Date of preparation: Date of teaching: The 1st period: Guiding how to learn and to do English tests I. Objectives: 1.

Educational aim: Students know about English book in grade 12 2. Knowledge: Student knows: - How to learn English in grade 12 - How to do English tests - How to use students book and workbook 3. Skills : - Reading - Speaking - Listening - Writing - Doing English tests II. Teaching aids: Students book, students workbook, dictionary, some test papers, tape, cassette player, etc. III. Procedure: Teachers activities Students activities Warm-up :(7 minutes) - Introduce to students about the teacher - Listen to the teacher - Ask students about their names and English - Answer the teachers questions knowledge etc. Guiding: (35 minutes) 1. Guiding students book and workbook: * Introduce to students how to use their book and workbook * Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to do the exercises in their books 2. Guiding English tests in grade 12: * Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc. and how to do them * The tests in grade 12 include: reading : 25% listening: 25% writing: 25% language focus: 25% 3. Guiding other books and tape, disc, etc. - put the students book and workbook on the table - listen to the teacher and look through the books

- Listen to the teacher

Homework: 3 minutes - Ask students to prepare textbook, notebooks and - listen to the teacher and write down

the things for learning and prepare lesson reading - the things which will be prepared at Unit 1 home

Comments:

Date of preparation: Date of teaching: UNIT 1: HOME LIFE Part A: Reading The 2nd period I. Objectives: 1. Educational aim: Students should know about International Red Cross 2. Knowledge: - General knowledge: Students read and guess the meaning of new words from the con text. + Read the passage and complete the tasks of the lesson. - Language: Students could understand and use new words after reading - New words: Words related to home life 3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: Students book and pictures, Board, tape, cassette player, chalks, etc. IV. Procedure: Teachers activities Warm-up: (5 minutes) - Ask students look at the picture and ask some questions - Let students understand more about , house hold chores and family life, today we learn Unit 1- part A: Reading Students activities - Open the book - Listen to the teacher - Look at the picture and answer - Listen to the teacher and open the book Unit 1, part A: reading - Work in groups to discuss about the pictures - Work in groups to ask and answer the questions give by the teacher. - Stand up to answer in front of the class P1: The family is at home. P2: The father is playing games with his son and the mother is helping her daughter do homework. P3: Yes, it is because they look warm and close knit. - Look at the book and listen to the teacher - Listen - Note down

Before you read : (10 minutes) Ask students to work groups to ask and answer about the pictures - Hang on the blackboard the table of questions. Ask students to work in pairs looking at the pictures to ask and answer them. 1. Where is the family? 2. What is each member of the family doing? 3Is the family happy? Why (not)? - Introduce the situation of the context - Read the context once to the class. - Show students some new words: + to be caring + to be close -knit

+ to be willing to

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

- Help students to summary the main ideas of the context. * The first paragraph: the writer says about the parents jobs and the people in her family. * The second paragraph: The writer says about the activities of her parents every day. * The third paragraph: The writer says about her younger brothers and her herself. * The writer says about the happiness in her family. - Ask students to think of their thoughts about a happy family. - Introduce the situation of the passage While you read : (25 minutes) - Ask students to look through the passage and read in silence - Ask students to listen to the tape - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage Home work: (5 minutes) - Show students how to do the tasks in Part A. - Ask students to prepare the tasks in part A at home Comments:

-Practice speaking their ideas freely.

- Listen to the teacher - Read the passage silently - Listen to the tape - Ask about new words - Note down the new words.

- Listen and take notes - Do the home work and prepare for the next lesson.

Date of preparation: Date of teaching: UNIT 1: HOME LIFE Part A: Reading (continued) The 3rd period I. Objectives: 1. Educational aim: Students should know about International Red Cross 2. Knowledge: - General knowledge: Students read and guess the meaning of new words from the con text. + Read the passage and complete the tasks of the lesson. - Language: Students could understand and use new words after reading - New words: Words related to home life 3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: Students book and pictures, Board, tape, cassette player, chalks, etc. IV. Procedure: Teachers activities Students activities Warm-up: (5 minutes) - Ask students some questions about - Open the book household chores and family life. - Listen to the teacher and answer the questions While you read : (25 minutes) + Task 1: - Ask students to work in groups to read the sentences in the task and then choose the sentence A, B or C that is nearest in meaning to the sentence given. - Read all the sentences which they have chosen loudly to the class

- Listen to the teacher - Work in groups , read the sentences carefully - Listen to the teacher and read up the sentences aloud.

Teach some new words: close knit (a), mischievous (a), ... - Note down the new words. - Ask students to work in groups to do the - Read up. task. - Work in groups to do the task - Call on some students to read the sentences. - Common in whole class

+ Task 2: - Divide the whole answers class into 6 groups of 8 students. 1. How busy are the parents in the passage? 2. How caring is the mother? 3. How do the father and the daughter share the household chore? 4. What is the daughter attempting to do after secondary school? 5. Why do the children feel they are safe and secure in their family ? - Ask students to read the questions carefully and discuss the answers - Help students to find the paragraph which contain the information for the answers - Call the leader of each group to answer the questions - Ask the whole class to commend - Feedback and give the correct answers and give point. After you read : (10 minutes) - Ask the whole class to discuss about a happy family. - Call some students to say about their thinking of a happy family Home work: (5 minutes) - Write about their family or others they know. - Prepare Part B : Speaking at home Comments:

- Read the passage - Work in groups to find the sum up of the passage - Present the answers in front of the class - Commend - Note down the reason of the choice - Work in groups to ask and answer the questions using the information from the passage

- Some students answer the questions in front of the class Listen and take notes - Do the home work and prepare for the next lesson.

Date of preparation: Date of teaching: UNIT 1: HOME LIFE Part B: Speaking The 4th period I. Objectives: 1. Educational aim: Students can talk about their family and other families + Students can ask and answer about household chores and family + Students discuss their ideas about the true of a happy family 2. Knowledge: - General knowledge: By the end of the lesson students can practice a dialogue about a happy family - Language: asking for and giving information from a passage - New words: words related to the topic 3. Skills: talking about Home life and their activities in the family II. Method: integrated, mainly communicative III. Teaching aids: pictures, textbook,.... IV. Procedure: Teachers activities Warm-up: (7 minutes) - Playing games. - Divide the class into pairs and ask students to work in pairs to talk about their family in 3 minutes - Call of the leaders of each groups to talk about her/his family in front of the class - Feedback and lead the class to the topic of speaking activities (we are going to discuss about our family ) Pre-speaking : (12 minutes) Task 1 Let students read the following sentences and choose which apply to them or their family. Students activities - Keep books close - Listen to the teacher - Work in groups to talk about family

-Work in groups and give their ideas why they choose

-Each student stands up and talks about - Ask students to work in groups to speak their family. the sentences A: In my family, my parents both go to 1. In my family, only my father works. work,..................... 2. Members of my family share the B: In my family, ......... household chores. 3. My responsibility in the family is to wash the dishes. 4. In my family, the interest we share closely is watching football.

5. I often share my personal secrets with my father. 6. I always talk to my parent before making an important decision. - Goes around and listen to the students Gives more suggestions if they need While-speaking : (15 minutes) Task 2 and Task3 -Practice speaking out their ideas about - Work in pairs . their family. -Lets students ask and answer the A: Who works in your family? questions about their family. B: Both my father and mother. A: Who often does the household chores? B: My mother mainly does it and - Listens and gives the ideas to each pair. sometimes my father helps my mother. A: How is your responsibility to your family? B: I often clean the house and cook the meals when I finish my studying. A: How do the family members share the interest? B: We often watch television each other in the evening. A: Who do you often share your secrets with? B: I often share with my mother. A: Who do you talk to before making an important decision? B: I often talk to my parents. Post-speaking : (8 minutes) Task 4 - All students write some sentences about - Lets the students practice speaking their family and then stand up to talk. freely about their family. -Goes around to listen and gives remarks. - Asks some students to stand up and tell loudly - Listens and correct mistakes Homework: (3 minutes) - Ask students to write a passage about a happy family (80 words) - Listen to the teacher - Ask students to prepare Part C- - Write down the homework Listening and do homework Comments:

Date of preparation: Date of teaching: UNIT 1: HOME LIFE Part C: Listening The 5th period I. Objectives: 1. Educational aim: Students can listen to get information to decide True or False statements + Students can improve their ability of listening to write down the main ideals of the lesson. 2. Knowledge: - General knowledge: Students learn more about a happy family - New words: Words related to family 3. Skills: - Listening and comprehension questions - Listening and deciding on True or False statements or no information II. Method: Integrated, mainly communicative III. Teaching aids: Students book, pictures board, tape, cassette player, chalks. IV. Procedure: Teachers activities Students activities Warm-up: (5 minutes) - Asks students to close the books - Close the books - Gives some pictures and answer some - Listen to the teacher questions - Work in groups and look at the picture 1. Who are they? and answer 2. What are the relationship among them? - Checks some students and mark - If you want to know more details about them we will go to Unit 1- part Listening Pre-listening: (7 minutes) - Introduces the topic of the listening: In this you will listen to people talk about - Listen to the teacher and open their friends. But now please talk about textbooks your family first. - Asks students to read all the words - One or two students talk about their given carefully and show the difficult family. words or structures - Explains the words and structures to the - Read the new words. class: -reserved : - Listen and note down - leftover : - spread out : * Before you listen : - Asks students to look at the picture and - Work in pairs to ask and answer

say: + What are they doing? + How many people are there in the family? While-listening: (20 minutes) Task 1 - Introduction: you are going to listen to Paul and Andrea talk about their family. Asks students to read the sentences carefully first to get the True or False. Asks students to get the difficult words. Plays the tape-script loudly to the class. Asks students to decide the answers. Listens and remarks. Asks students the question : -Why do you think it is true / false? Helps them if necessary

+ P: -They are having a party. - There are 9 people in the family

- Keep book open - Listen to the teacher - Read the sentence carefully to get the True or False statements. - Ask for the difficult ones. - Listen to the teacher. - Speak out the sentences individually. PS : 1, It is false 2, It is false 3, It is false 4, It is true 5, It is true - Listen and work in pairs to speak out some information they have heard from the tape.

Task 2 - Asks students to look through the sentences in task 2 - Asks students to listen again and note down two things that are different about Pauls and Andreas families. After-listening: (10 minutes) - Asks students to open the books - Asks them to discuss the importance of family in a persons life - Lets them work in pairs - Walks round and help students - Asks some students to stand up and go to board and write - Listens and corrects mistakes Homework: (3 minutes) - Ask students to write a passage about the importance of family in a persons life -Remember them to prepare Part- Writing at home Comments:

-Discuss and find out the the importance of family in a persons life - The students who are called go to board and write down your answer -Listen to the teacher and write down homework

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Date of preparation: Date of teaching: UNIT 1: HOME LIFE Part D: Writing The 6th period I. Objectives: 1. Educational aim: Students can write a paragraph about family rules depending on the given prompts 2. General knowledge: Students learn how to write a description, stages of a description - Language: - New words: Words related to the topic 3. Skills: Writing a narrative II. Method: Integrated, mainly communicative III. Teaching aids: Students book, notebook, some pictures IV. Procedure: Teachers activities Warm-up: (5 minutes) A word game. - Divides the class into 4 groups - Asks students to work in groups to revise the words using to say about family (in 2 minutes) - Calls the representatives of the groups to write as many words on the boards as possible. (in 2 minutes) - The winner is the student who has got the largest number of correct words on the board. - Calls some students to repeat the meanings of the words. Students activities - Keep book close - Listen to the teacher and work in pairs - Work in groups to revise the words - Go to the board to write the words - Repeat the meanings of the words in front of the class

- Listen to the teacher and open the books - Read all words and expressions and work Pre-writing: (10 minutes) in pairs. - Asks students to use the following verbs A Do you have to do the household and expressions. chores Gives and reads some words aloud : B Yes, after my studying or my free Let, allow, be allowed to, have to, time. permit, etc. A: Are you allowed to come home late? + Some expressions : B: No, because my parents are strict. - doing household chores A: Do you often prepare the meals? etc - coming home late Each representative of a group stands up - preparing meals and says about the family.

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- watching TV - talking on the phone - using the family motorbike - Listens to the pairs and help them if they get some difficulties in speaking. - Asks students to stand up and say a paragraph about his/her family.

A: - In my family, everybody has to do the household chores. Im not allowed to come home late, I only can watch TV when I finish my homework...... + Write the letter individually. - Every family has its own rules. Mine has a few. First, everybody has to do the house hold chores, we only go out or watch TV when we finish all homework........

While-writing: (18 minutes) Task 2 Asks students to use the ideas theyve discussed to write a letter to a friend about their family. Gives some outline: first, second, further more, and finally....etc. Calls two good students present their outline in front of the class Asks the others comment Feedbacks and gives some correction to help students to have a better outline to write. Post-writing: (10 minutes) Gives suggestions and corrections Asks students to read anothers description Asks some students to read loudly their description Corrects mistakes and mark Homework: (2 minutes) - Ask students to do part writing of Unit 1 in the students work book and prepare part Language Focus Comments:

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

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

Listen to the teacher and write down homework

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Date of preparation: Date of teaching: UNIT 1: HOME LIFE Part E: Language focus The 7th period I. Objectives: 1. Educational aim: Pupils can pronounce the endings /s/, /z/ 2. Knowledge: - General knowledge: + Students have to remind of tense: past simple, past progressive and present perfect. + Students have to do some exercises of tense - New words: Words related to topic 3. Skills: Intonation and phrasal verbs II. Method: Integrated, mainly communicative III. Teaching aids: Students book, pictures, board, tape, cassette player, chalks. IV. Procedure: Teachers activities Pronunciation: (8 minutes) - Guides students to pronounce the endings /s/, /z/ : bats /s/ bags /z/ - Asks students to read the up the words and the sentences - Asks students to read up in chorus twice - Calls some students to read up in front of the class GRAMMAR:(35munites) 1,Tense of verbs: * Asks students to repeat the tenses theyve leant. + The past simple. + The past progressive. + The present perfect. Asks students to give some sentences. Lets students compare the differences between past simple and present perfect Listen and give remarks Students activities Listen to the teacher. - Listen to the teacher and read up - Read up in chorus twice - Some students read up in front of the class - Work in pairs and give the differences. * past simple: happened and finished with the definite time in the past ,not related to the present. - Ex: He bought a car yesterday. * present perfect: started in the past but related to present or future and give the result at present. -Ex: She has learnt English since she was in the grade 5.

Exercise 1: - Asks students to work in groups to do - Work in groups to do the exercise the exercise 1. - Asks students to choose their suitable 1. Have you seen verbs in the sentences. 2. Did you enjoyed it?

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- Calls the leader of each group present 3. has been. their answers on the board 4. Did you give/saw. 5. didnt listen 6. Have you two met before? 7. Have you met? - Asks the whole class to comment - Discuss the answers and give comment on the sentences - Listen to the teacher Exercise 2: groups - Asks students to work in groups to do to do the exercise. the exercise 2. 1, B : havent written - Asks students to decide which answer 2, C : have been (A, B, or C) 3, A : had - Calls the leader of each group present 4, A : havent done their answers on the board 5, B : have stopped - Asks the whole class to comment 6, B : am waiting 7, B : have changed 8, C : live 9, A : decided 10,B : becomes 11,B : told 12,C :moved 13,C : come 14, C : stay 15, B : am going and work in

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

Comments:

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Date of preparation: Date of teaching: UNIT 2: CULTURAL DIVERSITY Part A: Reading The 8th period I. Objectives: 1. Educational aim: - Students read passage comprehension about role of cultural diversity - Students know how to use the new words through asking and answering 2. Knowledge: - General knowledge: - Through this unit, students know more about cultural diversity - New words: Words related to the topic (culture, society....) 3. Skills: -Guessing meaning from context -Summarizing main idea -Passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: Board, tape, cassette player, chalks, textbook and notebook IV. Procedures: Teachers activities Students activities Warm-up: (4 minutes) - Asks students to list out the factors that - Listen to the teacher create a happy life - Answer the question -Lets students work in pairs -Asks students questions Leads in: Today, well study a new lesson Unit 2- part A :Reading Pre-reading: (7 minutes) - Asks students to work in groups of four Work in groups to talk about the and guess what are happening in the picture. activities in the pictures Hangs on the blackboard the table of the - Look at the questions and try to answer questions to help students to guess the activity them in groups to discuss. in each picture: - Which of the following factors is the most - One student speaks out his/her ideas in front important for a happy life? Why? of the class - Love, money, parents approval, a nice house, a good job, good health...etc. - Asks the representatives of the groups to - Look at the board, note down. express their ideas in front of the class. - Gives the feedback + Pre-teach some new words - Read the new words in chorus twice. - precede (v) - counterpart(n) - Work in groups to guess meanings of the - confide(v) - sacrifice (v) words. - Asks students to read up in chorus twice. - Listen to the teacher - Asks students to guess the meaning of the new words. + Introduces the situation of the passage + Shows students the tasks of the reading While-reading: (20 minutes) Read the passage in skim - Makes the class read the small talks, to scan

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the details and do the tasks Task 1 : Asks students to read the passage in skim to make sure the meaning of the words. - Calls some students to show the meanings - Asks students to read the passage again and do the task in groups of four - Calls on some students to read the answers in front of the class. - Asks students to read the sentences with the words given Task 2 - Asks students to work in groups of 8 to answer the questions given. - Calls on some students to show the class the right answers

- Show the meaning of the words. - Work in groups to fill in the blanks. - Read the italicized words/ phrases and explain in front of the class : 1. precede: happen or exist 2. determine: find out 3. confide: tell somebody about something very private or secret 4. sacrifice: willingly stop having something you want 5. oblige: having a duty to something.

- Work in pairs to answer the questions. A: What are the four key values in the survey? B: They are Physical attractiveness, confiding,........ -Listens to the students and help them if A: Who are much more concerned with necessary. physical........... ? B: The young Americans are much more concerned than the young Indians and the Chinese........ A: What are the Indian students attitudes on a partnership of equals? B: The Indian students agree that a woman gas to sacrifice........ - Read the questions carefully and work in pairs to answer the questions. A: - I think a modern family has fewer children than a traditional one. The head of the family in a modern family is both a husband and wife, they share the household chores and take care of their children.... - Work in groups to discuss to compare to other groups. - Talk in front of the class about the class.

Post-reading: (12 minutes) Asks students to work in groups to discuss about the question : + What are the differences between a traditional Vietnamese family and a modern Vietnamese family? - Gives some suggested words to talk about a family: number of children, the house they like to have, the head of the family, who works, who takes care of the housework and children, the income... - Calls on some representatives on the groups to talk about the differences Homework : (2 minutes) -Do reading text in workbook -Prepare the next lesson Comments:

-Listen to the teacher and take note

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Date of preparation: Date of teaching: UNIT 2: CULTURAL DIVERSITY Part B: Speaking The 9th period I. Objectives: 1. Educational aim: Students can talk about the differences among cultures 2. Knowledge: - General knowledge: - Through this unit, students can talk about the differences among cultures - Know how to arrange opinions sensibly - Language: Students use sentences, words, phrases and expressions for making their view 3. Skills: Fluency in expressing opinion and expressions for making a opinion II. Method: Integrated, mainly communicative III. Teaching aids: Pictures, English textbook 12, hand-outs IV. Procedures: Teachers activities Warm-up:(5minutes) Checking the last lesson - Calls two students to go to the board. Students 1 and 2: Talk about the differences between a traditional family and a modern family theyve written at home. - Asks the other students to comment about the talking. - Feedbacks and gives correction if necessary - Leads the whole class to the topic of the lesson. Pre-reading: (8 minutes) - Task 1: We are going to talk about the differences among cultures. - Asks students to express their point of view on the followings ideas, using the words or expressions in the box. * In Vietnam, three or even four generations may live in home. * A happy marriage should base on love. * In some Asian countries, love is supposed to follow marriage not precede it. Students activities - Listen to the teacher

-Read the paragraph in front of the class

- Listen to the teacher

- Read the sentences given and work in groups to discuss. A: In my opinion, it is not good for three or four generations to live in a family because they will find it difficult to sympathy their interests and habits ...and I agree that love is supposed to follow

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* In some countries, a man and a woman may hold hands and kiss each other in public. - Listens to the students and gives remark While speaking : (16munites) Task 2: - Asks students to work in pairs to discuss about the differences between the culture in America and in Vietnam. +Give the culture in America: - Two generations (parents and children) live in a home. - Old- aged live in nursing home. - It is not polite to ask questions about age, marriage and income. - Americans can greet anyone in the family first. - Groceries are bought once a week. - Christmas and New Year holidays are the most important. - Children sleep in their own bedrooms. + Listens to the students and gives more the ideas about the differences. Post-reading: (14 minutes) Task 3: - Asks students to work in pairs or work in groups to talk about the similarities and differences between Vietnamese and American cultures, using the features discussed in the task 2 .

marriage not precede it. B: I dont agree with your ideas, I think it is good to have three or four generations living under one roof because they can help each other a lot - Work in pairs to discuss and give their ideas about the differences + Give the culture in Vietnam. -There are more generations in a home (grandparents, parents and children ...) - Elders live with their children and are taken care of by their sons. - Can ask the questions about the age, marriage and income - Have to greet the older first. - Do the shopping every day. - Tet holiday is the most important. - Children can share bedrooms with the other in a family.

- Work in groups or in pairs to compare. Ps: - There are differences and similarities between Vietnamese and American cultures. In America, two generations (parents and children) live in a home. In Vietnam, two, three or even four - Listens and gives remarks on their generations live under one roof...etc. opinions Homework:(2minutes) -Students write a paragraph about the -Listen and copy cultures in Vietnam. - Do the exercises in the workbook - Prepare for the next lesson Comments:

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Date of preparation: Date of teaching: UNIT 2: CULTURAL DIVERSITY Part C: Listening The 10th period I. Objectives: 1. Educational aim: Students should know how to listen to give some information about the wedding ceremony in Vietnam. 2. Knowledge: - General knowledge: Students learn about the wedding ceremony in Vietnam. - Language: - New words: Words related to culture, wedding 3. Skills: -Filling in missing information -Passage comprehension II. Method: Integrated, mainly communicative III. Teaching aid: Board, tape, cassette player, chalks, textbook and notebook. IV. Procedures: Teachers activities Warm-up : (4 minutes) - Asks students look at the pictures and have a comparison? - Lets students look at the picture and describe and answer some questions: 1. Where do the women come from? 2. What are they doing? 3. Do they have happy life? Why do you know? - Listens and gives mark Pre-listening : (6 minutes) Asks students to work in groups to ask and answer about the picture. - Hangs the table with the questions on the board. + Have you ever attended a wedding ceremony? + What do the bride and the groom usually do at the wedding ceremony? - Asks students to ask and answer freely. - Gives some words : altar, banquet, groom, ancestor ,blessing, tray...... Students activities - Listen and answer - Work in pairs and each and answer - Look at the picture and the table of the questions to ask and answer about the picture in pairs. S1: -They often stand in front of altar praying and asking their ancestors permission to be married. S2:- They exchange their wedding rings. S3:-They get the presents from their relative and their friends. - Listen to the teacher or the tape. - Read the sentences and then listen to the teacher or the radio carefully. 1, grooms parents. 2, red paper 3, altar 4, at the wedding banquet

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While-listening: (24 minutes) Task 1: Introduction: You are going to hear two people talking about a wedding ceremony in Vietnam. - Introduction: you are going to listen to the conversation to get the information to fill in the missing information - Lets the students read all the sentences before listening 1. The wedding day is carefully chosen by the........ 2. The gifts are wrapped in............ 3. The wedding ceremony starts in front of the.......... 4. Food and drink are served....... 5. The guests give the newly wedded couple envelopes containing........... and..........

5,wedding cards or money Work in pairs to compare the answers - Listen and try to get the information to answer the questions - Read the questions carefully. - Work in groups to discuss and answer the questions. 1. The most important thing the grooms family has to do on the wedding day is to go to the brides house bringing gifts wrapped in red paper. 2. They would pray, asking their ancestors permission to get married. 3. After they pray and ask their ancestors permission to get married. ...............

- Asks students to compare the answers with a partner. - Calls on some students to go the board Work in pairs to answer the questions. to write their answers - Asks students to explain their answers in front of the class - Feedbacks and corrects the answers Task 2: - Asks students to listen to the passage again and answer the questions - Asks the students to read all the Listen and copy in their notebooks questions before listening. - Lets the students listen to the tape two or three times and answer the questions.

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After-listening: (10 minutes) - Asks students to work in groups to answer the question: What do families often do to prepare for a wedding ceremony? - Calls some 2 leaders of the groups to talk in front of the class - Feedbacks Homework: (2 minutes) Write a paragraph about a wedding. Prepare for the next lesson. Comments:

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Date of preparation: Date of teaching: UNIT 2: CULTURAL DIVERSITY Part E: Language focus The 11th period I. Objectives: 1. Educational aim: Students can pronounce the sounds ed ending 2. Knowledge: - General knowledge: Students have to revise the tenses - Language: - New words: Words related to topic 3. Skills: - Pronunciation: the sounds ed ending - Grammar: - revise the tenses II. Method: Integrated, mainly communicative III. Teaching aids: Board, tape, cassette player, chalks, textbook and notebook IV. Procedures: Teachers activities I. Pronunciation(10 minutes) a. Distinguishing sounds: - Reads the three sounds: /t/, / d/, / id / as model for the class and explain the differences in producing them. - Reads the sounds again and ask students to repeat. - Asks students to read the words in each column out aloud in chorus for more a few times. - Calls on some students to read the words in front of the class - Corrects the mistakes of pronunciation. b. Practicing sentences containing the target sounds - Ask students to work in pairs to take turn to read the given sentences - Go round to listen and take notes of the typical errors - Call on some students to read the sentences in front of the class again and provide corrective feedback. II. Grammar: (34munites) * Exercise 1: Students activities

- Read aloud - Listen and repeat from 2-3 times - Some of them stand and read words aloud -Listen to the teacher - Read the sentences in chorus aloud - Listen and copy -List some phrasal verbs : fill in ;turn on; go over ;look at ;make up. Look after ....

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

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a. Presentation: - Review the forms, meanings and uses of the present simple, present perfect, and present continuous, past perfect... + Present simple * FORM: * MEANING: PRESENT TIME * USE: sometimes use the present simple to express the ideas that an action is happening or+ Express the idea that an action is repeated or usual. The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens. It can also be something a person often forgets or usually does not do. + Speakers is not happening now. This can not only be done with Non-Continuous Verbs and certain Mixed Verbs. + Present continuous * FORM: * MEANING: PRESENT TIME * USE: + Present perfect/Present perfect progressive. * FORM: * MEANING: PRESENT TIME * USE: We use the present perfect to say that the action happened at an unspecified time before now. The exact time is not important. So we can use Present Perfect to describe our experience I have the experience of we can use this tense to say that we have never had a certain experience. The Present Perfect is NOT used to describe a specific event + With Non-Continuous Verbs and noncontinuous uses of Mixed Verbs we use present perfect to show that something started in the past and has continued up until now. for five minutes, for two weeks, and since Thursday are all which can used with the Present Perfect. NOTE:

- Work in groups to review the tenses

- Listen to the teacher to the teacher and note down

- Listen to the teacher to the teacher and note down

- Listen to the teacher and note down

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- We CAN NOT use the Present Perfect with specific time expressions: yesterday, a year ago, last month, - We CAN NOT use the Present Perfect with unspecific expressions: ever, never, once, many times, several times, before, so far, already, yet, etc. b. Practice: Review the formation and the uses of - Ask students to do the exercise the tense individually and then choose a partner to check the answers with. - Call 2 students to write their answers on the board - Provide corrective feedback. * Exercise 2: a. Presentation: - Review the forms, meanings and uses of the past simple, and past continuous + Past perfect : form/ meaning/ use. b. Practice: - Ask students to do the exercise 2 individually and then choose A,B or C to complete the passage. - Call 2 students to write their answers on the board - Provide corrective feedback * Exercise 3: Ask students to complete the letter with the correct form of the verbs in brackets. check the answers with. - Call 2 students to write their answers on the board - Provide corrective feedback Homework: (2 minutes) - Ask students to redo the exercises into the note-workbooks - Ask students do the exercises in the workbook - Ask students to prepare for the next lesson. Comments:

- Students do the exercise individually and then compare the answers with a friend - Write the answers on the board

-Do the exercise individually and check the answers with a partner -Some students go to the board to write the answers

- Listen and note down

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Date of preparation: Date of teaching: UNIT 3: WAYS OF SOCIALISING Part A: Reading The 11th period I. Objectives: 1. Educational aim: Students can +Develop such reading micro-skills as guessing meaning from context + Use the information they have read to answer the questions + Pictures in the students book enlarged. + A table of the active words of the passage. 2. Knowledge: - General knowledge: Students could understand and use the new words through speaking, asking and answering - Language: - New words: Words relate to ways of socializing 3. Skills: -Reading for general or specific information -Guessing meaning from context II. Method: Integrated, mainly communicative III. Teaching aids: Some photos of ways of socializing and some information about them. Board, tape, cassette player, chalks, textbook and notebook. IV. Procedures: Teachers activities Warm-up: (4 minutes) Asks students to list some ways of communication they have know Lets students work in pair Checks the whole class Pre-reading: (7 minutes) - Asks students to work in groups to discuss about the pictures in the textbook. - Asks students to use the questions to ask and answer about the pictures : - What are the people in the pictures doing? - What will you do if you want to get your teachers attention in class? - What will you do if you need to ask someone a question but they are busy talking to someone else? - Comments and leads the whole class to the topic of the passage. * Pre-teach: New words and phrases: - writes some new words and phrases on the Students activities -Listen to the teacher -Give their answer

-Work in groups to discuss about the pictures - Work in pairs to ask and answer - Some students answer the questions in front of the class.

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board +verbal(a) + non verbal(a) + attract (v) + nod (v) + approach (v) + rude (a) - Asks students to guess the meanings of the words - Asks students to read the words in chorus twice. - Calls two students to read the words in front of the class Task 1 - Asks students to read the passage and give the Vietnamese equivalents to the following words phrases. - Verbal: bng li, hu ngn - Non- verbal: khng bng li - Attract someones attention: thu ht ch - impolite: khng lch s - rude: th tc, th l -informality: thn mt - approach: tip cn -a slight nod will do: mt ci gt u nh l - Calls on some students to show their answers in front of the class. - Comments and gives the correct answers While-reading: (20 minutes) - Lets students open the book and read silently while teacher reads aloud and correctly - Asks students to read themselves and write down some information - Lets students work in pairs to do the task 2 Task 2: - Asks students to read the passage again to choose the best title for the passage. - Calls four students to go to the board the write their answers - Asks some students to correct and remark with giving the reason why they have chosen it - Feedbacks and gives the right answers Task 3 : - Asks students to work in pairs to answer the questions .

- Look at the board and note down

- Guess the meaning of the words and phrases. - Listen to the teacher and read up the words and phrases in chorus - Some students read them in front of the class - Read the passage in skim to guess the meaning of the words - Ask students to work in groups to guess the meaning of the phrases Some students show the answers in front of the class.

- Work in pairs to answer the questions P1: What can you do when you want to attract someones attention? P2: We can use either verbal or non verbal. P1: What are considered to be big, obvious non verbal signals? P2: They are strong actions that can easily be seen...etc. -Practice talking about communication by non- verbal actions.

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- Listens to the students and remarks.

- to express the happiness they can whistle or clap - sometimes, they clap or whistle to encourage or despise. - Listen and note down

Post-reading: (10 minutes) - Asks students to work in groups to discuss the meaning of whistling and clapping in - Listen to the teacher. Vietnamese culture. - Calls on some representatives of the groups to answer the questions in front of the class.

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

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Date of preparation: Date of teaching: UNIT 3: WAYS OF SOCIALISING Part B: Speaking The 13rd period I. Objectives: 1. Educational aim: Students should know + Use appropriate language to practice giving and responding to compliments in different situations + Use appropriate language to talk about other ways of communication 2. Knowledge: - General knowledge: Students can talk about other ways of communication - Language: Words to speak about ways of communication 3. Skills: -Ask and answer the information about ways of communication II. Method: Integrated, mainly communicative III. Teaching aids: Photos of some famous persons or some real information about ways of communication IV. Procedures: Teachers activities Warm-up: (3 minutes) Introduction: we are going to talk about the different ways of communication. - Asks students to work in groups to talk about some ways to attract to other people. - Gives students some words and phrases (Hang on the extra board of prompts). + terrific (a) + decent (a) + to be kidding - Asks students to practice speaking Pre-speaking: (8 minutes) Task 1 - Introduces the task: Now work in pairs, take turn to practice reading the dialogue, paying attention to how compliments are received in each situation. - Asks students to read all the questions in the task and explain the difficult words and phrases if necessary. - Asks students to do the task in roles and encourage the whole class to take note the answers while they are doing the task. - Goes around the class to check and offer Students activities - Listen to the teacher and say about the ways of communication

- Look at the board and read aloud the new words.

- Work in pairs to practice speaking. - Some couples to play roles to speak in front of the class. P1 : Phil P2 : Barbara P3 : Peter P4 : Cindy P5 :Tom P6 : Tony

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help. While-speaking: (20 minutes) Task 2 - Asks students to work in pairs to practice giving compliments to suit the responses using the outlines that they have already made - Goes around the class to check and offer help. - Calls on some couples to perform their conversation in front of the class. - Elicits feedback from the class and give final comments. * Task 3: - Introduce the duty of the task: - Divide the class into 7 groups of 8 - Ask students to work in groups to practise responding the compliments below. - Go around the class to check and offer help.

- Work in pairs to give suitable words. P1 : David P2 : Kathy P3 : Hung P4 : Hien P5 :Michael P6 : Colin

- Listen to the teacher - Work in roles to practise speaking P1 : Phil P2 : You P3 : Peter P4 : Tom ..........

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

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The 14th Period Date: 07/ 8/ 2011 Grade 12 Theme: ways of socialising Unit 3 Listening (period 1) Time: 45 minutes I. Objectives: 1. Educational aim: Students should know to develop such listening microskills as intensive listening for specific information 2. Knowledge: - General knowledge: Students know how to give information after listening - Language: - New words: Words related to ways of socialsing 3. Skills: - Listening for general or specific information - Comprehension questions II. Method: Intergrated, mainly communicative III. Teaching aids: Some pictures of persons or some real information about them. Board, tape, cassetteplayer, chalks, textbook and notebook. IV. Procedures:

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Teachers activities Warm-up: (5 minutes) - Ask students to close the book - Give some questions : + Whos on duty today ? + Whos absent today ? -Pre-listening: (15 minutes) - Show students the pictures in the textbook and ask students to guess what they are doing ? - Ask students to work in pairs to ask and answer the questions in the textbook.

Students activities - Listen to the teacher, and answer the questions.

Notes

- Call some students to answer the questions in front of the class. Then explain their reasons. Check the whole class. * Pre-teaching some new words and phrases. - Ask students to read the words aloud twice. - Explain some new words: -Keys : 1C ,2A ,3C ,4A ,5B + marvellous(a) +startling(a) - Listen and read the words absolute(a):hon ton aloud in chorus . + installed: lp t + chitchat(v) While-listening: (20 minutes) Task 1 + Introduction: You are going to listen to Linda Cupple, a social worker, advise young people on how to use the telephone in their family. Listen and decideTrue or False statements. - Ask students to read the statements carefully before play the tape. Ask students to work in groups to guess the answers. - Play the tape (read the tapescript) once for students to listen and do the task - Ask students to work in pairs to check the answers. - Call some students to show their answers in front of the class. - Feed back and give the correct answers:

Read silently the sentences given before listening - Listen the first time - No, we havent - 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 theyve listened

- Write down the new words + Listen to the teacher and try to guese the contend of the talk in the tape. - Work in pairs and read the statements carefully.

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

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1. T 2. F (the most obvious problem) 3. T 4. F(if your parents do not agree) 5. F (is made mostly by young people) 6. T

isin the secon paragraph. ( 1: T) B : I think it is False because it is the most obvious problem. A : ...........

Homework: (5 minutes) - Ask students to prepare task 2 and after - Listen to the teacher you listen at home. - Do homework and prepare the next lesson.

The 15th Period Date: 08/ 8/ 2011 Grade 12 Theme: ways of socialising Unit 3 Listening (period 2) Time: 45 minutes I. Objectives: 1. Educational aim: Students should know to develop such listening microskills as intensive listening for specific information 2. Knowledge: - General knowledge: Students know how to give information after listening - Language: - New words: Words related to ways of socialsing 3. Skills: - Listening for general or specific information - Comprehension questions II. Method: Intergrated, mainly communicative III. Teaching aids: Some pictures of persons or some real information about them. Board, tape, cassetteplayer, chalks, textbook and notebook. IV. Procedures: Teachers activities Warm-up: (5 minutes) - Ask students to close the book - Give some questions : + How foten do you use the phone? + How do you use your phone? While-listening: (20 minutes) Students activities - Listen to the teacher, and answer the questions. Notes

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* Task2: Introduction: - You are going to listen to part of Ms Linda Cupple s talk again and write the missing words. - Ask students to read the paragraph carefully and work in pairs to discuss and answer the missing words before listening again the talk. - Play the tape ( or read) the talk again for the whole class - Ask students to give the missing words individually.

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

- Listen to the teacher and note down the correct - Play the tape ( or read) the story again for answers the whole class to check the answers. - Feedback and give the correct answers. Answer: 1. agreed 5.waking 2. to avoid. 6.heart 3. particular. 7. kindness 4. adults 8. to stick Post - Listening: (10 minutes) - Ask students to listen to the talk again and try to summarize the talk. - Work in groups and practise talking about Ms - Call some couples to talk in front of the Linda Cupples talk. class. Ps : In this talk Ms Linda Cupple - Summaries the main points of the lesson give us some pieces of advice on how to use the telephone in the family. The first is to work out a reasonable..... - Some couples present the Homework: (5 minutes) talk in front of the class. - Ask students to write a paragraph about their own birthday parties. - Ask students to prepare for the next lesson. - Listen to the teacher - Do homework and prepare the next lesson.

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The 16th Period Date: 09/ 8/ 2011 Grade 12 Theme: ways of socialising Unit 3 Writing Time: 45 minutes I. Objectives: 1. Educational aim: Students should know + Building sentences based on given words. + Re- ordering given sentences to make a complete paragraph. 2. Knowledge: - General knowledge: Students learn to Re- order given sentences to make a complete paragraph. - Language: Words used in writing about a paragraph. 3. Skills: Writing about a letter of recommendation II. Method: Intergrated, mainly communicative III. Teaching aids: Some cues, information of someone IV. Procedures: Teachers activities Warm-up: (4 minutes) - Ask students to close the books -- Ask students some questions: * Who is absent from the class today ? * Who is on duty, today? * What should you do if you want to talk to someone? Pre-writing: (8 minutes) Task 1 You are going to write use the words to make sentences. Change the form of the verbs (No addition or omission is required). - Ask students to read the words in the Task 1 and then make the full sentences. Students activities - Answer the questions Notes

-Read the requirement carefully and read the words carefully. - Ps practise writing the full sentences.

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1,there/be / many ways/ tell someone/ goodbye, /most of /them/depend/on the situation/and/at hand. 2,however/there/be/one rule/that /all situations/ observe:abruptly/we/seldom/ say goodbye. 3, in/English/it/be/necessary/prepare/a person/ for our department 4, we/lead/into the farewell/by/say/some thing pleasant and thoughtful/like/ Ive/ really/enjoy/ 5,we/might/also say/something/relating to/ the/time/like/ Gosh,/I cant/believe/how/ late/it/be/I/really/must/be/go

While-writing: (18 minutes) - Introduce to do task2 - Ask students to put the sentences of the two paragraphs below in their right order . & Paragraph 1: - Call on some students to order the sentences in front of the class. - Elicit the others to comment and give the correct answers. - Feedback and give the correct answers & Paragraph 2: - Ask students to order the sentences as the same the task 1.

1,There are many ways to tell someone goodbye, and most of themdepend on the situation at hand. 2, However, thereis one rule that all situations observe: We seldom say goodbye abrutly 3,In English it is necessary to prepare a person for our departure 4, We lead into the farewell by saying something pleasant and thoughtful like Ive really enjoyed talking to you 5,We might also say something relating to the timeline Gosh, I cant believe how late it is! I must be going!

Do the task individually and then compare the answers with a friend - Some students show the order of the sentences in front of the class. +1- C : It is difficult to write rules that tell exactly when you should opologize,but it is not difficult to learn how. -Elicit the others to comment and give the + 2- E : If we have done correct answers. something to hurt someones - Feedback and give the correct answers feeling, we opologize. + 3 A: An opology indicates that we realize weve made a mistake,and were soory for it. +..........- Work in pairs to exchange the sentences in order of a paragraph. + 1- C :The simplest way to

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opologize is to say Im sorry. + 2- E : Lets take a common situation. Tom is late for class and enters the classroom. + 3 B : What does he do? The most polite action is usually to take a seat as quietly as possible and opologize later. +4 A : But if the teacher stops and waits for him to say something ......... Post-writing: (13 minutes) + 5- D :Naturally, more than - Ask students to write other dialogues this is needed, but it is not about the ways of communication with the time....... the situation given. 1, How should you do when you are late for class? Work in groups and then 2, Youve made some mistakes in your each presentative of each writing. You want to talk to the teacher group go to the board to about it? ...etc. write their dialoges. Ps :1, I should opologize to the teacher and the class for being late Homework: (2 minutes) 2,I think it is necessary to say - Do the writing task in students Im sorry . Could you help workbook me correct them? -Prepare the next lesson Listen and take note

The 17th Period Date: 10/ 8/ 2011 Grade 12 Theme: ways of socialising

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Unit 3 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: Students can pronounce the stress in two- syllable words 2. Knowledge: - General knowledge: By the end of the lesson, students will be able to: + Remind of the ways of changing the reported speech. + Students can do the tasks well - Language: the ways of changing the reported speech 3. Skill: the stress in two- syllable words II. Method: Intergrated, mainly communicative III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook IV. Procedures: Teachers activities I. Pronunciation: (15 minutes) - Explain how to pronounce the stress in two syllable words. * If verbs, adj , adv, prepositions if the second syllable which has long vowel or double vowel( except ou )- the stress falls the second syllable. But if the second syllable which has short vowel or double vowel or finishes by one consonant the stress falls the first syllable. * For nouns in whichthe second syllable have short vowel the stress falls the first syllable(` money ). If the second syllable which has long vowel or double vowel the stress falls the second syllable ( design) - Ask students to read the words and practise giving the correct stress. - Call some students to read the words in front of the class. Practising sentences: - Ask students to work in pairs and give the correct stress of the words in the sentences and then read the aloud the given sentences - Call some students to read the sentences in front of the class. - Comment and read the sentences once to the whole class. Students activities Listen to the teacher and write some rules in the notebooks - Ex : Polite/ai/, police/ i:/,between - waving/ei/, pointing......... Notes

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

- Listen to the teacher and work in pairs to give the correct stress. - Read the words in front of the class. - Work in pairs to practise giving the correct stress of the words in the sentences.

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- Some students read in front of the class. - Listen to the teacher II. Grammar: (20 minutes) Exercise 1: Presentation a, - Ask students remind of the rules to change the reported speech: + Change the tenses of verbs + Change pronouns suitable with the situations given. + Change the time as the sentences given . b, Practise doing exercise 1 - Let students read the situation and change into the reported speech.

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

- Listen to the teacher and note down in the notebook - Practise changing the sentences. 2, Thuan said he worked for a big company. 3,Thuan said he was their - Let students practise doing exercise and marketing manager. each of them stands and speak out the 4, Thuan sais the company sentences theyve done. had opened an office in Ho Chi Minh city. - Go around , listen and hepl them if 5,Thuan said it had been neccessary. very successful. 6, Thuan said he had been chosen to run an office in District 5. 7, Thuan asked me howlong I had been learning English. 8, Thuan said he didnt have much time to enjoy himself. - Practise doing and speaking out the sentences theyve changed . - Listen to the teachers correction and write down their notebooks. Exercise 2

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,Ask students to read the dialoge between Lan and Tuan , then they have to complete the conversation Tuan had with Tung by changing in reported speech.

- Let students work in pairs

Work in pairs the dialogue between Lan and Tuan firstly and try to find out the tense of verbs, pronouns and time in the dialogue. * Tense: Simple present and Simple past , Simple future ..... - I, you, he ,she..... - Time indecates in the dialoge.

b, Ask students to read the dialoge * Work in pairs: between Tung and Tuan by using - P1 : Lan reported speech to retell what Lan has told - P2 : Tuan Tuan. + Each pair stands up and read the dialoge. -Work in pairs and practise changing reported speech. 1, She said she didnt want to talk to you. 2, She said she was upset Go around and listen to students or help too. the if they need. 3, She said she was not interested.. 4, Because you had promised to go to the cinema. 5, But you hadnt turned up . 6, She said she didnt want to see you . 7, She said she didnt believe you had tried. 8, She said she would talk to you later. 9, She said she had to go otherwise she would be late for school. - Each student stands and speak out their sentences theyve made.

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

- Listen and write down their notebooks.

The 18th period Date: 12/ 8/ 2011 Grade 12 Test yourself A I. Objectives: 1. Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 1,2 and 3. - Students can improve their techniques of doing the simple tests. 2. Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself - Language: Students can improve their techniques of doing the simple tests 3. Skill: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself II. Method: Integrated, mainly communicative III. Teaching aids: Textbook, board, hand-outs, cassette tape and player. IV. Procedures:

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Teachers activities Students activities Notes Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the test Answer teachers yourself A questions * Have you prepared it at home? * Have you got any difficulties? Test yourself I. Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first - Ask students to listen to the tape once. - Ask students to listen again and speak out the statements are true or false . - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers. - Look at the book and listen to the task - understand the task - Read the questions - Listen to the tape - Listen again and say the statements are true or false. - Listen and discuss in groups to find the correct answers: 1-T, 2-F, 3-F, 4-T, 5-T. - Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups, and then with the keys - Write the answers on the board - Listen to the teacher and correct the answers

II. Reading (2.5 points) (10 minutes) - Present the task: - Ask pupils to work in groups to compare the answers they have already done to find the correct ones. - Give the correct answers to the class: 1. We can communicate not only through words but also through body laguage. 2. They are our posture, facial expression, gestures. 3. If your posture is slumped and your head is down , this could mean that you are sad or lack cofidence. 4. A person who doesnt look away is expressinga chllenge. A personwho doesnt look at you is expressing lack of interestor is shy. 5, Because that person might be angry at you or feel superior to you. III. Grammar(2.5 points) (8 minutes) - Present the task:

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A, Practise circlingthe correct anwer (A,B,C or D) to complete the letter. - Ask students to work in groups to give the correct form of verbs in the paasage. * Give the correct form of verbs. 1, C: have been. 2, D : will be 3,B : are having 4,A : could have put off 5,B : will have finished 6,D :have seen B, Let students finish each of of the following sentences in such a way that it has the same meaning as the original sentence.

- Listen to the teacher - Work in groups - Compare the results with the other groups - Show the answers in front of the class. - Observe the keys and correct their anwres.

IV. Writing (7 minutes) - Present the task: - Call the students to read the suggested sentences in front of the class. + Give the number of your family members, their names, ages and jobs. + How do they share the housework? + How do they behave? +What are their hobbies? + What do you like about each of them? + ...........................................

*Work in groups and practise writing the sentences given in reported speech. 1, Lan asked John what he had done before working for that company. 2,Bill promised to come to see me the next Sunday. 3, Tom apologized for not ringing me earlier. 4,Miss White thanked Peter for giving her present.

- Students work in groups and practise writing about their families. - Two students go to the board and write. A : There are four people in my family, my fathers name is Tuan,he is fourtyfive years old and he is a doctor. My mother is Lan, she is fourty years old and - Check their writings and help them she is a teacher , my sister correct the mistakes if theyve made. is Huong and she is a student in Hanoi, I am Hoang, sixteen years old and I am a pupil of grade 12. We are a close- knite

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family, we often share the household. .......... - Give the writings by reading aloud. - Read the letter carefully - In groups or in pairs, write her a letter - Compare the results with the other groups - Correct mistakes Homework (5 minutes) - Ask students: + to study all the lessons again + to get ready for the 45 minute-test in - Study all the lessons again the next period - Get the knowledge ready for the coming test

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The 19th period Date: 14/ 8/ 2011 Grade 12 Review and test preparation Lesson 1 TENSE revision

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

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universal truth. for the exam. 4- for view, feeling or D2:Jane (like) living in the country? hobby. - Gives questions: 1. What are the affirmative form and negative form? 2. What are the uses of present simple? - Call some pairs to answer. - T feedback and correct. B- the past simple tense. - T gives some examples on helping board, ask Ss to give the correct form of the verbs. A1: I (go) to bed at 10 p.m yesterday. A2:She (visit) HaNoi two years ago. B1: They often (buy) picture stories when they were at sencodary school. B2:Ann often (go) out for lunch after work. C1: He (come) home, (turn) the light, and (open).. the windows. C2: I (run) out of my office, (wave).. a taxi, and (go) to Hellen's house. - Gives questions: 1. What are the affirmative form and negative form? 2. What are the uses of present simple? - Call some pairs to answer. - T feedback and correct. C- the present continuous and past continuous tense. - T gives some examples on helping board, ask Ss to study the ex and answer the questions. Present Past continuous(2) continuous(1) A1: Look at that A1: I was reading man! He is wearing book at 4 p.m a traditional suit. yesterday. A2: Where are your A2:They were children? visiting Ho Chi - They are playing in Minh museum the front garden. yesterdy morning. B1: We are working B1: I was watching * Expected answer; I. form. Affir: S + V-ed Negat: S + did not + Vinfinitive

II. use. 1- for completed action at definite time. 2- for past habit 3- for a series of actions happened in the past.

* Expected answer; I. form. (1) S + is,are,am + V-ing (2) S + was,were + Ving II. use. (1) 1- for a progressive action at the time of speaking. 2- for a progressive action happening at present period of time 3- for a gradual happening action. 4- for a near future plan. (2)

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hard this week for TV while my wife the coming exams. was cooking. B2: He is looking B2: while she was for a job as a studying, her journalist. roomate was C1: Harry up. It is listening to music. getting dark. C1: He was playing C2: The price of football all last petrol is rising summer. rapidly. C2: They were D1: We are having a dancing all the party this Sunday yesterday evening. evening. D1: It rained when D2: She is leaving we were camping. London for New D2: When I came, york this week. she was crying. - Gives questions: 1. What are the affirmative form and negative form of each tense? 2. What are the uses of present continuous? - Call some pairs to answer. - T feedback and correct. IV. Summary (2 m') V. Homework (2 m') - T summarize the content of the lesson. + use and form of the verb

1- for a progressive action at a definite time in the past. 2- for 2 or more progressive simultaneous actions happening at definite time in the past. 3- to emphasize the sequence of action at a period of time. 4- for a progressive action interrupted by another simple past action.

- listen and understand

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

The 20th, 21st period Date: 16/ 8/ 2011 Grade 12 Review and test preparation Lesson 2, 3 TENSE revision

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A. Objectives; 1- Knowledge: By the end of the lesson students will be able to; - use the correct verbs of present perfect, present perfect continuous, past perfect continuous 3- Skills: - Remembering the use of each tense in context. 4- Education: - study the differences in use of the verb-tense in English language. B.Teaching aids; 1.Teacher: - Method: mainly communicative approach. - Materials: helping board, textbook, handouts. 2. Student:- Materials: Students book 3. Anticipated problems: SS may find difficult to distinguish the use of present perfect, present perfect continuous . C.Procedure; Theme Teacher's activities Student's activities I. 1- Check the student's list - Monitor gives Organize 2- Arrange the seats if it's necessary names of absent ( 1 m') students II. A- the present perfect tense. - work in pair, study Presentation - T gives some examples on helping board or the examples and (35 m') handouts. asnwer the Teacher's - Put the verbs into correct form questions; Present perfect(1) Present perfect cont(1) * Expected answer; A1: I have done my A1: I have been I. form. homeworks. doing my (1) S + have/has + PII ( finished) homeworks. (2) S + have/has + (continue) A2: He has studied A2:She has been been + V-ing Frech for a year. studying Frech for a year.( emphasize on II. use. (1) constant of action) B1: We haven't met B1: I am tired. I have 1- for an action her for age. been working too happened in the past and has finished but B2: He has worked as hard. don't mention its a journalist since B2: He has been comlete point of 1999. running. He looks time. exhausted. 2- for an action started in the past - Gives questions: 1. What are the affirmative form and negative and extended into present used with form of each tense?

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

Since; For + time (2) 1- for an action that started in the past and continue to present. 2- for an action that B- the past perfect continuous tense. has just finished - T gives some examples on helping board, ask often relates to Ss to give the correct form of the verbs. present result. A1: I (phone) him before he came. * Expected answer; yesterday. I. form. A2:When she arrived at the station, Her S + had + PII parents ( leave) II. use. A3: He sold his house after he ( redecorate) (1) .it. 1- for an action happened before B- Practice another simple past - T give handout and ssk Ss to do exercise 2 action. English 12 workbook. 1. Sam.(not receive) the parcel the last time - Do the task in 6 I.. (speak) to him. 2. I (consider) buying a house but now I minutes - exchange their ( change) my mind. 3. When you(feel) hungry later, room answers. - Present the answers service(bring) you whatever you (want). 4. I. (find) it difficult to convince the ticket orally. inspector that I (lose) my ticket. 5. Since I (pay) for our lunch, I ( try) to * Answer: 1. haven't received; attract the waiter's attention. 6. As soon as I (have) a good look at the spoke 2. was designs, I (send) them back to you. 7. I (hope) to meet you ever since I (read) considering/have been considering; your first novel. 8. Whatever(happen) , I (meet) you here in have changed 3. feel; will a week's time. 9. By the time you (finish) getting ready, we bring;want 4. found; had lost (miss) the train! 10. Sally! I (not expect) to see you here! 5. was paying; tried 6. have had; will What (you do) in New York? send - Call some Ss to pesent answer orally. 7. have been hoping; - Feedback and give correction. read 8. happens; will meet 9. finish/have

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IV. Summary (2 m') V. Homework (2 m')

- T summarize the content of the lesson. + use and form of the verb - Asign homeworks: exercise 1,2,3 page 28(English 12- student book) - Prepare for indirect speech; Revise the rules of transforming directed into indirected.

finished; will have missed 10. didn't expect/was not expecting; are doing - listen and understand - Listen to the teacher - Write down the homework to do at home.

The 22nd period Date: 18/ 8/ 2011 Test 1 Grade: 12 Time limit: 45 minutes 45 minute test 1 Full name :. Class : I. Choose the word with underlined part pronounced differently from the rest (1 point ): 1 2 3 4 5 A. seats A. reads A. covered A. decided A. closed B. photographs B. banks B. slipped B. tried B. jumped C. drops C. brothers C. snowed C. interested C. walked D. bags D. lives D. used D. reminded D. placed

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II. Fill in each gap with one word from the table, there are more words than needed ( 2 points): chance banquets rude nursing homes well-behaved annoy contractual hospital responsibility nightshift pressure pleasure arguments formal get together

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

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4. John said to Helen " Remember to keep in touch ". John reminded Helen ........................................................................................................... 5. Helen said to John " Thank you for the good time we had together ". Helen thanked .................................................................................................................... V. Read the passage carefully and choose the correct answer ( 2 points) : In the past, both men and women were expected to get married at young age. Marriages were generally arranged by parents and family. It was not surprising to find that the groom and the bride had only just met on the day of their engagement or marriage. In modern Viet Nam , this has changed completely as people choose their own marriage-partners based on love, and in consideration primarily to their own needs and wants. Moreover, early marriage is quite illegal. The traditional Vietnamese wedding is one of the most important occasions. Regardless of westernization, many traditional customs continue to be celebrated in wedding ceremony by Vietnamese in both Vietnam and foreign countries, often combining both western and eastern elements. Beside the wedding ceremony, there is also an engagement ceremony which usually takes place half a year before the weeding. Due to the spiritual nature of the occasion, the date and time marriage ceremony are decided in advance by a fortune-teller. The traditional Vietnamese wedding consists of the following steps; the first is the ceremony to ask permission to receive the bride, the second is procession to receive the bride 9 along with the ancestor ceremony), the third is to bring the bride to the groom's house for another ancestor ceremony and to welcome her into the family then the last is the wedding banquet. The number of guests at the banquet is large, usually in the hundred. Several special dishes are served. Guests are expected to bring gifts, money and the groom and the bride will go from table to table to thank their guests for their blessing and gifts. 1. In the past, ............................................ A. Vietnamese people were free to make a decision on the marriage. B. Vietnamese marriages were decided by parents and family. C. Getting married at early age was not allowed. D. Parents had no right to interfere their children's marriage. 2. At that time, the fact that the bride and the groom had only first met on the day of their engagement or marriage was ............................ A. surprising B. popular C. uncommon D. strange 3. Which sentence is true about Vietnamese modern marriage ? A. Most young people don't have their marriage based on love. B. All marriages are arranged by parents and families C. Marriage is quite westernization . D. Couples do not get married at quite young age. 4. According to the passage, .............................................. A. Overseas Vietnamese people don't like to have a traditional wedding. B. There is an engagement ceremony before the wedding ceremony.

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C. Many traditional customs don't exist in a traditional wedding ceremony nowadays. D. Vietnamese people never ask a fortune-teller the date and time of the marriage ceremony. 5. Which does not exist in a Vietnamese wedding ceremony ? A. guests B. dishes C. firecrackers D. gifts VI. Write a short paragraph ( 80 words) about your family using the suggestions below(2 points) : - Number of members, their ages and jobs. - Responsibilities of each member. - Some of your family rules. - The reason you like/dislike your family .......................................................................................................................................... ......... .......................................................................................................................................... ......... .......................................................................................................................................... ......... .......................................................................................................................................... ......... .......................................................................................................................................... ......... .......................................................................................................................................... ......... .......................................................................................................................................... ......... .......................................................................................................................................... ......... .......................................................................................................................................... ......... .......................................................................................................................................... ......... .......................................................................................................................................... .........

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.......................................................................................................................................... ......... .......................................................................................................................................... ......... .......................................................................................................................................... ......... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ........................... Unit 4 : SCHOOL EDUCATION SYSTEM The 23rd period Date: 20/ 8/ 2011 Grade 12 Theme: SCHOOL EDUCATION SYSTEM Unit 4 Reading Time: 45 minutes I. Objectives: 1. Educational aim: Students should know school education system in England 2. Knowledge: - General knowledge: Students know about school education system - Language: Sentences and expression for describing school education system - New words: Words related to school education system 3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook IV. Procedure: Teachers activities Warm-up: (5 minutes) - Ask Ss some questions about the picture: - Who are they? - What are they doing? - Do you think they are English students? Students activities - Open the book - Listen to the teacher - Answer the questions Notes

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Before you read : (7 minutes) - Ask students to read the facts below and decide whether the statements about schools in Vietnam are true (T) or false (F). Then compare their results with their partners. Facts about schools 1. Children start Grade 1 when they are 6 years old. 2. Schooling is compulsory from the age of 6 to 16. 3. The school year generally begins in September and ends in late May. 4. The students do not have any examinations when they finish secondary school. 5. A school year consists of two terms. While you read : (23 minutes) - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage Task 1 : (3 minutes) Find words or phrases in the reading passage which have the following meanings.Let students work individual or in groups - Help students if necessary Keys: 1- state schools 2- primary education 3- secondary education 4- compulsory 5- General Certificate of Secondary Education (GCSE) 6- Curriculum Task 2: (4 minutes) - Ask students to answer the following questions - Ask students look through the passages then try to answer the questions in right way - Let them work in pairs - Help students if necessary (the answers in the passage) Walk round the classroom and correct mistakes

- Listen to the teacher and open the book Unit 1, part A: reading - Look at the book, listen to the teacher and work in pairs to decide whether the statements about schools in Vietnam are true (T) or false (F). Then compare their results with their partners. 1. T 2. F 3. T 4. F 5. T - Listen to the teacher then read the passages - Ask some new words if necessary - Keep the book open - Listen to the teacher then do task 1 - Ask the teacher if necessary - work individual or in group - Write down in the notebook

- Listen to the teacher - Try to answer the questions - Practice with a partner then write them down in the note books - Ask the teacher if necessary - Listen to the teacher and make a brief note about school education system in England

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Keys: 1. from the age of 5 2. 3 terms 3. the state school and the independent or public school systems 4. yes 5. There are 3 core subjects (English, Maths and Science) 6. When Ss finish the secondary school, they can take an examination called the General Certificate of Secondary Education After you read : (8 minutes) Ask Ss to work in groups. Tell the others one of the most difficult school subjects you are studying and what you would like your friends and your teacher to do to help you learn that subject more effectively.

- Listen to the teacher - Try to talk about school education system in England - The students who are called to stand up to talk loudly are intelligent ones

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

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

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The 24h Period Date: 22/ 8/ 2011 Grade 12 Theme: school education system Unit 4 Speaking Time: 45 minutes I. Objectives: 1. Educational aim: Students should know school education system in Vietnam 2. Knowledge: - General knowledge: Students learn about school education system - Language: Talking about the school education system in Vietnam. - New words: words related to school education system 3. Skills: talking about school education system II. Method: integrated, mainly communicative III. Teaching aids: Board, chalks, textbook and notebook.... IV. Procedure: Teachers activities Warm-up: (5 minutes) - Ask students to keep book close - Write on the board names of school education system in Vietnam: University, nursery, primary school, college, kindergarten, secondary school. Then ask Ss to put them in order - Ask students to repeat Tell Ss to understand more about school education system in Vietnam. (We learn Unit 1, part- speaking) Pre-speaking : (10 minutes) Task 1 - Ask Ss to work in pairs. Study the table below then ask and answer the questions about the school education system in Vietnam. - Let them work in pairs - Listen to students and correct mistakes Example: A: When do the children in Vietnam go to primary school? B: When they are 6 years old. A: How long does the primary education Students activities - Keep books close - Listen to the teacher - Look at the board and try to remember names of ten subjects Notes

- Work in pairs. - Practice asking and answering the questions about the school education system in Vietnam using the information in the table. Example: A: When do the children in Vietnam go to primary school? B: When they are 6 years old.

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last? B: 5 years. While-speaking : (15 minutes) Task 3 -Teacher introduces the task Work in groups. Talk about the similarities and differences between the school system in Vietnam and in England. - Let them work in groups - Ask some students to stand up and tell loudly - Walk round and help them - Listen and correct mistakes

A: How long does the primary education last? B: 5 years.

Post-speaking : (10 minutes) - Teacher introduces the task Work in groups. Talk about the school education system in Vietnam. - Guide students how to practise. - Ask students to work in pairs. - Help the students with new structures. - Walk around and help them. - Call some student to stand up and report before the class. - Correct their mistakes Homework: (5 minutes)

- Listen to the teacher - Work in groups. Talk about the similarities and differences between the school system in Vietnam and in England Example: There are some differences between the school systems in Vietnam an England. Children in Vietnam start primary school at the age of 6 and finis this level at 10 while those in England study at primary school from the age of 5 to 10. Schooling is compulsory for Vietnamese children until the age of 1 but, in England, compulsory education ends when children are 16. There is also a difference about the subjects studied at schools. On the other hand, Vietnam and England school systems have some similarities. Students in both countries have to follow the national curriculum set by the government. After finishing secondary schools they all have to take the national examination known as GCSE - Listen to the teacher - Work in groups - The students are called stand up and tell loudly Example: In Vietnam, children can go to Nursery school when they are 1 to 2 and go to Kindergarten when they are

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- Ask students to write a passage about from 2 to 5 similarities and differences between the school system in Vietnam and in England - Ask students to prepare Part C- - Listen to the teacher Listening and do homework - Write down the homework

The 25th Period Date: 24/ 8/ 2011 Grade 12 Theme: school education system Unit 4 Listening Time: 45 minutes I. Objectives: 1. Educational aim: Students should know about someones background. 2. Knowledge: - General knowledge: Students talk about someones background. - Language - New words: Words related to someones education.

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3. Skill: Listening for gist and for specific information II. Method: Integrated, mainly communicative III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook IV. Procedures: Teachers activities Students activities Warm-up: (4 minutes) - Ask Ss some questions about their - Listen to the teacher studies at school. - Answer the questions: 1. What school subjects are you good at? 2. Which ones do you enjoy most/least in your class? Explain why. Pre-listening: (9 minutes) - Ask Ss to look at Listen and repeat - Read and ask students to listen - Let students listen again and repeat. - Write some words on board and ask students to read them aloud. - Let they work in pairs - Listen and correct mistakes While-listening: (20 minutes) Task 1 (10 minutes): - Ask students to read the questions quickly. - Guide students the requests of the task. - Let students listen twice. - Write on board from 1 to 6 and call some students to come and write their answers. - Let them listen again and correct. Task 2 (10 minutes): - Teacher introduces the task Listen again and answer the questions. 1. When did Gavin think he listed to the teacher well? 2. How did Gavin find the exams? 3. Why couldnt Gavin pass the exams easily? 4. Why did Gavin say he didnt think his school days were the best time of his life? - Read or turn on the tape script again once or twice - Help students give the correct answers

Notes

- Work in pairs - Listen and understand meanings of those words.

the

- Read the questions quickly. - Listen to the listening script. - Answer the questions. Answer: 1. Jenny/ Gavin 2. Gavin 3. Jenny 4. 5. Jenny/ Gavin 6. - Look at the task 2 and listen to the teacher - Read the questions and try to understand them - Listen to the tape script - Give correct answers: 1. When he enjoyed the subjects 2. He found it very difficult. 3. Because they were difficult for him to do in a short time. 4. Because he went away to

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Post-listening: (10 minutes) - Teacher introduces the task Work in pairs. Talk about the results of your current exams at school and what you will do to prepare for the next exams. - Go round and help students - Correct mistakes

boarding school when he was quite young and he didnt like that. So school days werent the best days of his life.

- Work in pairs. Talk about the results of your current exams at school and what you will do to prepare for the next exams E.g. I didnt do well in the last exam period. I was content with my math, physics and chemistry results but my English result wasnt very good. I made too many mistakes so I barely passed it. Homework: (2minutes) I think I have to spend more time - Ask students to rewrite a passage about studying English to get higher their school days in secondary school. grade in the coming exam. - Ask students to prepare the part Writing at home - Listen to the teacher - Write down the homework The 26th Period Date: 26/ 8/ 2011 Grade 12 Theme: school education system Unit 4 Writing Time: 45 minutes I. Objectives: 1. Educational aim: Students learn how to understand the school education system in Vietnam 2. Knowledge: - General knowledge: Students will be able to write the school education system in Vietnam - Language - New words: Words relating to school education systems 3. Skill : II. Method: Integrated mainly communicative III. Teaching aids: Textbook, board markers IV. Procedure:

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Teachers activities Warm-up :(3 minutes) - Ask students some questions about school education systems in Vietnam. 1. How many levels of educations are there in your school system? 2. How long does it take to complete each level? 3. How many classes are there in each level? 4. When do children start Grade I? - Lead Ss to the new lesson: write a paragraph on the formal school education system in Vietnam Pre-writing: (15 minutes) - Teacher introduces the task: In about 150 words, write a paragraph on the formal school education system in Vietnam, using the information given in Speaking Tasks on page 47. You may follow the suggestions below: - Levels of education: primary (5 years; start from the age of 6) lower secondary (4 years) upper secondary (3 years) - Compulsory education: 9 years (primary & lower secondary) - The academic year: 35 weeks (9 months, from September to May) - School terms: 2 terms: term 1 (Sept - Dec.), term 2 (Jan. - May) - Time of the national examination for GCSE (early June) - Guide Ss to write. 1. Topic Sentence 2. Supporting Details 3. Closing Sentence - Walk round the class to give Ss assistance. While-writing: (20 minutes) - Ask Ss to write - Call on some Ss to read out their writing in front of the class. - Ask Ss to exchange their writings for peer correction - Correct mistakes. Suggested answer. The formal school system in Vietnam consists of

Students activities - Work in pairs, discuss and find out the answers. 1- 3 2- Primary: 5 years/ Lower secondary- 4 years/ upper secondary - 3 years - Understand the aim of the lesson.

Notes

- Study the task carefully. - Work in pairs to give outlines

1. Topic Sentence The formal school system in Vietnam consists of two levels of education, primary and secondary education. 2. Supporting Details

3. Closing Sentence

- Use main ideas in the outline to write a paragraph on the formal school education system in Vietnam

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two levels of education, primary and secondary education. The children start Grade/ Year 1 at the age of 6 and they normally complete the primary education at the age of 10. They move to lower secondary school to study in Grade 6 when they are eleven years old. They will finish nine-year compulsory education when they complete Grade 9 at the age of 14. The children may go to upper secondary schools if they pass all the subjects tested at the end of Grade 9. They will stay there until they complete Grade 12 at the age of 17. If they want to sit for the entrance exam to universities or colleges they have to take the national examination for GCSE which takes place at the end of Mayor beginning of June. The academic year in Vietnam runs from September to May and is divided into two terms. The first term ends in January with a week holiday and the second term finishes in May before a long summer holiday comes. Post- writing: (5 minutes) - Ask Ss to read the paragraph again. - Give remarks on the writing Homework: (2 minutes) - Rewrite the paragraph at home. - Prepare the section D (The Language focus part of Unit 4).

- Exchange their writings for peer correction - Correct mistakes.

- Read the paragraph again - Correct mistakes - Rewrite the paragraph at home. - Prepare the section D (The Language focus part of Unit 4).

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The 27th period Date: 28/ 8/ 2011 Grade 12 Theme: school education system Unit 4 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: Students know how to pronounce and mark the stress in threesyllable words. 2. Knowledge: - General knowledge: Students learn some information to fill in a form - Language: - New words: Words related to a form 3. Skills: - Pronunciation: Stress in three-syllable words - Grammar: Passive voice II. Method: Integrated, mainly communicative III. Teaching aids: Text books, IV. Procedures: Teachers activities Students activities Warm-up: (4 minutes) - Write some three-syllable words on the - Listen to teacher Notes

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board, and then pronounce those words aloud. - Pay attention to its stress. - Ask Ss to read after 1. algebra 2. carefully 3. politics 4. physical 5. computing 6. compulsory 7. September -How do we pronounce these words? - Read again these words and lead to the lesson - Today, we learn how to pronounce threesyllable words. I. Pronunciation a. Give Ss some rules of word stress in threesyllable words - Help students how to pronounce those words correctly by reading first as model b. Practice: - Read the words first: clearly, correctly - Listen and correct their pronunciation if its needed - Let students read the sentences and work in groups - Listen and remark each group II. Grammar: a) Review some grammar structures: Passive voice. S + to be + past participle - Give some examples - Ask Ss to make sentences with the structures. b. Practice: * Exercise 1: (10m) - Introduce the task: Fill each blank with the simple present passive form of the verb in brackets. - Guide Ss to do - Ask Ss to fill each blank with the simple present passive form of the verb in brackets. - Correct mistakes.

- Read aloud - Pay attention to its stress. - Understand the aim of the new lesson.

- Listen and repeat from 2-3 times - Some of them stand and read words aloud - Practise in groups - Some groups compare with their results and read the words in sentences aloud

- The answers can be various - Listen and give more questions in pairs - Read the sentences in chorus aloud

Understand the task Fill each blank with the simple present passive form of the verb in brackets. Answers: 1. is separated 2. is set - must be followed 3. is made up

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* Exercise 2: (10m) - Introduce the task: Rewrite the following sentences using the passive voice. - Guide Ss to do - Ask Ss to rewrite the following sentences using the passive voice. - Correct mistakes.

4. is paid 5. are selected

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

- Do exercise part E-language focus in work book. Prepare Unit

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5 (Reading)

Unit 5: HIGHER EDUCATION The 28 period Date: 30/ 8/ 2011 Grade 12 Theme: HIGHER EDUCATION Unit 5 Reading Time: 45 minutes I. Objectives: 1. Educational aim: Students should know about their first impressions of university life. 2. Knowledge: - General knowledge: Students know about higher education - Language: verbs in past tense - New words: Words related to higher education 3. Skills: Vocabulary comprehension matching Passage comprehension Arranging the sequence of an event II. Method: Integrated, mainly communicative III. Teaching aids: Students book and pictures showing farmers daily routines, etc. IV. Procedure: Teachers activities Students activities Notes Warm-up: (5 minutes) - Ask Ss some questions: - Work in pairs, discuss and 1. What are you going to do after you finish answer the questions high school? - Stand up and tell the class the 2. Which university would you like to answers.
th

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attend? 3. Where will you live if you study at a university far from your house? - Get feedback - Lead Ss to the new lesson: higher education Before you read : (7 minutes) - Ask Ss to work in pairs, ask and answer the following questions: 1. How do you say in English the names of these universities? 2. What university would you like to apply for and why? - Get feedback. - Give Ss suggested answers.

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

- Work in pairs, ask and answer the questions 1. Hue University 2. Hanoi University of Architecture 3. Hanoi University of Natural Science 4. I would like to apply for Hanoi University of Natural Science.

- Read the text in silence. While you read : (23 minutes) - Find out new words. - Ask students to look through the passage - Understand the aim of the text. and read in silence - Do the tasks that follow. - Help students read the passage - Explain pronunciation and meaning of new Task1: words which appear in the passage - Study the task carefully. Task 1 : (3 minutes) - Choose the right word to fill in - Introduce the task: Complete the the blanks. following sentences, using the right forms - Exchange their answers for peer of the words in the box. correction. - Ask Ss to complete the following - Tell the class the answers. sentences, using the right forms of the 1. campus words in the box. 2. blamed - Go around class and help Ss if they need. 3. scariest - Call on Ss to give their answers. 4. challenges - Correct mistakes. 5. amazing. Look at the task, read the text Task 2: (4 minutes) again to give the answers. - Introduce the task: Find out who: Sarah: 1- a. attended a party on the a. attended a party on the first weekend at first weekend at college. college. 2- e. was very excited about going b. didn't get on very well with the to college. roommate. Ellen: 3- b. didn't get on very well c. was not used to meeting different people with the roommate. every day at college. 4. c. was not used to meeting d. liked having a chance to be creative. different people every day at e. was very excited about going to college. college. f. enjoyed the first year at college. Brenden: 5- d. liked having a -

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- Go around class and help Ss if they need. - Call on Ss to give their answers. - Correct mistakes. Task 3: (10minutes) - Introduce the task: Answer the following questions. 1. What did Sarah do on the first weekend? 2. Why did Sarah feel so lonely at the party? 3. What problems did Ellen have with her roommate? 4. What did Brenden think about his first year at college? 5. What does the social calendar of the colleges provide him? - Guide Ss to answer. - Go round the class to help Ss if necessary. - Call on some Ss to give their answers. - Correct mistakes

chance to be creative. 6- f. enjoyed the first year at college. Understand the task. Read the text again, answer the questions on the text. 1. She went out with her new friends, walking around the campus. 2. Because at the party everyone was busy playing some games and no one seemed to noticed her. 3. Her roommate left the window open when it was cold outside. She went to bed early. She blamed Ellen for making her sick. 4. Brenden thought the first year at college was the best and most challenging of his life. 5. It provides him plenty of opportunities to meet nonengineering students as well as other engineers and many of them have become his best friends.

Home work: (2 minutes) - Ask students to read the passage again. - Ask students to do Reading exercise of -Do Reading exercise of Unit 5 in Unit 5 in workbook and prepare Part B : workbook and prepare Part B : Speaking at home Speaking at home

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The 29th period Date: 06/ 9/ 2011 Grade 12 Theme: higher education Unit 5 Speaking Time: 45 minutes I. Objectives: 1. Educational aim: By the end of the lesson, students will be able to talking about the application process to tertiary institutions in Vietnam 2. Knowledge: - General knowledge: Students know how to talk about school; make an interview and reporting on results - Language: words related to higher education 3. Skill: speaking about school life of students fluently II. Method: Intergrated, mainly communicative III. Teaching aids: textbook, board, rising questions, hand-outs IV. Procedures: Teachers activities Students activities Notes Warm-up: (2m) - Show Ss some documents - Answer the questions requiring for tertiary institutions 1. an application form and ask them what they are. 2. an identity card - Call on some Ss to answer. 3. a reference letter Pre-speaking: (10m) 4. a birth certificate - Teacher introduces the task1: Below are the admission requirements for - Work in groups, tick () those which tertiary institutions in some countries. are obligatory for you to be admitted Work in groups. Tick () those which to a university in Vietnam. are obligatory for you to be admitted - Stand up tell the class their answers. to a university in Vietnam. - Others listen and compare with their 1. an application form ticks. 2. an identity card 3. a reference letter 4. a copy of the originals of your school certificate 5. a birth certificate 6. a copy of the record of your

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performance at school scores of the required entrance examination - Call on some Ss to tell their answers. - Listen and correct pronunciation mistakes. While-speaking: (20 minutes) Task 2 - Teacher introduces the task Work in pairs. Ask and answer the questions about the application process to tertiary study in Vietnam using the following cues. - Guide Ss to practice: E.g. A- When do you fill in and send the application form? B- In March - Have Ss to ask and answer in pairs. - Go around and provide help if necessary. - Correct mistakes. Post-speaking: (10 minutes) - Teacher introduces the task: Task 3. Work in groups. Discuss the process of applying to a tertiary institution in Vietnam. - Guide Ss to discuss the process of applying to a tertiary institution in Vietnam. - Go around and provide help if necessary. - Correct mistakes.

- Understand - Work in pairs. Ask and answer the questions about the application process to tertiary study in Vietnam using the cues - Stand up, ask and answer about the application process to tertiary study in Vietnam. - Others listen and check the pronunciation.

Understand the task.

Work in groups. Discuss the process of applying to a tertiary institution in Vietnam. Answer: In order to be admitted to a university in Vietnam, all students have to following the process of applying. During March, they have to fill in the application form and send it to the university they choose in March. After passing the GCSE examination held in May, all students are able to sit for the entrance examination in July. Successful candidates will be sent a letter of acceptance from the university. All students have to do now is to prepare all Homework: (3 minutes) required papers to be officially accepted - Ask students to write about the of that university. process of applying to a tertiary - Do homework. institution in Vietnam. - Prepare part C listening. th The 30 period Date: 10/ 9/ 2011 Grade 12 Theme: HIGHER EDUCATION

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Unit 5 Listening Time: 45 minutes I. Objectives: 1. Educational aim: Students should know about the problems they may have when studying in a new school 2. Knowledge: - General knowledge: Students learn more about the problems they may have when studying in a new school - New words: Words related to higher education 3. Skills: - Listening and deciding on True or False statements II. Method: Intergrated, mainly communicative III. Teaching aids: Students book, tape and cassette player IV. Procedure: Teachers activities Warm-up: (5 minutes) -Give Ss a question to discuss: Talk about the problems you may have when studying in a new school. Pre-listening: (7 minutes) - Ask students to look at the part: Before listening - Read loudly the words: Proportion; majority; tutorial; international; available; appointment ; Agricultural; rural; thoroughly. - Walk round, listen and help students - Ask students to repeat loudly the words - Listen and check pronunciation While-listening: (20 minutes) Task 1 - Introduce the task: Listen to the conversation between John and David and circle the best option (A, B, C or D) to complete the following sentences. - Ask students to read the questions quickly. - Guide students the requests of the task. - Read the conversation twice call some students to give their answers. - Read the conversation the third time Students activities - Work in pairs; discuss the problems they may have when studying in a new school. - Read loudly the words: Proportion; majority; tutorial; international; available; appointment ; Agricultural; rural ;thoroughly. - Understand those words. Notes

- Read the questions quickly. - Listen to the listening script. - Answer the questions. Answer: 1-C; 2-A; 3-C; 4-A; 5-B

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for Ss to correct. Key: 1-C; 2-A; 3-C; 4-A; 5-B After-listening: (10 minutes) - Ask Ss to work in pairs. Ask and answer the question: "Would you prefer to do an undergraduate course abroad or in your country? Explain your choice. - Guide Ss to do. - Call some Ss to practice asking and answering the question. E.g. A. Would you like to do an undergraduate course abroad or in your country? B. I would like to do an undergraduate course in my country. A. Why? B. Because my English is not very good and I cannot afford tuition fees and accommodation for studying oversea.

- Work in pairs. Ask and answer the question: "Would you prefer to do an undergraduate course abroad or in your country? - Stand up and speak out. E.g. A. Would you like to do an undergraduate course abroad or in your country? B. I would like to do an undergraduate course in my country. A. Why? B. Because my English is not very good and I cannot afford tuition fees and accommodation for studying oversea.

Homework: (3 minutes) - Assign homework. - Prepare the section C (The Writing part of Unit 5). - Prepare the section C (The Writing part of Unit 5).

The 31st period Date: 15/ 9/ 2011 Grade 12 Theme: HIGHER EDUCATION Unit 5 Writing Time: 45 minutes I. Objectives: 1. Educational aim: Students learn how to write a letter of request to UCAS to ask for the information about the admission requirements to the university

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2. Knowledge: - General knowledge: Students will be able to write a letter of request - New words: Words relating to higher education. 3. Skill : II. Method: Integrated mainly communicative III. Teaching aids: Textbook, board markers IV. Procedure: Teachers activities Students activities Notes Warm-up :(3 minutes) - Ask students some questions about how to - Work in pairs, discuss and find write a letter of request. out the answers. - Give feedback and lead Ss to new lesson. 1- 3 2- Primary: 5 years/ Pre-writing: (15 minutes) Lower secondary- 4 years/ upper - Teacher introduces the task: You want to secondary - 3 years apply for an undergraduate programme in a university in England. Write a letter of request (about 150 words) to UCAS to ask for the - Understand the aim of the lesson. information about the admission requirements to the university, using information in the Reading and Speaking section on page 52 & 56. You may follow the outline below: - Guide Ss to write outlines. - Study the task carefully. a) Introduction: - Work in pairs to give outlines - State the reasons why you are writing, your a) Introduction: interest in tertiary study in England (mention the - State the reasons why you are name of the programme/the universities/ ... ) writing, your interest in tertiary b) Request: study in England (mention the - State what information you would like them to name of the programme/the provide: tuition fee, accommodation, exams, universities/ ... ) Further information: b) Request: - Say you would be happy to supply further - State what information you information about yourself such as your English would like them to provide: tuition proficiency and record of secondary education fee, accommodation, exams, study, ... Further information: c) Conclusion: - Say you would be happy to - End with a polite closing. supply further information about - Walk round the class to give Ss assistance. yourself such as your English proficiency and record of secondary education study, ... c) Conclusion: - End with a polite closing. - Walk round the class to give Ss While-writing: (20 minutes) assistance. - Ask Ss to write

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- Call on some Ss to read out their writing in front of the class. - Ask Ss to exchange their writings for peer correction - Correct mistakes. Suggested answer. 475/57 Le thanh Ton St. District 1 Ho Chi Minh City March 15th, 2008 Dear sir/madam, Ive read a lot about tertiary study in the UK and very impressed by the reputation of many famous universities there. Now I am tin last year of the high school and will finish secondary education in 3 months. I am very much interested in an undergraduate course in economics in Birmingham University. Could you please send me some information about the admission requirements, tuitions fees, accommodation and details of the course? I am ready to supply any information about myself if necessary. I look forward to hearing from you soon. Yours faithfully, Hoang Thanh Nam. Post- writing: (5 minutes) - Ask Ss to read the letter again. - Give remarks on the writing Homework: (2 minutes) - Rewrite the letter at home. - Prepare the section D (The Language focus part of Unit 5).

- Use main ideas in the outline to write a letter of request (about 150 words) to UCAS to ask for the information about the admission requirements to the university - Exchange their writings for peer correction - Correct mistakes.

- Read the letter again - Correct mistakes

- Rewrite the letter at home. - Prepare the section D (The Language focus part of Unit 5).

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The 32nd period Date: 17/ 9/ 2011 Grade 12 Theme: HIGHER EDUCATION Unit 5 Language Focus (period 1) Time: 45 minutes I. Objectives: 1. Educational aim: Students know how to pronounce and mark the stress in words more than three-syllable. 2. Knowledge: - General knowledge: Students learn some information to fill in a form - New words: Words related to a form 3. Skills: - Pronunciation: Stress in words more than three-syllable - Grammar: Conditional sentences II. Method: Integrated, mainly communicative III. Teaching aids: Text books, IV. Procedures: Teachers activities Warm-up: (5 minutes) Students activities Notes

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Write some more than three-syllable words on the board, and then pronounce those words aloud. - Pay attention to its stress. - Ask Ss to read after o economics o psychology o philosophy o engineering o sociology o mathematics o geographical o archeology -How do we pronounce these words? - Read again these words and lead to the lesson - Today, we learn how to pronounce more than three-syllable words.

- Listen to teacher - Read aloud - Pay attention to its stress. - Understand the aim of the new lesson. - Listen and repeat from 2-3 times - Some of them stand and read words aloud - Practise in groups - Some groups compare with their results and read the words in sentences aloud

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

*. Pronunciation (35 minutes) - Read the sentences in chorus a. Give Ss some rules of word stress in more aloud then indevidual than three-syllable words - Help students how to pronounce those words correctly by reading first as model b. Practice: - Read the words first: clearly, correctly - Listen and correct their pronunciation if its needed - Let students read the sentences and work in groups - Listen and remark each group Homework: (5 minutes) - Assign homework - Do exercise part E - language - Do exercise part E-language focus in focus in work book. work book.

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The 33rd period Date: 20/ 9/ 2011 Grade 12 Theme: HIGHER EDUCATION Unit 5 Language Focus (period 2) Time: 45 minutes I. Objectives: 1. Educational aim: Students know how to pronounce and mark the stress in words more than three-syllable. 2. Knowledge: - General knowledge: Students learn some information to fill in a form - New words: Words related to a form 3. Skills: - Pronunciation: Stress in words more than three-syllable - Grammar: Conditional sentences II. Method: Integrated, mainly communicative III. Teaching aids: Text books, IV. Procedures: Teachers activities Warm-up: (4 minutes) - Ask students about the preparing the exercises at home *. Grammar: a) Review some grammar structures: conditional sentences - Give some examples - Ask Ss to make sentences with the structures. b. Practice: * Exercise 1: (13m) - Introduce the task: Complete the sentences using conditional sentence type I. - Guide Ss to do - Ask Ss to complete the sentences using Students activities - Answer the teachers question Notes

- Understand the task Answers: 1. If you fail the GCSE examination, you will not be allowed to take the entrance examination to the university.

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conditional sentence type I. - Correct mistakes.

2. You won't be able to get into the exanimation room if you are 10 minutes late. 3. If you don't send the application form on time, you will not be able / allowed to take the entrance exam. 4. If you don't have a reference letter, you won't be able / allowed to submit your application form. 5. Unless you show your identity card you won't be able / allowed to get into the examination room. - Understand the task - Do the exercise. - Correct mistakes Answers: 1. She doesn't have a car. She doesn't go out in the evening. If she had a car, she would go out in the evening. 2. Sarah doesn't study hard. She hates school. If Sarah liked school, she would study hard. 3. I can't do the test. It is too difficult. I would/ could do the test if it was/were not too difficult. 4. Peter doesn't read a lot. He can't find the time. Peter would read a lot if he found the time/had more time. 5. I can't translate this. I don't speak Korean. If I spoke Korean, I could translate this. 6. They don't travel far a lot. They are afraid of flying. If they weren't afraid of flying, they would travel far a lot.

* Exercise 2: (13m) - Introduce the task: Express these situations using conditional sentence type II. - Guide Ss to do - Ask Ss to express these situations using conditional sentence type II. - Correct mistakes.

Exercise 3. (10m) - Introduce the task: Complete the - Understand the task sentences with the correct form of the - Do the exercise. - Correct mistakes verbs in brackets.

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Guide Ss to do. Ask Ss to complete the sentences with the correct form of the verbs in brackets. - Correct mistakes.

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

Answers: 1. If John had passed the GCSE examination, he would have been allowed to take the entrance examination to the university. 2. If you had sent the application on time, they might have called you for an interview. I can't understand why you didn't. 3. If John had installed an alarm, the thieves wouldn't have broken into his house. 4. I would have made a film with him if I had been a famous director, but I was not. 5. If you had told me earlier I would have given it to you. 6. We would have sent you a Christmas card if we had had your address.

Unit 6: FUTURE JOBS The 34th period Date: 24/ 9/ 2011 Grade 12 Theme: FUTURE JOBS Unit 6

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Reading Time: 45 minutes I. Objectives: 1. Educational aim: Students should know about preparing for a job interview. 2. Knowledge: - General knowledge: Students know about future jobs - New words: Words related to future jobs 3. Skills: - Guessing meaning from context - Reading for specific information II. Method: Integrated, mainly communicative III. Teaching aids: Students book and pictures showing farmers daily routines, etc. IV. Procedure: Teachers activities Students activities Notes Warm-up: (5 minutes) - Ask Ss some questions: - Work in pairs, discuss and 1. Tell the class some jobs you know? answer the questions 2. Which job would you like to be in the - Stand up and tell the class the future? Why? answers. - Get feedback - Understand the aim of the - Lead Ss to the new lesson: future jobs lesson: Unit 6: future jobs Before you read : (7 minutes) - Ask Ss to work in groups. Tick () the factors that they think would help them - Work in groups. Tick () the succeed in a job interview. factors that they think would wearing casual clothes help them succeed in a job giving clear, honest answers interview. feeling self-confident E.g. feeling nervous - avoiding difficult questions having a good sense of humour - giving clear, honest answers avoiding difficult questions - feeling self-confident - Get feedback. - Give Ss suggested answers. While you read : (23 minutes) - Ask students to look through the passage - Read the text in silence. and read in silence - Find out new words. - Help students read the passage - Understand the aim of the text. - Explain pronunciation and meaning of new - Do the tasks that follow. words which appear in the passage Task 1 : (7 minutes) Task1: - Introduce the task: These words are from - Study the task carefully. the passage. Look back to the text and - Choose the right option to finish circle the best meanings A, B or C. the task. - Ask Ss to circle the best meanings A, B or - Exchange their answers for peer C. correction. - Go around class and help Ss if they need. - Tell the class the answers.

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- Call on Ss to give their answers. - Correct mistakes. Task 2: (10minutes) - Introduce the task: Work in pairs. Decide whether the following statements are true (T) or false (F). 1. Try to reduce the feeling of pressure and make a good impression on your interviewer. 2. Find out as much information as you can about the job and the vacancy. 3. Bring with you a letter of application and your resumes to the interview. 4. Take all your certificates and letters of recommendation with you. 5. Remember to dress neatly and formally. 6. Your voice should be clear and polite. 7. Tell the interviewer about your shortcomings. 8. Remember to say goodbye to the interviewer before leaving the interview. - Go around class and help Ss if they need. - Call on Ss to give their answers. - Correct mistakes. Post reading - Introduce the task: Work in groups. Discuss the question: Which pieces of advice given in the passage do you find most useful and least useful? Why? - Guide Ss to answer. - Go round the class to help Ss if necessary. - Call on some Ss to give their answers. - Correct mistakes Home work: (2 minutes) - Ask students to read the passage again. - Ask students to do Reading exercise of Unit 6 in workbook and prepare Part B : Speaking at home

6. 7. 8. 9. -

B C A B

Look at the task, read the text again to give the answers. Understand the task. Read the text again, decide whether the statements are true (T) or false (F). Answers: 1-F; 2-T; 3-F; 4-T; 5T; 6-F; 7-F; 8-T

Answer the following questions: 1. What do you prepare for a job interview? 2. What should we do and shouldnt do before, during and after an interview?

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

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The 35th Period Date: 26/ 9/ 2011 Grade 12 Theme: future jobs Unit 6 Speaking Time: 45 minutes I. Objectives: 1. Educational aim: Students should know to giving opinions about jobs 2. Knowledge: - General knowledge: Students learn about opinions about jobs - Language: Talking about opinions about jobs. - New words: words related to opinions about jobs 3. Skills: talking about opinions about jobs II. Method: integrated, mainly communicative III. Teaching aids: pictures IV. Procedure:

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Teachers activities Warm-up: (5 minutes) - Ask Ss some questions about jobs: 1. Would you like to work as a teacher? 2. What do you think about teaching job? - Get feedback. - Lead Ss to new lesson. Pre-speaking : (12 minutes) Task 1 - Introduce the task: Work in pairs. Match a job in A with at least two descriptions in B. A B - a doctor take care of people's health - a farmer create imaginary characters - a tourist and events guide find good and safe hotels for - a writer customers take people to places of interest construct irrigation systems apply new farming techniques help save people's lives tell stories through pictures - Ask Ss to match a job in A with at least two descriptions in B. - Go around class and help Ss if they need. - Call on Ss to give their answers. - Correct mistakes. While-speaking : (15 minutes) Task 2 - Introduce the task: Task2. Work in pairs. Discuss which of the jobs in column A you would/would not like to do. Explain why/why not? You can use the cues in column B. A B pilot boring waiter rewarding taxi driver difficult electrician interesting policeman fascinating journalist dangerous

Students activities Listen to the questions. Discuss the question. Stand up, answer questions.

Notes

the

- Work in pairs. - Match a job in A with at least two descriptions in B. Example: A: a doctor B: take care of people's health help save people's lives - In turn, stand up and practice.

- Understand the task - Work in pairs. Discuss which of the jobs in column A they would/would not like to do. Explain why/why not? use the cues in column B.

Example: I would like to work as a doctor. Working as a doctor would be fascinating job because I would

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hotel receptionist challenging computer programmer fantastic - Guide students how to practise. - Ask students to work in pairs. - Help the students with new structures. - Walk around and help them. - Call some student to stand up and report before the class. - Correct their mistakes Example: I would like to work as a doctor. Working as a doctor would be fascinating job because I would have a chance to take care of people health. Post-speaking : (10 minutes) Task 3 -Teacher introduces the task: Task3. Work in groups. Talk about a job you may do after you finish school, using the following cues. Where you will work Who you will work with The salary you may get paid The working conditions - Let them work in groups - Ask some students to stand up and tell loudly - Walk round and help them - Listen and correct mistakes

have a chance to take care of people health.

Homework: (3 minutes) - Assign homework. - Ask students to prepare Part C- Listening and do homework

Work in groups. Talk about a job they may do after they finish school. Example: I would like to work as a tourist guide. It would be a challenging and fascinating job because I would have a chance to travel all over Vietnam and meet many interesting people. If I work for a foreign tourist company, I can get high salary and improve my English speaking and listening skills. Also, I am a sociable and confident person and I can work hard for a long time so I want to work far away from home to know more about the world around me.

- Listen to the teacher - Write down the homework

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The 36th period Date: 28/ 9/ 2011 Grade 12 Theme: future jobs Unit 6 Listening Time: 45 minutes I. Objectives: 1. Educational aim: Students should know about future jobs and recent changes in job market. 2. Knowledge: - General knowledge: Students learn more about jobs - New words: Words related to future jobs 3. Skills: - Filling in missing information - Deciding on True or False statements II. Method: Intergrated, mainly communicative III. Teaching aids: Students book, tape and cassette player IV. Procedure: Teachers activities Students activities Notes Warm-up: (5 minutes) -Give Ss a question to discuss: Which is - Discuss and answer the questions the most popular job in Vietnam? - E.g. Accountant nurse lawyer - Get feedback teacher computer - Lead Ss to new lesson. programmer. E.g. Accountant nurse lawyer teacher computer programmer.

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

- Read loudly the words: workforce manufacturing retail service category goods job market economy wholesale - Understand those words.

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

Answer: 1- manufacturing 2- service 3- transportation 4- finance 5- service

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

Answers: 1- T 2- T 3- T 4- F 5- F

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- Go round the class, give help to Ss if they need. - Call some Ss to give the answers. - Read the passage the last time to check their answers. Suggested answers: 1- T 2- T 3- T 4- F 5- F After-listening: (5 minutes) - Work in groups. Summarize the passage using the information in Tasks 1 and 2. - Guide Ss to do. - Work in groups. Summarize the - Call some Ss to summarize the passage using the information in passage Tasks 1 and 2. Homework: (3 minutes) - Assign homework. - Prepare the section D (The Writing part of Unit 6). - Prepare the section D (The Writing part of Unit 6).

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The 37th period Date: 29/ 9/ 2011 Grade 12 Theme: future jobs Unit 6 Writing Time: 45 minutes I. Objectives: 1. Educational aim: Students learn how to understand a formal letter 2. Knowledge: - General knowledge: Students will be able to write a formal letter of job application - Language - New words: Words relating to job application 3. Skill : II. Method: Integrated mainly communicative III. Teaching aids: Textbook, board markers IV. Procedure: Teachers activities Warm-up :(3 minutes) - Raise a picture of a beauty spot ( Keo Pagoda in Vu Thu Thai Binh) and ask Ss some questions: - 1. Where is it? - 2. What is it famous for? - 3. Do you want to work as a tourist guide here? - 4. What qualification do you need? - Get feedback. - Lead Ss to the new lesson: Writing a formal letter of job application Pre-writing: (15 minutes) - Teacher introduces the task: Task 1. Work in pairs. Read the following advertisement and fill in the notes. English-speaking Tour Guides Wanted Students activities - Work in pairs, answer the questions. - Understand the aim of the lesson. - The new lesson: Writing a formal letter of job application Notes

Work in pairs. Read the following advertisement and fill in the notes. English-speaking Tour Guides Wanted

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We are a travel company managing holiday tours. We need English-speaking local guides to accompany foreign visitors on trips throughout Vietnam. If you have a high school diploma, have experience as a tour guide, a good manner, speak fluent English and are willing to work hard for long hours, please contact: The Manager, Vinatour, 450 Nguyen Du Street, Hanoi. Telephone No: 04 824 0139. Type of job: Level of education needed: Work experience: Character and interests:

We are a travel company managing holiday tours. We need English-speaking local guides to accompany foreign visitors on trips throughout Vietnam. If you have a high school diploma. Answers: 1. Tour guide 2. high school diploma 3. experience as a tour guide, fluent English 4. a good manner, willing to work hard for long hours - Study the task carefully. - Guide Ss to fill in the notes. - Work in pairs to give outlines - Walk round the class to give Ss assistance. - Base on the outline write a letter While-writing: (20 minutes) to Vinatour, applying for the job - Teacher introduces the task: Task 2 Write a mentioned in the advertisement in letter to Vinatour, applying for the job Task 1. mentioned in the advertisement in Task 1. Your - Exchange their writing for peer letter should include the following details. correction. Your name, address and date of writing - Read out the letter. Name and address of the company - Correct mistakes. Greeting Introduction: say where you saw the Flat 3,324, Ly Thuong Kiet Street, advertisement and why you are writing the letter Hanoi of application 16, October, Body: mention your education, work 2004. experience and your character / interests Hanoi Vinatour Conclusion: express your willingness to work for the company and when you are available for 250, Nguyen Du Street, Hanoi interview Dear Sir or Madam, Closing I am writing in reply to your - Guide Ss to write outlines. advertisement in the Vietnam - Ask Ss to write - Call on some Ss to read out their writing in News for experienced Englishspeaking local guides to front of the class. accompany foreign visitors on - Ask Ss to exchange their writings for peer trips throughout Vietnam. correction I think I meet all of the - Correct mistakes. qualifications that you specify. I Suggested answer. was awarded High School Post- writing: (5 minutes) Certificate two years ago. After - Ask Ss to read the letter again. leaving high school, I worked as - Give remarks on the writing

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an accountant in a small travel agency for one year, where I was given a training course on tourism. Then I had one year of experience as a tour guide so I know many tourist areas in Homework: (2 minutes) Vietnam arid have a basic - Rewrite the letter at home. knowledge of Vietnamese culture, - Prepare the section E (The Language focus history and geography. I speak part of Unit 6). English fluently. In addition, I am a sociable and confident person and can work hard for long hours. I would like to work for you and would appreciate the opportunity to discuss this position with you in person. I am looking forward to hearing from you at your convenience. Yours faithfully, Nguyen Quoc Anh - Rewrite the letter at home. - Prepare the section E (The Language focus part of Unit 6).

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The 38th period Date: 05/ 10/ 2011 Grade 12 Theme: future jobs Unit 6 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: Students know how to pronounce weak/strong forms of some conjunctions & prepositions 2. Knowledge: - General knowledge: Students learn some information to fill in a form - Language: - New words: Words related to a form 3. Skills: - Pronunciation: weak/strong forms of some conjunctions & prepositions - Grammar: Relative clauses II. Method: Integrated, mainly communicative III. Teaching aids: Text books, IV. Procedures: Teachers activities Students activities Notes Warm-up: (4 minutes) - Write some words on the board, and then - Listen to teacher - Read aloud pronounce those words aloud. - Pay attention to its weak/ strong - Pay attention to its weak/strong forms. forms. - Ask Ss to read after - Understand the aim of the new I. Pronunciation lesson. - Ask Ss to look at this table. - Read the words and their weak and strong

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form. - Ask Ss to read after. - Call some Ss to read seats - Help students how to pronounce those words correctly by reading first as model b. Practice: Practise reading these sentences 1. What are you looking at? 2. I want to go but I don't know when. 3. She bought a book and two pens. 4. Thanks for coming. 5. Where is it from? 6. I'm from Hanoi. 7. She's the one I'm fond of. 8. First of all, I want to thank you for coming. 9. The letter was to him, not from him. 10. I want to ask you a question. - Read the words first: clearly, correctly - Listen and correct their pronunciation if its needed - Let students read the sentences and work in groups - Listen and remark each group II. Grammar: a) Review some grammar structures: Relative clauses Whom; who; which; whoever; whose - Give some examples - Ask Ss to make sentences with the structures. b. Practice: * Exercise 1: (10m) - Introduce the task: Exercise 1. Add who, whoever, whose, whom or which to complete the following sentences. - Guide Ss to do - Ask Ss to fill each blank with who, whoever, whose, whom or which. - Correct mistakes. Suggested answers: 1. whom 2. which 3. Whoever 4. which 5. Which 6. Who 7. Whose 8. who 9. which 10. whom * Exercise 2: (10m) - Introduce the task: Exercise 2. Join the following sentences in two ways.

- Listen and repeat from 2-3 times - Some of them stand and read words aloud - Practise in groups - Some groups compare with their results and read the words in sentences aloud

- The answers can be various - Listen and give more questions in pairs - Read the sentences in chorus aloud

Understand the task Fill each blank with the simple present passive form of the verb in brackets. Answers: 1. is separated 2. is set - must be followed 3. is made up 4. is paid 5. are selected - Understand the task - Rewrite the following sentences using the passive voice.

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Example: 1. Look at the man. He is teaching in the classroom. a) Look at the man who is teaching in the classroom. b) Look at the man teaching in the classroom. - Guide Ss to do - Ask Ss to rewrite the following sentences using the passive voice. - Correct mistakes. 1. I read a book that was written by a friend of mine. - I read a book written by a friend of mine. 2. A man who was carrying a lot of money in a box got on the bus. - A man carrying a lot of money in a box got on the bus. 3. In the street there were several people who were waiting for the shop to open. - In the street there were several people waiting for the shop to open. 4. Britain imports many cars which that were made in Japan. - Britain imports many cars made in Japan. 5. There are a lot of people in your office who want to talk to you. - There are a lot of people in your office wanting to talk to you. 6. The cowboy who had been wounded by an arrow fell off his horse. - The cowboy wounded by an arrow fell off ms horse. 7. Most of the people who were injured in the crash recovered quickly. - Most of the people injured in the crash recovered quickly. 8. John, who wished he hadn't come to the party, looked anxiously at his watch. - John, wishing he hadn't come to the party, looked anxiously at his watch. 9. The children who were playing football in the schoolyard were my students. - The children playing football in the schoolyard were my students. 10. Vietnam exports a lot of rice which is grown

Answers: Exercise 2 - Do exercise part E-language focus in work book. - Prepare Unit 5: Higher education 1. I read a book that was written by a friend of mine. - I read a book written by a friend of mine. 2. A man who was carrying a lot of money in a box got on the bus. - A man carrying a lot of money in a box got on the bus. 3. In the street there were several people who were waiting for the shop to open. - In the street there were several people waiting for the shop to open. 4. Britain imports many cars which that were made in Japan. - Britain imports many cars made in Japan. 5. There are a lot of people in your office who want to talk to you. - There are a lot of people in your office wanting to talk to you. 6. The cowboy who had been wounded by an arrow fell off his horse. - The cowboy wounded by an arrow fell off ms horse. 7. Most of the people who were injured in the crash recovered quickly. - Most of the people injured in the crash recovered quickly. 8. John, who wished he hadn't come to the party, looked anxiously at his watch. - John, wishing he hadn't come to the party, looked anxiously at his watch.

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mainly in the south of the country. 9. The children who were playing - Vietnam exports a lot of rice grown mainly in football in the schoolyard were my the south of the country. students. - The children playing football in the schoolyard were my students. 10. Vietnam exports a lot of rice Homework: (2 minutes) which is grown mainly in the south - Assign homework of the country. - Do exercise part E-language focus in - Vietnam exports a lot of rice grown mainly in the south of the work book. country.

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The 39th period Date: 10/ 10/ 2011 Grade 12 Test yourself B I. Objectives: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing. - Improve their knowledge through the test yourself. II. Method: Integrated, mainly communicative. II. Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs IV. Procedures: Teachers activities Students activities Notes Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the test Answer teachers yourself B questions * Have you prepared it at home? * Have you got any difficulties? Test yourself I. Listening(2.5 points) (10 minutes) - Present the task: Listen and complete the table below - Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words - After that turn on the tape of the passage aloud twice - Let students fill in the blanks with the words they have just heard - Go round the class to control the work - Then turn on the tape of the passage the last time for students to check their results - Correct mistakes - Look at the book and listen to the task - understand the task - Listen to the tape carefully - Fill in the blanks with the words theyve just heard - Correct mistakes Keys: 1. sorts of things, 2. learn at all, 3. things for themselves, 4. make them go, 5. a certain age.

II. Reading (2.5 points) (10 minutes) - Present the task: Read the passgae and fill in each blank with a suitable word from the box. - Look at the textbook and - Get students to work in groups, discuss listen to the teacher then about the passage read the passage and fill in

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- Go round the class to control the each blank with a suitable discussion word from the box. - State the best option - Work in groups to discuss - Correct mistakes about the passage - Finish the task - Compare their results with the other groups, and correct. Keys: 1. Final 6.Qualification 2. requirements 7.Grader 3. when 8.Equivalent 4. courses. 9. Count 5. subjects 10. Who III. Grammar(2.5 points) (8 minutes) - Recall the grammar. - Giude students how to do - Give them some newwords: - Do the first as an example. - Ask students to to the exercise. - Call the to to on board. - Go round the class to control the sets activities - State the keys - Correct mistakes - Listen to the teacher - Work in groups to complete the sentences - Compare the results with the other groups - Correct mistakes Keys: 1. The widows have been cleaned 2. A super market is going to built 3. Lan is said to have won .... 4. If you listen carefully, you will know what to do 5. If I had a car, I would 6. If we had brought a city map, we wouldnt have ........ IV. Writing(2.5 points) (7 minutes) - Listen to the teacher - Giude students how to write carefully. - Give students some models and - Work in groups or in pairs structures to writes.. then write. - Ask students to write. - Compare the results with - Call the to to on board. the other groups. - Go round the class to control the Dear ......... students activities - Correct mistakes - Correct mistakes Homework (5 minutes) - Study all the lessons again - Ask students:

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+ to study all the lessons again

The 40th period Date: 22/ 9/ 2011 Grade 12 Review and test preparation Lesson 1 passive voice A. Objectives; 1- Knowledge: By the end of the lesson students will be able to; - use the correct passive sentence

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3- Skills: - Remembering the use of passive voice 4- Education: - present passive speech in English language. B.Teaching aids; 1.Teacher: - Method: mainly communicative approach. - Materials: helping board, textbook, handouts. 2. Student:- Materials: Students book C.Procedure; Theme Teacher's activities I. 1- Check the student's list Organize 2- Arrange the seats if it's necessary ( 1 m') II. - Ask some questions: Warm-up 1. Do you know when was this school built at the (5 m') first time? 2. How many pupils have been taught since 1999? - Call some Ss to answer orally, - Take note the answer on the board and feedback. - Instroduce the revision grammar point. III. A. Grammar : Presentation *) Passive voice. (35 m') - T give examples and ask Ss to give remarks. Ex1: This bike is made of plastic. Ex2: Her book was read by thousand of students last year. Ex3: These rooms have been painted several times. - Ask Ss to give remarks on the form. 1- form. To be + Past participle (PII) 2- Rules of changing active to passive. 2.1) Subject, object, verb. Ex1: VietNam exports rice. -> Rice is exported by VietNam. Active: Subject verb obiect Passive:Subject 2.2) Tenses: Active tenses - simple present be + PII by object

Student's activities - Monitor gives names of absent students Work in pairs. - write down the answers - give the answers orally. - other ss give remarks on the answers. - study the examples and give remarks on the form - buid the form

- study the model - give explaination to the rules. - write down

Passive tenses - S + is/am/are + PII

- study the active - give the equivalents to passive

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- S + was/were + PII - S +is/am/are + being + PII - S +was/were+ being + PII - S + has/have + been + PII - S + had + been + PII 2.3) Modal verbs:( can, could, may, must, should) S + modal verbs + be + PII Ex1: Our village may be flooded in the rain season. IV. Summary (2 m') V. Homework (2 m') - T summarize the content of the lesson. + give remarks on the basic rules. - Asign homeworks: exercise 1,2,3 page 50(English 12- student book) - Prepare conditional sientences: Revise the rules of transformation of active to passive.

- simple past - present continuous - past continuous - present perfect - past perfect

- write down

- listen to the teacher, - take notes

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

The 41st period Date: 24/ 9/ 2011 Grade 12 Review and test preparation Lesson 2 Conditional sentence

A. Objectives; 1- Knowledge: By the end of the lesson students will be able to; - use the correct conditional sentences. 3- Skills:

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- Remembering the use of conditional sentences. 4- Education: - present wishes in English language. B.Teaching aids; 1.Teacher: - Method: mainly communicative approach. - Materials: helping board, textbook, handouts. 2. Student:- Materials: Students book 3. Anticipated problems: SS may find difficult to distinguish the use of conditional sentence type1 and type2 in some cases. C.Procedure; Theme Teacher's activities Student's activities I. 1- Check the student's list - Monitor gives Organize 2- Arrange the seats if it's necessary names of absent ( 1 m') students II. - Ask some questions: Work in pairs. Warm-up */ If you were the headmaster, what should be (5 m') done to make our school better? - write down the - Call some Ss to answer orally, answers - Take note the answer on the board and - give the answers feedback. orally. - Instroduce the revision grammar point. - other ss give remarks on the answers. III. A. Grammar : Presentation (35 m') *) Conditional and wish sentence. 1- Conditional sentence; 1.1) Conditional sentence type 1. a- Form; Ex1: If he visits us, I will tell him the truth. If clause Main clause S + V(simple present tense) S + will + V(infinitive) b- Use; b.1) express an real condition that is in present or may happen in the future. Ex1: If I have time, I'll visit you. Ex2: He will get good marks if he studies harder. b.2) Will" can be replaced by " can, may, must, should) Ex1: If you feel tired, you can stay at home. Ex2: We may finish our before noon if we start now. Ex3: If you want a good job, you must work - study the examples and give remarks on the form - buid the form

- study the models - give explaination to the use. - write down

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IV. Summary (2 m') V. Homework (2 m')

hard now. 1.2) Conditional sentence type 2. a- Form; Ex1: If he lived next to us, we would ask him for help. If clause Main clause S + V(simple past tense) S + would + V(infinitive) b- Use; b.1) express an unreal condition that can't happen. Ex1: If I were a millionaire, I would buy a luxury car. Ex2: What would you do if you won 100.000$? 1.3) Conditional sentence type 2. a- Form; Ex1: If he lived next to us, we would ask him for help. If clause Main clause S + V(past perfect tense) S + would have + V(infinitive) b- Use; b.1) express an unreal condition in the past that coundn't happen. Ex1: If he had studied hard, he would have entered an university. Ex2: We wouldn't have missed the train if we had got up earlier. * Notice: Ifnot.. = Unless (tr phi) Ex1: If he doesn't call her, she will be unhappy. -> Unless he call her, she will be unhappy. 2- wish, if only + clause ( gi m) 2.1) unreal wish at present. Ex1: I wish my life were better. Ex2: If only he loved me, I would be the happiest woman. 2.2) unreal wish in the past. Ex1: We wish she hadn't failed the exam. Ex2: If only you had bought that house, we would have lived near the city center. - T summarize the content of the lesson. + give remarks on the basic rules. - Asign homeworks: exercise 1,2,3 page 34 ( English 12, workbook) - Prepare for conditional sientences

- study the model - give explaination to the form. - write down - study the models - give explaination to the use. - write down

- study the model - give explaination to the form. - write down

- study the models - give explaination to the use. - write down

- listen to the teacher, - take notes

- listen and understand - Listen to the teacher - Get the knowledge

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- To get ready for the 45 minute-test in the next ready for the coming period test - Write down the homework to do at home.

The 42nd period Date: 26/ 9/ 2011 Test 2 Grade: 12 Time limit: 45 minutes 45 minute test 2 Full name :. Class : Circle the best opitions to complete the following passage : Henry is probably the luckiest person I know. He is one of those rare people (1) .job I would really like to have myself. Henry, who had always been interested (2).both science and animals, wanted to be a vet, and we were both students(3) ..university at the same time. When his course finished, he went to Aberdeen, where he looked after domestic animals (4)..as cats and dogs. In addition, he is charge (5)..a special program to protect species which are in danger of extinction. 1/ A.who B.his C.who his D.whose 2/ A.in B.at C.of D.for 3/ A.of B.at C.studying D.on 4/ A.like B.same C.such D.just 5/ A.of B.with C.for D.at Choose the sentence that has the same meaning with the given sentence : 6.My father stopped smoking two years ago. A. My father stopped smoking for two years. B.My father has stopped smoking two years ago.

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C.My father has stopped smoking two for years ago. D.My father has stopped smoking for two years 7. He wore glasses and a false beard so that ____. A. anyone can recognize himC. no one can recognize him B. no one could recognize him D. no one couldnt recognize him 8.As soon as he waved his hand, she turned away. A.He saw her turn away and he waved his hand. B.No sooner had he waved his hand than she turned away. C.She turned away because he waved his hand too early. D.Although she turned away, he waved his hand. 9.Dont put your feet on the chair, my mother said A.My mother said to me not to put your feet on the chair. B.My mother told me not to put my feet on the chair. C.My mother told me I did not put my feet on the chair. D.My mothey told me that I should put my feet on the chair. 10.I might go camping. My friends have invited me. A.My friends have invited me to go camping. B.My friends have invited me go camping. C.My friends have invited me going camping. D.My friends have invited me that I might go camping. Choose the word that pronounced differently from the others : 11/ A.laughs B.photographs C.machines D.parents 12/ A.planted B.liked C.needed D.wanted 13/ A.humor B.honest C.human D.horror 14/ A.language B.success C.private D.property 15/ A.escape B.replace C.involve D.country Choose the best answer : 16.Everything is going well.We.any problem so far. A.didnt have B.havent had C.hadnt had D.wasnt having 17.Look ! That man overthere..the same sweater as you. A.wears B.to wear C.is wearing D.was wearing 18.Lisa..to work yesterday. She wasnt feeling well. A.didnt go B.hasnt gone C.hadnt gone D.hadnt go 19.Most of the guestsby the time we arrived at the reception. A.had left B.were left C.would left D.have left 20.When she returned home from work, she.a bath. A.takes B.took C.has taken D.was taking 21.Did he tell you..? A.where could we meet him. B.we would be able to meet him where. C.where would be able to meet him. D.where we would meet him. 22.If Tan Son Nhat Airport..clear of fog we will land there. A.is B.was C.will be D.could be

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

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UNIT 8: life in the future The 43rd period Date: 13/ 10/ 2011 Grade 12 Theme: life in the future Unit 8 Reading Time: 45 minutes I. Objectives: 1. Educational aim: - Students read and guess the meaning of words in contexts. - They read and decide on True or False statements. - They note taking and comprehend the passage. 2. Knowledge: - General knowledge: The changes of the life in the future. - Language: Common knowledge of the life and the environment. - New words: Words related to the life and the economic, environment 3. Skills: - Guessing meaning in context, deciding on true or false and passage comprehension. II. Method: - Integrated, mainly communicative. III. Teaching aids: -Picture, board, chalks, textbook, handouts, IV. Procedure: Teachers activities Students activities Notes Warm-up: (5 minutes) Aims: to introduce the topic of the lesson - Listen to teacher. and to raise students' interest. - Introduce the new lesson to the students. Before you read : (7 minutes) - Ask students to look at the picture ask and answer the questions. - Look at the picture, listen to the teacher then ask and answer the questions in the book.

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

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

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

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

The 44th Period Date:15/ 10/ 2011 Grade 12 Theme: life in the future Unit 8

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Speaking Time: 45 minutes I. Objectives: 1. Educational aim: - Talking about the life in the future. - Discussing predictions about life in the future. 2. Knowledge: - General knowledge: The life in the future. - Language: + The way to make the life better in the future. + The tenses. - New words: words related to the life in the future. 3. Skills: - Discussing predictions about life in the future. - Talking about changes the life in the future. II. Method: - Integrated, mainly communicative. III. Teaching aids: - Board, chalks, textbook, handouts. IV. Procedure: Teachers activities Students activities Warm-up: (5 minutes) Tell a short story to prove that the Listen and give ones own renovation measures has apparently ideas or story if being changed the social and peoples lives asked. positively. Pre-speaking : (12 minutes) Task 1 - Guide students how to practise. - Ask students to work individual. - Walk around and help them. - Call students to say. - Correct their mistakes. Notes

- Pair work. - Practice answering the toppic: By the end of the 21 st, chinese astronaunts By the end of the 21st, a new moon city will have been opened.

While-speaking : (15 minutes) Task 2 - Guide students how to practise. - Ask students to work in pairs.

- Listen to the teacher then practise.

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- 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.

- Workin pairs. Ex: I think it is likely that by the end of the 21st century In my opion, it is unlikely that by the end of the 21 st century

Post-speaking : (10 minutes) Task 3 - Guide students how to practise. - Free practices - Ask students to work in gruops - The students who are - Call some pairs of student to stand up called stand up to talk to and practise. the class about their ideas. - Correct their mistakes. Homework: (3 minutes) - Listen to the teacher. - Ask the students to prepare the listening - Write down the homework to at home. do at home.

The 45th period Date: 17/ 10/ 2011 Grade 12 Theme: life in the future Unit 8 Listening Time: 45 minutes I. Objectives: 1. Educational aim: - Listening, mastering the content of the tape. - Doing the tasks fluently (true or false statements and the details). 2. Knowledge:

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- General knowledge: By the end of the lesson ,students will be able to understand how to make the life better and longer in the future. - Language: The present simple tense and the simple future tense. - New words: Words related to to the topic. 3. Skills: - Listening and deciding on True or False statements. - Listening for details. II. Method: - Intergrated, mainly communicative. III. Teaching aids: - Tape, cassetteplayer, board, chalks, textbook. IV. Procedure: Teachers activities Warm-up: (5 minutes) - A story about age. Students activities - Listen to the teacher. Notes

Before-listening: (7 minutes) Before you listen: Before you listen: - Ask students to look at the book and - Look at the book. answer the question in the book. - Listen to the teacher. - Let them work in pairs. - Ask and answer the - Listen and correct for them. question in the book. - Work in pairs. Listen and repeat - Turn on the tape and ask students to - Listen and repeat. listen - Preactise in pairs - Let students listen again and repeat. - Read the new words aloud - Write some words on board and ask in chorus then in devidual. students to read them aloud. - Correct. While-listening: (20 minutes) Task 1: Ask students to read the statement at least once first. - Read the statement once Ask them to guess the answers to get the main contents. Play the tape once then check how many Listen to the tape and do answers can students find. the task. Play the tape again. Find evidences to each of Check and give remarks. the answers. Call some students to say out their Represent if being asked. answers and the evidences they get to Keys: 1. F, 2.F, 3. F, 4. prove their answers. T, 5. T. - Listen to the teachers explanation then correct the answers onself.

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Task 2: - Ask them to guess the answers. Play the tape once then check how many answers can students find. Play the tape again. Check and give remarks. Call some students to say out their answers and the evidences they get to prove their answers. - Let students work inpairs.

- Read the questions once to get the main contents. Listen to the tape and do the task. Find evidences to each of the answers. Represent if being asked. 1. Eating more healthily food, cutting down on things like butter, alcohol and cigarettes. 2. The development in medical science. Because nobody dies from old age, just from diseases that affect people when they get older. 3. In ten yearsstime AIDS will also be brought under control. - Listen to the teachers explanation then correct the answers oneself.

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

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are dead. - Listen to the teachers guide to correct oneself. -Listen to the teacher and write down homework to do at home. Homework: (3 minutes) - Ask students write things to do to have a healthy and long life, and prepare part writing at home.

The 46th period Date: 21/ 10/ 2011 Grade 12 Theme: life in the future Unit 8 Writing Time: 45 minutes I. Objectives: 1. Educational aim: - Discribing the world you would like to live in in the future . 2. Knowledge: - General knowledge: Writing about some one's ideas or imagines. - Language: +The tenses. + Connectors (time expressions) - New words: Words related to the life in the future, environment. 3. Skills: _ To practise students speaking and writing skills. _ To help students to able to write about the ideal world they would like to live in the year 2020. II. Method: - Intergrated, mainly communicative

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

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

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Post-writing: (10 minutes) - Ask some groups to represent their work, ask other to give remark. - Choose some good writing to read in class and give remark.

- Listen to the teachers explanations. - Exchange the writing to other groups to check and give remarks. - Represent the task on board if being asked. Read the writing to get others remarks. - Do as the teacher asked.

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

The 47th period Date: 22/ 10/ 2011 Grade 12 Theme: life in the future Unit 8 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: - Contracted form of auxiliaries (cotinued). - Prepositions and articles. 2. Knowledge: - General knowledge: Combining the sentences. - Language: Know how to use in, on, at, of, by, about, among, to, with. - New words: Words related to the exercises 3. Skills: _ To practise students pronunciation and writing skills. _ To help students to be able pronounce the full forms and the contracted forms of auxiliaries and introduce to them the use of some prepositions and articles. II. Method: - Intergrated, mainly communicative. III. Teaching aids: - Board, tape, cassetteplayer, chalks, textbook and notebook. IV. Procedure: Teachers activities 1. Warm up: ( 5 minutes) Students activities Notes

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- Introduce the lesson to the students. 2. Pronunciation: ( 15 minutes) _ play the tape and asks students to listen to the sounds listed in their books. _ asks students to listen to the tape then repeat the words in chorus. _ asks students to repeat the words individually. _ correct their pronunciation if necessary. _ asks students to read the sentences suggested individually. _ can read the sentences first and notice the sounds in words. _ asks some students to read the sentences aloud. _ asks others to give comments then correct their pronunciation if necessary. 3. Grammar: ( 23 minutes) Exercise1: _ explains how to change direct speech into reported speech with gerund briefly then give some examples to illustrate and asks students to work in pairs to do the exercise suggested. _ asks students to discuss the answers with their friends. _ asks some of the students to do the exercise orally. _ asks others to give comments. _ gives the suggested answers if necessary.

- Listen to the teacher. Get the teachers 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 teachers correction. _ read the sentences suggested individually.

Exercise 2: _ explains the example carefully.

_ listen to the teachers explanation. _ work in pairs. Do the exercise given in the textbooks. _ discuss the answers with their friends then correct the mistakes themselves. _ discuss the answers with their friends. _ some of the students to do the exercise orally. _ other students give comments. _ take notes of the suggested answers. Keys: 1. in, 2.of, 3.on, 4.at, 5.to, 6.in, 7.about, 8.for, 9. between, 10.to.

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_ 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.

_ notice the explanation.

teachers

_ 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., 2., , , 3. . The. the, 4.the. , 5. the. , 6.the. , 7.the. , 8.an.the.the, 9 .the, 10. ,a.

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

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The 48th period Date: 24/ 10/ 2011 Grade 12 Test yourself c I. Objectives: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing. - Improve their knowledge through the test yourself. II. Method: Integrated, mainly communicative. II. Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs IV. Procedures: Teachers activities Students activities Notes Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the test Answer teachers yourself C questions * Have you prepared it at home? * Have you got any difficulties? Test yourself I. Listening(2.5 points) (10 minutes) - Present the task: Listen and complete the table below - Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words - After that turn on the tape of the passage aloud twice - Let students fill in the blanks with the words they have just heard - Go round the class to control the work - Then turn on the tape of the passage the last time for students to check their results - Correct mistakes II. Reading (2.5 points) (10 minutes) - Present the task: Read the passgae and choose the statements are True or False. - Look at the book and listen to the task - understand the task - Listen to the tape carefully - Fill in the blanks with the words theyve just heard - Correct mistakes Keys: 1.B, 2. C, 3. A, 4. B, 5. C.

- Look at the textbook and listen to the teacher then

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- Get students to work in groups, discuss about the passage - Go round the class to control the discussion - State the best option - Correct mistakes

III. Grammar(2.5 points) (8 minutes) - Recall the grammar of articals. - Giude students how to do - Give them some newwords: - Do the first as an example. - Ask students to to the exercise. - Call the to to on board. - Go round the class to control the sets activities - State the keys - Correct mistakes

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. F, 3. T, 4. T, 5. F. - Listen to the teacher - Work in groups to complete the sentences - Compare the results with the other groups - Correct mistakes Keys: A. 1. The, 2. An, 3. 4. The, 5. A, 6. . B 1. Athough Nam worked very hard, he didn't pass the exam. 2. Although I was very tired, I couldn't sleep. 3. Eventhough she had all the .. 4. Athough the traffic was bad, we arrived on time.

IV. Writing(2.5 points) (7 minutes) - Giude students how to write - Give students some models and - Listen to the teacher structures to writes.. carefully. - Ask students to write. - Work in groups or in pairs - Call the to to on board. then write. - Go round the class to control the - Compare the results with students activities the other groups. - Correct mistakes - Correct mistakes Homework (5 minutes) - Ask students: - Study all the lessons again

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+ to study all the lessons again

The 49th, 50th, 51st period Date: 28/ 11/ 2011 Grade 12 Review for the first term- GRADE 12 Lesson 1 Indirect speech

A. Objectives;

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

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

- Listen and write down the rules. - rewrite and correct the sentences. - Give remarks on the changes of reported speech - Listen to the teacher's explaining and note down. - Listen and write down the rules. - rewrite and correct the sentences. - Give remarks on the changes of reported speech - Listen to the teacher's explaining and note down. - Listen and write down the rules. - rewrite and correct the sentences. - Listen to the teacher's explaining and note down.

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IV. Summary (2 m') V. Homework (2 m')

- T summarize the content of the lesson. + give remarks on the basic rules.

- listen and understand

- Asign homeworks: exercise 1,2 page - Listen to the teacher 38(English 12- student book) exercise 2,3,4 - Write down the page 22 ( English 12, workbook) homework to do at home. - Prepare for passive voice and conditional sientences: Revise the rules of transformation of active to passive.

n tp k I ting anh lp 12 - s 1 I. PHONETICS. Choose one word whose underlined part is pronounced differently 1. A.beds B. doors C. students D. plays. 2. A. laughed B. wanted C. landed D. united 3. A. meat B. bread C. each D. dreampre 4. A. ache B charity C. chemistry D. scholarship 5. A. cure B. copy C. cold D. cycle II. VOCABULARY AND GRAMMAR: Choose the best answer (A, B, C or D) 6. I ........... busy at the weekend. A. always am not B. am not always C. am always not D. dont always 7. He ............ the household choes. A. didnt do B. didnt make C. doesnt make D doesnt take 8. Its time you .......... home. A. went to B. went C. go D go to 9. Before doi Moi, inflation........in all branches of the national economy. A. present B presents C. are present D. was present 10. Every job he does is ......................... A. perfectly. B. perfect. C. perfection. D. perfective. 11. The river is filt ........... oil. A. by B. with C. of D. from 12. The man ............. in an accident last night. A. die B. died C. was died D. had been died 13. If you ..............my advice, you would be very rich now. A. taken B. take C. took D. had taken 14. He advised me ......... early. A. to B. to get up C. get up D. getting up 15. Everyone .......... ready for the exam. A. is B. are C. be D. were. 16.She said that she would go there ........ A. the day before B. tomorrow C. next day D. the following day 17. Leaves often ........... in autumn. A. fall B. are falling C. fell D. had fallen

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18. I am afraid of ............in front of my friends. A. being criticised B. to be criticised C. criticised D. criticise 19. We ....... friends since I ............... to the house. A. were/ moved B. have been/ moved C. were/ have moved D have been/ have moved 20. After.............. shopping, she went to the hair dressers A. went B. go C. had gone D. going 21. Many boys and girls have given ................. thought to their future work. A. a few B. much C. few D . many 22. The house, ................I was born and grew up , was destroyed in a fire ten years ago A. in that B. which C. in where D. where 23. It is considered .......... when you whistle of clap your hands in a restaurant. A. polite B. honest C. rude D. nice 24. What will you do ......... your friends attention? A. get B. to get C. catch D. to catch 25. A: How do you do? B: ............... A. I am very well. Thanks B. Not very well. Thank you C. How do you do? D. The same to you 26. ................ Could you tell me the way to the station? A. Sorry B. Excuse me! C. Pardon! D. I beg your pardon. 27. Does your father share the...........? A. homework B. housework C. housewife D. house work 28. My parents ................ to give us a nice house and a happy home. A. shake hand B. shake hands C. join hands D. join hand 29. In Vietnam, children go to school .......... they are 6 years old. A. when B. while C. where D. what 30. Police .... needed everywhere. A. is B. are C. must D. have to III. Find out one mistake in each sentence. 31. He has been an unversity student for nearly 3 years. A B C D 32. Although he is very weak but he tries to do all the work by himself. A B C D 33. I cant imagine to live without my mobile phone. A B C D 34. Before DOI MOI, we lacked much schools and hospitals. A B C D 35. You shouldnt to play games so much A B C D III. READING: Read the passage below and choose one correct answer for each blank

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Nonverbal communication , (36)........ body language, is communication by facial expressions, head or eye movement, hand signals, and body postures. It can be just as important to understanding as words are. Misunderstanding often amusing but sometimes serious - can arise (37)...people from different cultures if they misinterpret nonverbal signals. Take (38).. . the difference in meaning of a gesture very common in the United States : a circle (39) ...with a thumb and index finger. To an American, it means that everything is O.K. To an Japanese, it means that you are (40)... about money. In France, it means that something is worthless, and in Greece, it is is an obsence gesture. Therefore, an American could unknowingly offend a Greece by using that particular hand signal. 36. A. or B. and C. as D. like 37. A. by B. in C. between D. to 38. A. for example B. however C. thus D. somehow 39. A. do B. mixed C. done D . made 40. A. talking B. telling C. saying D. noting IV. READING: Read the passage below and choose one correct answer for each question. Vietnam's education system can be divided into 5 categories: pre-primary, primary, intermediate, secondary, and higher education. Public kindergartens usually admit children from the age of 18 months to 5 years. Children at 4 or 5 years of age are sometimes taught the alphabet and basic math. This level of education is only popular in major cities. Children normally start their primary education at the age of six. Education at this level lasts 5 years and it is compulsory for all children. This compulsory education may be one of the reasons why, despite remaining a less developed country, the literate proportion of the country's population is very high, over 90% on average. Middle schools teach students from grade 6 to 9. This educational level is generalized throughout most of the country - except in very remote provinces, which expect to popularize and standardize middle education fully within the next few years. Intermediate is a non-compulsory schooling form in Vietnam. Secondary education, which consists of grades 10, 11 and 12, is standardized in all major urban regions, but is not in rural provinces. After 3 high school terms, all students must attend a graduation test. This test often consists of 6 subjects differently selected each year but has to contain the 3 compulsory ones: Foreign Language (mostly English), Mathematics and Literature. 41. Pre-primary education in Vietnam is popularized all over the country. A. True B. False C. No information 42. Primary education is compulsory in Vietnam. A. True B. False C. No information 43. Students from grade 6 to 9 have to take an important examination to continue their education at high school. A. True B. False C. No information 44. Secondary education is standardized in all over the country.

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A. True B. False C. No information 45. The graduation test for all high school students often consists of 6 subjects which are fixed years after years. A. True B. False C. No information V. Writing. Rewrite each sentence, beginning as shown, so that the meaning stays the same. 46. She/ said/she/ very/ sad/ A. She said she was very sad. B. She said she is very sad. C. She said she will be very sad D. She said she is going to be very sad. 47. What/ foreign /languages/ teach /schools/? A. What foreign languages teach in the schools? B. What foreign languages are taught in schools? C. What foreign languages taught in schools? D. What are foreign languages taught in schools? 48. I/ would like/enroll/ university. A. I would like enrolling in the university. B. I would like to enroll in university. C. I would like to enroll in the university . D. Would I like to enroll in the university? 49. It/ not/ easy / student/ find /job/. A. It is not easy to find job for a student. . B. It is not easy for student to find job. C. It is easy for student to find a job. D. It is not easy for a student to find a job. 50. If /I /some money now/ I/ lend /you/. A. If I had some money now, I would lend you. B. If I had had some money now, I would lend you. C. If I have some money now, I will lend you. D. If I would have some money now, I lent you. The end n tp k I ting anh lp 12 - s 2 I.Choose the word which has the underlined part pronounced differently from the rest. 1. a. hands b. parents c. chores d. boys 2. a. brothers b. weekends c. problems d. secrets 3. a. concerned b. raised c. developed d. maintained II. Choose the word with the different stress pattern.

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4. a. partnership b. romantic c. actually d. attitude 5. a. believe b. marriage c. response d. maintain III. Choose a, b, c, or d that best completes each unfinished sentence 6. When my mother is busy preparing dinner, my father often gives a hand _______ tidying the living room. a. on b. with c. for d. about 7. I put your keys in the drawer _______ they cannot get lost. a. because b. let alone c. instead of d. so that 8. The Titanic _______ the Atlantic when it _______ an iceberg. a. was crossing / struck b. had crossed / was striking c. crossed / had struck d. is crossing / strikes 9. _______ to come over for dinner tonight? a. Do you want b. Are you wanting c. Have you wanted d. Will you want 10. What _______ at this time tomorrow? a. will you do b. will you be doing c. will you have done d. will you have been doing 11.She got up late and to the bus stop. a. came into b. went leisurely c. went quickly d. dropped by 12.Billy, come and with cooking. a. help b. prepared c. be busy d. attempt 13.Whenever problems , we discuss them frankly and find solutions quickly. a. .happen b. encounter c. arrive d. clean 14.They had a ______ dinner last night and she accepted his proposal of marriage. a. romance b. romantic c. romantically d. romanticize 15.Our teacher often said, "Who knows the answer? _______ your hand." a. Rise b. Lift c. Raise d. Heighten 16.This is the _________ where big, obvious non-verbal signals are appropriate. a. situation. B. attention c. place d. matter 17.- What an attractive hair style you have got, Mary! - _______ a. Thank you very much. I am afraid b. You are telling a lie c. Thank you for your compliment d. I don't like your sayings 18.You look great in this new dress. - ________. a. With pleasure b. Not at all c. I am glad you like it d. Do not say anything about it 19.A whistle is the _______ for the football players to begin the match. a. communication b. instance c. attention d. signal 20.It is often considered to be impolite to _______ at someone. a. look b. smile c. point d. raise IV. Identify the one underlined word or phrase - a, b, c or d - that must be changed for the sentence to be correct

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21.Every day I get up at 6 o'clock, eat breakfast at 7 o'clock and leaving for work at 8 a b c d o'clock 22.I love see films but I seldom find time to go the cinema. a b c d 23.My mother used to be a woman of great beautiful, but now she gets old a b c d 24.They were discussing enthusiastically when their teacher come in. a b c d 25. He is one of the most polite bosses I have ever worked with. a b c d V.Choose the sentence which has the closest meaning to the original one 26."How beautiful is the dress you have just bought!" Peter said to Mary. a. Peter promised to buy Mary a beautiful dress. b. Peter said thanks to Mary for her beautiful dress. c. Peter complimented Mary on her beautiful dress. d. Peter asked Mary how she had just bought her beautiful dress. 27.She raised her hand high so that she could attract her teacher's attention. a. Because her teacher attracted her, she raised her hand high. b. To attract her teacher's attention, she raised her hand high. c. Though she raised her hand high, she could not attract her teacher's attention. d. She had such a high raising of hand that she failed to attract her teacher's attention. 28."Hello, Mary!" Peter said. ' a. Peter said hello Mary. b. Peter said Mary hello. c. Peter told Mary hello d. Peter greeted Mary. 29. The man suddenly realized that the neighbor was watching him. a. The man suddenly realized that he was -being watched by the neighbor. b. The neighbor was watching the man and he suddenly realized that. c. The neighbor was suddenly realized the man and watching him. d. The man suddenly realized that he was watched by the neighbor 30."Why don't you ask the teacher for help?" Peter asked me. a. Peter advised me to ask the teacher for help. b. Peter recommended me not to ask the teacher for help. , c. Peter told me the reason why I did not ask the teacher for help. d. Peter suggested that he should ask the teacher for help. VI. Fill in each numbered blank with one suitable word or phrase. On December 10, 2006, I was going through some hard time. The landlady did not want to release the house any more so I had to (31) _____ and only had one month to find a place. Because Christmas was coming and it was difficult for me to (32) _____ a suitable accommodation. I had only some money (33) _____. I could not buy a Christmas tree and some presents for my three boys, (34) _____ I had to use the money to find a place to live. Tome, it broke my heart as I could not prepare the Christmas for my three boys. I have been their only parent since my husband (35) _____ away two years ago. I was so sad and everything was getting on my nerves.

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Although I managed to solve the problem myself I could not help (36) _____ my sons about the things. When I suddenly woke up at midnight, I found my eldest son was sitting (37) _____me. He kissed me and said, "Don't worry, Mum. We love you very much and always stand by you (38) ____ happens." At the moment I started weeping, grabbed him and kissed him. His words and love made me (39) _____ all about what I was stressing about. In fact ever since that moment, I have realized that I can overcome any problems thanks to my sons' love. The most important thing of my life is that my boys are safe and healthy, and they bring me joy all the time. The memory (40) _____ me that nothing really matters, when I have the love of my children. 31.a. transfer b. convert c. move d. change 32.a. notice b. watch c. find d. see 33.a. leave b. to leave c. leaving d. left 34.a. because b. although c. as though d. if 35.a. passes b. passed c. has passed d. was passing 36.a. tell b. to tell c. told d. telling 37.a. by b. next c. over d. up 38.a. whenever b. whatever c. whoever d. however 39.a. forget b. to forget c. forgot d. forgetting 40.a. remembers b. minds c. reminds d. misses

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The 52nd, 53rd, 54th period Date: 15/ 12/ 2011 Grade 12 Review for the first term- GRADE 12 Lesson 2 Relative clauses, adverb clause of contrast

A. Objectives; 1- Knowledge: By the end of the lesson students will be able to; - use relative clauses and adverb clause of contrast accurately. 3- Skills: - Remembering the use of relative clauses and adverb clause of contrast. 4- Education: - aware of the similarities of Vietnamese and English language through complex sentences. B.Teaching aids; 1.Teacher: - Method: mainly communicative approach. - Materials: helping board, textbook, handouts. 2. Student:- Materials: Students book 3. Anticipated problems: SS may find difficult to distinguish the differences between defining and non-difining clauses in some cases. C.Procedure; Theme Teacher's activities Student's activities I. 1- Check the student's list - Monitor gives Organize 2- Arrange the seats if it's necessary names of absent ( 1 m') students II. Gap-filling - work in pairs Warm-up - Ask Ss to do the task in pairs. - give the answers (5 m') 1, I really like the book is writen by To Hoai. orally 2, The child you saw at the party is Hellen's - explain the use of son. relative pronouns. 3, I have been to the village my parents used to live. - Ask Ss to give the answer and explain the use of relative pronouns. - lead Ss to the new lesson. III. A- Grammar. - work in groups of Presentation I. Relative clauses. 4 (35 m') 1) Relative pronouns, relative averbs. - give the answers - Ask Ss to fill in the blanks with suitable orally relative pronouns, relative adverbs. - explain the use of relative pronouns. Relative pronouns

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1. The boy sits behind me can speak Spanish. 2. The man Jane loves is a film actor. 3. People houses were damaged in the flood will receice 100$ from Government. 4. I like the the house situated on the left bank of Huong river. Relative adverbs 1. I can't remember the place I left my keys. 2. Do you remember the day... the festival start? 3. I don't know the reason he refused my help. - Call some groups to give explainations to the use of each relative of pronouns, relative of adverb. 2. Defining clause and Non-defining clause - Ask Ss to discuss and explain the use of Defining clause Non-defining clause 1. This is the lady 1. Shakespeare, who who saw the accident. wrote Romeo and 2. The car which Juliet, died in 1616. Peter bought last 2. David's house, week is made in USA. which was built last 3. The town where we year, is designed by a used to live is very French architect. quiet and peaceful. 3. These horses, which are expensive, are mine. - Call some groups to explain. - Feedback and give clear definition. 3. Reduction of relative clauses. * to reduce relative clause, we omit " relative pronouns and the form of to be" Ex1: The boy who is talking to Marry is my boyfriend. -> The boy talking to Marry is my boy friend. Ex2: The books the are on the table are mine. -> The books on the table are mine. II. Adverb clause of contrast. 1- Adverb clause of contrast. - Ask Ss to choose one of the words in the box to fill in the blank of each sentence. 1. although, though, 1. mc d eventhough

1. "Who, whom, whose, that" are used to modify man 2. "Which, that" are used to modify things. 3. "where" is used to modify adverb of places. 4. "when" is used to modify adverb of time.

- Study the examples and discuss the use - explain orally in front of the class. - other groups give remarks. - listen to the teacher's feedback and notedown

- Study the examples and discuss the use - explain orally in front of the class. - other groups give

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IV. Summary (2 m') V. Homework (2 m')

2. While, whereas 2. trong khi 3. yet 3. tuy nhin 1. He didn't receive anything he worked hard. 2. . She had to do housework, her sister didn 't have to. 3. Some children like apple others hate it. 4. He studied hard for the exam, he failed again. - Feedback, explain the use of adverb clause of contrast. 2- Noun- phrase of contrast. + In spite of + Noun/Pronoun ( mc d) + Despite + Noun/Pronoun ( mc d) - Gives some examples Ex1: In spite of bad weather, we managed to build the bridge. Ex2: Despite of working hard, he earned a little money. - T summarize the content of the lesson. + give remarks on the basic use of relative clauses. - Asign homeworks: exercise 1,2 page 70- 1,2 page 82 (English 12- student book) exercise 4 page 41 - 2,3 page 47 ( English 12, workbook) - Prepare for the examination of the first term.

remarks. - listen to the teacher's feedback and notedown

- Study the examples and discuss the use - listen to the teacher's feedback and notedown - listen and understand - Listen to the teacher - Write down the homework to do at home.

n tp k I ting anh lp 12 - s 3 Part I: Choose the word whose underlined part is pronounced differently from the rest in each group(mark A, B, C or D). Mark your choice on the answer sheet. 1/. A. pairs B. sports C. sea D. parks 2/. A. watching B. kitchen C. machine D. matches 3/. A. days B. dates C. bags D. halves 4/. A. explained B. arrived C. studied D. arrrested 5/. A. hurry B. under C. pressure D. rush Part II: Choose one word whose stress pattern is different from other words in the group (mark A, B, C or D). Mark your choice on the answer sheet. 6/. A. maximum B. obvious C. compliment D. impolite 7/. A. comfort B. possible C. realize D. improve

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Part II: Choose from the four options given (mark A, B, C or D) one best answer to complete each sentence. Mark your choice on the answer sheet. 8/. Lan.................. to work yesterday. She wasnt feeling well. A. hasnt gone B. didnt go C. wont go D. doesnt go 9/. Nam had a book open in front of him, but he .it. A. didnt read B. isnt reading C. wasnt reading D. doesnt read 10/. my pen anywhere? I cant find it. A. Did you see B. Do you see C. Could you see D. Have you seen 11/. .. you were coming, Id have booked a larger room. A. I had known B. Have I known C. Had I known D. I have known 12/. If people paid a little more attention to the environment, the Earth ........ greener. A. had been B. would be C. will be D. would have been 13/. Students do not have to pay ......... fees when they attend primary school. A. teaching B. education C. tuition D. learning 14/. The thieves wouldnt have broken into his house if Nam .......... an alarm. A. installed B. have installed C. install D. had installed 15/. The state school system ........... for by the state. A. is paid B. pays C. will paid D. has paid 16/. The telephone _______ by Alexander Graham Bell. A. is invented B. is inventing C. invented D. was invented 17/. In Vietnam a school year lasts for nine months and is divided _______ two terms. A. into B. to C. from D. on 18/. You can either come by bus _______ take a taxi. A. and B. or C. not D. nor 19/. _______ he had enough money, he refused to buy a new car. A. In spite B. In spite of C. Despite D. Although 20/. She is looking ________ a new place to live because she does not want to depend _______ her parents any more. A. for / on B. after / with C. up / forward D. at / into Part III: */. Read the letter then complete it by marking the corresponding letter A, B, C, or D. Mark your choice on the answer sheet. Dear Lan, Thank you for your letter, which arrived yesterday. As Im sure you can imagine, we (21) _____ very busy recently, having just moved into our new house. We are slowly settling in, although it (22)______ a long time before everything is finished. Nam is putting down the living room carpet at the moment, and tonight we (23) _____ a house-warming party. I was sorry to hear you couldnt come. If we had told you earlier, you (24) ______ your mothers

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visit. You said in your letter that youd like to visit us in the summer. Im sure we (25) ______ all the things we want to do in the house by then. We (26) ______ exactly the kind of carpet we want to put upstairs, and we are going to buy it tomorrow. Keep in touch. Give our regards to Vinh. Love, Nga 21/. 22/. 23/. 24/. A. are B. will be A. is B. was A. will have B. are having A. could have put off C. can have put off 25/. A. would have finished C. have finished 26/. A. saw B. will see C. have been C. has been C. have B. will have put off D. had out off B. will have finished D. had finished C. are seeing D. had been D. will be D. have had

D. have seen

*/. Read the passage and choose the best answer A, B, C, or D for the following sentences. Mark your choice on the answer sheet. The robot industry is a big business. By the middle of the 1990s, Japan' led the world in robot production with more than 71,000 industrial robots at work. Both the United States and Japan, as well as other countries, continue to develop more advanced robots. Robots can now be made to perform more complex jobs. Robots can make decisions while they are working and learn from their mistakes. Robots can now see with TV camera "eyes." They can easily hear and can even speak using a voice made by a computer. But it is difficult to make a robot "understand." Thinking. and understanding are very human qualities. The robots of the future will probably be very complex. They will be able to perform many humanlike tasks. Robots and other technology will make the future a very interesting place! 27/. Which of the following are robots NOT be able to do? A. To speak using a voice made by a computer B. To think and understand C. To make decisions at work D. To learn from mistakes 28/. According to the passage, which of the following is NOT true about the robots of the future? A. They will probably be very complicated. B. They will be able to do humanlike tasks. C. They will contribute to making the future more interesting.

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D. They will replace human workers in all kinds of work. 29/. Which of the following is closest in meaning to the word "bother" in the first paragraph? A. cancel B. change C. upset D. terminate 30/. Which of the following can be the opposite of the word "mobile" in the first paragraph? A. "stationary" B. "movable" C. "unthinkable" D. "repairable" Part IV: Choose the sentence which means the same or nearly the same as the number sentence by circling the corresponding letter A, B, C or D . Mark your choice on the answer sheet. 31/. I will take up golf this year. A. I will begin to play golf this year. B. I will stop playing golf this year. C. I will build a golf court this year. D. I will enter a golf competition this year. 32/. Housewives do not have to spend a lot of time doing housework any more. A. Housework will never be done by housewives any more. B. Housewives have to spend more and more time to do housework. C. Never have housewives spent as much time doing housework as they do now. D. No longer do housewives have to spend a lot of time doing housework. 33/. Go over the report before you submit it. A. Before you submit the report, you should be finished writing it. B. Type the report quickly and then submit it. C. Read the report carefully before you submit it. D. Before you write the report you have to find enough information. 34/. We always stand by you when you are in need. A. Whenever you are in need, we stand next to you. B. We cannot do anything for you though you are in need. C. We always continue to support and help you when you are in need. D. We can never stand your necessity. 35/. The sign says, "Keep off the grass." A. The sign says, "Have someone cut the grass immediately." B. The sign says, "Don't walk on the grass." C. The sign says, "Grass should not be grown here." D. The sign says, "Water the grass, please." Part V: Circle A, B, C or D to find a mistake in the four underlined parts of each sentence. Mark your choice on the answer sheet.

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36/. Tom said that he is going to leave for London the following day. A B C D 37/. Slamming the door, that was his annoying habit, Jim left the office. A B C D 38/. Nguyen Du, who wrote Truyen Kieu, was one of most famous poets in Vietnam. A B C D 39. The book Tom reading was written by a famous author. A B C D 40. The students which were late had to wait outside. A B C D n tp k I ting anh lp 12 - s 4 I, Phonetics: A, Circle the word whose underlined part is pronounced differently from that of the other words. 1. A. equipped B. delivered C. transferred D. received 2. A. helps B. provides C. documents D. texts B, Circle the word that has stress pattern different from that of the other words. 3. A. involvement B. employment C. social D. important 4. A. position B. family C. century D. politics 5. A. philosopher B. discriminate C. individual D. significant II, Grammar and vocabulary: Choose the best answer to complete the sentences. 6. This is a photograph of our friends with..we went on holiday. A. which B. whom C. who D. whose 7. If you want.there before dark, you should start at once. A. got B. to get C. getting D. get 8. The stories.Tom tells are usually very funny. A. where B. who C. that D. when 9. If I had tried it again, I think that Isuccessful. A. am B. would have been C. would be D. will be 10. ..working very hard, he didnt pass the exam. A. In spite B. Since C. Although D. Despite 11. He managed to win the race.hurting his foot before the race. A. because of B. although C. in spite of D. despite of 12. The reason.I phoned him was to invite him to the party. A. who B. why C. which D. what

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13. If Tom, tell him I will phone him back. A. rings B. rang C. ring D. has rung 14. We are......a survey about how people spend their free time. A. conducting B. carrying C. performing D. working 15. Children should be encouraged .their individual interests. A. developing B. to develop C. to be developed D. develop 16. They didnt miss the plane.they got to the airport very late. A. thus B. despite C. although D. because 17. Yesterday afternoon. Sarah..to the station to meet Paul. A. went B. go C. goes D. had gone 18. I advised my niece not .at an early age. A. marrying B. being married C. to have been married D. to marry 19. By half past ten tomorrow morning, I ..along the motorway. A. drive B. drives C. will drive D. will be driving 20. John .......his hair cut once every month. A. is having B. has C. will have D. has had III, Choose the underlined part among A , B , C or D that needs correcting . 21. Neither Jane nor I has been to NewYork before. A B C D 22.They asked me how long did it take to get to Paris by train. A B C D 23. Scientists says that something very serious is happening to the Earth. A B C D 24. He use to ride a bicycle to school everyday . A B C D 25.It would have been better if you wouldnt have argued with him last night. A B C D IV, Choose the correct sentence with the same meaning as the one in italics. 26. Martin thinks that people who watch TV are wasting their time. A. Martins thinks watching TV is a waste of peoples time. B. Martin watches TV, which is a waste of time I think. C. Watching TV saves time and Martin thinks so. D. People can watch TV to waste time. 27. Carole is the only person I know who enjoys homework.

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A. The only person is Carole who enjoys homework. B. Carole enjoys homework and I know about this. C. I dont know any one apart from Carole who enjoys homework. D. I know Carole because she enjoys homework. 28. She did not thank us for our help when she left. A. When she left, she helped us to say thank you B. We thanked for her help and she left. C. She left without thanking us for our help. D. She did not leave and thanked us for our help. 29. Although he took a taxi, Bill still arrived late for the concert. A. Because he took a taxi, Bill still arrived late for the concert. B. Bill still arrived late for the concert despite he took a taxi. C. In spite of a taxi, Bill still arrived late for the concert. D. In spite of taking a taxi, Bill still arrived late for the concert. 30. The boss was annoyed that his secretary came to work late. A. Working late at work, his secretary was annoyed. B. The secretary came to work late, which was annoying. C. The boss objected to his secretarys coming to work late. D. His secretary came to work and that was late. V, Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct word for each of the blanks. In America, the simple words Im sorry display very good manners in many difficult (31) ______ situations. Im sorry has two main uses : to express your sympathy to someone who has a bad experience and to express your (32)_______ when you have bothered someone or (33)________ a problem. Other useful apologies are excuse me! and pardon me, which mean the same thing. These (34)_______ are appropriate when pushing your way out of a crowded elevator or stopping a stranger to ask (35) _______. 31.A. social B. society C. socialist D. socialism 32. A. wish B. hope C. regret D. love 33.A. offer B. caused C. give D. demand 34.A. talks B. speeches C. verbals D. expressions 35.A. direct B. directed C. directly D. directions VI, Reading comprehension: Read the passage and choose the best answer. One of the problems of the modern world is the length of time we travel to and from work, which means losing three or more hours everyday. According to a survey conducted in the US, 25% of people would much prefer working from home.

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Take the example of Scott, a 40-year-old draughtsman who goes to the office every Monday for a meeting and to pick up his weeks work. As long as his productivity is maintained, his boss doesnt mind where he works and he feels that he can work even better than from home. George, who owns seven cafes whithin a seven- mile radius of down town Miami , has based his office in his beach front home.With modern telecommunications nowadays, Im always able to contact my managers and order provisions from my suppliers. However, is working from home as simple as it sounds? Joan, a full-time trader on the stock market says she loves her freedom that working from home gives her but she really misses the social interaction. I dont have that face-to-face, professional involvement with people any more. An accountant called Louis thinks that the biggest problem with working from home is distractions which are from the chores you have to do at home like washing and cleaning. Therefore, she has to force herself to view her study as an office, not part of the house. 36. Choose the best title for the passage. A. Travelling to Work B. Working at Hom C. Home- The New Workplace D. New kinds of job 37. What makes people working from home? A. They want to do their work and the chores at the same time. B. They dont want to contact with the others. C. Most bosses allow staff to work from home. D. It takes a lot of time to travel from home to work and back again. 38. show that working from home is not the best way. A. Louis and George. B. Joan and Louis. C. George and Scott. D. Scott and Joan. 39. George runs his cafes A. by visiting them once a day. B. by phone, fax and email. C. by the reports from his premise. D. from one of his cafes. 40. One of disadvantages of working from home is A. lacking social needs. B. rarely staying at home. C. having no time to do housework. D. maintaining productivity.

The 55th period Date: 29/ 12/ 2011 Grade 12 THE FIRST TERM TEST

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The 56th, 57th period Date: 30/ 12/ 2011 THE FIRST TERM TEST FEEDBACK AND FINALIZING STUDENTS GRADE Aims: Correct and explain to the students about the test.

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The second term of grade 12 UNIT 10: endanger species The 58th period Date: 30/ 12/ 2011 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. Method: - Integrated, mainly communicative. III. Teaching aids: -Picture, board, chalks, textbook, handouts, IV. Procedure: Teachers activities Warm-up: (5 minutes) Aims: to introduce the topic of the lesson and to raise students' interest. - T hang out some pictures in and asks Ss to answer the questions. 1. what do you see in the pictures? 2. Which of them are in danger of becoming extinct? Before you read : (7 minutes) - Ask students (to work in pairs) to open Students activities Notes

- work in pair to answer the questions 1.tortoise,rhinoceos,monkey, elephant,leopard,,parrot 2.elephant,leopard, rhinoceos are in danger necessary

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their books, look at the pictures, and do the tasks that follow. + which of the animals and insects below can be found in VietNam? +Which of them are in danger of becoming extinct? - Ask them to work in 3 minutes, - Teacher moves round to help if necessary. - Ask some pairs to report . - Give some remark if necessary Pre-teaching vocabulary: To Endanger: (v) gy nguy him Destructio(n) s ph hoi .nguyen nhn gy ra ci cht Commercial(adj):(thuc )bun bn Drainage(n): s rt nc,h thng cng rnh Deforestration,urbanization (s thnh th ho While you read : (23 minutes) - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage Task 1 : (3 minutes) - Ask students to read through the text once to 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

+tortoise, rhinoceros,elephant, monkey,mosquito. +rhinoceros,leopard, elephant

- Write down the meaning of some newwords

- 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

Task 2: (4 minutes) - Ask students to read the passage again and - Read through the text find choose A,B,C,D to complete the following the new words,

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sentencesabout the reading passage - Ask them to work individually to do the task and give the evidence to prove the keys. - Move round to make sure that all students are working and to help them if necessary. - Ask some students to report and give feedback. Task 3: (6 minutes) - Ask students to read the passage again then work in pairs to find evidence in the passage to support these statements - Walk round the class to give help if necessary. - Give suggested words, phrases or useful suggestions. - Correct the students work. After you read : (8 minutes) - Ask students to work in group to scan the text again. - Ask them to work in small groups of three or four to summarise the reading passage by writing one sentence for each paragraph. - Encourage them to summarise the reading passage. - Ask one or two pairs to report.

- Work in pair to answer the questions 1.D 2.B 3.A 4.A 5.D

- Read through the text find the new words, - Work in pair to give evidence in the passage to support these statements. 1.The first sentence of the second passage. 2.The third passage. 3.The fourth . - Work in group to summarise the reading passage. 1.Over 24 thousand plant and animal species all over the world are classified as endangered. 2.The main causes of extinction or endangerment are habitant destruction ,commercial exploitation and population. 3.Biodiversity is important for humans as it provides food ,clean air,water,fertile soil and other products. 4.Different efforts have been made to conser endangered species. 5.The task of conservation should be shared by international organization,govermental

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Home work: (2 minutes) agencies ,industry - Ask Ss to do exercises at paage 65-68 in individuals. the studentsworkbook. - Do homework

and

The 59th Period Date: 31/ 12/ 2011 Grade 12 Theme: endanger species Unit 10 Speaking Time: 45 minutes I. Objectives: 1. Educational aim: - Students work in pairs to ask anh answer some questions about endangered animals - Students talk about the information of some endangered animals 2. Knowledge: - General knowledge: endangered animals - Language: + The way to make suggestions or predictions. + The tenses. - New words: words related to endangered species.

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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: Teachers activities Students activities Notes Warm-up: (5 minutes) Hang out the pictures of 4 animals and - Look at the pictures ang ask Ss to give the name of them give the name of 4 animals 1.It is a tiger 2.It is a rhino 3.It is a pandal 4.It is an elephant While-speaking (25 minutes) Task 1: Ask and answer the following the questions. - Ask students to work in pairs to discus the four questions and find the answers. - Move round to make sure that all students are working and to help them if necessary. - Ask some students to report and give feedback. - Correct the students work and give remark. Task 2 Ask and answer questions about 4 endangered animals. - Aks Ss to read the information about the gait panda,tiger,rhino,elephant. - Explain how to do task 2 - Walk round from group to group to give help if necessary. - Encourage students to speak out what they think even a phrase or a singular word. _T check ang give feedback.

- Work in pairs to discus the three questions and find the answers. 1.Pandal ,rhino,tiger,elephant. 2.We can find these animals in the forests in Asia,Afica,etc 3.Rhino can be used for medicine 4.All of them are in danger. - Listen to the teacher - work in pair to do task 2 A:where do gaint pandas live? 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

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weigh? B: About 75 kg to 160 kg A: what do they eat B:Bamboo A: Why are they in danger? B: People destroy their habitat and hurt them for trade. Task 3: 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 . - Work in group to give an oral report. Group 1: Giant pandas live in bamboo forests in the moutain in Western China .only about 600 pandas are living there.They attain a height of 1.2m to 1.5m and wigh from 75kg to 160 kg they are in danger because People destroy their habitat and hurt them for trade. Group 2: Rhino Group 3:tiger Group 4 elephant

-Students work individually Post speaking(10) to summarize what theyve - Ask students to work individually to learnt in unit 10. summarize what theyve 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. - Do homework at home Homework: (3 minutes) Name some measures weve made to protect the endanger animals

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The 60th period Date: 31/ 12/ 2011 Grade 12 Theme: endanger species Unit 10 Listening Time: 45 minutes I. Objectives: 1. Educational aim: -Students know the life of gorillas 2. Knowledge: - General knowledge: extensive listening: Multiple-choice questions. Gap filling - Language: modal verbs - New words: Words related to to the topic. 3. Skills: - Listening and deciding on True or False statements. - Listening comprehension II. Method: - Intergrated, mainly communicative. III. Teaching aids: - Tape, board, chalks, textbook. IV. Procedure: Teachers activities Students activities Notes Warm-up: (5 minutes) Rearange the letters to make a - Listen to the teacher. meaningful word - Work in pairs to GOLLARI Rearrange the letters to make a meaningful work.

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GORILIA Pre-listening: (7 minutes) - Work in pairs to discuss - Ask students to work in pairs to discuss and give correct answers and choose the best answer A,B,C - Listen and repeat: - Guide the students to answer if necessary. Gorilla - Give further information. Sociable Sub-adult Nest - Explain the words that will appear in the Bared teeth listening text. Silverback - Ask students to read in chorus then Civil war individually. Forest rangers While-listening: (20 minutes) Task 1 - Ask students to read the statement at least once first. - Ask them to guess the answers - Play the tape once then check how many answers can students find. - Play the tape again. - Check and give remarks. - Call some sts to say out their answers and the evidences they get to prove their answers.

Task 2 - Ask them to guess the answers. - Play the tape once then check how many answers can sts find. - Play the tape again. - Check and give remarks. Call some students to say out their answers and the evidences they get to prove their answers -

-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 teachers explanation then correct the answers onself. Read the questions once to get the main contents. Listen to the tape and do the task. Find evidences to each of the answers. Represent if being asked.

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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 teachers explanation then correct the answers oneself.. - Listen to the teachers guide to correct oneself. After-listening: (10 minutes) - In group, ask students to summarise the main ideas of the passage ,using the -Work in group to information and the answers in task 1 and summarise the main ideas 2. of the passage - Move around to help if necessary. - Give remarks or even suggestions. Homework: (3 minutes) - in not more than 80 words write about the life of a gorilla -Listen to the teacher and write down homework

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The 61st period Date: 02/ 01/ 2012 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: Teachers activities Warm-up: (5 minutes) Fill in the chart with some informatio n about endangered species problems. Endangered causes Measures species to save them +tiger Habitat Provide destruction enough wildlife hanitat reserves Students activities Notes - 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.

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Pre-writing: (10 minutes) - Explain as clearly as possible the way to write a passage +topic sentence +supporting idea +supporting idea +Concluding sentence +conectors:first,second,third.... While-writing: (18 minutes) Task 1 - Ask students to look at Task 1. - In pairs, ask students to ask and answer the questions. - Move around to give help. - Check and give remarks.

Listen to the teacher. Get the task.

Work in pairs to do the task. - Listen to the teacher to correct oneself. Work in groups to do the task 1.We should have different activities to raise people s awareness of the need to protect these animals. 2.Goverments should raise sufficient funds for projects to save 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. Task 2 - Explain the requirements: Writing a - Listen to the teachers explanations. paragraph Exchange the writing to - Ask students to work in groups to write other groups to check paragraph. and give remarks. - Walk round to give help if necessary. - Represent the task on board if being asked.

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Read the writing to get others remarks.

Post-writing: (10 minutes) - Do as the teacher asked. - Ask some groups to represent their work, ask other to give remark. - Choose some good writing to read in class and give remark. - Listen to the teacher and Homework: (2 minutes) write down homework. - Ask students to rewrite the task at home and preapare part Language Focus at home.

The 62nd period Date: 02/ 01/ 2012

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Grade 12 Theme: endangered species Unit 10 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: - Pronuciation. - Rhythm 2. Knowledge: - General knowledge: modal verbs: may, might,mustnt, - Language: may, might,must, mustnt... - New words: Words related to the exercises 3. Skills: - Writing sentences with adverbial clauses of concession. II. Method: - Intergrated, mainly communicative. III. Teaching aids: - Board, chalks, textbook and notebook. IV. Procedure: Teachers activities 1. Pronunciation:( 15 minutes) - Explain the way to stress syllables - Help students to know the pronunciation - Play the tape - Ask Ss to repeat - Listen to Ss and check Students activities Get the teachers 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.Its 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.Im going home today for Christmas 11.A bird in the hand is worth two in the bush. Notes

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12. If you dont have the best ,make the best of what you have. - Practice reading in 2. Grammar and vocabulary:( 28 chorus or individually. minutes) - Explain once again Modal verbs(may ,might,must,musnt ,neednt -Listen to the teacher and Remarks: copy - May ,might c dng ch mt kh nng . - Must c dng ch mt trch nhim hoc mt bn phn .must c ngha phi lm ,khng c s la chn - Need dc dng d din t s cn thit Practice Exercise 1: -Work in group to do - Guide the students how to do the exercises exercises. Exercise1: - Divide the class into groups, ask them 1. might rain to do the exercises. 2. may/might wake - Walk round to give help if necessary. 3. may/might bite Correct the students work if 4. may/might need necessary. 5. may/might slip 6. may/might break. Exercise 2: 1.neednt come 2.neednt walk 3.neednt ask 4.neednt tell 5.neednt explain. Exercise 3: 1.must 2.mustnt 3.Neednt 4.must 5.musnt 6.neednt 7.neednt 8.must,mustnt 3. Homework: (1 minute) Listen to the teacher and write down correct answers

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- Ask students to review the lesson and do the language task students workbook and prepare Test yourself D at home. -

Do homework at home

The 63th period Date: 03/ 01/ 2012 Grade 12 Test yourself D I. Objectives: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing. - Improve their knowledge through the test yourself. II. Method: Integrated, mainly communicative. II. Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs IV. Procedures: Teachers activities Warm-up: (5 minutes) - Greeting Students activities - Greeting Notes

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- Ask students something about the test Answer yourself D questions * Have you prepared it at home? * Have you got any difficulties? Test yourself I. Listening(2.5 points) (10 minutes) - Present the task: Listen and complete the table below - Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words - After that turn on the tape of the passage aloud twice - Let students fill in the blanks with the words they have just heard - Go round the class to control the work - Then turn on the tape of the passage the last time for students to check their results - Correct mistakes II. Reading (2.5 points) (10 minutes) - Present the task: Read the passgae and choose the statements are True or False. - Get students to work in groups, discuss about the passage - Go round the class to control the discussion - State the best option - Correct mistakes

teachers

- Look at the book and listen to the task - understand the task - Listen to the tape carefully - Fill in the blanks with the words theyve 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. neednt, must, mustnt, 2. mustnt, 3. neednt,

III. Grammar(2.5 points) (8 minutes) - Recall the grammar of articals. - Giude students how to do - Give them some newwords: - Do the first as an example. - Ask students to to the exercise. - Call the to to on board. - Go round the class to control the sets activities - State the keys - Correct mistakes

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IV. Writing(2.5 points) (7 minutes) - Giude students how to write - Give students some models and - Listen to the teacher structures to writes.. carefully. - Ask students to write. - Work in groups or in pairs - Call the to to on board. then write. - Go round the class to control the - Compare the results with students activities the other groups. - Correct mistakes - Correct mistakes Homework (5 minutes) - Ask students: + to study all the lessons again + to prepare Unit 11. Part Reading - Study all the lessons again and prepare Unit 11 Part Reading

must, 4. mustnt, 5. mustnt, 6. mustnt, 7. neednt.

UNIT 11: Books The 64 period Date: 03/ 01/ 2012 Grade 12 Theme: Books Unit 11 Reading Time: 45 minutes I. Objectives: 1. Educational aim: - Students read and guess the meaning of words in contexts. - Deciding on true or false statement. - Passage cpmprehension 2. Knowledge: - General knowledge: Ss know many advantages of reading books - Language: Common knowledge of books - New words: Words related to the topic 3. Skills: - Guessing meaning in context, scanning for specific information and passage comprehension. II. Method: - Integrated, mainly communicative. III. Teaching aids:
th

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-Picture, board, chalks, textbook, handouts, IV. Procedure: Teachers activities Students activities Notes Warm-up: (5 minutes) Aims: to introduce the topic of the lesson and to raise students' interest. -Work in pair to answer the -Ask SS to look at the pictures in the text questions. book and answer some questions: 1.they are reading books 1.what are they doing? 2.enrich knowlege And Relax 2.can you name some advantages of .... reading books? -Ask Ss to work in pair to answer the questions -T goes around to help if neccesary Before you read : (7 minutes) - Ask students (to work in pairs) to open their books, look at the pictures, and do - work in pair to answer the the tasks that follow. question. 1.Do you often read books? 1.usually 2.What kind of books do you enjoin 2.Ennglish books reading most/least? 3.every time 3.How do you read books? - Ask them to work in 3 minutes, meanwhile the teacher moves round to help if necessary. - Ask some pairs to report . - Give some remark if necessary While you read : (23 minutes) - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage Task 1 : (3 minutes) - Ask students to read through the text - Work individually to read once to find out some new words, guess the text then do task 1 the main idea. 1.swallow:nut(c ngn - Explain new words (give the ngu) Vietnamese equivalents), guide the sts to 2.dip into:chm qua loa(c get the main contents of the reading text. qua loa) - Ask students to work individually in 5 3.taste:nm(c th ,qua minutes to do this task. loa) - Guide students to read through the 4.hard-to-pick up-again:kh passage , then focus on only the sentences c th cm ln li c) surrounding the suggested words to do 5.digest:tiu ho

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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: (4 minutes) - Ask students to read the passage again and answer th equestions - Ask them to work individually to do the task and give the evidence to prove the keys. - Move round to make sure that all students are working and to help them if necessary. - Ask some students to report and give feedback.

6.chew:nhai(nghin ngm) 7.hard-to put down:khng th t xung

Work in pair to give answers. - Share the key with other Ss. 1.NM 2.F 3.NM 4.T 5.F - 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 its the one you can easily read and understand. 4.Television can bring you all the information and stories with colour picture and action. 5.Books are still a cheap way to get information and entertainment ;you can keep a book forever and read it many times. - Listen to the teacher - Work in group to do the task. a.thriller

After you read : (8 minutes) - Ask students to work in group to scan the text again. - Ask them to work in small groups of

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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.

b.romance c.novel d.science e.craft f.fiction g.comic h.biograph

- Write down the homework to do Home work: (2 minutes) at home. - Do exercise 1 and two at page 71,72,73 in the students workbook The 65th Period Date: 04/ 01/ 2012 Grade 12 Theme: Books Unit 11 Speaking Time: 45 minutes I. Objectives: 1. Educational aim: - Asking and answering about reading habits - Talking aboout characters in a book. 2. Knowledge: - General knowledge:Books. - Language: + The way to descirbe a book + The tenses. - New words: words related to Books 3. Skills: - Discribing details in pictures. - Talking about characters in a book. II. Method: - Integrated, mainly communicative. III. Teaching aids: - picture, board, chalks, textbook, handouts. IV. Procedure: Teachers activities Warm-up: (5 minutes) - Ask Ss to give name of some stories Students activities Listen and give ones own ideas . 1.fairy story 2.historical story Notes

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3.detective story 4.war story 5.adventure story Pre-speaking : (12 minutes) Task 1 - Complete the following conservation and practise reading it. - Explain how to do the task -Ask students to work in pairs to discus the three questions and find the answers. - Correct the students work and give remark. - Work in pairs to discus the three questions and find the answers. A:what sort(kind) of books do you like to read? A;How do you often read books? A:When do you often readbooks? - Correct the answers oneself.

While-speaking : (15 minutes) Task 2 - Explain the requirements - Divide the class into groups, asks each group to discus a section - Guide the students how to speak by giving them useful suggestions: - Walk round from group to group to give help if necessary. - Encourage students to speak out what they think even a phrase or a singular word.

- 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 discus the three questions and find the answers. A;What are you reading at the moment? A:Who is the main character? A:What is he/she like/ -Listen and work in pairs to do task 4

Task 3: - Complete the following conservation and practise reading it. - Explain how to do the task -Ask students to work in pairs to discus the three questions and find the answers. - Correct the students work and give remark. Task 4: - Explain how to do the task

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-Ask students to work in pairs to discus the three questions and find the answers. -Practise the model consevation with one student -Ask Ss to do task 4

A;What are you reading at the moment? B:Im reading happy life A:Who is the main character? B:Jonh. A;What is he like? B; ........

Post-speaking : (10 minutes) Task 5 - Ask students to work individually to - Listen and take note summarize what theyve discussed in their own words. - Move round to check the activities and to make sure that students are working effectively. - Ask one or two students to report in front of the whole class. - Check and give remarks. Homework: (3 minutes) Do Exercises at page 75&76 in the - Write down the homework studentsworkbook

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The 66th period Date: 04/ 01/ 2012 Grade 12 Theme: Books Unit 11 Listening Time: 45 minutes I. Objectives: 1. Educational aim: -Ss know some advantages of books 2. Knowledge: - General knowledge: Listen for specific information. - Language: The present simple tense. - New words: Words related to to the topic. 3. Skills: - Listening and deciding on True or False statements. - Listening comprehension II. Method: - Intergrated, mainly communicative. III. Teaching aids: - Tape, board, chalks, textbook. IV. Procedure: Teachers activities Students activities Warm-up: (5 minutes) - Ask Ss to decide on 3 statements True - Listen to the teacher. or False Pre-listening: (7 minutes) - Listen and repeat: Incredible - Explain the words that will appear in the Wilderness listening text. Fascinating - Ask students to read in chorus then Unnoticed individually. Journey Peronality Survive Renioned While-listening: (20 minutes) Task 1 - Ask students to read the statement at least once first. - Ask them to guess the answers - Play the tape once then check how Read the statement once to get the main contents. Listen to the tape and do the task. Find evidences to each Notes

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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.

of the answers Keys: 1. B, 2. C, 3. B, 4. A, 5. A, - Listen to the teachers explanation then correct the answers onself. 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 teachers explanation then correct the answers oneself.

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

- In groups, ask and answer After-listening: (10 minutes) the question. - In group, ask students to discus the S1: would you like to read guided question, find the answer. the book ? - Move around to help if necessary. S2: Yes, - Give remarks or even suggestions. S1: Why? S2:because I want to know about animals life ...... - Listen to the teachers guide to correct oneself. Homework: (3 minutes) -Listen to the teacher and - In not more than 50 words write about write down homework the kind of books you like to read and say why The 67th period Date: 10/ 01/ 2012 Grade 12 Theme: Books Unit 11

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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: Teachers activities Students activities Notes Warm-up: (5 minutes) - Free talk about the name what yo should Do as required. mention in book report Exchange the ideas with others. Pre-writing(10 minutes) Give some ideas - Listen to the teacher. Book report - Get the task. +the books author +the title of the book +the main character +your opinion While-writing: (18 minutes) Task 1 - Work in group to do the - Ask students to look at Task 1. task. - In group, ask students to put the S1:general introduction questions to under the correct 7.What is the title of the headings book? - Move around to give help. 4.who is the author? - Check and give remarks. 9.What type of book is it? S2:Summary of the books content 2.where is the book set? 5.What is the main theme of the book? 6.who are the main

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characters? 8.what is the plot of the story? S3:Conclusion: 1.What was your opinion of the book? 3.would you recommend the book? - Listen to the teacher to correct oneself. Task 2 - Explain the requirements: Ask and answer the above questions about the book you have just read - Ask students to work in groups to write report. - Walk round to give help if necessary. 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 storyt S1: 2.where is the book set? S2: Geneva S1:5.What is the main theme of the book? S2:life of frankenstein,a monster S1:6.who are the main characters? S2: Frankenstein S1:8.what is the plot of the story? S2:a student from geneva ,discovers the secret of life,constructers a creature more like a monster ,monster feels lonely ,attacks and kills

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Frankensteins friend,and his brother:Frankenstein detrmined to kill the monster:he is killes first by the monster ,then it kills itself S1:1.What was opinion of the book? S2:interesting your

S1:3.would you recommend the book? S2: yes Post-writing: (10 minutes) - Ask Ss to write a report on the book you have read recently based on the results of task 1 and 2 - Ask some groups to represent their work, ask other to give remark. - Choose some good writing to read in class and give remark. Compare the result to the other groups. Listen to the teachers explanations. Exchange the writing to other groups to check and give remarks.

Homework: (2 minutes) - Listen to the teacher and - Ask students to rewrite the task at home write down homework. and preapare part Language Focus at home. The 68th period Date: 15/ 01/ 2012 Grade 12 Theme: Books Unit 11 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: - Rhythm - Modals in the passivevoice 2. Knowledge: - General knowledge: review the uses of the passive voice with modal verbs

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- Language: Know how to use modals in the passive voice - New words: Words related to the exercises 3. Skills: - Writing sentences with modals in the passive voice II. Method: - Intergrated, mainly communicative. III. Teaching aids: - Board, chalks, textbook and notebook. IV. Procedure: Teachers activities 1. Pronunciation:( 15 minutes) - Explain the rhythm - Help students to know the pronunciation. - Practice: 1.Why did you behave like that ? 2.Come for a swim 3.I think it will be find 4.Shes gone for a walk in the park 5.I wonder if hell ever come back -Let Ss to listen to the tape 2. Grammar and vocabulary:( 28 minutes) - Explain once again the Modals with passive voice Modals +be+past participle Modals+be+pastparticiple Exercise1:rewrite the sentences in the passive - Guide the students how to do the 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. Students activities Get the teachers explanation. Practice reading in chorus or individually. Notes

Exercise1: 7. This machine mustnt be used after 5.30 p.m 8. This machine must cleaned evry tine 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 cant be solved 15. Travelerscheques can be exchanged at most

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banks 16. She shouldnt be told the news.It might kill her Exercise2;Complete the conservation Exercise 2: with the suitable passive form of the 1.will be prepared verbs in brackets 2. Is food going to be cooked? - Guide the students how to do the 3. will be pre-packaged exercises. 4. can be warmed - Divide the class into groups, ask them 5. should food be to do the exercises. chosen - Walk round to give help if necessary. 6. has to be offered Correct the students work if 7. could be selected necessary. 8. ought to be made - Listen to the teacher and 3. Homework: (1 minute) write down homework to Exercise 3,4 and 5 page 74and 75 in the do at home students work book The 69th period Date: 01/ 02/ 2012 Grade 12 Review and test preparation Lesson 1 so, but, however and therefore A. Objectives; 1- Knowledge: By the end of the lesson students will be able to; - use so, but, however and therefore 3- Skills: - Remembering the use of so, but, however and therefore 4- Education: - present so, but, however and therefore in English language. B.Teaching aids; 1.Teacher: - Method: mainly communicative approach. - Materials: helping board, textbook, handouts. 2. Student:- Materials: Students book C.Procedure; Theme Teacher's activities Student's activities I. 1- Check the student's list - Monitor gives

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names of absent students - Ask some questions: Work in pairs. 1. Why do you like learning English? - write down the - Call some Ss to answer orally, answers - Take note the answer on the board and - give the answers feedback. orally. - Instroduce the revision grammar point. - other ss give remarks on the answers. III. Grammar : - study the examples Presentation Menh e, cum t ch ly do, tng phan, and give remarks on (35 m') ket qua va muc ch. the form 1. Menh e, cum t ch ly do (v, - buid the form bi v, do) Because + S + V and because of ( v, bi v ) + Ving / Noun Note: Due to c dung nh because of 2. Menh e, cum t ch s tng phan (du, mac du) - study the model Although / even though / even if + - give explaination S +V and in spite of / despite + Ving / to the rules. Noun - write down Ex : Although he didnt study, he succeeded. (co although th khong co but ) He didnt study, but / yet he succeeded. He didnt study.However / nevertheless / on the other hand, he succeeded. 3. Menh e, cum t ch ket qua (v the, cho nen, ket qua la) : so, therefore, consequently, as a result. Ex : He felt hungry, so / consequently he ate two cakes. - listen to the He felt hungry.Therefore / As teacher, a result, he ate two cakes. - take notes 4. Menh e ch muc ch (e, e ma) Cau a cho co t want, need, intend S + V + in order (not) to S+ V + so that + S + can / will (not) + V1 (hien tai) so as (not) to + V1 and S +

Organize ( 1 m') II. Warm-up (5 m')

2- Arrange the seats if it's necessary

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IV. Summary (2 m') V. Homework (2 m')

V + so that + S + could / would (not) + V1 ( qua kh) - T summarize the content of the lesson. + give remarks on the basic rules. - Prepare modal verbs

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

The 70th period Date: 05/ 02/ 2012 Grade 12 Review and test preparation Lesson 2 Modal vebs A. Objectives; 1- Knowledge: By the end of the lesson students will be able to; - use may, might, must, mustnt, neednt 3- Skills: - Remembering the use of modal verbs 4- Education: - present modal verbs in English language. B.Teaching aids; 1.Teacher: - Method: mainly communicative approach. - Materials: helping board, textbook, handouts. 2. Student:- Materials: Students book C.Procedure; Theme Teacher's activities I. 1- Check the student's list Organize 2- Arrange the seats if it's necessary ( 1 m') II. - Ask some questions: Warm-up 1. What must you do today? (5 m') 2. What neednt you do? - Call some Ss to answer orally, - Take note the answer on the board and feedback. - Instroduce the revision grammar point.

Student's activities - Monitor gives names of absent students Work in pairs. - write down the answers - give the answers orally. - other ss give remarks on the answers.

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III. A. Grammar : Presentation a. Can (qua kh la could): Ch mot (35 m') kha nang hoac c hoi lam eu g o, ngha la co the Ex : Tom can play three musical intruments. In the past, people could hardly travel easily. b. may / might: Dien at ieu g o co the la that hoac ieu g o co le xay ra. Ex : It may / might be a bomb. She may / might be at home today. c. should (not): Ch li khuyen (nen hay khong nen) Ex : You should not smoke so much. It is not good for you. d. Must: Ch s bat buoc (phai), must not ch s cam oan khong c phep. Ex : You havent got much time. You must hurry. You can tell Tom what I said but he mustnt tell anybody else. e. Need (can) and neednt = dont need (khong can): Ex : You have got plenty of time. You dont need to hurry (You neednt hurry) Notes : 1. Cau e ngh: Can you . ? Could you . ? or May I . ? Ex : Could you please open the window ? May I read your newspaper ? 2. Mot so cach bien oi tng ng : - be necessary (for O) + to V1 = need (not) Ex : It is unnecessary for him to study many subjects. He neednt study many subjects / He does not need to study many subjects.

- study the examples and give remarks on the form - buid the form

- study the model - give explaination to the rules. - write down

- listen to the teacher, - take notes

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- be possible / probable + to V1 or maybe + perhaps = can / may + V1 Ex : Maybe your answer is right = Your anwer may be right. 3. Modals + have + V3,ed : - Could + have + V3,ed:Rat co the a (dien ta 1 kha nang a co trong qua kh, nhng cha c s dung ti). - Should (not) + have + V3,ed : nen (khong nen) lam 1 viec g o qua kh. - Must (not) + have + V3,ed : At han a xay ra (khong xay ra) qua kh. - May / might / can / could (not) + have + V3,ed : Co the, co le a xay ra qua kh. - Need (Neednt ) + have + V3,ed : Can (khong can) lam viec g qua kh. IV. Summary (2 m') V. Homework (2 m') - T summarize the content of the lesson. + give remarks on the basic rules. - Prepare to do the test 45 minutes - listen and understand - Listen to the teacher - Write down the homework to do at home.

The 71st period Date: 10/ 02/ 2012 Grade 12

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S Gio Dc o To Thi Bnh The Second-term 45-minute Test 12th Form Trng THPT Nguyn Tri (Time allowance: 45 minutes) A. PRONUNCIATION : Choose the word which has the underlined part pronounced differently from the rest: 1. A. punch B. synchronized C. technology D. chemical 2. A. lie B. goalie C. tie D. die 3. A. caps B. posts C. swimmers D. books Choose the word whose main stress is placed differently from the others: 4. A. goalie B. football C. water D. depend 5. A. personal B. environment C. defensive D. decision B. VOCABULARY & GRAMMAR: Choose one word or phrase that best fits the blank space in each sentence: 6. _____ the start of each period, both teams line up on their own goal line. A. In B. For C. At D. From 7. A water polo ball is constructed of waterproof material to allow it to float _______ the water. A. on B. over C. above D. in 8. There are six field player positions and a goalkeeper ______ each team. A. from B. with C. on D. for 9. Players can move the ball by throwing it _______ a teammate or swimming while pushing the ball in front of them. A. for B. to C. into D. from 10. We were very excited _______ the game last night. A. in B. at C. on D. about 11. They are going to _______ the pool to 1.8 meter. A. deepen B. depth C. deep D. deeply 12. The referee had no hesitation in awarding the visiting team a _______. A. penal B. penalize C. penalty D. penalization 13. The referee's _______ is the most important in any sport competition. A. decide B. decision C. decisive D. decider 14. _______ players are not allowed to interfere with the opponent's movements unless the player is holding the ball. A. Defense B. Defensively C. Defender D. Defensive 15. _______ is a sport in which two or more people perform complicated and carefully planned movements in water in time to music.

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A. Synchronized swimming B. Windsurfing C. Diving D. Rowing 16. If a defender _______ a foul within the five meter area that prevents a likely goal, the attacking team is awarded a penalty throw or shot. A. punches B. interferes C. commits D. touches 17. The more goals the players _______, the more exciting the match became. A. marked B. scored C. made D. sprinted 18. After a tie, there are two overtime periods of three minutes each. A. penalty B. goal C. score D. draw 19. I have never taken part in any water sports _______ I cannot swim. A. because of B. because C. due to D. despite 20. Many people do not like scuba diving _______. A. because of dangerous B. because it is dangerous C. because its danger D. due to it is dangerous 21. The news of war _______ and the world. A. shocked the nation B. was shocked by the nation C. shocking the nation D. shocked by the nation 22. The player _______ his hat-trick. A. will reward for B. will be rewarded C. will reward D. will be rewarded for 23. Before the end of the term, I _______ all the required reading. A. was finished by B. had been finished by C. had been finished D. had finished 24. Sara speaks _______ fast that I can't understand her. A. so B. very C. too D. less 25. Would you mind _______ me a hand with this bag? A. give B. giving C. to give D. to giving 26. Thank you very much for a lovely party. - ________. A. Thanks B. Have a good day C. Youre welcome D. Cheers 27. When I came to visit her last night, she ________ a bath. A. is having B. was having C. were having D. had 28. Dien Bien Phu is the place ________ our army won a resounding victory in 1954. A. where B. that C. what D. which 29. I knew they were talking about me ________ they stopped when I entered the room. A. because B. so that C. however D. therefore 30. Im sorry for keeping you waiting so long. _______.

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A. Thank you all right

B. Me, too

C. Im sorry

D. Thats

C. ERROR IDENTIFICATION : Identify one underlined word or phrase that is incorrect: 31. Since 1984 the sport has included in the Olympic Games as part of the yachting events. A B C D 32. The sport was became very popular in Europe and by the late 70's there was windsurfing fever in Europe A B C with one in every three households having a sailboard. D 33. The first world championship of windsurfing held in 1973. A B C D 34. My family spent an interested holiday in Europe last summer. A B C D 35. They asked me what did I do last night, but I was unable to tell them. A B C D D. Make the correct choice to complete each sentence: 36. We lived in that ______ on the corner. A. old house brick small B. brick small old house C. small old brick house D. house brick small old 37. He took his seat quietly ________. A. so as not to disturb their conversation B. so as to disturb their conversation C. in order not disturb their conversation D. in order for him not to disturb their conversation 38. If I had enough money, ______. A. I will buy that house B. I could buy that house C. I can buy that house D. I would have bought that house 39. _____ that no one would ask for tips. A. The tourists found it strange B. The tourist were strange to find C. The tourists found strange D. It found strange tourists 40. Dr Sales is the person____. A. in that I dont have much confidence B. whom I dont have much confidence in him C. I dont have much confidence D. in whom I dont have much confidence Unit 12 : Water sports The 72nd period Date: 15/ 02/ 2012

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Grade 12 Theme: Water Sports Unit 12 Reading Time: 45 minutes I. Objectives: 1. Educational aim: By the end of this lesson, students learn about water sports and they have knowledge to play it 2. Knowledge: - General knowledge: Students can understand rules of playing water sports - Language: - New words: Words related to water sports 3. Skills: - Guessing meaning from context - Passage comprehension - Reading for specific information II. Method: Integrated, mainly communicative III. Teaching aids: textbooks, some pictures of water sports IV. Procedure: Teachers activities Warm-up: (5 minutes) - Hangs up 2 pictures of water sport and football - Asks some questions: 1. What kinds of sports are in the pictures? 2. Where can people play these sports? 3. How do people play them? 4. Which sport do you think is more popular? - Leads in new lesson: Water sports Before you read : (7 minutes) - Ask students to close the books - Shows 2 pictures and says: the sport in picture A is water polo and in picture B, the read team plays against the white team, so the red one is the opponent of the white one. - Explains some new words if necessary Water polo (n) : Mon bong nc - Tie (n) : Tran hoa - Vertical (a) : Phng thang ng - Foul (n) : Pham luat , sai sot Students activities - Look at pictures and answer all the questions - Answer freely Notes

- Look at pictures and guess meaning of 2 new words

- Listen to the teacher and write down

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- Oppenent (n) : oi thu , oi phng - Penalty (n) : Hnh phat - Eject (v) : ay ra , tong ra,uoi ra - Goalie (n) : Ngi gi khung thnh While you read : (23 minutes) - Asks students to open the books and read the passage silently - Lets students do task 1 Task 1 : - Read individually - Asks students to do the task invidually then compare answers with partner - Checks answers with the whole class and gives feedback - Do the task independently Key: Task 2: 1. e 2. c 3.a 4.b 5.d - 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 - 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 Task 3: ball. - Ask students to find answers for all 5. Five to eighty minutes. questions in the passage individually first, then compare in pairs - Do independently first then - Calls some students to present their work in pairs answers in front of the class - Listens to the students and corrects - Present answers in front of mistakes the class and correct in - Calls on some students to write answers notebook on the board - Corrects mistakes again Key: 1. People can play it in a pool. 2. It is in the centre of the pool. 3.The ball can be advanced

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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 swimmings head 4. Only the goalie can hold/ is After you read : (8 minutes) allowed to hold the ball with - Divides the class into 2 groups: one both hands. talks about football and another talks 5. The player is ejected after about water polo committing fivepersonal - Asks students to do as the table in fouls. textbook - Maybe asks students some questions: - Work in 2 groups 1. Would you like to try water polo? Why or why not? 2. Do you think its more or less - Do the task dangerous than football or other sports? Why? - Goes round to help - Calls each group to present - Gives comments - Representative of each Home work: (2 minutes) group expresses the own - Asks students to write a paragraph about ideas in front of the class ideas of water polo (about 100 words) - Listen to their friends - Asks students to prepare part B. talking and give comment Speaking at home - Listen to the teacher and write down The 73rd Period Date: 20/ 02/ 2012 Grade 12 Theme: Water sports Unit 12 Speaking Time: 45 minutes I. Objectives: 1. Educational aim: By the end of this lesson, students can talk about some water sports that they prefer 2. Knowledge: - General knowledge: Students learn about some water sports

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- 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: Teachers activities Pre- speaking: (5 minutes) - Ask students to keep book close - Says: In just one minute, look at the pictures and write down on a piece of paper a list of equipments which are used to play with these types of water sports - Asks students to work in groups - Calls some groups to speak their answers - Declares the winner While-speaking : (15 minutes) Task 1 - Ask students to look at pictures and match names of equipments with names of water sports and retell names of each sport - Calls some students to speak - Correct pronunciation Students activities - Keep books close - Listen to the teacher - Look at the pictures and try to tell some equipments of water sports (ex: ball, air tank, mask, fins, oars, boat, board, regulator, wet suit, sail ect. ) Notes

Task 2 - Asks students to look at the table and talk about each type of water sports - Lets students do individually - Goes round to check their activities - Calls some students to practise speaking model converstations - Asks students practise in pairs - Calls some pairs to present in front of the class and corrects mistakes Post-speaking : (10 minutes) Task 3

- Look at pictures and try to remember - Correct pronunciation themselves 1. Swimming 4. Windsurfing 2. Water polo 5. Scuba- diving 3. Synchronized swimming 6. Rowing - Look at the book - Work independently - Practise speaking with the teacher - Work in pairs - Listen to their friends

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- Asks students to work in small groups to talk about their favourite water sports following examples - Goes round to provide help - Calls some students to speak loudly in front of the class - Corrects pronunciation and gives comments - Gives marks

- Work in small groups - Listen to their friends and gives comments - Listen to the teacher

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

The 74th period Date: 22/ 02/ 2012 Grade 12 Theme: Water sports Unit 12 Listening Time: 45 minutes I. Objectives: 1. Educational aim: By the end of this lesson, students will understand synchronized swimming 2. Knowledge: - General knowledge: Students learn more about synchronized swimming - New words: Words related to synchronized swimming 3. Skills: - Listening and choosing multiple-choice questions - Listening and understanding comprehension questions II. Method: Intergrated, mainly communicative III. Teaching aids: Students book IV. Procedure: Teachers activities Students activities Notes

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Pre-listening: (8 minutes) - Asks students to close the books - Asks some questions: 1. Where are they playing? 2. What are the special features of this sport? 3. Is it a popular sport? - Lets students read some new words first in chorus then read individually - Calls some students to read new words - Corrects pronunciation While-listening: (20 minutes) Task 1 - Ask students to read 5 multiple-choice questions in the books first and underline key words - Plays the tape 2 times and lets students to do the task - Checks the answers and asks students to give evidences - Gives feedback Task 2 - Asks students to read questions to understand the content - Asks students to listen to the tape once again to answer the questions - Calls some students to answers questions - Calls 5 students to write the answers on the board - Corrects mistakes

- 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 practise in groups to

After-listening: (15 minutes) - Asks students to talk about history of synchronized swimming using the cues in the books - Asks students to work in groups to practise - Goes round to provide help

- Listen to their friends and correct mistakes

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- Calls some groups to present - Gives comments - Listen to the teacher Homework: (2 minutes) - Remember them to prepare PartWriting at home -Listen to the teacher and write down homework

The 75th period Date: 25/ 02/ 2012 Grade 12 Theme: Water Sports Unit 12 Writing Time 45 minutes I. Objectives: 1. Educational aim: By the end of this lesson, students will know some ways of instructing when playing sports 2. General knowledge: Students learn how to give instructions - Language: Instructing - New words: Words related to instructed words 3. Skills: Writing to give instructions II. Method: Intergrated, mainly communicative III. Teaching aids: Students book, notebook IV. Procedure: Teachers activities Pre-writing: (5 minutes) - Asks students to keep book close - Asks students a question: What do you often do before practising sports? - Leads in new lesson: Today we will have to write the instructions for warming Students activities - Keep book close - Listen to the teacher and answer the question: We have to do warming up exercises. Notes

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up exercises before swimming. While-writing: (18 minutes) Task 1 - Asks students to read task 1 - Asks students to work in pairs to match each sentence with one appropriate action - Goes round to provide help - Calls 2 students for each checking: one reads instructions and one practise - Supplies more word phrases: bend forward/ left/ right feet apart/ feet touching put your hands to the sides raise your hands above or some conjuntions: first, then, after that, finally ect. Post-writing: (20 minutes) Task 2 - Asks students to look at the picture in taks 2 and use some useful expression above to write the instructions for one warm-up exercise before playing water polo - Asks students to write individually - Goes round to help - Lets students deliver to check mistakes in groups - Calls one student to write on the board - Gives comments and gives mark

- Read the task - Work in pairs

- Practise 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, Homework: (2 minutes) fingertips touch the ground - Ask students to do part writing of Unit 1 between the feet. in the students work book and preapare 5. Finally put each arm part Language Focus back to the first position. - Listen to the teacher and

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write down homework

The 76th period Date: 27/ 2/ 2012 Grade 12 Theme: Water Sports Unit 12 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to: - pronounce the words that have deaf sounds - review grammar point: transitive and intransitive verbs 2. Knowledge: - General knowledge: Students learn how to use elision and transitive and intransitive verbs - Language: - Transitive and intransitive verbs - Elision - New words: Words related to elision 3. Skills: Pronoucing elision and using transitive and intransitive verbs II. Method: Intergrated, mainly communicative III. Teaching aids: Students book IV. Procedure: Teachers activities Pronunciation: (8 minutes) - Ask students to read words following the tape *Listen and repeat : - Read loudly then ask students to repeat - Introduce : elision - Correct pronunciation for the students * Practise these sentences Students activities - Read follow the tape - Read in chorus then individually Notes

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- Read the sentences loudly - Ask students to repeat - Correct pronunciation for students Grammar and vocabulary:(4 minutes) - Introduce exercises to the students - Let students see all sentences in part Pronunciation and give comments of verbs - Gives explaination: 1. verbs + obj = transitive verbs 2. verbs + not obj = intransitive verbs - Asks students to make questions with who/ whom/ what in pairs - Calls some students to give their answers - Corrects mistakes Exercise 1: (8 minutes) - Asks students to do Exercise 1 - Introduce how to do it - Lets them work individually then compare with partner - Walks round, checks and gives feedback Exercise 2 (8 minutes) - Introduces Exercise 2 to students and explain how to do it - Asks students to put the verbs into the right column transitive or intransitive verbs - Asks students to do it in pairs - Checks the answers and asks students to make sentences with those verbs - Corrects mistakes * Remarks: - Most transitive verbs can be used in the passive - Intransitive verbs can never be used in passive Exercise 3: (10 minutes) - Introduces Exercise 3 to students and explain how to do it - Asks students to do it - Lets them work in groups to find sentences that have transitive verbs, then turn them into passive - Walks round and help them

- Listen to the tape and practise speaking - Listen to the teacher - Read the sentences and underline verbs - Give comments: 1. the verbs do, like, climb, deliver + Obj 2. the verbs sleep + no Obj - Listen to the teacher and write down - Make questions in pairs - Do individually then in pairs Key: Intransitive verbs: sleep, lie, occur, arrive, rain, exist - Do the task in pairs - Make sentences: 1. I help my friend to do homework. 2. My father has grown many kinds of flowers. ..................... - Listen to the teacher and copy down

- Listen to the teacher - Do the task in groups Key: 1. The bill will be paid by An. 3. Towels are supplied by the hotel.

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- Checks, corrects mistakes

5. My mistakes were noticed by everyone. 7. I wasnt surprised by the news. 9. The story was told by an old man.

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

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Unit 13: The 22nd Sea Games The 77th period Date: 01/ 3/ 2012 Grade 12 Theme: The 22nd Sea Games Unit 13 Reading Time: 45 I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to: - Scan for specific information - Give vietnamese equivalents to words and phrases - Answer the questions 2. Knowledge: - General knowledge: Students can understand the 22nd Sea Games - Language: Giving Vietnamse equivalents to words and phrases - New words: Words related to Sea Games 3. Skills: - Scanning for specific information - Passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: textbooks, some pictures of Sea Games IV. Procedure: Teachers activities Warm-up: (5 minutes) - Lets students to listen to a song V mt th gii ngy mai and tell what song it is - Asks some questions: 1. In what event was it first sung? 2. When and where was this event held? - Leads in new lesson: The 22nd Sea Games Students activities - Listen to the song and answer questions 1. The 22nd Sea Games 2. In Vietnam in 2003 Notes

Pre-reading: (5 minutes) - Asks students to work in pairs to look at picture and answer the questions 1. Where event was it? - Look at picture and answer 2. Where do you think the event took the question place? 1. In 2003

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- Goes round to listen to students - Calls some pairs to answer - Leads in new lesson While-reading : (25 minutes) - Asks students to open the books and read the passage silently - Lets students do task 1 Task 1 : - Asks students to do the task 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

2. In Ha Noi - Listen to the teacher

- Read individually

- Do the task independently Key: 1. ngi say m th thao 2. on kt 3. danh hiu Task 2: 4. th dc th hnh - Asks students to scan the passage and 5. tinh thn cao find information to complete the 6. ng bo sentences - Asks students to do individually first then compare with partner - Read individually then - Goes round to give help compare their answers with - Checks answers and give feedback partners - Calls some students to read loudly Key: completed sentences 1. the 5th to 13th December, 2003 Task 3: 2. 90 golds - Asks students to find answers for all 3. the Swimming and questions in the passage in pairs Shooting Events - Goes round to provide help 4. some point in the future - Calls some students to present their answers in front of the class - Work in pairs to answer the - Listens to the students and corrects question mistakes - Listen to their friends and - Calls on some students to write answers the teacher on the board - Correct answers - Corrects mistakes again Key: 1. It was solidarity, cooperation for peace and development. 2. 444 gold medals were won at the Sea Games. 3. The Vietnamese Womens Football team successfully

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defended the Sea Games title. 4. The Thai Mens Football team won the gold medal. 5. It was because firstly, to prepare for the 22nd Sea Games, Vietnam carried out an intensive programme for its athletes, which included training in facilities, both home and abroad; secondly, with the strong support of their countrymen, the After you read : (8 minutes) Vietnamese athletes - Asks students to work in groups and talk competed in high spirits. about names of some of the Vietnamese athletes they love and say what they are famous for, and what aspects of - Work in groups sportsmanship they admire - Goes round to help students - Do the task - Calls some students to present in front of the class - Listens to students and correct mistakes, gives marks - Some students to practise talking - Listen to their friends Home work: (2 minutes) talking and give comment - Asks students to write a paragraph about their beloved athletes (about 100 words) - Asks students to prepare part B. Speaking at home - Listen to the teacher and write down

The 78th Period Date: 04/ 3/ 2012 Grade 12 Theme: The 22nd Sea Games Unit 13 Speaking Time: 45 minutes I. Objectives:

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1. Educational aim: By the end of this lesson, students will be able to be expected to report some of the records at the 22nd SEA Games the sports results of the match.After that, they can use it in the real life. 2. Knowledge: - General knowledge: Students can understand some of the records at the 22 nd Sea Games - Language: asking and answering about records at the 22nd SEA Games - New words: words related to some sports at the 22nd SEA Games 3. Skills: - Talking about sports events of the 22nd SEA Games - Talking about (reporting) sports results II. Method: integrated, mainly communicative III. Teaching aids: pictures, textbooks IV. Procedure: Teachers activities Pre- speaking: (10 minutes) - Divides the class into 2 groups: each group names of the sport under each symbol. The group gives more names will be the winner - Goes round to provide help and listen to students - Calls 2 groups to present their results on the board - Corrects pronunciation and mistakes - Declares the winner While-speaking : (20 minutes) Task 1 - Asks students to look at symbols and names of sports - Calls some students to speak - Corrects pronunciation and gives answers Students activities - Listen to the teacher - Work in groups - Observe the board - Listen to the teacher and copy down names of sports Notes

- Look at pictures and try to remember - Correct pronunciation themselves 1. football (soccer) 2. tennis 3. swimming 4. cycling 5. basketball 6. (running) athletics

Task 2 - Asks students to look at the books and - Look at the book talk about some of the records at the 22nd SEA Games, using the information in the - Work independently table - Asks students to pronouce some words - Practise speaking with the

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(names of athletes and sports) - Lets students work in pairs - Goes round to check their activities - Calls some students to practise speaking

Post-speaking : (13 minutes) Task 3 - Asks students to work in small groups to make a report on the sports results, using information in the scoreboard - Goes round to provide help - Calls some students to speak loudly in front of the class - Corrects pronunciation and gives comments - Gives marks

teacher - Work in pairs - Listen to their friends A: Hi Lam. What are you doing? B: Well, Im searching for sport records at the 22nd SEA Games. A: Its great. Could you tell me about the record of the Mens 200 meters? B: A man coming from Thailand won the game. A: Whats his name? B: Hes Boonthung. A: What was his record? B: He ran 200 meters in 20,14 seconds. A: Wow! How exellent he was! He ran very fast.

- Work in groups Suggestions: - Thailand and Malysia played in the Womens Football Third-Place Playoff. The Thai team won the bronze medal. The results (score) was 6-1. - Thailand and Vietnam played in the Mens Football Final. The Thai team won the gold medal. The score was 2-1. - Thailand and Vietnam played in the Womens Volleyball Final. The Thai team won the gold medal. The score was 3-0.

Homework: (2 minutes) - Ask students to prepare Part C- - Listen to the teacher Listening and do homework - Write down the homework

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The 79th period Date: 06/ 3/ 2012 Grade 12 Theme: The 22nd SEA Games Unit 13 Listening Time: 45 minutes I. Objectives: 1. Educational aim: By the end of this lesson, students will know more about the athletes records in the 22 nd Southeast Asian Games as well as their jobs when the Games are over 2. Knowledge: - General knowledge: Students learn more about records in the 22 nd SEA Games and pole vaulting - New words: Words related to pole vaulting 3. Skills: - Listening and answering comprehension questions - Listening and deciding on True or False statements II. Method: Intergrated, mainly communicative III. Teaching aids: Students book IV. Procedure: Teachers activities Pre-listening: (8 minutes) Students activities Notes

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- Asks to work in pairs to look at the picture and answer the question - Goes round to listen to students - Calls some pairs to speak out - Corrects pronunciation - Asks some questions to pre-teach new words: 1. When some body has won the medal, where does he stand to get the prize? 2. tempting (adj) = attractive - Lets students read loudly some new words - Calls some students to repeat - Corrects pronunciation While-listening: (20 minutes) Task 1 - Says: You will hear a newspaper article about Amnat, the winner in the 22nd SEA Games Pole Vaulting competition. Listen to the tape and answer the questions - Asks students read questions first to understand the contents - Plays the tape the 1st time, reminds students to new words: + clear (v): nhy qua + break (v): ph k lc - 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 Vietnams Womens 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

- 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 didnt.

- Read the statements first - Listen to the tape Key: 1. 1. T 2. F 3. T 4. T 5. F

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After-listening: (15 minutes) - Asks students to work in groups to discuss the question: Which Vietnamese footballer(s) do you like best? Why? - Goes round to provide help - Calls some groups to present - Gives comments

Homework: (2 minutes) - Remember them to prepare PartWriting at home - Listen to the teacher and write down The 80th period Date: 08/ 3/ 2012 Grade 12 Theme: The 22nd SEA Games Unit 13 Writing Time 45 minutes

- Work in groups to practise - Listen to their friends and correct mistakes Suggestion: Goal keeper: Dang Kieu Trinh- Football players: Do Hong Tien, Le Thi Oanh ect.

I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to describe a Sporting event (a football match) 2. General knowledge: Students learn how to write describing a football match - Language: - New words: Words related to football 3. Skills: Describing a sporting event (a football match) II. Method: Intergrated, mainly communicative III. Teaching aids: Students book, notebook IV. Procedure: Teachers activities Pre-writing: (5 minutes) Task 1: - Says: You are going to write a description of a football match between your schools 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 Students activities - 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? Notes

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3 parts: Introduction- Details of the matchConclusion - Walks round to help - Calls some students to give answers

While-writing: (18 minutes) Task 2 - Asks students to read all questions again and answer them - Has students read Useful Languge to improve their answers - Gives some suggestions to students: Nouns: players/ captain/ defender/ stricker/ goal keeper/ referee Verbs: infringe/ dribble/ pass the ball ect. - Calls some students to answer - Corrects mistakes - Asks students write answers in notebooks

+ 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

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

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write down homework

The 81st period Date: 10/ 3/ 2012 Grade 12 Theme: The 22nd SEA Games Unit 13 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to: - practise linking - review and practise: Double comparison 2. Knowledge: - General knowledge: Students learn how to use linking and review comparison - Language: - Linking - Comparison - New words: Words related to linking and comparison 3. Skills: Pronoucing linking II. Method: Intergrated, mainly communicative III. Teaching aids: Students book IV. Procedure: Teachers activities Pronunciation: (8 minutes) - Ask students to look at these sentences and give comments on those sentences - Has students to pay attention on linking: the last consonant of 1st word with a vowel of following word Ex: look-at, quite-old... *Listen and repeat : - Read loudly then ask students to repeat - Calls some students to read again - Correct pronunciation for the students Students activities - Look at the books - Listen to the teacher Notes

- Listen to the tape and practise speaking

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Grammar : (25 minutes) - Introduce exercises to the students - Listen to the teacher Exercise 1: - Asks students to do Exercise 1 - Introduce how to do it - 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 shortadjectives and long adjectives comparison - Calls some students to give their answers - Corrects the answers - 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

Exercise 3: (10 minutes) - Introduces Exercise 3 to students and explain how to do it - Asks students to do complete the sentences, using the structure the + comparative, the + comparative - Asks students to do the task individually first then compare with partners - Goes round to observe - Calls some students to present their answers - Corrects mistakes and gives feedbacks

- Listen to the teacher - Do the task individually first then in pairs Key: 1. The warmer the weather, the better I feel. 2. The more you practise your English, the faster you will learn. 3. The longer he waited, the more impatient he became.

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Homework : (2 minutes) - Asks students to do Part Language Focus and prepare Test yourself F. - Listen to the teacher and - Asks students to make some sentences write down with the comparative structures theyve reviewed

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.

The 82nd period Date: 12/ 03/ 2012 Grade 12 Test yourself E

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I. Objectives: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing. - Improve their knowledge through the test yourself. II. Method: Integrated, mainly communicative. II. Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs IV. Procedures: Teachers activities Students activities Notes Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the test Answer teachers yourself E questions * Have you prepared it at home? * Have you got any difficulties? Test yourself I. Listening(2.5 points) (10 minutes) - Present the task: Listen and complete the table below - Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words - After that turn on the tape of the passage aloud twice - Let students fill in the blanks with the words they have just heard - Go round the class to control the work - Then turn on the tape of the passage the last time for students to check their results - Correct mistakes II. Reading (2.5 points) (10 minutes) - Present the task: Read the passgae and decide which type of sport (A- E). - Get students to work in groups, discuss about the passage - Go round the class to control the discussion - State the best option - Correct mistakes - Look at the book and listen to the task - understand the task - Listen to the tape carefully - Fill in the blanks with the words theyve just heard - Correct mistakes Keys: 1. illustration, 2. preserve, 3. bamboo, 4. 868, 5. knowlege. - Look at the textbook and listen to the teacher then read the passage and decide which type of sport (A- E). - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups, and correct. Keys: 1. B, 2. D, 3. A, 4. C,

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5. E. III. Grammar(2.5 points) (8 minutes) - Recall the grammar of articals. - Giude students how to do - Give them some newwords: - Do the first as an example. - Ask students to to the exercise. - Call the to to on board. - Go round the class to control the sets activities - State the keys - Correct mistakes - Listen to the teacher - Work in groups to complete the sentences - Compare the results with the other groups - Correct mistakes Keys: 1. I - T, 2. T - I, 3. T - I, 4. I - T, 5. T - I , 6. I - T, 7. I - T, 8. I - T, 9. I - T, 10. T - I.

IV. Writing(2.5 points) (7 minutes) - Listen to the teacher - Giude students how to write carefully. - Give students some models and - Work in groups or in pairs structures to writes.. then write. - Ask students to write. - Compare the results with - Call the to to on board. the other groups. - Go round the class to control the students activities - Correct mistakes - Correct mistakes Homework (5 minutes) - Ask students: + to study all the lessons again + to prepare Unit 14 Reading. - Study all the lessons again and prepare Unit 14 Reading.

Unit 14 : INTERNATIONAL ORGANIZATIONS The 83 , 84th period Date: 14/3/ 2012 Grade 12 Theme: International Organizations Unit 14 Reading Time: 45 minutes I. Objectives: 1. Educational aim: Students should know about International Red Cross 2. Knowledge:
rd

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- General knowledge: Students know about activities of International Red Cross - Language: Students could understand and use new words after reading - New words: Words related to International Red Cross 3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: Students book and pictures, etc. IV. Procedure: Teachers activities Students activities Notes Warm-up: (10 minutes) - Lead out the hand out and ask students - Open the book matching the names of organizations with - Listen to the teacher the pictures - Look at the blackboard and - Let students understand more about put two words together these organizations, today we learn Unit - Listen to the teacher and 14- part A: Reading open the book Unit 14, part A: reading Before you read : (15 minutes) - Ask students to use the suggestion in their books to work in pairs - Look at the book, listen to the - Ask and answer questions : teacher and work in pairs: 1,what kind of activities is this -Answer the questions organization involved in? 1,giving medical aids-taking 2,Is there a national Red Cross Society in care of victims of poverty Vietnam? 2,Yes - Listen to students and correct pronunciation and grammar if necessary While you read : (45 minutes) - Listen to the teacher then - Ask students to look through the read the passages passage and read in silence - Ask some new words if - Help students read the passage necessary - Explain pronunciation and meaning of new words which appear in the passage Task 1 : (15 minutes) - Keep the book open - Ask students to choose the best words in - Listen to the teacher then do the box to complete the following task 1 sentences - Ask the teacher if necessary - Let students work individual or in - work individual or in group groups - Write down in the notebook - Help students if necessary Keys: 1,dedicated 2,appealed 3,initiated - Listen to the teacher 4,appalled 5,resulted -work individually and then Task 2: (15 minutes) work in pair and compare -Ask students go through the reading text

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and decide whether the statements are true or false -Walk round the classroom and correct mistakes - Try to answer the questions -Keys: 1. T, 2. T, 3. T ,4. F, 5. T. - Practice with a partner then Task 3: (15 minutes) write them down in the note - Ask students to answer the following books questions - Ask the teacher if necessary - Ask students look through the passages then try to answer the questions in right way - Let them work in pairs - Help students if necessary - Listen to the teacher (the answers in the passage) -Work in pairs - Walk round the classroom and correct - The students who are called mistakes to stand up to talk loudly are After you read : (15 minutes) intelligent ones - Ask students to read the passage again and fill a suitable word for the following - Listen to the teacher and paragraph write down homework - Listen to students and correct mistakes -Keys:1,appalled,2,lack .3,of,4.in Home work: (5 minutes) - Ask students to write a short passage about the role of the Red Cross society in your country (80 words) - Prepare Part B : Speaking at home The 85th Period Date: 16/ 3/ 2012 Grade 12 Theme: International Organizations Unit 14 Speaking Time: 45 minutes I. Objectives: 1. Educational aim: Students could ask and answer about international organizations in the world 2. Knowledge: - General knowledge: By the end of the lesson students can practise a dialogue about some international organizations - Language: asking for and giving information from a passage - New words: words related to the topic 3. Skills: talking about international organizations and their activities in charity and volunteer work

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II. Method: integrated, mainly communicative III. Teaching aids: pictures ,textbook,.... IV. Procedure: Teachers activities Warm-up: (5 minutes) - Ask students to keep book close - Ask students to look at the logos and match them with the organizations they stand for - Check in front of the class - Tell students to understand more about international organizations (We learn Unit 14, part- speaking) Pre-speaking : (12 minutes) Task 1 - Ask students to read the passage and answer the questions about WHO - Let them work in pairs - Listen to students and correct mistakes Students activities - Keep books close - Listen to the teacher - Look at the board and try to remember name and logo of each organization Notes

- Look at students book - Listen to the teacher and answer -Keys: 1,WHO stands for 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 major activities are carrying out research on medical development and improving international health care -Work in pairs and ask and answer A :Im searching some information about UNICEF .Could you tell me some? B :Well,UNICEF stands for the United Nations International Childrens Emergency Fund A :When was it founded: B :In 1948 in New York ................

While-speaking : (15 minutes) Task 2 - Ask students to talk about the information about UNICEF and WWF - Let them work in groups - Walk round and help them - Ask some students to stand up to talk again loudly - Listen and correct mistakes

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Post-speaking : (10 minutes) Task 3 - Ask students to tell the classmates what you know about one international organization mentioned above - Walk round and help them - Let them work in groups - Ask some students to stand up and tell loudly - Listen and correct mistakes

- Listen to the teacher - Do task 3 - Work in groups - The students are called stand up and tell loudly The United Nations International Childrens Emergency Fund, which was founded in1948 ,is eh United Nations funds for children .Its headquarters are in New York ,USA,......... Homework: (3 minutes) - Listen to the teacher - Ask students to write a passage about - Write down the homework UNICEF or WWF (80 words) - Ask students to prepare Part CListening and do homework The 86th period Date: 18/ 3/ 2012 Grade 12 Theme: International Organizations Unit 14 Listening Time: 45 minutes I. Objectives: 1. Educational aim: Students should listen and give information about United Nations Organization 2. Knowledge: - General knowledge: Students learn more about United Nations - New words: Words related to United Nations 3. Skills: - Listening and comprehension questions - Listening and deciding on True or False statements or no information II. Method: Intergrated, mainly communicative III. Teaching aids: Students book, pictures IV. Procedure: Teachers activities Students activities Notes Warm-up: (5 minutes) - Ask students to close the books - Close the books - Give some pictures and answer some - Listen to the teacher questions - Work in groups and look

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1,Who are they? 2 ,What are their job ? - Check some students and mark - If you want to know more details about UN organization we will go to Unit 14part Listening Pre-listening: (7 minutes) - Ask students to look at the part: Before listening -Ask students to answer the question What do you know about the organization in the picture? - Let them work in pairs and make questions - Walk round, listen and help students - Read loudly the words: Destruction, organization, independence, international... - Ask students to repeat loudly the words - Listen and check pronunciation While-listening: (20 minutes) Task 1 - Ask students to listen to the first part of the passage and circle the best answer to the following questions - Let them read through these sentences - Read loudly or turn on the typescript three times - Help them if necessary Task 2 - Ask students to look through the sentences in task 2 - Ask students to listen to the tapescript again and fill in the missing words -let students compare their answers with the partners answers - Ask students to give reasons for their answers Key: 1.solve international problems 2,the UN 3,in its goals 4,at war 5.independece After-listening: (10 minutes) - Ask students to open the books - Ask them to list as many as possible the names of the international organizations

at the picture and answer

- Listen to the teacher and open textbooks - Look at the books - Listen to the teacher - Work in pairs

- Repeat loudly the words and try to remember them

- Keep book open - Listen carefully and choose the best answer Key: 1C.2D.3C

- Keep book open and listen to the teacher - Read the sentences in task 2 and try to understand them - Listen to the typescript again and fill in the missing words

-Discuss and find out the names of international

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you have known so far - Let them work in pairs - Walk round and help students

organizations they have known - The students who are called go to board and write - Ask some students to stand up and go to down your answer board and write the names of the international organizations - Listen and correct mistakes Homework: (3 minutes) - Ask students to write a passage about -Listen to the teacher and UN write down homework - Remember them to prepare PartWriting at home The 87th period Date: 20/ 3/ 2012 Grade 12 Theme: International Organizations Unit 14 Writing Time 45 minutes I. Objectives: 1. Educational aim: Students should write a short description of an international organization 2. General knowledge: Students learn how to write a description , stages of a description - Language: - New words: Words related to the topic 3. Skills: Writing a narrative II. Method: Intergrated, mainly communicative III. Teaching aids: Students book, notebook, some pictures IV. Procedure: Teachers activities Warm-up: (5 minutes) - Ask students to keep book close - Ask students put the words into correct columns then say what organization the y belong to ? - Check and explain them to the class: Pre-writing: (10 minutes) - Ask student to work in groups and go through the list of suggestions above.Tell your friend the reason why you would like to work for WHO or WWF. Students activities - Keep book close - Listen to the teacher and work in pairs Notes

- Listen to the teacher and open the books - Read the task1

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- Explain some new words - Let them work in groups - Walk around, check and help students - Explain to student to some questions using their opinion While-writing: (18 minutes) Task 2 - Ask students to do task 2 -Ask students to use the ideas you have discusses above to write a paraghaph about the reasons you choose to work for one of the above international organizations Begin as followed Id like to work for.... - Let them work in groups - Go round, check and help students Post-writing: (10 minutes) - Give suggestions and corrections - Ask students to read anothers description - Ask some students to read loudly their description - Correct mistakes and mark

- Ask the necessary

teacher

if

- Listen to the teacher - Do task 2 in groups

- Some students read loudly their products in front of the class Everyone has his or her own choice .To me, supposed I was offered to work for one of the international organizations, Id like to work for WHO for a number of reasons .First, if I work for WHO ,I will have an opportunity to live...

Homework: (2 minutes) - Ask students to do part writing of Unit 14 in the students work book and prepare part Language Focus - Listen to the teacher and write down homework

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The 88th period Date: 21/ 3/ 2012 Grade 12 Theme: International Organizations Unit 14 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: Students should practice the falling tune and use phrasal verbs 2. Knowledge: - General knowledge: Students learn how to use phrasal verbs - Language: Using the phrasal verbs - New words: Words related to topic 3. Skills: Intonation and phrasal verbs II. Method: Intergrated, mainly communicative III. Teaching aids: Students book, pictures IV. Procedure: Teachers activities Pronunciation: (8 minutes) - Ask students to look at their books then introduce to them * Practise these sentences - Read the sentences loudly - Ask students to repeat -Explain some cases to fall tune :narrative sentences; imperative ;Wh-questions - Correct pronunciation for students Grammar and vocabulary:(4 minutes) - Introduce exercises to the students - Let students get their attention to focus on phrasal verbs Phrasal verbs :verbs +preposition Phrasal verbs are used as transitive verbs Students activities - Listen to the teacher - Open the books - Look at Practise the sentences - Listen to the teacher then repeat in chorus then individual - Listen to the teacher Notes

- Listen to the teacher and give some examples -Examples: call for, come cross, get over, take after...

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-Ask students give some examples related to phrasal verbs Exercise 1: (8 minutes) - Ask students to do Exercise 1 - Introduce how to do it - Let them work in pairs - Walk round, check and give mark -Do the excercise1 -work individually and work in pair -Keys:1. give up, 2. fill in, 3. turn on, 4. take of, 5. wash up, 6. look up 7. turn off, 8. fill in/put on 9. go on.

Exercise 2 (8 minutes) - Listen to the teacher and - Introduce Exercise 2 to students and do exercise 2 explain how to do it -Keys: 1. in, 2. up, 3.out, 4. - Ask students to do it round, 5. on, 6. up, - Let them work individually 7. down, 8. away, - Check, correct mistakes 9.down, 10. on. Exercise 3: (10 minutes) - Introduce Exercise 3 to students and explain how to do it - Ask students to do it - Let them work individually - Walk round and help them - Check, correct mistakes, give reasons and mark - Listen to the teacher and do exercise 3 Key: 1. turns up, 2. look after, 3. takes after, 4. got over, 5. held up, 6. try out, 7. went off.

Homework : (2 minutes) Ask students to do Part Language Focus and prepare to review - Listen to the teacher and write down

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The 89th period Date: 27/ 3/ 2012 Grade 12 Review and test preparation Lesson 1 Comparison A There are three degrees of comparison: Positive Comparative Superlative dark darker darkest tall taller tallest useful more useful most useful B One-syllable adjectives form their comparative and superlative by adding er and est to the positive form: bright brighter brightest Adjectives ending in e add r and st: brave braver bravest C Adjectives of three or more syllables form their comparative and superlative by putting more and most before the positive: interested more interested most interested frightening more frightening most frightening D Adjectives of two syllables follow one or other of the above rules. Those ending in ful or re usually take more and most: doubtful more doubtful most doubtful obscure more obscure most obscure Those ending in er, y or ly usually add er, est: clever cleverer cleverest pretty prettier prettiest (note that the y becomes i) silly sillier silliest E Irregular comparisons: bad worse worst far farther farthest (of distance only) further furthest good better best little less least many/much more most old elder eldest (of people only) older oldest (of people and things) F farther/farthest and further/furthest Both forms can be used of distances: York is farther/further than Lincoln or Selby. York is the farthest/furthest town or York is the farthest/furthest of the three. (In the last sentence farthest/furthest are pronouns. See 24 B.) further can also be used, mainly with abstract nouns, to mean 'additional/extra':

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Further supplies will soon be available. Further discussion/debate would be pointless. Similarly: further enquiries/delays/demands/information/instructions etc. furthest can be used similarly, with abstract nouns: This was the furthest point they reached in their discussion. This was the furthest concession he would make. (For adverb use, see 32.) G far (used for distance) and near In the comparative and superlative both can be used quite freely: the farthest/furthest mountain the nearest river But in the positive form they have a limited use. far and near are used chiefly with bank, end, side, wall etc.: the far bank (the bank on the other side) the near bank (the bank on this side of the river) near can also be used with east, and far with north, south, east and west. With other nouns far is usually replaced by distant/remote and near by nearby/neighbouring: a remote island, the neighbouring village. For far (adverb); for near (adverb or preposition), H elder, eldest; older, oldest elder, eldest imply seniority rather than age. They are chiefly used for comparisons within a family: my elder brother, her eldest boy/girl; but elder is not used with than, so older is necessary here: He is older than I am. (elder would not be possible.) In colloquial English eldest, oldest and youngest are often used of only two boys/girls/children etc.: His eldest boy's at school; the other is still at home. This is particularly common when eldest, oldest are used as pronouns: Tom is the eldest, (of the two)

The 90th period Date: 29/ 3/ 2012 Grade 12 Review and test preparation Lesson 2 Constructions with comparisons

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A With the positive form of the adjective, we use as ... as in the affirmative and not as/not so ... as in the negative A boy of sixteen is often as tall as his father He was as white as a sheet Manslaughter is not as/so bad as murder Your coffee is not as/so good as the coffee my mother makes B With the comparative we use than The new tower blocks are much higher than the old buildings He makes fewer mistakes than you (do) He is stronger than I expected I didn 't expect him to be so strong It was more expensive than I thought = I didn't think it would be so expensive When than ... is omitted, it is very common in colloquial English to use a superlative instead of a comparative This is the best way could be said when there are only two ways (See comparatives, superlatives used as pronouns ) C Comparison of three or more people/things is expressed by the superlative with the . . . in/of This is the oldest theatre in London The youngest of the family was the most successful A relative clause is useful especially with a perfect tense It/This is the best beer (that) I have ever drunk It/This was the worst film (that) he had ever seen He is the kindest man (that) I have ever met It was the most worrying day (that) he had ever spent Note that ever is used here, not never We can, however, express the same idea with never and a comparative / have never drunk better beer I have neier met a kinder man He had never spent a more worrying day Note that most + adjective, without the, means very You are most kind means You are very kind most meaning very is used mainly with adjectives of two or more syllables annoying, apologetic, disobedient, encouraging, exciting, helpful important, misleading etc D Parallel increase is expressed by the + comparative the + comparative HOLSE AGENT Do you want a big house? ANN Yes, the bigger the better TOM But the smaller it is, the less it will cost us to heat E Gradual increase or decrease is expressed by two comparatives joined by and The weather is getting colder and colder He became less and less interested F Comparison of actions with gerunds or infinitives Riding a horse is not as easy as riding a motor cycle It is nicer/more fun to go with someone than to go alone G Comparisons with like (preposition) and alike Tom is very like Bill Bill and Tom are very alike He keeps the central heating full on It's like living in the tropics

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H Comparisons with like and as (both adverb and adjective expressions are shown here) In theory like (preposition) is used only with noun, pronoun or gerund He swims like a fish You look like a ghost Be like Peter/him go jogging The windows were all barred It was like being in prison and as (conjunction) is used when there is a finite verb Do as Peter does go jogging Why don't you cycle to work as we do? But m colloquial English like is often used here instead of as Cycle to work like we do I like + noun and as + noun He worked like a slave (very hard indeed) He worked as a slave (He was a slave ) She used her umbrella as a weapon (She struck him with it) than/as + pronoun + auxiliary A When the same verb is required before and after than/as we can use an auxiliary for the second verb I earn less than he does (less than he earns) The same tense need not be used in both clauses He knows more than I did at his age B When the second clause consists only of than/as + I/we/you + verb, and there is no change of tense, it is usually possible to omit the verb I'm not as old as you (are) He has more time than I/we (have) In formal English we keep I/we, as the pronoun is still considered to be the subject of the verb even though the verb has been omitted In informal English, however, me/us is more usual He has more time than me They are richer than us C When than/as is followed by he/she/it + verb, we normally keep the verb You are stronger than he is But we can drop the verb and use he/she/they in very formal English or him/her/them in very colloquial English These rules apply also to comparisons made with adverbs / swim better than he does/better than him They work harder than we do/harder than us You can't type as fast as I can/as fast as me.

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The 91st period Date: 31/ 3/ 2012 Grade 12 Theme: test 45 minutes Full name. Class 12. TEST 45 I. Choose the word whose underlined part is pronounced differently with the others 1. A. chemist B. chew C. technology D. Christmas 2. A. enough B. loud C.. about D. amount 3. A. pleasure B. mean C. pleasant D. headings II. Choose the word whose stress pattern is different with the others. 4. A. drainage B. habitats C. seriously D. commercial 5. A. extinction B. animal C. classify D. primary 6. A. toxic B. remain C. current D. forest III. Choose the best option (A, B, C or D) to finish these sentences 7.Water polo _______ in a pool 1.8 metres deep, 30 metres long and 20 metres wide.

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A. is played B. is playing C. plays D. has played 8.He went to the cinema _______ he had done his homework. A. before B. until. C. by the time D. after 9._______ ten minutes earlier, you would have got a better seat. A. Had you arrived B. If you hadnt arrived C. Were you arrived D. If you arrived 10. _______ I moved in my new apartment my neighbours have come to my house twice. A. Because B. Since C. When D. After 11.To Americans, it is impolite to ask someone about age, _______ and salary. A. marry B. married C. marriage D. marrying 12.Great apes are in _______ of becoming extinct. A. crisis B. threat C. danger D. warning 13.. This road is very narrow. It _______ to be widened. A. might B. needs C. mustnt D. may 14. In Britain, you _______ drive on the left. A. must B. could C. can D. are able to 15. _____ the dollar as its monetary unit in 1878. A. It was adopted by Canada B. Adopted by Canada C. Canada adopted D. The Canadian adoption of 16. The baby _______. A. was sleeping depth B. was slept deeply C. slept in depth D. was sleeping deeply 17. The room _______ once a day. A. should clean B. should be cleaning C. should be cleaned D. should have cleaned 18.John, could you look after my handbag while I go out for a minute. A. take part in B. take over C. take place D. take care of 19. Would you like something to eat?" - "_______ I'm not hungry now." A. Good B. Yes, I would C. Yes, it is D. No, thanks 20. _______ is a game played in a swimming pool in which two teams of swimmers try to score goals with a ball. A. Windsurfing B. Rowing C. Water polo D. Swimming 21. When a reader reads an interesting book slowly and carefully, he _______ it A. reviews B. chews and digests C. swallows D. dips into 22. _______ is the protection of environment and natural resources. A. Survival B. Commerce C. Conservation D. Extinction 23. Species become extinct or endangered for _______ number of reasons, but _____ primary cause is the destruction of habitat by human activities. A. / a B. a / the C. the / a D. / 24.When we came to their house, they _______ chess. A. were playing B. are playing C. played D. have been playing 25. _______ to his efforts, the team won the gold medal. A. Thank B. Thanks C. Thanked D. Thanking 26.The raw sewage needs to be _______ treated.

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A. chemically B. chemical C. chemist D. chemistry 27. The government _______ the flood victims with food, clothes and money. A. gave B. provided C. offered D. presented 28. We hope to have the law _______by December. A. pass B. to pass C. passing D. passed 29. Hard_______he tried, the second runner could not catch up with the first one. A. as B. for C. so D. that 30. When are you leaving _______ Singapore? This week or next week? A. for B. in C. to D. at IV. Choose the sentence that has the same meaning as the original one by circling the corresponding letter A, B, C, or D. 31.You don't have a teaching qualification. You can't work here. A. If you have a teaching qualification, you work here. B. If you have had a teaching qualification, you could work here. C. If you had a teaching qualification, you could work here. D. If you had a teaching qualification, you can work here. 32. The accident happened because she was careless. A. The accident was prevented due to her carelessness. B. It was the accident that made her careless. C. The more careless she was, the less accident happened. D. Her carelessness was responsible for the accident. 33. These books will be needed by my students. A. My students need these books. B. My students needed these books. C. My students will need these books. D. My students have needed these books. 34. People are killing wild animals for food. A. Wild animals being killed for food. B. Wild animals were killed for food. C. wild animals will be killed for food. D. Wild animals are being killed for food. 35. You broke my camera! Susan said to Richard. A. Susan told Richard to break her camera. B. Susan asked Richard if he had broken her camera. C. Susan accused Richard of breaking her camera. D. Susans camera was broken by Richard. V. Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction. 36. Both(A) Mr. and Mrs. Smith(B) are(C) explaining the children the rules of the game(D). 37. As (A)we had plenty of(B) food (C)we mustn't (D)go to the supermarket. 38. Hardly he had (A)got downstairs(B) when (C)the phone stopped ringing (D) 39. The idea of to study(A) abroad (B)is attractive(C) to (D)many students.

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40.It is written(A) English, which(B) is not systematical(C) phonetic, causes difficulties(D) to foreigners. VI: Read the passage about synchronized swimming and circle the most appropriate option (A, B, C or D) to complete each of the following sentences. Synchronized swimming The great Australian swimmer, Annette Kellerman, student at the University of Wisconsin, planted the first seed of what was to become synchronized swimming when she performed a water ballet in a glass tank in New York in 1907. Katherine Curtis, an American woman, was very inspired by the water sport. So she tried to get synchronized swimming added to the physical education programme for female students. In 1923 she founded a water ballet club at the University of Chicago and sixty swimmers of the club attracted national and international publicity. The sport quickly became popular among young women in Chicago. Curtis developed the competition rules, based essentially on the scoring methods used in gymnastics and diving. The first recorded competition was held on May 27,1939, between Chicago Teachers College coached by Curtis and Wright Junior college of Illinois. Shortly afterwards, the Central Association of the Amatur Athletes Union (AAU) staged the first multi-team competition on March 1, 1940. The following year, the AAU officially accepted synchronized swimming as a competitive sport for team events. In 1946 the first formal national championships were conducted by the AAU. Synchronized swimming became an Olympic event at the Los Angeles Games in 1984. 41. Synchronized swimming was first performed __________. A. in a swimming pool B. in a glass tank C. in a lake D. in the sea 42. Curtiss water ballet club attracted ___________. A. national publicity B. international publicity C. both national and international publicity D. publicity 43. Rules for synchronized swimming competition are based mainly on scoring methods used in __________. A. gymnastics and diving B. diving and skating C. gymnastics and skating D. diving and swimming 44. The first recorded competition was held in __________. A. 1907 B. 1939 C. 1940 D. 1946 45. The Amateur Athletic Union (AAU) staged the first multi-team competition on ______________. A. March 1, 1940 B. May 1, 1940 C. March 10, 1940 D. May 27,1939 Unit 15: WOMEN IN SOCIETY The 92 period Date: 31/ 3/ 2012 Grade 12 Theme: Women Society
nd

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Unit 15 Reading Time: 45 minutes I. Objectives: 1. Educational aim: - Students read passage comprehension about role of women in society - Students know how to use the new words through asking and answering 2. Knowledge: - General knowledge: - Through this unit, students know the role of women in society - New words: Words related to the topic( society, women....) 3. Skills: -Guessing meaning from context -Summarizing main idea -Passage comprehension II. Method: Intergrated, mainly communicative III. Teaching aids: Real objects, pictures, English textbook 12, hand-outs IV. Procedures: Teachers activities Warm-up: (4 minutes) - Ask students to list out the jobs that men and women often do in one minute -Let students work in pairs -Ask students questions Did women do these jobs in the old days? why? _Lead in: Today, well study a new lesson Unit 15- part A :Reading Pre-reading: (7 minutes) -ask students kook at the pictures and say what kind of work is mentioned in each picture and answer the questions that follow - Let students sit in pairs or in groups and put the four most suitable places from the box under each heading - Give suggestions - Walk round the class and offers ideas and comments when students need help - Conduct the correction and give the meaning of some words
Teachers Headmast While-reading: (20 minutes) er Headmistr ess

Students activities Listen to the teacher and list the jobs that men and women do Answer the question

Notes

- Do the tasks - Give answers -The answer is various

Students Subjects - Do the tasks Classmaster Geograp - Give answers Friends hy Close Chemist 222 friends ry Friendship English

Sports Frotbal l Joggin g

Problems at school Live far From school Students cheat in exams

- Make the class read the small talks, to scan the details and do the tasks Task 1 : Read through the context and give the Vietnamese equivalents to the following words and phrases. - Firsly, ask students to study individually then in pairs - Walks around the class, offer ideas and comments when students need help - Give suggestions Task 2 - Work in pairs, read the small talks again and choose the best option to answer the following questions - Introduce the aim of Task 2 - Ask students to read the small talks again to find the suitable choice - Ask students to work individually then work in pairs - Walk round the class and comments when students need Task 3 : Read through the context and decide which of the headings below suit for paragraph A .Womens Intellectual Ability B .The Age of Enlightenment C . womens Rights D . Womens Role in education - Ask students to read the small talks again to choose the best title for the passage - Ask students to work with a partner - Walks arround the class to help students whenever they need

1,nn vn minh nhn loi 2,sinh con 3,s tham gia 4,thi k khai sng 5,nhng nim tin n su vo tim thc 6,vic chm sc gia nh 7,nng lc tr tu 8, c hi vic lm

- Read all questions - Read the small talks again to scan information - Work in pairs - Give answers 1C 2D 3C 4B 5A

- Work in groups Key: C -

Post-reading: (12 minutes) - Let students work in groups to summarise the - Have discussion then reading passage by writing One sentence for present ideas in front of the each paragraph class - Present the content of the small talks again - Has students work in groups and answer - Keys: the questions Paraghraph1 :women in - Walk around the class, listen to students the old societies

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discussions and offer suggestions when necessary - Give comments - Ask students to tell the content of the small talks - Ask to tell themselves Homework : (2 minutes) -Do reading text in workbook -Prepare the next lesson

Paraghraph2 :The struggle for womens rights Paraghraph3:the statue of women in society todays -Listen to the teacher and take note

The 93rd period Date: 01/ 4/ 2012 Grade 12 Theme: Women Society Unit 15 Speaking Time: 45 minutes I. Objectives: 1. Educational aim: Students know how to express opinions and express degrees of agreement 2. Knowledge: - General knowledge: - Through this unit, students can make opinions with a partner easily - Know how to arrange opinions sensibly

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- Language: Students use sentences, words, phrases and expressions for making degrees of agreement 3. Skills: Fluency in expressing opinion and expressions for making a opinion II. Method: Intergrated, mainly communicative III. Teaching aids: Pictures, English textbook 12, hand-outs IV. Procedures: Teachers activities Warm-up:(5minutes) Give a picture with a situation and ask students to guess what happens next? Ask students work in pairs Students activities - Listen to the teache Notes

Today, we will practice giving the opinion-for or against Pre-reading: (8 minutes) Task 1: These expressions are - Do the task commonly used when people are expressed the agreement or disagreement -Work in pairs and practise . Place them under the appropriate saying aloud heading then practise with a partner - Give instruction - Introduce some expressions that we can use to agree and disagree about something - Ask student to work individually then work in groups Task 2: -Read and respond to these statements ,using useful expression in task 1 and then practise it with a partner - Do the task - Ask students to work individually then in pairs - Walk around the class to help student when necessary - Check and give suggestions - Ask student to practise it with a partner - Corrects students pronunciation if necessary - Practise with partners A :Men are usually stronger than women I think so .(Thats the reason why men often do hard work ,such as building ,carrying things...) B : Women are usually more sympathetic than men

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I dont think so because there are fathers who are gentle and understand their children better than theirs wives.... Post-reading: (14 minutes) - Work in group to discuss whether you agree or disagree with the statement Married women should not to go to work Make small talks on the following topics, using the starting and ending of a conversation - Divide the class into 4 groups - Ask each group to discuss one topic and make a small conversation - Walk around the class and help all students when necessary - Ask students to present the conversations - - Give comments - Work in groups - Practise the conversation Answer: - A: Hi,what do you think about the statement Married women should not to go to work ? B: Hi, .I dont agree with it . A: why? B: In my opinion ,its unfair for women. If they dont go to work ,they have to stay at home all the time .Its too boring to be housewives all their lives.

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

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The 94th period Date: 03/ 4/ 2012 Grade 12 Theme: Women Society Lesson 15 Listening Time: 45 minutes I. Objectives: 1. Educational aim: Students should know how to listen to give some information about women and the role of them in society 2. Knowledge: - General knowledge: Students learn about role of women in modern life - Language: - New words: Words related to society, women 3. Skills: -Extensive Listening : Multiple-choice questions -Passage comprehension II. Method: Intergrated, mainly communicative III. Teaching aid: Pictures ,textbook.... IV. Procedures: Teachers activities Students activities Notes Warm-up : (4 minutes) - Ask students look at the pictures and - Listen and answer have a comparison ? - Work in pairs and each - Let students look at the picture and and answer

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describe and answer some questions: 1,Where do the women come from? 2,What are they doing? 3,do they have happy life? why do you know? - Listen and give mark Pre-listening : (6 minutes) - Let students answer the following question - Is the life of a city women easier than that of a village woman nowadays ?What is your point of view? Why? While-listening: (24 minutes) Task 1: You will hear a passage abut women and their roles in society.Listen to the passage and choose the best answer to complete each sentences - Listen to each pair - Let students read some sentences given and explain some new words if necessary - Read or let students listen first - Give more information if students wonder or not clear - Let students listen the second time - Check their listening - Let students listen the third time and let them choose the best answer - Observe the class and listen to each groups feedbacks Task 2: Ask students to listen again and answer the questions - Let students read the questions first and quickly- work in pairs - Let students listen again 3 times and ask them to discuss in groups to answer the questions - Listen to each group and remark

1.from a village in Africa 2,they are working and taking care of their children 3,...... - Work in pairs -Answer the question

- After three times of listening, each group gives their answers - Read quickly and discuss in pairs or groups to find the answers which can be listened before - Can guess what will be heard again - Work in groups and give answer 1B ,2C ,3C,4A,5B

- Listen again (1-2 times) - Discuss give correct answer 1,40% 2,they earn nothing for doing their domestic work 3,they produce more than half of the food 4,80% 5,at 4.45 am 6,at 9.30 pm

After-listening: (10 minutes) - Have students sit in groups and compare - Work in groups

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a typical working day of your mother or your sister with that of an African village woman - Listen and remark Homework: (2 minutes) - Ask students to write about 100- 150 words what your sister or your mothers daily activities.

- Other groups listen and write down some information and then repeat - Listen and copy in their notebooks

The 95th period Date: 05/ 4/ 2012 Grade 12 Theme: Women Society Unit 15 Writing Time: 45 minutes I. Objectives: 1. Educational aim: Students know how to describe a chart 2. Knowledge: - General knowledge: Students could write a report to describe information from a statistics of the activities and the time that women do every week - Language: Words used in a chart 3. Skills: Describing a chart II. Method: Interagrated, mainly communicative III. Teaching aids: Some models of chart, real information in life IV. Procedures: Teachers activities Students activities Notes Warm-up : (4 minutes) - Ask students to name the - Observe and work in pairs activities and the time that to answer - The answers can be women often do every day various - Let students work in group Pre-writing: (10 minutes) Task 1 - Let students go through the questions - Continue working in pairs give in the book Look at the chart and - Each pair ask and answer answer the questions -Go around and help if necessary - Listen and write down

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- Listen and explain some new words and useful expressions if they do not know +the chart shows/presents/illustrates.... +As can be seen from the chart +According to the chart +In general/generally speaking while-writing: (20 minutes) Task 2 - Ask students to do certain things - It means we use short information but its real - Ask students to read the model of chart first - Ask students to describe some information in a chart - Ask 2 or 3 students who may be good at English to write on the board - Let students change their report and practise speaking about the person theyve written - Listen and remark Post-writing: (10 minutes) - Let students work in group to write a report about someone and other groups - Read and write a short paragraph - Listen and remark Homework: (2 minutes) - Do the writing part, Unit 15, workbook

- Listen to the teacher - Read quickly themselves - Read the form quickly and find some new words if it has - Listen and repeat, then write down in notebooks - Check among groups - Change among groups - Work in groups and write a report - One student of one group reads aloud a report - Discuss and correct mistakes themselves - Listen and copy

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The 96th period Date: 07/ 4/ 2012 Grade 12 Theme: Women in Society Unit 15 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: Students know how to spell the rising tune in a sentence 2. Knowledge: - General knowledge: Students learn the use of phrasal verbs - Language: - New words: Words related to topic 3. Skills: - Pronunciation: The rising tune - Grammar: - Phrasal verbs II. Method: Intergrated, mainly communicative III. Teaching aids: textbook, picture ..... IV. Procedures: Teachers activities I. Pronunciation(10 munites) - Help students how to read correctly with the rising tune b. Practice: - Read the sentences first: clearly, correctly - Listen and correct their pronunciation if its needed -Explain to read the rising tune in Yes-No questions and sentence stress - Let students read the sentences and work in groups - Listen and remark each group Students activities Notes

- Read aloud - Listen and repeat from 23 times - Some of them stand and read words aloud -Listen to the teacher - Read the sentences in chorus aloud

II. Grammar: (34munites) Phrasal verbs - Listen and copy - Show students to list out as many phrasal -List some phrasal verbs :

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verbs you have learnt as possible just in one fill in ;turn on; go over munites ;look at ;make up. Look -Let students work in pairs after .... - Read and do the exercise * Exercise 1: Let students read all the answers and work - Work in their own and in groups to choose tone of the following compare each other verbs(in the correct form)+ the correct - One or two students give preposition to complete the sentences the correct form of phrasal -Go around and help if necessary verbs on the board - Keys: - Listen and remark 1,glanced at 2,invited to 3,listen to 4,throw...at 5,staring at 6,speaking to 7,wrote to 8,point...at Exercise 2: -Introduce Exercise 3 to students and - Work themselves and explain how to do it each student reads - Ask students to do it sentences -Ask students to fill each of the blanks with - Other students listen and remark each other an appropriate preposition if necessary - Keys: --Let them work individually 1,for 2,for 3,to 4,for - Walk round and help them - Check, correct mistakes , give reasons and 5,about 6,x 7,about 8,x 9,for 10,for mark Homework: (2 minutes) - Remind of phrasal verbs - Let them do exercises in Workbook

- Listen and copy

Unit 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS th The 97 and the 98th period Date: 09/ 4/ 2012

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Grade 12 Theme: The Association Of Southeast Asian Nations Unit 16 Reading Time: 45 minutes I. Objectives: 1. Educational aim: Students can read and know about ASEAN and make questions and answer them well 2. Knowledge: - General knowledge: Students could understand and use the new words through speaking, asking and answering - Language: - New words: Words relate to ASEAN 3. Skills: -Reading for general or specific information -Guessing meaning from context II. Method: Intergrated, mainly communicative III. Teaching aids: Some photos of ASEAN and some information about them IV. Procedures: Teachers activities Warm-up: (4 minutes) - Give the logo of ASEAN and ask students to guess the name this organization - Recheck and introduce the new lesson: The Association Of Southeast Asian Nations Pre-reading: (7 minutes) - Ask some questions about some questions ? 1,what does ASEAN stands for? 2,When did Vietnam join this association? - Let students write some information about ASEAN - Let each student stand and speak their opinions - Go around and help them if necessary While-reading: (20 minutes) - Let students open the book and read silently while teacher reads aloud and correctly - Ask students to read themselves and write down some information Students activities - Do themselves and then work in pairs - Listen to the teacher Notes

-Discuss and give correct answer 1,ASEAN stands for the Association of Southeast Asian Nations 2,In 1995

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- 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 -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 - Check and give suggestions - Work in pairs, then one reads the sentence and the Post-reading: (10 minutes) -Ask students to close their books and other corrects it summarise the passage ,based on the years : 1967, 1995 ,1998 ,1999, 2007 ,2020 -Go around and help if necessary - Work in pairs and some -Check and remark of them stand and say about ASEAN - Work in groups and discuss which sentences Homework (4 minutes) - Reread the passage and summarize the go with the word given - Some others repeat ASEAN (about 100 words) - Copy the words

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- Listen and copy

The 991h period Date: 11/ 4/ 2012 Grade 12 Theme: The Association Of Southeast Asian Nations Unit 16 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:

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- 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: Teachers activities Students activities Notes Warm-up: (3 minutes) - Ask students to close the book - Close the books - Let students Look at the pictures and - Work in pairs and name out the countries and the capitals name out the countries -Let them work in pairs and the capitals - Each student speaks out their answer Pre-speaking: (8 minutes) 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 - Work in pairs - Look at the picture and name them - Theyre holding the pens and notebooks - Read these words and work in groups - Some students can show off these words: family; dislike; hobby; education

While-speaking: (20 minutes) Task 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

- Observe the picture - Work in groups with some cues given below ( - Other groups go on practising speaking - Ask students to read some words given and then let them choose which countries they like to talk about - Listen and correct Post-speaking: (10 minutes) - Ask students to work in pairs and discuss ,talk about some of the ASEAN countries -Work in pairs and talk - Ask one group to do the task as a model about some of the

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

The 100th period Date: 13/ 4/ 2012 Grade 12 Theme: The Association Of Southeast Asian Nations Unit 16 Listening Time: 45 minutes I. Objectives: 1. Educational aim: Students should know how to ask and say about using English and the main religion in ASEAN 2. Knowledge: - General knowledge: Students know how to give information from using English and the main religion in ASEAN - Language: - New words: Words related to ASEAN countries 3. Skills: - Listening for general or specific information -Comprehension questions II. Method: Intergrated, mainly communicative

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III. Teaching aids: Some pictures of persons or some real information about them IV. Procedures: Teachers activities Students activities Notes Warm-up: (4 minutes) - Ask students to close the book -Work in pair and list the - Ask students to list the name of ASEAN name of ASEAN countries countries using the English - Listen to the the teacher and answer the questions Pre-listening: (8 minutes) -Keys: Some ASEAN - Let students open the books and ask and countries such as the answer the question Philippines, Brunei, 1. Which ASEAN countries are use English Singapore, and Malaysia as a second language? use English as second language - Let students read some words theyll - Read in chorus listen then - Some students read - Listen and check themselves:

While-listening: (20 minutes) 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 groups 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

Read silently the sentences given before listening - Listen the first time - No, we havent - 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 theyve 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

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them work in groups to speak out - Listen and correct their listening

Post-reading: (10 minutes) - Ask students to summarize the content of the conversation between Nga and her father-Mr Hung - Ask students to write a short passage to guess what Ngas essay will be about - Listen to each group and correct mistakes if theyve done

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

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

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The 101st period Date: 15/ 4/ 2012 Grade 12 Theme: The Association Of Southeast Asian Nations Unit 16 Writing Time: 45 minutes I. Objectives: 1. Educational aim: Students should know how to write a letter of recommendation 2. Knowledge: - General knowledge: Students learn to write about the places they are familiar with - Language: Words used in writing about a significant place 3. Skills: Writing about a letter of recommendation II. Method: Intergrated, mainly communicative III. Teaching aids: Some cues, information of someone IV. Procedures: Teachers activities Warm-up: (4 minutes) - Ask students to close the books - Look at the pictures and name out the places -Let students work in pairs Pre-writing: (8 minutes) Task 1 - Ask students to open their books - Introduce the students do the task 1 -Let them work in groups and complete Students activities - 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 Notes

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the letter with the missing sentences in the box -Go around and help -Explain some new words if necessary -Give correct answers

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

While-writing: (18 minutes) - 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: (13 minutes) - Ask students to read anothers letter - Ask some students to read loudly their letter - Listen and correct if needed

- Practise writing in groups - Each member of groups reads aloud his/ her writing - Other group appreciate and correct mistakes each other

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- Each group does the writing and read aloud Homework: (2 minutes) - Do the writing task in workbook -Prepare the next lesson

students - Listen and copy

The 102nd period Date: 18/ 4/ 2012 Grade 12 Theme: The Association Of Southeast Asian Nations Unit 16 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: Students should pronunciate the rising falling tune correctly and the use of adverbial clause of time 2. Knowledge: - General knowledge: Students learn words to describe peoples background - Language: A paragraph and adverbial clause of time 3. Skill: fluency in the rising falling and use of adverbial clause of time II. Method: Intergrated, mainly communicative III. Teaching aids: textbook, handout..... IV. Procedures: Teachers activities I. Pronunciation: (15 minutes) - Close the books! a. Introduce the rising-falling tune - Let students practise pronunciating these sentences - Listen and correct the syllables students read b. Let students open the books and read aloud the words given and try to pronunciate these sentences with the rising tune - Listen and check for pronunciation - Ask students to listen and read after these sentences Students activities - Read these sentences Listen and repeat following the teacher - Read in silent first - Some of each groups read aloud Notes

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II. Grammar: (20 minutes) adverbial clause of time -Listen to the teacher -Introduce the way of using adverbial - Students work in pairs clause of time through some example and give some examples - Some students repeat - Ask students to give some examples aloud - Listen and remark b. Let students practise doing exercises Exercise 1 - Ask students to do exercise themselves Do the exercise then discuss in groups 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 dont forgot to turn off the lights 5,I will stay till you get back 6,Well 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 Exercise 2 and explain why they did it - Ask students to supply the correct form - Each group answer and of the verbs in brackets give reasons - Listen and remark -Keys: 1,arrives 2,arrives 3,are playing - Read silently and discuss 4,got ,5,have finished 6,(had) graduated in pairs, groups 7.am 8,have read -Key: 1,Lets go out before it starts raining Exercise 3 2,Ill give you my address

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- 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

when I have found somewhere to live 3,After he had done his homework ,he went to bed 4,Well let you know as soon as we have made our decision 5,I havent met them since I left school 6,robert suddenly began to feel ill while he was doing the exams 7,Kate will come back home after she has finished the last semester - Listen and write down

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

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The 103rd period Date: 19/ 4/ 2012 Grade 12 Test yourself F I. Objectives: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing. - Improve their knowledge through the test yourself. II. Method: Integrated, mainly communicative. II. Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs IV. Procedures: Teachers activities Students activities Notes Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the test Answer teachers yourself F questions * Have you prepared it at home? * Have you got any difficulties? Test yourself I. Listening(2.5 points) (10 minutes) Teacher asks Sts to read and find new words. Teacher explains: Asks Sts to read the statements carefully and underline key words before listening the first. Asks Sts to finish the exercise after listening the second. Asks Sts to listen to the tape (the third time) and then discuss in pairs about the final answer. Goes around the class, helps Sts discuss about the answers if necessary. Asks some Sts to give the answers, others give feedback. Teacher gives Sts to listen once more. Expected answers: 1. 16 November 1945 2. 193 3. 60 4. teacher-training Listen and dill in the blanks with the information as you hear. UNESCO stands for the United Nations Educational, Scientific and Cultural Organization. It was established on .. to encourage collaboration among nations in the areas of education, science, culture and communication. UNESCO has .member nations as of 2007. the agency has its headquarter in Paris, France, and operated educational, scientific, and cultural programs and exchanges from . Fields offices

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5. heritage - Correct mistakes

world wide. Project sponsors by UNESCO include international science programs; literacy, technical, and ..programs; regional and cultural history projects; and international cooperation agreements to secure the worlds 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. 1. Arab countries 2. In textile, toy, shoe

II. Reading (2.5 points) (10 minutes) Teacher explains new words/ phrases: Labor-intensive : (adj) cn nhiu nhn cng Propotion (n) t l Exclude (v) ngn chn Reserve (v) : dnh ring 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.

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and electronic sectors 3. 70% 4. They depend on their husbands or fathers 5. The access to education and change in economic status. III. Grammar(2.5 points) (8 minutes) Students work in pairs/ - Recall the grammar of articals. groups. - Giude students how to do Suggested answers: - Give them some newwords: 1. grow up - Do the first as an example. 2. stay on - Ask students to to the exercise. 3. wait up Use the following verbs to complete the 4. give in sentences below: 5. catch up Catch up Cool off Fall behind 6. speak up Give in Grow up Keep up 7. Watch out Speak up Stay on Wait up 8. cool off Watch out 9. keep up 1. He still behaves like a child. I wish 10. fall behind hed grow up. Other Sts give feedback 2. Come to the party on Friday and .. for the weekend. 3. I wont be back until late. Will you for me? 4. He was exhausted but he still kept going. He just wouldnt 5. Please dont go so fast. I just cant .. 6. Could you .a bit? I can hardly hear you. 7. ! Oh dear. Didnt you see that car coming? 8. You look hot and sticky. Come and sit in the shade and 9. You go on ahead and Ill 10. Wait for me. I dont 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

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the class. Other group gives feedback Teacher corrects in general and tells the point of marks so that Sts remark themselves. - Call the to to on board. - Go round the class to control the sets activities - Correct mistakes IV. Writing(2.5 points) (7 minutes) - Giude students how to write - Give students some models and structures to writes. In about 120 words, write about the changes in womens role in the family in comparison with that 50 years ago. The following cues might be useful to you. Education Social activities Work Economic dependence Number of children Domestic chores - Ask students to write. - Call the to to on board. - Go round the class to control the students activities - Correct mistakes Homework (5 minutes) - Ask students: + to study all the lessons again. + to prepare to review all the knowledge of grade 12.

- 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.

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The 104th and the 105th period Date: 20/ 4/ 2012 Grade 12 Revision 1, 2. LESSON ONE : REVIEW THE SIMPLE PRESENT - THE SIMPLE PAST TENSE Time : 45 minutes * Objectives : - Aims : By the end of the lesson, sts will be able to memorize the forms, usages and the ways to add s, es, ing and how to pronounce s,es. - Teaching aids : Posters - Procedure : Teachers activities Students activities

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 Warm up: (4mn) - Give sts some sentences and ask them to give the - Sts look at the poster and do the correct form of the verb in the brackets. (poster) exercise 1 - The Earth (move) around the Sun. 2 She (work) in the garden at the moment. 3 He (watch) TV in the sitting-room now. 4 - Lan (go) to school everyday. - Sts work - Get some sts to go to the b.b to do * Answer: - Remark, explain and correct 1 - moves 2- is working 2 - is watching 4 - Doesgo * PRESENTATION :(29mn) - Get 2 sts to go to the b.b to give forms of the two - Sts work tenses. - Get other sts to give the usages - Look at the poster and correct - Remark, stick the poster and get sts to correct 1/ The simple present tense (poster) a- Form : - Affirmative: S + V(s,es) - Neg : S + do/does + not + V(inf) - Inter : Do/Does + S + V(inf) ? b- usages : The simple present express - habitual or repeated activity Ex: I study 2 hours every night. - general truth Ex: The Sun rises in the East. - an ability Ex: He speaks English very well. - perception, felling or states that occur at the moment of speaking. Ex: Do you hear anything ? No, I dont hear anything. + use with some verbs : know, understand, wonder, love, like, hate, think, remember, hope C Adverbs to distinguish Every, always, usually, often 2/ The present progressive tense (poster) a- Form : - Affirmative: S + am/is/are + V-ing - Neg : S + am/is/are + not + V-ing - Inter : Am/Is/Are + S + V -ing ? b- usages : The present progressive express - an action / activity that is in the progress (happening)

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At the moment of speaking Ex: They are studying at the library now. - a temporary action at present 3/ Remind sts the ways to add (s, es, ing) and how to pronounce (s, es) Exercises : (Handouts) (10mn) Exercise 1 : Complete the sentences with the correct forms of verb in brackets. 1- She (study) English very well. 2- Dont make noise! The boy (sleep). 3- At the moment the Browns (travel) in Europe. 4- The bus (stop) for us now. 5- Bill (watch) T.V every night. 6- The girl looks pretty as she (wear) her new dress. 7- Look! The cat (chase) the mouse. 8- Sugar (be) sweet. 9- It is Autumn now. The leaves (begin) to fall. 10- She (go) to the club twice a week. Exercise 2: Give the correct form of the verbs in brackets. a- Mr Trinh normally ___ on his farm, but he___ this month in Da lat. He ___ how to ___ flowers. (work, learn, grow, spend) b- Most weekdays, Miss Hoa___her motorbike to school. But as it___today, she ___a bus to work; and her sister, Linh___the shopping at the market instead of the supermarket where she usually___ . (ride, rain, take, do, go) - Get sts to do and provide the answers - Remark and give feedback Comments : (2mn) The 106th and the 107th period Date: 21/ 4/ 2011 Grade 12 Revision 3, 4.

- Listen and take notes

* Answer: 1-studies 2- is sleeping 3- are travelling 4- stops 5- watches 6- is wearing 7- is chasing 8- is 9- is beginning 10- goes * Answer: a- Works is spending is learning grow. b- rides is raining is taking is doing - goes

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

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Teachers activities Warm up: (4mn) - Ask sts some questions 1- Did you do your homework last night? 2- What did you do at seven last night? - Write the answers on the b.b. Use color chalks to underline the grammar points and explain. - Yes, I did. I did all my homework - I was doing my homework at seven last night.

Students activities

- Yes, I did/ No, I didnt - I was doing my homework at seven last night.

* PRESENTATION :(20mn) - Get 2 sts to go to the b.b to give forms of the two - Sts work tenses. - Get other sts to give the usages - Remark, stick the poster and get sts to correct - Look at the poster and 1/ The simple past tense (poster) correct a- Form : - Affirmative: S + V(ed/2) - Neg : S + did + not + V(inf) - Inter : Did + S + V(inf) ? b- usages : The simple past express - an action or activity began and end in the past Ex: I went to HN last month. - an action or activity happened in the past with definite time C Adverbs to distinguish Yesterday, ago, last) 2/ The present progressive tense (poster) a- Form : - Affirmative: S + were/was + V-ing - Neg : S + wrer/was + not + V-ing - Inter : Were/was + S + V-ing ? b- usages : The past progressive express - an action / activity that was happening at the definite point of time in the past. Ex: She was working in the garden at 2 p.m yesterday. - an action / activity that was happening in the past, another action / activity happened. Ex: While we were running home, it suddenly rained. - two actions / activities that were happening at the same time in the past. Ex: While we were running home, they were running to

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school. 3/ Remind sts the ways to add (ed) and how to pronounce (ed) Exercises : (Handouts) (19mn) Exercise 1 : Complete the sentences with the correct forms of verb in brackets. a- While I .(1.walk) to class yesterday morning , I .(2.see) Abdullah . We .(3.say) hello and (4.walk)the rest of the way to school together. b- When I .(1.hear) a knock at the door last night , I ..(2.walk) to the door and.(3.open) it. When I .(4.open) the door , I (5. see) my brother . I (6.greet) him and .(7.ask) him to come in. c- My cousin and I .(1.watch) a movie TV last night when my brother .. (2.come) . He ..(3.watch) the end of the movie with us. d- Mrs Reed (1.turn) on the radio in her car while she .(2.drive) home yesterday . She .. (3.listen) to some music when she suddenly ..(4.hear) a siren. She ..(5.look) in her mirror and ..(6.see) an ambulance behind her. She immediately ..(7.pull) her car to the side of the road and .(8.wait) for the ambulance to pass. - Get sts to work individually to do the first 2 paragraphs, then correct in pairs -Sts work - Get some sts to give their answers - Provide the answers - Remark and correct * Answer: a- 1. was walking 2. saw 3. said 4. walked b- 1. heard 2. walked - Get sts to do the last paragraphs at home 3. opened 4. opened - Comments : (2mn) 5. saw 6. greeted 7. asked

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The 108th period Date: 21/ 4/ 2012 Grade 12 Revision 5 LESSON THREE : EXERCISES Time : 45 minutes * Objectives : - Aims : By the end of the lesson, sts will be able to memorize the forms, usages of four tenses above - Teaching aids : handouts - Procedure : Teachers activities - Give sts some exercises: 1- Exercise 1: Translate into English a/ Bay gi ho ang hoc th vien. b/ Sang hom qua khi chung toi ang hoc bai th cau toi goi c/ Anh ay song Ha Noi vao nam 1990. d/ Ho thng i cong vien vao nhng ngay cuoi tuan. e/ Hay nhn! Nhng em hoc sinh ang chi ngoai Students activities

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san. 2- Exercise 2: Fill in the blank with the appropriate verbs from the list (some verbs can be use more than once) get go make put be take do wash have see. say open

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

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

The 109th period Date: 23/ 4/ 2012 Grade 12 THE second TERM TEST (TIME: 45 MINNUTES)

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