Date of planning: UNIT 9: Deserts
Date of teaching:
Period:
Week:
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 comprehensions and Understanding the humor 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.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts.
2. Students: Students ‘book, Students ‘workbook,
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms) No checking
II. Presentation (35ms)
Warm-up:
Aims: to introduce the topic of the lesson and to raise students" interest.
- Introduce the new lesson to the students.
Before you read :
- Ask students to look at the picture ask and answer the questions.
While you read :
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 :
- 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
- 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:
- Ask students to read the questions carefully.
- Ask students to read through the passage again.
- Call some students to give the answers.
- Ask others students to correct.
- Give the true answers
After you read :
- Ask student to read the story.
Ask them for the humor of the story.
Explain.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Review the reading and prepare the speaking at home. |
_Greet the teachers.
_The monitor answers.
- Listen to teacher.
- 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 words and phrases in the passage:
- Share the key with other students:
- Listen to the teacher then do the task.
- Works in pairs:
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.
5. They took camels across the desert.
6. In the 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. |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
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 treatment and animals in the deserts.
- Language: + The way to make the life better in the deserts.
+ The tenses.
- New words: words related to the trees and animals in the deserts.
3. Skills:
- Talking about nature features of the deserts.
- Explaining why something 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 |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Review the reading
II. Presentation (35ms)
Warm-up:
- Ask students about the deserts of Australia.
Pre-speaking :
Task 1
- Guide students how to practice.
- Ask students to work in pairs.
- Explaining some new words.
- Walk around and help them.
- Call students to say.
- Correct their mistakes.
While-speaking :
Task 2
- Guide students how to practice.
- 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 :
Task 3
- Guide students how to practice.
- Ask students to work in groups
- Call some pairs of student to stand up and practice.
- Correct their mistakes.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask the students to prepare the listening at home. |
_Greet the teachers.
_The monitor answers.
- Answer teacher"s question.
- Pair work.
- Practice answering the topic:
I think banana can’t exit in desert because it is tropical plant but it is very 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
- Listen to the teacher.
- Write down the homework to do at home. |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
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 the topic.
3. Skills: - Listening and deciding on True or False statements.
- Listening for details and gap-filling.
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts,
2. Students: Students ‘book, Students ‘workbook,
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Asks new words
II. Presentation (35ms)
Warm-up:
Before-listening:
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
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 in pairs.
Task 3:
- Ask students to read the question quickly.
- Guide students the how to do the task.
- let student listen once or twice times.
- Ask students to stand up and speak their answers.
- Correct.
After-listening:
- Ask students to discuss 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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students write things to do to have a healthy and long life, and prepare part writing at home. |
_Greet the teachers.
_The monitor answers.
- 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.
- Practice in pairs
- Read the new words aloud in chorus then
individual.
- 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 oneself.
- 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.
Represent if being asked.
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. |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
Grade 12
Theme: Deserts
Unit 9: Writing
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Describing main features of a desert.
2. Knowledge:
- General knowledge: Writing about the Sahara deserts.
- Language: + The tenses.
+ Connectors (time expressions)
- New words: Words related to the Sahara desert.
3. Skills:
_ To practice 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 |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask students write things to do to have a healthy and long life
II. Presentation (35ms)
Warm-up:
- Presentation
Pre-writing:
- 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.
While-writing:
- 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.
Post-writing:
- Ask some groups to represent their work, ask other to give remark.
- Choose some good writing to read in class and give remark.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students to rewrite the task at home and prepare part Language Focus at home. |
_Greet the teachers.
_The monitor answers.
- 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.
- Do as the teacher asked.
- Listen to the teacher and write down homework.
|
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
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 practice 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.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts.
2. Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask students to rewrite the task
II. Presentation (35ms)
1. Warm up:
- Introduce the lesson to the students.
2. Pronunciation:
_ 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:
Exercise1:
- Guide students how to do
- Do the first as an example.
- Ask students to the exercise.
- Call the ss to the 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.
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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- 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. |
_Greet the teachers.
_The monitor answers.
- Listen to the teacher.
Get the teacher’s explanation.
_ Listen to the sounds listed in their books.
_ Listen to the tape then repeat the words in chorus.
_ Some individuals repeat the words.
_ Listen to the teacher’s correction.
_ Read the sentences suggested individually.
_ Listen to the teacher’s explanation.
_ Work in pairs. Do the exercise given in the textbooks.
_ Discuss the answers with their friends then correct the mistakes themselves.
_ Some of the students to 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:
1. But 5. But
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 |
F SELF- EVALUATION
UNIT 10: Endanger species
Date of planning:
Date of teaching:
Period:
Week:
Date:
Grade 12
Theme: Endanger species
Unit 10 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.
- 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.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts
2. Students: Students ‘book, Students ‘workbook,
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask students to revise the strong form and weak form of auxiliaries, the use of connections,
II. Presentation (35ms)
Warm-up:
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 :
- 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 Viet Nam?
+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)
Destruction(n)
Commercial (adj):
Drainage(n):
Deforestation, urbanization
While you read :
- 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 :
- 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:
- Ask students to read the passage again and choose A,B,C,D to complete the following sentences about 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:
- 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 :
- Ask students to work in group to scan the text again.
- Ask them to work in small groups of three or four to summarize the reading passage by writing one sentence for each paragraph.
- Encourage them to summarize the reading passage.
- Ask one or two pairs to report.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask Ss to do exercises |
_Greet the teachers.
_The monitor answers.
- work in pair to answer the questions 1.tortoise,rhinoceos,monkey, elephant
,leopard, parrot
2.elephant,leopard, rhinoceros are in danger
necessary
+tortoise, rhinoceros, elephant, monkey, mosquito.
+rhinoceros, leopard, elephant
- Write down the meaning of some new word
- 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 summarize the reading passage.
1. Over 24 thousand plant and animal species all over the world are classified as endangered.
2. The main causes of extinction or endangerment are habitants 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 conserve endangered species.
5. The task of conservation should be shared by international organization, governmental agencies, industry and individuals.
- Do homework |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date
Grade 12
Theme: Endanger species
Unit 10: Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Students work in pairs to ask them to 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 |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask Ss to do exercises
II. Presentation (35ms)
Warm-up:
Hang out the pictures of 4 animals and ask Ss to give the name of them
While-speaking
Task 1:
Ask and answer the following the questions.
- Ask students to work in pairs to discuss 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.
- Asks 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 give help if necessary.
- Encourage students to speak out what they think even a phrase or a singular word.
_T check 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
- 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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
_Name some measures we’ve made to protect the endanger animals |
_Greet the teachers.
_The monitor answers.
- Look at the pictures and give the name of 4 animals
1.It is a tiger
2.It is a rhino
3.It is a panda
4.It is an elephant
- Work in pairs to discuss the three questions and find the answers.
1. Panda, rhino, tiger, elephant.
2. We can find these animals in the forests in Asia, Africa, 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 gain pandas live?
B:They live in bamboo forests in the mountain in central and western China
A: What is the population of pandas in the world?
B: Only about 600.
A: How are they?
B: about 1.2 to 1.5m
A How much 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 mountain in Western China .only about 600 pandas are living there. They attain a height of 1.2m to 1.5m and weigh 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.
- Do homework at home |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
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 the topic.
3. Skills: - Listening and deciding on True or False statements.
- Listening comprehension
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts.
2. Students: Students ‘book , Students ‘workbook.
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Name some measures we’ve made to protect the endanger animals
II. Presentation (35ms)
Warm-up:
- Rearrange the letters to make a meaningful word
GOLLARI
Pre-listening:
- 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.
- Explain the words that will appear in the listening text.
- Ask students to read in chorus then individually.
While-listening:
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
After-listening:
- In group, ask students to summarize 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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- in not more than 80 words write about the life of a gorilla |
_Greet the teachers.
_The monitor answers.
- 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:
Gorilla
Sociable
Sub-adult
Nest
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 oneself.
- 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
8.forests being cut down
- Listen to the teacher’s explanation then correct the answers oneself..
- Listen to the teacher’s guide to correct oneself.
-Work in group to summarize the main ideas of the passage
-Listen to the teacher and write down homework |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
Grade 12
Theme: Endanger species
Unit 10: Writing
Time 45 minutes
I. Objectives:
1. Educational aim:
- Writing a report.
2. Knowledge:
- General knowledge: Writing about measures to protect endangered species and possible results
- Language: + The tenses.
+ Connectors
- New words: Words related to endangered species
3. Skills:
- Writing a report.
II. Method:
- Intergrated, mainly communicative
III. Teaching aids:
- A picture, board, chalks, textbook.
IV. Procedure:
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_write about the life of a gorilla
II. Presentation (35ms)
Warm-up:
Fill in the chart with some information about endangered species’ problems.
|
Endangered species |
causes |
Measures to save them |
|
+tiger
|
Habitat destruction |
Provide enough wildlife reserves
|
Pre-writing:
- Explain as clearly as possible the way to write a passage
+topic sentence
+supporting idea
+supporting idea
+Concluding sentence
+connectors: first, second, third....
While-writing:
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 paragraph
- Ask students to work in groups to write paragraph.
- Walk round to give help if necessary.
Post-writing:
- Ask some groups to represent their work, ask other to give remark.
- Choose some good writing to read in class and give remark.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students to rewrite the task at home and prepare part Language Focus at home. |
_Greet the teachers.
_The monitor answers.
- 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. Governments should raise sufficient funds for projects to save endangered animals.
3. Humans must keep water, air, and land clean to preserve natural habitats for wild animals.
4.Goverments should have a good policy to improve the life of people who live in or near endangered animals’ habitats
- Compare the result to the other groups.
- Listen to the teacher’s 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.
|
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
Grade 12
Theme: Endangered species
Unit 10 Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Pronunciation.
- Rhythm
2. Knowledge:
- General knowledge: modal verbs: may, might, mustn’t,
- Language: may, might, must, mustn’t...
- New words: Words related to the exercises
3. Skills:
- Writing sentences with adverbial clauses of concession.
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts.
2. Students: Students ‘book, Students ‘workbook, …
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask students to rewrite the task
II. Presentation (35ms)
1. Pronunciation
- Explain the way to stress syllables
- Help students to know the pronunciation
- Play the tape
- Ask Ss to repeat
- Listen to Ss and check
2. Grammar and vocabulary
- Explain once again Modal verbs(may ,might, must, mustn’t ,needn’t
Remarks:
- May ,might
- Must
- Need
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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students to review the lesson and do the language task students’ workbook and prepare Test yourself D at home. |
_Greet the teachers.
_The monitor answers.
- 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
9.Walk down the path to the end of the canal
10.I’m going home today for Christmas
11.A bird in the hand is
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
- Listen to the teacher and write down correct answers
- Do homework at home |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
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.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts
2.Students: Students ‘book, Students ‘workbook, …
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask students new words
II. Presentation (35ms)
Warm-up
- Greeting
- Ask students something about the test yourself D
* Have you prepared it at home?
* Have you got any difficulties?
Test yourself
I. Listening
- 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
- Present the task: Read the passage 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- Recall the grammar
- Guide students how to do
- Give them some new words:
- Do the first as an example.
- Ask students to do the exercise.
- Call the ss to do on board.
- Go round the class to control the set’s activities
- State the keys
- Correct mistakes
IV. Writing
- Guide students how to write
- Give students some models and structures to writes..
- Ask students to write.
- Go round the class to control the students’ activities
- Correct mistakes
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students:
+ to study all the lessons again
|
- 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. 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.
- Compare the results with the other groups.
- Correct mistakes
- Study all the lessons again |
F SELF- EVALUATION
UNIT 11: Books
Date of planning:
Date of teaching:
Period:
Week:
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 comprehension
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.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts
2. Students: Students ‘book, Students ‘workbook,
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Asks students some new words.
II. Presentation (35ms)
Warm-up:
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 necessary
Before you read :
- Ask students (to work in pairs) to open their books, look at the pictures, and do the tasks that follow.
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 :
- 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 :
- 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
Task 3:
- Ask students to read the passage again and answer th e questions
- 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
- 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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Do exercise 1 |
_Greet the teachers.
_The monitor answers.
-Work in pair to answer the questions.
1. they are reading books
2. enrich knowledge And Relax ....
- work in pair to answer the question.
1.usually
2.Ennglish books
3.every time
- Work individually to read the text then do task 1
1.swallow:
2.dip into:
3.taste:
4.hard-to-pick –up-again:
5.digest:
6.chew:
7.hard-to –put –down:
Work in pair to give answers.
- Share the key with other Ss.
1.NM
2.F
3.NM
4.T
5.F
- Find in the text the evidence to prove the keys.
- Do the task in pairs:
- Answer the questions.
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 color 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. biography
- Write down the homework to do at home. |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
Grade 12
Theme: Books
Unit: 11 Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Asking and answering about reading habits
- Talking about characters in a book.
2. Knowledge:
- General knowledge: Books.
- Language: + The way to describe a book
+ The tenses.
- New words: words related to Books
3. Skills:
- Describing details in pictures.
- Talking about characters in a book.
II. Method:
- Integrated, mainly communicative.
III. Teaching aids:
- Picture, board, chalks, textbook, handouts.
IV. Procedure:
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Do exercise 1
II. Presentation (35ms)
Warm-up:
- Ask Ss to give name of some stories
Pre-speaking :
Task 1
- Complete the following conservation and practice reading it.
- Explain how to do the task
-Ask students to work in pairs to discuss the three questions and find the answers.
- Correct the students’ work and give remark.
While-speaking :
Task 2
- Explain the requirements
- Divide the class into groups, asks each group to discuss 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 practice reading it.
- Explain how to do the task
-Ask students to work in pairs to discuss 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 discuss the three questions and find the answers.
-Practice the model conservation with one student
-Ask Ss to do task 4
Post-speaking :
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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
Do Exercises
|
_Greet the teachers.
_The monitor answers.
_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 discuss 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 read books?
- 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
- Work in pairs to discuss the three questions and find the answers.
A; What are you reading at the moment?
A:Who is the main character?
A:What is he/she like/
-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: John.
A; What is he like?
B;
- Listen and take note
- Write down the homework |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
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 do the topic.
3. Skills: - Listening and deciding on True or False statements.
- Listening comprehension
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts
2. Students: Students ‘book, Students ‘workbook.
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Do Exercises
II. Presentation (35ms)
Warm-up:
- Ask Ss to decide on 3 statements True or False
Pre-listening:
- Explain the words that will appear in the listening text.
- Ask students to read in chorus then individually.
While-listening:
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
After-listening: - In group, ask students to discuss the guided question, find the answer.
- Move around to help if necessary.
- Give remarks or even suggestions.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- In not more than 50 words write about the kind of books you like to read and say why |
_Greet the teachers.
_The monitor answers.
- Listen to the teacher.
- Listen and repeat:
Incredible
Wilderness
Fascinating
Unnoticed
Journey
Personality
Survive
- 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,
- Listen to the teacher’s explanation then correct the answers oneself.
- 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 |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
Grade 12
Theme: Books
Unit 11: Writing
Time 45 minutes
I. Objectives:
1. Educational aim:
- Describing a book
2. Knowledge:
- General knowledge: writing a report on a book
- Language: + The tenses.
+ Connectors (time expressions)
- New words: Words related to books
3. Skills:
- Writing a report.
II. Method:
- Intergrated, mainly communicative
III. Teaching aids:
- A picture, board, chalks, textbook.
IV. Procedure:
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Write about the kind of books you like to read and say why
II. Presentation (35ms)
Warm-up:
- Free talk about the name what you should mention in book report
Pre-writing
Give some ideas
Book report
+the book’s author
+the title of the book
+the main character
+your opinion
While-writing:
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.
Post-writing:
- 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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students to rewrite the task at home and prepare part Language Focus at home. |
_Greet the teachers.
_The monitor answers.
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?
S2: Frankenstein
S1;4.who is the author?
S2:Marry Shelley
S1:9.What type of book is it?
S2:A horror story
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 determined to kill the monster: he is killed first by the monster ,then it kills itself
S1:1.What was your opinion of the book?
S2:interesting
S1:3.would you recommend the book?
S2: yes
- Compare the result to the other groups.
- Listen to the teacher’s explanations.
- Exchange the writing to other groups to check and give remarks.
- Listen to the teacher and write down homework.
|
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
Grade 12
Theme: Books
Unit 11: Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Rhythm
- Modals in the passive voice
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.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts
2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask students to rewrite the task
II. Presentation (35ms)
1. Pronunciation
- 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
- Explain once again the “Modals with passive voice
Modals + be+ past participle
Modals+ be+ past participle
Exercise1:rewrite the sentences in the passive
- 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.
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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
Exercise 3,4 |
_Greet the teachers.
_The monitor answers.
- 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 every time you use it
9. The flowers should be kept in a warm sunny place
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’ cheque can be exchanged at most banks
16. She shouldn’t be told the news. It might kill her
Exercise 2:
1.will be prepared
- Is food going to be cooked?
- will be pre-packaged
- can be warmed
- should food be chosen
- has to be offered
- could be selected
- ought to be made
- Listen to the teacher and write down homework to do at home |
F SELF- EVALUATION
Date of planning: Unit 12: Water sports
Date of teaching:
Period: Reading
Week:
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.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts.
2. Students: Students ‘book, Students ‘workbook,
III. Method: Integrated, mainly communicative
IV. Teaching aids: textbooks, some pictures of water sports
V. Procedure:
|
Teacher’s activities |
Students’ activities |
|
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
1. Give an example of the simple present tense.
2. Give an example of the simple past tense.
3. Give an example of the present perfect tense.
II. Presentation (35ms)
Warm-up:
- 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
Before you read :
- 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) :
- Tie (n) :
- Vertical (a) :
- Foul (n) :
- Oppenent (n) :
- Penalty (n) :
While you read :
- Asks students to open the books and read the passage silently
- Lets students do task 1
Task 1 :
- Asks students to do the task individually 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
- 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 :
- 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
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
1. What kinds of sports are in the pictures?
2. Where can people play these sports?
3. How do people play them?
|
_Greet the teachers.
_The monitor answers.
_Look at pictures and answer all the questions
- Answer freely
- 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
Key:
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 five personal fouls.
- 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 |
F SELF- EVALUATION
Date of planning: Unit 12: Water sports
Date of teaching:
Period: Speaking
Week:
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of this lesson, students can talk about some water sports that they prefer
2. Knowledge:
- General knowledge: Students learn about some water sports
- Language: asking and answering about water sports
- New words: words related to water sports
3. Skills: - Talking about types of water sports
- Giving opinions and preferences about water sports
II. Method: integrated, mainly communicative
III. Teaching aids: pictures, textbooks
IV. Procedure:
|
Teacher’s activities |
Students’ activities |
|
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
1. What kinds of sports are in the pictures?
2. Where can people play these sports?
3. How do people play them?
II. Presentation (35ms)
Pre- speaking:
- 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 :
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 conversations
- Asks students practice in pairs
- Calls some pairs to present in front of the class and corrects mistakes
Post-speaking :
Task 3
- Asks students to work in small groups to talk about their favorite water sports following examples
- Goes round to provide help
- Calls some students to speak loudly in front of the class
- Corrects pronunciation and gives comments
- Gives marks
IV. Consolidation (2ms)
Ask Ss some new words
V. Homework (3ms)
Ask Ss some new words
- Ask students to prepare Part C- Listening
|
_Greet the teachers.
_The monitor answers.
- Keep books close
- Listen to the teacher
- Look at the pictures and try to tell some equipment of water sports (ex: ball, air tank, mask, fins, oars, boat, board, regulator, wet suit, sail, est. )
- 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
- Practice speaking with the teacher
- Work in pairs
- Listen to their friends
- Work in small groups
- Listen to their friends and gives comments
- Listen to the teacher
- Write down the homework |
F SELF- EVALUATION
Date of planning: Unit 12: Water sports
Date of teaching:
Period: Listening
Week:
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.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts.
2. Students: Students ‘book, Students ‘workbook,
III. Method: Intergrated, mainly communicative
IV. Teaching aids: Student’s book
V. Procedure:
|
Teacher’s activities |
Students’ activities |
|
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Ask Ss some new words
II. Presentation (35ms)
Pre-listening:
- 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
While-listening:
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:
- Asks students to talk about history of synchronized swimming using the cues in the books
- Asks students to work in groups to practice
- Goes round to provide help
- Calls some groups to present
- Gives comments
IV. Consolidation (2ms)
Ask Ss some new words
V. Homework (3ms)
-Ask Ss some new words
- Remember them to prepare Part- Writing at home |
_Greet the teachers.
_The monitor answers.
- Close the books
- Listen to the teacher
- Answer freely
- It is like ballet. It is the combination of diving and gymnastics.
- Read in chorus then individually
- Read questions
- Listen to the tape carefully and then 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 practice
- Listen to their friends and correct mistakes
-Listen to the teacher and write down homework |
F SELF- EVALUATION
Date of planning: Unit 12: Water sports
Date of teaching:
Period: Writing
Week:
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 |
|
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
Ask Ss some new words
II. Presentation (35ms)
Pre-writing:
- Asks students to keep book close
- Asks students a question: What do you often do before practicing sports?
- Leads in new lesson: “Today we will have to write the instructions for warming up exercises before swimming.
While-writing:
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 practice
- 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:
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 mistakes in groups
- Calls one student to write on the board
- Gives comments and gives mark
IV. Consolidation (2ms)
Ask Ss some new words
V. Homework (3ms)
Ask Ss some new words
- prepare Language Focus part |
_Greet the teachers.
_The monitor answers.
- Keep book close
- Listen to the teacher and answer the question: We have to do warming up exercises.
- Read the task
- Work in pairs
- Practice the task
- Listen to the teacher and copy down
- Look at the picture and do the task
- Do independently
- 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
|
F SELF- EVALUATION
Date of planning: Unit 12: Water sports
Date of teaching:
Period: Language Focus
Week:
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: Pronouncing elision and using transitive and intransitive verbs
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts,
2 .Students: Students ‘book, Students ‘workbook,
III. Method: Intergrated, mainly communicative
IV. Teaching aids: Student’s book
V. Procedure:
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
Ask Ss some new words
II. Presentation (35ms)
Pronunciation:
- 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
* Practice these sentences
- Read the sentences loudly
- Ask students to repeat
- Correct pronunciation for students
Grammar and vocabulary:
Introduce exercises to the students
- Let students see all sentences in part Pronunciation and give comments of verbs
- Gives explanation:
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:
- 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
- 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:
- 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, then turn them into passive
- Walks round and help them
- Checks, corrects mistakes
IV. Consolidation (2ms)
Ask Ss some new words
V. Homework (3ms)
Ask Ss some new words
- preapare Language Focus part
- Asks students to do Part Language Focus and prepare the next lesson
|
_Greet the teachers.
_The monitor answers.
- Read follow the tape
- Read in chorus then individually
- Listen to the tape and practice 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:
1. The bill will be paid by An.
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 |
F SELF- EVALUATION
LESSON PLAN
SEMESTER II- WEEK
Date of preparation:
Period:
Unit 13: The 22nd Sea Games
A - Reading
A. TEACHING AIMS:
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
B. Teaching method: Integrated, mainly communicative
III. Teaching aids: textbooks, some pictures of Sea Games
IV. Procedure:
|
Time |
Teacher’s activities |
Students’ activities |
|
1’
4’
35’
5’
7’
16’
7’
4’
1’
|
I- Class stabilization:
Greeting the class & checking students’ attendance.
II-Check up:
III- New lesson:
1.Warm-up:
- 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 22ndSea Games
2. Before you read:
- 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
3.While you read:
- 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
- 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
4.After you read :
- Asks students to work in groups and talk about names of some of the Vietnamese athletes they love and say 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
IV-.Consolidation
Summarize the main content of Reading
V. Homework:
- Asks students to write a paragraph about their beloved athletes (about 100 words)
- Asks students to prepare part B. Speaking at home |
- Stand up and greet the teacher
- 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
- Do the task independently
Key:
1. người say mê thể thao
2. đoàn kết, liên kết
3. danh hiệu
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 program 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
- Do the task
- Some students to practice talking
- Listen to their friends’ talking and give comment
- Listen to the teacher and write down |
F SELF- EVALUATION
LESSON PLAN
SEMESTER II- WEEK
Date of preparation:
Period:
Unit 13: The 22nd Sea Games
B – Speaking
A.TEACHING METHOD:
By the end of this lesson, students will be able to be expected to report some of records at the 22nd SEA Games the sports results of the match. After that, they can use it in the real life.
B. Teaching method: integrated, mainly communicative
C. Teaching aids: pictures, textbooks
D. Procedure:
|
Time |
Teacher’s activities |
Students’ activities |
|
1’
4’
35’
7’
18’
10’
4’
1’
|
I- Class stabilization:
Greeting the class & checking students’ attendance.
II-Check up:
Write a paragraph about their beloved athletes (about 100 words)
III- New lesson:
1.Before you speak:
- 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 on the board
- Corrects pronunciation and mistakes
- Declares the winner
2.While you speak :
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 pronounce some words (names of athletes and sports)
- Lets students work in pairs
- Goes round to check their activities
- Calls some students to practise speaking
3. After you speak :
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
IV. Consolidation
V. Homework:
- Ask students to prepare Part C- Listening and do homework |
- Stand up and greet the teacher
- go to the board
- Listen to the teacher
- Work in groups
- Observe the board
- Listen to the teacher and 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
- Practice 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 excellent he was! He ran very fast.
- Work in groups
Suggestions:
- Thailand and Malaysia played in the Women’s Football Third-Place Playoff. The Thai team won the bronze medal. The results (score) was 6-1.
- Thailand and Vietnam played in the Men’s Football Final. The Thai team won the gold medal. The score was 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 |
F SELF- EVALUATION
LESSON PLAN
SEMESTER II- WEEK
Date of preparation:
Period:
Unit 13: The 22nd Sea Games
C - Listening
A. TEACHING AIMS:
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
B. Teaching method: Integrated, mainly communicative
C. Teaching aids: Student’s book
D. Procedure:
|
Time |
Teacher’s activities |
Students’ activities |
|
1’
4’
35’
11’
14’
10’
4’
1’ |
I- Class stabilization:
Greeting the class & checking students’ attendance.
II-Check up:
Talk about some records at the 22nd SEA Games
III- New lesson:
1. Before you listen:
- 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
2.While you listen:
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): nhảy qua
+ break (v): phá kỷ lục
- 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
- Corrects the answers
3.After you listen:
- 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
IV. Consolidation
V. Homework:
- Answer the following questions :
Which Vietnamese footballer do you like best?
- Remember them to prepare Part- Writing at home |
- Stand up and greet the teacher
- to be checked
- 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:
1. T
2. F
3. T
4. T
5. F
- Work in groups to practice
- 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 |
F SELF- EVALUATION
LESSON PLAN
SEMESTER II- WEEK
Date of preparation:
Period:
Unit 13: The 22nd Sea Games
D - Writing
A.TEACHING AIMS:
By the end of this lesson, students will be able to describe a Sporting event (a football match)
B. Teaching method: Integrated, mainly communicative
C. Teaching aids: Student’s book, notebook
D. Procedure:
|
Time |
Teacher’s activities |
Students’ activities |
|
1’
4’
35’
4’
1’ |
I- Class stabilization:
Greeting the class & checking students’ attendance.
II-Check up:
Answer the following questions :
Which Vietnamese footballer do you like best?
III- New lesson
1.Before you write:
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 answer
2.While you write:
Task 2
- Asks students to read all questions again and answer them
- Has students read Useful Language 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
3.After you write:
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
IV. Consolidation
The way of writing a description of a football, using useful language
V. Homework:
- Ask students to do part writing of Unit 13 in the student’s work book and prepare part Language Focus |
- stand up and greet the teacher
- go to the board
- 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?
2. How did each team play in the first half?/ second half?
3. What was the spectators’ attitude?
4. Which team played better?
5. Who scored a goal?
+ Conclusion:
1. What was the result?
2. What did you think about 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
|
F SELF- EVALUATION
LESSON PLAN
SEMESTER II- WEEK
Date of preparation:
Period:
Unit 13: The 22nd Sea Games
E - Language Focus
A. TRACHING AIMS
By the end of this lesson, students will be able to:
- Practice linking
- Review and practice: Double comparison
B. Teaching method: Integrated, mainly communicative
C. Teaching aids: Student’s book
D. Procedure:
|
Time |
Teacher’s activities |
Students’ activities |
|
1’
4’
35’
7’
28’
|
I- Class stabilization:
Greeting the class & checking students’ attendance.
II-Check up:
Can you tell me some useful language to write a description of the football
III- New lesson
1.Pronunciation:
- 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
2.Grammar :
- 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 adjectives comparison
- Calls some students to give their answers
- Corrects the answers
Exercise 3:
- 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
IV- Consolidation
- Double comparison
- Comparative + and+ comparative
- The + comparative, the + comparative
V.Homework :
- Asks students to do Part Language Focus and prepare part Reading of Unit 14 at home
- Asks students to make some sentences with the comparative structures they’ve reviewed |
- stand up and greet the teacher
- go to the board
- Look at the books
- Listen to the teacher
- Listen to the tape and practice 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
3. worse and worse
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 practice 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.
- Listen to the teacher and write down |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Unit 14 INTERNATIONAL ORGANIZATIONS
Lesson 1: READING
I. Aims
· To help students gain knowledge of some international organizations and
their roles in the world.
· To enable students to read for gist and to scan for specific details.
II. Method and teaching aids: Integrated, mainly communicative
Pictures of the logos of relevant international organizations
III. Procedure:
|
Time |
Teacher’s Activities |
Students’ Activities |
|
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Asks students to make some sentences with the comparative structures they’ve reviewed
II. Presentation (35ms)
Warm-up
Teacher (T) guides students (Ss) to look at the logo of the United Nations and those of some other organizations and answer the guiding questions.
1. What organizations do these logos represent?
2. What roles do they play in the world?
|
_Greet the teachers.
_The monitor answers.
Students look at the pictures and answer the questions based on their background
knowledge.
1. The United Nations, the United Nations Children’s Fund, World Trade Organization, World Health Organization, etc.
2. Their roles are to improve different aspects of life, i.e., health, education, children’s condition of living, trade, etc., in the world.
|
|
|
Pre-reading
a) T has Ss work in pairs, match the logos with corresponding names and then read the names of the organizations aloud.
b) T has Ss discuss in pairs and find out the difference in meaning between ‘abbreviation’ and ‘acronym.’
|
Ss sit in pairs and do the task assigned by T.
Answer
1. D 2. E 3. F 4. A 5. C 6. B
Students work in pairs and do task b).
Answer
· acronym: a word formed from the first letters of the words that make up the name of something.
Example: World Health Organization = WHO, pronounced / hu: /
· abbreviation: short form of a word
Example: UN, pronounced /ju: ‘en /
1. United Nations: UN (abbr.) /ju: ‘en /
2. United Nations Children’s Fund: UNICEF (acr.) /’ju:nisef/
3. Food and Agriculture Organization: FAO /,ef ei ‘ou /
4. World Health Organization:WHO /hu:/
5. World Trade Organization: WTO /, d blju: ti: ou/
6. International Civil Aviation Organization: |
|
|
While-reading
a) Find the words in the reading which mean:
T has Ss work individually, do the task by looking through the text and find the meanings of the words in context,
then do the matching task.
|
Ss work individually, then compare their answers in pairs.
Answer
1. permanent (par. A)
2. eligible (par. A)
3. promote (par. B)
4. regulations (par. B)
5. mandate (par. D)
6. originate (par. D)
7. regulate (par. F)
|
|
|
b)
T. has Ss work in pairs, read each paragraph to scan for specific information, then write the names of the corresponding international organization.
|
Students do task b).
Answer
Paragraph A: UN Security Council
Paragraph B: International Civil Aviation Organization
Paragraph C: United Nations Development Program
Paragraph D: Food and Agriculture Organization
Paragraph E: World Health Organization
Paragraph F: World Trade Organization
UN Security Council |
|
|
c)
T. has Ss work in pairs, read the functions
or activities listed in the left column, then write the corresponding international organizations in the right column.
|
Students do task c).
Answer
1. UN Security Council
2. ICAO
3. UNDP 4. WTO
5. FAO 6. WHO |
|
|
Post-reading
T has Ss sit in groups of four and
discuss what the above mentioned international organizations have done in Viet Nam.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
_learn new words
_prepare the new lesson. |
Ss discuss the roles of the above mentioned international organizations in Viet Nam.
|
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Unit 14: INTERNATIONAL ORGANIZATIONS
Lesson 2: Speaking
I. Aims
- To help students gain knowledge of some international organizations and their roles in the world.
- To enable students to talk about international organizations
- Report on discussion results
II. Method and teaching aids: Integrated, mainly communicative
Pictures of the logos of relevant international organizations
III. Procedure:
|
Teacher’s Activities |
Students’ Activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Check new words
II. Presentation (35ms)
Warm up:
Use the Photos:
- Makes the questions & ask SS to answer
- lead to the new lesson.
|
_Greet the teachers.
_The monitor answers.
- Look at the photos
- Answer the questions |
|
Pre-speaking:
a. Vocabulary:
- establish (v) - (to) build
- attainment (n): accomplishment & achievement
- carry out (v):
- advocate (v): to recommend or support sth
- endanger (v): to cause danger to sb/sth
b. Checking: ROR
* Discuss the questions (page 155)
1. What does WHO stand for?
2. When was WHO established?
3. What is its major objective?
4. What are its main activities?
|
Listen
-Repeat
-Copy
-Pair work
-Individuals
Students work in pairs and do task 1).
Answer
1. Who stands for the World Health Organization.
2. It was established on 7 April 1948
3. Its major objective is the attainment by all peoples of the highest possible level of health
4. Its main activities are carrying out research on medical development and improving international health care. |
|
While-speaking:
Task 2:
- Ask SS to ask and answer about the International organizations.(UNICEF & WWF)
Task 3: Tell a partner what you know about one of the above mentioned international organization. Use the information from Task 1 and 2 |
- Work in pairs & do task 2 (P.156). able to base on task 1.
- Work in groups
- Give feed back |
|
Post-speaking:
Report to the class
-Ask Ss to tell what they discuss |
- Report in front of class. |
|
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
_Rewrite the international organizations |
-Do at home |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Unit: 14: INTERNATIONAL ORGANIZATION
Lesson: 3 Listening
I. Aims
- By the end of the lesson, Ss will able to get information about the United Nation.
- Developing skills: Multiple – choice questions and Gap – filling.
-
II. Method and teaching aids : Textbook, pictures, cassette player, tape.
III. Procedure:
|
Time |
Stages |
Teacher ‘s Activities |
|
3’
10’
10’
15’
5’
2’ |
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Rewrite the international organizations
II. Presentation (35ms)
I/ Warm- up: (Picture on P 156) Questions
1/Where is building?
2/ How popular is the United Nations ?
II/ Pre- listening:
Vocabulary: Listen and repeat: (P 157)
- leader (n)
- goals and purposes (n)
- to work together for
- be at war
III/ While- listening: (P 157)
Task 1: Listen and circle the best answer:
Key :
1. C 2. D 3. C
Task 2: ( P 157)
Key:
1. solve international problems
2. the UN
3. in its goals
4. at war
5. independence
IV/ Post- listening:
- UN: United Nations
- UNICEF: United Nations International Children’s Emergency Fund.
- WHO: World Health Organization.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
Writing:
What do you know about the United Nations? |
_Greet the teachers.
_The monitor answers.
- Ask questions
- Help Ss answer the question
- Follow the steps for presenting vocabulary
- Play tape 1 or 2 times
- Play tape one more times
- Call some Ss to answer
- correct
-Explain some new words
- Play tape 2 times
- Correct
- Help
- Explain
- Give assignment |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Unit: 14: INTERNATIONAL ORGANIZATION
Lesson 4: Writing
I. Aim : By the end of the lesson, Ss will able to write a short description of an international organization.
II. Method and teaching aids : Textbook, pictures.
III. Procedure:
|
Time |
Stages |
Teacher ‘s Activities |
|
3’
10’
10’
15’
5’
2’ |
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_What do you know about the United Nations?
II. Presentation (35ms)
I/ Warm- up: (Picture about WWF,WHO, UN on P 152)
II/ Pre- Writing:
Vocabulary:
- have an opportunities (v.ph)
- do research on (v.ph)
- be good at (v.ph)
- charity (n)
Task 1: Discuss the question ( p 158)
Model :
Ss 1: Which international organizations would you like to work for, WWF, WHO, UN ?
Ss2: I like to work for WHO.
Ss3: Why do you choose to work for WHO ?
Ss2: Because I like biology and I’m very good at it . If I work for WHO,I will have a chance to do much medical research and help improve international health care. I will meet people from difference countries in the world and I will speak English at work.
III/ While- Writing: (P 157)
Task 2: ( P 158)
Model :
I like to work for the WHO for the number of reasons. First, I really like biology and I’m very good at it . If I work for WHO, I will have a chance to do much medical research and help improve international health care. Second, I will meet people from difference countries in the world and I will speak English at work. Third,
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
Write a paragraph of about 100 words expressing the reasons why you choose the organization.( WWF,WHO, UN,ASIAN )
|
_Greet the teachers.
_The monitor answers.
- Ask Ss to give some related to
- Help Ss
- Follow the steps for presenting vocabulary
- Ask Ss to work in group
- Go around for help voc, grammar .
- Call some Ss to make conversation
- correct
- Give instruction
- Make a model
- Go around for help
-Call some to check
- Correct
- Remark
- Give assignment |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Unit 14: INTERNATIONAL ORGANIZATION
Lesson 5: Language focus
Aim: Intonation: The falling tune
Gram / Structure: Phrasal Verbs
Aids: Textbook, lesson plan
Procedure:
|
Time |
Content |
Teacher’s activities |
|
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Write a paragraph of about 100 words expressing the reasons why you choose the organization.( WWF,WHO, UN,ASIAN )
II. Presentation (35ms)
WARM-UP :
INTONATION :
Eg:
- What do you think of it ?
- What does ASEAN stand for ?
The falling tune
GRAMMAR :
Eg :
after chăm sóc
for tìm kiếm
up tra từ trong từ điển
look into nhìn vào
out nhìn ra, nhận biết
at nhìn, ngắm
down nhìn xuống
_ Phrasal Verbs: là cụm động từ được theo sau bởi một giới từ nhất định để có được một nghĩa khác (learn by heart).
Answer keys :
Exercise 1 :
1. give up 6. look up
2. fill in 7. Turn off
3. turn on 8. fill in
4. take off 9. go on
5. wash up 10. Put on Exercise 2
2. up
3. out 7. down
4. around 8. away
5. on 9. down
6. up 10. on
Exercise 3 :
2. look after
3. takes after 6. try out
4. got over 7. went off
5. held up
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
_do the exercise
|
_Greet the teachers.
_The monitor answers.
- giving some examples related to the intonation and reading them as the samples, then asking Ss the question “What intonation can I use in here: the falling tune or the rising tune ?”
- giving the introduction
- reading from sentence 1 to 8 as models.
- listening to Ss exactly, then correcting them.
- giving some examples related to the PHRASAL VERBS
- giving the introduction and definition.
- supplying Ss the meanings of the given phrasal verbs in the box before asking Ss to do exercise 1, 2, 3.
- writing Ss’ answers on bb, then correcting them.
- asking Ss to learn by heart the phrasal verbs and preparing Unit 15 – READING.
|
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Unit 15: WOMEN IN SOCIETY
Lesson 1: Reading
I Aim: By the end of the lesson, students can:
+ use dictionaries to look up the meanings of the words.
+ make intensive reading to find out information in the lesson.
+ practice reading skills such as skimming, clustering.
II Skills: reading, speaking
III Aids: Lesson plan, textbook, available pictures, prepared pictures, other materials.
IV. Procedures:
|
Time |
Content |
Teacher’s activities |
|
3’
3’
8’
8’
8’
4’
5’
5’
1’ |
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Do the exercise
II. Presentation (35ms)
I:WARM-UP:
Short conversation with a school girl about her/her mother’s daily routines, activities at home and in society.
II: PRE-TEACHING:
A: Pre-reading:
Look at the pictures and answer the questions that follow: (page 162)
a) How many roles does this woman have?
b) Is her life typical of a Vietnamese woman’s life? Why / Why not?
c) In your opinion, what is a typical Vietnamese woman like?
B: Pre-teaching vocabulary:
· civilization (n) è civilize (v)
· deep-seated (adj): ăn sâu (vào tiềm thức), lâu đời.
· involvement (n) è involve (v)
· Age of Enlightment (n.p): Thời đại khai sáng
· philosopher (n): nhà triết học
· pioneer (n): a person who is the first to do something.
· advocate (v): agree, support: tán thành
· disciminate (v)è discrimination (n)
III: WHILE-READING:
Read the passage and do the tasks as orders below:
Task 1: Read the passage quickly and give the Vietnamese equivalents to the words and phrases. (page 163)
*(Students can use dictionaries to look up the words’ meanings)
Key:
1: nền văn minh nhân loại.
2: việc sinh con, việc mang thai.
3: sự tham gia.
4: thời đại khai sáng.
5: những niềm tin ăn sâu vào tiềm thức.
6: việc chăm sóc gia đình.
7: năng lực trí tuệ.
8: cơ hội việc làm bình đẳng.
Task 2: Read the passage carefully and choose the best option for each question. (page 164)
Key:
1:C 2:D 3:C 4:B 5:A
Task 3: Read the passage quickly and choose the best title for the passage. (page 165)
Key: C: Women’s Rights.
IV: POST-READING:
A: Work in groups. Summarise the reading passage by writing ONE sentence for each paragraph.
Suggested key:
1. In the past, women were restricted to the role of mothers and wives due to the widespread doubt about their intellectual ability.
2. The struggle for the women’s rights began in the 18th century as European political philosophers believed that women should be treated equally.
3. Women now enjoy important legal rights such as equal work opportunities and equal pay, the right to vote and to gain education.
B: Suggest a typical Vietnamese woman by your own thoughts.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
Ø Study by heart vocabulary.
Ø Preview the next part (Speaking).
Ø Write a short passage about your thought of your female idol.
|
_Greet the teachers.
_The monitor answers.
Making questions
1. Showing the pictures. Asking
2. Asking students to look at the pictures at page 162. making questions.
Translation
Translation
Translation
Translation
Translation
Explantions
Synonym
Translation
Giving instructions
Asking students to do individually.
Calling 8 students to give the key
Giving the suggested key.
Giving instructions
Asking students to do in pairs.
Calling 5 students to give answers
Giving the suggested key.
Giving instructions
Asking students to do in groups of 3 or 4.
(Teacher’s explanations)
Giving instructions
Asking students to do in groups of 3 or 4.
Giving the suggested key.
Giving command.
Giving comment
Giving assignment
|
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
UNIT 15: WOMEN IN SOCIETY
LESSON 2: SPEAKING
I. Aims: By the end of the lesson, students will be able to improve their speaking skill and know some expressions to give the opinions.
II. Skill: speaking
III. Vocabulary: noun, verb, adjective
IV. Teaching aids: pictures, posters, textbook…
V. Procedure:
|
Time |
Content |
Teacher’s activities |
|
4’
10’
15’
15’
1’
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
Ø Write a short passage about your thought of your female idol.
II. Presentation (35ms)
WARM-UP: Matching game
A B C
D E
1.Washing the dishes
2. Washing the clothes
3. Cleaning the house
4. Cooking the meal
5. Going to the supermarket
* Keys: 1.E 2.D 3.B 4. A 5. C
I. PRE -SPEAKING:
* Pre – teach Vocabulary:
+ neglect (v):
+ rear (v):
+ slave (n):
+nonsense(n):
+ rubbish (n):
* Task 1: Study the expressions and practise saying them aloud ( p 165)
+ Giving your opinion
+ Strongly agreeing
+ Partly agreeing
+ Disagreeing
+ Strongly disagreeing
III.WHILE – SPEAKING :
Task 2: Read and respond to these statements. Begin your responses with one of the expressions in Task 1 (p 164)
IV.POST – SPEAKING:
Task 3: Discuss whether you agree or disagree with the following statement and give explanation (p166)
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Review the learnt lesson
- Prepare the next lesson |
_Greet the teachers.
_The monitor answers.
- Dividing class into2 groups.
- Giving the instruction
- Checking and correcting
- Deciding the winner
-Eliciting new words
- Situation
- Example
- Picture
- Translation
- Synonym
-Giving some expressions to express the opinions
- Explaining
-Asking ss to practise saying them aloud
- Asking ss to work in pairs and respond to these statements in 10’
- Calling some pairs to demonstrate
- Explaning the task & giving example
- Asking ss to work in groups of 4 and discuss the statement
-Calling some ss to demonstrate in front of class
-Writing on the blackboard |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Unit 15: WOMEN IN SOCIETY
Lesson 3: Listening
I. Aims: by the end of the lesson, SS will be able to get a general view about a day of African Women and improve listening-skill.
II. Skills: listening, Writing and Speaking
III. Vocabulary: saying, hold-up, agricultural, firewood, respect and Africa
IV. Teaching aids: cassette, picture, poster and text
Procedures
|
Time |
Contents |
Teacher’s activities |
|
3’
12’
15’
13’
2’
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Asks some new words.
II. Presentation (35ms)
I/Warm-up(some picture)
Matching
a.o 1.Vacuum cleaner
b.o 2.Washing Machine
c.o 3.Electrict cooker
d.o 4.Gas stove
II/ Pre-listening
Discuss the question
Is the life of a city woman easier than that of a village woman nowadays? why?
* Pre teach-Vocabulary
-saying
-hold-up
-agricultural
-firewood
-Africa
-respect
-two-thirds
-three-fourths
III/ While-listening
Task 1.(page 167)
Key:
Task 2: Listen again then answer (poster)
Key:
- 40 %
- They earn nothing for doing their domestic work
- They produce more than half of the food
- 80 %
- At 4.45 am
- At 9.30 pm
IV/ Post-Listening(poster)
Complete the table about a day work
An African woman A Vietnamese woman
|
FOOD % |
% |
|
FARMWORK % |
% |
|
TIME BEGIN % |
% |
|
TIME FINISH % |
% |
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Learn by heart vocabulary. & expression
-Practice listening again
-Prepare the writing |
_Greet the teachers.
_The monitor answers.
- T sticks poster on the board
- Asking ss to divide the class into 2 teams
-T corrects & decides what team is the winner
- T asks Ss to work in pairs and answer the question
-T asks Ss listen and repeat
-T explains fast meanings and use of it
-T explains the request of the task & asks Ss to do it
- T plays the cassette player two times
-T asks Ss to answer by oral talk
-T correct
-T guides Ss to look into the task and guess the answer before listening
-T plays the cassette player two times
-T plays the cassette one more time and stop after each question
-T go around to help, if necessary
-T corrects
-T asks Ss to look at the poster & works in pairs to compare about a day work of An African woman with A Vietnamese woman
-Who do work harder than?
-T asks Ss to do at home with contents in home work
|
F SELF- EVALUATIO
Date of planning:
Date of teaching:
Period:
Week:
Unit 15: WOMEN IN SOCIETY
Lesson 4: Writing
I Aims:
By the end of the lesson, the students will be able to write a report describing the information shown in the column chart
II Skills: writing, reading, speaking
III Teaching aids: textbook, poster, pictures
Procedures:
|
Time |
Contents |
Teacher‘s activities |
|
5’
10 ‘
15 ‘
14’
1’
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Vocabulary. & expression
II. Presentation (35ms)
Warm up:jumpled word
- mairedr: ® married
- child baeirng :® childbearing
- househlod :® house hold
- nmuber :® number
- child crae: ®child care
I – Pre writing
task 1
a Work in pairs:
- percentage of married men and married men
- roles of women and men in society
- housework hours per week
b answer the questions:
Keys:
1 In general, married women do more housework than men do
2 They have to do less house work when they have more children .
3 Married men have to do less house work when they have more children
4 Married men and women without children spend 20 and 30 hours on their housework per week respectively.
5 It takes men and women with one or two children 15 and 50 hours respectively to do their house work every week.
6 They are 10 and 55
7 Married men should spend more time sharing the housework with their wives.
II While –writing
Task 2
Write a report describing the information shown in the column chart in task 1 .begin your report
The column chart illustrates the average hours of housework per week done by married women in comparison with married men
III post –writing
Correction
Married women do more housework than men do
They have to do less house work when they have more children
Married men have to do less house work when they have more children
Married men and women without children spend 20 and 30 hours on their housework per week respectively .
Talking roles of women
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
Write a correct report at home
Study language focus at home
|
_Greet the teachers.
_The monitor answers.
-T give Ss the rule of the game
-T corrects
-T gives the suggested answers on the board
T asks sts to work in pairs
T elicits the questions
Correcting the answers
T asks sts to work in group
corrects at least 4 reports
T suggests some sentences
T helps to talk
T asks sts to do at home |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
UNIT 15: WOMEN IN SOCIETY
LESSON 5: Language Focus
I .Aim: - By the end of the lesson, the students are able to use intonation in yes / no question.
- By the end of the lesson, the students are able to use and make the sentences with preposition
II .Skills: speaking, reading, writing
III. Grammar / Structure: verbs, preposition
IV. Teaching Aids: Textbook, posters, chalk and board.
Procedures
|
Time |
Stages and Content |
T’s activities |
|
3’
12’
10
10’
9 ‘
1’ |
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Write a correct report
II. Presentation (35ms)
Warm up:
Matching column A with B
1 explain a to
2 ask b at
3 talk c about
4 glance d for
1 Intonation
Are you students?
Yes, I’m
Practice reading the following sentences with the rising tune
Work in pairs
Practice reading these conversations
1 and 2
2 Grammar
Setting the scence
What does he do? You look at him
What does it mean? you explain it to me
- verbs go with preposition
Ex 1 choose one of the following verbs + the correct preposition page 170
Key :
1 glanced at 2 invited to
3 listen to 4 throw at
5 staring at 6 speaking
7 wrote to 8 point to
Ex 2: page 171
Fill in each of the planks with an appropriate preposition if necessary
Key:
1 for 2 for 3 to
4 for 5 about 6 ____
7 about 8 _____ 9 for
10 for
* complete the sentences with a proper preposition
1 we wait ……. The bus
2 They live ………a small village
3 she arrives ………the air post
4 I ‘m interested …… reading
5 Tom talks …… her
* Homework
- learn words verbs go with prepositions
- prepare unit 16 |
_Greet the teachers.
_The monitor answers.
-T writes on board
- T checks and gives points
T asks ss to work individually
T checks intonation
T divides into 6 group and then goes around to help
T sets the scence
What is it? underlined word
T asks ss to go to the board
T Corrects form and check meaning
T asks ss to fill in the blank
T corrects it
T sticks poster on the board and asks ss to fill preposition
T asks ss to do |
F SELF- EVALUATION
Preparing date: /2010 Teaching date: /2011
Unit 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS
Date:
Grade 12
UNIT 16: The Association Of Southeast Asian Nations
Reading
Time: 45 minutes
I. Objectives:
1. Educational aim: Students can read and know about ASEAN and make questions and answer them well
2. Knowledge:
- General knowledge: Students could understand and use the new words through speaking, asking and answering
- Language:
- New words: Words relate to ASEAN
3. Skills: -Reading for general or specific information
-Guessing meaning from context
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts,…
2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Learn words verbs go with prepositions
II. Presentation (35ms)
Warm-up:
- Give the logo of ASEAN and ask students to guess the name this organization
- Recheck and introduce the new lesson:
The Association Of Southeast Asian Nations
Pre-reading:
- Ask some questions about some questions?
1, what does ASEAN stands for?
2, When did Vietnam join this association?
- Let students write some information about ASEAN
- Let each student stand and speak their opinions
- Go around and help them if necessary
While-reading:
- Let students open the book and read silently while teacher reads aloud and correctly
- Ask students to read themselves and write down some information
- Let students work in pairs to do the task 1
Task 1
- Let students fill each blank with a suitable work
-Ask students to work individually then in pairs
- Walk around the class to help student when necessary
-Corrects students’ pronunciation if necessary
- Check and give suggestions
Task 2
- Let students read all sentences and explain some new words if necessary
- Listen and correct if needed
-Keys: 1T ,2F ,3F ,4T, 5F ,6F
Task 3
- Let students work in pairs and read the passage again and find out the answers for these questions in the task 3
-Walk around the class to help student when necessary
-Corrects students’ pronunciation if necessary
- Check and give suggestions
Post-reading:
-Ask students to close their books and summarise the passage ,based on the years :1967, 1995 ,1998 ,1999, 2007 ,2020
-Go around and help if necessary
-Check and remark
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Reread the passage and summarize the ASEAN (about 100 words) |
_Greet the teachers.
_The monitor answers.
- Do themselves and then work in pairs
- Listen to the teacher
-Discuss and give correct answer
1,ASEAN stands for the Association of Southeast Asian Nations
2,In 1995
-Work in pairs to discuss to fill with suitable words
-Keys:
1,justice 2,GDP
3,diverse 4,integration
5,accelerate 6,enterprises
- Read quickly some sentences in the text
- compare with the partners
- Work in pairs and answer some questions
- Read quickly and find out the answers
- Work in pairs, then one reads the sentence and the other corrects it
- Work in pairs and some of them stand and say about ASEAN
- Work in groups and discuss which sentences go with the word given
- Some others repeat
- Copy the words
- Listen and copy |
F SELF- EVALUATION
Preparing date: /2010 Teaching date: /2011
Period:
Date:
Grade 12
UNIT 16: The Association Of Southeast Asian Nations
Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know how to tell the names and the capitals of ASEAN countries
2. Knowledge:
- General knowledge: Ask and answer about the names and the capitals of ASEAN countries and the main characteristics of each nation
- Language: Words to speak about ASEAN
3. Skills: -Ask and answer the information about ASEAN countries
II. Method: Integrated, mainly communicative
III. Teaching aids: Photos of some famous persons or some real information about ASEAN
IV. Procedures:
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Reread the passage and summarize the ASEAN
II. Presentation (35ms)
Warm-up:
- Ask students to close the book
- Let students Look at the pictures and name out the countries and the capitals
-Let them work in pairs
Pre-speaking:
Task 1
- Ask students to open the book and look at the flags and match with their countries and capitals mentioned above…
- Go around and listen to them
While-speaking:
Task 2
- Let students open the books and discuss and use the information in task 1 and the fact below to talk about some of the ASEAN countries
- Ask students to read some words given and then let them choose which countries they like to talk about
- Listen and correct
Post-speaking:
- Ask students to work in pairs and discuss ,talk about some of the ASEAN countries
- Ask one group to do the task as a model
- Go around listening to some groups and help them if needed
- Ask some pairs to stand in front of the class and practice speaking
- Some groups go on speaking each other
- Listen to each group and correct or give mark if they do it well
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Let students write about someone they admire or look forward to meeting |
_Greet the teachers.
_The monitor answers.
- Close the books
- Work in pairs and name out the countries and the capitals
- Each student speaks out their answer
- Work in pairs
- Look at the picture and name them
- They’re holding the pens and notebooks
- Read these words and work in groups
- Some students can show off these words: family; dislike; hobby; education
- Observe the picture
- Work in groups with some cues given below
(
- Other groups go on practicing speaking
-Work in pairs and talk about some of the ASEAN countries
-Keys: Malaysia has a total area of 330,252 square kilometers .Its capital is Kuala Lumpur. The population in Malaysia is 27,174,000.People speak Malay, English and Tamil in every day conversations .The Malaysians are religious. They follow Islam and Buddhism. Their currency is Ringgit
- Listen and write down in their notebooks |
* SELF – EVALUATION:
Preparing date: /2010 Teaching date: /2011
Period:
Date:
Grade 12
UNIT 16: The Association Of Southeast Asian Nations
Listening
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know how to ask and say about using English and the main religion in ASEAN
2. Knowledge:
- General knowledge: Students know how to give information from using English and the main religion in ASEAN
- Language:
- New words: Words related to ASEAN countries
3. Skills: - Listening for general or specific information
-Comprehension questions
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts.
2. Students: Students ‘book, Students ‘workbook.
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Ask some new words
II. Presentation (35ms)
Warm-up:
- Ask students to close the book
- Ask students to list the name of ASEAN countries using the English
Pre-listening:
- Let students open the books and ask and answer the question
1. Which ASEAN countries are use English as a second language?
-
- Let students read some words they’ll listen then
- Listen and check
While-listening:
Task 1
- Let students read some sentences given and explain some new words if necessary
- Read or let students listen first
Have you got anything from the dialogue between Mr Hung and his daughter Nga?
- Let students listen the second time
- Check their listening
- Let students listen the third time and let them choose the best answer to complete each of the following sentences
- Observe the class and listen to each group’s feedbacks
- Give more information if students wonder or not clear
Task 2
- Before listening, let students read quickly some questions in the task 2
- Let students listen the first time: Who can guess some words?
- Let students listen the second time
- Let student listen the last time and let them work in groups to speak out
- Listen and correct their listening
Post-reading:
- Ask students to summarize the content of the conversation between Nga and her father- Mr Hung
- Ask students to write a short passage to guess what Nga’s essay will be about
- Listen to each group and correct mistakes if they’ve done
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students to write a short passage about the content of the listening text( 70 words)
|
_Greet the teachers.
_The monitor answers.
-Work in pair and list the name of ASEAN countries
- Listen to the teacher and answer the questions
-Keys: Some ASEAN countries such as the Philippines, Brunei, Singapore, and Malaysia use English as second language
- Read in chorus
- Some students read themselves:
- 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
- Work in groups and guess
- Listen and do the task
- Speak out their listening
- Try to write down the answers
-Key: 1,tomorrow(the next day)
2,The US
3,Around 50 million
4.In the Philippines
5,three-Islam,Buddhism and Catholicism
- Work in groups:
- Work in groups and each group has one person who says about it
- May answer in different ways
- Write in groups and ask someone to speak out their writing
- Other groups listen and copy some information and give some questions
- Practice writing |
* SELF – EVALUATION :
Preparing date: /2010 Teaching date: /2011
Period:
Date:
Grade 12
UNIT 16: The Association Of Southeast Asian Nations
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know how to write a letter of recommendation
2. Knowledge:
- General knowledge: Students learn to write about the places they are familiar with
- Language: Words used in writing about a significant place
3. Skills: Writing about a letter of recommendation
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some cues, information of someone
IV. Procedures:
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask students to write a short passage about the content of the listening text.
II. Presentation (35ms)
Warm-up:
- Ask students to close the books
- Look at the pictures and name out the places
-Let students work in pairs
Pre-writing:
Task 1
- Ask students to open their books
- Introduce the students do the task 1
-Let them work in groups and complete the letter with the missing sentences in the box
-Go around and help
-Explain some new words if necessary
-Give correct answers
While-writing:
- Introduce to do task2
- Let students read quickly the task2
David, your pen pal ,is going to spend his summer vacation in one of the ASEAN countries. You want him to visit Vietnam .Write a letter to him recommending a significant place you are familiar with.
- Explain some new words if necessary
-Give form of a recommendation letter
Outline
+Date
+Salutation
+Body
.location
.natural features
.places to visit
.food
.people
........
+Closing
+Signature
- Ask some other groups to write down a paragraph using some cues below and then each student on be half of his group read aloud
Post-writing:
- Ask students to read another’s letter
- Ask some students to read loudly their letter
- Listen and correct if needed
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Do the writing task in student’s workbook
-Prepare the next lesson
|
_Greet the teachers.
_The monitor answers.
- Work in pairs and match the name with the picture
- Some students do matching on the board
- work in pair and do the task 1
- Key
1,I would like to recommend a well-know place in Vietnam to you
2,It is about 170 km from Hanoi
3,The beach is an ideal place for swimmers
4,People here are very friendly and hospitable
5,I am sure you will have a wonderful time here in Ha long bay
- Listen to the teacher
- Read silently
- Read those words and copy
- Work in pairs
- Each group read their writing
- Listen and work in groups
- - Discuss and find out some errors if they make
- Practice writing in groups
- Each member of groups reads aloud his/ her writing
- Other group appreciate and correct mistakes each other
- Each group does the writing and read aloud
- Listen and copy down |
* SELF – EVALUATION :
Preparing date: /2010 Teaching date: /2011
Period:
Grade 12
UNIT 16: The Association Of Southeast Asian Nations
Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should pronouncing the rising –falling tune correctly and the use of adverbial clause of time
2. Knowledge:
- General knowledge: Students learn words to describe people’s background
- Language: A paragraph and adverbial clause of time
3. Skill: fluency in the rising –falling and use of adverbial clause of time
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts.
2. Students: Students ‘book, Students ‘workbook,
III.PROCEDURES
|
Teachers activities |
Students activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Do the writing task
II. Presentation (35ms)
I. Pronunciation:
- Close the books!
a. Introduce the rising-falling tune
- Let students practice pronouncing these sentences
- Listen and correct the syllables students read
b. Let students open the books and read aloud the words given and try to pronounce these sentences with the rising –tune
- Listen and check for pronunciation
- Ask students to listen and read after these sentences
II. Grammar:
adverbial clause of time
-Introduce the way of using adverbial clause of time through some example
- Ask students to give some examples
- Listen and remark
b. Let students practice doing exercises
Exercise 1
- Ask students to do exercise themselves then discuss in groups
Exercise 2
- Ask students to supply the correct form of the verbs in brackets
- Listen and remark
-Keys:
1,arrives 2,arrives 3,are playing
4,got ,5,have finished 6,(had) graduated 7.am 8,have read
Exercise 3
- Let students combine two sentences, using one as an adverbial clause of time with the given conjunction
-Go around and help if necessary
-Give correct answers
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students to revise the use of adverbial clause of time
- Practice doing exercise in the Workbook
|
_Greet the teachers.
_The monitor answers.
- Read these sentences
- Listen and repeat following the teacher
- Read in silent first
- Some of each groups read aloud
-Listen to the teacher
- Students work in pairs and give some examples
- Some students repeat aloud
- Do the exercise themselves
- Key:
1,She will phone you as soon as she arrives in Ho Chi Minh City
2,After the war was over we started rebuilding the country
3,they met a lot of people while they were on holiday
4,before you leave don’t forgot to turn off the lights
5,I will stay till you get back
6,We’ll come to see you whenever we are in Hanoi
7,there is a danger of war as long as imperialism exits
8,tom sang a merry song as he walked away
- Work in groups and give the correct tense of verb and explain why they did it
- Each group answer and give reasons
- Read silently and discuss in pairs, groups
-Key:
1,Let’s go out before it starts raining
2,I’ll give you my address when I have found somewhere to live
3,After he had done his homework ,he went to bed
4,We’ll let you know as soon as we have made our decision
5,I haven’t met them since I left school
6,robert suddenly began to feel ill while he was doing the exams
7,Kate will come back home after she has finished the last semester
- Listen and write down |
* SELF – EVALUATION :
Date of planning:
Date of teaching:
Period:
Week:
Test yourself F
I. Objectives: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing.
- Improve their knowledge through the test yourself.
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks , mainly communicative, cassette player,picture, board, chalks, handouts,…
2.Students: Students ‘book , Students ‘workbook,
III.PROCEDURES
|
Teachers activities |
Students activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask students to revise the use of adverbial clause of time
II. Presentation (35ms)
Warm-up:
- Greeting
- Ask students something about the test yourself F
* Have you prepared it at home?
* Have you got any difficulties?
Test yourself
I. Listening
· Teacher asks Sts to read and find new words. Teacher explains:
· Asks Sts to read the statements carefully and underline key words before listening the first.
· Asks Sts to finish the exercise after listening the second.
· Asks Sts to listen to the tape (the third time) and then discuss in pairs about the final answer.
· Goes around the class, helps Sts discuss about the answers if necessary.
· Asks some Sts to give the answers, others give feedback.
· Teacher gives Sts to listen once more.
Expected answers:
1. 16 November 1945
2. 193
3. 60
4. teacher-training
5. heritage
- Correct mistakes
II. Reading
· Teacher explains new words/ phrases:
Labor-intensive : (adj) cần nhiều nhân công
Propotion (n) tỉ lệ
Exclude (v) ngăn chặn
Reserve (v) : dành riêng
· Asks Ss to read the passage and then answer the questions.
· Goes around the class to get the fettle of Sts and helps them with vocabularies, the way to express if necessary.
· Teacher asks a representative in some pairs to present the result in front of the class. Other pairs gives feedback
· Teacher corrects in general and tells the point of marks so that Sts remark themselves.
III. Grammar
- 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.
Use the following verbs to complete the sentences below:
|
Catch up |
Cool off |
Fall behind |
|
Give in |
Grow up |
Keep up |
|
Speak up |
Stay on |
Wait up |
|
Watch out |
|
|
- He still behaves like a child. I wish he’d grow up.
- Come to the party on Friday and …... for the weekend.
- I won’t be back until late. Will you …….for me?
- He was exhausted but he still kept going. He just wouldn’t ………….
- Please don’t go so fast. I just can’t …....
- Could you ……….a bit? I can hardly hear you.
- …….! Oh dear. Didn’t you see that car coming?
- You look hot and sticky. Come and sit in the shade and …….
- You go on ahead and I’ll ………
- Wait for me. I don’t want to ……...
· Teacher asks Sts to discuss about the answer in pairs/ groups.
· Teacher asks a representative in each group to present the result in front of the class. Other group gives feedback
Teacher corrects in general and tells the point of marks so that Sts remark themselves.
- Go round the class to control the set’s activities
- Correct mistakes
IV. Writing
- Guide students how to write
- Give students some models and structures to writes.
In about 120 words, write about the changes in women role in the family in comparison with that 50 years ago.
The following cues might be useful to you.
· Education
· Social activities
· Work
· Economic dependence
· Number of children
Domestic chores
- Ask students to write.
- Go round the class to control the students’ activities
- Correct mistakes
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students:
+ to study all the lessons again.
+ to prepare to review all the knowledge of grade 12.
|
- Greeting
- Answer teacher’s questions
Listen and dill in the blanks with the information as you hear.
UNESCO stands for the United Nations Educational, Scientific and Cultural Organization. It was established on ………….. to encourage collaboration among nations in the areas of education, science, culture and communication. UNESCO has …………….member nations as of 2007. The agency has its headquarter in Paris, France, and operated educational, scientific, and cultural programs and exchanges from ………. Fields offices worldwide. Project sponsors by UNESCO include international science programs; literacy, technical, and ………..programs; regional and cultural history projects; and international cooperation agreements to secure the world’s cultural and natural …………… and to preserve human rights.
® Students read
® Sts listen
- Students work in pairs: reading and decide to choose the answer.
Read the text then answer the questions that follow
1. Which countries, according to the passage, have low levels of females paid workers?
2. In which sectors do you find the majority of working women in Southeast Asia?
3. What is the percentage of women who work in the service sector in Latin America and the Caribbean?
4. On whom did women depend economically in the past?
5. According to the passage, what are the two factors that give women more freedom nowadays?
@ Suggested answering.
- Arab countries
- In textile, toy, shoe and electronic sectors
- 70%
- They depend on their husbands or fathers
5. The access to education and change in economic status.
® Students work in pairs/ groups.
@Suggested answers:
- grow up
- stay on
- wait up
- give in
- catch up
- speak up
- Watch out
- cool off
- keep up
- fall behind
® Other Sts give feedback
- Listen to the teacher carefully.
- Discuss in groups to get the information and write the outline.
- Each person use the outline to write a short paragraph.
- Peer correction.
- Underline the mistakes
- Assess on the content: 1 mark, use correct / exact words / sentence structure : 1 mark, coherence : 0.5 mark
- Compare the results with the other groups.
- Correct mistakes
+ to study all the lessons again.
+ to prepare to review all the knowledge of grade 12. |
* SELF – EVALUATION:
Date of planning: UNIT 9: Deserts
Date of teaching:
Period:
Week:
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 comprehensions and Understanding the humor 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.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts.
2. Students: Students ‘book, Students ‘workbook,
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms) No checking
II. Presentation (35ms)
Warm-up:
Aims: to introduce the topic of the lesson and to raise students" interest.
- Introduce the new lesson to the students.
Before you read :
- Ask students to look at the picture ask and answer the questions.
While you read :
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 :
- 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
- 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:
- Ask students to read the questions carefully.
- Ask students to read through the passage again.
- Call some students to give the answers.
- Ask others students to correct.
- Give the true answers
After you read :
- Ask student to read the story.
Ask them for the humor of the story.
Explain.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Review the reading and prepare the speaking at home. |
_Greet the teachers.
_The monitor answers.
- Listen to teacher.
- 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 words and phrases in the passage:
- Share the key with other students:
- Listen to the teacher then do the task.
- Works in pairs:
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.
5. They took camels across the desert.
6. In the 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. |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
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 treatment and animals in the deserts.
- Language: + The way to make the life better in the deserts.
+ The tenses.
- New words: words related to the trees and animals in the deserts.
3. Skills:
- Talking about nature features of the deserts.
- Explaining why something 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 |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Review the reading
II. Presentation (35ms)
Warm-up:
- Ask students about the deserts of Australia.
Pre-speaking :
Task 1
- Guide students how to practice.
- Ask students to work in pairs.
- Explaining some new words.
- Walk around and help them.
- Call students to say.
- Correct their mistakes.
While-speaking :
Task 2
- Guide students how to practice.
- 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 :
Task 3
- Guide students how to practice.
- Ask students to work in groups
- Call some pairs of student to stand up and practice.
- Correct their mistakes.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask the students to prepare the listening at home. |
_Greet the teachers.
_The monitor answers.
- Answer teacher"s question.
- Pair work.
- Practice answering the topic:
I think banana can’t exit in desert because it is tropical plant but it is very 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
- Listen to the teacher.
- Write down the homework to do at home. |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
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 the topic.
3. Skills: - Listening and deciding on True or False statements.
- Listening for details and gap-filling.
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts,
2. Students: Students ‘book, Students ‘workbook,
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Asks new words
II. Presentation (35ms)
Warm-up:
Before-listening:
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
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 in pairs.
Task 3:
- Ask students to read the question quickly.
- Guide students the how to do the task.
- let student listen once or twice times.
- Ask students to stand up and speak their answers.
- Correct.
After-listening:
- Ask students to discuss 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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students write things to do to have a healthy and long life, and prepare part writing at home. |
_Greet the teachers.
_The monitor answers.
- 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.
- Practice in pairs
- Read the new words aloud in chorus then
individual.
- 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 oneself.
- 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.
Represent if being asked.
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. |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
Grade 12
Theme: Deserts
Unit 9: Writing
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Describing main features of a desert.
2. Knowledge:
- General knowledge: Writing about the Sahara deserts.
- Language: + The tenses.
+ Connectors (time expressions)
- New words: Words related to the Sahara desert.
3. Skills:
_ To practice 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 |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask students write things to do to have a healthy and long life
II. Presentation (35ms)
Warm-up:
- Presentation
Pre-writing:
- 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.
While-writing:
- 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.
Post-writing:
- Ask some groups to represent their work, ask other to give remark.
- Choose some good writing to read in class and give remark.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students to rewrite the task at home and prepare part Language Focus at home. |
_Greet the teachers.
_The monitor answers.
- 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.
- Do as the teacher asked.
- Listen to the teacher and write down homework.
|
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
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 practice 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.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts.
2. Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask students to rewrite the task
II. Presentation (35ms)
1. Warm up:
- Introduce the lesson to the students.
2. Pronunciation:
_ 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:
Exercise1:
- Guide students how to do
- Do the first as an example.
- Ask students to the exercise.
- Call the ss to the 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.
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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- 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. |
_Greet the teachers.
_The monitor answers.
- Listen to the teacher.
Get the teacher’s explanation.
_ Listen to the sounds listed in their books.
_ Listen to the tape then repeat the words in chorus.
_ Some individuals repeat the words.
_ Listen to the teacher’s correction.
_ Read the sentences suggested individually.
_ Listen to the teacher’s explanation.
_ Work in pairs. Do the exercise given in the textbooks.
_ Discuss the answers with their friends then correct the mistakes themselves.
_ Some of the students to 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:
1. But 5. But
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 |
F SELF- EVALUATION
UNIT 10: Endanger species
Date of planning:
Date of teaching:
Period:
Week:
Date:
Grade 12
Theme: Endanger species
Unit 10 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.
- 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.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts
2. Students: Students ‘book, Students ‘workbook,
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask students to revise the strong form and weak form of auxiliaries, the use of connections,
II. Presentation (35ms)
Warm-up:
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 :
- 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 Viet Nam?
+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)
Destruction(n)
Commercial (adj):
Drainage(n):
Deforestation, urbanization
While you read :
- 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 :
- 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:
- Ask students to read the passage again and choose A,B,C,D to complete the following sentences about 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:
- 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 :
- Ask students to work in group to scan the text again.
- Ask them to work in small groups of three or four to summarize the reading passage by writing one sentence for each paragraph.
- Encourage them to summarize the reading passage.
- Ask one or two pairs to report.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask Ss to do exercises |
_Greet the teachers.
_The monitor answers.
- work in pair to answer the questions 1.tortoise,rhinoceos,monkey, elephant
,leopard, parrot
2.elephant,leopard, rhinoceros are in danger
necessary
+tortoise, rhinoceros, elephant, monkey, mosquito.
+rhinoceros, leopard, elephant
- Write down the meaning of some new word
- 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 summarize the reading passage.
1. Over 24 thousand plant and animal species all over the world are classified as endangered.
2. The main causes of extinction or endangerment are habitants 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 conserve endangered species.
5. The task of conservation should be shared by international organization, governmental agencies, industry and individuals.
- Do homework |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date
Grade 12
Theme: Endanger species
Unit 10: Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Students work in pairs to ask them to 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 |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask Ss to do exercises
II. Presentation (35ms)
Warm-up:
Hang out the pictures of 4 animals and ask Ss to give the name of them
While-speaking
Task 1:
Ask and answer the following the questions.
- Ask students to work in pairs to discuss 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.
- Asks 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 give help if necessary.
- Encourage students to speak out what they think even a phrase or a singular word.
_T check 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
- 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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
_Name some measures we’ve made to protect the endanger animals |
_Greet the teachers.
_The monitor answers.
- Look at the pictures and give the name of 4 animals
1.It is a tiger
2.It is a rhino
3.It is a panda
4.It is an elephant
- Work in pairs to discuss the three questions and find the answers.
1. Panda, rhino, tiger, elephant.
2. We can find these animals in the forests in Asia, Africa, 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 gain pandas live?
B:They live in bamboo forests in the mountain in central and western China
A: What is the population of pandas in the world?
B: Only about 600.
A: How are they?
B: about 1.2 to 1.5m
A How much 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 mountain in Western China .only about 600 pandas are living there. They attain a height of 1.2m to 1.5m and weigh 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.
- Do homework at home |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
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 the topic.
3. Skills: - Listening and deciding on True or False statements.
- Listening comprehension
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts.
2. Students: Students ‘book , Students ‘workbook.
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Name some measures we’ve made to protect the endanger animals
II. Presentation (35ms)
Warm-up:
- Rearrange the letters to make a meaningful word
GOLLARI
Pre-listening:
- 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.
- Explain the words that will appear in the listening text.
- Ask students to read in chorus then individually.
While-listening:
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
After-listening:
- In group, ask students to summarize 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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- in not more than 80 words write about the life of a gorilla |
_Greet the teachers.
_The monitor answers.
- 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:
Gorilla
Sociable
Sub-adult
Nest
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 oneself.
- 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
8.forests being cut down
- Listen to the teacher’s explanation then correct the answers oneself..
- Listen to the teacher’s guide to correct oneself.
-Work in group to summarize the main ideas of the passage
-Listen to the teacher and write down homework |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
Grade 12
Theme: Endanger species
Unit 10: Writing
Time 45 minutes
I. Objectives:
1. Educational aim:
- Writing a report.
2. Knowledge:
- General knowledge: Writing about measures to protect endangered species and possible results
- Language: + The tenses.
+ Connectors
- New words: Words related to endangered species
3. Skills:
- Writing a report.
II. Method:
- Intergrated, mainly communicative
III. Teaching aids:
- A picture, board, chalks, textbook.
IV. Procedure:
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_write about the life of a gorilla
II. Presentation (35ms)
Warm-up:
Fill in the chart with some information about endangered species’ problems.
|
Endangered species |
causes |
Measures to save them |
|
+tiger
|
Habitat destruction |
Provide enough wildlife reserves
|
Pre-writing:
- Explain as clearly as possible the way to write a passage
+topic sentence
+supporting idea
+supporting idea
+Concluding sentence
+connectors: first, second, third....
While-writing:
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 paragraph
- Ask students to work in groups to write paragraph.
- Walk round to give help if necessary.
Post-writing:
- Ask some groups to represent their work, ask other to give remark.
- Choose some good writing to read in class and give remark.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students to rewrite the task at home and prepare part Language Focus at home. |
_Greet the teachers.
_The monitor answers.
- 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. Governments should raise sufficient funds for projects to save endangered animals.
3. Humans must keep water, air, and land clean to preserve natural habitats for wild animals.
4.Goverments should have a good policy to improve the life of people who live in or near endangered animals’ habitats
- Compare the result to the other groups.
- Listen to the teacher’s 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.
|
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
Grade 12
Theme: Endangered species
Unit 10 Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Pronunciation.
- Rhythm
2. Knowledge:
- General knowledge: modal verbs: may, might, mustn’t,
- Language: may, might, must, mustn’t...
- New words: Words related to the exercises
3. Skills:
- Writing sentences with adverbial clauses of concession.
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts.
2. Students: Students ‘book, Students ‘workbook, …
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask students to rewrite the task
II. Presentation (35ms)
1. Pronunciation
- Explain the way to stress syllables
- Help students to know the pronunciation
- Play the tape
- Ask Ss to repeat
- Listen to Ss and check
2. Grammar and vocabulary
- Explain once again Modal verbs(may ,might, must, mustn’t ,needn’t
Remarks:
- May ,might
- Must
- Need
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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students to review the lesson and do the language task students’ workbook and prepare Test yourself D at home. |
_Greet the teachers.
_The monitor answers.
- 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
9.Walk down the path to the end of the canal
10.I’m going home today for Christmas
11.A bird in the hand is
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
- Listen to the teacher and write down correct answers
- Do homework at home |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
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.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts
2.Students: Students ‘book, Students ‘workbook, …
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask students new words
II. Presentation (35ms)
Warm-up
- Greeting
- Ask students something about the test yourself D
* Have you prepared it at home?
* Have you got any difficulties?
Test yourself
I. Listening
- 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
- Present the task: Read the passage 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- Recall the grammar
- Guide students how to do
- Give them some new words:
- Do the first as an example.
- Ask students to do the exercise.
- Call the ss to do on board.
- Go round the class to control the set’s activities
- State the keys
- Correct mistakes
IV. Writing
- Guide students how to write
- Give students some models and structures to writes..
- Ask students to write.
- Go round the class to control the students’ activities
- Correct mistakes
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students:
+ to study all the lessons again
|
- 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. 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.
- Compare the results with the other groups.
- Correct mistakes
- Study all the lessons again |
F SELF- EVALUATION
UNIT 11: Books
Date of planning:
Date of teaching:
Period:
Week:
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 comprehension
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.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts
2. Students: Students ‘book, Students ‘workbook,
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Asks students some new words.
II. Presentation (35ms)
Warm-up:
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 necessary
Before you read :
- Ask students (to work in pairs) to open their books, look at the pictures, and do the tasks that follow.
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 :
- 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 :
- 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
Task 3:
- Ask students to read the passage again and answer th e questions
- 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
- 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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Do exercise 1 |
_Greet the teachers.
_The monitor answers.
-Work in pair to answer the questions.
1. they are reading books
2. enrich knowledge And Relax ....
- work in pair to answer the question.
1.usually
2.Ennglish books
3.every time
- Work individually to read the text then do task 1
1.swallow:
2.dip into:
3.taste:
4.hard-to-pick –up-again:
5.digest:
6.chew:
7.hard-to –put –down:
Work in pair to give answers.
- Share the key with other Ss.
1.NM
2.F
3.NM
4.T
5.F
- Find in the text the evidence to prove the keys.
- Do the task in pairs:
- Answer the questions.
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 color 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. biography
- Write down the homework to do at home. |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
Grade 12
Theme: Books
Unit: 11 Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Asking and answering about reading habits
- Talking about characters in a book.
2. Knowledge:
- General knowledge: Books.
- Language: + The way to describe a book
+ The tenses.
- New words: words related to Books
3. Skills:
- Describing details in pictures.
- Talking about characters in a book.
II. Method:
- Integrated, mainly communicative.
III. Teaching aids:
- Picture, board, chalks, textbook, handouts.
IV. Procedure:
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Do exercise 1
II. Presentation (35ms)
Warm-up:
- Ask Ss to give name of some stories
Pre-speaking :
Task 1
- Complete the following conservation and practice reading it.
- Explain how to do the task
-Ask students to work in pairs to discuss the three questions and find the answers.
- Correct the students’ work and give remark.
While-speaking :
Task 2
- Explain the requirements
- Divide the class into groups, asks each group to discuss 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 practice reading it.
- Explain how to do the task
-Ask students to work in pairs to discuss 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 discuss the three questions and find the answers.
-Practice the model conservation with one student
-Ask Ss to do task 4
Post-speaking :
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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
Do Exercises
|
_Greet the teachers.
_The monitor answers.
_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 discuss 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 read books?
- 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
- Work in pairs to discuss the three questions and find the answers.
A; What are you reading at the moment?
A:Who is the main character?
A:What is he/she like/
-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: John.
A; What is he like?
B;
- Listen and take note
- Write down the homework |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
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 do the topic.
3. Skills: - Listening and deciding on True or False statements.
- Listening comprehension
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts
2. Students: Students ‘book, Students ‘workbook.
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Do Exercises
II. Presentation (35ms)
Warm-up:
- Ask Ss to decide on 3 statements True or False
Pre-listening:
- Explain the words that will appear in the listening text.
- Ask students to read in chorus then individually.
While-listening:
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
After-listening: - In group, ask students to discuss the guided question, find the answer.
- Move around to help if necessary.
- Give remarks or even suggestions.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- In not more than 50 words write about the kind of books you like to read and say why |
_Greet the teachers.
_The monitor answers.
- Listen to the teacher.
- Listen and repeat:
Incredible
Wilderness
Fascinating
Unnoticed
Journey
Personality
Survive
- 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,
- Listen to the teacher’s explanation then correct the answers oneself.
- 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 |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
Grade 12
Theme: Books
Unit 11: Writing
Time 45 minutes
I. Objectives:
1. Educational aim:
- Describing a book
2. Knowledge:
- General knowledge: writing a report on a book
- Language: + The tenses.
+ Connectors (time expressions)
- New words: Words related to books
3. Skills:
- Writing a report.
II. Method:
- Intergrated, mainly communicative
III. Teaching aids:
- A picture, board, chalks, textbook.
IV. Procedure:
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Write about the kind of books you like to read and say why
II. Presentation (35ms)
Warm-up:
- Free talk about the name what you should mention in book report
Pre-writing
Give some ideas
Book report
+the book’s author
+the title of the book
+the main character
+your opinion
While-writing:
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.
Post-writing:
- 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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students to rewrite the task at home and prepare part Language Focus at home. |
_Greet the teachers.
_The monitor answers.
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?
S2: Frankenstein
S1;4.who is the author?
S2:Marry Shelley
S1:9.What type of book is it?
S2:A horror story
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 determined to kill the monster: he is killed first by the monster ,then it kills itself
S1:1.What was your opinion of the book?
S2:interesting
S1:3.would you recommend the book?
S2: yes
- Compare the result to the other groups.
- Listen to the teacher’s explanations.
- Exchange the writing to other groups to check and give remarks.
- Listen to the teacher and write down homework.
|
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Date:
Grade 12
Theme: Books
Unit 11: Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Rhythm
- Modals in the passive voice
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.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts
2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask students to rewrite the task
II. Presentation (35ms)
1. Pronunciation
- 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
- Explain once again the “Modals with passive voice
Modals + be+ past participle
Modals+ be+ past participle
Exercise1:rewrite the sentences in the passive
- 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.
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.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
Exercise 3,4 |
_Greet the teachers.
_The monitor answers.
- 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 every time you use it
9. The flowers should be kept in a warm sunny place
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’ cheque can be exchanged at most banks
16. She shouldn’t be told the news. It might kill her
Exercise 2:
1.will be prepared
- Is food going to be cooked?
- will be pre-packaged
- can be warmed
- should food be chosen
- has to be offered
- could be selected
- ought to be made
- Listen to the teacher and write down homework to do at home |
F SELF- EVALUATION
Date of planning: Unit 12: Water sports
Date of teaching:
Period: Reading
Week:
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.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts.
2. Students: Students ‘book, Students ‘workbook,
III. Method: Integrated, mainly communicative
IV. Teaching aids: textbooks, some pictures of water sports
V. Procedure:
|
Teacher’s activities |
Students’ activities |
|
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
1. Give an example of the simple present tense.
2. Give an example of the simple past tense.
3. Give an example of the present perfect tense.
II. Presentation (35ms)
Warm-up:
- 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
Before you read :
- 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) :
- Tie (n) :
- Vertical (a) :
- Foul (n) :
- Oppenent (n) :
- Penalty (n) :
While you read :
- Asks students to open the books and read the passage silently
- Lets students do task 1
Task 1 :
- Asks students to do the task individually 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
- 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 :
- 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
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
1. What kinds of sports are in the pictures?
2. Where can people play these sports?
3. How do people play them?
|
_Greet the teachers.
_The monitor answers.
_Look at pictures and answer all the questions
- Answer freely
- 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
Key:
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 five personal fouls.
- 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 |
F SELF- EVALUATION
Date of planning: Unit 12: Water sports
Date of teaching:
Period: Speaking
Week:
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of this lesson, students can talk about some water sports that they prefer
2. Knowledge:
- General knowledge: Students learn about some water sports
- Language: asking and answering about water sports
- New words: words related to water sports
3. Skills: - Talking about types of water sports
- Giving opinions and preferences about water sports
II. Method: integrated, mainly communicative
III. Teaching aids: pictures, textbooks
IV. Procedure:
|
Teacher’s activities |
Students’ activities |
|
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
1. What kinds of sports are in the pictures?
2. Where can people play these sports?
3. How do people play them?
II. Presentation (35ms)
Pre- speaking:
- 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 :
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 conversations
- Asks students practice in pairs
- Calls some pairs to present in front of the class and corrects mistakes
Post-speaking :
Task 3
- Asks students to work in small groups to talk about their favorite water sports following examples
- Goes round to provide help
- Calls some students to speak loudly in front of the class
- Corrects pronunciation and gives comments
- Gives marks
IV. Consolidation (2ms)
Ask Ss some new words
V. Homework (3ms)
Ask Ss some new words
- Ask students to prepare Part C- Listening
|
_Greet the teachers.
_The monitor answers.
- Keep books close
- Listen to the teacher
- Look at the pictures and try to tell some equipment of water sports (ex: ball, air tank, mask, fins, oars, boat, board, regulator, wet suit, sail, est. )
- 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
- Practice speaking with the teacher
- Work in pairs
- Listen to their friends
- Work in small groups
- Listen to their friends and gives comments
- Listen to the teacher
- Write down the homework |
F SELF- EVALUATION
Date of planning: Unit 12: Water sports
Date of teaching:
Period: Listening
Week:
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.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts.
2. Students: Students ‘book, Students ‘workbook,
III. Method: Intergrated, mainly communicative
IV. Teaching aids: Student’s book
V. Procedure:
|
Teacher’s activities |
Students’ activities |
|
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Ask Ss some new words
II. Presentation (35ms)
Pre-listening:
- 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
While-listening:
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:
- Asks students to talk about history of synchronized swimming using the cues in the books
- Asks students to work in groups to practice
- Goes round to provide help
- Calls some groups to present
- Gives comments
IV. Consolidation (2ms)
Ask Ss some new words
V. Homework (3ms)
-Ask Ss some new words
- Remember them to prepare Part- Writing at home |
_Greet the teachers.
_The monitor answers.
- Close the books
- Listen to the teacher
- Answer freely
- It is like ballet. It is the combination of diving and gymnastics.
- Read in chorus then individually
- Read questions
- Listen to the tape carefully and then 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 practice
- Listen to their friends and correct mistakes
-Listen to the teacher and write down homework |
F SELF- EVALUATION
Date of planning: Unit 12: Water sports
Date of teaching:
Period: Writing
Week:
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 |
|
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
Ask Ss some new words
II. Presentation (35ms)
Pre-writing:
- Asks students to keep book close
- Asks students a question: What do you often do before practicing sports?
- Leads in new lesson: “Today we will have to write the instructions for warming up exercises before swimming.
While-writing:
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 practice
- 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:
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 mistakes in groups
- Calls one student to write on the board
- Gives comments and gives mark
IV. Consolidation (2ms)
Ask Ss some new words
V. Homework (3ms)
Ask Ss some new words
- prepare Language Focus part |
_Greet the teachers.
_The monitor answers.
- Keep book close
- Listen to the teacher and answer the question: We have to do warming up exercises.
- Read the task
- Work in pairs
- Practice the task
- Listen to the teacher and copy down
- Look at the picture and do the task
- Do independently
- 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
|
F SELF- EVALUATION
Date of planning: Unit 12: Water sports
Date of teaching:
Period: Language Focus
Week:
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: Pronouncing elision and using transitive and intransitive verbs
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts,
2 .Students: Students ‘book, Students ‘workbook,
III. Method: Intergrated, mainly communicative
IV. Teaching aids: Student’s book
V. Procedure:
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
Ask Ss some new words
II. Presentation (35ms)
Pronunciation:
- 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
* Practice these sentences
- Read the sentences loudly
- Ask students to repeat
- Correct pronunciation for students
Grammar and vocabulary:
Introduce exercises to the students
- Let students see all sentences in part Pronunciation and give comments of verbs
- Gives explanation:
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:
- 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
- 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:
- 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, then turn them into passive
- Walks round and help them
- Checks, corrects mistakes
IV. Consolidation (2ms)
Ask Ss some new words
V. Homework (3ms)
Ask Ss some new words
- preapare Language Focus part
- Asks students to do Part Language Focus and prepare the next lesson
|
_Greet the teachers.
_The monitor answers.
- Read follow the tape
- Read in chorus then individually
- Listen to the tape and practice 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:
1. The bill will be paid by An.
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 |
F SELF- EVALUATION
LESSON PLAN
SEMESTER II- WEEK
Date of preparation:
Period:
Unit 13: The 22nd Sea Games
A - Reading
A. TEACHING AIMS:
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
B. Teaching method: Integrated, mainly communicative
III. Teaching aids: textbooks, some pictures of Sea Games
IV. Procedure:
|
Time |
Teacher’s activities |
Students’ activities |
|
1’
4’
35’
5’
7’
16’
7’
4’
1’
|
I- Class stabilization:
Greeting the class & checking students’ attendance.
II-Check up:
III- New lesson:
1.Warm-up:
- 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 22ndSea Games
2. Before you read:
- 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
3.While you read:
- 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
- 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
4.After you read :
- Asks students to work in groups and talk about names of some of the Vietnamese athletes they love and say 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
IV-.Consolidation
Summarize the main content of Reading
V. Homework:
- Asks students to write a paragraph about their beloved athletes (about 100 words)
- Asks students to prepare part B. Speaking at home |
- Stand up and greet the teacher
- 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
- Do the task independently
Key:
1. người say mê thể thao
2. đoàn kết, liên kết
3. danh hiệu
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 program 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
- Do the task
- Some students to practice talking
- Listen to their friends’ talking and give comment
- Listen to the teacher and write down |
F SELF- EVALUATION
LESSON PLAN
SEMESTER II- WEEK
Date of preparation:
Period:
Unit 13: The 22nd Sea Games
B – Speaking
A.TEACHING METHOD:
By the end of this lesson, students will be able to be expected to report some of records at the 22nd SEA Games the sports results of the match. After that, they can use it in the real life.
B. Teaching method: integrated, mainly communicative
C. Teaching aids: pictures, textbooks
D. Procedure:
|
Time |
Teacher’s activities |
Students’ activities |
|
1’
4’
35’
7’
18’
10’
4’
1’
|
I- Class stabilization:
Greeting the class & checking students’ attendance.
II-Check up:
Write a paragraph about their beloved athletes (about 100 words)
III- New lesson:
1.Before you speak:
- 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 on the board
- Corrects pronunciation and mistakes
- Declares the winner
2.While you speak :
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 pronounce some words (names of athletes and sports)
- Lets students work in pairs
- Goes round to check their activities
- Calls some students to practise speaking
3. After you speak :
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
IV. Consolidation
V. Homework:
- Ask students to prepare Part C- Listening and do homework |
- Stand up and greet the teacher
- go to the board
- Listen to the teacher
- Work in groups
- Observe the board
- Listen to the teacher and 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
- Practice 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 excellent he was! He ran very fast.
- Work in groups
Suggestions:
- Thailand and Malaysia played in the Women’s Football Third-Place Playoff. The Thai team won the bronze medal. The results (score) was 6-1.
- Thailand and Vietnam played in the Men’s Football Final. The Thai team won the gold medal. The score was 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 |
F SELF- EVALUATION
LESSON PLAN
SEMESTER II- WEEK
Date of preparation:
Period:
Unit 13: The 22nd Sea Games
C - Listening
A. TEACHING AIMS:
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
B. Teaching method: Integrated, mainly communicative
C. Teaching aids: Student’s book
D. Procedure:
|
Time |
Teacher’s activities |
Students’ activities |
|
1’
4’
35’
11’
14’
10’
4’
1’ |
I- Class stabilization:
Greeting the class & checking students’ attendance.
II-Check up:
Talk about some records at the 22nd SEA Games
III- New lesson:
1. Before you listen:
- 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
2.While you listen:
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): nhảy qua
+ break (v): phá kỷ lục
- 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
- Corrects the answers
3.After you listen:
- 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
IV. Consolidation
V. Homework:
- Answer the following questions :
Which Vietnamese footballer do you like best?
- Remember them to prepare Part- Writing at home |
- Stand up and greet the teacher
- to be checked
- 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:
1. T
2. F
3. T
4. T
5. F
- Work in groups to practice
- 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 |
F SELF- EVALUATION
LESSON PLAN
SEMESTER II- WEEK
Date of preparation:
Period:
Unit 13: The 22nd Sea Games
D - Writing
A.TEACHING AIMS:
By the end of this lesson, students will be able to describe a Sporting event (a football match)
B. Teaching method: Integrated, mainly communicative
C. Teaching aids: Student’s book, notebook
D. Procedure:
|
Time |
Teacher’s activities |
Students’ activities |
|
1’
4’
35’
4’
1’ |
I- Class stabilization:
Greeting the class & checking students’ attendance.
II-Check up:
Answer the following questions :
Which Vietnamese footballer do you like best?
III- New lesson
1.Before you write:
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 answer
2.While you write:
Task 2
- Asks students to read all questions again and answer them
- Has students read Useful Language 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
3.After you write:
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
IV. Consolidation
The way of writing a description of a football, using useful language
V. Homework:
- Ask students to do part writing of Unit 13 in the student’s work book and prepare part Language Focus |
- stand up and greet the teacher
- go to the board
- 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?
2. How did each team play in the first half?/ second half?
3. What was the spectators’ attitude?
4. Which team played better?
5. Who scored a goal?
+ Conclusion:
1. What was the result?
2. What did you think about 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
|
F SELF- EVALUATION
LESSON PLAN
SEMESTER II- WEEK
Date of preparation:
Period:
Unit 13: The 22nd Sea Games
E - Language Focus
A. TRACHING AIMS
By the end of this lesson, students will be able to:
- Practice linking
- Review and practice: Double comparison
B. Teaching method: Integrated, mainly communicative
C. Teaching aids: Student’s book
D. Procedure:
|
Time |
Teacher’s activities |
Students’ activities |
|
1’
4’
35’
7’
28’
|
I- Class stabilization:
Greeting the class & checking students’ attendance.
II-Check up:
Can you tell me some useful language to write a description of the football
III- New lesson
1.Pronunciation:
- 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
2.Grammar :
- 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 adjectives comparison
- Calls some students to give their answers
- Corrects the answers
Exercise 3:
- 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
IV- Consolidation
- Double comparison
- Comparative + and+ comparative
- The + comparative, the + comparative
V.Homework :
- Asks students to do Part Language Focus and prepare part Reading of Unit 14 at home
- Asks students to make some sentences with the comparative structures they’ve reviewed |
- stand up and greet the teacher
- go to the board
- Look at the books
- Listen to the teacher
- Listen to the tape and practice 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
3. worse and worse
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 practice 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.
- Listen to the teacher and write down |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Unit 14 INTERNATIONAL ORGANIZATIONS
Lesson 1: READING
I. Aims
· To help students gain knowledge of some international organizations and
their roles in the world.
· To enable students to read for gist and to scan for specific details.
II. Method and teaching aids: Integrated, mainly communicative
Pictures of the logos of relevant international organizations
III. Procedure:
|
Time |
Teacher’s Activities |
Students’ Activities |
|
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Asks students to make some sentences with the comparative structures they’ve reviewed
II. Presentation (35ms)
Warm-up
Teacher (T) guides students (Ss) to look at the logo of the United Nations and those of some other organizations and answer the guiding questions.
1. What organizations do these logos represent?
2. What roles do they play in the world?
|
_Greet the teachers.
_The monitor answers.
Students look at the pictures and answer the questions based on their background
knowledge.
1. The United Nations, the United Nations Children’s Fund, World Trade Organization, World Health Organization, etc.
2. Their roles are to improve different aspects of life, i.e., health, education, children’s condition of living, trade, etc., in the world.
|
|
|
Pre-reading
a) T has Ss work in pairs, match the logos with corresponding names and then read the names of the organizations aloud.
b) T has Ss discuss in pairs and find out the difference in meaning between ‘abbreviation’ and ‘acronym.’
|
Ss sit in pairs and do the task assigned by T.
Answer
1. D 2. E 3. F 4. A 5. C 6. B
Students work in pairs and do task b).
Answer
· acronym: a word formed from the first letters of the words that make up the name of something.
Example: World Health Organization = WHO, pronounced / hu: /
· abbreviation: short form of a word
Example: UN, pronounced /ju: ‘en /
1. United Nations: UN (abbr.) /ju: ‘en /
2. United Nations Children’s Fund: UNICEF (acr.) /’ju:nisef/
3. Food and Agriculture Organization: FAO /,ef ei ‘ou /
4. World Health Organization:WHO /hu:/
5. World Trade Organization: WTO /, d blju: ti: ou/
6. International Civil Aviation Organization: |
|
|
While-reading
a) Find the words in the reading which mean:
T has Ss work individually, do the task by looking through the text and find the meanings of the words in context,
then do the matching task.
|
Ss work individually, then compare their answers in pairs.
Answer
1. permanent (par. A)
2. eligible (par. A)
3. promote (par. B)
4. regulations (par. B)
5. mandate (par. D)
6. originate (par. D)
7. regulate (par. F)
|
|
|
b)
T. has Ss work in pairs, read each paragraph to scan for specific information, then write the names of the corresponding international organization.
|
Students do task b).
Answer
Paragraph A: UN Security Council
Paragraph B: International Civil Aviation Organization
Paragraph C: United Nations Development Program
Paragraph D: Food and Agriculture Organization
Paragraph E: World Health Organization
Paragraph F: World Trade Organization
UN Security Council |
|
|
c)
T. has Ss work in pairs, read the functions
or activities listed in the left column, then write the corresponding international organizations in the right column.
|
Students do task c).
Answer
1. UN Security Council
2. ICAO
3. UNDP 4. WTO
5. FAO 6. WHO |
|
|
Post-reading
T has Ss sit in groups of four and
discuss what the above mentioned international organizations have done in Viet Nam.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
_learn new words
_prepare the new lesson. |
Ss discuss the roles of the above mentioned international organizations in Viet Nam.
|
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Unit 14: INTERNATIONAL ORGANIZATIONS
Lesson 2: Speaking
I. Aims
- To help students gain knowledge of some international organizations and their roles in the world.
- To enable students to talk about international organizations
- Report on discussion results
II. Method and teaching aids: Integrated, mainly communicative
Pictures of the logos of relevant international organizations
III. Procedure:
|
Teacher’s Activities |
Students’ Activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Check new words
II. Presentation (35ms)
Warm up:
Use the Photos:
- Makes the questions & ask SS to answer
- lead to the new lesson.
|
_Greet the teachers.
_The monitor answers.
- Look at the photos
- Answer the questions |
|
Pre-speaking:
a. Vocabulary:
- establish (v) - (to) build
- attainment (n): accomplishment & achievement
- carry out (v):
- advocate (v): to recommend or support sth
- endanger (v): to cause danger to sb/sth
b. Checking: ROR
* Discuss the questions (page 155)
1. What does WHO stand for?
2. When was WHO established?
3. What is its major objective?
4. What are its main activities?
|
Listen
-Repeat
-Copy
-Pair work
-Individuals
Students work in pairs and do task 1).
Answer
1. Who stands for the World Health Organization.
2. It was established on 7 April 1948
3. Its major objective is the attainment by all peoples of the highest possible level of health
4. Its main activities are carrying out research on medical development and improving international health care. |
|
While-speaking:
Task 2:
- Ask SS to ask and answer about the International organizations.(UNICEF & WWF)
Task 3: Tell a partner what you know about one of the above mentioned international organization. Use the information from Task 1 and 2 |
- Work in pairs & do task 2 (P.156). able to base on task 1.
- Work in groups
- Give feed back |
|
Post-speaking:
Report to the class
-Ask Ss to tell what they discuss |
- Report in front of class. |
|
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
_Rewrite the international organizations |
-Do at home |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Unit: 14: INTERNATIONAL ORGANIZATION
Lesson: 3 Listening
I. Aims
- By the end of the lesson, Ss will able to get information about the United Nation.
- Developing skills: Multiple – choice questions and Gap – filling.
-
II. Method and teaching aids : Textbook, pictures, cassette player, tape.
III. Procedure:
|
Time |
Stages |
Teacher ‘s Activities |
|
3’
10’
10’
15’
5’
2’ |
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Rewrite the international organizations
II. Presentation (35ms)
I/ Warm- up: (Picture on P 156) Questions
1/Where is building?
2/ How popular is the United Nations ?
II/ Pre- listening:
Vocabulary: Listen and repeat: (P 157)
- leader (n)
- goals and purposes (n)
- to work together for
- be at war
III/ While- listening: (P 157)
Task 1: Listen and circle the best answer:
Key :
1. C 2. D 3. C
Task 2: ( P 157)
Key:
1. solve international problems
2. the UN
3. in its goals
4. at war
5. independence
IV/ Post- listening:
- UN: United Nations
- UNICEF: United Nations International Children’s Emergency Fund.
- WHO: World Health Organization.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
Writing:
What do you know about the United Nations? |
_Greet the teachers.
_The monitor answers.
- Ask questions
- Help Ss answer the question
- Follow the steps for presenting vocabulary
- Play tape 1 or 2 times
- Play tape one more times
- Call some Ss to answer
- correct
-Explain some new words
- Play tape 2 times
- Correct
- Help
- Explain
- Give assignment |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Unit: 14: INTERNATIONAL ORGANIZATION
Lesson 4: Writing
I. Aim : By the end of the lesson, Ss will able to write a short description of an international organization.
II. Method and teaching aids : Textbook, pictures.
III. Procedure:
|
Time |
Stages |
Teacher ‘s Activities |
|
3’
10’
10’
15’
5’
2’ |
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_What do you know about the United Nations?
II. Presentation (35ms)
I/ Warm- up: (Picture about WWF,WHO, UN on P 152)
II/ Pre- Writing:
Vocabulary:
- have an opportunities (v.ph)
- do research on (v.ph)
- be good at (v.ph)
- charity (n)
Task 1: Discuss the question ( p 158)
Model :
Ss 1: Which international organizations would you like to work for, WWF, WHO, UN ?
Ss2: I like to work for WHO.
Ss3: Why do you choose to work for WHO ?
Ss2: Because I like biology and I’m very good at it . If I work for WHO,I will have a chance to do much medical research and help improve international health care. I will meet people from difference countries in the world and I will speak English at work.
III/ While- Writing: (P 157)
Task 2: ( P 158)
Model :
I like to work for the WHO for the number of reasons. First, I really like biology and I’m very good at it . If I work for WHO, I will have a chance to do much medical research and help improve international health care. Second, I will meet people from difference countries in the world and I will speak English at work. Third,
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
Write a paragraph of about 100 words expressing the reasons why you choose the organization.( WWF,WHO, UN,ASIAN )
|
_Greet the teachers.
_The monitor answers.
- Ask Ss to give some related to
- Help Ss
- Follow the steps for presenting vocabulary
- Ask Ss to work in group
- Go around for help voc, grammar .
- Call some Ss to make conversation
- correct
- Give instruction
- Make a model
- Go around for help
-Call some to check
- Correct
- Remark
- Give assignment |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Unit 14: INTERNATIONAL ORGANIZATION
Lesson 5: Language focus
Aim: Intonation: The falling tune
Gram / Structure: Phrasal Verbs
Aids: Textbook, lesson plan
Procedure:
|
Time |
Content |
Teacher’s activities |
|
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Write a paragraph of about 100 words expressing the reasons why you choose the organization.( WWF,WHO, UN,ASIAN )
II. Presentation (35ms)
WARM-UP :
INTONATION :
Eg:
- What do you think of it ?
- What does ASEAN stand for ?
The falling tune
GRAMMAR :
Eg :
after chăm sóc
for tìm kiếm
up tra từ trong từ điển
look into nhìn vào
out nhìn ra, nhận biết
at nhìn, ngắm
down nhìn xuống
_ Phrasal Verbs: là cụm động từ được theo sau bởi một giới từ nhất định để có được một nghĩa khác (learn by heart).
Answer keys :
Exercise 1 :
1. give up 6. look up
2. fill in 7. Turn off
3. turn on 8. fill in
4. take off 9. go on
5. wash up 10. Put on Exercise 2
2. up
3. out 7. down
4. around 8. away
5. on 9. down
6. up 10. on
Exercise 3 :
2. look after
3. takes after 6. try out
4. got over 7. went off
5. held up
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
_do the exercise
|
_Greet the teachers.
_The monitor answers.
- giving some examples related to the intonation and reading them as the samples, then asking Ss the question “What intonation can I use in here: the falling tune or the rising tune ?”
- giving the introduction
- reading from sentence 1 to 8 as models.
- listening to Ss exactly, then correcting them.
- giving some examples related to the PHRASAL VERBS
- giving the introduction and definition.
- supplying Ss the meanings of the given phrasal verbs in the box before asking Ss to do exercise 1, 2, 3.
- writing Ss’ answers on bb, then correcting them.
- asking Ss to learn by heart the phrasal verbs and preparing Unit 15 – READING.
|
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Unit 15: WOMEN IN SOCIETY
Lesson 1: Reading
I Aim: By the end of the lesson, students can:
+ use dictionaries to look up the meanings of the words.
+ make intensive reading to find out information in the lesson.
+ practice reading skills such as skimming, clustering.
II Skills: reading, speaking
III Aids: Lesson plan, textbook, available pictures, prepared pictures, other materials.
IV. Procedures:
|
Time |
Content |
Teacher’s activities |
|
3’
3’
8’
8’
8’
4’
5’
5’
1’ |
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Do the exercise
II. Presentation (35ms)
I:WARM-UP:
Short conversation with a school girl about her/her mother’s daily routines, activities at home and in society.
II: PRE-TEACHING:
A: Pre-reading:
Look at the pictures and answer the questions that follow: (page 162)
a) How many roles does this woman have?
b) Is her life typical of a Vietnamese woman’s life? Why / Why not?
c) In your opinion, what is a typical Vietnamese woman like?
B: Pre-teaching vocabulary:
· civilization (n) è civilize (v)
· deep-seated (adj): ăn sâu (vào tiềm thức), lâu đời.
· involvement (n) è involve (v)
· Age of Enlightment (n.p): Thời đại khai sáng
· philosopher (n): nhà triết học
· pioneer (n): a person who is the first to do something.
· advocate (v): agree, support: tán thành
· disciminate (v)è discrimination (n)
III: WHILE-READING:
Read the passage and do the tasks as orders below:
Task 1: Read the passage quickly and give the Vietnamese equivalents to the words and phrases. (page 163)
*(Students can use dictionaries to look up the words’ meanings)
Key:
1: nền văn minh nhân loại.
2: việc sinh con, việc mang thai.
3: sự tham gia.
4: thời đại khai sáng.
5: những niềm tin ăn sâu vào tiềm thức.
6: việc chăm sóc gia đình.
7: năng lực trí tuệ.
8: cơ hội việc làm bình đẳng.
Task 2: Read the passage carefully and choose the best option for each question. (page 164)
Key:
1:C 2:D 3:C 4:B 5:A
Task 3: Read the passage quickly and choose the best title for the passage. (page 165)
Key: C: Women’s Rights.
IV: POST-READING:
A: Work in groups. Summarise the reading passage by writing ONE sentence for each paragraph.
Suggested key:
1. In the past, women were restricted to the role of mothers and wives due to the widespread doubt about their intellectual ability.
2. The struggle for the women’s rights began in the 18th century as European political philosophers believed that women should be treated equally.
3. Women now enjoy important legal rights such as equal work opportunities and equal pay, the right to vote and to gain education.
B: Suggest a typical Vietnamese woman by your own thoughts.
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
Ø Study by heart vocabulary.
Ø Preview the next part (Speaking).
Ø Write a short passage about your thought of your female idol.
|
_Greet the teachers.
_The monitor answers.
Making questions
1. Showing the pictures. Asking
2. Asking students to look at the pictures at page 162. making questions.
Translation
Translation
Translation
Translation
Translation
Explantions
Synonym
Translation
Giving instructions
Asking students to do individually.
Calling 8 students to give the key
Giving the suggested key.
Giving instructions
Asking students to do in pairs.
Calling 5 students to give answers
Giving the suggested key.
Giving instructions
Asking students to do in groups of 3 or 4.
(Teacher’s explanations)
Giving instructions
Asking students to do in groups of 3 or 4.
Giving the suggested key.
Giving command.
Giving comment
Giving assignment
|
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
UNIT 15: WOMEN IN SOCIETY
LESSON 2: SPEAKING
I. Aims: By the end of the lesson, students will be able to improve their speaking skill and know some expressions to give the opinions.
II. Skill: speaking
III. Vocabulary: noun, verb, adjective
IV. Teaching aids: pictures, posters, textbook…
V. Procedure:
|
Time |
Content |
Teacher’s activities |
|
4’
10’
15’
15’
1’
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
Ø Write a short passage about your thought of your female idol.
II. Presentation (35ms)
WARM-UP: Matching game
A B C
D E
1.Washing the dishes
2. Washing the clothes
3. Cleaning the house
4. Cooking the meal
5. Going to the supermarket
* Keys: 1.E 2.D 3.B 4. A 5. C
I. PRE -SPEAKING:
* Pre – teach Vocabulary:
+ neglect (v):
+ rear (v):
+ slave (n):
+nonsense(n):
+ rubbish (n):
* Task 1: Study the expressions and practise saying them aloud ( p 165)
+ Giving your opinion
+ Strongly agreeing
+ Partly agreeing
+ Disagreeing
+ Strongly disagreeing
III.WHILE – SPEAKING :
Task 2: Read and respond to these statements. Begin your responses with one of the expressions in Task 1 (p 164)
IV.POST – SPEAKING:
Task 3: Discuss whether you agree or disagree with the following statement and give explanation (p166)
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Review the learnt lesson
- Prepare the next lesson |
_Greet the teachers.
_The monitor answers.
- Dividing class into2 groups.
- Giving the instruction
- Checking and correcting
- Deciding the winner
-Eliciting new words
- Situation
- Example
- Picture
- Translation
- Synonym
-Giving some expressions to express the opinions
- Explaining
-Asking ss to practise saying them aloud
- Asking ss to work in pairs and respond to these statements in 10’
- Calling some pairs to demonstrate
- Explaning the task & giving example
- Asking ss to work in groups of 4 and discuss the statement
-Calling some ss to demonstrate in front of class
-Writing on the blackboard |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
Unit 15: WOMEN IN SOCIETY
Lesson 3: Listening
I. Aims: by the end of the lesson, SS will be able to get a general view about a day of African Women and improve listening-skill.
II. Skills: listening, Writing and Speaking
III. Vocabulary: saying, hold-up, agricultural, firewood, respect and Africa
IV. Teaching aids: cassette, picture, poster and text
Procedures
|
Time |
Contents |
Teacher’s activities |
|
3’
12’
15’
13’
2’
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Asks some new words.
II. Presentation (35ms)
I/Warm-up(some picture)
Matching
a.o 1.Vacuum cleaner
b.o 2.Washing Machine
c.o 3.Electrict cooker
d.o 4.Gas stove
II/ Pre-listening
Discuss the question
Is the life of a city woman easier than that of a village woman nowadays? why?
* Pre teach-Vocabulary
-saying
-hold-up
-agricultural
-firewood
-Africa
-respect
-two-thirds
-three-fourths
III/ While-listening
Task 1.(page 167)
Key:
Task 2: Listen again then answer (poster)
Key:
- 40 %
- They earn nothing for doing their domestic work
- They produce more than half of the food
- 80 %
- At 4.45 am
- At 9.30 pm
IV/ Post-Listening(poster)
Complete the table about a day work
An African woman A Vietnamese woman
|
FOOD % |
% |
|
FARMWORK % |
% |
|
TIME BEGIN % |
% |
|
TIME FINISH % |
% |
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Learn by heart vocabulary. & expression
-Practice listening again
-Prepare the writing |
_Greet the teachers.
_The monitor answers.
- T sticks poster on the board
- Asking ss to divide the class into 2 teams
-T corrects & decides what team is the winner
- T asks Ss to work in pairs and answer the question
-T asks Ss listen and repeat
-T explains fast meanings and use of it
-T explains the request of the task & asks Ss to do it
- T plays the cassette player two times
-T asks Ss to answer by oral talk
-T correct
-T guides Ss to look into the task and guess the answer before listening
-T plays the cassette player two times
-T plays the cassette one more time and stop after each question
-T go around to help, if necessary
-T corrects
-T asks Ss to look at the poster & works in pairs to compare about a day work of An African woman with A Vietnamese woman
-Who do work harder than?
-T asks Ss to do at home with contents in home work
|
F SELF- EVALUATIO
Date of planning:
Date of teaching:
Period:
Week:
Unit 15: WOMEN IN SOCIETY
Lesson 4: Writing
I Aims:
By the end of the lesson, the students will be able to write a report describing the information shown in the column chart
II Skills: writing, reading, speaking
III Teaching aids: textbook, poster, pictures
Procedures:
|
Time |
Contents |
Teacher‘s activities |
|
5’
10 ‘
15 ‘
14’
1’
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Vocabulary. & expression
II. Presentation (35ms)
Warm up:jumpled word
- mairedr: ® married
- child baeirng :® childbearing
- househlod :® house hold
- nmuber :® number
- child crae: ®child care
I – Pre writing
task 1
a Work in pairs:
- percentage of married men and married men
- roles of women and men in society
- housework hours per week
b answer the questions:
Keys:
1 In general, married women do more housework than men do
2 They have to do less house work when they have more children .
3 Married men have to do less house work when they have more children
4 Married men and women without children spend 20 and 30 hours on their housework per week respectively.
5 It takes men and women with one or two children 15 and 50 hours respectively to do their house work every week.
6 They are 10 and 55
7 Married men should spend more time sharing the housework with their wives.
II While –writing
Task 2
Write a report describing the information shown in the column chart in task 1 .begin your report
The column chart illustrates the average hours of housework per week done by married women in comparison with married men
III post –writing
Correction
Married women do more housework than men do
They have to do less house work when they have more children
Married men have to do less house work when they have more children
Married men and women without children spend 20 and 30 hours on their housework per week respectively .
Talking roles of women
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
Write a correct report at home
Study language focus at home
|
_Greet the teachers.
_The monitor answers.
-T give Ss the rule of the game
-T corrects
-T gives the suggested answers on the board
T asks sts to work in pairs
T elicits the questions
Correcting the answers
T asks sts to work in group
corrects at least 4 reports
T suggests some sentences
T helps to talk
T asks sts to do at home |
F SELF- EVALUATION
Date of planning:
Date of teaching:
Period:
Week:
UNIT 15: WOMEN IN SOCIETY
LESSON 5: Language Focus
I .Aim: - By the end of the lesson, the students are able to use intonation in yes / no question.
- By the end of the lesson, the students are able to use and make the sentences with preposition
II .Skills: speaking, reading, writing
III. Grammar / Structure: verbs, preposition
IV. Teaching Aids: Textbook, posters, chalk and board.
Procedures
|
Time |
Stages and Content |
T’s activities |
|
3’
12’
10
10’
9 ‘
1’ |
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Write a correct report
II. Presentation (35ms)
Warm up:
Matching column A with B
1 explain a to
2 ask b at
3 talk c about
4 glance d for
1 Intonation
Are you students?
Yes, I’m
Practice reading the following sentences with the rising tune
Work in pairs
Practice reading these conversations
1 and 2
2 Grammar
Setting the scence
What does he do? You look at him
What does it mean? you explain it to me
- verbs go with preposition
Ex 1 choose one of the following verbs + the correct preposition page 170
Key :
1 glanced at 2 invited to
3 listen to 4 throw at
5 staring at 6 speaking
7 wrote to 8 point to
Ex 2: page 171
Fill in each of the planks with an appropriate preposition if necessary
Key:
1 for 2 for 3 to
4 for 5 about 6 ____
7 about 8 _____ 9 for
10 for
* complete the sentences with a proper preposition
1 we wait ……. The bus
2 They live ………a small village
3 she arrives ………the air post
4 I ‘m interested …… reading
5 Tom talks …… her
* Homework
- learn words verbs go with prepositions
- prepare unit 16 |
_Greet the teachers.
_The monitor answers.
-T writes on board
- T checks and gives points
T asks ss to work individually
T checks intonation
T divides into 6 group and then goes around to help
T sets the scence
What is it? underlined word
T asks ss to go to the board
T Corrects form and check meaning
T asks ss to fill in the blank
T corrects it
T sticks poster on the board and asks ss to fill preposition
T asks ss to do |
F SELF- EVALUATION
Preparing date: /2010 Teaching date: /2011
Unit 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS
Date:
Grade 12
UNIT 16: The Association Of Southeast Asian Nations
Reading
Time: 45 minutes
I. Objectives:
1. Educational aim: Students can read and know about ASEAN and make questions and answer them well
2. Knowledge:
- General knowledge: Students could understand and use the new words through speaking, asking and answering
- Language:
- New words: Words relate to ASEAN
3. Skills: -Reading for general or specific information
-Guessing meaning from context
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts,…
2.Students: Students ‘book , Students ‘workbook, …
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Learn words verbs go with prepositions
II. Presentation (35ms)
Warm-up:
- Give the logo of ASEAN and ask students to guess the name this organization
- Recheck and introduce the new lesson:
The Association Of Southeast Asian Nations
Pre-reading:
- Ask some questions about some questions?
1, what does ASEAN stands for?
2, When did Vietnam join this association?
- Let students write some information about ASEAN
- Let each student stand and speak their opinions
- Go around and help them if necessary
While-reading:
- Let students open the book and read silently while teacher reads aloud and correctly
- Ask students to read themselves and write down some information
- Let students work in pairs to do the task 1
Task 1
- Let students fill each blank with a suitable work
-Ask students to work individually then in pairs
- Walk around the class to help student when necessary
-Corrects students’ pronunciation if necessary
- Check and give suggestions
Task 2
- Let students read all sentences and explain some new words if necessary
- Listen and correct if needed
-Keys: 1T ,2F ,3F ,4T, 5F ,6F
Task 3
- Let students work in pairs and read the passage again and find out the answers for these questions in the task 3
-Walk around the class to help student when necessary
-Corrects students’ pronunciation if necessary
- Check and give suggestions
Post-reading:
-Ask students to close their books and summarise the passage ,based on the years :1967, 1995 ,1998 ,1999, 2007 ,2020
-Go around and help if necessary
-Check and remark
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Reread the passage and summarize the ASEAN (about 100 words) |
_Greet the teachers.
_The monitor answers.
- Do themselves and then work in pairs
- Listen to the teacher
-Discuss and give correct answer
1,ASEAN stands for the Association of Southeast Asian Nations
2,In 1995
-Work in pairs to discuss to fill with suitable words
-Keys:
1,justice 2,GDP
3,diverse 4,integration
5,accelerate 6,enterprises
- Read quickly some sentences in the text
- compare with the partners
- Work in pairs and answer some questions
- Read quickly and find out the answers
- Work in pairs, then one reads the sentence and the other corrects it
- Work in pairs and some of them stand and say about ASEAN
- Work in groups and discuss which sentences go with the word given
- Some others repeat
- Copy the words
- Listen and copy |
F SELF- EVALUATION
Preparing date: /2010 Teaching date: /2011
Period:
Date:
Grade 12
UNIT 16: The Association Of Southeast Asian Nations
Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know how to tell the names and the capitals of ASEAN countries
2. Knowledge:
- General knowledge: Ask and answer about the names and the capitals of ASEAN countries and the main characteristics of each nation
- Language: Words to speak about ASEAN
3. Skills: -Ask and answer the information about ASEAN countries
II. Method: Integrated, mainly communicative
III. Teaching aids: Photos of some famous persons or some real information about ASEAN
IV. Procedures:
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Reread the passage and summarize the ASEAN
II. Presentation (35ms)
Warm-up:
- Ask students to close the book
- Let students Look at the pictures and name out the countries and the capitals
-Let them work in pairs
Pre-speaking:
Task 1
- Ask students to open the book and look at the flags and match with their countries and capitals mentioned above…
- Go around and listen to them
While-speaking:
Task 2
- Let students open the books and discuss and use the information in task 1 and the fact below to talk about some of the ASEAN countries
- Ask students to read some words given and then let them choose which countries they like to talk about
- Listen and correct
Post-speaking:
- Ask students to work in pairs and discuss ,talk about some of the ASEAN countries
- Ask one group to do the task as a model
- Go around listening to some groups and help them if needed
- Ask some pairs to stand in front of the class and practice speaking
- Some groups go on speaking each other
- Listen to each group and correct or give mark if they do it well
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Let students write about someone they admire or look forward to meeting |
_Greet the teachers.
_The monitor answers.
- Close the books
- Work in pairs and name out the countries and the capitals
- Each student speaks out their answer
- Work in pairs
- Look at the picture and name them
- They’re holding the pens and notebooks
- Read these words and work in groups
- Some students can show off these words: family; dislike; hobby; education
- Observe the picture
- Work in groups with some cues given below
(
- Other groups go on practicing speaking
-Work in pairs and talk about some of the ASEAN countries
-Keys: Malaysia has a total area of 330,252 square kilometers .Its capital is Kuala Lumpur. The population in Malaysia is 27,174,000.People speak Malay, English and Tamil in every day conversations .The Malaysians are religious. They follow Islam and Buddhism. Their currency is Ringgit
- Listen and write down in their notebooks |
* SELF – EVALUATION:
Preparing date: /2010 Teaching date: /2011
Period:
Date:
Grade 12
UNIT 16: The Association Of Southeast Asian Nations
Listening
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know how to ask and say about using English and the main religion in ASEAN
2. Knowledge:
- General knowledge: Students know how to give information from using English and the main religion in ASEAN
- Language:
- New words: Words related to ASEAN countries
3. Skills: - Listening for general or specific information
-Comprehension questions
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts.
2. Students: Students ‘book, Students ‘workbook.
III.PROCEDURES
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
_Ask some new words
II. Presentation (35ms)
Warm-up:
- Ask students to close the book
- Ask students to list the name of ASEAN countries using the English
Pre-listening:
- Let students open the books and ask and answer the question
1. Which ASEAN countries are use English as a second language?
-
- Let students read some words they’ll listen then
- Listen and check
While-listening:
Task 1
- Let students read some sentences given and explain some new words if necessary
- Read or let students listen first
Have you got anything from the dialogue between Mr Hung and his daughter Nga?
- Let students listen the second time
- Check their listening
- Let students listen the third time and let them choose the best answer to complete each of the following sentences
- Observe the class and listen to each group’s feedbacks
- Give more information if students wonder or not clear
Task 2
- Before listening, let students read quickly some questions in the task 2
- Let students listen the first time: Who can guess some words?
- Let students listen the second time
- Let student listen the last time and let them work in groups to speak out
- Listen and correct their listening
Post-reading:
- Ask students to summarize the content of the conversation between Nga and her father- Mr Hung
- Ask students to write a short passage to guess what Nga’s essay will be about
- Listen to each group and correct mistakes if they’ve done
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students to write a short passage about the content of the listening text( 70 words)
|
_Greet the teachers.
_The monitor answers.
-Work in pair and list the name of ASEAN countries
- Listen to the teacher and answer the questions
-Keys: Some ASEAN countries such as the Philippines, Brunei, Singapore, and Malaysia use English as second language
- Read in chorus
- Some students read themselves:
- 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
- Work in groups and guess
- Listen and do the task
- Speak out their listening
- Try to write down the answers
-Key: 1,tomorrow(the next day)
2,The US
3,Around 50 million
4.In the Philippines
5,three-Islam,Buddhism and Catholicism
- Work in groups:
- Work in groups and each group has one person who says about it
- May answer in different ways
- Write in groups and ask someone to speak out their writing
- Other groups listen and copy some information and give some questions
- Practice writing |
* SELF – EVALUATION :
Preparing date: /2010 Teaching date: /2011
Period:
Date:
Grade 12
UNIT 16: The Association Of Southeast Asian Nations
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know how to write a letter of recommendation
2. Knowledge:
- General knowledge: Students learn to write about the places they are familiar with
- Language: Words used in writing about a significant place
3. Skills: Writing about a letter of recommendation
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some cues, information of someone
IV. Procedures:
|
Teacher’s activities |
Students’ activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask students to write a short passage about the content of the listening text.
II. Presentation (35ms)
Warm-up:
- Ask students to close the books
- Look at the pictures and name out the places
-Let students work in pairs
Pre-writing:
Task 1
- Ask students to open their books
- Introduce the students do the task 1
-Let them work in groups and complete the letter with the missing sentences in the box
-Go around and help
-Explain some new words if necessary
-Give correct answers
While-writing:
- Introduce to do task2
- Let students read quickly the task2
David, your pen pal ,is going to spend his summer vacation in one of the ASEAN countries. You want him to visit Vietnam .Write a letter to him recommending a significant place you are familiar with.
- Explain some new words if necessary
-Give form of a recommendation letter
Outline
+Date
+Salutation
+Body
.location
.natural features
.places to visit
.food
.people
........
+Closing
+Signature
- Ask some other groups to write down a paragraph using some cues below and then each student on be half of his group read aloud
Post-writing:
- Ask students to read another’s letter
- Ask some students to read loudly their letter
- Listen and correct if needed
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Do the writing task in student’s workbook
-Prepare the next lesson
|
_Greet the teachers.
_The monitor answers.
- Work in pairs and match the name with the picture
- Some students do matching on the board
- work in pair and do the task 1
- Key
1,I would like to recommend a well-know place in Vietnam to you
2,It is about 170 km from Hanoi
3,The beach is an ideal place for swimmers
4,People here are very friendly and hospitable
5,I am sure you will have a wonderful time here in Ha long bay
- Listen to the teacher
- Read silently
- Read those words and copy
- Work in pairs
- Each group read their writing
- Listen and work in groups
- - Discuss and find out some errors if they make
- Practice writing in groups
- Each member of groups reads aloud his/ her writing
- Other group appreciate and correct mistakes each other
- Each group does the writing and read aloud
- Listen and copy down |
* SELF – EVALUATION :
Preparing date: /2010 Teaching date: /2011
Period:
Grade 12
UNIT 16: The Association Of Southeast Asian Nations
Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should pronouncing the rising –falling tune correctly and the use of adverbial clause of time
2. Knowledge:
- General knowledge: Students learn words to describe people’s background
- Language: A paragraph and adverbial clause of time
3. Skill: fluency in the rising –falling and use of adverbial clause of time
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks, mainly communicative, cassette player, picture, board, chalks, handouts.
2. Students: Students ‘book, Students ‘workbook,
III.PROCEDURES
|
Teachers activities |
Students activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Do the writing task
II. Presentation (35ms)
I. Pronunciation:
- Close the books!
a. Introduce the rising-falling tune
- Let students practice pronouncing these sentences
- Listen and correct the syllables students read
b. Let students open the books and read aloud the words given and try to pronounce these sentences with the rising –tune
- Listen and check for pronunciation
- Ask students to listen and read after these sentences
II. Grammar:
adverbial clause of time
-Introduce the way of using adverbial clause of time through some example
- Ask students to give some examples
- Listen and remark
b. Let students practice doing exercises
Exercise 1
- Ask students to do exercise themselves then discuss in groups
Exercise 2
- Ask students to supply the correct form of the verbs in brackets
- Listen and remark
-Keys:
1,arrives 2,arrives 3,are playing
4,got ,5,have finished 6,(had) graduated 7.am 8,have read
Exercise 3
- Let students combine two sentences, using one as an adverbial clause of time with the given conjunction
-Go around and help if necessary
-Give correct answers
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students to revise the use of adverbial clause of time
- Practice doing exercise in the Workbook
|
_Greet the teachers.
_The monitor answers.
- Read these sentences
- Listen and repeat following the teacher
- Read in silent first
- Some of each groups read aloud
-Listen to the teacher
- Students work in pairs and give some examples
- Some students repeat aloud
- Do the exercise themselves
- Key:
1,She will phone you as soon as she arrives in Ho Chi Minh City
2,After the war was over we started rebuilding the country
3,they met a lot of people while they were on holiday
4,before you leave don’t forgot to turn off the lights
5,I will stay till you get back
6,We’ll come to see you whenever we are in Hanoi
7,there is a danger of war as long as imperialism exits
8,tom sang a merry song as he walked away
- Work in groups and give the correct tense of verb and explain why they did it
- Each group answer and give reasons
- Read silently and discuss in pairs, groups
-Key:
1,Let’s go out before it starts raining
2,I’ll give you my address when I have found somewhere to live
3,After he had done his homework ,he went to bed
4,We’ll let you know as soon as we have made our decision
5,I haven’t met them since I left school
6,robert suddenly began to feel ill while he was doing the exams
7,Kate will come back home after she has finished the last semester
- Listen and write down |
* SELF – EVALUATION :
Date of planning:
Date of teaching:
Period:
Week:
Test yourself F
I. Objectives: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing.
- Improve their knowledge through the test yourself.
II.PREPARATIONS:
1. Teacher: Teacher’s books, textbooks , mainly communicative, cassette player,picture, board, chalks, handouts,…
2.Students: Students ‘book , Students ‘workbook,
III.PROCEDURES
|
Teachers activities |
Students activities |
|
I. Stabilization (1m).
_Greets the students and introduces the observing teachers.
_Checks the attendance.
II. Checking : (4ms)
- Ask students to revise the use of adverbial clause of time
II. Presentation (35ms)
Warm-up:
- Greeting
- Ask students something about the test yourself F
* Have you prepared it at home?
* Have you got any difficulties?
Test yourself
I. Listening
· Teacher asks Sts to read and find new words. Teacher explains:
· Asks Sts to read the statements carefully and underline key words before listening the first.
· Asks Sts to finish the exercise after listening the second.
· Asks Sts to listen to the tape (the third time) and then discuss in pairs about the final answer.
· Goes around the class, helps Sts discuss about the answers if necessary.
· Asks some Sts to give the answers, others give feedback.
· Teacher gives Sts to listen once more.
Expected answers:
1. 16 November 1945
2. 193
3. 60
4. teacher-training
5. heritage
- Correct mistakes
II. Reading
· Teacher explains new words/ phrases:
Labor-intensive : (adj) cần nhiều nhân công
Propotion (n) tỉ lệ
Exclude (v) ngăn chặn
Reserve (v) : dành riêng
· Asks Ss to read the passage and then answer the questions.
· Goes around the class to get the fettle of Sts and helps them with vocabularies, the way to express if necessary.
· Teacher asks a representative in some pairs to present the result in front of the class. Other pairs gives feedback
· Teacher corrects in general and tells the point of marks so that Sts remark themselves.
III. Grammar
- 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.
Use the following verbs to complete the sentences below:
|
Catch up |
Cool off |
Fall behind |
|
Give in |
Grow up |
Keep up |
|
Speak up |
Stay on |
Wait up |
|
Watch out |
|
|
- He still behaves like a child. I wish he’d grow up.
- Come to the party on Friday and …... for the weekend.
- I won’t be back until late. Will you …….for me?
- He was exhausted but he still kept going. He just wouldn’t ………….
- Please don’t go so fast. I just can’t …....
- Could you ……….a bit? I can hardly hear you.
- …….! Oh dear. Didn’t you see that car coming?
- You look hot and sticky. Come and sit in the shade and …….
- You go on ahead and I’ll ………
- Wait for me. I don’t want to ……...
· Teacher asks Sts to discuss about the answer in pairs/ groups.
· Teacher asks a representative in each group to present the result in front of the class. Other group gives feedback
Teacher corrects in general and tells the point of marks so that Sts remark themselves.
- Go round the class to control the set’s activities
- Correct mistakes
IV. Writing
- Guide students how to write
- Give students some models and structures to writes.
In about 120 words, write about the changes in women role in the family in comparison with that 50 years ago.
The following cues might be useful to you.
· Education
· Social activities
· Work
· Economic dependence
· Number of children
Domestic chores
- Ask students to write.
- Go round the class to control the students’ activities
- Correct mistakes
IV. Consolidation (2ms)
_Ask Ss some new words
V. Homework (3ms)
- Ask students:
+ to study all the lessons again.
+ to prepare to review all the knowledge of grade 12.
|
- Greeting
- Answer teacher’s questions
Listen and dill in the blanks with the information as you hear.
UNESCO stands for the United Nations Educational, Scientific and Cultural Organization. It was established on ………….. to encourage collaboration among nations in the areas of education, science, culture and communication. UNESCO has …………….member nations as of 2007. The agency has its headquarter in Paris, France, and operated educational, scientific, and cultural programs and exchanges from ………. Fields offices worldwide. Project sponsors by UNESCO include international science programs; literacy, technical, and ………..programs; regional and cultural history projects; and international cooperation agreements to secure the world’s cultural and natural …………… and to preserve human rights.
® Students read
® Sts listen
- Students work in pairs: reading and decide to choose the answer.
Read the text then answer the questions that follow
1. Which countries, according to the passage, have low levels of females paid workers?
2. In which sectors do you find the majority of working women in Southeast Asia?
3. What is the percentage of women who work in the service sector in Latin America and the Caribbean?
4. On whom did women depend economically in the past?
5. According to the passage, what are the two factors that give women more freedom nowadays?
@ Suggested answering.
- Arab countries
- In textile, toy, shoe and electronic sectors
- 70%
- They depend on their husbands or fathers
5. The access to education and change in economic status.
® Students work in pairs/ groups.
@Suggested answers:
- grow up
- stay on
- wait up
- give in
- catch up
- speak up
- Watch out
- cool off
- keep up
- fall behind
® Other Sts give feedback
- Listen to the teacher carefully.
- Discuss in groups to get the information and write the outline.
- Each person use the outline to write a short paragraph.
- Peer correction.
- Underline the mistakes
- Assess on the content: 1 mark, use correct / exact words / sentence structure : 1 mark, coherence : 0.5 mark
- Compare the results with the other groups.
- Correct mistakes
+ to study all the lessons again.
+ to prepare to review all the knowledge of grade 12. |
* SELF – EVALUATION:
