GIAO AN TIENG ANH 12

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The first term of grade 12

The 1st period

Date: 25/ 7/ 2009
Grade 12

Theme: Guiding how to learn and to do English tests
Time: 45 minutes

I. Objectives:

1. Educational aim: Students know about English book in grade 12
2. Knowledge:

Student know: - How to learn English in grade 12
- How to do English tests

- How to use student’s book and workbook
3. Skill : - Reading

- Speaking
- Listening
- Writing

- Doing English tests

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

III. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up :(7 minutes)

- Introduce to students about the teacher
- Ask students about their names and
English knowledge etc.

Guiding: (35 minutes)

1. Guiding student’s book and workbook:
* Introduce to students how to use their
book and workbook

* Introduce to students how to learn
reading, speaking, listening, writing,
language focus in their books and how
to do the exercises in their books

2. Guiding English tests in grade 12:
* Introduce to students about oral tests,
15 minute tests, 45 minute tests, etc.
and how to do them

* The tests in grade 12 include:
reading : 25%

listening: 25%
writing: 25%

language focus: 25%

3. Guiding other books and tape, disc, etc.
Homework: 3 minutes

- Ask students to prepare textbook,
notebooks and the things for learning

- Listen to the teacher
- Answer the teacher’s
questions

- put the student’s book
and workbook on the
table

- listen to the teacher and
look through the books

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andprepare lesson reading - Unit 1 which will be prepared at
home

Unit 1 : home life

The 2nd period

Date: 28/ 7/ 2009
Grade 12

Theme: home life
Unit 1

Reading
Time: 45 minutes
I. Objectives:

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

- General knowledge: Students read and guess the meaning of new words
from the con text.

+ Read the passage and complete the tasks of the lesson.

- Language: Students could understand and use new words after reading
- New words: Words related to home life

3. Skills: Guessing meaning in context, scanning for specific information and
passage comprehension

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

IV. Procedure:

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

- Ask students look at the picture and

ask some questions

- Let students understand more about ,
house hold chores and family life,
today we learn Unit 1- part A: Reading

Before you read : (7 minutes)

Ask students to work groups to ask and
answer about the pictures

- Hang on the blackboard the table of
questions. Ask students to work in
pairs looking at the pictures to ask and
answer them.

1. Where is the family?

2. What is each member of the family
doing?

3Is the family happy?Why (not) ?
- Introduce the situation of the context
- Read the context once to the class.
- Show students some new words:

+ to be caring
+ to be willing to
do st

+ to be close -knit
+ to bemischievous
- Help students to summary the main
ideas of the context .

* The first paragraph: the writer says
about the parents’ jobs and the people
in her family.

* The second paragraph :The writer
says about the activities of her parents
every day.

* The third paragraph: The writer says
about her younger brothers and her
herself.

* The writer says about the happiness
in her family.

- Ask students to think of their
thoughts about a happy family.

- Introduce the situation of the passage
While you read : (23 minutes)

- Ask students to look through the
passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of

- Open the book

- Listen to the teacher
- Look at the picture and
answer

- Listen to the teacher and
open the book – Unit 1,
part A: reading

- Work in groups to discuss
about the pictures

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

- Stand up to answer in
front of the class

P1: Thefamily is at home.
P2: The father is playing
games with his son and the
mother is helping her
daughter do homework.
P3: Yes, it is.because they
look warm and close –

knit.

- Look at the book and
listen to the teacher
- Listen

- Note down

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

-Practise speaking their
ideas freely.

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new words which appear in the passage
+ Task 1: (10 )’

- Ask students to work in groups to
read the sentences in the task and then
choose the sentence A,B or C that is
nearest in meaning to the sentence
given.

- Read all the sentences which they
have chosen loudly to the class

Teach some new words: close –knit
(a), mischievous (a), ...

- Ask students to work in groups to do
the task.

- Call on some students to read the
sentences.

- Common in whole class
+ Task 2: (15’)

- Divide the whole answers class into 6
groups of 8 students .

1,How busy are the parents in the

passage?

2,How caring is the mother ?

3,How do the father and the daughter
share the household chore ?

4,What is the daughter attempting to
do after secondary school?

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

- Ask students to read the questions
carefully and discuss the answers
- Help students to find the paragraph

which contain the information for the
answers

- Call the leader of each group to
answer the questions

- Ask the whole class to commend
- Feedback and give the correct
answers and give point.

After you read : (8 minutes)

- Ask the whole class to discuss about
a happy family.

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

Home work: (2 minutes)

- Write about their family or others
they know.

- Prepare Part B : Speaking at home

- Work in groups , read the
sentences carefully

- Listen to the teacher and
read up the sentences

aloud .

- Note down the new words.

- Read up.

- Work in groups to do the
task

- Read the passage

- Work in groups to find the
sum up of the passage
- Present the answers in
front of the class

- Commend

- Note down the reason of
the choice

- Work in groups to ask and
answer the questions using
the information from the
passage

- Some students answer the
questions in front of the
class

Listen and take notes

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The 3rd Period

Date: 30/ 7/ 2009
Grade 12

Theme: Home Life
Unit 1

Speaking
Time: 45 minutes
I. Objectives:

1. Educational aim: Students can talk about their family and other families
+ Students can ask and answer about household chores and family
+ Students discuss their ideas about the true of a happy family
2. Knowledge:

- General knowledge: By the end of the lesson students can practise a dialogue
about a happy family

- Language: asking for and giving information from a passage
- New words: words related to the topic

3. Skills: talking about Home life and their activities in the family
II. Method: integrated, mainly communicative

III. Teaching aids: pictures ,textbook,....
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (7 minutes)
- Playing games.

- Divide the class into pairs and ask
students to work in pairs to talk about
their family in 3 minutes - Call of the
leaders of each groups to talk about
her/his family in front of the class
- Feedback and lead the class to the
topic of speaking activities

(we are going to discuss about our
family )

Pre-speaking : (12 minutes)

Task 1 Let students read the
following sentences and choose
which apply to them or their family.
- Ask students to work in groups to
speak the sentences

1, In my family ,only my father
works.

2,Member of my family share the
household chores .

3,My responsibility in the family is to
wash the dishes.

4, In my family, the interest we share
closely is watching football.

5,I often share my personal secrets

- Keep books close
- Listen to the teacher
- Work in groups to talk
about family

-Work in groups and give
their ideas why they
choose

-Each student stands up
and talks about their
family.

A: In my family ,my
parents both go to
work,...

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with my father.

6, I always talk to my parent before
making an important decision.

- Go around and listen to the students
–Give more suggestions if they need
While-speaking : (15 minutes)
Task 2 - Work in pairs .

-Let students ask and answer the
questions about their family.

- Listen and give the ideas to each pair.

Task 3:Work with a different partner.
- Ask students to use the questions
they have form to ask about her/his
family.

- Listen to the students and give
remarks.

-Practice speaking out
their ideas about their
family.

A: Who works in your
family ? B : Both
my father and mother.
A: Who often does the
household chores ?

B : My mother mainly
does it and sometimes my
father help my mother.

A :How is your
responsibility to your
family ?

B :I often clean the
house and cook the meals
when I finish my
studying.

A : How do the family
members

share the interest ?

B :We often watch
television each other in
the evening.

A : Who do you often
share your secrets with ?
B : I often share with my
mother.

A: Who do you talk to
before making an

important decision?

B: I often talk to my
parents.

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

-Work in groups and each
group has a representative
to talk about her/his
family.

P1 : I talked to Tuan .

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- Post-speaking : (10 minutes)
Task 4

- Let the students practise speaking
freely about their family.

-Go around to listen and give remarks .
- Ask some students to stand up and
tell loudly

- Listen and correct mistakes
Homework: (3 minutes)

- Ask students to write a passage about
a happy family (80 words)

- Ask students to prepare Part
C-Listening and do homework

mother does the

household chores...
P2 : In Loan’s family

,only her father goes to
work and her mother is
at home ...

-Work in groups and then
speak out their opinions.

PS : I think a happy

family should

have...

P : Yes it is . Because
every member in the
family often share the
feelings with each
other...

- Listen to the teacher
- Write down the homework

The 4th period

Date: 02/ 8/ 2009
Grade 12

Theme: Home Life
Unit 1

Listening
Time: 45 minutes
I. Objectives:

1. Educational aim: Students can listen to get information to decide True or
False statements

+ Students can improve their ability of listening to write down the main ideals
of the lesson.

2. Knowledge:

- General knowledge: Students learn more about a happy family
- New words: Words related to family

3. Skills: - Listening and comprehension questions

- Listening and deciding on True or False statements or no information
II. Method: Intergrated, mainly communicative

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

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Ask students to close the books

- Give some pictures and answer some
questions

1,Who are they?

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2 ,What are the relationship among
them ?

- Check some students and mark

- If you want to know more details
about them we will go to Unit 1- part
Listening

Pre-listening: (7 minutes)

- Introduce the topic of the listening:
In this you will listen to people talk
about their friends. But now please talk

about your family first.

- Ask students to read all the words
given carefully and show the difficult
words or structures

- Explain the words and structures to
the class:

-reseved :
 - leftover :
 - spread out :

* Before you listen :

- Ask students to look at the picture
and say : +What are they doing ?

+How many people are there in
the family ?

While-listening: (20 minutes)
Task 1

- Introduction: you are going to listen

to Paul and Andrea talk about their
family. Ask students to

read the sentences carefully first to get

the True or False.

- Ask students to get the difficult
words.

- Read the tape-script loudly to the
class.

- Ask students to decide the answers .
- Listen and remark.

- Ask students the question :

- Why do you think it is true /
false ?

- Help them if necessary
Task 2

- Ask students to look through the
sentences in task 2

- Ask students to listen again and note
down two things that are different
about Paul’s and Andrea’s families.

answer

- Listen to the teacher and
open textbooks

- 0ne or two students talk
about their family.

- Read the new words.
- Listen and note down
- Work in pairs to ask and
answer

+ P : -They are having a
party.

- There are 9
people in the family

- Keep book open
- Listen to the teacher
- Read the sentence
carefully to get the True
or False statements.
- Ask for the difficult
ones.

- Listen to the teacher.
- Speak out the sentences
individually.

PS :

1, It is false

2, It is false
3, It is false
4, It is true
5, It is true

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After-listening: (10 minutes)
- Ask students to open the books

- Ask them to discuss the importance
of family in a person’s life

- Let them work in pairs

- Walk round and help students

- Ask some students to stand up and go
to board and write

- Listen and correct mistakes
Homework: (3 minutes)

- Ask students to write a passage about
the importance of family in a person’s
life

-Remember them to prepare
Part-Writing at home

-Discuss and find out the
the importance of family

in a person’s life

- The students who are
called go to board and
write down your answer

-Listen to the teacher and
write down homework

The 5th period

Date: 06/ 8/ 2009
Grade 12

Theme: Home Life
Unit 1

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I. Objectives:

1. Educational aim: Students can write a paragraph about family rules
depending the given prompts

2. General knowledge: Students learn how to write a description , stages of a
description

- Language:

- New words: Words related to the topic
3. Skills: Writing a narrative

II. Method: Intergrated, mainly communicative

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

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

A word game.

- Divide the class into 4 groups

- Ask students to work in groups to
revise the words using to say about
family

(in 2 minutes)

- Call the representatives of the groups
to write as many words on the boards
as possible. (in 2 minutes)

- The winner is the students who has
got the largest number of correct
words on the board.

- Call some students to repeat the
meanings of the words.

Pre-writing: (10 minutes)

- - Ask students to use the following
verbs and expressions.

Give and read some words aloud :
 _ Let ,allow, be allowed to, have to,

permit, etc.

+ Some expressions :
- doing household chores
- coming home late
- preparing meals
- watching TV

- talking on the phone

- using the family motorbike

- Listen to the pairs and help them if
they

get some difficulties in speaking.
- Ask students to stand up and say a
paragraph about his/her family.

- Keep book close

- Listen to the teacher and

work in pairs

- Work in groups to
revise the words

- Go to the board to write
the words

- Repeat the meanings of
the words in front of the
class

- Listen to the teacher
and open the books

- Read all words and
expressions and work in
pairs .

A : Do you have to do
the household chores ?
B : Yes, after my
studying or my free time.
A : Are you allowed to
come home late ?

B: No, because my
parents are strict..

A : Do you often

prepare the meals ? etc
Each representative of a
group stand up and say
about the family.

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While-writing: (18 minutes)
Task 2

Ask students to use the ideas they ‘ve
dicussed to write a leter to a pepal
about their family.

-Give some out line : first, second
,further more, and...finally...etc.

- Call two good students present their
outline in front of the class

- Ask the others comment

- Feedback and give some correction
to help students to have a better outline
to write.

Post-writing: (10 minutes)

- Give suggestions and corrections
- Ask students to read another’s
description

- Ask some students to read loudly
their description

- Correct mistakes and mark
Homework: (2 minutes)

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

late, I only can watch TV
when I finish my
homework...

+ Write the letter
individually.

- Every family has its

own rules. Mine has a
few. First, everybody has
to do the house hold
chores, we only go out or
watch TV when we finish
all homework...

- Some students read
loudly their products in
front of the class...

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The 6th period

Date: 08/ 8/ 2009
Grade 12

Theme: Home Life
Unit 1

Language Focus
Time: 45 minutes

I. Objectives:

1. Educational aim: Pupils can pronounce the endings /s/ ,/z/
2. Knowledge:

- General knowledge:+ Students have to remind of tense :past simple, past
progressive and present perfect.

+ Students have to do some exercises of tense
- New words: Words related to topic

3. Skills: Intonation and phrasal verbs

II. Method: Intergrated, mainly communicative

III. Teaching aids: Student’s book, pictures, board, tape, cassetteplayer,
chalks.

IV. Procedure:

Teacher s activities’ Students activities’ Notes

Pronunciation: (8 minutes)

- Guide students to pronounce the
endings /s/,/z/ : bats /s/ . bags /z/
- Ask students to read the up the words
and the sentences

- Ask students to read up in chorus
twice

- Call some students to read up in front
of the class

. GRAMMAR:(35munites)
1,Tense of verbs:

* Ask students to repeat the they’ve
leant.

+ The past simple.

+ The past progressive.

+ The present perfect.

Listen to the teacher.
- Listen to the teacher and

read up

- Read up in chorus twice
- Some students read up
in front of the class

- Listen to the teacher and
speak out .

P1: - past simple

P2: - past progressive

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- Ask students to give some
sentences.

- Let students compare the differences
ebtween past simple and present
perfect

Listen and give remarks

Exercise 1:

- Ask students to work in groups to do
the exercise 1.

- Ask students to choose their suitable
verbs in the sentences.

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

- Ask the whole class to comment

Exercise 2:

- Ask students to work in groups to do
the exercise 2.

- Ask students to decide which answer
( A, , B,or C)

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

- Ask the whole class to comment

- Some students give
more examples.

* Example :

- He left the room last
week.

- They were having
dinner at 8 o’clock last
night.

-She has learnt English
since she was in grade 1.
- Work in pairs and give
the differences.

* past simple : happened
and finished with the
definite time in the
past ,not related to
thepresent.

-Ex : He bought a car
yesterday.

* present perfect : started
in the past but related to
present or future and give
the result at present.
-Ex : She has learnt
English since she was in
the grade 5.

- Work in groups to do
the exercise

1. Have you seen

2. Did you enjoyed it?.
3. has been.

4. Did you give/saw.
5. didn t listen’

6. Have you two met
before ?

7,Have you met ?

- Discuss the answers and
give comment on the
sentences

- Listen to the teacher
and work in groups

to do the exercise.
1, B : haven’t written
2, C : have been
3, A : had

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Homework : (2 minutes)

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

9, A : decided
10,B : becomes
11,B : told
12,C :moved

13,C : come
14, C : stay
15, B : am going
- Redo the exercises
- Do the exercises in the
workbook

- Prepare for the next
lesson

Unit 2: cultural diversity
The 7th period

Date: 10/ 8/ 2009
Grade 12

Theme: cultural diversity
Unit 2

Reading
Time: 45 minutes
I. Objectives:
1. Educational aim:

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- General knowledge: - Through this unit, students know more about cultural
diversity

- New words: Words related to the topic( culture, society....)
3. Skills: -Guessing meaning from context

-Summarizing main idea
-Passage comprehension

II. Method: Intergrated, mainly communicative

III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and
notebook

IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Ask students to list out the factors that
create a happy life

-Let students work in pairs

-Ask students questions

_Lead in: Today, we’ll study a new lesson
Unit 2- part A :Reading

Pre-reading: (7 minutes)

- Ask students to work in groups of four
and guess what are happening in the
picture.

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

- Which of the following factors is the
most important for a happy life ?W
hy ?

- Love, money, parents approval, a’

nice house,a good job, good
health...etc.

- Ask the representatives of the groups
to express their ideas in front of the
class.

- Give the feedback

+ Pre-teach some new words

- precede (v) - counterpart(n)
- confide(v) - sacrifice (v)

- Ask students to read up in chorus
twice.

- Ask students to guess the meaning of
the new words.

+ Introduce the situation of the passage
+ Show students the tasks of the
reading

While-reading: (20 minutes)

- Make the class read the small talks, to
scan the details and do the tasks

Task 1 :

Ask students to read the passage in
skim to make sure the meaning of the
words.

- Listen to the
teacher

- Answer the

question

Work in groups to talk
about the

activities in the pictures
- Look at the questions
and try to answer them in
groups to discuss.

- One student speaks out
his/her ideas in front of
the class .

- Look at the board, note
down.

- Read the new words in
chorus twice.

- Work in groups to
guess meanings of the
words.

- Listen to the teacher

Read the passage in skim
- Show the meaning of
the words.

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- Call some students to show the
meanings

- Ask students to read the passage again
and do the task in groups of four

- Call on some students to read the
answers in front of the class.

- Ask students to read the sentences

with the words given

Task 2

- Ask students to work in groups of 8 to
answer the questions given.

- Call on some students to show the
class the right answers

-Listen to the students and help them if
neccesary.

Post-reading: (12 minutes)

Ask students to work in groups to
discuss about the question :

+ What are the differences between a
traditional Vietnamese family and a
morden Vietnamese family ?

- Give some suggested words to talk
about a family :number of children, the

house they like to have, the head of the
family , who works , who takes care of
the housework and children , the
income...

- Call on some representatives on the

in the blanks.

- Read the italicized
words/ phrases and
explain in front of the
class :

1, precede : happen or
exist

2, determine : find out
3,confide : tell somebody
about something very
private or secret

4,sacrifice : willingly
stop having something
you want

5, obliged : having a duty
to something.

- Work in pairs to answer
the questions.

A: What are the four key
values in the survey ?
B: They are Physical

attractiveness,

Confiding,...

A: Who are much more

concerned with

physical... ?

B :The young Americans

are much more

concerned than the
young Indians and the
Chinese...

A: What are the Indian
students’ attitudes on a
partnership of equals ?
B :The Indian students
agree that a woman gas
to sacrifice...

- Read the questions
carefully and work in
pairs to answer the
questions.

A: - I think a modern
family has fewer

children than a

traditional one.

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groups to talk about the differences

Homework : (2 minutes)
-Do reading text in workbook
-Prepare the next lesson

take care of their
children....

- Work in groups to
discuss to compare to
other groups.

- Talk in front of the class
about the class.

-Listen to the teacher and
take note

The 8th period

Date: 12/ 8/ 2009
Grade 12

Theme: cultural diversity
Unit 2

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I. Objectives:

1. Educational aim: Students can talk about the differences among cultures
2. Knowledge:

- General knowledge: - Through this unit, students can talk about the differences
among cultures

- Know how to arrange opinions sensibly

- Language: Students use sentences, words, phrases and expressions for making
their view

3. Skills: Fluency in expressing opinion and expressions for making a opinion
II. Method: Integrated, mainly communicative

III. Teaching aids: Pictures, English textbook 12, hand-outs
IV. Procedures:

Teacher s activities’ Student s activities’ Notes

Warm-up:(5minutes)
Checking the last lesson

- Call two students to go to the board.
Students 1 and 2 : Talk about the

differences between a traditional
family and a modern family they’ve
written at home.

- Ask the other students to comment
about the talking.

- Feedback and give correction if
necessary

- Lead the whole class to the topic of
the lesson.

Pre-reading: (8 minutes)
- Task 1:

We are going to talk about the
differences among cultures .

- Ask students to express their point of
view on the followings ideas , using
the words or expressions in the box.
* In Vietnam ,three or even four
generations may live in home.

* A happy mariage should based on
love.

* In some Asian countries , love is
supposed to follow marriage not

precede it.

* In some countries, a man and a
woman may hold hands and kiss each
other in public.

- Listen to the students and give
remark

- Listen to the teacher

-Read the paragraph in
front of the class

- Listen to the teacher

- Read the sentences
given and work in groups
to dicuss.

A : In my opion,it is not
good for three or four
generations to live in a
family because they will
find it difficult to
sympathy their interests
and habbits ...and I agree
that love is supposed to
follow mariage not
precede it.

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While –speaking : (16munites)
Task 2:

- Ask students to work in pairs to
discuss about the differences between
the culture in America and in
Vietnam.

+Give the culture in America:

- Two generations ( parents and
children ) live in a home.

- Old- aged live in nursing home.
- It is not polite to ask questions about
age, marriage and income.

- Americans can greet anyone in the
family first.

- Groceries are bought once a week.
- Christmas and New Year holidays
are the most important.

- Children sleep in their own
bedrooms.

+ Listen to the students and give more
the ideas about the differences.

Post-reading: (14 minutes)
Task 3:

- Ask students to work in pairs or work
in groups to talk about the similarities
and differences between Vietnamese
and American cultures, using the
features discussed in the task 2 .

- Listen and give remarks on their
opinions

Homework:(2minutes)

-Students write a paragraph about the
cultures in Vietnam.

- Do the exercises in the workbook
- Prepare for the next lesson

help each other a lot
- Work in pairs to discuss
and give their ideas about
the differences

+ Give the culture in
Vietnam.

-There are more

generations in a home
(grand parents, parents
and children ...)

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

- Have to greet the older
first.

- Do the shopping
everyday.

- Tet holiday is the most
important.

- Children can share
bedrooms with the other
in a family.

- Work in groups or in
pairs to compare.

Ps : - There are

differences and

similarities between

Vietnamese and

American cultures .In
America, two generations
(parents and children)
live in ahome . In
Vietnam, two, three

or even four generations
live under one roof...etc.

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The 9th period

Date: 14/ 8/ 2009
Grade 12

Theme: cultural diversity
Unit 2

Listening
Time: 45 minutes
I. Objectives:

1. Educational aim: Students should know how to listen to give some
information about the wedding ceremony in Vietnam.

2. Knowledge:

- General knowledge: Students learn about the wedding ceremony in
Vietnam.

- Language:

- New words: Words related to culture, wedding
3. Skills: -Filling in missing information

-Passage comprehension

II. Method: Intergrated, mainly communicative

III. Teaching aid: Board, tape, cassetteplayer, chalks, textbook and
notebook.

IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up : (4 minutes)

- Ask students look at the pictures and
have a comparison ?

- Let students look at the picture and
describe and answer some questions:
1,Where do the women come from?

2,What are they doing?

3,do they have happy life? why do you
know?

- Listen and give mark
Pre-listening : (6 minutes)

Ask students to work in groups to ask
and answer about the picture.

- Hang the table with the questions on
the board.

+ Have you ever attended a wedding

- Listen and answer

- Work in pairs and each
and answer

- Look at the picture and
the table of the questions
to ask and answer about
the picture in pairs.

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ceremony?

+ What do the bride and the groom

usually do at the wedding ceremony?
- Ask students to ask and answer
freely.

- Give some words : altar, banquet,

groom, ancestor ,blessing, tray...

While-listening: (24 minutes)
Task 1:

Introduction: You are going to hear
two people talking about a wedding
ceremony in Vietnam.

- Introduction: you are going to listen
to the conversation to get the
information to fill in the missing
information

- Let the students read all the
sentences before listening

1, The wedding day is carefully chosen
by the...

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

4,Food and drink are served... 
5,The guests give the newly wedded
couple envelopes containing ...
and...

- Ask students to compare the answers
with a partner.

- Call on some students to go the board
to write their answers

- Ask students to explain their answers
in front of the class

- Feedback and Correct the answers
Task 2:

-Ask students to listen to the passage
again and answer the questions

- Ask the students to read all the
questions before listening.

- Let the students listen to the tape two
or three times and answer the
questions.

front of theater praying

and asking their

ancestor’s permission to
be married.

S2:- They exchange their
wedding rings.

S3:-They get the presents
from their relative and
their friends.

- Listen to the teacher or
the tape.

- Read the sentences and
then listen to the teacher
or the radio carefully.

1, groom s parents.’

2, red paper

3, altar

4, at the wedding banquit
5,wedding cards or
money

- Work in pairs to
compare the answers

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

- Read the questions
carefully.

- Work in groups to
discuss and answer the
questions.

1,The most important
thing the groom s family’

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After-listening: (10 minutes)

- Ask students to work in groups to
answer the question : What do families
often do to prepare for a wedding
ceremony?

- Call some 2 leaders of the groups to
talk

in front of the class
- Feedback

Homework: (2 minutes)

- *.Write a paragraph about a
wedding.

– Prepare for the next lesson.

house bringing gifts
wrapped in red

paper.

2,They would pray
,asking their ancestors’
permission to get
married.

3, After they pray and
ask their ancestors’
permission to get
married.

...

Work in pairs to answer
the questions.

- Listen and copy in their
notebooks

The 10th period

Date: 16/ 8/ 2009
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

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Teacher s activities’ Students activities’ Notes

Warm-up : (4 minutes)

- Work in pairs to talk about the
special things in Vietnam.

- Call the best student in the class to
tell his/her story to the class.

- Comment and lead students to the
topic of the lesson.

Pre-writing: (10 minutes)
Task 1

- Ask the students to write about the
conical or the “non la”, a symbol of
Vietnamese culture.

- Give some new words : leaf, rim,

ribs, 
strap.

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

While-writing: (20 minutes)
Task 2

Let students write a passage of about
150 words about the conical leaf hat ,
using the outline and information
below.

* Introduction : - symbol of
Vietnamese

girls/women. Part of the spirit of the
Vietnamese nation.

* Main body: - special kind of
bamboo and young /soft palm leaves,
conical form, diameter,...

*Conclusion : - protecting people
from sun/rain and girls/women look
pretty/attractive.

Post-writing: (10 minutes)

Ask students change the letter with a
partner to read.

- Call a good students to read the
letter in front of the class.

- Feedback and give some
suggestions

Homework: (2 minutes)

- Ask students to do the exercises in
the workbook.

-Work in pairs to talk
- Some students talk about
their experience in front
of the class .

+ Banh trung,ao dai, non

la,...

Listen to the teacher
- Listen to the teacher and
read aloud

the words

Read the words given and
write a passsage : - The

conical leaf hat is one of
the typical features
(symbols) of the the

Vietnamese culture

because it can not be
found any where in the
world .The leaf hat is not

only a symbolof

Vietnamese

girls/women...

- Write the letter
individually.

- Read the letter of the
partner.

- Read the letter in front
of the class

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The 11th period

Date: 18/ 8/ 2009
Grade 12

Theme: cultural diversity
Unit 2

Language Focus
Time: 45 minutes

I. Objectives:

1. Educational aim: Students can pronounce the sounds “ ed” ending
2. Knowledge:

- General knowledge: Students have to revise the tenses

- Language:

- New words: Words related to topic
3. Skills:

- Pronunciation: the sounds “ ed” ending
- Grammar: - revise the tenses

II. Method: Intergrated, mainly communicative

III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and
notebook

IV. Procedures:

Teacher s activities’ Students activities’ Notes

I. Pronunciation(10 munites)
a. Distinguishing sounds:

- Read the three sounds: /t/, / d/, / id / as
model for the class and explain the
differences in producing them.

- Read the sounds again and ask students
to repeat.

- Ask students to read the words in each
column out aloud in chorus for more a
few times.

- Call on some students to read the words
in front of the class

- Correct the mistakes of pronunciation.
b. Practising sentences containing the 
target sounds

- Ask students to work in pairs to take
turn to read the given sentences

- Read aloud

- Listen and repeat from
2-3 times

- Some of them stand and
read words aloud

-Listen to the teacher
- Read the sentences in
chorus aloud

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- Go round to listen and take notes of the
typical errors

- Call on some students to read the
sentences in front of the class again and
provide corrective feedback.

II. Grammar: (34munites)
* Exercise 1:

a. Presentation:

- Review the forms, meanings and uses
of the present simple, present perfect,
and present continuous, past perfect...
+ Present simple

* FORM:

* MEANING: PRESENT TIME

* USE:

sometimes use the present simple to
express the ideas that an action is
happening or+ Express the idea that an
action is repeated or usual. The action
can be a habit, a hobby, a daily event, a
scheduled event or something that often
happens. It can also be something a
person often forgets or usually does not
do.

+ Speakers is not happening now. This
can not only be done with 
Non-Continuous Verbs and certain Mixed
Verbs.

+ Present continuous
* FORM:

* MEANING: PRESENT TIME
* USE:

+ Present perfect/Present perfect
progressive.

* FORM:

* MEANING: PRESENT TIME
* USE:

We use the present perfect to say that the
action happened at an unspecified time
before now. The exact time is not
important. So we can use Present Perfect
to describe our experience “I have the
experience of …” we can use this tense
to say that we have never had a certain
experience. The Present Perfect is NOT
used to describe a specific event

+ With Non-Continuous Verbs and
non-continuous uses of Mixed Verbs we use
present perfect to show that something
started in the past and has continued up
until now. “for five minutes”, “for two

weeks”, and “since Thursday” are all
which can used with the Present Perfect.

NOTE:

- We CAN NOT use the Present Perfect

-List some phrasal
verbs : fill in ;turn on; go

over ;look at ;make up.
Look after ....

- Some students read the
sentences in front of the
class.

- Work in groups to
review the

tenses

- Listen to the teacher to
the teacher and note
down

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with specific time expressions:
yesterday, a year ago, last month, …
- We CAN NOT use the Present Perfect
with unspecific expressions: ever, never,

once, many times, several times, before,
so far, already, yet, etc.

b. Practice:

- Ask students to do the exercise
individually and then choose a partner to
check the answers with.

- Call 2 students to write their answers
on the board

- Provide corrective feedback.
* Exercise 2:

a. Presentation:

- Review the forms, meanings and uses
of the past simple, and past continuous
+ Past perfect : form/ meaning/ use.
b. Practice:

- Ask students to do the exercise 2
individually and then choose A,B or C to
complete the passage.

- Call 2 students to write their answers
on the board

- Provide corrective feedback

* Exercise 3:

Ask students to complete the letter with
the correct form of the verbs in brackets.
check the answers with.

- Call 2 students to write their answers
on the board

- Provide corrective feedback
Homework: (2 minutes)

- Ask students to redo the exercises into
the note-workbooks

- Ask students do the exercises in the
workbook

- Ask students to prepare for the next
lesson.

- Listen to the teacher
and note down

Review the formation
and the uses of the tense
- Students do the exercise
individually and then
compare the answers
with a friend

- Write the answers on
the board

-Do the exercise

individually and check
the answers with a
partner

-Some students go to the
board to write the
answers

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Unit 3: ways of socialising

The 12th period

Date: 20/ 8/ 2009
Grade 12

Theme: ways of socialising
Unit 3

Reading
Time: 45 minutes
I. Objectives:

1. Educational aim: Students can

+Develop such reading micro-skills as guessing meaning from context

+ Use the information they have read to answer the questions

+ Pictures in the student’s book enlarged.
+ A table of the active words of the passage.
2. Knowledge:

- General knowledge: Students could understand and use the new words through
speaking, asking and answering

- Language:

- New words: Words relate to ways of socialising

3. Skills: -Reading for general or specific information
-Guessing meaning from context

II. Method: Intergrated, mainly communicative

III. Teaching aids: Some photos of ways of socialising and some
information about them. Board, tape, cassetteplayer, chalks, textbook and
notebook.

IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

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

- Let students work in pair

- Check the whole class
Pre-reading: (35 minutes)

- Ask students to work in groups to

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discuss about the pictures in the
textbook.

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

- What are the people in the pictures
doing?

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

- What will you do if you need to ask
someone a question but they are busy
talking to someone else?

- Comment and lead the whole class to
the topic of the passage.

* Pre-teach: New words and phrases: 
- write some new words and phrases on
the board

+verbal(a) + non –verbal(a)

+ attract (v) + nod (v)

+ approach (v) + rude (a)

- Ask students to guess the meanings of
the words

- Ask students to read the words in
chorus twice.

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

Homework (4 minutes)

-Ask students to learn the new words and
phrases

- Ask students to prepare for the next
lesson.

-Work in groups to
discuss about the
pictures

- Work in pairs to ask
and answer

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

- Look at the board and
note down

- Listen to the teacher.
- Do the exercises at
home

- Prepare for the next
lesson.

The 13th period

Date: 22/ 8/ 2009
Grade 12

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Reading
Time: 45 minutes
I. Objectives:

1. Educational aim: Students can

+Develop such reading micro-skills as guessing meaning from context
+ Use the information they have read to answer the questions

+ Pictures in the student’s book enlarged.
+ A table of the active words of the passage.

2. Knowledge:

- General knowledge: Students could understand and use the new words through
speaking, asking and answering

- Language:

- New words: Words relate to ways of socialising

3. Skills: -Reading for general or specific information
-Guessing meaning from context

II. Method: Intergrated, mainly communicative

III. Teaching aids: Some photos of ways of socialising and some
information about them. Board, tape, cassetteplayer, chalks, textbook and
notebook.

IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Ask students to list some ways of
communication they have know
- Let students work in pair

- Check the whole class
While-reading: (26 minutes)

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

- Ask students to read themselves and
write down some information

- Let students work in pairs to do the
task1

Task 1

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

- Verbal : bằng lời,hữu ngôn

- Non- verbal :không bằng lời

- Attract someone s attention :thu hút’

chú ý

- impolite :không lịch sự
- rude : thô tục, thô lỗ
-informality:thân mật
- approach : tiếp cận

-a slight nod will do :một cái gật đầu
nhẹ là đủ

-Listen to the teacher
-Give their answer

Guess the meaning of
the words and phrases.
- Listen to the teacher
and read up the words
and phrases in chorus
- Some students read
them in front of the
class

- Read the passage in
skim to guese the
meaning of the words
- Ask students to work
in groups to guess the
meaning of the phrases
Some students show the
answers in front of the
class.

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Call on some students to show their
answers in front of the class.

- Comment and give the correct answers
Task 2:

- Ask students to read the passage again
to choose the best title for the passage.
- Call four students to go to the board the
write their answers

- Ask some students to correct and
remark with giving the reason why they
have chosen it

- Feedback and give the right answers
Task 3 :

- Ask students to work in pairs to answer
the questions .

- Listen to the students and remark.

Post-reading: (10 minutes)

- Ask students to work in groups to
discuss the meaning of whistling and
clapping in Vietnamese culture.

- Call on some representatives of the
groups to answer the questions in front
of the class.

Homework (4 minutes)

-Ask students to learn the new words and
phrases

- Ask students to prepare for the next
lesson.

give their ideas.

Ps : A ( Attracting
Attention : Non- verbal
Cues)

- Work in pairs to anwer
the questions

P1:What can you do

when you want to

attract someone s’

attention?

P2 :We can use either

verbal or non verbal.

P1 : What are

considered to be big,

obvious non verbal
signals?

P2 :They are strong

actions that can easily
be seen...etc.

-Practice talking about
communication by
non-verbal actions.

- to express the
happiness they can
whistle or clap

- sometimes, they clap
or whistle to encourage
or despise.

- Listen and note down
- Listen to the teacher.
- Do the exercises at
home

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The 14th period

Date: 04/ 9 2009
Grade 12

Theme: ways of socialising
Unit 3

speaking
Time: 45 minutes
I. Objectives:

1. Educational aim: Students should know

+ Use appropriate language to practise giving and responding
to compliments in different situations

+ Use appropriate language to talk about other ways of
communication

2. Knowledge:

- General knowledge: Students can talk about other ways of communication
- Language: Words to speak about ways of communication

3. Skills: -Ask and answer the information about ways of communication
II. Method: Integrated, mainly communicative

III. Teaching aids: Photos of some famous persons or some real
information about ways of communication

IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (3 minutes)

Introduction: we are going to talk

about the different ways of
communication.

- Ask students to work in groups to talk
about some ways to attract to other
people.

- Give students some words and phrases
(Hang on the extra board of prompts).
+ terrific (a)

+ decent (a)
+ to be kiding

- Listen to the teacher
and say

about the ways of
communication

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- Ask students to practise speaking
Pre-speaking: (8 minutes)

Task 1

- - Introduce the task: Now work in

pairs, take turn to practise readig the
dialoge, paying attention to how
compliments are received in each
situation.

- Ask students to read all the questions
in the task and explain the difficult
words and phrases if necessary.

- Ask students to do the task in roles
and encourage the whole class to take
note the answers while they are doing
the task.

- Go around the class to check and offer
help.

While-speaking: (20 minutes)
Task 2

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

have already made

- Go around the class to check and offer
help.

- Call on some couples to perform their
conversation in front of the class.

- Elicit feedback from the class and give
final comments.

* Task 3:

- Introduce the duty of the task:
- Divide the class into 7 groups of 8
- Ask students to work in groups to
practise responding the compliments
below.

- Go around the class to check and offer
help.

Post-speaking: (10 minutes)
* Task 4:

- Ask the groups to make dialoge to
practisegiving and respoding to
compliments , using the cues below.
- a nice pair of glasses

- a new and expensive watch
- a new cell phone

- a modern looking pair of shoes
- a fashionable jacket

- Work in pairs to
practise speaking.

- Some couples to play
roles to speak in front
of the class.

P1 : Phil

P2 : Barbara

P3 : Peter
P4 : Cindy
P5 :Tom
P6 : Tony

- Work in pairs to give
suitable words.

P1 : David
P2 : Kathy
P3 : Hung
P4 : Hien
P5 :Michael
P6 : Colin

- Listen to the teacher
- Work in roles to
practise speaking

P1 : Phil

P2 : You
P3 : Peter
P4 : Tom
...

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

A : You really have a

nice pair of glaases I
think they make you
attractive.

B: Thank you,Nam.

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- Call some representatives of groups to
report the parties that they have made.
Listen to the students and note down all
the errors

Homework: (2-4 minutes)

- Summarise the main points of the
lesson

- Ask students to write a dialogue about
the compliment

compliment.

A : I think you have a

new and expensive
watch which I have
never seen before.

B : Thank you . I

bought it yesterday.

A:...

- Listen and write

down in their

notebooks

The 15th Period

Date: 06/ 9/ 2009
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:

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3. Skills: - Listening for general or specific information
-Comprehension questions

II. Method: Intergrated, mainly communicative

III. Teaching aids: Some pictures of persons or some real information about
them. Board, tape, cassetteplayer, chalks, textbook and
notebook.

IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

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

+ Who s on duty today ?’

+ Who s absent today ?’
-Pre-listening: (8 minutes)

- Show students the pictures in the
textbook and ask students to guess what
they are doing ?

- Ask students to work in pairs to ask
and answer the questions in the
textbook.

- Call some students to answer the
questions in front of the class. Then
explain their reasons.

Check the whole class.

* Pre-teaching some new words and
phrases.

- Ask students to read the words aloud
twice.

- Explain some new words:

+ marvellous(a) +startling(a)
absolute(a):ho n to n à à

+ installed: lắp đặt + chitchat(v)

While-listening: (20 minutes)
Task 1

+ Introduction: You are going to listen
to Linda Cupple, a social worker, advise
young people on how to use the
telephone in their family. Listen and
decideTrue or False statements.

- Ask students to read the statements
carefully before play the tape. Ask
students to work in groups to guess the
answers.

- Play the tape (read the tapescript) once
for students to listen and do the task
- Ask students to work in pairs to check
the answers.

- Call some students to show their
answers in front of the class.

- - Listen to the teacher,

and answer the questions.
- Read silently the
sentences given before
listening

- Listen the first time

- No, we haven’t

- Listen the second time
and begin doing the task
- Listen the third time and
work in groups to decide
the best answer

- Each group asks and
explains why they choose
by some information
they’ve listened

-Keys : 1C ,2A ,3C ,4A ,
5B

- Listen and read the
words aloud in chorus .

- Write down the new
words

+ Listen to the teacher
and try to guese the
contend of the talk in the
tape.

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- Feed back and give the correct
answers:

1. T

2. F (the most obvious problem) 
3. T

4. F(if your parents do not agree)
5. F (is made mostly by young people)

6. T
* Task2:
Introduction:

- You are going to listen to part of Ms

Linda Cupple s talk again and write‘

the missing words.

- Ask students to read the paragraph
carefully and work in pairs to discuss
and answer the missing words before
listening again the talk.

- Play the tape ( or read) the talk again
for the whole class

- Ask students to give the missing
words individually.

- Play the tape ( or read) the story again

for the whole class to check the
answers.

- Feedback and give the correct
answers.

Answer:

1. agreed 5.waking
2. to avoid. 6.heart
3. particular. 7. kindness
4. adults 8. to stick

Post-reading: (10 minutes)

- Ask students to listen to the talk again
and try to summarize the talk.

- Call some couples to talk in front of
the class.

- Summaries the main points of the
lesson

Homework: (2- 4 minutes)

- Ask students to write a paragraph
about their own birthday parties.

- Ask students to prepare for the next

-Some students speak out
their answers and explain
why they have chosen it.
A : I think the first

sentence is true because
it isin the secon
paragraph.( 1: T)

B : I think it is False

because it is the most
obvious problem.

A : ...

- Listen to the teacher and
read the part of the talk .
- Work in groups and try
to guese the missing
words.

- Listen to the tapescript
- Check the answers in
groups

- Listen to the teacher and
note down the correct
answers

Work in groups and
practise talking about Ms
Linda Cupple’s talk.
 Ps : In this talk Ms Linda

Cupple

give us some pieces of
advice on

how to use the telephone
in the family. The first is
to work out a

reasonable...

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lesson.

- Listen to the teacher
- Do homework and
prepare the next lesson.
The 16th Period

Date: 08/ 9/ 2009
Grade 12

Theme: ways of socialising
Unit 3

Writing
Time: 45 minutes
I. Objectives:

1. Educational aim: Students should know

+ Building sentences based on given words.

+ Re- ordering given sentences to make a complete paragraph.
2. Knowledge:

- General knowledge: Students learn to Re- order given sentences to
make a complete paragraph.

- Language: Words used in writing about a paragraph.
3. Skills: Writing about a letter of recommendation

II. Method: Intergrated, mainly communicative

III. Teaching aids: Some cues, information of someone
IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Ask students to close the books
-- Ask students some questions:

* Who is absent from the class today ?

* Who is on duty, today?

* What should you do if you want to

talk to someone?

Pre-writing: (8 minutes)
Task 1

You are going to write use the words to
make sentences. Change the form of
the verbs (No addition or omission is
required).

- Ask students to read the words in the
Task 1 and then make the full
sentences.

1,there/be / many ways/ tell someone/

goodbye, /most of /them/depend/on the
situation/and/at hand.

2,however/there/be/one rule/that /all

situations/

observe:abruptly/we/seldom/
say goodbye.

3, in/English/it/be/necessary/prepare/a

- Answer the questions

-Read the requirement
carefully and read the
words carefully.

- Ps practise writing the
full sentences.

1,There are many ways to

tell someone goodbye, and
most of themdepend on the
situation at hand.

2, However, thereis one

rule that all situations
observe: We seldom say
goodbye abrutly

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person/ for our department

4, we/lead/into the

farewell/by/say/some

thing pleasant and thoughtful/like/ “

I ve/’

really/enjoy/

5,we/might/also say/something/relating

to/

the/time/like/ “Gosh ,/I”

can t/believe/how/’

late/it/be/I/really/must/be/go

While-writing: (18 minutes)
- Introduce to do task2

- Ask students to put the sentences of
the two paragraphs below in their right
order .

& Paragraph 1:

- Call on some students to order the
sentences in front of the class.

- Elicit the others to comment and give
the correct answers.

- Feedback and give the correct

answers

& Paragraph 2:

- Ask students to order the sentences as
the same the task 1.

-Elicit the others to comment and give
the correct answers.

- Feedback and give the correct
answers

to prepare a person for
our departure

4, We lead into the

farewell by saying

something pleasant and
thoughtful like I ve really“ ’

enjoyed talking to you”

5,We might also say

something relating to the
timeline Gosh, I can t“ ’

believe how late it is! I
must be going!”

Do the task individually
and then compare the
answers with a friend

- Some students show the
order of the sentences in
front of the class.

+1- C : It is difficult to

write rules that tell
exactly when you should
opologize,but it is not
difficult to learn how.

+ 2- E : If we have done

something to hurt

someone s feeling, we’

opologize.

+ 3 – A: An opology

indicates that we realize
we ve made a mistake,and’

we re soory for it.’

+...- Work in pairs to
exchange the sentences in
order of a paragraph.

+ 1- C :The simplest way

to opologize is to say I m“ ’

sorry .”

+ 2- E : Let s take a’

common situation. Tom is
late for class and enters
the classroom.

+ 3 – B : What does he

do? The most polite action
is usually to take a seat as
quietly as possible

and opologize later.

+4 – A : But if the teacher

stops and waits for him to

say something ...

+ 5- D :Naturally, more

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Post-writing: (13 minutes)

-

Ask students to write other dialogues
about the ways of communication with
the situation given.

1, How should you do when you are
late for class?

2, You’ve made some mistakes in your
writing. You want to talk to the teacher
about it? ...etc.

Homework: (2 minutes)

- Do the writing task in student’s
workbook

-Prepare the next lesson

is not the time...

Work in groups and then
each presentative of each
group go to the board to
write their dialoges.

Ps :1, I should opologize to
the teacher and the class
for being late

2,I think it is necessary to
say “ I’m sorry” . Could
you help me correct them?

Listen and take note

The 17th Period

Date: 10/ 9/ 2009
Grade 12

Theme: ways of socialising
Unit 3

Language Focus
Time: 45 minutes

I. Objectives:

1. Educational aim: Students can pronounce the stress in two- syllable
words

2. Knowledge:

- General knowledge: By the end of the lesson, students will be able to:

+ Remind of the ways of changing the reported speech.

+ Students can do the tasks well

- Language: the ways of changing the reported speech
3. Skill: the stress in two- syllable words

II. Method: Intergrated, mainly communicative

III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and
notebook

IV. Procedures:

Teacher s activities’ Students activities’ Notes

I. Pronunciation: (15 minutes)

- Explain how to pronounce the stress
in two – syllable words.

* If verbs, adj , adv, prepositions if

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the second syllable which has long
vowel or double vowel( except ou )- the
stress falls the second syllable. But if
the second syllable which has short
vowel or double vowel or finishes by
one consonant the stress falls the first
syllable.

* For nouns in whichthe second

syllable have short vowel the stress
falls the first syllable(` money ). If the
second syllable which has long vowel
or double vowel the stress falls the
second syllable ( de sign’ )

- Ask students to read the words and
practise giving the correct stress.

- Call some students to read the words
in front of the class.

Practising sentences:

- Ask students to work in pairs and
give the correct stress of the words in
the sentences and then read the aloud
the given sentences

- Call some students to read the
sentences in front of the class.

- Comment and read the sentences once
to the whole class.

II. Grammar: (20 minutes)
Exercise 1: Presentation

a, - Ask students remind of the rules to
change the reported speech:

+ Change the tenses of verbs

+ Change pronouns suitable with the

situations given.

+ Change the time as the sentences

given .

b, Practise doing exercise 1

- Let students read the situation and
change into the reported speech.

- Let students practise doing exercise
and each of them stands and speak out
the sentences they’ve done.

- Go around , listen and hepl them if
neccessary.

- Ex : Polite/ai/, police/
i:/,between

- waving/ei/,

pointing...

- student, signal...
- design, police...

- Listen to the teacher and
work in pairs to give the
correct stress.

- Read the words in front
of the class.

- Work in pairs to practise
giving the correct stress
of the words in the
sentences.

- Some students read in
front of the class.

- Listen to the teacher

- Listen and remind of the
ways to exchange the
reported speech.

- Listen to the teacher and
note down in the
notebook

- Practise changing the
sentences.

2, Thuan said he worked
for a big company.

3,Thuan said he was
their marketing manager.
4, Thuan sais the
company had opened an
office in Ho Chi Minh
city.

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Exercise 2
-

,Ask students to read the dialoge
between Lan and Tuan , then they have
to complete

the conversation Tuan had with Tung
by changing in reported speech.

- Let students work in pairs

b, Ask students to read the dialoge
between Tung and Tuan by using
reported speech to retell what Lan has
told Tuan.

Go around and listen to students or
help the if they need.

6, Thuan said he had
been chosen to run an
office in District 5.

7, Thuan asked me
howlong I had been
learning English.

8, Thuan said he didn t’

have much time to enjoy
himself.

- Practise doing and
speaking out

the sentences they’ve
changed .

- Listen to the teacher’s
correction

and write down their
notebooks.

Work in pairs the

dialogue between Lan
and Tuan firstly and try
to find out the tense of
verbs, pronouns and time
in the dialogue.

* Tense: Simple present
and Simple past , Simple
future ...

- I, you, he ,she...

- Time indecates in the
dialoge.

* Work in pairs:
- P1 : Lan
- P2 : Tuan

+ Each pair stands up and
read the dialoge.

-Work in pairs and

practise changing

reported speech.

1, She said she didn t’

want to talk
to you.

2, She said she was upset

too.

3, She said she was not

interested..

4, Because you had

promised to go to the
cinema.

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Homework: (5 minutes)

-Ask students to revise the whole unit
- Ask students to do all the exercises.

up .

6, She said she didn t’

want to see you .

7, She said she didn t’

believe you had tried.

8, She said she would talk

to you later.

9, She said she had to go

otherwise she would be
late for school.

- Each student stands and
speak out their sentences
they’ve made.

- Listen and write down
their notebooks.

The 18th period

Date: 12/ 9/ 2009
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:

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- Improve their knowledge through the test yourself
II. Method: Integrated, mainly communicative

III. Teaching aids: Textbook, board, hand-outs, cassette tape and player.
IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)
- Greeting

- Ask students something about the test
yourself A

* Have you prepared it at home?
* Have you got any difficulties?
Test yourself

I. Listening(2.5 points) (10 minutes)
- Ask students to read all the sentences
first

- Ask students to listen to the tape once.
- Ask students to listen again and speak
out the statements are true or false .
- Ask students to listen in the third
time, the work in groups to compare
and discuss the answers with each
others to find the correct answers.

II. Reading (2.5 points) (10 minutes)
- Present the task:

- Ask pupils to work in groups to
compare the answers they have already
done to find the correct ones.

- Give the correct answers to the class:
1. We can communicate not only
through words but also through body
laguage.

2. They are our posture, facial
expression, gestures.

3. If your posture is slumped and your
head is down , this could mean that
you are sad or lack cofidence.

4. A person who doesn t look away is’

expressinga chllenge. A personwho
doesn t look at you is expressing lack’

of interestor is shy.

5, Because that person might be angry
at you or feel superior to you.

III. Grammar(2.5 points) (8 minutes)
- Present the task:

A, Practise circlingthe correct anwer
(A,B,C or D) to complete the letter.

- Greeting

- Answer teacher’s
questions

- Look at the book and
listen to the task

- understand the task
- Read the questions
- Listen to the tape

- Listen again and say the
statements are true or
false.

- Listen and discuss in
groups to find the correct
answers:

1-T, 2-F, 3-F, 4-T, 5-T.
- Look at the textbook
and listen to the teacher
- Work in groups to
discuss about the passage
- Finish the task

- Compare their results
with the other groups, and
then with the keys

- Write the answers on
the board

- Listen to the teacher and
correct the answers

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- Ask students to work in groups to give
the correct form of verbs in the
paasage.

* Give the correct form of verbs.

1, C: have been.
2, D : will be
3,B : are having

4,A : could have put off
5,B : will have finished
6,D :have seen

B, Let students finish each of of the
following sentences in such a way that
it has the same meaning as the original
sentence.

IV. Writing (7 minutes)
- Present the task:

- Call the students to read the suggested
sentences in front of the class.

+ Give the number of your family
members, their names, ages and jobs.
+ How do they share the housework?
+ How do they behave?

+What are their hobbies?

+ What do you like about each of
them?

+ ...

- Check their writings and help them
correct the mistakes if they’ve made.

- Work in groups

- Compare the results
with the other groups
- Show the answers in
front of the class.

- Observe the keys and
correct their anwres.

*Work in groups and
practise writing the
sentences given in
reported speech.

1, Lan asked John what
he had done before

working for that

company.

2,Bill promised to come
to see me the next
Sunday.

3, Tom apologized for not
ringing me earlier.

4,Miss White thanked
Peter for giving her
present.

- Students work in
groups and practise
writing about their
families.

- Two students go to the
board and write.

A : There are four people
in my family, my father’s
name is Tuan,he is
fourty-five years old and
he is a doctor. My mother
is Lan, she is fourty years
old and she is a teacher ,
my sister is Huong and
she is a student in Hanoi,
I am Hoang, sixteen years
old and I am a pupil of
grade 12. We are a
close-knite family, we often

share the

household. ...

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Homework (5 minutes)
- Ask students:

+ to study all the lessons again

+ to get ready for the 45 minute-test
in the next period

- Read the letter carefully
- In groups or in pairs,
write her a letter

- Compare the results
with the other groups
- Correct mistakes

- Study all the lessons
again

- Get the knowledge
ready for the coming test

The 19th period

Date: 14/ 9/ 2009
Grade 12

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Lesson 1– TENSE revision
A. Objectives;

1- Knowledge: By the end of the lesson students will be able to;
- use the correct verbs in simple present, simple past, present
continuous, past continuous

3- Skills:

- Remembering the use of each tense in context.
4- Education:

- study the differences in use of the verb-tense in English language.
B.Teaching aids;

1.Teacher: - Method: mainly communicative approach.

- Materials: helping board, textbook, handouts.

2. Student:- Materials: Student’s book

3. Anticipated problems: SS may find the use of present simple is misty.

C.Procedure;

Theme Teacher's activities Student's activities

I.
Organize

( 1 m')

1- Check the student's list

2- Arrange the seats if it's necessary - Monitor gives names of absent students

II.
Presentation

(35 m')

A- the present simple tense.

- T gives some examples on helping
board or handouts.

- Put the verbs into correct form

A1: I always (go)… to bed at 10 p.m .
A2:She (visit)… her daugster every
Sunday.

B1: This book (be)… very interesting.
B2:Ann and Linda (play)... tennis very
well.

C1: Water (freeze)… at zero degree
Centigrade.

C2: The Sun (not move)... around the

Earth.

D1: I (think)… they should work harder
for the exam.

D2:Jane (like)… living in the country?

- Gives questions:

1. What are the affirmative form and
negative form?

2. What are the uses of present simple?

- Call some pairs to answer.
- T feedback and correct.

B- the past simple tense.

- T gives some examples on helping
board, ask Ss to give the correct form of
the verbs.

A1: I (go)… to bed at 10 p.m yesterday.
A2:She (visit)… HaNoi two years ago.
B1: They often (buy)… picture stories
when they were at sencodary school.
B2:Ann often (go)… out for lunch after

- work in pair, study

the examples and
asnwer the Teacher's
questions;

* Expected answer;
I. form.

Affir: S + V-s,es
V- infinitive
Negat: S + does

Do not +
V-infinitive.

II. use.

1- habit or daily
routine.

2- for present situation,
state or ability.

3- for true fact or
universal truth.

4- for view, feeling or
hobby.

* Expected answer;
I. form.

Affir: S + V-ed

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work.

C1: He (come)… home, (turn)… the
light, and (open).. the windows.

C2: I (run)… out of my office, (wave)..
a taxi, and (go) to Hellen's house.

- Gives questions:

1. What are the affirmative form and
negative form?

2. What are the uses of present simple?

- Call some pairs to answer.
- T feedback and correct.

C- the present continuous and past
continuous tense.

- T gives some examples on helping
board, ask Ss to study the ex and answer
the questions.

Present continuous(1) Past

continuous(2)
A1: Look at that

man! He is
wearing a
traditional suit.
A2: Where are
your children?
- They are playing
in the front garden.
B1: We are

working hard this
week for the
coming exams.
B2: He is looking
for a job as a
journalist.

C1: Harry up. It is
getting dark.

C2: The price of
petrol is rising
rapidly.

D1: We are having
a party this Sunday
evening.

D2: She is leaving
London for New
york this week.

A1: I was reading
book at 4 p.m
yesterday.

A2:They were
visiting Ho Chi
Minh museum
yesterdy morning.

B1: I was

watching TV

while my wife
was cooking.
B2: while she was
studying, her
roomate was
listening to music.
C1: He was
playing football
all last summer.
C2: They were
dancing all the
yesterday

evening.

D1: It rained
when we were
camping.

D2: When I came,
she was crying.
- Gives questions:

1. What are the affirmative form and
negative form of each tense?

2. What are the uses of present
continuous?

- Call some pairs to answer.
- T feedback and correct.

II. use.

1- for completed action
at definite time.

2- for past habit
3- for a series of

actions happened in the
past.

* Expected answer;
I. form.

(1) S + is,are,am +
V-ing

(2) S + was,were +
V-ing

II. use.
(1)

1- for a progressive
action at the time of
speaking.

2- for a progressive
action happening at
present period of time
3- for a gradual
happening action.
4- for a near future
plan.

(2)

1- for a progressive
action at a definite
time in the past.
2- for 2 or more

progressive

simultaneous actions
happening at definite
time in the past.
3- to emphasize the
sequence of action at a
period of time.

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IV.
Summary

(2 m')

- T summarize the content of the lesson.

+ use and form of the verb - listen and understand

V.
Homework

(2 m')

- Asign homeworks: do exercise 2,3,4
page 7 ( English 12, workbook); exercise
1,2 page 18(English 12- student book)
- Prepare for tense revision: Revise the
present perfect, present perfect
continuous, past perfect continuous.

- Listen to the teacher
- Write down the

homework to do at home.

The 20th period

Date: 16/ 9/ 2009
Grade 12

Review and test preparation

Lesson 2 – TENSE revision
A. Objectives;

1- Knowledge: By the end of the lesson students will be able to;

- use the correct verbs of present perfect, present perfect continuous,
past perfect continuous

3- Skills:

- Remembering the use of each tense in context.
4- Education:

- study the differences in use of the verb-tense in English language.
B.Teaching aids;

1.Teacher: - Method: mainly communicative approach.

- Materials: helping board, textbook, handouts.

2. Student:- Materials: Student’s book

3. Anticipated problems: SS may find difficult to distinguish the use of present

perfect, present perfect continuous .
C.Procedure;

Theme Teacher's activities Student's activities

I.
Organize

( 1 m')

1- Check the student's list

2- Arrange the seats if it's necessary - Monitor gives names of absent
students

II.
Presentation

(35 m')

A- the present perfect tense.

- T gives some examples on helping board or
handouts.

- Put the verbs into correct form

Present perfect(1) Present perfect cont(1)

A1: I have done my
homeworks.

( finished)

A2: He has studied
Frech for a year.

A1: I have been doing
my homeworks.
(continue)

A2:She has been
studying Frech for a
year.( emphasize on

- work in pair, study
the examples and
asnwer the

Teacher's questions;
* Expected answer;
I. form.

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B1: We haven't met

her for age.

B2: He has worked as
a journalist since
1999.

constant of action)
B1: I am tired. I have
been working too
hard.

B2: He has been
running. He looks
exhausted.

- Gives questions:

1. What are the affirmative form and
negative form of each tense?

2. What are the uses of present continuous?

- Call some pairs to answer.
- T feedback and correct.

B- the past perfect continuous tense.
- T gives some examples on helping board,
ask Ss to give the correct form of the verbs.

A1: I (phone)… him before he came.

yesterday.

A2:When she arrived at the station, Her
parents ( leave)…

A3: He sold his house after he
( redecorate) ….it.

B- Practice

- T give handout and ssk Ss to do exercise 2
English 12 – workbook.

1. Sam….(not receive) the parcel the last
time I….. (speak) to him.

2. I …(consider) buying a house but now I…
( change) my mind.

3. When you…(feel) hungry later, room
service…(bring) you whatever you… (want).
4. I…. (find) it difficult to convince the
ticket inspector that I … (lose) my ticket.
5. Since I … (pay) for our lunch, I …( try) to
attract the waiter's attention.

6. As soon as I …(have) a good look at the
designs, I… (send) them back to you.

7. I… (hope) to meet you ever since I …

(read) your first novel.

8. Whatever…(happen) , I… (meet) you here
in a week's time.

9. By the time you …(finish) getting ready,
we …(miss) the train!

10. Sally! I …(not expect) to see you here!
What… (you do) in New York?

- Call some Ss to pesent answer orally.

(2) S + have/has +
been + V-ing
II. use.
(1)

1- for an action
happened in the
past and has
finished but don't
mention its comlete
point of time.

2- for an action
started in the past
and extended into
present used with
Since; For + time

(2)

1- for an action that
started in the past
and continue to
present.

2- for an action that
has just finished
often relates to
present result.
* Expected answer;
I. form.

S + had + PII
II. use.
(1)

1- for an action
happened before
another simple past
action.

- Do the task in 6
minutes

- exchange their
answers.

- Present the

answers orally.
* Answer:

1. haven't received;
spoke

2. was

considering/have 
been considering; 
have changed
3. feel; will 
bring;want

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- Feedback and give correction. 5. was paying; tried
6. have had; will 
send

7. have been 
hoping; read
8. happens; will 
meet

9. finish/have 
finished; will have 
missed

10. didn't 
expect/was not 
expecting; are

doing

IV.
Summary

(2 m')

- T summarize the content of the lesson.

+ use and form of the verb - listen and understand

V.
Homework

(2 m')

- Asign homeworks: exercise 1,2,3 page
28(English 12- student book)

- Prepare for indirect speech; Revise the
rules of transforming directed into
indirected.

- Listen to the
teacher

- Write down the
homework to do at
home.

The 21st period

Date: 18/ 9/ 2009

Test 1

Grade: 12

Time limit: 45 minutes

45 minute test 1

Full name :……….
Class : ………

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

1 A. seats B. photographs C. drops D. bags

2 A. reads B. banks C. brothers D. lives

3 A. covered B. slipped C. snowed D. used

4 A. decided B. tried C. interested D. reminded

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

chance nursing homes contractual nightshift arguments

banquets well-behaved hospital pressure formal

rude annoy responsibility pleasure get together

1. My father is a doctor, he works on a ... 3 times a week.

2. In my family, I take the ... to wash the dishes and take out the
garbage.

3. Students in my school are under a lot of study ...
4. The boy who ... people are mischievous.

5. On Monday mornings, all teachers and students ... on the
schoolyard.

6. Marriages that are decided by the parents are called ... marriages.
7. Old-aged parents in America live in...

8. Nowadays, wedding ... are usually held at restaurants or hotels.
9. It's considered to be ... when a student waves to his teacher to get

attention.

10. The telephone often causes ... between members of the family.

III. Put the verbs in brackets into the correct tenses (2 points):

1. I ( buy) ... a new house last year but I (not sell) ...
my old house yet so now I have two house.

2. A: You ( be ) ... the theater lately ?

B: Yes, I (go) ... to see the Othello last week.
A: You (like) ... it ?

B: Yes but I ( can not ) ... see very well, I sat at the back.
3. A: I (do) ... my housework all morning and I (not

finish) ...yet.

B: I ( do)... mine, I (start) ... at 6 a.m.

IV. Change the following sentences into reported speech beginning with given words 
(1 point):

1. Helen said " I have been here for six months ".

Helen said ...
2. Helen said " I will leave tomorrow '.

Helen said ...
3. Helen said to John " I will give you a ring when I arrive ".

Helen promised ...
4. John said to Helen " Remember to keep in touch ".

John reminded Helen ...
5. Helen said to John " Thank you for the good time we had together ".

Helen thanked ...

V. Read the passage carefully and choose the correct answer ( 2 points) :

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In modern Viet Nam , this has changed completely as people choose their own
marriage-partners based on love, and in consideration primarily to their own needs and
wants. Moreover, early marriage is quite illegal.

The traditional Vietnamese wedding is one of the most important occasions.
Regardless of westernization, many traditional customs continue to be celebrated in
wedding ceremony by Vietnamese in both Vietnam and foreign countries, often

combining both western and eastern elements. Beside the wedding ceremony, there is
also an engagement ceremony which usually takes place half a year before the weeding.
Due to the spiritual nature of the occasion, the date and time marriage ceremony are
decided in advance by a fortune-teller. The traditional Vietnamese wedding consists of
the following steps; the first is the ceremony to ask permission to receive the bride, the
second is procession to receive the bride 9 along with the ancestor ceremony), the third
is to bring the bride to the groom's house for another ancestor ceremony and to welcome
her into the family then the last is the wedding banquet. The number of guests at the
banquet is large, usually in the hundred. Several special dishes are served. Guests are
expected to bring gifts, money and the groom and the bride will go from table to table to
thank their guests for their blessing and gifts.

1. In the past, ...

A. Vietnamese people were free to make a decision on the marriage.
B. Vietnamese marriages were decided by parents and family.
C. Getting married at early age was not allowed.

D. Parents had no right to interfere their children's marriage.

2. At that time, the fact that the bride and the groom had only first met on the
day of their engagement or marriage was ...

A. surprising B. popular C. uncommon D. strange

3. Which sentence is true about Vietnamese modern marriage ?

A. Most young people don't have their marriage based on love.
B. All marriages are arranged by parents and families

C. Marriage is quite westernization .

D. Couples do not get married at quite young age.

4. According to the passage, ...

A. Overseas Vietnamese people don't like to have a traditional wedding.
B. There is an engagement ceremony before the wedding ceremony.

C. Many traditional customs don't exist in a traditional wedding ceremony nowadays.
D. Vietnamese people never ask a fortune-teller the date and time of the marriage

ceremony.

5. Which does not exist in a Vietnamese wedding ceremony ?

A. guests B. dishes C. firecrackers D. gifts

VI. Write a short paragraph ( 80 words) about your family using the suggestions

below(2 points) :

- Number of members, their ages and jobs.
- Responsibilities of each member.

- Some of your family rules.

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...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...

Unit 4 : SCHOOL EDUCATION SYSTEM

The 22nd period

Date: 20/ 9/ 2009
Grade 12

Theme: SCHOOL EDUCATION SYSTEM
Unit 4

Reading
Time: 45 minutes
I. Objectives:

1. Educational aim: Students should know school education system in England
2. Knowledge:

- General knowledge: Students know about school education system

- Language: Sentences and expression for describing school education system
- New words: Words related to school education system

3. Skills: Guessing meaning in context, scanning for specific information and
passage comprehension

II. Method: Integrated, mainly communicative

III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and
notebook

IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Ask Ss some questions about the
picture:

- Who are they?

- What are they doing?

- Do you think they are English
students?

Before you read : (7 minutes)

- Open the book

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- Ask students to read the facts below and
decide whether the statements about
schools in Vietnam are true (T) or false
(F). Then compare their results with their
partners’.

Facts about schools

1. Children start Grade 1 when they are 6
years old.

2. Schooling is compulsory from the age
of 6 to 16.

3. The school year generally begins in
September and ends in late May.

4. The students do not have any
examinations when they finish secondary
school.

5. A school year consists of two terms.
While you read : (23 minutes)

- Ask students to look through the passage
and read in silence

- Help students read the passage

- Explain pronunciation and meaning of new
words which appear in the passage

Task 1 : (3 minutes)

Find words or phrases in the reading
passage which have the following
meanings.- Let students work individual or
in groups

- Help students if necessary
Keys:

1- state schools

2- primary education
3- secondary education
4- compulsory

5- General Certificate of Secondary
Education (GCSE)

6- Curriculum
Task 2: (4 minutes)

- Ask students to answer the following
questions

- Ask students look through the passages
then try to answer the questions in right
way

- Let them work in pairs
- Help students if necessary
(the answers in the passage)

Walk round the classroom and correct
mistakes

Keys:

1. from the age of 5
2. 3 terms

3. the state school and the independent‘ ’

or public school systems‘ ’

- Listen to the teacher and open
the book – Unit 1, part A:
reading

- Look at the book, listen to the
teacher and work in pairs to
decide whether the statements
about schools in Vietnam are
true (T) or false (F). Then
compare their results with their
partners’.
1. T
2. F
3. T
4. F
5. T

- Listen to the teacher then read
the passages

- Ask some new words if
necessary

- Keep the book open

- Listen to the teacher then do
task 1

- Ask the teacher if necessary
- work individual or in group
- Write down in the notebook

- Listen to the teacher

- Try to answer the questions
- Practice with a partner then
write them down in the note
books

- Ask the teacher if necessary
- Listen to the teacher and make
a brief note about school
education system in England
- Listen to the teacher

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4. yes

5. There are 3 core subjects (English,
Maths and Science)

6. When Ss finish the secondary school,
they can take an examination called the
General Certificate of Secondary
Education

After you read : (8 minutes)

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

Home work: (2 minutes)

- Ask students to do Reading exercise of
Unit 1 in workbook and prepare Part B :
Speaking at home

Work in groups. Tell the others
one of the most difficult school
subjects you are studying and
what you would like your
friends and your teacher to do
to help you learn that subject
more effectively.

- Listen to the teacher and write
down homework

The 23rd Period

Date: 22/ 9/ 2009
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:

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- Language: Talking about the school education system in Vietnam.
- New words: words related to school education system

3. Skills: talking about school education system 
II. Method: integrated, mainly communicative

III. Teaching aids: Board, chalks, textbook and notebook....
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Ask students to keep book close
- Write on the board names of school
education system in Vietnam:
University, nursery, primary school,
college, kindergarten, secondary
school. Then ask Ss to put them in
order

- Ask students to repeat

Tell Ss to understand more about
school education system in Vietnam.
(We learn Unit 1, part- speaking)
Pre-speaking : (12 minutes)
Task 1

- Ask Ss to work in pairs. Study the
table below then ask and answer the
questions about the school education
system in Vietnam.

- Let them work in pairs

- Listen to students and correct
mistakes

Example:

A: When do the children in Vietnam
go to primary school?

B: When they are 6 years old.

A: How long does the primary
education last?

B: 5 years.

While-speaking : (15 minutes)

Task 2

- Teacher introduces the task “Work in
groups. Talk about the school
education system in Vietnam, using
the information from Task 1”.

- Guide students how to practise.
- Ask students to work in pairs.

- Help the students with new
structures.

- Walk around and help them.

- Call some student to stand up and
report before the class.

- Correct their mistakes

- Keep books close
- Listen to the teacher

- Look at the board and try to
remember names of ten subjects

- Work in pairs.

- Practice asking and answering the
questions about the school
education system in Vietnam using
the information in the table.

Example:

A: When do the children in
Vietnam go to primary school?
B: When they are 6 years old.
A: How long does the primary
education last?

B: 5 years.

- Listen to the teacher
- Do task 2

- Work in groups

- The students are called stand up
and tell loudly

Example:

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Post-speaking : (10 minutes)
Task 3

-Teacher introduces the task “Work in
groups. Talk about the similarities and

differences between the school system
in Vietnam and in England”.

- Let them work in groups

- Ask some students to stand up and
tell loudly

- Walk round and help them
- Listen and correct mistakes

Homework: (3 minutes)

- Ask students to write a passage about
similarities and differences between
the school system in Vietnam and in
England

- Ask students to prepare Part
C-Listening and do homework

- Work in groups. Talk about the
similarities and differences between
the school system in Vietnam and
in England

Example:

There are some differences between
the school systems in Vietnam an

England. Children in Vietnam start
primary school at the age of 6 and
finis this level at 10 while those in
England study at primary school
from the age of 5 to 10. Schooling
is compulsory for Vietnamese
children until the age of 1 but, in
England, compulsory education
ends when children are 16. There is
also a difference about the subjects
studied at schools.

On the other hand, Vietnam and
England school systems have some
similarities. Students in both
countries have to follow the
national curriculum set by the
government. After finishing
secondary schools they all have to
take the national examination
known as GCSE

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The 24st Period

Date: 24/ 9/ 2009
Grade 12

Theme: school education system
Unit 4

Listening
Time: 45 minutes
I. Objectives:

1. Educational aim: Students should know about someone’s background.
2. Knowledge:

- General knowledge: Students talk about someone’s background.
- Language

- New words: Words related to someone’s education.
3. Skill: Listening for gist and for specific information
II. Method: Integrated, mainly communicative

III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and
notebook

IV. Procedures:

Teacher s activities’ Students activities’ Notes

Warm-up: (4 minutes)

- Ask Ss some questions about their
studies at school.

1. What school subjects are you good
at?

2. Which ones do you enjoy most/least

in your class? Explain why.

Pre-listening: (9 minutes)

- Ask Ss to look at “Listen and repeat”
- Read and ask students to listen
- Let students listen again and repeat.
- Write some words on board and ask
students to read them aloud.

- Let they work in pairs
- Listen and correct mistakes
While-listening: (20 minutes)
Task 1 (10 minutes):

- Ask students to read the questions
quickly.

- Guide students the requests of the
task.

- Let students listen twice.

- Write on board from 1 to 6 and call
some students to come and write their
answers.

- Listen to the teacher
- Answer the questions:

- Work in pairs

- Listen and understand the
meanings of those words.

- Read the questions quickly.
- Listen to the listening script.
- Answer the questions.

Answer:

1. Jenny/ Gavin
2. Gavin

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- Let them listen again and correct.
Task 2 (10 minutes):

- Teacher introduces the task “Listen
again and answer the questions”.

1. When did Gavin think he listed to
the teacher well?

2. How did Gavin find the exams?
3. Why couldn’t Gavin pass the exams
easily?

4. Why did Gavin say he didn’t think
his school days were the best time of
his life?

- Read or turn on the tape script again
once or twice

- Help students give the correct answers
Post-listening: (10 minutes)

- Teacher introduces the task “Work in
pairs. Talk about the results of your
current exams at school and what you
will do to prepare for the next exams”.
- Go round and help students

- Correct mistakes

Homework: (2minutes)

- Ask students to rewrite a passage
about their school days in secondary
school.

- Ask students to prepare the part
Writing at home

5. Jenny/ Gavin
6.

- Look at the task 2 and listen to

the teacher

- Read the questions and try to
understand them

- Listen to the tape script
- Give correct answers:

1. When he enjoyed the subjects
2. He found it very difficult.
3. Because they were difficult for
him to do in a short time.

4. Because he went away to
boarding school when he was
quite young and he didn’t like
that. So school days weren’t the
best days of his life.

- Work in pairs. Talk about the
results of your current exams at
school and what you will do to
prepare for the next exams

E.g. I didn’t do well in the last
exam period. I was content with
my math, physics and chemistry
results but my English result
wasn’t very good. I made too
many mistakes so I barely passed

it.

I think I have to spend more
time studying English to get
higher grade in the coming
exam.

- Listen to the teacher
- Write down the homework
The 25th Period

Date: 26/ 9/ 2009
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

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- General knowledge: Students will be able to write the school education system
in Vietnam

- Language

- New words: Words relating to school education systems
3. Skill :

II. Method: Integrated mainly communicative
III. Teaching aids: Textbook, board markers
IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up :(3 minutes)

- Ask students some questions about school
education systems in Vietnam.

1. How many levels of educations are there
in your school system?

2. How long does it take to complete each
level?

3. How many classes are there in each level?
4. When do children start Grade I?

- Lead Ss to the new lesson: “write a
paragraph on the formal school education
system in Vietnam”

Pre-writing: (15 minutes)

- Teacher introduces the task: In about 150

words, write a paragraph on the formal school
education system in Vietnam, using the information
given in Speaking Tasks on page 47. You may follow
the suggestions below:

- Levels of education:

primary (5 years; start from the age of 6)
lower secondary (4 years)

upper secondary (3 years)

- Compulsory education: 9 years (primary & lower
secondary)

- The academic year: 35 weeks (9 months, from
September to May)

- School terms: 2 terms: term 1 (Sept - Dec.), term 2
(Jan. - May)

- Time of the national examination for GCSE (early
June)

- Guide Ss to write.
1. Topic Sentence
2. Supporting Details
3. Closing Sentence

- Walk round the class to give Ss assistance.

While-writing: (20 minutes)

- Ask Ss to write

- Call on some Ss to read out their writing in

front of the class.

- Ask Ss to exchange their writings for peer
correction

- Correct mistakes.
Suggested answer.

The formal school system in Vietnam consists of two

- Work in pairs, discuss and find
out the answers.

1- 3

2- Primary: 5 years/

Lower secondary- 4 years/ upper
secondary - 3 years

- Understand the aim of the
lesson.

- Study the task carefully.

- Work in pairs to give outlines

Topic Sentence

The formal school system in Vietnam
consists of two levels of education,
primary and secondary education.

Supporting Details

Closing Sentence

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levels of education, primary and secondary
education. The children start Grade/ Year 1 at the
age of 6 and they normally complete the primary
education at the age of 10. They move to lower
secondary school to study in Grade 6 when they are
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
a long summer holiday comes.

Post- writing: (5 minutes)

- Ask Ss to read the paragraph again.
- Give remarks on the writing

Homework: (2 minutes)

- Rewrite the paragraph at home.

- Prepare the section D (The Language focus
part of Unit 4).

in Vietnam

- Exchange their writings for
peer correction

- Correct mistakes.

- Read the paragraph again
- Correct mistakes

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The 26th period

Date: 28/ 9/ 2009
Grade 12

Theme: school education system 
Unit 4

Language Focus
Time: 45 minutes

I. Objectives:

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 board, and then pronounce those
words aloud.

- Pay attention to its stress.
- Ask Ss to read after
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-- Listen to teacher
- Read aloud

- Pay attention to its stress.

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syllable words

- Help students how to pronounce those
words correctly by reading first as model
b. Practice:

- Read the words first: clearly, correctly
- Listen and correct their pronunciation if it’s
needed

- Let students read the sentences and work in
groups

- Listen and remark each group
II. Grammar:

a) Review some grammar structures: Passive
voice.

S + to be + past participle
- Give some examples

- Ask Ss to make sentences with the
structures.

b. Practice:

* Exercise 1: (10m’)

- Introduce the task: Fill each blank with the
simple present passive form of the verb in
brackets.

- Guide Ss to do

- Ask Ss to fill each blank with the simple
present passive form of the verb in brackets.
- Correct mistakes.

* Exercise 2: (10m’)

- Introduce the task: Rewrite the following
sentences using the passive voice.

- Guide Ss to do

- Ask Ss to rewrite the following sentences
using the passive voice.

- Correct mistakes.

Exercise 3. (10m’)

- Introduce the task: Fill in the spaces of

- Listen and repeat from 2-3
times

- Some of them stand and read
words aloud

- Practise in groups

- Some groups compare with their
results and read the words in
sentences aloud

- The answers can be various
- Listen and give more questions
in pairs

- Read the sentences in chorus
aloud

- Understand the task

- Fill each blank with the
simple present passive
form of the verb in
brackets.

Answers:
1. is separated

2. is set - must be followed
3. is made up

4. is paid
5. are selected

- Understand the task

- 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.

8. English will be spoken at the
conference

9. The floor hasn't been cleaned (by
Jane) yet.

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the following passage with the correct
tense in passive voice of the verbs in
brackets.

- Guide Ss to do.

- Ask Ss to fill in the spaces of the
following passage with the correct
tense in passive voice of the verbs in
brackets.

- Correct mistakes.
Homework: (2 minutes)

- Assign homework

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

Exercise 3

1. Was built 2. were sold
3. has been made 4. can be bought
5. are used. 6. can be used
7. is stored 8. are done
9. must be told 10.can be done

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

Unit 5: HIGHER EDUCATION
The 27th period

Date: 30/ 9/ 209
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

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IV. Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)
- Ask Ss some questions:

1. What are you going to do after you
finish high school?

2. Which university would you like to
attend?

3. Where will you live if you study at a
university far from your house?

- Get feedback

- Lead Ss to the new lesson: higher

education

Before you read : (7 minutes)

- Ask Ss to work in pairs, ask and
answer the following questions:

1. How do you say in English the names
of these universities?

2. What university would you like to
apply for and why?

- Get feedback.

- Give Ss suggested answers.
While you read : (23 minutes)

- Ask students to look through the
passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of
new words which appear in the passage
Task 1 : (3 minutes)

- Introduce the task: Complete the
following sentences, using the right
forms of the words in the box.

- Ask Ss to complete the following
sentences, using the right forms of the
words in the box.

- Go around class and help Ss if they
need.

- Call on Ss to give their answers.
- Correct mistakes.

Task 2: (4 minutes)

- Introduce the task: Find out who:

a. attended a party on the first weekend
at college.

b. didn't get on very well with the
roommate.

c. was not used to meeting different
people every day at college.

d. liked having a chance to be creative.
e. was very excited about going to
college.

- Work in pairs, discuss and
answer the questions

- Stand up and tell the class the
answers.

- Understand the aim of the
lesson: Unit 5: higher
education

- Work in pairs, ask and answer
the questions

1. Hue University

2. Hanoi University of
Architecture

3. Hanoi University of Natural
Science

4. I would like to apply for Hanoi
University of Natural Science.
- Read the text in silence.
- Find out new words.

- Understand the aim of the
text.

- Do the tasks that follow.
Task1:

- Study the task carefully.

- Choose the right word to fill
in the blanks.

- Exchange their answers for
peer correction.

- Tell the class the answers.
1. campus

2. blamed
3. scariest
4. challenges
5. amazing.

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f. enjoyed the first year at college.
- Go around class and help Ss if they
need.

- Call on Ss to give their answers.
- Correct mistakes.

Task 3: (10minutes)

- Introduce the task: Answer the
following questions.

1. What did Sarah do on the first
weekend?

2. Why did Sarah feel so lonely at the
party?

3. What problems did Ellen have with
her roommate?

4. What did Brenden think about his first
year at college?

5. What does the social calendar of the
colleges provide him?

- Guide Ss to answer.

- Go round the class to help Ss if
necessary.

- Call on some Ss to give their answers.
- Correct mistakes

Home work: (2 minutes)

- Ask students to read the passage again.
- Ask students to do Reading exercise of
Unit 5 in workbook and prepare Part B :
Speaking at home

Ellen: 3- b. didn't get on very
well with the roommate.

4. c. was not used to meeting
different people every day at
college.

Brenden: 5- d. liked having a
chance to be creative.

6- f. enjoyed the first year at
college.

- Understand the task.

- Read the text again, answer
the questions on the text.
1. She went out with her new

friends, walking around
the campus.

2. Because at the party
everyone was busy
playing some games and
no one seemed to noticed
her.

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.

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The 28th period

Date: 02/ 10/ 2009
Grade 12

Theme: higher education 
Unit 5

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 for tertiary institutions
and ask them what they are.
- Call on some Ss to answer.
Pre-speaking: (10m )’

- Teacher introduces the task1:
Below are the admission
requirements for tertiary
institutions in some countries.
Work in groups. Tick () those
which are obligatory for you to be
admitted to a university in
Vietnam.

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

- Answer the questions
1. an application form
2. an identity card
3. a reference letter
4. a birth certificate

- Work in groups, tick () those
which are obligatory for you to be
admitted to a university in
Vietnam.

- Stand up tell the class their
answers.

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- Call on some Ss to tell their
answers.

- Listen and correct pronunciation
mistakes.

While-speaking: (20 minutes)
Task 2

- Teacher introduces the task “Work
in pairs. Ask and answer the
questions about the application
process to tertiary study in Vietnam
using the following cues”.

- Guide Ss to practice:

E.g. A- When do you fill in and
send the application form?

B- In March

- Have Ss to ask and answer in
pairs.

- Go around and provide help if
necessary.

- Correct mistakes.

Post-speaking: (10 minutes)

- Teacher introduces the task:
Task 3. Work in groups. Discuss
the process of applying to a
tertiary institution in Vietnam.
- Guide Ss to discuss the process

of applying to a tertiary
institution in Vietnam.

- Go around and provide help if
necessary.

- Correct mistakes.

Homework: (3 minutes)

- Ask students to write about the
process of applying to a tertiary
institution in Vietnam.

- Understand

- Work in pairs. Ask and answer the
questions about the application
process to tertiary study in Vietnam
using the cues

- Stand up, ask and answer about the
application process to tertiary study in
Vietnam.

- Others listen and check the
pronunciation.

- Understand the task.

- Work in groups. Discuss the
process of applying to a tertiary
institution in Vietnam.

Answer: In order to be admitted to a
university in Vietnam, all students
have to following the process of
applying. During March, they have to
fill in the application form and send it
to the university they choose in
March. After passing the GCSE
examination held in May, all students
are able to sit for the entrance
examination in July. Successful
candidates will be sent a letter of
acceptance from the university. All
students have to do now is to prepare
all required papers to be officially
accepted of that university.

- Do homework.

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The 29th period

Date: 04/ 10/ 2009
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 the problems you may have
when studying in a new school.”

Pre-listening: (7 minutes)

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- Ask students to look at the part:
Before listening

- Read loudly the words:

Proportion; majority; tutorial;
international; available; appointment ;
Agricultural; rural; thoroughly.

- Walk round, listen and help students
- Ask students to repeat loudly the words
- Listen and check pronunciation
While-listening: (20 minutes)
Task 1

- Introduce the task: Listen to the
conversation between John and
David and circle the best option (A,
B, C or D) to complete the
following sentences.

- Ask students to read the questions
quickly.

- Guide students the requests of the
task.

- Read the conversation twice

- call some students to give their

answers.

- Read the conversation the third
time for Ss to correct.

Key: 1-C; 2-A; 3-C; 4-A; 5-B
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.
- Guide Ss to do.

- Call some Ss to practice asking and
answering the question.

E.g.

A. Would you like to do an
undergraduate course abroad or in
your country?

B. I would like to do an undergraduate
course in my country.

A. Why?

B. Because my English is not very
good and I cannot afford tuition fees
and accommodation for studying
oversea.

Homework: (3 minutes) 
- Assign homework.

- Read loudly the words:

Proportion; majority; tutorial;
international; available;
appointment ; Agricultural; rural
;thoroughly.

- Understand those words.

- Read the questions quickly.
- Listen to the listening script.
- Answer the questions.

Answer:

1-C; 2-A; 3-C; 4-A; 5-B

- Work in pairs. Ask and answer the
question:

"Would you prefer to do an
undergraduate course abroad or in

your country?”

- Stand up and speak out.
E.g.

A. Would you like to do an
undergraduate course abroad or in
your country?

B. I would like to do an
undergraduate course in my
country.

A. Why?

B. Because my English is not very
good and I cannot afford tuition
fees and accommodation for
studying oversea.

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

The 30th period

Date: 06/ 10/ 2009
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 a letter of request.

- Give feedback and lead Ss to new lesson.
Pre-writing: (15 minutes)

- Teacher introduces the task: You want to
apply for 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 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:

- State the reasons why you are writing, your
interest in tertiary study in England (mention
the name of the programme/the
universities/ ... )

b) Request:

- State what information you would like
them to provide: tuition fee, accommodation,

- Work in pairs, discuss and find
out the answers.

1- 3

2- Primary: 5 years/

Lower secondary- 4 years/ upper
secondary - 3 years

- Understand the aim of the
lesson.

- Study the task carefully.

- Work in pairs to give outlines

a) Introduction:

- State the reasons why you are
writing, your interest in tertiary
study in England (mention the
name of the programme/the
universities/ ... )

b) Request:

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exams,

Further information:

- Say you would be happy to supply further
information about yourself 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 assistance.

While-writing: (20 minutes)
- Ask Ss to write

- Call on some Ss to read out their writing in

front of the class.

- Ask Ss to exchange their writings for peer
correction

- Correct mistakes.
Suggested answer.

475/57 Le thanh Ton St. District 1
Ho Chi Minh City

March 15th, 2008
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.
Yours faithfully,

Hoang Thanh Nam.

Post- writing: (5 minutes)
- Ask Ss to read the letter again.
- Give remarks on the writing
Homework: (2 minutes)
- Rewrite the letter at home.

- Prepare the section D (The Language focus
part of Unit 5).

would like them to provide:
tuition fee, accommodation,
exams,

Further information:

- Say you would be happy to
supply further information about
yourself 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
assistance.

- Use main ideas in the outline
to write a letter of request (about
150 words) to UCAS to ask for
the information about the
admission requirements to the
university

- Exchange their writings for
peer correction

- Correct mistakes.

- Read the letter again
- Correct mistakes

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The 31st period

Date: 08/ 10/ 2009

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:

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Warm-up: (5 minutes)

- Write some more than three-syllable
words on the board, and then
pronounce those words aloud.

- Pay attention to its stress.
- Ask Ss to read after

o economics
o psychology
o philosophy
o engineering
o sociology
o mathematics
o geographical
o archeology

-How do we pronounce these words?

- Read again these words and lead to the
lesson

- Today, we learn how to pronounce more
than three-syllable words.

*. Pronunciation (35 minutes)

a. Give Ss some rules of word stress in more
than three-syllable words

- Help students how to pronounce those

words correctly by reading first as model
b. Practice:

- Read the words first: clearly, correctly
- Listen and correct their pronunciation if it’s
needed

- Let students read the sentences and work in
groups

- Listen and remark each group
Homework: (5 minutes)

- Assign homework

- Do exercise ‘part E-language focus in
work book.

- Listen to teacher
- Read aloud

- Pay attention to its stress.

- Understand the aim of the new
lesson.

- Listen and repeat from 2-3
times

- Some of them stand and read

words aloud

- Practise in groups

- Some groups compare with their
results and read the words in
sentences aloud

- The answers can be various
- Listen and give more questions
in pairs

- Read the sentences in chorus
aloud then indevidual

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The 32nd period

Date: 09/ 10/ 2009
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 home

*. Grammar:

a) Review some grammar structures:
conditional sentences

- Give some examples

- Ask Ss to make sentences with the
structures.

b. Practice:

* Exercise 1: (13m’)

- Introduce the task: Complete the sentences
using conditional sentence type I.

- Guide Ss to do

- Ask Ss to complete the sentences using
conditional sentence type I.

- Correct mistakes.

- Answer the teacher’s question

- Understand the task
Answers:

1. If you fail the GCSE
examination, you will not be
allowed to take the entrance
examination to the university.
2. You won't be able to get into
the exanimation room if you are
10 minutes late.

3. If you don't send the
application form on time, you
will not be able / allowed to take
the entrance exam.

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* Exercise 2: (13m’)

- Introduce the task: Express these situations
using conditional sentence type II.

- Guide Ss to do

- Ask Ss to express these situations using
conditional sentence type II.

- Correct mistakes.

Exercise 3. (10m’)

- Introduce the task: Complete the
sentences with the correct form of the
verbs in brackets.

- Guide Ss to do.

- Ask Ss to complete the sentences with
the correct form of the verbs in
brackets.

- Correct mistakes.

allowed to submit your
application form.

5. Unless you show your identity
card you won't be able / allowed
to get into the examination room.
- Understand the task

- Do the exercise.
- Correct mistakes
Answers:

1. She doesn't have a car. She
doesn't go out in the evening.
If she had a car, she would go out
in 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
- Do the exercise.
- Correct mistakes
Answers:

1. If John had passed the GCSE
examination, he would have been
allowed to take the entrance
examination to the university.
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.

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Homework: (5 minutes)
- Assign homework

- Do exercise ‘part E-language focus in
work book.

- Prepare Unit 6: FUTURE JOBS

5. If you had told me earlier I
would have given it to you.
6. We would have sent you a
Christmas card if we had had
your address.

- Do exercise ‘part E-language
focus’ in work book.

- Prepare Unit 6: FUTURE JOBS

Unit 6 FUTURE JOBS

The 33rd period

Date: 10/ 10/ 2009
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:

1. Tell the class some jobs you know?
2. Which job would you like to be in the
future? Why?

- Work in pairs, discuss and
answer the questions

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- Get feedback

- Lead Ss to the new lesson: future jobs
Before you read : (7 minutes)

- Ask Ss to work in groups. Tick () the
factors that they think would help them
succeed in a job interview.

• wearing casual clothes
• giving clear, honest answers
• feeling self-confident

• feeling nervous

• having a good sense of humour
• avoiding difficult questions
- Get feedback.

- Give Ss suggested answers.
While you read : (23 minutes)

- Ask students to look through the
passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of
new words which appear in the passage
Task 1 : (7 minutes)

- Introduce the task: These words are
from the passage. Look back to the text
and circle the best meanings A, B or C.
- Ask Ss to circle the best meanings A, B
or C.

- Go around class and help Ss if they
need.

- Call on Ss to give their answers.
- Correct mistakes.

Task 2: (10minutes)

- Introduce the task: Work in pairs.
Decide whether the following statements
are true (T) or false (F).

1. Try to reduce the feeling of pressure
and make a good impression on your
interviewer.

2. Find out as much information as you
can about the job and the vacancy.

3. Bring with you a letter of application
and your resumes to the interview.
4. Take all your certificates and letters of
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.
- Go around class and help Ss if they

- Understand the aim of the
lesson: Unit 6: future jobs
- Work in groups. Tick () the

factors that they think would
help them succeed in a job
interview.

E.g.

- avoiding difficult questions
- giving clear, honest answers
- feeling self-confident

- Read the text in silence.
- Find out new words.

- Understand the aim of the
text.

- Do the tasks that follow.
Task1:

- Study the task carefully.

- Choose the right option to
finish the task.

- Exchange their answers for
peer correction.

- Tell the class the answers.
6. B

7. C
8. A
9. B

- Look at the task, read the text
again to give the answers.
- Understand the task.

- Read the text again, decide
whether the statements are

true (T) or false (F).

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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.

- Call on some Ss to give their answers.
- Correct mistakes

Home work: (2 minutes)

- Ask students to read the passage again.
- Ask students to do Reading exercise of
Unit 6 in workbook and prepare Part B :
Speaking at home

- Answer the following
questions:

1. What do you prepare for a
job interview?

2. What should we do and
shouldn’t do before,
during and after an
interview?

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The 34th Period

Date: 12/ 10/ 2009
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:

1. Would you like to work as a
teacher?

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 with at least two descriptions in B.

A B

- a doctor
- a farmer

- a tourist
guide
- a writer

• take care of people's health
• create imaginary characters
and events

• find good and safe hotels for
customers

• take people to places of
interest

• construct irrigation systems
• apply new farming
techniques

• help save people's lives
• tell stories through pictures
- Ask Ss to match a job in A with at least two
descriptions in B.

- Go around class and help Ss if they need.
- Call on Ss to give their answers.

- Correct mistakes.

While-speaking : (15 minutes)

- Listen to the questions.
- Discuss the question.

- Stand up, answer the
questions.

- Work in pairs.

- Match a job in A with at least
two descriptions in B.

Example: 
A: a doctor

B: • take care of people's
health

• help save people's lives
- In turn, stand up and practice.

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Task 2

- Introduce the task: Task2. Work in pairs.
Discuss which of the jobs in column A you
would/would not like to do. Explain why/why
not? You can use the cues in column B.

A B

pilot
waiter
taxi driver
electrician
policeman
journalist

hotel receptionist
computer

programmer

boring
rewarding
difficult
interesting
fascinating
dangerous
challenging
fantastic
- Guide students how to practise.
- Ask students to work in pairs.

- Help the students with new structures.
- Walk around and help them.

- Call some student to stand up and report
before the class.

- Correct their mistakes
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 school, using the following cues.

• Where you will work
• Who you will work with
• The salary you may get paid
• The working conditions
- Let them work in groups

- Ask some students to stand up and tell
loudly

- Walk round and help them
- Listen and correct mistakes

Homework: (3 minutes)
- Assign homework.

- Ask students to prepare Part C- Listening
and do homework

- Work in pairs. Discuss which
of the jobs in column A they
would/would not like to do.
Explain why/why not? use the
cues in column B.

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.

- Work in groups. Talk about
a job they may do after they
finish school.

Example: I would like to work
as a tourist guide. It would be
a challenging and fascinating
job because I would have a
chance to travel all over
Vietnam and meet many
interesting people. If I work
for a foreign tourist company, I

can get high salary and
improve my English speaking
and listening skills. Also, I am
a sociable and confident
person and I can work hard for
a long time so I want to work
far away from home to know
more about the world around
me.

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- Write down the homework

The 35th period

Date: 14/ 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 most popular job in Vietnam?
- Get feedback

- Lead Ss to new lesson.

E.g. Accountant nurse lawyer
teacher computer programmer….
Pre-listening: (7 minutes)

- Ask students to look at the part:

- Discuss and answer the
questions

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Before listening

- Read loudly the words:

workforce manufacturing retail
service category goods
job market economy wholesale
- Walk round, listen and help students
- Ask students to repeat loudly the words
- Listen and check pronunciation
While-listening: (20 minutes)
Task 1

- 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 correct.

Key:

1- manufacturing
2- service

3- transportation
4- finance
5- service
Task 2

- Introduce the task: Task 2. Listen
again and decide whether the
statements are true (T) or false (F).
1. American workers have changed
from manufacturing jobs to service
jobs.

2. Manufacturing jobs are jobs in
which workers make something.

3. Personal services are one of the five
service jobs.

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.

Suggested answers:

1- T 2- T 3- T 4- F 5- F

- Read loudly the words:
workforce manufacturing
retail service category
goods job market economy
wholesale

- Understand those words.

- Read the questions quickly.
- Listen to the listening script.
- Answer the questions.

Answer:

1- manufacturing
2- service

3- transportation

4- finance
5- service

- Read the statements quickly.
- Listen to the listening script.
- Answer the questions.

Answers:

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After-listening: (5 minutes)

- Work in groups. Summarize the
passage using the information in Tasks
1 and 2.

- Guide Ss to do.

- Call some Ss to summarize the
passage

Homework: (3 minutes) 
- Assign homework.

- Prepare the section D (The Writing
part of Unit 6).

- Work in groups. Summarize the
passage using the information in
Tasks 1 and 2.

- Prepare the section D (The
Writing part of Unit 6).

The 36th period

Date: 16/ 10/ 2009
Grade 12

Theme: future jobs
Unit 6

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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 Vu Thu Thai Binh) and ask Ss
some questions:

- 1. Where is it?

- 2. What is it famous for?

- 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. Read the following advertisement
and fill in the notes.

English-speaking Tour Guides Wanted

We are a travel company managing holiday
tours. We need English-speaking local guides to

accompany foreign visitors on trips throughout
Vietnam. If you have a high school diploma, have
experience as a tour guide, a good manner, speak
fluent English and are willing to work hard for
long hours, please contact: The Manager,
Vinatour, 450 Nguyen Du Street, Hanoi.
Telephone No: 04 824 0139.

• Type of job: ………

• Level of education needed: ………
• Work experience: ………
• Character and interests: ………
- Guide Ss to fill in the notes.

- Walk round the class to give Ss assistance.
While-writing: (20 minutes)

- Teacher introduces the task: Task 2 Write a
letter to Vinatour, applying for the job
mentioned in the advertisement in Task 1.
Your letter should include the following

- Work in pairs, answer the
questions.

- Understand the aim of the
lesson.

- The new lesson: “Writing a

formal letter of job application”

- Work in pairs. Read the
following advertisement and
fill in the notes.

English-speaking Tour Guides Wanted
We are a travel company managing
holiday tours. We need 
English-speaking local guides to accompany
foreign visitors on trips throughout
Vietnam. If you have a high school
diploma………….

Answers:

1. Tour guide

2. high school diploma

3. experience as a tour guide,
fluent English

4. a good manner, willing to
work hard for long hours

- Study the task carefully.

- Work in pairs to give outlines
- Base on the outline write a

letter to Vinatour, applying for
the job mentioned in the
advertisement in Task 1.

- Exchange their writing for peer
correction.

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details.

• Your name, address and date of writing
• Name and address of the company
• Greeting

• Introduction: say where you saw the
advertisement and why you are writing the
letter of application

• Body: mention your education, work
experience and your character / interests
• Conclusion: express your willingness to
work for the company and when you are
available for interview

• Closing

- Guide Ss to write outlines.
- Ask Ss to write

- Call on some Ss to read out their writing in

front of the class.

- Ask Ss to exchange their writings for peer
correction

- Correct mistakes.
Suggested answer.

Post- writing: (5 minutes)
- Ask Ss to read the letter again.
- Give remarks on the writing

Homework: (2 minutes)
- Rewrite the letter at home.

- Prepare the section E (The Language focus
part of Unit 6).

- Correct mistakes.

Flat 3,324, Ly Thuong Kiet Street,
Hanoi

16, October, 2004. 
Hanoi Vinatour

250, Nguyen Du Street, Hanoi 
Dear Sir or Madam,

I am writing in reply to your

advertisement in the Vietnam News for
experienced English-speaking local
guides to accompany foreign visitors on
trips throughout Vietnam.

I think I meet all of the
qualifications that you specify. I was
awarded High School Certificate two
years ago. After leaving high school, I
worked as an accountant in a small
travel agency for one year, where I was
given a training course on tourism. Then
I had one year of experience as a tour
guide so I know many tourist areas in
Vietnam arid have a basic knowledge of
Vietnamese culture, history and
geography. I speak English fluently. In
addition, I am a sociable and 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

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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
- 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 pronounce those words aloud.
- Pay attention to its weak/strong forms.
- Ask Ss to read after

I. Pronunciation

- Ask Ss to look at this table.

- Read the words and their weak and
strong form.

- Ask Ss to read after.
- Call some Ss to read seats

- Help students how to pronounce those
words correctly by reading first as model
b. Practice: Practise reading these sentences
1. What are you looking at?

2. I want to go but I don't know when.

- Listen to teacher
- Read aloud

- Pay attention to its weak/
strong forms.

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3. She bought a book and two pens.
4. Thanks for coming.

5. Where is it from?
6. I'm from Hanoi.

7. She's the one I'm fond of.

8. First of all, I want to thank you for
coming.

9. The letter was to him, not from him.
10. I want to ask you a question.

- Read the words first: clearly, correctly
- Listen and correct their pronunciation if it’s
needed

- Let students read the sentences and work in
groups

- Listen and remark each group
II. Grammar:

a) Review some grammar structures: Relative
clauses

Whom; who; which; whoever;
whose………

- Give some examples

- Ask Ss to make sentences with the
structures.

b. Practice:

* Exercise 1: (10m’)

- Introduce the task: Exercise 1. Add who,
whoever, whose, whom or which to complete
the following sentences.

- Guide Ss to do

- Ask Ss to fill each blank with who,
whoever, whose, whom or which.

- Correct mistakes.
Suggested answers:

1. whom 2. which 3. Whoever
4. which 5. Which 6. Who

7. Whose 8. who 9. which 10. whom
* Exercise 2: (10m’)

- Introduce the task: Exercise 2. Join the
following sentences in two ways.

Example:

1. Look at the man. He is teaching in the classroom.
a) Look at the man who is teaching in the classroom.
b) Look at the man teaching in the classroom.
- Guide Ss to do

- Ask Ss to rewrite the following sentences
using the passive voice.

- Correct mistakes.

1. I read a book that was written by a friend
of mine.

- I read a book written by a friend of mine.
2. A man who was carrying a lot of money in
a box got on the bus.

- A man carrying a lot of money in a box got

- Listen and repeat from 2-3
times

- Some of them stand and read
words aloud

- Practise in groups

- Some groups compare with their
results and read the words in
sentences aloud

- The answers can be various
- Listen and give more questions
in pairs

- Read the sentences in chorus
aloud

- Understand the task

- Fill each blank with the
simple present passive
form of the verb in
brackets.

Answers:
1. is separated

2. is set - must be followed
3. is made up

4. is paid
5. are selected

- Understand the task

- Rewrite the following sentences
using the passive voice.

Answers: Exercise 2

- Do exercise ‘part E-language
focus’ in work book.

- Prepare Unit 5: Higher
education

1. I read a book that was written
by a friend of mine.

- I read a book written by a
friend of mine.

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on the bus.

3. In the street there were several people who
were waiting for the shop to open.

- In the street there were several people
waiting for the shop to open.

4. Britain imports many cars which that were
made in Japan.

- Britain imports many cars made in Japan.

5. There are a lot of people in your office
who want to talk to you.

- There are a lot of people in your office
wanting to talk to you.

6. The cowboy who had been wounded by an
arrow fell off his horse.

- The cowboy wounded by an arrow fell off
ms horse.

7. Most of the people who were injured in the
crash recovered quickly.

- Most of the people injured in the crash
recovered quickly.

8. John, who wished he hadn't come to the
party, looked anxiously at his watch.

- John, wishing he hadn't come to the party,
looked anxiously at his watch.

9. The children who were playing football in
the schoolyard were my students.

- The children playing football in the
schoolyard were my students.

10. Vietnam exports a lot of rice which is
grown mainly in the south of the country.
- Vietnam exports a lot of rice grown mainly
in the south of the country.

Homework: (2 minutes)
- Assign homework

- Do exercise ‘part E-language focus in
work book.

- A man carrying a lot of money
in a box got on the bus.

3. In the street there were several
people who were waiting for the
shop to open.

- In the street there were several
people waiting for the shop to
open.

4. Britain imports many cars
which that were made in Japan.
- Britain imports many cars made
in Japan.

5. There are a lot of people in
your office who want to talk to
you.

- There are a lot of people in
your office wanting to talk to
you.

6. The cowboy who had been
wounded by an arrow fell off his
horse.

- The cowboy wounded by an
arrow fell off ms horse.

7. Most of the people who were
injured in the crash recovered
quickly.

- Most of the people injured in
the crash recovered quickly.
8. John, who wished he hadn't
come to the party, looked
anxiously at his watch.

- John, wishing he hadn't come
to the party, looked anxiously at
his watch.

9. The children who were
playing football in the
schoolyard were my students.
- The children playing football in

the schoolyard were my students.
10. Vietnam exports a lot of rice
which is grown mainly in the
south of the country.

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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

- Ask students something about the test
yourself B

* Have you prepared it at home?
* Have you got any difficulties?
Test yourself

I. Listening(2.5 points) (10 minutes)
- Present the task: Listen and complete
the table below

- Greeting

- Answer teacher’s
questions

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- Tell students the topic of the table
- Get students to look through the table
- Explain the meaning of new words
- After that turn on the tape of the passage
aloud twice

- Let students fill in the blanks with the
words they have just heard

- Go round the class to control the work
- Then turn on the tape of the passage
the last time for students to check their
results

- Correct mistakes

II. Reading (2.5 points) (10 minutes)

- Present the task: Read the passgae
and fill in each blank with a suitable
word from the box.

- Get students to work in groups,
discuss about the passage

- Go round the class to control the
discussion

- State the best option
- Correct mistakes

III. Grammar(2.5 points) (8 minutes)
- Recall the grammar.

- Giude students how to do
- Give them some newwords:
- Do the first as an example.
- Ask students to to the exercise.
- Call the to to on board.

- Go round the class to control the set’s
activities

- State the keys
- Correct mistakes

- understand the task
- Listen to the tape

carefully

- Fill in the blanks with
the words they’ve just
heard

- Correct mistakes
Keys:

1. sorts of things,
2. learn at all,

3. things for themselves,
4. make them go,

5. a certain age.

- Look at the textbook
and listen to the teacher
then read the passage and
fill in each blank with a
suitable word from the
box.

- Work in groups to
discuss about the passage
- Finish the task

- Compare their results
with the other groups, and

correct.

Keys:

1. Final 6.Qualification
2. requirements 7.Grader
3. when 8.Equivalent
4. courses. 9. Count
5. subjects 10. Who
- Listen to the teacher
- Work in groups to
complete the sentences
- Compare the results
with the other groups
- Correct mistakes
Keys:

1. The widows have been
cleaned

2. A super market is
going to built

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IV. Writing(2.5 points) (7 minutes)
- Giude students how to write

- Give students some models and
structures to writes..

- Ask students to write.

- Call the to to on board.

- Go round the class to control the
students’ activities

- Correct mistakes

Homework (5 minutes)
- Ask students:

+ to study all the lessons again

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 then write.

- Compare the results
with the other groups.
Dear ...

- Correct mistakes

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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.
Organize

( 1 m')

1- Check the student's list

2- Arrange the seats if it's necessary - Monitor gives names of absent
students

II.
Warm-up

(5 m')

- Ask some questions:

1. Do you know when was this school built at
the first time?

2. How many pupils have been taught since 
1999?

- Call some Ss to answer orally,

- Take note the answer on the board and
feedback.

- Instroduce the revision grammar point.

Work in pairs.
- write down the
answers

- give the answers
orally.

- other ss give
remarks on the
answers.

III.
Presentation

(35 m')

A. Grammar :
*) Passive voice.

- T give examples and ask Ss to give remarks.

Ex1: This bike is made of plastic.

Ex2: Her book was read by thousand of students
last year.

Ex3: These rooms have been painted several 
times.

- Ask Ss to give remarks on the form.

1- form.

To be + Past participle (PII)
2- Rules of changing active to passive.
2.1) Subject, object, verb.

Ex1: VietNam exports rice.
-> Rice is exported by
VietNam.

Active: Subject verb obiect
Passive:Subject be + PII by object

- study the

examples and give
remarks on the
form

- buid the form

- study the model

- give explaination
to the rules.

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2.2) Tenses:

Active tenses Passive tenses
- simple present

- simple past
- present
continuous

- past continuous
- present perfect
- past perfect

- S + is/am/are + PII
- S + was/were + PII
- S +is/am/are + being +
PII

- S +was/were+ being +
PII

- S + has/have + been +
PII

- S + had + been + PII
2.3) Modal verbs:( can, could, may, must, 
should…)

S + modal verbs + be + PII

Ex1: Our village may be flooded in the rain 
season.

- study the active
- give the

equivalents to
passive

- write down

- listen to the
teacher,
- take notes

IV.
Summary

(2 m')

- T summarize the content of the lesson.

+ give remarks on the basic rules. - listen and understand

V.
Homework

(2 m')

- Asign homeworks: exercise 1,2,3 page
50(English 12- student book)

- Prepare conditional sientences: Revise the
rules of transformation of active to passive.

- Listen to the
teacher

- Write down the
homework to do at
home.

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.

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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.
Organize

( 1 m')

1- Check the student's list

2- Arrange the seats if it's necessary - Monitor gives names of absent
students

II.
Warm-up

(5 m')

- Ask some questions:

*/ If you were the headmaster, what should 
be done to make our school better?

- Call some Ss to answer orally,

- Take note the answer on the board and
feedback.

- Instroduce the revision grammar point.

Work in pairs.
- write down the
answers

- give the answers
orally.

- other ss give
remarks on the
answers.

III.
Presentation

(35 m')

A. Grammar :
*) Conditional and wish sentence.

1- Conditional sentence;

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.

Ex2: He will get good marks if he studies 
harder.

b.2) Will" can be replaced by " can, may,
must, should)

Ex1: If you feel tired, you can stay at home.

Ex2: We may finish our before noon if we 
start now.

Ex3: If you want a good job, you must work 
hard now.

1.2) Conditional sentence type 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)
b- Use;

b.1) express an unreal condition that can't
happen.

Ex1: If I were a millionaire, I would buy a 
luxury car.

Ex2: What would you do if you won

- study the

examples and give
remarks on the

form

- buid the form

- study the models
- give explaination
to the use.

- write down

- study the model
- give explaination
to the form.

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100.000$?

1.3) 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(past perfect
tense)

S + would have + V(infinitive)
b- Use;

b.1) express an unreal condition in the past
that coundn't happen.

Ex1: If he had studied hard, he would have 
entered an university.

Ex2: We wouldn't have missed the train if we
had got up earlier.

* Notice:

If…not.. = Unless (trõ phi)

Ex1: If he doesn't call her, she will be
unhappy.

-> Unless he call her, she will be unhappy.
2- wish, if only + clause ( giá mà)

2.1) unreal wish at present.

Ex1: I wish my life were better.

Ex2: If only he loved me, I would be the 
happiest woman.

2.2) unreal wish in the past.

Ex1: We wish she hadn't failed the exam.
Ex2: If only you had bought that house, we

would have lived near the city center.

- write down

- study the model
- give explaination
to the form.

- write down

- study the models
- give explaination
to the use.

- write down

- listen to the
teacher,
- take notes

IV.
Summary

(2 m')

- T summarize the content of the lesson.

+ give remarks on the basic rules. - listen and understand

Homework

(2 m')

- Asign homeworks: exercise 1,2,3 page 34
( English 12, workbook)

- Prepare for conditional sientences

- To get ready for the 45 minute-test in the
next period

- Listen to the
teacher

- Get the

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\

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

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.

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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

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

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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

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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 to raise students' interest.

- Tell the class the the differences
between schools (hospitals, houses)
now and the past ten years.

- How do farmers transport their
farming products now and how did
they do ten years ago?

- What make all of these changes?
Before you read : (38 minutes)

- Ask students (to work in pairs) to
open their books, look at the pictures,
and do the tasks that follow.

+ What can you see..?
+ Do you think…?

+ 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 .
- Give some remark if necessary
- Ask students to read the pssage

- now: beautiful buildings,
good facilities,..

past: ….

now: tractors, motorbikes,
…

past: human’s force or
animal’s force.

- the development of
economic.

- Things seen: a village,
farmers, a buffalo, some
huts,…

A poor village, of course
the farmers lead a poor life.
Build a new road, change
the cultivation methods, …

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Home work: (2 minutes)

- Ask the students to read the passage

and prepare the tasks at home - Listen to the teacher- Write down the homework to
do 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:

3. Skills:

- Guessing meaning in context, scanning for specific information and passage
comprehension.

II. Method:

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-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.

- Tell the class the the differences
between schools (hospitals, houses)
now and the past ten years.

- How do farmers transport their
farming products now and how did
they do ten years ago?

- What make all of these changes?
While you read : (30 minutes)

- Ask students to look through the
passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of
new words which appear in the passage
Task 1 : (10 minutes)

- Ask students to read through the text
once to find out some new words,
guess the main idea.

- Explain new words (give the
Vietnamese equivalents), guide the sts
to get the main contents of the reading
text.

- Ask students to work individually in
3 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.

- Give students some more words that
may be new/ unfamiliar to them.

- Guide the students to read the word
in chorus and individually.

Task 2: (10 minutes)

- Ask students to read the passage
again and choose whether the

- now: beautiful buildings,
good facilities,..

past: ….

now: tractors, motorbikes,
…

past: human’s force or
animal’s force.

- the development of
economic.

- Ask some new words if
necessary

- Read through the text find
the new words, try to guess
the meanings of those
words in contexts:

+ National Congresses: Đại
hội toàn quốc

+ renovation (n): i mi

+ under-developed

(pp):áchậm phát triển
+ inflation (n): lạm phát
+ stagnant (adj): trì trƯ
+ government subsidies (n):
sù bao cÊp cđa

chÝnh phñ

+ government commitment
(n): cam kÕt cña

chÝnh phñ
+ dissolve (v): tan r·

+ substantial (adj): lớn lao,
đáng kể

- Get the meaning of some
more words:

+ eliminate (v):….
+ intervention (n):…..

+ Vietnamese Communist
Party

+ measure (n):……
+ promote (v):…..

+ economic reforms (n):…..
+ Land Law

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statements given are true (T) or false
(F).

- Ask them to work individually to do
the task and give the evidence to prove
the keys.

- Move round to make sure that all
students are working and to help them
if necessary.

- Ask some students to report and give
feedback.

Task 3: (10 minutes)

- Ask students to read the passage
again then work in pairs to ask and
answer the suggested questions.

- Walk round the class to give help if
necessary.

- Give suggested words, phrases or

useful suggestions.

- Correct the students’ work.

After you read : (8 minutes)

- Ask students to work in group to scan
the text again.

- Ask them to work in small groups of
three or four to talk about the text
based on the suggested points.

- Encourage them to use their own

- Work individually to read
the text then choose
whether the statements
given are true (T) or false
(F).

- Share the key with other
sts.

1. F 2. F 3. T
4. F 5. T

- Find in the text the
evidence to prove the keys.
- Do the task in pairs:

A: When and by whom was
…?

B: in 1986 by the
Vietnamese Communist
Party

A: What was the aim…?
B: to restructure the
economy of Vietnam, to 
 Raise the living standard
of the people.

A: Name the renovation
measures…?

B: eliminated government
subsidies.

shifted economic
priority…..of export.

reduced state
intervention in business.

open trade
relation…..the world.

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
…..

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words.

- Ask one or two pairs to report.

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.

under-developed –

country and poor people –
production stagnant –
shortage of schools,
hospitals – inflation.

Renovation measures:

eliminated government

subsidies - shifted

economic priority…..of
export - reduced state
intervention in business 
-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.

The 44th Period

Date: 10/ 11/ 2009
Grade 12

Theme: economic reforms
Unit 7

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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 measures has apparently
changed the social and people’s lives
positively.

Pre-speaking : (12 minutes)
Task 1

- Explain the requirements clearly in
English “in your textbook, there are

four pictures. Now, what I would like
you to do is to look at them carefully
and say what they are about”

- Ask students to work in pairs to
discus the three questions and find the
answers.

- Correct the students’ work and give
remark.

While-speaking : (15 minutes)
Task 2

- Explain the requirements “The

country of Fantasia started its overall

Listen and give one’s
own ideas or story if
being asked.

- Work in pairs to discus
the three questions and
find the answers.

A: What does each pair
of picture tell you?

B: It tells us the contrast
between the present
 and past situations.
A: What changes can you

see in each pair of…?
B: The new school and
factory are much bigger
 and more beautiful
than the old ones.

A: What do you think
…..to achieve these…?
B: They must have taken
some renovation

measures.

- Correct the answers
oneself.

Group 1: Education

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reforms…”.

- Divide the class into groups, asks
each group to discus a section:
Education Health
care

Agriculture

- Guide the students how to speak by
giving them useful suggestions:

+ They have………… so ……..
+ Due to the ………

+ Thanks to the………..
+ By applying……….

- Walk round from group to group to
give help if necessary.

- Encourage students to speak out what
they think even a phrase or a singular
word.

Post-speaking : (10 minutes)
Task 3

- Ask students to work individually to
summarize what they’ve discussed in
their own words.

- Move round to check the activities
and to make sure that students are
working effectively.

- Ask one or two students to report in
front of the whole class.

- Check and give remarks.

Fantasia has changed the

curriculum and

textbooks.

S2: They also provided
schools with more
equipment and facilities.
S3: They build more
schools and raised the
teachers salaries.’

S1: It is obvious that
they……

Group 2: Health care

S1: Many hospitals have
been built as well as the
doctors and nurses’ ’

salaries have been
raised.

S2: Due to the

government s’ policy,

many more highly
qualified doctors have

worked to improve the
people s health.’

Group 3: Agriculture

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
Fantasia has changed the

curriculum and

textbooks. They also
provided schools with
more equipment and
facilities. They build
more schools and raised
the teachers salaries’ …

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Homework: (3 minutes)

Name some measures we’ve made to
promote our economic system.

work more efficiently,
and they have built more
dykes and damps,
irrigation and drainage
systems. They ve also’

applied new and

advanced farming

techniques, more

facilities and equipment.
They use fertilizers,

pesticides and

insecticides to protect
their crops.

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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.
Before you listen: (7 minutes)

- Ask students to work in pairs to ask
and answer the given questions.

- Guide the students to answer if
necessary.

- Give further information.

- Explain the words that will appear in
the listening text.

- Ask students to read in chorus then
individually.

While you listen: (20 minutes)

- Listen to the teacher.
- Work in pairs:

S1: Should drug-taking
be banned?

S2: Yes, because it brings
the users many harm on
not only their physical
but also mental health.
S1: Drug-taking is totally
a social evil.

- Listen and repeat:

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Task 1:

Ask students to read the statement at
least once first.

Ask them to guess the answers

Play the tape once then check how
many answers can students find.

Play the tape again.
Check and give remarks.

Call some students to say out their
answers and the evidences they get to
prove their answers.

Task 2:

- Ask them to guess the answers.

Play the tape once then check how
many answers can students find.

Play the tape again.
Check and give remarks.

- Call some students to say out their
answers and the evidences they get to
prove their answers

After you listen: (10 minutes)

- In group, ask students to discus the
guided question, find the answer.

- Move around to help if necessary.
- Give remarks or even suggestions.

- Read the statement
once to get the main
contents.

Listen to the tape and do
the task.

Find evidences to each of
the answers.

Represent if being asked.
Keys: 1. F, 2.F, 3. T, 4.

T, 5. F, 6. F, 7. T, 8.
T, 9. F

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

- Read the questions
once to get the main
contents.

Listen to the tape and do
the task.

Find evidences to each of
the answers.

Represent if being asked.

1. They discovered a
plant containing a
powerful drug.

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

Government of

Tango……?

S2: I don t agree with’

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drug-Homework: (3 minutes)

- Imagine you are an MP of Tango
what would you do to solve the

problem.

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.

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:

- 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:

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- Free talk about the changes in one’s
home village during the renovation
process.

Pre-writing: (10 minutes)

- Explain as clearly as possible the
requirements “The table below

presents the results the

Government…..”.

- Give clear task to students.

While-writing: (18 minutes)
Task 1

Ask students to look at Task 1.

In pairs, ask students to ask and
answer the questions.

Move around to give help.
Check and give remarks.

Task 2

- Explain the requirements: Writing a
report.

+ The economic situation of Tango
before 1980.

+ The measures taken by the
Government and the people of Tango
overcome the problems.

+ The achievement ( as presented in
the table) they have made as a result of
the reform.

- Ask students to work in groups to
write report.

- Walk round to give help if necessary.

Do as required.

Exchange the ideas with
others.

Listen to the teacher.
Get the task.

Work in pairs to do the
task.

S1: What was the
economic 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.

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Post-writing: (10 minutes)

- Ask some groups to represent their
work, ask other to give remark.

- Choose some good writing to read in
class and give remark.

Homework: (2 minutes)

- Ask students to rewrite the task at
home and preapare part Language
Focus at home.

After all, they have
received greater and
greater achievements….

Compare the result to the
other groups.

Listen to the teacher’s
explanations.

Exchange the writing to
other groups to check and
give remarks.

- Represent the task on
board if being asked.
Read the writing to get
others’ remarks.

The Government and the
people of Tango started
their overall economic
reform in the mid 1970s.
Before that time the
economy of the country
was in ruins………. .
The Government of Tango
has taken a lot of
measures in order to
promote the national
economy such as……. .
Despite all difficulties,
the people of Tango ….. .

After all, they have
received greater and
greater achievements….

Do as the teacher asked.

- Listen to the teacher and
write down homework.

The 47th period

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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.
2. Pronunciation: ( 15 minutes)

- Explain the way to use strong form
(emphasis, positive, stressed cases ),
weak form (interrogative, unstressed
cases)

- Help students to know the
pronunciation.

- Practice:

A: Can you speak English?
B: Yes, I can.

A: Must we go now?
B: I think we must.

A: Have you met Quang?
B: Yes, I have

A: Has she gone?
B: Yes, she has.
A: Shall we go now?
B: I think we ought to.

A: Will you come tomorrow?
B: Yes, I will.

A: Do you really have time for it?
B: Yes, I do.

3. Grammar and vocabulary: ( 23
minutes)

- Explain once again the “Clause of
concession”.

Though

Although S + V, S + V
Even though

- Listen to the teacher.
Get the teacher’s

explanation.

Can /kæn/

(str) /kən/ (w)

Could /kud/

Must /mst/

(str) /məst/ (w)

Have /hæv/
Has /hæs/
Do /du/
Does /dz/

Is /iz/
Am / æ m/
Will /wil/
Shall /∫æl/

Practice reading in chorus
or individually.

Exercise1:

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Guide the students how to do the
exercises.

Divide the class into groups, ask them
to do the exercises.

- Walk round to give help if
necessary.

Correct the students’ work if
necessary.

4. Homework: (2 minutes)

- Ask students to revise the strong
form and weak form of auxiliaries, the
use of clause of concession, and
prepare Unit 8. Part: Reading

everything carefully, a lot
of things went wrong.
Even though/ Although
the doctor has advised
him to quit, Bob (still)….
Although it was cold and
rainy, we managed to go
to class in time.

Although Luong has
studied English only for
six months, he can …….
I didn t go to bed early’

although I was …

Exercise 2:

Although I was very tired
Although I had never
seen her before

although it was pretty
cold

although we don t like’

them very much

Although I didn t speak’

the language

Although the heat was on
although I d met her’

twice before

although we have known
……..

Exercise 2:

we forget many things

they were very happy
he could speak/ read the
language…

Although he had revised
everything…

it is pretty cold/ there
hasn t been’ ….

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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
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

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- Introduce the new lesson to the
students.

Before you read : (7 minutes)

- Ask students to look at the picture

ask and answer the questions.

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 idea.

- Explain new words (give the
Vietnamese equivalents), guide the sts
to get the main contents of the reading
text.

- Ask students to work individually in
3 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.

- Give students some more words that
may be new/ unfamiliar to them.

- Guide the students to read the word
in chorus and individually.

Task 2: (4 minutes)

- Ask students to read the passage
again then work in pairs to ask and
answer the suggested questions.

- Walk round the class to give help if
necessary.

- Give suggested words, phrases or
useful suggestions.

- Correct the students’ work.

- Look at the picture, listen
to the teacher then ask and
answer the questions in the
book.

- Work in pairs.

- Listen to the teacher then
read the passages

- Ask some new words if
necessary

- Work individually to read
the text then choose the the
words and phrases in the
passage:

- Share the key with other
students:

Keys

1. Pessimists
2. optimists

3. economic depression
4. terroism

5. wiped out
6. Space shuttle

- Listen to the teacher then
do the task.

- Works in pais:
 Keys:

1 - Many large corporations
will be wiped out and

millions of jobs will be lost.
2 - The security of the earth
will be threatened by
terrosist groups will
become more powerful and
more dangerous.

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Task 3: (6 minutes)

- Ask students to read the questions
carefully.

- Ask students to read through the
passage again.

- Ask the class to do .

- Call some students to give the
answers.

- Ask others students to correct.
- Give the true answers

After you read : (8 minutes)

- Ask students to work in group to scan
the text again.

- Ask them to work in small groups of
three or four to discuss the Advantages

and disadvantages of Robots

- Encourage them to use their own
words.

- Ask some students to report.
Home work: (2 minutes)

- Review the reading and prepare the
speaking at home.

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 and phrases in the
passage:

- Share the key with other
students:

Keys:

- Work: Factories,

offices….

- Travel: Cars,
space-shuttle, petrol, ….

- Listen to the teacher then
do the task.

- Some students stand up to
report their discussions.
- Work in groups

- Listen to the teacher

- Write down the homework to
do at home.

The 49th Period

Date:18/ 11/ 2009
Grade 12

Theme: life in the future 
Unit 8

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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 measures has apparently
changed the social and people’s lives
positively.

Pre-speaking : (12 minutes)

Task 1

- Guide students how to practise.
- Ask students to work individual.
- Walk around and help them.
- Call students to say.

- Correct their mistakes.

While-speaking : (15 minutes)
Task 2

- Guide students how to practise.
- Ask students to work in pairs.

- Help the students with new
structures.

- Walk around and help them.

- Call some student to stand up and
report before the class.

- Correct their mistakes.

Listen and give one’s
own ideas or story if
being asked.

- Pair work.

- Practice answering the
toppic:

By the end of the 21st,
chinese astronaunts ……
………

By the end of the 21st, a
new moon city will have
been opened….

………

- Listen to the teacher
then practise.

- Workin pairs.
Ex:

I think it is likely that by
the end of the 21st century
…………

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Post-speaking : (10 minutes)
Task 3

- Guide students how to practise.
- Ask students to work in gruops
- Call some pairs of student to stand up

and practise.

- Correct their mistakes.

Homework: (3 minutes)

- Ask the students to prepare the
listening at home.

………

- Free practices

- The students who are
called stand up to talk to
the class about their
ideas.

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

The 50th period

Date: 22/ 11/ 2009
Grade 12

Theme: life in the future
Unit 8

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 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:

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

- A story about age.

Before-listening: (7 minutes)
Before you listen:

- Ask students to look at the book and
answer the question in the book.

- Let them work in pairs.
- Listen and correct for them.
Listen and repeat

- Turn on the tape and ask students to
listen

- Let students listen again and repeat.
- Write some words on board and ask
students to read them aloud.

- Correct.

While-listening: (20 minutes)
Task 1:

Ask students to read the statement at
least once first.

Ask them to guess the answers

Play the tape once then check how
many answers can students find.

Play the tape again.
Check and give remarks.

Call some students to say out their
answers and the evidences they get to
prove their answers.

Task 2:

- Ask them to guess the answers.

Play the tape once then check how
many answers can students find.

Play the tape again.
Check and give remarks.

- Call some students to say out their
answers and the evidences they get to
prove their answers.

- Let students work inpairs.

- Listen to the teacher.
Before you listen:
- Look at the book.
- Listen to the teacher.
- Ask and answer the
question in the book.
- Work in pairs.

- Listen and repeat.
- Preactise in pairs

- Read the new words
aloud in chorus then in
devidual.

- Read the statement
once to get the main
contents.

Listen to the tape and do
the task.

Find evidences to each of
the answers.

Represent if being asked.
Keys: 1. F, 2.F, 3. F, 4.

T, 5. T.

- Listen to the teacher’s

explanation then correct
the answers onself.

- Read the questions
once to get the main
contents.

Listen to the tape and do
the task.

Find evidences to each of
the answers.

Represent if being asked.

1. Eating more healthily
food, cutting down on
things like butter, alcohol
and cigarettes.

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After-listening: (10 minutes)

- In group, ask students to discus the
guided question, find the answer.

- Move around to help if necessary.
- Give remarks or even suggestions.

Homework: (3 minutes)

- Ask students write things to do to
have a healthy and long life, and
prepare part writing at home.

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 having a very long life.
Example:

Advantages:

- Do many things they
want to 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.
-Listen to the teacher and
write down homework to
do at home.

The 51st period

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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
Warm-up: (5 minutes)

- Free talk about the life in the future.
Pre-writing: (10 minutes)

Task 1

- Ask student to read the request of

task one and translate.

- Explain them how to do the task
- give students the structures:
- guide them some new words.
- Walk around and help them.

- Call some to stand up and answer the
questions

- Corect.

Do as required.

Exchange the ideas with
others.

- Listen to teacher.
- Write down
- Do on board.
- Report.
Ex:

+ conflict (n)
+ harmony (n)
+ materialistic (a).
Answer:

+ 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

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While-writing: (18 minutes)
Task 2

- Ask student to read the request of
task two.

- Explain them how to do the task
- guide them to write.

- Walk around and help them.
- Call one to do on board.
- Corect.

Post-writing: (10 minutes)

- Ask some groups to represent their

work, ask other to give remark.

- Choose some good writing to read in
class and give remark.

Homework: (2 minutes)

- Ask students to rewrite the task at
home and preapare part Language
Focus at home.

loving

- Listen to the teacher.
- discuss and write down.
- work in groups.

- Compare the result to
the other groups.

- Listen to the teacher’s
explanations.

- Exchange the writing to
other groups to check and
give remarks.

- Represent the task on
board if being asked.
Read the writing to get

others’ remarks.

- Do as the teacher asked.
- Listen to the teacher and
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:

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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.
2. Pronunciation: ( 15 minutes)

_ play the tape and asks students to
listen to the sounds listed in their
books.

_ asks students to listen to the tape
then repeat the words in chorus.

_ asks students to repeat the words
individually.

_ correct their pronunciation if
necessary.

_ asks students to read the sentences
suggested individually.

_ can read the sentences first and
notice the sounds in words.

_ asks some students to read the
sentences aloud.

_ asks others to give comments then
correct their pronunciation if
necessary.

3. Grammar: ( 23 minutes)
Exercise1:

_ explains how to change direct speech
into reported speech with gerund
briefly then give some examples to
illustrate and asks students to work in
pairs to do the exercise suggested.
_ asks students to discuss the answers
with their friends.

_ asks some of the students to do the
exercise orally.

_ asks others to give comments.

_ gives the suggested answers if
necessary.

Exercise 2:

- Listen to the teacher.
Get the teacher’s
explanation.

_ listen to the sounds
listed in their books.
_ listen to the tape then
repeat the words in
chorus.

_ some individuals repeat
the words.

_ listen to the teacher’s
correction.

_ read the sentences
suggested individually.

_ listen to the teacher’s
explanation.

_ work in pairs. Do the
exercise given in the
textbooks.

_ discuss the answers
with their friends then
correct the mistakes
themselves.

_ discuss the answers
with their friends.

_ some of the students to
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,
6.in, 7.about, 8.for,

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_ explains the example carefully.

_ asks students to work in pairs to do
the exercise suggested.

_ asks students to discuss the answers
with their friends.

_ asks some of the students to do the
exercise orally.

_ asks others to give comments.

_ gives the suggested answers if
necessary.

4. Homework: (2 minutes)

- Ask students to revise the strong
form and weak form of auxiliaries, the
use of prepositions and articles, redo
all the exercises and prepare Test
yourself C at home.

_ notice the teacher’s
explanation.

_ work in pairs. Do the
exercise given in the
textbooks.

_ discuss the answers
with their friends then
correct the mistakes
themselves.

_ some of the students to
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 Ø.the, 10.
Ø,a.

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

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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

- Ask students something about the test
yourself C

* Have you prepared it at home?
* Have you got any difficulties?
Test yourself

I. Listening(2.5 points) (10 minutes)
- Present the task: Listen and complete
the table below

- Tell students the topic of the table
- Get students to look through the table
- Explain the meaning of new words
- After that turn on the tape of the passage
aloud twice

- Let students fill in the blanks with the
words they have just heard

- Go round the class to control the work
- Then turn on the tape of the passage
the last time for students to check their
results

- Correct mistakes

II. Reading (2.5 points) (10 minutes)
- Present the task: Read the passgae
and choose the statements are True or
False.

- Get students to work in groups,
discuss about the passage

- Go round the class to control the
discussion

- State the best option
- Correct mistakes

III. Grammar(2.5 points) (8 minutes)
- Recall the grammar of articals.

- Greeting

- Answer teacher’s
questions

- Look at the book and
listen to the task

- understand the task
- Listen to the tape
carefully

- Fill in the blanks with
the words they’ve just
heard

- Correct mistakes
Keys:

1.B, 2. C, 3. A, 4. B, 5. C.

- Look at the textbook
and listen to the teacher
then read the passage and
choose the statements are
True or False.

- Work in groups to
discuss about the passage
- Finish the task

- Compare their results
with the other groups, and
correct.

Keys:

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- Giude students how to do
- Give them some newwords:
- Do the first as an example.
- Ask students to to the exercise.
- Call the to to on board.

- Go round the class to control the set’s
activities

- State the keys
- Correct mistakes

IV. Writing(2.5 points) (7 minutes)
- Giude students how to write

- Give students some models and
structures to writes..

- Ask students to write.
- Call the to to on board.

- Go round the class to control the
students’ activities

- Correct mistakes

Homework (5 minutes)
- Ask students:

+ to study all the lessons again

- Listen to the teacher
- Work in groups to
complete the sentences
- Compare the results
with the other groups
- Correct mistakes
Keys:

1. The, 2. An, 3. Ø
4. The, 5. A, 6.
Ø.

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.

- Listen to the teacher
carefully.

- Work in groups or in
pairs then write.

- Compare the results
with the other groups.
- Correct mistakes

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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.
Organize

( 1 m')

1- Check the student's list

2- Arrange the seats if it's necessary - Monitor gives names of absent
students

II.
Warm-up

(5 m')

*Rewrite these sentences in reported

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III.
Presentation

(35 m')

- Ask Ss to do in 2 minutes

1. " I love my parents very much" Jane said.
Jane said………
2. " I am going to work in Ha Noi next
month". Peter said.

Peter said he……….

- Ask Ss to pay attention to the examples and
give remarks the indirect speech .

1. Tense?

2. Pronouns? ( personal, possessive, 
demonstrative)

3. Adverbs? ( place, time)
A. Grammar :Reported speech

- T give examples and ask Ss to give remarks.

I) We change the tenses of the verb if 
reported verb is simple past.

1, Reported speech: statement

Ex1: He said, "I have just bought a laptop
today."

-> He said (that) he had bought a laptop
that day.

Ex2: They said, " We are having a party for
our victory tomrrow."

-> They said they were having a party for
their victory the following day.

+ What are the changes needed?

The needed changes are: Tense, pronouns, 
adverbs

2, Reported speech: questions 
Basic rule :

S + asked + (O) + if /whether + S+ V....
S + asked + (O)+ W/ H... + S + V...

Ex1: “ Have you seen this film ?” Tom said. ->

He asked me if / whether I had seen that film.
Ex2: “ Where is the post office ? “ Jane said.
-> She asked me where the post office was.

3, Command and request
S +

told/asked/ordered/reminded/warned... + 
O + ( not ) + to + V....

Ex1" “ Keep silent!” He said. -> He told us to
keep silent.

Ex2: “ Don’t come late!” Peter said. -> He
asked us not to come late.

Ex3: " don't touch that machine. It's

dangerous." She said. -> She warned me not
to touch that machine as it was dangerous.

-Give notes : Special cases:

II) We don t change the ’ tenses of the verb in 
indirect speech in the following cases:

- Present on the
board.

- discuss and correct

* Expected answers:
1. Jane said she
loved her parents
very much.

2. Peter said he was
going to work in
HaNoi the month
after.

- feedback and take
notes

- rewrite and correct
- Give remarks on
the changes of
reported speech
- Listen to the
teacher's explaining
and note down.

- Listen and write
down the rules.
- rewrite and correct
the sentences.

- Give remarks on
the changes of
reported speech
- Listen to the

teacher's explaining
and note down.
- Listen and write
down the rules.
- rewrite and correct
the sentences.

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1. An action happened at exact time .

“ I was born in 1998 “ -> He said he was born
in 1998.

2. Conditional sentences ( types 2, 3 ).

- “ If I were you, I wouldn’t do that.”-> He said
if he were me, he would not do that.

3. Past subjunctives ( wish- clause; as if...)
-“ I wish I were a boy, “Mary said.-> Mary said
she wished she were a boy.

4, could , would , should, might, used to, ought
to, would rather, had better,....

- “ You had better not contact her,” he said to
me.

-> He said to me I had better not contact to her.
5, general truths.

- “ The sun rises in the east.” -> He said the
sun rises in the east.

- Listen and write
down the rules.
- rewrite and correct
the sentences.

- Listen to the
teacher's explaining
and note down.

IV.
Summary

(2 m')

- T summarize the content of the lesson.

+ give remarks on the basic rules. - listen and understand

V.
Homework

(2 m')

- Asign homeworks: exercise 1,2 page
38(English 12- student book) exercise 2,3,4
page 22 ( English 12, workbook)

- Prepare for passive voice and conditional
sientences: Revise the rules of
transformation of active to passive.

- Listen to the
teacher

- Write down the
homework to do at
home.

The 55th period

Date: 10/ 12/ 2009
Grade 12

Review for the first term- GRADE 12

Lesson 2 Relative clauses, adverb clause of contrast–

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A. Objectives;

1- Knowledge: By the end of the lesson students will be able to;
- use relative clauses and adverb clause of contrast accurately.

3- Skills:

- Remembering the use of relative clauses and adverb clause of
contrast.

4- Education:

- aware of the similarities of Vietnamese and English language
through complex sentences.

B.Teaching aids;

1.Teacher: - Method: mainly communicative approach.

- Materials: helping board, textbook, handouts.

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.
Organize

( 1 m')

1- Check the student's list

2- Arrange the seats if it's necessary - Monitor gives names of absent

students

II.
Warm-up

(5 m')

Gap-filling
- Ask Ss to do the task in pairs.

1, I really like the book … is writen by To 
Hoai.

2, The child… you saw at the party is 
Hellen's son.

3, I have been to the village… my parents 
used to live.

- Ask Ss to give the answer and explain the
use of relative pronouns.

- lead Ss to the new lesson.

- work in pairs
- give the answers
orally

- explain the use of
relative pronouns.

III.
Presentation

(35 m')

A- Grammar.
I. Relative clauses.

1) Relative pronouns, relative averbs.
- Ask Ss to fill in the blanks with suitable
relative pronouns, relative adverbs.

Relative pronouns

1. The boy… sits behind me can speak 
Spanish.

2. The man… Jane loves is a film actor.
3. People… houses were damaged in the 
flood will receice 100$ from Government.
4. I like the the house… situated on the left 
bank of Huong river.

Relative adverbs

1. I can't remember the place… I left my 
keys.

2. Do you remember the day... the festival

start?

3. I don't know the reason … he refused my
help.

- work in groups of
4

- give the answers
orally

- explain the use of
relative pronouns.
1. "Who, whom,
whose, that" are
used to modify
man

2. "Which, that"
are used to modify
things.

3. "where" is used
to modify adverb
of places.

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- Call some groups to give explainations to
the use of each relative of pronouns, relative
of adverb.

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 saw the 
accident.

2. The car which 
Peter bought last 
week is made in 
USA.

3. The town where 
we used to live is 
very quiet and 
peaceful.

1. Shakespeare, who
wrote Romeo and 
Juliet, died in 1616.
2. David's house, 
which was built last 
year, is designed by 
a French architect.
3. These horses, 
which are expensive,
are mine.

- 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-

A dverb 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, 
eventhough

2. While, whereas
3. yet

1. mặc dù
2. trong khi
3. tuy nhiên

1. He didn't receive anything … he worked 
hard.

2. …. She had to do housework, her sister 
didn

't have to.

3. Some children like apple … others hate it.
4. He studied hard for the exam, … he failed 
again.

- Feedback, explain the use of adverb clause 
of contrast.

2- Noun- phrase of contrast.

+ In spite of + Noun/Pronoun ( mỈc dï)
+ Despite + Noun/Pronoun ( mỈc dï)
- Gives some examples

Ex1: In spite of bad weather, we managed to 
build the bridge.

of time.

- Study the
examples and
discuss the use
- explain orally in
front of the class.
- other groups give
remarks.

- listen to the
teacher's feedback
and notedown

- Study the
examples and
discuss the use
- explain orally in
front of the class.
- other groups give
remarks.

- listen to the
teacher's feedback
and notedown

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Ex2: Despite of working hard, he earned a 
little money.

IV.
Summary

(2 m')

- T summarize the content of the lesson.
+ give remarks on the basic use of relative
clauses.

- listen and
understand

V.
Homework

(2 m')

- Asign homeworks: exercise 1,2 page
70-1,2 page 82 (English 12- student book)
exercise 4 page 41 - 2,3 page 47 ( English 12,
workbook)

- Prepare for the examination of the first
term.

- Listen to the
teacher

- Write down the
homework to do at
home.

The 56th period

Date: 16/ 12/ 2009
Grade 12

THE FIRST TERM TEST

SỞ GIÁO DỤC - ĐÀO TẠO

THÁI BÌNH ĐỀ KIỂM TRA CHẤT LƯỢNG HỌC KÌ I NĂM HỌC 2009-2010

MÔN:TIẾNG ANH 12

Thời gian làm bài: 60 phút; Học sinh làm bài vào Phiếu trả lời trắc nghiệm

Mã đề 135

(Đề gồm 02 trang)

I. Phonetics.

A. Pick out the word that has the stress pattern different from that of the other words:

Question 1: A. tertiary B. instance C. politics D. contractual
Question 2: A. subsidy B. industry C. introduce D. dominate

B. Choose the word whose underlined part is pronounced differently from the rest:

Question 3: A. confidence B. sociology C. priority D. signal
Question 4: A. express B. pessimist C. congress D. dissolve

Question 5: A. illegal B. reference C. parallel D. renovation
II. Grammar and vocabulary: Choose the best answer to complete each sentence.

Question 6: Before the interview, you have to send a letter of application and your rÐsumÐ to the company. The word rÐsumÐ is

closest in meaning to

A. photograph B. curriculum vitae C. recommendation D. reference
Question 7: Sue : “You are a great dancer. I wish I could 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: “_________.”

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

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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.
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.

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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 --

---The 57th period

Date: 20/ 12/ 2009

THE FIRST TERM TEST FEEDBACK 
Aims: Correct and explain to the students about the test.

SỞ GIÁO DỤC - ĐÀO TẠO

THÁI BÌNH ĐỀ KIỂM TRA CHẤT LƯỢNG HỌC KÌ I NĂM HỌC 2009-2010

MÔN:TIẾNG ANH 12

Thời gian làm bài: 60 phút; Học sinh làm bài vào Phiếu trả lời trắc nghiệm

Mã đề 135

(Đề gồm 02 trang)

I. Phonetics.

A. Pick out the word that has the stress pattern different from that of the other words:

Question 1: A. tertiary B. instance C. politics D. contractual

Question 2: A. subsidy B. industry C. introduce D. dominate

B. Choose the word whose underlined part is pronounced differently from the rest:

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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. I'm fine, thanks B. Not at all

C. I don’t think so, too D. You’ve got to be kidding! I thought it was terrible

Question 8: Mary didn’t remember _________ I had told her the day before.

A. of which B. which C. what D. that

Question 9: By the time I ______back next year, I think, you _____ me.

A. am / will have forgotten B. will be / will have forgotten C. am / will be forgetting D. will be/ will forget

Question 10: Williams is working ___an export company. He intends to apply ___another job because he is not satisfied ___the salary.

A. for / for / with B. in / on / at C. at / out / into D. from/ on/ for
Question 11: Sorry, I can’t stop now. I _____ to an important meting.

A. am going to go B. am going C. go D. will go

Question 12: You can use my phone if yours __________.

A. won't work B. doesn't work C. won't be worked D. isn't worked
Question 13: Peter: “Thanks a lot for your wonderful gift.” – Mary: “____________”

A. You are welcome B. Please C. Welcomed D. Thank you
Question 14: Let’s go to Smith’s, _______ we can have a drink before the soccer game starts.

A. where B. which C. who D. whom

Question 15: There are several places where residents face the threat of _______ every day.

A. terrorize B. terrorist C. terror D. terrorism

Question 16: Mary: “That’s a very nice skirt you’re wearing.”- Julia: “_________.”

A. That’s all right B. That’s nice C. I like it D. I’m glad you like it
Question 17: The GCSE stands for __________.

A. 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 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

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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.

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.

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 ________.

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 Mã đề

135

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2 C

3 C

4 D

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

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49 C

50 B

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 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.

- Listen to teacher.

- Look at the picture, listen
to the teacher then ask and
answer the questions in the
book.

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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 idea.

- Explain new words (give the
Vietnamese equivalents), guide the sts
to get the main contents of the reading
text.

- Ask students to work individually in
3 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.

- Give students some more words that
may be new/ unfamiliar to them.

- Guide the students to read the word
in chorus and individually.

Task 2: (4 minutes)

- Ask students to read the passage
again then work in pairs to choose the
statements are true or false.

- Walk round the class to give help if
necessary.

- Give suggested words, phrases or
useful suggestions.

- Correct the students’ work.
Task 3: (6 minutes)

- Ask students to read the questions
carefully.

- Ask students to read through the
passage again.

- Ask the class to do .

- Call some students to give the
answers.

- Ask others students to correct.

- Give the true answers

- Listen to the teacher then
read the passages

- Ask some new words if
necessary

- Work individually to read
the text then choose the the
words and phrases in the
passage:

- Share the key with other
students:

Keys:

1. Kéo dài, căng ra

2. Có cát,

3. Trc lng trờn khụng
4. Hội địa lý hồng gia
Austra

5. Thỉ d©n Australia

6. Cồn cát, đụn cát
7. độ dốc, dốc thoai thoải

8. Dốc đứng, dốc ngợc
9. Gò, ng

10. nh (gũ/ng)

11. Cỏ lá nhỏ mọc trên xa
mạc

- Listen to the teacher then
do the task.

- Works in pais:
 Keys:

1. F, 2. F, 3. T,
4. F, 5. F, 6. T.

- Work individually to read
the text then answer the
questions:

- Share the key with other
students:

Keys:

1. They are Great Victoria
Deserts, Gibbon….

2. It lies between Lake Eyre

in the south, the….

3. In 1845.

4. He was the President of
the South….

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After you read : (8 minutes)
- Ask student to read the story.

Ask them for the humour of the story.
Explain.

Home work: (2 minutes)

- Review the reading and prepare the
speaking at home.

the desert.

6. In thwe western part,
they are short, mostly ….
7. Two. They are hummock
grasses and spinifex

- Read the story then
answer.

- Work in groups
- Listen to the teacher

- Write down the homework to
do 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:

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- Explaining why some thing should be brought along while going across a
desert.

II. Method:

- Integrated, mainly communicative.
III. Teaching aids:

- Board, chalks, textbook, handouts.
IV. Procedure:

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

- Ask students about the deserts of
Australia.

Pre-speaking : (12 minutes)
Task 1

- Guide students how to practise.
- Ask students to work in pairs.
- Explaining some new worrds.
- Walk around and help them.
- Call students to say.

- Correct their mistakes.

While-speaking : (15 minutes)
Task 2

- Guide students how to practise.
- Ask students to work in pairs.

- Help the students with new
structures.

- Walk around and help them.

- Call some student to stand up and
report before the class.

- Correct their mistakes.
Post-speaking : (10 minutes)
Task 3

- Guide students how to practise.
- Ask students to work in groups

- Call some pairs of student to stand up
and practise.

- Correct their mistakes.
Homework: (3 minutes)

- Ask the students to prepare the
listening at home.

- Answer teacher's
question.

- Pair work.

- Practice answering the
toppic:

I think banana can’t exit
in desirt because it is
tropical plant but it is vey
hot in desert …..………
I think ….

- Listen to the teacher and
do the task.

Ex:

A. I think the climate in
desert is very rude. There
is very little rain and it is
always very hot….

I think ……..

………

- Free practices

- The students who are
called stand up to talk to

the class about their
ideas.

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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

Before-listening: (7 minutes)
Before you listen:

- Ask students to look at the book and
answer the question in the book.

- Let them work in pairs.
- Listen and correct for them.
Listen and repeat

- Turn on the tape and ask students to
listen

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- Let students listen again and repeat.
- Write some words on board and ask
students to read them aloud.

- Correct.

While-listening: (25 minutes)
Task 1:

Ask students to read the statement at
least once first.

Ask them to guess the answers

Play the tape once then check how
many answers can students find.

Play the tape again.
Check and give remarks.

Call some students to say out their
answers and the evidences they get to
prove their answers.

Task 2:

- Ask them to guess the answers.

Play the tape once then check how
many answers can students find.

Play the tape again.
Check and give remarks.

- Call some students to say out their
answers and the evidences they get to
prove their answers.

- Let students work inpairs.

Task 3:

- Ask students to read the question
quickly.

- Guide students the how to do the
task.

- let student listen one or twice times.
- Ask students to stand up and speak
their answers.

- Correct.

- Read the new words
aloud in chorus then in
devidual.

- Read the statement
once to get the main
contents.

Listen to the tape and do
the task.

Find evidences to each of
the answers.

Represent if being asked.
Keys: 1.T, 2.F, 3.T,

4.F, 5. T.

- Listen to the teacher’s

explanation then correct
the answers onself.

- Read the questions
once to get the main
contents.

Listen to the tape and do
the task.

Find evidences to each of
the answers.

Represent if being asked.
Listen then answer.
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 get the main contents.
Listen to the tape and do
the task.

Find evidences to each of
the answers.

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After-listening: (7 minutes)

- Ask students to discus the guided
question, find the answer then write
about deserts.

- Let them work in groups

- Move around to help if necessary.
- Give remarks or even suggestions.
Homework: (3 minutes)

- Ask students write things to do to
have a healthy and long life, and
prepare part writing at home.

Listen then answer.
Keys:

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

- Listen to the teacher’s
explanation then correct
the answers oneself.
- In groups, discuss the
guided questions and
write about the deserts to
correct oneself.

-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.

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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

Pre-writing: (10 minutes)

- Ask student to read the request of
task one and translate.

- Explain them how to do the task
- give students the structures:
- guide them some new words.
- Walk around and help them.
- Corect.

While-writing: (20 minutes)

- Ask student to read the request of the
writing.

- Explain them how to do the task
- guide them to write.

- Walk around and help them.
- Call one to do on board.
- Corect.

Post-writing: (10 minutes)

- Ask some groups to represent their
work, ask other to give remark.

- Choose some good writing to read in
class and give remark.

Homework: (2 minutes)

- Ask students to rewrite the task at
home and preapare part Language
Focus at home.

- Listen to the teacher.
- Listen to the teacher.
- Try to understand the
new words and phrases in
the table.

- Work in groups.

- Ask the teacher about
the words or phrases if
can't understand.

- Listen to the teacher.
- discuss and write down.
- work in groups.

- Compare the result to
the other groups.

Ex:

The Sahara is the largest
desert in the world. It is
located in the Northern
Africa. The desert
extends from…….

- 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.

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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.
2. Pronunciation: ( 15 minutes)

_ play the tape and asks students to
listen to the sounds listed in their
books.

- Listen to the teacher.
Get the teacher’s
explanation.

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_ asks students to listen to the tape
then repeat the words in chorus.

_ asks students to repeat the words
individually.

_ correct their pronunciation if
necessary.

_ asks students to read the sentences
suggested individually.

_ can read the sentences first and
notice the sounds in words.

_ asks some students to read the
sentences aloud.

_ asks others to give comments then
correct their pronunciation if
necessary.

3. Grammar: ( 25 minutes)
Exercise1:

- Giude students how to do
- Do the first as an example.
- Ask students to to the exercise.
- Call the to to on board.

- go round to help students if necessary
- Explain and correct.

Exercise 2:

_ explains the example carefully.

_ asks students to work in pairs to do
the exercise suggested.

_ asks students to discuss the answers
with their friends.

_ asks some of the students to do the
exercise orally.

_ asks others to give comments.

_ gives the suggested answers if
necessary.

_ Listen to the tape then
repeat the words in
chorus.

_ Some individuals repeat
the words.

_ Listen to the teacher’s
correction.

_ Read the sentences
suggested individually.

_ Listen to the teacher’s
explanation.

_ work in pairs. Do the
exercise given in the
textbooks.

_ Discuss the answers
with their friends then
correct the mistakes
themselves.

_ Some of the students to
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
4. But 8. So

_ Notice the teacher’s
explanation.

_ Work in pairs. Do the
exercise given in the
textbooks.

_ Discuss the answers
with their friends then
correct the mistakes
themselves.

_ Some of the students to
do the exercise orally.

_ Other students give
comments.

_ Take notes of the
suggested answers.

Keys:

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Exercise 3:

_ explains the example carefully.

_ asks students to work in pairs to do
the exercise suggested.

_ asks students to discuss the answers
with their friends.

_ asks some of the students to do the
exercise orally.

_ asks others to give comments.

_ gives the suggested answers if
necessary.

4. Homework: (2 minutes)

- Ask students to revise the strong
form and weak form of auxiliaries, the

use of connections, redo all the
exercises and prepare unit 10 at home.

2. However 6.However
3. Yet 7. However
4. So 8. But

_ Listen to the teacher’s
explanation.

_ work in pairs. Do the
exercise given in the
textbooks.

_ Discuss the answers
with their friends then
correct the mistakes
themselves.

_ Some of the students to
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,

8. However.

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

UNIT 10: endanger species

The 63rd period

Date: 12/ 01/ 2010
Grade 12

Theme: endanger species
Unit 10

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- 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 answer the questions.

1. what do you see in the pictures?

2. Which of them are in danger of
becoming extinct?

Before you read : (7 minutes)

- Ask students (to work in pairs) to open
their books, look at the pictures, and do
the tasks that follow.

+ which of the animals and insects below
can be found in VietNam?

+Which of them are in danger of
becoming extinct?

- Ask them to work in 3 minutes,

- Teacher moves round to help if
necessary.

- Ask some pairs to report .
- Give some remark if necessary
Pre-teaching vocabulary:
To Endanger: (v) gây nguy hiểm

Destructio(n) sự phá hoại .nguyen nhân
gây ra cái chết

Commercial(adj):(thuộc )buôn bán

Drainage(n): sù rót níc,hƯ thèng cống
rÃnh

Deforestration,urbanization (sự thành thị
hoá

While you read : (23 minutes)

- Ask students to look through the

- work in pair to answer the
questions

1.tortoise,rhinoceos,monkey,
elephant,leopard,,parrot
2.elephant,leopard,
rhinoceos are in danger
necessary

+tortoise,

rhinoceros,elephant,
monkey,mosquito.
+rhinoceros,leopard,
elephant

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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 idea.

- Explain new words (give the
Vietnamese equivalents),.

- Ask students to work individually in 5
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.

- Give students some more words that
may be new/ unfamiliar to them.

- Guide the students to read the word in
chorus and individually.

-Give correct answers
Task 2: (4 minutes)

- Ask students to read the passage again
and choose A,B,C,D to complete the
following sentencesabout the reading
passage

- Ask them to work individually to do the
task and give the evidence to prove the
keys.

- Move round to make sure that all
students are working and to help them if
necessary.

- Ask some students to report and give
feedback.

Task 3: (6 minutes)

- 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.

- Correct the students’ work.
After you read : (8 minutes)

- Ask students to work in group to scan
the text again.

- Ask them to work in small groups of

three or four to summarise the reading
passage by writing one sentence for each

- Read through the text find
the new words, try to guess
the meanings of those
words in contexts:

- Work individually to read
the text and do task 1

1.C
2.D
3.A
4.B

- Listen to the teacher
- Write down the correct
answers

- Read through the text find
the new words,

- Work in pair to answer the
questions

1.D
2.B
3.A
4.A

5.D

- Read through the text find
the new words,

- Work in pair to give
evidence in the passage to
support these statements.
1.The first sentence of the
second passage.

2.The third passage.
3.The fourth .

- Work in group to
summarise the reading
passage.

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paragraph.

- Encourage them to summarise the
reading passage.

- Ask one or two pairs to report.

Home work: (2 minutes)

- Ask Ss to do exercises at paage 65-68
in the students’workbook.

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
should be shared by
international

organization,govermental
agencies ,industry and
individuals.

- Do homework

The 64th Period

Date: 15/ 01/ 2010

Grade 12

Theme: endanger species
Unit 10

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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 to give the name of them

While-speaking (25 minutes)
Task 1:

Ask and answer the following the
questions.

- Ask students to work in pairs to
discus the four questions and find the
answers.

- Move round to make sure that all
students are working and to help them
if necessary.

- Ask some students to report and give
feedback.

- Correct the students’ work and give
remark.

Task 2

Ask and answer questions about 4
endangered animals.

- Aks Ss to read the information about
the gait panda,tiger,rhino,elephant.
- Explain how to do task 2

- Walk round from group to group to

- Look at the pictures ang
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

- Work in pairs to discus
the three questions and
find the answers.

1.Pandal

,rhino,tiger,elephant.
2.We can find these
animals in the forests in
Asia,Afica,etc

3.Rhino can be used for
medicine

4.All of them are in
danger.

- Listen to the teacher
- work in pair to do task 2
A:where do gaint pandas
live?

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give help if necessary.

- Encourage students to speak out what
they think even a phrase or a singular
word.

_T check ang give feedback.

Task 3:

Take turns to give an oral report on the
animals mentioned in task 2

-T ask Ss to work in group to do task 2.
- Walk round from group to group to
give help if necessary.

- Encourage students to speak out what
they think .

Post – speaking(10)

- Ask students to work individually to
summarize what they’ve learnt in unit
10.

- Move round to check the activities
and to make sure that students are
working effectively.

- Ask one or two students to report in
front of the whole class.

- Check and give remarks.
Homework: (3 minutes)

Name some measures we’ve made to
protect the endanger animals

central and western China
A: What is the population
of pandas in the world?
B: Only about 600.
A: How are they?
B: about 1.2 to 1.5m
A How much 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.

- Work in group to give
an oral report.

Group 1: Giant pandas
live in bamboo forests in
the moutain in Western
China .only about 600
pandas are living
there.They attain a height
of 1.2m to 1.5m and wigh
from 75kg to 160 kg
they are in danger
because People 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
learnt in unit 10.

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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:

Teacher s activities’ Students activities’ Notes

Warm-up: (5 minutes)

- Rearange the letters to make a
meaningful word

GOLLARI

Pre-listening: (7 minutes)

- Ask students to work in pairs to
discuss and choose the best answer
A,B,C

- Guide the students to answer if
necessary.

- Give further information.

- Listen to the teacher.
- Work in pairs to
Rearrange the letters to
make a meaningful work.
GORILIA

- Work in pairs to discuss
and give correct answers
- Listen and repeat:

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- Explain the words that will appear in
the listening text.

- Ask students to read in chorus then
individually.

While-listening: (20 minutes)
Task 1

- Ask students to read the statement
at least once first.

- Ask them to guess the answers
- Play the tape once then check how

many answers can students find.
- Play the tape again.

- Check and give remarks.

- Call some sts to say out their
answers and the evidences they get
to prove their answers.

Task 2

- Ask them to guess the answers.
- Play the tape once then check how

many answers can sts find.
- Play the tape again.

- Check and give remarks.

- Call some students to say out their
answers and the evidences they get to
prove their answers

Bared teeth
Silverback
Civil war
Forest rangers

-Read the statement once
to get the main contents.
- Listen to the tape and

do the task.

- Find evidences to each
of the answers.

- Represent if being
asked.

Keys:
1.A
2.B
3.D
4.B
5.C

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

- Read the questions
once to get the main
contents.

- Listen to the tape and
do the task.

- Find evidences to each
of the answers.

- Represent if being
asked.

1.peaceful

2.plant – eating

3.a few females and their
young

4.plants and a few insects
5.in trees

6.in grasses
7.civil war

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After-listening: (10 minutes)

- In group, ask students to summarise
the main ideas of the passage ,using
the 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 life of a gorilla

guide to correct oneself.
-Work in group to
summarise the main ideas

of the passage

-Listen to the teacher and
write down homework

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

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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)

Fill in the chart with some informatio
n about endangered species’ problems.

Endangere

d species causes Measuresto save
them

+tiger Habitat

destruction Provideenough
wildlife
hanitat
reserves

Pre-writing: (10 minutes)

- Explain as clearly as possible the way

to write a passage

+topic sentence
+supporting idea
+supporting idea
+Concluding sentence

+conectors:first,second,third....
While-writing: (18 minutes)
Task 1

- Ask students to look at Task 1.
- In pairs, ask students to ask and

answer the questions.
- Move around to give help.
- Check and give remarks.

- Do as required.

- Exchange the ideas
with others.

- Listen to the teacher.
- Get the task.

- Work in pairs to do
the task.

- Listen to the teacher

to correct oneself.
- Work in groups to do

the task.

- Listen to the teacher.
- Get the task.

- Work in pairs to do
the task.

- Listen to the teacher
to correct oneself.
Work in groups to do the
task

1.We should have
different activities to raise
people ‘s awareness of
the need to protect these
animals.

2.Goverments should
raise sufficient funds for

projects to save

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Task 2

- Explain the requirements: Writing a

paragraph

- Ask students to work in groups to
write paragraph.

- Walk round to give help if necessary.

Post-writing: (10 minutes)

- Ask some groups to represent their
work, ask other to give remark.

- Choose some good writing to read in
class and give remark.

Homework: (2 minutes)

- Ask students to rewrite the task at
home and preapare part Language
Focus at home.

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
explanations.

- Exchange the writing
to other groups to
check and give
remarks.

- Represent the task on
board if being asked.
- Read the writing to

get others’ remarks.

- Do as the teacher asked.

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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.
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
- Help students to know the
pronunciation

- Play the tape

- Ask Ss to repeat

- Listen to Ss and check

- Get the teacher’s
explanation.

1.Tell me the time.
2. Show me the way .
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

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2. Grammar and vocabulary:( 28
minutes)

- Explain once again Modal verbs(may
,might,must,musn’t ,needn’t

Remarks:

- May ,might đợc dùng để chỉ một khả
năng .

- Must đợc dùng để chỉ một trách
nhiệm hoặc một bổn phận .must có
nghĩa phải làm ,khơng có sự lựa chọn
- Need dợc dùng dể diễn tả sự cần thiết
Practice

Exercise 1:

- Guide the students how to do the
exercises.

- Divide the class into groups, ask
them to do the exercises.

- Walk round to give help if necessary.
- Correct the students’ work if

necessary.

3. Homework: (1 minute)

- Ask students to review the lesson
and do the language task students’

10.I’m going home today

for Christmas

11.A bird in the hand is 
worth two in the bush.
12. If you don t have’ the
best ,make the best of
what you have.

- Practice reading in
chorus or individually.
-Listen to the teacher and
copy

-Work in group to do
exercises

Exercise1:
1. might rain

2. may/might wake
3. may/might bite
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

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workbook and prepare Test yourself D

at home. - Do homework athome

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

- Ask students something about the test
yourself D

* Have you prepared it at home?
* Have you got any difficulties?
Test yourself

- Greeting

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I. Listening(2.5 points) (10 minutes)
- Present the task: Listen and complete
the table below

- Tell students the topic of the table
- Get students to look through the table
- Explain the meaning of new words
- After that turn on the tape of the passage
aloud twice

- Let students fill in the blanks with the
words they have just heard

- Go round the class to control the work
- Then turn on the tape of the passage
the last time for students to check their
results

- Correct mistakes

II. Reading (2.5 points) (10 minutes)
- Present the task: Read the passgae
and choose the statements are True or
False.

- Get students to work in groups,
discuss about the passage

- Go round the class to control the
discussion

- State the best option
- Correct mistakes

III. Grammar(2.5 points) (8 minutes)
- Recall the grammar of articals.

- Giude students how to do
- Give them some newwords:
- Do the first as an example.
- Ask students to to the exercise.
- Call the to to on board.

- Go round the class to control the set’s
activities

- State the keys
- Correct mistakes

IV. Writing(2.5 points) (7 minutes)
- Giude students how to write

- Give students some models and
structures to writes..

- Ask students to write.
- Call the to to on board.

- Go round the class to control the
students’ activities

- Look at the book and
listen to the task

- understand the task
- Listen to the tape
carefully

- Fill in the blanks with
the words they’ve just
heard

- Correct mistakes

Keys:

1. bamboo shoots, leaves,
2. 12, 3. 600, 4. half,
5. cloning (the panda).
- Look at the textbook
and listen to the teacher
then read the passage and
choose the statements are
True or False.

- Work in groups to
discuss about the passage
- Finish the task

- Compare their results
with the other groups, and
correct.

Keys:

1. F, 2. N, 3. T, 4. T, 5. T.
- Listen to the teacher
- Work in groups to
complete the sentences
- Compare the results
with the other groups
- Correct mistakes
Keys:

1. needn’t, must, mustn’t,
2. mustn’t, 3. needn’t,
must, 4. mustn’t,

5. mustn’t, 6. mustn’t,
7. needn’t.

- Listen to the teacher
carefully.

- Work in groups or in
pairs then write.

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- Correct mistakes

Homework (5 minutes)
- Ask students:

+ to study all the lessons again
+ to prepare Unit 11. Part Reading

- Correct mistakes

- Study all the lessons
again and prepare Unit 11
Part Reading

UNIT 11: Books

The 69th 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:

- 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.

-Ask SS to look at the pictures in the
text book and answer some questions:
1.what are they doing?

2.can you name some advantages of
reading books?

-Ask Ss to work in pair to answer the
questions

-T goes around to help if neccesary
Before you read : (7 minutes)

- Ask students (to work in pairs) to
open their books, look at the pictures,
and do the tasks that follow.

-Work in pair to answer the
questions.

1.they are reading books
2.enrich knowlege And
Relax ....

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1.Do you often read books?

2.What kind of books do you enjoin
reading most/least?

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 idea.

- Explain new words (give the
Vietnamese equivalents), guide the sts
to get the main contents of the reading
text.

- Ask students to work individually in
5 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.

- Give students some more words that
may be new/ unfamiliar to them.

- Guide the students to read the word
in chorus and individually.

Task 2:

Decide whether the statements given in
task 2 page 120 are true ,false or not
mentioned

- Ask students to read through the text
once to find out some new words,
guess the main idea.

- Explain new words (give the
Vietnamese equivalents), guide the sts
to get the main contents of the reading
text.

- Ask students to work individually in
5 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

1.usually

2.Ennglish books
3.every time

- Work individually to read
the text then do task 1

1.swallow:nuốt(đọc ngốn
ngấu)

2.dip into:chấm qua loa(đọc
qua loa)

3.taste:nếm(đọc thử ,qua
loa)

4.hard-to-pick
–up-again:khó có thể cầm lờn
li c)

5.digest:tiêu hoá

6.chew:nhai(nghiền ngẫm)

7.hard-to put

down:khụng th t xung

Work in pair to give
answers.

- Share the key with other
Ss.

1.NM
2.F
3.NM

4.T
5.F

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Task 3: (4 minutes)

- Ask students to read the passage
again and answer th equestions

- Ask them to work individually to do
the task and give the evidence to prove
the keys.

- Move round to make sure that all
students are working and to help them
if necessary.

- Ask some students to report and give
feedback.

After you read : (8 minutes)

- Ask students to work in group to scan
the text again.

- Ask them to work in small groups of
three or four to do the task.

- Ask one or two pairs to report.

- Move round to make sure that all

students are working and to help them
if necessary.

- Ask some students to report and give
feedback.

Home work: (2 minutes)

- Do exercise 1 and two at page
71,72,73 in the students’ workbook

- Do the task in pairs:
- Answer the questions.
1. Three

2.When you find a good
story and have time to
enjoin it.

3.Read a few pages to see it
it’s the one you can easily
read and understand.

4.Television can bring you
all the information and
stories with colour picture
and action.

5.Books are still a cheap
way to get information and

entertainment ;you can
keep a book forever and
read it many times.

- Listen to the teacher

- Work in group to do the
task.

a.thriller
b.romance
c.novel
d.science
e.craft
f.fiction
g.comic
h.biograph

- Write down the homework to
do at home.

The 70th 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:

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- 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

Pre-speaking : (12 minutes)
Task 1

- Complete the following conservation
and practise reading it.

- Explain how to do the task

-Ask students to work in pairs to
discus the three questions and find the
answers.

- Correct the students’ work and give
remark.

While-speaking : (15 minutes)
Task 2

- Explain the requirements

- Divide the class into groups, asks
each group to discus a section

- Guide the students how to speak by
giving them useful suggestions:

- Walk round from group to group to
give help if necessary.

- Encourage students to speak out what
they think even a phrase or a singular
word.

Task 3:

- Complete the following conservation
and practise reading it.

- Explain how to do the task

-Ask students to work in pairs to

Listen and give one’s
own ideas .

1.fairy story
2.historical story
3.detective story
4.war story

5.adventure story

- Work in pairs to discus
the three questions and
find the answers.

A:what sort(kind) of
books do you like to

read?

A;How do you often read
books?

A:When do you often
readbooks?

- Correct the answers
oneself.

- Listen to the teacher
A; What do you often do
in your free time?

B: Reading books

A:What sort of books do
you often read?

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

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discus the three questions and find the
answers.

- Correct the students’ work and give
remark.

Task 4:

- Explain how to do the task

-Ask students to work in pairs to
discus the three questions and find the
answers.

-Practise the model consevation with
one student

-Ask Ss to do task 4

Post-speaking : (10 minutes)
Task 5

- Ask students to work individually to
summarize what they’ve discussed in
their own words.

- Move round to check the activities
and to make sure that students are
working effectively.

- Ask one or two students to report in
front of the whole class.

- Check and give remarks.
Homework: (3 minutes)

Do Exercises at page 75&76 in the
students’workbook

A;What are you reading
at the moment?

A:Who is the main
character?

A:What is he/she like/
-Listen and work in pairs
to do task 4

A;What are you reading
at the moment?

B:I”m reading “happy
life”

A:Who is the main

character?

B:Jonh.

A;What is he like?
B; ...

- Listen and take note

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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:

- 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 False

Pre-listening: (7 minutes)

- Explain the words that will appear in
the listening text.

- Ask students to read in chorus then
individually.

While-listening: (20 minutes)
Task 1

- Ask students to read the statement
at least once first.

- Ask them to guess the answers
- Play the tape once then check how

many answers can students find.
- Play the tape again.

- Check and give remarks.

- Call some sts to say out their
answers and the evidences they get
to prove their answers.

- Listen to the teacher.
- Listen and repeat:

Incredible
Wilderness
Fascinating
Unnoticed
Journey
Peronality
Survive
Renioned

- Read the statement
once to get the main
contents.

- Listen to the tape and
do the task.

- Find evidences to each
of the answers

Keys: 1. B, 2. C, 3. B,

4. A, 5. A,

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Task 2

- Ask them to guess the answers.
- Play the tape once then check how

many answers can sts find.
- Play the tape again.

- Check and give remarks.

- Call some students to say out their
answers and the evidences they get to
prove their answers

After-listening: (10 minutes)

- In group, ask students to discus the
guided question, find the answer.

- Move around to help if necessary.
- Give remarks or even suggestions.

Homework: (3 minutes)

- In not more than 50 words write
about the kind of books you like to
read and say why

- Read the questions
once to get the main
contents.

- Listen to the tape and
do the task.

1;family
2.strength
3.humans
4.journey
5.pet.

- Listen to the teacher’s
explanation then correct
the answers oneself.
- In groups, ask and
answer the question.
S1: would you like to
read the book ?

S2: Yes,
S1: Why?

S2:because I want to
know about animal’s life
...

- Listen to the teacher’s
guide to correct oneself.
-Listen to the teacher and
write down homework

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:

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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 mention in book report

Pre-writing(10 minutes) 
Give some ideas

Book report

+the book’s author
+the title of the book
+the main character

+your opinion

While-writing: (18 minutes)
Task 1

- Ask students to look at Task 1.
- In group, ask students to put the

questions to under the correct
headings

- Move around to give help.
- Check and give remarks.

Task 2

- Explain the requirements: Ask and
answer the above questions about
the book you have just read

- Ask students to work in groups to
write report.

- Walk round to give help if necessary.

Do as required.

Exchange the ideas with
others.

- Listen to the teacher.
- Get the task.

- Work in group to do
the task.

S1:general introduction
7.What is the title of the
book?

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.
- Work in groups to do

the task.

S1: 7.What is the title of
the book?

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Post-writing: (10 minutes)

- Ask Ss to write a report on the book
you have read recently based on the
results of task 1 and 2

- Ask some groups to represent their
work, ask other to give remark.

- Choose some good writing to read in
class and give remark.

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

S1:9.What type of book is
it?

S2:A horror storyt

S1: 2.where is the book
set?

S2: Geneva

S1:5.What is the main
theme of the book?

S2:life of frankenstein,a
monster

S1:6.who are the main
characters?

S2: Frankenstein

S1:8.what is the plot of
the story?

S2:a student from geneva
,discovers the secret of

life,constructers a

creature more like a
monster ,monster feels
lonely ,attacks and kills
Frankenstein s’

friend,and his

brother:Frankenstein
detrmined to kill the
monster:he is killes first
by the monster ,then it
kills itself

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

S1:3.would you

recommend the book?
S2: yes

- Compare the result to
the other groups.

- Listen to the teacher’s
explanations.

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Homework: (2 minutes)

- Ask students to rewrite the task at
home and preapare part Language

Focus at home. - Listen to the teacher and

write down homework.
The 73rd period

Date: 11/ 02/ 2010
Grade 12

Theme:

Books

Unit 11

Language Focus
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

- Help students to know the
pronunciation.

- Practice:

1.Why did you behave like that ?
2.Come for a swim

3.I think it will be find

4.She’s gone for a walk in the park
5.I wonder if he’ll ever come back
-Let Ss to listen to the tape

2. Grammar and vocabulary:( 28
minutes)

- Explain once again the “Modals with
passive voice

Modals +be+past participle
Modals+be+pastparticiple

Exercise1:rewrite the sentences in the
passive

- Guide the students how to do the

- Get the teacher’s
explanation.

- Practice reading in
chorus or individually.

Exercise1:

7. This machine mustn t’

be used after 5.30 p.m

8. This machine must

cleaned evry tine you
use it

9. The flowers should be

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exercises.

- Divide the class into groups, ask

them to do the exercises.

- Walk round to give help if necessary.
- Correct the students’ work if

necessary.

Exercise2;Complete the conservation
with the suitable passive form of the
verbs in brackets

- Guide the students how to do the
exercises.

- Divide the class into groups, ask
them to do the exercises.

- Walk round to give help if necessary.
- Correct the students’ work if

necessary.

3. Homework: (1 minute)

Exercise 3,4 and 5 page 74and 75 in
the student’s work book

10.Your bill should be

paid before you leave

the hotel

11. we should be given

the information now

12.Toothpaste can be

bought at the

drugstore

13.The children should

be warned not to
speak to strangers

14.The mystery can t be’

solved

15.Travelers cheques can’

be exchanged at most
banks

16.She shouldn t be told’

the news.It might kill
her

Exercise 2:

1.will be prepared
2. Is food going to be

cooked?

3. will be 
pre-packaged

4. can be warmed
5. should food be

chosen

6. has to be offered
7. could be selected
8. ought to be made

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

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:

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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.
Organize

( 1 m')

1- Check the student's list

2- Arrange the seats if it's necessary - Monitor gives names of absent
students

II.
Warm-up

(5 m')

- Ask some questions:

1. Why do you like learning English?

- Call some Ss to answer orally,

- Take note the answer on the board and
feedback.

- Instroduce the revision grammar point.

Work in pairs.
- write down the
answers

- give the answers
orally.

- other ss give
remarks on the
answers.

III.
Presentation

(35 m')

Grammar :

Mệnh đề, cụm từ chỉ lý do, tương phản,
kết quả và mục đích.

1. Mệnh đề, cụm từ chỉ lý do (vì,
bởi vì, do)

Because + S + V and because
of ( vì, bời vì ) + Ving / Noun

Note: Due to được dùng như
because of

2. Mệnh đề, cụm từ chỉ sự tương
phản (dù, mặc dù)

Although / even though / even
if + S +V and in spite of / despite +
Ving / Noun

Ex : Although he didn’t 
study, he succeeded. (có although thì
không có but )

He didn’t study, but / yet
he succeeded.

He didn’t

study.However / nevertheless / on the
other hand, he succeeded.

3. Mệnh đề, cụm từ chỉ kết quả (vì
thế, cho nên, kết quả là) : so, therefore,

- study the

examples and give
remarks on the
form

- buid the form

- study the model
- give explaination
to the rules.

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consequently, as a result.

Ex : He felt hungry, so / 
consequently he ate two cakes.

He felt

hungry.Therefore / As a result, he 
ate two cakes.

4. Mệnh đề chỉ mục đích (để, để 
mà) Câu đã cho có từ want, need,
intend

S + V + in order (not) to S
+ V + so that + S + can / will (not) + 
V1 (hiện tại)

so as (not) to + V1 and S
+ V + so that + S + could / would 
(not) + V1 ( quá khứ)

- listen to the
teacher,
- take notes

IV.
Summary

(2 m')

- T summarize the content of the lesson.

+ give remarks on the basic rules. - listen and understand

Homework

(2 m')

- Prepare modal verbs - Listen to the

teacher

- Write down the
homework to do at
home.

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

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( 1 m') 2- Arrange the seats if it's necessary names of absent
students

II.
Warm-up

(5 m')

- Ask some questions:

1. What must you do today?
2. What needn t you do?’

- Call some Ss to answer orally,

- Take note the answer on the board and
feedback.

- Instroduce the revision grammar point.

Work in pairs.
- write down the
answers

- give the answers
orally.

- other ss give
remarks on the
answers.

III.
Presentation

(35 m')

A. Grammar :

a. Can (quá khứ là could): Chỉ một

khả năng hoặc cơ hội làm đều gì đó, nghĩa
là “có thể”

Ex : Tom can play three
musical intruments.

In the past, people could
hardly travel easily.

b. may / might: Diễn đạt điều gì đó
có thể là thật hoặc điều gì đó có lẽ xảy ra.

Ex : It may / might be a
bomb.

She may / might be at
home today.

c. should (not): Chỉ lời khuyên (nên
hay không nên)

Ex : You should not smoke so
much. It is not good for you.

d. Must: Chỉ sự bắt buộc (phải), must
not chỉ sự cấm đốn khơng được phép.

Ex : You haven’t got much
time. You must hurry.

You can tell Tom what I
said but he mustn’t tell anybody else.

e. Need (cần) and needn’t = don’t
need (không caàn):

Ex : You have got plenty of
time. You don’t need to hurry (You

- study the

examples and give
remarks on the
form

- buid the form

- study the model
- give explaination
to the rules.

- write down

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needn’t hurry)
Notes :

1. Câu đề nghị: Can you …. ? Could
you …. ? or May I …. ?

Ex : Could you please open
the window ?

May I read your

newspaper ?

2. Một số cách biến đổi tương
đương :

- be necessary (for O) + to –
V1 = need (not)

Ex : It is unnecessary for
him to study many subjects.

He needn’t study many
subjects / He does not need to study many
subjects.

- be possible / probable + to –
V1 or maybe + perhaps = can / may + V1

Ex : Maybe your answer is
right = Your anwer may be right.

3. Modals + have + V3,ed :

- Could + have + V3,ed:Rất có thể đã
(diễn tả 1 khả năng đã có trong quá khứ,
nhưng chưa được sử dụng tới).

- Should (not) + have + V3,ed : nên
(không nên) làm 1 việc gì đó ở q khứ.

- Must (not) + have + V3,ed : Ắt hẳn
đã xảy ra (không xảy ra) ở quá khứ.

- May / might / can / could (not) +
have + V3,ed : Có thể, có lẽ đã xảy ra ở
quá khứ.

- Need (Needn’t ) + have + V3,ed :
Cần (khơng cần) làm việc gì ở q khứ.

IV.

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(2 m')
V.
Homework

(2 m')

- Prepare to do the test 45 minutes - Listen to the
teacher

- Write down the
homework to do at
home.

The 76th period

Date: 22/ 02/ 2010
Grade 12

Së Giáo Dục Đào Tạo Thái Bình

Trờng THPT Nguyễn TrÃi The Second-term 45-minute Test 12

th Form

(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

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.

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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.” – “_______.”

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.

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

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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

The 77th period

Date: 24/ 02/ 2010
Grade 12

Theme: Water Sports
Unit 12

Reading
Time: 45 minutes
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 football

- Asks some questions:

1. What kinds of sports are in the
pictures?

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

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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, so the red one is the
“opponent” of the white one.

- Explains some new words if
necessary

Water polo (n) : Mơn bóng nước
- Tie (n) : Trận hoà

- Vertical (a) : Phương thẳng đứng
- Foul (n) : Phạm luật , sai sót

- Oppenent (n) : Đối thủ , đối phương
- Penalty (n) : Hình phạt

- Eject (v) : Đẩy ra , tống ra,đuổi ra
- Goalie (n) : Người giữ 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

- Checks answers with the whole class

and gives feedback

Task 2:

- Asks students to do the task in pairs
and read scan the passage to find
information in the text to fill words in
the blanks

- Goes round to give help

- Checks answers and give feedback

Task 3:

- Ask students to find answers for all
questions in the passage individually
first, then compare in pairs

- Look at pictures and guess
meaning of 2 new words

- Listen to the teacher and
write down

- Read individually

- Do the task independently
Key:

1. e 2. c 3.a 4.b 5.d

- 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.

5. Five to eighty minutes.
- Do independently first
then work in pairs

- Present answers in front
of the class and correct in
notebook

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- Calls some students to present their
answers in front of the class

- Listens to the students and corrects
mistakes

- Calls on some students to write
answers on the board

- Corrects mistakes again

After you read : (8 minutes)

- Divides the class into 2 groups: one
talks about football and another talks
about water polo

- 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 than football or other
sports? Why?

- Goes round to help

- Calls each group to present
- Gives comments

Home work: (2 minutes)

- Asks students to write a paragraph

about ideas of water polo (about 100
words)

- Asks students to prepare part B.
Speaking at home

1. People can play it in a
pool.

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.
- Work in 2 groups

- Do the task

- Representative of each
group expresses the own
ideas in front of the class
- Listen to their friend’s
talking and give comment
- Listen to the teacher and
write down

The78th Period

Date: 26/ 02/ 2010
Grade 12

Theme: Water sports
Unit 12

Speaking
Time: 45 minutes
I. Objectives:

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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
- Says: “In just one minute, look at the
pictures and write down on a piece of
paper a list of equipments which are
used to play with these types of water
sports”

- Asks students to work in groups
- Calls some groups to speak their
answers

- Declares the winner

While-speaking : (15 minutes)
Task 1

- Ask students to look at pictures and
match names of equipments with
names of water sports and retell names

of each sport

- Calls some students to speak
- Correct pronunciation

Task 2

- Asks students to look at the table and
talk about each type of water sports
- Lets students do individually

- Goes round to check their activities
- Calls some students to practise
speaking model converstations

- Asks students practise in pairs

- Calls some pairs to present in front of
the class and corrects mistakes

Post-speaking : (10 minutes)
Task 3

- Asks students to work in small
groups to talk about their favourite
water sports following examples

- Goes round to provide help

- Calls some students to speak loudly

- Keep books close
- Listen to the teacher
- Look at the pictures and
try to tell some
equipments of water
sports (ex: ball, air tank,
mask, fins, oars, boat,
board, regulator, wet suit,
sail ect. )

- Look at pictures and try
to remember

- Correct pronunciation
themselves

1. Swimming

4. Windsurfing

2. Water polo

5. Scuba- diving

3. Synchronized

swimming
6. Rowing

- Look at the book
- Work independently
- Practise speaking with
the teacher

- Work in pairs

- Listen to their friends

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in front of the class

- Corrects pronunciation and gives
comments

- Gives marks

Homework: (3 minutes)

- Ask students to prepare Part
C-Listening and do homework

and gives comments
- Listen to the teacher

- Listen to the teacher
- Write down the homework

The 79th period

Date: 27/ 02/ 2010

Grade 12

Theme: Water sports
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
- Asks some questions:

1. Where are they playing?

2. What are the special features of this
sport?

3. Is it a popular sport?

- Lets students read some new words
first in chorus then read individually
- Calls some students to read new
words

- Corrects pronunciation

- Close the books
- Listen to the teacher
- Answer freely

- It is like ballet. It is the
combination of diving
and gymnastics.

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While-listening: (20 minutes)
Task 1

- Ask students to read 5
multiple-choice questions in the books first and
underline key words

- Plays the tape 2 times and lets
students to do the task

- Checks the answers and asks students
to give evidences

- Gives feedback
Task 2

- Asks students to read questions to
understand the content

- Asks students to listen to the tape
once again to answer the questions
- Calls some students to answers
questions

- Calls 5 students to write the answers
on the board

- Corrects mistakes

After-listening: (15 minutes)

- Asks students to talk about history of
synchronized swimming using the cues
in the books

- Asks students to work in groups to
practise

- Goes round to provide help
- Calls some groups to present
- Gives comments

Homework: (2 minutes)

- Remember them to prepare
Part-Writing at home

- Read questions

- Listen to the tape
carefully and then do the
task

- Give answers:

1-B- 2-C- 3-A- 4-B- 5-A
- Read the questions first
- Listen to the tape

Key:

1. The great Australian

swimmer, Annette

Kellerman did.

2. She found a water
ballet club in 1923.

3. Curtis did.

4. They were conducted
in 1946.

5. It became an Olympic
event in 1984.

- Work in groups to
practise

- Listen to their friends
and correct mistakes
- Listen to the teacher
-Listen to the teacher and
write down homework

The 80th period

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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:

Teacher s activities’ Students activities’ Notes

Pre-writing: (5 minutes)

- Asks students to keep book close
- Asks students a question: What do
you often do before practising sports?
- Leads in new lesson: “Today we will
have to write the instructions for
warming up exercises before
swimming.

While-writing: (18 minutes)
Task 1

- Asks students to read task 1

- Asks students to work in pairs to
match each sentence with one
appropriate action

- Goes round to provide help

- Calls 2 students for each checking:
one reads instructions and one practise
- Supplies more word phrases:

bend forward/ left/ right
feet apart/ feet touching
put your hands to the sides
raise your hands above

or some conjuntions: first, then, after
that, finally ect.

Post-writing: (20 minutes)
Task 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 exercise before playing water
polo

- Asks students to write individually
- Goes round to help

- Lets students deliver to check

- Keep book close

- Listen to the teacher and
answer the question: We
have to do warming up
exercises.

- Read the task
- Work in pairs

- Practise the task

- Listen to the teacher and
copy down

- Look at the picture and
do the task

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mistakes in groups

- Calls one student to write on the
board

- Gives comments and gives mark

Homework: (2 minutes)

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

- 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 touch the
ground between the feet.
5. Finally put each arm
back to the first position.
- Listen to the teacher and
write down homework

The 81st period

Date: 01/ 3/ 2010

Grade 12

Theme: Water Sports
Unit 12

Language Focus
Time: 45 minutes

I. Objectives:

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

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Teacher s activities’ Students activities’ Notes

Pronunciation: (8 minutes)

- Ask students to read words following
the tape

*Listen and repeat :

- Read loudly then ask students to repeat
- Introduce : elision

- Correct pronunciation for the students
* Practise these sentences

- Read the sentences loudly
- Ask students to repeat

- Correct pronunciation for students
Grammar and vocabulary:(4 minutes)
- Introduce exercises to the students
- Let students see all sentences in part
Pronunciation and give comments of
verbs

- Gives explaination:

1. verbs + obj = transitive verbs
2. verbs + not obj = intransitive verbs
- Asks students to make questions with
“who/ whom/ what” in pairs

- Calls some students to give their

answers

- Corrects mistakes
Exercise 1: (8 minutes)

- Asks students to do Exercise 1
- Introduce how to do it

- Lets them work individually then
compare with partner

- Walks round, checks and gives
feedback

Exercise 2 (8 minutes)

- Introduces Exercise 2 to students and
explain how to do it

- Asks students to put the verbs into
the right column “transitive or
intransitive verbs”

- Asks students to do it in pairs

- Checks the answers and asks students
to make sentences with those verbs
- Corrects mistakes

* Remarks:

- Most transitive verbs can be used in
the passive

- Intransitive verbs can never be used
in passive

Exercise 3: (10 minutes)

- Introduces Exercise 3 to students and
explain how to do it

- Asks students to do it

- Lets them work in groups to find
sentences that have transitive verbs,

- Read follow the tape
- Read in chorus then
individually

- Listen to the tape and
practise speaking

- Listen to the teacher
- Read the sentences and
underline verbs

- Give comments:

1. the verbs “do, like,
climb, deliver” + Obj
2. the verbs “sleep” + no
Obj

- Listen to the teacher and
write down

- Make questions in pairs
- Do individually then in
pairs

Key:

Intransitive verbs: sleep,
lie, occur, arrive, rain,
exist

- Do the task in pairs
- Make sentences:

1. I help my friend to do
homework.

2. My father has grown
many kinds of flowers.
...

- Listen to the teacher and
copy down

- Listen to the teacher
- Do the task in groups
Key:

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then turn them into passive
- Walks round and help them
- Checks, corrects mistakes

Homework : (2 minutes)

- Asks students to do Part Language
Focus and prepare the next lesson

3. Towels are supplied by
the hotel.

5. My mistakes were
noticed by everyone.
7. I wasn’t surprised by
the news.

9. The story was told by
an old man.

- Listen to the teacher and
write down

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The 82nd period

Date: 03/ 3/ 2010
Grade 12

Theme: The 22nd Sea Games

Unit 13
Reading
Time: 45

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 Vì
một thế giới ngày mai and tell what
song it is

- Asks some questions:

1. In what event was it first sung?
2. When and where was this event
held?

- Leads in new lesson: The 22nd Sea
Games

Pre-reading: (5 minutes)

- Asks students to work in pairs to look
at picture and answer the questions
1. Where event was it?

2. Where do you think the event took
place?

- Goes round to listen to students
- Calls some pairs to answer
- Leads in new lesson

While-reading : (25 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

- Listen to the song and
answer questions

1. The 22nd Sea Games
2. In Vietnam – in 2003

- Look at picture and
answer the question

1. In 2003
2. In Ha Noi

- Listen to the teacher

- Read individually

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invidually then compare answers with
partner

- Asks students try to guess meanings
through the passage or look up
dictionary

- Checks answers with the whole class
and gives feedback

Task 2:

- Asks students to scan the passage and
find information to complete the
sentences

- Asks students to do individually first
then compare with partner

- Goes round to give help

- Checks answers and give feedback
- Calls some students to read loudly
completed sentences

Task 3:

- Asks students to find answers for all
questions in the passage in pairs

- Goes round to provide help

- Calls some students to present their

answers in front of the class

- Listens to the students and corrects
mistakes

- Calls on some students to write
answers on the board

- Corrects mistakes again

After you read : (8 minutes)

- Asks students to work in groups and
talk about names of some of the
Vietnamese athletes they love and say

Key:

1. ngêi say mª thĨ thao
2. ®oµn kÕt

3. danh hiƯu

4. thể dục thể hình
5. tinh thần cao
6. đồng bào

- Read individually then
compare their answers with
partners

Key:

1. the 5th to 13th December,
2003

2. 90 golds

3. the Swimming and
Shooting Events

4. some point in the future
- Work in pairs to answer
the question

- Listen to their friends and
the 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 countrymen, the
Vietnamese athletes
competed in high spirits.
- Work in groups

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what they are famous for, and what
aspects of sportsmanship they admire
- Goes round to help students

- Calls some students to present in
front of the class

- Listens to students and correct
mistakes, gives marks

Home work: (2 minutes)

- Asks students to write a paragraph
about their beloved athletes (about 100
words)

- Asks students to prepare part B.
Speaking at home

- Some students to practise
talking

- Listen to their friends’
talking and give comment

- 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 names of the sport under each
symbol. The group gives more names
will be the winner

- Goes round to provide help and listen
to students

- Calls 2 groups to present their results

- Listen to the teacher
- Work in groups
- Observe the board

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on the board

- Corrects pronunciation and mistakes
- Declares the winner

While-speaking : (20 minutes)
Task 1

- Asks students to look at symbols and
names of sports

- Calls some students to speak

- Corrects pronunciation and gives
answers

Task 2

- Asks students to look at the books
and talk about some of the records at
the 22nd SEA Games, using the
information in the table

- Asks students to pronouce some
words (names of athletes and sports)
- Lets students work in pairs

- Goes round to check their activities
- Calls some students to practise
speaking

Post-speaking : (13 minutes)
Task 3

- Asks students to work in small
groups to make a report on the sports
results, using information in the
scoreboard

- Goes round to provide help

- Calls some students to speak loudly
in front of the class

- Corrects pronunciation and gives
comments

- Gives marks

copy down names of
sports

- Look at pictures and try

to remember

- Correct pronunciation
themselves

1. football (soccer)
2. tennis

3. swimming
4. cycling
5. basketball

6. (running) athletics
- Look at the book
- Work independently
- Practise speaking with
the 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?
B: He ran 200 meters in
20,14 seconds.

A: Wow! How exellent
he was! He ran very fast.

- Work in groups
Suggestions:

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Homework: (2 minutes)

- Ask students to prepare Part
C-Listening and do homework

The results (score) was
6-1.

- Thailand and Vietnam
played in the Men’s
Football Final. The Thai
team won the gold medal.
The score was 2-1.

- Thailand and Vietnam

played in the Women’s
Volleyball Final. The
Thai 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:

- General knowledge: Students learn more about records in the 22nd SEA Games
and pole vaulting

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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 and answer the question

- Goes round to listen to students
- Calls some pairs to speak out
- Corrects pronunciation

- Asks some questions to pre-teach
new words:

1. When some body has won the
medal, where does he stand to get the
prize?

2. tempting (adj) = attractive

- Lets students read loudly some new
words

- Calls some students to repeat

- Corrects pronunciation

While-listening: (20 minutes)
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”

- 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 lơc

- Plays the tape 2nd time and asks
students only give short answers

- Calls some students to answer

- Calls 4 students to write answers on
the board

- Corrects mistakes and gives correct
answers

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

- Plays the tapes 2 times

- Checks answers and asks students to
give their evidences

- Work in pairs to answer
the questions

- Listen to their friends

1. The podium

- Listen to the teacher and
write down

- Read in chorus

- Correct their

pronunciation themselves

- Read questions first

- Listen to the tape
carefully and then do the
task

- Give answers:
1. one

2. Thailand
3. 4,8m

4. No, he didn’t.

- Read the statements
first

- Listen to the tape
Key:

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- Corrects the answers

After-listening: (15 minutes)

- Asks students to work in groups to
discuss the question: Which
Vietnamese footballer(s) do you like
best? Why?

- Goes round to provide help

- Calls some groups to present
- Gives comments

Homework: (2 minutes)

- Remember them to prepare
Part-Writing at home

5. F

- Work in groups to
practise

- Listen to their friends
and correct mistakes
Suggestion:

Goal keeper: Dang Kieu
Trinh- Football players:
Do Hong Tien, Le Thi
Oanh ect.

- 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:

- Says: “You are going to write a
description of a football match between
your school’s team and one of your
neighbouring schools’ teams. The

following are the questions you have to
answer when describing the match, but
they are jumbled. You should work with
a partner and put the questions in the
suitable sections”

- Suggests students order the sentences
with 3 parts: Introduction- Details of the
match- Conclusion

- Walks round to help

- Calls some students to give answers

- Listen to the teacher and
work in pairs

Suggestions:
+ Introduction:

1. Why was the football
match held?

2. What teams took part
in the match?

3. When and where did
the match take place?
+ Details of the match:
1. What was the weather

like on that day?

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While-writing: (18 minutes)
Task 2

- Asks students to read all questions
again and answer them

- Has students read Useful Languge to
improve their answers

- Gives some suggestions to students:

Nouns: players/ captain/ defender/
stricker/ goal keeper/ referee

Verbs: infringe/ dribble/ pass the ball
ect.

- Calls some students to answer
- Corrects mistakes

- Asks students write answers in
notebooks

Post-writing: (20 minutes)
Task 3

- Asks students to write a description of
the football match mentioned above by

using suggested above words

- Asks students to work individually
- Goes round to provide help

- Calls some students to read loudly their
writing

- Corrects mistakes and gives marks
Homework: (2 minutes)

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

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 the game?

- Read the questions
- Work in pairs

- Listen to the teacher and
copy down

- Look at the picture and
do the task

- Do independently

- Listen to their friends
and correct mistakes

- Listen to the teacher and
write down homework

The 86th period

Date: 10/ 3/ 2010
Grade 12

Theme: The 22nd SEA Games

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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 give comments on those
sentences

- Has students to pay attention on
linking: the last consonant of 1st word
with a vowel of following word

Ex: look-at, quite-old...
*Listen and repeat :

- Read loudly then ask students to repeat
- Calls some students to read again
- Correct pronunciation for the students
Grammar : (25 minutes)

- Introduce exercises to the students
Exercise 1:

- Asks students to do Exercise 1
- Introduce how to do it

- Lets them work in pairs to do
matching with the instruction:

comparative + and + comparative

- 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 structure: comparative +
and + comparative

- Reminds students to remember
short-adjectives and long short-adjectives

- Look at the books
- Listen to the teacher

- Listen to the tape and
practise speaking

- Listen to the teacher
- Work in pairs and do
the task

Key:

2.e- 3.a- 4.b- 5. d- 6.g- 7.f

- Listen to the teacher and
copy down

Key:

1. shorter and shorter
2. more and more
expensive

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comparison

- Calls some students to give their
answers

- Corrects the answers

Exercise 3: (10 minutes)

- 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”

- Asks students to do the task
individually first then compare with
partners

- Goes round to observe

- Calls some students to present their
answers

- Corrects mistakes and gives
feedbacks

Homework : (2 minutes)

- Asks students to do Part Language
Focus and prepare Test yourself F.
- Asks students to make some

sentences with the comparative
structures they’ve reviewed

4. more and more
complicated

5. better and better
6. more and more active
7. more and more
difficult

8. closer and closer

- Listen to the teacher
- Do the task individually
first then in pairs

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
him, the more I liked
him.

7. The more you have, the
more you want.

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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

- Ask students something about the test
yourself E

* Have you prepared it at home?
* Have you got any difficulties?
Test yourself

I. Listening(2.5 points) (10 minutes)
- Present the task: Listen and complete
the table below

- Tell students the topic of the table
- Get students to look through the table
- Explain the meaning of new words
- After that turn on the tape of the passage
aloud twice

- Let students fill in the blanks with the
words they have just heard

- Go round the class to control the work
- Then turn on the tape of the passage
the last time for students to check their
results

- Greeting

- Answer teacher’s
questions

- Look at the book and
listen to the task

- understand the task
- Listen to the tape
carefully

- Fill in the blanks with
the words they’ve just
heard

- Correct mistakes
Keys:

1. illustration,

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giáo án tiếng anh 12