ask and answer in pairs.
- Go around and provide help if - Understand the task.
necessary. - Work in groups. Discuss the process of
- Correct mistakes. applying to a tertiary institution in
Post-speaking: (10 minutes) Vietnam.
- Teacher introduces the task: Task 3. Answer: In order to be admitted to a
Work in groups. Discuss the process university in Vietnam, all students have to
of applying to a tertiary institution in following the process of applying. During
Vietnam. March, they have to fill in the application
- Guide Ss to discuss the process of form and send it to the university they
applying to a tertiary institution in choose in March. After passing the GCSE
Vietnam. examination held in May, all students are
- Go around and provide help if able to sit for the entrance examination in
necessary. July. Successful candidates will be sent a
- Correct mistakes. letter of acceptance from the university. All
students have to do now is to prepare all
required papers to be officially accepted of
that university.


- Do homework.
Homework: (3 minutes) - Prepare part C listening.
- Ask students to write about the process
of applying to a tertiary institution in
Vietnam.




69
The 29th period
Date: 14/ 10/ 2010
Grade 12
Theme: HIGHER EDUCATION
Unit 5
Listening
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know about the problems they may have when studying
in a new school
2. Knowledge:
- General knowledge: Students learn more about the problems they may have when studying
in a new school
- New words: Words related to higher education
3. Skills: - Listening and deciding on True or False statements
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, tape and cassette player
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
-Give Ss a question to discuss: “Talk about - Work in pairs; discuss the problems
the problems you may have when studying in they may have when studying in a new
a new school.” school.
Pre-listening: (7 minutes)
- Ask students to look at the part: Before
listening - Read loudly the words:
- Read loudly the words: Proportion; majority; tutorial;
Proportion; majority; tutorial; international; international; available; appointment ;
available; appointment ; Agricultural; rural ;thoroughly.
70
Agricultural; rural; thoroughly. - Understand those words.
- Walk round, listen and help students
- Ask students to repeat loudly the words
- Listen and check pronunciation

While-listening: (20 minutes)
Task 1 - Read the questions quickly.
- Introduce the task: Listen to the - Listen to the listening script.
conversation between John and David - Answer the questions.
and circle the best option (A, B, C or D)
to complete the following sentences. Answer:
- Ask students to read the questions quickly.
- Guide students the requests of the task. 1-C; 2-A; 3-C; 4-A; 5-B
- Read the conversation twice
- call some students to give their answers.
- Read the conversation the third time for
Ss to correct.
Key: 1-C; 2-A; 3-C; 4-A; 5-B

After-listening: (10 minutes)
- Ask Ss to work in pairs. Ask and answer the
question:
"Would you prefer to do an undergraduate
course abroad or in your country?” Explain
your choice. - Work in pairs. Ask and answer the
- Guide Ss to do. question:
- Call some Ss to practice asking and "Would you prefer to do an
answering the question. undergraduate course abroad or in your
E.g. country?”
A. Would you like to do an undergraduate - Stand up and speak out.
course abroad or in your country? E.g.
B. I would like to do an undergraduate course A. Would you like to do an
in my country. undergraduate course abroad or in your
A. Why? country?
B. Because my English is not very good and B. I would like to do an undergraduate
I cannot afford tuition fees and course in my country.
accommodation for studying oversea. A. Why?
B. Because my English is not very good
Homework: (3 minutes) and I cannot afford tuition fees and
- Assign homework. accommodation for studying oversea.
- Prepare the section C (The Writing part of
Unit 5).

- Prepare the section C (The Writing part
of Unit 5).




71
The 30th period
Date: 19/ 10/ 2010
Grade 12
Theme: HIGHER EDUCATION
Unit 5
Writing
Time: 45 minutes
I. Objectives:
1. Educational aim: Students learn how to write a letter of request to UCAS to ask for the
information about the admission requirements to the university
2. Knowledge:
- General knowledge: Students will be able to write a letter of request
- New words: Words relating to higher education.
3. Skill :
II. Method: Integrated mainly communicative
III. Teaching aids: Textbook, board markers
IV. Procedure:
Teacher’s activities Students’ activities Notes
Warm-up :(3 minutes)
- Ask students some questions about how to write - Work in pairs, discuss and find out
a letter of request. the answers.
- Give feedback and lead Ss to new lesson. 1- 3
2- Primary: 5 years/
Pre-writing: (15 minutes) Lower secondary- 4 years/ upper
- Teacher introduces the task: You want to apply for secondary - 3 years
an undergraduate programme in a university in
England. Write a letter of request (about 150 words)
to UCAS to ask for the information about the - Understand the aim of the lesson.
admission requirements to the university, using
information in the Reading and Speaking section on
page 52 & 56. You may follow the outline below:
- Guide Ss to write outlines.
a) Introduction: - Study the task carefully.
- State the reasons why you are writing, your - Work in pairs to give outlines
interest in tertiary study in England (mention the a) Introduction:
name of the programme/the universities/ ... ) - State the reasons why you are
b) Request: writing, your interest in tertiary study
- State what information you would like them to in England (mention the name of the
provide: tuition fee, accommodation, exams, programme/the universities/ ... )
Further information: b) Request:
- Say you would be happy to supply further - State what information you would
information about yourself such as your English like them to provide: tuition fee,
proficiency and record of secondary education accommodation, exams,
study, ... Further information:
c) Conclusion: - Say you would be happy to supply
- End with a polite closing. further information about yourself
72
- Walk round the class to give Ss assistance. such as your English proficiency and
record of secondary education
study, ...
c) Conclusion:
- End with a polite closing.
- Walk round the class to give Ss
While-writing: (20 minutes) assistance.
- Ask Ss to write
- Call on some Ss to read out their writing in front - Use main ideas in the outline to
of the class. write a letter of request (about 150
- Ask Ss to exchange their writings for peer words) to UCAS to ask for the
correction information about the admission
- Correct mistakes. requirements to the university
Suggested answer. - Exchange their writings for peer
475/57 Le thanh Ton St. District 1 correction
Ho Chi Minh City
March 15th, 2008 - Correct mistakes.
Dear sir/madam,
I’ve read a lot about tertiary study in the UK and
very impressed by the reputation of many famous
universities there. Now I am tin last year of the high
school and will finish secondary education in 3
months. I am very much interested in an
undergraduate course in economics in Birmingham
University. Could you please send me some
information about the admission requirements,
tuitions fees, accommodation and details of the
course? I am ready to supply any information about
myself if necessary.
I look forward to hearing from you soon. - Read the letter again
Yours faithfully, - Correct mistakes
Hoang Thanh Nam.
Post- writing: (5 minutes)
- Ask Ss to read the letter again.
- Give remarks on the writing
Homework: (2 minutes)
- Rewrite the letter at home. - Rewrite the letter at home.
- Prepare the section D (The Language focus part of - Prepare the section D (The
Unit 5). Language focus part of Unit 5).




73
The 31st period
Date: 19/ 10/ 2010
Grade 12
Theme: HIGHER EDUCATION
Unit 5
Language Focus
Time: 45 minutes

I. Objectives:
1. Educational aim: Students know how to pronounce and mark the stress in words more
than three-syllable.
2. Knowledge:
- General knowledge: Students learn some information to fill in a form
- New words: Words related to a form
3. Skills:
- Pronunciation: Stress in words more than three-syllable
- Grammar: Conditional sentences
II. Method: Integrated, mainly communicative
III. Teaching aids: Text books,
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Listen to teacher
74
- Write some more than three-syllable words - Read aloud
on the board, and then pronounce those - Pay attention to its stress.
words aloud. - Understand the aim of the new
- Pay attention to its stress. lesson.
- Ask Ss to read after - Listen and repeat from 2-3 times
o economics - Some of them stand and read words
o psychology aloud
o philosophy - Practise in groups
- Some groups compare with their results
o engineering
and read the words in sentences aloud
o sociology
o mathematics
o geographical
o archeology - The answers can be various
-How do we pronounce these words? - Listen and give more questions in
- Read again these words and lead to the lesson pairs
- Today, we learn how to pronounce more than
three-syllable words. - Read the sentences in chorus aloud
then indevidual
*. Pronunciation (35 minutes)
a. Give Ss some rules of word stress in more than
three-syllable words
- Help students how to pronounce those words
correctly by reading first as model
b. Practice:
- Read the words first: clearly, correctly
- Listen and correct their pronunciation if it’s needed
- Let students read the sentences and work in groups
- Listen and remark each group

Homework: (5 minutes)
- Assign homework - Do exercise ‘part E - language focus’
- Do exercise ‘part E-language focus in work in work book.
book.




75
The 32nd period
Date: 21/ 10/ 2010
Grade 12
Theme: HIGHER EDUCATION
Unit 5
Language Focus
Time: 45 minutes

I. Objectives:
1. Educational aim: Students know how to pronounce and mark the stress in words more
than three-syllable.
2. Knowledge:
- General knowledge: Students learn some information to fill in a form
- New words: Words related to a form
3. Skills:
- Pronunciation: Stress in words more than three-syllable
- Grammar: Conditional sentences
II. Method: Integrated, mainly communicative
III. Teaching aids: Text books,
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (4 minutes)
- Ask students about the preparing the exercises at - Answer the teacher’s question
home
*. Grammar:
a) Review some grammar structures:
conditional sentences
- Give some examples
- Ask Ss to make sentences with the structures.
b. Practice: - Understand the task
* Exercise 1: (13m’) Answers:
- Introduce the task: Complete the sentences using 1. If you fail the GCSE examination,
conditional sentence type I. you will not be allowed to take the
- Guide Ss to do entrance examination to the university.
- Ask Ss to complete the sentences using conditional 2. You won't be able to get into the
sentence type I. exanimation room if you are 10
- Correct mistakes. minutes late.
3. If you don't send the application
form on time, you will not be able /
allowed to take the entrance exam.
4. If you don't have a reference letter,
you won't be able / allowed to submit
your application form.
5. Unless you show your identity card
you won't be able / allowed to get into
76
the examination room.

- Understand the task
* Exercise 2: (13m’) - Do the exercise.
- Introduce the task: Express these situations using - Correct mistakes
conditional sentence type II. Answers:
- Guide Ss to do 1. She doesn't have a car. She doesn't
- Ask Ss to express these situations using conditional go out in the evening.
sentence type II. If she had a car, she would go out in
- Correct mistakes. the evening.
2. Sarah doesn't study hard. She hates
school.
If Sarah liked school, she would study
hard.
3. I can't do the test. It is too difficult.
I would/ could do the test if it
was/were not too difficult.
4. Peter doesn't read a lot. He can't
find the time.
Peter would read a lot if he found the
time/had more time.
5. I can't translate this. I don't speak
Korean.
If I spoke Korean, I could translate
this.
6. They don't travel far a lot. They are
afraid of flying.
If they weren't afraid of flying, they
would travel far a lot.

- Understand the task
Exercise 3. (10m’) - Do the exercise.
- Introduce the task: Complete the sentences - Correct mistakes
with the correct form of the verbs in Answers:
brackets. 1. If John had passed the GCSE
- Guide Ss to do. examination, he would have been
- Ask Ss to complete the sentences with the allowed to take the entrance
correct form of the verbs in brackets. examination to the university.
- Correct mistakes. 2. If you had sent the application on
time, they might have called you for
an interview. I can't understand why
you didn't.
3. If John had installed an alarm, the
thieves wouldn't have broken into his
house.
4. I would have made a film with him
if I had been a famous director, but I
was not.
5. If you had told me earlier I would
77
have given it to you.
6. We would have sent you a
Christmas card if we had had your
address.


Homework: (5 minutes) - Do exercise ‘part E-language focus’
- Assign homework in work book.
- Do exercise ‘part E-language focus in work - Prepare Unit 6: FUTURE JOBS
book.
- Prepare Unit 6: FUTURE JOBS




Unit 6 FUTURE JOBS

The 33rd period
Date: 21/ 10/ 2010
Grade 12
Theme: FUTURE JOBS
Unit 6
Reading
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know about preparing for a job interview.
2. Knowledge:
- General knowledge: Students know about future jobs
- New words: Words related to future jobs
3. Skills: - Guessing meaning from context
- Reading for specific information
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc.
IV. Procedure:
Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Ask Ss some questions: - Work in pairs, discuss and answer
1. Tell the class some jobs you know? the questions
2. Which job would you like to be in the - Stand up and tell the class the

78
future? Why? answers.
- Get feedback - Understand the aim of the lesson:
- Lead Ss to the new lesson: future jobs Before Unit 6: future jobs
you read : (7 minutes)
- Ask Ss to work in groups. Tick () the
factors that they think would help them - Work in groups. Tick () the
succeed in a job interview. factors that they think would help
• wearing casual clothes them succeed in a job interview.
• giving clear, honest answers E.g.
• feeling self-confident - avoiding difficult questions
• feeling nervous - giving clear, honest answers
• having a good sense of humour - feeling self-confident
• avoiding difficult questions
- Get feedback.
- Give Ss suggested answers.
While you read : (23 minutes) - Read the text in silence.
- Ask students to look through the passage and - Find out new words.
read in silence - Understand the aim of the text.
- Help students read the passage - Do the tasks that follow.
- Explain pronunciation and meaning of new
words which appear in the passage Task1:
Task 1 : (7 minutes) - Study the task carefully.
- Introduce the task: These words are from the - Choose the right option to finish
passage. Look back to the text and circle the the task.
best meanings A, B or C. - Exchange their answers for peer
- Ask Ss to circle the best meanings A, B or C. correction.
- Go around class and help Ss if they need. - Tell the class the answers.
- Call on Ss to give their answers. 6. B
- Correct mistakes. 7. C
8. A
9. B
Task 2: (10minutes)
- Introduce the task: Work in pairs. Decide - Look at the task, read the text
whether the following statements are true (T) again to give the answers.
or false (F).
1. Try to reduce the feeling of pressure and
make a good impression on your interviewer. - Understand the task.
2. Find out as much information as you can - Read the text again, decide
about the job and the vacancy. whether the statements are true (T)
3. Bring with you a letter of application and or false (F).
your resumes to the interview. - Answers: 1-F; 2-T; 3-F; 4-T; 5-T;
4. Take all your certificates and letters of 6-F; 7-F; 8-T
recommendation with you.
5. Remember to dress neatly and formally.
6. Your voice should be clear and polite.
7. Tell the interviewer about your
shortcomings.
8. Remember to say goodbye to the interviewer
before leaving the interview.
79
- Go around class and help Ss if they need.
- Call on Ss to give their answers.
- Correct mistakes.
Post reading
- Introduce the task: Work in groups. Discuss
the question: Which pieces of advice given in
the passage do you find most useful and least
useful? Why? - Guide Ss to answer.
- Go round the class to help Ss if necessary. - Answer the following questions:
- Call on some Ss to give their answers. 1. What do you prepare for a job
- Correct mistakes interview?
Home work: (2 minutes) 2. What should we do and
- Ask students to read the passage again. shouldn’t do before, during
- Ask students to do Reading exercise of Unit 6 and after an interview?
in workbook and prepare Part B : Speaking at
home

-Do Reading exercise of Unit 6 in
workbook and prepare Part B :
Speaking at home




80
The 34th Period
Date: 26/ 10/ 2010
Grade 12
Theme: future jobs
Unit 6
Speaking
Time: 45 minutes

I. Objectives:
1. Educational aim: Students should know to giving opinions about jobs
2. Knowledge:
- General knowledge: Students learn about opinions about jobs
- Language: Talking about opinions about jobs.
- New words: words related to opinions about jobs
3. Skills: talking about opinions about jobs
II. Method: integrated, mainly communicative
III. Teaching aids: pictures
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Ask Ss some questions about jobs: - Listen to the questions.
1. Would you like to work as a - Discuss the question.
teacher? - Stand up, answer the questions.
2. What do you think about teaching
job?
- Get feedback.
- Lead Ss to new lesson.
Pre-speaking : (12 minutes)
Task 1
- Introduce the task: Work in pairs. Match a job in A - Work in pairs.
with at least two descriptions in B. - Match a job in A with at least two
A B descriptions in B.
- a doctor • take care of people's health Example:
- a farmer • create imaginary characters and A: a doctor
- a tourist events B: • take care of people's health
guide • find good and safe hotels for • help save people's lives
- a writer customers - In turn, stand up and practice.
• take people to places of interest
• construct irrigation systems
• apply new farming techniques
• help save people's lives
• tell stories through pictures
- Ask Ss to match a job in A with at least two
descriptions in B.
- Go around class and help Ss if they need.

81
- Call on Ss to give their answers.
- Correct mistakes.
While-speaking : (15 minutes) - Understand the task
Task 2 - Work in pairs. Discuss which of
- Introduce the task: Task2. Work in pairs. Discuss the jobs in column A they
which of the jobs in column A you would/would not would/would not like to do. Explain
like to do. Explain why/why not? You can use the why/why not? use the cues in
cues in column B. column B.
A B
pilot boring
waiter rewarding
taxi driver difficult Example:
electrician interesting I would like to work as a doctor.
policeman fascinating Working as a doctor would be
journalist dangerous fascinating job because I would
hotel receptionist challenging have a chance to take care of
computer programmer fantastic - Guide people health.
students how to practise.
- Ask students to work in pairs.
- Help the students with new structures.
- Walk around and help them.
- Call some student to stand up and report before the
class.
- Correct their mistakes
Example:
I would like to work as a doctor. Working as a doctor
would be fascinating job because I would have a
chance to take care of people health.
Post-speaking : (10 minutes)
Task 3
-Teacher introduces the task: Task3. Work in
groups. Talk about a job you may do after you finish - Work in groups. Talk about a
school, using the following cues. job they may do after they finish
• Where you will work school.
• Who you will work with Example: I would like to work as a
• The salary you may get paid tourist guide. It would be a
• The working conditions challenging and fascinating job
- Let them work in groups because I would have a chance to
- Ask some students to stand up and tell loudly travel all over Vietnam and meet
- Walk round and help them many interesting people. If I work
- Listen and correct mistakes for a foreign tourist company, I can
get high salary and improve my
English speaking and listening
skills. Also, I am a sociable and
confident person and I can work
hard for a long time so I want to
work far away from home to know
more about the world around me.


82
Homework: (3 minutes)
- Assign homework. - Listen to the teacher
- Ask students to prepare Part C- Listening and do - Write down the homework
homework


In den day thoi




The 35th period
Date: 27/ 10/ 2009
Grade 12
Theme: future jobs
Unit 6
Listening
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know about future jobs and recent changes in job market.
2. Knowledge:
- General knowledge: Students learn more about jobs
- New words: Words related to future jobs
3. Skills: - Filling in missing information
- Deciding on True or False statements
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, tape and cassette player
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
-Give Ss a question to discuss: Which is the - Discuss and answer the questions
most popular job in Vietnam? - E.g. Accountant nurse lawyer
- Get feedback teacher computer programmer….
- Lead Ss to new lesson.
E.g. Accountant nurse lawyer

83
teacher computer programmer…. - Read loudly the words:
Pre-listening: (7 minutes) workforce manufacturing retail
- Ask students to look at the part: Before service category goods job
listening market economy
- Read loudly the words: wholesale
workforce manufacturing retail - Understand those words.
service category goods job market
economy wholesale
- Walk round, listen and help students
- Ask students to repeat loudly the words
- Listen and check pronunciation - Read the questions quickly.
While-listening: (20 minutes) - Listen to the listening script.
Task 1 - Answer the questions.
- Introduce the task: Task 1. Listen to the
passage and fill in the missing words in the
boxes.
- Ask students to read the questions quickly.
- Guide students the requests of the task.
- Call some students to give their answers.
- Read the passage the third time for Ss to Answer:
correct. 1- manufacturing
Key: 2- service
1- manufacturing 3- transportation
2- service 4- finance
3- transportation 5- service
4- finance
5- service
Task 2
- Introduce the task: Task 2. Listen again and
decide whether the statements are true (T) or - Read the statements quickly.
false (F). - Listen to the listening script.
1. American workers have changed from - Answer the questions.
manufacturing jobs to service jobs.
2. Manufacturing jobs are jobs in which
workers make something.
3. Personal services are one of the five Answers:
service jobs. 1- T 2- T 3- T 4- F 5- F
4. 70% of workers produced goods one
hundred years ago.
5. 80% of workers will work in the service
sector by the year 2020.
- Read the passage again.
- Ask Ss to decide whether the statements are
true (T) or false (F).
- Go round the class, give help to Ss if they
need.
- Call some Ss to give the answers.
- Read the passage the last time to check their
answers.
84
Suggested answers:
1- T 2- T 3- T 4- F 5- F
After-listening: (5 minutes)
- Work in groups. Summarize the passage
using the information in Tasks 1 and 2.
- Guide Ss to do. - Work in groups. Summarize the passage
- Call some Ss to summarize the passage using the information in Tasks 1 and 2.

Homework: (3 minutes)
- Assign homework.
- Prepare the section D (The Writing part of
Unit 6). - Prepare the section D (The Writing part
of Unit 6).




The 36th period

85
Date: 16/ 10/ 2009
Grade 12
Theme: future jobs
Unit 6
Writing
Time: 45 minutes

I. Objectives:
1. Educational aim: Students learn how to understand a formal letter
2. Knowledge:
- General knowledge: Students will be able to write a formal letter of job application
- Language
- New words: Words relating to job application
3. Skill :
II. Method: Integrated mainly communicative
III. Teaching aids: Textbook, board markers
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up :(3 minutes)
- Raise a picture of a beauty spot ( Keo Pagoda in - Work in pairs, answer the questions.
Vu Thu Thai Binh) and ask Ss some questions: - Understand the aim of the lesson.
- 1. Where is it? - The new lesson: “Writing a formal
- 2. What is it famous for? letter of job application”
- 3. Do you want to work as a tourist guide here?
- 4. What qualification do you need?
- Get feedback.
- Lead Ss to the new lesson: “Writing a formal
letter of job application”
Pre-writing: (15 minutes)
- Teacher introduces the task: Task 1. Work in pairs. - Work in pairs. Read the following
Read the following advertisement and fill in the advertisement and fill in the notes.
notes. English-speaking Tour Guides
English-speaking Tour Guides Wanted Wanted
We are a travel company managing holiday We are a travel company managing
tours. We need English-speaking local guides to holiday tours. We need English-
accompany foreign visitors on trips throughout speaking local guides to accompany
Vietnam. If you have a high school diploma, have foreign visitors on trips throughout
experience as a tour guide, a good manner, speak Vietnam. If you have a high school
fluent English and are willing to work hard for diploma………….
long hours, please contact: The Manager, Answers:
Vinatour, 450 Nguyen Du Street, Hanoi. 1. Tour guide
Telephone No: 04 824 0139. 2. high school diploma
• Type of job: ………………… 3. experience as a tour guide,
• Level of education needed: …………… fluent English
• Work experience: …………………… 4. a good manner, willing to
• Character and interests: ………………… work hard for long hours
- Study the task carefully.
- Guide Ss to fill in the notes. - Work in pairs to give outlines
86
- Walk round the class to give Ss assistance. - Base on the outline write a letter to
While-writing: (20 minutes) Vinatour, applying for the job
- Teacher introduces the task: Task 2 Write a letter mentioned in the advertisement in
to Vinatour, applying for the job mentioned in the Task 1.
advertisement in Task 1. Your letter should include - Exchange their writing for peer
the following details. correction.
• Your name, address and date of writing - Read out the letter.
• Name and address of the company - Correct mistakes.
• Greeting
• Introduction: say where you saw the advertisement Flat 3,324, Ly Thuong Kiet Street,
and why you are writing the letter of application Hanoi
• Body: mention your education, work experience 16, October,
and your character / interests 2004.
• Conclusion: express your willingness to work for Hanoi Vinatour
the company and when you are available for
interview 250, Nguyen Du Street, Hanoi
• Closing Dear Sir or Madam,
- Guide Ss to write outlines.
- Ask Ss to write I am writing in reply to your
- Call on some Ss to read out their writing in front advertisement in the Vietnam News
of the class. for experienced English-speaking
- Ask Ss to exchange their writings for peer local guides to accompany foreign
correction visitors on trips throughout Vietnam.
- Correct mistakes. I think I meet all of the
Suggested answer. qualifications that you specify. I was
Post- writing: (5 minutes) awarded High School Certificate two
- Ask Ss to read the letter again. years ago. After leaving high school,
- Give remarks on the writing I worked as an accountant in a small
travel agency for one year, where I
was given a training course on
tourism. Then I had one year of
experience as a tour guide so I know
many tourist areas in Vietnam arid
have a basic knowledge of
Homework: (2 minutes) Vietnamese culture, history and
- Rewrite the letter at home. geography. I speak English fluently.
- Prepare the section E (The Language focus part of In addition, I am a sociable and
Unit 6). confident person and can work hard
for long hours. I would like to work
for you and would appreciate the
opportunity to discuss this position
with you in person.
I am looking forward to hearing
from you at your convenience.
Yours faithfully,
Nguyen Quoc Anh



87
- Rewrite the letter at home.
- Prepare the section E (The
Language focus part of Unit 6).




The 37th period
Date: 18/ 10/ 2009
Grade 12
Theme: future jobs
Unit 6
Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim: Students know how to pronounce weak/strong forms of some
conjunctions & prepositions
2. Knowledge:
- General knowledge: Students learn some information to fill in a form
88
- Language:
- New words: Words related to a form
3. Skills:
- Pronunciation: weak/strong forms of some conjunctions & prepositions
- Grammar: Relative clauses
II. Method: Integrated, mainly communicative
III. Teaching aids: Text books,
IV. Procedures:
Teacher’s activities Students’ activities Notes
Warm-up: (4 minutes)
- Write some words on the board, and then - Listen to teacher
pronounce those words aloud. - Read aloud
- Pay attention to its weak/strong forms. - Pay attention to its weak/ strong
- Ask Ss to read after forms.
I. Pronunciation - Understand the aim of the new
- Ask Ss to look at this table. lesson.
- Read the words and their weak and strong
form.
- Ask Ss to read after.
- Call some Ss to read seats
- Help students how to pronounce those words
correctly by reading first as model
b. Practice: Practise reading these sentences
1. What are you looking at?
2. I want to go but I don't know when.
3. She bought a book and two pens.
4. Thanks for coming.
5. Where is it from?
6. I'm from Hanoi.
- Listen and repeat from 2-3 times
7. She's the one I'm fond of.
- Some of them stand and read words
8. First of all, I want to thank you for coming.
aloud
9. The letter was to him, not from him.
- Practise in groups
10. I want to ask you a question.
- Some groups compare with their results
- Read the words first: clearly, correctly
and read the words in sentences aloud
- Listen and correct their pronunciation if it’s needed
- Let students read the sentences and work in groups
- Listen and remark each group
II. Grammar:
- The answers can be various
a) Review some grammar structures: Relative
- Listen and give more questions in
clauses
pairs
Whom; who; which; whoever; whose………
- Read the sentences in chorus aloud
- Give some examples
- Ask Ss to make sentences with the structures.
b. Practice:
* Exercise 1: (10m’)
- Understand the task
- Introduce the task: Exercise 1. Add who, whoever,
- Fill each blank with the simple
whose, whom or which to complete the following
sentences. present passive form of the

89
- Guide Ss to do verb in brackets.
- Ask Ss to fill each blank with who, whoever, Answers:
whose, whom or which. 1. is separated
- Correct mistakes. 2. is set - must be followed
Suggested answers: 3. is made up
1. whom 2. which 3. Whoever 4. is paid
4. which 5. Which 6. Who 5. are selected
7. Whose 8. who 9. which 10. whom
* Exercise 2: (10m’)
- Introduce the task: Exercise 2. Join the following - Understand the task
sentences in two ways. - Rewrite the following sentences
Example: using the passive voice.
1. Look at the man. He is teaching in the classroom. Answers: Exercise 2
a) Look at the man who is teaching in the classroom.
b) Look at the man teaching in the classroom.
- Guide Ss to do - Do exercise ‘part E-language focus’
- Ask Ss to rewrite the following sentences using the in work book.
passive voice. - Prepare Unit 5: Higher education
- Correct mistakes.
1. I read a book that was written by a friend of mine. 1. I read a book that was written by a
- I read a book written by a friend of mine. friend of mine.
2. A man who was carrying a lot of money in a box - I read a book written by a friend of
got on the bus. mine.
- A man carrying a lot of money in a box got on the 2. A man who was carrying a lot of
bus. money in a box got on the bus.
3. In the street there were several people who were - A man carrying a lot of money in a
waiting for the shop to open. box got on the bus.
- In the street there were several people waiting for 3. In the street there were several
the shop to open. people who were waiting for the shop
4. Britain imports many cars which that were made to open.
in Japan. - In the street there were several
- Britain imports many cars made in Japan. people waiting for the shop to open.
5. There are a lot of people in your office who want 4. Britain imports many cars which
to talk to you. that were made in Japan.
- There are a lot of people in your office wanting to - Britain imports many cars made in
talk to you. Japan.
6. The cowboy who had been wounded by an arrow 5. There are a lot of people in your
fell off his horse. office who want to talk to you.
- The cowboy wounded by an arrow fell off ms - There are a lot of people in your
horse. office wanting to talk to you.
7. Most of the people who were injured in the crash 6. The cowboy who had been
recovered quickly. wounded by an arrow fell off his
- Most of the people injured in the crash recovered horse.
quickly. - The cowboy wounded by an arrow
8. John, who wished he hadn't come to the party, fell off ms horse.
looked anxiously at his watch. 7. Most of the people who were
- John, wishing he hadn't come to the party, looked injured in the crash recovered quickly.
anxiously at his watch. - Most of the people injured in the
9. The children who were playing football in the crash recovered quickly.
90
schoolyard were my students. 8. John, who wished he hadn't come to
- The children playing football in the schoolyard
the party, looked anxiously at his
were my students. watch.
10. Vietnam exports a lot of rice which is grown
- John, wishing he hadn't come to the
mainly in the south of the country. party, looked anxiously at his watch.
- Vietnam exports a lot of rice grown mainly in the
9. The children who were playing
south of the country. football in the schoolyard were my
students.
- The children playing football in the
schoolyard were my students.
Homework: (2 minutes) 10. Vietnam exports a lot of rice
- Assign homework which is grown mainly in the south of
- Do exercise ‘part E-language focus in work the country.
book. - Vietnam exports a lot of rice grown
mainly in the south of the country.




91
The 38th period
Date: 29/ 10/ 2009
Grade 12
Test yourself B

I. Objectives: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing.
- Improve their knowledge through the test yourself.
II. Method: Integrated, mainly communicative.
II. Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs…
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Greeting - Greeting
- Ask students something about the test - Answer teacher’s questions
yourself B
* Have you prepared it at home?
* Have you got any difficulties?

Test yourself

I. Listening(2.5 points) (10 minutes) - Look at the book and listen
- Present the task: Listen and complete the to the task
table below - understand the task
- Tell students the topic of the table - Listen to the tape carefully
- Get students to look through the table - Fill in the blanks with the
- Explain the meaning of new words words they’ve just heard
- After that turn on the tape of the passage aloud - Correct mistakes
twice
- Let students fill in the blanks with the words Keys:
they have just heard 1. sorts of things,
- Go round the class to control the work 2. learn at all,
- Then turn on the tape of the passage the last 3. things for themselves, 4.
time for students to check their results make them go,
- Correct mistakes 5. a certain age.


II. Reading (2.5 points) (10 minutes)
- Present the task: Read the passgae and fill in - Look at the textbook and
each blank with a suitable word from the box. listen to the teacher then read
- Get students to work in groups, discuss the passage and fill in each
about the passage blank with a suitable word
- Go round the class to control the discussion from the box.
- State the best option - Work in groups to discuss
- Correct mistakes about the passage
- Finish the task
- Compare their results with
92
the other groups, and correct.
Keys:
1. Final 6.Qualification
2. requirements 7.Grader
3. when 8.Equivalent
4. courses. 9. Count
5. subjects 10. Who

- Listen to the teacher
III. Grammar(2.5 points) (8 minutes) - Work in groups to complete
- Recall the grammar. the sentences
- Giude students how to do - Compare the results with the
- Give them some newwords: other groups
- Do the first as an example. - Correct mistakes
- Ask students to to the exercise. Keys:
- Call the to to on board. 1. The widows have been
- Go round the class to control the set’s cleaned
activities 2. A super market is going to
- State the keys built
- Correct mistakes 3. Lan is said to have won ....
4. If you listen carefully, you
will know what to do
5. If I had a car, I would
6. If we had brought a city
map, we wouldn’t have ........
- Listen to the teacher
carefully.
- Work in groups or in pairs
IV. Writing(2.5 points) (7 minutes) then write.
- Giude students how to write - Compare the results with the
- Give students some models and structures to other groups.
writes.. Dear .........
- Ask students to write. - Correct mistakes
- Call the to to on board.
- Go round the class to control the students’ - Study all the lessons again
activities
- Correct mistakes
Homework (5 minutes)
- Ask students:
+ to study all the lessons again




93
The 39th period
Date: 01/ 11/ 2009
Grade 12

Review and test preparation
Lesson 1 – passive voice


A. Objectives;
1- Knowledge: By the end of the lesson students will be able to;
- use the correct passive sentence
3- Skills:
- Remembering the use of passive voice
4- Education:
- present passive speech in English language.
B.Teaching aids;
1.Teacher: - Method: mainly communicative approach.
- Materials: helping board, textbook, handouts.
2. Student:- Materials: Student’s book
C.Procedure;
Theme Teacher's activities Student's activities
I. 1- Check the student's list - Monitor gives names
Organize 2- Arrange the seats if it's necessary of absent students
( 1 m')
II. - Ask some questions: Work in pairs.
94
Warm-up 1. Do you know when was this school built at the
(5 m') first time? - write down the
2. How many pupils have been taught since 1999? answers
- Call some Ss to answer orally, - give the answers
- Take note the answer on the board and feedback. orally.
- Instroduce the revision grammar point. - other ss give remarks
on the answers.

III. A. Grammar : - study the examples
Presentation *) Passive voice. and give remarks on
(35 m') - T give examples and ask Ss to give remarks. the form
Ex1: This bike is made of plastic. - buid the form
Ex2: Her book was read by thousand of students last
year.
Ex3: These rooms have been painted several times.
- Ask Ss to give remarks on the form.
1- form.
To be + Past participle (PII) 2
- Rules of changing active to passive. - study the model
2.1) Subject, object, verb. - give explaination to
Ex1: VietNam exports rice. the rules.
-> Rice is exported by VietNam. - write down
Active: Subject verb obiect

Passive:Subject be + PII by object
2.2) Tenses:
Active tenses Passive tenses - study the active
- simple present - S + is/am/are + PII - give the equivalents
- simple past - S + was/were + PII to passive
- present continuous - S +is/am/are + being + - write down
- past continuous PII
- present perfect - S +was/were+ being +
- past perfect PII
- S + has/have + been +
PII
- S + had + been + PII
2.3) Modal verbs:( can, could, may, must, should…)
- listen to the teacher,
S + modal verbs + be + PII
- take notes
Ex1: Our village may be flooded in the rain season.


IV. - T summarize the content of the lesson. - listen and understand
Summary + give remarks on the basic rules.
(2 m')
V. - Asign homeworks: exercise 1,2,3 page 50(English - Listen to the teacher
Homework 12- student book) - Write down the
(2 m') - Prepare conditional sientences: Revise the rules of homework to do at home.
transformation of active to passive.

95
The 40th period
Date : 03/ 11/ 2008
Grade 12

Review and test preparation
Lesson 2 – Conditional sentence




A. Objectives;
1- Knowledge: By the end of the lesson students will be able to;
- use the correct conditional sentences.
3- Skills:
- Remembering the use of conditional sentences.
4- Education:
- present wishes in English language.
B.Teaching aids;
1.Teacher: - Method: mainly communicative approach.
- Materials: helping board, textbook, handouts.
2. Student:- Materials: Student’s book
3. Anticipated problems: SS may find difficult to distinguish the use of conditional sentence
type1 and type2 in some cases.
C.Procedure;
Theme Teacher's activities Student's activities
I. 1- Check the student's list - Monitor gives names
Organize 2- Arrange the seats if it's necessary of absent students
( 1 m')
II. - Ask some questions: Work in pairs.
Warm-up */ If you were the headmaster, what should be done
(5 m') to make our school better? - write down the
- Call some Ss to answer orally, answers
- Take note the answer on the board and feedback. - give the answers
- Instroduce the revision grammar point. orally.
- other ss give remarks
on the answers.

III. A. Grammar : - study the examples
Presentation and give remarks on
(35 m') *) Conditional and wish sentence. the form

96
1- Conditional sentence; - buid the form
1.1) Conditional sentence type 1.
a- Form;
Ex1: If he visits us, I will tell him the truth.
If clause Main clause
S + V(simple present tense) S + will + V(infinitive)
b- Use;
b.1) express an real condition that is in present or
may happen in the future.
Ex1: If I have time, I'll visit you. - study the models
Ex2: He will get good marks if he studies harder. - give explaination to
b.2) Will" can be replaced by " can, may, must, the use.
should) - write down
Ex1: If you feel tired, you can stay at home.
Ex2: We may finish our before noon if we start now.
Ex3: If you want a good job, you must work hard
now.
1.2) Conditional sentence type 2.
a- Form;
Ex1: If he lived next to us, we would ask him for
help.
If clause Main clause
S + V(simple past tense) S + would + V(infinitive) - study the model
b- Use; - give explaination to
b.1) express an unreal condition that can't happen. the form.
Ex1: If I were a millionaire, I would buy a luxury - write down
car.
Ex2: What would you do if you won 100.000$?
1.3) Conditional sentence type 2. - study the models
a- Form; - give explaination to
Ex1: If he lived next to us, we would ask him for the use.
help. - write down
If clause Main clause
S + V(past perfect tense) S + would have + V(infinitive)
b- Use;
b.1) express an unreal condition in the past that - study the model
coundn't happen. - give explaination to
Ex1: If he had studied hard, he would have entered the form.
an university. - write down
Ex2: We wouldn't have missed the train if we had
got up earlier.
* Notice:
If…not.. = Unless (trõ phi) - study the models
Ex1: If he doesn't call her, she will be unhappy. - give explaination to
-> Unless he call her, she will be unhappy. the use.
2- wish, if only + clause ( gi¸ mµ…) - write down
2.1) unreal wish at present.
Ex1: I wish my life were better.

97
Ex2: If only he loved me, I would be the happiest - listen to the teacher,
woman. - take notes
2.2) unreal wish in the past.
Ex1: We wish she hadn't failed the exam.
Ex2: If only you had bought that house, we would
have lived near the city center.
IV. - T summarize the content of the lesson. - listen and understand
Summary + give remarks on the basic rules.
(2 m')
V. - Asign homeworks: exercise 1,2,3 page 34 - Listen to the teacher
Homework ( English 12, workbook) - Get the knowledge
(2 m') - Prepare for conditional sientences ready for the coming
- To get ready for the 45 minute-test in the next test
period - Write down the
homework to do at home.




\
The 41st period
Date: 06/ 11/ 2009
Test 2
Grade: 12
Time limit: 45 minutes
45 minute test 2
Full name :…………………………………….
Class : ……………

Circle the best opitions to complete the following passage :
Henry is probably the luckiest person I know. He is one of those rare people (1)……….job I
would really like to have myself. Henry, who had always been interested (2)……….both
science and animals, wanted to be a vet, and we were both students(3)………..university at
the same time. When his course finished, he went to Aberdeen, where he looked after
domestic animals (4)……..as cats and dogs. In addition, he is charge (5)……..a special
program to protect species which are in danger of extinction.
1/ A.who B.his C.who his D.whose
2/ A.in B.at C.of D.for
3/ A.of B.at C.studying D.on
98
4/ A.like B.same C.such D.just
5/ A.of B.with C.for D.at
Choose the sentence that has the same meaning with the given sentence :
6.My father stopped smoking two years ago.
A. My father stopped smoking for two years.
B.My father has stopped smoking two years ago.
C.My father has stopped smoking two for years ago.
D.My father has stopped smoking for two years
7. He wore glasses and a false beard so that ____.
A. anyone can recognize him C. no one can recognize him
B. no one could recognize him D. no one couldn’t recognize him
8.As soon as he waved his hand, she turned away.
A.He saw her turn away and he waved his hand.
B.No sooner had he waved his hand than she turned away.
C.She turned away because he waved his hand too early.
D.Although she turned away, he waved his hand.
9.”Don’t put your feet on the chair,” my mother said
A.My mother said to me not to put your feet on the chair.
B.My mother told me not to put my feet on the chair.
C.My mother told me I did not put my feet on the chair.
D.My mothey told me that I should put my feet on the chair.
10.I might go camping. My friends have invited me.
A.My friends have invited me to go camping.
B.My friends have invited me go camping.
C.My friends have invited me going camping.
D.My friends have invited me that I might go camping.
Choose the word that pronounced differently from the others :
11/ A.laughs B.photographs C.machines D.parents
12/ A.planted B.liked C.needed D.wanted
13/ A.humor B.honest C.human D.horror
14/ A.language B.success C.private D.property
15/ A.escape B.replace C.involve D.country
Choose the best answer :
16.Everything is going well.We………….any problem so far.
A.didn’t have B.haven’t had C.hadn’t had D.wasn’t having
17.Look ! That man overthere…………..the same sweater as you.
A.wears B.to wear C.is wearing D.was wearing
18.Lisa………..to work yesterday. She wasn’t feeling well.
A.didn’t go B.hasn’t gone C.hadn’t gone D.hadn’t go
19.Most of the guests………by the time we arrived at the reception.
A.had left B.were left C.would left D.have left
20.When she returned home from work, she……….a bath.
A.takes B.took C.has taken D.was taking
21.Did he tell you…………..?
A.where could we meet him. B.we would be able to meet him where.
C.where would be able to meet him. D.where we would meet him.
22.If Tan Son Nhat Airport………..clear of fog we will land there.
A.is B.was C.will be D.could be

99
23.Kate is a very…………girl. She can make friends easily even though she is in a strange
place.
A.shy B.unfriendly C.socible D.reticent
24.You…………..better take off your wet shoes.
A.should B.would C.had D.could
25.Elvis Presley…………..in 1997.
A.dies B.died C.is died D.was died
26.His short stories,………..usually had unhappy endings, were collected and published.
A.who B.which C.whom D.that
27.His achivements were partly due to the………..of his wife.
A.assis B.assisted C.assistant D.assistance
28.Tommy………..for all the trouble had caused to us.
A.complimented B.apologized C.excused D.complained
29.There was a wealth of…………….evidence.
A.supportive B.support C.supported D.supporting
30.My sister……………for you since yesterday.
A.is looking B.was looking C.looked D.has been looking
31.English is an important...........that is required in several national examination.
A.language B.test C.evaluation D.subject
32.Bicycles................in the driway.
A.must not leave B.must be leaving C.must not left D.must not be left
33.............................yet ?
A.Have the letters been typed B.Have been the letters typed
C.Have the letters typed D.Had the letters typed
34.If I............ten years younger, I would apply for the job.
A.am B.was C.were D.had been
35.Ms Young, to.............many of her students are writing, is living happily in Canada.
A.who B.whom C.that D.whose
36.I would like to know the reason...............he decided to quit the job.
A.why B.which C.that D.when
37.I have just called.................a job interview, I am so nervous.
A.for B.in C.over D.with
38...............................if a war happened ?
A.What you would do B.What would you do
C.What will you do D.What you will do
39.If she................the train last night, she.................here now.
A.took / were B.takes / will C.had taken / would have been D.had taken / would be
40.Paul is so smart. He graduated...........the university in just three years.
A.of B.at C.from D.to




UNIT 7: economic reforms


100
The 42nd period
Date: 08/ 11/ 2009
Grade 12
Theme: economic reforms
Unit 7
REFORM Reading
Time: 45 minutes

I. Objectives:
1. Educational aim:
- Students read and guess the meaning of words in contexts.
- They read and answer questions about the texts.
- They practice scanning for specific information in the texts.
2. Knowledge:
- General knowledge: The changes brought about by the economic reforms.
- Language: Common knowledge of education, healthcare, agriculture,…
- New words: Words related to the topic (economic, medical and agricultural terms).
3. Skills:
- Guessing meaning in context, scanning for specific information and passage
comprehension.
II. Method:
- Integrated, mainly communicative.
III. Teaching aids:
-Picture, board, chalks, textbook, handouts,…
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
Aims: to introduce the topic of the lesson and - now: beautiful buildings,
to raise students' interest. good facilities,..
- Tell the class the the differences between past: ….
schools (hospitals, houses) now and the past now: tractors, motorbikes, …
ten years. past: human’s force or animal’s
- How do farmers transport their farming force.
products now and how did they do ten years - the development of
ago? economic.
- What make all of these changes?
Before you read : (38 minutes) - Things seen: a village,
- Ask students (to work in pairs) to open their farmers, a buffalo, some huts,…
books, look at the pictures, and do the tasks A poor village, of course the
that follow. farmers lead a poor life.
+ What can you see..? Build a new road, change the
+ Do you think…? cultivation methods, …
+ What, in your opinion, should…?
- Ask them to work in 3 minutes, meanwhile
the teacher moves round to help if necessary.
- Ask some pairs to report . - Listen to the teacher then read
- Give some remark if necessary the passage
- Ask students to read the pssage
101
- Listen to the teacher
Home work: (2 minutes) - Write down the homework to do at
- Ask the students to read the passage and home.
prepare the tasks at home




The 43rd period
Date: 10/ 11/ 2009
Grade 12
Theme: economic reforms
Unit 7
Reading
Time: 45 minutes

I. Objectives:
1. Educational aim:
- Students read and guess the meaning of words in contexts.
- They read and answer questions about the texts.
- They practice scanning for specific information in the texts.
2. Knowledge:
- General knowledge: The changes brought about by the economic reforms.
- Language: Common knowledge of education, healthcare, agriculture,…
- New words: Words related to the topic (economic, medical and agricultural terms).
3. Skills:
- Guessing meaning in context, scanning for specific information and passage
comprehension.
102
II. Method:
- Integrated, mainly communicative.
III. Teaching aids:
-Picture, board, chalks, textbook, handouts,…
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
Aims: to introduce the topic of the lesson and - now: beautiful buildings,
to raise students' interest. good facilities,..
- Tell the class the the differences between past: ….
schools (hospitals, houses) now and the past now: tractors, motorbikes, …
ten years. past: human’s force or animal’s
- How do farmers transport their farming force.
products now and how did they do ten years - the development of
ago? economic.
- What make all of these changes?
While you read : (30 minutes) - Ask some new words if
- Ask students to look through the passage necessary
and read in silence
- Help students read the passage
- Explain pronunciation and meaning of new - Read through the text find the
words which appear in the passage new words, try to guess the
Task 1 : (10 minutes) meanings of those words in
- Ask students to read through the text once contexts:
to find out some new words, guess the main + National Congresses: §¹i héi
idea. toµn quèc
- Explain new words (give the Vietnamese + renovation (n): ®æi míi
equivalents), guide the sts to get the main + under-developed (pp):¸chËm
contents of the reading text. ph¸t triÓn
- Ask students to work individually in 3 + inflation (n): l¹m ph¸t
minutes to do this task. + stagnant (adj): tr× trÖ
- Guide students to read through the passage , + government subsidies (n): sù
then focus on only the sentences surrounding bao cÊp cña
the suggested words to do the task chÝnh phñ
effectively. + government commitment (n):
- Give students some more words that may cam kÕt cña
be new/ unfamiliar to them. chÝnh phñ
- Guide the students to read the word in + dissolve (v): tan r·
chorus and individually. + substantial (adj): lín lao, ®¸ng

- Get the meaning of some more
words:
+ eliminate (v):….
+ intervention (n):…..
+ Vietnamese Communist Party
+ measure (n):……
+ promote (v):…..
+ economic reforms (n):…..
103
+ Land Law
+ Enterprise Law

Task 2: (10 minutes)
- Ask students to read the passage again and - Work individually to read the
choose whether the statements given are true text then choose whether the
(T) or false (F). statements given are true (T) or
- Ask them to work individually to do the false (F).
task and give the evidence to prove the keys. - Share the key with other sts.
- Move round to make sure that all students 1. F 2. F 3. T 4. F
are working and to help them if necessary. 5. T
- Ask some students to report and give - Find in the text the evidence to
feedback. prove the keys.
Task 3: (10 minutes)
- Ask students to read the passage again then
- Do the task in pairs:
work in pairs to ask and answer the A: When and by whom was …?
suggested questions. B: in 1986 by the Vietnamese
- Walk round the class to give help if Communist Party
necessary. A: What was the aim…?
B: to restructure the economy of
Vietnam, to
Raise the living standard of
the people.
A: Name the renovation
measures…?
B: eliminated government
subsidies.
shifted economic
priority…..of export.
reduced state intervention in
- Give suggested words, phrases or useful business.
suggestions. open trade relation…..the
world.
- Correct the students’ work. encourage foreign……
investment.
A: How has Vietnam
changed…?
B: productivity and agricultural
export…
farmers have enjoyed…..
workers have worked harder.
children, especially from …,
… training.
A: What do we believe?
B: We believe that with the …..

VN before DM: economy
under-developed – country and
poor people – production
104
After you read : (8 minutes) stagnant – shortage of schools,
- Ask students to work in group to scan the hospitals – inflation.
text again. Renovation measures:
- Ask them to work in small groups of three eliminated government
or four to talk about the text based on the subsidies - shifted economic
suggested points. priority…..of export - reduced
- Encourage them to use their own words. state intervention in business -
- Ask one or two pairs to report. open trade relation…..the world
- encourage foreign……
investment.
VN since DM: productivity and
agricultural export -farmers
have enjoyed…..- workers
have worked harder.
children, especially from …,
… training.

- Listen to the teacher
- Write down the homework to do at
home.



Home work: (2 minutes)
- Write a passage to say what changes
you’ve seen in your village since the year
1986. compare to the past.




The 44th Period
Date: 10/ 11/ 2009
Grade 12
Theme: economic reforms

105
Unit 7
Speaking
Time: 45 minutes

I. Objectives:
1. Educational aim:
- Students work in pairs to describe the pictures.
- Students talk about measures and effects of the economic reforms in Fantasia.
2. Knowledge:
- General knowledge: Economic reforms.
- Language: + The way to make suggestions or predictions.
+ The tenses.

- New words: words related to economic reforms.
3. Skills:
- Discribing details in pictures.
- Talking about changes the new economic reform has brought about.
II. Method:
- Integrated, mainly communicative.
III. Teaching aids:
- Pictures, board, chalks, textbook, handouts.
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
Tell a short story to prove that the renovation Listen and give one’s own
measures has apparently changed the social ideas or story if being asked.
and people’s lives positively.
Pre-speaking : (12 minutes)
Task 1
- Explain the requirements clearly in English - Work in pairs to discus the
“in your textbook, there are four pictures. three questions and find the
Now, what I would like you to do is to look at answers.
them carefully and say what they are about” A: What does each pair of
- Ask students to work in pairs to discus the picture tell you?
three questions and find the answers. B: It tells us the contrast
- Correct the students’ work and give remark. between the present
and past situations.
A: What changes can you see
in each pair of…?
B: The new school and
factory are much bigger
and more beautiful than
the old ones.
A: What do you think …..to
achieve these…?
B: They must have taken
some renovation
While-speaking : (15 minutes) measures.
106
Task 2 - Correct the answers oneself.
- Explain the requirements “The country of
Fantasia started its overall reforms…”. Group 1: Education
- Divide the class into groups, asks each S1: The government of
group to discus a section: Education Fantasia has changed the
Health care curriculum and textbooks.
Agriculture S2: They also provided
- Guide the students how to speak by giving schools with more equipment
them useful suggestions: and facilities.
+ They have………… so …….. S3: They build more schools
+ Due to the ……… and raised the teachers’
+ Thanks to the……….. salaries.
+ By applying………. S1: It is obvious that they……
- Walk round from group to group to give Group 2: Health care
help if necessary. S1: Many hospitals have been
- Encourage students to speak out what they built as well as the doctors’
think even a phrase or a singular word. and nurses’ salaries have
been raised.
S2: Due to the government’s
policy, many more highly
qualified doctors have
worked to improve the
people’s health.
Group 3: Agriculture
S1: Fantasia has applied
appropriate policy to
encourage farmers to work
more efficiently, and they
have built more dykes and
damps, irrigation and
drainage systems.
S2: They’ve also applied new
and advanced farming
techniques, more facilities
and equipment.
S3: They use fertilizers,
pesticides and insecticides to
protect their crops.

S1: The government of
Post-speaking : (10 minutes) Fantasia has changed the
Task 3 curriculum and textbooks.
- Ask students to work individually to They also provided schools
summarize what they’ve discussed in their with more equipment and
own words. facilities. They build more
- Move round to check the activities and to schools and raised the
make sure that students are working teachers’ salaries…
effectively. S2: Fantasia has applied
- Ask one or two students to report in front of appropriate policy to
107
the whole class. encourage farmers to work
- Check and give remarks. more efficiently, and they
have built more dykes and
damps, irrigation and
drainage systems. They’ve
also applied new and
advanced farming techniques,
more facilities and
equipment. They use
fertilizers, pesticides and
insecticides to protect their
crops.

- Listen to the teacher.
- Write down the homework to do
at home.



Homework: (3 minutes)
Name some measures we’ve made to
promote our economic system.




108
The 45th period
Date: 12/ 11/ 2009
Grade 12
Theme: economic reforms
Unit 7
Listening
Time: 45 minutes

I. Objectives:
1. Educational aim:
-Students know the harm of taking drug.
2. Knowledge:
- General knowledge: Listen for specific information.
- Language: The present simple tense.
- New words: Words related to to the topic.
3. Skills: - Listening and deciding on True or False statements.
- Listening comprehension
II. Method:
- Intergrated, mainly communicative.
III. Teaching aids:
- Tape, cassetteplayer, board, chalks, textbook.
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- A story about an addictor. - Listen to the teacher.

Before you listen: (7 minutes)
- Ask students to work in pairs to ask and - Work in pairs:
answer the given questions. S1: Should drug-taking be
- Guide the students to answer if necessary.banned?
- Give further information. S2: Yes, because it brings the
users many harm on not only
their physical but also mental
- Explain the words that will appear in the health.
listening text. S1: Drug-taking is totally a
- Ask students to read in chorus then social evil.
individually. - Listen and repeat:
109
Tango
discourage
Drug-taker rationally
Ruin solution
Unfortunately
measures
islanders

While you listen: (20 minutes) - Read the statement once to
Task 1: get the main contents.
Ask students to read the statement at least Listen to the tape and do the
once first. task.
Ask them to guess the answers Find evidences to each of the
Play the tape once then check how many answers.
answers can students find. Represent if being asked.
Play the tape again. Keys: 1. F, 2.F, 3. T, 4. T,
Check and give remarks. 5. F, 6. F, 7. T, 8. T,
Call some students to say out their answers 9. F
and the evidences they get to prove their - Listen to the teacher’s
answers. explanation then correct the
answers onself.

- Read the questions once to
Task 2: get the main contents.
- Ask them to guess the answers. Listen to the tape and do the
Play the tape once then check how many task.
answers can students find. Find evidences to each of the
Play the tape again. answers.
Check and give remarks. Represent if being asked.
- Call some students to say out their 1. They discovered a plant
answers and the evidences they get to prove containing a powerful drug.
their answers 2. They grew it all over the
island.
3. The negative effects:
people become lazy –
children did not go to school
– the shortage of food.
4. Measures: introduced a
law to make the drug illegal –
put drug-takers into prison –
export the drug to other
countries.
- Listen to the teacher’s
explanation then correct the
answers oneself.

- In groups, ask and answer
the question.
S1: Do you think that the
110
Government of Tango……?
S2: I don’t agree with that
After you listen: (10 minutes) solution because when they
- In group, ask students to discus the guided export the drug to other
question, find the answer. countries the other peoples
- Move around to help if necessary. will suffer from the drug-
- Give remarks or even suggestions. taking problems, and other
government will face the
same problems as theirs.
- Listen to the teacher’s guide
to correct oneself.


-Listen to the teacher and
write down homework to do
at home.



Homework: (3 minutes)
- Imagine you are an MP of Tango what
would you do to solve the problem.




The 46th period
Date: 14/ 11/ 2009
Grade 12
Theme: economic reforms
Unit 7
Writing
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Writing a report based on given information.
2. Knowledge:
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- General knowledge: Writing a report on the economic development.
- Language: +The tenses.
+ Connectors (time expressions)
- New words: Words related to economic reforms.
3. Skills:
- Writing a report.
II. Method:
- Intergrated, mainly communicative
III. Teaching aids:
- A picture, board, chalks, textbook.

IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Free talk about the changes in one’s home Do as required.
village during the renovation process. Exchange the ideas with
Pre-writing: (10 minutes) others.
- Explain as clearly as possible the
requirements “The table below presents the Listen to the teacher.
results the Government…..”. Get the task.
- Give clear task to students.

While-writing: (18 minutes)
Task 1
Ask students to look at Task 1.
In pairs, ask students to ask and answer the
questions. Work in pairs to do the task.
Move around to give help. S1: What was the economic
Check and give remarks. situation in Tango before
1980?
S2: It was really bad. The
country was under-
developed.
S1: What can you say about
the economic situation in
Tango from 1980 to 200?
S2: Many positive changes
has made. The economic
situation in 2000 is much
better than the one in 1980.
S1: What do you think the
….?
S: They have taken positive
measures….
Listen to the teacher to
correct oneself.

Work in groups to do the task.
112
Task 2 The Government and the
- Explain the requirements: Writing a report. people of Tango started their
+ The economic situation of Tango before overall economic reform in
1980. the mid 1970s. Before that
+ The measures taken by the Government time the economy of the
and the people of Tango overcome the country was in ruins………. .
problems. The Government of Tango
+ The achievement ( as presented in the has taken a lot of measures in
table) they have made as a result of the order to promote the national
reform. economy such as……. .
- Ask students to work in groups to write Despite all difficulties, the
report. people of Tango ….. . After
- Walk round to give help if necessary. all, they have received
greater and greater
achievements….
Compare the result to the
other groups.
Listen to the teacher’s
explanations.
Exchange the writing to other
groups to check and give
remarks.


- Represent the task on board
if being asked.
Read the writing to get
others’ remarks.
Post-writing: (10 minutes) The Government and the
- Ask some groups to represent their work, people of Tango started their
ask other to give remark. overall economic reform in
- Choose some good writing to read in class the mid 1970s. Before that
and give remark. time the economy of the
country was in ruins………. .
The Government of Tango
has taken a lot of measures in
order to promote the national
economy such as……. .
Despite all difficulties, the
people of Tango ….. . After
all, they have received
greater and greater
achievements….

Do as the teacher asked.



- Listen to the teacher and
113
write down homework.



Homework: (2 minutes)
- Ask students to rewrite the task at home and
preapare part Language Focus at home.




The 47th period
Date: 16/ 11/ 2009
Grade 12
Theme: economic reforms
Unit 7
Language Focus
Time: 45 minutes

I. Objectives:
1. Educational aim:
- Strong form and weak form of auxiliaries. Adverbial clauses.
2. Knowledge:
- General knowledge: Combining the sentences.
- Language: Know how to use although, even though…
- New words: Words related to the exercises
3. Skills:
- Writing sentences with adverbial clauses of concession.
II. Method:
- Intergrated, mainly communicative.
III. Teaching aids:
- Board, cassetteplayer, chalks, textbook and notebook.
IV. Procedure:

Teacher’s activities Students’ activities Notes
1. warm up: (5 minutes)
- Introduce the lesson to the students. - Listen to the teacher.
2. Pronunciation: ( 15 minutes)
- Explain the way to use strong form Get the teacher’s explanation.
(emphasis, positive, stressed cases ), weak Can /kæn/ (str) /kən/
form (interrogative, unstressed cases) (w)
- Help students to know the pronunciation. Could /kud/
- Practice: Must /mΛst/ (str) /
A: Can you speak English? məst/ (w)
B: Yes, I can. Have /hæv/

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A: Must we go now? Has /hæs/
B: I think we must. Do /du/
A: Have you met Quang? Does /dΛz/
B: Yes, I have Is /iz/
A: Has she gone? Am / æ m/
B: Yes, she has. Will /wil/
A: Shall we go now? Shall /∫æl/
B: I think we ought to. Practice reading in chorus or
A: Will you come tomorrow? individually.
B: Yes, I will.
A: Do you really have time for it?
B: Yes, I do.
3. Grammar and vocabulary: ( 23 minutes)
- Explain once again the “Clause of
concession”.
Though Exercise1:
Although S + V, S + V Although it rained a lot, we
Even though enjoyed our vacation.
Guide the students how to do the exercises. Although we had planned
Divide the class into groups, ask them to do everything carefully, a lot of
the exercises. things went wrong.
- Walk round to give help if necessary. Even though/ Although the
Correct the students’ work if necessary. doctor has advised him to
quit, Bob (still)….
Although it was cold and
rainy, we managed to go to
class in time.
Although Luong has studied
English only for six months,
he can …….
I didn’t go to bed early
although I was …
Exercise 2:
Although I was very tired
Although I had never seen
her before
although it was pretty cold
although we don’t like them
very much
Although I didn’t speak the
language
Although the heat was on
although I’d met her twice
before
although we have known
……..
Exercise 2:
we forget many things
they were very happy
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he could speak/ read the
language…
Although he had revised
everything…
4. Homework: (2 minutes) it is pretty cold/ there hasn’t
- Ask students to revise the strong form and been….
weak form of auxiliaries, the use of clause of
concession, and prepare Unit 8. Part:
Reading - Listen to the teacher and
write down homework to do
at home




UNIT 8: life in the future


The 48th period
Date: 16/ 11/ 2009
Grade 12
Theme: life in the future
Unit 8
Reading
Time: 45 minutes
116
I. Objectives:
1. Educational aim:
- Students read and guess the meaning of words in contexts.
- They read and decide on True or False statements.
- They note taking and comprehend the passage.
2. Knowledge:
- General knowledge: The changes of the life in the future.
- Language: Common knowledge of the life and the environment….
- New words: Words related to the life and the economic, environment…
3. Skills:
- Guessing meaning in context, deciding on true or false and passage comprehension.
II. Method:
- Integrated, mainly communicative.
III. Teaching aids:
-Picture, board, chalks, textbook, handouts,…
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
Aims: to introduce the topic of the lesson and - Listen to teacher.
to raise students' interest.
- Introduce the new lesson to the students.
Before you read : (7 minutes)
- Ask students to look at the picture ask and
answer the questions. - Look at the picture, listen to
the teacher then ask and answer
the questions in the book.
- Work in pairs.

While you read : (23 minutes)
- Ask students to look through the passage - Listen to the teacher then read
and read in silence the passages
- Help students read the passage - Ask some new words if
- Explain pronunciation and meaning of new necessary
words which appear in the passage
Task 1 : (3 minutes)
- Ask students to read through the text once - Work individually to read the
to find out some new words, guess the main text then choose the the words
idea. and phrases in the passage:
- Explain new words (give the Vietnamese - Share the key with other
equivalents), guide the sts to get the main students:
contents of the reading text. Keys
- Ask students to work individually in 3 1. Pessimists
minutes to do this task. 2. optimists
- Guide students to read through the passage , 3. economic depression
then focus on only the sentences surrounding 4. terroism
the suggested words to do the task 5. wiped out
effectively. 6. Space shuttle
- Give students some more words that may
117
be new/ unfamiliar to them.
- Guide the students to read the word in
chorus and individually.

Task 2: (4 minutes)
- Ask students to read the passage again then
- Listen to the teacher then do
work in pairs to ask and answer the the task.
suggested questions. - Works in pais:
- Walk round the class to give help if Keys:
necessary. 1 - Many large corporations will
be wiped out and millions of
jobs will be lost.
- Give suggested words, phrases or useful 2 - The security of the earth
suggestions. will be threatened by terrosist
groups will become more
- Correct the students’ work. powerful and more dangerous.
3 - People will be living in
much cleaner environment,
breathing fresher air anf being
looked after by …….
4 - They are developments in
micro technology–coputer and
telecommunication.

- Work individually to read the
text then choose the the words
Task 3: (6 minutes) and phrases in the passage:
- Ask students to read the questions carefully. - Share the key with other
- Ask students to read through the passage students:
again. Keys:
- Ask the class to do . - Work: Factories, offices….
- Call some students to give the answers. - Travel: Cars, space-shuttle,
- Ask others students to correct. petrol, ….
- Give the true answers
- Listen to the teacher then do
the task.
After you read : (8 minutes) - Some students stand up to
- Ask students to work in group to scan the report their discussions.
text again. - Work in groups
- Ask them to work in small groups of three
or four to discuss the Advantages and
disadvantages of Robots
- Encourage them to use their own words.
- Ask some students to report.
Home work: (2 minutes) - Listen to the teacher
- Review the reading and prepare the - Write down the homework to do at
speaking at home. home.



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The 49th Period
Date:18/ 11/ 2009
Grade 12
Theme: life in the future
Unit 8
Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Talking about the life in the future.
- Discussing predictions about life in the future….
2. Knowledge:
- General knowledge: The life in the future.
- Language: + The way to make the life better in the future.
+ The tenses.

- New words: words related to the life in the future.
3. Skills:
- Discussing predictions about life in the future.
- Talking about changes the life in the future.
II. Method:
- Integrated, mainly communicative.
III. Teaching aids:
- Board, chalks, textbook, handouts.
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
Tell a short story to prove that the renovation Listen and give one’s own
measures has apparently changed the social ideas or story if being asked.
and people’s lives positively.

Pre-speaking : (12 minutes)
Task 1
- Guide students how to practise. - Pair work.
- Ask students to work individual. - Practice answering the
- Walk around and help them. toppic:
- Call students to say. By the end of the 21st, chinese
119
- Correct their mistakes. astronaunts …… ………
By the end of the 21st, a new
moon city will have been
opened….
……………


While-speaking : (15 minutes)
Task 2 - Listen to the teacher then
- Guide students how to practise. practise.
- Ask students to work in pairs. - Workin pairs.
- Help the students with new structures. Ex:
- Walk around and help them. I think it is likely that by the
- Call some student to stand up and report end of the 21st century
before the class. …………
- Correct their mistakes. In my opion, it is unlikely
that by the end of the 21st
century …………
……………………

Post-speaking : (10 minutes)
Task 3 - Free practices
- Guide students how to practise. - The students who are called
- Ask students to work in gruops stand up to talk to the class
- Call some pairs of student to stand up and about their ideas.
practise.
- Correct their mistakes.

- Listen to the teacher.
Homework: (3 minutes) - Write down the homework to do
- Ask the students to prepare the listening at at home.
home.




The 50th period
Date: 22/ 11/ 2009
Grade 12
Theme: life in the future
Unit 8
Listening
120
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Listening, mastering the content of the tape.
- Doing the tasks fluently (true or false statements and the details).
2. Knowledge:
- General knowledge: By the end of the lesson ,students will be able to understand how to
make the life better and longer in the future.
- Language: The present simple tense and the simple future tense.
- New words: Words related to to the topic.
3. Skills: - Listening and deciding on True or False statements.
- Listening for details.
II. Method:
- Intergrated, mainly communicative.
III. Teaching aids:
- Tape, cassetteplayer, board, chalks, textbook.
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- A story about age. - Listen to the teacher.

Before-listening: (7 minutes)
Before you listen: Before you listen:
- Ask students to look at the book and answer - Look at the book.
the question in the book. - Listen to the teacher.
- Let them work in pairs. - Ask and answer the question
- Listen and correct for them. in the book.
- Work in pairs.
Listen and repeat
- Turn on the tape and ask students to listen - Listen and repeat.
- Let students listen again and repeat. - Preactise in pairs
- Write some words on board and ask - Read the new words aloud
students to read them aloud. in chorus then in devidual.
- Correct.
While-listening: (20 minutes)
Task 1:
Ask students to read the statement at least
once first.
Ask them to guess the answers - Read the statement once to
Play the tape once then check how many get the main contents.
answers can students find. Listen to the tape and do the
Play the tape again. task.
Check and give remarks. Find evidences to each of the
Call some students to say out their answers answers.
and the evidences they get to prove their Represent if being asked.
answers. Keys: 1. F, 2.F, 3. F, 4. T,
5. T.
- Listen to the teacher’s
121
explanation then correct the
answers onself.
Task 2:
- Ask them to guess the answers. - Read the questions once to
Play the tape once then check how many get the main contents.
answers can students find. Listen to the tape and do the
Play the tape again. task.
Check and give remarks. Find evidences to each of the
- Call some students to say out their answers.
answers and the evidences they get to prove Represent if being asked.
their answers. 1. Eating more healthily food,
- Let students work inpairs. cutting down on things like
butter, alcohol and
cigarettes.
2. The development in
medical science. Because
nobody dies from old age,
just from diseases that affect
people when they get older.
3. In ten years’stime AIDS
will also be brought under
control.
- Listen to the teacher’s
explanation then correct the
answers oneself.

- In groups, discuss the
advantages disadvantages of
After-listening: (10 minutes) having a very long life.
- In group, ask students to discus the guided Example:
question, find the answer. Advantages:
- Move around to help if necessary. - Do many things they want to
- Give remarks or even suggestions. do/ enjoy life more.
- See their children and
grandchildren grow up.
- Help their children and
grandchildren.
- Children and grandchildren
are happy with them.
Disadvantages:
- Too weak to do things and
often ill.
- Feel lonely when children
have grown up and busy with
their lives, andfriends are
dead.
- Listen to the teacher’s guide
to correct oneself.


122
-Listen to the teacher and
write down homework to do
at home.

Homework: (3 minutes)
- Ask students write things to do to have a
healthy and long life, and prepare part
writing at home.




The 51st period
Date: 24/ 11/ 2009
Grade 12
Theme: life in the future
Unit 8
Writing
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Discribing the world you would like to live in in the future .
2. Knowledge:
- General knowledge: Writing about some one's ideas or imagines.
- Language: +The tenses.
+ Connectors (time expressions)
- New words: Words related to the life in the future, environment….
3. Skills:
_ To practise students’ speaking and writing skills.
_ To help students to able to write about the ideal world they would like to live in the
year 2020.
II. Method:
- Intergrated, mainly communicative
III. Teaching aids:
- Board, chalks, textbook and notebook.

IV. Procedure:

Teacher’s activities Students’ activities Notes

123
Warm-up: (5 minutes)
- Free talk about the life in the future. Do as required.
Exchange the ideas with
others.
Pre-writing: (10 minutes)
Task 1 - Listen to teacher.
- Ask student to read the request of task one - Write down
and translate. - Do on board.
- Explain them how to do the task - Report.
- give students the structures: Ex:
- guide them some new words. + conflict (n)
- Walk around and help them. + harmony (n)
- Call some to stand up and answer the + materialistic (a).
questions Answer:
- Corect. + World: Peaceful, no war,
no conflicts, no threat of
terrorism, people live is
harmony.
+ Employment: everyone has
a job.
+ Environment: clean and
healthy, less noise, less
popolation, having larger
parks, wild life is protected.
+ People: Less materialistic,
less silfish, less violent and
more loving


While-writing: (18 minutes) - Listen to the teacher.
Task 2 - discuss and write down.
- Ask student to read the request of task two. - work in groups.
- Explain them how to do the task - Compare the result to the
- guide them to write. other groups.
- Walk around and help them.
- Call one to do on board.
- Corect.

Post-writing: (10 minutes)
- Ask some groups to represent their work, - Listen to the teacher’s
ask other to give remark. explanations.
- Choose some good writing to read in class - Exchange the writing to
and give remark. other groups to check and
give remarks.
- Represent the task on board
if being asked.
Read the writing to get
others’ remarks.
- Do as the teacher asked.
124
Homework: (2 minutes)
- Ask students to rewrite the task at home and - Listen to the teacher and
preapare part Language Focus at home. write down homework.




The 52nd period
Date: 28/ 11/ 2009
Grade 12
Theme: life in the future
Unit 8
Language Focus
Time: 45 minutes

I. Objectives:
1. Educational aim: - Contracted form of auxiliaries (cotinued).
- Prepositions and articles.
2. Knowledge:
- General knowledge: Combining the sentences.
- Language: Know how to use in, on, at, of, by, about, among, to, with….
- New words: Words related to the exercises
3. Skills:
_ To practise students’ pronunciation and writing skills.
_ To help students to be able pronounce the full forms and the contracted forms of
auxiliaries and introduce to them the use of some prepositions and articles.
II. Method:
- Intergrated, mainly communicative.
III. Teaching aids:
- Board, tape, cassetteplayer, chalks, textbook and notebook.
IV. Procedure:

Teacher’s activities Students’ activities Notes
1. Warm up: ( 5 minutes)
- Introduce the lesson to the students. - Listen to the teacher.

2. Pronunciation: ( 15 minutes) Get the teacher’s explanation.
_ play the tape and asks students to listen to _ listen to the sounds listed in
the sounds listed in their books. their books.
_ asks students to listen to the tape then _ listen to the tape then repeat
repeat the words in chorus. the words in chorus.
_ asks students to repeat the words _ some individuals repeat the
individually. words.
_ correct their pronunciation if necessary.
_ asks students to read the sentences _ listen to the teacher’s
suggested individually. correction.
_ can read the sentences first and notice the _ read the sentences
sounds in words. suggested individually.

125
_ asks some students to read the sentences
aloud.
_ asks others to give comments then correct
their pronunciation if necessary.


3. Grammar: ( 23 minutes)
Exercise1:
_ explains how to change direct speech into
reported speech with gerund briefly then give _ listen to the teacher’s
some examples to illustrate and asks students explanation.
to work in pairs to do the exercise suggested. _ work in pairs. Do the
_ asks students to discuss the answers with exercise given in the
their friends. textbooks.
_ asks some of the students to do the exercise _ discuss the answers with
orally. their friends then correct the
_ asks others to give comments. mistakes themselves.
_ gives the suggested answers if necessary. _ discuss the answers with
their friends.
_ some of the students to do
the exercise orally.
_ other students give
comments.
_ take notes of the suggested
answers.
Keys:
1. in, 2.of, 3.on, 4.at, 5.to,
Exercise 2: 6.in, 7.about, 8.for,
_ explains the example carefully. 9. between, 10.to.
_ asks students to work in pairs to do the
exercise suggested. _ notice the teacher’s
_ asks students to discuss the answers with explanation.
their friends.
_ asks some of the students to do the exercise _ work in pairs. Do the
orally. exercise given in the
_ asks others to give comments. textbooks.
_ gives the suggested answers if necessary. _ discuss the answers with
their friends then correct the
mistakes themselves.
_ some of the students to do
the exercise orally.
_ other students give
comments.
_ take notes of the suggested
answers.
Keys:
1.Ø, 2.Ø, Ø, Ø, 3. Ø. The.
the, 4.the. Ø, 5. the. Ø, 6.the.
Ø, 7.the. Ø, 8.an.the.the, 9
126
Ø.the, 10. Ø,a.

4. Homework: (2 minutes)
- Ask students to revise the strong form and
weak form of auxiliaries, the use of - Listen to the teacher and
prepositions and articles, redo all the write down homework to do
exercises and prepare Test yourself C at at home
home.




The 53rd period
Date: 30/ 11/ 2009
Grade 12
Test yourself c

I. Objectives: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing.
- Improve their knowledge through the test yourself.
II. Method: Integrated, mainly communicative.
II. Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs…
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Greeting - Greeting
- Ask students something about the test - Answer teacher’s questions
yourself C
* Have you prepared it at home?

127
* Have you got any difficulties?

Test yourself

I. Listening(2.5 points) (10 minutes) - Look at the book and listen
- Present the task: Listen and complete the to the task
table below - understand the task
- Tell students the topic of the table - Listen to the tape carefully
- Get students to look through the table - Fill in the blanks with the
- Explain the meaning of new words words they’ve just heard
- After that turn on the tape of the passage aloud - Correct mistakes
twice
- Let students fill in the blanks with the words Keys:
they have just heard 1.B, 2. C, 3. A, 4. B, 5. C.
- Go round the class to control the work
- Then turn on the tape of the passage the last
time for students to check their results
- Correct mistakes - Look at the textbook and
II. Reading (2.5 points) (10 minutes) listen to the teacher then read
- Present the task: Read the passgae and the passage and choose the
choose the statements are True or False. statements are True or False.
- Get students to work in groups, discuss - Work in groups to discuss
about the passage about the passage
- Go round the class to control the discussion - Finish the task
- State the best option - Compare their results with
- Correct mistakes the other groups, and correct.
Keys:
1. F, 2. F, 3. T, 4. T, 5. F.

- Listen to the teacher
III. Grammar(2.5 points) (8 minutes) - Work in groups to complete
- Recall the grammar of articals. the sentences
- Giude students how to do - Compare the results with the
- Give them some newwords: other groups
- Do the first as an example. - Correct mistakes
- Ask students to to the exercise. Keys:
- Call the to to on board. A.
- Go round the class to control the set’s 1. The, 2. An, 3. Ø
activities 4. The, 5. A, 6. Ø.
- State the keys
- Correct mistakes B
1. Athough Nam worked very
hard, he didn't pass the exam.
2. Although I was very tired, I
couldn't sleep.
3. Eventhough she had all the
……..
4. Athough the traffic was
bad, we arrived on time.
128
- Listen to the teacher
carefully.
IV. Writing(2.5 points) (7 minutes) - Work in groups or in pairs
- Giude students how to write then write.
- Give students some models and structures to - Compare the results with the
writes.. other groups.
- Ask students to write.
- Call the to to on board. - Correct mistakes
- Go round the class to control the students’
activities - Study all the lessons again
- Correct mistakes

Homework (5 minutes)
- Ask students:
+ to study all the lessons again




129
The 54th period
Date: 06/ 12/ 2009
Grade 12

Review for the first term- GRADE 12
Lesson 1 – Indirect speech



A. Objectives;
1- Knowledge: By the end of the lesson students will be able to;
- speak and write sentences in the reported speech.
3- Skills:
- Remembering the use of each kind of reported speech in context.
4- Education:
- study use of reported speech in English language.
B.Teaching aids;
1.Teacher: - Method: mainly communicative approach.
- Materials: helping board, textbook, handouts.
2. Student:- Materials: Student’s book
3. Anticipated problems: SS may find difficult to the equivalent forms of Pronouns, adverbs
in reported speech .
C.Procedure;
Theme Teacher's activities Student's activities
I. 1- Check the student's list - Monitor gives names of
Organize 2- Arrange the seats if it's necessary absent students
( 1 m')
II. *Rewrite these sentences in reported speech - Rewrite these
Warm-up - Ask Ss to do in 2 minutes sentences.
(5 m') 1. " I love my parents very much" Jane said. - Present on the board.
Jane said…………………………………… - discuss and correct
2. " I am going to work in Ha Noi next month". * Expected answers:
Peter said. 1. Jane said she loved her
Peter said he………………………………. parents very much.
- Ask Ss to pay attention to the examples and give 2. Peter said he was
remarks the indirect speech . going to work in HaNoi
1. Tense? the month after.
2. Pronouns? ( personal, possessive,
demonstrative) - feedback and take notes
3. Adverbs? ( place, time)
A. Grammar :Reported speech
- T give examples and ask Ss to give remarks. - rewrite and correct
I) We change the tenses of the verb if reported - Give remarks on the
III. verb is simple past. changes of reported
Presentation 1, Reported speech: statement speech
(35 m') Ex1: He said, "I have just bought a laptop today." - Listen to the teacher's
-> He said (that) he had bought a laptop that day. explaining and note
130
Ex2: They said, " We are having a party for our down.
victory tomrrow."
-> They said they were having a party for their
victory the following day.
+ What are the changes needed?
The needed changes are: Tense, pronouns,
adverbs

2, Reported speech: questions
Basic rule :
S + asked + (O) + if /whether + S+ V.... - Listen and write down
S + asked + (O)+ W/ H... + S + V..... the rules.
Ex1: “ Have you seen this film ?” Tom said. -> He - rewrite and correct the
asked me if / whether I had seen that film. sentences.
Ex2: “ Where is the post office ? “ Jane said. -> - Give remarks on the
She asked me where the post office was. changes of reported
speech
3, Command and request - Listen to the teacher's
S + told/asked/ordered/reminded/warned... + explaining and note
O + ( not ) + to + V.... down.
Ex1" “ Keep silent!” He said. -> He told us to keep
silent. - Listen and write down
Ex2: “ Don’t come late!” Peter said. -> He asked the rules.
us not to come late. - rewrite and correct the
Ex3: " don't touch that machine. It's dangerous." sentences.
She said. -> She warned me not to touch that - Give remarks on the
machine as it was dangerous. changes of reported
speech
-Give notes : Special cases: - Listen to the teacher's
II) We don’t change the tenses of the verb in explaining and note
indirect speech in the following cases: down.
1. An action happened at exact time .
“ I was born in 1998 “ -> He said he was born in
1998. - Listen and write down
2. Conditional sentences ( types 2, 3 ). the rules.
- “ If I were you, I wouldn’t do that.”-> He said if - rewrite and correct the
he were me, he would not do that. sentences.
3. Past subjunctives ( wish- clause; as if...) - Listen to the teacher's
-“ I wish I were a boy, “Mary said.-> Mary said explaining and note
she wished she were a boy. down.
4, could , would , should, might, used to, ought to,
would rather, had better,....
- “ You had better not contact her,” he said to me.
-> He said to me I had better not contact to her.
5, general truths.
- “ The sun rises in the east.” -> He said the sun
rises in the east.



131
IV. - T summarize the content of the lesson. - listen and understand
Summary + give remarks on the basic rules.
(2 m')
V. - Asign homeworks: exercise 1,2 page 38(English - Listen to the teacher
Homework 12- student book) exercise 2,3,4 page 22 ( English - Write down the homework
(2 m') 12, workbook) to do at home.
- Prepare for passive voice and conditional
sientences: Revise the rules of transformation of
active to passive.




The 55th period
Date: 10/ 12/ 2009
Grade 12
Review for the first term- GRADE 12
Lesson 2 – Relative clauses, adverb clause of contrast




A. Objectives;
1- Knowledge: By the end of the lesson students will be able to;
- use relative clauses and adverb clause of contrast accurately.
3- Skills:
- Remembering the use of relative clauses and adverb clause of contrast.
4- Education:
- aware of the similarities of Vietnamese and English language through complex
sentences.
B.Teaching aids;
1.Teacher: - Method: mainly communicative approach.
132
- Materials: helping board, textbook, handouts.
2. Student:- Materials: Student’s book
3. Anticipated problems: SS may find difficult to distinguish the differences between defining
and non-difining clauses in some cases.
C.Procedure;
Theme Teacher's activities Student's activities
I. 1- Check the student's list - Monitor gives names
Organize 2- Arrange the seats if it's necessary of absent students
( 1 m')
II. Gap-filling - work in pairs
Warm-up - Ask Ss to do the task in pairs. - give the answers
(5 m') 1, I really like the book … is writen by To Hoai. orally
2, The child… you saw at the party is Hellen's son. - explain the use of
3, I have been to the village… my parents used to relative pronouns.
live.
- Ask Ss to give the answer and explain the use of
relative pronouns.
- lead Ss to the new lesson.
III. A- Grammar. - work in groups of 4
Presentation I. Relative clauses. - give the answers
(35 m') 1) Relative pronouns, relative averbs. orally
- Ask Ss to fill in the blanks with suitable relative - explain the use of
pronouns, relative adverbs. relative pronouns.
Relative pronouns
1. The boy… sits behind me can speak Spanish.
2. The man… Jane loves is a film actor. 1. "Who, whom,
3. People… houses were damaged in the flood will whose, that" are used
receice 100$ from Government. to modify man
4. I like the the house… situated on the left bank of 2. "Which, that" are
Huong river. used to modify things.
Relative adverbs 3. "where" is used to
1. I can't remember the place… I left my keys. modify adverb of
2. Do you remember the day... the festival start? places.
3. I don't know the reason … he refused my help. 4. "when" is used to
- Call some groups to give explainations to the use of modify adverb of
each relative of pronouns, relative of adverb. time.
2. Defining clause and Non-defining clause
- Ask Ss to discuss and explain the use of …
Defining clause Non-defining clause
1. This is the lady who 1. Shakespeare, who - Study the examples
saw the accident. wrote Romeo and Juliet, and discuss the use
2. The car which Peter died in 1616. - explain orally in
bought last week is 2. David's house, which front of the class.
made in USA. was built last year, is - other groups give
3. The town where we designed by a French remarks.
used to live is very architect. - listen to the teacher's
quiet and peaceful. 3. These horses, which feedback and
are expensive, are mine. notedown

133
- Call some groups to explain.
- Feedback and give clear definition.
3. Reduction of relative clauses.
* to reduce relative clause, we omit " relative
pronouns and the form of to be"
Ex1: The boy who is talking to Marry is my
boyfriend.
-> The boy talking to Marry is my boy friend.
Ex2: The books the are on the table are mine.
-> The books on the table are mine.
II. Adverb clause of contrast.
1- Adverb clause of contrast.
- Ask Ss to choose one of the words in the box to fill
in the blank of each sentence.
1. although, though, 1. mÆc dï - Study the examples
eventhough and discuss the use
2. While, whereas 2. trong khi - explain orally in
3. yet 3. tuy nhiªn front of the class.
1. He didn't receive anything … he worked hard. - other groups give
2. …. She had to do housework, her sister didn remarks.
't have to. - listen to the teacher's
3. Some children like apple … others hate it. feedback and
4. He studied hard for the exam, … he failed again. notedown
- Feedback, explain the use of adverb clause of
contrast.
2- Noun- phrase of contrast.
+ In spite of + Noun/Pronoun ( mÆc dï)
+ Despite + Noun/Pronoun ( mÆc dï)
- Gives some examples
Ex1: In spite of bad weather, we managed to build
the bridge.
Ex2: Despite of working hard, he earned a little - Study the examples
money. and discuss the use
- listen to the teacher's
feedback and
notedown
IV. - T summarize the content of the lesson. - listen and understand
Summary + give remarks on the basic use of relative clauses.
(2 m')
V. - Asign homeworks: exercise 1,2 page 70- 1,2 page - Listen to the teacher
Homework 82 (English 12- student book) exercise 4 page 41 - - Write down the
(2 m') 2,3 page 47 ( English 12, workbook) homework to do at home.
- Prepare for the examination of the first term.



The 56th period
Date: 16/ 12/ 2009
Grade 12
134
THE FIRST TERM TEST

SỞ GIÁO DỤC - ĐÀO ĐỀ KIỂM TRA CHẤT LƯỢNG HỌC KÌ I NĂM HỌC 2009-2010 Mã đề 135
TẠO MÔN: TIẾNG ANH 12
THÁI BÌNH Thời gian làm bài: 60 phút; Học sinh làm bài vào Phiếu trả lời trắc (Đề gồm 02
nghiệm trang)
I. Phonetics.
A. Pick out the word that has the stress pattern different from that of the other words:
Question 1: A. tertiary B. instance C. politics D.
contractual
Question 2: A. subsidy B. industry C. introduce D.
dominate
B. Choose the word whose underlined part is pronounced differently from the rest:
Question 3: A. confidence B. sociology C. priority D.
signal
Question 4: A. express B. pessimist C. congress D.
dissolve
Question 5: A. illegal B. reference C. parallel D.
renovation
II. Grammar and vocabulary: Choose the best answer to complete each sentence.
Question 6: Before the interview, you have to send a letter of application and your rÐsumÐ to the
company. The word rÐsumÐ is closest in meaning to
A. photograph B. curriculum vitae C. recommendation D. reference
Question 7: Sue : “You are a great dancer. I wish I could do half as well as you” - Daisy:
“_____.”
A. I'm fine, thanks B. Not at all
C. I don’t think so, too D. You’ve got to be kidding! I thought it
was terrible
Question 8: Mary didn’t remember _________ I had told her the day before.
A. of which B. which C. what D. that
Question 9: By the time I ______back next year, I think, you _____ me.
A. am / will have forgotten B. will be / will have forgotten C. am /
will be forgetting D. will be/ will forget
Question 10: Williams is working ___an export company. He intends to apply ___another job
because he is not satisfied ___the salary.
A. for / for / with B. in / on / at C. at / out / into D. from/ on/ for
Question 11: Sorry, I can’t stop now. I _____ to an important meting.
A. am going to go B. am going C. go D. will go
Question 12: You can use my phone if yours __________.
A. won't work B. doesn't work C. won't be worked D. isn't worked
Question 13: Peter: “Thanks a lot for your wonderful gift.” – Mary: “____________”
A. You are welcome B. Please C. Welcomed D. Thank you
Question 14: Let’s go to Smith’s, _______ we can have a drink before the soccer game
starts.
A. where B. which C. who D. whom
Question 15: There are several places where residents face the threat of _______ every day.
A. terrorize B. terrorist C. terror D. terrorism
Question 16: Mary: “That’s a very nice skirt you’re wearing.”- Julia: “_________.”

135
A. That’s all right B. That’s nice C. I like it D. I’m glad you
like it
Question 17: The GCSE stands for __________.
A. the Generous Certificate of Secondary Education B. the General Certificate of
Secondary Education
C. the Grade Curriculum of Secondary Education D. the Government Curriculum
of Secondary Education
Question 18: Many Indian men said that it was unwise to ______ in their wives.
A. trust B. share C. confide D. hide
Question 19: He was offered the job thanks to his ____ performance during his job
interview.
A. impressive B. impress C. impressively D. impression
Question 20: If he _____the GCSE examination, he ______to take the entrance examination.
A. had passed / would have allowed B. had passed / would have been allowed
C. passes/ will allow D. passed / would allow
Question 21: He usually travels to _______ Europe by _______ plane.
A. no article / no article B. no article / a C. the / no article D. the / the
Question 22: I didn't get the job _______.
A. even as my qualifications B. in spite of I had some
qualifications C. despite my qualifications D. though my qualifications
Question 23: An_______year is a period of the year when students go to school or
university.
A. academic B. educational C. academy D. education
Question 24: She said she ________.
A. had been very tired last night B. was very tired last night C. was
very tired the night before D. had been very tired the night before
Question 25: Hung: “Would you like to have dinner with me?” - Lam: “__________.”
A. Yes, it is B. Yes, so do I C. I’m very happy D. Yes, I’d love
to
Question 26: My brother doesn’t do any household chores but _______ out the garbage.
A. taking B. takes C. to take D. take
Question 27: It was the worst winter _______ anyone could remember.
A. when B. that C. in which D. A and C are
correct
Question 28: ______ that they can pass the written exam this time.
A. It is hoped B. It hopes C. That is hoped D. That hopes
Question 29: Since I moved in, my upstairs neighbour _______ his stereo loudly every night.
A. is playing B. played C. has played D. plays
Question 30: She reads newspapers and looks through the “Situations __ ” column every
day.
A. vacancy B. vacancies C. vacant D. article
III. Choose the underlined part which needs correcting.
Question 31: By (A) last Christmas, I was working (B) for (C) the (D) company for 10
years.
Question 32: Several of (A) these chairs need (B) being repaired (C), don’t they (D)?
Question 33: What would (A) happen if (B) the temperature (C) is warmer (D)?
Question 34: If (A) she had taken (B) the (C) train last night, she would have been (D) here
now.

136
Question 35: Ten minutes are (A) a reasonable length (B) of time (C) for a call (D).
IV. Which of the following expresses the same ideas?
Question 36: “If I were you, Tom, I wouldn’t meet Jane again.” said Anna
A. Anna advised Tom not to meet Jane again. B. Anna offered Tom not to meet Jane
again.
C. Anna advised Tom to meet Jane again. D. Anna invited Tom to meet Jane
again.
Question 37: The last time I went to the museum was a year ago.
A. At last I went to the museum after a year. B. I haven’t been to the museum since a
year.
C. My going to the museum lasted a year. D. I have not been to the museum for a
year.
Question 38: What language are they going to speak at the conference?
A. What language is going to speak at the conference? B. What language is going to be
spoken at the conference?
C. What is language going to be spoken at the conference? D. What language is
going to be speaking at the conference?
Question 39: It is the earth's gravity that gives us our weight.
A. If there were not the earth's gravity, we would be weightless. B. Due to the earth's
gravity we cannot weigh anything.
C. The earth's gravity is given weight by people. D. If there hadn’t been the earth's gravity,
we would have been weightless.
Question 40: I did not answer the door even though I knew it was my friend.
A. Unless I knew it was my friend, I would not answer the door. B. I knew it was my
friend, but I did not answer the door.
C. Though I knew it was my friend, but I didn’t answer the door. D. In spite of I
knew it was my friend, I didn’t answer the door .
V. Read the passage and decide which answer best fits each space.
Most schools in the United States ___(41) at the kindergarten level. There are some
school districts that do not have this beginning phase, and others which have an additional
“preschool” one. There are almost always required subjects at ___(42) level. In some areas
and at most advanced levels, the sudents can choose some subjects. Pupils who do not do
___(43) often have to repeat courses, or have to have special tutoring, usually ____(44) in
and by the schools. Many schools also support summer classes, ____(45) students can make
up for failed courses or even take extra courses.
Question 41: A. finishes B. start C. starts D. finish
Question 42: A. each B. one C. every D. a
Question 43: A. good B. badly C. well D. bad
Question 44: A. do B. did C. doing D. done
Question 45: A. which B. when C. that D. where
VI. Read the passage carefully and choose the correct answer.
Communication in general is process of sending and receiving messages that enables
humans to share knowledge, attitudes, and skills. Although we usually identify
communication with speech, communication is composed of two dimensions: verbal and non-
verbal.
Non-verbal communication has been defined as communication without words. It
includes apparent behaviors such as facial expressions, eyes, touching, tone of voice, as well

137
as less obvious messages such as dress, posture and spatial distance between two or more
people.
Activity or inactivity, words or silence all have message value: they influence others and
these others, in turn, respond to these communications and thus they are communicating.
Commonly, non-verbal communication is learned shortly after birth and practiced and
refined throughout a person's lifetime. Children first learn non-verbal expressions by
watching and imitating, much as they learn verbal skills.
Young children know far more than they can verbalize and are generally more adept at
reading non-verbal cues than adults are because of their limited verbal skills and their recent
reliance on the non-verbal to communicate. As children develop verbal skills, non-verbal
channels of communication do not cease to exist although they become entwined in the total
communication process.
Question 46: The word reading has a close meaning to ________.
A. looking at the words that are written B. understanding
C. saying something aloud D. expressing
Question 47: Which is not included in non-verbal communication?
A. spatial distance B. tone of voice C. words D. facial
expressions
Question 48: According to the writer, ________.
A. One cannot communicate in both verbal and non-verbal language. B. People
communicate with both verbal and non-verbal language.
C. Those who can listen and talk should not use non-verbal language. D. Non-verbal
language is only used by the deaf and the mute.
Question 49: Human beings ________.
A. have learnt how to communicate in non-verbal language through books
B. can communicate in non-verbal language only when they are mature
C. have learnt how to communicate in non-verbal language since a child
D. communicate in non-verbal language much less than they do in verbal language
Question 50: We can learn from the text that ________.
A. most people do not like non-verbal communication B. even silence has message
value
C. non-verbal can never get any responses D. touching is not accepted in
communicating--------------------------------------
------ THE END ------




138
The 57th period
Date: 20/ 12/ 2009
THE FIRST TERM TEST FEEDBACK

Aims: Correct and explain to the students about the test.

SỞ GIÁO DỤC - ĐÀO ĐỀ KIỂM TRA CHẤT LƯỢNG HỌC KÌ I NĂM HỌC 2009-2010 Mã đề 135
TẠO MÔN: TIẾNG ANH 12
THÁI BÌNH Thời gian làm bài: 60 phút; Học sinh làm bài vào Phiếu trả lời trắc (Đề gồm 02
nghiệm trang)
I. Phonetics.
A. Pick out the word that has the stress pattern different from that of the other words:
Question 1: A. tertiary B. instance C. politics D.
contractual
Question 2: A. subsidy B. industry C. introduce D.
dominate
B. Choose the word whose underlined part is pronounced differently from the rest:
Question 3: A. confidence B. sociology C. priority D.
signal
Question 4: A. express B. pessimist C. congress D.
dissolve
Question 5: A. illegal B. reference C. parallel D.
renovation
II. Grammar and vocabulary: Choose the best answer to complete each sentence.
Question 6: Before the interview, you have to send a letter of application and your rÐsumÐ to the
company. The word rÐsumÐ is closest in meaning to
A. photograph B. curriculum vitae C. recommendation D. reference
Question 7: Sue : “You are a great dancer. I wish I could do half as well as you” - Daisy:
“_____.”
A. I'm fine, thanks B. Not at all
C. I don’t think so, too D. You’ve got to be kidding! I thought it
was terrible
Question 8: Mary didn’t remember _________ I had told her the day before.
A. of which B. which C. what D. that
Question 9: By the time I ______back next year, I think, you _____ me.
A. am / will have forgotten B. will be / will have forgotten C. am /
will be forgetting D. will be/ will forget
Question 10: Williams is working ___an export company. He intends to apply ___another job
because he is not satisfied ___the salary.
A. for / for / with B. in / on / at C. at / out / into D. from/ on/ for
Question 11: Sorry, I can’t stop now. I _____ to an important meting.
A. am going to go B. am going C. go D. will go
Question 12: You can use my phone if yours __________.
A. won't work B. doesn't work C. won't be worked D. isn't worked
Question 13: Peter: “Thanks a lot for your wonderful gift.” – Mary: “____________”
A. You are welcome B. Please C. Welcomed D. Thank you

139
Question 14: Let’s go to Smith’s, _______ we can have a drink before the soccer game
starts.
A. where B. which C. who D. whom
Question 15: There are several places where residents face the threat of _______ every day.
A. terrorize B. terrorist C. terror D. terrorism
Question 16: Mary: “That’s a very nice skirt you’re wearing.”- Julia: “_________.”
A. That’s all right B. That’s nice C. I like it D. I’m glad you
like it
Question 17: The GCSE stands for __________.
A. the Generous Certificate of Secondary Education B. the General Certificate of
Secondary Education
C. the Grade Curriculum of Secondary Education D. the Government Curriculum
of Secondary Education
Question 18: Many Indian men said that it was unwise to ______ in their wives.
A. trust B. share C. confide D. hide
Question 19: He was offered the job thanks to his ____ performance during his job
interview.
A. impressive B. impress C. impressively D. impression
Question 20: If he _____the GCSE examination, he ______to take the entrance examination.
A. had passed / would have allowed B. had passed / would have been allowed
C. passes/ will allow D. passed / would allow
Question 21: He usually travels to _______ Europe by _______ plane.
A. no article / no article B. no article / a C. the / no article D. the / the
Question 22: I didn't get the job _______.
A. even as my qualifications B. in spite of I had some
qualifications C. despite my qualifications D. though my qualifications
Question 23: An_______year is a period of the year when students go to school or
university.
A. academic B. educational C. academy D. education
Question 24: She said she ________.
A. had been very tired last night B. was very tired last night C. was
very tired the night before D. had been very tired the night before
Question 25: Hung: “Would you like to have dinner with me?” - Lam: “__________.”
A. Yes, it is B. Yes, so do I C. I’m very happy D. Yes, I’d love
to
Question 26: My brother doesn’t do any household chores but _______ out the garbage.
A. taking B. takes C. to take D. take
Question 27: It was the worst winter _______ anyone could remember.
A. when B. that C. in which D. A and C are
correct
Question 28: ______ that they can pass the written exam this time.
A. It is hoped B. It hopes C. That is hoped D. That hopes
Question 29: Since I moved in, my upstairs neighbour _______ his stereo loudly every night.
A. is playing B. played C. has played D. plays
Question 30: She reads newspapers and looks through the “Situations __ ” column every
day.
A. vacancy B. vacancies C. vacant D. article
III. Choose the underlined part which needs correcting.

140
Question 31: By (A) last Christmas, I was working (B) for (C) the (D) company for 10
years.
Question 32: Several of (A) these chairs need (B) being repaired (C), don’t they (D)?
Question 33: What would (A) happen if (B) the temperature (C) is warmer (D)?
Question 34: If (A) she had taken (B) the (C) train last night, she would have been (D) here
now.
Question 35: Ten minutes are (A) a reasonable length (B) of time (C) for a call (D).
IV. Which of the following expresses the same ideas?
Question 36: “If I were you, Tom, I wouldn’t meet Jane again.” said Anna
A. Anna advised Tom not to meet Jane again. B. Anna offered Tom not to meet Jane
again.
C. Anna advised Tom to meet Jane again. D. Anna invited Tom to meet Jane
again.
Question 37: The last time I went to the museum was a year ago.
A. At last I went to the museum after a year. B. I haven’t been to the museum since a
year.
C. My going to the museum lasted a year. D. I have not been to the museum for a
year.
Question 38: What language are they going to speak at the conference?
A. What language is going to speak at the conference? B. What language is going to be
spoken at the conference?
C. What is language going to be spoken at the conference? D. What language is
going to be speaking at the conference?
Question 39: It is the earth's gravity that gives us our weight.
A. If there were not the earth's gravity, we would be weightless. B. Due to the earth's
gravity we cannot weigh anything.
C. The earth's gravity is given weight by people. D. If there hadn’t been the earth's gravity,
we would have been weightless.
Question 40: I did not answer the door even though I knew it was my friend.
A. Unless I knew it was my friend, I would not answer the door. B. I knew it was my
friend, but I did not answer the door.
C. Though I knew it was my friend, but I didn’t answer the door. D. In spite of I
knew it was my friend, I didn’t answer the door .
V. Read the passage and decide which answer best fits each space.
Most schools in the United States ___(41) at the kindergarten level. There are some
school districts that do not have this beginning phase, and others which have an additional
“preschool” one. There are almost always required subjects at ___(42) level. In some areas
and at most advanced levels, the sudents can choose some subjects. Pupils who do not do
___(43) often have to repeat courses, or have to have special tutoring, usually ____(44) in
and by the schools. Many schools also support summer classes, ____(45) students can make
up for failed courses or even take extra courses.
Question 41: A. finishes B. start C. starts D. finish
Question 42: A. each B. one C. every D. a
Question 43: A. good B. badly C. well D. bad
Question 44: A. do B. did C. doing D. done
Question 45: A. which B. when C. that D. where
VI. Read the passage carefully and choose the correct answer.

141
Communication in general is process of sending and receiving messages that enables
humans to share knowledge, attitudes, and skills. Although we usually identify
communication with speech, communication is composed of two dimensions: verbal and non-
verbal.
Non-verbal communication has been defined as communication without words. It
includes apparent behaviors such as facial expressions, eyes, touching, tone of voice, as well
as less obvious messages such as dress, posture and spatial distance between two or more
people.
Activity or inactivity, words or silence all have message value: they influence others and
these others, in turn, respond to these communications and thus they are communicating.
Commonly, non-verbal communication is learned shortly after birth and practiced and
refined throughout a person's lifetime. Children first learn non-verbal expressions by
watching and imitating, much as they learn verbal skills.
Young children know far more than they can verbalize and are generally more adept at
reading non-verbal cues than adults are because of their limited verbal skills and their recent
reliance on the non-verbal to communicate. As children develop verbal skills, non-verbal
channels of communication do not cease to exist although they become entwined in the total
communication process.
Question 46: The word reading has a close meaning to ________.
A. looking at the words that are written B. understanding
C. saying something aloud D. expressing
Question 47: Which is not included in non-verbal communication?
A. spatial distance B. tone of voice C. words D. facial
expressions
Question 48: According to the writer, ________.
A. One cannot communicate in both verbal and non-verbal language. B. People
communicate with both verbal and non-verbal language.
C. Those who can listen and talk should not use non-verbal language. D. Non-verbal
language is only used by the deaf and the mute.
Question 49: Human beings ________.
A. have learnt how to communicate in non-verbal language through books
B. can communicate in non-verbal language only when they are mature
C. have learnt how to communicate in non-verbal language since a child
D. communicate in non-verbal language much less than they do in verbal language
Question 50: We can learn from the text that ________.
A. most people do not like non-verbal communication B. even silence has message
value
C. non-verbal can never get any responses D. touching is not accepted in
communicating--------------------------------------
------ THE END ------


Question đề
135
1 D
2 C
3 C
4 D

142
5 A
6 B
7 D
8 C
9 A
10 A
11 B
12 B
13 A
14 A
15 D
16 D
17 B
18 C
19 A
20 B
21 A
22 C
23 A
24 D
25 D
26 D
27 B
28 A
29 C
30 C
31 B
32 C
33 A
34 D
35 A
36 A
37 D
38 B
39 A
40 B
41 B
42 A
43 C
44 D
45 D
46 B
47 C
48 B
49 C
50 B


143
THE SECOND TERM
UNIT 9: deserts


The 58th period
Date: 02/ 01/ 2010
Grade 12
Theme: deserts
Unit 9
Reading
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Guessing the meaning in the context. Deciding true or false statements
- Passage comprehesions and Understanding the humour of the story.
2. Knowledge:
- General knowledge: Lives of plants animals in deserts.
- Language: Common knowledge of the life of plants and animals in the deserts
- New words: Words related to the lives of plants and animals in deserts.
3. Skills:
- Guessing meaning in context, deciding on true or false and passage comprehension.
II. Method:
- Integrated, mainly communicative.
III. Teaching aids:
-Picture, board, chalks, textbook, handouts,…
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
Aims: to introduce the topic of the lesson and - Listen to teacher.
to raise students' interest.
- Introduce the new lesson to the students.
Before you read : (7 minutes)
- Ask students to look at the picture ask and
answer the questions. - Look at the picture, listen to
the teacher then ask and answer
the questions in the book.
- Work in pairs.

While you read : (23 minutes)
- Ask students to look through the passage - Listen to the teacher then read
and read in silence the passages
- Help students read the passage - Ask some new words if
- Explain pronunciation and meaning of new necessary
144
words which appear in the passage
Task 1 : (3 minutes)
- Ask students to read through the text once - Work individually to read the
to find out some new words, guess the main text then choose the the words
idea. and phrases in the passage:
- Explain new words (give the Vietnamese - Share the key with other
equivalents), guide the sts to get the main students:
contents of the reading text. Keys:
- Ask students to work individually in 3 1. KÐo dµi, c¨ng ra
minutes to do this task. 2. Cã c¸t,
- Guide students to read through the passage , 3. Tr¾c lîng trªn kh«ng
then focus on only the sentences surrounding 4. Héi ®Þa lý hoµng gia Austra
the suggested words to do the task 5. Thæ d©n Australia
effectively. 6. Cån c¸t, ®ôn c¸t 7.
- Give students some more words that may ®é dèc, dèc thoai tho¶i
be new/ unfamiliar to them. 8. Dèc ®øng, dèc ngîc
- Guide the students to read the word in 9. Gß, ®èng
chorus and individually. 10. §Ønh (gß/®èng)
11. Cá l¸ nhá mäc trªn xa m¹c

- Listen to the teacher then do
Task 2: (4 minutes) the task.
- Ask students to read the passage again then - Works in pais:
work in pairs to choose the statements are Keys:
true or false. 1. F, 2. F, 3. T,
- Walk round the class to give help if 4. F, 5. F, 6. T.
necessary.
- Give suggested words, phrases or useful
suggestions. - Work individually to read the
- Correct the students’ work. text then answer the questions:
Task 3: (6 minutes) - Share the key with other
- Ask students to read the questions carefully. students:
- Ask students to read through the passage Keys:
again. 1. They are Great Victoria
- Ask the class to do . Deserts, Gibbon….
- Call some students to give the answers. 2. It lies between Lake Eyre in
- Ask others students to correct. the south, the….
- Give the true answers 3. In 1845.
4. He was the President of the
South….
5. They took camels across the
desert.
6. In thwe western part, they are
short, mostly ….
7. Two. They are hummock
grasses and spinifex

- Read the story then answer.
After you read : (8 minutes) - Work in groups
145
- Ask student to read the story.
Ask them for the humour of the story. - Listen to the teacher
Explain. - Write down the homework to do at
Home work: (2 minutes) home.
- Review the reading and prepare the
speaking at home.




The 59th Period
Date: 04/ 01/ 2010
Grade 12
Theme: deserts
Unit 9
Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Explaining why some kind of trees and animals can exit in the deserts.
2. Knowledge:
- General knowledge: The lives of treas and animals in the deserts.
- Language: + The way to make the life better in the deserts.
+ The tenses.

- New words: words related to the trees and animals in the deserts.
3. Skills:
- Talking about nature features of the deserts.
- Explaining why some thing should be brought along while going across a desert.
II. Method:
- Integrated, mainly communicative.
III. Teaching aids:
- Board, chalks, textbook, handouts.
IV. Procedure:
146
Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Ask students about the deserts of Australia. - Answer teacher's question.

Pre-speaking : (12 minutes)
Task 1
- Guide students how to practise. - Pair work.
- Ask students to work in pairs. - Practice answering the
- Explaining some new worrds. toppic:
- Walk around and help them. I think banana can’t exit in
- Call students to say. desirt because it is tropical
- Correct their mistakes. plant but it is vey hot in desert
…..………
While-speaking : (15 minutes) I think ….
Task 2
- Guide students how to practise.
- Ask students to work in pairs. - Listen to the teacher and do
- Help the students with new structures. the task.
- Walk around and help them. Ex:
- Call some student to stand up and report A. I think the climate in
before the class. desert is very rude. There is
- Correct their mistakes. very little rain and it is always
very hot….
Post-speaking : (10 minutes) I think ……..
Task 3 ……………………
- Guide students how to practise.
- Ask students to work in groups
- Call some pairs of student to stand up and - Free practices
practise. - The students who are called
- Correct their mistakes. stand up to talk to the class
about their ideas.
Homework: (3 minutes)
- Ask the students to prepare the listening at - Listen to the teacher.
home. - Write down the homework to do
at home.




147
The 60th period
Date: 06/ 01/ 2010
Grade 12
Theme: deserts
Unit 9
Listening
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Listening, mastering the content of the tape.
- Doing the tasks fluently (true or false statements and the details).
2. Knowledge:
- General knowledge: By the end of the lesson ,students will be able to understand how to
make the lives in the deserts better.
- Language: The present simple tense.
- New words: Words related to to the topic.
3. Skills: - Listening and deciding on True or False statements.
- Listening for details and gap-filling.
II. Method:
- Intergrated, mainly communicative.
III. Teaching aids:
- Tape, cassetteplayer, board, chalks, textbook.
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (3minutes)
- Presentation - Listen to the teacher.

Before-listening: (7 minutes)
Before you listen: Before you listen:
- Ask students to look at the book and answer - Look at the book.
the question in the book. - Listen to the teacher.
- Let them work in pairs. - Ask and answer the question
- Listen and correct for them. in the book.
- Work in pairs.
Listen and repeat
- Turn on the tape and ask students to listen - Listen and repeat.
- Let students listen again and repeat. - Preactise in pairs
- Write some words on board and ask - Read the new words aloud
students to read them aloud. in chorus then in devidual.
- Correct.
148
While-listening: (25 minutes)
Task 1:
Ask students to read the statement at least - Read the statement once to
once first. get the main contents.
Ask them to guess the answers Listen to the tape and do the
Play the tape once then check how many task.
answers can students find. Find evidences to each of the
Play the tape again. answers.
Check and give remarks. Represent if being asked.
Call some students to say out their answers Keys: 1.T, 2.F, 3.T, 4.F, 5.
and the evidences they get to prove their T.
answers. - Listen to the teacher’s
explanation then correct the
answers onself.

Task 2: - Read the questions once to
- Ask them to guess the answers. get the main contents.
Play the tape once then check how many Listen to the tape and do the
answers can students find. task.
Play the tape again. Find evidences to each of the
Check and give remarks. answers.
- Call some students to say out their Represent if being asked.
answers and the evidences they get to prove Listen then answer.
their answers.
- Let students work inpairs. Keys:
1. It examines deserts, what
are they and how they are
formed
2. It is hot, dry and sandy
place, it is a beautiful land of
silence and space. The sun
shines, the wind blow and
time and space seem endless.
3. Natural and human.
4. They contribute by eating
every plant they can find, this
makes the land become
deserts.

- Read the questions once to
Task 3: get the main contents.
- Ask students to read the question quickly. Listen to the tape and do the
- Guide students the how to do the task. task.
- let student listen one or twice times. Find evidences to each of the
- Ask students to stand up and speak their answers.
answers. Represent if being asked.
- Correct. Listen then answer.

Keys:
149
1.90%, 2. smaller plants. 3.
Prevent, 4.Spreading
5.Capital, 6.canals


- Listen to the teacher’s
explanation then correct the
answers oneself.
After-listening: (7 minutes)
- Ask students to discus the guided question,
find the answer then write about deserts. - In groups, discuss the
- Let them work in groups guided questions and write
- Move around to help if necessary. about the deserts to correct
- Give remarks or even suggestions. oneself.
Homework: (3 minutes)
- Ask students write things to do to have a
healthy and long life, and prepare part
writing at home. -Listen to the teacher and
write down homework to do
at home.




The 61st period
Date: 08/ 01/ 2010
Grade 12
Theme: deserts
Unit 9
Writing
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Describing main features of a deserts.
2. Knowledge:
- General knowledge: Writing about the Sahara deserts.
- Language: +The tenses.
+ Connectors (time expressions)
- New words: Words related to the Sahara desert.
150
3. Skills:
_ To practise students’ speaking and writing skills.
_ To help students to able to write about the Sahara deserts
II. Method:
- Intergrated, mainly communicative
III. Teaching aids:
- Board, chalks, textbook and notebook.

IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (3 minutes)
- Presentation - Listen to the teacher.

Pre-writing: (10 minutes)
- Ask student to read the request of task one - Listen to the teacher.
and translate. - Try to understand the new
- Explain them how to do the task words and phrases in the
- give students the structures: table.
- guide them some new words. - Work in groups.
- Walk around and help them. - Ask the teacher about the
- Corect. words or phrases if can't
understand.
While-writing: (20 minutes)
- Ask student to read the request of the
writing. - Listen to the teacher.
- Explain them how to do the task - discuss and write down.
- guide them to write. - work in groups.
- Walk around and help them. - Compare the result to the
- Call one to do on board. other groups.
- Corect. Ex:
The Sahara is the largest
desert in the world. It is
located in the Northern
Africa. The desert extends
from…….
Post-writing: (10 minutes)
- Ask some groups to represent their work, - Listen to the teacher’s
ask other to give remark. explanations.
- Choose some good writing to read in class - Exchange the writing to
and give remark. other groups to check and
give remarks.
- Represent the task on board
if being asked.
Read the writing to get
others’ remarks.
- Do as the teacher asked.
Homework: (2 minutes)
- Ask students to rewrite the task at home and - Listen to the teacher and
151
preapare part Language Focus at home. write down homework.




The 62nd period
Date: 10/ 01/2010
Grade 12
Theme: deserts
Unit 9
Language Focus
Time: 45 minutes

I. Objectives:
1. Educational aim: - Full and contracted forms of auxiliaries.
- So, but, however and therefore.
2. Knowledge:
- General knowledge: Combining the sentences.
- Language: Know how to use so, but, however and therefore.
- New words: Words related to the exercises.
3. Skills:
_ To practise students’ pronunciation and writing skills.
_ To help students to be able pronounce the full forms and the contracted forms of
auxiliaries and introduce to them the use of so, but, however and therefore.
II. Method:
- Intergrated, mainly communicative.
III. Teaching aids:
- Board, tape, cassetteplayer, chalks, textbook and notebook.
IV. Procedure:

Teacher’s activities Students’ activities Notes
1. Warm up: ( 3 minutes)
- Introduce the lesson to the students. - Listen to the teacher.

152
2. Pronunciation: ( 15 minutes) Get the teacher’s explanation.
_ play the tape and asks students to listen to _ Listen to the sounds listed
the sounds listed in their books. in their books.
_ asks students to listen to the tape then _ Listen to the tape then
repeat the words in chorus. repeat the words in chorus.
_ asks students to repeat the words _ Some individuals repeat the
individually. words.
_ correct their pronunciation if necessary.
_ asks students to read the sentences _ Listen to the teacher’s
suggested individually. correction.
_ can read the sentences first and notice the _ Read the sentences
sounds in words. suggested individually.
_ asks some students to read the sentences
aloud.
_ asks others to give comments then correct
their pronunciation if necessary.
3. Grammar: ( 25 minutes)
Exercise1:
- Giude students how to do _ Listen to the teacher’s
- Do the first as an example. explanation.
- Ask students to to the exercise. _ work in pairs. Do the
- Call the to to on board. exercise given in the
- go round to help students if necessary textbooks.
- Explain and correct. _ Discuss the answers with
their friends then correct the
mistakes themselves.
_ Some of the students to do
the exercise orally.
_ Other students give
comments.
_ Take notes of the suggested
answers.
Keys:
1. So 5. So
2. But 6. But
3. So 7. But
Exercise 2: 4. But 8. So
_ explains the example carefully. _ Notice the teacher’s
_ asks students to work in pairs to do the explanation.
exercise suggested. _ Work in pairs. Do the
_ asks students to discuss the answers with exercise given in the
their friends. textbooks.
_ asks some of the students to do the exercise _ Discuss the answers with
orally. their friends then correct the
_ asks others to give comments. mistakes themselves.
_ gives the suggested answers if necessary. _ Some of the students to do
the exercise orally.
_ Other students give
153
comments.
_ Take notes of the suggested
answers.
Keys:
1. But 5. But
2. However 6.However
3. Yet 7. However
Exercise 3: 4. So 8. But
_ explains the example carefully.
_ asks students to work in pairs to do the _ Listen to the teacher’s
exercise suggested. explanation.
_ asks students to discuss the answers with _ work in pairs. Do the
their friends. exercise given in the
_ asks some of the students to do the exercise textbooks.
orally. _ Discuss the answers with
_ asks others to give comments. their friends then correct the
_ gives the suggested answers if necessary. mistakes themselves.
_ Some of the students to do
the exercise orally.
_ Other students give
comments.
_ Take notes of the suggested
answers.
Keys:
1. Therefore, 2. So, 3.So,
4. Therefore, 5. However,
6. Therefore, 7. So,
4. Homework: (2 minutes) 8. However.
- Ask students to revise the strong form and
weak form of auxiliaries, the use of - Listen to the teacher and
connections, redo all the exercises and write down homework to do
prepare unit 10 at home. at home




UNIT 10: endanger species

The 63rd period
Date: 12/ 01/ 2010
Grade 12
Theme: endanger species
Unit 10
Reading
Time: 45 minutes
154
I. Objectives:
1. Educational aim:
- Students read and guess the meaning of words in contexts.
- They read and answer questions about the texts.
- They practice scanning for specific information in the texts.
- Finding supporting evidence .
2. Knowledge:
- General knowledge: Ss know some endangered species are plant and animal species
- Language: Common knowledge of environment,…
- New words: Words related to the topic (endangered animals,plants....)
3. Skills:
- Guessing meaning in context, scanning for specific information and passage
comprehension.
II. Method:
- Integrated, mainly communicative.
III. Teaching aids:
-Picture, board, chalks, textbook, handouts,…
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)

Aims: to introduce the topic of the lesson and to
raise students' interest.
- T hang out some pictures in and asks Ss to - work in pair to answer the
answer the questions. questions
1. what do you see in the pictures? 1.tortoise,rhinoceos,monkey,
2. Which of them are in danger of becoming elephant,leopard,,parrot
extinct? 2.elephant,leopard, rhinoceos
are in danger
Before you read : (7 minutes) necessary
- Ask students (to work in pairs) to open their
books, look at the pictures, and do the tasks that
follow. +tortoise, rhinoceros,elephant,
+ which of the animals and insects below can monkey,mosquito.
be found in VietNam? +rhinoceros,leopard, elephant
+Which of them are in danger of becoming
extinct?
- Ask them to work in 3 minutes,
- Teacher moves round to help if necessary.
- Ask some pairs to report .
- Give some remark if necessary
Pre-teaching vocabulary: - Write down the meaning of
To Endanger: (v) g©y nguy hiÓm some newwords
Destructio(n) sù ph¸ ho¹i .nguyen nh©n g©y ra
c¸i chÕt
Commercial(adj):(thuéc )bu«n b¸n
Drainage(n): sù rót níc,hÖ thèng cèng r·nh
155
Deforestration,urbanization (sù thµnh thÞ ho¸
While you read : (23 minutes)
- Ask students to look through the passage and
read in silence
- Help students read the passage
- Explain pronunciation and meaning of new
words which appear in the passage
Task 1 : (3 minutes)
- Ask students to read through the text once to - Read through the text find the
find out some new words, guess the main idea. new words, try to guess the
- Explain new words (give the Vietnamese meanings of those words in
equivalents),. contexts:
- Ask students to work individually in 5 - Work individually to read the
minutes to do this task. text and do task 1
- Guide students to read through the passage , 1.C
then focus on only the sentences surrounding 2.D
the suggested words to do the task effectively. 3.A
- Give students some more words that may be 4.B
new/ unfamiliar to them.
- Guide the students to read the word in chorus
and individually.
-Give correct answers - Listen to the teacher
- Write down the correct answers
Task 2: (4 minutes)
- Ask students to read the passage again and
choose A,B,C,D to complete the following
sentencesabout the reading passage - Read through the text find the
- Ask them to work individually to do the task new words,
and give the evidence to prove the keys. - Work in pair to answer the
- Move round to make sure that all students are questions
working and to help them if necessary. 1.D
- Ask some students to report and give 2.B
feedback. 3.A
4.A
Task 3: (6 minutes) 5.D
- Ask students to read the passage again then
work in pairs to find evidence in the passage to
support these statements
- Walk round the class to give help if necessary.
- Give suggested words, phrases or useful
suggestions. - Read through the text find the
- Correct the students’ work. new words,
- Work in pair to give evidence
in the passage to support these
After you read : (8 minutes) statements.
- Ask students to work in group to scan the text 1.The first sentence of the
again. second passage.
- Ask them to work in small groups of three or 2.The third passage.
four to summarise the reading passage by 3.The fourth .
156
writing one sentence for each paragraph.
- Encourage them to summarise the reading
passage. - Work in group to summarise
- Ask one or two pairs to report. the reading passage.
1.Over 24 thousand plant and
animal species all over the
world are classified as
endangered.
2.The main causes of extinction
or endangerment are habitant
destruction ,commercial
exploitation and population.
3.Biodiversity is important for
humans as it provides food
,clean air,water,fertile soil and
other products.
4.Different efforts have been
made to conser endangered
species.
5.The task of conservation
Home work: (2 minutes) should be shared by
- Ask Ss to do exercises at paage 65-68 in the international
students’workbook. organization,govermental
agencies ,industry and
individuals.



- Do homework




157
The 64th Period
Date: 15/ 01/ 2010
Grade 12
Theme: endanger species
Unit 10
Speaking
Time: 45 minutes

I. Objectives:
1. Educational aim:
- Students work in pairs to ask anh answer some questions about endangered animals
- Students talk about the information of some endangered animals
2. Knowledge:
- General knowledge: endangered animals
- Language: + The way to make suggestions or predictions.
+ The tenses.

- New words: words related to endangered species.
3. Skills:
- Talking about the information of some endangered animals
II. Method:
- Integrated, mainly communicative.
III. Teaching aids:
- picture, board, chalks, textbook, handouts.
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
Hang out the pictures of 4 animals and ask Ss - Look at the pictures ang
to give the name of them give the name of 4 animals
1.It is a tiger
2.It is a rhino
3.It is a pandal
4.It is an elephant


While-speaking (25 minutes)
Task 1: - Work in pairs to discus the
Ask and answer the following the questions. three questions and find the
- Ask students to work in pairs to discus the answers.
four questions and find the answers. 1.Pandal ,rhino,tiger,elephant.
- Move round to make sure that all students 2.We can find these animals
are working and to help them if necessary. in the forests in Asia,Afica,etc
- Ask some students to report and give 3.Rhino can be used for
feedback. medicine
158
- Correct the students’ work and give remark. 4.All of them are in danger.

Task 2
Ask and answer questions about 4 - Listen to the teacher
endangered animals. - work in pair to do task 2
- Aks Ss to read the information about the A:where do gaint pandas live?
gait panda,tiger,rhino,elephant. B: They live in bamboo
- Explain how to do task 2 forests in the mountain in
- Walk round from group to group to give central and western China
help if necessary. A: What is the population of
- Encourage students to speak out what they pandas in the world?
think even a phrase or a singular word. B: Only about 600.
_T check ang give feedback. A: How are they?
B: about 1.2 to 1.5m
A How much do they weigh?
B: About 75 kg to 160 kg
A: what do they eat
B:Bamboo
A: Why are they in danger?
B: People destroy their
habitat and hurt them for
trade.


Task 3: - Work in group to give an
Take turns to give an oral report on the oral report.
animals mentioned in task 2 Group 1: Giant pandas live in
-T ask Ss to work in group to do task 2. bamboo forests in the
- Walk round from group to group to give moutain in Western China
help if necessary. .only about 600 pandas are
- Encourage students to speak out what they living there.They attain a
think . height of 1.2m to 1.5m and
wigh from 75kg to 160 kg
they are in danger because
People destroy their habitat
and hurt them for trade.
Group 2: Rhino
Group 3:tiger
Group 4 elephant

-Students work individually
to summarize what they’ve
Post – speaking(10) learnt in unit 10.
- Ask students to work individually to
summarize what they’ve learnt in unit 10.
- Move round to check the activities and to
make sure that students are working
effectively.
- Ask one or two students to report in front of
159
the whole class.
- Check and give remarks. - Do homework at home

Homework: (3 minutes)
Name some measures we’ve made to protect
the endanger animals




The 65th period
Date: 19/ 01/ 2009
Grade 12
Theme: endanger species
Unit 10
Listening
Time: 45 minutes

I. Objectives:
1. Educational aim:
-Students know the life of gorillas
2. Knowledge:
- General knowledge: extensive listening: Multiple-choice questions.
Gap filling
- Language: modal verbs
- New words: Words related to to the topic.
3. Skills: - Listening and deciding on True or False statements.
- Listening comprehension
II. Method:
- Intergrated, mainly communicative.
III. Teaching aids:
- Tape, board, chalks, textbook.
IV. Procedure:

160
Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Rearange the letters to make a meaningful - Listen to the teacher.
word - Work in pairs to Rearrange
GOLLARI the letters to make a
meaningful work.
GORILIA
Pre-listening: (7 minutes) - Work in pairs to discuss and
- Ask students to work in pairs to discuss and give correct answers
choose the best answer A,B,C - Listen and repeat:
- Guide the students to answer if necessary.
- Give further information. Gorilla
Sociable
Sub-adult
- Explain the words that will appear in the Nest
listening text. Bared teeth
- Ask students to read in chorus then Silverback
individually. Civil war
Forest rangers

While-listening: (20 minutes)
Task 1
- Ask students to read the statement at least
once first.
- Ask them to guess the answers -Read the statement once to
- Play the tape once then check how many get the main contents.
answers can students find. - Listen to the tape and do
- Play the tape again. the task.
- Check and give remarks. - Find evidences to each of
- Call some sts to say out their answers and the answers.
the evidences they get to prove their - Represent if being asked.
answers. Keys:
1.A
2.B
3.D
4.B
5.C
- Listen to the teacher’s
explanation then correct the
Task 2 answers onself.
- Ask them to guess the answers.
- Play the tape once then check how many
answers can sts find. - Read the questions once
- Play the tape again. to get the main contents.
- Check and give remarks. - Listen to the tape and do
- Call some students to say out their the task.
answers and the evidences they get to prove - Find evidences to each of
their answers the answers.
- Represent if being asked.
161
1.peaceful
2.plant – eating
3.a few females and their
young
4.plants and a few insects
5.in trees
6.in grasses
7.civil war
8.forests being cut down

- Listen to the teacher’s
explanation then correct the
answers oneself..
- Listen to the teacher’s guide
to correct oneself.

After-listening: (10 minutes)
- In group, ask students to summarise the -Work in group to summarise
main ideas of the passage ,using the the main ideas of the passage
information and the answers in task 1 and 2.
- Move around to help if necessary.
- Give remarks or even suggestions.

Homework: (3 minutes)
- in not more than 80 words write about the -Listen to the teacher and
life of a gorilla write down homework




162
The 66th period
Date: 02/ 02/ 2010
Grade 12
Theme: endanger species
Unit 10
Writing
Time 45 minutes
I. Objectives:
1. Educational aim:
- Writing a report.
2. Knowledge:
- General knowledge: Writing about measures to protect endangered species and possible
results
- Language: +The tenses.
+ Connectors
- New words: Words related to endangered species
3. Skills:
- Writing a report.
II. Method:
- Intergrated, mainly communicative
III. Teaching aids:
- A picture, board, chalks, textbook.

IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes) - Do as required.
Fill in the chart with some informatio n about - Exchange the ideas with
endangered species’ problems. others.
Endangered causes Measures to
species save them - Listen to the teacher.
+tiger Habitat Provide - Get the task.
destruction enough
wildlife - Work in pairs to do the
hanitat task.
reserves - Listen to the teacher to
correct oneself.
- Work in groups to do the
task.


Pre-writing: (10 minutes)
- Explain as clearly as possible the way to
write a passage
+topic sentence
+supporting idea
+supporting idea
- Listen to the teacher.
163
+Concluding sentence - Get the task.
+conectors:first,second,third....
While-writing: (18 minutes) - Work in pairs to do the
Task 1 task.
- Ask students to look at Task 1. - Listen to the teacher to
- In pairs, ask students to ask and answer correct oneself.
the questions. Work in groups to do the task
- Move around to give help. 1.We should have different
- Check and give remarks. activities to raise people ‘s
awareness of the need to
protect these animals.
2.Goverments should raise
sufficient funds for projects to
save endangered animals.
3.Humans must keep water
,air,and land clean to preserve
natural habitats for wild
animals.
4.Goverments should have a
good policy to improve the
life of people who live in or
near endangered animals’
habitats


-
Compare the result to the
other groups.
- Listen to the teacher’s
Task 2 explanations.
- Explain the requirements: Writing a - Exchange the writing to
paragraph other groups to check and
- Ask students to work in groups to write give remarks.
paragraph. - Represent the task on board
- Walk round to give help if necessary. if being asked.
- Read the writing to get
others’ remarks.



- Do as the teacher asked.

Post-writing: (10 minutes)
- Ask some groups to represent their work,
ask other to give remark. - Listen to the teacher and
- Choose some good writing to read in class write down homework.
and give remark.
Homework: (2 minutes)
- Ask students to rewrite the task at home and
preapare part Language Focus at home.
164
The 67th period
Date: 04/ 02/ 2010
Grade 12
Theme: endangered species
Unit 10
Language Focus
Time: 45 minutes

I. Objectives:
1. Educational aim:
- Pronuciation.
- Rhythm
2. Knowledge:
- General knowledge: modal verbs: may, might,must’nt,
- Language: may, might,must, must’nt...
- New words: Words related to the exercises
3. Skills:
- Writing sentences with adverbial clauses of concession.
II. Method:
- Intergrated, mainly communicative.
165
III. Teaching aids:
- Board, chalks, textbook and notebook.
IV. Procedure:

Teacher’s activities Students’ activities Notes
1. Pronunciation:( 15 minutes)
- Explain the way to stress syllables - Get the teacher’s
- Help students to know the pronunciation explanation.
- Play the tape 1.Tell me the time.
- Ask Ss to repeat 2. Show me the way .
- Listen to Ss and check 3. Some carrots and
cabbages
4.Come for a swim
5.The clock on the
mantelpiece
6. I think he wants to go
tomorrow
7.It’s not the one I want.
8.Most of them have arrived
on the bus
9.Walk down the path to the
end of the canal
10.I’m going home today for
Christmas
11.A bird in the hand is

worth two in the bush.
12. If you don’t have the best
,make the best of what you
have.
- Practice reading in chorus
2. Grammar and vocabulary:( 28 minutes) or individually.
- Explain once again Modal verbs(may
,might,must,musn’t ,needn’t
Remarks: -Listen to the teacher and
- May ,might ®îc dïng ®Ó chØ mét kh¶ n¨ng copy
.
- Must ®îc dïng ®Ó chØ mét tr¸ch nhiÖm
hoÆc mét bæn phËn .must cã nghÜa ph¶i
lµm ,kh«ng cã sù lùa chän
- Need dîc dïng dÓ diÔn t¶ sù cÇn thiÕt
Practice
Exercise 1:
- Guide the students how to do the -Work in group to do
exercises. exercises
- Divide the class into groups, ask them to Exercise1:
do the exercises. 1. might rain
- Walk round to give help if necessary. 2. may/might wake
- Correct the students’ work if necessary. 3. may/might bite
166
4. may/might need
5. may/might slip
6. may/might break.
Exercise 2:
1.needn’t come
2.needn’t walk
3.needn’t ask
4.needn’t tell
5.needn’t explain.
Exercise 3:
1.must
2.mustn’t
3.Needn’t
4.must
5.musn’t
6.needn’t
7.needn’t
8.must,mustn’t


3. Homework: (1 minute) - Listen to the teacher and
- Ask students to review the lesson and do write down correct
the language task students’ workbook and answers
prepare Test yourself D at home.

- Do homework at home




167
The 68th period
Date: 05/ 02/ 2010
Grade 12
Test yourself D

I. Objectives: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing.
- Improve their knowledge through the test yourself.
II. Method: Integrated, mainly communicative.
II. Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs…
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Greeting - Greeting
- Ask students something about the test - Answer teacher’s questions
yourself D
* Have you prepared it at home?
* Have you got any difficulties?

Test yourself

I. Listening(2.5 points) (10 minutes) - Look at the book and listen
- Present the task: Listen and complete the to the task
table below - understand the task
- Tell students the topic of the table - Listen to the tape carefully
- Get students to look through the table - Fill in the blanks with the
- Explain the meaning of new words words they’ve just heard
- After that turn on the tape of the passage aloud - Correct mistakes
twice
- Let students fill in the blanks with the words Keys:
they have just heard 1. bamboo shoots, leaves, 2.
- Go round the class to control the work 12, 3. 600, 4. half,
- Then turn on the tape of the passage the last 5. cloning (the panda).
time for students to check their results
- Correct mistakes - Look at the textbook and
II. Reading (2.5 points) (10 minutes) listen to the teacher then read
- Present the task: Read the passgae and the passage and choose the
choose the statements are True or False. statements are True or False.
- Get students to work in groups, discuss - Work in groups to discuss
about the passage about the passage
- Go round the class to control the discussion - Finish the task
- State the best option - Compare their results with
- Correct mistakes the other groups, and correct.
Keys:
168
1. F, 2. N, 3. T, 4. T, 5. T.

- Listen to the teacher
III. Grammar(2.5 points) (8 minutes) - Work in groups to complete
- Recall the grammar of articals. the sentences
- Giude students how to do - Compare the results with the
- Give them some newwords: other groups
- Do the first as an example. - Correct mistakes
- Ask students to to the exercise. Keys:
- Call the to to on board. 1. needn’t, must, mustn’t, 2.
- Go round the class to control the set’s mustn’t, 3. needn’t, must, 4.
activities mustn’t,
- State the keys 5. mustn’t, 6. mustn’t,
- Correct mistakes 7. needn’t.

- Listen to the teacher
IV. Writing(2.5 points) (7 minutes) carefully.
- Giude students how to write - Work in groups or in pairs
- Give students some models and structures to then write.
writes.. - Compare the results with the
- Ask students to write. other groups.
- Call the to to on board.
- Go round the class to control the students’ - Correct mistakes
activities
- Correct mistakes

Homework (5 minutes) - Study all the lessons again
- Ask students: and prepare Unit 11 Part
+ to study all the lessons again Reading
+ to prepare Unit 11. Part Reading




UNIT 11: Books
th
The 69 period
Date: 06/ 02/ 2010
Grade 12
Theme: Books
Unit 11
Reading
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Students read and guess the meaning of words in contexts.
- Deciding on true or false statement.
- Passage cpmprehension
2. Knowledge:
169
- General knowledge: Ss know many advantages of reading books
- Language: Common knowledge of books
- New words: Words related to the topic
3. Skills:
- Guessing meaning in context, scanning for specific information and passage
comprehension.
II. Method:
- Integrated, mainly communicative.
III. Teaching aids:
-Picture, board, chalks, textbook, handouts,…
IV. Procedure:
Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
Aims: to introduce the topic of the lesson and
to raise students' interest. -Work in pair to answer the
-Ask SS to look at the pictures in the text questions.
book and answer some questions: 1.they are reading books
1.what are they doing? 2.enrich knowlege And
2.can you name some advantages of reading Relax ....
books?
-Ask Ss to work in pair to answer the
questions
-T goes around to help if neccesary
Before you read : (7 minutes)
- Ask students (to work in pairs) to open their
books, look at the pictures, and do the tasks - work in pair to answer the
that follow. question.
1.Do you often read books? 1.usually
2.What kind of books do you enjoin reading 2.Ennglish books
most/least? 3.every time
3.How do you read books?
- Ask them to work in 3 minutes, meanwhile
the teacher moves round to help if necessary.
- Ask some pairs to report .
- Give some remark if necessary
While you read : (23 minutes)
- Ask students to look through the passage
and read in silence
- Help students read the passage
- Explain pronunciation and meaning of new
words which appear in the passage
Task 1 : (3 minutes)
- Ask students to read through the text once
to find out some new words, guess the main - Work individually to read the
idea. text then do task 1
- Explain new words (give the Vietnamese 1.swallow:nuèt(®äc ngèn ngÊu)
equivalents), guide the sts to get the main 2.dip into:chÊm qua loa(®äc
contents of the reading text. qua loa)
- Ask students to work individually in 5 3.taste:nÕm(®äc thö ,qua loa)
170
minutes to do this task. 4.hard-to-pick –up-again:khã cã
- Guide students to read through the passage , thÓ cÇm lªn l¹i ®îc)
then focus on only the sentences surrounding 5.digest:tiªu ho¸
the suggested words to do the task 6.chew:nhai(nghiÒn ngÉm)
effectively. 7.hard-to –put –down:kh«ng
- Give students some more words that may thÓ ®Æt xuèng
be new/ unfamiliar to them.
- Guide the students to read the word in
chorus and individually.
Task 2:
Decide whether the statements given in task Work in pair to give answers.
2 page 120 are true ,false or not mentioned - Share the key with other Ss.
- Ask students to read through the text once 1.NM
to find out some new words, guess the main 2.F
idea. 3.NM
- Explain new words (give the Vietnamese 4.T
equivalents), guide the sts to get the main 5.F
contents of the reading text. - Find in the text the evidence to
- Ask students to work individually in 5 prove the keys.
minutes to do this task.
- Guide students to read through the passage ,
then focus on only the sentences surrounding
the suggested words to do the task
effectively.
- Call on some Ss to do task 2 on the board
- Check
Task 3: (4 minutes) - Do the task in pairs:
- Ask students to read the passage again and - Answer the questions.
answer th equestions 1. Three
- Ask them to work individually to do the 2.When you find a good story
task and give the evidence to prove the keys. and have time to enjoin it.
- Move round to make sure that all students 3.Read a few pages to see it it’s
are working and to help them if necessary. the one you can easily read and
- Ask some students to report and give understand.
feedback. 4.Television can bring you all
the information and stories with
colour picture and action.
5.Books are still a cheap way to
get information and
entertainment ;you can keep a
book forever and read it many
After you read : (8 minutes) times.
- Ask students to work in group to scan the
text again. - Listen to the teacher
- Ask them to work in small groups of three - Work in group to do the task.
or four to do the task. a.thriller
- Ask one or two pairs to report. b.romance
- Move round to make sure that all students c.novel
are working and to help them if necessary. d.science
171
- Ask some students to report and give e.craft
feedback. f.fiction
g.comic
h.biograph
Home work: (2 minutes)
- Do exercise 1 and two at page 71,72,73 in - Write down the homework to do at
the students’ workbook home.
th
The 70 Period
Date: 08/ 02/ 2010
Grade 12
Theme: Books
Unit 11
Speaking
Time: 45 minutes

I. Objectives:
1. Educational aim:
- Asking and answering about reading habits
- Talking aboout characters in a book.
2. Knowledge:
- General knowledge:Books.
- Language: + The way to descirbe a book
+ The tenses.

- New words: words related to Books
3. Skills:
- Discribing details in pictures.
- Talking about characters in a book.
II. Method:
- Integrated, mainly communicative.
III. Teaching aids:
- picture, board, chalks, textbook, handouts.
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Ask Ss to give name of some stories Listen and give one’s own
ideas .
1.fairy story
2.historical story
3.detective story
4.war story
5.adventure story

Pre-speaking : (12 minutes)
Task 1 - Work in pairs to discus the
- Complete the following conservation and three questions and find the
practise reading it. answers.

172
- Explain how to do the task A:what sort(kind) of books do
-Ask students to work in pairs to discus the you like to read?
three questions and find the answers. A;How do you often read
- Correct the students’ work and give remark. books?
A:When do you often
readbooks?
- Correct the answers oneself.
While-speaking : (15 minutes)
Task 2
- Explain the requirements
- Divide the class into groups, asks each - Listen to the teacher
group to discus a section
- Guide the students how to speak by giving A; What do you often do in
them useful suggestions: your free time?
- Walk round from group to group to give B: Reading books
help if necessary. A:What sort of books do you
- Encourage students to speak out what they often read?
think even a phrase or a singular word. B:novels.
A:How do you read them?
B:When I find a good story
A:When do you often read
books?
B: Whenever I have free time

Task 3: - Work in pairs to discus the
- Complete the following conservation and three questions and find the
practise reading it. answers.
- Explain how to do the task A;What are you reading at the
-Ask students to work in pairs to discus the moment?
three questions and find the answers. A:Who is the main character?
- Correct the students’ work and give remark. A:What is he/she like/

Task 4: -Listen and work in pairs to
- Explain how to do the task do task 4
-Ask students to work in pairs to discus the A;What are you reading at the
three questions and find the answers. moment?
-Practise the model consevation with one B:I”m reading “happy life”
student A:Who is the main character?
-Ask Ss to do task 4 B:Jonh.
A;What is he like?
B; ........


Post-speaking : (10 minutes)
Task 5 - Listen and take note
- Ask students to work individually to
summarize what they’ve discussed in their
own words.
- Move round to check the activities and to
173
make sure that students are working
effectively.
- Ask one or two students to report in front of
the whole class.
- Check and give remarks.


Homework: (3 minutes) - Write down the homework
Do Exercises at page 75&76 in the
students’workbook




The 71st period
Date: 09/ 02/ 2010
Grade 12
Theme: Books
Unit 11
Listening
Time: 45 minutes

I. Objectives:
1. Educational aim:
-Ss know some advantages of books
2. Knowledge:
- General knowledge: Listen for specific information.
- Language: The present simple tense.
- New words: Words related to to the topic.
3. Skills: - Listening and deciding on True or False statements.
- Listening comprehension
II. Method:
174
- Intergrated, mainly communicative.
III. Teaching aids:
- Tape, board, chalks, textbook.
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Ask Ss to decide on 3 statements True or - Listen to the teacher.
False

Pre-listening: (7 minutes) - Listen and repeat:
Incredible
- Explain the words that will appear in the Wilderness
listening text. Fascinating
- Ask students to read in chorus then Unnoticed
individually. Journey
Peronality
Survive
Renioned

While-listening: (20 minutes)
Task 1 - Read the statement once
- Ask students to read the statement at least to get the main contents.
once first. - Listen to the tape and do
- Ask them to guess the answers the task.
- Play the tape once then check how many - Find evidences to each of
answers can students find. the answers
- Play the tape again. Keys: 1. B, 2. C, 3. B, 4.
- Check and give remarks. A, 5. A,
- Call some sts to say out their answers and - Listen to the teacher’s
the evidences they get to prove their explanation then correct the
answers. answers onself.


Task 2 - Read the questions once
- Ask them to guess the answers. to get the main contents.
- Play the tape once then check how many - Listen to the tape and do
answers can sts find. the task.
- Play the tape again. 1;family
- Check and give remarks. 2.strength
- Call some students to say out their 3.humans
answers and the evidences they get to prove 4.journey
their answers 5.pet.
- Listen to the teacher’s
explanation then correct the
answers oneself.

- In groups, ask and answer
After-listening: (10 minutes) the question.
175
- In group, ask students to discus the guided S1: would you like to read the
question, find the answer. book ?
- Move around to help if necessary. S2: Yes,
- Give remarks or even suggestions. S1: Why?
S2:because I want to know
about animal’s life
......
- Listen to the teacher’s guide
to correct oneself.


Homework: (3 minutes) -Listen to the teacher and
- In not more than 50 words write about the write down homework
kind of books you like to read and say why


The 72nd period
Date: 10/ 02/ 2010
Grade 12
Theme: Books
Unit 11
Writing
Time 45 minutes
I. Objectives:
1. Educational aim:
- Describing a book
2. Knowledge:
- General knowledge: writing a report on a book
- Language: +The tenses.
+ Connectors (time expressions)
- New words: Words related to books
3. Skills:
- Writing a report.
II. Method:
- Intergrated, mainly communicative
III. Teaching aids:
- A picture, board, chalks, textbook.

IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Free talk about the name what yo should Do as required.
mention in book report Exchange the ideas with
others.
Pre-writing(10 minutes)
Give some ideas - Listen to the teacher.
Book report - Get the task.

176
+the book’s author
+the title of the book
+the main character
+your opinion
While-writing: (18 minutes)
Task 1 - Work in group to do the
- Ask students to look at Task 1. task.
- In group, ask students to put the S1:general introduction
questions to under the correct headings 7.What is the title of the
- Move around to give help. book?
- Check and give remarks. 4.who is the author?
9.What type of book is it?
S2:Summary of the book’s
content
2.where is the book set?
5.What is the main theme of
the book?
6.who are the main
characters?
8.what is the plot of the
story?
S3:Conclusion:
1.What was your opinion of
the book?
3.would you recommend the
book?
- Listen to the teacher to
correct oneself.
Task 2
- Explain the requirements: Ask and
answer the above questions about the - Work in groups to do the
book you have just read task.
- Ask students to work in groups to write S1: 7.What is the title of the
report. book?
- Walk round to give help if necessary. S2: Frankenstein

S1;4.who is the author?
S2:Marry Shelley

S1:9.What type of book is it?
S2:A horror storyt

S1: 2.where is the book set?
S2: Geneva

S1:5.What is the main theme
of the book?
S2:life of frankenstein,a
monster
177
S1:6.who are the main
characters?
S2: Frankenstein
S1:8.what is the plot of the
story?
S2:a student from geneva
,discovers the secret of
life,constructers a creature
more like a monster ,monster
feels lonely ,attacks and kills
Frankenstein’s friend,and his
brother:Frankenstein
detrmined to kill the
monster:he is killes first by
the monster ,then it kills itself

S1:1.What was your opinion
of the book?
S2:interesting

S1:3.would you recommend
the book?
S2: yes

- Compare the result to the
other groups.

- Listen to the teacher’s
explanations.
Post-writing: (10 minutes) - Exchange the writing to
- Ask Ss to write a report on the book you other groups to check and
have read recently based on the results of give remarks.
task 1 and 2

- Ask some groups to represent their work,
ask other to give remark.
- Choose some good writing to read in class - Listen to the teacher and
and give remark. write down homework.

Homework: (2 minutes)
- Ask students to rewrite the task at home and
preapare part Language Focus at home.
The 73rd period
Date: 11/ 02/ 2010
Grade 12
Theme: Books
Unit 11
Language Focus
178
Time: 45 minutes

I. Objectives:
1. Educational aim:
- Rhythm
- Modals in the passivevoice
2. Knowledge:
- General knowledge: review the uses of the passive voice with modal verbs
- Language: Know how to use modals in the passive voice
- New words: Words related to the exercises
3. Skills:
- Writing sentences with modals in the passive voice
II. Method:
- Intergrated, mainly communicative.
III. Teaching aids:
- Board, chalks, textbook and notebook.
IV. Procedure:

Teacher’s activities Students’ activities Notes
1. Pronunciation:( 15 minutes)
- Explain the rhythm - Get the teacher’s
- Help students to know the pronunciation. explanation.
- Practice: - Practice reading in chorus
1.Why did you behave like that ? or individually.
2.Come for a swim
3.I think it will be find
4.She’s gone for a walk in the park
5.I wonder if he’ll ever come back
-Let Ss to listen to the tape
2. Grammar and vocabulary:( 28 minutes)
- Explain once again the “Modals with Exercise1:
passive voice 7. This machine mustn’t be
Modals +be+past participle used after 5.30 p.m
Modals+be+pastparticiple 8. This machine must
Exercise1:rewrite the sentences in the cleaned evry tine you use
passive it
- Guide the students how to do the 9. The flowers should be
exercises. kept in a warm sunny
- Divide the class into groups, ask them to place
do the exercises. 10. Your bill should be paid
- Walk round to give help if necessary. before you leave the hotel
- Correct the students’ work if necessary. 11. we should be given the
information now
12. Toothpaste can be bought
at the drugstore
13. The children should be
warned not to speak to
strangers
14. The mystery can’t be
179
solved
15. Travelers’cheques can be
exchanged at most banks
16. She shouldn’t be told the
news.It might kill her

Exercise2;Complete the conservation with Exercise 2:
the suitable passive form of the verbs in 1.will be prepared
brackets 2. Is food going to be
cooked?
- Guide the students how to do the 3. will be pre-packaged
exercises. 4. can be warmed
- Divide the class into groups, ask them to 5. should food be chosen
do the exercises. 6. has to be offered
- Walk round to give help if necessary. 7. could be selected
- Correct the students’ work if necessary. 8. ought to be made


- Listen to the teacher and
3. Homework: (1 minute) write down homework to do
Exercise 3,4 and 5 page 74and 75 in the at home
student’s work book

The 74th period
Date: 20/ 02/ 2010
Grade 12

Review and test preparation
Lesson 1 – so, but, however and therefore


A. Objectives;
1- Knowledge: By the end of the lesson students will be able to;
- use so, but, however and therefore
3- Skills:
- Remembering the use of so, but, however and therefore
4- Education:
- present so, but, however and therefore in English language.
B.Teaching aids;
1.Teacher: - Method: mainly communicative approach.
- Materials: helping board, textbook, handouts.
2. Student:- Materials: Student’s book
C.Procedure;
Theme Teacher's activities Student's activities
I. 1- Check the student's list - Monitor gives names
Organize 2- Arrange the seats if it's necessary of absent students
( 1 m')
II. - Ask some questions: Work in pairs.

180
Warm-up 1. Why do you like learning English? - write down the
(5 m') - Call some Ss to answer orally, answers
- Take note the answer on the board and feedback. - give the answers
- Instroduce the revision grammar point. orally.
- other ss give remarks
on the answers.
III. Grammar : - study the examples
Presentation Meänh ñeà, cuïm töø chæ lyù do, töông phaûn, keát and give remarks on
(35 m') quaû vaø muïc ñích. the form
1. Meänh ñeà, cuïm töø chæ lyù do (vì, - buid the form
bôûi vì, do)
Because + S + V and because of
( vì, bôøi vì ) + Ving / Noun
Note: Due to ñöôïc duøng nhö
because of
2. Meänh ñeà, cuïm töø chæ söï töông
phaûn (duø, maëc duø) - study the model
Although / even though / even if + S - give explaination to
+V and in spite of / despite + Ving / Noun the rules.
Ex : Although he didn’t study, he - write down
succeeded. (coù although thì khoâng coù
but )
He didn’t study, but / yet he
succeeded.
He didn’t study.However /
nevertheless / on the other hand, he succeeded.
3. Meänh ñeà, cuïm töø chæ keát quaû (vì
theá, cho neân, keát quaû laø) : so, therefore,
consequently, as a result.
Ex : He felt hungry, so /
consequently he ate two cakes.
He felt hungry.Therefore / As a - listen to the teacher,
result, he ate two cakes. - take notes
4. Meänh ñeà chæ muïc ñích (ñeå, ñeå maø)
Caâu ñaõ cho coù töø want, need, intend
S + V + in order (not) to S+V
+ so that + S + can / will (not) + V1 (hieän
taïi)
so as (not) to + V1 and S + V +
so that + S + could / would (not) + V1 ( quaù
khöù)
IV. - T summarize the content of the lesson. - listen and understand
Summary + give remarks on the basic rules.
(2 m')
V. - Prepare modal verbs - Listen to the teacher
Homework - Write down the
(2 m') homework to do at home.



181
The 75th period
Date: 21/ 02/ 2010
Grade 12

Review and test preparation
Lesson 2 – Modal vebs


A. Objectives;
1- Knowledge: By the end of the lesson students will be able to;
- use may, might, must, mustn’t, needn’t
3- Skills:
- Remembering the use of modal verbs
4- Education:
- present modal verbs in English language.
B.Teaching aids;
1.Teacher: - Method: mainly communicative approach.
- Materials: helping board, textbook, handouts.
2. Student:- Materials: Student’s book
C.Procedure;
Theme Teacher's activities Student's activities
I. 1- Check the student's list - Monitor gives names
Organize 2- Arrange the seats if it's necessary of absent students
( 1 m')
II. - Ask some questions: Work in pairs.
Warm-up 1. What must you do today?
(5 m') 2. What needn’t you do? - write down the
- Call some Ss to answer orally, answers
- Take note the answer on the board and feedback. - give the answers
- Instroduce the revision grammar point. orally.
- other ss give remarks
on the answers.

III. A. Grammar : - study the examples
Presentation a. Can (quaù khöù laø could): Chæ moät and give remarks on
(35 m') khaû naêng hoaëc cô hoäi laøm ñeàu gì ñoù, nghóa the form
laø “coù theå” - buid the form
Ex : Tom can play three musical
intruments.
In the past, people could
hardly travel easily.
b. may / might: Dieãn ñaït ñieàu gì ñoù coù
theå laø thaät hoaëc ñieàu gì ñoù coù leõ xaûy ra.
Ex : It may / might be a bomb. - study the model
She may / might be at home - give explaination to
today. the rules.
c. should (not): Chæ lôøi khuyeân (neân hay - write down
khoâng neân)

182
Ex : You should not smoke so much.
It is not good for you.
d. Must: Chæ söï baét buoäc (phaûi), must
not chæ söï caám ñoaùn khoâng ñöôïc pheùp.
Ex : You haven’t got much time.
You must hurry.
You can tell Tom what I said
but he mustn’t tell anybody else.
e. Need (caàn) and needn’t = don’t need
(khoâng caàn):
Ex : You have got plenty of time. - listen to the teacher,
You don’t need to hurry (You needn’t hurry) - take notes
Notes :
1. Caâu ñeà nghò: Can you …. ? Could you
…. ? or May I …. ?
Ex : Could you please open the
window ?
May I read your newspaper ?
2. Moät soá caùch bieán ñoåi töông ñöông :
- be necessary (for O) + to – V1 =
need (not)
Ex : It is unnecessary for him to
study many subjects.
He needn’t study many
subjects / He does not need to study many subjects.
- be possible / probable + to – V1 or
maybe + perhaps = can / may + V1
Ex : Maybe your answer is right =
Your anwer may be right.
3. Modals + have + V3,ed :
- Could + have + V3,ed:Raát coù theå ñaõ
(dieãn taû 1 khaû naêng ñaõ coù trong quaù khöù,
nhöng chöa ñöôïc söû duïng tôùi).
- Should (not) + have + V3,ed : neân (khoâng
neân) laøm 1 vieäc gì ñoù ôû quaù khöù.
- Must (not) + have + V3,ed : AÉt haún ñaõ
xaûy ra (khoâng xaûy ra) ôû quaù khöù.
- May / might / can / could (not) + have +
V3,ed : Coù theå, coù leõ ñaõ xaûy ra ôû quaù khöù.
- Need (Needn’t ) + have + V3,ed : Caàn
(khoâng caàn) laøm vieäc gì ôû quaù khöù.

IV. - T summarize the content of the lesson. - listen and understand
Summary + give remarks on the basic rules.
(2 m')
V. - Prepare to do the test 45 minutes - Listen to the teacher
Homework - Write down the
(2 m') homework to do at home.

183
The 76th period
Date: 22/ 02/ 2010
Grade 12


Së Gi¸o Dôc §µo T¹o Th¸i B×nh The Second-term 45-minute Test 12th Form
Trêng THPT NguyÔn Tr·i (Time allowance: 45 minutes)
A. PRONUNCIATION : Choose the word which has the underlined part pronounced
differently from the rest:
1. A. punch B. synchronized C. technology D.
chemical
2. A. lie B. goalie C. tie D.
die
3. A. caps B. posts C. swimmers D. books
Choose the word whose main stress is placed differently from the others:
4. A. goalie B. football C. water D. depend
5. A. personal B. environment C. defensive D.
decision

B. VOCABULARY & GRAMMAR: Choose one word or phrase that best fits the blank
space in each sentence:
6. _____ the start of each period, both teams line up on their own goal line.
A. In B. For C. At D. From
7. A water polo ball is constructed of waterproof material to allow it to float _______ the
water.
A. on B. over C. above D.
in
8. There are six field player positions and a goalkeeper ______ each team.
A. from B. with C. on
D. for
9. Players can move the ball by throwing it _______ a teammate or swimming while pushing
the ball in front of them.
A. for B. to C. into D. from
10. We were very excited _______ the game last night.
A. in B. at C. on D. about
11. They are going to _______ the pool to 1.8 meter.
A. deepen B. depth C. deep D. deeply
184
12. The referee had no hesitation in awarding the visiting team a _______.
A. penal B. penalize C. penalty D.
penalization
13. The referee's _______ is the most important in any sport competition.
A. decide B. decision C. decisive D. decider
14. _______ players are not allowed to interfere with the opponent's movements unless the
player is holding the ball.
A. Defense B. Defensively C. Defender D.
Defensive
15. _______ is a sport in which two or more people perform complicated and carefully
planned movements in water in time to music.
A. Synchronized swimming B. Windsurfing C. Diving D. Rowing
16. If a defender _______ a foul within the five meter area that prevents a likely goal, the
attacking team is awarded a penalty throw or shot.
A. punches B. interferes C. commits D. touches
17. The more goals the players _______, the more exciting the match became.
A. marked B. scored C. made D. sprinted
18. After a tie, there are two overtime periods of three minutes each.
A. penalty B. goal C. score D. draw
19. I have never taken part in any water sports _______ I cannot swim.
A. because of B. because C. due to D. despite
20. Many people do not like scuba diving _______.
A. because of dangerous B. because it is dangerous C. because its danger D. due to it
is dangerous
21. The news of war _______ and the world.
A. shocked the nation B. was shocked by the nation C. shocking the nation D.
shocked by the nation
22. The player _______ his hat-trick.
A. will reward for B. will be rewarded C. will reward D.
will be rewarded for
23. Before the end of the term, I _______ all the required reading.
A. was finished by B. had been finished by C. had been finished D.
had finished
24. Sara speaks _______ fast that I can't understand her.
A. so B. very C. too D. less
25. Would you mind _______ me a hand with this bag?
A. give B. giving C. to give D.
to giving
26. “Thank you very much for a lovely party.” - “________”.
A. Thanks B. Have a good day C. You’re welcome D. Cheers
27. When I came to visit her last night, she ________ a bath.
A. is having B. was having C. were having
D. had
28. Dien Bien Phu is the place ________ our army won a resounding victory in 1954.
A. where B. that C. what D. which
29. I knew they were talking about me ________ they stopped when I entered the room.
A. because B. so that C. however D.
therefore
30. “ I’m sorry for keeping you waiting so long.” – “_______.”
185
A. Thank you B. Me, too C. I’m sorry D. That’s
all right

C. ERROR IDENTIFICATION : Identify one underlined word or phrase that is incorrect:
31. Since 1984 the sport has included in the Olympic Games as part of the yachting events.
A B C D
32. The sport was became very popular in Europe and by the late 70's there was windsurfing
fever in Europe
A B C
with one in every three households having a sailboard.
D
33. The first world championship of windsurfing held in 1973.
A B C D
34. My family spent an interested holiday in Europe last summer.
A B C D
35. They asked me what did I do last night, but I was unable to tell them.
A B C D

D. Make the correct choice to complete each sentence:
36. We lived in that ______ on the corner.
A. old house brick small B. brick small old house
C. small old brick house D. house brick small old
37. He took his seat quietly ________.
A. so as not to disturb their conversation B. so as to disturb their conversation
C. in order not disturb their conversation D. in order for him not to disturb their
conversation
38. If I had enough money, ______.
A. I will buy that house B. I could buy that house
C. I can buy that house D. I would have bought that
house
39. _____ that no one would ask for tips.
A. The tourists found it strange B. The tourist were strange to
find
C. The tourists found strange D. It found strange tourists
40. Dr Sales is the person____.
A. in that I don’t have much confidence B. whom I don’t have much
confidence in him
C. I don’t have much confidence D. in whom I don’t have much
confidence

Unit 12 : Water sports
th
The 77 period
Date: 24/ 02/ 2010
Grade 12
Theme: Water Sports
Unit 12
Reading
Time: 45 minutes


186
I. Objectives:
1. Educational aim: By the end of this lesson, students learn about water sports and they
have knowledge to play it
2. Knowledge:
- General knowledge: Students can understand rules of playing water sports
- Language:
- New words: Words related to water sports
3. Skills: - Guessing meaning from context
- Passage comprehension
- Reading for specific information
II. Method: Integrated, mainly communicative
III. Teaching aids: textbooks, some pictures of water sports
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Hangs up 2 pictures of water sport and - Look at pictures and answer all
football the questions
- Asks some questions:
1. What kinds of sports are in the pictures? - Answer freely
2. Where can people play these sports?
3. How do people play them?
4. Which sport do you think is more popular?
- Leads in new lesson: Water sports

Before you read : (7 minutes)
- Ask students to close the books
- Shows 2 pictures and says: the sport in
picture A is “water polo” and in picture B,
the read team plays against the white team, - Look at pictures and guess
so the red one is the “opponent” of the white meaning of 2 new words
one.
- Explains some new words if necessary
Water polo (n) : Moân boùng nöôùc
- Tie (n) : Traän hoaø - Listen to the teacher and write
- Vertical (a) : Phöông thaúng ñöùng down
- Foul (n) : Phaïm luaät , sai soùt
- Oppenent (n) : Ñoái thuû , ñoái phöông
- Penalty (n) : Hình phaït
- Eject (v) : Ñaåy ra , toáng ra,ñuoåi ra
- Goalie (n) : Ngöôøi giöõ khung thµnh

While you read : (23 minutes)
- Asks students to open the books and read
the passage silently
- Lets students do task 1
Task 1 :
- Asks students to do the task invidually then
compare answers with partner - Read individually
187
- Checks answers with the whole class and
gives feedback

Task 2: - Do the task independently
- Asks students to do the task in pairs and Key:
read scan the passage to find information in 1. e 2. c 3.a 4.b 5.d
the text to fill words in the blanks
- Goes round to give help
- Checks answers and give feedback

- Work in pairs and do the task
Key:
1. 18 ; 30 metres; 20 metres
2. white caps; blue caps; red
caps with the number 1 in white.
3. Their own goal lines.
4. Holding or punching the ball.
Task 3: 5. Five to eighty minutes.
- Ask students to find answers for all
questions in the passage individually first, - Do independently first then
then compare in pairs work in pairs
- Calls some students to present their answers
in front of the class - Present answers in front of the
- Listens to the students and corrects class and correct in notebook
mistakes
- Calls on some students to write answers on Key:
the board 1. People can play it in a pool.
- Corrects mistakes again 2. It is in the centre of the pool.
3.The ball can be advanced by
passing with one hand or
swimming with the head above
the water and the balol between
the arm so it rides on the wave
create by the swimming’s head
4. Only the goalie can hold/ is
allowed to hold the ball with
both hands.
5. The player is ejected after
committing fivepersonal fouls.

After you read : (8 minutes) - Work in 2 groups
- Divides the class into 2 groups: one talks
about football and another talks about water
polo - Do the task
- Asks students to do as the table in textbook
- Maybe asks students some questions:
1. Would you like to try water polo? Why or
why not?
2. Do you think it’s more or less dangerous
188
than football or other sports? Why?
- Goes round to help - Representative of each group
- Calls each group to present expresses the own ideas in front
- Gives comments of the class
- Listen to their friend’s talking
and give comment
Home work: (2 minutes)
- Asks students to write a paragraph about
ideas of water polo (about 100 words) - Listen to the teacher and write
- Asks students to prepare part B. Speaking at down
home
The78th Period
Date: 26/ 02/ 2010
Grade 12
Theme: Water sports
Unit 12
Speaking
Time: 45 minutes

I. Objectives:
1. Educational aim: By the end of this lesson, students can talk about some water sports that
they prefer
2. Knowledge:
- General knowledge: Students learn about some water sports
- Language: asking and answering about water sports
- New words: words related to water sports
3. Skills: - Talking about types of water sports
- Giving opinions and preferences about water sports
II. Method: integrated, mainly communicative
III. Teaching aids: pictures, textbooks
IV. Procedure:

Teacher’s activities Students’ activities Notes
Pre- speaking: (5 minutes)
- Ask students to keep book close - Keep books close
- Says: “In just one minute, look at the - Listen to the teacher
pictures and write down on a piece of paper a - Look at the pictures and try
list of equipments which are used to play to tell some equipments of
with these types of water sports” water sports (ex: ball, air
- Asks students to work in groups tank, mask, fins, oars, boat,
- Calls some groups to speak their answers board, regulator, wet suit, sail
- Declares the winner ect. )

While-speaking : (15 minutes)
Task 1
- Ask students to look at pictures and match
names of equipments with names of water - Look at pictures and try to
sports and retell names of each sport remember

189
- Calls some students to speak - Correct pronunciation
- Correct pronunciation themselves
1. Swimming
4. Windsurfing
2. Water polo
5. Scuba- diving
Task 2 3. Synchronized swimming
- Asks students to look at the table and talk 6. Rowing
about each type of water sports - Look at the book
- Lets students do individually
- Goes round to check their activities - Work independently
- Calls some students to practise speaking
model converstations - Practise speaking with the
- Asks students practise in pairs teacher
- Calls some pairs to present in front of the - Work in pairs
class and corrects mistakes - Listen to their friends

Post-speaking : (10 minutes)
Task 3
- Asks students to work in small groups to
talk about their favourite water sports
following examples - Work in small groups
- Goes round to provide help
- Calls some students to speak loudly in front
of the class - Listen to their friends and
- Corrects pronunciation and gives comments gives comments
- Gives marks
- Listen to the teacher
Homework: (3 minutes)
- Ask students to prepare Part C- Listening
and do homework
- Listen to the teacher
- Write down the homework




The 79th period
Date: 27/ 02/ 2010
Grade 12
Theme: Water sports

190
Unit 12
Listening
Time: 45 minutes

I. Objectives:
1. Educational aim: By the end of this lesson, students will understand synchronized
swimming
2. Knowledge:
- General knowledge: Students learn more about synchronized swimming
- New words: Words related to synchronized swimming
3. Skills: - Listening and choosing multiple-choice questions
- Listening and understanding comprehension questions
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book
IV. Procedure:

Teacher’s activities Students’ activities Notes
Pre-listening: (8 minutes)
- Asks students to close the books - Close the books
- Asks some questions: - Listen to the teacher
1. Where are they playing? - Answer freely
2. What are the special features of this sport? - It is like ballet. It is the
3. Is it a popular sport? combination of diving and
- Lets students read some new words first in gymnastics.
chorus then read individually - Read in chorus then
- Calls some students to read new words individually
- Corrects pronunciation

While-listening: (20 minutes)
Task 1
- Ask students to read 5 multiple-choice
questions in the books first and underline key
words - Read questions
- Plays the tape 2 times and lets students to
do the task
- Checks the answers and asks students to - Listen to the tape carefully
give evidences and then do the task
- Gives feedback - Give answers:
1-B- 2-C- 3-A- 4-B- 5-A
Task 2
- Asks students to read questions to
understand the content - Read the questions first
- Asks students to listen to the tape once
again to answer the questions - Listen to the tape
- Calls some students to answers questions Key:
- Calls 5 students to write the answers on the 1. The great Australian
board swimmer, Annette Kellerman
- Corrects mistakes did.
2. She found a water ballet
191
club in 1923.
3. Curtis did.
4. They were conducted in
1946.
After-listening: (15 minutes) 5. It became an Olympic
- Asks students to talk about history of event in 1984.
synchronized swimming using the cues in the
books - Work in groups to practise
- Asks students to work in groups to practise
- Goes round to provide help - Listen to their friends and
- Calls some groups to present correct mistakes
- Gives comments

Homework: (2 minutes) - Listen to the teacher
- Remember them to prepare Part- Writing at
home
-Listen to the teacher and
write down homework




The 80th period
Date: 28/ 02/ 2010
Grade 12
Theme: Water Sports
Unit 12
Writing
Time 45 minutes

I. Objectives:
1. Educational aim: By the end of this lesson, students will know some ways of instructing
when playing sports
2. General knowledge: Students learn how to give instructions
- Language: Instructing
- New words: Words related to instructed words
3. Skills: Writing to give instructions
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, notebook
IV. Procedure:

192
Teacher’s activities Students’ activities Notes
Pre-writing: (5 minutes)
- Asks students to keep book close - Keep book close
- Asks students a question: What do you - Listen to the teacher and
often do before practising sports? answer the question: We have
- Leads in new lesson: “Today we will have to do warming up exercises.
to write the instructions for warming up
exercises before swimming.

While-writing: (18 minutes)
Task 1
- Asks students to read task 1 - Read the task
- Asks students to work in pairs to match - Work in pairs
each sentence with one appropriate action
- Goes round to provide help
- Calls 2 students for each checking: one
reads instructions and one practise - Practise the task
- Supplies more word phrases:
bend forward/ left/ right - Listen to the teacher and
feet apart/ feet touching copy down
put your hands to the sides
raise your hands above
or some conjuntions: first, then, after that,
finally ect.
Post-writing: (20 minutes)
Task 2
- Asks students to look at the picture in taks 2
and use some useful expression above to
write the instructions for one warm-up - Look at the picture and do
exercise before playing water polo the task
- Asks students to write individually
- Goes round to help
- Lets students deliver to check mistakes in
groups - Do independently
- Calls one student to write on the board
- Gives comments and gives mark - Work in groups
Key:
1. Set yourself in vertical
position.
2. Stand with your feet apart,
raise your hands above your
head.
3. Bend forward, fingertips
touch the ground.
4. Then bend again, fingertips
Homework: (2 minutes) touch the ground between the
- Ask students to do part writing of Unit 1 in feet.
the student’s work book and preapare part 5. Finally put each arm back
Language Focus to the first position.
193
- Listen to the teacher and
write down homework




The 81st period
Date: 01/ 3/ 2010
Grade 12
Theme: Water Sports
Unit 12
Language Focus
Time: 45 minutes

I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to:
- pronounce the words that have deaf sounds
- review grammar point: transitive and intransitive verbs
2. Knowledge:
- General knowledge: Students learn how to use elision and transitive and intransitive verbs
- Language: - Transitive and intransitive verbs
- Elision
- New words: Words related to elision
3. Skills: Pronoucing elision and using transitive and intransitive verbs
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book
IV. Procedure:

Teacher’s activities Students’ activities Notes
Pronunciation: (8 minutes)
- Ask students to read words following the - Read follow the tape
tape
*Listen and repeat :
- Read loudly then ask students to repeat - Read in chorus then
- Introduce : elision individually
- Correct pronunciation for the students
* Practise these sentences
- Read the sentences loudly - Listen to the tape and
- Ask students to repeat practise speaking

194
- Correct pronunciation for students
Grammar and vocabulary:(4 minutes)
- Introduce exercises to the students - Listen to the teacher
- Let students see all sentences in part - Read the sentences and
Pronunciation and give comments of verbs underline verbs
- Gives explaination: - Give comments:
1. verbs + obj = transitive verbs 1. the verbs “do, like, climb,
2. verbs + not obj = intransitive verbs deliver” + Obj
- Asks students to make questions with “who/ 2. the verbs “sleep” + no Obj
whom/ what” in pairs - Listen to the teacher and
- Calls some students to give their answers write down
- Corrects mistakes - Make questions in pairs
Exercise 1: (8 minutes)
- Asks students to do Exercise 1
- Introduce how to do it - Do individually then in pairs
- Lets them work individually then compare Key:
with partner Intransitive verbs: sleep, lie,
- Walks round, checks and gives feedback occur, arrive, rain, exist
Exercise 2 (8 minutes)
- Introduces Exercise 2 to students and - Do the task in pairs
explain how to do it
- Asks students to put the verbs into the right - Make sentences:
column “transitive or intransitive verbs” 1. I help my friend to do
- Asks students to do it in pairs homework.
- Checks the answers and asks students to 2. My father has grown many
make sentences with those verbs kinds of flowers.
- Corrects mistakes .....................
* Remarks:
- Most transitive verbs can be used in the
passive - Listen to the teacher and
- Intransitive verbs can never be used in copy down
passive
Exercise 3: (10 minutes)
- Introduces Exercise 3 to students and
explain how to do it - Listen to the teacher
- Asks students to do it - Do the task in groups
- Lets them work in groups to find sentences Key:
that have transitive verbs, then turn them into 1. The bill will be paid by An.
passive 3. Towels are supplied by the
- Walks round and help them hotel.
- Checks, corrects mistakes 5. My mistakes were noticed
by everyone.
7. I wasn’t surprised by the
news.
9. The story was told by an
old man.


Homework : (2 minutes)
195
- Asks students to do Part Language Focus - Listen to the teacher and
and prepare the next lesson write down




Unit 13: The 22nd Sea Games
nd
The 82 period
Date: 03/ 3/ 2010
Grade 12
Theme: The 22nd Sea Games
Unit 13
Reading
Time: 45

196
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to:
- Scan for specific information
- Give vietnamese equivalents to words and phrases
- Answer the questions

2. Knowledge:
- General knowledge: Students can understand the 22nd Sea Games
- Language: Giving Vietnamse equivalents to words and phrases
- New words: Words related to Sea Games
3. Skills: - Scanning for specific information
- Passage comprehension
II. Method: Integrated, mainly communicative
III. Teaching aids: textbooks, some pictures of Sea Games
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Lets students to listen to a song “V× mét - Listen to the song and answer
thÕ giíi ngµy mai” and tell what song it is questions
- Asks some questions:
1. In what event was it first sung? 1. The 22nd Sea Games
2. When and where was this event held? 2. In Vietnam – in 2003
- Leads in new lesson: The 22nd Sea Games

Pre-reading: (5 minutes)
- Asks students to work in pairs to look at
picture and answer the questions
1. Where event was it?
2. Where do you think the event took place? - Look at picture and answer the
- Goes round to listen to students question
- Calls some pairs to answer 1. In 2003
- Leads in new lesson 2. In Ha Noi

While-reading : (25 minutes) - Listen to the teacher
- Asks students to open the books and read
the passage silently
- Lets students do task 1
Task 1 :
- Asks students to do the task invidually then - Read individually
compare answers with partner
- Asks students try to guess meanings
through the passage or look up dictionary
- Checks answers with the whole class and - Do the task independently
gives feedback Key:
1. ngêi say mª thÓ thao
Task 2: 2. ®oµn kÕt
- Asks students to scan the passage and find 3. danh hiÖu
information to complete the sentences 4. thÓ dôc thÓ h×nh
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- Asks students to do individually first then 5. tinh thÇn cao
compare with partner 6. ®ång bµo
- Goes round to give help
- Checks answers and give feedback
- Calls some students to read loudly - Read individually then
completed sentences compare their answers with
partners
Task 3: Key:
- Asks students to find answers for all 1. the 5th to 13th December, 2003
questions in the passage in pairs 2. 90 golds
- Goes round to provide help 3. the Swimming and Shooting
- Calls some students to present their answers Events
in front of the class 4. some point in the future
- Listens to the students and corrects
mistakes - Work in pairs to answer the
- Calls on some students to write answers on question
the board - Listen to their friends and the
- Corrects mistakes again teacher
- Correct answers
Key:
1. It was solidarity, co-operation
for peace and development.
2. 444 gold medals were won at
the Sea Games.
3. The Vietnamese Women’s
Football team successfully
defended the Sea Games title.
4. The Thai Men’s Football
team won the gold medal.
5. It was because firstly, to
prepare for the 22nd Sea Games,
Vietnam carried out an intensive
programme for its athletes,
which included training in
facilities, both home and
abroad; secondly, with the
strong support of their
After you read : (8 minutes) countrymen, the Vietnamese
- Asks students to work in groups and talk athletes competed in high
about names of some of the Vietnamese spirits.
athletes they love and say what they are
famous for, and what aspects of
sportsmanship they admire - Work in groups
- Goes round to help students
- Calls some students to present in front of - Do the task
the class
- Listens to students and correct mistakes,
gives marks
- Some students to practise
198
talking
Home work: (2 minutes) - Listen to their friends’ talking
- Asks students to write a paragraph about and give comment
their beloved athletes (about 100 words)
- Asks students to prepare part B. Speaking at
home
- Listen to the teacher and write
down




The 83rd Period
Date: 04/ 3/ 2010
Grade 12
Theme: The 22nd Sea Games
Unit 13
Speaking
Time: 45 minutes

I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to be expected to report
some of the records at the 22nd SEA Games the sports results of the
match.After that, they can use it in the real life.

2. Knowledge:
- General knowledge: Students can understand some of the records at the 22nd Sea Games
- Language: asking and answering about records at the 22nd SEA Games
- New words: words related to some sports at the 22nd SEA Games
3. Skills: - Talking about sports events of the 22nd SEA Games
- Talking about (reporting) sports results
II. Method: integrated, mainly communicative
III. Teaching aids: pictures, textbooks
IV. Procedure:

Teacher’s activities Students’ activities Notes
Pre- speaking: (10 minutes)
- Divides the class into 2 groups: each group - Listen to the teacher
names of the sport under each symbol. The - Work in groups
group gives more names will be the winner
- Goes round to provide help and listen to
students - Observe the board
- Calls 2 groups to present their results on the
board - Listen to the teacher and
- Corrects pronunciation and mistakes copy down names of sports
- Declares the winner

While-speaking : (20 minutes)

199
Task 1
- Asks students to look at symbols and names - Look at pictures and try to
of sports remember
- Calls some students to speak - Correct pronunciation
- Corrects pronunciation and gives answers themselves
1. football (soccer)
2. tennis
3. swimming
4. cycling
Task 2 5. basketball
- Asks students to look at the books and talk 6. (running) athletics
about some of the records at the 22nd SEA
Games, using the information in the table - Look at the book
- Asks students to pronouce some words
(names of athletes and sports) - Work independently
- Lets students work in pairs
- Goes round to check their activities - Practise speaking with the
- Calls some students to practise speaking teacher
- Work in pairs
- Listen to their friends
A: Hi Lam. What are you
doing?
B: Well, I’m searching for
sport records at the 22nd SEA
Games.
A: It’s great. Could you tell
me about the record of the
Men’s 200 meters?
B: A man coming from
Thailand won the game.
A: What’s his name?
B: He’s Boonthung.
A: What was his record?
Post-speaking : (13 minutes) B: He ran 200 meters in 20,14
Task 3 seconds.
- Asks students to work in small groups to A: Wow! How exellent he
make a report on the sports results, using was! He ran very fast.
information in the scoreboard
- Goes round to provide help
- Calls some students to speak loudly in front
of the class - Work in groups
- Corrects pronunciation and gives comments Suggestions:
- Gives marks - Thailand and Malysia
played in the Women’s
Football Third-Place Playoff.
The Thai team won the
bronze medal. The results
(score) was 6-1.
- Thailand and Vietnam
200
played in the Men’s Football
Final. The Thai team won the
gold medal. The score was 2-
1.
- Thailand and Vietnam
Homework: (2 minutes) played in the Women’s
- Ask students to prepare Part C- Listening Volleyball Final. The Thai
and do homework team won the gold medal.
The score was 3-0.

- Listen to the teacher
- Write down the homework




The 84th period
Date: 06/ 3/ 2010
Grade 12
Theme: The 22nd SEA Games
Unit 13
Listening
Time: 45 minutes

I. Objectives:
1. Educational aim: By the end of this lesson, students will know more about the athletes’
records in the 22nd Southeast Asian Games as well as their jobs
when the Games are over
2. Knowledge:


201
- General knowledge: Students learn more about records in the 22nd SEA Games and pole
vaulting
- New words: Words related to pole vaulting
3. Skills: - Listening and answering comprehension questions
- Listening and deciding on True or False statements
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book
IV. Procedure:

Teacher’s activities Students’ activities Notes
Pre-listening: (8 minutes)
- Asks to work in pairs to look at the picture - Work in pairs to answer the
and answer the question questions
- Goes round to listen to students
- Calls some pairs to speak out - Listen to their friends
- Corrects pronunciation
- Asks some questions to pre-teach new
words:
1. When some body has won the medal, 1. The podium
where does he stand to get the prize? - Listen to the teacher and
2. tempting (adj) = attractive write down
- Lets students read loudly some new words
- Calls some students to repeat - Read in chorus
- Corrects pronunciation
- Correct their pronunciation
While-listening: (20 minutes) themselves
Task 1
- Says: “You will hear a newspaper article
about Amnat, the winner in the 22nd SEA
Games Pole Vaulting competition. Listen to
the tape and answer the questions” - Read questions first
- Asks students read questions first to
understand the contents
- Plays the tape the 1st time, reminds students
to new words:
+ clear (v): nh¶y qua
+ break (v): ph¸ kØ lôc - Listen to the tape carefully
- Plays the tape 2nd time and asks students and then do the task
only give short answers - Give answers:
- Calls some students to answer 1. one
- Calls 4 students to write answers on the 2. Thailand
board 3. 4,8m
- Corrects mistakes and gives correct answers 4. No, he didn’t.
Task 2
- Asks students to listen to the 2nd newspaper
article about the players of Vietnam’s
Women’s Football team and decide whether
the statements are T or F - Read the statements first
- Plays the tapes 2 times - Listen to the tape
202
- Checks answers and asks students to give Key:
their evidences 1. 1. T
- Corrects the answers 2. F
3. T
After-listening: (15 minutes) 4. T
- Asks students to work in groups to discuss 5. F
the question: Which Vietnamese footballer(s)
do you like best? Why? - Work in groups to practise
- Goes round to provide help - Listen to their friends and
- Calls some groups to present correct mistakes
- Gives comments Suggestion:
Goal keeper: Dang Kieu
Trinh- Football players: Do
Homework: (2 minutes) Hong Tien, Le Thi Oanh ect.
- Remember them to prepare Part- Writing at
home - Listen to the teacher and
write down

The 85th period
Date: 08/ 3/ 2010
Grade 12
Theme: The 22nd SEA Games
Unit 13
Writing
Time 45 minutes

I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to describe a Sporting
event (a football match)
2. General knowledge: Students learn how to write describing a football match
- Language:
- New words: Words related to football
3. Skills: Describing a sporting event (a football match)
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, notebook
IV. Procedure:

Teacher’s activities Students’ activities Notes
Pre-writing: (5 minutes)
Task 1: - Listen to the teacher and
- Says: “You are going to write a description of work in pairs
a football match between your school’s team Suggestions:
and one of your neighbouring schools’ teams. + Introduction:
The following are the questions you have to 1. Why was the football
answer when describing the match, but they are match held?
jumbled. You should work with a partner and 2. What teams took part in the
put the questions in the suitable sections” match?
- Suggests students order the sentences with 3 3. When and where did the

203
parts: Introduction- Details of the match- match take place?
Conclusion + Details of the match:
- Walks round to help 1. What was the weather like
- Calls some students to give answers on that day?
2. How did each team play in
the first half?/ second half?
3. What was the spectators’
attitude?
4. Which team played better?
5. Who scored a goal?
+ Conclusion:
1. What was the result?
2. What did you think about
While-writing: (18 minutes) the game?
Task 2
- Asks students to read all questions again and
answer them - Read the questions
- Has students read Useful Languge to improve - Work in pairs
their answers
- Gives some suggestions to students:
Nouns: players/ captain/ defender/ stricker/
goal keeper/ referee - Listen to the teacher and
Verbs: infringe/ dribble/ pass the ball ect. copy down
- Calls some students to answer
- Corrects mistakes
- Asks students write answers in notebooks

Post-writing: (20 minutes)
Task 3
- Asks students to write a description of the
football match mentioned above by using
suggested above words - Look at the picture and do
- Asks students to work individually the task
- Goes round to provide help
- Calls some students to read loudly their
writing
- Corrects mistakes and gives marks - Do independently
- Listen to their friends and
Homework: (2 minutes) correct mistakes
- Ask students to do part writing of Unit 1 in
the student’s work book and preapare part
Language Focus

- Listen to the teacher and
write down homework




204
The 86th period
Date: 10/ 3/ 2010
Grade 12
Theme: The 22nd SEA Games
Unit 13
Language Focus
Time: 45 minutes

I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to:
- practise linking
- review and practise: Double comparison

2. Knowledge:
- General knowledge: Students learn how to use linking and review comparison
- Language: - Linking
- Comparison
- New words: Words related to linking and comparison
3. Skills: Pronoucing linking
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book
IV. Procedure:

Teacher’s activities Students’ activities Notes
Pronunciation: (8 minutes)
- Ask students to look at these sentences and - Look at the books
give comments on those sentences
- Has students to pay attention on linking: the
last consonant of 1st word with a vowel of - Listen to the teacher
following word
Ex: look-at, quite-old...
*Listen and repeat :
- Read loudly then ask students to repeat
- Calls some students to read again - Listen to the tape and
- Correct pronunciation for the students practise speaking

Grammar : (25 minutes)
- Introduce exercises to the students
- Listen to the teacher
Exercise 1:
- Asks students to do Exercise 1
- Introduce how to do it - Work in pairs and do the
- Lets them work in pairs to do matching task
with the instruction: comparative + and + Key:
comparative 2.e- 3.a- 4.b- 5. d- 6.g- 7.f
205
- Walks round, checks and gives feedback

Exercise 2
- Introduces Exercise 2 to students and
explain how to do it
- Asks students to work individually and
complete the sentences using comparative - Listen to the teacher and
structure: comparative + and + comparative copy down
- Reminds students to remember short- Key:
adjectives and long adjectives comparison 1. shorter and shorter
- Calls some students to give their answers 2. more and more expensive
- Corrects the answers 3. worse and worse
4. more and more
complicated
5. better and better
6. more and more active
7. more and more difficult
Exercise 3: (10 minutes) 8. closer and closer
- Introduces Exercise 3 to students and
explain how to do it
- Asks students to do complete the sentences,
using the structure “the + comparative, the
+ comparative” - Listen to the teacher
- Asks students to do the task individually
first then compare with partners
- Goes round to observe - Do the task individually first
- Calls some students to present their answers
then in pairs
- Corrects mistakes and gives feedbacks Key:
1. The warmer the weather,
the better I feel.
2. The more you practise your
English, the faster you will
learn.
3. The longer he waited, the
more impatient he became.
4. The more electricity you
use, the higher your bill will
be.
5. The more expensive the
hotel, the better the service.
6. The more I got to know
Homework : (2 minutes) him, the more I liked him.
- Asks students to do Part Language Focus 7. The more you have, the
and prepare Test yourself F. more you want.
- Asks students to make some sentences with
the comparative structures they’ve reviewed - Listen to the teacher and
write down



206
The 87th period
Date: 12/ 03/ 2010
Grade 12
Test yourself E

I. Objectives: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing.
- Improve their knowledge through the test yourself.
II. Method: Integrated, mainly communicative.
II. Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs…
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Greeting - Greeting
- Ask students something about the test - Answer teacher’s questions
yourself E
* Have you prepared it at home?
* Have you got any difficulties?

Test yourself

I. Listening(2.5 points) (10 minutes) - Look at the book and listen
207
- Present the task: Listen and complete the to the task
table below - understand the task
- Tell students the topic of the table - Listen to the tape carefully
- Get students to look through the table - Fill in the blanks with the
- Explain the meaning of new words words they’ve just heard
- After that turn on the tape of the passage aloud - Correct mistakes
twice
- Let students fill in the blanks with the words Keys:
they have just heard 1. illustration,
- Go round the class to control the work 2. preserve, 3. bamboo,
- Then turn on the tape of the passage the last 4. 868, 5. knowlege.
time for students to check their results
- Correct mistakes - Look at the textbook and
II. Reading (2.5 points) (10 minutes) listen to the teacher then read
- Present the task: Read the passgae and the passage and decide which
decide which type of sport (A- E). type of sport (A- E).
- Get students to work in groups, discuss - Work in groups to discuss
about the passage about the passage
- Go round the class to control the discussion - Finish the task
- State the best option - Compare their results with
- Correct mistakes the other groups, and correct.
Keys:
1. B, 2. D, 3. A, 4. C,
5. E.

- Listen to the teacher
- Work in groups to complete
III. Grammar(2.5 points) (8 minutes) the sentences
- Recall the grammar of articals. - Compare the results with the
- Giude students how to do other groups
- Give them some newwords: - Correct mistakes
- Do the first as an example. Keys:
- Ask students to to the exercise. 1. I - T, 2. T - I,
- Call the to to on board. 3. T - I, 4. I - T,
- Go round the class to control the set’s 5. T - I , 6. I - T,
activities 7. I - T, 8. I - T,
- State the keys 9. I - T, 10. T - I.
- Correct mistakes
- Listen to the teacher
carefully.
IV. Writing(2.5 points) (7 minutes) - Work in groups or in pairs
- Giude students how to write then write.
- Give students some models and structures to - Compare the results with the
writes.. other groups.
- Ask students to write.
- Call the to to on board. - Correct mistakes
- Go round the class to control the students’
activities
- Correct mistakes
208
- Study all the lessons again
Homework (5 minutes) and prepare Unit 14 –
- Ask students: Reading.
+ to study all the lessons again
+ to prepare Unit 14 – Reading.




Unit 14 : INTERNATIONAL ORGANIZATIONS
th
The 88 period
Date: 16/3/ 2010
Grade 12
Theme: International Organizations
Unit 14
Reading
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know about International Red Cross
2. Knowledge:
- General knowledge: Students know about activities of International Red Cross
- Language: Students could understand and use new words after reading
- New words: Words related to International Red Cross
3. Skills: Guessing meaning in context, scanning for specific information and passage
comprehension
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book and pictures, etc.
IV. Procedure:
Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Lead out the hand out and ask students - Open the book
matching the names of organizations with the - Listen to the teacher
pictures - Look at the blackboard and put
- Let students understand more about these two words together
organizations, today we learn Unit 14- part - Listen to the teacher and open
A: Reading the book – Unit 14, part A:
reading
Before you read : (7 minutes)
- Ask students to use the suggestion in their
books to work in pairs - Look at the book, listen to the
- Ask and answer questions : teacher and work in pairs:
1,what kind of activities is this organization -Answer the questions
involved in? 1,giving medical aids-taking
2,Is there a national Red Cross Society in care of victims of poverty
Vietnam? 2,Yes
- Listen to students and correct pronunciation
and grammar if necessary

209
While you read : (23 minutes) - Listen to the teacher then read
- Ask students to look through the passage the passages
and read in silence - Ask some new words if
- Help students read the passage necessary
- Explain pronunciation and meaning of new
words which appear in the passage
Task 1 : (3 minutes) - Keep the book open
- Ask students to choose the best words in the - Listen to the teacher then do
box to complete the following sentences task 1
- Let students work individual or in groups - Ask the teacher if necessary
- Help students if necessary - work individual or in group
Keys: - Write down in the notebook
1,dedicated 2,appealed 3,initiated
4,appalled 5,resulted
Task 2: (4 minutes) - Listen to the teacher
-Ask students go through the reading text and -work individually and then
decide whether the statements are true or work in pair and compare
false
-Walk round the classroom and correct
mistakes
-Keys: 1. T, 2. T, 3. T ,4. F, 5. T.
Task 3: (6 minutes) - Try to answer the questions
- Ask students to answer the following - Practice with a partner then
questions write them down in the note
- Ask students look through the passages then books
try to answer the questions in right way - Ask the teacher if necessary
- Let them work in pairs
- Help students if necessary
(the answers in the passage)
- Walk round the classroom and correct
mistakes - Listen to the teacher
After you read : (8 minutes) -Work in pairs
- Ask students to read the passage again and - The students who are called to
fill a suitable word for the following stand up to talk loudly are
paragraph intelligent ones
- Listen to students and correct mistakes
-Keys:1,appalled,2,lack .3,of,4.in - Listen to the teacher and write
Home work: (2 minutes) down homework
- Ask students to write a short passage about
the role of the Red Cross society in your
country (80 words)
- Prepare Part B : Speaking at home
The 89th Period
Date: 20/ 3/ 2010
Grade 12
Theme: International Organizations
Unit 14
Speaking
Time: 45 minutes
210
I. Objectives:
1. Educational aim: Students could ask and answer about international organizations in the
world
2. Knowledge:
- General knowledge: By the end of the lesson students can practise a dialogue about some
international organizations
- Language: asking for and giving information from a passage
- New words: words related to the topic
3. Skills: talking about international organizations and their activities in charity and volunteer
work
II. Method: integrated, mainly communicative
III. Teaching aids: pictures ,textbook,....
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Ask students to keep book close - Keep books close
- Ask students to look at the logos and match - Listen to the teacher
them with the organizations they stand for - Look at the board and try to
- Check in front of the class remember name and logo of
- Tell students to understand more about each organization
international organizations
(We learn Unit 14, part- speaking)
Pre-speaking : (12 minutes)
Task 1 - Look at student’s book
- Ask students to read the passage and - Listen to the teacher and
answer the questions about WHO answer
-Keys:
- Let them work in pairs 1,WHO stands for World
- Listen to students and correct mistakes Health Organization
2,It was established on 7
April 1948
3,Its major objective is the
attainment by all peoples of
the highest possible level of
health
4,Its major activities are
carrying out research on
medical development and
improving international
While-speaking : (15 minutes) health care
Task 2
- Ask students to talk about the information
about UNICEF and WWF -Work in pairs and ask and
- Let them work in groups answer
- Walk round and help them A :I’m searching some
- Ask some students to stand up to talk again information about
loudly UNICEF .Could you tell me
211
- Listen and correct mistakes some?
B :Well,UNICEF stands for
the United Nations
International Children’s
Emergency Fund
A :When was it founded:
B :In 1948 in New York
Post-speaking : (10 minutes) ................
Task 3
- Ask students to tell the classmates what you
know about one international organization - Listen to the teacher
mentioned above - Do task 3
- Walk round and help them - Work in groups
- Let them work in groups - The students are called stand
- Ask some students to stand up and tell up and tell loudly
loudly The United Nations
- Listen and correct mistakes International Children’s
Emergency Fund, which was
founded in1948 ,is eh United
Nations funds for children .Its
headquarters are in New
Homework: (3 minutes) York ,USA,.........
- Ask students to write a passage about - Listen to the teacher
UNICEF or WWF (80 words) - Write down the homework
- Ask students to prepare Part C- Listening
and do homework
The 90th period
Date: 23/ 3/ 2010
Grade 12
Theme: International Organizations
Unit 14
Listening
Time: 45 minutes

I. Objectives:
1. Educational aim: Students should listen and give information about United Nations
Organization
2. Knowledge:
- General knowledge: Students learn more about United Nations
- New words: Words related to United Nations
3. Skills: - Listening and comprehension questions
- Listening and deciding on True or False statements or no information
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)

212
- Ask students to close the books - Close the books
- Give some pictures and answer some - Listen to the teacher
questions - Work in groups and look at
1,Who are they? the picture and answer
2 ,What are their job ?
- Check some students and mark
- If you want to know more details about UN
organization we will go to Unit 14- part
Listening
Pre-listening: (7 minutes)
- Ask students to look at the part: Before - Listen to the teacher and
listening open textbooks
-Ask students to answer the question
What do you know about the organization in - Look at the books
the picture? - Listen to the teacher
- Let them work in pairs and make questions - Work in pairs
- Walk round, listen and help students
- Read loudly the words:
Destruction, organization, independence,
international... - Repeat loudly the words and
- Ask students to repeat loudly the words try to remember them
- Listen and check pronunciation
While-listening: (20 minutes)
Task 1
- Ask students to listen to the first part of the
passage and circle the best answer to the
following questions - Keep book open
- Let them read through these sentences - Listen carefully and choose
- Read loudly or turn on the typescript three the best answer
times Key: 1C.2D.3C
- Help them if necessary
Task 2
- Ask students to look through the sentences
in task 2 - Keep book open and listen
- Ask students to listen to the tapescript again to the teacher
and fill in the missing words - Read the sentences in task 2
-let students compare their answers with the and try to understand them
partners’ answers - Listen to the typescript
- Ask students to give reasons for their again and fill in the missing
answers words
Key: 1.solve international problems
2,the UN 3,in its goals 4,at war
5.independece
After-listening: (10 minutes)
- Ask students to open the books
- Ask them to list as many as possible the -Discuss and find out the
names of the international organizations you names of international
have known so far organizations they have
- Let them work in pairs known
213
- Walk round and help students - The students who are called
go to board and write down
- Ask some students to stand up and go to your answer
board and write the names of the
international organizations
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about UN -Listen to the teacher and
- Remember them to prepare Part- Writing at write down homework
home
The 91st period
Date: 25/ 3/ 2010
Grade 12
Theme: International Organizations
Unit 14
Writing
Time 45 minutes

I. Objectives:
1. Educational aim: Students should write a short description of an international
organization
2. General knowledge: Students learn how to write a description , stages of a description
- Language:
- New words: Words related to the topic
3. Skills: Writing a narrative
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, notebook, some pictures
IV. Procedure:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Ask students to keep book close - Keep book close
- Ask students put the words into correct - Listen to the teacher and
columns then say what organization the y work in pairs
belong to ?
- Check and explain them to the class:
Pre-writing: (10 minutes)
- Ask student to work in groups and go - Listen to the teacher
through the list of suggestions above.Tell and open the books
your friend the reason why you would like to
work for WHO or WWF. - Read the task1
- Explain some new words - Ask the teacher if necessary
- Let them work in groups
- Walk around, check and help students
- Explain to student to some questions using
their opinion
While-writing: (18 minutes)
Task 2

214
- Ask students to do task 2
-Ask students to use the ideas you have - Listen to the teacher
discusses above to write a paraghaph about - Do task 2 in groups
the reasons you choose to work for one of the
above international organizations
Begin as followed “I’d like to work for....”
- Let them work in groups
- Go round, check and help students
Post-writing: (10 minutes)
- Give suggestions and corrections
- Ask students to read another’s description
- Ask some students to read loudly their
description - Some students read loudly
their products in front of the
- Correct mistakes and mark class
Everyone has his or her own
choice .To me, supposed I
was offered to work for one of
the international
organizations, I’d like to
work for WHO for a number
of reasons .First, if I work for
WHO ,I will have an
opportunity to live...
Homework: (2 minutes)
- Ask students to do part writing of Unit 14
in the student’s work book and prepare part
Language Focus - Listen to the teacher and
write down homework




The 92nd period
Date: 27/ 3/ 2010
Grade 12
Theme: International Organizations
Unit 14
Language Focus
215
Time: 45 minutes

I. Objectives:
1. Educational aim: Students should practice the falling tune and use phrasal verbs
2. Knowledge:
- General knowledge: Students learn how to use phrasal verbs
- Language: Using the phrasal verbs
- New words: Words related to topic
3. Skills: Intonation and phrasal verbs
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures
IV. Procedure:

Teacher’s activities Students’ activities Notes
Pronunciation: (8 minutes)
- Ask students to look at their books then - Listen to the teacher
introduce to them - Open the books
* Practise these sentences - Look at Practise the
- Read the sentences loudly sentences
- Ask students to repeat - Listen to the teacher then
-Explain some cases to fall tune :narrative repeat in chorus then
sentences; imperative ;Wh-questions individual
- Correct pronunciation for students - Listen to the teacher

Grammar and vocabulary:(4 minutes)
- Introduce exercises to the students
- Let students get their attention to focus on - Listen to the teacher and
phrasal verbs give some examples
Phrasal verbs :verbs +preposition
Phrasal verbs are used as transitive verbs -Examples: call for, come
-Ask students give some examples related to cross, get over, take after...
phrasal verbs

Exercise 1: (8 minutes)
- Ask students to do Exercise 1
- Introduce how to do it -Do the excercise1
- Let them work in pairs -work individually and work
- Walk round, check and give mark in pair
-Keys:1. give up, 2. fill in, 3.
turn on, 4. take of, 5. wash
up, 6. look up
7. turn off, 8. fill in/put on 9.
go on.
Exercise 2 (8 minutes)
- Introduce Exercise 2 to students and explain - Listen to the teacher and do
how to do it exercise 2
- Ask students to do it -Keys: 1. in, 2. up, 3.out, 4.
- Let them work individually round, 5. on, 6. up,
- Check, correct mistakes 7. down, 8. away,
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9.down, 10. on.
Exercise 3: (10 minutes)
- Introduce Exercise 3 to students and explain
how to do it - Listen to the teacher and do
- Ask students to do it exercise 3
- Let them work individually Key:
- Walk round and help them 1. turns up,
- Check, correct mistakes, give reasons and 2. look after,
mark 3. takes after, 4. got over,
5. held up, 6. try out,
Homework : (2 minutes) 7. went off.
Ask students to do Part Language Focus and
prepare to review
- Listen to the teacher and
write down




The 93rd period
Date: 28/ 3/ 2010
Grade 12

Review and test preparation
Lesson 1 – Comparison

A There are three degrees of comparison:
Positive Comparative Superlative
dark darker darkest
tall taller tallest
useful more useful most useful
B One-syllable adjectives form their comparative and superlative by adding er and
est to the positive form:
bright brighter brightest Adjectives ending in e add r and st: brave braver
bravest
C Adjectives of three or more syllables form their comparative and superlative by
putting more and most before the positive: interested more interested most
interested

217
frightening more frightening most frightening
D Adjectives of two syllables follow one or other of the above rules. Those ending in
ful or re usually take more and most: doubtful more doubtful most doubtful
obscure more obscure most obscure
Those ending in er, y or ly usually add er, est: clever cleverer cleverest
pretty prettier prettiest (note that the y becomes i) silly sillier silliest
E Irregular comparisons:
bad worse worst
far farther farthest (of distance only)
further furthest
good better best
little less least
many/much more most
old elder eldest (of people only)
older oldest (of people and things)
F farther/farthest and further/furthest
Both forms can be used of distances:
York is farther/further than Lincoln or Selby.
York is the farthest/furthest town or
York is the farthest/furthest of the three.
(In the last sentence farthest/furthest are pronouns. See 24 B.) further can also be used,
mainly with abstract nouns, to mean 'additional/extra':
Further supplies will soon be available.
Further discussion/debate would be pointless.
Similarly: further enquiries/delays/demands/information/instructions etc. furthest can be
used similarly, with abstract nouns:
This was the furthest point they reached in their discussion.
This was the furthest concession he would make. (For adverb use, see 32.)
G far (used for distance) and near
In the comparative and superlative both can be used quite freely:
the farthest/furthest mountain the nearest river But in the positive form they have a
limited use. far and near are used chiefly with bank, end, side, wall etc.:
the far bank (the bank on the other side)
the near bank (the bank on this side of the river) near can also be used with east, and far with
north, south, east and west.
With other nouns far is usually replaced by distant/remote and near by nearby/neighbouring:
a remote island, the neighbouring village. For far (adverb); for near (adverb or preposition),
H elder, eldest; older, oldest
elder, eldest imply seniority rather than age. They are chiefly used for comparisons within a
family: my elder brother, her eldest boy/girl; but elder is not used with than, so older is
necessary here:
He is older than I am. (elder would not be possible.) In colloquial English eldest, oldest and
youngest are often used of only two boys/girls/children etc.:
His eldest boy's at school; the other is still at home. This is particularly common when eldest,
oldest are used as pronouns:
Tom is the eldest, (of the two)




218
The 94th period
Date: 29/ 3/ 2010
Grade 12

Review and test preparation
Lesson 2 – Constructions with comparisons

A With the positive form of the adjective, we use as ... as in the affirmative and not as/
not so ... as in the negative A boy of sixteen is often as tall as his father He was as white as a
sheet Manslaughter is not as/so bad as murder Your coffee is not as/so good as the coffee my
mother makes
B With the comparative we use than
The new tower blocks are much higher than the old buildings
He makes fewer mistakes than you (do)
He is stronger than I expected -
I didn 't expect him to be so strong
It was more expensive than I thought =
I didn't think it would be so expensive
When than ... is omitted, it is very common in colloquial English to use a superlative instead
of a comparative This is the best way could be said when there are only two ways (See
comparatives, superlatives used as pronouns )
C Comparison of three or more people/things is expressed by the
superlative with the . . . in/of
This is the oldest theatre in London
The youngest of the family was the most successful
A relative clause is useful especially with a perfect tense It/This is the best beer (that) I have
ever drunk It/This was the worst film (that) he had ever seen He is the kindest man (that) I
have ever met It was the most worrying day (that) he had ever spent
Note that ever is used here, not never We can, however, express
the same idea with never and a comparative
/ have never drunk better beer I have neier met a kinder man He had never spent a more
worrying day
Note that most + adjective, without the, means very You are most kind means You are very
kind
most meaning very is used mainly with adjectives of two or more
syllables annoying, apologetic, disobedient, encouraging, exciting,
helpful important, misleading etc
D Parallel increase is expressed by the + comparative the + comparative
219
HOLSE AGENT Do you want a big house?
ANN Yes, the bigger the better
TOM But the smaller it is, the less it will cost us to heat
E Gradual increase or decrease is expressed by two comparatives joined by and
The weather is getting colder and colder He became less and less interested
F Comparison of actions with gerunds or infinitives
Riding a horse is not as easy as riding a motor cycle It is nicer/more fun to go with someone
than to go alone
G Comparisons with like (preposition) and alike
Tom is very like Bill Bill and Tom are very alike
He keeps the central heating full on It's like living in the tropics
H Comparisons with like and as (both adverb and adjective expressions are shown
here) In theory like (preposition) is used only with noun, pronoun or gerund
He swims like a fish You look like a ghost
Be like Peter/him go jogging
The windows were all barred It was like being in prison and as (conjunction) is used when
there is a finite verb
Do as Peter does go jogging
Why don't you cycle to work as we do? But m colloquial English like is often used here
instead of as
Cycle to work like we do
I like + noun and as + noun
He worked like a slave (very hard indeed)
He worked as a slave (He was a slave )
She used her umbrella as a weapon (She struck him with it)
than/as + pronoun + auxiliary
A When the same verb is required before and after than/as we can use an auxiliary for
the second verb
I earn less than he does (less than he earns) The same tense need not be used in both clauses
He knows more than I did at his age
B When the second clause consists only of than/as + I/we/you + verb, and there is no
change of tense, it is usually possible to omit the verb
I'm not as old as you (are) He has more time than I/we (have) In formal English we keep
I/we, as the pronoun is still considered to be the subject of the verb even though the verb has
been omitted In informal English, however, me/us is more usual
He has more time than me They are richer than us
C When than/as is followed by he/she/it + verb, we normally keep the verb You are
stronger than he is
But we can drop the verb and use he/she/they in very formal English or him/her/them in
very colloquial English These rules apply also to comparisons made with adverbs
/ swim better than he does/better than him
They work harder than we do/harder than us
You can't type as fast as I can/as fast as me.




220
The 95th period
Date: 30/ 3/ 2010
Grade 12

Theme: test 45 minutes

Full name……………….
Class 12……………….
TEST 45’
I/ Pick out the word whose underlined part is pronounced differently.
1. a. taste b. tie c. crest d. digestion
2. a. scuba- diving b. hummock c. fund d. punishment
3. a. enact b. eject c. penalty d. expedition
II/ Pick out the word that has the stress differently from that of the other words.
4. a. bamboo b. leopard c. panda d. parrot
5. a. fascinating b. biology c. priority d. endangerment
III/ Choose the best answer.
6. If the phone rings, it ……….be for me.
a. can b. will c. would d. shall
7. Although he tried he ……..not make it.
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a. would b. should c. might d. could
8. I prefer scuba- diving……………………….
a. to windsurf b. than windsurf c. to windsurfing d. than windsurfing
9. Mary, you are ………….to take part in the game.
a. supposed b. supported c. exposed d. indicated
10. Neither Mary nor her sister………….to join the water polo.
a. go b. are going c have gone d. is going
11. Tell me ………..you want, and I’ll try to get it for you.
a. that do b. what do c. that if d. what
12. When people are driving, they ………..keep their eyes on the road.
a. wouldn’t b. should c. would d. shouldn’t
13. What’s the name of the man………..car you borrowed?
a. who b. which c. that d. whose
14.Anyone…………….must pay before next Friday.
a. who are interested in the job b. who are interesting in the job
c. who is interested in the job d. whose job is interested
15. “ would you like to come on a picnic with us?” He….us to come on a picnic with them.
a. advised b. ordered c. invited d. begged
16. My bicycle …………last night.
a. was stolen b. stolen c. was stealing d. stole
17. I can’t find my books. I………..it in the restaurant last night.
a. must have left b. had left c. left d. might leave
18. I wish everything ………..so expensive.
a. would be b. wouldn’t be c. won’t be d. could be
19. We should plant trees along the streets to …………. Our city.
a. beautiful b. beautifully c. beautify d. beauty
20. We had an ………..trip to Nam’s native village last Sunday.
a. enjoyed b. enjoyable c. enjoying d. enjoyment
21. Life in the countryside is very…………., isn’t it?
a. peace b. peaceful c. peacefully d. peacefulness
22. You can select what you want; it’s your……….
a. choose b. chose c. chosen d. choice
23.The telephone went………., everyone wake up at one.
a. in b. on c. off d. with
24. I was born in New York but I grew………….in England.
a. at b. up c. about d. of
25. He ran too quickly so I can’t catch up ……….him.
a. off b. on c. with d. after

26.I wish you can see and hear all sort of people speaking here.
A B C D
27. The man told me don’t wander alone in the streets at night.
A B C D
28. Would you give up playing football if you break you leg?
A B C D
29. This is the place which I was born and grew up.
A B C D
30. I spoke very slowly in order the man could understand what I said.
A B C D
222
IV/ Read the passage and choose the best answer.
The World Trade Organization ( WTO) , founded on January 1, 1995, aims to
encourage international trade to flow as freely as possible., making sure that trade agreements
are respected and that any disputes can be settled. In the five years since it founding, the
WTO has become well- known as one of the world’s most powerful economic organizations,
taking its place alongside the World Bank and International Monetary Fund. The system of
globe rules for international trade, however, dates back haft a century to 1948 when the
General Agreements on Tariffs and Trade ( GATT) was founded after World War II. As time
went by, it became clear that the GATT had two major drawbacks the limited areas of trade
it covered, and lack of an effective system to settle disputes.
After seven years of trade talks ending in 1994, the so-called Uruguay Round finally gave
birth to the WTO, complete with effective system to settle disputes and to form new rules
covering trade in services and intellectual property. Even after seven years of talks and with
22,500 pages of agreements reached, problems remained, especially in the difficult –to-deal-
with areas of agriculture and services.
31. What is the purpose of the WTO?
a. to encourage international trade to flow freely.
b. to make sure that trade agreements are respected.
c. to settle any disputes.
d. all of the above.
32. The writer think that the WTO has become.
a. more powerful than any other economic organizations.
b. the world’s most powerful economic organizations.
c. one of the world’s powerful economic organizations.
d. less powerful than World Bank and International Monetary Fund.
33. According to the passage, the GATT stopped working.
A. in 1948 b. in 1994
c. after World War end
d. during the seven years of the Uruguay round talk
34. The word “ it “ in bold refers to…………….
a. the WTO c.. The GATT
b. the World Bank d. the International Monetary Fund
35. The word “ went by” could best placed by…………….
a. flew b. flowed c. passed d. past
V/ Complete the passage, using the correct words.
Many kinds of animals are endangered by human beings. The United State government
list of endangered species (1)……….alligators, tigers, grizzly bears, some kinds of whales.
And over three dozen species of butterflies. What has(2)………..to the scarcity of these
animals, which many become extinct(3)………. Vital protection?
One important factor is that (4)………animals have been widely hunted and killed for
food or for their beautiful skins. (5)…………accordance with the Endangered Species Act , it
is illegal in the United State to hunt, sell, or to collect endangered species.
36. a. includes b. consist c. comprise d. cover
37. a. gone b. brought c. led d. given
38. a. with b. without c. beyond d. out of
39. a. few b. much c. many d. a lot
40. a. on b. with c. from d. in



223
Unit 15: WOMEN IN SOCIETY
The 96th period
Date: 31/ 3/ 2010
Grade 12
Theme: Women Society
Unit 15
Reading
Time: 45 minutes

I. Objectives:
1. Educational aim:
- Students read passage comprehension about role of women in society
- Students know how to use the new words through asking and answering
2. Knowledge:
- General knowledge: - Through this unit, students know the role of women in society

- New words: Words related to the topic( society, women....)
3. Skills: -Guessing meaning from context
-Summarizing main idea
-Passage comprehension
II. Method: Intergrated, mainly communicative
III. Teaching aids: Real objects, pictures, English textbook 12, hand-outs
IV. Procedures:


Teacher’s activities Students’ activities Notes
Warm-up: (4 minutes)
- Ask students to list out the jobs that men and - Listen to the teacher
women often do in one minute and list the jobs that
-Let students work in pairs men and women do
-Ask students questions - Answer the question
Did women do these jobs in the old days?
why?
_Lead in: Today, we’ll study a new lesson Unit
15- part A :Reading
Pre-reading: (7 minutes) - Do the tasks
-ask students kook at the pictures and say - Give answers
what kind of work is mentioned in each -The answer is various
picture and answer the questions that follow
- Let students sit in pairs or in groups and put
the four most suitable places from the box
under each heading
- Give suggestions
- Walk round the class and offers ideas udent s
Teacher s St and Subj ect Spor t s Pr obl em at
s
Headm e ast Cl assm east s Fr ot ba school
224
r r Geogr ap ll Li ve f ar
Headm st r
i Fr i ends hy J oggi n Fr om school
ess Cl ose – Chem st
i g St udent s cheat
comments when students need help
- Conduct the correction and give the meaning
of some words

While-reading: (20 minutes)
- Make the class read the small talks, to scan - Do the tasks
the details and do the tasks - Give answers
Task 1 : Read through the context and give 1,nÒn v¨n minh nh©n lo¹i
the Vietnamese equivalents to the following 2,sinh con
words and phrases. 3,sù tham gia
- Firsly, ask students to study individually 4,thêi kú khai s¸ng
then in pairs 5,nh÷ng niÒm tin ¨n s©u
- Walks around the class, offer ideas and vµo tiÒm thøc
comments when students need help 6,viÖc ch¨m sãc gia ®×nh
- Give suggestions 7,n¨ng lùc trÝ tuÖ
8, c¬ héi viÖc lµm

Task 2
- Work in pairs, read the small talks again and
choose the best option to answer the - Read all questions
following questions - Read the small talks again
- Introduce the aim of Task 2 to scan information
- Ask students to read the small talks again to - Work in pairs
find the suitable choice - Give answers
- Ask students to work individually then work 1C 2D 3C 4B 5A
in pairs
- Walk round the class and comments when
students need
Task 3 : Read through the context and decide
which of the headings below suit for
paragraph - Work in groups
A .Women’s Intellectual Ability Key: C
B .The Age of Enlightenment
C . women’s Rights -
D . Women’s Role in education
- Ask students to read the small talks again to
choose the best title for the passage
- Ask students to work with a partner
- Walks arround the class to help students
whenever they need

Post-reading: (12 minutes)
- Let students work in groups to summarise the
reading passage by writing One sentence for each
paragraph - Have discussion then
present ideas in front of the
class
- Has students work in groups and answer the - Present the content of the
questions small talks again
225
- Walk around the class, listen to student’s - Keys:
discussions and offer suggestions when Paraghraph1 :women in the
necessary old societies
- Give comments Paraghraph2 :The struggle
- Ask students to tell the content of the small for women’s rights
talks Paraghraph3:the statue of
- Ask to tell themselves women in society todays

Homework : (2 minutes) -Listen to the teacher and
-Do reading text in workbook take note
-Prepare the next lesson




The 97th period
Date: 01/ 4/ 2010
Grade 12
Theme: Women Society
Unit 15
Speaking
Time: 45 minutes

I. Objectives:
1. Educational aim: Students know how to express opinions and express degrees of
agreement
2. Knowledge:
- General knowledge: - Through this unit, students can make opinions with a partner
easily
- Know how to arrange opinions sensibly
- Language: Students use sentences, words, phrases and expressions for making degrees of
agreement
3. Skills: Fluency in expressing opinion and expressions for making a opinion
226
II. Method: Intergrated, mainly communicative
III. Teaching aids: Pictures, English textbook 12, hand-outs
IV. Procedures:

Teacher’s activities Student’s activities Notes
Warm-up:(5minutes)
- Listen to the teache
­ Give a picture with a situation and
ask students to guess what happens
next?
­ Ask students work in pairs

Today, we will practice giving the opinion-
for or against
Pre-reading: (8 minutes)
Task 1: These expressions are commonly - Do the task
used when people are expressed the
agreement or disagreement . Place them -Work in pairs and practise
under the appropriate heading then practise saying aloud
with a partner
- Give instruction
- Introduce some expressions that we can use
to agree and disagree about something

- Ask student to work individually then work
in groups
Task 2:
-Read and respond to these statements ,using
useful expression in task 1 and then practise
it with a partner

- Ask students to work individually then in - Do the task
pairs
- Walk around the class to help student when - Practise with partners
necessary A :Men are usually stronger
- Check and give suggestions than women
- Ask student to practise it with a partner I think so .(That’s the reason
- Corrects students’ pronunciation if why men often do hard
necessary work ,such as building
,carrying things...)
B : Women are usually more
sympathetic than men
I don’t think so because there
are fathers who are gentle
and understand their
children better than theirs
wives....
Post-reading: (14 minutes)

227
­ Work in group to discuss whether - Work in groups
you agree or disagree with the - Practise the conversation
statement “ Married women should Answer:
not to go to work” ­ A: Hi,what do you
Make small talks on the following topics, think about the
using the starting and ending of a statement “Married
conversation women should not to
- Divide the class into 4 groups go to work”
- Ask each group to discuss one topic and ?
make a small conversation B: Hi, .I don’t agree with it .
- Walk around the class and help all students A: why?
when necessary B: In my opinion ,it’s unfair
- Ask students to present the conversations for women. If they don’t go to
­ - Give comments work ,they have to stay at
home all the time .It’s too
boring to be housewives all
their lives.

­ Homework:(2minutes)
­ In not more than 80 words write -Listen and copy
about your opinion about the
statement “Married women should
not go to work”
­ Prepare the next lesson




228
The 98th period
Date: 03/ 4/ 2010
Grade 12
Theme: Women Society
Lesson 15
Listening
Time: 45 minutes

I. Objectives:
1. Educational aim: Students should know how to listen to give some information about
women and the role of them in society
2. Knowledge:
- General knowledge: Students learn about role of women in modern life
- Language:
- New words: Words related to society, women
3. Skills: -Extensive Listening : Multiple-choice questions
-Passage comprehension
II. Method: Intergrated, mainly communicative
III. Teaching aid: Pictures ,textbook....
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up : (4 minutes)
- Ask students look at the pictures and have a - Listen and answer
comparison ? - Work in pairs and each and
- Let students look at the picture and describe answer
and answer some questions: 1.from a village in Africa
1,Where do the women come from? 2,they are working and taking
2,What are they doing? care of their children
3,do they have happy life? why do you know? 3,......
- Listen and give mark
Pre-listening : (6 minutes)
­ Let students answer the following - Work in pairs
question
­ Is the life of a city women easier -Answer the question
than that of a village woman
nowadays ?What is your point of
view? Why?
While-listening: (24 minutes)
Task 1: You will hear a passage abut
- After three times of
229
women and their roles in society.Listen to the listening, each group gives
passage and choose the best answer to their answers
complete each sentences
- Listen to each pair - Read quickly and discuss in
- Let students read some sentences given and pairs or groups to find the
explain some new words if necessary answers which can be listened
- Read or let students listen first before
- Give more information if students wonder - Can guess what will be
or not clear heard again
- Let students listen the second time - Work in groups and give
- Check their listening answer
- Let students listen the third time and let 1B ,2C ,3C,4A,5B
them choose the best answer
- Observe the class and listen to each group’s
feedbacks
Task 2: Ask students to listen again and
answer the questions
- Let students read the questions first and - Listen again (1-2 times)
quickly- work in pairs - Discuss give correct answer
- Let students listen again 3 times and ask 1,40%
them to discuss in groups to answer the 2,they earn nothing for doing
questions their domestic work
- Listen to each group and remark 3,they produce more than half
of the food
4,80%
5,at 4.45 am
6,at 9.30 pm

After-listening: (10 minutes) - Work in groups
- Have students sit in groups and compare a - Other groups listen and
typical working day of your mother or your write down some information
sister with that of an African village woman and then repeat
- Listen and remark
Homework: (2 minutes)
- Ask students to write about 100- 150 words - Listen and copy in their
what your sister or your mother’s daily notebooks
activities.




The 99th period
Date: 05/ 4/ 2010
Grade 12
Theme: Women Society
Unit 15
Writing
Time: 45 minutes

230
I. Objectives:
1. Educational aim: Students know how to describe a chart
2. Knowledge:
- General knowledge: Students could write a report to describe information from a statistics
of the activities and the time that women do every week
- Language: Words used in a chart
3. Skills: Describing a chart
II. Method: Interagrated, mainly communicative
III. Teaching aids: Some models of chart, real information in life
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up : (4 minutes)
- Ask students to name the activities - Observe and work in pairs to
and the time that women often do answer
every day - The answers can be various
- Let students work in group

Pre-writing: (10 minutes)
Task 1 - Continue working in pairs
- Let students go through the questions give -
in the book ‘Look at the chart and answer - Each pair ask and answer
the questions
-Go around and help if necessary - Listen and write down


- Listen and explain some new words and
useful expressions if they do not know
+the chart shows/presents/illustrates....
+As can be seen from the chart
+According to the chart
+In general/generally speaking
while-writing: (20 minutes)
Task 2 - Listen to the teacher
- Ask students to do certain things
- It means we use short information but it’s
real - Read quickly themselves
- Ask students to read the model of chart
first - Read the form quickly and
- Ask students to describe some find some new words if it has
information in a chart - Listen and repeat, then write
- Ask 2 or 3 students who may be good at down in notebooks
English to write on the board - Check among groups
- Let students change their report and - Change among groups
practise speaking about the person they’ve
written
- Listen and remark - Work in groups and write a
Post-writing: (10 minutes) report
- One student of one group
231
- Let students work in group to write a reads aloud a report
report about someone and other groups - Discuss and correct mistakes
- Read and write a short paragraph themselves
- Listen and remark
- Listen and copy
Homework: (2 minutes)
- Do the writing part, Unit 15, workbook




The 100th period
Date: 07/ 4/ 2010
Grade 12
Theme: Women in Society
Unit 15
Language Focus
Time: 45 minutes

I. Objectives:
1. Educational aim: Students know how to spell the rising tune in a sentence
2. Knowledge:
- General knowledge: Students learn the use of phrasal verbs
- Language:
- New words: Words related to topic
3. Skills:
- Pronunciation: The rising tune
- Grammar: - Phrasal verbs
II. Method: Intergrated, mainly communicative
III. Teaching aids: textbook, picture .....
IV. Procedures:

Teacher’s activities Students’ activities Notes



232
I. Pronunciation(10 munites)
- Help students how to read correctly with the
rising tune
b. Practice:
- Read the sentences first: clearly, correctly - Read aloud
- Listen and correct their pronunciation if it’s - Listen and repeat from 2-3
needed times
-Explain to read the rising tune in Yes-No - Some of them stand and
questions and sentence stress read words aloud
- Let students read the sentences and work in
groups
-Listen to the teacher

- Listen and remark each group - Read the sentences in
chorus aloud
II. Grammar: (34munites)
Phrasal verbs - Listen and copy
- Show students to list out as many phrasal -List some phrasal verbs : fill
verbs you have learnt as possible just in one in ;turn on; go over ;look
munites at ;make up. Look after ....
-Let students work in pairs - Read and do the exercise

* Exercise 1: - Work in their own and
Let students read all the answers and work in compare each other
groups to choose tone of the following verbs(in - One or two students give
the correct form)+ the correct preposition to the correct form of phrasal
complete the sentences verbs on the board
-Go around and help if necessary - Keys:
1,glanced at 2,invited to
- Listen and remark 3,listen to 4,throw...at
5,staring at 6,speaking to
7,wrote to 8,point...at


• Exercise 2: - Work themselves and each
-Introduce Exercise 3 to students and explain student reads sentences
how to do it - Other students listen and
- Ask students to do it remark each other
- Keys:
-Ask students to fill each of the blanks with an 1,for 2,for 3,to 4,for
appropriate preposition if necessary 5,about 6,x 7,about 8,x
--Let them work individually 9,for 10,for
- Walk round and help them
- Check, correct mistakes , give reasons and
mark

Homework: (2 minutes) - Listen and copy
- Remind of phrasal verbs

233
- Let them do exercises in Workbook




Unit 16: THE ASSOCIATION OF
SOUTHEAST ASIAN NATIONS
The 101st period
Date: 11/ 4/ 2010
Grade 12
Theme: The Association Of Southeast Asian Nations
Unit 16
Reading
Time: 45 minutes

I. Objectives:
1. Educational aim: Students can read and know about ASEAN and make questions and
answer them well
2. Knowledge:
- General knowledge: Students could understand and use the new words through speaking,
asking and answering
- Language:
- New words: Words relate to ASEAN
3. Skills: -Reading for general or specific information
-Guessing meaning from context
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some photos of ASEAN and some information about them
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (4 minutes)
- Give the logo of ASEAN and ask students to - Do themselves and then
guess the name this organization work in pairs
- Recheck and introduce the new lesson:
The Association Of Southeast Asian Nations - Listen to the teacher
Pre-reading: (7 minutes)
- Ask some questions about some questions ?
1,what does ASEAN stands for?
2,When did Vietnam join this association? -Discuss and give correct
- Let students write some information about answer
ASEAN 1,ASEAN stands for the
Association of Southeast

234
- Let each student stand and speak their Asian Nations
opinions 2,In 1995
- Go around and help them if necessary

While-reading: (20 minutes)
- Let students open the book and read silently
while teacher reads aloud and correctly
- Ask students to read themselves and write
down some information
- Let students work in pairs to do the task 1
Task 1
- Let students fill each blank with a suitable
work

-Ask students to work individually then in pairs
- Walk around the class to help student when
necessary
-Corrects students’ pronunciation if necessary
- Check and give suggestions -Work in pairs to
Task 2 discuss to fill with
- Let students read all sentences and explain suitable words
some new words if necessary -Keys:
- Listen and correct if needed 1,justice 2,GDP
-Keys: 1T ,2F ,3F ,4T, 5F ,6F 3,diverse 4,integration
5,accelerate 6,enterprises
Task 3
­ Let students work in pairs and read the
passage again and find out the answers
for these questions in the task 3
-Walk around the class to help student when - Read quickly some
necessary sentences in the text
-Corrects students’ pronunciation if necessary - compare with the partners

- Check and give suggestions - Work in pairs and answer
some questions
Post-reading: (10 minutes)
-Ask students to close their books and
summarise the passage ,based on the years : - Read quickly and find out
1967, 1995 ,1998 ,1999, 2007 ,2020 the answers
-Go around and help if necessary - Work in pairs, then one
-Check and remark reads the sentence and the
other corrects it


Homework (4 minutes)
- Reread the passage and summarize the - Work in pairs and some of
ASEAN (about 100 words) them stand and say about
ASEAN
- Work in groups and
235
discuss which sentences go
with the word given
- Some others repeat
- Copy the words


- Listen and copy




The 102nd period
Date: 13/ 4/ 2010
Grade 12
Theme: The Association Of Southeast Asian Nations
Unit 16
speaking
Time: 45 minutes

I. Objectives:

236
1. Educational aim: Students should know how to tell the names and the capitals of ASEAN
countries
2. Knowledge:
- General knowledge: Ask and answer about the names and the capitals of ASEAN countries
and the main characteristics of each nation
- Language: Words to speak about ASEAN
3. Skills: -Ask and answer the information about ASEAN countries
II. Method: Integrated, mainly communicative
III. Teaching aids: Photos of some famous persons or some real information about ASEAN
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (3 minutes)
- Ask students to close the book - Close the books
- Let students Look at the pictures and name - Work in pairs and name
out the countries and the capitals out the countries and the
-Let them work in pairs capitals
- Each student speaks out
their answer

Pre-speaking: (8 minutes) - Work in pairs
Task 1 - Look at the picture and
- Ask students to open the book and look at name them
the flags and match with their countries and - They’re holding the pens
capitals mentioned above… and notebooks
- Go around and listen to them - Read these words and
work in groups
- Some students can show
off these words: family;
dislike; hobby; education

While-speaking: (20 minutes) - Observe the picture
Task 2 - Work in groups with
- Let students open the books and discuss and some cues given below
use the information in task 1 and the fact (
below to talk about some of the ASEAN - Other groups go on
countries practising speaking
-
- Ask students to read some words given and
then let them choose which countries they like
to talk about
- Listen and correct

Post-speaking: (10 minutes)
- Ask students to work in pairs and discuss -Work in pairs and talk
,talk about some of the ASEAN countries about some of the ASEAN
- Ask one group to do the task as a model countries
- Go around listening to some groups and help -Keys: Malaysia has a
them if needed total area of 330,252
237
square kilometers .Its
- Ask some pairs to stand in front of the class capital is Kuala Lumpur.
and practise speaking The population in
Malaysia is
- Some groups go on speaking each other 27,174,000.People speak
Malay, English and Tamil
- Listen to each group and correct or give in every day conversations
mark if they do it well .The Malaysians are
religious. They follow
Islam and Buddhism.
Homework: (2-4 minutes) Their currency is Ringgit
- Let students write about someone they
admire or look forward to meeting - Listen and write down in
their notebooks




The 103rd period
Date: 15/ 4/ 2010
Grade 12
Theme: The Association Of Southeast Asian Nations
Unit 16
Listening
Time: 45 minutes

I. Objectives:
1. Educational aim: Students should know how to ask and say about using English and the
main religion in ASEAN
2. Knowledge:
- General knowledge: Students know how to give information from using English and the
main religion in ASEAN
- Language:
- New words: Words related to ASEAN countries
3. Skills: - Listening for general or specific information
-Comprehension questions
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some pictures of persons or some real information about them
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (4 minutes)
- Ask students to close the book -Work in pair and list the
- Ask students to list the name of ASEAN name of ASEAN countries
countries using the English - Listen to the the teacher and

238
answer the questions
Pre-listening: (8 minutes) -Keys: Some ASEAN
- Let students open the books and ask and countries such as the
answer the question Philippines, Brunei,
1. Which ASEAN countries are use English as Singapore, and Malaysia use
a second language? English as second language
- - Read in chorus
- Let students read some words they’ll listen - Some students read
then themselves:
- Listen and check


- Read silently the sentences
given before listening
While-listening: (20 minutes) - Listen the first time
Task 1 - No, we haven’t
- Let students read some sentences given and - Listen the second time and
explain some new words if necessary begin doing the task
- Read or let students listen first - Listen the third time and
Have you got anything from the dialogue work in groups to decide the
between Mr Hung and his daughter Nga? best answer
- Let students listen the second time - Each group asks and
- Check their listening explains why they choose by
- Let students listen the third time and let them some information they’ve
choose the best answer to complete each of the listened
following sentences
- Observe the class and listen to each group’s -Keys : 1C ,2A ,3C ,4A ,5B
feedbacks
- Give more information if students wonder or
not clear
Task 2 - Work in groups and guess
- Before listening, let students read quickly
some questions in the task 2 - Listen and do the task
- Let students listen the first time: Who can - Speak out their listening
guess some words? - Try to write down the
- Let students listen the second time answers
- Let student listen the last time and let them -Key: 1,tomorrow(the next
work in groups to speak out day)
- Listen and correct their listening 2,The US
3,Around 50 million
4.In the Philippines
5,three-Islam,Buddhism and
Catholicism

Post-reading: (10 minutes)
- Ask students to summarize the content of the - Work in groups:
conversation between Nga and her father-Mr - Work in groups and each
Hung group has one person who
- Ask students to write a short passage to says about it
239
guess what Nga’s essay will be about - May answer in different
- Listen to each group and correct mistakes if ways
they’ve done - Write in groups and ask
someone to speak out their
writing
- Other groups listen and copy
some information and give
some questions

- Practice writing
Homework: (2- 4 minutes)
- Ask students to write a short passage about
the content of the listening text( 70 words)




The 104th period
240
Date: 16/ 4/ 2010
Grade 12
Theme: The Association Of Southeast Asian Nations
Unit 16
Writing
Time: 45 minutes

I. Objectives:
1. Educational aim: Students should know how to write a letter of recommendation
2. Knowledge:
- General knowledge: Students learn to write about the places they are familiar with
- Language: Words used in writing about a significant place
3. Skills: Writing about a letter of recommendation
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some cues, information of someone
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (4 minutes)
- Ask students to close the books - Work in pairs and match the
- Look at the pictures and name out the places name with the picture
-Let students work in pairs - Some students do matching on
Pre-writing: (8 minutes) the board
Task 1
- Ask students to open their books - work in pair and do the
- Introduce the students do the task 1 task 1
-Let them work in groups and complete the - Key
letter with the missing sentences in the box 1,I would like to recommend a
-Go around and help well-know place in Vietnam to
-Explain some new words if necessary you
-Give correct answers 2,It is about 170 km from
Hanoi
3,The beach is an ideal place
for swimmers
4,People here are very friendly
and hospitable
5,I am sure you will have a
While-writing: (18 minutes) wonderful time here in Ha long
- Introduce to do task2 bay
- Let students read quickly the task2
David ,your pen pal ,is going to spend his - Listen to the teacher
summer vacation in one of the ASEAN - Read silently
countries. You want him to visit Vietnam
.Write a letter to him recommending a - Read those words and copy
significant place you are familiar with.
- Explain some new words if necessary
- Work in pairs
-Give form of a recommendation letter - Each group read their writing
Outline
241
+Date - Listen and work in groups
+Salutation - - Discuss and find out some
+Body errors if they make
.location
.natural features
.places to visit
.food
.people
........
+Closing
+Signature
- Ask some other groups to write down a
paragraph using some cues below and then
each student on be half of his group read
aloud
Post-writing: (13 minutes)
- Ask students to read another’s letter
- Ask some students to read loudly their letter
- Listen and correct if needed
- Practise writing in groups
- Each member of groups reads
aloud his/ her writing
- Other group appreciate and
correct mistakes each other
Homework: (2 minutes) - Each group does the writing
- Do the writing task in student’s workbook and read aloud
-Prepare the next lesson


- Listen and copy


The 105th period
Date: 18/ 4/ 2010
Grade 12
Theme: The Association Of Southeast Asian Nations
Unit 16
Language Focus
Time: 45 minutes

I. Objectives:
1. Educational aim: Students should pronunciate the rising –falling tune correctly and the
use of adverbial clause of time
2. Knowledge:
- General knowledge: Students learn words to describe people’s background
- Language: A paragraph and adverbial clause of time
3. Skill: fluency in the rising –falling and use of adverbial clause of time
II. Method: Intergrated, mainly communicative
III. Teaching aids: textbook, handout.....
242
IV. Procedures:

Teacher’s activities Students’ activities Notes

I. Pronunciation: (15 minutes)
- Close the books! - Read these sentences
a. Introduce the rising-falling tune
- Let students practise pronunciating these
sentences - Listen and repeat following
- Listen and correct the syllables students read the teacher
b. Let students open the books and read aloud - Read in silent first
the words given and try to pronunciate these - Some of each groups read
sentences with the rising –tune aloud

- Listen and check for pronunciation
- Ask students to listen and read after these
sentences
II. Grammar: (20 minutes)
adverbial clause of time
-Introduce the way of using adverbial clause
of time through some example -Listen to the teacher
- Students work in pairs and
- Ask students to give some examples give some examples
- Listen and remark - Some students repeat aloud

b. Let students practise doing exercises
Exercise 1
- Ask students to do exercise themselves then
discuss in groups - Do the exercise themselves
- Key:
1,She will phone you as soon
as she arrives in Ho Chi Minh
City
2,After the war was over we
started rebuilding the country
3,they met a lot of people
while they were on holiday
4,before you leave don’t
forgot to turn off the lights
5,I will stay till you get back
6,We’ll come to see you
whenever we are in hanoi
7,there is a danger of war as
long as imperialism exits
8,tom sang a merry song as he
walked away

- Work in groups and give the
correct tense of verb and
243
explain why they did it
- Each group answer and give
Exercise 2 reasons
- Ask students to supply the correct form of
the verbs in brackets
- Listen and remark - Read silently and discuss in
-Keys: pairs, groups
1,arrives 2,arrives 3,are playing -Key:
4,got ,5,have finished 6,(had) graduated 1,Let’s go out before it starts
7.am 8,have read raining
2,I’ll give you my address
when I have found
Exercise 3 somewhere to live
- Let students combine two sentences, using 3,After he had done his
one as an adverbial clause of time with the homework ,he went to bed
given conjunction 4,We’ll let you know as soon
-Go around and help if necessary as we have made our decision
-Give correct answers 5,I haven’t met them since I
left school
6,robert suddenly began to
feel ill while he was doing the
exams
7,Kate will come back home
after she has finished the last
semester


- Listen and write down




Homework: (5 minutes)
- Ask students to revise the use of adverbial
clause of time
- Practise doing exercise in the Workbook




244
The 106th period
Date: 19/ 4/ 2010
Grade 12
Test yourself F

I. Objectives: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing.
- Improve their knowledge through the test yourself.
II. Method: Integrated, mainly communicative.
II. Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs…
IV. Procedures:

Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Greeting - Greeting
- Ask students something about the test - Answer teacher’s questions
yourself F
* Have you prepared it at home?
* Have you got any difficulties?

Test yourself

I. Listening(2.5 points) (10 minutes) Listen and dill in the blanks
• Teacher asks Sts to read and find new with the information as you
words. Teacher explains: hear.
• Asks Sts to read the statements carefully UNESCO stands for the
and underline key words before listening United Nations Educational,
the first. Scientific and Cultural
• Asks Sts to finish the exercise after Organization. It was
listening the second. established on ………….. to
• Asks Sts to listen to the tape (the third encourage collaboration
time) and then discuss in pairs about the among nations in the areas of
final answer. education, science, culture
• Goes around the class, helps Sts discuss and communication.
about the answers if necessary. UNESCO has
…………….member nations
• Asks some Sts to give the answers,
as of 2007. the agency has its
others give feedback.
headquarter in Paris, France,
• Teacher gives Sts to listen once more. and operated educational,
245
Expected answers: scientific, and cultural
1. 16 November 1945 programs and exchanges from
2. 193 ………. Fields offices world
3. 60 wide. Project sponsors by
4. teacher-training UNESCO include
5. heritage international science
- Correct mistakes programs; literacy, technical,
and ………..programs;
regional and cultural history
projects; and international
cooperation agreements to
secure the world’s cultural
and natural …………… and
to preserve human rights.
→ Students read
→ Sts listen

- Students work in pairs:
reading and decide to choose
the answer.
Read the text then answer
the questions that follow
1. Which countries, according
II. Reading (2.5 points) (10 minutes) to the passage, have low
• Teacher explains new words/ phrases: levels of females paid
Labor-intensive : (adj) cần nhiều nhân workers?
công 2. In which sectors do you
Propotion (n) tỉ lệ find the majority of working
Exclude (v) ngăn chặn women in Southeast Asia?
Reserve (v) : dành riêng 3. What is the percentage of
• Asks Ss to read the passage and then women who work in the
answer the questions. service sector in Latin
• Goes around the class to get the fettle of America and the Caribbean?
Sts and helps them with vocabularies, 4. On whom did women
the way to express if necessary. depend economically in the
• Teacher asks a representative in some past?
pairs to present the result in front of the 5. According to the passage,
class. Other pairs gives feedback what are the two factors that
• Teacher corrects in general and tells the give women more freedom
point of marks so that Sts remark nowadays?
themselves.  Suggested answering.
1. Arab countries
2. In textile, toy, shoe
and electronic sectors
3. 70%
4. They depend on their
husbands or fathers
5. The access to education

246
and change in economic
status.

→ Students work in pairs/
groups.
Suggested answers:
1. grow up
2. stay on
3. wait up
4. give in
III. Grammar(2.5 points) (8 minutes) 5. catch up
- Recall the grammar of articals. 6. speak up
- Giude students how to do 7. Watch out
- Give them some newwords: 8. cool off
- Do the first as an example. 9. keep up
- Ask students to to the exercise. 10. fall behind
Use the following verbs to complete the → Other Sts give feedback
sentences below:
1.
Catch up Cool off Fall behind
Give in Grow up Keep up
Speak up Stay on Wait up
Watch out
He still behaves like a child. I wish
he’d grow up.
2. Come to the party on Friday and
…….. for the weekend.
3. I won’t be back until late. Will you
………for me?
4. He was exhausted but he still kept
going. He just wouldn’t …………
5. Please don’t go so fast. I just can’t
………..
6. Could you ………….a bit? I can
hardly hear you.
7. ……………! Oh dear. Didn’t you see
that car coming?
8. You look hot and sticky. Come and sit
in the shade and …………
9. You go on ahead and I’ll …………
10. Wait for me. I don’t want to
…………..
• Teacher asks Sts to discuss about the
answer in pairs/ groups.
• Teacher asks a representative in each
group to present the result in front of the
class. Other group gives feedback
Teacher corrects in general and tells the point

247
of marks so that Sts remark themselves.
- Call the to to on board.
- Go round the class to control the set’s
activities
- Listen to the teacher
- Correct mistakes carefully.
- Discuss in groups to get the
information and write the
IV. Writing(2.5 points) (7 minutes) outline.
- Giude students how to write - Each person use the outline
- Give students some models and structures to to write a short paragraph.
writes. - Peer correction.
In about 120 words, write about the changes - Underline the mistakes
in women’s role in the family in comparison - Assess on the content: 1
with that 50 years ago. mark, use correct / exact
The following cues might be useful to you. words / sentence structure : 1
• Education mark, coherence : 0.5 mark
• Social activities
• Work - Compare the results with the
• Economic dependence other groups.
• Number of children - Correct mistakes
Domestic chores
- Ask students to write. + to study all the lessons
- Call the to to on board. again.
- Go round the class to control the students’ + to prepare to review all
activities the knowledge of grade 12.
- Correct mistakes
Homework (5 minutes)
- Ask students:
+ to study all the lessons again.
+ to prepare to review all the knowledge of
grade 12.




248
The 107th period
Date: 20/ 4/ 2010
Grade 12
Revision

LESSON ONE : REVIEW THE SIMPLE PRESENT - THE SIMPLE PAST TENSE
Time : 45 minutes
* Objectives :
- Aims : By the end of the lesson, sts will be able to memorize the forms, usages and the ways
to add “s, es, ing” and how to pronounce “s,es”.
- Teaching aids : Posters
- Procedure :
Teacher’s activities Students’ activities
• Warm – up: (4mn)
- Give sts some sentences and ask them to give the correct
form of the verb in the brackets. (poster) - Sts look at the poster and do the
1 - The Earth (move) around the Sun. exercise
2 – She (work) in the garden at the moment.
3 – He (watch) TV in the sitting-room now.
4 - … Lan (go) to school everyday.
- Get some sts to go to the b.b to do - Sts work
- Remark, explain and correct * Answer:
1 - moves 2- is working
2 - is watching 4 - Does…go
* PRESENTATION :(29mn)
- Get 2 sts to go to the b.b to give forms of the two tenses. - Sts work
- Get other sts to give the usages

249
- Remark, stick the poster and get sts to correct
1/ The simple present tense (poster) - Look at the poster and correct
a- Form :
- Affirmative: S + V(s,es)……
- Neg : S + do/does + not + V(inf)…
- Inter : Do/Does + S + V(inf) … ?
b- usages : The simple present express
- habitual or repeated activity
Ex: I study 2 hours every night.
- general truth
Ex: The Sun rises in the East.
- an ability
Ex: He speaks English very well.
- perception, felling or states that occur at the moment of
speaking.
Ex: Do you hear anything ?
No, I don’t hear anything.
+ use with some verbs : know, understand, wonder, love,
like, hate, think, remember, hope…

C – Adverbs to distinguish
Every, always, usually, often…
2/ The present progressive tense (poster)
a- Form :
- Affirmative: S + am/is/are + V-ing ……
- Neg : S + am/is/are + not + V-ing …
- Inter : Am/Is/Are + S + V -ing … ?
b- usages : The present progressive express
- an action / activity that is in the progress (happening)
At the moment of speaking
Ex: They are studying at the library now.
- a temporary action at present - Listen and take notes
3/ Remind sts the ways to add (s, es, ing) and how to
pronounce (s, es)

Exercises : (Handouts) (10mn) * Answer:
Exercise 1 : Complete the sentences with the correct 1-studies
forms of verb in brackets. 2- is sleeping
1- She (study) English very well. 3- are travelling
2- Don’t make noise! The boy (sleep). 4- stops
3- At the moment the Browns (travel) in Europe. 5- watches
4- The bus (stop) for us now. 6- is wearing
5- Bill (watch) T.V every night. 7- is chasing
6- The girl looks pretty as she (wear) her new dress. 8- is
7- Look! The cat (chase) the mouse. 9- is beginning
8- Sugar (be) sweet. 10- goes
9- It is Autumn now. The leaves (begin) to fall.
10- She (go) to the club twice a week. * Answer:
a- Works – is spending – is learning –
250
Exercise 2: Give the correct form of the verbs in brackets. grow.
a- Mr Trinh normally ___ on his farm, but he___ this
month in Da lat. He ___ how to ___ flowers. (work, learn, b- rides – is raining – is taking – is doing
grow, spend) - goes
b- Most weekdays, Miss Hoa___her motorbike to school.
But as it___today, she ___a bus to work; and her sister,
Linh___the shopping at the market instead of the
supermarket where she usually___ . (ride, rain, take, do,
go)
- Get sts to do and provide the answers
- Remark and give feedback
Comments : (2mn)
The 108th period
Date: 21/ 4/ 2010
Grade 12
Revision

LESSON TWO : REVIEW THE SIMPLE PAST - THE PAST PROGRESSIVE TENSE
Time : 45 minutes
* Objectives :
- Aims : By the end of the lesson, sts will be able to memorize the forms, usages and the ways
to add “ED ” and how to pronounce “ED”.
- Teaching aids : Posters
- Procedure :

Teacher’s activities Students’ activities
• Warm – up: (4mn)
- Ask sts some questions
1- Did you do your homework last night? - Yes, I did/ No, I didn’t
2- What did you do at seven last night? - I was doing my homework
- Write the answers on the b.b. Use color chalks to underline at seven last night.
the grammar points and explain.
- Yes, I did. I did all my homework
- I was doing my homework at seven last night.

* PRESENTATION :(20mn)
- Get 2 sts to go to the b.b to give forms of the two tenses. - Sts work
- Get other sts to give the usages
- Remark, stick the poster and get sts to correct
1/ The simple past tense (poster) - Look at the poster and
a- Form : correct
- Affirmative: S + V(ed/2)……
- Neg : S + did + not + V(inf)…
- Inter : Did + S + V(inf) … ?
b- usages : The simple past express
- an action or activity began and end in the past
Ex: I went to HN last month.
- an action or activity happened in the past with definite time
251
C – Adverbs to distinguish
Yesterday, ago, last…)

2/ The present progressive tense (poster)
a- Form :
- Affirmative: S + were/was + V-ing ……
- Neg : S + wrer/was + not + V-ing …
- Inter : Were/was + S + V-ing … ?
b- usages : The past progressive express
- an action / activity that was happening at the definite point
of time in the past.
Ex: She was working in the garden at 2 p.m yesterday.
- an action / activity that was happening in the past, another
action / activity happened.
Ex: While we were running home, it suddenly rained.
- two actions / activities that were happening at the same time
in the past.
Ex: While we were running home, they were running to
school.
3/ Remind sts the ways to add (ed) and how to pronounce
(ed)
Exercises : (Handouts) (19mn)
Exercise 1 : Complete the sentences with the correct forms of
verb in brackets.
a- While I ……….(1.walk) to class yesterday morning , I
…….(2.see) Abdullah . We …….(3.say) hello and ……
(4.walk)the rest of the way to school together.
b- When I ….(1.hear) a knock at the door last night , I ……..
(2.walk) to the door and…….(3.open) it. When I …….
(4.open) the door , I ……(5. see) my brother . I ……
(6.greet) him and …….(7.ask) him to come in.
c- My cousin and I …….(1.watch) a movie TV last night
when my brother ….. (2.come) . He ……..(3.watch) the end
of the movie with us.
d- Mrs Reed ……(1.turn) on the radio in her car while she
…….(2.drive) home yesterday . She …………..(3.listen) to
some music when she suddenly …..(4.hear) a siren. She …..
(5.look) in her mirror and …..(6.see) an ambulance behind
her. She immediately …..(7.pull) her car to the side of the
road and …….(8.wait) for the ambulance to pass.
- Get sts to work individually to do the first 2 paragraphs, then
correct in pairs
- Get some sts to give their answers
- Remark and correct -Sts work
- Provide the answers
* Answer:
a- 1. was walking 2. saw
3. said 4. walked
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b- 1. heard 2. walked
- Get sts to do the last paragraphs at home 3. opened 4. opened
5. saw 6. greeted
- Comments : (2mn) 7. asked




The 109th period
Date: 21/ 4/ 2010
Grade 12
Revision

LESSON THREE : EXERCISES
Time : 45 minutes
* Objectives :
- Aims : By the end of the lesson, sts will be able to memorize the forms, usages of four
tenses above
- Teaching aids : handouts
- Procedure :

Teacher’s activities Students’ activities
- Give sts some exercises:
1- Exercise 1: Translate into English

253
a/ Baây giôø hoï ñang hoïc ôû thö vieän.
b/ Saùng hoâm qua khi chuùng toâi ñang hoïc baøi thì caäu toâi
goïi
c/ Anh aáy soáng ôû Haø Noäi vaøo naêm 1990.
d/ Hoï thöôøng ñi coâng vieân vaøo nhöõng ngaøy cuoái tuaàn.
e/ Haõy nhìn! Nhöõng em hoïc sinh ñang chôi ôû ngoaøi saân.
2- Exercise 2: Fill in the blank with the appropriate verbs from
the list (some verbs can be use more than once)

get     make    put     be     have     say 
open     go     take     do     wash 
see. up at seven o’clock. I__2__the window and __3__my
I__1__
bed. I __4__my morning exercise in front of the open window.
Then I __5__my hands and my face and wash behind my ears
too.
I ___6___back to my bedroom and __7__on my shirt.
I__8__my red scraf out of the wardrobe. The wardrobe __9__
in the corner of the bedroom. Then I __10__to the kitchen and
__11__ my breakfast. My sister usually__12__up late and
__13__her breakfast at 8 o’clock.
After breakfast I__14__my books and exercise books into my
bag. Then I __15__ good-bye to my mother and __16__to
school.
In the street I __17__my friends, they __18__ to school too.
3- Exercise 3: Complete the sentences with the correct forms of
verb in brackets.
My mother and I (1.go) to Salonika By air yesterday morning.
The plane (2.take) off from Thong Nhat Airport at 9:15 and a
moment later, we (3.see) the Parthenon from 500 feet up; It
(4.be) a magnificient sight. Before we (5.settle) down to our
newspapers, We (6.ask) the stewardess to point out Mount
Olympus when the time (7.come). The plane (8.be) very steady
and I soon (9.go) to sleep over my paper. I still (10.sleep) when
the stewardess (11.come) to tell us that we (12.pass) Olympus.
We (13.look) out our window and (14.be) surprised to see it is
far away in the distance to our left. We (15.not fly) over it, as
we had expected we (16.fly) an expanse of sea.
Keys
Exercise 1:
a/ They are studying in the library now.
b/ Yesterday morning when we was learning, my uncle came to
see us.
c/ He lived in HN in 1990.
d/ They usually go to the park at weekends.
e/ Look! The pupils are playing in the yard.
Exercise 2:

254
1. get 2. open 3. make 4. do 5. wash 6. put 7. go
8. take 9. is 10. go 11. have 12. get 13. has 14. put
15. say 16. go 17. see 18. go
Exercise 3:
1. went 2. took 3. saw 4. was 5. settled 6. asked 7.
came 8. was 9. went 10. was sleeping 11. came 12.
were passing 13. looked 14. were 15. were not flying
16. were flying

The 110th period
Date: 23/ 4/ 2010
Grade 12

THE second TERM TEST
(TIME: 45 MINNUTES)




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